Enhanced Computer Concepts and

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Excel 2013 Instructor’s Manual Page 1 of 13

Enhanced Computer Concepts and Microsoft Office

2013 - Illustrated
Excel 2013 Unit A: Getting Started with Excel 2013

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 blue 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 Site also contains 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.

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Unit Objectives 2
Excel 2: Understand Spreadsheet Software 2
Excel 4: Identify Excel 2013 Window Components 3
Excel 6: Understand Formulas 4
Excel 8: Enter Labels and Values and Use theAutoSum Button 5
Excel 10: Edit Cell Entries 7
Excel 12: Enter and Edit a Simple Formula 8
Excel 14: Switch Worksheet Views 9
Excel 16: Choose Print Options 10
End of Unit Material 12

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 2 of 13

Glossary of Key Terms 12

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Students will have mastered the material in Excel Unit A when they can:

⚫ Understand spreadsheet software ⚫ Edit cell entries

⚫ Identify Excel 2013 window components ⚫ Enter and edit a simple formula
⚫ Understand formulas ⚫ Switch worksheet views
⚫ Enter labels and values and use the AutoSum ⚫ Choose print options
button

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LEARNING OUTCOMES
• Describe the uses of Excel
• Define key spreadsheet terms

LECTURE NOTES
• Introduce the term electronic spreadsheet.
• Define the terms worksheet and workbook as they relate to Excel.
• Discuss the advantages of using Excel worksheets over paper worksheets.
• Explain what-if analysis.
• Discuss how charts provide another way to view data.
• Define templates.
• Use TABLE A-1 to discuss the business tasks that you can accomplish using Excel.

FIGURES: A-1, A-2

TABLE: A-1: Business tasks you can accomplish using Excel

BOXES
1. Quick Tip: You can also use the Quick Analysis tool to easily create charts and other elements
that help you visualize how data is distributed.

2. Quick Tip: The flash fill feature makes it easy to fill a range of text based on existing examples.
Simply type [Ctrl][E] if Excel correctly matches the information you want and it will be entered
in a cell for you.

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 3 of 13

TEACHER TIP
Many of today’s students have never created a manual spreadsheet, so it may be difficult for them to
see the practical advantages of its electronic counterpart. You can really drive the point home by
having the example in FIGURE A-1 (or a similar example) on a board or overhead. Change one
number, such as the 15- in the Hrly Rate column. Ask students to locate all the subsequent values
that will also change, and make those changes manually. Then ask them to imagine using an eraser to
make all the necessary changes and they’ll soon appreciate the time-saving aspects of an electronic
spreadsheet.

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students how many of them have already used Excel. What version did they
use? What did they use it for? What features did they like? What did they dislike about it?

2. Quick Quiz:
1. In Excel, the electronic spreadsheet you work in is called a(n) ________. (Answer: worksheet)
2. True or False: Charts are updated automatically in Excel whenever data changes. (Answer:
True)
3. Predesigned, formatted files that can be used to create new worksheets quickly are called
________. (Answer: templates)

LAB ACTIVITY
If students plan to use Excel frequently, it is useful to add an Excel icon to the taskbar; clicking the
icon on the taskbar starts the program. Demonstrate how to create an Excel taskbar icon: use the
Search charm to find Excel. Right click the Excel 2013 icon in the Apps for pane to display a menu at
the bottom of the window. Click Pin to taskbar to pin the program to the taskbar. A Microsoft Excel
2013 icon appears on the taskbar. Then, if appropriate, have students repeat steps to pin the icon to
the taskbar.

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LEARNING OUTCOMES
• Open and save an Excel file
• Identify Excel window elements

LECTURE NOTES:
• Show students how to start Excel and open a workbook in Excel.
• Show students how to open a file and save an open workbook under a different name.
• Using FIGURE A-3 as a guide, identify and describe the Name box, the formula bar, a cell, cell
address, cell pointer, an active cell, Sheet tabs, Sheet tab scrolling buttons, scroll bars, the status
bar, and the mode indicator.
• Demonstrate how to activate a cell.
• Using FIGURE A-4, define a range and demonstrate the process of selecting a range.

