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ACKNOWLEDGEMENTS

This seventh edition has benefitted from helpful comments made by the readers of the
first six editions as well as a careful review process. We were encouraged to stay with the
basic aim and format of the book: a succinct and readable introduction to the major IR
theories and approaches. We have also retained the four-part structure of the sixth edi-
tion: (1) Studying IR; (2) Classical Theories; (3) Contemporary Approaches and Debates;
and (4) Policy and Issues. Questions linking theory to practice are included at the end of
each chapter.
However, in this new edition we have followed suggestions for specifying how the differ-
ent theories pay attention to the interplay between domestic and international forces. We
live in an intensely globalized world where daily lives and countries’ economic and political
prospects are heavily influenced by ‘outside’ forces over which they may have little control.
At the same time, the current swell of globalization scepticism, and even anti-globalization
movements and nationalism, suggest the continued strength of ‘domestic’ or ‘inside’ forces
and the devotion to sovereignty and independence as fundamental institutions. This cre-
ates a number of tensions and dilemmas that have increasingly made the traditional
boundary between International Relations, dealing with ‘outside’ dynamics, and
Comparative Politics, dealing with ‘inside’ dynamics, outdated. We end each chapter by
asking how the different theoretical traditions approach and handle these issues. We have
likewise followed suggestions to include a critical review of a new body of work on balance
of power dynamics in multistate systems that preceded or coexisted with the European
one, which has given birth to today’s international system. The discussion of this research
serves to place in relief the extent to which modern IR has generalized from the European
multistate system and its contemporary global offspring. This new section is included as
part of our coverage of ‘key issues’ in Chapter 11.
All chapters have been brought up to date in the light of current international events and
ongoing debates in the discipline. Particularly important revisions have been made to
Chapters 1, 3, 5, 7, and 11. The extent of these revisions reflects the inclusion of a new third
author, Jørgen Møller, who has brought his own perspective to some of the material included
in the book. The supporting website has been revised and expanded. A revised glossary
with key terms is included at the end of the book.
We are grateful for support and encouragement from a large number of people. Tim
Barton of Oxford University Press warmly supported this project from the very start.
Several anonymous readers made constructive suggestions for revisions and clarifications.
Many colleagues provided advice or encouragement: Will Bain, Derek Beach, Michael
Corgan, Kenneth Glarbo, Elias Götz, Hans Henrik Holm, Kal Holsti, Peter Viggo Jakobsen,
Brian Job, Knud Erik Jørgensen, Anne Mette Kjær, Tonny Brems Knudsen, Mehdi Mozaffari,
Liselotte Odgaard, Jørgen Dige Pedersen, Thomas Pedersen, Nikolaj Petersen, Jennifer
Jackson Preece, Mette Skak, Sasson Sofer, Morten Valbjørn, Anders Wivel, and Mark Zacher.
viii Acknowledgements

Francesca Walker was a great help as commissioning editor for this seventh edition.
Annette Andersen again handled the paperwork with her usual efficiency and punctuality.
Ane Edslev Jacobsen and Rasmus Niewald de Place proofread the text, suggested refer-
ences, revised tables, and helped revise the various elements at the book’s Online Resource
Centre with Oxford University Press (case-studies, review questions, web links, and flash-
card glossary). We owe special thanks to those readers who provided us with useful com-
ments on the sixth edition, including seven anonymous referees. We have tried to deal with
their many excellent suggestions for improvement without sacrificing the aims and quali-
ties of previous editions on which most of them commented very favourably. We are confi-
dent that both instructors and students will find that this seventh edition has managed to
achieve that goal.
Finally, we are grateful once again to our wives and children for their support in our
continuing endeavour to produce an IR textbook that can communicate to readers not only
in North America and Europe but also everywhere that international relations is taught
and studied as an academic discipline.

Aarhus
January 2018
NEW TO THIS EDITION

• Particularly important revisions have been made to the chapters on Realism,

International Society, International Political Economy: Contemporary Debates, and Key
Issues in Contemporary IR.
• The description of the emergence of the European international system in Chapter 1
has been thoroughly revised and Chapter 11 now includes an extended discussion of a
new body of work on balance of power dynamics in previous international systems.
• Each chapter now specifies how different theories pay attention to the interplay
between domestic and international forces.
• The book contains a large number of new text boxes, figures, and tables.
OUTLINE CONTENTS

Detailed contents  xiii

About this book  xix
How to Use This Book  xxii
How to Use the Online Resources xxiv
Political map of the world  xxvi

