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an introduction to Human Resource Management
Praise for the Previous Editions

‘A highly accessible book for all students with broad coverage of a wide
range of HRM topics. The combination of research and practice results in
an interesting insight into HRM. The new interactive ebook is a great
addition.’

Wendy Yellowley, Principal Lecturer HRM, University of

Hertfordshire

‘This book has become an established text, combining insights and

examples that bring something fresh to the study of HRM. With its
comprehensive format, it’s an all-rounder and a staple on my bookshelf.
Undoubtedly a rich resource for students and lecturers of HRM.’

Dr Shirley Barrett, Lecturer, International Business, Ulster University

Business School

‘This is engaging and comprehensive in its coverage of HRM theory and

practice. It is a ‘must go to’ text for both undergraduate, postgraduate,
MBA and CIPD HRM students and HRM academics.’

Dr Kate Black Senior Lecturer, Newcastle Business School,

Northumbria University

‘This is an excellent introductory text that goes well beyond most

conventional HR texts. Nick Wilton not only successfully outlines the
rationale and operation of HRM but adopts a critical perspective on the
study and practice of HRM by integrating state of the art academic research
with contemporary “real world” challenges, debates and practical cases.
This text is instructive, engaging and will provide students with a
comprehensive understanding of the challenges and potential for HR to
contribute to both organisational performance and individual well-being.’

Dr Timothy Bartram, (Joint) Editor in Chief of the Asia Pacific Journal

of Human Resources and Associate Professor, School of Business, La
Trobe University, Australia

‘This is an excellent textbook that combines research and practice in a very

readable and interesting way! It does a great job of covering all the major
topics in HRM and each chapter is filled with outstanding learning
features.’

Randall S. Schuler, Distinguished Professor, HRM, Rutgers University

‘Well written and crafted in a format that meets the needs of international
students for whom English is not a first language. Inclusion of end-of-
chapter case studies and self-test questions can be utilized for group work
and the overall layout is most helpful to busy lecturers crafting their
sessions. I will certainly be recommending this as a key resource for next
academic year’s students.’

Mrs Jillian Ashley-Jones, Faculty of Business, Environment & Society,

Coventry University

‘This comprehensive text covers a range of HRM topics in a clear and well-
organized way. Contemporary and critical issues are considered and
future/emerging ideas are also addressed. The text is highly interactive and
encourages students to apply ideas and develop their understanding of
concepts through a number of case studies and other activities. Each
chapter is supplemented by a number of helpful additional readings and
website materials and is suitable for students at senior undergraduate and
postgraduate levels.’

Mr Martin Dowling, School of Management, University of St Andrews

‘This book is an excellent resource for students of human resource

management. It provides a comprehensive and critical perspective on the
theoretical and practical aspects of HRM.’

Professor Peter Wimmer, Business and Management, University of

Applied Sciences, Augsburg
‘A very good source for basic concepts. Especially suitable for students who
are just being introduced to HRM.’

Dr Alhajie Khan, Human Resource Management & Industrial

Relations, Keele University

‘With clear outlines and key learning goals this book provided a whole
picture on what to expect after reading a book. Discussions at each chapter
helped students to explore and analyze issues. National and international
context as well as HRM in practice in other organizations really helped
understanding of the subject in many contexts.’

Professor Hyun Jeong Kim, College of Business Administration, Inha

University
an introduction to Human Resource
Management
3rd Edition

Nick Wilton
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© Nick Wilton 2010, 2013, 2016

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Second edition published 2013
This third edition published 2016

