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Rebecca Tarver Chase

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6/7/23, 21:02 2nd Pathways LS 1 Answer Key
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Pathways Listening, Speaking, and Critical Thinking 1

Answer Key
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ANSWER KEY
UNIT 1 LIVING FOR WORK A LISTENING An Interview with Photographer
Annie Griffiths
THINK AND DISCUSS (page 1)
1. Possible answer: An artist needs specialized training in art, as BEFORE LISTENING
well as creativity and organizational skills.
A Critical Thinking: Predicting (page 6)
2. Answers will vary.
3. Possible answer: The title could be a reference to achieving a Answers will vary.
balance between personal life and work.
WHILE LISTENING
EXPLORE THE THEME (pages 2–3) B Listening for Main Ideas (page 6)
1. Possible answers: Millennials are people between 20 and
34 years old. They are usually progressive and interested in  Annie Griffiths travels around the world as a photographer.
technology.
C Note Taking (page 7)
2. They work the most in India and the least in Australia and
the U.K. Wording and abbreviations will vary. Notes should include only
key words and phrases.
4. Possible answer: This office looks like it would be a comfortable 1. S. Africa, Galápagos Isl., Mex.
place to work because it has a couch and a relaxed environment; 2. learn diff cultures, diff views, take pictures of wildlife/
however, it doesn’t look like the employees have any privacy. landscapes
3. long assgnmnts, wanted them see world, didn’t want be away
LESSON A Vocabulary from them
4. smiles, gestures, is silly
A (page 4) 5. curiosity, creativity, see things in new ways
1. c
2. a AFTER LISTENING
3. d
D Critical Thinking: Making Inferences (page 7)
4. e
1. T
5. b
2. T
C (page 4) 3. T
1. creative 4. F
2. explore
E Critical Thinking: Reflecting (page 7)
3. adventure
Answers will vary.
4. communicate
5. favorite
A SPEAKING
D Recognizing Word Families (page 5)
A (page 8)
Noun Verb Adjective
1. work
communication, communicate communicative, 2. am cooking
communicator communicable 3. am writing
experience experience experienced, experiential 4. show (or sell)
creation, creativity create creative 5. sell (or show)
E (page 5) 6. am showing (or am selling)
7. help
1. adventure
2. favorite
3. experiences
4. ordinary
5. skills
3
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B (page 9) WHILE VIEWING

Possible answers: C Understanding Main Ideas (page 13)
Police officers, teachers, and nurses help people.
1. many
Photographers and journalists explore different places.
2. few
Managers and lawyers need good communication skills.
3. many countries
Pilots and flight attendants travel a lot.
4. difficult
Computer programmers and web designers need special skills.
D Understanding Details (page 13)
C (page 9)
 graduate from the school
Possible answers: Travelers are waiting for their trains, looking at
the train schedules, buying tickets, waiting for passengers to arrive,  iron newspapers
carrying their baggage, etc.  learn to walk correctly
 practice saying things
D (page 9)
Possible answers: AFTER VIEWING
1. Students are reading. The teacher is writing on the board. The
computer is warming up. E Critical Thinking: Evaluating (page 13)
2. My sister is probably making breakfast, feeding her baby, and Answers will vary.
getting ready for work.
3. A manager organizes projects, has meetings, and solves LESSON B Vocabulary
problems every day.
B (page 15)
E (page 10)
1. pollution
1. She works at the hotel from Tuesday to Saturday. She doesn’t
2. search
work on Sunday or Monday.
2. Her longest day is Thursday. Her shortest day is Saturday. 3. presentations
4. physical
3. Erica cleans the guest bathrooms, makes the beds, removes
the trash, gets clean sheets and towels, cleans the dining room, 5. effect
and puts out menus and information cards.
C (page 15)
F–H (page 10) 1. manager
Answers will vary. 2. organized
3. in charge of
LESSON TASK Taking a Career Aptitude Test 4. Although
A–C (page 11) 5. initiative
Answers will vary. E Critical Thinking: Reflecting (page 15)

1. Possible answers: A nurse has a positive effect on his or her
VIDEO Becoming a Butler patients’ health by giving them physical care and medicine.
A volunteer working with the environment helps clean up the
planet and decreases pollution. An industrial engineer creates
BEFORE VIEWING new solutions and systems to help people save time and
A Prior Knowledge (page 12) money.
2. Possible answers: She says pollution is still a problem. Yes, she
1. T
is right because our oceans still have trash, and many cities
2. T have air pollution.
3. F 3. Possible answers: Housekeepers, firefighters, and construction
4. T workers have physical jobs. They are good jobs, but they are
tiring and can be dangerous.
B (page 12) 4. Answers will vary.
1. d
2. a
3. b
4. c
4 Pathways Listening, Speaking, and Critical Thinking 1
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UNIT 2 GOOD TIMES, GOOD A LISTENING A Lecture about Laughter

FEELINGS BEFORE LISTENING
THINK AND DISCUSS (page 21) A Critical Thinking: Predicting (page 26)
Possible answers: Answers will vary.
1. They are doing yoga there because there is a lot of space. They
probably feel good and relaxed.
WHILE LISTENING
2. exercise, listen to music, talk with friends
B (page 26)
EXPLORE THE THEME (pages 22–23) 1. b
1. HPI is the Happy Planet Index. It is measured by life expectancy, 2. b
wellbeing, environmental footprint, and inequality.
2. Costa Rica ranks as the happiest country. C Checking Predictions (page 26)
3. South America has the most “happy” countries. Answers will vary. The following are in the lecture:
4. A low environmental footprint is better. A low percentage of  facts about laughter
inequality is better.  research results
D Listening for Main Ideas (page 27)
LESSON A Vocabulary 1. c
2. c
C (page 24)
E Listening for Details (page 27)
1. amusing
2. comedy 1. Bowling Green
3. sound 2. high
4. researcher 3. 80
5. happiness 4. laugh
6. led
7. joke AFTER LISTENING
8. recorded F Critical Thinking: Reflecting (page 27)
9. laughter
Answers will vary.
10. situations
D (page 25) A SPEAKING

1. situations A (page 28)
2. happiness
1. Are
3. led 2. Do, do (or like)
4. researcher
3. Do, have
5. joke, amusing 4. Do, take
6. laughter, comedy
5. Do, get
7. recorded 6. Do, like
8. sound
B (page 28)
E (page 25)
Answers will vary.
1. researcher
2. happiness C (page 29)
3. leaders, followers 1. When do you get up in the morning?
4. laughter, laugh 2. What is your favorite food?
3. Who do you send a lot of text messages or emails to?
F Personalizing (page 25)
4. How do you relax on the weekends?
Answers will vary. 5. Where is the closest park in this city?
6. Why are trees good for the environment?
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A LISTENING A Newscast about Marketing D (page 49)

Answers will vary.
BEFORE LISTENING
F (page 50)
A (page 46)
1. sold
Possible answers: 2. made
1. The Japanese company Sanrio uses Hello Kitty to advertise 3. bought
many products including handbags, clothing, and stationery.
4. found
2. Mascots can help people identify and remember a company
and its products. 5. aimed
6. attracted
WHILE LISTENING G (page 50)
B Listening for Main Ideas (page 47) Possible questions are as follows. Answers will vary.
Possible answers: 1. Did you eat cereal for breakfast this morning?
1. ID, rmbr, undrstnd prod. 2. Did you watch television last weekend?
2. not do smthng bad, not age, not sick, no vac., no sal., be 3. What commercials were on television last night?
imprvd, good toys 4. What did you learn from the newscast about mascots?
3. encour. ppl to comm., shr 5. How did customers order products before the Internet?
4. prom. pblc serv., consrvtn. & environ. 6. Did that company send you marketing information in the mail?
C Listening for Examples (page 47)

