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Library of Congress Cataloging-in-Publication Data

Names: McAlearney, Ann Scheck, editor. | Kovner, Anthony R., editor.

Title: Health services management : a case study approach / [edited by] Ann Scheck McAlearney, Anthony R. Kovner.

Description: Twelfth edition. | Chicago, Illinois : Health Administration Press ; Washington, DC : Association of University Programs In Health Administration, [2024] | Includes bibliographical references and index. | Summary: “Health Services Management: A Case Study Approach, Twelfth Edition provides students with dozens of distinctive cases for teaching and learning healthcare management. Including vignette-style and more comprehensive data-driven case studies, each scenario examines common managerial predicaments using high-conflict fictional narratives based on real situations and real data”-Provided by publisher.

Identifiers: LCCN 2023019193 | ISBN 9781640553590 (cloth ; alk. paper) | ISBN 9781640554115 (ebook) | ISBN 9781640553583 (epub)

Subjects: MESH: Hospital Administration | Health Services Administration | Organizational Case Studies

Classification: LCC RA971 | NLM WX 150.1 | DDC 362.1068--dc23/eng/20230630

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BRIEF CONTENTS

Preface

Reflections on the 12th Edition: An Interview with Anthony R. Kovner

Introduction to the Case Study Approach

A Short History of the Case Method of Teaching

Learning Through the Case Method

Searching the Literature of Health Services Management

Evidence-Based Management

Overview: Managerial Predicaments

Dedication

Foundations—Becoming a Manager: Who Am I?

Part I—Values and Culture: Who Are We?

Part III—Focus: What Game Are We Playing?

Part III—Performance Assessment: How Are We Doing?

Part IV—Authority/Responsibility: Who Decides?

Index About the Editors About the Contributors

DETAILED CONTENTS

Preface to the 12th Edition

Reflections on the 12th Edition: An Interview with Anthony R. Kovner

AnnScheckMcAlearneyandZacharyPruitt

Introduction to the Case Study Approach

A Short History of the Case Method of Teaching

KarenSchachterWeingrodandDuncanNeuhauser

Learning Through the Case Method

AnthonyR.Kovner

Searching the Literature of Health Services Management

AlisonM.Aldrich

Evidence-Based Management

Overview: Managerial Predicaments

AnthonyR.Kovner,ZacharyPruitt,andAnnScheck McAlearney

Dedication

Foundations: Becoming a Manager: Who Am I?

Introduction to Cases

Case 1. The First Day

AnnScheckMcAlearney

Case 2. Now What?

AnnScheckMcAlearney

Case 3. What Then?

AnnScheckMcAlearney

Case 4. Facing Reality in a New Job

AdamHenick

Part I—Values and Culture: Who Are We?

Introduction to Cases

Case 5. Confronting Racism at Franklinville Regional Medical Center

GeoffreyA.SilveraandAmberL.Stephenson

Case 6. Disparities in Care at Southern Regional Health System

AnnScheckMcAlearney

Case 7. Scratching the Surface: Increasing Diversity and Inclusion at Midwest General

BramFleurenandAnnScheckMcAlearney

Case 8. What’s in a Name?

AnnScheckMcAlearneyandSarahM.Roesch

Case 9. Doing the Right Thing When the Financials Do Not Support Palliative Care

AnthonyR.Kovner

Case 10. Managed Care Cautionary Tale: A Case Study in Risk Adjustment and Patient Dumping

ZacharyPruittandBarbaraLangland-Orban

Case 11. Herding CATS: Virtual Work and Its Impact on Culture

AliceGaughanandAnnScheckMcAlearney

Case 12. Reflections on a Conference on the Future of Health Services Management Education

AnthonyR.Kovner

Case 13. Patients and Data Privacy

DanielM.Walker

Case 14. Saving Primary Care in Vancouver

CarolineWang

Case 15. Challenges for Mammoth Health System: Becoming the Best Around

AnnScheckMcAlearney

Case 16. Moving the Needle: Managing Safe Patient Flow at Yale

New Haven Hospital

RichardD’Aquila,PeterFollows,MichaelZaccagnino,and AnthonyR.Kovner

Case 17, Part 1: What More Evidence Do You Need?

AnthonyR.Kovner

Case 17, Part 2: More Evidence—The Example of Inappropriate Admissions

AlisonM.Aldrich

Case 18. Implementing the Office of Patient and Customer Experience at Northwell Health

SofiaAgoritsas,AgnesBarden,andSvenGierlinger

Part II—Focus: What Game Are We Playing?

Introduction to Cases

Case 19. Shoes for the Shoemaker

AnthonyR.Kovner

Case 20. The Art of Being Nimble: Pivoting from Pediatric Care to Adult Care in Response to the COVID-19 Pandemic

SofiaAgoritsasandPhyllisQuinlan

Case 21. A New Look?

AnnScheckMcAlearneyandSarahM.Roesch

Case 22. Patient Exodus at Sycamore Health: Working with Patient and Family Advisory Councils

ErinSullivanandPeterF.Martelli

Case 23. What Benefits the Community?

PaulaH.SongandAnnScheckMcAlearney

Case 24. Refocusing the Community Health Needs Assessment

ZacharyPruittandAnthonyR.Kovner

Case 25. Who Should Be Part of the Team? Considering the Inclusion of Family Caregivers

MinakshiRajandAnnScheckMcAlearney

Case 26. Doctors and the Capital Budget

AnthonyR.Kovner

Case 27. Where the Rubber Hits the Road: Physician–Perkins

Hospital Relationships

AnthonyR.Kovner

Case 28. The Complaining Doctor and Ambulatory Care

AnthonyR.Kovner

Case 29. Food-for-All: How Can a Pilot Project Lead to a Sustainable Population Health Improvement Program?

MatthewJ.DePuccioandDanielM.Walker

Case 30. Engaging Physicians in a Value-Based Contracting Decision at Bay City Clinic

ZacharyPruittandMarkMoseley

Case 31. Measuring Systematic Change Across One Health Economy in London

SaraLittle

Part III—Performance Assessment: How Are We Doing?

Introduction to Cases

Case 32. Should XYZ Healthcare Organization Make the Baldrige Journey?

JohnR.Griffith

Case 33. Letter to the CEO

Anonymous

Case 34. When Innovation Leads to Crisis

AbiSriharanandAnnScheckMcAlearney

Case 35. Sharing Information at Tenson County Health Department: Creating and Implementing a Dashboard

TylerGriesenbrockandNaleefFareed

Case 36. Whose Performance?

JohnDonnellan

Case 37. Financial Reporting to the Board

AnthonyR.Kovner

Case 38. The Mission of MercyCare

GayleBinney

Case 39. Whose Hospital?

AnthonyR.Kovner

Case 40. CEO Compensation: How Much Is Too Much? TerriMenser

Case 41. Reducing Healthcare-Associated Infections at Academic Medical Center: The Role of High-Performance Work Practices

JulieRobbinsandAnnScheckMcAlearney

Case 42. Coordination of Cancer Care: Notes from a Pancreatic Cancer Patient

AnthonyR.Kovner

Case 43. Dr. Fisher’s Patient

DuncanNeuhauser

Case 44. Public Enemy Number One: COVID-19 at Spanish Trail Hospital

AliceGaughanandAnnScheckMcAlearney

Part IV—Authority/Responsibility: Who Decides?

