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 THIS BOOK IS THE PROPERTY OF:
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Math 54
An Incremental Development

Second Edition
Math 54
An Incremental Development

Second Edition

Stephen Hake
John Saxon

Saxon Publishers, Inc.

Math 54: An Incremental Development
Second Edition

Copyright 2001 by Stephen Hake and John Saxon

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
otherwise, without the prior written permission
of the publisher.

Printed in the United States of America.

ISBN: 1-56577-033-1

Production Supervisor: David Pond

Production Coordinator: Joan Coleman
Graphic Artists: Matthew Arrington,
John Chitwood, Roger Hall, and
Timothy Maltz

Manufacturing Code: 0980800

Printed on recycled paper.

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 Contents

Preface xi
LESSON 1 Review of Addition * Missing Addends, Part 1
LESSON 2 Missing Addends, Part 2
LESSON 3 Sequences
LESSON 4 Digits
LESSON 5 Place Value 11
LESSON 6 Ordinal Numbers ¢ Months of the Year 14
LESSON 7 Review of Subtraction ¢ Fact Families 18
LESSON 8 Writing Numbers Through 999 21
LESSON 9 Adding Money 24
LESSON 10 Adding with Regrouping 27
LESSON 11 Even Numbers « Odd Numbers 30
LESSON 12 “Some and Some More” Problems, Part 1 33
LESSON 13 Number Lines 37
LESSON 14 Missing Numbers in Subtraction 41
LESSON 15 Comparing Numbers 45
LESSON 16 Adding Three-Digit Numbers 48
LESSON 17 “Some and Some More” Problems, Part 2 51
LESSON 18 Subtracting Without Regrouping 55
Missing Two-Digit Addends
LESSON 19 Subtracting Two-Digit Numbers with Regrouping 58
LESSON 20 Expanded Form * More on Missing Numbers 62
in Subtraction
LESSON 21 Adding Columns of Numbers 66
‘LESSON 22 Reading Scales 69
vi Contents

LESSON 23 Reading Time from a Clock

LESSON 24 Reading a Centimeter Scale
LESSON 25 Triangles, Rectangles, Squares, and Circles
LESSON 26 Rounding Whole Numbers to the Nearest Ten
LESSON 27 Metric Units of Length
LESSON 28 Naming Fractions ¢ Adding Dollars and Cents
LESSON 29 Parallel and Perpendicular Lines Right Angles
LESSON 30 More About Missing Addends
LESSON 31 “Some Went Away” Word Problems
LESSON 32 Drawing Pictures of Fractions 10.
LESSON 33 Multiplication as Repeated Addition 10
Elapsed Time
LESSON 34 The Multiplication Table 11
LESSON 35 Multiplication Facts (0, 1, 2, 5) 11.
LESSON 36 Multiplication Patterns 11
LESSON 37 Subtracting Three-Digit Numbers with Regrouping
LESSON 38 “Larger-Smaller-Difference” Word Problems 12.
LESSON 39 Multiplication Facts (Squares) 12.
LESSON 40 Squares and Square Roots 13
LESSON 41 Multiplication Facts (9’s) 13:
LESSON 42 Writing Numbers Through 999,999: Part 1 13.
LESSON 43 Writing Numbers Through 999,999: Part 2 14.
LESSON 44 Naming Mixed Numbers 14
LESSON 45 Two Forms of Money 14
LESSON 46 Reading Fractions and Mixed Numbers from 15:
a Number Line
LESSON 47 Multiplication Facts (Memory Group) 15
LESSON 48 Reading an Inch Scale to the Nearest Fourth 16)
LESSON 49 U.S. Units of Length 16:
LESSON 50 Lines and Segments ¢ Missing Factors 16'
LESSON 51 Subtracting Across Zero 17
 Contents vii

“LESSON 52 Rounding Numbers to the Nearest Hundred 174

Multiplying by Multiples of 10 and 100
LESSON 53 More Adding and Subtracting Money 179
LESSON 54 Multiplying Two-Digit Numbers, Part 1 182
LESSON 55 Parentheses 185
LESSON 56 Division 188
LESSON 57 Other Ways to Show Division 192
_ LESSON 58 Multiplying Two-Digit Numbers, Part 2 195
LESSON 59 “Equal Groups” Problems, Part 1 198
LESSON 60 Perimeter 202
LESSON 61 Adding Numbers with More Than Three Digits ¢ 205
Checking One-Digit Division
LESSON 62 Subtracting Numbers with More Than 209
Three Digits * “Equal Groups” Problems, Part 2
LESSON 63 One-Digit Division with a Remainder 214
LESSON 64 Years, Decades, Centuries 218
LESSON 65 Multiples ¢ Percent 221
LESSON 66 Using Pictures to Compare Fractions 225
LESSON 67 Rate Word Problems 228
LESSON 68 Multiplying Three-Digit Numbers 232
LESSON 69 Two-Step Equations 235
LESSON 70 Estimating Arithmetic Answers ¢ More About Rate 238
LESSON 71 Remaining Fraction 242
LESSON 72 Multiplying Three Factors ¢ Exponents 245
LESSON 73 Polygons 248
LESSON 74 Division with Two-Digit Answers, Part 1 252
LESSON 75 Division with Two-Digit Answers, Part 2 255
LESSON 76 Area, Part 1 258
LESSON 77 Multiplying by Multiples of 10 261
LESSON 78 Division with Two-Digit Answers and a Remainder 265
LESSON 79 Millimeters 268
viii Contents

LESSON 80 “Fraction-of-a-Group” Problems, Part 1 272

LESSON 81 Division Answers Ending with Zero 276
LESSON 82 Finding Information to Solve Problems 280
LESSON 83 Measuring Liquids 289
LESSON 84 Fraction of a Set 287
LESSON 85 Pictographs and Bar Graphs « Tallying 290
LESSON 86 Division with Three-Digit Answers 295
LESSON 87 Ounces, Pounds, and Tons 299
LESSON 88 Grams and Kilograms 302
LESSON 89 Tables 305
LESSON 90 Division with Zeros in Three-Digit Answers 30§
LESSON 91 Rounding to the Nearest Thousand 313
LESSON 92 Line Graphs 31€
LESSON 93 Sales Tax ¢ Change Back 31§
LESSON 94 Area, Part 2 323
LESSON 95 Multiplying by Tens, Hundreds, and Thousands 326
LESSON 96 Multiplying Round Numbers Mentally 328
LESSON 97 Multiplying Two Two-Digit Numbers, Part 1 332
LESSON 98 Division Word Problems with Remainders 335
LESSON 99 Mixed Numbers and Improper Fractions 339
LESSON 100 Multiplying Two Two-Digit Numbers, Part 2 342
LESSON 101 Decimal Place: Tenths 346
LESSON 102 Naming Hundredths with Decimal Numbers 34g
LESSON 103 Estimating Two-Digit Multiplication Answers 353
LESSON 104 Two-Step Word Problems 356
LESSON 105 “Fraction-of-a-Group” Problems, Part 2 360
LESSON 106 Average 364
LESSON 107 Writing Mixed Numbers as Decimals 368
LESSON 108 Naming Place Value ¢ Naming Decimal Numbers 372
LESSON 109 Decimal Numbers and Money 376
 Contents ix

LESSON 110 Circles: Radius and Diameter 380

‘LESSON 111 Circle Graphs 383
LESSON 112 Decimal Number Line: Tenths 387
LESSON 113 Fractions Equal to 1 390
LESSON 114 Changing Improper Fractions to Whole or 393
Mixed Numbers
LESSON 115 Dividing by 10 396
LESSON 116 Adding Decimal Numbers 399
LESSON 117 Subtracting Decimal Numbers 402
LESSON 118 Setting Up Decimal Addition Problems 405
LESSON 119 Setting Up Decimal Subtraction Problems 408
LESSON 120 Dividing by Multiples of 10, Part 1 411
LESSON 121 Adding Fractions with Like Denominators 415
LESSON 122 Subtracting Fractions with Like Denominators 418
LESSON 123 Equivalent Fractions 422
LESSON 124 Estimating Area 426
LESSON 125 Reducing Fractions 430
LESSON 126 Dividing by Multiples of 10, Part 2 435
LESSON 127 Multiplying a Three-Digit Number by a 439
Two-Digit Number
LESSON 128 Finding Equivalent Fractions by Multiplying 442
LESSON 129 Chance and Probability 446
LESSON 130 Dividing by Two-Digit Numbers, Part 1 449
LESSON 131 Adding Mixed Numbers ¢ 453
Subtracting Mixed Numbers
LESSON 132 Simplifying Fraction Answers 456
LESSON 133 Renaming Fractions 460
LESSON 134 Naming Geometric Solids 463
LESSON 135 Roman Numerals Through 39 467
LESSON 136 Common Denominators 471
LESSON 137 Naming Numbers Through Hundred Millions 475
x Contents

LESSON 138 Dividing by Two-Digit Numbers, Part 2 479

LESSON 139 Adding and Subtracting Fractions with 482
Unlike Denominators
LESSON 140 Writing Numbers through Hundred Millions 485
LESSON 141 Reading Roman Numerals Through Thousands 488
APPENDIX Supplemental Practice Problems for 493
Selected Lessons
Glossary 513
Index 522
 Preface

To The Student
We study mathematics because it is an important part of our
daily lives. Our school schedule, our trip to the store, the
preparation of our meals, and many of the games we play all
involve mathematics. Most of the word problems you will see
in this book are drawn from our daily experiences.
Mathematics is even more important in the adult world.
In fact, your personal future in the adult world may depend in
part upon the mathematics you have learned. This book was
written with the hope that more students will learn mathe-
matics and learn it well. For this to happen, you must use this
book properly. As you work through the pages of this book,
you will find similar problems presented over and over again.
Solving these problems day after day is the secret to success.
Each lesson begins with practice of basic number facts
and mental math. These exercises will improve your speed,
your accuracy, and your ability to do math “in your head.”
The accompanying pattern and problem-solving activities
will give you practice using strategies that can help you solve
more complicated problems. Near the end of the lesson is a set
of practice problems that focus on the topic of the lesson. Fol-
lowing each lesson is a problem set that reviews the skills you
are learning day by day. Work every problem in every prac-
tice set and in every problem set. Do not skip problems. With
honest effort you will experience success and true learning
which will stay with you and serve you well in the future.

Acknowledgments
We thank Shirley McQuade Davis for her ideas on teaching
word problem thinking patterns.

Stephen Hake John Saxon

Temple City, California Norman, Oklahoma
xi
LESSON Review of Addition ¢
:
Missing Addends, Part 1
Facts Practice: 100 Addition Facts (Test A in Test Masters)*

Mental Math: Add ten to a number.

a. 20 b. 34 Cc. 10 d. 5 + 10
+ 10 + 10 + 53 e. 25 + 10
f. 10 + 8
Patterns: Have the class count by twos from 2 through 40
while the teacher or a student lists the numbers in a
column on the board. Study the list. Which digits
appear as final digits? Which digits do not appear as
final digits?

Review of When we count the dots on the top faces of a pair of

addition number cubes (dice), we are adding. Addition is
combining two groups into one group.