LESSON TASK Discussing a Timeline
1. b
2. d
A (page 51)
3. a Possible answers:
4. e In 1951, Tony was one of four mascots designed for Kellogg’s Sugar
Frosted Flakes cereal.
5. c
In 1952, Tony beat Katy the Kangaroo and three others to get
D Listening for Details (page 47) the job.
1. F (They are inexpensive.) In 1952, Tony’s son, Tony Junior, was added to the family.
2. T Tony’s daughter, Antoinette, was added to the family in 1974.
3. F (It is 91% more.) In 1999, Tony was listed as number 9 on Ad Age’s list: Top 10
Advertising Icons of the Century.
4. T
Tony turned 65 in 2016.
5. T
B–C (page 51) Answers will vary.
AFTER LISTENING
E Critical Thinking: Analyzing (page 47) VIDEO Mascots: Fun for Everyone!
Answers will vary.
BEFORE VIEWING
A SPEAKING A (page 52)
A (page 48) 1. c
2. a
The following expressions are used to clarify: No, I mean that; In
other words,; Yes, that’s what I’m saying. 3. a
B (page 49) B (page 52)

Possible answers: 1. e
1. Let me explain. 2. c
2. Yes, I mean 3. d
3. other words 4. h
5. b
C (page 49)
6. i
1. b 7. g
2. a 8. a
3. c 9. f
4. d
Answer Key 9
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A LISTENING A Podcast about Strange Weather 4. some, a lot of

5. a
BEFORE LISTENING 6. a
7. a lot of
A Prior Knowledge (page 66)
8. an
Answers will vary.
E (page 70)
B (page 66)
Possible answers:
Possible answer: This photo may show fish that have been thrown 1. Does the photo show a drought or some flooding?
onto land as a result of strange weather. This strange weather is
probably described in the listening. It shows a drought.
2. Are there a lot of plants growing here?
WHILE LISTENING No, not a lot. There are some trees growing.
3. What might be some problems caused by this situation?
C Listening for Main Ideas (page 66)
People and animals might go hungry because they can’t grow
1. b food and don’t have fresh water to drink.
2. a 4. Are there any places in the world having a drought or a flood
3. c right now? If so, where?
Answers will vary.
D Listening for Details (page 67) 5. Are there some places that are having other extreme weather?
1. b If so, where and what kind of weather?
2. e Answers will vary.
3. d 6. Do you see any animals in the photo?
4. a No.
5. c 7. Do any people live here?
There are no people in the photo. It would be a hard place for
AFTER LISTENING people to live.
8. Does this location get a lot of sunshine?
E Critical Thinking: Analyzing (page 67) Yes, it seems to get a lot of sunshine.
Possible answer:
A fire tornado would be difficult to study because it is too LESSON TASK Discussing Travel Plans
dangerous to get close to. A waterspout might be difficult to
study, since it forms over the water and loses power when it gets Steps 1–4 (page 71)
to land.
Answers will vary.
A SPEAKING VIDEO Tornado Chase

A (page 68)
Count Noncount Both Count and Noncount
BEFORE VIEWING
B (page 73)
cloud sand food
drought flooding wind Possible answers:
person lightning 1. Tornadoes occur on every continent except Antarctica.
street snow 2. A good tornado shelter would be some place underground
away from the storm, such as a basement.
thunder
3. Some people feel scared, but other people might feel excited.
water
B (page 69) C Prior Knowledge (page 73)

1. Possible answers:
Possible answers:
Very cold temperatures can cause frostbite.
I see some snow in the mountains. I see a lot of ice in the water. I
don’t see any animals. A person is in a kayak. There aren’t any other Icy conditions can make walking or driving dangerous.
people nearby. A lot of snow can trap people in an area.
C (page 69) A lot of rain can cause flooding.
1. a
2. any
3. Some
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WHILE VIEWING E Critical Thinking: Applying (page 75)

D Understanding Main Ideas (page 73) Possible answers:
1. Life is changing dramatically for people in Greenland.
 find a road that takes them close to the tornado
2. Most people settled on the coast. This was probably because
 deploy Tim Samaras’s probes the middle of the country was covered with ice. This is
 escape from the tornado probably still true, even though the temperatures are rising.
E Understanding Details (page 73) 3. Greenland will have more land for growing food, but in other
parts of the world this might increase temperatures, raise sea
1. b levels, and/or cause droughts.
2. c
3. a B LISTENING A Conversation about Greenland
4. b
BEFORE LISTENING
AFTER VIEWING A Prior Knowledge (page 76)
F Critical Thinking: Analyzing (page 73) Possible answers:
1. Possible answers: To get their data, they have to be as close The summers in Greenland are becoming longer and warmer.
to the tornado as possible. They understand that their work Some of the ice is melting.
is important because if they can learn more about tornadoes,
People are growing more food.
they may be able to predict them sooner and save lives.
2. Answers will vary. B Critical Thinking: Predicting (page 76)
3. Possible answer: Earthquakes might be the most dangerous Answers will vary.
because they can also cause tsunamis (huge waves).
4. Possible answer: Some dangerous jobs include firefighter,
police officer, construction worker, and pilot.
WHILE LISTENING
C Listening for Main Ideas (page 76)
LESSON B Vocabulary 1. friends
B (page 74) 2. Greenland
1. coast 3. Canada
4. having dinner, talking
2. melting
3. average D Note Taking (page 77)
4. slightly Possible answers:
5. rise
Climate Change in Greenland
6. pattern
7. heat Benefits Drawbacks
8. grow shorter winters temperatures rising twice as fast
9. instead more trees as in other places
10. exist grow vegetables ice is melting
grow grass for animals sea levels could rise 24 ft.
C (page 75)
minerals env. probs w/mining
1. beach
less rain
2. melting
3. rising E Listening for Details (page 77)
4. average 1. a
D (page 75) 2. a
3. c
1. rising
2. pattern AFTER LISTENING
3. growing
4. instead F Critical Thinking: Reflecting (page 77)
5. melting Answers will vary.
6. heat
Answer Key 13
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UNIT 6 HOUSING FOR THE FUTURE E (page 105)

1. architecture
THINK AND DISCUSS (page 101) 2. impactful
1. Possible answers: A very modern looking house with solar 3. comfortable
panels and a wind-powered energy source. The reason for the
design is probably to be environmentally friendly. 4. obvious
2. Answers will vary. 5. residential
6. negative
3. Possible answer: Houses were traditionally made from stone
or wood—generally from materials found in the area. In the 7. attractive
future, they are likely to be more energy efficient and hi-tech.
A LISTENING A Lecture about Housing
EXPLORE THE THEME (pages 102–103) Solutions
1. The measures of sustainability are People, Planet, and
Economy. “People” measures quality of life factors; “Planet” BEFORE LISTENING
measures green factors; “Economy” measures the business
environment. Answers to the second question will vary. A Using Context Clues (page 106)
2. New York ranks 26th overall. It ranks 77th for people, 33rd for
Context clues for congestion: everyone is looking for a place to
planet, and 8th for economy. Answers will vary as to why.
park; it’s hard to cross the street
Possible reasons for low people ranking: there are a lot of
people/it’s crowded; not everyone can afford the high costs. Context clues for demographics: young families with good jobs
3. Possible answer: Planning sustainable cities is important Context clues for geriatric: we’re still young enough
because the population is increasing and resources are Context clues for real estate agent: ask to show us apartments
decreasing.
WHILE LISTENING
LESSON A Vocabulary
B Listening for Main Ideas (page 106)
A (page 104)
b. Architects are designing new solutions to deal with rising
1. comfortable sea levels.
2. residents
C Listening for Numbers (page 107)
3. mainly
4. obvious 1. 90
5. impact 2. 3
3. 16 mil. (16 M)
6. deal with
7. remove 4. >60%, 1/3
8. architect 5. 48, 30–60 cm
6. 60,000 (60k), 5m × 20m
9. technology
10. zone 7. >200
B Meaning from Context (page 104) D Using Context Clues (page 107)
1. residents Possible answers:
2. architect 1. These are all basically walls or embankments to prevent
flooding.
3. obvious
2. take them apart and put them together in places that need
4. comfortable them
5. mainly
6. Zone AFTER LISTENING
C (page 105) E Critical Thinking: Reflecting (page 107)
Answers will vary. Possible answers:
D (page 105) 1. Designing buildings to have parking garages on the lowest
floors and living in houseboats.
Noun Adjective Verb Adjective 2. The cars in parking garages might get flooded, and traditional
structure structural protect protective houseboats are very small.
architecture architectural comfort comfortable 3. Coastal cities like San Francisco, U.S.A. or Rio de Janeiro in Brazil.
They can start investing in creative solutions for different kinds
type typical move movable of housing.
space spacious ignore ignorant
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A SPEAKING 3. How will they protect themselves against the cold

