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 The SAGE Handbook of
Research in
International Education
‘This book is an excellent jump-off point for every scholar and student who aims to enter the fascinating and
highly controversial world of international education. With an impressive collection of world-leading scholars
contributing up-to-date conceptual and empiric chapters together with editorial framing of the future directions
and emerging trends, this is an essential guide to the field.’
Miri Yemini, School of Education, Tel Aviv University, Israel

‘Hayden, Levy and Thompson have constructed a unique resource for anyone involved or interested in
international education. Drawing on the collective wisdom of a virtual who’s-who in the area, the book
provides advice, insights and challenges for methodologists, applied researchers, graduate students and
international educators. If you’re interested in this increasingly important area, and we all should be, it’s
a must have.’
Allan Walker, Joseph Lau Chair Professor of International Educational Leadership,
Hong Kong Institute of Education

‘The updated and richly extended second edition is an essential resource for both researchers and practi-
tioners to grasp the globally increasing salience of international education—at ‘home’ and ‘abroad’—and
its take up via a growing set of research streams. Broad in scope and rich in analysis, the SAGE Handbook
of Research in International Education commendably achieves its purposes.’
Paul Tarc, Associate Professor in Education, Western University, Ontario

‘The revised Handbook is a “must have” for anyone remotely interested in international education, inter-
national schooling and the impacts of globalization and internationalisation on education. Internationally
renowned Hayden, Levy and Thompson, once again draw together the who’s who within the field to
provide a global snapshot of policy, practices and philosophies inherent in international education.
Educators across the globe should have this Handbook on their bookshelves as it offers a contemporary
and analytical view of what is a fast paced, ever-changing field of study. I look forward to embedding this
book within my postgraduate program.’
Susan Ledger, Director of Engagement, Professional Experience and International Education,
Murdoch University School of Education, Australia

‘The 2nd edition of the SAGE Handbook of Research in International Education is a welcomed and timely
contribution to the field. Additional chapters in intercultural competence, organizational development and
peace education as well as other significant revisions to the text continue to expand our views of the field and
the lens that we use to define, describe and capture international education. I recommend this as a foundational
text for graduate studies in international education as well as for K-12 schools and those exploring the field.’
Beverly D. Shaklee, Professor & Director, Center for International Education,
George Mason University, United States

‘Hayden, Levy and Thompson should again be congratulated for bringing together such a diverse range
of authors, not only increasing our understandings of research into international education, but providing
a valuable resource for undergraduate and postgraduate students in a number of related fields.’
Richard Race, Senior Lecturer in Education in the School
of Education at Roehampton University

This volume is a very welcome update of the Handbook. Like the first edition, it offers a critical and analytical
interpretation of many of the big debates in international school education, from international-mindedness
to digital technology. These will be of interest to both teaching practitioners and academic researchers.
What the editors and contributors have succeeded in doing admirably is taking these debates forward into
the next decade, by raising issues which international schools must address. Such issues include educators’
roles in creating more socially inclusive societies, and the effects that a growing global elite and a neo-liberal
focus on education standards will have on school systems worldwide. International school teachers, PGCE
(International) students, and educational researchers will all find this volume a crucial and valuable text.
Lucy Cooker, Assistant Professor, Course Leader PGCEi, The University of Nottingham
 The SAGE Handbook of
Research in
International Education

Second Edition

Edited by
Mary Hayden, Jack Levy
and Jeff Thompson
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Second edition © Mary Hayden, Jack Levy and Jeff Thompson 2015
Chapter 1 © Robert Sylvester 2015 Chapter 23 © Fazal Rizvi 2015
Chapter 2 © Ian Hill 2015 Chapter 24 © Cheryl Lynn
Chapter 3 © Terry Haywood 2015 Duckworth 2015
Chapter 4 © Konrad Gunesch Chapter 25 © Gillian MacNaughton
2015 and Dimity Peter 2015
Chapter 5 © Martin Skelton 2015 Chapter 26 © Kevin Bartlett,
Chapter 6 © Boyd Roberts 2015 Andrew Davies and William
Chapter 7 © Harriet Marshall 2015 Gerritz 2015
Chapter 8 © Mark Bray 2015 Chapter 27 © Wilf Stout 2015
Chapter 9 © Rauni Räsänen 2015 Chapter 28 © Darlene Fisher
Chapter 10 © Michael Allan 2015 2015
Chapter 11 © James Cambridge Chapter 29 © Richard Caffyn 2015
2015 Chapter 30 © Michael Fertig 2015
Chapter 12 © Hugh Lauder 2015 Chapter 31 © David Phillips 2015
Chapter 13 © Richard Pearce Chapter 32 © Robin Shields 2015
2015 Chapter 33 © Dennis Niemann
Chapter 14 © Kenneth Cushner and Kerstin Martens
2015 Chapter 34 © Robert Harrison
Chapter 15 © Trevor Grimshaw 2015
2015 Chapter 35 © Bassel Akar and
Chapter 16 © Lucas Walsh 2015 Maria Ghosn-Chelala 2015
Chapter 17 Apostolos Chapter 36 © Silvina Gvirtz and
Koutropoulos and Alan Girelli Jason Beech 2015
Chapter 18 © Theo Wubbels 2015 Chapter 37 © Catherine Doherty
Chapter 19 © Jack Levy and and Julie McLaughlin 2015
Rebecca Fox 2015 Chapter 38 © Wenfan Yan, Yumei
Chapter 20 © Iris van Werven 2015 Han and Yao Cai 2015
Chapter 21 © Perry den Brok and Chapter 39 © Moosung Lee and
Jan van Tartwijk 2015 Ewan Wright 2015
Chapter 22 © Tristan Bunnell 2015 Chapter 40 © Naoko Kakuta 2015
First edition published 2007, reprinted 2008, 2009, 2010 and 2011
Second edition first published 2015
Apart from any fair dealing for the purposes of research or private
study, or criticism or review, as permitted under the Copyright,
Designs and Patents Act, 1988, this publication may be reproduced,
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outside those terms should be sent to the publishers.
Library of Congress Control Number: 2015933025
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4462-9844-2
 Contents

List of Figures ix
List of Tables x
Notes on the Editors and Contributors xi
Acknowledgementsxx

Introduction to the Second Edition 1

Mary Hayden, Jack Levy and Jeff Thompson

PART I HISTORICAL ROOTS, DEFINITIONS AND CURRENT

INTERPRETATIONS11

1 Historical Resources for Research in International Education

(1851–1950)13
Robert Sylvester

2 The History and Development of International Mindedness 28

Ian Hill

3 International Mindedness and Its Enemies 45

Terry Haywood

4 Cosmopolitanism and Cosmopolitan Cultural Identity as a Model

to Enrich International Education 59
Konrad Gunesch

5 International Mindedness and the Brain: The Difficulties

of ‘Becoming’ 73
Martin Skelton

6 Education for a Different World: How International Education

Responds to Change 88
Boyd Roberts

7 The Global Education Terminology Debate: Exploring Some of

the Issues 108
Harriet Marshall

8 International and Comparative Education: Boundaries,

Ambiguities and Synergies 122
Mark Bray
vi The SAGE Handbook of Research in International Education

9 International Education as an Ethical Issue 130

Rauni Räsänen

10 Voices from Abroad: A Contextual Approach to Educational

Research and Cultural Diversity 143
Michael Allan

11 Realism and Antirealism in International Education Research 158

James Cambridge

12 International Schools, Education and Globalization: Towards

a Research Agenda 172
Hugh Lauder

PART II INTERNATIONALISM IN THE CONTEXT OF

TEACHING AND LEARNING 183

13 Culture and Identity: A Method for Exploring Individuals

within Groups 185
Richard Pearce

14 Development and Assessment of Intercultural Competence 200

Kenneth Cushner

15 Critical Perspectives on Language in International Education 217

Trevor Grimshaw

16 The Tail Wagging the Dog? Emergent Trends and Drivers of

International Digital Education 233
Lucas Walsh

17 The Intersection of Learning, Globalization, and Technology:

Historical Perspectives and Future Outlooks 246
Apostolos Koutropoulos and Alan Girelli

18 A Cross-Cultural Perspective on Classroom Management 261

Theo Wubbels

19 Pre-service Teacher Preparation for International Settings 275

Jack Levy and Rebecca Fox

20 Preparing Globally Competent Teachers for the International

School Context 298
Iris van Werven

21 Teacher–Student Interpersonal Communication in International

Education309
Perry den Brok and Jan van Tartwijk
 Contents vii

22 International Schools and International Curricula: A Changing

Relationship325
Tristan Bunnell

23 Internationalization of Curriculum: A Critical Perspective 337

Fazal Rizvi

24 International and Peace Education in the Twenty-first Century:

Acknowledging Differences, Optimizing Collaboration 351
Cheryl Lynn Duckworth

25 Social Inclusion: A Core Value of International Education 368

Gillian MacNaughton and Dimity Peter

PART III LEADERSHIP, STANDARDS AND QUALITY IN

INSITUTIONS AND SYSTEMS OF EDUCATION 383

26 Developing Learning-Focused International Schools: A Case Study

of Two Schools 385
Kevin Bartlett, Andrew Davies and William Gerritz

27 The Promotion of International Education in Formal Institutions:

Potential for Conflict? 406
Wilf Stout

28 Organizational Culture and School Leadership 417

Darlene Fisher

29 Fragmentation in Schools: A Micropolitical Discourse of Management,

Culture and Postmodern Society 433
Richard Caffyn

30 Quality Assurance in National and International Schools: Accreditation,

Authorization and Inspection 447
Michael Fertig

31 Investigating Educational Policy Transfer 464

David Phillips

32 Measurement and Isomorphism in International Education 477

Robin Shields

33 Monitoring Standards of Education Worldwide: PISA and

Its Consequences 488
Dennis Niemann and Kerstin Martens
viii The SAGE Handbook of Research in International Education

PART IV PROMOTING INTERNATIONALISM AND GLOBALIZATION IN

NATIONAL SYSTEMS: SOME CASE STUDIES 499

34 International Education in the USA and Canada: An Emerging

Community of Interest 501
Robert Harrison

35 Education for Cosmopolitan Citizenship in the Arab Region 518

Bassel Akar and Maria Ghosn-Chelala

36 The Internationalization of Education Policy in Latin America 541

Silvina Gvirtz and Jason Beech

37 Internationalizing School Curriculum in Australasia – as Niche,

by Test, or at Heart? 555
Catherine Doherty and Julie McLaughlin

38 Internationalization and Globalization in Chinese K–12 Schools

and University Education 569
Wenfan Yan, Yumei Han and Yao Cai

39 Elite Schools in International Education Markets in East Asia:

Emerging Patterns, Successes and Challenges 583
Moosung Lee and Ewan Wright

40 Teaching for the Earth or Teaching for the Nation? International

Education in Japan 598
Naoko Kakuta

Index 609
 List of Figures

2.1 Traditional cultural differences between East and West 30

7.1 Political and ideological assumptions behind the varying world
studies programmes in the 1970s 114
7.2 Human rights education 116
7.3 Four global education influences upon UK schools today 117
10.1 Cultural borderlands – areas of cultural interaction 144
10.2 Nested contexts 154
21.1 The Model for Interpersonal Teacher Behaviour 312
21.2 The effect of ethnicity on students’ perceptions and
student outcomes 314
21.3 Student perceptions of teacher interpersonal profiles in
eight countries 317
26.1 International School of Brussels mission statement 387
26.2 The triple helix of learning 388
26.3 The eight human commonalities 388
26.4 The learning cycle 392
26.5 International School Bangkok’s Learning Scorecard 396
26.6 International School Bangkok’s vision, mission and definition
of learning 398
26.7 International School Bangkok’s School Improvement Focus
for 2014/15 399
26.8 Team learning goal protocol example 402
28.1 A model of elements of an effective organizational culture 420
31.1 Spectrum of educational transfer (Phillips and Ochs 2004b) 474
31.2 Foci of cross-national attraction (Ochs and Phillips 2002a, 2002b) 474
31.3 Four stages of educational borrowing (Phillips and Ochs
2003a, 2003b, 2004a, 2004b) 475
31.4 Filters in the policy borrowing process (Phillips and Ochs 2004b) 476
36.1 Private sector participation in total enrolments, primary level 546
36.2 Public enrolments versus NBI (unsatisfied basic needs) 547
38.1 Luhe International Academy curriculum system design 575
39.1 Comparison of annual growth rates between the IB schools and other
international schools in Asia 588
39.2 Annual Numbers of schools adopting the MYP across continents 589
 List of Tables

10.1 Summary of layers or contexts of discourse 154

24.1 Similarities and divergence of peace and international
education356
26.1 Examples of learning data sources at International
School Bangkok 394
26.2 International School Bangkok’s Strategic Learning Plan 399
26.3 Measure of academic progress – school percentiles 403
26.4 Measures of academic performance – school gain percentiles 404
35.1 Examples of extracurricular activities as citizenship education
in Oman 527
35.2 Eight key areas of citizenship education in Egypt, 2003 532
36.1 Total public investment (in million pesos) in education, culture,
and science and technology, 1980–1999 548
36.2 Public investment in education, culture, and science and technology
(as a percentage of total expenditures) by governmental level, 1980–1999 548
38.1 International school types in China 572
 Notes on the Editors
and Contributors

The Editors

Mary Hayden is Head of the Department of Education at the University of Bath, UK, where
she is also leader of the Internationalisation and Globalisation of Education research group. Her
personal research interests relate to international schools and international education, an area
in which she has published widely, as well as supervising masters and doctoral students. She
is Editor in Chief of the Journal of Research in International Education, and a member of the
Advisory Boards of a number of international education projects.

