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Brief Contents
Windows 10 Working with an Operating System 2
Office Office 2016 Common Features 64
Word Chapter 1 Introduction to Word 130

Chapter 2 Document Presentation 198
Chapter 3 Document Productivity 268
Chapter 4 Collaboration and Research 332
Excel Chapter 1 Introduction to Excel 402

Chapter 2 Formulas and Functions 486
Chapter 3 Charts 532
Chapter 4 Datasets and Tables 596
Access Chapter 1 Introduction to Access 662

Chapter 2 Tables and Queries in Relational Databases 732
Chapter 3 Using Queries to Make Decisions 810
Chapter 4 Creating and Using Professional Forms and Reports 862
PowerPoint Chapter 1 Introduction to PowerPoint 924

Chapter 2 Presentation Development 990
Chapter 3 Presentation Design 1042
Chapter 4 Enhancing with Multimedia 1116
Application Word Application Capstone Exercise 1185

Capstone Excel Application Capstone Exercise 1190
Exercises Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197
Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223
Glossary 1229
Index 1241
Brief Contents vii
Contents
Windows 10
■ CHAPTER ONE
Working with an Operating System: Getting Started
with Microsoft® Windows® 10 2
CASE STUDY CEDAR GROVE ELEMENTARY SCHOOL 2 WINDOWS SYSTEM AND SECURITY FEATURES 40
WINDOWS 10 FUNDAMENTALS 4 Working with Security Settings and Software 40
Understanding the Windows 10 Interface 4 Working with Administrative Tools 44
Managing and Using the Desktop and Components 11 HANDS-ON EXERCISE 3
Using Windows 10 Search Features 15 Windows System and Security Features 48
HANDS-ON EXERCISE 1 CHAPTER OBJECTIVES REVIEW 51
Windows 10 Fundamentals 19 KEY TERMS MATCHING 53
FILE MANAGEMENT 28 MULTIPLE CHOICE 54
Using File Explorer 28 PRACTICE EXERCISES 55
Selecting, Copying, and Moving Multiple Files MID-LEVEL EXERCISES 59
and Folders 33 BEYOND THE CLASSROOM 61
Compressing Files and Folders 34 CAPSTONE EXERCISE 62
HANDS-ON EXERCISES 2
File Management 36
Microsoft Office 2016

■ CHAPTER ONE Office 2016 Common Features: Taking the First Step 64
CASE STUDY SPOTTED BEGONIA ART GALLERY 64 MODIFY DOCUMENT LAYOUT AND PROPERTIES 104
GETTING STARTED WITH OFFICE APPLICATIONS 66 Using Backstage View 104
Starting an Office Application 66 Changing the Document View 106
Working with Files 67 Changing the Page Layout 107
Using Common Interface Components 70 Inserting a Header and Footer 110
Getting Help 77 Previewing and Printing a File 111
Installing Add-ins 79 HANDS-ON EXERCISES 3
HANDS-ON EXERCISES 1 Modify Document Layout and Properties 113
Getting Started with Office Applications 81 CHAPTER OBJECTIVES REVIEW 118
FORMAT DOCUMENT CONTENT 86 KEY TERMS MATCHING 120
Using Templates and Applying Themes 86 MULTIPLE CHOICE 121
Modifying Text 88 PRACTICE EXERCISES 122
Relocating Text 92 MID-LEVEL EXERCISES 126
Checking Spelling and Grammar 94 BEYOND THE CLASSROOM 128
Working with Pictures and Graphics 96 CAPSTONE EXERCISE 129
Format Document Content 99
viii Contents
Microsoft Office Word 2016
■ CHAPTER ONE Introduction to Word: Organizing a Document 130
CASE STUDY SWAN CREEK NATIONAL WILDLIFE REFUGE 130 HANDS-ON EXERCISES 3
INTRODUCTION TO WORD PROCESSING 132 Document Settings and Properties 180
Beginning and Editing a Document 133 CHAPTER OBJECTIVES REVIEW 185
Customizing Word 142 KEY TERMS MATCHING 186
HANDS-ON EXERCISES 1 MULTIPLE CHOICE 187
Introduction to Word Processing 146 PRACTICE EXERCISES 188
DOCUMENT ORGANIZATION 153 MID-LEVEL EXERCISES 192
Using Features That Improve Readability 153 BEYOND THE CLASSROOM 195
Viewing a Document in Different Ways 159 CAPSTONE EXERCISE 196
Document Organization 165
DOCUMENT SETTINGS AND PROPERTIES 172
Modifying Document Properties 172
Prepare a Document for Distribution 174
■ CHAPTER TWO Document Presentation: Editing and Formatting 198

CASE STUDY PHILLIPS STUDIO L PHOTOGRAPHY 198 OBJECTS 237
TEXT AND PARAGRAPH FORMATTING 200 Inserting and Formatting Objects 237
Applying Font Attributes 200 HANDS-ON EXERCISES 3
Formatting a Paragraph 206 Objects 246
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 253
Text and Paragraph Formatting 216 KEY TERMS MATCHING 254
DOCUMENT APPEARANCE 222 MULTIPLE CHOICE 255
Formatting a Document 222 PRACTICE EXERCISES 256
Applying Styles 226 MID-LEVEL EXERCISES 262
HANDS-ON EXERCISES 2 BEYOND THE CLASSROOM 265
Document Appearance 231 CAPSTONE EXERCISE 266
■ CHAPTER THREE Document Productivity: Working with Tables

and Mail Merge 268
CASE STUDY TRAYLOR UNIVERSITY ECONOMIC MAIL MERGE 306
IMPACT STUDY 268 Creating a Mail Merge Document 306
TABLES 270 Completing a Mail Merge 310
Inserting a Table 270 HANDS-ON EXERCISES 3
Formatting a Table 275 Mail Merge 313
Tables 279 KEY TERMS MATCHING 318
ADVANCED TABLE FEATURES 286 MULTIPLE CHOICE 319
Managing Table Data 286 PRACTICE EXERCISES 320
Enhancing Table Data 291 MID-LEVEL EXERCISES 325
Advanced Table Features 298 CAPSTONE EXERCISE 330
Contents ix
■ CHAPTER FOUR Collaboration and Research: Communicating and
Producing Professional Papers 332
CASE STUDY LITERATURE ANALYSIS 332 ONLINE DOCUMENT COLLABORATION 364
RESEARCH PAPER BASICS 334 Using OneDrive and Word Online 364
Using a Writing Style and Acknowledging Sources 334 Sharing and Collaborating on Documents 370
Creating and Modifying Footnotes and Endnotes 340 HANDS-ON EXERCISES 3
Exploring Special Features 343 Online Document Collaboration 382
Research Paper Basics 346 KEY TERMS MATCHING 389
DOCUMENT TRACKING 353 MULTIPLE CHOICE 390
Reviewing a Document 353 PRACTICE EXERCISES 391
Tracking Changes 357 MID-LEVEL EXERCISES 395
BEYOND THE CLASSROOM 398
CAPSTONE EXERCISE 399
Document Tracking 360
Microsoft Office Excel 2016

■ CHAPTER ONE Introduction to Excel: Creating and Formatting
a Worksheet 402
CASE STUDY OK OFFICE SYSTEMS 402 WORKSHEET FORMATTING 444
INTRODUCTION TO SPREADSHEETS 404 Applying Cell Styles, Alignment, and Font Options 444
Exploring the Excel Window 404 Applying Number Formats 447
Entering and Editing Cell Data 407 HANDS-ON EXERCISES 4
HANDS-ON EXERCISES 1 Worksheet Formatting 450
Introduction to Spreadsheets 413 WORKSHEETS, PAGE SETUP, AND PRINTING 455
MATHEMATICAL OPERATIONS AND FORMULAS 417 Managing Worksheets 455
Creating Formulas 417 Selecting Page Setup Options 457
Displaying Cell Formulas 420 Previewing and Printing a Worksheet 463
HANDS-ON EXERCISES 2 HANDS-ON EXERCISES 5
Mathematical Operations and Formulas 422 Worksheets, Page Setup, and Printing 465
WORKSHEET STRUCTURE AND CLIPBOARD CHAPTER OBJECTIVES REVIEW 469
TASKS 427 KEY TERMS MATCHING 471
Managing Columns and Rows 427 MULTIPLE CHOICE 472
Selecting, Moving, Copying, and Pasting Data 432 PRACTICE EXERCISES 473
HANDS-ON EXERCISES 3 MID-LEVEL EXERCISES 479
Worksheet Structure and Clipboard Tasks 438 BEYOND THE CLASSROOM 482
■ CHAPTER TWO Formulas and Functions: Performing Quantitative Analysis 486

CASE STUDY TOWNSEND MORTGAGE COMPANY 486 LOGICAL, LOOKUP, AND FINANCIAL FUNCTIONS 508
FORMULA BASICS 488 Determining Results with the IF Function 508
Using Relative, Absolute, and Mixed Cell Using Lookup Functions 511
References in Formulas 488 Calculating Payments with the PMT Function 514
HANDS-ON EXERCISES 1 HANDS-ON EXERCISES 3
Formula Basics 492 Logical, Lookup, and Financial Functions 516
FUNCTION BASICS 495 CHAPTER OBJECTIVES REVIEW 521
Inserting a Function 495 KEY TERMS MATCHING 522
Inserting Basic Math and Statistics Functions 497 MULTIPLE CHOICE 523
Using Date Functions 501 PRACTICE EXERCISES 524
HANDS-ON EXERCISES 2 MID-LEVEL EXERCISES 527
Function Basics 503 BEYOND THE CLASSROOM 530
x Contents
■ CHAPTER THREE Charts: Depicting Data Visually 532
CASE STUDY COMPUTER JOB OUTLOOK 532 Modifying the Data Source 575
CHART BASICS 534 Creating and Customizing Sparklines 577
Selecting the Data Source 534 HANDS-ON EXERCISES 3
Choosing a Chart Type 536 Chart Design and Sparklines 580
Moving, Sizing, and Printing a Chart 548
CHAPTER OBJECTIVES REVIEW 583
HANDS-ON EXERCISES 1 KEY TERMS MATCHING 585
Chart Basics 552 MULTIPLE CHOICE 586
CHART ELEMENTS 558 PRACTICE EXERCISES 587
Adding, Editing, and Formatting Chart Elements 559 MID-LEVEL EXERCISES 591
Chart Elements 569 CAPSTONE EXERCISE 595
CHART DESIGN AND SPARKLINES 574

Applying a Chart Style and Colors 574
■ CHAPTER FOUR Datasets and Tables: Managing Large Volumes of Data 596

CASE STUDY REID FURNITURE STORE 596 HANDS-ON EXERCISES 3
LARGE DATASETS 598 Table Manipulation 629
Freezing Rows and Columns 599 TABLE AGGREGATION AND CONDITIONAL FORMATTING 636
Printing Large Datasets 600 Adding a Total Row 636
HANDS-ON EXERCISES 1 Applying Conditional Formatting 638
Large Datasets 604 Creating a New Rule 643
EXCEL TABLES 609 HANDS-ON EXERCISES 4
Understanding the Benefits of Data Tables 609 Table Aggregation and Conditional Formatting 646
Designing and Creating Tables 609 CHAPTER OBJECTIVES REVIEW 651
Applying a Table Style 614 KEY TERMS MATCHING 652
Excel Tables 616 PRACTICE EXERCISES 654
TABLE MANIPULATION 621 MID-LEVEL EXERCISES 658
Creating Structured References in Formulas 621 BEYOND THE CLASSROOM 660
Sorting Data 622 CAPSTONE EXERCISE 661
Filtering Data 624
Microsoft Office Access 2016

