Instructor’s Guide to accompany The Administrative Professional, 3Ce

Administrative Professional Procedures and

Skills Canadian 3rd Edition

Full download link at:

Test bank: https://testbankpack.com/p/test-bank-for-

administrative-professional-procedures-and-skills-
canadian-3rd-edition-fulton-calkins-blaney-0176532064-
9780176532062/

Solution Manual:
https://testbankpack.com/p/solution-manual-for-
administrative-professional-procedures-and-skills-
canadian-3rd-edition-calkins-blaney-0176532064-
9780176532062/

Chapter 13
Planning and Organizing Meetings and Other Events

LEARNING OUTCOMES
1. Describe types of business meetings and appropriate formats for various situations.
2. Describe the roles and responsibilities of the meeting leader, the administrative
professional, and participants for meetings and conferences.
3. Identify types of virtual meetings—teleconferences, video conferences, and web
conferences.
4. Plan meetings and prepare related materials.
5. Prepare agendas and minutes.

CHAPTER OVERVIEW
Productive meetings do not just happen—they require careful planning and an effort on
the part of all participants to be prepared and focused on accomplishing a particular goal.
This chapter discusses types of meetings, meeting formats (face-to-face and virtual), what

Copyright © 2016 Nelson Education Ltd. 1

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

constitutes a necessary or unnecessary meeting, and international meetings and

conferences.

The content of this chapter is organized to present the roles and responsibilities of the
executive/meeting leader, the participants, and the administrative professional before,
during, and after the meeting. While the administrative professional can also be a meeting
leader or a meeting participant, emphasis is on the duties of the administrative assistant
when assisting the meeting leader—selecting, reserving, and preparing the meeting room;
preparing and distributing notices, agendas, and other materials; and following up with
minutes and action items after the meeting.

CHAPTER OUTLINE
Learning Outcomes........................................................................................................233
Meetings in the Workplace ..............................................................................................233
Types of Meetings............................................................................................................234
A. Informal Meetings .......................................................................................234
B. Formal Meetings .........................................................................................234
Face-to-Face Meetings .....................................................................................................234
Virtual Meetings ..............................................................................................................234
A. Teleconferences ..........................................................................................234
B. Video Conferences ......................................................................................236
C. Web Conferences ........................................................................................236
Before the Meeting—Roles and Responsibilities ............................................................237
A. The Meeting Leader’s Responsibility .........................................................237
B. The Administrative Professional’s Responsibilities ...................................239
C. The Participants’ Responsibilities...............................................................244
During the Meeting—Roles and Responsibilities............................................................244
A. The Meeting Leader’s Responsibilities ......................................................244
B. The Administrative Professional’s Responsibilities ...................................246
C. The Participants’ Responsibilities..............................................................247
After the Meeting—Roles and Responsibilities ..............................................................247
A. The Meeting Leader’s Responsibilities ......................................................247
B. The Administrative Professional’s Responsibilities ...................................248
C. The Participants’ Responsibilities...............................................................248
International Meetings .....................................................................................................249
Conferences and Other Events .........................................................................................250
A. Before the Event .........................................................................................250
B. During the Event .........................................................................................251
C. After the Event ............................................................................................251
Chapter Summary ............................................................................................................252
Key Terms ........................................................................................................................252
Responses to Self-Check..................................................................................................252
Discussion Items ..............................................................................................................253
Critical-Thinking Activity ...............................................................................................253
Building Workplace Skills ...............................................................................................253

WHAT CAN I DO IN CLASS?

Copyright © 2016 Nelson Education Ltd. 2

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

1. Invite a representative from a hotel or convention centre to discuss planning large

meetings. If you choose to assign Project 13-3 (or Optional Project 13-1) and plan to
have students base the project in or around your locale, you could provide these
details to this representative to use as background for his or her presentation.

2. Invite an officer from a local chapter of International Association of Administrative

Professionals (IAAP) to discuss planning professional meetings.

3. If possible, demonstrate workplace collaboration tools, such as a shared calendar or a

shared drop box, that the administrative professional could use when planning the
meeting, and when preparing and distributing materials to meeting participants.

4. Survey students to learn how much experience they have had with planning and/or
attending meetings. Ask them if they have observed the characteristics of a good
leader—one who made a meeting productive.

5. Plan a mock meeting. Divide the class into small but similar-size groups. Each group
should choose a leader, an administrative professional (who will take minutes), and
several participants. You could assign a topic for the meeting or leave students to
determine an appropriate topic. Allow approximately 20 minutes for the small group
“meeting” to take place and then have the students critique their group meetings and
share their critique with the rest of the class.

KEY TO DISCUSSION ITEMS

1. When is a meeting unnecessary?

Meetings are unnecessary in the following situations:

▪ Confidential or sensitive personnel matters must be addressed.
▪ There is inadequate data for the meeting.
▪ There is insufficient time to prepare for the meeting.
▪ When one-way information needs to be shared.
▪ Group members feel considerable anger or hostility toward others, with
individuals needing time to calm down before coming together.

