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Copyright © 2017, 2014, 2011 Pearson Education, Inc. All rights reserved.
137
Chapter 6
COGNITIVE GROWTH:
INFORMATION
PROCESSING
APPROACHES
CONTENTS
Chapter-at-a-Glance 138
Learning Objectives 139
Chapter Outline 140
Lecture Launchers 145
Student Activities 146
Supplemental Reading 147
Multimedia Ideas 148
Handouts 149

138
CHAPTER-AT-A-GLANCE
Chapter Outline Instructor’s Resources Professor Notes
Module 6.1: The Basics of
Information Processing
Encoding, Storage, and Retrieval:
The Foundations of Information
Processing
Cognitive Architecture: The
Three-System Approach
Comparing Information
Processing Approaches to
Alternative Theories of Cognitive
Development
Learning Objectives 6.1, 6.2, 6.3
Lecture Launchers 6.1, 6.2
Module 6.2: Attention and
Memory
Attention
Memory and Its Duration
Memory Development and
Control
Lecture Launcher 6.3
Student Activity 6.1
MyDevelopmentalLab Video:
School and Education in Middle
Childhood Across Cultures
Module 6.3: Applying
Approaches
Children’s Eyewitness
Testimony: Memory on Trial
Contributions to the Classroom
Reconsidering the Information
Processing Perspective
< Return to Contents

139
LEARNING OBJECTIVES
LO 6.1: Describe how information is taken in, held, and used, according to information processing
theorists.
LO 6.2: Explain how the architecture of the human information processing system functions.
LO 6.3: Compare the information processing approaches to Piaget’s theory of cognitive development.
LO 6.4: Explain why attention is important for children’s cognitive development.
LO 6.5: Describe memory improvements during childhood and analyze how childhood memories change
over time.
LO 6.6: Analyze how memory changes as people age and describe strategies for developing and
improving memory.
LO 6.7: Describe applications of information processing approaches to the recall of events for legal
purposes.
LO 6.8: Apply insights from information processing theory to classroom instruction.
LO 6.9: Compare the strengths and weaknesses of the information processing approach and other
approaches to cognitive development.

140
CHAPTER OUTLINE
I. Module 6.1: The Basics of Information Processing
Lecture Launchers 6.1, 6.2
A. Encoding, Storage, and Retrieval: The Foundations of Information Processing
1. INFORMATION PROCESSING is the process by which information is encoded,
stored, and retrieved.
a. Encoding is the process by which information is initially recorded in a form
usable to memory.
b. Storage refers to the maintenance of material saved in memory.
c. Retrieval is the process by which material in memory storage is located,
brought into awareness, and used.
2. Automatization is the degree to which an activity requires attention.
a. Processes that require little attention are automatic.
b. Processes that require large amounts of attention are controlled.
c. Automatization processes help children in their initial encounters with the
world by “automatically” priming them to process information in particular
ways.
d. Children learn how different stimuli are found together simultaneously. This
permits the development of concepts, categorizations of objects, events, or
people that share common properties.
e. Automatization permits more efficient processing to enable concentration.
f. Sometimes automatization prevents more focused, intentional, nonautomatic
responses.
B. Cognitive Architecture: The Three-System Approach
1. Information moves through the cognitive architecture: the basic, enduring structures
and features of information processing that are constant over the course of
development.
a. Atkinson and Shiffrin posit processes for encoding, storage, and retention
that are not located in physical locations in the brain but are more abstract
functions performed by the brain.
2. The SENSORY STORE is the initial, momentary storage of information, lasting
only an instant.
a. If information is not attended to and sent on for further processing, it is lost
forever.
b. highly accurate and detailed information
3. SHORT-TERM MEMORY is the short-duration, limited-capacity memory
component in which selected input from the memory store is worked on.
a. thoughtful, deliberate processing of meaning
b. lasts for 15 to 20 seconds
c. limited capacity, increases with age
d. Adults can hold up to 7 items or “chunks” of items at a time.
e. Children aged 2 or 3 can hold 2 items.
f. At age 7, children can recall up to 5 items.
g. Capacity or memory span increases due to better rehearsal strategies and
increased speed.
4. WORKING MEMORY is a set of active, temporary memory stores that actively
manipulate and rehearse information.

141
a. Memory is determined by a central executive that coordinates processing,
directs attention, and selects strategies.
5. LONG-TERM MEMORY is the memory component in which information is stored
on a relatively permanent basis.
a. Processing includes filing and cataloguing information for retrieval.
b. nearly limitless in capacity
c. Retrieval problems and availability of retrieval cues—stimuli that permit
recall by guiding attention to a specific memory—restrict what is recalled.
d. Different types of long-term memory modules comprise this system.
(1) declarative memory
(2) procedural memories
C. Comparing Information Processing Approaches to Alternative Theories of Cognitive
Development
1. Piaget’s theory of cognitive development posits stages of development.
2. In contrast, information-processing theorists posit gradual, continuous improvements
in how children perceive, understand, and remember.
a. As children process information more efficiently, they become more
sophisticated in complex forms of thinking and problem-solving.
b. Quantitative changes constitute development, rather than the qualitative
changes posited by Piaget.
II. Module 6.2: Attention and Memory
Lecture Launcher 6.3
MyDevelopmentalLab Video: School and Education in Middle Childhood Across Cultures
A. ATTENTION is information processing involving the ability to strategically choose
between and sort out different stimuli in the environment.
1. Without attention, information is not noticed.
2. Children and adults do not differ in the way they initially encode information into the
sensory store.
3. Failure to remember is likely due to not being able to retrieve information from
memory.
4. Variation in attentional factors determines how effectively information is processed.
5. Control of Attention
a. Ability to tune into certain stimuli while tuning out others is an indication of
cognitive control of attention.
b. Ability to concentrate, as well as to ignore irrelevant stimuli, increases with
age.
6. PLANNING is the ability to allocate attentional resources on the basis of goals that
one wishes to achieve.
a. Young children exhibit some level of “planfulness.”
b. Gradual development from childhood leads adolescents to become highly
proficient.
c. Children have difficulty in effective planning due to:
(1) difficulty choosing what to do and what not to do to achieve their
goals
(2) Over-optimism about their ability to reach their goals leaves them
unmotivated to plan.
(3) lacking skills to coordinate and cooperate with others
(4) limits in dividing attention

