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Cambridge Primary Mathematics
Packed with activities, including measuring, drawing and using 100 squares, these
workbooks help your students practise what they have learnt. Specific exercises
develop thinking and working mathematically techniques. Focus, Practice and
Challenge exercises provide clear progression through each topic, helping learners
see what they’ve achieved. Ideal for use in the classroom or for homework.

CAMBRIDGE
Primary Mathematics
• Activities take an active learning approach to help learners apply their
knowledge to new contexts
• Three-tiered exercises in every unit get progressively more challenging to help
students see and track their own learning
• Varied question types keep learners interested
• Write-in for ease of use
• Answers for all questions can be found in the accompanying teacher’s resource

For more information on how to access and use your digital resource, Workbook 2
please see inside front cover.
Cherri Moseley & Janet Rees

This resource is endorsed by

Cambridge Assessment International Education Completely Cambridge
✓ P rovides learner support as part of a set of Cambridge University Press works with Cambridge
resources for the Cambridge Primary Maths Assessment International Education and experienced
curriculum framework (0096) from 2020 authors to produce high-quality endorsed textbooks
and digital resources that support Cambridge teachers
✓ H
 as passed Cambridge International’s and encourage Cambridge learners worldwide.
rigorous quality-assurance process
To find out more visit cambridge.org/
✓ Developed by subject experts cambridge-international

✓ For Cambridge schools worldwide

Registered Cambridge International Schools benefit from high-quality programmes,

assessments and a wide range of support so that teachers can effectively deliver
Cambridge Primary.

Visit www.cambridgeinternational.org/primary to find out more.

Second edition Digital access

 CAMBRIDGE
Primary Mathematics
Workbook 2
Cherri Moseley & Janet Rees
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
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Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/9781108746465
© Cambridge University Press 2021
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2021
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in Dubai by Oriental Press.
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-74646-5 Workbook with Digital Access (1 Year)
Additional resources for this publication at www.cambridge.org/9781108746465
Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.

NOTICE TO TEACHERS
It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence,
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.
 Contents

Contents
How to use this book 5
Thinking and Working Mathematically 6

1 Numbers to 100 8
1.1 Numbers to 100 8
1.2 Counting up to 100 objects 15
1.3 Comparing and ordering numbers 22

2 Geometry 27
2.1 3D shapes 27
2.2 2D shapes and symmetry 39
2.3 Fractions of shapes 44

3 Measures 53
3.1 Length 53
3.2 Drawing and measuring lines 64

4 Statistics 72
4.1 Carroll diagrams and tally charts 72

5 Working with numbers to 100 78

5.1 Addition 78
5.2 Subtraction 86
5.3 Multiplication 94
5.4 Division 102

6 Money 109
6.1 Money 109

7 Time 116
7.1 Units of time and the calendar 116

3
 Contents

8 Numbers to 100 (2) 124

8.1 Numbers in words, rounding and regrouping 124
8.2 Fractions of numbers 130

9 Statistics (2) 135

9.1 Venn diagrams, lists and tables 135
9.2 Statistics 144

10 Calculating 152
10.1 Adding and subtracting two 2-digit numbers 152
10.2 Connecting addition and subtraction 159
10.3 Multiplication 167
10.4 Division 171

11 Geometry (2) 175

11.1 Angles and turns 175
11.2 Circles 185

12 Telling the time 187

12.1 Telling the time 187

13 Measures (2) 194

13.1 Mass and temperature 194
13.2 Capacity 207

14 Pattern and probability 214

14.1 Pattern and probability 214

15 Symmetry, position and movement 220

15.1 Symmetry, position and movement 220

Acknowledgments 228

4
 How to use this book

How to use this book

This workbook provides questions for you to practise what you
have learned in class. There is a unit to match each unit in
your Learner’s Book. Each exercise is divided into three parts:
• Focus: these questions help you to master the basics
• Practice: these questions help you to become more confident in
using what you have learned
• Challenge: these questions will make you think more deeply.

Each exercise is divided into three parts.

You might not need to work on all of them.
Your teacher will tell you which parts to do.

You will also find these features:

Important words that you will use.

Step-by-step examples showing a

way to solve a problem.
There are often many different
ways to solve a problem.

These questions will help

you develop your skills of thinking
and working mathematically.

5
 Thinking and Working Mathematically

Thinking and Working

Mathematically
There are some important skills that you will develop as you learn
mathematics.

