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© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 219
CHAPTER 7
Creating a Flexible Organization
INSTRUCTOR MANUAL RESOURCES
7.1 A Word from the Authors..................................................................................................... 220
7.2 Transition Guide ................................................................................................................... 220
7.3 Quick Reference Guide......................................................................................................... 221
7.4 Learning Objectives.............................................................................................................. 222
7.5 Brief Chapter Outline............................................................................................................ 222
7.6 Comprehensive Lecture Outline ........................................................................................... 223
7.7 Textbook Answer Keys......................................................................................................... 230
7.7a Concept Checks .................................................................................................. 230
7.7b Discussion Questions.......................................................................................... 233
7.7c Video Case: Zappos Wants to Make Customers (and Employees) Happy......... 235
7.7d Building Skills for Career Success ..................................................................... 236
7.8 Quizzes I and II..................................................................................................................... 238
7.9 Answer Key for Quizzes I and II.......................................................................................... 240
7.10 Classroom Exercises............................................................................................................. 241
7.10a Homework Activities.......................................................................................... 241
7.10b Classroom Activities........................................................................................... 241
7.10c Exercise Handouts .............................................................................................. 241

220 Chapter 7 Creating a Flexible Organization
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
7.1 A WORD FROM THE AUTHORS
Having outlined in the preceding chapter the management of a business organization, in this chapter
we examine the organization itself. First, we define organization from a business perspective. Then
we discuss five dimensions of organizational structure: (1) job specialization, (2) departmentalization,
(3) centralization, (4) span of management, and (5) chain of command.
Next, we discuss the various methods of combining these individual elements within a single busi-
ness structure. We introduce four approaches to organizational structure—line, line-and-staff, ma-
trix, and network—and present the advantages and disadvantages of each. We conclude the chapter
with a brief discussion of how corporate culture, committees, informal groups, and the grapevine
affect an organization.
7.2 TRANSITION GUIDE
New in Chapter 7: Creating a Flexible Organization
 A new Inside Business feature describes W.L. Gore’s culture of individual commitment.
 The two Personal Apps in this chapter can help students apply content to their real life. The first
one discusses the connection between line-and-staff groups in a job, and the second one discuss-
es clues to use when searching for a new job.
 An example about Intel offering short-term job assignments has been added to the section “Al-
ternatives to Job Specialization.”
 A new example about how PepsiCo has divided its products and locations has been added to the
section “Combinations of Bases.”
 An Entrepreneurial Success feature examining how to be a successful delegator has been added.
 A new video case examines how Zappos is focused on making customers and employees happy.
 The Building Skills for Career Success section contains a new Social Media Exercise that de-
scribes how Zappos is customer-centered.

Chapter 7 Creating a Flexible Organization 221
7.3 QUICK REFERENCE GUIDE
Instructor Resource Location
Transition Guide IM, p. 220
Learning Objectives Textbook, p. 183; IM, p. 222
Brief Chapter Outline IM, pp. 222–223
Comprehensive Lecture Outline IM, pp. 223–229
Entrepreneurial Success Successful Leaders Are
Successful Delegators
Textbook, p. 191
Striving for Success Dell Restructures to Jump-Start
Innovation
Textbook, p. 198
Inside Business Autonomy Fosters Innovation and
Success at W.L. Gore
Textbook, p. 184
Marginal Key Terms List Textbook, p. 201
Concept Checks Textbook, pp. 185, 187, 189, 192, 193, 196, 198, and 199
Questions and Suggested Answers, IM, pp. 230–233
Discussion Questions Textbook, p. 202
Video Case (Zappos Wants to Make Customers [and
Employees] Happy) and Questions
Textbook, pp. 203–204
Building Skills for Career Success Textbook, pp. 204–205
Suggested Answers, IM, pp. 236–237
IM Quiz I & Quiz II IM, pp. 238–240
Answers, IM, p. 240
Classroom Exercises IM, p. 241

7.4 LEARNING OBJECTIVES
After studying this chapter, students should be able to:
1. Understand what an organization is and identify its characteristics.
2. Explain why job specialization is important.
3. Identify the various bases for departmentalization.
4. Explain how decentralization follows from delegation.
5. Understand how the span of management describes an organization.
6 Describe the four basic forms of organizational structure.
7. Describe the effects of corporate culture.
8. Understand how committees and task forces are used.
9. Explain the functions of the informal organization and the grapevine in a business.
7.5 BRIEF CHAPTER OUTLINE
I. What Is an Organization?
A. Developing Organization Charts
B. Major Considerations for Organizing a Business
II. Job Design
A. Job Specialization
B. The Rationale for Specialization
C. Alternatives to Job Specialization
III. Departmentalization
A. By Function
B. By Product
C. By Location
D. By Customer
E. Combinations of Bases
IV. Delegation, Decentralization, and Centralization
A. Delegation of Authority
1. Steps in Delegation
2. Barriers to Delegation
B. Decentralization of Authority
V. The Span of Management
A. Wide and Narrow Spans of Management
B. Organizational Height

