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vi  Contents

Explaining Nationalism: National Liberation Written versus Unwritten ­Constitutions 157

Movements and Decolonization 105 Constitutional Conventions 158
Universalizing Comparisons 107 Vertical and Horizontal Divisions of Power 159
Individualizing Comparisons 107 Confederal States 159
The Nation versus Other Forms of Identity: Federal States 161
Considering South Africa 108
Division of Intergovernmental Powers 161
Nationalism versus Globalization 110
Judicial Review 162
Globalization and National Identity 111
Evolution of Federal Systems 162
The Canadian Case 111
Intrastate Federalism 163
Conclusion 116
The Case for and against Federalism 164
Discussion Questions 116
Unitary States 165
Websites 116
Constitutional Change 168
Further Reading 117
Usages and Conventions 168
Endnotes 117
Judicial Review 168
Constitutional Limits in an Age of
5 States and Economies: Studying
Counterterrorism 169
Political Economy in Political Science 122
Constitutional Amendment 171
Introduction 123
The Politics of Constitutional Amendment 173
Political Economy as a Method 124
Trade Agreements as
Political Economy as a Field of Study 127
Supraconstitutions 175
Strong and Weak States; Corporatism vs.
Conclusion 176
Pluralism 128
Discussion Questions 176
The New Generation of ­Comparative
Political Economy 131 Web Links 177

What about Canada? 138 Further Reading 177

Globalization and Change 140 Endnotes 177

Conclusion 145
Discussion Questions 146 7 The Political Executive and
Bureaucracy: On Top and On Tap 182
Web Links 146
Introduction 183
Further Reading 146
The Executive Defined 183
Endnotes 147
The Emergence of Modern Executives 185
Functions of the Executive 185
PART 3
Institutions and Structures of Head of State versus Head of
Government 186
Governments 151
Appointment and Dismissal of the
Prime Minister 188
6 Designing and Limiting Governments by
The Dissolution Power 188
Constitutions 152
Parliamentary, Presidential, and
Introduction 153
Semi-Presidential Systems 191
What Is a Constitution? 153
Parliamentary Systems 191
Emergence of Modern Constitutions 154
Advantages of Parliamentary
Functions of Constitutions 155 Government 192
Origins of Constitutions 156 Disadvantages of Parliamentary
Types of Constitutions 157 Government 193

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 Contents  vii

Presidential Systems 193 Reforming Legislatures 240

The Advantages and Disadvantages of Conclusion 242
Presidential Government 194 Discussion Questions 243
Semi-Presidential Systems 195 Websites 243
The Chief Executive: Prime Ministers Further Reading 244
versus Presidents 196
Endnotes 244
The Prime Minister 196
Principles of a Cabinet Government 197 9 The Judiciary: Politics, Law, and
the Courts 248
Holding Government to Account 198
Introduction 249
Prime Ministerial Government 198
What is “Law”? 249
Limits on Prime Ministerial Power 200
Types of Law 251
The President 201
Courts and the Judicial Function 254
Central Agencies 203
The Role of Courts: Law Enforcement
The Bureaucracy: The Administrative
and Interpretation 255
Arm of Government 205
Senior Bureaucrats versus Line Officials 206 Judicial Review 258

Deputy Ministers 206 Judicial Independence and Impartiality 262

Line Officials 206 Judicial Selection 265

Organizing Principles 207 Qualifications 265

Merit 207 Who Selects? 266

Security of Tenure 207 The Policy Impact of Courts and

Non-Compliance 269
Political Neutrality 207
Access to Justice 270
Anonymity 208
Conclusion 272
Representative Bureaucracy 208
Discussion Questions 273
Bureaucratic Structures 208
Websites 273
Government Departments 208
Further Readings 273
Regulatory Agencies 209
Endnotes 273
State-Owned Corporations 209
Political Control of the Bureaucracy 209 PART 4
Countervailing Power 210 Political Participation 275
New Public Management: Running
Government as a Business 211 10 Democracies in Action: Elections,
Conclusion 212 Political Participation, and
Citizens’ Power 276
Discussion Questions 212
Introduction 277
Web Sites 212
Turning Up versus Staying Home: Actions
Further Reading 212
on Elections Day 277
Endnotes 213
Functions of Elections 278

8 Legislatures: Centre Stage but not The Rules of the Game 280
Top Billing 218 Types of Electoral Systems 281
Introduction 219 Plurality Systems 282
Types of Legislatures 220 Majoritarian Systems 283
The Functions of Legislatures 224 Proportional Systems 283
The Size and Composition of Legislatures 232 Mixed Systems 286

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viii  Contents

System Trade-offs 288 12 Civil Society: The Study of Power.

Citizens in the System 291 Intrigue. Passion. 332
Understanding Voters 292 Introduction 333
Long-Term Forces 293 Civil Society 333
Partisanship 294 What Are Interest Groups, Social Movements,
Campaign Effects 295 and Voluntary Organizations? 335
Participation and Turnout 297 Functions of Civil Society Actors 349
Conclusion 301 Tools of Civil Society 350
Discussion Questions 301 New Trends in Civil Society Organizing 354
Websites 301 Are Interest Groups too Powerful? 355
Further Readings 301 Conclusion 358
Endnotes 302
Discussion Questions 358
Websites 358
11 Political Parties: Imperfect But Essential 304
Further Reading 358
Introduction 305
Endnotes 359
Do Parties Matter? 305
What Is a Political Party? 306 PART 5
Political Party Decline? 307 International Politics 363
A Three-Legged Stool: The Roles and
Functions of Parties 309 13 The Politics of Development 364
Introduction 365
Party as Organization 309
Labelling the Regions of Study 365
Party in the Electorate 310
What Is Development? 367
Party in Government 312
Economic Development 367
Party Types 313
Social Development 368
Party System 315
Political Development 369
Party Organization 316
Colonialism, Decolonization, and
Party Structure 316 Neocolonialism 370
Party Members 317 Similarities across Colonial Regimes 371
Party Policy 318 Differences in Colonial Regimes 372

Elections 318 Spanish 372

Party Financing 318 French 372

British 373
Candidate and Leadership Selection 319
Independence 373
New Trends for Parties in Campaigns 321
Independence and Nationalist
The Permanent Campaign 323
Movements 373
Where Do Parties Go from Here? 324 Theories of Development 374
Conclusion 326 Modernization Theory 374
Discussion Questions 326 Dependency Theory 374
Websites 327 Post-Development Theory 375
Further Readings 327 Neoliberalism 376
Endnotes 327 Gender and Development 376

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 Contents  ix

1. Welfare Approach 378 War and Peace 421

2. Women in Development (WID) 378 The Realist Approach 422
3. Women and Development (WAD) 379 Anarchy and Power 423
4. Gender and Development (GAD) 379 The Cold War 424
5. Effectiveness Approach 380 Actors Other Than States 426
6. Mainstreaming Gender Equality The Role of Ideas 428
(MGE) 380 Order and Anarchy 428
Canadian Foreign Aid 380 Liberal Theories: International
How Has Canada Been Involved in Cooperation 430
International Development? 381 Marxist Theory 432
What Type of Aid Has Canada Marxist-Inspired Theory 434
Provided? 381
Injustice and Equality 435
The Debt Crisis and International Financial
Feminist Approaches 436
Institutions (IFIs) 382
Gender and Race 436
What Is the Debt Crisis? 382
Conclusion 440
Media, Technology, and Development 383
Discussion Questions 440
Modernization Theory, Neoliberalism,
and New Media Technology 384 Websites 440

