Political Science An Introduction

Michael G. Roskin
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Political Science
An Introduction
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 Political Science
An Introduction

Fourteenth edition
GLoBAL edition

Michael G. Roskin
Lycoming College

Robert L. Cord
James A. Medeiros
Walter S. Jones

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Brief Contents
PArt i The Bases of Politics 15 10 Parties 201
1 Politics and Political Science 16
11 Elections 221
2 Political Ideologies 42

3 States 63 PArt iV Political Institutions 241

12 Legislatures 242
4 Constitutions and Rights 82
13 Executives and
5 Regimes 100 Bureaucracies 262

14 Judiciaries 283
PArt ii Political Attitudes 122
6 Political Culture 123
PArt V What Political
7 Public Opinion 141 Systems Do 304
15 Political Economy 305
PArt iii Political Interactions 161 16 Violence and Revolution 325
8 Political Communication 162
17 International Relations 345
9 Interest Groups 182

5
This page intentionally left blank
Contents
Preface 11
3 States 63
PArt i The Bases of Politics 15 Institutionalized Power 64
■■ CLASSIC WORKS: Aristotle’s Six types of
1 Politics and Political Science 16 Government 66
What Is Politics? 17 Effective, Weak, and Failed States 66
■■ CLASSIC WORKS: Concepts and Percepts 18 ■■ THEORIES: Political development
in three Stages 67
What Is Political Science? 22
■■ CLASSIC THOUGHT: “never Get Angry Unitary or Federal Systems 68
at a Fact” 23 ■■ METHODS: Sources 69
■■ METHODS: Learning a Chapter 24 ■■ CASE STUDIES: the Shaky Lives of
Confederations 71
Theory in Political Science 29
■■ THEORIES: Models: Simplifying reality 33 Electoral Systems 75
■■ CASE STUDIES: French and German
“Political Theory” versus Theory in
Variations 77
Political Science 36
■■ CLASSIC WORKS: not Just europeans 37 States and the Economy 78
Review Questions 80 • Key Terms 81
Review Questions 40 • Key Terms 40
• Further Reference 81
• Further Reference 41

2 Political Ideologies 42
4 Constitutions and Rights 82
Constitutions 84
What Is Ideology? 43
The Highest Law of the Land 85
■■ THEORIES: the origins of ideologies 44
■■ CASE STUDIES: the dangers of Changing
Liberalism 45 Constitutions 86
Conservatism 47 ■■ CASE STUDIES: Canada’s new
Socialism 49 Constitution 88
Nationalism 53 Can Constitutions Ensure Rights? 90
■■ METHODS: theses 55 The Adaptability of the U.S.
Ideology in Our Day 56 Constitution 91
■■ CASE STUDIES: islamism: A Political ideology ■■ THEORIES: What is a right? 92
emanating from islam 59 Freedom of Expression in the
■■ DEMOCRACY: Authoritarian Capitalism 60 United States 93
Is Ideology Finished? 61 ■■ METHODS: references 97
Review Questions 61 • Key Terms 62 Review Questions 98 • Key Terms 98
• Further Reference 62 • Further Reference 98

7
8 Contents

5 Regimes 100 ■■ CLASSIC WORKS: Almond’s three

Publics 147
Representative Democracy 102 ■■ DEMOCRACY: opinion Curves 151
Democracy in Practice: Elitism or Pluralism? 108
Public-Opinion Polls 151
Totalitarianism 111
■■ METHODS: Variables 155
■■ DEMOCRACY: dahl’s “influence terms” 111
American Opinion 155
■■ METHODS: tight Writing 114 Review Questions 159 • Key Terms 160
■■ DEMOCRACY: Why democracies Fail 115 • Further Reference 160
Authoritarianism 116
■■ CASE STUDIES: democracy in iraq? 118 PArt iii Political Interactions 161
The Democratization of Authoritarian Regimes 118
Review Questions 120 • Key Terms 120
8 Political Communication 162
• Further Reference 121 The Mass Media and Politics 163
■■ CLASSIC WORKS: the two-Step Flow of
PArt ii Political Attitudes 122 Mass Communications 164
■■ DEMOCRACY: the tendency to Media
6 Political Culture 123 oligopoly 167
What Is Political Culture? 124 Social Media 168
■■ CLASSIC WORKS: the Civic Culture 126 ■■ CASE STUDIES: the Media and War 169
■■ DEMOCRACY: Civil Society 127 The Giant: Television 170
■■ METHODS: Quotations 128 ■■ METHODS: defining Variables 172
The Decay of Political Culture 129 ■■ THEORIES: the Framing of news 174
■■ CASE STUDIES: Soviet Political Culture Are We Poorly Served? 175
and the new russia 130 ■■ CASE STUDIES: the Media
Elite and Mass Subcultures 131 and Watergate 177
■■ THEORIES: Culture and development 132 The Adversaries: Media and
Minority Subcultures 133 Government 178
Review Questions 180 • Key Terms 180
■■ CASE STUDIES: “Yes Scotland” versus
• Further Reference 180
“Better together” 134
■■ DEMOCRACY: the three israels 136
9 Interest Groups 182
Political Socialization 136
■■ CLASSIC WORKS: the Authoritarian Personality 137 The Ubiquity of Interest Groups 183
■■ THEORIES: Countervailing Power 185
■■ CASE STUDIES: China Builds unity 138
Review Questions 139 • Key Terms 140 Interest Groups and Government 185
• Further Reference 140 ■■ CASE STUDIES: French Antipluralism 187
Effective Interest Groups 188
7 Public Opinion 141 ■■ CASE STUDIES: trade unions and the right to
What Public Opinion Is and Isn’t 142 Strike in the u.K. 191
■■ DEMOCRACY: A Short history of Polling 144 ■■ METHODS: tables 192
The Shape of Public Opinion 145 Interest Group Strategies 193
 Contents 9

