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 1
Chapter 8: Communication

Chapter 8
Communication

In This Chapter, You’ll Find:

Chapter Overview
Learning Outcomes
Key Terms
PowerPoint Guide
Review Questions and Answers
Discussion & Communication Questions and Suggested Answers
Ethical Dilemma
Self-Assessments
Issues in Diversity
Experiential Exercises
Additional Examples
Case Study: Smartphones
Video: Plant Fantasies
Student Handouts:
Ethical Dilemma
What About You?: Are You an Active Listener?
What About You?: What Kind of a Defender Are You?
Issues in Diversity: Contemporary Media Coverage—Spinning out of Control?
Experiential Exercise: Communicate, Listen, Understand
Experiential Exercise: Preparing for an Employment Selection Interview
Experiential Exercise: Degrees of Truth in Feedback
Case Study: Smartphones

Chapter Overview

This chapter deals with the interpersonal and technological dimensions of communication in
organizations. Communication is a skill that can be improved through reflective listening. Five
keys to effective supervisory communication are presented along with five barriers to
communication. Finally, the chapter discusses defensive and nondefensive communication,
nonverbal communication, and the latest technologies for information management in
organizations.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 2
Chapter 8: Communication

Learning Outcomes

After reading this chapter, students should be able to do the following:

1 Describe the interpersonal communication process and the role of listening in the process.
Communication evokes a shared, or common, meaning in another person. Interpersonal
communication occurs between two or more people in an organization. The communicator is the
person sending the message. The receiver is the person accepting the message. Perceptual
screens are the windows through which people interact. The message contains the thoughts and
feelings that the communicator intends to evoke in the receiver. Feedback may or may not be
activated in communication. The language of the message is important. Data are the
uninterpreted, unanalyzed elements of a message. Information is data with meaning to the person
who interprets or analyzes them. Since messages are conveyed through a medium, such as a
telephone or face-to-face discussion, they differ in richness according to the ability of that
medium to transmit meaning to a receiver. Reflective listening is the skill of carefully listening to
a message and immediately repeating it back to the speaker. Reflective listening better enables
the listener to comprehend the communicator’s meaning, reduce perceptual distortions, and
overcome interpersonal barriers that lead to communication failures.

2 Describe the five communication skills of effective supervisors.

Research on manager–employee communication identifies five communication skills that
distinguish good supervisors from bad ones. A good supervisor is an expressive speaker, an
empathetic listener, a persuasive leader, a sensitive person, and an informative manager.

3 Explain five communication barriers and the gateways through them.

Barriers to communication are factors that distort, disrupt, or even halt successful
communication. Gateways to communication are the openings that break down communication
barriers. Awareness and recognition of communication barriers are the first steps in opening the
gateways. Obvious barriers are physical separation (employees in different geographic locations
or buildings) and status differences (related to the organizational hierarchy). Not so obvious are
the barriers caused by gender differences, cultural diversity, and language. An important gateway
through the gender barrier is the development of an awareness and appreciation of gender-
specific differences in conversational style. A second gateway is to actively seek clarification of
the person’s meaning rather than freely interpreting meaning from one’s own frame of reference.
One gateway through the barrier of diversity is increasing cultural awareness and sensitivity. A

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 3
Chapter 8: Communication

second gateway is developing or acquiring a guide for understanding and interacting with
members of other cultures. When doing business, it’s best to use simple, direct, declarative
language. One should not use jargon or technical language except with those who are already
familiar with it.

4 Distinguish between civility and incivility, and defensive and nondefensive communication.
Incivility is discourteous communication and rude behavior that are disrespectful, hurtful, or
injurious. It can create a barrier between people and jar people’s emotions. There are, however,
some instances in which incivility can have positive effects when it is strategically used. The
consequences of incivility depend on its source. Civility is communication and behavior that
respect the integrity and dignity of the individual. Civil communication and behavior carry the
potential to avoid hurt feelings, prevent harm and damage to working relationships, and
contribute to well-being in the workplace. Defensive communication includes aggressive,
malevolent messages as well as passive, withdrawn messages. Nondefensive communication is
an assertive, direct, and powerful.