FIGURES: A-3, A-4

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Excel 2013 Instructor’s Manual Page 4 of 13

BOXES
1. Quick Tip: For more information on starting a program or opening and saving a file, see the unit
“Getting Started with Microsoft Office 2013.”

2. Trouble: If you don’t see the extension .xlsx on the filenames in the Save As dialog box, don’t
worry; Windows can be set up to display or not to display the file extensions.

3. Quick Tip: The button that displays in the bottom-right corner of a range is the Quick Analysis
tool.

4. Clues to Use: Using SkyDrive and Web Apps

If you have a free Microsoft account, you can save your Excel files to SkyDrive, a free cloud-based
service from Microsoft. When you save files to SkyDrive, you can access them on other devices-
such as a tablet or smart phone. SkyDrive is available as an app on smart phones, which makes
access very easy. You can open files to view them on any device and you can even make edits to
them using Office Web Apps, which are simplified versions of the apps found in the Office 2013
suite. Because the Web Apps are online, they take up no computer disk space, and you can use
them on any Internet-connected device. You can find more information in the “Working in the
Cloud” appendix.

TEACHER TIP
To demonstrate the relationship between the Name box, the formula bar, and the active cell, activate
different cells, including cells containing labels and those containing values, and point out to students
how the Name box and the formula bar change based on the cell that is active.

Point out that sometimes Excel users move their mouse pointer over a cell, but do not click on the
cell to make it active. When they start typing they will not see text entered in the expected cell. If
this occurs, they should hit the escape key or click the cancel button. If they have already hit enter,
they can click the Undo button or use [Ctrl]+[Z].

Remind students that the cell pointer border indicates the selected range and within that range one
cell will not be shaded. That cell is the active cell; even though a range is selected there can only be
one active cell.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. The intersection of a column and a row is called a(n) ________. (Answer: cell)
2. True or False: The formula bar displays the active cell address. (Answer: False)
3. True or False. By default, a workbook file contains three worksheets. (Answer: True)

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 5 of 13

2. Class Discussion: Ask students to give examples of situations when it might be necessary to select
and manipulate a range of cells in Excel.

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LEARNING OUTCOMES
• Explain how a formula works
• Identify Excel arithmetic operators

LECTURE NOTES
• Define formulas.
• Use FIGURE A-5 to show the contents of the formula bar when a cell containing a formula is
clicked.
• Describe the syntax of a formula in Excel.
• Discuss the process of entering a formula in a cell.
• Discuss the guidelines for creating calculations in Excel given on page Excel 6.
• Use TABLE A-2 to discuss Excel arithmetic operators.

FIGURES: A-5, A-6

TABLE: A-2: Excel arithmetic operators

TEACHER TIP
Make sure that students understand the importance of using cell references in formulas, rather than
values. Some students new to Excel might think that using values is easier than using cell references.
To change their minds, demonstrate how using values in formulas can lead to errors or make it
necessary to make a lot of changes in the worksheet at a later point.

CLASSROOM ACTIVITIES
1. Critical Thinking: If you make a mistake in creating your formulas, you can get some significant
errors in your worksheets. Discuss the kind of errors that are possible with the use of formulas.
Give examples.

2. Quick Quiz:
1. All Excel formulas begin with the ________. (Answer: equal sign (=))
2. What is the Excel operator for multiplication? (Answer: *)
3. What is the Excel operator for division? (Answer: /)

LAB ACTIVITY
Explain the order of operations and demonstrate the importance of understanding the concept by
showing an example, such as: 2+3*4=14 and (2+3)*4=20. Discuss how the same holds true when cell
references are used in the formulas.

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LEARNING OUTCOMES

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Excel 2013 Instructor’s Manual Page 6 of 13

• Build formulas with the AutoSum button

• Copy formulas with the fill handle

LECTURE NOTES:
• Define labels and values.
• Describe the mode indicator.
• Demonstrate the process of entering a label.
• Demonstrate the use of the Sum button, as shown in FIGURE A-7.
• Define a function and arguments.
• Explain the use of the Fill button, as shown in FIGURE A-8.

