Full download ebooks at https://ebookmeta.

com

Transforming Higher Education Through

Digitalization: Insights, Tools, and Techniques
(Demystifying Technologies for Computational
Excellence) 1st Edition S. L. Gupta (Editor)
For dowload this book click link below
https://ebookmeta.com/product/transforming-higher-education-
through-digitalization-insights-tools-and-techniques-
demystifying-technologies-for-computational-excellence-1st-
edition-s-l-gupta-editor/

OR CLICK BUTTON

DOWLOAD NOW
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Digitalization of Higher Education using Cloud

Computing: Implications, Risk, and Challenges 1st
Edition S. L. Gupta

https://ebookmeta.com/product/digitalization-of-higher-education-
using-cloud-computing-implications-risk-and-challenges-1st-
edition-s-l-gupta/

Industry 4.0 Technologies for Business Excellence:

Frameworks, Practices, and Applications (Demystifying
Technologies for Computational Excellence) 1st Edition
Shivani Bali (Editor)
https://ebookmeta.com/product/industry-4-0-technologies-for-
business-excellence-frameworks-practices-and-applications-
demystifying-technologies-for-computational-excellence-1st-
edition-shivani-bali-editor/

Data Science and Innovations for Intelligent Systems:

Computational Excellence and Society 5.0 (Demystifying
Technologies for Computational Excellence) 1st Edition
Kavita Taneja (Editor)
https://ebookmeta.com/product/data-science-and-innovations-for-
intelligent-systems-computational-excellence-and-
society-5-0-demystifying-technologies-for-computational-
excellence-1st-edition-kavita-taneja-editor/

SQL for Data Analysis: Advanced Techniques for

Transforming Data into Insights 1st Edition Cathy
Tanimura

https://ebookmeta.com/product/sql-for-data-analysis-advanced-
techniques-for-transforming-data-into-insights-1st-edition-cathy-
tanimura/
Handbook of Machine Learning for Computational
Optimization: Applications and Case Studies
(Demystifying Technologies for Computational
Excellence) 1st Edition Vishal Jain (Editor)
https://ebookmeta.com/product/handbook-of-machine-learning-for-
computational-optimization-applications-and-case-studies-
demystifying-technologies-for-computational-excellence-1st-
edition-vishal-jain-editor/

Leveling Up with SQL: Advanced Techniques for

Transforming Data into Insights 1st Edition Mark Simon

https://ebookmeta.com/product/leveling-up-with-sql-advanced-
techniques-for-transforming-data-into-insights-1st-edition-mark-
simon/

Artificial Intelligence, Machine Learning, and Data

Science Technologies: Future Impact and Well-Being for
Society 5.0 (Demystifying Technologies for
Computational Excellence) 1st Edition
https://ebookmeta.com/product/artificial-intelligence-machine-
learning-and-data-science-technologies-future-impact-and-well-
being-for-society-5-0-demystifying-technologies-for-
computational-excellence-1st-edition/

Digital Agency in Higher Education Transforming

Teaching and Learning 1st Edition Toril Aagaard

https://ebookmeta.com/product/digital-agency-in-higher-education-
transforming-teaching-and-learning-1st-edition-toril-aagaard/

Analysis of Legal Argumentation Documents A

Computational Argumentation Approach Translational
Systems Sciences 29 Hayato Hirata

https://ebookmeta.com/product/analysis-of-legal-argumentation-
documents-a-computational-argumentation-approach-translational-
systems-sciences-29-hayato-hirata/
Transforming Higher Education
Through Digitalization
Demystifying Technologies for Computational Excellence: Moving
Towards Society 5.0
Series Editors: Vikram Bali and Vishal Bhatnagar

This series encompasses research work in the field of Data Science, Edge Computing,
Deep Learning, Distributed Ledger Technology, Extended Reality, Quantum Computing,
Artificial Intelligence, and various other related areas, such as natural-language pro-
cessing and technologies, high-level computer vision, cognitive robotics, automated
reasoning, multivalent systems, symbolic learning theories and practice, knowledge rep-
resentation and the semantic web, intelligent tutoring systems, AI and education.
The prime reason for developing and growing out this new book series is to focus
on the latest technological advancements - their impact on the society, the challenges
faced in implementation, and the drawbacks or reverse impact on the society due to
technological innovations. With the technological advancements, every individual has
personalized access to all the services, all devices connected with each other commu-
nicating amongst themselves, thanks to the technology for making our life simpler and
easier. These aspects will help us to overcome the drawbacks of the existing systems
and help in building new systems with latest technologies that will help the society in
various ways proving Society 5.0 as one of the biggest revolutions in this era.

Data Science and Innovations for Intelligent Systems

Computational Excellence and Society 5.0
Edited by Kavita Taneja, Harmunish Taneja, Kuldeep Kumar, Arvind Selwal, and Ouh Lieh

Artificial Intelligence, Machine Learning, and Data Science Technologies

Future Impact and Well-Being for Society 5.0
Edited by Neeraj Mohan, Ruchi Singla, Priyanka Kaushal, and Seifedine Kadry

Transforming Higher Education Through Digitalization

Insights, Tools, and Techniques
Edited by S. L. Gupta, Nawal Kishor, Niraj Mishra, Sonali Mathur, and Utkarsh Gupta

A Step Towards Society 5.0

Research, Innovations, and Developments in Cloud-Based Computing
Technologies
Edited by Shahnawaz Khan, Thirunavukkarasu K., Ayman AlDmour, and Salam
Salameh Shreem

For more information on this series, please visit: https://www.routledge.com/

Demystifying-Technologies-for-Computational-Excellence-Moving-Towards-
Society-5.0/book-series/CRCDTCEMTS
Transforming Higher Education
Through Digitalization

Insights, Tools, and Techniques

Edited by
S. L. Gupta, Nawal Kishor, Niraj Mishra,
Sonali Mathur, and Utkarsh Gupta
First edition published 2022
by CRC Press
6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742

and by CRC Press

2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

© 2022 selection and editorial matter, S. L. Gupta, Nawal Kishor, Niraj Mishra, Sonali Mathur, and
Utkarsh Gupta; individual chapters, the contributors

CRC Press is an imprint of Taylor & Francis Group, LLC

Reasonable efforts have been made to publish reliable data and information, but the author and publisher
cannot assume responsibility for the validity of all materials or the consequences of their use. The authors
and publishers have attempted to trace the copyright holders of all material reproduced in this publication and
apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright
material has not been acknowledged please write and let us know so we may rectify in any future reprint.

Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced,
transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or here-
after invented, including photocopying, microfilming, and recording, or in any information storage or
retrieval system, without written permission from the publishers.

For permission to photocopy or use material electronically from this work, access www.copyright.com
or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-
750-8400. For works that are not available on CCC please contact mpkbookspermissions@tandf.co.uk

Trademark notice: Product or corporate names may be trademarks or registered trademarks and are
used only for identification and explanation without intent to infringe.

Library of Congress Cataloging‑in‑Publication Data

Names: Gupta, S. L., editor. | Kishor, Nawal, editor. | Mishra, Niraj,
editor. | Mathur, Sonali, editor. | Gupta, Utkarsh, editor.
Title: Transforming higher education through digitalization : insights,
tools, and techniques / Edited by S. L. Gupta, Nawal Kishor, Niraj
Mishra, Sonali Mathur, and Utkarsh Gupta.
Description: Boca Raton : CRC Press, 2022. | Series: Demystifying
technologies for computational excellence | Includes bibliographical
references and index.
Identifiers: LCCN 2021018918 (print) | LCCN 2021018919 (ebook) | ISBN
9780367676292 (hardback) | ISBN 9780367676308 (paperback) | ISBN
9781003132097 (ebook)
Subjects: LCSH: Education, Higher—Computer-assisted instruction. |
Educational technology—Computer-assisted instruction. | MOOCs
(Web-based instruction) | Distance education—Technological innovations. |
Education, Higher—Aims and objectives.
Classification: LCC LB2395.7 .T73 2022 (print) | LCC LB2395.7 (ebook) |
DDC 378.1/734—dc23
LC record available at https://lccn.loc.gov/2021018918
LC ebook record available at https://lccn.loc.gov/2021018919

ISBN: 978-0-367-67629-2 (hbk)

ISBN: 978-0-367-67630-8 (pbk)
ISBN: 978-1-003-13209-7 (ebk)

DOI: 10.1201/9781003132097

Typeset in Times
by KnowledgeWorks Global Ltd.
Contents
Preface.......................................................................................................................ix
Editors..................................................................................................................... xiii
Contributors.............................................................................................................. xv

Section I  Transformation of Education

Chapter 1 Determining Sustainability of Online Teaching: Issues

and Challenges...................................................................................... 3
Arun Mittal

Chapter 2 Effectiveness of Online Learning and Face-to-Face Teaching

Pedagogy............................................................................................. 21
Biswa Mohana Jena, S. L. Gupta, and Niraj Mishra

Chapter 3 Issues and Challenges Faced by College Students in Online

Learning during the Pandemic Period................................................ 45
Twinkle Sanghavi

Chapter 4 Teacher’s Perception toward Online Teaching in Higher

Education during COVID-19.............................................................. 63
Pooja Kansra and Rajni Kansra

Chapter 5 Challenges Faced by Faculty and Students in Online

Teaching and Learning: A Study of Higher Education
Institutions in Oman............................................................................ 75
Kavita Chavali and Shouvik Sanyal

Chapter 6 Ramifications of Digitalization in Higher Education

Institutions Concerning Indian Educators: A Thematic
Analysis............................................................................................... 91
Karishma Jain and Swasti Singh

Chapter 7 Digital Education and Society 5.0..................................................... 113

Manju Amla

v
vi Contents

Section II  Understanding Technology in Education

Chapter 8 Moodle: Learning Management System........................................... 133

Praveen Srivastava and Shelly Srivastava

Chapter 9 Digital Transformation of Higher Education: Opportunities

and Constraints for Teaching, Learning and Research..................... 145
Viju Mathew, A. I. Abduroof, and J. Gopu

Chapter 10 ‘Rubrics’ as a Tool for Holistic Assessment: Design

Considerations and Emerging Trends............................................... 173
Umesh Prasad, Abhaya Ranjan Srivastava, and Soumitro
Chakravarty

Chapter 11 A Systematic Review of Barriers to Crowdsourcing in Science

in Higher Education.......................................................................... 183
Regina Lenart-Gansiniec

Chapter 12 Effects of Technology-Based Feedback on Learning....................... 203

Irum Alvi

Chapter 13 Storyboarding: A Pedagogical Tool for Digital Learning................ 221

Prajna Pani

Section III  Enhancing Teaching Quality in Digital Age

Chapter 14 Online Social Capital and Its Role in Students’ Career

Development...................................................................................... 233
Najmul Hoda

Chapter 15 Upskilling and Reskilling in the Digital Age: The Way Forward
for Higher Educational Institutions................................................... 253
V. Padmaja and Kumar Mukul

Chapter 16 Strengthening the Retention Rate of Massive Open Online Courses

through Emotional Intelligence and Intrinsic Motivation.............. 277
Richa Chauhan and Nidhi Maheshwari
Contents vii

Chapter 17 Digitalization of Higher Education: Issues and Challenges.............. 293

