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 UNIVERSITY–COMMUNITY
PARTNERSHIPS FOR PROMOTING
SOCIAL RESPONSIBILITY IN HIGHER
EDUCATION
INNOVATIONS IN HIGHER EDUCATION
TEACHING AND LEARNING
Series Editor: Patrick Blessinger

Previous Volumes
Volume 1 Inquiry-based Learning for Faculty and Institutional
Development: A Conceptual and Practical Resource for
Educators – Edited by John M. Carfora and Patrick
Blessinger
Volume 2 Inquiry-based Learning for the Arts, Humanities, and
Social Sciences: A Conceptual and Practical Resource
for Educators – Edited by Patrick Blessinger and John
M. Carfora
Volume 3 Inquiry-based Learning for Multidisciplinary Programs:
A Conceptual and Practical Resource for Educators –
Edited by Patrick Blessinger and John M. Carfora
Volume 4 Inquiry-based Learning for Science, Technology,
Engineering, and Math (STEM) Programs: A Conceptual
and Practical Resource for Educators – Edited by
Patrick Blessinger and John M. Carfora
Volume 5 University Partnerships for Community and School
System Development – Edited by Barbara Cozza and
Patrick Blessinger
Volume 6 Emerging Directions in Doctoral Education – Edited by
Patrick Blessinger and Denise Stockley
Volume 7 University Partnerships for Academic Programs and
Professional Development – Edited by Patrick
Blessinger and Barbara Cozza
Volume 8 University Partnerships for International Development –
Edited by Patrick Blessinger and Barbara Cozza
Volume 9 Engaging Dissonance – Edited by Amy Lee and
Rhiannon D. Williams
Volume 10 University Partnerships for Pre-service and Teacher
Development – Edited by Barbara Cozza and Patrick
Blessinger
Volume 11 Refugee Education: Integration and Acceptance of
Refugees in Mainstream Society – Edited by Enakshi
Sengupta and Patrick Blessinger
Volume 12 Contexts for Diversity and Gender Identities in Higher
Education: International Perspectives on Equity and
Inclusion – Edited by Jaimie Hoffman, Patrick
Blessinger and Mandla Makhanya
Volume 13 Strategies, Policies, and Directions for Refugee
Education – Edited by Enakshi Sengupta and Patrick
Blessinger
Volume 14 Perspectives on Diverse Student Identities in Higher
Education – Edited by Patrick Blessinger
Volume 15 Language, Teaching and Pedagogy for Refugee
Education – Edited by Enakshi Sengupta and Patrick
Blessinger
Volume 16 Strategies for Fostering Inclusive Classrooms in Higher
Education – Edited by Jaimie Hoffman, Patrick
Blessinger and Mandla Makhanya
Volume 17 Strategies for Facilitating Inclusive Campuses in Higher
Education: International Perspectives on Equity and
Inclusion – Edited by Jaimie Hoffman, Patrick
Blessinger and Mandla Makhanya
Volume 18 Integrating Sustainable Development into the
Curriculum – Edited by Enakshi Sengupta, Patrick
Blessinger and Taisir Subhi Yamin
Volume 19 Teaching and Learning Strategies for Sustainable
Development – Edited by Enakshi Sengupta, Patrick
Blessinger and Taisir Subhi Yamin
Volume 20 University Partnership for Sustainable Development
Edited by Enakshi Sengupta, Patrick Blessinger and
Taisir Subhi Yamin
Volume 21 Civil Society and Social Responsibility in Higher
Education: International Perspectives on Curriculum
and Teaching Development – Edited by Enakshi
Sengupta, Patrick Blessinger and Craig Mahoney
Volume 22 Introduction to Sustainable Development Leadership
and Strategies In Higher Education – Edited By Enakshi
Sengupta, Patrick Blessinger and Taisir Subhi Yamin
INNOVATIONS IN HIGHER EDUCATION TEACHING
AND LEARNING VOLUME 23

UNIVERSITY–COMMUNITY
PARTNERSHIPS FOR
PROMOTING SOCIAL
RESPONSIBILITY IN HIGHER
EDUCATION
EDITED BY

ENAKSHI SENGUPTA
Centre for Advanced Research in Higher Education,
USA
International HETL Association, USA

PATRICK BLESSINGER
St. John’s University, USA
International HETL Association, USA

CRAIG MAHONEY
University of the West of Scotland, UK
Created in partnership with the International Higher
Education Teaching and Learning Association

https://www.hetl.org/

United Kingdom – North America – Japan

India – Malaysia – China
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2020

Copyright © 2020 Emerald Publishing Limited

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any
form or by any means electronic, mechanical, photocopying, recording or otherwise without
either the prior written permission of the publisher or a licence permitting restricted copying
issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright
Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst
Emerald makes every effort to ensure the quality and accuracy of its content, Emerald
makes no representation implied or otherwise, as to the chapters’ suitability and application
and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83909-439-2 (Print)

ISBN: 978-1-83909-438-5 (Online)
ISBN: 978-1-83909-440-8 (Epub)

ISSN: 2055-3641 (Series)

CONTENTS

List of Contributors

Series Editors’ Introduction

PART I
PARTNERSHIPS AND COMMUNITY
ENGAGEMENT

Chapter 1 Introduction to Civil Society and

Social Responsibility in Higher Education:
International Perspectives on University–
Community Partnerships
Enakshi Sengupta, Patrick Blessinger and Craig
Mahoney
Chapter 2 Extending the Welcome: The Role
of University–Community Partnerships in
Supporting Refugees in England
Agata A. Lambrechts
Chapter 3 A Problem, a Plan, and South
African Youth: Actively Involving the Youth in
Tackling Social Issues
Ashiya Abdool Satar
Chapter 4 Addressing Avoidable Inequalities:
The Role of One University in Place-based
Transformational Change
Claire Taylor, Nina Ruddle, Ken Perry and Clare
Budden
Chapter 5 Internationalizing Institutional
Accountability for Engaging with
Communities: The Carnegie Community
Engagement Classification
Mathew Johnson, John Saltmarsh, Georgina Manok
and Gene Corbin
Chapter 6 The Role of Community Partners in
the Development of Students’ Social
Responsibility – Insights from a South African
Case Study
Martina Jordaan and Dolf Jordaan
Chapter 7 An Inter-organizational Case Study
Between a Public American University and Six
US Corporations
Morgan R. Clevenger
Chapter 8 From Engagement to Strategy: The
Journey Towards a Civic University
Nicola Gratton
Chapter 9 Out in the Field: Experiential
Learning Through University–Community
Partnerships
Sarah Haines and Chelsea McClure

PART II
POLICIES AND PEDAGOGIES
Chapter 10 Identifying with Borders and
Boundaries: The Place of Critical Pedagogy as
Social Responsibility Education
David Wallace
Chapter 11 The Role of the Finnish and
Australian Universities in Achieving a Better
and More Sustainable Future for All
Ilkka Väänänen, Kati Peltonen and Sharon Lierse
Chapter 12 Differentiating University
Community Engagement: An African Tale in
Civil Society – International Perspectives on
University–Community Partnerships
Nelson M. Nkhoma
Chapter 13 The Access Dilemma Revisited:
Exploring the (Missing) Links Between
Governmental Policy, University Strategies
and Civil Society
Laila Nordstrand Berg and Rómulo Pinheiro
Chapter 14 Bridging the Gap Between the
Community and the Ivory Tower: A Case Study
of University–Community College Partnership
Models
Mia Ocean, Lisa Calvano and Marian McGorry
Chapter 15 Social Justice in the Age of
Philanthropy
Taylor Cobb and Shane Nelson

About the Authors

Name Index

Subject Index
LIST OF CONTRIBUTORS

Laila Nordstrand Berg Western Norway University of Applied

Sciences, Sogndal, Norway
Patrick Blessinger International Higher Education Teaching and
Learning Association, USA
Clare Budden ClwydAlyn Housing Association, UK
Lisa Calvano West Chester University of Pennsylvania,
USA
Morgan R. Clevenger Monarch Business School, Switzerland, and
Shippensburg University, USA
Taylor Cobb Girard College, USA
Gene Corbin University of Massachusetts, USA
Nicola Gratton Staffordshire University, UK
Sarah Haines Towson University, USA
Mathew Johnson Brown University, USA
Dolf Jordaan University of Pretoria, South Africa
Martina Jordaan University of Pretoria, South Africa
Agata A. Lambrechts University of York, UK
Sharon Lierse United Nations Educational, Scientific and
Cultural Organization (UNESCO), France
Craig Mahoney University of the West of Scotland, UK
Georgina Manok Brown University, USA
Chelsea McClure Towson University, USA
Marian McGorry Delaware County Community College, USA
Shane Nelson Community College of Philadelphia, USA
Nelson M. Nkhoma University of the Western Cape, South Africa
Mia Ocean West Chester University of Pennsylvania,
USA
Kati Peltonen LAB University of Applied Sciences, Finland
Ken Perry Do-Well (UK) Ltd, UK
Rómulo Pinheiro University of Agder, Norway
Nina Ruddle Wrexham Glyndŵr University, UK
John Saltmarsh University of Massachusetts, USA
Ashiya Abdool Satar University of South Africa, South Africa
Enakshi Sengupta International Higher Education Teaching and
Learning Association, USA
Claire Taylor Wrexham Glyndŵr University, UK
Ilkka Väänänen LAB University of Applied Sciences, Finland
David Wallace University of the West of Scotland, UK
SERIES EDITORS’ INTRODUCTION

INNOVATIONS IN HIGHER EDUCATION

TEACHING AND LEARNING
The purpose of this series is to publish current research and
scholarship on innovative teaching and learning practices in higher
education. The series is developed around the premise that teaching
and learning is more effective when instructors and students are
actively and meaningfully engaged in the teaching–learning process.
The main objectives of this series are to:

(1) present how innovative teaching and learning practices are being
used in higher education institutions around the world across a
wide variety of disciplines and countries;
(2) present the latest models, theories, concepts, paradigms, and
frameworks that educators should consider when adopting,
implementing, assessing, and evaluating innovative teaching and
learning practices; and
(3) consider the implications of theory and practice on policy,
strategy, and leadership.