Specialising
is when I test
examples to see if
they fit a rule
or pattern.

Characterising
is when I explain how
a group of things are
the same.

Generalising
is when I can
explain and use a rule
or pattern to find
more examples.

Classifying
is when I put
things into groups and
can say what rule
I have used.

6
 Thinking and Working Mathematically

Critiquing
is when I think about
what is good and what
could be better in my
work or someone
else’s work.

Improving
is when I try to
make my maths
better.

Conjecturing is
when I think of an idea
or question linked to
my maths.

Convincing
is when I explain
my thinking to someone
else, to help them
understand.

7
 1 Numbers to 100
1.1 Numbers to 100 column digit
place holder
Exercise 1.1 representation row
Focus
1 Write the missing numbers.

2 3 = 0 +

= 4 0 + 9

2 Write the missing numbers.

21 25 30

51 55 60

8
 1.1 Numbers to 100

Worked example 1

This is a column from the Answer:

100 square.
Write the
missing numbers. 1 1

Count on in tens.
11 11 11, 21, 31, . . .
The number of ones stays
the same. The number
21
of tens changes.

31

41

51

61

71

81

91 91

9
 1 Numbers to 100

3 Write the missing numbers.

3 6 10

50

53

66

100

4 Which 2-digit numbers are represented?

  

10
 1.1 Numbers to 100

  
5 Draw a different representation of this number.

41

40 1

Show your representation to a partner or carer.

How is your representation the same as others? How is it different?

Practice
6 Write the missing numbers.

= 9 0 + 8

8 5 = 0 +

= 7 0 + 3

11
 1 Numbers to 100

7 Here are some rows and columns from a 100 square.

Write the missing numbers.

80

20

4 8

74

88

12
 1.1 Numbers to 100

8 Draw a representation of 23 and a representation of 32.

How are they the same? How are they different?

Discuss your representations with a partner or carer.
9 Here are some pieces of a 100 square.
Write the missing numbers.

23

57 37

74

88

13
 1 Numbers to 100

Challenge
10 Here is a mostly blank 100 square.
Write these numbers in the correct places.
37 81 53 90 75 46 69

100

11 Use the digit cards to make 6 different 2-digit numbers.

Write these numbers in the correct places in the
100 square from question 10.

2 4 8

14
 1.2 Counting up to 100 objects

1.2 Counting up to 100 objects

Exercise 1.2
Focus
accurate, accurately
1 Write the missing numbers.
collection order

1 ten → 10
Use the table to help
you count in tens
2 tens →
from 10 to 100.
3 tens →

4 tens →

5 tens →

6 tens →

7 tens →

8 tens →

9 tens →

10 tens →

15
 1 Numbers to 100

2 Which tens number is 1 ten more than 8 tens?   

3 Which tens number is 1 ten fewer than 6 tens?

4 Sofia and Zara make some numbers. Sofia chooses the tens.
Zara chooses the ones.
Write each number they make in a part whole diagram.

b
Ten Ten Ten

One One One One One

One One One One

c Sofia chooses four tens.

Zara chooses zero ones.

16
 1.2 Counting up to 100 objects

Worked example 2
More than 10,
Arun scoops some stones out of a tray. but fewer than 50.
How many stones does he scoop out? I estimate 20.
Estimate then count.

Estimate

10 20 50 100

Count

Count in tens:
10, 20. Count on in
ones: 21, 22, 23, 24,
25, 26, 27.
Answer: 27 stones

17
 1 Numbers to 100

5 How many cubes are in the collection?

Estimate then count to check.

Estimate

10 20 50 100

Count

Compare your estimate and count with another person's.

Do you both agree?
6 Sofia counts 100 beads in twos.
Draw a ring around any numbers she said.

24   59   36   42   17   78   12

Practice
7 Write the tens numbers in order, from 100 to 10.

100 10

8 Marcus and Arun make some numbers.

Marcus chooses the tens. Arun chooses the ones.
They make 53 and 87.

How many tens does Marcus choose? and

How many ones does Arun choose? and

18
 1.2 Counting up to 100 objects

9 How many beans are in the collection?

Estimate then count to check.

Estimate

10 20 50 100

Count

Compare your estimate and count with another person's.

