Modern Systems Analysis and Design

8th Edition Valacich Solutions Manual

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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

Chapter 6
Determining System Requirements

Chapter Overview
Chapter 6 introduces students to several methods that systems analysts use to determine requirements for
a proposed system. This chapter categorizes the requirements gathering techniques as traditional, modern,
or radical. It also introduces Agile methodologies. The traditional requirements gathering techniques are
interviews, questionnaires, Nominal Group Technique, and documents analysis. The modern
requirements determination techniques include Joint Application Design (JAD), group support systems,
prototyping, and CASE tools. Business Process Reengineering (BPR) is a radical method for determining
system requirements. This chapter concludes with an illustration of how system requirements are
determined for Internet-based electronic commerce applications.

After studying this chapter, students should have an appreciation for the different types of requirements
analysts collect and the different methods they use to collect these requirements. However, reading about
and discussing how analysts collect requirements is no substitute for direct hands-on experience with
these techniques. Most of the classroom suggestions listed below involve some type of hands-on
experience for students. You probably will not have time to use all of these suggestions in class.
However, try to use one or two of these classroom ideas.

Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter. From an instructor’s
point of view, the objectives of this chapter are to:

1. Provide insight into using interviews to determine system requirements and include the preparation
of an interview plan.

2. Show students how questionnaires are designed, distributed, and used to determine system
requirements.

3. Discuss the advantages and disadvantages of observing workers to determine system requirements.

4. Demonstrate how the analysis of business documents provides system requirements information.

5. Illustrate how Joint Application Design promotes efficient and quick system requirements
determination.

6. Show how computing, in the form of CASE tools and group support systems, supports
requirements determination.

7. Show how prototyping is used for requirements determination.

8. Stress that BPR involves more than just tweaking or automating processes.

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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

9. Illustrate how disruptive technologies enable the breaking of long-held business rules.

10. Discuss Agile methodologies and how these can be used for requirements determination.

11. Discuss the system requirements determination process for Internet-based electronic commerce
applications.

Classroom Ideas
6.1. Point out that, while requirements determination tools and techniques are valuable in the analysis
phase, analysts benefit from their use in other phases of the life cycle. Demonstrate this with
examples from other phases. For example, JAD is useful in the early phases of design, such as
where input and output formats are designed. Also, observation is useful during system
implementation to verify that the new system is being used as expected.

6.2. Use Figure 6-2 to show how to construct an interview plan. Construct a plan with students during
class and have them generate similar plans as homework.

6.3. Use Field Exercise 1 and 2 as an in-class exercise. This exercise typically takes about one hour to
complete, including time for discussion of the results. Students can submit their reports at the next
class meeting.

6.4. Use the box “Lost Soft Drink Sales” (page 160) as a starting point for a class discussion on the
advantages and disadvantages of direct observation. You may want to expand the discussion of
direct observation, especially if you have experience as an action researcher, since the methods are
similar. You can discuss using confederates, how to avoid observer biases, and other issues you
consider important. Often students are reluctant to use direct observation and should be encouraged
to consider it equal to interviewing.

6.5. Figures 6-3 (example procedure), 6-4 (example invoice), and 6-5 (example report) can serve as the
basis for a discussion of document analysis and how system requirements can be determined from
documents. You or your students should bring sample documents, such as bills and order forms, to
class for analysis. Demonstrate how you analyze these documents to discover business rules, as well
as content requirements. For example, a shipping form shows whether the firm has ship to, order
from, and bill to addresses. A class registration form may indicate the maximum length for student
names.

6.6. The end-of-chapter references provide useful sources of information to supplement a class
discussion about JAD. The Wood and Silver have two quality books on JAD development that
should be useful.

6.7. Using a business case, run a mock JAD in class, and assign students roles as analysts, managers, and
users. As with a real JAD, the person chosen as facilitator is crucial to the exercise’s success. The
mock JAD should be preceded by the type of careful planning that precedes actual JADs, as
outlined in the text.

6.8. Use a CASE tool to support the mock JAD outlined in Classroom Idea #7.

6.9. Conduct a prototyping session in class, using a 4GL or pidoco (www.pidoco.com) prototyping tool,
or CASE tool with a prototyping component. If such software is available to your students, have
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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

them create prototypes based on system requirements found in a business case or in materials you
provide. This can include developing an iPhone app with www.appmakr.com, which requires no
coding.

6.10. Conduct a session using Agile Usage-Centered design methodologies.

6.11. Take an activity with which students are familiar, such as enrollment in classes. Have your
students reengineer this activity. Encourage students to be innovative.

