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Access 2013 Instructor’s Manual Page 1 of 13
Microsoft Access 2013
Chapter Five: Multiple-Table Forms
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 chapter 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, Figures and Boxes found in the section, if
any, 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.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with
the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the
most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida
State University Computer Science Department where he is responsible for teaching technology classes to thousands of
FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent
news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to
figure it out. Open or close your lecture with a discussion based on the latest CourseCast.
SAM:
This text is available with SAM 2013 Assessment, Training, and Projects that map directly to the learning objectives
covered in each chapter. SAM's active, hands-on training and skill-based assessment help you master Microsoft Office
skills. SAM Projects let you apply skills in real-world scenarios using the actual Microsoft Office applications.
Immediate feedback and comprehensive study guides give you the practice and support you need to succeed.
If you have a SAM account, login at www.cengage.com/sam2013. To obtain a SAM account, visit
www.cengagebrain.com or contact your instructor or bookstore for additional information.
Table of Contents
Chapter Objectives
AC 266: Introduction
AC 266: Project — Multiple-Table Forms
AC 269: Adding Special Fields
AC 274: Updating the New Fields
AC 283: Multiple-Table Form Techniques
AC 307: Object Dependencies
AC 309: Date/Time, Long Text, and Yes/No Fields in Queries

AC 312: Datasheets in Forms
AC 314: Creating a Multiple-Table Form Based on the Many Table
AC 316: Chapter Summary
End of Chapter Materials
Glossary of Key Terms
Chapter Objectives
Students will have mastered the material in Chapter Five when they can:
 Add Yes/No, Long Text, OLE Object, and
Attachment fields
 Use the Input Mask Wizard
 Update fields and enter data
 Change row and column size
 Create a form with a subform in Design
view
 Modify a subform and form design
 Enhance the form title
 Change tab stops and tab order
 Use the form to view data and attachments
 View object dependencies
 Use Date/Time, Long Text, and Yes/No
fields in a query
 Create a form with a datasheet
AC 266: Introduction
LECTURE NOTES
• Discuss the one-to-many relationship between the Book Rep and Customer tables
BOXES:
1. BTW: Q&As. Point out the link to the complete listing of Q&As on the web. Information in Q&As is
included in the test bank.
TEACHER TIP
Use this introduction to review the concept of referential integrity (discussed in Chapter 3) with
students.
AC 266: Project – Multiple-Table Forms
LECTURE NOTES
• Use Figure 5-1 to illustrate a multiple-table form that includes several new fields
• Review the general activities that will be performed in this chapter
o Add fields to the Book Rep table
o Enter data into the new fields
o Create a form for the Book Rep table
o Add controls to the form
o Add a subform to the form
o Modify the subform
o Enhance the form
o Create queries with the new fields
• Review the steps to run Access
• Review the steps to open a database

FIGURES and TABLES: Figure — 5-1
BOXES:
1. BTW: BTWs. Point out the link to the complete listing of BTWs on the web. Information in BTWs is
included in the test bank.
2. BTW: The Ribbon and Screen Resolution. Remind students that a different screen resolution can
affect how the ribbon appears.
3. BTW: Touch Screen Differences. Point out the differences between the interfaces when using touch.
4. BTW: On-Screen Keyboard. Mention how to display the on-screen touch keyboard.
TEACHER TIPS
This chapter illustrates the advantages of using a graphical user interface (GUI) such as Windows to
create forms. Students should be encouraged to explore different options for the form they will create.
As students work through the tasks in this chapter, encourage them to save their work after each task.
Also, forms with pictures can increase substantially the size of the database. Remind students that they
can compact their database by tapping or clicking FILE on the ribbon, selecting the Info tab and then
tapping or clicking the Compact & Repair Database button in the Info gallery to compact (reduce the
size of) the database.
You can use the Lecture Success System for Access in conjunction with the Figures in the Book. To do
this, start Access and open the database from the appropriate folder. Then, start your slide show
containing the figures for the project. You can switch back and forth between the slide show and Access
by using the ALT+TAB key combination. You can use the Figures in the Book to show the steps students
should follow. If students need additional reinforcement or ask questions about the task, you can switch
to Access to do a live demonstration.
AC 269: Adding Special Fields
LECTURE NOTES
• Define input mask and review the Yes/No, Long Text, OLE Object, and Attachment data types
• Discuss the reasons for using the OLE Object data type rather than the Attachment data type for a
picture
• Use Figures 5-2 through 5-4 to illustrate adding fields to a table
• Use Figures 5-5 through 5-8 to describe using an input mask
• Use Figure 5-9 to explain how to add fields in Datasheet view
FIGURES and TABLES: Figures — 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9
BOXES:
1. BTW: OLE Object Fields. Mention the other types of objects that you can store in an OLE Object
field.
2. BTW: Long Text Fields. Point out the maximum size and the properties of Long Text fields.