Jack Levy is Professor of Education at the University of Massachusetts Boston, USA, and
Professor Emeritus of International/Intercultural Education at George Mason University in
Fairfax, Virginia. Dr Levy initiated GMU’s Center for International Education and FAST
TRAIN, a professional development programme for teachers in international settings. He has
coordinated educational reform projects in Indonesia and Pakistan, and directed a number of
grants for teachers of English Language Learners. He has published and presented throughout
the world on the influence of culture and language on education. He is co-editor of the Journal
of Research in International Education.

Jeff Thompson is Emeritus Professor of Education at the University of Bath, UK, with par-
ticular interests in the fields of international schools and international education. He has pub-
lished many articles and books in this area, in which he also teaches and supervises doctoral
and masters students. He has been involved with the IB since its earliest days in a number of
roles, including Academic Director and Chair of the Examining Board. He is a member of a
wide range of advisory boards for international education projects and holds governance posi-
tions for a number of international schools.

The Contributors

Bassel Akar is Assistant Professor at the Faculty of Humanities, and Director of the Center for
Applied Research in Education, at Notre Dame University – Louaize, Lebanon. His research
has focused on learning and teaching for active citizenship in Lebanon and other sites affected
by armed conflict. He has carried out consultative work with international and local organiza-
tions, including UN agencies, in developing supplemental learning resource material for citi-
zenship education in Lebanon, Iraq and Iraqi Kurdistan.
xii The SAGE Handbook of Research in International Education

Michael Allan worked in international education for over 20 years. His initial research was
into cross-cultural teacher/student interaction in a number of contexts, and he has published
widely in this area; his most recent work is in the area of multilingual education and meta-
cognition. He has presented at many international education conferences and training work-
shops, taught on international education masters and doctoral programmes and was a consultant
for the IB and the Aga Khan Academies. He has now retired and works with orphan children
in Rio de Janeiro.

Kevin Bartlett is Director of the International School of Brussels, Belgium, having held prior
leadership positions in Austria, Tanzania and Namibia. He has been actively engaged in work
in accreditation, leadership training and international curriculum design, in particular as initia-
tor of the IB Primary Years Programme. He has been involved in designing accreditation sys-
tems for the ECIS and for the CIS. He is the Co-Designer and Co-Leader of The Next Frontier:
Inclusion and The Common Ground Collaborative.

Jason Beech teaches Comparative Education and Sociology of Education in the Universidad
de San Andrés in Buenos Aires, Argentina, where he researches in the use of spatial theories in
educational research and in exploring the link between cosmopolitanism and education. He is
a researcher of the National Council for Scientific and Technical Research of Argentina, and
Associate Editor of Education Policy Analysis Archives. He is a Board member of the
Comparative and International Education Society (CIES), and visiting scholar at the University
of Melbourne.

Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong
Kong. Prior to 1986 he was a teacher at the Universities of Edinburgh, Papua New Guinea and
London. Between 2006 and 2010 he worked in Paris as Director of UNESCO’s International
Institute for Educational Planning (IIEP). He is a Past-President of the Comparative Education
Society of Hong Kong and of the World Council of Comparative Education Societies; in 2015
he became President-Elect of the US-based Comparative and International Education Society
(CIES).

Tristan Bunnell is a Lecturer in International Education at the University of Bath. UK. He had
previously taught International Baccalaureate Diploma Programme Economics for 14 years at
the International School of London, and for 10 years at Copenhagen International School. He
has a PhD from the University of Southampton. He has published widely on the growth and
development of both the IB and international schooling. His latest book is The Changing
Landscape of International Schooling: Implications for Theory and Practice?

Richard Caffyn is Principal of the International School of Telemark in Norway. He has

worked previously as a principal, department head and teacher at various international schools
in Italy, Austria, Romania and Azerbaijan, and has also worked at the International
Baccalaureate Research Unit at the University of Bath. His doctoral study focused on school
micropolitics and he continues to write extensively on conflict, power, leadership and the psy-
chodynamics of international schools.

Yao Cai is engaged in doctoral research in education anthropology at Beijing Normal

University, China. She has previously completed research on cultural risk and risk control at
the Confucius Institutes. Yao Cai is currently a Visiting Scholar at the Institute for International
 Notes on the Editors and Contributors xiii

and Comparative Education in the College of Education and Human Development at the
University of Massachusetts Boston, USA.

James Cambridge teaches at the International School of London, UK. He was formerly Head
of Research Projects with the IB Research Unit and a visiting research fellow at the University
of Bath. He has worked in the UK, the Middle East and Southern Africa in areas including
science teaching, assessment, curriculum development, initial teacher education and continuing
professional development. His research interests have included enquiry into international cur-
riculum, international schools, evaluation and intergenerational service learning.

Kenneth Cushner Professor of Education at Kent State University, Ohio, USA, is author/
editor of several books and articles in the field of intercultural education. A former East–West
Center scholar, he is a Founding Fellow and Past-President of the International Academy for
Intercultural Research; was a Fulbright Scholar to Sweden, twice coordinated Semester at Sea’s
Teachers at Sea programme (2010 and 2011), and twice served as Director of COST – the
Consortium for Overseas Student Teaching.

Andrew Davies is Head of School at the International School Bangkok, Thailand, having pre-
viously been Deputy Head. His doctoral research focused on the applicability of the
Intercultural Development Inventory for the measurement of intercultural sensitivity of teach-
ers in an international school context. Andy has over 20 years of experience in international
education and has worked and studied in Australia, the UK and Thailand. He is a former IB
English teacher and examiner.

Perry den Brok is Professor of Educational Science at the School of Education at Eindhoven
University of Technology, the Netherlands. He is also the Director of Research at the same
institution, as well as a teacher educator. His work concentrates on teacher–student interper-
sonal behaviour, multicultural and cross-national education research, science learning environ-
ments and teacher learning and professional development. He has published several articles and
book chapters.

Catherine Doherty is an Associate Professor in the sociology of education at the Queensland

University of Technology, Australia. She has published research around curriculum and peda-
gogy for international students in Australian universities, the production of cultural difference
in online internationalized education, family mobility in educational markets, the ecology of
the International Baccalaureate Diploma in Australia, and ideological debates around national
curriculum.

Cheryl Lynn Duckworth is an Associate Professor of Conflict Resolution and Peace Education
at Nova Southeastern University, Florida, USA. She has lived in Zimbabwe and Paraguay, and
published and presented globally on peace education and peace economics. Publications
include Land and Dignity in Paraguay, an article on her implementation of critical peace edu-
cation curriculum in a juvenile detention home and, most recently, her book 9/11 and Collective
Memory in US Classrooms: Teaching about Terror. She also co-edited Conflict Resolution and
the Scholarship of Engagement: Partnerships Transforming Conflict.

Michael Fertig is a Lecturer in Education at the University of Bath, UK. Formerly a secondary
school teacher, he has been involved in teaching and working with international school
xiv The SAGE Handbook of Research in International Education

educators for almost 20 years. He has been an Ofsted-trained School Inspector in England and
a Subject Reviewer for the UK Quality Assurance Agency. He produced an internal IB Report
on School Authorization Processes. His research interests lie in the areas of educational leader-
ship and governance, with a particular focus upon schools in the developing world and on
international schools.

Darlene Fisher has worked for 30 years as a teacher and administrator in schools in Australia,
Oman, Thailand, India, Turkey and the USA. She is currently conducting doctoral research on
intercultural dimensions of leadership and is also working at ECIS with responsibility for
developing educational programmes to support teachers and leaders in international schools.
She also mentors heads of schools in five countries, publishes in her field and presents at con-
ferences worldwide.

Rebecca Fox is Professor of Education at George Mason University, Fairfax, Virginia, USA,
where she is Director of the Advanced Studies in Teaching and Learning Program and
Professor-in-Charge of the PhD Teaching and Teacher Education specialization. She teaches
graduate courses in second language acquisition research, teacher research and global educa-
tion. She has been actively engaged in international teacher education, working with educators
in Russia, China, Nepal, France, Pakistan, Indonesia and Greece. Her research focuses
on teacher professional development, critical reflection and development of intercultural
competence.

William Gerritz has served as head of school at International School Bangkok, Thailand, the
American School of The Hague, Netherlands, and the International School of Curaçao. Before
entering international education, he was on the faculty of the University of California, Berkeley,
and worked as a policy analyst at the Far West Labs for Educational Research.

Maria Ghosn-Chelala is Assistant Professor of Education at Notre Dame University –

Louaize, Lebanon. She holds Bachelor and Master-level degrees in Computer Science from
that university, and a Doctorate in Educational Leadership from Saint Louis University,
Missouri, USA. She has worked with the Lebanese Ministry of Education and Higher
Education on auditing and licensing private university branches in Lebanon. Her research has
focused on education for global and digital citizenship as well as collaborative instructional
approaches facilitated by technology.

Alan Girelli earned his PhD in Composition and Rhetoric, at the University of Massachusetts
Amherst, focusing on electronic rhetorics and networked communication systems. He directs
the Center for Innovation and Excellence in eLearning at the University of Massachusetts
Boston, USA. He has taught online, on-ground and blended writing and instructional design
courses at graduate and undergraduate levels for UMass Boston, Worcester Polytechnic
Institute, and ITT Technologies. His research interests include online learning, learning analyt-
ics, competency-based education and alternate credentialing, open educational resources, and
transnational educational models.

Trevor Grimshaw is a Lecturer in Education at the Department of Education of the University

of Bath, UK, where he is leader of the Languages and Educational Practices research group, as
well as teaching on the MA TESOL programme and supervising doctoral research in ELT and
Applied Linguistics. Trevor has worked as a language teacher, translator, consultant teacher
 Notes on the Editors and Contributors xv

educator in various international contexts, and has also published and presented research in the
field.

Konrad Gunesch is Professor for International Relations at the American University in the
Emirates in Dubai, having held previous posts as Professor of Global Business at Laureate
International Universities in Panama, and Research Associateships at Hong Kong Polytechnic
University and London’s School of Oriental and African Studies. His PhD and Masters degrees
in Education and Politics were undertaken in England, France, Spain and Italy, and his Law
degrees and training in Germany, Canada and Sweden. He publishes and presents widely at
international conferences.

Silvina Gvirtz is General Executive Director of Conectar Igualdad, Professor at Universidad

de San Martín, Visiting Professor at SUNY – Albany and researcher at National Scientific and
Technical Research Council (CONICET). She received a Guggenheim Fellowship in 2003. She
served at the Ministry of Education of Buenos Aires province. She has published many books
and articles in refereed journals of different countries worldwide.

Yumei Han completed her doctoral studies in international and comparative education from
the Faculty of Education at Southwest University, Chongqing, China. She has conducted exten-
sive fieldwork research at the Luhe International Academy, Beijing. Yumei Han is currently a
Visiting Scholar at the Institute for International and Comparative Education in the College of
Education and Human Development at the University of Massachusetts Boston, USA. Her posi-
tion at the Institute has been sponsored by the China Scholarship Council for over two years.

Robert Harrison is Head of International Baccalaureate Middle Years Programme (MYP)

Development, having previously been manager for global engagement with IB. He led the 2012
review of the IB learner profile and implementation of the revised MYP. Appointed adjunct
faculty at George Mason University Center for International Education, Virginia, USA, in
2007, he is a contributor to popular and scholarly studies, and frequent presenter on interna-
tional mindedness. He is co-editor-in-chief of the IB Journal of Teaching Research.

Terry Haywood has held his current post as Headmaster of the International School of Milan,
Italy, for almost 30 years. During this time he also served on the Board of Directors of the ECIS
and he has been a Trustee of the Alliance for International Education since its foundation.
He has written and presented widely on topics in international education, initially dealing
with curriculum and school improvement, but increasingly with reference to value formation,
spirituality and the promotion of intercultural understanding.

