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The Project Gutenberg eBook of Around the World in Eighty Days, by Jules Verne

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Title: Around the World in Eighty Days

Release Date: January, 1994 [eBook #103]
[Most recently updated: July 30, 2021]

Character set encoding: UTF-8

*** START OF THE PROJECT GUTENBERG EBOOK AROUND THE WORLD IN EIGHTY DAYS ***

by Jules Verne

Contents

CHAPTER I. IN WHICH PHILEAS FOGG AND PASSEPARTOUT ACCEPT EACH OTHER, THE ONE AS MASTER, THE OTHER AS MAN

CHAPTER II. IN WHICH PASSEPARTOUT IS CONVINCED THAT HE HAS AT LAST FOUND HIS IDEAL

CHAPTER III. IN WHICH A CONVERSATION TAKES PLACE WHICH SEEMS LIKELY TO COST PHILEAS FOGG DEAR

CHAPTER IV. IN WHICH PHILEAS FOGG ASTOUNDS PASSEPARTOUT, HIS SERVANT

CHAPTER V. IN WHICH A NEW SPECIES OF FUNDS, UNKNOWN TO THE MONEYED MEN, APPEARS ON 'CHANGE

CHAPTER VI. IN WHICH FIX, THE DETECTIVE, BETRAYS A VERY NATURAL IMPATIENCE

CHAPTER VII. WHICH ONCE MORE DEMONSTRATES THE USELESSNESS OF PASSPORTS AS AIDS TO DETECTIVES

CHAPTER VIII. IN WHICH PASSEPARTOUT TALKS RATHER MORE, PERHAPS, THAN IS PRUDENT

CHAPTER IX. IN WHICH THE RED SEA AND THE INDIAN OCEAN PROVE PROPITIOUS TO THE DESIGNS OF PHILEAS FOGG

CHAPTER X. IN WHICH PASSEPARTOUT IS ONLY TOO GLAD TO GET OFF WITH THE LOSS OF HIS SHOES

CHAPTER XI. IN WHICH PHILEAS FOGG SECURES A CURIOUS MEANS OF CONVEYANCE AT A FABULOUS PRICE

CHAPTER XII. IN WHICH PHILEAS FOGG AND HIS COMPANIONS VENTURE ACROSS THE INDIAN FORESTS, AND WHAT ENSUED

CHAPTER XIII. IN WHICH PASSEPARTOUT RECEIVES A NEW PROOF THAT FORTUNE FAVORS THE BRAVE

CHAPTER XIV. IN WHICH PHILEAS FOGG DESCENDS THE WHOLE LENGTH OF THE BEAUTIFUL VALLEY OF THE GANGES WITHOUT EVER THINKING OF SEEING IT

CHAPTER XV. IN WHICH THE BAG OF BANKNOTES DISGORGES SOME THOUSANDS OF POUNDS MORE

CHAPTER XVI. IN WHICH FIX DOES NOT SEEM TO UNDERSTAND IN THE LEAST WHAT IS SAID TO HIM

CHAPTER XVII. SHOWING WHAT HAPPENED ON THE VOYAGE FROM SINGAPORE TO HONG KONG

CHAPTER XVIII. IN WHICH PHILEAS FOGG, PASSEPARTOUT, AND FIX GO EACH ABOUT HIS BUSINESS

CHAPTER XIX. IN WHICH PASSEPARTOUT TAKES A TOO GREAT INTEREST IN HIS MASTER, AND WHAT COMES OF IT

CHAPTER XX. IN WHICH FIX COMES FACE TO FACE WITH PHILEAS FOGG

CHAPTER XXI. IN WHICH THE MASTER OF THE "TANKADERE" RUNS GREAT RISK OF LOSING A REWARD OF TWO HUNDRED POUNDS

CHAPTER XXII. IN WHICH PASSEPARTOUT FINDS OUT THAT, EVEN AT THE ANTIPODES, IT IS CONVENIENT TO HAVE SOME MONEY IN ONE'S POCKET

CHAPTER XXIII. IN WHICH PASSEPARTOUT'S NOSE BECOMES OUTRAGEOUSLY LONG

CHAPTER XXIV. DURING WHICH MR. FOGG AND PARTY CROSS THE PACIFIC OCEAN

CHAPTER XXV. IN WHICH A SLIGHT GLIMPSE IS HAD OF SAN FRANCISCO

CHAPTER XXVI. IN WHICH PHILEAS FOGG AND PARTY TRAVEL BY THE PACIFIC RAILROAD

CHAPTER XXVII. IN WHICH PASSEPARTOUT UNDERGOES, AT A SPEED OF TWENTY MILES AN HOUR, A COURSE OF MORMON HISTORY

CHAPTER XXVIII. IN WHICH PASSEPARTOUT DOES NOT SUCCEED IN MAKING ANYBODY LISTEN TO REASON

CHAPTER XXIX. IN WHICH CERTAIN INCIDENTS ARE NARRATED WHICH ARE ONLY TO BE MET WITH ON AMERICAN RAILROADS

CHAPTER XXX. IN WHICH PHILEAS FOGG SIMPLY DOES HIS DUTY

CHAPTER XXXI. IN WHICH FIX, THE DETECTIVE, CONSIDERABLY FURTHERS THE INTERESTS OF PHILEAS FOGG

CHAPTER XXXII. IN WHICH PHILEAS FOGG ENGAGES IN A DIRECT STRUGGLE WITH BAD FORTUNE

CHAPTER XXXIII. IN WHICH PHILEAS FOGG SHOWS HIMSELF EQUAL TO THE OCCASION

CHAPTER XXXIV. IN WHICH PHILEAS FOGG AT LAST REACHES LONDON

CHAPTER XXXV. IN WHICH PHILEAS FOGG DOES NOT HAVE TO REPEAT HIS ORDERS TO PASSEPARTOUT TWICE

CHAPTER XXXVI. IN WHICH PHILEAS FOGG'S NAME IS ONCE MORE AT A PREMIUM ON 'CHANGE

CHAPTER XXXVII. IN WHICH IT IS SHOWN THAT PHILEAS FOGG GAINED NOTHING BY HIS TOUR AROUND THE WORLD, UNLESS IT WERE HAPPINESS

CHAPTER III.
IN WHICH A CONVERSATION TAKES PLACE WHICH SEEMS LIKELY TO COST PHILEAS FOGG DEAR

Phileas Fogg, having shut the door of his house at half-past eleven, and having put his right foot before his left five hundred and seventy-five times, and his left foot before his right five hundred and seventy-six times, reached the Reform Club, an imposing edifice in Pall Mall, which could not have cost less than three millions. He repaired at once to the dining-room, the nine windows of which open upon a tasteful garden, where the trees were already gilded with an autumn colouring; and took his place at the habitual table, the cover of which had already been laid for him. His breakfast consisted of a side-dish, a broiled fish with Reading sauce, a scarlet slice of roast beef garnished with mushrooms, a rhubarb and gooseberry tart, and a morsel of Cheshire cheese, the whole being washed down with several cups of tea, for which the Reform is famous. He rose at thirteen minutes to one, and directed his steps towards the large hall, a sumptuous apartment adorned with lavishly-framed paintings. A flunkey handed him an uncut Times, which he proceeded to cut with a skill which betrayed familiarity with this delicate operation. The perusal of this paper absorbed Phileas Fogg until a quarter before four, whilst the Standard, his next task, occupied him till the dinner hour. Dinner passed as breakfast had done, and Mr. Fogg re-appeared in the reading-room and sat down to the Pall Mall at twenty minutes before six. Half an hour later several members of the Reform came in and drew up to the fireplace, where a coal fire was steadily burning. They were Mr. Fogg's usual partners at whist: Andrew Stuart, an engineer; John Sullivan and Samuel Fallentin, bankers; Thomas Flanagan, a brewer; and Gauthier Ralph, one of the Directors of the Bank of England-all rich and highly respectable personages, even in a club which comprises the princes of English trade and finance.

"Well, Ralph," said Thomas Flanagan, "what about that robbery?"

"Oh," replied Stuart, "the Bank will lose the money."

"On the contrary," broke in Ralph, "I hope we may put our hands on the robber. Skilful detectives have been sent to all the principal ports of America and the Continent, and he'll be a clever fellow if he slips through their fingers."

"But have you got the robber's description?" asked Stuart.

"In the first place, he is no robber at all," returned Ralph, positively.

"What! a fellow who makes off with fifty-five thousand pounds, no robber?"

"No."

"Perhaps he's a manufacturer, then."

"The Daily Telegraph says that he is a gentleman."

It was Phileas Fogg, whose head now emerged from behind his newspapers, who made this remark. He bowed to his friends, and entered into the conversation. The affair which formed its subject, and which was town talk, had occurred three days before at the Bank of England. A package of banknotes, to the value of fifty-five thousand pounds, had been taken from the principal cashier's table, that functionary being at the moment engaged in registering the receipt of three shillings and sixpence. Of course, he could not have his eyes everywhere. Let it be observed that the Bank of England reposes a touching confidence in the honesty of the public. There are neither guards nor gratings to protect its treasures; gold, silver, banknotes are freely exposed, at the mercy of the first comer. A keen observer of English customs relates that, being in one of the rooms of the Bank one day, he had the curiosity to examine a gold ingot weighing some seven or eight pounds. He took it up, scrutinised it, passed it to his neighbour, he to the next man, and so on until the ingot, going from hand to hand, was transferred to the end of a dark entry; nor did it return to its place for half an hour. Meanwhile, the cashier had not so much as raised his head. But in the present instance things had not gone so smoothly. The package of notes not being found when five o'clock sounded from the ponderous clock in the "drawing office," the amount was passed to the account of profit and loss. As soon as the robbery was discovered, picked detectives hastened off to Liverpool, Glasgow, Havre, Suez, Brindisi, New York, and other ports, inspired by the proffered reward of two thousand pounds, and five per cent. on the sum that might be recovered. Detectives were also charged with narrowly watching those who arrived at or left London by rail, and a judicial examination was at once entered upon.

There were real grounds for supposing, as the Daily Telegraph said, that the thief did not belong to a professional band. On the day of the robbery a well-dressed gentleman of polished manners, and with a well-to-do air, had been observed going to and fro in the paying room where the crime was committed. A description of him was easily procured and sent to the detectives; and some hopeful spirits, of whom Ralph was one, did not despair of his apprehension. The papers and clubs were full of the affair, and everywhere people were discussing the probabilities of a successful pursuit; and the Reform Club was especially agitated, several of its members being Bank officials.

Ralph would not concede that the work of the detectives was likely to be in vain, for he thought that the prize offered would greatly stimulate their zeal and activity. But Stuart was far from sharing this confidence; and, as they placed themselves at the whist-table, they continued to argue the matter. Stuart and Flanagan played together, while Phileas Fogg had Fallentin for his partner. As the game proceeded the conversation ceased, excepting between the rubbers, when it revived again.

"I maintain," said Stuart, "that the chances are in favour of the thief, who must be a shrewd fellow."

"Well, but where can he fly to?" asked Ralph. "No country is safe for him."

"Pshaw!"

"Where could he go, then?"

"Oh, I don't know that. The world is big enough."

"It was once," said Phileas Fogg, in a low tone. "Cut, sir," he added, handing the cards to Thomas Flanagan.

The discussion fell during the rubber, after which Stuart took up its thread.

"What do you mean by 'once'? Has the world grown smaller?"

"Certainly," returned Ralph. "I agree with Mr. Fogg. The world has grown smaller, since a man can now go round it ten times more quickly than a hundred years ago. And that is why the search for this thief will be more likely to succeed."

"And also why the thief can get away more easily."

"Be so good as to play, Mr. Stuart," said Phileas Fogg.

But the incredulous Stuart was not convinced, and when the hand was finished, said eagerly: "You have a strange way, Ralph, of proving that the world has grown smaller. So, because you can go round it in three months-"

"In eighty days," interrupted Phileas Fogg.

"That is true, gentlemen," added John Sullivan. "Only eighty days, now that the section between Rothal and Allahabad, on the Great Indian Peninsula Railway, has been opened. Here is the estimate made by the Daily Telegraph: -

From London to Suez viâ Mont Cenis and Brindisi, by rail and steamboats ................. 7 days
From Suez to Bombay, by steamer .................... 13 "
From Bombay to Calcutta, by rail ................... 3 "
From Calcutta to Hong Kong, by steamer ............. 13 "
From Hong Kong to Yokohama (Japan), by steamer ..... 6 "
From Yokohama to San Francisco, by steamer ......... 22 "
From San Francisco to New York, by rail ............. 7 "
From New York to London, by steamer and rail ........ 9 "
-------
Total ............................................ 80 days."

"Yes, in eighty days!" exclaimed Stuart, who in his excitement made a false deal. "But that doesn't take into account bad weather, contrary winds, shipwrecks, railway accidents, and so on."

"All included," returned Phileas Fogg, continuing to play despite the discussion.

"But suppose the Hindoos or Indians pull up the rails," replied Stuart; "suppose they stop the trains, pillage the luggage-vans, and scalp the passengers!"

"All included," calmly retorted Fogg; adding, as he threw down the cards, "Two trumps."

Stuart, whose turn it was to deal, gathered them up, and went on: "You are right, theoretically, Mr. Fogg, but practically-"

"Practically also, Mr. Stuart."

"I'd like to see you do it in eighty days."

"It depends on you. Shall we go?"

"Heaven preserve me! But I would wager four thousand pounds that such a journey, made under these conditions, is impossible."

"Quite possible, on the contrary," returned Mr. Fogg.

"Well, make it, then!"

"The journey round the world in eighty days?"

"Yes."

"I should like nothing better."

"When?"

"At once. Only I warn you that I shall do it at your expense."

"It's absurd!" cried Stuart, who was beginning to be annoyed at the persistency of his friend. "Come, let's go on with the game."

"Deal over again, then," said Phileas Fogg. "There's a false deal."

Stuart took up the pack with a feverish hand; then suddenly put them down again.

"Well, Mr. Fogg," said he, "it shall be so: I will wager the four thousand on it."

"Calm yourself, my dear Stuart," said Fallentin. "It's only a joke."

"When I say I'll wager," returned Stuart, "I mean it."

"All right," said Mr. Fogg; and, turning to the others, he continued: "I have a deposit of twenty thousand at Baring's which I will willingly risk upon it."

"Twenty thousand pounds!" cried Sullivan. "Twenty thousand pounds, which you would lose by a single accidental delay!"

"The unforeseen does not exist," quietly replied Phileas Fogg.

"But, Mr. Fogg, eighty days are only the estimate of the least possible time in which the journey can be made."

"A well-used minimum suffices for everything."

"But, in order not to exceed it, you must jump mathematically from the trains upon the steamers, and from the steamers upon the trains again."

"I will jump-mathematically."

"You are joking."

"A true Englishman doesn't joke when he is talking about so serious a thing as a wager," replied Phileas Fogg, solemnly. "I will bet twenty thousand pounds against anyone who wishes that I will make the tour of the world in eighty days or less; in nineteen hundred and twenty hours, or a hundred and fifteen thousand two hundred minutes. Do you accept?"

"We accept," replied Messrs. Stuart, Fallentin, Sullivan, Flanagan, and Ralph, after consulting each other.

"Good," said Mr. Fogg. "The train leaves for Dover at a quarter before nine. I will take it."

"This very evening?" asked Stuart.

"This very evening," returned Phileas Fogg. He took out and consulted a pocket almanac, and added, "As today is Wednesday, the 2nd of October, I shall be due in London in this very room of the Reform Club, on Saturday, the 21st of December, at a quarter before nine p.m.; or else the twenty thousand pounds, now deposited in my name at Baring's, will belong to you, in fact and in right, gentlemen. Here is a cheque for the amount."

A memorandum of the wager was at once drawn up and signed by the six parties, during which Phileas Fogg preserved a stoical composure. He certainly did not bet to win, and had only staked the twenty thousand pounds, half of his fortune, because he foresaw that he might have to expend the other half to carry out this difficult, not to say unattainable, project. As for his antagonists, they seemed much agitated; not so much by the value of their stake, as because they had some scruples about betting under conditions so difficult to their friend.

The clock struck seven, and the party offered to suspend the game so that Mr. Fogg might make his preparations for departure.

"I am quite ready now," was his tranquil response. "Diamonds are trumps: be so good as to play, gentlemen."

CHAPTER V.
IN WHICH A NEW SPECIES OF FUNDS, UNKNOWN TO THE MONEYED MEN, APPEARS ON 'CHANGE

Phileas Fogg rightly suspected that his departure from London would create a lively sensation at the West End. The news of the bet spread through the Reform Club, and afforded an exciting topic of conversation to its members. From the club it soon got into the papers throughout England. The boasted "tour of the world" was talked about, disputed, argued with as much warmth as if the subject were another Alabama claim. Some took sides with Phileas Fogg, but the large majority shook their heads and declared against him; it was absurd, impossible, they declared, that the tour of the world could be made, except theoretically and on paper, in this minimum of time, and with the existing means of travelling. The Times, Standard, Morning Post, and Daily News, and twenty other highly respectable newspapers scouted Mr. Fogg's project as madness; the Daily Telegraph alone hesitatingly supported him. People in general thought him a lunatic, and blamed his Reform Club friends for having accepted a wager which betrayed the mental aberration of its proposer.

Articles no less passionate than logical appeared on the question, for geography is one of the pet subjects of the English; and the columns devoted to Phileas Fogg's venture were eagerly devoured by all classes of readers. At first some rash individuals, principally of the gentler sex, espoused his cause, which became still more popular when the Illustrated London News came out with his portrait, copied from a photograph in the Reform Club. A few readers of the Daily Telegraph even dared to say, "Why not, after all? Stranger things have come to pass."

At last a long article appeared, on the 7th of October, in the bulletin of the Royal Geographical Society, which treated the question from every point of view, and demonstrated the utter folly of the enterprise.

Everything, it said, was against the travellers, every obstacle imposed alike by man and by nature. A miraculous agreement of the times of departure and arrival, which was impossible, was absolutely necessary to his success. He might, perhaps, reckon on the arrival of trains at the designated hours, in Europe, where the distances were relatively moderate; but when he calculated upon crossing India in three days, and the United States in seven, could he rely beyond misgiving upon accomplishing his task? There were accidents to machinery, the liability of trains to run off the line, collisions, bad weather, the blocking up by snow-were not all these against Phileas Fogg? Would he not find himself, when travelling by steamer in winter, at the mercy of the winds and fogs? Is it uncommon for the best ocean steamers to be two or three days behind time? But a single delay would suffice to fatally break the chain of communication; should Phileas Fogg once miss, even by an hour; a steamer, he would have to wait for the next, and that would irrevocably render his attempt vain.

This article made a great deal of noise, and, being copied into all the papers, seriously depressed the advocates of the rash tourist.

Everybody knows that England is the world of betting men, who are of a higher class than mere gamblers; to bet is in the English temperament. Not only the members of the Reform, but the general public, made heavy wagers for or against Phileas Fogg, who was set down in the betting books as if he were a race-horse. Bonds were issued, and made their appearance on 'Change; "Phileas Fogg bonds" were offered at par or at a premium, and a great business was done in them. But five days after the article in the bulletin of the Geographical Society appeared, the demand began to subside: "Phileas Fogg" declined. They were offered by packages, at first of five, then of ten, until at last nobody would take less than twenty, fifty, a hundred!

Lord Albemarle, an elderly paralytic gentleman, was now the only advocate of Phileas Fogg left. This noble lord, who was fastened to his chair, would have given his fortune to be able to make the tour of the world, if it took ten years; and he bet five thousand pounds on Phileas Fogg. When the folly as well as the uselessness of the adventure was pointed out to him, he contented himself with replying, "If the thing is feasible, the first to do it ought to be an Englishman."

The Fogg party dwindled more and more, everybody was going against him, and the bets stood a hundred and fifty and two hundred to one; and a week after his departure an incident occurred which deprived him of backers at any price.

The commissioner of police was sitting in his office at nine o'clock one evening, when the following telegraphic dispatch was put into his hands:

Suez to London.

R OWAN, C OMMISSIONER OF P OLICE, S COTLAND Y ARD:
I've found the bank robber, Phileas Fogg. Send without delay warrant of arrest to Bombay.

F IX, Detective.

The effect of this dispatch was instantaneous. The polished gentleman disappeared to give place to the bank robber. His photograph, which was hung with those of the rest of the members at the Reform Club, was minutely examined, and it betrayed, feature by feature, the description of the robber which had been provided to the police. The mysterious habits of Phileas Fogg were recalled; his solitary ways, his sudden departure; and it seemed clear that, in undertaking a tour round the world on the pretext of a wager, he had had no other end in view than to elude the detectives, and throw them off his track.

CHAPTER VI.
IN WHICH FIX, THE DETECTIVE, BETRAYS A VERY NATURAL IMPATIENCE

The circumstances under which this telegraphic dispatch about Phileas Fogg was sent were as follows:

The steamer Mongolia, belonging to the Peninsular and Oriental Company, built of iron, of two thousand eight hundred tons burden, and five hundred horse-power, was due at eleven o'clock a.m. on Wednesday, the 9th of October, at Suez. The Mongolia plied regularly between Brindisi and Bombay viâ the Suez Canal, and was one of the fastest steamers belonging to the company, always making more than ten knots an hour between Brindisi and Suez, and nine and a half between Suez and Bombay.

Two men were promenading up and down the wharves, among the crowd of natives and strangers who were sojourning at this once straggling village-now, thanks to the enterprise of M. Lesseps, a fast-growing town. One was the British consul at Suez, who, despite the prophecies of the English Government, and the unfavourable predictions of Stephenson, was in the habit of seeing, from his office window, English ships daily passing to and fro on the great canal, by which the old roundabout route from England to India by the Cape of Good Hope was abridged by at least a half. The other was a small, slight-built personage, with a nervous, intelligent face, and bright eyes peering out from under eyebrows which he was incessantly twitching. He was just now manifesting unmistakable signs of impatience, nervously pacing up and down, and unable to stand still for a moment. This was Fix, one of the detectives who had been dispatched from England in search of the bank robber; it was his task to narrowly watch every passenger who arrived at Suez, and to follow up all who seemed to be suspicious characters, or bore a resemblance to the description of the criminal, which he had received two days before from the police headquarters at London. The detective was evidently inspired by the hope of obtaining the splendid reward which would be the prize of success, and awaited with a feverish impatience, easy to understand, the arrival of the steamer Mongolia.

"So you say, consul," asked he for the twentieth time, "that this steamer is never behind time?"

"No, Mr. Fix," replied the consul. "She was bespoken yesterday at Port Said, and the rest of the way is of no account to such a craft. I repeat that the Mongolia has been in advance of the time required by the company's regulations, and gained the prize awarded for excess of speed."

"Does she come directly from Brindisi?"

"Directly from Brindisi; she takes on the Indian mails there, and she left there Saturday at five p.m. Have patience, Mr. Fix; she will not be late. But really, I don't see how, from the description you have, you will be able to recognise your man, even if he is on board the Mongolia."

"A man rather feels the presence of these fellows, consul, than recognises them. You must have a scent for them, and a scent is like a sixth sense which combines hearing, seeing, and smelling. I've arrested more than one of these gentlemen in my time, and, if my thief is on board, I'll answer for it; he'll not slip through my fingers."

"I hope so, Mr. Fix, for it was a heavy robbery."

"A magnificent robbery, consul; fifty-five thousand pounds! We don't often have such windfalls. Burglars are getting to be so contemptible nowadays! A fellow gets hung for a handful of shillings!"

"Mr. Fix," said the consul, "I like your way of talking, and hope you'll succeed; but I fear you will find it far from easy. Don't you see, the description which you have there has a singular resemblance to an honest man?"

"Consul," remarked the detective, dogmatically, "great robbers always resemble honest folks. Fellows who have rascally faces have only one course to take, and that is to remain honest; otherwise they would be arrested off-hand. The artistic thing is, to unmask honest countenances; it's no light task, I admit, but a real art."

Mr. Fix evidently was not wanting in a tinge of self-conceit.

Little by little the scene on the quay became more animated; sailors of various nations, merchants, ship-brokers, porters, fellahs, bustled to and fro as if the steamer were immediately expected. The weather was clear, and slightly chilly. The minarets of the town loomed above the houses in the pale rays of the sun. A jetty pier, some two thousand yards along, extended into the roadstead. A number of fishing-smacks and coasting boats, some retaining the fantastic fashion of ancient galleys, were discernible on the Red Sea.