Gautam Shandilya and Abhaya Ranjan Srivastava

Chapter 18 Creating a Sustainable Future with Digitalization in Online

Education: Issues and Challenges.....................................................309
Abhishek Srivastava, Lokesh Jindal, and Mukta Goyal
Index....................................................................................................................... 325
Preface
Amidst the backdrop of a dramatically changed world affected by COVID-19, the
education sector has witnessed a massive transformation. From primary to the higher
education levels, online teaching and assessment became mainstreamed. This has
proved to be a boon in disguise as the process of education needed to be reinvented
and aligned with the requisites of the fourth industrial revolution called Education 4.0.
Digitalization and the adoption of technology lie at the core of this next generation
of education. In fact, experts have opined that “education will be an entirely digital
pursuit fortified by artificial intelligence and virtual reality”.1
A simplistic definition of digitalization is that it is “the use of digital technology
to teach students”. It forms the core of Education 4.0 that aims to prepare graduates
for a future that is more aligned and engaged with technology. The distinctive char-
acteristics of Education 4.0 are the transformed education processes such as peer-to-
peer learning, critical thinking skills, automated assessment methods, advanced data
analytics and personalized learning.
The success of digitalization in higher education institutions is not just adopting
new technologies or upgrading to the latest tools. It is rather a reflection of the pro-
cess in creating a sustainable education model where the success accrues in different
capability areas. It needs a curriculum overhaul aimed at imparting the right tools
and skills for preparing “the workforce of the future”.
The program delivery is set to include both remote and face-to-face learning.
Remote learning by the digitalized medium will enhance theoretical learning,
whereas the latter medium will be useful for practical skills.
Innovative technologies such as Artificial Intelligence (AI), robotics, Big Data,
Internet of Things, and social media are all bound to influence the skills required in
the workplace. The new set of skills for the future includes digital skills as well as
training in science, technology, engineering and mathematics (STEM).
The teaching and learning process is the pivot of educational transformation. It implies
that higher education institutions across the world should gear up for a major overhaul
of their curricula, assessment, learning delivery methods and learning outcomes.
Adopting technology in education should not just be aimed at meeting industry
needs but also at enhancing students’ learning experience and optimizing resource
utilization. “Customizable degrees” are going to be a reality where students do not
limit themselves to a few courses. They would instead be allowed to study modules
from varied programs. Such complex permutations in program management would
only be possible through digitalization.
Students’ assessment methods must be altered so that the results reflect the skills
learned by students and not a mere reflection of numerical grades. There will be a
continuous assessment based on practical and experiential activities. Digitalization
will play an important role in assessing the performance of each student throughout

1 https://www.plm.automation.siemens.com /global/en /our-story/glossary/digitalization-in-

education/25307

ix
x Preface

his/her “learning journey”. Technologies that store student data would help in “opti-
mizing learning strategies”.
The need for higher education institutions to embrace digitalization for aligning
with Education 4.0 motivated us to offer this book. We aim at providing critical
insights into the role of digitalization in achieving a holistic transformation of higher
education institutions.
The book covers various facets of transformation and the challenges associated
with them. These challenges include those associated with sustainability, delivery
and outcomes.
The book has been organized into three main sections and 18 chapters. The first
section covers the issues and challenges in digitalization of education. The second
section includes the various technologies and applications that are currently being
used or will soon be embraced by higher education institutions. The role of digi-
talization in teaching and learning is the area covered in the third section. A brief
summary of the contents of each chapter is presented below:

Chapter 1 covers “Determining Sustainability of Online Teaching: Issues and

Challenges”.
Chapter 2 discusses “Effectiveness of Online Learning and Face-to-Face
Teaching Pedagogy”.
Chapter 3 contains “Issues and Challenges Faced by College Students in
Online Learning during the Pandemic Period”.
Chapter 4 describes “Teacher’s Perception towards Online Higher Education
Teaching during COVID-19”.
Chapter 5 covers “Challenges Faced by Faculty and Students in Online
Teaching and Learning: A Study of Higher Education Institutions in Oman”.
Chapter 6 describes “Ramifications of Digitalization in Higher Education
Institutions with Reference to Indian Educators: A Thematic Analysis”.
Chapter 7 discusses “Digital Education and Society 5.0”.
Chapter 8 explains “Moodle: Learning Management System”.
Chapter 9 describes “Digital Transformation of Higher Education:
Opportunities and Constraints for Teaching and Learning and Research”.
Chapter 10 includes “‘Rubrics’ as a Tool for Holistic Assessment: Design
Considerations and Emerging Trends”.
Chapter 11 comprises “A Systematic Review of Barriers to Scientific
Crowdsourcing in Higher Education”.
Chapter 12 discusses “Effects of Technology-Based Feedback on Learning”.
Chapter 13 “Storyboarding: A Pedagogical Tool for Digital Learning” is discussed.
Chapter 14 describes “Online Social Capital and Its Role in Students’
Career Development”.
Chapter 15 explains “Upskilling and Reskilling in the Digital Age: The Way
Forward for Higher Educational Institutions”.
Chapter 16 consists “Strengthening the retention rate of Massive Open Online
Courses through Emotional Intelligence and Intrinsic Motivation”.
Chapter 17 covers “Digitalization of Higher Education: Issues and Challenges”.
Preface xi

Chapter 18 discusses “Creating a Sustainable Future with Digitalization in

Online Education: Issues and Challenges”.

With the enduring support and encouragement of our respective families, we

believe we have compiled a book that should serve as an important resource for both
scholarly and practical needs. It explores the challenges associated with digitaliza-
tion, the trends in education technology and how higher education institutions should
prepare to achieve the goals of Education 4.0.

