My Revision Notes OCR GCSE 9 1

Psychology Mark Billingham

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Get the most from this book
Everyone has to decide his or her own revision strategy, but it is essential to
review your work, learn it and test your understanding. These Revision Notes
will help you to do that in a planned way, topic by topic. Use this book as the
cornerstone of your revision and don’t hesitate to write in it – personalise
your notes and check your progress by ticking off each section as you revise.

Track your progress

Use the revision planner on page 4 to plan your revision, topic by topic.
Make a note when you have:
• revised and understood a topic
• tested yourself
• practised the exam questions and gone online to check your answers and
complete the quick quizzes.
You can also keep track of your revision by noting each topic heading in the
book. You may find it helpful to add your own notes as you work through
each topic.

Features to help you succeed

Exam tips
Expert tips are given throughout the book to help you polish your
exam technique in order to maximise your chances in the exam.

Typical mistakes
The author identifies the typical mistakes candidates make and
explains how you can avoid them.

Now test yourself

These short, knowledge-based questions provide the first step in
testing your learning. Answers are at the back of the book.

Definitions and key words

Clear, concise definitions of essential key terms are provided where
they first appear.
Key words from the specification are highlighted in bold throughout
the book.

Revision activities
These activities will help you to understand each topic in an
interactive way.

Debates
Debates are highlighted to help you assess arguments and use
evidence appropriately.

Exam practice
Practice exam questions are provided for each topic. Use them to
consolidate your revision and practise your exam skills. Answers are
at the back of the book.

Summaries
The summaries provide a quick-check bullet list for each topic.
Online
Go online to try out the extra quick quizzes at
www.hoddereducation.co.uk/myrevisionnotesdownloads
My revision planner
1 Criminal psychology
Key concepts
Explanations of why criminal and anti-social behaviour occurs
Application – the changing nature of punishment
2 Development
Key concepts
Explanations of children’s development
Application – the changing role of education
3 Psychological problems
Key concepts
Explanations of psychological problems
Application – the development of treatments
4 Social influence
Key concepts
Explanations of social influence
Application – changing attitudes
5 Memory
Key concepts
Explanations of memory
Application – techniques used for recall
6 Sleep and dreaming
Key concepts
Explanations of the nature of dreaming
Application – development of treatments for insomnia
7 Research methods
Planning research
Doing research
Analysing research
Now test yourself answers
Exam practice answers
Glossary
Countdown to my exams

6–8 weeks to go
• Start by looking at the specification — make sure you know exactly
what material you need to revise and the style of the examination.
Use the revision planner on page 4 to familiarise yourself with the
topics.
• Organise your notes, making sure you have covered everything on
the specification. The revision planner will help you to group your
notes into topics.
• Work out a realistic revision plan that will allow you time for
relaxation. Set aside days and times for all the subjects that you
need to study, and stick to your timetable.
• Set yourself sensible targets. Break your revision down into
focused sessions of around 40 minutes, divided by breaks. These
Revision Notes organise the basic facts into short, memorable
sections to make revising easier.

2–6 weeks to go
• Read through the relevant sections of this book and refer to the
exam tips, exam summaries, typical mistakes and key terms. Tick
off the topics as you feel confident about them. Highlight those
topics you find difficult and look at them again in detail.
• Test your understanding of each topic by working through the ‘Now
test yourself’ questions in the book. Look up the answers at the
back of the book.
• Make a note of any problem areas as you revise, and ask your
teacher to go over these in class.
• Look at past papers. They are one of the best ways to revise and
practise your exam skills. Write or prepare planned answers to the
exam practice questions provided in this book. Check your answers
 at the back of the book and try out the extra quick quizzes at
www.hoddereducation.co.uk/myrevisionnotesdownloads
• Use the revision activities to try out different revision methods. For
example, you can make notes using mind maps, spider diagrams
or flash cards.
• Track your progress using the revision planner and give yourself a
reward when you have achieved your target.

One week to go
• Try to fit in at least one more timed practice of an entire past paper
and seek feedback from your teacher, comparing your work closely
with the mark scheme.
• Check the revision planner to make sure you haven’t missed out
any topics. Brush up on any areas of difficulty by talking them over
with a friend or getting help from your teacher.
• Attend any revision classes put on by your teacher. Remember, he
or she is an expert at preparing people for examinations.

The day before the examination

• Flick through these Revision Notes for useful reminders, for
example the exam tips, exam summaries, typical mistakes and key
terms.
• Check the time and place of your examination.
• Make sure you have everything you need — extra pens and
pencils, tissues, bottled water.
• Allow some time to relax and have an early night to ensure you are
fresh and alert for the examinations.

My exams
GCSE Psychology Paper 1
Date: ……………………………………………………………….
Time: ………………………………………………………………
Location: …………………………………………………………

GCSE Psychology Paper 2

Date: ……………………………………………………………….
Time: ………………………………………………………………
Location: …………………………………………………………
1 Criminal psychology

1.1 Key concepts

Different types of crime
Not all crimes are the same, and different crimes involve different kinds of
behaviour. From a psychologist’s point of view, there may be different
reasons for committing different types of crime.

Table 1.1 Different types of crime

Type of
crime Definition Examples
Acquisitive Taking money or belongings without the Theft
consent/knowledge of the owners Fraud
Anti-social Causing harassment or distress to people Drunk and
who are not part of your family disorderly
Graffiti
Drug- Trading or using illegal substances Supplying
related drugs
Buying drugs
Sexual Making someone else submit to a sexual Rape
act against their consent Use of child
pornography
Violent Causing physical harm or even death to Physical
someone else assault
Murder
Criminal behaviour as a social
construct
Crimes are any acts against the law. Although this definition is
straightforward, you need to remember that laws differ depending on the
society. This is why crime is seen as a social construct.

