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Correct answers to this question may vary. Some of the variables that tap respondents’
attitudes about class inequality are:
• WHYPOOR1 Now I will list reasons some people give to explain why there are poor
people in this country. Please tell me whether you feel each of these is very important,
somewhat important, or not important in explaining why there are poor people in this
country: Failure of society to provide good schools for many Americans.
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
• WHYPOOR2 Now I will list reasons some people give to explain why there are poor
people in this country. Please tell me whether you feel each of these is very important,
somewhat important, or not important in explaining why there are poor people in this
country: Loose morals and drunkenness
• WHYPOOR3 Now I will list reasons some people give to explain why there are poor
people in this country. Please tell me whether you feel each of these is very important,
somewhat important, or not important in explaining why there are poor people in this
country. Failure of industry to provide enough jobs.
• GOVEDOP Do you agree or disagree: The government should provide more chances for
children from poor families to go to college.
• POVSCHS Here are several things that the government in Washington might do to deal
with the problems of poverty and unemployment. I would like you to tell me if you favor
or oppose them: Spending more money on the schools in poor neighborhoods especially
for pre-school and early education programs.
• GETAHEAY Which do you think is the most important reason why people get ahead:
their own hard work or lucky breaks and help from other people?
• GOVLESS Do you agree or disagree: e. The government should spend less on benefits for
the poor.
Attitudes about class inequality should be the dependent variable (in the Row field), and the socio-
demographic characteristic the student has selected should be the independent variable (in the Column
field). Figures 5.1 – 5.3 below show examples of the cross-tabs a student might make, where RACE (R’s
racial group) is the independent variable. The variables WHYPOOR1, WHYPOOR2, and WHYPOOR3 were
each asked only in the 1990 survey. The independent variable should be in the Column Field, and the
dependent variable should be in the Row field.
When interpreting their results, students should follow the examples presented at the end of the
chapter. The basic steps are summarized below:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you used to answer
the question
c. Identify and describe the dependent and independent variables, clearly stating how
each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions
Figure 5.1
Variables
Role Name Label Range MD Dataset
Row WHYPOOR3 NOT ENOUGH JOBS 1-3 0,8,9 1
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Column RACE RACE OF RESPONDENT 1-3 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
Cells contain: RACE
-Column percent 1 2 3 ROW
-Weighted N WHITE BLACK OTHER TOTAL
33.6 54.5 46.1 36.5
1: VERY IMPORTANT
377.8 83.4 28.2 489.4
43.4 33.7 36.5 41.9
2: SOMEWHAT IMPORTANT
487.8 51.5 22.3 561.6
WHYPOOR3
23.1 11.8 17.4 21.5
3: NOT IMPORTANT
259.3 18.1 10.6 288.0
100.0 100.0 100.0 100.0
COL TOTAL
1,124.8 153.0 61.1 1,339.0
Figure 5.2
Variables
Role Name Label Range MD Dataset
Row WHYPOOR2 LOOSE MORALS AND DRUNKENNESS 1-3 0,8,9 1
Column RACE RACE OF RESPONDENT 1-3 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
Cells contain: RACE
-Column percent 1 2 3 ROW
-Weighted N WHITE BLACK OTHER TOTAL
40.3 37.7 33.3 39.7
1: VERY IMPORTANT
451.1 56.3 18.6 526.0
35.2 27.4 40.0 34.5
2: SOMEWHAT IMPORTANT
393.7 40.9 22.3 457.0
WHYPOOR2
24.5 34.9 26.7 25.7
3: NOT IMPORTANT
273.6 52.1 14.9 340.6
100.0 100.0 100.0 100.0
COL TOTAL
1,118.5 149.3 55.8 1,323.6
Figure 5.3
Variables
Role Name Label Range MD Dataset
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Row WHYPOOR3 NOT ENOUGH JOBS 1-3 0,8,9 1
Column RACE RACE OF RESPONDENT 1-3 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
Cells contain: RACE
-Column percent 1 2 3 ROW
-Weighted N WHITE BLACK OTHER TOTAL
33.6 54.5 46.1 36.5
1: VERY IMPORTANT
377.8 83.4 28.2 489.4
43.4 33.7 36.5 41.9
2: SOMEWHAT IMPORTANT
487.8 51.5 22.3 561.6
WHYPOOR3
23.1 11.8 17.4 21.5
3: NOT IMPORTANT
259.3 18.1 10.6 288.0
100.0 100.0 100.0 100.0
COL TOTAL
1,124.8 153.0 61.1 1,339.0
2. Sociologists use the term job autonomy to refer to the amount of control workers can
exercise over their scheduling and work pace as well as the extent to which they are
able to exercise creativity and independence on the job. To what extent do people of
different class statuses have different access to job autonomy? Create three different
cross-tab analyses where DEGREE is the independent variable in each one and
LOTOFSAY, MYSKILLS, and SETTHNGS are the different dependent variables. Interpret
your results, giving particular attention to how your findings highlight the connections
between the micro and macro levels of society.