S.L. Gupta
Mesra, Ranchi, India

Nawal Kishor
New Delhi, India

Niraj Mishra
Mesra, Ranchi, India

Sonali Mathur
New Delhi, India

Utkarsh Gupta
Connecticut, United States of America
Editors
S. L. Gupta is the Director, Birla Institute of Technology,
Noida. Before that he was the Dean of Waljat College of
Applied Sciences. Prior to joining WCAS, he had been
the Director of Birla Institute of Technology (Deemed
University – Ranchi, India) Patna Campus. He brings with
him a rich experience of 27 years in academia. His pro-
fessional qualifications include an Executive Programme
in Retail Management from IIM-Kolkata and a PGDBM
(Marketing) from CMD Modinagar, India and M.Com
from University of Rajasthan, Jaipur, India. His fields of
specialization are Sales and Distribution Management,
Marketing Research, Marketing of Service, Retail Management, and Research
Methodology. He has to his credit many publications in national and international
journals. He has published eight books, which are internationally recognized and
recommended in many universities and colleges, and research papers on his area of
specialization.

Nawal Kishor is a Professor and former Director, School

of Management Studies, Indira Gandhi National Open
University, New Delhi, India. He earned PhD, PGDIM and
M.Com. He is the Managing Editor of the leading journal,
The Indian Journal of Commerce and the Editor of Indian
Journal of Open Learning. He has been engaged in teach-
ing, training, research and other academic and administra-
tive activities for the last 30 years. He has been involved
in the development of B.Com, M.Com, PGDIBO, BBA
(Retail), M.Phil and PhD programs along with the conduct of Orientation Programs,
Workshops, Refresher Courses, Faculty Development Programs, etc. He has published
more than 60 research papers in international and national reputed journals. He has
presented more than 15 research papers at international and national conferences. He
has been actively involved as Keynote Speaker, Technical Session Chairman, Guest
of Honor, Resource Person in various international and national conferences. His
areas of interest are International Business Management, International Marketing,
Marketing Management, Consumer Behavior, General Management, Organizational
Behavior, Human Resource Management, Foreign Trade, Export Import Procedures
and Documentation, Retail Management and Distance Education. He has visited
the USA, Canada, Australia, France, Germany, UK, Netherlands, Italy, Switzerland,
Ethiopia, Singapore, Hong Kong, UAE, Nambia, among others for academic pur-
poses. He received the Best Researcher Silver Medal for the “Second Best Research
Paper Award” in 2014.

xiii
xiv Editors

Niraj Mishra is an Assistant Professor in the Department

of Management at Birla Institute of Technology, Ranchi.
He was formerly working as Head in the Department of
Management at Waljat College of Applied Sciences,
Muscat, Oman. Dr. Mishra completed his MBA degree
from Birla Institute of Technology, Mesra, India and PhD
in Management from BR Ambedkar Bihar University,
India. Dr. Niraj Mishra has published several research
papers in areas of service marketing, e-services and qual-
ity management. Dr. Mishra has participated in many
national and international conferences and presented
research papers. He has also received the best paper award
for one of his papers presented at an international conference. He is also guiding
PhD scholars in various universities in India in the area of e-services. Dr. Niraj
Mishra has served as Deputy Head – Department of Management, Quality
Coordinator (Academic) at Waljat College of Applied Sciences) and is the Chairman
of Risk Management Committee of the college. Dr. Mishra has played an active role
in preparation of strategic plans and operational plans, risk register and various HR
policies of the college.

Sonali Mathur is associated with JSS Academy of Technical

Education, Noida, since 2010, working as Assistant Professor
in Computer Science & Engineering Department. She earned
her BE in Computer Science and Engineering from M.J.P.
Rohilkhand University, Bareilly, M.Tech. in Information
Technology from Guru Gobind Singh Indraprastha
University and she is pursuing her PhD in Data Warehouse
Testing and Security from Birla Institute of Technology,
Mesra, Ranchi. She has more than 16 years of teaching and
research experience and published research papers in vari-
ous journals and conferences. Her areas of interest include Data Warehouse, Data
Mining, Security and Testing.

Utkarsh Gupta is currently pursuing his MBA in Marketing

and Business Analytics from the University of Connecticut,
United States. He is also serving as the President of UConn
Graduate Consulting, where he manages a team of 50 con-
sultants. He also has extensive work experience with devel-
oping marketing and sales strategy for startups. He had
worked as Decision Scientist in Mu Sigma delivering data-
based strategy solutions to Fortune 500 companies. He had a
brief stint with The Coca-Cola Company’s global headquar-
ters in Atlanta developing marketing strategies.
Another random document with
no related content on Scribd:
 The Race.
Here are two boys running a race. They seem to be striving to see
which can run the swiftest; which can outstrip the other.
It is pleasant to run a race, if one is young and has a good pair of
legs. I should make a bad business of it,—old and decrepit as I am,
—and having a timber toe beside. Still, I can well recollect how I
used to delight in trying my speed with my youthful companions,
when I was a boy.
I remember very well, that, when I was young, there was a boy
at school by the name of Rufus, and it chanced that he and myself
were rivals in almost everything. We were always striving to see
which should run the swiftest; which should hop the farthest; which
should excel in writing, arithmetic, &c.
Now all this was very well, except one thing. Our rivalry at last
went so far, that we desired victory more than anything else. We did
not wish so much to do things well, as to triumph over our
competitors. Nor was this all: we began at length to dislike each
other, and a very bad feeling was therefore begotten by our strife, in
our bosoms.
This was certainly wrong, and young people as well as old people
should be careful never to indulge in any strife which leads to
hatred. We should love all around us, for love is the chief source of
happiness. Anything which interferes with this is wrong.
 The Swing.
Here are children indulging themselves in swinging. ’Tis a very
pleasant amusement, and is as near to flying as anything we can do.
What a thrill passes through the heart, half pleasant and half painful,
when we go up, up, up—and then down, down, down!
In the western country, the children do not have to make swings
of ropes, for they are provided by nature. The grape vines climb up
the trees, often to the height of twenty feet, and then afford good
swings for the children. If you ever visit Kentucky, or Ohio, or
Missouri, or any of those great states in the west, you will probably
see children amusing themselves in grape vine swings.
 A Strange Bird.
Not long since, a man in Connecticut shot an eagle of the largest
kind. The creature fell to the ground, and being only wounded, the
man carried him home, alive.
He now gave him to another man, who took good care of the
wounded bird, and pretty soon he got quite well. The eagle became
attached to the place where he was thus taken care of, and though
he was permitted to go at large, and often flew away to a
considerable distance, he would always come back again.
He used to take his station in the door-yard, in front of the house:
if any well-dressed person came through this yard, to the house, the
eagle would sit still and make no objections; but if a ragged person
came into the yard, he would fly at him, seize his clothes with one
claw, and hold on to the grass with the other, and thus make him a
prisoner.
Often was the proprietor of the house called upon to release
persons that had been thus seized by the eagle. It is a curious fact
that the bird never attacked ragged people going to the house the
back way: it was only when they attempted to enter through the
front door, that he assailed them. What renders this story very
curious is, that the bird had never been trained to act in this manner.
This eagle had some other curious habits. He did not go out every
day to get a breakfast, dinner and supper: his custom was, about
once a week, to make a hearty meal, and that was sufficient for six
days. His most common food was the king-bird, of which he would
sometimes catch ten in the course of a few hours—and these would
suffice for his weekly repast.
This bird at last made such havoc with the poultry of the
neighbors, that the proprietor was obliged to kill him.
 It seems that the aversion of this eagle to ragged people, was not
altogether singular; for a person who writes to the editor of the New
York American, says that he once knew a Baltimore Oriole, that
would always manifest the greatest anger if a shabby person came
into the room. This bird also disliked colored people, and if he could
get at them, he would fly in their faces, and peck at them very
spitefully—while he did no such thing to white people.