Exam tip
You might be able to think of other types of crimes than those that
are listed but these are the only ones you need to know about for the
exam because they are the only ones on the specification.
For example, in some societies it is acceptable to be married to more than one
person at a time, so this is not against the law. In British society, however,
this is a crime known as bigamy. Similarly, laws change over time as society
changes. Nowadays there are no laws against homosexuality in the UK.
However, about 50 years ago, it was illegal to engage in gay sex.
How does a society decide on what is legal and illegal? It is often based on
what is normal and acceptable. When behaviours deviate from norms they
can be defined as crime. For example, most people do not think it is right to
steal from someone else so this is a well established crime. As fewer and
fewer British people smoke, there are more laws in the UK to prevent or limit
smoking.
To conclude, culture has a role in defining criminal and anti-social behaviour.
Criminal and anti-social behaviour are not absolute behaviours – they are
determined by what is acceptable at any point in time by the people who
make up the culture. This is why communities have the power to change laws
– for example, through protests, campaigns or by voting different people into
power.

How crime is measured

If we accept that a crime is any act against whatever is law at the time then
this is something we can try to measure.
Official statistics
One way of measuring crime is to use official statistics. These are the
statistics produced by the Government’s Home Office which are based on
crimes recorded by the police force. Of course, the police can only record
those crimes that are either detected or reported. Even though this means
some crimes are missed, it can still show us which crimes are increasing or
decreasing in number and what the most common crimes are.

Self-report
Another way of measuring crime is through self-report surveys. This allows
researchers to find out about crimes that are not reported or detected.
One type of survey is a victim survey. These are questionnaires (usually
anonymous) given to the general public to find out what crimes have been
committed against them, whether the crimes have been officially recorded or
not.
Another type of survey is an offender survey. These are questionnaires (again
anonymous) given to the general public or to a more specific group of known
offenders. Again, this is to find out about crimes that may or may not be on
record.

Typical mistake
Students often mix up defining crime and measuring crime.
Remember, defining crime is about deciding what crime is, whereas
measuring crime is about how much crime is happening.

Now test yourself

1 What are the different types of crime listed on the specification?
2 How is criminal behaviour a social construct?
3 What is meant by ‘deviation from norms’ in relation to crime?
4 What are some of the ways that crime can be measured?
1.2 Explanations of why criminal
and anti-social behaviour occurs
The Social Learning Theory of
criminality
This theory states that criminal and anti-social behaviours are learned
behaviours. People are not born criminals but become criminals depending on
their experiences.
So, how does this learning happen?
According to Social Learning Theory, we go through a process of
identification with role models. These are people whom we look up to and
admire. By identifying with them, we have decided that we want to be like
them. Role models are often people like parents, peers and media figures.
We pay particular attention to what our role models do. Not only do we
observe their behaviour, but we also try to imitate it. In other words, we learn
new behaviours through copying them.
We are more likely to want to imitate behaviours that we see have positive
outcomes. When we observe a behaviour being rewarded, we go through a
process of vicarious reinforcement. We are not rewarded directly, but
want to imitate the role model’s behaviour because we think it will reward us
too.
If a behaviour is copied and then followed by a reward, this is an example of
direct reinforcement. It is likely we will want to keep repeating the
behaviour to be rewarded again and again. This is how a behaviour becomes
established. There is a point at which the behaviour is so well learned that it
becomes a part of us and is fully ingrained – this is known as
internalisation. At this point the behaviour happens regardless of the
consequences, whether they are good or bad.
If we apply Social Learning Theory to criminal behaviour and anti-social
behaviour, we can see that these behaviours are learned from role models
who are already criminals. People may be motivated to copy criminal
behaviour because they see it being rewarded by money or power, for
example. This is vicarious reinforcement. If people receive similar rewards
when they commit crimes or anti-social acts, then they are being directly
reinforced and have a reason for continuing with their crimes. Eventually, the
imitated criminal behaviour may become internalised so that a person is an
established criminal.

Now test yourself

1 Who are typical role models for criminal behaviour?
2 Can you explain the difference between vicarious reinforcement
and direct reinforcement?
3 How does criminal behaviour become internalised?

Key criticism
• The theory focuses too much on nurture and ignores the role of nature. In
other words, it believes criminal behaviour can be learned and therefore
unlearned. It might, however, be something that is more innate.

Debate
The nature vs nurture debate is all about whether people are born
with a certain trait or behaviour (nature) or whether it is a result of
their experiences (nurture).

Other criticisms
• If criminal behaviour is imitated from others, from where did it originate in
the first place?
• Attempts to control criminal behaviour – such as age restrictions on films
and video games – have not been that successful in stopping the rise of
crime.

