Research methods for construction 3rd ed Edition Richard Fellows

Research methods for construction 3rd ed Edition Richard Fellows
Research methods for construction 3rd ed Edition Richard Fellows
Research methods for construction 3rd ed Edition Richard Fellows

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Research Methods for Construction

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ResearchMethods
forConstruction
Third Edition
Richard Fellows
Department of Real Estate and Construction
The University of Hong Kong
and
Anita Liu
Department of Civil and Building Engineering
Loughborough University

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This edition first published 2008
© 2008by Blackwell Publishing Ltd
Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s
publishing programme has been merged with Wiley’s global Scientific, Technical, and Medical
business to form Wiley-Blackwell.
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www.wiley.com/wiley-blackwell.
The right of the author to be identified as the author of this work has been asserted in
accordance with the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
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All brand names and product names used in this book are trade names, service marks,
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understanding that the publisher is not engaged in rendering professional services. If
professional advice or other expert assistance is required, the services of a competent
professional should be sought.
Library of Congress Cataloging-in-Publication Data
Fellows, Richard, 1948-
Research methods for construction / Richard Fellows and Anita Liu. – 3rd ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-1-4051-7790-0 (pbk. : alk. paper)
ISBN-10: 1-4051-7790-X (pbk. : alk. paper) 1. Building–Research–Methodology. I. Liu,
Anita. II. Title.
TH213.5.F45 2008
624.072–dc22
2008002534
A catalogue record for this title is available from the British Library
Set in 10/13pt Palatino by Newgen Imaging Systems (P) Ltd, Chennai, India
Printed in Singapore by Utopia Press Pte Ltd
1 2008

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Contents
Preface to Third Edition viii
Preface to Second Edition x
Part 1 Producing a Proposal 1
1 Introduction 3
The concept of research 3
Classifications of research 7
Theories and paradigms 12
Research styles 20
Quantitative and qualitative approaches 26
Where to begin 30
Summary 32
References 32
2 Topic for Study 35
Selection of a topic 35
Writing the proposal 42
Summary 50
References 50
Part 2 Executing the Research 51
3 Initial Research 53
The research process 53
Initial search 60
Assembling the theoretical framework 66
Philosophy and methodology 67
Theoretical models and constructs 73
Proper referencing 77
Summary 77
References 78
v

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viContents
4 Approaches to Empirical Work 81
Role of experience 81
Research design 83
Qualitative approaches 91
Quantitative approaches 97
Experimental design (including experiments and
quasi-experiments) 102
Case study research 110
Modelling 114
Simulation 118
Summary 121
References 121
5 Hypotheses 125
Essentials of a valid hypothesis 125
Roles of hypotheses 129
Objective testing of hypotheses 130
Role of sampling 131
Common statistical measures 133
Null hypotheses 141
Validities 143
Summary 145
References 146
6 Data Collection 147
Data requirements 147
Collecting data from respondents 150
Sampling 159
Sample size 163
Scales of measurement 167
Obtaining data 175
Summary 183
References 183
7 Data Analysis 186
Analysing data 186
Plotting data 191
Statistical methods 194
Non-parametric tests 194
Parametric tests 202
Other analytical techniques 225

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Contentsvii
Summary 242
References 242
8 Ethics in Research 246
The concepts of morals and ethics 246
Research ethics 249
Data analysis, intellectual property and data protection 256
Summary 259
References 259
Part 3 Reporting the Results 261
9 Results, Inferences and Conclusions 263
Requirements for valid results 263
Potential sources of error 264
Reliability 265
Results 266
Inferences 270
Conclusions 276
Summary 279
References 279
10 Reports and Presentations 281
Report production 281
Communication 282
Contents of the report 284
Oral presentation 293
Summary 294
Index 295

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Preface to Third Edition
We welcome the opportunity to both update and improve this book in order
to extend and enhance its usefulness for researchers. The amendments reflect
comments and suggestions from colleagues on the first two editions of the
book as well as our own research progression into new areas of interest and
study and the methods we have adopted and considered, together with feed-
back from students on undergraduate, postgraduate and research degrees
whom we have supervised and to whom we have provided modules in
research methods. We extend our thanks to all who have taken the trouble
to advise us of potential improvements.
Throughout the production of this edition, as previously, we have endeav-
oured to be rigorous in scope and depth of content and to incorporate practical
examples of applications of the methods to construction-oriented research.
Our involvement with CIB (Conseil International du Bâtiment (International
Council for Research and Innovation in Building and Construction)) groups,
conferences and publications has proved invaluable in bringing us into contact
with world-leading researchers in many construction fields which has greatly
enriched our appreciation of the ever-growing wealth of research relating to
construction both directly and indirectly.
However, we are also ever more aware of the pressures under which
researchers must work, especially in terms of funding restrictions and quan-
tity, as well as quality, of outputs – particularly, papers in refereed journals.
At one end, information searching is vastly facilitated by the internet, whilst,
at the other, journals proliferate. Both developments raise important issues of
validity and reliability – the web remains (largely) unrefereed and unpoliced
and so, the individual information-seeker must be the initial judge of reliabil-
ity of what is retrieved whilst the proliferation of journals requires many more
referees, and editors, to be ‘gatekeepers’ for maintenance and enhancement,
of quality.
Despite the pressures and gripes, research is, for us, at least, the most
stimulating and rewarding of pursuits, both in carrying out scholarship and
empirical investigations ourselves and in assisting others as colleagues or
viii

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Preface to Third Editionix
supervisors. The sheer joy of valid discovery remains boundless; we hope this
new volume helps all its readers to enjoy research too.
Anita Liu
Richard Fellows
Hong Kong, December 2007

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Preface to Second Edition
‘The scientist is not the person who knows a lot but rather the person who is not
prepared to give up the search for truth.’ Popper (1989, p. 334); reporting Marx
and Engels.
A discipline or profession is established by developing a body of knowledge
which is unique – that body of knowledge is produced through research.
Construction draws on a wide variety of established subjects, including nat-
ural sciences, social sciences, engineering and management, and applies
them to its particular context and requirements. Only by use of appropriate
methodologies and methods of research, applied with rigour, can the body of
knowledge for construction be established and advanced with confidence.
Although a number of texts are available discussing research methodologies
and methods generally, there is a notable lack of such books in construction.
Statistics, philosophy, natural and social sciences have produced relevant
texts; this book is aimed at the broad discipline of construction. In partic-
ular, the contents of this book will be useful to students of building, civil
engineering, architecture, construction management and all forms of survey-
ing, whether researching for dissertations for Bachelors or Masters degrees
or undertaking research for Masters degrees or Doctorates. Further, the book
will be helpful to practitioners and students in these disciplines in providing
guidance on how to instil rigour in problem-solving and on producing reports
and publications.
The approach adopted in the book is to outline the process of research:
the initial recognition that research is necessary; the development of a pro-
posal; the execution of the research; the drawing of conclusions; and the
production and presentation of the final report. The book comprises three
main parts – producing a proposal, executing the research and reporting the
results. The book discusses the main issues in research and examines the pri-
mary approaches – both qualitative and quantitative. The methods adopted
for scientific and engineering experiments and simulations are evaluated as
well as those employed for research into managerial issues, and social and
economic investigations.
In considering the requirements for data and data analyses, the book
presents discussion of important statistical considerations and techniques.
x