Do you both agree?
10 Tick the correct sentences.
Numbers
An even 2 more than with 1, 3, 5, 7 or
number of objects an odd number 9 ones are
can be sorted into is always an odd even numbers.
2 equal groups. number. 0 is an odd
number.

19
 1 Numbers to 100

Challenge
11 How many large spots are in the box?
How many small spots are in the box?
Estimate, then use the two boxes below
to help you count the large spots and
then the small spots.

Tip

You could count in twos, fives or tens to find the total.

Estimate

10 20 50 100

Count

Estimate

10 20 50 100

Count

Compare your estimate and count with another person's.

Do you both agree?

20
 1.2 Counting up to 100 objects

12 Draw or lightly colour a shape joining 5 small squares

on the 100 square.
Only 1 number inside your shape can be odd.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Draw your shape again in a different place.

This time only one of the numbers inside your shape can be even.

21
 1 Numbers to 100

1.3 Comparing and ordering

numbers
close, closer end, stop, finish
Exercise 1.3 extend order or ordering numbers
Focus ordinal numbers sequence
start, beginning
Worked example 3
Estimate and show where 32 is on this number line.

0 10 20 30 40 50 60 70 80 90 100

Answer:

32 is 3 tens 32 is more
and 2 ones. than 30 but fewer
than 40.

32 is after 30 and close

to it, but not next to it – that
would be 31.
32

0 10 20 30 40 50 60 70 80 90 100

22
 1.3 Comparing and ordering numbers

1 Estimate and show where 15, 43 and 78 are on this number line.

0 10 20 30 40 50 60 70 80 90 100

2 Draw a ring around the 3rd elephant.

3 Arun is last in a queue of 32 people.

Write the ordinal number for Arun’s place in the queue.

Worked example 4
A number sequence starts at 35. It counts on in tens and stops at 65.
What are the numbers in this sequence?

I used a All the numbers have

100 square to 5 ones. They are all odd.
help me.

35, 45, 55, 65.

Answer: 35, 45, 55, 65.

4 A number sequence starts at 42.

It counts on in tens and stops at 72.
Write the numbers in the sequence.

,   ,   ,  

23
 1 Numbers to 100

5 A number sequence starts at 32.

It counts on in twos and stops at 38.
Write the numbers in the sequence.

,   ,   ,  

6 Draw a ring around the correct words for the number

sequence in question 4.
All the numbers are odd even.
All the numbers have the same number of ones tens.
7 Compare 35 and 53.
Tip
Which number is greater?
For questions 7 and 8,
you can use the number
line or place value grid
8 Order these numbers from below to help you.
smallest to greatest.

Tip
21 53 35 12

Remember to use a pencil –

you can erase your working
        
and reuse the diagrams!

0 10 20 30 40 50 60 70 80 90 100

10s 1s

24
 1.3 Comparing and ordering numbers

Practice
9 Estimate and show where 3 and 49 are on this number line.

0 10 20 30 40 50 60 70 80 90 100

10 Draw a ring around the last leaf.

Draw a line under the 4th leaf.
Tick the 1st leaf.

11 Zara’s number sequence is 78, 76, 74, 72, 70.

Complete the description of Zara’s number sequence.

at 78. Count in . Stop at .

12 Compare 63 and 36. Tip

Which is the smaller number?
For questions 12
and 13, you can
use the number
line or place
value grid used
for questions
7 and 8 to
13 Order these numbers from smallest to largest.
help you.

64 75 46 57 19

           

25
 1 Numbers to 100

Challenge
14 Arun marks two numbers on the number line.
Estimate and write Arun's numbers in the boxes.

0 10 20 30 40 50 60 70 80 90 100

15 Sofia and Zara join a queue to get tickets for the school disco.
There are 51 people in front of them.
What are Sofia and Zara's positions in the queue? and
16 Write a sequence of 5 numbers.
Complete the sentences to describe your sequence.

at . Count in . Stop at .
17 Order these numbers from greatest to smallest.

82 48 84 28 42

           

26
 2 Geometry
2.1 3D shapes
curved surface edge
Exercise 2.1 face vertex, vertices

Focus

Worked example 1
Match these shapes to their names.

           

cube  cuboid  square-based pyramid  cylinder  sphere

I know I know a cube because it has

a sphere because it’s six faces that are the same.
like a ball.

A cylinder There is a shape

can roll. with a vertex at
the top.

