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HTML5 and CSS3 – Illustrated, 2nd Edition

Unit B: Structuring Content in a Web document

A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in dark blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Figures and Boxes found in the section, if any, Teacher Tips, and Classroom Activities and/or Lab
Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students,
enhancing their critical thinking skills, and encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.

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Unit Objectives 2
28: Evaluate Web Accessibility Standards 2
30: Incorporate Attributes 3
32: Implement the div Element 4
34: Add HTML5 Semantic Elements 6
36: Use Special Characters 7
38: Specify the Viewport 8
40: Debug your HTML Code 9
42: Validating Your HTML Code 10
44: Create an XHTML Document 11
End of Unit Material 12
Glossary of Key Terms 13
HTML5 and CSS3 Illustrated Introductory 2nd Edition Vodnik
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PPT 1.1
 HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 2 of 13

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Students will have mastered the material in Unit C when they can:
• Evaluate web accessibility standards • Specify the viewport
• Incorporate attributes • Debug your HTML code
• Implement the div element • Validate your HTML code
• Add HTML5 semantic elements • Create an XHTML document
• Use special characters
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LECTURE NOTES

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

• In order for Web pages to be robust, or accessed by the widest variety of programs and devices, they
should be coded according to Web standards.

FIGURE: B-1

BOXES
1. Clues to Use: Understanding your role in web accessibility
In addition to Web developers’ work creating a site, other factors significantly influence Web
accessibility. The developers of user agents make decisions that affect how their software and devices
interact with Web content, which impacts whether users can access content in specific ways. In
addition, some Web content is produced using software that automates the Web development
process, and the accessibility choices of the makers of these packages affects the accessibility of the
content produced using them. Thus, while Web developers have a crucial role to play in building
and maintaining a Web that’s available to everyone, it can be useful to see your role as part of a
larger team and to recognize when you run against a limitation that can’t easily be fixed.

CLASSROOM ACTIVITIES
1. Critical Thinking: Have students assume that they are designing a Web site for a World War II
veterans’ organization. What special features will they include in the design of the Web site in order to
make it accessible to the veterans?
2. Group Activity: Divide the class into small groups. Provide a project plan for a specific Web site, and
ask each group to design a Web site that is accessible to individuals with different characteristics: hard
of hearing, children, elderly, and visually impaired. What aspects of the design are similar to all the
groups, and what aspects are different?

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LECTURE NOTES
• Tell students that an attribute is additional code within an opening element tag that specifies
information about the element.
• Explain that many but not all HTML elements allow you to set attributes.
• Point out that to use an attribute you must provide two pieces of information: an attribute name
and the value you are assigning to the attribute.
• Use FIGURE B-3 to point out that an attribute is placed within an element’s opening tag and to
point out the syntax for an attribute: <element tag [space] attribute name [equal sign] “attribute
value”>
• Mention that the lang attribute specifies the language in which the document was written, and that
the value “en” specifies English as the language.
• Point out that the charset attribute specifies the character encoding, which is the system user agents
should employ to translate the electronic information representing the page into human-
recognizable symbols.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 4 of 13

• Explain that, in general, meta elements and attributes added to the html element do not change
how a document is rendered.
TEACHER TIP
Use the figures to point out how the indenting helps make the code more readable. Explain that the
indenting is for cosmetic reasons only, that is, to help the developer quickly see the structure of the
document, but that the indenting has no impact on how the code appears when the page is rendered
in a browser.

FIGURES: B-2, B-3, B-4

TABLE B-1: Basic lang attribute values

BOXES
1. Quick Tip: For most editors, you press [Ctrl][Shift][S] (Win) or [command][shift][S] (Mac), type
the new filename, then press [Enter].
2. Trouble: Be sure to click in the <html> tag and not at the end of the DOCTYPE statement.
3. Trouble: Because some code editors indent automatically, you may not need to press [Spacebar]
to indent. Use the figures to check for and match indenting.
4. Quick Tip: The <meta> tag is a one-sided tag, so it does not require a closing tag.

CLASSROOM ACTIVITIES
1. Critical Thinking: Ask students to explain why it is so important to include the attributes added to
FIGURE B-3 and FIGURE B-4. Have students explain what they think would happen if those attributes
were omitted.
2. Quick Quiz:
a. The charset attribute specifies the . (character encoding)
b. T/F An attribute is additional code added between the opening and closing element tags.
(F)
c. T/F An attribute includes two parts: a name and a value. (T)

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LECTURE NOTES
• Give an example of a situation in a web page when you might want to change the presentation of a
section of a Web page that is not itself a single HTML element, e.g., when putting a box around
your name, picture and e-mail address in your personal Web page.
• Show how you can use the div element to group multiple elements of different types (such as those
shown in your previous example) and how you can use this to assign CSS styles to a section of a
Web page.
• Use the figures to show how the div element is used to group an h2 head with its associated
paragraph.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 5 of 13

TEACHER TIP
Use the figures to point out how the indenting helps make the code more readable. Explain that the
indenting is for cosmetic reasons only, that is, to help the developer quickly see the structure of the
document, but that the indenting has no impact on how the code appears when the page is rendered
in a browser.

FIGURES: B-5, B-6

BOXES
1. Quick Tip: If your code editor indents new elements automatically, you may not need to press
[Spacebar] at all. Remember to compare your code to the figures to confirm indents.
2. Quick Tip: The h2 element marks a heading that’s at the second-highest heading level in the
document.
3. Clues to Use: Writing for the Web
Many users want a process of finding and consuming web content that is dynamic and fast-paced.
When you write content for the web, you should keep this in mind. Web content should generally
be brief and scannable. A user should be able to get the gist of what your page contains with a quick
glance. This allows users to quickly decide to stay on the page if the page contains the information
they’re looking for, or to navigate elsewhere and keep looking. You can make content scannable by
including a short, descriptive heading at the top, and by breaking the content itself into sections
with headings. After writing the actual content, it can be useful to revise it with the goal of
removing half the words. This helps focus your writing and reduces the content of your web page to
the essentials, which makes it easier for web users to scan and read.
After you publish content online, it’s crucial to keep it up to date—out of date information
makes your website’s content seem unreliable. You can minimize the amount of regular updating
you need to do by reducing or eliminating relative references to dates (such as “5 years ago” or “in
18 months”) or labeling specific dates as being in the future (such as “The building will be
completed in 2013.”)

CLASSROOM ACTIVITIES
1. Critical Thinking: What are the implications of including multiple div elements in a single Web page?
Is there any point in nesting div elements one inside the other in order to give different CSS styles to
different groups of elements? Consider these questions with respect to how to structure your web page.
2. Quick Quiz:
a. T/F The div element does not imply any semantic meaning to its contents. (T)
b. T/F A div element changes the appearance of the content it encloses when the code is
rendered in a browser. (F)
c. T/F The content you want marked by the div element should be included in the opening div
tag. (F)
d. T/F The div element is the parent of the elements it encloses. (T)
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 6 of 13

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LECTURE NOTES
• Explain that all HTML elements have semantic value, which means that HTML elements indicate
the meaning of their content.
• Point out that most HTML elements describe their contents semantically, e.g., h1 elements are
assumed to be headings.
• Tell students that, even though the div element has limited semantic value, HTML5 includes a
number of semantic elements that indicate the role of their content
• Be sure students understand that the reason it is important to use semantic elements is because
search engines use this information to provide search results, which makes it easier for people using
a search engine to find the web site.
• Point out that older versions of IE can’t interpret semantic elements, so students must include a
script element (which instructs older browsers how to interpret semantic elements) in the head
section. Explain that the script element references code in an external file that browsers use to help
them interpret the semantic elements.
• Mention that the script name is specified using the src attribute.

