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Beginning and Intermediate
ALGEBRA Second Edition

Julie Miller
Daytona Beach Community College

Molly O’Neill
Daytona Beach Community College

Nancy Hyde
Formerly of Broward Community College

With Contributions
by Mitchel Levy
BEGINNING AND INTERMEDIATE ALGEBRA, SECOND EDITION

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the
Americas, New York, NY 10020. Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies,
Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast
for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 0 9 8 7 6

ISBN 978–0–07–305281–6
MHID 0–07–305281–7

ISBN 978–0–07–329793–4 (Annotated Instructor’s Edition)

MHID 0–07–329793–3

Publisher: Elizabeth J. Haefele

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Library of Congress Cataloging-in-Publication Data

Miller, Julie, 1962–

Beginning and intermediate algebra. — 2nd ed. / Julie Miller, Molly O'Neill, Nancy Hyde.
p. cm.
Includes index.
ISBN 978–0–07–305281–6 — ISBN 0–07–305281–7 (hard copy : alk. paper)
1. Algebra—Textbooks. I. O'Neill, Molly, 1953– II. Hyde, Nancy. III. Title.
QA152.3.M57 2008
512.9—dc22
2006038338

www.mhhe.com
 Contents

Preface xii

Chapter R Reference 1
R.1 Study Tips 2
R.2 Fractions 6
R.3 Introduction to Geometry 22

Chapter 1 The Set of Real Numbers 41

1.1 Sets of Numbers and the Real Number Line 42
1.2 Order of Operations 53
1.3 Addition of Real Numbers 63
1.4 Subtraction of Real Numbers 72
Problem Recognition Exercises—Addition and Subtraction
of Signed Numbers 80
1.5 Multiplication and Division of Real Numbers 81
1.6 Properties of Real Numbers and Simplifying Expressions 92
Chapter 1 Summary 105
Chapter 1 Review Exercises 109
Chapter 1 Test 111

Chapter 2 Linear Equations and Inequalities 113

2.1 Addition, Subtraction, Multiplication, and Division Properties of Equality 114
2.2 Solving Linear Equations 125
2.3 Linear Equations: Clearing Fractions and Decimals 134
2.4 Applications of Linear Equations: Introduction to Problem Solving 141
2.5 Applications Involving Percents 156
2.6 Formulas and Applications of Geometry 163
2.7 Linear Inequalities 174
Chapter 2 Summary 189
Chapter 2 Review Exercises 195
Chapter 2 Test 198
Cumulative Review Exercises, Chapters 1–2 199

iii
iv Contents

Chapter 3 Graphing Linear Equations in Two Variables 201

3.1 Rectangular Coordinate System 202
3.2 Linear Equations in Two Variables 213
3.3 Slope of a Line 230
3.4 Slope-Intercept Form of a Line 245
3.5 Point-Slope Formula 256
3.6 Applications of Linear Equations 265
Chapter 3 Summary 276
Chapter 3 Review Exercises 280
Chapter 3 Test 284
Cumulative Review Exercises, Chapters 1–3 286

Chapter 4 Systems of Linear Equations

in Two Variables 289
4.1 Solving Systems of Equations by the Graphing Method 290
4.2 Solving Systems of Equations by the Substitution Method 302
4.3 Solving Systems of Equations by the Addition Method 312
4.4 Applications of Linear Equations in Two Variables 323
Chapter 4 Summary 334
Chapter 4 Review Exercises 337
Chapter 4 Test 340
Cumulative Review Exercises, Chapters 1–4 341

Chapter 5 Polynomials and Properties of Exponents 343

5.1 Exponents: Multiplying and Dividing Common Bases 344
5.2 More Properties of Exponents 354
5.3 Definitions of b0 and b n
359
5.4 Scientific Notation 367
Problem Recognition Exercises—Properties of Exponents 376
5.5 Addition and Subtraction of Polynomials 376
5.6 Multiplication of Polynomials 388
5.7 Division of Polynomials 398
Problem Recognition Exercises—Operations on Polynomials 410
Chapter 5 Summary 411
Chapter 5 Review Exercises 414
Chapter 5 Test 417
Cumulative Review Exercises, Chapters 1–5 418

Chapter 6 Factoring Polynomials 421

6.1 Greatest Common Factor and Factoring by Grouping 422
6.2 Factoring Trinomials of the Form x2 bx c (Optional) 432
 Contents v

6.3 Factoring Trinomials: Trial-and-Error Method 438

6.4 Factoring Trinomials: AC-Method 449
6.5 Factoring Binomials 458
6.6 General Factoring Summary 466
6.7 Solving Equations Using the Zero Product Rule 471
Chapter 6 Summary 485
Chapter 6 Review Exercises 489
Chapter 6 Test 491
Cumulative Review Exercises, Chapters 1–6 492

Chapter 7 Rational Expressions 493

7.1 Introduction to Rational Expressions 494
7.2 Multiplication and Division of Rational Expressions 504
7.3 Least Common Denominator 510
7.4 Addition and Subtraction of Rational Expressions 518
Problem Recognition Exercises—Operations on Rational Expressions 528
7.5 Complex Fractions 529
7.6 Rational Equations 537
Problem Recognition Exercises—Comparing Rational Equations
and Rational Expressions 547
7.7 Applications of Rational Equations and Proportions 548
Chapter 7 Summary 561
Chapter 7 Review Exercises 566
Chapter 7 Test 568
Cumulative Review Exercises, Chapters 1–7 569

Chapter 8 Introduction to Relations and Functions 571

8.1 Introduction to Relations 572
8.2 Introduction to Functions 580
8.3 Graphs of Functions 593
8.4 Variation 606
Chapter 8 Summary 615
Chapter 8 Review Exercises 618
Chapter 8 Test 622
Cumulative Review Exercises, Chapters 1–8 623

Chapter 9 Systems of Linear Equations in Three Variables 625

9.1 Systems of Linear Equations in Three Variables 626
9.2 Applications of Systems of Linear Equations in Three Variables 634
9.3 Solving Systems of Linear Equations by Using Matrices 640
9.4 Determinants and Cramer’s Rule 650
vi Contents

Chapter 9 Summary 662

Chapter 9 Review Exercises 666
Chapter 9 Test 667
Cumulative Review Exercises, Chapters 1–9 668

Chapter 10 More Equations and Inequalities 671

10.1 Compound Inequalities 672
10.2 Polynomial and Rational Inequalities 681
10.3 Absolute Value Equations 693
10.4 Absolute Value Inequalities 700
Problem Recognition Exercises—Equations and Inequalities 712
10.5 Linear Inequalities in Two Variables 713
Chapter 10 Summary 727
Chapter 10 Review Exercises 731
Chapter 10 Test 735
Cumulative Review Exercises, Chapters 1–10 736

Chapter 11 Radicals and Complex Numbers 739

11.1 Definition of an nth Root 740
11.2 Rational Exponents 752
11.3 Simplifying Radical Expressions 760
11.4 Addition and Subtraction of Radicals 767
11.5 Multiplication of Radicals 773
11.6 Rationalization 781
Problem Recognition Exercises—Operations on Radicals 788
11.7 Radical Equations 789
11.8 Complex Numbers 800
Chapter 11 Summary 811
Chapter 11 Review Exercises 816
Chapter 11 Test 819
Cumulative Review Exercises, Chapters 1–11 820

Chapter 12 Quadratic Equations and Functions 823

12.1 Square Root Property and Completing the Square 824
12.2 Quadratic Formula 833
12.3 Equations in Quadratic Form 846
12.4 Graphs of Quadratic Functions 853
12.5 Vertex of a Parabola and Applications 867
Chapter 12 Summary 880
Chapter 12 Review Exercises 883
Chapter 12 Test 886
Cumulative Review Exercises, Chapters 1–12 888
 Contents vii

Chapter 13 Exponential and Logarithmic Functions 891

13.1 Algebra and Composition of Functions 892
13.2 Inverse Functions 900
13.3 Exponential Functions 911
13.4 Logarithmic Functions 921
13.5 Properties of Logarithms 935
13.6 The Irrational Number e 944
Problem Recognition Exercises—Logarithmic and Exponential Forms 957
13.7 Logarithmic and Exponential Equations 958
Chapter 13 Summary 972
Chapter 13 Review Exercises 978
Chapter 13 Test 982
Cumulative Review Exercises, Chapters 1–13 984

Chapter 14 Conic Sections and Nonlinear Systems 987

14.1 Distance Formula and Circles 988
14.2 More on the Parabola 997
14.3 The Ellipse and Hyperbola 1006
14.4 Nonlinear Systems of Equations in Two Variables 1015
14.5 Nonlinear Inequalities and Systems of Inequalities 1024
Chapter 14 Summary 1033
Chapter 14 Review Exercises 1037
Chapter 14 Test 1041
Cumulative Review Exercises, Chapters 1–14 1042