Social learning research study –

Cooper & Mackie (1986): study into
video games and aggression in
children
How the study was carried out
• The researchers aimed to see whether video games had more effect on
violent behaviour than TV did, on the basis that video games are more
active. They therefore compared the effects on people who played the game
and those who just watched others playing. They also wanted to see if there
were any gender differences in the effects on violent behaviour.
• Their hypothesis was that playing aggressive video games would have
more effect on violent behaviour compared to playing other games.
• The sample was 84 nine- to eleven-year-olds from New Jersey in the USA.
• The researchers carried out a laboratory experiment.
• The independent variable was the type of game played: a violent video
game, a non-violent video game or a paper-and-pen maze game. Pairs of
children were allocated to one of these games – so it was an independent
measures design. In each pair, one child played while the other child
watched. They swapped around in a second trial so all children ended up
playing the game.
• The dependent variable was aggression levels displayed by the children
after playing the game. This was measured in two ways. One was by
covertly observing how long children played with certain types of toys
from a choice of an aggressive toy, an active toy, a skill toy and a quiet toy.
The other was through a test activity, where children showed how much
they would punish an imaginary child who had been naughty – measured
by how long they pressed a buzzer for. This was a measure of interpersonal
aggression.
• At the end of the procedure, children completed a questionnaire on their
experience of playing the game they had been allocated.
Revision activity
As you read through this study, highlight all of the key words that you
already know from doing research methods. Where they are features
that have strengths and weaknesses (for example, the method used)
think about how the strengths/weaknesses apply to this particular
study.
What the study found
• Participants in the aggressive game condition spent more time playing with
the aggressive toy than participants who played one of the other two
games. This was truer of girls than boys.
• The type of game played had no effect on interpersonal aggression (how
much the participants wanted to punish the naughty child). However,
children showed higher levels of aggression here when they had actually
played a game rather than watched it being played.
• The questionnaire showed that boys performed better on the violent game
compared to girls and also enjoyed playing it more.
• The researchers concluded that children (mainly girls) had played more
with the violent toy after playing the violent game because of some level of
imitation. The game did not affect interpersonal aggression because the
game itself did not involve any human characters. In other words, what the
children had observed happening in the game had some impact on learned
behaviour.

Evaluating the study

• The study lacked ecological validity because it was carried out in artificial
conditions. Video games would normally be played at home or in arcades
rather than in a laboratory under strict conditions.
• The study used independent measures so it is possible that the violent video
game condition showed higher levels of aggression because of the
individuals who happened to be allocated to that group – they may simply
have been more violent on average by their nature or for other reasons
outside of the experiment.
• The sample was not representative of other cultures and other age groups as
it was only carried out on American children (who may have been more or
less affected by video games as they were very common in their country)
and only a narrow age group (for example, younger children may be more
easily influenced by what they observe).
• Only the immediate effect of violent games was tested whereas, in reality,
playing games like this may have a greater effect over time.
• The findings are out of date as computer games are very different
nowadays. With better graphics and more realism, today’s computer games
may have even more influence on aggressive behaviour.
Exam tip
Note how each of the evaluation points has been related to the study.
It is important to do this to earn higher marks. For example, you will
get credit for knowing that a laboratory experiment lacks ecological
validity but you will get more credit for knowing how this point applies
specifically to the way the Cooper & Mackie study was set up.

Revision activity
Outline the following key features of the Cooper & Mackie study
using a suitable diagram: the hypothesis, the sample, the method,
the independent variable, the dependent variables and a key finding.

Eysenck’s criminal personality theory

This theory states that criminal behaviour is more a product of nature than
nurture. It says that some people are born with a personality that makes them
more prone to committing crimes.
According to Eysenck there are two key personality traits on which people
can be measured:
• One trait is extraversion. Extroverts are very active and sociable; at the
other end of the scale there are introverts who are passive and shyer.
• The other trait is neuroticism. Neurotics are worriers and are easily
agitated; at the other end of the scale there are stable people who are more
in control of their emotions.
People who score high on extraversion and also high on neuroticism can be
called neurotic extroverts. This is the personality type that is most likely to
end up committing a serious offence. This is because the characteristics
include thrill seeking, risk taking and aggression. They also tend to be
optimistic which means they believe they will get away with their crimes.
Eysenck also identified a third trait in criminals known as psychoticism. If
a neurotic extrovert also scores high on psychoticism then they are very
likely to become a criminal.
The important point about all of these traits is that they are apparently fixed
because the theory says they are part of our genetic make-up and cannot be
changed. Our genes affect our biology, and our biology can be used to
explain traits like extraversion, neuroticism and psychoticism.
People with a criminal personality score high on extraversion, neuroticism
and psychoticism. This is linked to the fact that these people are easily
aroused when things happen in their lives and in their environment and this
itself is linked to how their central nervous system operates.

Revision activity
Go to www.youtube.com/watch?v=6J73tzP2zFg for a recap of
dopamine activity in the brain.
Psychoticism is specifically linked to an overactive dopamine system in the
brain. Messages are sent through the brain by passing synapses, which are
gaps between nerve cells. In people who are psychotic there are too many
dopaminergic neurons which means there is an excess of dopamine. Too
much dopamine is related to high levels of violence.

Exam tip
Although ‘introversion’ and ‘stability’ are not on the specification, it
still makes sense to know these terms – even though stable
introverts do not make very good criminals, according to the theory!
Extraversion is linked to a number of parts of the brain. The reticular
activating system (RAS) is a part of the brain and sits at the top of the brain
stem. It is like a portal through which most information comes to enter the
brain itself. In introverts, the RAS is highly active – even when it is not being
stimulated – so it only needs a small stimulus to produce a large response.
However, extroverts need a much larger stimulus to generate a response. This
stimulus could be the thrill associated with committing crimes. This stimulus
is sent to, and processed by, the cerebral cortex at the top of the brain. The
cerebral cortex is the conscious part of the brain and wants to be stimulated.
Extraversion is also linked to the dopamine reward system which starts in the
core of the brain. Dopamine is released in response to pleasurable
experiences. Extroverts need more exciting stimuli to produce pleasure
compared to introverts. This is why they may be driven to rape or attack
someone, or steal goods – because it is a way of meeting their desire for
pleasure but has to be quite extreme.
Neuroticism is linked to the autonomic nervous system (ANS) as this part of
our biology regulates how we respond to stressful situations. Neurotics’ ANS
is more easily aroused because they are anxious individuals. This has an
effect on an area of the brain known as the limbic system. The limbic system
is also at the core of the brain and is in control of sexual and aggressive
urges. If this part of the brain is over-active, it can lead to physical and sexual
offences.
According to Eysenck’s theory, neurotic extroverts are the most difficult
personality type to condition. As children, they don’t learn easily. In this
case, they don’t easily learn the association between committing a crime and
the negative outcomes for themselves. This can be linked to early
socialisation, when parents and other people may find it difficult to teach
these children right from wrong.

