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 Twelfth Edition

Infants, Toddlers,
and Caregivers
A Curriculum of Respectful, Responsive,
Relationship-Based Care and Education

Janet Gonzalez-Mena
Napa Valley College

Dianne Widmeyer Eyer

Cañada College

gon37788_fm_i-xxviii.indd 1 12/3/19 9:43 PM

gon37788_fm_i-xxviii.indd 8 12/3/19 9:43 PM
 Contents

Preface xix

Resources for Caregivers xxvii

part 1 Focus on the Caregiver 1

chapter 1

Principles, Practice, and Curriculum 3

What Do You See? 3
Relationships, Interactions, and the Three Rs 4
Oksana Kuzmina/ Caregiving Routines as Opportunities for Three-R Interactions 5
Shutterstock
Ten Principles Based on a Philosophy of Respect 5
Principle 1: Involve Infants and Toddlers
in Things That Concern Them 6
Principle 2: Invest in Quality Time 7
Principle 3: Learn Each Child’s Unique Ways of Communicating
and Teach Yours 9
Video Observation 1: Baby Crying 10
Principle 4: Invest Time and Energy to Build a Total Person 11
Principle 5: Respect Infants and Toddlers as Worthy People 11
Principle 6: Be Honest about Your Feelings 13
Principle 7: Model the Behavior You Want to Teach 14
Principle 8: Recognize Problems as Learning Opportunities,
and Let Infants and Toddlers Try to Solve Their Own 15
Principle 9: Build Security by Teaching Trust 15
Principle 10: Be Concerned about the Quality
of Development in Each Stage 16
Curriculum and Developmentally Appropriate Practice 18
The Principles in Action Principle 5 18
Appropriate Practice 19
ix

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 x Contents

Summary 20
Key Terms 21
Thought/Activity Questions 21
For Further Reading 21
Notes 22

chapter 2
Infant-Toddler Education 25
What Do You See? 25
What Infant-Toddler Education Is Not 26
Infant Stimulation 26
Babysitting 26
Preschool 27
What Infant-Toddler Education Is: The Components 27
Frank Gonzalez-Mena Curriculum as the Foundation of Infant-Toddler Education 28
Implementing the Curriculum 29
Video Observation 2: Toddler Playing with a Tube and a Ball 29
Assessing the Effectiveness of the Curriculum: Observing and Recording 30
Education as Facilitating Problem Solving 32
The Principles in Action Principle 8 33
The Adult Role in Facilitating Problem Solving 33
Appropriate Practice 41
Infant-Toddler Education and School Readiness 43
Summary 44
Key Terms 45
Thought/Activity Questions 45
For Further Reading 45
Notes 46

chapter 3
Caregiving as Curriculum 49
What Do You See? 49
Thinking Again About Infant-Toddler Curriculum 50
E. Dygas/Photodisc/Getty Planning for Attachment 50
Images Policies That Support Curriculum as Caregiving 51
Assessment 52
Caregiving Routines 53
Feeding 54
Video Observation 3: Children Feeding Themselves 57
Diapering 59
Toilet Training and Toilet Learning 60
Washing, Bathing, and Grooming 61

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 Contents xi

Differing Needs and Perspectives 62

Dressing 63
Napping 65
The Principles in Action Principle 1 65
Appropriate Practice 68
Summary 70
Key Terms 71
Thought/Activity Questions 71
For Further Reading 71
Notes 72
chapter 4
Play and Exploration as Curriculum 75
What Do You See? 75
Adult Roles in Play 79
Setting Up Environments for Play 79
Encouraging Interactions and Then Stepping Back 80
Video Observation 4: Toddlers Playing Outside 81
Altanaka/Shutterstock
Supporting Problem Solving 82
Observing 83
Environmental Factors That Influence Play 84
Group Size and Age Span 84
The Principles in Action Principle 2 85
Setting Up the Environment to Support Play 86
Happenings 87
Free Choice 88
The Problem of the Match 89
Appropriate Practice 91
Summary 92
Key Terms 93
Thought/Activity Questions 93
For Further Reading 94
Notes 94

part 2 Focus on the Child 97

chapter 5
Attachment 99
What Do You See? 99
Brain Research 100
Brain Building Blocks and Brain Circuitry 101
Kraig Scarbinsky/Digital Quality Experiences and Stable Neural Pathways 101
Vision Ltd/SuperStock

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 xii Contents

Mirror Neurons: Actions and Observations 103

The Principles in Action Principle 9 104
Milestones of Attachment 105
Attachment Behaviors: Birth to Six Months 105
Attachment Behaviors: Seven to Eighteen Months 106
Supporting Attachment in Quality Programs 106
Video Observation 5: Toddler “Checking in” While Playing with Chairs 107
Developmental Pathways: Attachment 108
Measuring Attachment 108
Early Research and Contemporary Issues 109
Attachment Issues 110
Infants with Few Attachment Behaviors 110
Infants Who Experience Neglect or Indifference 110
Brain Growth and Attachment-Based Programs 111
Children with Special Needs: The Importance of Early Intervention 112
What Is Early Intervention? 112
Developmental Pathways: Attachment Behaviors 114
Summary 116
Key Terms 117
Thought/Activity Questions 117
For Further Reading 117
Notes 117

chapter 6

Perception 121
What Do You See? 121
Sensory Integration 122
Goami/Shutterstock Hearing 124
Video Observation 6: Boy Exploring Toy Car Using Touch and Sound 125
Smell and Taste 126
Touch 127
The Principles in Action Principle 7 129
Sight 129
Multisensory Experiences and the Outdoor Environment 131
 Children with Special Needs: Educating Families about the Individualized
­Family Service Plan 132
Developmental Pathways: Behaviors Showing Development of Perception 134
Summary 135
Key Terms 136

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 Contents xiii

Thought/Activity Questions 136

For Further Reading 137
Notes 137
chapter 7
Motor Skills 139
What Do You See? 139
Physical Growth and Motor Skills 140
Maryna Pleshkun/ Brain Growth and Motor Development 141
Shutterstock Importance of Free Movement, Observation, and ­Imitation 142
Reflexes 143
The Principles in Action Principle 10 144
Large Motor Skills and Locomotion 144
Research from the Pikler Institute 145
Video Observation 7: Children Climbing Stairs 146
Small Motor Skills and Manipulation 150
Encouraging Self-Help Skills 152
Fostering Motor Development 153
 Children with Special Needs: Finding Resources 156
Developmental Pathways: Behaviors Showing Development
of Motor Skills 159
Summary 161
Key Terms 162
Thought/Activity Questions 162
For Further Reading 162
Notes 163
chapter 8
Cognition 165
What Do You See? 165
The Cognitive Experience 166
Sensorimotor Experience: Piaget 167
Sociocultural Influences: Vygotsky and Piaget 169
Self-Regulating Learners 170
Social Interaction and Cognition 171
Language and Cognition 173
Play and Cognition 175
Emely/Cultura RF/Getty
Images The Principles in Action Principle 8 176
Supporting Cognitive Development 177
The Importance of Real-Life Experiences 177
Screen Time and Digital Media Devices 178

