Solution Manual for Fitness 5th Edition by Mazzeo ISBN

0840048092 9780840048097
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I. How to Use the Instructor's Manual

Fitness! Fifth Edition has been developed to
accompany your physical fitness course that includes
aerobic exercise-dance, step/bench training, fitness
walking, strength training (primarily using light
resistance equipment), flexibility training, beginning
yoga, good posture development, and relaxation
techniques. It is written for the beginner, progressing
to the intermediate or advanced status in both fitness
and skill level, within the timeframe of up to 30 class
meetings lasting 50 minutes each. This is a minimum
of class meetings and class time minutes. (There are
enough materials, and methods present to extend
this to 45 class meetings each lasting 75 minutes per
class session, if a majority of the text and methods
are used, and your course offering is for more than a
minimum of credit hours.)
The authors of this Fitness! text and Instructor's
Manual together have ma ny years of teaching
experience, primarily at the university level. The
ideas presented here are the time-tested methods for
effectively teaching large numbers of students.
Enjoy the timesaving, creative ideas that have
been compiled for your convenience. You are invited
to use the forms and charts within this Instructor’s
Manual (designated IM throughout the remainder of
this manual) to more easily facilitate your preparation
and continual management of the course, from the
first to the last class meeting. This material is only for
your personal classroom use.
The various ideas presented within this manual
are in an order of probable use. Because of variables
present, you have the opportunity to adapt the ideas
and order of presentation to your program setting.

II. Lesson Progression for Teaching Using Fitness ! •Fifth Edition

listed on the same day as they are noted here in
The following is a suggested progression for
teaching/facilitating fitness fundamentals through
the exercise modalities of aerobic exercise-dance,
step/ bench training, fitness walking, strength
training, flexibility training, yoga, relaxation, plus as
many total fitness basics you choose to present or
have time for, bracketed ["Optional"]. This lesson
progression is based on 30 one-hour class
meetings.

You will notice that as the lessons progress, just

the new material is listed on the lesson days. Full
workouts continue, using previously presented
techniques.

Special Note:
You will continually be referenced to Section III of
this Instructor’s Manual for further clarity of lesson
presentation methods identified within this 30 day
1
plan. These additional method suggestions are

2
Section II , and are in the order mentioned for
that day.
(Example ►Note: IM. Ill. /Day1-30/ #Order).

DAY 1
• Before class: Have photocopies of IM.
IV.C. Responsibilities, IM. V. Syllabus ,
and one copy each (used as visual aids),
found in Fitness! 5 th Edition ’s Introduction:
IM. IV.A. Student Information Profile and
IM. IV.B. Studen t Physical Activity
Readiness
Questionnaire (PAR -Q). Bring extra pencils.

● In class: Introduce yourself and the course.

• Social interaction: Arrange yourselves in

an alphabetized-circle order (by last name)
with A’s beginning on the left side of you,
finishing with Z’s on the right side of you.

3

• Facilitate filling out IM. IV.A Student
Information Profile (located in the Introduction
of their text). This is for both roster update and
attendance purposes. Bring completed to the
next class.
• Facilitate filling out IM. IV.B Student Physical
Activity Readiness Questionnaire (PA R-Q).
Since this identifies persons with limitations, it
enables you to provide individualized
programming when it is needed.
• Hand out and read aloud IM.IV.C
Responsibilities of Student Participating in
any type of Fitness! Class (Aerobics ∙ Step
Training ∙ Fitness Walking ∙ Strength
Training ∙ Stretching ∙ Yoga ∙ Total Fitness
Conditioning ∙ Total Fitness ∙ etcetera).
• Sign document. Your reading it and their
signing and dating it acknowledging
“understanding, " affixes the responsibility with
the student.
• Collect the above form(s), stapling sets together
(while students are in the alphabetized circle). If
students don't come with Fitness! textbooks
Day 1, collect IM.IV.A & IM.IV.B Day 2.
Note: You do not have permission to
photocopy pages from the Fitness! text.
• Distribute IM.V. Course Syllabus . Discuss all
sections for clarity (especially the need for
water replacement and bringing a water bottle
to each class). Note: IM.III./1/1.
• Enumerate IM.VI. Course Objectives In Detail
(or at beginning of Day 2).
• Assignments: Bring completed Student
Information Profile and Student Activity
Readiness Questionnaire (PAR -Q) form from
the Introduction of your book to next class (if
textbooks not brought Day 1.
• Read Chapters I and 2 in text~ the introduction
to physical fitness training, motivation, and
goal setting.
• Read “Fluid Replacement Guidelines” section
in Chapter 13.
• Complete the “Goal-Setting Challenge",
toward the end of Chapter 1. (Their goal may
be ‘incorrectly’ written at this point, before they
have had training on how to write goals).
• Bring your textbook, a pencil, resistance tube,
4
and water bottle to each class meeting.
"Street clothes" still appropriate for Day 2.
► REFLECTION #1
• After class: Assign a floor space position to
each student (for future attendance purposes),
using IX. Attendance Made Easy . Record
individual student's limitations to be aware of
on IX. (their attendance positions) from the
IV.A & B forms turned in, or when they are
turned in next class.
DAY 2
• Before class: Photocopy IM.VIII. Pre-Test ; first
remove> Note to the Instructor at the top of the
page. Have established and posted on your
office door, one or two small-group office hours,
established specifically to update late additions
to your class, regarding the filling out of the
required paperwork. Take one copy of IM.VI.
Objectives to class. [Make Commitment to
Fitness forms for each student to sign.
Note: IM.III.2.1.]
• In class: Read attendance/floor space positions
you’ve assigned. Mark absences after positions
are taken. Collect completed Student
Information Profiles and Student Physical
Activity Readine ss Questionnaire (PAR -Q)
forms (alphabetized).
• Assign an attendance position to persons who
just added the course and be sure to give a
packet of all the paperwork distributed to all
students on Day 1. Tell them to sign up for a
posted, "small-group update," office hour
appointment — ASAP and before the next
class meeting—to make up the Day 1 required
paperwork they missed.
• Administer IM.VIII. Knowledge Pre -Test/
Survey of a Fitness! C lass. Collect tests and
answer sheets alphabetically. Note: IM.Ill./2/2.
• Enumerate IM.VI. Course Objectives in Detail .
• [Ask students to complete the agreement:
“Commitment To Fitness”, and ask a best
friend to assist with its success by witnessing
and also signing their commitment to be a
support to the commitment. Note: IM.III./2/1.]
• Explain total fitness principles and definitions: ▪ ►►Allow no student to physically exercise in
Note: IM.Ill./2/3. your class from this point forward who has
not submitted the 3 required bookkeeping
► REFLECTION #2 forms. This is for your own professional
What does fitness mean to you? Write your liability.
own definition of fitness.

• Demonstrate and detail the 4 methods of

monitoring exercise intensity. Mention ease that DAY 3
the 6-second count provides, by just adding a
"0" to the pulse you feel. Note: IM.III./2/4.
• [Before class: Here are two options to consider:
1.Contact the University Public Relations office
• Facilitate any questions they have recorded at
and make arrangements for a photographer to
the conclusion of Chapter 1, in the Goal Setting
come to your class Day 4 and take two "large
Challenge #1.
proof sheet size" photos of each student; ask
cost per each set of two. This fee is paid by each
• Invite students to be continually considering all
student.
of the motivation and goal setting information
presented in Chapter 2 for the first several
2.Bring a digital camera to class and take 2
weeks of class. Note: IM.III./2/5.
photos~ a side view and a back view of each
student. Charge each student for the cost (if
► REFLECTION # 3
there is any) for their 2 photos. (Do this at the
What are the benefits of exercise? What
onset of the class.) Note: Having a photographer
benefits are most important to you?
or another person take the photos can free you
up to be sure each student is in correct position.
• Assi gnments: Using Exercise 1.1 Figuring
Resting Heart Rate Average , begin to record
• In class: Attendance by "spot check" of vacant
five days of your RHR, for figuring THR on
spaces on IX. Be sure students are in correct
Exercis e 1.3 How to Figure Your Target
positions. State aloud names of those absent.
Heart Rate for next class meeting.
Note : IM.III./2/6.
• Ask all students who are late additions to the
class to see you, at onset of the hour.
•Begin to think about your time priorities. How
Note: IM.III./3/VIP NOTE.
do you actually mentally and physically spend
the 1440 minutes of your day? As an
• Perform aerobic capacity fitness assessment
awareness of your activities surface, continually
using text Exercise 5.1 Cooper’s 3 Mile
record them on the spaces provided on
Walking Only Test (no running), Exercis e 5.2
Exerc ise 2.2 Establishing Your 10 -20 Time
Cooper’s 1.5 Mile Run/Walk Test, or Exercise
Priorities , under Column 1, in Chapter 2.
5.3 Cooper's 12 Minute Run/ Walk Test.
Note: IM.III./3/1-3.
► REFLECTION #4
• Record results. This is an alternate means of
▪ Carefully read Chapter 5—fitness testing
taking attendance for the day.
procedures. Come dressed in fitness attire next
class meeting.
• Students place calculated RHR average on
space provided on the bottom left corner of
• After class: Add any additional important data
Fitness! Exercise 1.2 Heart Rate Monitoring
to IM.IX Attendance form, the attendance
Week I: , and on Exercise 1.3 How to Figure
position of each student, obtained from the
Your Target Heart Rate , #3 in Chapter 1.
Student Information Profile and Student
Physical Activity Readiness Q uestionnaire
• Figure THR training zone range, Exercise 1.3.
(PAR-Q) submitted.
Note: IM.Ill./3/4.

