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Microsoft Access 2016 Instructor’s Manual Page 1 of 8

Access 2016 Module 7: Enhancing Forms

A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom
activities and a cohesive module 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, Teacher Tips, Classroom Activities, and Lab
Activities.

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.

Table of Contents
Module Objectives 2
Access 164: Use Form Design View 2
Access 166: Add Subforms 3
Access 168: Align Control Edges 3
Access 170: Add a Combo Box for Data Entry 4
Access 172: Add a Combo Box to Find Records 5
Access 174: Add Command Buttons 6
Access 176: Add Option Groups 7
Access 178: Add Tab Controls 8
End of Module Material 9

Unit Objectives
Students will have mastered the material in Access Module 7 when they can:
• Use Form Design View
• Add subforms
• Align control edges
• Add a combo box for data entry
• Add a combo box to find records
• Add command buttons
• Add option groups
• Add tab controls

Access 164: Use Form Design View

LECTURE NOTES
• Remind students that Layout View and Form Design View have overlapping features.
• Use Form Layout View when only minor formatting changes need to be made.

© 2017 Cengage Learning®. All rights reserved. May not be scanned, copied or duplicated, in whole or in part, except for use as permitted in a license distributed
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Microsoft Access 2016 Instructor’s Manual Page 2 of 8

• Use Form Design View when you need access to Property Sheets that fully defines all of the
characteristics of each control.

TEACHER TIPS
This module illustrates the advantages of using a graphical user interface (GUI) such as Windows to create
forms. Students should be encouraged to explore different options for the form they will create.

As students work through the tasks in this chapter, encourage them to save their work after each task.
Also, forms with pictures can increase substantially the size of the database. Remind students that they
can compact their database by tapping or clicking File on the ribbon, selecting the Info tab and then
tapping or clicking the Compact & Repair Database button in the Info gallery to compact (reduce the size
of) the database.

Working in Form Design View may be a completely new concept to Access students. Take these lessons
very slowly, emphasizing the basic difference between Design View (building an object) and Form or
Datasheet View (working with data). Depending on how much of this information is new, students might
need time to digest new details. Reviewing basic concepts such as “all data is stored in tables” or the basic
differences between Design View and Datasheet or Form View is almost always appreciated.

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to find a form on the Internet, print it, and identify what kind of controls
have been used. They will probably find that a large majority of the controls on forms of any kind are
labels and text boxes. Try to find combo boxes, option buttons, and check boxes, too.

2. Critical Thinking: Ergonomics is the study of workplace design and the physical and psychological impact
it has on workers. How does a well-designed form improve working conditions and efficiency?

3. Quick Quiz:
1. A(n) ________ is a database object designed to make data easy to find, enter, and edit. (Answer:
form)
2. You create forms by using ___________. (Answer: controls)

Access 166: Add Subforms

LECTURE NOTES
• Make sure students realize that subforms start as form objects.
• Emphasize that subforms are used to show "many" records that relate to "one" record in the main
form.
• Show students that the foreign key field on the subform is automatically populated with the primary
key field of the main form (even if these fields are not displayed on the main form and subform).
• Show that the form wizard automatically senses the presence of a one-to-many relationship between
the fields of two tables that were formerly set up with a one-to-many relationship in the Relationships
screen, and suggests a form/subform arrangement in the Form Wizard.
• Use Table 7-1 to discuss the different form layouts.

© 2017 Cengage Learning®. All rights reserved. May not be scanned, copied or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 3 of 8

TEACHER TIP
Emphasize that the main form and the subform are two different objects within the database.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. What property determines the form's layout? (A: Default View)
2. What is the most common layout for a main form? (A: Columnar)
3. What is the most common layout for a subform? (A: Datasheet)
4. What is a subform? (A: form within a form.)
5. When does a subform make sense? (A: When you are attempting to present fields from two tables
that are related in a one-to-many relationship.)

2. Class Discussion: Discuss the form layouts listed in Table 6-1 and ask students to brainstorm examples of
when each type is most appropriate.

