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  • History of Educational Technology

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    There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning.

    Educational technology, broadly speaking, has passed through five stages.

    The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids.

    The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials.

    The third stage of educational technology is linked with the development of mass media which in turn led to ‘communication revolution’ for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era.

    The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged.

    The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research.

    Educational technology during the Stone Age, the Bronze Age, and the Iron Age

    Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age.

    Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, which can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming.

    Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures.

    Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice.

    The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts.

    Educational technology during the period of Ancient civilizations

    According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction.

    The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance.

    The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under today’s Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran).

    There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official & administrative work.

    Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures.

    In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus script’s pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language.

    According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids.

    Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt.

    Educational technology during Medieval and Modern Period

    Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology.

    The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society.

    In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures.

    The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments.

    Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessori’s idea of prepared child centered environment.

    In1833, Charles Babbage’s design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities.

    In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes.

    Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called ‘Drum Tutor’ in 1920. Professor Skinner, however, in his famous article ‘Science of Learning and art of Teaching’ published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so.

    Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes.

    In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India.

    During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America.

    Team teaching had its origin in America in the mid of 1950’s and was first started in the year 1955 at Harvard University as a part of internship plan.

    In the year 1956, Benjamin Bloom from USA introduced the taxonomy of educational objectives through his publication, “The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain”.

    In 1961, Micro teaching technique was first adopted by Dwight W. Allen and his co-workers at Stanford University in USA.

    Electronics is the main technology being developed in the beginning of 21st century. Broadband Internet access became popular and occupied almost all the important offices and educational places and even in common places in developed countries with the advantage of connecting home computers with music libraries and mobile phones.

    Today’s classroom is more likely to be a technology lab, a room with rows of students using internet connected or Wi-Fi enabled laptops, palmtops, notepad, or perhaps students are attending a video conferencing or virtual classroom or may have been listening to a podcast or taking in a video lecture. Rapid technological changes in the field of educational have created new ways to teach and to learn. Technological changes also motivated the teachers to access a variety of information on a global scale via the Internet, to enhance their lessons as well as to make them competent professional in their area of concern. At the same time, students can utilize vast resources of the Internet to enrich their learning experience to cope up with changing trend of the society. Now a days students as well teachers are attending seminars, conferences, workshops at national and international level by using the multimedia techno-resources like PowerPoint and even they pursue a variety of important courses of their choice in distance mode via online learning ways. Online learning facility has opened infinite number of doors of opportunities for today’s learner to make their life happier than ever before.

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    Source by Sanjoy Deka

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  • CHAPTER III – INDUSTRIAL EDUCATION – YOUTH, ITS EDUCATION, REGIMEN, HYGIENE BY G. STANLEY HALL

    CHAPTER III – INDUSTRIAL EDUCATION – YOUTH, ITS EDUCATION, REGIMEN, HYGIENE BY G. STANLEY HALL

    CHAPTER III

    INDUSTRIAL EDUCATION

    Trade classes and schools, their importance in the international market—Our dangers and the superiority of German workmen—The effects of a tariff—Description of schools between the kindergarten and the industrial school—Equal salaries for teachers in France—Dangers from machinery—The advantages of life on the old New England farm—Its resemblance to the education we now give negroes and Indians—Its advantage for all-sided muscular development.

    We must glance at a few of the best and most typical methods of muscular development, following the order: industrial education, manual training, gymnastics, and play, sports, and games.

    Industrial education is now imperative for every nation that would excel in agriculture, manufacture, and trade, not only because of the growing intensity of competition, but because of the decline of the apprentice system and the growing intricacy of processes, requiring only the skill needed for livelihood. Thousands of our youth of late have been diverted from secondary schools to the monotechnic or trade classes now established for horology, glass-work, brick-laying, carpentry, forging, dressmaking, cooking, typesetting, bookbinding, brewing, seamanship, work in leather, rubber, horticulture, gardening, photography, basketry, stock-raising, typewriting, stenography and bookkeeping, elementary commercial training for practical preparation for clerkships, etc. In this work not only is Boston, our most advanced city, as President Pritchett[1] has shown in detail, far behind Berlin, but German workmen and shopmen a slowly taking the best places even in England; and but for a high tariff, which protects our inferiority, the competitive pressure would be still greater. In Germany, especially, this training is far more diversified than here, always being colored if not determined by the prevalent industry of the region and more specialised and helped out by evening and even Sunday classes in the school buildings, and by the still strong apprentice system.

    Froebelian influence in manual training reaches through the eight school years and is in some respects better than ours in lower grades, but is very rarely coeducational, girls’ work of sewing, knitting, crocheting, weaving, etc., not being considered manual training. There are now over 1,500 schools and workshops in Germany where manual training is taught; twenty-five of these are independent schools. The work really began in 1875 with v. Kass, and is promoted by the great Society for Boys’ Handwork. Much stress is laid on paper and pasteboard work in lower grades, under the influence of Kurufa of Darmstadt. Many objects for illustrating science are made, and one course embraces the Seyner water-wheel.[2]

    In France it is made more effective by the equal salaries of teachers everywhere, thus securing better instruction in the country. Adolescence is the golden period for acquiring the skill that comes by practice, so essential in the struggle for survival. In general this kind of motor education is least of all free, but subservient to the tool, machine, process, finished product, or end in view; and to these health and development are subordinated, so that they tend to be ever more narrow and special. The standard here is maximal efficiency of the capacities that earn. It may favor bad habitual attitudes, muscular development of but one part, excessive large or small muscles, involve too much time or effort, unhealthful conditions, etc., but it has the great advantage of utility, which is the mainspring of all industry. In a very few departments and places this training has felt the influence of the arts and crafts movement and has been faintly touched with the inspiration of beauty. While such courses give those who follow them marked advantage over those who do not, they are chiefly utilitarian and do little to mature or unfold the physical powers, and may involve arrest or degeneration.

    Where not one but several or many professes are taught, the case is far better. Of all work-schools, a good farm is probably the best for motor development. This is due to its great variety of occupations, healthful conditions, and the incalculable phyletic reënforcement from immemorial times. I have computed some three-score industries[3] as the census now classifies them; that were more or less generally known and practiced sixty years ago in a little township, which not only in this but in other respects has many features of an ideal educational environment for adolescent boys, combining as it does not only physical and industrial, but civil and religious elements in wise proportions and with pedagogic objectivity, and representing the ideal of such a state of intelligent citizen voters as was contemplated by the framers of our Constitution.

    Contrast this life with that of a “hand” in a modern shoe factory, who does all day but one of the eighty-one stages or processes from a tanned hide to a finished shoe, or of a man in a shirt shop who is one of thirty-nine, each of whom does as piece-work a single step requiring great exactness, speed, and skill, and who never knows how a whole shirt is made, and we shall see that the present beginning of a revival of interest in muscular development comes none too early. So liberal is muscular education of this kind that its work in somewhat primitive form has been restored and copied many features by many educational institutions for adolescents, of the Abbotsholme type and grade, and several others, whose purpose is to train for primitive conditions of colonial life. Thousands of school gardens have also been lately developed for lower grades, which have given a new impetus to the study of nature. Farm training at its best instills love of country, ruralizes taste, borrows some of its ideals from Goethe’s pedagogic province, and perhaps even from Gilman’s pie-shaped communities, with villages at the center irradiating to farms in all directions. In England, where by the law of primogeniture holdings are large and in few hands, this training has never flourished, as it has greatly in France, where nearly every adult male may own land and a large proportion will come to do so. So of processes. As a student in Germany I took a few lessons each of a bookbinder, a glassblower, a shoemaker, a plumber, and a blacksmith, and here I have learned in a crude way the technique of the gold-beater and old-fashioned broom-maker, etc., none of which come amiss in the laboratory; and I am proud that I can still mow and keep my scythe sharp, chop, plow, milk, churn, make cheese and soap, braid a palm-leaf hat complete, knit, spin and even “put in a piece” in an old-fashioned hand loom, and weave frocking.

    But thus pride bows low before the pupils of our best institutions for negroes, Indians, and juvenile delinquents, whose training is often in more than a score of industries and who to-day in my judgment receive the best training in the land, if judged by the annual growth in mind, morals, health, physique, ability, and knowledge, all taken together. Instead of seeking soft, ready-made places near home, such education impels to the frontier, to strike out new careers, to start at the bottom and rise by merit, beginning so low that every change must be a rise. Wherever youth thus trained are thrown, they land like a cat on all-fours and are armed cap-à-pie for the struggle of life. Agriculture, manufacture, and commerce are the bases of national prosperity; and on them all professions, institutions, and even culture, are more and more dependent, while the old ideals of mere study and brain-work are fast becoming obsolete. We really retain only the knowledge we apply. We should get up interest in new processes like that of a naturalist in new species. Those who leave school at any age or stage should be best fitted to take up their life work instead of leaving unfitted for it, aimless and discouraged. Instead of dropping out limp and disheartened, we should train “struggle-for-lifeurs,” in Daudet’s phrase, and that betimes, so that the young come back to it not too late for securing the best benefits, after having wasted the years best fitted for it in profitless studies or in the hard school of failure. By such methods many of our flabby, undeveloped, anemic, easy-living city youth would be regenerated in body and spirit. Some of the now oldest, richest, and most famous schools of the world were at first established by charity for poor boys who worked their way, and such institutions have an undreamed-of future. No others so well fit for a life of respectable and successful muscle work, and perhaps this should be central for all at this stage. This diversity of training develops the muscular activities rendered necessary by man’s early development, which were so largely concerned with food, shelter, clothing, making and selling commodities necessary for life, comfort and safety. The natural state of man is not war, hot peace; and perhaps Dawson[4] is right in thinking that three-fourths of man’s physical activities in the past have gone into such vocations. Industry has determined the nature and trend of muscular development; and youth, who have pets, till the soil, build, manufacture, use tools, and master elementary processes and skills, are most truly repeating the history of the race. This, too, lays the best foundation for intellectual careers. The study of pure science, as well as its higher technology, follows rather than precedes this. In the largest sense this is the order of nature, from fundamental and generalized to finer accessory and specialized organs and functions; and such a sequence best weeds out and subordinates automatisms. The age of stress in most of these kinds of training is that of most rapid increment of muscular power, as we have seen in the middle and later teens rather than childhood, as some recent methods have mistakenly assumed; and this prepolytechnic work, wherever and in whatever degree it is possible, is a better adjunct of secondary courses than manual training, the sad fact being that, according to the best estimates, only a fraction of one per cent of those who need this training in this country are now receiving it.

    [Footnote 1: The Place of Industrial and Technical Training in Public
    Education. Technology Review, January, 1902, vol. 4, pp. 10-37.]

    [Footnote 2: See an article by Dr. H.E. Kock, Education, December, 1902, vol. 23, pp. 193-203.]

    [Footnote 3: See my Boy Life in a Massachusetts Country Town Forty
    Years Ago. Pedagogical Seminary, June, 1906, vol. 13, pp. 192-207.]

    [Footnote 4: The Muscular Activities Rendered Necessary by Man’s Early Environment, American Physical Education Review, June, 1902, vol. 7, pp. 80-85.]

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  • CHAPTER II – THE MUSCLES AND MOTOR POWERS IN GENERAL – YOUTH, ITS EDUCATION, REGIMEN, HYGIENE BY G. STANLEY HALL

    CHAPTER II – THE MUSCLES AND MOTOR POWERS IN GENERAL – YOUTH, ITS EDUCATION, REGIMEN, HYGIENE BY G. STANLEY HALL

    CHAPTER II

    THE MUSCLES AND MOTOR POWERS IN GENERAL

    Muscles as organs of the will, of character and even of thought—The muscular virtues—Fundamental and accessory muscles and functions—The development of the mind and of the upright position—Small muscles as organs of thought—School lays too much stress upon these—Chorea—vast numbers of automatic movements in children—Great variety of spontaneous activities—Poise, control and spurtiness—Pen and tongue wagging—Sedentary school life vs free out-of-door activities—Modern decay of muscles, especially in girls—Plasticity of motor habits at puberty.

    The muscles are by weight about forty-three per cent. of the average adult male human body. They expend a large fraction of all the kinetic energy of the adult body, which a recent estimate places as high as one-fifth. The cortical centers for the voluntary muscles extend over most of the lateral psychic zones of the brain, so that their culture is brain building. In a sense they are organs of digestion, for which function they play a very important rôle. Muscles are in a most intimate and peculiar sense the organs of the will. They have built all the roads, cities, and machines in the world, written all the books, spoken all the words, and, in fact, done everything that man has accomplished with matter. If they are undeveloped or grow relaxed and flabby, the dreadful chasm between good intentions and their execution is liable to appear and widen. Character might be in a sense defined as a plexus of motor habits. To call conduct three-fourths of life, with Matthew Arnold; to describe man as one-third intellect and two-thirds will, with Schopenhauer; to urge that man is what he does or that he is the sum of his movements, with F.W. Robertson; that character is simply muscle habits, with Maudsley; that the age of art is now slowly superseding the age of science, and that the artist will drive out with the professor, with the anonymous author of “Rembrandt als Erzicher”;[1] that history is consciously willed movements, with Bluntschli; or that we could form no conception of force or energy in the world but for our own muscular effort; to hold that most thought involves change of muscle tension as more or less integral to it—all this shows how we have modified the antique Ciceronian conception vivere est cogitari, [To live is to think] to vivere est velle, [To live is to will] and gives us a new sense of the importance of muscular development and regimen.[2]

    Modern psychology thus sees in muscles organs of expression for all efferent processes. Beyond all their demonstrable functions, every change of attention and of psychic states generally plays upon them unconsciously, modifying their tension in subtle ways so that they may be called organs of thought and feeling as well as of will, in which some now see the true Kantian thing-in-itself the real substance of the world, in the anthropomorphism of force. Habits even determine the deeper strata of belief; thought is repressed action; and deeds, not words, are the language of complete men. The motor areas are closely related and largely identical with the psychic, and muscle culture develops brain-centers as nothing else yet demonstrably does. Muscles are the vehicles of habituation, imitation, obedience, character, and even of manners and customs. For the young, motor education is cardinal, and is now coming to due recognition; and, for all, education is incomplete without a motor side. Skill, endurance, and perseverance may almost be called muscular virtues; and fatigue, velleity, caprice, ennui, restlessness, lack of control and poise, muscular faults.

    To understand the momentous changes of motor functions that characterize adolescence we must consider other than the measurable aspects of the subject. Perhaps the best scale on which to measure all normal growth of muscle structure and functions is found in the progress from fundamental to accessory. The former designates the muscles and movements of the trunk and large joints, neck, back, hips, shoulders, knees, and elbows, sometimes called central, and which in general man has in common with the higher and larger animals. Their activities are few, mostly simultaneous, alternating and rhythmic, as of the legs in walking, and predominate in hard-working men and women with little culture or intelligence, and often in idiots. The latter or accessory movements are those of the hand, tongue, face, and articulatory organs, and these may be connected into a long and greatly diversified series, as those used in writing, talking, piano-playing. They are represented by smaller and more numerous muscles, whose functions develop later in life and represent a higher standpoint of evolution. These smaller muscles for finer movements come into function later and are chiefly associated with psychic activity, which plays upon them by incessantly changing their tensions, if not causing actual movement. It is these that are so liable to disorder in the many automatisms and choreic tics we see in school children, especially if excited or fatigued. General paralysis usually begins in the higher levels by breaking these down, so that the first symptom of its insidious and never interrupted progress is inability to execute the more exact and delicate movements of tongue or hand, or both. Starting with the latest evolutionary level, it is a devolution that may work downward till very many of the fundamental activities are lost before death.

    Nothing better illustrates this distinction than the difference between the fore foot of animals and the human hand. The first begins as a fin or paddle or is armed with a hoof, and is used solely for locomotion. Some carnivora with claws use the fore limb also for holding well as tearing, and others for digging. Arboreal life seems to have almost created the simian hand and to have wrought a revolution in the form and use of the forearm and its accessory organs, the fingers. Apes and other tree-climbing creatures must not only adjust their prehensile organ to a wide variety of distances and sizes of branches, but must use the hands more or less freely for picking, transporting, and eating fruit; and this has probably been a prime factor in lifting man to the erect position, without which human intelligence as we know it could have hardly been possible. “When we attempt to measure the gap between man and the lower animals in terms of the form of movement, the wonder is no less great than when we use the term of mentality.”[3] The degree of approximation to human intelligence in anthropoid animals follows very closely the degree of approximation to human movements.

    The gradual acquirement of the erect position by the human infant admirably repeats this long phylogenetic evolution.[4] At first the limbs are of almost no use in locomotion, but the fundamental trunk muscles with those that move the large joints are more or less spasmodically active. Then comes creeping, with use of the hip muscles, while all below the knee is useless, as also are the fingers. Slowly the leg and foot are degraded to locomotion, slowly the great toe becomes more limited in its action, the thumb increases in flexibility and strength of opposition, and the fingers grow more mobile and controllable. As the body slowly assumes the vertical attitude, the form of the chest changes till its greatest diameter is transverse instead of from front to back. The shoulder-blades are less parallel than in quadrupeds, and spread out till they approximate the same plane. This gives the arm freedom of movement laterally, so that it can be rotated one hundred and eighty degrees in man as contrasted to one hundred degrees in apes, thus giving man the command of almost any point within a sphere of which the two arms are radii. The power of grasping was partly developed from and partly added to the old locomotor function of the fore limbs; the jerky aimless automatisms, as well as the slow rhythmic flexion and extension of the fingers and hand, movements which are perhaps survivals of arboreal or of even earlier aquatic life, are coördinated; and the bilateral and simultaneous rhythmic movements of the heavier muscles are supplemented by the more finely adjusted and specialized activities which as the end of the growth period is approached are determined less by heredity and more by environment. In a sense, a child or a man is the sum total of his movements or tendencies to move; and nature and instinct chiefly determine the basal, and education the accessory parts of our activities.

    The entire accessory system is thus of vital importance for the development of all of the arts of expression. These smaller muscles might almost be called organs of thought. Their tension is modified with the faintest change of soul, such as is seen in accent, inflection, facial expressions, handwriting, and many forms of so-called mind-reading, which, in fact, is always muscle-reading. The day-laborer of low intelligence, with a practical vocabulary of not over five hundred words, who can hardly move each of his fingers without moving others or all of them, who can not move his brows or corrugate his forehead at will, and whose inflection is very monotonous, illustrates a condition of arrest or atrophy of this later, finer, accessory system of muscles. On the other hand, the child, precocious in any or all of these later respects, is very liable to be undeveloped in the larger and more fundamental parts and functions. The full unfoldment of each is, in fact, an inexorable condition precedent for the normal development to full and abiding maturity of the higher and more refined muscularity, just as conversely the awkwardness and clumsiness of adolescence mark a temporary loss of balance in the opposite direction. If this general conception be correct, then nature does not finish the basis of her pyramid in the way Ross, Mercier, and others have assumed, but lays a part of the foundation and, after carrying it to an apex, normally goes back and adds to the foundation to carry up the apex still higher and, if prevented from so doing, expends her energy in building the apex up at a sharper angle till instability results. School and kindergarten often lay a disproportionate strain on the tiny accessory muscles, weighing altogether but a few ounces, that wag the tongue, move the pen, and do fine work requiring accuracy. But still at this stage prolonged work requiring great accuracy is irksome and brings dangers homologous to those caused by too much fine work in the kindergarten before the first adjustment of large to small muscles, which lasts until adolescence, is established. Then disproportion between function and growth often causes symptoms of chorea. The chief danger is arrest of the development and control of the smaller muscles. Many occupations and forms of athletics, on the contrary, place the stress mainly upon groups of fundamental muscles to the neglect of finer motor possibilities. Some who excel in heavy athletics no doubt coarsen their motor reactions, become not only inexact and heavy but unresponsive to finer stimuli, as if the large muscles were hypertrophied and the small ones arrested. On the other hand, many young men, and probably more young women, expend too little of their available active energy upon basal and massive muscle work, and cultivate too much, and above all too early, the delicate responsive work. This is, perhaps, the best physiological characterization of precocity and issues in excessive nervous and muscular irritability. The great influx of muscular vigor that unfolds during adolescent years and which was originally not only necessary to successful propagation, but expressive of virility, seems to be a very plastic quantity, so that motor regimen and exercise at this stage is probably more important and all-conditioning for mentality, sexuality, and health than at any other period of life. Intensity, and for a time a spurty diathesis, is as instinctive and desirable as are the copious minor automatisms which spontaneously give the alphabet out of which complex and finer motor series are later spelled by the conscious will. Mercier and others have pointed out that, as most skilled labor, so school work and modern activities in civilized life generally lay premature and disproportionate strains upon those kinds of movement requiring exactness. Stress upon basal movements is not only compensating but is of higher therapeutic value against the disorders of the accessory system; it constitutes the best core or prophylactic for fidgets and tense states, and directly develops poise, control, and psycho-physical equilibrium. Even when contractions reach choreic intensity the best treatment is to throw activities down the scale that measures the difference between primary and secondary movements and to make the former predominate.