142
d. Combined with increases in brain maturation and educational demands,
planning and attention greatly improve over time.
B. Memory and Its Duration
1. The ability to recognize previously encountered objects and events implies some
memory.
2. Infants’ memories improve with age.
3. Research suggests that memory during infancy is processed in ways similar to
processing during adulthood, but that recall may depend upon different structures of
the brain.
4. Duration of Memories
a. Research supports the notion of INFANTILE AMNESIA, the lack of
memory for experiences that occurred prior to 3 years of age.
(1) Although memories are stored from early infancy, they cannot be
easily retrieved.
(2) Early memories are susceptible to interference from later events.
(3) Memories are sensitive to environmental context.
b. AUTOBIOGRAPHICAL MEMORY, memory of particular events from
one’s own life, is not very accurate until after age 3.
(1) Preschoolers’ autobiographical memories fade, they may not be
accurate (depending on when they are assessed), and they are
susceptible to suggestions.
(2) Adults, too, show errors in autobiographical memories.
C. Memory Development and Control
1. Memory Control Strategies
a. With age, people use more control strategies: conscious, intentionally used
tactics to improve cognitive processing.
b. Children also learn ways to organize information into coherent patterns.
c. They also begin to use strategies that are explicitly taught by others, such as
the keyword strategy.
d. As they get older, children increasingly organize their memories of familiar
events in terms of SCRIPTS, general representations in memory of a
sequence or series of events and the order in which they occur.
e. With age, scripts become more elaborate.
2. The Growth of Metamemory and Content Knowledge
a. METAMEMORY: an understanding and knowledge about the processes
that underlie memory; emerges and improves during middle childhood.
b. With metamemory, children realize their memory limitations and how to
overcome them by spending more time examining and studying material.
c. Teaching metamemory skills to children helps them understand material
better.
d. Increasing knowledge in all domains leads to increases in how much they can
recall as well as what they remember.
e. As more knowledge in a given topic is stored in memory, it is easier to learn
new, related material. Older children therefore are better able to recall
information than younger children.
3. Perspectives on Memory Development
a. Memory improves through childhood and adolescence.
b. This is due to:
(1) increased amount of information remembered in working memory
as information processing becomes more efficient
(2) Control strategies improve as people get older.

143
(3) metamemory understanding and knowledge about how memory
works
(4) Increased knowledge permits older children to learn new, related
material more efficiently.
(5) The more children know about a topic, the better they remember it,
and the faster they learn new material that relates to it.
(6) These changes take on different levels of importance across
different periods of childhood.
4. Memory in Adulthood: You Must Remember This
a. For most people, memory peaks in early adulthood.
b. Long-term memory declines with age as people register and store
information less efficiently.
c. People are also less efficient in retrieving stored information as they age.
d. These declines typically present as minimal memory loss.
e. Most people are absentminded throughout life, but with cultural stereotypes,
adults attribute this absentmindedness to aging.
f. Adults can compensate for declines in memory.
III. Module 6.3: Applying Information-Processing Approaches
A. Children’s Eyewitness Testimony: Memory on Trial
1. Preschoolers have difficulty describing certain information and oversimplify
recollections that may have implications for eyewitness testimony.
2. Young children are susceptible to suggestions from adults, and sometimes what they
appear to recall is not accurate.
3. Repeated and leading questioning by adults may lead to inaccurate memory reports
by children.
4. Questioning children right after the event and outside the courtroom may produce
more accurate recollections.
5. Adults’ memories are also prone to significant error, even when they are confident in
their accuracy.
B. Information Processing: Contributions to the Classroom
1. Proponents of code-based approaches to reading believe that reading should be taught
by presenting the basic skills that underlie reading.
a. They emphasize processing the individual parts of reading (sounds, letters)
and combining them into words and meanings.
2. In contrast, whole-language approaches value the construction of meaning of words
as they are placed in context through trial and error.
3. Data suggests that code-based approaches are superior to whole-language
approaches.
4. Teaching Critical Thinking
a. Critical thinking is thinking that makes use of cognitive skills and strategies
that increase the likelihood of solving problems, forming inferences, and
making decisions appropriately and successfully.
b. The critical thinker considers information, weighs alternatives, comes to a
reasoned decision.
c. U.S. children typically do not demonstrate high levels of critical thinking
skills in comparison to age-mates from other cultures.
d. Four components of critical thinking are:

144
(1) Identify and challenge assumptions underlying a statement or
contention.
(2) Check for factual accuracy and logical consistency among
statements.
(3) Take the context of a situation into account.
(4) Imagine and explore alternatives.
C. Reconsidering the Information-Processing Perspective
1. With age and practice, preschoolers can process information more efficiently and
with more sophistication.
2. According to information-processing approaches, cognitive development consists of
gradual improvements in the ways people perceive, understand, and remember.
a. These changes are quantitative, not qualitative as Piaget argued.
(1) Preschoolers begin to process information with greater
sophistication.
(2) They have longer attention spans, attend to more than one
dimension of an object, and can better monitor that to which they
are attending.
3. Information processing provides a clear, logical, and full account of cognitive
development.
4. It is also testable and empirical in nature, and provides logical sets of concepts
focusing on processes that underlie children’s thinking.
5. Information-processing theorists also focus on aspects of development typically not
attended to by alternative theories.
a. role of memory, attention
b. more comprehensive accounting of cognitive skills
6. Criticisms focus upon several aspects of the approach to development.
a. lack of attention to motivations and goals that inform much of people’s
thinking (aspects of humans that set them apart from animals and cold
processing machines)
b. Information-processing developmentalists contend that their models are
precisely stated and testable, and that more research supports their theories
than any others.
c. Reliance on well-defined processes that can be tested is one of this
perspective’s most important features.
d. Information-processing theorists pay little attention to social and cultural
factors.
e. Information-processing theorists pay so much attention to the detailed,
individual sequence of processes that they never paint a comprehensive
picture of cognitive development.