Introduction to Cases

Case 45. Conflict in the Office

RamyaRaoAggarwalandAnnScheckMcAlearney

Case 46. The Search Begins for the Next Faculty Practice Administrator for the Department of Surgery

DavidM.Kaplan

Case 47. Burnout at Dakota Hospital South MeganE.GregoryandAnnScheckMcAlearney

Case 48. The Associate Director and the Controllers AnthonyR.Kovner

Case 49. More Changes to Consider: Returning to Work After a Pandemic

RaviS.Tripathi,NoraE.Colburn,MilisaKRizer,andAnn ScheckMcAlearney

Case 50. Annual Performance Evaluation: Can You Coach Kindness?

AnnScheckMcAlearney

Case 51. Reimagining Primary Care at Northcoast ErinSullivanandSamuelC.Thomas

Case 52. Matrix or Mess? The Matrix Management Challenge

AnnScheckMcAlearney

Case 53. Improving Organizational Development in Health Services

AnnScheckMcAlearneyandRebeccaSchmale

Case 54. Controlling Revolution Health: Management Ownership

JacobVictory

Index About the Editors

About the Contributors

PREFACE TO THE 12TH EDITION

By many measures, the United States is the wealthiest country in the world, yet among its economic equals, it is the only country that lacks universal health coverage. The United States has poorer comparative health outcomes for many conditions and diseases, the highest costs for many health products and services, and wide-ranging variable quality of care—as well as the highest compensation for many health service managers.

In light of racial inequities; differences in access and variability in outcomes based on geography and wealth; and conflicting organizational values, culture, and interests, where do managers fit in? Health Services Management: A Case Study Approach aims to spark discussion of this question. This book, like the 11 previous editions, is distinctive in its overview of management and organizational behavior theory as it uses cases to provoke thinking and discussion around circumstances and scenarios involving management concepts and predicaments rather than merely presenting theory.

There are many new cases in the 12th edition, including some that address the previously unimaginable COVID-19 pandemic and the challenges it brought to managers and organizations. Many older cases from previous editions can now be viewed from current perspectives—that may be different from when the cases were written—on values, culture, and stake-holder interests. Reading through and exploring these new cases and new perspectives, learners (both students and teachers) will discover innovative approaches to healthcare management. We look forward to the results of these discussions. We welcome dialogue with our readers and can be reached via email:

Instructor Resources

This book’s instructor resources include an instructor’s manual with a sample 14-week course syllabus featuring lecture topics, a case-to-competency crosswalk, model assignments, and sample classroom activities. The instructor’s manual also contains “solutions” to each case study, including answers to case questions, commentary on teaching the case, and short summaries of the recommended readings.

Finally, the instructor’s manual provides a standard case analysis assignment with step-by-step instructions for students so they can practice and demonstrate their problem-solving skills. This pre-class case analysis assignment is provided to encourage student preparation and improve classroom discussion.

For the most up-to-date information about this book and its instructor resources, go to ache.org/HAP and browse for the book’s title or author name.

This book’s instructor resources are available to instructors who adopt this book for use in their course. For access information, please email hapbooks@ache.org.

REFLECTIONS ON THE 12TH EDITION: AN INTERVIEW WITH ANTHONY R. KOVNER

This interview with Tony Kovner is intended to provide an understanding of the frame for the development and editing of this new book edition.

Why have you remained involved, Professor Kovner, in editing and writing a 12th edition of the casebook?

The 11th edition was supposed to be my last. This was based on my retirement from teaching, my advanced age, and my limited digital capabilities, among other reasons. But there were reasons to continue as well. Primarily this is due to a great editorial team— senior editor Ann McAlearney and Zac Pruitt, a new team member who provides his own keen editorial and teaching perspectives. What I have been doing these past few years postretirement is reading, reflecting, and observing (as a patient and a customer, too), as well as talking with managers and other learners. I often offer anecdotal evidence for whatever I have to say, but I make sure to posit the limitations of my evidence. As long as I and other learners ask the right questions and then answer them based on the available data, we should be fine.

How do you write case studies?

Commonly, I start with a predicament, something that happened to someone, real or imaginary. Most of the cases are presented as fictional narratives based on real situations and real data. Cases are

written this way for usefulness in teaching and learning rather than to accurately depict events. Although some of the cases are written to portray reality as a snapshot of a point in time, there is much fiction involved as well in determining what is included in the snapshot and how the snapshot is organized and framed for view.

In writing a case study, I fictionalize the facts, the characters, the organization, and the location so it makes sense for teaching (and respects privacy). Generally, I write the cases from the point of view of a manager who is part of the team of managers, staff, and comanagers at the middle and top of an organizational pyramid, rather than from the perspective of lower-level supervisors or firstlevel managers.

Next, I outline two or three alternative actions the manager is advised to choose from. To create narrative conflict, I try to develop characters with different viewpoints in supporting roles who can suggest alternative actions or interventions. I like to describe a sympathetic manager who considers a challenging intervention, even if the decision made is only to do nothing at this time. Then, I write a scenario that addresses the consequences to the manager based on their chosen alternative.

Finally, I summarize in this scenario what the manager should or should not have done in a real predicament. This includes how the manager could (or did not) choose an intervention leading to poorer results (or a discussion of how to minimize them), or how to take advantage of a greater opportunity to achieve better outcomes. Before my final draft is complete, I typically write a teaching note for the instructor to support their teaching the case study. (This note can also help me as a writer make sensible changes to the case itself.)

Why use case studies as a way to learn and teach management?

People learn better from stories rather than from abstract presentations. As Tim Egan (2019, 273) states in A Pilgrimage to Eternity, “Arguments don’t change minds; stories do.” Through case studies, the learner is able to consider trade-offs among alternatives

and the logic and rationale of these different options. Learners can see how the predicaments of managers—and their histories, situations, and contexts—affect interventions and their outcomes.

Adam Grant (2021) says that the logic of decision making is like a debate or a dance. What evidence would the manager and others require to change or validate a chosen intervention (which includes, again, the option not to intervene at this time)?

Through case study analysis and role-play, learners see the importance of “ownership” of an alternative as well as the politics of responding to a predicament. Managers don’t change their minds or the minds of others by preaching or rational argument but rather by seeing what it takes to succeed in a desired intervention and in better understanding the assumptions underlying the decision process.

During the COVID-19 pandemic, instructors learned a great deal about how to effectively teach virtually. We have found that student group work can be done via synchronous and asynchronous collaboration. The various videoconferencing applications now support discussions, chat, breakout groups, and the like. How do you think the case study approach can be used in the virtual environment?

I have not taught online, but I know that teaching environments have adapted to virtual course delivery. First, all case study readings and analyses can be done independently. As for discussions and group activities, those take intensive interactions. Based on my experience with videoconferencing, I can easily imagine student group collaboration using the functions you mentioned. Certainly, discussions can be done asynchronously using discussion boards, as you suggest. We have written the cases and discussion questions to facilitate debate, so discussions among students and instructor could get quite animated—even online.

What career advice can you give a manager four to five years after attaining their degree?

Career advice is usually addressed to undergraduate and graduate students when they are seeking a first job during or after school. These questions are instead addressed to learners four to five years after undergraduate studies:

Do you need to find out what you know and don’t know relative to the supply of jobs in different locations and sectors?

Do you need to better understand your own management skills and how you can take advantage of your strengths and adapt to or overcome your weaknesses?

How does investing in getting ready for the future jobs you want through additional coursework or getting a graduate degree compare with taking a desirable job situation now and then learning on the job?

