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 viii Contents

The Relevance of Ideas 86

Conclusion 87
Self-Assessment Questions 88
Weblinks 88
Further Reading 88

4 the role oF goVernment 90

Learning Objectives 92
Introduction 92
What Do Governments Do? 94
Some Shared Objectives of Government 99
Some Activities of Government 100
Schools of Thought Regarding the Role of Government 104
Objectives of Political Systems 107
Constitutions: The “Basic Law” 109
Liberal Democracy 112
Authoritarianism 114
Totalitarianism 115
Government and Canada 117
Conclusion 119
Self-Assessment Questions 120
Weblinks 120
Further Reading 120

5 brancheS oF goVernment 122

Learning Objectives 124

Introduction 124
Institutions of Government 125
The Executive 128
The Legislature 132

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 Contents ix

Legislative Structures 134

Legislative Functions 135
The Judiciary 137
Constitutionality Ruling 138
Judicial Legal Interpretation 138
Judicial Dispute Adjudication 139
The Bureaucracy 139
Presidential and Parliamentary Systems 142
Government in Canada 144
Canadian Federalism 144
Canadian Courts and the Constitution 145
The Charter of Rights and Freedoms and Individual
Citizens 146
Canadian Law 147
Conclusion 148
Self-Assessment Questions 148
Weblinks 149
Further Reading 149

6 Political SyStemS 150

Learning Objectives 152

Introduction 152
Distributing Power within the State: To Centralize or Share? 153
Unitary Systems 155
Federal Systems 158
Canadian Federalism: An Evolving History 162
The Division of Powers 166
The Evolution of Canadian Federalism 168
Quebec and Canadian Federalism 173
Conclusion 176
Self-Assessment Questions 176
Weblinks 177
Further Reading 177

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 x Contents

7 Political ParticiPation:
electionS and PartieS 178

Learning Objectives 180

Introduction 180
Democracy and Voting 181
Types of Electoral Systems 186
Political Parties 189
Election Campaigns 192
Campaign Financing 194
Direct Democracy and the Referendum 195
Elections and Political Parties in Canada 196
Conclusion 198
Self-Assessment Questions 198
Weblinks 199
Further Reading 199

8 Political Socialization
and culture 200

Learning Objectives 202

Introduction 202
Political Culture 202
Political Socialization 206
Public Opinion 208
The Media and Politics 210
Civil Society and Non-Governmental Organizations 214
The Participation of Private Actors in the Decision-Making
Process 215
Policy Communities 217
Interest Groups 217
Lobbying 219

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 Contents xi

Corporatism 221
Canadian Political Culture and Socialization 222
Conclusion 224
Self-Assessment Questions 224
Weblinks 224
Further Reading 225

9 PoliticS in deVeloPed StateS 226

Learning Objectives 228

Introduction 228
Comparative Politics 229
What are Developed States? 230
A Brief Postwar History of the Developed World 232
Post-Industrialization and Political Authority 235
Case Studies 236
Canada 237
The United States 240
Japan 247
The European Union 254
Conclusion 261
Self-Assessment Questions 262
Weblinks 262
Further Reading 262

10 PoliticS in deVeloPing StateS 264

Learning Objectives 266

Introduction 266
Political and Social Development 267
Economic Development 274
The Link between Political and Economic Development 276

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 xii Contents

Population Growth 277

The Role of International Organizations 278
China: The Politics of an Emerging Global Power 278
China’s Political System 279
Chinese History: The Heritage of Imperialism and
Revolution 279
The Origins of Modern China 280
Chinese Economic Reform 282
Future Challenges for China 283
Mexico: The Challenges of Democratization 285
History 285
Mexico’s Political System 286
The Mexican Presidency 287
The Mexican Congress 287
Elections in Mexico 288
The Mexican Economy 289
Economic Liberalization and Openness 290
Organized Crime, Drugs, and Public Security 291
The Future of Mexico 292
India: Politics and Development in the World’s Largest
Democracy 292
History 292
India’s Political System 293
Indian Development 294
The Future of India 295
Mali 296
The History of Mali: From Empire to Independence 296
The People of Mali 298
The Political System 299
The Future of Mali 300
Conclusion 301
Self-Assessment Questions 301
Weblinks 301
Further Reading 302

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 Contents xiii

11 international PoliticS and

Foreign Policy 304

Learning Objectives 306

Introduction 306
International Politics, International Relations, Foreign Policy,
and the State 308
The International System 312
Actors in World Politics 313
Globalization 318
Competing Approaches to International Politics 323
Power Politics: The Realist Approach 323
Process and Co-Operation: The Liberal Approach 324
Rejecting Realism: The Marxist Approach 326
Perception and Politics 327
Diplomacy and Foreign Policy 328
Geography 330
Natural Resources 330
Population 330
Technological Development 332
Internal Political Structures and Processes 332
Canada and the World 333
Conclusion 335
Self-Assessment Questions 336
Weblinks 336
Further Reading 337

12 international Security 338

Learning Objectives 340

Introduction 340
Security and Insecurity 341
War in International Relations 345

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 xiv Contents

Terrorism 350
Humanitarian Interventionism 353
Peacekeeping, Conflict Management, and Resolution 356
Canada in Afghanistan 358
Conclusion 361
Self-Assessment Questions 362
Weblinks 362
Further Reading 362

13 international Political
economy 364

Learning Objectives 366

Introduction 366
What is IPE? 367
The Perspectives of IPE 368
Economic Interdependence 369
International Economic Co-Operation 370
The World Trading System 371
The Growth of Trade since 1846 372
The GATT 374
The WTO 375
Present and Future Challenges for Trade 376
The International System of Money and Finance 377
What Is the International Monetary System? 378
What Is the International Financial System? 379
The Bretton Woods System 380
The Latin American Debt Crisis 382
International Finance and the Late 1990s Crisis 383
The Global Financial Crisis, 2008 384
Economic Regionalism 385
Oil and Oil Prices 387
Multinational Corporations 389

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 Contents xv

Conclusion 391
Self-Assessment Questions 392
Weblinks 392
Further Reading 393

14 concluSion 394

Learning Objectives 396

Introduction 396
What Have We Learned? 397
Where Do We Go from Here? 403
Conclusion 405
Self-Assessment Questions 406
Weblinks 406
Further Reading 406

Notes 407
Glossary 414
Index 422

00_544894_Prelims.indd 15 13-07-24 3:02 PM

 Preface

O ne of the most difficult tasks involved in introducing students to the

study of politics is choosing an appropriate textbook. Every instructor
has his or her own preferences about the material, concepts, themes,
and pedagogy contained in a first-year political studies text; therefore, no book
could possibly meet every requirement and partiality. Putting together an intro-
ductory text, then, is a delicate endeavour. How might one assemble a coherent
preparatory volume that both addresses disparate views on what is to be pre-
sented and poses some fresh and innovative ideas?
This book is an attempt to answer that very question. Fundamentally, its intent
is to provide first-year post-secondary students with a comprehensive introduction
to the study of politics. This text incorporates some essential questions regarding
politics: Who has power in society, and why? How might groups participate in pol-
itical activity? How can we distinguish among so many types of political systems?
Why is conflict so prevalent in the world today? How is wealth distributed, and
why does such inequity exist? In our design of this book, we considered a wide
variety of theoretical and analytical ways to answer these questions. We decided
that the best method was to lead you through different approaches and topics. The
“answers,” of course, will vary depending on your perspective and experience. This
text presents you with a challenge: you may or may not already have views on the
nature of politics, but by the time you finish this book and course, you will likely
have more questions than before. You might also think differently about what you
assume you already know! If that’s the case, this book will have done its job.