145
LECTURE LAUNCHERS
Lecture Launcher 6.1: How Kids Learn
Some of your students may be parents of preschoolers or entering the field of education. Recent
arguments suggest that children between the ages of 5 and 8 learn differently than older children. Young
children learn best through active, hands-on teaching methods like games or dramatic play, not from
hours of workbooks and homework. Raise this issue with your students and ask for their opinions, as well
as their own experiences when they were young.
Lecture Launcher 6.2: Attention-Deficit Hyperactivity Disorder (ADHD)
Students are fascinated by the concept of attention-deficit hyperactivity disorder because they all seem to
be aware of someone who has been diagnosed with it. Your lecture should concentrate on three areas: (a)
the current DSM-5 diagnostic criteria for ADHD (see Handout 9-1); (b) the effects on school
performance and social interactions; and (c) the treatment of the disorder, which often includes stimulants
such as Ritalin and Dexadrin and cognitive behavior training.
Lecture Launcher 6.3: A Picture Is Worth a Thousand Words
Young children sometimes have difficulty recalling information. One study suggests that drawing can
enhance children’s memories for events.
Sarnia Butler, of the University of Otago in Dunedin, New Zealand, led a study involving 5- and 6-year-
olds who took a field trip to a fire station. While there, the children clambered on the fire engines,
watched drills performed by the firefighters, tried on the firefighting gear, and even watched as one of
their chaperones slid down the firepole, much to the displeasure of the tour leader, who reprimanded her.
(This event, and several others, were prearranged ahead of time.) Both one day and one month later, the
children were asked about their outing. Those children who were asked to draw and describe the events of
that day—how they got there, what they saw, the events that transpired—accurately reported much more
information than those children who were simply asked to tell what happened. This effect was not
observed among 3- to 4-year-olds, although among both groups drawing did not appear to increase errors
in recall.
This research indicates that memory for pleasant events may be increased by coupling words and pictures.
It remains to be seen whether the same effect would hold for negative events. If so, this technique may
hold promise for boosting children’s recall of abuse, incest, or other traumatic events.
Butler, S., Gross, J., & Hayne, H. (1995). The effect of drawing on memory performance in young children. Developmental
Psychology, 31(4), 597–608.
Staff (1995). Kids draw on their memories. Science News, 148, 111.

146
STUDENT ACTIVITIES
Student Activity 6.1: Let’s Share, Show, or Recall
Select a class meeting when you’ll be discussing memory, and ask students to bring a photo of themselves
as a preschooler, preferably engaged in some activity or attending some event. If students are unable to
locate an early photo, ask them to make a note about their very earliest memory. At the beginning of class
you might divide the students into groups and have them share as much as they can remember about what
was going on when their photo was taken. Can they remember the place, who took the photo, how old
they were, the time of year, anything special about the clothes they were wearing or any props in the
photo? Similarly, have students describe their earliest memory. Encourage students to interpret their
memories in light of knowledge about young children’s cognitive development.
Invite the class into a discussion about memory capabilities of preschoolers, especially autobiographical
memory. Note that memories are not very accurate until after age 3, and that they are susceptible to
suggestion. Also discuss the fact that preschoolers have difficulty describing certain information and tend
to oversimplify recollections. You might also discuss whether preschoolers can learn to remember. What
strategies might parents or preschool teachers employ to facilitate children’s memory? Ask the students to
share whether they felt their memories of those earlier times had been influenced in some way. Ask them
if they have learned to improve their ability to remember information. You might engage in a more in-
depth discussion of information processing theory (e.g., sensory memory, short-term memory, long-term
memory) as well as metacognitive strategies (e.g., rehearsal, mnemonic devices).
Student Activity 6.2: Reflective Journal
Use Handout 5-3 to help your students reflect on their own intellectual growth during infancy.

147
SUPPLEMENTAL READING
Baillargeon, R. (October, 1994). How do infants learn about the physical world? Current Directions
in Psychological Science. pp. 133–140.
Emmons, H., & Alter, D. (2015). Staying sharp: 9 keys for a youthful brain through modern science
and ageless wisdom. New York: Touchstone Books.
Schaie, K. W. (1994). The course of adult intellectual development. American Psychologist, 49(4),
304–313.
Schaie followed 5,000 adults for over 35 years in the Seattle Longitudinal Study to assess whether
intelligence changes over adulthood. He and his wife also tested various intervention strategies that
worked to offset the loss of fluid intelligence.
Siegler, R. S. (2004). Children’s thinking (4th
ed.). Englewood Cliffs, NJ: Prentice Hall.
Zigler, E., & Styfco, S. (2010). The hidden history of Head Start. New York: Oxford University
Press.

148
MULTIMEDIA IDEAS
MyDevelopmentLab Video Series
The MyDevelopmentLab Video Series engages students and brings to life a wide range of topics
spanning prenatal development through the end of the lifespan. New international videos shot on location
allow students to observe similarities and differences in human development across various cultures.
Video: School and Education in Middle Childhood Across Cultures
Discussion Questions
1. What common educational threads do you see among the individuals in this video?
2. If you did not know the teacher in this video was from Africa, would you think (based on her
responses) that she could have been discussing teaching in the U.S.?

149
Handout 6-1
Diagnostic Criteria for Attention-Deficit Hyperactivity Disorder (ADHD)
Inattention: Six or more symptoms of inattention for children up to age 16, or five or more for
adolescents 17 and older and adults; symptoms of inattention have been present for at least 6
months, and they are inappropriate for developmental level:
• Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or
with other activities.
• Often has trouble holding attention on tasks or play activities.
• Often does not seem to listen when spoken to directly.
• Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the
workplace (e.g., loses focus, side-tracked).
• Often has trouble organizing tasks and activities.
• Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time
(such as schoolwork or homework).
• Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools,
wallets, keys, paperwork, eyeglasses, mobile telephones).
• Is often easily distracted.
• Is often forgetful in daily activities.
Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up
to age 16, or five or more for adolescents 17 and older and adults; symptoms of hyperactivity-
impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate
for the person’s developmental level:
• Often fidgets with or taps hands or feet, or squirms in seat.
• Often leaves seat in situations when remaining seated is expected.
• Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be
limited to feeling restless).
• Often unable to play or take part in leisure activities quietly.
• Is often “on the go,” acting as if “driven by a motor.”
• Often talks excessively.
• Often blurts out an answer before a question has been completed.
• Often has trouble waiting his or her turn.
• Often interrupts or intrudes on others (e.g., butts into conversations or games).
In addition, the following conditions must be met:
• Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.
• Several symptoms are present in two or more settings (e.g., at home, school or work; with friends
or relatives; in other activities).
• There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school,
or work functioning.
• The symptoms do not happen only during the course of schizophrenia or another psychotic
disorder. The symptoms are not better explained by another mental disorder (e.g. Mood
Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).

