HTML5 and CSS3 Illustrated Introductory 2nd Edition Vodnik Solutions Manual

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HTML5 and CSS3 – Illustrated, 2nd Edition
Unit B: Structuring Content in a Web document
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in dark blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Figures and Boxes found in the section, if any, Teacher Tips, and Classroom Activities and/or Lab
Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students,
enhancing their critical thinking skills, and encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.
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Unit Objectives 2
28: Evaluate Web Accessibility Standards 2
30: Incorporate Attributes 3
32: Implement the div Element 4
34: Add HTML5 Semantic Elements 6
36: Use Special Characters 7
38: Specify the Viewport 8
40: Debug your HTML Code 9
42: Validating Your HTML Code 10
44: Create an XHTML Document 11
End of Unit Material 12
Glossary of Key Terms 13

HTML5 and CSS3 Illustrated Introductory 2nd Edition Vodnik
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PPT 1.1

HTML5 and CSS 3 – Illustrated 2nd
Ed. Instructor’s Manual: Unit B Page 2 of 13
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Students will have mastered the material in Unit C when they can:
• Evaluate web accessibility standards
• Incorporate attributes
• Implement the div element
• Add HTML5 semantic elements
• Use special characters
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LECTURE NOTES
• Specify the viewport
• Debug your HTML code
• Validate your HTML code
• Create an XHTML document
• Explain to students that a user agent is a program or device that interprets Web documents, such as
a browser or vocal page reader.
• Stress that although most users view Web pages using default settings and popular Web browsers,
some users, such as users with disabilities, may use custom browser settings or specialized software
or hardware to access Web pages.
• Note that although laws generally do not require mandatory accessibility standards for Web sites
that are not government owned, it is still recommended that Web pages have a high level of
accessibility in order to widen the potential audience.
• Point out that a commonly used reference for accessibility is the Web Content Accessibility
Guidelines (WCAG), and show examples of one or two guidelines included in it.
• Discuss accessibility goals and the audiences they may benefit.
• Explain the idea of a Web page being perceivable by all audiences and give examples of adaptations
designed to make the Web page perceivable to specific groups, such as visually impaired users.
TEACHER TIP
Students may be concerned about the difficulty of making a Web site accessible to all users, since
different users may need very different modifications in order to make a Web site accessible to
them. For example, using icons makes a Web page more accessible to people who do not speak the
language in which the page is written, but less accessible to people who are visually impaired.
Explain that it is important to identify the target audience of the Web site and make the Web site
accessible to that audience.
• Explain the idea of a Web page being operable by users. Give examples of modifications that can be
made to a Web page to make it more readily operable by users, such as limited requirement for use
of the mouse and the ability to make changes to automatic scrolling and refreshing rates.
• Note the importance of avoiding certain designs which may trigger unintended physical reactions,
such as elements known to cause seizures.
• Point out the importance of clearly indicating the navigation between pages within the Web site
and external Web pages.
• Explain that a Web page should be understandable; that is, the language in which the page is
written should be clearly indicated, and explanations should be included for specialized vocabulary.
Point out that if a user inputs information and makes an error, an explanation should be provided
on how the user can fix the error.

• In order for Web pages to be robust, or accessed by the widest variety of programs and devices, they
should be coded according to Web standards.
FIGURE: B-1
BOXES
1. Clues to Use: Understanding your role in web accessibility
In addition to Web developers’ work creating a site, other factors significantly influence Web
accessibility. The developers of user agents make decisions that affect how their software and devices
interact with Web content, which impacts whether users can access content in specific ways. In
addition, some Web content is produced using software that automates the Web development
process, and the accessibility choices of the makers of these packages affects the accessibility of the
content produced using them. Thus, while Web developers have a crucial role to play in building
and maintaining a Web that’s available to everyone, it can be useful to see your role as part of a
larger team and to recognize when you run against a limitation that can’t easily be fixed.
CLASSROOM ACTIVITIES
1. Critical Thinking: Have students assume that they are designing a Web site for a World War II
veterans’ organization. What special features will they include in the design of the Web site in order to
make it accessible to the veterans?
2. Group Activity: Divide the class into small groups. Provide a project plan for a specific Web site, and
ask each group to design a Web site that is accessible to individuals with different characteristics: hard
of hearing, children, elderly, and visually impaired. What aspects of the design are similar to all the
groups, and what aspects are different?
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LECTURE NOTES
• Tell students that an attribute is additional code within an opening element tag that specifies
information about the element.
• Explain that many but not all HTML elements allow you to set attributes.
• Point out that to use an attribute you must provide two pieces of information: an attribute name
and the value you are assigning to the attribute.
• Use FIGURE B-3 to point out that an attribute is placed within an element’s opening tag and to
point out the syntax for an attribute: <element tag [space] attribute name [equal sign] “attribute
value”>
• Mention that the lang attribute specifies the language in which the document was written, and that
the value “en” specifies English as the language.
• Point out that the charset attribute specifies the character encoding, which is the system user agents
should employ to translate the electronic information representing the page into human-
recognizable symbols.

• Explain that, in general, meta elements and attributes added to the html element do not change
how a document is rendered.
TEACHER TIP
Use the figures to point out how the indenting helps make the code more readable. Explain that the
indenting is for cosmetic reasons only, that is, to help the developer quickly see the structure of the
document, but that the indenting has no impact on how the code appears when the page is rendered
in a browser.
FIGURES: B-2, B-3, B-4
TABLE B-1: Basic lang attribute values
BOXES
1. Quick Tip: For most editors, you press [Ctrl][Shift][S] (Win) or [command][shift][S] (Mac), type
the new filename, then press [Enter].
2. Trouble: Be sure to click in the <html> tag and not at the end of the DOCTYPE statement.
3. Trouble: Because some code editors indent automatically, you may not need to press [Spacebar]
to indent. Use the figures to check for and match indenting.
4. Quick Tip: The <meta> tag is a one-sided tag, so it does not require a closing tag.
1. Critical Thinking: Ask students to explain why it is so important to include the attributes added to
FIGURE B-3 and FIGURE B-4. Have students explain what they think would happen if those attributes
were omitted.
2. Quick Quiz:
a. The charset attribute specifies the . (character encoding)
b. T/F An attribute is additional code added between the opening and closing element tags.
(F)
c. T/F An attribute includes two parts: a name and a value. (T)
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LECTURE NOTES
• Give an example of a situation in a web page when you might want to change the presentation of a
section of a Web page that is not itself a single HTML element, e.g., when putting a box around
your name, picture and e-mail address in your personal Web page.
• Show how you can use the div element to group multiple elements of different types (such as those
shown in your previous example) and how you can use this to assign CSS styles to a section of a
Web page.
• Use the figures to show how the div element is used to group an h2 head with its associated
paragraph.

