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Microsoft Publisher 2016 Instructor’s Manual 6-1

Microsoft Publisher 2016

Module 6: Working with Publisher Tables
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive module summary.

This document is organized chronologically, using the same heading in red that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and
activities geared towards quizzing your students, enhancing their critical thinking skills, and
encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources also contain PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.

Table of Contents
PUB 273: Introduction
PUB 274: Project — Amenities Table, Calendar, and Business Table
PUB 274: Reusable Parts
PUB 280: Shape Effects
PUB 284: Using Tables
PUB 304: Calendars
PUB 307: Master Pages
PUB 314: Using Excel Tables
PUB 322: Summary
End of Module Material

Objectives
Students will have mastered the material in this module when they can:

• Change page orientation • Merge, split, and divide cells

• Apply shape effects diagonally
• Create tables and enter data • Resize and align tables and cells
• Apply table formats • Format tables with borders
• Select table rows, columns, and cells • Create a multipage calendar
• Insert and delete rows and columns in • Use the Master Page
tables • Edit BorderArt

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-2

• Embed an Excel table in a Publisher • Use Excel tools on the Publisher

publication ribbon to format a table

TEACHER TIP
You may choose to gather a number of real-world examples of different kinds of data that can be
organized on tables and print outs of calendars and schedules that the students can use for evaluation
purposes as they work through this module.

PUB 273: Introduction

LECTURE NOTES
• Discuss the characteristics of tables and the type of data they store
• Discuss the purpose of the tables that can be created in Publisher

CLASSROOM ACTIVITIES
1. Critical Thinking: What type of data can you speculate would be best presented in tabular format?
Why?

2. Quick Quiz:
1. What are the three characteristics that every table should have? (Answer: The table should
contain meaningful data, the table should not be ambiguous, and the table should be
efficient.)

PUB 274: Project —Table, Calendar, and Excel Functionality

LECTURE NOTES
• Use Figures 6-1(a) through 6-1(c) to illustrate the completed project for this module
• Review the steps for running Publisher

ROADMAP
• Employ reusable parts, such as business information sets, building blocks, and logos
• Apply shape effects, such as glows, reflections, and 3-D effects
• Insert and format tables
• Create a calendar
• Use master pages to insert objects that will appear on every page
• Add BorderArt to help outline pages and tables
• Embed or link a table for advanced formatting
• Use Excel functionality within Publisher

CLASSROOM ACTIVITIES
1. Class Discussion: Ask for student opinions about calendars. What types of calendars do they use to
organize their daily lives? Why?

2. Class Discussion: Ask students about their own experiences designing and/or contributing to the
production of a table for use in a work environment. What have they created in the past?

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-3

3. Group Activity: Provide examples of schedules and tabular data, some of which are well-designed
while others are poorly designed. Break students into groups; ask each group to discuss the attributes
of the example newsletters and to categorize each as being either well-designed or not.

PUB 274: Reusable Parts

LECTURE NOTES
• Define portrait orientation and landscape orientation
• Explain the steps for selecting a blank publication and adjusting settings
• Use Figures 6-2 and 6-3 to illustrate changing the page orientation
• Use Table 6-1 to describe data for business information fields
• Use Figure 6-4 to illustrate creating a business information set
• Use Figure 6-5 to illustrate inserting and formatting a WordArt Object
• Use Figures 6-6 and 6-7 to illustrate editing WordArt alignment

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to brainstorm about the most popular branding in the market today.
Have students describe why this branding is so memorable.

2. Critical Thinking: Why is it important, from a business and marketing standpoint, to develop and
market a brand?

3. Quick Quiz:
1. Which orientation works better when a table you are creating is wider than it is tall?
(Answer: landscape)
2. When a publication is in ____ orientation, the short edge of the paper is the top of the
publication. (Answer: portrait)

LAB ACTIVITIES
1. Provide students with files containing tables and ask them to practice changing the tables’
orientations.

PUB 280: Shape Effects

LECTURE NOTES
• Define shape effects
• Use Table 6-2 to describe shape effects
• Use Figures 6-8 through 6-10 to illustrate applying a shape effect
• Use Figures 6-11 through 6-14 to illustrate fine-tuning a shape effect
• Explain the steps for adding an object to the Building Block library

CLASSROOM ACTIVITIES
1. Class Discussion: Discuss shape effects, and ask students how shape effects can enhance a
publication.