It has a
square face. That
is a square-based That means
pyramid. that the last one
is a cuboid.
27
 2 Geometry

Continued
Answer:

cuboid cube sphere cylinder square-based

pyramid

1 a Describe this 3D shape.

This shape is a .

It has faces.

It has edges.

It has vertices.
b  hoose one of these 3D shapes. Name and describe it
C
using edges, faces, vertices and curved surfaces.

D e ez
Cereal
B A KE D B EA N S

        

28
 2.1 3D shapes

Name:

Description: 

2 Draw a ring around the correct word to name each shape.

sphere cube pyramid cuboid

cube cylinder sphere cuboid

sphere cube cuboid cylinder

cube cuboid pyramid sphere

cuboid sphere pyramid cube

29
 2 Geometry

3 Look around you.

Find as many 2D and 3D shapes as you can.
Choose 3 of each.
Draw and write what you find in this table.

Object Name of 2D shape

Object Name of 3D shape

30
 2.1 3D shapes

4 Complete the number of faces, edges, curved surfaces

and vertices in this table.

Curved
Shape Faces Edges Vertices
surfaces

0 0

5 8

12

31
 2 Geometry

Practice
5 Tony has a 3D shape.
One face of the shape is a square.
What could the shape be?

6 a What am I? Write the name under the picture.

A B C

D E

b I have more than 2 faces.

None of my faces are circles.
I have 1 square face.
Some of my faces are triangles.
What am I? I am a

c I have more than 2 vertices.

I have no triangular faces.
All my faces are the same size.
I have no curved surfaces.
What am I? I am a

32
 2.1 3D shapes

7 Use the Venn diagram to sort the shapes.

You can draw the shapes or write their names.

Curved surfaces

           

33
 2 Geometry

8 Find 4 3D shapes that are near to you.

What 2D shapes can you find on them?
For example, a cuboid may have 2 square faces
and 4 rectangular faces.
Draw and write what you have found in this table.

Object Name of 3D shape 2D shapes you can see

Challenge
9 Susie says that her 3D shape has 12 edges.
Max says that it can be a square-based pyramid, a cube or a cuboid.
Is Max correct? Explain your answer.

34
 2.1 3D shapes

10 Look at each pair of shapes.

Can you say what is the same and what is different about
the shapes in each pair?
Use the table to record your ideas.

Shapes What is the same? What is different?

Both have 6 faces,

12 edges and
8 vertices.
  

  

  

35
 2 Geometry

11 Sort the shapes using a Venn diagram.

Write or draw the shapes in the correct places.

Only flat faces

           
cube pyramid cylinder sphere cuboid
Which shapes belong outside the circle?
Write what you notice about the shapes outside the circle.

Which shapes belong inside the circle? Write their names.

36
 2.1 3D shapes

12 Name these 3D shapes.

Then look for and find any of these shapes in or outside your house.
Draw what you find.
Write the name of 2D shapes that can be found on your 3D shapes.

3D shape Name Picture 2D shapes I can see

37
 2 Geometry

Name these 2D shapes.

Then look for and find any of these shapes in or outside your home.
Draw what you find.
Write what 3D shapes you can make from your 2D shapes.

2D shape Name Picture 3D shapes I can make

38
 2.2 2D shapes and symmetry

2.2 2D shapes and symmetry

Exercise 2.2 hexagon horizontal line of symmetry
mirror image octagon pentagon
Focus
polygon symmetry, symmetrical vertical
Worked example 2
Where is the line of
symmetry in this shape?

If we fold this shape along the dotted line,

the 2 sides will match exactly.
That’s called the line of symmetry. Some
shapes have more than one.
Lots of shapes have a line of symmetry.

1 Draw a line of symmetry on these pictures.

Use a mirror to help you.

39
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of
Sailing ships
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Sailing ships

the story of their development from the earliest times to
the present day

Author: E. Keble Chatterton

Release date: April 25, 2024 [eBook #73464]

Language: English

Original publication: London: Sidgwick & Jackson, ltd, 1909

Credits: Peter Becker, John Campbell and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK SAILING

SHIPS ***
TRANSCRIBER’S NOTE
Footnote anchors are denoted by [number], and the footnotes have been placed at
the end of the book.
New original cover art included with this eBook is granted to the public domain.
All changes noted in the ERRATA have been applied to the etext.
Some minor changes to the text are noted at the end of the book.
SAILING SHIPS
 SAILING SHIPS
THE STORY OF THEIR DEVELOPMENT
FROM THE EARLIEST TIMES
TO THE PRESENT DAY

BY

E. KEBLE CHATTERTON

WITH A HUNDRED AND

THIRTY ILLUSTRATIONS

LONDON

SIDGWICK & JACKSON, LTD.