What is your Plan B or exit plan if your desired job or situation is not available or is not what you expected?

How can you increase the value of taking a job that is not the one you want, given who you are and what you are willing to do to get what you want?

How should managers consider stepping back from advancing in management or retiring?

Some individuals who continued to work as clinical providers or other operations workers while in school reject the upward management track after graduating. They stop short after discovering that climbing the management ladder did not meet their expectations. But though a costly journey, it is not always in vain.

They will now understand better how upward-seeking and other managers act and behave. They will probably continue to work with them.

They will learn about the costs of holding a management job—the 24/7 responsibility, the accountability for payment and eligibility systems that managers largely can’t control, dealing with the lack of justice in who gets what, their lack of effectiveness in

managing others, and their own insecurities in managing the job and themselves.

Many managers reject retirement, some of them for similar reasons. They love the perquisites of the job, thinking that they, rather than the job, are essential. But they should direct energy and care at actually helping recruit their successor. Managers should prepare for their retirement long before they actually retire. (Ten years in a job is usually long enough.)

Professor Kovner, what have you learned about managerial predicaments that you would like to share with us?

What I have learned in recent years is different from what I learned long ago. The major managerial predicaments in my own life were determined by my own history (and the histories of others). My father was a for-profit hospital owner, a successful athlete, and a gambler. My mother was a successful actress and beauty queen. My parents were divorced when I was 10.

Who are we? What games are we playing? Who decides and how? How were the organizations I was working for really doing? By what measures? I was fired at least three times, because the people I was working with and I had different answers to these questions. What I want to share now is the importance of taking the time to be kind. Learning from competent, kindly mentors has been lifesaving for me. And mentorship is a two-way street; earning a mentor’s trust can be meaningful for the mentor too. Their legacy is passed on and their ideas are challenged by the next generation.

Discussion Questions

1. What do you think are the differences for predicaments managers face in large versus small organizations?

2. What are your thoughts on the usefulness of case studies in manager learning?

3. Where do “theories” fit in teaching and learning healthcare management?

References

Egan, T. 2019. A Pilgrimage to Eternity: From Canterbury to Rome in Search of a Faith. New York: Penguin.

Grant, A. 2021. Think Again: The Power of Knowing What You Don’t Know. New York: Penguin.

INTRODUCTION TO THE CASE STUDY APPROACH

A SHORT HISTORY OF THE CASE METHOD OF TEACHING

Teaching by example is no doubt as old as the first parent and child. In medicine, it surely started with a healer, the first apprentice, and a patient. But when university education in medicine started about 800 years ago, it focused instead on abstract principles and scholastic reasoning, largely removed from practicality. Medical theories, often dealing with the “four humors,” likely had little bearing on actual disease processes. Then, in the late 1700s in France, medical education moved into hospitals or “the clinic,” where patients in large numbers could be observed, autopsies performed, and the physiological state linked back to the patients’ signs and symptoms (Foucault 1973). This shift represented an early step away from the abstract medical theorizing that had become the norm.

Education in law had also emphasized the abstract, conveyed through erudite lectures. University instruction built theoretical constructs and was logically well reasoned. The professor spoke, and the student memorized and recited without much opportunity for practical experience or discussion. This had become the standard by the late 1850s.

The case method of teaching, which can be traced to Harvard University, represented a striking change from this approach. Perhaps it is not surprising that this change occurred in the United States rather than in Europe, considering the American inclinations toward democratic equality, practicality, and positivism, and the lack of interest in classic abstract theorizing.

This change started in 1870 when the president of Harvard University, Charles William Eliot, appointed the obscure lawyer Christopher Columbus Langdell as dean of Harvard Law School. Langdell believed law to be a science. He wrote, “Law considered as a science, consists of certain principles or doctrines. To have such a mastery of these as to be able to apply them with constant faculty and certainty to the ever-tangled skein of human affairs, is what constitutes a good lawyer; and hence to acquire that mastery should be the business of every earnest student of the law” (Langdell 1871, vi).

The specimens needed for the study of Langdell’s science of law were judicial opinions as recorded in books and stored in libraries. He accepted the science of law, but he turned the learning process back to front. Instead of giving a lecture that would define a principle of law and give supporting examples of judicial opinions, he gave the students the judicial opinions without the principle and, through a Socratic dialogue, extracted from the students in the classroom the principles that would make sense out of the cases. The student role became active rather than passive, as students were subjected to rigorous questioning of the case material. They were asked to defend their judgments and to confess to error when their judgments were illogical. Although this dialectic was carried on by the professor and one or two students at a time, all the students learned and were on the edge of their seats, hoping (or fearing) they would be called on next. The law school style that evolved has put the student under public pressure to reason quickly, clearly, and coherently in a way that is valuable in the courtroom or during negotiation. After a discouraging start, Langdell attracted such able instructors as Oliver Wendell Holmes, Jr. They carried the day, and now the case method of teaching is nearly universal in American law schools.

Application of the case method of teaching to medicine also has roots at Harvard. Walter B. Cannon, a medical student of the class of 1901, shared a room with Harry Bigelow, a third-year law student. Cannon was struck by the excitement with which Bigelow and his classmates debated the issues in the cases they were reading; the

energy contrasted sharply with the passivity of Cannon’s medical school lectures.

In 1900, discussing the value of the case method in medicine, Eliot (1900, 557) described the earlier medical education as follows:

I think it was thirty-five years ago that I was a lecturer at the Harvard Medical School for one winter; at that time lectures began in the school at eight o’clock in the morning and went on steadily till two o’clock six mortal hours, one after the other of lectures, without a question from the professor, without the possibility of an observation by the student, none whatever, just the lecture to be listened to, and possibly taken notes of. Some of the students could hardly write.

In December 1899, Cannon persuaded one of his instructors, G. L. Walton, to present a case from his private practice in written form as an experiment. Walton printed a sheet with the patient’s history and allowed the students a week to study it. The lively discussion that ensued in class made Walton an immediate convert (Benison, Barger, and Wolfe 1987). Other faculty soon followed, including Richard C. Cabot.

Through the case method, medical students would learn to judge and interpret clinical data, to estimate the value of evidence, and to recognize the gaps in their knowledge—something that lecturing alone could never reveal. The case method of teaching allowed students to throw off passivity in the lecture hall and integrate their knowledge of anatomy, physiology, pathology, and therapeutics into a unified mode of thought.

As a student, Cannon (1900a, 1900b) wrote two articles about the case method for the Boston Medical and Surgical Journal (later to become the New England Journal of Medicine), and he sent one of these papers to the famous clinician and professor William Osler of Johns Hopkins University. Osler, as quoted in Benison, Barger, and Wolfe (1987), replied: “I have long held that the only possible way of teaching students the subject of medicine is by personal daily contact with cases, which they study not only once or twice, but follow systematically.” If a written medical case was interesting, a real live patient in the classroom could be memorable. Osler

regularly introduced patients to his class and asked students to interview and examine patients and discuss medical problems. He would regularly send students to the library and laboratory to seek answers and report back to the rest of the class (Chesney 1958). This is ideal teaching. Osler’s students worshipped him, but with today’s division of labor in medicine between basic science and clinical medicine, such a synthesis is close to impossible.