Now test yourself

1 What is meant by psychoticism?
2 What are the traits of a neurotic extrovert?
3 How does the reticular activating system work differently in
extroverts and introverts?
4 What is the role of dopamine in criminal behaviour?
5 What is the role of conditioning in criminal behaviour?

Key criticism
• Eysenck’s theory underplays individual differences. He sees criminals as
being broadly the same as they share the same personality type. Other
psychologists argue that this is an over-generalisation.

Other criticisms
• The theory is too deterministic as it says that criminal behaviour is largely
genetic but this suggests that there is little that can be done to control it.
However, evidence suggests that criminals can be rehabilitated.
• The neurotic extrovert personality links with some crimes better than
others. For example, its traits fit well with crimes like murder, rape and
theft but less so with more introverted crimes such as fraud.

Exam tip
Some of the criticisms of the theories are generic, such as
‘underplays individual differences’ or ‘too deterministic’. To make
them better criticisms, make sure you relate them to the topic being
studied – in this case, you would want to refer to crime.

Revision activity
Draw or download an image of the brain. Colour code different parts
to show the areas associated with crime. Annotate the image using
the different colours to explain how the different parts are associated
with different personality traits.

Criminal personality theory research

study – Heaven (1996): study into
delinquency, extroversion,
psychoticism and self-esteem
How the study was carried out
• Heaven recognised there was an association between the traits identified by
Eysenck and criminal behaviour, and he wanted to explore this further.
• He predicted that measures of psychoticism, extraversion and self-esteem
(which is associated with neuroticism) would be significant predictors for
self-report (rather than recorded) delinquency.
• He carried out a longitudinal study over two years where he started by
measuring the three traits and then correlated these with self-reported
delinquency at the end of the study.
• The sample was made up of 282 thirteen- to fifteen-year-olds taken from
two Catholic independent schools in Australia.
• Questionnaires with closed questions were used to measure the three traits.
• Self-reported delinquency was also measured using closed question
questionnaires.
• Eighty per cent of the original participants were surveyed again after the
two years using the same anonymous questionnaires.

Typical mistake
When candidates are asked to describe a study in the exam they
sometimes get so carried away with describing how it was done that
they forget to include any of the findings. This will limit the mark that
can be awarded. Remember, what a study found out is crucial for the
success of the study so it must be included.

What the study found

• There was a positive correlation between psychoticism and delinquency at
both the beginning and end of the study.
• Extraversion showed a weak positive correlation with delinquency at the
end of the study.
• There was no significant correlation between self-esteem and delinquency.
• Psychoticism was the best predictor of delinquency.
• Males, who made up approximately half of the sample, had higher
delinquency scores than females – at both the beginning and the end of the
study.

Evaluating the study

• The sample was culturally biased in two main ways. The children were all
from one religion and from one particular country. Other religions and
other countries may have a different influence on delinquent behaviour.
• The participants may have given socially desirable responses, especially
when being asked about their delinquency. Even though the questionnaires
were anonymous, some children may not have wanted to admit to all the
delinquent things they had done.
• The use of closed questions may have led to low construct validity as
personality and delinquency are too complex to be reduced to scores.
• The 20 per cent of children who dropped out of the study may not have
 been representative of the ones who were left in. For example, children
with low levels of delinquency may not have been interested in carrying on
with the study.
• It is not possible to establish cause and effect with correlational studies.
It may be that delinquency affects children’s personality (if we assume it’s
not that fixed) rather than the other way around.

Revision activity
Imagine you were a participant in Heaven’s study. Write an account
of how you were studied and what you found out about yourself from
the results. Personalising the study in this way may help you to
remember at least some aspects of it.

1.3 Application – the changing

nature of punishment
The role of rehabilitation in reducing
criminal/anti-social behaviour and
increasing pro-social behaviour
Crime is not always dealt with through punishment. Psychologists have
had a lot to do with the other side of punishment – rehabilitation.

Restorative justice
Restorative justice is one example of rehabilitation and tries to get offenders
to behave more pro-socially rather than anti-socially. Restorative justice
normally involves the victim meeting with the person who has offended
against them. This is so the criminal can literally ‘face up’ to the
consequences of their actions. Justice is often restored by the criminal paying
for their crime – either in money or through community service, or
sometimes through something as simple as an apology or an explanation.
Use of positive role models
This example of rehabilitation is based on the principles of social learning. If
criminals have learned their anti-social behaviour from bad role models then
the idea is that they can learn pro-social behaviour from good role models.
These role models may be people like mentors who are assigned to offenders,
or professional trainers who lead social skills training sessions.

The effects of punishment and

deterrents in reducing criminal/anti-
social behaviour
The theory behind punishments is that people are less likely to repeat a
behaviour if the consequences have been negative. However, for some people
it’s enough to see others being punished to stop them committing a crime.
This is what is meant by a deterrent.

Prisons
Prisons punish by taking freedom, as well as other privileges, away from
offenders by confining them to an institution.

Community sentences
Community sentences punish offenders by making them give up their time to
do unpaid work for the community, such as litter picking, gardening, painting
or using job skills they have already.

Fines
Fines punish offenders by making them pay money for their offence. The
negative consequence of their behaviour is losing earnings or savings.