This series will appeal to anyone in higher education who is

involved in the teaching and learning process from any discipline,
institutional type, or nationality. The volumes in this series will focus
on a variety of authentic case studies and other empirical research
that illustrates how educators from around the world are using
innovative approaches to create more effective and meaningful
learning environments.
Innovation teaching and learning is any approach, strategy,
method, practice, or means that has been shown to improve,
enhance, or transform the teaching–learning environment.
Innovation involves doing things differently or in a novel way in
order to improve outcomes. In short, innovation is positive change.
With respect to teaching and learning, innovation is the
implementation of new or improved educational practices that result
in improved educational and learning outcomes. This innovation can
be any positive change related to teaching, curriculum, assessment,
technology, or other tools, programs, policies, or processes that lead
to improved educational and learning outcomes. Innovation can
occur in institutional development, program development,
professional development, or learning development.
The volumes in this series will not only highlight the benefits and
theoretical frameworks of such innovations through authentic case
studies and other empirical research but also look at the challenges
and contexts associated with implementing and assessing innovative
teaching and learning practices. The volumes represent all disciplines
from a wide range of national, cultural, and organizational contexts.
The volumes in this series will explore a wide variety of teaching and
learning topics such as active learning, integrative learning,
transformative learning, inquiry-based learning, problem-based
learning, meaningful learning, blended learning, creative learning,
experiential learning, lifelong and lifewide learning, global learning,
learning assessment and analytics, student research, faculty and
student learning communities, as well as other topics.
This series brings together distinguished scholars and educational
practitioners from around the world to disseminate the latest
knowledge on innovative teaching and learning scholarship and
practices. The authors offer a range of disciplinary perspectives from
different cultural contexts. This series provides a unique and
valuable resource for instructors, administrators, and anyone
interested in improving and transforming teaching and learning.

Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist,
International HETL Association
 Enakshi Sengupta
Associate Editor, International HETL Association
PART I
PARTNERSHIPS AND COMMUNITY
ENGAGEMENT
CHAPTER 1
INTRODUCTION TO CIVIL SOCIETY AND
SOCIAL RESPONSIBILITY IN HIGHER
EDUCATION: INTERNATIONAL
PERSPECTIVES ON UNIVERSITY–
COMMUNITY PARTNERSHIPS
Enakshi Sengupta, Patrick Blessinger and Craig
Mahoney

ABSTRACT
In a highly globalized, interconnected and interdependent
world, universities can no longer survive in isolation. The
educational, research and social actions have an impact on the
community where the university works as a change agent to
promote society’s fundamental values of democratic
participation and social justice. Sustainability education and
awareness about social responsibility (SR) are becoming crucial
mainly for students, so that they are aware of concepts such as
economic prosperity, resource equity, energy sustainability and
environmental health concerns (Sengupta, Blessinger, & Yamin,
2019). The SR of a university is to strengthen its ties with the
community through promotion of active citizenship,
volunteerism and developing a sense of civic and ethical
responsibility among students and staff. Universities can have a
 great influence on achieving social and economic progress of a
country as well as protecting the environment and addressing
complex issues that plague society. The role of universities is
not only restricted to exchange of knowledge but also in
playing a leading role as an active member of society.
Universities have come out of their isolation to accommodate
and be a part of social change by actively engaging in
community life and not being confined to only classroom and
laboratory activities (Sengupta et al., 2019). This book provides
empirical evidence on how universities have considered SRs as
their prime focus and have engaged with civil society to
enhance their values. Case studies from Indonesia to the
United Kingdom enrich the book through their experience,
interventions and narrations, which can be replicated in other
parts of the world to create a better society and a more
sustainable planet.
Keywords: University; partnership; community; social
responsibility; engagements; intervention; implementation; civil
responsibility; social justice; democratization; value;
sustainable planet

INTRODUCTION
Higher education institutions (HEIs) are assuming a profound role in
today’s society to act as catalysts for social change with the potential
to address and mitigate a variety of social problems. Community–
university engagement has gained prominent ground toward
creating a two-way discourse that engages the community and the
students to produce socially relevant contemporary knowledge based
on active participation from both and bringing a solution to the table
to make the world a better place to live. The subject of community
and university partnership is all encompassing and involves the
participation of all active stakeholders including the staff and the
faculty members. This two-way process provides beneficial
experiential learning platform for the students and creates a socially
responsible research platform for the faculty. Community also stands
as winner by gaining the opportunity to be a part of a sustainable
livelihood and enjoy empowerment and relief from poverty,
unemployment and other social issues. The indirect stakeholders like
government and other civil society organizations benefit by their
active participation to address social problems and create positive
and mutually beneficial relations with the university.
The Sustainable Development Goals (SDGs) promoted by the
United Nations came into effect in 2015 and provided a common
ground and a framework that were adopted by 193 countries with
169 targets to be achieved, which were divided among 17 goals
(EUA, 2016). Universities are now engaged in providing sustainable
development through the goals specified in 2015. Universities are
involved in cutting-edge research, high-quality education and
ground-breaking innovations (Goals 4 and 9). Many universities have
integrated these SDGs, which are now an important part of civil
society (Goal 16), and they are excellent promotors of global and
local partnerships (Goal 17). Through their contributions to these
four goals, universities facilitate the achievement of all the other
goals specified in the SDGs (EUA, 2016).
Along with universities, the role of civil society remains
unparalleled in ushering in societal changes. Civil society is now
beyond its traditional definition of a third sector and is considered a
vibrant and active member of society acting as facilitators, conveners
and innovators who, along with the student community, is taking
firm and bold steps toward inculcating social responsibility (SR) and
sustainability in every individual, mainly the younger generation. The
International Higher Education Teaching and Learning Association is
one such organization that supports the SDG initiative and
encourages heads of nonprofit colleges and universities, associations
and institutes to sign the Declaration on University Global
Engagement and to adopt the SDGs as a global policy framework for
organizing their global engagement activities to address complex
global challenges.
We live in an age of contradiction. On one hand we have
prosperity and on the other extreme poverty, we are in a paradoxical
world of both plenty and scarcity. The rapid growth of urbanization
and the race toward modernization continue to deplete us of our
natural resources. Time has come to judge our own responsibility
and resort to introspection of our own actions and their social
relevance and impact. Along with business conglomerates, the role
of universities in this process cannot be overlooked. The role of
institutions of higher education (IHEs) is crucial in addressing various
social concerns as well as the national development. Academics have
termed this as the “social responsibility of universities,” and it is in
this capacity that the universities have the potential to erase the
discrepancies and inequalities prevalent in our societies. Recently
published GUNi Report has clearly argued:
Social responsibility emerges as the need to reconsider the social relevance of
universities in light of the encounter of the local with the global, regarding priorities,
demands, impacts and knowledge needs in the context of globalization. (Grau et al.,
2017, p. 41)

The concept of SR is not a novel one; it is an integral part of any

academic debate and used often in the context of sustainability and
globalization (Vasilescu, Barna, Epure, & Baicu, 2010). A widely used
definition of SR is from the World Business Council for Sustainable
Development and states the following:
Corporate social responsibility is the continuing commitment by business to behave
ethically and contribute to economic development while improving the quality of life
of the workforce and their families as well as of the local community and society at
large. (CSR: Meeting Changing Expectations, 1999)

The basic demand of SR lies in the fact that all stakeholders, be it

business corporations or educational institutions, should function in a
responsible manner with complete responsibility and commitment.
Corporatization of universities and its effort toward profit
maximization has challenged its role solely as a knowledge creator.
Universities are building capacities toward fulfilling their SR and are
now transforming the curriculum to address society’s socioeconomic
need and encompassing introspection on the university’s internal
processed environment (Nejati, Shafaei, Salamzadeh, & Daraei,
2011).
 LITERATURE REVIEW
University social responsibility (USR) involves a multidisciplinary
integrated approach and encompasses many different areas such as
active citizenship, civil commitment, service to the community,
community engagement (CE) and outreach programs, promoting
economic development, encouraging students to think and act
ethically to issues and motivating staff and faculty members to be
actively involved in social well-being. Universities are expected to
manage its social commitment along with expanding its knowledge
base, indulging in research, developing human resource capacity
among faculty and students in addition to educating the nation
(Shawyun, 2011; Vasilescu et al., 2010). Resier (2008) defines the
USR as a policy of the university containing in itself ethical qualities
that affect the performance of the university–community relationship
(students, faculty and administrative employees) and involve
responsible management of the educational, cognitive, labor and
environmental impacts, which is collectively produced by the
university, in an interactive dialogue with society to encourage a
sustainable human development. According to Mendez (2012), USR
is an approach that encompasses science, technology and research
in which contributions to the economically disadvantaged are given
adequate value and attention.
The growing importance of this university–community alliance has
also led to a strong emphasis on measuring the outcome and output
of these activities. The benefits can be measured by repeated
stakeholder engagement and by measuring the worth of any such
activities in bringing about a general welfare of the masses. These
impact measurement initiatives provide justification in using the
resources of the university and its proximity toward achieving the
outlined goals (Onyx, 2008). Universities are viewing CE as a part of
their strategic plan, although not much literature is available to
substantiate the claim (Hart, Northmore, & Gerhardt, 2009).
Universities are attempting to define the concept of university–
community partnership and are including the process and plans in
their websites, detailing the approach route that they are taking
toward implementing this concept (Tremblay, 2017). There is no
doubt that all academics have agreed in unison that USR is as
important as teaching the students in a university. The challenges lie
in the fact that the vagueness and ambiguity still rule the concept
with no proper measuring tool or evaluation criteria. There is a lack
of standardized instrument that can measure the success of the
partnership (Rowe & Frewer, 2000). There has been a growing
tendency toward demanding accountability that has led to academics
trying to construct benchmarks and performance indicators, which
can account for the socioeconomic and cultural contribution at local
and regional levels (Hart, 2010). Work needs to be done in the field
of evaluating the process by which HEIs establish community
partnerships and what approach route will be adopted by them to
sustain the process (Kezar, 2005).
An important component of the university’s research agenda is
their activity centered around the community. Universities can tailor
their research mission to produce quality research that can benefit
both public and the students who are involved with their faculty
members in conducting such research (Turk-Bicakci & Brint, 2005).
USR provides a unique platform to develop sustainability of science
and research. As an important stakeholder, government must
encourage such partnership and help supplement university’s efforts
through funding, policies and creating opportunities for training
students in technology and science to meet the needs of the
marketplace and industry (Leitão & Silva, 2007).
Activities that facilitate university–community partnership has a
wider impact on four kinds of audiences (Ferman & Hill, 2004); they
are the educational institution that is actively involved in strategizing
such a partnership, faculty members, students and the community in
which they are located. Students are made more aware of the
problems in the community; they are connected to the practical
aspect of life and are actively involved in seeking solutions and
negotiating with current problems, which makes them a better
candidate as a future leader. These activities have direct impact on
the student’s academic achievement as they prepare them for
academic learning and critical thinking. Faculty finds a way to
connect classroom to the practical world outside and reaps the
benefit by producing quality research journals on the work done in
the field. The institutional leaders take the opportunity to improve
their relationship with the nearby community and bridge the gap
between community well-being and the ivory tower syndrome.
Community is benefited through the programs that are being
implemented by the institutions aimed at general well-being of the
people at large (Erickson, 2010).