As he passed among the busy crowd, Fix, according to habit, scrutinised the passers-by with a keen, rapid glance.

It was now half-past ten.

"The steamer doesn't come!" he exclaimed, as the port clock struck.

"She can't be far off now," returned his companion.

"How long will she stop at Suez?"

"Four hours; long enough to get in her coal. It is thirteen hundred and ten miles from Suez to Aden, at the other end of the Red Sea, and she has to take in a fresh coal supply."

"And does she go from Suez directly to Bombay?"

"Without putting in anywhere."

"Good!" said Fix. "If the robber is on board he will no doubt get off at Suez, so as to reach the Dutch or French colonies in Asia by some other route. He ought to know that he would not be safe an hour in India, which is English soil."

"Unless," objected the consul, "he is exceptionally shrewd. An English criminal, you know, is always better concealed in London than anywhere else."

This observation furnished the detective food for thought, and meanwhile the consul went away to his office. Fix, left alone, was more impatient than ever, having a presentiment that the robber was on board the Mongolia. If he had indeed left London intending to reach the New World, he would naturally take the route viâ India, which was less watched and more difficult to watch than that of the Atlantic. But Fix's reflections were soon interrupted by a succession of sharp whistles, which announced the arrival of the Mongolia. The porters and fellahs rushed down the quay, and a dozen boats pushed off from the shore to go and meet the steamer. Soon her gigantic hull appeared passing along between the banks, and eleven o'clock struck as she anchored in the road. She brought an unusual number of passengers, some of whom remained on deck to scan the picturesque panorama of the town, while the greater part disembarked in the boats, and landed on the quay.

Fix took up a position, and carefully examined each face and figure which made its appearance. Presently one of the passengers, after vigorously pushing his way through the importunate crowd of porters, came up to him and politely asked if he could point out the English consulate, at the same time showing a passport which he wished to have visaed. Fix instinctively took the passport, and with a rapid glance read the description of its bearer. An involuntary motion of surprise nearly escaped him, for the description in the passport was identical with that of the bank robber which he had received from Scotland Yard.

"Is this your passport?" asked he.

"No, it's my master's."

"And your master is-"

"He stayed on board."

"But he must go to the consul's in person, so as to establish his identity."

"Oh, is that necessary?"

"Quite indispensable."

"And where is the consulate?"

"There, on the corner of the square," said Fix, pointing to a house two hundred steps off.

"I'll go and fetch my master, who won't be much pleased, however, to be disturbed."

The passenger bowed to Fix, and returned to the steamer.

CHAPTER VII.
WHICH ONCE MORE DEMONSTRATES THE USELESSNESS OF PASSPORTS AS AIDS TO DETECTIVES

The detective passed down the quay, and rapidly made his way to the consul's office, where he was at once admitted to the presence of that official.

"Consul," said he, without preamble, "I have strong reasons for believing that my man is a passenger on the Mongolia." And he narrated what had just passed concerning the passport.

"Well, Mr. Fix," replied the consul, "I shall not be sorry to see the rascal's face; but perhaps he won't come here-that is, if he is the person you suppose him to be. A robber doesn't quite like to leave traces of his flight behind him; and, besides, he is not obliged to have his passport countersigned."

"If he is as shrewd as I think he is, consul, he will come."

"To have his passport visaed? "

"Yes. Passports are only good for annoying honest folks, and aiding in the flight of rogues. I assure you it will be quite the thing for him to do; but I hope you will not visa the passport."

"Why not? If the passport is genuine I have no right to refuse."

"Still, I must keep this man here until I can get a warrant to arrest him from London."

"Ah, that's your look-out. But I cannot-"

The consul did not finish his sentence, for as he spoke a knock was heard at the door, and two strangers entered, one of whom was the servant whom Fix had met on the quay. The other, who was his master, held out his passport with the request that the consul would do him the favour to visa it. The consul took the document and carefully read it, whilst Fix observed, or rather devoured, the stranger with his eyes from a corner of the room.

"You are Mr. Phileas Fogg?" said the consul, after reading the passport.

"I am."

"And this man is your servant?"

"He is: a Frenchman, named Passepartout."

"You are from London?"

"Yes."

"And you are going-"

"To Bombay."

"Very good, sir. You know that a visa is useless, and that no passport is required?"

"I know it, sir," replied Phileas Fogg; "but I wish to prove, by your visa, that I came by Suez."

"Very well, sir."

The consul proceeded to sign and date the passport, after which he added his official seal. Mr. Fogg paid the customary fee, coldly bowed, and went out, followed by his servant.

"Well?" queried the detective.

"Well, he looks and acts like a perfectly honest man," replied the consul.

"Possibly; but that is not the question. Do you think, consul, that this phlegmatic gentleman resembles, feature by feature, the robber whose description I have received?"

"I concede that; but then, you know, all descriptions-"

"I'll make certain of it," interrupted Fix. "The servant seems to me less mysterious than the master; besides, he's a Frenchman, and can't help talking. Excuse me for a little while, consul."

Fix started off in search of Passepartout.

Meanwhile Mr. Fogg, after leaving the consulate, repaired to the quay, gave some orders to Passepartout, went off to the Mongolia in a boat, and descended to his cabin. He took up his note-book, which contained the following memoranda:

"Left London, Wednesday, October 2nd, at 8.45 p.m. "Reached Paris, Thursday, October 3rd, at 7.20 a.m. "Left Paris, Thursday, at 8.40 a.m. "Reached Turin by Mont Cenis, Friday, October 4th, at 6.35 a.m. "Left Turin, Friday, at 7.20 a.m. "Arrived at Brindisi, Saturday, October 5th, at 4 p.m. "Sailed on the Mongolia, Saturday, at 5 p.m. "Reached Suez, Wednesday, October 9th, at 11 a.m. "Total of hours spent, 158+; or, in days, six days and a half."

These dates were inscribed in an itinerary divided into columns, indicating the month, the day of the month, and the day for the stipulated and actual arrivals at each principal point Paris, Brindisi, Suez, Bombay, Calcutta, Singapore, Hong Kong, Yokohama, San Francisco, New York, and London-from the 2nd of October to the 21st of December; and giving a space for setting down the gain made or the loss suffered on arrival at each locality. This methodical record thus contained an account of everything needed, and Mr. Fogg always knew whether he was behind-hand or in advance of his time. On this Friday, October 9th, he noted his arrival at Suez, and observed that he had as yet neither gained nor lost. He sat down quietly to breakfast in his cabin, never once thinking of inspecting the town, being one of those Englishmen who are wont to see foreign countries through the eyes of their domestics.

CHAPTER VIII.
IN WHICH PASSEPARTOUT TALKS RATHER MORE, PERHAPS, THAN IS PRUDENT

Fix soon rejoined Passepartout, who was lounging and looking about on the quay, as if he did not feel that he, at least, was obliged not to see anything.

"Well, my friend," said the detective, coming up with him, "is your passport visaed? "

"Ah, it's you, is it, monsieur?" responded Passepartout. "Thanks, yes, the passport is all right."

"And you are looking about you?"

"Yes; but we travel so fast that I seem to be journeying in a dream. So this is Suez?"

"Yes."

"In Egypt?"

"Certainly, in Egypt."

"And in Africa?"

"In Africa."

"In Africa!" repeated Passepartout. "Just think, monsieur, I had no idea that we should go farther than Paris; and all that I saw of Paris was between twenty minutes past seven and twenty minutes before nine in the morning, between the Northern and the Lyons stations, through the windows of a car, and in a driving rain! How I regret not having seen once more Père la Chaise and the circus in the Champs Elysées!"

"You are in a great hurry, then?"

"I am not, but my master is. By the way, I must buy some shoes and shirts. We came away without trunks, only with a carpet-bag."

"I will show you an excellent shop for getting what you want."

"Really, monsieur, you are very kind."

And they walked off together, Passepartout chatting volubly as they went along.

"Above all," said he; "don't let me lose the steamer."

"You have plenty of time; it's only twelve o'clock."

Passepartout pulled out his big watch. "Twelve!" he exclaimed; "why, it's only eight minutes before ten."

"Your watch is slow."

"My watch? A family watch, monsieur, which has come down from my great-grandfather! It doesn't vary five minutes in the year. It's a perfect chronometer, look you."

"I see how it is," said Fix. "You have kept London time, which is two hours behind that of Suez. You ought to regulate your watch at noon in each country."

"I regulate my watch? Never!"

"Well, then, it will not agree with the sun."

"So much the worse for the sun, monsieur. The sun will be wrong, then!"

And the worthy fellow returned the watch to its fob with a defiant gesture. After a few minutes silence, Fix resumed: "You left London hastily, then?"

"I rather think so! Last Friday at eight o'clock in the evening, Monsieur Fogg came home from his club, and three-quarters of an hour afterwards we were off."

"But where is your master going?"

"Always straight ahead. He is going round the world."

"Round the world?" cried Fix.

"Yes, and in eighty days! He says it is on a wager; but, between us, I don't believe a word of it. That wouldn't be common sense. There's something else in the wind."

"Ah! Mr. Fogg is a character, is he?"

"I should say he was."

"Is he rich?"

"No doubt, for he is carrying an enormous sum in brand new banknotes with him. And he doesn't spare the money on the way, either: he has offered a large reward to the engineer of the Mongolia if he gets us to Bombay well in advance of time."

"And you have known your master a long time?"

"Why, no; I entered his service the very day we left London."

The effect of these replies upon the already suspicious and excited detective may be imagined. The hasty departure from London soon after the robbery; the large sum carried by Mr. Fogg; his eagerness to reach distant countries; the pretext of an eccentric and foolhardy bet-all confirmed Fix in his theory. He continued to pump poor Passepartout, and learned that he really knew little or nothing of his master, who lived a solitary existence in London, was said to be rich, though no one knew whence came his riches, and was mysterious and impenetrable in his affairs and habits. Fix felt sure that Phileas Fogg would not land at Suez, but was really going on to Bombay.

"Is Bombay far from here?" asked Passepartout.

"Pretty far. It is a ten days' voyage by sea."

"And in what country is Bombay?"

"India."

"In Asia?"

"Certainly."

"The deuce! I was going to tell you there's one thing that worries me-my burner!"

"What burner?"

"My gas-burner, which I forgot to turn off, and which is at this moment burning at my expense. I have calculated, monsieur, that I lose two shillings every four and twenty hours, exactly sixpence more than I earn; and you will understand that the longer our journey-"

Did Fix pay any attention to Passepartout's trouble about the gas? It is not probable. He was not listening, but was cogitating a project. Passepartout and he had now reached the shop, where Fix left his companion to make his purchases, after recommending him not to miss the steamer, and hurried back to the consulate. Now that he was fully convinced, Fix had quite recovered his equanimity.

"Consul," said he, "I have no longer any doubt. I have spotted my man. He passes himself off as an odd stick who is going round the world in eighty days."

"Then he's a sharp fellow," returned the consul, "and counts on returning to London after putting the police of the two countries off his track."

"We'll see about that," replied Fix.

"But are you not mistaken?"

"I am not mistaken."

"Why was this robber so anxious to prove, by the visa, that he had passed through Suez?"

"Why? I have no idea; but listen to me."

He reported in a few words the most important parts of his conversation with Passepartout.

"In short," said the consul, "appearances are wholly against this man. And what are you going to do?"

"Send a dispatch to London for a warrant of arrest to be dispatched instantly to Bombay, take passage on board the Mongolia, follow my rogue to India, and there, on English ground, arrest him politely, with my warrant in my hand, and my hand on his shoulder."

Having uttered these words with a cool, careless air, the detective took leave of the consul, and repaired to the telegraph office, whence he sent the dispatch which we have seen to the London police office. A quarter of an hour later found Fix, with a small bag in his hand, proceeding on board the Mongolia; and, ere many moments longer, the noble steamer rode out at full steam upon the waters of the Red Sea.

CHAPTER XVI.
IN WHICH FIX DOES NOT SEEM TO UNDERSTAND IN THE LEAST WHAT IS SAID TO HIM

The "Rangoon"-one of the Peninsular and Oriental Company's boats plying in the Chinese and Japanese seas-was a screw steamer, built of iron, weighing about seventeen hundred and seventy tons, and with engines of four hundred horse-power. She was as fast, but not as well fitted up, as the Mongolia, and Aouda was not as comfortably provided for on board of her as Phileas Fogg could have wished. However, the trip from Calcutta to Hong Kong only comprised some three thousand five hundred miles, occupying from ten to twelve days, and the young woman was not difficult to please.

During the first days of the journey Aouda became better acquainted with her protector, and constantly gave evidence of her deep gratitude for what he had done. The phlegmatic gentleman listened to her, apparently at least, with coldness, neither his voice nor his manner betraying the slightest emotion; but he seemed to be always on the watch that nothing should be wanting to Aouda's comfort. He visited her regularly each day at certain hours, not so much to talk himself, as to sit and hear her talk. He treated her with the strictest politeness, but with the precision of an automaton, the movements of which had been arranged for this purpose. Aouda did not quite know what to make of him, though Passepartout had given her some hints of his master's eccentricity, and made her smile by telling her of the wager which was sending him round the world. After all, she owed Phileas Fogg her life, and she always regarded him through the exalting medium of her gratitude.

Aouda confirmed the Parsee guide's narrative of her touching history. She did, indeed, belong to the highest of the native races of India. Many of the Parsee merchants have made great fortunes there by dealing in cotton; and one of them, Sir Jametsee Jeejeebhoy, was made a baronet by the English government. Aouda was a relative of this great man, and it was his cousin, Jeejeeh, whom she hoped to join at Hong Kong. Whether she would find a protector in him she could not tell; but Mr. Fogg essayed to calm her anxieties, and to assure her that everything would be mathematically-he used the very word-arranged. Aouda fastened her great eyes, "clear as the sacred lakes of the Himalaya," upon him; but the intractable Fogg, as reserved as ever, did not seem at all inclined to throw himself into this lake.

The first few days of the voyage passed prosperously, amid favourable weather and propitious winds, and they soon came in sight of the great Andaman, the principal of the islands in the Bay of Bengal, with its picturesque Saddle Peak, two thousand four hundred feet high, looming above the waters. The steamer passed along near the shores, but the savage Papuans, who are in the lowest scale of humanity, but are not, as has been asserted, cannibals, did not make their appearance.

The panorama of the islands, as they steamed by them, was superb. Vast forests of palms, arecs, bamboo, teakwood, of the gigantic mimosa, and tree-like ferns covered the foreground, while behind, the graceful outlines of the mountains were traced against the sky; and along the coasts swarmed by thousands the precious swallows whose nests furnish a luxurious dish to the tables of the Celestial Empire. The varied landscape afforded by the Andaman Islands was soon passed, however, and the "Rangoon" rapidly approached the Straits of Malacca, which gave access to the China seas.

What was detective Fix, so unluckily drawn on from country to country, doing all this while? He had managed to embark on the "Rangoon" at Calcutta without being seen by Passepartout, after leaving orders that, if the warrant should arrive, it should be forwarded to him at Hong Kong; and he hoped to conceal his presence to the end of the voyage. It would have been difficult to explain why he was on board without awakening Passepartout's suspicions, who thought him still at Bombay. But necessity impelled him, nevertheless, to renew his acquaintance with the worthy servant, as will be seen.

All the detective's hopes and wishes were now centred on Hong Kong; for the steamer's stay at Singapore would be too brief to enable him to take any steps there. The arrest must be made at Hong Kong, or the robber would probably escape him for ever. Hong Kong was the last English ground on which he would set foot; beyond, China, Japan, America offered to Fogg an almost certain refuge. If the warrant should at last make its appearance at Hong Kong, Fix could arrest him and give him into the hands of the local police, and there would be no further trouble. But beyond Hong Kong, a simple warrant would be of no avail; an extradition warrant would be necessary, and that would result in delays and obstacles, of which the rascal would take advantage to elude justice.

Fix thought over these probabilities during the long hours which he spent in his cabin, and kept repeating to himself, "Now, either the warrant will be at Hong Kong, in which case I shall arrest my man, or it will not be there; and this time it is absolutely necessary that I should delay his departure. I have failed at Bombay, and I have failed at Calcutta; if I fail at Hong Kong, my reputation is lost: Cost what it may, I must succeed! But how shall I prevent his departure, if that should turn out to be my last resource?"

Fix made up his mind that, if worst came to worst, he would make a confidant of Passepartout, and tell him what kind of a fellow his master really was. That Passepartout was not Fogg's accomplice, he was very certain. The servant, enlightened by his disclosure, and afraid of being himself implicated in the crime, would doubtless become an ally of the detective. But this method was a dangerous one, only to be employed when everything else had failed. A word from Passepartout to his master would ruin all. The detective was therefore in a sore strait. But suddenly a new idea struck him. The presence of Aouda on the "Rangoon," in company with Phileas Fogg, gave him new material for reflection.

Who was this woman? What combination of events had made her Fogg's travelling companion? They had evidently met somewhere between Bombay and Calcutta; but where? Had they met accidentally, or had Fogg gone into the interior purposely in quest of this charming damsel? Fix was fairly puzzled. He asked himself whether there had not been a wicked elopement; and this idea so impressed itself upon his mind that he determined to make use of the supposed intrigue. Whether the young woman were married or not, he would be able to create such difficulties for Mr. Fogg at Hong Kong that he could not escape by paying any amount of money.

But could he even wait till they reached Hong Kong? Fogg had an abominable way of jumping from one boat to another, and, before anything could be effected, might get full under way again for Yokohama.

Fix decided that he must warn the English authorities, and signal the "Rangoon" before her arrival. This was easy to do, since the steamer stopped at Singapore, whence there is a telegraphic wire to Hong Kong. He finally resolved, moreover, before acting more positively, to question Passepartout. It would not be difficult to make him talk; and, as there was no time to lose, Fix prepared to make himself known.

It was now the 30th of October, and on the following day the "Rangoon" was due at Singapore.

Fix emerged from his cabin and went on deck. Passepartout was promenading up and down in the forward part of the steamer. The detective rushed forward with every appearance of extreme surprise, and exclaimed, "You here, on the 'Rangoon'?"

"What, Monsieur Fix, are you on board?" returned the really astonished Passepartout, recognising his crony of the Mongolia. "Why, I left you at Bombay, and here you are, on the way to Hong Kong! Are you going round the world too?"

"No, no," replied Fix; "I shall stop at Hong Kong-at least for some days."

"Hum!" said Passepartout, who seemed for an instant perplexed. "But how is it I have not seen you on board since we left Calcutta?"

"Oh, a trifle of sea-sickness-I've been staying in my berth. The Gulf of Bengal does not agree with me as well as the Indian Ocean. And how is Mr. Fogg?"

"As well and as punctual as ever, not a day behind time! But, Monsieur Fix, you don't know that we have a young lady with us."

"A young lady?" replied the detective, not seeming to comprehend what was said.

Passepartout thereupon recounted Aouda's history, the affair at the Bombay pagoda, the purchase of the elephant for two thousand pounds, the rescue, the arrest, and sentence of the Calcutta court, and the restoration of Mr. Fogg and himself to liberty on bail. Fix, who was familiar with the last events, seemed to be equally ignorant of all that Passepartout related; and the later was charmed to find so interested a listener.

"But does your master propose to carry this young woman to Europe?"

"Not at all. We are simply going to place her under the protection of one of her relatives, a rich merchant at Hong Kong."

"Nothing to be done there," said Fix to himself, concealing his disappointment. "A glass of gin, Mr. Passepartout?"

"Willingly, Monsieur Fix. We must at least have a friendly glass on board the 'Rangoon.'"

CHAPTER XX.
IN WHICH FIX COMES FACE TO FACE WITH PHILEAS FOGG

While these events were passing at the opium-house, Mr. Fogg, unconscious of the danger he was in of losing the steamer, was quietly escorting Aouda about the streets of the English quarter, making the necessary purchases for the long voyage before them. It was all very well for an Englishman like Mr. Fogg to make the tour of the world with a carpet-bag; a lady could not be expected to travel comfortably under such conditions. He acquitted his task with characteristic serenity, and invariably replied to the remonstrances of his fair companion, who was confused by his patience and generosity:

"It is in the interest of my journey-a part of my programme."

The purchases made, they returned to the hotel, where they dined at a sumptuously served table-d'hôte; after which Aouda, shaking hands with her protector after the English fashion, retired to her room for rest. Mr. Fogg absorbed himself throughout the evening in the perusal of the Times and Illustrated London News.

Had he been capable of being astonished at anything, it would have been not to see his servant return at bedtime. But, knowing that the steamer was not to leave for Yokohama until the next morning, he did not disturb himself about the matter. When Passepartout did not appear the next morning to answer his master's bell, Mr. Fogg, not betraying the least vexation, contented himself with taking his carpet-bag, calling Aouda, and sending for a palanquin.

It was then eight o'clock; at half-past nine, it being then high tide, the "Carnatic" would leave the harbour. Mr. Fogg and Aouda got into the palanquin, their luggage being brought after on a wheelbarrow, and half an hour later stepped upon the quay whence they were to embark. Mr. Fogg then learned that the "Carnatic" had sailed the evening before. He had expected to find not only the steamer, but his domestic, and was forced to give up both; but no sign of disappointment appeared on his face, and he merely remarked to Aouda, "It is an accident, madam; nothing more."

At this moment a man who had been observing him attentively approached. It was Fix, who, bowing, addressed Mr. Fogg: "Were you not, like me, sir, a passenger by the 'Rangoon,' which arrived yesterday?"

"I was, sir," replied Mr. Fogg coldly. "But I have not the honour-"

"Pardon me; I thought I should find your servant here."

"Do you know where he is, sir?" asked Aouda anxiously.

"What!" responded Fix, feigning surprise. "Is he not with you?"

"No," said Aouda. "He has not made his appearance since yesterday. Could he have gone on board the 'Carnatic' without us?"

"Without you, madam?" answered the detective. "Excuse me, did you intend to sail in the 'Carnatic'?"

"Yes, sir."

"So did I, madam, and I am excessively disappointed. The 'Carnatic', its repairs being completed, left Hong Kong twelve hours before the stated time, without any notice being given; and we must now wait a week for another steamer."

As he said "a week" Fix felt his heart leap for joy. Fogg detained at Hong Kong for a week! There would be time for the warrant to arrive, and fortune at last favoured the representative of the law. His horror may be imagined when he heard Mr. Fogg say, in his placid voice, "But there are other vessels besides the 'Carnatic,' it seems to me, in the harbour of Hong Kong."

And, offering his arm to Aouda, he directed his steps toward the docks in search of some craft about to start. Fix, stupefied, followed; it seemed as if he were attached to Mr. Fogg by an invisible thread. Chance, however, appeared really to have abandoned the man it had hitherto served so well. For three hours Phileas Fogg wandered about the docks, with the determination, if necessary, to charter a vessel to carry him to Yokohama; but he could only find vessels which were loading or unloading, and which could not therefore set sail. Fix began to hope again.

But Mr. Fogg, far from being discouraged, was continuing his search, resolved not to stop if he had to resort to Macao, when he was accosted by a sailor on one of the wharves.

"Is your honour looking for a boat?"

"Have you a boat ready to sail?"

"Yes, your honour; a pilot-boat-No. 43-the best in the harbour."

"Does she go fast?"

"Between eight and nine knots the hour. Will you look at her?"

"Yes."

"Your honour will be satisfied with her. Is it for a sea excursion?"

"No; for a voyage."

"A voyage?"

"Yes, will you agree to take me to Yokohama?"

The sailor leaned on the railing, opened his eyes wide, and said, "Is your honour joking?"

"No. I have missed the 'Carnatic,' and I must get to Yokohama by the 14th at the latest, to take the boat for San Francisco."

"I am sorry," said the sailor; "but it is impossible."

"I offer you a hundred pounds per day, and an additional reward of two hundred pounds if I reach Yokohama in time."

"Are you in earnest?"

"Very much so."

The pilot walked away a little distance, and gazed out to sea, evidently struggling between the anxiety to gain a large sum and the fear of venturing so far. Fix was in mortal suspense.

Mr. Fogg turned to Aouda and asked her, "You would not be afraid, would you, madam?"

"Not with you, Mr. Fogg," was her answer.

The pilot now returned, shuffling his hat in his hands.