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Preface to Second Editionxi
These enable the researcher to appreciate the issues which need to be eval-
uated in devising how research may be carried out effectively and efficiently
in the practical environment of modern construction activity. Thus, the book
considers a range of methodologies and methods to facilitate selection of the
most appropriate research approach to adopt (from an informed perspective).
It provides sufficient depth in examination of the subject materials to facilitate
the execution of research projects.
Increasingly, pleas are voiced seeking special treatment (leniency) for
research in construction, based on arguments concerning the particular nature
of construction and the problems of research which ensue. Unless the research
proposed and undertaken in construction can withstand scrutiny on the same
bases as all other research, the discipline will fail to advance adequately. As
construction is of major importance to all societies and economies, it is essential
that the discipline advances as rapidly and as rigorously as possible.
This book results from the combined experiences of the authors in executing,
supervising and managing many types of research projects over a number of
years in the United Kingdom and Hong Kong in particular. This second edition
has been produced to extend the scope of coverage, especially with respect to
qualitative research. In this endeavour, we are grateful to the many colleagues
in academia and beyond who have taken the trouble to provide valuable and
constructive criticism of the first edition.
The production of this new edition has encouraged us to scrutinise the total
content and to produce a volume that is more comprehensive, both in scope
and critical comment on the methods discussed.
Once again we offer our deepest thanks to Julia Burden and her colleagues at
Blackwell Science who have been so encouraging and patient with us through-
out the preparation of the book. We apologise for fraying their nerves on
occasion and assume full responsibility for the content, including any errors,
omissions and contentious statements.
We hope that all readers will find the book stimulating and useful. Good
luck in your research.
Richard Fellows
Anita Liu

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Part 1
Producing a Proposal

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Chapter 1
Introduction
The objectives of this chapter are to:
•introduce the concept of research;
•provide awareness of differentclassifications of research;
•outline the essentials oftheories and paradigms;
•discuss the variousresearch styles;
•introduce quantitative and qualitative approaches;
•considerwhere, and how,to begin.
The concept of research
Chambers English Dictionarydefines research as:
•a careful search
•investigation
•systematic investigation towards increasing the sum of knowledge.
For many people, the prospect of embarking on a research project is a
daunting one. However, especially for people who are associated with a
project-oriented industry, such as property development, building design,
construction, or facilities management, familiarity with the nature of projects
and their management is a significant advantage. Dr Martin Barnes, an
ex-chairperson of the Association of Project Managers (APM), has described
a project as a task or an activity which has a beginning (start), a middle and
an end that involves a process which leads to an output (product/solution).
Despite the situation that much research is carried out as part of a long-term
3

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4Producing a Proposal
‘rolling’ programme, each individual package of research is itself a project –
an entity which is complete in itself, whilst contributing to the overall
programme.
Indeed, any work which assists in the advancement of knowledge, whether
of society, a group or an individual, involves research; it will involve enquiry
and learning also.
Research: a careful search/investigation
Research can be considered to be a ‘voyage of discovery’, whether anything is
discovered or not. In fact, it is highly unlikely that no discovery will result
because discovery can concern the process of investigation as well as the
‘technical subject’ (the topic of investigation). Even if no new knowledge is
apparent, the investigation may lend further support for extant theory. What
is discovered depends on the question(s) which the research addresses, the
patterns and techniques of searching, the location and subject material investi-
gated and the analyses carried out. The knowledge and abilities of researchers
and their associates are important in executing the investigative work and,
perhaps more especially, in the production of results and the drawing of con-
clusions. Being open-minded and as objective as possible is vital for good
research.
Research: contribution to knowledge
The Economic and Social Research Council (ESRC) defines research as
‘...any form of disciplined inquiry that aims to contribute to a body of knowl-
edge or theory’ (ESRC, 2007). That definition demonstrates that the inquiry
must be appropriately deigned and structured and that it is the intent of the
inquiry which is important (to distinguish from casual inquiries) rather than
the outcomeper se.
TheConcise Oxford Dictionary(1995) provides a more extensive definition
of research as ‘the systematic investigation into and study of materials, sources
etc. in order to establish facts and reach new conclusions’. Here the emphasis
lies on determining facts in order to reach new conclusions – hence, new
knowledge. The issue of ‘facts’ is not as clear, philosophically speaking, as is
commonly assumed, and will be considered later.
The dictionary continues: ‘an endeavour to discover new or collate old
facts etc. by the scientific study of a subject or by a course of critical investiga-
tion’. Here there is added emphasis on the method(s) of study; the importance
of being scientific and critical is reinforced.
Therefore, research concernswhat(facts and conclusions) andhow(scientific;
critical) components.

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Introduction5
Traditionally, the essential feature of research for a doctoral degree (PhD) is
that the work makes an original (incremental) contribution to knowledge. This
is a requirement for a PhD, and many other research projects also make original
contributions to knowledge. A vast number of research projects synthesise
and analyse existing theory, ideas, and findings of other research, in seeking
to answer a particular question or to provide new insights. Such research is
often referred to as scholarship; scholarship forms a vital underpinning for
almost every type of research project.
Despite its image, research is not an activity which is limited to academics,
scientists etc.; it is carried out by everyone many times each day. Some research
projects are larger, need more resources and are more important than others.
Example
Consider what you would do in response to being asked, ‘What is the time,
please?’
Having understood the question, your response process might be:
•lookat watch/clock
•read time
•formulate answer
•state answer (‘The time is...’).
In providing an answer to the original question, a certain amount of research has
been done.
A learning process
Research is a learning process...perhaps the only learning process.
Commonly, teaching is believed to be the passing on of knowledge, via
instructions given by the teacher, to the learner. Learning is the process of
acquiring knowledge and understanding. Thus, teaching exists only through
the presence of learning and constitutes a communication process to stimulate
learning; teaching is ‘facilitation of learning’. If someone is determined not to
learn, they cannot be forced to do so, although they may be persuaded to learn
through forceful means.
Contextual factors affecting research
Research does not occur in a vacuum. Research projects take place in
contexts – of the researcher’s interests, expertise and experiences; of human
contacts; of the physical environment etc. Thus, despite the best intentions