The numbers that are added are called addends. The

answer is called the sum. The expression 4 + 3 = 7isa
number sentence. A number sentence is a complete
sentence that uses numbers and symbols instead of words.
Here we show two ways to add 4 and 3.
4 addend 3 addend
+3 addend +4 addend
7 sum 7 sum

Notice that if the order of the addends is changed, the sum

remains the same. This is true for any two numbers. When
we add two numbers, either number may be first.
44+3=7 3+4=7

‘For instructions on how to use the boxed activities, please consult the
preface.
Math 54

When adding three numbers, the numbers may be added

in any order. Here we show six ways to add 4, 3, and 5.
Each way the answer is 12.
4 4 3 3 5 5
3 5 4 5 4 3
+5 +3 +5 +4 +3 +4
12 12 12 12 ~. «12 12

When we add zero to a number, the number is not

changed.
4+0=4 9+0=9 O0O+7=7

Missing If we know the sum and one addend, we can figure out the
addends, missing addend. Can you figure out the missing addend in
part 1 this number sentence?

+ = e
e e ee

2 + 2 = a

Since we know that 2 + 5 = 7, the missing addend is 5.

Some of the problems in this book will have an addend
missing. We will use a letter to represent the missing
number. When an addend is missing and the sum is given,
the problem is to find the missing addend.

Example (a) 4 (b) B+ 6 = 10

+N
7

(c) Write a number sentence for this es elle«

picture. oe ol|lere

Solution (a) The letter N stands for a missing addend. Since

4 + 3 = 7, the letterN stands for the number 3.
(b) This time the letter B is used to stand for the missing
addend. Since 4 + 6 = 10, the letter B stands for the
number 4.
(c) A number sentence for the picture is 4 + 5 = 9. The
number sentence 5 + 4 = 9 is also correct.
 Review of Addition - Missing Addends, Part 1 3

Practice Add:
a5 +6 b. 6 +5 c.8 +0

d.4+8+6 e4+5+6

Find the missing addend:

f.7+N-= 10 g A+8=12
Problem set Find either the sum or the missing addend:
1
1. 5 2. 6 3. 9 4. 8
+f +3 +4 +2
5. 4 6 Ww 7. 6 8. Q
+N +5 +P +8
11 8 15 8
934+44+65 10.4+4+4

11.6+ R= 10 12.X+5=6

13. «+5 14. 8 15. 6 16. 9

5 0 5 9
+5 4 7 +4 8
17. M 18. 9 19. Z 20. 0
+9 +F +5 +N
10 12 12 3
21.34+2+5+4+4+6

22.24+2+24+24+2+4+2+2

es
Write a number sentence for each picture:

“EL<b [
25. Show six ways to add 2, 3, and 4.
4 Math 54

LESSON Missing Addends, Part 2

2
Facts Practice: 100 Addition Facts (Test A in Test Masters)
Mental Math: Add ten to a number.
a. 40 + 10 b. 26 + 10 _ c. 39
+ 10
d. 7 + 10 e.10+9 f. 10
+ 63
Patterns: Have the class count by fives from 5 to 100 while
the teacher or a student lists the numbers on the
board. Which digits appear as final digits? Which
numbers in the list are numbers we say when we
count by twos from 2 to 100?

Derek rolled a number cube three times. This picture

shows the top face of the cube after the first two rolls.

tA Gy
The total number of dots on all three rolls was 12. Can you
draw a picture of Derek’s third roll?
We will write a number sentence for this problem. The
first two numbers are 5 and 3. We do not know the number
of the third roll, so we will use a letter. We know that the
total is 12.
5+3+ T= 12

To find the missing addend, we first add 5 and 3, which is

8. Then we think, “Eight plus what number equals
twelve?” Since 8 plus 4 equals 12, the third roll was [7].
Example Find the missing number:
(a) 6 (b)4+3+2+B+6
= 20
N
+5
17

Solution (a) We add 6 and 5, which makes 11. We think, “Eleven

plus what number equals seventeen?” Since 11 plus 6
equals 17, the missing number is 6.
 Missing Addends, Part 2 5

(b) First we add 4, 3, 2, and 6, which equals 15. Since 15

plus 5 is 20, the missing number is 5.

Practice Find the missing number:

a8+A+2=17 b B+6+5
= 12

c.4+C+2+3+4+5
= 20

Problem set Find either the sum or the missing addend:

2 4, 5 2: 4 3 9 4, 9
QQ +6 (1) 7 (1) +N () +8
ne me aa =e

5. P 6. 5 7. 4 8. 9
(a) +6 (2) 2 (1) 8 (1) 3

13 + Ww +5 +7
12 _
9. 8 10. 9 11. 2 12. 3
(2) B (@) 7 (1) 9 (1) 8

+3 +3 +6 +2
16 _ _
13. 9 14. 2 15. 5 16. 2
(1) 5 (2) M (2) 3 (2) 3

+3 +4 +Q +h
—_ 9 a) 7
17. 5 18. 8 19. 2 20. 5
(2) 3 () 4 (2) x @) 2

eT +6 +7 +6
10 — 11 —_
21.54+8+2+7+
xX +3 = 30
(2)
22.94+434+11+2+1+N+4
= 38
(2)

+The italicized numbers within parentheses underneath each problem

number are called lesson reference numbers. These numbers refer to the
lesson(s) in which the major concept of that particular problem is
introduced. If additional assistance is needed, reference should be made to
the discussion, examples, practice, or problem set of that lesson.
6 Math 54

Write a number sentence for each picture:

23.[o] [eo 24.
(1) e (1) o, ¢
ee e ew vs

25.
(1) ee \ *.
ee oe

LESSON Sequences
3

Facts Practice: 100 Addition Facts (Test A in Test Masters)

Mental Math: Add ten, twenty, or thirty to a number.

a. 20 b. 23 c. 43 d. 24 e 50 f. 10
+ 20 + 20 + 10 + 30 + 30 + 65

g. One less than 24 is 23. What number is one less than 36?
one less than 43? one less than 65?
Vocabulary: Copy these two patterns on a piece of paper. In
each of the six boxes write either “addend” or
“sum.” —

LC]

Counting is a math skill we learn early in life: Counting by

ones, we say “One, two, three, four, five, ....”

1, 2, 3,4, 5, ...

These numbers are called counting numbers. The

counting numbers continue without end. We often count
by a number other than one.

Counting by twos: 2, 4, 6, 8, 10, ...

Counting by fives: 5, 10, 15, 20, 25, ...

 Sequences 7

These are examples of counting patterns. A counting

pattern is a sequence. The three dots mean that the
sequence continues without end. A counting sequence
may count up or count down. We may study a sequence to
discover a rule for the sequence. Then we can find more
numbers in the sequence.

Example 1 Find the next three numbers in this sequence:

10, 20, 30, 40, jos govee

Solution The pattern is “Count up by tens.” Counting this way, we

find that the next three numbers are 50, 60, and 70.

Example 2 Find the missing number in this sequence:

30, 27, 24, 21, 5 Ls ms

Solution It looks like the rule is “Count down by threes.” If we

count down three from 21, we find that the next number in
the sequence is 18. We see that 15 is three less than 18, so
18 fits the pattern.

Practice Write the next three numbers in each sequence:

a. 10, 9, 8, 7, , seth gees

b. 3, 6, 9, 12, > ’ me

Find the missing number in each sequence:

c. 80, 70, «DOS cis d. 8, , 16, 20, 24,...

Problem set Find either the sum or the missing addend:

3 de 9 2. 4 3. 9
(1) 5 (1) 2 (1) 1
3 4 2
+9 +5 +7
4. 8 5. 5 6. 8
(2) 3 (2) M (2) 7

+N +4 +w
15 12 16
8 Math 54

Write the next number in each sequence:

7. 10, 20, 30, Sie 8. 22, 21, 20, $s
(3) (3)
9. 40, 35, 30, 25, »-. 10. 70, 80, 90,
(3) (3)

Write the next three numbers in each sequence:

11. 6,12, 18, . ’ gee
(3)
12. 3,6, 9, 5
(3)
13. 4, 8, 12, 5
(3)

14. 45, 36, 27, , ’ pees

(3)
Find the missing number in each sequence:
15. 8, 12, , 20, ... 16. 12, 18, SO, sare
(3) (3)
17. 30, 25, gf LDS, gas 18. 6, 9, 7 1D) exc
(3) (3)

19. How many small rectangles are

“! shown? Count by twos.

20. How many X’s are shown? Count xX

«KK

«Kx
«KK

KK

xx
°! by fours. x
X
xx

<x
xx
xx

KK

Xx

21. Write a number sentence for this picture.

"DEF
(1)

22. 23. 24. 25.

wWwOnua©

& ©

@ (a)
wm

a) (1)
WNN
Syn

lk evea
gn

+
+
lt
 Digits 9

LESSON Digits
4 ‘

Facts Practice: 100 Addition Facts (Test A in Test Masters)

Mental Math: Add ten, twenty, or thirty to a number.

a. 66 + 10 b. 29 + 20 c. 10
+ 76
d. 38 + 30 e. 20+ 6 f. 40
+ 30
g. What number is one less than 76? than 49? than 68?
Problem Solving: Tom has a total of ten Number of coins
coins in his left and Left Right
right pockets. Copy and 0 10
complete this table list- 4
2
ing the possible number
of coins in each pocket.
Your table should have
eleven rows.

To write numbers we use digits. Digits are the numerals 0,

1, 2, 3, 4, 5, 6, 7, 8, and 9. The number 356 has three digits,
and the last digit is 6. The number 67,896,094 has eight
digits, and the last digit is 4.

Example 1 The number 64,000 has how many digits?

Solution The number 64,000 has five digits.

Example 2 What is the last digit of 2001?

Solution The last digit of 2001 is 1.

Practice How many digits are in each number?

a. 18 b. 5280 c. 8,403,227,189

What is the last digit in each number?

d. 19 e. 5281 f. 8,403,190
10 Math 54

Problem set Write the next three numbers in each sequence:

4 1. 5, 10, 15, 20, : ’ pores
(3)
2. 7, 14, 21, 28, F
(3)

3. 8, 16, 24, 32, ,

(3)
4. 4,8,12,16, =, 9 08
(3)

Find the missing number in each sequence:

5. 90, , 70, 60, ... 6. 10, 8, 5s ais
(3) (3)
7. 6, LZ, 1D» vex 8. 50, 45, , 35, we
(3) (3)

9. 45, 54, gs Fis ic 10. 16, , 32, 40,...

(3) (3)

11. How many digits are in each number?

0 (a) 593 (b) 180 (c) 186,527,394

12. What is the last digit in each number?

(a) 3427 (b) 460 (c) 437,269
Find either the sum or the missing addend:
13. 4 14 +9 15 #7 «16 48 «17% «<9
(1) 3 (1) 3 (2) N (2) A (2) 8

+5 8 +6 +7 +D
—_ —_ 5 19 19

18. Write a number sentence for this

“picture. [? 3]

19. How many cents are in 4 nickels?

“! Count by fives.
 Place Value 11

20. How many X’s are in this pattern? Count by threes.

(3)
XXX
XX XX X XX
XXXXXXXXKXX
X XXX XXX XXX

21. 2 22. 5 23. 9 24. 8

() 7 (1) 2 (1) 8 (1) 7

3 3 7 2
5 8 4 5
+4 +2 +3 +7

25.5+4+4+3+2+1+Ne=
20
(2)

LESSON Place Value

5
Facts Practice: 100 Addition Facts (Test A in Test Masters)
Mental Math: Add a number ending in zero to another
number.
a. 24 b. 36 c. 50 d. 33 e. 40
+ 60 + 10 + 42 + 30 + 50

f. What number is one less than 28? 87? 54?