Now test yourself

1 What is meant by rehabilitation in relation to crime?
2 How does restorative justice try to reduce criminal behaviour?
3 How does the use of role models try to reduce criminal behaviour?
4 What are the different ways of punishing criminal behaviour?
5 How can punishment also act as a deterrent for crime?

Summary
Tick the following when you think you know and understand them
well enough:
the five different types of crime
how crime is a social construct determined by deviation from
norms and culture
how crime is measured through official statistics and self-report
the Social Learning Theory of criminality including the concept of
role models, and the processes of observation, imitation,
reinforcement and internalisation
criticisms of Social Learning Theory including the nature/nurture
debate
Cooper & Mackie’s experiment into computer game violence
criticisms of Cooper & Mackie’s study
Eysenck’s theory of the criminal personality including the concepts
of extraversion, neuroticism and psychoticism, and the role of the
central nervous system, the autonomic nervous system, the
reticular activating system, the limbic system, the cerebral cortex
and dopamine
Heaven’s longitudinal study into personality traits and delinquency
criticisms of Heaven’s study
the role of rehabilitation including restorative justice and use of
positive role models
the role of punishments and deterrents including prisons,
community sentences and fines

Exam practice
1 Using an example, explain what is meant by the idea that crime is
a social construct.
[3]
2 Outline one criticism of the Social Learning Theory of criminality.
[2]
3 Describe and evaluate the procedure used in Cooper & Mackie’s
study into the transmission of aggression through imitation and
aggressive role models.
[8]
4 (a) Give two features of the sample used in Heaven’s study into
delinquency.
[2]
(b) Name two variables that were measured using questionnaires
in the study.
[2]
(c) State two criticisms of the study.
[2]
5 Harry has been cautioned on a number of occasions for anti-social
behaviour. This has not stopped him from continuing to break the
law even though his crimes are minor – such as disturbing the
peace, and being drunk and disorderly.
Using the source:
(a) Explain how punishment could be used to reduce Harry’s anti-
social behaviour.
[3]
(b) Explain how rehabilitation could be used to reduce Harry’s
anti-social behaviour.
[3]
Another random document with
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ABANDONED. Cr. 8vo. 6s.

See also Books for Boys and Girls.

Sergeant (Adeline). ANTHEA’S WAY. Cr. 8vo. 6s.

THE PROGRESS OF RACHAEL. Cr. 8vo. 6s.
THE MYSTERY OF THE MOAT. Second Edition. Cr. 8vo. 6s.
MRS. LYGOIN’S HUSBAND. Cr. 8vo. 6s.
THE COMING OF THE RANDOLPHS. Cr. 8vo. 6s.

See also Strand Novels.

Shannon (W. F.) THE MESS DECK. Cr. 8vo. 3s. 6d.

See also Strand Novels.

Sonnischsen (Albert). DEEP-SEA VAGABONDS. Cr. 8vo.

6s.
Thompson (Vance). SPINNERS OF LIFE. Cr. 8vo. 6s.
Urquhart (M.). A TRAGEDY IN COMMONPLACE. Second
Ed. Cr. 8vo. 6s.
Waineman (Paul). BY A FINNISH LAKE. Cr. 8vo. 6s.
THE SONG OF THE FOREST. Cr. 8vo. 6s. See also Strand
Novels.
Waltz (E. C.). THE ANCIENT LANDMARK: A Kentucky
Romance. Cr. 8vo. 6s.
Watson (H. B. Marriott). ALARUMS AND EXCURSIONS.
Cr. 8vo. 6s.
CAPTAIN FORTUNE. Third Edition. Cr. 8vo. 6s.
TWISTED EGLANTINE. With 8 Illustrations by Frank
Craig. Third Edition. Cr. 8vo. 6s.
THE HIGH TOBY. With a Frontispiece. Third Edition. Cr.
8vo. 6s.
 See also Strand Novels.

Wells (H. Q.). THE SEA LADY. Cr. 8vo. 6s.