3. Critical Thinking: When a form contains a subform, the subform is a separate object in the database.
What are the advantages of having the subform be a separate object? What are the disadvantages?

Access 168: Align Control Edges

LECTURE NOTES
• Emphasize that well-designed forms are logical, easy to read, and easy to use.
• Demonstrate how aligning the edges of controls can make a big difference in form usability.
• Explain the differences between anchoring, margins, and padding.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. True or False: You use the Align tab of the Ribbon to align the edges of controls. (Answer: False,
you use the Arrange tab.)

2. Assign a Project:
Ask students to find forms on the Internet that are examples of both poorly designed forms and well-
designed forms. What makes the difference?

Access 170: Add a Combo Box for Data Entry

LECTURE NOTES
• Remind students that a combo box is commonly called a "drop-down list" but that "combo box" is a
better name because it helps explain that the control is a combination of two other controls: a text
box and a list box.
• Stress that there are two uses for a combo box: data entry and data lookup for finding purposes.
• Note that the default behavior of a combo box is to be used for data entry.
• Note that by default, the value of the control is not limited to the list provided, but you can modify the
Limit To List property to No so that only choices from the list are made available.

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license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 4 of 8

• Note that you can also modify the number of items in the list by changing the default value of 8 in the
List Rows property of the combo box's Property Sheet. (Note: this will be covered in the next lesson.)
• Discuss how to choose between a list box and a combo box.

TEACHER TIPS
At this point you will want to reinforce that all fields do not lend themselves to all control types. For
example, some fields such as first name or street address are not good candidates for any type of control
other than a text box. Make sure your students know why.

Make sure students understand the difference between a combo box, a list box, and a text box. When you
use a combo box, you are not restricted to selecting items from the list.

CLASSROOM ACTIVITIES
1. Critical Thinking: Describe the characteristics of a field that will work well as a combo box.
A: Fields that have a predefined list of values such as State, Department, or Category are good candidates
for the combo box. Any field that has been given Lookup properties will automatically appear as a combo
box on a form.

2. Critical Thinking: Describe the benefits of using a combo box rather than a text box for data entry on a
form.
A: A combo box will provide a list of values from which the user can choose. This provides many data
integrity benefits such as consistency and accuracy. It also makes data entry more productive.

Access 172: Add a Combo Box to Find Records

LECTURE NOTES
• Emphasize the two different behaviors of combo boxes over and over again: To enter data or to find
records.
• After completing the Combo Box Wizard to find a record, the new combo box is placed in the Form
Header section as shown in Figure 7-10.
• Discuss the different form sections shown in Table 7-2.

CLASSROOM ACTIVITIES
1. Quick Quiz:
Briefly define the two uses of the combo box control. (A:The combo box control can be used as a
combination text box/list box to enter data. The combo box control can also be used to find existing data
in a form.)

2. Class Discussion: Quiz the class on the different form sections and ask them to provide examples of the
data that would go in each section.

3. Class Discussion: Ask students how they would arrange the fields on the form, if they were designing the
CustomerEntry Form.

© 2017 Cengage Learning®. All rights reserved. May not be scanned, copied or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 5 of 8

Access 174: Add Command Buttons

LECTURE NOTES
• Spend time studying the different categories and actions within each command button category, in the
first dialog box of the Command Button Wizard (shown in Figure 7-11). These 28 actions represent a
vast majority of the actions that a user will want the command button to initiate.
• Of particular importance is the command to print the current record on a form. Remind students that
if they print a form, they will print all records by default. Because forms are often more than one page
long, this creates a very long printout and is a waste of paper. Typically, users will only want to print
the current record. A command button works perfectly for this.
• Mention the shape effects that you can add to command buttons.

© 2017 Cengage Learning®. All rights reserved. May not be scanned, copied or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 6 of 8

TEACHER TIP
Note that using the Command Button Wizard creates underlying VBA that is initiated on the On Click
property. The "Meaningful Name" question in the Command Button Wizard becomes the name of the
underlying VBA sub. If your students are ready to see the VBA editor screen, you can show them this
correlation. Also note that deleting a command button in Form Design View does not delete the
underlying VBA. Therefore, you may want to show students the underlying VBA editor screen and also
how to delete the unneeded VBA so that when a user goes through the Command Button Wizard and
enters the same "Meaningful Name," a second VBA sub with the same name isn't created. (Note that
creating two VBA subs with the exact same name causes conflicts that create bizarre errors and error
messages.)