Organization
This book is organized to introduce you to the study of politics in a compre-
hensive and constructive manner. Chapter 1 presents the fundamental nature
of politics and the field of political studies. We explore some major approaches,
concepts, and themes in the study of politics in this chapter, as well as how
politics affects so many aspects of our daily lives. We also discuss the nature of
citizenship and what it means in the specific context of being Canadian. The
substance of this chapter lays the foundations for the rest of the text.

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 Preface xvii

Chapters 2 and 3 examine some of the major terms and areas of polit-
ical thought in greater detail. Chapter 2 begins with an exploration of some
important political concepts, including power, government, the state, legitim-
acy, equality and justice, and sovereignty. It also addresses identity and how we
connect with others in society. Chapter 3 follows with an overview of political
philosophy and the major schools of thought used in political studies, such as
liberalism, socialism and communism, conservatism, environmentalism, fem-
inism, nationalism, and fascism. It looks at both dominant and critical political
ideologies and the ideas that have driven the study of politics. This chapter also
refers to ideologies and political philosophy in Canada and provides an over-
view of other approaches, such as Confucianism and political Islam.
Chapters 4, 5, and 6 look at the importance of government. In Chapter
4, we examine the main forms of government throughout history and into
the present day. The chapter deals with systems of government, the nature of
government, objectives and activities of different governments, and points of
view regarding the fundamental role that government ought to play. In this
chapter, we explain the distinctions among liberal democracies, authoritarian
governments, and totalitarian systems. Government in Canada is given special
attention here. Chapter 5 covers primary structures and roles of government
agencies and institutions. It delves into the important levels of government
activity, including the executive, legislative, judicial, and bureaucratic divisions.
The two main types of government systems in the world today, parliamentary
and presidential, are also compared and contrasted. Finally, Chapter 6 considers
how different political systems are organized in terms of their responsibil-
ities and decision-making systems. Unitary, federal, confederal, and devolved
political systems are all examined, with special attention to the history and
development of power-sharing in Canada.
Chapters 7 and 8 are concerned with the roles played by individuals and
groups in society. Chapter 7 considers decision-making and electoral systems,
campaign contributions, elections and referenda, and political parties. Chapter
8 picks up the theme and looks at the social and political process of partici-
pation. Education, opinion polls, socialization, interest groups, media, and
culture all have abundant effects on how our political systems are run and the
role we play in them. Together, these two chapters trace the formulation of
ideas and information that influence citizens and the way in which these ideas
are played out on the political stage.
The next section of the book is dedicated to country case studies. This two-
part examination of politics is undertaken in a comparative context, considering
development and underdevelopment in today’s world. We begin in Chapter 9
with a consideration of politics in many developed countries, including Canada,
the United States, Japan, and members of the European Union. These cases offer
distinctive examples of how political and economic spheres influence govern-
ance. Chapter 10 carries this discussion to the developing world, contemplating
some of the significant approaches and perspectives regarding development
in the so-called Third World and, in particular, how the development process
is as varied as the countries involved. By way of example, the chapter surveys

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 xviii Preface

the development experiences in Mexico, China, India, and Mali, presenting a

diverse stance on the myriad of issues facing countries in the developing world.
The final chapters take on the study of politics on the world stage, using
some of the primary concepts and themes discussed earlier in the book.
Chapter 11 examines the state and sovereignty in a modern world, as well as
the nature of and approaches to the international system. This chapter scrutin-
izes some current themes and issues in global politics, including globalization,
foreign policy-making, geography and population, diplomacy, nationalism,
and different actors (e.g. states, non-state actors, individuals, and multinational
corporations). Chapter 12 is dedicated to the complicated issue of global insec-
urity: war, terrorism, peacekeeping, intervention, and conflict management.
Here we also look at Canada’s changing military role. Chapter 13 turns its
attention to the important dynamic of the international political economy and
its impact on domestic politics. This chapter illustrates the importance of inter-
national trade, production, and finance, as well as current themes such as world
debt, leadership, and economic regionalism.
Finally, Chapter 14 provides some concluding thoughts by focusing on the
important question, Where do we go from here? Future studies, careers in pol-
itical studies, and the ways we can apply what we’ve learned are all given some
thought in this chapter.

Key Features
PedagOgiCal Features

Political studies, like any other academic discipline, has its own vocabulary and
terminology. Marginal definitions, provided in each chapter, emphasize key
terms and concepts, and a full glossary is included at the end of the book. Every
chapter contains self-assessment questions, a list of further readings, and sug-
gested websites. Throughout the chapters, boxes provide specific examples of
important themes, events, and actors. Images, tables, graphs, and figures illus-
trate important points without interfering with the text itself. Finally, an index
of all important terms, concepts, themes, events, and individuals is included at
the end of the book.

theOretiCal FramewOrK

Most introductory textbooks begin with a survey of significant concepts (e.g. the
state, power, government, legitimacy, etc.) and a review of the philosophical trad-
ition of political analysis (Plato’s Republic, Aristotle’s Politics, Hobbes’s Leviathan,
and so on). Taking a comparative theoretical approach (meaning that no specific
theory is used as a core focus), this text shows how the development of theory in
political studies flavours the manner in which we must consider a contemporary
and changing political climate, both domestic and international. The methodol-
ogy of this text is not intended to be heavy-handed or overly theoretical; theory

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 Preface xix

is central to the purpose of the book, but its principal goal is to demonstrate the
sensitive and changing nature of philosophical thought in politics.

acknowledgements
Like any book project, this text is the product of various contributions from
many people. In the very early stages, Oxford University Press sales and editor-
ial representative Alan Mulder and acquisitions editor Katherine Skene were
largely responsible for urging us to move ahead with a prospectus for a new
introductory textbook in political studies. We are grateful to them for their
vision and support.
A number of developmental editors were involved with the production of
this book, but Peter Chambers deserves special recognition for his unflagging
support. His good humour, professionalism, and encouragement made our
work on this second edition a true pleasure. Janna Green is one of the best
content editors we have worked with, and we are grateful for her excellent com-
ments and suggestions.
This book has also benefitted from the many useful comments made by
several colleagues who took on the task of reviewing it in its many stages. We are
indebted to them for their time and suggestions, which have contributed to this
final work. We join the publisher in thanking the following reviewers, along with
those who wish to remain anonymous, whose thoughtful remarks have helped to
shape this text as well: Todd Alway, McMaster University; Mona Brash, Camosun
College; Terry L. Chapman, Medicine Hat College; Noemi Gal-Or, Kwantlen
Polytechnic University; Logan Masilamani, Simon Fraser University; Marda
Schindeler, Lethbridge College; Bruce Smardon, York University; John Soroski,
Grant MacEwan University; and Yasmine Shamsie, Wilfrid Laurier University.
We would be remiss in not thanking our students, who have inspired us to
always question what we think we know and to be open to new perspectives.
The improvements in this second edition are in many ways due to them and
their aspirations for excellence.
Some of our associates and research assistants were fundamental in the
completion of parts of this book. We would like to thank Rashide Assad at the
Instituto Tecnológico Autónomo de México (itam) for her extremely important
help on this project. We also thank the University of Manitoba, itam, and the
Asociacion Mexicana de Cultura for their support during the writing of both
editions of this book.
We have discovered that writing a book such as this one takes more than
simple authoring. It is the result of efforts both small and large by numerous
people, some close friends and associates, and some colleagues we have not
met. The final product is our own, however, and we alone take responsibility for
any errors that it may contain.