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6Producing a Proposal
and vigorous precautions, it seems inevitable that circumstances, purpose
etc., will impact on the work and its results. The fact that research is being
carried out will itself influence the results, as described in the Hawthorne
Investigations of Elton Mayo (1949) and noted in the writings of Karl Popper
(1989) on the philosophy of research. Research is never a completely closed
system. Indeed, much (good) research is, of necessity, anopensystem which
allows for adaptability.
As research isalwaysexecuted in context, it is important to consider the
contextual factors, theenvironmental variables, which may influence the results
through their impacting on the data recorded. Such environmental variables
merit consideration in tandem with thesubject variables– dependent, inde-
pendent and intervening (see Fig. 1.1) – of the topic of study. The choice
of methodology/methodologies is important in assisting identification of all
relevant variables, their mechanisms and amounts of impact.
Example
Consider Boyle’s Law. Boyle’s Law states that, at a constant temperature, the
volume of a given quantity of a gas is inversely proportional to the pressure upon
the gas, i.e.
V∝
1
P
PV=constant
Laboratory experiments to examine Boyle’s Law attempt to measure the volumes
of a particular quantity of gas at different pressures of the gas. The temperature
is the environmental variable, to be held constant, the pressure is the indepen-
dent variable and the volume is the dependent variable (following the statement
of Boyle’s Law). The researcher’s breathing on the equipment which contains the
gas may alter the temperature (otherwise constant) slightly and it will influence
the results, though possibly not enough to be recorded. In such cases, the uncon-
trolled effects of environmental variables which impact on the results so that the
relationship found is not in strict compliance with the statement of Boyle’s Law,
are denoted ‘experimental error’.
Boyle’s Law, like the other gas laws, strictly applies only to a perfect gas,
but for many ‘practical’ purposes, all gases conform to Boyle’s Law. For this
reason, the purpose of the research is likely to be an important determinant
of how the experiment is performed and to what level of accuracy. Consid-
erations, such as those noted in respect of Boyle’s Law experiments, lead
to research being classified as pure research and applied research. Slightly
different views classify studies as either research or development whilst the

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Introduction7
Independent
variable
Dependent
variable
Independent
variable
Dependent
variable
Intervening
variable
Research
boundary
(a)
(b)
Environmental
(contextual)
variables
Fig. 1.1‘Causality chain’ between variables (see also Fig. 4.1, p. 105).
purpose of a study often leads to academics’ work being classified as research
or consultancy.
Classifications of research
Pure and applied research
Frequently, classification of work is difficult, not only due to the use of ‘fuzzy’
definitions but, more importantly, because the work occurs within a contin-
uum. At one end there is ‘pure’ or ‘blue sky’ research such as the discovery of
theories, laws of nature etc., whilst at the other, applied research is directed
to end uses and practical applications. Most academics are encouraged to
undertake research towards the ‘pure’ end of the spectrum whilst practi-
tioners/industrialists tend to pursue development work and applications. Of
course, particularly in contexts like construction, the vast majority of research
is a combination of ‘pure’ and ‘applied’ research – of theory and applications.
Essentially, development and applications cannot exist without the basic,
pure research whilst pure research is unlikely to be of great benefit to society
without development and applications. Unfortunately, much snobbery exists
within the research and development sectors – those who work in one sector
all too often decry (or fail to value) the contributions of others who work in
different sectors. Fortunately, the advances of Japanese industry and many
individual organisations which recognise and value the synergetic contribu-
tions of the various sectors of the research spectrum are fostering a change in
attitude such that research and development activities are recognised as being
different and complementary – each with particular strengths, approaches and
contributions to make.

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8Producing a Proposal
Often, the difference concerns the questions to be addressed rather than
the approaches adopted. Pure research is undertaken to develop knowledge,
to contribute to the body of theory which exists – to aid the search for the
‘truth’. Applied research seeks to address issues of applications: to help solve
a practical problem (the addition to knowledge is more ‘incidental’ than being
the main purpose). The (not always material) distinction may be articulated
as being that pure research develops scientific knowledge and so asks ‘is it
true?’ whilst applied research uses scientific knowledge and so asks ‘does it
work?’
Commonly, research, especially applied research (located towards the
developmental end of the research spectrum), involves solving problems. A
simple dichotomous classification of types of problem is:
(1)Closed(ended) problems – simple problems each with a correct solution.
The existence of the problem, its nature and the variables involved can be
identified easily. Such problems are common, even routine, and so can be
dealt with easily (often via heuristics/routines) to give the single correct
solution. The problems are ‘tame’.
(2)Open(ended) problems – tend to be complex; the existence of the problem
may be difficult to identify, the situation is likely to be dynamic and so,
the variables are difficult to isolate. Finding a solution is hard and may
require novel ideas (e.g. through ‘brainstorming’). It may not be (very)
evident when a solution has been reached and many alternative solutions
are likely to be possible. Such problems are ‘wicked’, ‘vicious’ or ‘fuzzy’
and may well concern/involve insight.
Clearly, most problems requiring research for their solution are likely to be
open ended. However, in solving problems there are many sources of influence
(bias) which may impact on the people involved – not least the approaches
adopted for solving and the solutions determined for closed-ended problems.
Quantitative and qualitative research
The other primary classification system concerns the research methods
adopted – broadly, quantitative and qualitative research. Quantitative
approaches adopt ‘scientific method’ in which initial study of theory and liter-
ature yields precise aims and objectives with proposition(s) and hypotheses to
be tested – conjecture and refutation may be adopted, as discussed by authors
such as Popper (1989). In qualitative research, an exploration of the subject is
undertaken without prior formulations – the object is to gain understanding
and collect information and data such that theories will emerge. Thus, qualita-
tive research is a precursor to quantitative research. In an ‘advanced’ body of

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Introduction9
knowledge, where many theories have been developed and laws have been
established, quantitative studies of their applicabilities can be undertaken
without the need to determine theories and such afresh, thereby avoiding,
‘reinventing the wheel’ for each new study.
Generally, quantitative approaches provide ‘snapshots’ and so, are used to
address questions such as what, how much, how many? Thus, the data, and
results, are instantaneous or cross-sectional (e.g. compressive strength of a
concrete cube; number of firms in an industry; market price of an item; content
of an Architect’s Instruction). Qualitative approaches seek to find out why
things happen as they do; to determine the meanings which people attribute
to events, processes and structures, etc. Many qualitative studies use data
regarding people’s perceptions to investigate aspects of their social world;
others seek to ‘go deeper’ to address people’s assumptions, prejudices, etc. to
determine their impacts on behaviour and, thence, (organisational/project)
performance.
The fundamental issues in designing any research, and so, underpin the
selection of quantitative, qualitative or combination approaches, concern the
research question and constraints and, perhaps most particularly, what is to
be measured and the requirements of reliability and validity.
Sometimes qualitative research is assumed to be an easy option, perhaps in
an attempt to avoid statistical analyses by persons who do not excel in math-
ematical techniques. Such an assumption is seriously flawed – to execute a
worthwhile research project using qualitative methods can be more intellec-
tually demanding than if quantitative methods had been employed. The use
of qualitative methodologies should not necessarily be assumed to be a ‘soft
option’.
Irrespective of the nature of the study, rigour and objectivity are paramount
throughout. Drenth (1998, p. 13) defines objectivity as ‘...the degree to which
different observers of judges are able to record the data in the same manner.
Judgement or classification of data in scientific research should not be substan-
tially influenced by the subjectivity of the observer’. Thus, it is helpful if all the
researchers agree the definitions of terms, metrics for collecting the data and
the related protocols. Commonly, qualitative data, which are subjective data
(such as obtained in opinion surveys), can and should be analysed objectively,
often using quantitative techniques. However, one should not lose sight of the
richness which qualitative data can provide and, often, quantitative data can-
not. Triangulation – the use of qualitative and quantitative techniques together
to study the topic – can be very powerful to gain insights and results, to assist
in making inferences and in drawing conclusions, as illustrated in Fig. 1.2.
Research requires a systematic approach by the researcher, irrespective of
what is investigated and the methods adopted. Careful and thorough plan-
ning are essential and, especially where large amounts of data are collected,