CHAPTER OVERVIEWS
Extending the Welcome: The Role of University–Community
Partnerships in Supporting Refugees in England, by Agata A.
Lambrechts, is about issues around refugee rights that have come to
public attention following the surge in asylum application in Europe
in 2015; several responses have been developed by universities in
England to extend the welcome to refugees in both local
communities and on their campuses. While some institutions act on
their own, others have created social relationships and collaborations
with local and national third-sector organizations, on which they can
rely for their experience of working with and access to refugees and
other forced migrants, in return offering their expertise and
resources. The purpose of this chapter is to describe one such
collaboration setup to support refugees residing in the City of York,
in the North of England, UK. While not perfect, the York University–
community partnership for refugees is a successful one, delivering
tangible benefits for all the interested parties – most importantly, for
the forced migrants themselves. Within this chapter, the
partnership’s origins, its evolving aims and objectives, and the
current outcomes of the collaboration are discussed. The chapter
concludes by offering perspectives on the reasons why the
partnership became successful, as well as acknowledging its
challenges and limitations, drawing valuable lessons for both HEIs
and community organizations in other parts of the world.
 A Problem, a Plan, and South African Youth: Actively Involving the
Youth in Tackling Social Issues, written by Ashiya Abdool Satar,
provides a theoretical and empirical examination of young people’s
role in identifying and solving problems in their communities from a
social justice perspective. The complex political processes in South
Africa stymie a top-down approach for advancing social justice.
Therefore, this study focuses on a bottom-up stance to nurture
social justice efforts by concentrating on the role of the youth,
younger than 18 years, in initiating change in their communities.
Such engagement aligns with the principles outlined in the United
Nations Convention on the Rights of the Child adopted in 1989 that
aims to enrich both the individual and the community (Dirsuweit &
Mohamed, 2016; Office of the United Nations High Commissioner for
Human Rights (OHCHR), 1989). The University of South Africa
(Unisa) is involved in a community outreach program of this nature,
commissioned by Empowervate Trust, a South African nonprofit
organization that manages the Youth Citizen’s Action Campaign (Y-
CAP), which equips learners with the skills to solve societal issues in
their respective communities. This chapter thus attempts to clarify
what active citizenship means to the youth by focusing on the
findings from focus-group interviews with South African learners who
are involved with community development projects that advance
social justice initiatives in their communities through the Y-CAP
endeavor.
Addressing Avoidable Inequalities: The Role of One University in
Place-based Transformational Change, written by Claire Taylor, Nina
Ruddle, Ken Perry and Clare Budden, explores one UK university’s
influence and involvement as a key partner within the 2025
Movement, a movement for change with a collective vision to tackle
avoidable health and housing inequalities by 2025 in North Wales,
UK. The approach to building 2025 is founded in systems leadership
and social movements resulting in transformational change in the
way we work, think and deliver across a region as a collective. The
innovative role of the university as a key partner has shifted the
perceptions of the university in the region and its capacity to act as
an instrument of Government, contributing to the political imperative
to support communities as part of the Well-being of Future
Generations (Wales) Act 2015. The chapter outlines the principles
behind 2025 and the university’s role to date, as illustrated through
three case studies: Learning and Leadership; Social Prescribing; and
Healthy Homes–Healthy People. The chapter reflects upon the
challenges faced and how they have been overcome. Finally,
enablers for successful collective working are identified, which have
resulted in the university being able to utilize its expertise, energy
and education to work in partnership in order to tackle some of the
most complex issues facing our communities.
Internationalizing Institutional Accountability for Engaging with
Communities: The Carnegie Community Engagement Classification,
by Mathew Johnson, John Saltmarsh, Georgina Manok and Gene
Corbin, explores reciprocal partnerships between IHEs and
communities, which provide opportunities for IHEs to fulfill their core
mission while at the same time benefiting communities. One model
of institutional accountability for this type of partnership is the
Elective Carnegie Community Engagement Classification. As a
process is underway to internationalize the US-based classification,
this chapter engages with a central guiding question: How can we
best adapt the CE classification’s institutionalizing framework for CE
– designed in the context of the United States – in a way that
upholds the integrity of engagement practices, adheres to effective
strategies for organizational change, and is sensitive to national,
cultural, economic, political, social and historical contexts? In
addressing this question, the internationalization strategy is focused
on careful adaptation of the application framework so that it can be
applied in specific national higher education (HE) contexts. The
adaptation seeks to incorporate nationally and culturally relevant CE
approaches that are reflected in organizational strategies at the
institutional level, consistent with the internal logic of the CE
classification: valuing expertise of others, working against colonial
knowledge regimes and mindfully building toward increased
epistemic justice. This strategy can be a model for
internationalization of other processes for IHEs.
 The Role of Community Partners in the Development of Students’
Social Responsibility – Insights from a South African Case Study, by
Martina Jordaan and Dolf Jordaan, is about the Joint Community-
based Project (code: JCP), a compulsory macro undergraduate
course that is offered by the Faculty of Engineering, Built
Environment and Information Technology at the University of
Pretoria in South Africa. The course was introduced to teach
students the soft skills they will need as graduates and make them
aware of their SR. More than 1,600 students register for the course
annually. Generally, students work in 450 groups each year to help
more than 250 community partners. The course, which has received
recognition at institutional, national and international levels, requires
students to work in a community for at least 40 hours, after which
they reflect on their learning experience through a report,
presentation and YouTube video. The identification and selection
process of community partners is based on contextual criteria, while
new cohorts of students can recommend new community partners
each year. Community partners’ tasks include project coordination
and student assessment based on the course’s assessment criteria.
This chapter discusses how community partners are identified,
coordinated and sustained within a macro community service course.
It also provides a conceptual framework to highlight community
partners’ roles and their impact on the students’ social development
based on qualitative case study research.
An Inter-organizational Case Study between a Public American
University and Six US Corporations, by Morgan R. Clevenger,
explores corporate involvement in HE, which remains highly visible
and controversial. While best practices can be found, many gray
areas exist in the actions motivating both parties. This organizational
analysis examines corporate citizenship through the inter-
organizational relationships of a public USA doctoral university and
six US corporate partners as framed through Cone’s (2010)
corporate citizenship spectrum between 2006 and 2010. The
literature has shown that little research exists regarding the behavior
aspects of these inter-organizational relationships. Triangulation of
data is provided by 36 interviews, 12,609 pages of documents and
audio-visual materials, and a campus observation of 407
photographs. The research indicates three themes as to why HE
desires involvement with companies: viable resources, student
enrichment and real-world connectivity. Further, there are four
themes explaining what motives and ROI expectations companies
have to be involved with HE and include: workforce development,
community enrichment, brand development and research. Finally,
three themes emerged regarding ethical considerations between
these inter-organizational relationships with HE and companies. First,
generally no ethical dilemmas were found. Second, several general
ethics discussion topics created five clusters of interest: public
relations, solicitation, policies and stewardship, accountability and
transparency, and leadership behavior. Third, five ethical concerns
were shared.
From Engagement to Strategy: The Journey Towards a Civic
University, authored by Nicola Gratton, talks about a time between
2002 and 2018, when UK universities were being increasingly
measured in economic and financial terms, Staffordshire University
established a dedicated public engagement unit. Staffed by an
experienced team of “pracademics” (Posner, 2009), the Creative
Communities Unit (CCU) engaged with community members and
voluntary organizations through teaching, research and consultancy.
Underpinning CCU practice was a clear set of principles influenced by
those of community development, including participation, inclusion
and action-driven practice. However, despite strong community
connections, the work of the unit remained isolated with little
coordination for public engagement at a strategic level in the
university. This chapter charts the work of the CCU over its lifespan
and its influence on a strategically embedded Connected
Communities Framework through which civic engagement is
supported across the institution. It explores how the alignment of
grass roots activity through the CCU shifts in UK policy and a clear,
institutional strategic vision for civic engagement enabled the move
from public engagement as a small team activity to an institutional
commitment. It concludes with a reflection on the enabling
conditions that supported the journey toward a civic university.
 Out in the Field: Experiential Learning through University–
Community Partnerships, by Sarah Haines and Chelsea McClure,
describes two courses in which university students were involved
with community partners, in one case a local school system and in
the other a local nonformal educational institution. The authors
begin with a discussion of the benefits of civic engagement through
service learning in an academic setting and describe how they
integrated socio-scientific issues of local importance and a service-
learning aspect into our courses. The authors follow with a
discussion of the impacts the project has had on each of the
partners involved in the collaboration. The authors then conclude
with lessons learned as a result of the project and future plans for
the partnership.
Identifying with Borders and Boundaries: The Place of Critical
Pedagogy as Social Responsibility Education, by David Wallace,
speaks about an approach to SR in HE, which will be proposed and
informed by a canon of literature and theorizing on critical pedagogy
(Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011).
Rooted in the work of education theorist Paulo Freire (1971, 1993)
critical pedagogy embodies a set of critical dispositions about
community, politics and education. Freire (1971, 1993) posited the
nature of hope through transformative action in communities in
which community empowerment arises from emerging critical
consciousness and informed action. In common with the ideals of
university–community partnerships critical pedagogy connects both
to a community development mission and to an educational mission.
However, though these principle philosophies of critical pedagogy
may be inferred in the literature on civic universities, on HE and
public engagement, and on wider aspects of SR in HE (Goddard &
Kempton, 2016; UPP Foundation, 2019; Webster & Dyball, 2010),
the chapter will explore how they may be more centrally located in
analysis and in practice development.
The Role of the Finnish and Australian Universities in Achieving a
Better and More Sustainable Future for All, authored by Ilkka
Väänänen, Kati Peltonen and Sharon Lierse, adopts an international
perspective and discusses the policies and activities that the
universities both in Finland and Australia have undertaken in order to
strengthen and develop the prosperity for achieving a better and
more sustainable future for all. SR is approached from the broad-
based perspectives – especially how research and development
activities of universities can be seen as platforms for university–
community partnerships. This chapter first opens up the driving
forces behind the universities’ SR. The second section portrays how
SR is implemented in the Finnish and Australian universities. The
following section addresses the significance of universities’ research
and development activities in promoting SR. Finally, the chapter ends
with the discussion on the action models, which supports the SR in
university–community partnership.
Differentiating University Community Engagement: An African Tale
in Civil Society – International Perspectives on University–Community
Partnerships, by Nelson M. Nkhoma, begins with the question how
do African faculty members at public universities in different
disciplines view civil society as they create partnerships with society?
The role of the university in society was enshrined in the call for
Africanization of universities (Aina, 1994; Ajay, Goma, & Johnson,
1996; Ashby, 1964). The expectations that HE should sustain
national aspirations of African countries (Preece, 2013) required
developing an educational system, which is differentiated but with
resemblance of Western HE and civil society. The Association of
African Universities founded in 1967 was one of the pioneers of the
notion of creating African university (Cloete & Maassen, 2017; Court,
1980; Preece, Ntseane, Modise, & Osborne, 2012; UNESCO, 1962).
UNESCO (1962) extrapolated that the African university must be a
factor in social progress and seeks to free the African socially,
culturally, economically and politically and build a kind of civil society.
This chapter argues that there is no general concept picked out by
the expression “CE with civil society” in the way actors reference it in
practice: CE is theory-laden such that it can only be understood from
within the theoretical, practical and historical contexts in which it
originates. Although the idea of CE with civil society still retains
critical value, the article argues that the problem is not the shortage
of or lack of CE with civil society but the oversupply and hierarchy of
what is conceptualized as effective strategies for engagement with
civil society. This creates a situation that positions universities as
failing at engaging with the civil society as actors vie for whose
approach represents better the needs of society.
The Access Dilemma Revisited: Exploring the (missing) Links
between Governmental Policy, University Strategies and Civil Society,
authored by Laila Nordstrand Berg and Rómulo Pinheiro, discusses
the access to HE as a topic that has been on the global policy
agenda for decades. HEIs are inherently biased toward serving the
needs and expectations of the middle classes to the detriment of
more disadvantaged groups. This creates a significant dilemma in
democratic contexts, as in the country of this study, Indonesia. This
chapter focuses on the (missing) link between actors who have the
potential to influence the development of the sector, consisting of;
government, HEIs, industry and local stakeholders. Evidence based
on the data suggests that there is a missing link on how influential
the different actors in civil society are regarding developing and
implementing policies, and how this is affecting widening
participation in HE.
Bridging the Gap between the Community and the Ivory Tower: A
Case Study of University–Community College Partnership Models, by
Mia Ocean, Lisa Calvano and Marian McGorry, focuses on the SR of
public universities and community colleges to expand access to HE
through collaboration. HE has historically been riddled with
hierarchies, including selective admissions, institutional rankings and
faulty narratives about the inferiority of community colleges. More
recently, there has been a shift in the relationship between
community colleges and universities as universities begin to see the
value of reaching out to their communities, diversifying their student
bodies and providing alternative pathways to a bachelor’s degree.
We begin by arguing that public universities should collaborate with
their community college counterparts to right historical wrongs,
serve the broader community and maximize the use of public
resources. We then present a case study of a concurrent-use
partnership model between our institutions and highlight the
everyday practices that contribute to successful implementation. We
conclude by describing the benefits of collaboration for institutions
and students with the goal of showing that SR and organizational
effectiveness go hand in hand.
Social Justice in the Age of Philanthropy, by Taylor Cobb and
Shane Nelson, provides a review of the language, key examples and
an analysis of social justice practices in HE philanthropy. By
describing how American HE is supported by philanthropy, the
authors articulate the need to have collective approaches that create
an equitable distribution of resources. The authors utilize research
centered on equity, inclusion and diversity to encourage leaders to
consider applying additional perspectives when analyzing
philanthropy in HE. This combination of multidisciplinary scholarship
offers a synthesis of research to show readers how social justice
advances and improves philanthropy within HE. Social justice in the
age of philanthropy concludes with key recommendations for
advancement offices across campuses and organizations.