The May 24, 1900, issue of the Boston Medical and Surgical Journal was devoted to articles and comments by Eliot, Cannon, Cabot, and others about the case method of teaching. In some ways, this journal issue remains the best general discussion of the case method available. The approach was adopted rapidly at other medical schools, and books of written cases quickly followed in neurology (in 1902), surgery (in 1904), and orthopedic surgery (in 1905) (Benison, Barger, and Wolfe 1987).

Cannon went on to a distinguished career in medical research. Cabot joined the medical staff of the Massachusetts General Hospital and in 1906 published his first book of cases. (He also introduced the first social worker into a hospital1 [Benison, Barger, and Wolfe 1987].) Cabot was concerned about the undesirable separation of clinical physicians and pathologists; too many diagnoses were turning out to be false at autopsy. To remedy this, he began to hold his case exercises with students, house officers, and visitors.

Cabot’s clinical/pathological conferences took on a stereotypical style and were eventually adopted in teaching hospitals throughout the world. First, the patient’s history, symptoms, and test results would be described. Then an invited specialist would discuss the case, suggest an explanation, and give a diagnosis. Finally, the pathologist would present the autopsy or pathological diagnosis, and questions would follow to elaborate points.

In 1915, Cabot sent written copies of his cases to interested physicians as at-home case method exercises. These became so popular that starting in October 1923 the Boston Medical and Surgical Journal began to publish one per issue. Today, the “Cabot

case records” still appear with each issue of the New England JournalofMedicine.

A look at a current NewEngland Journal of Medicine case will show how much the case method has changed since Langdell’s original concept. Students and house officers are no longer asked to discuss the case; rather, experts put their reputations on the line. They have the opportunity to demonstrate wisdom, but they can also be refuted in front of a large audience. Although every physician in the audience probably makes mental diagnoses, the case presentation has become a passive affair, like a lecture.

Cabot left the Massachusetts General Hospital to head the social relations (sociology, psychology, and cultural anthropology) department at Harvard. He brought the case method with him, but it disappeared from use at Harvard by the time of his death in 1939 (Buck 1965). The social scientists at that time were concerned with theory building, hypothesis testing, and research methodology; to such “unapplied,” pure scientists, perhaps the case method was considered primitive.

In 1908, the Harvard Business School was created as a department of the Graduate School of Arts and Sciences. It was initially criticized as merely a school for making money. Early on, an effort was made to teach through the use of written problems involving situations faced by actual business executives, presented in sufficient factual detail to enable students to develop their own decisions. The school’s first book of cases, on marketing, was published in 1922 by Melvin T. Copeland.2 Today, nearly every class in the Harvard Business School is taught by the case method.

Unlike the law school, where cases come directly from judicial decisions (sometimes abbreviated by the instructor), and the medical school, where the patient is the basis for the case, the business faculty and their aides must enter organizations to collect and compile material. This latter mode of selection offers substantial editorial latitude. Here more than elsewhere, the case writer’s vision, or lack of it, defines the content of the case.

Unlike a pathologist’s autopsy diagnosis, a business case is not designed to have a right answer. In fact, one usually never knows whether the business in question lives or dies. Rather, the cases are written in a way that splits a large class (up to 80 students) into factions. The best cases are those that create divergent opinions; the professor becomes more an orchestra leader than a source of truth. The professor’s opinion or answer may never be made explicit. Following a discussion, a student’s question related to what really happened or what should have been done may be answered with “I don’t know” or “I think the key issues were picked up in the case discussion.” Such hesitancy on the part of the instructor is often desirable. To praise or condemn a particular faction in the classroom can discourage future discussions.

William Ellet (2007, 13) defines a business school case as describing a real situation with three characteristics: “A significant business issue or issues, sufficient information on which to base conclusions, and no stated conclusions.” A good case allows the reader to construct conclusions, filter out irrelevant information, furnish missing information through inference, and combine evidence from different parts of the case to support the conclusions.

The class atmosphere in a business school is likely to be less pressured than in a law school. Like good surgeons, good lawyers must often think very quickly, but unlike surgeons, lawyers must demonstrate their thinking verbally and publicly. They must persuade by the power of logic rather than by force of authority. Business and management are different. Key managerial decisions—What business are we in? Who are our customers? Where should we be 10 years from now?—may take months or even years to answer.

The fact that the business manager’s time frame reduces the pressure for immediate answers makes management education different from physician education in other ways. Physicians are required to absorb countless facts on anatomy, disease symptoms, and drug side effects. Confronted with 20 patients a day, the physician often has no time, even with the convenience of the internet, to consult references. The manager has a longer time for decision making in business. Therefore, managerial education

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We saw Katinka first when we were all about the table—Cousin Diantha, Miss Waitie who was her spinster sister, Pelleas and I, and Andy, who worked for his board. I shall not soon forget the picture that she made as she passed the corn cakes,—Katinka, little maidof-all-work, in a patched black frock and a red rubber ring and a red rubber bracelet. Her face was round and polished and rosy with health, and she was always breathless and clothed with a pretty fear that she was doing everything wrong. Moreover, she had her ideas about serving—she afterward told me that she had worked for a week at the minister’s in Paddington where every one at breakfast, she added in an awed voice, “had a finger bowl to themself.” Cousin Diantha, good soul, cared very little how her dainties were served so that the table was kept groaning, and Katinka had therefore undertaken a series of reforms to impress which she moved in a mysterious way. For example, as she handed the corn cakes and just as I raised my hand to take one, steaming, moist, yellow and quite beneath my touch, the plate was suddenly sharply withdrawn, a spirited revolution of Katinka’s hands ensued, and the cakes reappeared upon my other side.

“We got the table set longways o’ the room to-night,” she explained frankly, “and I can’t hardly tell which is left till I look at my ring.”

Conversation with Katinka while she served was, I perceived, a habit of the house; and indeed Katinka’s accounts of kitchen happenings were only second in charm to Katinka’s comments upon the table talk. It was to this informality that I was indebted for chancing on a radiant mystery on that very night of our arrival.

“Mis’ Grocer Helman,” said Cousin Diantha to me at this first supper —every woman in Paddington has her husband’s occupation for a surname—“wants to come to see you about making over her silk. She’s heard you was from the city an’ she says Mis’ Photographer Bronson’s used up the only way she—Mis’ Grocer—knew on a cheap taffeta. Mis’ Grocer Helman won’t copy. She’s got a sinful pride.”

Katinka set down the bread plate.

“I got some loaf sugar sent up from Helman’s to-day,” she contributed, “because I just had to get that new delivery wagon up here to this house somehow. It’d been in front o’ Mis’ Lawyer More’s twict in one forenoon.”

And at this Miss Waitie, who was always a little hoarse and very playful, shook her head at Katinka.

“Now, new delivery wagon nothin’,” she said skeptically; “it’s that curly-headed delivery boy, I’ll be bound.”

So it was in my very first hour in Cousin Diantha’s house that I saw what those two good souls had never suspected. For at Miss Waitie’s words Andy, who worked for his board, suddenly flushed one agonizing red and spilled the preserves on the tablecloth. What more did any sane woman need on which to base the whole pleasant matter? Andy was in love with Katinka.

I sat up very straight and refused the fish balls in my preoccupation. My entire visit to Paddington quickly resolved itself into one momentous inquiry: Was Katinka in love with Andy?

“Is Katinka in love with Andy?” I put it to Pelleas excitedly, when at last we were upstairs.

“Katinka? Andy? Andy? Katinka?” responded Pelleas politely.