6.12. Have students identify an organization that would benefit from an Internet-based electronic
commerce application. Place your students into groups of three or four individuals. Then, have
students determine the system requirements for the Internet-based electronic commerce application.

Answers to Key Terms

Suggested answers are provided below. These answers are presented top-down, left to right.

6.4. Formal system

6.2. Closed-ended questions 6.1. Business process reengineering (BPR)
6.3. Disruptive technologies 6.5. Informal system
6.9. Nominal Group Technique (NGT) 6.12. Scribe
6.8. Key business processes 6.10. Open-ended questions
6.11. Prototyping 6.7. Joint Application Design (JAD)
6.6. JAD Session Leader

Answers to Review Questions

6.13. Systems analysis involves determining how the current information system functions and assess
what users would like to see in a new system. Analysis has two subphases, requirements
determination and requirements structuring.

6.14. Traditional techniques for collecting requirements include interviewing individuals, interviewing
groups, observing users, and study of business documents.

Interviewing involves speaking with users individually or as a group to discover their views about
the current and target systems; it also involves carefully preparing an interview outline and guide
before conducting the interview. Interviews are best done when only a few people are involved,
when you use open-ended questions or the questions vary from individual to individual, or when a
more personal method is needed.

Directly observing users involves watching how people work in order to uncover information. Direct
observation is best when detailed or complicated procedures must be documented, when you do not
want people to know they are giving you information you need, when only a few people are
involved, and observational data are representative of all situations.

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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

Analyzing procedures and other documents involves identifying and collecting written procedures,
forms, reports, and other relevant documents in order to better identify data and processes that would
be part of the current and target systems. Analyzing documents is the best technique when
documents are complete and unbiased, when other forms of requirements determination are too
obtrusive, and when history must be studied and people do not have firsthand data about history.

6.15. Joint Application Design (JAD) is a structured process in which users, managers, and analysts
work together for several days in a series of intensive meetings to specify or review system
requirements. JAD is better than traditional techniques because you have all key personnel in one
place at one time, saving everyone time and resulting in high levels of system ownership as more
people have more of a role in the development process. Weaknesses include the level of
commitment necessary to make the JAD work, the high degree of required planning, and the typical
lack of computer support.

6.16. Computing supports requirements determination in the form of CASE tools and prototyping.

6.17. The Nominal Group Technique (NGT) is a facilitated process that supports idea generation by
groups. NGT encourages individuals to identify and prioritize problems with an existing system or
requirements for a new system.

6.18. CASE tools can support requirements determination by supporting JAD and prototyping with
diagramming, form and report design, repository access, and prototyping tools. Case tools
appropriate for requirements determination include tools that analyze requirements information for
correctness, completeness, and consistency.

6.19. During requirements determination, prototyping is used to collect user requirements and present
them in the form of a quick working system prototype. Users can look at, play with, and compare the
prototype to their system requirements. Analysts can then adjust the prototype to better fit what the
users have in mind. Prototyping is better than traditional methods where system requirements are not
well understood, where few users that are stakeholders are involved, where designs may be
complex, where there have been past communication problems, and where the necessary tools are
readily available. Prototyping may be worse than traditional methods where formal requirements are
not documented, where prototypes become idiosyncratic to the initial user, where issues of data
sharing and integration with other systems are ignored, and where SDLC checks are bypassed.

6.20. As part of the business process reengineering (BPR) effort, key business processes should be
identified. Key business processes are the structured, measured set of activities designed to produce
a specific output for a particular customer or market. Once these key business processes have been
identified, activities that can be radically improved should be identified. Primary candidates include
activities that are viewed as important, changeable, or dysfunctional. BPR benefits include radical
improvements in speed, quality, and customer satisfaction.

6.21. Disruptive technologies enable the breaking of long-held business rules that inhibit organizations
from making radical business changes. Disruptive technologies enable companies to innovatively
apply information technology. As a point of discussion, ask students to discuss the concept of a
virtual university as compared to the tradition one. Is this an acceptable application of disruptive
technology?

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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

6.22. One problem with the traditional waterfall SDLC is that users are involved only at the beginning
of the project and then when the project is delivered. The continual involvement of users throughout
the development lifecycle allows any changes to business processes to be reflected in the completed
system. Also, users are more likely to have a system developed that meets their needs. This approach
works best with methodologies that are iterative, such as Agile methodologies. In order for this
technique to work, the user who works with the development team must be knowledgeable and able
to give up his or her normal business responsibilities in order to become heavily involved in the
project.

