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Invitation to Computer Science, 7th
Edition 7-1
© 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter 7
Computer Networks and Cloud Computing
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 headings that you see in the
textbook. Under the headings you will find: lecture notes that summarize the section, Teaching
Tips, Class Discussion Topics, and Additional Projects and Resources. Pay special attention to
teaching tips and activities geared towards quizzing your students and enhancing their critical
thinking skills.
In addition to this Instructor’s Manual, our Instructor’s Resources also contain PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
At a Glance
Instructor’s Manual Table of Contents
• Overview
• Teaching Tips and Quick Quizzes
• Class Discussion Topics
• Additional Projects
• Additional Resources
• Key Terms

Edition 7-2
Lecture Notes
Overview
Chapter 7 introduces the concept of computer networks. It describes the different kinds of
networks, wired and wireless. It explains how local area networks, wide area networks, and the
Internet function. The chapter explains what a protocol is, and introduces the layers of protocol
hierarchy that make networks functions. These layers include the physical layer, the data link
layer, the network layer, the transport layer, and the application layer. For each layer the
chapter describes sample protocols, for example, TCP/IP and HTTP, among others. Finally the
chapter discusses the benefits and services we have come to take for granted, and a history of
the development of the Internet and the World Wide Web.
Teaching Tips
7.1 Introduction
1. The invention of the computer network has, and continues to have, a revolutionary
impact on society. Discuss possibilities from spread of information and commerce.
2. There is a lot of terminology in this chapter. Help students to determine what
terminology you care about, and flesh out the terminology with concrete examples.
7.2 Basic Networking Concepts
1. Introduce the terms computer network and nodes. Note that nodes may be anything
from smart-phones to supercomputers. Networks may be wired or wireless, and have
used many different technologies.
2. Introduce the term switched, dial-up telephone lines, which carry an analog signal. A
modem changes either the amplitude or frequency of a standard carrier wave to encode
ones and zeros. Bandwidth is the speed of transmission of the binary signal. Ask
students if they have ever had dial-up Internet service.
3. Introduce the term broadband, for high-speed network connections. Home connections
typically use either digital subscriber lines (DSL), or cable modems. Compare the
range of speeds with dial-up speeds, and note the asymmetric download versus upload
speeds. Commercial and institutional access uses dedicated lines: introduce the terms
Ethernet and Fast Ethernet. Discuss newer standards for gigabit networking,
including the gigabit Ethernet standard adopted by the IEEE (Institute of Electrical
and Electronics Engineers).
4. Introduce the term wireless data communication. Emphasize the new and growing
importance world wide of mobile computing. Introduce the term wireless local area

Edition 7-3
network (WLAN), such as you might find in libraries or coffee shops. Other related
terms to introduce: Wi-Fi (Wireless Fidelity), IEEE 802.11 wireless network
standards, Wi-Fi hot spot, and metropolitan Wi-Fi. Describe two alternative wireless
systems: Bluetooth and wireless wide area network (WWAN).
5. Introduce the term local area network (LAN); LANs are centered on a single locality,
typically privately managed. LAN topologies are varied and important: e.g., bus, ring,
and star. LANs may be wired using a shared cable system, with a single cable strung
through a building. If distances are too great for a single cable, multiple cables
connected by a repeater or bridge implement the shared cable model. The alternative
uses a switch: a wiring closet connects each Ethernet jack to the switch, where the
shared cable resides.
6. Introduce the term wide area network (WAN); WANs are networks that span large
distances, and involve external providers. WANs use dedicated point-to-point lines
between computers, rather than shared lines. Introduce the term store-and-forward,
packet-switched technology as typical of WANs; packets of data are sent from node to
node. Internet service providers (ISPs) provide access to the Internet through their
WAN. Emphasize the hierarchy of layers of ISPs required to form the Internet.
Quick Quiz 1
1. Internet service with speeds greater than 256K Mbps is called ________________.
Answer: Broadband
2. (True or False) A Wi-Fi hot spot is when computers can connect to the Internet through
a nearby wireless base station that is wired to a network.
Answer: True
3. (True or False) Users need to use an Internet Service Provider to access a LAN.
Answer: False
4. Name a common topology for local area networks (LANs).
Answer: One of: star, bus, or ring
5. Most WANs use _________________ technology to transmit messages.
Answer: store-and-forward, packet-switched
7.3 Communication Protocols
1. Introduce the term protocol, and use everyday examples like telephone etiquette, or
what to do when meeting someone in a professional setting. Establishing protocols and
standards is critical to enabling computers to talk to each other or to peripherals.
Introduce Internet Society, an international society designed to make protocols.
Introduce the terms protocol hierarchy/protocol stack, and TCP/IP.
Teaching Tip Encourage students to explore the website for the Internet Society.
www.isoc.org/internet

Edition 7-4
2. Introduce the term Physical layer protocols. Emphasize the low level of these
protocols. The bulleted list at the start of the Physical Layer section (page 357) is an
important list to go over, highlighting an example for each. It might be instructive to
bring in some old cables to bring home to students that these standards change over
time.
3. The data link layer is responsible for error detection and correction and framing.
Introduce the term Medium Access Control protocols, which mediate which nodes can
use a shared line at a given time, and how collisions are handled. When connections are
point-to-point, Layer 2b protocols handle errors. Introduce the term Logical Link
Control protocols and the ARQ algorithm for this purpose. The ARQ algorithm
requires the receiver to check for errors in the transmitted packet, and to send an
acknowledgement message (ACK) if the packet has no errors.
4. Introduce the term Network layer protocols. These protocols control how message
pass across a network of computers: an agreed-upon addressing method for telling
where the destination is, and a process for finding a route from any node to any other.
Introduce the term IP (Internet Protocol), the current standard for the Internet.
Introduce the terms host names and IP addresses for human and machine addressing.
The Domain Name System (DNS) maps human-friendly host names to their IP
addresses. Introduce the term routing, and emphasize the complexity of network
routing tasks: networks can be huge, it must be done quickly, and networks are
constantly changing.
5. Introduce the term Transport layer protocols. These protocols control how to route
messages to specific applications running on a given computer. Introduce the term port
number, and show students the Assigned Numbers on the Internet for which port
numbers belong to which standard applications. Use the post office metaphor for
discussing the unreliability of the Network layer, and the use to TCP (Transport
Control Protocol) for making reliable message delivery.
6. Introduce the term Application layer protocols, which describe high-level
communication protocols used by applications. Introduce the terms Hypertext
Transfer Protocol (HTTP) and Uniform Resource Locator (URL), as one example
of an Application layer protocol.
Teaching Tip
Because protocols fundamentally mediate communication among two or
more entities, they offer the chance for students to learn by doing. Pick a
protocol, like the Medium Access Control protocols, and have students act
them out. You could choose one protocol at each level to be performed. End
each performance with a discussion of how the protocol worked.
Alternatively, assign teams of students to develop a video demonstration of
particular protocols.