Beginning Algebra Review R–1

Review A Set of Real Numbers R-1
Review B Linear Equations in One Variable R-10
Review C Linear Equations in Two Variables R-15
Review D Systems of Linear Equations in Two Variables R-25
Review E Polynomials and Properties of Exponents R-31
Review F Factoring Polynomials and Solving Quadratic Equations R-37
Review G Rational Expressions R-42

Additional Topics Appendix Posted in MathZone

(www.mathzone.com)
A.1 Binomial Expansions
A.2 Sequences and Series
A.3 Arithmetic and Geometric Sequences and Series
A.4 Fundamentals of Counting
A.5 Introduction to Probability

Student Answer Appendix SA–1

Dedication To Suzanne and Nick

—Julie Miller

To my son and best friend, Stephen

—Molly O’Neill

In memory of my father, Harry Garvey

—Nancy Hyde
 About the Authors

Julie Miller Julie Miller has been on the faculty of the Mathematics Department at Daytona
Beach Community College for 18 years, where she has taught developmental and
upper-level courses. Prior to her work at DBCC, she worked
as a software engineer for General Electric in the area of
flight and radar simulation. Julie earned a bachelor of science
in applied mathematics from Union College in Schenectady,
New York, and a master of science in mathematics from the
University of Florida. In addition to this textbook, she has
authored several course supplements for college algebra,
trigonometry, and precalculus, as well as several short works
of fiction and nonfiction for young readers.

“My father is a medical researcher, and I got hooked on math

and science when I was young and would visit his labora-
tory. I can remember using graph paper to plot data points
for his experiments and doing simple calculations. He would then tell me what
the peaks and features in the graph meant in the context of his experiment. I
think that applications and hands-on experience made math come alive for me
and I’d like to see math come alive for my students.”
—Julie Miller

Molly O’Neill Molly O’Neill is also from Daytona Beach Community College, where she has
taught for 20 years in the Mathematics Department. She has taught a variety of
courses from developmental mathematics to calculus. Before
she came to Florida, Molly taught as an adjunct instructor
at the University of Michigan–Dearborn, Eastern Michigan
University, Wayne State University, and Oakland Commu-
nity College. Molly earned a bachelor of science in mathe-
matics and a master of arts and teaching from Western
Michigan University in Kalamazoo, Michigan. Besides
this textbook, she has authored several course supplements for
college algebra, trigonometry, and precalculus and has
reviewed texts for developmental mathematics.

“I differ from many of my colleagues in that math was not

always easy for me. But in seventh grade I had a teacher
who taught me that if I follow the rules of mathematics, even I could solve math
problems. Once I understood this, I enjoyed math to the point of choosing it for
my career. I now have the greatest job because I get to do math everyday and I
have the opportunity to influence my students just as I was influenced. Author-
ing these texts has given me another avenue to reach even more students.”
—Molly O’Neill

ix
x About the Authors

Nancy Hyde Nancy Hyde served as a full-time faculty member of the Mathematics Department
at Broward Community College for 24 years. During this time she taught the full
spectrum of courses from developmental math through dif-
ferential equations. She received a bachelor of science degree
in math education from Florida State University and a mas-
ter’s degree in math education from Florida Atlantic Univer-
sity. She has conducted workshops and seminars for both
students and teachers on the use of technology in the class-
room. In addition to this textbook, she has authored a graph-
ing calculator supplement for College Algebra.

“I grew up in Brevard County, Florida, with my father working

at Cape Canaveral. I was always excited by mathematics and
physics in relation to the space program. As I studied higher
levels of mathematics I became more intrigued by its ab-
stract nature and infinite possibilities. It is enjoyable and
rewarding to convey this perspective to students while helping them to under-
stand mathematics.”
—Nancy Hyde

Mitchel Levy Mitchel Levy of Broward Community College joined the team as the exercise
consultant for the Miller/O’Neill/Hyde paperback series. Mitchel received his
BA in mathematics in 1983 from the State University of New York at Albany and
his MA in mathematical statistics from the University of Maryland, College Park
in 1988. With over 17 years of teaching and extensive reviewing experience, Mitchel
knows what makes exercise sets work for students. In 1987 he received the first
annual “Excellence in Teaching” award for graduate teaching assistants at the
University of Maryland. Mitchel was honored as the Broward Community College
Professor of the year in 1994, and has co-coached the Broward math team to 3 state
championships over 7 years.

“I love teaching all level of mathematics from Elementary Algebra through

Calculus and Statistics.”
—Mitchel Levy
xi

Introducing . . .

The Miller/O’Neill/Hyde Series

in Developmental Mathematics
Miller/O’Neill/Hyde casebound series
Beginning Algebra, 2/e Intermediate Algebra, 2/e Beginning and Intermediate
Algebra, 2/e

Miller/O’Neill/Hyde worktext series

Basic College Mathematics Introductory Algebra Intermediate Algebra

xi
 Preface

From the Authors

First and foremost, we would like to thank the students and colleagues who have
helped us prepare this text. The content and organization are based on a wealth
of resources. Aside from an accumulation of our own notes and experiences as
teachers, we recognize the influence of colleagues at Daytona Beach Community
College as well as fellow presenters and attendees of national mathematics con-
ferences and meetings. Perhaps our single greatest source of inspiration has been
our students, who ask good, probing questions every day and challenge us to find
new and better ways to convey mathematical concepts. We gratefully acknowl-
edge the part that each has played in the writing of this book.
In designing the framework for this text, the time we have spent with our
students has proved especially valuable. Over the years we have observed that
students struggle consistently with certain topics. We have also come to know
the influence of forces beyond the math, particularly motivational issues. An
awareness of the various pitfalls has enabled us to tailor pedagogy and tech-
niques that directly address students’ needs and promote their success. These
techniques and pedagogy are outlined here.

Active Classroom
First, we believe students retain more of what they learn when they are actively
engaged in the classroom. Consequently, as we wrote each section of text, we
also wrote accompanying worksheets called Classroom Activities to foster ac-
countability and to encourage classroom participation. Classroom Activities re-
semble the examples that students encounter in the textbook. The activities can
be assigned to individual students or to pairs or groups of students. Most of the
activities have been tested in the classroom with our own students. In one class
in particular, the introduction of Classroom Activities transformed a group of
“clock watchers” into students who literally had to be ushered out of the class-
room so that the next class could come in. The activities can be found in the
Instructor’s Resource Manual, which is available through MathZone.

Conceptual Support
While we believe students must practice basic skills to be successful in any math-
ematics class, we also believe concepts are important. To this end, we have in-
cluded numerous writing questions and homework exercises that ask students to
“interpret the meaning in the context of the problem.” These questions make stu-
dents stop and think, so they can process what they learn. In this way, students
will learn underlying concepts. They will also form an understanding of what their
answers mean in the contexts of the problems they solve.

Writing Style
Many students believe that reading a mathematics text is an exercise in futility.
However, students who take the time to read the text and features may cast that
notion aside. In particular, the Tips and Avoiding Mistakes boxes should prove

xii
 Preface xiii

especially enlightening. They offer the types of insights and hints that are usually
only revealed during classroom lecture. On the whole, students should be very
comfortable with the reading level, as the language and tone are consistent with
those used daily within our own developmental mathematics classes.

Real-World Applications
Another critical component of the text is the inclusion of contemporary real-
world examples and applications. We based examples and applications on in-
formation that students encounter daily when they turn on the news, read a
magazine, or surf the Internet. We incorporated data for students to answer math-
ematical questions based on information in tables and graphs. When students en-
counter facts or information that is meaningful to them, they will relate better to
the material and remember more of what they learn.

Study Skills
Many students in this course lack the basic study skills needed to be successful.
Therefore, at the beginning of the homework exercises, we included a set of Study
Skills Exercises. These exercises focus on one of nine areas: learning about the
course, using the text, taking notes, completing homework assignments, test taking,
time management, learning styles, preparing for a final exam, and defining key
terms. Through completion of these exercises, students will be in a better posi-
tion to pass the class and adopt techniques that will benefit them throughout their
academic careers.

Language of Mathematics
Finally, for students to succeed in mathematics, they must be able to understand
its language and notation. We place special emphasis on the skill of translating
mathematical notation to English expressions and vice versa through Translat-
ing Expressions Exercises. These appear intermittently throughout the text. We
also include key terms in the homework exercises and ask students to define
these terms.

What Sets This Book Apart?