3. BTW: Input Mask Characters. Explain the purpose of the literal values Access adds to an input mask.
4. CONSIDER THIS: How do you determine if fields need special data types or an input mask? Discuss
the ways you can determine whether an input mask, a Yes/No data type, a Long Text data type, an OLE
Object data type, an Attachment data type, and a Hyperlink data type are appropriate.
TEACHER TIPS
Point out that Yes/No, Long Text, OLE, and Attachment data types do not have field sizes.
You can change the format property for Yes/No fields. The choices are:
Yes/No
True/False
On/Off
An input mask makes data entry easier and controls the values users can enter in a field. Use Figure 5-7
to explain that storing data without the symbols takes up less space. If a format also has been specified
for the field, the format takes precedence over the input mask. The format property affects only how
the value is displayed not how it is stored. The input mask that students create may vary slightly from
the input mask shown in Figure 5-8.
Spend some time reviewing the guidelines in the CONSIDER THIS box with students. It is important
they understand the different data types and when these data types are appropriate. Yes/No fields also
are called Boolean fields because they can accept only one of two values that evaluate to either true or
false. The Long Text data type gives users the flexibility to add comments or notes in their own words.
The OLE Object data type allows users to insert pictures, photographs, and drawings in a database. The
Attachment data type is useful for attaching external files related to a particular record. The Hyperlink
data type allows users to add a web page reference or an email address.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) Which data type would you use to store links to web pages? (Answer: Hyperlink data type)
2) Which data type would you use to store text that is variable in length? (Answer: Long Text
data type)
2. Critical Thinking: What other fields in the Book Rep table could use an input mask?
3. Critical Thinking: What types of data could Bavant Publishing store in Yes/No fields, Long Text
fields, OLE Object fields, and Attachment fields?
4. Assign a Project: Require students to research the types of objects that can be stored in OLE Object
fields.
AC 274: Updating the New Fields
LECTURE NOTES
• Use Figures 5-10 through 5-12 to illustrate entering data using an input mask

• Use Figure 5-13 to illustrate entering data in a Yes/No field
• Use Figures 5-14 and 5-15 to describe entering data in Long Text fields
• Define field selector
• Use Figures 5-16 and 5-17 to illustrate changing the row and column size
• Discuss how to undo changes to row height and column width
• Use Figures 5-18 through 5-21 to describe entering data in OLE Object fields
• Explain why entries in the Picture initially may be other than the words Bitmap Image
• Review the step to enter remaining pictures
• Use Figures 5-22 through 5-25 to illustrate entering data in Attachment fields
• Review the steps to enter data in Hyperlink fields
• Review the steps to save the table properties and close the table
• Explain how to view pictures and attachments in Datasheet view
FIGURES and TABLES: Figures — 5-10, 5-11, 5-12, 5-13, 5-14, 5-15, 5-16, 5-17, 5-18, 5-19, 5-20, 5-21,
5-22, 5-23, 5-24, 5-25
BOXES:
1. Other Ways: Encourage your students to explore other ways of changing the row height and the
column width.
2. BTW: Entering Data in Long Text Fields. Mention that you also can enter data in a Long Text field
using the Zoom dialog box.
3. CONSIDER THIS: How can you insert a picture using the ‘Create from File’ option button? Review
the steps to insert a picture using the ‘Create from File’ option button.
4. BTW: Windows 7 and Paint. Point out the difference if students are using Windows 7 and Paint.
5. BTW: OLE Object Fields. Review the procedure for converting a Bitmap Image to Picture (Device
Independent Bitmap).
6. BTW: Hyperlink Fields. Point out that you can store email addresses in Hyperlink fields.
7. BTW: Attachment Fields. Mention that to view attachments, you must have the application that
created the attachment installed on your computer.
8. Break Point: A good time to take a break, if necessary, is at the end of updating records and before
starting the multiple-table form techniques section. Direct students to page AC 316 for instructions on
exiting Access; to page AC 268 for instructions on running Access and opening the solution file in
progress.
TEACHER TIPS
The steps in this section update the new fields in Datasheet view. You also can update the fields in Form
view. When data is entered in a field that has an input mask, the insertion point should be positioned at
the beginning of the field.