• [Determine your 10 second count from Table 1.1

Target Heart Rate Training Zones, in Chapter 1
of the student text. Note: IM.III./3/5.]

► REFLECTION #5

5
 What activities do you enjoy the most? What is it
that you enjoy about them? Try thinking about
what you enjoyed doing as a child.
• Assignments : Begin to record all aerobic
workout modalities on Exercise 5.4 Fitness
Journal , in Chapter 5. This includes allactivity
in class and outside of class. As more space is
needed to record, write headings on your own
notebook paper and continue to record your
entries. Remind students at the first class
meeting every week to continually be recording
all of the monito red activity that is required, to
date. Note: IM.III./3/6.
• Continue to record RHR two times per week for
remainder of the term on Exercise 1.2 Heart
Rate Monitoring, Part I in Chapter 1.
• Read Chapter 3 Safety First and Chapter 4
Posture and Alignment.
• [Come dressed in clothing that reveals your
figure or physique. We'll be taking two posture
photos: a side view and a back view. Bring cost
to cover these two photos. If it was not paid for
earlier (and a fee is assessed), collect fee at time
of the photo shoot. Note: IM.Ill./3/7.]
• After class: Have all data recorded and filed on
each student: limitations; Knowledge Pre-Test
score (recorded as +correct/50, or any number
up to 50 that you choose to test them on); fitness
field test laps / time / and label: VP-P-F-G-E-S.
Give each student an estimated "level” of
"Beginner" / "Intermediate" / "Advanced" from
section IM.VII. Identifying Student Skill Level &
Rate of Progression . Place all data on each
name's attendance square. Take this form to
every class for quick reference.
DAY 4
• [Before class: Bring visuals necessary for
successful posture photo session.
Note: IM.III/4/1.]
• In class: Give results from VIII. Fitness! Course
Knowledge Pre -Test, Physical Fitness Field
Test , and an estimated level ("Beginner" /
"Intermediate" / "Advanced") for individual
fitness and skill levels at the start of this course
one-on-one, during your attendance taking.
• [Posture photo session. Note: IM.III./4/2.]
► REFLECTION #6
6
List pros & cons of increasing physical activity
• Lecture on Chapter 3 Safety First. Emphasize
key points in each subtitle that are most
important to your program, situation, and
students: sensible training; overexertion;
variables of illness; missed sessions; locations
and environment; shoe selection; gel inserts;
proper clothing; fluid replacement; common
injuries and conditions; seek answers from
professional resources.
• Invite all questions and concerns about any
points in Chapter 3. State openness to
answering any questions relating to concerns or
safety that may arise as course progresses.
• Lecture on good posture/alignment. If you have
time, begin by having each student find correct
standing posture (Figure 4.5a,b of student
textbook). The depth of the details you present
will be relevant to your program needs.
• Practice good posture/alignment exercise
techniques like Figures 4.6 and 4.7. As you
detail good alignment, students assume
good posture: standing, lifting, lowering, and
carrying. If you have step benches in your
classroom, practice proper lifting/ lowering/ and
carrying techniques with the benches if they are
part of your course. Proper step-training
positioning techniques can wait until step training
is presented later on.
• Practice good dynamic positions (using space)
by practicing any special awareness exercises in
student text, plus others you add.
• If you need a "time filler", practice good dynamic
positioning using the Fitness! "Bounce and Tap
Series"(Figure 4.8 a, b, c, d), an excellent way to
integrate posture principles (plus agility and
coordination) while exercising aerobically using
low impact tapping to begin and conclude with
high impact hopping. Note: IM.III./4/3.
• Provide cool-down by walking the perimeter of
the room for 2-3 minutes, if the Bounce 'n Tap
Series was performed for an extended time.
▪ Get out and sit on mats to present Assignments.
Have Fitness! Notebook with textbook inside
and pen at the mats, to take notes in the book.
• Assignments: Practice good posture exercises,
both static and dynamic, including lifting,
lowering, and carrying. Read the first five pages
 of Chapter 7, concerning the variety of impact
that can be used.
• Ask each student to bring to class a low
nutrient/ high calorie food sample that equals
12 calories: 1 very large potato chip; or several
multiples of 12 (24/36/48/60) like 1/5th of a
candy bar (48 calories) that equals 240 calories.
This will be used for a powerful demonstration
on calories expenditure and impact(s) used.
• Complete Exercise 2.2 Establishing Priorities
identifying information requested in columns
2-6. Note: IM.Ill./4/4.
• Review Chapter 2 on Motivation and Goal
Setting. Reflect upon the reason(s) you've listed
on page 22 in Chapter 2 of textbook, regarding
what is motivating you to begin a Fitness course.
Design one complete goal script to master this
identified reason, using the 4-part procedure at
the conclusion of Chapter 2, Exercise 2.3, for
Chapter 2. Due Day 6. Note: IM.Ill./4/5.
► REFLECTION #7
“Motivation to Work Out All Year Long”
▪ Lie on the mats and use any available time
remaining for relaxation, facilitating imaging on
how to deep breathe. Note : IM.III./4/6.
DAY 5
• [Before class: Bring a large bag of potato chips
to class (using chips as a visual aid) for those
who were absent/ forgot assignment.]
• In class: Teach by lecture and demonstration/
participation the beginning of Chapter 7
detailing various impact evaluation information:
high / low / combo high-low / and moderate
impact-plyometrics aerobics. Note: IM.III./5/1.
• Detail caloric expenditure from aerobics
research; demonstrate expenditure and
intake of energy. Note: IM.Ill./5/2.
• Provide cool-down walking for 2-3 minutes.
▪ Get out and sit on mats to present remainder of
the information.
• Highlight chapter conclusion, welcoming their
philosophies about exercising.
7
► REFLECTION #8
How have your health/fitness habits been
influenced by your family and friends? Is there
someone who could support you in making
healthy lifestyle changes?
• Assignment: Practice varying aerobic impacts.
Read Chapter 6, The Warm-Up, and Chapter
11, The Cool-Down & Flexibility Training.
▪ Lie on the mats with any available relaxation
time. IM.III./5/3.
DAY 6
• Before class: bring two large, thin rubber bands
to class (office supply type).
• In class: Present overview of principles involved
in the 4 Program Segments of a Fitness! class:
(1) warm-up / stretch; (2) aerobic exercise;
(3) strength training isolation exercises;
(4) cool-down, flexibility and relaxation. The order
of these program segments relate directly to the
course goals you have set (primarily cardio-
vascular fitness; primarily fat weight loss, etc.).
• Give detailed explanation and demonstration of
the methods of warming up and stretching, and
cooling down, incorporating flexibility training
with relaxation using the exercise techniques in
Chapters 6 and 11. Note: IM.III./6/1.
▪ Get out and sit on mats to present what follows.
• Integrate the fitness mindset information now by
presenting the idea that there is a way to
improve all segments of a fitness program –
make improvements faster, safer, and in the
most pleasurable way, and that is by
incorporating their mind into their physical
workout. Present the concept of motivation,
identified in Chapter 2. Note: IM.III./6/2-5.
• Facilitate and collect each student's 4-part Goal
Scripts developed for both Chapters 1 and 2,
detailed at the conclusion of Chapter 2. (If more
time is needed on this since the full lecture was
today, require this assignment to be completed
by the beginning of the next class meeting.)
• [Facilitate Exercise 2.1 What Do You Say
When You Talk To Yourself?, Steps 1 -4 in
Chapter 2, Motivation. Begin listing information
requested in Steps 1 & 2 only. Note: IM.Ill./6/6.]
• Assignments: Practice all of the techniques
presented today. Continue to assign practicing
all of the physical segments of the workout every
class, hereafter.
• Read Chapter 7, the principles and techniques
for Aerobics Exercise: #1 Aerobics.
• Set goals at the end of Chapters 3, 5, 6, and 11
of the student text and then list them in your
Exercise 5.4 Fitness Journal .
► REFLECTION #9
You are more likely to succeed if you believe that
you have personal control. Do you anticipate
success? Expecting a positive outcome and
believing that you can achieve your goals is
referred to optimism. Refer to Exercise 2.1 to
determine whether your self-talk reflects your
confidence in achieving your goals. You speak or
write goals in the present, using present-tense
verbs (I am/ I can), removing all “barrier” verbs
(like: I should/ I need to/ I want to/ I will/ I hope).
▪ Teach Steps 3 and 4 of Total Body Scanning on
Fitness! pages 179-182.
• After class: Review their 4-part goal scripts for
technical correctness by the next class meeting.
Compile data on major type of goals students
listed on this assignment.
DAY 7
• [Before class: Pick up/pay for posture photos if
you used University Photographer. Or, take your
own developed photo images to class. Have
them marked as to the name or attendance
position for easy distribution. Note: IM.Ill./7/1.]
Take evaluated goal scripts to class.
• In class: Explain IM.X. Cueing Signs you will be
using. [Make a large poster visual to accompany
your explanation; keep it permanently at teaching
station.]
• Teach aerobics techniques: high-impact aerobics
(HIA); low-impact aerobics (LIA); combination
high/low impact aerobics (CIA or Combo-Impact);
moderate-impact aerobics (MIA/ Plyometrics).
• Continue to present, or review all aerobics
moves located in Aerobics Movement
and Pattern Cue s in Note: IM.III./7/2. Include
aerobic varieties like funk and sports conditioning
(box aerobics, jumping rope, agility ladder use)
every class period until the end of the course.
8
Note: IM.III./7/3.
• Take at least two heart rate readings during
aerobic exercise and estimate rates of
perceived exertion for all segments of your
program. Continue to do this monitoring every
class, hereafter .
• [Record readings of monitoring target heart rates
and rates of perceived exertion during class on
Exercise 1.2 Heart Rate Monitoring , Part II and
III in Chapter 1, and after class on Exercise 5.4
Fitness Journal . Note: IM.III./7/4.
► REFLECTION #10
Think about your daily activities. Are they
aerobic or anaerobic? When you are exercising
do you still have energy at the end of your
workout or are you unable to do your normal
daily activities? If you are totally exhausted, you
may want to adjust your intensity.
• [Return posture photos to students and facilitate
self-assessment of posture using Exercise 4.1
Posture Detecting and Correcting: PRE-
ASSESSMENT and Figures 4.3 and 4.4 in
Chapter 4. Ask any students who have particular
questions regarding their posture photo or
assessment, to discuss it individually after class,
or during office hours.]
• Return 4-part Goal Scripts to everyone, and
review highlights on goal script making. Have
them check if their goals for Chapter 3, 5, 6, and
11 are technically correct: present tense verbs in
parts I, 2, and 4; future tense verbs in part 3;
using full sentences; and being very specific.
• Ass ignments: Practice all of the techniques
learned in class.
• [Complete posture assessment and bring to
class next meeting with your questions and
comments.]
• Set goal for Chapter 7 in your textbook and then
record in your Fitness Journal.
• [Using the form on Fitness! pages 97-98,
Applying What I Have Learned: My Aerobics
Routine, develop a sequence of patterns or an
entire routine that you enjoy, using 32/ 64/128
counts of music, and incorporating an exciting
variety of steps and upper body movements.
Bring this form, completed on both sides, to Day
9 class and be ready to demonstrate your moves
to the class. This application of what has been
taught can be required, or for extra credit.]
 • Read Chapter 10 on Strength Training
principles and techniques. Bring 1-2 lb. light
hand-held weights and/or a resistance tube if
you have one. [Require students to buy one of
their own tubes and bring to every class (inform
them of this requirement on the Syllabus).
Tubes currently cost the student $5-$12.00
each (pricing varies with the resistance/color
they purchase). For ease of student purchase,
bulk order them to be in the campus Pro Shop
from Spri™ products. See Acknowledgements
for that company’s contact information. Note:
Some colleges provide these weight-resistance
tubes via a checkout system from their
equipment room.
DAY 8
• Before class: Write a memo to students
summarizing all the written monitoring and
charting they are to be continually doing on an
ongoing basis. (Since a wide variety of "option"
opportunities have been given, for you to tailor-
make the course to your preference, this update
will consist of choices you've made for them to
experience.) We usually provide a listing of
required assignments on their Syllabus given
Day 1; then provide a schedule of all of the
assignments, main details to include, and the
due dates and distribute it Day 2.
If you (instructor) are providing the weight
training equipment, bring commercial resistance
bands and tubing to class for student use, and
one pair of 1-2 lb. hand-held weights. If you've
required students to bring their own resistance
tubing, bring a few extras in all weights, for a
comparison.
[Photocopy Working Out (Strength Training)
While on the Road located in Note: IM.III.8.3.]
• In class: [Review points of good posture and
alignment and discuss how they measured up on
their self-assessment.] Make the suggestion that
if anyone has a definite high/ low shoulder, they
may now choose to carry a 1-2 lb. weight in the
hand of the high shoulder, to encourage
balancing the spine during exercise.
• Teach information concerning orthotics (text and
accompanying Figures 3.1 and 3.2), if the
assessment (self or instructor observation) of
any students warrants it. Note: IM.III./8/1.
• Conclude posture information with key point that
good body alignment will be stressed during all
9
exercise technique taught during course. State
that the only way hand-weights will be allowed
during aerobic exercise (dance or step) is if the
individual can continually maintain controlled,
good alignment throughout the workout.
No exceptions.
• Perform warm-up stretching for five minutes.
• Teach strength training principles and techniques
presented in Chapter 10, in-depth, using Table
10.1 and Figure 10.5, and ACSM Guidelines.
Perform exercises for using the preferred
equipment and exercises for the ∙upper body ∙mid
section ∙lower body. Note: IM.Ill./8/2.
• Facilitate teaching each isolated muscle group
using various light weight resistances: bands,
tubing, 1-2 lb. hand-held weights (if equipment is
present), and your own body as the weight
resistance used.
▪ Provide a supplemental handout detailing,
“Working Out (Strength Training) While on
the Road ”. IM.III./8/3.
• Perform cool-down stretching for 5 minutes
following strength training exercises.
• Students record strength training they perform
on Exercise 10.1 Recording Form for Strength
Training Fitness! p.157 provides a listing of all
strength training exercises in text; p.158 provides
the opportunity for students to list their choices of
strength training to record, both in class and at
home. Note: IM.Ill./8/4.
► REFLECTION # 11
Who is your physical fitness role model?
Who is your total fitness role model?
• Assignment: Practice all techniques presented
today.
• Set goals for Chapters 4 and 10. first in your
textbook and then in your Exercise 5.4 Fitne ss
Journal .
• [Have completed Exercise 2.1 Motivation:
What Do You Say When You Talk To
Yourself? Sections I. & II. from Chapter 2, and
bring it to next class. Have them become aware
of others “self-speak," and "media talk" during
the day asking themselves how much they
heard was positive talk and how much was
negative?]
DAY 9