2. Identify and describe three types of virtual meetings.

A teleconference or conference call is a meeting in which more than two individuals

at different locations attend and communicate with each other via a
telecommunications network.

A web conference consists of three types of communication. A web meeting is a

meeting where groups of people anywhere in the world connect to exchange ideas
and information via computers and an Internet or a local area network connection. In
a webinar, a presenter is able to share information and conduct question-and-answer
sessions with participants. A webcast is primarily a presentation tool; it is broadcast
simultaneously to hundreds of recipients, and can be compared to a television
broadcast, except it takes place over the Internet.

Copyright © 2016 Nelson Education Ltd. 3

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

A video conference is a meeting in which two or more people at different locations

use telecommunications technology—computers, video/web cameras, and
microphones—to participate in a virtual “face-to-face” meeting where they can see
and hear each other in real time.

3. What are the responsibilities of an administrative professional when preparing

for meetings?

The responsibilities may include the following:

▪ Selecting, reserving, and preparing the room
▪ Determining the seating arrangement
▪ Preparing and distributing meeting notices
▪ Preparing and distributing the agenda
▪ Preparing and distributing meeting materials
▪ Ordering equipment
▪ Ordering food and beverages

4. What is considered good etiquette when participating in an international

meeting?

Students may list any of the following:

▪ Greet each person properly.
▪ Do not use first names of participants.
▪ Acknowledge the leader of the groups.
▪ Remember the hierarchical nature of the international participants.
▪ Show respect for all participants—especially those in positions of authority.
▪ Disagree agreeably.
▪ Avoid gesturing with your hands.
▪ Watch your body language.
▪ Do not mistake a courteous answer for the truth.
▪ Understand the concept of time and how it differs in other cultures.

5. From the board of directors to the office staff, meetings are commonplace in
companies and other organizations. For each of the following situations, discuss
the type of meeting described and the format(s) that could be used for the
meeting.

a. The persons responsible for the overall direction of a company are meeting to
discuss long-range plans and policies.
b. A group of employees from one location are meeting to discuss the ongoing issue
of office safety.
c. A group of employees from locations around the country are meeting to write a
recommendation for a new flextime work policy for the company.
d. The manager of the human resources department is meeting with people who
work in that department to discuss the progress of work assignments.
e. Company representatives and customers from the United States, Germany, and
India are meeting to learn about new products the company will introduce next
quarter.

Copyright © 2016 Nelson Education Ltd. 4

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

f. A new flextime work policy has been approved by the Board. Employees need to
be informed.

Answers: The meeting formats may vary. Students may suggest the following for
these different types of meetings:

a. Board of Directors Meeting—face-to-face or video conference. This type of

meeting generally has bylaws and formal policies about how the meeting is to be
conducted. An agenda is usually distributed before the meeting, and Robert’s
Rules of Order are followed.
b. Committee Meeting—face-to-face. This type of meeting is a work group formed
to discuss a specific issue, such as office safety. Once the problem is solved, the
committee is disbanded.
c. Task Force Meeting—conference call, video conference, or Web conference.
d. Staff Meeting—face-to-face. This type of meeting occurs when a manager or
other executive meets with the staff to review directions, plans, or assignments, or
to handle routine issues.
e. International Customer/Client Meeting—virtual meeting such as a video
conference or Web conference.
f. A meeting is not necessary in this situation. This information is best distributed in
an email or memo or by posting on the company intranet.

ADDITIONAL DISCUSSION QUESTIONS

1. When is a meeting necessary?

A meeting is necessary when:

▪ Advice is needed from a group of people.
▪ A group needs to be involved in solving a problem or making a decision.
▪ An issue needs clarification.
▪ A group needs to receive information that may require discussion or may be
difficult or confusing.
▪ A problem exists but it is not clear exactly what the problem is or who is
responsible for dealing with it.
▪ Quick communication is necessary with a large number of people.

2. What are some disadvantages of face-to-face meetings?

▪ Travel to and from another city, province, or country can be costly, particularly if
those costs include transportation and accommodation.
▪ Productive work time is lost when travelling.
▪ A rental cost may be incurred if an appropriate meeting space is not available in-
house, or conflicts may occur when booking an in-house meeting room that is also
used for other purposes. A cost may be incurred for refreshments if the meeting is
a fairly long. Since people are freer to interact with each other, socializing can
consume a major part of the meeting time unless controlled by the chairperson.
▪ Creativity could suffer if individuals (particularly those who work together daily)
rely on their colleagues’ suggestions or solutions.

Copyright © 2016 Nelson Education Ltd. 5

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

3. What is the difference between a webinar and a webcast?

In a webinar, a presenter is able to share information and conduct question-and-

answer sessions with participants. A webinar does not, however, provide the same
level of interactive possibilities as a web meeting.