Figures 5.4 – 5.6 show the analyses that students should produce (assuming they do not
use a filter for year, and that they are using the GSS 1972 – 2014 dataset).
When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
5. Summarize your conclusions
Figure 5.4
Variables
Role Name Label Range MD Dataset
Row LOTOFSAY R HAS LOT OF SAY IN JOB 1-4 0,8,9 1
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
1:
22.5 26.3 36.6 33.9 45.6 30.4
Strongly
65.9 492.1 131.7 232.7 156.6 1,078.9
Agree
45.3 39.6 39.4 45.6 39.5 41.2
2: Agree
132.7 739.5 141.7 313.1 135.7 1,462.6
3: 24.5 26.3 20.5 17.2 11.5 22.3
LOTOFSAY
Disagree 71.7 490.6 73.5 117.8 39.5 793.1
4:
7.6 7.8 3.5 3.3 3.4 6.1
Strongly
22.3 145.7 12.4 22.8 11.7 215.0
Disagree
COL 100.0 100.0 100.0 100.0 100.0 100.0
TOTAL 292.6 1,867.9 359.3 686.3 343.4 3,549.6
Figure 5.5
Variables
Role Name Label Range MD Dataset
Row MYSKILLS JOB ALLOWS R USE OF SKILLS 1-4 0,8,9 1
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
1:
37.2 34.9 52.1 43.4 56.2 40.7
Strongly
159.8 850.8 240.5 401.6 276.3 1,929.0
Agree
51.6 53.0 39.4 47.0 40.7 49.1
2: Agree
221.8 1,289.8 181.9 435.5 200.3 2,329.3
3: 9.5 9.8 6.7 7.9 2.5 8.4
MYSKILLS
Disagree 40.7 239.2 30.9 73.3 12.4 396.4
4:
1.8 2.3 1.9 1.7 .6 1.9
Strongly
7.7 55.1 8.7 15.9 3.0 90.3
Disagree
COL 100.0 100.0 100.0 100.0 100.0 100.0
TOTAL 429.9 2,434.9 462.0 926.3 491.9 4,744.9
Figure 5.6
Variables
Role Name Label Range MD Dataset
HOW OFTEN R SET WAY THINGS
Row SETTHNGS 1-4 0,8,9 1
DONE
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Frequency Distribution
DEGREE
Cells contain: 0 1 2
-Column percent 3 4 ROW
LT HIGH HIGH JUNIOR
-Weighted N BACHELO GRADUAT TOTA
SCHOO SCHOO COLLEG
R E L
L L E
42.6 42.4 52.1 48.1 50.0 45.2
1: Often
126.6 789.7 186.1 329.1 170.9 1,602.3
2:
30.3 34.4 34.0 35.1 31.5 33.9
Sometime
90.0 641.5 121.3 240.2 107.5 1,200.5
s
SETTHNG
12.4 13.9 10.5 12.6 11.8 13.0
S 3: Rarely
36.8 258.9 37.4 86.5 40.1 459.7
14.6 9.3 3.4 4.2 6.7 7.9
4: Never
43.4 173.2 12.3 28.9 22.9 280.8
COL 100.0 100.0 100.0 100.0 100.0 100.0
TOTAL 296.8 1,863.4 357.0 684.7 341.4 3,543.3
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
3. To what extent does class structure physical and mental health? Conduct three
comparisons of means by entering CLASS in the “Row” field and PHYSHLTH, MNTLHLTH,
and HLTHDAYS (separately) in the “Dependent” field. Use a filter to restrict your analysis
to data from the years 2010 through 2014. (Hint: Make sure you are on the “Means” tab
within the “Analysis” page of the SDA.) Interpret your results, giving particular attention
to how your findings highlight the connections between the micro and macro levels of
society.