Ian Hill has been a teacher, school head, university lecturer, and Senior Private Secretary/
Advisor to an Australian Minister for Education. He joined the IB in 1993 as Regional Director
for Africa, Europe and the Middle East, after being head of an IB bilingual school in France.
He was IB Deputy Director General from 2000 until his retirement in 2012. Dr Hill has pub-
lished widely and presents at conferences throughout the world; he continues to support and
advise on international education.

Naoko Kakuta is the Representing Trustee for the International Education Resource and
Innovation Center (ERIC) in Tokyo, Japan, and she also teaches at universities. Ms Kakuta has
written a Training Manual for Facilitators in Environmental Education and A Facilitators’
xvi The SAGE Handbook of Research in International Education

Handbook for Human Rights Education. Environmental awareness and human rights are two
major wheels supporting sustainability, and ERIC provides training for educators on these and
other related issues.

Apostolos Koutropoulos is the programme manager for an online MA programme in Applied

Linguistics at the University of Massachusetts Boston, USA. He has participated in many mas-
sive online open courses (MOOCs) and has co-authored research papers with his colleagues in
the MobiMOOC Research Team (MRT). He holds a BA in computer science, an MBA with a
focus on human resources, an MS in information technology, an MEd in instructional design
and an MA in applied linguistics. He is currently conducting research at Athabasca University,
Alberta, Canada.

Hugh Lauder is Professor of Education and Political Economy and Director of the Institute
for Policy Research at the University of Bath, UK. He taught in London schools before return-
ing to Australasia in 1977. He arrived in Bath from New Zealand in 1996. His interests include
education and the economy, globalization and competitiveness, school performance and ine-
quality, and research methodologies. He has published widely in journals and books and is a
regular contributor at international conferences.

Moosung Lee is the youngest Centenary Professor, one of the most prestigious professorships
at the University of Canberra, Australia. Prior to joining the University of Canberra, he held
appointments as Associate Professor and Founding Deputy Director of the Education Policy
Unit at the University of Hong Kong. His current research interests are elite schooling, IB
schools and social capital.

Gillian MacNaughton is an international human rights lawyer and an Assistant Professor in

the School for Global Inclusion and Social Development at the University of Massachusetts
Boston, USA. Her work focuses on economic and social rights, and human rights-based
approaches to social justice. She has taught at the Universities of Oxford and Sarajevo, and at
Brandeis University, and has consulted on projects for UNICEF, UNDP, the World Health
Organization, the World Bank, the UN Special Rapporteur on the right to health, and several
non-governmental organizations.

Harriet Marshall works on the Global Learning Programme, a UK government-funded pro-

gramme supporting a national network of globally minded schools, teachers and students.
Previously she was a Lecturer in International Education at the University of Bath, UK, and she
has written on a range of topics relating to global citizenship education, gender and sociology
of the curriculum.

Kerstin Martens is Associate Professor of International Relations at the University of Bremen,

Germany. Her research interests include theories of international relations, international organ-
izations, global governance and global public policy, in particular education and social policy.
She heads the research project on Internationalization of Education Policy located at the
University of Bremen.

Julie McLaughlin is a senior lecturer at the Queensland University of Technology in Brisbane,

Australia, where she lectures in Indigenous and Culture Studies and Education, decolonizing
methodologies and research ethics. Her PhD examined Australian aid to Papua New Guinea
 Notes on the Editors and Contributors xvii

education, and provided a critique of development education, dependency theory and the cul-
tural politics implicated in international education within a postcolonial context. She is the past
President of the Australian New Zealand Comparative and International Education Society
(ANZCIES).

Dennis Niemann is Senior Researcher in the research project on Internationalization of

Education Policy within the TranState Research Center 597 ‘Transformations of the State’ at
the University of Bremen, Germany. His research interests include the internationalization of
education policy and the role of international organizations in global governance.

Richard Pearce has worked in the UK and the USA, in national and international schools. He
has written and taught on the topic of his doctoral research, identity development in interna-
tional school students, including teaching on postgraduate programmes at the University of
Bath and Oxford Brookes University. Having retired from the classroom in 2012, after teaching
IB Diploma Biology for 35 years, he recently edited International Education and Schools:
Moving Beyond the First 40 Years, published by Bloomsbury.

Dimity Peter is an Assistant Professor in the School for Global Inclusion and Social
Development at the University of Massachusetts Boston, USA. She has worked as a consultant
on issues relating to inclusion, advocacy and disability throughout Australia, Ireland and the
United States. Dr Peter has also published book chapters and peer-reviewed journal articles
related to the inclusion of individuals with a disability.

David Phillips is Emeritus Professor of Comparative Education at the University of Oxford,

UK and an Emeritus Fellow of St Edmund Hall. He has written widely on issues in comparative
education, particularly on education in Germany and on educational policy borrowing. He was
Chair of BAICE from 1998 to 2000, and is an Academician of the British Social Sciences
Academy. He has been Editor of the Oxford Review of Education and serves on the editorial
boards of various journals. He now edits Comparative Education, and the online journal
Research in Comparative and International Education, and is series editor of Oxford Studies
in Comparative Education.

Rauni Räsänen is Professor Emerita in Education at the Faculty of Education, University of

Oulu, Finland. Before her university career she worked as a primary and secondary school
teacher and as a provincial supervisor for language teaching. At the university she co-ordinated
two international programmes: the Master of Education International Programme (now
Intercultural Teacher Education), and the Education and Globalisation Masters programme.
Her main research interests include ethics of education, values and education, international
(global) education and intercultural education. She is a member of the national UNESCO
Commission.

Fazal Rizvi is Professor in Global Studies in Education at the University of Melbourne,

Australia, and Emeritus Professor at the University of Illinois, Urbana–Champaign, USA,
having previously held a number of academic and administrative appointments in Australia,
including Pro Vice Chancellor (International) at RMIT University. He has written extensively
on theories of globalization, educational policy, student mobility and the internationalization of
higher education.
xviii The SAGE Handbook of Research in International Education

Boyd Roberts has been engaged in international education for nearly 40 years, and was Head
of Amman Baccalaureate School, Jordan, and of St Clare’s, Oxford, UK. More recently he has
focused on interactions between international and global education. He directed IB’s first
global education project, is the author of Educating for Global Citizenship and chapters and
articles in the area. He consults with schools and organizations, and he initiated and animates
the International Global Citizen’s Award.

Robin Shields is Associate Professor in Higher Education Management at the University of

Bath, UK. He completed a PhD in Education at the University of California, Los Angeles,
USA. His research interests broadly concern the globalization of education, particularly focus-
ing on converging trends in policy and practice and the normative and epistemological assump-
tions that underpin them. He has published on topics including international student mobility,
conflict and education, and information technology in education.

Martin Skelton was Founding Director of the International Primary Curriculum (IPC) and
co-directed the development of the International Middle Years Curriculum (IMYC). Both these
curricula address the development of international mindedness as integral to everything children
learn between the ages of 5 and 14. Martin continues to work with teachers and schools around
the world, with a particular focus on how children learn and how they can be helped to learn better.

Wilf Stout was the founding Director of the International School of South Africa and of the
International Schools of Cape Town. A former biology teacher, he pioneered the IGCSE whilst
Secretary for Biological Sciences at the University of Cambridge Local Examinations
Syndicate in the mid-1980s. He has recently been Director of Curriculum for GEMS Education
in the UAE for five years and has held interim headships in Qatar, Bangkok and Cyprus. He is
currently consultant Headmaster of a Round Square international school in Tanzania.

Robert Sylvester has worked in international education since 1976, first as an international
school teacher and administrator and then as a UNESCO teacher trainer in Zambia for a total
of 14 years. He later served as CEO of an international school in Botswana for 10 years. He is
currently Professor of Global Literacies at Bridgewater State University in Massachusetts,
USA, and has just completed a manuscript for the forthcoming book: Cultivating Their
Humanity: A Cultural History of International Education (1851-1950).

Jan van Tartwijk is Professor of Education at the Faculty of Social and Behavioural Sciences
of Utrecht University, the Netherlands. He chairs the teacher education programmes of Utrecht
University and is also in charge of the Educational Development and Training group of the
Faculty. His research focuses on teacher–student communication processes in the (multicul-
tural) classroom. He is also interested in workplace-based assessment and in the impact of
assessment on learning and motivation.

Iris van Werven completed her MSc in International Development Studies with a thesis on
global citizenship education in teacher education in the Netherlands. Since that time she has
been engaged in the development of the ITEPS (International Teacher Education for Primary
Schools) project. Currently, she is engaging in doctoral research on intercultural competence
in the context of ITEPS.
 Notes on the Editors and Contributors xix

Lucas Walsh is Associate Professor and Associate Dean (Berwick) in the Faculty of Education
at Monash University, Australia. He was previously a Research Fellow at the Monash Centre
for Research in International Education and Manager of the IB’s Online Curriculum Centre. He
has held a number of academic research fellowships and has also been Director of Research
and Evaluation at The Foundation for Young Australians.

Ewan Wright is engaged in doctoral research in the Faculty of Education at the University of
Hong Kong, where he holds a research Fellowship. Prior to joining the University of Hong
Kong he worked with various think tanks in the UK and Hong Kong, including the Centre for
Cities, Demos and Civic Exchange. His core research interests are based around international
education, twenty-first-century skills, transitions to higher education and emerging forms of
educational distinction.

Theo Wubbels is Professor of Education and Admissions Dean of Utrecht University in the
Netherlands. His main research interests have developed from the pedagogy of physics
education, via supervision of beginning teachers and teaching and learning in higher education,
to studies of learning environments and especially interpersonal relationships in education. His
most recent work focuses on multicultural classes, assessment of teacher interpersonal behaviour,
teacher learning and teacher cognitions about interpersonal relationships.

Wenfan Yan is Professor and Chair of the Department of Leadership in Education at the
University of Massachusetts Boston, USA. His recent research has focused on the international
comparative study of leadership and effectiveness in P–16 education. Dr Yan received a major
grant from the Chinese government to study the leadership role in strategic planning, academic
programme development and organizational change. His research integrates both quantitative
and qualitative methodologies, and a variety of statistical analysis techniques.
 Acknowledgements

We have been pleased by the success which the first edition of the Handbook clearly enjoyed,
in respect of fulfilling its initial aims and also in the ideas and issues that have been raised with
us resulting from the use of the Handbook by teachers and researchers worldwide since its
publication in 2007. We therefore reiterate our gratitude to all those who contributed to the first
edition and who have laid the foundation for this edition. Over the past eight years or so there
have been many changes in education systems at local, regional, national and global levels and
consequently the context in which international education has been developing has had impor-
tant implications for both theory and practice. Feedback that we have received directly from
the wide range of readership of the first edition has been augmented by valuable reports created
by a number of reviewers commissioned under the aegis of the publishers. The information that
they have brought, together with the suggestions that they have made for improvement, have
been invaluable in our approach to the task of undertaking the preparation of the second
edition.
This new edition comprises not only updates of chapters previously included in the first
edition but it also contains a significant number of new entries, commissioned by the editors
following the feedback and advice received. We are extremely grateful to all those who have
contributed chapters and who have thereby been willing to share their knowledge and experi-
ence so readily. In addition, we wish to offer our gratitude to all those at SAGE who have been
encouraging and supportive at every stage of the preparation of the book through to publication.