VI. Forms of Organizational Structure
A. The Line Structure
B. The Line-and-Staff Structure
C. The Matrix Structure
D. The Network Structure
VII. Corporate Culture
VIII. Committees and Task Forces
IX. The Informal Organization and the Grapevine
7.6 COMPREHENSIVE LECTURE OUTLINE
I. WHAT IS AN ORGANIZATION? An organization is a group of two or more people
working together to achieve a common set of goals. A neighborhood dry cleaner owned and
operated by a husband and wife team is an organization. So are IBM, Rubbermaid, and Home
Depot.
A. Developing Organization Charts. An organization chart is a diagram that represents
the positions and relationships within an organization. (See Figure 7-1.)
1. The chain of command is the line of authority that extends from the highest to the
lowest levels of the organization.
2. The positions represented by broken lines are not part of the direct chain of com-
mand; these are advisory, or staff, positions.
3. Many smaller organizations find organization charts useful. Some large organiza-
tions do not maintain complete, detailed charts because:
a) It is difficult to accurately chart a few dozen positions much less the thou-
sands that characterize larger firms.
b) Larger organizations are almost always changing which quickly makes the or-
ganization chart outdated.
Teaching Tip: Enter “organization chart” in your favorite search engine and bring up some exam-
ples of organization charts. Some good ones include the one for the Justice Department (http://www
.justice.gov/agencies/index-org.html) and the one for the United Nations (http://www.un.org/en/
aboutun/structure/org_chart.shtml). Comparing these and the charts you found, what do you think
constitutes a good organization chart?
B. Major Considerations for Organizing a Business. The factors to consider when de-
ciding how to organize a firm include job design, departmentalization, delegation, span
of management, and chain of command.

II. JOB DESIGN
A. Job Specialization. Job specialization is the separation of all organizational activities
into distinct tasks and the assignment of different tasks to different people.
B. The Rationale for Specialization. Specialization is necessary for several reasons.
1. The “job” of most organizations is simply too large for one person to handle.
2. When a worker has to learn one specific, highly specialized task, that individual
can learn it quickly and perform it efficiently.
3. The worker who is doing the same job over and over does not lose time changing
operations.
4. The more specialized the job, the easier it may be to design specialized equipment.
5. The more specialized the job, the easier is the job training.
Teaching Tip: As an example of job specialization, ask your students about the specialization in
their family as they were growing up. Chances are that each member of the family had some tasks
for which they were the family “expert.” For example, were they the computer guru in their house?
C. Alternatives to Job Specialization. Specialization can also have some negative conse-
quences, such as employee boredom and dissatisfaction. Managers can minimize these
issues.
1. Job rotation is the systematic shifting of employees from one job to another.
2. Job enlargement and job enrichment along with other methods used to motivate
employees are discussed in Chapter 10.
III. DEPARTMENTALIZATION. Departmentalization is the process of grouping jobs into
manageable units. Common bases of departmentalization are:
A. By Function. Departmentalization by function groups jobs that relate to the same or-
ganizational activity.
1. Many smaller and newer organizations departmentalize on function.
2. The disadvantages of this method are that it can lead to slow decision making and
it tends to emphasize the department rather than the organization.
B. By Product. Departmentalization by product groups all activities related to a particular
good or service.
C. By Location. Departmentalization by location groups all activities according to the de-
fined geographic area in which they are performed.
D. By Customer. Departmentalization by customer groups all activities according to the
needs of various customer populations.
E. Combinations of Bases. Many organizations use a combination of departmentalization
bases. (See Figure 7-2.)