Figures 5.7 – 5.9 show the analyses that students should produce.
When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions
Figure 5.7
Variables
Role Name Label Range MD Dataset
DAYS OF POOR PHYSICAL -
Dependent PHYSHLTH 0-30 1
HEALTH PAST 30 DAYS 1,98,99
SUBJECTIVE CLASS
Row CLASS 1-5 0,8,9 1
IDENTIFICATION
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010- GSS YEAR FOR THIS
Filter 1972-2014 1
2014) RESPONDENT
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
6.07
1: LOWER CLASS 1.012
119.9
2.74
2: WORKING CLASS .197
1,272.5
2.25
CLASS 3: MIDDLE CLASS .212
997.3
1.92
4: UPPER CLASS .716
59.9
2.68
COL TOTAL .163
2,449.6
Figure 5.8
Variables
Role Name Label Range MD Dataset
DAYS OF POOR MENTAL -
Dependent MNTLHLTH 0-30 1
HEALTH PAST 30 DAYS 1,98,99
SUBJECTIVE CLASS
Row CLASS 1-5 0,8,9 1
IDENTIFICATION
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010- GSS YEAR FOR THIS
Filter 1972-2014 1
2014) RESPONDENT
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
5.89
1: LOWER CLASS .751
167.9
4.00
CLASS 2: WORKING CLASS .191
1,874.6
2.86
3: MIDDLE CLASS .169
1,507.4
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
2.75
4: UPPER CLASS .679
99.2
3.58
COL TOTAL .134
3,649.1
Figure 5.9
Variables
Role Name Label Range MD Dataset
DAYS OF ACTIVITY -
Dependent HLTHDAYS 0-30 1
LIMITATION PAST 30 DAYS 1,98,99
SUBJECTIVE CLASS
Row CLASS 1-5 0,8,9 1
IDENTIFICATION
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010- GSS YEAR FOR THIS
Filter 1972-2014 1
2014) RESPONDENT
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
3.08
1: LOWER CLASS .682
121.1
1.39
2: WORKING CLASS .133
1,269.3
1.04
CLASS 3: MIDDLE CLASS .119
999.9
1.56
4: UPPER CLASS .599
59.0
1.33
COL TOTAL .084
2,449.2
4. Sociologists use the term homophily to refer to the fact that individuals tend to create
and maintain relationships with people who are similar to themselves. To what extent
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
do those GSS respondents who are married end up marrying people with similar class
backgrounds? To answer this question, first create a cross-tab of DEGREE and SPDEG
using DEGREE as the independent variable and SPDEG as the dependent variable. Use a
filter to restrict your analysis to data from the years 2010 to 2014. Then conduct a
comparison of means using DEGREE as the “Row” variable and SPPRES80 as the
“Dependent” variable. In this comparison of means, use a filter to restrict your analysis
to data from the year 2010—the most recent year for which occupational prestige data
exist. Interpret your results.
Figures 5.10 – 5.11 show the analyses that students should produce.