CONCLUSION
Universities are gearing up to respond to the needs of the corporate
world and various industries. Stakeholders of the universities are
raising questions about their social relevance, identity, purpose of
existence and the value delivered by them. Universities are facing a
challenge from online delivery of instructions and students are
seeking the difference between knowledge imparted on an online
mode and the ones delivered by traditional universities. Curricula are
scrutinized and evaluated and their relevance judged to measure the
significance of such education. Universities cannot afford to be
complacent any longer. They need to revisit and refurbish the
existing mode of lecture delivery and justify the relevance and
credence of their existence. Universities are part of society that is
being pressurized by ever-increasing poverty, lack of employment,
scarcity of career developing opportunities along with mass
migration and conflict. While these challenges are plaguing society
along with its IHEs, these problems can be converted into learning
opportunities. Students, when exposed to such real-life issues, can
be encouraged to think critically, debate and find solution toward
eradication and mitigation of such issues. The community–university
partnerships then become a golden opportunity for both university
leaders and students to justify the knowledge imparted by them.
This engagement can co-create knowledge and pave the way to
deliver meaningful research work.

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Association of African Universities.
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Court, D. (1980). The development ideal in higher education: The experience of Kenya and
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ed.). Oxon: Routledge.
Dirsuweit, T., & Mohamed, S. (2016). Vertical and horizontal communities of practice:
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Erickson, M. S. (2010). Investigating community impacts of a university outreach program
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European Commission. (2006). Implementing the partnership for growth and jobs: Making
Europe a pole of excellence on corporate social responsibility. COM 136 final.
Ferman, B., & Hill, T. L. (2004). The challenges of agenda conflict in higher education
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Freire, P. (1971). Pedagogy of the oppressed. New York, NY: Seaboury.
Freire, P. (1993). Pedagogy of the oppressed. Harmondsworth: Penguin.
Giroux, H. (2011). On critical pedagogy. New York, NY: Continuum.
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Grau, F. X., Escrigas, C., Goddard, J., Hall, B., Hazelkorn, E., & Tandon, R. (2017). Editors
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Hart, A., Northmore, S., & Gerhardt, C. (2009). Auditing, benchmarking and evaluating
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University-Community Partnerships for Promoting Social Responsibility in

Higher Education
Innovations in Higher Education Teaching and Learning, Volume 23, 3–14
Copyright © 2020 by Emerald Publishing Limited
All rights of reproduction in any form reserved
ISSN: 2055-3641/doi:10.1108/S2055-364120200000023001
CHAPTER 2
EXTENDING THE WELCOME: THE ROLE
OF UNIVERSITY–COMMUNITY
PARTNERSHIPS IN SUPPORTING
REFUGEES IN ENGLAND
Agata A. Lambrechts

ABSTRACT
As issues around refugee rights have come to public attention
following the surge in asylum application in Europe in 2015,
several responses have been developed by universities in
England to extend the welcome to refugees in both local
communities and on their campuses. While some institutions
act on their own, others have created social relationships and
collaborations with local and national third-sector organizations,
on which they can rely for their experience of working with and
access to refugees and other forced migrants, in return offering
their expertise and resources. The purpose of this chapter is to
describe one such collaboration setup to support refugees
residing in the City of York, in the North of England, UK. While
not perfect, the York university–community partnership for
refugees is a successful one, delivering tangible benefits for all
the interested parties – most importantly, for the forced
migrants themselves. Within this chapter, the partnership’s
origins, its evolving aims and objectives, and the current
 outcomes of the collaboration are discussed. The chapter
concludes by offering perspectives on the reasons why the
partnership became successful, as well as acknowledging its
challenges and limitations, drawing valuable lessons for both
higher education institutions and community organizations in
other parts of the world.
Keywords: Refugees; asylum seekers; higher education;
community; collaboration; social responsibility