Teaching Tip: Ask your students if any of them have ever worked for a restaurant or hotel. Ask them
what type of departmentalization they might have encountered. A hotel might have a specific group of
employees who only handle banquets and corporate meetings, which would be an example of customer-
based departmentalization. At a restaurant, things might be arranged by function. As part of the discus-
sion, ask students what improvements they might make.
IV. DELEGATION, DECENTRALIZATION, AND CENTRALIZATION. Delegation as-
signs work and power to other workers.
A. Delegation of Authority
1. Steps in Delegation. Three steps are generally involved in the delegation process.
(See Figure 7-3.)
a) The manager must assign responsibility. Responsibility is the duty to do a job
or perform a task.
b) A manager must grant authority, which is the power, within the organization,
to accomplish an assigned job or task.
Teaching Tip: Ask students if anyone has ever given them the responsibility for accomplishing a
task without giving them the authority to get it done.
c) The manager must create accountability. Accountability is the obligation of a
worker to accomplish an assigned job or task. Accountability is created, but it
cannot be delegated.
2. Barriers to Delegation. For several reasons, managers may be unwilling to dele-
gate work.
a) A manager may not trust the employee to complete the task.
b) A manager may fear that a subordinate will do exceptional work and attract
the attention of top management.
c) Some managers are so disorganized that they simply are not able to plan and
assign work effectively.
Teaching Tip: Consider using “The Delegator” exercise here. It is a five-minute individual quiz that
can be used as the basis for discussion regarding when it is and when it isn’t appropriate to delegate.
B. Decentralization of Authority. The pattern of delegation throughout an organization
determines the extent to which that organization is decentralized or centralized.
1. An organization in which management consciously attempts to spread authority
widely across organization levels is said to be a decentralized organization.

2. An organization that systematically works to concentrate authority at the upper
levels is a centralized organization.
3. A variety of factors can influence the extent to which a firm is decentralized.
a) The external environment in which the firm operates.
b) The nature of the decision to be made. The riskier or more important the deci-
sions that have to be made, the greater is the tendency to centralize decision
making.
c) The decision-making abilities of lower-level managers.
d) A firm that has practiced centralization or decentralization is likely to main-
tain that same practice in the future.
4. In principle, neither decentralization nor centralization is right. What works for one
organization may or may not work for another.
V. THE SPAN OF MANAGEMENT. The fourth major step of organizing a business is estab-
lishing span of management (or span of control), which is the number of workers who report
directly to one manager.
A. Wide and Narrow Spans of Management. A wide span of management exists when a
manager has a large number of subordinates. A narrow span exists when the manager
has only a few subordinates. Several factors determine the span that is best for a particu-
lar manager.
B. Organizational Height. Organizational height is the number of layers, or levels, of
management in a firm.
1. The span of management plays a direct role in determining an organization’s
height. (See Figure 7-4.)
a) If the span of management is wide, fewer levels are needed, and the organiza-
tion is flat.
b) If the span of management is narrow, more levels are needed, and the result-
ing organization is tall.
2. In a tall organization, administrative costs are higher because more managers are
needed. Communication may become distorted.
3. Managers in a flat organization may have to perform more administrative duties
because there are fewer managers.
VI. FORMS OF ORGANIZATIONAL STRUCTURE. The four basic forms of organizational
structure are line, line-and-staff, matrix, and network.
A. The Line Structure. A line structure is when the chain of command goes directly from
person to person throughout the organization.
1. Managers within a line structure, called line managers, make decisions and give
orders to subordinates to achieve the goals of the organization.

2. A line structure allows line managers to make decisions quickly with direct ac-
countability because the decision maker only reports to one supervisor.
3. The downside of a line structure is that line managers are responsible for many ac-
tivities and therefore must have a wide range of knowledge about all of them. Con-
sequently, line structures are more popular in small organizations rather than in
medium and large size organizations where activities are more numerous and com-
plex.
B. The Line-and-Staff Structure. A line-and-staff structure utilizes the chain of com-
mand from a line structure, but also provides line managers with specialists, called staff
managers.
1. Staff managers provide support, advice, and expertise to line managers. They are
not part of the chain of command but they do have authority over their assistants.
2. Both line and staff managers are needed for effective management, but the two po-
sitions differ in important ways. (See Figure 7-5.)
a) Line managers have line authority, which means that they can make decisions
and issue directives relating to the organization’s goals.
b) Staff managers have advisory authority which means they can provide advice
to line managers. Staff managers also have functional authority allowing them
to make decisions and issue directives about their areas of expertise.
3. Conflict between line managers and staff managers can occur if line managers per-
ceive that staff managers are a threat to their authority or if staff managers perceive
that their recommendations are not being adopted by line managers. There are sev-
eral ways to minimize this conflict.
a) Integrate line and staff managers into one team.
b) Ensure that the areas of responsibility of line and staff managers are clearly
defined.
c) Hold line and staff managers accountable for the results of their activities.
C. The Matrix Structure. The matrix structure combines vertical and horizontal lines of
authority.
1. The matrix structure occurs when product departmentalization is superimposed on
a functionally departmentalized organization. (See Figure 7-6.)
2. Authority flows both down and across and employees report to more than one su-
pervisor.
3. In a matrix structure, people from different departments are assigned to a group,
called a cross-functional team, to work on a new project.
a) Frequently, cross-functional teams are charged with developing new products.
b) The project manager is in charge of the team, but employees on the team also
report to their functional department supervisor.
c) Cross-functional teams may be temporary or permanent.
4. The matrix organization has several advantages.