Mary Hayden, Jack Levy and Jeff Thompson

 Introduction to the
Second Edition
RATIONALE
Background – the First Edition
Published in 2007, the first edition of the
Sage Handbook of Research in International
Education provided a comprehensive analy-
sis of the field of international education in
response to globalization and the resulting
interest from educators, other scholars and
professionals in government and non-­
government organizations (NGOs). It
engaged the broad definition of ‘interna-
tional education’ by including content that
had overlaps with the related fields of com-
parative, development, global and multicul-
tural education.
The first edition highlighted the complex
nature of the field’s research base by noting
the various disciplines within the humanities,
social sciences and education that contribute
to its knowledge. Each field has an orienta-
tion to the development of theory and prac-
tice that generates an abundance of targets
Mary Hayden, Jack Levy
and Jeff Thompson
to investigate. Thus, international education
research includes the study of multiple topics,
including the following:
•• historical framework – situating international
education within other social forces;
•• the purposes of schooling in an international
context, including values and needs (economic
and social);
•• access, equity and human rights internationally;
•• accountability and governance in the context of
international education, including administrative
styles;
•• the nature of students and educators in interna-
tional education;
•• economic and political development and educa-
tion policy planning internationally;
•• the training and preparation of educators for
international education;
•• curricular/instructional models (for promot-
ing international mindedness) and school
­organization;
•• identity formation (cultural, social, ethnic, etc.) of
international education participants; and
•• local context and its influence on international
education.
2 The SAGE Handbook of Research in International Education
In collating this plethora of sources, foci and
output into a volume that would be a signifi-
cant reference source for the field, the first
edition concentrated on the following aims:
•• to provide a historical overview of the ways in
which the term ‘international education’ has been
interpreted and to identify the antecedent con-
ceptualizations, and relationships with other dis-
ciplines, that have contributed to current usages;
•• to provide a critical overview of contemporary
research into the field and the ways in which
such research output is leading to a clearer, and
more coherent, theoretical understanding of the
field;
•• to document research designed to explore the
relationship between theory and practice in the
promotion of international education in a range
of formal and informal educational settings
(including, for instance, schools, higher education
and lifelong learning), in a wide range of national
and cultural contexts;
•• to identify and explore new directions and
approaches to research designed to address
issues that challenge existing models and para-
digms within international education.
The first edition has enjoyed a healthy matu-
ration since 2007, as it has become a well-
respected resource for the field. The present
volume seeks to maintain this level of quality
while expanding its reach into areas that have
either evolved or been born anew.
Moving On – the Second Edition
Significant changes in the international edu-
cation environment have taken place since
the first edition was published, for both
national and international school systems
and for higher education institutions through-
out the world. Among these changes are the
following.
•• A greater awareness of the importance of inter-
cultural understanding and intercultural compe-
tence has grown across state and private sectors
of education.
•• Methods of communication between individuals
and institutions have diversified as a result of the
technological developments that have taken place.
The result has been innovation in pedagogies
and modes of learning, often arising from new
forms of collaboration between schools and
between universities dispersed widely in global
terms.
•• Changes in scientific and other discoveries and
in the behaviour patterns of individuals and of
social groups, inter alia, have driven a rethink
in terms of the design and content of curricula
at school and higher education levels in most
national systems of education.
•• New curricula and the adoption of innovative
teaching and learning methods have required
new approaches to both assessment of individual
achievement and the evaluation of the effective-
ness of the new schemes.
•• Advances in neuroscience and developments in
our understanding of how the brain functions
have led to new approaches to facilitating learn-
ing, at all levels.
•• The conceptual and philosophical debate con-
cerning the clarity, meaning and distinctiveness
of such terms as international, global, cosmo-
politan and multicultural, especially as applied to
the process of education, has been explored to a
much greater extent over the past decade.
•• Increased international travel, immigration pat-
terns and global conflicts have generated an
awareness of the importance of values-driven
dimensions in the design and implementation
of curricula in preparing young people for their
life trajectory.
•• In many systems of education the traditional
distinctions between academic, professional and
vocational pathways are being seriously ques-
tioned and broken down in new approaches to
the learning skills appropriate for students living
and working in the twenty-first century.
•• Interest in and take-up of courses promot-
ing international and global education have
increased significantly across the world, espe-
cially in the South-East Asian, Indian and Middle
East geographical regions.
The aims of the present edition remain the
same as for its predecessor: to provide a
detailed and critical overview of the field’s
history, contemporary research, practices and
challenges. In order to maintain the initial
volume’s approach and style while recogniz-
ing the advancements listed above, this
second edition has preserved and updated
 INTRODUCTION
some of its content, while devoting approxi-
mately one-third of the chapters to new
entries. It retains the overall structure of
grouping the chapters by parts that identify
the principal emphases that currently con-
cern practitioners and researchers alike.
However, the parts have new and more rele-
vant foci, and each part and its chapters are
described in more detail below.
ORGANIZATION
Part I: Historical Roots, Definitions
and Current Interpretations
This first part provides a critical analysis of
the theoretical basis for international educa-
tion, includes both historical and conceptual
treatments of the field, and presents a variety
of perspectives on which to reflect. Part I
intensively examines the concepts of interna-
tional mindedness, cosmopolitanism and glo-
balization from different perspectives, and
engages with the nature and ethics of interna-
tional education research.
In order that current researchers and practi-
tioners may better understand its lineage, the
initial chapter by Robert Sylvester provides
a historical perspective of research in inter-
national education. Sylvester presents both
factual and conceptual treatments, which it is
hoped will support the reader in developing
appreciation of the rich heritage of the field.
The next three chapters provide an inten-
sive analysis of international mindedness
(IM), beginning with Ian Hill’s focus on
the history and development of the concept.
Hill’s assumption that the product of success-
ful international education is international
mindedness enables him to use the two terms
interchangeably. After identifying possible
antecedents of IM in the ancient histories of
Asia, the Muslim world and Greece, Hill then
summarizes the European literature on IM
from the sixteenth century until the present,
before going on to consider IM in practice
today within the International Baccalaureate.
3
Finally, Hill proposes a contemporary model
of IM and concludes with some suggestions
for future research and a final comment on
the nature of IM. Terry Haywood then follows
with an illuminating analysis of the various
perspectives on IM. Haywood believes that
despite its widespread acceptance as a goal,
the value components of international mind-
edness are now at risk through the spiralling
evolution and growth of international educa-
tion. Calling them threats, or ‘enemies’ – in
the sense that they are competing with each
other to become the predominant position on
IM – he cites various views from within and
outside the field. From outside come those
who see IM and international education as a
threat to the development of a strong national
or cultural identity, or who believe that inter-
national education’s primary motives should
be economic and military security. With the
growth of international education, some
observers are concerned that globalization
has institutionalized curriculum and assess-
ment, thereby stifling innovation. Further, the
rise of for-profit international schools pres-
ents a risk to mission and, ultimately, quality.
Haywood’s final concern is that IM and inter-
national education (as offered in international
schools) remain the domain of the ‘elite’, the
upper 5% economic class, and that this lack
of diversity contributes to the failure to pen-
etrate mainstream national systems.
Konrad Gunesch continues the analysis of
IM through his central thesis that international
or global citizens should best be understood in
terms of their c­ osmopolitanism – a personal
cultural identity that facilitates transnational-
ism and transculturalism. Cosmopolitanism,
according to Gunesch, can be thought of as
relating to an individual ‘feeling at home
in the world’. It is possible, he argues, to
distinguish between cosmopolitanism and
localism, or between people who are cos-
mopolitans and those who are locals. While
the local may not be interested in cultural
diversity, the cosmopolitan consciously val-
ues, seeks out and tries to access local cul-
tural diversity. Clearly, in terms of global
citizenship, cosmopolitanism is the preferred
4 The SAGE Handbook of Research in International Education
identity. The final analysis of IM is pro-
vided by Martin Skelton, who focuses on our
understanding of cognition and brain behav-
iour to explain the difficulty in understand-
ing the IM concept. Skelton argues that the
development of international mindedness
is more complex and messy, more personal
and emotional, than many want to believe
or admit. Advances in brain and cognition
research have demonstrated that it is depen-
dent upon a continually successful series of
developments of the self that transcend and
include each other.
Rapid change has caused Boyd Roberts to
be concerned about enabling students to live a
responsible and independent life in the wider
world. Roberts, in the next chapter, argues
that the following developments demand
acknowledgement and understanding:
•• the emergence of a global economy, operating
increasingly holistically and in new and different
ways;
•• technology changes leading to the planet-wide
communications grid and developments in robotics;
•• a shifting balance of political, economic and
military power from the West to the East, from
wealthy countries to emerging nations, from
nation-states to private organizations, and
from political systems to markets;
•• emergence of rapid unsustainable population
growth and resource consumption and depletion;
•• developments in bioscience and materials tech-
nologies enabling us to manipulate living organ-
isms and materials in unprecedented ways; and
•• a changed relationship between man and the
earth’s ecological systems, especially the atmos-
phere and climate, and the emergence of moves
to ensure sustainability.
Roberts analyses international education and
its schools’ curricular responses to these
global issues, and provides some suggestions
for keeping abreast of these developments. In
doing so, he draws the reader’s attention to
the International Global Citizen’s Award, a
programme that is addressing these
considerations.
One frequently mentioned aspect of global
or international education is the diverse ter-
minology used to describe it – which Harriet
Marshall attempts to unravel in the next chap-
ter. Marshall thoroughly analyses the various
conceptualizations, with reference to global
education traditions such as development
education or world studies and the tradition
of ‘international education’ in international
schools and their curricula. She then asks an
important question: does this big terminology
debate really matter? Mark Bray’s answer
would be an unqualified affirmative. In his
chapter Bray acknowledges the multiple
meanings of the term ‘international educa-
tion’, and then examines its applications as
commonly used in international and com-
parative education. He notes that some bod-
ies established with a focus on comparative
education have broadened their compass to
embrace international education. Other bod-
ies have rejected such broadening; but even
in the settings where comparative education is
not formally linked to international education,
boundaries are commonly ambiguous. Bray
discusses the pros and cons of this ambiguity,
but sees definite advantage in its existence. It
can be argued that ambiguities obstruct the
development of identities, and that academics
in particular have a responsibility to conceptu-
alize fields more clearly than they commonly
do in this arena. Yet it can also be argued that
the ambiguities provide valuable flexibility in
conceptual space, and permit partnerships and
synergies. The alliance between international
and comparative education can also bring
together practitioners and academics.
The next chapter addresses the critical
dimension of ethics and values in interna-
tional education, as Rauni Räsänen argues
that there are issues that demand international
dialogue and problem-solving, such as envi-
ronmental threats, energy alternatives, pre-
vention of diseases and pollution, reduction
of poverty and inequity, decreasing violence
and putting an end to wars. As ethical practi-
tioners and role models, schools and teach-
ers need to provide students with innovative
mediums of instruction and administration by
which to address such concerns.
Michael Allan regrets the frequent lack
of cross-cultural validity in international
 INTRODUCTION
education research. Allan examines ways in
which the cultural complexity of school and
classroom can be penetrated by interpretive
methodology, enabling crucial process fac-
tors to be identified and described within
the context. Various types of ethnomethod-
ology from within the interpretive paradigm
are assessed in this chapter as a means of
understanding the complex nature of interna-
tional schools, particularly those approaches
derived from cultural studies, applied linguis-
tics and discourse analysis.
James Cambridge begins his chapter with
a critique of the realist orientation in research
methodology, and argues that its assumption
of an objective reality – and the data collec-
tion schemes (such as the use of question-
naires) that it promotes – is not effective in
international education. He then leads poten-
tial researchers toward a series of important
questions that can improve the validity of
their enquiries. A possible research agenda
for those studying international schools and
international education is next presented by
Hugh Lauder, whose chapter concludes the
first part of this volume. The proposed agenda
is based on three emerging dimensions: the
nature of the networks of which international
students are members; the formation of their
views concerning key economic, social and
political issues regarding globalization and
their own role as global citizens; and the
mechanisms of recruitment into the interna-
tional school system and its relationship to
the international labour market – the underly-
ing issues of positional competition.
Part II: Internationalism in the
Context of Teaching and Learning
Part II of this volume analyses the various
aspects of cognitive, cultural and identity
development. The processes and outcomes of
teaching and learning are presented through
the lenses of culture, technology, teacher
education, assessment, language, curriculum,
the learning environment and classroom
management. Part II also introduces new
5
chapters on the relationship of international
education to social inclusion and peace
education.
This second part of the volume begins
with an examination of culture and iden-
tity. Richard Pearce considers the child in
an international school in terms of his/her
social contexts. Pearce suggests that these
cultural environmental influences contrib-
ute to the identity of the emerging person,
equipping him/her with a mosaic of cultural
norms, beliefs and values which directs his/
her active and reactive behaviour. Continuing
on the theme of culture, Kenneth Cushner
reviews various perspectives on intercultural
competence and its related terms; how it is
currently being assessed and evaluated; how
educators attempt to address it in primary,
secondary and tertiary education, as well
as in the preparation of teachers; and raises
some newly presented concerns for con-
sideration. One of the most pressing needs
is in the area of assessment of intercultural
competence. Assessment of an individual’s
international or global knowledge, or even
assessing the cognitive dimension of inter-
cultural understanding, is relatively easy to
undertake and has been a part of instructional
assessment for some time. Attempts to assess
the intercultural competence of learners,
however, and thus their subsequent ability to
adapt their behaviour to differing cultural ori-
entations and to function effectively with oth-
ers, is much more complex and not without
its problems. In addition to the complexity
of the construct itself, the assessment tools
that we currently have at our disposal may
not be appropriate for use with young people.
Finally, assessing intercultural competence
across cultures and varying language groups
can also be problematic, with some arguing
that it is driven from a hegemonic Western
orientation.
The theme of this second part then
moves from a focus on culture to language.
Recognizing that language can be both a uni-
fying and a divisive force, Trevor Grimshaw
offers critical perspectives on its role in
international education. Grimshaw offers
6 The SAGE Handbook of Research in International Education
definitions of two key terms that are essential
for our understanding of how language oper-
ates in its social context, and then discusses
the important field of debate referred to as
‘linguistic imperialism’. Grimshaw concludes
by stressing the importance of a critical aware-
ness of language in international education.
Lucas Walsh then asks a central question:
what can international educators learn from
the use of information and communication
technology (ICT) over the past two decades in
both national and international systems? Case
studies and examples are used in this chapter
to illustrate some key lessons, with particular
emphasis on the cultural implications of ICT
use for teaching and learning. Through exam-
ples of distributed learning delivery models,
including knowledge networks, knowledge
portals, telelearning and virtual classrooms
and universities, Apostolos Koutropoulos and
Alan Girelli then describe a framework that
can be used to guide the broader practice of
education within and across national borders.
Teachers throughout the world cite class-
room management, including dealing with
discipline and student misbehaviour, as one
of the most important problems they face.
This is especially true with beginning teach-
ers, who consistently indicate that classroom
management is their highest priority. Theo
Wubbels provides an overview of the var-
ied approaches to classroom management
throughout the world. In contrast to his chap-
ter in the Handbook’s first edition, Wubbels
observes in this second edition that attention
to classroom management issues seems to
be increasing in teacher education and edu-
cational research. He reviews comparative
studies and follows with a description of
six approaches to classroom management,
including examples of strategies found in
particular countries.
In the following chapter, Jack Levy and
Rebecca Fox analyse pre-service profes-
sional development curricula in inter-
national and national settings. From the
variety of models they present it is clear
that the preparation and continued develop-
ment of international educators is a complex
undertaking. Complementing the Levy/Fox
chapter on pre-service teacher education, Iris
van Werven analyses the preparation of teach-
ers for the international school context. This
chapter highlights the International Teacher
Education for Primary Schools (ITEPS)
initiative as the first example of such a pro-
gramme tailored for the international school
context. It discusses the issues involved in
developing an undergraduate programme
designed specifically to provide teacher
certification for international schools. Van
Werven asks whether other such programmes
could/should be developed and whether it is
necessary to collaborate across national bor-
ders/systems as ITEPS does, given the chal-
lenges that arise from such collaboration.
The chapter also focuses on the tensions that
occur in developing such a programme within
national contexts (and, indeed, with domestic
funding) when the beneficiaries are outside
the country/ies providing the funding.
In their contribution to this part of the vol-
ume, Perry den Brok and Jan van Tartwijk
examine the critical areas of interpersonal
teacher behaviour, teacher-student relation-
ships and the learning environment. They
review the research on teacher–student inter-
personal relationships, focusing on classroom
contexts in which students and teachers from
different cultures and nationalities interact or
in which teacher–student interpersonal rela-
tionships are described or compared across
and between countries. The authors believe
that the context of international education is
unique. While the perceptions and behaviours
of all teachers and students are influenced by
their cultural values and beliefs, they argue,
the variety of backgrounds in international
contexts intensifies their effect. This chapter
discusses the findings from three domains of
research that inform the knowledge base on
teacher–student relationships in international
education, and then presents the implications
for creating healthy teacher–student relation-
ships and teacher preparation.
Tristan Bunnell, meanwhile, analyses the
changing relationship between international
curricula and international schools, noting the
 INTRODUCTION
increase in international curricula as well as
the enormous rise in the number of schools
considered to be ‘international schools’. A
decade ago one would have quite logically
deduced that these two major developments
were interlinked. However, this linkage has
significantly broken down, says Bunnell, who
believes that this is partially due to changes
in the nature of international schools. While
the promotion of harmony and unity is still a
very real impetus for many ‘traditional’ inter-
national schools, many of the newer, ‘non-
traditional’ international schools – which are
leading the increase in numbers – probably do
not have these same drivers. They may have
less desire to participate in an international
curriculum network or ‘system’ because they
may be operating more within a national set-
ting and perhaps membership of a distinct and
more commercial ‘system’ or network.
Fazal Rizvi’s focus on curriculum brings
us to another critical challenge for interna-
tional education. Rizvi states that the appeal
of the idea of internationalization of the cur-
riculum appears ubiquitous and worldwide.
But beyond its symbolic language and some
general measures to facilitate student mobil-
ity, it is not always clear what it means. Rizvi
critiques some of the ways in which the idea
of the internationalization of curriculum has
been operationalized and proposes a more
critical concept that seeks to develop in stu-
dents a range of ‘epistemic virtues’ with
which to interpret, reflect upon and engage
the contemporary process of globalization.
The next two chapters address longstand-
ing yet ‘under the radar’ issues in interna-
tional education: the relationship between
peace education and international educa-
tion, and social inclusion in international
programmes in higher education. Cheryl
Duckworth analyses the relationship between
peace education and international education
by first elaborating the goals, concepts, meth-
ods and skills relevant to both fields. She then
addresses areas of overlap and tension, and
reviews the challenges that commonly arise
when implementing peace education and/
or international education. The chapter ends
7
with consideration of indicators of successful
peace education, and some examples of pro-
grammes globally that appear to be achiev-
ing their objectives. Gillian MacNaughton
and Dimity Peter, meanwhile, present social
inclusion as a core value in international
higher education. They maintain that social
inclusion is high on the international social
policy agenda, and that there is tremendous
support for the idea of social inclusion among
domestic and international policy makers.
This is, however, a complex concept that
has proven difficult to conceptualize beyond
simple definitions and is therefore difficult to
measure as well. Indeed, social inclusion is
more often explained by reference to social
exclusion, which is a process of margin-
alization and deprivation of opportunities,
resources and human rights. Education cer-
tainly plays a key role in creating and sus-
taining social inclusion and exclusion, as it
is both a site of inclusion/exclusion and one
of the key means for transmitting these ide-
ologies and practices to others in the society.
Since the values in international education
emphasize the development of responsible
world citizens committed to peace, human
rights, sustainable development and respect
for cultural diversity, they are closely related
to the values of social inclusion. In present-
ing social inclusion as a core value in inter-
national higher education, MacNaughton
and Peter’s chapter discusses the history and
diffusion of the concept around the world.
It analyses various critiques of social inclu-
sion and presents a number of examples from
higher education in different countries.
Part III: Leadership, Standards
and Quality in Institutions and
Systems of Education
The volume once again moves on, this time
from the individual to the institutional, as
Part III focuses on governance, quality
benchmarks and effectiveness. In addition to
updated treatments of organizational culture
and policy transfer, this segment critically
8 The SAGE Handbook of Research in International Education
discusses the issues of quality assurance, and
curricular and policy adoption across national
settings.
Kevin Bartlett, Andrew Davies and
William Gerritz open this third part with an
analysis of the development of a transferable
improvement model for international schools.
After determining that the limited literature
on the systematic improvement of interna-
tional schools provided few prototypes to
guide practice or further research, the authors
identified two schools that collaborated with
the aim of identifying elements of a learning-
focused model that could be adapted through-
out the field. The chapter is organized around
six principles identified in the literature. It
ends with a discussion of how each school
has changed and maintained an emphasis on
improvements in learning. Wilf Stout then
shifts our focus to school governance. After
a detailed analysis of various models, he asks
whether the structural nature of the gover-
nance of international schools contributes to
a level of conflict that can be disruptive to
long-term goal achievement.
Darlene Fisher’s chapter is the first of two
that analyse organizational culture. Fisher
reviews the research on organizational cul-
ture and leadership studies and provides
guidelines for leaders in schools in interna-
tional contexts. She identifies some leader-
ship behaviours which are ‘more equal than
others’ in contributing to a positive school
culture and student learning. Richard Caffyn
then explores organizational culture through
fragmentation. He asks us to consider whether
international schools fragment into subcul-
tures, departments and interest groups when
the corporate culture is weak or imposed, or
if the people involved have diverse reasons
for being there. Does a school fragment fur-
ther into individual interests and small-scale
alliances built up on the basis of needs, goals,
subcultures and power structures?
The volume then moves from organiza-
tional culture to organizational accredita-
tion, as Michael Fertig examines the nature
of the external approval and inspection pro-
cesses at both school and post-secondary
levels. The standard approaches of institu-
tional self-study followed by an on-site visit
are facing pressure due to resource costs,
new electronic methodologies for teach-
ing and learning, and a growing dissatisfac-
tion with the inward-facing nature of much
of the rhetoric of professionals. Widespread
notions of judging educational profession-
als in terms of ‘outputs’, linked to a more
information-focused approach to decision
making within educational institutions, have
tarnished the traditional view of educators
and made them subject to a more open and
transparent regime. Fertig’s chapter presents
some new processes and emerging issues for
institutions to consider.
David Phillips shifts the focus to the trans-
fer of educational policy from country to
country. Phillips presents various models and
cross-national examples of educational trans-
fer and policy ‘borrowing.’ Phillips believes
that the models need to be tested, however,
in a variety of national contexts. In particular
he stresses the importance of considering the
extent to which less developed countries –
often the receivers of policy ‘lent’ by outside
agencies – fit into the explanatory schemata
proposed in this chapter.
The phenomenon of institutional
­isomorphism – the tendency for institutions
to take on a common form with a shared set
of traits and characteristics – is the focus of
the next chapter. Robin Shields clarifies here
the linkage between educational isomor-
phism and the production of educational data,
and argues that the result is a convergence –
whether in school curricula or administra-
tion, or governments – on common models.
The chapter demonstrates how three different
types of isomorphism (mimetic, normative
and coercive) operate simultaneously in ways
that cannot easily be disentangled from one
another. This argument is explored through
three examples: international achievement
tests, higher education rankings and state fra-
gility scales and indices. In effect, the more
things change, the more they stay the same!
Concluding Part III, Dennis Niemann
and Kerstin Martens delve further into the
Another random document with
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siis, anna minulle sanasi; jos sinä kieltäydyt, täytyy minun pyytää
tätä palvelusta tuolta ylilaivamieheltä, joka varmaankaan ei kieltäy.