■■ CLASSIC WORKS: olson’s theory of PArt iV Political Institutions 241

interest Groups 196
Interest Groups: An Evaluation 197 12 Legislatures 242
Review Questions 199 • Key Terms 199
The Origins of Parliaments 243
• Further Reference 200
Presidential and Parliamentary Systems 244
10 Parties 201 ■■ CLASSIC WORKS: Where did the u.S.
System originate? 246
■■ METHODS: Cross-tabulations 202
Bicameral or Unicameral? 249
Functions of Parties 203 What Legislatures Do 250
■■ DEMOCRACY: Parties that ignore
■■ METHODS: Longitudinal Studies 251
Voters 206
The Decline of Legislatures 254
Parties in Democracies 207
■■ DEMOCRACY: Pork-Barrel Politics 255
■■ THEORIES: What is a “relevant”
Review Questions 260 • Key Terms 260
Party? 209
• Further Reference 261
■■ CLASSIC WORKS: duverger’s three
types of Parties 210 13 Executives and
Classifying Political Parties 211 Bureaucracies 262
■■ CLASSIC WORKS: Kirchheimer’s
Presidents and Prime Ministers 263
“Catchall” Party 213
■■ DEMOCRACY: israel’s directly elected
Party Systems 213 Prime Ministers 266
■■ DEMOCRACY: Multiparty Systems
■■ DEMOCRACY: Putin’s Authoritarianism 267
Are More Fun 214
■■ CLASSIC WORKS: Lasswell’s Psychology
■■ THEORIES: Sartori’s Party Competition 217
of Power 268
The Future of Parties 218
Executive Leadership 268
Review Questions 219 • Key Terms 219
• Further Reference 219 ■■ DEMOCRACY: An imperial Presidency? 269
■■ METHODS: Graphs 270
11 Elections 221 Cabinets 272
Why Do People Vote? 222 ■■ CLASSIC WORKS: American Paranoia 274
Who Votes? 223 Bureaucracies 274
■■ THEORIES: downs’s theory of Voting 223 ■■ CLASSIC WORKS: Weber’s definition
■■ METHODS: tendency Statements 225 of Bureaucracies 275

Who Votes How? 226 The Trouble with Bureaucracy 279

■■ CASE STUDIES: is the u.S. electoral System ■■ THEORIES: Bureaucratic Politics 280
defective? 231 Review Questions 281 • Key Terms 281
• Further Reference 282
Electoral Realignment 233
■■ DEMOCRACY: Partisan Polarization 234
14 Judiciaries 283
What Wins Elections? 235
Types of Law 284
■■ DEMOCRACY: Changing Positions 238
■■ CLASSIC WORKS: the roots of Law 286
Review Questions 239 • Key Terms 239
• Further Reference 239 The Courts, the Bench, and the Bar 287
10 Contents

■■ CASE STUDIES: Common Law versus ■■ CASE STUDIES: revolutionary Political

Code Law 288 Warfare in Vietnam 334
Comparing Courts 290 Revolutions 335
■■ CLASSIC WORKS: Marbury v. Madison 293 ■■ CASE STUDIES: the iranian
revolutionary Cycle 337
The Role of the Courts 294
■■ METHODS: Scattergrams 295 After the Revolution 338
■■ CASE STUDIES: Violent versus Velvet
The Supreme Court’s Political Role 297
revolutions 340
Review Questions 302 • Key Terms 302
• Further Reference 302 Review Questions 343 • Key Terms 343
• Further Reference 343