a) One advantage is added flexibility.
b) This structure can increase productivity, raise morale, and nurture creativity
and innovation.
c) Employees experience personal development by doing a variety of jobs.
5. The matrix organization also has several disadvantages.
a) Having employees report to more than one supervisor can cause confusion
about who is in charge.
b) Like committees, teams may take longer to resolve problems and issues than
individuals working alone.
c) Because more managers and support staff may be needed, a matrix structure
may be more expensive to maintain.
D. The Network Structure. In a network structure (or virtual organization), administration
is the primary function performed. Other functions are contracted out to other organiza-
tions.
1. This type of organization has only a few permanent employees consisting of top
management and a few hourly clerical workers.
2. Leased equipment and facilities are temporary.
3. There is limited formal structure.
4. Flexibility allows an organization to quickly adjust to changes.
5. Managers may face some of the following challenges:
a) Controlling the quality of work performed by other organizations.
b) Low morale and high turnover among hourly workers.
c) A lack of clear hierarchy.
Teaching Tip: Consider using the 30- to 60-minute “Virtual Network Structure” exercise here. This
exercise will allow students to explore the complexities of building a network.
VII. CORPORATE CULTURE. A corporate culture is generally defined as the inner rites, ritu-
als, heroes, and values of a firm.
A. Corporate culture is generally thought to have a very strong influence on a firm’s per-
formance over time.
B. Goffee and Jones identified four types of corporate cultures. (See Figure 7-7.)
1. Networked culture
2. Mercenary culture
3. Fragmented culture
4. Communal culture

Teaching Tip: Use the “What’s My Culture?” group exercise here. It takes approximately 15 to 20
minutes.
C. Some experts believe that cultural change is needed when the company’s environment
changes such as when the industry becomes more competitive, the company’s perfor-
mance is mediocre, or the company is growing rapidly.
VIII. COMMITTEES AND TASK FORCES
A. Several types of committees can be used within an organizational structure.
1. An ad hoc committee is created for a specific short-term purpose, such as review-
ing the firm’s employee benefits plan.
2. A standing committee is a relatively permanent committee charged with perform-
ing a recurring task.
3. A task force is a committee established to investigate a major problem or pending
decision.
B. Committees offer some advantages over individual action.
1. Several members are able to bring more information and knowledge to the task at
hand.
2. Committees tend to make more accurate decisions and to transmit their results
through the organization more effectively.
C. Disadvantages to using committees include the following:
1. Committee deliberations take much longer than individual action.
2. Unnecessary compromise may take place within the committee.
IX. THE INFORMAL ORGANIZATION AND THE GRAPEVINE. Informal organization
describes the pattern of behavior and interaction that stems from personal rather than official
relationships.
A. An informal group is created by the group members themselves to accomplish goals that
may or may not be relevant to the organization.
1. Workers may create an informal group to go bowling, form a union, get a particular
manager fired or transferred, or share lunch.
2. Informal groups can be powerful forces in organizations. Managers should be
aware of informal groups.
B. The grapevine is the informal communications network within an organization.
1. The grapevine is completely separate from—and sometimes much faster than—the
organization’s formal channels of communication.
2. Managers would make a mistake if they tried to eliminate the grapevine. A more
rational approach is to recognize the existence of the grapevine as a part (though an
unofficial part) of the organization.