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Identify two things that form sections determine. (A: Where controls print and how often controls
print.)
2. Why are form sections not as important in forms as in reports? (A: Forms are not used to print as
often as reports. When a form is printed, it is usually used to print only one record.)
3. Why is a "Print Current Record" command button a handy control for almost every form? (A: To
avoid a situation where the form and ALL records are printed, which creates a very long andunwanted
printout.)

2. Assign a Project:
Have students break into teams of 2 or 3 and ask them to identify the types of information that they would
likely find in each of the 5 form sections shown in Table G-2. A set of possible answers is given.
Detail Text boxes for bound controls
Form Header Title of the form
Form Footer Command buttons
Page Header Name of the company
Page Footer Page number

3. Critical Thinking: What are the advantages of including command buttons on a form?

LAB ACTIVITY
Ask students to go through the Command Button Wizard 5 times, each time choosing a different action
from at least 3 different categories. Go around the class, asking each student to share the most interesting
or helpful button they created.

Access 176: Add Option Groups

LECTURE NOTES
• Stress that the value of an option button in an option group can only be a number. If the choice
represents text, a Lookup table to correspond the number selected in the option group with a textual
value must be implemented.
• Note that option groups take up a lot of screen space (especially compared to combo boxes).
Encourage the students to use them sparingly and only when a small number of values are available
for a field.
• Discuss ways of protecting data.

© 2017 Cengage Learning®. All rights reserved. May not be scanned, copied or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 7 of 8

CLASSROOM ACTIVITIES
1. Discussion Topic:
Which is the right control for the job?
Using the following list, ask students which is the right control for the job. In some cases, more than one
control can be used, depending on personal preferences.
City: Text box or combo box if the same city is selected frequently
Gender: Text box, combo box, or option buttons given that only a small number of choices
are available (male, female, unknown)
Last Name: Text box (the values are probably too varied to justify the use of a combo box)

Access 178: Add Tab Controls

LECTURE NOTES
• Point out that while tab controls help organize controls, they make it difficult to print the form
(because you can't print what is on multiple tabs at the same time).
• Show students how to add controls to a tab in Form Design View noting that the tab "turns black" or a
"reverse image" when a control is being successfully added to the tab is critical.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1. In Form Design View, what button do you click to add new fields to a form? (A: Add Existing Fields
button)
2. In Form Design View, what button do you click to add a tab control to a form? (A: Tab Control
button)
3. In Form Design View, how do you rename the caption of a tab? (A: Right-click the tab, then change
the Name property.)

2. Critical Thinking: What are the pros and cons of using a tab control?
The pros are that the controls on the form will be better organized. The tab control also gives the form a
"three-dimensional" look. The main con is that it is hard to print the information on a form when it is
organized on multiple tabs.

End of Unit Material

• 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 module
skills. The Independent Challenges increase in difficulty, with the first one in each module being
the easiest. Independent Challenges 2 and 3 become increasingly open-ended, requiring more
independent problem solving.
• Independent Challenge 4: Explore contain 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.
• Visual Workshops are practical, self-graded capstone projects that require independent problem
solving.

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license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Access 2016 Instructor’s Manual Page 8 of 8

Top of Document

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Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Windmills: A
book of fables
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Windmills: A book of fables

Author: Gilbert Cannan

Release date: July 9, 2022 [eBook #68479]

Language: English

Original publication: United States: B. W. Huebsch, 1920

Credits: Tim Lindell, David E. Brown, and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK WINDMILLS:

A BOOK OF FABLES ***
 Windmills
Gilbert Cannan
 WINDMILLS
A BOOK OF FABLES

BY
GILBERT CANNAN

new york B. W. HUEBSCH, inc. mcmxx

COPYRIGHT, 1920, BY
B. W. HUEBSCH, INC.