    The number of movements, the frequency with which they are repeated, their diversity, the number of combinations, and their total kinetic quantum in young children, whether we consider movements of the body as a whole, fundamental movements of large limbs, or finer accessory motions, is amazing. Nearly every external stimulus is answered by a motor response. Dresslar[5] observed a thirteen months’ old baby for four hours, and found, to follow Preyer’s classification, impulsive or spontaneous, reflex, instinctive, imitative, inhibitive, expressive, and even deliberative movements, with marked satisfaction in rhythm, attempts to do almost anything which appealed to him, and almost inexhaustible efferent resources. A friend has tried to record every word uttered by a four-year-old girl during a portion of a day, and finds nothing less than verbigerations. A teacher noted the activities of a fourteen-year-old boy during the study time of a single school day[6], with similar results.

    Lindley[7] studied 897 common motor automatisms in children, which he divided into 92 classes: 45 in the region of the head, 20 in the feet and legs, 19 in the hands and fingers. Arranged in the order of frequency with which each was found, the list stood as follows: fingers, feet, lips, tongue, head, body, hands, mouth, eyes, jaws, legs, forehead, face, arms, ears. In the last five alone adolescents exceeded children, the latter excelling the former most in those of head, mouth, legs, and tongue, in this order. The writer believes that there are many more automatisms than appeared in his returns.

    School life, especially in the lower grades, is a rich field for the study of these activities. They are familiar, as licking things, clicking with the tongue, grinding the teeth, scratching, tapping, twirling a lock of hair or chewing it, biting the nails (Bérillon’s onychophagia), shrugging, corrugating, pulling buttons or twisting garments, strings, etc., twirling pencils, thumbs, rotating, nodding and shaking the head, squinting and winking, swaying, pouting and grimacing, scraping the floor, rubbing hands, stroking, patting, flicking the fingers, wagging, snapping the fingers, muffling, squinting, picking the face, interlacing the fingers, cracking the joints, finger plays, biting and nibbling, trotting the leg, sucking things, etc.

    The average number of automatisms per 100 persons Smith found to be in children 176, in adolescents 110. Swaying is chiefly with children; playing and drumming with the fingers is more common among adolescents; the movements of fingers and feet decline little with age, and those of eyes and forehead increase, which is significant for the development of attention. Girls excel greatly in swaying, and also, although less, in finger automatism; and boys lead in movements of tongue, feet, and hands. Such movements increase, with too much sitting, intensity of effort, such as to fix attention, and vary with the nature of the activity willed, but involve few muscles directly used in a given task. They increase up the kindergarten grades and fall off rapidly in the primary grades; are greater with tasks requiring fine and exact movements than with those involving large movements. Automatisms are often a sign of the difficulty of tasks. The restlessness that they often express is one of the commonest signs of fatigue. They are mostly in the accessory muscles, while those of the fundamental muscles (body, legs, and arms) disappear rapidly with age; those of eye, brow, and jaw show greatest increase with age, but their frequency in general declines with growing maturity, although there is increased frequency of certain specialized contractions, which indicate the gradual settling of expression in the face.

    Often such movements pass over by insensible gradation into the morbid automatism of chorea, and in yet lower levels of decay we see them in the aimless picking and plucking movements of the fingers of the sick. In idiots[8] arrest of higher powers often goes with hypertrophy of these movements, as seen in head-beaters (as if, just as nature impels those partially blind to rub the eyes for “light-hunger,” so it prompts the feeble-minded to strike the head for cerebrations), rockers, rackers, shakers, biters, etc. Movements often pass to fixed attitudes and postures of limbs or body, disturbing the normal balance between flexors and extensors, the significance of which as nerve signs or exponents of habitual brain states and tensions Warner has so admirably shown.

    Abundance and vigor of automatic movements are desirable, and even a considerable degree of restlessness is a good sign in young children. Many of what are now often called nerve signs and even choreic symptoms, the fidgetiness in school on cloudy days and often after a vacation, the motor superfluities of awkwardness, embarrassment, extreme effort, excitement, fatigue, sleepiness, etc., are simply the forms in which we receive the full momentum of heredity and mark a natural richness of the raw material of intellect, feeling, and especially of will. Hence they must be abundant. All parts should act in all possible ways at first and untrammeled by the activity of all other parts and functions. Some of these activities are more essential for growth in size than are later and more conscious movements. Here as everywhere the rule holds that powers themselves must be unfolded before the ability to check or even to use them can develop. All movements arising from spontaneous activity of nerve cells or centers must be made in order even to avoid the atrophy of disease. Not only so, but this purer kind of innateness must often be helped out to some extent in some children by stimulating reflexes; a rich and wide repertory of sensation must be made familiar; more or less and very guarded, watched and limited experiences of hunger, thirst, cold, heat, tastes, sounds, smells, colors, brightnesses, tactile irritations, and perhaps even occasional tickling and pain to play off the vastly complex function of laughing, crying, etc., may in some cases be judicious. Conscious and unconscious imitation or repetition of every sort of copy may also help to establish the immediate and low-level connection between afferent and efferent processes that brings the organism into direct rapport and harmony with the whole world of sense. Perhaps the more rankly and independently they are developed to full functional integrity, each in its season, if we only knew that season, the better. Premature control by higher centers, or coördination into higher compounds of habits and ordered serial activities, is repressive and wasteful, and the mature will of which they are components, or which must at least domesticate them, is stronger and more forcible if this serial stage is not unduly abridged.

    But, secondly, many, if not most, of these activities when developed a little, group after group, as they arise, must be controlled, checked, and organized into higher and often more serial compounds. The inhibiting functions are at first hard. In trying to sit still the child sets its teeth, holds the breath, clenches its fists and perhaps makes every muscle tense with a great effort that very soon exhausts. This repressive function is probably not worked from special nervous centers, nor can we speak with confidence of collisions with “sums of arrest” in a sense analogous to that of Herbart, or of stimuli that normally cause catabolic molecular processes in the cell, being mysteriously diverted to produce increased instability or anabolic lability in the sense of Wundt’s Mechanik der Nerven. The concept now suggested by many facts is that inhibition is irradiation or long circuiting to higher and more complex brain areas, so that the energy, whether spontaneous or reflex, is diverted to be used elsewhere. These combinations are of a higher order, more remote from reflex action, and modified by some Jacksonian third level.[9] Action is now not from independent centers, but these are slowly associated, so that excitation may flow off from one point to any other and any reaction may result from any stimulus.

    The more unified the brain the less it suffers from localization, and the lower is the level to which any one function can exhaust the whole. The tendency of each group of cells to discharge or overflow into those of lower tension than themselves increases as correspondence in time and space widens. The more one of a number of activities gains in power to draw on all the brain, or the more readily the active parts are fed at cost of the resting parts, the less is rest to be found in change from one of these activities to another, and the less do concentration and specialization prove to be dangerous. Before, the aim was to wake all parts to function; now it is to connect them. Intensity of this cross-section activity now tends to unity, so that all parts of the brain energize together. In a brain with this switchboard function well organized, each reaction has grown independent of its own stimulus and may result from any stimulation, and each act, e.g., a finger movement of a peculiar nature, may tire the whole brain. This helps us to understand why brain-workers so often excel laborers not only in sudden dynamometric strength test, but in sustained and long-enduring effort. In a good brain or in a good machine, power may thus be developed over a large surface, and all of it applied to a small one, and hence the dangers of specialization are lessened in exact proportion as the elements of our ego are thus compacted together. It is in the variety and delicacy of these combinations and all that they imply, far more than in the elements of which they are composed, that man rises farthest above the higher animals; and of these powers later adolescence is the golden age. The aimless and archaic movements of infancy, whether massive and complex or in the form of isolated automatic tweaks or twinges, are thus, by slow processes of combined analysis and synthesis, involving changes as radical as any in all the world of growth, made over into habits and conduct that fit the world of present environment.

    But, thirdly, this long process carried out with all degrees of completeness may be arrested at any unfinished stage. Some automatisms refuse to be controlled by the will, and both they and it are often overworked. Here we must distinguish constantly between (1) those growing rankly in order to be later organized under the will, and (2) those that have become feral after this domestication of them has lost power from disease or fatigue, and (3) those that have never been subjugated because the central power that should have used them to weave the texture of willed action—the proper language of complete manhood—was itself arrested or degenerate. With regard to many of these movements these distinctions can be made with confidence, and in some children more certainly than in others. In childhood, before twelve, the efferent patterns should be developed into many more or less indelible habits, and their colors set fast. Motor specialties requiring exactness and grace like piano-playing, drawing, writing, pronunciation of a foreign tongue, dancing, acting, singing, and a host of virtuosities, must be well begun before the relative arrest of accessory growth at the dawn of the ephebic regeneration and before its great afflux of strength. The facts seem to show that children of this age, such as Hancock[10] described, who could not stand with feet close together and eyes closed without swaying much, could not walk backward, sit still half a minute, dress alone, tie two ends of a string together, interlace slats, wind thread, spin a top, stand on toes or heels, hop on each foot, drive a nail, roll a hoop, skate, hit fingers together rapidly in succession beginning at the little finger and then reversing, etc., are the very ones in whom automatisms are most marked or else they are those constitutionally inert, dull, or uneducable.

    In children these motor residua may persist as characteristic features of inflection, accent, or manners; automatisms may become morbid in stammering or stuttering, or they may be seen in gait, handwriting, tics or tweaks, etc. Instead of disappearing with age, as they should, they are seen in the blind as facial grimaces uncorrected by the mirror or facial consciousness, in the deaf as inarticulate noises; and they may tend to grow monstrous with age as if they were disintegrated fragments of our personality, split off and aborted, or motor parasites leaving our psycho-physic ego poorer in energy and plasticity of adaptation, till the distraction and anarchy of the individual nature becomes conspicuous and pathetic.

    At puberty, however, when muscle habits are so plastic, when there is a new relation between quantity or volume of motor energy and qualitative differentiation, and between volitional control and reflex activities, these kinetic remnants strongly tend to shoot together into wrong aggregates if right ones are not formed. Good manners and correct motor form generally, as well as skill, are the most economic ways of doing things; but this is the age of wasteful ways, awkwardness mannerisms, tensions that are a constant leakage of vital energy, perhaps semi-imperative acts, contortions, quaint movements, more elaborated than in childhood and often highly anesthetic and disagreeable, motor coördinations that will need laborious decomposition later. The avoidable factor in their causation is, with some modification, not unlike that of the simpler feral movements and faulty attitudes, carriage, and postures in children; viz., some form of overpressure or misfit between environment and nature. As during the years from four to eight there is great danger that overemphasis of the activities of the accessory muscles will sow the seeds of chorea, or aggravate predispositions to it, now again comes a greatly increased danger, hardly existing from eight to twelve, that overprecision, especially if fundamental activities are neglected, will bring nervous strain and stunting precocity. This is again the age of the basal, e.g., hill-climbing muscle, of leg and back and shoulder work, and of the yet more fundamental heart, lung, and chest muscles. Now again, the study of a book, under the usual conditions of sitting in a closed space and using pen, tongue, and eye combined, has a tendency to overstimulate the accessory muscles. This is especially harmful for city children who are too prone to the distraction of overmobility at an age especially exposed to maladjustment of motor income and expenditure; and it constitutes not a liberal or power-generating, but a highly and prematurely specialized, narrowing, and weakening education unless offset by safeguards better than any system of gymnastics, which is at best artificial and exaggerated.

    As Bryan well says, “The efficiency of a machine depends so far as we know upon the maximum force, rate, amplitude, and variety of direction of its movements and upon the exactness with which below these maxima the force, rate, amplitude, and direction of the movements can be controlled.” The motor efficiency of a man depends upon his ability in all these respects. Moreover, the education of the small muscles and fine adjustments of larger ones is as near mental training as physical culture can get; for these are the thought-muscles and movements, and their perfected function is to reflect and express by slight modifications of tension and tone every psychic change. Only the brain itself is more closely and immediately an organ of thought than are these muscles and their activity, reflex, spontaneous, or imitative in origin. Whether any of them are of value, as Lindley thinks, in arousing the brain to activity, or as Müller suggests, in drawing off sensations or venting efferent impulses that would otherwise distract, we need not here discuss. If so, this is, of course, a secondary and late function—nature’s way of making the best of things and utilizing remnants.

    With these facts and their implications in mind we can next pass to consider the conditions under which the adolescent muscles best develop. Here we confront one of the greatest and most difficult problems of our age. Changes in modern motor life have been so vast and sudden as to present some of the most comprehensive and all-conditioning dangers that threaten civilized races. Not only have the forms of labor been radically changed within a generation or two, but the basal activities that shaped the body of primitive man have been suddenly swept away by the new methods of modern industry. Even popular sports, games, and recreations, so abundant in the early life of all progressive peoples, have been reduced and transformed; and the play age, that once extended on to middle life and often old age, has been restricted. Sedentary life in schools and offices, as we have seen, is reducing the vigor and size of our lower limbs. Our industry is no longer under hygienic conditions; and instead of being out of doors, in the country, or of highly diversified kinds, it is now specialized, monotonous, carried on in closed spaces, bad air, and perhaps poor light, especially in cities. The diseases and arrest bred in the young by life in shops, offices, factories, and schools increase. Work is rigidly bound to fixed hours, uniform standards, stints and piece-products; and instead of a finished article, each individual now achieves a part of a single process and knows little of those that precede or follow. Machinery has relieved the large basal muscles and laid more stress upon fine and exact movements that involve nerve strain. The coarser forms of work that involve hard lifting, carrying, digging, etc., are themselves specialized, and skilled labor requires more and more brain-work. It has been estimated that “the diminution of manual labor required to do a given quantity of work in 1884 as compared with 1870 is no less than 70 per cent.”[11] Personal interest in and the old native sense of responsibility for results, ownership and use of the finished products, which have been the inspiration and soul of work in all the past, are in more and more fields gone. Those who realize how small a proportion of the young male population train or even engage in amateur sports with zest and regularity, how very few and picked men strive for records, and how immediate and amazing are the results of judicious training, can best understand how far below his possibilities as a motor being the average modern man goes through life, and how far short in this respect he falls from fulfilling nature’s design for him.

    For unnumbered generations primitive man in the nomad age wandered, made perhaps annual migrations, and bore heavy burdens, while we ride relatively unencumbered. He tilled the reluctant soil, digging with rude implements where we use machines of many man-power. In the stone, iron, and bronze age, he shaped stone and metals, and wrought with infinite pains and effort, products that we buy without even knowledge of the processes by which they are made. As hunter he followed game, which, when found, he chased, fought, and overcame in a struggle perhaps desperate, while we shoot it at a distance with little risk or effort. In warfare he fought hand to hand and eye to eye, while we kill “with as much black powder as can be put in a woman’s thimble.” He caught and domesticated scores of species of wild animals and taught them to serve him; fished with patience and skill that compensated his crude tools, weapons, implements, and tackle; danced to exhaustion in the service of his gods or in memory of his forebears imitating every animal, rehearsing all his own activities in mimic form to the point of exhaustion, while we move through a few figures in closed spaces. He dressed hides, wove baskets which we can not reproduce, and fabrics which we only poorly imitate by machinery, made pottery which set our fashions, played games that invigorated body and soul. His courtship was with feats of prowess and skill, and meant physical effort and endurance.

    Adolescent girls, especially in the middle classes, in upper grammar and high school grades, during the golden age for nascent muscular development, suffer perhaps most of all in this respect. Grave as are the evils of child labor, I believe far more pubescents in this country now suffer from too little than from too much physical exercise, while most who suffer from work do so because it is too uniform, one-sided, accessory, or performed under unwholesome conditions, and not because it is excessive in amount. Modern industry has thus largely ceased to be a means of physical development and needs to be offset by compensating modes of activity. Many labor-saving devices increase neural strain, so that one of the problems of our time is how to preserve and restore nerve energy. Under present industrial systems this must grow worse and not better in the future. Healthy natural industries will be less and less open to the young. This is the new situation that now confronts those concerned for motor education, if they would only make good what is lost.

    Some of the results of these conditions are seen in average measurements of dimensions, proportions, strength, skill, and control. Despite the excellence of the few, the testimony of those most familiar with the bodies of children and adults, and their physical powers, gives evidence of the ravages of modern modes of life that, without a wide-spread motor revival, can bode only degeneration for our nation and our race. The number of common things that can not be done at all; the large proportion of our youth who must be exempted from any kinds of activity or a great amount of any; the thin limbs, collapsed shoulders or chests, the bilateral asymmetry, weak hearts, lungs, eyes, puny and bad muddy or pallid complexions, tired ways, automatism, dyspeptic stomachs, the effects of youthful error or of impoverished heredity, delicate and tender nurture, often, alas, only too necessary, show the lamentable and cumulative effects of long neglect of the motor abilities, the most educable of all man’s powers, and perhaps the most important for his well-being. If the unfaithful stewards of these puny and shameful bodies had again, as in Sparta, to strip and stand before stern judges and render them account, and be smitten with a conviction of their weakness, guilty deformity, and arrest of growth; if they were brought to realize how they are fallen beings, as weak as stern theologians once deemed them depraved, and how great their need of physical salvation, we might hope again for a physical renaissance. Such a rebirth the world has seen but twice or perhaps thrice, and each was followed by the two or three of the brightest culture periods of history, and formed an epoch in the advancement of the kingdom of man. A vast body of evidence could be collected from the writings of anthropologists showing how superior unspoiled savages are to civilized man in correct or esthetic proportions of body, in many forms of endurance of fatigue, hardship, and power to bear exposure, in the development and preservation of teeth and hair, in keenness of senses, absence of deformities, as well as immunity to many of our diseases. Their women are stronger and bear hardship and exposure, monthly periods and childbirth, better. Civilization is so hard on the body that some have called it a disease, despite the arts that keep puny bodies alive to a greater average age, and our greater protection from contagious and germ diseases.

    The progressive realization of these tendencies has prompted most of the best recent and great changes motor-ward in education and also in personal regimen. Health- and strength-giving agencies have put to school the large motor areas of the brain, so long neglected, and have vastly enlarged their scope. Thousands of youth are now inspired with new enthusiasm for physical development; and new institutions of many kinds and grades have arisen, with a voluminous literature, unnumbered specialists, specialties, new apparatus, tests, movements, methods, and theories; and the press, the public, and the church are awakened to a fresh interest in the body and its powers. All this is magnificent, but sadly inadequate to cope with the new needs and dangers, which are vastly greater.

    [Footnote 1: Dieterich. Göttingen, 1886.]

    [Footnote 2: See Chap. xii.]

    [Footnote 3: F. Burk in From Fundamental to Accessory. Pedagogical
    Seminary, Oct., 1898, vol. 6, pp. 5-64.]

    [Footnote 4: Creeping and Walking, by A.W. Trettien. American Journal of Psychology, October, 1900, vol. 12, pp. 1-57.]