Patterns: Copy this design of ten circles on
your paper. In each circle, write a
counting number from 1 to 10 that
continues the pattern (1, skip, skip,
2, skip, skip, 3, ...).

To help us with the idea of place value, we will use

pictures to show different amounts of money. We will use
$100 bills, $10 bills, and $1 bills.
12 Math 54

Example 1 How much money is shown by this diagram?

Solution Since there are 2 hundreds, 4 tens, and 3 ones, the amount
of money shown is $243.

Example 2 Use play money or draw a diagram to show how to make

$324 using $100 bills, $10 bills, and $1 bills.

Solution To show $324, we draw 3 hundreds, 2 tens, and 4 ones.

2 tens 4 ones

Places are named by the value of the place. Three-digit

numbers like 324 occupy three different places.
ones’ place
tens’ place
hundreds’ place 71

3 24
Example 3 The digit 7 is in what place in 753?

Solution The 7 is in the third place from the right, which shows the
number of hundreds. So the 7 is in the hundreds’ place.

Practice a. Use play money or draw a diagram to show $231 using

$100 bills, $10 bills, and $1 bills.

b. The digit 6 is in what place in each of these numbers?

(1) 16 (2) 65 (3) 623

c. Use three digits to write a number equal to 5

hundreds, 2 tens, and 3 ones.
 Place Value 13

Problem set Find either the sum or the missing addend:

5 1 4 2. 4 a. 45 4. 7
() +N (1) 5 () + Y (1) +8

12 +3 19 14

5. 3 6. 1 7. D 8 3
@ yy 2) (2) 2 2) oy
+2 +5 +7 +2
1 10 18 9

94+N+5=12 10.N+2+3=2=8
(2) (2)

Write the next three numbers in each sequence:

11. 9,12, 15, 5 ‘ 7
(3)
12. 30, 24, 18, ’ , ,
(3)
13. 12, 16, 20, ’ 5 ,
(3)
14. 35, 28, 21, ; 5 5 e8
(3)

15. How many digits are in each number?

(4)
(a) 37,432 (b) 5,934,286 (c) 453,000

16. What is the last digit in each number?

(a)
(a) 734 (b) 347 (c) 473

17. Draw a picture to show $342.

(5)
18. How much money is shown by this picture?
(5)

Find the missing number in each sequence:

19. 24, , 36, 42, ... 20. 36, 32, 9 Ay eines
(3) (3)
14 Math 54

21. How many ears are on 10 rabbits? Count by twos.

(3)
22. The digit 6 is in what place in 365?
(5)

23. Write a number sentence for this sel lee

"picture. evel [oe

Find the missing addend:

244.2+54+34+2+3+1+N=
20
(2)

25.44+B+3+2+5+4+4+1
= 25
(2)

LESSON Ordinal Numbers «

6 Months of the Year
Facts Practice: 100 Addition Facts (Test A in Test Masters)

Mental Math: Nine is one less than ten. When adding 9 to a

number, we may mentally add 10 and then
think of the number that is one less than that
number. For 23 + 9 we may think: 23 + 10 is
33, and one less than 33 is 32.
a 33 b. 33 c. 46 d. 46 e& 65 f. 65
+ 10 + 9 + 10 + 9 + 10 ab 9

Problem Solving: Tom has a total of ten coins in his left and
right pockets. He has some coins (at least
two) in each pocket. Make a table that lists
the possible number of coins in each pocket.

Ordinal If we count the number of children in a line, we say, “One,

numbers two, three, four, ....” These numbers tell us how many
children we have counted. To tell our place in a line, we
use words like first, second, third, and fourth. Numbers
that tell position or order are called ordinal numbers.

Example 1 There are ten children in the lunch line. John is fourth in
line. How many children are in front of John? How many
children are behind him?
 Ordinal Numbers - Months of the Year 15

. Solution A diagram may help us understand the problem. We begin by

drawing a diagram and labeling the information given to us.
John

iC )t
I 1
I 1
1 1
' 1

At
1 1
eormnnll

In front Fourth Behind

Lunch line

Since John is fourth in line, we see that there are three

children in front of him. The rest of the children are
behind John. From the diagram, we see that there are six
children behind him.
Many times ordinal numbers are abbreviated. The
abbreviation consists of a counting number and the letters
st, nd, rd, or th. Here we show some abbreviations.

first 1st sixth 6th eleventh 11th

second 2nd seventh 7th twelfth 12th
third 3rd eighth 8th thirteenth 13th
fourth 4th ninth 9th twentieth 20th
fifth 5th tenth 10th twenty-first 21st

pean
Example 2 Andy is 13th in line. Carl is 3rd in line. How many
students are between Carl and Andy?
Solution Begin by drawing a diagram.
Carl Andy

Third Thirteenth

From the diagram we see that there are nine students

between Carl and Andy.
16 Math 54

Months of We use ordinal numbers to name the months of the year

the year and the days of each month. This table lists the twelve
months of the year in order. A common year is 365 days
long. A leap year is 366 days long. The extra day in a leap
year is added to February.

ORDER MontH Days

First January 31
Second February 28 or 29
Third March 31
Fourth April 30
Fifth May 31
Sixth June 30
Seventh July 31
Eighth August 31
Ninth September 30
Tenth October 31
Eleventh November 30
Twelfth December 31

Robert was born on the second day of June in 1988. Robert

writes his birth date in month/day/year form this way.
6/2/1988

The “6” stands for the sixth month, which is June.

Example 3 Jenny wrote her birth date as 7/8/89. (a) In what month
was Jenny born? (b) In what year was she born?

Solution (a) In the United States we usually write the number of

the month first. The first number Jenny wrote was 7.
She was born in the seventh month, which is July.
(b) Years are often abbreviated using only the last two
digits of the year, when confusion is unlikely. We
assume that Jenny was born in 1989.
Practice a. John was third in line and Tom was eighth. How many
people were between them?
b. Write your birth date in month/day/year form.
 Ordinal Numbers + Months of the Year 17

Problem set Find the missing addend:

6 1. 2 2 1 (2) Zz
ne) 4.
(2) N
1
(2) 6 (2) y

+X +7 +5 +6
15 14 12 13

5. 2 6. 2 7. R 8. 3
(2) 5 (1) +A @) +5 () +T

+ WwW 7 11 5
10

92+N+3+7= 16
(2)

10. What month is the eighth month of the year?

(6)

Write the next three numbers in each sequence:

11. 12, 15, 18, . , yee
(3)

12. 16, 20, 24, ’ ———

(3)
13. 28, 35, 42, , fe sce,
(3)

Find the missing number in each sequence:

14. 30, , 42, 48 15. 30, , 40, 45
(3) @)

16. Draw a picture to show $432.

(5)
17. Write a number sentence for this picture.

et] Le [Es
18. The digit 8 is in what place in 845?
6)
19. Use three digits to write the number that equals 2
! hundreds plus 3 tens plus 5 ones.

20. If the pattern is continued, what will be the next

number circled?
1, 2,@, 4, 5,©, 7, 8,@, 10, ...
18 Math 54

21. Seven boys have how many elbows? Count by twos.

3)

22. 5 23. 5 24. 9 25. 8

(1) 8 (1) 7 (4) 7 (4) 7

4 3 6 3
7 8 5 5
4 4 4 4

+3 +2 +2 +9

LESSON Review of Subtraction «

7 Fact Families
Facts Practice: 100 Addition Facts (Test A in Test Masters)
Mental Math: Add one less than ten to a number.
a. 28+9 b. 44 +9 c. 87 +9
Review:
d. 63
+ 20 e. 46 + 50 f. 38 + 30
Patterns: The months of the year repeat. Twelve months after
January is January of the next year. Twenty-four
months after January is January again. What month
is twenty-five months after January? On Valentine’s
Day, Nathan’s sister was 22 months old. In what
month was Nathan’s sister born?

Review of We remember that when we add, we combine two groups

subtraction into one group.

4 + 2 = 6

When we subtract, we separate a group into two groups.

To take away two from six, we subtract.
 Review of Subtraction - Fact Families 19

When we subtract one number from another number, the

answer is called the difference. If we subtract two from
six, the difference is four.

6
=2
4 difference
We can check a subtraction problem by adding the
two bottom numbers. The sum of the two bottom numbers
must equal the top number. A good habit to develop is to
“subtract down” to find the answer; then “add up” to
check the answer.
SuBTRACT Down: 6 App Up:
Six minus two =2 Four plus two
equals four. 4 equals six.
In the practice and problem sets for the rest of the book,
all subtraction problems should be checked by adding.

Fact families The three numbers 2, 4, and 6 form an addition and

subtraction fact family. A fact family is a group of three
numbers that may be arranged to form four facts.
2 4 6 6
+4 +2 2 =i
6 6 4 2

Recognizing addition and subtraction fact families can

help us learn the facts.

Example The numbers 3, 5, and 8 are an addition and subtraction

fact family. Write two addition facts and two subtraction
facts using these three numbers.

Solution 3 5 8 8
75 #3 <3 35
8 8 5 3
Practice Subtract. Check by “adding up.”
a 14 b. 9 c. 15 d. 1
ob
Be

- 8 -3 — 7 -
|
20 Math 54

f. The numbers 5, 6, and 11 form a fact family. Write two

addition facts and two subtraction facts using these
three numbers.

Problem set 1, 14 2. 15 3. 9 4 11
(7) _ 5 W _ og (7) -4 Cn
7

12 6. 11 7. 15 8 9
(7) - 8 M7 _ 6 M _o9 (7) -6

: 13 10. 12 11. 8 12. A

_ _ 6 () +N (a) +8

17 14

13. 3+We=11 14.1+4+4+M=13

a) (2)

15. The numbers 4, 6, and 10 are a fact family. Write two

(7)
addition facts and two subtraction facts using these
three numbers.

Write the next three numbers in each sequence:

16. 16, 18, 20, ; ’ 5 ee
(3)

17. 21, 28, 35, j

(3)

18. 20, 24, 28, i ’ p oes

(3)

19. How many days are in the tenth month of the year?
(6)

20. Draw a picture to show $326.

(5)

21. The digit 6 is in what place in 456?

(5)

Find the missing addend:

22 .-2+N+4= 13 23. A+34+5
= 16
(2) (2)

24 -44+74+8+6+4+
We= 30
(2)
25 -14+24+3+M+5+4+6
= 20
(2)
 Writing Numbers Through 999 21

LESSON Writing Numbers Through 999

Facts Practice: 100 Subtraction Facts (Test B in Test Masters)

Mental Math: Add one less than ten to a number.
a. 56+9 b. 63 + 9 c.48+9
Review:
d. 74 + 20 e. 60 + 30 f. 49
+ 40
Problem Solving: Tom has a total of ten coins in his left and
right pockets. He has some coins in each
pocket. He has more coins in his right
pocket than in his left pocket. Make a table
that lists the possible number of coins in
each pocket.

Whole numbers are the counting numbers and zero.