"Well, pilot?" said Mr. Fogg.

"Well, your honour," replied he, "I could not risk myself, my men, or my little boat of scarcely twenty tons on so long a voyage at this time of year. Besides, we could not reach Yokohama in time, for it is sixteen hundred and sixty miles from Hong Kong."

"Only sixteen hundred," said Mr. Fogg.

"It's the same thing."

Fix breathed more freely.

"But," added the pilot, "it might be arranged another way."

Fix ceased to breathe at all.

"How?" asked Mr. Fogg.

"By going to Nagasaki, at the extreme south of Japan, or even to Shanghai, which is only eight hundred miles from here. In going to Shanghai we should not be forced to sail wide of the Chinese coast, which would be a great advantage, as the currents run northward, and would aid us."

"Pilot," said Mr. Fogg, "I must take the American steamer at Yokohama, and not at Shanghai or Nagasaki."

"Why not?" returned the pilot. "The San Francisco steamer does not start from Yokohama. It puts in at Yokohama and Nagasaki, but it starts from Shanghai."

"You are sure of that?"

"Perfectly."

"And when does the boat leave Shanghai?"

"On the 11th, at seven in the evening. We have, therefore, four days before us, that is ninety-six hours; and in that time, if we had good luck and a south-west wind, and the sea was calm, we could make those eight hundred miles to Shanghai."

"And you could go-"

"In an hour; as soon as provisions could be got aboard and the sails put up."

"It is a bargain. Are you the master of the boat?"

"Yes; John Bunsby, master of the 'Tankadere.'"

"Would you like some earnest-money?"

"If it would not put your honour out-"

"Here are two hundred pounds on account sir," added Phileas Fogg, turning to Fix, "if you would like to take advantage-"

"Thanks, sir; I was about to ask the favour."

"Very well. In half an hour we shall go on board."

"But poor Passepartout?" urged Aouda, who was much disturbed by the servant's disappearance.

"I shall do all I can to find him," replied Phileas Fogg.

While Fix, in a feverish, nervous state, repaired to the pilot-boat, the others directed their course to the police-station at Hong Kong. Phileas Fogg there gave Passepartout's description, and left a sum of money to be spent in the search for him. The same formalities having been gone through at the French consulate, and the palanquin having stopped at the hotel for the luggage, which had been sent back there, they returned to the wharf.

It was now three o'clock; and pilot-boat No. 43, with its crew on board, and its provisions stored away, was ready for departure.

The "Tankadere" was a neat little craft of twenty tons, as gracefully built as if she were a racing yacht. Her shining copper sheathing, her galvanised iron-work, her deck, white as ivory, betrayed the pride taken by John Bunsby in making her presentable. Her two masts leaned a trifle backward; she carried brigantine, foresail, storm-jib, and standing-jib, and was well rigged for running before the wind; and she seemed capable of brisk speed, which, indeed, she had already proved by gaining several prizes in pilot-boat races. The crew of the "Tankadere" was composed of John Bunsby, the master, and four hardy mariners, who were familiar with the Chinese seas. John Bunsby, himself, a man of forty-five or thereabouts, vigorous, sunburnt, with a sprightly expression of the eye, and energetic and self-reliant countenance, would have inspired confidence in the most timid.

Phileas Fogg and Aouda went on board, where they found Fix already installed. Below deck was a square cabin, of which the walls bulged out in the form of cots, above a circular divan; in the centre was a table provided with a swinging lamp. The accommodation was confined, but neat.

"I am sorry to have nothing better to offer you," said Mr. Fogg to Fix, who bowed without responding.

The detective had a feeling akin to humiliation in profiting by the kindness of Mr. Fogg.

"It's certain," thought he, "though rascal as he is, he is a polite one!"

The sails and the English flag were hoisted at ten minutes past three. Mr. Fogg and Aouda, who were seated on deck, cast a last glance at the quay, in the hope of espying Passepartout. Fix was not without his fears lest chance should direct the steps of the unfortunate servant, whom he had so badly treated, in this direction; in which case an explanation the reverse of satisfactory to the detective must have ensued. But the Frenchman did not appear, and, without doubt, was still lying under the stupefying influence of the opium.

John Bunsby, master, at length gave the order to start, and the "Tankadere," taking the wind under her brigantine, foresail, and standing-jib, bounded briskly forward over the waves.

CHAPTER XXIII.
IN WHICH PASSEPARTOUT'S NOSE BECOMES OUTRAGEOUSLY LONG

The next morning poor, jaded, famished Passepartout said to himself that he must get something to eat at all hazards, and the sooner he did so the better. He might, indeed, sell his watch; but he would have starved first. Now or never he must use the strong, if not melodious voice which nature had bestowed upon him. He knew several French and English songs, and resolved to try them upon the Japanese, who must be lovers of music, since they were for ever pounding on their cymbals, tam-tams, and tambourines, and could not but appreciate European talent.

It was, perhaps, rather early in the morning to get up a concert, and the audience prematurely aroused from their slumbers, might not possibly pay their entertainer with coin bearing the Mikado's features. Passepartout therefore decided to wait several hours; and, as he was sauntering along, it occurred to him that he would seem rather too well dressed for a wandering artist. The idea struck him to change his garments for clothes more in harmony with his project; by which he might also get a little money to satisfy the immediate cravings of hunger. The resolution taken, it remained to carry it out.

It was only after a long search that Passepartout discovered a native dealer in old clothes, to whom he applied for an exchange. The man liked the European costume, and ere long Passepartout issued from his shop accoutred in an old Japanese coat, and a sort of one-sided turban, faded with long use. A few small pieces of silver, moreover, jingled in his pocket.

"Good!" thought he. "I will imagine I am at the Carnival!"

His first care, after being thus "Japanesed," was to enter a tea-house of modest appearance, and, upon half a bird and a little rice, to breakfast like a man for whom dinner was as yet a problem to be solved.

"Now," thought he, when he had eaten heartily, "I mustn't lose my head. I can't sell this costume again for one still more Japanese. I must consider how to leave this country of the Sun, of which I shall not retain the most delightful of memories, as quickly as possible."

It occurred to him to visit the steamers which were about to leave for America. He would offer himself as a cook or servant, in payment of his passage and meals. Once at San Francisco, he would find some means of going on. The difficulty was, how to traverse the four thousand seven hundred miles of the Pacific which lay between Japan and the New World.

Passepartout was not the man to let an idea go begging, and directed his steps towards the docks. But, as he approached them, his project, which at first had seemed so simple, began to grow more and more formidable to his mind. What need would they have of a cook or servant on an American steamer, and what confidence would they put in him, dressed as he was? What references could he give?

As he was reflecting in this wise, his eyes fell upon an immense placard which a sort of clown was carrying through the streets. This placard, which was in English, read as follows:

ACROBATIC JAPANESE TROUPE,
HONOURABLE WILLIAM BATULCAR, PROPRIETOR,
LAST REPRESENTATIONS,
PRIOR TO THEIR DEPARTURE TO THE UNITED STATES,
OF THE
LONG NOSES! LONG NOSES!
UNDER THE DIRECT PATRONAGE OF THE GOD TINGOU!
GREAT ATTRACTION!

"The United States!" said Passepartout; "that's just what I want!"

He followed the clown, and soon found himself once more in the Japanese quarter. A quarter of an hour later he stopped before a large cabin, adorned with several clusters of streamers, the exterior walls of which were designed to represent, in violent colours and without perspective, a company of jugglers.

This was the Honourable William Batulcar's establishment. That gentleman was a sort of Barnum, the director of a troupe of mountebanks, jugglers, clowns, acrobats, equilibrists, and gymnasts, who, according to the placard, was giving his last performances before leaving the Empire of the Sun for the States of the Union.

Passepartout entered and asked for Mr. Batulcar, who straightway appeared in person.

"What do you want?" said he to Passepartout, whom he at first took for a native.

"Would you like a servant, sir?" asked Passepartout.

"A servant!" cried Mr. Batulcar, caressing the thick grey beard which hung from his chin. "I already have two who are obedient and faithful, have never left me, and serve me for their nourishment and here they are," added he, holding out his two robust arms, furrowed with veins as large as the strings of a bass-viol.

"So I can be of no use to you?"

"None."

"The devil! I should so like to cross the Pacific with you!"

"Ah!" said the Honourable Mr. Batulcar. "You are no more a Japanese than I am a monkey! Who are you dressed up in that way?"

"A man dresses as he can."

"That's true. You are a Frenchman, aren't you?"

"Yes; a Parisian of Paris."

"Then you ought to know how to make grimaces?"

"Why," replied Passepartout, a little vexed that his nationality should cause this question, "we Frenchmen know how to make grimaces, it is true but not any better than the Americans do."

"True. Well, if I can't take you as a servant, I can as a clown. You see, my friend, in France they exhibit foreign clowns, and in foreign parts French clowns."

"Ah!"

"You are pretty strong, eh?"

"Especially after a good meal."

"And you can sing?"

"Yes," returned Passepartout, who had formerly been wont to sing in the streets.

"But can you sing standing on your head, with a top spinning on your left foot, and a sabre balanced on your right?"

"Humph! I think so," replied Passepartout, recalling the exercises of his younger days.

"Well, that's enough," said the Honourable William Batulcar.

The engagement was concluded there and then.

Passepartout had at last found something to do. He was engaged to act in the celebrated Japanese troupe. It was not a very dignified position, but within a week he would be on his way to San Francisco.

The performance, so noisily announced by the Honourable Mr. Batulcar, was to commence at three o'clock, and soon the deafening instruments of a Japanese orchestra resounded at the door. Passepartout, though he had not been able to study or rehearse a part, was designated to lend the aid of his sturdy shoulders in the great exhibition of the "human pyramid," executed by the Long Noses of the god Tingou. This "great attraction" was to close the performance.

Before three o'clock the large shed was invaded by the spectators, comprising Europeans and natives, Chinese and Japanese, men, women and children, who precipitated themselves upon the narrow benches and into the boxes opposite the stage. The musicians took up a position inside, and were vigorously performing on their gongs, tam-tams, flutes, bones, tambourines, and immense drums.

The performance was much like all acrobatic displays; but it must be confessed that the Japanese are the first equilibrists in the world.

One, with a fan and some bits of paper, performed the graceful trick of the butterflies and the flowers; another traced in the air, with the odorous smoke of his pipe, a series of blue words, which composed a compliment to the audience; while a third juggled with some lighted candles, which he extinguished successively as they passed his lips, and relit again without interrupting for an instant his juggling. Another reproduced the most singular combinations with a spinning-top; in his hands the revolving tops seemed to be animated with a life of their own in their interminable whirling; they ran over pipe-stems, the edges of sabres, wires and even hairs stretched across the stage; they turned around on the edges of large glasses, crossed bamboo ladders, dispersed into all the corners, and produced strange musical effects by the combination of their various pitches of tone. The jugglers tossed them in the air, threw them like shuttlecocks with wooden battledores, and yet they kept on spinning; they put them into their pockets, and took them out still whirling as before.

It is useless to describe the astonishing performances of the acrobats and gymnasts. The turning on ladders, poles, balls, barrels, &c., was executed with wonderful precision.

But the principal attraction was the exhibition of the Long Noses, a show to which Europe is as yet a stranger.

The Long Noses form a peculiar company, under the direct patronage of the god Tingou. Attired after the fashion of the Middle Ages, they bore upon their shoulders a splendid pair of wings; but what especially distinguished them was the long noses which were fastened to their faces, and the uses which they made of them. These noses were made of bamboo, and were five, six, and even ten feet long, some straight, others curved, some ribboned, and some having imitation warts upon them. It was upon these appendages, fixed tightly on their real noses, that they performed their gymnastic exercises. A dozen of these sectaries of Tingou lay flat upon their backs, while others, dressed to represent lightning-rods, came and frolicked on their noses, jumping from one to another, and performing the most skilful leapings and somersaults.

As a last scene, a "human pyramid" had been announced, in which fifty Long Noses were to represent the Car of Juggernaut. But, instead of forming a pyramid by mounting each other's shoulders, the artists were to group themselves on top of the noses. It happened that the performer who had hitherto formed the base of the Car had quitted the troupe, and as, to fill this part, only strength and adroitness were necessary, Passepartout had been chosen to take his place.

The poor fellow really felt sad when-melancholy reminiscence of his youth!-he donned his costume, adorned with vari-coloured wings, and fastened to his natural feature a false nose six feet long. But he cheered up when he thought that this nose was winning him something to eat.

He went upon the stage, and took his place beside the rest who were to compose the base of the Car of Juggernaut. They all stretched themselves on the floor, their noses pointing to the ceiling. A second group of artists disposed themselves on these long appendages, then a third above these, then a fourth, until a human monument reaching to the very cornices of the theatre soon arose on top of the noses. This elicited loud applause, in the midst of which the orchestra was just striking up a deafening air, when the pyramid tottered, the balance was lost, one of the lower noses vanished from the pyramid, and the human monument was shattered like a castle built of cards!

It was Passepartout's fault. Abandoning his position, clearing the footlights without the aid of his wings, and, clambering up to the right-hand gallery, he fell at the feet of one of the spectators, crying, "Ah, my master! my master!"

"You here?"

"Myself."

"Very well; then let us go to the steamer, young man!"

Mr. Fogg, Aouda, and Passepartout passed through the lobby of the theatre to the outside, where they encountered the Honourable Mr. Batulcar, furious with rage. He demanded damages for the "breakage" of the pyramid; and Phileas Fogg appeased him by giving him a handful of banknotes.

At half-past six, the very hour of departure, Mr. Fogg and Aouda, followed by Passepartout, who in his hurry had retained his wings, and nose six feet long, stepped upon the American steamer.

CHAPTER XXV.
IN WHICH A SLIGHT GLIMPSE IS HAD OF SAN FRANCISCO

It was seven in the morning when Mr. Fogg, Aouda, and Passepartout set foot upon the American continent, if this name can be given to the floating quay upon which they disembarked. These quays, rising and falling with the tide, thus facilitate the loading and unloading of vessels. Alongside them were clippers of all sizes, steamers of all nationalities, and the steamboats, with several decks rising one above the other, which ply on the Sacramento and its tributaries. There were also heaped up the products of a commerce which extends to Mexico, Chili, Peru, Brazil, Europe, Asia, and all the Pacific islands.

Passepartout, in his joy on reaching at last the American continent, thought he would manifest it by executing a perilous vault in fine style; but, tumbling upon some worm-eaten planks, he fell through them. Put out of countenance by the manner in which he thus "set foot" upon the New World, he uttered a loud cry, which so frightened the innumerable cormorants and pelicans that are always perched upon these movable quays, that they flew noisily away.

Mr. Fogg, on reaching shore, proceeded to find out at what hour the first train left for New York, and learned that this was at six o'clock p.m.; he had, therefore, an entire day to spend in the Californian capital. Taking a carriage at a charge of three dollars, he and Aouda entered it, while Passepartout mounted the box beside the driver, and they set out for the International Hotel.

From his exalted position Passepartout observed with much curiosity the wide streets, the low, evenly ranged houses, the Anglo-Saxon Gothic churches, the great docks, the palatial wooden and brick warehouses, the numerous conveyances, omnibuses, horse-cars, and upon the side-walks, not only Americans and Europeans, but Chinese and Indians. Passepartout was surprised at all he saw. San Francisco was no longer the legendary city of 1849-a city of banditti, assassins, and incendiaries, who had flocked hither in crowds in pursuit of plunder; a paradise of outlaws, where they gambled with gold-dust, a revolver in one hand and a bowie-knife in the other: it was now a great commercial emporium.

The lofty tower of its City Hall overlooked the whole panorama of the streets and avenues, which cut each other at right-angles, and in the midst of which appeared pleasant, verdant squares, while beyond appeared the Chinese quarter, seemingly imported from the Celestial Empire in a toy-box. Sombreros and red shirts and plumed Indians were rarely to be seen; but there were silk hats and black coats everywhere worn by a multitude of nervously active, gentlemanly-looking men. Some of the streets-especially Montgomery Street, which is to San Francisco what Regent Street is to London, the Boulevard des Italiens to Paris, and Broadway to New York-were lined with splendid and spacious stores, which exposed in their windows the products of the entire world.

When Passepartout reached the International Hotel, it did not seem to him as if he had left England at all.

The ground floor of the hotel was occupied by a large bar, a sort of restaurant freely open to all passers-by, who might partake of dried beef, oyster soup, biscuits, and cheese, without taking out their purses. Payment was made only for the ale, porter, or sherry which was drunk. This seemed "very American" to Passepartout. The hotel refreshment-rooms were comfortable, and Mr. Fogg and Aouda, installing themselves at a table, were abundantly served on diminutive plates by negroes of darkest hue.

After breakfast, Mr. Fogg, accompanied by Aouda, started for the English consulate to have his passport visaed. As he was going out, he met Passepartout, who asked him if it would not be well, before taking the train, to purchase some dozens of Enfield rifles and Colt's revolvers. He had been listening to stories of attacks upon the trains by the Sioux and Pawnees. Mr. Fogg thought it a useless precaution, but told him to do as he thought best, and went on to the consulate.

He had not proceeded two hundred steps, however, when, "by the greatest chance in the world," he met Fix. The detective seemed wholly taken by surprise. What! Had Mr. Fogg and himself crossed the Pacific together, and not met on the steamer! At least Fix felt honoured to behold once more the gentleman to whom he owed so much, and, as his business recalled him to Europe, he should be delighted to continue the journey in such pleasant company.

Mr. Fogg replied that the honour would be his; and the detective-who was determined not to lose sight of him-begged permission to accompany them in their walk about San Francisco-a request which Mr. Fogg readily granted.

They soon found themselves in Montgomery Street, where a great crowd was collected; the side-walks, street, horsecar rails, the shop-doors, the windows of the houses, and even the roofs, were full of people. Men were going about carrying large posters, and flags and streamers were floating in the wind; while loud cries were heard on every hand.

"Hurrah for Camerfield!"

"Hurrah for Mandiboy!"

It was a political meeting; at least so Fix conjectured, who said to Mr. Fogg, "Perhaps we had better not mingle with the crowd. There may be danger in it."

"Yes," returned Mr. Fogg; "and blows, even if they are political, are still blows."

Fix smiled at this remark; and, in order to be able to see without being jostled about, the party took up a position on the top of a flight of steps situated at the upper end of Montgomery Street. Opposite them, on the other side of the street, between a coal wharf and a petroleum warehouse, a large platform had been erected in the open air, towards which the current of the crowd seemed to be directed.

For what purpose was this meeting? What was the occasion of this excited assemblage? Phileas Fogg could not imagine. Was it to nominate some high official-a governor or member of Congress? It was not improbable, so agitated was the multitude before them.

Just at this moment there was an unusual stir in the human mass. All the hands were raised in the air. Some, tightly closed, seemed to disappear suddenly in the midst of the cries-an energetic way, no doubt, of casting a vote. The crowd swayed back, the banners and flags wavered, disappeared an instant, then reappeared in tatters. The undulations of the human surge reached the steps, while all the heads floundered on the surface like a sea agitated by a squall. Many of the black hats disappeared, and the greater part of the crowd seemed to have diminished in height.

"It is evidently a meeting," said Fix, "and its object must be an exciting one. I should not wonder if it were about the 'Alabama,' despite the fact that that question is settled."

"Perhaps," replied Mr. Fogg, simply.

"At least, there are two champions in presence of each other, the Honourable Mr. Camerfield and the Honourable Mr. Mandiboy."

Aouda, leaning upon Mr. Fogg's arm, observed the tumultuous scene with surprise, while Fix asked a man near him what the cause of it all was. Before the man could reply, a fresh agitation arose; hurrahs and excited shouts were heard; the staffs of the banners began to be used as offensive weapons; and fists flew about in every direction. Thumps were exchanged from the tops of the carriages and omnibuses which had been blocked up in the crowd. Boots and shoes went whirling through the air, and Mr. Fogg thought he even heard the crack of revolvers mingling in the din, the rout approached the stairway, and flowed over the lower step. One of the parties had evidently been repulsed; but the mere lookers-on could not tell whether Mandiboy or Camerfield had gained the upper hand.

"It would be prudent for us to retire," said Fix, who was anxious that Mr. Fogg should not receive any injury, at least until they got back to London. "If there is any question about England in all this, and we were recognised, I fear it would go hard with us."

"An English subject-" began Mr. Fogg.

He did not finish his sentence; for a terrific hubbub now arose on the terrace behind the flight of steps where they stood, and there were frantic shouts of, "Hurrah for Mandiboy! Hip, hip, hurrah!"

It was a band of voters coming to the rescue of their allies, and taking the Camerfield forces in flank. Mr. Fogg, Aouda, and Fix found themselves between two fires; it was too late to escape. The torrent of men, armed with loaded canes and sticks, was irresistible. Phileas Fogg and Fix were roughly hustled in their attempts to protect their fair companion; the former, as cool as ever, tried to defend himself with the weapons which nature has placed at the end of every Englishman's arm, but in vain. A big brawny fellow with a red beard, flushed face, and broad shoulders, who seemed to be the chief of the band, raised his clenched fist to strike Mr. Fogg, whom he would have given a crushing blow, had not Fix rushed in and received it in his stead. An enormous bruise immediately made its appearance under the detective's silk hat, which was completely smashed in.

"Yankee!" exclaimed Mr. Fogg, darting a contemptuous look at the ruffian.

"Englishman!" returned the other. "We will meet again!"

"When you please."

"What is your name?"

"Phileas Fogg. And yours?"

"Colonel Stamp Proctor."

The human tide now swept by, after overturning Fix, who speedily got upon his feet again, though with tattered clothes. Happily, he was not seriously hurt. His travelling overcoat was divided into two unequal parts, and his trousers resembled those of certain Indians, which fit less compactly than they are easy to put on. Aouda had escaped unharmed, and Fix alone bore marks of the fray in his black and blue bruise.

"Thanks," said Mr. Fogg to the detective, as soon as they were out of the crowd.

"No thanks are necessary," replied Fix; "but let us go."

"Where?"

"To a tailor's."

Such a visit was, indeed, opportune. The clothing of both Mr. Fogg and Fix was in rags, as if they had themselves been actively engaged in the contest between Camerfield and Mandiboy. An hour after, they were once more suitably attired, and with Aouda returned to the International Hotel.

Passepartout was waiting for his master, armed with half a dozen six-barrelled revolvers. When he perceived Fix, he knit his brows; but Aouda having, in a few words, told him of their adventure, his countenance resumed its placid expression. Fix evidently was no longer an enemy, but an ally; he was faithfully keeping his word.

Dinner over, the coach which was to convey the passengers and their luggage to the station drew up to the door. As he was getting in, Mr. Fogg said to Fix, "You have not seen this Colonel Proctor again?"

"No."

"I will come back to America to find him," said Phileas Fogg calmly. "It would not be right for an Englishman to permit himself to be treated in that way, without retaliating."

The detective smiled, but did not reply. It was clear that Mr. Fogg was one of those Englishmen who, while they do not tolerate duelling at home, fight abroad when their honour is attacked.

At a quarter before six the travellers reached the station, and found the train ready to depart. As he was about to enter it, Mr. Fogg called a porter, and said to him: "My friend, was there not some trouble to-day in San Francisco?"

"It was a political meeting, sir," replied the porter.

"But I thought there was a great deal of disturbance in the streets."

"It was only a meeting assembled for an election."

"The election of a general-in-chief, no doubt?" asked Mr. Fogg.

"No, sir; of a justice of the peace."

Phileas Fogg got into the train, which started off at full speed.

CHAPTER XXVI.
IN WHICH PHILEAS FOGG AND PARTY TRAVEL BY THE PACIFIC RAILROAD

"From ocean to ocean"-so say the Americans; and these four words compose the general designation of the "great trunk line" which crosses the entire width of the United States. The Pacific Railroad is, however, really divided into two distinct lines: the Central Pacific, between San Francisco and Ogden, and the Union Pacific, between Ogden and Omaha. Five main lines connect Omaha with New York.

New York and San Francisco are thus united by an uninterrupted metal ribbon, which measures no less than three thousand seven hundred and eighty-six miles. Between Omaha and the Pacific the railway crosses a territory which is still infested by Indians and wild beasts, and a large tract which the Mormons, after they were driven from Illinois in 1845, began to colonise.

The journey from New York to San Francisco consumed, formerly, under the most favourable conditions, at least six months. It is now accomplished in seven days.