PART 1 Studying IR 
1 Why Study IR?  3
2 IR as an Academic Subject  33

PART 2 Classical Theories 

3 Realism  69
4 Liberalism  107
5 International Society  143
6 International Political Economy: Classical Theories  177

PART 3 Contemporary Approaches and Debates 

7 International Political Economy: Contemporary Debates  199
8 Social Constructivism  234
9 Post-positivism in IR  262

PART 4 Policy and Issues 

10 Foreign Policy  287
11 Key Issues in Contemporary IR  313
Glossary  349
Bibliography  359
Index  387
DETAILED CONTENTS
About this book xix
How to Use This Book xxii
How to Use the Online Resources xxiv
Political map of the world xxvi

PART 1 Studying IR
1 Why Study IR? 3
International Relations in Everyday Life 4
Brief Historical Sketch of the Modern State System 11
Globalization and the State System 20
IR and the Changing Contemporary World of States 23
Conclusion 29
KEY POINTS 30
QUESTIONS 31
GUIDE TO FURTHER READING 31
WEB LINKS 32
2 IR as an Academic Subject 33
Introduction 34
Utopian Liberalism: The Early Study of IR 35
Realism and the Twenty Years’ Crisis 41
The Voice of Behaviouralism in IR 45
Neoliberalism: Institutions and Interdependence 48
Neorealism: Bipolarity and Confrontation 50
International Society: The English School 52
International Political Economy (IPE) 56
Dissident Voices: Alternative Approaches to IR 58
Criteria for Good Theory 60
Conclusion 63
KEY POINTS 64
QUESTIONS 64
GUIDE TO FURTHER READING 65
WEB LINKS 65

PART 2 Classical Theories

3 Realism 69
Introduction: Elements of Realism 70
Classical Realism 72
Thucydides 72
xiv Detailed Contents

Machiavelli 74
Hobbes and the Security Dilemma 76
Morgenthau and Classical Realism 78
Schelling and Strategic Realism 82
Waltz and Neorealism 86
Mearsheimer, Stability Theory, and Hegemony 91
Neoclassical Realism 95
Rethinking the Balance of Power 97
Research Prospects and Programme 99
Integrating International and Domestic Factors 102
KEY POINTS 103
QUESTIONS 104
GUIDE TO FURTHER READING 105
WEB LINKS 106
4 Liberalism 107
Introduction: Basic Liberal Assumptions 108
Sociological Liberalism 110
Interdependence Liberalism 114
Institutional Liberalism 119
Republican Liberalism 122
Neorealist Critiques of Liberalism 128
The Retreat to Weak Liberalism 130
The Counter-attack of Strong Liberalism 132
Liberalism and World Order 136
Integrating International and Domestic Factors 139
KEY POINTS 140
QUESTIONS 141
GUIDE TO FURTHER READING 141
WEB LINKS 142
5 International Society 143
Basic International Society Approach 144
The Three Traditions 150
Order and Justice 151
World Society 155
Statecraft and Responsibility 157
National Responsibility 158
International Responsibility 158
Humanitarian Responsibility 159
Humanitarian Responsibility and War 160
History and the International Society Approach 163
Critiques of International Society 166
 Detailed Contents xv

The Current Research Agenda 171

Integrating International and Domestic Factors 173
KEY POINTS 173
QUESTIONS 174
GUIDE TO FURTHER READING 175
WEB LINKS 176
6 International Political Economy: Classical Theories 177
Introduction: What Is IPE? 178
Mercantilism 181
Economic Liberalism 184
Marxism 187
Conclusion 194
KEY POINTS 195
QUESTIONS 195
GUIDE TO FURTHER READING 196
WEB LINKS 196

PART 3 Contemporary Approaches and Debates

7 International Political Economy: Contemporary Debates 199
Introduction: The Complex Landscape of IPE 200
Four Debates 203
Power and the Relationship between Politics and Economics 204
Development and Underdevelopment in the Developing World 212
What Is Economic Globalization and Who Benefits? 220
IPE: Hard Science or Not? 226
Integrating International and Domestic Factors 229
Conclusion: The Future of IPE 230
KEY POINTS 231
QUESTIONS 232
GUIDE TO FURTHER READING 232
WEB LINKS 233
8 Social Constructivism 234
Introduction 235
The Rise of Constructivism in IR 235
Constructivism as Social Theory 237
Constructivist Theories of International Relations 243
Cultures of Anarchy 243
Norms of International Society 245
The Power of International Organizations 248
A Constructivist Approach to European Cooperation 249
Domestic Formation of Identity and Norms 251
Constructivist IPE 253
xvi Detailed Contents

Critiques of Constructivism 253

The Internal Debates among Constructivists 256
Integrating International and Domestic Factors 258
KEY POINTS 259
QUESTIONS 260
GUIDE TO FURTHER READING 261
WEB LINKS 261
9 Post-positivism in IR 262
Introduction 263
Post-structuralism in IR 264
Post-colonialism in IR 271
Feminism in IR 274
Critique of Post-positivist Approaches 278
The Post-positivist Research Programme 280
Integrating International and Domestic Factors 281
KEY POINTS 282
QUESTIONS 283
GUIDE TO FURTHER READING 283
WEB LINKS 284

