Excel 2016 Instructor’s Manual Page 1 of 9

Excel 2016 Module 2: Working with Formulas and Functions

Solution Manual for Illustrated Microsoft Office 365 and
Excel 2016 Intermediate 1st Edition Reding Wermers
1305878094 9781305878099
Full link download:
Test Bank:
https://testbankpack.com/p/test-bank-for-illustrated-microsoft-office-365-and-excel-
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A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive module summary.

This document is organized chronologically, using the same heading in blue that you see in the textbook.
Under each heading you will find (in order): Lecture Notes that summarize the section, Teacher Tips,
Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation
within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources Site also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.

Table of Contents
Module Objectives 2
Excel 26: Create a Complex Formula 2
Excel 28: Insert a Function 3
Excel 30: Type a Function 5

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Excel 2016 Instructor’s Manual Page 2 of 9

Excel 32: Copy and Move Cell Entries 6

Excel 34: Understand Relative and Absolute Cell References 8
Excel 36: Copy Formulas with Relative Cell References 9
Excel 38: Copy Formulas with Absolute Cell References 11
Excel 40: Round a Value with a Function 12
End of Module Material 13

Module Objectives
Students will have mastered the material in Excel Module 2 when they can:
 Create a complex formula Understand relative and absolute cell

 Insert a function references

 Type a function Copy formulas with relative cell references

 Copy and move cell entries Copy formulas with absolute cell references
 Round a value with a function

Excel 26: Create a Complex Formula

LEARNING OUTCOMES
• Create a complex formula by pointing
• Use the fill handle and Auto Fill
LECTURE NOTES
• Define a complex formula.
• Demonstrate how to create a complex formula.
• Explain the order of precedence used by Excel to determine which operation to perform first in a
complex formula.
• Discuss how you can change the order of precedence in a formula by using parentheses.

TEACHER TIP
The concept of percentages can be difficult for some students to grasp. Remind students that 20% can
be expressed as 0.2 or .2, but is not the same as 20. To illustrate this, draw a circle on the board and
divide it into fifths. Point out that one fifth is 20% and is what you get if you multiply 1 by 20% or .2.
Draw 20 circles to show what the answer would be if 1 was multiplied by 20.

TEACHER TIP
Point out that to increase a number by a specific percent that number needs to be multiplied by the
percent value, which is then added to the original number. To demonstrate this, take 100 and multiply it
by 20% and then add the resulting value (20) to 100 to get 120. Note that 120 is the result when 100 is
increased by 20%.

CLASSROOM ACTIVITIES

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Excel 2016 Instructor’s Manual Page 3 of 9

1. Group Activity: Explore the effect of parentheses by presenting an expression, such as 3 * 4 ^ 2 - 12 /

2 + 1, evaluating it using the order of operations (43), then adding parentheses in one or more
places, such as (3 * 4) ^ 2 - 12 / (2 + 1), and reevaluating the expression (140). Note how the result
changes.

2. Quick Quiz:
1. True or False: You can change the order of precedence in a formula by using brackets. (Answer:
False)
2. In the formula 218-44/815*9, which operation will be performed first? (Answer: Division)

Excel 28: Insert a Function

LEARNING OUTCOMES
• Use the Insert Function button
• Select a range for use in a function
• Select a function from the AutoSum list arrow

LECTURE NOTES •
Define functions.
• Point out that you can use the Insert Function button on the formula bar to choose a function from
a dialog box.
• Discuss how you can click the Sum button list arrow to enter some frequently used functions, such
as AVERAGE.
• Mention that you can insert a function on its own, or as part of another formula. Point out that
when using a function alone, it always begins with the formula prefix = (the equal sign).
• Demonstrate how to use the AVERAGE function.
• Use FIGURES 2-3 and 2-4 to point out the different parts of the Insert Function dialog box and the
Function Arguments dialog box, respectively.
• Demonstrate how to use the Fill button to copy a formula to other cells.