A webcast is primarily a presentation tool. A webcast is broadcast simultaneously to

hundreds of recipients. It can be compared to a television broadcast except it takes
place over the Internet. The one-way nature of this type of conferencing means that
the presenter and the audience members have little opportunity to interact.

SUGGESTED RESPONSES TO THE CRITICAL-THINKING ACTIVITY

You should approach Mr. Albertson with a draft memo (for his signature) to the Beijing
executives who have not responded. Explain to Mr. Albertson that you requested the
agenda by email on three different occasions, that you understand the hierarchical nature
of China, and that you have drafted a memo for his signature. Explain that since one
executive in the Calgary office has not responded, you have drafted another memo for
Mr. Albertson’s signature to send to this individual.

SOLUTIONS TO PROJECTS
Project 13-1 (Learning Outcomes 1, 2, 3, 4, and 5)
Collaborative Project

Students are to work in groups of three on this assignment. They are to plan to meet with
their classmates. A suggested option is to use Doodle or another electronic invitation
software to poll their classmates to determine the best time to meet. Students are to
determine how they will work together at this meeting using the team evaluation form
provided on the MindTap site.

1. The administrative professional’s responsibilities include the following tasks:

▪ Set up a folder for meeting notes.

▪ Select an appropriate room.
▪ Make the appropriate arrangements for the room.
▪ Determine the seating arrangement.
▪ Arrange for lunch on November 15 and breakfast on November 16. (Students
should include a recommended menu for both meals.)
▪ Prepare and send out the meeting notice and agenda.
▪ Prepare any materials Mr. Albertson needs.
▪ Prepare any necessary materials for the participants.
▪ Order any needed equipment.
▪ Handle duties during the meeting—greeting the attendees and checking on last-
minute details.
▪ Prepare a summary of the meeting; mail the summary to all participants.
▪ Make arrangements to have the room cleaned and equipment returned.

Copyright © 2016 Nelson Education Ltd. 6

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

2. Students are to summarize these details in a memo to you. They are to use the
memorandum form SCDP13-1, which can be found on the MindTap site, access to
which is provided with the printed access card located on the inside cover of their
textbook.

3. Students are to prepare a draft of a letter for Mr. Albertson, inviting the participants to
the first meeting, along with an agenda. The letterhead is provided file SCDP13-1a. A
possible draft of the letter and agenda that students might prepare are presented on the
following two pages. Students are to hand in a draft copy of the letter and agenda to
you; once you approve the documents, students are to prepare letters and envelopes
for the invitees. Addresses are provided in file SCDP13-1b.

4. Students are provided with a team evaluation form in file SCDP13-1c. Each student is
to complete the form and then discuss their evaluation with their team members. They
are then to prepare a team evaluation that consolidates the opinions given by each
team member. The group evaluation is to be submitted to you.

Draft Letter

Thank you for agreeing to serve on a task force designed to help our city deal with
some of our most important issues—transportation, crime, housing, and public
education. If we are to continue to be a vibrant community, one where the quality of
life is excellent, we must find innovative solutions to these issues and develop a
strategic plan for the implementation of the solutions.

Although developing this plan will be time-consuming, I believe it will be time well
spent for all of us. I am pleased you agree and are willing to give some of your
valuable time to help our community address the issues. Several metropolitan areas
have discovered that a learning community model can help them solve their
problems. This model is a participatory one in which all segments of the community
come together on an ongoing basis to consider the issues and determine how to
address them.

Our first meeting of business and non-profit leaders will be held on November 15 and
16. We will begin at noon on the 15th and continue through 11 a.m. on the 16th. The
meeting will be held in the Board Conference Room at CanAsian; a map is enclosed
for your convenience. The purpose of the meeting will be to determine a model that
will work for us in Calgary as we address our issues. Dr. Peter Sigman, who has done
work with learning communities, will join us via interactive video conference on
November 15. We will be able to ask him questions about how his model works and
get his advice for our area. A complete agenda for the meeting is enclosed.

I look forward to seeing you on November 15 and 16. Your ideas and suggestions
will be invaluable. Together we can make a difference in the quality of life in
Calgary. Please give me a call at 403-555-2347 by November 5 to let me know if you
will be in attendance.

Sincerely,
Copyright © 2016 Nelson Education Ltd. 7
 Instructor’s Guide to accompany The Administrative Professional, 3Ce

Martin Albertson
Vice President of Corporate Marketing and Communications

(reference initials)
Enclosure

Copyright © 2016 Nelson Education Ltd. 8

 Instructor’s Guide to accompany The Administrative Professional, 3Ce

Draft Agenda

COMMUNITY LEADERS’ MEETING

NOVEMBER 15 AND 16
Board Conference Room, CanAsian Airlines

AGENDA

November 15

Welcome Martin Albertson 12 noon

Introduction of Participants Martin Albertson 12 noon

Lunch

Video conference Dr. Peter Sigman 1:30 p.m.