Dependency Theory and New Further Reading 441

Media Technology 385 Endnotes 441
Post-Development Theory and
New Media Technology 385
16 Security in Pieces: Approaches to the
Conclusion 386 Study of Security in International Politics 444
Discussion Questions 386 Introduction 445
Websites 386 National Security 446
Further Reading 387 Explaining National Security 451
Endnotes 387 9/11, Globalization, and New Threats to
National Security: Terrorism, International
14 Regime Change and Persistence 390 Criminal Networks, and Cyber Threats 452
Introduction 391 Insecurity and Domestic Politics 455
Defining Democracy and Non-Democracy 392 Human Security 456
Dictatorship 101 397 Humanitarian Intervention 458
How Do Citizens Overthrow ­Regimes? 403 Critical Approaches to Security 461
What Happens after the Dictator Is Conclusion 466
Overthrown? 410
Discussion Questions 466
Conclusion 414
Websites 467
Discussion Questions 414
Further Reading 467
Websites 414
Endnotes 467
Further Readings 414
Endnotes 415
Glossary 470
15 International Relations: Global Anarchy, Index 485
Conflict, and Cooperation 418
Introduction 419
Theories, Approaches, and Facts 419
Expansion of the Field 421
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PREFACE
The influence that Rand Dyck has had on the study
(and thus the practice) of politics in Canada is, and
I use the word advisedly, immeasurable. Between his
editorship of the first four editions of Studying Politics
and his authorship of seven editions of Canadian
Politics (most recently with Chris Cochrane of the
University of Toronto), never mind his decades of
teaching and mentoring, Rand has possibly shaped
the political thinking of more students in this
country than anyone else. In part, he has done so by
ensuring that each edition of this text has presented
a fresh update on how we study politics, situating
Canada within a global context and in a language
that is readily accessible to each new generation of
students—practices that we have worked to continue
in this fifth edition.
I first became a part of this process when, on
the friendly recommendation of my then-Chair
Brian Tanguay at Wilfrid Laurier University, Rand
offered me the opportunity to write a new chapter
on “States and Governments” for the third edition.
In doing so, he took a bit of a risk as I was an all but
unpublished and freshly minted PhD student who
had just entered the increasingly tight Canadian
labour market for university professors in Political
Science. As he shepherded me from first draft to
final proofs, Rand was welcoming and supportive,
and the experience was an extremely rewarding one
that shaped my thinking and approach not just
to the discipline and the study of politics but to
teaching my large introduction to politics courses
at Laurier. I became a better researcher and teacher,
I think, by going back to basics to consider what
it is we do in Political Science and how we explain
this to students. At some point around the lead-up
to the fifth edition, Rand generously raised the pos-
sibility of my taking over as editor. In accepting,
I hope to extend and continue to develop the sig-
nificant contributions that Rand has made through
the first four editions in creating one of the most
valued and valuable introductory politics texts in
Canada.
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Continuing and Developing the
Traditions
There are two particular traditions that Rand has
established during the first four editions that I want
to continue and to develop. The first is to ensure
that Studying Politics is crafted in a language that stu-
dents find accessible and relevant—that speaks to the
complexity of the political world in which they live
(whether they realize it or not), and provides them
with touchstones and tools to see patterns where
others see confusion and to offer solutions where
others offer resignation. While there is great merit in
the idea that “forewarned is forearmed,” it is also true
that forearmed is forewarned, and to both of these
ends this textbook introduces students to many of the
traditions and tools of, and much of the knowledge
that has been generated through, studying politics.
This book is not, however, written just for those
who plan to pursue a career in political science or in
politics. As everyone who has taught an introduc-
tion to politics course knows, the majority of stu-
dents in the classroom have a more limited interest
in or awareness of politics. While some are looking
to gain a greater appreciation and understanding of,
and to become more comfortable and conversant in,
the world of politics, others do not really know why
they are there except that they know that it somehow
matters. In order to address these varied audiences,
we have worked to adopt a tone and approach that
is directed toward the more inclusive study of poli-
tics even as it encourages the study of political science.
When I teach my introductory class, I aim to inspire
and equip those for whom politics will be a deep and
fulfilling lifelong commitment but I more generally
want to convince the entire class that politics shapes
their lives every single day and that they possess and
can develop the skills and knowledge to influence it
in turn. Our students are members of multiple (and
often overlapping) communities with meaningful
aspirations and concerns that can be aided and abetted
through a more informed engagement with politics,
NEL