Universities in England have long embraced working with businesses

and third-sector organizations locally, regionally, nationally and
internationally, to maximize their social impact while also developing
students’ skills. Many universities now integrate social responsibility
into their mission statements, including their research and teaching
missions. They observe the changing social realities around them
and actively engage in work with existing organizations – sharing
resources and knowledge – and many encourage innovative student
enterprise, to respond to persistent and new societal challenges,
both locally and globally. One such, certainly not new, but a growing
challenge is a global displacement. The number of internally
displaced people and refugees1 has increased dramatically in the
past years, due to several long-term geopolitical and religious
conflicts, and the instability that follows, in countries like Syria,
Egypt, Libya, Afghanistan, South Sudan, and Yemen. At the end of
2018, as reported by the United Nations Refugee Agency (UNHCR,
2019a) more than 70.8 million people were forcibly displaced
worldwide, including 25.9 million refugees and 3.5 million asylum
seekers.
Although the majority of displaced people remain in their
countries of origin or move just across national borders to
neighboring states, as conflicts and violence and, increasingly,
natural disasters fuel large-scale and protracted displacement, a
growing number of refugees are seeking safety beyond their
immediate region. In 2015 alone, over a million people came to
Europe (UNHCR, 2015), many undertaking perilous journeys across
several countries and the sea in an attempt to seek safety and better
lives for themselves and their children. Although the numbers have
gone sharply down since the 2015 peak of this so-called “European
refugee crisis,” the underlying factors that led to the mass
movements have not disappeared and some observers believe that
the numbers will rise again in a near future (Trilling, 2018). The
arrival of so many refugees and migrants in a relatively short space
of time has exposed the flaws of the existing asylum system and
caused serious tensions between European Union Member States
over how to handle this flow of irregular migration (Collett & Le Coz,
2018). Disagreements about funding, sharing of responsibility,
harmonization of procedures and appropriate integration policies
continue. Some countries in the region – Germany in particular –
took a clear lead, accepting more than their fair share of asylum
applications and doing a great deal more than required of them by
the EU Council Directive laying down the minimum standards for the
reception of asylum seekers.2 Elsewhere, including in the UK, state
responses to the global challenge of displacement and the most
recent surge of new arrivals at their borders have been branded as
less than adequate (e.g., Human Rights Watch World Report 2018:
European Union, 2018).
In the face of slow and unhelpful policy responses to the “crisis”
from both the European and national governments, England (and
other home nations) has witnessed a groundswell of public support
for refugees, with thousands of citizens traveling to Europe to
support the new arrivals, and many more volunteering their time and
skills from home – for example, by teaching English or befriending
refugees here (McKernan, 2016).
Mirroring the public response, many of the universities in England
have joined in the efforts to welcome and support refugees in their
local communities and on their campuses. Several universities have
announced sanctuary scholarships, while others opened their
facilities and decided to offer access to their services to refugee
communities.
 While some institutions may venture into this often unfamiliar
area on their own, the most successful schemes seem to be those
that not only act to meet the social needs of those with refugee
background but also create social relationships and collaborations
(here, with community organizations and local government), to
enhance the wider society’s capacity to act.
The purpose of this chapter is to describe one such collaboration
setup to support refugees residing in the City of York, in the North of
England, UK. The information was gathered through two in-depth
interviews, four questionnaires and email correspondence with the
key stakeholders.
The relationship began when members of the York St John
University (YSJ), local government and third-sector organizations
identified the need for improving the language training provision for
locally residing refugees and asylum seekers, and formed a
partnership that now also includes national refugee support
organizations. While not perfect, the York university–community
partnership is a successful one, delivering tangible benefits (as
described below) for all the interested parties – not least for the
refugees themselves. The following sections describe the
partnership’s origins, explain its evolving aims and objectives, and
present the current outcomes of the collaboration. The chapter
concludes by offering perspectives on the reasons why the
partnership became successful, acknowledging its challenges and
limitations, and reflecting on how a similar/adopted approach could
be followed in other towns and cities both in England and beyond.

CONTEMPORARY CONTEXT FOR UNIVERSITY–

COMMUNITY PARTNERSHIPS IN ENGLAND
The public role of universities is by no means new. Indeed, it would
be hard to find a university in England that did not include a
commitment to civic or public service in their founding mission
statement. But, over time, the environment within which the
universities were operating has changed. In the late twentieth
century, universities in England (and elsewhere) have been faced by
the challenges of mass expansion, a decrease of public expenditure,
diversification of provision, commercialization and
internationalization. Under these changing circumstances, they have
become evermore competitive, fighting for students, resources and
status, and so, many have drifted away from their public purpose
(Scott, 1993).
The social dimension of higher education, however, has once
more became a central issue at the confluence of the twentieth and
the twenty-first century, emphasized at a global level by UNESCO
(1998, 2009) declarations, and in Europe by both the European
Commission (2011, 2013). The focus in England, dominating political
and media discussions and directing university practice, including
spending, has been firmly on the issues of access and successful
progression for students from disadvantaged groups. Government
policies, all part of this widening participation agenda, have
encouraged, and later obligated universities to build strategic
partnerships with schools and community organizations, and to
increase institutional investment to deliver outreach activities and
support progression.3
Increasingly, universities’ policies and practices have also been
affected by the concerns around sustainability, human rights and
responsible management, as well as both the academic (Goddard,
2009) and public arguments (Sodha, 2018) about the accountability
and relevance of modern universities. Many institutions have been
rethinking their structure, curricula, research and teaching
strategies, reconnecting with their roots and trying to live up to the
value declarations long published on their webpages and in their
prospectuses (Pausits, 2015). Indeed, the concepts of social
innovation, corporate and/or university social responsibility, and
public or community engagement (the latter terms becoming the
leading discourse in the recent years) have now become a
permanent fixture of most of England’s universities’ current mission
statements. This is likely to develop further in the future, as some
institutions move from civic engagement to become “civic
universities,” enshrining their strategy in Civic University
Agreements, following the recommendations made by the UPP
Foundation Civic University Commission (2019).4
Most institutions today focus on the social benefits of their efforts,
across all three of their core functions:

(1) Research with impact. The impact of research on the society and
its challenges has been systematically assessed in England since
the early 2000s. Public/community engagement has been
identified as a key route to realize the impact by the UK
Research Councils (now replaced by the UK Research and
Innovation).
(2) Teaching and preparing students for socially responsible,
engaged citizenship (often through service or community-based
learning).
(3) As well as forming partnerships with various business and
community partners to contribute to the economic, social and
cultural success of the local and global communities (service).

Evaluating Public/Community Engagement

Several tools have now been developed for evaluating the
public/community engagement, including estimating the social value
added by university–community partnership activities in England.
These include the Higher Education Funding Council for England’s
regional benchmarking tool (HEFCE, 2002), the University of
Bradford’s REAP tool (Pearce, Pearson, & Cameron, 2008), and the
recently developed tests for a civic university (including an impact
test) from the UPP Foundation Civic University Commission (2019) –
although neither of these frameworks or standards for evaluation is
yet systematically used across the sector.5 As a matter of fact, to
date, the partnership at the center of this study has not been
formally evaluated by the partners themselves. However, its focus
and activities have been reviewed as part of the YSJ application for
an award of University of Sanctuary status, which it has achieved in
the Autumn of 2018 (more on this in the following). An examination
of the University’s final submission, paired with in-depth semi-
structured interviews, questionnaires with open-ended questions and
email correspondence with the representatives of partner
organizations form the basis for this study, exploring the role that
such collaborative relationships – with all their challenges – may play
in supporting refugees.

CONTEXT FOR THE PARTNERSHIP IN YORK

Public/Community Engagement in YSJ6
The YSJ has been committed to delivering equitable education,
transforming lives through the advancement of knowledge,
promoting understandings and creating new opportunities, since its
inception in 1841 (YSJ, 2016). Today, with moderate enrollment
rates, it prides itself for a strong sense of community, both among
the students and the staff, and continues – in a variety of ways – its
work for the public good. This commitment to social impact was
recognized in 2016 when they became the second university in the
country to achieve the Social Enterprise Gold Mark.7 Applying for the
Mark allowed the University to begin a systematic collection of
evidence of the ways in which it engages with the local community,
now summarized in the “Social Innovation Overview” (YSJ, n.d.).
This is continuously reviewed and added to, particularly as the
University is now also applying for a HE-specific Engage Watermark8
award – granted by National Co-ordinating Centre for Public
Engagement to institutions with a proven record of a strategic
institutional approach to public/community engagement.
Listed among YSJ public/community engagement undertakings,
and featuring heavily on the University webpages, are the activities
aimed at supporting refugees and other forced migrants in York and
the rest of the region. These include a Sanctuary Scholarship
program (with five students supported in 2018/2019), development
of curriculum materials for social enterprise programs for refugees,
Another random document with
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 CHAPTER XXIII.
A FAIR PETITIONER.