PART 4 Policy and Issues

10 Foreign Policy 287
The Concept of Foreign Policy 288
Foreign Policy Analysis 289
How to Study Foreign Policy: A Level-of-Analysis Approach 293
The Systemic Level 294
The Level of the Nation-state 296
The Level of the Individual Decision Maker 301
Going to War in the Persian Gulf: A Case-study 304
A Note on Experts and ‘Think Tanks’ 307
KEY POINTS 311
QUESTIONS 312
GUIDE TO FURTHER READING 312
WEB LINKS 312
11 Key Issues in Contemporary IR 313
Introduction 314
International Terrorism 314
Religion in IR: A Clash of Civilizations? 321
The Environment 327
Balance and Hegemony in World History 332
 Detailed Contents xvii

Going Historical in IR 333

Mapping State Systems 335
Answers in the Literature 339
Implications for the Current State System 344
Conclusion 345
KEY POINTS 346
QUESTIONS 346
GUIDE TO FURTHER READING 347
WEB LINKS 348

Glossary  349
Bibliography  359
Index  387
ABOUT THIS BOOK
Today, virtually the entire population of the world lives within the borders of those sepa-
rate territorial communities we call states—well over seven billion people are citizens or
subjects of one state or another. For more than half a billion people living in the devel-
oped countries of Western Europe, North America, Australia, New Zealand, and Japan,
basic security and welfare are often taken more or less for granted, because it is guaran-
teed and sometimes directly provided by the state. But for several billions of people who
live in the developing countries of Asia, Africa, and the former Soviet Union, basic secu-
rity and welfare is not something that can be taken for granted. Protection, policing, law
enforcement, and other civil conditions of minimal safety for all cannot be guaranteed.
For many people, it is a daily challenge to provide adequate food, clean water, housing,
and similar socioeconomic necessities. The academic subject of international relations
(IR) revolves around the interactions between actors in the international system, includ-
ing most prominently states. It seeks to understand how the interplay between interna-
tional factors and domestic conditions shapes these interactions. Only in this way can we
understand how people are provided, or not provided, with the basic values of security,
freedom, order, justice, and welfare.

What is in the Book?

First and foremost, this book is an introduction to the academic discipline of IR. What is
a ‘discipline’? It is a branch of knowledge, aimed at the systematic understanding of a
subject. As is often the case in the social sciences, in IR there is no one best way to master
the subject. Instead, what we have are several significant theories and theoretical tradi-
tions: Realism, Liberalism, International Society, Social Constructivism, and
International Political Economy. They interact and overlap in interesting and important
ways that we investigate in the chapters that follow. However, each one explores the sub-
ject of IR in its own distinctive way. Realism, for example, is focused on the basic value of
security, because according to realists war is always a possibility in a system of sover-
eign states. Liberals, on the other hand, argue that international relations can be coop-
erative and not merely conflictive. That belief is based on the idea that the modern,
liberal state can bring progress and opportunities to the greatest number of people
around the world.
All the most important theories and theoretical traditions of IR are presented in the
chapters that follow. There is no need to give a detailed account of each chapter here. But
a brief consumer guide may be helpful. What is it that this book has to offer? The main ele-
ments can be summarized as follows:
• This seventh edition provides an introduction to the analytical tools that the discipline
has on its shelves: IR theories and approaches. Some theories have proved to be of more
enduring importance than others. In the central chapters, we focus on those theories,
xx About this Book

which we call ‘established’ or ‘main theoretical’ traditions.They are Realism, Liberalism,

International Society, and important theories of International Political Economy (IPE).
There is also a chapter on a major new approach, Social Constructivism, as well as a
chapter on theories involved in foreign policy analysis. Finally, we review ‘post-positiv-
ist’ theories that have gained prominence in recent years.
• Theories are presented faithfully, by focusing on both their strengths and their weak-
nesses. Our vantage point here is a pluralist recognition that, to this day, there is no
clear set of criteria for science that can be imported by IR scholars. Different theories
and approaches anchored in different views of what constitutes science therefore have
analytical value for students of IR—though some theories and approaches are of course
likely to be more theoretically important or have greater empirical value than others,
depending on the problem that a student seeks to solve. The main points of contention
between theories are thoroughly discussed. The book makes clear how major theoreti-
cal debates link up with each other and structure the discipline of IR.
• The book places emphasis on the relationship between ‘IR theory’ (academic knowl-
edge of international relations) and ‘IR practice’ (real-world events and activities of
world politics). Theories matter for their own sake, and theories also matter as a guide
to practice. The book carefully explains how particular theories organize and sharpen
our view of the world. We often assume that the sword is mightier than the pen, but—as
Lord Keynes famously recognized when pointing out that practical men are usually
slaves of some defunct intellectual—it is the pen, our guiding ideas and assumptions
which usually shape the ways that swords are put to use.