George MacLean and Duncan Wood

May 2013

00_544894_Prelims.indd 19 13-07-24 3:02 PM

 Features

thorough analysis
The text presents a survey of political
concepts and ideologies before examining Chapter 1 | Studying Politics 5

topics such as the importance of

government; political systems, participation,
Personal influence,

Dalai Lama, Bono, Harper, Obama: GYI NSEA/iStockphoto; currency, soldiers: Thinkstock; protest:
leadership, economic,
military, and public protest

and culture; developed and developing

are just a few of the various
forms of power.

countries; global security; and the

international political economy. This new
edition also includes expanded coverage of
power, the environment, the eu, and Mexico.
Ryan Rodrick Beiler/iStockphto

to cynicism. Rather, we view political studies as optimistic, a field that tries to

342 Chapter 12 | International Security build on success and correct failures, with the ultimate goal of creating a better
political world that represents the many interests within it.
Security and Insecurity In this opening chapter, we will try to answer what may be the most
important question you have going into the course: Why study politics? It is a
Security exists when there is a relatively low probability basic question but one that affects everything we will touch on in the textbook.
of threat or damage to citizens, government, territory, As well, this chapter will briefly introduce the chapters that follow; however,
resources, wealth, and even values such as culture or nothing here or anywhere in this book is the final word. (Politics is nothing if
identity.3 As discussed previously, conflict comes about it’s not about constant debate!) Each point outlined in the chapter’s learning
when there are disputes concerning these areas, particu- objectives will also be examined in greater detail in other parts of the book, but
larly when groups of people are involved. And war can this first chapter will serve as a general overview.
take place when these groups resort to the use of armed
hostilities. Security can never be completely assured for
any state in the world, even the most powerful (con- Power and Politics
sider, for example, the insecurity felt in the United
States after 9/11, in London after the bombings of 7 To begin, we will look at one of the most important political ideas: power. How power
July 2005, or in Boston after the April 15, 2013 bomb- do you define power? As leadership? Certainly, the two terms seem to relate ability to achieve goals
naturally to one another. Think about Canada’s Prime Minister Stephen Harper in a political system and
ings). Individuals and even states can feel insecure due
or US President Barack Obama. Is there a more powerful individual in either to have others do as you
to real threats and violence or an imagined threat felt
wish them to
© Trinity Mirror / Mirrorpix / Alamy

in the international system. Whether a nation is under country? Power can come from wealth too—whether it’s in our local commun-
direct attack from another or merely feels that its values ities or in the global system, economic wealth buys (literally and figuratively)
and culture are threatened by the influence of another,
insecurity may indeed be present.
A state’s security was once almost completely based
on its location and its proximity to potential allies and
enemies. States in Western Europe, for instance, were
constantly balancing the power of other alliances in an
The London Underground and transit buses were effort to keep one side from becoming strong enough to
targeted in a coordinated attack on 7 July 2005. threaten another with force. This relationship between
political interactions and a state’s geographical location
is known as geopolitics. Access to resources, benefi-
cial or detrimental relations with neighbours, physical
geopolitics strength, population, and natural attributes all fall into the considerations of
association between a geopolitics. Although security is thought of differently today, geopolitics is still
state’s political relation-
relevant. Think of the geographical position that Canada occupies in the world.
ships and its geographical
It is close to the United States, a superpower and Canada’s closest ally, is separ-
location
ated physically from some of the most dangerous regions in the world by oceans
and the Arctic, and benefi ts from one of the best standards of living thanks to its
peaceful system of politics, large resource base, and educated citizens. If Canada
were in the Asian subcontinent or the Middle East, its relative security would
undoubtedly be challenged by unstable regional politics, concerns over access
to resources, and uncertainty about potential threats from neighbours. It would
certainly be a very different environment for Canadians.
Geopolitics is also important because it allows states to achieve certain
goals without necessarily having to possess the features required for those
objectives. Some states, such as Japan, are unable to produce or obtain what
is required for their very existence. However, in the modern world, such states
only have to have access to them. This access is possible through trade and
alliances with other states.

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 Features xxi

Chapter 8 | Political Socialization and Culture 207

8.2 QUEBEC’S STUDENT PROTESTS

As you are probably all too aware, the cost of university tuition
has been rising across Canada in recent years, resulting in
complaints from students and parents alike that higher educa-
tion may be moving beyond their means. Tuition rates are not
the same across the country; therefore, increases have affected
some provinces more than others. Quebec presents an intrigu-

Paul McKinnon/iStockphoto
ing case. Historically, the province has had the lowest tuition in
Chapter 4 | The Role of Government 115
Canada. Tuition fees were frozen at $540 per student per year
between 1968 and 1990, a direct result of social protests in
the late sixties. In 1994, Quebec fees rose to $1668 but were
again frozen until 2007. By comparison, tuition in Nova Scotia
4.7 DEMOCRACY TOPPLES AUTHORITARIANISM? was $1941 in 1990 and rose to $6571 by 2007, becoming the
third highest in the country (after Ontario and New Brunswick). Demonstrators march through Ottawa in support of the
In November 2011, the Quebec government responded Quebec student protests.
The Republic of the Union of Myanmar, commonly referred to
to rising costs and budget shortfalls by announcing that
as Myanmar or Burma, is a heavily populated and geographic-
tuition fees would increase by $254 annually for seven years.
ally large country in Southeast Asia that has been part of several
After years of resisting large tuition fee increases, Quebec’s This issue presents us with a classic dilemma for gov-
political empires in its history, including the Mongol empire.
student movement organized a walkout in February 2012. ernments. University education is expensive and, even with
After being colonized by Britain in the 1860s, Burma finally
Over the next few months the “strike” gathered strength the higher fees, Quebec’s students would pay only a fraction
achieved independence in 1948, only to see its fledgling dem-
and numbers, with sit-ins and violent protests taking place of what their classes cost the Quebec and Canadian taxpayer