I was far from satisfied with the thought of bringing mademoiselle to

Mentchikof’s house, but when I unfolded the plan to her and to
Madame de Brousson, they overruled my scruples. Najine was
eager to embrace any opportunity to aid her lover, and my wife saw
the advantages of the situation in the same light that they had
appeared to Catherine. So it was that between the women I found
myself of small consequence, and was forced to yield to their
wishes. It was arranged that I should first introduce the testimony of
Apraxin, and that then Najine Zotof would appear to make her own
appeal. Meanwhile Apraxin was a prisoner at my quarters, and a
sullen scapegrace I found him. His indignation against Najine knew
no bounds, and I think that the little love he had for her, in those
hours, turned to resentment. As I had anticipated, his attendant
carried the tidings of his capture to M. Zotof, and in the course of the
day I received a sharp message from him that my treatment of his
relative would be reported to the czar; to which I replied that I should
myself inform his Majesty of my action and of the cause of it,—a
message which I thought carried confusion into the enemy’s lines,
for I heard no more that day, and M. Apraxin remained biding my
pleasure in my upper room, although in truth I had no relish for my
task of jailer, and would have been glad to find another way out of
my embarrassments. The impossibility of reaching M. de Lambert
made me doubly uneasy. I had a genuine affection for the young
man, and felt responsible for his safety. I did not go to the Kremlin
that day, but even in the city the tidings had spread that the czar was
to go again to the house of Mentchikof. Straws show the way of the
wind, and it was easy to see the unhappiness of the sycophants who
had deserted the favorite in his temporary obscurity. It is these
miserable creatures who find the changing tide of court favor such a
cause for tribulation, and overturn each other in their eagerness to
arrive first at the gates of the fortunate. I was amused when I
approached Mentchikof’s house in the evening to find the court, that
a few days before had been deserted, full to overflowing with these
poor butterflies that had flown at the little cloud of imperial
displeasure and now returned. They were not, however, admitted.
For some reason the favorite chose to have but a few present at the
arrival of the czar, and when I entered the ante-rooms I found but a
small attendance. Peter and his suite had already arrived, and a few
of the imperial guards were at the doors. When I reached the salon, I
found the czar surrounded by a larger party than I had at first
supposed to be present, but there was no one there of the faction
favorable to Zotof except the Field-Marshal Sheremetief. Madame
Golovin, both the Arsenief sisters, their aunt Madame Tolstoi, and
Mademoiselle Shavronsky were all at the farther end of the
apartment, holding a little court of their own, while the czar was in
the midst of his immediate friends, Mentchikof, Repnin, Sheremetief,
and a dozen more. I saw at a glance that Peter was in an excellent
humor. When I entered, he was standing with his hand on
Mentchikof’s shoulder, and was laughing heartily at some jest that he
had made at the favorite’s expense. As I advanced, the czar saw
me, and there was a change—slight and almost imperceptible, but
still a change—in his expression. Doubtless, I was unwelcome
enough at the moment, and it may be that his keen wit instantly
suspected a concealed motive in the occasion, for he could not have
been ignorant of Mentchikof’s dealings with me and with M. de
Lambert. However, he received me with courtesy, and at once asked
a direct question in his usual blunt fashion.
“Well, M. l’Ambassadeur,” he said, “have you found M. de Lambert?”
“I have not, your Majesty,” I replied, “but I have certain information
concerning him.”
A peculiar expression gleamed in his eyes for an instant, but he
smiled.
“You speak gravely, sir,” he said lightly. “What is the information?”
I was standing directly before the czar, in the midst of many
spectators, and I answered him deliberately.
“I am glad,” I said suavely, “of this opportunity to inform your Majesty
of the outrage that has been perpetrated upon one of my suite. M. de
Lambert was seized by a palace guard, betrayed into his hands by
M. Zotof’s relative, M. Apraxin.”
There was a pause, and I saw the lightning in the czar’s glance, and
Mentchikof stirred uneasily. The mine was fired, and we awaited the
explosion.
“You must have been misinformed, M. l’Ambassadeur,” Peter said
after a moment. “It is impossible that one of my guards could have
dealt with that fellow. Produce your proofs.”
“Your Majesty,” I replied quietly, “M. Apraxin admitted his share of the
transaction in my presence this morning, and he is at this time within
call.”
The czar bit his lip. He was in a peculiar position, and I think
regretted his folly in having meddled with M. de Lambert.
“Be kind enough, M. le Vicomte,” he said, “to produce M. Apraxin,
whom I supposed long since departed from Moscow.”
This was the order that I had hoped for, and I despatched Pierrot to
bring him, with a couple of Mentchikof’s followers to prevent his
escape. In the interval before his arrival, the czar refused to be
entertained, waiting with impatience for the coming scene. That he
was violently angry at Apraxin’s interference, I did not doubt, but just
what he intended to do it was difficult to imagine. His mood had
changed, and his face was deeply flushed. He walked down the
room to a chair near where the women stood, and, seating himself,
leaned his head upon his hand and stared gloomily down the length
of the salon, but with eyes that did not seem to notice the gay
courtiers who filled it. The change in his mood affected the humor of
the assemblage, and there was a general cessation of conversation,
and every eye was turned towards his face. It was, perhaps, half an
hour before one of the ushers announced that Apraxin was under
guard in one of the adjoining rooms, and the czar immediately
ordered that he should be brought before him. There was a little
ripple of excitement when Zotof’s protégé entered and was marched
down the room between two of Mentchikof’s men. His expression
was as sullen as usual, and he made but a slight obeisance as he
paused opposite the czar. Peter eyed him with angry contempt.
“I find that instead of being where you ought to be, in Archangel,
Apraxin,” the czar said sharply, “you are here, and meddling with one
of M. de Brousson’s party.”
He paused as if expecting a reply; but Apraxin made none,
maintaining his attitude of sullen silence. The czar looked at him
fiercely.
“Have you a tongue?” he demanded.
The blood rose to Apraxin’s hair.
“You are the Czar of Russia,” he said passionately, “but I am not your
slave, but a freeman! By what right am I arrested by the Vicomte de
Brousson, and dragged from place to place without any formal
charge?”
“You were brought here by my order,” the czar replied sternly, “and
you will do well to answer the questions that I put to you with civility,
or we will presently find the means to give you a lesson.”
The czar meant the secret-chancery of Preobrazhensky, and Apraxin
knew it, for I saw the color recede from his cheek and the look of a
hunted animal show in his eyes.
“Briefly, Apraxin,” Peter continued, “by whose order did you betray
M. de Lambert into the hands of the imperial guard?”
For a moment Apraxin was silent, and then he spoke with more
manhood than I had anticipated.
“Your Majesty,” he said, “I am a nephew by adoption of Madame
Zotof, and was affianced in boyhood to her husband’s niece, Najine
Zotof. She has lately departed from the house of her uncle, and fled
to that of the Vicomte de Brousson, the secret envoy of France;
encouraged in her disobedience, and aided by her lover, M. de
Lambert. For that reason, and for no other, I did endeavor to seize
him, and succeeded in delivering him into the hands of an officer of
the guard charged by your Majesty to arrest him.”
The mine had exploded, and the czar flushed crimson, while his
eyes flashed. He had evidently trusted to the discretion of his officer
and had been betrayed. I stood discreetly silent, but I caught the eye
of Mademoiselle Catherine and saw that she was keenly anxious.
“Upon my faith,” exclaimed the czar, with passion, “it is like your
impertinence to charge me with being your accomplice. Officer,
remove the prisoner.”
As Apraxin was led out, Peter turned upon me sharply.
“So, M. l’Ambassadeur,” he said, “mademoiselle is at your house?”
“I do not now deny the charge, your Majesty,” I said quietly.
His lip curled scornfully. “You would have me believe that she was
not there before?” he exclaimed.
I returned his gaze quietly. “It is difficult to know what to believe
about the matter, your Majesty,” I replied dryly.
As I spoke, there was some confusion at the further end of the room,
and the czar glancing in that direction, his reply to me was stayed
upon his lip. I turned with an intuition of the cause, and saw the
crowd part, leaving a wide aisle down the center of the long salon,
and through this walked Madame de Brousson and Mademoiselle
Zotof. My wife, who was yet a beautiful woman, moved along with
easy dignity, her fine figure and rich dark robes making her a sharp
contrast to Najine, so slender in her pure white garment, untrimmed
save for the sable that edged it as it fell about her feet, and the sable
about her shoulders making her white neck look yet more white. Her
face was pale, but her eyes darkly blue and fearless in expression.
Her whole appearance and manner were extremely maidenly, and
yet she advanced without embarrassment. As she approached,
Peter rose, and the nobles about him drew back a little, so that he
stood quite alone and faced mademoiselle, a strange expression on
his face. That he was astonished was manifest enough, but he was
also strongly moved and looked at her without a word. Zénaïde
paused beside me, and whispered that they had just received evil
tidings, that M. de Lambert’s life had been attempted, and that he
was in great peril. Troubled as I was at the information, I almost
forgot it in my eagerness to watch mademoiselle and the czar. She
addressed him in the quaint Russian fashion.
“I come to you, little father, as a suppliant,” she said in a low voice,
but in the silence it was audible to all; “I have a suit which is too
pressing to brook delay, and I crave indulgence.”
“I am fortunate to see you, Najine,” the czar replied slowly. “Of late,
not even your uncle could find you.”
Her pale cheeks flushed, but she looked up bravely. “Your Majesty
must pardon my faults,” she said earnestly; “so sure am I of your
goodness—of your kingly generosity, that I have come to ask a favor
at your Majesty’s hands.”
Whether he suspected her motive or not, I could not tell, but he
looked at her keenly.
“What is this favor?” he asked gravely; “have I been a hard master to
you that you fear to ask it?”
“No, sire,” she said gently, her eyes fixed earnestly upon his face;
“but when a boon is near the heart, it is difficult to ask. I beg a man’s
liberty—his life, for they tell me it is in danger.”
“A man’s life and liberty?” the czar repeated sternly; “you choose a
strange time, Najine Alexeievna; and is there no one else who can
plead for it to me?”
The color swept up to her hair, and she suddenly kneeled at his feet.
“No one can plead as I can, little father,” she said almost inaudibly,
“because to no one else is his life so dear.”
“Ah!” the czar ejaculated sharply, his brows bending in a dark frown
and his lips twitching; “and who is this prisoner, madam?”
“Guillaume de Lambert, an officer of the household troops of the
King of France,” she replied in a clear voice.
“There is the Ambassador of France,” said the czar coldly, pointing at
me; “why not let him prefer this suit?”
She was still kneeling, and looked up at him with an earnest appeal
in her blue eyes.
“Turn not a deaf ear, your Majesty,” she exclaimed with feeling. “M.
de Lambert is an innocent man, and it is your duty to do justice to the
innocent, for are you not an anointed king? Judgment and mercy
belong to you, little father, and it is to your honor to show justice to
the foreigner. He has been betrayed into prison; they tell me that his
life has been attempted. Show mercy, sire, and set him free.”
The czar looked at her keenly, strong emotions contending in his
passionate face.
“You plead with eloquence, Najine,” he said, still coldly. “Of what
interest is this young man’s fate to you? Answer me freely, if you
hope for mercy for him!”
Najine looked up into Peter’s dark face, and her lips quivered.
“Your Majesty,” she replied in a low voice, but every ear was strained
to catch her words, “I ask his liberty—because I love him.”
The czar drew a deep breath, and the tic convulsed his features.
“You speak boldly, girl,” he said sternly. “Are you not ashamed?”
Najine rose and stood before him, her face as white as her robe, but
her eyes shone like two stars.
“I am not ashamed, sire,” she answered proudly, “to love a brave and
loyal gentleman.”
Peter uttered an exclamation under his breath, regarding her with an
expression in which anger and admiration were mingled. Never
before had any woman faced him with the declaration of her loyalty
to another man, and it must have made a strong impression upon
him. It was a strange picture. The nobles about him had drawn back
until the two stood in the center of a large space, the massive figure
of the czar overshadowing the slight form of mademoiselle, but there
was a simple dignity in the pose of her young figure that was striking.
Peter was silent for some moments, and then spoke with bitterness.
“By my faith, Najine Alexeievna,” he said, “I did not know that you
were asking a bridegroom at my hands!”
The blood rose to her hair, but she answered him in an unfaltering
voice.
“Oh, little father,” she said, “I ask his liberty—his life!”
“And if I refuse, what then?” the czar asked sternly, his dark eyes
searching her face and his lips closing in a hard line.
She turned pale and cast a bewildered glance at me, and I saw that
her courage was sorely tried, and fancied that she was distressed by
the tidings that she had heard before coming there. She took a step
forward, and held out her hands with a gesture that was pathetic in
its appeal.
“I dare not think of your Majesty’s refusal,” she said; “I will not
believe it.”
At this point she was reinforced; with a swift movement Catherine
Shavronsky passed through the circle of spectators and knelt at the
czar’s feet. He started, glancing from one woman to the other in
amazement.
“What is this?” he exclaimed sharply; “I did not come here to hold a
tribunal of justice.”
“But of mercy, little father,” Catherine said quietly. “I kneel here to
second mademoiselle’s appeal. M. de Lambert is a stranger, he can
claim our forbearance. It is your kindness that has abolished forced
marriages, and made happier unions a possibility. Your Majesty has
always been good to the young. Here, then, are two lovers,
separated by misfortune—is it not a royal prerogative to give them
happiness? I also ask a boon: the life—liberty—happiness of a
French soldier of the czar of all the Russias—of Peter the
magnanimous!”
She had touched upon a delicate point, but the czar controlled his
emotion. He stood looking at the two women as if he were mentally
contrasting them, and the whole court looked also and marvelled, for
they were singularly beautiful and singularly unlike. Catherine’s
beauty was of the feline type, and coarser but more striking than
Najine’s; hers was refined and charming and spirited, and her face
was clouded with anxiety, while Catherine’s was kindled with
excitement. Mademoiselle stood, while the Livonian continued to
kneel until the czar took her hand and raised her to her feet, and
then, turning to the other petitioner, spoke with affected
carelessness.
“Your request is granted, Najine,” he said; “I cannot resist so much
eloquence. Mentchikof, let the captain of the guard release M. de
Lambert at once and deliver him to M. de Brousson.”
Najine took a step forward, and, kneeling, kissed the czar’s hand;
and the blood left his cheek, and his face was as white as her own.
 CHAPTER XXIV.
A DUEL WITH SWORDS.

