(eBook PDF) Exploring Microsoft Office

2016 Volume 1 by Mary Anne Poatsy

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Brief Contents
Windows 10 Working with an Operating System 2

Office Office 2016 Common Features 64

Word Chapter 1 Introduction to Word 130

Chapter 2 Document Presentation 198
Chapter 3 Document Productivity 268
Chapter 4 Collaboration and Research 332

Excel Chapter 1 Introduction to Excel 402

Chapter 2 Formulas and Functions 486
Chapter 3 Charts 532
Chapter 4 Datasets and Tables 596

Access Chapter 1 Introduction to Access 662

Chapter 2 Tables and Queries in Relational Databases 732
Chapter 3 Using Queries to Make Decisions 810
Chapter 4 Creating and Using Professional Forms and Reports 862

PowerPoint Chapter 1 Introduction to PowerPoint 924

Chapter 2 Presentation Development 990
Chapter 3 Presentation Design 1042
Chapter 4 Enhancing with Multimedia 1116

Application Word Application Capstone Exercise 1185

Capstone Excel Application Capstone Exercise 1190
Exercises Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197

Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223

Glossary 1229
Index 1241
Brief Contents vii
Contents
Windows 10
■ CHAPTER ONE 
Working with an Operating System: Getting Started
with Microsoft® Windows® 10 2
CASE STUDY CEDAR GROVE ELEMENTARY SCHOOL 2 WINDOWS SYSTEM AND SECURITY FEATURES 40
WINDOWS 10 FUNDAMENTALS 4 Working with Security Settings and Software 40
Understanding the Windows 10 Interface 4 Working with Administrative Tools 44
Managing and Using the Desktop and Components 11 HANDS-ON EXERCISE 3
Using Windows 10 Search Features 15 Windows System and Security Features 48
HANDS-ON EXERCISE 1 CHAPTER OBJECTIVES REVIEW 51
Windows 10 Fundamentals 19 KEY TERMS MATCHING 53
FILE MANAGEMENT 28 MULTIPLE CHOICE 54
Using File Explorer 28 PRACTICE EXERCISES 55
Selecting, Copying, and Moving Multiple Files MID-LEVEL EXERCISES 59
and Folders 33 BEYOND THE CLASSROOM 61
Compressing Files and Folders 34 CAPSTONE EXERCISE 62
HANDS-ON EXERCISES 2
File Management 36

Microsoft Office 2016

■ CHAPTER ONE Office 2016 Common Features: Taking the First Step 64
CASE STUDY SPOTTED BEGONIA ART GALLERY 64 MODIFY DOCUMENT LAYOUT AND PROPERTIES 104
GETTING STARTED WITH OFFICE APPLICATIONS 66 Using Backstage View 104
Starting an Office Application 66 Changing the Document View 106
Working with Files 67 Changing the Page Layout 107
Using Common Interface Components 70 Inserting a Header and Footer 110
Getting Help 77 Previewing and Printing a File 111
Installing Add-ins 79 HANDS-ON EXERCISES 3
HANDS-ON EXERCISES 1 Modify Document Layout and Properties 113
Getting Started with Office Applications 81 CHAPTER OBJECTIVES REVIEW 118
FORMAT DOCUMENT CONTENT 86 KEY TERMS MATCHING 120
Using Templates and Applying Themes 86 MULTIPLE CHOICE 121
Modifying Text 88 PRACTICE EXERCISES 122
Relocating Text 92 MID-LEVEL EXERCISES 126
Checking Spelling and Grammar 94 BEYOND THE CLASSROOM 128
Working with Pictures and Graphics 96 CAPSTONE EXERCISE 129
HANDS-ON EXERCISES 2
Format Document Content 99

viii Contents
 Microsoft Office Word 2016
■ CHAPTER ONE Introduction to Word: Organizing a Document 130
CASE STUDY SWAN CREEK NATIONAL WILDLIFE REFUGE 130 HANDS-ON EXERCISES 3
INTRODUCTION TO WORD PROCESSING 132 Document Settings and Properties 180
Beginning and Editing a Document 133 CHAPTER OBJECTIVES REVIEW 185
Customizing Word 142 KEY TERMS MATCHING 186
HANDS-ON EXERCISES 1 MULTIPLE CHOICE 187
Introduction to Word Processing 146 PRACTICE EXERCISES 188
DOCUMENT ORGANIZATION 153 MID-LEVEL EXERCISES 192
Using Features That Improve Readability 153 BEYOND THE CLASSROOM 195
Viewing a Document in Different Ways 159 CAPSTONE EXERCISE 196

HANDS-ON EXERCISES 2
Document Organization 165
DOCUMENT SETTINGS AND PROPERTIES 172
Modifying Document Properties 172
Prepare a Document for Distribution 174

■ CHAPTER TWO Document Presentation: Editing and Formatting 198

CASE STUDY PHILLIPS STUDIO L PHOTOGRAPHY 198 OBJECTS 237
TEXT AND PARAGRAPH FORMATTING 200 Inserting and Formatting Objects 237
Applying Font Attributes 200 HANDS-ON EXERCISES 3
Formatting a Paragraph 206 Objects 246
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 253
Text and Paragraph Formatting 216 KEY TERMS MATCHING 254
DOCUMENT APPEARANCE 222 MULTIPLE CHOICE 255
Formatting a Document 222 PRACTICE EXERCISES 256
Applying Styles 226 MID-LEVEL EXERCISES 262
HANDS-ON EXERCISES 2 BEYOND THE CLASSROOM 265
Document Appearance 231 CAPSTONE EXERCISE 266

■ CHAPTER THREE Document Productivity: Working with Tables

and Mail Merge 268
CASE STUDY TRAYLOR UNIVERSITY ECONOMIC MAIL MERGE 306
IMPACT STUDY 268 Creating a Mail Merge Document 306
TABLES 270 Completing a Mail Merge 310
Inserting a Table 270 HANDS-ON EXERCISES 3
Formatting a Table 275 Mail Merge 313
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 317
Tables 279 KEY TERMS MATCHING 318
ADVANCED TABLE FEATURES 286 MULTIPLE CHOICE 319
Managing Table Data 286 PRACTICE EXERCISES 320
Enhancing Table Data 291 MID-LEVEL EXERCISES 325
HANDS-ON EXERCISES 2 BEYOND THE CLASSROOM 329
Advanced Table Features 298 CAPSTONE EXERCISE 330

Contents ix
■ CHAPTER FOUR Collaboration and Research: Communicating and
Producing Professional Papers 332
CASE STUDY LITERATURE ANALYSIS 332 ONLINE DOCUMENT COLLABORATION 364
RESEARCH PAPER BASICS 334 Using OneDrive and Word Online 364
Using a Writing Style and Acknowledging Sources 334 Sharing and Collaborating on Documents 370
Creating and Modifying Footnotes and Endnotes 340 HANDS-ON EXERCISES 3
Exploring Special Features 343 Online Document Collaboration 382
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 388
Research Paper Basics 346 KEY TERMS MATCHING 389
DOCUMENT TRACKING 353 MULTIPLE CHOICE 390
Reviewing a Document 353 PRACTICE EXERCISES 391
Tracking Changes 357 MID-LEVEL EXERCISES 395
BEYOND THE CLASSROOM 398
HANDS-ON EXERCISES 2
CAPSTONE EXERCISE 399
Document Tracking 360

Microsoft Office Excel 2016

■ CHAPTER ONE Introduction to Excel: Creating and Formatting
a Worksheet 402
CASE STUDY OK OFFICE SYSTEMS 402 WORKSHEET FORMATTING 444
INTRODUCTION TO SPREADSHEETS 404 Applying Cell Styles, Alignment, and Font Options 444
Exploring the Excel Window 404 Applying Number Formats 447
Entering and Editing Cell Data 407 HANDS-ON EXERCISES 4
HANDS-ON EXERCISES 1 Worksheet Formatting 450
Introduction to Spreadsheets 413 WORKSHEETS, PAGE SETUP, AND PRINTING 455
MATHEMATICAL OPERATIONS AND FORMULAS 417 Managing Worksheets 455
Creating Formulas 417 Selecting Page Setup Options 457
Displaying Cell Formulas 420 Previewing and Printing a Worksheet 463
HANDS-ON EXERCISES 2 HANDS-ON EXERCISES 5
Mathematical Operations and Formulas 422 Worksheets, Page Setup, and Printing 465
WORKSHEET STRUCTURE AND CLIPBOARD CHAPTER OBJECTIVES REVIEW 469
TASKS 427 KEY TERMS MATCHING 471
Managing Columns and Rows 427 MULTIPLE CHOICE 472
Selecting, Moving, Copying, and Pasting Data 432 PRACTICE EXERCISES 473
HANDS-ON EXERCISES 3 MID-LEVEL EXERCISES 479
Worksheet Structure and Clipboard Tasks 438 BEYOND THE CLASSROOM 482
CAPSTONE EXERCISE 483