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10Producing a Proposal
Quantitative data Qualitative data
Analysis and
testing
(statistical?)
Analysis,
testing?
Results
(relationships)
Causation/explanation (discussion)
Results
(patterns etc.)
Theory and
literature
(previous research)
Insights and
inferences
Conclusions and
recommendations
Fig. 1.2Triangulation of quantitative and qualitative data.
rigorous record keeping is vital – in the study of theory and previous work
(literature) as well as in the field work.
The impact of the researcher must be considered, both as an observer,
experimenter, etc., whose presence may impact on the data collected and the
results derived, and also through bias which may be introduced in data col-
lection, analyses and inferences. Such biases may be introduced knowingly –
to examine the subject from a particular viewpoint – or unknowingly, perhaps
by asking ‘leading questions’.
Example
Consider the question, ‘Do you not agree that universities are under-funded?’
The phrasing, ‘Do you not agree that...’, suggests that the respondent ought
to agree that universities are under-funded and so, asking such a question is
likely to yield more responses of agreement than if the questions were phrased
more objectively.
The question could be phrased much more objectively, ‘Do you believe that
universities are:
(1) funded generously, or
(2) funded adequately, or
(3) funded inadequately?’

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Introduction11
Even phrasing the question in that way, although removing the ‘agreement
bias’ is incomplete as it assumes that all the respondents have a belief about the
topic – some may not and so, a fourth possibility of ‘no opinion’ is appropriate.
Unfortunately, that additional possibility also allows respondents to opt out
of expressing their opinion!
Other categories of research
Further categorisation of types of research accords with the purpose of the
research (question) as set out below.
•Instrumental– to construct/calibrate research instruments, whether phys-
ical measuring equipment or as tests/data collection (e.g. questionnaires;
rating scales). In such situations the construction etc. of the instrument
is a technological exercise; it is the evaluation of the instrument and data
measurement in terms of meaning which renders the activity scientific
research. The evaluation will be based on theory.
•Descriptive– to systematically identify and record (all the elements of) a
phenomenon, process or system. Such identification and recording will be
done from a particular perspective and, often, for a specified purpose;
however, it should always be done as objectively (accurately) and as com-
prehensively as possible (this is important for later analysis). The research
may be undertaken as a survey (possibly of the population identified) or
as case study work. Commonly, such research is carried out to enable the
subject matter to be categorised.
•Exploratory– to test, or explore, aspects of theory. A central feature is the use
of hypotheses. Either an hypothesis is set up and then tested via research
(data collection, analyses, interpretation of results) or a complex array of
variables is identified and hypotheses are produced to be tested by further
research.
•Explanatory– to answer a particular question or explain a specific
issue/phenomenon. As in exploratory studies, hypotheses are used but
here, as the situation is known better (or is defined more clearly), the-
ory etc. can be used to develop the hypotheses which the research will
test. Also, this could be a follow-on from exploratory research which has
produced hypotheses for testing.
•Interpretive– to fit findings/experience to a theoretical framework or
model; such research is necessary when empirical testing cannot be
done (perhaps due to some unique aspects – as in a particular event of
recent history, e.g. ‘the Asian financial crisis of 1997’). The models used
may be heuristic (using rules of thumb) – in which variables are grouped

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12Producing a Proposal
according to (assumed) relationships – or ontological, which endeavour to
replicate/simulate the ‘reality’ as closely as possible.
A further categorisation of research concerns what is being investigated –
product, process or both. Research in construction includes all three categories;
research into structural integrity is product oriented (e.g. strength proper-
ties of materials etc.), construction management research tends to be process
oriented (e.g. organisational culture of construction firms) or both process
and product (e.g. the impact of different procurement approaches on project
and project management performance). Van de Ven (1992) identifies a pro-
cess as ‘...a sequence of events that describes how things change over
time’.
Theories and paradigms
Losee (1993, p. 6) depicts Aristotle’s inductive–deductive method for the
development of knowledge as shown in Fig. 1.3. He notes that, ‘scientific
explanation thus is a transition from knowledge of a fact [point (1) in the
diagram] to knowledge of the reasons for the fact [point (3)]’.
Development of knowledge
Popper (1972, 1989) argues that scientific knowledge is different from other
types of knowledge because it is falsifiable rather than verifiable, tests can
only corroborate or falsify a theory, the theory can never be proved to be true.
No matter how many tests have yielded results which support or corroborate
a theory, results of a single test are sufficient (provided the test is valid) to
Induction
Observations
Explanatory
principles
Deduction
(1)
(2)
(3)
Fig. 1.3Aristotle’s inductive–deductive method (source: Losee 1993).

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Introduction13
Criteria of demarcation
Non-acceptable
Scientific interpretation
Acceptable
Criteria of acceptability
Non-scientific
interpretations
Fig. 1.4Depiction of the approach to the advancement of knowledge, as advocated
by Galileo (source: Losee 1993).
falsify the theory – to demonstrate that it is not always true. The more general
application for acceptability in scientific investigation is shown in Fig. 1.4.
Different philosophies consider that scientific theories arise in diverse
ways. Cartesians, who hold a ‘rationalist’ or ‘intellectual’ view, believe that
people can develop explanatory theories of science purely through reason-
ing, without reference or recourse to the observations yielded by experience
or experimentation. Empiricists, maintain that such pure reasoning is inade-
quate, it is essential to use experience from observation and experimentation
to determine the validity or falsity of a scientific theory. Kant (1934) noted
that the scope of peoples’ knowledge is limited to the area of their possible
experience; speculative reason beyond that, such as attempts to construct a
metaphysical system through reasoning alone, has no justification.
Nagel (1986) suggests that the scientist adopts a ‘view from nowhere’ which
implies the possibility of total objectivity and that phenomena exist totally
independently of any observer. Conversely, Kuhn (1996) notes that ‘what a
man sees depends both upon what he looks at and also upon what his previous
visual–conceptual experience has taught him to see’.
Tauber (1997) observes that, as science has evolved, so the notion of what
constitutes objectivity has changed such that different branches of science
require/employ different standards of ‘proof’.
Dialectic, a development of ‘trial and error’, can be traced back to Plato who
employed the method of developing theories to explain natural phenomena
and followed this by a critical discussion and questioning of those theories;
notably whether the theories could account for the empirical observations
adequately. Thus, commonly, scientists offer theories as tentative solutions to

