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Microsoft Office 2013 Access Vol 1
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Mulbery
Hogan
Rutledge
Krebs
Cameron
EXPLORING
Series Editor: Mary Anne Poatsy
MICROSOFT OFFICE 2013

®
ACCESS
Second Custom Edition for LDS Business College

Keith Mulbery • Lynn Hogan • Amy Rutledge • Cynthia Krebs
Eric Cameron
Exploring Microsoft®
Office 2013-Access
Second Custom Edition for LDS Business College

Series Editor: Mary Anne Poatsy
Taken from:
Exploring Microsoft® Office 2013, Volume 1
by Mary Anne Poatsy, Keith Mulbery, Lynn Hogan,
Amy Rutledge, Cynthia Krebs, and Eric Cameron
Exploring Microsoft Office 2013-Access, Second Custom Edition for LDS Business College, by Pearson Learning Solutions. Copyright © 2014 by Pearson Education, Inc.
Cover Art: Courtesy of LushPix Illustration/Unlisted Images.
Taken from:
Exploring Microsoft® Office 2013, Volume 1

by Mary Anne Poatsy, Keith Mulbery, Amy Rutledge, Cynthia Krebs, and Eric Cameron
Copyright © 2014 by Pearson Education, Inc.
Published by Pearson
Upper Saddle River, New Jersey 07458
All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission
in writing from the publisher.
This special edition published in cooperation with Pearson Learning Solutions.
All trademarks, service marks, registered trademarks, and registered service marks are the property of their
respective owners and are used herein for identification purposes only.
Pearson Learning Solutions, 501 Boylston Street, Suite 900, Boston, MA 02116
A Pearson Education Company
www.pearsoned.com
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 XXXX 17 16 15 14 13
000200010271786582
CW
ISBN 10: 1-269-38759-6

ISBN 13: 978-1-269-38759-0
Dedications
For my husband, Ted, who unselfishly continues to take on more than his share to support me
throughout the process; and for my children, Laura, Carolyn, and Teddy, whose encouragement and
love have been inspiring.
Mary Anne Poatsy
I dedicate this book in memory to Grandpa Herman Hort, who dedicated his life to his family and to
the education field as a teacher and administrator. He inspired a daughter and several grandchildren to
become passionate educators and provide quality curriculum to students.
Keith Mulbery
I dedicate this work to my wonderful family—my husband, Paul, and my daughters, Jenn and Alli. You
have made this adventure possible with your support, encouragement, and love. You inspire me!
Lynn Hogan
To my husband Dan, whose encouragement, patience, and love helped make this endeavor possible.
Thank you for taking on the many additional tasks at home so that I could focus on writing. To Michelle
and Stephanie, thank you so much for your hard work and dedication on this project. The long hours
we all spent together did not go unnoticed. I have very much enjoyed working with you and I wish you
the best in your future careers. To all my family and friends for their love and support. I want to thank
Jennifer, Keri, Sam, and the entire Pearson team for their help and guidance and for giving me this
amazing opportunity. Also, a big thanks to Cynthia and her family for her photos and videos.
Amy Rutledge
To my students—you continue to inspire me. Thank you for all you have taught me and shared with me.
Cynthia Krebs
I dedicate this book to my fiancée, Anny, for encouraging me throughout the writing process and for
being the person she is, to Sonny, to Drs. Hubey, Boyno, Bredlau, and Deremer at Montclair State
University for educating and inspiring me, and to my students, who I hope will inspire others someday.
Eric Cameron
For my wife, Patricia, whose patience, understanding, and support continue to make this work possible …
especially when I stay up past midnight writing! And to my parents, Jackie and Dean, who taught me the
best way to achieve your goals is to constantly strive to improve yourself through education.
Alan Evans
This book is dedicated to my children and to my students to inspire them to never give up and to always
keep reaching for their dreams.
Rebecca Lawson
About the Authors
Mary Anne Poatsy, Series Editor
Mary Anne is a senior faculty member at Montgomery County Community College, teaching various
computer application and concepts courses in face-to-face and online environments. She holds a B.A. in
Psychology and Education from Mount Holyoke College and an M.B.A. in Finance from Northwestern
University’s Kellogg Graduate School of Management.
Mary Anne has more than 12 years of educational experience. She is currently adjunct faculty at Gwynedd-
Mercy College and Montgomery County Community College. She has also taught at Bucks County
Community College and Muhlenberg College, as well as conducted personal training. Before teaching, she
was Vice President at Shearson Lehman in the Municipal Bond Investment Banking Department.
Dr. Keith Mulbery, Excel Author

Dr. Keith Mulbery is the Department Chair and a Professor in the Information Systems and Technology
Department at Utah Valley University (UVU), where he currently teaches systems analysis and design,
and global and ethical issues in information systems and technology. He has also taught computer
applications, C# programming, and management information systems. Keith served as Interim Associate
Dean, School of Computing, in the College of Technology and Computing at UVU.
Keith received the Utah Valley State College Board of Trustees Award of Excellence in 2001, School of
Technology and Computing Scholar Award in 2007, and School of Technology and Computing Teaching
Award in 2008. He has authored more than 17 textbooks, served as Series Editor for the Exploring Office
2007 series, and served as developmental editor on two textbooks for the Essentials Office 2000 series. He
is frequently asked to give presentations and workshops on Microsoft Office Excel at various education
conferences.
Keith received his B.S. and M.Ed. in Business Education from Southwestern Oklahoma State University and
earned his Ph.D. in Education with an emphasis in Business Information Systems at Utah State University.
His dissertation topic was computer-assisted instruction using Prentice Hall’s Train and Assess IT program
(the predecessor to MyITLab) to supplement traditional instruction in basic computer proficiency courses.
Lynn Hogan, Word Author

Lynn Hogan teaches at the University of North Alabama, providing instruction in the area of computer
applications. With over 30 years of educational experience at the community college and university level, Lynn
has taught applications, programming, and concepts courses in both online and classroom environments. She
received an M.B.A. from the University of North Alabama and a Ph.D. from the University of Alabama.
Lynn is a co-author of Practical Computing and has served on the authoring team of Your Office as well as
the Exploring Office 2010 series. She resides in Alabama with her husband and two daughters.
Amy Rutledge, PowerPoint Author

Amy Rutledge is a Special Instructor of Management Information Systems at Oakland University
in Rochester, Michigan. She coordinates academic programs in Microsoft Office applications and
introductory management information systems courses for the School of Business Administration. Before
joining Oakland University as an instructor, Amy spent several years working for a music distribution
company and automotive manufacturer in various corporate roles including IT project management. She
holds a B.S. in Business Administration specializing in Management Information Systems, and a B.A. in
French Modern Language and Literature. She holds an M.B.A from Oakland University. She resides in
Michigan with her husband, Dan.
Cynthia Krebs, Access Author

Cynthia Krebs is the Director of Business and Marketing Education at Utah Valley University. She is a
professor in the Information Systems and Technology Department at Utah Valley University (UVU). In
2008, she received the UVU College of Technology and Computing Scholar Award. She has also received
iv About the Authors

the School of Business Faculty Excellence Award twice during her tenure at UVU. Cynthia teaches
the Methods of Teaching Digital Media class to future teachers, as well as classes in basic computer
proficiency, business proficiency applications, and business graphics.
Cynthia is active in the Utah Business and Computer Education Association, the Western Business Education
Association, the National Business Education Association, and the Utah Association of Career and Technical
Educators. She was awarded the WBEA Outstanding Educator at the University Level in 2009. Cynthia
has written multiple texts on Microsoft Office software, consulted with government and business, and has
presented extensively at the local, regional, and national levels to professional and business organizations.
Cynthia lives by a peaceful creek in Springville, Utah. When she isn’t teaching or writing, she enjoys
spending time with her children, spoiling her grandchildren Ava, Bode, Solee, and Morgan. She loves
traveling and reading.
Eric Cameron, Access Author

Eric holds a M.S. in computer science and a B.S. degree in Computer Science with minors in Mathematics
and Physics, both from Montclair State University. He is a tenured Assistant Professor at Passaic County
Community College, where he has taught in the Computer and Information Sciences department since
2001. Eric is also the author of the Your Office: Getting Started with Web 2.0 and Your Office: Getting
Started with Windows 8 textbooks. Eric maintains a professional blog at profcameron.blogspot.com.
Alan Evans, Windows 8 Author

Alan is currently a faculty member at Moore College of Art and Design and Montgomery County
Community College teaching a variety of computer science and business courses. He holds a B.S. in
Accounting from Rider University and an M.S. in Information Systems from Drexel University, and he
is a certified public accountant. After a successful career in business, Alan finally realized his true calling
is education. He has been teaching at the college level since 2000. Alan enjoys giving presentations at
technical conferences and meets regularly with computer science faculty and administrators from other
colleges to discuss curriculum development and new methods of engaging students.
Rebecca Lawson, Office Fundamentals Author

Rebecca Lawson is a professor in the Computer Information Technologies program at Lansing
Community College. She coordinates the curriculum, develops the instructional materials, and teaches
for the E-Business curriculum. She also serves as the Online Faculty Coordinator at the Center for
Teaching Excellence at LCC. In that role, she develops and facilitates online workshops for faculty
learning to teach online. Her major areas of interest include online curriculum quality assurance, the
review and development of printed and online instructional materials, the assessment of computer
and Internet literacy skill levels to facilitate student retention, and the use of social networking tools to
support learning in blended and online learning environments.
About the Authors v

Brief Contents
access Chapter 1 Introduction to access 617
Chapter 2 tables and Queries in relational Databases 675
Chapter 3 Customize, analyze, and Summarize Query Data 745
Chapter 4 Creating and Using professional Forms and reports 791
application access 1079

Capstone
exercises
GlOSSary 1085
InDex 1095
vi Brief Contents
Contents
Microsoft Office Access 2013
■ ChApteR One Introduction to access: Finding Your Way through
an Access Database 617
ObjeCtIveS 617 Hands-On ExErcisE 3:
CaSe StUDy ManaGInG a bUSIneSS In the GlObal access versus excel, and relationship Databases 649
eCOnOMy 617 aCCeSS DatabaSe CreatIOn 653
DatabaSeS are everyWhere! 618 Creating a Database 653
Understanding Database Fundamentals 618
Hands-On ExErcisE 4:
Using an existing Database 625
access Database Creation 657
Hands-On ExErcisE 1:
Chapter ObjeCtIveS revIeW 661
Databases are everywhere! 629
Key terMS MatChInG 662
SOrtS anD FIlterS 636 MUltIple ChOICe 663
Sorting table Data on One or Multiple Fields 636 praCtICe exerCISeS 664
Creating, Modifying, and Removing Filters 637 MID-level exerCISeS 669
Hands-On ExErcisE 2: beyOnD the ClaSSrOOM 673
Sorts and Filters 640 CapStOne exerCISe 674
aCCeSS verSUS exCel, anD relatIOnal DatabaSeS 645
Knowing When to Use Access or excel to Manage Data 645
Understanding Relational power 646
■ ChApteR tWO tables and Queries in relational Databases: Designing