© Athit Perawongmetha / Alamy

ocracy threatened by civil conflict. Eventually, a military junta
on university campuses and on the streets of Quebec cities (Quebec is a net recipient of transfer payments). At the same
took over in 1962 and ruled the country until 2010. Burma
and preventing a large number of students from attending time, having a well-educated population is important in the
suffered drastically during this period, as many countries in the
classes. The protests split public opinion between those who maintenance of a growing and competitive economy. What’s
world (including Canada) imposed economic sanctions against
advocated open access to higher education and those who more, universities provide a nurturing environment for
a government they felt was illegitimate. The 1980s witnessed a
felt that, because the fees were still lower than those in other young people before they enter the workforce (which they
popular movement for democracy in Burma, leading to calls for
provinces, Quebec students had little to complain about. would otherwise enter at a much younger age) and serve
elections. In 1990, a vote led to the election of Aung San Suu
In May 2012, the National Assembly of Quebec passed as the centres of much innovation and research. How much
Kyi, whose parents were instrumental in the early days of pol-
Political leader Aung San Suu Kyi addresses a crowd of emergency legislation, commonly known as Bill 78, that sus- should the taxpayer be willing to subsidize this education in
itical independence, and her National League for Democracy
supporters in Yangon, Myanmar (Burma) in 2010. pended the academic year and placed severe restrictions on order to receive the social and economic benefits of univer-
(NLD) party, which received over 80 per cent of the popular vote.
student protests. A particularly controversial provision of the sity education? What should governments do to streamline
Suu Kyi espoused the values of Mahatma Gandhi, who
law states that police have to be given eight hours’ notice their finances, improve fiscal responsibility, and make educa-
urged non-violent means for political change. The military impossible for the government to maintain power without
before large demonstrations may proceed. Commonly seen tion more efficient? On a different level, how tolerant should
government refused to step down, however, and placed her the risk of a complete civil war. In 2010 Suu Kyi was released
as restricting political rights, Bill 78 helped to galvanize pub- we be of social protest, even if it severely disrupts social or
under house arrest. During her captivity, she received several and democratic elections were permitted; the military
lic support for the student movement. educational services and infringes on the rights of others?
awards for her peaceful demands, including the Nobel Peace junta dissolved formally the next year. However, the mil-
Prize in 1991. (She is also an honorary citizen of Canada, one itary-backed Union Solidarity and Development Party won the
of only five people to receive the title.) International pres- election, under disputed results. Suu Kyi is now an opposition
sure for democracy and Suu Kyi’s release continued, and leader in a new political order that shows both the promise
despite the junta’s crackdowns, domestic protests made it of democratic reform and the legacy of an authoritarian past. The importance of socioeconomic status must also be taken into account.
A person’s belief system and values will be fundamentally influenced by the
economic and social opportunities available to him or her. To give a simplis-
tic example, someone in a high tax bracket is less likely to be in favour of a
Although authoritarian states are prone to control as much of the state and progressive taxation system that requires the rich to pay more income tax than
society as possible, there are often areas of private life that remain free. Citizens people who make less money.
may, for example, hold views that differ from an authoritarian government or
even support challengers to the rulers. However, this is done at much greater
risk than in liberal democracies, where opposition is fostered and considered a
healthy part of a diverse political system. There is no guarantee that these lim- totalitarianism
ited rights may be upheld, and authoritarian states differ widely on the degree authoritarian political sys-
to which debate and resistance may be permitted. tem that not only controls
most social interaction
but is also marked by a
Totalitarianism
National and
government’s desire to
force its objectives and
Often used as an equivalent of authoritarianism, totalitarianism is in fact a values on citizens in an
variant of authoritarian rule. But what distinguishes the two is the emphasis unlimited manner

international Coverage
While emphasizing Canadian politics, the
text maintains an international perspective.
Boxes and case studies provide detailed
examples of significant events, major
issues, and influential figures—both past
and present—from Canada and around
the world.

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 xxii Features

Currency
The text’s focus on the latest political
developments illustrates the dynamic 308 Chapter 11 | International Politics and Foreign Policy

nature of the political landscape. Topics International Politics, International Relations,

new to this edition include Scottish Foreign Policy, and the State
Just as politics affects our everyday lives, sometimes in ways that we do not

independence, the recent financial necessarily notice, international politics influences many of our daily activities.
Topics trending on Twitter, blogs, news feeds, and newscasts let us see, often in

crisis, and the Arab Spring.

immediate and vivid detail, the surprising closeness of our global commun-
ity. Election and war coverage, sporting events, entertainment, and even local
weather broadcasts are available to us on demand. Streaming information over
the Internet—from around the block or from the other side of the world—is
made instantaneously available to us.

11.2 THE TWITTER EFFECT: ELECTIONS IN IRAN

Iran has a very young demographic, with over half of its

population between the ages of 14 and 30. Its political
leaders, however, tend to be much older. A major study by

Olivier Laban-Mattei/AFP/Getty Images

the RAND Corporation in 2008 accurately concluded that
this imbalance would lead to political, ethnic, religious, and
economic vulnerabilities and inevitable “popular dissatisfac-
tion with the current system.”1 The 2009 election was seen
298 Chapter 10 | Politics in Developing States by progressive Iranians as an opportunity to change the
seeming belligerence of President Mahmoud Ahmadinejad’s
government. Ahmadinejad is a polarizing figure whose rhet-
In the two decades following the 1992 elections, Mali was hailed inter-
oric concerning the destruction of Israel and the “deviant”
nationally as a model for African democracies, with peaceful transitions
religions of Christianity and Judaism, along with charges of
between parties. Economically, however, not much changed. The Malian people
corrupt political behaviour, contribute to the global condem- Thousands of Iranians gather in Tehran in 2009 to protest the
still experienced extreme levels of poverty, high fertility and infant mortality nation of Iranian domestic and foreign policy. The country’s
rates, and a fragile relationship with representative government and peace. election results.
attempt to illicitly develop nuclear weapons added to inter-
national criticism, not to mention anxiety over its objectives.
THE PEOPLE OF MALI However, the voting in this election was regarded as being information as a major source for their stories. As a result of
severely rigged, with charges of manipulation and voter this reliance on social media, the protests were termed the
Mali is a good example of a multi-ethnic state, being comprised of diverse intimidation. Iranians, who are used to election fraud, were Twitter Revolution. Similar protests during the Arab Spring
linguistic and cultural groups. The Bambara is by far the largest group in the astounded at the level of deception. Despite a huge voter were also detailed in tweets. While the “revolution” may
country and the Bambara language is spoken by approximately half of the turnout, results were announced just two hours after the polls not have brought about a change in government in Iran,
population, but eight other major ethnic groups (Soninké, Khassonké, Malinké, closed, a virtual impossibility. Ahmadinejad was declared the it certainly made clear the growing role for social media in
winner and citizens took to the streets in protest. news-gathering and reporting.
Although news coverage of these demonstrations was
limited due to a government crackdown, individuals began Note
reporting the events via social network updates, blogs, and 1. Keith Crane, Rollie Lal, and Jeffrey Martini, Iran’s Political, Demographic, and
10.11 CANADA AND MALI (especially) tweets. Many major news outlets also used this Economic Vulnerabilities (Santa Monica, CA: RAND Corporation, 2008), xvii.

