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 Test Bank for Java Software Solutions, 9th
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Java Software Solutions, 9e (Lewis/Loftus)

Chapter 1 Introduction

TRUE/FALSE

1. All information is stored in the computer using binary numbers.

ANS: T
The computer is a digital device meaning that it stores information in one of two states using binary.
We must determine then how to represent meaningful information (such as a name or a program
instruction or an image) in binary.

2. Java is an object-oriented programming language.

ANS: T
Java is classified as a high-level programming language but it is also classified as an object-oriented
programming language because it allows the programmer to implement data structures as classes.

3. System.out.print is used in a program to denote that a documentation comment follows.

ANS: F
Documentation comments follow // marks or are embedded between */ and */.
System.out.print is an instruction used to output a message to the screen (the Java console
window).

4. Java byte codes are directly executable whereas Java source code is not.

ANS: F
Neither Java source code nor Java byte codes are executable. Both must be compiled or interpreted
into machine code. Java byte codes are useful however in that they are machine-independent but
semi-compiled code that allows your Java code to be transmitted over the Internet and executed on
another computer even if that other computer is a completely different type.

5. The Java compiler is able to find all programmer errors.

 ANS: F
The Java compiler can find syntax errors but cannot find either logical errors (errors that are caused
because of poor logic in writing the program) or run-time errors (errors that arise during the execution
of the program).

6. Java is a case-sensitive language which means Current, CURRENT, and current will all reference
the same identifier.

ANS: F
Java is case sensitive which means that Current, CURRENT, and current will all be recognized
as different identifiers. This causes problems with careless programmers who do not spell an
identifier consistently in terms of upper and lower case characters.

7. Code placed inside of comments will not be compiled and, therefore, will not execute.

ANS: T
The compiler discards comments; therefore, any code inside a comment is discarded and is not
compiled. Your executable program consists only of the code that is compiled.

8. The word Public is a reserved word.

ANS: F
public is a reserved word, but since Java is case sensitive, Public differs from public and
therefore Public is not a reserved word.

9. Reserved words in Java can be redefined by the programmer to mean something other than their
original intentions.

ANS: F
Java reserved words cannot be redefined.

10. In a Java program, dividing by zero is a syntax error.

ANS: F
Dividing by 0 is not detected at compile time, and because a computer cannot divide by 0, this is a run-
time error.

11. In a Java program, dividing by zero is a syntax error.

ANS: F
Dividing by 0 is not detected at compile time, and because a computer cannot divide by 0, this is a run-
time error.

12. During translation, the compiler puts its output (the compiled Java program) into ROM.
 ANS: F
ROM stands for read-only-memory. The compiled output (the byte codes) may be placed into RAM
(writable random access memory) or into a file (on your hard drive, for example).

13. Objects are defined by a class that describes the characteristics common to all instances of the class.

ANS: T
An object is an instance of a class. And, the purpose of a class is to describe these common
characteristics.

14. Inheritance is a form of software reuse.

ANS: T
Inheritance allows us to capitalize on the similarities among various kinds of classes that have a
common base (parent) class. Thus we reuse the base class each time a class inherits from it.

15. Polymorphism is the idea that we can refer to multiple types of related objects in consistent ways.

ANS: T
Polymorphism allows us to use the same name for similar behaviors that occur among diverse and
possibly unrelated objects. For example, to "open" may refer to a file, or to a device, or to a
communications line, etc. The same term, "open," is being used even though the objects that are
being opened are quite different.

16. In Java, identifiers may be of any length up to a limit determined by the compiler.

ANS: F
Java (and Java compilers) do not limit the length of the identifiers you use. Identifiers may be as long
as you wish. Good programming practice, however, will limit the lengths of the identifiers you
create.

MULTIPLE CHOICE

1. A Java program is best classified as

a. hardware
b. software
c. storage
d. processor
e. input
ANS: B
Programs are classified as software to differentiate them from the mechanisms of the computer
(hardware). Storage and the processor are two forms of hardware while input is the information that
the program processes.

2. Six bits can be used to represent __________ distinct items or values.

a. 6
b. 20
c. 24
 d. 32
e. 64
ANS: E
With n bits, we can represent 2^n different values. 2^6 = 64.

3. When executing a program, the processor reads each program instruction from
a. secondary memory (storage)
b. the Internet
c. registers stored in the processor
d. main memory
e. Any of these
ANS: D
The program is first loaded from secondary memory into main memory before it is executed so that the
processor is not slowed down by reading each instruction. This idea of executing programs stored in
memory is called the Stored Program Computer and was pioneered by John Von Neumann in the
1940s.

4. Which memory capacity is the largest?

a. 1,500,000,000,000 bytes
b. 100 gigabytes
c. 3,500,000 kilobytes
d. 10 terabytes
e. 12,000,000 megabytes
ANS: E
We convert each of these capacities to bytes (rounding off) to compare them. The value in A remains
the same, 1 1/2 trillion bytes. The value in B is 100 billion bytes. The value in C is 3 1/2 billion
bytes. The value in D is 10 trillion bytes. The answer in E is 12 trillion bytes.

5. Binary numbers are composed entirely of

a. 0s
b. 1s
c. 0s and 1s
d. any digits between 0 and 9
e. 0s, 1s, and 2s
ANS: C
Binary is base 2. In Mathematics, numbers in base n are composed entirely of digits between 0 and n-
1.

6. Volatility is a property of
a. RAM
b. ROM
c. disk
d. software
e. computer networks
ANS: A
 Volatility means that the contents of memory are lost if the electrical power is shut off. This
is true of RAM (Random Access Memory), but not ROM (Read Only Memory) or disk.
Software and computer networks are not forms of memory.

7. The ability to directly obtain a stored item by referencing its address is known as
a. random access
b. sequential access
c. read-only access
d. fetch access
e. volatility
ANS: A
Random access is meant to convey the idea that accessing any item is equally easy, and that any item
is retrievable based solely on its address. Random access is the form of access used by both RAM
and ROM memory. Disk access, called direct access, is a similar idea, and direct and random access
are sometimes referred to synonymously. Sequential access is used by tape.

8. Which phase of the fetch-decode-execute cycle might use a circuit in the arithmetic-logic unit?
a. fetch
b. decode
c. execute
d. during fetch or execute, but not decode
e. any of the phases
ANS: C
The fetch phase retrieves (fetches) the next program instruction from memory. The decode phase
determines which circuit(s) needs to be used to execute the instruction. The instruction is executed
during the execute phase. If the instruction is either an arithmetic operation (like add or multiply) or a
logical operation (like comparing two values), then it is carried out by the ALU.