30. Exploring the Variety of Random
Documents with Different Content

31. Giìseppe
(diritto, con le spalle allo stipite, aspetta con solennità che ella gli
passi davanti.)
(Sipario.)

32. ATTO QUARTO.
Un camerone bislungo che va un po' restringendosi in fondo. C'è
nell'ambiente qualche cosa di claustrale. Le pareti sono bianche e
nude. L'alto soffitto è a volta. A destra, una prima porta su cui è
scritto: Direzione; e, a sinistra, dirimpetto a questa porta, un
corridoio che s'interna nell'edifizio. Poi, un'altra porta a ciascuna
delle due pareti laterali. L'angolo sinistro del camerone è tagliato
dall'ampio vano ad arco d'una scala che discende. Nel centro della
parete di fondo è un largo finestrone dal parapetto basso. Oltre un
tavolino di noce che è sul davanti, verso il lato destro, e poche
seggiole solide e pulite, nessun'altra suppellettile interrompe quella
nuda e serena semplicità. Dal punto mediano della volta pende un
ferro che sostiene una sola lampada elettrica sotto un cupolino di
porcellana. Una più piccola lampada è nel vano della scala. Un'altra
dinanzi all'uscio della Direzione. La chiavetta della luce è alla parete
in fondo, presso il vano della scala.
SCENA I.
SUORA ELISABETTA, FAUSTINA, LA SIGNORA MIRELLI, LA
MARCHESA ANTONUCCI, ADALGISA, DONNA SOFIA, UNA
VECCHIETTA.
(È il vespero. Le lampade sono spente. Il camerone è nella
penombra. Dalla grande finestra aperta si vede, come un quadro in
una cornice, il profilo di qualche casa, di qualche terrazza, di qualche
campanile, sull'orizzonte che va abbuiandosi e il luccichio tremulo

33. delle prime stelle. Con le spalle voltate alla finestra e poco da essa
discoste, sono sedute, formando quasi un semicerchio: Sìora
Elisabetta, che è una monaca senza connotati speciali; la marchesa
Antonìcci, che è una signora sui quarantacinque anni dallo aspetto
molto signorile; la signora Gilberta Mirelli, giovanissima, esile, con un
viso pieno di soavità, vestita a lutto; Adalgisa, dall'età un po' incerta
tra i trenta e i trentacinque anni, dall'aspetto ambiguo, ora gaio ed
ora malinconico, vestita un po' in disordine, ma non senza una certa
grazia bizzarra; Donna Sofia, una vecchia nitida e atticciata dai capelli
bianchissimi; Faustina, che indossa una veste grigia arieggiante
un'uniforme; e UNA VECCHIETTA decrepita, raccorciata e magra, col
dorso curvo, avvolto in uno scialletto nero.)
(Sìora Elisabetta sta nel mezzo della schiera, e la sua cuffia monacale
biancheggia nella penombra fra le due ali del semicerchio. Ella
presiede, fredda, impassibile, quasi macchinalmente, la piccola
adunanza, per le preghiere della sera. Il rosario è stato già recitato;
ed ora le litanie sono al termine. La sua voce monotona propone. Le
voci delle donne raccolte intorno a lei monotonamente rispondono a
coro.)
Sìora Elisabetta
Agnus Dei, qui tollis peccata mundi....
Le altre
Parce nobis, Domine.
Sìora Elisabetta
Agnus Dei, qui tollis peccata mundi....
Le altre
Exaudi nos, Domine.
Sìora Elisabetta
Agnus Dei, qui tollis peccata mundi....

34. Le altre
Miserere nobis.
(Tìtte si fanno il segno della croce e si alzano. Soltanto la VECCHIETTA
disseccata e curva resta seduta.)
Faìstina
E anche stasera ci siamo lavata la coscienza.
Sìora Elisabetta
(volta la chiave della luce elettrica. Le tre lampade rischiarano
discretamente il camerone. Poi, ella si avvicina alla Vecchietta e le
offre il braccio. L'aiuta ad alzarsi e con lei, piano piano, infila il
corridoio.)
(Tutte e due spariscono.)
Donna Sofia
(a Faustina, che sta per prendere la sedia di lei:) Questa è sedia di
mia pertinenza.
(Donna Sofia trascina la sedia sua, a cui sono legati due cuscini che
gliela rendono più comoda, fin proprio sotto la lampadina che pende
dalla volta, e lì si ferma e siede. Cava fuori un giornale, inforca gli
occhiali, si mette a leggere. La Mirelli trascina una sedia qualunque
e siede presso il tavolino, su cui sono una scatola e un mucchio di
strisce ricamate. Ne cerca una, e continua a ricamare. Faìstina,
servizievole, accosta al tavolino una seggiola per la Marchesa
Antonìcci e le altre seggiole ai muri. La MARCHESA prende posto quasi
dirimpetto alla signora Mirelli. Ripiglia un libro che aveva lasciato sul
tavolino e comincia a scorrere qualche pagina tenendo agli occhi le
sue lorgnettes col manico dorato. Adalgisa si è affacciata al finestrone
e si allunga, si torce, si volta e si gira per guardare fuori qualche
cosa.)
Sìora Elisabetta
(torna dal corridoio, e, con passo svelto, si avvia verso la scala.)

35. Adalgisa
Avete fretta, suora Elisabetta?
Sìora Elisabetta
Ho da fare, giù, al primo piano.
Adalgisa
Volevo mostrarvi la telegrafia che organizza a quest'ora una nostra
vicina.
Faìstina
Non andate a guardare, suora Elisabetta!
Sìora Elisabetta
(senza intendere) Ma che è?
Adalgisa
Non è mica il diavolo. È una bella ragazza che dal suo terrazzino fa il
telegrafo dei fiammiferi con un giovanotto dirimpetto.
Sìora Elisabetta
Avete buon tempo, signora Adalgisa. Per cento anni! Per cento anni!
(Va via per la scala.)
Faìstina
A due passi di distanza da un ospizio come questo, è uno
scandalo!...
Adalgisa
(divertendosi della collera di Faustina, ride e la stuzzica) Come
portinaia dell'ospizio, voi potreste ricorrere alle autorità contro quella
ragazza.
Faìstina
Io ricorrerei contro quell'impostore del giovanotto! Avete capito?

36. Adalgisa
(continuando a stuzzicarla) Ditelo, ditelo a donna Sofia ciò che ne
pensate degli uomini.
Faìstina
Ciò che io penso degli uomini, se non temessi d'essere udita dalla
signora Giulia che è qui accanto a far l'infermiera alla Ferrucci, lo
griderei a voi con parole rotonde così! (Fa il gesto.)
Donna Sofia
(levando un po' gli sguardi dal giornale) Ma proprio non vi vanno a
genio gli uomini?
Faìstina
(con una smorfia di ribrezzo) Maria Santa!... (Scappando via per la
scala con le mani in alto) Alla larga! Alla larga!... Libera nos,
Domine!
La Marchesa
(con un languore di noia, facendo cadere il libro sul tavolino e
guardando con le lorgnettes la signora Mirelli) Più veloci del solito,
stasera, le vostre dita di fata.
La signora Mirelli
Vorrei terminare questo ricamo, marchesa, prima di lasciare l'ospizio.
La Marchesa
Domani la partenza?
La signora Mirelli
Sì, nel mattino. Sono aspettata a Roma dall'avvocato che mi ha fatto
recuperare il piccolo patrimonio del mio povero Ferdinando.
La Marchesa
(sospirando) Non più indigenza per voi!

