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 Computer Crime,
Investigation, and
the Law

Chuck Easttom and Det. Jeff Taylor

Course Technology PTR

A part of Cengage Learning

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 Computer Crime, Investigation, † 2011 Course Technology, a part of Cengage Learning.
and the Law
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
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Det. Jeff Taylor electronic, or mechanical, including but not limited to photocopying, recording,
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Printed in the United States of America

1 2 3 4 5 6 7 12 11 10
To the men and women in various law-enforcement agencies who investigate crimes
every day, both computer and traditional. Their work is very important and too
often goes unnoticed. Specifically, we would like to thank the officers of the city of
McKinney, Texas, and Collin County, Texas, for their outstanding work.
Acknowledgments

First and foremost, we would like to acknowledge the support of our families
during this endeavor. Chuck Easttom’s wife Misty and son A.J. have been sup-
portive, as they always are when he is writing. Likewise, Detective Taylor’s wife
Vilma has been incredibly supportive as he worked on his first book. We would
also like to thank the editorial staff that worked so hard on this book. Editors
often go unnoticed, but they work as hard as the authors do on any book.
Without them, no book could be a success.

iv
About the Authors

Chuck Easttom has 16+ years in the IT industry and has been an expert witness
on several computer-related cases. He is the author of 10 other computer-science
books, including two textbooks on computer security. He was also one of the
subject-matter experts who helped to create CompTIA’s Security+ certification
test. He has been a frequent guest speaker on computer security at various
computer groups and campuses, including Harvard and Columbia. He holds
more than a dozen computer-industry certifications.
Jeff Taylor, a McKinney, Texas, police detective, began his law-enforcement
career in 1982. He is currently assigned to the Criminal Investigations unit,
where he specializes in white-collar crimes. In 2003, Detective Taylor became
certified in the recovery of computer-forensic evidence. He uses various
computer-software systems, including EnCase, Helix, and I-Look. He has
received training and certifications from the FBI, Cyber Evidence Inc., the
National White Collar Crime Center, and the High Intensity Drug Trafficking
Area (HIDTA) task force. Detective Taylor is on the instructor staff at the
Collin County Law Enforcement Academy, where he teaches a course on
electronic crime scene investigations.

v
Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi

Part 1 Computer Crime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 1 Introduction to Computer Crime . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Identity Theft. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Phishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Hacking or Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Hacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unauthorized Access of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Discarded Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Cyber Stalking/Harassment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Real Cyber-Stalking Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unauthorized Access to Computer Systems or Data. . . . . . . . . . . . . . . . . 19
Fraud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Investment Offers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Auction Fraud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Check/Money-Order Fraud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Data Piracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Non-Access Computer Crimes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Cybercrime Meets the Real World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

vi
 Contents vii

Hate Groups, Gangs, and the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Chapter 2 A History of Computer Crime in America . . . . . . . . . . . . . . . . . 31

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
The ’’Prehistory’’ of Computer Crime. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
The Early Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
The 1990s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
The 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Modern Attacks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Privilege Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Malware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Viruses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Worms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
The Trojan Horse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Logic Bomb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Rootkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Phishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Social Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Session Hijacking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Password Cracking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Denial of Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Chapter 3 United States Computer Laws Part I . . . . . . . . . . . . . . . . . . . . . 71

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
The Ribicoff Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
The Computer Fraud and Abuse Act of 1986 . . . . . . . . . . . . . . . . . . . . . . 72
Amendments to the Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
The Electronic Communications Privacy Act of 1986 . . . . . . . . . . . . . . . . 82
Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
viii Contents

The Communications Decency Act of 1996 . . . . . . . . . . . . . . . . . . . . . . . . 87

Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
No Electronic Theft Act of 1997 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Digital Millennium Copyright Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Children’s Internet Protection Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
CAN-SPAM Act of 2003. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Related Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Identity Theft Enforcement and Restitution Act of 2008 . . . . . . . . . . . 122
The Actual Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Chapter 4 United States Computer Laws Part II. . . . . . . . . . . . . . . . . . . . 131

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Cyber-Stalking Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
California Cyber-Stalking Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Texas Cyber-Stalking Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Utah Cyber-Stalking Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Louisiana Cyber-Stalking Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Miscellaneous States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Identity-Theft Laws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Alabama Consumer Identity Protection Act . . . . . . . . . . . . . . . . . . . . 138
Florida Criminal Use of Personal Identification Information . . . . . . 139
Idaho Identity-Theft Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
New York Identity-Theft Laws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Maryland Identity-Theft Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Child-Pornography Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Arkansas Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Illinois Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
California Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Connecticut Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Delaware Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Oregon Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Sexting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
 Contents ix

Hacking Laws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Maine Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Montana Laws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
North Carolina Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Rhode Island Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
State Spyware Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Arizona Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Texas Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Chapter 5 Techniques and Resources for Computer Crime . . . . . . . . . . 171

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Identity-Theft Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Non-Specific Identity Theft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Phishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174
Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
Delivering Spyware to the Target. . . . . . . . . . . . . . . . . . . . . . . . 176
Legal Uses of Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Obtaining Spyware Software . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Non-Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Specific Target Identity Theft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Fraud Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Auction Frauds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Shill Bidding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
Bid Shielding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
Bid Siphoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
Investment Offers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Common Investment Fraud Schemes . . . . . . . . . . . . . . . . . . . . . . . .188
Investment Advice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189
Hacking Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Footprinting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Password Cracking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Brute-Force Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
Dictionary Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196
Web-Site Hacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
SQL Injection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .198
Cross-Site Scripting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
Session Hijacking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
x Contents

Man-in-the-Middle Attack. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Tools of the Trade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Sniffers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
Password Crackers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Chapter 6 Organized Crime and Cyber Terrorism . . . . . . . . . . . . . . . . . . 203

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Organized Crime on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Traditional Crime Augmented with Computer Systems . . . . . . . . . . 204
Computer Crimes Executed by Organized Groups . . . . . . . . . . . . . . . 207
Cyber Terrorism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Economic Attacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Information Warfare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Cyber Espionage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Part 2 Computer Forensics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

Chapter 7 Observing, Collecting, Documenting, and Storing

Electronic Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Federal Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
FBI Forensics Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Seizing Without a Warrant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Basic Forensics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Securing the Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Remove Individuals Involved. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Document Everything. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Chapter 8 Collecting Evidence from Hardware . . . . . . . . . . . . . . . . . . . . 247

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
Forensic Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
AccessData Forensic Toolkit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
E-fense Helix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
ILook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
 Contents xi

EnCase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Preliminary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251
Working with EnCase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253
Computer Acquisitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Chapter 9 Collecting Evidence from the Operating System. . . . . . . . . . 275

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Finding Evidence in Browsers, Chat Logs, and
Other Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Finding Evidence in the Browser. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Finding Evidence in Chat Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Finding Evidence in System Logs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Windows Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Linux Logs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Recovering Deleted Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Recovering Files from Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
UndeletePlus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
DiskDigger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
Recovering Files from Unix/Linux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Other Forensic Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
The Sleuth Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Disk Investigator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Computer Online Forensic Evidence Extractor . . . . . . . . . . . . . . . . . . 294
Important Locations to Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Checking in Windows. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Checking in Linux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Operating-System Utilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Chapter 10 Collecting Evidence from Other Sources . . . . . . . . . . . . . . . . 301