Databases and extracting Data 675
ObjeCtIveS 675 Running, Copying, and Modifying a Query 711
CaSe StUDy banK aUDIt 675 Using the Query Wizard 712
table DeSIGn, CreatIOn, anD MODIFICatIOn 676 Hands-On ExErcisE 3:
Designing a table 676 Single-table Queries 715
Creating and Modifying tables 680
MUltItable QUerIeS 718
Hands-On ExErcisE 1: Creating a Multitable Query 718
table Design, Creation, and Modification 686 Modifying a Multitable Query 719
MUltIple-table DatabaSeS 691 Hands-On ExErcisE 4:
Sharing Data 691 Multitable Queries 723
establishing table Relationships 695
Hands-On ExErcisE 2: Key terMS MatChInG 729
Multiple-table Databases 699 MUltIple ChOICe 730
SInGle-table QUerIeS 705 praCtICe exerCISeS 731
Creating a Single-table Query 705 MID-level exerCISeS 736
Specifying Query Criteria for Different Data types 707 beyOnD the ClaSSrOOM 740
Understanding Query Sort Order 711 CapStOne exerCISe 742
Contents vii
■ ChApteR thRee Customize, analyze, and Summarize Query Data: Creating
and Using Queries to Make Decisions 745
ObjeCtIveS 745 aGGreGate FUnCtIOnS 767
CaSe StUDy hOUSInG SlUMp MeanS OppOrtUnIty Adding Aggregate Functions to Datasheets 767
FOr COlleGe StUDentS 745 Creating Queries with Aggregate Functions 768
CalCUlatIOnS anD expreSSIOnS 746 Hands-On ExErcisE 3:
Creating a Calculated Field in a Query 746 aggregate Functions 774
Formatting and Saving Calculated Results 749
Hands-On ExErcisE 1: Key terMS MatChInG 778
Calculations and expressions 752 MUltIple ChOICe 779
the expreSSIOn bUIlDer anD FUnCtIOnS 757 praCtICe exerCISeS 780
Creating expressions with the expression Builder 757 MID-level exerCISeS 783
Using Built-In Functions in Access 759 beyOnD the ClaSSrOOM 787
Hands-On ExErcisE 2: CapStOne exerCISe 789
the expression builder and Functions 762
■ ChApteR FOUR Creating and Using professional Forms and reports:

Moving Beyond tables and Queries 791
ObjeCtIveS 791 Modifying a Report 821
CaSe StUDy COFFee ShOp StartS neW bUSIneSS 791 Sorting Records in a Report 824
FOrM baSICS 792 Hands-On ExErcisE 2:
Creating Forms Using Form tools 792 report basics 826
Using Form Views 799
Working with a Form Layout Control 802
Key terMS MatChInG 832
Sorting Records in a Form 804
MUltIple ChOICe 833
Hands-On ExErcisE 1: praCtICe exerCISeS 834
Create and Modify forms 806 MID-level exerCISeS 837
repOrt baSICS 812 beyOnD the ClaSSrOOM 840
Creating Reports Using Report tools 812 CapStOne exerCISe 841
Using Report Views 819
application capstone exercises
■ access 1079
glOssaRy 1085
index 1095
viii Contents
Acknowledgments
The Exploring team would like to acknowledge and thank all the reviewers who helped us throughout the years by providing us with their
invaluable comments, suggestions, and constructive criticism.
We’d like to especially thank our Focus Group attendees and User Diary Reviewers for this edition:
Stephen Z. Jourdan Sue A. McCrory Don Riggs

Auburn University at Montgomery Missouri State University SUNY Schenectady County Community
Ann Rovetto Lucy Parakhovnik College
Horry-Georgetown Technical California State University, Northridge Gary McFall
College Purdue University
Jakie Brown Jr.
Jacqueline D. Lawson Stevenson University James Powers
Henry Ford Community College University of Southern Indiana
Craig J. Peterson
Diane L. Smith American InterContinental University James Brown
Henry Ford Community College
Terry Ray Rigsby Central Washington University
Sven Aelterman Hill College
Troy University Brian Powell
Biswadip Ghosh West Virginia University
Suzanne M. Jeska
Metropolitan State University of Denver
County College of Morris Sherry Lenhart
Cheryl Sypniewski Terra Community College
Susan N. Dozier
Macomb Community College
Tidewater Community College Chen Zhang
Robert G. Phipps Jr. Lynn Keane Bryant University
West Virginia University University of South Carolina
Nikia Robinson
Mike Michaelson Sheila Gionfriddo Indian River State University
Palomar College Luzerne College
Jill Young
Mary Beth Tarver Dick Hewer Southeast Missouri State University
Northwestern State University Ferris State College
Debra Hoffman
Alexandre C. Probst Carolyn Borne
Southeast Missouri State University
Colorado Christian University Louisiana State University
Tommy Lu
Phil Nielson Sumathy Chandrashekar
Delaware Technical Community College
Salt Lake Community College Salisbury University
Carolyn Barren Laura Marcoulides Mimi Spain
Macomb Community College Fullerton College Southern Maine Community College
We’d like to thank everyone who has been involved in reviewing and providing their feedback, including for our previous editions:
Adriana Lumpkin Astrid Todd Brad West

Midland College Guilford Technical Community College Sinclair Community College
Alan S. Abrahams Audrey Gillant Brian Powell
Virginia Tech Maritime College, State University of New York West Virginia University
Ali Berrached Barbara Stover Carol Buser
University of Houston–Downtown Marion Technical College Owens Community College
Allen Alexander Barbara Tollinger Carol Roberts
Delaware Technical & Community College Sinclair Community College University of Maine
Andrea Marchese Ben Brahim Taha Carolyn Barren
Maritime College, State University of New York Auburn University Macomb Community College
Andrew Blitz Beverly Amer Cathy Poyner
Broward College; Edison State College Northern Arizona University Truman State University
Angel Norman Beverly Fite Charles Hodgson
University of Tennessee, Knoxville Amarillo College Delgado Community College
Angela Clark Bonita Volker Cheri Higgins
University of South Alabama Tidewater Community College Illinois State University
Ann Rovetto Bonnie Homan Cheryl Hinds
Horry-Georgetown Technical College San Francisco State University Norfolk State University
x Acknowledgments
Chris Robinson Gary DeLorenzo Kathleen Brenan
Northwest State Community College California University of Pennsylvania Ashland University
Cindy Herbert Gary Garrison Ken Busbee
Metropolitan Community College–Longview Belmont University Houston Community College
Dana Hooper George Cassidy Kent Foster
University of Alabama Sussex County Community College Winthrop University
Dana Johnson Gerald Braun Kevin Anderson
North Dakota State University Xavier University Solano Community College
Daniela Marghitu Gerald Burgess Kim Wright
Auburn University Western New Mexico University The University of Alabama
David Noel Gladys Swindler Kristen Hockman
University of Central Oklahoma Fort Hays State University University of Missouri–Columbia
David Pulis Heith Hennel Kristi Smith
Maritime College, State University of New York Valencia Community College Allegany College of Maryland
David Thornton Henry Rudzinski Laura McManamon
Jacksonville State University Central Connecticut State University University of Dayton
Dawn Medlin Irene Joos Leanne Chun
Appalachian State University La Roche College Leeward Community College
Debby Keen Iwona Rusin Lee McClain
University of Kentucky Baker College; Davenport University Western Washington University
Debra Chapman J. Roberto Guzman Linda D. Collins
University of South Alabama San Diego Mesa College Mesa Community College
Derrick Huang Jan Wilms Linda Johnsonius
Florida Atlantic University Union University Murray State University
Diana Baran Jane Stam Linda Lau
Henry Ford Community College Onondaga Community College Longwood University
Diane Cassidy Janet Bringhurst Linda Theus
The University of North Carolina at Charlotte Utah State University Jackson State Community College
Diane Smith Jeanette Dix Linda Williams
Henry Ford Community College Ivy Tech Community College Marion Technical College
Don Danner Jennifer Day Lisa Miller
San Francisco State University Sinclair Community College University of Central Oklahoma
Don Hoggan Jill Canine Lister Horn
Solano College Ivy Tech Community College Pensacola Junior College
Doncho Petkov Jim Chaffee Lixin Tao
Eastern Connecticut State University The University of Iowa Tippie College of Business Pace University
Donna Ehrhart Joanne Lazirko Loraine Miller
State University of New York at Brockport University of Wisconsin–Milwaukee Cayuga Community College
Elaine Crable Jodi Milliner Lori Kielty
Xavier University Kansas State University Central Florida Community College
Elizabeth Duett John Hollenbeck Lorna Wells
Delgado Community College Blue Ridge Community College Salt Lake Community College
Erhan Uskup John Seydel Lorraine Sauchin
Houston Community College–Northwest Arkansas State University Duquesne University
Eric Martin Judith A. Scheeren Lucy Parakhovnik (Parker)
University of Tennessee Westmoreland County Community College California State University, Northridge
Erika Nadas Judith Brown Lynn Mancini
Wilbur Wright College The University of Memphis Delaware Technical Community College
Floyd Winters Juliana Cypert Mackinzee Escamilla
Manatee Community College Tarrant County College South Plains College
Frank Lucente Kamaljeet Sanghera Marcia Welch
Westmoreland County Community College George Mason University Highline Community College
G. Jan Wilms Karen Priestly Margaret McManus
Union University Northern Virginia Community College Northwest Florida State College
Gail Cope Karen Ravan Margaret Warrick
Sinclair Community College Spartanburg Community College Allan Hancock College
Acknowledgments xi
Marilyn Hibbert Peter Ross Stephanie Kramer
Salt Lake Community College SUNY Albany Northwest State Community College
Mark Choman Philip H. Nielson Stephen Jourdan
Luzerne County Community College Salt Lake Community College Auburn University Montgomery
Mary Duncan Ralph Hooper Steven Schwarz
University of Missouri–St. Louis University of Alabama Raritan Valley Community College
Melissa Nemeth Ranette Halverson Sue McCrory
Indiana University-Purdue University Midwestern State University Missouri State University
Indianapolis Richard Blamer Susan Fuschetto
Melody Alexander John Carroll University Cerritos College
Ball State University Richard Cacace Susan Medlin
Michael Douglas Pensacola Junior College UNC Charlotte
University of Arkansas at Little Rock Richard Hewer Suzan Spitzberg
Michael Dunklebarger Ferris State University Oakton Community College
Alamance Community College Rob Murray Sven Aelterman
Michael G. Skaff Ivy Tech Community College Troy University
College of the Sequoias Robert Dus̆ek Sylvia Brown
Michele Budnovitch Northern Virginia Community College Midland College
Pennsylvania College of Technology Robert Sindt Tanya Patrick
Mike Jochen Johnson County Community College Clackamas Community College
East Stroudsburg University Robert Warren Terri Holly
Mike Scroggins Delgado Community College Indian River State College
Missouri State University Rocky Belcher Thomas Rienzo
Muhammed Badamas Sinclair Community College Western Michigan University
Morgan State University Roger Pick Tina Johnson
NaLisa Brown University of Missouri at Kansas City Midwestern State University
University of the Ozarks Ronnie Creel Tommy Lu
Nancy Grant Troy University Delaware Technical and Community College
Community College of Allegheny Rosalie Westerberg Troy S. Cash
County–South Campus Clover Park Technical College NorthWest Arkansas Community College
Nanette Lareau Ruth Neal Vicki Robertson
University of Arkansas Community Navarro College Southwest Tennessee Community
College–Morrilton
Sandra Thomas Weifeng Chen
Pam Brune Troy University California University of Pennsylvania
Chattanooga State Community College
Sheila Gionfriddo Wes Anthony
Pam Uhlenkamp Luzerne County Community College Houston Community College
Iowa Central Community College
Sherrie Geitgey William Ayen
Patrick Smith Northwest State Community College University of Colorado at Colorado Springs
Marshall Community and Technical College Sophia Wilberscheid Wilma Andrews
Paul Addison Indian River State College Virginia Commonwealth University
Ivy Tech Community College Sophie Lee Yvonne Galusha
Paula Ruby California State University, University of Iowa
Arkansas State University Long Beach
Peggy Burrus Stacy Johnson
Red Rocks Community College Iowa Central Community College
Special thanks to our development and technical team:
Barbara Stover Jennifer Lynn Lori Damanti
Cheryl Slavick Joyce Nielsen Mara Zebest
Elizabeth Lockley Linda Pogue Susan Fry
Heather Hetzler Lisa Bucki
xii Acknowledgments
preface
The exploring Series and You
Exploring is Pearson’s Office Application series that requires students like you to think “beyond the point
and click.” In this edition, we have worked to restructure the Exploring experience around the way you,
today’s modern student, actually use your resources.
The goal of Exploring is, as it has always been, to go further than teaching just the steps to accomplish a
task—the series provides the theoretical foundation for you to understand when and why to apply a skill.
As a result, you achieve a deeper understanding of each application and can apply this critical thinking
beyond Office and the classroom.
You are practical students, focused on what you need to do to be successful in this course and beyond, and
want to be as efficient as possible. Exploring has evolved to meet you where you are and help you achieve
success efficiently. Pearson has paid attention to the habits of students today, how you get information, how
you are motivated to do well in class, and what your future goals look like. We asked you and your peers for
acceptance of new tools we designed to address these points, and you responded with a resounding “YES!”
Here Is What We learned About You