It was in 1862 that, in spite of the Southern Members of Congress, who wished a more southerly route, it was decided to lay the road between the forty-first and forty-second parallels. President Lincoln himself fixed the end of the line at Omaha, in Nebraska. The work was at once commenced, and pursued with true American energy; nor did the rapidity with which it went on injuriously affect its good execution. The road grew, on the prairies, a mile and a half a day. A locomotive, running on the rails laid down the evening before, brought the rails to be laid on the morrow, and advanced upon them as fast as they were put in position.

The Pacific Railroad is joined by several branches in Iowa, Kansas, Colorado, and Oregon. On leaving Omaha, it passes along the left bank of the Platte River as far as the junction of its northern branch, follows its southern branch, crosses the Laramie territory and the Wahsatch Mountains, turns the Great Salt Lake, and reaches Salt Lake City, the Mormon capital, plunges into the Tuilla Valley, across the American Desert, Cedar and Humboldt Mountains, the Sierra Nevada, and descends, viâ Sacramento, to the Pacific-its grade, even on the Rocky Mountains, never exceeding one hundred and twelve feet to the mile.

Such was the road to be traversed in seven days, which would enable Phileas Fogg-at least, so he hoped-to take the Atlantic steamer at New York on the 11th for Liverpool.

The car which he occupied was a sort of long omnibus on eight wheels, and with no compartments in the interior. It was supplied with two rows of seats, perpendicular to the direction of the train on either side of an aisle which conducted to the front and rear platforms. These platforms were found throughout the train, and the passengers were able to pass from one end of the train to the other. It was supplied with saloon cars, balcony cars, restaurants, and smoking-cars; theatre cars alone were wanting, and they will have these some day.

Book and news dealers, sellers of edibles, drinkables, and cigars, who seemed to have plenty of customers, were continually circulating in the aisles.

The train left Oakland station at six o'clock. It was already night, cold and cheerless, the heavens being overcast with clouds which seemed to threaten snow. The train did not proceed rapidly; counting the stoppages, it did not run more than twenty miles an hour, which was a sufficient speed, however, to enable it to reach Omaha within its designated time.

There was but little conversation in the car, and soon many of the passengers were overcome with sleep. Passepartout found himself beside the detective; but he did not talk to him. After recent events, their relations with each other had grown somewhat cold; there could no longer be mutual sympathy or intimacy between them. Fix's manner had not changed; but Passepartout was very reserved, and ready to strangle his former friend on the slightest provocation.

Snow began to fall an hour after they started, a fine snow, however, which happily could not obstruct the train; nothing could be seen from the windows but a vast, white sheet, against which the smoke of the locomotive had a greyish aspect.

At eight o'clock a steward entered the car and announced that the time for going to bed had arrived; and in a few minutes the car was transformed into a dormitory. The backs of the seats were thrown back, bedsteads carefully packed were rolled out by an ingenious system, berths were suddenly improvised, and each traveller had soon at his disposition a comfortable bed, protected from curious eyes by thick curtains. The sheets were clean and the pillows soft. It only remained to go to bed and sleep which everybody did-while the train sped on across the State of California.

The country between San Francisco and Sacramento is not very hilly. The Central Pacific, taking Sacramento for its starting-point, extends eastward to meet the road from Omaha. The line from San Francisco to Sacramento runs in a north-easterly direction, along the American River, which empties into San Pablo Bay. The one hundred and twenty miles between these cities were accomplished in six hours, and towards midnight, while fast asleep, the travellers passed through Sacramento; so that they saw nothing of that important place, the seat of the State government, with its fine quays, its broad streets, its noble hotels, squares, and churches.

The train, on leaving Sacramento, and passing the junction, Roclin, Auburn, and Colfax, entered the range of the Sierra Nevada. 'Cisco was reached at seven in the morning; and an hour later the dormitory was transformed into an ordinary car, and the travellers could observe the picturesque beauties of the mountain region through which they were steaming. The railway track wound in and out among the passes, now approaching the mountain-sides, now suspended over precipices, avoiding abrupt angles by bold curves, plunging into narrow defiles, which seemed to have no outlet. The locomotive, its great funnel emitting a weird light, with its sharp bell, and its cow-catcher extended like a spur, mingled its shrieks and bellowings with the noise of torrents and cascades, and twined its smoke among the branches of the gigantic pines.

There were few or no bridges or tunnels on the route. The railway turned around the sides of the mountains, and did not attempt to violate nature by taking the shortest cut from one point to another.

The train entered the State of Nevada through the Carson Valley about nine o'clock, going always northeasterly; and at midday reached Reno, where there was a delay of twenty minutes for breakfast.

From this point the road, running along Humboldt River, passed northward for several miles by its banks; then it turned eastward, and kept by the river until it reached the Humboldt Range, nearly at the extreme eastern limit of Nevada.

Having breakfasted, Mr. Fogg and his companions resumed their places in the car, and observed the varied landscape which unfolded itself as they passed along the vast prairies, the mountains lining the horizon, and the creeks, with their frothy, foaming streams. Sometimes a great herd of buffaloes, massing together in the distance, seemed like a moveable dam. These innumerable multitudes of ruminating beasts often form an insurmountable obstacle to the passage of the trains; thousands of them have been seen passing over the track for hours together, in compact ranks. The locomotive is then forced to stop and wait till the road is once more clear.

This happened, indeed, to the train in which Mr. Fogg was travelling. About twelve o'clock a troop of ten or twelve thousand head of buffalo encumbered the track. The locomotive, slackening its speed, tried to clear the way with its cow-catcher; but the mass of animals was too great. The buffaloes marched along with a tranquil gait, uttering now and then deafening bellowings. There was no use of interrupting them, for, having taken a particular direction, nothing can moderate and change their course; it is a torrent of living flesh which no dam could contain.

The travellers gazed on this curious spectacle from the platforms; but Phileas Fogg, who had the most reason of all to be in a hurry, remained in his seat, and waited philosophically until it should please the buffaloes to get out of the way.

Passepartout was furious at the delay they occasioned, and longed to discharge his arsenal of revolvers upon them.

"What a country!" cried he. "Mere cattle stop the trains, and go by in a procession, just as if they were not impeding travel! Parbleu! I should like to know if Mr. Fogg foresaw this mishap in his programme! And here's an engineer who doesn't dare to run the locomotive into this herd of beasts!"

The engineer did not try to overcome the obstacle, and he was wise. He would have crushed the first buffaloes, no doubt, with the cow-catcher; but the locomotive, however powerful, would soon have been checked, the train would inevitably have been thrown off the track, and would then have been helpless.

The best course was to wait patiently, and regain the lost time by greater speed when the obstacle was removed. The procession of buffaloes lasted three full hours, and it was night before the track was clear. The last ranks of the herd were now passing over the rails, while the first had already disappeared below the southern horizon.

It was eight o'clock when the train passed through the defiles of the Humboldt Range, and half-past nine when it penetrated Utah, the region of the Great Salt Lake, the singular colony of the Mormons.

CHAPTER XXIX.
IN WHICH CERTAIN INCIDENTS ARE NARRATED WHICH ARE ONLY TO BE MET WITH ON AMERICAN RAILROADS

The train pursued its course, that evening, without interruption, passing Fort Saunders, crossing Cheyne Pass, and reaching Evans Pass. The road here attained the highest elevation of the journey, eight thousand and ninety-two feet above the level of the sea. The travellers had now only to descend to the Atlantic by limitless plains, levelled by nature. A branch of the "grand trunk" led off southward to Denver, the capital of Colorado. The country round about is rich in gold and silver, and more than fifty thousand inhabitants are already settled there.

Thirteen hundred and eighty-two miles had been passed over from San Francisco, in three days and three nights; four days and nights more would probably bring them to New York. Phileas Fogg was not as yet behind-hand.

During the night Camp Walbach was passed on the left; Lodge Pole Creek ran parallel with the road, marking the boundary between the territories of Wyoming and Colorado. They entered Nebraska at eleven, passed near Sedgwick, and touched at Julesburg, on the southern branch of the Platte River.

It was here that the Union Pacific Railroad was inaugurated on the 23rd of October, 1867, by the chief engineer, General Dodge. Two powerful locomotives, carrying nine cars of invited guests, amongst whom was Thomas C. Durant, vice-president of the road, stopped at this point; cheers were given, the Sioux and Pawnees performed an imitation Indian battle, fireworks were let off, and the first number of the Railway Pioneer was printed by a press brought on the train. Thus was celebrated the inauguration of this great railroad, a mighty instrument of progress and civilisation, thrown across the desert, and destined to link together cities and towns which do not yet exist. The whistle of the locomotive, more powerful than Amphion's lyre, was about to bid them rise from American soil.

Fort McPherson was left behind at eight in the morning, and three hundred and fifty-seven miles had yet to be traversed before reaching Omaha. The road followed the capricious windings of the southern branch of the Platte River, on its left bank. At nine the train stopped at the important town of North Platte, built between the two arms of the river, which rejoin each other around it and form a single artery, a large tributary, whose waters empty into the Missouri a little above Omaha.

The one hundred and first meridian was passed.

Mr. Fogg and his partners had resumed their game; no one-not even the dummy-complained of the length of the trip. Fix had begun by winning several guineas, which he seemed likely to lose; but he showed himself a not less eager whist-player than Mr. Fogg. During the morning, chance distinctly favoured that gentleman. Trumps and honours were showered upon his hands.

Once, having resolved on a bold stroke, he was on the point of playing a spade, when a voice behind him said, "I should play a diamond."

Mr. Fogg, Aouda, and Fix raised their heads, and beheld Colonel Proctor.

Stamp Proctor and Phileas Fogg recognised each other at once.

"Ah! it's you, is it, Englishman?" cried the colonel; "it's you who are going to play a spade!"

"And who plays it," replied Phileas Fogg coolly, throwing down the ten of spades.

"Well, it pleases me to have it diamonds," replied Colonel Proctor, in an insolent tone.

He made a movement as if to seize the card which had just been played, adding, "You don't understand anything about whist."

"Perhaps I do, as well as another," said Phileas Fogg, rising.

"You have only to try, son of John Bull," replied the colonel.

Aouda turned pale, and her blood ran cold. She seized Mr. Fogg's arm and gently pulled him back. Passepartout was ready to pounce upon the American, who was staring insolently at his opponent. But Fix got up, and, going to Colonel Proctor said, "You forget that it is I with whom you have to deal, sir; for it was I whom you not only insulted, but struck!"

"Mr. Fix," said Mr. Fogg, "pardon me, but this affair is mine, and mine only. The colonel has again insulted me, by insisting that I should not play a spade, and he shall give me satisfaction for it."

"When and where you will," replied the American, "and with whatever weapon you choose."

Aouda in vain attempted to retain Mr. Fogg; as vainly did the detective endeavour to make the quarrel his. Passepartout wished to throw the colonel out of the window, but a sign from his master checked him. Phileas Fogg left the car, and the American followed him upon the platform. "Sir," said Mr. Fogg to his adversary, "I am in a great hurry to get back to Europe, and any delay whatever will be greatly to my disadvantage."

"Well, what's that to me?" replied Colonel Proctor.

"Sir," said Mr. Fogg, very politely, "after our meeting at San Francisco, I determined to return to America and find you as soon as I had completed the business which called me to England."

"Really!"

"Will you appoint a meeting for six months hence?"

"Why not ten years hence?"

"I say six months," returned Phileas Fogg; "and I shall be at the place of meeting promptly."

"All this is an evasion," cried Stamp Proctor. "Now or never!"

"Very good. You are going to New York?"

"No."

"To Chicago?"

"No."

"To Omaha?"

"What difference is it to you? Do you know Plum Creek?"

"No," replied Mr. Fogg.

"It's the next station. The train will be there in an hour, and will stop there ten minutes. In ten minutes several revolver-shots could be exchanged."

"Very well," said Mr. Fogg. "I will stop at Plum Creek."

"And I guess you'll stay there too," added the American insolently.

"Who knows?" replied Mr. Fogg, returning to the car as coolly as usual. He began to reassure Aouda, telling her that blusterers were never to be feared, and begged Fix to be his second at the approaching duel, a request which the detective could not refuse. Mr. Fogg resumed the interrupted game with perfect calmness.

At eleven o'clock the locomotive's whistle announced that they were approaching Plum Creek station. Mr. Fogg rose, and, followed by Fix, went out upon the platform. Passepartout accompanied him, carrying a pair of revolvers. Aouda remained in the car, as pale as death.

The door of the next car opened, and Colonel Proctor appeared on the platform, attended by a Yankee of his own stamp as his second. But just as the combatants were about to step from the train, the conductor hurried up, and shouted, "You can't get off, gentlemen!"

"Why not?" asked the colonel.

"We are twenty minutes late, and we shall not stop."

"But I am going to fight a duel with this gentleman."

"I am sorry," said the conductor; "but we shall be off at once. There's the bell ringing now."

The train started.

"I'm really very sorry, gentlemen," said the conductor. "Under any other circumstances I should have been happy to oblige you. But, after all, as you have not had time to fight here, why not fight as we go along?"

"That wouldn't be convenient, perhaps, for this gentleman," said the colonel, in a jeering tone.

"It would be perfectly so," replied Phileas Fogg.

"Well, we are really in America," thought Passepartout, "and the conductor is a gentleman of the first order!"

So muttering, he followed his master.

The two combatants, their seconds, and the conductor passed through the cars to the rear of the train. The last car was only occupied by a dozen passengers, whom the conductor politely asked if they would not be so kind as to leave it vacant for a few moments, as two gentlemen had an affair of honour to settle. The passengers granted the request with alacrity, and straightway disappeared on the platform.

The car, which was some fifty feet long, was very convenient for their purpose. The adversaries might march on each other in the aisle, and fire at their ease. Never was duel more easily arranged. Mr. Fogg and Colonel Proctor, each provided with two six-barrelled revolvers, entered the car. The seconds, remaining outside, shut them in. They were to begin firing at the first whistle of the locomotive. After an interval of two minutes, what remained of the two gentlemen would be taken from the car.

Nothing could be more simple. Indeed, it was all so simple that Fix and Passepartout felt their hearts beating as if they would crack. They were listening for the whistle agreed upon, when suddenly savage cries resounded in the air, accompanied by reports which certainly did not issue from the car where the duellists were. The reports continued in front and the whole length of the train. Cries of terror proceeded from the interior of the cars.

Colonel Proctor and Mr. Fogg, revolvers in hand, hastily quitted their prison, and rushed forward where the noise was most clamorous. They then perceived that the train was attacked by a band of Sioux.

This was not the first attempt of these daring Indians, for more than once they had waylaid trains on the road. A hundred of them had, according to their habit, jumped upon the steps without stopping the train, with the ease of a clown mounting a horse at full gallop.

The Sioux were armed with guns, from which came the reports, to which the passengers, who were almost all armed, responded by revolver-shots.

The Indians had first mounted the engine, and half stunned the engineer and stoker with blows from their muskets. A Sioux chief, wishing to stop the train, but not knowing how to work the regulator, had opened wide instead of closing the steam-valve, and the locomotive was plunging forward with terrific velocity.

The Sioux had at the same time invaded the cars, skipping like enraged monkeys over the roofs, thrusting open the doors, and fighting hand to hand with the passengers. Penetrating the baggage-car, they pillaged it, throwing the trunks out of the train. The cries and shots were constant. The travellers defended themselves bravely; some of the cars were barricaded, and sustained a siege, like moving forts, carried along at a speed of a hundred miles an hour.

Aouda behaved courageously from the first. She defended herself like a true heroine with a revolver, which she shot through the broken windows whenever a savage made his appearance. Twenty Sioux had fallen mortally wounded to the ground, and the wheels crushed those who fell upon the rails as if they had been worms. Several passengers, shot or stunned, lay on the seats.

It was necessary to put an end to the struggle, which had lasted for ten minutes, and which would result in the triumph of the Sioux if the train was not stopped. Fort Kearney station, where there was a garrison, was only two miles distant; but, that once passed, the Sioux would be masters of the train between Fort Kearney and the station beyond.

The conductor was fighting beside Mr. Fogg, when he was shot and fell. At the same moment he cried, "Unless the train is stopped in five minutes, we are lost!"

"It shall be stopped," said Phileas Fogg, preparing to rush from the car.

"Stay, monsieur," cried Passepartout; "I will go."

Mr. Fogg had not time to stop the brave fellow, who, opening a door unperceived by the Indians, succeeded in slipping under the car; and while the struggle continued and the balls whizzed across each other over his head, he made use of his old acrobatic experience, and with amazing agility worked his way under the cars, holding on to the chains, aiding himself by the brakes and edges of the sashes, creeping from one car to another with marvellous skill, and thus gaining the forward end of the train.

There, suspended by one hand between the baggage-car and the tender, with the other he loosened the safety chains; but, owing to the traction, he would never have succeeded in unscrewing the yoking-bar, had not a violent concussion jolted this bar out. The train, now detached from the engine, remained a little behind, whilst the locomotive rushed forward with increased speed.

Carried on by the force already acquired, the train still moved for several minutes; but the brakes were worked and at last they stopped, less than a hundred feet from Kearney station.

The soldiers of the fort, attracted by the shots, hurried up; the Sioux had not expected them, and decamped in a body before the train entirely stopped.

But when the passengers counted each other on the station platform several were found missing; among others the courageous Frenchman, whose devotion had just saved them.

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The Project Gutenberg eBook of Around the World in Eighty Days, by Jules Verne This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever.

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FreeBookNotes found 4 sites with book summaries or analysis of . If there is a The Hunters SparkNotes, Shmoop guide, or Cliff Notes, you can find a link to each study guide below.

Among the summaries and analysis available for The Hunters, there are 1 Short Summary and 3 Book Reviews.

Depending on the study guide provider (SparkNotes, Shmoop, etc.), the resources below will generally offer The Hunters chapter summaries, quotes, and analysis of themes, characters, and symbols.

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The Hunters Summary and Analysis (like SparkNotes) | Free Book Notes

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FreeBookNotes found 4 sites with book summaries or analysis of . If there is a The Hunters SparkNotes, Shmoop guide, or Cliff Notes, you can find a link to each study guide below. Among the summaries and analysis available for The Hunters, there are 1 Short Summary and 3 Book Reviews.

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Prospero, who abandons the world of fantasy to rejoin civilization, is one of Shakespeare's most intriguing characters, and critics are divided over whether Prospero is based on a real person. Some critics have speculated that Shakespeare modeled Prospero on John Dee, a famous Englishman who had devoted himself to alchemy and occult philosophy, and who served as an advisor to Queen Elizabeth. Like Prospero, Dee valued his library above almost everything else, and hoped to use it to form a new national library. In the 1580s many of Dee's books were stolen, just as Caliban suggests stealing Prospero's books, in order to reduce his power: "Remember / First to possess his books; for without them / He's but a sot..." (III.ii.) Also like Prospero, Dee believed he could communicate with the spirit world. He recorded his "angelic conversations," and believed he received mysteries of the universe from the spirit world.

Another possible model for Prospero is Rudolf II, a Holy Roman Emperor who had a reputation for neglecting his duties to pursue his studies of the occult. Also, similar to Prospero (and John Dee), Rudolf was devoted to his library, which his family felt added to his inability to effectively govern. In The Tempest, Prospero admits that he neglected his duties as duke in favor of his books: "I, thus neglecting worldly ends, all dedicated / To closeness and the bettering of my mind" (I.ii). At the of the 1610s, after a long and indecisive war with the Ottoman Empire, Rudolf's brother Matthias conspired against him, and by 1611 Matthias had assumed all of Rudolf's power. These events are echoed in Prospero's backstory of betrayal by his brother, Antonio, who attempts to assassinate him and take over his rule of Milan. Like Prospero, Rudolf II was a ruler whose interest in the occult and matters of the mind made him vulnerable to betrayal by his family.

The third model for Prospero may be much closer to home than Rudolf II or John Dee: Shakespeare himself. The Tempest marks the last play that Shakespeare wrote by himself, and as such, represents a sort of farewell to his audience. Just as Prospero puts aside magic in the final scenes of the play and prepares for a peaceful retirement, so Shakespeare may have used the play as a way to say goodbye to the theater. The play contains many allusions to theatricality, such as when Prospero says: "Our revels are now ended. These our actors / As I foretold you, were all spirits and / Are melted into air, into thin air" (IV.i.) In this speech, Prospero is basically saying the show is over. He also references "the great globe itself," possibly a nod to the Globe Theatre, where Shakespeare's plays were performed. In the play's epilogue, Prospero references his decision to surrender his power, saying, "Now my charms are all o'erthrown..." He begs the audience to release him from captivity on the island by clapping, much as an audience's applause signals the end of the play. In this sense, Shakespeare may be pleading with his own audience to let him retire peacefully, asking them to "let your indulgence set me free."

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The Tempest: Who Was Prospero? | SparkNotes

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Prospero, who abandons the world of fantasy to rejoin civilization, is one of Shakespeare's most intriguing characters, and critics are divided over whether Prospero is based on a real person. Some critics have speculated that Shakespeare modeled Prospero on John Dee, a famous Englishman who had devoted himself to alchemy and occult philosophy, and who served as an advisor to Queen Elizabeth.

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1-Sentence-Summary: A Woman of No Importance tells the fascinating and exciting story of Virginia Hall, an American who became one of the best spies for the Allies in World War II and helped significantly in the defeat of Nazi Germany.

Read in: 4 minutes

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1-Sentence-Summary: A Woman of No Importance tells the fascinating and exciting story of Virginia Hall, an American who became one of the best spies for the Allies in World War II and helped significantly in the defeat of Nazi Germany. Favorite quote from the author:
Read in: 4 minutes

Every once in a while, I hear a story so intriguing that I think, "Why haven't they made this into a movie yet?" The story of Virginia Hall in her biography A Woman of No Importance: The Untold Story of the American Spy Who Helped Win World War II, was exactly that kind of story.

Haven't heard of her? I hadn't either. But believe it or not, she was one of the most important spies in American history. So how has her story been unknown all this time? This quote from Hall herself might give you something of an explanation:

"Many of my friends were killed for talking too much."

But now, almost 40 years after her death, she is getting her moment. With the help of journalist and author Sonia Purnell, we get to hear the details of her fascinating life. As an espionage in enemy territory, she secretly established operative networks and eventually lead a group of resistance who sabotaged Nazi armies. Those who knew her would say she had a hand in paving the way to Hitler 's defeat.

Here are the 3 most interesting lessons I discovered about Virginia Hall:

1. Too independent to marry, Hall went on to study in Europe and pursue a political career even though she lost a leg in a terrible accident.

2. After multiple failed attempts to join the war efforts, she finally became a member of the Special Operations Executive, or SOE, almost by accident.

3. Virginia's work helped in many different ways during World War II, including the vital preparations for D-Day.

Buckle your bootstraps, 'cause we're going on a wild ride!
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Lesson 1: After denying an engagement, Hall studied in Europe and persevered even after a horrible accident left her missing half a leg.

Virginia Hall got her start as the daughter of a wealthy banker father and an ambitious socialite mother. Even though her father had a large inheritance, he squandered it. Her mom's focus was to redeem her lost wealth through the marrying up of her daughter.

But Virginia wasn't like the typical girl of her era. She loved to hunt and didn't care about finding a suitor and settling down. However, to please her mother, she got engaged at 18. But as independent as she was, it didn't last, and she moved on to bigger endeavors.

So she left for Paris to experience the world and get her education, and she fell in love with Europe. By the time she graduated she knew five languages and was knowledgeable in European politics.

After school, she set out to get into diplomatic service. But Hall soon found that it wasn't easy to get a position like this as a woman. Instead, she took a secretarial position in Poland. This was when things got even harder for her because of a horrific hunting accident.

Virginia shot her foot and an amputation of it below the knee left her with a wooden leg. But this didn't stop her ambitions. She named her peg leg "Cuthbert" and set out to somehow serve in World War II.

Lesson 2: Virginia wanted to help with the war efforts, and was denied many times before joining the Special Operations Executive, or SOE, almost by accident.

With World War II unfolding, Virginia had to leave her post in Estonia. She fled to England, where she joined the women's branch of the British Army and drove ambulances around France. In 1940, Paris was abandoned and Hitler's troops took over. Germany held the occupation of the North. But the South remained a "free zone" that was run by a puppet regime.