PArt V What Political 17 International Relations 345

Systems Do 304
What Is International Relations? 346
15 Political Economy 305 Power and National Interest 348
What Is Political Economy? 306 ■■ METHODS: Avoid “they” 348
■■ CASE STUDIES: how high Are u.S. taxes? 308 ■■ THEORIES: types of national interest 349
Government and the Economy 308 The Importance of Economics 350
■■ METHODS: Maps 312 Why War? 352
What Is Poverty? 316 ■■ CLASSIC WORKS: Kennan’s dinosaur
Analogy 354
■■ DEMOCRACY: Poverty and ideology 317
Keeping Peace 355
■■ CASE STUDIES: Welfare Spending versus
tax expenditures 319 Beyond Sovereignty? 357
■■ DEMOCRACY: the democratic Peace 359
The Costs of Welfare 320
How Big Should Government Be? 322 U.S. Foreign Policy: Involved
Review Questions 323 • Key Terms 324 or Isolated? 359
• Further Reference 324 ■■ THEORIES: Klingberg’s Alternation
theory 360
16 Violence and Revolution 325 ■■ CLASSIC WORKS: thucydides on War 362
System Breakdown 326 Review Questions 363 • Key Terms 363
• Further Reference 363
Types of Violence 328
■■ METHODS: thinkpieces 329
Glossary 365
■■ THEORIES: rising expectations 332
Terrorism 333
Index 374
Preface
Political Science
and Democracy
Some people say political science is impractical.
It may be interesting, they add, but it really can-
not be used for anything. Not so. Political sci-
ence began as practical advice to rulers and still
serves that function. Plato, Aristotle, Confucius,
Machiavelli, Kautilya, and Ibn Khaldun, among
others, aimed to give sound advice based on one
or another theory. John Locke and the Baron de
Montesquieu deeply influenced the framers of the
U.S. Constitution. Political science has always en-
twined theoretical abstractions with applied rea-
soning. You may not become a political scientist,
but you should equip yourself with the knowl-
edge to make calm, rational choices and protect
yourself from political manipulation.
One of the great questions of our day, for ex-
ample, is whether democracy can and should be
exported. China, the Middle East, and many other
areas could benefit from democratic governance,
but is it practical to push democracy on them?
One of the original aims of the 2003 Iraq War was
to install a democratic regime which would then
inspire others in the region. The country has in-
stead become a hotbed of regional instability.
Even the United States, after more than two
centuries of trying to apply a democratic con-
stitution, is far from perfect. Reforms are badly
needed—but blocked at every turn—in taxation,
voting fairness, election campaigning, powerful
lobbies, economic policy, and the inefficiency
and complexity of government programs. By
examining such problems, students see that
democracy is a constantly self-critical and self-
correcting process moved by open discussion
and the admission of mistakes. It is always a
work in progress.
Political science instructors may take some
joy in the uptick of student interest in politics,
although we cannot be sure how deep and du-
rable this interest may be. Budgetary cliffhang-
ers, spending cuts, and tax increases can provoke
discussion. For some years, students were rather
apolitical, a trend this book always tried to fight.
We ask them, “Well, what kind of a country do
you want? You’d better start developing your
own rational perspectives now because soon you
will have to make political choices.”
Political Science: An Introduction seeks to blend
scholarship and citizenship. It does not presume
that freshmen taking an intro course will become
professional political scientists. Naturally, we
hope to pique their curiosity so that some will
major in political science. This is neither a U.S.
government text nor a comparative politics text.
Instead, it draws examples from the United States
and from other lands to introduce the whole field
of political science to new students. Fresh from
high school, few students know much of other po-
litical systems, something we attempt to correct.
The fourteenth edition continues our eclectic
approach that avoids selling any single theory,
conceptual framework, or paradigm as the key
to political science. Attempts to impose a grand
design are both unwarranted by the nature of
the discipline and not conducive to broadening
students’ intellectual horizons. Instructors with
a wide variety of viewpoints have no trouble us-
ing this text. Above all, the fourteenth edition
still views politics as exciting and tries to com-
municate that feeling to young people new to the
discipline.
11
12 Preface
New To This Edition
Instructor input, the rapid march of events, and
the shift to digitalization brought some changes
to the fourteenth edition:
• The old Chapter 2, Theories, has been merged
into Chapter 1 to bring the total number of chap-
ters down to seventeen, to better fit a semester.
• Jonathan Williamson of Lycoming College
contributes to Chapter 1 with discussions of
political theory and how political science con-
trasts with history and journalism.
• A new box in Chapter 3 explains Francis Fu-
kuyama’s three-step theory of the origins of
political order.
• The 2015 Charlie Hebdo murders in Paris illus-
trate the problem of free speech as opposed to
hate speech in Chapter 4.
• Recent Hong Kong protests now start
Chapter 5, illustrating the struggle for
democracy. Also new: Opportunism and
corruption undermine Communist regimes.
• A new box in Chapter 6, “The Three Israels,”
shows how successive waves of immigrants
brought distinctive political cultures to Israel.
• Jonathan Williamson, a pollster himself, up-
dates Chapter 7 on public opinion.
• The rise of the Tea Party and super-PACs rais-
es questions about the relevance of U.S. par-
ties in Chapter 10.
• Nonwhite voters are increasingly important,
and realignments may evolve more slowly
than previously thought, explains Chapter 11.
• Incomprehensible, overlong legislation is now
highlighted in Chapter 12.
• Chapter 13 now includes Fukuyama’s thesis
that uncorrupt, merit-based bureaucracies are
the basis of good governance.
• Chapter 16 gives more emphasis to the mostly
unhappy results of the Arab Spring and to ISIS
and Islamic fundamentalism.
• Chapter 17 begins with the dangers of a new
Cold War between the United States, Russia,
and China.
As ever, I am open to all instructor comments,
including those on the number, coverage, and
ordering of chapters. Would, for example, a text-
book of fourteen chapters—one for each week of a
typical semester—be a better organization?
Features
The fourteenth edition merges old Chapters 1
and 2 (Theories) to give us seventeen chapters.
The consolidation of twenty-one chapters into
eighteen, more rationally arranged, received very
positive instructor feedback in the eleventh and
twelfth editions. We retain the introduction of
methodologies early in an undergraduate’s career.
This does not mean high-level numbers crunch-
ing—which I neither engage in nor advocate—
but a reality-testing frame of mind that looks for
empirical verifiability. Where you can, of course,
use valid numbers. As an instructor, I often found
myself explaining methodologies in the classroom
in connection with student papers, so I decided to
insert some basic methodologies in boxes. Each of
these boxes make one methodological point per
chapter, covering thesis statements, references,
quotations, tables, cross-tabulations, graphs, scat-
tergrams, and other standard points, all at the
introductory level. Instructors suggested that
topics as important as “Key Concepts” should
be integrated into the narrative, and I have done
so. Boxes on Democracy, Theories, Classic Works,
and Case Studies still highlight important political
science ideas, provide real-world examples, and
break up pages, making the text reader friendly.
The text boldfaces important terms and
defines them in running marginal glossaries
throughout the chapters. As an instructor, I
learned not to presume students understood the
key terms of political science. The definitions
are in the context under discussion; change that