3 ADAM STREET, ADELPHI, W.C.

1909
All rights reserved.
 IN PIAM MEMORIAM

PATRIS DILECTISSIMI
QVI ME
AD MARIS NAVIVMQVE
STVDIVM
PRIMVS EXCITAVIT
 P R E FA C E .
This history of sailing ships has been written primarily for the general
reader, in the hope that the sons and daughters of a naval nation,
and of an Empire that stretches beyond the seas, may find therein a
record of some interest and assistance in enlarging and
systematising their ideas on the subject, especially as regards the
ships of earlier centuries. It is not necessary to look far—no further
than the poster-designs on advertisement-hoardings—to observe the
errors into which our artists of to-day are liable to fall owing to lack of
historical knowledge in this subject; and to put (for instance)
triangular headsails with a rectangular sail on the “bonaventure
mizzen-mast” of an early sixteenth-century ship, is an inaccuracy
scarcely to be pardoned.
 Quite recently one of the chief librarians in one of our biggest
national treasure-houses informed me that when an artist, who had
been commissioned to illustrate a certain work, came to him for
guidance as to the ships of a recent period, he was at a loss where
to lay his hands on a book which should show him what he wished to
know by picture and description. Only after much search was the
requisite knowledge obtained.
I trust that both the yachtsman and sailorman will find in these
pages something of the same exciting pleasure which has been
mine in tracing the course of the evolutions through which their ships
have passed. Those whose work or amusement it is to acquaint
themselves with the sailing ship and her ways, and for lack of time
and opportunity are unable to seek out the noble pedigree of what
Ruskin truly described as “one of the loveliest things man ever
made, and one of the noblest,” may care to learn what were the
changing conditions which combined to bring about such a highly
complex creature as the modern sailing ship. Perhaps at some time
when handling a rope, a spar, a tiller or a sail, they may have
wondered how it all began; what were the origins of all those various
parts of a ship’s “furniture”; why some essential portions have
scarcely changed; and how other portions are the outcome of time,
experiment, and science. I hope that to neither the amateur nor the
professional sailor I shall seem impertinent if I have attempted to tell
them something about their ship which they did not know before. But
if, on the other hand, I shall have succeeded in increasing their love
for the sailing ship by outlining her career, I trust that this may be
allowed to counterbalance the defects which, in a subject of so vast
a scope, are hardly to be avoided in spite of considerable care and
the generous assistance of many kind friends.
Finally, I make my appeal to the younger generation, to whom
ships and the sea have in all times suggested so much that is bound
up with adventure and brave deeds. The present moment sees us at
a stage in the history of ships when the Royal Navy as a whole, and
the Merchant Service almost entirely, have no longer any
convenience for sail. There is a dire need in the latter for both
officers and men, whilst on shore the conditions of employment are
exactly the reverse. Surely it is only by a mutual adjustment of the
two that both problems, on sea and land, can possibly be overcome;
and it is only by winning the enthusiasm of the boy who is to become
father of the man that the sailor’s love for the sea can be handed on
from generation to generation. We have received from our ancestors
a splendid heritage, a unique legacy—the mastery of the seas. That
legacy brings with it a commensurate responsibility, to retain what
our forefathers fought for so dearly. Perhaps to the healthy-minded
Anglo-Saxon boy, not yet too blasé and civilised to feel no thrill in
reading his Marryat, Cook, Ballantyne, Henty, Fenn, or the glorious
sea-fights and discoveries in history itself—perhaps to him this book
may be of some assistance in visualising the actual ships of each
historical period.