Weyman (Stanley), Author of ‘A Gentleman of France.’
UNDER THE RED ROBE. With Illustrations by R. C.
Woodville. Twentieth Edition. Cr. 8vo. 6s.
White (Stewart E.), Author of ‘The Blazed Trail.’
CONJUROR’S HOUSE. A Romance of the Free Trail.
Second Edition. Cr. 8vo. 6s.
White (Percy). THE SYSTEM. Third Edition. Cr. 8vo. 6s.
THE PATIENT MAN. Second Edition. Cr. 8vo. 6s.
Williamson (Mrs. C. N.), Author of ‘The Barnstormers.’
THE ADVENTURE OF PRINCESS SYLVIA. Second Edition.
Cr. 8vo. 3s. 6d.
THE WOMAN WHO DARED. Cr. 8vo. 6s.
THE SEA COULD TELL. Second Edition. Cr. 8vo. 6s.
THE CASTLE OF THE SHADOWS. Third Edition. Cr. 8vo.
6s.
PAPA. Cr. 8vo. 6s.
Williamson (C. N. and A. M.). THE LIGHTNING
CONDUCTOR: Being the Romance of a Motor Car.
Illustrated. Fifteenth Edition. Cr. 8vo. 6s.
THE PRINCESS PASSES. Illustrated. Seventh Edition. Cr.
8vo. 6s.
MY FRIEND THE CHAUFFEUR. With 16 Illustrations.
Eighth Edition. Cr. 8vo. 6s.
LADY HETTY ACROSS THE WATER. Sixth Edition. Cr. 8vo.
6s.
Wyllarde (Dolf). Author of ‘Uriah the Hittite.’ THE
PATHWAY OF THE PIONEER. Fourth Edition. Cr. 8vo. 6s.
 Methuen’s Shilling Novels
Cr. 8vo. Cloth, 1s. net.
Encouraged by the great and steady sale of their Sixpenny
Novels, Messrs. Methuen have determined to issue a new series
of fiction at a low price under the title of ‘The Shilling
Novels.’ These books are well printed and well bound in cloth,
and the excellence of their quality may be gauged from the
names of those authors who contribute the early volumes of the
series.
Messrs. Methuen would point out that the books are as good
and as long as a six shilling novel, that they are bound in cloth
and not in paper, and that their price is One Shilling net. They
feel sure that the public will appreciate such good and cheap
literature, and the books can be seen at all good booksellers.
The first volumes are—
Balfour (Andrew). VENGEANCE IS MINE.
TO ARMS.
Baring-Gould (S.). MRS. CURGENVEN OF CURGENVEN.
DOMITIA.
THE FROBISHERS.
Barlow (Jane), Author of ‘Irish Idylls. FROM THE EAST
UNTO THE WEST.
A CREEL OF IRISH STORIES.
THE FOUNDING OF FORTUNES.
Barr (Robert). THE VICTORS.
Bartram (George). THIRTEEN EVENINGS.
Benson (E. F.), Author of ‘Dodo.’ THE CAPSINA.
Bowles (G. Stewart). A STRETCH OFF THE LAND.
Brooke (Emma). THE POET’S CHILD.
Bullock (Shan F.). THE BARRYS.
THE CHARMER.
THE SQUIREEN.
THE RED LEAGUERS.
Burton (J. Bloundelle). ACROSS THE SALT SEAS.
THE CLASH OF ARMS.
DENOUNCED.
FORTUNE’S MY FOE.
Capes (Bernard). AT A WINTER’S FIRE.
Chesney (Weatherby). THE BAPTIST RING.
THE BRANDED PRINCE.
THE FOUNDERED GALLEON.
JOHN TOPP.
Clifford (Mrs. W. K.). A FLASH OF SUMMER.
Collingwood (Harry). THE DOCTOR OF THE ‘JULIET.’
Cornford (L. Cope). SONS OF ADVERSITY.
Crane (Stephen). WOUNDS IN THE RAIN.
Denny (C. E.). THE ROMANCE OF UPFOLD MANOR.
Dickson (Harris). THE BLACK WOLF’S BREED.
Dickinson (Evelyn). THE SIN OF ANGELS.
Duncan (Sara J.). THE POOL IN THE DESERT.
A VOYAGE OF CONSOLATION.
Embree (C. F.). A HEART OF FLAME.
Fenn (G. Manville). AN ELECTRIC SPARK.
Findlater (Jane H.). A DAUGHTER OF STRIFE.
Findlater (Mary). OVER THE HILLS.
Forrest (R. E.). THE SWORD OF AZRAEL.
Francis (M. E.). MISS ERIN.
Gallon (Tom). RICKERBY’S FOLLY.
Gerard (Dorothea). THINGS THAT HAVE HAPPENED.
Gilchrist (R. Murray). WILLOWBRAKE.
Glanville (Ernest). THE DESPATCH RIDER.
THE LOST REGIMENT.
THE KLOOF BRIDE.
THE INCA’S TREASURE.
Gordon (Julien). MRS. CLYDE. WORLD’S PEOPLE.
Goss (C. F.). THE REDEMPTION OF DAVID CORSON.
Gray (E. M‘Queen). MY STEWARDSHIP
Hales (A. G.). JAIR THE APOSTATE.
Hamilton (Lord Ernest). MARY HAMILTON.
Harrison (Mrs. Burton). A PRINCESS OF THE HILLS.
Illustrated.
Hooper (I.). THE SINGER OF MARLY.
Hough (Emerson). THE MISSISSIPPI BUBBLE.
‘Iota’ (Mrs. Caffyn). ANNE MAULEVERER.
Jepson (Edgar). KEEPERS OF THE PEOPLE.
Kelly (Florence Finch). WITH HOOPS OF STEEL.
Lawless (Hon. Emily). MAELCHO.
Linden (Annie). A WOMAN OF SENTIMENT.
Lorimer (Norma). JOSIAH’S WIFE.
Lush (Charles K.). THE AUTOCRATS.
Macdonell (Anne). THE STORY OF TERESA.
Macgrath (Harold). THE PUPPET CROWN.
Mackle (Pauline Bradford). THE VOICE IN THE
DESERT.
Marsh (Richard). THE SEEN AND THE UNSEEN.
GARNERED.
A METAMORPHOSIS.
MARVELS AND MYSTERIES.
BOTH SIDES OF THE VEIL.
Mayall (J. W.). THE CYNIC AND THE SYREN.
Monkhouse (Allan). LOVE IN A LIFE.
Moore (Arthur). THE KNIGHT PUNCTILIOUS.
Nesbit (Mrs. Bland). THE LITERARY SENSE.
Norris (W. E.). AN OCTAVE.
Oliphant (Mrs.). THE LADY’S WALK.
SIR ROBERT’S FORTUNE.
THE TWO MARY’S.
Penny (Mrs. Frank). A MIXED MARAGE.
Phillpotts (Eden). THE STRIKING HOURS.
FANCY FREE.
Pryce (Richard). TIME AND THE WOMAN.
Randall (J.). AUNT BETHIA’S BUTTON.
Raymond (Walter). FORTUNE’S DARLING.
Rayner (Olive Pratt). ROSALBA.
Rhys (Grace). THE DIVERTED VILLAGE
Rickert (Edith). OUT OF THE CYPRESS SWAMP.
Roberton (M. H.). A GALLANT QUAKER.
Saunders (Marshall). ROSE À CHARLITTE.
Sergeant (Adeline). ACCUSED AND ACCUSER.
BARBARA’S MONEY.
THE ENTHUSIAST.
A GREAT LADY.
THE LOVE THAT OVERCAME.
THE MASTER OF BEECHWOOD.
UNDER SUSPICION.
THE YELLOW DIAMOND.
Shannon (W. F.). JIM TWELVES.
Strain (E. H.). ELMSLIE’S DRAG NET.
Stringer (Arthur). THE SILVER POPPY.
Stuart (Esmè). CHRISTALLA.
Sutherland (Duchess of). ONE HOUR AND THE NEXT.
Swan (Annie). LOVE GROWN COLD.
Swift (Benjamin). SORDON.
Tanqueray (Mrs. B. M.). THE ROYAL QUAKER.
Trafford-Taunton (Mrs. E. W.). SILENT DOMINION.
Upward (Allen). ATHELSTANE FORD.
Waineman (Paul). A HEROINE FROM FINLAND.
Watson (H. B. Marriott). THE SKIRTS OF HAPPY
CHANCE.
‘Zack.’ TALES OF DUNSTABLE WEIR.