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Summary of Contents
List of Figures
List of Tables
About the Author
Preface
How to use this Book and its Online Resources
Guided Tour of the Book
Acknowledgements
Thanks from the Publisher
PART ONE HRM IN CONTEXT
1 What Is HRM?
2 HRM and the Individual
3 HRM, Strategy and Performance
4 The Labour Market Context of HRM
5 The National and International Context of HRM
PART TWO HRM IN PRACTICE
6 People Resourcing
7 Managing Performance
8 Managing Reward
9 Human Resource Development
10 Employment Relations
PART THREE CONTEMPORARY ISSUES IN HRM
11 HRM, Equality and Diversity
12 Careers and Career Management
13 The Management of Workplace Conflict
14 HRM, Work and Well-being
15 Current Trends and Future Challenges in HRM
Glossary
Bibliography
Index
Contents
List of Figures
List of Tables
About the Author
Preface
How to use this Book and its Online Resources
Guided Tour of the Book
Acknowledgements
Thanks from the Publisher
PART ONE HRM IN CONTEXT
1 What Is HRM?
Introduction
Competing definitions of HRM
The emergence of HRM
Hard and soft variants of HRM
Patterns of HRM practice
HRM and a changing organisational context
The changing HR function
Summary points
Self-test questions
Case study
Useful reading
2 HRM and the Individual
Introduction
What is the employment relationship?
The explicit contract of employment
The psychological contract
A brief history of people management
Managerial control
The components of individual work performance
A conceptual framework for understanding how HRM can
contribute to improved individual performance
Summary points
 Self-test questions
Case study
Useful reading
3 HRM, Strategy and Performance
Introduction
The strategy-making process
Dimensions in HR strategy formation
Perspectives on HR strategy
Criticisms of best fit approaches to HRM
Issues associated with best practice approaches to HRM
Reconciling best fit and best practice
Issues associated with RBV
Organisational performance
HRM and performance
Summary points
Self-test questions
Case study
Useful reading
4 The Labour Market Context of HRM
Introduction
What is a labour market?
Unemployment and underemployment
Labour market change
The restructuring of internal labour markets
The controversies of flexibility
Quality of working life
Summary points
Self-test questions
Case study
Useful reading
5 The National and International Context of HRM
Introduction
Globalisation and the changing international context of
HRM
The national context of HRM
National culture
 National institutions
International institutions
The European Union
National business systems and MNC activity: going global?
Are global approaches to HRM possible?
Summary points
Self-test questions
Case study
Useful reading
PART TWO HRM IN PRACTICE
6 People Resourcing
Introduction
Human resource planning
Employee retention and turnover
Succession planning and talent management
Recruitment and selection
Recruitment
Selection
Evaluating the recruitment and selection process
Induction
Terminating the employment contract
Summary points
Self-test questions
Case study
Useful reading
7 Managing Performance
Introduction
Defining the concept of ‘performance’
What is performance management?
Setting performance objectives
Measuring performance
Performance appraisals
Learning and development and performance management
Reward and performance management
Dealing with poor performance
Issues with performance management in practice
 The role of culture in managing performance
HRM and the management of culture
Summary points
Self-test questions
Case study
Useful reading
8 Managing Reward
Introduction
Forms of reward
Reward and the employment relationship
The management of reward
The context of reward
Reward systems
Basic pay
Incremental pay schemes
Variable or contingent pay
Employee perks and benefits
Non-financial rewards
Total reward
Issues in reward management
Summary points
Self-test questions
Case study
Useful reading
9 Human Resource Development
Introduction
Defining human resource development
Why invest in HRD?
Drivers of HRD activity
Business strategy and human resource development
HRD in practice
The systematic training model
Management development
Continuing professional development
Summary points
Self-test questions
 Case study
Useful reading
10 Employment Relations
Introduction
Control, power and authority in the employment relationship
HRM and employment relations