The following letter has been some time in hand. Will our little
friend, the writer, forgive us for not inserting it sooner? Our
correspondents must remember that we have many things to attend
to, and if some of their favors seem to be overlooked, we hope they
will not scold.
My dear Mr. Merry:
I have been long wanting to write to you, so many of your
subscribers have been writing to you. I could not write to you
sooner, because I did not know my letter would go by the
mail.
Many of the stories in the Museum are quite interesting. I
have often tried to read your history of your own life,
through. I should have begun when your Museum first came
out, but it happened that I did not. “Philip Brusque” I began
too, but, as my brother was going up the river in a
steamboat, he wanted to take the number, so that I had to
leave off reading it.
In your number before the last I liked the “Two Friends.”
Many of the children like “The Siberian Sable-hunter,” but I do
not fancy it much, as there are so many hard names in it.
I am one of your little black-eyed subscribers: my brother
Benjamin is one of your blue-eyed subscribers. He does not
read as many of your Museums as I do, for he is away from
home a great part of the time, and when he gets home he
hardly ever thinks of reading them. I am always glad when I
hear that your Museum is come, and yet, the last time, they
kept it from me for a day and a night. Was not that very
hard?
My little sister, Lydia, is yet too young to read, and does
not even know her A, B, C; but I know them well enough. I
like your plain, simple stories best. I believe my brother likes
the ones that are not simple. In your number, a great while
ago, is a song by the name of “Jack Frost,” which I like very
much, and many other pieces of your poetry. “Discontented
Betty” I like too. I have been hurrying off with my lessons, so
that I could write to you; but, pray, do not think that I write
this myself, for I do not even know how to make a letter. My
sister writes for me.
I am in constant fear that we shall have to give up your
Museum, but I hope we shall not. I thought that I would have
to send my letter by the man that brought the Museum, but
my father told me that I need not, but that I should send it
by the mail. I hope your Museum will not end very soon, but
will keep on a long while. I have found out three of your
names, Parley, Merry and Goodrich. I want to see you very
much. My sister Mary is collecting autographs, and has got
one of yours, which I think to be quite a decent hand for such
an old man. I hope this letter will reach you safely. I wonder
if the one my brother William wrote to you, a long time ago,
ever reached you.
I have read some of your other books, as we have got
some others. I consider myself a very poor reader, if others
do not. I had a beautiful book given to me on New Year’s day,
by the name of “Flower People.” But I cannot think of
anything more to say, and so, Mr. Merry, good-bye.
E. O. B.
P.S. I have thought of one other thing to say, Mr. Merry,
and it is that I wish you would answer this letter.
 MERRY’S MUSEUM.

Vol. VI. SEPTEMBER, 1843. No. 3.

September.
We have now reached the ninth month in the year—the first
month of autumn—September—the pleasantest month of all the
twelve. It is true the leaves of the trees are beginning to turn yellow;
many of the birds are departing for more southern climes; the
evenings are getting chilly; the summer flowers are gone; and all
around there is an air of soberness, almost of sadness. Yet there is
something in all this, that makes the heart content, tranquil and
happy.
The earth is now abounding with fruit. The peaches, the plums,
the pears, the apples, the grapes, are ripe, and seem to invite us to
taste them. How pleasant it is to be in the country now! Say, my
little friends, is not September the finest of all the months?
 Jumping Rabbit’s Story.
chapter iii.

The return of our party.—Sports and festivities.

