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Psychology - eBook PDF
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2
 Page i

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Essentials of
Understanding Psychology
THIRTEENTH EDITION

Robert S. Feldman
University of Massachusetts Amherst

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 Page ii

ESSENTIALS OF UNDERSTANDING PSYCHOLOGY, THIRTEENTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights
reserved. Printed in the United States of America. Previous editions © 2017, 2015, and 2013. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill
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Library of Congress Cataloging-in-Publication Data

Names: Feldman, Robert S. (Robert Stephen), 1947– author.

Title: Essentials of understanding psychology / Robert S. Feldman, University of
Massachusetts Amherst.
Description: Thirteenth edition. | New York, NY : McGraw-Hill Education, [2019]
Identifiers: LCCN 2018022599 | ISBN 9781259922725 (soft cover : alk. paper) |
ISBN 1259922723 (soft cover : alk. paper)
Subjects: LCSH: Psychology.
Classification: LCC BF121 .F337 2019 | DDC 150—dc23 LC record available at
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by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these
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mheducation.com/highered

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Dedication
To
Jon, Leigh, Alex, Miles, Josh, Julie, Naomi,
Sarah, Jeff, Lilia, and Kathy

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 Page v

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About the Author

©Robert S. Feldman

ROBERT S. FELDMAN is Professor of Psychological and Brain Sciences and Senior Advisor to the
Chancellor of the University of Massachusetts Amherst. A recipient of the College Distinguished Teacher
Award, he teaches psychology classes ranging in size from 15 to nearly 500 students. During the course of
more than three decades as a college instructor, he has taught undergraduate and graduate courses at Mount
Holyoke College, Wesleyan University, and Virginia Commonwealth University in addition to the University
of Massachusetts.
Professor Feldman, who initiated the Minority Mentoring Program at the University of Massachusetts,
also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. He initiated distance-
learning courses in psychology at the University of Massachusetts.
A Fellow of the American Psychological Association, the Association for Psychological Science, and the
American Association for the Advancement of Science, Professor Feldman received a BA with High Honors
from Wesleyan University and an MS and PhD from the University of Wisconsin-Madison. He is a winner
of a Fulbright Senior Research Scholar and Lecturer Award and the Distinguished Alumnus Award from
Wesleyan. He is past President of the Federation of Associations in Behavioral and Brain Sciences (FABBS)
Foundation, which advocates for the field of psychology, and is on the board of the Social Psychology
Network (SPN).
He has written and edited more than 250 books, book chapters, and scientific articles. He has edited
Development of Nonverbal Behavior in Children, Applications of Nonverbal Behavioral Theory and Research,
and Improving the First Year of College: Research and Practice, and co-edited Fundamentals of Nonverbal
Behavior. He is also author of P.O.W.E.R. Learning: Strategies for Success in College and Life. His textbooks,
which have been used by more than 2 million students around the world, have been translated into Spanish,
French, Portuguese, Dutch, German, Italian, Chinese, Korean, and Japanese. His research interests include
deception and honesty in everyday life, work that he described in The Liar in Your Life, a trade book published
in 2009. His research has been supported by grants from the National Institute of Mental Health and the

8
National Institute on Disabilities and Rehabilitation Research.
Professor Feldman loves music, is an enthusiastic pianist, and enjoys cooking and traveling. He serves on
the Executive Committee and Board of New England Public Radio. He and his wife, also a psychologist, live
in western Massachusetts in a home overlooking the Holyoke mountain range.

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Brief Contents

Preface xxiv

CHAPTER 1 Introduction to Psychology 1

MODULE 1 Psychologists at Work 3
MODULE 2 A Science Evolves: The Past, the Present, and the
Future 12
MODULE 3 Research in Psychology 24
MODULE 4 Critical Research Issues 38

CHAPTER 2 Neuroscience and Behavior 45

MODULE 5 Neurons: The Basic Elements of Behavior 47
MODULE 6 The Nervous System and the Endocrine System:
Communicating Within the Body 55
MODULE 7 The Brain 63

CHAPTER 3 Sensation and Perception 80

MODULE 8 Sensing the World Around Us 82
MODULE 9 Vision: Shedding Light on the Eye 87
MODULE 10 Hearing and the Other Senses 96
MODULE 11 Perceptual Organization: Constructing Our View of
the World 110

CHAPTER 4 States of Consciousness 122

MODULE 12 Sleep and Dreams 124
MODULE 13 Hypnosis and Meditation 139
MODULE 14 Drug Use: The Highs and Lows of Consciousness 145

CHAPTER 5 Learning 160

MODULE 15 Classical Conditioning 162
MODULE 16 Operant Conditioning 170
MODULE 17 Cognitive Approaches to Learning 184
Page viii
CHAPTER 6 Memory 193
MODULE 18 The Foundations of Memory 195
MODULE 19 Recalling Long-Term Memories 207
MODULE 20 Forgetting: When Memory Fails 218

CHAPTER 7 Thinking, Language, and Intelligence 226

MODULE 21 Thinking 228
MODULE 22 Language 243
MODULE 23 Intelligence 252

CHAPTER 8 Motivation and Emotion 271

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 MODULE 24 Explaining Motivation 273
MODULE 25 Human Needs and Motivation: Eat, Drink, and Be
Daring 281
MODULE 26 Understanding Emotional Experiences 297

CHAPTER 9 Development 309

MODULE 27 Nature and Nurture: The Enduring Developmental
Issue 311
MODULE 28 Infancy and Childhood 321
MODULE 29 Adolescence: Becoming an Adult 338
MODULE 30 Adulthood 348

CHAPTER 10 Personality 362

MODULE 31 Psychodynamic Approaches to Personality 364
MODULE 32 Trait, Learning, Biological and Evolutionary, and
Humanistic Approaches to Personality 374
MODULE 33 Assessing Personality: Determining What Makes Us
Distinctive 387

CHAPTER 11 Health Psychology: Stress, Coping, and Well-Being 396

MODULE 34 Stress and Coping 398
MODULE 35 Psychological Aspects of Illness and Well-Being 412
MODULE 36 Promoting Health and Wellness 418

CHAPTER 12 Psychological Disorders 426

MODULE 37 Normal Versus Abnormal: Making the Distinction 428
MODULE 38 The Major Psychological Disorders 437
MODULE 39 Psychological Disorders in Perspective 456
Page ix
CHAPTER 13 Treatment of Psychological Disorders 464
MODULE 40 Psychotherapy: Psychodynamic, Behavioral, and
Cognitive Approaches to Treatment 466
MODULE 41 Psychotherapy: Humanistic, Interpersonal, and Group
Approaches to Treatment 477
MODULE 42 Biomedical Therapy: Biological Approaches to
Treatment 486

CHAPTER 14 Social Psychology 496

MODULE 43 Attitudes and Social Cognition 498
MODULE 44 Social Influence and Groups 507
MODULE 45 Prejudice and Discrimination 515
MODULE 46 Positive and Negative Social Behavior 522

EPILOGUE Diversity, Culture, Conflict, and Cooperation E-1

Diversity and Culture E-3
Conflict and Cooperation: Striving for a Just and Peaceful World E-12

Glossary G1 - G11
References R1 - R63

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 Name Index NI1-NI35
Subject Index SI1 - SI16

McGraw-Hill Education Psychology APA Documentation Style Guide

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 Page xi

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Contents

Preface xxiv
Making the Grade xxxiv

©Andrey_Popov/Shutterstock

CHAPTER 1

Introduction to Psychology 1
MODULE 1 Psychologists at Work 3
The Subfields of Psychology: Psychology’s Family Tree 4
Working at Psychology 7

MODULE 2 A Science Evolves: The Past, the Present, and the Future 12
The Roots of Psychology 13
Today’s Five Major Perspectives 14
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Psychology Matters
18
Psychology’s Key Issues and Controversies 19
Psychology’s Future 21
NEUROSCIENCE IN YOUR LIFE: Enhancing Your Mind 22

MODULE 3 Research in Psychology 24

The Scientific Method 24
Psychological Research 26
Descriptive Research 26
Experimental Research 30

MODULE 4 Critical Research Issues 38

The Ethics of Research 38
EXPLORING DIVERSITY: Choosing Participants Who Represent the Scope
of Human Behavior 39
NEUROSCIENCE IN YOUR LIFE: The Importance of Using Representative
Participants 40
Should Animals Be Used in Research? 40

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 Threats to Experimental Validity: Avoiding Experimental Bias 41
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Thinking Critically About Research 42
Page xii

©DGLimages/Shutterstock

CHAPTER 2

Neuroscience and Behavior 45

MODULE 5 Neurons: The Basic Elements of Behavior 47
The Structure of the Neuron 47
How Neurons Fire 48
Where Neurons Meet: Bridging the Gap 50
Neurotransmitters: Multitalented Chemical Couriers 52

MODULE 6 The Nervous System and the Endocrine System: Communicating Within
the Body 55
The Nervous System: Linking Neurons 55
The Evolutionary Foundations of the Nervous System 58
The Endocrine System: Of Chemicals and Glands 59

MODULE 7 The Brain 63

Studying the Brain’s Structure and Functions: Spying on the Brain 63
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Bypassing Broken
Neural Pathways with a Chip in the Brain 65
The Central Core: Our “Old Brain” 66
The Limbic System: Beyond the Central Core 67
The Cerebral Cortex: Our “New Brain” 68
Neuroplasticity and the Brain 71
NEUROSCIENCE IN YOUR LIFE: The Plastic Brain 72
The Specialization of the Hemispheres: Two Brains or One? 72
EXPLORING DIVERSITY: Human Diversity and the Brain 74
The Split Brain: Exploring the Two Hemispheres 74
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Learning to Control Your Heart—and Mind—Through Biofeedback 76

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©Uppercut/SuperStock

CHAPTER 3

Sensation and Perception 80

MODULE 8 Sensing the World Around Us 82
Absolute Thresholds: Detecting What’s Out There 82
Difference Thresholds: Noticing Distinctions Between Stimuli 84
Sensory Adaptation: Turning Down Our Responses 85
Page xiii

MODULE 9 Vision: Shedding Light on the Eye 87

Illuminating the Structure of the Eye 87
NEUROSCIENCE IN YOUR LIFE: Recognizing Faces 92
Color Vision and Color Blindness: The 7-Million-Color Spectrum 93

MODULE 10 Hearing and the Other Senses 96

Sensing Sound 96
Smell and Taste 100
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Sniffing Out Flash
Drives 102
The Skin Senses: Touch, Pressure, Temperature, and Pain 103
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Managing Pain 106
How Our Senses Interact 107

MODULE 11 Perceptual Organization: Constructing Our View of the World 110

The Gestalt Laws of Organization 110
Top-Down and Bottom-Up Processing 111
Depth Perception: Translating 2-D to 3-D 112
Perceptual Constancy 114
Motion Perception: As the World Turns 115
Perceptual Illusions: The Deceptions of Perceptions 115
EXPLORING DIVERSITY: Culture and Perception 117

©Eugenio Marongiu/Shutterstock

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CHAPTER 4

States of Consciousness 122

MODULE 12 Sleep and Dreams 124
The Stages of Sleep 125
REM Sleep: The Paradox of Sleep 126
Why Do We Sleep, and How Much Sleep Is Necessary? 127
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Sleeping to Forget
128
NEUROSCIENCE IN YOUR LIFE: Why Are We So emotional When We
Don’t Get Enough Sleep? 129
The Function and Meaning of Dreaming 130
Sleep Disturbances: Slumbering Problems 133
Circadian Rhythms: Life Cycles 134
Daydreams: Dreams Without Sleep 135
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY: Sleeping
Better 136
Page xiv

MODULE 13 Hypnosis and Meditation 139

Hypnosis: A Trance-Forming Experience? 139
Meditation: Regulating Our Own State of Consciousness 141
EXPLORING DIVERSITY: Cross-Cultural Routes to Altered States of
Consciousness 143

MODULE 14 Drug Use: The Highs and Lows of Consciousness 145

Stimulants: Drug Highs 147
Depressants: Drug Lows 150
Narcotics, Opiates, and Opioids: Relieving Pain and Anxiety 153
Hallucinogens: Psychedelic Drugs 154
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Identifying Drug and Alcohol Problems 156

©MJTH/Shutterstock

CHAPTER 5

Learning 160
MODULE 15 Classical Conditioning 162

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 The Basics of Classical Conditioning 162
Applying Conditioning Principles to Human Behavior 165
Extinction 166
Generalization and Discrimination 167
Beyond Traditional Classical Conditioning: Challenging Basic Assumptions 168

MODULE 16 Operant Conditioning 170

Thorndike’s Law of Effect 170
The Basics of Operant Conditioning 171
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: How Uber and Lyft
Put Themselves in the Driver’s Seat 179
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY: Using
Behavior Analysis and Behavior Modification 181