TEACHER TIP
Remind students that the range of cells to average does not include the total in cell B12. Point out that
an incorrect value would be calculated by the Average function in cell B15 if the total was included.

TEACHER TIP
While the range B15:E15 is selected, direct the students’ attention to Average, Count, and Sum data on
the status bar. Discuss how this feature allows users to quickly see those values without adding them to
the spreadsheet.

TEACHER TIP
Using the Collapse and Expand buttons of the Insert Function dialog box can seem confusing to students
who have never used this dialog box. Make sure to demonstrate how to use these buttons using a
number of examples, and also explain how these buttons make it much easier to enter the arguments of
a function.

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license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Instructor’s Manual Page 4 of 9

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students why some functions are available from the Sum list arrow on the
Home tab and how they might use those functions.

2. Quick Quiz:
1. You can use the button on the formula bar to choose a function from a dialog box.
(Answer: Insert Function)
2. If you use a function alone, it always begins with the sign. (Answer: equal)

LAB ACTIVITIES
1. As mentioned in this lesson, there are many categories of functions, including Financial, Date &
Time, and Statistical. The Insert Function dialog box is useful not only for entering functions, but also for
finding out more about the various functions available in Excel. Ask students to choose one of these
categories and then to use the Insert Function dialog box to explore three functions within that
category. Ask students to write down the names of the three functions, their descriptions, and their
structures.

2. The AVERAGE function behaves differently depending on whether there is a blank in a cell range
or a zero. Have students use Help to answer the following questions: What is the maximum number of
cells that you can average? (Answer: 255). What does the AVERAGE function actually measure?
(Answer: central tendency). If there is a blank in a cell within the range being averaged, is it converted to
a zero?
(Answer: No, it is not included in the average).

Excel 30: Type a Function

LEARNING OUTCOMES
• Select a function by typing
• Use AutoComplete to copy formulas
LECTURE NOTES
• Point out that in addition to using the Insert Function dialog box or the Sum button on the Ribbon to
enter functions, you can also type the function directly into a cell and complete the arguments
needed.
• Explain how the AutoComplete feature makes it easy to enter function names.
• Demonstrate how to manually enter the MAX and MIN functions.
• In FIGURE 2-6, point out the ScreenTip that appears beneath the cell to help you complete the
function.

TEACHER TIP
Again, remind students to select the correct range (B4:B11) to find the maximum and minimum values.

TEACHER TIP
Point out that the parenthesis does not need to be typed. After the function range is selected, pressing
the [Enter] key closes the parenthesis, enters the function, and moves the active cell down one row.

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Excel 2016 Instructor’s Manual Page 5 of 9

CLASSROOM ACTIVITIES 1.
Quick Quiz:
1. When manually entering a function, you always begin with a(n) sign. (Answer: equal).
2. True or False: When manually entering a function, you must know the exact spelling of the
function. (Answer: False)

2. Class Discussion: Brainstorm situations in which it would be useful to use COUNT and COUNTA
functions.

3. Critical Thinking: Sometimes, it is just as easy to scan a list and pick out the highest value as it is to use
the MAX function. Consider various numerical lists, such as a list of the ages of family members,
a list of class grades, a list of stock prices, a list of the areas of states, a list of city populations, and so
on. When would it make more sense to use the MAX function than simply to scan the list to
determine the highest value? Why? Does the answer depend on the amount of data, the type of
data, or both? Why?

Excel 32: Copy and Move Cell Entries

LEARNING OUTCOMES
• Copy a range to the Clipboard
• Paste a Clipboard entry
• Empty cell contents
• Copy cell contents

LECTURE NOTES
• Discuss the different methods for copying or moving cells and ranges (or the contents within them)
from one location to another: Cut, Copy, and Paste buttons; the fill handle in the lower-right corner
of the active cell; or the drag-and-drop feature.
• Define the Office Clipboard.
• Point out the Clipboard launcher and the Office Clipboard pane in FIGURE 2-9.
• Demonstrate how to copy the contents of a range from one location to another using the Copy and
Paste buttons.
• Demonstrate how to copy cell contents using the drag-and-drop method.