Mission Statement Martin Albertson, Facilitator 2:30–4:00 p.m.

November 16

Breakfast 8:30 a.m.

Establishment of Goals Martin Albertson, Facilitator 9:30–11 a.m.

for Learning Community

Project 13-2 (Learning Outcome 5)

Prior to working on this project, you may wish to refer students to Project 5-4 in Chapter
5. By listening to a sound file, students have an opportunity to practise their listening,
note-taking, and summarizing skills. Students are to attend a meeting or to view one on
television or YouTube. It could be the meeting of a local organization—either a club that
students belong to at school or another organization—a governmental body, a civic
organization, or a training video. Students are to take notes of the meeting and key them
in the form of minutes. They are to submit the minutes to you.

They are also to write a short report that describes the behaviour and comments of the
meeting leader and the participants. They are also asked to evaluate the success of the
meeting and the effectiveness of the leader and the participants by using the meeting
evaluation form in Figure 13-9.

Project 13-3 (Learning Outcome 4)

In file SCDP13-3, students are provided with preliminary details for a two-day
conference to be held in Calgary during Administrative Professionals’ Week. Students
are to create a flyer that will be posted on the conference website.

It is suggested that students look at other conference websites to view the formats used
for other conferences. Students are encouraged to use graphics, different fonts, and any
other design elements they fell appropriately represent the activities. Once the flyer is
Copyright © 2016 Nelson Education Ltd. 9
 Instructor’s Guide to accompany The Administrative Professional, 3Ce

completed, students should submit a copy to you and place a copy in their e-portfolio if
they wish.

Note: CanAsian, the simulated office in which students work throughout the
projects is located in Calgary. To maintain consistency, this project is also
situated in Calgary, at the Coast Plaza and Conference Centre. You could suggest
to students that they access the hotel website to view the room configurations so
they have a better understanding of where the conference activities will be held.

Alternatively, you may wish to have students complete this project using a
hotel/conference centre situated in your area. The project could be expanded by
having students research a suitable venue for the conference and use actual
meeting room names on the program. You should determine and advise students
how many participants are likely to attend the conference and, on average, how
many are likely to attend the workshops so that they are able to determine an
appropriate venue.

Project 13-4 (Learning Outcome 4)

Students are asked to search for templates that can be used for creating agendas and other
meeting documents. They are instructed to download some different styles that they
believe might prove useful and place copies in their e-portfolio.

Project 13-5 (Learning Outcome 3)

Students are instructed to locate software for scheduling (Doodle), planning
(SmartSheet), and conducting meetings (WebEx, GoToMeeting or Skype for Business),
and either download a free trial version or view a demo or video that demonstrates the
features of the program. They are to discuss these features with their classmates.

OPTIONAL PROJECT
Optional Project 13-1
The project is in the Student Course Data file SCDOP13-1a. Students are to call and ask
to visit a local hotel to learn about planning meetings and conferences. Since students are
to visit hotels in teams of four, if possible, make sure each group goes to a different hotel.
Students are to talk with an individual responsible for planning conferences, and obtain
any materials the hotel has about its conference facilities and services. They are to submit
their findings to you using the memorandum form SCDOP13-1b.

ADDITIONAL RESOURCES
Students may use the Internet to search for information on teleconferencing and video
conferencing. The following book may provide some helpful tips:

Event Planning: The Ultimate Guide to Successful Meetings, Corporate Events,

Fundraising Galas, Conferences, Conventions, by Judy Allen (Wiley, 2008).

Copyright © 2016 Nelson Education Ltd. 10

Another random document with
no related content on Scribd:
 — Voinko ruhtinasta jollakin palvella? Eikö ruhtinas tahtoisi olla
armollinen ja istuutua kuistini penkille… se olisi minulle suureksi
kunniaksi.

Näin sanoen eukko niiasi ainakin kymmenen kertaa, mikä ei

suinkaan ollut helppo asia ahtaassa kuistissa, missä lisäksi sijaa otti
lihava kissa, joka makasi patjalla.

— Eikö ruhtinas tahdo pienelle tuvalleni osoittaa sitä kunniata, että

istuutuu tänne? Millä voin palvella?

Vielä kerran hän niiasi niin, että hameen helmat ulottuivat

tohveleihin saakka, peittäen valkoisilla sukilla verhotut jalat, mutta
sitte hän taas istuutui entiselle paikalleen, sukanneule ja kerä
sylissään.

Ruhtinas ei istuutunut, hän vaan nousi kuistin portaita ja hattu

kädessä kohteliaasti kysyi:

— Eikö herrasväki Wygrycz enää täällä asu?

— Ei, ei, — vastasi vanhus päätänsä pyöräyttäen. He muuttivat

varhain aamulla, ja nyt minä olen ruhtinaan lähin naapuri… he, he,
he…

— Onko minulla kunnia puhua rouva Dutkiewiczin kanssa… alkoi

ruhtinas mitä pehmeimmällä äänellä.