6.23. Agile Usage-Centered Design is similar to JAD, in that a group of experts are gathered together
and work with a facilitator. What is unique about Agile Usage-Centered Design is the focus, which
is on user goals, user roles and the tasks necessary to achieve these goals. The Planning Game
involves two types of players: Business, those who know the business processes and represent the
group for whom the project is being developed, and Development, represented by those who are
actually designing and building the system. The game pieces are cards that contain a description of a
procedure or feature to be included in the system. There are three phases: exploration, commitment,
and steering. During exploration, business writes a story card and development provides an estimate.
During commitment, business sorts out stories by necessity, development sorts stories by risk and
business chooses the stories for the next release. During steering, business reviews progress and
business and development adjust plan. Both Agile Usage-Centered Design and the Planning Game
are similar in that both involve participation of users; both rely upon cards and focus on tasks that
the system being designed is supposed to perform.

Answers to Problems and Exercises

6.24. Numerous articles are available in the library and on the Web. CASE tools and prototyping are
both useful in JAD sessions because the JAD team can use the CASE tools (i.e., creating data flow
diagrams, entity-relationship diagrams, and a data dictionary) together. This helps the team to better,
and more quickly, develop the system. CASE tools are useful in JAD sessions because more team
members can participate, the tools can help keep the team on track, the team members can use the
electronic, anonymous brainstorming tools, and the tools can automatically and accurately capture
the outputs of the sessions. Prototyping allows you to go one step further and actually create the
system during the JAD session, allowing this prototype to be further honed as the system
development process progresses. If the prototype is one that allows design through to development
there is no “throw away” element of the prototype as it actually becomes the new system. Some of
the limits to using CASE and prototyping in JAD are the availability of the tools, the learning curve
for these tools if the team members are not familiar with them, and potentially over-structuring the
development process.

6.25. Using a confederate or by hidden camera, the analyst can conduct observations unobtrusively, so
the effect on the users’ behavior is minimized. The analyst can also brief the users on the observation
so that the users will relax and behave naturally. For example, you can make it clear to users that they
are not being evaluated and that the observations collected will not be associated with any one
individually. In addition, the analysts can perform multiple observations over time. This tends to
minimize the effects of aberrant behaviors. Alternatively, the analysts can supplement their
requirements determination with additional data collection methods.

6.26.One of the primary problems with analyzing business documents is that these documents do not
provide a full picture of how work is done and why. First, business documents are often incomplete,
since people have selectively retained documentation. Second, business documents often describe
the formal system as opposed to the informal system, which is more often the way the work is
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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

actually completed. Whether the business documents are accurate or not, they provide useful
information. If the business documents are accurate, then much of the work of gathering information
requirements is nearly finished. If the business documents are inaccurate, then the analyst can use
the documents to understand how the work processes ought to be done, or are thought to be done,
or, perhaps, should not be done. In any event, analyzing business documents should be done in
conjunction with other, supplemental data collection methods. In addition, the analyst should speak
to multiple people to gather their perceptions and uses of the documents.

6.27. Students might suggest the following for the JAD leader: 1) the JAD sessions should be off-site, 2)
the proper people should be invited to the JAD sessions, 3) establish clear ground rules for the
sessions, 4) set and follow a clear agenda, 5) distribute the agenda to all participants before the
sessions, 6) remain neutral on issues, 7) make sure that everyone has the opportunity to participate,
8) encourage people to be creative and break free of traditional ways of doing things, 9) manage
time effectively, and 10) follow up with meeting notes.

6.28. The meeting’s objective is to determine courses that are required to develop necessary
programmer/analyst skills. The agenda might include introductions, background, discussion of the
courses already taken, discussion of course requirements not yet met, discussion of additional
courses to take for preparation, plotting course schedules for successive semesters, summary of
major points, questions from advisor, and closing. A meeting like this can last anywhere from 30 to
60 minutes, depending on the level of familiarity that the advisor has with the student’s case.

6.29. Three possible closed-ended questions, each in a different style, are:

1. Which of the following is the best feature about the word processor that you currently use to do
your job (pick only one):
a. good help system
b. extra tools such as spell check, grammar check, thesaurus, and auto correct
c. compatibility with other applications, such as graphics package and spreadsheet

2. Please rank the following three items in terms of their need for improvement in the next
version of this word processor. Place a “1” by the item that is most in need of improvement.
___ ease of use
___ speed
___ compatibility

1 2 3 4 5 6 7

Strongly Agree Agree Neutral Disagree Disagree Strongly

Agree Somewhat Somewhat Disagree

3. The next version of this word processor should enable you to create and use hypertext
markup language documents for use on the World Wide Web.