TEACHER TIP
Remind students of the importance of having the correct pointer. Refer students back to TABLE 1-3.

TEACHER TIP
Explain that another way to create a formula that increases a value by a certain percentage is to multiply
by the value one and the decimal equivalent of the percent. For example, in cell B21, to calculate a 30%
increase over the value in cell B12 using the formula =B12*1.3 is equivalent to =B12+B12*.3 and
=B12+B12*30%.

TEACHER TIP

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Excel 2016 Instructor’s Manual Page 6 of 9

The Cut, Copy, and Paste buttons and the drag-and-drop feature are found in many other programs in
addition to Excel. Ask students if they have come across these features in other Office programs. If yes,
in which programs? Do these features work exactly the same in Excel as in the other programs?

CLASSROOM ACTIVITIES 1.
Quick Quiz:
1. The is a temporary storage area that holds the selections you copy or cut. (Answer:
Office Clipboard or Clipboard)
2. When pasting a range from the Clipboard into the worksheet, you only need to specify the
cell of the range where you want to paste the selection. (Answer: upper-left)
3. True or False: The Clipboard can contain a maximum of 24 items. (Answer: True)

2. Class Discussion: Ask students to name the different ways you can copy cell contents. Then ask them
to identify their favorite method and explain their choice.

LAB ACTIVITY
Ask students to create a new worksheet with data of their choice. Have them use the Cut button to
move the contents of a range from one location to another, and ask them to note what happens to the
contents of the original cells.

Excel 34: Understand Relative and Absolute Cell References

LEARNING OUTCOMES
• Identify cell referencing
• Identify when to use absolute or relative cell references

LECTURE NOTES
• Define relative cell references and absolute cell references.
• Explain when relative cell references are used. Be sure to point out that when a formula containing a
relative cell reference is copied to a new location, the cell reference will change as it is applied to
the new location or relative to the new location.
• Explain when absolute cell references are used. Be sure to point out that when a formula containing
an absolute cell reference is copied to a new location, the cell reference does not change.

TEACHER TIP
Relative and absolute cell addressing are difficult concepts for students to grasp but it is this concept that
makes electronic spreadsheets so powerful. Explain that if you have a formula in cell A3 that references
cells A1 and A2, when you copy the formula in cell A3 to cell D3, your copy the addresses relative to
original formula location. Cell D3 is three columns to the right so the addresses in the formula will also
move three columns to the right (D1 and D2).

CLASSROOM ACTIVITIES
1. Class Discussion: Display FIGURE 2-13 for the class on a projection screen. Ask students to explain
the different formulas used in the worksheet, including the type of cell referencing used. Use this
same figure and ask them how many actual formulas were entered.

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Excel 2016 Instructor’s Manual Page 7 of 9

2. Quick Quiz:
1. cell references are the default in Excel. (Answer: Relative)
2. Which sign do you use to create an absolute cell reference? (Answer: $, the dollar sign)

Excel 36: Copy Formulas with Relative Cell References

LEARNING OUTCOMES
• Copy and Paste formulas with relative cell references
• Examine Auto Fill and Paste options
• Use the Fill button

LECTURE NOTES
• Discuss the advantages of copying formulas rather than retyping them.
• Mention that you can use the Copy and Paste commands or the fill handle to copy formulas.
• Demonstrate how to copy formulas with relative cell references using the Copy and Paste buttons.
• Explain the Auto Fill option.
• Demonstrate how to copy a formula using the fill handle.
• Point out the Auto Fill Options button in FIGURE 2-14 and discuss the options that it provides.
• Point out the Paste Options button in FIGURE 2-15 and discuss the options that it provides.
• Demonstrate how to use the Fill button list arrow, which is shown in FIGURE 2-16.