In class:
► REFLECTION #12
Share strength goals with a classmate and
discuss the reasons you are choosing to achieve
these goals; then, discuss the methods you are
using to achieve these goals.
• Facilitate a full workout session emphasizing
good posture during each segment: warm-up
and stretching, aerobics, two heart-rate
monitoring readings, strength training, cool-
down, and concluding with static stretching with
brief relaxation techniques, consisting of
images, affirmations (self-talk), and breathing
that all promote recovery and rejuvenation.
▪ Explain the importance of selecting the proper
music speed when performing exercises to the
beat of the music. Note: IM.III./9/1
• [Facilitate the information collected on Exercise
2.1 Motivation: Self -Talk form, or the self talk
ideas they’ve thought about, if it was not a
written assignment.]
• Discuss the fitness mindset self-talk they've
been using and how to now restructure the
negative into positive talk.
► Negative talk is “barrier” producing, silently
placing a roadblock between you and your
achievement because of the questions you
ask, or because of the past/ future verbs you
are using, or because you are stating what
NOT to do instead of what TO do. STRESS
these points regarding self-talk, because it is
KEY to changing the results one gets.
• [Do Step Ill of Exercise 2.1 Motivation:
Self-Talk and have it completed by next class.]
• Ask input regarding their observations of others’
“self-speak” and “media talk”. They are now
beginning to realize how they are mentally
programmed, and how they can intervene with
new beliefs and self-talk, for positive, permanent
change to occur.
► REFLECTION #13
Seeing results may take time. Be en couraged!
Bring in an advertisement promoting a quick fix.
• Discuss positive fitness beliefs - yours and theirs
-and how to re-word old worn out beliefs that are
disabling to their new, evolving fitness mindset.
Remove the words that “feel” painful or negative
(which means those promoting anger, sadness,
depression, fear, or confusion.
10
• Assignment: [Re-structure negative self-talk
and beliefs into positive self-talk and beliefs,
Step III. of Exercise 2.1 Motivation: Sel f-Talk.
Come with this updated "programming" to next
class. Again, this is a powerful assignment! ]
DAY 10
• [Before class: Take one copy of Exercise 2.1
Motivation: Self Talk, Step IV.
In class:
► REFLECTION #14
Are you as active as you are goal setting to be?
What are your barriers? Strategies? See “Adding
Physical Activity to Your Life
• [Facilitate Exercise 2.1 Motivation: Self -Talk
Step IV. Making Your Own Reprogramming-For-
Improvement Tape On Your Behaviors,
Emotions, Attitudes, & Beliefs. If you are aware
of modern technology and the various ways one
can audio record one’s voice onto our current
listening devises, this method can be powerful for
your students. Note: IM.III./10/1.]
• Facilitate Eye Accessing information if it was not
presented in depth on Day 6. Include how
knowing and applying this body of information
can help them improve: skills they present in
class; athletic performances; academic ability to
recall information for exams; management of
their emotional state; social relationships~
basically all aspects of their life.
• Assignment : Study Chapter 11’s section on the
12-part Yoga Routine, (first half only~ either
steps 1-4 or 1-7). Also, read Chapter 12, Stress
Management and Relaxation.
DAY 11
▪ In class : present the 12-part beginning Yoga
Routine (only steps 1-4 or 1-7), in Chapter 11.
▪ Teach Chapter 12, Stress Management
principles and Relaxation. Note: IM.III./11/1-3.
► REFLECTION # 15
Stress assessment: rate your stress level
▪ Reflect upon your stress outlets. Facilitate the
possible coping behaviors we personally enjoy,
and consider the triggers that set off the behavior.
 Note: IM.III./11/3.
• Facilitate relaxation using the guided imagery
technique, Total Body Scanning, for a maximum
of three minutes, this first time, accomplishing
just Steps 1, 2, and 4 (position, deep breathing,
heart rate monitoring, and a must is the stretch
alert). Note: IM.III/11/4-5.
• Facilitate at least 3 minutes of relaxation every
class, hereafter, every time sustained, high -
intensity exercise is performed.
• Assignments :
• [Complete Exercise 12.1 My “Top 10 ” List:
The Most Stressful Areas of Life and submit
next class.]
•Practice relaxation techniques daily when
needed and also at bedtime. Continue to
assign practicing relaxation techniques every
class hereafter.
•Set goals for Chapter 12 using Exercise 2.3
format.
• Read Chapter 9 on Fitness Walking. Read
specifically about using a pedometer.
► Make it a required purchase for in- and out-
of-class use, or provide pedometers for in-
class-use only. Check with Walk4Life™ for
any special pricing for your class use. They are
very motivational tools to use, with both the
novice students desiring both to become fit and
to drop body fat, and for those Exercise Science
majors who will soon have clients they will be
encouraging to become fit, by using them.
• Find one resource (music/ book/ consultant/
journal/ videotape/ equipment/ facility/ website)
that promotes well being through stress
management, and bring it to class, to show
others. Suggestions for resource examples to
give them are on IM. XIX. Resour ces .
DAY 12
• In class: Teach Aerobic Exercise: #3 Fitness
Walking principles from Chapter 9. Integrate this
as an active warm-up or cool-down, throughout
the course; encourage fitness walking as an
alternate weekly fitness modality.
[Note: IM.III./12/1.]
▪ Pedometers are required/made available for all
Fitness! classes because they are so extremely
11
motivational. Teach how to accurately use theirs.
Note: IM.III./12/2.
▪ Facilitate required Exercise 9.1 Recording
Pedometer Baselin e Step Count Then
Monitoring Steps and Activity Time for 2
Weeks on p.133 of the Fitness! text.
▪ Ensure that all students know how to set and
wear their pedometer for accurate counting to
take place, before they leave class today.
▪ Review the Yoga positions 1-4 or 1-7. Check
and correct each position of each student, to
insure safety in their alignment.
• Provide cool-down, post-stretch, and the
complete Total Body Scanning relaxation
technique. Note: IM.III./12/3.
• [Collect Exercise 12.1 My “Top 10 ” List.]
► REFLECTION #16
Create a picture board to visualize your goals
(include quotes, pictures of what being “fit” feels
and looks like and rewards you will give yourself).
• Assignments:
▪ Set all of the 5 functions on the pedometer.
Begin to count your steps taken daily, for the
next 8 days and record steps on Exercise 9.1
Recording Pedometer Baseline Step Coun t.
Complete the left side of the form after 8 days.
Set a goal 10% higher than your daily average.
Continue to record both Steps and Activity
Time functions on the pedometer. Finish with
the tally at the bottom right of the Exercise.
Submit for evaluation (in 4 weeks).
• Fill out Figure 12.6 Relaxed/Tensed Control
Panel with One Large Dial (Chapter 12). Be
sure to place how they feel today – give today
a quantified number. Complete it and bring it to
the next class.
• Read Chapter 8 on bench/step training
principles, postures, and these techniques:
bench/step directional approaches, and basic
steps.
•Set a goal for Chapter 9 using Exercise 2.3
format, regarding fitness walking and/or
pedometer use.
• If you are not using pedometers in your
classes, then use this monitoring: using
Exercise 9.2 Fitness Walking Log , and
record just your fitness pace walking exercise
entries that you include in your schedule
 eve ryday for at least 10 minutes. Do this
monitoring separate from the Fitness Journal
(Exercise 5.4) for at least 3 weeks.
~Also, you will notice that if fitness walking is
a major aerobic exercise modality in your
course, you can also record your pedometer’s
steps taken and activity time on Exercise 9. 2.
Your calories burned could be placed in your
Fitness Journal , if you are monitoring that
function on the pedometer. Note: IM.III./12/2.]
hands constantly on hips).
• Perform warm-up/ stretch involving the step/
bench, especially involving the lower body-
buttocks, legs, ankles, feet. (Adapt the aerobics
warm-up stretching techniques, now to include
the bench.)
• Give update suggestions for self-talk
affirmations to accompany warm-up stretching,
using this new exercise modality ( I-o-n-g,
w-a-r-m glutes, hamstrings, calves and heel
cords/ Achilles tendons).

