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Full Essentials of Negotiation 6Th Edition Lewicki Solutions Manual Online PDF All Chapter
Full Essentials of Negotiation 6Th Edition Lewicki Solutions Manual Online PDF All Chapter
Full Essentials of Negotiation 6Th Edition Lewicki Solutions Manual Online PDF All Chapter
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CHALLENGES
OF
TEACHING
NEGOTIATION*
Roy
J.
Lewicki
ESSENTIALS
OF
NEGOTIATION
6e
LEWICKI
▪
BARRY
▪
SAUNDERS
An
earlier
version
of
this
article
originally
appeared
in
Negotiation
Journal.
The
article
explains
some
of
the
ways
that
teaching
negotiation
is
different
from
other
experiential-‐based
courses,
uses
a
well
known
model
of
experiential
learning
to
explain
the
various
vehicles
for
learning
in
the
course,
discusses
some
general
problems
in
structuring
a
negotiation
course,
and
describes
some
of
the
unique
challenges
that
are
created
for
instructors
in
these
courses.
For
those
who
do
not
have
extensive
teaching
experience
in
this
area,
the
article
creates
an
appropriate
groundwork
for
understanding
the
course
specifics
that
we
describe
on
this
website.
References
and
language
have
been
updated
as
appropriate.
Courses
in
negotiation
are
a
mature
academic
industry.
In
the
mid-‐1970s,
when
I
first
taught
a
negotiation
course
to
students
in
a
graduate
school
of
business,
there
were
perhaps
two
or
three
other
comparable
courses
in
the
United
States.
Reading
and
case
materials
at
that
time
were
drawn
largely
from
labor
relations,
social
psychology,
and
international
diplomacy.
Simulation
materials
were
adapted
from
game
theory,
collective
bargaining
and
psychological
experiments.
Only
one
or
two
practitioner-‐oriented
trade
books
were
available
in
the
marketplace.
Today,
negotiation
courses
are
staples
of
the
curriculum
in
business
schools,
law
schools,
public
policy
schools,
schools
of
international
relations,
and
undergraduate
curricula.
Case
studies
and
simulations
are
regularly
developed
to
analyze
and
enact
negotiation
in
each
of
these
environments
and
contexts.
Research
emphasis
has
largely
moved
from
the
development
of
new
theoretical
bases
to
applications
and
the
analysis
of
negotiations
in
situational
context.
Practitioner
oriented
books
on
negotiation
abound,
and
comprehensive
textbooks
are
beginning
to
appear.
Finally,
seminars
for
executives
and
practitioners
are
available
from
many
training
organizations
and
consulting
firms.
My
purpose
in
this
article
is
to
outline
some
of
the
central
problems,
issues
and
dilemmas
of
teaching
negotiation.
While
some
of
these
problems
are
not
unique
to
teaching
negotiation
skills
(and
related
courses
in
power
and
conflict
management—see
the
bibliography
and
‘Additional
Resources’
section
of
this
website),
others
specifically
arise
because
of
the
nature
of
the
subject
matter
and
the
pedagogical
style
necessary
to
create
a
rich
and
challenging
learning
environment.
A
Model
for
Teaching
Negotiation
Skills
Most
negotiation
courses
as
a
combination
of
theory
and
research,
descriptive
and
prescriptive
models,
and
experiential
activities
such
as
role
playing
and
cases.
There
are
*
Adapted
from
an
article
that
first
appeared
in
Negotiation
Journal,
January
1986,
pp.
15-‐27.
-‐2-‐
several
key
assumptions
about
the
teaching
and
learning
of
negotiation
that,
though
they
may
seem
obvious,
should
be
stated
explicitly.
First,
negotiation
is
a
comprehensible
social
process.
Negotiation
is
not
a
mystical
process
in
a
black
box;
it
can
be
analyzed,
understood,
and
modeled.
Second,
negotiation
is
a
learnable
and
teachable
skill.
Negotiators
are
made,
not
born,
and
skills
can
be
improved
and
relearned
throughout
life.
Finally,
change
and
improvement
in
negotiating
behavior
require
a
combination
of
intellectual
training
and
behavioral
skill
development.
Thus,
the
most
effective
approaches
to
teaching
negotiation
will
integrate
intellectual
analysis
and
skill
development
in
a
complete
pedagogical
package.
To
demonstrate
how
skill
development
and
theory
may
be
integrated
together
in
teaching
negotiation,
I
will
employ
a
simple,
broad-‐based
model
of
experiential
learning
(Figure
1).
This
model,
derived
from
the
work
of
Kolb,
Rubin
and
McIntyre
(1983),
proposes
that
learning
occurs
in
four
interrelated
steps
(beginning
at
the
bottom
of
the
circle
and
moving
clockwise):
Concrete
experiences
Testing Observations
implications and
of concepts reflections
Formation of
abstract concepts
and
generalizations
•
The
development
(or
external
introduction)
of
Abstract
Concepts,
theory
and
generalizations,
which
leads
to
-‐3-‐
•
Predictions,
hypotheses,
or
Testing
of
the
Implications
of
these
Concepts,
which
leads
to
•
Actual
behavior
and
Concrete
Experiences,
which
leads
to
•
Observations
and
Reflections
on
that
behavior,
which
leads
back
to
further
concepts
and
generalizations
(theory).
Students
can
begin
anywhere
in
this
cycle
to
assess
their
behavior
or
to
change
it.
For
instance,
athletes
who
want
to
improve
their
tennis
swing
might
begin
this
process
by
becoming
more
aware
of
their
current
swing
or
watching
it
on
video
(actual
behavior
and
reflection).
This
then
leads
to
an
effort
to
define
why
the
swing
is
poor
(reflection
and
principles),
followed
by
an
intention
to
change
the
wrist
position
while
swinging
(principles
and
intentions),
and
then
a
change
in
the
way
the
racket
is
swung
(behavior).
Similarly
watching
a
video
of
a
professional
tennis
player
or
reading
a
book
about
tennis
would
be
an
infusion
of
principles,
leading
to
intentions
to
behave
differently;
actually
taking
a
lesson
would
be
an
introduction
of
principles
and
some
“practice”
(new
behavior,
reflection,
intention
to
behave
differently,
and
more
new
behavior).
This
model
is
useful
in
several
ways.
First,
it
applies
to
many
different
situations
where
skills
are
learned
and
developed,
and
allows
us
to
break
down
the
skill
development
process
into
its
component
parts.
Second,
since
the
learning
model
has
several
component
parts,
it
is
most
useful
to
structure
the
learning
process
to
bolster
each
of
the
elements.
Finally,
there
are
several
competing
theories
as
to
the
optimal
place
to
“enter”
this
learning
circle.
I
will
note
some
of
these
competing
theories
in
the
discussion
that
follows.