6.30. Because the group interview might be more difficult to conduct and more time-consuming, the
analyst might add to the interview guide time certain events or time-stamped agenda items. For
example, if the meeting begins at 8:00 A.M., and the manager of the users will come in to the
meeting to give a brief talk, this event might be scheduled for 8:15 A.M. until 8:30 A.M. Other
processes in the meeting will be postponed during this event. With time stamping, the analyst
writes definitive start times next to each of the agenda items and then uses this to keep the group
on track. Alternatively, the analyst might write specific questions that should be asked of
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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

particular members of the interview group. If several analysts are involved in the group
interview, the group could be broken into parallel sessions, each with its own agenda. Finally,
agenda activities should be allotted for discussion and interchange between the interviewees, so
that consensus and synergy can occur.

6.31. Some of the problems include scheduling difficulty, participation of all group members during
the meeting, individuals afraid or unwilling to speak in front of other people, conflicts among
group members, keeping the group on track, and accurately collecting all the information when
multiple people speak at once. Ways to deal with these problems include providing training in
team building, group dynamics, and managing conflict; having multiple interviewers work
together; and using a technological aid such as CASE, Group Support Systems (GSS) or Web 2.0
collaborative technologies such as Google Docs.

6.32. The answer to this question is facilitated by revisiting the definitions for corporate strategic
planning and information systems planning. Corporate strategic planning is an ongoing process
that defines the mission, objectives, and strategies of an organization. Information systems
planning is an orderly means of assessing the information needs of an organization and defining
the systems, databases, and technologies that will best satisfy those needs. The key to
understanding BPR is that it is the search for and implementation of radical change in key
business processes. Those organizations involved with BPR are looking for new, innovative ways
to perform these processes.

6.33. Student Responses will vary. Other Agile methodologies they could write about include:
• Scrum
• Crystal Clear
• Extreme Programming
• Adaptive Software Development
• Feature Driven Development
• Dynamic Systems Development Method (DSDM)

(hyperlinks to each method in Wikipedia are provided and have been deemed active
on October 2015)

Guidelines for Using the Field Exercises

6.34. This exercise can take an entire class period, but it is very useful. This exercise simulates actual
interviewing and gives students much needed interview practice, comparison, and feedback.
Allow sufficient time for discussion, or alternatively, have students write a short paper on their
observations (as mentioned at the end of the exercise).

6.35. This is a useful method for learning about the team’s work processes. Students should identify
and apply the comparative advantages and disadvantages of group interviews as discussed in the
chapter. Student observations may vary based on group size, group history, and whether the
group leader is present. This also can be done in class. Students can describe systems they use at
work or systems they use at school (e.g., registration system or course management system).

6.36. If the chosen teams closely follow the prescribed work method, then the information from the
interview should match the information from the written documentation. If, however, some of the
chosen teams use a more informal system for completing work, then the information from the
interview is not likely to match the information from the written documentation. Ask your
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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

students to compare their answers and discuss why, and with what implications, these differences
might exist. If done using a class role-play the documentation from the content management or
registration system could also be helpful.

6.37. JAD is becoming a popular development method, so students should find systems
professionals who have used JAD. The feedback should mirror the information on JAD
presented in this chapter, and it will be useful for students to have the textbook information
confirmed by systems professionals in the “real world.” If the systems professionals provide
additional information not covered in the textbook, share this information with the other
students. It is likely that the group leader’s skills will be critical in students’ assessments of
the JAD experience.

6.38. Several JAD references are provided in the reference section of this chapter. For more recent
publications on JAD, students will find articles in IS journals in the academic literature, IS
magazines in the popular press, and on the Web. In addition, the proceedings of the annual
International Conference on Information Systems, the Americas Conference on Information
Systems and the Hawaii International Conference on Systems Sciences frequently have
articles on JAD.

6.39.Students will discover that the organization’s systems were not merely tweaked; they were
significantly modified to the betterment of the organization. If students cannot find a contact
person, a visit to the library or to the Web will yield results. Also, you should encourage your
students to identify companies that have undergone BPR, such as Ford. Ask students to identify
the tangible and intangible benefits of this process. Students should identify the costs as well.

6.40.For this exercise, you should suggest that your students perform a search on the Internet to find
an organization that uses Agile techniques. One good place to start is with the Agile Alliance
Web site (www.agilealliance.org), which contains a section on user stories. Also, most Internet
businesses such as Microsoft and eBay utilize Agile methods. Looking at large software
companies would be useful.