After I had been about a month in the village, a swift Indian,
despatched by the warriors who had been absent on an expedition
against some distant tribes, came in, and announced that the whole
party were near at hand, and would enter the village the following
morning. Preparations were therefore made to receive them.
All was bustle and activity, though this seemed to consist more in
running about, and chattering like a set of magpies, than anything
else. The children leaped, frolicked, shouted, and fought mimic
battles as well as real ones, in which they bit, scratched, kicked and
pulled hair, in honor of the coming celebration. The women went
about from tent to tent, talking with great animation and keeping up
the hum, which might be heard at the farther extremity of the
village.
Evening at last came, but there was no cessation of the
excitement. The greater part of the night was spent in talking,
squabbling, dancing, jumping, leaping and yelling. At length the
morning came, and just as the sun was rising, an Indian, painted
blue and red, carrying on his head the skin taken from the pate of a
grizzly bear, was seen creeping along in the edge of the adjacent
wood. He was soon followed by another, painted in a similar manner,
with the horns and pate of a buffalo upon his head. Others
succeeded, all of them painted and dressed in the most wild and
fantastic manner, until about a hundred warriors had gathered in the
thickets of the forest, close to the village.
A pause of at least half an hour ensued. All within the wood was
silent, and not a trace of the savages that lurked in its bosom, could
be discovered. The women, children and old men of the village had
gathered in the open space encircled by the tents, where they
awaited the coming spectacle in breathless expectation.
At last, a wild yell, as if a thousand demons filled the air, broke
from the forest. In an instant after, the warriors started from their
cover and ran toward the village with the greatest swiftness.
Approaching the group of women and children, they formed
themselves in a circle and began to dance in a most violent manner.
They leaped, jumped, ran, brandished their weapons, screamed,
chattered, and appeared more like infernal spirits than human
creatures. They were all on foot except about a dozen, who were on
horseback, and attired in the most fantastic manner. These rode
round the circle with great swiftness, flourishing their long spears,
and performing a sort of wild mimic battle.
Nothing could be more fierce and frightful than the whole scene,
yet the women and children were greatly delighted, and evinced
their ecstasy by uproarious acclamations. The warriors were excited
by this applause to greater feats, and for about an hour they kept up
their savage revel. They seemed to be as proud of their greasy paint
and their savage foppery, as a well-dressed company of militia
marching on a muster-day through one of our villages. A bear’s or
buffalo’s pate was fully equal to a cocked hat; a raccoon’s or
oppossum’s hide was equivalent to a pair of epaulettes; the bow and
arrow were an offset to the sword.
But the Indian warriors had one advantage over our training-day
soldiers. They had been in actual service, and carried with them
evidences of their victory. Several of them bore in their hands large
bundles of bloody scalps, which they had taken from their enemies,
and these they flourished in the faces of the admiring spectators. It
is obvious that the same vanity and foppery which are found in the
fair-weather soldiers of towns and cities, belong to the savage
warrior of the wilderness.
At length, the ceremony was over, and the savages dispersed
themselves to their several wigwams. The next day, however, they
had a great exhibition, which was a kind of war-dance, in which the
warriors attempted to exhibit their several battles and exploits. It
was in fact a sort of pantomime, in which several of the Indians
displayed great powers of mimicry. Though I was not much
accustomed to these things, I understood a good deal of what the
Indians meant by their performances.
One of these fellows amused me very much. He seemed to be
fond of fun, and, like the clown in a circus, appeared to think more
of making a laugh than anything else. It seemed from his
representation, that, on one occasion, he was sent to spy out the
situation of a party of Indians, whom they intended to attack. It was
night, and as he was proceeding along a deer path in the forest, he
chanced to see a skunk immediately before him. The creature stood
still, and positively refused to stir a step.
The Indian hesitated for some time what to do, but at last he put
an arrow to the bowstring, and shot the impertinent animal to the
heart. The air was, however, immediately filled with the creature’s
effluvia, and the Indians, whom the spy was seeking, being ever on
the watch, were startled by the circumstance, and the spy himself
was obliged to retreat for safety. This whole story was easily
comprehended from the admirable mimicry of the actor. Nothing
could exceed his drollery, except the applause of the spectators. He
seemed to have the reputation of an established wag, and, like
Andrews at the late Tremont Theatre, he could hardly turn his eye,
or crook his finger, but the action was followed with bursts of
applause.
There was one thing that characterized all the warriors, and that
was a love of boasting and self-glorification. Every one represented
himself as a hero and as performing the most wonderful feats of
strength and valor. Boasting, I suspect, is a thing that naturally
belongs to those who have little refinement, and modesty is
doubtless the fruit of those finer sentiments which belong to
civilization.
 For several days there were sports and festivities, and every one
seemed to give himself up to amusement. The warriors had brought
home with them a young Indian prisoner, who was about eighteen
years old. He was a fine, proud-looking fellow, and when he was
brought out and encircled by all the Indians, he seemed to survey
them with a kind of scorn. He was tied to a stake, and the young
Indians, stationed at a certain distance, were allowed to shoot their
arrows at him. Several of them hit him, and the blood trickled freely
down his body. He stood unmoved, however, and seemed not to
notice the wounds. The women then surrounded him, and jeered at
him, making mouths, and pinching his flesh, and punching him with
sharp sticks.
At last, it was determined by the warriors, to let him loose upon
the prairie and give him a chance of escape. The warriors were to
pursue him. If he was retaken, he was to die; if he outran his
pursuers, he was to have his liberty.
The prisoner was unbound and placed at the distance of about six
rods in advance of those who were to pursue him; the signal was
given, and he departed. He seemed fleet as the mountain deer, and
life was the wager for which he ran. He was, however, pursued by
more than a dozen Indians, scarcely less lightfooted than himself. He
struck across the prairie, which lay stretched out for several miles,
almost as level as the sea, and in the distance, was skirted by the
forest.
He kept in advance of his pursuers, who strained every nerve to
overtake him. On he flew, casting an occasional glance backward.
The yells broke often from his pursuers, but he was silent. It was for
life that he fled, and he would not waste a breath. On he sped, and
as he and his followers seemed to grow less and less in the distance,
my eyes grew weary of the scene. But such was the interest that I
felt for the poor fugitive that I kept my gaze bent upon the chase for
almost an hour.
The Indians seemed at last in the remote distance to be dwindled
to the size of insects; they still strained every limb, though they
seemed scarcely to move; they still yelled with all their might, but
only an occasional faint echo reached our ears. At last, the fugitive
plunged into the forest; his pursuers followed, and they were lost to