9. In order for a computer to be accessible over a computer network, the computer needs its own
a. MODEM
b. communication line
c. network address
d. packet
e. router
ANS: C
In order to differentiate between the computers on a network, each is given its own, unique, network
address. In this way, a message intended for one computer can be recognized by that computer
through the message's destination address. A MODEM is a device that is used to allow a computer to
communicate to another computer over a telephone line. A communication line is the network media
itself. A packet is a collection of data that is sent over a network. A router is a hardware device used
to take a message from one network and move it to another based on the message's destination address.

10. For a computer to communicate over the Internet, it must use

a. the TCP protocol
b. the IP protocol
c. the combined TCP/IP protocol
d. the Ethernet protocol
 e. the ARPANET protocol
ANS: C
IP is the Internet Protocol, but the TCP (Transmission Control Protocol) also must be used because it
handles such problems as how to piece together packets of the same message that arrive out of order.
Ethernet is a LAN protocol, which might be used in addition to TCP/IP in some networks, but it is not
needed to communicate over the Internet. There is no such thing as the ARPANET protocol.

11. A URL (Uniform Resource Locator) specifies the address of a

a. computer on any network
b. computer on the Internet
c. local area network (LAN) on the Internet
d. a document or other type of file on the Internet
e. a Java program on the Internet
ANS: D
URLs are used to locate documents (or other types of files such as an image or sound file) anywhere
on the Internet. A URL contains the address of the LAN or WAN and the specific computer from
which the file is to be retrieved; it specifies the file's address, not just the computer's address.

12. It is important to dissect a problem into manageable pieces before trying to solve the problem because
a. most problems are too complex to be solved as a single, large activity
b. most problems are solved by multiple people and it is easy to assign each piece to a
separate person
c. ir is easier to integrate small pieces of a program into one program than it is to integrate
one big chunk of code into one program
d. the first solution may not solve the problem correctly
e. All of these
ANS: A
Any interesting problem will be too complex to solve easily as a single activity. By decomposing the
problem, we can build small solutions for each piece and then integrate the pieces. Answer D is true,
but it is not the reason why we will break a problem into pieces.

13. Once we have implemented a solution, we are not done with the problem because
a. the solution may not be the best (most efficient)
b. the solution may have errors and need testing and fixing
c. the solution may, at a later date, need revising to handle new specifications
d. the solution may, at a later date, need revising because of new programming language
features
e. All of these
ANS: E
A program should not be considered as a finished product until we are reasonably assured that it is
efficient and error-free. Further, it is common that programs require modification in the future
because of a change to specifications or a change to the language or computer running the program.

14. Java is an example of a(n)

a. machine language
b. Assembly language
 c. high-level language
d. fourth generation language
e. both high-level and fourth generation language
ANS: E
While Java was created during the fourth generation, it is clearly also a high-level language. Machine
language is the executable language of a machine, with programs written in 1s and 0s only. Assembly
language uses mnemonics. Fourth generation languages are tools wrapped inside of programs so that
the user has the flexibility to write some code to executed from within the program.

15. Of the following, which statement is not true regarding Java as a programming language?
a. Java is a relatively recent language; it was introduced in 1995.
b. Java is a language whose programs do not require translating into machine language
before they are executed.
c. Java is an object-oriented language.
d. Java is a language that embraces the idea of writing programs to be executed with the
World Wide Web.
e. All of these are true
ANS: B
All languages require translation into machine language. The other statements are all true about Java.

16. Comments should

a. rephrase all the code to explain it in English
b. be insightful and explain the intention of an instruction or block of code
c. only be included with code that is difficult to understand
d. be used to define variables that have hard to understand names
e. All of these
ANS: B
Comments should not rephrase in English what an instruction says, but instead should explain what
that instruction is doing in relation to the program. Introductory programmers often have difficult
explaining their code and wind up stating the obvious in their comments. While answer D is partially
correct, it is not entirely true even though all variables should have comments that explain their use.

17. The main method for a Java program is defined by

a. public static main()
b. public static main(String[] args);
c. public static main(String[] args)
d. private static main(String[] args)
e. The main method could be defined by all of these except B
ANS: C
In A, the parameter is missing. The parameters are defined later in the text, but in effect, they allow
the user to run the program and include some initial arguments if the program calls for it. In B, the
semicolon at the end of the statement is not allowed. In D, private instead of public would
make the program non-executable by anyone and thus makes the definition meaningless.

18. What does the following line of Java code do?

//System.out.println("Hello");
 a. nothing
b. cause Hello to be output
c. cause a syntax error
d. cause ("Hello") to be output
e. There is no way to tell without executing the code.
ANS: A
The characters // denote the beginning of a comment. The comment is not compiled and so, nothing
would happen when this code is executed.

19. What comment might be added to explain the following instruction?

System.out.println("Hello World");
a. // prints "Hello World" to the screen
b. //prints a message
c. //used to demonstrate an output message
d. //
e. // meaningless instruction
ANS: C
Comments in A and B state the obvious while the comments in D and E are meaningless. The
comment in C explains why the instruction appears in the program.

20. Which character belowis not allowed in an identifier?

a. $
b. _
c. 0
d. 1
e. ^
ANS: E
Java identifiers can consist of any letter, digit, $ or _ as long as the identifier starts with a letter or _.
^ is not a legal character.

21. Which of the following is not syntactically legal in Java?

a. System.out.println("Hi");
b. public class Foo
c. s t a t i c main(String[] args)
d. {}
e. only A is legally valid; all the others are illegal
ANS: C
The Java compiler would not recognize "s t a t i c" as "static" because the Java compiler
treats white space (blanks) as separators between entities. The other statements are all legal, including
"{}" which is a block that happens to have no statements within it.

22. Which of the following is a legal Java identifier?

a. i
b. class
c. 1likeclass!
 d. idon'tlikeclass
e. i-like-class
ANS: A
Java identifiers cannot have the characters !, ' or - in them so answers C, D and E are wrong. The
word class is a reserved word in Java and cannot be used as an identifier. The identifier i is
perfectly legal although it is not necessarily a good identifier since it is not descriptive of its use.

23. A unique aspect of Java that allows code compiled on one machine to be executed on a machine with a
different hardware platform is Java's
a. bytecodes
b. syntax
c. use of objects
d. use of exception handling
e. All of these
ANS: A
The translation process for a Java program is to first compile it into bytecodes, which are
architecturally neutral (that is, they can be used no matter what the architectural platform is). To
execute the program, the bytecodes must be further compiled by a Java compiler or interpreted by a
Java Virtual Machine.

