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© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.
PERFORMANCE MANAGEMENT AND
THE EMPLOYEE APPRAISAL PROCESS
A properly planned and effectively utilized performance appraisal program should contribute
to improved employee performance. In this chapter there is an extensive discussion of the
development of an appraisal program, including various sources of appraisal information. In
addition, several performance appraisal methods are described within the categories of trait,
behavior, and results approaches. A summary of the major strengths and weaknesses of
various appraisal techniques is shown in Figure 8.8. The section on feedback of appraisal has
been expanded with some practical suggestions for appraisal interviews. A section on improving
performance, which includes an examination of sources of ineffective performance, concludes the
chapter. We have found that performance appraisal is one of the functions that most concerns
managers and about which they often have many questions. In this chapter we attempt to bring
out the issues about which questions are frequently raised.
It is important for students to realize that training employees will not eliminate many of the
differences found among employees at the time they are hired. For this reason, performance
appraisal should be viewed as one of the important HR functions that can contribute to the
continuing development of the individual employee. The need for standards of satisfactory job
performance should be emphasized, particularly in this era of downsizing and restructuring.
From their own job experiences, students may be asked to list such criteria for various jobs. This
listing can give you an opportunity to point out those worker qualities that can be objectively
determined versus those that are subjectively determined. For example, the quantity of production
can be objectively determined, whereas employee cooperativeness is largely a matter of
subjective interpretation.
CHAPTER LEARNING OUTCOMES
8
8
c
c h
h a
a p
p t
t e
e r
r
Explain what performance management is and how the establishment
of goals, ongoing performance feedback, and the appraisal process
are part of it.
LEARNING OUTCOME 1

© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or
duplicated, or posted to a publicly accessible website, in whole or in part.
LECTURE OUTLINE
I. PERFORMANCE MANAGEMENT SYSTEMS
• Performance appraisal is a process, typically delivered annually by a supervisor to a
subordinate, that is designed to help employees understand their roles, objectives, and
expectations when it comes to contributing to the firm’s success. In addition, new
employees are often put on probationary status for a period of time and evaluated 30,
60, or 90 days after being hired, with their continued employment contingent upon
their performing satisfactorily.
• Performance management is the process of creating a work environment in which
employees can perform to the best of their abilities.
• Performance appraisal programs and merit rating systems are not new or unique to
organizations. From their early use in the federal government, performance
appraisals have become a major activity of HRM.
• Mention that most successful organizations use performance appraisals as a basis for
HR activity. Mention that recent interest in teamwork, continuous improvement,
learning, and the like has caused many organizations to rethink their approach to
performance appraisals.
II. ONGOING PERFORMANCE FEEDBACK
Because feedback is most useful when it is immediate and specific to a particular situation,
it should be a regularly occurring activity. For example, if you are a sales manager, should
Explain the purposes of performance appraisals and the reasons they
sometimes fail.
Describe the different sources of appraisal information.
Explain the various methods used to evaluate the performance of
employees.
Outline the characteristics of an effective performance appraisal
interview.
LEARNING OUTCOME 5
LEARNING OUTCOME 3
LEARNING OUTCOME 2
LEARNING OUTCOME 4

98 Part 3: Developing Effectiveness in Human Resources
you wait to appraise your employees once or twice a year? Probably not. Most likely you
would want to monitor their sales on a weekly and monthly basis. Has a particular
salesperson met his or her customer-contact numbers this week? Why or why not? Is the
salesperson closing deals with the people he or she does contact? If at the six-month mark,
the salesperson isn’t making his or her goals, how can you help the person if you haven’t
provided the individual with ongoing feedback? The lack of sales will be hard to make up
at this point.
III. PERFORMANCE APPRAISAL PROGRAMS
A. The Purposes of Performance Appraisal
Performance appraisal programs benefit both the employee and the organization.
1. Administrative Purposes—For the organization, performance appraisals
provide inputs for many other HR functions. The concept of “pay-for-performance”
has gained wide acceptance among employers. Emphasize the importance of
correctly administered performance appraisals as a key to the proper
compensation of employees.
2. Developmental Purposes
• For the employee, performance appraisals provide feedback about daily
performance while also stressing employee training, development, and growth
plans.
• Refer to Figure 8.2 in the textbook to illustrate the more common uses of
performance appraisals. Have students, in groups or individually, brainstorm
different objectives of an appraisal program. Discuss how they contribute to
organizational growth and employee job satisfaction. List the objectives on
the board and see if any of the objectives might conflict with one another. If
they do, ask the class what problems this might cause for supervisors.
B. Why Appraisal Programs Sometimes Fail
• Have students, in groups or individually, brainstorm why performance appraisal
programs fail. List their reasons on the board and compare them to those given in
the textbook.
• Stress that in order to be motivated, employees must perceive that their appraisals
are fair and accurate. Also, when employees are involved in the procedure rather
than play a passive role, they are more likely to believe their appraisals are fair.
Providing employees with feedback on a continual basis not only improves their
performance but helps them know where they stand, thereby lessening the anxiety
they feel during their formal appraisals.
• Ask students what influence “politics” may play in the performance appraisal
process.
IV. DEVELOPING AN EFFECTIVE APPRAISAL PROGRAM
• Developing an appraisal system is normally the joint responsibility of the HR
department and line and staff managers. The HR department is responsible for over-