temperatures?
B (page 129) 4. What kinds of jobs will humans have? Will they still work?
A: How’s your presentation going? 5. What kinds of power sources will we use instead?
B: Fine, but I think I’m going to change my topic a little. 6. What are different jobs that you might want to do?
A: How are you going to change it?
G (page 130)
B: Well, I’m still going to talk about life on the International Space
Station. Answers will vary.
A: Uh-huh.
B: But I’ll add information about future research on the station. LESSON TASK Discussing Future Plans
A: That sounds interesting. What kind of research are they going A Critical Thinking: Interpreting a Timeline (page 131)
to do?
1. is taking classes/takes classes
B: Oh, research on human health, space science, and engineering.
2. will take his final exams/is going to take his final exams
A: But aren’t they researching those things now?
3. will graduate/is going to graduate
B: Sure, but the research projects will be even more international
in the future. 4. will move back to Europe/is going to move back to Europe
A: So astronauts from different countries will work together more? 5. will get married and have children
B: Exactly! C–D (page 131)
C (page 129) Answers will vary.
Answers will vary.
VIDEO How to Choose a Mars Landing Site
D (page 129)
Going to Mars BEFORE VIEWING
A: Did you read this article about Elon Musk? He’s the founder
and CEO of SpaceX, which is a private company that promotes A Critical Thinking: Evaluating (page 132)
space exploration. He thinks humans will live on Mars, maybe as Possible answers:
soon as 2060.
Advantages: it’s less dangerous; it’s cheaper than manned
B: Really? How will we get there?
Disadvantages: people can adapt to unexpected conditions better
A: SpaceX is already sending rockets into space. He thinks they’ll than robots can; robots can get stuck
have a rocket big enough to reach Mars by the mid-2020s.
B: Are those rockets going to take people to Mars? WHILE VIEWING
A: Not right away. The first rockets will bring supplies. But landing
a heavy spacecraft safely on Mars will be difficult because of the C Understanding Details (page 133)
thin atmosphere.
 canyon,  lake,  ocean,  volcano
B: When are people going to go to Mars?
A: Not long after. A spaceship will carry a crew into orbit. Once D Understanding Main Ideas (page 133)
there, the ship will use solar panels to get energy from the sun. 1. c
The crew will stay in orbit until Earth and Mars come close
together, which happens every 26 months. Then the trip to 2. b
Mars will be shorter. 3. d
4. a
E Critical Thinking: Analyzing (page 130)
Possible answers: AFTER VIEWING
1. The environment will have less gravity and cooler temperatures
than Earth. E Critical Thinking: Reflecting (page 133)
2. I don’t think Mars will be ready for humans to live on by 2060. Possible answers:
We still have a lot to learn about making it safe for humans to 1. We can learn about the possibility of life on other planets
live there. from space travel. The robotic explorers can send back images
that provide a lot of information. We can learn about planets’
F (page 130) surfaces and orbits without leaving Earth.
Possible questions: 2. The night sky reminds us that we are very small in a big
1. Will there be an age limit on who can use them? universe.
2. How will that affect the projects currently going on there? 3. Hopefully scientists will discover planets that can support life or
that already have life.
Answer Key 21
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LESSON B Vocabulary WHILE LISTENING

B (page 135) D Listening for Main Ideas (page 137)
1. necessary 1. b
2. among 2. c
3. invented 3. c
4. observe
E Listening for Details (page 137)
5. completely
1. 1890s
6. discovered
2. mirrors
7. reach
3. lenses
8. reflect
4. 40-inch
9. view
5. Einstein
10. size
6. starfish / spiral
C (page 135)
1. size AFTER LISTENING
2. reflects F Critical Thinking: Reflecting (page 137)
3. necessary
1. Possible answers: There’s no elevator because it’s an old
4. discovered building. Modern observatories probably have elevators
5. among because they are bigger and newer. Also, elevators are
necessary to allow people with special needs to have access.
D Prior Knowledge (page 135)
2. Possible answer: Yes, because it was built out in the country,
1. b high on a hill, away from the bright lights of the city.
2. b 3. Answers will vary.
3. b
4. c B SPEAKING
5. b
A (page 138)
6. a
Answers will vary.
7. b
C (page 139)
B LISTENING A Talk by a Tour Guide A: Hi! What are you reading?
B: It’s information about a star party.
BEFORE LISTENING A: A star party? Is that a party with a lot of movie stars or
A Making Inferences (page 136) something?
B: No. At star parties, people get together to look at the night sky.
Possible answers:
A: Do you need to go to a party to do that?
1. The Yerkes Observatory is very old.
B: Well, they’re going to a national park. It’s far from any cities.
2. Older telescopes were very big and heavy.
A: Is that because of the lights near a city?
3. Albert Einstein was involved in the research at Yerkes.
B: Exactly. People say it’s a lot of fun. Do you want to go?
B (page 136) A: Maybe. When?
Answers will vary. B: The bus leaves at five o’clock on Friday afternoon.
A: What time does the bus get back here?
C Critical Thinking: Reflecting (page 137)
B: It gets back pretty late—around midnight. What do you think?
Possible answers: A: It sounds like fun. Let’s go!
1. Astronomers and other scientists use observatories to make
discoveries. D (page 139)
2. To see small stars and galaxies they normally would not be able Answers will vary.
to see.
3. He wrote about the theory of relativity. FINAL TASK Presenting Travel Plans
A–D (pages 139–140)
Answers will vary.
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UNIT 8 CREATIVE ARTS 2. Art could have a positive impact on a city’s economy by
attracting more tourism.
THINK AND DISCUSS (page 141) 3. Big art festivals bring people together and street art brightens
up a community.
Possible answers:
1. She is making flags.
WHILE LISTENING
2. Creative arts refers to many different expressions of creativity,
such as literature, dance, music, performing arts, visual arts B Note Taking (pages 146–147)
(drawing, painting, photography), ceramics or pottery, film-
making, etc. Answers to second question will vary. Suggested notes:
Type of art: snow sculpture
EXPLORE THE THEME (pages 142–143) Reason art is temporary: sunny day → snow will melt
1. Possible answer: Art types include a large-scale mixed-media Location: Montreal, Canada
art installation in China, sculpture in the rhinoceros, and Importance: 1. temporary art often outdoors/public places
painting/street art in the mural
2. temporary art brings people together
2. Possible answers: Creativity leads to innovation, productivity,
growth; Arts education leads to better scores in school, better Location: Madrid, Spain
memory, better problem-solving skills, and better coordination. Type of art: chalk drawing
3. Answers will vary. Importance: fun, interesting to watch → people will pay
Reason art is temporary: 1. chalk is temporary medium
LESSON A Vocabulary 2. rain and people’s feet → damage it
B (page 144) Location: beach
1. sculpture Type of art: sand drawing
2. public Artist’s name: Jim Denevan
3. temporary Difference from other temporary art: artist works alone (doesn’t
bring people together)
4. display
Time to finish a piece: 7 hours
5. repeat
Reason art is temporary: ocean tides → piece will soon disappear
6. solid
7. forever
AFTER LISTENING
8. copy
9. conscious of D (page 147)
10. constantly Answers will vary.
C (page 144) E Critical Thinking: Synthesizing (page 147)
Answers will vary. Possible answers:
D Meaning from Context (page 145) 1. The art mentioned in the lecture is temporary. Taylor’s work
changes over time, but it will last. The location is important for
1. solid both the temporary art and Taylor’s art.
2. conscious of 2. Whether the materials are more permanent like stone or more
3. sculptures temporary like chalk will affect the art. Weather and population
density in the location will also have an impact on the kind of
4. copies
art produced. On the beach, you could find sand art. At the top
5. public of a mountain, you could find snow sculptures. In a city park,
6. displays you could find performance art. On a lake or a river, you could
7. repeat find floating art shows.
8. constantly
9. temporary
A SPEAKING
10. forever A (page 148)
Conversation 1:
A LISTENING A Lecture about Temporary Art A: Hmm. Jin isn’t answering her phone and I have to talk to her.
B: She didn’t answer my email yesterday, either.
BEFORE LISTENING A: She must be out of town. She always answers her phone.
A (page 146) B: Right—she could be in Osaka.
Possible answers: A: Now I remember! She had to go home for the week.
1. Art positively affects people’s moods, so they create art to feel B: She must be busy at home if she isn’t answering her phone or
good and to express themselves. her email.
Answer Key 23
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Conversation 2: WHILE VIEWING