5 Explain the impact of nonverbal communication.

Most of a message’s meaning (an estimated 65 to 90 percent) is conveyed through nonverbal
communication. Nonverbal communication includes all elements of communication that do not
involve words or language such as gestures and the use of space. The four basic types of
nonverbal communication that managers need to understand are proxemics, kinesics, facial and
eye behavior, and paralanguage.

6 Explain positive, healthy communication.

The absence of heartfelt communication in relationships leads to loneliness and social isolation.
This condition has been labeled communicative disease by James Lynch. Positive, healthy
communication is an important aspect of working together—that is, cooperating to reach a
shared goal—in both the interpersonal and intrapersonal settings. Such communication requires
trust and truthfulness. Healthy communication is at the core of personal integrity and managerial
success.

7 Identify how new communication technologies and social media affect the communication
process.

Nonverbal behaviors can be important in establishing trust in working relationships, but modern

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 4
Chapter 8: Communication

technologies may challenge our ability to maintain that trust. Too much emphasis on technology
tools in communication may have an adverse impact on rich interpersonal communication and
relationships. Computer-mediated communication influences virtually all behavior in the work
environment. E-mail, voice mail, instant messaging, and facsimile (fax) machines have been
common in the business world for more than a decade. Information communication technology
(ICT) is an extensive category of new developments in interpersonal communication that allow
fast, even immediate, access to information. E-mail, teleconferencing, and Wi-Fi are all
classified as ICT. Computer-mediated communication is impersonal in nature. Instant
messaging, e-mail, and other forms of online communication can therefore depreciate the
richness of personal interaction. Another effect of computer-mediated communication is that the
nonverbal cues people rely on to decipher a message are absent. Gesturing, touching, facial
expressions, and eye contact are not possible, so the emotional aspect of the message is difficult
to discern. Communication via technology also changes group dynamics by equalizing
participation. As a result, charismatic or higher-status members may lose some power. The
potential for information overload is particularly great when individuals are first introduced to
new communication technologies. Both the sheer volume of information available and its speed
of delivery are staggering. While modern ICT may make work easier and increase employees’
productivity, it can also prove precarious for managers. In the wake of mobile e-mail, instant
messaging, and texting, managers are more accessible to coworkers, subordinates, and the boss
today than they’ve ever been. Many new technologies encourage polyphasic activity, or
multitasking (that is, doing more than one thing at a time). Polyphasic activity has its advantages
in terms of getting more done—but only up to a point. New technologies may make people less
patient with face-to-face communication. The speed of electronic media may lead to expectations
of acceleration in all forms of communication.

Key Terms

Communication (p. 121)

Interpersonal communication (p. 121)
Communicator (p. 121)
Receiver (p. 121)
Perceptual screen (p. 121)
Message (p. 121)
Feedback (p. 121)
Language (p. 122)
Data (p. 122)
Information (p. 122)
Richness (p. 122)
Reflective listening (p. 122)
Two-way communication (p. 124)

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 5
Chapter 8: Communication

One-way communication (p. 124)

Barriers to communication (p. 125)
Gateways to communication (p. 126)
Incivility (p. 127)
Civility (p. 127)
Defensive communication (p. 127)
Nondefensive communication (p. 127)
Nonverbal communication (p. 129)
Proxemics (p. 130)
Territorial space (p. 130)
Kinesics (p. 131)
Communicative disease (p. 131)
Information communication technology (ICT) (p. 133)

PowerPoint Guide

Introduction
Slide 2-3 – Learning Outcomes

LO1 Describe the interpersonal communication process and the role of listening in the
process.
Slide 4 – Learning Outcome
Slide 5-7 – Interpersonal Communication
Slide 8 – Figure 8.1 – Basic Interpersonal Communication Model
Slide 9 – Table 8.1 – Communication Media: Information Richness and Data Capacity
Slide 10 – Reflective Listening
Slide 11 – Reflective Listening: Levels of Verbal Responses
Slide 12 – Nonverbal Responses of Reflective Listening
Slide 13 – Beyond the Book: Listen Up!
Slide 14 – One-Way vs. Two-Way Communication

LO2 Describe the five communication skills of effective supervisors.