“Now, one would think you were never in love yourself,” I chided him, and fell planning what on earth they would live on. Why are so many little people with nothing at all to live on always in love—when every one knows spinster after spinster with an income apiece?

I was not long in doubt about Katinka. The very next morning I came upon her in the hall, her arms filled with kindling for the parlour fire. I followed her. Her dear, bright little face and yellow braids reminded me of the kind of doll that they never make any more.

“Katinka,” said I, lingering shamelessly, “do you put the sticks in across or up and down?”

For it may very well be upon this nice question as well as Angora cats that Pelleas and I will have our final disagreement, which let no one suppose that we will really ever have.

She looked up to answer me. The gingham bib of her apron fell down. And there, pinned to her tight little waist, I beheld—a buttonpicture of Andy! Never tell me that there does not abide in the air a race of little creatures whose sole duty it is to unveil all such secrets to make glad the gray world. Never tell me that it is such a very gray world either, if you wish my real opinion.

She looked down and espied the exposed mystery. She cast a frightened glance at me and I suppose that she saw me, who am a very foolish old woman, smiling with all my sympathetic might. At all events she gasped and sat down among the kindling, and said:—

“Oh, ma’am, we’re agoin’ to be marrit to-morrow. An’ Mis’ Bethune— I’m so scairt to tell ’er.”

I sat down too and caught my breath. This blessed generation. I had been wondering if these two were in love and on what they could live when at last they should make up their minds and lo, they were to be married to-morrow.

“Why, Katinka!” said I; “where?”

The little maid-of-all-work sobbed in her apron.

“I do’ know, ma’am,” she said. “Andy, he’s boardin’ so, an’ I’m a orphing. I t’ought,” mentioned Katinka, still sobbing, “maybe Mis’ Bethune’d let us stand up by the dinin’-room windy. The hangin’ lamp there looks some like a weddin’ bell, Andy t’ought.”

The hanging lamp had an orange shade and was done in dragons.

“When I see you an’ him las’ night,” Katinka went on, motioning with her stubby thumb toward the absent Pelleas, “I t’ought maybe you’d sign fer seein’ it done. I tol’ Andy so. Mis’ Bethune, I guess she’ll be rarin’. I wanted it to be in the kitchen, but Andy, he’s so proud. His pa was in dry goods,” said Katinka, wiping her eyes at the mere thought.

Here was a most delicious business thrown, as it were, fairly in my arms. I hailed it with delight, and sat holding my elbows and planning with all my might.

“Katinka,” said I portentously, “you leave where you are to be married to me.”

“Oh, ma’am!” said Katinka.

I never had more earnest appreciation.

Cousin Diantha Bethune was heard calling her at that moment, and Katinka went off with the coals quite as if the next day were not to see her a bride, married in the parlour

For I was determined that the wedding should be in the parlour, and I spent a most feverish day. I made repeated visits to the kitchen and held consultations with the little maid, whose cheeks grew rosy and whose eyes grew bright at the heaven of having some one in the world interested in her.

While she washed the dishes she told me that she and Andy had saved enough to live for three months at Mis’ Slocum’s boarding house. After that the future was a pleasant but indefeasible mystery. While she cleaned the knives I slipped down to find whether Andy had remembered to engage the parson; and he had done so, but at the risk of having the ceremony performed in the scullery as the only available apartment. Andy, it appeared, objected to being married at the parson’s house; and Katinka seemed to think that this also was because his father had been “in dry goods.” At our last conference, during lamp cleaning, I advised Katinka to break the news to Cousin Diantha Bethune immediately after supper when we were still at table. Katinka promised and her mouth quivered at the thought.

“She’ll never hev us in the parlour, not in this world, ma’am,” she said to me hopelessly, “not with that new three-ply ingrain on the floor.”

Meanwhile I had told Pelleas who, though he is sometimes disposed to pretend to scoff at romance which he does not himself discover, was yet adequately sympathetic. At supper we were both absurdly excited, and Pelleas heaped little attentions on Andy who ate nothing and kept brushing imaginary flies from before his face to show how much at ease he was. And after the last plate of hot bread had been brought in I wonder now at my own self-possession; for I knew thereafter that little Katinka, by the crack in the pantry door, was

waiting the self-imposed signal of Cousin Diantha’s folded napkin. When this came she popped into the room like a kind of toy and stood directly back of Cousin Diantha’s chair.

“Please, ma’am,” she said, “Andy an’ me’s goin’ to get marrit.”

Andy, one blush, rose and shambled spryly to her side and caught at her hand and stood with glazing eyes.

Cousin Diantha wheeled in her chair and her plate danced on the table. My heart was in my mouth and I confess that I was prepared for a dudgeon such as only mistresses know when maids have the temerity to wish to marry. In that moment I found, to my misery, that I had forgotten every one of my arguments about young love and the way of the world and the durability of three-ply ingrain carpets, and I did nothing but sit trembling and fluttering for all the world as if it were my own wedding at stake. I looked beseechingly at Pelleas, and he nodded and smiled and rubbed his hands under the tablecloth—O, I could not have loved a man who would look either judicious or doubtful as do too many at the very mention of any one’s marriage but their own.

Dimly I saw Cousin Diantha look over her spectacles; I heard her amazed “Bless us, Katinka! What are you talking about?” And I half heard the little maid add “To-morrow” quite without expression as she turned to leave the room, loyally followed by Andy. And then, being an old woman and no longer able to mask my desire to interfere in everything, I was about to have the last word when Cousin Diantha turned to me and spoke:—

“Listen at that!” she cried; “listen at that! To-morrow—an’ not a scrap o’ cake in this house! An’ a real good fruit cake had ought to be three months old at the least. I declare, it don’t seem as if a wedding could be legal on sponge cake!”

I could hardly believe my ears. Not a word against the parlour, no mention of the three-ply ingrain nor any protest at all. Cousin Diantha’s one apprehension was concerning the legality of weddings not solemnized in the presence of a three-months-old fruit cake. The

mince-pie-and-plum-pudding branch of our family had risen to the occasion as nobly as if she had been steeped in sentiment.

Upstairs Pelleas and I laughed and well-nigh cried about it.

“And Pelleas,” I told him, “Pelleas, you see it doesn’t matter in the least whether it’s romance or cooking that’s accountable so long as your heart is right.”

So it was settled; and I lay long awake that night and planned which door they should come in and what flowers I could manage and what I could find for a little present. Here at last, I thought triumphantly as I was dropping asleep, was a chance to overcome Nichola by the news that I had actually found another wedding at which to wear my white lady’s-cloth gown.

With that I sat suddenly erect, fairly startled from my sleep. What was Katinka to wear?

Alas, I have never been so firmly convinced that I am really seventy as when I think how I remembered even the parson and yet could forget Katinka’s wedding gown.

Immediately I roused Pelleas.

“Pelleas!” I cried, “what do you suppose that dear child can be married in?”

Pelleas awoke with a logical mind.

“In the parlour, I thought,” said he.

“But what will she wear, Pelleas?” I inquired feverishly; “what can she wear? I don’t suppose the poor child—”

“I thought she looked very well to-night,” he submitted sleepily; “couldn’t she wear that?” And drifted into dreams.

Wear that! The little tight black frock in which she served. Really, for a man who is adorable, Pelleas at times can seem stupid enough, though he never really is stupid.

I lay for a little while looking out the high window at the Paddington stars which some way seemed unlike town stars. And on a sudden I

smiled back at them, and lay smiling at them for a long time. For little Katinka was very nearly my size and I knew what she was to wear at her wedding. My white lady’s-cloth gown.