With the German occupation of France, Virginia fled to the southern border town of Irun, though she longed to help the country she had grown to love. This is where she had a chance meeting with British secret service officer George Bellows.

He posed as a salesman, but he was secretly on a desperate search for members to join the Special Operations Executive (SOE). This was a secret service created by Britain to undermine Hitler in France. Virginia didn't know his job or that he was interviewing her as they talked.

When he heard about her previous experience and her longing to help France's cause in the war, he knew he had found a recruit. He just didn't know how valuable she would be yet.

Lesson 3: The experiences Hall had during World War II are fascinating, and she even helped prepare for D-Day.

After training, Virginia was sent to southern France to create a secret network of resistance fighters. She created a valuable network of dozens of people and soon they were in business sabotaging the German army.

Unfortunately, through a captured agent, the enemy found the address to a safehouse and was able to use it as a mousetrap to capture all agents but Hall, leaving her alone. But this didn't stop her.

She set up a plan that involved sending an elderly priest in a wheelchair with a radio beneath his robes into where they were being held and persuading a guard to get his colleagues drunk in exchange for his freedom. All of her colleagues were freed.

But word got out of her success, and Nazi intelligence knew from intercepted radio that a woman, referred to as "the limping lady" was orchestrating the resistance. Thousands of posters with Hall's image were posted throughout France with the words, "The Enemy's Most Dangerous Spy. We Must Find and Destroy Her." She narrowly escaped and fled to Spain across a snowy mountain range on foot, an agonizing journey with her wooden leg.

Her final mission was to work with the United States to prepare for the Allies to invade France. Disguised as a peasant, she organized resistance into units. They did everything from derailing trains and redirecting signs to lead conveys into ravines to disguising explosives as horse manure and leaving them on roads. Before D Day, she signaled French resistance troops to help the invasion of Normandy.

A Woman Of No Importance Review

Whoa, that was a cool story! A Woman Of No Importance is the kind of action-packed historical book that makes me wonder when the movie is coming out! I don't usually like history books, but this one did have me on the edge of my seat.

Read full summary on Blinkist >>

Learn more about the author >>

Who would I recommend the A Woman Of No Importance summary to?

The 32-year-old history buff who would like to hear a lesser-known story about World War II, the 56-year-old that loves France and wants to know more of its history, and anyone who loves a good adventure.

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1-Sentence-Summary: A Woman of No Importance tells the fascinating and exciting story of Virginia Hall, an American who became one of the best spies for the Allies in World War II and helped significantly in the defeat of Nazi Germany.

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The most common vowel sound in English causes many spelling problems. Featuring Peter Sokolowski

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The Smithsonian's National Zoo is committed to supporting teachers, students and families around the globe as they face unprecedented new learning challenges. We are actively developing new materials to help learners of all ages respond to this challenging period, so check back frequently.

Below, you will find resources to engage learners in grades pre-K to 12 with science, the natural world, wildlife and conservation.

Follow That Bird

A middle school science and technology curriculum unit that teaches core science concepts through student exploration of bird tracking tools, the data Smithsonian scientists collect with these tools, and how this information is used to support wildlife conservation.

Target age: Lessons meet Next Generation Science Standards for middle school.

Bridging the Americas

This cross-cultural environmental education program connects elementary students from North America and Latin America through the shared observation and enjoyment of local birds. To access online teacher resources, use password bta4teachers.

Target age: Open to grade 2, 3 and 4 classrooms in Maryland, Virginia, and Washington D.C.

Wildlife Career Videos

"Other Duties As Assigned: the Secret World of Zoo Jobs" is a series of four playful videos that show you what it really means when you say "I want to work at a zoo." In each video a different staff member takes you behind the scenes of his or her job and answers questions from curious students.

Target age: Early middle school; can be enjoyed by any grade.

Online Zoo Highlights Tour

We look forward to welcoming you back to the Zoo in person soon, but until then, take a virtual visit to the Smithsonian's National Zoo with our online tour that offers interactive features to help you learn more about the incredible animals in our care.

Target age: All grades. Available in English, Spanish, Arabic, Japanese, and Chinese.

ZooCrew Family Guide

This educational activity booklet will engage children and adults together in learning about the different animals at the Smithsonian's National Zoo with games, activities, animal facts and stories about Zoo scientists at work!

Target age: Pre-K to grade 6. Also available in Spanish.

eMammal

Lesson plans for middle school and high school educators and games and activities for animal lovers of all ages, using camera trap images of wildlife across the globe!

Target age: Middle and high school; some games and activities appropriate for younger grades.

Bird Migration Game

Help Wanda the Wood Thrush travel from her winter home in Costa Rica to her summer home in Maryland.

Target age: Grades K-5
Play the Migration Game
Bird Nest Identification

Can you name the nester? Use the research hints to analyze nest photos and discover which bird built the pictured nest.

Target age: Middle and high school

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Educational Activities You Can Do at Home

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The Smithsonian's National Zoo is committed to supporting teachers, students and families around the globe as they face unprecedented new learning challenges. We are actively developing new materials to help learners of all ages respond to this challenging period, so check back frequently.

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When they write and spell, students show us what they know and believe about spoken and written language. If we, as educators, look with an informed eye, we can readily see what needs to be taught and what that student needs to learn.

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Transcript:

Narrator: Welcome to EDVIEW360.

Roland Good: One of the key things is that we have very many children who are at risk for dyslexia and this is a life-altering occurrence for them. The entire purpose of screening is to do something to change outcomes for students. We have the knowledge. We have the tools. It's not enough to solve the problem once. We have to keep solving the problem until this student is a successful adult and is launched in their career.

Narrator: You just heard Roland Good, president and director of research analysis for Acadience® Learning. Dr. Good leads the research and development of the Acadience® Reading measures previously known as DIBELS Next®. He delivers professional development regarding the use of these measures to educators throughout the United States. Dr. Good is our guest today on EDVIEW 360. Here's your host, Pam Austin.

Pam Austin: This is Pam Austin. Welcome back to the EDVIEW 360 podcast series. We are so excited to have you back with us once again. I'm conducting today's podcast from my native New Orleans, channeling the heart of Voyager Sopris Learning ®, located in Dallas, TX. Today, we are honored to have with us Dr. Roland Good, who is president, director of Research Analysis and associate director of Research and Development for Acadience Learning, and co-author of Acadience Reading, previously known as DIBELS Next. Dr. Good and his colleague, Dr. Ruth Kaminski, are also the authors of earlier versions of the DIBELS® assessment.

Dr. Good is here to talk to us about dyslexia screening and what you need to know in order to make informed decisions for students struggling with reading challenges. Welcome, Dr. Good. We are truly honored to have you here with us today. Along with your vast knowledge of assessments and their value for positive student outcomes, can you tell us a little bit about your background? How did you become involved in education?

RG: Thank you, Pam. It's a pleasure to be here. I really got interested in education very long ago as a young man. My father was actually a physicist and I wanted to have an impact on the world that would more directly impact some of the social justice issues that I was concerned about. So, I very early went into education as a way to change the future and, particularly, reading and teaching reading and helping students to be successful in reading as what I thought would be the biggest change in the future that I could make for children and I've been thrilled with that ever since.

PA: Hope to create future physicists? Or, anything else kids would want to be when they grew up, correct? How did your focus become centered on assessment?

RG: Well, I actually got really excited about assessment with the early work in curriculum-based measurement and that provided a road map to tell educators where they are, where they need to get to, and what route to follow to get to there. That seemed to me to be the missing piece in early literacy and in changing reading outcomes.

PA: Oh, yes. Assessments. You're thinking of that as one aspect of education. That certainly is the missing piece. You've brought to light their importance for sure, for ensuring students reach their potential. Today, we are talking about dyslexia screening. Dr. Good, for those of us who may not know the exact definition, please share the definition of dyslexia.

RG: Well, there are probably a number of different definitions, but the one that I like is from the International Dyslexia Association, and they state that dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

PA: All right, so we're looking at specific difficulties and even layers of those difficulties. Thank you for sharing that with us, Dr. Good. And got another question for you. Tell us, why do you think dyslexia has come to the forefront recently and why has it become such a popular topic of discussion?

RG: Well, I think one of the key things is that we have very many children with dyslexia or young children who are at risk for dyslexia and this is a life-altering occurrence for them. And that is combined with the recent research that we have been engaged in that really helps us to understand dyslexia better than we ever have before and helps us to know what things we can do to change outcomes for children with dyslexia or who are at risk for dyslexia.

PA: So, we're understanding better. And, as they say, when we know better, we do better. Wonderful.

RG: Exactly.

PA: In our recent podcast, American Schools Are Failing Students With Dyslexia, our guest, Emily Hanford, said that schools are not identifying students and giving them the help they need. She says that there is a lot of research, as you alluded to on how reading works, but that is not well known by educators and that schools don't know how to work with struggling readers. What are your thoughts on Emily's statement and how it ties with dyslexia?

RG: Well, I would say that Emily Hanford is a courageous warrior for children reading and improved outcomes and she is my latest hero. The podcasts, the reporting that she has done, in my opinion, is just spot on and and really names the issues and calls it like it is. I think that there is very often a gap between the research and practice and nowhere is that gap more pronounced than around children's early reading skills and the reading outcomes that they need to be successful in school and in life.

PA: Oh, definitely. I love the idea of heroes. Heroes for educators and students.

RG: Yes.

PA: Thank you for your response. Back to dyslexia screening. Why is early screening so important? You just mentioned that, early screening and intervention.

RG: Yes, and the earlier that we can screen, the earlier that we can start doing something about it. I think the entire purpose of screening is to do something to change outcomes for students. We have the knowledge. We have the tools. We have the technology to make an immense difference in children's reading outcomes if we identify the issues early and if we do something in a targeted intensive way to change those outcomes.

PA: Changing those outcomes is so important. Earlier, you talked about it being life altering, and I believe you are 100 percent correct on that. We change the lives of students. What are some indicators that a student might be a good candidate for dyslexia screening? What's out there that's highlighted when we're looking at students and their struggling and what should an educator look for in the classroom?

RG: Well, some of these are really sort of laid out in the dyslexia definition that we talked about. One of the keys to early screening, early identification, or early alert that a parent might be concerned is around a phonological component. And when we talk about the phonological component, we're talking about a child's ability to understand and work with the sounds that are in our language. To understand rhyme. To understand games, where you're playing games with the sounds in words. That's a really key early signal.

Then, as soon as children are learning letters, and especially the sounds of letters, that's putting together the understanding of the sound structure of our language, the phonological component with the letter sound part of our language. And that linkage appears to be really the core deficit where reading skills get off track for kids. So, if you're seeing difficulty with sounds, playing games with sounds, with letter sounds, that's a very early signal that there may be an issue we can do something about.

PA: You mentioned phonological processing being a part of an issue students with dyslexia may have. Most often, educators have thought of students with dyslexia as those who have trouble with print. Are you saying that it's a phonological issue?

RG: Well, yes, and this is not just me. This is what the science is showing us right now. This is what we know. And when I say "know," that's bigger than Roland, bigger than our team. That's sort of the research community drawing this conclusion. It used to be thought that dyslexia was about print. That reversals would be a sign that you would attend to, or filters, or colored overlays, or changing the font would impact children with dyslexia. What we know now is that although there may be some children, I mean nothing is ever universal, but really for most children, the big amount of the variance is really around this phonological component. It's the sound structure in how those sounds map to letters and become words. That is the core feature for dyslexia.

PA: So, what is the success rate of having students with dyslexia develop their phonological processor to become that independent reader that we're expecting them to be? To change the outcomes for these students?

RG: Very much. Very, very high success rate. We can make a very big difference. And when I talk about phonological processing, I'm really talking about an understanding of the sound structure of our language mapping that sound structure onto letters. Being able to retrieve that sound structure and letters to form words and putting the words together to read. It's an inclusive process. This is larger than just phonemic awareness, which is just the sound structure, but it's sort of how all of those pieces go together.

I think it becomes an interesting question: If they can read, are they still dyslexic? Because dyslexic is difficulty, essentially, reading. Dys-Lexia, is the idea behind it. But we can teach them to read. Have we changed the dyslexia? Maybe in the sense that the name no longer matches, but there's still going to be some learning differences that they do, but they can be readers.

PA: What type of dyslexia screening do you recommend and what factors or features should educators look for in a dyslexia screener?

RG: Well, I think that there are three definitive indicators of dyslexia or other reading difficulties. And then there are a couple of other indicators, but these three are the really big ones. The first indicator is difficulty with the essential reading skills. And when I talk about essential reading skills, I'm really going to target measures of accurate and fluent word reading. Can they read words individually, accurately? Can they read them at an adequate rate? Word reading and decoding. Do they make frequent errors as they read? Anything around that phonological processing that we talked about, especially phonemic awareness and phonics. So, a first definitive indicator is difficulty in any of those constellations of essential reading skills.

A second definitive indicator is a serious, sustained lack of adequate progress in learning those skills when they're provided with generally effective instruction. Now, in order to look at this, we have to look at where a student is and we also have to measure their progress in learning those skills. If a student has very low skills but is learning them very rapidly when we teach them well then that's probably not dyslexia, but if they have very low skills and they're not making adequate progress, that's our second definitive indicator.

Now, the third definitive indicator has to be evidence that they're being taught in a way that is generally effective. Now, this is a really important key, definitive indicator because, all too often in schools we are not bringing to bear the science of reading and we're not bringing to bear the most effective and explicit instruction. So, a key part of knowing that this is dyslexia or risk for dyslexia is evidence that really good, generally effective instruction is in place.

PA: All right. So, understanding what to do. I'll let you continue, Dr. Good.

RG: Well, I was just going to mention briefly other indicators of risk and I would include in those other indicators what we talk about as Rapid Automatized Naming, or RAM. This is being able to rapidly identify and name and produce a word that corresponds to letters or objects or numbers or colors. And this also seems to be associated with dyslexia and risk for dyslexia, but explains a smaller amount of the variance than the definitive indicators. I would also add difficulty with spelling would fall into that category as well.

PA: OK, thank you. So, we have some very specific things that educators can look at, these features of students. I just want to go ahead and review those once more. So, those essential reading skills and we're looking at accurate fluid ability to read and decode and considering the phonological processor, adequate progress as students are going through that learning phase. I've had teachers who would throw their hands up and say, "I don't know what to do. They're not learning." And then also the third would be the evidence of instruction. Those are the three key points with some specifics with Rapid Automatic Naming and spelling as key features, as well. It's a lot of good information and I just felt the need to repeat that Dr. Good, if you didn't mind. We'll go ahead and continue with our interview right now, unless you've got any more to add to this particular portion.

RG: Oh, just adding a smile. I think that really important things are worth being said more than once.

PA: I agree 100 percent with you on that one. All right. To continue our interview: What are some of the definitive indicators of risk for dyslexia and other reading difficulties that you can locate in the screener? So, I'm using the screener. What am I looking for and and what do those indicator results look like?

RG: Well, we're looking for data and evidence that supports. So, for example, when I'm looking at a difficulty with essential reading skills, I'm really looking for skills that are at least below the 40th percentile and stronger evidence is if it's below the 20th percentile. So, some difficulty or substantial difficulty. When I'm looking at lack of adequate progress, I need to be measuring progress in each of those essential early literacy skill areas. And what I'm looking for is progress that is below the 40th percentile of progress or below the 20th percentile of progress. And, especially, that lack of progress when we're making adjustments to instruction. We know that progress monitoring and adapting our instruction to the student's needs is a very effective way of improving outcomes. And so I need to show a lack of adequate progress when I am making adjustments to instruction to really make the case for that serious sustained lack of adequate progress.

When I am looking at the effectiveness of instruction, I really need to be looking, I think, at multiple levels. And in this area there's going to be evidence and data and also judgment that are involved. And so I'm going to look for evidence that the school as a whole school is generally effective. I'm going to also want to look for evidence that students in a particular classroom are generally making adequate reading progress. If the classroom is not effective, I don't know if this is dyslexia or if this is a lack of opportunity to learn. I also need to be looking at the school's system of support for those students who need intensive intervention. A school should have a system in place for everybody. The core. They should have a system in place for students who need strategic, targeted support. They should also have a system in place for those students who need intensive support to improve outcomes, and so I want to look for evidence that their system of intensive support is effective.

PA: Wow. This is truly, truly diving into the science of reading. There's so many layers. Yes. You talked about establishing that school system of support and not only that, taking a look at the underlying data and to consider so many aspects of that data. The evidence of explicit, systematic, effective instruction. I just love it when you said that Dr. Good because it makes a difference, right?

RG: Yes. It makes all the difference in the world.

PA: OK. So, what we want to do is to make sure that our educators are adapting in response to students. That they are truly prescriptive and diagnostic for each individual student. Oh, what power we would have if we were able to do this for our students.

RG: Yes.

PA: OK. I'm very, very excited to hear you detail this, Dr. Good. I've got another question for you. Once you have determined that a student has dyslexia, what should your next steps be? How can we use this data to create a road map, a map for success for individual students?

RG: Well, boy. That's the first step that you would do is create a road map. And so in a particular skill area, we need an assessment that will quickly and efficiently identify where a student's skills are. We need a system of assessment that will identify a goal for where we want that student to get to. And that goal should be one, where if our instruction and if that student meets that goal, we're actually changing the future for that student. I then need to have a system that's going to monitor the progress on the way toward that goal so that we can make changes to instruction in time to make sure that we still get to that goal.

So, that road map is the very first important step of what we do next. The next thing we need to do is really focus on a targeted skill area that that student needs. Is it phonological awareness? Is it the alphabetic principle? Is it basic phonics skills? Is it word reading and decoding accuracy? Is it fluent word reading? Is it being able to talk about what you have read? So, we need to really focus on where is that student getting off track so we can target instruction and assessment right where that student needs it.

The next thing we need are powerful, effective interventions and we have many of those available. And I would just give a shout out to our partners at Voyager Sopris Learning. If you're looking for really powerful interventions, Voyager Sopris Learning is a really good place to look for that.

PA: I couldn't agree with you more, Dr. Good. I couldn't agree with you more.

RG: Then, we need to be delivering those with high fidelity and with explicit instruction. And I would just give a shout out to Anita Archer, one of my heroes, around how do we teach the essential skills in a way that is explicit and is effective for either all or almost all children.

PA: I have to agree with you. Anita Archer is a supreme queen of explicit instruction. So, if I were to reiterate what you just shared with us, it's a lot of good information. It is having a system in place with a quick assessment. We have goals of targeted skills and then we take a look at the next steps and then we do this again and again and again as we build students' knowledge and skills so that they are in a position that they begin to gain those skill sets and we change their outcomes from a negative outcome to a positive. And we use those powerful effective interventions. Is that correct?

RG: Yes. Right on.

PA: Alrighty. Excellent. Thank you, Dr. Good. What are some of the key steps in prevention? We talk about intervention. What about prevention?

RG: Boy, I would say that prevention and early intervention, they are our opportunity to make the biggest difference with the most children and for each child change their world and their outcomes and the key steps in prevention and early intervention. I would really focus on four. First, identify students who are going to need support early. And when I say that, I have in mind identifying those students who need support even before it is a reading problem or a learning problem, even before dyslexia is identified. So, we need that very early screening and identification. Second, focus our teaching on the essential reading skills. These are teachable skills. We can teach these skills. We need to focus all of our teaching and make sure that students get those skills.

Third, focus our assessment on indicators of essential outcomes. Now, there's two parts to that statement. I've stressed indicators because our assessment should be brief. It should take minutes. Every minute that I'm spending testing is a minute that I'm not teaching. So, I need the assessment to be efficient. That's why I focus on indicators and I need those indicators focused on essential outcomes that we can do something about. The fourth part of this is to use that assessment to inform our instruction so that we improve outcomes. Assessment here, in this vision, is not just something that we do and we put the results on the shelf, but it is a part of our teaching.

In our intervention group, once a week, I'm giving a checkup on our progress and if the progress is not what it should be, I'm making a change based on what I've learned from that assessment. This is a vision of progress monitoring and formative evaluation that has been shown to have a very large impact on students' reading outcomes.

PA: Wow. I love the way you focused on what this truly is. Assessment is a part of teaching. The progress monitoring and that formative assessment, so I know where to go next, what I need to do for this particular student. Thank you so much for sharing that, Dr. Good.

RG: You're very welcome.

PA: How do you make sure a student with dyslexia continues on a path to academic success? Because dyslexia, that's something that's with that child for the rest of their lives. Correct?

RG: It can impact the learning throughout their life. Yes, but that doesn't mean that we can't teach them to read and that we can't help them to be successful in their endeavors. We can and we must. So, how do we keep track of their continued progress? And I love this question, Pam. To me, what you're saying is it's not enough to solve the problem once. We have to keep solving the problem until this student is a successful adult and is launched in their career. That means I can't just do early intervention in K and 1 and then forget about it. I have to be tracking them to make sure that they are continuing their progress throughout their schooling career.

So, this applies to students throughout the grade levels, and we need a system that says where students need to be and by when in order to continue making adequate progress. And we've talked about that with Acadience Learning and our assessment, Acadience Reading. In terms of benchmark assessment that references where a student is to benchmark goals so we can continue to monitor their progress in an efficient way and make sure that they continue that adequate progress throughout their schooling.

PA: In other words, to keep solving the problem. As you said, Dr. Good.

RG: Keep solving the problem. Yes.

PA: Because in the end, what's our goal? To help a student become independent and confident so that they are readers who could dive into any content that interests them. That's our goal.

RG: Yes, yes.

PA: Yes, thank you.

RG: It's a tool for life success.

PA: Yes, definitely. I have to agree with you 100 percent on that as well. Well, Dr. Good, thank you so much for joining us today. We are truly honored to have you speak with us. How can our listeners learn more about your work?

RG: Well, thank you very much, Pam. It's really a pleasure to join you. And for those who are interested in our vision of assessment and also this description of dyslexia and dyslexia screening as a part of prevention and intervention, I'd encourage you to join us at our acadiencelearning.org website and if you go under publications and presentations, you can find a white paper on dyslexia screening with Acadience Reading that really talks through these issues in in more depth.

PA: It's a very good read. I'd have to say. I've had the pleasure of being able to dive into that white paper myself, Dr. Good.

RG: Oh, that's great.

PA: And for our audience, that's acadiencelearning.org, spelled, A-C-A-D-I-E-N-C-E. Thank you for spending time with us today. Please join us next month for a special podcast with author John Hattie and a discussion of his book, Visible Learning for Literacy. Pam Austin. Oh, you're excited about that Dr. Good?

RG: I'm excited about that. I'm going to tune in to that one. He is another of my heroes.

PA: Oh, I have to agree with you. We agree on a lot today, Dr. Good. Well, Pam Austin from Voyager Sopris Learning, bringing the best thought leaders in education directly to you.

Narrator: This has been an EDVIEW 360 podcast produced by Voyager Sopris Learning. For additional thought-provoking podcasts and articles, sign up for our blog, webinar, and podcast series. Thank you for joining us.

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Podcast - Roland Good Discusses Screening for Dyslexia

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Narrator: Welcome to EDVIEW360. Roland Good: One of the key things is that we have very many children who are at risk for dyslexia and this is a life-altering occurrence for them. The entire purpose of screening is to do something to change outcomes for students. We have the knowledge.

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Presenter: Adam Kosakowski, AT Specialist

Description: Text to speech, speech to text, and word prediction are powerful AT tools, but did you know they can be used together to create a super powerful writing experience? Each of these can work off of each other while supporting the writing process of students with a wide array of disabilities including motor, speech, and learning. Attend this webinar to learn how to move from one tool to the next easily while supporting your student's writing needs.
Register for The Writing Trifecta: Text To Speech, Speech To Text, And Word Prediction
Dominate Distance Learning with a SERIES of AT Tools: Special Education Style

Presenter: Nicole Feeney, Director of NEAT and AT Specialist

Description: Nicole Feeney is introducing a series of webinars to help parents and teachers navigate the murky waters of distance learning. Whether online learning is new to you or you're a computer whiz, Nicole will present assistive technology features and tools that can help you update your toolkit. This series will also provide strategies for best practice and ease of use, as well as some helpful hints for engaging students. Oh, and there will be plenty of time for Q&A.