■ CHAPTER ONE Introduction to Access: Finding Your Way Through
an Access Database 662
CASE STUDY MANAGING A BUSINESS IN THE GLOBAL HANDS-ON EXERCISES 2
ECONOMY 662 Filters and Sorts 701
DATABASES ARE EVERYWHERE! 664 ACCESS DATABASE CREATION 707
Opening, Saving, and Enabling Content in a Database 665 Creating a Database 707
Recognizing Database Object Types 667
Modifying Data in Table Datasheet View 680 HANDS-ON EXERCISES 3
Adding Records to a Table 680 Access Database Creation 714
Deleting Records from a Table 682 CHAPTER OBJECTIVES REVIEW 718
Using Database Utilities 683 KEY TERMS MATCHING 719
MULTIPLE CHOICE 720
PRACTICE EXERCISES 721
Databases Are Everywhere! 687
MID-LEVEL EXERCISES 727
FILTERS AND SORTS 695 BEYOND THE CLASSROOM 730
Working with Filters 695 CAPSTONE EXERCISE 731
Performing Sorts 699
Contents xi
■ CHAPTER TWO Tables and Queries in Relational Databases:
Designing Databases and Extracting Data 732
CASE STUDY BANK AUDIT 732 Understanding Query Sort Order 775
TABLE DESIGN, CREATION, AND MODIFICATION 734 Running, Copying, and Modifying a Query 776
Designing a Table 734 HANDS-ON EXERCISES 3
Creating and Modifying Tables and Single-Table Queries 778
Working with Data 738
MULTITABLE QUERIES 782
HANDS-ON EXERCISES 1 Creating a Multitable Query 782
Table Design, Creation, and Modification 744 Modifying a Multitable Query 784
MULTIPLE-TABLE DATABASES 749 HANDS-ON EXERCISES 4
Sharing Data 749 Multitable Queries 788
Establishing Table Relationships 754
Multiple-Table Databases 759 MULTIPLE CHOICE 795
SINGLE-TABLE QUERIES 767 PRACTICE EXERCISES 796
Creating a Single-Table Query 767 MID-LEVEL EXERCISES 802
Using the Query Wizard 770 BEYOND THE CLASSROOM 806
Specifying Query Criteria for Different Data Types 773 CAPSTONE EXERCISE 807
■ CHAPTER THREE Using Queries to Make Decisions: Perform

Calculations and Summarize Data Using Queries 810
CASE STUDY REAL ESTATE INVESTORS 810 AGGREGATE FUNCTIONS 837
CALCULATIONS AND EXPRESSIONS 812 Adding Aggregate Functions to Datasheets 837
Creating a Query with a Calculated Field 812 Creating Queries with Aggregate Functions 838
Formatting Calculated Results 816 HANDS-ON EXERCISES 3
Recovering from Common Errors 817 Aggregate Functions 844
Verifying Calculated Results 819
Calculations and Expressions 820 MULTIPLE CHOICE 850
THE EXPRESSION BUILDER AND FUNCTIONS 826 PRACTICE EXERCISES 851
Creating Expressions Using the Expression Builder 826 MID-LEVEL EXERCISES 854
Using Built-In Functions 828 BEYOND THE CLASSROOM 858
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 859
The Expression Builder and Functions 832
■ CHAPTER FOUR Creating and Using Professional Forms and Reports:

Moving Beyond Tables and Queries 862
CASE STUDY COFFEE SHOP STARTS NEW BUSINESS 862 Modifying a Report 898
FORM BASICS 864 Sorting Records in a Report 901
Creating Forms Using Form Tools 864 HANDS-ON EXERCISES 2
Modifying Forms 873 Report Basics 903
Working with a Form Layout 877
Sorting Records in a Form 879
KEY TERMS MATCHING 911
Form Basics 880 PRACTICE EXERCISES 913
REPORT BASICS 889 MID-LEVEL EXERCISES 917
Creating Reports Using Report Tools 889 BEYOND THE CLASSROOM 920
Using Report Views 897 CAPSTONE EXERCISE 921
xii Contents
Microsoft Office PowerPoint 2016
■ CHAPTER ONE Introduction to PowerPoint: Creating a
Basic Presentation 924
CASE STUDY BE A TRAINER 924 Applying Transitions and Animations 955
WORK WITH POWERPOINT 926 Inserting a Header or Footer 957
Opening and Viewing a PowerPoint Presentation 926 HANDS-ON EXERCISES 3
Typing a Speaker Note 933 Presentation Enhancement 960
Saving as a PowerPoint Show 934
NAVIGATION AND PRINTING 965
HANDS-ON EXERCISES 1 Navigating a Slide Show 965
Work with PowerPoint 936 Printing in PowerPoint 968
PRESENTATION CREATION 939 HANDS-ON EXERCISES 4
Planning and Preparing a Presentation 939 Navigation and Printing 972
Adding Presentation Content 943
Reviewing the Presentation 946
KEY TERMS MATCHING 977
Presentation Creation 948 PRACTICE EXERCISES 979
PRESENTATION ENHANCEMENT 953 MID-LEVEL EXERCISES 984
Adding a Table 953 BEYOND THE CLASSROOM 987
Inserting Media Objects 954 CAPSTONE EXERCISE 988
■ CHAPTER TWO Presentation Development: Planning and Preparing

a Presentation 990
CASE STUDY THE WELLNESS EDUCATION CENTER 990 HANDS-ON EXERCISES 3
TEMPLATES 992 Data Imports 1013
Creating a Presentation Using a Template 992 DESIGN 1016
Modifying a Presentation Based on a Template 995 Using Sections 1016
HANDS-ON EXERCISES 1 Examining Slide Show Design Principles 1017
Templates 997 Modifying a Theme 1020
OUTLINES 1002 Modifying the Slide Master 1022
Creating a Presentation in Outline View 1002 HANDS-ON EXERCISES 4
Modifying an Outline Structure 1004 Design 1024
Printing an Outline 1005 CHAPTER OBJECTIVES REVIEW 1028
Outlines 1007 MULTIPLE CHOICE 1030
DATA IMPORTS 1011 PRACTICE EXERCISES 1031
Importing an Outline 1011 MID-LEVEL EXERCISES 1035
Reusing Slides from an Existing Presentation 1011 BEYOND THE CLASSROOM 1038
■ CHAPTER THREE Presentation Design: Illustrations and Infographics 1042

CASE STUDY ILLUSTRATIONS AND INFOGRAPHICS OBJECT MANIPULATION 1081
WORKSHOP 1042 Modifying Objects 1081
SHAPES 1044 Arranging Objects 1089
Creating Shapes 1044 HANDS-ON EXERCISES 3
Applying Quick Styles and Customizing Shapes 1050 Object Manipulation 1095
Shapes 1061 KEY TERMS MATCHING 1103
SMARTART AND WORDART 1066 MULTIPLE CHOICE 1104
Creating SmartArt 1066 PRACTICE EXERCISES 1105
Modifying SmartArt 1070 MID-LEVEL EXERCISES 1109
Creating WordArt and Modifying WordArt 1073 BEYOND THE CLASSROOM 1112
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 1113
SmartArt and WordArt 1076
Contents xiii
■ chapter four Enhancing with Multimedia: PowerPoint Rich
Media Tools 1116
Case Study Engagement Album 1116 Photo Albums 1165
Pictures 1118 Creating a Photo Album 1165
Inserting a Picture 1118 Setting Photo Album Options 1166
Transforming a Picture 1121 Hands-On Exercises 4
Using the Internet as a Resource 1133 Photo Albums 1168
Hands-On Exercises 1 Chapter Objectives Review 1173
Pictures 1136 Key Terms Matching 1174
Video 1145 Multiple Choice 1175
Adding Video 1145 Practice Exercises 1176
Using Video Tools 1149 Mid-Level Exercises 1180
Hands-On Exercises 2 Beyond the Classroom 1182
Video 1155 Capstone Exercise 1183
Audio 1158
Adding Audio 1158
Changing Audio Settings 1160
Hands-On Exercises 3
Audio 1163
Application Capstone Exercises

Word Application Capstone Exercise 1185
Excel Application Capstone Exercise 1190
Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197
Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223
Glossary 1229
Index 1241
xiv Contents
Acknowledgments
The Exploring team would like to acknowledge and thank all the reviewers who helped us throughout the years by providing us with their
invaluable comments, suggestions, and constructive criticism.
Adriana Lumpkin Brian Powell Dawn Medlin