We believe that the thoughtfully designed pedagogy and contents of this text-
book offer any willing student the opportunity to achieve success, opening the
door to a wider world of possibilities.
While this textbook offers complete coverage of the beginning algebra and
intermediate algebra curricula, there are several concepts that receive special
emphasis.

Problem Recognition
Problem recognition is an important theme carried throughout this edition and is
integrated into the textbook in a number of different ways. First, we developed
Problem Recognition Exercises that appear in selected chapters. The purpose of
the Problem Recognition Exercises is to present a collection of problems that may
look very similar to students, upon first glance, but are actually quite different in
the manner of their individual solutions. By completing these exercises, students
gain a greater awareness in problem recognition—that is, identifying a particular
problem type upon inspection and applying the appropriate method to solve it.
We have carefully selected the content areas that seem to present the great-
est challenge for students in terms of their ability to differentiate among various
xiv Preface

problem types. For these topics (listed below) we developed Problem Recogni-
tion Exercises
Addition and Subtraction of Signed Numbers (page 80)
Properties of Exponents (page 376)
Operations on Polynomials (page 410)
Operations on Rational Expressions (page 528)
Comparing Rational Equations and Rational Expressions (page 547)
Equations and Inequalities (page 712)
Operations on Radicals (page 788)
Logarithmic and Exponential Forms (page 967)
The problem recognition theme is also threaded throughout the book within the
exercise sets. In particular, Section 6.6, “General Factoring Summary,” is worth
special mention. While not formally labeled “Problem Recognition,” each factor-
ing exercise requires students to label the type of factoring problem presented
before attempting to factor the polynomial (see page 469, directions for problems
7–74).
The concept of problem recognition is also applied in every chapter, on a more
micro level. We looked for opportunities within the section-ending Practice Ex-
ercises to include exercises that involve comparison between problem types. See,
for example,
Section 5.6, exercises 2–13 on comparing addition versus multiplication of
polynomials
Section 8.3, exercises 18–29 on identifying function type as linear, quadratic
or constant
Section 10.2, exercises 13–18 and 39–42 on comparing the solutions to poly-
nomial and rational equations versus inequalities
Section 11.2, exercises 21–24 on the effect of the position of a negative sign
within the base or exponent of an exponential expression
We also included Mixed Exercises that appear in many of the Practice Ex-
ercise sets to give students opportunities to practice exercises that are not lumped
together by problem type.
We firmly believe that students who effectively learn how to distinguish
between various problems and the methods to solve them will be better prepared
for Intermediate Algebra and courses beyond.

Design
While the content of a textbook is obviously critical, we believe that the design
of the page is equally vital. We have often heard instructors describe the impor-
tance of “white space” in the design of developmental math textbooks and the
need for simplicity, to prevent distractions. All of these comments have factored
heavily in the page layout of this textbook. For example, we left ample space
between exercises in the section-ending Practice Exercise sets to make it easier
for students to read and complete homework assignments.
Similarly, we developed design treatments within sections to present the
content, including examples, definitions, and summary boxes, in an organized and
reader-friendly way. We also limited the number of colors and photos in use, in
an effort to avoid distraction on the pages. We believe these considerations di-
rectly reflect the needs of our students and will enable them to navigate through
the content successfully.

Chapter R
Chapter R is a reference chapter. We designed it to help students reacquaint them-
selves with the fundamentals of fractions and geometry. This chapter also
 Preface xv

addresses study skills and helpful hints to use the resources provided in the text
and its supplements.

Factoring
Many years ago, we experimented in the classroom with our approach to factoring.
We began factoring trinomials with the general case first, that is, with leading co-
efficient not equal to 1. This gave the students one rule for all cases, and it pro-
vided us with an extra class day for practice and group work. Most importantly,
this approach forces students always to consider the leading coefficient, whether
it be 1 or some other number. Thus, when students take the product of the inner
terms and the product of the outer terms, the factors of the leading coefficient
always come into play.
While we recommend presenting trinomials with leading coefficient other
than 1 first, we want to afford flexibility to the instructors using this textbook.
Therefore, we have structured our chapter on Factoring, Chapter 6, to offer in-
structors the option of covering trinomials with leading coefficient of 1 first
(Section 6.2), or to cover trinomials with leading coefficient other than 1 first
(Sections 6.3 and 6.4).
For those instructors who have never tried the method of presenting trino-
mials with leading coefficient other than 1 first, we suggest giving it a try. We have
heard other instructors, who were at first resistant to this approach, remark how
well it has worked for their students. In fact, one instructor told us, “I was skep-
tical, but I had the best exam results I have ever seen in factoring as a result of
this approach! It has a big thumbs up from me and students alike.”

Identifying Equations and Inequalities

A student who completes intermediate algebra should be able to recognize
and solve a variety of equations and inequalities; however, the skill of distin-
guishing different types of equations and inequalities is often overlooked.
Chapter 10—More Equations and Inequalities—is designed as a synthesis
chapter in which students are exposed to a variety of equations and inequal-
ities appropriate at this level. Note that each section of Chapter 10 is a self-
contained unit and can be introduced at the instructor’s discretion at another
location in the text.