Books for Boys and Girls

Illustrated. Crown 8vo. 3s. 6d.
The Getting Well of Dorothy. By Mrs. W. K. Clifford.
Second Edition.
The Icelander’s Sword. By S. Baring-Gould.
Only a Guard-Room Dog. By Edith E. Cuthell.
The Doctor of the Juliet. By Harry Collingwood.
Little Peter. By Lucas Malet. Second Edition.
Master Rockafellar’s Voyage. By W. Clark Russell. Third
Edition.
The Secret of Madame de Monluc. By the Author of “Mdlle.
Mori.”
Syd Belton: Or, the Boy who would not go to Sea. By G.
Manville Fenn.
The Red Grange. By Mrs. Molesworth.
A Girl of the People. By L. T. Meade. Second Edition.
Hepsy Gipsy. By L. T. Meade. 2s. 6d.
The Honourable Miss. By L. T. Meade. Second Edition.
There was once a Prince. By Mrs. M. E. Mann.
When Arnold comes Home. By Mrs. M. E. Mann.

The Novels of Alexandre Dumas

Price 6d. Double Volumes, 1s.
The Three Musketeers. With a long Introduction by Andrew
Lang. Double volume.
The Prince of Thieves. Second Edition.
Robin Hood. A Sequel to the above.
The Corsican Brothers.
Georges.
Crop-Eared Jacquot; Jane; Etc.
Twenty Years After. Double volume.
Amaury.
The Castle of Eppstein.
The Snowball, and Sultanetta.
Cecile; or, The Wedding Gown.
Acté.
The Black Tulip.
The Vicomte de Bragelonne.
Part I. Louise de la Vallière. Double Volume.
Part II. The Man in the Iron Mask. Double Volume.
The Convict’s Son.
The Wolf-Leader.
Nanon; or, The Women’s War. Double volume.
Pauline; Murat; and Pascal Bruno.
The Adventures of Captain Pamphile.
Fernande.
Gabriel Lambert.
Catherine Blum.
The Chevalier D’Harmental. Double volume.
Sylvandire.
The Fencing Master.
The Reminiscences of Antony.
Conscience.
Pere La Ruine.
Henri of Navarre. The second part of Queen Margot.
The Great Massacre. The first part of Queen Margot.
The Wild Duck Shooter.

Illustrated Edition.
Demy 8vo. Cloth.
The Three Musketeers. Illustrated in Colour by Frank
Adams. 2s. 6d.
The Prince of Thieves. Illustrated in Colour by Frank
Adams. 2s.
 Robin Hood the Outlaw. Illustrated in Colour by Frank
Adams. 2s.
The Corsican Brothers. Illustrated in Colour by A. M.
M’Lellan. 1s. 6d.
The Wolf-Leader. Illustrated in Colour by Frank Adams.
1s. 6d.
Georges. Illustrated in Colour by Munro Orr. 2s.
Twenty Years After. Illustrated in Colour by Frank
Adams. 3s.
Amaury. Illustrated in Colour by Gordon Browne. 2s.
The Snowball, and Sultanetta. Illustrated in Colour by
Frank Adams. 2s.
The Vicomte de Bragelonne. Illustrated in Colour by
Frank Adams.
Part I. Louise de la Vallière. 3s.
Part II. The Man in the Iron Mask. 3s.
Crop-Eared Jacquot; Jane; Etc. Illustrated in Colour by
Gordon Browne. 2s.
The Castle of Eppstein. Illustrated in Colour by Stewart
Orr. 1s. 6d.
Acté. Illustrated in Colour by Gordon Browne. 1s. 6d.
Cecile; or, The Wedding Gown. Illustrated in Colour by
D. Murray Smith. 1s. 6d.
The Adventures of Captain Pamphile. Illustrated in
Colour by Frank Adams. 1s. 6d.

