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Cases on Online
Tutoring, Mentoring,
and Educational Services:
Practices and Applications

Gary A. Berg
California State University Channel Islands, USA

InformatIon scIence reference

Hershey • New York
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Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in
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Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or
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Library of Congress Cataloging-in-Publication Data

Cases on online tutoring, mentoring, and educational services : practices and

applications / Gary A. Berg, editor.
p. cm.
Includes bibliographical references and index.
Summary: "This book examines the rapidly developing sector of online
tutoring and mentoring, featuring case studies of the adaptation of
university-based programs for tutoring and mentoring"--Provided by publisher.
ISBN 978-1-60566-876-5 (hardcover) -- ISBN 978-1-60566-877-2 (ebook) 1.
Education, Higher--Computer network resources--Case studies. 2. Tutors and
tutoring--Computer networks--Case studies. 3. Mentoring in education--
Computer networks--Case studies. I. Berg, Gary A., 1955-
LB2395.7.C42 2010
378.1'7344678--dc22
2009021569

British Cataloguing in Publication Data

A Cataloguing in Publication record for this book is available from the British Library.

All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
List of Reviewers
Mark Lee, Charles Sturt University, Australia
Bernie Luskin, Touro University Worldwide
Catherine McLoughlin, Australian Catholic University, Australia
Ramesh Sharma, Indira Gandhi National Open University, India
Linda Venis, UCLA Extension, USA
Table of Contents

Foreword ............................................................................................................................................. xii

Preface ................................................................................................................................................. xv

Acknowledgment ............................................................................................................................... xxv

Chapter 1
Facilitated Telementoring for K-12 Students and Teachers .................................................................... 1
Judi Harris, College of William & Mary, USA

Chapter 2
The E-Mentoring Network for Diversity in Science and Engineering ................................................. 12
David Porush, MentorNet, USA

Chapter 3
Girls’ E-Mentoring in Science, Engineering, and Technology Based at the University
of Illinois at Chicago Women in Science and Engineering (WISE) Program ...................................... 23
Sarah Shirk, University of Illinois at Chicago, USA
Veronica Arreola, University of Illinois at Chicago, USA
Carly Wobig, University of Illinois at Chicago, USA
Karima Russell, University of Illinois at Chicago, USA

Chapter 4
Bridging the 15 Million Person Mentoring Gap ................................................................................... 43
Caroline Kim Oh, iMentor, USA
Theresa Stroisch, iMentor, USA

Chapter 5
Mentoring the Next Generation ............................................................................................................ 53
Kate Schrauth, icouldbe.org, USA
Elie Losleben, icouldbe.org, USA
Chapter 6
Implementation of an Online Distance Mentoring System................................................................... 64
Vassilis Syrris, Aristotle University of Thessaloniki, Greece
Fenia Tsobanopoulou, Aristotle University of Thessaloniki, Greece

Chapter 7
Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software ............................. 84
Mark J. W. Lee, Charles Sturt University, Australia
Catherine McLoughlin, Australian Catholic University, Australia

Chapter 8
E-Mentoring the Individual Writer within a Global Creative Community ........................................... 98
Linda Venis, UCLA Extension, USA

Chapter 9
Design of an Online Community of Practice to Support an Emerging Doctoral Culture................... 117
James M. Monaghan, California State University, San Bernardino, USA

Chapter 10
Writing a Dissertation—University of Phoenix Style......................................................................... 127
Norma J. Turner, University of Phoenix, USA

Chapter 11
Online Tutoring ................................................................................................................................... 136
Christa Ehmann Powers, Smarthinking, Inc., USA

Chapter 12
On-Demand Tutoring to Students Around the World ......................................................................... 150
John J. Stuppy, TutorVista.com, USA

Chapter 13
Reaching Beyond Bricks and Mortar: How Sylvan Online Expands Learners’ Options ................... 160
Saul Rockman, Rockman et al., USA
Lynn Fontana, Sylvan Learning, USA

Chapter 14
Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams ................................. 172
Nicholas Bowskill, University of Glasgow, Scotland
David McConnell, Glasgow Caledonian University, Scotland
Chapter 15
Applications of E-Tutoring at Indira Gandhi National Open University............................................ 185
Ramesh C. Sharma, Indira Gandhi National Open University, India
Sanjaya Mishra, Indira Gandhi National Open University, India