Petrie Electronics. Case Solutions

6.41.Jim has several alternatives to collect information about the CRM project. These include:
1) interviewing Petrie Electronics people in the operation and use of the current system,
2) interviewing a group of people that deal with customers
3) observing employees who work with customers
4) looking at current documents and data to see what information would be useful
5) organizing a structured joint application design team in order to analyze the requirements

6.42.Answers will vary. There are several assumptions students can use to base their arguments on
what was overlooked. This includes assumptions about how the requirements were collected,
aspects of the systems that were overlooked and people who were and were not involved in
the requirement elicitation process.

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Chapter 6 Modern Systems Analysis and Design, 8th edition Instructor’s Manual

6.43. Alternative approaches can be gathered from multiple sources. First, collecting
information about what current competition in electronics or your electronics distributor use for
CRM systems. Also, buying reports from consultants and think-tank organizations such as
Gartner that look at all the different options that exist. You would know when you are done
looking at all the alternatives when no new solutions are presented.

6.44.The following outlines a possible table that students can use to compare CRM systems for their
customer loyalty program.

Solutions Vendor Implementation Price

Salesforce Marketing Salesforce.com A customizable cloud- $25/user/month
Cloud based system that is
very popular
Dynamics CRM Microsoft Cloud-based system $65/user/month
for large companies
SAP AG SAP The largest CRM Between $500,000 -
system that integrates $2 million +
with SAP ERP system

6.45.The make-versus-buy decision is common when evaluating different alternatives. When deciding
to make a customized system you need to make sure:
1. There are no alternatives that will work.
2. You have the ability to manage and support your own solutions.
3. You have been successful building systems in the past.

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I.

Diep, in zandkuil van uitgespitte hei, weggeslobberd met zijn

beenen, in blauw-zwarte glimmige klei, schoot ie rhytmisch-breed
over, zwaar-ademend, grauwe zandbonken van z’n stompkorte graaf
opwerpend in kracht-zwaai, àl meer roestige brokken en plakken
naar den omgespitten grond, die dichtgegooid lag boven hem.
Grauw-grijze december-donkering dreigde; gier-felle wind, met er
doorheen dwars gerafel van regen, bolde en loeide wijd-wild over het
verre middag-land, dat vaal-bruin, en groezelig-geel, aan de kim
vernevelde in toonloos grauw van winter-droef-doodsche akkers,
grimmig verdoffend tegen verschimd-bleeke bosschages en hagen
van ver-affe tuinderijen en bollenland. En zwaar-eindloos, laag,
stond boven het akkerbrons gestolpt de wild-dreigende lucht-
donkering, aanhollend wolkengrauw met al duisterder tintvegen. Hier
en daar brokkelde gloedloos pluimgroen van boerenkool en prei,
groen-vaal gerijd tusschen bollenakkers, die in vuil-geel dekriet
schimmelden of bemorst lagen met boomstronken en zwaren
takkenrommel. Flauwe silhouetten van grondwerkers en spitters
kontoerden in wrongig-gebuk, schonkig-somber, in den woest-kalen
omtrek van het grondbrok dat Dirk bewerkte. Zwaar-melancholisch
loomden van ver hun lijfbewegingen en starre armenheffing in het
stugge druillicht, dat àl droeviger door-donkerde over de velden.
Schonkig-gespierd, met zweet-vet op roodbruin gezicht, schoot Dirk
over, al hooger boven ’m, al dieper [2]wegzakkend in hei, uitspittend
onder z’n voeten in breeëre sneden, òpwerpend de zandvrachten,
vlijmend met scherpen kant van mes-blinkige spa in den grond, plots
harder en inspannender soms, met bloed-rood hoofd van
aanzwellende kracht-dreiging inhakkend en kervend, waar
kleibonken, ommodderend z’n beenen, kleef-zwaarder naar den
grond terugzogen.

Z’n vuile slijk-klompen klodderden in het sappige kleiblauw, en àl

zwaarder, werkkoortsig-heftig, in onberusten maatgang kerfde en
hakte z’n graaf door modder en zandgrond, in wilder opwerping van
àl zwarter gestikte brokken en roest, omwoelde en groef ie uit de
spitkuil, al breeër en dieper, tot het zwart-vette water uit den grond
borrel-schuimde rond z’n beenen en broek. Dan ging er ’n wellust-
tinteling door z’n werklijf, door z’n blaasbalgende borst, want dàt
moest ie zien van zijn land, doorwatering, vettig en modderig.