and this textbook is written to start them, or to help
them to continue, along that path.
A second tradition upheld in this fifth edition is
to maintain a judicious mix of established and newer
scholars. If you look at the table of contents and com-
pare it with the previous edition you will see that
there are nine new chapters. As is the case for myself
as editor, all of these new authors have very big shoes
to fill as those who came before them set very high
standards to follow. However, even as previous genera-
tions of scholars have experience and wisdom to offer
in spades, and often remind us that what may seem
new is but a variant on an old theme, more recent
scholars often see both the established canon and
make connections with other fields of study in new
and interesting ways. As a result, they can offer dif-
ferent ways of encouraging and mobilizing students
to think about how politics intersects with their lives.
You will find, therefore, much that is familiar but
also much that is new in this fifth edition. Studying
Politics is still a textbook aimed at the students we
teach, seeking to encourage them to see politics as
an important and productive part of their lives, as a
sphere of human behaviour that they can—and ought
to—engage. Apart from the many new chapters that
provide fresh perspectives on core features of the disci-
pline, our returning authors have updated and revised
their contributions to reflect recent developments in
the discipline and to link them to important events
in the world that the students of 2015 and beyond
live in. There are also some important organizational
changes that have been made. Our students are per-
haps the most globally oriented and connected gener-
ation that we have ever seen, and they view the world
in ways that readily transcend traditional borders and
categories. Thus, each author has been encouraged to
weave in comparative and global dimensions in their
chapters, especially along lines that extend our under-
standing of politics beyond more traditional Western
examples, even as they retain a core focus on Canada
and Canadians. As well, the role of ideas—of concepts
and theories—in shaping how we study politics has
been privileged in this edition, especially in the first
and second chapters.
Furthermore, two new types of pedagogical
tools have been integrated into this new edition.
Two Think and Discuss boxes appear in each
chapter, with the aim of encouraging students to
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Preface  xi
engage critically with the surrounding chapter
content. These can also be used in the classroom
(as can the discussion questions at the end of each
chapter) to structure in-class breakout groups that
help to move past the standard lecture format and
promote active learning in the classroom. Each
chapter also contains a Photo Essay box, which
features an image that highlights a topical or con-
troversial issue, along with an essay that explicates
the significance of the image. In this way, students
are further encouraged to take their learning from
the classroom and the textbook and to apply it
to the debates and issues that affect and interest
them. Finally, the textbook has, as you can see,
been significantly redesigned visually in an effort
to meet the needs of today’s instructors and stu-
dents, who are ever more in need of ways to apply
the tools and knowledge that can be found in the
discipline of Political Science to the world around
them. There is also, of course, a suite of pedagog-
ical resources that instructors can use to extend
and promote student learning both in and beyond
the classroom.
Instructor Resources
The Nelson Education Teaching
Advantage (NETA) program
delivers research-based instructor
resources that promote student engagement and
higher-order thinking to enable the success of Canadian
students and educators. Visit Nelson Education’s
Inspired Instruction website at http://www.nelson
.com/inspired/ to find out more about NETA.
The following instructor resources have been cre-
ated for Studying Politics, Fifth Edition. Access these
ultimate tools for customizing lectures and presenta-
tions at www.nelson.com/instructor.
NETA Test Bank
This resource was written by Nanita Mohan,
University of Guelph. It includes approximately 250
multiple-choice questions written according to NETA
guidelines for effective construction and development
of higher-order questions. Also included are approxi-
mately 250 True or False questions.
xii  Preface
The NETA Test
Bank is available
in a new, cloud-
based platform. Nelson Testing Powered by Nelson
Cognero® is a secure online testing system that allows
instructors to author, edit, and manage test bank con-
tent from anywhere Internet access is available. No
special installations or downloads are needed, and the
desktop-inspired interface, with its drop-down menus
and familiar, intuitive tools, allows instructors to create
and manage tests with ease. Multiple test versions can
be created in an instant, and content can be imported
or exported into other systems. Tests can be delivered
from a learning management system, the classroom,
or wherever an instructor chooses. Nelson Testing
Powered by Cognero for Studying Politics, Fifth Edition
can be accessed through www.nelson.com/instructor.
NETA PowerPoint
Microsoft® PowerPoint® lecture slides for every
chapter have also been created by Nanita Mohan,
University of Guelph. There is an average of 12 slides
per chapter, many featuring key figures, tables, and
photographs from Studying Politics, Fifth Edition.
NETA principles of clear design and engaging content
have been incorporated throughout, making it simple
for instructors to customize the deck for their courses.
Image Library
This resource consists of digital copies of figures,
short tables, and photographs used in the book.
Instructors may use these jpegs to customize the
NETA PowerPoint or create their own PowerPoint
presentations.
DayOne Slides
DayOne—Prof InClass is a PowerPoint presentation
that instructors can customize to orient students to
the class and their text at the beginning of the course.
MindTap
Offering personalized paths of dynamic assignments
and applications, MindTap is a digital learning solu-
tion that turns cookie-cutter into cutting-edge, apathy
into engagement, and memorizers into higher-level
thinkers. MindTap enables students to analyze and
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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
apply chapter concepts within relevant assignments,
and allows instructors to measure skills and promote
better outcomes with ease. A fully online learning
solution, MindTap combines all student learning
tools—readings, multimedia, activities, and assess-
ments—into a single Learning Path that guides the
student through the curriculum. Instructors person-
alize the experience by customizing the presentation of
these learning tools to their students, even seamlessly
introducing their own content into the Learning Path.
Student Resources
The Student Companion Website for Studying
Politics, Fifth Edition provides you with access to
interactive study tools, including flashcards, games,
and more. Visit NELSONbrain.com and access it
today.
MindTap
Stay organized and efficient
with MindTap—a single desti-
nation with all the course material and study aids you
need to succeed. Built-in apps leverage social media
and the latest learning technology. For example:
• ReadSpeaker will read the text to you.
• Flashcards are pre-populated to provide you with
a jump start for review—or you can create your
own.
• You can highlight text and make notes in your
MindTap Reader. Your notes will flow into
Evernote, the electronic notebook app that you
can access anywhere when it’s time to study for
the exam.
• Refection and Discussion Board activities allow
you to apply a theme or idea you’ve just studied.
• Questia.com is an online research and paper-
writing tool, which helps you find and cite
high-quality, scholarly research with emphasis
on subjects related to the humanities and social
sciences.
Visit http://www.nelson.com/student to start
using MindTap. Enter the Online Access Code
from the card included with your text. If a code card
is not provided, you can purchase instant access at
NELSONbrain.com.
NEL
ACKNOWLEDGMENTS
First and foremost, I want to thank Rand for providing
me with this opportunity. As someone who has now
taught at the introductory level for nine years, it has
been a privilege first to write a chapter for this book
and then assume its editorship. Next, I want to thank
those authors who contributed to the last edition and
who stepped aside to make room for new scholars
to set their mark on how we define and explain core
ideas and findings in the discipline—their role in
making this textbook what it has become cannot be
overstated: Andrew Heard, Brenda O’Neill, David
Stewart, Miriam Smith, James Busumtwi-Sam, Peter
Ferguson, and William D. Coleman. Third, I want to
thank all the continuing authors from previous edi-
tions who have been so very supportive during this
transition—they were receptive to any suggestions
that I had and it has been a pleasure to get to know
them through, and work with them on, this project.
Fourth, I want to welcome on board and acknowl-
edge the hard work of all the new authors for this
edition—some of whom I already knew but many of
whom I met for the first time through this process. To
write for (primarily) first-year students is both a privi-
lege and a challenge, and singularly and collectively
they rose to the occasion. While we are professionally
trained to write for our peers, it is another thing alto-
gether to write for introductory students—it is nec-
essary to think through and develop a new language
for our material and this often requires extensive and
numerous revisions. As with our returning authors,
our new authors were very receptive to suggestions
and I learned a lot from the many exchanges that we
had in working from the first to final drafts.
A text that speaks on behalf of the political science
community cannot do so without considerable assis-
tance from that community, and many political science
professors have helped us to develop a better textbook
through their advice and comments as we have moved
NEL
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
through to the fifth edition. Indeed, many important
revisions and changes are a direct result of their sugges-
tions. Among these reviewers are Todd Alway, McMaster
University; Amanda Bittner, Memorial University
of Newfoundland; Chris Erickson, University of
British Columbia; Jay Haaland, Kwantlen Polytechnic
University; Paul Hamilton, Brock University; Wayne
A. Hunt, Mount Allison University; Brenda Lyshaug,
Simon Fraser University; David G. MacDonald,
University of the Fraser Valley; Bryan Peeler, St. John’s
College, University of Manitoba.
Finally, as a new author for an edited textbook,
I want to express my deep appreciation for the
cooperation, support, hard work, and patience of
everyone at Nelson Education Ltd. In particular, I
want to thank Anne-Marie Taylor (Publisher) and
Jessica Freedman (Developmental Editor), with
whom I worked most closely for the past two years,
and as well with Mark Grzeskowiak (Acquisitions
Editor), who took over from Anne-Marie in the later
stages of the process, and Marnie Lamb, who was
the Freelance Permissions Researcher. My thanks
also extend to those with whom I am just begin-
ning, even as I write this Preface, to work to take
the chapters written and develop them to create the
final result: Christine Gilbert (Production Project
Manager), Rajachitra (Project Manager), and Jessie
Coffey (Copy Editor).
As in any collective effort at a press, there are
more people involved than I will ever know, and on
behalf of both myself and the various authors assem-
bled here, I want to thank all of them for their com-
mitment and dedication in bringing you, the reader,
the volume that you now hold in your hands (or are
reading on your screen)!
Christopher G. Anderson
Wilfrid Laurier University
ABOUT THE CONTRIBUTORS
Yasmeen Abu-Laban is Professor of Political Science
at the University of Alberta. She has published widely
on issues relating to the Canadian and comparative
dimensions of gender and racialization processes, bor-
der and migration policies, and citizenship theory.
She is the co-editor of Surveillance and Control in
Israel/Palestine: Population, Territory, and Power (2011);
co-editor of Politics in North America: Redefining Con-
tinental Relations (2008); and editor of Gendering the
Nation-State: Canadian and Comparative Perspectives
(2008). She is also the co-author (with Christina
Gabriel) of Selling Diversity: Immigration, Multicultur-
alism, Employment Equity and Globalization (2002).
Christopher G. Anderson is an Associate Profes-
sor in the Department of Political Science at Wilfrid
Laurier University. He received his PhD from McGill
University and his BA from the University of Toronto.
His research encompasses both historical and contem-
porary studies of Canadian citizenship, multicultur-
alism, immigration, and refugee policy. His book,
Canadian Liberalism and the Politics of Border Control,
1867–1967 was published in 2013.
Amanda Bittner is an Associate Professor in the
Department of Political Science at Memorial Univer-
sity. She studies elections and voting, and her broad
research interests include the effects of knowledge and
information on voter decision-making, as well as the
institutional and structural incentives affecting voting
behaviour in both Canadian and comparative con-
texts. She is the author of Platform or Personality? The
Role of Party Leaders in Elections (2011), and the co-
author (with Royce Koop) of Parties, Elections, and the
Future of Canadian Politics (2013).
Michelle D. Bonner is an Associate Professor in the
Department of Political Science at the University of
Victoria. She specializes in comparative and Latin
America politics with an interest in human rights,
democratization, policing, social movements, and
media. She is the author of two books, Policing Pro-
test in Argentina and Chile (2014) and Sustaining
Human Rights: Women and Argentine Human Rights
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Organizations (2007), as well as many articles in aca-
demic journals such as the Journal of Latin American
Studies, International Journal of Press/Politics, and the
International Journal of Transitional Justice. She reg-
ularly teaches undergraduate courses in the politics
of development.
Arjun Chowdhury is an Assistant Professor in the De-
partment of Political Science at the University of Brit-
ish Columbia. He received his PhD from the Univer-
sity of Minnesota and his BA from Vassar College. His
primary research interest is in international security.
He is currently working on a book manuscript that
explains why most states in the world are weak states.
David Docherty is President of Mount Royal Univer-
sity. He holds a PhD in political science and is evan-
gelical about our Westminster Parliamentary system
and the men and women who serve in it.
John Kurt Edwards is a graduate of the Policy Stud-
ies program of Mount Royal University. His research
interests include democratic institutions, economic
theory, and the mechanisms of social change through-
out history.
Anna Esselment is an Assistant Professor in the
Department of Political Science at the University of
Waterloo. She earned her PhD at the University of
Western Ontario, where she examined the role of par-
tisanship in intergovernmental relations. Her areas
of teaching and research interests include Canadian
politics and institutions, campaigns and elections,
political marketing, political advisors, and intergov-
ernmental relations.
Rodney Haddow is an Associate Professor in the
Department of Political Science at the University of
Toronto, where he teaches Canadian and compara-
tive politics. Among other publications, he has writ-
ten Comparing Ontario and Quebec: Political Economy
and Public Policy at the Turn of the Millennium (2015),
Poverty Reform in Canada (1993), and co-authored Par-
tisanship, Globalization, and Canadian Labour Market
Policy: Four Provinces in Comparative Perspective (2006).
NEL