You are goal-oriented. You want a good grade in this course—so we rethought how Exploring works so
that you can learn the how and why behind the skills in this course to be successful now. You also want to
be successful in your future career—so we used motivating case studies to show relevance of these skills to
your future careers and incorporated Soft Skills, Collaboration, and Analysis Cases in this edition to set you
up for success in the future.
You read, prepare, and study differently than students used to. You use textbooks like a tool—you want to
easily identify what you need to know and learn it efficiently. We have added key features such as Step Icons,
Hands-On Exercise Videos, and tracked everything via page numbers that allow you to navigate the content
efficiently, making the concepts accessible and creating a map to success for you to follow.
You go to college now with a different set of skills than students did five years ago. The new edition of
Exploring moves you beyond the basics of the software at a faster pace, without sacrificing coverage of the
fundamental skills that you need to know. This ensures that you will be engaged from page 1 to the end of
the book.
You and your peers have diverse learning styles. With this in mind, we broadened our definition of
“student resources” to include Compass, an online skill database; movable Student Reference cards; Hands-
On Exercise videos to provide a secondary lecture-like option of review; Soft Skills video exercises to
illustrate important non-technical skills; and the most powerful online homework and assessment tool
around with a direct 1:1 content match with the Exploring Series, MyITLab. Exploring will be accessible to
all students, regardless of learning style.
Providing You with a Map to Success

to Move Beyond the Point and Click
All of these changes and additions will provide you with an easy and efficient path to follow to be successful
in this course, regardless of your learning style or any existing knowledge you have at the outset. Our goal is
to keep you more engaged in both the hands-on and conceptual sides, helping you to achieve a higher level
of understanding that will guarantee you success in this course and in your future career. In addition to the
vision and experience of the series creator, Robert T. Grauer, we have assembled a tremendously talented
team of Office Applications authors who have devoted themselves to teaching you the ins and outs of
Microsoft Word, Excel, Access, and PowerPoint. Led in this edition by series editor Mary Anne Poatsy, the
whole team is equally dedicated to providing you with a map to success to support the Exploring mission
of moving you beyond the point and click.
Preface xiii
Key Features
• White Pages/Yellow Pages clearly distinguish the theory (white pages) from the skills covered in the
Hands-On Exercises (yellow pages) so students always know what they are supposed to be doing.
• Enhanced Objective Mapping enables students to follow a directed path through each chapter, from the
objectives list at the chapter opener through the exercises in the end of chapter.
• Objectives List: This provides a simple list of key objectives covered in the chapter. This includes
page numbers so students can skip between objectives where they feel they need the most help.
• Step Icons: These icons appear in the white pages and reference the step numbers in the Hands-On
Exercises, providing a correlation between the two so students can easily find conceptual help when
they are working hands-on and need a refresher.
• Quick Concepts Check: A series of questions that appear briefly at the end of each white page
section. These questions cover the most essential concepts in the white pages required for students
to be successful in working the Hands-On Exercises. Page numbers are included for easy reference to
help students locate the answers.
• Chapter Objectives Review: Appears toward the end of the chapter and reviews all important
concepts throughout the chapter. Newly designed in an easy-to-read bulleted format.
• Key Terms Matching: A new exercise that requires students to match key terms to their definitions. This
requires students to work actively with this important vocabulary and prove conceptual understanding.
• Case Study presents a scenario for the chapter, creating a story that ties the Hands-On Exercises
together.
• Hands-On Exercise Videos are tied to each Hands-On Exercise and walk students through the steps of
the exercise while weaving in conceptual information related to the Case Study and the objectives as a
Watch the Video whole.
for this Hands-
On Exercise! • End-of-Chapter Exercises offer instructors several options for assessment. Each chapter has
approximately 12–15 exercises ranging from multiple choice questions to open-ended projects.
Newly included in this is a Key Terms Matching exercise of approximately 20 questions, as well as a
Collaboration Case and Soft Skills Case for every chapter.
aNaLYsis • Enhanced Mid-Level Exercises include a Creative Case (for PowerPoint and Word), which allows
Case students some flexibility and creativity, not being bound by a definitive solution, and an Analysis Case
(for Excel and Access), which requires students to interpret the data they are using to answer an analytic
Creative question, as well as Discover Steps, which encourage students to use Help or to problem-solve to
Case accomplish a task.
• MyITLab provides an auto-graded homework, tutorial, and assessment solution that is built to match
the book content exactly. Every Hands-On Exercise is available as a simulation training. Every Capstone
HOE1 Training Grader Exercise and most Mid-Level Exercises are available as live-in-the-application Grader projects. Icons are
included throughout the text to denote which exercises are included.
xiv Key Features

Instructor Resources
The Instructor’s Resource Center, available at www.pearsonhighered.com, includes the following:
• Instructor Manual provides an overview of all available resources as well as student data and solution
files for every exercise.
• Solution Files with Scorecards assist with grading the Hands-On Exercises and end-of-chapter
exercises.
• Prepared Exams allow instructors to assess all skills covered in a chapter with a single project.
• Rubrics for Mid-Level Creative Cases and Beyond the Classroom Cases in Microsoft® Word format
enable instructors to customize the assignments for their classes.
• PowerPoint® Presentations with notes for each chapter are included for out-of-class study or review.
• Lesson Plans provide a detailed blueprint to achieve chapter learning objectives and outcomes.
• Objectives Lists map chapter objectives to Hands-On Exercises and end-of-chapter exercises.
• Multiple Choice and Key Terms Matching Answer Keys
• Test Bank provides objective-based questions for every chapter.
• Grader Projects textual versions of auto-graded assignments for Grader.
• Additional Projects provide more assignment options for instructors.
• Syllabus Templates
• Scripted Lectures offer an in-class lecture guide for instructors to mirror the Hands-On Exercises.
• Assignment Sheet
• File Guide
Student Resources
Companion Web Site
www.pearsonhighered.com/exploring offers expanded IT resources and self-student tools for
students to use for each chapter, including:
• Online Chapter Review • Web Resources
• Glossary • Student Data Files
• Chapter Objectives Review
In addition, the Companion Web Site is now the site for Premium Media, including the videos for the
Exploring Series:
• Hands-On Exercise Videos* • Audio PPTs*
• Soft Skills Exercise Videos*
*Access code required for these premium resources.
Student Reference Cards

A two-sided card for each application provides students with a visual summary of information and tips
specific to each application.
Resources xv
1
Access
ChApTer
Introduction to Access
Finding Your Way Through an

Access Database
Objectives AfTer YOu reAd ThIs ChApTer, YOu wIll be Able TO:
1. understand database fundamentals p. 618 5. Know when to use Access or excel to manage data
2. use an existing database p. 625 p. 645
3. sort table data on one or multiple fields p. 636 6. understand relational power p. 646
4. Create, modify, and remove filters p. 637 7. Create a database p. 653
Case study | Managing a Business in the Global

Economy
Northwind Traders* is an international gourmet food distributor that imports and
exports specialty foods from around the world. Northwind’s products include meats,
seafood, dairy products, beverages, and produce. Keeping track of customers, vendors,
orders, and inventory is a critical task. The owners of Northwind have just purchased an
order-processing database created with Microsoft Office Access 2013 to help manage
their customers, suppliers, products, and orders.
You have been hired to learn, use, and manage the database. Northwind’s owners
are willing to provide training about their business and Access. They expect the learn-
ing process to take about three months. After three months, your job will be to support
the order-processing team as well as to provide detail and summary reports to the sales
force as needed. Your new job at Northwind Traders will be a challenge, but it is also
a good opportunity to make a great contribution to a global company. Are you up to
the task?
*Northwind Traders was created by the Microsoft Access Team as a sample database for Access 2003. Access 2013 does
not include a sample database, so you will use a modified version of Northwind Traders. The names of companies,
products, people, characters, and/or data are fictitious.
Introduction to Access • Access 2013 617

Databases Are Everywhere!
A database is a collection of data organized as meaningful information that can be accessed,
managed, stored, queried, sorted, and reported. You probably participate in data collection and
are exposed to databases on a regular basis. For example, your community college or university
uses a database to store registration data. When you enrolled at your institution, you created a
profile that was saved in a database. When you registered for this course, your data was entered
into a database. If you have a bank account, have a Social Security card, have a medical history,
or have booked a flight with an airline, your information is stored in a record in a database.
If you use the Internet, you probably use databases often because the Internet can pro-
vide you with easy access to databases. For example, when you shop online or check your
bank statement online, you connect to a database. Even when you type a search phrase
into Google and click Search, you are using Google’s massive database with all of its stored
Web page references and keywords. Look for something on Amazon, and you are search-
ing Amazon’s database to find a product that you might want to buy. Need a new driver for
golfing? Log on to Amazon, search for “golf clubs driver” (see Figure 1.1), and find the right
driver with your preferred loft, hand orientation, flex, shaft material, and price range. All of
this information is stored in Amazon’s products database.
Figure 1.1 Amazon Web Site
Organizations rely on data to conduct daily operations, regardless of whether the organi-
zation exists as a profit or not-for-profit environment. Organizations maintain data about their
customers, employees, orders, volunteers, activities, and facilities. Organizations maintain data
about their customers, employees, orders, volunteers, activities, and facilities, and this data
needs to be stored, organized, and made available for analysis. Data and information are two
terms that are often used interchangeably. However, when it comes to databases, the two terms
mean different things. Data is what is entered into a database. Information is the finished prod-
uct that is produced by the database. Data is converted to information by selecting, calculating,
sorting, or summarizing records. Decisions in an organization are usually based on informa-
tion produced by a database, rather than raw data.
In this section, you will learn the fundamentals of organizing data in a database, explore
what Access database objects are and what their purpose is, and examine the Access interface.
Understanding Database Fundamentals