Pressing SHIFT+F2 displays a Zoom box that makes it easier for students to enter the data in Long Text
fields.
You also can store sound and full-motion videos in OLE Object fields. Do not use the OLE Object data
type if you want to attach multiple files to a single record. All Office applications support OLE. Access
supports the following graphic file formats:
Windows Bitmap (.bmp files)
Run Length Encoded Bitmap (.rle files)
Device Independent Bitmap (.dib files)
Graphics Interchange Format (.gif files)
Joint Photographic Experts Group (.jpe, .jpeg, and .jpg files)
Exchangeable File Format (.exif files)
Portable Network Graphics (.png files)
Tagged Image File Format (.tif and .tiff files)
Icon (.ico and .icon files)
Windows Metafile (.wmf files)
Enhanced Metafile (.emf files)
Other programs running on a computer can interfere with graphic filters and configuration settings. For
this reason, this text uses a method that does not rely on graphic filters to insert pictures. If your
installation of Access supports adding files of the type you want to insert, your students can follow the
instructions in the CONSIDER THIS box on AC 280.
There are certain file types that you cannot attach to an Attachment field. These are file types that
Access has identified as security risks. You can attach any of the file types created in Office 2013 as well
as the graphic file formats shown above. You also can attach log files (.log), text files (.text, .txt), and
compressed (.zip) files.
1. Critical Thinking: Many different types of data can be entered into database fields. But, what types of
data should be entered? In this project, pictures of book reps are entered into the database. Some people
may feel that pictures of the book reps are irrelevant, or inappropriate. Should pictures of the book reps
be a part of the database? Why or why not?
2. Critical Thinking: How much input should a database designer have on what fields are, and are not,
included in the database? Why?
3. Critical Thinking: You have created a database of prospective employees and need to store both a
picture of the applicant and the applicant’s resume. What type of field (or fields) would you use? Why?
LAB ACTIVITIES
1. Have students view the attachments. Also ask them to delete the attachments and then re-add them.
2. Have students delete the OLE Object field and use the Attachment field to enter the pictures of the
book reps.