Midland College West Virginia University Appalachian State University
Alan S. Abrahams Carol Buser Debby Keen
Virginia Tech Owens Community College University of Kentucky
Alexandre C. Probst Carol Roberts Debra Chapman
Colorado Christian University University of Maine University of South Alabama
Ali Berrached Carolyn Barren Debra Hoffman
University of Houston–Downtown Macomb Community College Southeast Missouri State
University
Allen Alexander Carolyn Borne
Delaware Technical & Community College Louisiana State University Derrick Huang
Florida Atlantic University
Andrea Marchese Cathy Poyner
Maritime College, State University of Truman State University Diana Baran
New York Henry Ford Community College
Charles Hodgson
Andrew Blitz Delgado Community College Diane Cassidy
Broward College; Edison State College The University of North Carolina at
Chen Zhang
Charlotte
Angel Norman Bryant University
University of Tennessee, Knoxville Diane L. Smith
Cheri Higgins
Henry Ford Community College
Angela Clark Illinois State University
University of South Alabama Dick Hewer
Cheryl Brown
Ferris State College
Ann Rovetto Delgado Community College
Horry-Georgetown Technical College Don Danner
Cheryl Hinds
San Francisco State University
Astrid Todd Norfolk State University
Guilford Technical Community College Don Hoggan
Cheryl Sypniewski
Solano College
Audrey Gillant Macomb Community College
Maritime College, State University of Don Riggs
Chris Robinson
New York SUNY Schenectady County Community
Northwest State Community College
College
Barbara Stover Cindy Herbert
Marion Technical College Doncho Petkov
Metropolitan Community College–Longview
Eastern Connecticut State University
Barbara Tollinger Craig J. Peterson
Sinclair Community College Donna Ehrhart
American InterContinental University
State University of New York at
Ben Brahim Taha Dana Hooper Brockport
Auburn University University of Alabama
Elaine Crable
Beverly Amer Dana Johnson Xavier University
Northern Arizona University North Dakota State University
Elizabeth Duett
Beverly Fite Daniela Marghitu Delgado Community College
Amarillo College Auburn University
Erhan Uskup
Biswadip Ghosh David Noel Houston Community College–Northwest
Metropolitan State University of Denver University of Central Oklahoma
Eric Martin
Bonita Volker David Pulis University of Tennessee
Tidewater Community College Maritime College, State University of
Erika Nadas
Bonnie Homan New York
Wilbur Wright College
San Francisco State University David Thornton
Floyd Winters
Brad West Jacksonville State University
Manatee Community College
Sinclair Community College
Acknowledgments xv
Frank Lucente Jill Young Linda Johnsonius
Westmoreland County Community College Southeast Missouri State University Murray State University
G. Jan Wilms Jim Chaffee Linda Lau
Union University The University of Iowa Tippie College of Longwood University
Business Linda Theus
Gail Cope
Sinclair Community College Joanne Lazirko Jackson State Community College
University of Wisconsin–Milwaukee Linda Williams
Gary DeLorenzo
California University of Pennsylvania Jodi Milliner Marion Technical College
Kansas State University Lisa Miller
Gary Garrison
Belmont University John Hollenbeck University of Central Oklahoma
Blue Ridge Community College Lister Horn
Gary McFall
Purdue University John Seydel Pensacola Junior College
Arkansas State University Lixin Tao
George Cassidy
Sussex County Community College Judith A. Scheeren Pace University
Westmoreland County Community College Loraine Miller
Gerald Braun
Xavier University Judith Brown Cayuga Community College
The University of Memphis Lori Kielty
Gerald Burgess
Western New Mexico University Juliana Cypert Central Florida Community College
Tarrant County College Lorna Wells
Gladys Swindler
Fort Hays State University Kamaljeet Sanghera Salt Lake Community College
George Mason University Lorraine Sauchin
Hector Frausto
California State University Karen Priestly Duquesne University
Los Angeles Northern Virginia Community College Lucy Parakhovnik
Heith Hennel Karen Ravan California State University, Northridge
Valencia Community College Spartanburg Community College Lynn Keane
Henry Rudzinski Karen Tracey University of South Carolina
Central Connecticut State University Central Connecticut State University Lynn Mancini
Irene Joos Kathleen Brenan Delaware Technical Community College
La Roche College Ashland University Mackinzee Escamilla
Iwona Rusin Ken Busbee South Plains College
Baker College; Davenport University Houston Community College Marcia Welch
J. Roberto Guzman Kent Foster Highline Community College
San Diego Mesa College Winthrop University Margaret McManus
Jacqueline D. Lawson Kevin Anderson Northwest Florida State College
Henry Ford Community College Solano Community College Margaret Warrick
Jakie Brown Jr. Kim Wright Allan Hancock College
Stevenson University The University of Alabama Marilyn Hibbert
James Brown Kristen Hockman Salt Lake Community College
Central Washington University University of Missouri–Columbia Mark Choman
James Powers Kristi Smith Luzerne County Community College
University of Southern Indiana Allegany College of Maryland Maryann Clark
Jane Stam Laura Marcoulides University of New Hampshire
Onondaga Community College Fullerton College Mary Beth Tarver
Janet Bringhurst Laura McManamon Northwestern State University
Utah State University University of Dayton Mary Duncan
Jean Welsh Laurence Boxer University of Missouri–St. Louis
Lansing Community College Niagara University Melissa Nemeth
Jeanette Dix Leanne Chun Indiana University-Purdue University
Ivy Tech Community College Leeward Community College Indianapolis
Jennifer Day Lee McClain Melody Alexander
Sinclair Community College Western Washington University Ball State University
Jill Canine Linda D. Collins Michael Douglas
Ivy Tech Community College Mesa Community College University of Arkansas at Little Rock
xvi Acknowledgments
Michael Dunklebarger Richard Cacace Sue A. McCrory
Alamance Community College Pensacola Junior College Missouri State University
Michael G. Skaff Richard Hewer Sumathy Chandrashekar
College of the Sequoias Ferris State University Salisbury University
Michele Budnovitch Richard Sellers Susan Fuschetto
Pennsylvania College of Technology Hill College Cerritos College
Mike Jochen Rob Murray Susan Medlin
East Stroudsburg University Ivy Tech Community College UNC Charlotte
Mike Michaelson Robert Banta Susan N. Dozier
Palomar College Macomb Community College Tidewater Community College
Mike Scroggins Robert Dus̆ek Suzan Spitzberg
Missouri State University Northern Virginia Community College Oakton Community College
Mimi Spain Robert G. Phipps Jr. Suzanne M. Jeska
Southern Maine Community College West Virginia University County College of Morris
Muhammed Badamas Robert Sindt Sven Aelterman
Morgan State University Johnson County Community College Troy University
NaLisa Brown Robert Warren Sy Hirsch
University of the Ozarks Delgado Community College Sacred Heart University
Nancy Grant Rocky Belcher Sylvia Brown
Community College of Allegheny County– Sinclair Community College Midland College
South Campus Roger Pick Tanya Patrick
Nanette Lareau University of Missouri at Kansas City Clackamas Community College
University of Arkansas Community Ronnie Creel Terri Holly
College–Morrilton Troy University Indian River State College
Nikia Robinson Rosalie Westerberg Terry Ray Rigsby
Indian River State University Clover Park Technical College Hill College
Pam Brune Ruth Neal Thomas Rienzo
Chattanooga State Community College Navarro College Western Michigan University
Pam Uhlenkamp Sandra Thomas Tina Johnson
Iowa Central Community College Troy University Midwestern State University
Patrick Smith Sheila Gionfriddo Tommy Lu
Marshall Community and Technical College Luzerne County Community College Delaware Technical Community College
Paul Addison Sherrie Geitgey Troy S. Cash
Ivy Tech Community College Northwest State Community College Northwest Arkansas Community College
Paula Ruby Sherry Lenhart Vicki Robertson
Arkansas State University Terra Community College Southwest Tennessee Community
Peggy Burrus Sophia Wilberscheid Vickie Pickett
Red Rocks Community College Indian River State College Midland College
Peter Ross Sophie Lee Weifeng Chen
SUNY Albany California State University, California University of Pennsylvania
Philip H. Nielson Long Beach Wes Anthony
Salt Lake Community College Stacy Johnson Houston Community College
Philip Valvalides Iowa Central Community College William Ayen
Guilford Technical Community College Stephanie Kramer University of Colorado at Colorado Springs
Ralph Hooper Northwest State Community College Wilma Andrews
University of Alabama Stephen Z. Jourdan Virginia Commonwealth University
Ranette Halverson Auburn University at Montgomery Yvonne Galusha
Midwestern State University Steven Schwarz University of Iowa
Richard Blamer Raritan Valley Community College
John Carroll University
Acknowledgments xvii
Special thanks to our content development and technical team:
Barbara Stover Patti Hammerle Linda Pogue

Julie Boyles Jean Insigna Steven Rubin
Lisa Bucki Elizabeth Lockley Mara Zebest
Lori Damanti Joyce Nielsen
Sallie Dodson Janet Pickard
xviii Acknowledgments
Preface
The Exploring Series and You
Exploring is Pearson’s Office Application series that requires students like you to think “beyond the point
and click.” In this edition, we have worked to restructure the Exploring experience around the way you,
today’s modern student, actually use your resources.
The goal of Exploring is, as it has always been, to go farther than teaching just the steps to accomplish
a task—the series provides the theoretical foundation for you to understand when and why to apply a
skill. As a result, you achieve a deeper understanding of each application and can apply this critical
thinking beyond Office and the classroom.
The How & Why of This Revision

Outcomes matter. Whether it’s getting a good grade in this course, learning how to use Excel so
students can be successful in other courses, or learning a specific skill that will make learners successful
in a future job, everyone has an outcome in mind. And outcomes matter. That is why we revised our
chapter opener to focus on the outcomes students will achieve by working through each Exploring
chapter. These are coupled with objectives and skills, providing a map students can follow to get
everything they need from each chapter.
Critical Thinking and Collaboration are essential 21st century skills. Students want and need
to be successful in their future careers—so we used motivating case studies to show relevance of these
skills to future careers and incorporated Soft Skills, Collaboration, and Analysis Cases with Critical
Thinking steps in this edition to set students up for success in the future.
Students today read, prepare, and study differently than students used to. Students use
textbooks like a tool—they want to easily identify what they need to know and learn it efficiently. We
have added key features such as Tasks Lists (in purple), Step Icons, Hands-On Exercise Videos, and
tracked everything via page numbers that allow efficient navigation, creating a map students can easily
follow.
Students are exposed to technology. The new edition of Exploring moves beyond the basics of the
software at a faster pace, without sacrificing coverage of the fundamental skills that students need to
know.
Students are diverse. Students can be any age, any gender, any race, with any level of ability or
learning style. With this in mind, we broadened our definition of “student resources” to include physical
Student Reference cards, Hands-On Exercise videos to provide a secondary lecture-like option of review;
and MyITLab, the most powerful and most ADA-compliant online homework and assessment tool
around with a direct 1:1 content match with the Exploring Series. Exploring will be accessible to all
students, regardless of learning style.
Providing You with a Map to Success to Move