FIGURES: A-7, A-8

BOXES
1. Quick Tip: If you change your mind and want to cancel an entry in the formula bar, click the
Cancel button on the formula bar.

2. Quick Tip: You can create formulas in a cell even before you enter the values to be calculated; the
results will be recalculated as soon as the data is entered.

3. Quick Tip: You can also press [Tab] to complete a cell entry and move the cell pointer to the
right.

4. Clues to Use: Navigating a worksheet

With over a million cells available in a worksheet, it is important to know how to move around
in, or navigate, a worksheet. You can use the arrow keys on the keyboard to move a cell at a
time, or press [Page Up] or [Page Down] to move a screen at a time. To move a screen to the left
press [Alt][Page Up]; to move a screen to the right press [Alt][Page Down]. You can also use the
mouse pointer to click the desired cell. If the desired cell is not visible in the worksheet window,
use the scroll bars or use the Go To command by clicking the Find & Select button in the Editing
group on the HOME tab on the Ribbon. To quickly jump to the first cell in a worksheet press
[Ctrl][Home]; to jump to the last cell, press [Ctrl][End].

CLASSROOM ACTIVITIES
1. Class Discussion: Engage students in a discussion on whether it matters if you enter labels or
values first. Make sure it is understood that while you can always move cell contents, working
efficiently is an important consideration.

2. Quick Quiz:
1. Entries that contain text and numerical information not used in calculations are called
________. (Answer: labels)
2. Numbers, formulas, and functions that can be used in calculations are called ________.
(Answer: values)
3. True or False: A function is a built-in formula. (Answer: True)

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 7 of 13

LAB ACTIVITY
Ask students to open an Excel worksheet and enter numbers in several cells, using at least three
adjacent rows and four adjacent columns. Have students investigate what happens when they
position the mouse on different cells and click the Sum button on the Ribbon. Ask them to notice
specifically the range that Excel selects. For example, what happens when they position the mouse in
the middle of a column of figures instead of at the end? Ask students to repeat this investigation for
some other functions on the Sum button arrow, and write a brief report that summarizes their
discoveries.

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LEARNING OUTCOMES
• Edit cell entries in the formula bar
• Edit cell entries in the cell

LECTURE NOTES:
• Explain what it means to edit the contents of a cell.
• Using FIGURE A-9, demonstrate the insertion point.
• Demonstrate the process of editing cell content.
• Use TABLE A-3 to discuss the various pointers that students will use as they work in Excel.

FIGURES: A-9, A-10

TABLE: A-3: Common pointers in Excel

BOXES
1. Quick Tip: On some keyboards, you might need to press an [F Lock] key to enable the function
keys.

2. Quick Tip: The Undo button allows you to reverse up to 100 previous actions, one at a time.

3. Quick Tip: You can use the keyboard to select all cell contents by clicking to the right of the cell
contents in the cell or formula bar, pressing and holding [Shift], then pressing [Home].

4. Clues to Use: Recovering unsaved changes to a workbook file

You can use Excel’s AutoRecover feature to automatically save (Autosave) your work as often as
you want. This means that if you suddenly lose power or if Excel closes unexpectedly while
you’re working, you can recover all or some of the changes you made since you saved it last. (Of
course, this is no substitute for regularly saving your work: this is just added insurance.) To
customize the AutoRecover settings, click the FILE tab, click Options, then click Save.
AutoRecover lets you decide how often and into which location it should Autosave files. When
you restart Excel after losing power, a Document Recovery pane opens and provides access to the
saved and Autosaved versions of the files that were open when Excel closed. You can also click

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 8 of 13

the FILE tab, click Open on the navigation bar, then click any file in the Recent Workbooks list
to open Autosaved workbooks.

TEACHER TIP
Emphasize that there are more columns and rows to a worksheet than can be seen at one time.
Students should not think that they have lost some of their worksheet data just because they cannot
see it on the screen. Remind them that pressing [Ctrl]+[Home] will take you back to the upper left
corner of the worksheet. They can use the arrow keys or the scroll bars to navigate to any part of the
worksheet.