0,.'1, 2, 3, 4, 5, ow.
To write the names of whole numbers through 999 (nine
hundred ninety-nine), we need to know the following
words and how to put them together:

QO zero 10. ~ten 20 twenty

1 one 11 eleven 30 thirty
2 two 12 twelve 40 forty
3 three 13 thirteen 50 fifty
4 four 14 fourteen 60 sixty
5 five 15 fifteen 70 seventy
6 six 16 sixteen 80 eighty
7 seven 17 seventeen 90 ninety
8 eight 18 eighteen 100 one hundred
9 nine 19 nineteen

You may look at this chart when you are asked to write the
names of numbers in the problem sets.
The names of two-digit numbers greater than 20 that
do not end with zero are written with a hyphen.
22 Math 54

Example 1 Use words to write the number 44.

Solution We use a hyphen and write “Forty-four.” Notice that

“forty” is spelled without a “u.”

To write three-digit numbers, we first write the

number of hundreds and then we write the rest of the
number. We do not use the word “and” when writing
whole numbers.

Example 2 Use words to write the number 313.

Solution First we write the number of hundreds. Then we write the

rest of the number: three hundred thirteen. (Note: We do
not write three hundred and thirteen.)

Example 3 Use words to write the number 705.

Solution First we write the number of hundreds. Then we write the

rest of the number: seven hundred five.

Example 4 Use digits to write the number six hundred eight.

Solution Six hundred eight means six hundreds and eight ones.
There are no tens, so we write a zero in the tens’
place: 608.

Practice Use words to write each number:

a. 0 b. 81

c. 99 d. 515

e. 444 f. 909

Use digits to write each number:

g. Nineteen h. Ninety-one

i. Five hundred twenty-four

j. Eight hundred sixty

 Writing Numbers Through 999 23

Problem set Find the missing addend:

eet) 8 1 2 2. 3 3. 5 4. 2
2 4 2 2 oy 2 6
+N +6 +2 tN
13 4 11 15

Subtract. Check by adding.

5. 13 6. 16 7. 13 8. 12
A 5 (7 8 A 7. 7 8

Use digits to write each number:

9. Two hundred fourteen 10. Five hundred thirty-two
(8) (8)

Use words to write each number:

11. 301 12. 320
(8) (8)

13. 312
(6)
14. Write a number sentence for this ; a
picture. "el [eve

Write the next three numbers in each sequence:

15. 12, 18, 24, , —_—_— posee
(3)

16. 15, 18, 21, , , yee

(3)

Find the missing number in each sequence:

17. 35, 42, 5 Dy sx
(3)
18. 40, , 06, 64, ...
(3)

19. How much money is shown by this picture?

(5)
24 Math 54

20. The numbers 7, 8, and 15 are a fact family. Write two

(7)
addition facts and two subtraction facts using these
three numbers.

21. Brad was twelfth in line. His sister was sixth in line.
(6)
How many people were between Brad and his sister?

22. Six nickels is equal to how many cents? Count by

(3)
fives.

23 ~-44+74+8+5+4 2442+34+5+4+8+4+5
a) ()

25 -5+84+64+44+3+7+4+2
(@Q)

LESSON Adding Money

9

Facts Practice: 100 Subtraction Facts (Test B in Test Masters)

Mental Math: Nineteen is one less than 20. When adding 19
to a number, we may think of adding one less
than 20 to the number.
a. 36 b. 36 c. 47 dw 47 e 24 f. 24
+ 20 + 19 + 20 + 19 + 20 + 19

Patterns: The days of the week repeat. Seven days before

Saturday was Saturday, and seven days after
Saturday is Saturday again. What day is ten days
after Saturday? What day was ten days before
Saturday? What day is seventy days after Saturday?

Donna had $24. On her birthday she was given

$15. Then how much money did Donna have?
 Adding Money 25

We use $10 bills and $1 bills to add $15 to $24. The total is
3 tens and 9 ones, which is $39.

$24

+ $15

$39

We may add $24 and $15 by act- —agdones

ing out the addition with money, by Add tens 4
mental math, or with pencil and
paper. Using pencil and paper, we $24
add the digits in the ones’ place, and + $15
then the digits in the tens’ place. $39
Remember to include the dollar sign
in the answer.

Practice a. $53 + $26 b. $14 + $75 c. $36 + $42

d. $27 + $51 e. $15 + $21 f. $32 + $23

26 Math 54

Problem set Use digits to write each number:

9 1. Three hundred forty-three
8)
2. Three hundred seven
(8)

3. Use words to write 592.

(8)

4. 2 5. 1 6. 1 7. 2
(2 ) 4 (2)2 R (2)2 T (2) 6

+N +6 +7 +N
12 10 4 3

8. $25 9. $85 10. $22 11. $40

o +4 $14 ! +4 $14 + $16 + $38

12. 13 13. 17 14. 17 15. 14

A 9 Wo 5 Wo 8 Ao

16. Draw a picture to show the addition of $23 and $42.

(9)
17. How many days are in four weeks? Count by sevens.
(3)
18. Sarah was born on the fifth day of August in 1987.
® Write her birth date in month/day/year form.

Write the next three numbers in each sequence:

19. 12, 15, 18, , ‘ sees
(3)

20. 28, 35, 42, ; , ;

(3)

21. 5 22. 9 23. 2 24. 9 25. 4

(1) 8 (4) 7 (4) 5 (4) 3 @) 8

7 6 7 8 7
6 4 3 4 4
4 8 5 7 5
+3 +7 +4 +6 +6
 Adding with Regrouping 27

LESSON Adding with Regrouping

10
Facts Practice: 100 Addition Facts (Test A in Test Masters)
Mental Math: Add 9 or 19 to a number.
a. 28+9 b. 36 + 19 c.43+9
d. 25 + 19 e.56+9 f. 45
+ 19

Problem Solving: Tom has a total of ten coins in his left and
right pockets. He has four more coins in his
right pocket than in his left pocket. How
many coins does Tom have in each pocket?

After her birthday, Donna had $39. Later she

earned $14 more. Then how much money did
Donna have?
We use $10 bills and $1 bills to add $14 to $39. The total is
4 tens and 13 ones, which is $53.

$39

+ $14

$53
Discovering Diverse Content Through
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through, tumbling into a great white, seething pool some ten feet below. We landed and surveyed the
place thoroughly, then removed the sketches, together with a pail of milk and some eggs from the
Sybaris, when Simpson entered the boat, worked a few rods back, and rested on his paddle.
Slowly the little craft moved forward, then her speed increased as she felt the resistless drawing of
the current, and in a moment her delicate bow was trembling on the brink. She seemed to hesitate an
instant—then plunged!
As her keel struck the apron she turned on one side, and the same instant the rudder bearings
caught some obstruction and whirled her bottom up. A dark hull and a weather-stained felt hat bobbed
about, making two blots in the white foam that swirled and tossed under the fall; then the hat moved
toward the boat, and in less than a minute Simpson’s broad shoulders emerged, hauling the Sybaris
toward the bank. Two fishermen, catching caddice-worms for bait a short distance below, hastened to
the rescue, and came up in time to help in bailing out; and before I was ready to follow with the Rena
the canoe was again afloat, uninjured, but with a slightly damaged cargo. I considered the situation
very carefully, and in view of the fact that it was late in the afternoon and the only spare dry suit of
clothes between us was stowed in my boat, decided, for Simpson’s sake (who, I remembered, had a
slight cold), to go round through the canal.
I did so, and the fishermen carried my craft down to the river.
This caution on my part proved quite unnecessary, so far as Simpson was concerned. I left him an
hour later, clad in my best suit and with sails unfurled to dry; but the wind gradually drew the boat off,
and when he discovered her she was well out in the river. Of course, in the absence of the other canoe,
there was nothing to do but run for it, and when I returned it was to find him steaming by the fire. We
stayed in this, our last camp, for some time. It was only four miles from Oswego, and we lingered,
reluctant to leave the river we had followed so long. In the cool evenings we would sit by the fire and
watch its flickering blaze reflected in the water, or strolling along the shore would startle the fish that
had come up into the shallows.
The season was approaching Indian summer, and all nature seemed hushed and expectant. Some
mornings the sun rose in a burst of splendor, converting the whole earth, wet with dew, into a vast
sparkling mirror. Again a bank of fog made it seem as if our point were the end of the earth, projecting
into space, till the light in the east glowed through and showed us the forms of trees and houses
looming up like phantoms across the river. A kindly old man living near often came to see us, and
seating himself on a camp-stool would give long accounts of the country in the early days. But one
morning we pushed off and took our last voyage on the Oswego, drifting down through its broad mouth
into Lake Ontario, where, putting the canoes on board a steamer, we sailed for Charlotte.
The passengers were most of them from the Thousand Islands, one of those well-mixed companies.
There was the jaunty girl who read a novel all the way, and actually looked stylish in a hat as forlorn as
Simpson’s. And the aggressive old gentleman with convictions, who hammered his theories of
government into the self-satisfied senator from Maryland—the latter a large English-looking man, with
sandy hair, a tweed suit and green necktie, who listened with an air of amused patience.
The lake was very quiet, and the steamer left a long, shining wake in the greenish-gray expanse,
while the smoke rolled back till it settled into a haze on the darkening horizon.
Gradually the colors faded from the sky. The groups on deck drew their wraps about them and
moved closer together. It grew quite dark, then a bell clanged—we moved slower.
Lights flashed, people started to their feet. We had reached Charlotte, and our cruise was over.
 “EELIN’ OFF GOOSE P’INT.”
BY SCOTT CAMPBELL.