Mietittyäni jonkun aikaa minä vastasin hänelle:

— Annan sanani siitä, että täytän tahtosi, jos sinä tulet

kuolettavasti haavoitetuksi, niin ettei ole enää parantumisen
toivoakaan. Siinä tapauksessa suostun lyhentämään kärsimyksiäsi.

— Minä tulen kuolettavasti haavoitetuksi tai kerrassaan tapetuksi.

Hän ojensi minulle kätensä, jota minä lujasti puristin. Sen jälkeen
hän oli tyynempi, ja näkyipä hänen silmissään jonkinlaisen taistelu-
ilon välähdyksiäkin.

Kello kolmen tienoissa puolen päivän jälkeen alkoivat vihollisen

kanuunat jo kantaa meidän touvilaitoksiimme asti. Me reivasimme
silloin osan purjeitamme, käännyimme sivuttain Alcestea kohti ja
jatkoimme lakkaamatta tulta, johon englantilaiset pontevasti
vastasivat. Noin tunnin taistelun jälkeen tahtoi kapteenimme, joka ei
tehnyt mitään ennakolta miettimättä, koettaa ryntäystä. Mutta meillä
oli jo kosolta kuolleita ja haavoitettuja, ja jäljelle jäänyt miehistö oli jo
laimentunut; sen lisäksi olivat touvilaitoksemme kärsineet suuria
vaurioita, ja mastotkin olivat pahasti vioittuneet. Samassa kuin me
levitimme jälleen purjeemme lähestyäksemme englantilaista, kaatui
pilalle ammuttu suurmastomme hirmuisella ryskeellä. Alceste käytti
tästä onnettomuudesta syntynyttä hämminkiä heti hyväksensä. Se
liukui laivamme perä puolelle ja lähetti siitä puolen pistoolinkantaman
päästä täyssivuisen linjalaukauksen, joka lävisti fregatti-parkamme
perästä keulaan saakka, meillä kun vielä ei tällä taholla ollut muuta
kuin kaksi pientä tykkiä vastaukseksi. Olin silloin aivan lähellä
Roger'ta, joka juuri hakkautti poikki niitä sivutouveja, jotka vielä
pitivät kaatunutta mastoa hiukan koholla. Tunsin jonkun tarttuvan
kovasti käsivarteeni, käännyn katsomaan ja näen hänen, Roger'n,
makaavan vallan verissään kannella. Hän oli saanut
kartessilaukauksen vatsaansa.

Kapteeni juoksi hänen luoksensa:

— Mitäs nyt on tehtävä, luutnantti? huudahti hän.

— Pitää naulata lippu tuohon mastontynkään ja upottaa laiva

kaikkineen päivineen.

Kapteeni jätti hänet heti, sillä neuvo ei häntä ensinkään

miellyttänyt.

— No, sanoi Roger minulle, muistappa nyt lupauksesi.

— Ei hätää mitään, kyllä sinä voit tuosta parantua.