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 xiv Contents

Brain-Based Learning 179

Video Observation 8: Father Diapering Toddler 180
Children with Special Needs: Early Childhood Inclusion 182
Developmental Pathways: Behaviors: Behaviors Showing Development
of Cognition 183
Summary 186
Key Terms 187
Thought/Activity Questions 187
For Further Reading 187
Notes 188

chapter 9

Language 191
What Do You See? 191
The Progression of Language Development 192
Receptive Language: The Importance of Responsiveness 194
Expressive Language: The Importance of Familiar Contexts 195
What Language Allows a Child to Do: The Cognitive Link 196
The Brain and Early Language Development 196
Video Observation 9: Children Eating at Table with Caregiver 197
Hill Street Studios/Blend Brain Activity and Language Competency 198
­Images LLC Fostering Language Development 199
Early Literacy 201
The Principles in Action Principle 3 201
Early Literacy and School Readiness 203
 Cultural Differences, Bilingualism, and Dual Language Learners 206
Goals of the “Language Relationship” 207
 Children with Special Needs: Supporting Parents
and Families 209
Developmental Pathways: Behaviors Showing
Development of Language 211
Summary 212
Key Terms 214
Thought/Activity Questions 214
For Further Reading 214
Notes 215

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 Contents xv

chapter 10

Emotions 217
What Do You See? 217
The Development of Emotions and Feelings 218
Hemera Technologies/ Temperament and Resiliency 220
AbleStock.com/Getty
Resiliency and Healthy Emotional Development 222
Images
Helping Infants and Toddlers Cope with Fears 224
Helping Infants and Toddlers Cope with Anger 226
Video Observation 10: Child Trying to Get Her Turn
in a Swing 228
The Principles in Action Principle 6 228
Self-Calming Techniques 229
Developing Self-Direction and Self-Regulation 230
The Emotional Brain 232
Stress and Early Brain Development 233
The Impact of Neglect 234
 Children with Special Needs: Challenges and Trends 235
Developmental Pathways: B
 ehavior Showing
Development of Emotions 237
Summary 239
Key Terms 240
Thought/Activity Questions 240
For Further Reading 240
Notes 241

chapter 11
Social Skills 243
What Do You See? 243
The Principles in Action Principle 4 245
Early Social Behaviors 245
Liquidlibrary/Getty Images
Stages of Psychosocial Development 246
Trust 246
Autonomy 249
Initiative 250
Guidance and Discipline: Teaching Social Skills 250
Security and Control for Infants 250
Limits for Toddlers 251
Teaching Prosocial Skills 253

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 xvi Contents

Promoting Healthy Brain Growth 255

Video Observation 11: Girls Playing Together 256
 The Special Need of All Children: Self-Esteem 257
Experiences That Foster Self-Esteem 258
Developmental Pathways: Behaviors Showing Development of Social Skills 259
Summary 260
Key Terms 261
Thought/Activity Questions 261
For Further Reading 261
Notes 262

part 3 Focus on the Program 263

chapter 12

The Physical Environment 265

What Do You See? 265
A Safe Environment 266
Creating a Safe Physical Environment: A Checklist 266
A Healthful Environment 268
Creating a Healthful and Sanitary Environment: A Checklist 268
Nutrition 269
Feeding Infants 269
Feeding Toddlers 270
Isadora Getty Buyou/Image
Video Observation 12: Feeding Routine 271
Source
The Learning Environment 272
Layout 273
Eating 277
Sleeping 277
Diapering 277
Toileting 277
Developmental Appropriateness 278
Appropriate Environments for Infants 278
Appropriate Environments for Toddlers 278
Family Child Care and Mixed-Age Groups 279
The Principles in Action Principle 8 279
What Should Be in the Play Environment 282
Toys and Materials for Inside 283
Toys and Materials for Outside 284
Assessing the Quality of an Infant-Toddler Environment 285
Balancing Soft and Hard 285
Providing for Intrusion and Seclusion 285

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 Contents xvii

Encouraging Mobility 286

The Open–Closed Dimension 286
The Simple–Complex Dimension 286
Scale 287
Aesthetics 287
Acoustics 288
Order 288
Appropriate Practice 290
Summary 292
Key Terms 293
Thought/Activity Questions 293
For Further Reading 293
Notes 294

chapter 13
The Social Environment 297
What Do You See? 297
Identity Formation 298
The Principles in Action Principle 1 298
Attachment 299
Self-Image 300
 Cultural Identity 301
Lynne Doherty Lyle
Gender Identity 305
Self-Concept and Discipline 307
Video Observation 13: C
 hild in Sandbox (Redirection) 308
Modeling Self-Esteem by Taking Care of Yourself 311
Appropriate Practice 312
Summary 313
Key Terms 314
Thought/Activity Questions 314
For Further Reading 315
Notes 315

chapter 14
Adult Relations in Infant-Toddler Care and Education Programs 317
What Do You See? 317
Parent–Caregiver Relations 318
Caregiver Stages of Relating to Parents 318
Lynne Doherty Lyle The Principles in Action Principle 3 319
Communication with Parents and/or Family Members 320
Service Plan: Focus on the Child 320

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 xviii Contents

Service Plan: Focus on the Family 321

Communication Blocks 322
Opening Up Communication 323
 Issues of Parents of Children with Special Needs 324
Parent Education 327
 Parents of Children with Special Needs 328
Early Care and Education Professionals 328
Video Observation 14: Girl Crawling through Low Window (Parent Ed
­Program) 329
Relating to the Parents of a Child Who Isn’t Doing Well 330
Caregiver Relations 331
The Family Child Care Provider 331
Center Staff 331
Respect as the Key to Adult Relationships 332
Appropriate Practice 334
Summary 336
Key Terms 336
Thought/Activity Questions 336
For Further Reading 337
Notes 337

appendix A
Quality in Infant-Toddler Programs: A Checklist 338
appendix B
Environmental Chart 340
Glossary 352

References 358
Index 381

gon37788_fm_i-xxviii.indd 18 12/3/19 9:44 PM

 Preface

The Philosophy of Infants, Toddlers, and Caregivers

Respect for infant-toddler development, and mindful caregiving practices for this age
group, serve as the cornerstones for this textbook. In 1980 when this textbook was
first published, infants and toddlers were scarcely mentioned in early childhood edu-
cation. The existing curriculum focused on preschool children—3-, 4-, and 5-year-olds.
Society, however, was changing, and more children were entering out-of-home care at
a younger age, and preschool teachers were experiencing new challenges. Traditional
preschool curriculum, with circle time and group activities, did not fit the needs of
2-year-olds (and younger!). The authors of this book recognized that more specific
curriculum was needed, and worked together to address these new and challenging
issues in early care and education.
The major theme of this textbook—the idea of respectful, responsive, and recip-
rocal adult–infant-toddler interactions—has been the same with each edition. The
philosophy of Magda Gerber and the theory of Emmi Pikler provide the textbook
with a unique approach while outlining well-established practices designed to pro-
mote infant and toddler well-being. Magda Gerber, a Los Angeles infant expert,
came from Hungary. Her friend and colleague, Dr. Emmi Pikler, a theorist and
researcher, also from Hungary, had established group care for infants and toddlers
after World War II. The focus of Pikler’s nursery was to care for young children
when their families could not, and to provide them with a strong start in life. This
first nursery became a model for other residential nurseries in Europe once it was
recognized that the children who spent their first 3 years in this very particular
kind of residential care grew up to be stable, productive adults. A great accomplish-
ment for those children fostered in institutional care was their ability to establish
long-term relationships. Emmi Pikler died in 1984, but the Pikler Institute, incor-
porating research and training, continues under the directorship of Pikler’s daugh-
ter, Anna Tardos. Magda Gerber was one of the first to publish some of Pikler’s
research in English. Gerber’s philosophy and Pikler’s theory blended to create a
respectful and responsive care approach now appreciated in infant-toddler centers