Calculator Usage
The use of a scientific or a graphing calculator often inspires great debate among
faculty who teach developmental mathematics. Our Calculator Connections boxes
offer screen shots and some keystrokes to support applications where a calcula-
tor might enhance learning. Our approach is to use a calculator as a verification
tool after analytical methods have been applied. The Calculator Connections boxes
are self-contained units with accompanying exercises and can be employed or
easily omitted at the recommendation of the instructor.
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lived. When he had somewhat passed the age of fifty, several
members of the royal family who stood between Zachary and the
throne of his tribe died, and he found himself with only one life
between him and empire. In this moment his better genius resumed
its sway, and he reflected seriously. ‘How can such a drunken wretch
as I am aspire to be the chief of this honorable race—what will my
people say—and how will the shades of my noble ancestors look
down indignant upon such a base successor? Can I succeed to the
great Uncas? I will drink no more!’ He solemnly resolved never again
to taste any drink but water, and he kept his resolution.
“I had heard this story, and did not entirely believe it; for young as
I was, I already partook in the prevailing contempt for Indians. In
the beginning of May, the annual election of the principal officers of
the (then) colony was held at Hartford, the capital. My father
attended officially, and it was customary for the chief of the
Mohegans also to attend.
“Zachary had succeeded to the rule of his tribe. My father’s house
was situated about midway on the road between Mohegan and
Hartford, and the old chief was in the habit of coming a few days
before the election and dining with his brother governor. One day
the mischievous thought struck me, to try the sincerity of the old
man’s temperance. The family were seated at dinner, and there was
excellent home-brewed beer on the table. I addressed the old chief:
‘Zachary, this beer is excellent; will you taste it?’ The old man
dropped his knife and fork, leaning forward with a stern intensity of
expression; his black eye, sparkling with indignation, was fixed on
me. ‘John,’ said he, ‘you do not know what you are doing. You are
serving the devil, boy! Do you not know that I am an Indian? I tell
you that I am, and that, if I should but taste your beer, I could never
stop until I got to rum, and became again the drunken, contemptible
wretch your father remembers me to have been. John, while you live
never again tempt any man to break a good resolution.’
“Socrates never uttered a more valuable precept; Demosthenes
could not have given it in more solemn tones of eloquence. I was
thunderstruck. My parents were deeply affected; they looked at each
other, at me, and at the venerable old Indian, with deep feelings of
awe and respect. They afterward frequently reminded me of the
scene, and charged me never to forget it.
“Zachary lived to pass the age of eighty, and sacredly kept his
resolution. He lies buried in the royal burial-place of his tribe, near
the beautiful falls of the Yantic, the western branch of the Thames,
in Norwich, on land now owned by my friend, Calvin Goddard, Esq. I
visited the grave of the old chief lately, and there repeated to myself
his inestimable lesson.”
Mr. Trumbull, the painter, also thus pictures his own youth, and
what a character it presents in the studies he made, and the books
he read!
“About this time, when I was nine or ten years old, my father’s
mercantile failure took place. He had been for years a successful
merchant, and looked forward to an old age of ease and affluence;
but in one season almost every vessel, and all the property which he
had upon the ocean, was swept away, and he was a poor man at so
late a period of life as left no hope of retrieving his affairs.
“My eldest brother was involved in the wreck as a partner, which
rendered the condition of the family utterly hopeless. My mother and
sisters were deeply afflicted, and although I was too young clearly to
comprehend the cause, yet sympathy led me too to droop. My bodily
health was frail, for the sufferings of early youth had left their
impress on my constitution, and although my mind was clear and
the body active, it was never strong. I therefore seldom joined my
little schoolfellows in plays or exercises of an athletic kind, for there I
was almost sure to be vanquished; and by degrees acquired new
fondness for drawing, in which I stood unrivaled. Thus I gradually
contracted a solitary habit, and after school hours frequently
withdrew to my own room to a close study of my favorite pursuit.
“Such was my character at the time of my father’s failure, and this
added gloomy feelings to my love of solitude. I became silent,
diffident, bashful, awkward in society, and took refuge in still closer
application to my books and my drawing.
“The want of pocket-money prevented me from joining my young
companions in any of those little expensive frolics which often lead
to future dissipation, and thus became a blessing; and my good
master Tisdale had the wisdom so to vary my studies as to render
them rather a pleasure than a task. Thus I went forward, without
interruption, and at the age of twelve might have been admitted to
enter college; for I had then read Eutropius, Cornelius Nepos, Virgil,
Cicero, Horace, and Juvenal in Latin; the Greek Testament and
Homer’s Iliad in Greek, and was thoroughly versed in geography,
ancient and modern, in studying which I had the advantage (then
rare) of a twenty-inch globe. I had also read with care Rollin’s
History of Ancient Nations; also his History of the Roman Republic;
Mr. Crevier’s continuation of the History of the Emperors, and Rollin’s
Arts and Sciences of the Ancient Nations. In arithmetic alone I met
an awful stumbling-block. I became puzzled by a sum in division,
where the divisor consisted of three figures. I could not comprehend
the rule for ascertaining how many times it was contained in the
dividend; my mind seemed to come to a dead stand; my master
would not assist me, and forbade the boys to do it, so that I well
recollect the question stood on my slate unsolved nearly three
months, to my extreme mortification.
“At length the solution seemed to flash upon my mind at once,
and I went forward without further let or hindrance through the
ordinary course of fractions, vulgar and decimal, surveying,
trigonometry, geometry, navigation, etc., so that when I had reached
the age of fifteen and a half years, it was stated by my good master
that he could teach me little more, and that I was fully qualified to
enter Harvard College in the middle of the third or junior year. This
was approved by my father, and proposed to me. In the meantime
my fondness for painting had grown with my growth, and in reading
of the arts of antiquity I had become familiar with the names of
Phidias and Praxiteles, of Zeuxis and Apelles.”
 This son, who began his great career as an historical painter by
drawing pictures in sand on the floor, after the manner we have
shown, as he grew older and had seen Europe, determined to follow
his genius. The young man gives us the following view of his father,
a lovely picture in itself:
“My father urged me to study the law as the profession which in a
republic leads to all emolument and distinction, and for which my
early education had well prepared me. My reply was that, so far as I
understood the question, law was rendered necessary by the vices
of mankind; that I had already seen too much of them willingly to
devote my life to a profession which would keep me perpetually
involved either in the defense of innocence against fraud and
injustice, or (what was much more revolting to an ingenuous mind)
to the protection of guilt against just and merited punishment. In
short, I pined for the arts, again entered into an elaborate defense
of my predilection, and again dwelt upon the honors paid to artists
in the glorious days of Greece and Athens. My father listened
patiently, and when I had finished he complimented me upon the
able manner in which I had defended what to him still appeared to
be a bad cause.
“‘I had confirmed his opinion,’ he said, ‘that with proper study I
should make a respectable lawyer; but,’ added he, ‘you must give
me leave to say that you appear to have overlooked, or forgotten,
one very important point in your case.’ ‘Pray, sir,’ I rejoined, ‘what
was that?’ ‘You appear to forget, sir, that Connecticut is not Athens’;
and with this pithy remark he bowed and withdrew, and never more
opened his lips upon the subject. How often have those few
impressive words occurred to my memory—‘Connecticut is not
Athens!’ The decision was made in favor of the arts. I closed all
other business, and in December, 1783, embarked at Portsmouth, N.
H., for London.”
He could begin to make Connecticut like Athens by his own work.
Queer tales they told “grave people” at the ordinaries, and inns,
and at the store of the war office.
 The New England mind in the colonial period saw no chariots of
angels in the air, and heard no rustlings of angels’ wings, like the
ancient Hebrews, and looked for no goddesses, like the Greeks and
Romans. Ugly hags and witches, “grave people” in winding-sheets,
scared folks in a cowardly manner in lonely highways and hidden
byways; bad people who died with restless consciences came forth
from their “earthly beds” to make startling confessions to the living.
It was a time of terror, of people fleeing from persecutions, and of
Indian hostilities. Let us have another old-time store story, to picture
the social life of those decisive times.
It was the beginning of the days of the “drovers,” when our tale
was told, such drovers as used to go wandering over New England in
the fall and spring, selling cattle, or trading in cattle, with the
farmers by the way.
It was fall. Maples flamed; the grape-leaves turned yellow around
the purple clusters that hung over the walls; the fringed gentians
lined the brooks; the cranberries reddened; the birds gathered in
flocks; the blue jays trumpeted, and the crows cawed. Great stacks
of corn filled the corners of the husking-fields.
The drovers came to the valleys of the Connecticut and to the
Berkshire Hills, and rested at last with full purses at the Plainfield
Inn.
In the inn lived an aunt of the innkeeper, a Quaker woman by the
name of Eunice.
There was a young drover named Mordecai, who was all
imagination, eyes and ears. He seemed to be so earnest to learn
everything that he attracted the notice of Eunice, and she said to
him on one of his annual visits:
“Mordecai, and who may thy father be?”
“Gone—gone with the winds. That’s him.”
“And thy mother?”
 “Gone—gone after him. That’s her. Where do you suppose they
are?”
“Did they leave anything?”
“Left all they had.”
“And how much was that, Mordecai?”
“The earth—all.”
“And thou wert left all alone. I pity thee, Mordecai.”
Now, Quaker Eunice knit. She not only knit stockings and garters,
but comforters for the neck, and gallows, as suspenders for trousers
were then called. The latter were called galluses. She did not knit
these useful and convenient articles for her own people alone, but
for those who most needed them.
When serene Aunt Eunice saw how friendless the drover boy
Mordecai was, her benevolent heart quickened, and she resolved to
knit for him a comforter of many bright colors, a yard long, and a
pair of gallows of stout twine, to give him on his return another year,
when the cattle traders should come down from Boston. It took time
to fabricate these high-art treasures of many kinds and colors. So