As soon as her work was done next morning I called her to my room. It was eleven o’clock and she was to be married at twelve.

“Katinka,” said I solemnly, “what are you going to wear, child, to be married in?”

She looked down at the tight little black gown.

“I t’ought o’ that,” said the poor little thing uncertainly, “but I haven’t got nothink nicer than what this is.”

She had thought of that. The tears were in my eyes as I turned to the cretonne curtain and pulled it aside.

“Look, Katinka,” I said; “you are going to wear this.”

There hung the white lady’s-cloth in all its bravery of chiffon and fichu and silver buttons. Katinka looked once at that splendour and smiled patiently, as one who is wonted to everything but surprises.

“La, ma’am,” she humoured me, pretending to appreciate my jest.

When at last she understood, the poor little soul broke down and cried on the foot of the bed. I know of no sadder sight than the tears of one to whom they are the only means of self-expression.

Never did gown fit so beautifully. Never was one of so nearly the proper length. Never was such elegance. When she was quite ready, the red ring and red bracelet having been added at her request, Katinka stood on a chair to have a better view in the little mirror above my washbasin, and she stepped down awe-struck.

“O, ma’am,” she said in a whisper, “I look like I was ready to be laid out.”

Then she went to the poor, tawdry things of her own which she had brought to my room, and selected something. It was a shabby plush book decorated with silk flowers and showing dog-eared gilt leaves.

“I t’ought I’d carry this here,” she said shyly.

I opened the book. And my eye fell on these words written in letters which looked as if they had been dropped on the page from a sieve:

There may be sugar and there may be spice

But you are the one I shall ever call nice.

It was an autograph album.

“Why, Katinka,” I said, “what for?”

“Well,” she explained, “I know in the fashion pictures brides allus carries books. I ain’t got no other book than what this is. An’ this was mother’s book—it’s all of hers I’ve got—and I t’ought—”

“Carry it, child,” I said, and little Katinka went down the stairs with the album for a prayer-book.

And lo! as the door opened my heart was set beating. For there was music; the reed organ in the parlour was played furiously; and I at once realized that Pelleas was presiding, performing the one tune that he knows: The long-meter doxology.

The parlour blinds were open, the geraniums had been brought up from the cellar to grace the sills, and as crowning symbol of festivity Cousin Diantha had shaken about the room a handkerchief wet with cologne. Miss Waitie had contributed the presence of her best dress. Andy, blushing, waited by the window under the transferred wedding bell of dragons, pretending to talk with the parson and continually brushing imaginary flies from before his face. When he saw Katinka he changed countenance and fairly joined in the amazed “Ah!” of the others. Indeed the parson began the ceremony with Andy’s honest eyes still reverently fixed on Katinka’s gown.

There was but one break in the proceedings. Pelleas, at Cousin Diantha’s urgent request attempting to play softly through the ceremony, reckoned without one of the keys which stuck fast with a long, buzzing sound and could not be released though every one had a hand at it. And finally Katinka herself, who had dusted the keyboard for so long that she understood it, had to come to the rescue while the parson waited for her “I will.”

As for me, by the time that it was all over I was crying softly behind the stove with as much enjoyment as if I had been Katinka’s mother. And not until I bent my head to hide a tear did I perceive that I had not changed my gown that morning. As if because one is seventy that is reason for losing one’s self-respect!

Pelleas put the rest in my head.

“Etarre,” he said, while we were having cherry sauce and seedcakes after the ceremony, “you’ve got your gray gown, haven’t you?”

“Why, yes,” said I, not understanding.

“And you don’t really need that white one....” He hesitated.

I saw what he meant. We looked across at the little bride, speechlessly happy in my old woman’s finery.

“Not a bit,” I said, loving Pelleas for his thought. We smiled at each other with the tidings of a new secret.

That is why, when we reached home three nights later, we permitted Nichola to unpack our trunk and had no fear. The white lady’s-cloth gown was not there.

THE CHRISTENING

The christening of Enid’s baby, delayed until David’s return from Washington, was to be at our house because Enid and her little son had already come to us, but we, being past seventy, could not so easily go up in Connecticut to Enid. At all events that was what they told us, though Pelleas and I smiled somewhat sadly as we permitted our age to bear the burden of our indolence. Besides, I would always be hostess rather than guest, for the hostess seems essentially creative and the guest pathetically the commodity.

Therefore on a day in May we rose early and found our shabby drawing-room a kind of temple of hyacinths, and every one in the room—by whom I mean its permanent inhabitants—rejoicing. The marble Ariadne, on a pedestal in a dark corner, guided her panther on a field of jonquils which they two must have preferred to asphodel; the Lady Hamilton who lived over the low shelves folded her hands above a very home of Spring; and once, having for a moment turned away, I could have been certain that the blindfold Hope above the mantel smote her harp softly, just loud enough, say, for a daffodil to hear.

“Ah, Pelleas,” I cried, “one would almost say that this is The Day— you know, the day that one is expecting all one’s life and that never comes precisely as one planned.”

“Only,” Pelleas supplemented positively, “this is much nicer than that day.”

“Much,” I agreed, and we both laughed like children waiting to be christened ourselves.

Pelleas was to be godfather—I said by virtue of his age, but Enid, whose words said backward I prefer to those of many others in their proper order, insisted that it was by office of his virtue. There were to

be present only the Chartres’ and the Cleatams, Miss Lillieblade and Lisa and Hobart Eddy and a handful besides—all our nearest and dearest and no one else; although, “Ah, me,” cried Madame Sally Chartres while we waited, “haven’t you invited every one who has lately invited you to a christening?” And on, so to speak, our positive negative, she added: “Really, I would have said that in these social days no one is even asked to a funeral who has not very recently had a sumptuous funeral of her own.”

“Who was my godfather?” Pelleas asked morosely. “I don’t think I ever had a godfather. I don’t know that I ever was christened. Have I any proof that I was named what I was named? I only know it by hearsay. And how glaringly unscientific.”

“You are only wanting,” cried Madame Polly Cleatam, shaking her curls, “to be fashionably doubtful!”

“Religions have been thrown away by persons who had no more authentic doubts,” Pelleas gravely maintained.

“I dare say,” Miss Lillieblade piped. “In these days if a man has an old coat he puts on a new doubt, and society is satisfied.”

Thereafter the baby arrived, a mere collection of hand embroidery and lace, with an angel in the midst of these soft billows. The baby looked quite like a photograph made by the new school, with the high lights on long sweeping skirts and away up at the top of the picture a vague, delicious face. Our grandniece Enid is an adorable little mother, looking no less like a mermaid than does Lisa, but with a light in her eyes as if still more of the mystery of the sea were come upon her. And, as a mer-mother should, she had conversation not exclusively confined to the mer-child. I heard her on the subject of prints with the bishop’s lady, and the mer-child was not three months old.

The christening was to have been at eleven o’clock, and at twelve Pelleas had an appointment which it was impossible to delay, or so he thought, having a most masculine regard for hours, facts, and the like. Therefore when, at fifteen after eleven, the bishop had not yet arrived, Pelleas began uneasily suggesting taking leave. Enid looked

at him with a kind of deep-sea-cave reproach before which every one else would have been helpless; but Pelleas, whose nature is built on straight lines, patted her and kissed the baby at large upon the chest and, benign, was still inexorable.