context, and you may need another definition.
There is a difference, for example, between the
governing elites discussed in Chapter 5 (a tiny
fraction of 1 percent of a population) and pub-
lic opinion elites discussed in Chapter 7 (prob-
ably several percent). Italicized terms signal
students to look them up in the glossary at the
book’s end.
Supplements
Pearson is pleased to offer several resources to
qualified adopters of Political Science and their
students that will make teaching and learning
from this book even more effective and enjoy-
able. Several of the supplements for this book
are available at the Instructor Resource Center
(IRC), an online hub that allows instructors to
Preface 13
quickly download book-specific supplements.
Please visit the IRC welcome page at www.
pearsonglobaleditions.com/Roskin to register
for access.
InSTRuCTOR’S MAnuAL/TEST BAnk This
resource includes learning objectives, lecture
outlines, multiple-choice questions, true/false
questions, and essay questions for each chap-
ter. Available exclusively on the Instructor
Resource Center, www.pearsonglobaleditions
.com/Roskin.
POWERPOInT PRESEnTATIOn Organized
around a lecture outline, these multimedia pre-
sentations also include photos, figures, and tables
from each chapter. Available exclusively on the
IRC, www.pearsonglobaleditions.com/Roskin.
14 Preface
Acknowledgments
My special thanks to Jonathan Williamson of
Lycoming College, who made many updates
to this edition. Several people reviewed this
and earlier editions, and I carefully considered
their comments. For this edition, I wish to thank
Maorong Jiang, Creighton University; Kimberly
Turner, College of DuPage; Robert Porter, Ventura
County Community College; John Sutherlin, Uni-
versity of Louisiana at Monroe; Ngozi Kamalu,
Fayetteville State University; and Aaron Cooley,
Pearson would like to thank and acknowledge
Sanjukta Bhattacharya, Jadavpur University;
Amita Agarwal, S.K. Government College;
Raymond LAU Kwun Sun, Hong Kong Baptist
University; and Kingshuk Chatterjee, Calcutta
University for their contributions to this Global
Edition.
Johnston Community College. My thanks to
Martha Beyerlein for her careful work throughout
the production process.
Are further changes needed in the book, or
have I got it about right? Instructors’ input on
this matter—or indeed on anything else related
to the text or supplementary materials—is highly
valued. Instructors may contact me directly at
maxxumizer@gmail.com.
Michael G. Roskin
We would also like to thank Lara Nettelfield, Royal
Holloway, University of London; Timo Kivimäki,
University of Bath; Angira Sen Sarma, Jamia
Millia Islamia; and Zenonas Tziarras, University
of Central Lancashire, Cyprus, for reviewing the
Global Edition content and sharing useful sugges-
tions to help improve the global content.
Part I
The Bases of Politics
Ch. 1 Politics and Political Science We study politics like a scientist studies
bacteria, never getting angry at a fact but trying to understand how and why
something happens. Political science focuses on power—how A gets B to do
A wants. We do not confuse our partisan preferences with the scholarly study
of politics. Theories provide the framework for understanding the politics we
study. Alternatives to the objective, theory-driven approach of political science
include the emphasis on the unique taken by historians and journalists and the
normative questions of political theorists.

Ch. 2 Political Ideologies Ideologies are plans to improve society. The classic
liberalism of Adam Smith and classic conservatism of Edmund Burke and the
modern versions of the same are still with us. Marx led to both social democracy
and, through Lenin, to communism. Nationalism is the strongest ideology, some-
times turning into fascism. New ideologies include neoconservatism, libertari-
anism, feminism, environmentalism, and, a political ideology emanating from
Islam, Islamism. We study ideologies; we don’t believe them.

Ch. 3 States Not all states are effective; many are weak, and some are failed.
Aristotle’s division of governments into legitimate and corrupt is still useful.
Basic institutional choices can make or break a state. The territorial organization
of states—unitary versus federal—and electoral systems—single-member versus
proportional representation—are such basic choices. State intervention in the
economy, or lack of it, may facilitate prosperity or stagnation.

Ch. 4 Constitutions and Rights These institutionalized documents formalize

the basic structure of the state, limit government’s powers, and define civil rights.
Judicial review, the great U.S. contribution to governance, has over the years
curbed sedition laws and expanded freedom of speech and freedom of press.

Ch. 5 Regimes Democracy is complex and must include accountability, com-

petition, and alternation in power. In even the best democracies, elites have great
influence but do not always trump pluralistic inputs. Totalitarianism is a disease
of the twentieth century and has largely faded, but plenty of authoritarian states
still exist. Democracy is not automatic but can fail in unprepared countries like
Russia and Iraq.