24. Java is similar in syntax to which of the following high-level languages?

a. Pascal
b. Ada
c. C++
d. FORTRAN
e. BASIC
ANS: C
The creators of Java decided to use syntax similar to C++ so that C++ programmers could easily learn
Java. Variable declarations, assignment statements, loops, selection statements and comments are
among the features that have nearly identical syntax. There are many differences however, so don't
assume that any C or C++ programmer will easily or instantly be able to program in Java.

25. An error in a program that results in the program outputtinh $100 instead of the correct answer, $250,
is a
a. compiler error
b. syntax error
c. run-time error
d. logical error
e. snafu
ANS: D
While this is an error, programmers classify the type of error in order to more easily solve the problem.
Syntax errors are caught by the compiler and the program cannot run without fixing all syntax errors.
Run-time errors arise during program execution and cause the program to stop running. Logical
errors are errors whereby the program can run to completion, but gives the wrong answer. If the
result should have been $250, then the logic of the program is wrong since it output $100. A snafu is
a term expressing a messed up situation in combat and should not be used by respectable
programmers!
26. Which of the following is true regarding Java syntax and semantics?
a. A Java compiler can determine if you have followed proper syntax but not proper
semantics.
b. A Java compiler can determine if you have followed proper semantics but not proper
syntax.
c. A Java compiler can determine if you have followed both proper syntax and proper
semantics.
d. A Java compiler cannot determine if you have followed either proper syntax or proper
semantics.
e. A Java compiler can determine if you have followed proper syntax but not proper
semantics only if you follow the Java naming convention rules.
ANS: A
Compilers for all languages have the ability to detect syntax errors because improper use of the syntax
leads to situations where the compilers cannot translate the code properly. However, compilers are
unable to follow the semantics of a program because this requires a degree of understanding what the
program is intended to do and computers have no sense of understanding (at least at this point).

27. Using Java naming convention, which of the following would be a good variable name for the current
value of a stock?
a. curstoval
b. theCurrentValueOfThisStock
c. currentStockVal
d. csv
e. current
ANS: C
Java allows long variable names but the programmer must find a good compromise between an
excessive long name (as with B) and names too short to understand their use (A and D). The name
current possibly might be reasonable if there are no other "current" values being referenced in the
program.

28. Which of the following is a legal Java identifier?

a. 1ForAll
b. oneForAll
c. one/4/all
d. 1_4_all
e. 1forall
ANS: B
Java identifiers cannot start with a number (so the answers in A, D and E are illegal) and cannot
include the / character, so the answer in C is illegal.

29. A color image is broken down into individual pixels (points), each of which is represented by
a. a 1 for white and a 0 for black
b. 3 values denoting the intensity of red, green, and blue in the image
c. a single number indicating the intensity of color between white and black
d. two numbers, where one indicates where the color is between white and black and the
other denotes the brightness
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 e. None of these; it is not possible to represent color
ANS: B
Black and white images are stored using 0s and 1s while color images are stored using three values,
one each for the degree of red, the degree of blue, and the degree of green.

30. Which of the following characters does not need to have an associated closing character in a Java
program?
a. {
b. (
c. [
d. <
e. All of these require closing characters
ANS: D
{ is used to open a block, and so } is needed to close the block. ( is used to open an expression and
so ) is needed to close an expression. [ is used to start an array index so ] is needed to close the
array index. < is "less than" and > is "greater than" and these are not needed together, so < requires
no closing character.

31. Mistyping println as printn will result in

a. a syntax error
b. a run-time error
c. a logical error
d. no error
e. the statement being converted to a comment
ANS: A
If the Java compiler cannot make sense of a command, the compiler cannot convert it and responds
with a syntax error. While println is recognized as a command, printn is not, and so the
compiler provides a syntax error.

PROBLEM

1. What is wrong with the following class definition?

public class Program1
{
public static void main(String[ ] args)
{
System.out.println("My first Java program")
}
}

ANS:
The one executable statement in the main method is missing a ";" at the end of the line. Executable
statements end with ";".

2. What is wrong with the following class definition?

public class Program2
 public static void main(String[] args)
{
System.out.println("My second Java program");
}

ANS:
The definition of a class is placed within {} statements, which are missing here.

3. Given the following class definition, what are the reserved words and what are the identifiers?
public class Program3
{
public static void main(String[] args)
{
System.out.println("My third Java program");
}
}

ANS:
The reserved words are public, class, static, void. The identifiers are main, String,
System.out, Program3, and args. main is the name of a method defined within the
Program3 class. string and System.out are classes already defined in Java and println is
a method of System.out. Program3 is a class, defined here, and args is a variable.

4. Provide a brief explanation of the role of main memory, the control unit, the arithmetic logic unit, and
registers. (Refer to figure 1.13 in the text)

ANS:
Main memory is used to store the currently executing processes along with their data. The control
unit performs the fetch-decode-execute cycle, which fetches an instruction from memory, decodes it
and determines how it is to be executed. The arithmetic logic unit comprises a number of circuits that
execute arithmetic and logic instructions. Registers are used to store values in the CPU temporarily
while the current instruction(s) need them.

5. What is the output of the following code when the main method is executed?
public class Question4
{
public static void main(String[] args)
{
System.out.println("hi there");
System.out.println(" ");
System.out.println("how are you doing today? ");
}
}

ANS:
hi there

how are you doing today?

 Notice that while the Java compiler ignores "white space", blanks that appear in a println statement
inside of quote marks are retained and output in that manner.

6. What is wrong with the following println statement?

System.out.println("My fourth Java Program);

ANS:
It is missing a closing ". The compiler will look for a second " before the end of the statement. So,
like {}, (), and [], an initial " must have a corresponding closing ".

7. Provide identifier names that would be used to represent a person's social security number, income tax
withheld, and net pay.

ANS:
socialSecurityNumber, or ssn, incomeTaxWithheld or incomeTax, and netPay all
would be reasonable.

8. There are a number of reserved words in Java that have no current meaning (denoted with an * in
figure 1.18 in the text). Why?

ANS:
Java language designers anticipate introducing these statements in future versions, but have not yet
implemented them because they are lower priority, or it has not been decided how they will be
implemented or precisely what they will mean.

9. A document of text is 15 pages long. Each page contains approximately 200 words and the average
length of each word is 5 characters. Also assume one blank space between each word and no
punctuation. How many bytes will it take to store this document in memory or on disk using ASCII?

ANS:
A character is stored in ASCII using 8 bits or 1 byte. Therefore, 5 characters per word plus 1 blank
space between words take 6 bytes per word (except for the first). Each page stores 200 words and
there are 15 pages. So we need 15 * 200 * 6 - 1 (no blank space to start the text) = 17,999 bytes
which is 17.58 kilobytes, or nearly 18 Kbytes.