Structuring
The
Course
While
it
is
possible
that
some
doctoral-‐level
instructors
may
wish
to
teach
only
theory
and
research,
instructors
at
other
levels
generally
want
to
structure
a
course
that
is
designed
to
improve
the
student's
negotiating
behavior.
In
particular,
courses
designed
for
executives
or
MBA
students
should
offer
a
blend
of
theory
and
skill
practice,
since
these
students
are
primarily
interested
in
improving
their
negotiating
behavior.
Courses
structured
in
this
way
are
more
likely
to
help
the
student
recognize
the
relation
between
theoretical
principles
and
actual
behavior,
thereby
preparing
the
student
to
negotiate
more
effectively.
Finally,
experiential
components
add
a
dimension
that
makes
the
course
more
interesting,
enjoyable,
exciting,
and
relevant
to
both
student
and
instructor.
There
are
many
ways
to
structure
a
negotiation
course
-‐-‐
in
terms
of
the
topics
covered,
intellectual
and
experiential
materials
used,
etc.
.
Since
I
am
not
proposing
that
there
is
one
definitive
way
to
teach
this
topic,
the
following
ideas
are
intended
as
suggestions
only.
However,
an
ideal
course
structure
should
emphasize
each
of
the
four
stages
in
the
experiential
model,
and
I
shall
make
specific
recommendations
regarding
course
design
elements
that
may
be
used
for
each
stage.
Theory
and
Concepts
-‐
Most
academic
courses
emphasize
theory
and
scholarly
-‐4-‐
research.
Negotiation
is
no
exception.
There
is
a
large
volume
of
material
available
on
the
negotiation
process,
written
from
many
different
perspectives
(e.g.,
psychology,
economics,
communications,
sociology,
law,
and
political
science).
Instructors
seem
to
prefer
all
varieties
of
textbooks,
research
books
and
articles,
or
mass-‐market
publications
written
largely
for
practitioners.
The
following
topics
are
addressed
in
most
negotiation
courses
through
lectures
or
assigned
readings:
1.
The
dynamics
of
interpersonal
and
inter-‐group
conflict,
2.
An
overview
of
the
negotiation
process;
3.
The
economic
structure
of
negotiation,
and
some
exposure
to
game-‐theoretic
models;
4.
The
basics
of
competitive,
distributive,
win-‐lose
negotiation;
5.
The
basics
of
collaborative,
integrative,
win-‐win
negotiation;
6.
Negotiator
ethics;
7.
The
use
of
power,
and
negotiating
in
unequal
power
relations;
8.
Communication
and
perception
dynamics;
9.
Multiparty
negotiations,
including
negotiating
coalitions,
and
negotiations
within
groups
and
teams
10.
The
nature
of
negotiations
across
national
cultures;
11.
Individual
differences
in
personality
and
gender
as
they
affect
negotiations;
12.
Approaches
for
resolving
unproductive
negotiations,
including
the
use
of
third
parties.
Intentions/Predictions
-‐
Intentions
and
predictions
are
ways
that
the
negotiator
translates
theory
and
concepts
into
practice.
Whether
it
is
a
desire
to
try
a
different
strategy
in
negotiation,
or
apply
a
concept
from
the
reading,
students
should
be
specifically
encouraged
to
engage
in
planning
and
goal
setting
prior
to
negotiations.
This
may
be
accomplished
in
the
following
ways:
1.
Requiring
students
to
engage
in
a
planning
process
prior
to
simulated
negotiations,
or
to
real-‐world
experiences.
Planning
may
include
preparation
of
information
and
arguments,
setting
negotiation
goals
and
objectives,
predicting
the
opponent's
objectives
and
personal
style,
and
selecting
a
strategy
to
achieve
the
goals.
2.
Requiring
students
to
“experiment”
with
new
behaviors.
Instructors
often
make
a
point
to
encourage
students
to
simply
try
out
different
negotiating
styles
and
approaches.
Students
may
be
encouraged
to
try
more
cooperative
or
competitive
behavior,
be
more
or
less
talkative,
or
assume
positions
of
power
contrary
to
their
normal
experience.
The
assumption
is
that
the
class
provides
a
safe
environment
in
which
to
try
new
behavior
and
gain
feedback
from
others,
but
without
endangering
the
substance
of
an
agreement
or
the
long-‐term
relationship
between
the
parties
that
is
at
stake
in
real
negotiations.
-‐5-‐
Students
may
also
be
specifically
encouraged
to
practice
the
prescribed
behaviors
of
a
particular
model,
such
as
different
ways
to
achieve
integrative
agreements,
or
different
ways
to
act
as
a
third
party
in
resolving
a
dispute.
Finally,
students
might
learn
new
behaviors
by
imitating
a
model
that
negotiates
correctly
(according
to
some
prescriptive
theory
or
framework).
This
process
is
analogous
to
watching
the
tennis
pro's
technique
with
a
backhand
swing,
or
watching
video,
and
then
trying
it
yourself.
While
behavioral
modeling
has
been
used
a
great
deal
as
a
way
to
master
complex
skills,
remarkably
little
if
any
training
in
negotiation
has
used
either
live
or
video
models
as
a
way
to
teach
negotiation
skills.
Actual
Behavior
-‐
The
primary
vehicle
for
introducing
actual
negotiating
behavior
in
class
is
through
role-‐playing
and
simulations.
Some
instructors
use
role-‐plays
and
simulations
at
the
beginning
of
a
course,
to
acquaint
students
with
the
behavioral
dynamics
before
the
conceptual
material
is
addressed;
others
use
them
in
the
middle
or
later
parts
of
the
course,
to
illustrate
key
principles
or
demonstrate
the
complexity
of
a
large
inter-‐group
negotiation;
still
others
use
them
throughout
the
course,
beginning
with
simple
scenarios
(games
and
one
issue
negotiations),
and
building
toward
more
complex
negotiations
as
the
course
progresses.
Role-‐plays
and
simulations
may
be
conducted
during
class
time,
or
they
may
be
set
up
at
the
end
of
a
class,
to
be
completed
by
the
students
on
their
own.
I
suggest
instructors
use
several
of
each
kind.
In-‐class
activities
allow
the
instructor
to
describe
the
simulation
and
instructions
clearly,
monitor
student
behavior
closely,
and
debrief
events
“on
the
spot.”
However,
simulation
effectiveness
may
be
constrained
if
the
classroom
facility
does
not
have
sufficient
“break
out”
space
for
groups
to
meet
and
work
independently,
or
if
the
allotted
time
is
inadequate.
In
contrast,
simulations
apart
from
classes
allow
students
to
prepare
at
their
leisure,
control
(and
manipulate)
the
time
and
place
of
negotiation,
meet
as
often
as
is
necessary,
use
breaks
and
recesses
strategically,
etc.