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-4

2. Critical Thinking: Ask students to imagine the instances in which particular effects would be most
useful. For example, for what kinds of publications might 3-D rotations have the strongest effects?
Reflections? Shadows?

3. Quick Quiz:
1) ____ are a group of tools that change the design and style of a shape or WordArt. (Answer:
Shape effects)

PUB 284: Using Tables

LECTURE NOTES
• Define the terms table, cell, and dimension
• Use Figure 6-15 to illustrate inserting an empty table
• Use Figures 6-16 through 6-18 to illustrate applying a table format
• Use Table 6-3 to describe selecting items in a table
• Use Figures 6-19 and 6-20 to illustrate deleting a column
• Explain the steps for deleting a row
• Use Figures 6-21 and 6-22 to illustrate inserting a row
• Explain the steps for inserting a column
• Use Figure 6-23 to illustrate resizing a table
• Use Figure 6-24 through 6-26 to illustrate merging cells
• Explain the steps to split cells
• Use Figures 6-27 and 6-28 to illustrate creating a cell diagonal
• Explain the steps to remove a diagonal
• Discuss good practices for creating table borders
• Use Figure 6-29 to illustrate selecting a table
• Use Figure 6-30 to illustrate changing the line weight
• Use Figure 6-31 to illustrate changing the border color
• Use Figures 6-32 and 6-33 to illustrate adding borders
• Discuss changing row and column widths
• Use Figure 6-34 to illustrate selecting a row
• Use Figure 6-35 to illustrate formatting inside borders
• Use Figures 6-36 and 6-37 to illustrate changing the fill and font color
• Use Figure 6-38 to illustrate formatting the diagonal border
• Use Figure 6-39 to illustrate editing cell alignment
• Use Figure 6-40 to illustrate aligning other cells
• Discuss entering data in tables
• Use Figures 6-41 through 6-45 to illustrate entering data in a table
• Use Figure 6-46 to illustrate inserting a graphic in a table cell
• Use Figure 6-47 to illustrate finishing the table

TEACHER TIP
Students may be familiar with creating, selecting, entering, and formatting tables created with a
word-processing application, such as Microsoft Word. If so, you may choose to emphasize that
working with tables in Publisher is very similar to working with tables in Word.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-5

CLASSROOM ACTIVITIES
1. Class Discussion: What is the first step in creating a table? What must you specify when inserting a
table?

2. Class Discussion: Ask students to discuss various options for delineating each row and/or column.

3. Class Discussion: How do tables present information in an easy-to-digest format? In what ways
should you work with a customer to design a table that is clear and concise?

4. Class Discussion: Discuss the steps that should be followed when formatting and creating borders,
and explain the order in which students should follow them. Ask students for their opinions on why
following these steps is good practice.

5. Critical Thinking: Why is a thicker table border more visible if a table is posted or put online?
Why is it more effective to use black borders than to use gray ones?

6. Critical Thinking: Many Publisher users create tables rather than large text boxes with tabbed
columns. Why?

7. Critical Thinking: When designing a table, how can you make sure the reader will not have to
spend a lot of time to identify the purpose of the table and grasp the data being sought?

8. Quick Quiz:
1) A(n)_____ is the intersection between a column and a row in a table. (Answer: cell)
2) When inserting a table, you must specify the total number of rows and columns required.
T/F? (Answer: True.)
3) A ____ is the line that displays along the edge of a cell, row, column, or table. (Answer:
border)
4) A ____ is a line that splits a cell diagonally, creating to triangular text boxes. (Answer: cell
diagonal)

LAB ACTIVITIES
1. Have students use a business letterhead publication to create a letter containing a table.

PUB 304: Calendars

LECTURE NOTES
• Define the terms calendar and promotional piece (promo)
• Use Figures 6-48 through 6-51 to illustrate creating a calendar

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to describe their experiences using electronic calendars, if any. How
can calendars be useful as building blocks in other publications?

© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-6

2. Critical Thinking: Is it always a good idea to add a calendar object to a publication? Ask your
students to explain why or why not.

3. Quick Quiz:
1. A(n) _____ is a specialized table that Publisher can format with any combination of months
and year. (Answer: calendar)

LAB ACTIVITIES
1. Have students create a new blank publication and then insert, reposition, resize, and edit a
calendar.