15
 Chapter 1
Politics and Political
Science

Learning Objectives
1.1 Evaluate the several explanations of political power.
1.2 Justify the claim that political science may be considered a science.
1.3 Evaluate the strengths and weaknesses of several theoretical
approaches to political science.
1.4 Contrast normative theories of politics to political science.
16
28 Chapter 1

democracy, stability, and policy. It may be focused on various regions, as in

“Latin American politics” or “East Asian politics.”
International Relations studies politics among nations, including conflict,
diplomacy, international law and organizations, and international political
economy. The study of U.S. foreign policy has one foot in U.S. politics and
one in international relations.
Political Theory, both classic and modern, attempts to define the good polity,
often focused on major thinkers.
Public Administration studies how bureaucracies work and how they can be
improved.
Constitutional Law studies the applications and evolution of the Constitution
within the legal system.
Public Policy studies the interface of politics and economics with an eye to
developing effective programs.

Comparing Political Science to History

and Journalism
Understanding how others study politics shows what makes political science
distinct. History and journalism have different goals from political science, but
they share common features. History studies the past, and not all history focuses
on politics. Journalism covers the present, and only some news stories are on
politics. What they share, however is a focus on unique events. When a histo-
rian studies the French Revolution, she wants to tell the story of the people, the
places, and the events to better understand what happened and put forward a
thesis about why it happened. She is not interested in comparing the French to
the American Revolution, as those are distinct, unique events that deserve sepa-
rate study.
Similarly, a journalist reporting on a war will describe the events as they
unfold. He interviews people affected by the conflict and chronicles a battle to
explain why it was a turning point.
Political science approaches these tasks differently. Instead of focusing on
one revolution, a political scientist might compare several revolutions to discover
what links them together. What factors cause revolutions? Why do they some-
times succeed and sometimes fail? What are the consequences of revolution?
Similarly, a political scientist would not necessarily be interested in writing
about today’s battle or interviewing a war refugee. Instead, political scientists
might be interested in what causes wars generally or why some small conflicts
result in major wars and others do not. Under what circumstances do civil con-
flicts lead to genocide? What forms of aid are most successful when faced with
generalize large numbers of refugees?
Explaining the causes
of consequences of a
Where historians or journalists often seek to explain the unique circum-
whole class of events. stances of a particular event, political scientists seek to generalize. What are
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hand op zijn voorhoofd gelegd werd. —

"Vader!" riep Eduard, nu met wijd-open oogen, en daar zat hij al

overeind en stak zijn hand naar Vader uit — en daar zat Vader ook al
op de rand van 't bed, en Eduard legde zijn arm om Vaders hals en
zoende Vader, en nog eens, en nog eens, en nog eens weer. —

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"Stoute jongen, wat heb je gedaan? Wat heb je je oude Vader aan 't
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werkelijk was.

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vreeselijk, zoo vreeselijk blij dat u weer thuis bent!"

"Ja, ik ben ook vrééselijk blij!" lachte Vader, en toen nam hij
Eduards hoofd tusschen zijn handen en ernstig keek hij zijn jongen
aan. "Hoe is 't er mee?" vroeg hij.

"Goed Vader!" zei Eduard zacht.

 [a362]

XX.
"Hier is 't rapport, Vader!" zei Eduard, en hij gooide zijn pet op een
stoel en liep naar Vader toe, die voor 't raam stond en naar buiten
keek.

Gisterenavond waren ze eindelijk weer thuisgekomen, in hun

eigen, gezellige huis, dat door Rika netjes schoongemaakt en
gelucht was. Nog ruim een week waren ze bij Tante Lina gebleven,
want zoo lang Eduard toch nog niet naar school mocht had zijn
Vader 't niet prettig gevonden hem den heelen dag alleen te laten.
"Oom blijft ook hier tot Eetje weer beter is!" had Beppie dadelijk
gezegd, en Tante Lina had nog denzelfden avond de bedden laten
veranderen. — 't Was toch aardig van Tante Lina geweest om de
kamer van de groote jongens dadelijk voor Vader en hem in te
richten; Hugo had nu op 't logeerkamertje moeten slapen, en voor
Piet was een bed in de badkamer gezet, en Vader zelf had Eduard
naar Hugo's bed overgedragen.

En verder was 't beter worden erg gauw gegaan; wel hing zijn arm
nog in een doek, en dat zou ook [a365] nog wel een week of wat
duren, had de dokter gezegd, en ook zag hij nog wat bleek en
mager, maar toch was hij vanmorgen weer voor 't eerst naar school
geweest.

"Vraag nu of je 't rapport dat je voor de Paasch-vacantie gekregen

hebt nog eens mee mag nemen," had Vader gezegd, toen Eduard
om kwart voor negen klaar stond om naar school te gaan; "toen je 't
kreeg was 't te laat om de cijfers nog te schrijven, weet je wel, en ik
wou het toch graag zien."
 En Eduard had het rapport meegebracht; 't was wel geen prettige
boodschap geweest het aan mijnheer van Eerde te gaan vragen,
want hij wist vooruit al dat de cijfers Vader wel tegen zouden vallen.
— Vader had natuurlijk wel al lang gevraagd hoe 't op school ging en
Eduard had ook wel verteld dat 't niet zoo heel mooi was, maar al te
veel had hij er maar niet over gezegd.