A LARGE dory, old and weather-beaten—as weather-beaten as the sunburned faces of the
three fishermen who sat motionless upon the thwarts—it was a mud-stained, patched old hulk,
battered by hard knocks, scraped by harder rocks, beaten by harsh waves. Three men sat
silent, thoughtful, absorbed, with grim countenances portraying sombre reflections; a little
child—a boy of scarcely ten years—seated alone in the bow, his small brown hand clutching the
rail on either side; a child with a round, rosy face, and great dilating blue eyes, opened wide,
and a timid, awe-impressed look—all floating upon a wide creek of placid water, unruffled by a
breath. All slowly, silently drifted on the ebbing tide, out toward the broader waters of the
distant bay, down toward a long, low, narrow point of mainland—Goose Point—which stretched
out into the sea like a huge index finger directing attention to the thin silver crescent of the
new moon, hovering for one last moment on the western horizon.
The tide had well-nigh ebbed; the dusk of the early evening was fast fading into darkness;
the cooling dampness of the summer atmosphere had begun to gather in the form of dew.
Almost motionless the cumbrous boat floated upon the surface of the sluggish and devious
waters; from the unplied oars, extended to either side, silver drops now and then fell to
disappear into the darker depths below. A solemn silence reigned—a silence unbroken save by
the faint, dull, far-away note of the frogs from the distant meadows, or the cry of some night-
bird wafted over the marsh-land.
The moon slowly sank from the view of the silent sitters; the narrow line of quivering,
silvery light disappeared from the surface of the waters; one by one the stars came out in the
cloudless heavens. The child in the bow of the boat, awed by his sombre surroundings, awed
by the death-like silence, awed by the faces before him, gazed mutely aloft at the star-lit dome
above him.
At length the impressive silence was broken.
The child started quickly, and his eyes were turned from the heavens to gaze at the
grizzled, wrinkled neck and broad back of the speaker.
“So thet wear the vardict, wear it, Nathan?” The tone was solemn—as solemn as the
expression upon the aged face of him who asked the question; and the hands which held the
oars were raised till the broad, dripping blades again parted the dark waters.
The man addressed selected a long, wriggling worm from a rusty tin pail between his feet,
and calmly wound it with a piece of strong thread upon the “eel-bob” in his hand.
“Aye, thet wear the vardict, Abram; he air to be detained pendin’ the investigation.”
“Pendin’ the investigation,” slowly repeated the other, dubiously. “An’ what might be the
ackerite meanin’ o’ thet, Nathan?”
 “Well, ez nigh ez I can come to’t, he air to be jailed till the woman be found, or suthin’
definite larned consarnin’ her.”
“And thet wear the decision at the perliminary examination, wear it?” asked the third man,
speaking now for the first time.
“Aye, it wear, Seth.”
There was another spell of silence. Abram Skellet, who held the oars, pulled one sturdy
stroke, which sent the heavy boat away from the dark, thatch-grown mud-bank it was
approaching, out into the deeper water of the creek; and again they floated silently on toward
the low point of land, which, in the increasing darkness, now appeared only as a dim
irregularity in the line of demarcation between the sea and sky.
After a few moments—
“What wear the evidence, Nathan, agin’ the man?” asked Seth Skellet, dangling an “eel-
bob,” composed of a round ball of mingled thread and worms, over the side.
“It wear bad—’tarnel bad; though the man mout not be guilty for all o’ thet, ez he wear not
seen to do the woman any harm; an’ the evidence air all what they call suckumstantial. Thus it
wear, in a nutshell: night afore last he wear seen to meet her on the old bridge ez crosses the
herrin’-brook, beyond the parsture to the suth’ard o’ Parson Greenleaf’s ten-acre lot. She wear
obsarved to be waitin’ there for a long time afore he come—John Jenkins’s son seen her; an’
bein’ supplied with more natural curosity than air gen’rally ’lowed to a male, an’ wonderin’ what
she wear doin’ out there all alone, he kind o’ hung round to see. She mout hev been there a
half-hour, when Paul Gramley come hurryin’ across the fields an’ jined her. They hed some
sharp words—leastwise so young Jenkins says; an’ arter awhile they walked off together. Thet
air nuthin’ in itself; any two air prone to hev hard words at some time or ’nuther; but, ez ye all
know, the next mornin’ the parson’s darter, Hetty Greenleaf, wear missin’, an’ a sarch high an’
low didn’t reveal her. Then young Jenkins come to the front with his story; an’ on the strength
o’ thet Paul Gramley wear arrested an’ examined, bein’ ez it wear that he wear the last pusson
ez is known to hev seen her.”
“It hev a dark look, Nathan,” remarked Seth, as the narrator paused long enough to dip into
the rusty tin pail for another worm.
“Aye, it hev so. But Paul Gramley declares thet he left her not a hun’ed feet from her own
door, an’ jest ez the village clock wear strikin’ nine. An’ he swears thet the last he see of her
she wear movin’ slowly toward the house; but the parson, on the other hand, claims thet she
wear not in the house arter seven o’clock—an’ the parson’s word air ez reliable ez the gospel.
An’ thet air the evidence agin Paul Gramley; an’ he air detained pendin’ the investigation.”
“Ez I obsarved afore, it hev a dark look,” muttered Seth, shaking the water from his “bob,”
and turning in his seat to gaze earnestly in the direction of the Point, toward which they were
drifting.
“Nathan, what air your opinion?” asked Abram Skellet, leaning upon the oars. “You air putty
well acquainted with young Gramley.”
“Aye, Abe, so I be; for he hev boarded at my wife’s house ever since he come to this ’ere
town, twelve months agone. He air a hot-headed young buck, an’ one ez is prone to gay
company, an’ the like o’ thet; but, harkee to me—he hev a heart in his bosom ez big ez the
heart of an ox, an’ ez soft ez a woman’s; an’ he loved Hetty Greenleaf; every throb o’ thet
great heart o’ his beat for her; an’ the man ez says he harmed a hair o’ her head, lies, boys! I
tell ye, he lies! for I know ’twan’t in him!”
And the wrinkled old man, loud in his vehemence, brought his brawny fist down upon the
thwart beside him with a blow that made the old boat quiver from stem to stern.
And the eyes of the child opened wider.
“What do Paul Gramley say hisself?” asked Seth, with a nod of approval.
“Nary a word, save to say that he air innocent o’ meanin’ her harm. I know how he loved
her, lads, for I hev obsarved him, when he thought he wear alone by hisself; all the love in his
heart wear given to her. He air a stranger among us, an’ little enough we know about him or
his; but when a man hev lived under my roof for a year, I calkerlate thet I larn suthin’ about
him; an’ I tell ye, boys, thet Paul Gramley air a better man to-day than them ez hints at him ez
Hetty Greenleaf’s murderer—if so be she air dead, which no one knows. He wear a young man
yesterday, full o’ life an’ hope; to-day he air old an’ broken—more so than years o’ wind and
weather would a done; for his heart air turned to ice—an’ I know it.”
“Wear he home night afore last?”
“He wear—about midnight; an’ he says he wear walkin’ alone by the sea-shore, arter he left
her. I believe him!”
The old man made the assertion as if he wished to hear no opposition; and for a few
moments they floated on through the silent night. All three men were gloomy and thoughtful,
for Paul Gramley was a favorite with all who claimed his acquaintance.
“Pull on your right oar, Abe.” The command came in a low tone from Seth Skellet’s lips. “We
air too nigh the flats for the best o’ the eels. Steady—that’ll do. Youngster, drop over the
anchor.”
The child in the bow moved again, and taking a large stone from the bottom of the boat,
dropped it over the side. It fell with a splash into the black waters; the cumbrous craft rocked
to and fro, swayed here and there, then swung in toward Goose Point, and finally came to rest.
“Youngster, light the torch.”
The child searched in his pocket till he found matches, and taking a pitch-pine brand from
beside him, applied the fire. The wood spluttered and crackled and burst into a flame.
“Here, change seats with me.”
Mutely the child did as he was bidden, and took his place upon the seat which the oarsman
had occupied.
“Now, hold the light out over the water—and hold it still.”
Without a word the child obeyed; and fixing himself as comfortable as was possible, gazed
from one to the other of those about him, then down upon the water, where the three balls of
mingled, tangled thread and worms bobbed up and down upon its surface in the light of that
flaming torch.
A weird scene to those wondering blue eyes.
The glories of the soft summer night were lost upon him; the enchanting stillness of the
breathless heavens had no charm; the tranquil sea, dark mirror of a myriad of burning stars,
claimed not his attention. His one hand held the blazing brand out above the black waters;
upon his other rested a chubby chin, close to the boat-rail; and his eyes were fixed upon the
circle of bright light cast by the flaming torch—a circle fading away in the near distance, till its
circumference was lost in dim and dark shadows.
The faces of the three men were grim visages, now clearly defined, white and ghastly, now
faint and spectre-like, as the smoking flame rose and fell.
For a long time there was silence. Despite the gloom that was on them, the three men were
pursuing an habitual occupation—“Eelin’ off Goose P’int.”
About the bobs, which rose and fell on the water, dark, writhing objects came and went,
now plainly seen, now lost again; and ever and anon a white hand would jerk a bob from the
surface, and take therefrom one, and sometimes two, of the slimy, wriggling forms and cast
them into a basket.
Then a faint ejaculation would escape the lips of the child; he would look up for a moment
at the struggling, squirming creatures; then turn his intent gaze back again on the waters.
“What air your opinion ez to where she mout be, Nathan?” asked one of the fishermen,
who could keep neither mind nor tongue from the subject.
“Wal, thet air hard to tell. She mout hev left town, but, in thet case, some one or nuther
would likely hev seen her; she mout hev met with a mishap ez yit undiscovered. There air
many things ez could hev happened.”
“She mout be in trouble,” ventured Seth, timorously; “though thet air not likely, bein’ ez
how she air a parson’s darter,” he added, half apologetically.
Nathan bowed gravely, to Seth’s surprise; and, after a moment, said slowly:
“Parson’s darters air human, the same ez the rest o’ we worms o’ the airth. Seth, ye hev hit
the nail o’ my own idee on the head. They hev passions, godly or ungodly, an’ air ez prone to
yield ez the weakest among us. She wear in love with Paul Gramley, and he wear in love with
her; there air no doubt o’ thet. Whate’er may be the outcome o’ thet love, or the obstacles
agin it, I know not. But this ’ere I believe, she hev left the town alive, or else she air in it—wal,
if she air in it, God knows how she be!”
And the child heard, but he did not understand.
“Ye do not think he harmed her?”
“I hev said my say on thet p’int,” replied Nathan, gravely. “Men air not prone to harm those
ez they love with all their soul. It air my opinion she will be found afore many days—God
knows where, or how.”
The eyes of the child were fixed upon the grim waters. Without comprehending the
meaning of what he heard, he was impressed by their solemn tones and miens, and a tremor
ran through his slender frame, and a chill, like the chill that curdles young blood at ghost-
legends told in the twilight.
And he thought he observed a strange change in the waters, whereon he was gazing; he
imagined he saw in the depths a white, ghastly face—the face of a woman, with wide-staring
eyes, and parted lips where the teeth could be seen, and long, dishevelled hair, in which the
green sea-grasses were intertwined. He thought that the deathly face, with its awful, fixed
smile, was rising toward his own so close to the water—rising, as if to press those cold, chilled
lips to his—rising, nearer and nearer, till the staring eyes were close to the surface, where the
hair and grasses now floated.
 His hand clutched harder than ever the flaming torch; he was frozen by fear; he was chilled
into silence; he saw, as one sees in a dream, vaguely and doubting, for in all of his experience
he never had seen such an apparition as that which now appeared in the waters.
A wild, hoarse, terrified cry broke the tranquil stillness of the night, and resounded far over
the sea; the old boat quivered and trembled as the man in the bow suddenly sprang to his
feet.
“’Fore God! what is that?”
“What?—Ha! Reach me the hook—there! by ye feet, Seth! Air ye turned into stone, man? It
air the hand o’ God, raisin’ the dead out o’ the depths, and sendin’ a light through the
darkness!”
But Nathan himself was obliged to get the boat-hook, for Seth Skellet was palsied.
And the child’s blue eyes, not wondering, but terrified now, saw the three men lift the cold,
dead form into the boat and lay her dripping before him; and the torch fell from his grasp and
its flame expired, as her life’s flame had, in the black, choking waters.
Through the darkness they rowed to the shore—an hour of darkness, when it seemed that
even the stars were dimmed and withheld their accustomed light—an hour of darkness, while
the child stared, fascinated, at the void eyes, which were staring at him, and his innermost soul
shrieked in fear for it to move and ease the horrible spell that held him.
“Youngster, run to the village store an’ tell ’em we hev found it.” They were hoarse words
from Seth Skellet’s lips, spoken as she was borne, by strong, tender hands, away from the
rippling waters that sang upon the beach, and laid upon the grass-land which her feet had
often trod.
And the child obeyed; turned and fled, across fields and meadows—fled from that awful
presence, which, to him, was and was not—fled, and paused not till he stood in the village
store, where some half-dozen loungers were sitting.
And one man there was who saw in the terrified face the shadow of death; and he cried:
“My life! my Hetty!”
“Dead! drowned!” gasped the child. And he saw the man—tall and grand, with curling hair
and warm, dark eyes—spring to his feet, with a cry of anguish; saw him grasp the clothing
above his heart, then reel, totter, and fall—fall, as if shot, face downward upon the floor.