His research interests are in the fields of Canadi-
an and comparative political economy and welfare state
scholarship. He has published articles in the Canadian
Journal of Political Science, Canadian Public Policy,
Canadian Public Administration, the Journal of Cana-
dian Studies, and the International Journal of Canadian
Studies, and has contributed numerous book chapters.
Matthew Hennigar is an Associate Professor in the
Department of Political Science at Brock Univer-
sity. His teaching and research focus on Canadian
and comparative law and politics, constitutional law,
judicial appointment, and government litigation in
rights cases. He is the co-author (with Lori Hauseg-
ger and Troy Riddell) of Canadian Courts, and his
work has appeared in such venues as the Canadian
Journal of Political Science, Law and Society Review,
I-Con: International Journal of Constitutional Law,
Osgoode Hall Law Journal, University of Toronto Law
Journal, Canadian Public Administration and Com-
parative Politics.
Sandy Irvine teaches political science at Wilfrid Laurier
and McMaster Universities. He received his PhD from
the University of Toronto and MA degrees from McMas-
ter and St. Andrews Universities. He conducts research
in the areas of international migration, global govern-
ance, global security, and Canadian refugee policy.
Rachel Laforest is an Associate Professor and head
of the Public Policy and Third Sector Initiative in
the School of Policy Studies, Queen’s University in
Canada. Her areas of expertise are the study of gov-
ernance and welfare state restructuring. Her cur-
rent research interests focus on poverty reduction
strategies and welfare state restructuring. She is also
interested in intergovernmental relations and
Canadian politics. She is the author of Voluntary
Sector Organizations and the State (2011). She is
also the editor of The New Federal Policy Agenda
and the Voluntary Sector: On the Cutting Edge (2009)
NEL
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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
About the Contributors  xv
and of Government-Nonprofit Relations in Times of
Recession (2013).
Stephen Phillips teaches political science at Langara
College in Vancouver. Trained in law and political sci-
ence, he teaches Canadian government and compara-
tive politics. His research interests include comparative
parliamentary systems, political parties, and the Crown
in Canada. He has recently contributed chapters on BC
politics to the Canadian Annual Review of Politics and
Public Affairs.
Claire Turenne Sjolander is Vice-Dean (Graduate
Studies) at the Faculty of Social Sciences, as well as
Professor of Political Science, at the University of
Ottawa. A student of International Relations Theory
and Canadian Foreign Policy, she has many publica-
tions in these areas. Her recent publications include
Canada in the World: Internationalism in Cana-
dian Foreign Policy (2013), co-edited with Heather
Smith; and “Through the Looking Glass: Canadian
Identity and the War of 1812,” International Jour-
nal, 69:2 (2014) (this article was awarded the 2014
Marcel Cadieux Distinguished Writing Award). Her
teaching has gained her the University of Ottawa’s
Excellence in Education Award (2008–2009), and
the Faculty of Social Sciences’ Professor of the Year
Award (2004). Her scholarship has earned her the
2012 Distinguished Scholar Award of the Interna-
tional Studies Association (ISA-Canada).
Richard Sigurdson is Dean of Arts at the University of
Calgary, where he is also Professor of Political Science.
His areas of academic interest include contemporary
political theory, Canadian politics and government,
and the history of political thought. He has published a
book on Jacob Burckhardt’s social and political thought
and numerous articles and book chapters on topics
including nationalism, immigration, the Canadian
Charter of Rights, multiculturalism, and provincial
party politics in Canada.
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 PART

1 INTRODUCTION

1 Studying Politics:
An Introduction
Christopher G.
Anderson

2 Thinking about
Politics: Ideas and
Ideologies in Politics
Richard Sigurdson

© TongRo Images/Alamy

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 CHAPTER

1
STUDYING POLITICS:
AN INTRODUCTION
Christopher G. Anderson

© ANDREI PUNGOVSCHI/AFP/Getty Images

Protesters in Bucharest, Romania, protest against a 2013 government plan to allow a Canadian
mining company to level four mountains, creating the largest open-pit mine in Europe, to extract
gold and silver. This example reminds us of the complexity of politics, pitting—for example—
environmental exploitation versus environmental protection, public policies versus public
protests, and Canadian corporations versus non-Canadian communities.