A
twenty-‐minute
in-‐class
simulation
between
very
competitive
students
may
consume
three
or
four
hours
outside
of
class.
Grading
-‐
Several
instructors
have
experimented
with
grading
students
on
their
negotiating
behavior.
Some
use
simulations
that
allow
various
settlement
packages
to
be
scored
with
point
schemes
(c.f.
some
of
the
DRRC
exercises)
and
assign
grades
based
on
the
number
of
points
won.
With
other
simulations,
grades
can
be
determined
on
the
basis
of
who
negotiated
the
better
package
for
each
party
in
the
dispute,
or
who
invented
the
most
integrative
solutions.
Unfortunately,
there
appear
to
be
very
few
efforts
to
evaluate
students
on
the
effectiveness
of
their
behavior
rather
than
on
outcomes.
Grading
on
the
basis
of
actual
negotiating
outcomes
is
viewed
as
realistic
by
some
students,
particularly
those
who
already
negotiate
well,
but
as
troublesome
by
those
who
expect
to
have
their
performance
judged
by
more
traditional
academic
methods.
Reaction
and
Reflection
-‐
Negotiation
instructors
who
use
simulations
must
also
-‐6-‐
devote
ample
class
time
to
debriefing
students
about
these
experiences.
There
are
several
objectives
for
the
debriefing
process:
1.
To
compare
and
evaluate
the
different
outcomes
achieved
by
different
subgroups;
2.
To
compare
and
evaluate
the
different
planning
and
strategizing
processes
that
led
to
these
outcomes;
3.
To
help
students
compare
and
evaluate
the
differences
between
their
intended
actions
and
what
may
have
actually
occurred;
4.
To
use
the
simulation
to
highlight
key
conceptual
and
theoretical
points;
5.
To
create
the
opportunity
for
students
to
note
deficiencies
in
their
own
behavior,
or
the
negotiation
process,
and
to
define
-‐-‐implicitly
or
explicitly
-‐-‐new
or
different
ways
to
behave.
There
are
many
ways
to
achieve
the
reaction
and
reflection
objectives
through
course
structure
and
design.
First,
students
may
discuss
the
simulation
after
it
has
occurred,
or
they
may
complete
some
form
of
standard
“debriefing”
questionnaire.
Second,
simulations
may
be
videod,
and
students
may
be
asked
to
watch
and
critique
their
behavior.
Third,
students
may
be
asked
to
prepare
a
formal
written
analysis
of
the
simulation,
applying
theories
and
concepts
to
the
situation
or
setting
explicit
goals
for
future
behavior.
Instructors
frequently
use
these
application
papers
or
journals
to
encourage
students
to
monitor
their
own
behavior
and
apply
theory
as
appropriate.
Finally,
students
may
also
be
required
to
complete
a
comprehensive
assessment
of
their
own
“negotiating
style.”
Data
for
this
assessment
can
be
generated
from
reflection
on
their
behavior
in
the
simulations,
feedback
from
other
students
and
by
completing
one
or
more
personality
self-‐assessment
questionnaires
on
dimensions
related
to
negotiation
-‐-‐
such
as
conflict
management
style,
assertiveness,
ethics,
etc.
Negotiation
case
studies
are
another
major
learning
vehicle
in
the
reaction
and
reflection
phase.
Cases
expose
students
to
the
negotiating
behavior
of
others,
encouraging
examination
of
behavior
in
the
context
in
which
it
occurs.
Theories,
concepts
and
models
are
also
provided
to
enrich
intellectual
comprehension.
Cases
are
discussed
in
class
or
may
be
given
as
examinations
to
test
successful
analysis
and
application
of
theory.
Videos
are
also
good
case
material,
allowing
students
the
opportunity
to
observe
nonverbal
behavior
and
strategic
nuances
as
well
as
negotiation
techniques.
Unfortunately,
few
quality
case-‐
oriented
films
and
videos
have
been
available
for
instructional
use
(see
the
Additional
Resources
file),
but
this
situation
is
changing.
Instructors
and
encouraged
to
use
a
major
search
engine,
searching
“Negotiation
Videos’,
as
this
situation
changes
rapidly.
Differences
Among
Learning
Populations
-‐
Whether
the
instructional
module
is
two
hours,
one
day,
three
days
or
an
entire
semester,
the
instructional
design
should
include
all
four
elements
of
the
experiential
learning
module.
This
cycle
may
be
completed
once
in
a
short
program,
or
multiple
times
in
a
longer
program
or
course.
Measurement
may
be
formal,
as
in
graded
examinations
and
papers,
or
informal,
as
by
simply
noting
behavior.
Moreover,
students
should
be
encouraged
to
continue
to
keep
a
personal
journal
-‐7-‐
to
monitor
their
negotiating
behavior
and
compare
goals
set
prior
to
actual
negotiations
with
the
results
of
the
process.
As
in
any
skill
development
program,
consistent
monitoring
and
practice
of
new
and
different
behavior
is
more
likely
to
lead
to
behavior
change
and
enhanced
effectiveness.
In
addition,
different
student
populations
should
probably
receive
varying
exposure
to
different
components
of
the
learning
module.
University
students
are
more
comfortable
with
theory
and
abstraction,
and
more
able
to
work
with
conceptual
models
that
may
not
have
ready
application.
In
contrast,
executives
and
practitioners
are
generally
immersed
in
the
behavioral
dynamics
of
the
process,
but
are
less
facile
with
the
complex
theoretical
abstractions.
Instructors
working
with
these
latter
groups
will
find
it
more
useful
to
limit
conceptual
input
to
“friendly
theories”:
those
that
are
less
abstract,
or
immediately
tied
to
in-‐class
simulations,
case
analyses,
or
elaborate,
relevant
examples.
Unique
Problems
In
Teaching
Negotiation
I
believe
that
teaching
negotiation
and
conflict
management
creates
several
unique
challenges
and
problems
that
instructors
do
not
typically
encounter
in
other
courses.
I
will
now
describe
some
of
these
challenges.
1.
The
Volatility
and
Unpredictability
of
Classroom
Dynamics.
Most
negotiation
instructors
are
intellectually
aware
of
the
dynamics
of
conflict.
Competitiveness
and
conflict
lead
to
heightened
emotions,
distortion
of
perception
and
judgment,
misattribution
of
the
causes
of
behavior,
heightened
cohesiveness
in
one’s
own
group,
and
the
enhanced
likelihood
of
behaving
unproductively
and
unethically.
However,
it
is
one
thing
to
understand
these
dynamics
intellectually
and
recognize
them
in
others,
and
another
to
experience
and
manage
them.
Because
of
these
dynamics,
courses
in
conflict,
power,
and
negotiation
often
energize
and
motivate
students,
making
classes
exciting.