* Cool Features, Bro! Include ALL Students In You Digital Read Aloud | April 9, 2020 12pm-1pm

* Staying Connected And Collaborative With Google Keep (Bonus: How It Can Help With Writing) | April 13, 2020 12pm-1pm

* Strategies For Effectively Using And Teaching Dictation | April 22, 2020 12pm-1pm

* What Did You Say? Using Digital Note Taking Tools To Take Better Notes | May 1, 2020 12pm-1pm

* Struggling Readers: Make The Most Of Read&Write For Google | May 12, 2020 12pm-1pm
Register for Dominate Distance Learning with a SERIES of AT Tools: Special Education Style
An Introduction To Making Word And PDFs Accessible
April 20 and April 27, 2020 | 10am-11:30am
Presenter: Adam Kosakowski, AT Specialist & Steve Famiglietti, Blind Services Vocational Manager

Description: In this two part webinar series, attendees will be guided through specialized training on digital accessibility; also known as Information and Communication Technology (ICT) accessibility and Section 508 compliance. The focus for document accessibility will include Microsoft Word and PDFs. The presenters will support individuals or organizations who are looking to increase the reach of their business by making their content more accessible. Participants will gain skill and confidence as they work towards making their electronic and information technology accessible under Section 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. Attendees must commit to both sessions. Limited registrations available.
Register for An Introduction To Making Word And PDFs Accessible
Attacking the Sexual Assault Epidemic With the Power of Communication
April 29, 2020 | 12pm-1pm Presenter: Elena Fader, M.A., CCC-SLP, AAC Specialist
Description: People with intellectual and developmental disabilities are sexually assaulted at a rate seven times higher than those without disabilities. Several factors contribute to this heightened risk, with communication challenges being a key reason. Augmentative and alternative communication (AAC) plays a critical role in supporting this population of individuals who are more vulnerable to abuse.
This will provide insight, strategies, and resources that human services professionals and families can utilize to protect their clients and loved ones. Resources include a preview of an adapted sexual health curriculum and a demonstration of ways to use an AAC device to help individuals learn, self-advocate, and report.

Oak Hill, Connecticut's largest non-profit for people with disabilities, has started a #seventimes campaign to draw national attention to this horrific statistic. By bringing awareness to the AT world, we hope to make immediate strides in attacking the sexual assault epidemic using the power of communication.

The goals of this webinar is to:

Recognize at least two communication-related reasons that individuals with IDD are at a higher risk for sexual assault.

Identify at least two ways that AAC can help to decrease the "#seventimes" statistic

Discuss at least three strategies that can be used to support individuals with IDD in learning, self-advocating, and reporting information related to sexual health.

Register for Attacking the Sexual Assault Epidemic With the Power of Communication
Hidden Tech Treasures
May 5, 2020 | 12pm-1pm Presenter: Steve Famiglietti, Blind Services Vocational Manager
Description: During this presentation participants will learn some tips and tricks to help them in using different pieces of software on various hardware platforms. For instance, we will demonstrate both the built-in screen reader and screen magnifier, found in Windows 10 and go over a few of the best features of these items. We will also highlight some of our favorite settings and items to customize to make using your device a better experience.

We will be focusing on the following devices and software: Windows 10, Apple devices and Android devices. And some of the topics will include:

Customization of VoiceOver on an iPhone or iPad

Changing visual settings on an iPhone.

Customizing Windows 10 for a better experience while using your screen reader.

Simple tricks to make reading items easier with the JAWS screen reader.

Tips and tricks for Android users.

Register for Hidden Tech Treasures
Top Ten Tips to Securing Your Smart Tech Solutions
May 13 and 20, 2020 | 2pm-3pm
Presenter: Kristopher Thompson, Smart Technology Specialist

Description: In this two part webinar series, attendees will explore smart technology and the power behind its capabilities. Kristopher will demonstrate how these smart technologies are giving so many people the ability to live more independently; especially, those with disabilities and those who are aging in place. Concerns are growing around privacy and security as technology becomes more prevalent in our lives. Questions swirl like: Is Alexa always listening? Can someone hack your smart devices? How secure is the "internet of things"? In this workshop, we will discuss these concerns and cover steps that you can take to improve security and peace of mind.
Register for Top Ten Tips to Securing Your Smart Tech Solutions
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@NEATwithNicole, @NEATwithAdam, @NEATwithKris, @NEATwithJamie, @NEATwithElena, @NEATwithSteve

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Learn From NEAT - Oak Hill Assistive Technology

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The NEAT Team loves to help people learn more about the benefits of assistive technology (AT)! Our excitement soars at every opportunity to demonstrate the powerful impact AT can have on the lives of individuals with different and unique abilities. Our AT presentations, demonstrations and webinars are innovative and educational in nature.

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Highlights for High School features MIT OpenCourseWare materials that are most useful for high school students and teachers.

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Join Harry Potter and journey into the wizarding world with our new site! Discover puzzles, quizzes, crafts and more to guide you through the very first book.

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Online therapy is an exciting, engaging way for students to reach their speech and occupational therapy goals! Students are paired with a highly qualified online therapist, who connects with them live through TinyEYE's specialized online therapy platform.

Whether your child is receiving private at-home therapy or connecting at school, his/her activities are evidence-based, and work on skills highlighted in his or her assessment or individual education plan (IEP).

After each therapy session, your child's online speech therapist or online occupational therapist completes a session report that is available to you in your child's online backpack. This report includes details of skills worked on during the session, level of success, and a special note from the therapist to your child.

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How can I get online therapy for my child?

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Online therapy is an exciting, engaging way for students to reach their speech and occupational therapy goals! Students are paired with a highly qualified online therapist, who connects with them live through TinyEYE's specialized online therapy platform.

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This site is now maintained by NNCSS. For inquiries, contact Sarah Brown at sabrown@washoeschools.net.

Project TAHOE reflects the committed work of teachers from Northern Nevada since 2006. The work began through Teaching American History Grants and continues because many Social Studies teachers in our region have experienced the benefits of teacher collaboration and of creating and implementing high leverage, rigorous lessons that engage ALL students in the work of thinking like historians.

All grade-level lessons are are aligned to Common Core State Standards and to our Nevada Content Standards (NVACs if you live in Nevada).

Funding for this site comes from the Library of Congress, Nevada's Northwest Regional Professional Development Program, the Northeastern Nevada Regional Professional Development Program, and Washoe County School District.
A few things to note as you browse the site:
The menu in the left hand column includes documents and descriptions of types of lessons included on the site. The drop down menu is where you will find lessons specific to the grade/s you teach.

For best results, use Google Chrome as your browser. It's best to download resources prior to printing.

Types of Lessons available on the website:

Close Readings

"One Pagers" (brief close reading exercises)

Document Based Questions

OUTs "Opening Up the Textbook"

Zoom-Ins

Research Based Discussion Strategies

Controversial Issue Lessons

Argumentative Writing Lessons

Evidence Ranking Activities

Inquiry Lessons

Resources are added periodically.

We hope you and your students enjoy these lessons.

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This site is now maintained by NNCSS. For inquiries, contact Sarah Brown at sabrown@washoeschools.net. Project TAHOE reflects the committed work of teachers from Northern Nevada since 2006. The work began through Teaching American History Grants and continues because many Social Studies teachers in our region have experienced the benefits of teacher collaboration and of creating and implementing high leverage, rigorous lessons that engage ALL students in the work of thinking like historians.

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Share This:
By David P. Hurford
It is encouraging that the New York Times showed an interest in the very important issue of reading failure. It is critically important that everyone understands that a third of U.S. students do not read at the Basic Level, which represents a rudimentary ability to read, and that nearly two-thirds of our students do not read at the Proficient Level. And, although we would all agree that we need to do better, not everyone knows that we have the ability to do better right now.

Unfortunately, most of those who train pre-service teachers to teach reading are not using the scientific data that should be directing their pedagogy. It needs to be strongly pointed out that the "Science of Reading" is not a methodology or system designed to teach reading. The Science of Reading, just like any other specific application of science, is a process that helps scientists discover the essence of reality. That is, the Science of Reading is everything that is known about reading, including how it should be taught.

More Than Phonics

In short, the Science of Reading is much more than just phonics. Phonics is only one component among many that must be taught to individuals learning to read. Phonics simply describes the relationship between the sounds of a language and how they are visually represented by symbols or letters. One of the important components of reading an alphabetically based writing system, such as English, is learning this code and how to use it.

However, the Science of Reading includes much more than learning this code, and it does not and has never suggested that phonics should be the sole method used to teach reading-phonics instruction in isolation is insufficient. The Science of Reading also includes the genetic and neurological bases of reading, the components of reading; phonological processing, sound-letter correspondences, decoding, synthesizing, word recognition, spelling, comprehension, writing systems and their influence on reading issues, how to teach reading, how to teach reading to struggling readers, and everything else related to reading.

The strategies that the Science of Reading have identified help all children, those with dyslexia, those who struggle to learn to read, and those who do not struggle to learn to read. So, why are we not using these processes? This is not only frustrating for parents, but also for the scientists who have studied and determined the best strategies to teach reading, legislators who are now writing laws to help children become competent readers, teachers who want to teach their students to read and, most importantly, children who are struggling to learn to read.

Becoming a Competent Reader

The first step is to guide the child through the process of the mechanics of reading; sound-letter correspondences, decoding, synthesizing, word recognition, fluency, vocabulary, spelling, comprehension, etc. If teachers are taught how to teach their students with the mechanics of reading and structured literacy, reading failure rates plummet. Once a student fully understands how to use the code, he or she will be on the path to becoming a competent reader. It is a challenging journey, but it is a journey that will lead to learning to read. Collectively, our goal is to help children become competent readers; using the scientific basis for teaching reading is how we will make this happen.

David P. Hurford, Ph.D., is a professor of psychology and counseling at Pittsburg State University. He directs the Center for Research, Evaluation and Awareness of Dyslexia (Center for READing) and is the founder and manager of the Center for the Assessment and Remediation of Reading Difficulties (CARRD, Inc.) a nonprofit dedicated to assisting individuals with dyslexia become competent readers.
Copyright © 2020 International Dyslexia Association (IDA). Opinions expressed in the Examiner and/or via links do not necessarily reflect those of IDA. We encourage sharing of Examiner articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from info@dyslexiaIDA.org

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The Science of Reading (A Response to the New York Times) - International Dyslexia Association

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Share This: By David P. Hurford It is encouraging that the New York Times showed an interest in the very important issue of reading failure. It is critically important that everyone understands that a third of U.S.

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Dyslexia is defined as an unexpected difficulty in learning to read. Dyslexia takes away an individual's ability to read quickly and automatically, and to retrieve spoken words easily, but it does not dampen their creativity and ingenuity.

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You can sign up to my Substack newsletter - The 3Rs - What I'm writing, reading, and research and resources I am interested in HERE.

Below are the free resources created to accompany my 'Closing the Gap' series.

CLOSING THE WRITING GAP RESOURCES

If you want to grab a copy of the book to accompany the resources you can grab a copy at Amazon UK HERE and Routledge

CLOSING THE READING GAP RESOURCES
CTRG Book Club Discussion Questions
If you want to grab a copy of the book to accompany the resources you can grab a copy at Amazon UK HERE and Routledge .

CLOSING THE VOCABULARY GAP RESOURCES

If want to grab a copy of the bestselling Vocabulary book, you can grab a copy from Amazon UK HERE and Routledge . Also, you can now get an audiobook now to - see Amazon UK .

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Closing the Gap Resources | The Confident Teacher

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You can sign up to my Substack newsletter - The 3Rs - What I'm writing, reading, and research and resources I am interested in HERE. Below are the free resources created to accompany my 'Closing the Gap' series.

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Resources & Community | Pear Deck Learning

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Looking for inspiration, support, tips and tricks, and more? Look no further.

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millions use Screencastify to create amazing videos

/* Sets tab pane to display block instead of default display:none */ /* Allows CSS opacity transitions */ .w-tab-pane, .w--current { display: block; } /* Any .w-tab-pane that does not have webflow .w--curent sets opacity 0 */ .w-tab-pane:not(.w--curent) { opacity: 0; } /* Any element with .w-tab-pane that has .w--tab-active sets the opacity 100% */ .w-tab-pane.w--tab-active { opacity: 1; } /* Set the opacity transition to 1 second ease-in */ .w-tab-pane { transition: opacity 1s ease-in; }

Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
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Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
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Collect video assignments to ensure any team or student is heard. Track viewing activity and add interactive questions and more to ensure your message is understood.
Learn more

Educator, student, marketer, engineer, gamer. Whatever part you play, you'll have simple, yet powerful screen recording and editing tools.
Learn more

Easily share your creations in multiple channels. Let more viewers watch, pause and rewind on their schedule while maximizing time by eliminating unnecessary meetings.
Learn more

Collect video assignments to ensure any team or student is heard. Track viewing activity and add interactive questions and more to ensure your message is understood.
Learn more

loved by everyday video creators

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Screencastify | Screen Recording and Video Editing

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Screencastify is the leading screen recorder for Chrome. Install the extension to record, edit, and share videos in seconds. Create video class assignments, training and tutorials, and make business communication faster.

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How your phone number or email address is used. Microsoft will use your phone number or email address only for this one-time transaction. Your information won't be stored. Standard SMS rates may apply.

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Chat, Meetings, Calling, Collaboration | Microsoft Teams

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How your phone number or email address is used. Microsoft will use your phone number or email address only for this one-time transaction. Your information won't be stored. Standard SMS rates may apply.

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Educators around the world are entering digital lesson design with varying experiences and expertise. Our HyperDocs Online Academy is your source for learning about designing and delivering the engagement-driving digital lessons we call HyperDocs. Our course instruction method is what we call 'just in time teaching' so that you can take on new learning when you are ready, and explore the Academy at your own pace.

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Resources for teachers - Book Creator app

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Browse through the most extensive library of Book Creator resources on the web. Ideal for teachers using the app in their classroom.

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Our hearts go out to educators world-wide, their families and their schools in this trying time. Schools are closed, teachers are developing online and remote lesson plans, and everyone is worried about the risks. Teachers, like health professionals, are dedicated and giving individuals who educate and support our children for a better world.

Please stay safe and take care of yourself and each other. The students will need you more than ever when they return to the classroom.

To address the difficulties of this school year, SRSD Online now offers free access options for all SRSD resources. And our all-volunteer organization will continue to be available for questions and support. We are always excited to hear from you: Ask Sandy.
Learn now, pay later

If you or a colleague have been waiting to try SRSD, now is a good time to take online PD and prepare for happy writers next year. Get started with free and deferred payment options:

http://bit.ly/applySRSD

Free Coaches Training

Train your team: Our Champions Initiative is extended for 2020, which includes free Coaches training and teacher discounts. Start group training now, and defer payments to next year:

https://srsdonline.org/coach/

Join our all-volunteer SRSD army.

Share your SRSD experience and enthusiasm with teachers new to SRSD.

Meet us on our Teachers Connect online community: http://bit.ly/SRSD-TC

Self-Regulated Strategy Development is the most effective evidence-based writing and learning intervention available. Created by Karen Harris, SRSD has been used for over 35 years and proven effective in 100's of studies. SRSD Online training is used by schools world-wide and teaching Universities' curriculum.
Watch the 5-minute video
SRSD Online, Inc. is a non-profit, all-volunteer organization with the mission to support educators. Many researchers have donated their time and expertise so you can learn the SRSD model. A special thank you to Karen Harris, creator of SRSD who devoted many hours without compensation to help us improve our SRSD training. We all owe a debt of gratitude for Karen's life changing research and leadership.

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Stay home: Free PD during COVID-19 Crisis " SRSD Online

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Our hearts go out to educators world-wide, their families and their schools in this trying time. Schools are closed, teachers are developing online and remote lesson plans, and everyone is worried about the risks. Teachers, like health professionals, are dedicated and giving individuals who educate and support our children for a better world.

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Diana Hanbury King Biography - - Diana Hanbury King Biography and List of Works - Diana Hanbury King Books

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Book Resources Locked - The Writing Revolution

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KQED Learn to Support Students in Continued Learning

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KQED Learn to Support Students in Continued Learning

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KQED Learn to Support Students in Continued Learning

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No Fear Shakespeare is a line of books that offers modern English translations of Shakespeare's famous plays and sonnets. The modernized versions make reading the plays much easier. This modernization obviously reduces the dramatic impact and experience that comes from reading Shakespeare's plays (especially if being read aloud). However, since No Fear Shakespeare puts the original text and translated text side-by-side the books make a great tool for young readers and first-time readers of Shakespeare plays.

The No Fear Shakespeare books can be found online at Sparknotes. They can also be found in bookstores.

Here are a few of the books with examples showing how the translations work.

Romeo and Juliet (No Fear Shakespeare), also available at Amazon.com.

In Act 2, Scene 2 from Rome and Juliet, Juliet says:
"But to be frank, and give it thee again.
And yet I wish but for the thing I have.
My bounty is as boundless as the sea,
My love as deep. The more I give to thee,
The more I have, for both are infinite."

This is translated by No Fear Shakespeare as "Only to be generous and give it to you once more. But I'm wishing for something I already have. My generosity to you is as limitless as the sea, and my love is as deep. The more love I give you, the more I have. Both loves are infinite."

Macbeth (No Fear Shakespeare), also available at Amazon.com.

In Macbeth the second witch is boiling up a concoction with strange ingredients in the cauldron. Shakespeare wrote:
"Fillet of a fenny snake,
In the cauldron boil and bake.
Eye of newt and toe of frog,
Wool of bat and tongue of dog,
Adder's fork and blind-worm's sting,
Lizard's leg and owlet's wing."

This section is translated as "We'll boil you in the cauldron next-a slice of swamp snake. All the rest of you in too: a newt's eye, a frog's tongue, fur from a bat, a dog's tongue, the forked tongue of an adder, the stinger of a burrowing worm, a lizard's leg, an owl's wing."

Hamlet (No Fear Shakespeare), also available at Amazon.com.

In Hamlet, Polonius offers the following sage advice:
"Neither a borrower nor a lender be,
For loan oft loses both itself and friend,
And borrowing dulls the edge of husbandry.
This above all: to thine own self be true,
And it must follow, as the night the day,
Thou canst not then be false to any man."

This is translated by No Fear as, "Don't borrow money and don't lend it, since when you lend to a friend, you often lose the friendship as well as the money, and borrowing turns a person into a spendthrift. And, above all, be true to yourself. Then you won't be false to anybody else."

You can find more Shakespeare resources on our dedicated Shakespeare Resources page.

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No Fear Shakespeare is a line of books that offers modern English translations of Shakespeare's famous plays and sonnets. The modernized versions make reading the plays much easier. This modernization obviously reduces the dramatic impact and experience that comes from reading Shakespeare's plays (especially if being read aloud).

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SparkNotes: Today's Most Popular Study Guides

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SparkNotes are the most helpful study guides around to literature, math, science, and more. Find sample tests, essay help, and translations of Shakespeare.

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A selection of resources to support students' learning of mathematics, and teachers' and schools' promotion of such. Note that the images included on this page are not the resource; they are illustrations of what the resource is. Click on the links provided, in the format you require, to take you to a download page in a new window.

Menu (quick links)

Classroom Display

Lesson Sequences and Problem Sets

Out of School Engagement

Promoting Mathematics

Favourite Number Election
(Click here to return to the menu)

A conceit to promote mathematics across your school's community - to encourage shared mathematical talk amongst students, their families and staff - the 'Favourite Number Election' could possibly be used to mark (in part) days such as the NSPCC's Number Day (1 February in 2019: click here for more information), πday (14 March every year), Ada Lovelace Day (9 October 2018), etc.

The ballot paper is provided here to be printed A4 double-sided and folded to make an A5 booklet. The 20 'candidates' included on the paper are numbers that secondary school students should / may come across, to varying degrees of depth, or will otherwise be able to access, but the ballot paper can of course be customised by adding and/or removing numbers if/as wished to suit the school, age group, and purpose.

Suggested use:

Run a whole-school election campaign before students, staff and possibly families vote for their favourite number using the ballot paper.

Students volunteer to be advocates, campaigners for respective numbers, or numbers are assigned to classes, houses, etc.

Run a hustings, perhaps in school assemblies, where each advocate or group of advocates argue their case for their candidate.

Do some polling before the actual election, gather sample data and use such in mathematics / statistics classes.

Publicise the result, with reasons why the number won, across the school and possibly wider.

Random Acts of Maths (RAMs) are Mathematical problems, puzzles, teasers, provocations, jokes, quotes, etc., to be offered or given to students (outside of lessons), their families, school visitors, et al., for no other reason than to make people mathier. Whilst the areas of mathematics shared through the RAMs may not necessarily be found in a typical school mathematics curriculum, they are intended to complement - and can be accessed with little if any technical knowledge or skill beyond that developed in - such curricula.

Designed to promote the doing of mathematics, and, indeed, to promote the promotion of the doing of mathematics, each RAM aims to stoke the recipient's curiosity, to encourage the recipient to want to find out more by hinting at the more that there is beyond - or down deeper in - the mathematics of the RAM itself. RAMs can be carried out either spontaneously, or as part of a deliberate school strategy.

The RAMs are presented here in pdf, doc and png format as A6-sized 'notes': four on an A4 sheet to print double-sided and cut-to-size, with a message on the reverse encouraging the recipient to 'pass it on'. They are also presented individually on ppt slides for those teachers who are using them in a classroom setting or for use on school media presentations.

Teachers pocket a selection of RAMs to randomly hand out to children during mid-morning breaks or lunch times - perhaps on days such as World Maths Day (15 October in 2019), πday (14 March every year), the NSPCC's Number Day (1 February in 2019), National Numeracy Day (15 May 2019), Ada Lovelace Day (8 October 2019), or, indeed, any other day.

Place a stack of RAMs (printed on card) in a prominent position in your school's reception for visitors, maybe with an accompanying notice.

Enclose a RAM, occasionally, in correspondence with families.

Put a RAM a day on your school's website, and/or reception area media presentation.

On Open Evenings, or other whole school events, give one RAM to a student ambassador, prefect, etc., as a badge to wear and thus spike visitors' curiosities enough for them to ask the students about them.

Parent/carers may use such, customising if they wish with positive messages, doodles, etc., and secretly placing into the lunch boxes, or school bags of their children before they go to school.

A Christmas card full of mathematical problems and curios, the xMaths card is designed for schools to distribute to students and their families, to promote the doing of mathematics as and end in itself, encouraging shared maths-play over the holidays.

Downloads:

Extra Stuff to Do at Home Corridor Cards
(Click here to return to the menu)

A set of over 50 brochure style leaflets (more added regularly), full of mathematical problems, that are designed to promote the doing of mathematics for the sake of it, without that is any externally derived compulsion to do so, with no time-limits or deadlines or expectation of completion. The leaflets are intended to be housed in school corridors for students to pick up a problem as and when and if they wish. It is important to note that they are not a replacement for homework, but rather a compliment to it. They are about promoting an unashamedly purist approach to mathematics with students, that we do mathematics in other words because we are curious about finding things out, because we find some things intriguing and want to find out more, because of the sense of adventure that comes with solving problems and, indeed, in doing so, finding more problems to solve.

On each card students are encourage to 'Have a go at some (or all!) of these problems at home. They are problems we find interesting or just plain amusing. Ask your parents, brothers and sisters, or friends to try and do the problems with you, or against you!' Students should be encouraged to return the card to a teacher and, if possible, have a chat with them about it. Ideally, students who attempt the most problems should be rewarded at the end of a half or full term - being celebrated perhaps an assembly and/or through school-home communication (Newsletter, special single-item communication from the Headteacher, social-media), and perhaps receiving a mathematically themed prize.

Each card is presented here as a 1/3 A4 sized 'brochure', three on an A4 sheet to print double-sided and cut-to-size, with the reverse providing some blank space for solutions. They may be stored in departmental corridors, in a wall-mounted leaflet dispenser such as shown in the second image below, or perhaps in an outdoor brochure dispenser box for members of the public to pick up (both can be purchased from most major educational suppliers).