Beyond the Point and Click
All of these changes and additions will provide students an easy and efficient path to follow to be
successful in this course, regardless of where they start at the beginning of this course. Our goal is to
keep students engaged in both the hands-on and conceptual sides, helping achieve a higher level of
understanding that will guarantee success in this course and in a future career.
In addition to the vision and experience of the series creator, Robert T. Grauer, we have assembled a
tremendously talented team of Office Applications authors who have devoted themselves to teaching
the ins and outs of Microsoft Word, Excel, Access, and PowerPoint. Led in this edition by series editor
Mary Anne Poatsy, the whole team is dedicated to the Exploring mission of moving students beyond
the point and click.
Preface xix
Key Features
The How/Why Approach helps students move beyond the point and click to a true understanding of
how to apply Microsoft Office skills.
• White Pages/Yellow Pages clearly distinguish the theory (white pages) from the skills covered in
the Hands-On Exercises (yellow pages) so students always know what they are supposed to be doing
and why.
• Case Study presents a scenario for the chapter, creating a story that ties the Hands-On Exercises
together.
• Hands-On Exercise Videos are tied to each Hands-On Exercise and walk students through the
steps of the exercise while weaving in conceptual information related to the Case Study and the
objectives as a whole.
The Outcomes focus allows students and instructors to know the higher-level learning goals and how
those are achieved through discreet objectives and skills.
• Outcomes presented at the beginning of each chapter identify the learning goals for students and
instructors.
• Enhanced Objective Mapping enables students to follow a directed path through each chapter,
from the objectives list at the chapter opener through the exercises at the end of the chapter.
• Objectives List: This provides a simple list of key objectives covered in the chapter. This includes
page numbers so students can skip between objectives where they feel they need the most help.
• Step Icons: These icons appear in the white pages and reference the step numbers in the Hands-
On Exercises, providing a correlation between the two so students can easily find conceptual help
when they are working hands-on and need a refresher.
• Quick Concepts Check: A series of questions that appear briefly at the end of each white
page section. These questions cover the most essential concepts in the white pages required for
students to be successful in working the Hands-On Exercises. Page numbers are included for easy
reference to help students locate the answers.
• Chapter Objectives Review: Appears toward the end of the chapter and reviews all important
concepts throughout the chapter. Newly designed in an easy-to-read bulleted format.
• MOS Certification Guide for instructors and students to direct anyone interested in prepping for
Watch the Video the MOS exam to the specific locations to find all content required for the test.
for this Hands-
On Exercise!
End-of-Chapter Exercises offer instructors several options for assessment. Each chapter has
approximately 11–12 exercises ranging from multiple choice questions to open-ended projects.
• Multiple Choice, Key Terms Matching, Practice Exercises, Mid-Level Exercises, Beyond
ANALYSIS the Classroom Exercises, and Capstone Exercises appear at the end of all chapters.
CASE • Enhanced Mid-Level Exercises include a Creative Case (for PowerPoint and Word), which
allows students some flexibility and creativity, not being bound by a definitive solution, and an
CREATIVE Analysis Case (for Excel and Access), which requires students to interpret the data they are
CASE using to answer an analytic question, as well as Discover Steps, which encourage students to
use Help or to problem-solve to accomplish a task.
• Application Capstone exercises are included in the book to allow instructors to test students on
HOE1 Training Grader
the entire contents of a single application.
xx Key Features
Resources
Instructor Resources
The Instructor’s Resource Center, available at www.pearsonhighered.com, includes the
following:
• Instructor Manual provides one-stop-shop for instructors, including an overview of all available
resources, teaching tips, as well as student data and solution files for every exercise.
• Solution Files with Scorecards assist with grading the Hands-On Exercises and end-of-chapter
exercises.
• Prepared Exams allow instructors to assess all skills covered in a chapter with a single project.
• Rubrics for Mid-Level Creative Cases and Beyond the Classroom Cases in Microsoft Word format
enable instructors to customize the assignments for their classes.
• PowerPoint Presentations with notes for each chapter are included for out-of-class study or
review.
• Multiple Choice, Key Term Matching, and Quick Concepts Check Answer Keys
• Test Bank provides objective-based questions for every chapter.
• Scripted Lectures offer an in-class lecture guide for instructors to mirror the Hands-On Exercises.
• Syllabus Templates
• Outcomes, Objectives, and Skills List
• Assignment Sheet
• File Guide
Student Resources
Student Data Files
Access your student data files needed to complete the exercises in this textbook at
www.pearsonhighered.com/exploring.
Available in MyITLab
• Hands-On Exercise Videos allow students to review and study the concepts taught in the Hands-
On Exercises.
• Audio PowerPoints provide a lecture review of the chapter content, and include narration.
• Multiple Choice quizzes enable you to test concepts you have learned by answering auto-graded
questions.
• Book-specific 1:1 Simulations allow students to practice in the simulated Microsoft Office 2016
environment using hi-fidelity, HTML5 simulations that directly match the content in the Hands-On
Exercises.
• eText available in some MyITLab courses and includes links to videos, student data files, and other
learning aids.
• Book-specific 1:1 Grader Projects allow students to complete end of chapter Capstone Exercises
live in Microsoft Office 2016 and receive immediate feedback on their performance through various
reports.
Resources xxi
This page intentionally left blank
(ex•ploring)
S E RIE S
1. Investigating in a systematic way: examining. 2. Searching into

or ranging over for the purpose of discovery.
Microsoft
®
Office 2016 VOLUME 1

Windows 10
Working with an
Operating System
• You will manage the Windows 10 environment through the desktop and other
LEARNING components.
OUTCOMES:
• You will organize files and folders using Windows 10 features and tools.
OBJECTIVES & SKILLS: After you read this chapter, you will be able to:
Windows 10 Fundamentals OBJECTIVE 5: SELECT, COPY, AND MOVE MULTIPLE

FILES AND FOLDERS 33
OBJECTIVE 1: UNDERSTAND THE WINDOWS 10 INTERFACE 4 Copy a File, Move a Folder
Pin an App to Start Menu, Create Start Menu Group, OBJECTIVE 6: COMPRESS FILES AND FOLDERS 34
Rename Start Menu Group, Move Tile, Resize Tile, Compress a Folder, Extract Files from
Pin an App to the Taskbar a Compressed Folder
OBJECTIVE 2: MANAGE AND USE THE DESKTOP AND
COMPONENTS 11 HANDS-ON EXERCISE 2:
File Management 36
Create Virtual Desktop; Minimize, Close,
Restore Down, Maximize; Snap Windows
OBJECTIVE 3: USE WINDOWS 10 SEARCH FEATURES 15 Windows System and Security Features
Search Using Cortana, Manage Cortana Settings,
OBJECTIVE 7: WORK WITH SECURITY SETTINGS AND
Get Help
SOFTWARE 40
HANDS-ON EXERCISE 1: Use the Action Center, Modify Windows Defender
Windows 10 Fundamentals 19 Settings, Review File History Settings, Modify Windows
Update Settings, Modify Firewall Settings
File Management OBJECTIVE 8: WORK WITH ADMINISTRATIVE TOOLS 44
Use Systems Monitor, Use Disk Cleanup
OBJECTIVE 4: USE FILE EXPLORER 28
Create Folders, Pin a Folder to Quick Access, Work with HANDS-ON EXERCISE 3:
Files and Folders, Rename a Folder, Delete a Folder Windows System and Security Features 48
CASE STUDY | Cedar Grove Elementary School

Your good friend recently graduated with a degree in elementary educa-
tion and now is excited to begin her first job as a fifth-grade teacher at Cedar
Grove Elementary School. The school has a computer lab for all students as well
as a computer system in each classroom. The school acquired the computers
through a state technology grant so they are new models running Windows 10.
Your friend’s lesson plans must include a unit on operating system basics and an
introduction to application software. Because you have a degree in computer
information systems, she has called on you for assistance with the lesson plans.
You cannot assume that all students are exposed to computers at home,
especially to those configured with Windows 10. Your material will need to
include very basic instruction on Windows 10, along with a general overview
of file management. Your friend must complete her lesson plans right away,
so you are on a short timeline but are excited about helping students learn!
1
CHAPTER
Getting Started with Microsoft®
Windows® 10
© markos86
© Microsoft Office 2016, Windows 10, Microsoft Corporation

FIGURE 1.1 Cedar Grove Elementary School Windows 10 Start Menu
CASE STUDY | Cedar Grove Elementary School

Starting File File to be Submitted
Blank Word document win01h3Windows10_LastFirst

Working with an Operating System • Windows 10 3
Windows 10 Fundamentals
There are two types of software on your computer: application software and system soft-
ware. Application software are programs you use for email, gaming, social networking,
and digital photo management. Application software also includes productivity software
such as word processing, spreadsheet, and presentation applications. As essential as
these application programs may be to you for entertainment or for accomplishing a spe-
cific task, system software is the essential software that the computer needs. Without sys-
tem software, your computer could not function. System software includes the operating
system and utility programs, and helps to run application software, manage your files,
and manage system resources and other computer activities.
In this section, you will learn how to work with the features of the Windows 10 oper-
ating system. In particular, you will learn how to set up a Microsoft account if you do not
have one established already, and start and shut down Windows. You will also learn how
to configure the Start menu and taskbar to manage programs and apps.
Understanding the Windows 10 Interface

Windows 10 is the latest version of Microsoft’s operating system and is available for desk-
tops, laptops, cell phones, and tablet computers. Windows 10 has made changes that
facilitate computer use, both on touch and non-touch devices. Because you are likely to
encounter Windows 10 on computers and mobile devices at school, work, and home, it is
well worth your time to explore and learn how to use it, as well as its computer manage-
ment and security features.
Sign In to a Microsoft Account

When you start your computer, Windows 10 opens to the Lock screen that displays an
image (which you can personalize with your own image) and the date and time. Clicking
on the Lock screen brings you to the sign in page where you log in using your Microsoft
account username (email address) and password. To use any Microsoft services such
as Outlook.com, Xbox Live®, OneDrive®, and Office Online, you need to create a free
Microsoft account.
If you already have a OneDrive, Xbox Live, or Outlook.com account, use that account
to sign in. If you do not have a Microsoft account, you will need to create one to use
Windows 10. A Microsoft account gives you a consistent experience across any device
you sign into with your Microsoft account. In addition, you get access to Office Online
and OneDrive (with free cloud storage), and all your information syncs across all your
devices.
To sign up for a Microsoft account, complete the following steps:

1. Open any Web browser, type signup.live.com as the URL, and then click Sign up now.
2. Fill out the form by typing your first and last name. Your user name will be an email
address. You can use an existing email address, or you can get a new email address by
clicking Or get a new email address.
3. Create a password that has at least 8 characters. To create a strong password, use
a combination of upper and lowercase letters, at least one number and one other
character (such as an asterisk or exclamation point).
4. Fill out the rest of the form, and then click Create account.
4 Chapter 1 • Working with an Operating System

Access Sleep and Power Settings
To save battery life on your laptop, tablet, or smartphone, or for more energy efficiency,
Windows will go to sleep after a pre-determined period of inactivity. Sleep is a power-
saving state that puts your work and settings in memory and draws a small amount of
power that allows your computer to resume full-power operation quickly.
To manage the Sleep settings, complete the following steps:

1. Click the Start icon or press the Windows key to open the Start menu.
2. Click Settings on the Start menu, click System, and then click Power & sleep.
3. Select the desired level of inactivity from either of the following options:
• Screen: to determine when the Screen turns off on battery power or when plugged in
• Sleep: to determine when the PC goes to sleep on battery power or when plugged in
Eventually, you will want to shut down Windows and turn off your computer. To
do so, from the Start menu, click Power. Selecting Restart will turn off and immediately
restart Windows. This is a “warm boot.” To power down completely, click Power and then
select Shut down.
Explore the Windows 10 Start Menu

After signing in, you should see the same screen configuration no matter what Windows
10 device you are using, because your Microsoft account stores your preferences and set-
tings for your Start menu on the Internet. For instance, your laptop computer, your home
computer, and even your Windows smartphone should look the same.
Initially, your computer displays the primary working area: the desktop. If you were
used to working on a system running Windows 8, you will notice that there is not a Start
screen and a desktop. Instead, the desktop is the primary working area of Windows 10,
and the Windows 10 Start menu provides the main access to all programs and features
on your computer.
There are three different ways to accomplish tasks in Windows 10:
• Use a mouse
• Touch the screen (on touch-enabled devices)
• Use keystrokes
The method you use depends on the type of device you are using and, largely, on
your personal preferences. In this text, we will focus mainly on mouse and keystroke
commands. If you are using a touch-screen device, you should refer to the new touch
gestures shown in Figure 1.2. For instance, when an instruction in this text says to
click a screen element, you would tap the screen element with your finger on a touch-
screen device.
Windows 10 Fundamentals • Windows 10 5

Precision Touchpad Overview, Windows 10 Overview Slideshow,
PowerPoint Online
FIGURE 1.2 Touch Gestures in Windows 10
Open the Start menu by clicking the Start icon in the bottom left corner of the
desktop or by pressing the Windows key on the keyboard. The Start menu, as shown in
Figure 1.3, has two areas. The right side has the same look as the metro (or modern) view
first introduced in Windows 8 with block icons, called tiles. Tiles represent installed pro-
grams and Windows apps (such as Weather, Skype, and Money). Tiles can also represent
files, folders, or other items related to your computer. If there are more tiles on the Start
menu than displayed, use the scroll bar on the right. You can launch Windows 10 apps
and programs by clicking or tapping a tile on the Start menu.
TIP: STICKY NOTE APP