— Kyllä, herra ruhtinas. Rouva Dutkiewicz on nöyrin palvelijanne.

— Olisiko mahdollista saada tietää, minne herrasväki Wygrycz on

muuttanut?
 Hyväntahtoinen, ihastunut hymyily hävis vanhan pyöreiltä,
punakoilta poskilta jättäen sijaan surumielisen, mutta samalla
arvokkaan ilmeen. Katsoessaan ruhtinaaseen lemmenkukan värisillä
silmillään, vastasi hän päätään pudistaen:

— Se ei käy laatuun.

Samalla putosi villalankakerä polvilta, vierien epätasaiselle

lattialle. Hän koetti vetää sen luokseen langan päällä, mutta se ei
onnistunut.

Ruhtinas nosti kerän maasta ja ojensi sen hänelle. Hän nousi

kiihkeästi pystyyn ja niiasi taas syvään.

— Kiitoksia paljon, ei ruhtinaan olisi pitänyt vaivata itseään,

kiitoksia paljon.

Ruhtinas nojasi kuistin pylvästä vastaan, ja syvä ryppy

kulmakarvojen välissä ja tumma puna poskillaan kysyi hän:

— Luuletteko, että minun olisi vaikeata saada tietää Wygryczin

herrasväen uusi asunto, jos etsisin?

Eukko pani lihavat, lyhyet kätensä ristiin ja huudahti:

— Ruhtinaalle kai ei ole mitään mahdotonta! … Herranen aika,

kun on
tuollainen asema, ja tuollaiset keinot, mitä silloin olisi mahdotonta!
Ruhtinas heti kohta saisi selville heidän uuden asuntonsa, mutta…
Eukko hymyili ilkeämielisesti.

— Mutta ruhtinas ei varmaankaan tule etsineeksi.

 Ruhtinas näytti haluavan luonteita tutkia, sillä hän tarkasteli
Vanhusta erikoisella mielenkiinnolla. Sitä paitsi pitsireunainen myssy
johdatti hänen mieleensä paljon asioita. Pari kertaa oli hän nähnyt
sen
Klaaran käsissä.

Yhä nojaten pylvästä vastaan, pani hän käsivarret ristiin rinnan yli
ja kysyi:

— Miksi olette siitä niin varma, etten hae käsiini Wygrycziläisiä?

Eukko katsoi häneen vilkuttaen silmiään ja vastasi:

— Siksi että ruhtinas on hyvä ihminen … sen heti huomaan…

Kyllä minä olen nähnyt enemmän kuin yhden ruhtinaan ja kreivin
eläissäni. Nuoruudessani palvelin kamarineitsyenä suurissa
herraskartanoissa, ja silloin näin paljon hienouksia… Minulle on
varsin vähäinen asia huomata, minkä arvoisia ihmiset ovat. Sekä
ruhtinaat että tavalliset ihmiset voivat olla erilaisia. Mutta ruhtinas on
hyvä ihminen. Sen huomasin jo pienestä asiasta. Ruhtinas nosti
lattialta lankakeräni, ruhtinas kunnioitti minun ikääni. Totta tosiaan on
paljo tavallisiakin ihmisiä, jotka eivät noin vaivaisi itseänsä vanhan
eukko paran tähden. Mutta ruhtinas on hyväsydäminen ja kunnioittaa
sitä, mitä Jumala on käskenyt kunnioittaa. Sen huomaan jo Teidän
rehellisistä kasvoistanne, puheestanne ja siitä, että kerän nostitte…

Eukko nauroi hyvänsuopaisesti. Ruhtinas Oskari seisoi alla päin.

— Teidän hyvä tarkoituksenne imartelee minua suuresti, mutta

tahtoisin tietää, kuinka asunnon muutos on tapahtunut. Mistä
syystä? Kenenkä alotteesta?
 Vanhus nyökäytti päätään.