Events
occur
that
students
remember
long
after
the
course
is
over
and
the
intellectual
content
is
forgotten.
There
is,
however,
a
negative
side
to
these
dynamics:
students
will
often
be
angry
at
one
another
and
sometimes
at
the
instructor.
They
will
say
things
they
don’t
mean,
and
do
things
for
which
they
do
not
understand
the
consequences.
They
will
get
carried
away
by
the
moment
yet
be
surprised
or
even
remorseful
later.
The
instructor,
who
cannot
run
away
from
such
situations,
must
be
comfortable
around
others
who
are
in
conflict.
Sometimes
an
instructor
is
unwittingly
entrapped
in
these
dynamics,
becoming
“part
of
the
problem”
rather
than
an
uninvolved
observer.
Because
classroom
events
are
not
always
predictable
and
plan-‐able,
an
instructor
of
a
course
dealing
with
negotiation
and
conflict
management
should
be
prepared
to
address,
manage,
and
integrate
spontaneous
classroom
events
with
the
learning
objectives
of
the
course.
2.
Multiple
Instructor
Roles.
In
a
traditional
academic
course,
the
instructor
has
clear-‐
-‐8-‐
cut
role
responsibilities:
to
structure
a
coherent
course
outline,
lecture,
facilitate
discussion,
and
evaluate
student
performance.
However,
by
virtue
of
the
variety
of
educational
experiences
described
earlier,
as
well
as
the
unpredictability
of
conflict
dynamics,
instructors
in
negotiation
courses
are
placed
in
multiple
(and
often
conflicting)
roles.
Instructors
must
continue
to
act
as
formal
educators,
but
also
have
enhanced
responsibilities
as
classroom
managers,
referees,
mediators
and
counselors.
While
these
roles
and
accompanying
responsibilities
may
appear
to
be
distinct
and
explicit,
in
practice
they
are
frequently
vague
or
in
direct
conflict.
Following
are
some
guidelines
for
each
role:
Educator/Evaluator.
The
instructor's
responsibilities
are,
as
just
outlined,
to
structure
the
course,
to
be
an
expert
in
the
conceptual
foundations
of
conflict
and
negotiation,
to
convey
that
expertise
through
lectures
or
readings,
to
facilitate
classroom
discussion,
and
to
evaluate
student
learning
and
performance.
Classroom
Manager.
The
instructor's
job
is
to
orchestrate
the
learning
experience.
Role-‐plays
need
to
be
planned
with
regard
to
preparation
and
distribution
of
materials,
securing
adequate
facilities,
time
scheduling,
and
organizing
students
into
groups.
Before
an
exercise
is
concluded,
students
should
discuss
the
exercise
and
abstract
key
points.
Simulations
are
useless
activities
without
this
analysis.
Finally,
applications
should
be
drawn
to
the
major
conceptual
points.
Regulator/Referee.
The
instructor's
responsibilities
are
to
define
the
boundaries
for
appropriate
and
inappropriate
behavior
in
the
classroom
and
in
simulations.
The
instructor
will
frequently
become
the
policeman,
prosecutor,
judge
and
jury
in
setting
and
enforcing
rules.
Some
of
those
rules
are
academic,
while
others
are
procedural
and
relate
to
the
simulation.
The
instructor
must
decide
which
rules
to
make,
how
to
enforce
them,
and
what
to
do
when
they
are
broken.
Mediator/Counselor.
Finally,
as
noted
earlier,
students
often
become
angry
and
entrapped
in
the
conflict
dynamics.
Negotiations
may
have
deadlocked,
or
ended
in
betrayal.
Yet
for
the
educational
process
to
proceed,
students
must
be
able
to
detach
themselves
sufficiently
to
assess
events
and
behavior
and
move
on
to
other
activities.
The
instructor's
job
is
to
help
the
class
achieve
this
balance,
and
frequently
requires
intervention
as
a
mediator
or
counselor.
Role
conflict
for
the
instructor
consistently
occurs
among
these
various
role
responsibilities.
These
conflicts
arise
when
student
and
instructor
disagree
on
the
appropriate
role
to
be
taken,
or
when
an
instructor
must
assume
several
different
roles
and
each
prescribes
a
different
behavior.
Management
of
these
conflicts
can
significantly
enhance
or
detract
from
the
instructor's
enjoyment
of
a
course,
student
learning
in
a
course,
and
student
satisfaction
with
the
course.
Examples
of
such
conflict
are:
Students
try
to
anticipate
the
instructor's
implicit
models
for
effective
negotiating
behavior.
As
a
result,
they
are
afraid
to
be
spontaneous,
take
risks
or
try
new
behaviors
because
they
believe
the
instructor
will
use
grades
-‐9-‐
hand,
students
also
believe
that
the
instructor
will
stop,
control,
or
regulate
undesirable
behavior;
hence
they
behave
more
competitively
or
outrageously
than
they
might
otherwise.
The
instructor
should
make
it
clear
that
students
not
only
make
their
own
choices
about
their
behavior,
but
also
must
live
with
the
consequences
of
that
behavior.
If
they
choose
to
behave
competitively
or
unethically
and
engender
anger
or
mistrust
among
their
classmates,
these
are
realistic
consequences
that
cannot
be
avoided.
3.
Regulating
Classroom
Dynamics.
There
are
a
number
of
other
procedural
rules
that
are
necessary
and
useful
for
instructors
to
stipulate,
such
as
the
following:
•
All
behavior,
including
behavior
in
simulations
and
role-‐plays,
is
“real.”
Students
sometimes
try
to
argue
(usually
ex
post
facto)
that
role-‐playing
and
simulations
are
not
"real"
because
there
are
no
actual
outcomes
and
people
play
artificial
roles.
These
arguments
are
often
used
to
avoid
taking
responsibility
for
their
behavior
or
its
consequences,
or
to
deny
the
impact
of
that
behavior
on
others.
Moreover,
they
argue
that
they
certainly
would
have
behaved
differently
had
this
been
a
"real"
situation.
Instructors
will
recognize
this
behavior
as
defensive
and
myopic,
yet
often
feel
frustrated
in
their
inability
to
persuade
the
student
that
this
is
a
limited
and
perhaps
distorted
view.
Instead
of
becoming
entangled
in
such
arguments,
it
is
usually
easier
to
have
students
accept
the
initial
premise
that
all
behavior
in
the
course
is
"real,”
that
they
make
choices
about
the
way
they
behave,
that
behavior
has
consequences
and
they
must
be
willing
to
live
with
them.
The
stakes
may
be
different
outside
the
classroom,
but
the
behavior
is
no
less
real.
•
It
is
imperative
that
the
confidential
information
provided
in
most
role-‐
playing
scenarios
will
in
fact
be
treated
as
confidential.