A: Who is the man over there near the door?
D Understanding Main Ideas (page 153)
B: He might be Ann’s father, but I’m not sure.
A: No, he can’t be Ann’s father. He’s too young. a. 4
B: We could go over there and ask him. b. 1
A: Yes, but he may not want to talk to us now. He looks like he has c. 3
to leave. d. 2
B: If we hurry we might be able to speak with him before he goes. e. 5
f. 6
C (page 149)
1. might E Understanding Details (page 153)
2. have to 1. b
3. might 2. a
4. could 3. a
5. may 4. b
5. a
D (page 150)
Answers will vary. AFTER VIEWING
E Personalizing (page 150) F (page 153)
1. Possible answer: Creating art is a universal form of Answers will vary.
communication. It connects people who speak different
languages. G Critical Thinking: Synthesizing (page 153)
Possible answers:
3. Possible answer: Monkeys might be able to create interesting 1. The environment is often the motivation for both temporary
art. They can use tools.
and recycled art. The environment usually causes temporary art
F (page 150) to be temporary, for example, warmth melting ice sculptures,
rain washing away chalk drawings, and waves washing away
Answers will vary. sand castles.
2. Many artists of both temporary and recycled art create
LESSON TASK Discussing Art things because they want to have a positive impact on
the environment, but the materials they use in their work
B (page 151) are different. They are different from traditional painters
or sculptors because they are usually more abstract and
Possible answers:
innovative. Their goal is not to create a lasting work of art, but
A: What do you think it is? to make a statement.
B: Well, it could be a painting.
A: Yes, or perhaps it’s a photograph of unique patterns in nature. LESSON B Vocabulary
B: That’s an interesting idea!
A Meaning from Context (page 154)
A: It must not be temporary art because it seems too fragile.
B: You’re right. It’s probably a drawing or painting. 1. have
2. dance
VIDEO Making Art from Recycled Glass 3. easy
4. popular
BEFORE VIEWING 5. ticket
6. other people
A (page 152) 7. like
Answers will vary. 8. in his own style
B Meaning from Context (page 152) 9. best
10. long
Answers will vary.
B (page 154)
C (page 152)
Possible answers:
1. score
1. a drum and cymbals, an accordion, and a harmonica
2. sticky
2. maybe folk or traditional music
3. label
3. They are outside, so they could be performing or just
4. kiln
practicing. They are also all looking the same direction, as if
5. detergent they have an audience.
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about:blank 25/32
about:blank 26/32
about:blank 27/32
about:blank 28/32
about:blank 29/32
about:blank 30/32
E (page 190) 3. Play helps people and animals develop social skills and learn
boundaries.
Answers will vary. Students should discuss the following
inventions: motion picture projector, radio, personal computer, 4. Insects like ants and bees have organized social groups and
microphone, the World Wide Web complex communication.
F Personalizing (page 190) LESSON B Vocabulary

Answers will vary.
B (page 194)
LESSON TASK Discussing Ways to 1. experts
2. sign
Communicate
3. express
A–C (page 191) 4. importance
Answers will vary. 5. support
6. point
VIDEO Elephants Communicate While at Play 7. recent
8. speech
BEFORE VIEWING 9. pay attention to
A Critical Thinking: Synthesizing (page 192) 10. in addition to
Possible answers: C (page 195)

1. Animals might communicate for some of the same reasons as Noun Verb Adjective Adverb
humans: to meet up or to warn each other about danger.
2. They use sounds like when a dog barks or a cat meows. They importance X important importantly
also use non-verbal communication like when a peacock fans
its feathers or a dolphin slaps the water. expert/expertise X expert expertly
3. People also use sounds or body movements to communicate,
but they use words more.
speech speak spoken X
B Meaning from Context (page 193)
support support supportive supportively
Answers will vary.
expression express expressive expressively

WHILE VIEWING
C Understanding Main Ideas (page 193) addition add additional additionally
1. tusking the ground
point point pointed pointedly
2. an invitation to play
3. being social
D (page 195)
4. lies on the ground
5. are tolerant 1. importance
2. speak
D Understanding Details (page 193) 3. expert
1. d 4. supports
2. c 5. point
3. d 6. expression
4. b
E Critical Thinking: Analyzing (page 195)
5. a
Answers will vary.
AFTER VIEWING
B LISTENING A Lecture about Gestures
E Critical Thinking: Making Inferences (page 193)
Possible answers: BEFORE LISTENING
1. She seems to really enjoy her work. She is very interested in A (page 196)
elephants. She seems to care a lot about them and their safety,
and she finds them funny and interesting. Answers will vary.
2. Elephants love climbing on each other, being social,
and playing when they’re feeling good. A lot of their
communication is through floppy and wiggly movements.
Answer Key 31
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WHILE LISTENING B SPEAKING

B Listening for Main Ideas (page 196) A (page 198)
1. F The following sentences should be underlined:
2. F Do you see what I mean?
3. T Does that make sense?
4. T Got it?
5. F
B (page 199)
C Listening for Details (page 197) 1. make
Main Idea Examples 2. mean
Gestures more important in Italians – 250 hand gestures 3. following/with
some cultures than others The following phrases should be underlined:
Help listener understand Shrug – “I don’t know” Does that make sense? Do you see what I mean? Are you
following me/with me?
Help speaker remember Math, story details
Animals use gestures Orangutans, bonobos, ravens C–D (page 199)
(point with beaks) Answers will vary.
Gestures work with Computers recognize gestures
technology of people with disabilities, FINAL TASK Presenting a Form
robots use gestures
of Communication
AFTER LISTENING A–C (page 200)
D Personalizing (page 197) Answers will vary.
Answers will vary.