Day 13 • Review, and add any new, visual and

verbal cueing you will be using.
• [Before class: Finish reviewing Exercise 12.1 ; • Begin teaching bench approaches/orientation
note any additional comments students made.]
for the basic steps: Single Lead Step,
Make arrangements for step/ benches to be
Alternating Lead Step (using bench tap, floor
available in classroom.
tap), and Touch Step (Toe and Heel Taps).
• In class: [Return Exercise 12.1 My “Top 10”
• Provide a cool-down, incorporating the basic
List with any comments that can be helpful to
step -Touch Step- using both the toe and heel
each student, such as “a course in time
for the touching movement.
management or interpersonal communications
can be helpful for you”, if these particular
▪ Review Yoga positions 1-4 and facilitate
stressors were ranked #1or #2.]
positions 5-8. Repeat, putting them together.
Or, review positions 1-7 and facilitate positions
▪ [Collect Exercise 10.1 Blank Recording Form
8-12. Repeat, putting them together.
for Your Strength Training Program , or any
day hereafter; it can be collected up to Day 28.
• Discuss their responses regarding how they
Note: IM.III.13/1.]
filled out the Relaxed/Tensed Control Panel
with One Large Dial , from Figure 12. 6 in
▪ [Check (during attendance-taking) to see if their
Chapter 12. This technique helps them to
pedometers are recording ok. Ask to see each
develop a healthy response to stress by
student’s display screen on each pedometer.
quantifying it. [Collect.]
Check off students who are on track, monitoring
their steps and activity time. Note those who
• Facilitate relaxation using the guided imagery
are not on track and ask only them, next class,
technique, “Control Panel With One Large Dial”
to see their pedometer’s display screen.]
in student textbook on pages 182-184.
Facilitate technique, taking up to 5 minutes.
▪ [Review use of pedometer. Ask for questions.]
• Assignments : Practice all step training
▪ Begin warm-up with a paced-walk around gym
techniques presented. Continue to always
with a partner, socializing, to appropriate music.
assign practicing new step trainingtechniques
Provide this type of a warm-up for every class
presented every class.
session, from here on to the end, except on
testing days.

▪ Teach Chapter 8, Aerobic Exercise: #2 Step DAY 14

Training. Review correct lifting, lowering, and
carrying of the bench from Chapter 4. Teach
• [Before class: Review the responses to
bench/step training principles: definitions and
Exercise 12. 6 making any comments that might
benefits; choosing your bench height; music;
be helpful to student.]
proper body alignment and stepping technique;
common postural errors to avoid; step
▪ In class: [Reminder: Warm-up with fitness paced
technique progression; safety concerns;
walking with pedometer use, today and the
adjusting your intensity; directional approaches/
remainder of the course.]
bench orientation (omitting all arms today~
12

• Continue teaching bench approaches/
orientation for the basic steps.
• As you practice basic steps, begin adding low-
range arm movements (elbows kept near
waist/sides). All arm movements are listed in
the Note: IM.III./14/1.
• Add aerobics floor moves intermixed with step
training moves.
• [Return Figure 12.6 Control Panel with One
Large Dial ~ Used as a Relaxation Strategy .]
▪ Review Yoga routine to date. Complete the 12-
Position routine. Or, review the entire routine if
all 12 positions have previously been presented.
• Present Colorful Imaging Technique. Note:
IM.III./14/2.
► REFLECTION #17
• Assignments: Practice all new step and arm
movements. Review all assigned course reading
and the skills presented for mid-term
testing/review. (Clarify the type of mid-term
testing/review you are using: written, motor
skills, both, or just a review of all techniques.)
[Provide a copy of IM.XV.A Fitness! Course
Instructor Evaluation Checklist or Student Self-
As sessment Check list. Provide instruction to
either practice everything listed, or complete the
check sheet and bring it to next class.]
DAY 15
• Before class: Copy option(s) you choose to use
as midterm examination up to what's been
assigned in class to date. Pre-number each
written midterm exam hard copy; bring "bubble"
answer sheets for written exams.
• In class: Because of mid-term testing, give the
Assignment first, if students are permitted to
leave when their testing is over.
▪ Assignment: Read Chapter 8, Bench/Step
Training Basic Step Patterns (up to Combining
Basic Steps and Basic Step Patterns).
• [Facilitate and assign Exercise 12.2 Creating
Your Own Guided Imagery .] Note: IM.III./15/1.
13
• Mid-term testing/ or review options:
• Select key questions from the IM.XVI. Midterm/
Final Examination and use as the midterm
exam. Answers are in the Instructor’s Manual
on the page following the questions.
• Or, separate final examination into two halves,
and give the first half only, as the midterm
examination and the second half only, as the
final examination.
• Test performance of motor skills using IM.XV.A
Fitness ! Course Instructor Evaluation or Student
Self -Assessment Check S heet.
Note: IM.III./15/2.
• Alternative:
Facilitate IM.XV.A now used as a
Student Self -As sessment of Techniques/
Skills/ Key Knowledge. (No "testing," just a
reviewing of all techniques presented; students
given time to check off techniques they've
personally mastered.) Collect completed
IM.XV.A at the end of class; names on forms.
• After class: Grade and record written exams.
Analyze most missed information and re-teach
these points during opportune moments, the
remainder of the term.
DAY 16
• Before class: Establish procedure/ time/ day
for makeup of the midterm exam. [Have read
students’ IM.XV.A Check Sheet and make
comments.]
• In class: Announce office hour(s) that midterm
exam can be made up, before next class.
• [Collect Exercise 12.2 Creating Your Own
Guided Imagery .] Note: IM.III./16/1.
• Teach these basic step patterns: V-step, and
Bypass Moves.
• Add middle-range arm movements (elbows are
kept chest/shoulder high or lower.) Located in
Note: IM.III./14.1
► REFLECTION #18
Brainstorm rewards (rewards do not have to cost
money… e.g. download music, rent a movie,
favorite TV show, etcetera.)
▪ Review entire 12-Position Yoga Routine. (Repeat
this on any class sessions in the future that will