■ CHAPTER TWO Formulas and Functions: Performing Quantitative Analysis 486

CASE STUDY TOWNSEND MORTGAGE COMPANY 486 LOGICAL, LOOKUP, AND FINANCIAL FUNCTIONS 508
FORMULA BASICS 488 Determining Results with the IF Function 508
Using Relative, Absolute, and Mixed Cell Using Lookup Functions 511
References in Formulas 488 Calculating Payments with the PMT Function 514
HANDS-ON EXERCISES 1 HANDS-ON EXERCISES 3
Formula Basics 492 Logical, Lookup, and Financial Functions 516
FUNCTION BASICS 495 CHAPTER OBJECTIVES REVIEW 521
Inserting a Function 495 KEY TERMS MATCHING 522
Inserting Basic Math and Statistics Functions 497 MULTIPLE CHOICE 523
Using Date Functions 501 PRACTICE EXERCISES 524
HANDS-ON EXERCISES 2 MID-LEVEL EXERCISES 527
Function Basics 503 BEYOND THE CLASSROOM 530
CAPSTONE EXERCISE 531

x Contents
■ CHAPTER THREE Charts: Depicting Data Visually 532
CASE STUDY COMPUTER JOB OUTLOOK 532 Modifying the Data Source 575
CHART BASICS 534 Creating and Customizing Sparklines 577
Selecting the Data Source 534 HANDS-ON EXERCISES 3
Choosing a Chart Type 536 Chart Design and Sparklines 580
Moving, Sizing, and Printing a Chart 548
CHAPTER OBJECTIVES REVIEW 583
HANDS-ON EXERCISES 1 KEY TERMS MATCHING 585
Chart Basics 552 MULTIPLE CHOICE 586
CHART ELEMENTS 558 PRACTICE EXERCISES 587
Adding, Editing, and Formatting Chart Elements 559 MID-LEVEL EXERCISES 591
HANDS-ON EXERCISES 2 BEYOND THE CLASSROOM 594
Chart Elements 569 CAPSTONE EXERCISE 595

CHART DESIGN AND SPARKLINES 574

Applying a Chart Style and Colors 574

■ CHAPTER FOUR Datasets and Tables: Managing Large Volumes of Data 596

CASE STUDY REID FURNITURE STORE 596 HANDS-ON EXERCISES 3
LARGE DATASETS 598 Table Manipulation 629
Freezing Rows and Columns 599 TABLE AGGREGATION AND CONDITIONAL FORMATTING 636
Printing Large Datasets 600 Adding a Total Row 636
HANDS-ON EXERCISES 1 Applying Conditional Formatting 638
Large Datasets 604 Creating a New Rule 643
EXCEL TABLES 609 HANDS-ON EXERCISES 4
Understanding the Benefits of Data Tables 609 Table Aggregation and Conditional Formatting 646
Designing and Creating Tables 609 CHAPTER OBJECTIVES REVIEW 651
Applying a Table Style 614 KEY TERMS MATCHING 652
HANDS-ON EXERCISES 2 MULTIPLE CHOICE 653
Excel Tables 616 PRACTICE EXERCISES 654
TABLE MANIPULATION 621 MID-LEVEL EXERCISES 658
Creating Structured References in Formulas 621 BEYOND THE CLASSROOM 660
Sorting Data 622 CAPSTONE EXERCISE 661
Filtering Data 624

Microsoft Office Access 2016

■ CHAPTER ONE Introduction to Access: Finding Your Way Through
an Access Database 662
CASE STUDY MANAGING A BUSINESS IN THE GLOBAL HANDS-ON EXERCISES 2
ECONOMY 662 Filters and Sorts 701
DATABASES ARE EVERYWHERE! 664 ACCESS DATABASE CREATION 707
Opening, Saving, and Enabling Content in a Database 665 Creating a Database 707
Recognizing Database Object Types 667
Modifying Data in Table Datasheet View 680 HANDS-ON EXERCISES 3
Adding Records to a Table 680 Access Database Creation 714
Deleting Records from a Table 682 CHAPTER OBJECTIVES REVIEW 718
Using Database Utilities 683 KEY TERMS MATCHING 719
MULTIPLE CHOICE 720
HANDS-ON EXERCISES 1
PRACTICE EXERCISES 721
Databases Are Everywhere! 687
MID-LEVEL EXERCISES 727
FILTERS AND SORTS 695 BEYOND THE CLASSROOM 730
Working with Filters 695 CAPSTONE EXERCISE 731
Performing Sorts 699

Contents xi
■ CHAPTER TWO Tables and Queries in Relational Databases:
Designing Databases and Extracting Data 732
CASE STUDY BANK AUDIT 732 Understanding Query Sort Order 775
TABLE DESIGN, CREATION, AND MODIFICATION 734 Running, Copying, and Modifying a Query 776
Designing a Table 734 HANDS-ON EXERCISES 3
Creating and Modifying Tables and Single-Table Queries 778
Working with Data 738
MULTITABLE QUERIES 782
HANDS-ON EXERCISES 1 Creating a Multitable Query 782
Table Design, Creation, and Modification 744 Modifying a Multitable Query 784
MULTIPLE-TABLE DATABASES 749 HANDS-ON EXERCISES 4
Sharing Data 749 Multitable Queries 788
Establishing Table Relationships 754
CHAPTER OBJECTIVES REVIEW 792
HANDS-ON EXERCISES 2 KEY TERMS MATCHING 794
Multiple-Table Databases 759 MULTIPLE CHOICE 795
SINGLE-TABLE QUERIES 767 PRACTICE EXERCISES 796
Creating a Single-Table Query 767 MID-LEVEL EXERCISES 802
Using the Query Wizard 770 BEYOND THE CLASSROOM 806
Specifying Query Criteria for Different Data Types 773 CAPSTONE EXERCISE 807

■ CHAPTER THREE Using Queries to Make Decisions: Perform

Calculations and Summarize Data Using Queries 810
CASE STUDY REAL ESTATE INVESTORS 810 AGGREGATE FUNCTIONS 837
CALCULATIONS AND EXPRESSIONS 812 Adding Aggregate Functions to Datasheets 837
Creating a Query with a Calculated Field 812 Creating Queries with Aggregate Functions 838
Formatting Calculated Results 816 HANDS-ON EXERCISES 3
Recovering from Common Errors 817 Aggregate Functions 844
Verifying Calculated Results 819
CHAPTER OBJECTIVES REVIEW 848
HANDS-ON EXERCISES 1 KEY TERMS MATCHING 849
Calculations and Expressions 820 MULTIPLE CHOICE 850
THE EXPRESSION BUILDER AND FUNCTIONS 826 PRACTICE EXERCISES 851
Creating Expressions Using the Expression Builder 826 MID-LEVEL EXERCISES 854
Using Built-In Functions 828 BEYOND THE CLASSROOM 858
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 859
The Expression Builder and Functions 832

■ CHAPTER FOUR Creating and Using Professional Forms and Reports:

Moving Beyond Tables and Queries 862
CASE STUDY COFFEE SHOP STARTS NEW BUSINESS 862 Modifying a Report 898
FORM BASICS 864 Sorting Records in a Report 901
Creating Forms Using Form Tools 864 HANDS-ON EXERCISES 2
Modifying Forms 873 Report Basics 903
Working with a Form Layout 877
CHAPTER OBJECTIVES REVIEW 909
Sorting Records in a Form 879
KEY TERMS MATCHING 911
HANDS-ON EXERCISES 1 MULTIPLE CHOICE 912
Form Basics 880 PRACTICE EXERCISES 913
REPORT BASICS 889 MID-LEVEL EXERCISES 917
Creating Reports Using Report Tools 889 BEYOND THE CLASSROOM 920
Using Report Views 897 CAPSTONE EXERCISE 921

xii Contents
 Microsoft Office PowerPoint 2016
■ CHAPTER ONE Introduction to PowerPoint: Creating a
Basic Presentation 924
CASE STUDY BE A TRAINER 924 Applying Transitions and Animations 955
WORK WITH POWERPOINT 926 Inserting a Header or Footer 957
Opening and Viewing a PowerPoint Presentation 926 HANDS-ON EXERCISES 3
Typing a Speaker Note 933 Presentation Enhancement 960
Saving as a PowerPoint Show 934
NAVIGATION AND PRINTING 965
HANDS-ON EXERCISES 1 Navigating a Slide Show 965
Work with PowerPoint 936 Printing in PowerPoint 968
PRESENTATION CREATION 939 HANDS-ON EXERCISES 4
Planning and Preparing a Presentation 939 Navigation and Printing 972
Adding Presentation Content 943
CHAPTER OBJECTIVES REVIEW 975
Reviewing the Presentation 946
KEY TERMS MATCHING 977
HANDS-ON EXERCISES 2 MULTIPLE CHOICE 978
Presentation Creation 948 PRACTICE EXERCISES 979
PRESENTATION ENHANCEMENT 953 MID-LEVEL EXERCISES 984
Adding a Table 953 BEYOND THE CLASSROOM 987
Inserting Media Objects 954 CAPSTONE EXERCISE 988

■ CHAPTER TWO Presentation Development: Planning and Preparing

a Presentation 990
CASE STUDY THE WELLNESS EDUCATION CENTER 990 HANDS-ON EXERCISES 3
TEMPLATES 992 Data Imports 1013
Creating a Presentation Using a Template 992 DESIGN 1016
Modifying a Presentation Based on a Template 995 Using Sections 1016
HANDS-ON EXERCISES 1 Examining Slide Show Design Principles 1017
Templates 997 Modifying a Theme 1020
OUTLINES 1002 Modifying the Slide Master 1022
Creating a Presentation in Outline View 1002 HANDS-ON EXERCISES 4
Modifying an Outline Structure 1004 Design 1024
Printing an Outline 1005 CHAPTER OBJECTIVES REVIEW 1028
HANDS-ON EXERCISES 2 KEY TERMS MATCHING 1029
Outlines 1007 MULTIPLE CHOICE 1030
DATA IMPORTS 1011 PRACTICE EXERCISES 1031
Importing an Outline 1011 MID-LEVEL EXERCISES 1035
Reusing Slides from an Existing Presentation 1011 BEYOND THE CLASSROOM 1038
CAPSTONE EXERCISE 1039

■ CHAPTER THREE Presentation Design: Illustrations and Infographics 1042

CASE STUDY ILLUSTRATIONS AND INFOGRAPHICS OBJECT MANIPULATION 1081
WORKSHOP 1042 Modifying Objects 1081
SHAPES 1044 Arranging Objects 1089
Creating Shapes 1044 HANDS-ON EXERCISES 3
Applying Quick Styles and Customizing Shapes 1050 Object Manipulation 1095
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 1102
Shapes 1061 KEY TERMS MATCHING 1103
SMARTART AND WORDART 1066 MULTIPLE CHOICE 1104
Creating SmartArt 1066 PRACTICE EXERCISES 1105
Modifying SmartArt 1070 MID-LEVEL EXERCISES 1109
Creating WordArt and Modifying WordArt 1073 BEYOND THE CLASSROOM 1112
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 1113
SmartArt and WordArt 1076

Contents xiii
■ chapter four Enhancing with Multimedia: PowerPoint Rich
Media Tools 1116
Case Study Engagement Album 1116 Photo Albums 1165
Pictures 1118 Creating a Photo Album 1165
Inserting a Picture 1118 Setting Photo Album Options 1166
Transforming a Picture 1121 Hands-On Exercises 4
Using the Internet as a Resource 1133 Photo Albums 1168
Hands-On Exercises 1 Chapter Objectives Review 1173
Pictures 1136 Key Terms Matching 1174
Video 1145 Multiple Choice 1175
Adding Video 1145 Practice Exercises 1176
Using Video Tools 1149 Mid-Level Exercises 1180
Hands-On Exercises 2 Beyond the Classroom 1182
Video 1155 Capstone Exercise 1183

Audio 1158
Adding Audio 1158
Changing Audio Settings 1160
Hands-On Exercises 3
Audio 1163

Application Capstone Exercises

Word Application Capstone Exercise 1185
Excel Application Capstone Exercise 1190
Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197

Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223
Glossary 1229

Index 1241

xiv Contents
Acknowledgments
The Exploring team would like to acknowledge and thank all the reviewers who helped us throughout the years by providing us with their
invaluable comments, suggestions, and constructive criticism.

Adriana Lumpkin Brian Powell Dawn Medlin

Midland College West Virginia University Appalachian State University
Alan S. Abrahams Carol Buser Debby Keen
Virginia Tech Owens Community College University of Kentucky
Alexandre C. Probst Carol Roberts Debra Chapman
Colorado Christian University University of Maine University of South Alabama
Ali Berrached Carolyn Barren Debra Hoffman
University of Houston–Downtown Macomb Community College Southeast Missouri State
University
Allen Alexander Carolyn Borne
Delaware Technical & Community College Louisiana State University Derrick Huang
Florida Atlantic University
Andrea Marchese Cathy Poyner
Maritime College, State University of Truman State University Diana Baran
New York Henry Ford Community College
Charles Hodgson
Andrew Blitz Delgado Community College Diane Cassidy
Broward College; Edison State College The University of North Carolina at
Chen Zhang
Charlotte
Angel Norman Bryant University
University of Tennessee, Knoxville Diane L. Smith
Cheri Higgins
Henry Ford Community College
Angela Clark Illinois State University
University of South Alabama Dick Hewer
Cheryl Brown
Ferris State College
Ann Rovetto Delgado Community College
Horry-Georgetown Technical College Don Danner
Cheryl Hinds
San Francisco State University
Astrid Todd Norfolk State University
Guilford Technical Community College Don Hoggan
Cheryl Sypniewski
Solano College
Audrey Gillant Macomb Community College
Maritime College, State University of Don Riggs
Chris Robinson
New York SUNY Schenectady County Community
Northwest State Community College
College
Barbara Stover Cindy Herbert
Marion Technical College Doncho Petkov
Metropolitan Community College–Longview
Eastern Connecticut State University
Barbara Tollinger Craig J. Peterson
Sinclair Community College Donna Ehrhart
American InterContinental University
State University of New York at
Ben Brahim Taha Dana Hooper Brockport
Auburn University University of Alabama
Elaine Crable
Beverly Amer Dana Johnson Xavier University
Northern Arizona University North Dakota State University
Elizabeth Duett
Beverly Fite Daniela Marghitu Delgado Community College
Amarillo College Auburn University
Erhan Uskup
Biswadip Ghosh David Noel Houston Community College–Northwest
Metropolitan State University of Denver University of Central Oklahoma
Eric Martin
Bonita Volker David Pulis University of Tennessee
Tidewater Community College Maritime College, State University of
Erika Nadas
Bonnie Homan New York
Wilbur Wright College
San Francisco State University David Thornton
Floyd Winters
Brad West Jacksonville State University
Manatee Community College
Sinclair Community College