Slide 15 – Learning Outcome
Slide 16 – Keys to Effective Supervisory Communication

LO3 Explain five communication barriers and the gateways through them.
Slide 17 – Learning Outcome
Slide 18 – Barriers and Gateways to Communication
Slide 19 – Gateways to Communication

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 6
Chapter 8: Communication

LO4 Distinguish between civility and incivility, and defensive and nondefensive
communication.
Slide 20 – Learning Outcome
Slide 21 – Civility and Incivility
Slide 22 – Defensive and Nondefensive Communication
Slide 23 – Outcomes of Defensive and Nondefensive Communication
Slide 24 – Defensiveness Patterns
Slide 25 – Defensive Tactics
Slide 26 – Advantages of Nondefensive Communication

LO5 Explain the impact of nonverbal communication.

Slide 27 – Learning Outcome
Slide 28 – Nonverbal Communication
Slide 29 – Figure 8.2 – Zones of Territorial Space in U.S. Culture
Slide 30 – Figure 8.3 – Seating Dynamics
Slide 31 – Nonverbal Communication

LO6 Explain positive, healthy communication.

Slide 32 – Learning Outcome
Slide 33 – Positive, Healthy Communication

LO7 Identify communication technologies and how they affect the communication process.
Slide 34 – Learning Outcome
Slide 35 – Communicating through New Technologies and Social Media
Slide 36 – Written Communication
Slide 37 – Communication
Slide 38 – Information Communication Technology (ICT)
Slide 39 – Characteristics of ICT
Slide 40 – How ICT Affects Behavior
Slide 41 – Friday Night Lights
Slide 42 – Plant Fantasies

Review Questions and Answers

1. What different components of a person’s perceptual screens may distort communication?

The components of a person’s perceptual screens that may distort communication are age,
gender, values, beliefs, past experiences, cultural influences, and individual needs.

2. What are the three defining features of reflective listening?

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 7
Chapter 8: Communication

Reflecting listening can be characterized as personal, feeling oriented, and responsive.

3. What are the four levels of verbal response in reflective listening?

The four levels of verbal response in reflective listening include affirming contact,
paraphrasing expressed thoughts and feelings, clarifying implicit thoughts and feelings, and
reflecting core feelings not fully expressed.

4. Compare one-way communication and two-way communication.

One-way communication occurs when a person sends a message to another person and no
feedback, questions, or interaction follows. Giving instructions and giving directions are
examples of one-way communication.
Two-way communication is an interactive form of communication in which there is an
exchange of thoughts, feelings, or both, and through which shared meaning often occurs.
Problem solving and decision making are often examples of two-way communication.
One-way communication tends to be efficient, although how efficient it is depends on the
amount and complexity of information communicated and the medium chosen. Even though
it is faster than two-way communication, one-way communication is often less accurate.
This is especially true for complex tasks that require clarification for completion.

5. What are the five communication skills of effective supervisors and managers?

Effective supervisors and managers are expressive speakers, empathetic listeners, persuasive
leaders, sensitive people, and informative managers.

6. Describe dominant and subordinate defensive communication. Describe nondefensive

communication.

Dominant defensiveness is characterized by overtly aggressive and domineering behavior. It

is offensive in nature, sometimes culminating in verbal or physical harassment. The
psychological attitude of the dominantly defensive person is “I am right, and you are
wrong.”
Subordinate defensiveness is characterized by passive or submissive behavior. The
psychological attitude of the subordinately defensive person is “You are right, and I am
wrong.”
Nondefensive communication is assertive, direct, and powerful. Nondefensive
communication is powerful because the speaker exhibits self-control and self-possession
without rejecting the listener.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 8
Chapter 8: Communication

7. What four kinds of nonverbal communication are important in interpersonal relationships?

The four kinds of nonverbal communication that are important in interpersonal relationships
are:
• Proxemics—it is the study of an individual’s perception and use of space, including
territorial space.
• Kinesics—it is the study of body movement and posture. It is bound to culture.
• Facial and eye behavior—it is used to communicate an emotional state, reveal
behavioral intentions, and cue the receiver. It may even give unintended clues to
emotions the sender is trying to hide.
• Paralanguage—it consists of variations in speech, such as pitch, loudness, tempo, tone,
duration, laughing, and crying. People make assumptions about the communicator by
deciphering paralanguage cues.