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Tracing IP Addresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Gathering E-mail Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Gathering Evidence from Routers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Gathering Evidence from a Cell Phone . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Gathering Evidence from Firewalls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Gathering Evidence from Intrusion-Detection Systems . . . . . . . . . . . . . 315
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
xii Contents

Part 3 Litigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317

Chapter 11 Experts and Expert Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Selecting an Expert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Clean Background Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Well Trained . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Academic Training and Programs. . . . . . . . . . . . . . . . . . . . . . . . . . .321
Academic Credibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .323
Securityþ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
CIW Security Analyst. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324
MCSE Security Specialization. . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
CISSP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326
Certified Ethical Hacker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Forensic Certifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
No Conflicts of Interest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
Personality Issues in an Expert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Hiring and Paying Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Volunteer Experts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332
Expert Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

Chapter 12 Depositions and Trials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
Depositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
What Is a Deposition?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Rule 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Rule 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345
What to Do, What Not to Do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Trials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
The Daubert Decision and Trials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Use of Depositions at Trials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Expert Performs Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Expert Makes Major Mistake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Expert Not Fully Qualified . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
 Contents xiii

Chapter 13 Civil Matters Relating to Computer Crime . . . . . . . . . . . . . . . 361

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Civil Law Related to Computer Crime . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
The Main Categories of Civil Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Contract Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363
Tort Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .363
Property Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
What Court? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
The Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Pretrial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Motions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Trial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Post Trial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Real Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
U.S. v. AOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
eBay v. Bidder’s Edge, Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
International Airport Centers, L.L.C. v. Citrin . . . . . . . . . . . . . . . . . . . 373
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374

Part 4 Computer Crime and Individuals . . . . . . . . . . . . . . . . . . . . . . . 377

Chapter 14 Protecting Children on the Internet . . . . . . . . . . . . . . . . . . . . 379

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
The Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
How Online Predators Operate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
Solutions for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
How to Know if Your Child Is Already in Danger . . . . . . . . . . . . . . . . 387
Solutions for Law Enforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390

Chapter 15 How to Protect Your Identity on the Internet . . . . . . . . . . . . 393

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
What You Can Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Phishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Phishing E-mails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .394
Phishing Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .396
Spyware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Gathering Personal Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
xiv Contents

General Countermeasures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

What to Do If You Become a Victim . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Law Enforcement and Identity Theft . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405

Chapter 16 Harassment and Stalking Via the Computer . . . . . . . . . . . . . 407

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
What Is Cyber Stalking and Harassment? . . . . . . . . . . . . . . . . . . . . . . . . 407
Why Cyber Stalkers Do It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
Real-World Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
England’s Most Obsessive Stalker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
70-Year-Old Man Stalks 16-Year-Old Girl Online . . . . . . . . . . . . . . . . 412
Protecting Yourself. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Guidelines for Law Enforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

Part 5 Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419

Chapter 17 Hacker Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
The Pre-Attack Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
The Passive Search. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
The Active Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425
Angry IP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .427
NSAuditor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .427
Microsoft Baseline Security Analyzer . . . . . . . . . . . . . . . . . . . . . . . .430
Enumeration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .433
Manual Scanning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .436
The Attack Phase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
Physical Access Attacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
OphCrack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .438
Cain and Abel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .440
Retrieve Login Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Get Other Passwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Get a Wireless Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Remote Access Attacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Countermeasures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
 Contents xv

Chapter 18 How Cyber Criminals Communicate . . . . . . . . . . . . . . . . . . . . 449

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Encryption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
History of Encryption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Caesar Cipher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .450
Multi-Alphabet Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451
Binary Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451
Modern Encryption Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
Data Encryption Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .454
RSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .454
Others. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455
How Criminals Use Encryption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Steganography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Leet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Online Discussions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465

Appendix A Introduction to Computer Networks. . . . . . . . . . . . . . . . . . . . 467

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Network Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
The Physical Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
The Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
The Switch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
The Router . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
The Data Packets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
IP Addresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Basic Network Utilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
IPConfig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
ping and tracert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
Network Security Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475

Appendix B Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477

Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483
Introduction

One can hardly open a newspaper or read news online without seeing another
story about a computer-related crime. We are awash in identity theft, online child
predators, and even cyber espionage. It seems overwhelming. And people in many
different professions find themselves involved with computer-crime investiga-
tions. Obviously, law-enforcement officers are involved, but so are network ad-
ministrators, technical-support personnel, and attorneys.
This book is for all of those groups, though each group will find different por-
tions of the book of more interest than others. For example, we will discuss the
various laws related to computer crime. That is important information that
technical people probably know little about, and of which even law-enforcement
officers may need more in-depth knowledge, but in which most attorneys would
already be well versed. If any aspect of your work brings you into contact with
computer crime, then this book is for you. It is also appropriate for college
courses on computer crime.
Part 1, “Computer Crime,” is a broad introduction to the field of computer
crime. We will discuss the history of computer crime, basic criminal techniques,
and the relevant laws.
In Part 2, “Computer Forensics,” we walk you through the essentials of com-
puter forensics. This section is a good introduction to forensic techniques and
includes a great deal of specifics.

xvi
 Introduction xvii

In Part 3, “Litigation,” we discuss litigation related to computer crime. We will

explore depositions, expert reports, trials, and even how one can select an
appropriate expert witness.
Part 4, “Computer Crime and Individuals,” is appropriate for almost anyone. It
covers computer crimes that affect individuals. It discusses how you can ame-
liorate the dangers and how you should react if you become the victim of such a
crime, and gives tips for investigating these specific crimes.
Part 5, “Techniques,” is unique. In this part, we introduce you to the specific
techniques that hackers use and even show you some of the tricks used to
infiltrate computer systems. It is our belief that this knowledge will help you
defend against such attacks. This part also includes a discussion of communica-
tion techniques used by computer criminals, with an overview of encryption,
steganography, and even hacker slang language.
After you read this book, you should have a solid working knowledge of com-
puter crimes and investigations. This book is meant to serve as your gateway into
the world of investigating computer crimes.
This page intentionally left blank
 part 1