A few days after, the boy heard the bells tolling; saw a sorrowing throng pass through the
village street; followed, and saw two forms laid near together in a quiet corner of the country
churchyard. He heard the weeping people speak of love, of retribution, of mercy; heard them
speak of a wife, his wife—who had been thought dead, but lately discovered—discovered,
when his love was another’s; heard them speak of a heart, his heart, broken by anguish; heard
them speak of a child, his child and hers—a child, who had died when she died.
And the boy heard, but he did not understand.

Do not ask me where Goose Point is, nor in what year these foregoing episodes occurred,
for I would prefer not to tell you; but, hearing with the ears of a child, seeing with the eyes of
a child, I relate their sadness in the language of a man; for their impressive stamp, undimmed
by time, is still vivid upon the tablets of my memory.
 THE TRAINING OF A UNIVERSITY CREW.
BY FREDERIC A. STEVENSON,

Captain of the Yale Crew, ’88.

VERY few among the many thousands who witness the annual boat race between the universities of
Yale and Harvard on the Thames at New London, appreciate what the preparation for that event means.
Of course, nearly every one has heard that the crews have been in training, and from the newspaper
articles that come thick and fast about the time of the race, has formed certain vague and often
erroneous ideas as to how that training is effected.
The winning crew is most elaborately praised: their stroke was perfect, their backs rose and fell in
unison, they worked like a piece of well-oiled machinery. On the other hand, the losing crew is
characterized in terms no less strong: their work was ragged, such a man in the boat gave out, the men
were not properly trained. Thus, by reading the usual newspaper reports of a race is the general idea of
a boat race and the work required for it formed. How well the average correspondent can be relied on
for authentic and accurate information was well illustrated this year at New London. The day before the
Yale-Harvard race, one paper published an article praising the Harvard stroke, speaking of “the perfect
stroke of the Harvard eight.” The result of the race entirely changed the tone of the next article. The
same paper then described the same stroke of the same crew, thus: “The rowing was of the most
ragged kind, and their style abominable.” This was scarcely true and was most certainly very unjust. It
would surely have been impossible for a crew to go backwards to that extent in a single day. The fact is
that both articles were greatly exaggerated, the first as badly in one direction as the second was in the
other.
Let us see if we cannot come right down to hard facts concerning training and ascertain what it
really means in the case of a university crew.
One race is but just over when the work for the next begins. The summer’s work, however, is mainly
confined to the captain, for he must during that time make a careful study of the manner of coaching,
of the theory of the stroke, and of the styles of rigging a shell, in preparation for the year’s work. Then,
too, the truly enthusiastic oarsman endeavors as much as possible to improve during the summer,
mainly in getting thoroughly acquainted with the feeling and motion of the water.
But now autumn is with us again, the university is open, and once more another college athletic year
is begun. The first event in the rowing department is the fall regatta. In this only the class crews take
part, and the training is short and not so severe as in the spring. But these fall regattas, unimportant as
they may seem to an outsider, are really a great factor in the university crew work, and should never be
neglected.
The class crews are the main feeders of the university crew, and it is all-important that they should
get as much practice as possible, so that they be taught the regular university crew stroke. The
members of the past year’s crew act as coaches. This is doubly advantageous, for it both instills the
right principles into the crew, and teaches the coach not only to think about the stroke and to see
faults, but also to learn how they may be corrected, which is of immense advantage to him when his
own work begins.
After the class races the men start work for the university crew. The captain selects from the class
crews the men whom he considers fitted to train. To this number are added some who, though they
may never have rowed, yet seem to have in them suitable material, and the old crew men who are not
playing football. The work is light, consisting of a daily short row, and lasts only so long as the water is
open.
After the Christmas recess, the real work begins. All through the fall the “weeding-out” process has
been in operation. Now the ranks are once more filled, mainly with those who have been playing
football during the fall, so that the number of candidates who begin the real training will be between
twenty-five and thirty. Now is the time, therefore, to ask the questions of what does the training actually
consist? what are the requirements for a crew man? and how are the standards of excellence to be
applied?
We will consider first the training itself. The work will take from two to three hours a day. During the
winter, the men assemble at the gymnasium at some fixed hour; their clothes are quickly changed,
knickerbockers, running shoes and “sweaters” being substituted, and the work of the afternoon begins.
After a few moments’ work in the gymnasium, a short run is taken, outside if the weather permits; if
not, inside on the canvas-covered track. A distance of five or six miles is covered at a pace varying from
a fast walk to a sharp trot, according to the fancy of the captain. On the return to the gymnasium, after
cooling off somewhat after the run, the men in a body go through a series of exercises designed to
limber up the rowing muscles. Then the men are taken in squads of eight and set to work on the
rowing-machines, or, what is far better, in a tank. A well-built tank is as much superior to the ordinary
rowing-machine as the modern racing shell is to the old-style racing boat.
A few words will describe a tank. The only one that I know of is at Yale, and is used by the
university crew in their winter work. A wall a little over three feet in height encloses a space about fifty
feet in length to thirty feet in width in the basement of the gymnasium. The bottom and sides are
cemented and it contains water to the depth of about two feet. A barge, securely fastened at both ends,
lies in the water. This is of full size and regularly rigged to suit the men. The blades of the oar have to
be either of less width or have a hole cut in the centre of the blade to diminish the great pressure. The
tank is arranged so as to accelerate the current of water as much as possible as it is driven by the oars.
This current is guided by means of the curved corners of the tank and by partitions running parallel to
the barge over which the shank of the oar passes. By the stroke, the water is driven toward the stern
outside the partition, i. e., in the channel farthest from the boat, and flows back toward the bow on the
inside. These side partitions come just above the surface of the water, while a partition about two-thirds
as high as those at the sides runs beneath the boat and practically divides the tank in half, giving two
distinct and separate circular currents. The theory is that the oarsman’s strength is expended in driving
the water round where ordinarily it is used in sending the boat ahead.
The crew is now seated in the boat, oars in hand, ready for the real work of the afternoon. The
captain or the “coach” stands on the edge of the tank. At the command “Get ready!” off come the
“sweaters,” and the men come up into position ready for the catch. The coach runs his eye quickly
along the boat, straightens up the men, and satisfies himself that everything is right. The rowing is now
begun and lasts from a half to three-quarters of an hour. The coach goes completely round the boat on
the edge of the tank, correcting faults, explaining points, often stopping the crew, and making individual
men practice certain difficult points. At the close of this work the men take a shower-bath, and after
being rubbed down are ready, with hearty appetites, for the supper at the training table.
 Such is the general afternoon’s gymnasium work during the winter. When spring comes, the tank
gives way to the harbor and the gymnasium to the boat-house. Then the entire time is spent on the
water, and the men are carefully watched by the coach from a steam launch.
The question of the selection of the men is the most difficult point that the captain and coach have
to decide. Of course, certain physical traits are essential for a crew man, and he must have perfectly
sound heart and lungs. This must be decided by a doctor’s examination. He must be tough, strong and
enduring, and this is shown by the work he can stand.
But more is required for the modern university crew man. The day of “beef” and mere strength is
past; for rowing has kept up with the times and it is now the era of skill in rowing. Brain-work is just as
necessary in crew-rowing as muscular exertion. Neither is of use without the other, the two carefully
combined give the winning crew. So nowadays the crew candidate has to undergo a mental as well as a
physical examination. In passing judgment on these qualifications the greatest care must be used. Only
those men can be selected in whom not only the captain and the coach, but every man in the boat has
full confidence. This man may not always be the most skillful individual oarsman, but the fact that the
ideal is a crew, and that eight must be chosen who will work as one man, must constantly be kept in
mind. How can a crew row a hard race when there is a feeling that there is one man in the boat whose
“sand” will give out when the final test comes? Every good crew man must be an enthusiast, a hard and
faithful worker, a conscientious trainer, and a man who feels at all times that the honor and glory of his
university are entrusted to his care.
Too much stress cannot be laid on the subject of harmony in a crew. All must work with the same
will, with the same ideal in view. Often a man must take the coach’s word for what seems to him in his
inexperience like a fatal blunder. Where there is mutual confidence between crew and coach, a strict
adherence to what is believed to be the right principles, and honest, faithful work, defeat will come but
seldom, disgraceful defeat never.
Such are the men who make up the university crews of to-day. How these men are regarded in
college may be judged by a remark made this year by the Dean of Yale. He said, “The rowing men are
the best class of men in college, the men with whom the faculty have the least trouble.”
In conclusion, I would like to say a word in reply to the oft-repeated question, whether it is
beneficial to take part in college athletics. If I may be permitted to express an opinion after four years
of rowing, I will most certainly answer, yes, for that branch of college athletics builds a man up
physically as every one admits. It does not prevent a man from standing well in his studies. The men
who are most relied on in a crew are, as a rule, those who make a good showing in the recitation room.
The training a man undergoes as a member of the university crew sends him out into the world not only
with a sound, healthy body, but also with the habits of regularity, promptness, obedience, self-control
and self-restraint thoroughly ground into him; in short, with all the personal characteristics that combine
to make a successful man fully developed. I have never found a crew man who regrets the time and
labor he gave to it. Every one loves it with an affection that only a crew man can understand, and looks
back upon it as one of the most pleasant as well as most profitable parts of his college course.
 HOW TO TAKE A TRAMP TRIP.
BY LEE MERIWETHER.

Author of “A Tramp Trip; or, Europe on Fifty Cents a Day.”