xix

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 xx Preface

across the United States and around the world. Gerber wrote the Foreword for the­
first edition of this textbook in 1980, and the authors are proud and humble to sup-
port the philosophy and research of these outstanding women.
The underlying framework for the textbook is founded in the “Ten Principles” dis-
cussed in Chapter 1. Respectful behaviors on the part of the caregivers are the basis
of the Ten Principles. The textbook refers to these in every chapter, and a “Princi-
ples in Action” feature in each chapter uses a scenario to further explain individual
principles.
Respect is a key component of the curriculum that Infants, Toddlers, and Car-
egivers advocates. Curriculum has to do with respecting and responding to each
child’s needs in sensitive ways that promote attachment. Curriculum for infants and
toddlers embraces everything that happens during the day. This textbook consist-
ently outlines well-established practices related to sensitive care and program plan-
ning that are designed to promote well-being and identity formation in infants and
toddlers.
The focus of Infants, Toddlers, and Caregivers is on action—putting theory into prac-
tice. Knowing “about” is different from knowing “how to.” The authors appreciate that
even people with considerable understanding of early development may have trouble
acting on that understanding unless they have also learned to apply theory.
The terminology in Infants, Toddlers, and Caregivers is generally age and ability
related. The youngest children—from newborn to walking—are called “infants.” Chil-
dren who are walking—from about a year to 2 years—are called “toddlers.” Children
from 2 to 3 years are called “older toddlers.” And children 3 to 5 years are called
“preschoolers.” These labels and descriptions apply to children who are develop-
ing at typical or normal rates, and they may not fit when development is atypical.
Remember, too, that not all toddlers may toddle, but that doesn’t mean they should
be thought of as infants.
In an infant-toddler program, the adults in the teacher/caregiver role may go by
different titles. Educarer, teacher, caregiver, and infant care teacher are some exam-
ples. In this textbook the word “caregiver” is used to emphasize the importance of
“caring.” The caregiver role incorporates that of teacher and educator. Appreciat-
ing diversity, cultural and linguistic differences, and inclusion have grown in sig-
nificance with each edition, and are reflected in positive, non-biased terminology
throughout the textbook.
The organization of Infants, Toddlers, and Caregivers is divided into three parts
emphasizing philosophy, development, and programming. Part 1, Focus on the
­Caregiver (Chapters 1–4), is about caregiving and the “Ten Principles” that focus on
the actions and relationships that are critical to caregiving for the very young. Curricu-
lum for the infant and toddler, and the importance of free play, are also included. Part 2,
Focus on the Child (Chapters 5–11), reviews the major areas of development and the
importance of understanding developmental principles as they relate to caregiving
and curriculum. Also in each chapter in this section, early brain development and
early childhood special education are discussed as key topic areas. Part 3, Focus on
the Program (Chapters 12–14), takes a programmatic point of view (center and family
child care) and includes environments as well as adult–adult relationships. Appendix

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 Preface xxi

A gives a checklist for determining quality infant-toddler programs. Appendix B

includes a well-known and well-used environmental chart that combines the informa-
tion from all three parts of the textbook into one concise but comprehensive summary
designed for practical use in program planning and implementation. The glossary at
the end consists of the key terms from all the chapters.
The authors have made every effort to present a cohesive philosophy, but urge
readers to recognize that there are multiple views on every aspect of infant-­toddler
care. The emphasis in Infants, Toddlers, and Caregivers on self-reflection is designed
to help caregivers who might feel uncomfortable in the face of challenges. Only when
caregivers understand themselves, and their own personal experiences, can they
understand infants, toddlers, and their families. Sensitivity and empathy are important
qualities for anyone who works with, and cares for, very young children.

New—and Expanded—in the Twelfth Edition

Reviewing the current literature and research for the twelfth edition of Infants, Tod-
dlers, and Caregivers has been an interesting process. Two particular concepts, or
approaches to infant-toddler care, are currently receiving a great deal of attention:
respect for early development and mindful interactions with very young children. Most
of the new references in the twelfth edition highlight these two concepts.
Being mindful means being aware of the moment and paying attention in a par-
ticular way without judgment. Caregivers who interact mindfully with very young
children recognize teachable moments and are therefore able to enhance learning.
Integrating mindfulness into caregiving activities results in respectful interactions—the
young child’s personal qualities are recognized and the adult is able to put aside her
own preferences and attitudes. Current research indicates that respectful, intentional
caring (referred to numerous times in the twelfth edition) enhances attachment and
fosters early brain development.
These two concepts—respect and mindful interaction—are key to the Gerber/Pikler
approach and have been the cornerstones of Infants, Toddlers, and Caregivers since its
first publication in 1980.
Screen time, and digital media devices, for infants and toddlers is a challenging, con-
temporary issue. The twelfth edition of Infants, Toddlers, and Caregivers highlights the
revised guidelines by the American Academy of Pediatrics for the use of such devices
with infants and toddlers. Concerns arise when screen time displaces physical activity
and face-to-face interaction. There are positives and negatives with any new technol-
ogy in the culture. Well-educated caregivers, however, can assist families and create a
“media use plan” (discussed in Part 2) to foster the developmentally appropriate use
of these tools to connect and to learn.
There is greater focus in the twelfth edition on early social development and brain
circuitry. The work of Daniel J. Siegel, M.D., in interpersonal neurobiology is high-
lighted. His research emphasizes the importance of secure attachment and its impact
on neural connections in the brain, and the development of resilience and emotional
regulation.

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 xxii Preface

Websites and further readings have been expanded throughout the twelfth edition.
These in-depth resources encourage critical thinking and exploration in numerous
areas related to early care and education. Current research material continues to
emphasize the importance of the very early years of development, and their lasting
impact on emotional-social growth and the creation of empathy.