150
Handout 6-2
Reflective Journal Exercise
If possible, ask your parents to help you write about your cognitive development during the first two
years of life. (If your parents are not available, you can write about your own children or interview a
parent of an infant.) You can use the following questions to help you reflect.
What were your first words?
What is your earliest memory? How old were you?
Was there a game you particularly liked to play, such as peek-a-boo or patty cake?
What were your favorite books?
How did your parents try to stimulate your intellectual growth?
Was your intelligence ever tested?
Was more than one language spoken at home? If so, which did you prefer to use?

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“I’m agreed, boss, kase, you see, it’s no use talking about us
rooting out that nest of hornets unless we jine forces,” Red Dick
answered.
“Very well, Red Dick,” said the chief. “Now, my plan is that you
take the greater part of your redskins up the river above the camp,
and, taking to the water, swim down and attack them from that
quarter, while I keep up a constant fire upon them in our front.
“When you have landed and given the signal, I will charge with
my men, aided by those you leave with me.”
“It’s a good plan, Ricardo, and we’ll set out at once,” replied Red
Dick, and accompanied by the greater number of his savage men,
the desperado strode away, leaving a small guard over his horses.
As cunning as Red Dick was, and as wicked, he was no match for
Ricardo, for he had not anticipated that the chief would betray him.
But hardly had the renegade and his red allies been gone fifteen
minutes, when the remaining Indians were quietly surrounded by
the Branded Brotherhood, and, wholly unsuspecting treachery, were
suddenly terrified by being unexpectedly set upon by those whom
they believed their friends.
Without warning, the Brotherhood instantly rushed upon the
Indian warriors, and before the slightest resistance could be offered,
a score of them lay dead upon the prairie.
And still the work of slaughter went on, until the few remaining
savages crouched together in dismay, not knowing which way to
turn; for, although it was the Indian method to surprise and
massacre defenseless victims, they had never before had the tables
turned upon them.
“Kill every cursed red heathen; leave not one to escape and warn
his companions,” cried Ricardo.
In vain did the terrified wretches attempt to break through the
human barrier that surrounded them, but everywhere they were met
by steel and bullet.

At length the slaughter ended. Then, with a grim and cruel smile,
Ricardo turned to Red Roark and said:
“Roark, yonder comes the girl and her father and the led horses. I
wish you to collect these Indian ponies, and with a guard of ten
men, move down the river to the next motte and wait there until you
hear from me.”
“That will leave you only forty men, chief, with which to tackle the
camp and the Injins, too,” Roark responded.
“True, but I intend Red Dick and his crew shall play Kilkenny cats
with the settlers. When they have about used each other up, I will
be on hand to reap the spoils. Now, be off at once; and mind you,
Roark, treat that girl with every respect.”
“I hear you, chief.”
“And see that you heed; now I will move to the river bank, and aid
the settlers in driving off Red Dick and his devils.”
“You wouldn’t fire upon the redskins, chief?”
“Certainly; each one I slay is one out of my way to eventual
success.”
So saying, Ricardo called to his band to follow him, mounted his
horse, and rode slowly in the direction of the camp.
Approaching within a hundred yards, under cover of a few
straggling trees, he sent Long Dave and his Indian scout on abreast,
to creep up the river bank, and give warning when Red Dick and his
followers should attempt a landing.
He had not long to wait before the two scouts returned and
reported the river black with the heads of the attacking party.
Then, lest the settlers should really be surprised, and the Indians
take the camp without his aid, Ricardo gave a low order, and under
cover of the bank, the Brotherhood approached until they could
indistinctly see the dark mass upon the water, which they knew to
be the swimming warriors.

In the encampment all was quiet as the grave, and every glimmer
of light had disappeared; but, whether it was from negligence in
keeping guard, or from watchfulness, none knew.
However, the chief felt that he had to be wary, for Captain la Clyde
was known to be an expert and daring fighter, and might be setting
some trap in which to catch his enemies.
Slowly and steadily the moving mass of heads swerved shoreward,
the waters undisturbed by a single ripple, so quietly did the Indians
swim, and at last several tall forms reached the shore and stood
upright.
Others followed, and the braves were preparing for the deadly
rush, their hearts beating with joy at the hope of success.
“Aim true, men; let every shot tell. Fire!”
In answer to the low, stern order of the bandit chief, a terrible
volley rang forth from the river bank, and a withering hail of lead
was poured upon the human mass, who seemed to sink beneath the
deadly assault.
Then rang the stentorian voice of Red Dick.
“At them, you red devils! Cut them into pieces.”
Rallying around their brave but wicked chief, the Dog Soldier
Sioux, in spite of their deadly greeting, and fully relying upon the
support of the Branded Brotherhood, rushed up the embankment, to
be again driven back by the terrible fire poured upon them by the
settlers.
Coolly, and with a cruel smile upon his lips, and deadly hatred in
the glitter of his eyes, Ricardo stood with folded arms, gazing upon
the combat, unmoved by the scene of bloodshed his double
treachery was causing.
“Ha, ha, ha!” he laughed. “Did Red Dick think I, Ricardo, chief of
the Branded Brotherhood, would share a prize with him and his red
hounds? Little does he know me!”

For some moments the fight continued; the redskins, encouraged
by Red Dick and his conspicuous courage, fighting as seldom men
fight in a bad cause. Then even Indian human nature could stand no
more, for half of their number had fallen.
Yet no cheering cry came from the other side of the camp to show
that Ricardo had attacked, as he had promised.
Suddenly a warrior glided to the side of Red Dick, and said a few
words in a hasty and excited tone, and the renegade’s voice rang out
loud and clear:
“Back, warriors! to the water all of you, for the Branded
Brotherhood have betrayed us, and are laughing at us now.”
Red Dick spoke in the Sioux tongue, and well did his dusky braves
understand him. Seized with a panic of fear, they rushed headlong
into the water, uttering yells of terror. Then again was heard the
ringing order from Ricardo’s trumpetlike voice:
“Fire upon them, men! Kill every red hound.”
Again the rifles of the Brotherhood flashed forth in livid flame, and
between two fires the Sioux warriors melted away, and the river was
stained dark with their blood.
Only a few succeeded in reaching the other shore, and most of
that number were bleeding from wounds received. Among those few
was Red Dick.
The rising moon showed upon his face a look of fiendish hatred
and a thirst for revenge, a revenge which he intended to devote his
life to accomplish, for at last he fully understood the deep treachery
of his evil ally.
“Come, braves; we are outcasts now, and must go back to our
village; but the day of retribution shall come for Ricardo and his
band of robbers. They have slain our young men, robbed us of the
spoils of battle, betrayed us to ruin and death, and brought wailing
and sorrow into our wigwams. Come, warriors of the Sioux nation;
we will go to our village.”