7.7 TEXTBOOK ANSWER KEYS
7.7a Concept Checks
Concept Check (p. 185)
1. How do large and small organizations use organizational charts differently?
Most smaller organizations find organization charts useful. They clarify positions and report re-
lationships for everyone in the organization, and they help managers track growth and change
in the organizational structure. However, many large organizations, such as ExxonMobil, Kel-
logg’s, and Procter & Gamble, do not maintain complete, detailed charts for two reasons. First,
it is difficult to chart even a few dozen positions accurately, much less the thousands that char-
acterize larger firms. Second, larger organizations are almost always changing parts of their
structure. An organization chart would be outdated before it was completed.
2. Identify the major considerations when organizing a business.
The most important considerations are as follows:
a. Job design. Divide the work that is to be done by the entire organization into separate parts,
and assign those parts to positions within the organization.
b. Departmentalization. Group the various positions into manageable units or departments.
c. Delegation. Distribute responsibility and authority within the organization.
d. Span of management. Determine the number of subordinates who will report to each manager.
e. Chain of command. Establish the organization’s chain of command by designating the posi-
tions with direct authority and those that are support positions.
Concept Check (p. 187)
1. What are the positive and negative effects of specialization?
For a number of reasons, some job specialization is necessary in every organization because the
“job” of most organizations is too large for one person to handle. When a worker has to learn
one specific, highly specialized task, that individual should be able to learn it very efficiently. A
worker repeating the same job does not lose time changing from operations, as the pin workers
did when producing complete pins. The more specialized the job, the easier it is to design spe-
cialized equipment. And finally, the more specialized the job, the easier is the job training.
The most significant drawback is the boredom and dissatisfaction employees may feel when repeat-
ing the same job. Bored employees may be absent from work frequently, may not put much effort
into their work, and may even sabotage the company’s efforts to produce quality products.
2. What are three ways to reduce the negative effects of specialization?
Job rotation, job enlargement, and job enrichment can reduce the negative effects of specialization.

Discovering Diverse Content Through
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Madame,
Veuillez agréer l’hommage
De ce modeste sonnet
Et le tenir comme un gage
De mon sincère respect.
Sonnet.
Souvenez-vous, reine des dieux,
Vierge des vierges, notre mère,
Que vous êtes sur cette terre
L’ange gardien mystérieux.[485]
The same man addressed to M. Magnan a long poem on a dramatic
representation accompanied by the following graceful envoi:—
Vénéré Docteur,
L’estime et la reconnaissance
Sont la seule monnaie du cœur
Dont votre pauvre serviteur
Dispose pour la récompense
Qu’il doit à vos soins pleins d’honneur.
Recevez donc cet humble hommage,
Docteur admiré, révéré,
Et j’ajouterai bien-aimé,
Si vous vouliez tenir pour gage
Qu’en cela du moins J’AI PAYE.[486]
The following lines are from a long satirical poem by a writer who
appears to have cherished much less respect for his physician. He believed
that he had been changed into a beast, and recognised a colleague in every
horse or donkey he met. He wished to browse in every field, and only
refrained from doing so out of consideration for his friends:—

Les médicastres sans vergogne
Qui changent en sale besogne
Le plus sublime des mandats,
Ces infâmes aliénistes,
Qui, reconnus pour moralistes,
Sont les pires des scélérats!
Ils détruisent les écritures
Pour maintenir les impostures
Des ennemis du bien public.
Ils prostituent leur justice
Pour se gorger du bénéfice
De leur satanique trafic.[487]
The author of the following lines on the same day made an attempt at
suicide, and then a homicidal attack on his mother.
À Monsieur le Docteur C.
ÉPITRE (13 mai 1887).
Un docteur éminent sollicite ma muse.
Certes l’honneur est grand; mais le docteur s’amuse,
Car, dans ce noir séjour, le poète attristé
Par le souffle divin n’est guère visité....
Faire des vers ici, quelle rude besogne!
On pourra m’objecter que jadis, en Gascogne,
Les rayons éclatants d’un soleil du Midi
Réveillaient quelquefois mon esprit engourdi;
Il est vrai: dans Bordeaux, cité fière et polie,
J’ai fêté le bon vin, j’ai chanté la folie,
Celle bien entendu qui porte des grelots.