WHEN I wrote my book I did not imagine any one would care
to take a Tramp Trip except on paper, hence the brevity of the
chapter on “Hints to Tramp Tourists.” The publication of each
new edition, however, brings forth letters from young men in all
parts of the country requesting further hints and suggestions as
to the manner in which one should set about taking a pedestrian
tour, not on paper, but in propria persona among the people of
Europe, as I did. These letters of inquiry have become altogether
too numerous to permit individual replies. I shall, therefore, try
to answer them here, and give, as briefly as I can, an outline of
the way to plan and carry out a pedestrian trip through Europe.
The first thing, of course, is to decide on the countries to be
visited. “If I cannot see all Europe, which portion shall I see?”
Undoubtedly, Italy, by reason of its history, ruins, art, scenery,
and picturesque people, stands first of all. My own preference
would then take me to Switzerland, next to Germany, then to France, Austria, Hungary,
and so on, to the far East. England I place last on the list, because, in comparison with
the other countries mentioned, it is almost like America. When I landed at Folkestone
after a year on the Continent and in Asia Minor, the English faces, English language,
English cities, all seemed American—they were so much more American than any of the
things I had been accustomed to. To the student always, and to the traveler, if fresh from
America, England is novel and interesting. But it is not half so novel or interesting to the
mere sightseer as Continental Europe, hence it stands last on the list.
Assuming that the candidate for pedestrianism agrees with me as to beginning his
tour in Italy, the first step should be to familiarize himself with Roman and Italian history.
He who has read Tacitus and Gibbon will look with far greater profit and pleasure on the
palace of Nero, the Caprian villas of Tiberius, the rugged walls of Stamboul, than will a
stranger to those authors. As to language, the better the tourist’s command of Italian,
the greater his profit and pleasure; but he need not be discouraged if without such
command, for Italian is not difficult. A few months’, or even a few weeks’, study of the
grammar, capped by a three-weeks’ voyage to Naples or Palermo in an Italian steamer,
surrounded by Italians, will enable the traveler to “get along” fairly the first day he lands;
and as he proceeds on his tour, being careful to avoid American consulates and tourists’
hotels where English is spoken, he will find his command of the language equal to all
ordinary occasions. The dialects in the Neapolitan states, in Tuscany, Venice, etc., differ
one from the other, but not so much so as to embarrass the traveler who has followed
the course indicated above. He will, unless deficient in acquiring languages, find after the
course I have mentioned that he knows enough to make himself fairly understood in
Naples, Rome, Florence, Venice, or any other Italian city.
Many people have an idea that French is the most essential language for the traveler
in Europe. It is for all except the tramp traveler. In Spain, Italy, Germany, Russia, Turkey
—in short, in any part of Europe, French is spoken in your five-dollar-a-day hotels, but in
workingmen’s inns it is of little use outside France and French Switzerland. The most
important languages for the tramp traveler are Italian and German. German, of course, is
all that is needed in Germany, Austria and German Switzerland; in addition it will often be
found serviceable in Belgium, Western Russia, Sweden, and in the southeastern European
States, as Hungary, Servia, Bulgaria and Roumania. Italian is of use, not only in Italy, but
all along the Mediterranean, from Gibraltar to the Bosporus, and even in the Black Sea
ports of Russia, where Italian commerce has made the people familiar with Italian sailors
for centuries past. My guide and interpreter in Constantinople was a young scamp of a
Turk, who had picked up a colloquial knowledge of the language from Italian sailors.
It is far more difficult to acquire German, and unless the tramp has some previous
acquaintance with that language, I fear he will fare badly in the Fatherland. I was
fortunate in having some knowledge of German, acquired by long residence with a
German family in America. But for this I do not think my tramp through Germany and
Austria would have been half so enjoyable and profitable as it was.
As to outfit, little can be said more than is already said in the final chapter of my
book. A knapsack can be bought for two dollars; into this pack a change of
underclothing, a woolen shirt, a note-book, and a few etceteras, and you are ready for
the trip. It is not advisable to carry fire-arms. The most serviceable weapon is a heavy
club or walking-stick. The possession of a revolver may incur untold trouble in an Italian
dogana, and is really of no use, since no one is in the least likely to attack so shabby a
person as the tramp tourist becomes after a voyage in the steerage across the Atlantic.
The tramp tourist, not having and not requiring much money, need not be bothered
with letters of credit or bills of exchange. Bank of England notes can be bought in New
York for from $4.84 to $4.90 the pound, according to the rate of exchange. Buy about a
hundred Italian lire ($20.00) for immediate use, and put the rest of your funds in English
bank notes, which, for safe keeping, should be buttoned or sewed in some well-secured
inner pocket. These notes can readily be exchanged anywhere in Europe for the money
of the country in which you happen to be, and as several hundred dollars value can be
carried without even making a lump in the pocket, they form a convenient and
reasonably safe way of carrying one’s funds.
Having arrived at Naples, Palermo, or some other Italian city, the reader of my “Tramp
Trip” will, nine chances to one, say something not suited to polite society, and not
flattering to my veracity. For, notwithstanding my repeated expositions of Italian trickery,
the tramp fresh from America will overlook some loophole, and the first days of his
arrival, before he is taught by his own experience as well as by mine, will in all probability
be charged, or rather overcharged, as much as though he were going first-class, with
glasses slung over his shoulder and a red guidebook in his hand. I recall one of my first
experiences in Naples. At a restaurant, before taking a seat, a certain sum was stipulated
upon for a dinner. When it came to settling, the Italian charged just double the amount
agreed on—perche? “Because,” and the rogue shrugged his shoulders as he said it
—“because, signore, you took two pieces of meat instead of one.”
Of course it was a mere cheat, but what can you do? At first you pay, as I did; later,
when you see such things are going to occur, not once but twenty or a hundred times a
day, you lay down the right sum and walk off.
The tomb of Virgil is a few yards without one of the gates of Naples. Within the walls
cab drivers are limited in their charges by a tariff—without, they charge what they like, or
what they can get. I knew this, and so when I started for the poet’s grave, I bade the
Jehu stop just inside the gate, where I meant to get out and walk the few yards to the
tomb. But when we reached the gate Jehu drove on through, despite my remonstrance,
saying he wished to let his horse stand outside in the shade of the wall. On this slight
ground he built an outrageous charge, four times as much as the tariff rate to the gate.
When he had driven me back to the city and I offered him the correct fare, he fumed like
a Turk, swore he would have me arrested, that he had taken me into the country, into
the campagna, and that he didn’t mean to let himself be cheated by a base foreigner.
And all the while he danced and jumped about me, shaking his fist like a madman. When
my curiosity was satisfied, I threw the right fare, one lira, on the ground, and walked off.
Instantly there was a transformation that would have done credit to a veteran comedian.
The cabman, seeing I did not mean to be cheated, ceased his fierce antics, stooped and
picked up the silver, and waved me an “addio” with a smile as pleasant and as fresh as a
May morn.
In Vienna I stepped into a money-changer’s to buy Turkish money. “Wait a few
minutes,” said the manager, “I must send to the Börse to see what the exchange is to-
day.” I took a seat. In ten minutes the money-changer came to me with the Turkish gold,
and I rose to go. But in passing out the door a man stopped me and demanded a gulden.
“For what?” “I went to the Börse to find out the exchange.” His going to the Börse was
none of my affair; I refused to pay him forty cents for running the money-changer’s
errand. Then followed a curious scene. The man threatened to invoke the power of the
entire Empire unless he received his gulden. I told him to invoke. An excited crowd began
to gather and block the narrow street.
“Young man, you are wrong,” shouted one in the crowd. “He went to the Börse; you
must pay him.”
“The law is on his side; you will have to go to jail,” shouted another. Whereupon I
sprang on a box that stood in front of the money-changer’s window, and harangued the
crowd in the best German I could command. I told them I was traveling to see strange
sights; that nothing would interest me more than an experience in a Vienna jail. “That,” I
said, “will be something to tell my countrymen and make them stare. Come, I am ready;
take me to jail.”
 The man who wanted a gulden looked puzzled, but finally made up his mind to brave
it out. Summoning a gendarme, he made his complaint, and I was placed under arrest.
Away we went, followed by a hooting, jeering crowd, some of whom tried to shake my
determination by shouting out the horrors of an Austrian dungeon. But the gulden not
being forthcoming, there was no change in the line of march, and at length we brought
up at the police station. Here the accuser spoke to me in a low tone, and said if I would
pay half a gulden he would withdraw his charge. No. Well, ten kreutzers, five—anything,
and finally nothing! For, unwilling or unable to deposit the necessary security for the costs
of the case should he fail to prove his charge, he at length strode away sullen and furious
because he had failed either to frighten or to cheat me.
I mention these incidents that the reader may understand what fifty-cents-a-day
traveling means. The majority of tourists would have paid that gulden, and other similar
guldens, and thus run their expenses up to five or ten dollars a day. Perhaps they would
rather it should be twenty dollars than go through such scenes. It all depends upon one’s
“point of view,” as Henry James says. For my part, I refused to pay that cheating
messenger not so much to save my gulden, as for the sake of the scene. That surly,
disappointed churl, the mob, the scene at the station before the stern gendarmes
afforded me more enjoyment than I could have bought with twenty guldens. I would
advise none to take a tramp trip who cannot, if necessary, enter such scrimmages with a
feeling of positive delight. If you have not that disposition—if you cannot enjoy this close
contact with and study of the lower classes—stay at home, else will your trip be one not
of delight, but of petty humiliations and counting pennies.
One of the most frequent questions put to me by my inquisitive correspondents is:
“How is it possible to find cheap lodging-places the first night in strange cities? and if you
don’t find them, if you must go, even temporarily, to a first-class hotel, how is the per
diem to be kept within fifty cents?”
The reason this question is so often asked is because the writers have never been to
Europe, and have never traveled as tramps. They are thinking of their occasional trips to
New York or Philadelphia, when, with a heavy valise in their hands, they are compelled to
go straightway to an hotel. Different is it with the tramp tourist abroad. He has nothing
but a cane in his hand; his knapsack now fits like another garment, and is unnoted. So
accoutred, he arrives in town, walks about, sees the sights, and when he sees also the
legend “casa locanda” over a door, he stops to investigate. If prices do not suit, off he
goes again, looking until he finds one that does suit. When that is done he will do well, in
stipulating a price, to say over and over again, “Tutti compresso”—everything included—
else will he be obliged to pay not, indeed, more than the five soldi agreed on for the
room, but twenty, thirty, one knows not how many soldi more for the candle, or the
furniture, or the soap, or the water and towels, or something that was not agreed on. In
Verona, home of Juliet, I had a pitched battle (of words) with a landlord who wanted to
charge two lire (forty cents) extra for the candle, when I had bargained for the room
“tutti compresso” for una mezza lira (ten cents). But for that magic phrase he might
possibly have succeeded in his demands—possibly only, for I had then been in Italy some
months, and was not so easily “squeezed” as the day when first I stepped on her historic
soil at Genoa.
 A question sometimes asked is, whether one could work one’s way should funds give
out. I think not. In the first place, labor is so poorly paid; in the second place, a foreigner
could scarcely get work at any price. I met a Philadelphia cigarmaker in Italy. He had
tried in vain to secure work at his trade—in vain, because he was not a member of the
necessary guilds, or unions. At home he could travel to his heart’s content, finding work
in New York as well as in San Francisco, in St. Paul as well as in New Orleans. But in
Europe he could not get a chance to make even the forty cents a day that European
cigarmakers are able on the average to earn. It is the same with other trades. I advise
the pedestrian, therefore, not to depend in the least degree on making ends meet by
work anywhere in Europe.
In Eastern Europe pedestrianism is not advisable; the roads are poor, the villages
often few and far between. West of Vienna there are few districts where the traveler will
fail to find excellent roads and villages every few miles. Indeed, except in places like the
Black Forest in Germany, the Higher Alps in Switzerland, the Pontine Marshes in Italy, you
no sooner leave one village behind you than another appears in sight before you, so
there need be no anxiety about being overtaken at night “in the woods.”
Baedeker’s Guide-Books are, in my opinion, the best. Besides much historical
information, they contain minute maps and directions as to finding one’s way about a
country. So minute and accurate were the directions in the Handbook for Switzerland, I
was able to find my way over the most solitary mountain paths without other aid. Meier’s
Guide-Books are cheaper than Baedeker’s, and almost if not quite as good, but they are
printed only in German. Baedeker should be bought in New York, and carefully studied on
the voyage across the Atlantic. It will prepare the traveler for many necessary details
which would otherwise be learned only by troublesome experience. Be sure to cover the
Baedeker with a quiet-colored cloth or paper, else will its flaming red binding betray that
you are a tourist, and involve you in all of a tourist’s troubles.
These few hints will, I hope, suffice to start the traveler on his way; and in concluding
I can make him no better wish than that he may derive as much enjoyment from his
journey as I did from my “Tramp Trip.”
 COURSING IN IRELAND.
BY ROBERT F. WALSH.