I desire to return thanks to many who, from motives of personal
friendship or of love for ships, have so readily lent me their
assistance in the course of this work. If I have omitted to include the
names of any to whom my obligations are due it is from no sense of
ingratitude. Especially I am anxious to return thanks to Dr. Wallis
Budge and Mr. H. R. Hall of the Egyptian Department of the British
Museum, as well as to the officials in other departments of the same
institution, particularly those of the Coin Room, the Print Room, the
Manuscript Room, Greek and Roman Antiquities, and British and
Mediæval Antiquities: to Mr. Clifford Smith of the Victoria and Albert
Museum, South Kensington, and to Mr. R. C. Flower of the Public
Record Office for assistance in research: to Dr. Hoyle of the
Manchester Museum for permission to use photographs of two
Egyptian models: to the Board of Education for permission to
reproduce photographs of models in the South Kensington Museum:
to the Curator of the Royal Naval College Museum, Greenwich, for
granting special facilities for studying the collection of models: to the
British Consul at Christiania, for assistance in obtaining photographs
of Viking ships: to M. Ernest Leroux for permission to use the
illustration of the navis actuaria found on the Althiburus mosaic: to
the Elder Brethren of Trinity House, jointly with Messrs. Cassell and
Co., for allowing me to reproduce Phineas Pett’s Royal Prince: to the
Committee of the Royal Victoria Yacht Club, Ryde, for permission to
reproduce Messrs. West’s photograph of the rare print of the Alarm,
Fig. 113: to Captain Roald Amundsen for the plans of the Gjöa: to
the authorities of the British Museum for many illustrations either
sketched, photographed, or reproduced from their catalogues: to
Lieut.-Colonel A. Leetham, Curator of the Royal United Service
Museum, Whitehall, for permission to photograph models and prints:
to Captain C. E. Terry for the illustration of the Santa Maria: to Mr. A.
E. M. Haes for the photograph of the Oimara: to Messrs. Camper
and Nicholsons, Limited, for the plans of the yacht Pampas: to
Messrs. White Brothers for the lines of the yacht Elizabeth: to
Messrs. Fores for the illustrations of the Xarifa and Kestrel: and to
Mr. H. Warington Smyth for the Nugger in Fig. 8, the two illustrations
of Scandinavian and Russian ships in Figs. 30 and 31, and the
American schooner in Fig. 91. I wish also to acknowledge Mr.
Warington Smyth’s extreme courtesy in offering to allow me to use
any of the other sketches in his delightful book “Mast and Sail in
Europe and Asia,” and only regret that circumstances prevented my
being able to avail myself more fully of so generous an offer.
The illustrations in Figs. 26 and 27 appear by arrangement with
Mr. John Murray: Fig. 51 by arrangement with the Clarendon Press,
Oxford: and Figs. 30, 31, 87-90, 92, 93, 95, 102, 104, 106, 111, 112,
114, 115, and the Plans, by arrangement with the editor of The
Yachting Monthly. Thanks are also due to two artists skilled in
marine subjects—to Mr. Charles Dixon for his two pictures in colour,
at once lively and accurate; and to Mr. Norman S. Carr, not only for
the initial letters of the chapters, but for thirty or more sketches
specially drawn for this book.
Finally, I have to express my thanks to Mr. John Masefield, who
has been kind enough to read the proofs, while the book was
passing through the press, and to give me the benefit of his valuable
advice.
E. KEBLE CHATTERTON.
June 1909.
 E R R ATA
P. line 8, for “with three reefs already taken in”
60, read “close-reefed.” (Fig. 13 shows
three turns taken with the brails or
bunt-lines, so as to make a close reef.)
P.
line 18, for “tilt” read “rake.”
86,
P.
line 1, for “foremast” read “foresail.”
199,
” line 15, for “bill-hooks” read “shear-hooks.”
” line 32, for “anchor” read “a foul anchor.”
P.
line 19, for “face” read “case.”
203,
P.
line 34, for “bill-hooks” read “shear-hooks.”
214,
P.
line 3, after “driver” insert “or spanker.”
262,
P.
line 15, for “iron” read “wire.”
275,
” line 17, for “braces” read “brace-pendants.”
 CONTENTS.
CHAPTER PAGE