Remind students that when entering data the arrow keys cannot be used to edit cell contents.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Pressing which key activates a cell for editing directly in the cell instead of the formula bar?
(Answer: F2)
2. True or False: Double-clicking a cell activates it for editing directly in the cell. (Answer:
True)

2. Class Discussion: Ask students to discuss whether they believe that it is better to edit cell content
in the formula bar or directly within the cell itself. Then, ask them whether there is really a
“better” way or if it is simply a matter of personal preference. Discuss why students might prefer
one way over the other.

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LEARNING OUTCOMES
• Enter a formula
• Use cell references to create a formula

LECTURE NOTES:
• Describe the structure of a formula in Excel, including the formula prefix.
• Define calculation operators and describe each type of calculation operators, including arithmetic
operators, comparison operators, text concatenation operators, and reference operators.
• Demonstrate how to create a formula in the worksheet using arithmetic operators.

FIGURES: A-11, A-12, A-13

BOXES
1. Quick Tip: You can reference a cell in a formula either by typing the cell reference or clicking the
cell in the worksheet; when you click a cell to add a reference, the Mode indicator changes to
“Point.”

2. Clues to Use: Understanding named ranges

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 9 of 13

It can be difficult to remember the cell locations of critical information in a worksheet, but using
cell names can make this task much easier. You can name a single cell or range of contiguous, or
touching, cells. For example, you might name a cell that contains data on average gross pay
“AVG_GP” instead of trying to remember the cell address C18. A named range must begin with a
letter or an underscore. It cannot contain any spaces or be the same as a built-in name, such as a
function or another object (such as a different named range) in the workbook. To name a range,
select the cell(s) you want to name, click the Name box in the formula bar, type the name you
want to use, then press [Enter]. You can also name a range by clicking the FORMULAS tab,
clicking the Define Name button in the Defined Names group. Type the new range name in the
Name text box in the New Name dialog box, verify the selected range, then click OK. When you
use a named range in a formula, the named range appears, instead of the cell address. You can also
create a named range using the contents of a cell already in the range. Select the range containing
the text you want to use as a name, then click Create from Selection button in the Defined Names
group. The Create Names from Selection dialog box opens. Choose the location of the name you
want to use, then click OK.

TEACHER TIP
Discuss the difference between clicking the Enter button and hitting the [Enter] key, and when you
might want to use one method over the other method. Also discuss using [Tab] to enter a value and
when it is appropriate to use [Tab].

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. True or False: Comparison operators join strings of text in different cells. (Answer: False)
2. True or False: Reference operators enable you to use ranges in calculations. (Answer: True)

2. Critical Thinking: Think about the importance of formulas in Excel. Could Excel have been a
successful spreadsheet program without having the ability to use formulas?

LAB ACTIVITY
Ask students to change some of the values in the Reg Pay or O/T Pay columns, and then observe how
the values in the Gross Pay column change accordingly.

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LEARNING OUTCOMES
• Change worksheet views
• Create a header/footer
• Select a range

LECTURE NOTES:
• Explain that you can change the worksheet view anytime using either the Ribbon or the status
bar.
• Demonstrate how to change the view using the VIEW tab on the Ribbon.
• Demonstrate how to change the view using the View buttons on the status bar.

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 10 of 13

• Describe Normal view and Page Layout view. Page Layout view is shown in FIGURE A-14.
• Demonstrate how to add a header to a worksheet.
• Show students how to hide the rulers and the gridlines.
• Describe Page Break Preview using FIGURE A-16.

FIGURES: A-14, A-15, A-16

BOXES
1. Quick Tip: Although a worksheet can contain more than a million rows and thousands of
columns, the current document contains only as many pages as necessary for the current project.

2. Quick Tip: You can change header and footer information using the HEADER & FOOTER
TOOLS DESIGN tab that opens on the Ribbon when a header or footer is active. For example,
you can insert the date by clicking the Current Date button in the Header & Footer Elements
group, or insert the time by clicking the Current Time button.