TEACHER TIP
Remind students that the div element is a generic element and does not imply any semantic
meaning. Explain that the div element is used to group content, but the div element does not
indicate any information about the content being grouped and so that is why it is considered to
have limited semantic value.

FIGURES: B-7, B-8

TABLE B-2: Selected HTML5 semantic elements

BOXES
1. Quick Tip: It’s often possible to mark up web page contents semantically in more than one way.
The choice of which elements to use can vary depending on the developer and the site.
2. Trouble: A warning about blocked content might open, depending on your browser settings. If
so, allow blocked content.

CLASSROOM ACTIVITIES
1. Critical Thinking: Look at any website, such as your school or company website. Point to different
content on the page and explain which semantic element you think is used to enclose that content.
Explain why. If you know how, view the code for the page and see if you were correct.
2. Quick Quiz:
a. T/F You use semantic elements to indicate the meaning of the content enclosed by those
semantic elements. (T)
 HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 7 of 13

b. T/F One of the most meaningful semantic elements you will use is the div element because
it is rich with semantic meaning. (F)

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LECTURE NOTES
• Explain to students that although most Web page text is entered into an HTML document, some
characters may be misinterpreted by user agents as being computer instructions. These characters
include '<' and '>'.
• Introduce the concept of character references, which are specially formatted codes that represent
characters in the HTML document character set. Point out the syntax of character references always
begin with an ampersand (&) and end with a semicolon (;). The rest of the code consists of either a
pound symbol (#) followed by a numeric representation of the associated character or an English
language abbreviation for the associated character name.
• Explain that every character, not just those on the keyboard, has a number code, known as a
numeric character reference. Further explain that a few commonly used characters also have an
abbreviation-based character alternative, which is known as a named character reference.
• Point out that it is only important to use character references for a few specific characters. Use
TABLE B-3 as a guide to discussing these characters.

FIGURES: B-9, B-10

TABLE B-3: Important character references

BOXES:
1. Quick Tip: If you’re using a code editor, the character reference you type may appear as italic.
This will not affect the content when the page is rendered by your browser.
2. Clues to Use: Finding codes for other characters
UTF-8 is the most commonly used character encoding on the web today. This encoding
supports character references for thousands of characters. These symbols may include characters
in different writing systems and international currency symbols, as well as icons and pictograms
for a variety of themes. You can go to unicode.org/charts or fileformat.info to browse supported
characters by subject. Note that not all symbols are displayed in every browser or operating
system. This is because browsers and operating systems use different default fonts, and a given
font may contain character descriptions for some, but not all, UTF-8 characters. For this reason,
it’s important to test a page containing a less-common special character in all browsers that you
anticipate your audience will use to view the page. This lets you confirm that the character is
recognized and displayed when the page is rendered in a browser, or make adjustments if the
character is not recognized.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F All characters on the keyboard have a numeric character reference. (T)
b. T/F All characters on the keyboard have an abbreviation-based character reference. (F)
 HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 8 of 13

c. T/F It is important to use character references for all non-alphanumeric characters. (F)
2. Quick Quiz: The symbol is used at the beginning of a character reference, and the symbol
is used at the end of a character reference. (&, ;)

LAB ACTIVITY
1. Give students text that includes multiple occurrences of the characters '<' and '>'. For example, you
can use a demo for an if-else clause in a programming language. Ask students to create a Web page in
which they enter the text directly, and another Web page in which they use character references for '<'
and '>', as well as any other relevant characters. What are the differences between the ways the two
Web pages are displayed? Have students discuss how the user agent interpreted the '<' and '>' characters
when they are typed directly without use of character references.

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LECTURE NOTES:
• Point out to students that when a browser opens a web page on a mobile device, the browser needs
to figure out to display the page on the smaller screen.
• Explain that some web pages can scale to fit any browser, which makes the web page useable on any
device.
• Tell students that to instruct browsers to display a page at the width of the browser window
without zooming in, they change the viewport settings using a viewport meta element.
• Explain that the viewport is like looking through the web page through an imaginary window, set
to the size of the display on the device you want the page to appear.
• Be sure students understand the importance of the viewport meta element. Explain that zooming a
page can make the page content too small and so unreadable. By setting the viewport, the page is
displayed at a size that is appropriate for the device.
• Point out that as part of the viewport meta element, they use the content attribute, whose value
specifies one or more of the pairs of properties and values.

TEACHER TIP
Open a web page. Maximize the screen, then resize the screen until it is as small as it can be on the
device you are using. Ask students to notice if any of the web page features change as the page gets
smaller. Point out to students elements that might change, such as the nav bar (which might be
hidden in one icon), images (which might become stacked instead of side by side, and text (which
might be hidden from view if it is not essential to the meaning of the page).

FIGURES: B-11, B-12, B-13

TABLE B-4: viewport attribute properties

BOXES:
1. Trouble: Consult the documentation for your web server if necessary.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 9 of 13

2. Quick Tip: Even though the meta element supports many content value options for viewport,
you usually only need to use the value that sets the width to device-width as you did in this
step.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F A browser will automatically resize a web page to fit the display device. (F)
b. T/F The viewport meta element instructs the browser to assume that the width of the
content matches the width of the device. (T)
2. Quick Quiz: The viewport meta element uses the attribute. (content)

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LECTURE NOTES:
• Explain to students that even the most careful developer writes code from time to time that doesn’t
work.
• Point out that a bug is a problem that results from code that is written incorrectly.
• Explain that the process of finding and fixing or removing a bug is known as debugging.
• Be sure students understand the importance of debugging their code before publishing their page.
Discuss that students should always test their web pages using more than one browser because
browsers do not always render the code the same way.

TEACHER TIP
Open the same web page using several different browsers. Have students point out differences they see
when they compare the web page in the different browsers. Be sure students understand that because a
web page looks awesome in one browser, it may not look the same way in a different browser. Explain
that viewing their web pages this way will help them debug the page for cross-browser issues.

FIGURES: B-14, B-15, B-16

TABLE B-5: Common bugs and causes

BOXES:
1. Trouble: If your page does not display as expected, be sure your correct code matches FIGURE
B-16.

CLASSROOM ACTIVITIES
1. Quick Quiz:
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 10 of 13

a. T/F Viewing a web page in a browser can sometimes help you narrow down where bugs in
your program code might be. (T)
b. T/F A common bug is missing tags around content. (T)
2. Quick Quiz:
a. The result of incorrectly written code is called a(n) _, and the process of fixing
such problems is known as . (bug, debugging)

LAB ACTIVITY
1. Give students code for a simple web page with some common errors in the code. Have students
open the web page in a browser and note the errors. Then have students return to the code and
correct the errors. Tell students to alternate between working with the code and viewing the
web page in the browser until all errors have been corrected.