benefit from the stretching, focusing, and relaxing
it provides.)
▪ Present “Healing Images” technique (Fitness!
page 186) during relaxation time.
DAY 17
• Before class: Have evaluated [Exercises 12.2
Guided Imagery ] and [Exercise 10.1 Blank
Recording Form for Your Strength Training
Program ]. Have evaluated and recorded their
midterm exams.
• In class: Distribute results of mid-term
written/skill testing as means of attendance-
taking. Go over the information. Personally r
re-collect. This secures your tests in order to
reuse them for future classes.
• Teach the basic step patterns: Straddle-Up and
Straddle-Down.
• Add upper-range arm movements (elbows are
shoulder/above-the-shoulder high). Present this
arm movement option, but limit the number of
upper-range arm movements and repetitions.
(See IM.III./14.1.) Note: IM.III/17/1.
• [Return Exercise 12.2. Creating Your Own
Guided Imagery ] and [Exercise 10.1 Blank
Recording Form for your Strength Training
Program log].
▪ Review the “Healing Images” relaxation
technique or, present “How to Fall Asleep in 3
Seconds” (Fitness! p.187). Note: IM.III./17.2.
• Assignment: Read Chapter 8, Bench/Step
Training Techniques: Combinations of Basic
Steps & Basic Step Patterns.
DAY 18
• In class: Teach Combinations which: combine
Basic Steps and Basic Step Patterns,
incorporate the Traveling Patterns that use both
the length and width of the bench.
• Add all range-levels of arm movements.
► REFLECTION #19
Think of ways to avoid boredom
14
• Assignment: Read Chapter 8: Repeaters,
Intermediate/Advanced Variation, Applying the
Techniques, and Transitions.
DAY 19
• In class: Teach Repeaters.
• Vary directional approaches for Basic Steps and
Basic Step Patterns. Present principles for step
training choreography, performing as you
lecture.
• Explain schematic of writing out a step pattern
and perform the pattern variation, Figure 8.40
Double “T” Step in Chapter 8, under Applying
the Techniques, p.118.
• [Collect Exercise 9.2 Fitness Walking Log
today, or later.]
▪ [Collect Exercise 9.1 Recording Pedometer
Baseline Step Count Then Monitoring Steps
and Activity Time for 2 Weeks , when 22-25
days have passed and chart will be completed
with 22 days of entries.]
• [Assignment: Create (choreograph) your own
step pattern using Exercise 8.1 Creating Your
Own Step Training Combination .]
DAY 20
• In class: Teach propulsion steps (with tap step,
lunge step, and adding a hop to bypass and
traveling moves); propulsion-scissor crossover.
• Assignments: [Complete Exercise 8.1 Creating
Your Own Step Training Combinations ; bring to
next class to demonstrate and then submit.]
Note: IM.III./20/1.
[Note: Another step training planning page in
Instructor’s Manual is entitled, XIII. Creating
Step -Training Patterns - Planning Pages .
This can be duplicated for student use if more
than the one pattern (in their book) is to be
submitted; or for instructor use, for ongoing
planning of new patterns.
• Seta goal for Chapter 8 using Exercise 2.3
format.

DAY 21
• In class: Present ways to vary intensity.
Note: III/21/1.
• [Present student's step-training choreography.
Turn in planning page, Exercise 8.1.]
► REFLECTION #20
If there is a detour you find another way.
Brainstorm ideas for overcoming physical activity
barriers at
DAY 22
• In class: Facilitate a "step and strength" interval
program: 3 minutes step / 1 minute strength,
using the tubing. Be sure knees are bent during
the action phase of the strength interval, to
retain high intensity heart rates.
• Assignment: Read Chapter 13 on Nutrition.
► REFLECTION #21
How you do you feel when you eat a healthy
meal? Unhealthy meal? Are your feelings
physical or emotional, or both?
• [If applicable, fill out Exercise 13.1 Vegetarian
Meal Planning and submit it next time.]
DAY 23
• In class: [Collect Exercise 13.1 Vegetarian
Meal Planning from interested students.]
• Step with strength workout.
• Nutrition, fluid replacement guidelines, and
eating strategies lecture. Note: IM.III/23/1.
▪ Great strategies to use can include a portion of
Chapter 14 on Weight Loss Strategies:
♦ Naturally Slender Eating (taught later)
15
♦ Control Panel with One Large Dial. Facilitate as
assessment Exercise 14.6 A Powerful Eating
Strategy on p. 231. IM.III./23/2.
• Briefly mention dietary supplements, focusing
on the recommendation not to use them, unless
prescribed by your physician.
• Assignments: [First, complete assessment
Exercise 14.6 A Powerful Eating Strategy.
Then fill out Exercise 13.2 Monitoring Your
Food and Beverage Intake for 1 -to4 Days for
days 1(and 2) only, as early eating and fluid-
replacement monitoring. This is to be turned in
next class (or when 1-3 days have passed).
Note: IM.III./23/3.]
• [Or, monitor and record your food and beverage
intake for 1-4 days on Exercise 13.2
Monitoring Your Food and Beverage Intake
for 1 -4 Days located in Chapter 13.
Note: IM.III/23/4.]
► REFLECTION #22
Make one dietary change (drink more water,
drink less soda, eat more veggies, etcetera).
• Set goal for Chapter 13, using the Exercise 2.3
model.
• Read Chapter 14, Weight Management.
DAY 24
• Before class : Set up appointment times and list
them on your one copy of IM.XIV. A. Body
Composition Assessment , Laboratory Sign
Up Sheet , for testing students using the skinfold
technique, either in the Exercise Physiology Lab
(performed by you and assisted by lab
technicians), or a facility on campus that
specializes in performing this free service for
classes/ students. Place the directions and
details on the front side, and the signup sheet of
testing dates and times on the back side. If you
have more than 24 students, duplicate enough
pages for all students to sign up on your one
Master Copy on which everyone is to sign-up for
an appointed time.
Duplicate copies of IM. XIV. A. Body
Composition Assessment Laboratory Sign
Up Sheet (front side only), one copy for every
student, as their ‘reminder’ copy of the
directions for the testing procedures, and of the
date and time for which they signed up; have
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sweet and lovely in English womanhood would soon be his to have and to
hold for ever.

Her eyes, large, brown, and true, were fixed steadfastly on him, and
found no less pleasure in what they saw than his did. In his evening dress
Ralph looked taller than the six feet that he actually measured; fair hair
curled crisply over a sun-tanned face, in every line of which frank candour
was written, and his athletic figure was graceful in every involuntary pose.
Gwendolen had reason to be proud of her lover as he thus stood silhouetted
against the moonlit sky, and she made no secret of it to herself that she
found pleasure in his unconscious show of great strength in restraint. He
could kill her with so little effort of those well-shaped, nervous hands, and
yet one look from her could make his whole frame tremble.

So in silence they communed together, as is the way with lovers who

know that no words can express a tithe of their deep emotion. And, indeed,
while lovers have eyes to see, they do not need tongues to speak. Silence is
best when two hearts are in accord.

The silence was broken by Sir Geoffrey's voice talking to Mrs. Austen
as they came over the velvety turf. Sir Geoffrey helped his companion on to
the houseboat and followed her up the stairway.

"Forgive us for being so long, Gwendolen," he said in his cheery,

bantering fashion. "I hope my nephew has been doing his best to entertain
you."

"He has been behaving very nicely," Gwendolen replied, "and I think
you have brought him up very well."

"I told Martin to bring us some coffee and liqueurs," Sir Geoffrey went
on, "and I'm going to smoke, if you ladies will allow me, and look at the
reflections in the water, and fancy I'm young again."

Mrs. Austen protested.

"You are young, until you feel old," she said, "and you don't feel that to-
night."
 "No, I don't," said Sir Geoffrey stoutly. "This is an ideal ending to one
of the happiest days of my life, and if a man is only as old as he feels, I
shall come of age on Ralph's wedding-day." He lighted a cigar and flung the
match into the river. "Have a cigar, Ralph? I'm sure you have earned it."
The old fellow was pleased that his nephew could not chime in with his
trivial chatter, and pulling up a chair by Gwendolen's side, he patted her
hand. "Happy, Gwen?" he asked, and as the answering smile dawned in the
girl's dark eyes, he wiped his own, which suddenly grew misty. "That's
right, that's right," he said quickly. "Ah! here is Martin with the tray."