Key trends in British employment relations
Employee voice
Employee involvement and participation
Employee voice in practice
Summary points
Self-test questions
Case study
Useful reading
PART THREE CONTEMPORARY ISSUES IN HRM
11 HRM, Equality and Diversity
Introduction
The incidence of inequality in the labour market
Forms of discrimination
Consequences of discrimination
The political and legal context of inequality
HRM, equality and diversity
The equal opportunities approach
Managing diversity
Summary points
Self-test questions
Case study
Useful reading
12 Careers and Career Management
Introduction
The ‘traditional’ career
Redefining the career
Variation in career form
The ‘death’ of the career?
New careers and the psychological contract
Are traditional careers really dead?
 The individual and career development
Organisations and career management
HRM and career management interventions
Talent management
Talent management in practice
Organisational change and career management
Implications for recruitment and retention
Career management and diversity
Summary points
Self-test questions
Case study
Useful reading
13 The Management of Workplace Conflict
Introduction
An overview of conflict in the employment relationship
Organisational rules and procedures
Discipline at work
Disciplinary and grievance procedures
Under-performance: a disciplinary issue?
Employee discipline and behaviour outside of work
Handling employee grievance
Bullying and harassment at work
Collective dispute procedures
The role of HR specialists
Employment tribunals
Summary points
Self-test questions
Activity
Useful reading
14 HRM, Work and Well-being
Introduction
Defining well-being
Dignity at work
Health and safety at work
Mental health and stress at work
The impact of ill health
 The business case for the effective management of employee
well-being
The UK legal framework
Managing health, safety and well-being at work
Whose responsibility is workplace well-being?
Tackling work-related stress
Work–life balance
Summary points
Self-test questions
Case study
Useful reading
15 Current Trends and Future Challenges in HRM
Introduction
The developing context of HRM
Managing change and complexity
New technology, work and HRM
Knowledge management and HRM
Outsourcing, shared services and third-party service
provision
HRM through new technology
Summary points
Self-test questions
Case study
Useful reading
Glossary
Bibliography
Index
List of Figures
2.1 Components of the psychological contract 36
2.2 The Bath People and Performance Model 48
3.1 High Performance Work System Model 63
3.2 Harvard framework for HRM 66
4.1 The flexible firm 99
5.1 Levels of constraint on managerial activity 112
6.1 The people resourcing process 144
7.1 The performance management cycle in strategic context 179
9.1 The systematic training model 244
10.1 The extent of employee ‘voice’ 277
12.1 Career management interventions 336
13.1 Expressions of employee dissatisfaction 354
List of Tables
1.1 A typology of HR roles 17
2.1 The constituent elements of the employment relationship 29
2.2 UK common law duties of employer and employee 31
3.1 HR strategies and needed role behaviours 60
3.2 The VRIO framework and the role of HRM in developing
competitive advantage 68
3.3 Examples of studies reporting a link between HRM and
performance 74
4.1 Factors shaping the external labour market 89
4.2 Factors that impact on Quality of Working Life 105
5.1 National variations in cultural characteristics 117
8.1 Key trends in reward management 225
9.1 Drivers of investment in HRD 238
9.2 Sources of information in identifying training needs 246
9.3 Factors and constraints to be considered in the HRD design process
247
10.1 Perspectives on the employment relationship 266
10.2 Trade union density, 1997 and 2012, selected OECD countries
271
10.3 Employee ‘voice’ 276
10.4 Partnership principles 286
11.1 Gender inequality in international perspective 297
11.2 The development of UK anti-discrimination legislation 302
11.3 Types of discrimination covered by the Equality Act (2010) 303
12.1 Models of career/life development 322
12.2 The ‘old’ and ‘new’ career compared 325
12.3 Inclusive and exclusive approaches to talent management 339
13.1 A competency framework for line managers in managing conflict
376
14.1 Five domains of well-being 382
15.1 Incidence of workplace change (in 12 months prior to survey in
2011) 409
About the Author