37. La signora Mirelli
Non sarò ricca, ma il beneficio di questa casa non mi spetta più.
La Marchesa
Voglio regalarvi, per mio ricordo, un prezioso pizzo d'Inghilterra. È
l'ultimo avanzo... dei miei tempi felici! Lo accettate?
La signora Mirelli
Siete molto buona, marchesa.... Ma perchè privarvene?
La Marchesa
(con tristezza) Per me, oramai!... Voi state per riavvicinarvi al
mondo; mentre io so bene che non uscirò mai più da questa prigione
dello spirito. (Mutando) Desidero che del mio pizzo sia guernito il
primo abito da festa che dovrete indossare.
La signora Mirelli
Io mi ritiro in campagna, marchesa, e indosserò l'abito nero finchè
campo.
La Marchesa
(alzandosi) Chi lo sa! Avete ventidue anni. È ancora l'età degli
equivoci sentimentali.
La signora Mirelli
(con tranquillo e semplice convincimento) Oh no! Per me, equivoci
non ce ne sono.
La Marchesa
(sorridendo d'incredulità) Vedrete, vedrete! Torno sùbito. (Esce per
la seconda porta a destra.)
Adalgisa
(dal finestrone, vivacemente) Donna Sofia!

38. Donna Sofia
Che volete?
Adalgisa
Stasera, oltre i fiammiferi, abbiamo anche una candela accesa.
Donna Sofia
(senza levare gli occhi dal giornale) Candela accesa, amore che
consuma.
(Un silenzio.)
SCENA II.
GIULIA e LE ALTRE.
Giìlia
(entra dalla porta a sinistra. Indossa un abito severo, ma garbato,
quasi grazioso. — Negli occhi una cupezza di mistero. Il viso un po'
emaciato. Sulla fronte come una luce di alterigia. — Appena entrata,
si ferma. Nessuna delle tre donne la vede. Ella guarda più
specialmente la signora Mirelli, che le volge le spalle. Atteggia le
labbra a una vaga sorridente dolcezza, e, pian pianino, senza farsi
sentire, le si accosta, le mette le mani sugli occhi e, cangiando un
po' la voce con grazia affettuosa, domanda:) Chi sono?
Donna Sofia
(si volta, si alza e tace per non guastare il giuoco.)
Adalgisa
(si volta anche lei, e tace e aspetta.)
La signora Mirelli
(senza esitare, risponde) La nostra benefattrice, il nostro angelo....

39. Giìlia
Niente, niente!
La signora Mirelli
La nostra direttrice....
Giìlia
Nemmeno.
La signora Mirelli
L'amica nostra, l'amica mia....
Giìlia
(togliendole le mani dagli occhi) Ora sì.
La signora Mirelli
(alzandosi) Cara!
Donna Sofia
Felice sera, signora Giulia!
Giìlia
State comoda, donna Sofia. Non interrompete la lettura del vostro
giornale.
Donna Sofia
Grazie! (Per condiscendenza si rimette a leggere.)
Giìlia
(alla signora Mirelli:) E restate seduta anche voi, piccina mia.
La signora Mirelli
Ma no. Avevo finito.
Adalgisa

40. (avanzandosi gaiamente) Voi mi direte che vi ho già baciate le mani
venti volte da stamattina, ma i baci dati... sono sempre perduti! Io
ve le voglio ribaciare. (Le piglia le mani quasi a forza e glie le bacia.)
Giìlia
Eccola qua la rosa d'ogni tempo!
Adalgisa
(indicando la Mirelli con affettuoso rancore) Ma a voi piacciono di più
i salici piangenti.
Giìlia
(carezzando i capelli della signora Mirelli) Poverina! Non si distacca
mai dal suo dolore questa piccola silenziosa.
Adalgisa
Come farete quando sarà andata via la vostra prediletta? Sembra
che per respirare abbiate bisogno del suo respiro.
Giìlia
(celiando) Gelosa!
Adalgisa
(con enfasi sinceramente malinconica) «Amore e gelosia m'hanno il
cor tolto!...» (Poi, di nuovo in tono allegro e chiassone) Addio, addio!
Per questa sera vi lascio tutta a lei. (Tornando di corsa al finestrone,
dà una strappata al giornale che donna Sofia ha in mano, sicchè
questo casca a terra.)
Donna Sofia
Siete stata battezzata col pepe, voi! (Raccoglie pazientemente il
giornale.)
La signora Mirelli

41. Mi credete, signora Giulia, se vi dico che avrei preferito di continuare
ad essere poverella per rimanere con voi?
Giìlia
Io vi credo.
La signora Mirelli
E mi terreste come vostra segretaria, come vostra collaboratrice?
Con quel po' di quattrini che liquido, potrei contribuire a mantenere
questa casa di consolazione.
Giìlia
No, creatura mia buona. No! (Sovraeccitandosi dolorosamente) Io
sola devo mantenerla, perchè soltanto a me è veramente necessaria.
Io sola devo alimentarla. Io sola, io sola devo amarla più di ogni
altra cosa al mondo, perchè a me null'altro è concesso!
La Marchesa
(ritornando con fra le mani un merletto) Finalmente ho trovato....
Oh! la signora nostra è qui.
Giìlia
Un merletto?!...
La Marchesa
Un regaluccio per la signora Mirelli. Come un nastrino da mettere al
collo della colombella che sta per prendere il volo. (Lo porge alla
Mirelli.)
La signora Mirelli
(prendendolo) Che ho da dirvi? Vi sono grata.
La Marchesa
(a Giulia) Io le ho augurato di potersene adornare un abito da festa.
Giìlia

42. (con meraviglia e curiosità, alla Mirelli) Un abito da festa, voi?!
La signora Mirelli
(con un sorriso gentile, si stringe nelle spalle e posa il merletto sul
tavolino.)
Adalgisa
(in tono d'allarme scherzoso) Signora Giulia, vi denunzio Faustina!
Profitta della penombra per discorrere in istrada con un uomo! E poi
finge di essere stata sempre... astemia.
Giìlia
Poveretta! Starà a fare quattro chiacchiere con Don Lorenzo il
farmacista.
Adalgisa
Nossignora! Don Lorenzo ha tanto di pancia, e quell'ometto lì non ne
ha punto. Zitte! Zitte!... L'ometto resta davanti alla portineria, e
Faustina viene su. E come corre! Si arrampica per le scale coi piedi e
con le mani.
Giìlia
(con un'espressione di meraviglia e di fastidio) Chi può essere a
quest'ora?!
SCENA III.
FAUSTINA, GIULIA e LE ALTRE.
Faìstina
(dalla scala, con la sua voce pettegola) Gesù! Gesù! Se quello non è
uscito da un manicomio, io voglio perdere un occhio! (Entra tutta
scalmanata.)