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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 CHAPTER OBJECTIVES
After you have completed this chapter, you should be able to:
• appreciate the scope and complexity of
the political world in which we live
• identify tools and knowledge that you
already possess, and those that you can
gain and improve, in the study and prac-
tice of politics
• understand that defining politics is
itself a political act, and that how we
approach politics (for example, as a cynic
INTRODUCTION
Politics is the privileged domain of neither political
scientists nor politicians. Rather, it is a vital area of
study for us all as we are forever part of and affected by
the world of politics. Thus, while this textbook is cer-
tainly directed toward those who want to become part
of the discipline of Political Science—involving the
study of the institutions and processes through which,
and the ideas on the basis of which, individuals and
groups make decisions that have consequences for the
recognition, production, and allocation of public and
private goods and goals—as well as those who plan to
become active in politics (for some of the career paths
that can stem from a degree in Political Science, see Box
1.1), it is also written for students who want to increase
their ability to navigate the often complex and con-
fusing debates and issues that surround them that can
be found under the fairly broad umbrella of “politics.”
In an effort to meet these different but overlapping
interests, this textbook is designed to help you to:
Political science: The study of the institutions and
processes through which, and the ideas on the basis
of which, individuals and groups make decisions that
have consequences for the recognition, production,
and allocation of public and private goods and goals.
• become clearer about and in your own political
beliefs;
• develop your capacity to be critical about poli-
tics along constructive paths (that is, not just to
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or a skeptic) can influence both our
engagement with politics and potential
political outcomes
• identify the basic characteristics of an
essentially contested concept and its rel-
evance to key political concepts such as
“power”
• view politics as an arena of lifelong study
and practice
criticize but to understand and compare different
ideas about politics and to raise, if not yet answer,
relevant questions about them);
• explore and appreciate the diversity of approaches
available in the study and practice of politics;
• identify and examine core concepts, debates,
issues, and themes in Political Science; and,
• undertake all the above in reference to political
events in the past as well as those unfolding
around us.
After you finish this course, you will know more
about the political world in which you live and will
have developed more rigorous and productive habits
when thinking about it. As well, you will come to
see—or at least set yourself up to appreciate—how
politics intersects not just with your daily life as a
member of a community or a citizen of a country but
with the study and practice of whatever career you
choose to pursue while at school and beyond.
Over 2,000 years ago, in ancient Greece, the phi-
losopher Aristotle called politics the “master science of
the good” because he saw in it a form of inquiry that
allowed for the determination of how the best ends
of society—in which happiness was achieved while
governed by reason—could be attained.1 Certainly,
politics is distinctive in that it has direct bearing on
the decisions that we make together as individuals
and groups to further our various objectives and
goals. And while many areas of study can make strong
claims on influencing our quality of life (after all, eve-
ryone is subject to biology, economics, and history,
4   Part 1 – Introduction
BOX 1.1
COMMON CAREER PATHS FOR POLITICAL SCIENCE GRADUATES
Campaign/Elections Officer
Market Researcher/Analyst
Diplomat/Embassy Officer
Legislative/Parliamentary Assistant
Journalist/Reporter
Public Policy Analyst
Public Opinion Pollster/Analyst
Professor/Teacher
Political Strategist
Public Administration (all levels of government)
Lawyer/Paralegal
Community Worker
for example), one special feature of politics is that we
all have the capacity to study and practice, and pos-
sess considerable experience in, politics. Indeed, every
person reading this textbook has already acquired some
basic political tools, although they may not recognize
them as such. Moreover, your capacity and experi-
ence in this respect are constantly being engaged and
refined. Of course, some individuals have developed
these tools more explicitly and extensively than others
through personal interest and inclination, opportu-
nity and chance, as well as formal education, families
and friends, among other influences. Nonetheless,
each of you possesses some of the basic skills needed
to reflect on and participate in politics in a meaningful
way (look at the list provided in Box 1.2—when you
think about your education and experience to date,
you have probably used all of these skills in some form
or another).
This is a really important point to keep in mind
because a wide range of consequential political deci-
sions are constantly being made on your behalf, with
or without your involvement, by diverse actors both
inside and beyond government. Whether or not you
are interested in politics, rest assured that politics is
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Public Relations
Human Rights Officer
Urban Planner
Lobbyist
Political Activist
Intelligence/Security Agent
Consumer Advocate
Media Analyst/Researcher
Labour Organizer/Negotiator
Law Enforcement
Program Evaluator
Immigration Officer
interested in you! And while none of us can be aware
of and engaged in all the politics that affects our lives
(after all, as you will see it encompasses an extensive
and complex terrain), by identifying and developing
our political skills we can become better prepared to
recognize when it is important to use them, and how
to do so to better effect.
So, while every person can perform politics, we
can all learn how to perform better: practice may not
make perfect but it can certainly make for improve-
ment. For example, despite the complexity of politics,
all of us can express political opinions on most any
subject that is brought to our attention. Take a look
at the photograph that opens this chapter. If you and
your friends or classmates sat down to talk about the
sorts of issues that it raises—such as environmental
exploitation versus environmental protection, public
policies versus public protests, and Canadian corpora-
tions versus non-Canadian communities—all of you
could form some political opinions. You could offer
comments in reaction to the situation, put forward
ideas as to how you feel about the issues that it gen-
erates, and even offer possible solutions. If you then
went around the group or room, you would quickly
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 Chapter 1 – Studying Politics: An Introduction  5