Chapter 8: Performance Management and the Employee Appraisal Process 99
seeing and coordinating the appraisal program while other managers assist in
establishing objectives for the program.
• Studies have shown that employees have greater trust and respect for appraisal systems
when they participate in the development of the rating instrument.
A. What Are the Performance Standards?
Before managers can appraise the performance of employees, appropriate
performance standards must be established and communicated to employees. These
standards, or criteria, must be job-related requirements. Discuss the basic
considerations for establishing performance standards. Use Figure 8.4 in the textbook
for this discussion.
1. Strategic Relevance—This refers to how the appraisal standards relate to the
strategic objectives of the organization. A strategy-driven performance appraisal
process results in the documentation HR managers need to justify various training
expenses in order to close any gaps between, employees’ current skills and those
they will need in the future to execute the firm’s strategy.
2. Criterion Deficiency
• Performance standards must capture the full range of a person’s job. When
standards focus on only one element of the job (e.g., sales), they are likely
leave out important evaluation criteria.
• You may choose relate the concept of criterion deficiency to content validity
discussed in Chapter 6.
3. Criterion Contamination—Performance standards should not be influenced
by factors outside the employee’s control. For example, if bad materials or poor
equipment affects an employee’s performance, his or her performance standards
may be contaminated.
4. Reliability
• This refers to the stability or consistency of a standard, or the extent to which
individuals tend to maintain a certain level of performance over time.
• Stress that performance standards should be written and that they should be
defined in quantifiable and measurable terms.
• A new process some companies are using to make sure managers are rating
employees consistently is called calibration. During calibration meetings, a
group of supervisors, led by their managers and facilitated by an HR
professional, discuss the performance of individual employees to ensure all
managers apply similar standards to all of the firm’s employees. Calibration
meetings can be particularly helpful after a merger or acquisition, especially
one that’s global.
• Have students develop quantifiable and measurable performance standards
for the jobs of (1) college recruiter, (2) college teacher, (3) sales clerk,
(4) computer operator, and/or (5) bus driver.

• Obtain some sample performance appraisal forms from organizations. Have
students critique (1) the characteristics on which individuals are evaluated in
terms of how relevant they are to the job, and (2) the evaluator’s probable
opportunity to observe the behaviors described on the forms.
B. Are You Complying with the Law?
Based on recent court rulings, HR managers recommend that performance
appraisals meet these legal guidelines:
1. Performance ratings must be job-related (based on job analysis).
2. Employees should have a copy of their job standards.
3. Employee performance should be observable.
4. Performance problems should be documented and referred to in employee
appraisals.
5. Supervisors should be properly trained in the appraisal process.
6. Managers should openly discuss performance with employees and offer help
where needed.
7. An appeals procedure should be developed whereby employees can voice
disagreement with the appraisal received.
C. Who Should Appraise an Employee’s Performance?
• Just as there are multiple standards by which to evaluate performance, there are
a multitude of persons with valuable information about a person’s work
effectiveness.
• Use Figure 8.5 in the textbook as a basis for discussion about multiple sources
of appraisal.
1. Manager/Supervisor Appraisal—Because managers and supervisors work
directly with their employees, they are the logical choice to appraise the
performance of their employees. Managers and supervisors can use daily work
records and the direct observation of employees to complete the appraisal review.
2. Self-Appraisal—Self-appraisals are used when managers seek to increase
employees’ involvement in the appraisal process. One problem with this method is
that appraisers may evaluate their performance higher than the supervisor would.
It can also lead employees to wrongly believe they have more influence over the
process than they really do.
3. Subordinate Appraisal—Appraisal by subordinates has been used when
supervisors seek feedback on how subordinates view them. Employees are in a
good position to evaluate the leadership, communications, planning, and
delegation of authority of their managers. Discuss with students why managers
may not favor this appraisal method.
4. Peer Appraisal—Have students discuss when peer appraisals can be most
effectively used. What are several advantages and disadvantages of this appraisal
method? Have students discuss why this appraisal approach is not widely used.