Acknowledgments xv
Frank Lucente Jill Young Linda Johnsonius
Westmoreland County Community College Southeast Missouri State University Murray State University
G. Jan Wilms Jim Chaffee Linda Lau
Union University The University of Iowa Tippie College of Longwood University
Business Linda Theus
Gail Cope
Sinclair Community College Joanne Lazirko Jackson State Community College
University of Wisconsin–Milwaukee Linda Williams
Gary DeLorenzo
California University of Pennsylvania Jodi Milliner Marion Technical College
Kansas State University Lisa Miller
Gary Garrison
Belmont University John Hollenbeck University of Central Oklahoma
Blue Ridge Community College Lister Horn
Gary McFall
Purdue University John Seydel Pensacola Junior College
Arkansas State University Lixin Tao
George Cassidy
Sussex County Community College Judith A. Scheeren Pace University
Westmoreland County Community College Loraine Miller
Gerald Braun
Xavier University Judith Brown Cayuga Community College
The University of Memphis Lori Kielty
Gerald Burgess
Western New Mexico University Juliana Cypert Central Florida Community College
Tarrant County College Lorna Wells
Gladys Swindler
Fort Hays State University Kamaljeet Sanghera Salt Lake Community College
George Mason University Lorraine Sauchin
Hector Frausto
California State University Karen Priestly Duquesne University
Los Angeles Northern Virginia Community College Lucy Parakhovnik
Heith Hennel Karen Ravan California State University, Northridge
Valencia Community College Spartanburg Community College Lynn Keane
Henry Rudzinski Karen Tracey University of South Carolina
Central Connecticut State University Central Connecticut State University Lynn Mancini
Irene Joos Kathleen Brenan Delaware Technical Community College
La Roche College Ashland University Mackinzee Escamilla
Iwona Rusin Ken Busbee South Plains College
Baker College; Davenport University Houston Community College Marcia Welch
J. Roberto Guzman Kent Foster Highline Community College
San Diego Mesa College Winthrop University Margaret McManus
Jacqueline D. Lawson Kevin Anderson Northwest Florida State College
Henry Ford Community College Solano Community College Margaret Warrick
Jakie Brown Jr. Kim Wright Allan Hancock College
Stevenson University The University of Alabama Marilyn Hibbert
James Brown Kristen Hockman Salt Lake Community College
Central Washington University University of Missouri–Columbia Mark Choman
James Powers Kristi Smith Luzerne County Community College
University of Southern Indiana Allegany College of Maryland Maryann Clark
Jane Stam Laura Marcoulides University of New Hampshire
Onondaga Community College Fullerton College Mary Beth Tarver
Janet Bringhurst Laura McManamon Northwestern State University
Utah State University University of Dayton Mary Duncan
Jean Welsh Laurence Boxer University of Missouri–St. Louis
Lansing Community College Niagara University Melissa Nemeth
Jeanette Dix Leanne Chun Indiana University-Purdue University
Ivy Tech Community College Leeward Community College Indianapolis
Jennifer Day Lee McClain Melody Alexander
Sinclair Community College Western Washington University Ball State University
Jill Canine Linda D. Collins Michael Douglas
Ivy Tech Community College Mesa Community College University of Arkansas at Little Rock

xvi Acknowledgments
Michael Dunklebarger Richard Cacace Sue A. McCrory
Alamance Community College Pensacola Junior College Missouri State University
Michael G. Skaff Richard Hewer Sumathy Chandrashekar
College of the Sequoias Ferris State University Salisbury University
Michele Budnovitch Richard Sellers Susan Fuschetto
Pennsylvania College of Technology Hill College Cerritos College
Mike Jochen Rob Murray Susan Medlin
East Stroudsburg University Ivy Tech Community College UNC Charlotte
Mike Michaelson Robert Banta Susan N. Dozier
Palomar College Macomb Community College Tidewater Community College
Mike Scroggins Robert Dus̆ek Suzan Spitzberg
Missouri State University Northern Virginia Community College Oakton Community College
Mimi Spain Robert G. Phipps Jr. Suzanne M. Jeska
Southern Maine Community College West Virginia University County College of Morris
Muhammed Badamas Robert Sindt Sven Aelterman
Morgan State University Johnson County Community College Troy University
NaLisa Brown Robert Warren Sy Hirsch
University of the Ozarks Delgado Community College Sacred Heart University
Nancy Grant Rocky Belcher Sylvia Brown
Community College of Allegheny County– Sinclair Community College Midland College
South Campus Roger Pick Tanya Patrick
Nanette Lareau University of Missouri at Kansas City Clackamas Community College
University of Arkansas Community Ronnie Creel Terri Holly
College–Morrilton Troy University Indian River State College
Nikia Robinson Rosalie Westerberg Terry Ray Rigsby
Indian River State University Clover Park Technical College Hill College
Pam Brune Ruth Neal Thomas Rienzo
Chattanooga State Community College Navarro College Western Michigan University
Pam Uhlenkamp Sandra Thomas Tina Johnson
Iowa Central Community College Troy University Midwestern State University
Patrick Smith Sheila Gionfriddo Tommy Lu
Marshall Community and Technical College Luzerne County Community College Delaware Technical Community College
Paul Addison Sherrie Geitgey Troy S. Cash
Ivy Tech Community College Northwest State Community College Northwest Arkansas Community College
Paula Ruby Sherry Lenhart Vicki Robertson
Arkansas State University Terra Community College Southwest Tennessee Community
Peggy Burrus Sophia Wilberscheid Vickie Pickett
Red Rocks Community College Indian River State College Midland College
Peter Ross Sophie Lee Weifeng Chen
SUNY Albany California State University, California University of Pennsylvania
Philip H. Nielson Long Beach Wes Anthony
Salt Lake Community College Stacy Johnson Houston Community College
Philip Valvalides Iowa Central Community College William Ayen
Guilford Technical Community College Stephanie Kramer University of Colorado at Colorado Springs
Ralph Hooper Northwest State Community College Wilma Andrews
University of Alabama Stephen Z. Jourdan Virginia Commonwealth University
Ranette Halverson Auburn University at Montgomery Yvonne Galusha
Midwestern State University Steven Schwarz University of Iowa
Richard Blamer Raritan Valley Community College
John Carroll University

Acknowledgments xvii
Special thanks to our content development and technical team:

Barbara Stover Patti Hammerle Linda Pogue

Julie Boyles Jean Insigna Steven Rubin
Lisa Bucki Elizabeth Lockley Mara Zebest
Lori Damanti Joyce Nielsen
Sallie Dodson Janet Pickard

xviii Acknowledgments
Preface
The Exploring Series and You
Exploring is Pearson’s Office Application series that requires students like you to think “beyond the point
and click.” In this edition, we have worked to restructure the Exploring experience around the way you,
today’s modern student, actually use your resources.
The goal of Exploring is, as it has always been, to go farther than teaching just the steps to accomplish
a task—the series provides the theoretical foundation for you to understand when and why to apply a
skill. As a result, you achieve a deeper understanding of each application and can apply this critical
thinking beyond Office and the classroom.

The How & Why of This Revision

Outcomes matter. Whether it’s getting a good grade in this course, learning how to use Excel so
students can be successful in other courses, or learning a specific skill that will make learners successful
in a future job, everyone has an outcome in mind. And outcomes matter. That is why we revised our
chapter opener to focus on the outcomes students will achieve by working through each Exploring
chapter. These are coupled with objectives and skills, providing a map students can follow to get
everything they need from each chapter.
Critical Thinking and Collaboration are essential 21st century skills. Students want and need
to be successful in their future careers—so we used motivating case studies to show relevance of these
skills to future careers and incorporated Soft Skills, Collaboration, and Analysis Cases with Critical
Thinking steps in this edition to set students up for success in the future.
Students today read, prepare, and study differently than students used to. Students use
textbooks like a tool—they want to easily identify what they need to know and learn it efficiently. We
have added key features such as Tasks Lists (in purple), Step Icons, Hands-On Exercise Videos, and
tracked everything via page numbers that allow efficient navigation, creating a map students can easily
follow.
Students are exposed to technology. The new edition of Exploring moves beyond the basics of the
software at a faster pace, without sacrificing coverage of the fundamental skills that students need to
know.
Students are diverse. Students can be any age, any gender, any race, with any level of ability or
learning style. With this in mind, we broadened our definition of “student resources” to include physical
Student Reference cards, Hands-On Exercise videos to provide a secondary lecture-like option of review;
and MyITLab, the most powerful and most ADA-compliant online homework and assessment tool
around with a direct 1:1 content match with the Exploring Series. Exploring will be accessible to all
students, regardless of learning style.

Providing You with a Map to Success to Move

Beyond the Point and Click
All of these changes and additions will provide students an easy and efficient path to follow to be
successful in this course, regardless of where they start at the beginning of this course. Our goal is to
keep students engaged in both the hands-on and conceptual sides, helping achieve a higher level of
understanding that will guarantee success in this course and in a future career.
In addition to the vision and experience of the series creator, Robert T. Grauer, we have assembled a
tremendously talented team of Office Applications authors who have devoted themselves to teaching
the ins and outs of Microsoft Word, Excel, Access, and PowerPoint. Led in this edition by series editor
Mary Anne Poatsy, the whole team is dedicated to the Exploring mission of moving students beyond
the point and click.

Preface xix
Key Features
The How/Why Approach helps students move beyond the point and click to a true understanding of
how to apply Microsoft Office skills.

• White Pages/Yellow Pages clearly distinguish the theory (white pages) from the skills covered in
the Hands-On Exercises (yellow pages) so students always know what they are supposed to be doing
and why.

• Case Study presents a scenario for the chapter, creating a story that ties the Hands-On Exercises
together.

• Hands-On Exercise Videos are tied to each Hands-On Exercise and walk students through the
steps of the exercise while weaving in conceptual information related to the Case Study and the
objectives as a whole.