BOX 1.2 others, at a more serious—and a more profound—

level. Unless you were convinced by those with whom
TRANSFERABLE SKILLS DEVELOPED IN you had initially differed, you would have to try to
THE STUDY OF POLITICS explain in greater detail why you hold the positions
Although politics is rooted in some degree of pas-
that you do, and you would likely begin to move from
sion and commitment, it also requires an ability
making assertions about the issues at hand to devel-
to step back from events in order to understand
oping arguments: putting forward more precise claims
them. Drawing on and refining the skills that we
and backing them up with justifications and evidence
possess, we can develop new ways of interpreting
in the face of counterarguments. Your friends and
past and present circumstances, and identifying
classmates would have to do the same. In the process,
future possibilities.
each of you would learn much more about what you
think and believe. Indeed, you would probably shift a
An Analytical Capacity little (or even a lot) as you heard new ideas and had
• An ability to sort things, categorize them, or
to respond to more precise questions about your own.
impose some scheme on what is otherwise
You would be engaged in a lifelong practice of iden-
an overwhelming set of materials
• An ability to draw relevant or significant
tifying, testing, and explaining your political ideas,
distinctions between different classes of sharpening the critical analytical and discursive skills
information that will stand you in good stead in the world of poli-
• An ability to comprehend and apply new tics and beyond.
and/or unfamiliar information to different situ- This textbook is designed to help you in this pro-
ations and settings cess of becoming more informed about the political
A Synthetic Capacity world in which you live and, as a result, better able to
• An ability to identify and access a wide range think more systematically about it. An understanding
of relevant information and resources of politics is not something that we are born with but
• An ability to see connections, including rather is something that we must work at developing
making surprising or unexpected connec- as we live our lives. That this undertaking will be life-
tions by grouping like with unlike according long should not be a cause for dismay any more than
to conceptual or classificatory schemes the fact that breathing is a lifelong practice! It simply
The Skill of Critical Perspective is a reflection of the reality that we are surrounded by
• An ability to engage with political events and politics and that politics is implicated in the quality of
gain a greater understanding of the pro- our lives and our ability to achieve goals and objectives
cesses involved in different political systems for ourselves, our families and friends, and our com-
around the world munities. Moreover, politics is a bit like a language: the
• An ability to separate oneself and one’s emo- more you study and practice it, the more comfortable
tions from events, and to escape the pres-
you become using it, and the more you benefit as you
sures of immediacy, to see the background
reach new levels of communication and experience
to events, and to identify the broader chain
of cause and effect
with others (take a look at Box 1.3, which gives you
• An ability to appreciate the logical and an idea of some of the dimensions of the language and
empirical gaps not simply in the positions of knowledge of politics that you will gain). Thus, using
others but in your own as well the capabilities that you already possess—including
your intelligence and creativity—you can, along with
everyone else in your class, gain a good understanding
of politics. This is, in fact, a significant feature of the
find that some agree with you and others disagree, study and practice of politics—it is never too late to
while still others agree with some but not all of what become involved (and neither is it ever too early!) and
you have to say. And this is where the more interesting the start-up costs are not very high at all.
work would begin: you would have to think through In the pages that follow, we will explore two
your initial comments, as well as those made by the types of questions to help you in developing your

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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
6   Part 1 – Introduction
BOX 1.3
SPECIFIC KNOWLEDGE SKILLS
ACQUIRED IN THE STUDY OF POLITICS
Although the exact list may differ, this is the sort
of knowledge that you will acquire through the
study of politics at college or university, all of which
will be useful in your lives whether you want to
become a Political Scientist, active in politics, or
just more comfortable understanding the political
world around you.
• Familiarity with central ideas and ideolo-
gies that animate political discussions and
actions, and an appreciation of both their
inherent complexity and tendency to evolve
over time
• Recognition of ways in which societal and
economic factors and forces influence poli-
tics, and vice versa
• Identification of factors that produce regime
stability in more and less democratic political
systems, both within and between different
levels of government, and perpetual dif-
ficulties in appropriately apportioning power
among different actors in all political systems
• Knowledge of the respective roles and
powers of executive and legislative branches
of government in different political systems,
and of constitutions and the judiciary in
defining both the scope of political authority
held by executive and legislative actors, and
in shaping society-state relations
• Understanding of formal and informal
processes through which people seek to
influence decision-makers, including elec-
tions, political parties, and civil society
organizations
• Appreciation of global dimensions of con-
temporary politics as concerns questions of
development, war and peace, and human
security, for example, and of the role of
theory in helping us to understand these
connections
understanding of politics. The first type of question
encompasses more traditional academic inquiries, the
answers to which provide a common language and
a shared history that facilitate our discussions about
politics. What is politics? What does it mean to be
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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
political or to act in a political manner? How can poli-
tics be studied and why should it be studied? What are
some of the core concepts and theories that we have
developed to assist in describing and explaining the
political world? What kinds of knowledge have we
generated about politics? How relevant is that knowl-
edge to the world in which we live? What are some
of the areas where we need to develop a better under-
standing of how politics operates? The second type of
question involves more personal lines of inquiry, the
answers to which remind us that we all share a world
of politics regardless of our level of commitment or
interest. What are your own political beliefs? What
political issues are important to you? In what ways
do you or people you know engage in politics? What
sorts of constraints and opportunities exist that affect
your ability to pursue political goals and objectives?
Should you become more involved in politics and how
would you do so? What are some of the consequences
of choosing instead to ignore politics? While no one
textbook or course can provide complete answers to
any of these questions (remember, politics is a lifelong
practice), they will help you to develop a better grasp
of what good answers to some of them might look like.
DEFINING POLITICS
Before going any further, there are three steps that
we should take. First, it is important to get a sense of
what politics entails, which will give us an apprecia-
tion of its scope. Second, we can then survey different
definitions of politics, each of which tells us some-
thing different about its study and practice. Finally,
and in taking these two steps, we can see how defining
“politics” is itself a political act and identify implica-
tions of this insight.
Four dimensions of politics: We begin by consid-
ering certain dimensions of politics that give us an
indication of what it entails. First, there is a formal
(and most familiar) dimension. When people hear
the word “politics,” many immediately think of
states and governments, presidents and prime min-
isters, parliaments and congresses, constitutions and
courts, elections and political parties. These are some
of the many specific institutions and processes that
give shape to much of the political world around
us. For example, when there is an election campaign
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 Chapter 1 – Studying Politics: An Introduction  7

THINK AND DISCUSS

As you learn more about politics in this class, it will be useful for you to establish a personal bench-
mark for your learning. Take a piece of paper and write down your own definition of “politics” in a
few sentences. Next, write down three political issues that you think are the most important in the
world today. Compare your responses with those of your classmates and consider the ways in
which they are similar and different. Hold on to this piece of paper. At the end of the course, once
again write down your own definition of politics and see whether and how much your ideas have
changed.

underway—whether a contest for the presidency
of a student union on campus or the presidency of
a country—we know that we are in the middle of
a political process. When a prime minister makes a
speech on television, we know that she is making a
political statement. When laws are passed by a legisla-
ture or interpreted by the courts, we know that polit-
ical decisions are being made. And when people take
to the streets to protest—or even overthrow—a gov-
ernment, we know that we are witnessing a political
event. There are, then, certain places where we expect
politics to unfold and certain actors that we expect to
be involved in politics, and these constitute significant
areas of study in the discipline of Political Science.
Second, in tandem with these formal institutions
and processes there exists an informal dimension to
politics. There is a common saying from the 1960s
that partially reflects this idea: the personal is polit-
ical.2 Although first popularized within the feminist
movement to call attention to how aspects of poli-
tics particularly germane to understanding the status
of women in society were often hidden from view
because they were deemed to be personal and there-
fore not political, it can be applied more generally
to the question of the scope of politics. In this sense,
there is an intersection between the formal world of
politics and our personal lives that expands the space
for the boundaries of politics to be defined, practiced,
contested, and, as a result, redefined. In short, there
is no inevitable and immutable division between the
political and non-political but rather this changes over
time as people make decisions about what matters to
them and how to respond to perceived constraints on
and opportunities for their scope of action. Politics
can, therefore, be seen wherever people undertake
actions that they (or we, as observers) consider to be
political, which can open up avenues of politics in
both anticipated and unanticipated ways.
The idea of the intersection between the formal
and informal in politics is reflected in the photograph
of the Nishiyuu Walkers arriving on Parliament Hill in
Ottawa on March 25, 2013 (see http://nishiyuujourney.
ca/). On January 16, 2013, six Cree youth accompa-
nied by an experienced trekker/spiritual guide began
the 1,600 kilometre walk from Whapmagoostui (the
northernmost Cree community in Quebec, consisting
of some 900 people) on the Hudson Bay coast. The
walk was originally conceived by 17-year-old David
Kawapit as a way of supporting Attawapiskat First
Nation Chief Theresa Spence of Victoria Island (near
Ottawa), who was engaged in a hunger strike to pro-
test the federal government’s treatment of Aboriginal
peoples, including various legislative proposals that
would affect Aboriginal treaty rights and sovereignty.
As well, the path chosen was seen as a way of building
solidarity among Aboriginal groups along traditional
trade routes. On the way, the youth were joined by
many others and numbered some 270 by the time they
reached Ottawa. At Parliament Hill, the walkers were
greeted by hundreds more, who held a rally in sup-
port of Aboriginal peoples in general and the walkers’
accomplishment in particular. When interviewed,
David Kawapit spoke of the need for youth to become
more engaged in politics: “This is to show the youth
have a voice. It’s time for them to be shown the way
to lead. Let them lead the way,” he said.3 The photo,
then, captures the informality of politics: how indi-
viduals who feel excluded and/or that they have some-
thing important to say can—using a wide range of
skills stemming from their creativity and intelligence,
their life experiences and commitment—develop
new ways of raising issues in politics and mobilizing