10. Provide a brief description of the roles of the following hardware elements (that is, what each is used
for):
a) CPU
b) Main memory
c) Secondary memory devices
d) Input/Output devices

ANS:
a) The CPU is the processor. It executes all program instructions. It does this through the fetch-
decode-execute cycle where the next program instruction is fetched from memory, decoded in the
CPU, and then executed by one or more circuits.

b) Main memory is stored on chips on the motherboard and is used for quick access to the current
program for the fetch-decode-execute cycle and to store data being used by this program.
 c) Secondary memory devices are storage devices, used to store programs and data not currently
being used. Storage devices, such as the hard disk, also are used to store things for permanence and
archives.

d) Input/Output devices are used to communicate with the computer. Input devices, like the
keyboard, take commands and data from the user and output devices, like the monitor, display the
results of the process/computation.

11. Examine figure 1.7 before answering this question. What 8-bit value comes immediately before and
what 8-bit value comes immediately after 10010111?

ANS:
10010110 comes immediately before 10010111 and 10010100 comes immediately after
10010111.

12. Rewrite the following comment so that is can appear over multiple lines.
// This is one really enormously long comment that might run off
the page

ANS:
We can do this in two ways, preceding each line with // or by enclosing the comment in /* and */.

/* This is one really enormously

long comment that might run
off the page */
or
// This is one really enormously
// long comment that might run
// off the page

13. Rewrite the following program with better formatting to make it easier to read.
public
class
MyProgram
{ public static void
main(
String[]
args)
{ System.out.println(
"Wow, this is messed up!"
);
} }

ANS:
There are many ways this program might appear. The following would be very acceptable:
public class MyProgram
{
public static void main(String[] args)
{
 System.out.println("Wow, this is messed up!");
}
}

14. Write a Java program that will output on two separate lines the names of the authors of this textbook.

ANS:
public class OutputNames
{
public static void main(String[] args)
{
System.out.println("John Lewis"); // 1st author's name
System.out.println("William Loftus");// 2nd author's name
}
}

15. Correct all the syntax errors in the following program.

Public Class Program \\ A problem program
(
Public static voided main[Strings() args]
{
system.out.println('This program'); \* oh, my... *\
system.out.println('has several syntax errors'); \*
lots of errors *\
}
)

ANS:
public class Program // A problem program
{
public static void main(String[] args)
{
System.out.println("This program"); /* oh, my... */
System.out.println("has several syntax errors"); /*
lots of errors */
}
}

16. Write a Java program that will display the following three lines when it is run:
*
* * *
* * * * *

ANS:
public class Stars
{
public static void main(String[] args)
{
System.out.println(" *");
System.out.println(" * * *");
System.out.println("* * * * *");
}
}
17. Name five of the fundamental terms which encompass object-oriented programming.

ANS:
There are seven terms to choose from: object, attribute, method, class, encapsulation,
inheritance, and polymorphism.
Random documents with unrelated
content Scribd suggests to you:
 “Right you are!” Carol replied, looking brightly around at the eager
group, and then she told them all the wonderful things that had
happened since she had last seen them.
“You will love Evelyn Dartmoor!” Doris Drexel exclaimed. “I met
her when she and her mother spent a few days here last spring.”
“Oh, I just know that I shall love her!” Carol replied, and then she
added impulsively, “Girls, you have all been so good to me! You can’t
guess what it means to a stranger to be treated so kindly. I expected
to be lonely and left out and you have been just like old friends.
How I do wish that you were going to boarding-school with me.”
“Queer things happen!” Adele replied. “Maybe your wish will come
true.”
Adele spoke jokingly, for little did she dream that queer things
were to happen, and soon.
 CHAPTER FOUR
NEW FACES AND NEW PLACES
Carol awoke bright and early the next morning and her first
thought was that something wonderful was about to happen. Then
she remembered that she was going away to boarding-school.
Springing up, she began to dress.
“Just think,” she said to her reflection in the mirror, “this is the last
time that you will look out of this glass in ever and ever so long.”
Then she added after a thoughtful moment, “Carol Lorens, you don’t
seem very happy. Aren’t you glad that you are going?”
“Good-morning, darling!” a sweet voice called from the doorway
and whirling around, Carol nestled in her mother’s arms as she
exclaimed, “Oh, Mummie, Mummie! I don’t believe that I want to go
and leave you after all.”
“Of course we will both be lonely, daughter dear,” her mother said
brightly, “but you are not going far away and I want you to bring
Evelyn home to us for at least part of the holidays. Moreover I shall
expect long, newsy letters from my big girl telling me that she is
making the most of the wonderful advantages that have been given
her. Now, dear, make haste! The train leaves at nine and Father and
Peter are waiting to have breakfast with you.”
Then followed a very exciting half-hour. There was much laughter
and bantering, and a few tears that would come. Peter gave Carol
many a nonsensical piece of advice, for had he not been away to
college?
Later, the father, alone with her for one moment, took both of her
hands in his as he said, “Daughter, when a problem confronts you,
ask yourself, ‘What would my mother do?’ and then do likewise.”
He held her close in his strong arms, and then walked rapidly
away to join Peter who was waiting at the gate.
 The baggage men arrived to take her trunk, and then, before she
had time to turn around, there arose a joyous shouting out on the
lawn. “Carol! Carol!” the twins were calling. “Here comes Mr.
Dartmoor’s carriage. It’s time for you to go.”
Carol wondered afterwards how she had managed to say good-
bye to her mother and the twins without crying, but little mother
had been so brave and smiling that she had smiled too, and then, as
they drove away, the courtly Mr. Dartmoor began talking of Evelyn
and before long they had reached the station and there were the
members of the Sunnyside Club gathered to bid her good-bye.
Carol had just time to introduce them to the old gentleman, when
the train came puffing around the curve.
“Do write to us the very first moment that you have to spare,”
Adele called. “You just can’t guess how we are all envying you
because you are going away to boarding-school.”
“I promise!” Carol replied and she smilingly waved through an
open window as long as she could see her friends.
The two hours to Buffalo passed quickly and then there was
another hour on a noisy little local train, but Carol was so interested
in all she saw that the time passed quickly, and it hardly seemed
possible that they could have reached the end of their journey when
she heard the brakeman call, “Linden!”
Her heart beat rapidly. In another moment she would see the
beautiful Evelyn. How she did hope that they were to be good
friends.
They two were the only passengers to alight at the station of
Linden, and at once Carol saw a tall, slender girl in black, who came
hurrying forward. With a little cry of joy, she threw her arms about
Mr. Dartmoor’s neck, and for a moment neither spoke.
“Oh, Granddad!” Evelyn said at last. “How lonely, lonely I have
been since I saw you!”
“Well, we’re here now,” Mr. Dartmoor exclaimed brightly, “and this
is my little friend Carol Lorens.”
Evelyn held out her hand to the other girl as she said, “I am so
glad that you have come. Having a friend of Granddad’s here will be
almost like having Granddad himself.”
“I am glad, too,” Carol replied simply. On the train Mr. Dartmoor
had asked her not to tell Evelyn at present how she happened to
come to Linden.
The school bus was waiting, and Mr. Dartmoor gallantly helped
the girls in and sat opposite them. Then to entertain them on the
drive, he told them that Carol’s grandfather and he had been “pals”
when they were boys.
“Then it is but natural that you and I should be friends,” Evelyn
declared.
Suddenly Carol gave an exclamation of pleasure. They had been
slowly climbing a hill road, and below them was the scattered village
of Linden and wide meadows that stretched to the lake. Soon they
were turning into an elm-shaded driveway. On either side were well-
kept lawns and gardens aglow with autumn flowers.
Set far back among sheltering trees was a rambling building,
which in the front looked like a pillared colonial mansion.
“This is Linden Hall!” Evelyn said brightly. “Isn’t it a beautiful
place?” Mr. Dartmoor noted with a glad heart that already his
granddaughter looked happier.
“Oh!” Carol exclaimed, clasping her hands. “I could learn anything
here, I am sure. Even Chinese if I had to!”
“Luckily we do not have to,” Evelyn responded almost merrily. “I
am sure that I could not learn foreign languages if the school were
in the Garden of Eden.”
For several moments they rode beneath a canopy formed by the
interlacing branches of the great old elms. At last the bus stopped
under a covered archway at the front of the house.
Carol felt awed as she followed Evelyn up the stone steps and
through the door, which she knew would be for her the portal to
many new and wonderful experiences.
 CHAPTER FIVE
A LETTER FROM CAROL
Three days after the departure of Carol Lorens for Linden, Adele
Doring received a letter bearing that postmark.
“O goodie!” she cried, in little-girl fashion. “Thank you, Mr.
Drakely. I have been ever so eager to receive this letter.”
The postman smiled down at her and was surprised to see her
thrust the envelope, unopened, into the pocket of her rose-colored
sweater coat.
“Why, Adele, aren’t you going to read it?” the mail-carrier, who
had known her from babyhood, asked. “I thought you were so
anxious to get it.”
“I suppose it does look queer,” Adele laughingly replied, “but I’m
on my way to school, you see, and I don’t want to read it until we
girls are all together. It’s for them as much as it is for me.”
Then away she skipped, and, as usual, she found the Sunny Six
waiting for her under the elm-tree.
“It’s come!” she cried, joyfully waving the letter over her head.
“Oh, good! Is it a letter from Carol Lorens?” Betty Burd inquired.
“I’m glad that we are all early,” Doris Drexel declared. “Let’s sit
down on the bench while Adele reads it to us.”
The envelope was torn open and Adele began:

“Dear Sunnysiders: I am having the most wonderful

experiences one right after another, and how I do wish that
you were here to share them with me. I’m going to keep a-
wishing and A-WISHING until you do come; so you might
as well begin to pack your satchels.
“This is the most beautiful old house, with wings added
for dormitories when it became a school. There is a glorious
 view from every window, but I am not going to tell you
about that. I am so very sure that you will all see it with
your own eyes some day soon.
“Well, to begin at the beginning, when we arrived,
Evelyn took me to the office of the nicest woman—next to
Mother—whom I have ever met. Madame Deriby is tall and
stately with soft, silvery hair, a beautiful face and the
kindest, gentlest manner imaginable. I knew at once that I
was going to adore her, and oh, girls, Evelyn is so nice, I
am sure that you will all love her.
“The room that we are to have together is the prettiest.
It is decorated in yellow and looks as though it were
flooded with sunlight, even when it is cloudy. There are two
small beds and Evelyn has her things on one side of the
room and I have mine on the other.
“I haven’t met any of the other pupils as yet, but there
are forty of all ages, Evelyn tells me.
“The ‘get-ready-for-dinner’ bell has just rung, so I will
say good-bye for now. I’ll write to you often, but oh, girls,
do beg and beseech your nice mothers to let you come to
Linden Hall boarding-school soon.
“Your newest Sunnysider,
“Carol Lorens.”