TEACHER TIP
Use the figures to point out how the indenting helps make the code more readable. Explain that the
indenting is for cosmetic reasons only, that is, to help the developer quickly see the structure of the
document, but that the indenting has no impact on how the code appears when the page is rendered
in a browser.
FIGURES: B-5, B-6
BOXES
1. Quick Tip: If your code editor indents new elements automatically, you may not need to press
[Spacebar] at all. Remember to compare your code to the figures to confirm indents.
2. Quick Tip: The h2 element marks a heading that’s at the second-highest heading level in the
document.
3. Clues to Use: Writing for the Web
Many users want a process of finding and consuming web content that is dynamic and fast-paced.
When you write content for the web, you should keep this in mind. Web content should generally
be brief and scannable. A user should be able to get the gist of what your page contains with a quick
glance. This allows users to quickly decide to stay on the page if the page contains the information
they’re looking for, or to navigate elsewhere and keep looking. You can make content scannable by
including a short, descriptive heading at the top, and by breaking the content itself into sections
with headings. After writing the actual content, it can be useful to revise it with the goal of
removing half the words. This helps focus your writing and reduces the content of your web page to
the essentials, which makes it easier for web users to scan and read.
After you publish content online, it’s crucial to keep it up to date—out of date information
makes your website’s content seem unreliable. You can minimize the amount of regular updating
you need to do by reducing or eliminating relative references to dates (such as “5 years ago” or “in
18 months”) or labeling specific dates as being in the future (such as “The building will be
completed in 2013.”)
1. Critical Thinking: What are the implications of including multiple div elements in a single Web page?
Is there any point in nesting div elements one inside the other in order to give different CSS styles to
different groups of elements? Consider these questions with respect to how to structure your web page.
2. Quick Quiz:
a. T/F The div element does not imply any semantic meaning to its contents. (T)
b. T/F A div element changes the appearance of the content it encloses when the code is
rendered in a browser. (F)
c. T/F The content you want marked by the div element should be included in the opening div
tag. (F)
d. T/F The div element is the parent of the elements it encloses. (T)

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LECTURE NOTES
• Explain that all HTML elements have semantic value, which means that HTML elements indicate
the meaning of their content.
• Point out that most HTML elements describe their contents semantically, e.g., h1 elements are
assumed to be headings.
• Tell students that, even though the div element has limited semantic value, HTML5 includes a
number of semantic elements that indicate the role of their content
• Be sure students understand that the reason it is important to use semantic elements is because
search engines use this information to provide search results, which makes it easier for people using
a search engine to find the web site.
• Point out that older versions of IE can’t interpret semantic elements, so students must include a
script element (which instructs older browsers how to interpret semantic elements) in the head
section. Explain that the script element references code in an external file that browsers use to help
them interpret the semantic elements.
• Mention that the script name is specified using the src attribute.
TEACHER TIP
Remind students that the div element is a generic element and does not imply any semantic
meaning. Explain that the div element is used to group content, but the div element does not
indicate any information about the content being grouped and so that is why it is considered to
have limited semantic value.
FIGURES: B-7, B-8
TABLE B-2: Selected HTML5 semantic elements
BOXES
1. Quick Tip: It’s often possible to mark up web page contents semantically in more than one way.
The choice of which elements to use can vary depending on the developer and the site.
2. Trouble: A warning about blocked content might open, depending on your browser settings. If
so, allow blocked content.
1. Critical Thinking: Look at any website, such as your school or company website. Point to different
content on the page and explain which semantic element you think is used to enclose that content.
Explain why. If you know how, view the code for the page and see if you were correct.
2. Quick Quiz:
a. T/F You use semantic elements to indicate the meaning of the content enclosed by those
semantic elements. (T)

b. T/F One of the most meaningful semantic elements you will use is the div element because
it is rich with semantic meaning. (F)
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LECTURE NOTES
• Explain to students that although most Web page text is entered into an HTML document, some
characters may be misinterpreted by user agents as being computer instructions. These characters
include '<' and '>'.
• Introduce the concept of character references, which are specially formatted codes that represent
characters in the HTML document character set. Point out the syntax of character references always
begin with an ampersand (&) and end with a semicolon (;). The rest of the code consists of either a
pound symbol (#) followed by a numeric representation of the associated character or an English
language abbreviation for the associated character name.
• Explain that every character, not just those on the keyboard, has a number code, known as a
numeric character reference. Further explain that a few commonly used characters also have an
abbreviation-based character alternative, which is known as a named character reference.
• Point out that it is only important to use character references for a few specific characters. Use
TABLE B-3 as a guide to discussing these characters.
FIGURES: B-9, B-10
TABLE B-3: Important character references
BOXES:
1. Quick Tip: If you’re using a code editor, the character reference you type may appear as italic.
This will not affect the content when the page is rendered by your browser.
2. Clues to Use: Finding codes for other characters
UTF-8 is the most commonly used character encoding on the web today. This encoding
supports character references for thousands of characters. These symbols may include characters
in different writing systems and international currency symbols, as well as icons and pictograms
for a variety of themes. You can go to unicode.org/charts or fileformat.info to browse supported
characters by subject. Note that not all symbols are displayed in every browser or operating
system. This is because browsers and operating systems use different default fonts, and a given
font may contain character descriptions for some, but not all, UTF-8 characters. For this reason,
it’s important to test a page containing a less-common special character in all browsers that you
anticipate your audience will use to view the page. This lets you confirm that the character is
recognized and displayed when the page is rendered in a browser, or make adjustments if the
character is not recognized.
1. Quick Quiz:
a. T/F All characters on the keyboard have a numeric character reference. (T)
b. T/F All characters on the keyboard have an abbreviation-based character reference. (F)

c. T/F It is important to use character references for all non-alphanumeric characters. (F)
2. Quick Quiz: The symbol is used at the beginning of a character reference, and the symbol
is used at the end of a character reference. (&, ;)
LAB ACTIVITY
1. Give students text that includes multiple occurrences of the characters '<' and '>'. For example, you
can use a demo for an if-else clause in a programming language. Ask students to create a Web page in
which they enter the text directly, and another Web page in which they use character references for '<'
and '>', as well as any other relevant characters. What are the differences between the ways the two
Web pages are displayed? Have students discuss how the user agent interpreted the '<' and '>' characters
when they are typed directly without use of character references.
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LECTURE NOTES:
• Point out to students that when a browser opens a web page on a mobile device, the browser needs
to figure out to display the page on the smaller screen.
• Explain that some web pages can scale to fit any browser, which makes the web page useable on any
device.
• Tell students that to instruct browsers to display a page at the width of the browser window
without zooming in, they change the viewport settings using a viewport meta element.
• Explain that the viewport is like looking through the web page through an imaginary window, set
to the size of the display on the device you want the page to appear.
• Be sure students understand the importance of the viewport meta element. Explain that zooming a
page can make the page content too small and so unreadable. By setting the viewport, the page is
displayed at a size that is appropriate for the device.
• Point out that as part of the viewport meta element, they use the content attribute, whose value
specifies one or more of the pairs of properties and values.
TEACHER TIP
Open a web page. Maximize the screen, then resize the screen until it is as small as it can be on the
device you are using. Ask students to notice if any of the web page features change as the page gets
smaller. Point out to students elements that might change, such as the nav bar (which might be
hidden in one icon), images (which might become stacked instead of side by side, and text (which
might be hidden from view if it is not essential to the meaning of the page).
TABLE B-4: viewport attribute properties
BOXES:
1. Trouble: Consult the documentation for your web server if necessary.