PUB 307: Master Pages

LECTURE NOTES
• Define the terms master page and BorderArt
• Use Figures 6-52 and 6-53 to illustrate viewing the master page
• Use Figures 6-54 through 6-58 to illustrate adding BorderArt
• Use Figure 6-59 to illustrate inserting a Building Block
• Use Figures 6-60 and 6-61 to illustrate closing the master page
• Use Figure 6-62 to illustrate inserting clip art
• Explain the steps for editing other pages in the calendar
• Explain the steps for printing the calendar
• Explain the steps for saving the calendar pages as images

CLASSROOM ACTIVITIES
1. Class Discussion: Discuss master pages. Ask students how they are similar to the header and footer
area in traditional word processing software. Why is a master page the ideal place for a watermark, a
page border, or repeating text and graphics?

2. Quick Quiz:
1. The master page is a special page that cannot be accessed through the Page Navigation pane.
T/F? (Answer: True)
2. ____ is a group of customizable graphical borders, such as crosses, hearts, apples, balloons, or
decorative shapes, which can be added as an edge or border to a shape, a text box, or an entire
page. (Answer: BorderArt)

PUB 314: Using Excel Tables

LECTURE NOTES
• Define the terms Excel-enhanced table, embedded, linked, destination, marquee, and
replication
• Explain the steps to create the letterhead
• Use Figure 6-63 to illustrate inserting the Building Block
• Use Figure 6-64 to illustrate typing a letter
• Use Figures 6-65 through 6-67 to illustrate creating an embedded table
• Explain the steps to create an embedded table from scratch
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 6-7

• Explain the steps to insert a linked table

• Explain the steps to copy and paste an embedded table
• Explain the steps to copy and paste a linked table
• Use Figures 6-68 and 6-69 to illustrate formatting an embedded table
• Use Figures 6-70 through 6-72 to illustrate summing in an embedded table
• Use Figure 6-73 to illustrate moving and positioning a table

CLASSROOM ACTIVITIES
1. Class Discussion: What are the differences between embedding and linking Excel data in a
publication?

2. Critical Thinking: Why is it important to avoid using a source document that was created by
someone else until you are certain the document contains no viruses or other malicious content?

3. Quick Quiz:
1. Embedding means using a copy of a source document in a destination document without
establishing a permanent link. T/F? (Answer: True)
2. When you tap or click the Sum button, the values to be summed appear in a(n) _____, or
dotted flashing border. (Answer: marquee)

PUB 322: Summary

LECTURE NOTES
• Review the skills learned in this module

End of Module Material

 Apply Your Knowledge is an assignment that helps students reinforce their skills and apply
the concepts learned in this module.

 Extend Your Knowledge is an assignment that challenges students to extend the skills learned
in this module and to experiment with new skills. Students may need to use Help to complete
the assignment.

 Expand Your World is an assignment where students create a solution that uses cloud or web
technologies by learning and investigating on their own from general guidance.

 In the Labs is a series of assignments that ask students to design and/or format a document
using the guidelines, concepts, and skills presented in this module. The labs are listed in order
of increasing difficulty.

Top of Document

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permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Another random document with
no related content on Scribd:
 My own Adventures.
(Continued from page 15.)

CHAPTER V.
About Bill Keeler.—​The Fox-Trap, and Mistress Sally St. John.—​A
Hunting Excursion.—​Extraordinary large Game!—​A
remarkable Story to come.