5. Team Appraisal—This is an extension of the peer appraisal. In a team setting,
it might be impossible to separate out an individual’s contribution. In such cases,
doing individual appraisals might detract from the critical mission of the team.
Team appraisals are designed to evaluate the performance of the team as a whole.
6. Customer Appraisal—Driven by TQM concerns, internal and external
customers are increasingly used as sources of performance appraisal information.
The opinions of vendors and suppliers are also sometimes utilized in the appraisal
process. Internal customers can include anyone within the organization who
depends on the employee’s work output.
D. Putting It All Together: 360-Degree Appraisal
• Over 25 percent of all U.S. companies and over 90 percent of Fortune 1000
companies use some form of 360-degree appraisal. The system is intended to
give employees the most accurate view of their performance because it solicits
input from multiple sources—their supervisors, peers, subordinates, customers,
and so forth.
• Use Figure 8.6: Pros and Cons of 360-Degree Appraisal to discuss the plusses
and minuses of 360-degree appraisal.
E. Training Appraisers
Although performance appraisal is widely practiced by organizations, many
managers must perform the process without the benefit of training. This point is
highlighted by the quote by the following quote in the textbook: “What’s important is
not the (appraisal) form or (measuring) scale. What’s important is that managers can
objectively observe people’s performance and give them objective feedback on that
performance.” To accomplish this goal, performance appraisal training programs
should focus on the following:
1. Establishing an Appraisal Plan—This systematic process covers (1) the
objectives of the performance appraisal system, and (2) the mechanics of the rating
system (including the method, frequency, and strengths and weaknesses of the
system).
2. Eliminating Rater Error
• Research has shown that appraisers are prone to make several different types
of rating errors.
• Distributional errors (e.g., central tendency, leniency, and strictness errors)
involve the arrangement of a group of ratings across several employees.
Forced distribution and peer rankings are techniques that some organizations
use to eliminate these types of errors. However, not all corporate cultures are
conducive to forced rankings systems. Firms that place a high-priority on
teamwork would probably find forced ranking to be counterproductive. In
addition, these ranking systems can sometimes adversely affect employee
morale and lead to lawsuits. Behavioral anchors may be a more effective
approach to minimizing distributional errors. (See section III for more about
behavioral anchors.)

• Temporal errors (e.g., recency) are the result of how a person evaluates
information over time.
• Contrast error occurs when an employee’s evaluation is biased either
favorably or unfavorably because of a previous employee’s performance
evaluation.
• Similar-to-me error occurs when an appraiser inflates the evaluation of a
person with whom they have something in common.
• Discuss how various stereotypes held toward minorities and women may
affect their performance review.
3. Feedback Training
• Feedback not only provides employees with knowledge of results, but it also
allows the manager and employee to discuss current problems and set future
goals. Managers need to realize that employees want feedback. That is, they
want know how they are doing and how they can improve. They are less eager
to be appraised or judged.
• Refer to Highlights in HRM 1: Supervisor’s Checklist for the Performance
Appraisal in the textbook. This piece provides excellent points for
scheduling, preparing for the review, and conducting the performance review
with the employee.
V. PERFORMANCE APPRAISAL METHODS
This section discusses the major contemporary methods of performance appraisal. Other,
less frequently used systems are also reviewed. Performance appraisal systems can be
broadly classified as trait methods, behavioral methods, or results-oriented methods.
A. Trait Methods
1. Graphic Rating Scales—In the graphic rating-scale method, traits or
characteristics are rated on a line or scale. Highlights in HRM 2 in the textbook
shows an example. Rating scale forms may differ between organizations based on
the dimensions to be appraised, the degree to which the performance dimensions
are defined, and the degree to which the points on the scale are defined.
2. Mixed-Standard Scales
• These scales are extensions of the basic rating scale. In the mixed-standard
scales method, the manager evaluates the trait under consideration (e.g.,
initiative) against three specific behavioral descriptions relevant to each trait to
be rated. An example is provided in Highlights in HRM 3 in the textbook.
• Each descriptor for the trait should reflect different levels of performance—
superior, average, or below average, for example. Managers appraise their
employees by indicating that the employees are better than, equal to, or worse
than the standard for each behavioral descriptor.
3. Forced-Choice Method—In the forced-choice method, the manager is
required to choose from a pair of statements that appear equally favorable or