The Outcomes focus allows students and instructors to know the higher-level learning goals and how
those are achieved through discreet objectives and skills.
• Outcomes presented at the beginning of each chapter identify the learning goals for students and
instructors.

• Enhanced Objective Mapping enables students to follow a directed path through each chapter,
from the objectives list at the chapter opener through the exercises at the end of the chapter.
• Objectives List: This provides a simple list of key objectives covered in the chapter. This includes
page numbers so students can skip between objectives where they feel they need the most help.
• Step Icons: These icons appear in the white pages and reference the step numbers in the Hands-
On Exercises, providing a correlation between the two so students can easily find conceptual help
when they are working hands-on and need a refresher.
• Quick Concepts Check: A series of questions that appear briefly at the end of each white
page section. These questions cover the most essential concepts in the white pages required for
students to be successful in working the Hands-On Exercises. Page numbers are included for easy
reference to help students locate the answers.
• Chapter Objectives Review: Appears toward the end of the chapter and reviews all important
concepts throughout the chapter. Newly designed in an easy-to-read bulleted format.

• MOS Certification Guide for instructors and students to direct anyone interested in prepping for
Watch the Video the MOS exam to the specific locations to find all content required for the test.
for this Hands-
On Exercise!
End-of-Chapter Exercises offer instructors several options for assessment. Each chapter has
approximately 11–12 exercises ranging from multiple choice questions to open-ended projects.

• Multiple Choice, Key Terms Matching, Practice Exercises, Mid-Level Exercises, Beyond
ANALYSIS the Classroom Exercises, and Capstone Exercises appear at the end of all chapters.
CASE • Enhanced Mid-Level Exercises include a Creative Case (for PowerPoint and Word), which
allows students some flexibility and creativity, not being bound by a definitive solution, and an
CREATIVE Analysis Case (for Excel and Access), which requires students to interpret the data they are
CASE using to answer an analytic question, as well as Discover Steps, which encourage students to
use Help or to problem-solve to accomplish a task.

• Application Capstone exercises are included in the book to allow instructors to test students on
HOE1 Training Grader
the entire contents of a single application.

xx Key Features
Resources
Instructor Resources
The Instructor’s Resource Center, available at www.pearsonhighered.com, includes the
­following:
• Instructor Manual provides one-stop-shop for instructors, including an overview of all available
resources, teaching tips, as well as student data and solution files for every exercise.

• Solution Files with Scorecards assist with grading the Hands-On Exercises and end-of-chapter
exercises.

• Prepared Exams allow instructors to assess all skills covered in a chapter with a single project.

• Rubrics for Mid-Level Creative Cases and Beyond the Classroom Cases in Microsoft Word format
enable instructors to customize the assignments for their classes.

• PowerPoint Presentations with notes for each chapter are included for out-of-class study or
review.
• Multiple Choice, Key Term Matching, and Quick Concepts Check Answer Keys

• Test Bank provides objective-based questions for every chapter.

• Scripted Lectures offer an in-class lecture guide for instructors to mirror the Hands-On Exercises.

• Syllabus Templates
• Outcomes, Objectives, and Skills List
• Assignment Sheet
• File Guide

Student Resources
Student Data Files
Access your student data files needed to complete the exercises in this textbook at
www.pearsonhighered.com/exploring.

Available in MyITLab
• Hands-On Exercise Videos allow students to review and study the concepts taught in the Hands-
On Exercises.
• Audio PowerPoints provide a lecture review of the chapter content, and include narration.
• Multiple Choice quizzes enable you to test concepts you have learned by answering auto-graded
questions.
• Book-specific 1:1 Simulations allow students to practice in the simulated Microsoft Office 2016
environment using hi-fidelity, HTML5 simulations that directly match the content in the Hands-On
Exercises.
• eText available in some MyITLab courses and includes links to videos, student data files, and other
learning aids.
• Book-specific 1:1 Grader Projects allow students to complete end of chapter Capstone Exercises
live in Microsoft Office 2016 and receive immediate feedback on their performance through various
reports.

Resources xxi
This page intentionally left blank
 (ex•ploring)
S E RIE S

1. Investigating in a systematic way: examining. 2. Searching into

or ranging over for the purpose of discovery.

Microsoft
®

Office 2016 VOLUME 1

Windows 10
Working with an
Operating System
• You will manage the Windows 10 environment through the desktop and other
LEARNING components.
OUTCOMES:
• You will organize files and folders using Windows 10 features and tools.

OBJECTIVES & SKILLS: After you read this chapter, you will be able to:

Windows 10 Fundamentals OBJECTIVE 5: SELECT, COPY, AND MOVE MULTIPLE

FILES AND FOLDERS 33
OBJECTIVE 1: UNDERSTAND THE WINDOWS 10 INTERFACE 4 Copy a File, Move a Folder
Pin an App to Start Menu, Create Start Menu Group, OBJECTIVE 6: COMPRESS FILES AND FOLDERS 34
Rename Start Menu Group, Move Tile, Resize Tile, Compress a Folder, Extract Files from
Pin an App to the Taskbar a Compressed Folder
OBJECTIVE 2: MANAGE AND USE THE DESKTOP AND
COMPONENTS 11 HANDS-ON EXERCISE 2:
File Management 36
Create Virtual Desktop; Minimize, Close,
Restore Down, Maximize; Snap Windows
OBJECTIVE 3: USE WINDOWS 10 SEARCH FEATURES 15 Windows System and Security Features
Search Using Cortana, Manage Cortana Settings,
OBJECTIVE 7: WORK WITH SECURITY SETTINGS AND
Get Help
SOFTWARE 40
HANDS-ON EXERCISE 1: Use the Action Center, Modify Windows Defender
Windows 10 Fundamentals 19 Settings, Review File History Settings, Modify Windows
Update Settings, Modify Firewall Settings
File Management OBJECTIVE 8: WORK WITH ADMINISTRATIVE TOOLS 44
Use Systems Monitor, Use Disk Cleanup
OBJECTIVE 4: USE FILE EXPLORER 28
Create Folders, Pin a Folder to Quick Access, Work with HANDS-ON EXERCISE 3:
Files and Folders, Rename a Folder, Delete a Folder Windows System and Security Features 48

CASE STUDY | Cedar Grove Elementary School

Your good friend recently graduated with a degree in elementary educa-
tion and now is excited to begin her first job as a fifth-grade teacher at Cedar
Grove Elementary School. The school has a computer lab for all students as well
as a computer system in each classroom. The school acquired the computers
through a state technology grant so they are new models running Windows 10.
Your friend’s lesson plans must include a unit on operating system basics and an
introduction to application software. Because you have a degree in computer
information systems, she has called on you for assistance with the lesson plans.
You cannot assume that all students are exposed to computers at home,
especially to those configured with Windows 10. Your material will need to
include very basic instruction on Windows 10, along with a general overview
of file management. Your friend must complete her lesson plans right away,
so you are on a short timeline but are excited about helping students learn!
Another random document with
no related content on Scribd:
 CHAPTER VIII.
THE SHIP.