    [Footnote 5: A Morning Observation of a Baby. Pedagogical Seminary,
    December 1901, vol. 8, pp. 469-481.]

    [Footnote 6: Kate Carman. Notes on School Activity. Pedagogical
    Seminary, March, 1902, vol. 9, pp. 106-117.]

    [Footnote 7: A Preliminary Study of Some of the Motor Phenomena of Mental Effort. American Journal of Psychology, July, 1896, vol. 7, pp. 491-517.]

    [Footnote 8: G.E. Johnson. Psychology and Pegagogy of Feeble-Minded
    Children. Pedagogical Seminary, October, 1895, vol. 3, pp. 246-301.]

    [Footnote 9: Dr. Hughlings Jackson, the eminent English pathologist, was the first to make practical application of the evolutionary theory of the nervous system to the diagnosis and treatment of epilepsies and mental diseases. The practical success of this application was so great that the Hughlings-Jackson “three-level theory” is now the established basis of English diagnosis. He conceived the nervous mechanism as composed of three systems, arranged in the form of a hierarchy, the higher including the lower, and yet each having a certain degree of independence. The first level represents the type of simplest reflex and involuntary movement and is localized in the gray matter of the spinal cord, medulla, and pons. The second, or middle level, comprises those structures which receive sensory impulses from the cells of the lowest level instead of directly from the periphery or the non-nervous tissues. The motor cells of this middle level also discharge into the motor mechanisms of the lowest level. Jackson located these middle level structures in the cortex of the central convolutions, the basal ganglia and the centers of the special senses in the cortex. The highest level bears the same relation to the middle level that it bears to the lowest i.e., no continuous connection between the highest and the lowest is assumed; the structures of the middle level mediate between them as a system of relays. According to this hierarchical arrangement of the nervous system, the lowest level which is the simplest and oldest “contains the mechanism for the simple fundamental movements in reflexes and involuntary reactions. The second level regroups these simple movements by combinations and associations of cortical structure in wider, more complex mechanisms, producing a higher class of movements. The highest level unifies the whole nervous system and, according to Jackson, is the anatomical basis of mind.”

    For a fuller account of this theory see Burk: From Fundamental to
    Accessory in the Nervous System and of Movements. Pedagogical
    Seminary, October, 1898, vol. 6, pp. 17-23.]

    [Footnote 10: A Preliminary Study of Some of the Motor Phenomena of Mental Effort. American Journal of Psychology, July, 1896, vol. 7, pp. 491-517.]

    [Footnote 11: Encyclopedia of Social Reform, Funk and Wagnalls, 1896, p. 1095]

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  • HEART OF DARKNESS By Joseph Conrad – Part Two

    “One evening as I was lying flat on the deck of my steamboat, I heard voices approaching—and there were the nephew and the uncle strolling along the bank. I laid my head on my arm again, and had nearly lost myself in a doze, when somebody said in my ear, as it were: ‘I am as harmless as a little child, but I don’t like to be dictated to. Am I the manager—or am I not? I was ordered to send him there. It’s incredible.’ … I became aware that the two were standing on the shore alongside the forepart of the steamboat, just below my head. I did not move; it did not occur to me to move: I was sleepy. ‘It is unpleasant,’ grunted the uncle. ‘He has asked the Administration to be sent there,’ said the other, ‘with the idea of showing what he could do; and I was instructed accordingly. Look at the influence that man must have. Is it not frightful?’ They both agreed it was frightful, then made several bizarre remarks: ‘Make rain and fine weather—one man—the Council—by the nose’—bits of absurd sentences that got the better of my drowsiness, so that I had pretty near the whole of my wits about me when the uncle said, ‘The climate may do away with this difficulty for you. Is he alone there?’ ‘Yes,’ answered the manager; ‘he sent his assistant down the river with a note to me in these terms: “Clear this poor devil out of the country, and don’t bother sending more of that sort. I had rather be alone than have the kind of men you can dispose of with me.” It was more than a year ago. Can you imagine such impudence!’ ‘Anything since then?’ asked the other hoarsely. ‘Ivory,’ jerked the nephew; ‘lots of it—prime sort—lots—most annoying, from him.’ ‘And with that?’ questioned the heavy rumble. ‘Invoice,’ was the reply fired out, so to speak. Then silence. They had been talking about Kurtz.

    “I was broad awake by this time, but, lying perfectly at ease, remained still, having no inducement to change my position. ‘How did that ivory come all this way?’ growled the elder man, who seemed very vexed. The other explained that it had come with a fleet of canoes in charge of an English half-caste clerk Kurtz had with him; that Kurtz had apparently intended to return himself, the station being by that time bare of goods and stores, but after coming three hundred miles, had suddenly decided to go back, which he started to do alone in a small dugout with four paddlers, leaving the half-caste to continue down the river with the ivory. The two fellows there seemed astounded at anybody attempting such a thing. They were at a loss for an adequate motive. As to me, I seemed to see Kurtz for the first time. It was a distinct glimpse: the dugout, four paddling savages, and the lone white man turning his back suddenly on the headquarters, on relief, on thoughts of home—perhaps; setting his face towards the depths of the wilderness, towards his empty and desolate station. I did not know the motive. Perhaps he was just simply a fine fellow who stuck to his work for its own sake. His name, you understand, had not been pronounced once. He was ‘that man.’ The half-caste, who, as far as I could see, had conducted a difficult trip with great prudence and pluck, was invariably alluded to as ‘that scoundrel.’ The ‘scoundrel’ had reported that the ‘man’ had been very ill—had recovered imperfectly…. The two below me moved away then a few paces, and strolled back and forth at some little distance. I heard: ‘Military post—doctor—two hundred miles—quite alone now—unavoidable delays—nine months—no news—strange rumours.’ They approached again, just as the manager was saying, ‘No one, as far as I know, unless a species of wandering trader—a pestilential fellow, snapping ivory from the natives.’ Who was it they were talking about now? I gathered in snatches that this was some man supposed to be in Kurtz’s district, and of whom the manager did not approve. ‘We will not be free from unfair competition till one of these fellows is hanged for an example,’ he said. ‘Certainly,’ grunted the other; ‘get him hanged! Why not? Anything—anything can be done in this country. That’s what I say; nobody here, you understand, here, can endanger your position. And why? You stand the climate—you outlast them all. The danger is in Europe; but there before I left I took care to—’ They moved off and whispered, then their voices rose again. ‘The extraordinary series of delays is not my fault. I did my best.’ The fat man sighed. ‘Very sad.’ ‘And the pestiferous absurdity of his talk,’ continued the other; ‘he bothered me enough when he was here. “Each station should be like a beacon on the road towards better things, a centre for trade of course, but also for humanizing, improving, instructing.” Conceive you—that ass! And he wants to be manager! No, it’s—’ Here he got choked by excessive indignation, and I lifted my head the least bit. I was surprised to see how near they were—right under me. I could have spat upon their hats. They were looking on the ground, absorbed in thought. The manager was switching his leg with a slender twig: his sagacious relative lifted his head. ‘You have been well since you came out this time?’ he asked. The other gave a start. ‘Who? I? Oh! Like a charm—like a charm. But the rest—oh, my goodness! All sick. They die so quick, too, that I haven’t the time to send them out of the country—it’s incredible!’ ‘Hm’m. Just so,’ grunted the uncle. ‘Ah! my boy, trust to this—I say, trust to this.’ I saw him extend his short flipper of an arm for a gesture that took in the forest, the creek, the mud, the river—seemed to beckon with a dishonouring flourish before the sunlit face of the land a treacherous appeal to the lurking death, to the hidden evil, to the profound darkness of its heart. It was so startling that I leaped to my feet and looked back at the edge of the forest, as though I had expected an answer of some sort to that black display of confidence. You know the foolish notions that come to one sometimes. The high stillness confronted these two figures with its ominous patience, waiting for the passing away of a fantastic invasion.

    “They swore aloud together—out of sheer fright, I believe—then pretending not to know anything of my existence, turned back to the station. The sun was low; and leaning forward side by side, they seemed to be tugging painfully uphill their two ridiculous shadows of unequal length, that trailed behind them slowly over the tall grass without bending a single blade.

    “In a few days the Eldorado Expedition went into the patient wilderness, that closed upon it as the sea closes over a diver. Long afterwards the news came that all the donkeys were dead. I know nothing as to the fate of the less valuable animals. They, no doubt, like the rest of us, found what they deserved. I did not inquire. I was then rather excited at the prospect of meeting Kurtz very soon. When I say very soon I mean it comparatively. It was just two months from the day we left the creek when we came to the bank below Kurtz’s station.

    “Going up that river was like traveling back to the earliest beginnings of the world, when vegetation rioted on the earth and the big trees were kings. An empty stream, a great silence, an impenetrable forest. The air was warm, thick, heavy, sluggish. There was no joy in the brilliance of sunshine. The long stretches of the waterway ran on, deserted, into the gloom of overshadowed distances. On silvery sand-banks hippos and alligators sunned themselves side by side. The broadening waters flowed through a mob of wooded islands; you lost your way on that river as you would in a desert, and butted all day long against shoals, trying to find the channel, till you thought yourself bewitched and cut off for ever from everything you had known once—somewhere—far away—in another existence perhaps. There were moments when one’s past came back to one, as it will sometimes when you have not a moment to spare for yourself; but it came in the shape of an unrestful and noisy dream, remembered with wonder amongst the overwhelming realities of this strange world of plants, and water, and silence. And this stillness of life did not in the least resemble a peace. It was the stillness of an implacable force brooding over an inscrutable intention. It looked at you with a vengeful aspect. I got used to it afterwards; I did not see it any more; I had no time. I had to keep guessing at the channel; I had to discern, mostly by inspiration, the signs of hidden banks; I watched for sunken stones; I was learning to clap my teeth smartly before my heart flew out, when I shaved by a fluke some infernal sly old snag that would have ripped the life out of the tin-pot steamboat and drowned all the pilgrims; I had to keep a lookout for the signs of dead wood we could cut up in the night for next day’s steaming. When you have to attend to things of that sort, to the mere incidents of the surface, the reality—the reality, I tell you—fades. The inner truth is hidden—luckily, luckily. But I felt it all the same; I felt often its mysterious stillness watching me at my monkey tricks, just as it watches you fellows performing on your respective tight-ropes for—what is it? half-a-crown a tumble—”

    “Try to be civil, Marlow,” growled a voice, and I knew there was at least one listener awake besides myself.

    “I beg your pardon. I forgot the heartache which makes up the rest of the price. And indeed what does the price matter, if the trick be well done? You do your tricks very well. And I didn’t do badly either, since I managed not to sink that steamboat on my first trip. It’s a wonder to me yet. Imagine a blindfolded man set to drive a van over a bad road. I sweated and shivered over that business considerably, I can tell you. After all, for a seaman, to scrape the bottom of the thing that’s supposed to float all the time under his care is the unpardonable sin. No one may know of it, but you never forget the thump—eh? A blow on the very heart. You remember it, you dream of it, you wake up at night and think of it—years after—and go hot and cold all over. I don’t pretend to say that steamboat floated all the time. More than once she had to wade for a bit, with twenty cannibals splashing around and pushing. We had enlisted some of these chaps on the way for a crew. Fine fellows—cannibals—in their place. They were men one could work with, and I am grateful to them. And, after all, they did not eat each other before my face: they had brought along a provision of hippo-meat which went rotten, and made the mystery of the wilderness stink in my nostrils. Phoo! I can sniff it now. I had the manager on board and three or four pilgrims with their staves—all complete. Sometimes we came upon a station close by the bank, clinging to the skirts of the unknown, and the white men rushing out of a tumble-down hovel, with great gestures of joy and surprise and welcome, seemed very strange—had the appearance of being held there captive by a spell. The word ivory would ring in the air for a while—and on we went again into the silence, along empty reaches, round the still bends, between the high walls of our winding way, reverberating in hollow claps the ponderous beat of the stern-wheel. Trees, trees, millions of trees, massive, immense, running up high; and at their foot, hugging the bank against the stream, crept the little begrimed steamboat, like a sluggish beetle crawling on the floor of a lofty portico. It made you feel very small, very lost, and yet it was not altogether depressing, that feeling. After all, if you were small, the grimy beetle crawled on—which was just what you wanted it to do. Where the pilgrims imagined it crawled to I don’t know. To some place where they expected to get something. I bet! For me it crawled towards Kurtz—exclusively; but when the steam-pipes started leaking we crawled very slow. The reaches opened before us and closed behind, as if the forest had stepped leisurely across the water to bar the way for our return. We penetrated deeper and deeper into the heart of darkness. It was very quiet there. At night sometimes the roll of drums behind the curtain of trees would run up the river and remain sustained faintly, as if hovering in the air high over our heads, till the first break of day. Whether it meant war, peace, or prayer we could not tell. The dawns were heralded by the descent of a chill stillness; the wood-cutters slept, their fires burned low; the snapping of a twig would make you start. We were wanderers on a prehistoric earth, on an earth that wore the aspect of an unknown planet. We could have fancied ourselves the first of men taking possession of an accursed inheritance, to be subdued at the cost of profound anguish and of excessive toil. But suddenly, as we struggled round a bend, there would be a glimpse of rush walls, of peaked grass-roofs, a burst of yells, a whirl of black limbs, a mass of hands clapping of feet stamping, of bodies swaying, of eyes rolling, under the droop of heavy and motionless foliage. The steamer toiled along slowly on the edge of a black and incomprehensible frenzy. The prehistoric man was cursing us, praying to us, welcoming us—who could tell? We were cut off from the comprehension of our surroundings; we glided past like phantoms, wondering and secretly appalled, as sane men would be before an enthusiastic outbreak in a madhouse. We could not understand because we were too far and could not remember because we were travelling in the night of first ages, of those ages that are gone, leaving hardly a sign—and no memories.

    “The earth seemed unearthly. We are accustomed to look upon the shackled form of a conquered monster, but there—there you could look at a thing monstrous and free. It was unearthly, and the men were—No, they were not inhuman. Well, you know, that was the worst of it—this suspicion of their not being inhuman. It would come slowly to one. They howled and leaped, and spun, and made horrid faces; but what thrilled you was just the thought of their humanity—like yours—the thought of your remote kinship with this wild and passionate uproar. Ugly. Yes, it was ugly enough; but if you were man enough you would admit to yourself that there was in you just the faintest trace of a response to the terrible frankness of that noise, a dim suspicion of there being a meaning in it which you—you so remote from the night of first ages—could comprehend. And why not? The mind of man is capable of anything—because everything is in it, all the past as well as all the future. What was there after all? Joy, fear, sorrow, devotion, valour, rage—who can tell?—but truth—truth stripped of its cloak of time. Let the fool gape and shudder—the man knows, and can look on without a wink. But he must at least be as much of a man as these on the shore. He must meet that truth with his own true stuff—with his own inborn strength. Principles won’t do. Acquisitions, clothes, pretty rags—rags that would fly off at the first good shake. No; you want a deliberate belief. An appeal to me in this fiendish row—is there? Very well; I hear; I admit, but I have a voice, too, and for good or evil mine is the speech that cannot be silenced. Of course, a fool, what with sheer fright and fine sentiments, is always safe. Who’s that grunting? You wonder I didn’t go ashore for a howl and a dance? Well, no—I didn’t. Fine sentiments, you say? Fine sentiments, be hanged! I had no time. I had to mess about with white-lead and strips of woolen blanket helping to put bandages on those leaky steam-pipes—I tell you. I had to watch the steering, and circumvent those snags, and get the tin-pot along by hook or by crook. There was surface-truth enough in these things to save a wiser man. And between whiles I had to look after the savage who was fireman. He was an improved specimen; he could fire up a vertical boiler. He was there below me, and, upon my word, to look at him was as edifying as seeing a dog in a parody of breeches and a feather hat, walking on his hind-legs. A few months of training had done for that really fine chap. He squinted at the steam-gauge and at the water-gauge with an evident effort of intrepidity—and he had filed teeth, too, the poor devil, and the wool of his pate shaved into queer patterns, and three ornamental scars on each of his cheeks. He ought to have been clapping his hands and stamping his feet on the bank, instead of which he was hard at work, a thrall to strange witchcraft, full of improving knowledge. He was useful because he had been instructed; and what he knew was this—that should the water in that transparent thing disappear, the evil spirit inside the boiler would get angry through the greatness of his thirst, and take a terrible vengeance. So he sweated and fired up and watched the glass fearfully (with an impromptu charm, made of rags, tied to his arm, and a piece of polished bone, as big as a watch, stuck flatways through his lower lip), while the wooded banks slipped past us slowly, the short noise was left behind, the interminable miles of silence—and we crept on, towards Kurtz. But the snags were thick, the water was treacherous and shallow, the boiler seemed indeed to have a sulky devil in it, and thus neither that fireman nor I had any time to peer into our creepy thoughts.

    “Some fifty miles below the Inner Station we came upon a hut of reeds, an inclined and melancholy pole, with the unrecognizable tatters of what had been a flag of some sort flying from it, and a neatly stacked wood-pile. This was unexpected. We came to the bank, and on the stack of firewood found a flat piece of board with some faded pencil-writing on it. When deciphered it said: ‘Wood for you. Hurry up. Approach cautiously.’ There was a signature, but it was illegible—not Kurtz—a much longer word. ‘Hurry up.’ Where? Up the river? ‘Approach cautiously.’ We had not done so. But the warning could not have been meant for the place where it could be only found after approach. Something was wrong above. But what—and how much? That was the question. We commented adversely upon the imbecility of that telegraphic style. The bush around said nothing, and would not let us look very far, either. A torn curtain of red twill hung in the doorway of the hut, and flapped sadly in our faces. The dwelling was dismantled; but we could see a white man had lived there not very long ago. There remained a rude table—a plank on two posts; a heap of rubbish reposed in a dark corner, and by the door I picked up a book. It had lost its covers, and the pages had been thumbed into a state of extremely dirty softness; but the back had been lovingly stitched afresh with white cotton thread, which looked clean yet. It was an extraordinary find. Its title was, An Inquiry into some Points of Seamanship, by a man Towser, Towson—some such name—Master in his Majesty’s Navy. The matter looked dreary reading enough, with illustrative diagrams and repulsive tables of figures, and the copy was sixty years old. I handled this amazing antiquity with the greatest possible tenderness, lest it should dissolve in my hands. Within, Towson or Towser was inquiring earnestly into the breaking strain of ships’ chains and tackle, and other such matters. Not a very enthralling book; but at the first glance you could see there a singleness of intention, an honest concern for the right way of going to work, which made these humble pages, thought out so many years ago, luminous with another than a professional light. The simple old sailor, with his talk of chains and purchases, made me forget the jungle and the pilgrims in a delicious sensation of having come upon something unmistakably real. Such a book being there was wonderful enough; but still more astounding were the notes pencilled in the margin, and plainly referring to the text. I couldn’t believe my eyes! They were in cipher! Yes, it looked like cipher. Fancy a man lugging with him a book of that description into this nowhere and studying it—and making notes—in cipher at that! It was an extravagant mystery.

    “I had been dimly aware for some time of a worrying noise, and when I lifted my eyes I saw the wood-pile was gone, and the manager, aided by all the pilgrims, was shouting at me from the riverside. I slipped the book into my pocket. I assure you to leave off reading was like tearing myself away from the shelter of an old and solid friendship.

    “I started the lame engine ahead. ‘It must be this miserable trader—this intruder,’ exclaimed the manager, looking back malevolently at the place we had left. ‘He must be English,’ I said. ‘It will not save him from getting into trouble if he is not careful,’ muttered the manager darkly. I observed with assumed innocence that no man was safe from trouble in this world.