Instructors
should
routinely
insist
that
students
not
read
the
opposite
side's
information,
or
excuse
themselves
from
the
exercise
if
they
are
aware
of
the
other
side's
confidential
information.
•
Small
groups
negotiating
within
the
context
of
a
larger
course
should
view
behavior
as
independent
and
autonomous
from
other
small
groups.
This
is
an
extension
of
the
previous
procedural
rule
on
confidentiality,
but
applies
to
discussing
the
role-‐play
with
other
students
in
the
course
before
they
have
completed
the
exercise.
Gaining
confidential
information
from
other
groups
that
may
have
already
completed
negotiations,
etc.
will
be
viewed
in
the
same
light
as
reviewing
the
other
side's
confidential
briefing
documents.
•
The
behavior
of
individuals
and
groups
within
the
boundaries
of
the
course
should
be
held
in
strict
confidence.
Courses
in
negotiation
typically
occur
within
a
larger
academic
context,
in
which
students
may
know
one
another
very
well.
Behavioral
dynamics
in
the
course
may
frequently
become
the
-‐11-‐
subject
of
discussion
and
gossip
outside
the
course,
perhaps
embarrassing
students
who
are
not
proud
of
their
behavior.
Students
should
be
encouraged
to
respect
the
rights
of
others
and
to
refrain
from
out-‐of-‐class
discussions.
4.
Unethical
Conduct.
Violations
of
confidentiality
are
only
one
form
of
ethical
violation.
Students
may
"bluff"
about
their
position,
or
tell
an
outright
lie.
They
may
spy
on
another’s
planning
session,
or
steal
the
other's
documents.
They
may
try
to
bribe
or
influence
a
referee.
Instructors
should
treat
these
events
as
important
dynamics
that
need
review
and
attention.
Moreover,
while
instructors
frequently
set
aside
one
or
more
classes
to
discuss
ethics
specifically,
I
believe
that
the
best
discussions
occur
“on
the
spot,”
as
perceived
ethical
violations
occur
and
are
challenged.
I
suggest
the
following
strategies
for
discussing
ethical
issues:
•
Make
note
of
the
issues
raised
and
bring
them
up
in
the
debriefing
of
an
activity
(particularly
if
students
do
not
raise
them).
•
Do
not
take
a
normative
position
as
the
instructor.
Instead,
work
to
elicit
the
perceptions
and
perspectives
of
the
actor,
those
affected
by
the
action,
and
observers.
•
Use
the
discussion
to
develop
an
agreement
on
the
implied
ethical
"rule"
that
may
have
been
violated
(e.g.,
"Lying
is
bad").
Test
out
whether
everyone
agrees
that
this
is
the
rule,
whether
the
rule
applies
in
this
case,
and
whether
the
rule
has
been
actually
violated.
The
odds
are
that
the
class
will
not
be
unanimous
on
this
point.
•
Use
the
rule
and
its
perceived
violation
to
highlight
how
people
disagree
about
the
rules
that
govern
competitive
social
behavior.
Also,
point
out
how
the
distorted
perceptions
that
accompany
conflict
enhance
the
debate
about
perceived
ethical
violations
and
their
appropriateness.
5.
Extreme
Emotionalism,
Revenge
and
Violence.
Students,
and
even
experienced
instructors
laugh
nervously
when
this
is
mentioned.
However,
"truth
in
packaging"
requires
that
I
admit
that
occasional
episodes
of
extreme
emotion,
revenge,
and
violence
do
occur.
Students
don't
believe
that
anyone
would
ever
get
that
upset
over
a
“silly”
simulation;
many
inexperienced
instructors
don't
believe
it
either.
Yet
people
become
very
upset
when
betrayed,
duped
or
ignored.
Heated
words
and
accusations
can
lead
to
long-‐standing
feuds,
revenge,
and
even
physical
confrontation.
The
following
steps
are
recommended
to
prepare
for
this
possibility:
•
A
"no
violence"
rule
should
be
announced
at
the
beginning
of
the
course.
Students
may
laugh
it
off,
but
the
point
should
be
made
clear.
-‐12-‐
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Œuvres
complètes de Guy de Maupassant - volume 21
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
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Language: French
ŒUVRES COMPLÈTES
DE
GUY DE MAUPASSANT
LA PRÉSENTE ÉDITION
DES
ŒUVRES COMPLÈTES DE GUY DE
MAUPASSANT
A ÉTÉ TIRÉE
PAR L’IMPRIMERIE NATIONALE
EN VERTU D’UNE AUTORISATION
DE M. LE GARDE DES SCEAUX
EN DATE DU 30 JANVIER 1902.
Le texte de ce volume
est conforme à celui de l’édition originale: Sur l’Eau.
Paris, 1888. Marpon et Flammarion, éditeurs,
avec addition de:
Blanc et Bleu.—Livre de bord (inédits).
ŒUVRES COMPLÈTES
DE
G U Y D E M A U PA S S A N T
SUR L'EAU
BLANC ET BLEU
LIVRE DE BORD
PARIS
LOUIS CONARD, LIBRAIRE-ÉDITEUR
17, BOULEVARD DE LA MADELEINE, 17
MDCCCCVIII
Tous droits réservés.
SUR L’EAU.
6 avril.
J
E dormais profondément quand mon patron Bernard jeta du
sable dans ma fenêtre. Je l’ouvris et je reçus sur le visage, dans
la poitrine et jusque dans l’âme, le souffle froid et délicieux de la
nuit. Le ciel était limpide et bleuâtre, rendu vivant par le
frémissement de feu des étoiles.
Le matelot, debout au pied du mur, disait:
—Beau temps, monsieur.
—Quel vent?
—Vent de terre.
—C’est bien, j’arrive.
Une demi-heure plus tard, je descendais la côte à grands pas.
L’horizon commençait à pâlir et je regardais au loin, derrière la baie
des Anges, les lumières de Nice, puis plus loin encore, le phare
tournant de Villefranche.
Devant moi Antibes apparaissait vaguement, dans l’ombre
éclaircie, avec ses deux tours debout sur la ville bâtie en cône et
qu’enferment encore les vieux murs de Vauban.
Dans les rues, quelques chiens et quelques hommes, des
ouvriers qui se lèvent. Dans le port, rien que le très léger bercement
des tartanes le long du quai et l’insensible clapot de l’eau qui remue
à peine. Parfois un bruit d’amarre qui se raidit ou le frôlement d’une
barque le long d’une coque. Les bateaux, les pierres, la mer elle-
même semblent dormir sous le firmament poudré d’or et sous l’œil
du petit phare qui, debout sur la jetée, veille sur son petit port.