Allured by the material pleasures of tobacco and liqueurs, Ralph

descended to earth again, and soon the little party were laughing and
chatting merrily enough. Soft strains of music from another houseboat were
carried down to them, and presently a young fellow poled a racing punt
swiftly down the stream; two swans floated out from underneath the trees,
rocking gracefully on the water ruffled by the punt; and from the tender
came suggestively domestic sounds as the old butler put away the cups and
saucers and decanted whiskey for the men.

Then presently they strolled back to the manor house and lingered for a
little in the hall; and while Ralph took his time to bid Gwendolen good-
night, Sir Geoffrey found opportunity to say a few more words to Mrs.
Austen.

"I wish I could tell you how happy I am," he said. "I have hoped for this
all my life, and now it has come to pass. They both are worthy of each
other, and to see such happiness as theirs is almost as good as having it
oneself."

Mrs. Austen cordially agreed, but she wondered if Sir Geoffrey's hearty
words were at all belied by the sigh that accompanied them. Yet she stifled
the suspicion as it was born, for no woman lives long enough to give her
child in marriage without learning the truth that underlies the words:

"Our sincerest laughter

With some pain is fraught;
Our sweetest songs are those that
tell of saddest thought."
Then, with the curiosity of her sex, she wondered again, as she had so often
wondered before, why Sir Geoffrey Holt himself had never married.

CHAPTER III.

FRAUD.

Rather more than a week elapsed, during which Melville saw practically
nothing of the outer world. His chambers were at the top of the house in
Jermyn Street, the suite consisting of a sitting, bed, and bath rooms, which
he rented furnished for seventy pounds a year. His food and attendance
were all supplied to him by the general manager of the house, and his credit
for these bare necessaries of life was still good. So Melville gave orders to
the hall porter to reply uniformly to all enquirers that he was not at home,
and remained in his chambers steeped in dull melancholy. One evening he
stole out and pawned his violin, but that very night he lost nearly all the
proceeds of the transaction in some utterly foolish wager, and the next
morning he woke up face to face with the fact that he only possessed ten
shillings in the world. It was pouring with rain and the wind was howling
round the balustrade outside his windows. Melville shivered; he felt cold
and ill, and recollected that he had eaten no dinner the night before. He rang
the bell and told the valet, whose services he shared with the other tenants
on his floor, to bring him up some breakfast and some shaving water.

"What is the time?" he asked curtly, as the man came from his bedroom
to say the shaving water was ready.

"About twelve, sir. I will bring up your breakfast in a quarter of an

hour."

Melville turned to the window again. If only the rain would stop! And
how he missed his violin! No human being could realise what his
instrument had been to him, or what a wrench it had been to part with it. He
felt utterly destitute.

"What am I to do?" he muttered vainly. "Sir Geoffrey—no, it's worse

than useless to apply to him—last time was the last time, unless some
marvellous inspiration helps me to pitch some plausible yarn."

While he was still harping on the one perpetual theme, the valet
returned with his breakfast, and Melville drank some tea and disposed of
some excellent kidneys.

"I was getting quite faint," he said to the man who was attending to him.
"Don't bother about things this morning. I shall go out presently, and you
can do whatever you've got to do then."

"It's a very wet day, sir," the other answered.

"Wet?" said Melville disgustedly. "I should think it is wet. The weather
certainly means business." He drank some more tea and lighted a cigarette.
"By the way, put out my dress clothes early this evening. I probably shall
not be dining at home."

The valet hesitated.

"Have you any more linen in any other portmanteau, sir?" he asked.

"I'm sure I don't know," Melville replied testily. "You'd better look and
see. Anyhow, find some."

The valet looked still more uncomfortable.

"I sent all I could find to the wash, sir," he stammered; "and the laundry
people have refused to leave any clean linen until your account is settled."

Melville grew scarlet with anger.

"What do I owe them?" he asked.

"It's a little over four pounds, sir. Will you write a cheque?"
 "No, I won't," said Melville shortly. "Go to the Burlington Arcade and
tell my hosiers to send me over three dozen, and put them down in my
account."

"Yes, sir," said the valet civilly, and left the room.

Melville laughed when the door closed behind the servant. When the
devil laughs it is time for good folks to beware, and Melville felt like a
fiend at that moment. It was grotesquely funny that he could get three dozen
shirts on credit, but had not the money to pay his washerwoman. But the
fact was a staggering reminder of his real position. He got up preparatory to
going out, when he remembered that he had still to shave; he went,
therefore, into his bedroom, and, having stropped his razor, took off his
collar and tie and began to make a lather for his face.

And then suddenly the idea came to him with the force of a conviction
that the way out of his trouble lay plain before him. It was the cowardly
way which it yet requires a measure of courage to take. Death was the
solution of the problem. He did not know how to live, but it was very
simple to die. He sat down in a chair and, almost closing his eyes, peered at
his reflection in the mirror. Very little paler—only with eyes quite closed—
he would not look very different presently if he did this thing. And, unless
his courage failed him in the act, it would not hurt. Then what would
happen? The scene here, in this room, with the dead body stretched upon
the floor, was easy to imagine. It might not be very appalling. Had he ever
contemplated such a deed before he would have provided himself with
some poison, which, while it was as fatal as the razor blade, would not
disfigure him; for to the living man the idea of being disfigured after death
is always repugnant. But he had no poison, and here was the razor ready to
his hand. He would be found quite soon—but it must not be too soon—and
he rose and stealthily locked the outer door.

Again he sat before the impassive mirror. There was no one who would
care. In all the world, so far as Melville knew, there was no one who would
care if he were dead, only a few who would resent the manner of his dying.

He had nothing left to lose. Penniless and friendless in the present,

bankrupt of hope for the future, he had nothing material left to lose, at any
rate, and he stood to gain emancipation from an environment to which he
had ceased to be adapted.

He would have to draw the blade across his throat—so! He must do it

very strongly, very swiftly, or he would fail.

The man leant forward on the dressing-table and gazed closely at

himself in the glass; he saw exactly where he must make the gash, and
without any hesitation or nervousness he felt the edge of the razor with the
thumb of his left hand. As he did so he cut the skin, and some blood fell
upon the snow-white cover of the table. In the extraordinary mental state in
which he was, the horrible incongruity in his reasoning did not strike him,
but, in actual fact, the bloodstain on the cloth gave him offence, and he
paused and looked around him. This—would make such a mess! And there
was a revolver in his bag. How stupid of him not to have remembered that!
It had another advantage, too, for people might think the pistol had gone off
by accident while he was cleaning it, whereas there could be no doubt about
the intention in the other case. It mattered a great deal what people would
think.

He laid down the razor on a chest of drawers and removed the soiled
toilet cover from the dressing table. Then he went to his bag to take out his
revolver. The valet had disarranged the contents of the bag, and Melville
turned over a lot of things and could not find the little pistol case. Instead,
his hand fell upon a heap of letters, and on the top of them was the one that
had come to him from Ralph asking for a loan of a hundred pounds.

A sudden revulsion of thought made Melville sick and giddy. It was as

if a gambler who had lost all but his last five-franc piece had, after
hesitation, staked en plein and followed with a run of wins on single
numbers. One cannot follow up the gambler's line of thought, but many a
one whom that fortune befell would be almost sick to think how narrowly
he missed his chance. Melville was a gambler pure and simple. An instant
before he had been upon the very point of death because he did not know
whence money could be got, and without money he did not want to live. Yet
here in his bag was a letter which might mean at least a hundred pounds. Of
course, he might lose his stake, but to kill himself without having made the
venture was intolerable.
 The physical endurance of the strongest man has its limitations, and
Melville staggered into the sitting-room and threw himself into a great
armchair. Here presently he was discovered by his valet, who was
frightened by his master's complete collapse. Some hours passed by before
he regained anything like his usual self-control, and then, resolutely putting
out of his mind all thought of how close he had been to death, he began to
consider the best time and manner of making his final venture to raise
money.

A train left Waterloo at six-forty, which would land him at Fairbridge

Manor at eight o'clock. If he went by that train he would in all probability
find Sir Geoffrey Holt in a good humour after dinner. He even took the
precaution of changing his clothes again, substituting a somewhat shabby
lounge suit for his elaborate frock coat. "May as well look the part," he said
sardonically to himself. "The Prodigal Son was a bit baggy at the knees, I
imagine, and that is the scene I'm on in now. I shall have to draw on my
imagination about the husks all the same."

There was something almost heroic—in a wicked fashion—in his effort

to pull himself together, for his recent temptation to commit suicide had
really shaken him. He drank freely of the spirits in his tantalus as he was
dressing, and all the while tried to anticipate every difficulty in the
interview before him.

"If only Ralph is out of the way I may pull it off. His letter will serve to
account for one hundred of the last two-fifty, and I can gas about some
forgotten bills to explain how most of the rest has gone. It's a fighting
chance anyhow, and if I fail there is still the pistol."

From one thought sprang another.

"There is still the pistol!"

With a curiously furtive action Melville took the revolver from his
portmanteau and slipped it into his pocket. Then he crept downstairs, and,
hailing a hansom, drove to Waterloo.
 But when the train steamed into Fairbridge Station, Melville was not in
it. He was so restless that he could not endure the swaying of the carriage,
and getting out two stations short of his destination he resolved to walk the
rest of the way.

Leaving the high road he made his way down to the river and followed
the towing path. It was getting dark, but the rain had ceased; the silence was
intense, and the occasional splash of a water-rat startled him so much that
he was angry with himself for being in so highly strung and nervous a
condition.