MODULE 17 Cognitive Approaches to Learning 184

Latent Learning 184
Observational Learning: Learning Through Imitation 186
NEUROSCIENCE IN YOUR LIFE: Learning Through Imitation 187
EXPLORING DIVERSITY: Does Culture Influence How We Learn? 189
Page xv

©Eugenio Marongiu/Shutterstock

CHAPTER 6

Memory 193
MODULE 18 The Foundations of Memory 195
Sensory Memory 196
Short-Term Memory 197
Working Memory 199
Long-Term Memory 200
NEUROSCIENCE IN YOUR LIFE: Superior Memory 205

MODULE 19 Recalling Long-Term Memories 207

Retrieval Cues 207
Levels of Processing 208
Explicit and Implicit Memory 209
Flashbulb Memories 210
Constructive Processes in Memory: Rebuilding the Past 211

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 APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Memories Are
Made to Be Meaningful 214
EXPLORING DIVERSITY: Are There Cross-Cultural Differences in Memory?
215

MODULE 20 Forgetting: When Memory Fails 218

Why We Forget 219
Proactive and Retroactive Interference: The Before and After of Forgetting 220
Memory Dysfunctions: Afflictions of Forgetting 221
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Improving Your Memory 223

©Chris Robbins/Moodboard/Glow Images

CHAPTER 7

Thinking, Language, and Intelligence 226

MODULE 21 Thinking 228
Mental Images: Examining the Mind’s Eye 228
Concepts: Categorizing the World 230
Algorithms and Heuristics 230
Solving Problems 231
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Are Our Attention
Spans Becoming Shorter? 237
Creativity and Problem Solving 239
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Thinking Critically and Creatively 240
Page xvi

MODULE 22 Language 243

Grammar: Language’s Language 243
Language Development: Developing a Way with Words 244
Understanding Language Acquisition: Identifying the Roots of Language 245
The Influence of Language on Thinking: Do Eskimos Have More Words for
Snow Than Texans Do? 247
Do Animals Use Language? 248
EXPLORING DIVERSITY: Teaching with Linguistic Variety: Bilingual
Education 249
NEUROSCIENCE IN YOUR LIFE: Being Bilingual Affects Processing in the

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 Brain 250

MODULE 23 Intelligence 252

Theories of Intelligence: Are There Different Kinds of Intelligence? 253
Assessing Intelligence 257
Variations in Intellectual Ability 262
Group Differences in Intelligence: Genetic and Environmental Determinants 264
EXPLORING DIVERSITY: The Relative Influence of Genetics and
Environment: Nature, Nurture, and IQ 265

©Yasuyoshi Chiba/AFP/Getty Images

CHAPTER 8

Motivation and Emotion 271

MODULE 24 Explaining Motivation 273
Instinct Approaches: Born to Be Motivated 274
Drive-Reduction Approaches: Satisfying Our Needs 274
Arousal Approaches: Beyond Drive Reduction 275
Incentive Approaches: Motivation’s Pull 275
Cognitive Approaches: The Thoughts Behind Motivation 277
Maslow’s Hierarchy: Ordering Motivational Needs 277
Applying the Different Approaches to Motivation 279

MODULE 25 Human Needs and Motivation: Eat, Drink, and Be Daring 281
The Motivation Behind Hunger and Eating 281
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: A Losing Battle for
the Biggest Losers 286
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY: Dieting
and Losing Weight Successfully 287
Sexual Motivation 288
The Needs for Achievement, Affiliation, and Power 294
Page xvii

MODULE 26 Understanding Emotional Experiences 297

The Functions of Emotions 298
Determining the Range of Emotions: Labeling Our Feelings 298
The Roots of Emotions 299
NEUROSCIENCE AND YOUR LIFE: Emotion and the Brain 303

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 EXPLORING DIVERSITY: Do People in All Cultures Express Emotion
Similarly? 304

©Nancy Mao Smith/Shutterstock

CHAPTER 9

Development 309
MODULE 27 Nature and Nurture: The Enduring Developmental Issue 311
Determining the Relative Influence of Nature and Nurture 313
Developmental Research Techniques 313
Prenatal Development: Conception to Birth 314

MODULE 28 Infancy and Childhood 321

The Extraordinary Newborn 321
NEUROSCIENCE IN YOUR LIFE: Emotional Responses in Infancy 324
The Growing Child: Infancy Through Middle Childhood 324

MODULE 29 Adolescence: Becoming an Adult 338

Physical Development: The Changing Adolescent 338
Moral and Cognitive Development: Distinguishing Right from Wrong 340
Social Development: Finding One’s Self in a Social World 342
EXPLORING DIVERSITY: Rites of Passage: Coming of Age Around the
World 346

MODULE 30 Adulthood 348

Physical Development: The Peak of Health 349
Social Development: Working at Life 350
Marriage, Children, and Divorce: Family Ties 351
Changing Roles of Men and Women 352
Later Years of Life: Growing Old 353
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: How Do Cognitive
Abilities Rise and Fall As We Age? 356
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Adjusting to Death 358
Page xviii

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©santypan/Shutterstock

CHAPTER 10

Personality 362
MODULE 31 Psychodynamic Approaches to Personality 364
Freud’s Psychoanalytic Theory: Mapping the Unconscious Mind 364
The Neo-Freudian Psychoanalysts: Building on Freud 370

MODULE 32 Trait, Learning, Biological and Evolutionary, and Humanistic Approaches

to Personality 374
Trait Approaches: Placing Labels on Personality 374
Learning Approaches: We Are What We’ve Learned 377
Biological and Evolutionary Approaches: Are We Born with Personality? 380
NEUROSCIENCE IN YOUR LIFE: The Neurological Underpinnings of
Personality 381
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Does Personality
Shift from Generation to Generation? 382
Humanistic Approaches: The Uniqueness of You 384
Comparing Approaches to Personality 385

MODULE 33 Assessing Personality: Determining What Makes Us Distinctive 387

EXPLORING DIVERSITY: Should Race and Ethnicity Be Used to Establish
Test Norms? 388
Self-Report Measures of Personality 389
Projective Methods 391
Behavioral Assessment 392
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Assessing Personality Assessments 393

©Fancy Collection/SuperStock

CHAPTER 11

Health Psychology: Stress, Coping, and Well-Being

396
MODULE 34 Stress and Coping 398
Stress: Reacting to Threat and Challenge 398

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 The High Cost of Stress 402
Coping with Stress 406
NEUROSCIENCE IN YOUR LIFE: The Neuroscience of Resilience 408
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Does Using
Facebook Make You Feel Bad? 409
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Effective Coping Strategies 410
Page xix

MODULE 35 Psychological Aspects of Illness and Well-Being 412

The As, Bs, and Ds of Coronary Heart Disease 412
Psychological Aspects of Cancer 413
Smoking 414
EXPLORING DIVERSITY: Hucksters of Death: Promoting Smoking
Throughout the World 416

MODULE 36 Promoting Health and Wellness 418

Following Medical Advice 418
Well-Being and Happiness 421

©Andrey_Popov/Shutterstock

CHAPTER 12

Psychological Disorders 426

MODULE 37 Normal Versus Abnormal: Making the Distinction 428
Defining Abnormality 428
Perspectives on Abnormality: From Superstition to Science 430
Classifying Abnormal Behavior: The ABCs of DSM 433

MODULE 38 The Major Psychological Disorders 437

Anxiety Disorders 437
Obsessive-Compulsive Disorder 439
Somatic Symptom Disorders 441
Dissociative Disorders 442
Mood Disorders 443
Schizophrenia 447
NEUROSCIENCE IN YOUR LIFE: Brain Networks Related to Memory
Deficits in Schizophrenia 450

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 Personality Disorders 451
Disorders That Impact Childhood 453
Other Disorders 453

MODULE 39 Psychological Disorders in Perspective 456

The Social and Cultural Context of Psychological Disorders 457
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Is the Newest
Generation of College Students More Psychologically Disordered Than Their
Predecessors? 458
EXPLORING DIVERSITY: DSM and Culture—and the Culture of DSM 459
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Deciding When You Need Help 460
Page xx

©urbancow/Getty Images

CHAPTER 13

Treatment of Psychological Disorders 464

MODULE 40 Psychotherapy: Psychodynamic, Behavioral, and Cognitive Approaches to
Treatment 466
Psychodynamic Approaches to Therapy 467
Behavioral Approaches to Therapy 469
Cognitive Approaches to Therapy 473
NEUROSCIENCE IN YOUR LIFE: How Cognitive Behavioral Therapy
Changes Your Brain 475

MODULE 41 Psychotherapy: Humanistic, Interpersonal, and Group Approaches to

Treatment 477
Humanistic Therapy 477
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Click Here for
Therapy 479
Interpersonal Therapy 478
Group Therapies 479
Evaluating Psychotherapy: Does Therapy Work? 481
EXPLORING DIVERSITY: Racial and Ethnic Factors in Treatment: Should
Therapists Be Color-Blind? 483

MODULE 42 Biomedical Therapy: Biological Approaches to Treatment 486

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 Drug Therapy 486
Electroconvulsive Therapy (ECT) 489
Psychosurgery 490
Biomedical Therapies in Perspective 491
Community Psychology: Focus on Prevention 491
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Choosing the Right Therapist 493

©Ingram Publishing/SuperStock

CHAPTER 14

Social Psychology 496

MODULE 43 Attitudes and Social Cognition 498
Persuasion: Changing Attitudes 498
Social Cognition: Understanding Others 501
EXPLORING DIVERSITY: Attribution Biases in a Cultural Context: How
Fundamental Is the Fundamental Attribution Error? 505
Page xxi

MODULE 44 Social Influence and Groups 507

Conformity: Following What Others Do 507
Compliance: Submitting to Direct Social Pressure 510
Obedience: Following Direct Orders 512

MODULE 45 Prejudice and Discrimination 515

The Foundations of Prejudice 515
NEUROSCIENCE IN YOUR LIFE: The Prejudiced Brain 517
Measuring Prejudice and Discrimination: The Implicit Association Test 518
Reducing the Consequences of Prejudice and Discrimination 518
APPLYING PSYCHOLOGY IN THE 21ST CENTURY: Helping More
Women Succeed as Engineers 520

MODULE 46 Positive and Negative Social Behavior 522

Liking and Loving: Interpersonal Attraction and the Development
of Relationships 522
Aggression and Prosocial Behavior: Hurting and Helping Others 526
Helping Others: The Brighter Side of Human Nature 529
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY: Dealing

26
 Effectively with Anger 531

©Shutterstock/Rawpixel.com

EPILOGUE

Diversity, Culture, Conflict, and Cooperation E-1

Diversity and Culture E-3
EXPLORING DIVERSITY: The Culture of Aggression E-9
Conflict and Cooperation: Striving for a Just and Peaceful World E-12
BECOMING AN INFORMED CONSUMER OF PSYCHOLOGY:
Reducing War, Promoting Peace, and Creating a Just World E-15

Glossary G1 - G11
References R1 - R63
Name Index NI1 - NI35
Subject Index SI1 - SI16

McGraw-Hill Education Psychology APA Documentation Style Guide

27
 Page xxii

Page xxiii

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Preface

Students First
If I were to use only two words to summarize my goal across the 13 editions of this introduction to
psychology, as well as my teaching philosophy, that’s what I would say: Students first.
I believe that an effective introduction to a discipline must be oriented to students—informing them,
engaging them, and exciting them about the field and helping them connect it to their worlds. To achieve
these goals, Essentials of Understanding Psychology, 13/e, includes these features:

A PERSONALIZED EXPERIENCE THAT LEADS TO IMPROVED LEARNING AND RESULTS

How many students think they know everything about introductory psychology, but struggle on the first
exam?

Students study more effectively with Connect and SmartBook.

• SmartBook helps students study more efficiently by highlighting where in the chapter to focus, asking
review questions and pointing them to resources until they understand.
• Connect’s assignments help students contextualize what they’ve learned through application, so they can
better understand the material and think critically.
• Connect will create a personalized study path customized to individual student needs.
• Connect reports deliver information regarding performance, study behavior, and effort. So instructors
can quickly identify students who are having issues, or focus on material that the class hasn’t mastered.

THE POWER OF DATA

Essentials of Understanding Psychology harnesses the power of data to improve the instructor and student
experiences.

Better Data, Smarter Revision, Improved Results For this new edition, data were analyzed to identify the
concepts students found to be the most difficult, allowing for expansion upon the discussion, practice, and
assessment of challenging topics. The revision process for a new edition used to begin with gathering
information from instructors about what they would change and what they would keep. Experts in the field
were asked to provide comments that pointed out new material to add and dated material to review. Using all
these reviews, authors would revise the material. But now, a new tool has revolutionized that model.
McGraw-Hill Education authors now have access to student performance data to analyze and to inform
their revisions. This data is anonymously collected from the many students who use SmartBook, the adaptive
learning system that provides students with individualized assessment of their own progress. Because virtually
every text paragraph is tied to several questions that students answer while using the SmartBook, the Page xxv
specific concepts with which students are having the most difficulty are easily pinpointed through
empirical data in the form of a “Heat Map” report.