unfavorable, selecting the one statement that best describes the employee’s
behavior. The manager selects the statement without knowing which statement
correctly describes successful job performance.
4. Essay Method
• The essay method of performance appraisal requires the supervisor to write
a statement that describes the employee’s behavior. Normally both strengths
and weaknesses are described, along with a plan for future employee
development.
• Have students discuss what they see as the advantages and weaknesses of
this appraisal method.
B. Behavioral Methods
1. Critical Incident Method—The critical incident method appraises employees
based on favorable or unfavorable critical incidents related to the job. Managers
keep a log on employees and note the critical incidents in the log as they occur.
Ask students to keep a list of favorable and unfavorable critical incidents of
students’ behavior in their various classes (without names). Discuss their entries in
class.
2. Behavioral Checklist Method—Checklists consist of groups of statements that
pertain to a given job. The rater checks those statements that apply to the ratee.
3. Behaviorally Anchored Rating Scale (BARS)
• A behaviorally anchored rating scale (BARS) is often mentioned as one
way to improve rating scales. It does this by providing a description of
behavior along the scale, or continuum. A BARS is based on critical incidents
of job performance. Normally, a BARS consists of a series of five to ten
vertical scales, one for each important dimension of job performance. High-
lights in HRM 4 in the textbook provides an example of a behaviorally
anchored rating scale for firefighters.
• While BARS instruments have been widely publicized as a more effective
way to appraise performance, at present there is no strong evidence that a
BARS reduces all of the rating errors mentioned earlier.
4. Behavior Observation Scales (BOS)—A behavior observation scale (BOS) is
similar to BARS but asks raters to evaluate how frequently each behavior has
been observed. In contrast to BARS, this approach allows the appraiser to play
more the role of observer than judge. Highlights in HRM 4 in the text-book show
an example of BOS for a sales representative.
C. Results Methods
1. Productivity Measures
• A number of measures can be used to assess results achieved. Salespeople,
for example, are evaluated based on sales volume. Production workers can be
evaluated based on output produced, scrap rate, defects, and the like.

• There are a number of potential problems with output measures. Recall the
earlier discussion of criteria contamination and criteria deficiency.
2. Management by Objectives
• Developed by Peter Drucker in 1954, management by objectives (MBO) is a
philosophy of management as well as a goal-setting and performance
appraisal system. At periodic time intervals, employees set goals with their
supervisors and are evaluated against those goals on specified review dates.
Figure 8.7 in the textbook illustrates how performance appraisal functions under
an MBO program.
• Ask the class if anyone has worked or is currently working under an MBO
system. Have students explain the MBO process at their organizations.
a. Requirements for a Successful MBO Program
• To be successful, MBO programs must meet several characteristics.
Established goals should be quantifiable and set for both the long run and
the short run. Goals must be realistically set and under the employee’s
control. Managers and employees must establish specific times when goals
are to be reviewed and evaluated. Accompanying the goals should be a
detailed description of how the goals will be achieved.
• Advantages of MBO include the following: (1) employees can measure
their own performance; (2) quantifiable goals are set; (3) goal setting is a
joint effort between the employee and the manager; and (4) employees
have the satisfaction of achieving mutually established objectives.
b. Criticisms of MBO. The disadvantages of MBO include (1) some studies
show that MBO programs have achieved only mediocre success; (2) goals
may be unrealistically set; (3) employees and managers may not be fully
committed to the MBO process; and (4) some goals may be hard to quantify
but, nevertheless, are important to employee job success.
3. The Balanced Scorecard
• Developed by Harvard professors Robert Kaplan and David Norton, the
Balanced Scorecard (BSC), discussed initially in Chapter 2, is a measurement
framework that helps managers translate strategic goals into operational
objectives. The logic of the BSC is that learning and people management help
organizations improve their internal processes.
• Discuss with students the importance of not only measuring performance in
terms of bottom-line, but in long-term measures that may not provide
immediate benefits to the organization.
• Similar in some ways to MBO, the BSC enables managers to translate broad
corporate goals into divisional, departmental and team goals. Highlights in
HRM 5 shows an example of a personal scorecard used for this process.

D. Which Performance Appraisal Method to Use?
• The choice of which appraisal method to use largely depends on the intended
purpose of the appraisal program. To discuss the major strengths and weaknesses
of the different appraisal methods refer to Figure 8.8 in the textbook. In addition,
HR managers can periodically administer a survey to the firm’s employees and
managers to get a sense of whether or not they think the organization’s performance
appraisal process is improving.
• It is common for a supervisor’s appraisal of an employee to be reviewed by higher
levels of management. This is often done by the supervisor’s superior. Review of
an evaluator’s appraisal helps to ensure objectivity and fairness. This method also
can serve to train new supervisors in the proper application of performance
appraisal. Additionally, performance appraisals shouldn’t be done for middle
managers and rank-and-file employees only but for top managers as well—
particularly if the organization’s goals are to cascade downward through the
company.
VI. APPRAISAL INTERVIEWS
Appraisal interviews are a very important part of the entire appraisal process. Unfortunately,
many supervisors do not devote the time or attention needed to conduct the interview
properly. Appraisers should remember that employees want and deserve an honest
appraisal of their performance. This only comes through a well-planned and well-
conducted appraisal interview. The form of the interview will depend mostly on the purpose
of the interview. Generally, feedback sessions will have a different approach from growth
and development interviews. Employees should have adequate time in the interview to
ask questions and provide additional input, if needed.
A. Three Types of Appraisal Interviews
Norman Maier, an authority on the appraisal interview, notes that there are three basic
appraisal interview types.
1. Tell-and-Sell Interview—This method requires that the supervisor use
persuasion to change an employee in a desired manner. This can be accomplished
by having the employee see how the changed behavior will benefit him or her.
2. Tell-and-Listen Interview—When using this method, the supervisor discusses
the employee’s strong and weak points during the first half of the interview.
During the second half of the interview, the employee’s feelings about the
interview are thoroughly explored. At this time the supervisor attempts to deal
with the objections of the employee through nondefensive behavior. It is
assumed that the opportunity to release frustrated feelings through catharsis will
help to reduce or remove unpleasant feelings.
3. Problem-Solving Interview—The supervisor who uses the problem-solving
method employs nondirective interviewing procedures, but in addition, the
supervisor seeks to develop a growth and development approach to the interview.
Maier recommends this method since the appraisal process should exist to help
employees grow and develop.