NICK WILTON
is Academic Director, Employability and External Engagement, for the
Faculty of Business and Law at the University of the West of England,
Bristol. He is also a Principal Lecturer in HRM, Senior Fellow of the
Higher Education Academy and Chartered Member of the CIPD. His
teaching covers HRM, Human Resource Development, Sociology of
Work and International Management. His current research interests
focus on graduate employability, the relationship between higher
education and the labour market and the changing nature of careers.
Preface

As the title suggests, this book provides an introduction to the management

of people in work organisations, or as it is now most commonly known,
human resource management (HRM). It seeks to outline the purpose and
operation of HRM activities in the ‘real world’, whilst situating practice in
the context of associated debates and controversies played out in the
parallel field of academic study. It adopts a critical perspective on the study
and practice of HRM to provide the reader with an understanding not only
of the potential for HRM to contribute to both improved organisational
performance and individual well-being in the workplace, but also why it
very often fails to achieve either of these positive outcomes.

What certain universal models of HRM claim to offer is a means by which

organisations can maximise the contribution of workers to the achievement
of strategic objectives through the implementation of specific formulations
of HR practices. Recent developments in markets, labour markets and
economies, however, tend to put significant pressure on managers not to
think in a long-term strategic manner about how best to use their human
resources, but to use workers in a more instrumental manner for short-term
gain. In other words, whilst the rhetoric and theory of HRM tend to
emphasise strategic investment in employees, the operational reality is such
that employees are often treated in a way that is unlikely to maximise
employee commitment and motivation. Nonetheless, whilst acknowledging
the wide range of approaches that organisations can adopt to managing their
workforce, the subtext of this book is that a strategic approach to HRM –
well designed, properly implemented and executed, and which has, as a
core precept, the ethical treatment of employees – can contribute to both the
short- and longer-term success of the enterprise. Underpinning this subtext,
however, is how difficult this is to do in practice.

This book is aimed at students across the academic spectrum, whether

studying on a specialist HRM programme of study, a generalist business
and management programme or studying HRM as part of a programme in
an ostensibly unrelated discipline (such as engineering or humanities). This
intention is reflected in the central theme running through the book that the
management of people is not the preserve of HR specialists but an area of
interest and concern for all organisational actors. Ultimately, managing a
firm’s human resources has always been the responsibility of all managers,
but recent developments in HRM have tended to result in line managers and
supervisors adopting ever-greater responsibility for the way in which their
teams and departments perform. People management skills, including the
ability to communicate effectively and to motivate, develop and engage
others, are increasingly viewed by organisations as the critical set of
competencies required by managers at all levels. Subsequently, students
aspiring to become managers in the future – or those currently working as
managers – need to appreciate how HRM practices and processes work in
reality and the assumptions, associated debates and inherent problems
associated with such practice. The intention of this book is, therefore, not to
provide a detailed ‘how-to’ of HRM in practice, rather to introduce the HR
practices and issues in contemporary HRM within their wider
environmental and organisational context.
The Structure of the Book
Each chapter in this book seeks to present a critical review of its subject and
to provide both practical and theoretical insight. The book is divided into
three sections.
HRM in context
The principal purpose of this section is to situate HRM in both its
theoretical and environmental context. The first chapter introduces HRM,
both as an organisational function and as an academic discipline, and a
number of important themes and concepts that recur throughout the book.
Chapter 2 discusses the relationship between HRM and the individual
worker through a discussion of the employment relationship and how HRM
can manage the component elements of this relationship. The subsequent
three chapters each discuss a ‘layer’ of the context of HRM: the
organisational and strategic context; the labour market context; and the
wider national and international context.
HRM in practice
This section introduces five core areas of HRM: people resourcing;
performance management; reward; learning and development; and
employee relations. Each chapter seeks to present a critical perspective on
contemporary practice in the specific functional area of HRM. Whilst each
chapter discusses a discrete area of HRM, a recurring theme is the
importance of considering their inter-relationship when making decisions
about organisational policy and practice.
Contemporary issues in HRM
The final section introduces a number of contemporary issues in HRM.
Whilst the issues discussed here – equality and diversity; career
development; workplace discord; and employee well-being – are by no
means new concerns, they represent areas where contemporary trends in
practice or context have ‘moved the goalposts’ for management or represent
notable areas of both innovative and poor practice. The final chapter revisits
a number of important issues in contemporary HRM that have been
introduced elsewhere in the book, such as the use of new technology,
knowledge management and HR outsourcing, but which warrant further
discussion because they represent both important challenges and
opportunities for management and provide an indication of the future
direction of HRM.

In the electronic edition of the book you have purchased, there are several icons that reference
links (videos, journal articles) to additional content. Though the electronic edition links are not
live, all content referenced may be accessed at https://edge.sagepub.com/wilton3e . This URL
is referenced at several points throughout your electronic edition.
How to Use This Book and Its Online Resources

An Introduction to Human Resource Management, third edition, is

supported by SAGE Edge, which offers a wealth of online resources for
both students and lecturers. Access these features at
https://edge.sagepub.com/wilton3e

For students

Learning Objectives remind you of what you have learned in each chapter
of the book and aid revision

Action Plans for each chapter help you track what material you have
revised and effectively plan your studies