31
The Power of Student Data

Step 1.
Over the course of 2 years, data points showing concepts that caused students the most difficulty were
anonymously collected from SmartBook for Essentials of Understanding Psychology, 12e.

Step 2.
The data was provided to the author in the form of a Heat Map, which graphically illustrated “hot spots” in
the text that impacted student learning.

Step 3.
The author used the Heat Map data to refine the content and reinforce student comprehension in the new
edition. Additional quiz questions and assignable activities were created for use in Connect Psychology to
further support student success.

4. RESULT:

Because the Heat Map provided empirically based feedback at the paragraph and even sentence level, the
author was able to develop the new edition using precise student data that pinpointed concepts that caused
students the most difficulty.

32
POWERFUL REPORTING

Whether a class is face-to-face, hybrid, or entirely online, Connect provides the tools needed to reduce the
amount of time and energy that instructors must spend to administer their courses. Easy-to-use course
management tools allow instructors to spend less time administering and more time teaching, while Page xxvi
reports allow students to monitor their progress and optimize study time.
• The At-Risk Student Report provides instructors with one-click access to a dashboard that identifies
students who are at risk of dropping out of the course due to low engagement levels.
• The Category Analysis Report details student performance relative to specific learning objectives and
goals, including APA Learning Goals and Outcomes and levels of Bloom’s taxonomy.
• Connect Insight is a one-of-kind visual analytics dashboard—now available for both instructors and
students—that provides at-a-glance information regarding student performance.
• The LearnSmart Reports allow instructors and students to easily monitor progress and pinpoint areas of
weakness, giving each student a personalized study plan to achieve success.

STUDENT CRITICAL THINKING SKILLS

At the apply and analyze levels of Bloom’s taxonomy, Scientific Reasoning Activities found in Connect offer
in-depth arguments to sharpen students’ critical thinking skills and prepare them to be more discerning
consumers of psychology in their everyday lives. For each chapter, there are multiple sets of arguments
accompanied by auto-graded assessments requiring students to think critically about claims presented as facts.
These exercises can also be used in Connect as group activities or for discussion.
New to the 13th edition, Power of Process, now available in McGraw-Hill Connect™, guides students
through the process of critical reading, analysis, and writing. Faculty can select or upload their own content,
such as journal articles, and assign analysis strategies to gain insight into students’ application of the scientific
method. For students, Power of Process offers a guided visual approach to exercising critical thinking
strategies to apply before, during, and after reading published research. Additionally, utilizing the relevant and
engaging research articles built into Power of Process, students are supported in becoming critical consumers
of research.

33
STUDENT ACTIVE ENGAGEMENT

Concept Clips help students comprehend some of the most difficult ideas in introductory psychology.
Colorful graphics and stimulating animations describe core concepts in a step-by-step manner, engaging
students and aiding in retention. Concept Clips can be used as a presentation tool in the classroom or for
student assessment. New in the 13th edition, Concept Clips are embedded in the ebook to offer an alternative
presentation of these challenging topics.
Interactivities, assignable through Connect, engage students with content through experiential activities.
New and updated activities include: Perspectives in Psychology; Correlations; Neurons; The Brain and Drugs;
The Stages of Sleep; Levels of Processing; Maslow’s Hierarchy of Needs; Naturalistic Observation;
Observational Learning; Defense Mechanisms; Stereotypes and Prejudice; Heuristics; Personality
Assessment; and First Impressions and Attraction.
Through the connection of psychology to students’ own lives, concepts become more relevant and
understandable. Powered by McGraw-Hill Education’s Connect Psychology, NewsFlash exercises tie current
news stories to key psychological principles and learning objectives. After interacting with a contemporary
news story, students are assessed on their ability to make the link between real life and research findings.
Psychology at Work videos, assignable and assessable within McGraw-Hill Connect™, highlight nine
careers in which knowledge of psychology is beneficial in the workplace. Each video introduces a person at
work, who specifies how knowledge gained from taking introductory psychology in college is applied to the
work environment.
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34
Student Tools: Mastering the Material
Student success in psychology means mastering the material at a deep level. These are some of the tools that
help students maximize their performance:

Study Alert

Differentiate the stages of sleep (stage 1, stage 2, stage 3, and REM sleep), which produce different brain-wave patterns.

STUDY ALERTS

Throughout, marginal notes point out important and difficult concepts and topics. These Study Alerts offer
suggestions for learning the material effectively and for studying for tests.

FROM THE PERSPECTIVE OF …

Every chapter includes questions to help students connect psychological concepts with career realities. Called
“From the Perspective of …,” this feature helps students understand how psychology relates to various career
fields.

From the perspective of …

©Andersen Ross/Blend Images/Getty Images

An Educator How might you use the findings in sleep research to maximize student learning?

NEUROSCIENCE IN YOUR LIFE

This updated feature emphasizes the importance of neuroscientific research within the various subfields of the
discipline and in students’ lives. Representative brain scans, with both caption and textual explanation,
illustrate significant neuroscientific findings that increasingly influence the field of psychology. For example,
one Neuroscience in Your Life feature explains why people are so emotional when they don’t get enough sleep

35
 NEUROSCIENCE IN YOUR LIFE: WHY ARE WE SO
EMOTIONAL WHEN WE DON’T GET ENOUGH SLEEP?
After a restless night, many people feel increased stress and overreact to events in their lives the next day. Recent research has now identified the
neural basis for these reactions. For example, In one study, participants were kept awake all night and then asked to perform an experiment
involving exposure to emotional and neutral images. Participants who were sleep deprived reacted to the neutral images as if they were
emotional, and they had less connectivity between the amygdala (a region of the brain that processes emotion) and the anterior cingulate cortex
(a region of frontal cortex important for emotional regulation). The green in the scan below shows the area of anterior cingulate that has greater
connectivity to the amygdala for sleep-rested than sleep-deprived participants. These findings suggest that sleep loss increases emotional
reactivity by interfering with our ability to control our emotions (Simon et al., 2015).

Page xxviii

36
Student Learning: Content and Concepts
A major change in this new edition is an increased commitment to covering diversity. A new concluding
module called “Epilogue: Diversity, Culture, Conflict, and Cooperation” addresses questions of how diversity
affects individual behavior, how we observe and understand other people, and how our understandings (and
misunderstandings) of our differences can lead to cooperation and/or conflict. Beyond the Epilogue, every
chapter has a section called “Exploring Diversity,” which examines how diversity affects psychology and vice-
versa. These sections address ways to incorporate the concepts of diversity and culture across the curriculum as
well as ways we can interact more effectively in this country and the world. In addition, the following
information about new and revised topics and textual changes, including new definitions based on heat map
data, provides a good indication of the content’s currency and clarification for students.

Chapter 1–Introduction
• Added new figure on where psychologists work
• Clarified introspection
• Redefined structuralism
• Expanded graphical timeline on developments in psychology
• Discussed discrepancy in salary and prestige between male and female psychologists
• Clarified definition of theory
• Clarified experimental manipulation
• Added new Neuroscience and Your Life feature
Chapter 2–Neuroscience and Behavior
• Explained hydrogel-embedding methods of brain scanning
• Added new information on using computers to assist movement in quadriplegics
• Added research on cortical thickness and student income level differences
• Clarified definition of dendrite
• Redefined terminal button
• Clarified process of neurotransmission
• Redefined neurotransmitter
• Added new definition of reuptake
• Clarified acetylcholine description
• Clarified description of motor neurons
• Clarified transcranial magnetic stimulation
• Clarified reticular formation
• Added new definition of neuroplasticity
• Reorganized description of lateralization of hemispheres of brain
• Added information on brain-computer interface
Chapter 3–Sensation and Perception
• Clarified description of light waves
• Clarified feature detection and specialization of receptors of visual information
• Clarified afterimage implications for trichromatic theory
• Clarified place theory of hearing
• Clarified auditory neurons specialization
• Defined reflex sympathetic dystrophy syndrome
• Clarified gate–control theory

37
 • Clarified biofeedback as a means to control pain
• Clarified synesthesia
• Redefined motion parallax
• Updated information on cognitive factors in pain perception
• Added feature on use of dogs’ sensory capabilities for detection
• Enhanced discussion of echolocation
• Updated statistics on chronic pain
• Introduced new synesthesia cases
• Inner speech and daydreaming
Chapter 4–States of Consciousness
• Included information on the opioid epidemic
• Added new figure for sleep needs by age
• Discussed reverse learning and synaptic pruning as function of sleep
• Clarified definition of nightmares
• Added information on frequency of nightmares
• Changed stages of sleep from four to three, reflecting American Academy of Sleep Medicine change
• Clarified experience of waking consciousness while daydreaming
• Clarified changes in electrical activity during hypnosis
• Clarified controversy regarding nature of hypnosis
• Clarified use of hypnosis in pain relief
• Discussed long-term effects of meditation on heart disease
• Clarified psychologists’ motivation for studying consciousness
• Added example of opioid addict whose addiction started with Percocet
• Clarified reasons for increase in death due to opioid overdoses
• Clarified difference between opioids and opiates
• Clarified reasons why people seek out drug highs
• Discussed Adderall use by college students
• Added new figure on drug use
• Clarified use of cocaine and crack
• Clarified definition of hallucinogens
• Discussed expanded legalization of marijuana
• Clarified MDMA use
Chapter 5–Learning
• Added feature on use of learning principles by Uber and Lyft
• Added new prologue on training dogs for medical purposes
• Clarified classical conditioning figure
• Clarified neutral stimulus
• Clarified description of classical conditioning
• Clarified stimulus generalization definition
• Redefined operant conditioning
• Redefined schedule of reinforcement
• Clarified continuous and partial reinforcement schedules
• Redefined variable-ratio schedule
• Clarified results of exposure to media aggression
• Noted that behavior modification can help students study more effectively

38
 • Added APA task force findings on violent video game play
Chapter 6–Memory
• Discussed highly superior autobiographical memory (HSAM)
• Added information on the meaning of memories
Page xxix

• Enhanced discussion of false memories

• Clarified sensory memory explanation
• Redefined chunk
• Clarified explanation of chunk
• Redefined mnemonics
• Clarified description of memory stores in working memory
• Clarified procedural memory
• Added implicit memory term
• Clarified description of engram
• Clarified flashbulb memory description
• Clarified similarities and differences between cultures in memory
• Clarified relearning and importance of practice
• Refined description of keyword technique
• Explained the value of forgetting regarding relearning
• Explained conditions under which eyewitness memories are accurate
Chapter 7–Thinking, Language, and Intelligence
• Added information on the value of video gaming for cognitive skills
• Included new definition of reasoning
• Redefined familiarity heuristic, with new example
• Clarified how we represent problems to ourselves
• New examples of enhancing insight in humans
• Clarified definition of functional fixedness
• Removed term mental set
• Redefined divergent thinking
• Redefined cognitive complexity
• Added new definition of convergent thinking
• Clarified telegraphic speech
• Clarified overgeneralization
• Added new contrary evidence to nativist approach
• Clarified definition of interactionist approaches to language development
• Clarified linguistic-relativity hypothesis
• Added new statistics on multilingual students
• Discussed behavioral economics
• Changes in creativity with aging
• Redefined fluid intelligence
• Redefined crystallized intelligence
• Added new definition of reliability
• Added new definition of validity
• Added new definition of familial intellectual disability
• Redefined intellectual disability

39
Chapter 8–Motivation and Emotion
• Added feature regarding research on biggest losers’ inability to maintain weight loss
• Added new prologue on excessive weight loss and social media
• Clarification of Maslow’s view of esteem
• Clarified self-determination theory
• Added new definition of need for achievement
• Clarified James-Lange theory of emotions
• Clarified Schachter-Singer theory of emotions
• Updated description of facial-affect program
• Discussed increase in obesity across the globe
• Clarified use of gay and lesbian labels
• Clarified biological and genetic causes of sexual orientation
• Redefined transgender
• Clarified distinction between transgender and intersex persons
Chapter 9–Development
• Discussed use of mitochondria in IVF
• Clarified vision capabilities of neonates
• Clarified the benefits of play
• Clarified Erikson’s trust-versus mistrust stage
• Clarified Erikson’s autonomy-versus-shame-and-doubt stage
• Clarified Erikson’s industry-versus-inferiority stage
• Clarified information-processing approach
• Clarified Vygotsky’s view of cognitive development
• Changed presentation of scaffolding
• Clarified presentation of puberty
• Clarified discussion of spermarche
• Clarified Kohlberg’s Level 2 morality
• Clarified Kohlberg’s Level 3 morality
• Clarified adolescence as a period of relative tranquility
• Redefined personal fables
• Clarified discussion of culture-specific rites of passage
• Clarified emerging adulthood
• Redefined genetic programming theories of aging
• Added new statistics on Alzheimer’s disease
• Added new research on slowing the declines of Alzheimer’s disease
• Added new statistics on Facebook use by adolescents
• Discussed cyberbullying as a cause of suicide
Chapter 10–Personality
• Added new prologue on Lance Armstrong case
• Discussed stability of personality across generations
• Redefined ego
• Clarified discussion of ego’s mediating role
• Clarified discussion of Freud’s Oedipal conflict in boys and girls
• Added specificity to influence of psychoanalytic theory
• Added new definition of inferiority complex