Compilation of References .............................................................................................................. 201

About the Contributors ................................................................................................................... 212

Index ................................................................................................................................................... 219

Detailed Table of Contents

Foreword ............................................................................................................................................. xii

Preface ................................................................................................................................................. xv

Acknowledgment ............................................................................................................................... xxv

Chapter 1
Facilitated Telementoring for K-12 Students and Teachers .................................................................... 1
Judi Harris, College of William & Mary, USA

The Electronic Emissary is a Web-based service and resource center that helps teachers and students
primarily from North America with Internet connections to locate mentors who are experts in various
disciplines, and then plan and engage in curriculum-based learning. These project-based online conver-
sations typically range in length from six weeks to a full academic year, as students’ needs and interests
dictate.

Chapter 2
The E-Mentoring Network for Diversity in Science and Engineering ................................................. 12
David Porush, MentorNet, USA

MentorNet is dedicated to diversifying the engineering and scientific workforce by providing e-mentoring
to women and underrepresented minorities in colleges and universities. Founded in 1997, the organiza-
tion has partnership agreements with over 100 universities.

Chapter 3
Girls’ E-Mentoring in Science, Engineering, and Technology Based at the University
of Illinois at Chicago Women in Science and Engineering (WISE) Program ...................................... 23
Sarah Shirk, University of Illinois at Chicago, USA
Veronica Arreola, University of Illinois at Chicago, USA
Carly Wobig, University of Illinois at Chicago, USA
Karima Russell, University of Illinois at Chicago, USA
GEM-SET is one branch of pre-college mentoring provided by the Women in Science and Engineering
program at the University of Illinois at Chicago that links volunteer women mentors in the fields of sci-
ence, engineering and technology to student members from across the United States. More than 1,300
young girls ages 13-18 years old and 200 mentors in graduate school and beyond have participated via
online mentoring and face-to-face programming where available.

Chapter 4
Bridging the 15 Million Person Mentoring Gap ................................................................................... 43
Caroline Kim Oh, iMentor, USA
Theresa Stroisch, iMentor, USA

iMentor is a New York City-based youth mentoring organization that uses guided e-mail communication
to enhance in-person youth mentoring and continues to leverage lessons learned to help other groups to
start up their own mentoring programs. This case study illustrates how the organization has effectively
used technology to add flexibility and structure in its mentoring program, engaging professionals as
mentors and mentees from some of the most economically and geographically isolated communities.

Chapter 5
Mentoring the Next Generation ............................................................................................................ 53
Kate Schrauth, icouldbe.org, USA
Elie Losleben, icouldbe.org, USA

icouldbe.org’s online mentoring programs reach young people who do not have access to quality
educational resources, using a learning environment to connect them to mentors who offer practical
and individualized advice, information and expertise. The organization’s program is grounded on an
evidence-based curriculum that is student-paced and student-led, placing young people at the center of
a community of classroom teachers and adult mentors invested in their futures.

Chapter 6
Implementation of an Online Distance Mentoring System................................................................... 64
Vassilis Syrris, Aristotle University of Thessaloniki, Greece
Fenia Tsobanopoulou, Aristotle University of Thessaloniki, Greece

In this case study, the authors see that the application of computer-based videoconference systems seems
to have successfully bridged geographical distances, improved interaction considerably, and reduced the
response time of interventions. The authors explore the issues related to electronic distance mentoring
of young people in the framework of professional development and support.

Chapter 7
Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software ............................. 84
Mark J. W. Lee, Charles Sturt University, Australia
Catherine McLoughlin, Australian Catholic University, Australia

The online mentoring of adults for specific professions is a growing area of interest. The Australian
Catholic University, a public university funded by the Australian government, added a new dimension
to the teaching practicum to facilitate online peer mentoring among pre-service teachers by providing
them with opportunities to reflect on teaching prior to entering full-time employment. While on their
practicum, students used social software integrated into the university’s course management system, to
share and reflect on their experiences, identify critical incidents, and invite comment on their responses
and reactions from peers.