AC 283: Multiple-Table Form Techniques
LECTURE NOTES
• Review the one-to-many relationship between the Book Rep and the Customer tables; remind
students of the referential integrity rule created previously
• Define subform and main form and explain the difference between the two
• Use Figures 5-26 and 5-27 to describe creating a form in Design view
• Use Figures 5-28 and 5-29 to illustrate adding a control for a field to the form design
• Review the steps to save the form
• Use Figure 5-30 to illustrate adding controls for additional fields
• Use Figures 5-31 and 5-32 to describe aligning controls on the left
• Use Figures 5-33 and 5-34 to describe aligning controls on the top and adjust vertical spacing
• Use Figures 5-35 through 5-38 to describe adding controls for the remaining fields
• Use Figures 5-39 and 5-40 to illustrate using a shortcut menu to change the fill/back color
• Use Figure 5-41 to illustrate adding a title
• Use Figures 5-42 through 5-48 to describe placing a subform
• Use Figure 5-49 to describe viewing the form
• Review the steps to close and save a form
• Use Figures 5-50 through 5-53 to illustrate modifying a subform
• Use Figures 5-54 and 5-55 to illustrate changing a label
• Define size mode and review the steps to change the size mode
• Use Figures 5-56 through 5-61 to illustrate changing label effects and colors
• Use Figures 5-62 through 5-64 to describe modifying the appearance of a form title
• Use Figure 5-65 to illustrate changing a tab stop
• Use Figure 5-66 to illustrate changing the tab order
• Use Figures 5-67 through 5-70 to describe using the form
• Discuss the various actions you can take to navigate within a form
FIGURES and TABLES: Figures — 5-26, 5-27, 5-28, 5-29, 5-30, 5-31, 5-32, 5-33, 5-34, 5-35, 5-36, 5-37,
5-38, 5-39, 5-40, 5-41, 5-42, 5-43, 5-44, 5-45, 5-46, 5-47, 5-48, 5-49, 5-50, 5-51, 5-52, 5-53, 5-54, 5-55,
5-56, 5-57, 5-58, 5-59, 5-60, 5-61, 5-62, 5-63, 5-64, 5-65, 5-66, 5-67, 5-68, 5-69, 5-70
BOXES:
1. BTW: Touch and Pointers. Remind students that when you use touch, you do not see the pointer.
2. CONSIDER THIS: When a form includes data from multiple tables, how do you relate the tables?
Discuss how to determine the main table and the additional table for a form.
3. Other Ways: Encourage your students to explore other ways to align controls on the left.
4. BTW: Moving Controls: Discuss how to make small movements using arrow keys when moving
controls.
5. Other Ways: Encourage your students to explore other ways to add controls for the remaining fields.
6. Break Point: A good time to take a break, if necessary, is at the end of creating the main form with
subform and before starting the section to modify the subform. Direct students to page AC 316 for

instructions on exiting Access; to page AC 268 for instructions on running Access and opening the
solution file in progress.
7. CONSIDER THIS: Is there any way to determine the way pictures fit within the control? Discuss the
different size modes for pictures.
8. Other Ways: Encourage your students to explore other ways to modify the appearance of a form title.
9. Break Point: A good time to take a break, if necessary, is at the end of changing the tab stop property
and before starting the changing order section. Direct students to page AC 316 for instructions on
exiting Access; to page AC 268 for instructions on running Access and opening the solution file in
progress.
10. BTW: Auto Order Button. Explain the purpose of the Auto Order button.
11. Other Ways: Encourage your students to explore other ways of using the form.
12. BTW: Navigation: Discuss how to navigate to a specific record in the main form and in the subform.
13. BTW: Distributing a Document. Discuss alternate ways for distributing a document.
TEACHER TIPS
Encourage students to save after each task. Students do not need to place objects in the exact locations
shown in the text.
Emphasize that the main form and the subform are two different objects within the database.
The Etched special effect may not show on some computers. You can have students select one of the
other choices, such as Solid with a Border Width of 3.
This section is lengthy. There are at least two points where students can take a break. One break point
is after they add the subform but before they modify it. The second break point is after changing the tab
stop and before changing the tab order.