No word in reply was uttered, but silently, like grim specters, the
remnant of Red Dick’s band of Dog Soldiers stole away across the
moonlit prairie.

CHAPTER XLVII.
I N T H E C A M P.
Let us go back a little to see how the settlers had fared.
When night had settled down upon the emigrant encampment,
there were a number of gloomy faces around the impromptu
fortifications, and many, both men and women, were sorry that they
had ever left their old homes in the Eastern country to seek new
ones on the frontier.
Yet, though gloomy, and dreading evil, they were none the less
determined to defend their lives and families unto the bitter end,
and Major Conrad was glad to see that he could depend upon his
command as brave men.
At length the Indians began the attack; and, warming to their
work, the emigrants grew less and less despondent, especially after
they had several times driven back their red foes with considerable
loss, and with no serious result to themselves.
By and by one of the teamsters, who had once been an old hunter
and trapper, crept out of the camp to reconnoiter, and returned with
the evil tidings that the Indians had been reënforced by a large band
that had just come up.
Then followed a long season of quiet, and the emigrants felt
assured that their enemies were plotting some scheme of devilment
against them.
Then, how they longed for the return of Buffalo Bill. Suddenly
there was a scene of commotion in the enemy’s lines, and rapid
firing followed.
The emigrants believed that at last Buffalo Bill had returned and
was attacking Red Dick and his villainous crew with the band of

Pawnee braves for whom he had gone in search.
But they almost instantly knew that loud and ringing hello was not
from Indian throats, but that it was the hearty cheer of trained
soldiers; and the next moment a dark and rapidly moving mass was
seen approaching, and the stern order was heard:
“We are friends; open the barrier!”
“La Clyde! Hurrah, hurrah!” went up from the delighted emigrants.
Then into the encampment dashed a score of troopers, with
Captain Percy la Clyde at their head.
Warmly were the young officer and his men welcomed. Having
listened to the plan of defense adopted by Major Conrad, and
stationed his troopers at advantageous positions, the dragoon
commander said:
“It is a mere accident I reached you, for after my leaving your
train, day before yesterday, you changed your course to the
southward.”
“Yes; that traitor guide, Dick—or, rather, Red Dick, as he is known
in these parts——”
“What! Was your guide the notorious Red Dick? Now I know why
he always seemed to avoid me,” said Captain la Clyde, with surprise.
“Yes, he was Red Dick, the renegade leader of the Dog Soldier
Sioux, I believe.”
“Yes, they made him chief of their tribe, major; but what an
escape you had, for in changing your course he was doubtless
leading you into his hornets’ nest.”
“It is just what he was doing, and would have succeeded, had not
my daughter and Howard Lawrence been captured by a band of
regular Sioux warriors, and rescued by Buffalo Bill, who informed us
of the character of our guide.”

“Major Conrad, you surprise me; Miss Sibyl captured, and also
Howard Lawrence?”
“Yes, captain; they had ridden ahead to look up a camping
ground, and——”
“And were captured by Sioux Indians?”
“Yes; five warriors, and four of them Buffalo Bill killed in rescuing
Lawrence and Sibyl.”
“Strange, indeed; and it was the noted scout who told you of the
character of Red Dick?”
“Yes, he exposed him publicly; and they would have had a knife
encounter in camp, had not Sibyl interfered. Then the scout drove
the guide from the encampment, and an hour after Red Dick
returned at the head of his Dog Soldiers.”
“And what became of the scout, major?”
“He swam the river, and ran the gantlet of the Indian line most
gallantly, that he might seek some friendly Indians and bring them
to our aid.”
“He has certainly served you well. He is always doing noble work,
such as this! But how are the ladies, major?”
“Stout-hearted, as are the men; but come, we will go and see
them, captain.”
Leading the way, Major Conrad conducted the young officer
toward the large ravine running back from the river. There a motley
sight met their gaze, for the women and children were huddled
together in the bottom of the gulch, around several bright fires, and
farther down were closely packed the horses and cattle belonging to
the train.
“Why, they are all as snug as bugs in a rug, major,” laughed
Captain la Clyde; and, as the firelight fell full upon him, it displayed
his handsome, graceful form, a little under six feet in height, and
compactly built.

His face was exceedingly youthful, beardless, the features good,
the mouth and dark-blue eyes indicating courage and determination.
Clad in the uniform of a captain of cavalry, and with his brown
curling hair worn long, and a slouch hat shading his face, Captain
Percy la Clyde looked just what he was, a dashing, handsome,
daring soldier, generous to a fault, and ever true in both love and
hatred.
The only child of wealthy parents, he had preferred to lead a
military life to one of idleness and dissipation; and, after a successful
career at West Point, had been ordered to the frontier, where he
rapidly ascended the ladder of promotion on account of his courage
and skill as an officer.
Four days before the caravan reached their encampment on the
river, Captain la Clyde had joined them, by order of the commandant
at Fort Hays, to serve as an escort to the emigrants, and a guard
until they were securely settled in their frontier homes.
A most pleasant duty had the young officer found that he was
detailed upon, for he had fallen desperately in love with Sibyl
Conrad, and felt that she was the bright star that was to guard his
future destiny.
As he now entered the ravine, he was given a cordial welcome;
but a shade swept over his face, as he beheld Howard Lawrence by
the side of the girl he loved.
Percy la Clyde had watched with jealous eye the regard of his rival
for Sibyl. In spite of the many seeming noble qualities possessed by
Lawrence, and his almost universal popularity, La Clyde could not
like him, and felt for him a distrust he could not overcome.
But then, this might have been on account of jealousy, for
jealousy always exerts an evil influence upon the person of whom it
takes possession. Yet Sibyl greeted the officer now in a friendly way,
and so did Ruth Whitfield, who had always exhibited warm regard
for the young soldier.