— Heitä minut mereen! huusi hän hirmuisesti kiroten ja tarttuen

takkini liepeeseen. Näethän, etten voi välttää kuolemaa; heitä minut
nyt mereen, sillä minä en tahdo nähdä lippumme anastamista.

Kaksi matruusia lähestyi häntä aikoen kantaa hänet ruumaan.

— Tykkinne luo, te lurjukset! jyrähytti Roger heille. Ampukaa

kartesseilla ja tähdätkää kannelle. Ja jos sinä nyt syöt sanasi, niin
minä kiroan sinut maailman kurjimmaksi pelkuriksi ja petturiksi!

Hänen haavansa oli varmasti kuolettava. Näin kapteenin kutsuvan

erästä kadettia luoksensa ja käskevän häntä noutamaan lippuamme.

— Anna minulle vielä kerran kätesi, ystävä, sanoin minä Roger'lle.

 Samassa silmänräpäyksessä, jolloin lippumme…

— Kapteeni hoi, valaskala tuulen alla! keskeytti eräs kadetti

juosten luoksemme.

— Valaskala? huudahti kapteeni ilosta loistaen ja jättäen

kertomuksensa sikseen. Vene pian vesille!… Ruuhi mereen!…
Kaikki veneet vesille! — Harppuunat, nuorat tänne! j.n.e., j.n.e.

Enkä minä saanut tietää, miten luutnantti Roger parka päivänsä

päätti.

Etruskilainen vaasi

Auguste Saint-Clair ei ollut ensinkään suosittu n.s. seuraelämässä

pääasiallisesti siitä syystä, ettei hän koettanutkaan miellyttää muita
ihmisiä kuin niitä, jotka häntä itseänsä miellyttivät. Näiden seuraa
hän oikein hakemalla haki, mutta pakeni muita. Muuten hän oli
hajamielinen ja kärsimätön. Italialaisesta teatterista eräänä iltana
lähdettäessä kysyi markiisitar A——— häneltä, mitä hän piti neiti
Sontagin laulusta. »Kyllä, rouva markiisitar», vastasi Saint-Clair
suloisesti hymyillen ja vallan muita asioita ajatellen. Tätä naurettavaa
vastausta ei voinut pitää ujoudesta lähteneenä, sillä hän puhui
muuten ylimyksille, kuuluisille suuruuksille, jopa muodissa oleville
vallasnaisillekin samalla luontevuudella kuin olisi keskustellut jonkun
vertaisensa kanssa. — Markiisitar päätteli, että Saint-Clair oli hirviö,
täynnä hävyttömyyttä ja typeryyttä.
 Rouva B——— kutsui hänet eräänä maanantaina päivällisille. Hän
keskusteli sinä iltana paljon Saint-Clairin kanssa, joka sieltä
lähtiessään selitti, ettei ollut ikinä tavannut rakastettavampaa naista.
Rouva B——— kokoili kuukauden kuluessa henkevyyttä muiden
luona ja anniskeli varastonsa yhden illan kuluessa kotonansa. Saint-
Clair tapasi hänet saman viikon torstaina uudelleen. Sillä kertaa
rouva B——— jo häntä hieman ikävystytti. Seuraavan tapaamisen
jälkeen hän jo päätti, ettei ikinä enää ilmesty hänen salonkiinsa.
Rouva B——— julisti maailmalle, että Saint-Clair oli kerrassaan
seuratapoja ja kasvatusta vailla oleva nuori mies.

Luonteeltaan hän oli helläsydäminen ja rakkautta kaipaava; mutta

siinä iässä, jolloin kovin helposti otetaan halki elämän kestäviä
vaikutuksia, oli hänen liian herkkä tunteellisuutensa joutunut
kumppanien ivan alaiseksi. Hän oli ylpeä, itsestään pitävä, ja arvosti
ihmisten mielipidettä kuin lapset. Siitä lähtien hän koetti peitellä
muilta kaikkea semmoista, mitä piti häpeällisenä heikkoutena. Ja
hän saavuttikin tarkoituksensa, vaikka tämä voitto kävi hänelle
kalliiksi. Hän osasi piilottaa toisilta kaikki liian tunteellisen sielunsa
liikutukset, mutta sulkiessaan ne itseensä hän teki ne vain sata
vertaa vaikeammiksi kantaa. Ihmisten kesken häntä pidettiin
tunteettomana ja välinpitämättömänä, ja yksinäisyys synnytti hänen
levottomassa mielikuvituksessaan kärsimyksiä, jotka olivat sitä
raskaampia, kun hän ei koskaan tahtonut niitä muille uskoa.

Tavata oikea ystävä on todellakin vaikeaa!

Vaikeaa! Onko se edes mahdollista? Onko koskaan ollut kahta

ihmistä, joilla ei ole ollut mitään toisiltansa salattavaa? — Saint-Clair
ei suuresti luottanut ystävyyteenkään, ja sen ihmiset kyllä
huomasivat. Seuraelämän nuoret miehet pitivät häntä kylmänä ja
sulkeutuneena. Ei hän koskaan udellut heidän salaisuuksiaan; mutta
kaikki omat ajatuksensa samoin kuin enimmät tekonsakin hän
myöskin salasi heiltä. Ranskalainen puhuu mielellään itsestään;
tahtomattaan tuli Saint-Clair usein muiden uskotuksi. Hänen
ystävänsä — niinhän me tavallisesti nimitämme henkilöitä, joita pari
kertaa viikossa tapaamme — valittivat, ettei hän luottanut heihin; ja
useimmiten loukkaantuvatkin sellaiset, jotka utelematta uskovat
meille salaisuuksiaan, ellemme vuorostamme kerro omiamme heille.
Arvellaan näet, että tällaisessa lavertelevaisuudessa pitää
molempain mennä yhtä pitkälle.

— Hän on aina haarniskoitta kiireestä kantapäähän saakka, sanoi

kerrankin tuo pulska ratsumestari Alfons de Thémines; en minä ikinä
voisi luottaa siihen pirulliseen mieheen.

— Luulenpa hänessä olevan hieman jesuiittaa, lisäsi siihen Jules

Lambert; eräs henkilö vakuutti kunniasanallaan nähneensä hänen
pari kertaa tulevan Saint-Sulpicen kirkosta. Eihän kukaan tiedä mitä
hän miettii. Minä puolestani en koskaan tunne itseäni varmaksi
hänen seurassaan.

Sitten he erosivat. Alfons tapasi Saint-Clairin kävelemässä Italian-

bulevardilla allapäin ja muista välittämättä. Hän pysähtyi juttelemaan
tuon erakon kanssa, tarttui hänen käsivarteensa, ja ennenkuin he
olivat saapuneet Paix-kadulle, oli hän jo kertonut Saint-Clairille koko
rakkaussuhteensa rva Y:hyn, jonka mies oli niin mustasukkainen ja
raaka.

Samana iltana Jules Lambert menetti pelissä kaikki rahansa. Siitä

huolimatta hän yltyi tanssimaan. Hyörinässä hän sattui tyrkkäämään
erästä miestä, joka niinikään oli rahansa menettänyt ja sen johdosta
tullut huonolle tuulelle. Vaihdettiin muutamia kiivaita sanoja, ja
kaksintaistelu oli seurauksena. Jules pyysi Saint-Clairiä
todistajakseen ja lainasi tältä samassa tilaisuudessa rahaa, jonka
hän on tähän saakka unohtanut maksaa.

Saint-Clair oli kuitenkin mies, jonka kanssa tuli hyvin toimeen.

Hänen vikansa eivät vahingoittaneet muita kuin häntä itseään. Hän
oli kohtelias, usein miellyttäväkin, ja harvoin ikävä. Matkustanut oli
hän paljon ja lukenut paljon eikä hän koskaan puhunut matkoistaan
tai luvuistaan, ellei häntä siihen kehotettu. Muuten hän oli kooltaan
pitkä ja vartaloltaan siro; kasvot olivat jalot ja älykkäät, melkein aina
liian vakavat, mutta hänen hymyilynsä oli leveää ja täynnä suloa.

Unohdin erään tärkeän piirteen. Saint-Clair oli aina huomaavainen

naisille ja etsi enemmän heidän keskustelujaan kuin miesten.
Rakastiko hän? Sitä juuri oli vaikea sanoa. Mutta jos tuo kylmä
olento saattoi tuntea mitään rakkautta, niin oli — se tiedettiin —
kaunis kreivitär Matilde de Coursy ensi sijalla hänen sydämessään.
Tämän nuoren lesken luona hänet nähtiin sangen usein. Ja
seuraavat seikat viittasivat siihen, että heidän välillään oli joku
hellempi suhde: ensinnäkin Saint-Clairin melkein juhlallinen
kohteliaisuus kreivitärtä kohtaan ja päinvastoin; sitten ei hän
koskaan maininnut kreivittären nimeä seurassa, tai jos hänen
suorastaan täytyi se tehdä, tapahtui se aina ilman pienintäkään
ylistystä; edelleen muistettiin Saint-Clairin ennen tutustumistansa
kreivittäreen rakastaneen intohimoisesti soitantoa ja kreivittären taas
sitä ennen yhtä lämpimästi maalaustaidetta. Mutta heti ensi
näkemän jälkeen olivat heidän harrastuksensa vaihtuneet. Ja kun
kreivitär viime vuonna oli matkustanut kylpemään, lähti Saint-Clair
hänen jälkeensä viikkoa myöhemmin.
 Kertojan velvollisuus pakottaa minut ilmaisemaan, että kun
muutamana heinäkuun yönä erään maatalon puutarhaportti avautui
hiukan ennen auringonnousua, astui sieltä ulos mies varovasti kuin
varas, joka pelkää joutuvansa kiinni. Maatalo kuului rouva de
Coursylle, ja sieltä-tulija oli Saint-Clair. Turkiksiin verhoutunut nainen
seurasi häntä portille saakka ja kurottautui hetkeksi katsomaan
häntä, kun hän poistui puiston muuria myöten vievää polkua. Saint-
Clair pysähtyi, silmäsi tutkivasti ympärilleen ja viittasi naista
poistumaan. Valoisassa kesäyössä hän saattoi erottaa nuo kalpeat
kasvot, jotka liikahtamatta pysyivät paikoillaan. Mies palasi jälkiänsä
myöten takaisin, lähestyi naista ja syleili häntä hellästi. Hän aikoi
taivuttaa portilla-seisojaa menemään jo sisälle, mutta tällä näkyi
olevan vielä sata seikkaa juteltavana. Heidän keskustelunsa oli
kestänyt noin kymmenen minuuttia, kun jostakin kuului työhönsä
menevän talonpojan ääni. Suutelo otettiin ja annettiin, portti
sulkeutui, ja muutamalla harppauksella oli Saint-Clair jo polun
päässä.

Hän kulki nähtävästi tuttua tietä. Milloin hän melkein hypähteli

ilosta ja astui juoksujalkaa, rapsien pensaita kepillänsä; milloin hän
taas seisahtui ja asteli verkalleen, katsellen taivasta, jonka itäinen
ranta jo alkoi purppuraisena punoittaa. Lyhyesti, katsoja olisi luullut
häntä hulluksi, joka iloitsi vapauteen-pääsystään. Puolen tuntia
astuttuaan hän saapui pienen, syrjäisen talon portille. Talon hän oli
vuokrannut koko kesäkaudeksi. Hänellä oli oma avain ja hän pääsi
sisälle; siellä hän heittäysi suurelle sohvalle, jolle unohtui
ajattelemaan ja uneksimaan, silmät yhtäänne tuijottavina ja suu
suloisessa hymyssä. Hänen mielikuvituksessaan väikkyi pelkkiä
autuaallisia ajatuksia.
 »Voi, kuinka onnellinen minä olen», hoki hän myötäänsä
itsekseen. »Vihdoinkin olen löytänyt sydämen, joka ymmärtää minun
sydämeni!… — Niin, minä olen löytänyt ihanteeni… Minulla on
samalla kertaa ystävä ja lemmitty… Mikä luonne!.. mikä
intohimoinen sielu!… Ei, hän ei ole rakastanut ketään ennen
minua…» Ja kun turhamaisuus aina sekaantuu tämän maailman
asioihin, mietti hän kohta: »Hän on Pariisin ihanin nainen.»
Mielikuvituksessaan hän kuvaili yhtaikaa kaikki lemmittynsä viehkeät
puolet. — »Kaikkien joukosta hän on valinnut minut. Seuraelämän
hienoimmat miehet kuuluivat hänen ihailijoihinsa. Tuo kaunis ja uljas
husaarieversti, joka ei ole niin kovin tyhmäkään; — tuo nuori kirjailija,
joka maalaa niin sieviä akvarelleja ja näyttelee niin hyvin
pikkunäytelmissä; — ja venäläinen Lovelace, joka on nähnyt
Balkanin ja palvellut Diebitshin johdolla; mutta varsinkin Camille T
———, joka epäilemättä on vilkasälyinen ja jolla on niin hieno
käytöstapa ja sellainen kaunis sapelin arpi otsassa… hän on heidät
kaikki hyljännyt. Vain minut!…» Ja sitten seurasi taas loppulaulu:
»Voi, kuinka onnellinen minä olen!» Hänen täytyi nousta ja avata
ikkuna voidakseen hengittää; sitten hän astuskeli edestakaisin ja
kääntelihe sohvallaan.