1. Critical Thinking: Ergonomics is the study of workplace design and the physical and psychological
impact it has on workers. How does a well-designed form improve working conditions and efficiency?
2. Critical Thinking: When a form contains a subform, the subform is a separate object in the database.
What are the advantages of having the subform be a separate object? What are the disadvantages?
3. Critical Thinking: You have been asked to recommend a standard background color and a font color
to use on all forms. Which colors would you recommend and why?
4. Quick Quiz:
1) Which size mode does the best job of fitting a picture to the allocated space without
changing the look of the picture? (Answer: Zoom)
2) Which tool do you use to place a subform on a form? (Answer: Subform/Subreport tool on
the FORM DESIGN TOOLS DESIGN tab)
LAB ACTIVITIES
1. Have the students experiment with the different size modes and record their reactions to the results.
2. Have students experiment with the different alignment and spacing options.
AC 307: Object Dependencies
LECTURE NOTES
• Use Figure 5-71 to describe how to view object dependencies
TEACHER TIP
Viewing a list of objects that use a specific object helps in the maintenance of a database and avoids
errors when changes are made to the objects involved in the dependency.
AC 309: Date/Time, Long Text, and Yes/No Fields in Queries
LECTURE NOTES
• Use Figures 5-72 through 5-77 to illustrate using Date/Time, Long Text, and Yes/No fields in a
query
FIGURES and TABLES: Figures — 5-72, 5-73, 5-74, 5-75, 5-76, 5-77
BOXES:
1. BTW: Long Text Fields in Queries. Remind students that comments are free-form and they should
consider alternative spellings and phrases.
2. BTW: Date Fields in Queries. Have students read the information on using date fields in queries.

1. Critical Thinking: You need to search the Long Text field for all records where the book rep has a
knowledge of Spanish. What criteria would you use in your query?
2. Critical Thinking: You need to search the Book Rep table to find out how long each book rep has
worked for Bavant. What criteria would you use in your query?
LAB ACTIVITIES
1. Have students create and run other queries that use Date, Long Text, and Yes/No fields.
AC 312: Datasheets in Forms
LECTURE NOTES
• Use Figure 5-78 to describe a simple form with a datasheet
• Review the steps to create a simple form with a datasheet
• Use Figures 5-79 through 5-81 to discuss how to create a form with a datasheet in Layout view
• Review the steps to create a form with a datasheet in Layout view
FIGURES and TABLES: Figures — 5-78, 5-79, 5-80, 5-81
BOXES:
1. BTW: Date Formats. Point out how to change the format for a date.
2. CONSIDER THIS: Can you modify the form so that the complete labels for the book rep fields
appear? Discuss how to resize the labels in the form.
3. BTW: Placing Fields on a Datasheet. Stress that you need to select the datasheet before adding
additional fields.
AC 314: Creating a Multiple-Table Form Based on the Many Table
LECTURE NOTES
• Use Figure 5-82 to describe a form based on the many table in a one-to-many relationship
• Review the steps to create a multi-table form based on the “many” table
• Review the steps to sign out of a Microsoft account
• Review the steps to exit Access
BOXES:
1. BTW: Quick Reference. Point out the location of the Quick Reference and the Quick Reference
resource on the Student Companion Site.
2. BTW: Certification. For more information on the Microsoft Office Specialist (MOS) program, visit
the Certification resource on the Student Companion Site.
AC 316: Chapter Summary
LECTURE NOTES
• Review the skills learned in this chapter

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BOXES:
1. CONSIDER THIS: What decisions will you need to make when creating your own forms? Discuss
with students the guidelines needed to create their own reports and forms.
• Determine the purpose of the fields to see if they need special data types
• Determine whether the form requires data from more than one table
• If the form requires data from more than one table, determine the relationship between the
tables
• If the form requires data from more than one table, determine on which of the tables the form is
to be based
• Determine the fields from each table that need to be on the form
• When changing the structure of a table or query, examine object dependencies to see if any
report or form might be impacted by the change
• Determine the tab order for form controls
2. CONSIDER THIS: How should you submit solutions to questions in the assignments identified with a
“Consider This” symbol? Let students know the instructor determines how the solutions are submitted
depending on the assignment.
End of Chapter Material
 Apply Your Knowledge is an assignment that helps students reinforce their skills and apply the
concepts learned in this chapter.
 Extend Your Knowledge is an assignment that challenges students to extend the skills learned in
this chapter and to experiment with new skills. Students may need to use Help to complete the
assignment.
 Analyze, Correct, Improve is an assignment that asks students to analyze a database, correct all
errors and improve the design.
 In the Labs is a series of assignments that ask students to design and/or format a database using
the guidelines, concepts, and skills presented in this chapter.
 Consider This: Your Turn is a series of assignments in which students apply creative thinking
and problem-solving skills to design and implement solutions.
 Learn Online is a series of online exercises that test students’ knowledge of chapter content and
key terms.
TEACHER TIPS
Encourage students to personalize the forms created in these exercises. Students can replace the pictures
with their own pictures and modify Long Text fields to add their own comments. In In the Lab 3,
students use the web to find images and experiment with using both the OLE Object and the
Attachment data type to store images.