People use databases to store collections of data. A database management system (DBMS)
is a software system that provides the tools needed to create, maintain, and use a database.
Database management systems make it possible to access and control data and display the
information in a variety of formats such as lists, forms, and reports. Access is the database
management system included in the Office 2013 Professional suite and the Office 2013
Professional Academic suite. Access is a valuable decision-making tool that many organizations
618 chApter 1 • Introduction to Access

are using. Advanced Access users and software developers can even use Microsoft Access to
develop software applications for specific solutions to the needs of organizations. For exam-
ple, a health organization uses Access to track and understand disease reports.
Organize Information in a Database and recognize

Access Objects
STEP 2 ›› An Access database is a structured collection of objects, the main components that are cre-
ated and used to make the database function. The main object types in an Access database
are listed below and discussed in the following paragraphs.
• Tables
• Forms
• Queries
• Reports
• Macros
• Modules
The objects that make up an Access database are available from the Navigation Pane.
The Navigation Pane is an Access interface element that organizes and lists the database
objects in an Access database. You will learn about the object types and their benefits in the
remainder of this section. Later you will learn to create and use these objects.
The foundation of every database is a table, the object in which data, such as a person’s
name or a product number, is stored. The other objects in a database are based on one or more
underlying tables. To understand how an Access database works and how to use Access effec-
tively, you should learn the structure of a table. Tables organize data into columns and rows.
Columns display a field, the smallest data element of a table. For example, in the Northwind
database, a table containing information about customers would include a Customer ID field.
Another field would contain the Company Name. Fields may be required or optional—a con-
tact name may be required, for example, but a contact title may be optional.
Each row in a table contains a record, a complete set of all the fields (data elements)
about one person, place, event, or concept. A customer record, for example, would contain
all of the fields about a single customer, including the Customer ID, the Company Name,
Contact Name, Contact Title, Address, City, etc. Figure 1.2 shows the Northwind database
with the Customers table selected in the Navigation Pane. The Customers table is open and
shows the records of Northwind customers in the table rows. Each record contains multiple
fields, with the field name displaying at the top of each column.
Fields
Table name
Navigation Pane displaying

Access objects
Records
Figure 1.2 Customers Table
Databases Are Everywhere! • Access 2013 619

A form is an object that gives a user a way of entering and modifying data in databases.
Forms enable you to enter, modify, or delete table data. They enable you to manipulate data
in the same manner that you would in a table. The difference is that you can create a form
that will limit the user to viewing only one record at a time. This helps the user to focus on
the data being entered or modified and also provides for more reliable data entry. As an
Access user, you will add, delete, and edit records in Form view. As the Access designer, you
will create and edit the form structure.
A query is a question that you ask about the data in your database. For example, how
many of our customers live in Boston? The answer is shown in the query results. A query
can be used to display only records that meet certain conditions and only the fields that you
require. In addition to helping you find and retrieve data that meets the conditions that you
specify, you can use a query to update or delete records and to perform predefined or custom
calculations with your data.
A report contains professional-looking formatted information from underlying tables
or queries. Reports enable you to print the information in your database and are an effec-
tive way to present database information. You have control over the size and appearance of
everything in a report. Access provides different views for designing, modifying, and run-
ning reports.
Two other object types, macros and modules, are used less frequently unless you are a
power Access user. A macro object is a stored series of commands that carry out an action.
You can create a macro to automate simple tasks by selecting an action from a list of macro
actions. A module is similar to a macro, as it is an object that adds functionality to a data-
base, but modules are written using the VBA (Visual Basic for Applications) programming
language.
Figure 1.3 displays the different object types in Access with the foundation object—the
table—in the center of the illustration. The purpose each object serves is explained under-
neath the object name. The flow of information between objects is indicated by single arrow-
head arrows if the flow is one direction only. Two arrowhead arrows indicate that the flow
goes both directions. For example, you can use forms to view, add, delete, or modify data
from tables.
Figure 1.3 Object Types and

Flow of Information
examine the Access Interface

While Access includes the standard elements of the Microsoft Office applications interface
such as the title bar, the Ribbon, the Home tab, the Backstage view, and scroll bars, it also
includes elements unique to Access.

Tip Access Title Bar
By default, the Access 2013 title bar displays the full path name and file name for the
Access database. Displaying just the file name can give the application a cleaner or sim-
pler look. To customize the title bar, click the File tab, click Options, and then click Current
Database. Type the file name or the name you wish to display in the Application Title box.
The title bars of the Access databases in this book have been modified to display only the
file names of the databases.
The Access Ribbon has five tabs that will always display, as well as contextual tabs that
appear only when particular objects are open. The File tab leads to the Backstage view, which
gives you access to a variety of database tools such as Save, Save As, Compact and Repair,
Backup Database, and Print. The Home tab, the default Access tab, contains basic editing
functions, such as cut and paste, filtering, find and replace, and most formatting actions.
This tab also contains the features that enable you to work with record creation and deletion,
totals, and spelling.
The Create tab contains all the tools used to create new objects in a database whereas
the External Data tab contains all of the operations used to facilitate data import and export.
Finally, the Database Tools tab contains the feature that enables users to create relationships
between tables and enables use of the more advanced features of Access, such as setting rela-
tionships between tables, analyzing a table or query, and migrating data to SharePoint.
On the left side of the screen, you will see the Navigation Pane. The Navigation Pane
organizes and lists all of the objects that are needed to make the current database function.
You can open any object by double-clicking the object’s name in the list. You can also open
an object by right-clicking the object name and selecting Open from the shortcut menu.
Right-clicking provides other options, such as renaming the object, cutting the object, and
copying the object.
Most databases contain multiple tables, queries, forms, and reports. By default, the
objects display in groups by object type in the Navigation Pane. If you wish, you can collapse
the contents of an object group by clicking the group heading or the double arrows to the
right of the group heading. To expand the contents of an object group that has been hidden,
click the heading again or click the double arrows to the right of the group heading again.
If you wish to change the way objects are grouped in the Navigation Pane, click the list
arrow on the Navigation Pane title bar and select your preferred configuration of the
available options.
Tip Navigation pane Display
You may wish to expand the area available for an open object by changing the display
of the Navigation Pane to a narrow vertical ribbon. You can toggle the display by click-
ing the Shutter Bar Open/Close button at the top-right corner of the Navigation Pane.
The Shutter Bar Open/Close button looks like a double arrow. Click the button again to
expand the Navigation Pane. F11 also toggles the display of the Navigation Pane.
By default, Access uses a Tabbed Documents interface. That means that each object that
is open has its own tab beneath the Ribbon and to the right of the Navigation Pane. You can
switch between open objects by clicking a tab to make that object active. Figure 1.4 shows
the Access interface for the Northwind Traders database, which was introduced in the Case
Study at the beginning of the chapter. The Navigation Pane is grouped by object type. The
Tables and Reports groups in the Navigation Pane are expanded. The Table Tools contextual
tab displays because the Employees table is open. The Employees table shows the records for

nine employees. The employee records contain multiple fields about each employee, includ-
ing the employee’s Last Name, First Name, Hire Date, Region, and so on. Occasionally a field
does not contain a value for a particular record. For example, one of the employees, Nancy
Davolio, has not been assigned a title yet. The value of that field is missing. Access shows a
blank cell when data is missing.
Customized title bar
Click to change Navigation

Pane configuration
Navigation Pane
Table group expanded

to show all objects
Click to expand Queries list
Shutter Bar
Open/Close button
Click to collapse
Reports group
Employees table is open
Navigation bar showing nine

records in Employees table
Figure 1.4 Access Interface
explore Access Views

Access provides two different ways to view a table: the Datasheet view and the Design view.
To switch between views:
• Click the HOME tab and click View in the Views group to toggle between the current
view and the previous view.
• Click the HOME tab, click the View arrow in the Views group, and then select the
view you want to use.
• Right-click the object tab and select the view you want to use.
• Right-click the object in the Navigation Pane and select the view you want to use.
• Click one of the view shortcuts in the lower-right corner of the Access window.
The Datasheet view is a grid containing fields (columns) and records (rows), similar
to an Excel spreadsheet. You can view, add, edit, and delete records in the Datasheet view.
Figure 1.5 shows the Datasheet view for the Northwind Customers table. Each row contains
a record for a specific customer. Click the record selector at the beginning of a row to select
the record. Each column represents a field or one attribute about a customer. Click the field
selector, or column heading, to select a column.

Customers table is open
Pencil in record selector

indicates the record
is being edited
Navigation bar indicates

record 9 of 91 customers
in the table is selected
Datasheet view

in Datasheet View
The navigation bar at the bottom of Figure 1.5 shows that the Customers table has 91
records and that record number 9 is the current record. The vertical scroll bar on the right
side of the window displays only when the table contains more records than can appear in
the window at one time. Similarly, the horizontal scroll bar at the bottom of the window dis-
plays only when the table contains more fields than can appear in the window at one time.
The pencil symbol to the left of Record 9 indicates that the data in that record is being
edited and that changes have not yet been saved. The pencil symbol disappears when you move
to another record. It is important to understand that Access saves data automatically as soon
as you move from one record to another. This may seem counterintuitive at first because other
Office applications, such as Word and Excel, do not save changes and additions automatically.
Figure 1.6 shows the navigation buttons on the navigation bar that you use to move
through the records in a table, query, or form. The buttons enable you to go to the first
record, the previous record, the next record, or the last record. The button with the yel-
low asterisk is used to add a new (blank) record. You can also type a number directly into
the current record field, and Access will take you to that record. Finally, the navigation bar
enables you to find a record based on a single word. Type the word in the search box, and
Access will locate the first record that contains the word.
Type in a single search word
Create a new (blank) record
Go to the last record
Go to the next record
Type in the record

you want to go to
Go to the previous record
Go to the first record

Figure 1.6 Navigation
Buttons
You can also use the Find command in the Find group on the Home tab to locate spe-
cific records within a table, form, or query. You can search for a single field or the entire
record, match all or part of the selected field(s), move forward or back in a table, or specify a
case-sensitive search. The Replace command can be used to substitute one value for another.
Select Replace All if you want Access to automatically search for and replace every instance

of a value without first checking with you. Be careful when using the Replace All option for
global replacement, however, because unintended replacements are possible.
The Design view gives you a detailed view of the table’s structure and is used to create
and modify a table’s design by specifying the fields it will contain, the fields’ data types, and
their associated properties. Data types define the type of data that will be stored in a field,
such as short text, long text, numeric, currency, etc. For example, if you need to store the hire
date of an employee, you would enter the field name Hire Date and select the Date/Time data
type. The field properties define the characteristics of the fields in more detail. For example,
for the field Hire Date, you could set a field property that requires a Short Date format.
Figure 1.7 shows the Design view for the Customers table. In the top portion, each row
contains the field names, the data type, and an optional description for each field in the table.
In the bottom portion, the Field Properties pane contains the properties (details) for each
field. Click on a field, and the properties for that field will be displayed in the bottom portion
of the Design view window.
Figure 1.7 also shows the primary key. The primary key is the field (or combination of
fields) that uniquely identifies each record in a table. The CustomerID field is the primary
key in the Customers table; it ensures that each record in the table can be distinguished from
every other record. It also helps prevent the occurrence of duplicate records. Primary key
fields may be numbers, letters, or a combination of both. In Figure 1.7, the primary key has
an AutoNumber data type (a number that is generated by Access and is automatically incre-
mented each time a record is added). Another example of a primary key is an automatically
generated Employee ID.
Click to assign primary key
Customers table
in Design view
CustomerID field
set as primary key
for Customers table
CompanyName
field is selected
Each field is assigned

a data type
Field properties for the

CompanyName field
Design view

in Design View
Open an Access File and Work with content Security

STEP 1 ›› When Access is first launched, the Backstage view displays. The left side of the view provides
a list of databases you have recently used. Beneath the list of recently used databases is the
Open Other Files option. Click Open Other Files to access the Open options. You will see a
list of the places your account allows you to open a file from: a recent location, your SkyDrive
account, your computer, or from any additional places you have added to your Places list. You
can also add a new place by clicking the Add a Place option. If you select your SkyDrive or
another place and the desired database is not in the recent list, you will need to click Browse
to open the Open dialog box. Then you can locate and select the database and click Open.
If you are currently using Access and wish to open another database, do the following:
1. Click the FILE tab.
2. Click Open in Backstage view to access Open options.
3. Select the place where the database is stored.