De ouë Gerrit Hassel, bijgenaamd de Blommepot, Dirks vader, was

achter z’n erf uit, de akkers opgeloopen, stond nou bibberend-
verkleumd voor de spithei op Dirk neer te kijken. Z’n lang, lichtelijk bij
schouders gekromd lijf, stramde ingebogen tegen den stoei-wind en
z’n rond gezicht vertrok, blauwig-koud, in wreveltrekken, voor zoover
’t kon wrevelen op z’n boersch-poppig gezicht, bol-rond, omzilverd
van grijs-prachtige lokken, flap-krullend en wind-stoeiend nu onder
z’n vuil-groen petje uit, met z’n zware sprookjes-mooie zilveren
baard, eerwaardig-bisschoppelijk vreemd omhuivend z’n
kindergezicht. Op z’n bruin-kalig verschoten jekker, spatte de regen
korrelig en z’n blauwe kiel wapperde ’n endje er onder uit, flapperig
lawaaiend. Toch had ie schik, de ouë Gerrit, want telkens berekende
ie met ’n stil-trotsch genot de zandvracht van elken schep, dien Dirk
in kracht-zwaai, breed-gebarend òp-wierp uit de kuil, boven ’m uit;
voelde ie zich overmoedig op dat vijfsteek-diep-spitten van z’n
jongen, den eenigen van wien ie ’n beetje hield, om z’n sullerige
spraaklooze werkbeulerij, zonder klacht of krimp. En nou had ie
schik in zichzelf, dat ie daar weer stond, zijn Dirk, in gierende
windguurte, die door de kleeren heenrilde [3]op ’t naakte lijf, zonder
klacht. ’n Halven akker van Dirk stond Piet te spitten, gemakkelijker
grondbrok bewerkend, omdat ie niet had stille, wriklooze stierekracht
van Dirk. Vreemd zang-stemde, ver, heel ver, licht-bevend, dàn
opgejaagd door windrukken, zijn in deun-maat uitgezeurd lied,
dichtbij raar-vroolijk vergalmend bij elken zandworp, onder grauwe
luchtzwaarte. Vlak bij ouën Gerrit klankte nu door het winterveld,
zwak zanggestem in de bewogene lucht:— —Toe … en .… sprèk sai
van betooàle.… moar ’k hàt gain sint.…

Sai vloekte en skolde.… main f’r lailikke fint.… en wèg woei weer,
beverig-zwak Piet’s zeurig geluid in den wind over de
akkersombering vergàlmend.

—Hoho.… ho!.….. ho!.… die hep puur skik, grinnikte de Ouë,

afwerend met grimmige gezichtskreukels, aangutsend regengespat,
dat uit zware wolkdreiging over het land rafel-grauw heenvaalde
weer. Dirk hoorde niet in z’n spithei, spraakloos baggerde ie door in
z’n zandkuil, opwerpend rhytmisch, kleurige kluiten, blauwige zwarte
kleibonken, forsch-geweldig, in breede plakken, wegsnijend onder
z’n voeten.—

Met zware dubbele hypotheek belast, was het bunder land van den
ouën Gerrit, waarop z’n zoons nu werkten. Maar voor hem gelukkig,
lag ’t in het hartje van ’t tuinderstedeke Wiereland.—Z’n anderen
grond had ie gepacht, lag meer aan den kant van gemeente
Duinkijk, die komvormig om Wiereland liep en in één weg zich
uitstrekte recht-door naar zee, vormend daar één gemeente met
Zeekijk, armelijk zeegehucht, dat alleen zomers, door kleurige
vreugde van badgasten wat opleefde. Zijn bunder werd nou ’t laatst
bewerkt. Achter z’n huisje en erf liep ’t uit, omsloten rechts, door
groezelige armelijke huisachterbuurtjes uit de arbeiders- en
tuinderswijk, links openliggend, met aanschakeling van tuinders- en
bollenakkers, ver, heel ver.—Dooie tijd was ’t alom voor de tuinders
in ’t stedeke; luiertijd en tijd van ellende voor de meesten, pijnigende
zorg-armoe en grauw gebrek voor de Wierelandsche getrouwde
daggelders, los volk, dat met ’t sterven van den [4]zomer, werkeloos
rondscharrelde; hier ’n trap, daar ’n snauw, ’n paar dagen zwaar
spittend, dan weer niks, geradbraakt en omhongerend elken
winterdag, in gierig licht en zonnestraalte. De ouë Gerrit had z’n
twee pootige zoons, die hem te eten gaven, nou hij ’t jaren hun had
gedaan. Want nou, op z’n ouën dag, voelde ie zich na z’n zware
ziekte van verleden jaar te stram en te beroerd om in guurte en
regen te spitten. Als ie z’n kinderen niet had, zou ie nou nog op z’n
achtenzestigste jaar moèten, want loon kon ie niet betalen.