A set of 100 mathematical quotes, curios, provocations, etc. ( more added regularly), designed for use in mathematics spaces to colour our classrooms with mathematics, and avoid moreover the 'cheeze-fest' of the motivational poster, as Tom Sherrington memorably described it in this post. The real risk that the explicitly motivational poster that urges you to have a 'growth mindset' actually reinforces a 'fixed mindset' is removed with the use of posters whose fundamental purpose is to celebrate the subject you are studying.
Downloads:

Mathematical Formulae Display
(Click here to return to the menu)
A set of over 50 A4 (or A3) sized posters displaying the formulae that students will come across in the course of their mathematics and statistics studies up to GCSE. Each poster is designed to be printed on acetate and affixed to windows for a 'stained glass' effect, as illustrated in the image below.
Downloads:

A set of over 80 posters displaying the key mathematical vocabulary (with definitions) that students will come across in the course of their mathematics studies up to GCSE. Each poster is designed to be printed on A4 (or A3) acetate, cut to size and affixed to windows for a 'stained glass' effect, as illustrated in the image below.

Downloads:

Maths in the News Corridor Leaflets
(Click here to return to the menu)

Brochure style leaflets (more added regularly) outlining recent news reports with a mathematical bent. As with the 'Extra Stuff to do at Home' cards, the leaflets are intended to be housed in school corridors for students to pick up a problem as and when and if they wish. They are about promoting an interest in the wider aspects of mathematics, as well as heightening students' awareness of the relevance of mathematics in everyday life.

Each leaflet is presented here as a 1/3 A4 sized 'brochure', to be folded in thirds. They may be stored in departmental corridors, in a wall-mounted leaflet dispenser such as shown in the second image in the 'Extra Stuff to do at Home' section, or perhaps in an outdoor brochure dispenser box for members of the public to pick up (both can be purchased from most major educational suppliers).

A template is provided for schools and teachers to populate as desired.

Downloads:

Multiplication Tables Practice Booklets
(Click here to return to the menu)

A set of 4-page booklets, designed for children to improve their recall - and the rapidity of their recall - of simple multiples, from 1 × 1 to 12 × 12, through embedding their understanding of what a multiple is, what a multiple means. Each booklet follows exactly the same format and is intended to be completed ideally one-to-one in discussion with another person that is proficient with their 'times tables', e.g. parent, teacher, teaching assistant, elder sibling. Each booklet is best suited, therefore, for intervention work with individual students or small groups.

Working through each booklet will support children's understanding of the commutative nature of multiplication, their appreciation of the link between multiplication and division, their appreciation about how our language makes a difference to our understanding, and their burgeoning understanding of multiples relatively as rates. Each booklet - presented for an A3 double-sided print and fold to A3, or printed in 4 separate A4 pages - has QR code links to the excellent and simple online ' Maths from Scratch' resources, which puts recent research into practice with children practising groups of four multiples at a time at gradually increasing speeds. Each booklet ends with a gradated 'mission impossible' test that children can complete timed or not.
Downloads (all pdf):

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A selection of resources to support students' learning of mathematics, and teachers' and schools' promotion of such. Note that the images included on this page are not the resource; they are illustrations of what the resource is. Click on the links provided, in the format you require, to take you to a download page in a new window.

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Winsor Learning - Orton Gillingham Reading Intervention for Dyslexia

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Since 1997, Winsor Learning has helped more than 3000 school districts improve reading scores by providing Orton-Gillingham based multisensory tools and training to educators working with struggling students. The Sonday System is Structured Literacy

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Reading Horizons pairs current research with modern technology to bring expert tutoring right to your home...We have been using Reading Horizons for about 6 weeks and Jessie has already seen many real, useful results such as improved speed in her reading and knowledge of spelling rules....Read more

- Marianne Sunderland, Homeschool Consultant

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Homeschool and Personal Reading Program - Reading Horizons At-Home

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Reading Horizons pairs current research with modern technology to bring expert tutoring right to your home...We have been using Reading Horizons for about 6 weeks and Jessie has already seen many real, useful results such as improved speed in her reading and knowledge of spelling rules....Read more - Marianne Sunderland, Homeschool Consultant

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Uncovering the Logic of English teaches us it doesn't need to be that way since we can empower all students to learn to read through vital knowledge about how written English works. In 2000, the National Reading Panel concluded that when the Five Essential Skills of Reading are incorporated into language arts curricula, students of all ages can become the strong readers, spellers and writers they were meant to be.

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teaching methods based on the science of reading

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A place where you will find curriculum, programs, supplements, core materials and online courses that combine the Science of Reading with the Joy of Learning!

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How to use Read Mode with Immersive Reader

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Boon is a public charity dedicated to funding teacher training in explicit, structured, multi-sensory reading instruction methods on an annual basis.

By working with our designated grantee training organizations Boon is funding teacher training in a majority of states from coast to coast.

Boon works to combine gifts from major potential donors to unconditionally match gifts from average donors across the nation for greater collective impact.

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Grants and Funding for Teacher Training in Explicit Multi-sensory Literacy Instruction

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Boon is a public charity dedicated to funding teacher training in explicit, structured, multi-sensory reading instruction methods on an annual basis. By working with our designated grantee training organizations Boon is funding teacher training in a majority of states from coast to coast.

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NoticeAbility is a nonprofit organization dedicated to helping students with dyslexia identify their unique strengths and build self-esteem.

We incorporate the neuroscience of dyslexia, the best practices of special education, and the power of EdTech to construct enrichment curricula and instructor training programs for global distribution.

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NoticeAbility is a nonprofit organization dedicated to helping students with dyslexia identify their unique strengths and build self-esteem. We incorporate the neuroscience of dyslexia, the best practices of special education, and the power of EdTech to construct enrichment curricula and instructor

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Dyslexic Advantage - UCSF Symposium - Dr Fumiko Hoeft - Biology of Stealth Dyslexia

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University of California Television (UCTV)

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Brain Imaging Studies of Reading and Reading Disability

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Early Education and the Brain: Making Novel Connections

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Early Education and the Brain: Making Novel Connections

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“Early Education and the Brain” Dr Bruce McCandliss

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Dyslexic Advantage Premium Magazine

We're pleased to announce our new Interactive Dyslexic Advantage Premium Magazine for Premium Subscribers. Dyslexic Advantage magazine has all of our Premium content + Exclusive Articles, Videos, and Free Resources.

You can read it on any platform, including mobile, iPad, iPhone, Android, and Windows.

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We're pleased to announce our new Interactive Dyslexic Advantage Premium Magazine for Premium Subscribers. Dyslexic Advantage magazine has all of our Premium content + Exclusive Articles, Videos, and Free Resources. You can read it on any platform, including mobile, iPad, iPhone, Android, and Windows.

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The Brain Prize Presents: Stanislas Dehaene

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Study Guides plus!

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"ap english help" "books for teens" "study guide" literature

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Jenny Sawyer and 60sR bring you fast, focused insights on the classic literature you read in school.

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The hardest part of finding a great gift for a child aged 4 to 6 is choosing one.

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Partnering to Reach Every Learner

Together with the International Dyslexia Association Ontario Branch (IDA Ontario), we're providing opportunities to learn about ways to empower inclusive and accessible learning environments that inspire confidence and encourage independence for all learners. Explore our Discovering Dyslexia series of webinars, resources and events focused on supporting students with Dyslexia and other learning differences.

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The future is boundless | Microsoft Education

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Together with the International Dyslexia Association Ontario Branch (IDA Ontario) , we're providing opportunities to learn about ways to empower inclusive and accessible learning environments that inspire confidence and encourage independence for all learners. Explore our Discovering Dyslexia series of webinars, resources and events focused on supporting students with Dyslexia and other learning differences.

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Whizzimo.com | Orton-Gillingham | Phonics | Digital Teaching Platform

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Although I was familiar with Orton Gillingham as a phonics-based program, I had no idea how it worked or how helpful it would be, not only for struggling readers, but also as a means to teach general education students. The process is simple and fun to learn and David Katz is a wonderful teacher. I took a bright, six year old child who could only read the letters I and M and the number 5 to knowing each letter, its sounds and reading simple 3 letter words in just a few months. Her self-esteem, which had suffered, has sky-rocketed! To this end I am ever grateful I took this course. It will save many childrens' lives who would otherwise drown in a sea of letters. David Katz is the most dedicated educator I have ever met.

- Christine Cuthbertson, M.Ed., LDT-C

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Although I was familiar with Orton Gillingham as a phonics-based program, I had no idea how it worked or how helpful it would be, not only for struggling readers, but also as a means to teach general education students. The process is simple and fun to learn and David Katz is a wonderful teacher.

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In this 2-hour webinar you will be introduced to the signs and symptoms of dyslexia and learn about many popular myths. We will cover the scientific research and discuss the remediations supported by research. We will also discuss current accommodations available to children and adults with dyslexia.
More Info / Sign Up

This 90 minute webinar is now available for free! In conjunction with Learning Ally we are pleased to offer this webinar to help you learn the basics of Special Ed Law at it relates to dyslexia. This webinar will give you an overview of: Individuals with Disabilities and Education Act (IDEA), IEPs, 504′s, appropriate accommodations, letter writing, receiving appropriate services and interventions, dispute process and resolution - as they all relate to a student with dyslexia.
Watch Webinar

In this two hour webinar you will be introduced to the signs and symptoms of dyslexia and learn about many popular myths. You will be introduced to different approaches to help students with dyslexia improve their reading and spelling. We will also discuss current accommodations available to children and adults with dyslexia.
More Info / Sign Up

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In this 2-hour webinar you will be introduced to the signs and symptoms of dyslexia and learn about many popular myths. We will cover the scientific research and discuss the remediations supported by research. We will also discuss current accommodations available to children and adults with dyslexia.

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We offer short research briefs and presentations that are free access for educators and literacy leaders to use to stay on the cutting edge of research and improve outcomes for all learners.

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We offer short research briefs and presentations that are free access for educators and literacy leaders to use to stay on the cutting edge of research and improve outcomes for all learners.

Research Briefs

Need to Read: Overcoming Summer Reading Loss | Spring 2017

Multiple and Mobile Literacies for Immigrant Youth | Fall 2016

Research to Policy Brief: Full Day Kindergarten | Fall 2015

Youth of Color and Being Known: Teaching and Learning in Racially Diverse Classrooms | Fall 2015

Literacy Instruction in Full-Day Kindergarten | Fall 2014

Making Sense of Dyslexia | Spring 2014

Learning on the Blue Line: Crossing Borders of Race, Class and Social Relations | Spring 2014

Presentations

Summer Literacy Workshop 2019
Working with Evidence: What Does it Mean for Literacy Instruction [PDF]

Kristen McMaster, Ph.D., Professor of Educational Psychology, University of Minnesota

Evidence in Practice: Conducting High-Quality Literacy Instruction [PDF]

Marissa Straszewski, Chris Rice, Samantha Shopbell, Leah Swenson & Kristen McMaster

Summer Literacy Workshop 2018
Using Digital Literacies to Connect Classrooms & Promote Student Engagement [PDF]

Eva Boehm, M.A., Associate Director of Curriculum, CEHD America Reads

Elizabeth A. Fogarty, Ph.D, Lecturer, Curriculum & Instruction

The Wonder of Words: A Community-School Partnership to Improve Vocabulary [PDF]

David Parker, Ph.D., Research Director, ServeMinnesota

Susan Thomson, Senior Strategic Analyst for Research and Development, ServeMinnesota

Lori Helman, MCRR, University of Minnesota

May 2018 - LiRN Presentation
Culturally Sustaining Education: Teaching, Learning & Justice Movements [PDF]

Django Paris, Associate Professor, James A. & Cherry A. Banks Professor of Multicultural Education, University of Washington

January 2018 - LiRN Presentation
Silence as Agentive: Shfiting Curriculum and Pedagogy to Sustain Community Stories [PDF]

Timothy San Pedro, Assistant Professor, Multicultural and Equity Studies, Ohio State University

December 2017 - Learning Forward Annual Conference
Powerful Protocols for Systematic and Effective Assessment Analysis [PDF]
September 2017 Distinguished Scholars Symposium
Implementing Effective Reading Interventions in Schools: Alignment of Tier 1 and Tier 2 Interventions [PDF]

Dr. Barbara Foorman, Francis Eppes Professor of Education; Director Emeritus, Florida Center for Reading Research

Summer Literacy Workshop 2017
Systematic Literacy Improvement: Putting the Pieces Together [PDF]

Kim Gibbons, Ph.D., Associate Director of Innovation & Outreach, Center for Applied Research and Educational Improvement (CAREI), University of Minnesota
Fostering Student Engagement in Literacy Instruction in the Upper Elementary Grades [PDF]

Lori Helman, Ph.D., Director, MCRR and Associate Professor, Curriculum & Instruction

Kristi Bergeson, Assistant Professor, Mankato State University

Examining a Framework for Elementary Literacy Improvement [PDF]

Katherine Patton, PRESS Literacy Coordinator

Stacy Thompson, PRESS Literacy Coordinator

Literacy Data with Instructional Implications: Two Examples from MN Reading Corps [PDF]

David C. Parker, Ph.D., Research Director, ServeMinnesota
Building & Fostering Literacy-Focused Community Partnerships: An America Reads Journey [PDF]

Eva Boehm, Associate Director of Curriculum, CEHD America Reads

September 2016 Distinguished Scholars Symposium

Writing & Reading Connections, Dr. Steven Graham, Arizona State University

Promoting Writing & Reading Connections, Dr. Steven Graham, Arizona State University

Lori Helman presentation in South Africa

Strategies to Support English Learners, Lori Helman, Ph.D. Pietermaritzburg, South Africa, September 30, 2016 [PDF]

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We offer short research briefs and presentations that are free access for educators and literacy leaders to use to stay on the cutting edge of research and improve outcomes for all learners.

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The Gabrieli Lab is committed to producing research with translational applications to parents, educators, and clinicians who work with children. By partnering with local organizations, schools, and clinics in the Boston area, we hope to expand the impact of our research beyond MIT to improve the lives of children with developmental and learning disabilities. This page is dedicated to sharing resources with parents and educators looking to learn more about LD, ADHD, and how neuroscience can help us better understand struggling learners.

Have a suggestion to add to our page? We are always happy to receive feedback, and would gladly add further resources or recommended readings to our page. Please contact with suggestions for additions to our resources page!

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The Gabrieli Lab is committed to producing research with translational applications to parents, educators, and clinicians who work with children. By partnering with local organizations, schools, and clinics in the Boston area, we hope to expand the impact of our research beyond MIT to improve the lives of children with developmental and learning disabilities.

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Above The Noise, KQED and PBS Digital Studios’ video series presents information about debatable topics ranging from school dress codes to gene editing. Students can discuss online with peers from around the country and respond with text, graphic, video or audio. KQED Learn also hosts the Let’s Talk About Election 2020 audio and video commentary challenge. Students can create evidence-based persuasive media pieces and view and comment on each other’s work.

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Welcome! You are invited to join a webinar: Setting up KQED Learn to Support Students in Continued Learning. After registering, you will receive a confirmation email about joining the webinar.

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In this 30 minute webinar, learn how to use KQED Learn, a classroom-based online platform for middle and high school students, to engage and assess student argument-writing and media creation in a distance learning context. Above The Noise, KQED and PBS Digital Studios' video series presents information about debatable topics ranging from school dress codes to gene editing.

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Our Difference

At Great Minds, it's all about building knowledge - not just skills. Building deep, lasting understanding rather than just memorizing. That's why we embed layers upon layers of knowledge into our curricula. Knowledge in the context of the real world, rather than hypothetical scenarios. Knowledge through consistent core skill development, rather than reinventing the wheel with each lesson. And the knowledge that builds upon itself for stronger connections throughout the learning process.
Every child is capable of greatness.

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Great Minds®: Math, English, and Science Curriculum Developers

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Learn about Great Minds®, math, English, and science curriculum developers founded by teachers for teachers. We believe every child is capable of greatness.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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GeoGebra - the world's favorite, free math tools used by over 100 million students and teachers

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Free digital tools for class activities, graphing, geometry, collaborative whiteboard and more

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We fell in love while studying for our degrees. Since then we have done everything together - graduated, worked, and started a family. We spend most of our time with our family and the rest making this site for you.

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Speech Therapy for Children | Discover Simplified Information & Resources

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HomeSpeechHome has the best digital speech therapy resources on the web. Find simple information, apps, activities, and more that encourage speech and language development.

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The British Museum's remarkable collection spans over two million years of human history and culture. Over 6 million visitors every year experience the collection, including world-famous objects such as the Rosetta Stone, the Parthenon sculptures, and Egyptian mummies.
Discover our interactive experience The Museum of the World

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British Museum, London, United Kingdom - Google Arts & Culture

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The British Museum's remarkable collection spans over two million years of human history and culture. Over 6 million visitors every year experience the col...

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Have you heard of Learning Ally?

I first became aware of this wonderful organization back in 2000 when my son's struggle with Tourette's syndrome and dyslexia made it difficult for him to focus on text. Back then, the organization was known as Recording for the Blind and Dyslexic, but in 2011 they became simply Learning Ally.

Learning Ally is a non-profit organization committed to helping dyslexic, blind, and visually impaired students thrive. They understand that for some kids, reading struggles hinder learning.

They have made it their mission to help remove the barriers that hold kids back by providing them with audiobooks. Audiobooks help kids experience the many benefits of consuming text, but without the struggle of reading.

Learning Ally's online library includes a huge selection of human-narrated textbooks and literature for readers of all ages that can be downloaded and listened to on most computers, smartphones, and tablets. I am grateful to Learning Ally for giving my son access to text that he was unable to read fluently when he was a child. He enjoyed many great books and was able to grow in vocabulary and background knowledge because of the work that Learning Ally does.

How To Qualify for Learning Ally

An annual membership that provides access to all the services that Learning Ally offers costs $135*. But not just anyone can qualify for these services. In order to comply with federal copyright law, Learning Ally is able to produce audiobooks only by documenting that their members have disabilities. And because only children who have a documented learning disability, visual impairment, or physical disability can receive assistance from Learning Ally, verification of the disability must accompany a membership request.

*Use promotional code CERTREG2 to receive 20% off on your Learning Ally membership. However, please note that when we refer you for a Learning Ally membership, you will automatically receive 20% off your initial membership with no promotional code needed.

Need a Referral? We Can Help!

If you suspect that your child has dyslexia, a referral can be obtained through a special educator. And guess what? That's us!

We would love to recommend your child for Learning Ally, on the condition that we can verify that your child is dyslexic or has a reading disability. To find out whether or not your child is eligible for this service, please fill out our Symptoms of Dyslexia Screening Checklist.

After filling out the checklist, save the PDF to your computer and then submit the checklist to us.

When you submit the checklist, please include your child's name, age, your name, email address, and telephone number. After receiving your checklist, we will determine if your child qualifies and will submit the "Proof of Disability" form to Learning Ally on your behalf. Contact us if you have any questions.

Please Note: Learning Ally is for U.S. residents only

Although we are able to provide referrals for membership with Learning Ally, we are not associated with their organization. Please contact Learning Ally directly for all inquiries related to Learning Ally's products and services.

Explicit Reading Instruction Is Still Essential

Resources like Learning Ally have been a lifesaver for so many families like mine. But even great resources are not intended to take the place of a comprehensive reading program. If your child is struggling with reading, it is essential that he receive explicit reading instruction. All About Reading and All About Spelling have become the go-to curriculum resource for scores of families who want to help their children become better readers and spellers, whether or not they have dyslexia. Because even if your child doesn't have a documented reading disability, he or she will benefit from the multisensory, no-gaps approach that makes our programs so special.

Does your family have any favorite audio books, either through Learning Ally or other sources?

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How to Get a Membership with Learning Ally

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Have you heard of Learning Ally? I first became aware of this wonderful organization back in 2000 when my son's struggle with Tourette's syndrome and dyslexia made it difficult for him to focus on text. Back then, the organization was known as Recording for the Blind and Dyslexic, but in 2011 they became simply Learning Ally.

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CORONAVIRUS OFFERSchools can access Ascend Math for 100 students free through April 30th during this health crisis. Click here to get started with Ascend.

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Ascend Math, personalized math instruction for K-12, begins at each student’s lowest skill gap. Get up to two or more grades level growth in a school year!

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In light of COVID-19, we’ve expanded our free offering through the rest of the school year. Support your students with hundreds of free writing and grammar exercises for grades 5-12.

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Skip to content

Writing and grammar curriculum designed for today's classrooms

NoRedInk simplifies the process of building strong writers and critical thinkers in Grades 3-12. Our writing platform facilitates effective instruction by helping teachers engage students through modeling, scaffolding, practice, and feedback.

New! NoRedInk now has ELA resources for Grades 3-5

Designed specifically for young learners, our new adaptive skills exercises, engaging writing activities, and standards-aligned diagnostics enable elementary teachers to:

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What do educators think about NoRedInk?

NoRedInk has completely transformed the way I teach grammar and writing in my class. Students start each concept at their own level and learn at their own pace, and because of this type of delivery, my students not only learn grammar, they master it.

Jo Rohde, Teacher, North Dallas High School

View Jo Rohde's testimonial View Kecia Waddell's testimonial View Travis Willard's testimonial View Keri Bell's testimonial

An end-to-end learning platform

Skill-building exercises let students restructure sentences, edit and mark up text, manipulate multi-paragraph passages, and more.

Take student writing to the next level with NoRedInk Premium

Premium gives schools full access to NoRedInk's writing curriculum and guided composition tools.

A wider variety of content

Exercises for 1,000+ skills, 100s of texts, prompts, and lessons, and guided practice for 10+ writing genres.

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Flexible professional development and seamless integrations with tools like Canvas, Clever, and Schoology.

NoRedInk in the news

Check out the latest insights from the NoRedInk blog

Copyright 2023 © NoRedInk Corp.

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Unlock Every Writer's Potential | NoRedInk

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NoRedInk offers authentic assessments, adaptive practice, personalized content, and actionable data to improve your students' writing and grammar skills!

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Narrowing the Achievement Gap in Algebra

Sense-making in Mathematics

Responding to the problem posed by the San Francisco Unified School District regarding the decline in mathematics performance in the middle grades, SERP-recruited researchers identified the culture of mathematics classrooms as a major contributor to the problem. Both teachers and students were focused on getting the right answers to problems rather than on understanding the mathematics. The team of co-developers explored approaches to shifting the culture via small but powerful changes in the tasks given to students. These changes were consolidated into a tool-kit for sense-making in mathematics.

Lead Researchers: Alan Schoenfeld, U.C. Berkeley; Phil Daro, SERP

Diagnostic Teaching in Mathematics

Observing Common Core Math Practices

SERP teams heard from principals, coaches, and other leaders that a handy tool was needed to help focus principals' observations in math classrooms on the implementation of the CCSS mathematical practices. The "5x8 Card" was the result. As a product of user-based design, the 5x8 Card targets the intersection of the principal's experience observing in classrooms with the underlying principles of the CCSS-M practice standards. Detailed empathy and user experience work led to design specifications: brevity; 5 x 8 inch format; concrete, catalytic ideas that excite action rather than covering all components of instruction comprehensively. Principals have embraced the 5x8 card, but its success created a demand from teachers, teacher leaders, and coaches for a tool to support teachers to make the shifts principals were advocating. SERP responded with the development of the "Deck behind the 5x8 Card."

Lead Researcher: Phil Daro, SERP

Shifting Course Pathways to Align with the CCSS-M

The Common Core State Standards in Mathematics specify content to be taught to eighth grade students that is not aligned with a typical Algebra 1 course. In districts that have moved Algebra 1 to eighth grade, the standards come into conflict with what has become the symbol of a rigorous mathematics course pathway. SERP collaborated with the math leadership teams in San Francisco Unified School District and Oakland Unified School District to generate course pathways that preserve the CCSS-M focus on eighth grade math content, but allow students to compress courses in order to complete as many math courses as were possible when eighth grade Algebra 1 was the norm. The course pathway proposals and their presentation to the school boards in the two districts model effective negotiation of the concerns of parents for college preparatory instruction and the knowledge of mathematics specialists regarding critical middle school mathematics that should not be skipped in the interest of acceleration.

Lead Researcher: Phil Daro, SERP

Deepening Teachers' Collaborative Learning

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Responding to the problem posed by the San Francisco Unified School District regarding the decline in mathematics performance in the middle grades, SERP-recruited researchers identified the culture of mathematics classrooms as a major contributor to the problem. Both teachers and students were focused on getting the right answers to problems rather than on understanding the mathematics.

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IXL offers personalized skill recommendations based on what each student has been practicing, so they can grow from where they are. If you have an IXL account, make sure to sign in to see your recommendations! Not a member yet? Select your grade level to explore math and language arts topics, and click on any skill you'd like to try!