— Minä ymmärrän, minä ymmärrän… Se tapahtui Klaaran

pyynnöstä… hänen omasta pyynnöstään. Hän juoksi luokseni
kirkosta, missä oli koko aamun rukoillut, heittäytyi polvilleen minun
eteeni ja kertoi minulle kaikki … kenelle hän sitä sitte olisi kertonut,
ellei minulle? Minähän olen kantanut hänen äitiänsä ja häntä
itseänsä käsivarsillani… »Muuttakaa meidän asumukseemme»,
rukoili hän minua, »ja antakaa minun muuttaa Teidän asuntoonne,
siksi vaan että…» niin, kyllä ruhtinas asian ymmärtää! »Mutta,» lisäsi
hän, »minä en voi puhua siitä isälle, sillä minä en voisi siitä puhua
tyynesti, ja hänen kanssaan täytyy puhua tyynesti…» Minä siis
seurasin häntä kotiinsa ja kerroin itse herra Teofilille kaikki tyyni ja
tein hänelle tuon ehdotuksen. Hän ymmärsi, suostui ja kiitti minua
vielä kaupan päälliseksi. Kun tytär tuli kotiin, syleili isä häntä, mutta,
nuhteli myöskin hiukan. Yöllä hän on tainnut yskiä tavallista
enemmän, mutta se on ohimenevää laatua… Minä annoin aamulla
erään kaupunginlähetin tuoda tänne köyhät kampsuni ja muuttaa
heidän tavaransa minun luokseni, ja tässä minä nyt olen. No, nyt
olen ruhtinaalle kaikki kertonut, sillä se oli minun velvollisuuteni.
Sydän on aina samallainen, olkoon se sitte ruhtinaan tai talonpojan.
Sitä kirvelee samalla tavalla. Ja hirmuista olisi jättää kirvelevä sydän
epävarmuuteen. Olen kertonut ruhtinaalle kaikki…

Ruhtinas oli kauvan äänetönnä ja hänen kasvonsa olivat kalpeat ja

totiset. Vihdoin hän katsahti ylös ja kysyi:

— Katsotteko, että olen liikoja pyytänyt, jos haluan tavata Klaara

neitiä vielä kerran täällä, Teidän läsnä ollessanne?

Vanhuksen siniset silmät vettyivät. Hän käänsi punaiset, ryppyiset

kasvonsa ruhtinaan puoleen ja kuiskasi:
 — Hän on äiditön, hyvä ruhtinas, ja äidittömien äiti. Hän on tosin
köyhä…

Keltatäplikäs kissa, joka oli herännyt ja laiskasti oikaissut itseään

vuoteellaan, hyppäsi yhtäkkiä emäntänsä polvelle ja liikutteli
käpälällään sukanneuletta ja kerää, niin että ne vierivät lattialle.

— Säh! — huudahti rouva Dutkiewicz — mene nukkumaan

vuoteellesi!

Nenäliinallaan, jolla hän oli aikonut pyyhkiä silmiään, hän läimäytti

kissaa, joka silloin hyppäsi lattialle vetäen mukanaan sukan, puikot,
kerän — kaikki tyyni. Mutta kukaan ei kiinnittänyt huomiota sukan
kohtaloon yhtä vähän kuin kissan käpäliin, jotka sitä säälimättömästi
pitelivät. Ruhtinas Oskari seisoi nyt aivan vanhuksen edessä, joka
aikoi lopettaa alkamansa lauseen:

— Hän on tosin köyhä, mutta…

— Te ette tarvitse jatkaa. Kaikki mitä voi, sitte sanoa neiti Klaara
Wygryczistä, tiedän ennestään ja ehkä vielä enemmänkin.
Haluatteko viedä tervehdyksen neiti Klaaralle minulta?

Rouva Dutkiewicz katsoi häneen silmiänsä räpyttäen.

— Aikooko ruhtinas hakea hänet käsiinsä?

Hän painoi päänsä alas ja vaikeni hetkisen, mutta sitte hän sen
jälleen nosti ja vastasi:

— En.
 — Annatteko ruhtinaallisen sananne sen vakuudeksi? — kysyi
eukko.

Ruhtinas silloin kalpeni, näytti kärsivän kovia tuskia, vaikeni

hetkisen, mutta vastasi vihdoin:

— Minä annan kunniasanani.

Vanhuksen kasvot säteilivät ilosta.

— Siinä tapauksessa minä mielelläni esitän ruhtinaan

tervehdyksen. Sydän on aina samallainen, kun sitä kirvelee, niin sitä
kirvelee. Jos haavaan voi vuodattaa vaikkapa pisaran palsamia, niin
miksikä ei sitä tekisi? Mitä haluaa ruhtinas Klaaralle sanottavaksi?

— Sanokaa neiti Klaaralle, että minun puoleltani ei ole ollut leikkiä

eikä oikkua, vaan aluksi myötätuntoisuutta ja sitte rakkautta ja
kunnioitusta — hänen sielunsa puhtauden ja jalouden kunnioitusta.
Sanokaa hänelle, että minä kunnioituksesta uhraan rakkauteni, ja
ettei mikään ero — ja kumminkin olen monessa ollut mukana, minua
niin syvästi tärisyttänyt, ja minä toivon, että muisto minusta…

Ääni petti, ja silmät kostuivat. Syvästi kumartaen hän lausui:

— Voikaa hyvin!

Ja hän poistui nopein askelin.

Vanhus nousi kiireesti ja niiasi pari kertaa. Sitte hän istuutui

penkille, painoi nenäliinan silmilleen ja purskahti itkemään.

Keltatäplinen kissa, joka ei saanut käpäliään irti kerästä, istui

ympärillään sukka, puikot ja kerä, kuistin vastakkaisessa päässä,
katsoi säälien emäntäänsä ja naukui.