B. Conducting the Appraisal Interview
• The textbook provides several considerations for conducting the appraisal
interview. A guiding rule to follow is not to discuss too much information at one
time. Dividing the appraisal interview into two sessions, one for the performance
review and the other for future development plans, can reduce time constraints.
• By dividing the appraisal interview into two sessions, the supervisor can serve
as evaluator at one period and counselor at the other period. This relieves the
burden of performing both tasks during one session.
• Some specific guidelines about conducting an appraisal interview may
increase employees’ acceptance of feedback, their satisfaction with the interview,
as well as their intention to improve in the future. Many of the principles of
good selection interviewing (see Chapter 6) apply to appraisal interviews.
1. Ask for a Self-Assessment—Self-assessment gets employees thinking about
their performance and assures that they know the standards against which they
will be evaluated.
2. Invite Participation—Participation helps bring out some of the root causes of
performance problems and may increase an employee’s satisfaction with the
process.
3. Express Appreciation—Praise is a powerful motivator. However, avoid the
“sandwich technique.” With this method, positive statements are given first,
followed by negative statements, which are followed by more positive remarks.
For many years HR professionals recommended that managers use the sandwich
technique when giving appraisal information to employees. Currently, this
technique is not recommended for these reasons: (1) giving praise first signals to
the employee that bad news is on the way; (2) the final positive comments
indicate to the employee that no more negative comments will follow; and
(3) employees may simply see this approach as a way to ease through the appraisal
interview without any real communication between those involved.
4. Minimize Criticism—Criticism leads to defensiveness, and this may hurt the
chances of solving the problem. It’s hard to change a person’s behavior with a
single conversation, so “laying it on the line” isn’t probably a good idea.
5. Change the Behavior, Not the Person—Instead of focusing on traits that are
personal characteristics (and difficult to change) focus on behaviors that can be
corrected or improved.
6. Focus on Solving Problems—Rather than blaming, focus on remedying the
situation.
7. Be Supportive—Some of the best leaders are those who focus on finding ways to
help employees eliminate obstacles to successful performance.
8. Establish Goals—Try to focus the employee on the future rather than the past.
9. Follow Up Day to Day—Feedback is more powerful when it occurs
frequently. Informal talks reinforce the goals and objectives laid out in the
formal appraisal interview.

C. Improving Performance
Employees cannot improve their performance unless they know exactly what is
expected of them. Supervisors have the responsibility to inform employees of their
job standards at the start of the review period. By doing this, employees can adjust
their behavior to conform to performance criteria, and surprises can be avoided at the
appraisal interview.
1. Identifying Sources of Ineffective Performance
• Use Figure 8.9: Factors That Influence Performance and Figure 8.10:
Performance Diagnosis to talk about the major causes of ineffective job
performance, broken into three categories: (1) ability, (2) motivation, and
(3) environment. These ideas were first brought up in Chapter 1 under
discussions about productivity enhancement.
• It is recommended that ineffective employee job performance be diagnosed
according to three interactive factors: the employee’s skill, the employee’s
effort levels, and the external conditions surrounding the job.
2. Performance Diagnosis
• Although performance appraisal systems can often tell us who is not
performing well, they typically cannot reveal why. So, if someone is not
achieving desired results, it can be difficult to decide if it is due to ability,
motivation, or external constraints.
• It is thus important to compare various measures of performance to ensure
improvement. For example, if someone is demonstrating all the desired
behaviors but is not achieving the desired results, logic suggests that it may be
due to factors beyond his or her control.
3. Managing Ineffective Performance—A three-step process is recommended to
correct poor employee performance. First, identify the source of poor
performance. Second, develop a course of action to improve performance.
Third, motivate the employee to correct undesirable job behavior.
Performance Diagnosis
1. Noting that Carl works very hard on the gopher problem, this may offer a clue
that his problem is not motivation or external issues, but that he lacks the skills
to address the situation. A potential solution would be to offer training courses
on how to deal with the problem.
2. Clark may be having external problems at home (e.g., his wife’s sister-in-law
and their family have decided to visit and stay at the house for a whole month—
putting extra financial and emotional strain on Clark). Obviously, we cannot be
sure of the problems Clark is facing, but finding out why he feels so dejected
about the bonus may offer clues to his poor performance. If the problems are
HRM
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The effort was successful in the impulse many gained,
To consecrate their powers to a cause so well maintained.
As Prescott faltered step by step down yonder rugged slope,
His being conquered sorrow in a sudden rush of hope.
In place of troops and smoking spires a peaceful city stood;
No foreign forces fettered her, she wrought for human good.
The vessels raining shot and shell, gave way to ships of trade;
No horde, with hostile purpose, dared the busy streets invade.
A whisper of its presence would united wrath awake