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IXL | Math, Language Arts, Science, Social Studies, and Spanish

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IXL is the world's most popular subscription-based learning site for K-12. Used by over 8,000,000 students, IXL provides personalized learning in more than 8,000 topics, covering math, language arts, science, social studies, and Spanish. Interactive questions, awards, and certificates keep kids motivated as they master skills.

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Learning a second language can be difficult for those with Language based Learning differences-Some universities accept ASL in place of learning another language.

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William Vicars Ed.D.

This is a free American Sign Language (ASL) resource site for people who want to learn sign language. This site will help you learn common sign language phrases and the manual alphabet or "fingerspelling." You will also learn about sign language interpreting, Deaf culture, and various methods of communication with people who are Deaf. Signing is fun to do and it helps you meet and communicate with Deaf people.

Sign Language Classes | Sign Language Phrases (ASL) | Deaf History | ASL Dictionary | Baby Signing

ASL

Here is a definition of ASL that has been around for a long time. American Sign Language is a visual-gestural language used by 500,000 members of the North American Deaf community. According to www.dictionary.com American Sign Language is the primary sign language used by Deaf and hearing-impaired people in the United States and Canada. ASL was devised in part by Thomas Hopkins Gallaudet on the basis of sign language in France. It is also called Ameslan. In Merriam-Webster's Collegiate Dictionary we read thatASL is a sign language for the Deaf in which meaning is conveyed by a system of articulated hand gestures and their placement relative to the upper body. The date of the entry from Merriam-Webster was 1960. When compared with other languages, signing hasn't been recognized as a language for very long has it? Oh sure, ASL has been developing and in use since the early 1800's but it wasn't until 1960 that experts started recognizing it as a full-blown autonomous language. For some other sign language images, see the ASL graphics section of the site.

American Sign Language

This sign language website is intended to be a free place to learn signing.

The main topics for this site are: Sign language classes, the history of American Sign Language, ASL phrases, American Sign Language letters (fingerspelling), American Sign Language for babies, and a sign language chart. ASL University is intended to be an online curriculum resource for ASL students, instructors, interpreters, and parents of deaf children. I'm a Deaf (hard of hearing) Associate Professor of Deaf Studies at a university in California. I prefer to communicate in American sign Language. I put together this site to provide a place to discuss ASL, signing in general, deafness (Deafhood), and interpreters. Note: Interpreting is a broad field that involves more than just "signing and body language."

I also take a look at how ASL qualifies as a foreign language. When I'm around "Hearing people" I tend to use a hearing-aid. If I'm in a meeting I will either use an interpreter or, depending on how close I am to the speaker and how quiet the room is I'll lip-read and use my hearing-aid. My wife and I have had four children and we taught them all to sign ASL. I also write a bit about Deaf education and baby sign (baby talk using sign language). "Baby signing" amongst people who can hear is sort of new to Deaf culture. Deaf children of Deaf parents have, of course, used sign language but it was new for hearing children. One of our kids is hard of hearing and attended the Utah School for the Deaf. She is now mainstreamed.

Remember, ASL is so much more than just "Deaf people waiving their hands in the air" -- it is truly becoming a world language. In this website I also talk about Deaf services agencies, some of which provide interpreters for the Deaf (not "deaf interpreters.")

I don't discuss BSL much. (British Sign Language) Their fingerspelling is different (two-handed alphabet) and not used by the American Deaf Community. I've also set up an area of this site that deals with ASL Linguistics (linguistic signs/linguistic sign). Use the links to jump around and check out the site.

We should say "at least" 500,000 people use ASL. That is an OLD statistic from the 1980's. My estimate is more along the lines of: 2 million people are using ASL on a daily basis. At least 500,000 of those people are using it as their primary means of communication. Millions more know "some" sign language and use it "once in a while." For example, a grandmother of a Deaf child may have taken a six-week community education course and now she knows just enough to offer her grandson candy and cookies.

Sign Language

ASL is a visual gestural language. That means it is a language that is expressed through the hands and face and is perceived through the eyes. It isn't just waving your hands in the air. If you furrow your eyebrows, tilt your head, glance in a certain direction, twist your body a certain way, puff your cheek, or any number of other "inflections" --you are adding or changing meaning in ASL. A "visual gestural" language carries just as much information as an oral/aural (mouth/ear) language.

Is ASL limited to just the United States and Canada? No. ASL is also used in varying degrees in the Philippines, Ghana, Nigeria, Chad, Burkina Faso, Gabon, Zaire, Central African Republic, Cote d'Ivoire, Mauritania, Kenya, Madagascar, Benin, Togo, Zimbabwe, Singapore, Hong Kong.

Is ASL a universal language? No. Those countries I just mentioned also have their own signed languages. ASL is the dominant signed language in North America, plus it is used to some extent in quite a few other countries, but it is certainly not understood by deaf people everywhere.

It seems so many people these days want to learn sign. However, I notice many bloggers (and my students in their research papers) don't know how to spell it. All of the following are WRONG: sign langage, american signs language, american sign languages, american sign langage, signs languages, etc. There are many similarly messed up terms for fingerspelling (e.g. hand letters). Plus there are the weird old names for ASL that never caught on, like "Amslan." One time I saw someone calling it auslan -- but I reckon that is Australian Sign Language.

Did we get ASL from Native American sign language? No. Indian Sign Language was in use prior to American Sign Language being developed, but the two are separate visual languages.

Elsewhere on this site you can find a printable sign language alphabet card and a chart that shows basic words in Sign Language.

See"sign language" for a sign language alphabet chart.
Also see:

The sign for "thank you"
The sign for "hello"
How to sign"I love you" in ASL

Visit: fingerspelling for a great ASL fingerspelling practice site (ASL alphabet).

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ASL (American Sign Language) free self-study lessons including an ASL dictionary, signing videos, a printable sign language alphabet chart (fingerspelling), Deaf Culture study materials, and resources to help you learn sign language. Good for homeschool students, parents (baby signing), interpreters, and people who just want to learn fun ASL phrases like hello, thank you, I love you, etc.

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Explore all Collections on Google Arts & Culture.

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History Project is a free, online social studies course that emphasizes skill development as students draw mind-blowing connections between past, present and future. What can you expect to see? Amazing gains in student writing and critical thinking.

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OER Project is a family of free, online social studies curricula. Aligned to state standards and easily adaptable.

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Games & Activities

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Games & Activities - Energy Kids: U.S. Energy Information Administration (EIA)

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Learning a second language can be difficult for those with Language based Learning differences-Some universities accept ASL in place of learning another language.

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Resources for Parents of Children in Secondary Grades (7-12)

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Resources for Parents of Children in Secondary Grades (7-12)

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University of Florida College of Education

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Resources for Parents of Children in Secondary Grades

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Presentations and Activities

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Presentations look across the Library's online collections to explore events and issues from U.S. history and beyond.

Teachers
Students (Gr. 8- 12)

Teachers
Students (Gr. 5- 12)

Teachers
Students (Gr. 5- 12)

Teachers
Students (Gr. 5- 12)

Teachers
Students of all ages

Teachers
Students of all ages

Students
(with teacher facilitation)

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Presentations look across the American Memory collections to investigate curricular themes. They include historical background, helping to tell the story behind the theme. Activities offer an interactive, "hands on" experience and focus on a specific topic, rather than broad themes. They require teacher direction, but invite students to participate.

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United States Environmental Protection Agency

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United States Environmental Protection Agency

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Games, Quizzes, and Videos about the Environment

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Games, Quizzes, and Videos about the Environment | US EPA

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Games, quizzes, and other fun stuff for students and educators.

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STEM information

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DoD STEM provides video resources for students, parents, and teachers to inspire and cultivate a diverse pool of exceptional STEM talent to enrich our DoD workforce and to meet defense technological challenges.

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DoD STEM provides video resources for students, parents, and teachers to inspire and cultivate a diverse pool of exceptional STEM talent to enrich our DoD workforce and to meet defense technological challenges.

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linguistic information and reliable logical strategies for teachers and learners of the English language in search of evidence about English and its instruction.

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LEX studies and shares an understanding of written language to support literacy skills for everyone, from English language teachers and learners, to those who struggle with reading and spelling, to the simply curious.

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SERP Institute was founded as a result of several studies conducted at the National Research Council (NRC) of the National Academy of Sciences.

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Social Studies Generation (SoGen) is comprised of three six-week sequences around topics commonly included in 6th, 7th, and 8th grade social studies content standards. These curricular materials can be used in place of the standard curriculum materials, or as a supplement. They provide opportunities to read, write, discuss, and build arguments about central concepts in social studies.

Each week-long unit is comprised of 40-50 minute social studies lessons each day and highlights 5-10 academic words. There are also supplementary activities for other content areas to continue the cross-disciplinary benefits of Word Generation. Students integrate information from multiple texts, often from differing perspectives. All activities relate to the central question or topic of the week, build relevant knowledge, and provide opportunities to encounter the new academic vocabulary in multiple semantic contexts. By bringing the conflict closer to students' lives, and providing them with tools to identify the claims, reasons, and evidence associated with the perspective, students are equipped with both the background and the tools to engage in argumentation.

Download Free SoGen Materials

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Social Studies Generation | SERP Institute

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Social Studies Generation (SoGen) is comprised of three six-week sequences around topics commonly included in 6th, 7th, and 8th grade social studies content standards. These curricular materials can be used in place of the standard curriculum materials, or as a supplement. They provide opportunities to read, write, discuss, and build arguments about central concepts in social studies.

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Curated collections of learning activities created  by  National Geographic

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Read, watch, play, and learn in or out of the classroom.

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Help students show and organize their math work

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Mathshare is a free, open source, and accessible education tool that helps students show and organize their math work.

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Do you get our weekly newsletter? Sign up for free lesson plans & activities for your students:

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Sign up for The Learning Network - The New York Times

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Get teaching and learning resources based on New York Times journalism.

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Courses and Workshops | Stern Center for Language and Learning - Williston, Vermont

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We are a nonprofit organization dedicated to learning for all as we recognize that all great minds don't think alike.

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free learning experiences, resources, and social services for teachers, parents, and kids.

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Wide Open School's mission lives on at Common Sense

With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning.
Discover More Great Resources for Families & Educators
Common Sense is dedicated to providing teachers and families with free resources to help kids learn, grow, and thrive with media and technology. Join our community for more tips and resources to support kids' learning and healthy development.

More Resources You'll Love

Get more free content like what you found on Wide Open School.
For Families For Educators
Thank You to Our Supporters & Partners

We are grateful to our supporters and partners for helping to bring these resources to kids, families, and educators everywhere during a global crisis. It is a testament to the power of creativity, collaboration, and a shared commitment to education and digital access for all.

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Wide Open School's mission lives on at Common Sense With schools back in person, we have closed this dedicated distance-learning site designed to guide families and educators through the sudden shift to remote learning. Discover More Great Resources for Families & Educators

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Teaching & Learning With The New York Times

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Teach and learn with The Times: Resources for bringing the world into your classroom

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Even though mother's issues are not front page news,
they touch us all personally, some more than others, and
I believe passionately in the power of grassroots engagement.
- Joan Blades

The trouble with organizing a thing is that pretty soon
folks get to paying more attention to the organization
than to what they're organized for.
- Laura Ingalls Wilder

If children can't learn the way we teach, then
we have to teach the way they learn.
- Robert Buck

In dyslexia, there's not a knowledge gap but rather an action gap.

- Yale Center for Dyslexia & Creativity

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Even though mother's issues are not front page news, they touch us all personally, some more than others, andI believe passionately in the power of grassroots engagement.- Joan Blades The trouble with organizing a thing is that pretty soon folks get to paying more attention to the organization than to what they're organized for.

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downloadable pdf file of the Periodic Table with clear illustrations. Suitable for all ages . The pictures make it more memorable to learn.

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A dyslexic student who has had problems learning their alphabet and times tables could also experience difficulties later on in chemistry with learning and memorizing the periodic table of the elements.

Hints on how to learn the periodic table :

Use Visual aides :

The Periodic Table of the Elements in Pictures :

This is a great downloadable pdf file of the Periodic Table with clear illustrations. Suitable for all ages . The pictures make it more memorable to learn.

A mnemonic is a useful way to remember a list of facts.

The mnemonic listed below is a phrase, consisting of words made using the symbols of the first nine elements in the periodic table.

Happy Henry Likes Beer But Could Not Obtain Food
for:
1. H - hydrogen
2. He - helium
3. Li - lithium
4. Be - beryllium
5. B - boron
6. C - carbon
7. N - nitrogen
8. O - oxygen
9. F - fluorine

Make up silly sentences to learn the symbols and indivıdual elements: eg

NAUGHTY ALEX is Sodium

Naughty Alex threw the sodium into the bath and it exploded

See You Tube for one good example :

"How to learn first 20 elements in periodic table (from Ming) "

Please see my other previous articles on mnemonics for more examples ...

Use music to learn the elements for example :

Boing Boing Video "Meet The Elements," an animated music video from They Might Be Giants. Available on You Tube .

This animated song is about the periodic table of elements

FunBrain Periodic Table Game

A fun way for young students to learn the periodic table . Includes learning by symbol or by name.

www.funbrain.com/periodic/index.html

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A dyslexic student who has had problems learning their alphabet and times tables could also experience difficulties later on in chemistry with learning and memorizing the periodic table of the elements. Hints on how to learn the periodic table : Use Visual aides : The Periodic Table of the Elements in Pictures : This is a great downloadable pdf file of the Periodic Table with clear illustrations.

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Featured Video Course

Photo courtesy of NASA.

Chandra Astrophysics Institute

The Chandra Astrophysics Institute was a program held on the MIT campus for students in grades 9-11 to train for and undertake astronomy projects. The program is organized into six different investigations, and we have published lesson plans, assessment ideas, teacher tips, videos, and image galleries for you to explore. One goal of publishing this on Highlights for High School was to help other teachers who would like to replicate a similar program in their school. Come learn more about the Chandra X-Ray space telescope!
Chandra Astrophysics Institute
Featured Story

A highly gifted student, Jamie had been taking his high school's advanced math and science courses since seventh grade, so it's no surprise that he'd exhausted major portions of their STEM curriculum. That's when his parents turned to MIT OpenCourseWare. They wanted to use OCW's 18.02SC Multivariable Calculus as a full-credit course.
Read More

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Highlights for High School | MIT OpenCourseWare | Free Online Course Materials

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Photo courtesy of NASA. The Chandra Astrophysics Institute was a program held on the MIT campus for students in grades 9-11 to train for and undertake astronomy projects. The program is organized into six different investigations, and we have published lesson plans, assessment ideas, teacher tips, videos, and image galleries for you to explore.

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Join host Dianna Cowern as she puts her MIT physics degree to the test. With experiments, demonstrations, and cool new discoveries, Physics Girl sheds new light on the fun, adventurous side of physical science.

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Physics Girl

Join host Dianna Cowern as she puts her MIT physics degree to the test. With experiments, demonstrations, and cool new discoveries, Physics Girl sheds new light on the fun, adventurous side of physical science.

PBS Digital Studios is a network that connects, inspires, and cultivates the next generation of public media enthusiasts. We create bold, thought-provoking programs that illuminate the world around us. We bridge the gap between new and existing audiences at PBS by meeting people where they are-online and across different streaming platforms.

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Join host Dianna Cowern as she puts her MIT physics degree to the test. With experiments, demonstrations, and cool new discoveries, Physics Girl sheds new light on the fun, adventurous side of physical science. PBS Digital Studios is a network that connects, inspires, and cultivates the next generation of public media enthusiasts.

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provides a series of classroom strategies to help students and teachers address the challenges of comprehending science texts.

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Reading to Learn in Science | SERP Institute

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The Reading to Learn in Science website is about improving learning of science content by improving students' ability to interpret science texts.

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Smithsonian Education Guide

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PBS’s recently broadcast show, Life from Above, as the basis for exploring new ways to teach students about our planet. In the show, cameras in space tell stories of life on our planet from a brand-new perspective, revealing its incredible movements, colors, patterns and just how fast it’s changing.

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PBS’s recently broadcast show, Life from Above, as the basis for exploring new ways to teach students about our planet. In the show, cameras in space tell stories of life on our planet from a brand-new perspective, revealing its incredible movements, colors, patterns and just how fast it’s changing.

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recorded video links

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Teachers, we hope you'll join us for our latest Virtual Professional Learning Series, Our Planet. In this three part series, we'll use PBS's recently broadcast show, Life from Above, as the basis for exploring new ways to teach students about our planet. In the show, cameras in space tell stories of life on our planet from a brand-new perspective, revealing its incredible movements, colors, patterns and just how fast it's changing. We'll use these learnings to help students think about what needs to be done to preserve the planet, and how they might reshape the future.

This series will air in advance of Earth Day, with expert guests to answer your questions and PBS Digital Innovator All-Stars to supply plenty of lesson ideas for you to road-test and use this month and throughout the rest of the year.

Our Current Planet
March 19 @ 7pm ET
In the first episode of our three-part virtual professional learning series, Our Planet, we will explore spectacular satellite imagery from the PBS documentary, Life From Above. The stunning footage reveals never before seen details about our planet, and challenges us to assess the current state of our Planet.

Tune in to this episode, hosted by PBS Digital Innovator All-Stars Sebastian Byers, Aaron Maurer and Sharon Clark, to find out how students, scientists, and educators can use Earth imagery to study our changing planet and advocate for a sustainable future. For educators, we will discuss how to bring films such as Life From Above, Inventing Tomorrow, and other PBS Learning Media resources into your classroom.

Our Changing Planet
March 24 @ 7pm ET
In the second episode of our three-part virtual professional learning series, Our Planet, we will consider our changing planet--what needs to be done to sustain human life here, and what's needed to prepare to live elsewhere. We're thrilled to be able to introduce educators to Astronaut Abby (Abigail Harrison), an aspiring astronaut and STEAM education advocate who uses social media to encourage young women to go into science and engineering, and who shares her dreams of exploring Mars.

Hosted by PBS Digital Innovator All-Stars Aaron Maurer, Sharon Clark and Sebastian Byers, the episode will help educators plan lessons for their classroom using Life From Above and other resources to help their students think about sustainable living here on this planet (farming, smarter cars, green planning) and to plan for the possibility of an "earth independent" life.

Our Future Planet
March 31 @ 7pm ET
In the final episode of our three-part virtual professional learning series, Our Planet, we will consider our future planet. We'll tackle some problems facing our planet that were surfaced in the first two episodes, and help educators create engineering design lessons that will encourage students to think about solutions to future problems.

Hosted by PBS Digital Innovator All-Stars Sharon Clark, Sebastian Byers and Aaron Maurer, the episode will focus on hands-on classroom projects that support scientific inquiry, human-centered problem solving and "future-ready" skills. We'll introduce two projects--a landfill project and a solar energy project--that educators can use in their own classrooms to help students think about their own relationships to our planet, and how they might change their behaviors to help plan for a sustainable future.

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Teachers, we hope you'll join us for our latest Virtual Professional Learning Series, Our Planet. In this three part series, we'll use PBS's recently broadcast show, Life from Above, as the basis for exploring new ways to teach students about our planet.

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Browse different examples of Newsela content custom made for specific subjects and reading levels. Find content for social studies, science, ELA, SEL and more.

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Choose from templates for many different games. You enter your content in a game format of your choice: Baseball, Build Your Fortune, Matching, Tic-Tac-Toe, Jeopardy, Hangman, LearningLand, Quiz, Game Show, Bingo, TimeOut, and Spin to Win. Students can play from any computer, tablet, or smart phone.

You decide how long the game should be by the number of questions you enter. Depending on the game you choose, you can enter questions that require answers that are multiple choice, true/false, matching, or essay.

Students receive immediate feedback and can play the game as often as they wish.

Get Started

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Choose from templates for many different games. You enter your content in a game format of your choice: Baseball, Build Your Fortune, Matching, Tic-Tac-Toe, Jeopardy, Hangman, LearningLand, Quiz, Game Show, Bingo, TimeOut, and Spin to Win. Students can play from any computer, tablet, or smart phone.

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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*Learn how to get your free lessons at the bottom of this article.

GoPeer's Collaborative Virtual Classroom

GoPeer.org pairs vetted college students who attend top-tier universities with students between the ages of 5-18 for 1-to-1 tutoring lessons.

Not only can a near-peer mentor provide personalized, up-to-date academic guidance, but also he or she can do so with the empathy that only someone who has recently been in the student's shoes can provide.

What truly sets GoPeer apart is our instructors. We're extremely selective - we hire fewer than 5% of applicants, and our tutors come from top-tier colleges & universities. We believe that GoPeer's instructors are the best in their field and provide mentorship that other tutors don't offer.

You can view the qualifications & experience of available GoPeer Tutors at GoPeer.org.
Whether a student needs help with homework, studying for an exam, SAT/ACT test prep, or simply wants to learn something new - the way GoPeer Tutors teach helps students build confidence, master concepts, and apply their learnings for long-term success.
GoPeer's Innovative Approach to Tutoring

At GoPeer, we know that no two students learn the same way! Some students are visual learners who process information with help from images and spatial relations. Other students may prefer to talk through concepts to understand them. No matter how they prefer to learn, we believe that every student deserves 1-on-1 personalized instruction tailored to their needs.

This belief is a GoPeer cornerstone and a North Star that guides the development of our teaching methods and technology.

Growth mindset

GoPeer Tutors use encouraging language to promote Growth Mindset, a concept pioneered by Stanford professor and leading motivation researcher Carol Dweck, PhD. Growth Mindset is the idea that we grow and better ourselves by learning from mistakes because a positive and supportive learning environment helps students do their best.

Socratic method

GoPeer Tutors ask guiding questions so that students take a more active role in reaching solutions. There's a misconception that strong teaching is someone explaining something at you. We believe a collaborative approach rooted in Socratic inquiry is crucial for that long-term understanding.

Learning, not cheating
Of course, these are just a few of the ways in which supports personalized, one-on-one learning.
GoPeer Tutors do not just give away answers. Instead, tutors utilize the Socratic Method and encouraging language to help students learn concepts so that they can confidently apply them long-term - on homework, tests, and in their future classes.
We often speak with families who are skeptical about online tutoring, but once they try it, the students typically love it and see great results.
Over the last three years, we have met and spoken with thousands of tutors and students to carefully refine our virtual classroom. From the insights learned, we have created the most versatile digital classroom that makes online tutoring personalized, effective, and collaborative.

With GoPeer, an online tutor offers the same face-to-face personalized tutoring experience as an in-person tutor but uses our state-of-the-art live learning platform to meet with you over the Internet.

You might not know the specifics of exactly what happens during a private online tutoring lesson, so we wanted to describe our classes to make sure you understand what your student will experience!

During the Lesson
Students and tutors communicate through GoPeer's secure online classroom, using tools like real-time face-to-face video conferencing, photo/document sharing, and a virtual whiteboard/notepad to collaborate or edit essays.
GoPeer's proprietary live learning platform features a secured online classroom, face-to-face video conferencing, virtual whiteboards and saved lessons for easy review and reference.

In the online classroom, both the student and tutor can take control of the learning environment or annotate the screen - this means that the tutor can type out examples, help the student navigate to a particular tool or highlight where in the workspace the student should look for errors - all without switching seats. With GoPeer, students can move at their own pace with the personalized attention of their instructor.

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Students From Harvard, MIT, UC Berkeley Give Free Tutoring To K-12 Students

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GoPeer.org pairs vetted college students who attend top-tier universities with students between the ages of 5-18 for 1-to-1 tutoring lessons. Not only can a near-peer mentor provide personalized...

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https://billnye.com/home-demos

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All the details from the original Bill Nye The Science Guy series.

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VISUAL DICTIONARY
VISUAL THESAURUS
INTERACTIVE LEXICON

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LIVE Zoo cams to peek on the animals!

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Enjoy archived footage of Bai Yun and Xiao Liwu at the San Diego Zoo recorded from January through April 2019.

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Help your students advance from fragmented and run-on sentences to complex and well structured ones.

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Set up your classroom, without IT

You can quickly and easily set up your classroom in Quill by inputting student names or providing students with a unique code. If you use Google Classroom or Clever, you can automatically set up your classroom with one click.

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Quill.org | Interactive Writing and Grammar

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Quill provides free writing and grammar activities for middle and high school students.

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Possibly the most underutilized FREE resource!