3. Quick Tip: Once you view a worksheet in Page Break Preview, the page break indicators appear
as dotted lines after you switch back to Normal view or Page Layout view.

TEACHER TIP
Make sure students understand that changing the view does not affect the contents of the worksheet.
Also, explain that students don’t have to choose a view and use it all the time. Instead, they should
use different views at different steps in the process of creating a worksheet, as the different views
show different things, some of which might be more useful during one stage of the process while
others are more useful during another stage.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Page Break Preview displays a reduced view of each page of your worksheet, along with page
________ indicators. (Answer: break)
2. True or False: By default, gridlines in a worksheet do not print. (Answer: True)

2. Critical Thinking: In this lesson, students added a header to their worksheets. Why are headers
and footers necessary? Can the same information be added to the cells in the worksheet? Do
headers and footers offer any advantages over adding the information within the worksheet cells?

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LEARNING OUTCOMES
• Change the page orientation
• Hide/view gridlines when printing
• Preview and print a worksheet

LECTURE NOTES:

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 11 of 13

• Discuss how the tools on the PAGE LAYOUT tab of the Ribbon allow you to adjust the print
orientation, paper size, and page breaks.
• Explain the difference between landscape and portrait orientations.
• Demonstrate how to change the page orientation using the Page Setup group of the PAGE
LAYOUT tab of the Ribbon.
• Explain that gridlines are not printed unless the Gridlines Print checkbox in the Sheet Options
group on the PAGE LAYOUT tab is checked.
• Demonstrate how to use the Print screen in Backstage view to preview your document, adjust
page setup options and print the worksheet.

FIGURES: A-17, A-18

BOXES
1. Quick Tip: You can use the Zoom slider on the status bar at any time to enlarge your view of
specific areas of your worksheet.

2. Quick Tip: To change the active printer, click the current printer in the Printer section in
Backstage view, then choose a different printer.

3. Quick Tip: If the Quick Print button appears on the Quick Access Toolbar, you can print your
worksheet using the default settings by clicking it.

4. Clues to Use: Printing worksheet formulas

Sometimes you need to keep a record of all the formulas in a worksheet. You might want to do
this to see exactly how you came up with a complex calculation, so you can explain it to others.
To prepare a worksheet to show formulas rather than results when printed, open the workbook
containing the formulas you want to print. Click the FORMULAS button in the Formula
Auditing group to select it. When the Show Formulas button is selected, formulas rather than
resulting values are displayed in the worksheet on screen and when printed. (The Show Formulas
button is a toggle: click it again to hide the formulas.)

5. Clues to Use: Scaling to fit

If you have a large amount of data that you want to fit to a single sheet of paper, but you don’t
want to spend a lot of time trying to adjust the margins and other settings, you have several
options. You can easily print your work on a single sheet by clicking the No Scaling list arrow in
the Settings section on the Print button in Backstage view, then clicking Fit Sheet on One Page.
Another method for fitting worksheet content onto one page is to click the PAGE LAYOUT tab,
then change the Width and Height settings in the Scale to Fit group each to 1 Page. You can also
use the Fit to option in the Page Setup dialog box to fit a worksheet on one page. To open the
Page Setup dialog box, click the dialog box launcher in the Scale to Fit group on the PAGE
LAYOUT tab, or click the Page Setup link on the Print screen in Backstage view. Make sure the
Page tab is selected in the Page Setup dialog box, then click the Fit to option button.

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Excel 2013 Instructor’s Manual Page 12 of 13

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. When the page orientation is ________, the contents will print across the length of the page.
(Answer: landscape)
2. When the page orientation is ________, the contents will print across the width of the page.
(Answer: portrait)

2. Class Discussion: It takes time, ink, and paper to print a worksheet. Ask the class to brainstorm
reasons for wanting a hard copy of a worksheet created in Excel.

LAB ACTIVITY
Change the orientation of the worksheet to landscape, and then print two copies of the worksheet
using a single Print command.