Computer Crime

1
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 4. The natural aversion of the scholar’s heart to the teacher’s
efforts.—The pupil does not desire to be saved and to learn about
salvation; all his unregenerate nature is hostile to the subject, and
the teacher has dull hearts as well as unprepared minds to contend
against.
5. The intervening time of a week between the sessions of the
school is sufficient to efface even what impression is produced by
the lesson.
With all these hindrances it is plain that the teacher who is to
succeed, must supplement his Sunday with week-day work.
II. The next question is, What shall the week-day work of the
teacher be? Our space forbids more than a mere outline.
1. A daily study by the teacher of teaching methods, in order to
best employ the brief time at command for actual work. It is said
Napoleon’s battles were fought in detail in his own mind before even
the enemy were in sight, and his force, will and genius were
sufficient to carry out the details. A study of the methods employed
by the best secular teachers would furnish means for planning all the
details of any Sunday half hour.
2. A daily study of the lesson itself.—The teacher’s preparation will
occupy another lesson in this series; but when once that art has
been learned, a part of the teacher’s week-day work should be to
practice it daily.
3. A daily watching the methods of life of the class of society from
which one’s pupils come.—If they are children or youth or adults, if
from the lower, middle or higher walks of society, the teacher should
know the influences which surround the life and the methods which
govern it, in order to rightly fit the teaching to the life.
4. A sedulous scrutiny of the face of every child met in daily life.—
Such care will prevent ever passing a scholar of the class without
notice, and will reveal the workings of the child heart, and give an
insight into child nature that will be of great value.
5. A careful listening to the conversation of children, and entering
into conversation with them whenever practicable.
6. Earnestly seeking an interest in the things which are of interest
to the pupil.—It will furnish a common ground of meeting in the
class on Sunday. Community of interest will result.
7. Daily seeking contact with the pupil, either personal or by some
means which will recall the teacher to the pupil’s mind.—If the
teacher is daily present with the pupil there is hope that the
teacher’s influence and teachings will be also.
8. Daily endeavoring by all means in the teacher’s power to
render the pupil’s daily life pleasanter.
III. But how can all these things be accomplished?
1. By a regular attendance on the weekly teachers’ meeting. That
is an essential part of a teacher’s week-day work.
2. By systematic visiting of pupils in their homes. This will insure
an acquaintance which could in no other way be obtained.
3. By cultivating the reading habit in the pupil. How? By giving
some good weekly paper or magazine which you have finished; by
loaning good books; by interesting the family in such organizations
as the Chautauqua Literary and Scientific Circle.
4. By inviting pupils to entertainments, to the teacher’s home in
winter, and to the woods and fields in summer.
5. By establishing little class Normal classes, and teaching some
of the many interesting things parallel to the general work of the
Sunday-school.
This brief outline may serve as a nucleus for thought by the
student, and may suggest a general plan, of which the details can be
wrought out by the individual teacher.

LESSON V.—THE TEACHER’S PREPARATION.

I. The Necessity of Preparation.—All that was adduced in the last
lesson to show the importance of the week-day work, might well be
repeated as arguments for the preparation of the lesson.
1. It is necessary from the limitation of time.—The teacher must
study his subject thoroughly, in order to employ to the utmost that
precious half hour of the lesson.
2. It is necessary from the nature of the subjects.—No one should
venture to instruct upon the all-important, the profound, the difficult
themes of the Gospel, who has not given them special and intense
thought.
3. It is necessary from the condition of the pupil.—Because the
scholar is unprepared, careless, unthinking, the teacher must be
alert, able, equipped. Any one can teach a genius, but it requires a
genius to teach a dullard.
II. The general aims of preparation.—In the teacher’s study of the
Scripture three aims should at all times be kept in view.
1. His first aim should be to interpret the meaning of the Word.—
We should study, not to interject into the Scriptures our own views,
or the doctrines of our school of thought, but to ascertain what God
meant in the Book, to learn “the mind of the Spirit.”
2. His second aim should be to satisfy the needs of his own
spiritual nature.—No man can feed others unless he has himself
been fed. Let the teacher fill his own heart with the Word of life, and
then he will be able to inspire his class with hunger for the truth.
3. His third aim should be to supply the needs of his class.—He is
a teacher as well as a learner, and must ever study with the full
knowledge of his scholar’s needs, seeking in the lesson for that
which is especially fitted for them and can be adapted to them.
III. The Departments of Preparation.—(We condense here the
outline of Dr. Vincent, in the “Chautauqua Normal Guide.”) There are
five lines of investigation and preparation to be followed by the
teacher; not necessarily in this order, but embodying these
departments.
1. The Analysis of the Lesson-Text.—The teacher who seeks to
know the contents of the lesson will find them under the following
seven elements. 1. The time to which the lesson belongs, year,
period, relation to last lesson, etc. 2. The places referred to in the
lesson, or where its events occurred; their location, history,
associations. 3. The persons, who they were; what is known of
them; the characters displayed. 4. The facts or thoughts of the
lesson; facts if historical; thoughts if ethical or doctrinal, as the
Epistles. 5. The difficulties encountered in the explanation of the
lesson, whether in its statements, or their relation to other parts of
Scripture. 6. The doctrines or general principles taught. 7. The duties
inculcated in the lesson or to be drawn from it.
2. The Collation of Parallel Passages.—Every text which will shed
light upon a fact or a thought in the lesson should be searched.
Spurgeon says: “The best commentary on a passage of Scripture is
the spirit of God;” and that it reveals itself in the parallel passages.
3. The Exploration of the Lesson-Text, for its central topic; the
underlying spiritual thought which runs through it and is to be
presented from it.
4. The Adaptation of the Lesson to the Class.—This subject
receives more full and suggestive treatment in Lesson vii. The
teacher must prepare his lesson with the condition and
characteristics of his pupils in his mind.
5. The Preparation of the Teaching Plan.—The teacher should
know not only what he is to teach, but how he is to teach it; in what
order of thought; with what opening sentences, illustrations,
application, and closing utterances.
IV. Hints on Preparation.—1. Begin early in the week, as soon
after the teaching of the last lesson as possible. 2. Read the lesson
often; at least once each day, and thoughtfully. 3. Pray much over
the lesson; for by communion with the Author of the Word we enter
into knowledge of the Word. 4. Use all the helps accessible, in the
line of commentaries, Bible dictionaries, etc. 5. Study independently,
using the thoughts of others to quicken your own thought, and not
in place of it. 6. Talk with others about the lesson, in the family, in
the teachers’ meeting, and in social life. 7. Do not expect to use all
your material. All the knowledge gained will add power to the
teaching of that portion of the knowledge imparted.

The Art of Reading.—I used to believe a great deal more in

opportunities and less in application than I do now. Time and health
are needed, but with these there are always opportunities. Rich
people have a fancy for spending money very uselessly on their
culture because it seems to them more valuable when it has been
costly; but the truth is, that by the blessing of good and cheap
literature, intellectual light has become almost as accessible as
daylight. I have a rich friend who travels more, and buys more costly
things than I do, but he does not really learn more or advance
farther in the twelvemonth. If my days are fully occupied, what has
he to set against them? only other well occupied days, no more. If
he is getting benefit at St. Petersburg he is missing the benefit I am
getting round my house and in it. The sum of the year’s benefit
seems to be surprisingly alike in both cases. So if you are reading a
piece of thoroughly good literature, Baron Rothschild may possibly
be as well occupied as you—he is certainly not better occupied.
When I open a noble volume I say to myself, “now the only Crœsus
that I envy is he who is reading a better book than this.”—Philip G.
Hamerton.
 EDITOR’S OUTLOOK.