    “The current was more rapid now, the steamer seemed at her last gasp, the stern-wheel flopped languidly, and I caught myself listening on tiptoe for the next beat of the boat, for in sober truth I expected the wretched thing to give up every moment. It was like watching the last flickers of a life. But still we crawled. Sometimes I would pick out a tree a little way ahead to measure our progress towards Kurtz by, but I lost it invariably before we got abreast. To keep the eyes so long on one thing was too much for human patience. The manager displayed a beautiful resignation. I fretted and fumed and took to arguing with myself whether or no I would talk openly with Kurtz; but before I could come to any conclusion it occurred to me that my speech or my silence, indeed any action of mine, would be a mere futility. What did it matter what any one knew or ignored? What did it matter who was manager? One gets sometimes such a flash of insight. The essentials of this affair lay deep under the surface, beyond my reach, and beyond my power of meddling.

    “Towards the evening of the second day we judged ourselves about eight miles from Kurtz’s station. I wanted to push on; but the manager looked grave, and told me the navigation up there was so dangerous that it would be advisable, the sun being very low already, to wait where we were till next morning. Moreover, he pointed out that if the warning to approach cautiously were to be followed, we must approach in daylight—not at dusk or in the dark. This was sensible enough. Eight miles meant nearly three hours’ steaming for us, and I could also see suspicious ripples at the upper end of the reach. Nevertheless, I was annoyed beyond expression at the delay, and most unreasonably, too, since one night more could not matter much after so many months. As we had plenty of wood, and caution was the word, I brought up in the middle of the stream. The reach was narrow, straight, with high sides like a railway cutting. The dusk came gliding into it long before the sun had set. The current ran smooth and swift, but a dumb immobility sat on the banks. The living trees, lashed together by the creepers and every living bush of the undergrowth, might have been changed into stone, even to the slenderest twig, to the lightest leaf. It was not sleep—it seemed unnatural, like a state of trance. Not the faintest sound of any kind could be heard. You looked on amazed, and began to suspect yourself of being deaf—then the night came suddenly, and struck you blind as well. About three in the morning some large fish leaped, and the loud splash made me jump as though a gun had been fired. When the sun rose there was a white fog, very warm and clammy, and more blinding than the night. It did not shift or drive; it was just there, standing all round you like something solid. At eight or nine, perhaps, it lifted as a shutter lifts. We had a glimpse of the towering multitude of trees, of the immense matted jungle, with the blazing little ball of the sun hanging over it—all perfectly still—and then the white shutter came down again, smoothly, as if sliding in greased grooves. I ordered the chain, which we had begun to heave in, to be paid out again. Before it stopped running with a muffled rattle, a cry, a very loud cry, as of infinite desolation, soared slowly in the opaque air. It ceased. A complaining clamour, modulated in savage discords, filled our ears. The sheer unexpectedness of it made my hair stir under my cap. I don’t know how it struck the others: to me it seemed as though the mist itself had screamed, so suddenly, and apparently from all sides at once, did this tumultuous and mournful uproar arise. It culminated in a hurried outbreak of almost intolerably excessive shrieking, which stopped short, leaving us stiffened in a variety of silly attitudes, and obstinately listening to the nearly as appalling and excessive silence. ‘Good God! What is the meaning—’ stammered at my elbow one of the pilgrims—a little fat man, with sandy hair and red whiskers, who wore sidespring boots, and pink pyjamas tucked into his socks. Two others remained open-mouthed a while minute, then dashed into the little cabin, to rush out incontinently and stand darting scared glances, with Winchesters at ‘ready’ in their hands. What we could see was just the steamer we were on, her outlines blurred as though she had been on the point of dissolving, and a misty strip of water, perhaps two feet broad, around her—and that was all. The rest of the world was nowhere, as far as our eyes and ears were concerned. Just nowhere. Gone, disappeared; swept off without leaving a whisper or a shadow behind.

    “I went forward, and ordered the chain to be hauled in short, so as to be ready to trip the anchor and move the steamboat at once if necessary. ‘Will they attack?’ whispered an awed voice. ‘We will be all butchered in this fog,’ murmured another. The faces twitched with the strain, the hands trembled slightly, the eyes forgot to wink. It was very curious to see the contrast of expressions of the white men and of the black fellows of our crew, who were as much strangers to that part of the river as we, though their homes were only eight hundred miles away. The whites, of course greatly discomposed, had besides a curious look of being painfully shocked by such an outrageous row. The others had an alert, naturally interested expression; but their faces were essentially quiet, even those of the one or two who grinned as they hauled at the chain. Several exchanged short, grunting phrases, which seemed to settle the matter to their satisfaction. Their headman, a young, broad-chested black, severely draped in dark-blue fringed cloths, with fierce nostrils and his hair all done up artfully in oily ringlets, stood near me. ‘Aha!’ I said, just for good fellowship’s sake. ‘Catch ‘im,’ he snapped, with a bloodshot widening of his eyes and a flash of sharp teeth—‘catch ‘im. Give ‘im to us.’ ‘To you, eh?’ I asked; ‘what would you do with them?’ ‘Eat ‘im!’ he said curtly, and, leaning his elbow on the rail, looked out into the fog in a dignified and profoundly pensive attitude. I would no doubt have been properly horrified, had it not occurred to me that he and his chaps must be very hungry: that they must have been growing increasingly hungry for at least this month past. They had been engaged for six months (I don’t think a single one of them had any clear idea of time, as we at the end of countless ages have. They still belonged to the beginnings of time—had no inherited experience to teach them as it were), and of course, as long as there was a piece of paper written over in accordance with some farcical law or other made down the river, it didn’t enter anybody’s head to trouble how they would live. Certainly they had brought with them some rotten hippo-meat, which couldn’t have lasted very long, anyway, even if the pilgrims hadn’t, in the midst of a shocking hullabaloo, thrown a considerable quantity of it overboard. It looked like a high-handed proceeding; but it was really a case of legitimate self-defence. You can’t breathe dead hippo waking, sleeping, and eating, and at the same time keep your precarious grip on existence. Besides that, they had given them every week three pieces of brass wire, each about nine inches long; and the theory was they were to buy their provisions with that currency in riverside villages. You can see how that worked. There were either no villages, or the people were hostile, or the director, who like the rest of us fed out of tins, with an occasional old he-goat thrown in, didn’t want to stop the steamer for some more or less recondite reason. So, unless they swallowed the wire itself, or made loops of it to snare the fishes with, I don’t see what good their extravagant salary could be to them. I must say it was paid with a regularity worthy of a large and honourable trading company. For the rest, the only thing to eat—though it didn’t look eatable in the least—I saw in their possession was a few lumps of some stuff like half-cooked dough, of a dirty lavender colour, they kept wrapped in leaves, and now and then swallowed a piece of, but so small that it seemed done more for the looks of the thing than for any serious purpose of sustenance. Why in the name of all the gnawing devils of hunger they didn’t go for us—they were thirty to five—and have a good tuck-in for once, amazes me now when I think of it. They were big powerful men, with not much capacity to weigh the consequences, with courage, with strength, even yet, though their skins were no longer glossy and their muscles no longer hard. And I saw that something restraining, one of those human secrets that baffle probability, had come into play there. I looked at them with a swift quickening of interest—not because it occurred to me I might be eaten by them before very long, though I own to you that just then I perceived—in a new light, as it were—how unwholesome the pilgrims looked, and I hoped, yes, I positively hoped, that my aspect was not so—what shall I say?—so—unappetizing: a touch of fantastic vanity which fitted well with the dream-sensation that pervaded all my days at that time. Perhaps I had a little fever, too. One can’t live with one’s finger everlastingly on one’s pulse. I had often ‘a little fever,’ or a little touch of other things—the playful paw-strokes of the wilderness, the preliminary trifling before the more serious onslaught which came in due course. Yes; I looked at them as you would on any human being, with a curiosity of their impulses, motives, capacities, weaknesses, when brought to the test of an inexorable physical necessity. Restraint! What possible restraint? Was it superstition, disgust, patience, fear—or some kind of primitive honour? No fear can stand up to hunger, no patience can wear it out, disgust simply does not exist where hunger is; and as to superstition, beliefs, and what you may call principles, they are less than chaff in a breeze. Don’t you know the devilry of lingering starvation, its exasperating torment, its black thoughts, its sombre and brooding ferocity? Well, I do. It takes a man all his inborn strength to fight hunger properly. It’s really easier to face bereavement, dishonour, and the perdition of one’s soul—than this kind of prolonged hunger. Sad, but true. And these chaps, too, had no earthly reason for any kind of scruple. Restraint! I would just as soon have expected restraint from a hyena prowling amongst the corpses of a battlefield. But there was the fact facing me—the fact dazzling, to be seen, like the foam on the depths of the sea, like a ripple on an unfathomable enigma, a mystery greater—when I thought of it—than the curious, inexplicable note of desperate grief in this savage clamour that had swept by us on the river-bank, behind the blind whiteness of the fog.

    “Two pilgrims were quarrelling in hurried whispers as to which bank. ‘Left.’ ‘no, no; how can you? Right, right, of course.’ ‘It is very serious,’ said the manager’s voice behind me; ‘I would be desolated if anything should happen to Mr. Kurtz before we came up.’ I looked at him, and had not the slightest doubt he was sincere. He was just the kind of man who would wish to preserve appearances. That was his restraint. But when he muttered something about going on at once, I did not even take the trouble to answer him. I knew, and he knew, that it was impossible. Were we to let go our hold of the bottom, we would be absolutely in the air—in space. We wouldn’t be able to tell where we were going to—whether up or down stream, or across—till we fetched against one bank or the other—and then we wouldn’t know at first which it was. Of course I made no move. I had no mind for a smash-up. You couldn’t imagine a more deadly place for a shipwreck. Whether we drowned at once or not, we were sure to perish speedily in one way or another. ‘I authorize you to take all the risks,’ he said, after a short silence. ‘I refuse to take any,’ I said shortly; which was just the answer he expected, though its tone might have surprised him. ‘Well, I must defer to your judgment. You are captain,’ he said with marked civility. I turned my shoulder to him in sign of my appreciation, and looked into the fog. How long would it last? It was the most hopeless lookout. The approach to this Kurtz grubbing for ivory in the wretched bush was beset by as many dangers as though he had been an enchanted princess sleeping in a fabulous castle. ‘Will they attack, do you think?’ asked the manager, in a confidential tone.

    “I did not think they would attack, for several obvious reasons. The thick fog was one. If they left the bank in their canoes they would get lost in it, as we would be if we attempted to move. Still, I had also judged the jungle of both banks quite impenetrable—and yet eyes were in it, eyes that had seen us. The riverside bushes were certainly very thick; but the undergrowth behind was evidently penetrable. However, during the short lift I had seen no canoes anywhere in the reach—certainly not abreast of the steamer. But what made the idea of attack inconceivable to me was the nature of the noise—of the cries we had heard. They had not the fierce character boding immediate hostile intention. Unexpected, wild, and violent as they had been, they had given me an irresistible impression of sorrow. The glimpse of the steamboat had for some reason filled those savages with unrestrained grief. The danger, if any, I expounded, was from our proximity to a great human passion let loose. Even extreme grief may ultimately vent itself in violence—but more generally takes the form of apathy….

    “You should have seen the pilgrims stare! They had no heart to grin, or even to revile me: but I believe they thought me gone mad—with fright, maybe. I delivered a regular lecture. My dear boys, it was no good bothering. Keep a lookout? Well, you may guess I watched the fog for the signs of lifting as a cat watches a mouse; but for anything else our eyes were of no more use to us than if we had been buried miles deep in a heap of cotton-wool. It felt like it, too—choking, warm, stifling. Besides, all I said, though it sounded extravagant, was absolutely true to fact. What we afterwards alluded to as an attack was really an attempt at repulse. The action was very far from being aggressive—it was not even defensive, in the usual sense: it was undertaken under the stress of desperation, and in its essence was purely protective.

    “It developed itself, I should say, two hours after the fog lifted, and its commencement was at a spot, roughly speaking, about a mile and a half below Kurtz’s station. We had just floundered and flopped round a bend, when I saw an islet, a mere grassy hummock of bright green, in the middle of the stream. It was the only thing of the kind; but as we opened the reach more, I perceived it was the head of a long sand-bank, or rather of a chain of shallow patches stretching down the middle of the river. They were discoloured, just awash, and the whole lot was seen just under the water, exactly as a man’s backbone is seen running down the middle of his back under the skin. Now, as far as I did see, I could go to the right or to the left of this. I didn’t know either channel, of course. The banks looked pretty well alike, the depth appeared the same; but as I had been informed the station was on the west side, I naturally headed for the western passage.

    “No sooner had we fairly entered it than I became aware it was much narrower than I had supposed. To the left of us there was the long uninterrupted shoal, and to the right a high, steep bank heavily overgrown with bushes. Above the bush the trees stood in serried ranks. The twigs overhung the current thickly, and from distance to distance a large limb of some tree projected rigidly over the stream. It was then well on in the afternoon, the face of the forest was gloomy, and a broad strip of shadow had already fallen on the water. In this shadow we steamed up—very slowly, as you may imagine. I sheered her well inshore—the water being deepest near the bank, as the sounding-pole informed me.

    “One of my hungry and forbearing friends was sounding in the bows just below me. This steamboat was exactly like a decked scow. On the deck, there were two little teakwood houses, with doors and windows. The boiler was in the fore-end, and the machinery right astern. Over the whole there was a light roof, supported on stanchions. The funnel projected through that roof, and in front of the funnel a small cabin built of light planks served for a pilot-house. It contained a couch, two camp-stools, a loaded Martini-Henry leaning in one corner, a tiny table, and the steering-wheel. It had a wide door in front and a broad shutter at each side. All these were always thrown open, of course. I spent my days perched up there on the extreme fore-end of that roof, before the door. At night I slept, or tried to, on the couch. An athletic black belonging to some coast tribe and educated by my poor predecessor, was the helmsman. He sported a pair of brass earrings, wore a blue cloth wrapper from the waist to the ankles, and thought all the world of himself. He was the most unstable kind of fool I had ever seen. He steered with no end of a swagger while you were by; but if he lost sight of you, he became instantly the prey of an abject funk, and would let that cripple of a steamboat get the upper hand of him in a minute.

    “I was looking down at the sounding-pole, and feeling much annoyed to see at each try a little more of it stick out of that river, when I saw my poleman give up on the business suddenly, and stretch himself flat on the deck, without even taking the trouble to haul his pole in. He kept hold on it though, and it trailed in the water. At the same time the fireman, whom I could also see below me, sat down abruptly before his furnace and ducked his head. I was amazed. Then I had to look at the river mighty quick, because there was a snag in the fairway. Sticks, little sticks, were flying about—thick: they were whizzing before my nose, dropping below me, striking behind me against my pilot-house. All this time the river, the shore, the woods, were very quiet—perfectly quiet. I could only hear the heavy splashing thump of the stern-wheel and the patter of these things. We cleared the snag clumsily. Arrows, by Jove! We were being shot at! I stepped in quickly to close the shutter on the landside. That fool-helmsman, his hands on the spokes, was lifting his knees high, stamping his feet, champing his mouth, like a reined-in horse. Confound him! And we were staggering within ten feet of the bank. I had to lean right out to swing the heavy shutter, and I saw a face amongst the leaves on the level with my own, looking at me very fierce and steady; and then suddenly, as though a veil had been removed from my eyes, I made out, deep in the tangled gloom, naked breasts, arms, legs, glaring eyes—the bush was swarming with human limbs in movement, glistening of bronze colour. The twigs shook, swayed, and rustled, the arrows flew out of them, and then the shutter came to. ‘Steer her straight,’ I said to the helmsman. He held his head rigid, face forward; but his eyes rolled, he kept on lifting and setting down his feet gently, his mouth foamed a little. ‘Keep quiet!’ I said in a fury. I might just as well have ordered a tree not to sway in the wind. I darted out. Below me there was a great scuffle of feet on the iron deck; confused exclamations; a voice screamed, ‘Can you turn back?’ I caught sight of a V-shaped ripple on the water ahead. What? Another snag! A fusillade burst out under my feet. The pilgrims had opened with their Winchesters, and were simply squirting lead into that bush. A deuce of a lot of smoke came up and drove slowly forward. I swore at it. Now I couldn’t see the ripple or the snag either. I stood in the doorway, peering, and the arrows came in swarms. They might have been poisoned, but they looked as though they wouldn’t kill a cat. The bush began to howl. Our wood-cutters raised a warlike whoop; the report of a rifle just at my back deafened me. I glanced over my shoulder, and the pilot-house was yet full of noise and smoke when I made a dash at the wheel. The fool-nigger had dropped everything, to throw the shutter open and let off that Martini-Henry. He stood before the wide opening, glaring, and I yelled at him to come back, while I straightened the sudden twist out of that steamboat. There was no room to turn even if I had wanted to, the snag was somewhere very near ahead in that confounded smoke, there was no time to lose, so I just crowded her into the bank—right into the bank, where I knew the water was deep.

    “We tore slowly along the overhanging bushes in a whirl of broken twigs and flying leaves. The fusillade below stopped short, as I had foreseen it would when the squirts got empty. I threw my head back to a glinting whizz that traversed the pilot-house, in at one shutter-hole and out at the other. Looking past that mad helmsman, who was shaking the empty rifle and yelling at the shore, I saw vague forms of men running bent double, leaping, gliding, distinct, incomplete, evanescent. Something big appeared in the air before the shutter, the rifle went overboard, and the man stepped back swiftly, looked at me over his shoulder in an extraordinary, profound, familiar manner, and fell upon my feet. The side of his head hit the wheel twice, and the end of what appeared a long cane clattered round and knocked over a little camp-stool. It looked as though after wrenching that thing from somebody ashore he had lost his balance in the effort. The thin smoke had blown away, we were clear of the snag, and looking ahead I could see that in another hundred yards or so I would be free to sheer off, away from the bank; but my feet felt so very warm and wet that I had to look down. The man had rolled on his back and stared straight up at me; both his hands clutched that cane. It was the shaft of a spear that, either thrown or lunged through the opening, had caught him in the side, just below the ribs; the blade had gone in out of sight, after making a frightful gash; my shoes were full; a pool of blood lay very still, gleaming dark-red under the wheel; his eyes shone with an amazing lustre. The fusillade burst out again. He looked at me anxiously, gripping the spear like something precious, with an air of being afraid I would try to take it away from him. I had to make an effort to free my eyes from his gaze and attend to the steering. With one hand I felt above my head for the line of the steam whistle, and jerked out screech after screech hurriedly. The tumult of angry and warlike yells was checked instantly, and then from the depths of the woods went out such a tremulous and prolonged wail of mournful fear and utter despair as may be imagined to follow the flight of the last hope from the earth. There was a great commotion in the bush; the shower of arrows stopped, a few dropping shots rang out sharply—then silence, in which the languid beat of the stern-wheel came plainly to my ears. I put the helm hard a-starboard at the moment when the pilgrim in pink pyjamas, very hot and agitated, appeared in the doorway. ‘The manager sends me—’ he began in an official tone, and stopped short. ‘Good God!’ he said, glaring at the wounded man.

    “We two whites stood over him, and his lustrous and inquiring glance enveloped us both. I declare it looked as though he would presently put to us some questions in an understandable language; but he died without uttering a sound, without moving a limb, without twitching a muscle. Only in the very last moment, as though in response to some sign we could not see, to some whisper we could not hear, he frowned heavily, and that frown gave to his black death-mask an inconceivably sombre, brooding, and menacing expression. The lustre of inquiring glance faded swiftly into vacant glassiness. ‘Can you steer?’ I asked the agent eagerly. He looked very dubious; but I made a grab at his arm, and he understood at once I meant him to steer whether or no. To tell you the truth, I was morbidly anxious to change my shoes and socks. ‘He is dead,’ murmured the fellow, immensely impressed. ‘No doubt about it,’ said I, tugging like mad at the shoe-laces. ‘And by the way, I suppose Mr. Kurtz is dead as well by this time.’