A whisper of its presence would united wrath awake,
Beware of idle sophistries, a nation’s life at stake.
The nation’s life at stake, one word will rouse us from our rest,
The patriot stands ready to submit to sternest test.
What sacrifice is too severe when danger is at hand?
The hero’s arm is strong to strike for home and native land.

CONTRASTED LIVES.
Successful men,
Woo the diffusive fire
And yet feel cold.
What of the homeless, then,
In pitiful attire,
Poor, feeble, old?
Affluence weeps,
A bird the weather kills,
Great souls despair.
Love willing vigil keeps,
Till want all feeling chills,
Frozen by care.
Think not to choose,
Or mere convenience seek,
Some faint heart cheer.
Who comfort could refuse,
To weary ones and weak
Perishing near?

THE WAY WILL OPEN.
The way will open it is true
If I but do my best,
I’ll do the things I find to do
And leave to God the rest.
Although the clouds are hanging low
And all the way seems dark,
I’ll do the very best I know:—
The dove was in the ark.
The way will open; Soul, be strong,
And rise to do thy best.
The shadows cannot last for long,
There’s roses in the west.
What matter is the tempest’s rage?
I’ve but to do my part,
’Tis love alone that can assuage
The tempest of the heart.
The way will open it is true
I’ve but to do my best,
I’ll do the things I find to do
And leave to God the rest.

SPRING.
Bright-eyed goddess,—witching spring,—as thy amber tresses glow,
Kindled to immortal flame
Is the breath of honor,—fame.
Well may poets hymn thy praise,—fancy flutter to and fro,—
To a measure full and fleet, to a measure stately, slow;
Thence with heaven for an aim,
Rushing on with glad acclaim:
Hearken to the strain and know, blessed Beulah here below,
Wake! The living notes prolong in a symphony of song,
Floating on the perfumed air
In the angel arms of prayer;
Welcome goddess, spring divine; beauty visions ’round thee twine;
Violets and blossoms sweet
Nestle fondly at thy feet.

VICTORIA.
When have men or nations seen
A life, to rival England’s queen?
What vital interests compressed
Within its span, what truths confessed,
A long, a useful, noble reign.
Maidenhood and age attain
A broader meaning as we view,
Her record, glorious as true.
Each subject, brave to do his part,
Found ready welcome to her heart.
She, the soldier’s work well done,
Proclaimed the wounded hero “Son”;
A royal soul alone reveres,
Worth, where ever it appears,
As light must all the brighter shine.
Springing from a source divine;
Benevolence, when simply shown,
Will gracefully adorn a throne:
The righteous wisdom of her aim,
Glorifies Victoria’s name.

Do you love him, Freedom’s son,
Great, Immortal Washington?
Is your raptured soul athrill,
At his majesty of will?
Unsubdued by doubts and fears,
Proudest of all proud careers,
It was his to boldly climb
Till his deeds stood forth sublime.
Can you see him, Freedom’s son,
Great, immortal, Washington?
See the armies he has led
Up and on where heroes bled?
Battle’s brunt, the foeman’s fire,
Seem but given to inspire,
Well his spirit might prevail
For he could not, would not fail.
Face the ice-thronged Delaware
Knowing death itself is there?
Hark! the rasping, sharp as steel,
How it throbs along the keel;
Fog-enwrapped but firm he stands
With the future in his hands.
Called to crown a record fair
In the Presidential chair.
First of many bound to own
This brave people’s heart a throne,
On the honor roll of fame
Men must ever read his name.
G i l W hi ?

Surely we are wreathing now,
Fadeless laurel for his brow.
When we meet to speak his praise,
Speak the wisdom of his ways,
In a nation’s life we view * * *
Washington, the tried, the true.

OUR RIVER.
Our river, thine and mine;
With what intrepid haste it leaps the falls
Glancing, dancing, whirling, purling, on
Over the gleaming rocks, whose falchions keen
Would rend for aye the glinting canopy
Which spans the flood in rainbow-tinted folds.
Anon the waters lift impulsive arms
Toward yonder sun through bridal veils of mist.
Never is man more moved than when he stands
Gauging the force Omnipotence creates.