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Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Once upon a
time animal stories
 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: Once upon a time animal stories

Author: Carolyn Sherwin Bailey

Release date: November 7, 2023 [eBook #72063]

Language: English

Original publication: Springfield, MA: Milton Bradley, 1918

Credits: Bob Taylor, WebRover, Tim Lindell, Suzanne Wheeler,

Peter Vachuska and the Online Distributed
Proofreading Team at https://www.pgdp.net (This book
was produced from images made available by the
HathiTrust Digital Library.)

*** START OF THE PROJECT GUTENBERG EBOOK ONCE UPON

A TIME ANIMAL STORIES ***
“There was one vacant space though. The woodchuck had not yet
come.”
How the Squirrel Got Wings.
ONCE UPON A TIME
ANIMAL STORIES

BY
CAROLYN SHERWIN BAILEY
Author of
“For the Children’s Hour,” “Stories Children Need,”
“For the Story Teller,” “Tell Me Another
Story,” “Firelight Stories”

1918
MILTON BRADLEY COMPANY
Springfield, Massachusetts
 Copyright, 1918, by
MILTON BRADLEY COMPANY
SPRINGFIELD, MASS.
 INTRODUCTION.

Since the childhood of the races, certain old-world stories have

appeared in different form in the folklore of different nations, all
bearing the stamp of the same source; the interest of primitive
people in attributing human impulses and human lines of conduct to
the animal world.
Perhaps the earliest of all is The Kid Who Would Not Go, which
corresponds to the old New England nursery tale of the Old Woman
and Her Pig, and which, in its original form, dates back to Hebrew
translations. How They Brought Hairlock Home is a typical
cumulative tale of Norway. The Story of Ibbity is one of the few
obtainable Madagascar folk tales, and symbolizes the search of a
primitive people for the source of natural phenomena. Our own
southern negroes have given us the stories of Mr. Elephant and Mr.
Frog, Why the Bear Sleeps All Winter, Little Bear, and Brother Wolf
and the Rock. The American Indians have given us a varied
collection of animal myths including How the Rabbit Tried to Coast,
How the Squirrel Got Wings, The Talking Grass, and many other
camp fire tales that have a nature background.
The reason for using these animal stories for story telling and
supplementary reading lies in the instinctive interest which all
children have in those stories that express the interpretation of life
made by primitive races. This interest, and the indirect moral
teaching of many of the stories included in this volume, give them a
point of departure over and above that held by the modern story.
Carolyn Sherwin Bailey.
New York, 1918.
 TABLE OF CONTENTS.

Page
How the Eagle Went Hungry 1
Little Footsteps upon the Water 6
The Story of Lambikin 12
Brother Wolf and the Rock 18
Little Bear 22
How the Pigs Can See the Wind 27
The Talking Grass 33
How the Fox Played Herdsman 38
Mr. Elephant and Mr. Frog 43
How Drakestail Went to the King 48
The Greedy Cat 53
The Three Billy Goats Gruff 58
The Hobyahs 63
The Kid Who Would Not Go 68
The Robin’s Christmas Song 71
The Story of Ibbity 76
The Chipmunk Who Chattered Too Much 80
How the Squirrel Got Wings 86
How They Brought Hairlock Home 91
The Bear Who Lost His Supper 95
The Rabbit Who Was Afraid 100
How Maple Sugar Came 106
The Rabbit Who Wanted Red Wings 111
How the First Mayflowers Came 116
How the Rabbit Tried to Coast 122
Why the Field Mouse Is Little 127
How the First Bears Came 132
Why the Bear Has a Stumpy Tail 138
Why the Bear Sleeps All Winter 140
 HOW THE EAGLE
WENT HUNGRY.

Once upon a time, before there were white men on the earth, the
Beavers were a family like men. They were thrifty and honest, and
spent their time building in the lakes and ponds. They had hands like
our hands. They were dressed in gray fur, warm enough for the
winters, and dark enough for all the digging which they had to do.
There was no family of all the forest so hard working as the
Beavers. The Beaver men had a secret trade of making arrows.
They dug flint out of the rocks along the bank and shaped it into
arrowheads. These had such magic that the Beavers always had
dried meat hanging in their houses.
Most wonderful of all, though, was their skill in building. With no
tools but their broad, flat hands, the Beavers built strong dams which
made pools in the streams where the fish could hatch. They built
their own homes, with many halls and rooms, of the mud at the
bottom of the water. All the Beavers worked, even the women and
children. Here they lived in honesty and peace and asked nothing of
any one.
In the same days the Eagle was a proud warrior, dressed from
head to foot in colored feathers. He lived on a mountain top, and
when he came down to the forest he wished great honor. The winds
blew their trumpets for him, and the thunder beat drums. All the
creatures were asked to bow before the Eagle, and he expected fish
and berries to be brought him for a feast.
One spring when the ice had gone out of the streams and ponds
and the forest had put on new green leaves, the Eagle came down
for a sudden visit. He stopped at the edge of a small lake, and there
he saw an old Beaver woman digging in the mud. She bent low over
her work. With her large, wrinkled hands she was making the clay
into bricks for building a new wall for a Beaver house. The Eagle
looked at her with scorn.
“I am hungry,” he said.
The Beaver woman raised her brown head out of the water, and
looked up at the Eagle.
“The Beaver family would be hungry, too, sir,” she said, “if we did
not work, all of us, to get a living.”
“But think of the kind of work you do,” screamed the Eagle, going
up to the branch of a tree to sit so that he need not step in the mud.
“Look at your hands,” he went on. “They are not the hands of a
person of rank, like myself, but are stained with earth. You live in
houses that are made of mud. You cut down trees with your teeth,
and eat weeds and bark. You were made only to wait on others such
as myself.”
The Beaver woman went on with her work. When the Eagle had
finished, she said:
 “What do you want to eat?” she asked.