E Critical Thinking: Drawing Conclusions (page 197)
Possible answer:
We can conclude that programmers are teaching computers and
robots to recognize and understand the meaning of gestures.
Gestures are so important to human understanding that they may
make communication between people and computers and robots
more effective as well.
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the territory with a close network, which has been evidenced
in a recent trial, and have been so bold as to defy the Church
dignitaries not accepting their vassalage. In pointing to the
peril of increasing mortmain threatening the principle of the
free circulation of property, it is sufficient to say that we
are influenced by no vain alarms, that the value of the real
property occupied or owned by the communities was in 1880 as
much as 700,000,000f., and that it now exceeds a milliard.
Starting from this figure, what may be the value of mortmain
personalty? Yet the real peril does not arise from the
extension of mortmain. In this country, whose moral unity has
for centuries constituted its strength and greatness, two
youths are growing up ignorant of each other until the day
when they meet, so unlike as to risk not comprehending one
another. Such a fact is explained only by the existence of a
power which is no longer even occult and by the constitution
in the State of a rival power. All efforts will be fruitless
as long as a rational, effective legislation has not
superseded a legislation at once illogical, arbitrary, and
inoperative. If we attach so much importance to a Law on
Association it is also because it involves the solution of at
least a portion of the education question. This Bill is the
indispensable guarantee of the most necessary prerogatives of
modern society."
{237}
This pre-announcement of the intentions of the government gave

rise, as it must have been intended to do, to a warm
discussion of the project in advance, and showed something of
the strength of the antagonists with whom its supporters must
make their fight. At length, late in December—a few days
before the opening of debate on the bill in the Chambers—the
attitude of the Church upon it was fully declared by the Pope,
in a lengthy interview which M. Henri des Houx, one of the
members of the staff of the "Matin," was permitted to publish
in that Paris journal. "After M. Waldeck-Rousseau's Toulouse
speech, and in presence of the Associations Bill," said the
Pope, "I can no longer keep silent. It is my Apostolic duty to
speak out. French Catholics will know that their father does
not abandon them, that he suffers with them in their trials,
and that he encourages their generous efforts for right and
liberty. They are well aware that the Pope has unceasingly
laboured in their behalf and for the Church, adapting the
means to the utility of the ends. The pilot is the judge of
the manœuvre at the bar. At one moment he seems to be tacking
before the tempest; at another he is bound to sail full
against it. But his one aim ever is to make the port. Now, the
Pope cannot consent to allow the French Government to twist
the Concordat from its real intent and transform an instrument
of peace and justice into one of war and oppression. The
Concordat [see, in volume 2, FRANCE: A. D. 1801-1804]
established and regulated in France the exercise of Catholic
worship and defined, between the Church and the French State,
mutual rights and duties. The religious communities form an
integral part of the Apostolic Church as much as the secular
clergy. They exercise a special and a different mission, but
one not less sacred than that of the pastors recognized by the
State. To try to destroy them is to deal a blow at the Church,
to mutilate it, and to restrain its benefits. Such was not the
intent of the Concordat. It would be a misconstruction of this
treaty to declare illegal and to interdict whatever it was not
able to settle or foresee. The Concordat is silent as to
religious communities. This means that the regular clergy has
no share in the special rights and relative privileges granted
by the Concordat to the members of the secular ecclesiastical
hierarchy. It does not mean that religious orders are to be
excluded from the common law and put outside the pale of the
State. … There was no need of mentioning the religious
communities in the Concordat because these pious bodies were
permitted to live under the shelter of the equal rights
accorded to men and citizens by the fundamental clauses of
your Constitution. But if an exception is to be made to these
solemn declarations in the case of certain citizens it is an
iniquity towards the Church, an infraction of the intentions
of the negotiators of 1801. Look at the countries with which
the Holy See has signed no Concordat, and even at Protestant
countries like England, the United States, and many another.
Are religious communities there excluded from the liberties
recognized as belonging to other citizens? Do they not live
there without being harassed? And thither, perhaps, these
communities would take refuge, as in the evil days of the
Terror, from the iniquity of Catholic France! But since then
France has become bound by the Concordat, and she seems to
forget it. …
"Why does France figure to-day by the side of the great

nations in the concert of the Powers settling the Chinese
question? Whence have your Ministry for Foreign Affairs and
your representative in Peking the authority which gives weight
to their opinion in the assembly of plenipotentiaries? What
interest have you in the north of China? Are you at the head
there in trade and industry? Have you many traders there to
protect? No. But you are there the noblest champions of
Christian civilization, the protectors of the Catholic
missions. Your foreign rivals are envious of this privileged
situation. They are seeking to dispute your rights laid down
in treaties that assign to you the rôle of defenders of native
missions and Christian settlements. … Hitherto your
Governments had had a better notion of the importance of their
rights. It is in the name of treaties guaranteeing them that
they protested to me when the Chinese Emperor asked me to
arrange diplomatic relations directly with the Holy See. Upon
the insistence of M. de Freycinet, the then Minister, I
refused, so fearful was I that France might believe, even
wrongfully, that I wished in any way to diminish her prestige,
her influence, and her power. In the Levant, at
Constantinople, in Syria, in the Lebanon, what will remain of
the eminent position held by your Ambassador and Consuls if
France intends to renounce representing there the rights of
Christianity? …
"M. Waldeck-Rousseau, in his Toulouse speech, spoke of the
moral unity of France. Who has laboured more than I for it?
Have I not energetically counselled Catholics to cease all
conflict against the institutions which your country has
freely chosen and to which it remains attached? Have I not
urged Catholics to serve the Republic instead of combating it?
I have encountered warm resistance among them, but I believe
that their present weakness arises from their very lack of
union and their imperfect deference to my advice. The
Republican Government at least knows in what degree my
authority has been effective towards bringing about that
public peace and moral unity which is proclaimed at the very
moment when it is seriously menaced. It has more than once
thanked me. If the Pontifical authority has not been able
entirely to accomplish the union so much desired I at least
have spared no effort for it. Is there now a desire to
reconstitute the union of Catholics against the Republic? How
could I prevent this if, instead of the Republic liberal,
equitable, open to all, to which I have invited Catholics to
rally, there was substituted a narrow, sectarian Republic,
governed by an inflamed faction governed by laws of exception
and spoliation, repugnant to all honest and upright
consciences, and to the traditional generosity of France? Is
it thought that such a Republic can obtain the respect of a
single Catholic and the benediction of the Supreme Pontiff? I
still hope that France will spare herself such crises, and
that her Government will not renounce the services which I
have been able to render and can still render it.
{238}
On several occasions, for instance, and quite recently, I have
been asked by the head of a powerful State to allow disregard
of the rights of France in the East and Far East. Although
compensations were offered to the Church and the Holy See, I
resolved that the right of France should remain intact,
because it is an unquestionable right, which France has not
allowed to become obsolete. But if in your country the
religious orders, without which no Catholic expansion is
possible, are ruined and suppressed, what shall I answer
whenever such requests are renewed to me? Will the Pope be
alone in defending privileges the possessors of which prize
them so little?"
Of the seriousness of the conflict thus opening between the

French Republicans and the Roman Catholic Church there could
be no doubt.
The threatened bill was brought forward by the government and

debate upon it opened on the 15th of January, 1901. The most
stringent clauses of the measure were translated and
communicated to the "London Times" by its Paris correspondent,
as follows:
"II. Any association founded on a cause, or for an illicit

end, contrary to the laws, to public order, to good manners,
to the national unity, and to the form of the Government of
the Republic, is null and void.
"III. Any member of an association which has not been formed

for a determined time may withdraw at any term after payment
of all dues belonging to the current year, in spite of any
clauses to the contrary.
"IV. The founders of any association are bound to publish the

covenants of the association. This declaration must be made at
the prefecture of the Department or at the sub-prefecture of
the district which is the seat of the association. This
declaration must reveal the title and object of the
association, the place of meeting and the names, professions,
and domiciles of the members or of those who are in any way
connected with its administration. … The founders, directors,
or administrators of an association maintained or
reconstituted illegally after the verdict of dissolution will
be punished with a fine of from 500f. to 5,000f. and
imprisonment ranging from six days to a year. And the same
penalty will apply to all persons who shall have favoured the
assemblage of the members of the dissolved association by the
offer of a meeting place. …
"X. Associations recognized as of public utility may exercise

all the rights of civil life not forbidden in their statutes,
but they cannot possess or acquire other real estate than that
necessary for the object which they have in view. All personal
property belonging to an association should be invested in
bonds bearing the name of the owner. Such associations can
receive gifts and bequests on the conditions defined by Clause
910 of the Civil Code. Real estate included in an act of donation
or in testamentary dispositions, which is not necessary for
the working of the association, is alienated within the period
and after the forms prescribed by the decree authorizing
acceptance of the gift, the amount thereby represented
becoming a part of the association's funds. Such associations
cannot accept a donation of real estate or personal property
under the reserve of usufruct for the benefit of the donor.
"XI. Associations between Frenchmen and foreigners cannot be

formed without previous authorization by a decree of the
Conseil d'Etta. A special law authorizing their formation and
determining the conditions of their working is necessary in
the case, first of associations between Frenchmen, the seat or
management of which is fixed or emanates from beyond the
frontiers or is in the hands of foreigners; secondly, in the
case of associations whose members live in common. …
"XIV. Associations existing at the moment of the promulgation

of the present law and not having previously been authorized
or recognized must, within six months, be able to show that
they have done all in their power to conform to these
regulations."
Discussion of the Bill in the Chamber of Deputies was carried

on at intervals during ten weeks, the government defeating
nearly every amendment proposed by its opponents, and carrying
the measure to its final passage on the 29th of March, by a
vote of 303 to 220. Of the passage of the bill by the Senate
there seems to be no doubt. After disposing of the Bill on
Associations, on the 27th of March, the Chamber adjourned to
May 14.
----------FRANCE: End--------
FRANCHISE LAW, The Boer.
See (in this volume)