DRESS AND INCOME

Dress is fast becoming a science. Particularly is this true of the
dress of women. The modern fashion magazine with its suggestions
and plans, shows how nearly dress is a formulated science. All this is
right and necessary. When used rightly there is no weapon in a
woman’s hands more powerful than effective dressing. It makes
even a plain woman attractive, and a fair one doubly so. It gives her
a peculiar influence which every earnest, true-hearted woman
should seek rather than avoid. To be effective, dress must be
studied. But the thought which women give to dress leads them
often to give it undue importance, to make it a paramount object
rather than a means to influence. Most especially is this true among
a large class of self-supporting women and wives of salaried men.
The old charge of Polonius:

“Costly thy habit as thy purse can buy,

But not express’d in fancy; rich, not gaudy”

is often literally carried out by them, and in many cases this class
dresses in a more costly style and with more taste than any other in
the community. Nor is it mere outside show. They do not wear silk
dresses and coarse boots, nor velvet mantles and no gloves. Their
wardrobe is almost invariably complete and in taste. They are
sensibly, neatly and richly dressed women. They have studied and
mastered the science of dressing well. They live within their
incomes, too; but in almost every case their salaries give them
nothing but food and raiment. At the end of a year, beyond their
wardrobes and the amount of rather questionable prestige which
their good clothes have given them in a certain circle—rarely a circle
which is superior to their own—they have nothing, and here lies the
wrong. No matter how small an income may be it ought to be so
used that it will do more. If for a year’s work we have simply the
necessaries of life, we have achieved small success. But few people
put their money where it yields substantial return; few devote a fair
portion of their earnings to increase the value of their work or to
multiply implements of work. We rarely find persons who devote a
fair amount of their salaries to charities, but we do often find
salaries of from six hundred to one thousand dollars yielding seal-
skin sacks and velvet gowns. Are such garments consistent with the
steady course of self-culture which every person should pursue, or
with the tithe which every moralist, not to say Christian, should
devote to the world of woe about us? Common sense tells us that
we can not live like the wealthy unless we are wealthy.
It is among the salaried class particularly that this evil exists.
Perhaps the cause springs from the way in which they earn their
livelihood. Money comes to them regularly and surely; they see no
reason why it should cease, and so give less attention to strict
economy than the man whose success depends upon the care and
thrift with which he lives. Their future promotion depends upon their
faithfulness, not upon their economy, so that often a man of
moderate salary keeps a more expensive establishment than a man
of moderate wealth. In the latter case future business advancement
depends upon the amount he can save to invest, in the former
simply upon his sticking to his work. Salaried people too often live
like school boys upon their annual allowance. Whatever the cause,
there is a large class of people among us much inferior to what they
might be, both in usefulness and ability, simply from the wholly
selfish expenditures of their incomes.

STEAM IS NOT AN ARISTOCRAT.

 One of the careless outcries of dissatisfied persons is that the
“rich are growing richer and the poor poorer.” This is half true. The
rich are growing richer—and so, too, are the poor. The wealth of the
world has been enormously increased, and all classes have profited
by it. Even paupers fare better at public expense than they did fifty
years ago. Steam has multiplied the world’s wealth. The increase is
most conspicuous in the bank accounts of the rich. But the poor live
in better houses, have better food and clothing, and get a good
many things once considered luxuries. Doubtless some who cry “the
poor are growing poorer,” have an honest fear that the tendency of
things is to crush down into bitter poverty all but the few rich. They
see the growth of large fortunes, but they fail to see the greater
growth of general wealth, nor do they stop to figure out the
problem. For example: Suppose Vanderbilt has $150,000,000. Then
suppose it divided among 50,000,000 of people. We should get just
three dollars apiece! Suppose that the very rich of the country are
equal in wealth to twenty Vanderbilts—a very large estimate. Then,
their united wealth, if distributed, would give us only sixty dollars
apiece! That is the most we could get out of dividing up the big piles
of wealth. Any one sees that it would not pay to divide. The rich
have not a great deal of our money in their pockets—if they have
any. For, an honest inquiry will show that the general average of
wealth, and of all that wealth brings to us, is higher by a much
larger proportion than that sixty dollars apiece represents. The worst
view we can possibly take of it is that we have paid sixty dollars
apiece, out of a vast increase in wealth, to men who have managed
great enterprises that have enriched us all. Perhaps these men have
taken it all for nothing. Nobody believes it; but suppose they have.
Then we have still obtained a great gain at small cost. We get, on
the average, twice as much for our labor as people did fifty years
ago. We live in more comfort than people used to do. We are not
growing poorer. We raise here no question of monopolies. Our point
now is that the poor are not growing poorer, but richer—that there is
no such tendency at work in modern society as the one honestly
feared by many—this piling up of all wealth in few hands. Steam is
not an aristocrat, but a plain Republican who impartially helps us all
when we help ourselves.

THE PRESENT POLITICAL OUTLOOK.

In a very few months we shall know the names of the presidential
candidates, one of whom, in all probability, will be the next chief
executive of the nation. The Republican National Convention has
been called to meet in Chicago June 3, next. The calling of other
conventions will soon follow. In a short time we shall have the
candidates, and then will ensue a contest of which it is safe to
predict that it will be close, exciting, and warmly fought. In
contemplating the present political situation, we see it is little
different from that of 1880. Less change has come in the
quadrennium than might have been anticipated. The same two great
parties confront each other, and their apparent relative strength is
much the same as it was when last in the national arena they
measured swords; it can hardly be said that there is greater
likelihood of the success of either than there was four years ago. For
years there has been no little talk about the old parties having done
their work, and the time having come for them to die and new
parties to succeed them; and yet, we enter the presidential
campaign of 1884 with the two old parties in the field as influential
as ever. Small progress, if any, has been made during the past four
years in the work of bringing new parties to strength and
prominence. The supersession of the parties which for so many
years have been competitors for the reins of government is a thing
of the future still, and seems a thing not of the near future. Of the
new political organizations which from time to time have arisen, it is
to be said that, generally, their strength is evidently waning rather
than increasing. Some of them, in state elections, have held the
balance of power and been important factors, but there is no
probability that such will be the case in the approaching presidential
contest. The influential parties of the past are the influential parties
of the present. One of them is to win in November next, and both
now appear with about the same chances of success as in 1880.
The fall elections of 1882 gave great confidence to the
Democratic party. Their ticket in New York received 192,000
majority, in Pennsylvania 40,000, and in Massachusetts 14,000. They
had some grounds certainly for the assurance that in the next
presidential fight they would wrest from their opponents the power
which had been theirs for more than a score of years. But the
situation has taken on a decidedly changed aspect. From the state
elections of October last, indeed, Democrats might still derive
courage and hope. They carried Ohio, and showed much greater
strength in Iowa than in former years; though, to be sure, causes for
these results of a local and temporary character were not wanting.
But the November elections served to render the prospects more
dubious. In New York the Republicans elected their candidate for
Secretary of State by 17,000 majority; in Pennsylvania their state
ticket was carried by a majority of 16,000; and in Massachusetts Mr.
Robinson was elected Governor over General Butler by a majority of
10,000. Virginia was carried by the Democrats; but this Democratic
victory, it is well argued by a keen political writer, is to prove a real
blessing to the Republicans by breaking the complications of their
party with “Mahoneism” and repudiation. All things considered, then,
neither party can be seen to have gained since the last presidential
election, and to stand a better chance of success than four years
ago. The “Solid South” is still solid. Not an electoral vote from the
states once in rebellion will be given to the Republican candidates.
Among many doubtful things, this at least is certain. The solid vote
of the South is secure in the hands of the Democrats. In addition to
this, they will need, to win, forty-five electoral votes from the North.
If they are successful in securing these, the next incumbent of the
presidential office will be a Democrat. The result of the approaching
contest, since party issues of account are now notably wanting, must
turn very much upon the character of the party candidates and the
personal and official conduct of the representatives of the two
parties at Washington in the intervening time. From what has been
seen in New York, Pennsylvania, and other states, it is evident that
there is a very large and growing body of voters in the land who will
not be fettered to party, whether right or wrong. They claim the
right to turn their backs upon their party when its action becomes
offensive, and take an independent position. These “independents”
hold the balance of power at the present time. They can give New
York and Pennsylvania to either party; they can fix the result of the
presidential election. If good behavior on the part of party leaders
and the choice of unexceptionable candidates will secure their votes,
it will certainly be good policy to make use of the measures.