he next morning was Sunday, and Peggy’s heart

sank when her aunt said to her, “I think I won’t let
you out of my sight to-day, Peggy, for something
always happens whenever you go even into the
garden alone.”
“It seems to,” Peggy admitted sadly, but she did
not like the idea of remaining all day long with Aunt
Euphemia.
Church was long and hot, and then there was
dinner, and then Aunt Euphemia said she would
read Peggy a story. Peggy did not care about this; she wanted to go
out, and yet did not dare to say so. But just as they were sitting down
to read, Dr. Seaton came in, and Peggy was delighted to have the
reading stopped.
“I’ve come to take Peggy with me to the harbour, if you will allow
it, Miss Roberts,” he said. “I promised to take her there some day,
and I have more time this afternoon than on week days.”
Aunt Euphemia was really rather pleased to get Peggy off her
hands for an hour. She was feeling sleepy, and it was a bother to her
to look after Peggy, so she consented to Dr. Seaton’s proposal
without any difficulty.
It was not a long walk to the harbour, where there was much to
see.
“I am going to take you on to a Danish ship,” Dr. Seaton said;
“you will hear the men talking a queer language you have never
heard before, and the captain will take you down into his cabin, I
dare say.”
 The Danish ship was lying close up to the quay. It was painted
very bright emerald green, and Dr. Seaton pointed out to Peggy the
figure of a woman made of wood and painted white which was at the
bow of the ship.
“Poor lady, she goes through all the storms with her white dress.
When she comes into harbour after a winter storm she is crusted
over with salt from the waves,” he said.
“Why do they have a wooden lady at the end of the ship?” Peggy
asked.
“Because they think it brings luck to the ship,” said Dr. Seaton.
They came to the side of the quay, and he called to some of the
sailors, and they came running forward to lift Peggy on board.
Sailors are always specially
clean and tidy on Sunday,
dressed in their best clothes.
They were such nice-looking
men—tall, with yellow hair; and
Peggy noticed the rings in their
ears at once. Of course, she
couldn’t speak to them, or at
least they couldn’t understand
what she said; but the captain
took her hand, and led her all
round the ship, letting her look
at everything she wanted to see
—the huge anchor, all red with
rust, that took ever so many
men to lift; and what interested
Peggy more than anything—the cargo of tubs that the ship had
brought over. There were tubs of every imaginable size, down to tiny
ones of white wood.
“Oh, I could wash my doll’s clothes in these!” Peggy cried. She
wanted one dreadfully, and yet didn’t know how to get it, for the man
wouldn’t understand about her doll. As she was standing there
saying, “Doll, doll, doll,” and looking wistfully at the dear little tubs,
Dr. Seaton came round again from the cabin where he had been
seeing a boy with a broken arm.
“Oh, I do want a tub to wash my doll’s clothes in so dreadfully!”
Peggy cried, “and he doesn’t understand what I mean.”
Dr. Seaton said something in German, and in a minute the
captain began to pull out dozens of tubs for Peggy to choose from.
But she was not quite pleased till she had explained through Dr.
Seaton that she wanted to buy the tub. “I would never ask for
anything,” she explained—“mother doesn’t let me do that; and I’ve
got a whole shilling of my own to pay it with.”
Dr. Seaton had to explain this to the captain, and they both
laughed a great deal.
“But you must pay it for me just now please, Dr. Seaton, because
I haven’t my shilling with me,” Peggy explained; and then a horrid
fear overcame her that perhaps Dr. Seaton did not carry so much
money about with him either, and she would have to go away without
her tub; and he had told her that the ship would sail next morning!
She began to look very dismal at this thought, while Dr. Seaton
was feeling in his pocket; but to her great relief he drew out quite a
handful of shillings, and gave one to the captain, who took it and
laughed again.
“There now, Peggy; you can choose which you like best,” he said.
It took Peggy a very long time to
make up her mind. At last she chose a
beautiful little tub, oval shaped, bound
with three hoops of white wood, and
with two handles to lift it by. Dr. Seaton
wanted to hold it for her, but Peggy
wouldn’t let it out of her own hands,
she was so well pleased with it.
The captain told her that the tubs came from a place in Russia
with a funny name—Archangel; and that pleased Peggy even more,
because it was so much more interesting to have an Archangel tub
than an ordinary Scotch or English one.
Then the captain led the way down into his cabin. The cabin of a
ship like this is not like that of a large passenger steamer. It is almost
as small and dark as a cupboard, and has only just room for a tiny
table and two or three chairs. The table was securely fixed to the
floor, so that when the sea was rough with big waves it should not
slide about.
The captain brought out from a cupboard a funny-shaped bottle,
and the smallest glasses Peggy had ever seen. He poured a little
stuff out of the bottle into the glasses, and offered one to Dr. Seaton,
who took it and smiled; then the captain took one, and held it out,
and knocked the edge of the little glasses together, making a tinkling
sound like a bell.
“What does he do that for?” Peggy asked.
“It’s a way of being friendly and polite in Denmark,” Dr. Seaton
replied.
Then they both smiled and nodded again, and each drank off the
stuff from the glass.
“Let me taste, please,” said Peggy, standing on tip-toe by the
table.
“You would think it horrid,” said Dr. Seaton, laughing; “it would
burn your throat.”
“Oh, just a tiny taste—just the tip of my tongue; I want to so
much,” said Peggy.
So the captain poured another drop into the tiny glass, and
tinkled the edge against his own; and Peggy, thinking she must
imitate Dr. Seaton’s manners, bowed and smiled and tried to give the
same funny gulp down of the liquid as he had done. But there was
only a drop at the bottom of the glass, and that drop was such horrid
stuff, it was like trying to swallow mustard, Peggy thought. She
coughed, and coughed, and coughed till her eyes filled with tears,
and both the men stood laughing at her.
 “That will cure you of drinking
habits, young woman,” said Dr.
Seaton, “Now we must say good-bye
and come home.”
Peggy was very sorry to leave the
ship, for there seemed to be all
manner of queer things to see there
still. But she said good-bye to the
captain very nicely—so nicely that he
told her to wait for a minute; and going
to the cupboard, he drew out from it a
huge scarlet shell, which he handed to
Peggy with a bow.
“O Peggy, that is a present you will like!” said Dr. Seaton.
Peggy could scarcely believe her own good luck. The shell was
so perfectly beautiful; and Dr. Seaton showed her also that if she
held it to her ear she would hear a rushing noise inside it.
“O captain, thank you very, very much,” said Peggy, quite
overcome with delight.—“I think you must carry the tub, Dr. Seaton,
for I can’t give my shell out of my hands,” she said.
Dr. Seaton translated her thanks to the captain, and he seemed
very pleased, and told Peggy he had a little girl on the other side of
the sea just her age. Peggy stood still looking very uncertain and sad
at this bit of news. Then she pulled at Dr. Seaton’s hand and
whispered something to him. She felt it was her duty to say so, but it
was so difficult that she could not say it out loud. It was this,—
“Won’t his little daughter want the shell?”
She waited very impatiently to hear what answer the captain
would make; but, to her great relief, he said that his daughter had
lots of shells, because he took them home to her from almost every
voyage. Then they all shook hands, and Peggy was lifted up on to
the quay again, clasping her large red shell.
“I shall always be able to hear the sea now, even when I go home
far away from it,” she said.
 When they reached Seafield, Peggy ran into her room, and came
back with a little netted purse in her hand. Out of this she took her
shilling, and gave it to Dr. Seaton for the tub. But Dr. Seaton would
not take the shilling, and Peggy was quite distressed, and turned to
Aunt Euphemia to know what she ought to do. “Please, auntie, I
bought a tub, and now Dr. Seaton won’t take my shilling,” she said.
Aunt Euphemia, too, tried to make him take it, but all in vain.
So Peggy had to replace the shilling in her purse, and thank him
very much.
 CHAPTER IX.
THE WASHING DAY.