Sticky Notes is a useful Windows accessory application. Use Sticky Notes as you would a paper sticky
note, recording to-do lists, phone numbers, or anything else. Your notes display on the desktop. Sticky
Notes is found in the Windows Accessories folder in All apps. Click New Note to add another note,
click Delete Note to delete a note, and right-click a note to change the color.
Most used program list
File Explorer, Settings, Program tiles and tile groups

Power, All apps
FIGURE 1.3 Windows 10 Start Menu

The left side of the Start menu provides access to File Explorer, Settings, and Power.
These features are discussed later in this chapter. There is also a separate Most used
section that contains a list of apps and programs you use every day. However, you can
remove a program from the Most used list by right-clicking the icon and selecting Don’t
show in this list. Click All apps at the bottom of the left pane, and the left pane changes to
display a list of all installed apps and programs on your computer, in alphabetical order.
Configure the Start Menu

STEP 1 You may want to customize the Start menu so you can use it most efficiently. It is easy to
add and remove, resize, and move application tiles on the Start menu, as well as to group
tiles, and name the groups. You can also display tiles to access folders or other areas of
the computer that you use frequently. You pin, or add, a tile to the Start menu to make it
easier to access the application.
To pin an application to the Start menu, complete the following steps:

1. Display the Start menu by clicking the Start icon or by pressing the Windows key on
your keyboard.
2. Click All apps and find the application that you want to pin to the Start menu.
3. Right-click the app name and select Pin to Start. (You may also choose Pin to taskbar.
The taskbar is discussed later in this chapter.)
A tile for the app displays on the Start menu. The new tile is added to the very end of your
app tiles, so you may have to scroll down to find the tile you added. Once on the Start menu,
the size of a tile can be modified.
To resize a tile on the Start menu, complete the following steps:

1. Right-click the tile and point to Resize.
2. Select from the list of available sizes: Small, Medium, Wide, or Large.
You may also have some tiles that you do not want on the Start menu. These might
be programs or applications that appear on the Start menu by default, or tiles you added
but now want to remove. Removing (or unpinning) an application is just as easy as
adding one.
To unpin an application from the Start menu, complete the following steps:
1. Right-click the tile you want to remove from the Start menu.
2. Click Unpin from Start.
Tiles on the Start menu are organized in groups separated by a small amount of divid-
ing space, as shown in Figure 1.3. You can easily move tiles from one group to another by
clicking a tile and dragging it into another group. You can reorder groups by clicking the
group name and dragging the group to its new location. You can also give any group of
tiles a meaningful name.
To create a new group of tiles, complete the following steps:

1. Click and drag the first tile for the new group to the space above or below an existing
tile group. An empty bar displays, indicating where the new group will be located.
2. Release the mouse button, and the tile will now be in its own new group.

To assign a new name to a group of tiles, complete the following steps:
1. Point near the top of the tile or group of tiles you want to name.
2. Click in the box that displays.
3. Type a new group name. Note, if a name exists, you can delete the existing name and
then type a new name.
Explore the Taskbar

At the bottom of the Windows desktop is the taskbar. The taskbar is the horizontal bar
that displays open application icons, the Notification area, the search box, and any
pinned apps or programs. The Notification area, at the far right of the taskbar, includes
the clock and a group of icons that relate to a status of a setting or program. The search
box, located on the left side of the taskbar, can be used to search your computer for pro-
grams, folders and files saved on your computer, as well as to get results from the Web.
The search box is also home to Cortana, the personal digital assistant. Cortana is dis-
cussed later in this chapter.
Every open program has a corresponding icon on the taskbar. You can move from
one program to another by clicking the program’s icon on the taskbar. Figure 1.4 shows
two windows open on the desktop, with corresponding taskbar program icons. A blue
line displays under the open program icons. Although several windows can be open at
one time, only one is active. The active program icon is shaded with a lighter blue back-
ground. When you right-click a program icon, you open the Jump List (see Figure 1.4).
A Jump List is a list of program-specific shortcuts to recently opened files, the program
name, an option to pin or unpin an item, and a Close windows option.
Open windows

Jump List
Open window icons
Search box
Start Taskbar Notification area
Active window icon
FIGURE 1.4 Desktop with Open Windows

TIP: HIDE THE TASKBAR
Although it is very helpful, the taskbar can occupy space on your work area that you may need. To
temporarily hide the taskbar, right-click an empty area of the taskbar. Click Properties. In the Taskbar
and Start Menu Properties dialog box, click the check box to select Auto-hide the taskbar, and then click
OK. The taskbar immediately disappears. When you move the pointer to the previous location of the
taskbar, it will appear, but only until you move the pointer away. To return the taskbar to view, reverse
the process described above, clicking the check box to deselect Auto-hide the taskbar.
Similar to pinning an app or program to the Start menu, you can place, or pin, icons
of frequently used programs or websites on the taskbar for faster access. When you pin
a program or website to the taskbar, its associated icon becomes a permanent part of the
taskbar. You can then open the program or website by clicking its icon.
To pin to the taskbar a program that is not already open, complete the
following steps:
1. Locate the program in All apps.
2. Right-click the program name.
3. Click Pin to taskbar.
To pin to the taskbar a program that is already open, complete the following steps:
1. Right-click the program icon on the taskbar.
2. Click Pin this program to taskbar.
You will find the Notification area (refer to Figure 1.4) on the right side of the taskbar.
This area contains system icons, including Clock, Volume, OneDrive, and Action Center.
The Notification area and what icons display in the Notification area are discussed later
in this chapter.
Identify Desktop Components

The desktop in Windows 10 looks very much like the desktop in previous versions of
Windows. On the desktop, icons represent links to programs, files, folders, or other items
related to your computer (see Figure 1.5). Although the Start menu is meant to provide
quick access to programs, files and folders you use most often, you can easily add and
remove icons so that the desktop includes items that are important to you or that you
access often.
The Recycle Bin icon displays by default on the Windows 10 desktop. The Recycle
Bin is temporary storage for deleted files from the computer’s hard drive or OneDrive.
Files in the Recycle Bin are not permanently erased from the system until you right-click
the Recycle Bin icon and select Empty Recycle Bin. Therefore, if you delete a file by mis-
take, it can be restored. The exception is if the file was from an external storage device
such as a flash drive. When you delete files from an external storage device, they are
permanently deleted.

Recycle Bin
Folder
Program shortcut

FIGURE 1.5 Desktop Components
Some icons that have a small arrow in the bottom-left corner are shortcuts that pro-
vide a link to programs. All other icons on the desktop are added when you save a file to
the desktop. If you save files to the desktop, you should organize them in desktop folders
so you can easily find related files.
To add a program or folder shortcut icon to the desktop, complete the

following steps:
1. Right-click an empty area of the desktop, point to New, and then click Shortcut.
2. Click Browse and navigate to the folder that contains the program for which you wish
to create a shortcut.
3. Click the program file and click OK.
4. Click Next. Type a name for the shortcut in the box
5. Click Finish to place the shortcut icon on your desktop.
You can also add a folder directly to the desktop by right-clicking an empty area of
the desktop, pointing to New, and then selecting Folder. Or, if there is an existing folder
you want to add to the desktop, open File Explorer, right-click the folder, choose Send to,
and then select Desktop (create shortcut) from the menu.
To delete or rename icons on the desktop, complete one of the following

steps:
• Right-click the icon you want to delete, and click Delete. Deleting a program shortcut
icon does not remove or uninstall the program. You just remove the desktop shortcut
to the program.
• Right-click the icon you want to rename, and click Rename. Type the new name and
press Enter.

TIP: AUTO ARRANGE ICONS
A desktop can easily become cluttered and disorganized. To avoid clutter, make sure that you maintain
only desktop icons that are accessed often or that are important to keep handy. To neatly organize
the desktop, you can auto arrange the icons. Right-click an empty area of the desktop, point to View,
and select Auto arrange icons (unless Auto arrange icons already has a checkmark). Icons are displayed in
straight columns and cannot be moved out of line. You can also sort the icons on the desktop by Name,
Size, Item type, or Date modified. Doing so can help you find an item on a cluttered desktop. To sort
desktop icons, right-click an empty area of the desktop, point to Sort by, and select the sort method.
Customize the Desktop

For a little variety, you can customize the desktop with a different background color or
theme. You can even include a slide show of favorite photos to display when your com-
puter is idle. Customizing the desktop can be fun and creative. Windows 10 provides a
wide selection of background and color choices.
The Personalization category in Settings gives you options to change the desktop
background, lock screen image, or to select a different theme.
Managing and Using the Desktop

and Components
The main purpose of the Start menu is to provide access to programs and apps. To
launch an app or program from the Start menu, click the app tile. Windows apps, such
as Weather, Sports, or Money, are programs that are displayed full screen without bor-
ders or many controls. This simpler design provides a viewing advantage on devices with
smaller screens such as smartphones and tablets. Controls and settings are contained on
app bars, such as the Address bar, which appear at the top or bottom of the opened app.
Installed programs such as Microsoft Word or Google Chrome are applications that are
more complex. They generally have multiple features and can perform multiple tasks.
TIP: THE SNIPPING TOOL

The Snipping Tool is a Windows accessory application that enables you to capture, or snip, a screen
display so that you can save, annotate, or share it. You can capture screen elements in a rectangular,
free-form, window, or full-screen snip. You can also draw on or annotate the screen captures, save
them, or send them to others. New to Windows 10 is a delay feature in the Snipping Tool that pauses
the program from capturing a screenshot for up to 5 minutes. You cannot use the Snipping Tool,
however, to capture Windows elements such as the Start menu or dialog boxes. For those features,
you will need to use the Print Screen key.
Using the taskbar, you can move among open windows with ease, but Windows pro-
vides additional methods to switch easily between open programs and files. Windows
makes it easy to move, resize, and close windows, as well as to arrange windows auto-
matically, even snapping them quickly to the desktop borders.
Use Task View

STEP 2 It is quite possible that you will have more than one application or program window open
at any time, and may need to quickly switch between the various open windows or want
to see two or more open windows at the same time. Task View allows you to view all the
tasks you are working on in one glance (see Figure 1.6). For example, you might have
Microsoft Word, PowerPoint, and Edge all open because you are creating a presentation
from your latest research paper and are doing some extra Internet research. To see all
three windows at once, click the Task View icon next to the search box in the taskbar, and
thumbnail previews of all open applications display. Click on any of the thumbnails to
switch to that application.

Thumbnails

Virtual desktops
New desktop
Task View icon
FIGURE 1.6 Task View
TIP: ALT+TAB
You can use the keyboard to cycle through all open windows. Press and hold Alt on the keyboard and
repeatedly press Tab. Release Alt when the window that you want to display is selected.
Create a Virtual Desktop

Task View also enables you to create virtual desktops (refer to Figure 1.6). A virtual
desktop is a way to organize and access groups of windows for different purposes. For
example, when you do your schoolwork, you might have your school’s learning manage-
ment system (such as Blackboard or Desire to Learn), your school’s email account, and
MyITLab open. When you are not working on schoolwork, you might have several social
media accounts open, perhaps a video game, and maybe Netflix or YouTube running.
Using Task View, you can group these applications into virtual desktops, so that you can
quickly switch between your “school” desktop and your “entertainment” desktop.
To create a new virtual desktop and move applications between desktops,

complete the following steps:
1. Click Task View on the taskbar, and click New desktop in the lower right corner of
your screen. You will then see a thumbnail preview of the new desktop (Desktop 2)
alongside the current desktop (in this case, Desktop 1). Once the new desktop is
created, you will need to populate it with applications by moving applications from
one desktop to another.
2. Click Desktop 1, and then click Task View.
3. Drag a thumbnail of the application you want to move from Desktop 1 to Desktop 2.
Alternatively, right-click a thumbnail preview of any open application in Desktop 1,
point to Move to, and either select an existing virtual desktop or create a new desktop.
4. Repeat as needed to create a new virtual desktop.