When at last he reached the gardens of the Manor House he was feeling
very shaky; he walked quickly towards the house, wondering, now the
moment was at hand, how he should begin.

"Ralph may be cornered for money," he muttered, "but I notice he hasn't

got rid of his houseboat. I wonder whether he is here to-night. Everything
depends upon that."

He crept cautiously up to the dining-room windows and tried to peep

through the blinds. As he did so he heard the front door open, and crouching
down hid himself in some shrubbery. He recognised Sir Geoffrey's firm,
quick step, and peering over the laurels saw his uncle walking with Ralph
down the drive. He watched them shake hands, and saw Ralph walk briskly
away; then he drew back among the laurels as Sir Geoffrey returned to the
house and quietly closed the door.

"So Ralph is here to-night," said Melville under his breath; "my luck
again!"

He felt horribly uncertain what to do. His first impulse was to follow
Ralph, who might be going up to town, but he refrained, and walked softly
down to the towing path again, turning round at every other step to see if
Sir Geoffrey were coming. The evening grew colder, and Melville turned up
the collar of his coat and stood back among the shadows, steadying himself
against a tree.
 "Perhaps that is Sir Geoffrey," he thought, as the sound of footsteps fell
upon his ear. "No! it's someone going the other way. 'Pon my word, I'm
beginning to feel quite guilty. Still—I'm not going back without seeing him.
Perhaps I'd better go up to the house and get it over. Why can't he come
down here as usual?"

He retraced his steps, and as he reached the garden gate came face to
face with Sir Geoffrey, who, apparently, was not at all surprised to see him.

"How do you do, uncle?" Melville said. "I thought I would look you
up."

"Very good of you, I'm sure," said Sir Geoffrey drily. "Have you just
come from the station?"

"Yes, just this instant," Melville answered, without thinking.

"H'm!" said Sir Geoffrey; "I suppose they must have put on a new down
train. Did you meet Ralph?"

"No," said Melville shortly.

"H'm!" said Sir Geoffrey again; "I thought not."

"Not a very promising beginning!" said Melville to himself; then he

added aloud, "Is Ralph staying with you?"

"He has been," said Sir Geoffrey, "and he's coming back to-morrow, so I
am sorry I cannot offer you his room."

Melville was annoyed.

"I am not aware that I have asked you to give me his room, and I am
aware that you prefer his company."

"That being so," said Sir Geoffrey, "it seems to me that you have chosen
a somewhat unconventional hour for your visit."
 "I've only just returned to England," Melville replied; "otherwise I
should have called earlier."

"May I ask the object of your visit now you have called?" enquired Sir
Geoffrey. "What is it you want?" and he looked keenly at his nephew.

"Well," Melville stammered, "the fact is I wanted to ask you to give me

some more money. I—I——"

"But it's not two months since I gave you two hundred and fifty
pounds," cried Sir Geoffrey. "What on earth have you done with that?"

Melville was at a loss how to begin the explanation he had invented.

"I've been away," he said lamely, "and ill, and—and it's gone."

"I can quite believe it's gone," said his uncle bitterly. "Money melts
before you like pyramids of snow. I wonder you have the face to ask me
again."

Melville flushed. He knew that Sir Geoffrey had detected him in one lie,
and that in his present state of excitement he would only make matters
worse if he faltered in his suddenly improvised story.

"Well, what am I to do?" he asked.

"Do what every other man does," Sir Geoffrey said. "Work, instead of
idling about in the club and playing the fiddle—and the fool."

"But I can't get any work," Melville objected.

"What have you tried to do?"

"Oh, it's no good going into all that."

"I should think not," said Sir Geoffrey with a bitter laugh, "but, anyhow,
I won't help you any more; men of your type never will work while they've
got any relations on whom they can sponge. You give up the fiddle, as a
start."
 "I have," said Melville, "to a pawn-broker."

"Best place for it," grunted Sir Geoffrey unsympathetically. "I'll pay the
interest for you next year, if you'll agree to leave it there."

Melville clenched his fists and walked on in silence for a few yards.

"You don't mind helping Ralph," he said, with a sneer; "he's so different,
isn't he?"

"That is my own affair," Sir Geoffrey said, "but I don't mind saying I've
never had to refuse him, because he has never asked me. He's a thoroughly
fine fellow."

"He's a humbug," said Melville. "He's not above borrowing from me at

all events. As you insist upon knowing what I did with the last two hundred
and fifty I had from you, I will tell you that I gave Ralph a hundred of it."

"I don't believe you," said Sir Geoffrey. "You're a liar, Melville, and I've
proved it."

"Read that," said Melville shortly.

He took Ralph's letter out of his pocket and gave it to his uncle, who
read it in the fading light. A spasm of pain crossed the old man's face, but
he drew himself up with dignity.

"I detected you in one lie, sir," he said, "but I may have made a mistake
about this. If so, I apologise. You did what your brother asked you? Sent
him this hundred pounds?"

Melville met his keen eyes steadily.

"I did. I sent it to him at once."

"How? By cheque?"

"No," said Melville; "in notes—twenty fivers." His wonted effrontery

returned to him. "I can tell you the numbers if you like."
 "Thank you, no," replied Sir Geoffrey. "I'm not proposing to try to trace
the notes now, and Ralph can give me his own explanation of his temporary
embarrassment later. Come to the house and I will repay you for him now."

Melville's heart beat rapidly with excitement. He felt absolutely no

shame at his fraud, no fear of the subsequent inevitable exposure. He had to
get money somehow, and with incredible swiftness it was already almost in
his grasp. They walked in silence to the Manor House. As they passed the
drawing-room windows Melville caught sight of Gwendolen Austen's
figure and involuntarily paused, but Sir Geoffrey noticed the action and
harshly interrupted him.

"Mrs. and Miss Austen are staying here as my guests. As this is purely a
business visit on your part we will, if you please, go to my library," and he
strode along the terrace.

Melville followed him, and turning to the right came to the west front of
the house, on which side lay Sir Geoffrey's private set of rooms. To
Melville, overwrought with excitement as he was, the library with its great
armchairs and well-filled bookcases looked very homelike and comfortable,
but he did not venture to sit down unasked, and Sir Geoffrey pointedly
refrained from everything approaching hospitality. He unlocked a drawer in
his writing table and, taking out his cheque book, filled in a form payable to
Melville for one hundred pounds. Before signing the cheque, he laid down
his pen and looked scrutinisingly at his nephew.

"There are a few things I wish to say to you, Melville," he said very
slowly, "before we finally part, and I beg you to remember them, as they
may prevent any future misunderstanding. For more than thirty years I have
treated you as my son, in spite of endless disappointments at your total
failure to give me any return in consideration or affection. You have always
been utterly selfish, and, as I think, utterly bad. Now I am a rich man, and
you may perhaps argue that I am only anticipating the provision I have
doubtless made for you in my will. Please understand that that is not the
case. Over and above the just expenses of your life up to now you have
already had from me many thousand pounds, which have been squandered
by you in wanton vice. I do not intend you to have any more. I hold that my
money was given to me for some other purpose than that. In point of fact, I
have not made my will, but when I choose to do so, you will not be a
legatee. You understand perfectly?"

Melville bowed.

"Very good. Now I am giving you this cheque because for once you
have done an unselfish action and have lent your brother two-fifths of what
you had reason to suppose was the last money you would ever receive from
me. I am very, very sorry Ralph asked you for it, but very glad you sent it to
him. I repay you on his behalf, and will see that he in turn repays me."

Sir Geoffrey signed the cheque and gave it to Melville.

"I have left it open so that you may obtain the money in the morning.
This, too, is your property," and he gave him Ralph's letter, which Melville
had forgotten.

Then Sir Geoffrey rose.

"This is a final parting, Melville," he said solemnly, "and I wish to

heaven it were not so. If in these last few weeks I had any reason to hope
you had been trying to be a better man I might have been more harsh to-
night, but not so relentless. But the money I gave you the other day, apart
from this hundred pounds, has gone in gambling as all the rest has gone,
and as everything else I might give you would go. And I declare now, upon
my word of honour as a gentleman, that I hold myself free of you at last.
From whatever you may do in the future to bring shame upon your family I,
in their name, declare we are absolved, and you must look for no more help
or countenance from us. And now I will ask you to go. You can walk to the
station, and will not have long to wait for a train to town."

And opening the French windows on to the lawn, Sir Geoffrey stood
with set lips and stern eyes until his nephew disappeared among the
shrubbery that fringed the drive.

Outside, Melville drew a deep breath.

 "The hysterical old idiot!" he said, half audibly; but his fingers trembled
as he placed the cheque in his inner pocket, and he was more nervous than
he thought himself capable of being. "Still, I've got a hundred pounds, and
as for the row which, I suppose, is bound to follow when the old man finds
out the truth—that can rip for the present. I'm glad he didn't cross the
cheque. There wouldn't have been much change out of it for me if I'd had to
pay it into my account, because I'm so overdrawn, and, what's more, it
might be stopped if Ralph turned up early to-morrow. Gad! I'll go to the
bank at nine."

He stumbled along until he reached the station. He had another stiff

glass of spirits at the refreshment bar, and found he had only a shilling left.

"Good thing I took a return ticket," he muttered, "and as for to-morrow I

can go to the bank in a cab, thank goodness, and go home in a balloon, if I
choose. And after that, I'll clear out of town for a bit and pull myself
together—and pull myself together."