When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions
Figure 5.10
Variables
Role Name Label Range MD Dataset
Row SPDEG SPOUSES HIGHEST DEGREE 0-4 7,8,9 1
Column DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010-
Filter GSS YEAR FOR THIS RESPONDENT 1972-2014 1
2014)
Frequency Distribution
DEGREE
Cells contain:
-Column percent 0 1 2
3 4 ROW
-Weighted N LT HIGH HIGH JUNIOR
BACHELOR GRADUATE TOTAL
SCHOOL SCHOOL COLLEGE
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
0: LT HIGH 56.2 9.9 8.3 1.3 .9 12.2
SCHOOL 226.4 153.4 22.2 9.4 4.4 415.7
1: HIGH 37.8 66.4 53.5 29.5 20.0 47.8
SCHOOL 152.6 1,028.0 143.4 216.9 92.0 1,633.0
2: JUNIOR 3.7 7.6 19.4 7.8 3.9 7.6
COLLEGE 14.9 117.9 52.0 57.7 17.8 260.3
SPDEG
3: 1.0 12.0 12.1 43.2 31.3 20.0
BACHELOR 4.1 185.2 32.5 318.3 143.9 684.2
4: 1.3 4.1 6.8 18.2 43.8 12.4
GRADUATE 5.2 63.3 18.1 134.1 201.4 422.2
100.0 100.0 100.0 100.0 100.0 100.0
COL TOTAL
403.2 1,547.8 268.2 736.5 459.6 3,415.4
Figure 5.11
Variables
Role Name Label Range MD Dataset
SPOUSES OCCUPATIONAL
Dependent SPPRES80 17-86 0 1
PRESTIGE SCORE (1980)
Row DEGREE RS HIGHEST DEGREE 0-4 7,8,9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
Filter YEAR(2010) GSS YEAR FOR THIS RESPONDENT 1972-2014 1
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
35.32
0: LT HIGH SCHOOL .966
100.5
41.79
1: HIGH SCHOOL .663
467.7
DEGREE
44.15
2: JUNIOR COLLEGE 2.000
69.4
51.52
3: BACHELOR 1.190
194.0
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
53.51
4: GRADUATE 1.076
135.8
44.88
COL TOTAL .600
967.4
Figures 5.12 – 5.13 show the analyses that students should produce.
When interpreting their results, students should follow the examples presented at the
end of the chapter. The basic steps are:
1. Remind your audience of the basics
a. Restate your research question
b. Remind your audience of the data source and the specific variables you
used to answer the question
c. Identify and describe the dependent and independent variables, clearly
stating how each variable was coded
d. Specify the number of cases included in each analysis
2. Focus on specifics
3. Consider the big picture
4. Consider limitations
5. Summarize your conclusions
Figure 5.12
Variables
Role Name Label Range MD Dataset
0,26-
Dependent RINCOM06 RESPONDENTS INCOME 1-25 1
99
Row RACEHISP Race with Hispanic (2000 and later) 1-4 9 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010- GSS YEAR FOR THIS
Filter 1972-2014 1
2014) RESPONDENT
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
15.10
1: White .223
2,615.0
13.32
2: Black .356
564.8
12.67
RACEHISP 3: Hispanic .369
578.3
15.55
4: Other .799
198.5
14.52
COL TOTAL .203
3,956.7
Figure 5.13
Variables
Role Name Label Range MD Dataset
0,26-
Dependent RINCOM06 RESPONDENTS INCOME 1-25 1
99
Row SEX RESPONDENTS SEX 1-2 0 1
Composite weight = WTSSALL * .1913-
Weight COMPWT 1
OVERSAMP * FORMWT 11.1261
YEAR(2010- GSS YEAR FOR THIS
Filter 1972-2014 1
2014) RESPONDENT
Main Statistics
Cells contain:
-Mean
-Complex Std Errs
-Weighted N
15.71
SEX 1: MALE .230
1,940.0
Instructor Resource
Harnois, Analyzing Inequalities
SAGE Publishing, 2018
13.37
2: FEMALE .241
2,016.7
14.52
COL TOTAL .203
3,956.7
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the next eight or nine years, the best Falstaff possessed by London
was Henderson. He played the part first at Drury, and afterward at
Covent Garden. Since Quin, there had been no better representative
of Sir John; and even Palmer, in 1788, could not bring the town from
its allegiance to “admirable Henderson.”
The Falstaffs of the present century, in the second part of this
historical play, have not achieved a greater triumph than Henderson.