Another random document with
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“They were a bad lot, the pair of them,” cried Jean, who was
evidently highly delighted by the disappearance of father and
daughter; “only for some reason or other there was no saying a word
against them to old M. Bayre. Why, we could all have told him how
Nini Portelet came over here one day when Marie had left
monsieur’s child alone in the cottage, and how she took it over to St
Luke’s with her. It was when you and your friends were over here,
monsieur, that it happened. And Marie didn’t put herself out about it,
but just borrowed the child of a St Luke’s fisherman, and got her
money from old Monsieur Bayre as usual. Ah, they were a pair of
beauties! She gave the child back to its mother yesterday, and I
guessed somehow that they might be missing to-day. As a matter of
fact, I know they crossed over to St Luke’s before it was light.”
Bayre entered the deserted cottage, where the disordered state of
the living-room spoke of a sudden departure. Among the displaced
articles of furniture, not good enough to be worth any attempt to take
away, there were certain signs, cynically left without disguise, of the
robbery committed at the château on the previous night.
There was a tablecloth, heavily and handsomely fringed, in which,
without doubt, some of the booty had been hastily wrapped up by
Marie. There were a few plated articles which had been inadvertently
carried away with the silver. And there was the iron box about which
so much fuss had been made.
Yes, lying bent and broken among the ashes on the hearth, after
having evidently been forced open with a bent poker which lay near,
was the very box which Marie had dropped out of the window to her
father; and lying on the uneven tiles of the floor, at a little distance
from it, was a heap of papers which Bayre at once judged to have
been its contents.
He picked these up and began to examine them. To his
astonishment and perplexity, the very first of these to attract his
attention was one in which the words “my nephew and namesake
Bartlett Bayre,” were the first to catch his eye.
Further inspection proved this to be a will made and signed by his
uncle only nine months previously, and in it he found that he himself
was not only left a legacy of ten thousand pounds, but was
appointed guardian of the testator’s infant son and heir.
Bayre started to his feet, so much amazed at what he had read
that for the moment he seemed scarcely able to think or even to see.
His uncle, only nine short months ago, had been so kindly
disposed towards him that he had made him a handsome legacy!
How then had it happened, unless indeed the old man’s mind had
become unhinged, that he had shown his nephew, from the first sight
of him, nothing but aversion of the strongest kind?
The thing was so strange that Bayre could not trust himself to
consider it thoroughly at that time. Hastily gathering up all the rest of
the papers which he could find, he decided, after a moment’s
hesitation, not to take them back to the château, but to carry them
with him to London, and to communicate with Olwen from there,
telling her of his find, and asking her advice as to whether he should
send them to her or to his uncle’s solicitors.
They would, he thought, be better judges of his uncle’s real state
of mind than he could be; and in any case the will could not be of
much value, as his uncle had undoubtedly altered his dispositions
long since.
So utterly absorbed was he in the strange events which had
happened, and in this last, perhaps the strangest discovery of all,
that the journey to London seemed only half the length of the journey
away from it.
He had sent no word as to the day he was returning, so that when
he entered the sitting-room at the Diggings at ten o’clock at night he
found Southerley and Repton smoking together by the fire, in a state
of gloom and abstraction, and with the supper-table laid for only two.
“Hallo!” said Repton, sulkily. “You, is it?”
But Southerley only scowled and said nothing.
“Yes, it’s me,” replied Bayre, with ungrammatical cheeriness. “How
are you, eh? Have you got any bottled stout? And how’s the—”
But Repton sprang up with a yell and a tragic uplifting of the arm.
“Don’t dare to pronounce that evil brat’s name here,” cried he,
sepulchrally. “Unless you want to be chucked out of window.”
“But why not?” persisted Bayre, who felt a redoubled interest in the
child whose guardian it had certainly once been his uncle’s intention
that he should be.
Repton pointed to Southerley with a tragic forefinger.
“Ask him!” said he in a hollow voice.
Southerley growled a little, and then moved sulkily in his chair.
“Oh, the child’s right enough, as children go, I suppose,” said he.
“The trouble of it is that Miss Merriman has grown so much attached
to the wretched little animal that there’s no talking to her, no getting
her attention, no interesting her in anything but its miserable little
mewlings and pukings.”
“That’s the worst of the domestic women you’re so fond of, Bayre,”
went on Repton; “when there’s a child about they won’t pay the least
attention to anything or anybody else. Whenever we go, as, of
course, being two out of its three fathers, we’re bound to go, to
inspect the child, and see that it’s properly fed and clothed and
educated—” Bayre interrupted with a mocking laugh, but Repton
went steadily and stodgily on: “Whenever we seek to do our duty, as
I say, Miss Merriman makes fun of us, and says, ‘Did its nice ickle
papas tum to see if its bockle was too warm-warm?’ And such stuff
as that. Now you’re come back I hope you’ll try to bring this young
woman to reason, and—”
“I hope you won’t try to do anything of the sort,” growled
Southerley in a saturnine manner from his chair. “That would be just
the last straw, for you to interfere. For we know you like domestic
women, and so no doubt you’d worm yourself into her confidence,
and—”
“And we should be nowhere!” added Repton. “That’s true.”
“Certainly we’re nowhere already,” went on Southerley,
meditatively. “I’m only hoping you’ll be nowhere too!”
“You needn’t trouble your heads about me,” said Bayre, airily. “I’ve
not the least wish to enter the lists, I assure you.”
The words were scarcely out of his mouth when there was a soft
knock at the door, and to the rage and consternation of two out of the
three young men, beautiful Miss Merriman, who had not been once
to the Diggings since Bayre went away, peeped into the room and
smiled a gracious “How do you do?” to that fortunate young man.
“Oh, Mr Bayre,” cried she, sweetly, “could you come downstairs a
moment? I have something to ask you about the little boy, and
whether you’ve heard anything of his parents.”
Bayre having, of course, expressed his ready assent, she
retreated with a smile evenly distributed among them all, and left the
three young men together. Repton made as if to stab the too lucky
Bayre with the bread-knife.
“Villain,” he said, “you deserve to die. But first you shall interview
the lady, and we’ll listen outside to see that you don’t take a mean
advantage of your visit to the baby’s native haunts.”
Southerley, who was more uneasy than Repton, looked up
sullenly.
“Oh, let him go,” said he, in a sort of despair. “May as well be put
out of one’s misery at once. Go and ask her to marry you, and, for
goodness’ sake, get it quickly over.”
From which Bayre, as he went downstairs, with a brand-new
suspicion concerning Miss Merriman in his mind, opined that poor
Southerley was as false to his ideal of a woman of genius as the only
possible lady-love as he, Bayre, was false to his.
CHAPTER XXI.
PARENTS AND GUARDIANS
Bayre found Miss Merriman in the dining-room, which, with a