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LECTURE NOTES:
• Explain to students the importance of spotting problems with HTML code and making sure that
users can view your Web pages as expected.
• Present the idea of validation, an automated process of comparing HTML code against the HTML5
coding standards, as a way of finding errors in your code. Tell students validation is a helpful step in
web page development because it not only shows that there is an error, but may identify the specific
source of the problem.
• Illustrate to your students how to validate a Web page by opening http://validator.w3.org/ in a
browser, uploading a simple HTML file using the "validate by file upload" tab and have the validator
check the HTML file. Show students how the validation results look and where they can be found
in the validator Web page.

TEACHER TIP
Validate a web page with known errors and use the results to help students see how the information in
the validator can help them find and correct the errors. Try to include an example where the line
associated with the error is not the line where the error occurs. Show students that the line does not
match where the error occurs and show to use the information in that line of code to find where the
error actually is.

FIGURES: B-17, B-18, B-19

TABLE B-6: Common validation errors and warnings

BOXES:
1. Quick Tip: Errors listed by the validator always specify the line and character (“column”)
numbers where it encountered the error. This is sometimes, but not always, the location of the
code you need to fix.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 11 of 13

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F It is important to correct errors in HTML code because it can ensure that a Web page will
continue to work with future versions of HTML standards. (T)
b. T/F If the HTML code of a specific Web page is not validated you will not be able to open the
Web page in a Web browser. (F)
2. Critical Thinking: Is it possible to ignore some notes and warnings in a validation report and still have
a valid HTML document that will display as expected in a browser? Why or why not?

LAB ACTIVITY
1. Select a Web page of your choice, and validate it using the "validate by URI" tab of
http://validator.w3.org/. If the validation tool shows no comments as to the validity of the Web
page, copy the source code of the Web page into a new text document and save it. Make a few
changes to the tags included in the copied source code, and then validate the edited Web page.
How did your changes affect the validity of the Web page?

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LECTURE NOTES:
• Note that XHTML is a markup language intended to make HTML comply with the rules of XML.
• Point out that the way HTML and XHTML are written is very similar, however XHTML requires
additional code in a number or situations.
• Explain to students that converting an HTML document to an XHTML document requires editing
the code to meet all the requirements of an XHTML document, including replacing the HTML
doctype with the XHTML doctype.
• Stress that another common change that must be made between HTML and XHTML is closing all
empty elements by placing a space and slash (/) before the closing >.
• Tell students that XHTML does not include definitions for HTML5 semantic elements so those
semantic elements must be replaced with generic div elements when converting and HTML
document to an XHTML document.

TEACHER TIP
The definition of XHTML as complying with the rules of XML means that all Web pages written in
XHTML are valid according to the requirements of HTML, but not all pages written in HTML are
valid according to the rules of XHTML.
• Explain that HTML is a flexible language, and stress the importance of this flexibility. For example,
if a Web-page author made a minor mistake in writing code, user agents would still be able to
display the Web page correctly.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 12 of 13

• Stress that XML does not tolerate errors, and therefore XHTML, which adheres to XML rules, does
not tolerate errors. Specify that this means that if a user agent encounters a coding error in XHTML
code, it must display an error message.

FIGURES: B-20, B-21

TABLE B-7: Difference between HTML and XHTML

BOXES:
1. Quick Tip: Because an XHTML DOCTYPE is so complex, developers generally either copy it
from an online resource and paste it into their code, or rely on a code editor to generate the
DOCTYPE for it.
2. Trouble: Refer to the steps in the previous lesson “Validate your HTML code” as needed to
complete Step 9.

CLASSROOM ACTIVITIES
1. Quick Quiz:
a. T/F Every HTML document is a valid XHTML document. (F)
b. T/F XHTML replaced HTML as the only language for writing Web pages. (F)
c. T/F XHTML is a version of HTML that conforms to the rules of XML. (T)

2. Classroom Discussion: Look at TABLE B-7, and discuss possible considerations for using XHTML over
HTML. Try to think of specific types of projects that would benefit from being written in XHTML
rather than HTML. Repeat the exercise for HTML.

LAB ACTIVITY

TABLE B-2 lists specific differences between HTML and XHTML. Ask students to look at the source
code of an HTML Web page of their choice, and to use the information in TABLE B-2 to determine
whether or not the Web page complies with XHTML rules.

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• Concepts Review – Includes screen identification, multiple choice, and matching questions.

• Skills Review – Provides additional hands-on exercises that mirror the progressive style of the lesson
material.

• Independent Challenges 1, 2 and 3 – Case projects that require critical thinking and application of
the unit skills. The Independent Challenges increase in difficulty, with the first being the easiest
(with the most step-by-step detailed instructions). Independent Challenges 2 and 3 become
increasingly more open-ended.
HTML5 and CSS 3 – Illustrated 2nd Ed. Instructor’s Manual: Unit B Page 13 of 13

• Independent Challenge 4: Explore: – Using a real world focus to apply the unit skills, students
perform tasks or create documents that will benefit their everyday lives.

• Visual Workshop – a practical, self-graded capstone project that requires independent problem
solving.

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attribute (30) numeric character reference (36)
bug (40) screen reader (28)
character encoding (30) semantic (34)
character reference (36) semantic element (34)
debugging (40) user agents (28)
Extensible Hypertext Markup validation (42)
Language (XHTML) (44) viewport (38)
Extensible Markup Language (XML) viewport meta element (38)
(44) Web Content Accessibility Guidelines
HTML5 (34) (WCAG) (28)
named character reference (36)

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HTML5 & CSS3 2e, Unit B Answer Key

Concepts Review

FIGURE A-22

1. D
2. C
3. F
4. A
5. E
6. B

Matching

7. G
8. F
9. D
10. E
11. A
12. C
13. B

Completion

14. b. operable
15. b. in an element’s opening tab
16. c. semantic
17. d. semicolon (;)
18. a. bugs
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 Chapter VI.

LAW AND JUSTICE.