Cooke, who played the obese cavalier, in 1804, was not equal to the
part; and Fawcett, in 1821, when the play was revived, with another
coronation pageant in honor of George IV., was farther from success
than Cooke. The managers at this period were wiser than those who
“got up” the play at the period of the accession of George III., for
they retained Shallow and Silence, and never were the illustrious two
so inimitably represented as, on this occasion, by Farren and Emery.
The chief Falstaffs of the “Merry Wives of Windsor” are Betterton
(1704), Hulett (1732), Quin (1734), Delane, the young Irish actor
(1743), of whom Garrick was foolish enough to be jealous; Shuter
(1758), Henderson, who first played it at the Haymarket in 1777, and
Lee Lewis in 1784. Bartley, Phelps, and a clever provincial actor,
now in London, named Bartlett, have also played this character with
great effect. The Falstaff of the last-named actor is particularly good.
I have said that Quin was the greatest of Falstaffs, but the greatest in
the physical acceptation of the term, was undoubtedly Stephen
Kemble. This actor was born almost upon the boards. His clever, but
not very gentle-tempered mother, had just concluded her
performance of Anne Bullen, in a barn, or something like it, at
Kingstown, Herefordshire (1758), when Stephen was born, about the
period when, according to the action of the play, the Princess
Elizabeth is supposed to first see the light. Stephen when he had
grown to manhood, weighed as much as all his sisters and brothers
put together; and on the 7th of October, 1802, he made his
appearance at Drury, in the character of Falstaff. This was nearly
twenty years after he had made his début in London, at Covent
Garden, in Othello. Bannister junior prefaced his performance of the
companion of Prince Hal, by some humorous lines, joking on the
heaviness of the actor. As Pope played Hotspur, I should fancy, if
Pope then was anything like what he was some fifteen or sixteen
years later, that Hotspur was even heavier than Sir John. The lines
alluded to were accounted witty; and I will conclude my record of the
principal actors who have represented the knight, by reproducing
them.
The provident knight is, however, detained, and on Palmer and that
gentleman’s second appearing, the swords are measured, “and all
strip but Cully, who fumbles with his doublet.”
P. Come, sir! are you ready for this sport?
C. By-and-by, sir. I will not rend the buttons from my doublet for no
man’s pleasure.
And so “Oliver’s Knight” continues to procrastinate; he can not be
either pricked or pinked into action; and at length, pleading that his
conscience will not let him fight in a wrong cause, he purchases a
whole skin, at the price of a promissory note for a thousand pounds.
I have said that there is no comic situation for the actor who
represents Sir Nicholas, but the scene from which the above
passages are taken may, perhaps, be an exception to the rule. That
Sheridan has profited by it, will be clear to any reader who will take
the trouble to compare this scene with the fighting scene in the
“Rivals.” The latter is far richer in humor, and while we care very little
what becomes of Sir Nicholas, we should regret that any harm
should befall poor Acres—although he prefers fighting at forty paces,
would stand sidewise to be shot at, feels that he would be horribly
afraid if he were alone, and confesses that valor oozes out at the
palms of his hands when his adversary appears in sight, with pistols
for two.
Sir Nicholas is in spirits again when making love to one whom he
considers a woman of rank and fortune. No cavalier could then vie
with him in finery. “I protest,” he says, “I was at least at sixteen
brokers, before I could put myself exactly in the fashion.” But with all
this, he is a craven again when he is called upon to enter and
address her who awaits the wooing with impatience. “Come!” he
exclaims, “I will go to the tavern and swallow two whole quarts of
wine instantly; and when I am drunk, ride on a drawer’s back, to visit
her.” Wheadle suggests that “some less frolic will do, to begin
with.”—“I will cut three drawers over the pate, then,” says the knight,
“and go with a tavern-lanthorn before me at noonday;”—just as very
mad gallants were wont to do.