Edition 7-5
Quick Quiz 2
1. The main task of the Network layer is ________________.
Answer: to handle delivery of messages across a network of computers, including
addressing schemes and routing of messages.
2. (True or False) Medium Access Control protocols manage the physical layer: how bits
are transmitted over different kinds of wires.
Answer: False
3. (True or False) A DNS server translates URLs into addresses on the web.
Answer: False
4. List the layers in the Internet protocol hierarchy
Answer: Physical layer, Data Link layer (may be broken into Medium Access Control
and Logical Link Control), Network layer, Transport layer, and Application layer.
7.4 Network Services and Benefits
1. Introduce the term Electronic mail (email), as an example of the value of the Internet
for supporting interpersonal communications. Discuss the proliferation of spam
(unsolicited bulk email). Discuss the term bulletin board system (BBS) and its
evolution into Internet forums and chat rooms. Other services include texting and
social networks.
2. Introduce the term resource sharing, another service of the Internet: sharing of
physical and logical resources (printers, servers, software, and data). Introduce the
terms print servers and file servers. Discuss the importance of the client/server
computing model; where some nodes provide services and others are clients using the
services. A distributed database shares information across the Internet; a data
warehouse stores massive amounts of data. Introduce the terms groupware and wiki
for collaborative software (talk about the impact of Wikipedia).
3. Introduce the term Electronic commerce (ecommerce). Ask how often students use the
Internet for ecommerce. Talk about the globalization of the marketplace through e-
commerce.
7.5 Cloud Computing
1. Discuss the limitations of the client/server model (initial costs, operating costs,
upgrades, etc.).
2. Explain that with cloud computing servers can be located anywhere and do not need to
be maintained by the organization. Cloud-based servers can be part of an integrated
collection of servers, called a server farm. The term virtualization means the
separation of a service from the entity providing the service.

Edition 7-6
3. Many types of cloud services exist, such as infrastructure services, application services,
and the most sophisticated, the platform and development services.
4. Cloud-based systems offer lower costs and elasticity of demand.
7.6 A History of the Internet and the World Wide Web
1. As a way of introducing this historical review, ask students to think about where the
Internet and the World Wide Web came from. What changes have they seen in their
lifetimes? Share the changes you have seen.
2. In 1962, Licklider (at MIT) described “The Galactic Network.” Note how similar this
vision is to the modern Internet. Stress the importance of ARPA to early development,
and moving from theoretical ideas about protocols, packets, and routing to real systems.
ARPANET began in the late 1960s; email was developed in 1972 and grew quickly.
Other independent networks developed: HEPNet, CSNET, MFENet, SNA, and
DECNet.
3. Introduce the term internetworking, developed to bring order to the chaos of networks.
Any WAN can do what it wants internally, but must use standard addressing and
protocols for communication with other WANs. Introduce the term gateway, a device
for translating between WANs. TCP/IP was the agreed “language” for internetwork
communications. Was modified to work with LANs in the early 1980s. Introduce the
ideas of Telnet and FTP as additional applications. NSFNet was designed in mid 1980s
as an alternative to ARPANET, not restricted to military grantees.
4. Introduce the term World Wide Web, and discuss its origins as a user-friendly tool for
information sharing about high-energy physics. Introduce the term hypertext. Note the
importance of its usability and intuitive interface, easy integration of multimedia, and
the fact that its technology was made freely available initially.
Class Discussion Topics
1. In the course of a typical week, what kinds of computer networks do you use? How
many different kinds can you now recognize? How aware have you been of differences
in these networks, or do they all create a similar virtual environment? Imagine the next
new innovation in network technology—what would it look like and what could it do?
2. How do the different layers of the protocol hierarchy interact with each other? Why do
we need to have two different layers that work on error detection and correction?
Teaching Tip
Refer students to the following page for the full “Brief History of the
Internet” document referred to in the text:
http://www.isoc.org/internet/history/brief.shtml

Edition 7-7
3. What are some positives that have occurred with the development of the Internet and
the World Wide Web? What are some problems associated with these tools?
4. Name some ways in which computer network systems use the concept of abstraction to
make the task of building a functioning network feasible.
Additional Projects
1. Look up online information about the UDP transport level protocol. How does it differ
from TCP, and when is it used?
2. Form a group of students and act out the Medium Access Control protocol used by
shared-line Ethernet networks. Each student is a node in the network. Each student
should work out the answer to an arithmetic problem, and then should broadcast it by
speaking out loud. When two students speak at once, it’s a collision. Use the specified
collision recovery approach. How well does it work to ensure that each person gets to
communicate?
3. Research the meaning of the four groups of numbers in an IP address. What do they
mean? Why does a lab computer on campus have a certain set of numbers? How about a
computer off campus?
Additional Resources
1. A copy of an article by Licklider about his vision for human-computer interaction and
computer networks: ftp://gatekeeper.research.compaq.com/pub/DEC/SRC/research-
reports/SRC-061.pdf
2. Computer History Museum online exhibit about computer networks:
http://www.computerhistory.org/internet_history/index.html
Key Terms
 Acknowledgement message (ACK): A network control message that says that your
message correctly arrived at its destination.
 Application layer protocols: The rules for implementing the end-user services provided by
a network.
 ARQ algorithm: Automatic repeat request algorithm, the basis for all data link control
protocols in current use.
 Bandwidth: Capacity for transmitting data.
 Blog: A web-based publication consisting of virtually any periodic articles that its writer(s)
wish to share with the general public.