4. Click Browse to open the Open dialog box.
5. Locate and select the database and click Open.
If you open a database from a location you have not designated as a trusted location
or open a database that does not have a digital signature from a publisher you can trust,
Access will display a message bar immediately below the Ribbon. The message bar displays
a security warning designed to prevent you from opening a database that may contain
harmful code that can be hidden in macros or VBA modules. Click the Enable Content
button if you trust the database’s source—it becomes a trusted location. After you click
Enable Content, Access closes the database and reopens the file to enable the content.
Access also adds the database to its list of trusted documents so you will not see the secu-
rity message again. All content from this publisher and associated with this book can be
trusted.
Using an Existing Database

Databases must be carefully managed to keep information accurate. Records need to be
edited when changes occur and when new records are added, and records may need to be
deleted on occasion. All of these processes are easily accomplished using Access. Managing
a database also requires that you understand when data is saved and when you need to use
the Save commands.
Understand the Difference Between Working

in Storage and Memory
STEP 3 ›› The way Access performs its save function is different from the other Microsoft Office appli-
cations. Word, Excel, and PowerPoint all work primarily from memory. In those applica-
tions, your work is not automatically saved to your storage location. You must save your
work. This could be catastrophic if you are working with a PowerPoint presentation and you
forget to save it. If the power is lost, you may lose your presentation. Access, on the other
hand, works primarily from storage. As you enter and update the data in an Access database,
the changes are automatically saved to the storage location you specified when you saved the
database. If a power failure occurs, you will lose only the changes to the record that you are
currently editing.
When you make a change to a record’s content in an Access table (for example, chang-
ing a customer’s cell phone number), Access saves your changes as soon as you move the
insertion point to a different record. However, you are required to save after you modify the
design of a table, a query, a form, or a report. When you modify an object’s design, such as
widening a field display on the Customers form, and then close it, Access will prompt you
with the message “Do you want to save changes to the design of form ‘Customers’?” Click Yes
to save your changes.
Also in Access, you can click Undo to reverse the most recent change (the phone num-
ber you just modified) to a single record immediately after making changes to that record.
However, unlike other Office programs that enable multiple Undo steps, you cannot use
Undo to reverse multiple edits in Access.
With an Access database file, several users can work in the same file at the same time.
Databases are often located on company servers, making it easy to have multiple users work-
ing in the same database at the same time. As long as multiple users do not attempt to change
the same record at the same time, Access will let these users access the database simultane-
ously. So one person can be adding records to the Customers table while another can be
creating a query based on the Products table. Two users can even work on the same table as
long as they are not working on the same record.

Add, edit, and Delete records
STEP 4 ›› To add a new record, click New in the Records group on the Home tab or click New (blank)
record on the navigation bar. In a table, you can also click the first column of the blank row
beneath the last record. As soon as you begin typing, the asterisk record indicator changes
to a pencil icon to show that you are in editing mode. Press Tab to move to the next col-
umn so that you can enter the data for the next field. Pressing Tab in the last column in the
record saves the record and moves the insertion point to the next record. You can also press
Shift+Enter at any time in the record to save the record. The easiest way to save the record
is to press the up or down arrow on your keyboard, which moves you to another record. As
soon as you move to another record Access automatically saves the changes to the record you
created or changed.
To edit a record, tab to the field you want to modify and type the new data. When you
start typing, you erase all existing data in the field because the entire field is selected. You
can switch to Edit mode by pressing F2. In Edit mode, you will not automatically delete all
the data in the field. Instead, you can position your insertion point and make the changes
you want.
reFerence Keyboard Shortcuts for entering Data

Keystroke result
Up arrow (↑) Moves insertion point up one row.
Down arrow (↓) Moves insertion point down one row.
Left arrow (←) Moves insertion point left one field in the same row.
Right arrow (→) Moves insertion point right one field in the same row.
Tab or Enter Moves insertion point right one field in the same row.
Shift+Tab Moves insertion point left one field in the same row.
Home Moves insertion point to the first field in the current row.
End Moves insertion point to the last field in the current row.
Page Up Moves insertion point up one screen.
Page Down Moves insertion point down one screen.
Ctrl+Home Moves insertion point to the first field in the first row.
Ctrl+End Moves insertion point to the last field in the last row.
Esc Cancels any changes made in the current field while in Edit mode.
Ctrl+Z Reverses the last edit.
Ctrl+semicolon (;) Enters the current date.
Ctrl+Alt+Spacebar Enters the default value of a field.
Ctrl+single quote Enters the value from the same field in the previous record.
Ctrl+plus sign (+) Moves to a new record row.
Ctrl+minus sign (−) Deletes the current record.
STEP 5 ›› To delete a record, click the row selector for the record you want to delete and click
Delete in the Records group on the Home tab. You can also delete a selected record by
pressing Delete on the keyboard, or by right-clicking the row selector and selecting Delete
Record from the shortcut menu.

Tip Deleting Records
Be careful about deleting records in a database. Deleting a record may result in the dele-
tion of records in a related table. That information may be critical to the organization. For
example, deleting an inactive customer may seem like a good idea, but if you delete the
customer it could impact your order history.
Save As, compact and repair, and Back Up Access Files

STEP 6 ›› The Backstage view gives you access to the Save As command. When you click the Save As
command, you can choose the file type you want to save: the database or the current object.
Having the option of saving the entire database or just a component of it distinguishes Access
from Word, Excel, and PowerPoint. Those applications have only one thing being saved—
the primary document, workbook, or presentation. Save Database As enables you to select
whether you want to save the database in the default database format (Access 2007–2013 file
format), in one of the earlier Access formats, or as a template. Save Object As enables you
to make a copy of the current Access object or publish a copy of the object as a PDF or XPS
file. A PDF or XPS file looks the same on most computers because these file types preserve
the object’s formatting. PDF and XPS files also have a small file size. You can also click Save
on the Quick Access Toolbar to save an active object—clicking Save on the Quick Access
Toolbar does not save the database.
To help you manage your database so that it operates efficiently and securely, Access
provides two utilities to help protect the data within a database: Compact and Repair, which
reduces the size of the database, and Back Up Database, which creates a duplicate copy of the
database.
Databases have a tendency to expand with everyday use and may become corrupt, so
Access provides the Compact and Repair Database utility. Entering data, creating queries,
running reports, and adding and deleting objects will all cause a database file to expand.
This growth may increase storage requirements and may also impact database performance.
When you run the Compact and Repair utility, it creates a new database file behind the
scenes and copies all the objects from the original database into the new one. As it copies
the objects into the new file, Access removes temporary objects and unclaimed space due to
deleted objects, which results in a smaller database file. Compact and Repair will also defrag-
ment a fragmented database file if needed. When the utility is finished copying the data, it
deletes the original file and renames the new one with the same name as the original. This
utility can also be used to repair a corrupt database. In most cases, only a small amount of
data—the last record modified—will be lost during the repair process. You should compact
your database every day. To compact and repair an open database, do the following:
1. Close all open objects in the database.
2. Click the FILE tab.
3. Click Compact and Repair Database in the Info options.
As an alternative, you can click the Database Tools tab and click Compact and Repair
Database in the Tools group.
Tip Automatic Compact
You can have Access compact the open database each time you close it by using the
Compact and Close option. To use this option, click File to open the Backstage view. Click
Options and click Current Database. In the Options for the current database pane, click
the Compact on Close check box under Application Options. Click OK.

The Back Up Database utility makes a copy of the entire database to protect your data-
base from loss or damage. Imagine what would happen to a firm that loses the orders placed
but not shipped, a charity that loses the list of donor contributions, or a hospital that loses
the digital records of its patients. Making backups is especially important when you have
multiple users working with the database. When you use the Back Up Database utility,
Access provides a file name for the backup that uses the same file name as the database you
are backing up, an underscore, and the current date. This makes it easy for you to keep track
of databases by the date they were created. To back up a database, do the following:
1. Click the FILE tab and click Save As.
2. Click Save Database As under File Types, if necessary.
3. Click Back Up Database under the Advanced group.
4. Click Save As. Revise the location and file name if you want to change either and
click Save.
In Hands-On Exercise 1, you will work with the Northwind Traders database discussed
in the Case Study at the beginning of the chapter. You open the database and examine the
interface and Access views, organize information, work with records, and save, compact,
repair, and back up the database.
Quick
concepts 1. Name the six objects in an Access database and briefly describe the purpose of each. p. 619
✓ 2. What is the difference between Datasheet view and Design view in a table? p. 622
3. What is meant by the statement “Access works from storage”? p. 625
4. What is the purpose of the Compact and Repair utility? p. 627