Mentchikof lost no time in executing the czar’s order, and signaled

to me to follow him as he left the salon. I made my way out as rapidly
and quietly as I could, and reached the ante-room in time to find him
transmitting the order to one of the guard.
“M. de Brousson will accompany you,” he said to the officer as I
entered; and then, calling me aside, he added: “Make what haste
you can, the czar’s mood may change. He yielded because of the
peculiarity of his position, and Najine Zotof’s appeal before so many
touched his pride, but he may repent his order at any moment. Get
the young man out of the country, and also the young woman.”
“I see the wisdom of your advice, monsieur,” I replied; “but the last is
not so easy.”
“I know it, M. de Brousson,” he said in a low voice; “but I tell you that
the imperial mood is tempestuous, and—in a word—he loves
Najine.”
“I see that,” I admitted gravely, “but the matter is difficult;
nevertheless, with your aid, I will do what I can.”
He walked with me to the stairs, and then, pausing, laid his hand
upon my arm and looked into my face with those keen eyes full of
quiet meaning.
“Marriage, M. l’Ambassadeur,” he said in a low tone, “speedy and
secret marriage, is possible, and it alone will cut the knot.”
We were practically alone; a few attendants were below, at the foot
of the stairs, and three or four guards lingered in the corridor
observing us with curious eyes, but no one could overhear our
conversation. I looked at the favorite searchingly.
“And the risk to mademoiselle?” I said slowly.
He snapped his fingers. “It would not amount to that!” he replied. “His
Majesty will forgive her—after a while; but for the present,” he
laughed, “a pair of fleet horses, monsieur; I will look well to the
pursuers and the pursuit.”
He took a signet ring from his finger, and placed it in my hand.
“I trust it to your honor, M. le Maréchal,” he said significantly; “use it,
whenever the name of Alexander Mentchikof may speed your
errand, and remember that the imperial mood will change.”
And with this caution he parted from me, and I went out into the night
attended by Pierrot and the captain of the guard. We turned our
steps immediately toward the Kremlin, walking rapidly and in silence.
I did not need Mentchikof’s assurance to convince me that there was
no time to lose. I had read the czar’s mood almost as easily as the
favorite, and knew that he was unwilling to betray to the whole court
that he, the czar, was jealous of a young French soldier with no
fortune but his sword and the favor of the King of France. That Peter
was intensely angry at Najine’s open avowal of her loyalty to her
lover was manifest enough, and I did not doubt his speedy
repentance of his consent to release his prisoner. Meanwhile I had
the order which would give M. de Lambert freedom, and a few hours
in which to get him out of the city; but how to accomplish this was not
so clear unless I found him in a more yielding mood than usual, or I
could prevail upon mademoiselle to facilitate matters. I trusted to
Madame de Brousson’s wit and courage to bring Najine safely away
from Mentchikof’s house, but how long she could evade Madame
Zotof was another question. I hoped much from the fact that Najine
would find her position so difficult that it would be more simple to
follow Mentchikof’s suggestion than to face her uncle’s displeasure.
The favorite’s signet was on my finger, and I reflected that he had
shown more confidence in me than I felt in him, for I was doubtful of
following his advice.
When we reached the Kremlin, the imperial officer took the lead and
conducted us to the Miracle Monastery; here we were admitted to
the refectory, and Pierrot and I were left while the soldier had a long
private conference with a gentleman of the imperial household, and
finally departed with him, requesting us to remain there half an hour.
Impatient as I was, I had no choice but to await his return, and
occupied the time with some reflections upon the folly of taking a
young gallant on a diplomatic errand, and resolving that I would
never again find myself in so unhappy a position,—for I resented the
covert affront to France without seeing any way to avenge it. M. de
Lambert had been guilty of rash indifference to the imperial amour,
and I could scarcely expect the czar to respect his person as a
member of a French embassy. My meditations were interrupted by
Pierrot, who had been trying all the doors to reassure himself as to
their intentions towards us.
“Do you think they will return, monsieur?” he asked significantly.
“I think so, Pierrot,” I replied dryly; “one can never be sure, but I do
not think there were any instructions except those that were given in
my presence.”
He shook his head gravely. “They have been gone some time,” he
remarked, and looked at me with manifest doubt of the wisdom of a
longer wait upon their pleasure.
But at this moment we heard steps without, and the officer throwing
open the door entered, followed by Guillaume de Lambert, whose
face looked pale and haggard with anxiety, but lighted up at the sight
of us, and he met me with an exclamation of joy. I was too anxious,
however, to get him out to waste time on words, and, thanking the
officer for his services, I hurried M. de Lambert off, and it was not
until we were in the street that I permitted him to speak.
“This has been an outrage,” he exclaimed fiercely; “I have been
mewed up and half starved in a regular dungeon, and I believe that
they had designs on my life.”
“So we have been told,” I replied dryly; “but it seems to me, M. de
Lambert, that you have been to blame. You walked into the snare all
too easily, and mademoiselle has won your freedom at the cost of a
personal appeal to the czar.”
He stopped short. “Mademoiselle?” he said in a tone of wonder; “she
is at Troïtsa.”
“Pardon me, monsieur,” I returned quietly, “she is in Moscow. Tidings
travel rapidly, and she was informed of your misfortune, and came—
on the wings of love, and her personal appeal to Peter obtained the
order for your release.”
“Alas!” he exclaimed, “I am unfortunate, since it is I, after all, who
brought her back to the czar. I would rather be deprived of my liberty
than purchase it at such a price.”
“You are a thankless man,” I said; “few could have had so lovely a
woman to plead for them. Now that you have your liberty, you must
make good use of it;” and I told him briefly of the perils of the
situation and the possibilities of evading the czar.
Mentchikof’s proposal of a speedy marriage met with instant
approval, as I had anticipated, and he was all impatience to urge it
upon Najine. In a few words he told me of his capture, which fitted in
with Apraxin’s story of it, and he gave a clear view of the discomforts
of a Russian prison; yet he had been treated with tolerable
moderation although in solitary confinement. His worst fear had been
of an attempt to poison him, since he had not anticipated any actual
violence on account of his nationality. On the whole, the rumors
which had reached Madame de Brousson and Najine had evidently
been exaggerated; but he had had but little food, and had been kept
in rigid imprisonment, which would have speedily accomplished the
work without the aid of more open measures.
As we approached my lodgings, we both scanned them eagerly for
indications of Madame de Brousson’s return; but when we reached
the door, found that she was still absent, and there was nothing to do
but wait. We entered one of the lower rooms, and Pierrot went at
once for food and wine for our returned prisoner, while I laid aside
my cloak and sword and sat down by the fire. M. de Lambert was still
standing by the table, when the outer door was suddenly opened,
without a summons, and we heard a quick step in the hall, and in a
moment Apraxin rushed into the room and confronted M. de
Lambert. I looked at the intruder in amazement; he was without hat
or cloak, and his disordered dress told of a recent struggle, and he
carried a naked sword in his hand. How had he escaped the guards?
He looked at M. Guillaume with furious eyes.
“So!” he exclaimed, “I find you at last! You have evaded me and
baffled me at every turn, but you shall fight me now.”
M. de Lambert gave him a cold glance, measuring him with a
contemptuous face.
“I do not fight with assassins and traitors,” he replied with cutting
scorn.
Apraxin took a step forward, and struck at his face with his open
hand.
“You are a coward!” he exclaimed.
M. de Lambert caught him by the throat and flung him back against
the wall with a force that made his sword fly from his hand; then
Guillaume folded his arms upon his breast and looked at him with a
smile.
“If you need further chastisement,” he said coldly, “you can have it.”
Apraxin had recovered himself, and, picking up his sword, made a
desperate lunge at his antagonist, and I sprang to my feet.
“We have had enough of this,” I exclaimed; but M. de Lambert had
taken my sword from the table.
“Nay, M. le Maréchal,” he said, “permit me to settle with this fool;”
and he parried another blow that Apraxin aimed at him.
I stood and looked on. M. de Lambert was an expert swordsman,
and I saw that Apraxin was no contemptible adversary; but he was
wild with jealousy and passion, and attacked his antagonist with
blind fury, while M. Guillaume was cool, and, although he had felt his
imprisonment, his nerve was steady. Apraxin made fierce thrusts and
quick blows, while M. de Lambert was graceful, dexterous, wary.
They were nearly matched in height. The Frenchman had the greater
breadth of shoulder and depth of chest; the Russian was more lithe
and cat-like in his motions. Guillaume was fair, with light brown locks,
wildly dishevelled, for his powdered peruke had fallen off; Apraxin’s
face was white, and his hair blue black, and there was eager hatred
in the tense expression of his features. He began the fight with
furious eagerness; then, finding his antagonist composed and
fearfully skilful at fencing, he began to husband his strength and
watch for an opportunity to strike under M. de Lambert’s guard. He
was a good swordsman and used the point to advantage, but he was
unsteady with passion, and I saw the wrist falter more than once
when he tried to drive a blow home; and while Guillaume was still
collected, the beads of perspiration gathered thick on his assailant’s
brow, and I saw his eyes dilate and his nostrils stretch and quiver as
he labored for breath. M. de Lambert was on the defensive, parrying
the other’s eager blows and watching him with an unfaltering eye
until the Russian began to waver and struck wildly. So hot grew the
fight that their swords flashed in a circle of light and I could scarcely
follow their play. Suddenly Apraxin made a mad lunge at his
antagonist’s heart, and M. de Lambert, parrying it with a quick
movement, gave him a blow that stretched him on the floor. But he
sprang up like a tiger, and flew at his adversary’s throat; for a
moment they grappled and wrestled, then M. de Lambert, lifting him
from his feet, threw him the third time and knelt upon his breast.
“The fellow is mad,” Guillaume said, his own breath coming short, for
the struggle though brief had been fierce.
The last fall was severe, and Apraxin had lost consciousness, and
after a glance at him M. de Lambert rose and threw water on his
face.
“I hope I have not killed the fool,” he said gravely; “he fought like a
demon.”
I joined him, and together we made some efforts to revive him, but
with poor success; he had struck the back of his head and lay quite
still.
“This is unfortunate,” I remarked thoughtfully; “we do not want him
here. He must have escaped from Mentchikof, and to Mentchikof he
must be returned.”
I stood reflecting upon a proper course of action, and was relieved to
see signs of returning animation in the fellow. At this instant Pierrot
announced that the carriage had come with Madame de Brousson
and mademoiselle, and a plan flashed upon me.
“Go out to meet them, M. de Lambert,” I said at once, “and say
nothing of this. I will send Apraxin back to Mentchikof in the carriage
with Pierrot and Touchet; there is no other way of evading
unpleasant consequences. Happily, your chastisement was so
thorough that he is not likely to want another.”
There was no need for more words, for M. de Lambert went out to
meet Najine, and Pierrot helped me to raise Apraxin. As soon as we
heard madame and mademoiselle pass on up the stairs, we called
Touchet, and we three managed to place the half-conscious youth in
the carriage, and I despatched them to Mentchikof with strict
injunctions to convey the prisoner into the house in a secret manner
and explain the matter to Mentchikof alone and so relieve me of the
embarrassment of this troublesome boy. I could trust their devotion,
and watched the carriage roll away in the darkness with a sigh of
relief.
I was out of one difficulty, but there was another in the upper room,
and a far more delicate one, since there was a woman in it, and that
woman young, beautiful, spirited, and ill to guide; was ever man in
more perplexing situation? I looked up at the skies, which were
clouded, and I sighed; truly, the annoyances of life are many. I
entered the house and, barring the door, walked slowly and
thoughtfully up the stairs. It rested with me to get M. de Lambert
away; to rescue mademoiselle’s happiness; to outwit Zotof; and, last
not least, to defeat, disappoint, and baffle the czar! What were my
weapons? Najine’s love for Guillaume de Lambert, his devoted
courage, my own wit, and Mentchikof’s signet ring.
 CHAPTER XXV.
NAJINE AND HER LOVER.