Glossary Flashcards featuring terms from the book to help you get to grips
with HRM terminology and revise for exams

Author Videos from Nick Wilton provide an introduction to key topics at

the start of selected chapters
Video Links highlight real world examples of HRM

Interactive Multiple Choice Questions allow you to test your knowledge

of each chapter

Free Selected SAGE Journal Articles from each chapter are available to
further develop your understanding

Extended Case Studies provide you with further examples to aid your
studies

Useful Weblinks direct you to resources that will deepen your

understanding of chapter topics

For lecturers

Instructor’s Manual containing additional case studies, tutor’s notes and

exercises to support your teaching

PowerPoint Slides featuring figures and tables, learning objectives and key
concepts from each chapter

Further Video links have been compiled in one easily accessible place for
easy upload into your University’s learning environment
Lecturer Testbank offering a wide range of assessment questions,
complete with model answers
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Frankie's
dog Tony
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Frankie's dog Tony

Author: Madeline Leslie

Release date: November 4, 2023 [eBook #72019]

Language: English

Original publication: Chicago: Henry A. Sumner and Company, 1867

*** START OF THE PROJECT GUTENBERG EBOOK FRANKIE'S

DOG TONY ***
Transcriber's note: Unusual and inconsistent spelling is as
printed.

AUNT HATTIE'S LIBRARY

FRANKIE'S DOG TONY.

 BY

AUNT HATTIE

[MADELINE LESLIE]

AUTHOR OF THE "BROOKSIDE SERIES," ETC., ETC.

"GO TO THE ANT, THOU SLUGGARD; CONSIDER HER

WAYS AND BE WISE."—Solomon.

CHICAGO:
HENRY A. SUMNER & COMPANY.
1880.

Entered, according to Act of Congress, in the year 1867, by

REV. A. R. BAKER,
In the Clerk's Office of the District Court for the District of
Massachusetts.
 AUNT HATTIE'S LIBRARY
for Boys.

SERIES II.

VOL. I. THE APPLE BOYS.

VOL. II. THE CHEST OF TOOLS.

VOL. III. THE FACTORY BOY.

VOL. IV. FRANKIE'S DOG TONY.

VOL. V. THE GOLDEN RULE.

VOL. VI. LYING JIM.

AUNT HATTIE'S LIBRARY

for her Little Friends.

SERIES I.

VOL. I. THE SHEEP AND LAMBS.

VOL. II. LILY'S BIRTHDAY.

VOL. III. THE CHEST OF TOOLS.

VOL. IV. MAGGIE AND THE MICE.

VOL. V. THE LOST KITTY.

VOL. VI. IDA'S NEW SHOES.

To

NELLIE, ROLAND COTTON, ANNIE, AND FULLER

APPLETON,

CHILDREN OF MY BELOVED NEPHEW,

THE REV. JOHN COTTON SMITH, D.D.,

THESE SMALL VOLUMES ARE AFFECTIONATELY INSCRIBED,

WITH THE EARNEST PRAYER

THAT THEIR LIVES MAY PROVE THEM TO BE LAMBS IN THE FOLD

OF THE GREAT AND GOOD

Shepherd of Israel.

CONTENTS.

CHAPTER I. THE SOLDIER'S DOG

CHAPTER II. FRANK AND TONY

CHAPTER III. FRANKIE'S MUSIC LESSON

CHAPTER IV. FRANKIE'S NEW LESSON

CHAPTER V. THE STOLEN DOG

CHAPTER VI. TONY'S LOVE FOR HER MASTER

CHAPTER VII. CONCLUSION

FRANKIE'S DOG TONY.

CHAPTER I.
THE SOLDIER'S DOG.

DID you ever see a dog with a coat on? I am going to tell
you about one who was a great traveller. I think you will say
it was a remarkable dog, and will not be surprised that
Frank was very proud of her.

But first I must tell you who Frank was, and where he lived.

In the beautiful village of W—, a few miles from the city of

Boston, there was a lovely cottage almost covered with
woodbine, which had been trained over the walls. In this
cottage lived Mr. and Mrs. Colvin, with their two sons,
Edward and Frank.