Mais depuis, un destin fatal à mon repos
M’exile loin des bords de la belle Gironde,
Qu’enrichissent les vins les plus fameux du monde!
Aussi plus de chansons, de madrigaux coquets!
Plus de sonnets savants, de bacchiques couplets!
Ma muse tout en pleurs a replié ses ailes,
Comme un ange banni des sphères éternelles!
Dans sa cage enfermé l’oiseau n’a plus de voix....
Hélas! je ne suis point le rossignol des bois,
Pas même le pinson, pas même la fauvette;
Vous me flattez, docteur, en m’appelant poète....
Je ne suis qu’un méchant rimeur, et je ne sais
Si ces alexandrins auront un grand succès....
Cependant mon désir est de vous satisfaire;
Votre estime m’honore et je voudrais vous plaire,
Mais Pégase est rétif quand il est enchaîné;
D’un captif en naissant le vers meurt condamné.
Si vous voulez, docteur, que ma muse renaisse,
Je ne vous dirai pas: rendez-moi ma jeunesse.
Non, mais puisque vos soins m’ont rendu la santé,
Ne pourriez-vous me rendre aussi la liberté?
Des vers! Pour que le ciel au poète en envoie
Que faut-il? le grand air, le soleil et la joie!
Accordez-moi ces biens: mon luth reconnaissant,
Pour vous remercier comme un Dieu bienfaisant,
Peut-être trouvera, de mon cœur interprète,
Des chants dignes de vous, et dignes d’un poète!
The following lines well express the solitary sadness of the
melancholiac:—
A Se Stesso.
E con chi l’hai?
Con tutti e con nessuno,
L’ho con il cielo, che si tinge a bruno,
L’ho con il metro, che non rende i lai,
Che mi rodono il petto.
Nell’odio altrui, nel mal comun mi godo.
And these are of marvellous delicacy and truth:—

Tipo Fisico-Morale di P. L.
QUI RICOVERATO.
Al primo aspetto
Chi ti vede, saria
Costretto a dir che a te manca l’affetto;
E male s’apporria;
Che invece spesse fiate,
Sotto ruvido vel, palpitan lene
L’anime innamorate
Che s’accendon, riscaldansi nel bene.
Così rosa dal petalo
Invisibile quasi
Mette l’effluvio dai raccolti vasi,
Come dal gelsomino,
E i delicati odor dell’amorino;
Nemico a tutti i giuochi,
Di Venere, di Bacco indarno i fuochi
Ti soffiano; la cute
E di tal forza che sembrano mute
Le vezzose lusinghe ...
E invano a darti il fiato spira l’etra.
M. S.
The following little piece is a masterpiece of insane poetry:—
A un Uccello del Cortile.
Da un virgulto ad uno scoglio
Da uno scoglio a una collina,
L’ala tua va pellegrina
Voli o posi a notte e dì.
Noi confitti al nostro orgoglio,
Come ruote in ferrei perni,
Ci stanchiamo in giri eterni,
Sempre erranti e sempre qui!
Cavaliere Y.
INDEX.

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, R, S, T, U, V, W, X, Z
Albertus Magnus, 7
Alcoholism in men of genius, 54, 316, 325
Alexander the Great, 6, 54, 146
Alfieri, 20, 22, 23, 27, 28, 103
Amiel, 52-53
Ampère, 29, 34, 67, 315
Anæsthesia of men of genius, 33
Anabaptists, 256
Arabesques by insane artists, 200
Argentine men of genius, 313
Aristotle, 8, 13
Art in the insane, 179 et seq.
Artists, distribution of great European, 117 et seq.
Atavism in literature of the insane, 172
Bach, 139
Bacon, 61
Balzac, 6, 47, 342
Barometrical condition and genius, 101
Baudelaire, 28, 69-72, 316, 325
Beethoven, 34, 61, 146
Berlioz, 27
Bernouilli, 141
Blake, W., 6, 56
Bolyai, 73
Bruno, G., 25, 35, 47, 106, 316
Buffon, 34, 339
Burns, 41
Byron, 7, 9, 29, 56, 61, 62, 103, 146
Cabanis, 17
Cæsar, Julius, 39, 54
Campanella, 285-291
Campbell, T., 6, 38, 146
Cardan, 21, 35, 74-77, 145, 314, 323
Carducci, 38

Carlo Dolce, 67
Carlyle, 7, 61
Casanova, 59
Cavendish, 14
Cavour, 43, 354
Cerebral characteristics of men of genius, 8-13, 327
Chamfort, 14
Charity, hysterical, 349
Charles V., 13, 146
Chateaubriand, 38, 44
Chopin, 43, 47, 48
Choreic symptoms in men of genius, 38
Civilization on genius, influence of, 153 et seq.
Clare, J., 165
Clarke, Marcus, 8
Climatic influences on genius, 117 et seq.
Codazzi, 73
Coleridge, 22, 44, 55
Coleridge, Hartley, 55
Columbus, 56
Comte, 15, 60, 73
Concato, 72
Conception of men of genius, 149
Cowley, 23
Cowper, 24
Cranial characteristics of men of genius, 8-13, 327
Criminality of genius, 57 et seq.
Cuvier, 11
Dante, 8, 11, 15, 35, 46, 106
Darwin, 13, 106, 356-357
Décadent poets, 230 et seq.
Descartes, 22
Dickens, 23
Diderot, 34
Discoveries, dates of, 105 et seq.
Disease on genius, influence of, 151