On reaching the head of the stairs, I opened the door upon a pretty
picture. Madame de Brousson had discreetly left the lovers alone,
and they were standing together before the fire, M. de Lambert’s arm
around Najine, and the firelight shining on their faces. They started
at my unexpected entrance, and her cheeks were rosy with blushes
as she saw the smile in my eyes; but she came up to me, and
clasped my hand in both hers.
“I have to thank you, monsieur,” she said, “for all you have done for
me and for M. de Lambert.”
I laughed softly. “Nay, mademoiselle,” I replied gently, “M. de
Lambert owes more to you than to any one, and I trust that he has
properly thanked you.”
She laughed a little at this, and glanced mischievously at her lover. “I
believe he is grateful, monsieur,” she said archly.
“Jesting aside, mademoiselle,” I went on gravely, “we have no time
to lose; M. de Lambert must leave Moscow to-night.”
She started and glanced sadly at her lover, and he looked back at
her with eager interrogation.
“Alas!” she exclaimed, “so soon! Do you believe it necessary, M. le
Maréchal?”
“Mademoiselle,” I replied, “do you yourself believe that the czar is
likely to stand by his action to-night?”
She was silent for a moment, and then shook her head. “I cannot
tell,” she said sadly; “he is a passionate and changeful man, and
acts, I fear, too often on the impulse of the moment.”
“Mademoiselle,” I replied, “I have the assurance of Alexander
Mentchikof that the czar may change at any moment. M. de Lambert
must leave Moscow at once, and for all time, if he would be safe;
and you must bid him farewell unless—”
I paused and glanced at Guillaume.
“I have told her,” he said, “and she raises a thousand objections to
the haste and the danger.”
“I thought you a brave woman, mademoiselle,” I remarked.
“It is not for myself,” she cried with feeling; “it is for him.”
I looked from one to the other. “Ah, mademoiselle,” I said quietly, “I
see how it is. I will leave you to M. de Lambert’s persuasion; but time
presses, and I shall presently return;” and I went out to find my wife,
for I saw that Najine was on the point of yielding, and that her lover
would be a far more effective argument than my best eloquence.
I found Zénaïde waiting with impatience for the return of Pierrot. She
had arranged everything in her own mind, and was full of impatience
to carry out her designs.
“They must be married at once,” she said with decision; “every hour
counts, and Najine has selected this time to hesitate and increase
our embarrassments, while I have been looking for Madame Zotof at
any moment.”
I smiled. “A more terrible infliction than the czar,” I admitted; “but
mademoiselle will yield. We must go straight to the Kremlin, find a
priest, and have the knot tied.”
“There will be a difficulty about the priest,” Zénaïde said.
I showed her Mentchikof’s signet, and explained briefly his cautions
and fears.
“The signet will probably help us,” she said thoughtfully. “Meanwhile
we must prevail upon Najine to consent at once.”
As she spoke, there was a hasty tap upon the door, and I opened it
to admit Pierrot.
“Monsieur and madame,” he said hurriedly, “the Zotofs are coming. I
left Touchet with the carriage at some distance that they might not
see us approach, and I have put out the lights at the front of the
house.”
“Wise Pierrot,” I said, “put out all the lights that show at the
windows;” and then I turned to my wife for suggestions.
“It is, as I thought,” she said; “the czar intends that Madame Zotof
shall undo all that he has done. We must get mademoiselle and M.
de Lambert out by the rear door.”
“Will that be possible, Pierrot?” I asked.
“If no time is lost, monsieur. They will first try the front door, and it is
possible that they may believe that we have already departed.”
I shrugged my shoulders. “Not while Madame Zotof is of the party,” I
said.
Zénaïde had already gone to hasten mademoiselle’s decision, and I
followed. At the first note of danger Najine’s spirit awoke, and she
was as quick to act as we could desire. I saw by M. de Lambert’s
face that he had overcome her scruples to a hasty marriage, and I
felt that we could now proceed without further delays. In a few
moments both women were cloaked and hooded for the street, and
preceded by Pierrot we crept down the stairs to the door at the rear.
We were half-way down when we were startled by a loud knock at
the front.
“They have come!” exclaimed mademoiselle beneath her breath,
pausing to listen.
“The more reason for haste,” I said, taking her hand and leading her
forward. Then I called to Pierrot, “Is there any one at this entrance?”
He was listening at the door, and in a moment opened it and looked
out. “Safe as yet, monsieur,” he said.
We hurried down and out, for there was now quite an uproar at the
front door. We stood a moment listening, Najine’s hand in mine.
“We must run for it!” I exclaimed. And we all ran down the lane like a
party of children, and reached the carriage without hindrance. As
soon as we were seated within it, the horses started at a round pace,
and I laughed as I thought of Madame Zotof beating upon my door
for admittance.
“Have a care, monsieur,” Zénaïde said warningly; “do not laugh too
soon.”
“You think my mirth premature?” I replied thoughtfully; “it may be so,
but I saw so plainly Madame Zotof before that door. I beg your
pardon, mademoiselle, but your aunt’s energy is amusing.”
“They will follow us to the Kremlin,” she rejoined quietly. “My aunt
never gives up.”
“A worthy quality, mademoiselle,” I remarked, “and madame may
follow as soon as the marriage is consummated. She cannot prevail
against the church.”
“In any case, madame will not prevail,” remarked M. de Lambert,
quietly; “Najine has consented to be my wife, and I trust that I am
able to fight her battles as well as my own.”
“There is no doubt about your ability to fight your own, monsieur,” I
remarked, laughing to myself as I thought of his duel with Apraxin;
but neither Zénaïde nor Najine understood my reference, and I felt
M. de Lambert stir uneasily, probably afraid of alarming his fiancée. I
laughed the more, knowing how she admired her lover’s prowess
and how little she esteemed the vanquished, for she had a spirit that
despised all cowardice and meanness. In spite of my anxieties, I
found much food for amusing reflection,—the embarrassment of the
czar, finding mademoiselle as a suppliant for her lover; the mad folly
of M. Apraxin, and the fury of that shrew Madame Zotof. Meanwhile
we had been driving rapidly, and in a quarter of an hour the carriage
stopped within the Gate of the Redeemer, and, leaving the women in
charge of M. de Lambert, I went to find a priest whom I could trust
with this delicate affair. After a little inquiry I was directed to the
Cathedral of the Assumption, and, returning for the others, we went
there together, and I found the priest whom I sought. It was,