The little town of Salem was situated at the foot of a mountain,

consisting of wild and broken ridges, forming the boundary between
the states of New York and Connecticut. Being now almost entirely at
liberty, I spent a great part of my time in rambling among the
mountains. In these excursions, Bill Keeler was my almost constant
attendant. My uncle, disposed to humor me in everything, allowed
me to dispose of my time as I chose, and permitted Bill to leave his
work or school, whenever I desired his company, and this was
almost every day.
This boy was, in general, very good-natured. He was ingenious in
making whistles, and setting snares and traps for quails, partridges,
and rabbits; in cutting fish-poles, attaching the hook to the line,
digging worms for bait, and putting the bait on the hook. He had also
a knack of putting the hook and line into the water in such an
insinuating manner, that he always caught more and bigger fish than
any one else. He was a dexterous swimmer, expert in strapping
skates, formed the best flying kites in the village, made bows and
arrows to perfection, and could gather more chestnuts, butternuts,
and shagbarks, than any boy in the town.
All these various accomplishments rendered Bill Keeler a
delightful companion to me, who, having been brought up in the city,
had little acquaintance with those arts, so well understood by boys in
the country. He was particularly devoted to me, partly because of his
good nature, and partly because my uncle was so indulgent to me,
that all around had caught his habit of yielding to my wishes.
But although Bill was thus clever, and thus obliging to me, he was
so restless and enterprising, as always to be in some scrape or
other. One day, he had seen the burrow of a woodchuck in a field
behind the house of Mistress Sally St. John. So he took a large fox-
trap, and sunk it to the level of the ground, in the very path where the
woodchuck was accustomed to go. He then sprinkled it over with
earth, so as to make it appear as if no trap was there. Next morning,
pretty early, Bill went to see his trap, expecting of course to find that
he had caught the woodchuck. But what was his dismay, on
approaching the place, to find Sally St. John herself, standing bolt
upright, screaming and piping with all her might, and throwing up her
hands in despair! Bill went near enough to see that she had one foot
fast in the trap. He then turned about, and left the poor school-
mistress to be extricated by her neighbors. For this Bill got a sound
flogging from my uncle, but he felt well compensated by being
released from school for a month; for, during that period, poor Sally
was too lame to resume her duties at the schoolhouse.
My companion’s next exploit was equally serious. If there was
anything on earth that he loved better than another, it was
gunpowder. Why he had such a fancy for it, I cannot tell, unless
because it was a noisy, tearing, dangerous thing, like himself. But be
this as it may, he spent more than half the little money he could get
in buying it. Every day he was touching off some old pistol-barrel,
rammed full of powder; or he was trying to split a pepperidge log with
it, by filling some knot-hole, and exploding it. But his greatest delight
was to get my uncle’s gun, one of the real old “King’s arms,” taken at
the battle of Princeton, and go forth with as big a feeling in him as
that which inspired Nimrod, the first hunter that history tells about.
Well, one afternoon he got the gun, and he and I went among the
mountains to hunt for something. Pretty soon we saw a squirrel, but
Bill was so intent on killing a bear, a raccoon, or some large animal,
that he scorned to shoot a squirrel. So we went on, and met with
various kinds of small game, but none worthy of the attention of my
heroic friend. We proceeded for some time, and finding no large
game, Bill determined to shoot a squirrel if he could meet with one.
But no squirrel was now to be seen. He gradually lowered his
pretensions, until, at length, he was so anxious to shoot something,
that he drew up at a wren, and was on the point of discharging his
piece at it, when the bird flew away, and we saw no more of it.
It was now evening, and we were at a considerable distance from
home. We walked along as fast as we could, and Bill, who was never
out of spirits, beguiled the time by telling what he would have done, if
something had fallen in his way. “If a wolf had come along in the
woods,” said Bill, drawing up the old piece, and taking aim at a
mullen stalk, “and if he had come near enough, how I would have
peppered him!”
Just at that instant we heard a rustling sound in a meadow, that
we were passing. It was too dark to see distinctly, but Bill peeped
through the rail-fence, and, saying to me with an emphatic whisper,
“Be still; I see one!” he cocked the gun and brought the heavy old
piece to a level with his eye. After a long, portentous aim, during
which I winked so hard as nearly to put my eye out—whang! it went,
and Bill was stretched backward upon the grass in an instant, by the
kicking of the gun! He very soon got up, however, and jumped over
the fence to pick up his game. He was gone but a minute, and when
he came back he only said, “Well, I peppered him!” “Peppered
what?” said I. “No matter,” said he; and that was all I could get out of
him. But the next morning one of Deacon Kellogg’s cows was found
in a thicket, shot through the head, and dead as a hatchet! Bill was
obliged to confess, and my uncle settled the affair by paying thirteen
dollars and forty-two cents. It was not till several years after, that Bill
would tell me what he took the cow for when he fired at her. He then
said, that his fancy was so full of shooting a wolf, and he was so
ravenous to shoot something, that he really took the poor old cow to
be a wolf, or a creature very like one.
The next event of my life, that seems worth recording, was very
interesting to me. But I must reserve this story for another chapter.
(To be continued.)
 Origin of Words and Phrases.