Domenichino, 17
Donizetti, 9, 11, 62
Dostoïeffsky, 8, 321, 339-341
Double personality of men of genius, 24
Dreams, genius working during, 21, 326
Dumas père, 7, 62
Dupuytren, 41
Education on genius, influence of, 159-160
Egoism of men of genius, 318-319
Enfantin, Prosper, 295-296
Epilepsy and genius, 38
Epileptoid nature of genius, 336 et seq.
Erasmus, 6, 8, 13
Flaxman, 7
Flaubert, 7, 14, 17, 28, 40, 50, 60, 331, 341
Florentine genius, 123, 154-155
Foderà, 91
Folie du doute of men of genius, 48 et seq.
Fontenelle, 62
Forgetfulness of men of genius, 33
Foscolo, 9, 11, 18, 20, 29, 31, 104, 106
Francis of Assisi, 258-260
Frederick II., 62
French genius, 127
Galvani, 109-110, 114
Gambetta, 11, 12
Gauss, 12
Genius, Aristotle on, 1;
Plato on, 2;
Diderot on, 3;
Richter on, 19
Genius, a neurosis, 5;
distinct from talent, 19, 35;
in the insane, 161 et seq.;

in mattoids, 226 et seq.;
its epileptoid nature, 336 et seq.;
in the sane, 353 et seq.
Genius, characteristics of men of, 6;
height, 6;
frequency of rickets, 7;
pallor, 7;
emaciation, 7;
cranial and cerebral characteristics, 8-13, 327;
stammering, 13;
lefthandedness, 13;
sterility, 13;
unlikeness to parents, 14;
physiognomy, 14;
precocity, 15, 315;
delayed development, 16;
misoneism, 17;
vagabondage, 18, 316;
unconsciousness and instinctiveness, 19;
somnambulism, 21;
inspiration, 22;
double personality, 24;
stupidity, 25;
hyperæsthesia, 26;
anæsthesia, 33;
forgetfulness, 33;
originality, 35, 317-318;
fondness for special words, 37;
frequency of chorea and epilepsy, 38;
melancholy, 40;
delusions of grandeur, 45;
folie du doute, 48 et seq.;
alcoholism, 54, 316;
hallucinations, 56;
moral insanity, 57;
longevity, 64;
insanity, 66 et seq.;

meteorological influences on, 100 et seq.;
climatic influences on, 117 et seq.;
influence of race, 126, 133;
influence of sex, 137;
influence of heredity, 139 et seq.;
relation to criminality, 144 et seq.;
age of parents, 149;
conception, 149;
influence of disease on, 151;
influence of civilization on, 153 et seq.;
influence of education, 159-160;
characteristics of insane, 314 et seq.;
analogy of sane and insane, 330 et seq.;
in revolutions, 334-335
Giordani, 104
Giusti, 40, 104
Goethe, 7, 15, 21, 40
Gogol, 98-99
Goldsmith, 6
Goncourts, the, 28, 331, 339, 342
Grandeur among men of genius, delusions of, 45
Graphomaniacs, 212 et seq.
Gray, 43
Guiteau, 313
Haller, 67, 319, 320
Hallucinations of men of genius, 56-57
Hamilton, Sir W. R., 109
Hamlet, 53
Haydn, 19
Head injuries and genius, 8, 151
Heat on genius, influence of, 103 et seq.
Height of men of genius, 6
Heine, 6, 103, 152
Hoffmann, E. T. A., 90-91
Hogarth, 6
Howard, John, 8, 351

Hugo, V., 46
Hyperæsthesia of men of genius, 26
Insane, art and the, 179 et seq.
Insane and the weather, 100
Insane among savages, the, 245
Insanity and genius, 66 et seq., 13, 143, 145, 148, 161 et seq., 314 et seq.,
332
Insanity, epidemics of religious, 251 et seq.
Inspiration, genius in, 22
Instinctiveness of genius, 19
Jesus, 45, 63
Jewish genius, 133-137
Johnson, Dr., 7, 49, 57
Kant, 8, 10
Kerner, 146
Keshub Chunder Sen, 244
Klaproth, 17
Kleist, 23
Knutzen, 244
Krüdener, Julie de, 257
Lagrange, 110
Lamartine, 20
Lamb, C., 6, 13, 67
Lamennais, 15
Laplace, 18
Lasker, 11
Lawsuit mania, 224-226
Lazzaretti, 296-308
Lee, N., 67
Leibnitz, 22
Lefthandedness of men of genius, 13
Lenau, 38, 85-87, 315, 316, 321, 325
Lesage, 104