Onnellinen rakastaja on melkein yhtä ikävystyttävä kuin

onnettomastikin rakastunut. Eräs ystävistäni, joka usein oli toisessa
tai toisessa näistä kahdesta asemasta, ei voinut muulla tavoin saada
kuulijaa kuin tarjoamalla minulle mainion aamiaisen, jonka kestäessä
hän sai puhua rakkaussuhteistaan; mutta kahvin jälkeen piti hänen
ehdottomasti vaihtaa keskustelualuetta.

Mutta koska minä en voi tarjota aamiaista kaikille lukijoilleni,

säästän heiltä selonteon Saint-Clairin lemmenmietteistä. Eikä
muuten kukaan jaksa aina pilvien tasalla leijailla. Saint-Clair oli
väsynyt, hän haukotteli, ojenteli käsiään ja huomasi ulkona jo olevan
suuren päivän; täytyi kuin täytyikin ajatella hieman nukkumistakin.
Herätessään hän katsahti kelloansa ja huomasi tuskin ehtivänsä
pukeutua ennättääksensä Pariisiin, minne hänet oli kutsuttu
aamiaispäivällisille useiden tuttavien nuorten miesten seuraan…

*****

Oli juuri avattu uusi samppanjapullo, annan lukijan itsensä arvata

monesko järjestyksessä. Riittää, kun hän tietää, että oli jouduttu
siihen tilaan — mikä muuten nuorten miesten aamiaisissa piankin
syntyy — jolloin kaikki tahtovat puhua yhtaikaa ja jolloin hyväpäiset
alkavat pelotella huonompipäisiä.

— Haluaisinpa, sanoi Alfons de Thémines, joka ei koskaan

päästänyt ohitsensa tilaisuutta saada puhua Englannista,
haluaisinpa, että meillä täällä Pariisissa olisi sama tapa kuin
Lontoossa, missä kunkin on esitettävä lemmittynsä malja. Sillä
tavoin saisimme varmasti tietää, kenen vuoksi ystävämme Saint-
Clair huokailee.

Puhuessaan hän täytteli omansa ja naapureittansa lasit.

Hieman hämillään valmistausi Saint-Clair vastaamaan; mutta

Jules
Lambert ehti häntä ennen:

— Minä pidän paljon tästä tavasta, sanoi hän, ja omasta

puolestani siihen suostun. Kaikkien Pariisin ompelijattarien malja! —
huusi hän lasiansa kohottaen — paitsi kolmikymmenvuotiaitten,
silmäpuolten ja ontuvaisten y.m.s.
 — Hurraa! hurraa! huusivat nuoret Englannin ihailijat.

Saint-Clair nousi seisomaan lasi kädessä.

— Hyvät herrat, sanoi hän, minä en suinkaan ole niin

laajasydäminen kuin ystävämme Jules, mutta olen sittenkin
uskollinen. Ja tämä uskollisuus on sitä suurempiarvoinen, kun minä
jo aikoja sitten olen ollut erotettuna ajatusteni morsiamesta. Olenpa
kuitenkin varma siitä, että hyväksytte vaalini, ellette jo olekin
kilpailijoitani. Judit Pastan malja, hyvät herrat! Jospa saisimme pian
jälleen ihailla Euroopan ensimäistä tragedianäyttelijätärtä!

Thémines tahtoi arvostella tätä maljaa, mutta hyvähuudot

keskeyttivät hänet. Tämän iskun torjuttuaan luuli Saint-Clair
saavansa rauhan loppupäiväksi.

Keskustelu kääntyi ensin teattereihin. Näytelmäin sensuroimisesta

päästiin sitten siirtymään politiikkaan, lordi Wellingtonista
englantilaisiin hevosiin ja näistä taas helposti ymmärrettävää tietä
naisiin; nuorista miehistä ovat näet kaunis hevonen ensi sijassa ja
ihana lemmitty toisessa kaksi hartaimmin haluttua omaisuutta.

Ja sitten keskusteltiin keinoista näiden molempain

saavuttamiseksi. Hevosia saa ostamalla ja naisia voi myöskin ostaa,
mutta näistä emme huoli puhua. Tyhjennettyään vaatimattomasti
vähäiset kokemuksensa tällä arkaluontoisella alalla arveli Saint-Clair,
että ensimäinen ehto naisen valloittamiseksi oli muista
erottautuminen vallan erinkaltaiseksi. Mutta oliko olemassa mitään
yleistä kaavaa tälle erinkaltaisuudelle? Hän puolestaan ei sitä luullut.

— Teidän mielipiteenne mukaan, jatkoi Jules, olisi siis ontuvalla ja

kyttyräselkäisellä paremmat edut naisten miellyttämiseksi kuin
suoraselkäisellä ja kasvultaan muidenlaisella!

— Te menette sangen pitkälle, vastasi Saint-Clair, mutta jos niin

vaaditaan, otan puolustaakseni kaikkia johtopäätöksiä, joihin
ehdotukseni voi antaa aihetta. Jos minä esim. olisin kyttyräselkäinen,
niin en minä siltä itseäni lopettaisi, vaan haluaisin tehdä valloituksia
minäkin. Ensistäänkin kääntyisin ainoastaan kahtalaisten naisten
puoleen, nimittäin joko tosi tunteellisten taikka sellaisten — ja heidän
lukunsa on suuri — jotka tahtovat käydä omituisista, eccentric, kuten
englantilainen sanoo. Edellisille minä kuvaisin asemani hirmuisuutta,
luonnon kovuutta minun suhteeni. Koettaisin herättää heissä sääliä
kohtaloani kohtaan ja saattaisin heidät aavistamaan, että voin
rakastaa intohimoisesti. Tappaisin kaksintaistelussa jonkun
kilpakosijoistani ja myrkyttäisin itseni heikolla laudanum-annoksella.
Muutamien kuukausien kuluttua eivät he enää huomaisi kyttyrääni, ja
silloin minä vain odottelisin tunteellisuuden ensimäistä puuskausta.
Mitä taas sellaisiin naisiin tulee, jotka tahtovat käydä omituisista, niin
heidän valloituksensa käy aivan helposti. Saakaa heidät vain
uskomaan varmaksi ja pitäväksi säännöksi, ettei kyttyräselkäisellä
voi olla menestystä; he tahtovat heti osoittaa, ettei tuo yleinen sääntö
pidä paikkaansa.

— Kas, mikä don Juan! huudahti Jules.

— Katkaiskaamme jalkamme, hyvät herrat, lausui eversti Beaujeu,

koska me, onnetonta kyllä, emme ole saaneet kyttyrää
syntymälahjaksemme.

— Minä olen vallan samaa mieltä kuin Saint-Clair, virkkoi Hector

Roquantin, joka oli ainoastaan kolme ja puoli jalkaa pitkä; joka päivä
nähdään kauneimpien ja enimmin liehakoitujen naisten antautuvan
miehille, joista te, pulskat pojat, ette aavista mitään…
 — Hector, nouskaapa, minä pyydän, ja soittakaa meille viiniä,
sanoi
Thémines mitä luonnollisimmalla tavalla.

Kääpiö nousi heti, ja jokainen muisteli hymyillen satua ketusta,

jolta oli häntä leikattu.

— Minä puolestani sanoi Thémines jatkaen keskustelua, näen

joka päivä uusia todistuksia siitä, että tavallinen ulkomuoto — ja
samalla hän loi tyytyväisen silmäyksen vastapäätä olevaa peiliin —
sekä aistikas pukeutuminen ovat juuri se erinkaltaisuus, joka
parhaiten noita sydämettömiä viehättää; — ja nenäänsä
puhaltamalla hän lennätti pois takkinsa rinnustalle pudonneen
pikkuisen leivänmurusen.

— Vielä mitä! huudahti kääpiö. Kauniilla muodolla ja Staubin

tekemällä puvulla valloittaa naisia, joita pidetään viikon päivät ja
jotka jo toisessa näkemässä tuntuvat ikäviltä. Muuta siihen tarvitaan,
jos tahtoo todenteolla tulla rakastetuksi. Siihen pitää…

— Kuulkaahan, keskeytti Thémines, tahdotteko sopivan

esimerkin? Te tunsitte kaikki Massignyn ja tiedätte, mikä hän oli
miehekseen. Tavoiltaan kuin mikähän englantilainen groom ja
puheessa tyhmä kuin aasi… Mutta hän oli kaunis kuin Adonis ja sitoi
kaulaliinansa kuin Brummel. Sanalla sanoen, hän oli ikävin ihminen,
minkä ikinä olen tuntenut.

— Hän oli tappaa minutkin ikävään, sanoi eversti Beaujeu.

Ajatelkaahan, kun minun kerran täytyi matkustaa kaksisataa virstaa
hänen kanssansa!
 — Tiedättekö, puuttui Saint-Clairkin puheeseen, hänen olevan
syypään yhteisen tuttavamme Richard Thornton raukan kuolemaan?

— Mutta ettekö tiedä, että rosvot murhasivat hänet Fondin luona?

kysyi
Jules.

— Oikein; mutta Massigny oli ainakin välillisenä syynä rikokseen,

kuten heti saatte kuulla. Useita matkustajia, joiden joukossa
Thornton, oli päättänyt rosvojen vuoksi matkustaa yhdessä joukossa
Napoliin. Massigny pyysi hänkin päästä karavaanin turviin. Heti sen
kuultuaan jäi Thornton seurasta pois, luullakseni kauhuissaan siitä,
että hänen olisi täytynyt viettää muutamia päiviä Massignyn kanssa
yhdessä. Hän lähti yksin matkalle, ja lopun te tunnette.

— Thornton oli oikeassa, sanoi Thémines. Kahdesta kuolemasta

hän valitsi helpomman. Jokainen olisi hänen sijassaan tehnyt
samoin.

— Te myönnätte siis, jatkoi hän pienen väliajan jälkeen, että

Massigny oli ikävin ihminen maailmassa?

— Myönnetään! huudettiin kuin yhdestä suusta.

— Älkäämme saattako ketään epätoivoon, sanoi Jules,

antakaamme poikkeussija hra N:lle, varsinkin kun hän pääsee
puhumaan politiikasta.

— Te myöntänette kai heti, jatkoi Thémines, että rouva de Coursy,

jos kukaan, on älykäs nainen.

Seurasi lyhyt äänettömyys. Saint-Clair loi silmänsä maahan ja

kuvitteli, että kaikki tarkastivat vain häntä.
 — Kukapa sitä kieltänee? sanoi hän vihdoin kumartaen lautasensa
yli ja näennäisesti suurella uteliaisuudella tutkistellen posliinille
maalattuja kukkasia.

— Minun mielestäni, lausui Jules äänekkäämmin, minun

mielestäni on Pariisissa ainoastaan kolme tosimiellyttävää naista, ja
niistä hän on yksi.

— Tunsin hänen miehensä, sanoi eversti. Hän näytteli minulle

usein vaimoltaan saamiansa erinomaisia kirjeitä.

— Auguste, keskeytti Hector Roquantin, esittäkääpä minut

kreivittärelle. Kerrotaan teidän olevan hänen luonaan poudan ja
sateen aikana.

— Sitten loppusyksyllä, mutisi Saint-Clair, kun hän saapuu takaisin

Pariisiin… Minä… minä en luule hänen välittävän vieraista siellä
maalla.

— Tokko aiotte kuulla minua! huusi Thémines.

— Te ette nähnyt kreivitärtä kolme vuotta takaperin, sillä te olitte

silloin Saksassa, Saint-Clair, jatkoi Alfons de Thémines toivottomalla
tyyneydellä. — Ette voi ajatellakaan, minkälainen hän silloin oli:
ihana, raitis kuin ruusunen, sangen pirteä ja iloinen kuin perhonen.
No, ja tiedättekös, kuka hänen lukuisista ihailijoistaan sai
parhaimmat suosionosoitukset osalleen? Massigny! Maailman
tyhmin ja yksinkertaisin mies pani älykkäimmän naisen pään
pyörälle. Luuletteko jonkun kyttyräselkäisen kykenevän sellaista
tekemään? Joutavia, uskokaa minua, kaunis ulkomuoto, hyvä räätäli
ja kylliksi rohkeutta, siinä kaikki.
 Saint-Clair oli joutunut julmaan asemaan. Hän aikoi tehdä kertojan
suorastaan valehtelijaksi, mutta hän pelkäsi saattavansa kreivittären
maineen vaaraan ja hillitsi itsensä. Hän olisi tahtonut sanoa jotakin
hänen puolustuksekseen, mutta hänen kielensä oli kuin kangistunut.
Huulet värähtelivät suuttumuksesta, ja turhaan hän etsi jotain
syrjäsyytä riidan aiheeksi.