Retained Features
A What Do You See? feature starts each chapter by showing a child or children in a
situation related to the material to follow and immediately engages the student in the
chapter’s subject matter. Students are encouraged to think back on these scenes later
in the chapter. In some of these scenes the age of the children is mentioned, but not
all. We left out age labels in the spirit of Magda Gerber, who used to say, “Why does
it matter how old the child is?” She was an advocate for appreciating what a child was
able to do, whether he was the “right age” or not.
The Video Observation is a popular feature in each chapter that introduces and
encourages students to think about the issues and concepts presented in online video
clips related to the chapter material. To view these clips, please access the Instructor
Resources through Connect.
The Principles in Action feature is a case study scenario followed by questions to
help students apply the content they have learned to a “real-life” situation. The Prin-
ciples in Action connects to the Appropriate Practice feature through boxes called
Appropriate Practice in Action. The Appropriate Practice feature summarizes points
of the National Association for the Education of Young Children (NAEYC) guide-
lines for developmentally appropriate practice related to the chapter topics. Each
Appropriate Practice feature has four sections:
1. Overview of Development
2. Developmentally Appropriate Practice
3. Individually Appropriate Practice
4. Culturally Appropriate Practice
Sections 2 through 4 list points to keep in mind and practical suggestions for interact-
ing with infants and toddlers based on the NAEYC guidelines.
A Developmental Pathways feature is included in each of the chapters in Part 2. Each
feature begins with generalizations about stages of development by showing a chart of
behaviors related to the chapter topic (for example, attachment, perception, or motor
skills), and then uses examples of two different children to show diverse developmental
pathways. The details of each example are explored as to what you see, what you might
think, what you might not know, and what you might do.
The For Further Reading and References lists for each chapter have been expanded
and updated. In order to keep the book compact and affordable to students, Refer-
ences for this edition are provided via Connect, McGraw-Hill Education’s integrated
assignment and assessment platform.

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 Preface xxiii

Pedagogy
Each chapter contains a pedagogical system designed to provide learning support for
students and to encourage students to reflect on and apply what they learn. Pedagogi-
cal features include:
• Focus Questions that prepare students for the content to follow
• Boldfaced In-text Key Terms that highlight key terminology and define it in
context of the paragraph in which it appears
• The Principles in Action boxes that allow students to apply the principles to
scenarios
• Appropriate Practice boxes that provide practical suggestions related to the
NAEYC guidelines for developmentally appropriate practice and refer to the
Principles in Action boxes, showing how appropriate practice can be applied
to the scenarios
• Developmental Pathways boxes that list typical development and variations
• Chapter Summaries that contain key ideas of the chapters
• Key Terms sections that list all key terms from the chapter, with page refer-
ences, and that are collated in an end-of-book glossary
• Thought/Activity Questions that encourage students to review, reflect, and
apply what they are learning
• For Further Reading lists that suggest additional readings
• Video Observation features in each chapter with pedagogy to help readers think
about the video clips they view
• NAEYC Program Standards listed in the margins next to related material
• Reflection questions designed to help readers consider their own feelings and
experiences that relate to what they are reading

gon37788_fm_i-xxviii.indd 23 12/3/19 9:44 PM

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Another random document with
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that five thousand, belongs to me by rights. Oh, never mind, I’m
going along. Do you hear?” he shouted, his fists raised, “I’m going
along, I tell you. There ain’t a man of you big enough to stop me.
Let’s see you try and stop me going. Let’s see you once, any two of
you.” He filled the barroom with his clamor.
“Lord love you, come along, then,” said the sheriff.
The posse rode out of Keeler that same night. The keeper of the
general merchandise store, from whom Marcus had borrowed a
second pony, had informed them that Cribbens and his partner,
whose description tallied exactly with that given in the notice of
reward, had outfitted at his place with a view to prospecting in the
Panamint hills. The posse trailed them at once to their first camp at
the head of the valley. It was an easy matter. It was only necessary
to inquire of the cowboys and range-riders of the valley if they had
seen and noted the passage of two men, one of whom carried a bird-
cage.
Beyond this first camp the trail was lost, and a week was wasted in
a bootless search around the mine at Gold Gulch, whither it seemed
probable the partners had gone. Then a traveling peddler, who
included Gold Gulch in his route, brought in the news of a wonderful
strike of gold-bearing quartz some ten miles to the south on the
western slope of the range. Two men from Keeler had made a strike,
the peddler had said, and added the curious detail that one of the
men had a canary bird in a cage with him.
The posse made Cribbens’ camp three days after the
unaccountable disappearance of his partner. Their man was gone,
but the narrow hoof-prints of a mule, mixed with those of huge hob-
nailed boots, could be plainly followed in the sand. Here they picked
up the trail and held to it steadily till the point was reached where,
instead of tending southward, it swerved abruptly to the east. The
men could hardly believe their eyes.
“It ain’t reason,” exclaimed the sheriff. “What in thunder is he up
to? This beats me! Cutting out into Death Valley at this time of year!”
“He’s heading for Gold Mountain over in the Armagosa, sure.”
 The men decided that this conjecture was true. It was the only
inhabited locality in that direction. A discussion began as to the
further movements of the posse.
“I don’t figure on going into that alkali sink with no eight men and
horses,” declared the sheriff. “One man can’t carry enough water to
take him and his mount across, let alone eight. No, sir. Four couldn’t
do it. No, three couldn’t. We’ve got to make a circuit round the valley
and come up on the other side and head him off at Gold Mountain.
That’s what we got to do, and ride like blazes to do it, too.”
But Marcus protested with all the strength of his lungs against
abandoning the trail now that they had found it. He argued that they
were now but a day and a half behind their man. There was no
possibility of their missing the trail—as distinct in the white alkali as
in snow. They could make a dash into the valley, secure their man,
and return long before their water failed them. He, for one, would not
give up the pursuit, now that they were so close. In the haste of the
departure from Keeler the sheriff had neglected to swear him in. He
was under no orders. He would do as he pleased.
“Go on, then, you darn fool,” answered the sheriff. “We’ll cut on
round the valley, for all that. It’s a gamble he’ll be at Gold Mountain
before you’re half-way across. But if you catch him, here”—he
tossed Marcus a pair of handcuffs—“put ’em on him and bring him
back to Keeler.”
Two days after he had left the posse, and when he was already far
out in the desert, Marcus’s horse gave out. In the fury of his
impatience he had spurred mercilessly forward on the trail, and on
the morning of the third day found that his horse was unable to
move. The joints of his legs seemed locked rigidly. He would go his
own length, stumbling and interfering, then collapse helplessly upon
the ground with a pitiful groan. He was used up.
Marcus believed himself to be close upon McTeague now. The
ashes at his last camp had still been smoldering. Marcus took what
supplies of food and water he could carry, and hurried on. But
McTeague was farther ahead than he had guessed, and by evening
of his third day upon the desert Marcus, raging with thirst, had drunk
his last mouthful of water and had flung away the empty canteen.
“If he ain’t got water with um,” he said to himself, as he pushed on,
“if he ain’t got water with um, I’ll be in a bad way. I will, for a fact.”