Palatsissa olivat jo lamput ja haarakynttilät sytytetyt kaikissa

saleissa. Ruhtinas Oskari astui komeasti sisustettuun
työhuoneeseensa ja kääntyi Benediktin puoleen, joka seurasi
perässä.

— Onko Josef jo saanut eron? Kamaripalvelija joutui hämilleen.

— Ei, ei vielä, Teidän ruhtinaallinen korkeutenne. Poika itkee ja

rukoilee…

— Anna hänen jäädä paikoilleen.

Ajatuksissaan hän lisäsi: »Mitäpä syytä pojalla olisi minun

asioissani?»

— Käske Przyjemskin tulla tänne!

Hän alkoi kiivain askelin kävellä edes takaisin suuressa,

valaistussa huoneessa. Muutamien minuuttien kuluttua astui sisään
noin kolmekymmenvuotias, lyhyenläntä mies, jolla oli älykkäät,
ruskeat silmät, eloisat liikkeet ja iloinen, luonteva katse.

— Ruhtinas on minua kutsunut. Soitammeko vai kirjoitamme?

Ruhtinas pysähtyi hänen eteensä.

— Sinulla on todellakin joskus loistavat aatteesi, rakas ystävä!

Tuntuu kuin kuihtuisin tuskasta, ja sinä ehdotat, että soittaisimme
tahi kirjoittaisimme… Ei, aikomukseni oli sanoa: huomenna me
matkustamme maalle… ole hyvä ja ilmoita jo tänään asianajajille,
asiamiehille ja kaikille muille, minkä nimisiä lienevätkin, minun
matkastani ja sano heille, että, jos heillä on minulle jotakin asiata,
tulevat luokseni maalle. Minun täytyy päästä vähän liikkeelle, tulla
pois täältä, unhottaa… ja lisäksi minä tahdon, että Klaara saa palata
sinne, missä hän parhaiten viihtyi. Jätä sinä koko Perkowskin
herrasväki ja seuraa minua! Jollet tahdo, niin jätän minä sinut tänne,
mutta yksinäisyydessä luulen tulevani vallan hulluksi epätoivosta…

Przyjemski istuutui nojatuoliin ja virkkoi puoleksi leikillisesti:

— Vai on ruhtinaan epätoivo saanut tuollaisen laajuuden?

Tämä pysähtyi hänen eteensä ja vastasi synkästi:

— Elä laske leikkiä, Julius! Asia on koskenut syvemmälle kuin itse

arvelinkaan. Minä kärsin todellisia tuskia…

Przyjemski tuli vakavaksi.

— Siinä tapauksessa oikein pahoittaa mieltäni. Neidet Perkowski

ovat tyhmiä, vaativaisia nukkeja, jotka minä ilman vähintäkään
kaipuuta jätän, ja tulen mielelläni huomenna mukaan. Mutta en
koskaan ole voinut aavistaa, että ne varmaankin hyvin suloiset
hetket, jotka ruhtinas on minun nimelläni viettänyt, olisivat saaneet
noin surullisen lopun.

— Sinä yksin, Julius — puhkesi ruhtinas puhumaan — tiedät, mitä

minä ajattelen ihmisistä. Joko he ovat teeskentelijöitä tai myöskin
tuuliviiriä tahi ovat he hyvin kiittämättömiä….

— Sen olen jo ennenkin kuullut, — puuttui Przyjemski puheeseen.

— Naiset myöskin: joko he ovat tyhmiä ja ikäviä tahi myöskin

kevytmielisiä olennoita, taikka on heillä kaksi sielua samassa
ruumiissa — toinen kotoisin taivaasta, toinen helvetistä.

— Senkin olen jo kuullut.

— Elämä on paljasta mielettömyyttä. Niin kauvan kuin ihminen

uskoo, tuntee hän itsensä onnelliseksi, mutta on lapsi. Onhan niitä,
jotka koko elinikänsä säilyttävät harhaluulonsa. Mutta mitä on sillä
jälellä, joka niistä vapautuu? Koska nyt kaikki on petosta, varjokuvia,
lentäviä höyheniä…

— Tuonkin olen usein ennen kuullut.

Ruhtinas keskeytti puheensa.

— Mutta, näetkös, nyt löysin sen, jota jo olin lakannut uskomasta.

Minä löysin hänessä ja vieläpä hänen ympäristössään sellaista, jota
en enää pitkiin aikoihin ole uskonut. Vieläpä eläinlääkärin leskessä
on jotakin, jotakin…

— Missä leskessä? Minkä eläinlääkärin leskessä? — kysyi

Przyjemski kummastuneena.

— Siitä et sinä ole selvillä, ja se on yhdentekevää. Mutta ajatteles,

että voi löytyä sellaista sen luokan ihmisissä! Hänen kauttansa sain
tietää, että voi löytyä…

Ja uudessa tuskan purkauksessa ruhtinas huudahti:

— Tiedätkö, Julius… Se tyttö on kylvänyt helmiä minun sieluuni!