Learning Aids
To facilitate a rapid entry into the discipline of IR, the chapters have the following
features:
• Summary: each chapter begins with a brief summary of the main points.
• Key Points: each chapter ends with a list of the key points brought forward in the chap-
ter.
• Questions: each chapter provides a number of study questions that can be used for
discussions or as topics for essays.
• Guide to Further Reading: each chapter provides a brief guide to further reading on the
subject of the chapter.
• Web links: each chapter provides specific references to relevant web links. Web links
mentioned in the chapter plus additional links can be found on the book’s companion
website at: http://www.oup.com/uk/jackson_sorensen7e/
• Glossary: key terms are highlighted in bold throughout the text and then presented in
the Glossary at the end of the book.
 About this Book xxi

• The companion website contains case-studies organized by chapters, additional study

questions, and web links that include links to specific countries/regions and to essential
international organizations.

Every chapter is guided by our aim to enable students to acquire knowledge of IR as an

evolving academic discipline. Although we have written the book with introductory-level
courses foremost in mind, it also contains much information and analysis that will prove
valuable in higher-level courses, making it possible for students to advance more swiftly
in their study of IR.
HOW TO USE THIS BOOK

Summary
This chapter sketches the realist tradition in IR. The
is that realism is more accurately described as a rese
tradition rather than a coherent theory. The chapter th
omy in realist thought between classical realism and c
tegic as well as structural approaches. Classical realis
of realism as well as the empirical aspects. Most co
scientific analysis of the structures and processes of
Key Concepts
Deepen your understanding with
discussions of Key Concepts.
Chapter Summaries
Identify the scope of the material to be covered,
and what themes and issues you can expect to
learn about with Chapter Summaries at the
beginning of every chapter.
BOX 5.8 Key Concepts: Russian Foreign Min
humanitarian responsibility
Wherever threats to democracy and human rights occ
international community can and must contribute to th
regarded today not as interference in internal affairs
ensuring everywhere a ‘most favoured regime’ for the l
with each state’s human rights commitments under t
enants and other relevant instruments.
Quoted from Weller (1993)

Key Developments
BOX 4.6 Key Developments: Globalization in
Contextualise your knowledge with
First, information is now universally available, in real tim
cial centre of the world. Second, technology has tied al
information on Key Developments
financial and banking centres together into one integrat in International Relations.
of the world can any longer remain insulated from fin
ever they may occur. Third, technology has made pos
comprehensive system and highly efficient world marke
to pool resources and share risks on an international sc
Blumenthal (1988) BOX 8.2 Key Arguments: The social construc

The claim is not that ideas are more important than p

autonomous from power and interest. The claim is rathe
Key Arguments effects they do in virtue of the ideas that make them u
presuppose ideas, and to that extent are not rivals to id
Identify controversies, debates, and arguments me [propose] a rule of thumb for idealists: when confron
and challenge your preconceptions with Key ations, always inquire into the discursive conditions wh
realists offer multipolarity as an explanation for war, inq
Arguments boxes, which draw out specific that constitute the poles as enemies rather than frien
arguments for your consideration.

Key Quotes
BOX 11.6 Key Quotes: The ‘clash of civilizatio Fain insight into the subject area
The fundamental source of conflict . . . will not be prim with important and relevant Key
nomic. The great divisions among humankind and the Quotes from renowned scholars.
be cultural. Nation states will remain the most powerf
principal conflicts of global politics will occur between
ilizations. The clash of civilizations will dominate globa
civilizations will be the battle lines of the future (Huntin
The most important countries in the world come ov
zations. The local conflicts most likely to escalate int
 How to use this book xxiii

BOX 7.1 Key Thinkers: The ‘Magnificent Seve

t Robert Cox
Key Thinkers t Robert Gilpin
t Peter Katzenstein
Put your learning into context with
t Robert Keohane
information about Key Thinkers in the t Charles Kindleberger
discipline of International Relations. t Stephen Krasner
t Susan Strange

Key Points

* Key points
t The relationship between politics and econom
ject matter of International Political Economy
mercantilism, economic liberalism, and Marx
t Mercantilism posits the economy as subordina
larger context of increasing state power: the
Wealth and power are complementary, not
dependence on other states should be avoided
Questions
Review your knowledge of core themes and
develop your analytical and reflective skills
with critical end-of-chapter questions.
Consolidate your knowledge at the end
of each chapter with Key Points, which
summarize the most important ideas
and arguments discussed.
? Questions
t What is IPE and why is it important?
t Give the core arguments made by the three m
liberalism, and Marxism. Which theory, if any,
t Politics is in control of economics, say merca
else, including politics, say Marxists. How sho
t Economic liberals argue that economic exch

Further reading
Guide to further reading
Find out more about the issues raised
Cohen, B. (2008). International Political Econ
Princeton University Press.
and locate the key academic literature
Dicken, P. (2011). Global Shift: Reshaping the G in the field with guided Further Reading.
edn. New York: The Guilford Press.
Gilpin, R. (2016). The Political Economy of Inte
University Press.