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without the consent of the principals. Ah Sam resigned himself to
matrimony. The office was reached, the door opened and out in the darkness
bolted the bride, for she knew not what these preparations meant, or
whether she had fallen among friends or enemies. After a lively chase we
cornered and caught her; and having thus at last brought this refractory
couple together we placed them in position, and the Justice commenced the
ceremony by asking Hi Sing if she took that man for her lawful wedded
husband, which interrogatory being Chaldaic to her, she replied only by an
unmeaning and unspeculative stare. Spoke, who seemed destined to be the
soul and mainspring of this whole affair, now threw light on the Mongolian
intellect by bringing into play his stock of Chinese English, and translating
to her the language of the Justice thus: “You like ’um he, pretty good?”
Upon which her face brightened, and she nodded assent. Then turning to the
groom, he called in a tone fierce and threatening, “You like ’um she?” and
Ah Sam—who was now only a passive object in the hands of Spoke, forced
and galvanized into matrimony—dared not do otherwise than give in his
adhesion, upon which the Justice pronounced them man and wife;
whereupon two Virginians present with their violins (all Virginians fiddle
and shoot well) struck up the “Arkansas Traveller;” and the audience—
which was now large, every bar-room in Jamestown having emptied itself
to witness our Chinese wedding—inspired by one common impulse, arose
and marched seven times about the couple. Ah Sam was now informed that
he was married “American fashion,” and that he was free to depart with his
wedded encumbrance. But Ah Sam, whose intoxication had broken out in
full acquiescence with these proceedings, now insisted on making a
midnight tour of all the saloons in camp, and treating everybody to the
deathly whiskey vended by them, to which the crowd—who never objected
to the driving of this sort of nails in their own coffins—assented, and the
result of it was (Ah Sam spending his money very freely) that when
daylight peeped over the eastern hills the Bella Union saloon was still in
full blast; and while the Justice of the Peace was winning Spoke’s thirty
hard-earned dollars in one corner, and the two Virginians still kept the
“Arkansas Traveller” going on their violins in another, Stephen Scott
(afterward elected to Congress) was weeping profusely over the bar, and on
being interrogated as to the cause of his sadness by General Wyatt, ex-
member of the State Senate, Scott replied that he could never hear played
the air of “Home, Sweet Home” without shedding tears.
Ah Sam departed with his bride in the morning, and never were a man’s
prospects brighter for a happy honeymoon until the succeeding night, when
he was waylaid by a band of disguised white men in the temporary service
and pay of old Ching Loo; and he and Hi Sing were forced so far apart that
they never saw each other again.
Ah Sam returned to the attorney, apparently deeming that some help
might be obtained in that quarter; but Spoke intimated that he could no
longer assist him, since it was every man’s special and particular mission to
keep his own wife after being married; although he added, for Ah Sam’s
comfort, that this was not such an easy matter for the Americans
themselves, especially in California.
Upon this Ah Sam apparently determined to be satisfied with his brief
and turbulent career in matrimony; and betaking himself again to Swett’s
Bar cooked in such a villainous fashion and desperate vigor, finding thereby
a balm for an aching heart, that in a twelvemonth several stalwart miners
gave up their ghosts through indigestion, and the little graveyard on the red
hill thereby lost forever its distinctive character of affording a final resting
place only to those who had died violent deaths.
CHAPTER XXI.
ON A JURY.
Year after year, and term after term, the great case of Table Mountain
Tunnel vs. New York Tunnel, used to be called in the Court held at Sonora,
Tuolumne County. The opposing claims were on opposite sides of the great
mountain wall, which here described a semicircle. When these two claims
were taken up, it was supposed the pay streak followed the Mountain’s
course; but it had here taken a freak to shoot straight across a flat formed by
the curve. Into this ground, at first deemed worthless, both parties were
tunnelling. The farther they tunnelled, the richer grew the pay streak. Every
foot was worth a fortune. Both claimed it. The law was called upon to settle
the difficulty. The law was glad, for it had then many children in the county
who needed fees. Our lawyers ran their tunnels into both of these rich
claims, nor did they stop boring until they had exhausted the cream of that
pay streak. Year after year, Table Mountain vs. New York Tunnel Company
was tried, judgment rendered first for one side and then for the other, then
appealed to the Supreme Court, sent back, and tried over, until, at last, it
had become so encumbered with legal barnacles, parasites, and cobwebs,
that none other than the lawyers knew or pretended to know aught of the
rights of the matter. Meantime, the two rival companies kept hard at work,
day and night. Every ounce over the necessary expense of working their
claims and feeding and clothing their bodies, went to maintain lawyers. The
case became one of the institutions of the county. It outlived several judges
and attorneys. It grew plethoric with affidavits and other documentary
evidence. Men died, and with their last breath left some word still further to
confuse the great Table Mountain vs. New York Tunnel case. The county
town throve during this yearly trial. Each side brought a small army of
witnesses, who could swear and fill up any and every gap in their respective
chains of evidence. It involved the history, also, of all the mining laws made
since “ ’49.” Eventually, jurors competent to try this case became very
scarce. Nearly every one had “sat on it,” or had read or heard or formed an
opinion concerning it, or said they had. The Sheriff and his deputies
ransacked the hills and gulches of Tuolumne for new Table Mountain vs.
New York Tunnel jurors. At last, buried in an out-of-the-way gulch, they
found me. I was presented with a paper commanding my appearance at the
county town, with various pains and penalties affixed, in case of refusal. I
obeyed. I had never before formed the twelfth of a jury. In my own
estimation, I rated only as the twenty-fourth. We were sworn in: sworn to
try the case to the best of our ability; it was ridiculous that I should swear to
this, for internally I owned I had no ability at all as a juror. We were put in
twelve arm-chairs. The great case was called. The lawyers, as usual, on
either side, opened by declaring their intentions to prove themselves all
right and their opponents all wrong. I did not know which was the plaintiff,
which the defendant. Twenty-four witnesses on one side swore to
something, to anything, to everything; thirty-six on the other swore it all
down again. They thus swore against each other for two days and a half.
The Court was noted for being an eternal sitter. He sat fourteen hours per
day. The trial lasted five days. Opposing counsel, rival claimants, even
witnesses, all had maps, long, brilliant, parti-colored maps of their claims,
which they unrolled and held before us and swung defiantly at each other.
The sixty witnesses testified from 1849 up to 1864. After days of such
testimony, as to ancient boundary lines and ancient mining laws, the
lawyers on either side, still more to mystify the case, caucused the matter
over and concluded to throw out about half of such testimony as being
irrelevant. But they could not throw it out of our memories. The “summing
up” lasted two days more. By this time, I was a mere idiot in the matter. I
had, at the start, endeavored to keep some track of the evidence, but they
managed to snatch every clue away as fast as one got hold of it. We were
“charged” by the judge and sent to the jury room. I felt like both a fool and
a criminal. I knew I had not the shadow of an opinion or a conclusion in the
matter. However, I found myself not alone. We were out all night. There
was a stormy time between the three or four jurymen who knew or
pretended to know something of the matter. The rest of us watched the
controversy, and, of course, sided with the majority. And, at last, a verdict
was agreed upon. It has made so little impression on my mind that I forget
now whom it favored. It did not matter. Both claims were then paying well,
and this was a sure indication that the case would go to the Supreme Court.
It did. This was in 1860. I think it made these yearly trips up to 1867. Then
some of the more obstinate and combative members of either claim died,
and the remainder concluded to keep some of the gold they were digging
instead of paying it out to fee lawyers. The Table Mountain vs. New York
Tunnel case stopped. All the lawyers, save two or three, emigrated to San
Francisco or went to Congress. I gained but one thing from my experience
in the matter—an opinion. It may or may not be right. It is that juries in
most cases are humbugs.
CHAPTER XXII.
SOME CULINARY REMINISCENCES.
I lived once with an unbalanced cook. Culinarily he was not self-poised.

He lacked judgment. He was always taking too large cooking contracts. He
was for a time my partner. He was a lover of good living and willing to
work hard for it over a cook stove. He would for a single Sunday’s dinner
plan more dishes than his mind could eventually grasp or his hands handle.
And when he had exhausted the whole of the limited gastronomical
repertoire within our reach he would be suddenly inspired with a
troublesome propensity to add hash to the programme. In cooking, as I have
said, he lost his balance. His imagination pictured more possibilities than
his body had strength to carry out. So busied in getting up a varied meal, he
would in a few minutes’ leisure attempt to shave himself or sew on shirt or
pantaloon buttons. This put too many irons in the fire. A man who attempts
to shave while a pot is boiling over or a roast requiring careful watching is
in the oven, will neither shave nor cook well. He will be apt to leave lather
where it is not desirable, as he sometimes did. Trousers-buttons are not
good in soup. I do not like to see a wet shaving brush near a roast ready to
go into the oven. The æsthetic taste repudiates these hints at combination.
Then sometimes, in the very crisis of a meal, he became flurried. He rushed
about in haste overmuch, with a big spoon in one hand and a giant fork in
the other, looking for missing stove-covers and pot-lids, seldom found until
the next day, and then in strange places. Nothing is well done which is done
in a hurry, especially cooking. Some argue that men and women put their
magnetic and sympathetic influences in the food they prepare. If a man
kneading bread be in a bad temper he puts bad temper in the bread, and that
bad temper goes into the person who eats it. Or if he be dyspeptic he kneads
dyspepsia in his dough. It is awful to think what we may be eating. I think
the unbalanced cook puts flurries in his stews, for I felt sometimes as if
trying to digest a whirlwind after eating this man’s dinners. He ruled the
house. I was his assistant. I was his victim. I was the slave of the spit, and
the peon of the frying-pan. When his energies culminated and settled on
hash, when already the stove-top was full of dishes in preparation, I was
selected as the proper person to chop the necessary ingredients. We had
neither chopping-knife nor tray. The mining stores then did not contain such
luxuries. This to him made no difference. He was a man who rose superior
to obstacles, circumstances, and chopping trays. He said that hash could be
chopped with a hatchet on a flat board. He planned; I executed. He
theorized and invented; I put his inventions in practice. But never
successfully could I chop a mass of beef and boiled potatoes with a hatchet
on a flat board. The ingredients during the operation would expand and fall
over the edge of the board. Or the finer particles would violently fly off at
each cut of the hatchet, and lodge on the beds or other unseemly places.
I do not favor a dinner of many courses, especially if it falls to my lot to
prepare these courses. Few cooks enjoy their own dinners. For two reasons:
First—They eat them in anticipation. This nullifies the flavor of the reality.
Second—The labor of preparation fatigues the body and takes the keen
edge from the appetite. You are heated, flushed, exhausted, and the nerves
in a twitter. The expected relish palls and proves a myth. Ladies who cook
will corroborate my testimony on this point. It is a great, merciful and
useful vent for a woman that a man can come forward able and willing to
sympathize with her in regard to this and other trials of domestic life.
Having kept my own house for years I know whereof I speak. Two hours’
work about a hot stove exhausts more than four hours’ work out of doors.
Americans in Europe are shocked or pretend to be at sight of women doing
men’s work in the fields. They are much better off than the American
woman, five-sixths of whose life is spent in the kitchen. The outdoor
woman shows some blood through the tan on her cheeks. The American
kitchen housewife is sallow and bleached out. I have in Vienna seen women
mixing mortar and carrying bricks to the sixth story of an unfinished house,
and laying bricks, too. These women were bare-legged to the knee, and
their arms and legs were muscular. They mixed their mortar with an energy
suggestive of fearful consequences to an ordinary man of sedentary
occupations. They could with ease have taken such a man and mixed him
with their mortar. Coarse, were they? Yes, of course they were. But if I am
to choose between a coarse woman, physically speaking, and one hot-
housed and enervated to that extent that she cannot walk half a mile in the
open air, but requires to be hauled, I choose the coarse-grained fibre.
I once lived near a literary cook. It was to him by a sort of natural
heritage that fell the keeping of the Hawkins Bar Library, purchased by the
“boys” way back in the A.D. eighteen hundred and fifties. The library
occupied two sides of a very small cabin, and the man who kept it lived on
or near the other two sides. There, during nights and rainy days, he read and
ate. His table, a mere flap or shelf projecting from the wall, was two-thirds
covered with books and papers, and the other third with a never-cleared-off
array of table furniture, to wit: A tin plate, knife, fork, tin cup, yeast-powder
can, pepper-box, ditto full of sugar, ditto full of salt, a butter-plate, a bottle
of vinegar and another of molasses, and may be, on occasions, one of
whiskey. On every book and paper were more or less of the imprint of
greasy fingers, or streaks of molasses. The plate, owing to the almost entire
absence of the cleansing process, was even imbedded in a brownish,
unctuous deposit, the congealed oleaginous overflow of months of meals.
There he devoured beef and lard, bacon and beans and encyclopedias,
Humboldt’s “Cosmos” and dried apples, novels and physical nourishment at
one and the same time. He went long since where the weary cease from
troubling, and the wicked, let us hope, are at rest. Years ago, passing
through the deserted Bar, I peeped in at Morgan’s cabin. A young oak
almost barred the door, part of the roof was gone, the books and shelves had
vanished; naught remained but the old miner’s stove and a few battered
cooking utensils. I had some thought at the time of camping for the night on
the Bar, but this desolate cabin and its associations of former days
contrasted with the loneliness and solitude of the present proved too much
for me. I feared the possible ghost of the dead librarian, and left for a
populated camp. Poor fellow! While living, dyspepsia and he were in close
embrace. A long course of combined reading and eating ruined his
digestion. One thing at a time; what a man does he wants to do with all his
might.
Eggs in the early days were great luxuries. Eggs then filled the place of
oysters. A dish of ham and eggs was one of the brilliant anticipations of the
miner resident in some lonesome gulch when footing it to the nearest large
camp. A few enterprising and luxurious miners kept hens and raised
chickens. The coons, coyotes, and foxes were inclined to “raise” those
chickens too. There was one character on Hawkins Bar whose coop was
large and well stocked. Eggs were regularly on his breakfast-table, and he
was the envy of many. Generous in disposition, oft he made holiday
presents of eggs to his friends. Such a gift was equivalent to that of a turkey
in older communities. One foe to this gentleman’s peace and the security of
his chickens alone existed. That foe was whiskey. For whenever elevated
and cheered by the cup which does inebriate, he would in the excess of his
royal nature call his friends about him, even after midnight, and slay and eat
his tenderest chickens. Almost so certain as Kip got on a spree there came a
feast and consequent midnight depletion of his chicken-coop—a depletion
that was mourned over in vain when soberer and wiser counsels prevailed.
The pioneer beefsteaks of California were in most cases cut from bulls
which had fought bull-fights all the way up from Mexico. Firm in fibre as
they were, they were generally made firmer still by being fried in lard. The
meat was brought to the table in a dish covered with the dripping in which it
had hardened. To a certain extent the ferocity and combativeness of human
nature peculiar to the days of “ ’49” were owing to obstacles thrown in the
way of easy digestion by bull beef fried to leather in lard. Bad bread and
bull beef did it. The powers of the human system were taxed to the
uttermost to assimilate these articles. The assimilation of the raw material
into bone, blood, nerve, muscle, sinew and brain was necessarily imperfect.
Bad whiskey was then called upon for relief. This completed the ruin. Of
course men would murder each other with such warring elements inside of
them.
The ideas of our pioneer cooks and housekeepers regarding quantities,
kinds, and qualities of provisions necessary to be procured for longer or
shorter periods, were at first vague. There was an Argonaut who resided at
Truetts’ Bar, and, in the fall of 1850, warned by the dollar a pound for flour
experience of the past winter, he resolved to lay in a few months’
provisions. He was a lucky miner. Were there now existing on that bar any
pioneers who lived there in ’49, they would tell you how he kept a barrel of
whiskey in his tent on free tap. Such men are scarce and win name and
fame. Said he to the Bar trader when the November clouds began to signal
the coming rains, “I want to lay in three months’ provisions.” “Well, make
out your order,” said the storekeeper. This troubled G——. At length he
gave it verbally thus: “I guess I’ll have two sacks of flour, a side of bacon,
ten pounds of sugar, two pounds of coffee, a pound of tea, and—and—a
barrel of whiskey.”
My own experience taught me some things unconsidered before. Once,
while housekeeping, I bought an entire sack of rice. I had no idea then of
the elastic and durable properties of rice. A sack looked small. The rice
surprised me by its elasticity when put on to boil. Rice swells amazingly.
My first pot swelled up, forced off the lid and oozed over. Then I shoveled
rice by the big spoonful into everything empty which I could find in the
cabin. Still it swelled and oozed. Even the washbasin was full of half-boiled
rice. Still it kept on. I saw then that I had put in too much—far too much.
The next time I tried half the quantity. That swelled, boiled up, boiled over
and also oozed. I never saw such a remarkable grain. The third time I put
far less to cook. Even then it arose and filled the pot. The seeds looked
minute and harmless enough before being soaked. At last I became
disgusted with rice. I looked at the sack. There was the merest excavation
made in it by the quantity taken out. This alarmed me. With my gradually
decreasing appetite for rice, I reflected and calculated that it would take
seven years on that Bar ere I could eat all the rice in that sack. I saw it in
imagination all boiled at once and filling the entire cabin. This determined
my resolution. I shouldered the sack, carried it back to the store and said:
“See here! I want you to exchange this cereal for something that won’t
swell so in the cooking. I want to exchange it for something which I can eat
up in a reasonable length of time.”
The storekeeper was a kind and obliging man. He took it back. But the
reputation, the sting of buying an entire sack of rice remained. The “boys”
had “spotted” the transaction. The merchant had told them of it. I was
reminded of that sack of rice years afterward.
CHAPTER XXIII.
THE COPPER FEVER.
In 1862-63 a copper fever raged in California. A rich vein had been