SPANISH BULL FIGHTS.

There are found, even where we have the best civilization, some
degraded classes who delight in cruel, bloody sports, in witnessing
scenes most revolting to persons of humane feelings and better
culture. But desperadoes, pugilists, and other fighting men, with
those who have a fiendish satisfaction in the sufferings and blood of
the dumb animals they torture, are counted alien from our Christian
civilization. Their characters and their crimes are detested by all
good citizens. But when deeds of cruelty and blood are not only
endured and condoned, but raised to the dignity of national sports, it
shows a state of society that can hardly be called civilized. Ancient
Rome had her gladiatorial shows for the gratification of those eager
to witness the bloody spectacle. The tournaments of chivalrous
knights in the mediæval times, who slew each other as an exhibition
of their strength and skill, were of the same character. In Spain and
Portugal even to the present day bull fights are a national
amusement, in which nearly all classes find pleasure. Our attention
is just now called to this. A suggestive note from a gentleman of
culture and refined sensibilities, says: “A king of Spain brought home
a young wife, whose first duty was to give the signal for the
beginning of a bull fight. The same monarch is visited by a German
prince, in whose honor these brutalities are perpetrated on a more
magnificent scale than usual.” And so it is. Alas for European
civilization in the nineteenth century!
The preparation for these sports is extensive. The ring is of vast
dimensions, in the center of which is a pit, or wide area, sunk in
terraced granite, with galleries rising on all sides, sufficient to seat at
least ten thousand people who usually crowd the place on Sabbath
afternoon. The fighters and their assistants are trained to their
business, and handle their weapons skillfully. Some are mounted on
horses with long slender spears, used simply to torture and
exasperate, but to inflict no deadly wound. The “killer” is a
swordsman on foot, who baffles and confuses the bull, drawing his
attention this way and that, playing his red cloak before his eyes,
and watching his opportunity to plunge the sword to the hilt into the
neck of the animal. They are well paid, and often amass large
fortunes. But no verbal account of a bull tourney can present the
rapid changes, the dangers and escapes, the skill, the
picturesqueness, and the horror of the actual thing. The acts,
brilliant or repulsive, occur in rapid succession, presenting only
glimpses of dramatic, ghastly pictures, which fade out instantly to
re-form in new phases. The poor, gaunt, dilapidated horses used are
a cheap contribution to the occasion, and forced into position to be
killed by the horns of the bull, as he, in turn, is doomed to die by the
sword of the killer, with not the slightest chance to survive the
bloody fray. A fierce, powerful bull has been known to kill five horses
in ten minutes. The first rush against a horse is a sight horrible to
witness. You hear the horns tearing the tough hide, crashing the
ribs, dragging the entrails from the quivering body. When two or
more of the poor animals are struggling on the earth in the ring,
now reeking with blood, others, with bandaged eyes, and hideously
gashed sides, are spurred and goaded on to a similar fate. A witness
tells of seeing “a horse and rider lifted bodily on the horns, and so
tossed that the horseman was flung from his saddle, hurtled over
the bull, and landed solidly on his back, senseless.” The grooms bore
him off white and rigid, but the eager spectators heeded him not.
They were wildly cheering the bull’s strength and prowess.
Occasionally a man is horribly mangled, killed in the ring, or maimed
for life; so a surgeon attends in the ante-room, and (alas! the
mockery,) a priest is at hand, with his holy wafer for the last
sacrament in case of any accident to a good bull-fighting Catholic.
Yet things so unutterably repulsive are witnessed with apparent
delight by richly dressed Spanish gentlemen and ladies of the
highest rank.
The performance, as at present maintained, is far below that of
other days, when the nation had more vigor. The dumb animals are,
by arrangements in the ring, put to a much greater disadvantage,
and the necessity for great dexterity and courage no longer existing,
the class of fighting men do not, in these respects, compare well
with their predecessors.
Spain, once a powerful nation, having a class—not numerous—of
highly cultivated citizens, and a literature by no means despicable,
has fallen into a sad condition, neither respected nor feared as
formerly. The brutal sports in which she delights could never be
introduced or tolerated in really refined society, or by cultured
people, but when retained as a relic of earlier barbarism they have
an educating force, and nurture to still greater strength the evil
passions that made them possible. Some things among us may have
a dissipating, if not demoralizing, tendency, and should be
abandoned. Our voice is not against all amusements. Innocent
recreations are healthy. Our minds and bodies need them. Only let
them be suitable, and of an elevating tendency.
 EDITOR’S NOTE-BOOK.
The list of C. L. S. C. graduates of the class of ’83 is published in
this number of The Chautauquan—1300 strong. The states represented
are California, Maine, Virginia, Florida, Tennessee, Pennsylvania,
Massachusetts, New York, Ohio, Minnesota, Maryland, Iowa, Illinois,
Georgia, Indiana, Michigan, Kansas, Rhode Island, Wisconsin, New
Jersey, Texas, Vermont, West Virginia, Connecticut, Missouri, District
of Columbia, New Hampshire, Colorado, Dakota, Kentucky. Canada is
also represented, and in far-away China there is one graduate. The
members are from thirteen different denominations: Methodist,
Presbyterian, Congregational, Episcopal, Baptist, Christian, United
Presbyterian, Reformed, Unitarian, Universalist, Friends, Roman
Catholics, Seven Day Baptists. In its ranks are teachers,
housekeepers, ministers, lawyers, clerks, students, mechanics,
farmers, merchants, dressmakers, milliners, music teachers and
stenographers.