“But who will be godfather?” Enid cried disconsolately, and, youngwife-like, looked reproachfully at her young husband.

At that moment the hall door, as if it had been an attentive listener as long as it could and must now give the true answer, opened and admitted Hobart Eddy, come late to the christening and arrived with that vague air of asking why he was where he was which lent to him all the charm of ennui without its bad taste.

“Hobart,” Enid cried ecstatically, “you shall be godfather!”

Hobart Eddy continued to bend to kiss my hand and then sought the hand of Madame Sally and next the hand of Madame Polly Cleatam. Finally he bowed before Enid and fixed his monocle on the baby.

“It opens and shuts its eyes,” he earnestly observed; “how these baby people imitate the doll factories. It’s disgraceful.”

“Kiss him!” the mer-mother commanded, as if she were the prompter

Hobart Eddy obediently kissed the baby’s thumb.

“Man and brother,” he greeted him solemnly; “Lord, to think I’ll take it to luncheon sometime and hear it know more about the town than I do.”

“At all events,” Madame Sally Chartres begged gravely, “don’t ask him to lunch until he’s been christened. In Society you have to have a name.”

“But,” Enid settled it with pretty peremptoriness, “you must be godfather even if he never lunches. Hobart—you will?”

“Its godfather?” said Hobart Eddy. “I? But yes, with all pleasure. What do I have to do? Is there more than one figure?”

When at length the arrival of the bishop followed close on the departure of Pelleas, regretful but absurdly firm, we were in a merry clamour of instruction. The situation had caught our fancy and this

was no great marvel. For assuredly Hobart Eddy was not the typical godfather.

“On my honour,” he said, “I never was even ‘among those’ at a christening, in my life, and I would go a great distance to be godfather. It’s about the only ambition I’ve never had and lost.”

The service of the christening holds for me a poignant solemnity. And because this was Enid’s baby and because I remembered that hour in which he had seemed to be Pelleas’ dream and mine come back, my heart was overflowingly full. But I missed Pelleas absurdly, for this was one of the hours in which we listen best together; and to have learned to listen with some one brings, in that other’s absence, a silence. But it was a happy hour, for the sun streamed gayly across the window-boxes, there were the dear faces of our friends, the mermother and her young husband were near to joyful tears and the bishop’s voice was like an organ chord in finer, fluttering melody. Through the saying of prayer and collects I stood with uplifting heart; and then Enid’s husband gave the baby’s name with a boyish tremble in his voice; and after the baptism and its formalities the bishop read the words that were the heart of the whole matter; and the heart of a matter does not always beat in the moment’s uplift.

“‘And thou, Child,’ the bishop read, ‘shalt be called the prophet of the Highest; for thou shalt go before the face of the Lord to prepare His ways.

“‘Through the tender mercy of our Lord, whereby the day spring from on high hath visited us.

“‘To give light to them that sit in darkness and in the shadow of death, to guide our feet into the way of peace.’”

As he read a hush fell upon us. It seemed suddenly as if our conventional impulse to see Enid’s baby christened was an affair of more radiant import than we had meant. From the words of exhortation that followed I was roused by a touching of garments, and I looked up to see a trim, embroidered maid holding the baby toward Hobart Eddy. The moment for his service as godfather was come. As he held out his arms he questioned Enid briefly with his

eyes, and then earnestly gave himself to establishing the little man and brother in a curve of elbow. It was after all, I suppose him to have been reflecting, as sternly required of a man that he be an efficient godfather as that he perfectly fill all the other offices of a man of the world. I even suspected him of a downward glance to be assured that the soft skirts were gracefully in place, quite as if he were arranging tableaux vivants. Thereafter he stood erect, with his complaisant passivity of look, as perfectly the social automaton as if the baby were a cup of tea. Really, to accept dear Hobart Eddy as godfather was rather like filling a champagne glass with cream.

“What shall be the name of this child?” once more demanded the bishop.

“Philip Wentworth,” prompted the young father a second time, presenting a serious, young-father profile to the world. The bishop waited.

“Philip Wentworth,” obediently repeated Hobart Eddy with, I dare be sworn, the little deferential stooping of the shoulders with which I had seen him return many and many a fan.

The bishop, his face filled with that shining which even in gravity seemed sweeter than the smile of another, fixed his deep eyes upon the godfather, and when he spoke it was as if he were saying the words for the first time, to the guardian of the first child:—

“‘Dost thou, in the name of this Child, renounce ... the vain pomp and glory of this world, with all covetous desires of the same, and the sinful desires of the flesh, so that thou wilt not follow nor be led by them?’”

Hobart, his eyes fixed on the open prayer-book which he held, read the response quickly and clearly:

“‘I renounce them all, and by God’s help I will endeavour not to follow or be led by them.’”

“‘Wilt thou, then,’” pursued the bishop benignly, “‘obediently keep God’s holy will and commandments and walk in the same all the days of thy life?’”

“‘I will,’” said Hobart Eddy, “‘by God’s help.’”

There was no slightest hesitation, no thought, or so it seemed to me; only the old urbane readiness to say what was required of him. What had he said, what had he done, this young lion of the social moment, beau, gallant, dilettante, and was it possible that he did not understand what he had promised? Or was I a stupid and exacting old woman taking with convulsive literalness that which all the world perhaps recognizes as a form of promise for the mere civilized upbringing of a child? I tried to remember other godfathers and I could remember only those who, like Pelleas, had indeed served, as Enid had said in jest, by office of their virtue. And yet Hobart Eddy— after all I told myself he was a fine, upright young fellow who paid his debts, kept his engagements, whose name was untouched by a breath of scandal, who lived clear of gossip; so I went through the world’s dreary catalogue of the primal virtues. But what had these to do with that solemn “I renounce them all”?

By the time that the service was well over I could have found it in my heart to proclaim to our guests that, as the world construed it, a christening seemed to me hardly more vital than the breakfast which would follow.

This however I forbore; and at the end every one pressed forward in quite the conventional way and besieged the baby and Hobart and showered congratulations upon them both and kissed Enid and was as merry as possible. And as for Hobart, he stood in their midst, bowing a little this way and that, giving his graceful flatteries as another man gives the commonplaces, complaisant, urbane, heavylidded....

I omitted the baby and looked straight at the godfather.

“How do you like the office?” I asked somewhat dryly. He met my eyes with his level look.

“Dear friend,” he said softly, “you see how inefficient I am. Even to describe your charming christening toilet is my despair.”

“Hobart Eddy,” said I sharply, “take Enid in to breakfast.”

While May was still stepping about the fields loath to leave her business of violets and ladywort, Madame Sally Chartres sent pleasant word from Long Island that a dozen or more of her friends were to spend a day with her, and no one would willingly disregard the summons. The Chartres’ lived on the edge of an orchard and another edge of field. I dare say they lived in a house although what I chiefly remember is a colonnade of white pillars, a library shelved to the ceiling, and a sprinkling of mighty cushioned window seats whereon the sun forever streamed through lattices. Perhaps Madame Sally and Wilfred had assembled these things near an orchard and considered that to be house enough. At all events there could have been no fairer place for a Spring holiday.

Pelleas and I went down by train, and the morning was so golden that I wholly expected to divine a procession of nymphs defiling faintly across the fields in a cloud of blossoms rooted in air. I have often wondered why goblins, dryads and the like do not more frequently appear to folk on railway trains. These shy ones would be quite safe, for by the time the bell rope should have been pulled and the conductor told why the train must be stopped and the engine and cars brought effectually to a standstill, the little shadowy things could have vanished safely against the blue. Perhaps they do not understand how sadly long it takes a spirit to influence the wheels of civilization.