SOUTH AFRICA (THE TRANSVAAL):
A. D. 1899 (MAY-JUNE); and (JULY-SEPTEMBER).
FRANCHISES, Taxation of public,

NEW YORK STATE: A. D. 1899 (MAY).
FRANKLIN, The Canadian district of.

CANADA: A. D. 1895.
FRANZ JOSEF LAND: Exploration of.

POLAR EXPLORATION, 1896;
1897; 1898-1899; 1900-; and 1901.
FREE SILVER QUESTION, The.

UNITED STATES OF AMERICA:
A. D. 1896 (JUNE-NOVEMBER);
and 1900 (MAY-NOVEMBER).
FREE SPEECH:
Restrictions on, in Germany.

GERMANY: A. D. 1898; and 1900 (OCTOBER 9).
FREE TRADE.

TARIFF LEGISLATION.
FREE ZONE, The Mexican.

MEXICAN FREE ZONE.
FRENCH SHORE QUESTION, The

Newfoundland.

NEWFOUNDLAND: A. D. 1899-1901.
FRENCH WEST AFRICA.

AFRICA: A. D. 1895;
and NIGERIA: A. D. 1882-1899.
FRIARS, Spanish, in the Philippines.

PHILIPPINE ISLANDS: A. D. 1900 (NOVEMBER).
{239}
G.
GALABAT, Battle of.

EGYPT: A. D. 1885-1896.
GALVESTON: A. D. 1900.
The city overwhelmed by wind and waves.
"The southern coast of the United States was visited by a

tropical hurricane on September 6-9, the fury of which reached
its climax at and near Galveston, Texas, 1:45 A. M., on
Sunday, the 9th. Galveston is built upon the east end of a
beautiful but low-lying island some thirty miles long and six
or seven miles wide at the point of greatest extent, though
only a mile or two wide where the city is built. The pressure
of the wind upon the waters of the Gulf was so powerful and so
continuous that it lifted the waves on the north coast many
feet above the ordinary high-tide level, and for a short time
the entire city was submerged. … The combined attack of
hurricane and tidal-wave produced indescribable horrors—the
destruction of property sinking into insignificance when
compared with the appalling loss of life. The new census taken
in June accredited Galveston with a population of 37,789. The
calamity of a few hours seems to have reduced that number by
20 per cent. The loss of life in villages and at isolated
points along the coast-line will probably bring the sum total
of deaths caused by this fatal storm up to 10,000. The
condition of the survivors for two or three days beggars
description. The water had quickly receded, and all means of
communication had been destroyed, including steamships,
railroads, telephone and telegraph lines, and public highways.
Practically all food supplies had been destroyed, and the
drinking-water supply had been cut off by the breaking of the
aqueduct pipes. The tropical climate required the most summary
measures for the disposition of the bodies of the dead. Military
administration was made necessary, and many ghoulish looters
and plunderers were summarily shot, either in the act of
robbing the dead or upon evidence of guilt. …
"Relief agencies everywhere set to work promptly to forward

food, clothing, and money to the impoverished survivors. Great
corporations like the Southern Pacific Railroad made haste to
restore their Galveston facilities, and ingenious engineers
brought forward suggestions for protection of the city against
future inundations. These suggestions embraced such
improvements as additional break-waters, jetties, dikes, and
the filling in of a portion of the bay, between Galveston and
the mainland. The United States Government in recent years has
spent $8,000,000 or $10,000,000 in engineering works to deepen
the approach to Galveston harbor. The channel, which was
formerly only 20 or 21 feet deep across the bar, is now 27
feet deep, and the action of wind and tide between the jetties
cuts the passage a little deeper every year. The foreign trade
of Galveston, particularly in cotton, has been growing by
leaps and bounds."
American Review of Reviews,

October, 1900, page 398.
GARCIA, General:
Commanding Cuban forces at Santiago.

UNITED STATES OF AMERICA:
A. D. 1898 (JUNE-JULY).
GENEVA CONVENTION:
Adaptation to maritime warfare.

PEACE CONFERENCE.
GEORGE, Henry:
Candidacy for Mayor of Greater New York, and death.

NEW YORK CITY: A. D. 1897 (SEPTEMBER-NOVEMBER).
GERMAN ORIENT SOCIETY:

Exploration of the ruins of Babylon.

ARCHÆOLOGICAL RESEARCH: BABYLONIA:
GERMAN EXPLORATION.
GERMAN PARTIES, in Austria.

AUSTRIA-HUNGARY.
----------GERMANY: Start--------
GERMANY: A. D. 1891-1899.
Recent commercial treaties.
Preparations for forthcoming treaties.
"The new customs tariff of July 15, 1879 [see, in volume 4,

TARIFF LEGISLATION (GERMANY): A. D. 1853-1892] exhibited the
following characteristics: An increase of the existing duties
and the introduction of new protective duties in the interests
of industrial and agricultural products. The grain and wood
duties, abolished in 1864, were reintroduced, and a new
petroleum duty was adopted. Those on coffee, wine, rice, tea,
tobacco, cattle, and textiles were raised. Those on iron were
restored; and others were placed on many new articles formerly
admitted free. In 1885 the tariff was again revised,
especially in the direction of trebling the grain and of
doubling the wood duties. Those on cattle, brandy, etc., were
raised at the same time. The year 1887 saw another general
rise of duties. But, on the other hand, some reductions in the
tariff for most-favored nations came about in 1883 and in 1889 in
consequence of the tariff treaties made with Switzerland and
Spain. Other reductions were made by the four tariff treaties
of 1891 with Belgium, Italy, Austria-Hungary, and Switzerland,
and again in 1892 and 1893, when like treaties were
respectively made with Servia and Roumania. Increases in some
duties took place in 1894 and 1895, such as those on cotton
seeds, perfumes, ether, and honey. … In consequence of the
higher price, rendered possible at home from the protective
duty, the German manufacturer can afford to sell abroad the
surplus of his output at a lower price than he could otherwise
do. His average profit on his whole output is made up of two
parts: Firstly, of a rather high profit on the sales in
Germany; and, secondly, of a rather low profit on the sales
abroad. The net average profit is, however, only an ordinary
one; but the larger total quantity sold (which he could not
dispose of without the foreign market, combined with the extra
low price of sale abroad) enables him to produce the commodity
in the larger quantities at a lower cost of production than he
otherwise could if he had only the German market to
manufacture for. He thereby obtains abroad, when selling
against an Englishman, an indirect advantage from his home
protection, which stands him in good stead and is equivalent
to a small indirect benefit (which the Englishman has not) on
his foreign sales, which is, however, paid for by the German
consumer through the higher sale price at home.
{240}
"The customs tariff now in force provides one general or