Though convicts were unhappily supplied at an increasing rate from

the mother-country, the demand for free labourers throughout Van
Diemen’s Land became more urgent continually. The young men
who settled either as wool-growers, farmers, or labourers, wanted
wives. All above the lowest rank needed servants. The sheep were
too many for the shepherds. There was too little produce in
proportion to the land; and too few dwellings in proportion to the
produce; too much or too little of almost everything, for want of a due
proportion of labour. The same thing is the case at home; only here
the proportions are exactly reversed. It will be very strange if in a
short time we do not rectify the condition of each country by the
exchange which would be equally beneficial to both.
Ireland and Van Diemen’s Land are islands of about the same
size. They are each favoured by nature in an unusual degree, having
all the requisites of fertility, variety and beauty which can fit them to
be the abodes of a thriving and happy population. The arable lands
and pastures of both are excellent. The one has fisheries of salmon,
herring and cod; the other of whales, and seals for export, and of a
large variety of fish for home consumption. Both have fine natural
harbours, ridges of protecting mountains, stores of mineral treasure,
inland lakes, and fresh springs wherever man may incline to fix his
abode. Both have, with all these advantages, their natural hardships
and social troubles.
The natural hardships of each might be almost entirely removed
by a well-conducted reciprocity of assistance. Ireland has a
population of eight million; Van Diemen’s Land of only twenty-five
thousand. In Ireland, multitudes of half-starved wretches pine in
idleness, and many die by the way-side, of that wasting of limb and
heart and life which is the form in which poverty perpetrates murder.
In Van Diemen’s Land, the labourer is liable to be worn out by toil,
and fretted by seeing half his produce rotting on the ground, or
wastefully bestowed on swine; while articles which he has always
considered almost as necessary as food cannot by any means be
procured. With him, abundance is not wealth, and plenty brings not
the happiness for which he looked. If the wide sea did not lie
between, he would beckon to a dozen Irishmen to come and nourish
themselves with his superfluity, while he gathers about him the
comforts which spring out of their industry, and solaces himself with
a due portion of that repose, without a certain share of which the
best ends of life cannot be attained. Why should not a bridge be built
across this wide sea with the capital which is now unproductively
expended on the maintenance of these paupers? Why should not
the charity which cannot in Ireland give subsistence to one without
taking it from another, be employed in a way which gives support to
many, to the benefit of many more? Whatever funds are judiciously
employed on emigration are used as if to bring to a junction with the
over-peopled country a rich region, into which a hungry multitude
may be poured, to the relief of the old, and the great advantage of
the new land. If the wealthy among the inhabitants of the old country
would gladly if they could, call up such a new region, drest in fertility,
from the surrounding sea, why do they delay effecting what is to their
purpose the same thing? Since they cannot move the land to their
poor, why do they not agree to devote what they now give in baneful
charity to removing their poor to the new land? Till such a general
agreement is arrived at, why do not individuals thus apply their
charity, knowing that thus they not only relieve for a time, but
establish for life;—that they not only assist the immediate objects of
their bounty, but provide for their descendants of many generations?
The rich should choose for their almoners the agents of emigration.
Those who have little to give should unite their resources to send
abroad a few of the young labourers of both sexes who are eager to
go. Those who have no money to give, should bestow their services
in spreading the knowledge of the facts how poor-laws aggravate,
and emigration alleviates, if it does not remove, pauperism.
 If this had been done long ago, the places whither we now
transport our criminals might at present have been as remarkable for
the good moral condition of their inhabitants as they actually are for
the reverse. If it were now to be done effectually, it is yet possible
that Botany Bay may in time outgrow the odium attached to its name,
and become the chosen resort of the upright and industrious.
Indigence causes crime; and by the prevention of indigence and its
consequent crime, we may become better able than we now fancy
ourselves to dispense with the institution of penal settlements;—
whose results are as disgraceful to British wisdom as that of a legal
pauper provision.
When Jerry and Bob were landed at Launceston, they were as
unable as those who sent them were disinclined, to reflect on the
difference between their being sent there, innocent, to provide an
honest livelihood for themselves, and being deposited as a curse
upon this new region,—both guilty and one hardened, proscribed by
the old country and dreaded by the new, and prepared to baffle all
the professed objects of their punishment. The guilt of these lads
was distinctly referrible to indigence. Their parents could give them
little wherewith to provide for their bodies, and nothing of that care
and instruction which were peculiarly needful to them in their
circumstances of temptation. Being thus made outcasts, they acted
as outcasts; from which time it became a struggle between
themselves and society which could inflict the most misery upon the
other. They put society in fear, violated its rights, mocked its
institutions, and helped to corrupt its yet innocent members. Society
inflicted on them disgrace, bondage, and banishment; and from all
this misery no good resulted, however much was proposed.
The judge who pronounced sentence on Jerry and Bob told them
that it was necessary to the security of society that they should be
prevented from inflicting any further injury by their evil deeds.—
There are two ways by which such prevention may be accomplished;
one by the death, the other by the reformation, of the offender. Death
was too severe a punishment for the offence of these lads; the judge
must therefore have contemplated their reformation, or have thought
only of England when he spoke of society. Did the law gain its
object?
 “I say, Bob,” said Jerry one evening, when they had got the leave it
is so easy to obtain to go out of bounds, and work for themselves
over-hours,—“I say, do you remember what that fellow in Newgate
read us about that cursed gaol where the people are mewed up as
close as if they were in a school, and closer?”
“What that where they are shut in by themselves all night, and
hard worked all day, and nobody may speak but the parson, and he
praying and preaching night and morning, till a fellow’s spirit is
downright broken? Remember it! aye; and glad enough I have been
many a time that we are not there. I’d rather be hanged twice over.”
“Hanged! Yes: there’s not much in hanging. I have seen it several
times, and thought to myself, ‘if that’s all, I should not mind it.’ But we
are the best off, after all. I was horribly afraid, when old wiggy began
to whimper, that it was to be the hulks, or a long prison, instead of