Edition 7-8
 Bluetooth: A low-power wireless standard used to communicate between devices located
quite close to each other, typically no more than 30-50 feet (10-15 meters).
 Bridge: A “smarter” device than a repeater that has knowledge about the nodes located on
each separate network. It examines every message to see if it should be forwarded from one
network to another.
 Broadband: Any communication link with a transmission rate exceeding 250,000 bps.
Typical broadband options for home users are cable modem and digital subscriber line
(DSL).
 Broadcasting: Messages are sent by a node on a local area network to every other node on
that same LAN.
 Bulletin board systems (BBS): Shared public file systems where anyone can post
messages and everyone is free to read the postings of others.
 Bus: LAN topology in which all nodes are connected to a single shared communication
line.
 Cable modem: Technology that makes use of the links that deliver cable TV signals into
your home, so it is offered by cable TV providers.
 Client-server computing: The style of computing wherein some nodes provide services
while the remaining nodes are users (or clients) of those services.
 Collision: When two or more nodes on a shared link transmit at the same time and destroy
each other’s messages.
 Computer network: A set of independent computer systems connected by
telecommunication links for the purpose of sharing information and resources.
 Data warehouse: Nodes that contain massive amounts of information that can be
electronically searched for specific facts or documents.
 Dedicated point-to-point line: A line that directly connects two machines.
 Digital subscriber line (DSL): Uses the same wires that carry regular telephone signals
into your home, and therefore is provided by either your local telephone company or
someone certified to act as their intermediary. Although it uses the same wires, a DSL
signal uses a different set of frequencies, and it transmits digital rather than analog signals.
 Domain Name System (DNS): Converts from a symbolic host name such as
Macalester.edu to its 32-bit IP address.
 Electronic commerce (ecommerce): A general term applied to any use of computers and
networking to support the paperless exchange of goods, information, and services in the
commercial sector.
 Electronic mail (email): The single most popular application of networks for the last 30
years.
 Error detection and correction: The process of determining whether a message did or did
not arrive correctly and, if not, getting a correct copy of that information.
 Ethernet: The most widely used broadband technology.
 Fast Ethernet: Transmits at 100 Mbps over coaxial cable, fiber-optic cable, or regular
twisted-pair copper wire.
 File server: Shared disk(s) available across a network.
 Firewall: A software component that controls access from a network to a computer system.
 Framing: Identifying the start and end of a message.
 Gateway: A device that makes internetwork connections and provides routing between
different WANs.
 Gigabit Ethernet standard: IEEE standard that supports communication on an Ethernet
cable at 1,000 Mbps (1 Gbps).

Edition 7-9
 Gigabit networking: Transmission lines that support speeds of 1 billion bits per second
(Gbps).
 Groupware: Software that facilitates the efforts of individuals connected by a network and
working on a single shared project.
 Host name: The symbolic, character-oriented name assigned to a host computer.
 Hypertext: A collection of documents interconnected by pointers, called links.
 Hypertext Transfer Protocol (HTTP): The protocol used by the World Wide Web to
transfer pages of information coded in hypertext markup language (HTML).
 IEEE (Institute of Electrical and Electronics Engineers): International professional
society responsible for developing industrial standards in the area of telecommunications.
 IEEE 802.11 wireless network standards: Another name for Wi-Fi.
 Internet: A huge, interconnected “network of networks” that includes nodes, LANs,
WANs, bridges, routers, and multiple levels of ISPs.
 Internet forums: Support the real-time exchange of messages. In addition to simply
posting a message that can be read at a later time, they also support interactive messaging—
what the sender types appears immediately on the screen of one or more individuals,
allowing for the direct exchange of ideas.
 Internet Service Provider (ISP): A business whose purpose is to provide access from a
private network (such as a corporate or university network) to the Internet, or from an
individual’s computer to the Internet.
 Internet Society: A nonprofit, nongovernmental, professional society composed of more
than 100 worldwide organizations (e.g., foundations, governmental agencies, educational
institutions, companies) in 180 countries united by the common goal of maintaining the
viability and health of the Internet.
 Internetworking: A concept first developed by Robert Kahn or ARPA, that any WAN is
free to do whatever it wants internally.
 IP (Internet Protocol): The network layer in the Internet.
 IP address: The 32-bit binary address that the Internet uses to actually identify a given host
computer.
 Local area network (LAN): A network that connects hardware devices such as computers,
printers, and storage devices that are all in close proximity.
 Logical link control protocols: Ensure that the message traveling across this channel from
source to destination arrives correctly.
 Medium access control protocols: Determine how to arbitrate ownership of a shared line
when multiple nodes want to send messages at the same time.
 Metropolitan Wi-Fi: Installing Wi-Fi routers every few blocks throughout a city to provide
convenient, low-cost wireless Internet access to all residents.
 Mobile computing: The ability to deliver data to users regardless of their location.
 Modem: A device that modulates, or alters, a standard analog signal called a carrier so that
it encodes binary information.
 Network layer protocols: Ensure that a message is delivered from the site where it was
created to its ultimate destination.
 Node: An individual computer on a network; also called a host.
 Packet: An information block with a fixed maximum size that is transmitted through the
network as a single unit.
 Physical layer protocols: Govern the exchange of binary digits across a physical
communication channel, such as a fiber-optic cable, copper wire, or wireless radio channel.