PRINTED IN U. S. A.
 TO
D. H. LAWRENCE
... a huge terrible monster, called Moulinavent, who, with
four strong arms, waged eternal battle with all their
divinities, dexterously turning to avoid their blows, and
repay them with interest.
A Tale of a Tub
 CONTENTS
Samways Island, 1
I Tittiker, 3
II The Bishop, 5
III Arabella, 7
IV The Skitish Navy, 10
V Captain Courageous, 15
VI Hostilities, 16
VII Siebenhaar, 18
VIII More of Siebenhaar, 22
IX Siebenhaar on Women, 24
X Love, 26
XI Music, 26
XII Adrift, 29
XIII Hunger, 31
XIV Military, 31
XV Naval, 37
XVI National, 38
XVII Reunion, 41
XVIII Betrothal, 42
XIX Reaction, 44
XX Home, 46

Ultimus, 49
I The Son of His Father, 51
II Questions, 53
III Civilisation, 57
 IV War and Women, 62
V Wireless, 65
VI Bich is Obstinate, 67
VII Plans, 72
VIII In Fattish Waters, 74
IX An Afternoon Call, 77
X The Most Beautiful Woman, 80
XI High Politics, 82
XII The Public, 87
XIII The Emperor, 89
XIV War, 93
XV Siebenhaar on Society, 97
XVI Practical Considerations, 98
XVII Peace, 102
XVIII The Return of the Island, 104

Gynecologia, 107
I History, 109
II Castaway, 112
III My Captor, 114
IV The Change, 117
V The Homestead, 121
VI Obsequies, 124
VII Slavery, 127
VIII A Strange Wooing, 128
IX The Ruined City, 130
X The Outlaws, 132
XI Edmund, 135
XII The Nunnery, 138
XIII In the Capital, 142
XIV The Examination, 146
 XV Men of Genius, 149
XVI Revolution, 153