Chapter 8
E-Mentoring the Individual Writer within a Global Creative Community ........................................... 98
Linda Venis, UCLA Extension, USA

America’s largest continuing education provider of online creative writing and screenwriting courses
and services offers individualized feedback and mentoring to 1,000’s of aspiring and practicing writ-
ers worldwide. Writing creatively is singularly private and can be isolating; the Writers’ Program’s
220 annually-offered online courses in fiction writing, memoir, personal essay, children’s literature,
playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth
instructor/student, student/student, and student/advisor relationships designed to help meet individual
writing goals.

Chapter 9
Design of an Online Community of Practice to Support an Emerging Doctoral Culture................... 117
James M. Monaghan, California State University, San Bernardino, USA

Adults in doctoral programs need a combination of specific course-related instruction, as well as men-
toring as they transition into the profession. During the initial accreditation process for California State
University, San Bernardino’s new doctorate in educational leadership, the accrediting body presented
the institution with a serious concern about a lack of a history of a doctoral culture. Leveraging a track
record of creating online communities of practice, one was developed to provide the scaffolding similar
to that which occurs in full-time doctoral programs where faculty and students regularly interact in both
formal and informal settings.

Chapter 10
Writing a Dissertation—University of Phoenix Style......................................................................... 127
Norma J. Turner, University of Phoenix, USA

The doctoral program at the School of Advanced Studies at the University of Phoenix provides a process
for working adults to earn a doctoral degree. The philosophy of the doctoral program and the program’s
continual growth and development are illustrated in this chapter. Information on the people and the
processes, both internal and external to the University of Phoenix, involved in the successful completion
of the degree program is covered as well.
Chapter 11
Online Tutoring ................................................................................................................................... 136
Christa Ehmann Powers, Smarthinking, Inc., USA

Smarthinking provides asynchronous and synchronous online tutoring for several general education
courses and degree-specific courses, supporting students enrolled in secondary and post-secondary edu-
cation 24 hours a day. The firm employs hundreds of professional educators from around the globe.

Chapter 12
On-Demand Tutoring to Students Around the World ......................................................................... 150
John J. Stuppy, TutorVista.com, USA

TutorVista.com emerged from seeing the growing need for online tutoring combined with an economi-
cal way of delivering this service. With millions of capable educators in India earning only a fraction of
what educators make in the United States, TutorVista.com could double salaries and still be far lower
than American levels of teacher compensation. Most of its current 1200 employees are based in India,
and over the past years it has assisted over a half million students around the world.

Chapter 13
Reaching Beyond Bricks and Mortar: How Sylvan Online Expands Learners’ Options ................... 160
Saul Rockman, Rockman et al., USA
Lynn Fontana, Sylvan Learning, USA

A relatively little-known but growing component of the very large Sylvan Learning company is Sylvan
Online, a one-to-one academic assistance program offered to students at home in association with local
centers. This Internet-based service provides the same type of individualized academic support as the
centers, yet it affords greater flexibility and access. Using proprietary technologies, Sylvan Online makes
it possible to reach learners regardless of their geographic area or proximity to a Sylvan Learning center,
and helps them receive the kind of academic support necessary to succeed in school.

Chapter 14
Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams ................................. 172
Nicholas Bowskill, University of Glasgow, Scotland
David McConnell, Glasgow Caledonian University, Scotland

As mentoring and tutoring online become increasingly common, the need to address cross-cultural
pedagogical and communication has arisen. The authors of this chapter on the Sino-UK eLearning
Programme consider the processes in the context of globally distributed inter-cultural course teams,
and identify the significance of openness, structure, and dialogue as factors that support collaborative
reflection. They analyze their own experience of global online teaching and focus on one technique used
in collaborative inter-cultural practice involving having tutors maintain and share an online journal with
other tutors in the course team.
Chapter 15
Applications of E-Tutoring at Indira Gandhi National Open University............................................ 185
Ramesh C. Sharma, Indira Gandhi National Open University, India
Sanjaya Mishra, Indira Gandhi National Open University, India

Finally, the way that online tutoring and mentoring is being incorporated worldwide in the enormous
mega-universities is considered. Indira Gandhi National Open University (IGNOU) with more than two
million learners nationally has been a leader in the democratization of education. The university has
the immense challenge of managing a large number of students spread across the country and for this
reason have introduced online tutoring.