Là-bas, en face du chantier du constructeur Ardouin, j’aperçus
une lueur, je sentis un mouvement, j’entendis des voix. On
m’attendait. Le Bel-Ami était prêt à partir.
Je descendis dans le salon qu’éclairaient les deux bougies
suspendues et balancées comme des boussoles, au pied des
canapés qui servent de lits, la nuit venue; j’endossai le veston de
mer en peau de bête, je me coiffai d’une chaude casquette, puis je
remontai sur le pont. Déjà les amarres de poste avaient été
larguées, et les deux hommes, halant sur la chaîne, amenaient le
yacht à pic sur son ancre. Puis ils hissèrent la grande voile, qui
s’éleva lentement avec une plainte monotone des poulies et de la
mâture. Elle montait large et pâle dans la nuit, cachant le ciel et les
astres, agitée déjà par les souffles du vent.
Il nous arrivait sec et froid de la montagne invisible encore qu’on
sentait chargée de neige. Il était très faible, à peine éveillé, indécis et
intermittent.
Maintenant, les hommes embarquaient l’ancre; je pris la barre; et
le bateau, pareil à un grand fantôme, glissa sur l’eau tranquille. Pour
sortir du port, il nous fallait louvoyer entre les tartanes et les
goélettes ensommeillées. Nous allions d’un quai à l’autre,
doucement, traînant notre canot court et rond qui nous suivait
comme un petit, à peine sorti de l’œuf, suit un cygne.
Dès que nous fûmes dans la passe, entre la jetée et le fort carré,
le yacht, plus ardent, accéléra sa marche et sembla s’animer comme
si une gaieté fut entrée en lui. Il dansait sur les vagues légères,
innombrables et basses, sillons mouvants d’une plaine illimitée. Il
sentait la vie de la mer en sortant de l’eau morte du port.
Il n’y avait pas de houle, et je m’engageai entre les murs de la
ville et la bouée le Cinq-cents francs qui indique le grand passage,
puis laissant arriver vent arrière, je fis route pour doubler le cap.
Le jour naissait, les étoiles s’éteignaient, le phare de Villefranche
ferma pour la dernière fois son œil tournant, et j’aperçus dans le ciel
lointain, au-dessus de Nice, encore invisible, des lueurs bizarres et
roses: c’étaient les glaciers des Alpes dont l’aurore allumait les
cimes.
Je remis la barre à Bernard pour regarder se lever le soleil. La
brise, plus fraîche, nous faisait courir sur l’ombre frémissante et
violette. Une cloche se mit à sonner, jetant au vent les trois coups
rapides de l’Angelus. Pourquoi le son des cloches semble-t-il plus
alerte au jour levant et plus lourd à la nuit tombante? J’aime cette
heure froide et légère du matin, lorsque l’homme dort encore et que
s’éveille la terre. L’air est plein de frissons mystérieux que ne
connaissent point les attardés du lit. On aspire, on boit, on voit la vie
qui renaît, la vie matérielle du monde, la vie qui parcourt les astres et
dont le secret est notre immense tourment.
Raymond disait:
—Nous aurons vent d’est tantôt.
Bernard répondit:
—Je croirais plutôt à un vent d’ouest.
Bernard, le patron, est maigre, souple, remarquablement propre,
soigneux et prudent. Barbu jusqu’aux yeux, il a le regard bon et la
voix bonne. C’est un dévoué et un franc. Mais tout l’inquiète en mer,
la houle rencontrée soudain et qui annonce de la brise au large, le
nuage allongé sur l’Estérel, qui révèle du mistral dans l’ouest, et
même le baromètre qui monte, car il peut indiquer une bourrasque
de l’est. Excellent marin d’ailleurs, il surveille tout sans cesse et
pousse la propreté jusqu’à frotter les cuivres dès qu’une goutte
d’eau les atteint.
Raymond, son beau-frère, est un fort gars, brun et moustachu,
infatigable et hardi, aussi franc et dévoué que l’autre, mais moins
mobile et nerveux, plus calme, plus résigné aux surprises et aux
traîtrises de la mer.
Bernard, Raymond et le baromètre sont parfois en contradiction
et me jouent une amusante comédie à trois personnages, dont un
muet, le mieux renseigné.
—Sacristi, monsieur, nous marchons bien, disait Bernard.
Nous avons passé, en effet, le golfe de la Salis, franchi la
Garoupe, et nous approchons du cap Gros, roche plate et basse
allongée au ras des flots.
Maintenant, toute la chaîne des Alpes apparaît, vague
monstrueuse qui menace la mer, vague de granit couronnée de
neige dont tous les sommets pointus semblent des jaillissements
d’écume immobile et figée. Et le soleil se lève derrière ces glaces,
sur qui sa lumière tombe en coulée d’argent.
Mais voilà que, doublant le cap d’Antibes, nous découvrons les
îles de Lérins, et loin par derrière, la chaîne tourmentée de l’Estérel.
L’Estérel est le décor de Cannes, charmante montagne de
keepsake, bleuâtre et découpée élégamment, avec une fantaisie
coquette et pourtant artiste, peinte à l’aquarelle sur un ciel théâtral
par un créateur complaisant pour servir de modèle aux Anglaises
paysagistes et de sujet d’admiration aux altesses phtisiques ou
désœuvrées.
A chaque heure du jour, l’Estérel change d’effet et charme les
yeux du high life.
La chaîne des monts correctement et nettement dessinée se
découpe au matin sur le ciel bleu, d’un bleu tendre et pur, d’un bleu
propre et joli, d’un bleu idéal de plage méridionale. Mais le soir, les
flancs boisés des côtes s’assombrissent et plaquent une tache noire
sur un ciel de feu, sur un ciel invraisemblablement dramatique et
rouge. Je n’ai jamais vu nulle part ces couchers de soleil de féerie,
ces incendies de l’horizon tout entier, ces explosions de nuages,
cette mise en scène habile et superbe, ce renouvellement quotidien
d’effets excessifs et magnifiques qui forcent l’admiration et feraient
un peu sourire s’ils étaient peints par des hommes.
Les îles de Lérins, qui ferment à l’est le golfe de Cannes et le
séparent du golfe Juan, semblent elles-mêmes deux îles d’opérette
placées là pour le plus grand plaisir des hivernants et des malades.
De la pleine mer, où nous sommes à présent, elles ressemblent à
deux jardins d’un vert sombre, poussés dans l’eau. Au large, à
l’extrémité de Saint-Honorat, s’élève, le pied dans les flots, une ruine
toute romantique, vrai château de Walter Scott, toujours battue par
les vagues, et où les moines autrefois se défendirent contre les
Sarrazins, car Saint-Honorat appartint toujours à des moines, sauf
pendant la Révolution. L’île fut achetée alors par une actrice des
Français.