the view. After the lapse of several hours, the pursuing party
returned, without their prisoner. He was at liberty in the unbounded
forest.
 The Smuggler.
Who would imagine that a dog had been made serviceable as a
clerk, and thus made for his master upwards of a hundred thousand
crowns? And yet an incident like this happened upwards of forty
years since. One of those industrious beings who know how to live
by skinning flints, determined, in extreme poverty, to engage in
trade. He preferred that species of merchandise which occupied the
least space, and was calculated to yield the greatest profit. He
borrowed a small sum of money from a friend, and repairing to
Flanders, he there bought pieces of lace, which he smuggled into
France in the following manner.
He trained an active spaniel to his purpose. He caused him to be
shaved, and procured for him the skin of another dog, of the same
hair and the same shape. He then rolled his lace round the body of
his dog, and put over it the garment of the stranger so adroitly, that
it was impossible to discover the trick. The lace being thus arranged,
he would say to his docile messenger, “Forward, my friend.” At the
words, the dog would start, and pass boldly through the gates of
Malines or Valenciennes, in the face of the vigilant officer placed
there to prevent smuggling. Having thus passed the bounds, he
would wait his master at a little distance in the open country. There
they mutually caressed and feasted, and the merchant placed his
rich packages in a place of security, renewing his occupation as
occasion required. Such was the success of this smuggler that in less
than five or six years he amassed a handsome fortune and kept his
coach.
Envy pursues the prosperous. A mischievous neighbor at length
betrayed the lace merchant; notwithstanding all his efforts to
disguise the dog, he was suspected, watched, and discovered.
But the cunning of the dog was equal to the emergency. Did the
spies of the custom-house expect him at one gate,—he saw them at
a distance, and instantly ran to another. Were all the gates shut
against him,—he overcame every obstacle; sometimes he leaped
over the wall; at others, passing secretly behind a carriage or
running between the legs of travellers, he would thus accomplish his
aim. One day, however, while swimming a stream near Malines, he
was shot, and died in the water. There was then about him five
thousand crowns’ worth of lace—the loss of which did not afflict his
master, but he was inconsolable for the loss of his faithful dog.
 The Poet’s Dog.
The manner in which Pope, the great English poet, was preserved
by the sagacity of his dog, is truly remarkable. This animal, who was
called Marquis, could never agree with a favorite servant of his
master’s; he constantly growled when near him, and would even
show his teeth whenever this servant approached. Although the poet
was singularly attached to this dog,—who was a spaniel of the
largest species,—yet, on account of his extreme neatness, which he
pushed almost to excess, he would never allow him to remain in his
chamber. Nevertheless, in spite of positive orders, the spaniel would
frequently sneak, towards evening, into the apartment of his master,
and would not be driven from it without the greatest difficulty.
One evening, having slipped very softly in without being
perceived, the animal placed himself under the bed of his master,
and remained there. Towards morning, the servant rushed hastily
into the chamber of Pope. At this moment, the dog suddenly left his
post and leaped on the villain, who was armed with a pistol. The
poet started from his sleep; he threw open the window to call for
assistance, and beheld three highwaymen, who had been introduced
by his servant into the garden of his villa, for the purpose of robbing
him. Disconcerted by this unforeseen accident, the robbers hesitated
a moment, and then took flight. The servant, thus betrayed by the
watchful dog, was sentenced to forfeit his life.
The same dog, shortly after this singular event, exhibited another
proof of his remarkable instinct. Pope, reposing one afternoon in a
little wood about twelve miles distant from his house, lost a watch of
great value. On returning home, the poet wished to know the hour,
and found his watch was not in his fob. Two or three hours had
elapsed, and a violent storm was just commencing.
The poet called his dog, and making a sign, which Marquis very
well understood, he said, “I have lost my watch—go look for it.” At
these words Marquis departed, and repaired, no doubt, to every spot
at which his master stopped. It happened that the poor animal was
so long occupied in the search as to create great anxiety, for
midnight had arrived, and he had not returned. What was the
astonishment of Pope, when, on rising in the morning, he opened his
chamber door, and there beheld his faithful messenger lying quietly
and holding in his mouth the splendid jewel, with which he had
returned perfectly uninjured, and which was the more highly valued
by the poet, as it had been presented to him by the queen of
England.
 A Shark Story.
Some years ago, while sitting on the quarter-deck of a West
Indiaman, borne rapidly along before the trade wind, the captain
and passengers were amusing themselves by telling stories and
cracking jokes to beguile the sameness of the voyage. It came at
last to the turn of a gentleman remarkable for his love of cigars and
taciturnity; one who enjoyed a good anecdote, but abhorred the
trouble of relating it himself. He was, however, so strongly
importuned on this occasion, that with much reluctance he related
the following, by fits and starts, filling up each pause by vigorous
whiffs of his favorite weed:—
In the year 1820, the good ship Rambler sailed from Greenock,
with goods and passengers, towards Jamaica. She had crossed the
tropic. One day, when nearly becalmed, the steward, who had the
care of the captain’s plate, had occasion, after dinner, to wash some
spoons and other articles in a bucket, and thinking he had taken all
out of the water, he chucked it over the gangway, when, to his
vexation, he found he had thrown out with it a valuable silver table
spoon. He saw it shining through the clear blue ocean, and wavering
from side to side as it sank from his view. Several sharks had been
observed near the ship, and it is known they generally dart upon
anything white, a piece of rag often serving for a bait. He did not,
however, observe any of them near the spot at the time; and the
captain being a testy man, he kept the secret of the loss to himself,
and the matter was soon forgotten.
The ship in due time reached Jamaica, and when the
circumstance became known, the value of the spoon was deducted
from the wages of the steward. The vessel lay some time at
Kingston, received on board a cargo of sugar, and proceeded on her
homeward voyage. When crossing nearly the same spot on the
aqueous world where the spoon was lost, a number of sharks again
showed their tail fins above the water as they cut along the ship’s
side, or in her wake; and a shark hook being baited with a piece of
salt pork, was lowered over the stern. Presently one of the largest of
these devouring monsters, or, as the sailors call them, “Sea
Lawyers,” half turning on its side, took the huge bait into his pig-like
but tremendous jaws, and was securely hooked.
The fish was with difficulty hauled alongside and hoisted on deck,
where it flapped about and showed prodigious strength and tenacity
of life. When its struggles were ended by a blow on the head with a
mallet, one of the men proceeded to open it. His jack-knife soon
came in contact with something in its belly, and—said the narrator,
with earnestness, “what do you think was really found?” “Why, the
spoon, of course!” exclaimed the listeners simultaneously. “The
spoon!” he rejoined, with a smile, “No! no!” “What then?” they
hastily inquired. “Why, nothing but the entrails, to be sure!”
The taciturnity of the waggish messmate was not again disturbed
for another story during the voyage.