At Marcus’s shout McTeague looked up and around him. For the

instant he saw no one. The white glare of alkali was still unbroken.
Then his swiftly rolling eyes lighted upon a head and shoulder that
protruded above the low crest of the break directly in front of him. A
man was there, lying at full length upon the ground, covering him
with a revolver. For a few seconds McTeague looked at the man
stupidly, bewildered, confused, as yet without definite thought. Then
he noticed that the man was singularly like Marcus Schouler. It was
Marcus Schouler. How in the world did Marcus Schouler happen to
be in that desert? What did he mean by pointing a pistol at him that
way? He’d best look out or the pistol would go off. Then his thoughts
readjusted themselves with a swiftness born of a vivid sense of
danger. Here was the enemy at last, the tracker he had felt upon his
footsteps. Now at length he had “come on” and shown himself, after
all those days of skulking. McTeague was glad of it. He’d show him
now. They two would have it out right then and there. His rifle! He
had thrown it away long since. He was helpless. Marcus had ordered
him to put up his hands. If he did not, Marcus would kill him. He had
the drop on him. McTeague stared, scowling fiercely at the leveled
pistol. He did not move.
“Hands up!” shouted Marcus a second time. “I’ll give you three to
do it in. One, two—” Instinctively McTeague put his hands above his
head.
Marcus rose and came towards him over the break.
“Keep ’em up,” he cried. “If you move ’em once I’ll kill you, sure.”
He came up to McTeague and searched him, going through his
pockets; but McTeague had no revolver; not even a hunting knife.
“What did you do with that money, with that five thousand dollars?”
 “It’s on the mule,” answered McTeague, sullenly.
Marcus grunted, and cast a glance at the mule, who was standing
some distance away, snorting nervously, and from time to time
flattening his long ears.
“Is that it there on the horn of the saddle, there in that canvas
sack?” Marcus demanded.
“Yes, that’s it.”
A gleam of satisfaction came into Marcus’s eyes, and under his
breath he muttered: “Got it at last.”
He was singularly puzzled to know what next to do. He had got
McTeague. There he stood at length, with his big hands over his
head, scowling at him sullenly. Marcus had caught his enemy, had
run down the man for whom every officer in the state had been
looking. What should he do with him now? He couldn’t keep him
standing there forever with his hands over his head.
“Got any water?” he demanded.
“There’s a canteen of water on the mule.”
Marcus moved toward the mule and made as if to reach the bridle-
rein. The mule squealed, threw up his head, and galloped to a little
distance, rolling his eyes and flattening his ears.
Marcus swore wrathfully.
“He acted that way once before,” explained McTeague, his hands
still in the air. “He ate some loco-weed back in the hills before I
started.”
For a moment Marcus hesitated. While he was catching the mule
McTeague might get away. But where to, in heaven’s name? A rat
could not hide on the surface of that glistening alkali, and besides, all
McTeague’s store of provisions and his priceless supply of water
were on the mule. Marcus ran after the mule, revolver in hand,
shouting and cursing. But the mule would not be caught. He acted as
if possessed, squealing, lashing out, and galloping in wide circles,
his head high in the air.
 “Come on,” shouted Marcus, furious, turning back to McTeague.
“Come on, help me catch him. We got to catch him. All the water we
got is on the saddle.”
McTeague came up.
“He’s eatun some loco-weed,” he repeated. “He went kinda crazy
before.”
“If he should take it into his head to bolt and keep on running—”
Marcus did not finish. A sudden great fear seemed to widen
around and inclose the two men. Once their water gone, the end
would not be long.
“We can catch him all right,” said the dentist. “I caught him once
before.”
“Oh, I guess we can catch him,” answered Marcus, reassuringly.
Already the sense of enmity between the two had weakened in the
face of a common peril. Marcus let down the hammer of his revolver
and slid it back into the holster.
The mule was trotting on ahead, snorting and throwing up great
clouds of alkali dust. At every step the canvas sack jingled, and
McTeague’s bird-cage, still wrapped in the flour bags, bumped
against the saddle-pads. By and by the mule stopped, blowing out
his nostrils excitedly.
“He’s clean crazy,” fumed Marcus, panting and swearing.
“We ought to come up on him quiet,” observed McTeague.
“I’ll try and sneak up,” said Marcus; “two of us would scare him
again. You stay here.”
Marcus went forward a step at a time. He was almost within arm’s
length of the bridle when the mule shied from him abruptly and
galloped away.
Marcus danced with rage, shaking his fists, and swearing horribly.
Some hundred yards away the mule paused and began blowing and
snuffing in the alkali as though in search of food. Then, for no
reason, he shied again, and started off on a jog trot toward the east.
“We’ve got to follow him,” exclaimed Marcus, as McTeague came
up. “There’s no water within seventy miles of here.”
Then began an interminable pursuit. Mile after mile, under the
terrible heat of the desert sun, the two men followed the mule,
racked with a thirst that grew fiercer every hour. A dozen times they
could almost touch the canteen of water, and as often the distraught