43. Giìlia
Che c'è, Faustina? Che c'è?
Faìstina
Un pazzo, signora mia! Un vero pazzo!
Giìlia
Ma che dici?!
(Tìtte circondano Faustina per ascoltarla.)
Faìstina
Ero a prendere una boccata d'aria fuori del cortiletto, perchè, dentro,
quest'afa di caldo non mi faceva respirare, quando un giovane ben
vestito, a una certa distanza, si è messo a gironzarmi intorno. La
strada era solitaria, la notte calava, ed io cominciavo ad aver paura.
Giìlia
(ansiosissima) Ebbene?
Faìstina
Figuratevi l'impressione mia nel momento in cui quell'individuo mi si
è avvicinato. Aveva gli occhi che parevano di fuoco e la faccia che
anche all'oscuro si vedeva ch'era più bianca della carta. «Ohe, chi
volete?» — gli ho domandato sùbito, scansandolo. E lui, con la voce
che gli tremava nella gola, ha balbettato: «Si può vedere la signora
Artunni?» «Sono più delle otto — gli ho risposto io, pronta a non
dargli quartiere — : è difficile che la Direttrice vi riceva. Essa può
farlo quando vuole, s'intende; ma io le conosco le sue abitudini. Qui,
le ore del parlatorio sono da mezzogiorno alle due, e anche lei, per
dare il buon esempio, soltanto in queste ore riceve».
Giìlia
(profondamente turbata) E lui?!...
Faìstina

44. Signora mia, io non ci ho capito niente. Prima si è appoggiato al
muro come se avesse avuto un colpo di mazza in capo; e poi,
appena che ha preso fiato, un poco a pregarmi che corressi da voi,
un poco a scongiurarmi per non farmici venire, e tanto si torceva,
tanto smaniava e così pieni di lagrime aveva gli occhi, che, credetemi
sulla parola, (commossa) per la prima volta da che campo... un
uomo mi ha fatto pietà!
Giìlia
(mal celando l'angoscia e l'impazienza) Ma il suo nome non glie lo
hai domandato?
Faìstina
Si chiama Sarnieri... Varnieri.... Poco o niente me l'ha fatto sentire.
Ma insomma somiglia al casato di quella signora che viene a trovarvi
qualche volta.
Giìlia
(impallidendo, trema dentro, e rivolgendosi alle donne cerca di dire
qualche cosa per mostrarsi disinvolta.) Deve essere il dottor Luciano
Marnieri: un discepolo di mio marito. Egli è figlio precisamente... di
quella signora con cui sono in rapporti d'amicizia....
Adalgisa
Quella signora coi capelli grigi, che ha un'aria così buona?
Giìlia
Sì.... Che suo figlio, tornando a Napoli dopo cinque anni d'assenza,
abbia avuto il pensiero di farmi una visita, me lo spiego
perfettamente. Quello che non mi spiego è questo suo contegno....
Del resto, tu, Faustina,... gli confermerai, con cortesia, la risposta
che già gli hai data.
Faìstina

45. (resta incerta, interrogandola con gli sguardi un po' pietosi come per
ottenere un ordine diverso.)
Giìlia
(un po' duramente) Va, Faustina.
Faìstina
Vado. (Esce.)
SCENA IV.
GIULIA, SUORA ELISABETTA, LA SIGNORA MIRELLI, DONNA SOFIA,
LA MARCHESA, ADALGISA.
Giìlia
(riafferrandosi, con vivacità eccessiva, alle occupazioni dell'ospizio)
Ma, a proposito!... Faustina ha detto che sono più delle otto, e suora
Elisabetta non ha ancora portato il brodo alla Ferrucci?! Glie l'ho
avvertito sin da oggi.
Adalgisa
Volete che scenda un po' in cucina?
Giìlia
No, no: la suora se l'avrebbe a male. (Andando verso la scala,
chiama:) Suora Elisabetta! Suora Elisabetta!...
La voce di sìora Elisabetta
Vengo, signora Giulia. Io so perchè mi chiamate. Preparavo appunto
per la Ferrucci.
Giìlia
Sì, per questo vi chiamavo. Vi ringrazio.

46. (Le quattro donne secondano la sua animazione, ma, impressionate,
affettuosamente la osservano.)
La Marchesa
Le date del brodo alla vostra ammalata?
Donna Sofia
Vuol dire che sta meglio.
Giìlia
Un miglioramento prodigioso! Un miglioramento che rasenta il
miracolo! (Esaltandosi) Ah, io ne sono così lieta!... Ne sono così
felice! (Nello sforzo della finzione, la vista per un istante le si
confonde, il suo volto si copre d'un pallore spettrale.)
Adalgisa
Signora Giulia!...
La signora Mirelli
Che avete?!...
(Adalgisa e la signora Mirelli vanno a lei come per sorreggerla, l'una a
destra, l'altra a sinistra.)
Giìlia
(fra le due donne, vincendosi) Niente.
Donna Sofia
Siete diventata livida, benedetta!
Giìlia
(seguendo l'impulso di giustificarsi) Forse, un po' l'emozione di poco
fa.... Il nome di quel giovane, che mio marito trattava come un figlio,
mi ha rimesso davanti, all'improvviso, tutto un mondo di tristezze e
di dolori... e ciò non poteva lasciarmi indifferente.... Ma vi assicuro
che sto benissimo....

47. Sìora Elisabetta
(entra recando un vassoio coperto d'una salvietta con sopra una
gran tazza fumicante) Ecco, signora Giulia.
Giìlia
Brava, brava suora Elisabetta! Aspettate, che andiamo insieme. (Alle
quattro donne:) Voialtre, non fate complimenti. È l'ora in cui solete
ritirarvi nelle vostre cellette. Io vi saluto, e vi prego di non stare in
pensiero per me. (Quasi temendo l'affettuosità attenta di quelle
donne, alla quale le tarda di sottrarsi, con una vibrazione nervosa
esagera la dissimulazione.) Ma perchè, ma perchè quelle facce
smorte?... Non sono poi così fragile. Su! Su! Allegre! Allegre! Allegre!
(Apre l'uscio della Ferrucci, e, ostentando una solennità scherzosa,
annunzia:) Signora Ferrucci, la cena è servita! (Esce.)
Sìora Elisabetta
(la segue.)
SCENA V.
DONNA SOFIA, ADALGISA, LA SIGNORA MIRELLI, LA MARCHESA.
(Le quattro donne restano impensierite, perplesse, in silenzio.)
La signora Mirelli
(è più pensosa delle altre, afflitta, riconcentrata, immobile, presso il
tavolino. Adalgisa in un canto, con gli occhi quasi lagrimosi,
nervosamente tortura un nastro che ha al collo.)
Donna Sofia
(chiamando a sè in disparte la Marchesa, le dice sottovoce, con
precauzione:) Sentite, marchesa. Il nome di quel giovane, io l'ho
letto nel giornale di ieri.

48. La Marchesa
(ugualmente sottovoce) Di che si parlava?
Donna Sofia
Si parlava... che so?... dell'Africa.... Si parlava d'un viaggio
pericoloso... e poi del deserto,... della scienza....
La Marchesa
Ebbene?
Donna Sofia
Che ve ne pare? Devo dirglielo alla direttrice?
La Marchesa
Dov'è il vostro giornale di ieri?
Donna Sofia
Se lo prese proprio lei.
La Marchesa
(con un piccolo sorriso significativo, quasi maligno) E allora... non vi
date pena. (Allontanandosi) La buona notte a tutte.
Donna Sofia
(restando lì ad arzigogolare) Altrettanto a voi, marchesa.
Adalgisa
(badandole poco) Buona notte.
La signora Mirelli
(assorta, non risponde.)
La Marchesa
(un po' impermalita) A domattina, non è vero, signora Mirelli?