A tailor of Samarcand, a city of the East, chanced to live near a

gate that led to the public burying-place; and, being a fanciful fellow,
he hung up by his shopboard a little earthen pot, into which he
dropped a small stone, whenever a corpse was carried by. At the
end of every moon, he counted the contents of the pot, and so knew
the number of the deceased. At length, the tailor died himself, and,
some time after, a person unacquainted with his decease, observing
his shop to be deserted, inquired what had become of him. “Oh,”
said a neighbor, “the tailor has gone to pot, as well as the rest!” And
this is the origin of the phrase, “to go to pot.”
Few words have so remarkable a history as the familiar word
“bankrupt.” The money-changers of Italy had, it is said, benches or
stalls in the burse or exchange, in former times, and at these they
conducted their ordinary business. When any of them fell back in the
world, and became insolvent, his bench was broken, and the name
of broken bench, or banco rotto, was given him. When the word was
first adopted into the English, it was nearer the Italian than it now is;
being bankerout, instead of bankrupt.
Though any man can put his pony to the canter, few are able, in
general, to explain the word by which they designate the animal’s
pace. The term canter is a corruption, or rather an abbreviation, of a
Canterbury gallop, which signifies the hand-gallop of an ambling
horse. The origin of the phrase is as old as the days of the
Canterbury pilgrims, when votaries came at certain seasons to the
shrine of Thomas à Becket in that city, from all parts of the nation.
Mail-coaches and railroads being then unknown, the pilgrims
travelled on horseback, and from their generally using easy, ambling
nags, the pace at which they got over the ground came to be called
a Canterbury gallop, and afterwards a canter.
 The word dun first came in use, it is said, during the reign of
Henry the Seventh of England. It owes its birth to an English bailiff,
by the name of Joe Dun, who was so indefatigable and skilful at his
business of collecting debts, that it became a proverb when a person
did not pay his debts, “Why don’t you Dun him?” that is, “Why don’t
you send Dun after him?” Hence originated the word, which has so
long been in universal use.
 The Pelican.

There is nothing more interesting than to study into the works of

nature, and remark their infinite variety. It is also pleasing to discover
in all this variety, that each individual thing is adapted to fill a
particular place in the scale of creation, and that it is often adapted to
its end with wonderful ingenuity. The pelican affords a striking
instance of this. It is made to live the life of a fisherman, and, being
endowed with a strong appetite, we shall see how well he is fitted to
his vocation, and how curiously he is provided with the means of
securing and storing his prey.
This bird, of which there are several kinds, all being about the size
of the swan, is found in almost every part of the globe. Its neck
somewhat resembles that of the swan, but its bill, and the pouch
beneath, render it entirely different from all other birds. This bill is
fifteen inches long, and at its lower edges hangs a bag, which, it is
said, will hold fifteen quarts of water. When this is not in use, the bird
wrinkles it up under his bill. The upper mandible is of a dull yellow in
the middle, with a reddish tinge towards the edges, and a blood-red
spot at the extremity. From this color of the bill, resembling blood,
arose the idea, formerly entertained, that the bird fed its young with
its blood. In disgorging the food, the full pouch is pressed against the
chest, and the red spot on the bill comes against the delicate
plumage of the breast, giving the bird an appearance of tearing away
its feathers and drawing own blood.
Some years ago, there were a male and female pelican in the
menagerie at the Tower of London. The female built herself a nest, in
which she laid three eggs. She then commenced sitting with the
utmost patience, never leaving her eggs for a moment. When the
male was fed, following the plan dictated by nature, even in
confinement, he crammed his pouch in the first place with double the
portion of the food offered to him, and then emptied half the quantity
into the female’s pouch. This process over, they disgorged and
devoured their food at leisure.
In his natural state, the pelican is very inactive, sitting for hours in
the same posture. When he feels the calls of hunger, he raises
himself over the surface of the sea, and holding one eye downwards,
watches with keenness for the appearance of his finny prey. When a
fish approaches near the surface, he darts downwards with great
swiftness, and never fails in securing his prize. In this way, he
continues his labors, ascending and descending, putting one fish
after another into his pouch, until he has laid up enough for a meal.
Being a large and clumsy bird, he rises in the air with great difficulty;
and we may suppose that the long repose in which he indulges, and
which has gained him a sad character for indolence and inactivity, is
really rendered necessary by the toilsome nature of his fishing.
Pelicans are said sometimes to assemble in large numbers, and,
rising in the air, hover about in a circle, gradually drawing nearer and
nearer, thus driving the fish in the water beneath into a narrow
space. They then plunge into the water suddenly, pick up their
victims with great rapidity, and store them in their pouches. If this be
true, it is certainly a very judicious plan, adopted probably by the
oldest and most experienced fishermen among them.
The pelican is capable of domestication, and some degree of
instruction. The natives in some parts of South America are said to
turn their fishing powers to good account, as the Chinese do those of
the cormorant. They train them to go out on the water and fill their
pouches with fish; and, on their return, they are made to disgorge
their contents for the benefit of their masters, receiving a part only for
their share.
There is one instance on record of a pelican which possessed a
strong taste for music, evincing great pleasure in singing and in the
sound of the trumpet. When thus excited, it stretched out its neck,
and turned its ear to the musician, remaining perfectly attentive and
motionless as long as the music lasted.
We are told of one also which belonged to the ancient Roman
emperor, Maximilian, which actually attended the army when on its
march, and lived to the age of eighty years.
The voice of the pelican is harsh and discordant, and is said to
resemble that of a man in deep complaint. David speaks of it thus:
“By reason of my groanings my bones cleave to my skin; I am like a
pelican in the wilderness.”—Psa. cii. 6.