when Mordecai was leaving the inn this year, she called after him:
“Mordecai, thee halt in thy goings.”
Mordecai looked back.
“Boy, thee has no mother to look after thee now, except from the
spirit-world. I am going to knit a comforter for thee that will go
around thy neck three times and hang down at that. I will set the
dye-pot and dye the wool—the ash-barrel is almost full now. And
thee listen. I am going to knit a pair of gallows for thee——”
The boy’s eyes dilated. He had never heard the word used before
except for the cords that hung pirates on the green isle in Boston
harbor. Did she expect him to be hung?
 “I will knit the gallows stout and strong, so that they will hold. But
I must not tell thee all about it now—thee shall know all another
year, after killing-time, in the Indian summer, when the wich-hazels
that bloom in the fall are in flower.”
Mordecai, who had been filled with New England superstitions by
the drovers’ tales in the country inns, stood with open mouth, when
Aunt Eunice added:
“I am going to put a new invention on those gallows; it will prove
a surprise to thee.”
It did.
The boy Mordecai passed a year in wonder at what the zigzag
journey to hill towns at the west of the State would bring him in the
holiday or rest seasons of the fall. He wandered with the drovers to
the towns around Boston, and on the Charles and “Merrimack,”
trading and selling cattle, and “putting up” at the inns by the way, he
himself sleeping in the barns, under the swallows’ nests.
They were merry merchantmen, the drovers. Whittier describes
them in a poem. Their cattle trades had a dialect of its own, and
there was an unwritten law that “all was fair in trade,” to which
“honorable dishonesty” clear-minded Aunt Eunice made objection,
and against which she “delivered exhortations.”
Some of these merry rovers used a boy to help them in tricks of
trade—to shorten the age of cattle, and the time when the latter
were “broke,” and like matters.
One day in the spring tradings a Quaker on one of the Salem
farms said to Mordecai:
“Boy, thee must never let thy tongue slip an untruth, or thee will
come to the gallows.”
The next year the drovers and Mordecai took their annual journey
from Cambridge to Springfield and eastern Connecticut, and stopped
at the Plainfield Inn.
 The trees flamed with autumnal splendors again; the sun seemed
burning in the air, now with a clear flame, now with a smoky haze;
there were great corn harvests everywhere. The twilight and early
evening hours were still. The voices on the farms echoed—those of
the huskers, and of the boys driving the oxen, with carts loaded with
corn. The hunters’ moon that rose over the hills like a night sun
lengthened out the day.
They went on slowly, and so allowing their cattle to graze on the
succulent grasses by the roadside, and to fatten, and become lazy.
They rested at great farmhouses, bartering and selling as long as
the light of the day lasted, and telling awful tales of the Indian wars
and old Salem witchcraft days later in the evening.
Some of the drovers’ stories were awful indeed. One of them
concerned the “Miller of Durham.” The said miller used to remain in
his mill late in the evening alone. One night he was startled by the
dripping of water inside of the mill-house. He turned from the
hopper, and saw there a woman, with five bloody wounds, and wet
garments, and wide eyes.
“Miller of Durham,” she said, “you must avenge me, or I will haunt
the mill. You will find my body in the well in the abandoned coal-pit.
Mattox killed me—he knows why.”
The miller knew Mattox, and he saw that the woman had a
familiar look, and had probably been employed on the farm of the
accused man, who was a prosperous farmer. He resolved to conceal
the appearance of the accusing ghost. But the apparition followed
him, and so made his life a terror that he went perforce to a
magistrate and made confession. The woman’s body, with five
wounds, was found in the well of the coal-pit, and Mattox was
accused of the murder, tried, condemned, and executed. The story
was a true one, but it was an old one. The events occurred in
England on a moor.
The boy Mordecai listened to these inn tales at first with a clear
conscience, and he felt secure, for he had been taught that
innocence renders “apparitions” harmless; but after a time his moral
condition changed, and his fears were aroused, and they grew into
terrors.
For one day, as the lively cattle-owner was driving a bargain with
a rich farmer under some great elms that rose like hills of greenery
by the roadside, he declared that a certain cow had given fifteen
quarts of milk a day during the summer, and had said, “There is the
boy that milked her—the boy Mordecai, he of the Old Testament
name. Speak up, Mordecai. You milked her, didn’t you, now?”
Mordecai stood silent. The cow had given some eight or ten quarts
of milk a day.
“He can’t deny that he milked her,” said the bantering trader.
“And did she give fifteen quarts of milk regularly during the
summer, boy?” asked the farmer.
“I did not measure the milk myself,” said the boy. “The boss did
that.”
“That was I, or rather my wife,” said the drover.
Mordecai’s conscience began to be disturbed, and disturbed
consciences are the stuff out of which ghosts grow.
At the next inn, in the lovely Connecticut valley, a still more
terrible story was told. A forest tavern-keeper, after this tale, had
trained a huge mastiff to drown his rich guests in a pond in a wood
at the back of the tavern. The strong dog had been bought of a
drover named Bonny, who had treated him kindly. Years passed, and
the same Mr. Bonny visited the inn, and was recognized by the dog,
but not by the tavern-keeper. The latter invited Mr. Bonny to go with
him to the trout-pond in the wood, and while they were on the
margin of the pond he suddenly whistled to his mastiff as a signal.
The dog whined and howled and ran around in a circle.
“Why don’t you do as you always do?” exclaimed the tavern-
keeper to the dog in anger.
 The dog’s eyes blazed; he leaped upon his master and dragged
him into the pond. But his master in his struggles drowned the
mastiff. Mr. Bonny witnessed the scene in horror, and seeing what it
meant—for several rich drovers had disappeared from the inn and
had never been heard of again—he determined to conceal the
matter, as the crime could not be repeated. But the dead dog
howled nights, and so drew people to the pond, and disclosed the
crime.
“Life,” said the story-teller, “is self-revealing: everything is found
out at last. The stars in their courses fight against a liar!”
The inward eyes of Mordecai now began to expect to see “sights.”
The boy’s conscience burned. He had the ghost atmosphere.
The next time that the lusty drover tried to sell the cow that had
given “fifteen quarts of milk a day” he declared that she had given
sixteen quarts, and called the milker as before to witness the
statement.
“You milked her?” he asked.
“Yes; but you measured the milk,” said Mordecai.
“So I did,” said the drover in an absent tone in which was the
usual false note, “so I did. I remember now. But you used to milk
her.”
“Yes,” faltered the boy, feeling that the heavens were likely to fall
or the earth to cave in.
The story at the next inn, near Pittsfield, on the Albany way,
outdid all the rest. A man who had robbed his neighbors by
deception, after this story, had been followed nights by the clanking
of an invisible chain. A neighbor whom he had ruined died, and after
that the clankings of the “invisible chain” began to be heard in his
bedchamber. If he ran down-stairs they followed him, clank, clank,
clank, on the oak steps, and out into the garden.
Mordecai could fancy it all: the man running half-crazed down the
oak stairs, with the invisible chain clanking behind him.
 When the drover next tried to sell that cow he declared that she
had given “eighteen quarts of milk a day,” to which he called
Mordecai to witness. The boy gasped “Yes” to the question if he had
milked her regularly, but he seemed to hear the clanking of the
invisible chain as he acted his part for the last time. The wonderful
cow was sold.
In this state of mind Mordecai came to the Plainfield Inn, and
again met there the serene and truthful Aunt Eunice.
“I’ve kept my promise that I made to thee a year ago,” said the
sympathetic woman, “gallows and all. The dyestuff took, and the
colors of the comforter are real pretty. Thee looks troubled.”
Near midnight the foresticks in the fireplace broke and fell, and
the men went to their rooms.
“Thee will sleep in the cockloft,” said Aunt Eunice to Mordecai,
“but before thee goes up let me sew some buttons on thy trousers
for the gallows [galluses]. Stand up by me; I have some stout thread
for the purpose.”
Mordecai took off his jacket and loosened his belt, and Aunt
Eunice sewed on the buttons as he stood beside her. She then
attached the gallows to the back buttons, leaving them otherwise
free for him to button on in front in the morning.
“See here, Mordecai,” she said. “These are no common gallows.
I’ve put buckles on them—buckles that my grandfather wore in the
Indian wars. These are wonderful buckles. If the gallows are too
long, thee can h’ist them up, so; if they are then too short, thee can
let them out again, so.”
Now, when Mordecai saw that the gallows had no connection with
hanging he felt happy, and he went up to the cockloft, candle in
hand.
“Be careful and not let the buckles drag upon the floor, Mordecai,”
were the good woman’s last words as she saw the boy disappear
with the light, holding the wonderful suspenders in his hand.
 Mordecai could not sleep. The cockloft did not look right, did not
fulfil his moral ideal. The great moon rose over the hills and flooded
the valley with white light. He began to think of the three acted lies
of which he had been a part. The cow that had given “fifteen,”
“sixteen,” “seventeen,” “eighteen” quarts of milk a day had been sold
—what if the purchaser should commit suicide?
At midnight he heard a cry out in the field.
“Hello! that steer is out and is at the corn-stack!”
The voice was that of a drover. Mordecai felt that he should get up
and go to the corn-stack and help impound the steer.
He forgot the gallows, so they hung down to the floor behind him
after he had dressed. He tried to light the candle after the old slow
way, for the ladder to the cockloft was “poky,” when he heard
something clink behind him. He turned around, when an iron hoof
seemed to follow him around, clink, clink, clink. The sound was not
alarming or vengeful or in a way terrible, but to his imagination it
shook the roof.
He whirled around again.
Clink, clink!
Again.
Clink!
His heart seemed bursting, his brain to be on fire. He rushed
toward the ladder and the “thing” followed him. He attempted to go
down the ladder, but after some steps the “thing” held him back,
when he uttered a cry that shook the whole tavern and made the
people leap from their beds.
“Hel-up! Hel-up! Let go! Let go!”
The landlord came running, and saw the situation.
“I never thought that you would come to the gallows,” said he,
“but you have!”
 “All the powers have mercy on me now!” cried Mordecai. “But I’ll
confess. Will you let me go if I confess?”
“Yes, yes,” said the landlord. “What have you on your mind?”
The drovers came running in.
“That cow didn’t give no fifteen quarts. I connived. The drover put
me up to it—the Lord of massy, what will become of his soul? I’ll
never connive again!”
Then said the landlord:
“I’ll have to let you go.”
He unloosened the “galluses,” which had wound around a rung in
the ladder, and Mordecai kept his conscience clear even in cattle
trade ever after.
 CHAPTER VI
THE DECISIVE DAY OF BROTHER JONATHAN’S