In the Lab 2 requires students to open an Excel attachment and change a previous cost.

Glossary of Key Terms
• field selector (AC 276)
• input mask (AC 269)
• main form (AC 283)
• size mode (AC 299)
• subform (AC 283)
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"How is it Dick, do you feel better?" he asked.
"Yes," I whispered, "are you hurt too?"
"No, why?"
"What are you lying there for?" Then I suddenly remembered.
"Where's Harrison?" I asked faintly, as the affair came back to me.
Will looked thoughtfully at me without speaking, and the expression
of deep sadness came over his face again.
"Where is he?" I whispered.
"His body was thrown into a trench with some others outside the
town," answered Will.
"Then you killed him? Or was it a dream, what?" I gasped.
"Don't try to talk, Dick. You remember you shot him, don't you? Hit
him through the body. I knocked your first pistol away, for your
sister's sake, but you fired again before I could stop you. Don't talk
any more and you will come out all right.
"There's not much dream about the whole business, I only wish
there was."

CHAPTER XII
The evacuation of Norfolk by the British practically ended the war for
a time in Virginia, and Dunmore soon sailed away never to return.
In a couple of weeks I was on my feet again, very little the worse for
the wound Harrison had given me.
Will had been with me all the time and Barron and the Major spent
nearly all their spare hours in the hospital.
The companies had now begun to disband, that is all except those
who volunteered to join Washington's army at the north.
Colonel Woodford gave over his command to Colonel Howe, of North
Carolina, and after that he did little else than receive the praise he
had so well earned. Everywhere he was feted and applauded, until
even the tories began to come over to his way of thinking.
My company broke up and the men either went home or joined
other commands, and I was given indefinite leave on account of my
wound. Will, who held no commission, made ready to go with me to
Judkins' Hall.
Now that the fighting was over, Major Bullbeggor appeared to suffer
acutely, and I made up my mind that the only thing that would save
the old soldier's life would be for him to join the army in the north.
"It's no use, Dick, my boy," said he, the day before I left him. "I
have these pains a'shooting all through me and a vertigris in the
skull. Why, I wouldn't be able to stand anything in that cold climate.
This twitching of the nerves and numbing of the bones certainly
means disintegration, sir; yes, sir, it certainly does mean something.
Go and get married, Dick, and try to get Will to join the army in the

north. He will make a splendid soldier, for there's nothing so
desperate and dangerous in a fight as a man crossed in love."
"But, Major," I said, "you know the army needs just such men as you
to guide them in military affairs. It's your duty to go where your
country calls for you when you are a soldier."
"I have a wife and six young children, Dick, all of them mostly ailing.
I've tried Miranda Jones' spring medicine, and all of them have had
Dr. McGuire bleed them until they could stand it no longer, but it
didn't do any good. They are all dependent on me. Who would pay
for their medicines if I should happen to fall ill and die?"
"They would probably be much better off if such an accident did
happen to you," I answered, laughing. "It's about time you let them
alone. I certainly think you ought to volunteer, or better still, raise a
company with Will and myself in it. Then, with Sam and Snake to
look out for us, we might operate to some advantage."
"I'll think of it, Dick. I'll think of it, but I must go now to
headquarters. Good-bye!" And his lean hand closed upon mine with
a hearty grip. Then he took the bridle of his mare from Snake and
vaulted lightly into the saddle. In a moment he and his servant had
disappeared around the corner of the street.
I wended my way to the house where Will and I were stopping and
made ready for our journey.
The next day about dusk we landed at the Hall.
Of course it is needless for me to say much about our welcome, but
my poor mother's joy at seeing us again was nothing to her sorrow
when Will had told the painful details of my affair with Harrison.
After Miss Carter heard the details of the fight she appeared to
regard me with secret horror for a few days, but then I knew all
women were much set against violence.
"But where is Mary now?" my mother asked of Will, after she had
regained herself.