Edition 7-10
 Port number: A numeric identification of a program running on a host computer. It is used
by the transport control protocols.
 Print servers: Shared printers available across a network.
 Protocol: In networking, a mutually agreed-upon set of rules, conventions, and agreements
for the efficient and orderly exchange of information.
 Protocol hierarchy (protocol stack): The hierarchical set of network protocols that are
used to transmit messages across a network.
 Repeater: A device that simply amplifies and forwards a signal.
 Resource sharing: The ability to share physical resources, such as a printer or storage
device, as well as logical resources, such as software, data, and information.
 Ring: LAN topology that connects the network nodes in a circular fashion, with messages
circulating around the ring in either a clockwise or counterclockwise direction until they
reach their destination.
 Router: A device that connects networks.
 Shared cable: A wire (such as twisted-pair copper wire, coaxial cable, or fiber-optic cable)
is literally strung around and through a building. Users tab into the cable at its nearest point.
 Social networks: Systems that create communities of users who share common interests
and activities and which provide multiple methods of online interaction.
 Spam: Electronic junk mail.
 Star: LAN topology that has a single central node that is connected to all other sites. This
central node can route information directly to any other node in the LAN. Messages are first
sent to the central site, which then forwards them to the correct location.
 Store-and-forward, packet-switched: Technology used by WANs to deliver messages; a
message “hops” from one node to another to make its way from source to destination.
 Switch: A device that allows you to build a LAN without having to crawl around looking
for the shared cable.
 Switched, dial-up telephone lines: When you dial a telephone number, a circuit (i.e., a
path) is temporarily established between the caller and callee.
 TCP (Transport Control Protocol): The primary transport protocol on the Internet.
 TCP/IP: Transport Control Protocol/Internet Protocol; the name of the specific protocol
stack used in the Internet.
 Transport layer protocols: Create a “program-to-program” delivery service, in which we
don’t simply move messages from one host to another, but from a specific program at the
source to another specific program at the destination.
 Ubiquitous computing: Computers that are embedded pervasively in the environment,
providing services in a seamless, efficient manner. Also called pervasive computing.
 Uniform Resource Locator (URL): A symbolic string that identifies a webpage.
 Wi-Fi (Wireless Fidelity): Wireless transmissions that use IEEE 802.11 standards for local
wireless access.
 Wi-Fi hotspot: Wireless base station (router).
 Wide area network (WAN): Connects devices that are not in close proximity but rather
are across town, across the country, or across the ocean.
 Wiki: A set of webpages that everyone is free to access, add to, or modify.
 Wireless data communication: Transmitting data using radio, microwave, and infrared
signals.
 Wireless local area network (WLAN): A wireless network in which the user transmits
from his or her computer to a local wireless base station, often referred to as a wireless

Edition 7-11
router, that is no more than a few hundred feet away. This base station is then connected to
a traditional wired network, such as a DSL or cable modem to provide full Internet access.
 Wireless wide area network (WWAN): Nodes (often a table or smart phone) transmit
messages to a remote base station provided by a telecommunications company, which may
be located many miles away. The base station is usually a large cellular antenna placed on
top of a tower or building, providing both long-distance voice and data communication
services to any system within sight of the tower.
 World Wide Web: The hypertext information system developed by Tim Berners-Lee at
CERN in the late 1980s.

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57
After explaining his reason and with a final admonition to continue a
careful search for the missing glove, the Professor returned to his
car and drove down the wide, smooth highway toward home and a
good night’s rest.
Fordney’s deduction was confirmed when the missing glove and the
murderer were found.
How had he arrived at his startling conclusion?
29
Easy Money
‘Mr. Walker hurried into the kitchen,’ said the valet to Professor
Fordney, ‘and told me he was called away unexpectedly and that I
was to go to his library and take the money he had won last night to
the bank.
‘I was busy,’ he continued, ‘but in about five minutes I went through
the hall, and, thinking I heard a noise, I stopped and listened at the
study door. There was someone moving about. The door was open.
As I peered around it, I saw a masked man, gun in hand, hesitating
near the fireplace.
‘Then he went over to the table in the center of the room, picked up
the stacks of ten- and twenty-dollar bills, and left by the window. I
called the police immediately and gave them a description.’
‘Exactly what time was that?’ asked Fordney.
‘Just about ten o’clock, sir.’

58
59
‘Had you been in the library before that, this morning?’
‘No, I hadn’t.’
‘Were you in your master’s room today?’
‘No. What’s that got to do with it?’
‘Nothing,’ murmured Fordney, ‘nothing at all! Does your master
gamble often?’
‘I don’t think so.’
‘How much did he win last night?’
‘He didn’t say.’
‘Humph,’ said Fordney, as he pointed to a bill on the floor, ‘the thief
dropped one.
‘I see your master has quite a library,’ he continued, glancing around
the large, beautifully furnished room. ‘Do you read much, Wilkins?’
‘A bit, sir.’
‘Did you ever read, “Honesty is the best policy”?’
Why did the Professor think Wilkins had robbed his master?
30
Robbery at High Noon

60
‘I wonder who had the nerve to commit such a robbery at high
noon,’ mused Professor Fordney as he examined the safe, seventeen
minutes after it had been rifled. ‘Same old story: no finger-prints, no
evidence.’
‘Found anything?’ asked Lawson nervously as he entered his
drawing-room.
‘Not yet. Are you here alone, Lawson?’
‘No. John, my nephew, is staying with me. Everyone else is in town.’
‘Where is he now?’
‘Oh, he left about an hour ago.’
At 3.20 P.M. Fordney noticed Jones, the gardener, working at the
edge of a flower-bed. He kept looking furtively at the house while he
frantically covered over the hole he had dug. Finishing, he hurriedly
walked toward the boat-landing.
Fordney, following, reached the dock just as John guided his motor-
boat in.
‘Have a nice day?’ asked Fordney.
‘Yep. Had a grand run up the lakes.’
‘Where were you when your uncle’s safe was robbed?’
‘Boy, I was hauling in a big muskie! What a battle he gave me! See
him in the end of the boat? Isn’t he a beauty?’
‘When did you return?’ demanded Fordney of the gardener.
‘I don’t know what time it was,’ he replied nervously, glancing at
John.