The presidential campaign for 1884 was opened in December by

the Republican National Committee fixing June as the time, and
Chicago as the place for holding the National Convention.
Chautauqua was discussed as a proper place for this convention to
meet. The Graphic, of New York, furnished a number of good
illustrations of the hotels, steamboats, and lines of railroads with
which the Lake is favored, but these attractions were not strong
enough—the atmosphere of the place is not the kind political
conventions breathe. To be sure, President Grant and President
Garfield both honored themselves and Chautauqua by visiting the
Assembly, but a national political convention, even of the Republican
type, would find “water, water, everywhere,” and nothing stronger to
drink. Chautauqua is dead as a place for holding a national political
convention.
 James Russell Lowell, our Minister to England, enjoys so excellent
a reputation in that country, that people who ought to know better,
are beginning to talk about his “Un-Americanism.” It is a foolish
business. Mr. Lowell is an American of the Americans. But
Americanism does not consist in a capacity for getting the ill-will of
foreigners, or in abusing them when one lives abroad. Mr. Lowell
worthily represents the people of the United States among the
English people, and the honors paid to him in choosing him to unveil
the statue of Fielding, and electing him Rector of the University of
Glasgow, are honors paid to this nation. There is no place for the
petty jealousy of his growing popularity in England. It is a thing to
be proud of. The author of the “Biglow Papers” will always be known
on both sides of the ocean as a Yankee of the Yankees.

Somebody has said of the “House of Representatives,” “it is too

big for business, too big for harmony, too big for economy, too big
for any practical purpose whatever,” and the prospect is that it will
be larger, rather than smaller. Speaker Carlisle found it almost
unwieldy when he organized the four hundred and one members
into committees. We venture the assertion that no officer in the
United States Government in his official capacity passes through a
more trying ordeal than the Speaker of the House. He must face his
work every day of the session, in the hall where he presides; and as
for ambition and jealousy, tact and skill in manipulation, the
representatives of the people are so well along in all these things
that to ask one man to appoint this company to places on
committees, and then to legislate for the people, is too much. A new
method of appointing committees ought to be adopted.

Mr George Ticknor Curtis has rendered the American public a

valuable service in his two volumes on the life of James Buchanan,
published by the Harper Brothers. If this material had been
precipitated upon the public mind in the dark days of the civil war, it
would have been as fuel to the flame of public passion, or if it had
come to light even during the years immediately after the war, the
result would have been much the same. Mr. Buchanan’s task during
the last days of his administration was a hard one. He was expected
to both wait and to be in a hurry in discharging his duties as
President; besides, it required more than human sagacity to
determine what would be the wisest course for his administration to
pursue. The time when he vacated the White House, and Mr. Lincoln
went into it, makes a joint in American history which must be
studied as with a microscope, if the student would reach a correct
judgment of the men who acted and the events that transpired. The
correspondence which passed between Mr. Buchanan and several
members of his old cabinet, after he retired to private life is like the
glare of an electric light turned on those turbulent times. By these
letters one can read his way out of the heretofore inexplicable
darkness of those caverns of history.

John Brown, of Ossawatomie fame, has been glorified in poetry

and song. There has been a bewitching charm about his name to a
multitude of people, and the events of the past decade have
contributed largely to this spell. As we settle back into our normal
condition and study the naked facts of his history, we are led to
wonder how the man exerted such a tremendous influence over his
countrymen. If it be true that Sherman, Doyles and Wilkinson, with
others, whom Brown and his men murdered, had entered into a
conspiracy to destroy the Browns, this did not justify John Brown
and his men for murdering them in cold blood. Not even in warfare
would such heartless butchery be defensible. It may yet appear that
the endorsement which the American people gave to John Brown,
and the glory they have attached to his memory were unworthily
bestowed, and that the people were misled. The close study of
American history as made between 1858 and 1865 may put a new
face on many of our biographical and national stories of men and
events.
 John Pender, a member of the English Parliament, compliments
the Western Union Telegraph Company, in a speech on the
government assuming control of telegraph lines, in these words: “I
have thought it desirable to refer to my visit to America, and say
something about the Western Union system, because it is a system
which is, probably, in its efficiency, only to be compared with our
own system in England, which is worked by the Government, with
this difference, that being worked as a private enterprise, and being
stimulated more or less by competition, I think the Western Union
has shown greater results during the last ten years than our system
has under government management. I think the science of electricity
has received more encouragement and been more developed, and
the reduction of rates has, during that time, also been greater in
America than in England; and, altogether, I think it would be well if
our Government took a leaf out of the book of the Western Union
Company.”

December the sixteenth was John G. Whittier’s birthday. He is

now seventy-six years old. In Haverhill, Massachusetts, a thrifty
manufacturing town, Mr. Whittier spent his boyhood, in a lonely farm
house half hidden by oak woods, with no other house in sight of it.
He says, on stormy nights

“We heard the loosened clapboards tost,

The board-nails snapping in the frost;
And on us, through the unplastered wall,
Felt the light-sifted snow-flakes fall.”

The London (England) Chronicle speaks the following sensible

words concerning the new honor conferred on Tennyson: “It will
seem very strange for us to have to think of Alfred Tennyson as Lord
Tennyson, and he is too aged, and his life-impression too decidedly
fixed, for the changed name to get established. Just as we speak of
Shakspere, and Wordsworth, and Bulwer Lytton, and Browning, so
we shall think and speak of Tennyson. A poet’s proper crown is not a
peerage, but a nation’s admiration and love, and the world’s uplifting
by his words of trust and hope, his visions of the perfect, the
beautiful, and the true, his subtle readings of human hearts and
motives. England, and the English speaking races of the world,
crowned Tennyson long ago, and the peerage crown seems but a
little thing, only needing a passing word.”

Among the many “happy ideas” hit upon in connection with the C.
L. S. C., that of Memorial Days deserves prominent place and
mention. Several of these days are named for men whose genius
and literary greatness have received the world’s recognition. These
days are not memorials to the cold letters that spell the names of
Milton, Addison, and Shakspere, but to genius and greatness in
literature as represented by them. And the design is not to keep in
memory a mere literal sign, a name, but to pay our homage to the
literary or other merit with which the name is associated. And this
with the ulterior view of kindling aspirations and inspirations in our
own minds and hearts.

Seventy-five million dollars are invested in the rubber business of

this country, of which $30,000,000 are in the boot and shoe
manufacture. The annual products are $250,000,000, made by
15,000 persons at 120 factories. Thirty thousand tons of raw rubber
are used each year. The forests along the equator, which Humboldt
declared inexhaustible, are dwindling, and the rapid increase of cost
of rubber (from 50 cents to $1.25 per lb. in six years) is leading to
search for cheaper substitutes.