going abroad; for one never knows what they mean when they say
‘transportation.’ You would not have looked so downcast as you did if
you had known what was before you.“
“Not I. I never thought to be made of so much consequence. ’Tis
good fun to see them quarrel which shall have us, and to get them to
bid rum and brandy against each other to seduce us away. We that
could not get dry bread at home,—how easy it is for us to fill our
stomachs with the choice of the land, and get drunk with our masters
at the end of the day,—our masters being luckily of our own sort!”
“Yours, that is, Bob; not mine. But I don’t know but I like mine as
well. He gives me plenty of spare hours, on condition of my bringing
back what I earn. You should have seen what a fright he looked in
when somebody said the folks were growing moral at home, and no
more convicts were to be sent out.”
“He was as sorry as some honester folks would be glad, Jerry. But
as for dividing your earnings with your master,—they are a queer
sort of earnings, I have a notion.”
“Easily got enough. ’Tis only just prowling on the downs in a dark
night to meet a stray sheep; or making a venture into the fold. Then,
if one gets so far as into the bush, there are other ways that you
know nothing of yet, Bob.”
“I never can make out how you get seal oil from the woods; being
as we are thirty miles from the sea.”
 Jerry laughed, and offered to introduce his brother one day to
somebody in the bush he little dreamed of.
“Do you mean, Frank, poor fellow, or Ellen? They would not go so
far to meet you.”
“Do you think I would ask them? It will be time enough for me to
notice Frank when I have a house of my own to ask him into. I shall
be the master of such as he before his time is out.”
“You need not carry yourself so high, Jerry. You are in a worse
bondage than he just now.”
“Curse them that put me into it, and let them see if I bear it long!
However, hold your tongue about it now. There is the moon through
the trees, and the free turf under our feet. What a pity there is
nobody with a heavy purse likely to pass while we are resting in the
shadow under this clump! ’Tis such dull work when there is nothing
better to be had than sheep and poultry, and so many of them that
they are scarcely worth the taking!”
“I like roving for the sake of roving,” said Bob. “I have plenty of
mutton without stealing it.”
“I like robbing for the sake of robbing,” replied his brother; “and the
mutton is only the price of my frolic. But there is something I like
better. Let us be off, and I will show you, (if you’ll swear not to blab,)
how you may get such sport as you little think for. Learn to handle a
gun, and to cross a farm-yard like a cat, and to tap at a back-door
like a mouse within a wainscot, and you may laugh at the judge and
the law, and all the dogs they have set to worry us.”
“Why no, thank’ee,” replied Bob. “I am trying after a character, you
know, so I shall stay where I am. I’ll light my pipe; and I’ve got rum
enough to last till morning both for myself and somebody I rather
expect to meet me.”
“Take care she be not too deep for you, Bob. If ever you want a
wife with no more sense than a monkey, and not half as many tricks,
ask me, and I will show you how to get one.”
So much for the reformation of the offender. The other kind of
security on which the judge expatiated was that afforded by the
criminal being made a warning.
A waggon load of new convict-labourers arrived at the Dairy Plains
one day, when the accustomed gang was at work on the road which
was not yet completed. The masters who happened to be present
were too much taken up with observing the new-comers to pay any
attention to the looks of their labourers. They did not see the winks,
and the side-long smiles, they did not hear the snapping of fingers
behind their backs; they had no suspicion that some in the waggon
were old acquaintances of those on the road. On the first opportunity
after the fresh men were left with the others, and only one or two
over-lookers near, there was a prodigious hand-shaking and
congratulation, and questioning. “How did you get over?” “How did
you manage to get sent here?” “How do you like transportation?”
“You’ll soon learn to know your own luck.” “This is a fine country, is it
not?” &c. &c.
“I was so cursedly dull after you all went away,” observed one of
the new-comers, “there was nothing to stay for: but I very near got
sent to Sidney.”
“Well; you could soon have got away, either home or here. But
how do you find yourself off?”
“With a bed to myself and a blanket, and rare good living to what I
had when I was an honest man. The thing I don’t like is the work; but
they say we are to have plenty of spirits.”
“To be sure; and as to the work,—what do the poor wretches at
home do but work as hard as you, and for less than you can get in
spare hours. But where’s Sam? Why did not he come too?”
“He got baulked, as he deserved for being a fool. What did he do
but send his sister to the justice to know how much he must steal to
be transported, and no more? The justice set the parson at him; and
between the two, they have cowed him, poor fellow, and he will
never better his condition.”
“Perhaps he is afraid. Perhaps he believes what the judge said
about our being a warning. And yet he tipped me the wink when that
was said, and when some of the pretty ones in the gallery began to
cry.”
“He knows better than you think. If you were as moped as a linnet
in a cage, he would know nothing of it; because you are too far off
for him to see what became of you, in that case; but, being as you
are, a merry, rollicking set, he would like to be among you; and that
sort of news travels fast.”
 Another of the party did not like his lot so well. He said nothing of
the disgrace, though he felt it; but he complained of the toil, of the
tyranny of the masters, of the spite and bickerings of his
companions.
“If you don’t like your company, change it,” replied one to whom he
had opened his mind. “Such a good hand as you are at a burglary, I
don’t wonder that you had rather steal enough in one night to live
upon for a month, than work as commoner hands do. You had better
go back. Jerry will tell you how. Nothing is easier.”
“Well; but there is my little woman yonder, that they were so kind
as to send over at the same time; how is she to get back? She can’t
turn sailor, and get her passage home in that way.”
“Trust her for making terms with some gull of a sailor,” replied the
other, laughing. “It is only following an old trade for a particular
reason; and you’ll give her leave till you touch land again. But let me
hear before you go; there are some acquaintance of mine in London
that will be glad to know you; and you may chance to help one
another; though, to be sure, you take a higher line.”
“Are you thinking of sending over the fee they raised for your
defence?”
“I did intend it, as a point of honour; but they assure me they made
a good bargain of it as it was. They could have paid the fee three
times over out of the plate-chest they stole for it. So I don’t know that
I need trouble myself.”
“So while Counsellor H—— was preaching about your being tried
that people might be safe, there was another robbery going on to
pay him his fees. That’s rare! You should go back, (since the way is
so easy,) and pick Counsellor H—’s pocket. That will mend the joke.”
So much for the security to society from the exhibition of this kind
of warning.
 Chapter VII.