TEACHER TIP
By default, cell formulas use relative cell reference. This means that if the cells you are copying contain
relative cell references and you want to maintain the relative referencing, then you don’t need to make
any changes to the cells before copying them.

CLASSROOM ACTIVITIES 1.
Quick Quiz:
1. You can drag the in a cell to copy cells or to continue a series of data based on previous
cells. (Answer: fill handle)
2. Critical Thinking: Excel updates relative references when formulas are copied. Can Excel ever be
“too smart”? Could updating relative references when formulas are copied ever produce the
wrong result? When?

LAB ACTIVITY
The fill handle can be used to complete a sequential series of numbers or labels. These series can
include: the months in the year, days of the week, and sequential numbers. Allow students to form
groups of 3 or 4, and then have them create sample sequences of both numbers and labels using the fill
handle. Ask them to think about how this feature can improve efficiency and eliminate errors and
misspellings.

Excel 38: Copy Formulas with Absolute Cell References

LEARNING OUTCOMES
• Create an absolute cell reference

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Excel 2016 Instructor’s Manual Page 8 of 9

• Use the fill handle to copy absolute cell references

LECTURE NOTES
• Make sure that students understand that to preserve a specific cell address when a formula is
copied, you need to apply an absolute cell reference before copying the formula.
• Use FIGURE 2-17 to show the incorrect values that can result from relative referencing in copied
formulas that should have absolute references.
• Demonstrate how to create absolute cell references.

TEACHER TIP
Point out that before students copy or move a formula, they should determine whether or not the
formula needs any absolute cell references, and they should add the absolute references, if needed.
Otherwise, they will get incorrect results, as shown in FIGURE 2-17.

TEACHER TIP
Make sure students know that they can add absolute cell reference when creating a formula by either
typing the $ in front of the column letter and row number or by typing the cell address and then
immediately pressing the [F4] key. An absolute cell reference does not need to be added after the
formula is created, but it can be added if necessary.

CLASSROOM ACTIVITIES 1.
Quick Quiz:
1. When you press the key, dollar signs are inserted in the cell address. (Answer: F4)
2. When you press the key, the range finder outlines the arguments of the equation in
blue and red. (Answer: F2)
3. True or False: To preserve a specific cell address when a formula is copied, you need to apply an
absolute cell reference before copying the formula. (Answer: True)

2. Critical Thinking: Think about what would happen if the default in Excel was absolute cell references,
rather than relative cell references. Would it be easier to create most worksheets? Why or why not?
3. Critical Thinking: In Figure 2-18, the change factor is entered as a value in cell G2 and the absolute
cell address $G$2 is used in the What if formula. What are the advantages of using an absolute
reference rather than the actual value in the What if formula?

Excel 40: Round a Value with a Function

LEARNING OUTCOMES
• Use Formula AutoComplete to insert a function
• Copy an edited formula

LECTURE NOTES
• Demonstrate how to edit a cell so that it includes the ROUND function.
• Demonstrate how to copy the edited formula into other formulas.

TEACHER TIP

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Excel 2016 Instructor’s Manual Page 9 of 9

Explain that without using the ROUND function sometimes Excel appears to perform incorrect
calculations. Excel calculates values out to more decimal places than are normally displayed and unless
the ROUND function is used, all decimal places are used in calculations, even if they are not displayed.
For example, if cell B2 contains the value 1 and cell B3 contains 3 and you create the formula =B2/B3 in
cell B4 and the result is displayed as 0.333333. If in cell B5 you enter the formula =B4*3 the resulting
value displayed is 1 instead of 0.999999.

CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to discuss some other examples in which it would be appropriate to
use the ROUND function.