Compilation of References .............................................................................................................. 201

About the Contributors ................................................................................................................... 212

Index ................................................................................................................................................... 219

xii

Foreword

Circumstances and timing have a significant impact on teaching, learning, research, and creative expres-
sion in learning focused organizations. In this book, Gary Berg gives us examples and case studies offer-
ing different successful approaches to tutoring, mentoring and non-classroom based learning. The array
of case examples and the differences among them provide a valuable and diverse understanding of the
personal development benefits of tutoring, mentoring and other support services that enhance learning.
Berg covers the broad landscape of emerging technology and its intersection with the education world.
He does this particularly well through his presentation of carefully-selected case studies.
The format of the book has a focus that centers on the applications of emerging technologies to teaching,
learning, research and creative expression. Each case study introduces and describes a different method
and approach including the particular relevance of a unique approach to education and learning. Many
of the examples feature innovative work and offer valuable new insights for those interested in tutorial
and mentoring centric education approaches. The cases explained reflect the increasing globalization
that continues to affect the way we work, with whom we work, and how we work, collaborate and com-
municate. Those educational institutions and organizations who do not adapt to the rapidly changing
world will find themselves on the sidelines. The growing availability of tools to connect learners and
scholars all over the world in new ways is breathtaking. They include online collaborative workspaces,
social networking tools, converging mobile devices that do almost anything you wish, and voice over
IP and example after example of methods and techniques for transcending traditional learning barriers
and fostering teaching and scholarship. Mentoring and tutoring are at the new center.
In a sense, Berg helps redefine the “e” in e-learning. Generally thought of as “electronic,” his presenta-
tion helps you understand that the “e” actually means; exciting, empirical, empathetic, extra, emerging,
energetic, exceptional, early, eloquent, everywhere, ephemeral, extended, effortless, epic, evangelistic,
eclectic, engaging, extended learning and more. The point is that e-learning may be individual, tutorial,
a significant part of a mentoring process and a tool for personal communication that is not well under-
stood by generations preceding the “digital natives” of our new generation. In short, tutorial techniques
and mentoring using e-learning tools provide access to a rainbow of learning opportunities whose “pot
of gold” benefits those who have learned how to learn.
Peter Drucker, a colleague and cousin by marriage once said to me, “Bernie, we design our objec-
tives, organize our learning experiences into detailed plans. Our students that we teach then take what
we offer and they learn any way they can.” I have always remembered Drucker’s exceptional insight.
What a tutor and what a mentor he was.
Online tutoring, e-mentoring and e-learning in the modern era amplify collective intelligence. These
approaches are redefining how we access information. They are reshaping libraries, books and other more
traditional ways. New learning tools such as using Google, Yahoo, Facebook, and YouTube are stimulat-
ing a grassroots of learning. Today’s learners are intimate and active participants in their experiences.
 xiii