found in Stanislaus County. A “city” sprung up around it and was called
Copperopolis. The city came and went inside of ten years. When first I
visited Copperopolis, it contained 3,000 people. When I last saw the place,
one hundred would cover its entire population.
But the copper fever raged in the beginning. Gold was temporarily
thrown in the shade. Miners became speedily learned in surface copper
indications. The talk far and wide was of copper “carbonates,” oxides,
“sulphurets,” “gosson.” Great was the demand for scientific works on
copper. From many a miner’s cabin was heard the clink of mortar and pestle
pounding copper rock, preparatory to testing it. The pulverized rock placed
in a solution of diluted nitric acid, a knife blade plunged therein and coming
out coated with a precipitation of copper was exhibited triumphantly as a
prognosticator of coming fortune from the newly found lead. The fever flew
from one remote camp to another. A green verdigris stain on the rocks
would set the neighborhood copper crazy. On the strength of that one
“surface indication” claims would be staked out for miles, companies
formed, shafts in flinty rock sunk and cities planned. Nitric acid came in
great demand. It was upset. It yellowed our fingers, and burned holes in our
clothes. But we loved it for what it might prove to us. A swarm of men
learned in copper soon came from San Francisco. They told all about it,
where the leads should commence, in what direction they should run, how
they should “dip,” what would be the character of the ore, and what it
would yield. We, common miners, bowed to their superior knowledge. We
worshipped them. We followed them. We watched their faces as they
surveyed the ground wherein had been found a bit of sulphuret or a green
stained ledge, to get at the secret of their superior right under ground. It
took many months, even years for the knowledge slowly to filter through
our brains that of these men nine-tenths had no practical knowledge of
copper or any other mining. The normal calling of one of the most learned
of them all, I found out afterward to be that of a music teacher. Old S——,
the local geologist of Sonora, who had that peculiar universal genius for
tinkering at anything and everything from a broken wheelbarrow to a clock
and whose shop was a museum of stones, bones and minerals collected
from the vicinity, “classified,” and named, some correctly and some
possibly otherwise, took immediately on himself the mantle of a copper
prophet, and saw the whole land resting on a basis of rich copper ore. He
advised in season and out of season, in his shop and in the street, that all
men, and especially young men, betake themselves to copper mining. It
was, he said, a sure thing. It needed only pluck, patience, and perseverance.
“Sink,” he said, “sink for copper. Sink shafts wherever indications are
found. Sink deep. Don’t be discouraged if the vein does not appear at
twenty, thirty, sixty or an hundred feet.”
And they did sink. For several years they sunk shafts all over our county
and in many another counties. In remote gulches and cañons they sunk and
blasted and lived on pork and beans week in and week out and remained all
day underground, till the darkness bleached their faces. They sunk and sunk
and saw seldom the faces of others of their kind, and no womankind at all.
They lived coarsely, dressed coarsely, and no matter what they might have
been, felt coarsely and in accordance, acted coarsely. They sunk time and
money and years and even health and strength, and in nineteen cases out of
twenty found nothing but barren rock or rock bearing just enough mineral
not to pay.
I took the copper fever with the rest. In a few weeks I became an
“expert” in copper. I found two veins on my former gold claim at Swett’s
Bar. I found veins everywhere. I really did imagine that I knew a great deal
about copper-mining, and being an honest enthusiast was all the more
dangerous. The banks of the Tuolumne became at last too limited as my
field for copper exploration and discovery. I left for the more thickly
populated portion of the county, where there being more people, there was
liable to be more copper, and where the Halsey Claim was located. The
“Halsey” was having its day then as the King claim of the county. It had
really produced a few sacks of ore, which was more than any other
Tuolumne copper claim had done, and on the strength of this, its value was
for a few months pushed far up into high and airy realms of finance.
I told some of my acquaintances in Sonora that I could find the
“continuation” of the Halsey lead. They “staked” me with a few dollars, in
consideration of which I was to make them shareholders in whatever I
might find. Then I went forth into the chapparal to “prospect.” The Halsey
claim lay about a mile east of Table Mountain near Montezuma, a mining
camp then far in its decline. Table Mountain is one of the geological
curiosities, if not wonders of Tuolumne and California. As a well-defined
wall it is forty miles long. Through Tuolumne it is a veritable wall, from
250 to 600 feet in height, flat as a floor on the top. That top has an average
width of 300 yards. The “table” is composed of what we miners call “lava.”
It is a honey-combed, metallic-looking rock, which on being struck with a
sledge emits a sulphurous smell. The sides to the ungeological eye seem of
a different kind of rock. But parts of the sides are not of rock at all—they
are of gravel. On the eastern slope you may see from the old Sonora stage
road two parallel lines, perhaps 200 feet apart, running along the mountain
side. Mile after mile do these marks run, as level and exact as if laid there
by the surveyor. Climb up to them and you find these lines enlarged to a
sort of shelf or wave-washed and indented bank of hard cement, like gravel.
You may crawl under and sit in the shade of an overhanging roof of gravel,
apparently in some former age scooped out by the action of waves. Not
only on the Table Mountain sides do you find these lines, but where Table
Mountain merges into the plains about Knight’s Ferry will you see these
same water marks running around the many low conical hills.
A geological supposition. That’s what water seems to have done outside
of Table Mountain. Were I a geologist I should say that here had been a lake
—maybe a great lake—which at some other time had suddenly from the
first mark been drained down to the level of the second, and from that had
drained off altogether. Perhaps there was a rise in the Sierra Nevada, and
everything rising with it, the lake went up too suddenly on one side and so
the waters went down on the other. Inside of Table Mountain there is an old
river bed, smoothly washed by the currents of perhaps as many if not more
centuries than any river now on earth has seen, and this forms a layer or
core of gold-bearing gravel. In some places it has paid richly: in more
places it has not paid at all.
I said to myself: “This Halsey lead, like all the leads of this section, runs
northeast and southwest.” (N. B.—Three years afterward we found there
were no leads at all in that section.) “The Halsey lead must run under Table
Mountain and come out somewhere on the other side.” So I took the
bearings of the Halsey lead, or what I then supposed were the bearings, for
there wasn’t any lead anyway, with a compass. I aimed my compass at a
point on the ledge of the flat summit of Table Mountain. I hit it. Then I
climbed up over the two water shelves or banks to that point. This was on
the honey-combed lava crags. From these crags one could see afar north
and south. South, over Tuolumne into Mariposa the eye following the great
white quartz outcrop of the Mother or Mariposa lead. North was Bear
Mountain, the Stanislaus River and Stanislaus County. This view always
reminded me of the place where one very great and very bad historical
personage of the past as well as the present showed another still greater and
much better Being all the kingdoms of the earth. For the earth wasn’t all
laid out, pre-empted and fenced in those days, and its kingdoms were small.
Then I ran my lines over the flat top of Table Mountain, southeast and
northwest. So they said ran all the copper leads, commencing at
Copperopolis. So then we believed, while tossing with the copper fever.
Certainly they ran somewhere, and ran fast too, for we never caught any
paying copper vein in Tuolumne County, at least any that paid—except to
sell.
I aimed my compass down the other side of the mountain. There, when
the perpendicular lava rock stopped pitching straight up and down,
sometimes fifty, sometimes two hundred feet, was a dense growth of
chaparral—the kind of chaparral we called “chemisal.” I got into the
chemisal. Here the compass was of no more use than would be a certificate
of Copperhead copper stock to pay a board bill. It was a furry, prickly,
blinding, bewildering, blundering, irritating growth, which sent a pang
through a man’s heart and a pricker into his skin at every step. At last,
crawling down it on all-fours, for I could not walk, dirty, dusty, thirsty, and
perspiring, I lit on a rock, an outcrop of ledge. It was gray and moss grown.
It hid and guarded faithfully the treasure it concealed. Like Moses, I struck
the rock with my little hatchet. The broken piece revealed underneath a
rotten, sandy-like, spongy formation of crumbling, bluish, greenish hue. It
was copper! I had struck it! I rained down more blows! Red oxides, green
carbonates, gray and blue sulphurets! I had found the Copperhead lead! I
was rich. I got upon that rock and danced! Not a graceful, but an
enthusiastic pas seul. I deemed my fortune made. I was at last out of the
wilderness! But I wasn’t.
CHAPTER XXIV.
RISE AND FALL OF COPPERHEAD CITY.
I trudged back nine miles to Sonora, my pockets full of “specimens”