40
 • Redefined Allport cardinal trait
• Redefined Allport central trait
• Refined definition of factor analysis
• Clarified criticisms of trait theory
• Clarified distinction between psychodynamic, trait, and learning theories
• Clarified relationship harmony concept
• Clarified temporary reductions in self esteem
• Clarified research studies on twins separated early in life
• Clarified Rogers’ notion of self-concept
• Replaced term norm with test norm
• Added new definition of test norm
• Added new definition of projective test
• Clarified projective test criticisms
Chapter 11–Health Psychology: Stress, Coping, and Well-Being
• Added concept of posttraumatic growth
• Added feature on training physicians to convey bad news effectively
• Added data on Facebook as a source of negative health outcomes
• Updated medical error death statistics
• Discussed nontraditional forms of PTSD for combat veterans
Page xxx

• Discussed eHealth communication

• Added statistics on e-cigarette use statistics
• Added discussion on how e-cigarette use can make it easier to quit traditional cigarette smoking
• Discussed link between social relationships and health
• Clarified biological and psychological consequences of stress
• Clarified critique of general adaption syndrome
• Clarified effects of stress on lymphocytes
• Clarified techniques for coping with stress
• Included data on incidence of smoking and disease, among whites versus African Americans
• Clarified social causes of smoking
• Discussed relationship between poverty and sadness
• Added information on buying time savers leads to greater happiness than buying goods
• Added new figure on smoking incidence
Chapter 12–Psychological Disorders
• Added new case study of woman with anxiety disorder
• Added references to magic, spells as explanations for abnormal behavior
• Added feature on increase in self-reported psychological disorders
• Removed explication of historical change in DSM
• Discussed epigenetic approaches to schizophrenia
• Discussed relationship between homelessness and psychological disorders
• Added new statistics on mentally ill homeless population
• Clarified deviation from typical definition of abnormality
• Clarified deviation from an ideal definition of abnormality
• Clarified discussion of insanity
• Explicitly defined abnormal behavior

41
 • Clarified importance of neurological basis of psychological disorders
• Clarified criticisms of psychoanalytic theory
• Added new example of rationality of negative emotions regarding cognitive perspectives
• Clarified discussion of the humanistic perspective
• Added new definition of sociocultural perspective
• Clarified the atheoretical, descriptive approach of DSM
• Clarified lack of objective danger in phobic stimuli
• Redefined compulsion
• Clarified definition of illness anxiety disorder
• Clarified discussion of dissociative identity disorder
• Redefined mood disorder
• Clarified causes of gender differences in depression in women
• Clarified label and explanation of internal unconscious conflicts as a cause of depression
• Changed “inappropriate emotional displays” to “inappropriate emotions” in discussion of schizophrenia
• Added explanation of action of glutamate in treating schizophrenia
• Added material on genes responsible for schizophrenia
• Discussed gray matter differences in brains of people with schizophrenia
• Clarified and qualified psychoanalytic explanations of schizophrenia
• Clarified the predispositional model schizophrenia
• Clarified lack of distress for those with personality disorders
• Clarified explanation of borderline personality disorder
• Redefined neurocognitive disorders
• Clarified statistics on prevalence of psychological disorders
• Condensed and clarified discussion of cross-cultural influences on definitions of abnormal behavior
Chapter 13–Treatment of Psychological Disorders
• Redefined psychotherapy
• Redefined biomedical therapy
• Reframed discussion of psychodynamic therapies (versus psychoanalysis)
• Redefined psychoanalysis
• Clarified free association
• Redefined behavioral approaches to therapy
• Clarified aversive therapy
• Revised discussion of aversion therapy
• Clarified definition of systematic desensitization
• Revised discussion of contingency contracting
• Added new definition of observational learning
• Reframed discussion of behavioral techniques
• Expanded definition of unconditional positive regard
• Clarified discussion of contemporary versions of client-center therapy
• Revised discussion of interpersonal therapy effectiveness
• Revised discussion of the goals of family therapy
• Clarified definition of self-help therapy
• Clarified discussion of effectiveness of therapy in general versus specific kinds of therapy
• Added new case study on use of DBS
• Discussed use of online therapy
• Reframed distinction between biomedical approaches and other treatments

42
 • Updated definition of drug therapy
• Clarified inhibition of neurotransmitter transmission
• Discussed virtual reality exposure therapy
• Added psychotherapy to biomedical treatments for schizophrenia
• Added discussion of brain scan neurofeedback for treatment
• Clarified prefrontal lobotomy discussion
• Clarified drawbacks to biomedical therapies
• Revised definition of deinstitutionalization
• Added material on drug treatments that is more explicitly linked to neuroscience chapter
• Discussed cognitive appraisal retraining on academic tasks
• Added information on memory deficits as side effect of antidepressant drugs
• Referenced Satir’s family therapy work
Chapter 14–Social Psychology
• Added new prologue on Dylann Roof in South Carolina
• Discussed mentoring approaches to reducing self-stereotyping
• Clarified description of warm-cold person perception experiment
Page xxxi

• Clarified example of fundamental attribution error

• Redefined norms
• Clarified description of foot-in-the-door technique
• Clarified door-in-the-face technique
• Clarified effect of proximity on liking
• Clarified mere exposure effect
• Clarified effect of similarity on liking
• Clarified relationship between physical attractiveness and ageneral attraction
• Clarified frustration-aggression approaches
• Clarified diffusion of responsibility explanations of helping
• Added information on global warming and aggression
• Added research on microaggression

43
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INSTRUCTOR SUPPLEMENTS

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Instructor’s Manual The instructor’s manual provides a wide variety of tools and resources for presenting the
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Test Bank By increasing the rigor of the test bank development process, McGraw-Hill Education has raised
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45
Another random document with
no related content on Scribd:
 This mystical error is distinctly characterized in the first chapter of
this gospel, and is there met by the direct assertions, that in Jesus
Christ, the Word, and the God, was not only life, but that the life
itself was the light of men;――and that John the Baptist “was not
the Light, but was only sent to bear witness of the Light;” and
again, with all the tautological earnestness of an old man, the aged
writer repeats the assertion that “this was the true Light, which
enlightens every man that comes into the world.” Against these
same sectaries, the greater part of the first chapter is directed
distinctly, and the whole tendency of the work throughout, is in a
marked manner opposed to their views. With them too, John had
had a local connection, by his residence in Ephesus, where, as it is
distinctly specified in the Acts of the Apostles, Paul had found the
peculiar disciples of John the Baptist long before, on his first visit to
that city; and had successfully preached to some of them, the
religion of Christ, which before was a strange and new thing to them.
The whole tendency and scope of this gospel, indeed, as directed
against these two prominent classes of heretics, both Gnostics and
Sabians, are fully and distinctly summed up in the conclusion of the
twentieth chapter;――“These things are written, that ye might
believe that Jesus is the Christ, the Son of God, and that in
believing on him, ye might have life through his name.”

As to the place where this gospel was written, there is a very

decided difference of opinion among high authorities, both ancient
and modern,――some affirming it to have been composed in
Patmos, during his exile, and others in Ephesus, before or after his
banishment. The best authority, however, seems to decide in favor of
Ephesus, as the place; and this view seems to be most generally
adopted in modern times. Even those who suppose it to have been
written in Patmos, however, grant that it was first given to the
Christian world in Ephesus,――the weight of early authority being
very decided on this latter point. This distinction between the place of
composition and the place of publication, is certainly very reasonable
on some accounts, and is supported by ancient authorities of
dubious date; but there are important objections to the idea of the
composition of both this and the Apocalypse, in the same place,
during about one year, which was the period of his exile. There seem
to be many things in the style of the gospel which would show it to
be a work written at a different period, and under different
circumstances from the Apocalypse; and some Biblical critics, of
high standing, have thought that the gospel bore marks in its style,
which characterized it as a production of a much older man than the
author of the energetic, and almost furious denunciations of the
Apocalypse, must have been. In this case, where ancient authority is
so little decisive, it is but fair to leave the point to be determined by
evidence thus connected with the date, and drawn from the internal
character of the composition itself,――a sort of evidence, on which
the latest moderns are far more capable of deciding than the most
ancient, and the sagest of the Fathers. The date itself is of course
inseparably connected with the determination of the place, and like
that, must be pronounced very uncertain. The greatest probability
about both these points is, that it was written at Ephesus, after his
return from Patmos; for the idea of its being produced before his
banishment, during his first residence in Asia, has long ago been
exploded; nor is there any late writer of authority on these points,
who pretends to support this unfounded notion.

his first epistle.

All that has been said on the character and the objects of the
gospel, may be exactly applied to this very similar production. So
completely does it resemble John’s gospel, in style, language,
doctrines and tendencies, that even a superficial reader might be
ready to pronounce, on a common examination, that they were
written in the same circumstances and with the same object. This
has been the conclusion at which the most learned critics have
arrived, after a full investigation of the peculiarities of both,
throughout; and the standard opinion now is, that they were both
written at the same time and for the same persons. Some reasons
have been given by high critical authority, for supposing that they
were both written at Patmos, and sent together to Ephesus,――the
epistle serving as a preface, dedication, and accompaniment of the
gospel, to those for whom it was intended, and commending the
prominent points in it to their particular attention. This beautiful and
satisfactory view of the object and occasion of the epistle, may
certainly be adopted with great propriety and justice; but in regard to
the places of its composition and direction, a different view is much
more probable, as well as more consistent with the notion, already
presented above, of the date and place of the gospel. It is very
reasonable to suppose that the epistle was written some years after
John’s return to Ephesus,――that it was intended, (along with the
gospel, for the churches of Asia generally, to whom John hoped to
make an apostolic pastoral visit, shortly,) to confirm them in the faith,
as he announces in the conclusion. There is not a single
circumstance in gospel or epistle, which should lead any one to
believe that they were directed to Ephesus in particular. On the
contrary, the total absence of anything like a personal or local
direction to the epistle, shows the justice of its common title, that it is
a “general epistle,” a circular, in short, to all the churches under his
special apostolic supervision,――for whose particular dangers,
errors and necessities, he had written the gospel just sent forth, and
to whom he now minutely commended that work, in the very opening
words of his letter, referring as palpably and undeniably to his
gospel, as any words can express. “Of that which ‘was from the
beginning, of the Word,’ which I have heard, which I have seen with
my eyes, which I have looked upon, which my hands have
handled,――of the Word of Life” &c.; particularizing with all the
minute verbosity of old age, his exact knowledge of the facts which
he gives in his gospel, assuring them thus of the accuracy of his
descriptions. The question concerns his reputation for fidelity as a
historian; and it is easy to see therefore, why he should labor thus to
impress on his readers his important personal advantages for
knowing exactly all the facts he treats of, and all the doctrines which
he gives at such length in the discourses of Christ. Again and again
he says, “I write,” and “I have written,” recapitulating the sum of the
doctrines which he has designed to inculcate; and he particularizes
still farther that he has written to all classes and ages, from the
oldest to the youngest, intending his gospel for the benefit of all. “I
have written to you, fathers,”――“unto you, young men,”――“unto
you, little children,” &c. What else can this imply, than a dedication of
the work concerning “the WORD,” to all stations and ages,――to the
whole of the Christian communities, to whom he commits and
recommends his writings;――as he writes “to the
fathers――because they know him who was from the
beginning,”――in the same way “to the young men, because they
are constant, and the Word of God dwells in them,” and “that the
doctrine they have received may remain unchangeable in them,” and
“on account of those who would seduce them.” He recapitulates
all the leading doctrines of his gospel,――the Messiahship, and the
Divinity of Jesus,――his Unity, and identity with the divine
abstractions of the Gnostic theology. Here too, he inculcates and
renewedly urges the great feeling of Christian brotherly love, which
so decidedly characterizes the discourses of Jesus, as reported in
his gospel. So perfect was the connection of origin and design,
between the gospel and this accompanying letter, that they were
anciently placed together, the epistle immediately following the
gospel; as is indubitably proved by certain marks in ancient
manuscripts.