For over 50 years, Canada has been actively engaged in aid

activities in Mali, financing poverty reduction projects, health
programs, and public policy support through the Canadian
International Development Agency (CIDA, which is now part
of the newly restructured Department of Foreign Affairs,
The Canadian Press/Richard Lam

Trade and Development). In 2009, CIDA had identified 20

“countries of focus”—including Mali—to which 80 per cent
of the agency’s resources would be devoted. Although the
Canadian government suspended its aid payments to Mali
after the coup d’etat in 2012, it continued to deliver develop-
ment assistance through NGOs and multilateral channels.
When the international intervention in Mali (known as
Operation Serval) began in January 2013, the French govern- An official guides a C-17 Globemaster III into position.
ment requested that Canada provide heavy lift capacity for Canada contributed one of its large C-17 military cargo planes
transporting troops, equipment, and military transports. In to deliver supplies to Bamaka after a request from France.
response, the Canadian government committed a transport
plane (a Royal Canadian Air Force CC-177 Globemaster III, capacity and willingness to engage in international military
sometimes called the C-17) and 40 Royal Canadian Air Force operations. Despite Canada’s proud history of participating
personnel. In the first month of the operation, the Canadian in peacekeeping missions, by January of 2013 the country
plane conducted 27 flights, moving more than 765,000 kilo- ranked 56th out of 114 countries in terms of contributions to
grams of personnel and equipment around the African country. peacekeeping operations.1
The Harper government had earlier announced that
it would not undertake any direct military mission in Mali. Note
Furthermore, it has not committed to playing a direct role 1. Lee Berthiaume, “Canada Can Help Bring Stability to Mali, UN
in any future peacekeeping mission, which the Canadian Official Says,” 18 March 2013, http://o.canada.com/2013/03/18/
press saw as further evidence of the decline in Canada’s canada-can-help-bring-peace-and-stability-to-mali-un-official-says/.

00_544894_Prelims.indd 22 13-07-24 3:03 PM

 Features xxiii

extensive Pedagogy
Chapter 1 | Studying Politics 25

Chapter learning objectives, key terms, Self-Assessment Questions

self-assessment questions, weblinks, 1.
2.
How might we distinguish among the different types of power in politics?
Why did Hobbes think that life would be “solitary, poor, nasty, brutish, and short”

and further readings enhance student 3.

without government?
How does political studies fit with the other social sciences?
4. Why and how is politics such a central component of society? Can we become truly
understanding and promote active learning. 5.
apolitical? Why or why not?
How are the forces of division and connection entwined in a globalized world?
6. How does immigration contribute to the multinational character of Canadian society?

Weblinks
Canadian Citizenship Test
www.cic.gc.ca/english/citizenship/cit-test.asp
Canadian Political Science Association
www.cpsa-acsp.ca
Careers for Political Scientists
www.cpsa-acsp.ca/guides.shtml

Full ancillary Package Freedom House

www.freedomhouse.org

Further Reading
Supplemental material includes Almond, Gabriel A. A Discipline Divided: Schools and Sects in Political Science. Newbury Park, CA: Sage, 1990.
———, G. Bingham Powell, Jr, Russell J. Dalton, and Kaare Strøm. Comparative Politics Today: A World View. 9th

the following components: edn. Toronto: Longman, 2008.

Aristotle. Politics. Translated by T.A. Sinclair. Harmondsworth, UK: Penguin, 1986.
Asimov, Isaac. Asimov on Science Fiction. New York: Doubleday, 1981.
Easton, David. The Political System. 2nd edn. Chicago: University of Chicago Press, 1981.
Hobbes, Thomas. Leviathan, Or, the Matter, Forme and Power of a Commonwealth Ecclesiasticall and Civil.

an instructor’s manual
Edited by Michael Oakeshott. New York: Collier Books, 1962.
Laozi. Tao Te Ching. Harmondsworth, UK: Penguin, 1963/1976.
Lasswell, Harold. Politics: Who Gets What, When, How. New York: Meridian Books, 1958.

PowerPoint slides
Przeworski, Adam, and Henry Teune. The Logic of Comparative Social Inquiry. New York: Wiley, 1970.
Seymour, Michel, ed. The Fate of the Nation-State. Montreal and Kingston: McGill-Queen’s University Press, 2004.

a student study guide News Clips

a text bank/test generator Visit the companion website for Politics: An Introduction, 2nd edn, to access news clips related to the
content of this chapter.

podcasts
news clips

00_544894_Prelims.indd 23 13-07-24 3:03 PM

 list of Boxes

1.1 Career Paths for Political Studies Graduates 7 5.1 Gun Laws and Levels of Government 126
1.2 Names of Politics Departments in Canada 12 5.2 vp or Senator? Joe Lieberman and the 2000 US
1.3 Behaviouralism after World War II 15 Election 129
1.4 Involvement: Apathy to Action 20 5.3 Question Period or Shouting Match? 130
1.5 Citizenship Quiz 23 5.4 When Parties Must Co-operate: Coalition
2.1 Institutions and Development 31 Governments 131
2.2 The Concept of Nation and Sovereignty in 5.5 The Ultimate Power? The Right to Declare
Canada 32 War 133
2.3 The Abuse of Power 34 5.6 Constitutionality and Same-Sex Marriage 134
2.4 The Cult of Personality 36 5.7 Can Government “Stop”? Lessons from the
2.5 Charismatic Leadership 38 Clinton Era and Today 136
2.6 Rising Violent Crime and the Crisis of State 5.8 Does a Cabinet Minister Have to Be Elected? 143
Legitimacy in Central America 42 5.9 The Charter: Individual or Collective Rights? 147
2.7 Economic Justice and the Welfare State 45 6.1 The European Union: A Modern Confederation 154
2.8 Community and the Individual 48 6.2 Scottish Independence 156
3.1 Plato (427–347 bce) 56 6.3 Switzerland 159
3.2 Aristotle (384–322 bce) 57 6.4 The United States 160
3.3 Deductive and Inductive Methods 58 6.5 The United States of Mexico 161
3.4 Niccolò Machiavelli (1469–1527) 59 6.6 India: Centralized Government in the World’s
3.5 Thomas Hobbes (1588–1679) 61 Largest Democracy 163
3.6 John Locke (1632–1704) 65 6.7 Why Ottawa? 165
3.7 Jean-Jacques Rousseau (1712–78) 66 6.8 Fiscal Federalism 170
3.8 Adam Smith (1723–90) 68 6.9 Natural Resources 172
3.9 John Stuart Mill (1806–73) 69 7.1 Who Gets to Vote? 182
3.10 Karl Marx (1818–83) 71 7.2 Gerrymandering 184
3.11 Energy Efficiency 80 7.3 Rock the Vote 184
3.12 John Rawls (1921–2002) 82 7.4 The Suffragette Movement 185
4.1 Somalia: State of Nature? 95 7.5 Negative Campaigning 193
4.2 The Problem with Sovereignty 99 7.6 Campaign Finances and the 2008 and 2012
4.3 Equalization in Canada 102 US Presidential Campaigns 194
4.4 The Welfare State 106 8.1 The Symbols of Canada as a Form of Political
4.5 Unwritten Constitutions 111 Socialization 205
4.6 The Constitution Act, 1982 112 8.2 Quebec’s Student Protests 207
4.7 Democracy Topples Authoritarianism? 115 8.3 Mexico’s Election and the Controversial Role of
4.8 Are Governors General Just Ceremonial? 117 Pollsters 209