onday morning was hopelessly wet. The rain came down in

sheets, and the garden looked like a pond. But Peggy was
delighted. “It’s such a good washing day,” she explained to
her aunt, “and all my doll’s things are so black.”
Aunt Euphemia suggested that Janet
would allow the washing to go on in the
kitchen; and Peggy at once ran away to fetch
the doll’s clothes and her little tub, and carry
them all to the kitchen. Janet was very
pleased. She put the tub on a stool, so that it
should be just the right height for Peggy to
wash at, and filled the tub with nice soapy hot
water.
Then she pinned up Peggy’s sleeves to
her shoulders, and together they undressed
the doll (which was a baby one, in long white
robes), and laid its clothes in a heap on a chair.
Peggy would have liked to wash them all at once, but Janet told
her that washerwomen did things one at a time, so she consented to
do this. The doll’s long, tucked white robe was the first to go into the
tub. It was not indeed very white, for it had got rather dirty on the
railway journey.
“Rub it all over with soap, Miss Peggy,” Janet said, and Peggy
rubbed on the soap as hard as she could. How the water fluffed up! it
almost filled the tub, and Peggy had to part the frothy suds away with
her hand to see to rub the cloth. After the robe had been well
washed, Janet gave Peggy a basin full of clean water to rinse the
soap out of it, and then she took a ball like a big blue cherry,
wrapped it in a bit of muslin, and shook it about in the water. The
water became bright blue too!
 “Now, Miss Peggy, put the robe in,”
said Janet. Peggy was afraid to do it;
she thought it would come out bright
blue. But Janet assured her it would
only have a nice bluish look that would
make the white whiter; and Peggy
believed her, and dipped the robe in
the blue. It came out as white and nice
as possible.
Then Janet hung it before the
kitchen stove to dry, and Peggy saw
that on the stove Janet had put the
dearest little iron to heat.
“Am I to iron it out my own self,
Janet?” she asked.
“Oh yes, Miss Peggy, that you are.”
It took only a few minutes for the frock to dry, and then Janet put
a blanket with a sheet over it upon the lid of a large box, and gave
the box to Peggy for an ironing table.
The little iron was not at all difficult to manage, and Peggy found
that it was delightful to squeeze all the creases out of her doll’s robe.
It looked as good as new when it was done.
“Why, Janet, Belinda won’t ever need new robes at all; I can go
on washing and washing them,” Peggy said.
There remained, however, all Belinda’s under-clothes to be
washed; and before they were half finished, Peggy began to think
that washing was rather hard work.
“My hands feel so queer, Janet,” she said, drawing them out of
the soapy water. They looked indeed most strange; the skin was all
crinkled up in the funniest way. “Oh, look!” Peggy cried in dismay.
Janet assured her they would come right in a very short time.
“But I’m thinking you’ve washed enough, Miss Peggy, for one day;
maybe I’ll finish it for you,” she said.
 Peggy wasn’t altogether sorry. “Well, Janet, if you will be so kind
as to finish for me, I will go and listen to my shell,” she said, “and
perhaps my hands will stop feeling funny.”
There was a small library at Seafield where Peggy was allowed
to play by herself. She liked the room much better than the drawing-
room, because there were such lots of books with nice pictures in
them. Those she liked best were Hume’s “History,” with pictures of
the kings and queens, and Blair’s “Grave,” with illustrations by a man
called William Blake. Peggy used to spread the large book upon the
floor and pore over the pictures. She didn’t understand them, but that
only made them more interesting. To-day, instead of looking at the
pictures, she got her red shell, and sat down on the corner of the
sofa holding the shell to her ear. The rushing sound in the shell was
just like the noise of the sea outside, and Peggy listened to it for a
long time. Then getting a little tired of this, she went to the window
and looked out. The rain had stopped, and the sun was beginning to
come out. The thrushes were singing as if they liked the rain, and
Peggy thought it would be nice to go out and see what it felt like
also. So she went out to the front door, and stood there looking out.
Then she stepped out on to the gravel; then she ran a little bit down
the avenue; then she came to the gate and looked out at the sea;
and then a new thought struck her—why should she not look to see
if she could find any lovely red shells on the beach? The tide was
out; there was a stretch of sand with little pools and rocks covered
with seaweed: surely in these pools or on the sands she might find a
red shell for herself! This was stupid of Peggy, for shells like that the
captain gave her come from tropic seas, not from our own sea; but
she did not know this.
Out Peggy skipped along the shining sand. It was firm and nice to
run on, and she wondered she had not done this long ago; it was far
nicer than the garden. Her feet made tracks on the sand like the
footprint Crusoe saw, she thought. Then she came to a pool with
little seaweedy rocks in it. The first thing she saw there made her
stand still with interest: it was a lot of things like little red flowers
growing on the edge of the rock. But when she put her hand down
and tried to get one, she found it was alive; and when she touched it,
it drew in all its waving red feelers, and became like a lump of red-
currant jelly fixed to the rock! “I hope I didn’t hurt it,” Peggy thought.
She leant over the pool and watched it till it cautiously put out first
one feeler and then another, and at last it looked as pretty as ever
again and as much alive. Peggy wondered what it was called. Then
down on the slushy sand at her feet Peggy saw a great big lump of
jelly, six times as large as the little one in the pool. It didn’t look very
nice, she thought, but she wondered if, when it was put into the
water, it would bloom out like the other. The only way to find this out
was to lift it into the pool, but Peggy hesitated about doing this. Then
she saw a long flat stone like a slate lying near, and taking this in her
hand, she tried to slip it under the “jelly beast,” as she called it. But
the jelly beast didn’t seem to like being disturbed, and it sank down
and down into the soft sand till it almost disappeared. Peggy became
more and more anxious to get it. She dug her slate down into the
sand, and at last, with a great effort, lifted the jelly beast, along with
a great lump of sand, and flung it into the pool. Then she sat down to
watch it. To her great joy it began, just like the other one, to put out
one feeler after another, till it lay there at the bottom of the pond like
a big pink rose. “Oh, it’s lovely; I do want to have it for my own!” she
cried. “I wonder if I would be allowed to have it in my tub.” She bent
down to look nearer, and under the fringe of seaweed suddenly she
saw something shining red. She plunged her hand down and
grabbed the prize. But, oh dear me! the next moment she screamed
and screamed. It was a large red crab she had caught at, and the
crab had caught her! Have you seen the crabs lying in the fish-shop
windows twitching their claws? They look harmless enough, but with
these claws they can hold on in the most terrible way, once they
catch hold of you. Oh, how Peggy screamed! She ran towards the
house splashing through the pools, with the big red crab hanging on
to her hand. She was in an agony of pain and terror. The sound of
her screams brought James running from the garden. Peggy ran
straight to him, calling out for help; and James caught up a stone,
and gave the crab such a blow on its claw that it let go in a moment,
and fell to the ground. Peggy’s finger was bleeding a good deal, and
he took out his own handkerchief and bound it up for her, and then
took her other hand and led her, still sobbing, up to the house.
 “We’ll gang into Janet, missie,” he said
wisely. He knew that Janet was a more
comforting person than Martin, and Peggy
thought so too. Janet took her on her knee,
and kissed her and wiped her eyes, and
looked at the poor nipped finger till gradually
Peggy stopped crying. Then Janet took her to
the pump, and washed her face and hands, and began to tell her a
funny story about a crab that had nipped her own finger once, till
Peggy found herself laughing instead of crying.
When she was quite happy again, Janet said to Peggy that they
would go together and tell Aunt Euphemia all about it. Peggy was a
little frightened, but Janet said she must do it, and together they went
into the drawing-room.
Here it seemed to Peggy that Janet took all the blame on herself.
She told Aunt Euphemia how she had allowed Peggy to go away
from the kitchen, and had not looked after her, and how Peggy had
gone out alone, and then she told the sad story of the crab. And Aunt
Euphemia, instead of being angry, accepted the excuses Janet
made, for she was very fond of Janet, and never thought anything
she did was wrong.
“Maybe, ma’am, you would let me take Miss Peggy to the shore
myself?” Janet asked; “then she’d get no mischief.”
“Indeed, Janet, I see she must never be left alone for a minute;
so when your work is done, you may certainly take the child out with
you,” said Aunt Euphemia.
“Come away then, Miss Peggy,” said Janet; “ye’ll bide wi’ me till I
make the currant tart, and in the afternoon we can gang till the
shore.”
Peggy ran off to the kitchen as happy as possible to make the
currant tart, and Janet told her that they would go down to the shore
together, carrying Peggy’s tub, and fill it with all manner of sea
beasts, and bring them back to the house. And wasn’t this a
delightful suggestion?
 CHAPTER X.
THE SEA BEASTS.