Aandachtig had Vader de cijfers bekeken, en aldoor was Eduard

naast hem blijven staan om te hooren wat Vader zeggen zou, maar
Vader zei niets; en zonder Eduard aan te zien vouwde hij het rapport
weer dubbel en gaf het terug.

"We zullen gaan koffiedrinken," zei Vader eindelijk.

Eduard ging tegenover Vader aan tafel zitten; hij was daarnet hard
naar huis geloopen om gauw bij Vader te zijn en gezellig van alles te
vertellen, maar nu was 't ineens niks leuk meer; — zei Vader nou
maar wat, gaf Vader hem nou maar een flink standje [a366] over dat
rapport, want daar was Vader nu natuurlijk kwaad om — maar Vader
zei niks.

Zoo was 't bij Oom Tom en Tante Lina nou nooit, die gaven
tenminste dadelijk standjes als ze kwaad waren en dan was 't tien
minuten later weer net of er niks gebeurd was, maar zóó duurde 't
zoo vreeselijk lang. — Eindelijk kon Eduard 't niet langer uithouden.

"Vader, is u boos?" vroeg hij zacht.

"Boos? Welnee!" antwoordde Vader.

Daar had je 't nou al! Nou was hij nog even ver! Had hij nu maar
niks gezegd!

En Eduard begon zich opeens vreeselijk te haasten met zijn

boterhammen; gauw voortmaken maar, en dan buiten gaan spelen!

En zonder verder naar Vader te kijken liep hij toen hij klaar was de
kamer uit.
 Wie zou hij nu eigenlijk eens gaan halen, en waar zouden ze naar
toe gaan? Misschien wou Meertens wel mee. — O nee, die had van
twee tot drie timmerles. — Als hij eens naar Tante Lina ging? Ze
zouden zeker wel in den tuin spelen vanmiddag! Toch maar niet
doen, 't was zoo'n eind! Wat deed hij vroeger ook weer altijd 's
Woensdagmiddags? O ja, dan had hij vioolles, en meestal maakte
hij dan daarna zijn werk. Maar in dat vervelende huiswerk had hij nu
heelemaal niks geen zin, en de vioolles was nog altijd op Vrijdag. —
Kom, hij kon Theo wel eens gaan halen, die had hij in een heelen tijd
niet gezien, en wacht, hij kon eigenlijk best op de fiets gaan, hij was
[a367] immers al weer beter, en die arm hing nog wel in een verband
maar je kon ook best met één hand fietsen. Eduard haalde de fiets
uit de kast. 't Ding was na den val wel een week in de reparatie
geweest, maar nu zag alles er dan ook weer prachtig uit en de
remmen werkten weer uitstekend. Natuurlijk waren de banden weer
slap; hoe kreeg hij die nou weer opgepompt met zijn eene arm!
Gezanik ook! Aan Vader vragen? — Eduard bedacht dat hij toch
eigenlijk ook niet goed durfde gaan fietsen zonder 't eerst tegen
Vader te zeggen. Vooruit dan maar!

En Eduard slenterde weer naar de huiskamer. Maar Vader was er

niet meer. Vader was toch niet uitgegaan, dan zou hij Vader wel
gezien hebben! Eduard liep de gang weer in en: "Rrrika! Waar is
Vader?" schreeuwde hij tegen Rika, die juist de keuken uitkwam.

"'k Geloof dat meneer naar zijn studeerkamer gegaan is,"

antwoordde Rika en Eduard holde naar Vaders kamer.

Aan 't groote bureau zat Vader te schrijven, en "Vader, wilt u m'n
fiets even oppompen?" riep Eduard.

"Waarvoor?" vroeg Vader, zijn sigaar uit zijn mond nemend.

"Nou, ik wilde wat gaan fietsen," zei Eduard, "en m'n banden zijn
zoo slap!"

Vader keek hem even zwijgend aan. "Wat dacht je nu eigenlijk?"

vroeg hij toen, "dacht je dat ik nu [a368] met je naar beneden zou
gaan om je fiets op te pompen en dat ik dan zou zeggen: 'Dag Pepi,
veel plezier,'?"

"Waarom niet, Vader?"

"Omdat er geen kwestie van is dat je fietsen gaat zoolang je arm in

dat verband hangt," en Vader schreef weer verder.

"Maar ik kan best met één hand fietsen!" mopperde Eduard, maar
hij kreeg geen antwoord, en stil pruttelde hij verder: "Bij Tante Lina
mocht je altijd doen wat je wou."

"Maar bij mij niet."

Met een boos gezicht bleef Eduard op de punt van de schrijftafel

zitten, maar Vader werkte rustig door en Eduard keek er naar hoe
vlug de zwarte lettertjes op 't witte papier kwamen.

Wat moest hij nu gaan doen? Nu mocht hij niet fietsen ook, en dan
dat akelige rapport; hoe moest dat nu gaan met 't toelatingsexamen?
Als 't zoo doorging mocht hij 't zeker niet eens doen en toch bleef 't
vast zoo gaan als Vader er zich niet mee bemoeide. En natuurlijk
bemoeide Vader zich er niet mee zoolang hij er zelf niet over begon.
Maar wat moest hij dan zeggen?