Peach Seeds.—A gentleman having given a quantity of peaches

to some foreign laborers on a railroad, in the vicinity of one of our
cities, one of them was asked how he liked them. He said the fruit
was very good, but the seeds scratched his throat a little when he
swallowed them.
 John Steady and Peter Sly.
a dialogue.

Peter. Ho, John, don’t stumble over that log! I don’t think it a good
plan to study my lessons as I go to school.
John. Nor I; but I am in such a scrape!
Peter. What’s the matter?
John. Why, I believe I have got the wrong lesson.
Peter. I guess not. Let me see; where did you begin?
John. Here, at the top of the page; and I learned over three
leaves, down to the end of the chapter.
Peter. Well, that’s all right.
John. Are you sure?
Peter. Certain, as can be.
John. Well, now! I am half glad and half sorry. Only think; there is
poor George Gracie has been getting the wrong lesson. I came by
his window, and there he was, fagging away; and, when we came to
talk about it, we found we had been studying in different places. But
he was so sure he was right that I thought I must be wrong.
Peter. I know it; I know all about it.
John. Why! did you tell him wrong?
Peter. No, no; I never tell a lie, you know. But yesterday, when the
master gave out the lesson, George was helping little Timothy
Dummy to do a sum; so he only listened with one ear, and the
consequence was, he misunderstood what the master said; and then
he began groaning about such a hard lesson, as we were going
home; I laughing to myself all the time!
John. What! did you find out his blunder and not set him right?
 Peter. Set him right! Not I. I scolded about the hard lesson, too.
John. There, that’s the reason he was so positive. He said you
had got the same lesson he had.
Peter. But I never told him so; I only let him think so.
John. Ah, Peter, do you think that is right?
Peter. To be sure it is. Don’t you know he is at the head of the
class, and I am next, and if I get him down to-day, I am sure of the
medal? A poor chance I should have had, if he had not made such a
blunder.
John. Lucky for you, but very unlucky for him; and I must say, I
don’t call it fair behavior in you, Peter Sly!
Peter. I don’t care what you call it, John. It is none of your affair,
as I see; let every fellow look out for himself, and the sharpest one
will be the best off.
John. Not in the end, Peter. You are in at the great end of the
horn, now; for, by one trick or another, you are almost always above
the rest of us. But if you don’t come out at the little end, and come
out pretty small too, I am mistaken, that is all. Here comes poor
George, and I shall spoil your trick, Mr. Peter.
Peter. That you may, now, as soon as you please. If he can get
the right lesson decently in half an hour, he is the eighth wonder of
the world. I shall have him down, I am sure of that.
(Enter George Gracie.)
John. Here, George, stop a minute; here’s bad news for you.
George. What’s the matter?—no school to-day?
John. School enough for you, I fancy. You have been getting the
wrong lesson, after all.
George. O, John, John! don’t tell me so!
John. It’s true; and that sneaking fellow that sits whittling a stick,
so mighty easy, he knew it yesterday, and would not tell you.
 George. Oh, Peter! how could you do so?
Peter. Easily enough. I don’t see that I was under any obligation
to help you to keep at the head of the class, when I am the next.
George. But you know you deceived me, Peter. I think it would
have been but kind and fair to tell me my mistake, as soon as you
found it out; but, instead of that, you said things that made me quite
sure I was right about the lesson.
Peter. But I did not tell you so; you can’t say I told you so. Nobody
ever caught me in a lie.
John. But you will lie;—you will come to that yet, if you go on so.
Peter. Take care what you say, sir!
George. Come, come, John; don’t quarrel with him. He will get the
medal now; and it is a cruel thing too; for I sat up till eleven o’clock,
last night, studying; and he knew that my father was coming home
from Washington to-night, and how anxious I was to have the medal.
But it can’t be helped now.
Peter. Poor fellow! don’t cry! I declare there are great tears in his
eyes. Now it is a pity, really.
John. For shame, Peter Sly, to laugh at him! You are a selfish,
mean fellow, and every boy in school thinks so.
George. Come, John; I must go and study my lesson as well as I
can. I would rather be at the foot of the class, than take such an
advantage of anybody.
(Exit George.)
Peter. The more fool you! Now, he will be in such a fluster, that he
will be sure to miss in the very first sentence.
John. There is the master, coming over the hill; now if I should just
step up to him, and tell him the whole story!
Peter. You know better than to do that. You know he never
encourages tale-bearers.
 John. I know that, very well; and I would almost as soon be a
cheat as a tell-tale; but the master will find you out, yet, without
anybody’s help; and that will be a day of rejoicing to the whole
school. There is not a fellow in it that don’t scorn you, Peter Sly.