49. La signora Mirelli
(scotendosi) Sì, marchesa. Ci diremo addio domattina.
La Marchesa
(si ritira nella sua stanza.)
(Ancora silenzio.)
Donna Sofia
(trascinandosi dietro, lentamente, la sua sedia, borbotta tra sè:)
Serata nera! Meglio non salutare. (Sparisce nel corridoio.)
Adalgisa
(si accosta alla Mirelli, e, molto commossa, le dice pianamente:) Non
era vero che si sentisse bene. Aspettatela qui, voi. Le farete piacere.
La signora Mirelli
(con mesta dolcezza) Grazie, Adalgisa. Ci pensavo anch'io.
(Si stringono la mano.)
Adalgisa
(s'inoltra nel corridoio, e via.)
SCENA VI.
LA SIGNORA MIRELLI, GIULIA.
La signora Mirelli
(rimasta sola, per indugiare, rimette ad una ad una le strisce
ricamate nella scatola.)
Giìlia

50. (entrando e vedendola, corre a lei ansiosamente come ad un
rifugio.) Sapevo di ritrovarvi!
La signora Mirelli
E io sapevo che mi avreste voluta.
Giìlia
Sì, statemi vicina, statemi vicina. In quest'ultima sera, non mi
abbandonate.
La signora Mirelli
Lo vedo che avete dei tormenti.
Giìlia
Ma non è già per parlarvi dei miei tormenti che io ricorro a voi,
piccina mia. Quello che io desidero, invece, è che voi parliate a me.
Mettetemi a parte dei vostri progetti. Ditemi tante cose. Che farete,
che farete della vostra vita, voi che siete tanto bella e tanto giovane?
La signora Mirelli
E l'ignorate voi, forse? Cercherò altrove la pace che voi cercate qui.
Giìlia
Per me, è tutt'altro. Io ho qui dei doveri che voi non avete.
La signora Mirelli
Ve li siete creati voi stessa per trarne un conforto. Io tenterò
d'imitarvi in quello che posso. Farò un po' di bene, e vivrò appartata,
solitaria, tranquilla....
Giìlia
(con nella voce una lentezza intensa) Senza felicità?... Senza
gioia?...
La signora Mirelli

51. Io credo che ciò diventerà per me una gioia.
Giìlia
La gioia della rassegnazione, la gioia dell'eroismo arido e immobile,
che vi darà la misura della vostra resistenza; ma è poi questa la gioia
che la vostra giovinezza chiederà gridando nella solitudine? No, no,
Gilberta. Non lo fate! Non lo fate! Lasciate che liberamente la vostra
giovinezza scelga la sua strada; lasciatela correre, lasciatela correre
con l'unica guida del vostro istinto, sin dove vorrà, sin dove potrà!
La signora Mirelli
Ma appunto il mio istinto non mi consentirebbe di distaccarmi dai
miei ricordi. Non c'è nulla che mi costringa.
Giìlia
Nemmeno una promessa fatta a lui?
La signora Mirelli
No.
Giìlia
Nemmeno un suo desiderio segreto?
La signora Mirelli
No! No! Egli anzi mi esortava a non illudermi sull'eternità del dolore.
Mi esortava a disporre sinceramente del mio avvenire. Ma le sue
parole generose, che ho ancora qui nell'orecchio, non potranno mai
distogliermi dalle esigenze del mio cuore.
Giìlia
(quasi timidamente, quasi mortificata) E allora... ciò che vi ho detto
vi sarà sembrato odioso.
La signora Mirelli

52. Come potete supporlo?! Voi mi avete detto, in fondo, le stesse cose
che egli mi diceva; ma, intanto, avete già fatto quello che farò io.
Giìlia
(abbassa un istante gli sguardi, ma tosto li rialza, ravvivandosi
febbrilmente) Sì, senza dubbio, io ho già fatto quello che voi farete,
e continuerò a farlo; ma io vi chiedo, Gilberta, che non cessiate mai
mai di essermi più che sorella.
La signora Mirelli
Questo s'intende!
Giìlia
Mi scriverete spesso, non è vero?
La signora Mirelli
Spessissimo.
Giìlia
Io voglio che mi scriviate delle lunghe lettere, delle lunghe lettere, e
voglio leggere in esse tutto ciò che accade in voi giorno per giorno.
Anche da lontano, qualunque sia la lontananza, voglio l'assistenza
della vostra anima semplice e sicura di sè. Io voglio, giorno per
giorno, sapere, come se io stessi dentro di voi, ciò che pensate, ciò
che sentite, ciò che amate: ciò che amate, soprattutto, e in che
modo sapete amare.
La signora Mirelli
(con profonda tenerezza) Ve lo prometto, signora Giulia. Io vi
scriverò minutamente come sarà fatta la mia vita; e d'ogni moto del
mio cuore, d'ogni più piccolo e d'ogni più grande avvenimento della
mia piccola esistenza cercherò di rendervi conto. Va bene così?
Giìlia

53. (con uno scatto di scoraggiamento) Ah, se ciò bastasse a
proteggermi, Gilberta!
La signora Mirelli
Ma da quali pericoli siete minacciata? E poi, come potrei
difendervene io, che valgo tanto meno di voi?
Giìlia
Sono i pericoli che voi non conoscete e non conoscerete mai,
creatura mia. Ma non per questo dovete credere di non potermene
difendere. Proteggetemi, proteggetemi col pensiero, proteggetemi
con la preghiera, se avete fede in Dio: proteggetemi offrendomi
sempre l'esempio di voi. I vostri occhi sono così limpidi! La vostra
fronte è così serena!... Abbracciatemi forte,... tenetemi stretta fra le
vostre braccia.... Datemelo davvero il vostro respiro!
La signora Mirelli
(compresa da una grande commozione, la tiene strettamente
abbracciata, e, un po' smarrita, la contempla.)
Giìlia
(con la testa piegata sulla spalla di lei, piange.)
SCENA VII.
GIULIA, LA SIGNORA MIRELLI, SUORA ELISABETTA.
Sìora Elisabetta
(viene dalla camera della Ferrucci.)
Giìlia
(come la porta si apre, drizza il capo ricomponendosi d'un sùbito.)
Sìora Elisabetta

54. Signora Mirelli, perdonate se vi disturbo. La signora Ferrucci, avendo
saputo che partite domani di buon mattino, ha espresso il desiderio
di stare con voi qualche minuto prima che suoni l'ora del riposo.
Giìlia
Andateci, Gilberta.
Sìora Elisabetta
Devo smorzare, signora Giulia?
Giìlia
(dissimulando il bisogno di attardarsi) No.... Smorzo io.
Sìora Elisabetta
Devo chiudere il finestrone?
Giìlia
(cercando un pretesto per non farlo chiudere)... L'aria è così calda
stasera.... Meglio lasciarlo aperto.
Sìora Elisabetta
Santa notte.
Giìlia
Buon sonno, suora.
Sìora Elisabetta
(con passo lieve ed affrettato, infila la scala.)
Giìlia
(alla Mirelli:) Domani, all'alba, sarò levata, e ci rivedremo.
La signora Mirelli
Sì, a domani.

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