2. Quick Tip: Even though the meta element supports many content value options for viewport,
you usually only need to use the value that sets the width to device-width as you did in this
step.
1. Quick Quiz:
a. T/F A browser will automatically resize a web page to fit the display device. (F)
b. T/F The viewport meta element instructs the browser to assume that the width of the
content matches the width of the device. (T)
2. Quick Quiz: The viewport meta element uses the attribute. (content)
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LECTURE NOTES:
• Explain to students that even the most careful developer writes code from time to time that doesn’t
work.
• Point out that a bug is a problem that results from code that is written incorrectly.
• Explain that the process of finding and fixing or removing a bug is known as debugging.
• Be sure students understand the importance of debugging their code before publishing their page.
Discuss that students should always test their web pages using more than one browser because
browsers do not always render the code the same way.
TEACHER TIP
Open the same web page using several different browsers. Have students point out differences they see
when they compare the web page in the different browsers. Be sure students understand that because a
web page looks awesome in one browser, it may not look the same way in a different browser. Explain
that viewing their web pages this way will help them debug the page for cross-browser issues.
TABLE B-5: Common bugs and causes
BOXES:
1. Trouble: If your page does not display as expected, be sure your correct code matches FIGURE
B-16.
1. Quick Quiz:

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a. T/F Viewing a web page in a browser can sometimes help you narrow down where bugs in
your program code might be. (T)
b. T/F A common bug is missing tags around content. (T)
2. Quick Quiz:
a. The result of incorrectly written code is called a(n) _, and the process of fixing
such problems is known as . (bug, debugging)
LAB ACTIVITY
1. Give students code for a simple web page with some common errors in the code. Have students
open the web page in a browser and note the errors. Then have students return to the code and
correct the errors. Tell students to alternate between working with the code and viewing the
web page in the browser until all errors have been corrected.
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LECTURE NOTES:
• Explain to students the importance of spotting problems with HTML code and making sure that
users can view your Web pages as expected.
• Present the idea of validation, an automated process of comparing HTML code against the HTML5
coding standards, as a way of finding errors in your code. Tell students validation is a helpful step in
web page development because it not only shows that there is an error, but may identify the specific
source of the problem.
• Illustrate to your students how to validate a Web page by opening http://validator.w3.org/ in a
browser, uploading a simple HTML file using the "validate by file upload" tab and have the validator
check the HTML file. Show students how the validation results look and where they can be found
in the validator Web page.
TEACHER TIP
Validate a web page with known errors and use the results to help students see how the information in
the validator can help them find and correct the errors. Try to include an example where the line
associated with the error is not the line where the error occurs. Show students that the line does not
match where the error occurs and show to use the information in that line of code to find where the
error actually is.
TABLE B-6: Common validation errors and warnings
BOXES:
1. Quick Tip: Errors listed by the validator always specify the line and character (“column”)
numbers where it encountered the error. This is sometimes, but not always, the location of the
code you need to fix.

1. Quick Quiz:
a. T/F It is important to correct errors in HTML code because it can ensure that a Web page will
continue to work with future versions of HTML standards. (T)
b. T/F If the HTML code of a specific Web page is not validated you will not be able to open the
Web page in a Web browser. (F)
2. Critical Thinking: Is it possible to ignore some notes and warnings in a validation report and still have
a valid HTML document that will display as expected in a browser? Why or why not?
LAB ACTIVITY
1. Select a Web page of your choice, and validate it using the "validate by URI" tab of
http://validator.w3.org/. If the validation tool shows no comments as to the validity of the Web
page, copy the source code of the Web page into a new text document and save it. Make a few
changes to the tags included in the copied source code, and then validate the edited Web page.
How did your changes affect the validity of the Web page?
4
4
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4
4:
:: C
C
Cr
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ea
a
at
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te
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e a
a
an
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X
XH
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ML
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Do
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LECTURE NOTES:
• Note that XHTML is a markup language intended to make HTML comply with the rules of XML.
• Point out that the way HTML and XHTML are written is very similar, however XHTML requires
additional code in a number or situations.
• Explain to students that converting an HTML document to an XHTML document requires editing
the code to meet all the requirements of an XHTML document, including replacing the HTML
doctype with the XHTML doctype.
• Stress that another common change that must be made between HTML and XHTML is closing all
empty elements by placing a space and slash (/) before the closing >.
• Tell students that XHTML does not include definitions for HTML5 semantic elements so those
semantic elements must be replaced with generic div elements when converting and HTML
document to an XHTML document.
TEACHER TIP
The definition of XHTML as complying with the rules of XML means that all Web pages written in
XHTML are valid according to the requirements of HTML, but not all pages written in HTML are
valid according to the rules of XHTML.
• Explain that HTML is a flexible language, and stress the importance of this flexibility. For example,
if a Web-page author made a minor mistake in writing code, user agents would still be able to
display the Web page correctly.

• Stress that XML does not tolerate errors, and therefore XHTML, which adheres to XML rules, does
not tolerate errors. Specify that this means that if a user agent encounters a coding error in XHTML
code, it must display an error message.
FIGURES: B-20, B-21
TABLE B-7: Difference between HTML and XHTML
BOXES:
1. Quick Tip: Because an XHTML DOCTYPE is so complex, developers generally either copy it
from an online resource and paste it into their code, or rely on a code editor to generate the
DOCTYPE for it.
2. Trouble: Refer to the steps in the previous lesson “Validate your HTML code” as needed to
complete Step 9.
1. Quick Quiz:
a. T/F Every HTML document is a valid XHTML document. (F)
b. T/F XHTML replaced HTML as the only language for writing Web pages. (F)
c. T/F XHTML is a version of HTML that conforms to the rules of XML. (T)
2. Classroom Discussion: Look at TABLE B-7, and discuss possible considerations for using XHTML over
HTML. Try to think of specific types of projects that would benefit from being written in XHTML
rather than HTML. Repeat the exercise for HTML.
LAB ACTIVITY
TABLE B-2 lists specific differences between HTML and XHTML. Ask students to look at the source
code of an HTML Web page of their choice, and to use the information in TABLE B-2 to determine
whether or not the Web page complies with XHTML rules.
E
E
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d o
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•
• Concepts Review – Includes screen identification, multiple choice, and matching questions.
•
• Skills Review – Provides additional hands-on exercises that mirror the progressive style of the lesson
material.
•
• Independent Challenges 1, 2 and 3 – Case projects that require critical thinking and application of
the unit skills. The Independent Challenges increase in difficulty, with the first being the easiest
(with the most step-by-step detailed instructions). Independent Challenges 2 and 3 become
increasingly more open-ended.