TEACHER TIP
Students may experience problems with their computers when trying to print their worksheets. For
example, sometimes trying to print a document causes the document to change or may cause the
computer system to freeze. Encourage students to always save their worksheet before attempting to
print it.

Explain that Print Preview is now part of the Print screen in Backstage view

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• Concepts Reviews consist of multiple choice, matching, and screen identification questions.
• Skills Reviews provide additional hands-on, step-by-step reinforcement.
• Independent Challenges are case projects requiring critical thinking and application of the unit
skills. The Independent Challenges increase in difficulty, with the first one in each unit being
the easiest. Independent Challenges 2 and 3 become increasingly open-ended, requiring more
independent problem solving.
• Real Life Challenges are practical exercises to help students with their everyday lives by focusing
on important and useful essential skills, including creating photo montages for scrapbooks and
photo albums, retouching and color-correcting family photos, applying layer styles and getting
Help online.
• Advanced Challenge Exercises set within the Independent Challenges provide optional steps for
more advanced students.
• Visual Workshops are practical, self-graded capstone projects that require independent problem
solving.

G
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Keeyy TTeerrm
mss
• electronic spreadsheet (Excel 2) • what-if analysis (Excel 2)
• worksheet (Excel 2) • templates (Excel 2)
• workbook (Excel 2) • Quick Analysis tools (Excel 2)

© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 Excel 2013 Instructor’s Manual Page 13 of 13

• flash fill (Excel 2) • mode indicator (Excel 8)

• Name box (Excel 4) • function (Excel 8)
• formula bar (Excel 4) • arguments (Excel 8)
• Worksheet window (Excel 4) • navigate (Excel 9)
• cell (Excel 4) • edit (Excel 10)
• cell address (Excel 4) • insertion point (Excel 10)
• cell pointer (Excel 4) • formula prefix (Excel 12)
• active cell (Excel 4) • calculation operators (Excel 12)
• Sheet tabs (Excel 4) • arithmetic operators (Excel 12)
• Sheet tab scrolling buttons (Excel 4) • comparison operators (Excel 12)
• scroll bars (Excel 4) • text concatenation operators (Excel 12)
• status bar (Excel 4) • reference operators (Excel 12)
• mode indicator (Excel 4) • Normal view (Excel 14)
• range (Excel 4) • Page Layout View (Excel 14)
• Office Web Apps (Excel 5) • print area (Excel 16)
• formulas (Excel 6) • landscape (Excel 16)
• labels (Excel 8) • portrait (Excel 16)
• values (Excel 8)

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Saimaan päin ja katsoi kelloaan.

— Oikeastaan on minulla kova kiire, mutta kun auttaminen on

kysymyksessä, täytyy olla valmis uhraamaan vähän aikaakin. —
Olkaa hyvä, puhukaa vapaasti asianne.

— Olen kauan hakenut työtä, — jos jonkinlaista. Hiukan olen

saanut, mutta siitä on ansiota liian vähän…

— Mutta neiti, — kauppaneuvos ei voi olla keskeyttämättä, —

oletteko pyrkinyt kotiopettajattareksi? Tai rouvan apulaiseksi? Kun on
nuori kuten te, ja kun lisäksi on tuollaiset kauniit kasvot…

Saima ei huomaa sanoja tai ei tahdo huomata. Hänkin keskeyttää.

— Herra kauppaneuvos, minulla on vanha ja kivuloinen äiti.

— Ai, ai, — ai, ai, se oli hullumpaa. — Hän näpäyttää sormiaan. —

Vanhoja ei pitäisi olla muuta kuin varakkaissa kodeissa. Eikä
sielläkään liiemmästi, ei liiemmästi. Se on minun kokemukseni.

Veri syöksähtää Saiman kasvoille.

 — Suurinkin rikkaus olisi minulle sulaa köyhyyttä ilman… Hän ei
saa lausetta lopetetuksi.

— Ymmärrän, ymmärrän! "Nicht so hitzig", neitiseni!