LIFE

Before we leave this part of our subject we should study the event
that made the great character of the Governor.
All lives have decisive days. Such a day determined the great
destiny of Jonathan Trumbull.
The stamp act had been passed in Parliament, by which a stamp
duty was imposed upon all American paper that should be used to
transact business and upon articles essential to life. Persons were to
be appointed to sell stamps for the purpose. This was taxation
without representation in Parliament, and was regarded as tyranny
in America.
All persons holding office under England were required to make
oath that they would support the stamp duty. Among these were the
Governor of Connecticut and his ten councilors, and one of these
councilors at that time was Jonathan Trumbull.
The day arrived on which the Governor, whose name was Fitch,
and his councilors assembled to take the oath or to resign their
commissions.
“I am ready to be sworn,” said the then Governor. “The
sovereignty of England demands it. Are you all ready?”
There was a grave silence.
Jonathan Trumbull rose.
 “The stamp act,” said he, “is a derogation of the chartered rights
of the colony. It takes away our freedom. The power that can tax us
as it pleases can govern us as it pleases. The stamp act takes away
our liberties and robs us of everything. It makes us slaves and can
reduce us to poverty. I can not take the oath.”
“But,” said the royal Governor, “the officers of his Majesty must
obey his commands or not hold his commissions. For you to refuse
to be sworn is contempt of Parliament. The King’s displeasure is
fatal. Gentlemen, I am ready for the oath, and I ask that it be now
administered to me.”
The Governors of all the provinces except Rhode Island had taken
the oath. Even Franklin and Otis and Richard Henry Lee had decided
to submit to the act of unrestrained tyranny. They thought it politic
to do so.
But Trumbull’s conscience rose supreme over every argument and
consideration. In conscience he was strong, as any one may be.
“I can not take the oath,” said Trumbull. “Let Parliament do its
worst, and its armies and navies thunder. I will not violate my
provincial oath, which I deem to be right. I will be true to
Connecticut, and to the liberties of man. You have sworn by the
awful name of Almighty God to be true to the rights of this colony. I
have so sworn, and that oath will I keep.”
It was near the close of the day. The red sun was setting, casting
his glimmering splendors over the pines. The oath was about to be
administered by the royal Governor.
Jonathan Trumbull rose up among the councilors. His soul had
arisen to a sublime height, and despised all human penalties or
martyrs’ fires.
His intense eyes bespoke the thoughts that were burning within
him.
He did not speak. He was about to make his conduct more
eloquent than words.
 He seized his tricornered hat, and gave back a look that said, “I
will not disgrace myself by witnessing such a ceremony of
degradation.” He moved toward the door.
His every motion betokened his self-command, his soul value, his
uncompromising obedience to the law of right. Erect, austere, he
retreated from the shadow of the room, into the burning light of the
sunset.
He closed the door behind him, and breathed his native air.
Six of the councilors followed him—six patriot seceders.
That was a notable day for liberty: it made Trumbull a power,
though he could not see it.
The people upheld Trumbull. At the next election they cast out of
office the Governor and those of his councilors who had received the
oath, and Connecticut was free.
In a short time the people made Jonathan Trumbull, who risked all
by leaving the room at the dusk of that decisive day, their Governor,
and they continued him in office until his hair turned white, and he
heard the town bells all ringing for the independence and peace of
America.
Had his act cost him his life he would have done the same. He
would have owned his soul. Honor to him was more than life—

My life and honor both together run;

Take honor from me and my life is done.

When “Brother Jonathan” returned to Lebanon he was greeted by

all hearts. The rugged farmers gathered on the green around him
with lifted hats. The children hailed him, even the Indian children.
The dogs barked, and when the bell rang out, it rang true to his
ears; for him forever the bell of life rang true.
But his life was forfeited to the Crown. What of that? His soul was
safe in the Almighty, and he slept in peace, lulled to rest by the
whispering cedars. So began the great public career of Trumbull. He
was chosen Lieutenant-Governor in 1766, and Governor in 1769.
He was made the chairman of the Connecticut Council of Public
Safety, which met at his war office, which at first was a protected
room in his little store. His biographer, Stuart, thus gives us glimpses
of this busy place:
“Within that ‘war office,’ with its old-fashioned ‘hipped’ roof and
central chimney-stack, he met his Council of Safety during almost
the entire period of the war. Here he received commissaries and sub-
commissaries, many in number, to devise and talk over the means of
supply for our armies. From hence started, from time to time during
the war, besides those teams to which we have just alluded,
numerous other long trains of wagons, loaded with provisions for our
forces at the East, the West, the North, and the South; and around
this spot—from the fields and farmyards of agricultural Lebanon and
its vicinity—was begun the collection of many a herd of fat cattle,
that were driven even to the far North around Lake George and Lake
Champlain, and to the far distant banks of the Delaware and the
Schuylkill, as well as to neighboring Massachusetts and the banks of
the Hudson.
“Here was the point of arrival and departure for numberless
messengers and expresses that shot, in every direction, to and from
the scenes of revolutionary strife. Narragansett ponies, of
extraordinary fleetness and astonishing endurance—worthy such
governmental post-riders as the tireless Jesse Brown, the ‘alert
Samuel Hunt,’ and the ‘flying Fessenden,’ as the latter was called—
stood hitched, we have heard, at the posts and palings around, or
by the Governor’s house, or at the dwelling of his son-in-law
Williams, ready, on any emergency of danger, to fly with advices, in
any desired direction, on the wings of the wind. The marks of the
spurs of the horsemen thus employed were but a few years back
visible within the building—all along upon the sides of the counters
upon which they sat, waiting to receive the Governor’s orders.
 “So we find him during the period now under consideration
(1775), executing in person the business of furnishing troops, and of
procuring and forwarding supplies—now flour, particularly from
Norwich; now, from various quarters, beef and pork; now blankets;
now arms; but especially, at all times, whenever and wherever he
could procure it, powder, the manufacture of which vital commodity
he stimulated through committees appointed to collect saltpeter in
every part of the State. ‘The necessities of the army are so great’ for
this article, wrote Washington to him almost constantly at this time,
‘that all that can be spared should be forwarded with the utmost
expedition.’—‘Soon as your expected supply of powder arrives,’ wrote
his son-in-law, Colonel Huntington, from Cambridge, August 14th, ‘I
imagine General Putnam will kick up a dust. He has got one floating
battery launched, and another on the stocks.’ The powder was sent
—at one time six large wagon-loads, and at the same time two more
for New York, on account of an expected attack in that direction.
‘Our medicine-chests will soon be exhausted,’ wrote Huntington at
the same time. The medicine-chests were replenished. And before
September Trumbull had so completely drained his own State of the
materials for war that he was obliged to write to Washington and
inform him that he could not then afford any more.”
In these thrilling days the people awaited the news upon the
village green.
The village green of Lebanon! Across it the old war Governor
walked a thousand times to attend meetings at the office in the
interests of the State and the welfare of man. A monument to him
should arise there.
The village greens of New England were fields of the highest
patriotism, and their history would be a glorious record. The church
spires rose over them; the schoolhouse bells; and on them or in a
hall near them the folkmotes were held. These town meetings were
the suggestions of republican government and the patterns of the
great republic.
 How the words “Brother Jonathan,” that became the characteristic
name of the nation, reached the ears of Washington at Cambridge
we do not know. It became the nickname—the name that bespoke
character to the army through Washington. It will always live.
How did the people of Lebanon among the cedars come to give
that name to the great judge, assistant, and governor that rose
among them? In his official life he was so dignified and used such
strong Latin-derived words to express his thoughts that one could
hardly have suspected a Roger de Coverley behind the courtly
dressed man and his well-weighed speech. He was an American
knight.
But in his private life he was as delightful as a veritable Roger de
Coverley, even if he did not fall asleep in church. The true character
of an old New Englander was in him. He loved his neighbors as his
own self with a most generous and sympathetic love. No tale of
knight-errantry could be more charming than that of the life he led
among his own folk in Lebanon.
He probably studied medicine that he might doctor the poor. Were
any poor man sick, he sent another in haste to consult Brother
Jonathan; and Brother Jonathan, in gig, and possibly in wig, with his
greatcoat in winter, and vials, and probably snuff-box, and all,
hurried to the sick-bed.
He carried the medicine of medicine with him in his heart, which
was that of hope and cheer. Whatever other doctors might say, he
often said: “I have seen sicker men than you recover; you may get
well if you only look up; it is the spiritual that heals, and the Lord is
good to all.”
He always asserted that the unspiritual perishes; that that truth
was not only the Bible and the sermon, but that it was law. He had
charity for all men, and he made it the first condition of healing that
one should repent of his sins. So he prayed with the sick, and the
sick people whom he visited often found a new nature rising up
within them. The sick poor always remembered the prescriptions of
Brother Jonathan.
He was an astronomer and made his own almanacs. If any one
was in doubt as to what the weather was likely to be, he went to
Brother Jonathan.
The cattlemen and sheep-raisers came to him for advice. Did a
poor cow fall sick, she too found a friend in Brother Jonathan.
He would have given away his hat off his head had it not been a
cocked one, had he found a poor man with his head uncovered.
He gave his fire to those who needed it on cold days.
There had been established a school in Lebanon for the education
of Indian children for missionaries. His heart went into it; of course it
did. When he was yet rich—a merchant worth nearly $100,000
(£18,000)—he made a subscription to schools; but when ship after
ship was lost by the stress of war and other causes, and he became
poor, he hardly knew how to pay his school subscriptions, so he
mortgaged two of his farms.
“I will pay my debts,” he said, “if it takes a lifetime.” And none
doubted the word of Brother Jonathan.
The people all pitied him when he lost his property, and came to
say that they were sorry for him when he partly failed, and their
hearts showed him a new world, and made him love every one more
than before.
Great thanksgivings they used to have in his perpendicular house
among the green cedars, and the stories that were told by Madam
Trumbull and her friends expressed the very heart of old New
England days.
What people may have been there that afterward came to tower
aloft, and some of them to move the world! Samuel Occum may
have been there, the Indian who moved London; Brant may have
been there, whose name became a terror in the Connecticut Colony
in the Wyoming Valley, and whom the poet Campbell falsely
associates with the tragedies of Wyoming.
The old church stood by the green; it stands there now. In it
Governor Trumbull’s stately proclamations were read; there probably
the Declaration of Independence was proclaimed.
Thanksgiving—what stories like Christmas tales of to-day used to
be told by long log fires after the church and the dinner, which latter
exhibited all the products of the fields and woods! A favorite story
concerned people who were frightened by ghosts that were not
ghosts.
Let us give one of these stories that pictures the heart and
superstition of old New England and also one of Connecticut’s
handicrafts. For the clock-cleaner was a notable story-teller in those
old days. He cleaned family clocks and oiled them, sometimes with
walnut oil. He usually remained overnight at a farmhouse or inn, and
related stories of clocks wherever he found a clock to clean.
These Connecticut clock stories in Brother Jonathan’s day were
peculiar, for clocks were supposed to be family oracles—to stop to
give warning of danger, and to stop, as arrested by an invisible
hand, on the approach of death.
Curious people would gather at the war office when the wandering
clock-cleaner appeared upon the green. The time-regulator was sure
to tell stories at the Alden Tavern or at the war office, and usually at
the latter. Men with spurs would sit along the counter, and dig their
spurs into the wood, under excitement, as the clock tale was
unfolded: how that the family clock stopped and the Nestor of the
family died, and the oldest son went out and told the bees in their
straw hives.
Peter the outcast had an ear for these many tales while about his
work, and Dennis O’Hay was often found on the top of a barrel at
these gatherings.
Dennis heard these New England tales with increasing terror.
There were supposed to be fairies in the land from which he came—
fairy shoemakers, who brought good to people and eluded their
hand-grasp. He became so filled with the “signs” and superstitions of
the people that once, when he met a white rabbit, he thought it was
a rabbit turned into a ghost, and he ran back from the woods to the
tavern to ask what the “sign” meant, when one saw the ghost of
“bunny.” A nimble little rabbit once turned its white cotton-like tail to
him, and darted into a burrow. He ran home to ask what meant the
sign, and the good taverner said that was a sign that he had lost the
rabbit, which was usually the case when a white tail so vanished
from sight.
There was one story of the clock that was associated with early
revolutionary days that pictures the times as well as superstitions
vividly, and we will tell it and place it in the war office on a long
evening when the Governor was busy with his council in the back
room.
The clock-cleaner has come, the farmers sit on boxes and barrels,
some “cavalry” men hang over the “counter,” and swing their feet
and spurs. The candles sputter and the light is dim, and the
Connecticut clock-cleaner, amid increasing stillness and darkness,
relates his tale slowly, which was like this:

THE LIFTED LATCH

An old house on the Connecticut way to Boston stood high on the
windy hill. I have ridden past it at night when the dark savins lifted
their conical forms on the hillside by the decrepit orchards and the
clouds scudded over the moon. It had two chimneys that seemed to
stand against the sky, and I saw it once at night when one of those
chimneys was on fire, which caused my simple heart to beat fast in
those uneventful days. I had heard say that the minutemen stopped
there on their march from Worcester to Bunker Hill and were fed
with bread from out of the great brick oven.
My father told me another thing which greatly awakened my
curiosity. When the minutemen stopped there on their march to
meet the “regulars,” they were in need of lead for bullets. They
carried with them molds in which to make bullets, but they could not
obtain the lead.
The good woman of the house was named Overfield, Farmer
Overfield’s wife. She was called Mis’ Overfield. She had one
daughter, a lithe, diminutive, beautiful girl, with large blue eyes and
lips winsome and red, of such singular beauty that one’s eyes could
hardly be diverted from following her. When she had anything to say
in company, there was silence. She was the “prettiest girl in all the
country around,” people used to say. And she was as good in these
early days as she was pretty.
Her name was Annie—“sweet Annie Overfield” some people
named her.
When she saw that the minutemen were perplexed about lead,
she left her baking, wiped the meal from her nose that had been
itching as a sign “that company was coming,” and, waving her white
apron, approached the captain and said:
“Captain, I could tell you where there is lead if I had a mind to.
But what would father say if I should? And my grandfather and
grandmother, who are in their graves—they might rise up and shake
the valances o’ nights, and that would be scary, O Captain!”
Annie’s father came stalking in in a blue blouse, a New England
guard, ready for any duty.
“Father, I know where there is lead. May I tell?”
“Yes, girl, and the men shall have it wherever it be. Where is it,
Annie? I have no lead, else I would have given it up at once.”
“In the clock weights, father.”
“Stop the clock!” cried the father. “Oh, Annie, ’tis a marvel you
are!”
The old clock, with an oak frame, stood in the corner of the “living
room,” as the common room was called, whose doors faced the
parlor and the kitchen. It had stood there for a generation. It was
some eight feet high and two broad in its upper part and two in its
lower. It had a brass ornament on the top, and it ticked steadily and
solemnly always and so loud as to be heard in the upper rooms at
night. On its face were figures of the sun and moon. Annie’s hand
had for several years wound the clock.
The great clock was stopped, the heavy weights were removed,
and the minutemen carried them to the forge of Baldwin, the
blacksmith, where they were speedily melted and poured into the
molds.
The company went joyfully away, and as they marched down the
hill the captain ordered the men to give three cheers for Annie
Overfield. That that lead did much for the history of our country
there can be no doubt. How much one can not tell.
One day, shortly after these events, a clock-cleaner came to the
house on the hill. The maple leaves were flying and the migrating
birds gathering in the rowen meadows. He said:
“I can not regulate the clock now, but I will be around again
another year.”
When he came back, the sylph-like Annie was gone—where, none
knew. She had been gone a long time.
Why had she gone? It was the old tale. A common English sailor
from the provinces came to work on the farm. He received his pay in
the fall and disappeared, and the day after he went Annie went too.
It was very mysterious. She had been “her mother’s girl.”
She had spent her evenings with the sailor after the mowing days
by the grindstone under the great maple-trees. He had sung to her
English sailor songs and told her stories of the Spanish main and of
his cottage at St. John’s. He was a homely man, but merry-hearted,
and Annie had listened to him as to one enchanted. She carried him
cold drinks “right from the well” in the field. She watched by the
bars for him to come in from the meadows and fields. She grew thin,
had “crying spells,” thought she was going “into a decline.” She was
not like herself. The love stronger than that for a mother had found
Annie amid the clover-fields when the west winds were blowing. The
common sailor had become to her more than life. She felt that she
could live better without others than without him.
She had said to her mother one day:
“Malone”—the sailor’s name—“has a good heart. I find my own in
it. I wish we could give him a better chance in life.”
“He is an adventurer, thrown upon the world like a hulk of
driftwood, hither and thither,” said her mother.
“I pity him. His heart deserves better friends than he has found. I
want to be his friend. Why may I not?”
“If you were ever to marry a common sailor, Annie, I would strew
salt on your grave. I married a common man, but he has been good
to me. I have no respect whatever for those who marry beneath
them and shame their own kin. But, Annie, that rover is worse than
a common sailor—he is a Tory; think of that—a Tory!”
Such was the condition of the family when the old clock-cleaner
returned.
He heard the story and said:
“I can hardly trust my ears. Annie was such a good girl. But the
heart must wed its own. I pity her. She will come back again, for
Annie is Annie.”
Then he turned to the clock and said:
“Now I’m going to examine it again and see what I can do. I will
try to set it going till Annie comes back.”
“I shall never take any interest in such things any more,” said Mis’
Overfield. “It is all the same to me whether the clock goes or stands
still, or whether life goes or stands still, for that matter. I loved
Annie, and that is what makes it so hard. She used to watch over
me when I was sick, oh, so faithfully, but I shall never feel the touch
of her hand again, Annie’s hand. I would weep, but I have no tears
to shed. Life is all a blank since this came upon me. The burying lot,
as it looks to me, is the pleasantest place on earth. I look out of the
pantry window sometimes and say, ‘Annie, come back.’ Then I shut
my heart. Oh, that this should come to me!”
She seemed to be listening.
“How I used to wait for Annie evenings—conference meeting and
candle-light meeting nights and singing-school evenings! How my
heart used to beat hard when she lifted the latch of the porch door
in the night!
“She came home like an angel then. I wonder if Annie’s hand will
ever again lift the latch in the night. Trouble brings the heart home
and sends us back to God. But I wouldn’t speak to her—lud, no, no,
no!”
The tenderness went out of her face, and a strange, foreign light
came into her blue-gray eyes.
She sat looking fixedly toward the hill. The old graves were there.
Farmer Overfield came in.
“Thinking?” said he.
“I was thinking of how Annie used to lift the latch evenings. I wish
it could be so again. But it can’t.”
“Why not? There can be no true life in any household where it is
forbidden to any to lift the latch.”
The clock-cleaner could not find the key of the clock. It had
disappeared. He pounded on the case and said:
“It sounds hollow.”
Thanksgiving day came, and that day was supposed to bring all of
the family home.
Mis’ Overfield watched the people coming, and she said to her
little nurse Liddy as she waited:
“Have they all come, Liddy?”
 “No, mum; not all.”
“Who is there to come?”