Peter. And who cares, so long as the master——
John. Don’t be quite so sure about the master, either; he never
says much till he is ready. But I have seen him looking pretty sharply
at you, over his spectacles, in the midst of some of your clever tricks.
He will fetch you up one of these days, when you little think of it. I
wish you much joy of your medal, Mr. Peter Sly. You got to the head
of the class, last week, unfairly; and if your medal weighed as much
as your conscience, I guess it would break your neck. (Peter sits
whittling, and humming a tune.)
Peter. Let me see. I am quite sure of the medal in this class; but
there’s the writing! John Steady is the only boy I am afraid of. If I
could hire Timothy Dummy to pester him, and joggle his desk till he
gets mad, I should be pretty sure of that, too.
(Enter master, taking out his watch.)
Master. It wants twenty minutes of nine. Peter Sly, come to me. I
want to have some conversation with you, before we go into school.
Peter. Yes, sir.—What now? he looks rather black.
(Aside.)
Master. For what purpose do you imagine I bestow medals, once
a week, on the best of my scholars?
Peter. To make the boys study, I believe, sir.
Master. And why do I wish them to study?
Peter. Why,—to please their parents, I suppose, sir.
Master. I wish them to study for the very same reason that their
parents do;—that they may get knowledge. I have suspected, for
some time, that you labor under a considerable mistake about these
matters. You take great pleasure, I presume, in wearing home that
piece of silver, hanging round your neck; and your mother takes
pleasure in seeing it.
Peter. Yes, sir; she does.
Master. And why? What does the medal say to her? Of what is it a
sign?
Peter. Why, that I am the best scholar in my class.
Master. Is that what it says? I think it only shows, that you have
been at the head of the class oftener, during the week, than any
other boy.
Peter. Well, sir; then, of course, she must think me the best
scholar.
Master. She would naturally think so, for so it ought to be. But you
know, Peter Sly, and I know, that a boy who has no sense of honor,
no generous feelings, no strictness of principle, may get to the head
of his class, and get medals for a time, without being the best
scholar. You know how such a thing can be accomplished, do you
not? and how the medal may be made to tell a falsehood at home?
(Peter hangs his head in silence.) Shall I tell you how I have seen it
done? By base tricks; by purposely leading others into mistakes; by
taking advantage of every slip of the tongue; by trying to confuse a
boy, who knows his lesson sufficiently well, but is timid; by
equivocations that are little short of lies, and are the forerunners of
unblushing lies. Now, sir, a boy who does these things, is so weak-
minded that he cannot see the proper use of medals, and thinks he
is sent here to get medals, instead of being sent to gain knowledge
to prepare him for active life; and, under this mistake, he goes to
work for the empty sign, instead of the thing itself. That shows folly.
Then he becomes so intent on his object, as to care not by what
unjustifiable means he obtains it. That shows wickedness,—want of
principle. Have I any boy, in my school, of this description?
Peter. Yes, sir; but, forgive me. I did not think you ever observed
it.
Master. The artful are very apt to believe themselves more
successful than they really are. So you concluded you had deceived
me, as well as wronged your companions! Your tears are unavailing,
if, by them, you think I shall be persuaded to drop the subject here.
You must be publicly disgraced.
Peter. What, sir! when I have not told a lie!
Master. You have not spent a day in perfect truth for weeks. I
have watched you in silence and closely for the last month, and I am
satisfied, that you have not merely yielded occasionally to a sudden
temptation, but that deception is an habitual thing with you; that,
through life, you will endeavor to make your way by low knavery, if I
do not root the mean vice out of you, and so save you from the
contempt of men, and the anger of God. Rest assured, your Maker
looks on your heart as that of a liar. Go into school; and as I am
convinced, from reflecting on several circumstances which took
place, that you had no just claim to the very medal you now wear,
take your place at the foot of your class. The reasons of your
degradation shall be explained in presence of all the scholars. I use
the principle of emulation in my school, to rouse up talent and
encourage industry; but I watch against its abuse. I endeavor to unite
with this principle a noble and unwavering love of truth, and
generous, honorable feelings; and am happy to say, that, except
yourself, I have no cause of doubt of having succeeded. I know not
one of your companions, who would not spurn from his heart the
base man[oe]uvres which you adopt; and, before this day is over,
they shall have fresh motives to value fair dealing. You must be
made an example of; I will no longer permit you to treat your
schoolmates with injustice, or so as to injure your own soul. Go in!
 The Three Friends.