•
• Independent Challenge 4: Explore: – Using a real world focus to apply the unit skills, students
perform tasks or create documents that will benefit their everyday lives.
•
• Visual Workshop – a practical, self-graded capstone project that requires independent problem
solving.
G
G
Gl
l
lo
o
os
s
ss
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sa
a
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ry
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y o
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of
f
f K
K
Ke
e
ey
y
y T
T
Te
e
er
r
rm
m
ms
s
s
attribute (30)
bug (40)
character encoding (30)
character reference (36)
debugging (40)
Extensible Hypertext Markup
Language (XHTML) (44)
Extensible Markup Language (XML)
(44)
HTML5 (34)
named character reference (36)
numeric character reference (36)
screen reader (28)
semantic (34)
semantic element (34)
user agents (28)
validation (42)
viewport (38)
viewport meta element (38)
Web Content Accessibility Guidelines
(WCAG) (28)
Top of Document

HTML5 & CSS3 2e, Unit B Answer Key
Concepts Review
FIGURE A-22
1. D
2. C
3. F
4. A
5. E
6. B
Matching
7. G
8. F
9. D
10. E
11. A
12. C
13. B
Completion
14. b. operable
15. b. in an element’s opening tab
16. c. semantic
17. d. semicolon (;)
18. a. bugs

Exploring the Variety of Random
Documents with Different Content

of their heads, but the lads broke into a cheer in which Herr Muller's
and Cal's voices joined, as they realized that Nat's daring had saved
the day for them.
Behind them lay the fiercely blazing forest, but in front the road
was clear, although the resinous smell of the blaze and the smoke
pall lay heavily above them still. A short distance further a fresh
surprise greeted them. A number of deer, going like the wind,
crossed the road, fleeing in what their instinct told them was a safe
direction. They were followed by numerous wolves, foxes and other
smaller animals.
As they went onward they came upon a big burned-out patch in
which an ember must have fallen, carried by some freak of the
capricious wind. In the midst of it, squirming in slimy, scaly knots,
were a hundred or more snakes of half a dozen kinds, all scorched
and writhing in their death agonies. The boys were glad to leave the
repulsive sight behind them. At last, after ascending a steep bit of
grade they were able to gaze back.
It was a soul-stirring sight, and one of unpassable grandeur.
Below them the fire was leaping and raging on its way eastward.
Behind it lay a smoking, desolate waste, with here and there a
charred trunk standing upright in its midst. Already the blaze had
swept across the trail, stripping it bare on either side. The lads
shuddered as they thought that but for good fortune and Nat's
plucky management of the car, they might have been among the
ashes and débris.
"Wall, boys," said Cal, turning to them, "you've seen a forest fire.
What do you think of it?"
"I think," said Nat, "that it is the most terrible agent of
destruction I have ever seen."
"I t-t-t-think we need a w-w-w-ash," stuttered Ding-dong.

They burst into a laugh as they looked at one another and
recognized the truth of their whimsical comrade's words. With faces
blackened and blistered by their fiery ordeal and with their clothes
scorched and singed in a hundred places, they were indeed a
vagabond looking crew.
"I'll bet if old Colonel Morello could see us now we'd scare him
away," laughed Joe, although it pained his blistered lips to indulge in
merriment.
"Wall, there's a stream a little way down in that hollow," said Cal,
pointing, "we'll have a good wash when we reach it."
"And maybe I won't be glad, too," laughed Nat, setting the brakes
for the hill ahead of them.
Suddenly Ding-dong piped up.
"S-s-s-s-say, m-m-m-may I m-m-m-make a remark?"
"Certainly, boy, half a dozen of them," said Cal.
"It's a go-g-g-g-good thing we lost Bismark," grinned Ding-dong,
in which sage observation they all perforce acquiesced.
"I've got something to say myself," observed Joe suddenly,
"maybe you other fellows have noticed it? This seat is getting
awfully hot."
"By ginger, so it is," cried Cal suddenly, springing up from the
easy posture he had assumed.
"L-l-l-ook, there is s-s-s-smoke c-c-c-coming out from back of the
car!" cried Ding-dong alarmedly.
As he spoke a volume of smoke rolled out from behind them.
"Good gracious, the car's on fire!" yelled Nat, "throw some water
on it quick!"

"Can't," exclaimed Cal, "we used it all up coming through the
flames yonder."
"We'll burn up!" yelled Joe despairingly.
Indeed it seemed like it. Smoke was now rolling out in prodigious
quantities from beneath the tonneau and to make the possibilities
more alarming still, the reserve tank full of gasolene was located
there.
The tonneau had now grown so hot that they could not sit down.
"Get out, everybody," yelled Joe, as badly scared as he had ever
been in his life.
"Yep, let us out, Nat," begged Cal. The Westerner was no coward,
but he did not fancy the idea of being blown sky high on top of an
explosion of gasolene any more than the rest.
"Good thing I haven't got on my Sunday pants," the irrepressible
Westerner remarked. "Hey, Nat," he yelled the next minute, as no
diminution of speed was perceptible, "ain't you going ter stop?"
"Not on your life," hurled back Nat, without so much as turning
his head.
He evidently had some plan, but what it was they could not for
the life of them tell. Their hearts beat quickly and fast with a lively
sensation of danger as the burning auto plunged on down the rough
slope.
All at once Joe gave a shout of astonishment.
"I see what he's going to do now!" he exclaimed.
So fast was the auto travelling that hardly had the words left his
lips before they were fairly upon the little rivulet or creek Cal's acute
eyes had spied from the summit of the hill.

The next instant they were in it, the water coming up to the hubs.
Clouds of white steam arose about the car and a great sound of
hissing filled the air as the burning portion encountered the chill of
the water.
"Wall, that beats a fire department," exclaimed Cal, as, after
remaining immersed for a short time, Nat drove the car up the
opposite bank which, luckily, had a gentle slope.
As Cal had remarked, it did indeed beat a fire department, for the
water had put out the flames effectually. An investigation showed
that beyond having charred and blistered the woodwork and paint
that the fire had fortunately done no damage. It would take some
little time to set things to rights, though, after the ordeal they had
all gone through, and so it was decided that they would camp for a
time at the edge of the river.
"Hullo, what's all that going on over there?" wondered Joe, as he
pointed to a cloud of dust in the distance.
Cal rapidly shinned up a tree, and shading his eyes with his hand,
gazed for some moments in the direction of the cloud.
"Sheep!" he announced as he slid down again, "consarn thet Jeb
Scantling, now I know who set thet fire."
The boys looked puzzled till Cal went on to explain.
"You know I told you fellows that cattlemen was dead sore at
sheepmen," he said, "and that's the reason."
He jerked one brown thumb backward to indicate that "that" was
the fire.
"Do you mean to say that Jeb Scantling started it?" gasped Nat.
The idea was a new one to him.
"Wall, I'd hate to accuse any one of doing sich a thing," rejoined
Cal non-committally, "but," he added with a meaning emphasis, "I've

heard of sheepmen setting tracts on fire afore this."
"But whatever for?" inquired Joe in a puzzled tone.
"So's to burn the brush away and hev nice green grass in the
spring," responded Cal.
"Well, that's a nice idea," exclaimed Nat, "so they burn up a
whole section of country to get feed for a few old sheep."
"Yep," nodded Cal, "and that's what is at the bottom of most of
the sheep and cattlemen's wars you read about."
At first the boys felt inclined to chase up Jeb, but they concluded
that it would be impracticable, so, allowing the sheepman to take his
distant way off into the lonelier fastnesses of the Sierras, they
hastened to the stream and began splashing about, enjoying the
sensation hugely. Suddenly a voice on the bank above hailed them.
Somewhat startled they all turned quickly and burst into a roar of
laughter as they saw Herr Muller, who had slipped quietly from
among them "holding them up" with a camera.
"Lookd idt breddy, blease," he grinned, "a picdgure I take idt."
Click!
And there the whole crew were transferred to a picture for future
development.
"I guess we won't be very proud of that picture," laughed Nat,
turning to his ablutions once more.
"No, we must answer in the negative," punned Joe. But the next
minute he paid the penalty as Cal leaped upon him and bore him
struggling to the earth. Over and over they rolled, Cal attempting to
stuff a handful of soapsuds in the punning youth's mouth.
"Help! Nat!" yelled Joe.