SUNSET.
See the cloudlets float to rest,
At the portals of the west;
How they glimmer, how they glance
In a merry sunset dance.
Beautiful and sweet and fair,
As the spirit of a prayer;
With what confidence they lie
On the bosom of the sky.
How they crown the brow of night
With a wreath of ruddy light;
Fair as any flower that blows
In the twilight, pink and rose.
Even so our earthly way,
It will not be always gray;
Soon we, too, shall float to rest—
Past the portals of the west.

MEMORIAL POEM.
[Dedicated to the G. A. R. and read at Huntington Hall.]

Oh, peaceful are the humble graves of fallen comrades far and near,
In sweet communion with the gift we gladly offer year by year
To those who knelt at Freedom’s shrine in all the beauteous bloom of youth,
And fell, a living sacrifice, upon the altar stone of truth.
Though many of our brave marines are resting in the boundless deep,
No band of brothers bending near, the stars eternal vigil keep;
If we can never kneel and say “A noble comrade lies below,”
Upon the honor roll of fame his record shall the brighter glow.
Where legions of the “great unknown” beneath the dainty lilies sleep,
Let little children softly come above the sacred dust to weep;
A solemn sweetness fills the hours when thus devoted to the dead
Who fearless faced the cannon’s mouth and for Columbia fought and bled.
Oh, how we love to gather here upon each thirtieth of May,
And dedicate our choicest thoughts to glorify the Soldiers’ Day;
Beyond the worth of worldly store, or empty plaudits of renown,
The broken shackles of the slave are jewels in the heavenly crown.
To follow Butler’s bold campaigns must every loyal heart inspire,
As when he woke the gallant Sixth to kindle treason’s funeral pyre,
While Ladd and Whitney doomed to fall that dismal day at Baltimore
Were eager with their dying breath to hail the stars and stripes once more.
* * * * *
Athwart the face of Memory’s page we watch the busy brush of Time
Indorsing each heroic deed with one decisive word—“Sublime!”
The voice of victory arose amid the ardor of the strife,
And the patriots—these before me, had preserved a nation’s life.
Consult the dreary prison pen—the wounded heroes side by side,
Who in the weary march of months were sadly wishing they had died;
And marvel not that some are bowed as with a heavy weight of years,
But give to them a gracious meed, of love and gratitude, and tears.
Behold the spires of Gettysburg, the waving wheat, the orchard fair,
How calm it was until the strength of hostile forces entered there,
And then the awful rush and roar of surging armies day by day

And then the awful rush and roar of surging armies, day by day,
Of Sickles in the grim retreat, and Sedgwick as he stood at bay.
Oh, how the waiting North rejoiced when Hancock’s sturdy arm prevailed,
Defeated in that last dread charge the flower of the South had failed;
And we have welcomed here tonight the comrades who as conquerors
stood,
Whose hands thenceforth were closely linked in one eternal brotherhood.
And while they mourned the tender ties which lay unheeded mid the slain,
Yet not a man would dare proclaim that such as these had died in vain.
Oh, beautiful, and bright, and fair, the glorious banner of the free,
A peerless synonym of right, of hope, of love, of liberty.
And never shall a fold be rent, a color fade, a star be lost,
For freedom sees its azure field with gems of precious blood embossed;
We well may hush our hearts to hear the thrilling dirges sob and die,
Until they almost seem to us like angel whispers floating by.

BLESSED WAS THE NAME SHE BORE.

Wake! oh, nation; wake, and sing!
Bid the “arch of heaven” ring;
Praise, in sweet accord, our pride—
Thirty summers Neptune’s bride.
Kearsarge, a hymn to thee
Floateth over land and sea;
Hark, the chorus! hear it soar—
“Blessed was the name she bore.”
Volumes of heroic verse
Shall thy victories rehearse;
Well may rhythm swiftly chime
To a measure full—sublime
Though Roncador—reef of woe—
Like a traitor laid thee low;
As Aurora cleaves the sky,
Rise! the “god of storms” defy.
Swift, as light along the hill,
Fly! Columbia’s bosom thrill;
Crucified by flood, by fire—
Come, Futurity, inspire.
Lo! thy ashes softly lie
’N h d h k

’Neath a tender southern sky;
Yet on honor’s tide ye sail,
Like a ship before the gale.

CONTENT.
Is there a place in the whole, wide, world
Like the beautiful vale content;
The fair, white, banner of peace unfurled
As our hopes in one are blent
By mutual glad consent.
Is there a place the foe cannot reach,
Stands the dark featured King subdued?
Is each prayer the Spirit would teach
With gracious power imbued
Are the thought rifts rainbow hued?
Is there a place where the weary rest
Knowing how well the past was meant?
In sharing the birthright of the blest,
Bliss of heaven to thee is lent
Beautiful vale of content.