'autonomous' rate of duty for all countries, from which
deviations only exist for such nations as have tariff treaties
or treaties containing the most-favored-nation clause. Such
deviations are 'treaty' or 'conventional' duties. At the
present moment treaties of one kind or another exist with most
European powers (excepting Great Britain, Spain, and Portugal)
and with the majority of extra-European countries. So that,
with few exceptions, the German Empire may now be said to
trade with the world on the basis of the lower 'conventional'
or 'treaty' tariff. Most of the tariff treaties existing in
Europe expired early in 1892, whereupon many countries
prepared higher customs tariffs in order to be prepared to
grant certain concessions reciprocally when negotiating for
the new treaties. Germany, therefore, under the auspices of
General Caprivi, set to work to make a series of special
tariff treaties with Belgium, Italy, Austria-Hungary, and
Switzerland, which were all dated December 6, 1891. Later
additions of the same class were those with Servia in 1892,
with Roumania in 1893, and with Russia in 1894.
"Perhaps almost the greatest benefit conferred upon the

country by these seven tariff treaties was the fact of their
all being made for a long period of years and not terminable
in any event before December 31, 1903. This secured for the
mercantile classes the inestimable benefit of a fixed tariff
for most of the important commodities of commerce over a long
period of time—a very valuable factor in trade, which has in
this case greatly assisted the development of commerce. The
reductions in Germany granted by these treaties were not great
except on imported grains, and those in the various foreign
countries were not very considerable either. … The
preparations for the negotiation of the new commercial
treaties which are to replace those which expire on January 1,
1904, were begun in Germany as early as 1897. Immense trouble
has been and is being taken by the Government to obtain
thoroughly reliable data on which to work, as they were by no
means content merely to elaborate a new tariff on the wide
experience already gained from the working of the seven
commercial treaties of 1891 to 1893."
Diplomatic and Consular Reports of the British Government,

January, 1899
(quoted in Monthly Summary of Commerce and Finance
of the United States, January, 1899).
GERMANY: A. D. 1894-1895.
The Emperor and the Social Democrats.
His violent and autocratic speeches.
Failure of the Anti-Revolutionary Bill.
Socialist message to France.
At the opening of the winter session of the Reichstag, in

December, 1894, the Emperor, speaking in person, declared it
to be "necessary to oppose more effectually than hitherto the
pernicious conduct of those who attempt to disturb the
executive power in the fulfilment of its duty," and announced
that a bill to that end, enlarging the penal provisions of
law, would be introduced without delay. This was well
understood to be aimed at the Social Democrats, against whom
the Emperor had been making savagely violent speeches of late.
At Potsdam, in addressing some recruits of the Foot Guards, he
had gone so far as to say: "You have, my children, sworn
allegiance to me. That means that you have given yourselves to
me body and soul. You have only one enemy, and that is my
enemy. With the present Socialist agitation I may order
you,—which God forbid!—to shoot down your brothers, and even
your parents, and then you must obey me without a murmur." In
view of these fierce threatenings of the Emperor, and the
intended legislative attack upon their freedom of political
expression and action, six members of the Social Democratic
party, instead of quitting the House, as others did, before
the customary cheers for his Imperial Majesty were called for,
remained silently sitting in their seats. For that behaviour
they were not only rebuked by the president of the Reichstag,
but a demand for proceedings against them was made by the
public prosecutor, at the request of the Imperial Chancellor.
The Reichstag valued its own rights too highly to thus gratify
the Emperor, and the demand was refused, by a vote of three to
one. His Imperial Majesty failed likewise to carry the
bill—the Anti-Revolutionary Bill, as it was called—on which
he had set his heart, for silencing critical tongues and pens.
The measure was opposed so stoutly, in the Reichstag and
throughout the Empire, that defeat appeared certain, and in
May (1895) it was dropped. The Emperor did not take his defeat
quietly. Celebrating the anniversary of the battle of Sedan by
a state dinner at the palace, he found the opportunity for a
speech in which the Socialists were denounced in the following
terms: "A rabble unworthy to bear the name of Germans has
dared to revile the German people, has dared to drag into the
dust the person of the universally honoured Emperor, which is
to us sacred. May the whole people find in themselves the
strength to repel these monstrous attacks; if not, I call upon
you to resist the treasonable band, to wage a war which will
free us from such elements." The Social Democrats replied by
despatching the following telegram to the Socialists in Paris:
"On the anniversary of the battle of Sedan we send, as a
protest against war and chauvinism, our greeting and a clasp
of the hand to our French comrades. Hurrah for international
solidarity!" Prosecutions followed. The editor of "Vorwärts"
got a month's imprisonment for saying the police provoked
brawls to make a pretext for interference; Liebknecht, four,
for a caustic allusion to the Emperor's declarations against
Socialism, and for predicting the collapse of the Empire; and
Dr. Forster, three, for lèse-majesté.
GERMANY: A. D. 1894-1899.
The Emperor's claim to "Kingship by Divine Right,"
A great sensation was produced in Germany by a speech

addressed on September 6, 1894, by the German Emperor to the
chief dignitaries and nobles of East Prussia in the Royal
Palace at Königsberg. The following are the principal
passages of this speech:
"Agriculture has been in a seriously depressed state during

the last four years, and it appears to me as though, under
this influence, doubts have arisen with regard to the
fulfilment of my promises. Nay, it has even been brought home
to me, to my profound regret, that my best intentions have
been misunderstood and in part disputed by members of the
nobility with whom I am in close personal relation. Even the
word 'opposition' has reached my ears.
{241}
Gentlemen, an Opposition of Prussian noblemen, directed
against their king, is a monstrosity. Such an Opposition would
be justifiable only when the king was known to be at its head.
The history of our House teaches us that lesson. How often
have my predecessors had to oppose misguided members of a
single class on behalf of the whole community! The successor
of him who became Sovereign Duke in Prussia in his own right
will follow the same path as his great ancestor. The first
King of Prussia once said, 'Ex me mea nata corona,' and his
great son 'set up his authority as a rocher de bronze.' I, in
my turn, like my imperial grandfather, hold my kingship as by
the grace of God. … We witnessed an inspiring ceremony the day
before yesterday. Before us stands the statue of the Emperor
William, the imperial sword uplifted in his right hand, the
symbol of law and order. It exhorts us all to other duties, to
the serious combating of designs directed against the very
basis of our political and social fabric. To you, gentlemen, I
address my summons to the fight for religion, morality, and order
against the parties of revolution. Even as the ivy winds round
the gnarled oak, and, while adorning it with its leaves,
protects it when storms are raging through its topmost
branches, so does the nobility of Prussia close round my
house. May it, and with it the whole nobility of the German
nation, become a brilliant example to those sections of the
people who still hesitate. Let us enter into this struggle
together. Forward with God, and dishonor to him who deserts
his king."
Time has wrought no change in these extraordinary ideas of the

German Emperor. Speaking at Hamburg, October 19, 1899, on the
necessity of strengthening the naval forces of the Empire, in
order to afford protection to trade over the sea, he said:
"The feeling for these things is only slowly gaining ground in
the German fatherland, which, unfortunately, has spent its
strength only too much in fruitless factional strife. Germans
are only slowly beginning to understand the questions which
are important to the whole world. The face of the world has
changed greatly during the last few years. What formerly
required centuries is now accomplished in a few months. The
task of Kaiser and government has consequently grown beyond
measure, and a solution will only be possible when the German
people renounce party divisions. Standing in serried ranks
behind the Kaiser, proud of their great fatherland, and
conscious of their real worth, the Germans must watch the
development of foreign states. They must make sacrifices for
their position as a world power, and, abandoning party spirit,
they must stand united behind their prince and emperor."
Commenting on this utterance, a recent writer has said: "This
ideal of a docile nation led by a triumphant emperor whose
intelligence embraces everything throws considerable light on
the relations of imperialism to party government and
parliamentary institutions. … There are many other expressions
of the emperor which indicate an almost medieval conception of
his office, a revival of the theory of divine right. The
emperor believes that his grandfather, had he lived in the
Middle Ages, would have been canonized, and that his tomb
would have become a cynosure of pilgrimages from all parts of
the world. … In a speech delivered at Coblenz on August 31,
1897, he speaks of the 'kingship by the grace of God, with its
grave duties, its tremendous responsibility to the Creator
alone, from which no man, no minister, no parliament can
release the monarch.'"
GERMANY: A. D. 1895 (June).