    “For the moment that was the dominant thought. There was a sense of extreme disappointment, as though I had found out I had been striving after something altogether without a substance. I couldn’t have been more disgusted if I had travelled all this way for the sole purpose of talking with Mr. Kurtz. Talking with… I flung one shoe overboard, and became aware that that was exactly what I had been looking forward to—a talk with Kurtz. I made the strange discovery that I had never imagined him as doing, you know, but as discoursing. I didn’t say to myself, ‘Now I will never see him,’ or ‘Now I will never shake him by the hand,’ but, ‘Now I will never hear him.’ The man presented himself as a voice. Not of course that I did not connect him with some sort of action. Hadn’t I been told in all the tones of jealousy and admiration that he had collected, bartered, swindled, or stolen more ivory than all the other agents together? That was not the point. The point was in his being a gifted creature, and that of all his gifts the one that stood out preeminently, that carried with it a sense of real presence, was his ability to talk, his words—the gift of expression, the bewildering, the illuminating, the most exalted and the most contemptible, the pulsating stream of light, or the deceitful flow from the heart of an impenetrable darkness.

    “The other shoe went flying unto the devil-god of that river. I thought, ‘By Jove! it’s all over. We are too late; he has vanished—the gift has vanished, by means of some spear, arrow, or club. I will never hear that chap speak after all’—and my sorrow had a startling extravagance of emotion, even such as I had noticed in the howling sorrow of these savages in the bush. I couldn’t have felt more of lonely desolation somehow, had I been robbed of a belief or had missed my destiny in life…. Why do you sigh in this beastly way, somebody? Absurd? Well, absurd. Good Lord! mustn’t a man ever—Here, give me some tobacco.”…

    There was a pause of profound stillness, then a match flared, and Marlow’s lean face appeared, worn, hollow, with downward folds and dropped eyelids, with an aspect of concentrated attention; and as he took vigorous draws at his pipe, it seemed to retreat and advance out of the night in the regular flicker of tiny flame. The match went out.

    “Absurd!” he cried. “This is the worst of trying to tell…. Here you all are, each moored with two good addresses, like a hulk with two anchors, a butcher round one corner, a policeman round another, excellent appetites, and temperature normal—you hear—normal from year’s end to year’s end. And you say, Absurd! Absurd be—exploded! Absurd! My dear boys, what can you expect from a man who out of sheer nervousness had just flung overboard a pair of new shoes! Now I think of it, it is amazing I did not shed tears. I am, upon the whole, proud of my fortitude. I was cut to the quick at the idea of having lost the inestimable privilege of listening to the gifted Kurtz. Of course I was wrong. The privilege was waiting for me. Oh, yes, I heard more than enough. And I was right, too. A voice. He was very little more than a voice. And I heard—him—it—this voice—other voices—all of them were so little more than voices—and the memory of that time itself lingers around me, impalpable, like a dying vibration of one immense jabber, silly, atrocious, sordid, savage, or simply mean, without any kind of sense. Voices, voices—even the girl herself—now—”

    He was silent for a long time.

    “I laid the ghost of his gifts at last with a lie,” he began, suddenly. “Girl! What? Did I mention a girl? Oh, she is out of it—completely. They—the women, I mean—are out of it—should be out of it. We must help them to stay in that beautiful world of their own, lest ours gets worse. Oh, she had to be out of it. You should have heard the disinterred body of Mr. Kurtz saying, ‘My Intended.’ You would have perceived directly then how completely she was out of it. And the lofty frontal bone of Mr. Kurtz! They say the hair goes on growing sometimes, but this—ah—specimen, was impressively bald. The wilderness had patted him on the head, and, behold, it was like a ball—an ivory ball; it had caressed him, and—lo!—he had withered; it had taken him, loved him, embraced him, got into his veins, consumed his flesh, and sealed his soul to its own by the inconceivable ceremonies of some devilish initiation. He was its spoiled and pampered favourite. Ivory? I should think so. Heaps of it, stacks of it. The old mud shanty was bursting with it. You would think there was not a single tusk left either above or below the ground in the whole country. ‘Mostly fossil,’ the manager had remarked, disparagingly. It was no more fossil than I am; but they call it fossil when it is dug up. It appears these niggers do bury the tusks sometimes—but evidently they couldn’t bury this parcel deep enough to save the gifted Mr. Kurtz from his fate. We filled the steamboat with it, and had to pile a lot on the deck. Thus he could see and enjoy as long as he could see, because the appreciation of this favour had remained with him to the last. You should have heard him say, ‘My ivory.’ Oh, yes, I heard him. ‘My Intended, my ivory, my station, my river, my—’ everything belonged to him. It made me hold my breath in expectation of hearing the wilderness burst into a prodigious peal of laughter that would shake the fixed stars in their places. Everything belonged to him—but that was a trifle. The thing was to know what he belonged to, how many powers of darkness claimed him for their own. That was the reflection that made you creepy all over. It was impossible—it was not good for one either—trying to imagine. He had taken a high seat amongst the devils of the land—I mean literally. You can’t understand. How could you?—with solid pavement under your feet, surrounded by kind neighbours ready to cheer you or to fall on you, stepping delicately between the butcher and the policeman, in the holy terror of scandal and gallows and lunatic asylums—how can you imagine what particular region of the first ages a man’s untrammelled feet may take him into by the way of solitude—utter solitude without a policeman—by the way of silence—utter silence, where no warning voice of a kind neighbour can be heard whispering of public opinion? These little things make all the great difference. When they are gone you must fall back upon your own innate strength, upon your own capacity for faithfulness. Of course you may be too much of a fool to go wrong—too dull even to know you are being assaulted by the powers of darkness. I take it, no fool ever made a bargain for his soul with the devil; the fool is too much of a fool, or the devil too much of a devil—I don’t know which. Or you may be such a thunderingly exalted creature as to be altogether deaf and blind to anything but heavenly sights and sounds. Then the earth for you is only a standing place—and whether to be like this is your loss or your gain I won’t pretend to say. But most of us are neither one nor the other. The earth for us is a place to live in, where we must put up with sights, with sounds, with smells, too, by Jove!—breathe dead hippo, so to speak, and not be contaminated. And there, don’t you see? Your strength comes in, the faith in your ability for the digging of unostentatious holes to bury the stuff in—your power of devotion, not to yourself, but to an obscure, back-breaking business. And that’s difficult enough. Mind, I am not trying to excuse or even explain—I am trying to account to myself for—for—Mr. Kurtz—for the shade of Mr. Kurtz. This initiated wraith from the back of Nowhere honoured me with its amazing confidence before it vanished altogether. This was because it could speak English to me. The original Kurtz had been educated partly in England, and—as he was good enough to say himself—his sympathies were in the right place. His mother was half-English, his father was half-French. All Europe contributed to the making of Kurtz; and by and by I learned that, most appropriately, the International Society for the Suppression of Savage Customs had intrusted him with the making of a report, for its future guidance. And he had written it, too. I’ve seen it. I’ve read it. It was eloquent, vibrating with eloquence, but too high-strung, I think. Seventeen pages of close writing he had found time for! But this must have been before his—let us say—nerves, went wrong, and caused him to preside at certain midnight dances ending with unspeakable rites, which—as far as I reluctantly gathered from what I heard at various times—were offered up to him—do you understand?—to Mr. Kurtz himself. But it was a beautiful piece of writing. The opening paragraph, however, in the light of later information, strikes me now as ominous. He began with the argument that we whites, from the point of development we had arrived at, ‘must necessarily appear to them [savages] in the nature of supernatural beings—we approach them with the might of a deity,’ and so on, and so on. ‘By the simple exercise of our will we can exert a power for good practically unbounded,’ etc., etc. From that point he soared and took me with him. The peroration was magnificent, though difficult to remember, you know. It gave me the notion of an exotic Immensity ruled by an august Benevolence. It made me tingle with enthusiasm. This was the unbounded power of eloquence—of words—of burning noble words. There were no practical hints to interrupt the magic current of phrases, unless a kind of note at the foot of the last page, scrawled evidently much later, in an unsteady hand, may be regarded as the exposition of a method. It was very simple, and at the end of that moving appeal to every altruistic sentiment it blazed at you, luminous and terrifying, like a flash of lightning in a serene sky: ‘Exterminate all the brutes!’ The curious part was that he had apparently forgotten all about that valuable postscriptum, because, later on, when he in a sense came to himself, he repeatedly entreated me to take good care of ‘my pamphlet’ (he called it), as it was sure to have in the future a good influence upon his career. I had full information about all these things, and, besides, as it turned out, I was to have the care of his memory. I’ve done enough for it to give me the indisputable right to lay it, if I choose, for an everlasting rest in the dust-bin of progress, amongst all the sweepings and, figuratively speaking, all the dead cats of civilization. But then, you see, I can’t choose. He won’t be forgotten. Whatever he was, he was not common. He had the power to charm or frighten rudimentary souls into an aggravated witch-dance in his honour; he could also fill the small souls of the pilgrims with bitter misgivings: he had one devoted friend at least, and he had conquered one soul in the world that was neither rudimentary nor tainted with self-seeking. No; I can’t forget him, though I am not prepared to affirm the fellow was exactly worth the life we lost in getting to him. I missed my late helmsman awfully—I missed him even while his body was still lying in the pilot-house. Perhaps you will think it passing strange this regret for a savage who was no more account than a grain of sand in a black Sahara. Well, don’t you see, he had done something, he had steered; for months I had him at my back—a help—an instrument. It was a kind of partnership. He steered for me—I had to look after him, I worried about his deficiencies, and thus a subtle bond had been created, of which I only became aware when it was suddenly broken. And the intimate profundity of that look he gave me when he received his hurt remains to this day in my memory—like a claim of distant kinship affirmed in a supreme moment.

    “Poor fool! If he had only left that shutter alone. He had no restraint, no restraint—just like Kurtz—a tree swayed by the wind. As soon as I had put on a dry pair of slippers, I dragged him out, after first jerking the spear out of his side, which operation I confess I performed with my eyes shut tight. His heels leaped together over the little doorstep; his shoulders were pressed to my breast; I hugged him from behind desperately. Oh! he was heavy, heavy; heavier than any man on earth, I should imagine. Then without more ado I tipped him overboard. The current snatched him as though he had been a wisp of grass, and I saw the body roll over twice before I lost sight of it for ever. All the pilgrims and the manager were then congregated on the awning-deck about the pilot-house, chattering at each other like a flock of excited magpies, and there was a scandalized murmur at my heartless promptitude. What they wanted to keep that body hanging about for I can’t guess. Embalm it, maybe. But I had also heard another, and a very ominous, murmur on the deck below. My friends the wood-cutters were likewise scandalized, and with a better show of reason—though I admit that the reason itself was quite inadmissible. Oh, quite! I had made up my mind that if my late helmsman was to be eaten, the fishes alone should have him. He had been a very second-rate helmsman while alive, but now he was dead he might have become a first-class temptation, and possibly cause some startling trouble. Besides, I was anxious to take the wheel, the man in pink pyjamas showing himself a hopeless duffer at the business.

    “This I did directly the simple funeral was over. We were going half-speed, keeping right in the middle of the stream, and I listened to the talk about me. They had given up Kurtz, they had given up the station; Kurtz was dead, and the station had been burnt—and so on—and so on. The red-haired pilgrim was beside himself with the thought that at least this poor Kurtz had been properly avenged. ‘Say! We must have made a glorious slaughter of them in the bush. Eh? What do you think? Say?’ He positively danced, the bloodthirsty little gingery beggar. And he had nearly fainted when he saw the wounded man! I could not help saying, ‘You made a glorious lot of smoke, anyhow.’ I had seen, from the way the tops of the bushes rustled and flew, that almost all the shots had gone too high. You can’t hit anything unless you take aim and fire from the shoulder; but these chaps fired from the hip with their eyes shut. The retreat, I maintained—and I was right—was caused by the screeching of the steam whistle. Upon this they forgot Kurtz, and began to howl at me with indignant protests.

    “The manager stood by the wheel murmuring confidentially about the necessity of getting well away down the river before dark at all events, when I saw in the distance a clearing on the riverside and the outlines of some sort of building. ‘What’s this?’ I asked. He clapped his hands in wonder. ‘The station!’ he cried. I edged in at once, still going half-speed.

    “Through my glasses I saw the slope of a hill interspersed with rare trees and perfectly free from undergrowth. A long decaying building on the summit was half buried in the high grass; the large holes in the peaked roof gaped black from afar; the jungle and the woods made a background. There was no enclosure or fence of any kind; but there had been one apparently, for near the house half-a-dozen slim posts remained in a row, roughly trimmed, and with their upper ends ornamented with round carved balls. The rails, or whatever there had been between, had disappeared. Of course the forest surrounded all that. The river-bank was clear, and on the waterside I saw a white man under a hat like a cart-wheel beckoning persistently with his whole arm. Examining the edge of the forest above and below, I was almost certain I could see movements—human forms gliding here and there. I steamed past prudently, then stopped the engines and let her drift down. The man on the shore began to shout, urging us to land. ‘We have been attacked,’ screamed the manager. ‘I know—I know. It’s all right,’ yelled back the other, as cheerful as you please. ‘Come along. It’s all right. I am glad.’

    “His aspect reminded me of something I had seen—something funny I had seen somewhere. As I manoeuvred to get alongside, I was asking myself, ‘What does this fellow look like?’ Suddenly I got it. He looked like a harlequin. His clothes had been made of some stuff that was brown holland probably, but it was covered with patches all over, with bright patches, blue, red, and yellow—patches on the back, patches on the front, patches on elbows, on knees; coloured binding around his jacket, scarlet edging at the bottom of his trousers; and the sunshine made him look extremely gay and wonderfully neat withal, because you could see how beautifully all this patching had been done. A beardless, boyish face, very fair, no features to speak of, nose peeling, little blue eyes, smiles and frowns chasing each other over that open countenance like sunshine and shadow on a wind-swept plain. ‘Look out, captain!’ he cried; ‘there’s a snag lodged in here last night.’ What! Another snag? I confess I swore shamefully. I had nearly holed my cripple, to finish off that charming trip. The harlequin on the bank turned his little pug-nose up to me. ‘You English?’ he asked, all smiles. ‘Are you?’ I shouted from the wheel. The smiles vanished, and he shook his head as if sorry for my disappointment. Then he brightened up. ‘Never mind!’ he cried encouragingly. ‘Are we in time?’ I asked. ‘He is up there,’ he replied, with a toss of the head up the hill, and becoming gloomy all of a sudden. His face was like the autumn sky, overcast one moment and bright the next.

    “When the manager, escorted by the pilgrims, all of them armed to the teeth, had gone to the house this chap came on board. ‘I say, I don’t like this. These natives are in the bush,’ I said. He assured me earnestly it was all right. ‘They are simple people,’ he added; ‘well, I am glad you came. It took me all my time to keep them off.’ ‘But you said it was all right,’ I cried. ‘Oh, they meant no harm,’ he said; and as I stared he corrected himself, ‘Not exactly.’ Then vivaciously, ‘My faith, your pilot-house wants a clean-up!’ In the next breath he advised me to keep enough steam on the boiler to blow the whistle in case of any trouble. ‘One good screech will do more for you than all your rifles. They are simple people,’ he repeated. He rattled away at such a rate he quite overwhelmed me. He seemed to be trying to make up for lots of silence, and actually hinted, laughing, that such was the case. ‘Don’t you talk with Mr. Kurtz?’ I said. ‘You don’t talk with that man—you listen to him,’ he exclaimed with severe exaltation. ‘But now—’ He waved his arm, and in the twinkling of an eye was in the uttermost depths of despondency. In a moment he came up again with a jump, possessed himself of both my hands, shook them continuously, while he gabbled: ‘Brother sailor… honour… pleasure… delight… introduce myself… Russian… son of an arch-priest… Government of Tambov… What? Tobacco! English tobacco; the excellent English tobacco! Now, that’s brotherly. Smoke? Where’s a sailor that does not smoke?”

    “The pipe soothed him, and gradually I made out he had run away from school, had gone to sea in a Russian ship; ran away again; served some time in English ships; was now reconciled with the arch-priest. He made a point of that. ‘But when one is young one must see things, gather experience, ideas; enlarge the mind.’ ‘Here!’ I interrupted. ‘You can never tell! Here I met Mr. Kurtz,’ he said, youthfully solemn and reproachful. I held my tongue after that. It appears he had persuaded a Dutch trading-house on the coast to fit him out with stores and goods, and had started for the interior with a light heart and no more idea of what would happen to him than a baby. He had been wandering about that river for nearly two years alone, cut off from everybody and everything. ‘I am not so young as I look. I am twenty-five,’ he said. ‘At first old Van Shuyten would tell me to go to the devil,’ he narrated with keen enjoyment; ‘but I stuck to him, and talked and talked, till at last he got afraid I would talk the hind-leg off his favourite dog, so he gave me some cheap things and a few guns, and told me he hoped he would never see my face again. Good old Dutchman, Van Shuyten. I’ve sent him one small lot of ivory a year ago, so that he can’t call me a little thief when I get back. I hope he got it. And for the rest I don’t care. I had some wood stacked for you. That was my old house. Did you see?’

    “I gave him Towson’s book. He made as though he would kiss me, but restrained himself. ‘The only book I had left, and I thought I had lost it,’ he said, looking at it ecstatically. ‘So many accidents happen to a man going about alone, you know. Canoes get upset sometimes—and sometimes you’ve got to clear out so quick when the people get angry.’ He thumbed the pages. ‘You made notes in Russian?’ I asked. He nodded. ‘I thought they were written in cipher,’ I said. He laughed, then became serious. ‘I had lots of trouble to keep these people off,’ he said. ‘Did they want to kill you?’ I asked. ‘Oh, no!’ he cried, and checked himself. ‘Why did they attack us?’ I pursued. He hesitated, then said shamefacedly, ‘They don’t want him to go.’ ‘Don’t they?’ I said curiously. He nodded a nod full of mystery and wisdom. ‘I tell you,’ he cried, ‘this man has enlarged my mind.’ He opened his arms wide, staring at me with his little blue eyes that were perfectly round.”

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  • Omega 3 Fish Oil Supplements – The Good News For Depression Blues

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    A depressed person feels sad, helpless and hopeless. It is estimated that in the United States alone, there are 12 million adults suffering from this mental disorder. Depression can affect anyone regardless of their race, culture or social class.

    The basic symptoms of depression include irritation, loss of focus or concentration, sleep disturbance, feelings of guilt and worthlessness, headaches and body aches. People with severe cases of depression are known to have thoughts of suicide. It is important that when you have these symptoms that you immediately consult your authorized health provider.

    Antidepressants and other prescription drugs are known to cause severe side effects, which can usually discourage many patients from taking their medications. Recently, however, leading medical researchers have released journals that demonstrate that most people suffering from depression or similar symptoms are deficient in essential vitamins and minerals, particularly Omega-3 fatty acids.

    Based on the same white papers, nutritional supplement treatment may be appropriate for controlling major depression, bipolar disorder, schizophrenia and anxiety disorders, eating disorders, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), addiction, and autism. Researchers have also noted that the frequency of psychological health disorders have increased in industrial countries in tandem with a deterioration of essential Omega-3 fatty acids in modern diets.

    The good news is that fish oil that is rich in omega-3 fatty acids is now available as a dietary supplement. Omega-3 fatty acids are nutrients that our body needs but can not produce. A study by the University of Wisconsin-Madison noted that supplementing your diet with just 3 grams of fish oil per day can help to alleviate mild to moderate symptoms of depression.

    When selecting a fish oil capsule for your dietary supplement, you must ensure that it is pharmaceutical grade. Pharmaceutical grade Omega3 fish oil supplements are obtained through the process of molecular distillation. Only reputable manufacturers have adapted this process because it is more expensive to the produce fish oil capsules. But the difference in quality and the beneficial effects for your body and mind are beyond dispute.

    These specially manufactured capsules contain pure fish oils that are high in Omega-3. They are free from the harmful contaminants that most fish are exposed to in oceans around that world that are exposed to pollutants. One of the best sources of pure fish oil is obtained from the Hoki fish that thrives in the crystal-clear deep waters of southern New Zealand

    Hoki is a very good source of Omega-3 fatty acids because it naturally contains high levels of DHA and EPA fatty acids that our body requires in order to stay healthy. This is the same fish oil for depression that I take every day and give to my family to maintain a healthy body and mind.