Château fort, religieux batailleurs, aujourd’hui trappistes gras,
souriants et quêteurs, jolie cabotine venant sans doute cacher ses
amours dans cet îlot couvert de pins et de fourrés et entouré d’un
collier de rochers charmants, tout jusqu’à ces noms à la Florian
«Lérins, Saint-Honorat, Sainte-Marguerite», tout est aimable, coquet,
romanesque, poétique et un peu fade sur ce délicieux rivage de
Cannes.
Pour faire pendant à l’antique manoir crénelé, svelte et dressé à
l’extrémité de Saint-Honorat, vers la pleine mer, Sainte-Marguerite
est terminée vers la terre par la forteresse célèbre où furent
enfermés le Masque de fer et Bazaine. Une passe d’un mille environ
s’étend entre la pointe de la Croisette et ce château, qui a l’aspect
d’une vieille maison écrasée, sans rien d’altier et de majestueux. Il
semble accroupi, lourd et sournois, vraie souricière à prisonniers.
J’aperçois maintenant les trois golfes. Devant moi, au delà des
îles, celui de Cannes, plus près, le golfe Juan, et derrière moi la baie
des Anges, dominée par les Alpes et les sommets neigeux. Plus
loin, les côtes se déroulent bien au delà de la frontière italienne, et je
découvre avec ma lunette la blanche Bordighera au bout d’un cap.
Et partout, le long de ce rivage démesuré, les villes au bord de
l’eau, les villages accrochés plus haut au flanc des monts, les
innombrables villas semées dans la verdure ont l’air d’œufs blancs
pondus sur les sables, pondus sur les rocs, pondus dans les forêts
de pins par des oiseaux monstrueux venus pendant la nuit du pays
des neiges qu’on aperçoit là-haut.
Sur le cap d’Antibes, longue excroissance de terre, jardin
prodigieux jeté entre deux mers, où poussent les plus belles fleurs
de l’Europe, nous voyons encore des villas, et tout à la pointe Eilen-
Roc, ravissante et fantaisiste habitation qu’on vient visiter de Nice et
de Cannes.
La brise tombe, le yacht ne marche plus qu’à peine.
Après le courant d’air de terre qui règne pendant la nuit, nous
attendons et nous espérons le courant d’air de la mer, qui sera le
bien reçu, d’où qu’il vienne.
Bernard tient toujours pour l’ouest, Raymond pour l’est, le
baromètre est immobile un peu au-dessous de 76.
Maintenant le soleil rayonne, inonde la terre, rend étincelants les
murs des maisons, qui, de loin, ont l’air aussi de neige éparpillée, et
jette sur la mer un clair vernis lumineux et bleuté.
Peu à peu, profitant des moindres souffles, de ces caresses de
l’air qu’on sent à peine sur la peau et qui cependant font glisser sur
l’eau plate les yachts sensibles et bien voilés, nous dépassons la
dernière pointe du cap et nous découvrons tout entier le golfe Juan,
avec l’escadre au milieu. De loin, les cuirassés ont l’air de rocs,
d’îlots, d’écueils couverts d’arbres morts. La fumée d’un train court
sur la rive allant de Cannes à Juan-les-Pins qui sera peut-être, plus
tard, la plus jolie station de toute la côte. Trois tartanes avec leurs
voiles latines, dont une est rouge et les deux autres blanches, sont
arrêtées dans le passage entre Sainte-Marguerite et la terre.
C’est le calme, le calme doux et chaud d’un matin de printemps
dans le Midi; et déjà, il me semble que j’ai quitté depuis des
semaines, depuis des mois, depuis des années les gens qui parlent
et s’agitent; je sens entrer en moi l’ivresse d’être seul, l’ivresse
douce du repos que rien ne troublera, ni la lettre blanche, ni la
dépêche bleue, ni le timbre de ma porte, ni l’aboiement de mon
chien. On ne peut m’appeler, m’inviter, m’emmener, m’opprimer avec
des sourires, me harceler de politesses. Je suis seul, vraiment seul,
vraiment libre. Elle court, la fumée du train sur le rivage! Moi je flotte
dans un logis ailé qui se balance, joli comme un oiseau, petit comme
un nid, plus doux qu’un hamac, et qui erre sur l’eau, au gré du vent,
sans tenir à rien. J’ai, pour me servir et me promener, deux matelots
qui m’obéissent, quelques livres à lire et des vivres pour quinze
jours. Quinze jours sans parler, quelle joie!
Je fermais les yeux sous la chaleur du soleil, savourant le repos
profond de la mer, quand Bernard dit à mi-voix:
—Le brick a de l’air, là-bas.
Là-bas, en effet, très loin en face d’Agay, un brick vient vers
nous. Je vois très bien avec la jumelle, ses voiles rondes pleines de
vent.
—Bah, c’est le courant d’air d’Agay, répond Raymond, il fait
calme sur le cap Roux.
—Cause toujours, nous aurons du vent d’ouest, répond Bernard.
Je me penche pour regarder le baromètre dans le salon. Il a
baissé depuis une demi-heure. Je le dis à Bernard qui sourit et
murmure:
—Il sent le vent d’ouest, monsieur.
C’est fait, ma curiosité s’éveille, cette curiosité particulière aux
voyageurs de la mer, qui fait qu’on voit tout, qu’on observe tout,
qu’on se passionne pour la moindre chose. Ma lunette ne quitte plus
mes yeux, je regarde à l’horizon la couleur de l’eau. Elle demeure
toujours claire, vernie, luisante. S’il y a du vent, il est loin encore.
Quel personnage, le vent, pour les marins! On en parle comme
d’un homme, d’un souverain tout-puissant, tantôt terrible et tantôt
bienveillant. C’est de lui qu’on s’entretient le plus, le long des jours,
c’est à lui qu’on pense sans cesse, le long des jours et des nuits.
Vous ne le connaissez point, gens de la terre! Nous autres nous le
connaissons plus que notre père ou que notre mère, cet invisible, ce
terrible, ce capricieux, ce sournois, ce traître, ce féroce. Nous
l’aimons et nous le redoutons, nous savons ses malices et ses
colères que les signes du ciel et de la mer nous apprennent
lentement à prévoir. Il nous force à songer à lui à toute minute, à
toute seconde, car la lutte entre nous et lui ne s’interrompt jamais.
Tout notre être est en éveil pour cette bataille: l’œil qui cherche à
surprendre d’insaisissables apparences, la peau qui reçoit sa
caresse ou son choc, l’esprit qui reconnaît son humeur, prévoit ses
surprises, juge s’il est calme ou fantasque. Aucun ennemi, aucune
femme ne nous donne autant que lui la sensation du combat, ne
nous force à tant de prévoyance, car il est le maître de la mer, celui
qu’on peut éviter, utiliser ou fuir, mais qu’on ne dompte jamais. Et
dans l’âme du marin règne, comme chez les croyants l’idée d’un
Dieu irascible et formidable, la crainte mystérieuse, religieuse, infinie
du vent, et le respect de sa puissance.