He laughed stupidly as he found himself repeating his words, and then

huddled up in a corner of the carriage. How he got back to his chambers in
Jermyn Street he scarcely knew, but he had been there some time before his
attention was attracted by a letter which was lying on his table. It was
written in a hand that was not familiar to him. It bore date that morning, and
the paper was stamped with a monogram and the address, 5, The Vale,
South Kensington.

"Dear Mr. Melville Ashley," it ran, "there are many reasons—into none
of which do I deem it expedient to enter now—why I have hitherto
refrained from inviting you to my house. For the moment I will confine
myself to making the announcement, for which you may be wholly
unprepared, that I married Sir Geoffrey Holt many years ago, and am,
consequently, your aunt by marriage. I shall be obliged if you will call upon
me to-morrow at half-past four o'clock, and it is my desire that until I have
seen you, you shall not acquaint any third person with the contents of this
communication.—I am, yours faithfully, LAVINIA HOLT."
 At last the full significance of the note was borne in upon him.

"Married Sir Geoffrey many years ago!" Melville said slowly. "Strange!
that is very strange!"

He entered the address in his pocket book, and then carefully locked
away the letter, together with that from Ralph, in a despatch box.

"In spite of all you said, Sir Geoffrey, I fancy this letter, too, may mean
money in my pocket!" and the smile upon his face was very evil.

CHAPTER IV.

MEDIATION.

Breakfast is a period of probation for many people's temper. It is a

comparatively easy matter after dinner in the evening to assume light spirits
with one's evening dress, knowing that the work and worries of the day are
all behind one, but considerable philosophy is required to be entirely
amiable the first thing in the morning, when the same work and worries
have to be taken up anew.

So when, the morning following Melville's surprise visit to the Manor

House, Sir Geoffrey entered the dining-room, Gwendolen's loving eyes
perceived at once that something had occurred to ruffle his equanimity.
With her he was never irritable, but his greeting was absent-minded, and he
seemed to seek in vain for anything to interest him in the columns of the
Times.

Mrs. Austen usually breakfasted in bed, and as Ralph was not to return
until the middle of the day, Sir Geoffrey and Gwendolen were alone
together, and the meal passed almost in silence. At last Sir Geoffrey himself
appeared to become aware of the fact that he was discharging his duties as a
host with something less than his usual success.

"Forgive me, Gwen," he said pleasantly. "I'm an old bear this morning,
and poor company for my beautiful princess."

Gwendolen rose and put her arms round his neck.

"Then if the story books are to be believed, the beautiful Princess only
has to kiss the old bear, and he will be transformed into Prince Charming
again," and leaning over him she kissed him affectionately.

"You're a little witch," said Sir Geoffrey, smiling; "but tell me, aren't
you burning to know what has upset my temper to-day?"

"Not at all," Gwendolen answered quickly, "unless it is anything that I

have done."

"Of course it isn't," said Sir Geoffrey; "but it's the next thing to it. I've
got a bone to pick with Ralph."

Gwendolen's face clouded over.

"Oh! I am sorry," she said, but almost immediately her eyes shone
brightly again. "It can't be very serious, though, because he's sure to have
some perfectly satisfactory explanation for whatever he has done, and as
soon as you see him you'll find there's no bone to pick."

"You're a loyal little woman," said Sir Geoffrey, well pleased, "and I've
no doubt you're right. What time is the immaculate hero to honour us by his
reappearance?"

"About a quarter to one," Gwendolen replied.

"In time for luncheon," Sir Geoffrey remarked. "Whatever one may
think about his other meritorious qualities, there can be no doubt about the
excellence of Ralph's appetite."
 "You're trying to draw me," said Gwendolen cheerfully; "but I won't be
drawn. I like a man to have a good appetite, and, by the way, you're not a
bad trencherman yourself."

Sir Geoffrey laughed.

"I've got some work to do this morning," he said as he got up. "You
must kill the time somehow until Ralph returns, and after luncheon you will
be able to pick water lilies and gaze into each other's eyes to any extent. Are
you going to meet him at the station?"

"I thought of doing so," Gwendolen admitted.

"Did you really!" said Sir Geoffrey, with affected incredulity. "Well, I
don't want to interfere with your plans, but seriously, Gwen, as soon as
you've got over the shock—I mean the rapture—of seeing him again, will
you tell him to come to me in the library?"

"Of course I will," said Gwendolen, "and seriously, too, dear uncle, I'm
sure everything will be cleared up as soon as you see him."

"I daresay it will," Sir Geoffrey agreed, "but I have always believed in
getting to the bottom of things immediately. When you're married, Gwen,
avoid a misunderstanding with your husband as you would avoid the devil.
Quarrel if you must, but, at any rate, know what you're quarrelling about.
That's good advice."

"How can an old bachelor give any good advice about the married
state?" Gwendolen asked lightly, and she nodded gaily as she ran upstairs,
not noticing how the expression altered on Sir Geoffrey's face.

"Blows beneath the heart dealt by those one loves the most," he
muttered sadly. "Well, it's inevitable in this world, I suppose, and, after all,
there's compensation in the love itself. But Ralph ought not to have stooped
to borrow that money from Melville; and what on earth can he have wanted
it for that he was afraid to ask me? That's the sting," and the old gentleman
walked slowly to his library and shut himself in there alone.
 Both to Sir Geoffrey and to Gwendolen the morning seemed to drag, but
at last the train which brought Ralph from town arrived, and, heedless of the
bystanders, Gwendolen kissed her lover and walked down the hill with him
to the river.

"Had a happy morning, dear?" he asked.

"A very long one," Gwendolen replied. "Time is very inconsiderate to

people who are in love; it flies when they are together and halts when they
are alone, whereas, of course, it ought to do exactly the reverse."

"Of course it ought," Ralph assented, "but, anyhow, it's ripping to be

alive. By Jove, Gwen, I think I'm the happiest man in the whole world."

Gwen looked at him critically.

"I'm sure you are the nicest," she said enthusiastically, and did not
demur to his finding her approval an excuse for another kiss.

"Let's go on the houseboat," he said, "and after luncheon I will punt you
up to where the water lilies are."

"Pick water lilies and gaze in each other's eyes," said Gwen, laughing;
"that was the programme Sir Geoffrey mapped out for us. Oh! I forgot. He
asked me to send you to him directly you arrived. He's in the library."

"Can't it keep till after luncheon?" Ralph asked indifferently. "I want to
talk to you."

"No," Gwen replied; "you must go now. I promised that you would. He
said he had a bone to pick with you."

"Did he?" said Ralph. "I wonder what's the matter."

"I don't know," Gwen answered, "but he was very quiet at breakfast, and
I guessed there was something wrong; then he told me it was about you, and
I said you could explain anything you did or didn't do, and you've got to go
at once and do so."
 "A very lucid statement," Ralph said, smiling. "Well, it's a bore to have
to leave you at once, but if you've promised, there's no help for it."

"None," said Gwendolen gravely. "Come along, Ralph."

In her heart she was a little uneasy, for although she had absolute
confidence in Ralph's perfect integrity, she had never before seen Sir
Geoffrey look so troubled at anything in which his favourite nephew was
concerned. But she stifled her not unnatural curiosity, and, leaving Ralph at
the library door, ran off to the room where her mother was writing wholly
unnecessary letters.

Sir Geoffrey was so engrossed in a book that he did not hear Ralph
come into the room. Comfortably ensconced in a huge armchair, with
spectacles on his nose, and the sunlight streaming through the window upon
his silver hair, he embodied the general idea of a cultivated old English
gentleman. Ralph looked at him, and then spoke.

"Gwendolen tells me you want to see me, Uncle Geoffrey, so I've come
straight in."

Sir Geoffrey looked up.

"Yes," he said. "Melville was here last night."

Ralph was vexed, for he knew what was the usual reason for his
brother's visits to Fairbridge.

"Was he?" he said. "I didn't know he was back."

"Then you knew he was going abroad?"

"Oh, yes," said Ralph. "He made no secret about it to me."

Sir Geoffrey only grunted, and Ralph went on.

"In many ways I'm rather sorry for Melville, uncle. Of course, I know
he has been a lot of worry to you, but he's my brother after all, and it isn't
easy to get the sort of work that he could do."
 "He's had a good education," said Sir Geoffrey, "and he's got good
health and a pair of hands. What more does a man need to earn an honest
living?"

Ralph was very happy, and when one is happy it is difficult not to feel
generously disposed even to those one loves the least; so now he
championed his brother quite sincerely.

"I've got all that, too," he said, but Sir Geoffrey put up his hand in
deprecation of any comparison between the two brothers.

"You owe me a hundred pounds, Ralph," he said.

"My dear uncle," Ralph replied. "I owe you a great deal more than that.
I can never repay you a fraction of what I owe you."

Sir Geoffrey's face lighted up with pleasure at the young fellow's frank
expression of gratitude.

"One does not repay free gifts," he answered. "Let all that pass; but,
Ralph, why couldn't you tell me you were in need of ready money?"

"I don't quite understand," said Ralph, looking puzzled.

"A few weeks ago," said Sir Geoffrey, rather testily, "you borrowed it
from Melville, and I repaid him for you last night."

Ralph's face flushed with indignation.

"You paid Melville a hundred pounds for me?"

"Yes," said his uncle.

"But I don't owe him anything."

"You wrote to him at Monte Carlo, and asked him for a hundred pounds.
What did you want that for?"