Lekker warmde ’t nou in ’m, dat hij maar met z’n handen in de
zakken daar te staan had, alleen maar kijken naar hun werk en ie z’n
eigen niet druk hoefde te maken. Wat ’n kerel was z’n Dirk toch!.…
hoho!.… wat ’n skoften.… wat ’n makelei.… wat ’n poote en
arreme!.… Jesis!.… wa stong ie daar stoer in z’n kiel.… huhu!.…
hu.… da skept moar, .… skiet moar òver. En s’n Piet gunters.… ook
’n pootige knoest.… kaik.… da song ie weer.… wat ’n hassebas.…
da se’m toch soo gemeen konne f’rbluffe.… kaik die Dirk.… da segt
t’met g’n woord.… stil.… da gong ie puur.… bònk!.… poef.… bònk!..
poef!! wat ’n vracht.… daa’s werk.… ieder keer t’ met vaiftig pond.…
boofe se macht.. main kristis.… Dâ ken puur nie eene van de
ploas!.…..

Ouë Gerrit huiver-kleumde van kou. De wind rumoer-baste en

kermloeide bolderig-wild over de vlakte, pal in zijn pimpelpaarse
gezichtskleum.… Jesis.… da natte gespikkel.… soo effe
sommetaids.… hai mos maor instappe.…

Dirk, in z’n spithei had ’n laatste kleiworp met hevige kracht-zwelling

en inkerving van z’n graaf, bevracht met heel z’n lijf-zwaarte, en
wierp uit, zwarter vastgestikte brokken, die blauw-gloederig nog
terugzogen in kwebbelenden moddergrond. Nou stond ie even uit te
hijgen, heet zweet van z’n brons gezwollen hoofd te luwen met vaal-
rooie zakdoek. En suffig, als timide waanzinnige, stomp, staarde ie
op het omwoelde grondbrok boven ’m, dat nu weer brons-kleurig lag
in het zwaar-grauwe druillicht, met z’n al ingedroogde kleur-plekken
aan de kanten, die geheimvol grijs, en teertonig tint-wasemden of
boetseer-bonkig en [5]en pulverig van rauwe rulheid woelden
tusschen roestige stapels, midden in zanderige uitgravingen. Met de
dikke vuilgroenige moddervingers van z’n geweldige, melaatsche
hand, gutste ie telkens ’t zweet van bronzen kop in spitkuil, en
telkens weer woei er nattig-splinterend, regen tegenaan. Nog even
uithijgen bleef-ie, weinig voelend van de bolderende windgieringen.
Dàt was werken, beestig zwaar, maar wat gaf ’t te donderjagen, ’t
mos toch dààn. Nou voelde ie z’n ruggestreng steken en pieken en
stram stroefde, lammig, ’n heete pijn in z’n polsen. Maar hij moest
ook nog wennen aan dien spit-buk-stand, uitputtend in zoo’n diepte.
Zoo dikwijls spitte ie ook niet vijf-steek. Als ie nou maar niet begon te
beven in z’n dondrement, want dan was ’t zaniken.… dan kon ie niet
meer voort. Net als verleden jaar, toen ie doorgong.… heere.… wat
beroerd was ie toen niet weest. Donders nou voelde ie de regen
weer, nattig geplak op z’n heet-dampend zweetlijf.… vastplakkerig.…
Dan maar weer aan den skep.

—Paás op Dirk! je hoalt natte beene.… pàas op, waarschuwde de

Ouë, die modderige opborreling van doorzuigend water zag
opschuimen uit den grond, rond Dirk’s klompen. Het schuimde onder
z’n beenen aan broek-onderend, nauw dichtgesnoerd met ontrafelde
brokken grauwen zak, als slobkousen slobberend. Op het
geschreeuw van den Ouë schrik-vlug, lichtte Dirk één vet-bekleid
been, met het andere even dieper vastzuigend in poelig zwart. Toen
veerkrachtig toch, versprong hij in andere hei-kuilholte op droog-
plek. Z’n klomp-voeten stonden vergrauwd plat-breed als
olifantsklauwen, rondig vereeld uit het kledderende kleizand. Nog
bleef ie uitstaren. Z’n stroo-gelig haar, grof-ongekamd, rossig
vervlekt, sluikte langs groote krom-ingekrulde ooren, en spriette
onder z’n pet, bij voorkop uit. Wit-blond vlasten z’n brauwen en kort,
als afgeknipt, zeerden wimpers om bloed-randige oogen, wat gaf z’n
beenigen chineezig ingekaakten kop iets versufts en wreeds. Z’n
dof-groene glazige oogen lobbesten maar stommig glansloos in z’n
grooten, wreeden kop. En aldoor keek ie voor-zich-uit, met iets van
koe-beestige loomheid in z’n doffe lenzen. [6]Spraakloos nog bleef ie
z’n gezicht bevegen, kalm door de krommige beenen van z’n vader
heenziend over de akkers. Zachter blaasbalgde z’n borst in lichten
kreun van ademhaling nà; zwaarste inspanning moest nog komen.