The liquor has not the effect of rendering Oliver’s knight decent, for
in proposing the health of “my lord’s sister,” he does it in the elegant
form of “Here’s a brimmer to her then, and all the fleas about her;”
offers to break the windows to show his spirit, and in the lady’s very
presence exclaims, “Hither am I come to be drunk, that you may see
me drunk, and here’s a health to your flannel petticoat.” The latter
gentillesse is by way of proof of the knight’s quality, for it was of the
very essence of polite manners, when a spirited gentleman drank to
a spirited lady, to strain the wine through what the Chesterfields and
Mrs. Chapones of that day, if such were to be found, would not have
blushed to call “their smocks.”
But enough of the way in which the stage represented “one of
Oliver’s knights.” He is not worse than the courtiers and gentlemen
by whom he is swindled out of his money and into a wife. Nay, nearly
the last sentence put into his mouth is, at least, a complimentary
testimony to the side of which Sir Nicholas is but an unworthy
member. “If I discover this,” he remarks, “I am lost. I shall be
ridiculous even to our own party.”—The reader will, probably, not
require to be reminded that before Etherege drew Cully, Jonson had
depicted Sogliardo, and that the latter, in the very spirit of Oliver’s
knight, remarks:—“I do not like the humor of challenge; it may be
accepted.”
The stage, from about the middle of the seventeenth century to
nearly the middle of the succeeding century, was uncommonly busy
with knights as heroes of new plays. The piece which brought most
money to the theatrical treasury, after the “Comical Revenge,” was
the “Sir Martin Mar-all,” an adaptation by Dryden, from the “Etourdi”
of Molière. Such adaptations were in fashion, and the heroes of the
French author were invariably knighted on their promotion to the
English stage. Such was the case with “Sir Solomon, or the Cautious
Coxcomb,” adapted by Carill, from Molière’s “Ecole des Femmes.”
The same course was adopted by Mrs. Behn when she transferred
Molière’s “Malade Imaginaire” to the stage at Dorset Gardens, and
transformed Argon into Sir Patient Fancy. One of the characters in
this intolerably indecent play instructs the city knight’s lady how to
divide her time according to the fashion set by “the quality.” “From
eight to twelve,” he says, “you ought to employ in dressing. Till two,
at dinner. Till five, in visits. Till seven, at the play. Till nine, in the
park; and at ten, to supper with your lover.”
In the “Sir Barnaby Whig, or No Wit like a Woman’s,” one of
D’Urfey’s comedies, and produced in 1681, we have again a hero
who is described as one of Oliver’s knights. The play is avowedly a
party piece, and the author, in his prologue, remarks,
The audience at the “Theatre Royal,” in the days of Charles II., was
made especially merry by this poor jest. Sir Barnaby is represented
as a Cromwellian fanatic, who will not drink the King’s health; is in an
agony of terror at hearing that an army of twenty thousand men is
about to sweep every rebel from the land; turns traitor; sings a comic
song against the Roundheads; is saluted as Rabbi Achitophel; offers
to turn Roman Catholic or Mohammedan; and is finally consigned to
Newgate.
Mrs. Behn, in the same year, had her political knight as well as
D’Urfey. In this lady’s more than usually licentious play, the “City
Heiress,” performed at Dorset Gardens, she has a Sir Timothy Treat-
all for her comic hero. She boasts in her introduction that her play is
political, loyal, true Tory all over; and as “Whiggism has become a
jest,” she makes a caricature of Sir Timothy, an old, seditious,
Oliverian knight, who keeps open house for commonwealth-men and
true-blue Protestants. He is contrasted with two Tory knights, Sir
Anthony and Sir Charles Meriwill, and a Tory gentleman, named
Wilding. The old Whig knight, however, is by far the least
disreputable fellow of the lot. The Tory knights and their friends are
rogues, perjurers, and something worse. When they are not on the
stage, Mrs. Behn is not afraid to tell what they are about, and that in
the very plainest language. “D—n the City!” exclaims the courtly Sir
Charles. “Ay, ay!” adds his uncle, Sir Anthony, “and all the Whigs,
Charles, d—n all the Whigs!”—And in such wise did Mrs. Afra Behn
take vengeance upon political enemies, to the infinite delight of loyal
audiences. How the Whig knights ever kept their own against the
assaults made on them in plays, prologues, and epilogues, is, as Mr.