"Nothing could induce her to remain in sight of Dick," said Will, "so
she sailed for England on one of Dunmore's vessels the day we
entered Norfolk." And that was the last time I ever heard him
mention my sister's name for years.
Rose was not a very joyous bride a couple of weeks later, but her
tenderness and thoughtfulness made up for the lack of passionate
love, which I felt sure she would develop as the years went by, and
the memory of Harrison faded from her mind.
One day, about a month after we were married, I went to the
stables to see about my horses getting their salt properly. As I stood
at the stable window, looking out towards the slave quarters, I saw
Will Byrd standing at the curve of the carriage drive, gazing steadily
at a slave woman who held a shining black pickaninny in her arms.
The slave woman sat under a tree and dangled some plaything over
the child's face and crooned to it. The day was cold, and I thought it
strange that the woman should sit there with the child, even though
the little thing was carefully wrapped up in a shawl.
Will was evidently to my way of thinking, for he gazed steadily at the
child, and that strange look of deep sadness came over his face like
I had noticed before in the hospital at Norfolk. Then he turned and
walked slowly away, with his eyes cast upon the ground in front of
him. Rose, who always looks after the people, then came out of the
house and went straight toward the slave woman. She was evidently
much upset at her carelessness in exposing the child so long to the
weather, for she bent tenderly over it and kissed it, and then sent
the woman away.
Ten minutes later, while I was walking through the grounds,
attending to some necessary repairs, I saw the woman again, sitting
now on the low stone fence that separated mine from the now
deserted Harrison plantation. I walked up to her and reproved her
sharply for keeping a year old child out so long in such cold weather.
"What is its name?" I asked.

"Marse Berk Harrison," she answered.
"Let me see him," I said, and I took hold of the child's arm to see if
he was good and fat. It was a common practice to name slave
children after the families to whom they belonged. Then I pinched
the child's fat cheeks and a lot of black stuff, like burnt cork, came
off on my hand, showing a white skin beneath it.
"Is he white?" I asked in astonishment.
"Oh, yes, Marse Judkins, he's white, but we keeps him black, 'cause
I has to take him so much with me to the quarters at the Hall."
"Who is his mother?"
"'Deed I don't know, Marse Judkins. Poor Miss Jude Berry over to the
forks, I believe, but she's daid now this year gone—no two, last
month—but her folks give him to me to raise, 'cause I lives at his
uncles, an' they tole me to keep him black till he able to shift for
hisself."
"Don't bring him to my quarters again," I said, and I handed her two
pieces of gold. That is all. Perhaps it is enough. The whole horrible
truth dawned upon me and I staggered away.
A week later Will insisted that he had stayed out his visit at the Hall,
and would join the army for the campaign against the British on
Long Island, near New York. The same day Major Bullbeggor sent
me an express that he would stop at the Hall and get Will and
myself to help organize a company for Washington's army. He and
Barron rode in a little later, accompanied by Snake in the Grass. The
Major's face was most peculiarity marked and tattooed by the
explosion of the grenadier's musket at the Great Bridge fight, and
my mother hardly recognized him.
We made our preparations for departure within a few hours, and,
accompanied by Sam and Snake, rode away from the Hall.

All the field hands were grouped at the end of the carriage drive to
wish us good-bye, while my sweet wife Rose and poor mother stood
on the verandah and bade us a tearful farewell. God knows how my
heart went out to that dear wife, as I saw her standing there with
the sunshine playing on her hair and her eyes moist. But she smiled
bravely and waved her handkerchief to us, and Snake nodded
furiously in return until we rode slowly out of sight.
Transcriber's Note:
Obvious typographic errors have been
corrected.
A Table of Contents has been added.

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