The Rev. Dr. John Hall says: “The churches of New York cost
$3,000,000 per year; the amusements $7,000,000; the city
government $13,000,000. It is not an extravagant demand that the
churches should have more money.”
 Ella A. Giles, in The Nation, furnishes a description of a seminary
for colored girls in Atlanta, Ga., under the auspices of the Baptist
Home Missionary Society. Here is a testimony she jotted down in one
of their meetings: “Dis chile didn’t do no teachin’ in vacation,” said a
big mulatto woman, with great pomposity. “’Twan’t ’cos she didn’t
know ’nuff, ’xactly, nor ’cos there wasn’t heaps dat needed to be
teached. On every side ignorant niggers is as thick as flies. But my
preferment was doin’ suthin’ else fur my blessed Savior. Needn’t
think I didn’t work for Jesus, my young sisters. I tell ye I worked
mighty hard! I visited heaps o’ sick niggers, an’ I ’low I wan’t lazy.
Don’t win ye no crown jes to go an’ look at sick folks, unless ye do
suthin’ fur um. I feel like as if my stomach was light and freed from
bile, ’cos I nussed the sick, an’ puttin my shoulder to the wheel,
didn’t look back like Lot’s wife and turn unto a pillow of salt, but
minded my blessed Lord an’ Savior an’ visited the sick—fur to please
Jesus. I likes dis yeah school. Laws! I’s mo’n fifty years ole or
thar-’bouts, an’ till I kum yeah I nebber know’d dat workin’ fur Christ
meant nussin’ sick folks an’ goin’ to see the widowers an’ childless in
affliction, an’ keepin’ unspotted from de world.”

One cold day in December, from the City Hall steps in New York
City, the Rev. Henry Kimball gave away two cheeses, cut in pound
chunks, two barrels of crackers, a barrel of turnips, a barrel of
hominy done up in brown paper pound packages, and five bags of
Indian meal. One hundred and twenty women, seventy little girls,
and a colored man came to get their baskets filled. “It is more
blessed to give than to receive.”

At a meeting of naturalists held recently in New York, Prof. D.

Cope, of Philadelphia, alluded to the small provision that is made for
original research in this country, and the stress that is on almost all
original investigators to throw themselves away as teachers in order
to gain a livelihood. It is important that we have original
investigation in science, but capitalists must furnish the money to
defray the expenses. But because a man or woman turns to teaching
rather than investigation, they do not throw themselves away.
Teaching is as high and honorable a calling as investigating nature’s
laws.

A new feature lately introduced in the public schools of New

Haven is called “newspaper geography.” The pupils are in turn
required to find on the map places referred to in the paper.

The South Carolina Legislature has passed a bill declaring

unlawful all contracts for the sale of articles for future delivery.
Speculation in cotton never received a harder blow than this. If
some of our legislatures in northern states, say New York,
Pennsylvania and Illinois, should adopt such a law, and then enforce
it, what a torpedo it would be among speculators in oil and grain,
and stocks of all kinds.

One of the students in the University of Berlin, Germany, is 69

years of age. The aged members of the C. L. S. C. find themselves in
the fashion. Our motto is a good one: “Never be discouraged,” not
even in old age.

The Woman’s Christian Temperance Union celebrated its tenth

anniversary on December 23. We are told that this organization
numbers 100,000 members, and that they are scattered all over the
land. Here we find the cause of the stir and hubbub in the country
on the temperance question. It began in the Ohio crusade, among
the women. They used prayer and religious songs and earnest
entreaties, flavored with the spirit of Christianity, and they have
won; yes, they have won the grandest victory of which mention is
made in history for temperance and our unfortunate fellow men.
Celebrate the return of the anniversary of the crusade. Do it with
songs and shouts of joy, and continue to work till the end.
 We find the following summary of an interview with Whittier in
the Sun: “Whittier said that Hawthorne, Emerson, Longfellow, and
himself had always been friends. There were no jealousies, and each
took a pride in the work and successes of the others. They would
exchange notes upon their productions, and if one saw a kindly
notice of the other it was always cut out and sent to him. Hawthorne
was by the others regarded as the greatest master of the English
language. Whittier describes himself as unlike any of the rest, for he
never had any method. When he felt like it he wrote, and neither
had the health nor the patience to revise his work afterward. It
usually went as it was originally completed. Emerson wrote with
great care, and would not only revise his manuscript carefully, but
frequently reword the whole on the proof sheets. Longfellow, too,
was a very careful writer. He would lay his work by and then revise
it. He would often consult with his friends about his productions
before they were given to the world. ‘I was not so fortunate,’ says
the Quaker poet. ‘I have lived mostly a secluded life, with little
patience to draw upon, and only a few friends for associates. What
writing I have done has been for the love of it. I have ever been
timid of what I have penned. It is really a marvel to me that I have
gathered any literary reputation from my productions.’”

So large a number of the complete sets of The Chautauquan for

1880-1881 have been received by us that we withdraw the offer
made in the January issue of the magazine.

The prospect is good that we shall have erected at Chautauqua in

the spring about six new cottages, to be used by the School of
Languages. They will be located on the new land recently purchased
by the Association. This will introduce public buildings on that part of
the grounds, and make the lots for private cottages more desirable.
The outlook on the Lake from this point is one of the finest to be
found between Jamestown and Mayville.
 C. L. S. C. NOTES ON REQUIRED
READINGS FOR FEBRUARY.

PHILOSOPHY OF THE PLAN OF SALVATION.

P. 177.—“Diomedes,” diˈ o-meˌdes. A legendary hero of the Trojan
war—second in bravery to Achilles. Much space is devoted by Homer
in the Iliad to his exploits. He was a favorite of Minerva, and from
her received the gift of immortality. In his combats with the Trojans
he spared neither gods nor men, if Minerva assisted him. For this
reason Minerva speaks to him:

“War boldly with the Trojans, Diomed;

For even now I breathe into thy frame,—
…
Lo! I remove the darkness from thine eyes,
That thou mayst well discern the gods from men;
And if a god should tempt thee to the fight,
Beware to combat with the immortal race.”