Slick says, “a caution!” It is a fact, however, that these political plays
were far more highly relished than those which merely satirized
passing social follies. Audiences roared at the dull jokes against the
Oliverian knights, but they had no relish for the rhyme-loving Sir
Hercules Buffoon, of Lacy.
For one stage knight we may be said to be indebted to Charles II.
himself. It was from a hint from him that Crowne wrote his “Sir
Courtly Nice,” produced at the Theatre Royal shortly after the death
of Charles. Sir Courtly alludes to the death of one, and the accession
of a new, king, in very flattering terms:—
Of all the comedies with knights for their heroes, this one of Sir
Courtly Nice retained a place longest on the stage. The hero was
originally played by handsome, but hapless Will Mountfort. Cibber
played it at the Haymarket in Queen Anne’s time, 1706, and again at
Drury Lane, and before George I. at Hampton Court. Foote and
Cibber, jun., and Woodward, were there presentatives of the gallant
knight, and under George II. Foote played it, for the first time, at
Drury Lane, and the younger Cibber at Covent Garden, in 1746, and
Woodward, at the latter house, in 1751. The last-named actor was
long the favorite representative of the gentlemanly knight, retaining
the character as his own for full a quarter of a century, and being
succeeded, but not surpassed in it, by sparkling Lewis, at Covent
Garden, in 1781.
The satire in this piece against the Puritans is of a more refined
character than in any other play of the period; and the contrast
between the rash and ardent cavalier and the cautious Puritan is
very fairly drawn. “Suppose I see not many vices,” says the
Roundhead, Testimony, “morality is not the thing. The heathens had
morality; and, forsooth, would you have your footman or your
coachman to be no better than Seneca?” This is really
complimentary to the Cromwellians; and there is but a good-natured
dash of satire in the answer of Testimony, when asked what time of
day it may be, that—“Truly, I do believe it is about four. I can not say
it positively, for I would not tell a lie for the whole world.”
I find little worthy of notice in other dramatic pieces having knights for
their heroes. Southeran produced one entitled, “Sir Anthony Love” at
the Theatre Royal in 1691, for the purpose of showing off Mrs.
Mountfort as an errant lady in male attire.
In the eighteenth century, the knights gave name to a few historical
pieces not worth recording. The only exceptions are scarcely worthy
of more notice. Dodsley’s “Sir John Cockle at Court” made our
ancestors, of George the Second’s time, laugh at the sequel of the
“King and the Miller of Mansfield;” and “Sir Roger de Coverley” was
made the hero of a pantomime at Covent Garden in 1746. By this
time, however, the fashion was extinct of satirizing living politicians
under knightly names. To detail the few exceptions to the rule would
only fatigue the perhaps already wearied reader.
To what a low condition knight and squire could fall may be seen in
the Sir Joseph Wittol and Captain Bluffe, in Congreve’s comedy, the
“Old Batchelor.” The only redeeming point about this disreputable
pair is, that, cowards and bullies as they are, they have both read a
little. The Captain has dipped into history, and he remarks that
“Hannibal was a pretty fellow in his day, it must be granted; but, alas,
sir! were he alive now, he would be nothing; nothing on the earth.”
Sir Joseph, the knight, in comitatu Bucks, has also indulged in a little
reading, but that of a lighter sort than the Captain’s. When the gallant
Captain affects not to be frightened at the aspect of Sharper, and
exclaims, “I am prepared for him now, and he shall find he might
have safer roused a sleeping lion,” the knight remarks, “Egad, if he
should hear the lion roar, he’d cudgel him into an ass, and his
primitive braying. Don’t you remember the story in Æsop’s Fables,
Bully? Egad, there are good morals to be picked out of Æsop’s
Fables, let me tell you that; and ‘Reynard the Fox’ too;” to which the
deboshed Captain can only reply, “D—n your morals!” as though he
despised fiction when compared with history.