61
‘You must have some idea.’
‘Well, it was about noon,’ he reluctantly answered.
‘By the way, John, do you know the combination of your uncle’s
safe?’ inquired Fordney.
‘Is that old weasel accusing me?’
‘No, he isn’t. But I’ve got my suspicions!’
Whom did Fordney suspect and why?
31
The Wrong Foot Forward
‘The witness says,’ explained the interpreter, ‘that as the car came to
a sudden stop the conductor ran to the front and yelled to the
motorman, “You’ve done it again."’
The little foreigner on the witness stand looked bewildered and
frightened.
‘He further says that there were two sailors on the car and that they
jumped off and ran.’
‘Have they been located yet?’ inquired the Judge.
‘No, Your Honor; we’ve been unable to trace them, although the
conductor gave a good description,’ replied counsel.
‘Proceed.’

62
63
The interpreter continued.
‘Paslovsky, the witness, declares he had a clear view of the plaintiff
when he got off. He states that just as the plaintiff put his foot on
the ground, with his back to the front of the car, it gave a sudden
start and he was thrown to the road.’
‘Can’t the witness understand or speak enough English to tell
the court about that?’ asked the Judge.
‘No, Your Honor; he’s been in this country only two weeks.’
‘How can he get about at that hour of night alone, then?’
‘Some friends put him on the car and telephoned the people with
whom he lives to meet him at the end of the line,’ replied counsel for
the plaintiff.
‘Continue.’
‘Paslovsky,’ declared the interpreter, ‘says he picked up this picture
from the floor of the car—a snapshot of a sailor and a girl.’
‘Case dismissed,’ thundered the Judge, ‘and don’t ever bring another
like that into this court.’
‘Why was His Honor justified in so abruptly dismissing the suit for
damages?’
asked Professor Fordney of his class in criminology.
32
Death Attends the Party

64
‘He had a big party last night,’ said Graves, the valet.
‘Certainly looks like it,’ retorted Professor Fordney, as he surveyed
the crazily balanced glasses, overflowing ash-trays, and liquor rings
on the small, fragile antique table at which Carlton Dawes sat.
‘It was awful, sir. Just as I turned to say “good night” to him, he
lifted his revolver, fired and toppled over.’
‘Funny,’ mused Fordney. ‘He had everything to live for.’
‘Everything but the thing he wanted,’ replied the valet. ‘Madeline, his
former wife, was here last night. He is always despondent after
seeing her.’
‘Well, Graves, pretty nice for you, eh? How much did he leave you?’
‘Ten thousand dollars, sir.’
Fordney leaned over to examine the wound in Dawes’s left temple.
His head rested on the edge of the table, his right hand on his knee
and his left hung lifelessly at his side.
‘Anything been touched since the tragedy?’
‘No, sir.’
Fordney picked up Dawes’s revolver where it had apparently fallen
from his hand. After examining it and finding only the dead man’s
finger-prints, he laid it on the table. As he did so, Madeline entered
the room. She stopped, horrified.
‘What—what—has happened?’
‘Where did you come from?’ demanded Fordney.
‘I’ve been upstairs. I didn’t leave with the guests.’

65
‘Humph—you should have,’ as he shot her a quizzical look. ‘Your
presence may prove embarrassing. Your ex-husband was murdered.’
Madeline slipped to the floor in a dead faint.
What convinced Fordney it was murder?
33
No Way Out
On a battered desk in the small, dark room lay a penciled note in
handwriting resembling that of the dead man:
Dear John:
You know the trouble I’m in. There’s only one way out and
I’m taking it. You’re my pal and will understand. Good luck.
(Signed) Paul
The only other furniture consisted of the chair in which Paul Morrow
had been found with his throat cut, a bed, and a highly ornate and
apparently brand-new waste-basket. It had been definitely
established that the dead man had not left the room during the
twenty-four hours before he was discovered.
Finishing his examination of the contents of the man’s pockets—two
twenty-dollar bills, a cheap watch, and an expensive wallet in which
there was a picture of a beautiful woman—Fordney turned his
attention to the meager inventory of the room.

66
67
‘That’s all we can find,’ said Inspector Kelley, indicating a
dictionary, scraps of a letter in a feminine handwriting found in
the ornate waste-basket, a pen, some cheap stationery, a few
clothes, pipe and tobacco, and a bloody, razor-sharp knife. ‘Certainly
has all the appearances of suicide,’ he continued. ‘This door was
locked and no one could have left by that window. What do you
make of it, Fordney?’
The Professor didn’t reply at once. He picked up the photograph,
studied it a moment, and then, with a slow, searching look around
the small room, said:
‘Better try to piece those bits of letter together. This isn’t suicide; it’s
murder.’
‘I believe you’re right,’ exclaimed Kelley, with dawning
comprehension.
What brought Fordney to this conclusion?
34
Midnight Murder
‘Who are you, and what’s this all about?’ demanded Inspector Kelley,
as he and Professor Fordney arrived at the apartment in answer to a
call.
‘I’m Jack Day. I share this apartment with Al Quale. I returned from
the theater, shortly after midnight, went into his room, and found
him lying there on the bed. When I saw he was dead, I called
Headquarters at once. God, this is terrible!’

68
‘Those your things on the bed?’ asked Kelley, indicating a blood-
stained muffler, a hat, gloves, and cane.
‘Yes, I tossed them there before I rushed to the telephone. Got that
blood on the muffler when I bent over him.’
‘What time did you leave here this evening?’
‘Shortly before seven,’ replied Day.
‘Can you prove you were at the theater all evening?’ demanded
Kelley.
‘Why, yes, I went with a friend.’
‘He’s been dead about six hours, Inspector,’ said the police surgeon,
finishing his examination at this point. ‘A deep knife wound,
below the heart.’
As Fordney picked up an earring from the floor, Day exclaimed:
‘Why, that belongs to his fiancée.’
‘Well, there’ll be no wedding bells for him,’ remarked Kelley, with a
start as he discovered that Day’s cane was a sword-stick with a long,
thin, shining blade.
‘Any blood, Inspector?’ asked Fordney.
‘None. Clean as a whistle.’
‘Well, Day, looks mighty bad for you,’ stated the Professor. ‘I don’t
know yet whether you killed him with that cane, or whether you
killed him at all, but I do know you were here a few minutes after he
was stabbed.’
How did the Professor know?