Web links

Web links Web links mentioned in the chapter, together with

fragile states, can be found in the online resources
Take your learning further with annotated
www.oxfordtextbooks.co.uk/orc/jackson
links to reliable online content.

GLOSSARY
Glossary

anarchical society A term used by Hedley Bull to classic

Look up and revise key terms, wchih appear
describe the worldwide order of independent states who
share common interests and values, and subject themselves
such as
Hobbe
in colour throughout the text and are defined
to a common set of rules and institutions in dealing with
each other. The concept of ‘anarchical society’ combines
uses of
relation
in a glossary at the end of the book.
the realist claim that no world ‘government’ rules over potent
i t t ith id li ’ h i th t
HOW TO USE THE ONLINE RESOURCES

FOR STUDENTS

Case Studies: Reinforce your understanding of chapter

themes and learn to apply theory to practice with a range
of case studies and accompanying assignments.

Review Questions: Test yourself and revise for exams with

additional review questions.

Web links: Broaden your learning with a series of annotated web links, organized
by chapter, which point you to a wealth of relevant and reliable information.

Flashcard glossary: Revise key terms and concepts

from the text with a digital flashcard glossary.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Little
Miss Moth
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Little Miss Moth

The story of three maidens: Charity, Hope, and Faith

Author: Amy Le Feuvre

Release date: April 2, 2024 [eBook #73317]

Language: English

Original publication: London: Pickering & Inglis, 1927

*** START OF THE PROJECT GUTENBERG EBOOK LITTLE MISS

MOTH ***
 Transcriber's note: Unusual and inconsistent spelling is
as printed.

A LITTLE BREEZE BLEW IN AT THE OPEN WINDOW,

AND THEN A RED AND BROWN BUTTERFLY FLEW IN.
 THE RED CORD SERIES

"The Comforter . . . whom the Father will send. . ."

LITTLE MISS
MOTH

THE STORY OF THREE MAIDENS

CHARITY, HOPE, AND FAITH

BY

AMY LE FEUVRE

Author of "Probable Sons," "Teddy's Button," "Tested,"

"Andy Man," "Chats with Children," etc.
 PICKERING & INGLIS

14 PATERNOSTER ROW, LONDON, E. C. 4

229 BOTHWELL STREET, GLASGOW, C. 2

THE RED CORD LIBRARY

OF HEALTHY MORAL STORIES

FOR ALL YOUTHFUL READERS

By JOHN BUNYAN
THE PILGRIM'S PROGRESS

By AMY LE FEUVRE
LITTLE MISS MOTH
TESTED

BY M. L. CHARLESWORTH
MINISTERING CHILDREN
THE BASKETMAKER'S SHOP
(A SEQUEL TO MINISTERING CHILDREN)

BY CHARLOTTE MURRAY
WARDLAUGH; OR, WORKERS TOGETHER
 THROUGH GREY TO GOLD
STUART'S CHOICE
MURIEL MALONE
FROM SCHOOL TO CASTLE

BY PANSY
A NEW GRAFT ON THE FAMILY TREE

BY M. E. DREWSEN
GRACIE AND GRANT, A HIGHLAND TALE
NEDDIE GARDNER; OR, THE OLD HOUSE

BY GRACE PETTMAN
GIVEN IN EXCHANGE

BY J. GOLDSMITH COOPER
HOPE GLYNNE'S AWAKENING

BY SYDNEY WATSON
WOPS THE WAIF, A TALE OF REAL LIFE

Made and Printed In Great Britain

CONTENTS

CHAPTER

I. A NEW HOME

II. FIRST ADVENTURES

III. AN INVITATION TO THE HALL

IV. CHARLIE'S RAFT

V. THE PIRATE

VI. CHARLIE STILL IN COMMAND

VII. THE PIRATE'S HOME

VIII. CHARITY PLAYS TRUANT

IX. FAITH'S OLD FRIEND

X. STRAWBERRY PICKING

XI. THE GREY DONKEY

XII. THE ACCIDENT

XIII. A WONDERFUL LEGACY

XIV. FAITH'S GIFTS

XV. THE PIRATE'S CHRISTMAS STORY

LITTLE MISS MOTH

CHAPTER I
 A NEW HOME

THREE little girls were looking out of the window on a

very wet afternoon in March. They were so close together in
age and height that sometimes two of them were taken for
twins, yet there was a year between each of them. And they
were unlike each other in looks.