— Mitä! huudahti Jules hämmästyneen näköisenä. Onko rouva de

Coursy antautunut Massignylle! Frailty, thy name is woman!

— Niin, naisen mainehan on niin vähäarvoinen asia, sanoi Saint-

Clair kuivasti ja halveksivasti. Tietysti saa sen tahrata lokaan ja
likaan, kunhan voi olla hieman sukkela… ja…

Puhuessaan hän kauhistuen muisti nähneensä satoja kertoja

kreivittären luona Pariisissa erään etruskilaisen kukkasvaasin
uuninreunustalle. Hän tiesi, että Massigny oli lahjoittanut sen Italiasta
palattuaan, ja — mikä raskauttava asianhaara — tämä vaasi oli
kuljetettu Pariisista tuonne maallekin. Ja kun Matilde irroitti
rintakukkasensa, asetti hän ne joka ilta tuohon etruskilaiseen
vaasiin.

Sanat kuivivat hänen huulillaan; hän näki enää vain yhden esineen
ja ajatteli ainoastaan yhtä asiaa: etruskilaista vaasia!

Kaunis todistus! sanonee kai arvostelija: epäillä lemmittyänsä

senvertaisen asian vuoksi!

Oletteko te koskaan ollut rakastunut, herra arvostelija?

Thémines oli liian hyvällä tuulella loukkaantuaksensa siitä

äänenpainosta, millä Saint-Clair oli hänelle puhunut. Hän vastasi
huolettoman ja hyväsydämisen näköisenä:

— Enhän minä tee muuta kuin toistan mitä yleisesti kerrottiin.

Asiaa pidettiin varmana siihen aikaan kuin te olitte Saksassa.
Muuten minä tunnen rouva de Coursyta sangen vähän enkä ole
kahdeksaantoista kuukauteen käynyt häntä tervehtimässäkään.
Mahdollisesti on juttu vain erehdystä ja Massignyn valeita.
Tullaksemme äskeiseen asiaamme, ja jos mainitsemani esimerkki
olisikin väärä, niin olen minä siltä oikeassa. Te tiedätte kaikki, että
Ranskan älykkäin nainen, jonka teokset…

Samassa aukesi ovi ja sisään astui Teodor Neville. Hän palasi

Egyptistä.

— Teodor! niin pian takaisin! — Ja kysymyksiä sateli häntä

vastaan.

— Toitko muassasi oikean turkkilaisen puvun? kysyi Thémines. Ja

arapialaisen hevosen, ja egyptiläisen groomin?

— Mimmoinen mies se pasha on? uteli Jules. Ja milloin hän

julistautuu itsenäiseksi? Oletko nähnyt lyötävän päätä poikki yhdellä
sapelin iskulla?

— Entäpä almeet? Ovatko Kairon naiset kauniita? tiedusteli

Roquantin.

— Näittekö kenraali L:iä? kysyi eversti Beaujeu; Mitenkä hän on

järjestänyt pashan sotaväen? — Ja antoiko eversti C——— teille
erään sapelin minua vasten?

— Niin, ja pyramiidit? ja Niilin putoukset? ja Memnonin

muistopatsas? ja Ibrahim pasha? y.m.s.
 Kaikki puhuivat yhtaikaa; Saint-Clair ajatteli vain etruskilaista
vaasia.

Teodor oli istuutunut jalat ristissä — hän oli tottunut siihen

Egyptissä eikä ollut vielä päässyt tästä tottumuksestaan täällä
Ranskassa — odotteli, kunnes kysymykset olivat lopussa, ja puhui
sitten kylliksi nopeasti, ettei niin helposti voitaisi keskeyttää,
seuraavaan tapaan:

— Niin, pyramiidit! ne ovat, kunniani kautta, vain regular humbug.

Ne eivät ole niin korkeita kuin luullaan. Strassburgin Münster on
ainoastaan neljä metriä matalampi. Muinaismuistot ihan tunkevat
silmistäni esille. En huoli niistä puhua. Pelkkä hieroglyfin näky jo
saisi minut pyörryksiin. On niin paljon matkailijoita, joita sellaiset
huvittavat! Minä puolestani tutkin tuon Aleksandrian ja Kairon
kaduilla tungeskelevan omituisen ihmisjoukon ulkomuotoja ja tapoja,
turkkilaisten, beduiinien, koptien, fellahien ja mogrebiinien. Tein
kiireessä muutamia muistiinpanoja maatessani sairaalassa. Mikä
ilkeä laitos tuo heidän sairaalansa! Toivon, ettette usko tautien
tarttuvan! Minä se vain polttelin levollisesti piippuani kolmensadan
ruttoa sairastavan potilaan keskellä. Siellä te, eversti, näkisitte
kauniin ratsuväen, joka istuu hyvin hevosen selässä. Näytän teille
joskus sieltä tuomiani mainioita sota-aseita. Minulla on eräs djerid,
joka on ollut kuuluisan Murad beyn oma. Teille, eversti, on minulla
muuan jutaghan ja Augustelle khandjar. Saatte myöskin nähdä
_metshlani, burnus'_ini ja _haikk'_ini. Ja naisia olisin niinikään voinut
tuoda, jos vain olisin tahtonut. Ibrahim pasha lähetti niitä niin paljon
Kreikasta, että niitä sai melkein ilmaiseksi… Mutta äitini tähden…
Pashan kanssa keskustelin paljon. Se on hiivatin älykäs ja
ennakkoluuloton mies. Ette voi uskoa, kuinka hyvin hän tuntee
meidän asioitamme. Hän on, kunniani kautta, perillä ministeristömme
pienimmistäkin salaisuuksista. Minä ammentelin hänen puheistaan
mitä tärkeimpiä tietoja Ranskan puolueasioista… Tällä haavaa
huvittaa häntä erityisesti tilastotiede. Hän tilaa kaikki
sanomalehtemme. Ja voitteko ajatella, hän on hurja
bonapartelainen! Ei hän muusta puhukaan kuin Napoleonista. Voi
mikä suuri mies se Bounabardo! sanoi hän minulle. Bounabardoksi
he Bonapartea nimittävät.

— Giourdina, c'est à dire Jourdain, mutisi aivan hiljaa Thémines.

— Aluksi, jatkoi Teodor, oli Muhamed Ali sangen varovainen minun

suhteeni. Kaikki turkkilaiset ovat, kuten tunnettua, tuiki epäluuloisia.
Hän piti minua, lempo vieköön, vakoilijana tai jesuiittana. Jesuiittoja
hän näet kammoaa. Mutta muutamien näkemien perästä hän
huomasi minun olevan ennakkoluulottoman matkustelijan, joka
halusi tutustua Itämaiden tapoihin, katsantokantoihin ja politiikkaan.
Silloin hän astui kuorestaan ja puhui minulle avosydämisesti. Viime
kerralla, se oli kolmas audienssi, jonka hän suvaitsi minulle myöntää,
uskalsin minä sanoa hänelle: »Minä en ymmärrä, miksei Sinun
Ylhäisyytesi julista itseänsä vapaaksi Portista?» — »Hyvä Jumala,
sanoi hän, eihän minulta tahtoa puutu, mutta pelkäänpä, etteivät
vapaamieliset lehdet, jotka sinun maassasi hallitsevat kaikki,
kannata minua, jos kerran olen julistautunut Egyptistä vapaaksi.»
Pasha on pulska, valkeapartainen ukko eikä naura koskaan. Hän
lahjoitti minulle mainioita sokerileivoksia; mutta eniten kaikista
hänelle antamistani lahjoista hän piti Charlet'n maalaamasta
keisarillisen kaartin pukukokoelmasta.

— Onkohan pasha romantikko? kysyi Thémines.

— Hän ei paljon välitä kirjallisuudesta; mutta te tiedätte, että

arapialainen kirjallisuus on läpeensä romantillista. Eräs heidän
runoilijoistaan, nimeltä Melek Ayatalnefond-Ebn-Esraf, julkaisi
äskettäin kokoelman »Mietelmiä», joiden rinnalla Lamartinen
mietelmät tuntuvat klassilliselta proosalta. Saapuessani Kairoon otin
arapiankielen opettajan, jonka avulla ryhdyin lukemaan Koraania.
Vaikka en monta tuntia ottanutkaan, opin sentään tarpeeksi
oivaltaakseni profeetan kirjoitustavan verrattomat ihanuudet ja
käsittääkseni, kuinka huonoja kaikki meidän käännöksemme ovat.
Kuulkaas, tahdotteko nähdä arapialaista kirjoitusta? Tuo
kultakirjaimilla kirjoitettu sana merkitsee Allah, s.o. Jumala.

Näin sanoen hän näytti kovin ryvettynyttä kirjettä, jonka hän veti
esiin lemuavasta silkkikukkarostaan.

— Kuinka kauan sinä olit Egyptissä? kysyi Thémines.

— Kuusi viikkoa.

Ja matkustelija jatkoi selityksiään setripuusta alkaen iisoppiin

saakka. Saint-Clair pujahti tiehensä melkein heti hänen tultuaan ja
ajoi maatalollensa vievää tietä myöten. Kiihkoisaa laukkaa
ratsastaessaan ei hän voinut seurata oikein tarkasti ajatustensa
kulkua. Mutta epämääräisesti hän tunsi, että hänen onnensa tässä
maailmassa oli iäksi hävitetty, eikä hän voinut kiukkuilla siitä muille
kuin eräälle vainajalle ja tuolle etruskilaiselle vaasille.

Perille päästyään hän heittäysi samalle sohvalle, millä edellisenä

iltana oli niin kauan ja niin suurella nautinnolla rakkauttansa
analyseerannut. Eniten oli häntä hurmannut se rakkaaksi käynyt
ajatus, ettei hänen lemmittynsä ollut muiden naisten kaltainen, ettei
hän ikinä ollut rakastanut eikä koskaan tulisi rakastamaan muita kuin
häntä. Nyt oli tämä kaunis unelma häipynyt surullisen ja julman
todellisuuden tieltä. »Minulla on kaunis lemmitty eikä muuta mitään.
Hän on älykäs: senpävuoksi onkin vielä suurempi rikos, että hän on
voinut rakastaa Massignyta!… Totta on kyllä, että hän nyt rakastaa
minua… koko sielullaan… niinkuin hän voi rakastaa. Samalla lailla
kuin Massignytakin!… Hän on suostunut minun hyväilyihini,
oikkuihini ja epäkohteliaisuuksiini. Mutta minä olen pettynyt. Meidän
molempien sydänten välillä ei ole myötätuntoisuutta. Hänelle on
yhdentekevää, olipa se Massigny tai minä. Poika on pulska, hän
rakastaa minua kauneuteni vuoksi. Minä taas huvitan häntä joskus.
'No niin, rakastakaamme siis Saint-Clairiä', on hän itselleen sanonut,
'koska tuo toinen on kuollut! Ja jos Saint-Clair kuolee tai käy
ikäväksi, niin saammehan nähdä mitä sitten teemme.'»

Luulenpa vakavasti pirun istuvan näkymättömänä kuuntelemassa

onnetonta, joka tällä tavoin itseänsä kiduttaa. Näkyhän on
ihmisvihaajalle huvittava, ja kun uhri alkaa tuntea haavainsa olevan
ummistumassa, on piru heti siinä niitä auki repostelemassa.

Saint-Clair luuli kuulevansa jonkun kuiskuttavan hänen korvaansa:

Kunnia mainio olla on toisen jälkeläisenä…

Hän hyppäsi istualleen ja silmäsi hurjistuneena ympärilleen. Voi,

kuinka hän olisi ollut onnellinen, jos olisi tavannut jonkun huoneessa!
Epäilemättä olisi hän sen heti lopettanut.

Kello löi kahdeksan. Puoli yhdeksän odotti kreivitär häntä. — Jos

hän jäisi pois yhtymisestä? »Todellakin, mitä hupia tuotti hänelle
Massignyn lemmityn tapaaminen?» Hän heittäysi jälleen sohvalleen
ja ummisti silmänsä. »Tahdon nukkua», arveli hän. Puoli minuuttia
hän pysyi liikahtamatta, hyppäsi sitten seisoalleen ja juoksi
katsomaan, kuinka pitkälle aika oli kulunut. »Kunpa se jo olisi puoli
yhdeksän!» mietti hän. »Silloin olisi liian myöhäistä lähteä enää koko