69
70
35
Speakeasy Stick-Up
‘I had counted the cash, and as I was working the combination to
open the wall safe I heard this guy in back of me say, “Get ’em up,
Bo. This is a stick-up.” I reached for the ceiling as he says, “Make a
move and I’ll drill you!” He didn’t sound like he was foolin’, so I kept
quiet.
‘Well, he comes over, gives me a prod with his gun, pockets the
dough, and asks me where the best liquor is, saying he don’t want
no bar whiskey either. I told him and he poured himself a drink.
‘Then he got real sociable-like, but wouldn’t let me take my hands
down. He kept on talkin’ and makin’ wise-cracks, but finally got tired,
I guess.
‘With a warnin’ that, if I moved before I could count twenty, my wife
would be a widow, he beat it,’ concluded Sullivan.
‘How much did he take?’ inquired Professor Fordney, who had
entered the speakeasy after hearing the bartender’s call for help.
‘About five hundred dollars,’ Sullivan replied. ‘We had a good
day.’
‘Haven’t you a gun here?’
‘Sure, but I didn’t have a chance. I ain’t exactly no boy scout, but
this mug was too big and tough-lookin’ for me to tackle.’
‘How did you get that cut on your hand?’ inquired the Professor. ‘And
that bruise on your finger?’

71
‘Opening a case of lemons,’ answered Sullivan.
‘Well,’ said Fordney, ‘if your whiskey isn’t any better than your
attempt at a fake hold-up, I’ll have ginger ale.’
You’re right. The bruise had nothing to do with it, but:
How did Fordney know the stick-up was a fake?
36
Behind Time
Professor Fordney, on his way to investigate a case of blackmail, was
musing on the perversity of human nature when a jar threw him into
the aisle as the train came to a sudden stop. Jumping off, he rushed
ahead of the engine, where he found a small crowd gathered about
the mutilated body of a man hit by the train. He was identified by a
card in his pocket as John Nelson, an important figure in railroad
labor circles.
‘How did it happen?’ inquired Fordney.
‘Well,’ replied Morton, the engineer, ‘I was running twelve minutes
late when I hit him. There are several miles of straight-away along
here and I was beating it along at sixty miles trying to make up
time. Didn’t see him until we were about ten yards away, right on
top of him. I jammed on the brakes, of course, but it was too late.’
‘Did you leave New York on time?’
‘Yes, sir. One-thirty exactly.’

72
73
‘Why were you running late?’
‘We were held in a block for about fifteen minutes outside of
New Haven.’
‘What was your fireman doing when you hit this man?’
‘Stoking the boiler.’
‘You say it was just a few seconds after four-ten when you hit him?’
demanded the Professor.
‘That’s right,’ agreed Morton.
‘Did you know this man by any chance?’
‘Yes, slightly—he was an officer in my union,’ replied the engineer,
with a worried look.
‘Well,’ said Fordney, ‘I don’t know your object in telling such a story,
or how you hoped to get away with it—you won’t.’
What justified Fordney in recommending Morton’s arrest?
37
A Broken Engagement
‘Peculiar,’ murmured Fordney, as he examined the desk on which lay
seven letters ready for mailing, three gray, one lavender, two pink,
and one lemon-colored.

74
As he idly shaped the wax of the candle standing on the desk, he
continued to ponder this unusual choice of color in stationery.
One of the letters was addressed to Dot Dalton, who had been
murdered between eleven-forty and eleven-fifty. She was one of the
guests at this house party in the Adirondacks.
All the letters were closed with black sealing wax stamped with the
letter ‘F.’
At midnight, Fordney began his questioning.
‘What time did you retire?’ he asked Molly Fleming, in whose
bedroom he was seated.
‘About ten,’ she replied.
‘Was your door locked?’
‘Yes.’
‘Hear any disturbance?’
‘No; I was tired, fell asleep almost immediately, and didn’t awaken
until you knocked on my door a few minutes ago and told me
of the tragedy.’
‘Why did you write to Dot?’
‘I didn’t see her last night and knew she intended leaving early this
morning. Jack Fahey broke our engagement yesterday and told me
he was going to marry Dot. My letter was to tell her just how
despicable I thought she was in luring him away from me. He didn’t
love her. Of course, I’m sorry she’s dead, but a lot of wives will feel
safer.’
‘Why the various colors of stationery?’ inquired the Professor.

75
‘Oh, I always write in a color that seems to reflect the personality of
my correspondent.’
‘I see,’ said Fordney; ‘but unless you have a better alibi you’ll be held
under serious suspicion.’
Why was the Professor practically certain Molly was involved in this
horrible murder?
38
The Holden Road Murder
‘What a night!’ sighed Professor Fordney as he hung up the
telephone receiver. Half an hour later, still grumbling, he splashed his
way through the mud and rain to the door of 27 Holden Road.
Removing his rubbers in the spotless vestibule, he stepped into a
large, well-furnished living-room running the entire width of the
house. Introducing himself and explaining he would question
everyone later, he asked to be left alone.
In the far corner of the room he found a man lying on the floor, his
throat cut. As he bent over, his attention was attracted to a dime
lying about five feet from the head of the dead man. He picked it up,
regarded it curiously, and, with a thoughtful look, put it in his
pocket.
The Professor began his questioning with the butler.
‘You found the dead man?’