woman’s taste, she had managed to make very pretty. The shabby
leather sofa was covered by a piece of handsome tapestry of
subdued tints, and the cottage piano stood out from the wall in the
modern manner, adorned with a handsome embroidered back, and
with a vase of flowers on one corner.
There was a work-basket, too, in the room, and there was a most
dainty cot, in which the baby boy lay asleep.
The gas was not alight, but a little table lamp, with a pretty shade,
was standing on a small table which had a woman’s work upon it,
too far from the cot for the light to fall upon the sleeping infant.
“I thought you’d like to see him,” said Miss Merriman, as she bent
over the cot, looking a very Juno in her plain dress of navy serge, cut
just low enough at the neck to show the full beauties of a superb
white throat.
But it was not so much her physical beauty which attracted Bayre
as a certain tender look in her eyes which he thought amounted to
self-betrayal.
With a certain air of unaccustomed responsibility the young man
said, watching her the while,—
“Yes, indeed. I have very strong reasons for wishing to see the
little chap. I’ve found out something about him.”
She looked up quickly, anxiously.
“Ah!”
“I’ve found out, I think beyond a doubt, that he’s not only my first
cousin, but that I’m his guardian.”
The answer which this announcement drew from the lady would
have been surprising enough but for Bayre’s own suspicions.
“His guardian! He can’t have a guardian till his father’s dead?”
Bayre took her quickly upon her words.
“Who is his father, then?” he asked.
She bit her lip, feeling that she had betrayed herself.
“How should I know?” said she. “I meant only that neither you nor
anyone else can be guardian to the child until you can prove that
he’s an orphan. Is he an orphan?”
“I think not,” said Bayre, rather drily. And then he added, after a
pause: “Would you like me to say what I think?”
A look of fear came into her great ox eyes. She grasped the rail of
the cot firmly for a few moments, and then said, in a very dignified
and touching manner, “I think, if you want to do your best for the
child—and I’m sure that you do—you had better say as little as
possible till you know more than you do.”
“Very well,” said he, gently.
There was a pause, and then she said, in a very low voice, “I’m
glad you’ve come back. It was getting rather difficult for me. Those
two friends of yours, good fellows, dear fellows, but—”
“Well?”
“They don’t know, and they don’t guess, and it makes things
difficult.”
“Do you want them to guess?” asked Bayre.
“No, no,” cried Miss Merriman, quickly. “I don’t want anyone to
guess anything, not even you. And you must remember that I’ve
made no admissions, none whatever. I’ve taken care of this child,
who has three fathers and no mother, purely out of good-nature. You
understand?”
“I do.”
“But you’ll tell your friends, won’t you?—and especially Mr
Southerley, who has been very kind”—and Miss Merriman looked
down with a heightened colour—“that while I’m most grateful to them
I feel that they are doing more than they ought. I don’t want their
flowers; I don’t want their sweets. They’re spending a fortune in
things of that sort just because they look upon me as a disinterested
philanthropist, which I’m not, who has taken charge of this child from
abstract motives of kindness—which I’ve not.”
Bayre looked at the sideboard indicated by the lady, and there he
saw such a fine show of flowers, and of bon-bons in elegant
wrappers, as would have set up a florist or confectioner in business
in a small way.
He looked at her and smiled.
“They’ve been so very lavish,” he said, “that one wonders whether
it was all gratitude, or something else, which prompted such
profusion.”
Miss Merriman’s beautiful face puckered into lines of distress.
“That’s just what I’m afraid of,” admitted she, sadly. “I don’t mind
with Mr Repton; he’s very nice, but he takes things lightly, doesn’t
he? But Mr Southerley—”
Her voice faltered, and Bayre began to look rather grave.
“Shall I hint to him that there’s—an obstacle?” asked he, in a low
voice.
But she refused emphatically.
“Certainly not. How can you say there’s an obstacle when you
know nothing whatever about me except that I’ve good-naturedly
relieved you all of a burden?” she said firmly. “No. What I want you to
do is to tell them that—that—”
“I’ll tell them that you’re engaged to be married,” said Bayre, with a
happy thought. “That will put an end to any aspirations either of them
might have without letting them into any secrets.”
“You don’t know any of my secrets,” retorted Miss Merriman,
sharply.
Bayre gave her one look and then bowed without speaking.
She had to be content with that; for although she began to
interrogate him quickly as to what he knew, or guessed, she
changed her mind before he could make any reply, and telling him
haughtily that he could invent what he pleased about her, she let him
go.
Bayre felt himself to be in a difficulty. Certainly he did not know
very much of absolute knowledge, but he could guess a good deal;
and if his suspicions were correct there was an end to Southerley’s
hopes. Between a chivalrous wish to respect the secret of a lady, a
secret, too, which he could not be said to have more than guessed
at, and his wish to spare his friend the pain of useless longing, Bayre
found himself placed in a dilemma.
The consequence was that when he re-entered the common
sitting-room there was just enough uneasiness discernible in his look
and manner to fill both his friends with anxiety.
Of course this anxiety took an insulting form.
“Well, have you cut us out?” asked Repton, mockingly, looking at
him askance from his armchair.
“Not that I know of,” said Bayre, quietly.
“What did she want you for?” growled Southerley in a dictatorial
tone.
“Oh, to ask if I had found out anything about the child, of course.”
“And have you?”
“I think so. It’s my uncle’s child, and my first cousin, I have every
reason to believe.”
“Then,” cried Repton, springing up in the delight of an interesting
discovery, “we’ve only got to wring its neck for you and you’ll be heir
to all the old gentleman’s property!”
“I don’t know so much about that,” said Bayre, laughing. “At the
same time I’m awfully grateful to you for the suggestion that you’re
so ready to oblige me.”
“Oh, well,” said Repton, “it cuts two ways, you know. Of course
you’d have to keep Southerley and me out of the proceeds, and
handsomely too. I’d let you off with a yacht and a cottage at Deal.
But I don’t know what Southerley might want; a house in Park Lane,
perhaps, to live in when he’d married Miss Merriman.”
“Hold your tongue, you fool!” said Southerley, in a deep bass
voice.
“Well,” said Repton, “I know you won’t be satisfied unless you do
marry her. I never saw any fellow so gone on any woman as you are
on her. The way the conversation finds its way round to Miss
Merriman every ten minutes, even if it starts at the differential
calculus—(it never does, by-the-bye, and I haven’t the remotest idea
what the differential calculus is)—is perfectly sickening.”
“What rot!” growled Southerley, with a restless turn in his chair.
Bayre looked at him out of the corners of his eyes.
“I hope that’s not true,” said he, “for I happen to know that she’s
engaged.”
Southerley started to his feet.
“How do you know?” he asked angrily. “How should you know
more than we do about it? unless—”
Repton took up his speech when he dropped it.
“By Jove!” cried he, “unless you’re engaged to her yourself?”
Although Bayre excused himself with vehemence, showed them
the absurdity of the suggestion seeing that he had met the lady less
often than they had, yet he did not feel sure that he succeeded in
convincing them. And there remained a certain shadow over the
intercourse of the three during the next few days. One reason for this
was his extreme reticence about his visit to the islands. He did not
say enough about anything or anybody to satisfy their minds. He was
not engaged to Miss Eden, so he said; he was not reconciled to his
uncle. On the whole, Repton and Southerley were of opinion that he
was either a liar or that he had wasted his time. So that he had more
time to himself than usual during the next few days, and he made
use of it to devour at his leisure the manuscript novel Olwen had
entrusted to his care.
As he read sympathetically, of course, two things became manifest
to him. The one was that the olive-skinned hero with the brown eyes
and the wavy black hair had been inspired by the girl’s conception of
himself; and the other was that, amid all the traces of girlish
inexperience and inexpertness with which the tale abounded, there
was yet a saving grace, a charm of vivacity and of freshness which,
as he was old enough to know, are the commonest marks of real
ability in a beginner.
The first discovery touched him the most. But the second had a
pathetic interest also; for he recognised the fact that, with all her
disadvantages as compared with himself in the way of actual
experience of life, there was something in the girl’s manuscript which
his own more solid productions lacked, a something which made it
not improbable that he would be more successful in disposing of her
work than he was in disposing of his own.
Full of his impressions of her tale, he sat down to write to her on
the third day after his return to town. He treated the matter of the
novel very guardedly indeed; spoke well of it, warned her not to be
too hopeful, remarked that her hero, while not unheroic, was very
unlike a real man. Thus Bayre thought he would put her off the scent
of his own intuition that the hero was meant for his own portrait. He
added that he did not despair of selling the work, and that he would
set about it at once. But she must not expect to set up a carriage out
of the proceeds.
And then he turned to graver matters. Suspecting her complicity in
the abduction of his infant cousin, and resenting her want of
confidence in him over the matter, he said nothing about the child
and nothing about Miss Merriman. But he told of his discovery of the
broken iron box and its contents, and of the will which his uncle had
made eight months previously. He asked her advice as to whether
he should send these papers to her for his uncle, or to Mr Bayre’s
solicitors. Perhaps she, he said, was in a better position than he to
decide whether old Mr Bayre was in a fit state to be troubled with
matters of business. For he reminded her that the old gentleman was
evidently suffering from weakness of memory, as he had professed
to have no remembrance whatever of the iron box.
He did not deny that he had read enough of the will to learn, to his
surprise, how differently his uncle had thought of him a few months
before, but he admitted that the document could have none but a
sentimental interest now.
“If only,” went on poor Bayre, “he had continued in the same
mind towards me, perhaps some day I might have been able
to offer you something better than love in a villa one-brick-
thick. However, I don’t mean to give up hope. Heaven keep
you out of the way of another Monsieur Blaise! Remember,
you have promised to write. So keep your promise unless you
want me to throw up my berth here and come over again to
find out why you don’t.—Yours,
“Bartlett Bayre.”
He was finishing this letter in his own room, by the light of a couple
of inferior candles, when there came a thump at the door, and
without waiting for permission Southerley put his head in.
“Hallo, what’s up?” asked Bayre, perceiving that the usually
somewhat phlegmatic red face of the stalwart pressman was the
colour of whitey-brown paper, and that his eyes had an unusual look.
“May I come in?” asked Southerley, hoarsely, when he was well
inside and had shut the door carefully behind him. “I want to ask you
something.” Then his eyes fell on the letter, which Bayre was
elaborately trying to hide with a transparent assumption of
carelessness. “You’re writing letters, I see?”
Bayre tried to look as if he had forgotten the fact.
“Miss Eden?” went on Southerley in a mysterious voice.
“H’m,” nodded Bayre, shamefacedly.
It is a humiliating thing to have it found out that you are over head
and ears in love with a woman! But Southerley took it very nicely.
“That’s all right!” he said with a sigh of relief in proportion to his
size.
“What do you mean?”
“Why, look here. I haven’t been quite sure that you were not sweet
upon the girl downstairs. But you wouldn’t be carrying on with both of
them at once, now, would you?”
“Good heavens, no, man! And how do you know that either of
them would so much as look at me?”
Southerley sighed again and wiped his face.
“Oh, well, well, women are odd creatures!” he observed frankly.
“Anyhow, since you’ve given me your word it’s all right I—I want you
to do something for me.”
“Well, what?”
Southerley began to pant heavily as he sat with his hands on his
knees on one of Bayre’s boxes.
“I want you to propose for me to Miss Merriman.”
“Good heavens, man, are you mad?”
“Something very like it sometimes since I’ve seen so much of that
girl,” said the giant, slowly. “I can’t tell you the effect she has upon
me.”
“Effect! Rubbish! Haven’t you often said your ideal of woman is a
gen—”
“Oh, woman of genius be blowed!” cried Southerley, impatiently.
“One says those things before one’s hit, just because one must
always be talking of women, even if it’s only talking balderdash. But I
tell you it’s serious with me now. I must know how she feels, I must, I
must.”
“But haven’t I told you—” began Bayre.
“Told me fiddlesticks! You’ve said she’s engaged. Well, somehow I
don’t believe she is. She wears no ring. Besides, how should you
know? She didn’t tell you in so many words she was engaged, did
she?”
“N-n-no,” admitted his friend.
“Has she ever said she cared about anybody?”
“N-n-no.”
“Then you just go and ask her this minute if she can care for me!”
And Southerley plunged across the room, hauled his friend out of
his chair and flung him at the door. There Bayre, however, planted
himself, and protested,—
“If you must be such a confounded fool as to want to propose to
her after what I’ve told you,” said he, surlily, “why don’t you do it
yourself?”
“Because I can’t,” gasped the timid little lad of six feet three in a
deep bass voice. “Look here, do you think I haven’t tried? I’ve been
down those blessed stairs four times this evening! Four times, mind
you, and I’ve got as far as the door, and I’ve heard her singing to that
brat. And I tell you the sound of her voice made me feel so queer
that I couldn’t go in, because I knew the words would stick in my
throat and I should make a fool of myself.”
“You are bad!” remarked Bayre, critically, as he contemplated the
giant’s moist face.
“Well, get on, if you don’t want to be kicked downstairs,” retorted
Southerley, beginning to get irritated by his friend’s unaccountable
perverseness.
Bayre raised his eyebrows and turned slowly.
“It won’t be of any use,” said he, as he opened the door and went
downstairs.
CHAPTER XXII.
A RUNAWAY
Bayre felt very nervous over his errand, and when Miss Merriman
cried “Come in,” in answer to his knock, he was almost as awkward
as Southerley himself would have been, and she gave him a
searching look as he crossed the room like a sly schoolboy.
She was sitting near the fire, and the baby, in a state of great glee,
was turning out the contents of her work-basket on the rug at her
feet. Bayre felt that he was called upon to explain his appearance
with promptitude.
“I hope I’m not disturbing you,” he said, “but I’ve been sent here by
—by somebody else—by Southerley, in fact, with a message which I
hardly dare to give.”
Before he was half-way through the speech the lady had looked
away; and from the expression of her face he could guess that she
had an uneasy suspicion as to the nature of his errand.
“Then why give it,” said she, quickly, in a slightly tremulous voice,
“if it’s of no use, and if it’s painful to you?”
“Because I must; because I’ve promised. Forgive me if I’m clumsy
over it. The fact is the fellow’s lost his head; I think perhaps he
knows there’s not much hope for him; I myself have told him there’s
not. But he persists in hoping, hoping, or rather he’s got into such a
state that he can’t rest till he’s got a definite answer, even if it’s the
wrong one. He’s in love with you, head over ears in love, and he
wants to know if you could ever care for him.”
Although he knew that she must have guessed what was coming,
Miss Merriman pretended to feel surprised. But it was a poor, worried
sort of pretence, without either nature or sincerity.
“Why, it’s absurd,” she said quickly. “What does he know of me? I
never heard anything so ridiculous.”
And then there was a short pause, during which she sat very still.
“You’re not offended?” said Bayre, gently.
“Offended!” She just got out the word and then broke down into a
flood of tears.
Bayre was appalled. To see a woman cry was a dreadful thing at
any time; but to feel that he had opened the floodgates himself, and
when he ought to have known better, was a thought of unspeakable
horror.
“Forgive me,” he said hoarsely. “And don’t, oh, don’t! You make
me feel a brute, and yet I couldn’t help myself. I’ll tell him—I’ll go and
tell him—” He was flying to the door, impelled thereto not only by the
woman’s tears but by the yells of the small child, who was on his feet
by Miss Merriman’s knee, screaming in sympathy after the manner
of his kind.
Miss Merriman recovered herself sufficiently to speak.
“No,” she cried imperiously. “Don’t tell him anything. You’re not to
tell him anything. Let him think what he likes until—”
“Until what?”
“Never mind.”
She waved her hand in farewell without looking at him, and Bayre
made his way reluctantly enough upstairs, where he found
Southerley in waiting on the half-landing.
“No good, of course?” said the big man, trembling like a leaf.
Bayre shook his head.
“Any reason?”
“No. Sorry. I did my best.”
Southerley took it very quietly; he just nodded and went upstairs
softly whistling, with his hands in his pockets. Then he went out at
once, without seeing either of the others again, and he did not come
back until long after they were both in bed.
And he alone of the three made no remark whatever when Susan
informed them on the following evening that Miss Merriman had
gone away and had taken the child with her.
Repton gave a long whistle.
“Well, I’m blest!” he exclaimed tersely.
Bayre was indignant. Surely he had a right to know where she was
taking the child, he who claimed not only to be the infant’s cousin but
to have more than a fanciful claim to be its guardian! Miss Merriman
was surely carrying a woman’s privileges too far.
“Cousin or no cousin, it’s abominable,” said Repton, indignantly.
“We’ve had all the trouble of the journey from Guernsey, all the
expense of milk and biscuits, sausage rolls and bananas for the brat,
and flowers and sweets for her. And now we’re left in the lurch like
this! It’s infamous. I’m hurt in my very tenderest feelings. I shall
advertise.”
“What! For the price of the flowers and the bon-bons?” laughed
Bayre.
“Of course not. But I have a third share in the proprietorship of that
infant. And it may be worth money some day. Besides, I ought to
have been consulted.”
All this time Southerley never moved a muscle. But that he was
hard hit it was impossible not to see. His eyes looked glassy and his
ruddy skin livid.
“Cheer up, old man!” cried Repton, giving him a ferocious thump
on the back. “She wasn’t worth troubling about, a woman who could
go without a word after that last box from Fuller’s—the one with the
gold ribbon and the picture of the two cupids in a basket. Thank
goodness, she’ll never be able to look at those two pink cupids
without a self-reproachful thought of you and me!”
But even this thought did not appear to have a consoling effect
upon Southerley, who shook him off impatiently and went out again
without a word.
“Fool!” cried Repton, contemptuously, “to care so much for a
woman who didn’t care two pins about him.”
But Bayre, who remembered Miss Merriman’s tears, was less
harsh in his judgment.
“I have an idea,” said he, slowly, “that she didn’t dare to care!”
But he would not proffer any solution of this enigmatic remark.
And before the day was out he had something to divert his
attention in the shape of a letter from Miss Eden.
A surprising letter it was, and tantalising, too, for it was evidently
written in a sort of breathless way, while the writer was at a white
heat of emotion, and it told him just enough to make him want to
know more.
It was as follows:—
“Dear Mr Bayre,—I got your letter. I have said nothing
about it. I think you had better keep the papers yourself for a
little while—those, I mean, that you found in the iron box. I will
write to you again in a day or two, perhaps. I am afraid this
letter is disjointed, but I have had a sort of shock, and I have
not got over it yet. Do not be alarmed: we are all well here, or
as well as you could expect, remembering the state in which
you left us all. The Vazons have not come back and we have
heard nothing more of them. We think they must be still in the
islands, but they are not at Creux. Nini has come to stay here;
she is a trustworthy girl, and I am very glad to have her, for I
should not like to be here quite alone.
“Now I am going to tell you something which will surprise
you. I have found out who the woman is shut up here. I
cannot tell you more now, except this—that she is not here
against her will.—Yours sincerely,
“Olwen Eden.”
Bayre was on thorns to know more, and he could not understand