"Not me," grinned Nat, enjoying the rough sport, "you deserve
your fate."
Soon after order was restored and they sat down to a meal to
which they were fully prepared to do ample justice.
"Say," remarked Cal suddenly, with his mouth full of canned plum
pudding, "this stream and those sheep back yonder put me in mind
of a story I once heard."
"What was it?" came the chorus.
"Wall, children, sit right quiet an' I'll tell yer. Oncet upon a time
thar was a sheepman in these hills——"
"Sing ho, the sheepman in the hills!" hummed Joe.
"Thar was a sheepman in these hills," went on Cal, disdaining the
interruption, "who got in trouble with some cattlemen, the same way
as this one will if they git him. Wall, this sheepman had a pal and
the two of them decided one day that ef they didn't want ter act as
reliable imitations of porous plasters they'd better be gitting. So they
gabbled and got. Wall, the cattlemen behind 'em pressed em pretty
dern close, an' one night they come ter a creek purty much like this
one.
"Wall, they was in a hurry ter git across as you may suppose, but
the problem was ter git ther sheep over. You see they didn't want ter
leave 'em as they was about all the worldly goods they had. But the
sheep was inclined to mutiny."
"Muttony, you mean, don't you?" grinned Joe, dodging to safe
distance. When quiet was restored, Cal resumed.
"As I said, the sheep was inclined ter argify"—this with a baleful
glance at Joe—"and so they decided that they'd pick up each sheep
in ther arms and carry them over till they got the hull three
thousand sheep across ther crick. You see it wuz ther only thing ter
do."

The boys nodded interestedly.
"Wall, one of ther fellows he picks up a sheep and takes it across
and comes back fer another, and then ther other feller he does the
same and in the meantime ther first feller had got his other across
and come back fer more and ther second was on his way over and
——"
"Say, Cal," suggested Nat quietly, "let's suppose the whole bunch
is across. You see——"
"Say, who's tellin' this?" inquired Cal indignantly.
"You are, but——"
"Wall, let me go ahead in my own way," protested the Westerner.
"Let's see where I was; I—oh yes, wall, and then ther other feller he
dumped down his sheep and come back fer another and——Say,
how many does that make, got across?"
"Search me," said Joe.
Nat shook his head.
"I d-d-d-d-on't know," stuttered Ding-dong Bell.
"Diss iss foolishness-ness," protested Herr Muller indignantly.
"Wall, that ends it," said Cal tragically, "I can't go on."
"Why not?" came an indignant chorus.
"Wall, you fellers lost count of ther sheep and there ain't no way
of going on till we get 'em all over. You see there's three thousand
and——"
This time they caught a merry twinkle in Cal's eye, and with wild
yells they arose and fell upon him. It was a ruffled Cal who got up
and resumed a sandy bit of canned plum pudding.
"You fellers don't appreciate realism one bit," grumbled Cal.

"Not three thousand sheep-power realism," retorted Nat with a
laugh.

CHAPTER XXIII.
THE HUT IN THE MOUNTAINS.
The next morning they were off once more. As may be imagined
each one of the party was anxious to reach the canyon in which
Cal's mine was located. There they would be in touch with
civilization and in a position to retaliate upon the band of Col.
Morello if they dared to attack them.
On the evening of the second day they found themselves not far
from the place, according to Cal's calculations. But they were in a
rugged country through which it would be impossible to proceed by
night, so it was determined to make camp as soon as a suitable spot
could be found.
As it so happened, one was not far distant. A gentle slope
comparatively free from rocks and stones, and affording a good view
in either direction, was in the immediate vicinity. The auto,
therefore, was run up there and brought to a halt, and the Motor
Rangers at once set about looking for a spring. They had plenty of
water in the tank, but preferred, if they could get it, to drink the
fresh product. Water that has been carried a day or two in a tank is
not nearly as nice as the fresh, sparkling article right out of the
ground.
"Look," cried Joe, as they scattered in search of a suitable spot,
"there's a little hut up there."
"M-m-m-maybe a h-h-h-hermit l-l-lives there," suggested Ding-
dong in rather a quavering voice.
"Nonsense," put in Nat, "that hut has been deserted for many
years. See the ridge pole is broken, and the roof is all sagging in.

Let's go and explore it."
With a whoop they set out across the slope for the ruined hut,
which stood back in a small clearing cut out of the forest. Blackened
stumps stood about it but it was long since the ground had been
cultivated. A few mouldering corn stalks, however, remained to show
that the place had once been inhabited.
As for the hut itself, it was a primitive shelter of rough logs, the
roof of which had been formed out of "slabs" split from the logs
direct. A stone chimney was crumbling away at one end, but it was
many a year since any cheerful wreaths of smoke had wound
upward from it.
The boys were alone, Cal and Herr Muller having remained to
attend to the auto and build a fire. Somehow, in the fading evening
light, this ruined human habitation on the edge of the dark Sierran
forest had an uncanny effect on the boys. The stillness was
profound. And half consciously the lads sank their voices to whispers
as they drew closer.
"S-s-s-s-say hadn't we b-b-b-better go back and g-g-g-get a g-
gun?" suggested Ding-dong in an awe-struck tone.
"What for," rejoined Joe, whose voice was also sunk to a low
pitch, "not scared, are you?"
"N-n-n-no, but it seems kind of creepy somehow."
"Nonsense," said Nat crisply, "come on, let's see what's inside."
By this time they were pretty close to the place, and a few strides
brought Nat to the rotting door. It was locked apparently, for, as he
gave it a vigorous shake, it did not respond but remained closed.
"Come on, fellows. Bring your shoulders to bear," cried Nat, "now
then all together!"

Three strong young bodies battered the door with their shoulders
with all their might, and at the first assault the clumsy portal went
crashing off its hinges, falling inward with a startling "bang."
"Look out!" yelled Nat as it subsided, and it was well he gave the
warning.
Before his sharp cry had died out a dark form about the size of a
small rabbit came leaping out with a squeak like the sound made by
a slate pencil. Before the boy could recover from his involuntary
recoil the creature was followed by a perfect swarm of his
companions. Squeaking and showing their teeth the creatures came
pouring forth, their thousands of little eyes glowing like tiny coals.
"Timber rats!" shouted Nat, taking to his heels, but not before
some of the little animals had made a show of attacking him. Nat
was too prudent a lad to try conclusions with the ferocious rodents,
which can be savage as wild cats, when cornered. Deeming
discretion the better part of valor he sped down the hillside after
Ding-dong and Joe, who had started back for the camp at the first
appearance of the torrent of timber rats.
From a safe distance the lads watched the exodus. For ten
minutes or more the creatures came rushing forth in a solid stream.
But at last the stampede began to dwindle, and presently the last
old gray fellow joined his comrades in the woods.
"Great Scott!" exclaimed Joe, "did you ever see such a sight?"
"Well, I've heard of places in which the rats gathered in immense
numbers, but I never knew before that such a thing as we have
seen was possible," replied Nat; "there must have been thousands."
"Mum-m-m-m-millions," stuttered Ding-dong, his eyes still round
with astonishment.
"I suppose some supplies were left in there," suggested Nat, "and
that the rats gathered there and made a regular nesting place of it
after the owner departed."