Mr. Colvin had been a sea-captain, and in one of his

voyages, he brought home an English officer, who had been
wounded in the battle before Sebastopol. This gentleman,
whose name was Jameson, had a little dog Tony, who was
greatly attached to him. They ate together and slept
together, and wherever Colonel Jameson was, whether
walking the deck or sitting near the helmsman, or standing
in the door of the captain's office, there you would see Tony,
also.

One day the captain said,—

"Colonel Jameson, you seem very fond of your dog."

"Yes, sir," the gentleman answered, "and if you have time, I

will tell you where I found her."

"I should like to hear it," Captain Colvin answered.

"Well, sir. It was one day, just after a terrible battle; I was
making my way over the bloody field to see whether I could
find any of my comrades, when I heard a low moan, coming
from a tent. I went in and found a poor fellow with his arm
shot off. Some injury he had received on his head had made
him quite delirious. I tried to bathe the wound, but a little
puppy lying close to his side would not let me touch him."

"To make a long story short, the brave boy died a few days
later; but not until he had sent messages by me to his
widowed mother and sister at home, and had given me his
only treasure, his faithful friend Tony."

"I took her to my tent, and she has been true to me ever
since. In all the battles in which I afterwards engaged, Tony
was in my pocket. When I was wounded, she moaned until
she grew sick."

"We understand each other very well, don't we, Tony?" he

asked, turning to the dog.

"Bow! Wow!" barked Tony, in a joyful tone.

"She knows I have been talking about her. See how intently
she watches my every movement. Here, Tony, stand up and
shake hands with me."

The creature instantly raised herself on her hind feet, and

held out her right paw.

"Is that the hand you offer to a gentleman? Give me the

other," said the colonel.

But Tony knew she was right; and she continued holding out
her paw, till he said, laughing,—

"You think it's my mistake, then; excuse me, Tony."

Then the dog jumped on her master, and wagged her tail as
if she were very much pleased.

Before the voyage was over, Captain Colvin and Colonel

Jameson had become such good friends that the captain
insisted the other should go home with him.

At first, Frank was afraid of Tony, but in a day or two, he

grew to like her so much, that he was not content unless he
could have her to play with him.

It was surprising how quickly the dog learned to like her

new home. Her master could not now, as when he was on
shipboard, feed her from his plate at dinner; but after one
or two meals, she submitted very quietly and allowed
Frankie to feed her from a plate in the kitchen.

When company came in, Tony had to be dressed up as well

as anybody. I forgot to tell you that every morning her
master gave her a bath; and then she lay in the sun, and
licked herself dry.

Colonel Jameson was not an officer now; but he had saved

a piece of his uniform, which was bright-red broadcloth, and
a lady friend of his had made it into a coat for Tony, and
trimmed it with the gold cord of which the epaulets were
made.

Frankie laughed merrily when he first saw Tony sitting in a

chair with her coat on. She looked so prim and funny, as if
she thought herself very fine indeed.

The next day, he begged his mother to give him a collar,

which made the dog look funnier than ever.

I don't think Tony liked the linen collar, which was starched
very stiff; for she kept turning her head from one side to
another, and uttering a low kind of a growl. I think she
wanted to say,—

"Please, Frank, take off my collar. I'm a soldier's dog, and

not used to such things, you know."

But Frank thought the collar a great improvement, and told

Tony she must get used to it, if she expected to live in
genteel society.

By and by, Mrs. Colvin basted into the neck of the coat a
white frill, which had no starch in it. Tony was so much
pleased at this, that she began at once to lick the lady's
hand, and ever after considered her a good friend.
 CHAPTER II.
FRANK AND TONY.

AFTER Colonel Jameson had stayed a month or so at the

cottage, and told his new friends all about the great battles
in which he had fought, he went to the city to find
employment. Tony, of course, went with him; and then poor
Frankie was so lonesome that he had two or three hearty
cries for his pet.

Mrs. Colvin told her husband she would try and find a dog
for Frank, he took so much comfort with Tony.

One day they went to the city, when, on calling at a friend's

house, there sat Colonel Jameson with his favorite in his
lap.