List of Illustrations xiii

I. Introductory 1
II. Early Egyptian Ships from about 6000 b.c. 20
III. Ancient Ships of Phœnicia, Greece, and Rome 46
IV. The Early Ships of Northern Europe 89
V. The Development of the Sailing Ship from the Eighth
Century to the Year 1485 128
VI. From Henry VII. to the Death of Elizabeth (1485-1603) 170
VII. From the Accession of James I. to the Close of the
Eighteenth Century 222
VIII. The Sailing Ship in the Nineteenth and Twentieth
Centuries 254
IX. The Fore-and-aft Rig and its Developments; Coasters,
Fishing Boats, Yachts, &c. 281
Glossary 335
Bibliography 339
Index 345
 L I S T O F I L L U S T R AT I O N S .
FIGURE PAGE
A Seventeenth-century English Warship To face title-page
From a painting by Charles Dixon.
Hay-Barge Headpiece to Preface

Sketch by N. S. Carr.
1. Burmese Junk 8
2. Norwegian “Jaegt” 13
3. Egyptian Ship of about 6000 B.C. 22
From an amphora found in Upper Egypt, and now
in the British Museum (Painted Pottery of
Predynastic Period, Case 5, No. 35324).
4. Egyptian Ship of the Fifth Dynasty 30
From wall-paintings in the Temple of Deir-el-
Bahari.
5 and 6. Model of an Egyptian Ship of the Twelfth
Dynasty To face 34
From a tomb at Rifeh, excavated 1906-7.
Photographs by courtesy of Dr. Hoyle, Director of
the Manchester Museum, where the model is
preserved.
7. Egyptian Ship To face 40
From wall-paintings in the Temple of Deir-el-
Bahari.
8. An Egyptian Nugger 43
Sketch by H. Warington Smyth; from his “Mast
and Sail,” by courtesy of the author and Mr. John
Murray.
9. Phœnician Ship 52
From a coin of Sidon, c. 450 B.C., in the British
Museum. Twice the actual size.
10. Phœnician Ship 54
From a coin of Sidon, c. 450 B.C., in the
Hunterian Collection, Glasgow. Twice the actual
size.
11. Greek Ship 58
From a Bœotian fibula of the eighth century B.C.,
in the British Museum (First Vase Room, Case D,
No. 3204).
12. Greek War Galley 59
From a vase of about 500 B.C., in the British
Museum (Second Vase Room, Table-case H, No.
B. 436).
13. Greek Merchantman 61
From the same vase.
14. Stern of a Greek Ship 64
From a coin of Phaselis, of about the fifth century
B.C., in the British Museum (Greek and Roman
Life Room, Case 1, No. 36). Twice the actual size.
15. Boar’s-head Bow of a Greek Ship 64
From the same coin. Twice the actual size.
16. The Ship of Odysseus 66
From a Greek vase, c. 500 B.C., in the British
Museum (Third Vase Room, Case G, No. E. 440).
17. Terra-cotta Model of a Greek Ship 68
Model of the sixth century B.C., in the British
Museum (Greek and Roman Life Room, Case 53,
No. A. 202).
18. A Coin of Apollonia, showing Shape of Anchor 72
Coin of about 420 B.C., in the British Museum
(Greek and Roman Life Room, Case 2, No. 21).
Twice the actual size.
19. A Roman Warship 73
From Lazare de Baïf’s “Annotationes ... de re
navali,” Paris, 1536, p. 164.
20. Roman Ship 75
From the same book, p. 167.
21. Roman Merchant Ships To face 80
From a relief, c. 200 A.D.
22. Roman Ship entering Harbour 82
From an earthenware lamp, c. 200 A.D., in the
British Museum (Greek and Roman Life Room,
Case 53, No. 518).
23. Fishing-boat in Harbour 83
From another lamp, as the last.
24. Navis Actuaria 87
From a recently discovered mosaic at Althiburus,
near Tunis; reproduced by kind permission from
M. Leroux’ “Monuments et Mémoires,” Paris,
1905.
25. The Viking Boat dug up at Brigg, Lincolnshire To face 96
From a photograph, taken during its excavation in
1886, and supplied by Mr. John Scott, of Brigg.
26. Ancient Scandinavian Rock-carving 111
From Du Chaillu’s “Viking Age,” by courtesy of Mr.
John Murray.
27. Viking Ship-form Grave 114
From the same.
28. The Gogstad Viking Ship To face 118
From a photograph by O. Voering, Christiania.
29. The Gogstad Viking Ship To face 120
From a photograph by O. Voering, Christiania.
30. Norwegian Ship 120
From a sketch by H. Warington Smyth, by
courtesy of the artist.
31. Russian Ship 121
As the last.
32. Harold’s Ships; from the Bayeux Tapestry To face 134
From a photograph of the replica at South
Kensington.
33. William the Conqueror’s Ships; from the Bayeux
Tapestry 136