00_544894_Prelims.indd 24 13-07-24 3:03 PM

 List of Boxes 1

8.4 Citizen Kane 211 11.1 Domestic and International Politics: The Elián
8.5 Aló, Presidente: Hugo Chavez and the Control of González Affair 307
Venezuelan Television 212 11.2 The Twitter Effect: Elections in Iran 308
8.6 Rupert Murdoch and News Corporation 213 11.3 Cliché Alert! The “Global Village” 309
8.7 Civil Society and Globalization 215 11.4 Patriotism or Nationalism? 311
8.8 Climate Change and Public Relations: The Cases 11.5 nato 315
of Wind and “Clean Coal” 221 11.6 Human Migration 316
9.1 What is “Development”? 231 11.7 The Occupy Movement 317
9.2 Political Economy 232 11.8 Cultural Sensitivity: Torres Strait Islanders and
9.3 One World? 233 Australia 319
9.4 Bretton Woods and Political Order 236 11.9 The End of the Soviet Union 321
9.5 Slavery and the American Civil War 241 11.10 Woodrow Wilson and the Failure of the League
9.6 “Third” Parties in US Politics 244 of Nations 325
9.7 Gyokuon-hōsō: No Longer a Living God 248 11.11 Diplomacy Goes Awry: April Glaspie and
9.8 Japan’s Influence on Business–Government Saddam Hussein 329
Relations in Asia 253 12.1 Human Security 343
9.9 Will Turkey Join the eu? 256 12.2 “Anarchy in the UK” 344
9.10 Why Brussels? 258 12.3 Just Wars 347
10.1 The Human Development Index 268 12.4 “Video Game” War, 1991 349
10.2 The Beijing Olympics and Internet 12.5 Al-Qaeda 352
Censorship 270 12.6 Intervention Failure: Rwanda 354
10.3 Colombia: The War on Drugs and the farc 272 13.1 International Economic Organizations and Their
10.4 aids and the Developing World 273 Functions 371
10.5 Education, Gender, and the Oportunidades 13.2 The US–eu Banana Dispute 377
Program 274 13.3 The brics and bricsam 378
10.6 The Brundtland Commission Report and 13.4 The Great Crash of 1929 379
Sustainable Development 275 13.5 The Euromarkets 381
10.7 The Politics of Population: Nigeria 277 13.6 Foreign Aid and Tied Aid 383
10.8 The Tiananmen Square Massacre 281 13.7 The g8 and Multilateral Leadership 385
10.9 Taiwan 284 13.8 Gender and the Maquilas 386
10.10 Mexico’s Student Movement, Media Bias, and 13.9 Brazil and Renewable Energy 388
the 2012 Elections 289 14.1 From “Me to We”: Marc and Craig Kielburger 398
10.11 Canada and Mali 298 14.2 Cows or Climate? 399

00_544894_Prelims.indd 1 13-07-24 3:03 PM

Another Random Scribd Document
with Unrelated Content
No. 140
 The Washerman and the Leopard
On a certain day, a man having gone to a chena which he had cut,
and in which he had sown grain, as he was walking along at the
edge of the fence, on this side of the corner of the stick fence a tail
was visible, it is said.

Having gone near very quietly, when he looked, a leopard lying at

the edge of the fence, having let its tail come inside the chena, was
asleep, it is said.

Thereupon, this man on this side of the fence seized the leopard’s
tail which it had put there. After he seized it he cannot kill it, he
cannot let go; should he let go, the leopard will kill the man.

When the man was staying [there] thinking, “How is the expedient
for this?” he saw a Washerman going along, taking a bundle of
clothes. So this man called him, saying, “Washerman-uncle, come
here.”

Then the Washerman having come, asked, “What is it?”

He said, “Kill the leopard.”

Then the Washerman said thus, “Anē! His face is like our uncle’s.
Anē! I indeed cannot kill him.”

The man who was holding the leopard, said, “If so, I will kill him;
you hold the tail.”

Then the Washerman having said, “It is good,” took hold of the tail.
At the time when he was holding it, this man said, “[You] who have
become uncle and have become nephew, stay there,” and came
home.
Thereafter, at the time when that Washerman was letting go the
leopard’s tail, the leopard killed and ate that Washerman, and went
away.

Subsequently, the man who owned this chena having gone [there],
taking the bundle of clothes which that Washerman had taken and
thrown down, came home.

North-central Province.

In Cinq Cents Contes et Apologues (Chavannes), vol. ii, p. 226, an old woman who
was attacked by a bear, turned round a tree to avoid it. When the bear stretched
its paws round the tree in trying to reach her, she seized and held them. A man
who came up was requested by her to assist her to kill the animal and share the
flesh. He accordingly also seized the paws; when he had got well hold the old
woman let go and escaped, the man being afterwards mauled by the bear.
No. 141
 The Frightened Yakā
In a certain country there are a woman and a man, it is said; there
is also a boy of those two persons. In front of the house there is also
a Murungā tree. A Yakā having come, remained seven years in the
Murungā tree in order to “possess” the woman.

While they were in that manner, one day the man and the boy went
on a journey somewhere or other. The woman that day having
[previously] put away the bill-hook, brought it to the doorway, and
while preparing to cut a vegetable, said, “This bill-hook is indeed
good [enough] to cut a Yakā.”

The Yakā who stayed in the Murungā tree at the doorway, having
heard what the woman said, became afraid, and having waited until
the time when the woman goes into the house [after] cutting the
vegetable, the Yakā slowly descended from the Murungā tree.

When he was going away, the woman’s husband and boy, having
gone on the journey, are coming back. The Yakā met them. Then
the Yakā asked at the hand of those two, “Where did you go? I
stayed seven years in the Murungā tree at the doorway of your
house, to ‘possess’ your wife. To-day your wife, sharpening a bill-
hook, came to the doorway, and looking in my direction said, ‘This
bill-hook is indeed good for cutting a Yakā.’ Because of it, I am here,
going away. Don’t you go; that wicked woman will cut you. Come,
and go with me; I will give you a means of subsistence. I, having
now gone in front, will ‘possess’ such and such a woman of such and
such a village. You two having said that you are Yaksa Vedarālas,1
and having come [there], when you have told me to go I will go.
Then the men having said that you are [really] Yaksa Vedarālas, will
give you many things. When you have driven me from that woman,
again I will ‘possess’ still [another] woman. Thus, in that manner,
until the time when the articles are sufficient for you, I will ‘possess’
women. When they have become sufficient do not come [to drive
me out].”

Having said [this], the Yakā went in front and “possessed” the
woman. After that, the man and the boy went and drove out the
Yakā. From that day, news spread in the villages that the two
persons were Yaksa Vedarālas. From that place the two persons
obtained articles.