It was mentioned, in connection with a former part of John’s life, that this epistle is
quoted by Augustin and others, under the title of the epistle to the Parthians. It seems very
probable that this may have been also addressed to those churches in the east, about
Babylon, which had certainly suffered much under the attacks of these same mystical
heretics. It is explained, however, by some, that this was an accidental corruption in the
copying of the Greek.――The second epistle was quoted by Clemens Alexandrinus, under
the title of “the epistle to the virgins,” προς παρθενους, which, as some of the modern critics
say, must have been accidentally changed to παρθους, by dropping some of the syllables,
and afterwards transferred to the first (!) as more appropriate;――a perfectly unauthorized
conjecture, and directly in the face of all rules of criticism.

the second and third epistles.

These are both evidently private letters from John to two of his
intimate personal friends, of whose circumstances nothing whatever
being known, except what is therein contained, the notice of these
brief writings must necessarily be brief also. They are both honorably
referred to, as entertainers of the servants of Jesus Christ as they
travel from place to place, and seem to have been residents in some
of the Asian cities within John’s apostolic circuit, and probably
received him kindly and reverently into their houses on his tours of
duty; and them he was about to visit again shortly. The second
epistle is directed to a Christian female, who, being designated by
the very honorable title of “lady,” was evidently a person of rank; and
from the remark towards the conclusion, about the proper objects of
her hospitality, it is plain that she must have been also a person of
some property. Mention is made of her children as also objects of
warm affection to the aged apostle; and as no other member of her
family is noticed, it is reasonable to conclude that she was a widow.
The contents of this short letter are a mere transcript, almost
verbatim, of some important points in the first, inculcating Christian
love, and watchfulness against deceivers;――(no doubt the
Gnostical heretics,――the Cerinthians and Nicolaitans.) He
apologizes for the shortness of the letter, by saying that he hopes
shortly to visit her; and ends by communicating the affectionate
greetings of her sister’s children, then residents in Ephesus, or
whatever city was then the home of John. The third epistle is
directed to Gaius, (that is, Caius, a Roman name,) whose hospitality
is commemorated with great particularity and gratitude in behalf of
Christian strangers, probably preachers, traveling in his region.
Another person, named Diotrephes, (a Greek by name, and probably
one of the partizans of Cerinthus,) is mentioned as maintaining a
very different character, who, so far from receiving the ministers of
the gospel sent by the apostle, had even excluded from Christian
fellowship those who did exercise this hospitality to the messengers
of the apostle. John speaks threateningly of him, and closes with the
same apology for the shortness of the letter, as in the former. There
are several persons, named Gaius, or Caius, mentioned in apostolic
history; but there is no reason to suppose that any of them was
identified with this man.

For these lucid views of the objects of all these epistles, I am mainly indebted to Hug’s
Introduction, to whom belongs the merit of expressing them in this distinctness, though
others before him have not been far from apprehending their simple force. Michaelis, for
instance, is very satisfactory, and much more full on some points. In respect to the place
whence they were written, Hug appears to be wholly in the wrong, in referring them to
Patmos, just before John’s return. Not the least glimmer of a reason appears, why all the
writings of John should be huddled together in his exile. I can make nothing whatever of the
learned commentator’s reason about the deficiency of “pen, ink and paper,” (mentioned in
Epistle ii. 12, and iii. 13.) as showing that John must still have been in “that miserable
place,” Patmos. The idea seems to require a great perversion of simple words, which do not
seem to be capable of any other sense than that adopted in the above account.

the traditions of his life in ephesus.

To this period of his life, are referred those stories of his miracles
and actions, with which the ancient fictitious apostolic narratives are
so crowded,――John being the subject of more ancient traditions
than any other apostle. Some of those are so respectable and
reasonable in their character, as to deserve a place here, although
none of them are of such antiquity as to deserve any confidence, on
points where fiction has often been so busy. The first which follows,
is altogether the most ancient of all apostolic stories, which are not in
the New Testament; and even if it is a work of fiction, it has such
merits as a mere tale, that it would be injustice to the readers of this
book, not to give them the whole story, from the most ancient and
best authorized record.

It is related that John, after returning from banishment, was often

called to the neighboring churches to organize them, or to heal
divisions, and to ordain elders. On one occasion, after ordaining a
bishop, he committed to his particular care and instruction a fine
young man, whom he saw in the congregation, charging the bishop,
before the whole church, to be faithful to him. The bishop accordingly
took the young man into his house, watched over him, and instructed
him, and at length baptized him. After this, viewing the young man as
a confirmed Christian, the bishop relaxed his watchfulness, and
allowed the youth greater liberties. He soon got into bad company, in
which his talents made him conspicuous, and proceeding from one
step to another, he finally became the leader of a band of robbers. In
this state of things, John came to visit the church, and presently
called upon the bishop to bring forward his charge. The bishop
replied that he was dead,――dead to God;――and was now in the
mountains, a captain of banditti. John ordered a horse to be brought
immediately to the church door, and a guide to attend him; and
mounting, he rode full speed in search of the gang. He soon fell in
with some of them, who seized him, to be carried to their head
quarters. John told them that this was just what he wanted, for he
came on purpose to see their captain. As they drew near, the captain
stood ready to receive them; but on seeing John, he drew back, and
began to make off. John pursued with all the speed his aged limbs
would permit, crying out, “My son, why do you run from your own
father, who is unarmed and aged? Pity me, my son, and do not fear.
There is yet hope of your life. I will intercede for you; and, if
necessary, will cheerfully suffer death for you, as the Lord did for us.
Stop,――believe what I say; Christ hath sent me.” The young man
stopped, looked on the ground, and then throwing down his arms,
came trembling, and with sobs and tears, begged for pardon. The
apostle assured him of the forgiveness of Christ; and conducting him
back to the church, there fasted and prayed with him, and at length
procured his absolution.

Another story, far less probable, is related in the ancient

martyrologies, and by the counterfeit Abdias. Craton, a philosopher,
to make a display of contempt for riches, had persuaded two wealthy
young men, his followers, to invest all their property in two very
costly pearls; and then, in the presence of a multitude, to break
them, and pound them to dust. John happening to pass by, at the
close of the transaction, censured this destruction of property, which
might better have been given in alms to the poor. Craton told him, if
he thought so, he might miraculously restore the dust to solid pearls
again, and have them for charitable purposes. The apostle gathered
up the particles, and holding them in his hand, prayed fervently, that
they might become solid pearls, and when the people said “Amen,” it
took place. By this miracle, Craton, and all his followers, were
converted to Christianity; and the two young men took back the
pearls, sold them, and then distributed the avails in charity.
Influenced by this example, two other young men of distinction,
Atticus and Eugenius, sold their estates, and distributed the avails
among the poor. For a time, they followed the apostle, and
possessed the power of working miracles. But, one day, being at
Pergamus, and seeing some well-dressed young men, glittering in
their costly array, they began to regret that they had sold all their
property, and deprived themselves of the means of making a figure
in the world. John read in their countenances and behavior the state
of their minds; and after drawing from them an avowal of their regret,
he bid them bring him each a bundle of straight rods, and a parcel of
smooth stones from the sea shore. They did so,――and the apostle,
after converting the rods into gold, and the stones into pearls, bid
them take them, and sell them, and redeem their alienated estates, if
they chose. At the same time, he plainly warned them, that the
consequence would be the eternal loss of their souls. While he
continued his long and pungent discourse, a funeral procession
came along. John now prayed, and raised the dead man to life. The
resuscitated person began to describe the invisible world, and so
graphically painted to Atticus and Eugenius the greatness of their
loss, that they were melted into contrition. The apostle ordered them
to do penance thirty days,――till the golden rods should become
wood, and the pearls become stones. They did so, and were
afterwards very distinguished saints.

Another story, of about equal merit, is told by the same authority.

While John continued his successful ministry at Ephesus, the
idolaters there, in a tumult, dragged him to the temple of Diana, and
insisted on his sacrificing to the idol. He warned all to come out of
the temple, and then, by prayer, caused it to fall to the ground, and
become a heap of ruins. Then, addressing the pagans on the spot,
he converted twelve thousand of them in one day. But Aristodemus,
the pagan high priest, could not be convinced, till John had drunken
poison without harm, by which two malefactors were killed instantly,
and also raised the malefactors to life. This resuscitation he
rendered the more convincing to Aristodemus, by making him the
instrument of it. The apostle pulled off his tunic, and gave it to
Aristodemus. “And what is this for?” said the high priest. “To cure you
of your infidelity,” was the reply. “But how is your tunic to cure me of
infidelity?” “Go,” said the apostle, “and spread it upon the dead
bodies, and say: ‘The apostle of our Lord Jesus Christ hath sent me
to resuscitate you, in his name, that all may know, that life and death
are the servants of Jesus Christ, my Lord.’” By this miracle the high
priest was fully convinced; and afterwards convinced the proconsul.
Both of them were baptized,――and persecution, from that time,
ceased. They also built the church dedicated to St. John, at
Ephesus.

For this series of fables I am indebted again to the kindness of Dr. Murdock, in whose
manuscript lectures they are so well translated from the original romances, as to make it
unnecessary for me to repeat the labor of making a new version from the Latin. The sight of
the results of abler efforts directly before me, offers a temptation to exonerate myself from a
tedious and unsatisfactory effort, which is too great to be resisted, while researches into
historical truth have a much more urgent claim for time and exertion.

The only one of all these fables that occurs in the writings of the Fathers, is the first,
which may be pronounced a tolerably respectable and ancient story. It is narrated by
Clemens Alexandrinus, (about A. D. 200.) The story is copied from Clemens Alexandrinus
by Eusebius, from whom we receive it, the original work of Clemens being now lost.
Chrysostom also gives an abridgement of the tale. (I. Paraenes ad Theodosius) Anastasius
Sinaita, Simeon Metaphrastes, Nicephorus Callistus, the Pseudo-Abdias, and the whole
herd of monkish liars, give the story almost verbatim from Clemens; for it is so full in his
account as to need no embellishment to make it a good story. Indeed its completeness in all
these interesting details, is one of the most suspicious circumstances about it; in short, it is
almost too good a story to be true. Those who wish to see all the evidence for and against
its authenticity, may find it thoroughly examined in Lampe’s Prolegomena to a Johannine
Theology (I. v. 4‒10.) It is, on the whole, the best authorized of all the stories about the
apostles, which are given by the Fathers, and may reasonably be considered to have been
true in the essential parts, though the minute details of the conversations, &c., are probably
embellishments worked in by Clemens Alexandrinus, or his informants.

The rest of these stories are, most unquestionably, all unmitigated falsehoods; nor does
any body pretend to find the slightest authority for a solitary particular of them. They are
found no where but in the novels of the Pseudo-Abdias, and the martyrologies. (Abdiae
Babyloniae episcopi et Apostolorum discipuli de Historia, lib. V., St. John.)

his death.

Respecting the close of his life, all antiquity is agreed that it was
not terminated by martyrdom, nor by any violent death whatever, but
by a calm and peaceful departure in the course of nature, at a very
great age. The precise number of years to which he attained can not
be known, because no writer who lived within five hundred years of
his time has pretended to specify his exact age. It is merely
mentioned on very respectable ancient authority, that he survived to
the beginning of the reign of Trajan. This noblest of the successors
of Julius, began his splendid reign in A. D. 98, according to the most
approved chronology; so that if John did not outlive even the first
year of Trajan, his death is brought very near the close of the first
century; and from what has been reasonably conjectured about his
age, compared with that of his Lord, it may be supposed that he
attained upwards of eighty years,――a supposition which agrees
well enough with the statement of some of the Fathers, that he died
worn out with old age.

Jerome has a great deal to say also, about the age of John at the time when he was
called, arguing that he must have been a mere boy at the time, because tradition asserts
that he lived till the reign of Trajan. Lampe very justly objects, however, that this proof
amounts to nothing, if we accept another common tradition, that he lived to the age of 100
years; which, if we count back a century from the reign of Trajan, would require him to have
attained mature age at the time of the call. Neither tradition however, is worth much. Our old
friend Baronius, too, comes in to enlighten the investigation of John’s age, by what he
considers indubitable evidence. He says that John was in his twenty-second year when he
was called, and passing three years with Christ, must have been twenty-five years old at the
time of the crucifixion; “because,” says the sagacious Baronius, “he was then initiated into
the priesthood.” An assertion which Lampe with indignant surprise stigmatizes as showing
“remarkable boldness,” (insignis audacia,) because it contains two very gross
errors,――first in pretending that John was ever made a priest, (sacerdos,) and secondly in
confounding the age required of the Levites with that of the priests when initiated. For
Baronius’s argument resting wholly on the very strange and unfounded notion, that John
was made a priest, is furthermore supported on the idea that the prescribed age for entering
the priesthood was twenty-five years; but in reality, the age thus required was thirty years,
so that if the other part of this idle story was true, this would be enough to overthrow the
conclusion. Lampe also alludes to the absurd idea of the painters, in representing John as a
young man, even while writing his gospel; while in reality all writers agree that that work was
written by him in his old age. This idea of his perpetual youth, once led into a blunder some
foolish Benedictine monks, who found in Constantinople an antique agate intaglio,
representing a young man with a cornucopia, and an eagle, and with a figure of victory
placing a crown on his head. This struck their monkish fancies at once, as an
unquestionable portrait of John, sent to their hands by a miraculous preservation.
Examination however, has shown it to be a representation of the apotheosis of Germanicus.