from the newly discovered claim, my head a cyclone of copper-hued air
castles. I saw the “boys.” I was mysterious. I beckoned them to retired
spots. I showed them the ores. I told them of the find. They were wild with
excitement. They were half crazed with delight. And in ten minutes some of
them went just as far into the domains of unrest and unhappiness for fear
some one might find and jump the claim ere I got back to guard it. The
Copperhead Company was organized that night. The “Enthusiast,” a man
who lived in the very top loft of copper insanity, was sent down with me to
superintend the sinking of the shaft. The secret was soon out. Shares in the
vein were eagerly coveted. I sold a few feet for $500 and deemed I had
conferred a great favor on the buyer in letting it go so cheaply. I lived up,
way up, in tens of thousands and hundreds of thousands of dollars. The
“company” in Sonora met almost every night to push things while the
Enthusiast and myself blasted and burrowed in the rock. By day they
exhausted their spare cash in horse hire, riding down to the claim in hope of
being on hand when the next blast should reveal a bed of ore, immense in
breadth and unfathomable in depth.
My Company was made up chiefly of lawyers, doctors, politicians, and
editors. They never realized how much they were indebted to me. For four
months I made them feel rich,—and if a man feels rich, what more should
he want? For a millionaire can do no more than feel rich.
Feeling certain that the Copperhead was a very rich claim, and that other
rich claims would be developed from the “extensions,” and that a bustling
town would be the result, I pre-empted a section of the land which I deemed
most valuable, on which it was intended that “Copperhead City” should be
built. This “city” I partly laid out. I think this was the third city I had laid
out in California. There is a sepulchral and post-mortem suggestion in the
term “laid out” which is peculiarly applicable to all the “cities” which I
attempted to found, and which “cities” invariably foundered. Actuated, also,
at that time, by those business principles so largely prevalent in most
Christian communities, I “claimed” the only spring of good drinking water
in the neighborhood of my “city.” My intent in this was in time to realize a
profit from the indirect sale of this water to such of the future “city’s”
population as might want water—not to sell it by the glass or gallon, of
course; but if there was to be a “city” it would need water-works. The
water-works would necessarily lie on my land. I would not be guilty of the
inhumanity of selling water to parch-tongued people, but I proposed that the
“city” should buy of me the ground out of which came the water.
But one house was ever erected in Copperhead City proper, and that had
but one room. But three men ever lived in it. Yet the city was thickly
populated. It was located in a regular jungle, so far as a jungle is ever
attained in California, and seemed the head-centre and trysting-place of all
the rattlesnakes, coons, skunks, owls, and foxes on the west side of Table
Mountain. When the winter wore off and the warm California spring wore
on and merged into the summer heat of May, and the pools made by the
winter rains dried up, I think all the rattlesnakes and copperheads for miles
around went for my pre-empted spring of pure water. The “city,” I mean the
house, was located within a few feet of the spring. Returning thither at noon
for dinner, I have started half a dozen snakes from the purlieus and suburbs
of that spring. Snakes get dry like human beings. Snakes love water.
Snakes, poor things, can’t get anything else to drink, and must fill up on
water. These were sociable snakes. When startled at our approach they
would not run away from our society. No. They preferred to remain in the
“city,” and so, in many instances they ran under the house. It is not pleasant
at night to feel that you are sleeping over a veteran rattler four feet long,
with a crown of glory on his tail in the shape of fourteen or fifteen rattles.
You won’t crawl under your house to evict such a rattlesnake, either.
Skunks inhabited our “city,” also. Skunks know their power—their peculiar
power.
The evening gloaming seems the favorite time for the skunk to go
abroad. He or she loves the twilight. There must be a vein of sentiment in
these far-smelling creatures. I have in the early evening travelled up the
only street our “city” ever laid out—a trail—and ahead of me on that trail I
have seen a skunk. I was willing he should precede me. In the matter of
rankness I was perfectly willing to fall a long way behind him. Now, if you
have studied skunks you will know that it is far safer to remain in the
skunk’s rear than to get ahead of him, because when he attacks with his
favorite aromatic means of offensive defence he projects himself forward
(as it were). I have then, in my city, had a skunk keep the trail about fifty
feet ahead of me at a pace which indicated little alarm at my presence, and,
do my best, I could not frighten the animal, nor could I get ahead of him or
her. If I ran he ran; if I walked he concurred in rapidity of pace. I dared not
approach too near the animal. I would rather break in upon the “sacred
divinity” which, they say, “doth hedge a king” than transgress the proper
bounds to be observed with reference to a skunk. Let a king do his best, and
he cannot punish an intruder as can a skunk.
The skunk is really a pretty creature. Its tail droops over its back, like the
plumes of the Knight of Navarre. It is an object which can really be admired
visually at a distance. Do not be allured by him to too near approach.
“Beware! he’s fooling thee!”
At last it dawned upon the collective mind of the Copperhead Company
that their Superintendent, the Enthusiast, was digging too much and getting
down too little. They accepted his resignation. It mattered little to him, for
by this time his mind was overwhelmed by another stupendous mining
scheme, to which the Copperhead was barely a priming. He had the happy
talent of living in these golden visions which, to him, were perfect realities.
He held the philosophy that the idea, the hope, the anticipation of a thing is
sometimes more “the thing” than the thing itself. The Enthusiast’s rich
mines lay principally in his head, but his belief in them gave him as much
pleasure as if they really existed. It was like marrying, sometimes. The
long-sought-for, longed-for, wished-for wife, or husband, turns out, as a
reality, a very different being from what he or she was deemed while in
process of being longed and sought for. The long-longed-for may have been
estimated an angel. The angel, after wedlock, may prove to have been a
myth. The reality may be a devil, or within a few shades or degrees of a
devil.
So the shaft was sunk, as they said, properly and scientifically, by the
new Superintendent. The rock got harder as we went down, the ore less, the
vein narrower, the quantity of water greater, the progress slower, the weekly
expenses first doubled and then trebled, the stock became less coveted, and
as to reputed value, reached that fatal dead level which really means that it
is on its downward descent. The shareholders’ faces became longer and
longer at their weekly Sunday afternoon meetings in the Sonora Court-
house.
The Copperhead Claim and Copperhead City subsided quietly. The
shareholders became tired of mining for coin to pay assessments out of their
own pockets. They came at last to doubt the ever-glowing hopeful assertion
of the Enthusiast that from indications he knew the “ore was forming.” The
inevitable came. Copperhead City was deserted by its human inhabitants.
The skunk, the snake, the squirrel, the woodpecker, and the buzzard came
again into full possession, and I bitterly regretted that I had not sold more at
ten dollars a foot when I found the stock a drug at ten cents.
CHAPTER XXV.
PROSPECTING.
The failure of the Copperhead Claim and the collapse of Copperhead

City did not discourage me. The flame only burned the brighter to go forth
and unearth the veins of mineral wealth which imagination showed me
lying far and near in this land still of such recent settlement.
This was in 1863-64. The great silver leads of Nevada had but recently
been discovered. The silver excitement was at its height. People were
thinking that barely the threshold of the mineral richness of the Pacific
slope had been reached and that untold treasure underground awaited the
prospector’s exploration north, south, and east, so far as he could go.
Fired with this all-pervading thought I projected one of the grandest of
my failures. I organized the “Mulford Mining, Prospecting, and Land
Company,” whose intent was to take up and hold all the mineral veins I
found and secure all desirable locations I might come upon for farms, town
sites, and other purposes.
“Holding” a mineral vein, or whatever I might imagine to be a mineral
vein, could be done after the proper notices were put up, by performing on
such veins one day’s work a month, and such “day’s work” was supposed to
be done by turning up a few shovelfuls of dirt on the property.
My Company consisted of thirty members, who lived at varying
distances apart, within and without the county of Tuolumne. For my
services as general prospector, discoverer, and holder of all properties
accumulated (by myself) I was to receive from each member three dollars
per month.
I fixed this princely stipend myself, being then ever in fear that I should
overcharge others for services rendered.
By dint of great exertion, I succeeded in getting one-third of the
members together one hot summer afternoon in a Montezuma grocery. I
unfolded then the Company’s Constitution and By-Laws, written by myself
at great length on several sheets of foolscap pasted together. I read the
document. It provided for the Company a President, Secretary, Treasurer,
and Board of Directors. It set forth their duties and my duties as “General
Prospector.” I was particularly stringent and rigid regarding myself and my
responsibilities to the Company.
The fragment of the new Company present assented to everything, paid
in their first installment of three dollars, and bade me go forth and “strike
something rich” as quickly as possible.
I went forth at first afoot with the few dollars paid me. I subsisted in a
hap-hazard—indeed I must say beggarly fashion, stopping with mining
friends and dependent to great extent on their hospitality, while I “held” the
few claims I had already found and found others in their neighborhood.
At last I found a man who subscribed the use of a horse for the summer
in consideration of being enrolled as a shareholder. On similar terms I
gained a saddle, a shot-gun, a dog, and some provisions. This put the
“Company” on a more stable footing, for I was now no longer dependent on
house or hospitality, and could stop wherever night overtook me, and wood,
water, and grass were at hand.
My horse I think was the slowest of his kind in the Great West, and my
gun kicked so vigorously when discharged that I frequently sustained more
injury than the game aimed at.
My field of operations extended over 150 miles of country, from the foot
hills of the Sierras to their summits and beyond in the Territory of Nevada.
Land, wood, water, grass, and game, if found, were free in every direction.
The country was not fenced in, the meaning of “trespassing” on land was
unknown—in fact it was then really a free country—a term also not
altogether understood in the older States, where if you build a camp-fire in
a wood lot you run some risk from the farmer who owns it, and his bulldog.
Sometimes, I would be a week or ten days without seeing a human face.
A roof rarely covered me. I would camp one day near a mountain summit
looking over fifty or sixty miles of territory and the next at its base with a
view bounded by a wall of rock a few hundred yards distant. Sometimes I
was very lonesome and uneasy at night in these mountain solitudes. I
longed generally about sundown for some one to talk to. Anything human
would answer such purpose then. In the bright clear morning the lonesome
feeling was all gone. There was companionship then in the trees, the clouds,
the mountain peaks, far and near, yet there were times when the veriest clod

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MICROSOFT OFFICE 2013

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application access 1079

■ ChApteR tWO tables and Queries in relational Databases: Designing

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