2. Quick Quiz:
1. When you begin typing “RO” after the equal sign, the feature displays a list of
functions beginning with “RO”. (Answer: AutoComplete)
2. True or False: A calculated value must have at least one number after the decimal. (Answer:
False)
3. are predesigned workbook files. (Answer: templates)

LAB ACTIVITY
Ask students to apply the ROUND function to all the cells in the range B14:E17 so that all the cells display
exactly two digits after the decimal point. Students should print the resulting worksheet but NOT save
their changes.

End of Module Material

• Concepts Reviews consist of multiple choice, matching, and screen identification questions.
• Skills Reviews provide additional hands-on, step-by-step reinforcement.
• Independent Challenges are case projects requiring critical thinking and application of the module
skills. The Independent Challenges increase in difficulty, with the first one in each module being the
easiest. Independent Challenges 2 and 3 become increasingly open-ended, requiring more
independent problem solving.
• Independent Challenge 4: Explore contains practical exercises to help students with their everyday
lives by focusing on important and useful essential skills, including creating photo montages for
scrapbooks and photo albums, retouching and color-correcting family photos, applying layer styles
and getting Help online.
• Visual Workshops are practical, self-graded capstone projects that require independent problem
solving.

Top of Document

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license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Microsoft Office 2016 – Illustrated Introductory Excel-1
Solutions to Excel 2016 Module 2 EOM Exercises

MODULE B
Working with Formulas and Functions

Table of Contents
Module 2: Working with Formulas and Functions .........................................................................................
2 Concepts Review
............................................................................................................................................ 2 Skills Review
................................................................................................................................................... 3
Independent Challenge 1 ...............................................................................................................................
4
Independent Challenge 2 ...............................................................................................................................
5
Independent Challenge 3 ...............................................................................................................................
6 Independent Challenge 4: Explore
................................................................................................................. 7
Visual Workshop ............................................................................................................................................
8
Microsoft Office 2016 – Illustrated Introductory Excel-2
Solutions to Excel 2016 Module 2 EOM Exercises

Module 2: Working with Formulas and Functions

Concepts Review
Screen Labeling Matching Items Multiple Choice
1. Paste button 8. b 13. d
2. Copy button 9. e 14. b
3. Insert Function button 10. c 15. c
4. Paste Options button 11. d 16. b
5. Fill handle 12. a 17. c
6. Fill button

7. AutoSum button
Microsoft Office 2016 – Illustrated Introductory Excel-3
Solutions to Excel 2016 Module 2 EOM Exercises
Skills Review
The filename for steps 1 through 7 in this Skills Review is EX 2-Construction Supply Company Inventory.xlsx.
The completed solution file is shown here.

Filename: EX 2-Construction Supply Company Inventory.xlsx

Independent Challenges
Because students may tackle the independent challenges in different ways, it is important to stress that
there is not just one correct solution. What follows are examples of a possible solution for each of the
Independent Challenges.

Independent Challenge 1
Students create a spreadsheet to track monthly expenses for a local coffee shop.

Estimated completion time: 20 minutes

Microsoft Office 2016 – Illustrated Introductory Excel-4
Solutions to Excel 2016 Module 2 EOM Exercises
Filename: EX 2-Coffee Shop Expenses.xlsx

Independent Challenge 2
Students use the data file EX 2-4.xlsx to track expenses for the Office Specialists Center. Make sure
students’ files contain the correct formulas in the Total, Average, Maximum and Minimum columns and
rows.

Estimated completion time: 20 minutes

Filename: EX 2-Office Specialists Center Finances.xlsx

Microsoft Office 2016 – Illustrated Introductory Excel-5
Solutions to Excel 2016 Module 2 EOM Exercises

Independent Challenge 3
In this independent challenge, students calculate payments for accrued sales tax to state government

Estimated completion time: 20 minutes

Filename: EX 2-Food Co-op Sales Tax Calculations.xlsx

Microsoft Office 2016 – Illustrated Introductory Excel-6
Solutions to Excel 2016 Module 2 EOM Exercises

Independent Challenge 4: Explore

In this independent challenge, students create a workbook named Home Purchase Fees. Students must
determine what fees are common and how it is assessed, then insert the appropriate formula or value for
the fee.