The Yakā having gone, “possessed” yet a woman also. Having driven
him from there, too, these two persons got articles. The Yakā
“possessed” still [another] woman also. Thus, in that manner, until
the very time when the things were sufficient for the two persons,
the Yakā “possessed” women.

After the articles became sufficient for the two persons, one day the
Yakā said to the two, “The articles are sufficient for you, are they
not?” The two persons said, “They are sufficient.”

Then the Yakā said, “If so, I shall ‘possess’ the Queen of such and
such a King. From there I shall not go. Don’t you come to drive me
away.” Having said it, the Yakā went to that city, and “possessed” the
Queen.

The two Yaksa Vedarālas came to their village, taking the articles
they had obtained. Then a message came from the King for the
Yaksa Vedarālas to go. The two persons not having gone, remained
[at home], because of the Yakā’s having said that he would not go.

After that, the King sent a message that if they did not come he
would behead the Yaksa Vedarālas. After that, the two persons,
being unable to escape, went to drive out the Yakā.

Having gone there, they utter and utter spells for the Yakā to go.
The Yakā does not go. Anger came to the Yakā. In anger that,
putting [out of consideration] his saying, “Don’t,” the two persons
went and uttered spells, the Queen whom the Yakā has “possessed,”
taking a rice pestle, came turning round the house after him in three
circles to kill the Vedarāla.2 When she was raising the rice pestle to
strike the Vedarāla, the man’s boy said, “Look there, Yakā! Our
mother!”

Then, because he had been afraid [of her] formerly, when the boy
said it, the Yakā, saying, “Where, Bola?” and also rolling the Queen
over on the path, face upwards, and saying “Hū,” went away. The
Queen came to her senses.

The King gave the two persons many articles. The Yakā did not
again come to “possess” women. That man and boy having come to
their village, and become very wealthy, remained without a
deficiency of anything.

North-western Province.

In The Indian Antiquary, vol. xvi, p. 217 (Folklore in Southern India, p. 214), in a
Tamil story related by Naṭēśa Sāstrī, a Brāhmaṇa was turned by Śiva into a
Brahma-Rākshasa for refusing to impart his knowledge of music to others, and he
resided in a Pipal or Bō tree. A poor Brāhmaṇa of Sengalinīrpaṭṭu (Chingleput, land
of the blue lotus) assisted him to escape from the wretched music of a piper by
removing into another tree, and out of gratitude the demon “possessed” the
Princess of Maisūr, in order that the Brāhmaṇa might obtain wealth by driving him
out. Afterwards, when the demon “possessed” the Princess of Travancore,
intending to remain, the Brāhmaṇa frightened him away by a threat that he would
bring back the piper.

In Folk-Tales of Hindustan (Shaik Chilli), p. 6, a beggar’s wife beat him with a stick
for coming home foodless, threw his turban into a tree and struck at it time after
time, hitting the tree at each blow. The blows and her abuse frightened away from
the tree the ghost or Bhūt of a Brāhmaṇa of the family who had committed
suicide. The ghost and the man travelled along together as friends in misfortune.
By their arrangement the man drove the ghost from the Minister’s daughter, but
refused to officiate when it “possessed” the Sultan’s daughter, until ordered to be
executed. When the ghost threatened to kill him he told it he had terrible news,
his wife would be there in a few minutes. The ghost left at once, and the man
married the Princess and succeeded to the throne.

In Indian Nights’ Entertainment (Swynnerton), p. 298, a man’s termagant wife was

thrown into a well, and there married a demon, but in fear of her he soon hid as a
man, in a mosque. Becoming friendly with the former husband, who recognised
him, he promised to marry the man to the King’s daughter, whom he thereupon
“possessed.” When the man drove him out she was given in marriage to him,
together with half the kingdom. The demon, after warning him not to interfere,
then “possessed” the Minister’s daughter. After at first refusing to act, the man
frightened him away by saying his former wife was coming.

In The Enchanted Parrot (Rev. B. H. Wortham), a variant is given in the stories

XLVI and XLVII. The woman terrified everyone around, and a goblin who lived in a
tree near her house ran away. The husband also left, became friendly with him,
and was advised to go and cure the King’s daughter. He cured her, married her,
and received half the kingdom. Then the goblin carried off this Princess. The man
went in search of her, and frightened away the goblin by whispering that his wife
was coming.

1 Persons, often village doctors or soothsayers, who possess a knowledge of

the incantations and procedure by means of which demons are driven away. ↑
2 It is stated in the Mahā Bhārata (Vaṇa Parva, ccxxix) that when a Yaksha
enters a person he becomes insane. ↑
No. 142
 The Story of the Seven Yakās
In a certain country there are a woman and a man, it is said. One
day the man went to plough. The woman placed a ripe pine-apple
underneath the bed.

On the very day she put it [there], seven Yakās having joined
together and taken a hidden treasure, while six Yakās were dividing
the articles one Yakā having come to the house of that man who
went to plough, the Yakā remained sitting down under the bed at
which is the pine-apple, in order to “possess” the woman.

Then that man having ploughed came home. Having come there,
sitting down on the bed he said to the woman, “Haven’t you cooked
yet? I have hunger [enough] to eat the Yakā.”

Then the woman said, “I am still cooking. If you cannot wait until
the time [when I finish] there is [something] under the bed.”

The woman said it regarding the pine-apple. What of that! Because

she did not explain and say [so] the Yakā thought, “It is regarding
me, indeed, she said that;” and the Yakā having become afraid, very
quickly having arisen said to the man, “Anē! Don’t eat me. Come
along (lit., come, to go), for me to show you a place where there is
a good hidden treasure.”

After that, the man having got up from the bed and called the man’s
younger brother, the two persons went with the Yakā. Having gone,
they went to the place where those six Yakās are dividing the
articles.

Then the Yakā said to the two men, “Until the time when I bring and
give you the articles, there (onna), go to that tree.” After that, the
two men went into the tree to which the Yakā told them to go.
Having gone there, while they are looking, six Yakās who had great
beards and the Yakā who came summoning the men are
apportioning the articles. Then, having seen the bearded youngsters
(pollō), the elder became unconscious, and fell from the tree to the
ground.

Then the younger brother, being in the tree, said, “Elder brother,
after you [have] jumped down seize the great-bearded youngster
himself.”

Then because there are beards of the whole six, having said to each
other, “It is for me, indeed, he said this; it is for me, indeed, he said
this,” one by one, in the very order (lit., manner) in which they
sprang up and went, the whole six Yakās, having thrown down the
articles, ran off. [Because] having been in the tree that man said
thus after the man’s elder brother fell down, those Yakās having
said, “He will come and kill us,” it was for that indeed the Yakās
became afraid.

Well then, [the Yakā] calling the men,—the elder brother and
younger brother,—and together with the men the Yakā, the very
three persons, having drawn (carried) all the articles—both the
Yakā’s portion and the six portions of those six who ran off—to that
man’s house, after they finished the Yakā went away. Those two
men shared the articles.