    Omega-3 fatty acids also contribute to maintaining a healthy lifestyle. They are known to prevent cardiovascular diseases. Along with improving blood circulation and lower triglyceride and serum cholesterol levels. Fish oil also improves the condition of poor and dry skin by making it shinny and glowing. It is also very good for treating various skin problems such as eczema, psoriasis, itching and redness of skin, skin lesions, and rashes.

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    Source by John L. Johnson

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  • How And When To Use Por, Para and Porque in Spanish

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    Some beginner students (and advanced) usually have some problems with when they should use POR, PARA or PORQUE and it can be one of the most frustrating topics to learn in all of Spanish. In this lesson we are going to review some rules to recognize when we should use one or another.

    We use POR when we want to speak about the reason behind something. In this case you have to use a noun after POR.

    POR + Noun: “Me gusta Buenos Aires por el clima.” (I like Buenos Aires because of the weather.)

    “Como pollo por las proteínas que tiene.” (I eat chicken because it has protein.)

    In Spanish you should use PARA when you are speaking about the objective of an action or the objective of an object. In this case you will use the verb in the infinitive form. PARA + Infinitive Verb: “Ahorro dinero para viajar a otro pais”. (I save money to travel to another country.)/ “El lapiz sirve para escribir.” (The pencil is used to write.).

    Finally, we use Porque when you are speaking about the reason of something, but instead of using just the infinitive of the verb, we use the conjugation of the verb.

    PORQUE + Conjugated Verb: “Voy a comprarme ropa nueva porque quiero estar elegante esta noche”.

    (I am going to buy new clothes because I want to be elegant tonight.)

    So, when someone asks you: “Por que estudias espanol?”

    (Why do you study Spanish?), you can answer in different ways:

    Por mi trabajo. (Because of my job.)

    Por el crecimiento del mercado latino. (Because of the growth of the Latin market.)

    Para poder comunicarme con personas que hablan espanol. (To be able to communicate with people who speak Spanish.)

    Para viajar por Sudamerica. (For travelling around South America.)

    Porque me gusta. (Because I like it.)

    Porque quiero conseguir un trabajo mejor. (Because I want to find a better job.)

    This little lesson doesn’t cover all aspects of when to use POR, PARA and PORQUE, but it should give you a good start at understanding some important differences of when they are used. Be on the lookout for more lessons about POR, PARA Y PORQUE in the future.

    I will end this lesson by mentioning a couple of learning Spanish tools that you can use to increase your knowledge about this topic. The Practice Makes Perfect books are among the best for learning Spanish. There are currently about a dozen books in the Practice Makes Perfect series, covering various topic from vocabulary to grammar. Another one that I have recommended to my students is the Learning Spanish Like Crazy audio course which teaches informal or familiar Spanish, but not slang.

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    Source by Anna Rivera

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  • Categories of Ethical Dilemmas in Business

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    First published in Exchange, the magazine of the Brigham Young University School of Business, the following twelve categories were developed to cover the root or cause of most ethical business dilemmas that one might encounter in their jobs. I have summarized them to keep them short and simple.

    1. Taking Things That Don’t Belong To You

    Everything from taking highlighters from the storage room, to sending personal mail through the mailroom, to downloading unauthorized games to play on your work computer fall into this category. A CFO of a major corporation took a cab from the airport to his home in the city. When he asked the cabbie for receipt, he was handed a full book of blank receipts. Apparently this dilemma of accurately reporting business expenses involves more than just one employee.

    2. Saying Things That You Know Are Not True

    When a car salesperson insists to a customer that a used car has not been in a previous accident, when it has, an ethical breach has occurred. When a clerk in a store assures a customer that a product has a money-back guarantee, when only trade-ins are allowed, another ethical violation occurred (and perhaps a violation of the law).

    3. Giving Or Allowing False Impressions

    There is an urban legend in which 2 CD’s were being sold on a TV infomercial that claimed that that all the hits of the 1980’s were on the CDs. The infomercial emphasized over and over again that all songs were performed by the original artists. When they received the CDs, upon closer inspection, they found that all songs had been covered by a band called The Original Artists. While technically true, the impression given by the infomercial was false.

    4. Buying Influence or Engaging in Conflict of Interest

    When a company awards a construction contract to an organization owned by the brother of the attorney general, or when a county committee who is charged with choosing a new road construction company is traveling around the state looking at roads at the expense of one of the bidders, a conflict of interest arises which might affect the results of that choice.

    5. Hiding or Divulging Information

    Failing to divulge information from the results of a study on the safety of a new product, or choosing to take your companies proprietary product information to a new job are examples that fall into this category.

    6. Taking Unfair Advantage

    Have you ever wondered why there seem to be so many product safety rules and procedures? It is primarily the result of laws passed by government institutions to protect the consumer from companies that previously took unfair advantage of them because of their lack of knowledge or through complex contractual obligations.

    7. Committing Acts of Personal Decadence

    Over time, it has become increasing clear that the acts of employees outside of work can have a negative effect on a businesses image. This is one of the primary reasons companies are minimizing social interactions or events, outside of the office, so that drug or alcohol related events can not be tracked back to the company.

    8. Perpetuating Interpersonal Abuse

    At the heart of this category of ethical misbehavior is the abuse of employees through sexual harassment, verbal lashing, or public humiliation by a company leader.

    9. Permitting Organizational Abuse

    When an organization chooses to operate in another country, it sometimes butts up against social culture in which child labor, demeaning work environments or excessive hours are required. It is at this point that the leaders of the company have a choice…whether to perpetuate that abuse or alleviate it.

    10. Violating Rules

    In some cases, people or organizations violate rules to expedite a process or decision. In many of these cases, the results would have been the same regardless, but by violating the rules or required procedures for that outcome, they can potentially scar the reputation of the organization they work for.

    11. Condoning Unethical Actions

    Suppose you are at work one day and you notice that a colleague of yours is using petty cash for personal purchases and fail to report it. Perhaps you know that a new product in development has safety issues, but you don’t speak out. In these examples, failing to do right creates a wrong.

    12. Balancing Ethical Dilemmas

    What about a situation that would be considered neither right, nor wrong? What should be done here? Should Google or Microsoft do business in China when human rights violations are committed daily? Sometimes an organization must balance the need to do business with any ethical dilemmas that might arise from doing business.

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    Source by John Bascom

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  • Origin And Development Of Guidance And Counseling Practice In Tanzanian Schools

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    1.0. Overview

    1.1. Background and History of Guidance and Counseling in General in School Practice and other setting

    The history of school counseling formally started at the turn of the twentieth century, although a case can be made for tracing the foundations of counseling and guidance principles to ancient Greece and Rome with the philosophical teachings of Plato and Aristotle. There is also evidence to argue that some of the techniques and skills of modern-day guidance counselors were practiced by Catholic priests in the middle ages, as can be seen by the dedication to the concept of confidentiality within the confessional. Near the end of the sixteenth century, one of the first texts about career options appeared: The Universal Plaza of All the Professions of the World, (1626) written by Tomaso Garzoni quoted in Guez, W. & Allen, J. (2000). Nevertheless, formal guidance programs using specialized textbooks did not start until the turn of the twentieth century.

    Counseling is a concept that has existed for a long time in Tanzania. We have sought through the ages to understand ourselves, offer counsel and develop our potential, become aware of opportunities and, in general, help ourselves in ways associated with formal guidance practice. In most communities, there has been, and there still is, a deeply embedded conviction that, under proper conditions, people can help others with their problems. Some people help others find ways of dealing with, solving, or transcending problems as Nwoye, (2009) prescribed in his writings. In schools, presently if the collaboration between teachers and students is good, students learn in a practical way. Young people develop degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, helping should enable people to throw off chains and manage life situations effectively. Unprecedented economic and social changes have, over the years, changed the ways in which we manage our lives. Consequently, not all the lessons of the past can effectively deal with the challenges of modern times. Effective counseling, especially in institutions of learning has now become important. Boys and girls, and young men and women, need to be guided in the relationships between health and the environment, earning skills, knowledge, and attitudes that lead to success and failure in life. The need for counseling has become paramount in order to promote the well-being of the child. Effective guidance and counseling should help to improve the self-image of young people and facilitate achievement in life tasks. Counseling should empower girls and boys to participate fully in, and benefit from, the economic and social development of the nation.

    2.0. Definitions of Concepts

    2.1. Guidance

    Guidance is an act of showing the way for some people, like adolescents, who cannot find the right path. It is directing, pointing, leading and accompanying. Guidance is saying “Yes” to someone who is asking for help. It is saying “Yes” to an invitation of someone who wants a temporary companion along life’s way.

    Guidance is giving directions to the lonely, confused, unloved, the suffering, the sick and the lost. It is pointing to some possibilities of thinking, feeling and acting. It is leading the person psychologically, emotionally and even spiritually to some newer ways of meaningful living. It is accompanying those who are fearful and uncertain, those who need someone along the rugged path of life’s journey.

    From an objective point of view, guidance is part and parcel of the counseling profession. It is called directive counseling. High school and even college students need guidance when they are unsure of what choices to make or what directions to take. The guidance counselor “opens up” a world of choices for these persons for them to choose from. It is like presenting the universe when all that a person sees is the lonely planet earth. The guidance counselor enlarges and widens the horizon of people who sees only a narrow path or a concealed view of that path. Thus, the focus is on possibilities and choices.

    Usually, guidance occurs in schools. High school and college students avail of guidance and counseling services in their school. More often, young people are unsure of what to do, how to react or respond, and how to act in certain choices. When this occurs, they need someone older, wiser and more experienced to show them the way, to guide them. This is the role of the guidance counselor to extend assistance when necessary to those who are confused, uncertain, and needing advice. However, some adults may need guidance too.

    2.2. Counseling:

    Counseling is guiding and more. It is a way of healing hurts. It is both a science and an art. It is a science because to offer counsel, advice or assistance, the counselor must have the knowledge of the basic principles and techniques of counseling. The counselor must be able to use any of these basic principles and techniques as paradigms in order for him to counsel well. However, it is not enough to use know these basic principles and techniques. The other important aspect is for the counselor to know how to counsel-the art of counseling. This aspect considers counseling as a relationship, as a sharing of life, in the hope that the person who is hurting will be healed. As a relationship, counseling involves the physical, emotional, and psychical or spiritual dimensions. The counselor must have the ability to relate to the counselee in an appropriate physical manner without being too intimate or too close for comfort or being too distant or aloof. The emotional dimension in counseling includes empathy, sensitivity and the ability to interpret non-verbal clues of the counselee in order to understand unresolved complexes or pent-up feelings. The psychical or spiritual dimension embraces the counselee’s “soul-content”—what lies inside. This is what is called the interiority of the person. The counselor must have the gift or grace of catching a glimpse of the interior world of the person, particularly his spiritual condition, for this is very important in healing the person’s hurts.

    2.3. Other Definitions of the Concepts

    Biswalo (1996) defines guidance as a term used to denote the process of helping an individual to gain self understanding and self direction (self decision-making) so that he can adjust maximally to his home, school or community environment. This process, however, depends on counseling. He also defines counseling as a process of helping an individual to accept and use information and advice so that he can either solve his present problem or cope with it successfully. He goes further remarking that sometimes the process helps the individual to accept unchangeable situation for example, loss of dearly loved ones and to some extent change it in its favour rather than letting himself be overcome by the situation. Guez and Allen (2000) remarked that it is difficult to think of a single definition of counseling. This is because definitions of counseling depend on theoretical orientation. Counseling is a learning-oriented process, which occurs usually in an interactive relationship, with the aim of helping a person learn more about the self, and to use such understanding to enable the person to become an effective member of society. Counseling is a process by means of which the helper expresses care and concern towards the person with a problem, and facilitates that person’s personal growth and brings about change through self-knowledge. Counseling is a relationship between a concerned person and a person with a need. This relationship is usually person-to-person, although sometimes it may involve more than two people. It is designed to help people to understand and clarify their views, and learn how to reach their self-determined goals through meaningful, well-informed choices, and through the resolution of emotional or interpersonal problems. It can be seen from these definitions that counseling can have different meanings.

    3.0. Origin of Guidance and Counseling Practice in Pre-Colonial Era

    Counseling in Tanzania in different forms and with different interpretations, has existed in societies for a long time before colonial era. The differences and contradictions in present-day, have their origin in the social and historical forces that have shaped modern culture. In Tanzania people in all societies, and at all times, have experienced emotional or psychological distress and behavioural problems. In each culture, there have been well established ways and methods of helping individuals with their problems. However, there are no sufficient written sources about the origin of guidance and counseling practice in Tanzanian schools. But like other places before colonial era there were outstanding unique elements which held the societies together in their livelihood. The elements include the extended family system, including the clan and the tribe, chieftaincy, taboos, various forms of initiation and close links with ancestors and elders.

    The village is the focal point of society. While each one of these elements is important, only a few are used to illustrate the role of guidance and counseling in present-day Tanzanian societies. Basically, traditional chiefs had multiple roles which included serving as a symbol of authority and as a regulator. Since these roles were accepted and respected by all, there was a clear direction in the day-to-day affairs of society. The elders, the chief included, were a valuable source of guidance and counseling for boys and girls. In most cases, the chiefs were regarded as a vital link between ancestors and the present generation. This link was strengthened by the rituals, ceremonies and taboos attached to them. It was easy to guide and counsel the young, since the rituals or ceremonies were also aimed at preparation for adult roles in society. The extended family, the clan, and the village, made society supportive. No individual regarded him/herself as alien. Counseling was readily sought and provided. The forms of guidance and counseling involved were given advice and sharing wisdom.

    4.0. The Developments of Guidance and Counseling Practices in Tanzanian Schools

    4.1. Guidance and Counseling Practices in Tanzanian Schools Trends

    In realizing this perhaps, since we are thinking of the concepts in school setting, we should think the meaning of counseling in education discipline. One could think that the definitions given above on the term guidance and counseling, their meaning can be directed to education grounds and now give the meaning correctly. Guez and Allen (2000) pointed out that a term educational counseling was first coined by Truman Kelley in 1914 in Makinde, (1988), educational counseling is a process of rendering services to pupils who need assistance in making decisions about important aspects of their education, such as the choice of courses and studies, decisions regarding interests and ability, and choices of college and high school. Educational counseling increases a pupil’s knowledge of educational opportunities.

    The ever growing complexity of society in Tanzania, coupled with social problems like HIV/AIDS and the rapid development of science and technology, place heavy demands on education. The school, as an important social institution, was required to adapt quickly to changing patterns, and help prepare citizens for tomorrow’s challenges. That is where guidance and counseling in the educational system should help boys and girls alike, to develop their capacities to the full. These include intellectual, social, physical and moral capacities. This help is of the most important in Tanzania as long as the history and age of education provision and in its systems found today.

    Guidance and counseling practices development in Tanzanian schools can be traced back from the time when vocational education was emerging right at the colonial period. In the process of establishing counseling services in Tanzania, there was a need to first understand the underlying factors that influence people’s beliefs and perceptions about such practices. However, this is thought that was not taken in to consideration at the time and it may be up to recent time. It is especially important to understand the economic, socio-political, religious beliefs, customs and traditions, and cultural changes that are present in different regions of the country. Young people should be understood within this context, but also within the paradoxical situation of having to face the traditional and the modern world, but this is a big challenge to Tanzania and many developing African countries. During colonial period there were some form of vocational guidance under the career guidance and it was administered by career masters. But the career masters who were selected by the head of schools had no professional training in vocational guidance. In fact the duty was limited to helping students fill out employment forms and writing letters of application. In the missionary schools vocational guidance was confined to religious services. The teachers who were usually ‘fathers’, pastors, or reverends guided and trained spiritually inclined youths to become sisters, brothers, fathers and pastors upon their completion of formal education.

    Apart of what could be done in schools in Tanzania, guidance and counseling was more or less a private family affair. Parents and relatives counseled their children on all matters of life management and problem solving. It is true that in many families the duty of general guidance was the traditional duty of senior members of the family, father, mother, uncle, aunt, and grandparents. In case of serious personal or family problems, counseling was done by a specially organized by the community as a competent in handling that specific problem. This is done without any knowledge obtained from formal or informal school system but rather through experience and age wise through collected wisdom. This kind of early form of counseling from school setting and community helped the young to be brought into the bright image of living in the future to the society.

    4.2. Guidance and Counseling Practices in Tanzanian Schools in Post-colonial era

    In several literatures and sources, guidance and counseling in education sector in Tanzania and some other African countries is regarded as the youngest discipline. This is evidenced by First International Conference on Guidance, Counseling and Youth Development in Africa held in Nairobi, Kenya from 22nd to 26th April, 2002 which pointed out that the Guidance, Counseling and Youth Development Programme was initiated in Africa in April 1994, following the First Pan African Conference on the Education of Girls that was held in Ouagadougou in 1993. It is designed to introduce or strengthen guidance and counseling in African countries. It focuses on capacity building in the countries involved and provides training at both regional and national levels on issues of guidance and counseling of schools and colleges.

    What we can call professional guidance and counseling in Tanzania schools begin in the year 1984 following the National October 1984 Arusha Conference, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system (Biswalo, 1996). The aim of the conference is to establish systematic criteria for secondary schools students’ guidance and counseling. Students were then advised, guided and counseled on matters concerning their job selection and student placement for further education. This job was assigned to career masters and mistresses as explained below, however, there were no sufficient guidance and counseling personnel not only in the responsible ministry but also in the schools.

    Guidance and Counseling is now becoming slowly institutionalized and spread in educational institutions. Schools, for example, have to a large extent taken over the task of providing psychological support to boys and girls. However Biswalo (1996) comments that in Tanzania policies pertinent to guidance and counseling is still lacking. The Ministry of Education, however, has somehow tried to institutionalize the services within the education system by appointing career masters and mistresses. He continued saying that the personnel are charged with the responsibility of advising heads of secondary schools concerning students job selection and student placement for further education; to try and help students understands and develop interest in appropriate jobs or further education or training; to asses the students talents and capabilities and to encourage them to pursue careers or further education best suited to them and to help students solve their personal problems which may affect their general progress in school.

    This is an impossible and realistic burden on these untrained personnel. It reflects the apathy of policy and decision makers regarding the new field of guidance and counseling in schools; the strength of the myth of planned manpower in which career guidance is erroneously regarded as redundant and the gross lack of trained personnel who would provide effective guidance and counseling services in schools. It is unfortunate that even after the National October 1984 Arusha Conference on the strengthening of education in Tanzania, where guidance and counseling services were endorsed by the government as and integral part of the country’s education system, the services are to-date still patchy and ineffective in Tanzania’s educational institutions. Guidance and counseling in this manner is discussed by different scholars in primary, secondary and tertiary education levels together.

    5.0. Guidance and Counseling Practices in Primary and Secondary Schools

    In primary school levels in Tanzania in actual fact there were and are no specified pupils’ teacher-counselors. However, the activity is left to teachers themselves to decide what is to be done since there is no programmed or time-tabled activity concerning guidance and counseling. Teachers are left to use part of the teaching to practice guidance and counseling in and outside the classroom although not all teachers have gone teacher-counselor training. As children enter school they need orientation on school itself, its environment, school community and the curriculum to motivate and develop positive attitude toward learning and school community as well (Biswalo, 1996). As the pupils grow older and pass through different grades they need to be directed in studying skills, overcome learning difficulties and other school related problems. But this activity is not performed systematically in primary schools in Tanzania.

    In the case of secondary schools till to-date there is also insufficient programmed or time-tabled system of guiding and counseling students. In some cases this duty is left to discipline masters and sometimes to class masters and head of schools. At secondary school level, students would seek educational opportunities, information of all kinds and any other help pertinent to educational pursuits. These needs are catered to by educational guidance and counseling (ibid). At this level students are helped with subject choice, study techniques and tests and examination. Biswalo (1996) pointed out that sometimes during subject choice, pride of placing as many students as possible in prestigious streams, such as science, takes precedence over actual abilities, interests and aptitudes of students. He said this unfortunate situation has been born out of the lack of genuine educational guidance and counseling services in secondary schools.