animal shied away and fled before them. At length Marcus cried:
“It’s no use, we can’t catch him, and we’re killing ourselves with
thirst. We got to take our chances.” He drew his revolver from its
holster, cocked it, and crept forward.
“Steady now,” said McTeague; “it won’t do to shoot through the
canteen.”
Within twenty yards Marcus paused, made a rest of his left
forearm and fired.
“You got him,” cried McTeague. “No, he’s up again. Shoot him
again. He’s going to bolt.”
Marcus ran on, firing as he went. The mule, one foreleg trailing,
scrambled along, squealing and snorting. Marcus fired his last shot.
The mule pitched forward upon his head, then, rolling sideways, fell
upon the canteen, bursting it open and spilling its entire contents into
the sand.
Marcus and McTeague ran up, and Marcus snatched the battered
canteen from under the reeking, bloody hide. There was no water
left. Marcus flung the canteen from him and stood up, facing
McTeague. There was a pause.
“We’re dead men,” said Marcus.
McTeague looked from him out over the desert. Chaotic desolation
stretched from them on either hand, flaming and glaring with the
afternoon heat. There was the brazen sky and the leagues upon
leagues of alkali, leper white. There was nothing more. They were in
the heart of Death Valley.
 “Not a drop of water,” muttered McTeague; “not a drop of water.”
“We can drink the mule’s blood,” said Marcus. “It’s been done
before. But—but—” he looked down at the quivering, gory body “—
but I ain’t thirsty enough for that yet.”
“Where’s the nearest water?”
“Well, it’s about a hundred miles or more back of us in the
Panamint hills,” returned Marcus, doggedly. “We’d be crazy long
before we reached it. I tell you we’re done for. We ain’t ever going to
get outa here.”
“Done for?” murmured the other, looking about stupidly. “Done for,
that’s the word. Done for? Yes, I guess we’re done for.”
“What are we going to do now?” exclaimed Marcus, sharply, after
a while.
“Well, let’s be moving along—somewhere.”
“Where, I’d like to know? What’s the good of moving on?”
“Wat’s the good of stopping here?”
There was a silence.
“Lord, it’s hot,” said the dentist, finally, wiping his forehead with the
back of his hand. Marcus ground his teeth.
“Done for,” he muttered; “done for.”
“I never was so thirsty,” continued McTeague. “I’m that dry I can
hear my tongue rubbing against the roof of my mouth.”
“Well, we can’t stop here,” said Marcus, finally; “we got to go
somewhere. We’ll try and get back, but it ain’t no manner of use.
Anything we want to take along with us from the mule? We can—”
Suddenly he paused. In an instant the eyes of the two doomed
men had met as the same thought simultaneously rose in their
minds. The canvas sack with its five thousand dollars was still tied to
the horn of the saddle.
Marcus had emptied his revolver at the mule, and though he still
wore his cartridge belt, he was for the moment as unarmed as
McTeague.
“I guess,” began McTeague, coming forward a step, “I guess even
if we are done for, I’ll take—some of my truck along.”
“Hold on,” exclaimed Marcus, with rising aggressiveness. “Let’s
talk about that. I ain’t so sure about who that—who that money
belongs to.”
“Well, I am, you see,” growled the dentist.
The old enmity between the two men, their ancient hate, was
flaming up again.
“Don’t try an’ load that gun either,” cried McTeague, fixing Marcus
with his little eyes.
“Then don’t lay your finger on that sack,” shouted the other.
“You’re my prisoner, do you understand? You’ll do as I say.” Marcus
had drawn the handcuffs from his pocket, and stood ready with his
revolver held as a club. “You soldiered me out of that money once,
and played me for a sucker, an’ it’s my turn now. Don’t you lay your
finger on that sack.”
Marcus barred McTeague’s way, white with passion. McTeague did
not answer. His eyes drew to two fine, twinkling points, and his
enormous hands knotted themselves into fists, hard as wooden
mallets. He moved a step nearer to Marcus, then another.
Suddenly the men grappled, and in another instant were rolling
and struggling upon the hot, white ground. McTeague thrust Marcus
backward until he tripped and fell over the body of the dead mule.
The little bird-cage broke from the saddle with the violence of their
fall, and rolled out upon the ground, the flour-bags slipping from it.
McTeague tore the revolver from Marcus’s grip and struck out with it
blindly. Clouds of alkali dust, fine and pungent, enveloped the two
fighting men, all but strangling them.
McTeague did not know how he killed his enemy, but all at once
Marcus grew still beneath his blows. Then there was a sudden last
return of energy. McTeague’s right wrist was caught, something
clicked upon it, then the struggling body fell limp and motionless with
a long breath.
As McTeague rose to his feet, he felt a pull at his right wrist;
something held it fast. Looking down, he saw that Marcus in that last
struggle had found strength to handcuff their right wrists together.
Marcus was dead now; McTeague was locked to the body. All about
him, vast, interminable, stretched the measureless leagues of Death
Valley.
McTeague remained stupidly looking around him, now at the
distant horizon, now at the ground, now at the half-dead canary
chittering feebly in its little gilt prison.—Arranged from “McTeague.”
Copyright by Doubleday, Page & Co., New York, and used by kind
permission.