The very theme of this book that centers on mentoring and tutoring implies acceptance of the “guide on
the side,” as opposed to the more traditional “sage on the stage” method of teaching and learning.
The case studies presented underline the fact that one approach need not completely replace the other
but more independence and freedom of style are clearly emerging from the diversity. What this work
reinforces is the idea that learning how to learn is the key. It also defines and exemplifies the idea of the
“scholar/practitioner” and asserts that tutors and mentors who function as scholar practitioners can be
very successful with their learners.
This timely book makes the case that significant shifts are taking place in the many ways teaching
and learning are carried out. It argues that there is a growing need for formal instruction and education
for tutors and for mentors so that they have a repertoire of new skills, including information, visual,
technological and learning literacy. Tutors are professionals and professional development is being
recognized as important. I believe that graduate education programs concentrating on these fields as
specialties will emerge.
Because of his wide range of examples, Gary Berg gives us a more expansive definition of a category
of learning and learners. These case studies might be credited with contributing to the rise of what can
be termed “The Learning Class.” The Learning Class, in my view, presently numbers in many millions,
and includes all of those in the increasingly successful profit and non-profit distance learning colleges
and universities, the increasing number of K-12 home schooling participants and the rapidly migrating
online access to the necessary continuing education for licensure programs for physicians, attorneys,
psychologists, marriage and family therapists, licensed clinical social workers, school psychologists,
mental health counselors and traditional blue collar occupations such as contracting, plumbing, electri-
cians, and so on. Tutoring and mentoring using 21st century tools are fundamental to scholar practitioner
growth in these areas whether they be traditional white or blue collar fields. With the increasing require-
ments for licensure for every trade and profession, this type of learning is growing apace. This is true
in areas in which distance learning and e-tutoring were viewed with askance in the past. There are still
holdouts, but they are diminishing.
Daniel Bell, author and Harvard sociologist, in his book titled, The Coming Post-Industrial Society,
first published in 1973, looked back in time. He identified how the invention of the cotton gin by Eli
Whitney transformed the farm, forced people into the cities and created the Industrial Revolution. Bell
argued that computers and telecommunications, like the cotton gin of an earlier era, were bringing
about yet another shift in the economy, or what he called the post-industrial society. Bell’s treatise was
a significant literary effort that identified structural changes in society leading to the information age.
Now, almost forty years later, we are attempting to define yet another shift in the basic structure of the
world’s economy. We know that it is global, and Thomas Friedman of the New York Times has told us,
that “the world is flat.” At least we can agree that it is rapidly getting flatter, even though we must recog-
nize that it is a world of worlds with many borders and cultural idiosyncrasies. Current global financial
conditions support the proposition of the flattening word, in spades. Therefore, what may be emerging
is “The Global Learning Society.”
Presently, especially in the United States, the pressures of surging enrollments and diminishing
space, advancing technology, globalization and dramatically impacted world economies are making
distance education, including tutorial learning, mentoring and other forms of non-classroom based
learning increasingly and rapidly acceptable. I think that these pressures will cause a burst of leadership,
entrepreneurism and innovation. Many segments of education are booming in the falling economics of
2009. Education is touted as one way out of the dilemma. However, if education is to be the boon that
is forecast, it must be for adults who are working and it must be now. Tutoring, mentoring and the use
of support services are fundamental to success in addressing this opportunity.
xiv

In addition, the success of the better profit and non-profit universities that employ tutorial and men-
toring models and online learning are becoming examples for others to follow. We are entering a Brave
New World, as we did with industrialization, the emergence of computer technology and now the birth
of a learning society, where those who have learned how to learn will benefit most.
Among the new features of our learning society is what has been termed the first generation of “digital
natives.” They will transform our politics, culture and structure of our learning institutions forever. Most
were born in the 1990s. They are entering adulthood. They are affecting every aspect of modern life.
They can do business, learn over greater distances, and immediately understand how to manage one to
one situations on the telephone, video conferencing and all manner of methods. They are “born digital.”
The case studies in this book highlight how this digital, tutorial era is transforming the ways people live
their lives and relate to one another and the world around them. They don’t distinguish between online
and offline. They simply live their lives naturally, because this is the form of communication and learn-
ing into which they were born. They are constantly connected. They are comfortable in virtual worlds.
They collaborate in ways not possible thirty years ago. They have a larger sense of global community.
Certainly there is still a digital divide. It has to do with haves and have not’s. And, even though Fried-
man asserts that the world is flat, what is more accurate is that it is flatter. It is still a world of worlds, of
different cultures and the new learning ways are helping to address this situation.
The timing of this book is significant. Tutoring, defined by Berg as one-to-one teaching/learning,
and mentoring, being guided by an experienced advisor, are subjects that are at the leading edge. Digital
technologies and digital natives have converged. Education and learning are rapidly changing. The profit
schools and universities have recognized this and are profiting, and the traditional non-profits are dragging
their bulky torsos into this area of education. The case studies in this book range from degree-granting
institutions to non-profit and for-profit organizations. They represent developments occurring around
the world from Greece, India, Australia, China, the United Kingdom and the United States.
One-to-one learning in our new digital world is enabling a new way of being. Mentoring, tutoring and
new services are the vehicles of progress. This book is an insightful addition in enhancing perspective.
It makes the case. It is worth the read.