    The school has an important role to play in preparing pupils for continued secondary education, paid employment, self-employment and life in the community, as clearly set out by the Ministry of Education in the objectives for its secondary curriculum. Perhaps uniquely, there would be total agreement among pupils, teachers and parents over the relative emphasis a certain schools placed on the preparation for further education, with its focus on academic knowledge and the pursuit of success in the national examinations. That is, the secondary schools where counseling is not well performed placed little emphasis on citizenship and the development of a responsible attitude to life in the community at the local, regional or national level and employment opportunities. However, what is de-emphasized is the informal sector including self-employment but the emphasized is employment in the formal sector with its implied emphasis on white collar jobs.

    5.1. Vocational, Career Guidance and Counseling

    In Tanzania teachers have the capacity to directly influence their pupils’ choice of careers. The achievements and attitudes of pupils have been shown to be related to the characteristics and achievements of their teachers (World Bank, 1995; quoted in Nyutu, P.N. & Norman C.G. 2008). However, the influence of the school depends on the formal interactions and communication which take place between teachers and pupils in the classroom whereas television and radio, act through the informal interactions pupils have with these media. The influence of parents and siblings is through both formal and informal means.

    That is in most cases in Tanzania and may be other states where guidance and counseling is rarely done in schools; parents play the big role to influence on their children’s choice of careers. Others who have lower level careers i.e. teachers, clerks, drivers, personal secretaries, soldiers etc. do not anticipate their children ‘following in their footsteps’ because for the children who are able to study to higher level sometimes saw these jobs as narrow and lacking in interest. However it is suggested that parents’ occupation might have influenced their children’s choice of careers, but this happened to children who have generic skills useful in such jobs, and a few may have job skills relevant to those jobs. Access to information through the media and other forms of technology is giving young people aspirations that, for the most part, cannot be satisfied in their own environment. Choices have to be made and young people must acquire the skills to assess situations and make informed decisions. There is no longer a natural, understandable order from birth to adulthood for the Tanzanian young.

    Vocational guidance at secondary school levels is provided but in very few among others because of shortages of school or vocational trained counselors. For those lucky schools with these kinds of counselors, students are helped but vocational counseling is not emphasized because most pupils, teachers and of course parents push students to make long range plans of study so that to prepare well for the envisaged careers. These counselors plan with school administrators and teachers to provide appropriate class placement for students with special abilities or disabilities for course selection by students.

    5.2. Tertiary Level

    The tertiary level students are provided with orientation and other educational guidance and counseling. In Tanzania tertiary level have at least fulfilled the need of having qualified students’ counselors for both psychological and academics, though they are few in number. Here counselors play a big role in compiling comprehensive information on all aspects of the careers related to the training offered in the institution. Counselors sometimes integrate with administration or practicum department to organize field practices for students and even more rarely might contacts with relevant employing agencies (Biswalo, 1996).

    6.0. Notion on Guidance and Counseling in Tanzania

    According to the research by Sima (2004), professional counseling is yet to be recognized as a stand-alone profession in Tanzania and in many African countries. Nevertheless, the coming and setting of HIV/Aids in the country has strengthened the base for counseling. This is particularly because of the multifaceted nature of the HIV/Aids pandemic whose attention, unlike other human diseases, goes beyond the prerogatives of the medical profession. Thus, counseling is perceived as a crucial avenue for prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the pandemic. Ibid continued saying that since the emergence of the pandemic in the country, a number of non-governmental organizations have been offering counseling services however, there is lack of clarity on the type and nature of counseling services offered by these organization. The nature and characteristics of counseling clients also remain fuzzy.

    In Tanzania the professional counseling as aforesaid is relatively a new phenomenon. Outwater (1995) quoted in Sima (2004) comments that before HIV/Aids epidemic, there was no formal counseling service in Tanzanian hospitals, no professional counselors and no formal system for training counselors. There was a need to fill this gap by training as many counselors as possible to provide optimal care for AIDS patients and their relatives (NACP, 1989; quoted in ibid). Since then many para-professional counselors have been trained in basic knowledge and skills of counseling. Currently there are many counseling centers working not only on HIV/Aids related problems but also different problems affecting Tanzanians. However, as counseling became popular with the advent of HIV/Aids, many people assume that it is only meant for people infected and affected by HIV/Aids and shy away from it for fear of being labeled (Sima, 2002; quoted in Sima 2004).

    7.0. Problems and Challenges

    The Tanzanian government have not yet formulated in the education policy issues pertaining guidance and counseling in spite of the crucially and necessity in schools. Biswalo (1996) pointed out that in Tanzania policies pertinent to guidance and counseling is still lacking. He continued saying that efforts directed towards fulfilling guidance and counseling needs are apparently thwarted by several difficulties including financial resources to support the even established tiny counseling activities in several schools.

    In Tanzania till today counseling is relatively new phenomenon. There are no enough qualified counselors in schools and other education institutions. However, there are limited number of qualified counselors, they are either not utilized well in schools or they are engaged in other activities rather than what they are trained for. Some of school counselors are also teachers and they are fully occupied with teaching responsibilities. More surprisingly counseling is perceived as a crucial avenue for only prevention of HIV infection through provision of adequate and relevant information, and for social and psychological support of people infected and affected by the HIV/Aids (Sima, 2004).

    There is slow growth of guidance and counseling in educational systems attributed to lack of funds, training facilities, and high turnover of guidance counselors to green pastures and in adequately trained counselors. For instance in many schools they lack counseling offices, trained teacher-counselors and counseling equipments. In terms of funds there are various options that can be explored to alleviate financial constraints. Special schools on behalf of parents in need can approach non-governmental organizations.

    The absence of solid professional counseling association in Tanzania to set standards for the appropriate practice is another challenge (Nwoye, 2008). Also insufficient availability of professional counselor training programs in Tanzanian colleges and universities is another contributing challenge.

    There are no efforts to establish counseling curriculum in secondary schools and colleges and guidance and counseling courses in the universities. Guidance curriculum and responsive services can then be structured to address the five content areas, namely human relationships, career development, social values, self development, and learning skills. A guidance curriculum could be taught to students at different levels or in small groups to address issues that are similar to them. For guidance and counseling programs to be effective in Tanzania, trained professionals should be employed to manage and offer services in schools. Such professionals should also be provided with relevant facilities and structural support. At the same time, universities and teacher training institutions will have to establish and develop programs that train professional school counselors and other guidance personnel.

    There is still insufficient assistance in higher education institutions to enable students achieves their career aspirations. However, students today indicate a higher need for career guidance than students in the past decade. Students may therefore be encountering an increased need to acquire relevant career information that will enable them seek better paid jobs. Many schools have in the past appointed some teachers as career masters without providing them with the necessary training and facilities for career guidance. Such career masters usually assume that all students will end up in universities and only focus on helping students complete university application forms and no more. It is the high time for the government to set and implement the policy that will enhance guidance and counseling from primary schools to the tertiary level and in turn will develop programs that train professional school counselors and other guidance personnel.

    8.0. Conclusion

    Guidance and counseling sought to prepare pupils in their schooling program to enter into the world of appropriate work by linking the school curriculum to employment. For the school to be successful in this endeavor, subjects should be taught at a pleasant and convenient environment and should be made relevant and interesting to the pupils. Another factor that needs to be considered is the recruitment of competent teachers capable of guiding and counseling learners in relating what they teach to the job market. What is taught and how it is taught can have great influence on the interest and perception of learners. In Tanzania the spirit to plan and use guidance and counseling services in the effective development and utilization of their respective young human resources is evidently strong. However, as Biswalo (1996) said the efforts directed towards fulfilling this need are apparently thwarted by several difficulties. It appears total and enlightened commitment on the part of policy and decision makers is necessary and should be definitely surmount the problems.

    The emergence of career development in western countries as a construct suggests that it may be an essential area in developing country like Tanzania where students need assistance; students particularly need assistance in selecting colleges and courses. To this end, the schools should offer a career guidance and counseling programme under the able leadership of qualified school counselors.

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    Source by Eugene Shayo

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  • Terrorism – A Threat to Global Peace

    Terrorism – A Threat to Global Peace

    ABSTRACT

    Nowadays, no one seems to be saved in the world. Terrorism, an ugly development which has compelled the world leaders as well as the public figures to spend millions of dollars beefing up their security, has become a global threat. Amidst this seemingly tight security and threat, thousands of innocent souls have lost their lives to the annihilation called terrorism.

    Statistically, it has been proved that no country of the world is exceptional to terrorist attacks. Pius Odiaka writes on the palpable fear pervading world following the series of bombings in some countries. He declares in the Guardian Newspaper, Friday, July 29th, 2005, (page 24) that “No part of the world has been left without terrorist bloodshed. From Kenya, Algeria, Egypt in Africa to many countries in the middle East and the Gulf; Indonesia, Philippine, Pakistan and India across Asia; Washington and New York in America; Spain and now London in Europe, many innocent souls have been sniffed out of existence.”

    The paper will present how terrorism is a threat to Global Peace. It will enumerate the category of acts of terrorism. It will also examine the causes and implications of terrorism in human advancement especially in the area of peace building and keeping. Above all, it will provide recommendations by referring to the United Nations recommendations for a global counter-terrorism strategy. It concludes by affirming that the global peace can only be achieved if the world- the leaders and the followers-condemn terrorism in all forms and ramifications, and act unconditionally and justly in their quest to providing everlasting solutions to peace, as it constitutes one of the most serious threats to global peace and security.

    Introduction

    In human history, terrorism is widely recognized as the world most famous enemy of mankind. As history itself will admit that terrorism is annihilation with far-reaching and destructive effects, it is the cruelest of crimes against humanity. Its remains have turned neighbours into enemies and have made our societies and the whole world unsafe for living. Its aims and applications are global and uncompromising. Neither terrorism nor is perpetrators are new. Even though it has been used since the beginning of recorded time, not history itself can keep, with precision, the number of lives and properties lost to terrorism.

    No doubt, terrorism with its destructive power has reshaped the world we live in. We now live in the world characterized by rising violence and conflicts. This, in turn, has led to the world of growing mistrust, fear, division and represents a significant new threat to international justice, peace and security. This ugly development thus made Amnesty International to observe in its 2004 Report the lasting effects of the crime on humanity.

    This report and others provide a valid point on how terrorism or terrorist acts have made the world unsafe and how it has threatened global peace.

    Historical Background of terrorism

    It is pertinent to recall that forms of society and governments in the past differ from what they are today, when describing the history of terrorism and the use of terror through time. Not until 1648 (Treaty of Westphalia), there was nothing like modern nation-states. More recent is the state’s monopoly on warfare or interstate-violence. The absence of central authority gave many more players opportunity to participate in the game of warfare. However, this did not make the use of terror a method of affecting a political change. In contrast to the modern era, where only nations go to war, the involvement of players such as religious leaders, mercenaries, mercantile companies, national armies and many more was considered to be lawful and normal.

    Terrorist acts or the threat of such action have been in existence for millennia. So, in narrating the history of terrorism, it is important to talk about the various types of terrorism and terrorist individuals and groups. Below is the summary of the history of terrorism.

    Ancient World:

    Sicarii Zealots

    Political scientists see the radical Sicarii offshoot of the Jewish Zealots as one of the earliest forerunners of modern terrorism. Like modern terrorists, they intended their actions to suggest a message to a wider target audience: in this instance, the roman imperial officials and all pro-Roman and collaborationists

    Al-Assassin

    The Hashshashin (also Hashishin, Hashsshiyyin or Assassins) were an offshoot of the Isma ili sect of the Shiite Muslims. After a quarrel about the succession of leadership in the ruling Fatimide dynasty in Cairo around the year 1090, the losing Nizariyya faction was driven from Egypt. They established a number of fortified settlements in present day Iran, Iraq, Syria and Lebanon under the charismatic leader Hasan I Sabbah.Persecuted as infidel by the dominant Sunni sect in the Muslim world; they sent dedicated suicide murderers to eliminate prominent Sunni leaders whom they considered “impious usurpers.” The sect was decimated by the invading Mongols, their last stronghold being flattened by Hulegu Khan in the year 1272.Many scholars believe the term Hashshashin, a name given to them by their enemies was derived from the Arabic “hassasin(hashish user),which they are alleged to have ingested prior to their attacks, but this etymology is disputed. The sects referred to themselves as al-da-wa al-jadida, which means the new doctrine, and were known within the organization as Fedayeen.

    Seventeenth century

    Gunpowder Plot (1605)

    On November 5, 1605 a group of conspirators, led by Guy Fawkes, attempted to destroy the English Parliament on the State Opening, by detonating a large quantity of gunpowder secretly placed beneath the building. The design was to kill King James1 and the members of both houses of parliament. In the resulting anarchy, the conspirators planned to implement a coup and restore the Catholic faith to England. However the plan was betrayed and then thwarted.

    Eighteenth century

    1.Sons of Liberty

    The Sons of Liberty were an underground group opposed to British Rule in the colonies, who committed several attacks, most famous among these was the Boston Tea Party. No one was killed or seriously injured by any action that was taken.

    2.The Terror (1793-1794)

    The Reign of Terror ( September 5 1793- July 28 1794) or simply The Terror ( French: la Terreur) was a period of about eleven months during the French Revolution when struggles between rival factions led to mutual radicalization which took on a violent character with mass executions by guillotine.

    The victims of the Reign of Terror totaled approximately 40,000.Among people who are condemned by the revolutionary tribunals, about 8 percent were aristocrats, 6 percent clergy 14 percent middle class, and 70 percent were workers or peasants accused of hoarding, evading the draft, desertion, rebellion, and other purported crimes.

    Nineteenth century

    1.Anarchism

    Anarchists was the most prolific terrorists of the 19th century, with the terroristic tendencies of both nationalism and political movements of Communism or fascism still in there infancy. The disjointed attacks of various anarchists groups lead to the assassination of Russian Tsars and American Presidents but had little real political impact.

    2.Tsarist Russia

    In Russia, by the mid-19 th century, the intelligentsia grew impatient with the slow pace of Tsarist reforms, which had slowed considerably after the attempted assassination of Alexander II of Russia. Radicals then sought instead to transform peasant discontent into open revolution. Anarchists like Mikhail Bakunin maintained that progress was impossible without destruction. With the development of sufficiently powerful, stable, and affordable explosives, the gap closed between the firepower of the state and the means available to dissidents. The main group responsible for the resulting campaign of terror-‘Narodnaya Volya’ (people’s will) (1878-81) – used the word ‘terrorist’ proudly. They believed in the targeted killing of the ‘leaders of oppression’; they were convinced that the developing technologies of the age-symbolized by bombs and bullets- enabled them to strike directly and discriminately.” People’s Will”, possessing only 30 members, attempted several assassination attempts upon Tsa. Culminating in the assassination of Tsar Alexander II on 13 March 1881, killing the Tsar as he was traveling by train.

    3. Irish Republican Brotherhood

    In 1867, the Irish Republican Brotherhood, a revolutionary nationalist group with support from Irish-Americans, carried out attacks in England. These were the first acts of “republican terrorism”, which became a recurrent feature of British history, and these Fenians were the precursor of the Irish Republican Army. The ideology of the group was Irish nationalism.

    4. Nationalist terrorism

    The Fenians/IRA and the IMRO may be considered the prototype of all ‘nationalist terrorism’, and equally illustrate the (itself controversial) expression that “one man’s terrorist is another man’s freedom fighter’. At least one of these groups achieve its goal: an independent Ireland came into being. So did an independent Macedonia, but original IMRO probably contributed little to this outcome. Some groups resorted to the use of dynamite, as did Catalan nationalists such as La Reixa and Bandera Negra.

    5. John Brown

    John Brown was an abolitionist who advocated armed opposition to slavery. He committed several terrorist attacks and was also involved in an illegal smuggling of slaves. His most famous attack was upon the armory at Harpers Ferry, though the local forces would soon recapture the fort and Brown, trying and executing him for treason. His death would make him a martyr to the abolitionist cause, one of the origins of American Civil War, and a hero to the Union forces that fought in it.

    6. Ku Klux Klan (1865)

    The original Ku Klux Klan (KKK) was created after the end of the American Civil War on December 24, 1865, by six educated middle-class confederate veterans from Pulaski, Tennessee. It soon spread into nearly every southern state of the United States. The Klan has advocated for what is generally perceived as white supremacy, anti-Semitism, racism, anti-Catholicism, homophobia, and nativism. They have often used terrorism, violence and acts of intimidation such as cross burning to oppress African Americans and other groups. The name ‘Ku Klux Klan’ has been used by many different unrelated groups, but they all seem to center on the belief of white supremacy. From its creation to the present day, the number of members and influence has varied greatly. However, there is little doubt that, especially in the southern United States, it has at times wielded much political influence and generated great fear among African Americans and their supporters. At one time KKK controlled the governments of Tennessee, Indiana, Oklahoma and Oregon, in addition to some of the southern U.S legislatures.

    Twentieth century

    Suffragette, Assassination of Archduke Ferdinand (1914), KKK(1915),Irgun (1936-1948), World War II, Nationalism and the End of Empire,Cold War proxies,,IRA,,ETA, Aum Shinrikyo (1984-1995), Achille Lauro Hijacking (1985), Lockerbie bombing (1988), Umkhonto we Sizwe (South Africa 1961-1990), PLO (1964-c.1988), Columbian terrorist groups, Munich Massacre (1972),Matsumoto incident(1994), Sarin gas attack on Tokyo subway(1995),and Oklahoma City bombing (1995) are types of terrorism and individual terrorists and groups that operated in the twentieth century.

    Twenty-First Centuries

    The well-celebrated September 11 (2002) attack and the Beslan school siege are recent terrorist attacks of the twenty-first century.

    Terrorism: Definition of a Phenomenon

    As clearly stated above, terrorism has established itself as a world phenomenon before 1648. But then, it becomes imperative to look into the true meaning of the term.Although providing a definite definition for it has been accorded with series of controversies, etymologically, the term emanates from Latin, “terrere”, meaning “to frighten” via the French word terrorisme, which is often associated with the regime de la terreur, the Reign of Terror of the revolutionary government in France from 1793 to 1794.The Committee of Public Safety agents that enforced the policies of “The Terror” were referred to as ” Terrorists”.

    The English word “terrorism” was first recorded in English dictionaries in 1798 as meaning “systematic use of terror as a policy”. The Oxford English Dictionary still records a definition of terrorism as “Government by intimidation carried out by the party in power in France between 1789-1794.

    The controversial issue is that the vocabulary of terrorism has become the successor to that of anarchy and communism the catch-all label opprobrium, exploited accordingly by media and politicians.The difficulty in constructing a definition which eliminates any just cause for terrorism is that history provides too many precedents of organizations and their leaders branded as terrorist but who eventually evolved into respected government. This has applied particularly to national liberation movements fighting colonial or oppressive regimes, engaging in violence within their countries often as a last resort. Jomo Kenyatta of Kenya spent years of his life lobbying the British government before his involvement with the Mau Mau rebellion. Nelson Mandela, a hero in his continent and beyond, is another convicted “terrorist” belonging to this class.

    Before making a valid point, it is important to say that this piece would like to consider further statements and criticisms on the issue and recognized that there are other valid arguments on these controversial issues. However, they are not within premises of this paper.

    Arriving at a universally accepted definition of terrorism which narrows down to a specific method of conducting violence instead of “all its forms and manifestations” or which makes it possible to refer terrorist acts to an international court, as for genocide and other war crimes or which makes it impossible for individual countries to outlaw activities they choose to classify as terrorism perhaps for their own political interest is a great challenge in the study of terrorism.

    While the United Nations has not yet accepted a definition of terrorism, the UN’s “academic consensus definition,” has been put forth for consideration. And they are available for public evaluation.