IN the autumn of last year, I was enjoying a holiday at Rostrevor, in County Down, Ireland. One
bright morning a friend woke me early and proposed a visit to the Mourne Park Coursing Meeting.
Two hours later we were “on the ground” in Lord Kilmorey’s beautiful park on the Mourne
Mountains. On the road from Rostrevor we had met numberless sporting people, and men, women and
children of all sorts and conditions on their way to see the fun. I must say the variety of class that
comprised that living stream was almost outrivaled by the variety of modes of conveyances. Everything,
from the common “butt” or cart, drawn by an old horse whose visit to the tannery was almost due, to
the coach-and-four of the Earl, was brought into requisition to carry these lovers of sport. There were
lords and beggarmen, betting men and priests, ladies and work-girls, old and young, athletes and
cripples. It was a curious crowd, but most good-humored. All seemed determined to enjoy their drive
through the beautiful scenery of Mourne and to forget care while the deity of the leash catered for their
wants and amusement. On the ground were collected several thousand pleasure seekers and sporting
men, and about two hundred and fifty beautiful greyhounds, well cared for and covered with heavy
“clothing.” Some of these dogs, I was told, were worth from $5,000 to $10,000 each, and many of them
had been brought from England and Scotland.
On a gentle slope of the mountain there is a large meadow walled in on two sides. One end is
fenced, but the bottom is open and partly secured so as to allow the hares to get away from the dogs if
they are lucky enough to reach this “escape.” At the other end of this large field (nearly half a mile
away) there is a V-shaped fence with several sliding shutters at the bottom. About twenty yards from
the point of this V (in the field) is a screen made of branches, behind which the “slipper” stands with
the brace of dogs ready to be slipped from the leash when a hare is driven through one of the shutters
I have described.
Some days before the meeting, several hundred hares are driven from the mountains into the
shrubbery or “enclosure” directly behind the V-shaped fence. This enclosure is about forty acres in
extent, and when the sport begins, the hares are collected near the shutters.
When the dogs are handed over to the slipper and all is ready, the “slip-steward” signals to the
beaters and opens one shutter, which is immediately closed again when a hare appears. Then begins
the fun. The hare is allowed nearly one hundred yards start before the dogs are slipped. When the
slipper is certain that both dogs have sighted their fleet-footed prey, he pulls the string and off they go.
Picture two beautiful dogs, with straining necks, careering headlong after a little hare which knows they
are seeking her death. On they go at almost lightning pace, and as they near the hare, one shoots
ahead and makes a drive at the “quarry”; but “puss” is too cunning and suddenly turns from her
pursuers. Then the dogs get closer and closer. Sometimes one leads, sometimes the other; but puss
doubles as often as they get close to her “scut,” and so the hunt continues until the death or escape of
the hare.
The onlookers are breathlessly intent as they watch and count the “points” scored by each dog in
the course. Then, finally, madame escapes or one dog “drives” right into her and kills; or, perhaps, in
her endeavor to turn from the leader, she is caught and killed by the dog behind.
At the Mourne Park Coursing Meeting, I learned that it was not always the dog which killed that won
the course. It was explained to me in this way: The “run up” to the hare, that is, the first dog that
“turns” or causes her to swerve to one side or other, counts one or two points according to whether the
hare is turned on the inside or outside of the line of the course. Every turn after this counts one point.
A “go-by,” that is, where the second dog passes the first by one clear length after the first turn,
counts two, and the death counts one point off the other dog’s turn, or two off the turn of the dog that
kills. In this way, a clever dog may often beat a much faster one, as was the case when Snowflight won
the Waterloo Cup—“the blue ribbon of the leash.” The “Cups,” “Plates,” or “Purses” are all run off in ties.
The names of all the dogs entered for each stake are placed in a hat the evening before the meeting,
and are drawn out one by one. The first and second drawn run the first course, and so on until the
entire number are drawn. Then, as is the case in most games or sports where matches are contested
for in ties, the winner of the first course runs against the winner of the second, the winner of the third
against that of the fourth, etc., until only two dogs remain. And then is run the final tie, on the result of
which, in an important meeting, many thousands of pounds are bet.
The sport seemed to me to be much more exciting than horse-racing. I noticed also that the betting
fraternity have much more scope for their “trade” at a coursing meeting than on a race-course. Along
the fence were hundreds of “book-makers” placing their bets and incessantly yelling their changes in
“the price” of each dog as the vagaries of the hare made it more difficult to decide which would win.
But the principal betting takes place on the evening before the meeting, when the “draw” has been
arranged. The chairman (usually a nobleman and president of the club) calls out the names of each
dog. Then vive voce bets are offered and taken, and repeated by the chairman, first at “long odds” on
the chance of an individual dog winning the stake, and afterwards on the individual courses. The “long
odds” betting ranges from even money on a favorite to five hundred to one against an outsider or
unknown contestant. The betting on the individual courses is, naturally, much closer. At meetings like
Waterloo, Gosforth Park Gold Cup Meeting, or at Epsom, where the prize for the winner has often been
$50,000—upwards of $1,000,000 change hands on the different results. Report says that ten times that
amount has been invested about the Waterloo Cup, months before the meeting takes place.
In my description of the sport I have almost forgotten to tell the impression it produced on me. It is
truthfully this: I was fascinated by its excitement and uncertainty, and so thoroughly pleased was I with
my first day’s coursing that I traveled many a mile to be present at other meetings before I left the
Green Isle.
 YSLETA
BY E. HOUGH.

I.

’PACHE and I were tired. There was not any question about that.
Fifty miles since morning, without getting out of the saddle, either
one of us—though ’Pache always tried to get out of the saddle every
morning, and sometimes nearly did.
’Pache was my horse. At least he was before Bill Stitt’s gang stole
him. Now, why did they ever steal ’Pache, I wonder? The ugliest
horse on earth without doubt, the dirtiest clay-bank that ever was,
and the most simple, ingenuous, unexpected, naïve bucker! But
’Pache had the black streak down his back which plainsmen prize;
and for a long goer he was hard to beat. Farewell, ’Pache! God bless
you, you miserable india-rubber demon, wherever you may be now!
’Pache and I were tired. No question of it. And hungry? ’Pache
took a piece out of my leggings once in a while, to testify to that.
And thirsty? Yes, pretty thirsty; but we knew it was forty miles
between water-holes, so we loped on, heads down, joints loose;
loppity-lop, loppity-lop, loppity, loppity, lop, lop, lop.
’Pache struck a trot at the foot of the long climb up the Sierra
Capitan divide. In and out among the cañons, winding around where
it was easy to get lost—for by only one combination of these cañons
was it possible for a horseman to cross this divide—and going up all
the time. ’Pache coughed; it sounded dull. I tried to whistle; it
sounded as small as a cambric needle.
The black piñon hills hustled and huddled and crowded up
together, frightened by the threatening fingers of the Capitans—a
lonesome range, the Capitans—a lonesome, waterless range. Spirits
and demons in these hills, said the natives. The biggest cinnamon
bears on earth in them, said the hunters, and black-tail deer so old
they wore spectacles; and elk, and maybe plesiosauri and
mastodons, for aught I know.
Tradition said there was a lake of water up on top of the highest
peak. Tradition said you could find pieces of smoky topaz up there as
big as your fist. Tradition said there was a cave over in the middle of
the range, painted blue inside, and walled up in front, and with the
whole interior covered with strange characters. Tradition said that
one Señor José Trujillo had found, not far from this cave, a large
piece of stone covered with sign-writing no one could read—a
second Rosetta stone. Tradition said that Señor Trujillo dwelt in a
little placita hidden somewhere back in the Capitans.
’Pache and I topped the divide. Did anybody say we were tired?
Did any one believe that for a minute? That was a mistake. Why,
when you throw off this chrysalis of pain and grief, when you drop
your poor, sad mockery of a body, and pull up over the Range,
you’re not going to be tired, are you? Are they tired on Pisgah? Are
wings going to be tired like legs and arms and brains? No. Because—
well, ’Pache knew that much.
A soft breeze from the south reached us upon the crest, and at
its touch there hummed through ’Pache’s head the words of Goethe’s
song in “Wilhelm Meister,”

“Ein sanfter Wind vom blauen Himmel weht;”

and the refrain,

 “Kennst du das Land?”

And, verily, the Italy for which Mignon sighed might have been
this that lay before us, stretching on and on in long lifts and falls of
hills and valleys; in architecture of the ribs of eternity; in color the
sum of Nature’s grand and simple touch. You can’t mix that! You
can’t paint in royal purple, argent and aurum run together in one
liquid, unburning fire! Take it up on a knife-blade, and perhaps it
wouldn’t drop off. It wouldn’t run. But spread on by the brush of the
Eternal hand, mellowed in the middle distance, softened in the
background by the rays of the evening sun—there was color, above
art, above description, above talk, above thought almost, fit to make
’Pache and me despair.
Off in the other direction, to the northwest, stretched the black
foothills, and beyond them the brown and level plains, waterless,
endless. That way—home lay that way, once. But if ’Pache and I
should gallop night and day, we wouldn’t be as far as we see, and
we wouldn’t have reached the nearest water-hole.
Tired? Why, we were on the crest of the divide, on the uplift of
the earth, above the earth and its ailments. I could feel ’Pache’s
wings under the saddle-flaps!
And ’Pache lifted up his head, whereon the mane was lightly
blowing, and pitched his ears forward and neighed loud and cheerily.
And some Valkyr steed behind a flat rock heard him and laughed at
him, and so did another, and so did many others; and spirits came
out and jeered at ’Pache, and small demons afar off mocked at him,
and trumpet-calls for the assembly of the spirits of the mountains
echoed and called back to us, fainter and fainter, passing on to the
regions of the inner range.
They might have had the Holy Grail in there in those wild
heights, those spirits of the Capitans. I do not know. There might be
better than ’Pache and I to send for it!
 Down the long reaches on the other side we rattled, in and out,
loppity, loppity, loppity; down into cañons which grew darker as the
sun went down. ’Pache didn’t mind it now. He knew where he was,
and into his wise, yellow head came visions of a pint of hard, blue
Mexican corn, and a whole rio full of water. Happy ’Pache!
But what made the creature stick his ears forward so, and throw
his head up, and look around at me out of the corner of his eye?
Anything to make a fellow hitch his belt around a little? Ah! There it
was. Piñon smoke! The faint, pungent odor came up the cañon quite
unmistakably now, and ’Pache and I knew that someone had gone
into camp down on the rio, more than a mile below. We had
expected to camp there that night ourselves, though it wasn’t plain
what we’d have to eat, outside that one pint of Mexican corn, unless
Providence should favor a pin-hook, or send a cotton-tail our way. So
’Pache and I scrambled up out of the cañon, at a shallow place, and
reconnoitered a bit.
Greasers—a man and a boy—a bull-team—empty—going home
from the Fort.
’Pache turned up his nose in disgust. How he did hate Greasers!
We scrambled back into the cañon, and came down the trail on a
run, in great style, to show the Greaser outfit that, though we had
traveled far, there was still some life in us. ’Pache stopped short at
the edge of the wagon, and fell to stealing corn, while his rider
threw the bridle down and advanced to the campers, saying, “Como
l’va?”
“Como la va, Señor?” said the elder Mexican; and soon he added,
seeing that I did not ride on, “Que queres?”
“Quero comar,” said I, briefly and to the point—which is to say, “I
want to eat.”
“O, si, muy bien!” said he, smiling gravely, and with a real dignity
handing me the camp frying-pan, and then poking the embers up
around the coffee-pot. They had just finished their supper.
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