"Well, now that they have all cleared out, let's go and have a
look," said Joe.
"Might as well," agreed Nat, "it's a good thing those creatures
didn't take it into their heads to attack us, as I have read they have
done to miners. They might have picked our bones clean."
They entered the hut with feelings of intense curiosity. It was well
that they trod gingerly as they crossed the threshold, for the floor
was so honeycombed with the holes of the timber rats that walking
was difficult and even dangerous. The creatures had evidently
gnawed through the sill beams supporting the floor, for the
hearthstone in front of the open fireplace had subsided and sagged
through into the foundations, leaving a big open space. The boys
determined to explore this later but in the meantime other things in
the hut attracted their attention.
There was a rough board table with a cracker box to serve as
chair drawn up close to it. But both the table and the box had been
almost gnawed to pieces by the ravenous rats. Some tin utensils
stood upon the table but all trace of what they might have contained
had, of course, vanished. Even pictures from illustrated magazines
which had once been pasted on the walls had been devoured,
leaving only traces to show what they had been.
Nat, while the others had been investigating at large, had made
his way to the corner of the hut where a rude bunk had been built.
As he gazed into its dark recesses he shrank back with a startled cry.
"Fellows! Oh, fellows! Come here!"
The other two hastened to his side and were scarcely less
shocked than he at what they saw. Within the bunk, the bed clothing
of which had been devoured wholesale, lay a heap of whitened
bones. A skull at the head of the rude bed-place told all too clearly
that the owner had either been killed or had died in the lonely place
and had been devoured by the rats. The grisly evidences were only
too plain.

The boys were almost unnerved by this discovery, and it was
some time before any one of them spoke. Then Nat said in a low
tone, almost a whisper:—
"I wonder who he was?"
"There's a tin box," said Joe, pointing to a receptacle beneath the
bunk, "maybe there's something in that to tell."
"Perhaps," said Nat, picking the article up. It was a much battered
case of the type known as "despatch box." The marks of the rats'
teeth showed upon it, but it had not been opened. A rusty hammer
with the handle half gnawed off lay a short distance away. With one
sharp blow of this tool Nat knocked the lock off the despatch box.
He gave a cry of triumph as he opened it. Within, yellow and faded,
were several papers.
"Let's get into the open air and examine these," suggested Nat,
who was finding the ratty odor of the place almost overpowering.
The others gladly followed him. Squatting down outside the hut in
the fading light, they opened the first paper. It seemed to be a will
of some sort and was signed Elias Goodale. Putting it aside for
further perusal, Nat, in turn, opened and glanced at a packet of
faded letters in a woman's handwriting, a folded paper containing a
lock of hair, seemingly that of an infant, and at last a paper that
seemed fresher than the others. This ink, instead of being a faded
brown, was black and clear. The paper seemed to have been torn
from a blank book.
"Read it out," begged Joe.
"All right," said Nat, "there doesn't seem to be much of it, so I
will."
Holding the paper close to his eyes in the waning day, the boy
read as follows:—

"I am writing this with what I fear is my last conscious effort.
It will go with the other papers in the box, and some day
perhaps may reach my friends. I hope and pray so. It has been
snowing for weeks and weeks. In my solitude it is dreadful, but
no more of that. I was took down ill three days ago and have
been steadily getting worse. It is hard to die like this on the eve
of my triumph, but if it is to be it must be. The sapphires—for I
found them at last—are hid under the hearthstone. I pray
whoever finds this to see that they are restored to my folks
whom I wronged much in my life before I came out here.
"As I write this I feel myself growing weaker. The timber rats
—those terrible creatures—have grown quite bold now. They
openly invade the hut and steal my stores. Even if I recover I
shall hardly have enough to live out the winter. The Lord have
mercy on me and bring this paper to the hands of honest men.
They will find details in the other papers of my identity."
"Is that all?" asked Joe as Nat came to a stop.
"That's all," rejoined Nat in a sober voice. "What do you think of
it?"
"That we'd better tell Cal and see what he advises."
"That's my idea, too. Come on, let's tell him about it."
The Motor Rangers lost no time in hastening back to the camp
and Cal's face of amazement as he heard their story was a sight to
behold. As for Herr Muller he tore his hair in despair at not having
secured a photograph of the rats as they poured out of the ruined
hut.
"I've heard of this Elias Goodale," said Cal as he looked over the
papers. "He was an odd sort of recluse that used to come to Lariat
twice a year for his grub. The fellows all thought he was crazy. He
was always talking about finding sapphires and making the folks at
home rich. I gathered that some time he had done 'em a great

wrong of some kind and wanted to repair it the best way he could.
Anyhow, he had a claim hereabouts that he used to work on all the
time. The boys all told him that the Injuns had taken all the
sapphires there ever was in this part of the hills out of 'em, but he
kep' right on. I last heard of him about a year ago—poor chap."
"Was he old?" asked Nat.
"Wall, maybe not in years, but in appearance he was the oldest,
saddest chap you ever set eyes on. The boys all thought he was
loony, but to me it always appeared that he had some sort of a
secret sorrow."
"Poor fellow," exclaimed Nat, "whatever wrong he may have done
his death atoned for it."
They were silent for a minute or so, thinking of the last scenes in
that lonely hut with the snow drifting silently about it and the dying
man within cringing from the timber rats.
"Say!" exclaimed Joe suddenly, starting them out of this sad
reverie, "what's the matter with finding out if he told the truth about
those sapphires or if it was only a crazy dream?"
"You're on, boy," exclaimed Cal, "I think myself that he must hev
found a lot of junk and figgered out in his crazy mind they wuz
sapphires and hid 'em away."
"It's worth investigating, anyhow," said Nat, starting up followed
by the others.
It took them but a few seconds to reach the hut. Having entered
they all crowded eagerly about the hearthstone. Cal dropped into
the hole with his revolver ready for any stray rats that might remain,
but not a trace of one was to be seen. Suddenly he gave a shout
and seized a rough wooden box with both hands.
"Ketch hold, boys," he cried, "it's so heavy I can't hardly heft it."

Willing hands soon drew the box up upon the crazy floor, and Nat
produced the rusty hammer.
"Now to see if it was all a dream or reality," he cried, as he
brought the tool down on the half rotten covering. The wood split
with a rending sound and displayed within a number of dull-looking,
half translucent rocks.
"Junk!" cried Cal, who had hoisted himself out of the hole by this
time, "a lot of blame worthless old pyrites."
"Not py a chug ful," came an excited voice as Herr Muller pressed
forward, "dem is der purest sapphires I haf effer seen."
"How do you know?" demanded Nat quickly.
"Pecos vunce py Amstertam I vork py a cheweller's. I know
stones in der rough and dese is an almost priceless gollecdion."
"Hoorooh!" yelled Cal, "we'll all be rich."
He stepped quickly forward and prepared to scoop up a handful
of the rough-looking stones, but Nat held him back.
"They're not ours, Cal," he said, "they belong to the folks named
in that will."
"You're right, boy," said Cal abashed, "I let my enthoosiasm git
away with me. But what are we going to do about it? Them folks
don't live around here."
"We'll have to find them and——Hark!"
The boy gave an alarmed exclamation and looked behind him. He
could have sworn that a dark shadow passed the window as they
bent above the dully-gleaming stones. But although he darted to the
door like a flash, nothing was to be seen outside.
"What's the matter?" asked Cal, curiously.