Methuen’s Sixpenny Books

Austen (Jane). PRIDE AND PREJUDICE.
Bagot (Richard). A ROMAN MYSTERY.
Balfour (Andrew). BY STROKE OF SWORD.
Baring-Gould (S.). FURZE BLOOM.
CHEAP JACK ZITA.
KITTY ALONE. URITH.
THE BROOM SQUIRE.
IN THE ROAR OF THE SEA.
NOÉMI.
A BOOK OF FAIRY TALES. Illustrated.
LITTLE TU’PENNY.
THE FROBISHERS.
Barr (Robert). JENNIE BAXTER, JOURNALIST.
IN THE MIDST OF ALARMS.
THE COUNTERS TEKLA.
THE MUTABLE MANY.
Benson (E. P.). DODO.
Brontë (Charlotte). SHIRLEY.
Brownell (C. L.). THE HEART OF JAPAN.
Burton (J. Bloundelle). ACROSS THE SALT SEAS.
Caffyn (Mrs)., (‘Iota’). ANNE MAULEVERER.
*Capes (Bernard). THE LAKE OF WINE.
Clifford (Mrs. W. K.). A FLASH OF SUMMER.
MRS. KEITH’S CRIME.
Connell (F. Norreys). THE NIGGER KNIGHTS.
Corbett (Julian). A BUSINESS IN GREAT WATERS.
Croker (Mrs. B. M.). PEGGY OF THE BARTONS.
A STATE SECRET.
ANGEL.
JOHANNA.
Dante (Alighieri). THE VISION OF DANTE (CARY).
Doyle (A. Conan). ROUND THE RED LAMP.
Duncan (Sara Jeannette). A VOYAGE OF
CONSOLATION.
THOSE DELIGHTFUL AMERICANS.
Eliot (George). THE MILL ON THE FLOSS.
Findlater (Jane H.). THE GREEN GRAVES OF
BALGOWRIE.
Gallon (Tom). RICKERBY’S FOLLY.
Gaskell (Mrs.). CRANFORD.
MARY BARTON.
NORTH AND SOUTH.
Gerard (Dorothea). HOLY MATRIMONY.
THE CONQUEST OF LONDON.
MADE OF MONEY.
Gissing (George). THE TOWN TRAVELLER.
THE CROWN OF LIFE.
Glanville (Ernest). THE INCA’S TREASURE.
THE KLOOF BRIDE.
Gleig (Charles). HUNTER’S CRUISE.
Grimm (The Brothers). GRIMM’S FAIRY TALES.
Illustrated.
Hope (Anthony). A MAN OF MARK.
A CHANGE OF AIR.
THE CHRONICLES OF COUNT ANTONIO.
PHROSO.
THE DOLLY DIALOGUES.
Hornung (E. W.). DEAD MEN TELL NO TALES.
Ingraham (J. H.). THE THRONE OF DAVID.
Le Queux (W.). THE HUNCHBACK OF WESTMINSTER.
Levett-Yeats (S. K.). THE TRAITOR’S WAY.
Linton (E. Lynn). THE TRUE HISTORY OF JOSHUA
DAVIDSON.
Lyall (Edna). DERRICK VAUGHAN.
Malet (Lucas). THE CARISSIMA.
A COUNSEL OF PERFECTION.
Mann (Mrs. M. E.). MRS. PETER HOWARD.
A LOST ESTATE.
THE CEDAR STAR.
Marchmont (A. W.). MISER HOADLEY’S SECRET.
A MOMENT’S ERROR.
Marryat (Captain). PETER SIMPLE.
JACOB FAITHFUL.
Marsh (Richard). THE TWICKENHAM PEERAGE.
THE GODDESS.
THE JOSS.
Mason (A. E. W.). CLEMENTINA.
Mathers (Helen). HONEY.
GRIFF OF GRIFFITHSCOURT.
SAM’S SWEETHEART.
Meade (Mrs. L. T.). DRIFT.
Mitford (Bertram). THE SIGN OF THE SPIDER.
Montresor (F. F.). THE ALIEN.
Moore (Arthur). THE GAY DECEIVERS.
Morrison (Arthur). THE HOLE IN THE WALL.
Nesbit (E.). THE RED HOUSE.
Norris (W. E.). HIS GRACE.
GILES INGILBY.
THE CREDIT OF THE COUNTY.
LORD LEONARD.
MATTHEW AUSTIN.
CLARISSA FURIOSA.
Oliphant (Mrs.). THE LADY’S WALK.
SIR ROBERTS FORTUNE.
THE PRODIGALS.
Oppenheim (E. Phillips). MASTER OF MEN.
Parker (Gilbert). THE POMP OF THE LAVILETTES.
WHEN VALMOND CAME TO PONTIAC.
THE TRAIL OF THE SWORD.
Pemberton (Max). THE FOOTSTEPS OF A THRONE.
I CROWN THEE KING.
Phillpotts (Eden). THE HUMAN BOY.
CHILDREN OF THE MIST.
Ridge (W. Pett). A SON OF THE STATE.
LOST PROPERTY.
GEORGE AND THE GENERAL.
Russell (W. Clark). A MARRIAGE AT SEA.
ABANDONED.
MY DANISH SWEETHEART.
Sergeant (Adeline). THE MASTER OF BEECHWOOD.
BARBARA’S MONEY.
THE YELLOW DIAMOND.
Surtees (R. S.). HANDLEY CROSS. Illustrated.
MR. SPONGE’S SPORTING TOUR. Illustrated.
ASK MAMMA. Illustrated.
Valentine (Major E. S.). VELDT AND LAAGER.
Walford (Mrs. L. B.). MR. SMITH.
THE BABY’S GRANDMOTHER.
Wallace (General Lew). BEN-HUR.
THE FAIR GOD.
Watson (H. B. Marriot). THE ADVENTURERS.
Weekes (A. B.). PRISONERS OF WAR.
Wells (H. G.). THE STOLEN BACILLUS.
White (Percy). A PASSIONATE PILGRIM.
 TRANSCRIBER’S NOTES
1. Silently corrected obvious typographical errors and
variations in spelling.
2. Retained archaic, non-standard, and uncertain spellings
as printed.
3. Re-indexed footnotes using numbers.
4. The music files are the music transcriber’s interpretation
of the printed notation and are placed in the public
domain.
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