“We Beavers are humble, but there are no other workers in the
forest like us. We deepen and dam the streams and make them
more useful. Our work takes us into the mud. In the mud we must
live, but we are honest, thrifty people, sir. What do you want to eat?”
she asked.
“Fish,” said the Eagle. “Go down and catch some for me.”
The Beaver woman wiped her hands and then dived down into the
water. The Eagle watched her go, for he was half starved. He longed
for a meal of rich, freshly caught fish. He watched the smooth water
for some time, but he could see not even a ripple. After he had
waited an hour, the water stirred and the brown head of the Beaver
woman showed.
“Your feast of fish awaits you, O Eagle,” the Beaver woman said.
“But where are the fish?” the Eagle demanded.
“They wait for you on my table, down in the Beaver lodge,” she
said, and then she went under the water again.
The Eagle went hungry for a long time. Even now, when the
Beaver family walks on four feet, and the Eagle is a bird, all go
hungry who are too proud to work for their food.
 LITTLE FOOTSTEPS
UPON THE WATER.

Once upon a time there was a little Indian boy, and his name was
Footsteps Upon the Water because he could run so fast and so
softly.
One day, little Footsteps Upon the Water was chasing a squirrel,
and he ran so far and so wide that he lost sight of home, and he
could not find his way back. On and on ran the squirrel until it came
at last to a hollow tree, and it went inside to hide. Footsteps Upon
the Water went inside, too, but he was not so small as the squirrel.
Out of the log ran the squirrel, but the little boy could not get out. He
was stuck fast inside the hollow tree.
His father looked for the little boy many moons. His mother sat at
home in the wigwam, crying, but Footsteps Upon the Water did not
come back. He lay in the log, and he pounded and shouted, and he
thought no one was ever coming to let him out.
But one morning, as he rapped, he heard, on the outside, rap, rap,
rap, and a shrill voice calling:
“Footsteps Upon the Water, are you there? Are you there?”
Then a wrinkled, brown face, with a fringe of arrows for a cap,
peered in at the end of the log. It was Grandmother Porcupine come
to help the little boy out.
“I traveled three days and three nights, little Footsteps Upon the
Water, because I heard you cry,” said Grandmother Porcupine.
Then she scratched and she scratched at the end of the log, but
she could not get the little boy out.
 “I will bring my three grandsons,” said Grandmother Porcupine,
and she hurried away to the old hemlock tree where her grandsons
lived. She brought them back with her, and they all scratched at the
end of the hollow log until at last the little boy was able to crawl out.
Footsteps Upon the Water winked and blinked his eyes when he
came outside, for he had not seen the sun in many days. There, in a
circle, sat Grandmother Porcupine, her three grandsons, the old
Bear, the Deer, and the Wolf.
“Now, who will be a mother to this little boy?” said Grandmother
Porcupine; “I am too old to take care of him.”
“I will be his mother,” said the Wolf.
“No, indeed,” said Grandmother Porcupine, “your teeth are too
sharp.”
“I will be his mother,” said the Deer.
“No, indeed,” said Grandmother Porcupine, “you are always
traveling. Your husband would carry little Footsteps Upon the Water
on his back wherever he went, and the little boy would have no
home in the winter.”
“I will be his mother,” said the good old Bear; “I have a warm
house in the rocks with plenty to eat in my pantry,—berries, and
nuts, and honey.”
“You may have little Footsteps Upon the Water,” said Grandmother
Porcupine, “but be sure that your cubs do not teach him any rough
tricks.”
So Footsteps Upon the Water went home to the Bear’s house, a
cave in the rocks, with little rooms just like a real house. It was a fine
place in which to live.
All summer the little boy played with the cubs. When it was late in
the fall, and the days were short and dark, and the nights were cold,
Mother Bear tucked them all in bed and they slept until spring.
Then came another summer, and other Bear people stopped to
call upon them, saying:
 “We know a fine berry patch.”
So they would all go away together to pick strawberries, or
blackberries, or gooseberries. After a while, they went for chestnuts,
and that was the most fun of all.
But Mother Bear taught Footsteps Upon the Water and the little
cubs to run always when they saw a man with a bow and arrows.
One day, a man came very close to the Bear’s house, but Mother
Bear chased him with a forked stick, and he went away.
The next day, the man came again, just as the family was starting
out for chestnuts. Mother Bear threw a bag of feathers at the man so
that he was not able to see, and he ran away.
The third day, the man came again. Mother Bear was starting out
for a neighbor’s house with a bundle upon her back. She chased the
man with her forked stick, she threw some more feathers at him, but
it did no good. The man shot an arrow at Mother Bear, and she fell to
the ground.
“Oh, good Mother Bear,” cried little Footsteps Upon the Water,
running out to help her, “such a cruel man to hurt my good Mother
Bear!”
But the arrow had stuck fast in Mother Bear’s bundle, and she was
not hurt at all. And the man ran up to little Footsteps Upon the Water,
crying:
“My little lost boy, my little lost boy,” for it was Footsteps Upon the
Water’s own father.
Then he told Mother Bear how sorry he was that he had tried to
hurt her, and he invited her and all the cubs to come for a visit to the
wigwam.
And little Footsteps Upon the Water went home, but he never
forgot how good old Mother Bear had been to him.
 THE STORY OF
LAMBIKIN.

Once upon a time there was a wee, wee Lambikin, and he thought
he would go over the hill to see his granny.
So he frolicked along on his teetery legs, as happy and frisky as
ever a Lambikin in the spring could be.
But he had not gone very far when he met a roaring lion, and the
lion said:
“Lambikin, I will eat you.”
Then Lambikin could not think what to do, for he did not wish to be
eaten just then. So he said to the lion:

“Lambikin goes to Grannikin,

Where fatter he will grow,
Then you may eat him so.”

The lion wanted a very fat lamb to eat, so he let Lambikin go on

his way, but he said:
“Be sure to come back this way, Lambikin.”
Lambikin frolicked along on his teetery legs a little farther, when he
suddenly saw a great vulture, with a huge bill, flying toward him.
“I will eat you, Lambikin,” said the vulture.
Now Lambikin was not ready to be eaten yet, so he said to the
vulture:
 “Lambikin goes to Grannikin,
Where fatter he will grow,
Then you may eat him so.”

And the vulture flew off, but he said to Lambikin as he went:

“Be sure to come back this way, Lambikin.”
Lambikin frolicked along a little farther on his teetery legs, when he
suddenly saw a striped tiger coming to meet him, and the tiger said
to him:
“Lambikin, I will eat you.”
Now Lambikin did not wish to be eaten by a striped tiger, so he
said:

“Lambikin goes to Grannikin,

Where fatter he will grow,
Then you may eat him so.”

The tiger was sure that a fat lamb would taste better than a wee,
wee one with teetery legs, so he let Lambikin go along, but he said
as he went:
“Be sure that you come back this way, Lambikin.”
Lambikin reached his granny’s house, and he told her how glad he
was to see her, and then he said he was very hungry, and he would
like something to eat.
“I must grow fat, granny,” said Lambikin.
So his granny led the way to the corn bin, and Lambikin ate and
ate and ate until his sides stuck out, and his legs were not teetery
any more, and he was a fat little lamb. But the more corn he ate and
the fatter he grew the less did he want to be eaten. So he said to his
granny:
“Grannikin, lion and vulture and tiger will eat Lambikin. What shall
he do?”