"Nothing," was the quiet rejoinder, "I thought I saw another
timber rat, but I guess I was mistaken."

CHAPTER XXIV.
FACING THEIR FOES.
"Nat, wake up!"
"Nat!"
"NAT!"
Joe's third exclamation awoke the slumbering boy and he raised
himself on the rough couch on one arm.
"What is it, Joe?" he asked, gazing in a startled way at his chum.
Joe was sitting bolt upright on the rough, wooden-framed bed, and
gazing through a dilapidated window outside upon the moon-flooded
canyon.
"Hark!" whispered Joe, "don't you hear something?"
"Nothing but the water running down that old flume behind the
hut."
"That's queer, I don't hear it any more either," said Joe; "guess it
was a false alarm."
"Guess so," assented Nat, settling down once more in the
blankets. From various parts of the rough hut came the steady,
regular breathing of Ding-dong Bell, Cal and Herr Muller. The latter
must have been having a nightmare for he kept muttering:——
"Lookd oudt py der sapphires. Lookd oudt!"
"No need for him to worry, they are safe enough in the hiding
place where Cal used to keep his dust when he had any," grunted
Joe, still sitting erect and on the alert, however. Somehow he could

not get it out of his head that outside the hut he had heard stealthy
footsteps a few moments before.
The Motor Rangers and their friends had arrived at Cal's hut in
the canyon that afternoon. Their first care had been to dispose
safely of the box of precious stones in the hiding place mentioned by
Joe. The evening before their last act at the camp by the ruined hut
had been to consign the remains of the dead miner to a grave under
the great pines. Nat with his pocketknife had carved a memorial
upon a slab of timber.
"Sacred to the memory of Elias Goodale. Died——."
And so, with a last look backward at the scene of the lonely
tragedy of the hills, they had proceeded. Nat had not mentioned to
his companions that he was sure that he had seen some one at the
window, as they bent over the sapphires. After all it might have been
an hallucination. The boy's first and natural assumption had been
that whoever had peeped through the window was a member of Col.
Morello's band, sent forward to track them. But then he recollected
the burned forest that lay behind. It seemed hardly credible that any
member of the band could have passed that barrier and arrived at
the hut at almost the same time as the Motor Rangers. Had Nat
known what accurate and minute knowledge the colonel possessed
of the secret trails and short cuts of that part of the Sierras he might
not, however, have been so incredulous of his first theory.
The same afternoon they had reached a summit from which Cal,
pointing downward, had shown them a scanty collection of huts
amid a dark sea of pines.
"That's the place," he said.
Half an hour's ride had brought them to the canyon which they
found had been deserted even by the patient Chinamen, since Cal's

last visit. His hut, however, was undisturbed and had not been
raided by timber rats, thanks to an arrangement of tin pans set
upside down which Cal had contrived on the corner posts. The
afternoon had been spent in concealing the sapphire chest in a
recess behind some rocks some distance from the hut. A short tour
of exploration followed. As Cal had said on a previous occasion, the
camp had once been the scene of great mining activity. Traces of it
were everywhere. The hillside was honeycombed with deserted
workings and mildewed embankments of slag. Scrub and brush had
sprung up everywhere, and weeds flourished among rotting, rusty
mining machinery. It was a melancholy spot, and the boys had been
anxious to leave it and push on to Big Oak Flat, ten miles beyond.
But by the time they reached this decision it was almost dark and
the road before them was too rough to traverse by night. It had
been decided therefore to camp in Cal's hut that night.
"Pity we can't float like a lot of logs," said Joe, as he stood
looking at the water roaring through the flume which was a short
distance behind the hut.
"Yep," rejoined Cal, "if we could, we'd reach Big Oak Flat in jig
time. This here flume comes out thereabouts."
"Who built it?" inquired Nat, gazing at the moss-grown
contrivance through which the water was rushing at a rapid rate.
There had been a cloudburst on a distant mountain and the stream
was yellow and turbid. At other times, so Cal informed them, the
flume was almost dry.
"Why," said Cal, in reply to Nat's question, "it was put up by some
fellows who thought they saw money in lumbering here. That was
after the mines petered out. But it was too far to a market and after
working it a while they left. We've always let the flume stand, as it is
useful to carry off the overflow from the river above."
Somehow sleep wouldn't come to Joe. Try as he would he could
not doze off. He counted sheep jumping over a fence, kept tab of

bees issuing from a hive and tried a dozen other infallible recipes for
inducing slumber. But they wouldn't work. Nat, after his awakening,
had, however, dozed off as peacefully as before.
Suddenly, Joe sat up once more. He had been electrified by the
sound of a low voice outside the hut. This time there was no
mistake. Some human being was prowling about that lonely place.
Who could it be? He was not kept long in doubt. It was the voice of
Dayton. Low as it was there was no mistaking it. Joe's heart almost
stopped beating as he listened:—
"They're off as sound as so many tops, colonel. All we've got to
do is to go in and land the sapphires, and the kid, too."
"You are sure they have them?"
"Of course. Didn't I see them in old Goodale's hut? You always
said the old fellow was crazy. I guess you know better now. These
cubs blundered into the biggest sapphire find I ever heard of."
Joe was up now, and cautiously creeping about the room. One
after another he awoke his sleeping companions. Before arousing
Herr Muller, however, he clapped a hand over the German's mouth to
check any outcry that the emotional Teuton might feel called upon to
utter.
Presently the voices died out and cautiously approaching the
window Nat could see in the moonlight half a dozen dark forms
further down the canyon. Suddenly a moonbeam glinted brightly on
a rifle barrel.
"They mean business this time and no mistake," thought Nat.
Tiptoeing back he told the others what he had seen.
"Maybe we can ketch them napping," said Cal, "oh, if only we had
a telephone, the sheriff could nab the whole pack."
"Yes, but we haven't," said the practical Nat.

Cal tiptoed to the door and opened it a crack. If there had been
any doubt that they were closely watched it was dispelled then.
Zip!
Phut!
Two bullets sang by Cal's ears as he jumped hastily back, and
buried themselves in the door jamb.
"Purty close shooting for moonlight," he remarked coolly.
"What are we going to do?" demanded Joe.
"Well, thanks to our foresight in bringing in all the rifles and
ammunition, we can make things interesting for them coyotes fer a
long time," rejoined Cal.
"But in this lonely place they could besiege us for a month if need
be," said Nat.
Cal looked grave.
"That's so, lad," he agreed, "we'd be starved and thirsted out
before long. If only we could communicate with Big Oak Flat."
Nat dropped off into one of his deep studies. The boy's active
mind was revolving the situation. It resolved itself into a very simple
proposition. The colonel's band was well armed. They had ample
opportunities for getting food and water. Situated as the Motor
Rangers were, the others could keep them bottled up as long as
they could stand it. Then nothing would be left but surrender. Nat
knew now from what Joe had told him, that it was no fancy he had
had at the hut. Dayton had been on their track and had unluckily
arrived in time for his cupidity to be tempted by the sight of the
sapphires. His injury when the man-trap fell must have been only a
slight one. Nat knew the character of the outlaws too well to imagine
that they would leave the canyon till they had the sapphire box and
could wreak their revenge on the Motor Rangers.