P. 179.—“Clemens of Alexandria.” One of the early Christian

fathers, who lived at the close of the second and beginning of the
third centuries. Educated in the heathen philosophy, he was
converted to Christianity, and became a presbyter in the church.
Clemens wrote much, using the scientific methods of the
philosophers in his exposition of the doctrines of Christianity. His
principal themes were exhortations to the heathen to abandon
idolatry, and treatises on Christian and Greek literature.
 “Minucius Felix,” Marcus. A native of Africa, but he came to Rome,
where he successfully practiced law until he was converted. He is
said to have been renowned for his eloquence. His most important
work for Christianity was Octavius, a dialogue between a Christian
and a heathen upon the merits of their respective religions.
P. 187.—“Reductio ad absurdum.” Reducing to an absurdity.
P. 189.—“Petrifaction,” pĕtˌ
ri-făcˈ
tion. Turning into stone of an
animal or vegetable substance.
P. 199.—“Zeleucus,” ze-leuˈcus. A law-giver among the Locrians
(see Grecian History), who lived about 660 B. C. His laws were
eminently severe, but were observed by his people for a long time.
Zeleucus is said to have come to his death because a transgressor of
one of his own laws. He had decreed that no one should enter the
senate house armed, on a penalty of death. In a time of great
excitement in war Zeleucus broke the decree. It was remarked to
him, and immediately he fell on his sword, in vindication of the law.
P. 222.—“Daguerreotype,” da-gĕrˈ o-tīp. So called from Daguerre,
the discoverer of this method of taking pictures.
P. 230.—“Permit me to write the ballads of a nation, and I care
not who makes her laws.” The idea is said to have originated with
Andrew Fletcher, of Saltoun, who wrote: “I knew a very wise man
that believed that if a man were permitted to make all the ballads,
he need not care who made the laws of a nation.”
P. 241.—“Modus operandi.” Manner of operation.
“Die.” The piece of metal on which is cut a device to impress on
coins, medals, etc.
P. 254. “Socinian.” Lælius Socinus was an Italian theologian
(1525-1562). His study led him to doubt certain doctrines, among
them that of the Trinity. His nephew, Faustus, who by his skeptical
spirit had made himself very obnoxious to the church, decided in
1574 to become a religious reformer, and from the manuscripts of
his uncle he elaborated what was called the Socinian system. The
negations of the system include: The Trinity, the deity of Christ, the
personality of the devil, the native and total depravity of man, the
atonement and eternal punishment. It affirms that Christ was a
divinely appointed man, and that in the imitation of his virtues we
find our salvation. The American Cyclopædia says of the former use
of this term: “The name Socinian, which is so often given to those
who hold Unitarian opinions as a term of reproach, was for a century
the honorable designation of a powerful and numerous religious
body in Poland, Hungary and Transylvania.… The Racovian
catechism, so called from its place of publication (Raków, in Poland),
compiled mainly from the writings of Socinus, is still the text-book of
faith and worship in many Hungarian and Transylvanian churches.”
Unitarianism is now the term applied to the doctrines of Socinianism.
P. 258.—Translation of Latin in foot-note: The constant presence
of Christ in the heart brings pleasant communion, gracious
consolation, much peace.
P. 260.—“Subjectively.” By “moral light revealed subjectively” is
meant the light or truth which is natural, or in the mind of every
subject or thinker, and opposed to the light which comes objectively,
or through an object, as, in this case, the light which comes from
the Bible. Subjective and objective are terms of mental philosophy,
of common use, and applied generally to certainty or truth.
“Objective certainty,” says Watts, “is when the thing is true in itself;
subjective when we are certain of the truth of it. The one is in
things, the other in our minds.”
P. 266.—“Logos,” loˈ gos. The word, literally. In ancient thought it
had two significations, one philosophical, where it meant the reason,
or that principle which regulates the affairs of the world; the other
theological, referring, as in the Gospel of St. John, to a distinct
person which both creates and redeems; here it is applied to man’s
reason.
 P. 273.—“Lacon.” The author of Lacon was Caleb Colton, an
English writer, born in 1780. He was educated at Cambridge and
received a vicarage in 1818, but soon became so dissipated as to
utterly ruin his prospects. He was obliged to flee to America on
account of debts incurred in gambling, but afterward went to France,
where in 1832 he committed suicide. “Lacon, or Many Things in Few
Words,” is a collection of maxims, and is best known of his writings.

HOW TO GET STRONG.

P. 19.—“Navvy.” Short for navigator, formerly slang, but now a
recognized term applied to those employed in excavating canals,
making dykes and like work.
“Longshoremen.” Said to be abbreviated from along shore men.
“The Slang Dictionary” says that all people who get their livings by
the side of the Thames below bridges are called Long Shore folk.
The particular class to which Mr. Blaikie refers is that of laborers
employed about wharves.
P. 25.—“Tom Brown of Rugby.” The hero of the story, “Tom
Brown’s School Days,” by Thomas Hughes.
“Hares and Hounds.” A game sometimes called “paper hunt.” A
team of any number of players is formed, from which one is chosen
as the hare. To him is given a start of a few minutes called “law.” He
starts off with a bag of cut paper called “scent,” which he scatters as
he runs. When “law” is up the hounds or remainder of the team start
in pursuit, following “scent” as closely as possible. The game
continues until the hare is run to the ground or the players baffled.
P. 27.—“Turners.” During the time that Napoleon controlled
Prussia Friedrich Jahn, a German patriot, conceived the idea of
forming schools in which the young men should be trained in
gymnastic exercises and in patriotic sentiments, in order that
eventually they might drive the French from the country. These
schools were called Turnvereine. The first one was established in
1811, and when in 1813 the country was called to arms, the Turners
rendered signal service. Though for a time prohibited in Germany,
they were afterward reorganized and have been introduced into
various countries.
P. 41.—“Tantalus.” A character of Greek mythology, who, having
given offense to the gods, was punished in the lower world by
confinement in a river where the water always recedes from his lips,
and the branches over his head, laden with fruit, withdraw from his
hand.

“So bends tormented Tantalus to drink,

While from his lips the refluent waters shrink.
Again the rising stream his bosom laves,
And thirst consumes him ’mid circumfluent waves.”—Darwin.

P. 50.—“La Ligne.” The line.

“Dumas,” düˌ
mäˈ
. French novelist and dramatist. (1803-1870.)
P. 53.—“Sebastian Fenzi,” se-băsˈ
tian fentˈ
se.
P. 62.—“Nathalie,” nâ-ta-lēˈ
; “Farini,” fâ-rēˈ
nē.
P. 81.—“Periauger,” pĕrˈ
i-auˌ
ger. One of several forms of the word
pirogue. A kind of canoe formed out of a tree trunk.
P. 85.—“Choate,” chote. (1799-1859.) Choate was sixty years of
age when he died, instead of fifty-five.
P. 86.—“O’Connell.” (1775-1847.) The Irish statesman.
P. 87.—“Brougham.” See The Chautauquan for November.
“Canning.” (1770-1827.) A British statesman.
 P. 135.—“Double-first.” In the English universities one who wins
the highest honors in both the classics and mathematics is said to
win “a double-first.”
P. 136.—“Mazzini,” mät-seeˈ nee. (1805-1872.) An Italian patriot
and revolutionist. He early devoted himself to bringing about the
unity of Italy, then divided and oppressed by Austria. In 1831 he was
banished, thereupon he formed a political organization to secure the
liberty of Italy and union of the states. In every way he worked to
gain his ends. In 1849 he assisted Garibaldi in his struggles for
Italy’s freedom, and later directed an insurrection in northern Italy.
Mazzini was the author of several works. Carlyle says of him: “I have
had the honor to know M. Mazzini for a series of years, and I can,
with great freedom, testify to all men that he, if I have ever seen
one such, is a man of genius and virtue—a man of sterling veracity,
humanity and nobleness of mind.”
P. 147.—“Bowdoin,” boˈ
dwin.
P. 156.—“Thwart.” A nautical term applied to the bench of a boat,
on which the rowers sit.
P. 176.—“Palmerston,” pāmˈ
er-ston. (1784-1865.) Prime minister of
England.
“Thiers,” te-erˈ
. (1797-1877.) French statesman and historian.
P. 193.—“Adipose tissue,” adˈ i-pōse. The fatty matter distributed
through the cellular tissues of the body.
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