CHRISTMAS AMUSEMENTS.

Ellen’s wedding day drew near. Frank and Harry Moore had toiled
together at spare hours to erect and fit up a convenient dwelling; and
there was no fear whatever but that she and her husband would be
amply supplied with all the necessaries and many of the comforts of
life. Her father began to smile upon her, though he muttered
complaints of there being so many changes always going on that
none of them ever knew when they were settled. Her step-mother,
though still hinting that the girl knew what she was about when she
was in such a hurry to come away from a poor parish, seemed very
well satisfied to have matters so arranged, and rather proud than
otherwise of belonging to Ellen. The farmer and his wife whom Ellen
served sighed when they found she was going to leave them, and
observed that it was always the way, as soon as they got suited with
a dairy maid; but as she agreed to go on taking care of their cows till
they could obtain another damsel in her place from Hobart Town,
they treated her very graciously. The only serious drawback to her
comfort was that Harry’s fellow-labourers would go on courting her,
though they knew she was engaged, and that this caused Harry to
be more jealous than she felt there was any occasion for, or than she
could easily excuse. She had no other fault to find with Harry; but
she was more than once on the point of breaking off the match on
this account, and if it had not been for Frank’s interposition, and his
assurances that such feelings were very natural in Harry, she would
have thrown away her own happiness for want of being sufficiently
aware of the danger of such a position as hers to a girl of less
principle than herself.—A circumstance happened, a few days before
her marriage, which everybody else thought very disastrous; but
which she could not think so, since it established a perfect
understanding between Harry and herself.
On the morning of the 21st of December,—the height of summer in
Van Diemen’s Land,—Frank appeared, breathless, in the farm-yard
whither Ellen was just going to milk her cows; Castle at the same
moment was seen at some distance, hastening from the downs
where he ought to have been tending his sheep at this hour; Harry
Moore next leaped the gate and wiped his brows, seeming too much
agitated to speak; the farmer pulled his hat over his eyes, in
anticipation of the news that was coming, and the women crowded
together in terror.—Ellen was the first to ask what was the matter.
“Have your men decamped, farmer?” inquired Frank.
“Yes, almost to a man. Have Stapleton’s?”
“Two out of four; and every settler in the neighbourhood misses
more or less this morning.”
“Now the devil and his imps will be on us in the shape of a gang of
bush-rangers,” muttered the farmer.
“Not on us, farmer. They will more likely go to some distant part
where their faces are strange.”
“If they do, they will send strange faces here, which comes to the
same thing; for one bush-ranger’s face is as devilish as another. One
of us must be off in search of a guard, and our shepherds, and
indeed all of us, must carry arms.”
Ellen turned pale at the mention of arms. Harry drew to her side,
and told her in a tone of forced calmness that three of her lovers
were gone.
“Gone!” cried Ellen joyfully. “Gone for good?”
“Gone for ever as lovers of yours.”
“Thank God!” said she. “Better watch night and day with arms in
our hands than have your head full of fancies, Harry. You will never
believe again that I can like such people: and you shall teach me to
fire a gun, so as to defend the house while you are away; and I shall
not be afraid of anything when you are at home.”
Harry was so alert and happy from this moment that one would
have thought there had been a certainty that no bush-rangers would
ever come again, instead of a threatening that those who had till now
been servants would soon reappear as enemies.
 Whatever arms could be found up were put into the hands of the
shepherds, as they were most in danger from violence for the sake
of their flocks. They were desired to keep in sight of one another so
far as that each should be able to make a certain signal agreed on,
in case of his having reason to suppose that there were enemies at
hand. Frank departed immediately for Launceston, for powder and
ball, and a further supply of labourers to fill the places of those who
had eloped. Another messenger was sent to the seat of government
to give information of what had happened. During the absence of her
brother, Ellen heard enough of the evils inflicted by runaway convicts
to alarm a stouter heart than any young girl devotedly attached to
her lover ever had; and to add to her uneasiness, her father once
more became gloomy, and poor little Susan clung to her side
wherever she went. Harry left his work twenty times a day to tell her
that all was quiet, and bid her not be alarmed. During the day, she
followed his advice pretty well; but in the evenings, so many tales of
horror went round that, though she did not believe the half of them,
her confidence was shaken; and she went to bed shuddering to think
of what might have happened before morning.
The bush-rangers seemed to be less dreaded by the settlers than
the natives. The bush-rangers came down in a troop, carried off what
they wanted, occasionally shooting a man or two during the process,
and then went completely away. The warfare of the natives was
much more horrible,—their movements being stealthy, their revenge
insatiable, their cruelty revolting. They would hover about for days or
weeks before committing an outrage, planning the most wicked way
of proceeding, and seizing the most defenceless moment for
pouncing on their victims. Castle asked aloud, what Ellen inquired in
her heart, why all this was not told them before they came, and what
there was in wealth which could compensate for such alarms as they
were now suffering under? Frank satisfied her, in some degree,
when he returned on the 24th,—the day before her wedding. He told
her that though the first settlers had suffered dreadfully from the
murders and plunder of the hostile natives and runaway convicts,
this was not a sufficient reason to deter other settlers from following,
since, owing to the vigorous measures of the Australian government,
such outrages had been repressed and nearly put an end to. He
pointed out to her that the horrible tales she had been told related to
former times, and assured her that, except in some districts near the
wilder parts of the island, the face of a savage had not been seen for
years.—Ellen pointed to the mountain wastes on which their
settlement bordered, and Frank acknowledged that the Dairy Plains
lay as open to an attack as most newly-settled districts; but he had
been assured at Launceston that there was no need to terrify
themselves with apprehensions as long as they were armed and
properly careful in their movements; since the sound of a musket
would disperse a whole troop of savages, and they attacked no
place that was not left absolutely defenceless. He had distinctly
ascertained what he had before conjectured,—that it was not the
practice of runaway convicts to plunder settlements where their
faces were known, and that the only danger therefore arose from the
probability that they might injure the savages, who might come down
to wreak their revenge upon the innocent settlers.
“If this is all,” sighed Ellen, “there is nothing——”
“To prevent your being married to-morrow, Ellen. So I have been
telling Harry.”
“There was no occasion, thank you. I never meant to put it off. The
more danger, the more reason for our being together. Besides, it will
help to take father’s mind off from his discontent. He has been
wishing himself back in Kent every hour since you went.”
“Indeed! Well now, I think that such an occasional fright as this is
little to the hardship of living as we did at A——, to say nothing of the
certainty of there soon being an end to it. The only two evils our
settlers suffer from will grow less every year; the scarcity of labour,
and danger of theft. To make up for these, we have the finest climate
in the world, abundance of all that we at present want, and the
prospect of seeing our children, and their children again, well
provided for.—But you must be in a hurry now, dear, considering
what has to be done to-morrow. So go, and cheer up, and trouble
your head no more about black or white thieves.”
Ellen had, however, little more than usual to do this day, as hers
was not the kind of wedding to require preparation. The travelling
chaplain who was to come and perform the Christmas service, was
to marry the young people, and thus only was the day to be marked
as different from any other. The settlers, no doubt, thought much of
their friends in England, and of the festivities which are there enjoyed
by all but those whose poverty deprives them of the means: but the
seasons are so entirely reversed in Van Diemen’s Land,—it is so
impossible amidst the brilliant verdure, the heat and long days of the
Christmas season there, to adopt the festivities carried on at home
beside the hearth and over the punch-bowl, that Christmas-day was
allowed to pass quietly, and the grand holidays of the year were
wisely made on the anniversaries of their settlement in their present
abodes,—of their entrance on a life of prosperity.
No fairer morning ever dawned than that on which Ellen arose
very early, and stole out to find that refreshment in the open air
which she was not disposed to seek in more sleep. She had rested
well for a few hours, but the first rays of the sun finding their way into
her chamber, (which was more like a clean loft than an English
bedroom), roused her to thoughts that prevented her sleeping again.
It was too soon to be looking after her cows; so she took her knitting,
and sat on the bench outside the house, whence she could look over
a vast tract of country, and where she was pretty sure of an hour’s