Every one could see that the love was not all on Frankie's
side, for Tony seemed almost out of her wits with joy. She
jumped up and down, giving short, joyful barks, and then
stopping a moment to lick his hands and kiss his face.

Frankie was delighted, and mother had to remind him twice

that he had not spoken to the lady of the house, before he
noticed that any one else was present.

Colonel Jameson laughed heartily when he saw what a

pleasant meeting it was. By and by he asked,—
"How would you like to take Tony home and keep her for
me?"

"O sir! I should like it very much, indeed. I would take nice
care of her, and let her go to school with me every day."

"I rather think the teacher would object to such a scholar,"

answered the gentleman, laughing.

He then told Mrs. Colvin that he had found some business,

and had a very good boarding-place; but they would not
consent to keep Tony. He felt very sad to part from the dog,
but as he found there were few boarding-houses, where a
dog was not considered a nuisance, he was willing Frankie
should take her, if his mother would consent.

It was some time before Tony could be made to understand

that she was to be separated from her master. When
Frankie called, she ran to him, but would instantly run back,
and catch hold of the Colonel's coat for him to come, too.

You may be sure that Mrs. Colvin did not like the officer any
the less because she saw a tear in his eye when he was
caressing the dog. She knew that he was thinking of all the
dangers they had encountered together, and also, how
desolate he should feel on going to his room at night, to
have no little friend there to welcome him.

At last, the lady where they were visiting proposed that the
Colonel should take advantage of the time when Frankie
was playing with the dog, and slip into another room, when
she would go with the boy more readily.

This he did; but Tony barked and ran to the door, scratching
with all her might to get it open. But when she found she
could not, she allowed her next loved friend to take her in
his arms and carry her away.
When they reached the cottage, she was delighted. She
would jump up into a chair by Frankie, or down again, just
as he bid her; but whenever the door opened, or she heard
a step on the walk, her ears would be cocked up, and she
would listen with all her might for her old master.

Frankie was very proud of his power over the dog, and was
continually showing his father, mother, and Edward how
quickly she understood and obeyed him.

At last it came time for the boy to go to bed.

He brought a shawl to wrap his baby in, and said he should

take her to bed with him as Colonel Jameson did. But Eddy
objected at once.

"I know just how it will be," he said; "Tony will bark and
wake us, and Frankie is such a sleepy head that he will not
get up to attend to her, and I shall have all the trouble with
her."

"No, no!" exclaimed Frankie; "I'll promise to keep her my

side, and take all the care of her."

Mrs. Colvin, however, thought it best to have a bed made

for Tony in the corner of the room, where she lay, wrapped
in the shawl, very quietly till morning.

The next day, when Frankie was getting ready for school, he
told his mother he was going to take Tony into the seat with
him.

"I am afraid your teacher will object, my dear," she said,

"and the dog will take your mind from your studies."

But the boy pleaded very earnestly that he might take her
once. "I want to show Willie Miles and George Holmes how
she obeys me," he exclaimed.

He came home at noon, just as his mother expected, very

indignant because the boys had tried to stone his pet.

"The teacher wouldn't let her stay in the school-room," he

exclaimed, his face growing very red, "though I told her
Tony would be perfectly quiet; and so I had to put her in the
entry, and when the boys went out at recess they teased
her dreadfully."

His mother comforted her boy by reminding him how

pleasant it would be for him to come home and have Tony
bark out her welcome. So that was the last of Tony's school
education.

Every day, though, she learned something new at home.

Even Captain Colvin took pains to teach her new and
cunning tricks. Whenever she wanted anything to eat, she
always stood up on her hind feet and asked for it, and then
she would bark out her thank you in the funniest manner
imaginable.

CHAPTER III.
FRANKIE'S MUSIC LESSON.

FRANKIE was generally a good boy; but sometimes, he did

not like to obey his mother, and tried to argue with her. This
is very naughty; for God has commanded children to obey
their parents promptly and cheerfully.

One morning, Frankie ran into the sitting-room, where his

mother was writing a letter, and said,—

"Ma, the boys are going to the woods for nuts,—may I go?"

"What time do they start, my dear?" she asked.

"Oh, we're going to get an early dinner! Ann can give me a

piece of pie, and I'll be off by one o'clock. Say, ma, may I
go?"