8. What is communicative disease?

The absence of heartfelt communication in relationships leads to loneliness and social

isolation. This condition has been labeled communicative disease by James Lynch.
Communicative disease has adverse effects on the heart and cardiovascular system and can
ultimately lead to premature death. According to Lynch, the only cure for communicative
disease is to reengage in thoughtful, heartwarming conversation with friends and loved ones.
Positive, healthy communication is an important aspect of working together—that is,
cooperating to reach a shared goal—in both the interpersonal and intrapersonal settings.
Such communication requires trust and truthfulness.

9. Describe few new communication technologies in terms of data richness.

E-mail, voice mail, instant messaging, and facsimile (fax) machines have been common in
the business world for more than a decade. These databases provide a tremendous amount of
information at the push of a button.
The newest technology to impact the work environment is the smartphone. Smartphones
combine the capabilities of advanced cell phones with computer-like applications and
connectivity.

Discussion & Communication Questions and Suggested

Answers

1. Who is the best communicator you know? Why do you consider that person to be so?

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 9
Chapter 8: Communication

Students’ answers will vary. Many students will name a prominent figure because they can
more readily express why they think the person is a good communicator. Others will identify
individuals they actually know. The difficult aspect of this question is to get them to analyze
why those individuals are good communicators.

2. Who is the best listener you have ever known? Describe what that person does that makes
him or her so good at listening.

Students’ answers will vary. Most often this will be a family member, and the most typical
response is someone who is skilled at reflective listening, especially as an empathetic
listener. Be sure to point out to students that two-way communication is an important
element of this question.

3. What methods have you found most helpful in overcoming barriers to communication that
are physical, status based, cultural, and linguistic?

Students’ answers will vary. This question provides an excellent opportunity for
international students to contribute to class discussions.

4. Who makes you the most defensive when you talk with that person? What does the person
do that makes you so defensive or uncomfortable?

Students’ answers will vary. Ask students to characterize the individual, rather than naming
the individual. Some students might be bold enough to mention professors. Encourage
students to focus on specific behaviors rather than personalities.

5. With whom are you the most comfortable and nondefensive in conversation? What does the
person do that makes you so comfortable or nondefensive?

Students’ answers will vary. Typical answers are friends and partners. Mentors should have
these characteristics as well. Encourage students to focus on specific behaviors rather than
personalities.

6. What nonverbal behaviors do you find most helpful in others when you are attempting to
talk with them and when you try to listen to them?

Students’ answers will vary. You could have students tell you what nonverbal clues you
send while lecturing. Are there annoying habits that get in the way of your information (i.e.,
twisting a paper clip, the inflection in your voice, etc.)?

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 10
Chapter 8: Communication

7. Identify a person at work or at school who is difficult to talk to and arrange an interview in
which you practice good reflective listening skills. Ask the person questions about a topic
you think may interest her or him. Pay particular attention to being patient, calm, and
nonreactive. After the interview, summarize what you learned.

Students’ answers will vary. Have the students share what they learned from this interview
in class. Following are some questions that will help stimulate class discussion:
• What were the difficulties they encountered using reflective listening skills?
• How did this conversation compare with previous conversations the student had with
this person?
• What reflective listening skills were most difficult to use and why?

8. Go to the library and read about communication problems and barriers. Write a memo
categorizing the problems and barriers you find in the current literature (last five years).
What changes do organizations or people need to make to solve these problems?

Students’ answers will vary. In addition to enhancing students’ skills at memo writing, this
activity highlights for students the most current communication problems. In identifying
solutions to these problems, encourage students to move beyond the suggestions in the
textbook and to think creatively about their solutions.

9. Develop a role-playing activity for class that demonstrates defensive (dominant or

subordinate) and nondefensive communication. Write brief role descriptions that classmates
can act out.

Students’ answers will vary. Not only does this activity enhance understanding of defensive
and non-defensive communication, but it also can be a lot of fun and a good way to get to
know class members.

10. Read everything you can find in the library about a new communication technology. Write a
two-page memo summarizing what you have learned and the conclusions you draw about
the new technology’s advantages and disadvantages.

Students’ answers will vary. Take time in class for several students to share the information
they gathered on a new communication technology. You can also discuss the environments
in which each new communication technology might be most/least effective.