The others coached down to the Chartres’ with Hobart Eddy, although there must be made one important exception: Madame Sally had insisted that Enid bring the baby; and Enid and her husband, who since the christening were lingering on in town, had given the baby and his new nurse to the charge of Pelleas and me. We arrived ahead of the coach and stood on the veranda to welcome the others.

Lisa was among these, with Eric at her side; and Madame Polly and Horace Cleatam and Miss Lillieblade, all three in spite of their white hair and anxiety about draughts stoutly refusing to ride inside. There were four or five others, and from the box seat beside Hobart Eddy I

saw descending with what I am bound to call picturesque deliberation a figure whom I did not remember.

“Pray who is that?” there was time for me to ask Madame Sally

“My dear,” she answered hurriedly, “she is a Mrs. Trempleau. I used to love her mother. And Hobart wanted her here.”

“Hobart!” I exclaimed. “That Mrs. Trempleau?” I comprehended. “You don’t think ...” I intimated.

Madame Sally’s eyebrows were more expressive than the eyes of many.

“Who knows?” she said only, and made of her eyebrows a positive welcome to our friends.

Mrs. Trempleau came toward us flickering prettily—I protest that she reminded me of a thin flame, luminous, agile, seeking. She had hair like the lights in agate, and for its sake her gown and hat were of something coloured like the reflection of the sun in a shield of copper. She had a fashion of threading her way through an hour of talk, lighting a jest here, burning a bit of irony there, smouldering dangerously near the line of daring. And that day as she moved from group to group on the veranda the eyes of us all, of whom Hobart Eddy was chief, were following her. I think it may have been because her soul was of some alien element like the intense, avid spirit of the flames, though when I told Pelleas he argued that it was merely the way she lifted her eyes.

“Where is Mr. Trempleau?” Pelleas added, his nature as I have said being built on straight lines.

“There may be one,” I answered, “but I think he lives on some other continent.”

Pelleas reflected.

“Hobart Eddy and Pelham and Clox look in love with her,” he said; “if she doesn’t take care there won’t be enough continents.”

In no small amusement during luncheon we watched Hobart Eddy, especially Pelleas and I who, however, besides being amused, were

also a little sad Mrs. Trempleau’s appropriation of him was insistent but very pretty. Indeed, if she had on a night of stars appropriated Sirius I dare say the constellations would have sung approval. She had the usual gift of attractive faults. But above Mrs. Trempleau’s shoulders and beyond the brightness of her hair I had, at luncheon, glimpses which effectually besought my attention from the drama within. The long windows overlooked the May orchards, white and sweet and made like youth, and I was impatient to be free of the woman’s little darting laughs and away to the fields. Some way, in her presence it was not like May

Therefore, when Pelleas had been borne to the stables by his host and when the others had wandered back to the veranda, I went away down what I think must have been a corridor, though all that I remember is a long open window leading to the Spring, as if one were to unlatch an airy door and reveal a diviner prospect than our air infolds. A lawn, cut by a gravel walk bounded by tulips, sloped away from this window to the orchard and I crossed the green in the frank hope that the others would not seek me out. But when I turned the corner by the dial I came fairly on two other wanderers. There, with the white-embroidered nurse-maid, sat, like another way of expressing the Spring, Enid’s baby. Was ever such happy chance befallen at the gate of any May orchard whatever?

“Ah,” I cried to the little nurse, “Bonnie! Come quickly. I see a place— there—or there—or there—where you must bring the baby at once— at once! Leave the perambulator here—so. He is awake? Then quickly—this way—to the pink crab apple-tree.”

I sometimes believe that in certain happy case I find every one beautiful; but I recall that Bonnie—of whom I shall have more to tell hereafter—that day seemed to me so charming that I suspected her of being Persephone, with an inherited trick of caring for the baby as her mother cared for Demophoön.

To the pink crab apple-tree! What a destination. It had for me all the delight of running toward, say, the plane tree in the meadow of Buyukdere. I remember old branches looking like the arms of Pan, wreath-wound, and rooms of sun through which petals drifted ... who

could distinctly recall the raiment of such an hour? But at length by many aisles we came to a little hollow where the grass was greenest, hard by the orchard arbour, and we stood before the giant pink crab apple-tree. Has any one ever wondered that Sicilian courtiers went out a-shepherding and that the Round Table, warned to green gowns, fared forth a-Maying?

“Spread the baby’s rug!” I cried to Bonnie; “here is a little seat made in the roots for this very day. Pull him a branch of apple blossoms— so. And now run away, child, and amuse yourself. The baby and I are going to make an apple-blossom pie.”

Bonnie, hesitating, at my more peremptory bidding went away. I have no idea whether she was caught up among the branches by friendly hands or whether the nearest tree trunk hospitably opened to receive her. But there, in May, with the world gone off in another direction, the baby and I sat alone.

“O—o-o-o-o—” said the baby, in a kind of lyric understanding of the situation.

I held him close. These hours of Arcady are hard to win for the sheltering of dreams.

Voices, sounding beyond a momentary rain of petals, roused me. Enid’s baby smiled up in my eyes but I saw no one, though the voices murmured on as if the dryads had forgotten me and were idly speaking from tree to tree. Then I caught from the orchard arbour

Mrs. Trempleau’s darting laugh. It was as if some one had kindled among the apple blossoms a torch of perfumed wood.

“I am sailing on Wednesday,” I heard her saying in a voice abruptly brought to sadness. “Ah, my friend, if I might believe you. Would there indeed be happiness for you there with me, counting the cost?”

It was of course Hobart Eddy who answered quite, I will be bound, as I would have said that Hobart Eddy would speak of love: with fine deliberation, as another man would speak the commonplaces,

possibly with his little half bow over the lady’s hand, a very courtier of Love’s plaisance.

She replied with that perpetual little snare of her laughter laid like a spider web from one situation to the next.

“Come with me then,” she challenged him; “let us find this land where it is always Spring.”

“Do you mean it?” asked Hobart Eddy

I do not know what she may have said to this, for the new note in his voice terrified me. Neither do I know what his next words were, but their deliberation had vanished and in its stead had come something, a pulse, a tremor....

I remember thinking that I must do something, that it was impossible that I should not do anything. I looked helplessly about the great empty orchard with its mock-sentinel trees, and down into Enid’s baby’s eyes. And on a sudden I caught him in my arms and lifted him high until his head was within the sweetness of the lowest boughs. He did what any baby in the world would have done in that circumstance; he laughed aloud with a little coo and crow at the end so that anybody in that part of the orchard, for example, must have heard him with delight.

The two in the orchard arbour did hear. Mrs. Trempleau leaned from the window.

“Ah,” she cried, in her pretty soaring emphasis, “what a picture!”

“Is he not?” I answered, and held the baby high. On which she said some supreme nonsense about Elizabeth and the little John and “Hobart—see!” she cried.

The two came out of the arbour, and Mrs. Trempleau made little dabs at the baby and then went picturesquely about filling her arms with blossoms. Hobart Eddy threw himself on the grass beside me and watched her. I looked at them all: at the woman who was like thin flame, at the man who watched her, indolent, confident, plainly allured, and at Enid’s baby. And,

“There,” said I, abruptly to the baby, “is your godfather.”

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