MICHAEL STROGOFF, COURIER OF THE CZAR

By Jules Verne
The door of the imperial cabinet was opened and General Kissoff
was announced.
“The courier?” inquired the Czar eagerly.
“He is here, sire,” replied General Kissoff.
“Let him come in,” said the Czar.
In a few moments Michael Strogoff, the courier, entered. The Czar
fixed a penetrating look upon him without uttering a word. Then in an
abrupt tone—
“Thy name?”
“Michael Strogoff, sire.”
“Thy rank?”
“Captain in the corps of Couriers to the Czar.”
“Thou dost know Siberia?”
“I am a Siberian.”
 “A native of—?”
“Omsk, sire.”
“Hast thou relations there?”
“Yes, sire, my aged mother.”
The Czar suspended his questions for a moment; then pointed to
a letter which he held in his hand:
“Here is a letter which I charge thee, Michael Strogoff, to deliver
into the hands of the Grand Duke, and to no one but him.”
“I will deliver it, sire.”
“The Grand Duke is at Irkutsk. Thou wilt have to traverse a
rebellious country, invaded by Tartars, whose interest it will be to
intercept this letter.”
“I will traverse it.”
“Above all, beware of the traitor, Ivan Ogareff, who will perhaps
meet thee on the way.”
“I will beware of him.”
“Wilt thou pass through Omsk?”
“Sire, that is my route.”
“If thou dost see thy mother, there will be the risk of being
recognized. Thou must not see her!”
Michael Strogoff hesitated a moment, and then said:
“I will not see her.”
“Swear to me that nothing will make thee acknowledge who thou
art, nor whither thou art going.”
“I swear it.”
“Michael Strogoff, take this letter. On it depends the safety of all
Siberia, and perhaps the life of my brother, the Grand Duke.”
“This letter shall be delivered to His Highness, the Grand Duke.”
 “Go, thou, for God, for the Czar, and for your native land.”
The courier saluted his sovereign and that very night set out to
fulfill his perilous mission. All went well until he reached Omsk.
Compelled to stop here for food and a change of horses, he was
about to leave the posting house to continue his journey when
suddenly a cry made him tremble—a cry which penetrated to the
depths of his soul—and these two words rushed into his ear: “My
son!”
His mother, the old woman, Marfa, was before him! Trembling, she
smiled upon him and stretched forth her arms to him. Michael
Strogoff stepped forward; he was about to throw himself—when the
thought of duty, the serious danger to himself, and his mother, in this
unfortunate meeting, stopped him, and so great was his self-
command that not a muscle of his face moved. There were twenty
people in the public room, and among them perhaps spies, and was
it not known that the son of Marfa Strogoff belonged to the corps of
Couriers to the Czar? Michael Strogoff did not move.
“Michael!” cried his mother.
“Who are you, my good woman?”
“Who am I? Dost thou no longer know thy mother?”
“You are mistaken; a resemblance deceives you.”
Marfa went up to him, and looking straight into his eyes, said: “Art
thou not the son of Peter and Marfa Strogoff?”
Michael would have given his life to have locked his mother in his
arms. But if he yielded now it was all over with him, with her, with his
mission, with his oath. Completely master of himself, he closed his
eyes that he might not see the inexpressible anguish of his mother.
“I do not know, in truth, what it is you say, my good woman.”
“Michael!”
“My name is not Michael. I never was your son! I am Nicholas
Kopanoff, a merchant of Irkutsk.”
 And suddenly he left the room, while for the last time the words
echoed in his ears,—
“My son! My son!”
Michael Strogoff by a desperate effort had gone. He did not heed
his old mother, who had fallen back almost inanimate on a bench.
But when the postmaster hastened to assist her, the aged woman
raised herself. Suddenly the thought occurred to her: She denied by
her own son. It was impossible! As for being deceived, it was equally
impossible. It was certainly her son whom she had just seen; and if
he had not recognized her it was because he had some strong
reason for acting thus. And then, her mother-feelings arising within
her, she had only one thought: Can I unwittingly have ruined him?
“I am mad,” she said to her interrogators. “This young man was
not my son; he had not his voice. Let us think no more of it. If we do,
I shall end in finding him everywhere.”
This scene, however, was immediately reported to Ivan Ogareff,
who was stationed in the town. He at once arrested Michael Strogoff,
and then had Marfa brought before him. Marfa, standing before Ivan
Ogareff, drew herself up, crossed her arms on her breast, and
waited. “You are Marfa Strogoff?” asked Ogareff.
“Yes.”
“Do you retract what you said a few hours ago?”
“No.”
“Then you do not know that your son, Michael Strogoff, Courier to
the Czar, has passed through Omsk?”
“I do not know it.”
“And the man whom you thought you recognized as your son was
not your son?”
“He was not my son.”
“And since then, you have seen him among the prisoners?”
“No.”
 “If he were pointed out to you, would you recognize him?”
“No.”
“Listen! Your son is here, and you shall immediately point him out
to me.”
“No.”
“All these men will file before you, and if you do not show me
Michael Strogoff, you shall receive as many blows from the knout as
men shall have passed before you.”
On an order from Ogareff, the prisoners filed one by one past
Marfa, who was immovable as a statue, and whose face expressed
only perfect indifference. Michael was to all appearances unmoved,
but the palms of his hands bled under the nails which were pressed
into the flesh.
Marfa, seized by two soldiers, was forced on her knees on the
ground. Her dress torn off left her back bare. A saber was placed
before her breast at a few inches’ distance. If she bent beneath her
sufferings, her breast would be pierced by the sharp steel. The Tartar
drew himself up and waited.
“Begin,” said Ogareff.
The whip whistled through the air, but, before it fell, a powerful
hand stopped the Tartar’s arm. Ivan Ogareff had succeeded.
“Michael Strogoff!” cried he.
“Himself!” said Michael, and raising the knout, he struck Ogareff a
blow across the face.
“Blow for blow!” said he.
Twenty soldiers threw themselves on Michael and in another
instant he would have been slain, but Ogareff stopped them.
“This man is reserved for the Emir’s judgment. Search him.”
The letter bearing the imperial arms was found in Michael’s
bosom; he had not time to destroy it. It was handed to Ogareff.
Michael was then led before the Emir.
 “Your forehead to the ground!” exclaimed Ogareff.
“No!”
Two soldiers tried to make him bend, but were themselves laid on
the ground by a blow from Michael’s fist.
“Who is this prisoner?” asked the Emir.
“A Russian spy,” answered Ogareff.
In asserting that Michael was a spy, he knew that the sentence
would be terrible. The Emir made a sign, at which all bowed low their
heads. Then he pointed to the Koran, which was brought to him. He
opened the sacred book, and placing his finger on one of its pages,
read in a loud voice a verse ending in these words: “And he shall no
more see the things of this earth.”
“Russian spy, you have come to see what is going on in the Tartar
camp; then look while you may! You have seen for the last time. In
an instant your eyes will be for ever shut to the light of day.”
Michael’s fate was to be not death, but blindness. He was going to
be blinded in the Tartar fashion, with a hot saber-blade passed
before his eyes.
The Emir’s orders executed, Ivan Ogareff approached Michael,
drew from his pocket the Imperial letter, opened it and held it up
before the face of the Czar’s courier, saying with supreme irony:
“Read, now, Michael Strogoff, read, and go and repeat at Irkutsk
what you have read. The true Courier of the Czar is henceforth Ivan
Ogareff.”
The Emir retired with his train. Ivan followed after, and sightless
Michael was left alone to his fate. One thought possessed him. He
must somehow arrive at Irkutsk before the traitor and warn the
Grand Duke of the intended deception.
Some months later Michael Strogoff had reached his journey’s
end! He was in Irkutsk. Hastening to the governor’s palace to see
the Grand Duke, he meets in a waiting-room Ivan Ogareff, the traitor.
The latter must act quickly. Ogareff arose, and thinking he had an
immeasureable advantage over the blind man threw himself upon
him. But with one hand Michael grasps the arm of his enemy and
hurls him to the ground. Ogareff gathers himself together like a tiger
about to spring, and utters not a word. The noise of his footsteps, his
very breathing, he tries to conceal from the blind man. At last, with a
spring, he drives his sword full blast at Michael’s breast. An
imperceptible movement of the blind man’s knife turns aside the
blow. Michael is not touched, and coolly waits a second attack. Cold
drops stand on Ogareff’s brow; he draws back a step and again
leaps forward. But like the first, this attempt fails. Michael’s knife has
parried the blow from the traitor’s useless sword. Mad with rage and
terror, he gazes into the wide-open eyes of the blind man. Those
eyes which seem to pierce to the bottom of his soul, and which do
not, cannot, see, exercise a sort of dreadful fascination over him.
Suddenly Ogareff utters a cry: “He sees! He sees!”
“Yes, I see. Thinking of my mother, the tears which sprang to my
eyes saved my sight. I see the mark of the knout which I gave you,
traitor and coward! I see the place where I am about to strike you!
Defend your life! It is a duel I offer you! My knife against your sword!”
Ogareff now feels that he is lost, but, mustering up all his courage,
he springs forward. The two blades cross, but at a touch from
Michael’s knife the sword flies in splinters, and the wretch, stabbed
to the heart, falls lifeless to the ground.
At the same moment the door is thrown open, and the Grand
Duke, accompanied by some of his officers, enters. The Grand Duke
advances. In the body lying on the ground he recognizes the man
whom he believes to be the Czar’s Courier. Then in threatening
voice:
“Who killed this man?”
“I,” answered Michael.
“Thy name? Who dares kill the servant of my brother, the Czar’s
Courier?”
“That man, your highness, is not a Courier of the Czar! He is Ivan
Ogareff!”
 “Ivan Ogareff!”
“Yes, Ivan the traitor.”
“But who are you, then?”
“Michael Strogoff.”