—Huhu!.… hu.… je laik puur warm, wà jou Dirk.… huhu!.…

huhu!.…, lachte de Ouë zuur, verlegen ’n beetje met eigen nietsdoen
en luierstand. Niets zei Dirk terug.… alleen in zachte uithijging
kermde gesmoord z’n borst en verstoomde adem. Even zou ie
omdraaien tegen wind in.…

Lager stond ie nu in z’n hei-kuil, en vóór ’m winterden en dorden de

uitgestorven akkers, bronzige wijdheid àlom, vergrauwd in knagende
droefnis. Van de verschrompelde erfjes en rottige tuinbrokjes achter
de huisjes uit Rozen- en Bikkerstraat die rechts Hassels land
begrensde, klapperde heftig geflapper van uitgespannen
waschgoed, boven-uit smerige schuttinkjes. Triestig en kniezerig
brokkeldakten de huisjes in de winter-sombering, met de oneffen
geveltjes die in lijnschokken hotsten tegen de laag-zware
luchtgrauwing. Vreemd-vaal kleurden òp, mos-groenig verweerd, en
omstoven met wintersmart de laag-gezonken droef-rooie
bedakingen. Heel de arbeiderswijk lag daar, met d’r gruizelig donker
klein gekrot als ingestort muurwerk te kijk; groenige zolderluikjes,
bruinige deurtjes, venster-knussige ruitjes, grijze gevel-stompjes,
peuterig-dorpsch, rommelig vergoord in de dagdonkering. De erf- en
tuintjes-schuttingen, uitrottend hout, kreunden in den gierwind. Van
Dirk’s hei af was te hooren het zeeruischend wild geslier en geloei,
van kaal-gewaaide iepen uit de achterafstraatjes, die takkennaakt
met forsch-donkre stamheffing, loei-zwiepend in hoog
overdonderend geweld, als reuzige wezens, boven de laag
knielende huisjes, hun winter-worsteling bevochten. De somberste
hoek lag te huiveren, vlak bij greppelrand en afwaterend slootje,
waar de achtergevel van ’n katholieke kerk, grijs-vaal, smartelijk
verkleurd in bruin-zwartig muurvocht hoog uitstak, met z’n weenende
stigma’s en kringen van verweerd kleurleed, rimpels van angst,
gekrast in gevelsteen; somberste hoek in de duistere druiling [7]en
kruiping van beangstigend wintergrauw. Daar, ver tegenover,
afgezien van erfjes-engte lag ’t uitgestorven land, waartusschen nog
niet omgespitte tuinderij, brokjes late andijvie, spruitjes en
koolhoekjes, wat armelijk geel-groen gevlek duwde. Maar overal,
wijd-om verschimmende bosschages, winterdroeve en kil-verre
hagen, afgeknaagd en vervreten, omprangd in één lucht-grauw,
laag, laag, met angstig zware voortschuiving van al donkerder
wolktinten, stug-droef nevelend en toch geheimvol vervalend over de
ontzettende, van-god-verlaten leege velden.

Juist wou Dirk z’n graaf weer in den grond steken, toen ie ouen Bolk
van het Wierelandsche achtereind, ’t droefste, afgekniesdste
ellendehoekje van de streek, naar hen toe zag dobberen.

—F’rjenne, dà hep je Jan Platneus, wà stapt dìe hier staif op an,.…

zei ie zacht, glurend tusschen vaders beenen door, die zich nog niet
had omgekeerd om te kijken.

’n Klein gedrongen mannetje strompelde waggelend-moeilijk op z’n

groote klompen tusschen de enge greppels van bollenakkers. Van
ver riep ie al, met doffe neusklankstem … gedaa’g, naar de Hassels.
Blaas-hijgend, in de handen slaand, kwam ie, klein-krom naast ouen