“Annie, mum.”
“She’s dead—dead here. I sometimes wish she would come, Liddy.
But I wouldn’t speak to her if she were to come—that common
sailor’s wife—and he a Tory! I wouldn’t—would you, Liddy?”
“Yes, mum.”
“You would? Tell me why now.”
“Because she is Annie. You would too.”
Mis’ Overfield gave a great sob and threw her apron over her
head, and said in a muffled voice:
“What made you say that, Liddy?”
“There may come a day when Annie can not come back. The
earth binds fast—the grave does. Think what you might have to
reflect upon.”
“I, Liddy—I?”
“Yes. And there are more folks in some old houses than one can
see always. They come back. There’s been a dead soldier here
already. I saw him. And last night I heard the latch of the back door
lift up three times.”
“Oh, Liddy! Nothing can ever harm us if we do just right. It was
Annie that went wrong, not I. What do you suppose made the latch
lift up?”
She stood silent, then said, with sudden resolution:
“Liddy, you go straight to your duties and never answer your
mistress back again, not on Thanksgiving day nor on any other day.”
The rooms filled. Brothers and sisters, nephews and nieces, came,
and some of the guests offered to help the women folks about.
 The hand of the new brass clock was moving around toward 12. A
savory odor filled the room. Little Liddy flitted to and fro, handling
hot dishes briskly so as not to get “scalded.”
Those who were voluntarily helping the women folks carried hot
dishes in wrong directions. For twenty minutes or more everything
went wrong in the usual way of the country kitchen at that hour of
the day.
There was a jingle in the new brass clock. Then it struck, and the
farmer raised his hand, and everybody stood still.
Twelve!
“Now, if you will all be seated at the tables,” said Farmer Overfield,
“I will supplicate a blessing.”
He did. Prayer has a long journey around the world on
Thanksgiving day. He arrived at last at “all who have gone astray but
are still a part of the visible creation”—his mind wavered here
—“grant ’em all repentance and make us charitable,” he said in a
lower voice.
The room was very still. One could almost hear the dishes steam.
There was a sound in the corner of the room. The old clock-case
quivered. Farmer Overfield became nervous in this part of his long
prayer, opened his eyes and said:
“Oh, I thought I heard something somewhere. Where was I?
Liddy, she says that she heard the latch lift in the night. I didn’t
know——”
Just here there was a crash of dishes. Little Liddy had seen the old
clock-case shake, which caused her to lose nerve power just as she
was very carefully moving some dishes when she thought all other
eyes were shut. The guests started.
“Accidents will happen,” said Farmer Overfield. “Now, all fall to and
help yourselves. It seems like old times to find all the family here
again just as it used to be—all except Annie, Annie, Annie. Her name
has not been spoken to-day. I shall keep this plate and seat for her
here close by my side. Annie’s heart is true to me still. I seem to feel
that. I wish she were here to-day. The true note of Thanksgiving is
lacking in a broken family. There can be no true Thanksgiving where
there is an empty chair that might be filled. I shall always take
Annie’s part. A father is always true to his daughter. I will yet die in
her arms. A daughter is the angel for the father’s room when the
great shadow falls.”
He stood, knife and fork in hand, the tears running down his face.
There was a little shriek in the door leading to the pantry.
“What now, Liddy?” asked the farmer.
“I saw something,” said Liddy, with shuttling eyes.
“What did you see, Liddy?”
“The sun and moon moving.”
“Massy! Where, Liddy?”
“On the face of the clock. Something is in there. That clock comes
to life sometimes,” she added, going out.
All eyes were turned toward the clock. Knives, forks, and spoons
were laid down, clicking on the many dishes.
The top of the clock, which was uncovered, seemed animated.
Some said that they could see it move, others that the supposed
movement was merely a matter of the imagination.
Liddy came into the room again with more dishes.
“I think,” said she, “that the clock-case is haunted.”
“Pshaw, Liddy!” said the farmer. “And what makes you say that?
Who is it that would haunt that old eight-day clock?”
“One of the Britishers who was shot by a bullet made from the
lead weights. That’s my way of thinking. I’ve known about it for a
long time.”
 “Liddy, you’re a little bit off—touched in mind—that’s what you
are, Liddy. You never was quite all there.”
There arose another nervous shriek. Knives and forks dropped.
“What now, Liddy?” asked the farmer. “You set things all into
agitation.”
The house dog joined Liddy in the new excitement. He ran under
the table and to the clock and began to paw the case and to bark.
There was a very happy, lively tone in his bark. He then sat down
and watched the clock in a human way.
The guests waited for the farmer to speak.
“What did you see, Liddy?” asked Mis’ Overfield.
“The planets turned. Look there, now—now—there—there!”
The sun and moon on the clock face were indeed agitated. The
old dog gave a leap into the air and barked more joyously than
before.
“The valley of Ajalon!” said the farmer. “That old timepiece is
bewitched. These things are mightily peculiarsome. I’m not inclined
to be superstitious, but what am I to think, the planets turning
around in that way? They say dogs do see apparitions first and start
up. What would Annie say if she were here now? You don’t believe
in signs, any of you, do you? I’m not superstitious, as I said, and I
say it again. But what can be the matter with that there old clock-
case? I hope that nothing has happened to Annie. She used to wind
that clock. What do you suppose is the matter?”
The farmer’s eyes rolled like the planets on the clock face.
“Let me go and see,” said Mis’ Overfield, rising slowly and going
toward the case, which seemed to quiver as she advanced,
supporting herself by the backs of the chairs.
The nervous fancies of little Liddy could not be repressed. She
called in an atmospheric voice:
 “Mis’ Overfield, be careful how you open that clock door.”
Mis’ Overfield stopped.
“Why, Liddy, you distress me. The things that you say go to my
nerves. Why, Liddy, should I be afraid to open the clock door?”
“Suppose, Mis’ Overfield—dare I say it—suppose you should find a
dead body there?”
Mis’ Overfield leaned on the back of a chair, and Liddy added in an
awesome tone:
“A girl’s—your own flesh and blood, Mis’ Overfield.”
Farmer Overfield leaned back in his chair.
The table was as silent as though it had been bare in an empty
room.
The dog gave a quick, sharp bark.
Mis’ Overfield stood trembling.
“Heaven forgive me!” she said. “My heart and Annie’s are the
same. We should be good to our own.”
She shook. “If I only knew that Annie was alive, I would forgive
her everything. I would take her home to my bosom, her Tory
husband and all. I never would have one hour of peace if she were
to die. I never knew my heart before. Her cradle was here, and here
should be her last rest. Annie was a good girl, and I am blind and
hard. Annie, Annie! Oh, I would not have anything befall Annie.
Albert, where is the key of the clock?”
The boy gave his mother the key.
“Here, mother, and it is a jolly time we’ll have.”
“Albert, how can you smile at a time like this! Didn’t you hear
what she suggested? Don’t you sense it? You go with me now
slowly, for I am all nerves, and my heart is weak.”
“That I will, mother.”
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