Dr. Bernard J. Luskin

CEO/Provost, Touro University Worldwide

Bernard Luskin is CEO/Provost of Touro University Worldwide. Bernie Luskin is founding president of Coastline Com-
munity College, was president of Orange Coast College and is founding Chancellor of Jones International University; the first
accredited fully web based university. He served as Executive Vice President and founding Director of the Media Psychology,
Media Studies and Community College Leadership Programs at Fielding Graduate University (FGU). He has been a faculty
member at Claremont Graduate University, Pepperdine University, CSU, USC, and UCLA. In industry, Luskin was CEO of
Jones Education Networks, including Knowledge TV and Mind Extension University. He was founding CEO of Philips Interac-
tive Media and Philips Education and Reference Publishing. He is credited with putting the first 50 movies on CD, producing
the first Grolier and Compton’s Encyclopedia on CD, the first Sesame Street CD, and numerous films and television programs
and series. He is former Chair and also COO of the American Association of Community Colleges. He is the founder of New
Media News, a syndicated cable news program, author of ten books and producer of many TV series and motion pictures.
Luskin served as a commissioner on the California Post Secondary Education Commission. A licensed psychotherapist and
school psychologist, Bernie Luskin is recipient of annual distinguished leadership awards from the UCLA Doctoral Alumni
Association and the University of Florida Center for Higher Education. Luskin is the winner of two Emmys and is recipient of
lifetime achievement awards in education and Media from the Irish Government and European Union.
Discovering Diverse Content Through
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Une couturière tuberculeuse avait accouché en agonisant, sans
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guériront. Le docteur se les fait donner à la pharmacie de l'hôpital :
j'en aurai donc toujours.
Quand mes bouteilles étaient vides, j'allais chez le chef de service
qui, chaque fois, poussait le verrou.
 PROSTITUÉE

«Ma fille a le billet jaune».

Dostoïevsky.