Joyful Meeting.—A few days since, at Buffalo, a boat load of

Germans landed from the canal, evidently direct from Germany.
Among them was an old lady and some three or four children, quite
grown up. Several tavern-keepers were around the boat, as is
customary, to solicit patronage from the emigrants, and one of these
approached the old lady, who, immediately upon seeing him, threw
herself upon his neck and wept. The children also embraced him,
and tears and smiles alternately bore their sway.
The explanation of the scene given was, that the old lady was on
her way to Detroit in search of her husband, who had emigrated
some years previous, and she had thus unexpectedly fallen upon
him at this place. What a meeting!

Mirage.—Brig. Wm. Ash, 6th July, 1843, 8-1/4 P. M.—Being at

anchor off the Pilgrims, river St. Lawrence, to wait the tide—fine
weather and light wind, I was called to by our pilot, Wm. Russell,
saying there was a ship sailing in the air. When, looking in the air, in
the direction pointed out, I distinctly saw the appearance of a full-
rigged ship, under full sail, passing very swiftly over the land, in a S.
S. W. direction. I watched it with the spyglass, until, to my view, it
vanished into smoke. It was witnessed also by the pilot’s apprentice,
Dennis Glen.
Wm. Morrish, Master.

“Our Father”—said a bishop, who was benevolently teaching the

Lord’s prayer to a poor beggar boy, to whom he had just given a
hard crust of bread. “What,—not our Father,” said the boy. “Yes,”
said the bishop, “our Father.” “Then we are brothers; and an’t you
ashamed to offer your brother such a crust as this?”
 Eccentric Characters

old boots, of ripon

Among the infinite variety of human countenances, none was ever

better calculated to excite laughter, than that of the person whose
portrait we have given above. He was servant of an inn at Ripon, in
Yorkshire, England, where it was part of his duty to wait upon
travellers and take charge of boots and shoes. Hence, he went under
the title of Old Boots.
It was his custom to introduce himself into the room, with a pair
of slippers in one hand and a boot-jack in the other. His features at
once amazed and diverted every visitor; for nature had given him
such length of nose and chin, and brought them so near together,
that he could hold a piece of money between them, like a thumb
and finger, or a pair of nippers. This feat he was always ready to
perform, and he became, in fact, the great curiosity of the place.
 captain snarly.

There is nothing more easy than to find fault, particularly after a

little practice; for the thing grows upon us as we get used to it. Of
all countries, there is none that furnishes such inveterate fault-
finders, as England. Many of them are very much addicted to
grumbling, even in their own country; but when out of it, everything
goes wrong. The other day I saw a boy with a snapping turtle, which
he had just taken out of a muddy pond. The creature was very
savage—and if you pointed your finger at him, he would snap at you
in the most spiteful manner. Nothing could move around him, but he
would snap at it. I must confess that when I looked at the creature,
he put me in mind of Captain Hall, Mrs. Trollope, Major Hamilton,
and other English travellers, who have visited our country, and gone
home and reviled everything they saw.
But we must now turn to the subject of the present article,
Joseph Cappur, whose portrait is placed at the head of this article,
and whom we call Captain Snarly. He lived at a place near London,
called Kensington, and though he was rich, his habits were
exceedingly stingy. He was chiefly famous for his love of finding
fault; and he loved nothing so well as a snarling companion. One
day, as he was walking about the place, he came to a small tavern.
He entered, and asked the landlord if he could furnish him lodgings.
“No!” said the landlord, fiercely—and then ordered him out of the
house. This pleased old Snarly so much, that he immediately took up
his abode at the place, and there he lived for twenty-five years. His
greatest sport was to poke fun at the landlord and make him mad
with fury.
Old Snarly was a great politician and a champion of the king. He
would let nobody speak ill of either. He hated the French, and one of
his chief occupations was to kill flies, which he called Frenchmen. He
died at the age of seventy-two, and left one hundred and fifty
thousand dollars to his relatives, whom he would not see while he
was living.

john baker.
 This man was wonderful for the power he had over the muscles of
his face. Though he had not a long nose, yet he could move it in
such a manner as to take a piece of money up from a table between
his nose and chin, and hold it there firmly. Nay more, he could draw
his nose down in such a manner as to take it into his mouth, and
then his under lip appeared even with his eyes and forehead! He
could also put the stem of a tobacco pipe through his nose, and then
take up a wine glass and hold it between his nose and chin, as
shown in the portrait.
The performances of this man astonished all who saw him, and
several eminent medical men expressed great wonder at his feats.
He was both a sailor and a soldier, in the British service, and served
in the revolutionary war, in America. He was twice married, and had
a family of thirteen children. His life was one of great vicissitude,
and when an old man, he was famous at Wapping, for his stories
about what he had seen and done. He had a good opinion of
himself, and used generally to wind off his long tales with the
declaration that his equal was not to be found in the whole world!