Out of Work, 159

I Mr. Bly’s Heart Breaks, 161
II Mr. Bly is Imprisoned, 162
III The Dark Gentleman, 163
IV The Dark Gentleman’s Story, 165
V Cogitation, 167
VI Conflagration, 167
VII Tib Street, 169
VIII Mr. Bly’s Sermon, 171
IX The Effect of Mr. Bly’s Sermon, 173
X The Widow Martin, 173
XI Making a Stir, 175
XII Making a Stirabout, 176
XIII Sparks Flying, 177
XIV Smouldering, 178
XV Succour, 178
XVI On the Road, 181
XVII Jah, 183
XVIII Jah Speaks, 185
XIX Song, 186
XX Morning, 187
XXI Hope, 187
 PREFACE TO AMERICAN EDITION
Prophecy of an event is unlikely to be interesting after it and this
may be the reason why my prophetic utterances regarding the Great
War took the form of Satire. The first of these fables has a history. It
was published originally in London as a little orange-covered booklet,
called Old Mole’s Novel and it was issued simultaneously with Old
Mole, a character to whom I was so attached that it gave me great
pleasure to attribute authorship to him. Only a small edition was
printed and it soon ran out of print. A copy of it reached Germany
and fell into the hands of a group of young men who were incensed
by the nonsense the high-born Generals and Admirals were talking
in the Reichstag and I received enthusiastic letters asking for more
so that these caustic prophecies might circulate in Germany and
serve as an antidote. That was more encouragement than I had
received in England and so, for my German friends, who had the
advantage of living under a frank and not a veiled Junkerdom, I
composed the remaining fables and finished them a few months
before the outbreak of war. The translation was proceeded with but
so far as I know the book was never issued in Germany. It appeared
in England early in 1915 and this intensely patriotic effort of mine
was condemned as unpatriotic because we had already caught the
German trick of talking of war as holy. It sold not at all in its first
expensive edition because it was not a novel, nor an essay, nor a
play and the British public had no training in Satire, but I have since
had letters from both soldiers and conscientious objectors saying
that the book was their constant companion and solace, and I have
recently learned that in a certain division of the British Army it was
declared to be a court-martial offense for any officer to have the
book in his possession, presumably on the principle that the soldier
must not read anything which his superiors cannot understand. That
of course was good for the sale of the book and the cheap edition
also ran out of print just about the time when the shortage of paper
produced a crisis in the affairs of authors and publishers.
The book was useful to me when the time came as evidence that my
objection to war was not an objection to personal discomfort, the
element of danger, owing to my ill health, not arising as a point at
issue, though that would not have made any difference to my
position. My objection to war is that it does not do what its advocates
say it does, and that no good cause can be served by it. Good
causes can only be served by patience, endurance, sympathy,
understanding, mind and will.
The attempt to remove militarism and military conceptions from
among human preoccupations is a good cause and that I will serve
with the only weapon I know how to use—the pen, which they say is
mightier than the sword or even the howitzer. Having applied myself
to this service before the outbreak of the Great War, which for me
began in 1911, I was not to be diverted from it by the panic confusion
of those who were overtaken by the calamity rather than prepared
for it. With Windmills, my essay on Satire, my critical study of
Samuel Butler, the Interlude in Old Mole, I was an active participant
in the Great War before it began, but of course no one pays any
attention to a prophet, especially when he is enough of an artist to
desire to give his prophecy permanent form. That indeed was my
mistake. Had I thundered in the accents of Horatio Bottomley instead
of clipping my sentences to the mocking murmur of satire I might
have been a hero to some one else’s valet, not having one of my
own. Peace has her Bottomleys no less renowned than war, but I am
afraid I am not among their number, for I have long since returned to
the serious business of life, the composition of dramatic works, and I
am in the position that most ensures unpopularity, that of being able
to say ‘I told you so.’
I am a little alarmed when I consider how closely the Great War
followed my prophecy of it and turn to the fables, Gynecologia and
Out of Work, which follow logically from the other. A world governed
by women as lopsidedly as it has been by men would be much like
that depicted here, and the final collapse, if it came, would surely
follow the lines indicated in Out of Work. None of us knows exactly of
what we are a portent and who can imagine to what Lady Astor’s
flight into fame may lead? If I had not already dedicated this book to
my friend D. H. Lawrence I would, without her permission, inscribe
upon it the name of the first woman to take her Seat in the worst club
in London, the House of Commons.
Gilbert Cannan.
New York, 1919.
 Samways Island
I: TITTIKER
George Samways awoke one night with a vague distressful feeling
that all was not well with his island. The moon was shining, but it was
casting the shadow of the palm tree in which he slept over the hollow
wherein he cooked his meals, and that had never happened before.
He was alarmed and climbed down his palm tree and ran to the tall
hill from which he was accustomed to observe the sea and the land
that floated blue on the edge of the sea. The ascent seemed longer
than usual, and when he reached the summit he was horrified to find
a still higher peak before him. At this sight he was overcome with
emotion and lay upon the earth and sobbed. When he could sob no
more he rose to his feet and dragged himself to the top of the
furthest peak and gazed out upon an empty sea. The moon was very
bright. There was no land upon the edge of the sea. He raised his
eyes heavenwards. The stars were moving. He looked round upon
his island. It was shrunk, and the forests were uprooted and the little
lake at the foot of the hill had disappeared. Before and behind his
island the sea was churned and tumbled, as it was when he pressed
his hands against the little waves when he went into the water to
cleanse himself.
And now a wind came and a storm arose; rain came beating, and he
hastened back to the hole in the ground he had dug for himself
against foul weather. Then, knowing that he would not sleep, he lit
his lamp of turtle oil and pith and read Tittiker.
Tittiker was the book left to him by his father whom he had put into
the ground many years before, even as he had seen his father do
with his mother when he was a little child. He had been born on the
island, and could just remember his mother, and his father had lived
long enough to teach him how to fish and hunt and make his clothes
of leaves, feathers, and skins, and to read in Tittiker, but not long
enough to give him any clue to the meaning of the book. But
whenever he was sad it was a great solace to him, and he had read
it from cover to cover forty times, for it was like talking to somebody
else, and it was full of names and titles, to which he had attached
personages, so that the island was very thickly populated. Through
Tittiker he knew that the earth moved round the sun, that the moon
moved round the earth and made the tides, that there were three
hundred and sixty-five days in the year, seven days in the week, and
that printing is the art of producing impressions from characters or
figures.