Encore une fois, nous étions sans manger. Hein frappait depuis
deux jours sur l'enclume, avec les lourds marteaux de son métier de
forgeron, sans avoir pris aucune nourriture ; il était affalé sur une
chaise, pâle, la tête baissée, les bras pendants, engourdis le long du
corps, et répétait :
— Je ne peux plus, je ne peux plus. Les petites jambes de
Klaasje s'étaient dérobées sous lui, et il gisait à terre, contre le mur ;
les autres enfants étaient dispersés, ici et là, dans la chambre, tous
malades de faim. Ma mère avait le visage enfiévré, et des
clignotements d'yeux précipités qui accusaient son affolement ; moi,
des vertiges me faisaient chanceler.
Ma sœur aînée nous avait quittés, et nous attendions mon père,
parti dès le matin à la recherche de quelque chose à gagner. Il
rentra ivre et demanda à manger.
Je regardais autour de moi, sentant qu'un malheur allait arriver,
si on ne trouvait immédiatement une issue. Ma décision fut prise.
J'allongeai ma jupe en traîne ; je tirai mes cheveux sur le front ; je
m'ajustai le mieux que je pus, en regrettant de n'avoir pas de fard,
comme j'en avais vu aux prostituées, et dis à ma mère que j'allais
sortir. Elle voulut m'accompagner, pour rapporter plus vite les
victuailles.
Une fois au centre de la ville, je lui recommandai de rester à
distance. Bientôt un homme me fit signe de le suivre, et m'emmena
dans une maison de rendez-vous. Quand, après, je lui réclamai mon
salaire, il me demanda si je me moquais de lui.
— Pour cinq francs, je puis avoir une femme chic, et tu es fichue
comme une mendiante et sale en proportion. Ouste! laisse-moi
passer.
En bas, il refusa de payer la chambre. La tenancière nous
menaça de la police, et il finit par régler. A la sortie, la femme me
cria :
— Sale guenille, je te ferai «carter», si tu oses revenir.
Ma mère m'attendait au boulevard ; quand je lui racontai la
chose, elle resta pétrifiée.
— Que pouvais-je faire? Que pouvais-je faire? J'ai risqué d'être
enceinte d'un inconnu, d'attraper la sale maladie, on m'a insultée, et
pour rien, pour rien! et les enfants, mon Dieu, les enfants!
— Si nous ne rapportons rien, ils mourront, dit ma mère.
Je pleurais, la figure contre un arbre. Mais la vision de nos
enfants qui nous attendaient, me rendit toute mon énergie.
— Je vais continuer, dis-je ; mais tenez-vous donc plus loin : vous
me suivez sur les talons.
Je n'avais pas de mouchoir et, en essuyant mes larmes de mes
mains, je me barbouillais la figure.
J'entendis bientôt murmurer derrière moi :
— Petite, petite…
Je me retournai et vis un géant qui me suivait.
— Petite, viens avec moi.
Je le suivis.
Il me conduisit dans une autre maison, et me donna quelques
francs d'avance.
 Il me mania avec grande précaution : il avait manifestement peur
de me casser. Il riait de ma figure noire, il riait de ma maigreur, tout
mon être minime le mettait en joie, et il répétait sans cesse :
— Petite, petite!
Après quelque temps, on vint frapper à la porte en criant :
— Dites donc, vous autres, le temps est passé ; du monde
attend ; il nous faut la chambre.
Croyant que c'était la police, je m'étais jetée, terrifiée, contre le
géant, ce qui le mit encore en joie. Il m'entoura de ses bras, et riant
doucement, murmura :
— Allons, petite! Allons, petite!
Comme j'étais bien sur cette immense poitrine! pour la première
fois de ma vie, je me sentis protégée. Tous les sbires de la ville
n'auraient pu dénouer les bras qui m'enserraient : il leur aurait dit,
amusé :
— Voyons, c'est une petite, une petite.
Une fois à la rue, je galopai vers ma mère. Nous achetâmes de
pauvres vivres, et, dès le bas de l'escalier, nous criâmes aux
enfants :
— Nous avons du pain! nous avons du pain!
Au bout de quelques jours, notre ménage marcha régulièrement,
comme jamais il n'avait marché. Les enfants mangeaient aux heures,
étaient lavés, allaient à l'école ; ma mère vaquait au ménage ; mon
père ne buvait plus : il faisait le café et pelait les pommes de terre.
Seule, je rageais et pleurais, accroupie sur le vieux canapé qui me
servait de lit.
La simplicité avec laquelle mes parents s'adaptaient à cette
situation, me les faisait prendre en une aversion qui croissait chaque
jour. Ils en étaient arrivés à oublier que moi, la plus jolie de la
nichée, je me prostituais tous les soirs aux passants. Sans doute, il
n'y avait d'autre moyen pour nous de ne pas mourir de faim, mais je
me refusais à admettre que ce moyen fût accepté sans la révolte et
les imprécations qui, nuit et jour, me secouaient.
 J'étais trop jeune pour comprendre que, chez eux, la misère avait
achevé son œuvre, tandis que j'avais toute ma jeunesse et toute ma
vigueur pour me cabrer devant le sort.
 TABLE DES MATIÈRES

Vision 1
Mes parents 5
Quand je me réveillai, c'était le soir 17
Premier Exode 21
Reliefs et Oripeaux 25
Têtes et Peaux d'Anguilles 29
Deuxième Exode 33
Non! Non! 37
A l'École catholique 47
La Soupe aux Pois 53
Catéchisme et Première Communion 59
J'entends les puces marcher 71
Déception 79
Mon père propose de nous abandonner 83
Je fais des visites 87
Toupie et Cerf-volant 101
Une Expulsion 107
Ma Robe de Première Communion 115
Jours de fête 119
Nous vivons de charité 123
 Ah! vous aviez des «kwartjes»! 129
L'Usurière 133
Baâtje 137
Si nous étions riches 145
Je fais pipi dans mes jupes 151
Les deux Grenadiers 155
Le Village Rouge 163
Marchande de Rue 169
Une leçon de vie pratique 181
Je quitte ma place 191
Ma fille, Monsieur Cabanel 199
Troisième Exode 207
Fabrique de Chapeaux 213
Ils pèlent des oignons 223
Une nuit au parc de Bruxelles 227
La variole 241
Les pommes de terre 245
Un pain pour des timbres 249
Kees acrobate 253
Symphonie de la faim 261
Klaasje condamné 267
A l'hôpital 277
Prostituée 291

DIJON, IMP. DARANTIERE.

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