After a few words of comfort and hope to those around him, Percy
la Clyde said:
“Well, ladies, we must now leave you, for every man must be at
his post.”
He looked toward Howard Lawrence as he spoke; but that young
man smiled sweetly, and replied:
“So I think, captain; and should the enemy seek to enter this
ravine, I will defend it with my life, for I am stationed here to watch
the river approach.”
“You cannot even see the water, sir, from your present position; so
I would advise that you do a sentinel’s duty, as long as you
represent one.”
So saying, Captain la Clyde turned away, while Howard Lawrence’s
face flushed with anger. Sibyl felt that a storm was brewing, and that
she was innocently the cause; but with a sigh, she consoled herself
with the thought that she could not love everybody that loved her.
Returning to the line of fortifications, Major Conrad and Captain la
Clyde were surprised and startled by the sound of conflict going on
in the enemy’s lines, and for which they could not account, unless
the scout had returned.
After a moment’s attention to the sound, the young officer
remarked:
“As I live, they are fighting among themselves—or pretending to,
to put us off our guard!”
Then all was silent once more.
Slowly the moments dragged away, until Major Conrad began to
nod with sleep. Then, feeling anxious about the river front, Percy la
Clyde cautiously crept there and reconnoitered.
At first he believed all quiet and safe, but his quick eye soon
caught sight of a dark mass upon the water. Closely he watched it,

and he saw it slowly moving down upon the point near which he
stood.
Bounding into the ravine, he startled Howard Lawrence, who still
remained by the side of Sibyl, with the words:
“Be good enough to request Major Conrad to send me thirty men
to this point; and ask him to create no alarm.”
Howard Lawrence was off at once to obey the order, although he
did not like the tone in which the order was given; still, he felt he
had been negligent of his duty, and wished to repair it all in his
power.
Before five minutes had passed, the men arrived, headed by Major
Conrad.
As they came up, Captain la Clyde remarked quietly:
“We are to be attacked by water, it seems; but we have greatly
the advantage; so I will only keep my troopers with me, major, and
you can return with the remainder of the men, as the attack will
doubtless be made at more than this point. And, major, as there is
no need of a sentinel here now, perhaps you can find some other
duty for Mr. Lawrence.”
Major Conrad and his men returned to their post, and Captain la
Clyde was about to give the order to fire, when all were startled by
the discharge of the weapons of the Branded Brotherhood, which
leveled so many of the Dog Soldiers to the ground.
“By Heaven, we have friends near, when we little dreamed of it!”
La Clyde exclaimed, when he heard the firing. “Ha, it must be the
scout, who has kept his word. Ready, men; fire!”
At the order of the young officer the troopers poured in a rapid
fire with their repeating rifles. Thus Red Dick and his men found
themselves under two fires, and in dismay they broke and rushed for
safety into the river, as soon as the Indian warrior arrived with the
news of the massacre of their companions.

Unable to account for the turn in their favor, or why, if friends had
come, they did not make themselves known, Captain la Clyde was
about to go outside the fortifications for the purpose of discovery,
when he observed a dark form crawling toward the water.
Springing down the embankment, he seized this man in his
powerful arms, and dragged him back. It was an Indian warrior, with
a broken leg and otherwise wounded.
Speaking the Sioux tongue fluently, the captain soon learned of
him that Ricardo and his Branded Brotherhood were surrounding his
encampment, and the treachery of the outlaw chief toward his red
allies was also revealed.
“Well, it is dog eat dog, that’s certain. Now that we have Ricardo
and his band to fight, we must indeed defend more than our lives.”
And Percy la Clyde’s brow grew dark with dread, for he knew the
desperate courage of the Branded Brotherhood, and the awful fate
that would fall upon Sibyl and the others, if taken.

CHAPTER XLVIII.
I N T H E N I C K O F T I M E .
Being now fully acquainted with the plan of Ricardo, Captain la
Clyde went rapidly around the line and quietly told the men whom
they were to fight as their foe, and begged them to steel their hearts
against any thought of mercy, and to never yield one inch of ground,
for the motto of the Branded Brotherhood was that men must die,
and beauty and booty be considered lawful prizes.
Hardly had the young officer made the circuit, when a dark mass
of moving horsemen was seen approaching, and a clear voice hailed.
“Well, what do you want?” answered Percy la Clyde.
“We have defeated your enemies, and would warn you that we are
friends, that you may not fire upon us,” replied the voice that hailed.
“We know no friends in the dark. If you are such as you represent,
camp on the river until daylight; if you are enemies, we are ready for
you,” coolly shouted back Captain la Clyde.
“Charge!” was then yelled in the commanding voice of Ricardo,
and like a fiery whirlwind his horsemen swept down upon the
devoted defenders of the train.
“Throw no shots away, men! Fire!” cried Percy la Clyde.
A line of flame flashed from the wagons, and several of the
Brotherhood and their horses went down. But, from some cause or
other, the aim of the emigrants had been untrue, and the outlaws
pressed fiercely on, filling the air with their discordant cries, every
man yelling in his native tongue, until it seemed as if the very fiends
from below had burst forth for a gala night.
“Men, be cool; there are devils upon you now, and your aim must
be true; you must kill, or all is lost,” rang out in the clear tones of

Captain la Clyde and Major Conrad.
Howard Lawrence, who had thrown off his air of indifference and
nobly come to the front, also encouraged the men by voice and
gesture.
Then rolled forth a ceaseless roar of firearms, the heavy rush of
iron hoofs was heard, and the confused shouts of many voices filled
the air, until it seemed the grove was filled with a band of devils
holding high carnival.
But, unchecked, and with desperate daring and determination, the
Brotherhood came on until they dashed their horses against the very
line of breastworks.
Then their weapons began to tell upon the emigrants, who broke
from the fierce fire and fell back, to the horror of Percy la Clyde, who
called forth, in trumpet voice:
“Troopers, rally around your commander! Steady, now, charge!”
Gallantly the soldiers rallied around their officer, and dashed
forward with him to recover the ground lost by the emigrants.
But already had Ricardo bounded on horseback over the barrier.
Followed by a dozen of his daring horsemen, he dashed upon the
dismounted troopers, who, in a vain attempt to check his mad
career, fell beneath the iron hoofs of the outlaws’ horses.
“My God, it cannot be that all is lost!” cried Percy la Clyde, in
dread.
Then, drawing his sword, he shouted:
“Troopers, come on! Men, they are but a handful of murdering
thieves; follow me, and drive them back!”
In vain were his gallant example and clear commands. In vain
sounded the orders of Major Conrad, who, in a frenzy, strove to stay
the torrent of defeat.