Ethical Dilemma

The purpose of the Ethical Dilemmas is to encourage students to develop their awareness of

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 11
Chapter 8: Communication

ethical issues in the workplace and the managerial challenges they present. The dilemmas are set
up to present situations in which there is no clear ethical choice. The goal for the instructor is to
guide students through the process of analyzing the situation and examining possible alternative
solutions. There are no “right” answers to the questions at the end of each scenario, only
opportunities to explore alternatives and generate discussions on the appropriateness of each
alternative. The student portion of the activity is on a handout at the end of this chapter guide.

Dan’s options are to keep Kyle on his team, and continue to devote the necessary time to making
sure Kyle understands things correctly, or to move Kyle into a job on Ken’s team knowing that
Ken is unlikely to take extra time with Kyle to be sure he understands things correctly.

1. Using consequential, rule-based, and character theories, evaluate Dan’s options.

Consequential theory—if Dan keeps Kyle on his team, he will have to continue spending
extra time with Kyle to be sure he understands everything correctly, but he will have more
control over Kyle’s potential for errors. If Dan moves Kyle to Ken’s team, he will have more
time to devote to other things, but will also have less control over Kyle’s potential for errors
and will be increasing the likelihood that those errors will occur since Ken is unlikely to take
the time to ensure Kyle understands correctly.

Rule-based theory—Dan’s obligation in this situation is to protect the company and the
other workers from any injuries that might result from Kyle’s improper understanding of
what is being communicated to him.

Character theory—Dan seems to care a great deal about communication, as evidenced by his
extensive efforts to ensure that his team clearly and accurately understands what he is trying
to communicate to them. Moreover, he has been willing thus far to devote whatever extra
time is necessary to ensure that Kyle does not misunderstand or misinterpret his
communications. Keeping Kyle on his team would be in line with this character trait,
whereas moving him to Ken’s team would contradict this trait.

2. What should Dan do? Why?

According to the rule-based and character theories, Dan should keep Kyle on his team rather
than move him to Ken’s team. While moving Kyle would free up some of Dan’s time and
remove Kyle as a source of frustration, doing so would also jeopardize Dan’s obligation to
protect the company and other workers from the possibility of harm caused by Kyle’s
misunderstandings or misinterpretations, and would also contradict Dan’s character in that
he would no longer be ensuring that Kyle accurately understands what is being
communicated to him.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 12
Chapter 8: Communication

Self-Assessments—What about You?

8.1 Are You an Active Listener?

Reflective listening is a skill people can practice and learn. This exercise offers ten tips to help
students become better listeners. After students think of situations in which they have had
difficult communications with others at work or school and evaluated themselves against the ten
items, it might be very useful to have them gather in small groups to see what commonalities
exist among them, if any, and which items the largest number of students have difficulty with.
Another option is to have group members suggest ways in which the students might have
handled their own communications in the situations better. The student portion of the activity is
on the review card in the student edition of ORGB and on a handout at the end of this chapter
guide.

8.2 What Kind of a Defender Are You?

Not all of our communication is defensive, but each of us has a tendency to engage in either
subordinate or dominant defensiveness. This exercise presents twelve sets of choices that help
students understand whether they tend to be more subordinate or dominant when they engage in
defensive communication. As a follow up to this assessment, encourage students to develop an
action plan for overcoming their tendencies toward defensiveness. The student portion of the
activity is on a handout at the end of this chapter guide.

Issues in Diversity

Contemporary Media Coverage—Spinning Out of Control?

Before she was asked to resign in July 2010 for making racist remarks, Shirley Sherrod was one
of the highest-ranking black employees in the United States Department of Agriculture (USDA),
serving nearly a year as the head of USDA’s Rural Development office in Georgia. Sherrod is
hardly the first high-ranking employee who has been asked to resign a position. She is, perhaps,
the only one whose resignation was the direct result of inaccurate and misleading media
coverage.

Sherrod’s troubles began when Andrew Breitbart, a conservative blogger, posted a video clip on
his website containing remarks Sherrod made at the NAACP Freedom Fund banquet held earlier
during the year. In her remarks, Sherrod told a story about how she had once provided “just
enough” assistance to a white farmer who risked losing his farm. She admitted that her
reluctance to help the farmer was initially driven by his race. After all, many black farmers in the

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 13
Chapter 8: Communication

region had already lost their farms. Sherrod’s story didn’t end there. She went on to tell the
banquet audience how she came to the realization that the issue was not one of race, but of class.
Instead of Sherrod’s remarks demonstrating how she used race to deny white farmers
government assistance, her remarks demonstrated just the opposite.