But even here, the monkish inventors have found room for new
fables; and though the great weight of all ancient testimony deprives
them of the opportunity to enter into the horrible details of a bloody
and agonizing death, they can not refuse themselves the pleasure of
some tedious absurdities, about the manner of his death and burial,
which are barely worth a partial sketch, to show how determined the
apostolic novelists are to follow their heroes to the very last, with the
glories of a fancifully miraculous departure.

The circumstances of his death are described in the

martyrologies, and by Abdias, in this manner. He had a vision
acquainting him with his approaching exit, five days before it
happened. On a Lord’s-day morning, he went to the great church at
Ephesus, bearing his name, and there performed public worship as
usual, at day-break. About the middle of the forenoon, he ordered a
deacon, and some grave diggers, with their tools, to accompany him
to the burying ground. He then set them to digging his grave, while
he, after ordering the multitude to depart, spent the time in prayer.
He once looked into the grave, and bid them dig it deeper. When it
was finished, he took off his outer garment, and spread it in the
grave. Then, standing over it, he made a speech to those present,
(which is not worth repeating,) then gave thanks to God for the
arrival of the time of his release,――and placing himself in the grave,
and wrapping himself up, he instantly expired. The grave was filled
up; and afterwards miracles took place at it, and a kind of manna
issued from it, which possessed great virtues.

There is no need, however, of such fables, to crown with the false

honors of a vain prodigy, the calmly glorious end of the “Last of the
Apostles.” It is enough for the Christian to know, that, with the long,
bright course of almost a century behind him, and with the mighty
works of his later years around him, John closed the solemn
apostolic drama, bearing with him in his late departure the last light
of inspiration, and the last personal “testimony of Jesus, which is the
spirit of prophecy.” Blessed in his works thus following him, he died
in the Lord, and now rests from his labors on the breast of that loved
friend, who cherished so tenderly the youthful Son of
Thunder;――on the bosom of his Redeemer and his Lord,――
“The bosom of his Father and his God.”
 PHILIP.
In all the three gospel lists, this apostle is placed fifth in order, the
variations in the arrangements of the preceding making no difference
in his position. In the first chapter of Acts, however, a different
arrangement is made of his name, as will be hereafter mentioned.
The mere mention of his name on the list, is all the notice taken of
him by either of the three first evangelists, and it is only in the gospel
of John, that the slightest additional circumstance can be learned
about him. From this authority it is ascertained that he was of
Bethsaida, the city of Andrew and Peter, and probably also the home
or frequent visiting-place of the sons of Zebedee, by the younger of
whom he is so particularly commemorated. Immediately after the
narration of the introduction of Andrew, John and Peter, to Jesus, in
the first chapter of this gospel, it is said that Jesus next proceeded
from Bethabara into Galilee, and there finds Philip; but the particular
place is not mentioned, though Bethsaida being immediately after
mentioned as his home, very probably was the place of the meeting.
Andrew and Peter, on their return home, had doubtless had no small
talk among their acquaintances, about the wonderful person
announced as the Messiah, to whom they had been introduced, and
had thus satisfied themselves that he was really the divine character
he was said to be. Philip too, must have heard of him in this way,
before he saw him; so that when Jesus met him, he was prepared at
once to receive the call which Jesus immediately gave
him,――“Follow me.” From the circumstance that he was the first
person who was summoned by Jesus, in this particular formula of
invitation to the discipleship, some writers have, not without reason,
claimed for Philip the name and honors of the Protoclete, or “first-
called;” though Andrew has commonly been considered as best
entitled to this dignity, from his being the first mentioned by name, as
actually becoming acquainted with Jesus. Philip was so devoutly
engaged, at once, in the cause of his new Master, that he, like
Andrew, immediately sought out others to share the blessings of the
discipleship; and soon after meeting one of his friends, Nathanael,
he expressed the ardor of his faith in his new teacher, by the words
in which he invited him to join in this honorable fellowship,――“We
have found him of whom Moses, in the law, and all the prophets did
write,――Jesus of Nazareth, the son of Joseph.” The result of this
application will be related in the life of the person most immediately
concerned. After this, no notice whatever is taken of Philip except
where incidental remarks made by him in the conversations of
Jesus, are recorded by John. Thus, at the feeding of the five
thousand, upon Jesus’s asking whether they had the means of
procuring food for the multitude, Philip answered, that “two hundred
pence would not buy enough for them, that every one might take a
little,”――thus showing himself not at all prepared by his previous
faith in Jesus, for the great miracle which was about to happen;
though Jesus had asked the question, as John says, with the actual
design of trying the extent of his confidence in him. He is afterwards
mentioned in the last conversations of Jesus, as saying to him,
“Show us the Father, and it sufficeth us,”――here too, betraying also
a most unfortunate deficiency, both of faith and knowledge, and
implying also a vain desire to gratify his eyes with still more
miraculous displays of the divine power of his Master; though, even
in this respect, he probably was no worse off than all the rest of the
disciples, before the resurrection of Jesus.

Protoclete.――Hammond claims this peculiar honor for Philip, with great zeal. (See
his notes on John i. 43.)

Of his apostleship not one word is recorded in the New Testament,

for he is no where mentioned in the Acts, except as being one of the
apostles assembled in the upper chamber after the ascension; nor
do the epistles contain the slightest allusion to him. Some of the
most ancient authorities among the Fathers, however, are distinct in
their mention of some circumstances of his later life; but all these
accounts are involved in total discredit, by the fact that they make
him identical with Philip the deacon, whose active and zealous
labors in Samaria, and along the coast of Palestine, from Gaza,
through Ashdod to Caesarea, his home, are minutely related in the
Acts, and have been already alluded to, in that part of the life of
Peter which is connected with these incidents. It has always been
supposed, with much reason, in modern times, that the offices of an
apostle and a deacon were so totally distinct and different, that they
could never both be borne by one and the same person; but the
Fathers, even the very ancient ones, seem to have had not the
slightest idea of any such incompatibility; and therefore uniformly
speak of Philip the apostle, as the same person with Philip, one of
the seven deacons, who is mentioned by Luke, in the Acts of the
Apostles, as having lived at Caesarea, in Palestine, with his
daughters, who were virgins and prophetesses. Testimony more
distinct than this, can no where be found, among all the Fathers, on
any point whatever; and very little that is more ancient. Yet how does
it accord with the notions of those who revere these very Fathers as
almost immaculate in truth, and in all intellectual, as well as moral
excellence? What is the evidence of these boasted Fathers worth,
on any point in controversy about apostolic church government, or
doctrine, or criticism, if the modern notion of the incompatibility of the
two offices of apostle and deacon is correct?

The testimony of the Fathers on this point, is simply this. Eusebius (Church History, III.
31,) quotes Polycrates, bishop of Ephesus, who, in his letter to Victor, bishop of Rome,
(written A. D. 195, or 196,) makes mention of Philip in these exact words: “Philip, who was
one of the twelve apostles, died in Hierapolis;” (in Phrygia;) “and so did two of his
daughters, who had grown old in virginity. And another of his daughters, after having
passed her life under the influence of the Holy Spirit, was buried at Ephesus.” This certainly
is a most perfect identification of Philip the apostle with Philip the deacon; for it is this latter
person who is particularly mentioned in Acts, xxi. 8, 9, as “having four daughters who did
prophesy.” He is there especially designated as “Philip the evangelist, one of the seven,”
while Polycrates expressly declares, that this same person “was one of the twelve.”
Eusebius also, in the preceding chapter, quotes Clemens Alexandrinus as mentioning Philip
among those apostles who were married, because he is mentioned as having had
daughters; and Clemens even adds that these were afterwards married, which directly
contradicts the previous statement of Polycrates, that three of them died virgins, in old age.
Yet Eusebius quotes all this stuff, with approbation.
 Papias, (A. D. 140,) bishop of Hierapolis, the very place of the death and burial of Philip,
is represented by Eusebius as having been well acquainted with the daughters of Philip,
mentioned in Acts, as the virgin prophetesses. Papias says that he himself “heard these
ladies say that their father once raised a dead person to life, in their time.” But it deserves
notice, that Papias, the very best authority on this subject, is no where quoted as calling this
Philip “an apostle;” though Eusebius, on his own authority, gives this name to the Philip of
whom Papias speaks. It is therefore reasonable to conclude, that this blunder, betraying
such a want of familiarity with the New Testament history, originated after the time of
Papias, whose intimate acquaintance with Philip’s family would have enabled him to say, at
once, that this was the deacon, and not the apostle; though it is not probable that he was
any less deplorably ignorant of the scriptures than most of the Fathers were.

Now what can be said of the testimony of the Fathers on points where they can not refer,
either to their own personal observation, or to informants who have seen and heard what
they testify? The only way in which they can be shielded from the reproach of a gross
blunder and a disgraceful ignorance of the New Testament, is, that they were right in
identifying these two Philips, and that modern theologians are wrong in making the
distinction. On this dilemma I will not pretend to decide; for though so little reverence for the
judgment and information of the Fathers has been shown in this book, there does seem to
me to be some reason for hesitation on this point, where the Fathers ought to have been as
well informed as any body. They must have known surely, whether, according to the notions
of those primitive ages of Christianity, there was any incompatibility between the apostleship
and the deaconship! If their testimony is worth anything on such points, it ought to weigh so
much on this, as to cause a doubt whether they are not right, and the moderns wrong.
However, barely suggesting this query, without attempting a decision, as Luther says, “I will
afford to other and higher spirits, occasion to reflect.”

This is all the satisfaction that the brief records of the inspired or
uninspired historians of Christianity can give the inquirer, on the life
of this apostle;――so unequal were the labors of the first ministers of
Christ, and their claims for notice. Philip, no doubt, served the
purpose for which he was called, faithfully; but in these brief
sketches, there are no traces of any genius of a high character, that
could distinguish him above the thousands that are forgotten, but
whose labors, like those of the minutest animals in a mole-hill,
contribute an indispensable portion to the completion of the mass, in
whose mighty structure all their individual efforts are swallowed up
forever.

And though the ancient Polycrates may have blundered

grievously, in respect to the apostle’s personal identity, his hope of
the glorious resurrection of those whom he supposed to have died in
Asia will doubtless be equally well rewarded, if, to the amazement of
the Fathers, the apostle Philip should rise at last from the dust of
Babylon, or the ashes of Jerusalem, while his namesake, the
evangelist, shall burst from his tomb in Hierapolis. “For,” as
Polycrates truly says, “in Asia, some great lights have gone down,
which shall rise again on that day of the Lord’s approach, when he
shall come from the heavens in glory, and shall raise up all his
saints;――Philip, one of the twelve apostles, who sleeps at
Hierapolis, with his venerable virgin daughters,――John, who lay in
the bosom of the Lord, and who is laid at Ephesus,――Polycarp, at
Smyrna,――Thraseas, at Eumenia,――Sagaris, at
Laodicea,――Papirius and Melito, at Sardis――all await the
visitation of the Lord from the heavens, in which he shall raise them
from the dead.”

NATHANAEL, BAR-THOLOMEW.
his name and call.

In respect to this apostle, there occurs a primary question about

his name, which is given so differently in different sacred authorities,
as to induce a strong suspicion that the two names refer to two
totally distinct persons. The reasons for applying the two words,
Nathanael and Bartholomew, to the same person, are the
circumstances,――that none of the three first evangelists mention
any person named Nathanael, and that John never mentions the
name Bartholomew,――that Bartholomew and Nathanael are each
mentioned on these different authorities, among the chosen disciples
of Jesus,――that Bartholomew is mentioned by the three first
evangelists, on all the lists, directly after Philip, who is by John
represented as his intimate friend,――and that Bartholomew is not
an individual name, but a word showing parentage merely,――the
first syllable being often prefixed to Syriac names, for this purpose;
and Bar-Tholomew means the “son of Tholomew,” or “Tholomai;” just
as Bar-Jonah means the “son of Jonah;” nor was the former any
more in reality the personal, individual name of Nathanael, than the
latter was of Peter; but some circumstance may have occurred to
make it, in this instance, often take the place of the true individual
name.