Leopardi, 7, 41, 53, 104
Linnæus, 32
Literary mattoids, 209 et seq.
Longevity of men of genius, 64
Lovat’s autocrucifixion, 183
Loyola, 257
Luther, 260-261
Mahomet, 31, 39, 325
Maine de Biran, 50, 101-103, 151
Mainländer, 72
Malebranche, 56
Malibran, 27
Mallarmé, 231
Malpighi, 108, 114
Manzoni, 49
Matteucci, 111
Mattoids, 212 et seq.;
of genius, 226 et seq.;
in art, 239;
in politics and religion, 242 et seq.
Megalomania, 45-48
Melancholy in men of genius, 40-45
Mendelssohn, F., 7
Mendelssohn, M., 7, 13
Meteorological influences on genius, 100 et seq.
Meyerbeer, 15
Michelangelo, 13, 15, 354-356
Michelet, 103, 229
Mill, J. S., 44
Milton, 8, 13, 104
Misoneism of men of genius, 17
Molière, 39, 42
Monge, 33
Moral insanity in men of genius, 57, 201, 333
Mountainous regions and genius, 128 et seq.
Mozart, 20, 42

Musicians, distribution of great Italian, 120 et seq.
Musset, A. de, 61
Napoleon, 18, 38, 49, 61, 103, 342-346
Nerval, Gérard de, 44, 68-69, 164
Newton, 17, 21, 80-81
Obscenity in art of the insane, 200-201
Originality of men of genius, 35, 317-318;
in the insane, 184-186
Orographic influences on men of genius, 122
Pallor of men of genius, 7
Paganini, 39
Paranoia, 173
Parents of men of genius, 144 et seq.
Passanante, 308-313
Pascal, 39, 315, 316, 320
Patriotism and genius, 64
Peter the Great, 39
Philanthropists and moral insanity, 351
Physiognomy of men of genius, 8, 14
Poe, 318, 320
Poetry and the insane, 363-366
Political mattoids, 242 et seq.
Pope, 7
Poushkin, 30, 103, 105
Praga, 326
Precocity of genius, 15, 315, 330
Race on genius, influence of, 117 et seq., 133
Religious doubts of men of genius, 318
Religious mattoids, 242 et seq.
Renan, 50-52, 147
Restif de la Bretonne, 16
Revolutions and men of genius, 334-335
Richelieu, 39

Rickets in men of genius, 7
Rienzi, Cola da, 263-285
Rossini, 22, 35, 42
Rouelle, 33, 48
Rousseau, J. J., 11, 22, 81-85, 103, 314, 324
Saint Paul, 347-348
Sand, George, 42
San Juan de Dios, 291-294
Sanity and genius, 353 et seq.
Savages and the insane, 245
Savonarola, 261-263
Schiller, 7, 10, 15, 22, 23, 41, 105
Schopenhauer, 18, 30, 91-98, 148, 315
Schumann, 9, 11, 68
Scotch genius, 154
Scott, Walter, 7, 8, 17
Sesostris, 354
Sex in genius, influence of, 136
Sexual abnormalities of men of genius, 316
Shelley, 22, 56
Socrates, 8, 21, 33, 38
Somnambulism of men of genius, 21
Spallanzani, 104, 110
Spanish genius, 127
Stammering in men of genius, 13
Sterility of men of genius, 13
Sterne, 7, 8
Stupidities of men of genius, 25
Suicide and genius, 41
Swedenborg, 256
Swift, 79-80, 315
Sylvester, 104
Symbolism in insane art, 187 et seq.
Széchényi, 87-90
Talent and genius, 9

Tasso, 55, 77-79, 314, 316, 321
Thackeray, 10
Thermometrical influences on genius, 103
Tolstoi, 50
Torricelli, 109
Tourgueneff, 7, 10
Unconsciousness of genius, 19
Vagabondage of men of genius, 18, 316
Vanity of men of genius, 315, 330
Verlaine, 232-237
Villon, 59
Volta, 9, 17, 109
Voltaire, 7, 8, 42
Weather on genius, influence of, 100 et seq.
Whitman, Walt, 7, 318
Words, fondness of men of genius for special, 37
Wülfert, 11
Xavier, St. Francis, 7
Zimmermann, 43
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