Two sisters, named Amy and Anna, were once sitting together
upon a grassy bank, when a large dog came between them, and
thrusting his nose familiarly into their hands, snugged down, as if
desirous of making one of the party. The two girls caressed him
fondly, and called him “good Dash” and “pretty Dash”—and many
other titles of affection they bestowed upon him. At length the
younger of the girls said, “Amy, I have heard that Dash once saved
my life: will you tell me how it happened?” “With pleasure,” said Amy;
and accordingly she proceeded as follows:
“About five years ago, Anna, when you were not more than two
years old, we were living in Vermont, near one of the streams that
empties into Connecticut river. The snow was very deep that winter,
and when it came to go away in the spring, it made a great freshet.
The melted snow came down the hills and mountains, and filled the
rivers, which overflowed their banks, and overspread the valleys and
swept everything before them.
“The little river near our house suddenly rose above its borders,
and came thundering along, tearing away trees and bridges and
mills and houses. At last it seemed to threaten our dwelling, and
father and mother began to prepare to leave it and fly to the
neighboring hills for security. In the preparation for flight, you was put
into a large basket with some clothes stuffed round you, and set
down upon a little bridge of planks near the house, while our parents
and myself were gathering together a few things to take with us. As
father put you on the bridge, he noticed that Dash seemed to look on
with interest and anxiety, for the waters made a terrible roaring all
around us; and he observed also, on looking back, that Dash had
taken his seat on the bridge by your side.
 “You had not been left more than ten minutes, when we heard a
frightful noise, and going to the door, we saw, with terror and
amazement, that the water had suddenly risen and surrounded the
house. Nothing could save us but instant flight. Father took me in his
arms, and with mother clinging to him, he started for the bridge
where you had been placed; but he soon perceived that the bridge
had been carried away by the rush of the waters, and neither you nor
Dash was to be seen. It was no time for delay or search, for the
waves were rising rapidly, and it was with the utmost difficulty that
father was able to take mother and me to the hill. There at length we
arrived, and leaving us to take care of ourselves, father went in
search of you. He was absent nearly four hours—and I never shall
forget the anxiety with which we waited his return. We were without
shelter; the earth was damp and the air chill; but we were so
absorbed in fear for you that we thought not of our own sufferings. At
last we saw father coming, at a considerable distance. He had you in
his arms, and Dash was leaping and frolicking at his side. I was
never so happy; I shall never, never be so happy again, as I was
when I saw father coming, and saw that you was safe!
“At length father reached us; though it was a matter of some
difficulty, on account of the water, which had choked up the valley. I
need not tell how heartily mother and myself kissed you when we got
hold of you. We shed a great many tears, but you only laughed, and
seemed to think it all a pleasant frolic. When we could compose our
feelings, father told us the story of your escape. It seems that the
waters rose suddenly while we were in the house, and lifting the
planks of the bridge, carried you and Dash and the basket upon
them, down the stream. The current was very swift, and you must
have sailed along at a terrible rate; but faithful Dash kept his place at
your side. You had gone about two miles, when the dog and basket
were seen by some people standing on the shore. Dash saw them at
the same moment, and he set up a very piteous howl, but they did
not understand him. When he saw that there was no relief to be had
from them, he leaped into the water, and seizing one end of one of
the planks in his mouth, began to swim with all his might, and push
the planks toward the land. He was so powerful and so skilful, that
he very soon gave them a direction toward a little island, which was