A few very brief notices are given of this apostle by John, who
alone alludes to him, otherwise than by a bare mention on the list. It
is mentioned in his gospel that Nathanael was of Cana, in Galilee, a
town which stood about half-way between lake Gennesaret and the
Mediterranean sea; but the circumstances of his call seem to show
that he was then with Philip, probably at or near Bethsaida. Philip,
after being summoned by Jesus to the discipleship, immediately
sought to bring his friend Nathanael into an enjoyment of the honors
of a personal intercourse with Jesus, and invited him to become a
follower of the Messiah, foretold by Moses and the prophets, who
had now appeared, as Jesus of Nazareth, the son of Joseph. On
hearing of that mean place, as the home of the promised King of
Israel, Nathanael, with great scorn, replied, in inquiry, “Can any good
thing come out of Nazareth?” To this sneering question, Philip
answered by the simple proposition, “Come and see;”――wisely
judging that no argument could answer his friend’s prejudice so well
as an actual observation of the character and aspect of the
Nazarene himself. Nathanael, accordingly, persuaded by the
earnestness of his friend, came along with him, perhaps, partly to
gratify him, but, no doubt, with his curiosity somewhat moved to
know what could have thus brought Philip into this devout regard for
a citizen of that dirty little town; and he therefore readily
accompanied him to see what sort of prophet could come out of
Nazareth.

The words with which Jesus greeted Nathanael, even before he

had been personally introduced, or was prepared for any salutation,
are the most exalted testimonial of his character that could be
conceived, and show at once his very eminent qualifications for the
high honors of the apostleship. When Jesus saw Nathanael coming
to him, he said, “Behold a true son of Israel, in whom is no
guile!”――manifesting at once a confidential and intimate knowledge
of his whole character, in thus pronouncing with such ready decision,
this high and uncommon tribute of praise upon him, as soon as he
appeared before him. Nathanael, quite surprised at this remarkable
compliment from one whom he had never seen until that moment,
and whom he supposed to be equally ignorant of him, replied with
the inquiry, “Whence knowest thou me?” Jesus answered, “Before
Philip called thee, when thou wast under the fig-tree, I saw thee.”
The fig-trees of Palestine, presenting a wide, leafy cover, and a
delightful shade, were often used in the warm season as places of
retirement, either in company, for conversation, or in solitude, for
meditation and prayer, as is shown in numerous passages of the
Rabbinical writings; and it was, doubtless, in one of these
occupations that Nathanael was engaged, removed, as he
supposed, from all observation, at the time to which Jesus referred.
But the eye that could pierce the stormy shades of night on the
boisterous waves of Galilee, and that could search the hearts of all
men, could also penetrate the thick, leafy veil of the fig-tree, and
observe the most secret actions of this guileless Israelite, when he
supposed the whole world to be shut out, and gave himself to the
undisguised enjoyment of his thoughts, feelings, and actions, without
restraint. Nathanael, struck with sudden but absolute conviction, at
this amazing display of knowledge, gave up all his proud scruples
against the despised Nazarene, and adoringly exclaimed, “Rabbi!
thou art the Son of God,――thou art the King of Israel.” Jesus,
recognizing with pleasure the ready faith of this pure-minded
disciple, replied, “Because I said unto thee, ‘I saw thee under the fig-
tree,’――believest thou? Thou shalt see yet greater things than
these.” Then turning to Philip as well as to Nathanael, he says to
them both, “I solemnly assure you, hereafter ye shall see heaven
open, and the angels of God ascending and descending upon the
Son of Man.”

On the day but one after this occurrence, as John records, Jesus
was in Cana of Galilee, the residence of Nathanael, and was present
at a wedding which took place there. From the circumstance that the
mother of Jesus was there also, it would seem likely that it was the
marriage of some of their family friends; otherwise the conjecture
might seem allowable, that the presence of Jesus and his disciples
on this occasion, was in some way connected with the introduction of
Nathanael to Jesus; and that this new disciple may have been some
way concerned in this interesting event. The manner in which the
occurrence is announced,――it being next specified, that two days
after the occurrences recorded in the end of the first chapter, Jesus
was present at a marriage in Cana of Galilee,――would seem to
imply very fairly, that Jesus had been in some other place
immediately before; and it is probable therefore, that he
accompanied Nathanael home from Bethsaida, or whatever place
was the scene of his calling to the discipleship, along with Philip. The
terms of the statement are not, however, absolutely incompatible
with the idea of this first introduction of these two disciples to Jesus,
in Cana itself, which may have been the part of Galilee into which
Jesus is said to have gone forth, after leaving Bethabara; although,
the reasons above given make it probable that Bethsaida was the
scene. After this first incident, no mention whatever is made of
Nathanael, either under his proper name, or his paternal appellation,
except that when the twelve were sent forth in pairs, he was sent
with his friend Philip, that those who had been summoned to the
work together, might now go forth laboring together in this high
commission. One solitary incident is also commemorated by John, in
which this apostle was concerned, namely, the meeting on the lake
of Gennesaret, after the resurrection, where his name is mentioned
among those who went out on the fishing excursion with Peter. His
friend Philip is not there mentioned, but may have been one of the
“two disciples,” who are included without their names being given.
From this trifling circumstance, some have concluded that Nathanael
was a fisherman by trade, as well as the other four who are
mentioned with him; and certainly the conjecture is reasonable, and
not improbable, except from the circumstance, that his residence
was at Cana, which is commonly understood to have been an inland
town, and too far from the water, for any of its inhabitants to follow
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The Project Gutenberg eBook of Book of Needs
of the Holy Orthodox Church
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and most other parts of the world at no cost and with almost no
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Title: Book of Needs of the Holy Orthodox Church

with an appendix containing offices for the laying on of
hands

Creator: Russkaia pravoslavnaia tserkov

Translator: G. V. Shann

Release date: August 28, 2023 [eBook #71513]

Language: English

Original publication: London: David Nutt, 270, Strand, 1894

Credits: Stephen Hutcheson and the Online Distributed Proofreading

Team at https://www.pgdp.net

*** START OF THE PROJECT GUTENBERG EBOOK BOOK OF

NEEDS OF THE HOLY ORTHODOX CHURCH ***
 BOOK OF NEEDS.

BOOK OF NEEDS
OF THE
HOLY ORTHODOX CHURCH
WITH
AN APPENDIX
CONTAINING OFFICES FOR THE
LAYING ON OF HANDS.

Done into English

BY
G. V. SHANN.

LONDON:
DAVID NUTT, 270 STRAND.
1894.

TO
HIS EXCELLENCY
 C.P. POBEDONOSTZEFF,
CHIEF-PROCURATOR OF
THE MOST HOLY GOVERNING SYNOD
OF RUSSIA,
THESE TRANSLATIONS
ARE INSCRIBED.
 PREFACE.
The following pages contain a translation with some omissions, of
the Slavonic service book entitled, Trébnik, or, Book of Needs, so
called, because it contains the provision for that which is spiritually
needed by a Christian from the cradle to the grave.
To this is added, as an appendix, a translation of a portion of the
service book entitled, Chinóvnik archieréiskaho
svyashtshennosloujéniya, or, Office book of the bishop’s holy
service, namely, that pertaining to the laying on of hands.[1]
The original used for the translation of the first named work is an
edition published in Moscow in the year 1882, and that for the
portion of the second, one published in the same city in the year
1890.
The omissions, made under competent advice, in the translation of
Trébnik are as follows,
I. The entire of the epistle and gospel lessons, these being
indicated by their initial and concluding words only, with one
exception, namely, in the office of the sanctification of water on the
festival of the Epiphany, where the lessons from the prophecy being
written at length those of the epistle and gospel are made to
correspond.
II. Questions asked of penitents in the confessional, and
instructions concerning the imposition of penance, as explained in
foot-notes at pages 49 and 51.
III. Some prayers for various occasions which are not of general
interest (chapters xxii, xxiii, xxx, xxxi, xxxii, xxxiv, xxxv, xxxvi, xxxvii,
xxxviii, xxxix, xl, and xli).
IV. Extracts from the Nomocanon (chap. xlii), many of which refer
to obsolete heathen customs and habits, and all need the living voice
of the pastors of the church for their proper present application.
V. The Kalendar and the Paschal Tables (chapters xliii and xliv),
these having been given in the translator’s former work, Euchology,
published in Kidderminster in the year 1891.[2]
It should be understood that the originals are books for the use of
those who are conversant with the order of the church service, and
that, for that reason, many abbreviations appear in them, well known
prayers, verses, etc, being indicated by initial words only, or by
ecclesiastical terms. As these abbreviations have been imitated in
the translations, some notes are given, which, it is hoped, may
remove most of the obscurities, which, to the general reader, might
appear to pervade the work.
G. V. SHANN.
Oldswinford, Epiphany, 1894.
NOTES.
 NOTE I.
EXPLANATORY OF ECCLESIASTICAL TERMS.