76
77
‘Yes, sir, I was returning from posting a letter about thirty minutes
ago and, just as I was coming up the path of the front door, I heard
a scream, dashed in, and found Mr. White here gasping his last
breath.’
‘Lose a dime?’ inquired Fordney mildly.
‘Why, I don’t think so, sir,’ replied the butler nervously.
‘I heard the scream from upstairs,’ volunteered Cannon, owner of
the house, ‘and ran in here right behind Wilkins.’
‘Did either of you leave this room before I arrived?’
‘No,’ replied Cannon; ‘we stayed here until you came.’
‘Did you, Mr. Cannon, lose a dime? No? Well,’ remarked Fordney, ‘it
looks like collusion to me and I can tell you Inspector Kelley won’t
swallow this story.’
What was wrong with the story?
39
Fishermen’s Luck
‘Having these stones in my possession, Professor Fordney, isn’t proof
that I had any part in the Morris robbery.’
‘I know all about your story, Holmes. Found the jewels yesterday at
three o’clock in the lake, tied up in a chamois bag, didn’t you? But
what were you doing out in an open boat in the cloudburst that
lasted all yesterday afternoon?’

78
79
‘It was because of that cloudburst that I sallied forth,’ explained
Holmes confidently. ‘Perfect fishing weather, so I jumped into my
boat and went across the lake for some minnows. I had rowed back
to within a few yards of shore when I just happened to notice the
bag lying on the bottom of the lake, so I landed, tipped my boat
over to keep the rain out, and waded in. Curious, you know. The
water at that point was over my waist and cold, but when I opened
the bag—my courage and curiosity were rewarded.’
‘On which side of the dock did you find it?’ asked Fordney.
Holmes pointed to a spot on the sandy bottom at the left.
‘Think I’ll talk with the minnow man,’ declared the Professor as he
got into Holmes’s boat. He rowed furiously for about fifty yards,
suddenly dropped the oars and, after glancing from the crystal-clear
water to the bottom of the boat, emitted a victorious chuckle.
‘Stupid of me not to have thought of that before,’ he mused.
‘Wonder if Holmes is a better fisherman than he is a liar?’
Clever fellow, Holmes. Did his story fool you?
40
The Unlucky Elephant
‘Dead! Bullet-hole in right temple,’ said Sergeant Reynolds, as he
knelt by a man lying face down, a revolver clutched in his right
hand.

80
81
‘All right,’ replied Inspector Kelley. ‘Let’s have a look round. Dressed
for the street, eh?’ While speaking, Kelley picked up from the floor
several fragments of glass and a right-hand glove, turned inside-out.
‘Look at this glove, Reynolds. What do you make of it? And I wonder
if that soiled handkerchief on the table belongs to him?’
‘Gee, Chief,’ said Reynolds, as he turned the body over and
unbuttoned the topcoat, ‘this is young Holman, the millionaire.’
The body was immaculately clothed in the finest custom tailoring.
‘Broke his watch, too. Stopped at eight-ten,’ continued the Sergeant,
as he removed the timepiece from the vest pocket. ‘Let’s see if those
pieces you’ve got are part of the crystal. Yep! And look at this jade
elephant at the end of the chain.
‘Bumped himself off, all right, Inspector, but I don’t get that
glove business, or that dirty handkerchief either.’
‘We’d better look round and find that other glove,’ said Kelley.
A thorough search failed to disclose it, and while the Inspector was
confident it was suicide, he decided to get Professor Fordney’s
opinion, because of the prominence of young Holman.
After explaining the situation to the Professor over the telephone, he
was puzzled at his reply:
‘I’ll be right around, Inspector. From what you’ve told me, it looks
like murder.’
What justified the Professor’s belief that it was probably murder?

82
41
The Professor Listens
‘Why the rush to get back to New York?’ inquired Fordney, a few
minutes after Delavin stepped from the plane. ‘Thought you
intended spending the summer in Cuba.’
‘Well, if you must know, my bank failed, and I came back to
straighten out my affairs.’
‘That’s too bad, Delavin. How did you hear about it?’
He handed Fordney a clipping from the Jacksonville Herald:
New York, July 5. (AP)—Foundation Bank & Trust Co., one
of New York’s oldest banking establishments, closed its
doors today...
‘Sure you didn’t come back to help your pal Ryan?’ asked the
Professor. ‘He’s been in jail for two days. Ever since the Fourth-of-
July bombing. Had a letter on him signed by you asking him to get in
touch with a C. J. Wallace.
‘We traced Wallace and discovered he is with an ammunition
company. When the District Attorney heard you were on your
way here, he asked me to meet you. He thinks you know something
about the bombing.’
‘In jail, huh? I didn’t know there had been a bombing. Wallace is a
cousin of mine.’
‘Where did you catch your plane?’

83
‘Why—er—Jacksonville, Florida. You see, I was staying at a rather
remote place and no planes serve that part of Cuba. Really had no
thought of leaving until I read of the bank failure.’
‘Well, you had better think of a more convincing alibi, before the
District Attorney questions you.’
‘Oh, I suppose somebody wired him that “Spider” McCoy met the
plane when we landed in Norfolk. He’s got nothing on me!’
exclaimed Delavin.
What do you think of Delavin’s actions? Suspicious? Why?
42
Ten-Fifteen
Professor Fordney glanced at his desk clock as he picked up the
receiver—ten-fifteen.
‘Hello!’ came the agitated voice at the other end. ‘This is Waters.
Could you come over right away? Something’s just happened that I’d
like to discuss with you. I’d appreciate it.’
‘Well,’ returned the Professor, again glancing dubiously at the clock,
‘if it’s important, I’ll be round. Good-bye.’
Twenty minutes later, he was met at the door by Waters’s secretary
who was almost incoherent in his excitement.
‘He’s dead, Professor. Dead—there in the library!’