    In final analysis, although, it is not clear the actual number of definitions of terrorism; but it is clear that terrorism does not have respect for human lives and values. It has claimed thousands of lives of innocent souls, rendered millions of people homeless and economically handicapped. Alas, it is clearer that terrorism has turned our world into a place conducive for its existence and spread.

    Effects of terrorism on global peace

    Indisputably, terrorism is a threat to global peace. As it thrives well in a world such as ours- where violation of human rights, rising violence and conflicts, ethnic, national and religious discrimination, socio-economic marginalization and extreme ideology, dehumanization of victims are prominently in practice, it has succeeded in disregarding human lives and values, launching war on freedom and peace, multiplying violence and conflicts, and posting challenges of solving the problem of injustice, insecurity and declining economy.

    Recommendations

    In accordance with the United Nations in a report titled: Uniting Against Terrorism-Recommendations for a global counter-terrorism strategy, this paper hereby presents the following recommendations;

    (1)All stakeholders-the leaders and the followers, individuals and institutions must dissuade people from resorting to terrorism or supporting it.

    (2) All stakeholders, in all ways and at all levels, must deny terrorists the means to carry out an attack by:

    – denying terrorists financial support.

    -denying terrorists access to deadly weapons, including weapons of mass destruction.

    – denying terrorists access to travel.

    -denying terrorists access to their targets and their desired impact.

    (3) All stakeholders, in all capacities, must deter States from supporting terrorists groups.

    (4) All stakeholders must develop State capacity to prevent terrorism by:

    – promoting the rule of law and effective criminal justice systems.

    – promoting quality education and religious and cultural tolerance.

    – countering the financing of terrorism.

    – ensuring transport security.

    – preventing terrorists from acquiring nuclear, biological, chemical or radiological

    materials, and ensuring better preparedness for an attack with such materials

    -improving the defense of soft targets and the response to their attack.

    – promoting United Nations system-wide coherence in countering terrorism.

    (5) All stakeholders, collectively, must defend human rights in the context of terrorism and counter- terrorism.

    Even though my recommendations are fashioned out of United Nations recommendation for a global strategy, they represent a holistic and realistic approach to fighting or countering terrorism. However, if these recommendations are given the opportunity to operate or if implemented and executed properly and continuously, they are effective strategies of countering terrorism and, at the same time, ensuring a world free of violence and conflict, violations of human rights, ethnic, national and religious discrimination, political exclusion, and socio-economic marginalization

    Conclusion

    As you will agree with me that terrorism affects all of us, our approach to fighting or countering terrorism and ensuring a safe and peaceful world must be collective. However, it is worth noting that the world leaders, followers and stakeholders have vital roles to play in the fight against terrorism and in achieving our goals of global peace and security.

    For the world leaders and stakeholders, these roles transcend attending or organizing world summit, conferences, seminars, e.t.c on the topic, and consenting to Global strategy to counter terrorism on papers. They need to commit more resources, at all levels, to the cause, be more sincere and objective in their judgments, more practical in their approach, and create enabling environments conducive for justice, conflict resolutions, human right protection, equality, stability, unity, prosperity, tolerance, peace and security.Above all, they need to promote and support ultimately because that have respect for human lives and values.

    For followers and individuals, we need to carry out the message beyond conferences that terrorism is inexcusable and unacceptable. We need to engage in one- to -one education or group discussions enlightening ourselves on the devastating and destructive effects of terrorism on our lives and values, and emphasizing that terrorism is not an effective way of championing a cause, whether political, religious or otherwise. We must recognize that peace is the most precious need of humanity.

    Source by Azeez Olawale-Arish Yusuff

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  • Mergers and Acquisition – A Case Study and Analysis of HP-Compaq Merger

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    Brief Description

    The following is a brief description of the two companies:

    HP

    It all began in the year 1938 when two electrical engineering graduates from Stanford University called William Hewlett and David Packard started their business in a garage in Palo Alto. In a year’s time, the partnership called Hewlett-Packard was made and by the year 1947, HP was incorporated. The company has been prospering ever since as its profits grew from five and half million dollars in 1951 to about 3 billion dollars in 1981. The pace of growth knew no bounds as HP’s net revenue went up to 42 billion dollars in 1997. Starting with manufacturing audio oscillators, the company made its first computer in the year 1966 and it was by 1972 that it introduced the concept of personal computing by a calculator first which was further advanced into a personal computer in the year 1980. The company is also known for the laser-printer which it introduced in the year 1985.

    Compaq

    The company is better known as Compaq Computer Corporation. This was company that started itself as a personal computer company in the year 1982. It had the charm of being called the largest manufacturers of personal computing devices worldwide. The company was formed by two senior managers at Texas Instruments. The name of the company had come from-“Compatibility and Quality”. The company introduced its first computer in the year 1983 after at a price of 2995 dollars. In spite of being portable, the problem with the computer was that it seemed to be a suitcase. Nevertheless, there were huge commercial benefits from the computer as it sold more than 53,000 units in the first year with a revenue generation of 111 million dollars.

    Reasons for the Merger

    A very simple question that arises here is that, if HP was progressing at such a tremendous pace, what was the reason that the company had to merge with Compaq? Carly Fiorina, who became the CEO of HP in the year 1999, had a key role to play in the merger that took place in 2001. She was the first woman to have taken over as CEO of such a big company and the first outsider too. She worked very efficiently as she travelled more than 250,000 miles in the first year as a CEO. Her basic aim was to modernize the culture of operation of HP. She laid great emphasis on the profitable sides of the business. This shows that she was very extravagant in her approach as a CEO. In spite of the growth in the market value of HP’s share from 54.43 to 74.48 dollars, the company was still inefficient. This was because it could not meet the targets due to a failure of both company and industry. HP was forced to cut down on jobs and also be eluded from the privilege of having Price Water House Cooper’s to take care of its audit. So, even the job of Fiorina was under threat. This meant that improvement in the internal strategies of the company was not going to be sufficient for the company’s success. Ultimately, the company had to certainly plan out something different. So, it was decided that the company would be acquiring Compaq in a stock transaction whose net worth was 25 billion dollars. Initially, this merger was not planned. It started with a telephonic conversation between CEO HP, Fiorina and Chairman and CEO Compaq, Capellas. The idea behind the conversation was to discuss on a licensing agreement but it continued as a discussion on competitive strategy and finally a merger. It took two months for further studies and by September, 2001, the boards of the two companies approved of the merger. In spite of the decision coming from the CEO of HP, the merger was strongly opposed in the company. The two CEOs believed that the only way to fight the growing competition in terms of prices was to have a merger. But the investors and the other stakeholders thought that the company would never be able to have the loyalty of the Compaq customers, if products are sold with an HP logo on it. Other than this, there were questions on the synchronization of the organization’s members with each other. This was because of the change in the organization culture as well. Even though these were supposed to serious problems with respect to the merger, the CEO of HP, Fiorina justified the same with the fact that the merger would remove one serious competitor in the over-supplied PC market of those days. She said that the market share of the company is bound to increase with the merger and also the working unit would double. (Hoopes, 2001)

    Advantages of the Merger

    Even though it seemed to be advantageous to very few people in the beginning, it was the strong determination of Fiorina that she was able to stand by her decision. Wall Street and all her investors had gone against the company lampooning her ideas with the saying that she has made 1+1=1.5 by her extravagant ways of expansion. Fiorina had put it this way that after the company’s merger, not only would it have a larger share in the market but also the units of production would double. This would mean that the company would grow tremendously in volume. Her dream of competing with the giants in the field, IBM would also come true. She was of the view that much of the redundancy in the two companies would decrease as the internal costs on promotion, marketing and shipping would come down with the merger. This would produce the slightest harm to the collection of revenue. She used the ideas of competitive positioning to justify her plans of the merger. She said that the merger is based on the ideologies of consolidation and not on diversification. She could also defend allegations against the change in the HP was. She was of the view that the HP has always encouraged changes as it is about innovating and taking bold steps. She said that the company requires being consistent with creativity, improvement and modification. This merger had the capability of providing exactly the same. (Mergers and Acquisitions, 2010)

    Advantages to the Shareholders

    The following are the ways in which the company can be advantageous to its shareholders:

    Unique Opportunity: The position of the enterprise is bound to better with the merger. The reason for the same was that now the value creation would be fresh, leadership qualities would improve, capabilities would improve and so would the sales and also the company’s strategic differentiation would be better than the existing competitors. Other than this, one can also access the capabilities of Compaq directly hence reducing the cost structure in becoming the largest in the industry. Finally, one could also see an opportunity in reinvesting.

    Stronger Company: The profitability is bound to increase in the enterprise, access and services sectors in high degrees. The company can also see a better opportunity in its research and development. The financial conditions of the company with respect to its EBIT and net cash are also on the incremental side.

    Compelling Economics: The expected accumulation in IIP gains would be 13% in the first financial year. The company could also conduct a better segmentation of the market to forecast its revenues generation. This would go to as much as 2 and a half billion dollars of annual synergy.

    Ability to Execute: As there would be integration in the planning procedures of the company, the chances of value creation would also be huge. Along with that the experience of leading a diversified employee structure would also be there. (HP to buy Compaq, 2001)

    Opposition to the Merger

    In fact, it was only CEO Fiorina who was in favor of going with the merger. This is a practical application of Agency problem that arises because of change in financial strategies of the company owners and the management. Fiorina was certain to lose her job if the merger didn’t take effect. The reason was that HP was not able to meet the demand targets under her leadership. But the owners were against the merger due to the following beliefs of the owners:

    The new portfolio would be less preferable: The position of the company as a larger supplier of PCs would certainly increase the amount of risk and involve a lot of investment as well. Another important reason in this context is that HP’s prime interest in Imaging and Printing would not exist anymore as a result diluting the interest of the stockholders. In fact the company owners also feel that there would be a lower margin and ROI (return on investment).

    Strategic Problems would remain Unsolved: The market position in high-end servers and services would still remain in spite of the merger. The price of the PCS would not come down to be affordable by all. The requisite change in material for imaging and printing also would not exist. This merger would have no effect on the low end servers as Dell would be there in the lead and high-end servers either where IBM and Sun would have the lead. The company would also be eluded from the advantages of outsourcing because of the surplus labor it would have. So, the quality is not guaranteed to improve. Finally, the merger would not equal IBM under any condition as thought by Fiorina.

    Huge Integrated Risks: There have been no examples of success with such huge mergers. Generally when the market doesn’t support such mergers, don’t do well as is the case here. When HP could not manage its organization properly, integration would only add on to the difficulties. It would be even more difficult under the conditions because of the existing competitions between HP and Compaq. Being prone to such risky conditions, the company would also have to vary its costs causing greater trouble for the owner. The biggest factor of all is that to integrate the culture existing in the two companies would be a very difficult job.

    Financial Impact: This is mostly because the market reactions are negative. On the other hand, the position of Compaq was totally different from HP. As the company would have a greater contribution to the revenue and HP being diluted at the same time, the problems are bound to develop. This would mean that drawing money from the equity market would also be difficult for HP. In fact this might not seem to be a very profitable merger for Compaq as well in the future.

    The basic problem that the owners of the company had with this merger was that it would hamper the core values of HP. They felt that it is better to preserve wealth rather than to risk it with extravagant risk taking. This high risk profile of Fiorina was a little unacceptable for the owners of the company in light of its prospects.

    So, as far as this merger between HP and Compaq is concerned, on side there was this strong determination of the CEO, Fiorina and on the other side was the strong opposition from the company owners. This opposition continued from the market including all the investors of the company. So, this practical Agency problem was very famous considering the fact that it contained two of the most powerful hardware companies in the world. There were a number of options like Change Management, Economic wise Management, and Organizational Management which could be considered to analyze the issue. But this case study can be solved best by a strategy wise analysis. (HP-Compaq merger faces stiff opposition from shareholders stock prices fall again, 2001)

    Strategic Analysis of the Case

    Positive Aspects

    A CEO will always consider such a merger to be an occasion to take a competitive advantage over its rivals like IBM as in this case and also be of some interest to the shareholders as well. The following are the strategies that are related to this merger between HP and Compaq:

    * Having an eye over shareholders’ value: If one sees this merger from the eyes of Fiorina, it would be certain that the shareholders have a lot to gain from it. The reason for the same is the increment in the control of the market. So, even of the conditions were not suitable from the financial perspective, this truth would certainly make a lot of profits for the company in the future.

    * Development of Markets: Two organizations get involved in mergers as they want to expand their market both on the domestic and the international level. Integration with a domestic company doesn’t need much effort but when a company merges internationally as in this case, a challenging task is on head. A thorough situation scanning is significant before putting your feet in International arena. Here, the competitor for HP was Compaq to a large degree, so this merger certainly required a lot of thinking. Organizations merge with the international companies in order to set up their brands first and let people know about what they are capable of and also what they eye in the future. This is the reason that after this merger the products of Compaq would also have the logo of HP. Once the market is well-known, then HP would not have to suffer the branding created by Compaq. They would be able to draw all the customers of Compaq as well.

    * Propagated Efficiencies: Any company by acquiring another or by merging makes an attempt to add to its efficiencies by increasing the operations and also having control over it to the maximum extent. We can see that HP would now have an increased set of employees. The only factor is that they would have to be controlled properly as they are of different organizational cultures. (Benefits of Mergers:, 2010)

    * Allowances to use more resources: An improvised organization of monetary resources, intellectual capital and raw materials offers a competitive advantage to the companies. When such companies merge, many of the intellects come together and work towards a common mission to excel with financial profits to the company. Here, one can’t deny the fact that even the top brains of Compaq would be taking part in forming the strategies of the company in the future.

    * Management of risks: If we particularly take an example of this case, HP and Compaq entering into this merger can decrease the risk level they would have diversified business opportunities. The options for making choice of the supply chain also increase. Now even though HP is a pioneer in inkjet orienting, it would not have to use the Product based Facility layout which is more expensive. It can manage the risk of taking process based facility layout and make things cheaper. Manufacturing and Processing can now be done in various nations according to the cost viability as the major issue.

    * Listing potential: Even though Wall Street and all the investors of the company are against the merger, when IPOs are offered, a development will definitely be there because of the flourishing earnings and turnover value which HP would be making with this merger.

    * Necessary political regulations: When organizations take a leap into other nations, they need to consider the different regulations in that country which administer the policies of the place. As HP is already a pioneer in all the countries that Compaq used to do its business, this would not be of much difficulty for the company. The company would only need to make certain minor regulations with the political parties of some countries where Compaq was flourishing more than HP.

    * Better Opportunities: When companies merge with another company, later they can put up for sale as per as the needs of the company. This could also be done partially. If HP feels that it would not need much of warehouse space it can sell the same at increased profits. It depends on whether the company would now be regarded a s a make to stock or a make to order company.

    * Extra products, services, and facilities: Services get copyrights which enhances the level of trade. Additional Warehouse services and distribution channels offer business values. Here HP can use all such values integrated with Compaq so as to increase its prospects. (Berry, 2010)

    Negative Aspects

    There are a number of mergers and acquisitions that fail before they actually start to function. In the critical phase of implementation itself, the companies come to know that it would not be beneficial if they continue as a merger. This can occur in this merger between HP and Compaq due to the following reasons.

    Conversations are not implemented: Because of unlike cultures, ambitions and risk profiles; many of the deals are cancelled. As per as the reactions of the owners of HP, this seems to be extremely likely. So, motivation amongst the employees is an extremely important consideration in this case. This requires an extra effort by the CEO, Fiorina. This could also help her maintain her position in the company.

    Legal Contemplations: Anti-competitive deals are often limited by the rules presiding over the competition rules in a country. This leads to out of order functioning of one company and they try to separate from each other. A lot of unnecessary marketing failures get attached to these conditions. If this happens in this case, then all that money which went in publicizing the venture would go to be a waste. Moreover, even more would be required to re-promote as a single entity. Even the packaging where the entire inventory from Compaq had the logo of HP would have to be re-done, thus hampering the finance even further. (Broc Romanek, 2002)

    Compatibility problems: Every company runs on different platforms and ideas. Compatibility problems often occur because of synchronization issues. In IT companies such as HP and Compaq, many problems can take place because both the companies have worked on different strategies in the past. Now, it might not seem necessary for the HP management to make changes as per as those from Compaq. Thus such problems have become of greatest concern these days.

    Fiscal catastrophes: Both the companies after signing an agreement hope to have some return on the money they have put in to make this merger happen and also desire profitability and turnovers. If due to any reason, they are not able to attain that position, then they develop a abhorrence sense towards each other and also start charging each other for the failure.

    Human Resource Differences: Problems as a result of cultural dissimilarities, hospitality and hostility issues, and also other behavior related issues can take apart the origin of the merger.

    Lack of Determination: When organizations involve, they have plans in their minds, they have a vision set; but because of a variety of problems as mentioned above, development of the combined company to accomplish its mission is delayed. Merged companies set the goal and when the goal is not accomplished due to some faults of any of the two; then both of them develop a certain degree of hatred for each other. Also clashes can occur because of bias reactions. (William, 2008)

    Risk management failure: Companies that are involved in mergers and acquisitions, become over confident that they are going to make a profit out of this decision. This can be seen as with Fiorina. In fact she can fight the whole world for that. When their self-confidence turns out into over-confidence then they fail. Adequate risk management methods should be adopted which would take care of the effects if the decision takes a downturn. These risk policies should rule fiscal, productions, marketing, manufacturing, and inventory and HR risks associated with the merger.

    Strategic Sharing

    Marketing

    Hp and Compaq would now have common channels as far as their buying is concerned. So, the benefits in this concern is that even for those materials which were initially of high cost for HP would now be available at a cheaper price. The end users are also likely to increase. Now, the company can re frame its competitive strategy where the greatest concern can be given to all time rivals IBM. The advantages of this merger in the field of marketing can be seen in the case of shared branding, sales and service. Even the distribution procedure is likely to be enhanced with Compaq playing its part. Now, the company can look forward to cross selling, subsidization and also a reduced cost.

    Operations

    The foremost advantage in this area is that in the location of raw material. Even the processing style would be same making the products and services synchronized with the ideas and also in making a decent operational strategy. As the philosophical and mechanical control would also be in common, the operational strategy would now be to become the top most in the market. In this respect, the two companies would now have co-production, design and also location of staff. So, the operational strategy of HP would now be to use the process based facility layout and function with the mentioned shared values.

    Technology

    The technical strategy of the company can also be designed in common now. There is a disadvantage from the perspective of the differentiation that HP had in the field of inkjet printers but the advantages are also plentiful. With a common product and process technology, the technological strategy of the merged company would promote highly economical functioning. This can be done through a common research and development and designing team.

    Buying

    The buying strategy of the company would also follow a common mechanism. Here, the raw materials, machinery, and power would be common hence decreasing the cost once again. This can be done through a centralized mechanism with a lead purchaser keeping common policies in mind. Now Hp would have to think with a similar attitude for both inkjet printers as well as personal computers. This is because the parameters for manufacturing would also run on equal grounds.

    Infrastructure

    This is the most important part of the strategies that would be made after the merger. The companies would have common shareholders for providing the requisite infrastructure. The capital source, management style, and legislation would also be in common. So, the infrastructure strategies would have to take these things into account. This can be done by having a common accounting system. HP does have an option to have a separate accounting system for the products that it manufactures but that would only arouse an internal competition. So, the infrastructural benefits can be made through a common accounting, legal and human resource system. This would ensure that the investment relations of the company would improve. None of the Compaq investors would hesitate in making an investment if HP follows a common strategy.

    HP would now have to ensure another fact that with this merger they would be able to prove competitors to the present target and those of competitors like IBM as well. Even the operations and the output market needs to be above what exists at present. The company needs to ensure that the corporate strategy that it uses is efficient enough to help such a future. The degree of diversification needs to be managed thoroughly as well. This is because; the products from the two companies have performed exceptionally well in the past. So, the most optimum degree of diversification is required under the context so that the company is able to meet the demands of the customers. This has been challenged by the owners of HP but needs to be carried by the CEO Fiorina. (Bhattacharya, 2010)

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    Source by Rohit Agrawal

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