THE TIGER’S CAVE

AN ADVENTURE AMONG THE MOUNTAINS OF QUITO
On leaving the Indian village, we continued to wind round
Chimborazo’s wide base; but its snow-crowned head no longer
shone above us in clear brilliancy, for a dense fog was gathering
gradually around it. Our guides looked anxiously towards it, and
announced their apprehensions of a violent storm. We soon found
that their fears were well founded. The fog rapidly covered and
obscured the whole of the mountain; the atmosphere was
suffocating, and yet so humid that the steelwork of our watches was
covered with rust, and the watches stopped. The river beside which
we were traveling rushed down with still greater impetuosity; and
from the clefts of the rocks which lay on the left of our path were
suddenly precipitated small rivulets that bore the roots of trees and
innumerable serpents along with them. These rivulets often came
down so suddenly and violently that we had great difficulty in
preserving our footing. The thunder at length began to roll, and
resounded through the mountainous passes with the most terrific
grandeur. Then came the vivid lightning, flash following flash—
above, around, beneath—everywhere a sea of fire. We sought a
momentary shelter in a cleft of the rocks, while one of our guides
hastened forward to seek a more secure asylum. In a short time he
returned, and informed us that he had discovered a spacious cavern,
which would afford us sufficient protection from the elements. We
proceeded thither immediately, and with great difficulty, and not a
little danger, at last got into it.
The noise and raging of the storm continued with so much
violence that we could not hear the sound of our voices. I had placed
myself near the entrance of the cave, and could observe, through the
opening, which was straight and narrow, the singular scene without.
The highest cedar-trees were struck down, or bent like reeds;
monkeys and parrots lay strewed upon the ground, killed by the
falling branches; the water had collected in the path we had just
passed, and hurried along it like a mountain stream. From everything
I saw I thought it extremely probable that we should be obliged to
pass some days in this cavern. When the storm, however, had
somewhat abated, our guides ventured out in order to ascertain if it
were possible to continue our journey. The cave in which we had
taken refuge was extremely dark, so that if we moved a few paces
from the entrance we could see no more than an inch before us; and
we were debating as to the propriety of leaving it, even before the
Indians came back, when we suddenly heard a singular rumbling or
growling at the farther end of the cavern, which instantly fixed all our
attention. Wharton and myself listened anxiously, but our daring and
inconsiderate young friend Lincoln, together with my huntsman, crept
about upon their hands and knees, and endeavored to discover, by
groping, from whence the sound proceeded. They had not advanced
far into the cavern before we heard them utter an exclamation of
surprise; and they returned to us, each carrying in his arms an
animal singularly marked, and about the size of a cat, seemingly of
great strength and power, and furnished with immense fangs. The
eyes were of a green color; strong claws were upon their feet; and a
blood-red tongue hung out of their mouths. Wharton had scarcely
glanced at them, when he exclaimed, in consternation, “Good God!
we have come into the den of a—.” He was interrupted by a fearful
cry of dismay from our guides, who came rushing precipitately
towards us, calling out, “A tiger! a tiger!” and at the same time, with
extraordinary rapidity, they climbed up a cedar-tree, which stood at
the entrance of the cave, and hid themselves among the branches.
After the first sensation of horror and surprise, which rendered me
motionless for a moment, had subsided, I grasped my firearms.
Wharton had already regained his composure and self-possession;
and he called to us to assist him instantly in blocking up the mouth of
the cave with an immense stone, which fortunately lay near it. The
sense of approaching danger augmented our strength, for we now
distinctly heard the growl of the ferocious animal, and we were lost
beyond redemption if it reached the entrance before we could get it
closed. Ere this was done, we could distinctly see the tiger bounding
towards the spot and stooping in order to creep into his den by the
narrow opening. At this fearful moment our exertions were
successful, and the great stone kept the wild beast at bay. There
was a small open space, however, left between the top of the
entrance and the stone, through which we could see the head of the
animal, illuminated by its glowing eyes, which rolled, glaring with
fury, upon us. Its frightful roaring, too, penetrated to the depths of the
cavern, and was answered by the hoarse growling of the cubs, which
Lincoln and Frank had now tossed from them. Our ferocious enemy
attempted first to remove the stone with his powerful claws, and then
to push it with his head from its place; and these efforts, proving
abortive, served only to increase his wrath. He uttered a
tremendous, heart-piercing howl, and his flaming eyes darted light
into the darkness of our retreat.
“Now is the time to fire at him,” said Wharton, with his usual
calmness; “aim at his eyes; the ball will go through his brain, and we
shall then have a chance to get rid of him.”
Frank seized his double-barreled gun, and Lincoln his pistols; the
former placed the muzzle within a few inches of the tiger, and Lincoln
did the same. At Wharton’s command, they both drew the triggers at
the same moment, but no shot followed. The tiger, who seemed
aware that the flash indicated an attack upon him, sprang growling
from the entrance, but, feeling himself unhurt, immediately turned
back again, and stationed himself in his former place. The powder in
both pieces was wet. Frank and Lincoln, therefore, proceeded to
draw the useless charges while Wharton and myself hastened to
seek our powder-flask. It was so extremely dark that we were
obliged to grope about the cave; and, at last, coming in contact with
the cubs, we heard a rustling noise, as if they were playing with
some metal substance, which we soon discovered was the cannister
we were looking for. Most unfortunately, however, the animals had
pushed off the lid with their claws, and the powder had been strewed
over the damp earth and rendered entirely useless. This fearful
discovery excited the greatest consternation.
 “All is now over,” said Wharton. “We have only now to choose
whether we shall die of hunger, together with these animals who are
shut up along with us, or open the entrance to the blood-thirsty
monster without, and so make a quicker end of the matter.”
So saying, he placed himself close beside the stone, which, for the
moment, defended us, and looked undauntedly upon the lightning
eyes of the tiger.
Lincoln raved and swore; and Frank took a piece of strong cord
from his pocket and hastened to the farther end of the cave—I knew
not with what design. We soon, however, heard a low, stifled
groaning; and the tiger, who had heard it also, became more restless
and disturbed than ever. He went backwards and forwards before
the entrance of the cave, in the most wild, impetuous manner, then
stood still, and stretching out his neck in the direction of the forest,
broke forth into a deafening howl. Our two Indian guides took
advantage of this opportunity to discharge several arrows from the
tree. The animal was struck more than once, but the light weapons
bounded back harmless from his thick skin. At length, however, one
of them struck him near the eye, and the arrow remained sticking in
the wound. He now broke anew into the wildest fury, and sprang at
the tree, and tore it with his claws, as if he would have dragged it to
the ground. But, having at length succeeded in getting rid of the
arrow, became more calm, and laid himself down as before in front
of the cave.
Frank now returned from the lower end of the den, and a glance
showed us what he had been doing. In each hand, and dangling
from the end of a string, were the two cubs. He had strangled them,
and before we were aware what he intended, he threw them through
the opening to the tiger. No sooner did the animal perceive them,
than he gazed earnestly upon them, and began to examine them
closely, turning them cautiously from side to side. As soon as he
became aware that they were dead, he uttered so piercing a howl of
sorrow that we were obliged to put our hands to our ears. When I
upbraided my huntsman for the cruel action he had so rashly
committed, I perceived by his blunt and abrupt answers that he also
had lost all hope of rescue from our impending fate, and, that, under
these circumstances, the ties between master and servant were
dissolved. For my own part, without knowing why, I could not help
believing that some unexpected assistance would yet rescue us from
so horrible a fate. Alas! I little anticipated the sacrifice that my rescue
was to cost.
The thunder had now ceased, and the storm had sunk to a gentle
gale; the songs of the birds were again heard in the neighboring
forest, and the sunbeams sparkled in the drops that hung from the
leaves. We saw through the aperture that all nature was reviving
after the wild war of elements which had so recently taken place; but
the contrast only made our situation the more terrible. We were in a
grave from which there was no deliverance; and a monster, worse
than the fabled Cerberus, kept watch over us. The tiger had laid
himself down beside his whelps. He was a beautiful animal, of great
size and strength, and his limbs being stretched out at their full
length, displayed his immense power of muscle. A double row of
great teeth stood far enough apart to show his large red tongue, from
which the white foam fell in large drops. All at once, another roar was
heard at a distance, and the tiger immediately rose and answered it
with a mournful howl. At the same instant, our Indians uttered a
shriek, which announced that some new danger threatened us. A
few moments confirmed our worst fears, for another tiger, not quite
so large as the former, came rapidly towards the spot where we
were.
“This enemy will prove more cruel than the other,” said Wharton;
“for this is the female, and she knows no pity for those who deprive
her of her young.”
The howls which the tigress gave when she had examined the
bodies of her cubs, surpassed everything of the horrible that we had
yet heard; and the tiger mingled his mournful cries with hers.
Suddenly her roaring was lowered to a hoarse growling, and we saw
her anxiously stretch out her head, extend her wide and smoking
nostrils, and look as if she were determined to discover immediately
the murderers of her young. Her eyes quickly fell upon us, and she
made a spring forward with the intention of penetrating to our place
of refuge. Perhaps she might have been enabled by her immense