Eduard stak zijn beenen vooruit en keek naar de punten van zijn
schoenen, toen nam hij een afgebrande lucifer van de tafel en bleef
daar mee zitten spelen. Maar eindelijk liet hij 't roode houtje op den
grond vallen, en zacht begon hij: "Vader!"

"Wat is er?"

[a369] "Denkt u dat ik toelatingsexamen mag doen?" Maar Vader

keek niet eens op en zei: "Dat weet ik niet; 't schijnt jou niet te
kunnen schelen en dan kan 't mij ook niet schelen."

"Maar 't kán mij wel schelen!"

 Nu hield Vader op met schrijven, en hij vroeg: "Waarom heb je niet
gewerkt in den tijd dat ik weg was?"

Met groote, verschrikte oogen keek Eduard zijn Vader aan.

"Ik heb wel gewerkt!" zei hij toen.

"Maar waarom heb je niet beter je best gedaan?"

Eduard antwoordde niet dadelijk.

"Dat weet ik niet," zei hij eindelijk, en hij zette [a372] een heel
ongelukkig gezicht, "alles was zoo vreeselijk moeilijk en u was er
niet!"
 "Maar omdat ik er niet was had je toch precies even goed je best
moeten doen!"

"Ik kan niet werken als u er niet bij bent!" zei Eduard, maar zonder
Vader aan te kijken.

Nu legde Vader zijn pen neer, en achterover in zijn stoel leunend

zei hij: "Kijk eens, je kunt best, als je maar wilt. Je moet niet denken
dat alles nu maar even gemakkelijk is! Als je dat denkt zul je er
heusch nooit komen, dan zul je heusch nooit iets bereiken! Als jij er
aldoor aan gedacht hadt dat je werken wilde, en je daarvan niet hadt
laten afbrengen, dan had je ook gewerkt! Maar er kwam zoo heel
veel afleiding, zoo heel veel dingen waren er die je ook mee wilde
doen, en toen schoot je werk er bij in. En toch moet je leeren om
daar tegen te kunnen, er zullen altijd, je heele leven door, dingen zijn
waar je graag aan mee wilt doen, en waarvoor je je werk in de steek
zou moeten laten, en je Vader zal er niet altijd bij zijn om je te
vertellen wat je doen moet! Begrijp je goed wat ik zeg, Eddy?"

Eduard knikte van ja.

"En nu vraag je over dat toelatingsexamen voor 't gymnasium —

kijk, je moet nu zelf maar weten wat je doet; als je zoo door blijft
gaan als je nu de vier laatste maanden gewerkt hebt, nee, dan mag
je 't stellig niet doen. — En anders, als je [a373] maken wilt dat je 't
wel mag doen, dan moet je aanpakken. Je hebt heel veel tijd
verknoeid, en ik weet niet of het mogelijk zal zijn om veel in te halen,
maar als je het ernstig meent en je wilt je inspannen, dan kun je het
probeeren. Je hoeft me niet dadelijk te vertellen wat je doen wilt,
denk er maar eens stil over na."

En Vader nam zijn pen weer op en boog zich weer over zijn werk.

"Blijft u vanmiddag thuis werken, Vader?"

"Ja."
 Eduard ging naar 't raam en keek naar buiten. Stil bleef hij staan,
een heele tijd lang, toen draaide hij zich om en haalde zijn
schooltasch uit de gang. En hij ging aan een hoek van de schrijftafel
zitten, legde zijn schriften en boeken voor zich, en begon aan zijn
sommen.

En aldoor werkte hij verder, zonder op te kijken; en wel werd het

niet heel netjes nu hij zijn linkerarm niet kon gebruiken, maar 't
maakte hem vandaag niet ongeduldig, en net zoolang rekende hij,
tot hij alle antwoorden gevonden had.

Toen stond hij op en zwijgend legde hij zijn werk voor Vader neer.

Aandachtig las Vader de sommen door, toen deed hij het schrift
dicht en gaf het terug. "En?" vroeg hij, Eduard aankijkend.

"Ik wou graag probeeren om in te halen," zei Eduard zacht, "als u

me helpen wilt tenminste. Ik weet wel dat ik het later alleen moet
doen en later [a374] kan ik het misschien ook wel alleen, als u me
eerst dan nog maar een beetje helpen wilt."

"Goed," antwoordde Vader, "maar dan blijft er niet veel tijd over
voor andere dingen, heb je dat nu wel bedacht?"

"Ja Vader."

"En zijn er nu nog lessen te leeren?"

"Alleen jaartallen, moet ik dat nu eerst doen?"

Vader knikte.

Eduard haalde zijn jaartallenschrift te voorschijn en begon te

leeren. Nu was het half vier, om vier uur was hij dus met alles klaar;
in al dien tijd dat hij bij Tante Lina logeerde was 't nooit gebeurd dat
zijn werk Woensdagmiddags om vier uur af was. En als hij gewild
had was het toch eigenlijk best te doen geweest. —
 "Weet u wat ik zoo gek vind, Vader?" vroeg Eduard, toen zijn Vader
de jaartallen overhoord had.

"Nou?"