Aër. The external veil which is used to cover both chalice and
paten.
Antidoron. That which remains of a Prosphora (loaf of oblation)
after the portion for consecration has been cut from it. This
remainder is given to communicants (together with wine and warm
water) immediately after the holy sacrament, and is also distributed
to those of the congregation who are not communicants at the end of
the Liturgy instead of the holy gifts themselves, and, for that reason,
it is called Antidoron. In the primitive church its distribution was
known under the term Agape, i.e., Love-feast.
Axios. Worthy. An exclamation, referring to the candidates, used at
ordinations.
Canon. An ecclesiastical composition, commemorative of any
given festival or occasion, consisting of nine spiritual songs,
according to the number of the degrees of the incorporeal hosts,
based upon these nine scriptural odes, or prayers, I. The song of
Moses in Exodus (chap. xv. 1-19). II. The song of Moses in
Deuteronomy (chap. xxxii. 1-43). This song, being indicative of God’s
judgment against sinners, is sung only in penitential seasons, hence
a Canon usually lacks the second Ode, the third following
immediately on the first. III. The prayer of Anna (1 Kings ii. 1-10). IV.
The prayer of Abbacum (chap. iii. 2 ad fin.). V. The prayer of Esaias
(chap. xxvi. 9-20). VI. The prayer of Jonas (chap. ii. 2-9). VII. The
prayer of the Three Children (Daniel iii). VIII. The song of the same
(Benedicite). IX. The song of Zacharias (Benedictus), preceded by
that of the Virgin (Magnificat). Every Ode in a Canon is preceded by
a verse called Irmos, itself being the rhythmical model of the verses
that follow, which are called Troparia, because they turn upon a
model. The Irmos however is frequently omitted, or is sung only
before Odes iii, vi, and ix (as also after these). See pages 210, 214,
and 218. A refrain pervades all the Odes. See pages 129, 183, and
209. The refrains for the Canons at pages 85 and 145 are not
expressed in the text, but these are respectively, “Have mercy upon
me, O God, have mercy upon me,” and, “Rest, O Lord, thy sleeping
servant’s soul.” The refrain is sung or said between every verse
except the last two, “Glory to the Father, and to the Son, and to the
Holy Ghost,” being prefixed to the last but one, and “Both now and
ever, and to ages of ages. Amen” to the last, which last is always
addressed to the God-bearing Virgin. Sometimes, e.g., in penitential
seasons, the verses of the Odes are sung together with those of
their scriptural prototypes, and the rubric then indicates to how many
of these verses, counting backwards from the last, the
ecclesiastically composed ones are to be subjoined. Thus at page
128 the Canon is directed to be sung to vi, i.e., six verses (counting
backwards) of the scriptural prototype in each Ode; but in this case,
if so sung, the refrain would be omitted. A Canon is moreover usually
divided into three parts, the division taking place after the third and
sixth Odes, a verse called Kathisma, or one called Hypacoë,
frequently occurring after Ode iii, and one called Condakion, followed
by one or more called Icos (pl. Icosi) after Ode vi. Sometimes an
epistle and gospel lection occurs after the Condakion and Icos. See
page 167. Finally, it is to be remarked that an Ectenia (q. v.) usually
follows Ode iii (before the Kathisma), Ode vi (before the Condakion
and Icos), and Ode ix.
Cherubic Hymn. The song sung at the great Introit in the
celebration of the Liturgy, when the prepared gifts are solemnly
carried from the Prothesis (table of oblations) through the church to
the altar. The words of the ancient song accompanying this rite are
as follows,
Let all mortal flesh be still, and let it stand in fear and awe, and
think of nothing earthly to itself, because the King of kings and Lord
of lords approacheth to be slain, and given for the faithful’s food.
(Here the procession takes place.)
Him do precede th’ angelic choirs, with all their principals and
powers, the cherubim of many eyes, and the six-winged seraphim,
who shade their faces and sing forth the song, Alleluia, alleluia,
alleluia.
These words however are now only sung on Holy Saturday, and,
except on that day, and on Holy Thursday, and at the Liturgy of the
Presanctified, are substituted by the following, dating from the time
of Justinian,
We, who the cherubim in mystery represent and sing the song
thrice-holy to the quickening Trinity, should put away now every care
of life,
(The procession.)
That we the King of all things may receive, who borne in is on
spears by angel ranks unseen. Alleluia, alleluia, alleluia.
On Holy Thursday the words are,
Of thy mysterious supper, Son of God, me a communicant accept
to-day; for I thy mystery to thy foes will not betray, nor give to thee a
kiss as Judas did; but, as the thief, I will confess thee: Lord, in thy
kingdom O remember me.
(The procession.)
Of thy mysterious supper.... the whole again, concluding with the
thrice sung Alleluia.
And at the Liturgy of the Presanctified,
Now serve the heavenly powers unseen with us; for, lo, the King of
glory cometh in. Behold, the mystic sacrifice, that perfected hath
been, is borne in on the spears.
(The procession.)
Let us draw near with faith and love, that we of life immortal may
partakers be. Alleluia, alleluia, alleluia.
Condakion. A short verse expressing the purport of any given
festival or occasion. See Canon.
Dismissal. The concluding words of an office. A full form of these
is given at page 222, but in other places, when they are expressed at
all, it is in a more or less fragmentary manner.
Ectenia. A form of prayer consisting of a number of rogations with
responses. There is a great, and a little Ectenia, an Ectenia of
earnest prayer, and one of supplication. The normal form of these is
as follows,
The great Ectenia, called also the Ectenia of peace.
In peace let us pray to the Lord. Response. Lord, have mercy, and
so after the succeeding rogations. For the peace that is from above,
and for the salvation of our souls, let us pray to the Lord. For the
peace of the whole world, the good estate of the holy churches of
God, and for the union of them all, let us pray to the Lord. For this
holy temple, and for them that with faith, piety, and fear of God enter
into it, let us pray to the Lord. For the most holy Governing Synod,
and for our Metropolitan, name, for our Archbishop, or Bishop, name,
according to the eparchy, for the honourable presbytery, the
diaconate in Christ, and for all the clergy and the laity, let us pray to
the Lord. Here follow rogations for the Emperor and the Imperial
Family, mentioning them by name. To aid them and to subdue under
their feet every enemy and adversary, let us pray to the Lord. For
this city (if it is monastery, For this holy habitation), for every city and
country, and for them that in faith dwell therein, let us pray to the
Lord. For healthiness of weather, for plentifulness of the fruits of the
earth, and for peaceful times, let us pray to the Lord. For them that
voyage, that journey, that are sick, that are suffering, that are in
bonds, and for their salvation, let us pray to the Lord. Here are
inserted additional rogations for special circumstances. For our
deliverance from all affliction, passion, and want, let us pray to the
Lord. Help us, save us, have mercy on us, and keep us, O God, by
thy grace. Commemorating our most holy, most pure, most blessed
glorious Lady, the God-bearing Ever-virgin Mary, together with all the
Saints, let us commend ourselves, and one another, and all our life
to Christ our God. Response. To thee, O Lord. Exclamation by the
priest. For to thee is due all glory, honour, and Worship, to the
Father, and to the Son, and to the Holy Ghost, now and ever, and to
ages of ages. Response. Amen.
 The little Ectenia.
Again and again in peace let us pray to the Lord. Help us....
Commemorating.... as in the great Ectenia, with a varying
exclamation.
The Ectenia of earnest prayer.
Let us all say with our whole soul, and with our whole mind let us
say, Response. Lord, have mercy. O Lord almighty, O God of our
fathers, we pray thee, hear, and have mercy. Response. Lord, have
mercy. Have mercy upon us, O God, according to thy great mercy,
we pray thee, hear, and have mercy. Response. Lord, have mercy,
three times; and so after the succeeding rogations, the next being for
the Emperor and the Imperial Family, mentioning them by name.
Then the Synod, the Metropolitan, and all sorts and conditions of
men, and those especially for whom the occasion serves are
mentioned, and the Ectenia is concluded by the priest with the
exclamation, For thou art a merciful and man-loving God, and to thee
we ascribe glory, to the Father, and to the Son, and to the Holy
Ghost, now and ever, and to ages of ages. Response. Amen.
The Ectenia of supplication.
Let us fulfil our supplication to the Lord. Response. Lord, have
mercy. Help us, save us, have mercy on us, and keep us, O God, by
thy grace. Response. Lord, have mercy. That the whole day may be
perfect, holy, peaceful, and sinless, let us ask of the Lord. Response.
Vouchsafe, O Lord, and so successively. An angel of peace, a
faithful guide, a guardian of our souls and bodies, let us ask of the
Lord. Pardon and forgiveness of our sins and iniquities, let us ask of
the Lord. What is good and profitable for our souls, and peace for the
world, let us ask of the Lord. That the remaining time of our life may
be accomplished in peace and repentance, let us ask of the Lord. A
christian end of our life, painless, unashamed, peaceful, and a good
answer at the fearful judgment-seat of Christ, let us ask.
Commemorating.... as before written, with an exclamation, or,
Having prayed.... See page 69.
 Epigonation. A lozenge shaped ornament, worn by bishops and
archimandrites, suspended from the girdle and resting upon the
knee. It signifies a spiritual sword, with which the wearers should
defend those committed to their charge.
Epitrachelion. The priest’s stole.
Exapostilarion. A verse said or sung before the psalms of praise
(Psalms cxlviii, cxlix, and cl). Some derive the term from the verse
being sung by one of the clergy who is sent out of his place in the
choir into the middle of the church to sing it; but others from it being
a verse substituting a more ancient series of verses (Lucerns), in
which the Lord is prayed to send forth light unto us.
Hypacoë. A term implying that the verse bearing its name should
be listened to with particular attention.
Icos. A stanza. See Canon.
Idiomelon (pl. Idiomela). A verse that is of its own mode, i.e., one
not composed upon an Irmos, or model.
Irmos (pl. Irmi). See Canon.
Kathisma. A verse during the singing of which it is permitted to sit.
Omophorion. The bishop’s pall.
Orarion. The deacon’s stole.
Phelonion. A vestment or cope.
Prokimenon. A verse, taken from the psalms, sung before the
reading of an appointed epistle. With this is conjoined another verse,
and the mode of saying and singing these is as follows. The reader
says the prokimenon, and the choir repeats the same. Then the
reader says the conjoined verse, and the choir again sings the
prokimenon. Finally the reader says half the prokimenon, and the
choir sings the remaining half.
Sloujébnik. The service book containing the prayers said by the
priest and deacon at Vespers, Matins, and Liturgy.
 Stasis. A subdivision of the psalter. The whole psalter is divided
into twenty sections, and each of these is subdivided into three parts.
[3]

Sticharion. A tunicle.
Stichera. Ecclesiastically composed verses, usually conjoined with
verses selected from the psalms.
Theotokion. A verse addressed to the God-bearing Virgin.
Tone. The ecclesiastical tones are eight in number, and are based
upon the ancient classical modes, namely, the Dorian, Phrygian,
Lydian, and Ionian for tones i to iv, and the minors of these for tones
v to viii. The Slavonic, Greek, and Gregorian tones correspond thus,

Slavonic. Greek. Gregorian.

I. I. I.
II. II. III.
III. III. V.
IV. IV. VII.
V. I minor. II.
VI. II minor. IV.
VII. Grave. VI.
VIII. IV minor. VIII.

Trisagion. The thrice-holy hymn, the words of which are as follow,

Holy God, holy mighty one, holy immortal one, have mercy upon
us, sung three times.
When sung in a more solemn manner at the Liturgy and other
offices before the reading of the epistle and gospel the mode is thus,
Holy God, holy mighty one, holy immortal one, have mercy upon
us. Three times.
Glory to the Father, and to the Son, and to the Holy Ghost, both
now and ever, and to ages of ages. Amen.
Holy immortal one, have mercy upon us.
 (Dynamis.)
Holy God, holy mighty one, holy immortal one, have mercy upon
us.
At Easter, Pentecost, Christmas, and Epiphany, on the day before
Palm Sunday, on Holy Saturday, and at Baptisms, this hymn is
superseded by the following,
As many as have been baptized into Christ have put on Christ.
Alleluia. Three times.
Glory to the Father.... ending, to ages of ages. Amen.
Have put on Christ. Alleluia.
As many as have been baptized into Christ have put on Christ.
Alleluia.
See pages 35 and 167.
Troparion. A verse that is composed (lit. turns) upon a model. See
Canon. The term has also a wider signification, and is used to
indicate the principal commemorative verse for any festival or
occasion, and as such is referred to in the text as “the troparion for
the day.”
 NOTE II.
EXPLANATORY OF ABBREVIATIONS.

The abbreviations found in the text, and not explained in Note i,

are,
I. Blessed be our God....
II. Blessed be the kingdom....
III. Trisagion. O most holy Trinity.... Our Father.... For thine is the
kingdom....
IV. Glory. Both now.
V. The more honourable than the cherubim....
VI. Now dismiss thy servant, O Master.... Pages 11 and 126.
VII. O come, let us worship.... thrice. Pages 46, 83, 123, and 128.
VIII. It is very meet.... Pages 51, 92, and 136.
IX. Alleluia, thrice. Pages 83 and 145.
X. Have mercy upon me, O God.... Page 85.
XI. Holy God.... Pages 138, 141, 164, 169, 220, and 224.
XII. Having seen the resurrection of Christ, we adore.... Pages 166
and 167.
XIII. Blessed art thou, O Lord: O teach me thy statutes. The
angelic counsel was amazed.... Page 167.
XIV. Glory to God in the highest.... Vouchsafe, O Lord.... Page
198.
XV. It is a good thing to give thanks unto the Lord.... Page 207.
XVI. The irmi of the great canon, A help and protection.... Page
208.
XVII. Thou who man-lovingly in depth of wisdom.... We have thee
as a fortress and a haven.... Page 209.
 XVIII. God is the Lord, and hath manifested himself unto us....
Page 225.
XIX. Hear us, O God our Saviour, thou hope of all the ends of the
earth.... Page 238.
XX. Blessed be the name of the Lord.... Page 253.
XXI. Forgive, remit.... Page 11 Appendix.
XXII. And may the mercies.... Pages 11 and 12 Appendix.
These written at length are as follows, the first five being of
frequent occurrence,
I and II. The priest’s initial blessing, Blessed be our God, always,
now and ever, and to ages of ages. Response. Amen. And, Blessed
be the kingdom of the Father, and of the Son, and of the Holy Ghost,
now and ever, and to ages of ages. Response. Amen.
III. Holy God, holy mighty one, holy immortal one, have mercy
upon us, three times. Glory to the Father, and to the Son, and to the
Holy Ghost, both now and ever, and to ages of ages. Amen. O most
holy Trinity, have mercy upon us: O Lord, cleanse our sins: O
Master, forgive our transgressions: visit us. O Holy One, and heal
our infirmities, for thy name’s sake. Lord, have mercy, three times.
Again, Glory to the Father ... ages of ages. Amen. The Lord’s prayer,
ending, deliver us from evil. Priest. For thine is the kingdom, and the
power, and the glory, of the Father, and of the Son, and of the Holy
Ghost, now and ever, and to ages of ages. Response. Amen.
IV. Glory to the Father, and to the Son, and to the Holy Ghost.
Both now and ever, and to ages of ages. Amen.
V. The more honourable than the cherubim, and incomparably
more glorious than the seraphim, who didst bear without corruption
God the Word, thee, verily the God-bearing one, we magnify.
VI. Nunc Dimittis.
VII. O come, let us worship God our King.
O come, let us worship, and fall down before Christ God, our King.
 O come, let us worship, and fall down before Christ himself, our
King and God.
VIII. It is very meet to bless thee, the God-bearing one, the ever
blessed, the entirely spotless, and the Mother of our God. The more
honourable than the cherubim, and incomparably more glorious than
the seraphim, who didst bear without corruption God the Word, thee,
verily the God-bearing one, we magnify.
IX. Alleluia, alleluia, alleluia, glory to thee, our God. Three times.
X. Psalm 50.
XI. See Trisagion. Note i.
XII. Having seen the resurrection of Christ, we adore the holy Lord
Jesus, who alone is without sin. Thy cross, O Christ, we worship,
and sing and glorify thy holy resurrection; for thou art our God, we
know none other beside thee, we call upon thy name. O come, all ye
faithful, let us adore Christ’s holy resurrection; for by the cross great
joy is come into all the world. Ever blessing the Lord, we sing his
resurrection; for, enduring crucifixion, death by death he overthrew.
XIII. Blessed art thou, O Lord: O teach me thy statutes.
The angelic counsel was amaz’d, seeing thee number’d with the
dead, thee, Saviour, who hast overthrown the might of death, hast
raised Adam with thyself, and freed all from hades.
Blessed art thou, O Lord....
Why, O disciples, do ye mix the myrrh with pitying tears? exclaim’d
the angel standing nigh the grave to them that bore the myrrh. See
ye the grave, and understand; for risen from the grave the Saviour is.
Blessed art thou, O Lord....
They that bore myrrh made haste at early morn lamenting to thy
grave, but an angel stood before them, and he said, The time for
lamentation is gone by, weep not, but tell the resurrection the
apostles.
Blessed art thou, O Lord....