In vain was the conspicuous courage of Howard Lawrence.
Useless, too, was the discipline and bravery of the troopers; all was
useless, for from some unaccountable reason a panic had seized
upon the settlers, brave men though they were, and fighting for all
they held dear on earth.
They gave ground rapidly, until twoscore of the outlaws had
secured a footing within the inclosure, and by the light of the waning
moon, which made all around visible, Ricardo was forming his men
for a desperate and final charge.
Then his clear voice was again heard, giving his stern orders.
Before they could be obeyed, there was heard a wild and prolonged
war whoop that made the blood of all who heard it turn cold with
dread.
Then upon the moonlit scene dashed a single horseman, bounding
over the barrier and whirling suddenly into the very midst of the
band of outlaws.
“Buffalo Bill!” was shouted.
“The scout, and alone!”
Such were the cries that were heard, as with lightning rapidity the
daring horseman, with a revolver in each hand, made his shots ring
forth with telling effect.
“No, he isn’t alone!” cried a voice.
A rolling sound, like muffled thunder, was heard upon the prairie.
Again the wild war whoop of the scout broke forth and was
answered from twoscore of throats by three hearty cheers.
“The troopers, the troopers!” shouted the outlaws, and hastily
they turned to fly, Ricardo, with a bitter curse, first spurring toward
Buffalo Bill, who wheeled to meet him.
But, as if thinking better of his intention, the outlaw suddenly
checked his pace, and heading his splendid horse for the barrier,
took it with a flying leap, and disappeared in pursuit of his men.

Instantly Buffalo Bill followed him, and the two were soon lost to
sight upon the prairie in the opposite direction to that from which
the cavalry squadron was approaching. A moment more and the
cavalrymen dashed up, headed by Major Belden, one of the senior
officers of the fort.
“Major. I greet you; but though too late to join in the fun, you
have scared off the enemy!”
Percy la Clyde stepped forward and addressed Ernest Belden, a
soldierly looking man of forty, with a handsome, but dark, sinister
face.
“Who were your foes, La Clyde?” asked the officer.
“We have had two sets, major; first the Dog Soldier Sioux, under
that desperado, Red Dick, and then none other than Ricardo and his
desperate band.”
“A hard lot, indeed, and you have been most fortunate to escape
them, and I am glad to see that the scout told me no more than the
truth; but where has he gone?” The major turned to look for Buffalo
Bill.
“Gone like mad after the outlaw chief; but will we not give pursuit,
major?”
“No, Captain la Clyde, it would be useless. Besides, I am now
destined upon a raid upon the Sioux village to the northward; so will
leave you as soon as day breaks, which will be soon.”
When Captain la Clyde presented his superior to Major Conrad,
and also to the ladies, who approached at that moment, he could
but mark the start of surprised admiration that the major gave when
he beheld the beauty of Sibyl Conrad.
The melancholy duty of caring for the wounded and burying the
dead was begun. When the sun arose it lighted up a sad scene,
rendered more mournful by the sound of the living wailing for those
dear to them, who had fallen.

After a hasty breakfast, Major Belden and his troopers departed,
leaving Captain la Clyde, as before, to be the escort of the train.
Hardly had the forms of the squadron disappeared over a roll in the
prairie, when up dashed Buffalo Bill, his horse covered with foam
and showing every indication of a hard ride, as did also his rider, for
his face was pale and wore a look of fatigue.
Yet his voice was calm and pleasant, as he replied, in
acknowledgment to the cheers given him:
“I thank you, comrades; but I was almost too late, as I had far to
ride before I could find aid for you, as the Pawnees had left their
hunting grounds; fortunately I met Major Belden, and he was able to
help me, and come to your succor.”
Dismounting, Buffalo Bill devoted himself to the care of his horse,
and then, after partaking of a hearty breakfast, which Sibyl prepared
for him, he threw himself down to rest, and at once was lost in deep
and refreshing slumber, while Major Conrad and Captain la Clyde set
about their arrangements for continuing their way on the following
morning, for they were anxious to get settled on the spot that was
to be the new home of the emigrants.

CHAPTER XLIX.
A N U N E X P E C T E D D I S C O V E RY.
With the first glimmer of light in the eastern skies, the settlers
were astir, and the bugle call to the troopers pierced through the
motte.
Buffalo Bill and Midnight appeared to have fully recovered from
their hard work of the past few days.
Between Captain la Clyde and Buffalo Bill a warm friendship had
sprung up.
Sibyl exhibited a most kindly interest in the noted scout, whose
praise was on every tongue.
Howard Lawrence, being deeply in love with Sibyl, and noticing
that she most kindly regarded the man who had so bravely helped
the settlers, felt that he had a dangerous rival, and was determined
not to yield one atom of any claim he held upon the affection of
Sibyl Conrad.
Ruth Whitfield also exhibited a marked interest in the famous
scout, and seemed most anxious to be ever near him.
A shadow would cross her brow whenever Buffalo Bill would turn,
with one of his fascinating smiles, and address her lively cousin, for
Ruth had a fierce and jealous nature, and could look only unkindly
upon one who crossed her path in any manner.
Thus, unobserved by the scout, matters were taking a stormy turn
and threatening squally weather.
Percy la Clyde was jealous of Howard Lawrence, who in turn hated
the young officer, and was likewise jealous of the scout, in whom
both Sibyl and Ruth appeared to be so deeply interested.

If these jealous hearts could have realized it, the situation held a
very large element of comedy. At length the sun arose beyond the
prairie, and slowly the long train of wagons filed out from the motte,
with here and there a party on horseback, and took up its march
farther on toward the setting sun, leaving behind, within their
narrow beds of clay, those who had fallen in the battle the night
before.
At the head of the train rode a small cavalcade, consisting of
Buffalo Bill, Percy la Clyde, Major Conrad, and the troopers.
The scout was acting as a guide for the emigrants toward one of
the most fertile districts on the plains, which was well watered, and
where a settlement would have every advantage that could be found
on the frontier.
When Howard Lawrence heard Buffalo Bill speak of the point he
considered most favorable as a settlement, he instantly remarked
that he intended riding on ahead for half a mile.
Arming himself thoroughly, and declining Gerald Conrad’s offer to
accompany him, the young pioneer set off, at first keeping only a
short distance ahead, but gradually drawing away from the train,
until, when the noonday halt was made, he was nowhere visible
upon the prairie.
As if fully acquainted with the country, he put his horse at a rapid
gallop, and continued on for miles, until a higher roll in the prairie
gave him a view of the river through the green trees of a prairie
island.
Toward this point he directed his course until he found himself
upon a peninsula, made by the river making a grand curve.
On this point of land, entirely surrounded by water, excepting
where it touched the open prairie, had been the home of Alfred
Carter.
A more delightful place could not have been chosen for a
settlement; for the point, or the peninsula, contained fully five