"Dat je toch zoo aan elkaar went. Ik dacht toen ik bij Tante Lina was
aldoor dat ik niks om ze gaf, om Hugo en Piet en de anderen, de
heele familie bedoel ik, begrijpt u?" en Eduard stopte de boeken en
schriften weer in zijn tasch.

"En geef je nu toch wel om ze?"

"Dat weet ik eigenlijk niet; maar je went toch wel erg aan elkaar,
vind ik. 't Was aldoor zoo'n drukte, en je hadt toch ook wel dikwijls
pret met elkaar, en ze hadden altijd plannen, zooals toen die kuil in
den tuin, en dat comediespelen en zoo."

[a375] "En ik speel geen comedie met je," zei Vader.

"Nee natuurlijk niet," lachte Eduard, "maar met je tweeën gaat dat
ook niks leuk. Kijk, ik vind het natuurlijk wel vreeselijk plezierig om
weer thuis te zijn, maar je mist al die drukte toch wel een beetje, 't
was soms toch wel erg gezellig."

Vader zuchtte even. "Je zult weer aan je oude Vader moeten
wennen, Pepi!" antwoordde hij.

Eduard streek met zijn hand door Vaders haar.

"Dat bedoel ik niet," zei hij, "ik houd van u natuurlijk toch veel meer
dan van hen allemaal bij elkaar, maar 't is hier zooveel stiller, begrijpt
u?"

"Ja zeker, ik begrijp 't wel." Vader dacht even na. "Weet je wat we
doen zullen, Pepi? Als je 't nu ernstig meent met werken en je houdt
flink vol, dan gaan we den eersten dag van de groote vacantie dat
het mooi weer is naar buiten, den heelen dag, en dan vragen we ze
allemaal mee, en dan mag jij kiezen waar we naar toe zullen gaan!"
 Eduard vond het een prachtig plan. "Mogen ze allemaal mee?"
vroeg hij.

"Ja allemaal; Hugo, en Piet, en Lineke, en de kleine krieltjes, en

dan vragen we of Oom Tom en Tante Lina en de juffrouw ook mee
gaan."

"En Theo ook? En Meertens? En van Merlen? Dat is ook een leuke
jongen!"

"Allemaal," zei Vader.

Eduard dacht even na. "We moesten Piet maar thuis laten," stelde
hij voor, "die was er toch eigen-[a376] lijk de schuld van dat ik viel,"
maar toen hij Vader aankeek, haastig: "Of nee, laat hij toch ook
eigenlijk maar meegaan." —

"Edu, daar is die jongen van Meertens en die vraagt of je buiten

komt spelen," zei Rika, haar hoofd om de deur stekend.

"Ja, ik kom," antwoordde Eduard, "'t mag immers Vader?"

Zijn Vader knikte.

En Eduard liep de kamer uit en holde de gang door met een

daverend "Hallo!"

Met een dreunenden slag viel de voordeur dicht.

Augustus 1907.
Transcriber's Notes:

Dit boek bevat een aantal zetfouten. Sommige fouten zijn

stilzwijgend hersteld, zoals ontbrekende aanhalingstekens. In enkele
gevallen werden er binnen dubbele aanhalingstekens wederom
dubbele aanhalingstekens gebruikt. Voor de duidelijkheid zijn die
veranderd in enkele aanhalingstekens.

De 'platte tekst'-versie simuleert met [_] italic, en met [~]

gespatieerde tekst-fragmenten.

De "HTML"-versie toont de oorspronkelijke bladzijde-nummers, de

'platte tekst'-versie niet. De bladzijde-nummers kunnen verborgen
worden in de "HTML-versie. Indien gewenst, open dan het HTML-
bestand met een tekstverwerker en kijk naar de aanwijzingen bij de
CSS-klassen [pagenum] en [hyphen]. Als de bladzijde-nummers
zichtbaar zijn, dan hinderen ze niet bij het zoeken naar
tekstfragmenten, omdat ze virtueel worden getoond.

Voor het gemak van de lezer is er aan de "HTML"-versie ook een

inhoudsopgave toegevoegd.

Verder zijn de volgende zetfouten gecorrigeerd (en in de tekst

voorzien van 'hints' die de oorspronkelijke tekst tonen):

[dat bij dan] → [dat hij dan]

[op die schilderij!"] → [op dat schilderij!"]

[Dat is de concierge] → [Dat is de conciërge]

[Sneeuwitje] → [Sneeuwwitje]
Deze fout kwam 4x voor. Deze link verwijst naar de
eerst-voorkomende.
[mijn viool gekregen "en] → [mijn viool gekregen en]

[geen anwoord te] → [geen antwoord te]

[het het is jouw beurt!"] → [het is jouw beurt!"]

[dit vers was] → [Dit vers was]

[naar de bioscope] → [naar de bioscoop]

[rozijnen, vermecelli, en] → [rozijnen, vermicelli, en]

[aan te merken hebt ruk je] → [aan te merken hebt, ruk je]

[over 't pikkeldraad] → [over 't prikkeldraad]

[Dat Piet grinnekend] → [Dat Piet grinnikend]

Drie maal gecorrigeerd naar de meest voorkomende
schrijfwijze in dit boek: [grinniken]
*** END OF THE PROJECT GUTENBERG EBOOK EDUARD
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