"But, Frankie, don't you remember you promised to carry

some yarn to poor Nancy? That must be done first."

"But, ma, I didn't know then that the boys were going to
the woods. I'll carry the yarn some other day."

"Poor Nancy is dependent on her knitting for her daily

bread, my son."

"Can't Edward carry it to her, then?"

"Edward has his drawing lesson."

Frankie began to look red and angry; but presently

brightened with the words,—"I'll run to Nancy's right away,
if you'll let me. Tony may go with me."

"Have you practised your music, my dear?"

The boy's face grew dark.

"No, ma, I haven't. I hate music, and I wish I never need

take another lesson, Mr. Lenox is so cross."
The lady looked grieved. "I can remember," she said, "when
a little boy begged his father to allow him to take lessons on
the piano; and, when his mother objected on account of the
time it would be necessary for him to practise, he
exclaimed,—"

"'Oh, you never need fear for me! I had rather learn music
than to play. I will promise to practise the lessons as much
as you wish me to.'"

"I didn't know then how hateful music was. I wish now I
need never see a piano again."

Mrs. Colvin was displeased to hear her son talk in this way,
and to see him look so angry. She raised her heart in prayer
to God that she might rightly train this darling child.

Presently she said, in a firm voice,—

"Frankie, go to the parlor and practise one hour by the

clock. Then, if you can run to Nancy's before dinner with the
yarn, I am willing you should join your companions in the
woods. But remember all depends on your prompt attention
to your music."

"It's lonesome in the parlor, ma."

"Your aunt is there sewing, and she will help you count the
time."

Frank went through the hall slowly, as if to an unpleasant

task; for every day he grew more neglectful of his practice,
and gave greater offence to his teacher. The piano was
already open; so, after spending four or five minutes in
finding the place in his book and pushing the music-stool
back and forth, he took his seat.
"How long are you going to practise," inquired his aunt, in a
cheerful voice.

"An hour," answered Frank, gloomily.

"Well, it's exactly ten now."

"But I've been here five minutes. I looked when I came in."

"Come, now, Frankie," urged the lady, "be a good boy, and
I'll help you. If you give your whole attention to it, you will
learn the lesson well in an hour."

Frankie's lingers Cell upon the keys; but his eyes had a
vacant look, and Aunt Sarah knew then, just as well as she
did at the end of the hour, that the time would be wasted.
She took up her book again, and the boy began to play over
and over one of his first lessons, which he could do without
any effort.

Five minutes more passed in this manner, when Tony poked

her nose through the crack of the door, which stood ajar,
and then made her way into the room, barking joyfully that
she had found her young master. This was a very good
excuse, the boy thought, for taking a recess; so down he
got from the stool, and had a fine romp with the dog on the
floor.

"Do you call that practising your lesson?" asked his aunt,
laughing.

"My fingers ache so," he began; but she interrupted him.

"I'll keep the time for you. Five minutes lost already."

Frankie suddenly recollected the nutting, and, seating

himself quickly, began to thumb over the same lesson
again.

"Now, Frankie, that's too bad!" she said, reprovingly. "Begin

on the new lesson. You have diddled that over and over till
I'm tired of it."

A merry laugh from behind the door made them both turn
in a hurry.

"Yes, Frankie, that's just it. You do nothing but diddle over
that one strain. I should think you would be ashamed of
yourself when pa's paying so much money for your
lessons."

"Now, Frank, I'm going to lay by my book, and attend to

you," said Aunt Sarah; "you must give your mind to it."

She drew a chair close to his side, and, pointing out the
notes, said, firmly, "Begin there!"

He did so, and for a short time picked out the notes quite
correctly, his aunt counting the time for him; but a slight
movement of Tony from the floor to the sofa, which she
thought would be an easier resting-place, upset him again.

"My head aches terribly," he exclaimed.

"You always say so," muttered Edward. "I wouldn't be such

a baby."

After this, it was quite in vain that Aunt Sarah tried to fix
his attention. He did indeed touch a few chords; but nothing
was accomplished. He complained continually that his head
ached.

It wanted fifteen minutes of eleven when his mother came

in.