thousand acres of land, of the richest kind of soil.
Scattered over it were large timber mottes, the river bounded it
upon three sides, while to the eastward stretched the unbroken
prairie for miles, to serve as a luxuriant pasture for stock.
As Howard Lawrence rode along the trail leading toward the
humble cabin home upon the river bank, his brow wore a troubled
look, and he glanced nervously around him.
Nearer and nearer he drew toward the cabin; but no lazy wreath
of blue smoke curled up above the treetops, and all seemed
strangely desolate around him.
Presently a dark form glided from the foliage bordering the trail,
and stood directly in his path.
Lawrence reined his horse back with iron grasp as his eyes fell
upon this person.
“Red Bud of the Forest, what do you here near the lonely home of
the paleface hunter?” he demanded, speaking in the language of the
Pawnees.
“The Red Bud is a free child of the woods; she asks not the false
paleface brave whither she can go,” haughtily replied the Indian girl.
“Red Bud turns her eyes with anger upon me; have I offended
her?” he asked, changing his tone.
“Yes; the Many Faces has spoken with false tongue to the Red Bud
of the Forest. Before Many Faces came to the wigwam of the Red
Bud, she sang like a bird of the woods, and her heart was like the
silvery river; her sorrows were light, only falling upon her as softly as
the autumn leaves kiss the ground.
“But Many Faces took away the joy of the Red Bud, and the wind
sighs nightly in her heart. The Great Spirit frowns at the child of the
woods; the heart of the Indian maid is breaking, and the snow of
winter will rest upon her bosom.

“Many Faces has a false tongue, and a false light in his eyes, for
he told the Red Bud he loved her; he took her from the wigwam of
her people, and then left her alone to die.
“But the Great Spirit would not let her die then. When she was
worn down with hunger, when her feet would not press the earth,
and the enemy of her people, the Sioux, would have danced around
her scalp, the great white chief, who rides the prairie whirlwind, and
whose eye ever looks death upon his foes, rescued her from her
enemies and carried her back to her tribe.”
“Was it Buffalo Bill, the scout, that saved your life, girl?” Lawrence
inquired.
“Red Bud has spoken the truth; her tongue is not crooked; it was
the great white scout who carried her back to the Pawnee village,
and he it was that told her that Many Faces loved a maiden here by
the running waters.”
“Curses on that scout! Did you come here to see that girl?”
Howard Lawrence demanded harshly.
“Red Bud has seen the Rose of the Woodland, and told her not to
love Many Faces,” was the Indian girl’s brave answer.
“By Heaven, girl, you shall die for that!” cried the aroused man,
and he attempted to draw a pistol from his belt.
Before he could do so, Red Bud unslung a light rifle from her back,
and covered him with deadly aim.
“Let not Many Faces seek to slay the Pawnee girl,” she said, “for
she would not die by his hand. Her heart is broken, but she will not
harm the paleface chief who broke it. Let him go, and never cross
the path of the Red Bud again. Go; the Red Bud bids him go!”
Still holding her aim upon his heart, the look of the Indian girl
proved that she would kill him if he hesitated, and with a bitter curse
Howard Lawrence drove the spurs into the flanks of his horse and
dashed away, leaving Red Bud watching him until he was out of
sight.

A rapid ride of five minutes brought Lawrence to the cabin door.
Then what a scene met his gaze! Here and there were scattered
numerous pieces of furniture and household effects; the strong door
was broken from its hinges, desolation was over all, while
bloodstains were upon the floor and ground.
There lay the body of the faithful watchdog, dead at his post.
The occupants of the cabin were nowhere to be seen. The face of
Howard Lawrence turned pale as he followed the trail where some
heavy objects had been dragged. A walk of a few hundred yards
brought him to a thicket of small timber upon the river bank, and
there he beheld two new-made graves side by side.
“My God, Alfred Carter and all his family gone! No, there are but
two graves, and they numbered four. If Rose has been killed, her
death has saved me a world of trouble, for I do not wish two women
as rivals in the same settlement.”
Something like a smile came to his lips.
“Well, it cannot be helped, and now I am free to marry Sibyl
Conrad, if that accursed scout does not interfere. If he does, I must
crush him.”
With a hard look upon his handsome face, Howard Lawrence
returned to the cabin, glanced carefully around among the rubbish
for a while, and then mounting his horse, rode rapidly away.
After making a wide circuit upon the prairie, he overtook the
wagon train just as it went into camp for the night, on the edge of
the peninsula.
Buffalo Bill, accompanied by both Sibyl and Ruth, had also ridden
on ahead, and after a time came upon the deserted and desolate
cabin home of Alfred Carter.
With a cry of alarm, Buffalo Bill sprang from his horse and entered
the little hut.

“All, all gone!” he exclaimed. “In God’s name, who has done this
foul deed? By the blue heavens above us, I swear that they shall rue
this accursed act!”
Never before had the cousins seen Buffalo Bill in any way moved
by excitement; but now the look upon his face was terrible, and they
almost feared him.
But controlling himself instantly, he said quietly:
“Miss Conrad, it is due to both yourself and Miss Whitfield that I
make known to you the deed done here. This cabin was the home of
Alfred Carter, his wife, his daughter Rose—a beautiful girl—and his
son. They had not an enemy in the world that I knew of; but, see
here what a hellish deed has been committed!”
Following the same trail that Howard Lawrence had, Buffalo Bill
soon came to the graves.
After examining most carefully the tracks and trails around, as well
as he could in the dying light of the day, he returned with the girls to
the encampment, where he held a long conversation with Major
Conrad and Captain la Clyde.
“Major Conrad, this is the point I have deemed most favorable for
your settlement,” said Buffalo Bill, at the conclusion of his talk
regarding the massacre of the Carter family.
“Here you will have every advantage, and be protected by the
river, as you will see in the morning. I would advise that you at once
set about building a stockade fort and wall across this end of the
point, and the river, being wide and deep, will protect you upon the
three other sides.
“I am going away, but in a few days I will return and aid you all in
my power. As soon as the moon rises, I intend to take the trail of the
hell hounds who have brought ruin upon the peaceful family who
dwelt here.”
The scout was as good as his word.

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