Charity, the eldest, had a quantity of red auburn hair

down her back. She was very lively and talkative, and her
eyes were always sparkling with fun and happiness.

Hope, next to her in age, had fair golden hair and blue
eyes; she was sweet tempered and rather apt to be an echo
of anyone with whom she was.

Faith, the youngest, was a quiet child, with short, dark,

curly hair, and thoughtful brown eyes. She had a very sweet
little face, but looked fragile and delicate beside her rosy,
sturdy sisters.

It was not a very cheerful scene outside the window.

One of those quiet, dingy streets towards the outskirts of
London, where rows of houses faced each other, all exactly
alike, and where the only traffic was the tradesmen's carts
rattling along, and an occasional cab or motor. But the little
girls were talking fast and happily. The rain beating against
the window panes did not depress them. The dark grey sky,
the wet pavements, the wind whirling the smoke along the
street from the chimneys opposite, the people hurrying by
under sodden umbrellas, all interested the six bright eyes.

And at last three voices shouted happily:

"Here she comes, Granny! Here's Aunt Alice!"

 They left their post at the window and rushed to the
door. Mrs. Blair, their grandmother, who was sitting in an
easy chair by the fire, knitting small stockings, sprang up as
if she were twenty instead of nearly seventy. She took a
small kettle off the hob, and poured the hot water into a
teapot.

Tea was laid on a round table in the middle of the room.

There was only a loaf of bread and a pot of treacle, but
everything was very bright and clean; and the little room
looked quite cheerful in contrast to the grey, dingy street
outside. There was a canary hanging up in the window, and
a handsome black cat sat washing its face on the hearthrug.
Bright pictures were on the walls, and in the centre of the
table was a big bunch of yellow daffodils.

Now the door opened, and Aunt Alice appeared, with a

bright, rosy face; and her three small nieces were instantly
hanging round her.

"Oh, Granny, she's got some primroses!"

"She's picked them herself!"

"And there's a parcel—very special for you!"

"Now let me speak, chicks! And first I must shed my

wet shoes. Charity, run and get me my slippers from
upstairs. Yes, Faith, you can take these out into the kitchen,
and ask Mrs. Cox to dry them for me."

Aunt Alice bent down and kissed Granny.

"You do look cosy here. I shall be thankful to have a cup

of tea!"
 In a few minutes all were gathered round the table, and
then Granny opened her parcel, which contained a pound of
golden butter.

"There!" said Aunt Alice. "What do you think of that?

Old Mrs. Horn sold it to me. They are not rationed in butter
down there. And, Mother, dear, I have had a very successful
day, and the cottage is sweet. I have seen Sir George, and
he will let it for ten pounds a year. Think of it, with no rates
or taxes, and a garden big enough to grow our own
vegetables, and an orchard with six good apple trees in it!"

"And what about the water?"

"Quite a good well close to the house, and these

primroses are out of the orchard, and Mrs. Horn who lives
only a field away will supply us with milk."

"What is the cottage like?"

"There is a big kitchen and dairy; the kitchen larger

than this; a tiny best parlour, which I don't think we will use
at all, and four good bedrooms, and cupboards in every
room built into thick walls."

Granny's eyes sparkled as brightly as the children's.

"And when can we have it?"

"Sir George said he would have it papered and painted

throughout. It is in good repair. His coachman lived there
for ten years before he went to the war, and his wife was a
'clean body,' so Mrs. Horn informed me. Poor thing, she died
a month after she had left it. She had a weak heart, and
she heard of her husband's death suddenly, and it just killed
her."

"Did you see Lady Melville?"

 "Just for a moment. Sir George sent his love to you. He
said it would be like old times to see you again."

There was silence. The little girls were busy eating their
bread and treacle, but their ears were taking everything in.

"And is the cottage lonely?" asked Granny.

"No, I don't think so. It lies just off a road. There's not
much passing, but, Mother dear, you will revel in the peace
and quiet after this!"

Aunt Alice waved her hand out of the window. She was
smiling brightly. Granny looked at her rather wistfully. "And
you have quite made up your mind to give up your war
work and come with us? You don't think I could manage
with the children?"

"I am sure you could not, Mother. There will be wood to

be sawn, and the garden to be tilled. Sir George has given
us leave to gather all the wood we want from his woods,
but we can get no man or boy to help us. Mrs. Horn told me
that. She is running her small farm without any man at all,
her two daughters do everything. The children must make
themselves useful."

"And what about their lessons?"

Aunt Alice looked grave.