—Le voilà, monsieur, me dit Bernard.
Là-bas, tout là-bas, au bout de l’horizon une ligne d’un bleu noir
s’allonge sur l’eau. Ce n’est rien, une nuance, une ombre
imperceptible, c’est lui. Maintenant nous l’attendons, immobiles,
sous la chaleur du soleil.
Je regarde l’heure, huit heures, et je dis:
—Bigre, il est tôt, pour le vent d’ouest.
—Il soufflera dur, après midi, répond Bernard.
Je lève les yeux sur la voile plate, molle, morte. Son triangle
éclatant semble monter jusqu’au ciel, car nous avons hissé sur la
misaine la grande flèche de beau temps dont la vergue dépasse de
deux mètres le sommet du mât. Plus un mouvement: on se croirait
sur la terre. Le baromètre baisse toujours. Cependant la ligne
sombre aperçue au loin s’approche. L’éclat métallique de l’eau terni
soudain se transforme en une teinte ardoisée. Le ciel est pur, sans
nuage.
Tout à coup, autour de nous, sur la mer aussi nette qu’une
plaque d’acier, glissent, de place en place, rapides, effacés aussitôt
qu’apparus, des frissons presque imperceptibles, comme si on eût
jeté dedans mille pincées de sable menu. La voile frémit, mais à
peine, puis le gui, lentement, se déplace vers tribord. Un souffle
maintenant me caresse la figure, et les frémissements de l’eau se
multiplient autour de nous comme s’il y tombait une pluie continue
de sable. Le cotre déjà recommence à marcher. Il glisse, tout droit,
et un très léger clapot s’éveille le long des flancs. La barre se raidit
dans ma main, la longue barre de cuivre qui semble sous le soleil
une tige de feu, et la brise, de seconde en seconde, augmente. Il va
falloir louvoyer; mais qu’importe, le bateau monte bien au vent et le
vent nous mènera, s’il ne faiblit pas, de bordée en bordée, à Saint-
Raphaël à la nuit tombante.
Nous approchons de l’escadre dont les six cuirassés et les deux
avisos tournent lentement sur leurs ancres, présentant leur proue à
l’ouest. Puis nous virons de bord vers le large, pour passer les
Formigues que signale une tour, au milieu du golfe. Le vent fraîchit
de plus en plus avec une surprenante rapidité, et la vague se lève
courte et pressée. Le yacht s’incline portant toute sa toile et court
suivi toujours du youyou dont l’amarre est tendue et qui va, le nez en
l’air, le cul dans l’eau, entre deux bourrelets d’écume.
En approchant de l’île Saint-Honorat, nous passons auprès d’un
rocher nu, rouge, hérissé comme un porc-épic, tellement rugueux,
armé de dents, de pointes et de griffes qu’on peut à peine marcher
dessus; il faut poser le pied dans les creux, entre ses défenses, et
avancer avec précaution; on le nomme Saint-Ferréol.
Un peu de terre venue on ne sait d’où s’est accumulée dans les
trous et les fissures de la roche, et là dedans ont poussé des sortes
de lis et de charmants iris bleus dont la graine semble tombée du
ciel.
C’est sur cet écueil bizarre, en pleine mer, que fut enseveli et
caché pendant cinq ans le corps de Paganini. L’aventure est digne
de la vie de cet artiste génial et macabre, qu’on disait possédé du
diable, si étrange d’allures, de corps, de visage, dont le talent
surhumain et la maigreur prodigieuse firent un être de légende, une
espèce de personnage d’Hoffmann.
Comme il retournait à Gênes, sa patrie, accompagné de son fils,
qui, seul maintenant, pouvait l’entendre tant sa voix était devenue
faible, il mourut à Nice, du choléra, le 27 mai 1840.
Donc, son fils embarqua sur un navire le cadavre de son père et
se dirigea vers l’Italie. Mais le clergé génois refusa de donner la
sépulture à ce démoniaque. La cour de Rome, consultée, n’osa point
accorder son autorisation. On allait cependant débarquer le corps
lorsque la municipalité s’y opposa sous prétexte que l’artiste était
mort du choléra. Gênes était alors ravagé par une épidémie de ce
mal; mais on argua que la présence de ce nouveau cadavre pouvait
aggraver le fléau.
Le fils de Paganini revint alors à Marseille, où l’entrée du port lui
fut interdite pour les mêmes raisons. Puis il se dirigea vers Cannes,
où il ne put pénétrer non plus.
Il restait donc en mer, berçant sur la vague le cadavre du grand
artiste bizarre que les hommes repoussaient de partout. Il ne savait
plus que faire, où aller, où porter ce mort sacré pour lui, quand il vit
cette roche nue de Saint-Ferréol au milieu des flots. Il y fit débarquer
le cercueil qui fut enfoui au milieu de l’îlot.
C’est seulement en 1845 qu’il revint avec deux amis chercher les
restes de son père pour les transporter à Gênes, dans la villa
Gajona.
N’aimerait-on pas mieux que l’extraordinaire violoniste fût
demeuré sur l’écueil hérissé où chante la vague dans les étranges
découpures du roc?
Plus loin se dresse en pleine mer le château de Saint-Honorat
que nous avons aperçu en doublant le cap d’Antibes, et plus loin
encore une ligne d’écueils terminée par une tour: Les Moines.
Ils sont à présent tout blancs, écumeux et bruyants.
C’est là un des points les plus dangereux de la côte pendant la
nuit, car aucun feu ne le signale et les naufrages y sont assez
fréquents.
Une rafale brusque nous penche à faire monter l’eau sur le pont,
et je commande d’amener la flèche que le cotre ne peut plus porter
sans s’exposer à casser le mât.
La lame se creuse, s’espace et moutonne, et le vent siffle,
rageur, par bourrasque, un vent de menace qui crie: «Prenez
garde.»
—Nous serons obligés d’aller coucher à Cannes, dit Bernard.
Au bout d’une demi-heure, en effet, il fallut amener le grand foc
et le remplacer par le second en prenant un ris dans la voile; puis,
un quart d’heure plus tard, nous prenions un second ris. Alors je me
décidai à gagner le port de Cannes, port dangereux que rien
n’abrite, rade ouverte à la mer du sud-ouest qui y met tous les
navires en danger. Quand on songe aux sommes considérables
qu’amèneraient dans cette ville les grands yachts étrangers, s’ils y
trouvaient un abri sûr, on comprend combien est puissante
l’indolence des gens du Midi qui n’ont pu encore obtenir de l’État ce
travail indispensable.