Estimated completion time: 25 minutes

Filename: EX B-Home Purchase Fees Worksheet.xlsx

Another random document with
no related content on Scribd:
compare the mention in Evelyn’s Fumifugium noticed above),
refers to Vauxhall Gardens. Monconys, the French traveller
(1663), briefly describes “Les Jardins du Printemps” at Lambeth,
but it can hardly be made out whether he is alluding to the garden
called by Pepys the Old Spring Garden at Vauxhall or to the New
Spring Garden, i.e., Vauxhall Gardens (cp. Tanswell’s Lambeth, p.
181). The supposed site of the Old Spring Garden at Vauxhall (or
Lambeth) is indicated in a map in Manning and Bray’s Surrey, iii.
p. 526 (cp. Walford, vi. 340). The statement of Aubrey and Sir
John Hawkins, usually accepted by modern writers, that Sir
Samuel Morland occupied in 1675 a house on the site of Vauxhall
Gardens, is evidently erroneous (cp. Vauxhall Papers, No. 4, p.
28).
[320] Swift to Stella, 17 May, 1711.
[321] The Spectator, 20 May, 1712, No. 383. As notices of the
Spring Garden are rare at this period, the following advertisement
may be worth quoting:—“Lost in Fox Hall, Spring Garden, on the
29th past a little Spaniel Dog, Liver Coloured and white long Ears,
a Peak down his Forehead, a small Spot on each knee” (The
Postman, May 3–6, 1712). The pleasant walks of the Spring
Garden are referred to in 1714 in Thoresby’s Diary, ii. 215.
[322] A New Guide to London (1726). Guildhall Library,
London.
[323] Lockman in his Sketch of the Spring Gardens (1753?)
praises Jonathan Tyers for having reformed the morals of the
Spring Garden when he became proprietor in 1728.
[324] Several of the Vauxhall season tickets were designed for
Tyers by Hogarth. They are engraved in Nichols’s Lambeth, pl. xv.
p. 100, and in Wilkinson’s Londina lllustrata. A good though not
complete collection of Vauxhall tickets is in the British Museum,
including the series of silver tickets brought together by Mr.
Edward Hawkins. Tyers presented Hogarth as a return for his
services with a gold ticket, inscribed in perpetuam beneficii
memoriam, which was a free pass to the gardens for ever. Mrs.
Hogarth had it after her husband’s death, and in 1856 it was in the
possession of Mr. F. Gye who bought it for £20 (cp. Nightingale in
The Numismatic Chronicle, vol. xviii (1856), p. 97). In 1737 the
season tickets admitting two persons cost one guinea; in 1742
they were twenty-five shillings; in 1748, two guineas.
 [325] In honour of Frederick, Tyers constructed the “Prince’s
Pavilion” at the western end of the Gardens facing the orchestra.
[326] This description is adapted from the Scots Magazine for
July 1739.
[327] The lamps about the middle of the eighteenth century
were about 1,000–1,500 in number; they afterwards greatly
exceeded this total.
[328] Smollett’s Humphry Clinker.
[329] Goldsmith’s Citizen of the World, Letter lxxi.
[330] The cascade was varied in the course of years. In 1783
the background was a mountain view with palm trees.
[331] The Connoisseur, 15 May, 1755.
[332] From A description of Vauxhall Gardens, London, S.
Hooper, 1762.
[333] Further details as to the form of the Gardens may be
seen in the guides of Lockman and “Hooper.” Mr. Austin Dobson
(Eighteenth Century Vignettes, 1st series) gives the best modern
account of the Vauxhall geography.
[334] From about 1827 the entrance chiefly used by the public
was the “coach-entrance” at the corner of Kennington Lane.
[335] This has been attributed to Roubillac, but Mr. Dobson
thinks that it was probably by Henry Cheere who made such
leaden statues for gardens. The statue was cleared in 1779 of the
bushes that had grown round it, and it was still in the gardens in