Opening of the Kaiser Wilhelm Ship Canal.
The opening of the new ship canal (named the Kaiser Wilhelm
Canal) between the Baltic and the North Sea was made the
occasion of a great celebration, on the 21st of June, in which
the navies of Great Britain, Russia, France, Austria and Italy
took part, steaming in procession with the German squadron
through the canal. It was also made the occasion for an
exhibition of the newly-formed alliance between Russia and
France, the Russian and French fleets entering the harbor of
Kiel together.
See (in this volume),

FRANCE: A. D. 1895.
The canal had been eight years in building, the first spadeful
of earth in the excavation having been turned by Emperor
William I. at Holtenau, near Kiel, on the 3d of June, 1887.
The canal is thus described: It is "98.6 kilometers (61.27
miles) in length. It begins at Holtenau, on the Bay of Kiel,
and terminates near Brunsbüttel, at the mouth of the River
Elbe, thus running clear through the province of
Schleswig-Holstein from northeast to southwest. Both openings
are provided with huge locks. Near Rendsburg, there is a third
lock connecting the canal with the old Eider Canal. The medium
water level of the canal will be about equal to the medium
water level of Kiel harbor. At the lowest tide the profile of
the canal has, in a depth of 6.17 meters (20 feet 6 inches)
below the surface of the water, a navigable width of 36 meters
(118.11 feet), so as to allow the largest Baltic steamers to
pass each other. For the navy, 22 meters (72.18 feet) of canal
bottom are provided, at least 58 meters (190.29 feet) of water
surface, and 8½ meters (27 feet 9 inches) depth of water. The
greatest depth for merchant vessels was calculated at 6.5
meters (21 feet 3 inches). The estimated cost was $37,128,000.
Two-thirds of the cost is defrayed by Germany; the remaining
one-third by Russia. The time saved by a steam-ship sailing
from Kiel to Hamburg via the canal, instead of through the
Skaugh (the strait between Jutland and Sweden), is estimated
at 2, days. The time of passage through the canal, including
stoppages and delays, will be about thirteen hours. In time of
peace, the canal is to be open to men-of-war, as well as
merchant vessels of every nation, but in time of war, its use
will be restricted to vessels of the German navy. Many vessels
have been wrecked and many lives lost on the Danish and
Swedish coasts, in waters which need not be navigated after
the canal is opened to traffic. Its strategic importance to
Germany will also be great, as it will place that country's
two naval ports, Kiel on the Baltic, and Wilhelmshafen on the
North Sea, within easy access of each other."
United States Consular Report,

Number 175, page 603.
{242}
GERMANY: A. D. 1895 (June-December).

Census of the Empire and census of Prussia.
"The results of the last census of the German Empire (the

census being taken every five years in December) … have
produced some surprise in that, notwithstanding the alleged
depression of agriculture and manufactures, the tables show an
increase greater than any census since the formation of the
Empire. The population, according to the official figures, is
52,244,503, an increase since December, 1890, of 2,816,027, or
1.14 per cent increase per year. The percentages of the previous
censuses was: In 1871-1875. 1 per cent; 1875-1880, 1.14 per
cent; 1880-1895, 0.7 per cent; 1885-1890, 1.06 per cent. A
striking illustration is given by a comparison with the
figures of the French census. The increase in France for the
same period (1890-1895) was but 124,000, an annual average of
0.07 per cent of its population, and Germans see in this
proportionally smaller increase a reason for certain classes
in France entertaining a less warlike feeling toward Germany,
and thereby assuring general European peace.
"In 1871, at the foundation of the German Empire, its

population was 40,997,000. [In 1890, it was 49,428,470.] The
percentage of increase differs vastly in northern and southern
Germany. In the former, the annual increase was 1.29 per cent;
in the latter, only 0.71 per cent. This must be attributed in
a great measure to the highly developed mining industries of
the Rhineland and Westphalia, where the soil, besides its
hidden mineral wealth, is devoted to agriculture. The southern
states—Bavaria, Baden, and Würtemberg—being more mountainous,
offer less opportunities for agricultural pursuits and are
favored with less natural riches. It is again noticeable that
those provinces which are ultra-agrarian show a very favorable
increase. It would seem that it is not the peasant, but the
great landowner, whose condition is undesirable and that this
condition is due less to the present low prices of cereals and
the customs-revenue policy of the Government than to the
heavily mortgaged estates and lavish style of living which is
not in keeping with their revenues. … "The number of
marriages, which showed a decrease from the middle of the
eighties, has increased since 1892. An unlooked-for increase
is shown in the country population."
United States, Consular Reports,

June, 1896,
pages. 245-246.
"Some of the results of the last census of Prussia, taken on

the 14th of June, 1895, with special regard to trades and
professions, have appeared in an official journal devoted to
statistics. … The entire population of Prussia, which includes
the provinces wrested from Poland, Denmark, and Saxony, as
well as the seized Kingdom of Hanover, counts up for both
sexes on the 14th of June, 1895, 31,491,209; by the last
census (December 1, 1890), it was 29,955,281, an increase of
1,335,928, or 5.13 per cent. Of males, June 14, 1895, there
were 15,475,202; December 1, 1890, 14,702,151, an increase of
773,051; females, June 14, 1895, 16,016,007; December 1, 1890,
15,253,130, an increase of 762,877. The relatively small

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Rebecca Tarver Chase

Pathways Listening, Speaking, and Critical Thinking 1

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B (page 9) WHILE VIEWING

Answers will vary. E Critical Thinking: Reflecting (page 15)

4 Pathways Listening, Speaking, and Critical Thinking 1

UNIT 2 GOOD TIMES, GOOD A LISTENING A Lecture about Laughter

D (page 25) A SPEAKING

6 Pathways Listening, Speaking, and Critical Thinking 1

A LISTENING A Newscast about Marketing D (page 49)

C Listening for Examples (page 47)

B (page 49) B (page 52)

A LISTENING A Podcast about Strange Weather 4. some, a lot of

A SPEAKING VIDEO Tornado Chase

B (page 69) C Prior Knowledge (page 73)

12 Pathways Listening, Speaking, and Critical Thinking 1

WHILE VIEWING E Critical Thinking: Applying (page 75)

UNIT 6 HOUSING FOR THE FUTURE E (page 105)

A SPEAKING 3. How will they protect themselves against the cold

LESSON B Vocabulary WHILE LISTENING

22 Pathways Listening, Speaking, and Critical Thinking 1

Conversation 2: WHILE VIEWING

F Personalizing (page 190) LESSON B Vocabulary

Possible answers: C (page 195)

expression express expressive expressively

WHILE LISTENING B SPEAKING

Answers will vary.

32 Pathways Listening, Speaking, and Critical Thinking 1

This pre-announcement of the intentions of the government gave

"Why does France figure to-day by the side of the great

Of the seriousness of the conflict thus opening between the

The threatened bill was brought forward by the government and

"II. Any association founded on a cause, or for an illicit

"III. Any member of an association which has not been formed

"IV. The founders of any association are bound to publish the

"X. Associations recognized as of public utility may exercise

"XI. Associations between Frenchmen and foreigners cannot be

"XIV. Associations existing at the moment of the promulgation

Discussion of the Bill in the Chamber of Deputies was carried

FRANCHISE LAW, The Boer.

See (in this volume)

FRANCHISES, Taxation of public,

See (in this volume)

FRANKLIN, The Canadian district of.

See (in this volume)

FRANZ JOSEF LAND: Exploration of.

See (in this volume)

FREE SILVER QUESTION, The.

See (in this volume)

See (in this volume)

See (in this volume)

FREE ZONE, The Mexican.

See (in this volume)

FRENCH SHORE QUESTION, The

See (in this volume)

FRENCH WEST AFRICA.

See (in this volume)

FRIARS, Spanish, in the Philippines.