II: THE BISHOP

When, the next morning, he crawled out of his lair he saw a man
strangely clad in black, with a shiny corded hat on his head and an
apron hanging from his middle to his knees, gazing up into his palm
tree and down into his kitchen. The man in black saw him and, in the
language of Tittiker, said:
“Alas, my poor brother!”
“Are you my brother?” asked George.
The man in black stepped back in amazement.
“You speak Fattish?” he cried.
“I have had no one to speak to for many years,” replied George; “but
my father spoke as you do.”
“Let us pray,” said the man in black, kneeling down on the sands.
“Pray? What is that?”
“To God. Surely you are acquainted with the nature of God?”
The word occurred in Tittiker.
“I often wondered what it was,” said George.
“Ssh!” said the man in black soothingly. “See! I will tell you. God
made the world in six days and rested the seventh day....”
“It took me nearly six days to dig my father’s grave, and then I was
very tired.”
“Ssh! Ssh! Listen.... God made the world in six days, and last of all
he made man and set him to live in his nakedness and innocence by
the sweat of his brow. But man ate of the fruit of the tree of
knowledge and became acquainted with original sin in the form of a
serpent, and his descendants were born, lived and died in
wickedness and were reduced to so terrible a plight that God in His
mercy sent His son to point the way to salvation. God’s son was
crucified by the Jews, was wedded to the Church, and, leaving His
bride to carry His name all over the world and bring lost sheep home
to the fold, ascended into Heaven. But first He descended into Hell
to show that the soul might be saved even after damnation, and He
rose again the third day. His Church, after many vicissitudes,
reached the faithful people of Fatland, which for all it is a little island
off the continent of Europe, has created the greatest Empire the
world has ever seen. The Fattish people have been favoured with
the only true Church, whose officers and appointed ministers are
deacons, priests, rural deans, prebendaries, canons, archdeacons,
deans, bishops, archbishops. I am a Bishop.”
“All that,” said George, “is in Tittiker.”
And he recited the names and salaries of six dioceses, but when he
came to the seventh the Bishop blushed and bade him forbear.
“That,” he said, “is my diocese.” And he swelled out and looked
down his nose and made George feel very uncomfortable, so that to
bridge the difficulty he went back to the Bishop’s story.
“I like that,” he said. “And Hell is such a good word. I never heard it
before.”
“Hell,” replied the Bishop, “is the place of damnation.”
“Ah! my father used to say ‘damnation.’”
“Ssh!”
“There is something about Jews in Tittiker, but what is original sin?”
The Bishop looked anxiously from left to right and from right to left
and in a very low, earnest voice he said:
“Are there no women on your island?”

III: ARABELLA
Even as the Bishop spoke there came round the point a creature
than whom George had not even dreamed of any more fair. But her
garments seemed to him absurd, because they clung about her
nether limbs so as to impede their action. She came with little steps
toward them, crying:
“Father!”
“My child! Not dead!”
“No, dear father. I have been drying myself over there. I have been
weeping for you. I thought I was the only one saved.”
“So I thought of myself. What a wonderful young woman you are!
You look as if you were going district visiting, so neat you are.”
George was staring at her with all his eyes. Never had he heard
more lovely sounds than those that came from her lips.
“My daughter, Arabella,” said the Bishop.
She held out her hand. George touched it fearfully as though he
dreaded lest she should melt away.
“I like you,” he said.
“I’m so hungry,” cried Arabella.
“I could eat an ox,” declared the Bishop.
George produced a kind of bread that he made from seeds, and the
leg of a goat, and went off to the creek near by to fetch some clams.
He also caught a crab and they had a very hearty breakfast, washed
down with the milk of cocoanuts. The Bishop had explained the
situation to Arabella, and she said:
“And am I really the first woman you have ever seen!”