84
85
Fordney hurried to the room and found Waters slumped over his
desk with his throat cut.
‘Well, tell me what happened,’ he said to the secretary, as he noted
the position of the body, the open window, and the cigar-ash on the
rug about six feet from Waters’s chair.
‘I came in about an hour ago, Professor, and went right upstairs to
do some work. Twenty-five minutes ago I came down and
heard him talking to you as I passed the library on my way to
the pantry for a sandwich. I was there about twenty minutes, I
imagine, and, as I came back through the hall, I happened to look in
here, and there he was. I can’t imagine who did it or how it
happened,’ he concluded.
‘Have a cigar,’ offered Fordney.
‘Thanks, I will, Professor. It’ll kind of steady the nerves.’
‘And now,’ said Fordney, ‘suppose you tell me the real truth of this
affair.’
Why did he doubt Waters?
43
Rapid Transit
‘I was beatin’ along the Boston Post Road, about fifty miles an hour,
when I looks around and sees this bird standing on the tail-gate
fumbling with the lock on the doors. I stopped as fast as I could,
jumped out, and ran round to the back. This mug had hopped off

86
with an armful of furs and climbed into a car that was following. His
partner even took a shot at me,’ said Sullivan, whom Professor
Fordney was questioning.
‘He must have been a very good judge. He took only the best you
carried,’ commented Fordney.
‘Yeah. Guess he was. Fur-stealin’ is a big racket these days.’
‘Why didn’t you report it at the next town instead of waiting until
you got back to the office?’
‘Well, I thought the boss wouldn’t want it to get out that the furs of
his wealthy customers had been pinched. He’s awful particular about
us usin’ our heads.’
‘Where was your helper?’
‘Just after I started out, he said he was feelin’ sick, so I told
him to go on home.’
‘Fifty miles an hour is excessive speed for that truck, isn’t it?’ asked
Fordney, examining the all-steel doors of the massive, dust-proof
moving-van.
‘She’s big, but she’ll do even better than that!’
‘Always wear those gloves when you’re working?’
‘Always,’ laughed the driver. ‘Have to keep me hands dainty, you
know.’
‘I thought so,’ retorted Fordney, continuing his close examination of
the doors.
‘Come on, Sullivan, take me for a ride in that truck. I know you’re
lying.’

87
88
How did the Professor know?
44
The Professor is Disappointed
‘What’ll I do, Professor,’ implored Vi Cargo, as Fordney examined the
ground beneath her bedroom window.
Seven A.M. A fine time to start looking for a thief! Why couldn’t
women be more careful of their jewelry!
‘I was restless all night,’ said Vi, as Fordney knelt beside a deep
impression of a man’s right shoe.
‘By Jove, I thought we’d found one of your stones,’ he said, pointing
to a leaf in the footprint. ‘Look at the sunlight glistening on those
raindrops!’
‘It was the shower that awakened me around six,’ chattered Vi. ‘It
only lasted about fifteen minutes. I dozed off again and awakened
with a start just as a man jumped to the ground, from my bedroom
window.’
‘Was that just before you came for me?’
‘Yes.’
‘Are are you alone, Vi?’
‘Yes. The servants are in the country.’
‘Then why did you have all your jewels in the house?’

89
‘I had worn them to Mrs. De Forest’s party.’
‘Do you know anyone who smokes this brand?’ asked Fordney,
picking up from the ground an unsmoked cigarette of English
manufacture.
‘Yes. Mr. Nelson, who brought me home last night. However, I threw
that one there.’
‘The thief chiseled open this window directly under your bedroom.’
‘I wondered how he got in! The doors were all locked.’
‘Come, my dear! Don’t you think you’ve treated the old Professor
rather shabbily? You women! I know your jewels are heavily insured
and I also know of your bridge debts. Who helped you fake this
robbery? Nelson?’
Where is the clue?
45
A Dramatic Triumph
A clock softly chimed eight-forty-five as Professor Fordney and
Halloway, dramatic critic of the Times, finished their after-dinner
coffee. They strolled leisurely to the corner and reached the Belmont
just in time for the curtain.
As the first act ended, Fordney remarked enthusiastically: ‘Halloway,
it’s magnificent! Boswell is certainly our finest dramatic actor. How
he held that audience, for forty-five minutes, from the moment the
curtain arose! That’s genius!’

90
91
The final curtain found him even more enthusiastic in his praise of
Boswell’s acting.
Learning next morning of the actor’s murder, he became personally
interested.
Sibyl Mortimer had been questioned by the police and quickly
dismissed. Her alibi appeared sound. She had an engagement with
Boswell last evening, but said he telephoned her shortly after nine
breaking it, so the police concerned themselves with his reason for
doing so.
A taxi-driver, who drove Boswell and another man from the
theater, dropped them at Fifth Avenue and Sixty-Fifth Street at
midnight. His description of the man checked with that of Jenks,
Boswell’s manager, who was missing. It was learned that his reason
for breaking the engagement with Sibyl was to discuss a new
contract with Jenks, about which there had been considerable
disagreement.
A charred piece of the contract was found in the actor’s fireplace, in
front of which he lay. Jenks’s cane and a vanity-case monogrammed
‘S. M.’ were also found in the room.
Acquainted with the facts by Sergeant Reynolds, Fordney replied,
‘I’m afraid you’ve overlooked a valuable clue.’
What was it?
46
Murder at the Lake

92
‘Here’s all we’ve been able to learn, Professor. I wish you’d see what
you can make of it,’ said Sheriff Darrow.
‘Garden’s cottage fronts the lake at a point about halfway between
the head and foot of its mile length.
‘A strong east wind off the lake that morning caused him and his two
guests to abandon their proposed fishing trip. Garden remained
behind while Rice and Johnson set off hiking in opposite directions.
‘Rice said that fifteen minutes later, as he was retrieving his hat
which had blown into the lake, he heard a shot and hurried to the
cottage. There he found Johnson with blood on his hands bending
over Garden, who had been shot through the heart.
‘Johnson said he had gone only about two hundred yards when he
heard the shot and rushed back. He claims he got the blood on his
hands when ascertaining if Garden were alive. He also admits
moving some furniture, although cautioned against it by Rice.
‘Fortunately for Rice, we found his hat still wet, but discovered
he had changed his shirt before the arrival of the police. He
had also gone through Garden’s desk, but said he removed nothing.
‘Both men entered through the back door, though the front entrance
was more convenient.
‘We haven’t found a gun or any other weapon and we haven’t been
able to establish a motive yet,’ concluded Darrow. ‘What do you
make of it?’
‘It’s a bit muddled, Sheriff,’ replied Fordney, ‘but I would question
________ further.’
Of whom was he definitely suspicious—and why?

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