"I don't know. If we can't find any one to teach them, I

suppose I must try myself. There is the village school a mile
off."

"No, Alice, I shall not let them sink to that."

Aunt Alice laughed and shrugged her shoulders

 "Oh, Mother dear, we won't bring them up with empty
brains as well as empty purses! They will have to earn their
own living, so they must have a good education."

"Well, we will talk about that later."

"And we'll all have a slice of bread and butter now," said
Aunt Alice briskly. Then she turned to the children, and
began to tell them of all that she had seen and heard since
she had left them two days ago.

And when tea was over, Charity slipped out to the

kitchen. She was longing to impress Mrs. Cox with the
wonderful new life in front of them.

Mrs. Cox was a thin, gaunt woman who came every day
from eight o'clock to six in the afternoon. She cleaned, she
cooked, she washed and ironed, and was the children's
devoted friend. They were never tired of listening to her
stories, but Mrs. Cox always enjoyed very dismal subjects.
Funerals and illnesses were her chief topics; and her friends
seemed to the children to have had the most marvellous
diseases, and the most miraculous cures that they had ever
heard.

"Oh, Mrs. Cox," cried Charity, dancing up to her, as she

sat at the kitchen table enjoying her cup of tea, "we're
going to the country to a house all our own, and no lodgers
in the top floors of it, a house with a well, and primroses,
and apple trees, and we shall have butter—real butter—
every day, and a forest with big trees, and we shall pick up
wood in it and light our fires. And Aunt Alice will be home all
day!"

Mrs. Cox stared at her.

 "Ah, well, yer h'aunt did say to me times was hard, and
you couldn't h'afford to go on livin' here, that and the h'air
raids—but never did I think you'd all sink down to the
country! 'Tis only where folks live in their dotage, or sick
children be sent for their 'olidays; nobody with brains or
money be content with such a hom'! Why, me sister Ivy
went down to a place there, an' were that skeered she's
never prop'ly recovered since. She left before the end o' her
month; she said when you looked out of the windys, there
were nothin' but trees tapping their branches on the windy
panes, and earwigs a crawlin' inter the beds, if you please,
and you walks miles and never meets a single human soul,
an' the nights black pitch, so's the evenings out were a
crool joke! Not to speak of mud comin' up your legs over
your boots—!"

"Go on—how perfectly lovely!" cried Charity with

glowing eyes.

But Mrs. Cox shook her head gloomily, and refused to

say another word.

"Granny lived in the country when she was little, and

our Dad was born in the country, and when Grand-dad was
alive, he kept a school in the country for little boys, and
Granny used to love them, and they loved her. And George
Melville had curly hair, and Granny used to keep a bag of
chocolates in her room for him, and now he's grown-up,
and has a big house, and he's going to let Granny and us
live in one of his small houses. We're going to be awfully
happy in the country, Aunt Alice says everything is nice
there."

Mrs. Cox gave an unbelieving sniff.

 "Once I went on a Mothers' treat. It rained twelve hours
on end—and I sat on a damp log o' wood, and was ill in bed
of rheumaticks for a month h'after! Give me a proper
Lunnon park for beauty. Why, the park flowers beat the
country ones holler!"

Charity left her. Mrs. Cox would not understand the joy
of looking forward to a move into an unknown country.

Two hours later, the three little girls were in bed in one
room upstairs. Aunt Alice and Granny always slept together.

They were talking hard over the prospect in front of

them.

"I s'pose," said Hope with knitted brow, "that we're

very, very poor. It's only since Granny and Aunt Alice were
doing up sums together in their account books that they
said they couldn't stay here any longer."

"No," said Charity; "it was when Faith was so ill the
other day. The doctor said Granny must take her to the
country, and Granny shook her head. And I heard her say to
Aunt Alice after:

"'I should like to have something worth selling, my dear,

but I've no more jewels, and all our silver is gone, and the
bits of furniture left us are worth nothing.'

"Poor Granny! She wiped her spectacles when she said

it, and she always does that when she's unhappy."

"And we do wear out our shoes, and eat a lot," said

little Faith with fervour. "If we live in a cottage, p'raps it
won't cost so much."
 "And perhaps we shall be allowed to run about without
shoes and stockings," said Hope; "that would be lovely, like
we did at the sea, when Aunt Alice took us to Margate."

"I know one thing," said Charity, rolling round in bed in

ecstasy; "I mean to get lost in the wood as soon as ever I
can."

"And I shall climb the apple trees," said Hope.

"And I shall sit on the well," said Faith, "and draw water
up and down in a bucket all day long!"

"And as for Mrs. Cox," said Charity, "she's only talking

of the country she's seen—not of our cottage, which is
perfectly beautiful. Aunt Alice says so!"