quiet. She had some thoughts to spare for her old Kentish
neighbours; and began to fancy how her grandmother would be
getting up three hours after, when it would be scarcely dawning, to
make the room tidy, and light the fire to boil the kettle; and how the
old couple would put on their best, and draw over the hearth with
their Christmas breakfast. Then she thought of the many boys and
girls she knew who would be going to church, with red noses, and
shivering in their scanty clothing. Then she sighed when she
remembered that she might never more hear psalms sung in a
church; and again she smiled while fancying Mr. Fellowes’s great
dinner to half the parish,—a dinner of roast beef and ale and plum
puddings, and Mr. Jackson there to say grace, and the clerk to sing a
Christmas carol, and every old man giving a toast by turns, and
some one perhaps to propose the healths of their friends far away.
She blushed, all alone as she was, when she wondered what they
would say if they knew she was to be married so soon, especially if
they could see Harry. It was strange, while her mind was thus full of
pictures of a frosty day, of a smoking table, of a roaring fire, lamps,
and a steaming punch-bowl, to look up and observe what was before
her eyes. The scene was not even like a midsummer morning in
Kent. It was not dotted with villages: there were no hop-grounds, and
all the apples grown within five miles would hardly have made an
orchard. There were no spires among the trees; nor did the morning
mists rise from the dells or hover over the meadows. All was clear
and dry and verdant under the deep blue sky. No haze hung over the
running streams that found their way among the grassy hillocks.
Neither oak nor beech grew on the hill side, nor pines on the ridges
of the mountains behind; but trees to whose strange foliage her eye
was yet unaccustomed reared their lofty stems where it did not
appear that the hand of man was likely to have planted them; and
myrtles and geraniums grew up roof-high, like the finest monthly
roses in England. Instead of the little white butterflies flitting over the
daisied turf, there were splendid ones alighting here and there in the
neighbouring garden, larger and gayer than the finest of the flowers
they fed upon. Instead of the lark rising from her dewy nest into the
pink morning cloud, there were green and crimson parrots glancing
among the lofty evergreens. Instead of flickering swarms of midges,
flies shone like emeralds in the sun. Instead of a field-mouse
venturing out of its hole, or frogs leaping across the path, speckled
and gilded snakes (of which Ellen had learned not to be afraid)
wriggled out into the sunshine, and finding that the world was not all
asleep, made haste to hide themselves again.
“If I could fancy any part of this to be England,” thought Ellen, “it
would be yonder spot behind the range of woodland, where the
smoke is rising. If that were but grandfather’s cottage, how I would
run and bring them here before any body else was up. They will be
so sorry not to have seen me married, and not to know Harry! But I
cannot make out that smoke. I did not know that anybody lived there,
and it looks more than enough to come from a single chimney.
Perhaps the man that found the brick clay, and talked of having a
kiln, may have settled there. I will ask Harry. I wonder what o’clock it
is now! He said he should finish his morning’s work first, that he
might stay when he did come. How odd it seems that there are so
few people to do things here, that a man can scarcely be spared
from his work on his wedding day! They must be all over-sleeping
themselves, I think. I’ll just get the milk-pails, and that may wake
them; and if the cows are milked a little earlier than usual, it will not
signify. I only get fidgetty, sitting here, and fancying noises; from
missing the singing-birds, I dare say, that are busy among the
boughs on such a morning as this in England. It was an odd squeak
and whistle that I heard just now; perhaps a quail or a parroquet, or
some other bird that I don’t know the note of yet. Or it might be one
of those noisy black swans on the lake yonder. I will not stay any
longer to be startled. That was only a butterfly that flew dazzling
before my eyes; and these flies do not sting, so I need not mind their
buzzing. There! I had rather hear that lowing that I have been used
to from a child than any music in the world. I should be sorry indeed
to give up these cows, for all I am going to have one of my own.”
Ellen purposely made some noise in getting her pails, that she
might wake somebody and find out how time went. She could not
account for the sun being so low in the sky till she heard the farmer
growl that he wished people would be quiet till it was time to get up;
which it would not be for two hours yet.
After pausing before the door to watch the distant smoke, which
had much increased, Ellen repaired to the cow-yard, immediately
behind the dwelling. She stumbled on something in the litter which
she mistook for a little black pig, till its cry made her think it was
something much less agreeable to meet with. Stooping down, she
saw that it was certainly a black baby; ugly and lean and dirty; but
certainly a baby. She did not scream; she had the presence of mind
not to touch the little thing, remembering that, for aught she knew,
the parents might be lurking among the sheds, and ready to spring
upon her if she should attempt to carry away the infant, which had
probably been dropped in the hurry of getting out of her way.
Trembling and dreading to look behind her, she stepped back into
the house, and now roused the farmer in good earnest. In a few
minutes, the whole household was in the cow-yard; the men not
choosing to separate, and the women being afraid to leave their
protectors. The child was still there, and nothing was discovered in
the general search of the premises which now took place. When the
farmer saw the smoke at a distance, he ascribed it at once to a party
of natives having set the grass on fire in cooking their kangaroo
repast. He thought it probable that two or three spies might be at
hand, and the rest of the party ready for a summons to fall on the
farm as soon as it should, by any accident, be left undefended. He
would not have the child brought into the house, but fed it himself
with milk, and laid it on some straw near where it was found, in a
conspicuous situation. Beside it he placed some brandy, and a
portion of food for the parents, if they should choose to come for it.
“There is no knowing,” said he, “but they may be looking on; and
one may as well give them the chance of feeling kindly, and making
peace with us.” And he silenced one of his men who began to
expatiate on the impossibility of obtaining any but a false peace with
these treacherous savages.
Nothing could satisfy Harry but standing over his betrothed with a
musket while she was milking. As for her, every rustle among the
leaves, every movement of the cow before her, made her inwardly
start; though she managed admirably to keep her terrors to herself.
The arrival of the chaplain happened fortunately for collecting the
neighbouring settlers; and, by the farmer’s desire, nothing was said
of what had happened till the services he came to perform were
ended. Harry and Ellen were married, amidst some grave looks from
the family of which they had till now made a part, and the smiles of
all the guests. Ellen’s disappointed lovers,—the only people who
could possibly disapprove of the ceremony,—were absent; and she
tried not to think about what they might be doing or planning.
The barking of the dogs next drew the party to the door, and they
saw what was a strange sight to many of the new-comers. A flock of
emus, or native ostriches, was speeding over the plain, almost within
shot.
“What are they?” inquired one.
“’Tis many a month since we have seen an emu,” observed
another. “I thought we had frightened away all that were left in these
parts.”
“What are you all about,” cried a third. “Out with the dogs and after
them! Make chase before it is too late!”
“A decoy! a decoy!” exclaimed the farmer. “Now I am certain that
mine is a marked place. These savages have driven down the emus
before them, to tempt us men out to hunt, and they are crouching
near to fall on while we are away.”
He was as bold, however, as he was discerning. He left three or
four men to guard the women and stock at home, and set off, as if on
a sudden impulse, to hunt emus with the rest of his company,
determining to describe a circuit of some miles, (including the spot
whence the smoke arose) and to leave no lurking place unsearched.
Frank went with him. Castle insisted on following his usual
occupation on the downs, declaring himself safe enough, with
companions within call, and on an open place where no one could
come within half a mile without being seen. This was protection
enough against an enemy who carried no other weapons than
hatchets and pointed sticks, hardly worthy of the name of spears.—
Harry remained, of course, with his bride.
The day wore away tediously while the home guard now patrolled
the premises, now indolently began to work at any little thing that
might happen to want doing in the farm-yard, and then came to sit on
the bench before the door, complaining of the heat. The women,
meanwhile, peeped from the door, or came out to chat, or listened
for the cry of the dogs, that they might learn in which direction the
hunting party was turning.
“Ellen,” said her husband, “I do wonder you can look so busy on
our wedding day.”
“O, I am not really busy! It is only to drive away thought when you
are out of sight.”
“Well then, come with me across the road,—just to our own
cottage, and see how pretty it was made for us to have dined in to-
day, if all this had not happened. Frank was there after you left it last
night; and there is more in it than you expect to see.—Now, don’t