why, having told him so much, she could not have trusted him with
the whole of the secret. Was it something she did not like to trust to
paper? Was it his young wife whom old Mr Bayre was keeping
concealed at the château? And if so, was she in her right mind?
He wrote at once, begging Olwen to let him know more, but yet
expressing himself guardedly, for fear the letter should fall into other
hands than hers.
He could not rest for thinking about this, wondering whether his
uncle knew of the discovery made by Olwen, and whether, in that
case, he would make any difference in his treatment of her.
His anxiety grew as day after day passed and no answer came to
his second letter. He could not get another holiday or he would have
gone back to Creux without delay. In his distress he thought of
writing to Madame Nicolas, his landlady at St Luke’s, to ask whether
she had heard anything of old Mr Bayre and his household.
The good woman answered almost by return of post, but the
information she had to give was exceedingly vague, and was rather
in the nature of gossip than of anything definite.
She had not seen old Monsieur Bayre lately, neither had anyone
she knew. But she had heard that he was ill, that there had been
changes in his household, and that the young lady had gone away to
London and was singing somewhere under the name of Señora Pia,
or some such title. As Madame Nicolas did not even mention the
Vazons by name, it seemed probable that they had kept quiet and
had not made any attempt to turn the tables upon their late master.
This letter, vague as it was, filled Bayre with anxiety and distress.
He knew there must be some foundation for this story about Olwen,
and it tallied too well with her silence for him to neglect the clue.
“Singing in London under the name of Señora Pia!” This was
vague indeed. He seized the newspapers and studied their columns
with eager scrutiny. But it was not until the third day after the receipt
of this letter that, after having read on the first page of the Daily
Telegraph all the names of all the ladies and gentlemen who were
advertised in the music publishers’ announcements as singing songs
in different parts of England, the name “Signora Beata” attracted his
attention and made him decide to set off that very evening on what
might be a wild-goose chase after all.
“Signora Beata” was to sing “Those Sweet, Sweet Eyes of Thine”
and another ballad with an equally vapid title at the Bromley Institute.
And as it was not very far away, Bayre thought it worth while to take
the journey on this very slender clue.
The hall was crowded. Bayre got a programme and found that
Signora Beata did not appear before the fourth number in the
programme. He had to sit through a new loyal song, rendered lustily
by the baritone but conspicuous for its loving adhesion to one note.
He had to hear a glee, and he had to endure a recitation.
Then came the turn of number four, and it was as much as he
could do not to start out of his seat with surprise when Signora Beata
appeared and proved to be, not indeed Olwen Eden, but another old
friend in the person of Miss Merriman.
She looked magnificent in a dress of cream satin, which showed
off her beautiful neck and the exquisite poise of her head to great
advantage. She wore no jewels, but half-a-dozen roses of different
colours were arranged on the front of her dress, and another was
placed upright on one side of her head and worn as an aigrette.
Long white suède gloves completed the costume, and Bayre thought
that he had never seen so beautiful a woman, and was glad
Southerley was not there to have his chains further riveted.
He became quite anxious to hear her sing, and was not in the
least surprised at the burst of applause which greeted her as soon
as she came to the front of the platform. It seemed to him that if her
voice proved to be as superb as her appearance she was wasting
herself at Bromley.
But with the first bars of the song came not exactly
disenchantment, but a decidedly modified appreciation of the
beauty’s art. She had a good voice, not in the first rank, but pleasant
to listen to; the weakness of her performance lay in the fact that her
voice had not been sufficiently cultivated, and that she was
possessed by an overpowering nervousness which, while it rather
added to her charm as a woman, decidedly marred her efforts as a
singer.
In brief she had, though singing as a “professional,” scarcely got
beyond the stage of “gifted amateur.”
But her beauty, her modesty, her statuesque grace, carried all
before them, and the audience applauded her as if she had been
Patti herself.
Bayre began now to understand that Madame Nicolas had mixed
up in her mind what she had heard about one woman with what she
had heard about another, and he resolved, now that he was in for it,
to run Signora Beata to earth.
He found the rest of the concert tedious, except when the beauty
was on the platform, and as soon as her last appearance on the
programme was made he slipped out of his seat and went outside to
wait for her.
She fled out of the building so quickly and so quietly, however, that
he was not able to speak to her, and he got into the same train, but
not into the same carriage, and then when he had seen her enter an
omnibus he got on the top of the vehicle, determined to track her
down.
She alighted finally at that part of London which used to be known
as Brompton, but which has since, by the profuse use of the name
“Egerton” instead of the older and homelier ones, purged away the
Brompton taint and become something far higher in the social scale.
Here Bayre followed the lady into a side street where little cards
over the door announced “Apartments,” and at one of these she
stopped and proceeded to open it with a latch-key.
Bayre stopped too at the foot of the steps and looked up.
She heard the footsteps stop and looked round quickly. An
exclamation broke from her lips.
“You’ve followed me!” she cried.
“Yes—Signora.”
She started, hesitated, then shut the door again and came down
the steps.
“Why have you done this?” she said passionately.
“Why have you run away, without a word, with my cousin, my
ward, Miss Merriman?”
“Your ward!” She laughed derisively. “Don’t talk nonsense. You
know that that is a mere farce. You know well enough that I’m his
mother.”
“Yes, and you’re something else,” replied Bayre, coolly. “You’re my
aunt, Mrs Bartlett Bayre.”
She met his eyes, and then looked down; but she made no
attempt to contradict him.
“Come inside,” she said suddenly, “and we can talk better. You
must know everything now.”
CHAPTER XXIII.
A PHOTOGRAPH
Bayre followed Miss Merriman into the house, and into the little
ground-floor sitting-room, where she turned up the gas and showed
the folding doors open into the adjoining room, where a maid sat
reading a novelette by the light of a candle beside the baby’s cot.
“Wait here a moment, I always go and kiss my baby the moment I
come in; nothing can interfere with that ceremony,” she said, with a
pretty defiance which Bayre liked.
And as she disappeared through the folding-doors, which she shut
after her, her attitude seemed to say that now she had once owned
that that baby was hers she would brandish him in the eyes of the
world and snap her fingers at destiny.
Bayre heard the soft whisperings of the two women, the
mysterious cooings and cawings they made over the sleeping child.
And when Miss Merriman swept majestically back into the room
again, dressed in a plain grey tea-gown, with one of her roses
pinned in it, he remembered his old ideal of the simple, domestic-
minded woman, and he sympathised with Southerley’s adoration of
this beautiful creature.
“Now,” she said defiantly, “perhaps you’ll explain why you have
followed me, why you have come.”
Bayre was rather amused, and rather resentful.
“You must remember,” said he, “that whatever suspicions I may
have had concerning your relationship to the child, all that I
absolutely knew was that he was my uncle’s son, and that therefore
it was a personal duty of mine to know what became of him. My
friends too, Repton and Southerley—” She interrupted him with a
quick gesture.
“Surely,” she said, panting a little, “you can’t pretend they have a
right to know anything whatever about me!”
She was standing on one side of the table and Bayre was on the
other. He leaned upon it to look earnestly into her face.

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