— Olen vapaahetkinäni vähän kirjoitellut, vain omaksi huvikseni,

en ansaitakseni. Sitä en koskaan ajatellut enkä olisi uskaltanutkaan,
mutta nyt täytyy —. Jos tämä voisi kelvata johonkin sanomalehteen?
Itse en uskaltaisi tarjota tätä, eikä kai kukaan silloin viitsisi asiaa
ajatellakaan. Mutta jos te…

Hän laskee pakettinsa pöydälle.

— Ahaa, vai tällainen teidän asianne olikin! — Kauppaneuvos

irroittaa paperit kääröstä ja rupeaa selailemaan lehtiä.

Saima tuntee vapisevansa. On kuin olisi hänen sisimpänsä siinä

pengottavana. Ja penkomassa on mies, jonka huone on lämmin ja
valoisa, ja joka juo kahvinsa hopeiselta tarjottimelta sillä aikaa, kun
äiti ja muut,— joiden ei pitäisi elää, kun ei ole varaa…

— Hyvästi, sanoo hän hätäisesti. — Minä tulen joskus perimään

vastausta. — Ja ennenkuin kauppaneuvos on ennättänyt tointua
hämmästyksestään, on Saima jo kadonnut huoneesta.

Hitaasti astuu hän kotiin päin. Kohdalle tultuaan jatkaa hän

matkaansa, kääntyy sitte takaisin kotiportille ja sieltä uudelleen pois
päin. Kotioven salpana on pelko, sydäntäkouristava pelko, ettei äiti
jaksa kestää tätä iskua. Eihän hän paljon ole puhunut tuosta
paikasta eikä näyttänyt uskovan sen saantiin, mutta jos sittekin on
odottanut ehkä hartaammin kuin konsanaan Saima.
 Ja vaikka äiti sen vielä jaksaisi kestääkin, oli se sittekin niin
armottoman lohdutonta, kun eivät olot ottaneet valjetakseen. Nyt oli
apu tarpeen. Nyt tulisi se aikanaan. Nyt ei sitä annettu. Jos sitte
kerran päästäisiin myötämäkeen, ei ehkä enää olisi häntä, jonka
voimat vastamäessä olivat ennenaikojaan loppuun kuluneet.

Hämärsi jo kun Saima avasi kodin oven. Keittiö oli tyhjä. Pimeässä
huoneessa ei hän voinut nähdä mitään.

— Äiti, missä sinä olet?

— Täällä. Minä lepäilen vähän.

— Oletko sairas?

— En, en. Muuten vaan rupesin tähän, kun ei ollut mitään

tekemistä ja kun tässä on lämpöisempikin.

Se vihlasi kuin veitsen terä. He tunsivat sen kumpikin ja puhe

katkesi siihen. Toinen ei rohjennut kertoa, toinen ei kysyä.

Vasta jouluaaton edellisenä iltana se vihdoin purkautui. Sininen

maito, nurkka, joka oli niin hatara, että siihen Saiman rääsytukoista
huolimatta kerääntyi jäätä ja lunta, ja ne kengät, ne lämpimät,
ostamattomat joululahjakengät, kävivät Saimalle viimein
ylivoimaisiksi. Yöt oli hän itkenyt, päivät vaiennut. Nyt puhkesi hän
viimein nauruun.

Hän nauroi pahaa, ilkkuvaa naurua sille lämpimälle ja mukavalle

huoneelle, jossa hänelle hauskaa joulua toivotettiin samalla kun
tingittiin vähän pois hänen vaivalla ansaituista penneistään. Hän
nauroi ja ivasi niitä, jotka joivat herkkujaan hopeisilta tarjottimilta,
samalla kun valittivat köyhien vanhusten olemassa-oloa.
 Äiti koetti rauhoittaa, mutta silloin suuttui Saima. Oli äitikin
sellainen raukkamainen nahjus! Olisi kai osaansa tyytynyt, vaikka
olisi kuollut nälkään!

— Sanoisit edes jotain, suuttuisit, olisit suunniltasi niinkuin minä,

silloin ehkä helpottaisi. Mutta kun sinä aina vaan kärsit, kärsit, käy
kuorma minulle sietämättömäksi.