Then sleep overtook them, and when Granny came up

to bed, she paid them her usual nightly visit.

"Poor little souls!" she said. "Life will not be so difficult

for us in the country; we may be able to give them more
pleasures."

The following days were full of bustle and excitement to

the children. They had been going to a small private day
school a few streets away, but now they were taken away
from it, and Charity expressed a hope that they would
never go to another school as long as they lived.

"It's our names," she confided to her aunt; "why did our
father and mother give us such names? The girls all laugh
at us, 'specially me! 'Charity' means everything nasty. If
you live on people's charity, it means you're a nobody, and
Charity schools are for the very lowest. I hate my name!
I'm glad we're going to the country. Mrs. Cox says we shall
have nobody there to notice what we're called."
 "I like your names," said Aunt Alice laughing. "Don't be
a little goose. Your Mother was a saint, and she got your
names from the Bible, and so far from 'Charity' being a
name to be despised, it is the greatest of all other names.
We are told so, you read the chapter about Charity and see
all you ought to do if you're worthy of your name."

"Oh, I know! Granny read it to me once. It is in

Corinthians, but I couldn't be like that chapter, no, never!"

She shook her red hair vehemently and danced away.

Charity was always jumping or running or dancing; she
hated keeping her legs still, and school was a real trial to
her.

Granny and Aunt Alice packed day after day. Mrs. Cox
asked how they were going to manage in the country if they
had no one to clean for them, and Hope asked her aunt
anxiously about it, but she was laughed at.

"I am going to stay at home, and do all Mrs. Cox's

work. I must, that is why I am leaving my work at the War
Depôt. Don't you think I am able to keep a cottage clean,
Hope? You will all have to help. Granny is not so young as
she used to be, and we must spare her all heavy work."

"I love scrubbing," said Hope happily. "I hope you'll let
me do that. Are we as poor as Mrs. Cox is?"

"Poorer, I think," said Aunt Alice cheerfully.

Nothing seemed to depress her, and Granny was just as

cheerful, so Hope said to Mrs. Cox, "It will be all right, Mrs.
Cox. Aunt Alice says it will. We are going to do everything
ourselves. We've got very poor, I don't know how, but
Granny always says a beggar is happier than a king! And we
shall love it all, I know we shall."
 The day came when a cab drew up to the door, and the
little girls with their arms full of parcels and baskets
followed Granny out of the house in which they had spent
most of their lives, and rolled away to the big, bustling
station. The journey in the train was a delight to them, and
when early in the afternoon they arrived at a quiet little
station called Deepcombe, and were told by their aunt that
they must get out, they looked round them with shining
eyes noting every detail around them.

There was a shabby little cart waiting for them outside

the station, and it was a tight fit to pack themselves and
their luggage into it. A girl drove it, and she and Aunt Alice
walked up all the hills. It seemed as if the road was never
going to end, but the children had plenty to see as they
went along. Lambs in the meadows; primroses on the
banks, and pretty thatched cottages and farmhouses
standing back from the road.

Charity was loud in admiration and wonder, Hope asked

questions about everything. Little Faith was the silent one,
she looked up into the blue sky and across the green fields
with a dreamy smile upon her small white face.

Granny bent down to her once: "Are you tired, darling?"

Faith's back ached, but she never acknowledged it. She

only smiled up at her grandmother. "It's like heaven, I
should think!" was all she said.

Granny put her arm round her. Faith was very delicate,
and she was continually in her grandmother's thoughts.
Granny often said to Aunt Alice that Faith lived at Heaven's
gates, and she was afraid that any day she might slip inside
them.
 At last they reached the Cottage. It had a white gate
which had been freshly painted, and the door stood open;
and kind Mrs. Horn had lighted a fire, and put a kettle on to
boil and was standing outside the door, ready to welcome
them.

The little girls tumbled over each other in their

excitement to get inside. It seemed at first like a doll's
house to them; the stairs were steep and narrow, and the
rooms low, and the windows very small, but they loved the
quaint cupboards; and then they ran out into the garden
and orchard, and visited the well and picked some
primroses, and whilst Granny and Aunt Alice were seeing to
the luggage being carried in, their tongues wagged fast.

"It's all beautiful," said Charity, "just like the cottages in

story books; and I hope we'll never go back to London
again in our lives!"

"And we can pick flowers wherever we see them," said

Faith, "without paying for them or having the keepers
coming up to see what we're doing."

"Where is the wood?" asked Hope.

Charity began to climb one of the apple trees.

"I think I see some trees over there," she said, pointing
to the corner of a field a short distance off. They were going
to set off immediately in search of it, when they heard their
aunt call them in.

"You mustn't run away," she said; "we're all going to

have some tea, and then you must help me get your beds
made up. There will be lots to do before we go to bed to-
night."