“How I do wish that we could go!” Doris Drexel sighed. “It must
be a wonderful place, so high on a hill.”
“I couldn’t go if the rest of you did,” Betty Burd declared, “and I’d
be so lonely with all of you away.”
Adele slipped an arm about the little girl as she said merrily, “But
Bettykins, we aren’t any of us going. Mother wishes me to finish out
this term with Miss Donovan. There’s the last bell. Forward! March!”
Little did the girls dream of the unexpected news that they were
about to hear.
When they entered the schoolhouse, they were surprised to find
the door of the eighth grade closed and locked. On it a note was
pinned, which Adele wonderingly read aloud:
“Pupils of 8A please report at Mr. Dickerson’s office.”
The girls looked at each other in amazement. Surely something
must have happened to their beloved Miss Donovan. They found the
principal in his office looking very grave. He smiled when he saw
their solemn, almost frightened faces.
“Young ladies,” he said, “it is not so dreadful as all that, though I
must confess I am very much troubled to know just what I ought to
do.”
Then he explained that Miss Donovan had been called to her
home in a neighboring town and that she had wired back that her
elderly mother needed her care, and therefore would be unable to
return that term.
The girls were truly grieved to hear this, and impulsive Betty Burd
exclaimed, “Why, Mr. Dickerson, how can we get on without Miss
Donovan?”
“We will not decide yet,” the principal said kindly. “I have sent to
the city to see if another competent eighth-grade teacher can be
procured, but it is late, and the classes everywhere are started.
However, it is possible that one may be found. Report here to-
morrow morning and I shall then be able to tell you what we will
do.”
The next morning at nine the girls were again waiting in Mr.
Dickerson’s office, and a few moments later he appeared.
“Well, young ladies,” he said, “I have been unsuccessful, and so
the Board has suggested that you go to Dorchester to finish this
term’s work. You would have to go there next term, anyway, so
perhaps that is the best solution of our difficulty.”
As soon as the girls were again under the elm-tree, Adele faced
them with glowing eyes. “Of course I am very sorry to lose our Miss
Donovan,” she said. “We all love her dearly, but since we can’t have
her, I am really glad that everything turned out just as it has,
because, instead of going to Dorchester, perhaps we may all be able
to go—guess where?”
 “To the Linden Hall boarding-school!” Rosamond Wright joyfully
responded.
“Oh, how I do wish that we could!” Peggy Pierce exclaimed.
“Let’s go home this very minute and ask our fathers and mothers
if we may go,” Adele suggested, “and then this afternoon, let’s meet
at our Secret Sanctum and discuss our plans.”
That afternoon at three, the seven maidens met at the log cabin
in the meadows that were now purple and gold with bright autumn
flowers.
“Girls, let’s begin this meeting at once,” Adele exclaimed. “We’re
all here, and I’m just wild to tell you my great and glorious news.”
“Meeting is called to order,” said Bertha Angel, who was now the
chairman, and so the girls sat tailor-wise upon the floor.
“Madame President,” Bertha began, but Adele interrupted, “Oh,
Burdie, don’t let’s be formal to-day. Let’s each say just whatever we
wish. I am wild to know who can go to boarding-school besides
myself.”
“I, for one!” Rosamond Wright drawled. “My mamma dear will be
glad to be rid of me, I am sure.”
“Father thinks that it will be an excellent plan for me to go if there
is a college preparatory course at Linden Hall,” Bertha Angel told
them quite calmly. The practical Bertha was never wildly hilarious,
whatever happened.
“That’s splendid,” Adele exclaimed joyfully, “and I know by her
beaming expression that Peggy Pierce can go, and as for Doris
Drexel, her devoted daddy always lets her do whatever she wishes.
How about you, Bettykins?” she asked, turning to the youngest
member, who was looking so dismal that they all knew at once that
she could not go.
“I told Mother about it,” Betty began, “and she said that she was
sorry, but she couldn’t think of asking Uncle George to spend
another penny for me. You know when Papa died, Uncle George
asked us to come right up here and live with him, and Mother says
that it costs him ever so much to have us. Of course I’d love to go,
but I—I just can’t.”
 Poor little Betty found the disappointment harder than she could
bear bravely, and tears splashed down her cheeks.
“You won’t be left alone, Bettykins,” Gertrude Willis said as she
slipped an arm about their youngest member, “for I am not going,
either.”
“Gertrude, aren’t you going?” came a chorus of protesting voices.
“Well, we simply can’t go without you, or Bettykins either,” Doris
Drexel declared.
“Yes, you can,” Gertrude replied brightly, “and Betty and I shall
expect long letters from you every week telling all about the good
times that you are having.”
“But what will you do, Trudie, about going to school?” Bertha
inquired. These two girls were always at the head of their classes
and Bertha well knew that her friend did not want to have her
studies interrupted.
“Father is going to teach me some of the subjects and Mother the
others,” Gertrude replied. “Mother was a high school teacher before
she married, and Father was graduated from the theological
seminary with highest honors.”
Then, turning to the little one who was trying hard not to cry, she
said kindly, “Bettykins, you may study with me, if you wish.”
“Oh, Gertrude, that would help me so much!” Betty replied
gratefully, smiling through the tears that would come.
“Girls,” Adele declared brightly, “‘My bones are very good
prophets,’ as Grandpa Dally used to say, and I just feel sure that
before very many moons, we shall all seven of us be at Linden Hall
Seminary for Young Ladies.”
Whether or no Adele was a true prophet, you shall hear.
 CHAPTER SIX
BETTY’S UNCLE GEORGE
The next day Adele wrote a long letter to Carol Lorens telling her
the good news that five of the Sunny Seven were to attend the
Linden Hall boarding-school, that is, if there would be room for
them. Mrs. Doring had written to Madame Deriby to inquire, and
eagerly the five girls awaited an answering letter.
Meanwhile little Betty Burd was trying to be brave, but it was very
hard. The day after the meeting at the Secret Sanctum, she went for
a long ride on her pony, and, with tears slipping down her cheeks,
she scolded herself: “You just ought to be ashamed, Betty Burd,
when you have so much to be thankful for,” she said aloud as she
rode through a little wood, where everything was peaceful and quiet,
save now and then a rustle in the dry leaves when a squirrel darted
across the path. “I’m not going to cry another tear!” she continued,
as she whirled her pony’s head toward home. “Uncle George has
done so much for me, and I don’t want him to even guess how I
have longed to go to boarding-school with the other girls.”
As she turned in at the drive, Mr. Drexel’s car stopped a moment
at the gate and her Uncle George leaped out. Betty was about to
ride on, but he beckoned to her. “How’s my little Puss?” he called,
pretending not to notice the reddened eyes.
“Oh, I’m all right, thank you, Uncle George,” the girl replied, trying
to smile brightly, then, fearing that she would cry, she whirled her
pony about and galloped to the barn, but her young Uncle George
followed her.
He stabled the pony and then leading her to a garden bench, he
exclaimed gaily, “Betty Bobbets, what’s this I hear about you going
away to boarding-school?”
 “Me?” gasped Betty in surprise. “Why, Uncle George, I’m not
going at all. It’s just the other girls who are going. Mamma says that
you have done so much for us already that she couldn’t think of
asking you to send me. I wasn’t going to say anything about it,
Uncle George, how did you know?”
The young man laughed. “Why, Puss,” he replied, “you don’t
suppose that you could keep a secret from your old uncle, do you?
But the way that I found out was that Mr. Drexel just now told me
that Doris was going away to boarding-school and he said that he
supposed that I was going to send Betty, and I said, ‘Sure thing, if
the other girls are going.’”
“Oh, Uncle George!” Betty cried, scarcely able to believe what she
had heard. “Really, truly, are you going to send me? Won’t it take a
lot of money? Mother says that we cost you ever so much as it is.”
Taking both of her small hands in his, the young man replied
earnestly, “Pet, your father was my older brother and he went
without many things that he might send me away to college, and
now that I am a prosperous editor, do you suppose that for one
minute I am going to neglect the education of his only little girl, and
my only little girl, too? Indeed I am not, and from now on I want
you to think of me as though I were your own daddy. I will give you
an allowance, but, if you need more money, promise me that you
will write and ask for it.”
“Dear Uncle George,” Betty said as she looked up with a joyous
light shining through the tears that would come, “how can I thank
you?” Then, impulsively she threw her arms about his neck and gave
him a bear hug.
The other girls were glad to hear that their youngest member
could go, if they did, but as yet they had not received a letter from
the matron of Linden Hall.
The following afternoon the seven girls met at Adele’s to review
some of their studies. Of course it had been the practical Bertha’s
suggestion.
“We don’t want to get behind,” she told them, “even if we are
going to a boarding-school.”
 “Girls,” Rosamond Wright declared, “I have my trunk almost
packed and I’ll be ready to take the train the moment that Madame
Deriby writes, ‘Come.’”
“But what if she writes, ‘Don’t come’?” Peggy Pierce inquired
mischievously.
“Then I’ll unpack it again,” Rosamond declared quite undisturbed
by the teasing, “but there isn’t much danger of the matron’s telling
us not to come,” she added. “Why, we six girls will be a small fortune
to her and she will take us even if she has to build an addition to the
school.”
“Hurray! Here comes the postman,” Betty Burd exclaimed
joyously. “Adele, what if he has the fatal letter?”
“Then I suppose that he will give it to me,” Adele replied merrily,
as she went to the gate to meet Mr. Drakely. Then, turning around,
with eyes shining, she triumphantly waved a white envelope. “Here
it is,” she called to the eager group on the lawn, “but it is addressed
to Mumsie, and she is down-town shopping and so we shall have to
wait until she returns.”
“Oh-h-h!” came in doleful chorus.
“How can we wait?” Betty Burd moaned.
“It won’t be long, methinks,” Adele exclaimed, “for unless I am
mistaken, I hear Mother’s step just beyond the lilacs.”
In another moment that gracious lady appeared and the girls
swooped down upon her.
“Well! well!” Mrs. Doring exclaimed gaily. “Why am I so popular?”
“Oh, Mumsie,” Adele declared lovingly, “you know that you are
always popular, but just now we want you to open this letter from
Madame Deriby and tell us if we may go to the Linden Hall boarding-
school.”
They led Mrs. Doring to a rustic bench and then crowded about
her while she read aloud:

“My dear Mrs. Doring:

“Your letter of recent date was received and I am
pleased to inform you that I have ample accommodations
 for the five young ladies.”

“Oh!” wailed Betty Burd. “That’s not counting me in.”

“Shh! Don’t interrupt,” some one whispered, and Mrs. Doring
continued:

“In fact I have room for eight more girls, as a very

pleasant wing has just been completed. There are four
double rooms, light and airy, overlooking the gardens and
the orchard.
“If they prefer, the young ladies may have their uniforms
made here at Linden. Since the fall term is already started,
it would be better for them to come without delay.
“If this is convenient for you, please wire and I will have
the school bus at the station to meet the young ladies next
Saturday at four in the afternoon.”

“There!” Rosamond announced. “See how wise I was to begin

packing my trunk!”
“We will go to our homes this instant and pack ours,” Peggy Pierce
declared, for the next day would be Saturday.
“Gertrude,” Adele said when the other girls were gone, “I would
be perfectly happy if only you were going with us.”
“I, too, wish that I might go, Della,” Gertrude said, returning her
friend’s embrace, “but a minister’s salary is not princely, and there
are so many of us. It won’t be long till Christmas, however, and then
you and I will meet again.”
But they were to meet much sooner than that, and in a way they
little dreamed.
 CHAPTER SEVEN
THE DEPARTURE FOR BOARDING-SCHOOL
Never before had there been a gayer scene at the railway station
in that usually quiet town of Sunnyside, for the relatives and friends
of the six travelers were all there to bid them good-bye.
“Wall, I swan!” ejaculated the old station-master as he appeared
from the baggage-room. “Has the hull population of this here village
decided to migrate to Buffalo?”
“Oh, no, Uncle Danny,” Adele replied, shouting in his ear, for the
old man, whom every one called Uncle Danny, was very deaf. “Just
six of us are going away to boarding-school.”
“Wall, now, you don’t tell! Sorry to hear you’re a-leavin’ us, Della.
Even cloudy weather seems a little brighter when you’re around.”
That was just what Granny Dorset had said when Adele had
rushed over to the little cottage in Cherry Lane that morning to bid
her good-bye. “Don’t study too hard,” Jack Doring called. “We boys
would hate to have you get ahead of us.”
“If you have any parties up at your school, send us an invitation,”
Bob Angel added.
“Oh, Bob!” Rosamond Wright gaily replied. “You know that you
wouldn’t come all the way to a suburb of Buffalo just to attend a
boarding-school party.”
“Slippery snails!” Jack suddenly exclaimed. “Dick Jensen, did you
forget the order you received last night?”
Dick, a good-looking boy of fifteen, snapped his fingers and
whirling on his heels, he ran to his car and returned with a big
covered box, out of which he took seven smaller boxes daintily tied
with blue and gold ribbons. Presenting one to each of the girls, Dick
exclaimed dramatically: “From the unsurpassable Jensen candy
shop, gift of the Jolly Pirates to the seven sweetest girls in all the
world.”
“Oh, thank you, boys!” Adele cried with glowing eyes. “We will
think of you every time that we eat one of these delicious candies.”
“You won’t think of us for long then,” Bob teased, “not if you all
eat candy as fast as Rosie does.”
“Here comes the train that is to carry our fair ones away!” Jack
shouted. Then, what a scurrying there was. The boys seized satchels
and suit-cases and the girls threw their arms around their mothers
and fathers for a last embrace, in the excitement of the moment not
realizing how much they were going to miss them later. Then the
boys escorted them into the train, found their seats, piled their
luggage in the racks overhead, and Bob teasingly told them to be
sure to get off when they reached their destination. The train
started, and the boys made a wild rush for the door and swung to
the platform just in time to keep from being borne away.
Adele looked out of the window at her mother, who stood with her
arm about Gertrude’s waist. The tears rushed to her eyes. It was
hard to leave these two who were so dear to her, but it would not be
long before the Christmas holidays, and then they would all be
together again.
Blinking back the tears, she turned with her bright smile toward
the merry girls who were chatting and laughing all together.
“I do hope we are going to have some interesting adventures at
Linden Hall,” Rosamond was saying.
They were to have many adventures and the first one began the
very next day.
 CHAPTER EIGHT
APPLE-BLOSSOM ALLEY
That Saturday afternoon Carol Lorens and Evelyn Dartmoor were
sauntering arm in arm through the garden paths on the south side
of the Linden Hall boarding-school, little dreaming of the delightful
something which was just about to happen.
Soon a small girl appeared running toward them, calling, “Carol
Lorens, here is a letter for you. Madame Deriby asked me to give it
to you at once because there is something interesting in it.”
At Linden Hall, as at many other boarding-schools, the matron
glanced over each letter which the girls received.
“Oh, I wonder what the exciting news can be,” Carol said as she
went forward to take the letter from the wee lassie. “Thank you,
little Anne,” she added. Then, when the small girl had skipped away
to rejoin her playmates, Carol exclaimed, “Evelyn, there is just one
thing that I wish this letter might contain.”
The older girl smiled. Since Carol’s coming to the school, Evelyn
had learned to smile again. “Suppose you read it,” she wisely
suggested, “and then you will know what it is about.”
“Let’s sit here on this bench and I’ll read it to you,” Carol declared.
When they were seated, she opened the missive and turned at once
to the end to see who it was from.
“Oh, good!” she said. “Just as I wished, it is from Adele Doring.
Now I’ll begin at the beginning:

“‘Dear Carol: We have the best news to tell you. We girls

are coming to Linden Hall and expect to arrive on Saturday
afternoon at about four o’clock.
“‘We are all coming except Gertrude Willis, but I feel in
my bones that something will happen to bring her, too,
 some day soon. I won’t write any more, for we shall reach
Linden almost as soon as this letter.
“‘Give our love to Evelyn Dartmoor, for if she will let us,
we mean to love her, too. From what you have written, I
know that she must be just ever so nice. Good-bye for now.
“‘Adele Doring and the Sunny Six.’”