1817.
[336] In 1818 it was removed to the house of Dr. Jonathan
Tyers Barrett in Duke Street, Westminster; it was described lately
(1894) as being in the possession of Mr. Alfred Littleton.
[337] On Lowe, see supra, p. 50, p. 101 f., and p. 243.
[338] As to the introduction of the covered walk see infra, § 4.
[339] Trusler’s London Adviser, p. 163.
[340] Notes and Queries, 6th ser. ix. (1884), p. 208.
[341] Evelina, Letter xlvi. Cp. The Macaroni and Theatrical
Magazine for September 1773, p. 529, which gives a plate
showing “the Macaroney Beaus and Bells in an Uproar, or the last
Evening at Vauxhall Gardens” (W. Coll.).
 [342] The Gazeteer and New Daily Advertiser, 29 June, 1772.
[343] The Vauxhall Affray, or the Macaronies defeated, London,
1773; Westminster Magazine for September 1773, p. 558; The
Macaroni and Theatrical Magazine for August 1773, where there
is a copper-plate showing the parson fighting the footman (W.
Coll.).
[344] British Magazine, 6 August, 1782.
[345] Westminster Magazine, May 1775.
[346] Middlesex Journal, July 23–25, 1775.
[347] On the gala nights the charge was three shillings.
[348] A burlesque account in the Bon Ton Magazine, June
1791, with plate (W. Coll.).
[349] Her husband, Mr. Mountain, was leader at Vauxhall from
1792.
[350] On Mrs. Bland, see supra, p. 137 (White Conduit House).
[351] Miss Tunstall, another singer, was in repute at the
gardens about 1820.
[352] Sketches from St. George’s Fields (1821), 2nd ser. p.
216.
[353] In 1806 the opening of the gardens on Saturdays was
discontinued on account of the disorderly persons staying on late
into Sunday morning. From about this time the gardens were for a
long period usually open on three days of the week only.
[354] Already in 1769 an awning or other covering was placed
over one of the walks, and “covered walks” are afterwards alluded
to. The permanent colonnade was not erected till 1810.
[355] Some accounts say £28,000.
[356] Admission, three shillings and sixpence.
[357] This Prince’s Gallery was burnt down in 1800.
[358] Among the curious characters of Vauxhall Gardens must
be noticed a youth named Joseph Leeming, who called himself
“the Aeriel” and “the Paragon of Perfection,” and offered himself
for inspection to artists and surgeons as a model of bodily
perfection. On 2 July, 1825, and on subsequent occasions he
mingled with the other visitors at Vauxhall and created excitement
by his extraordinary Spanish costume and by distributing three or
 four hundred “Challenges” to the people in front of the orchestra.
One of these curious challenges is in my collection. It is a small
card printed with the words “The Aeriel (sic) challenges the whole
world to find a man that can in any way compete with him as
such. No.—.” (cp. Hone’s Every Day Book, i. p. 1456, ff.).
[359] An earlier balloon ascent from Vauxhall Gardens by
Garnerin in 1802 may be noted.
[360] A detailed account of the voyage is given in Monck
Mason’s Aeronautica, London, 1838.
[361] The publication came to an end on 23 August, 1841. It
consisted of sixteen parts, sixpence each. A set of these is in my
collection. Mr. H. A. Rogers, of Stroud Green, has recently
undertaken an interesting facsimile reprint of this scarce little
journal.
[362] This part of Tyers Street was formerly called Brunel
Street.
[363] Punch for 21 August, 1869, “The Lament of the
Colonnade.”

Transcriber’s Notes:

1. Obvious printers’, punctuation and spelling errors have been corrected silently.

2. Some hyphenated and non-hyphenated versions of the same words have been
retained as in the original.
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