Finished.

North-western Province.

The first part of this story is a variant of part of the tale numbered 17 in vol. i. For
the latter part, compare variant (b) of the story No. 137, and the notes after it.
No. 143
 The Yakā and the Tom-tom Beater
In a country, at the time when a Tom-tom Beater was going to a
devil-dance (kankāriya), it became dark. While he was going along
to the village in the dark, when he was near the village having the
devil-dance, to the extent of two miles (haetaepma) from it, he met
with [an adventure] in this manner.

In the adjoining village, a man having died they took his dead body
to the burning ground; and having raised a heap of firewood, and
upon it having placed the corpse and set fire to it, at the time when
his relatives went away in the evening Maha Sōn Yakshayā1 came,
and remained upon the burning funeral pyre. He said thus to the
Tom-tom Beater, it is said, “Where art thou going?”

When he asked it [he replied], “I am going to a devil-dance.”

At the time when [the Yakā] said, “Standing there, beat the [airs of]
devil-dances, and the new ones that thou knowest,” he unfastened
the tom-tom, and tying it (i.e., slinging it from his neck), he beat
various dances.

The Yakshayā being pleased at it, said thus, “Do thou look every day
in the house in which are the looms.2 Don’t tell anyone [about] the
things that I give,” he said.

Beginning from that day, having gone into the house in which are
the looms, at the time when he looked, raw-rice, and pulse (mun),
and ash-plantains, and betel, and areka-nuts, and various things
were there. Every day those said things were there.

At the time when he is bringing them, his wife said, “Whence are
these?” Every day she plagued him, and being unable to escape
from it he told the woman.
On the following day after the day on which he told her, at the time
when he looked he had filled the looms with excrement.

North-western Province.

In The Indian Antiquary, vol. i, p. 143, Mr. W. C. Benett gave an Oudh story in
which Bhawan Misr, a wrestler who had obtained gifts from a demon, lost them by
revealing the secret to his wife.

1 A demon who frequents cemeteries. ↑

2 The tom-tom beaters were formerly weavers also. ↑
No. 144
 How a Tom-tom Beater got a Marriage from a Gamarāla
At a certain time there was a Gamarāla. The Gamarāla had a
daughter. In the same country there was a very rich Tom-tom Beater
(Naekatiyek). There was a son of the Tom-tom Beater’s. In order to
make search for a marriage for him he tramped through many
countries. From those countries he did not obtain one.

After that, he went to yet a country on the other side of a river.

Having gone there, when he looked about there was a Gamarāla at
a village [who had a marriageable daughter]. When he asked for the
daughter [in marriage], he said he would not give her. Thereupon,
thinking and thinking of a scheme he acted accordingly, that is, in
this manner.

He caught an egret. He made a bundle of lights, and taking these he

went again to the village at which the Gamarāla stayed. Having gone
[there], at the time when he looked about [he saw that] there was a
large betel creeper on a tree in front of the doorway of the
Gamarāla’s house.

After that, having come at night and gone up the tree, and hidden
himself so that he would not be seen, [after] lighting the bundle of
lights he called the Gamarāla: “Village Headman! Village Headman!”

Then the Gamarāla having come running, looked upward, and

seeing that the bundle of lights were burning the Gamarāla became
afraid.

Thereupon the Tom-tom Beater says, “I, indeed, the Dēvatāwā of

this village, am speaking. Wilt thou hearken to what I am saying?”
he asked.

The Gamarāla, being afraid, said, “I will hearken.”

Then the Tom-tom Beater called the Dēvatāwā, [said],

“They say that thou wilt not give thy daughter to the boy of the
Tom-tom Beater of such and such a village. Why?”

The Gamarāla said, “Because our pollution rules (indul) are different
I said I cannot give her,” he said.

Then the Tom-tom Beater Dēvatāwā who was in the tree [said],
“Give thou thy daughter to him. On the seventh day from now he
will obtain the sovereignty. If thou shouldst not give [her] I will kill
thee.” Tying the bundle of lights to the leg of the egret, he said, “I
am going,” and let the egret go.

Thereupon, having seen that the lights were burning on the leg of
the egret [as it flew away], the Gamarāla thought that the Dēvatāwā
said it.

Then the Tom-tom Beater, being invisible to everybody, descended

from the tree, and went to his village.

Two or three days afterwards, he came with the wedding party to

the Gamarāla’s house, for the purpose of taking away the daughter.
Thereupon, having eaten the [wedding] feast, on the morning of the
following day, because the giving of the Gamarāla’s daughter was
demeaning he put her in a sack, and having tied it as a bundle for
carrying under a pole, [the Gamarāla] gave her, placing [the pole]
on the shoulders of two persons, and telling them to go. Then, lifting
up the load, the party went away. Having gone thus, it having
become night they stayed near a tree.

At yet [another] city, the King of the city, having seized a bear that
ate human flesh, and put it in a sack, and tied it as a bundle for
carrying under a pole, gave it to two persons, and told them to take
it and throw it into the river.
At that time that party also came to the place where that [other]
party were staying. Thereupon, without speaking they placed the
two bundles in one spot. In the very same way again, without
speaking they were sleeping in one place.

On the morning of the following day, at dawn, the wedding party

having arisen went to the village, taking the bundle in which the
bear was tied.

The people who remained here unfastened the bag in order to put
the bear into the river. At that time [they saw that] a Princess was
there. So the party having gone taking the Princess gave her to the
King. Then the King married that Queen.

The wedding party who went taking the bear bundle having gone to
the house, that very day, in order that the faults (dōsa) of the bride
and bridegroom might go, drove away any evil influence of the
planets (baliyak).

At that time, having put the sack and the bridegroom into a house
they shut and tied the door. Having tied it they conducted the
service [against the evil influence of the planets] in the open.

Thereupon the bridegroom who was inside the house unfastened the
sack in order to take out the bride. Then the bear having come out
began to bite the man. The bridegroom said, “Don’t bite me! Don’t
bite me!” When he was saying it, the men who were sending away
the evil planetary influences said, “Āyibō! Āyibō!”1 The two who
were in the house remained without speaking any words [after that].

Thereupon it became light. These people having gone [there]

opened the door. Then the bear that ate men having sprung outside
and bitten the [would-be] mother-in-law, went into the midst of the
forest. The bridegroom, the bear having bitten him, died.

North-central Province.
In a variant of No. 59 in vol. i., the Gamarāla inquired regarding the naekata at his
daughter’s reaching marriageable age. The man replied, “Through this little lass
(paencī) seven men will die. Anē! O Gamarāhami, because of this little lass don’t
make this country desolate,” and advised killing her. When this man was carrying
her away tied in a sack, intending in reality to marry her to his son, some people
who had a savage bear in a similar sack found the bundle left on the roadside
temporarily, and made an exchange. The son was killed by the bear while the
father danced outside, beating a tom-tom (uḍaekkiya).

1 May life be long! This is the usual response made at incantations during
ceremonies for removing sickness caused by demons or planets. The words are
addressed to the power invoked, and must be uttered very loudly. ↑
No. 145