Carol sprang to her feet as she exclaimed excitedly, “Why, to-day

is Saturday, and it is half-past four now.”
“And if I am not mistaken, here come your friends this very
moment,” Evelyn declared as she pointed down the hill road. Carol
looking, saw the school bus turning into the drive, and then, as it
drew near, six merry faces beamed out of the windows and a
moment later Carol and Evelyn were surrounded. No one was
properly introduced, but no one seemed to care.
“First of all you must come right in and meet our wonderful
Madame Deriby,” Carol said, as she slipped her arm about Adele’s
waist, and led the flock of laughing girls into the school, where they
were to have many happy times in the months to come.
Madame Deriby, the matron of Linden Hall, was delighted with the
group of young girls. She looked into one eager face after another
with her welcoming smile and then bade Carol and Evelyn show
them the way to the south wing, where they would find their rooms
in readiness.
Up the broad, softly-carpeted front stairs they trooped. In the
upper corridor, they saw uniformed girls in twos and threes who
glanced at them curiously and the more friendly smiled upon them.
“There were forty pupils at Linden Hall before you came,” Evelyn
told them, “and now there are forty-six.”
Carol, in the lead, opened a door and stepping back with a wave
of her hand, she exclaimed, “Enter, young ladies! This is your future
home.”
“Oh, how pretty!” Adele declared, as they entered the corridor, the
walls of which were a warm, creamy tint, bordered with apple-
blossoms.
 There were four large, sunny rooms opening from this hall. Each
had a bow-window, two of them looked out over the gardens and
orchard toward a rolling hill country, the other two had a view of the
valley and the blue water of the lake not far away.
“Girls,” Adele exclaimed, “the rooms are each just as lovely as
another, and I know that Betty and I shall be content to live in any
one of them.”
Rosamond Wright and Bertha Angel, who were to be roommates,
entered the door nearest and said that they would take possession
of that room. Peggy Pierce and Doris Drexel, who were called the
“Inseparables,” chose the corner overlooking the gardens; and Adele
happily drew her little roommate into the sunny corner room which
looked out toward the lake.
Carol and Evelyn followed Adele. “We’ll go if we’re in your way,”
Carol said, but Adele assured them that they were welcome visitors.
“Oh, girls,” Betty Burd exclaimed as she looked about at the pretty
bird’s-eye maple furniture, the twin beds, the muslin curtains
fluttering in the breeze, and the window-seat heaped with pillows, “I
just know that we are going to have the best times ever.”
“Of course we are,” Adele declared as she began to unpack her
suit-case. “I’ll keep my pictures and books and things on one side of
the room, Betty, and you keep yours on the other. Oh, how do you
do, Miss Angel?” she added as Bertha appeared in the open
doorway. “Haven’t we a pretty room?”
“Yes indeed!” Burdie replied. “I was just thinking about that fourth
room. Wouldn’t it be nice if Evelyn and Carol could have that instead
of strange girls?”
“Oh, how I wish we could!” Carol exclaimed. “Evelyn, would you
like to move into this wing? I am sure that Madame Deriby would be
willing.”
“Yes, I would like it and I know that you would enjoy being nearer
your friends. I will go at once and ask Madame Deriby if she is
willing that we make the change.”
The permission was readily granted and during the next hour the
eight girls were happily busy making excursions to Evelyn’s old room
in the west wing, helping those two girls to move.
When every one was settled Rosamond, the romantic, exclaimed,
“I used to read ever so many boarding-school stories and the girls
always had a name for their corridor. South Wing isn’t a bit pretty.
Can’t we call it something else?”
Adele looked at the walls for inspiration and found it. “Suppose we
call it Apple-Blossom Alley,” she suggested, and the others agreed.
“There’s the get-ready-for-supper bell,” Evelyn told them. “We
have dinner at noon. Madame Deriby thinks it the wiser plan. You
have half an hour to dress and then, when the next bell rings, we
will start for the dining-room. We wear a plain blue uniform during
the day, but in the evening we don any simple dress that we may
have. That is, we are supposed to wear simple things, but Gladys
Merle and her set prefer frills and ruffles, and though Madame
Deriby disapproves, as yet she has said nothing.”
“Who is Gladys Merle?” Adele asked.
Evelyn arose to go as she replied, “Her father is an immensely
wealthy man living in Chicago. He is called a Beef King and Gladys
Merle seems to think that in some way entitles her to the distinction
of royalty. She puts on a great many foolish airs and affectations. Of
course it is easy for any one used to good breeding to tell that
Gladys Merle has recently risen from the ranks of the uncultured.
Not that that would matter in the least if she were a sweet sensible
girl, but she isn’t. She leads a clique of her own and they try to
cultivate only the very rich and they snub each newcomer until they
find out her social standing.”
“Up to the present moment I have been completely and entirely
snubbed,” Carol exclaimed brightly. “Come, Evelyn, we must hasten,
for the half-hour will soon be over.”
When the second bell rang, the girls met in their Apple-Blossom
Alley and Evelyn led them down the front stairs and into the dining-
room where there were several long tables.
Miss Sharpleigh, the teacher in attendance, welcomed the new
pupils and told them that Madame Deriby had granted them the
privilege of having one table just by themselves.
 “Oh, isn’t this jolly?” Betty Burd exclaimed when they were
seated, as she looked about the dining-room with her friendliest
smile.
“Evelyn,” Bertha Angel said softly, “who is the girl across the
room? The one with the fluffy blonde hair and the china-blue eyes?”
“Why, that is Gladys Merle Jones. The girl I was telling you about,”
Evelyn replied.
“I thought so,” Bertha declared with twinkling eyes. “Well, she will
surely snub me because my father is a grocer.”
“And me because my dad owns a dry-goods store,” Peggy Pierce
chimed in.
“Well, if she snubs any one of us, she may snub us all,” Doris
Drexel declared, and then they talked of other things.
That very evening the cattle king’s daughter held a secret meeting
of her clique to decide the fate of the newcomers. Strangely,
however, the result of that meeting turned out disastrously for the
one who least expected it, and that one was Gladys Merle Jones.
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