VIOLET.
Violet tender and sweet clasped to the bosom of earth,
Lift up thy bonny blue eye, happy the day of thy birth.
Thine is a glorious lot, bearing the word of the king,
Calling the world to rejoice breathing of beauty and spring;
Violet, tender and sweet.
Violet tender and sweet plucked from the bosom of earth
Lift up thy bonny blue eye, happy the day of thy birth.
Close in thy petals of pearl, of beautiful amethyst cling,
Fresh with the balm of the wood the odorous essence of spring;
Violet, tender and sweet.

“LONGEST LANES MUST HAVE A TURNING.”
Shall we dare to be despondent, though the way is rough and cold?
“Longest lanes must have a turning,” is a saying never old.
Who would feebly faint or falter on life’s journey? Day by day
Grateful sunbeams softly greet us, through the heavy mists of gray;
Blessed gifts the Great All-Father sends to cheer our earthly lot,
And to whisper, sweetly, fondly, that we never are forgot.
Ay, ’tis hard when dreary trouble comes to pierce the faithful heart,
And hope spreads her airy pinions as if eager to depart;
Sickness, with its hand of iron—Justice, with a frowning face,
Wilfully conspire to crush us in a cruel, stern embrace:
Shall we bow beneath the burden, though it is so hard to bear,
Or arise and do our utmost, boldly breaking from despair?
Brothers, sisters, little children,—weak with hunger, bleeding feet,—
Bravely meet the dusky foemen, make the victory complete.
Many weep o’er thy misfortunes,—courage! yet will come a friend;
Do not sink upon the highway, surely this is not the end.
Let us use our best endeavor, ever seeking out the light,—
“Longest lanes must have a turning,”—one is even now in sight.

IS THERE NOT SOMETHING WE CAN DO?
Is there not something we can do,
To smooth the rugged road?
Men struggle onward, death in view,
Each with his own great load.
Men struggle onward, weak of arm,
But chivalrous of soul;
Where is the hand to do them harm,
Or keep them from the goal.
What joy to honest worth assist,
To move the stumbling stone;
Good vantage ground is often missed
When pressing on alone.
To bring a burdened brother ease,
Though long the way and rough;
Or bid the storm of trouble cease,
We cannot do enough.

SUNNY DAYS.
Of course we value sunny days
And all of nature’s pleasant ways,
The merry birds, the balmy sky,
The happy brooklet laughing by,
With the clouds come darker hours,
Good for us as for the flowers.
How bright the meadow after rain;
How calm the heart is after pain.
We owe indeed a wondrous debt
To ev’ry trouble bravely met;
A debt that no one ever pays,
Our thanks are for the sunny days.

BUNKER HILL.
From Cambridge, through the solemn moving night,
With firm determination to be free,
Our fathers came, that this proud shaft might be
Synonymous of liberty and right.
Pale moonbeams strove to cast a languid light,
Upon the patriot band and that true sea,
Which once was bold to brew good English tea.
Scarce hidden by a mask too frail for flight,
Across “The Neck” their fearless footsteps sped,
Ere morning could the sullen east assail
To mingle with her coming joy and dread,
The fierce redoubt and breastwork marked a trail
Of glory, up the path where Honor led,
Those master spirits eager to prevail.
A gallant sight and noble, did it quell,
The squadron swan-like sweeping to and fro,
Upon the Mystic and the Charles? oh, no!
The Britons captive to the subtle spell
Yet read the meaning of its signal well.
When from the “Lively” came a sudden glow,
Then swift the leaden hail fell blow on blow,
Gage, governor, commander, heard the knell
Of that first warning boom and wounded pride
Spoke in his wrathful face, his hurried gait,
As gazing o’er the smoothly flowing tide
He felt his own wise plan had come too late;
But on an easy conquest still relied
To claim those frowning heights, the town, the state.

DOING.
Keep doing, always doing,
Wishing, dreaming, what are they?
Tempters idle steps pursuing,
Foemen ambushing the way.
Keep doing, bravely doing,
Never falter, never fail,
Day by day your strength renewing,
Gird your armor on, prevail!
Keep doing, wisely doing,
Working upward as you may;
Human interest accruing
Will a high percentage pay.
Keep doing, boldly doing,
Use the talents time may lend;
Right upholding, self reviewing,
The down-trodden truth defend.
Keep doing, ever doing,
Trusting, when you cannot see;
Fearing not, a tempest brewing,
Knowing what the end will be.

FOR FEEBLE HANDS.
It is not so much what we wish that counts,
As the little we really achieve;
The duty we do to-day amounts
To more than we ever perceive.
There are tasks just fitted for feeble hands,
For the feeble as well as the strong;
Be bold to stand where the right demands
And bound to vanquish wrong.

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