look so afraid. It is no further than yonder saw-pit; and I tell you there
is not a hole that a snake can creep into that we have not searched
within this hour.—I do not believe there is a savage within twenty
miles.—O, the baby!—Aye. I suppose it dropped from the clouds, or
one of the dogs may have picked it up in the bush. ’Tis not for myself
that I care for all this disturbance: ’tis because they have spoiled
your wedding day so that you will never bear to look back to it.”
 Ellen wished they were but rid of their black foes for this time, and
then she should care little what her wedding day had been. They
said that one sight of a savage in a life-time was as much as most
settlers had.—She must step in passing to see what ailed the poor
infant, which was squalling in much the same style as if it had had a
white skin;—a squall against which Ellen could not shut her heart
any more than her ears.
“I must take it and quiet it,” said she. “I can put it down again as
we come back in ten minutes.”
So lulling and rocking the little woolly-headed savage in her arms,
she proceeded to her own cottage, to admire whatever had been
suggested by her husband, and added by her neat-handed brother.
“What bird makes that odd noise?” inquired Ellen presently. “A
magpie, or a parrot, or what? I heard it early this morning, and never
before. A squeak and then a sort of whistle. Hark!”
“’Tis no bird,” said Harry in a hoarse whisper. “Shut and bar the
door after me!”
And he darted out of the cottage. Instead of shutting the door,
Ellen flew to the window to watch what became of Harry. He was
shouting and in full pursuit of something which leaped like a
kangaroo through the high grass. He fired, and, as she judged by his
cry of triumph, reached his mark. A rustle outside the door at this
moment caught her excited ear; and on turning, she saw, distinct in
the sunshine on the door-sill, the shadow of a human figure, as of
some one lying in wait outside. Faint with the pang of terror, she
sunk down on a chair in the middle of the room, with the baby still in
her arms, and gazed at the open doorway with eyes that might seem
starting from their sockets. Immediately the black form she dreaded
to see began to appear. A crouching, grovelling savage, lean and
coarse as an ape, showing his teeth among his painted beard, and
fixing his snakelike eyes upon hers, came creeping on his knees and
one hand, the other holding a glittering hatchet. Ellen made neither
movement nor sound. If it had been a wild beast, she might have
snatched up a loaded musket which was behind her, and have
attempted to defend herself; but this was a man,—among all his
deformities, still a man; and she was kept motionless by a more
enervating horror than she would once have believed any human
being could inspire her with. It was well she left the weapon alone. It
was better handled by another. Harry, returning with the musket he
had just discharged, caught a full view of the creature grovelling at
his door, and had the misery of feeling himself utterly unable to
defend his wife. In a moment, he bethought himself of the back
window, and of the loaded musket standing beside it. It proved to be
within reach; but his wife was sitting almost in a straight line between
him and the savage. No matter! he must fire, for her last moment
was come if he did not. In a fit of desperation he took aim as the
creature was preparing for a spring. The ball whistled past Ellen’s
ear, and lodged in the head of the foe.
They were indeed safe, though it was long before they could
believe themselves so, or Ellen could take courage to cross to the
farm to tell what had happened. As there were no more traces of
lurkers in the neighbourhood, it was supposed that the one shot in
the grass was the mother, the one in the door-way, the father of the
infant which no one now knew what to do with. It might be dangerous
to keep it, whether it flourished or died under the care of the settlers;
and there seemed to be no place where it could be deposited with
the hope of its being found by its own tribe. When Frank and his
companions returned from the hunt, they threw light on this and
other curious matters, and brought comfortable tidings to the inmates
of the farm. The Castles, indeed, and they alone, found as much
matter of concern as of comfort in what Frank had to tell.
In following the emu hunt, the farmer and his party had skirted a
tract of woodland, called the bush, within which they perceived
traces of persons having lately passed. On searching further, they
came upon a scene rather different from what they had expected,
and not the most agreeable in the world, though it fully accounted for
the visit of the natives.—Under a large mimosa, which waved its long
branches of yellow flowers over the turf, and made a flickering
shade, lay Jerry, enjoying the perfection of convict luxury; that is,
smoking his pipe, drinking rum, and doing what he pleased, with a
black wife, who, having skinned the kangaroo and lighted the fire,
squatted down on the turf, waiting for further orders. If it had not
been for the child she carried in a hood of hide on her shoulders, she
would have been taken for a tame monkey, so little was there human
in her appearance and gestures; but the tiny face that peeped over
her shoulder had that in it which bespoke humanity, however soon
the dawning rationality might be destined to be extinguished.—On
seeing the hunting-party, Jerry sprang to his feet, seized his arms,
and whistled shrill and long; whereupon so many hootings and
whistlings were heard through the wood, so many ferocious faces
appeared from among the brakes on every hand that it became
prudent to explain that no war was intended by the hunting-party.
Frank and Jerry were the spokesmen; and the result of their
conference was the communication of news of much importance to
both parties. Jerry learned that the settlements below were so well
guarded and reinforced that any attempt at plunder must fail; and he
assured Frank that he was about to depart at once with his band to
one of the islands in Bass’s Strait, to live among, or reign over the
natives, as many a convict had done before him. He owned that his
black wife was stolen, and that her husband having been knocked on
the head in the scuffle, the rest of the savage party had gone down
to wreak their revenge on the first whites they could meet with. He
was really sorry, he declared, to hear how Ellen’s wedding-day had
been disturbed; and solemnly promised to draw off the foe to a
distant quarter, and watch that they did not again molest the Dairy
Plains. Frank could trust to these promises, as poor Jerry, amidst all
his iniquities, retained a rude sense of honour, and a lingering
attachment to his family,—especially a pride in his sister Ellen.—
Frank learned with great satisfaction that Bob’s disappearance from
the neighbourhood was not owing to his having run away. He had
refused to do so, his ambition being to become a great man in the
settlement, provided he could accomplish his object without too
much trouble and self-denial. He had made a merit of remaining at
his work when his comrades eloped, and had, in consequence, got
promoted to a better kind of employment, by which he had it in his
power to make a good deal of money.
“And now, Ellen,” said Frank, on concluding the story of his
morning’s adventures, “I must go and bring you the wedding present
poor Jerry left behind for you.” And he explained that a sun-dial was
hidden in a secure place, whence it should be brought and put up
immediately.
 “Is it stolen, do you think?” inquired Ellen timidly. “Indeed, I had
rather not have it.”
“It is not stolen. A watch-maker, a clever man enough, came over
in the same ship with the lads, and Jerry paid him for making this dial
for you, knowing you had no watch. He could easily have sent you
money, he said, but thought you would like this better, since there is
little that can be bought in these parts that you have not without
money.”
“I don’t know how it is,” observed Ellen; “but though it is very
shocking that Jerry has got among these people, and into such a
brutal way of life, I feel less afraid of them now that he is there. If it
were not for this, I should feel that such a fright as we have had will
set against a great deal of the good we have fallen in with here.”
“It always happens, Ellen, all through life, and all over the world,
that there is something to set against other things; and never more
so than when people leave their own country. If a man quits England
through intolerable poverty, he must not expect to find everything to
his mind, and abundance besides. If he goes to Canada, he may
gain what he emigrates for,—food for himself and property to leave
to his children; but he must put up with tremendous toil and hardship
till he can bring his land into order, and with long, dreary winters,
such as he had no notion of before. If he goes to the Cape, he finds
a better climate and less toil; but from the manner of letting land
there, he is out of the way of society and neighbourhood, and cannot
save so as to make his children richer than himself. If he comes
here, he finds the finest climate in the world, and an easy way of
settling; but then there is the plague of having convicts always about
him, and the occasional peril of being robbed;—and in some few of
the wilder parts of the island, of an individual here and there being
murdered. But this last danger is growing less every year, and
cannot exist long.—Now, since there is evil everywhere, the question
is what is the least? I, for one, think them all less than living in
England in hopeless poverty, or even than getting a toilsome
subsistence there with the sight of hopeless poverty ever before
one’s eyes, and the groans or vicious mirth of pauperism echoing
through the alleys of all the cities of England. I, for one, feel it well
worth anything troublesome we have met with, or can meet with