Voi kuinka hän on viehättävä! … Hän tosin ei ole mikään kaunotar,
mutta minä antaisin sata kaunotarta hänen yksinkertaisesta
kainoudestaan… hänen kullanruskeista silmistään, hänen lempeästä
hymyilystään.
 Ruhtinas heittäytyi nojatuoliin.

— Mutta, nyt on kaikki lopussa! »Kuin unikuva mun armaani

haipui».

Hän pani käden silmilleen ja vaikeni. Nuori, iloinen, huolettoman

näköinen mies tuli vakavaksi ja miettiväiseksi.

— Ei siis ollut mitään leikkiä! — sanoi hän puoliääneen, ja ilme tuli

yhä vakavammaksi.

Hetkisen kuluttua hän nousi pystyyn, meni korkea-arvoisen

ystävänsä ja suosijansa luoksi ja alkoi lohdutellen:

— Mutta hakekaa toki hänet käsiinne, ruhtinas! Ei mikään ole

helpompaa, näin pienessä kaupungissa.

Ruhtinas nosti päätään ja katsoi häneen tuimasti.

— Mitä se hyödyttäisi? — hän vastasi.

— Tyttö on sellainen, ettei häntä voisi miljoonalla lohduttaa.

— Suokaa anteeksi, annoin Teille huonon neuvon, mutta sen

herätti minussa tuskanne.

Przyjemski alkoi nopein askelin kävellä edestakaisin huoneessa,

veteli mustia viiksiään, mietiskeli ja pysähtyi uudestaan ruhtinaan
eteen.

— Mutta siinä tapauksessa — alkoi hän epäröiden, — siinä

tapauksessa on vaan yksi keino jälellä. Ruhtinas on tähän saakka
turhaan etsinyt totista tunnetta maailmassa, onnea, elämän
päämäärää ja muita tuollaisia asioita. Ruhtinas luulee nyt
löytäneensä tuon kaiken tytössä, jonka me parissa päivässä
voisimme saada käsiimme. Minä otan sen suorittaakseni ja sitte
ruhtinas — naikoon hänet!

Ruhtinas nosti päätään ja katseli ystävätään, kuin ei olisi uskonut

omia korviaan.

— Mitä sinä sanoit? — kysyi hän.

Przyjemski toisti pelkäämättä:

— Naikaa hänet!

Ruhtinaan kasvot alkoivat äkkiä vaihtaa ilmettään ja suuren,

komean huoneen läpi kaikui äänekäs naurun remahdus:

— Ha ha ha haa! Ha ha ha haa!

Ja yhä lakkaamatta nauraen lausui ruhtinas Oskari:

— Sinä olet mainio, rakas Julius, todellakin mainio! Ha ha haa!

Minä luulin surusta menehtyväni, mutta, ha ha haa, sinä voit
houkutella kuolleenkin nauramaan. Ha ha ha haa!

Hän otti taskustaan nenäliinan, painoi sen silmilleen ja nauroi,

kunnes nauru muuttui melkeinpä nyyhkytykseksi.

— Ha ha ha haa! Ha haa!
*** END OF THE PROJECT GUTENBERG EBOOK KUIN UNIKUVA
***

Updated editions will replace the previous one—the old editions will
be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States copyright in
these works, so the Foundation (and you!) can copy and distribute it
in the United States without permission and without paying copyright
royalties. Special rules, set forth in the General Terms of Use part of
this license, apply to copying and distributing Project Gutenberg™
electronic works to protect the PROJECT GUTENBERG™ concept
and trademark. Project Gutenberg is a registered trademark, and
may not be used if you charge for an eBook, except by following the
terms of the trademark license, including paying royalties for use of
the Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is very
easy. You may use this eBook for nearly any purpose such as
creation of derivative works, reports, performances and research.
Project Gutenberg eBooks may be modified and printed and given
away—you may do practically ANYTHING in the United States with
eBooks not protected by U.S. copyright law. Redistribution is subject
to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund from
the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law in
the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name
associated with the work. You can easily comply with the terms of
this agreement by keeping this work in the same format with its
attached full Project Gutenberg™ License when you share it without
charge with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the terms
of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears, or
with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this eBook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning of
this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1 with
active links or immediate access to the full terms of the Project
Gutenberg™ License.
1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or expense
to the user, provide a copy, a means of exporting a copy, or a means
of obtaining a copy upon request, of the work in its original “Plain
Vanilla ASCII” or other form. Any alternate format must include the
full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive from
the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt that
s/he does not agree to the terms of the full Project Gutenberg™
 License. You must require such a user to return or destroy all
copies of the works possessed in a physical medium and
discontinue all use of and all access to other copies of Project
Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in paragraph
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.