True, as long as their ammunition held out the occupants of the
hut could have stood off an army. But as has been said, without food
or water they were hopeless captives. Unless—unless——
Nat leaped up from the bedstead with a low, suppressed:—
"Whoop!"
"You've found a way out of it?" exclaimed Joe, throwing an arm
around his chum's shoulder.
"I think so, old fellow—listen."
They gathered around while in low tones Nat rehearsed his plan.
"I ain't er goin' ter let you do it," protested Cal.
"But you must, Cal, it's our only chance. You are needed here to
help stand off those rascals. It is evident that they are in no hurry to
attack us. They know that they can starve us out if they just squat
down and wait."
"Thet's so," assented Cal, scratching his head, "I guess there ain't
no other way out of it but—Nat, I think a whole lot of you, and don't
you take no chances you don't have to."
"Not likely to," was the rejoinder, "and now the sooner I start the
better, so good-bye, boys."
Nat choked as he uttered the words, and the others crowded
about him.
"Donner blitzen," blurted out Herr Muller, "I dink you are der
pravest poy I effer heardt of, und——"
Nat cut him short. There was a brief hand pressure between
himself and Joe, the same with Ding-dong and the others, and then
the lad, with a quick, athletic movement, caught hold of a roof beam
and hoisted himself upward toward a hole in the roof through which

a stone chimney had once projected. Almost noiselessly he drew
himself through it and the next moment vanished from their view.
"Now then to cover his retreat," said Joe, seizing his rifle.
The others, arming themselves in the same way rushed toward
the window. Through its broken panes a volley was discharged down
the canyon. A chorus of derisive yells greeted it from Morello's band.
"Yell away," snarled Cal, "maybe you'll sing a different tune before
daybreak."
In the meantime Nat had emerged on the roof of the cabin. It
was a difficult task he had set himself and this was but the first step.
But as the volley rang out he knew that the attention of the outlaws
had been distracted momentarily and he wriggled his way down
toward the eaves at the rear of the hut. Luckily, the roof sloped
backward in that direction, so that he was screened from the view of
any one in front.
Reaching the eaves he hung on for a second, and then dropped
the ten feet or so to the ground. Then crouching like an Indian he
darted through the brush till he reached the side of the old flume.
He noted with satisfaction that the water was still running in a
good stream down the mouldering trench. With a quick, backward
look, Nat cast off his coat and boots, and flinging them aside picked
up a board about six feet long that lay near by.
The water at the head of the flume traversed a little level of
ground, and here it ran more slowly than it did when it reached the
grade below. Extending himself full length on the board, just as a
boy does on a sleigh on a snowy hill, Nat held on for a moment.
He gave one look about him at the moonlit hills, the dark pines
and the rocky cliffs. Then, with a murmured prayer, he let go.
The next instant he was shooting down through the flume at a
rate that took his breath away. All about him roared the voices of the

water while the crosspieces over his head whizzed by in one long
blur.

CHAPTER XXV.
THROUGH THE FLUME.
Faster than he had ever travelled before in his life Nat was hurtled
along down the flume. Water dashed upward into his face, half
choking him and occasionally his board would hit the wooden side
with a bump that almost threw him off. His knuckles were bruised
and bleeding and his head dizzy from the motion. It was the wildest
ride that the lad, or any other lad for that matter, had ever
undertaken.
Suddenly, ahead of him—above the noise of the rushing water—
came another sound, a deep-throated, sullen thunder. As he shot
along with the speed of a projectile, Nat realized what the strange
sound betokened. The end of the flume. Cal had told them that the
raised water-course discharged its contents into a big pool at that
point. With a sudden sinking of the heart Nat realized that he had
forgotten to inquire how high the drop was. If it was very high—or if
there was but little water in the pool below the flume—he would be
dashed to pieces, or injured so that he could not swim, and thus
drown.
But even as the alarming thought was in his mind, Nat felt himself
shot outward into space. Instinctively his hands came together and
he dived downward, entering the water about twenty feet below
him, with a clean dive.
For a space the waters closed above the lad's head and he was
lost to view in the moonlit pool. When he came to the surface, out of
breath and bruised, but otherwise uninjured, he saw that he was in
what had formerly been used as a "collection-pool" for the logs from
the forest above. He struck out for the shore at once and presently
emerged upon the bank. But as he clambered out, the figure of a

Chinaman who had been seated fishing on the brink galvanized into
sudden life. The Mongolian was poaching in private waters under
cover of the darkness and was naturally startled out of a year's
growth at the sudden apparition.
With an ear-splitting screech the Mongolian leaped about three
feet into the air as if propelled by a spring, and then, with his
stumpy legs going under him like twin piston rods, he made tracks
for the town.
"Bad spill-it! Bad spill-it! He come catchee me!" he howled at the
top of his voice, tearing along.
As he dashed into the town a tall man dressed in Western style,
and with a determined, clean-cut face under his broad-brimmed
sombrero, stepped out of the lighted interior of the post-office,
where the mail for the early stage was being sorted.
"Here, Sing Lee," he demanded, catching the astonished
Chinaman by the shoulder and swinging him around, "what's the
matter with you?"
"Wasee malla me, Missa Sheliff? Me tellee you number one chop
quickee timee. Me fish down by old lumbel yard and me see spill-it
come flum watel!"
"What?" roared Jack Tebbetts, the sheriff, "a ghost? More likely
one of Morello's band; I heard they were around here somewhere.
But hullo, what's this?"
He broke off as a strange figure came flying down the street,
almost as fast as the fear-crazed Chinaman.
"Wow!" yelled the sheriff, drawing an enormous gun as this weird
figure came in view, "Halt whar you be, stranger? You're a suspicious
character."
Nat, out of breath, wet through, bruised, bleeding and with his
clothing almost ripped off him, could not but admit the truth of this

remark. But as he opened his mouth to speak a sudden dizziness
seemed to overcome him. His knees developed strange hinges and
he felt that in another moment he would topple over.
The sheriff stepped quickly forward and caught him.
"Here, hold up, lad," he said crisply, "what's ther trouble?"
"One o'clock. We ought to be hearing from Nat soon."
Cal put his old silver watch back in his pocket and resumed his
anxious pacing of the floor. The others, in various attitudes of
alertness, were scattered about the place. Since Nat's departure they
had been, as you may imagine, at a pretty tight tension. Somehow,
waiting there for an attack or for rescue, was much more trying than
action would have been.
"Do you guess he got through all right?" asked Joe.
"I hope so," rejoined Cal, "but it was about as risky a bit of
business as a lad could undertake. I blame myself for ever letting
him do it."
"If Nat had his mind made up you couldn't have stopped him,"
put in Joe earnestly.
"H-h-h-hark!" exclaimed Ding-dong.
Far down the canyon they could hear a sound. It grew closer. For
an instant a wild hope that it was the rescue party flashed through
their minds. But the next instant a voice hailed them. Evidently Col.
Morello had made up his mind that a siege was too lengthy a
proceeding.
"I will give you fellows in the hut one chance," he said in a loud
voice, "give up that boy Nat Trevor and the sapphires and I will

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