Saima ei ollut nukkunut viikkoon, mutta sinä iltana nukkui hän

itkuunsa ja mielenliikutukseensa.

Ensi kertaa ei hän viime työkseen peittänyt äitiä ja saanut

osakseen äidin tavanmukaisia iltahyväilyjä.

Aamuyöstä hän heräsi. Hän oli nähtävästi nukkunut vaatteet

päällään ja äiti oli peittänyt hänet. Hän rupesi muistuttelemaan
itselleen edellistä iltaa. Kurkkuun nousi henkeä salpaava pala.
Sydäntä kirveli kirpeän kipeästi.

Eikö köyhyys itsessään ollut tarpeeksi raskas taakka? Vieläkö sen

piti kasvaa ja monistua sen kautta, että se synnytti katkeraa mieltä ja
kovia, haavoittavia sanoja.

Tai siitäkö katkeruus johtui, ettei hän ottanut surua vastaan

oikealla tavalla, ei niinkuin äiti?

Kuinka hän oli saattanut sanoa sellaista kuin sanoi äidille, juuri
hänelle, jota hän käsin oli tahtonut kantaa läpi kaiken raskaan ja
kovan? Vai olikohan hän juuri siksi suuttunut, että hän rakasti niin
paljon ja kärsi niin pohjattomasti.

Äidin vuoteelta kuului samassa hiljaista valitusta.

 — Oma äiti-kultani! — Saima kumartuu äidin puoleen.

— Tästä minä en enää nouse. Minä tunnen sen.

Hymy sammuu Saiman huulilta. Hyväilyyn kohonnut käsi painuu

puutuneena.
— Mitä voin tehdä, kysyy hän. Ja hän säikähtää oman äänensä
koleutta.

*****

Ne kengät, ne kengät, ne kauniit joululahjakengät, niitä ei enää

tarvittu. —

*****

Tammikuun viimepäivinä, pitkän piilossaolon jälkeen, rupesi päivä

yht'äkkiä paistamaan kevättä ennustavan iloisesti. Suurin osa kodin
irtaimistoa oli jo silloin panttilaitoksella ja kylmilleen jätetyssä
huoneessa makasi kuollut laudoilla.

Saima asui keittiössä. Hänen täytyi olla lähellä äitiä ja jakaa kaikki
hänen kanssaan niinkauan kuin mahdollista.

Ja hän sai paljon jaettavaa.

Lähettäjän kultaisilla alkukirjaimilla kaunistetulla, muodikkaalla

paperilla kauppaneuvos ilmotti hänelle, että käsikirjoitus tuli
julaistavaksi, ei sanomalehdessä, vaan eri kirjana. Hyvä palkkio oli
myöskin tiedossa. Kauppaneuvos onnitteli tämän johdosta, kauniisti
ja monisanaisesti lupautuen uraansa alkavan suojelijaksi. Hän oli
aina koettanut auttaa nuoria, eteenpäin pyrkiviä ihmisiä. Sen neiti
Särkkä kyllä tiesi.
 Saima näkee yhtäkkiä edessään kuvan nuoresta tytöstä, joka
jännityksestä vavisten repäisee auki tämän kirjeen, ahmii sen
sisällön ja kiiruhtaa sitte viereiseen huoneeseen, jossa viskautuu
polvilleen, painaa päänsä äidin syliin ja toistaa riemu joka äänen
väreessä: Äiti, äiti, nyt se tuli, nyt minä voin pitää Sinua hyvänä.

Mutta tuo kuva onkin vain haihtuva harhanäky, kuva siitä, mikä
olisi voinut tapahtua, jos…

Itse teossa nousee hän, kääntää välinpitämättömänä kirjeen

kokoon ja astuu hitain askelin kuolleen luo. Hänen katseensa on
yhtä eloton kuin kuolleen käsi on kylmä.

— Äiti, hän sanoo hiljaa ja kuiskaamalla, — se tuli nyt — mutta tuli

liian myöhään.
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