I
t was wonderful how many sea creatures Peggy and Janet found
when they began. The little tub was quite full before long, and
Peggy, looking into it, told Janet that she was afraid they wouldn’t
be very comfortable.
Janet considered for a minute, and then told Peggy that there
was an old washing-tub in the scullery which she was sure her aunt
would let her use instead of her own little one; then there would be
room enough for all the creatures to be happy.
“But how would we ever get a washing-tub filled with water out of
the sea?” Peggy asked.
“Hoots! James and me can
carry it up in pails,” said Janet.
“Will you ask Aunt
Euphemia about it?” Peggy
asked. She had begun to see
that Janet could get anything
she wanted. Janet said that she
would, and went off to gain Aunt
Euphemia’s consent to the
scheme. She came back
smiling, and Peggy knew all
was right, so she clapped her
hands with delight.
“O Janet, do you think James will get the water to-night?” she
cried. “For it would be horrid if my poor beasts died, or were sick for
want of it.”
Janet then went off to look for James, and before long Peggy had
the joy of seeing him come toiling up the walk, carrying two huge
pails of water. Then Janet went down to the sea again with two pails,
and brought them back filled, and James brought two more, and
when they had all been poured into the tub it was quite full.
“Now I can put in my beasts!” Peggy cried.
The first of all was a great prize: it was a bit of
stone with two sea anemones attached to it. Sea
anemones are the creatures that Peggy had
seen in the pool that were like little pink flowers.
Janet had explained to her that it hurt anemones
to be scraped off the rocks, and so they had to
hunt till they found them growing on a small
stone that it was possible to lift. It had been some time before they
found this, but at last, at the bottom of a pool, Janet spied a small
stone with two beautiful anemones sticking to it. Whenever she lifted
the stone out of the water, the funny little creatures drew in all their
pretty petal-like feelers, and became like lumps of red-currant jelly;
but the moment Peggy placed them in the tub of water, out came the
feelers one by one till they were as pretty as ever again.
Then there was one of the big ones that had been scooped out of
the sand with great difficulty, and was rather offended evidently, for it
took a long time to put out its feelers—just lay and sulked on the
bottom of the tub. Peggy watched it for a long time, but as it wouldn’t
put out its feelers, she turned to the other creatures.
There were a number of whelks. Whelks, you
know, are sea-snails. They live in shells, and
draw themselves in and out of them very quickly.
The moment Peggy put them into the tub, they
pushed their shells on to their backs as snails do,
and began crawling slowly along the edges of the
tub.
“O Janet, my whelks will walk out and get lost!” Peggy cried. But
Janet told her she thought they liked the water best, and would stay
in it.
Then there were three mussels. Mussels live in tight, dark blue
shells; but when they please they can open their shells, much as you
open a portfolio, for there is a kind of hinge at the
back of the shell. However, they too were sulky,
and lay still quite tight shut.
Janet had picked up a very large shell, and
put it into the tub, and Peggy asked her why. She
said they would see before long. Now she took the large shell and
laid it in the water. Peggy watched, and suddenly she saw a thin
green leg come stealing out; then another and another, till at last a
tiny green crab came scrambling altogether out of the shell, and ran
rapidly about the tub.
“O Janet, it’s a little crab! How did you know? Do they always live
in these big snail shells?” Peggy cried.
Janet told her that they were called hermit crabs, and that they
lived in the cast-off shells of other creatures, just using them as
houses.
“Put your hand into the water, Miss Peggy, and you will see him
run in,” Janet said.
Peggy shook her hand in the water, and saw the little crab scuttle
away and get into his shell like lightning.
Janet had wanted to add a big red crab, like the one that nipped
Peggy, but Peggy wouldn’t have it. There were some limpets, in their
little pyramid-shaped shells, and then Janet had added a lot of
seaweed of different kinds. Some of it was slimy green stuff, like long
green hair, which Peggy didn’t at all admire; but there were pretty
feathery pink weed and nice brown dulse.
“I wonder if James could get a flounder,” Janet said thoughtfully.
Peggy asked what a flounder was, and Janet said it was the kind
of flat little fish Peggy had had fried for breakfast that morning.
“They’re ill to catch,” she added. “But maybe James could get ye
ane.”
“Oh, a fish—a real live fish—in my tub would be so delicious!”
cried Peggy.
 She ran off to beg James to try to
catch one for her; and James, who
was very obliging, went off once again
to the shore with a pail in search of a
flounder.
Peggy stood and watched him for
quite half an hour as he went slowly
across the sands, stooping over each
pool to see if there were flounders in it.
At last he came back, and Peggy
scarcely liked to ask him whether he
had got one, for she felt it would be so
disappointing if he hadn’t—her
collection would be quite incomplete.
But James was grinning with pleasure,
and he showed her two nice brown
flounders in the pail.
“Oh, they are flat!” cried Peggy.
She dived her hands into the pail, and attempted to catch them—
quite in vain. Then James slowly poured away all the water on to the
ground, and there the flounders lay, flopping about at the bottom of
the pail. Peggy was almost afraid to touch them, but James said they
would do her no harm; so she caught hold of one of the slippery,
wriggling little fish, and flung it into the tub, and it darted off and hid
itself under the seaweed. Then she put in the other flounder, and it
also hid under the seaweed, where it couldn’t be seen.
“I think they must be sleepy, and be going to bed,” Peggy said.
And then, quite tired out with her exertions, she rubbed her eyes and
yawned, till Janet told her it was time for her to go to bed like the
flounders; and Peggy agreed that it was.
 CHAPTER XI.
THE LAST DAY AT SEAFIELD.

N
ow, if Peggy had taken time to think about it, she was only
going to make herself unhappy by collecting all these
delightful creatures in the tub; for her visit to Seafield was to
come to an end on Wednesday, and this was Monday
evening. The whole of Tuesday morning Peggy thought of nothing
but her dear sea beasts. She stood beside the tub and watched
them; she crumbled a bit of bread very fine, and flung it into the
water, and actually saw one of the flounders eat a crumb; she
chased the hermit crab into its shell a dozen times, and watched the
whelks move slowly along the side of the tub. It was the nicest
amusement she had ever had. But in the afternoon Aunt Euphemia
said that they were going to drive to the station.
“Your father is coming for you, Peggy, you know; he is going to
take you home to-morrow.”
Peggy was very fond of her father—so fond that she had cried
when she said good-bye to him last week. It surprised Aunt
Euphemia extremely that, instead of being glad to hear of his
coming, Peggy seemed sorry, for she burst into tears.
“Why, Peggy, are you not glad to see your father?” said Aunt
Euphemia.
“I don’t want to go home!” Peggy sobbed.
Aunt Euphemia was rather pleased. “Do you want to stay with me
then, dear?” she asked.
“No; it’s my sea beasts. Oh, oh, oh!” sobbed Peggy. “Do you think
father will take the tub of sea beasts back in the train with us?”
No wonder Aunt Euphemia was hurt. It was nasty of Peggy to say
that she only wanted to stay because of the sea beasts.
 “Of course, he will do nothing of the kind,” said Aunt Euphemia.
“All the beasts must be put back into the sea to-night.”
She walked away and left Peggy to cry alone. But after she had
cried for some time, Peggy remembered that father was different
from Aunt Euphemia, and perhaps would not distress her by making
her part from the dear sea beasts. So she dried her eyes, and
thought perhaps it was as well that he was coming.
The drive to the station was quite dull. Nothing happened, for
Peggy wasn’t allowed to sit on the box-seat with the driver as she
wanted to, but had to sit beside her aunt in the carriage. At the
station, too, there was very little to notice—only some sheep in a
truck, looking very unhappy. Peggy gathered some blades of grass,
and held them to the sheep, and they nibbled them up. Then the
train came puffing in, and the next minute she saw her father jump
out of a carriage, and come along the platform to where she was.
Peggy was so delighted to see him that she ran right at him, and
caught hold of his knees so that she nearly made him fall. Then she
took his hand, and began telling him everything at once, in such a
hurry that it was impossible for him to understand anything she said.
“Not so fast, Peggy. Wait till we are in the carriage,” he said,
laughing.
It seemed a very long time till they were all packed in, and then
Peggy had to climb on to her father’s knee and put her arm round his
neck. “Now may I begin?” she asked.
“Yes, sweetest; tell me all about everything now,” her father said.
And Peggy began her story, of course, at the wrong end.
“I’ve got a tub full of such dear sea beasts, father,” she said.
“There are two flounders, and a lot of whelks, and a hermit crab, and
two anemones fixed on a stone, and a big one stuck on to the foot of
the tub, and I watch them all day; and, please, how am I to take them
home?”
“Well, I must come and see them first,” her father said.
“And please, father, I got lost one day, and had my frock stolen—
the new one—and the bees stung me, and a crab nipped my finger,
and I was very naughty once—only once—and I went on to a green
ship, and—and—”
“Why, Peggy, you seem to have had a week of the most
extraordinary adventures; it will be quite dull to come home.”
Peggy wasn’t quite sure about this. She had so many things she
was fond of at home, that if only she might take her sea beasts back
with her, she thought she would be quite happy to return. She sat still
for a few minutes thinking about this, while Aunt Euphemia spoke to
her father. But the moment the carriage stopped at the door, she
seized her father’s hand, and begged him to come and see her tub
of sea beasts.
“Not till after tea, Peggy; I’ll come then,” he said.
Peggy would have liked him to come there and then, but she
knew she must wait.
Tea seemed longer than usual. Her father told her to be quiet, so
she ate away without uttering a word, and listened to all the dull
things Aunt Euphemia was saying. At last, when tea was over, she
came round to where her father sat, and took hold of his hand, and
gave it a little squeeze, which she knew he would understand.
“Yes, dearest!” he said,
but waited to hear the end of
what Aunt Euphemia was
saying. “Now, Peggy,” he
said at last, “come along;”
and together they went out
to the garden, and came to
the tub. Peggy looked in.
“Why, father,” she cried,
“my crab is floating on his
back! Isn’t it funny of him?”
Colonel Roberts examined the crab for a minute.
“I’m afraid he’s dead, Peggy,” he said. “They don’t turn up their
toes that way unless they’re dead.”