Some of the stage knights are wonderfully great boasters, yet
exceedingly dull fellows. I do not know that in the mouth of any one
of them there is put so spirited a remark as the great Huniades made
to Ulderick, Count of Sicily. The latter asked for a conference with
the great governor of Hungary. Huniades bade him come to the
Hungarian camp. The offended Ulderick, in a great chafe, replied
that it was beneath him to do such a thing, seeing that he was
descended from a long line of princely ancestors; whereas Huniades
was the first of his family who had ever been raised to honor. The
Hungarian very handsomely remarked, “I do not compare myself
with your ancestors; but with you!” This has always appeared to me
as highly dramatic in spirit. There is nothing half so spirited in the
knightly pieces brought on the stage during the reign of George III.,
and which caused infinite delight to very easily-pleased audiences. It
is well known that the good-natured Sovereign of England, although
unassuming in his domestic character, was exceedingly fond of
display in public ceremonies. He used to arrange the paraphernalia
of an installation of the Garter with all the energy and care of an
anxious stage-manager. The people generally were as anxious to
have an idea of the reality. On one occasion, in the preceding reign,
they so nearly forced their way into the banqueting-room, where the
knights were holding festival, that the troops fired over their heads in
order to frighten them into dispersing. Under George III. they were
more content to view these splendors through a dramatic lens.
In 1771, accordingly, the splendors of the then late installation of the
Garter were reproduced on the stage, in a masque, called “The
Institution of the Garter, or Arthur’s Round Table Restored.” The
show was as good as the piece was bad. The former was got up to
profit the managers, the latter to flatter or do homage to the King and
Queen. It was at once cumbersome and comic. A trio of spirits
opened the delectable entertainment by summoning other spirits
from every nook and corner of the skies, the moon’s horns included,
to the work of escorting the car of the Male Genius of England, the
husband probably of Britannia, down to earth. Nothing can exceed
the alacrity with which the spirits and bards of the empyreal heaven
obey the summons. They descend with the car of the Genius,
singing a heavy chorus, ponderous as the chariot they help to “waft
down,”—in which, not the chariot, but the chorus, there is the
assurance that
so that we may hope, though we can not feel certain, that there are
some few persons here below, who are not unconscious of an ante-
past of heaven.
The Genius is a civil and polished personage, who with due
remembrance to metropolitan fogs, very courteously apologizes to
the spirits, that he has been the cause of bringing them down
As this expressed end has not been accomplished, and the order
has not propagated the sovereignty of England, we may logically
conclude that the Druids themselves hardly knew much of the
subject upon which they were singing to their tuneless harps.
Meanwhile, the first Bard, in a bass song, petitions the south gales to
blow very mildly, and bring blue skies and sweet smells to the
installation.
The ceremony of the installation then opens to the view when all the
knights have been created, except the King’s son, Edward the Black
Prince, who really was not created knight when the order was
founded. How far the Druids have succeeded in influencing the
choice of the King, there is no possibility of knowing. No one utters a
word, save royal father and son: and the commonplace prose which
they deliver does not give us a very exalted idea of the Druidic
inspiration. The old sages themselves, however, are perfectly
satisfied with the result; and in a noisy chorus, they make an
assertion which might well have frightened the Archbishop of
Canterbury—had he cared about the matter. After vaticinating that
the name of the Prince should roll down through the tide of ages,
they add, that glory shall fire him, and virtue inspire him,
a feat which one would like to see put upon canvass by a Pre-
Raphaelite.
While the Knights are supposed to be preparing to pass to the hall,
the scene takes us to the front of the castle, where crowds of liege
and loyal people are assembled. First Citizen, “very like a whale
indeed,” sings a comic song, which, as a specimen of the homage
offered to monarch and consort, more than fourscore years ago, is
worth transcribing—for both its imagery and syntax:—
The founder of the “Garter” will not provoke the eloquence of the
heavenly visiter by unsealing the lips which astonishment is
supposed to have sealed up, and the remainder of the piece is left to
Genius and chorus, who unite in a musical asseveration, to the effect
that the reigning Sovereign of England is