However, Breitbart’s heavily edited video clip did not show Sherrod’s complete remarks. As a
result, Sherrod was accused of being a “reverse racist,” using her power at the USDA to advance
her racist agenda. What followed was a type of warfare among cable news outlets that has
become symbolic of the 24-hour news culture in this country. By the time the unedited video clip
was widely released, it was too late for Sherrod to get her job back. The damage had already
been done.

1. Do you believe media outlets should receive increased scrutiny when they report stories that
involve race? Explain your position.

Students who believe media outlets should receive increased scrutiny on stories involving
race may argue that the issue of race relations is so sensitive that any stories with the
potential to inflame racial tensions should be given every possible scrutiny before airing.
Conversely, students who do not believe media outlets should receive increased scrutiny
may argue that giving such stories increased scrutiny constitutes a racist approach in itself
and that these stories should be treated in the same way any other news story is treated.

2. How do you reconcile the public’s need to know with the time it often takes to ensure news
stories are properly vetted before they are aired?

The question is misleading as there is nothing to reconcile. The public’s need to know isn’t
being denied by properly vetting stories, only delayed. Moreover, the public has no need to
know untrue or inaccurate information, so thoroughly vetting news stories is the only way to
ensure that the public’s need to know is upheld. Alternatively, one might argue that the
public doesn’t have a need to know, per se. The public may have a desire to know and even
a right to know, but the public would be just fine without knowing—especially if stories are
inaccurate or false—thus, they do not have a need to know.

Experiential Exercises

8.1 Communicate, Listen, Understand

One of the biggest barriers to effective communication between people is the natural tendency to
judge or evaluate the communication before it is fully understood. This especially happens
during times of conflict, opposition, disagreement, boredom, and extreme agreement. More

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 14
Chapter 8: Communication

effective communication will result if a clear message is sent and the other person really listens
and understands the message as it is intended to be understood. One way you can be sure that
you understand the other person as he or she intends for you to understand is to make a listening
check. A listening check is merely a summary in your own words of what you understand the
other person to have said. If you have misunderstood the message, it gives you the opportunity to
hear it again and really gain an understanding before moving on in the conversation. The ability
to skillfully make listening checks is crucial in all human interactions and especially crucial
when you are in a managerial role. To gain skills in utilizing listening checks, there will be three
rounds of conversations. During each round, two people will have a conversation while the other
person acts as an observer. One of the two people will initiate the conversation. However, it is
two-way conversation. The student portion of the activity is on a handout at the end of this
chapter guide.

Introduce the activity by saying, “since the management process is performed through
communicating with others, our focus in this session will be on communication skill building.
We are going to do a skill-building exercise in groups of threes, triads. Letter off A, B, and C and
go to an area of the room in which you can carry on a private conversation.” Each round of
conversation will last 5-8 minutes. Call time at the end of each round, reminding students about
switching roles. Following round three, give students time to respond to the questions listed in
Step 5 of the textbook exercise. Have each group share its responses to the questions with the
class. More detailed descriptions of each round follow.

Round 1. In this round, A picks one of the controversial topics that is posted and initiates a
conversation with B. A and B carry on a two-way conversation while observing the following
rule. Before either A or B may speak, they must summarize to the other what the person has just
said to the satisfaction of the speaker. If they summarize back to the other one and it does not
satisfy the other, they must hear the statement or comment again and keep summarizing until it
meets the satisfaction of the one who spoke last. No new statement or any other response may be
given until the last person who spoke is satisfied that the other person has understood what was
said. Again, it is to be a two-way conversation, but you must summarize back to the last person
what they just said to their satisfaction before you can add any new information. Once you have
summarized it, you can make some statements about your position on the topic, then the other
person must summarize back to your satisfaction, before she or he can add any new information.

During this round, C is the observer. As the observer, you are to referee and enforce the ground
rules. If A or B interrupt each other and start talking before they have summarized, you stop
them and remind them that they must summarize what the last person said before they can make
their own statement.

Round 2. During this round, B and C will have a discussion. B will pick a topic off the list

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 15
Chapter 8: Communication

posted and begin the conversation with C. It is a two-way conversation, but the only free
statement is the first statement. After that, the other person must make a listening check before
any new information can be added.
A will be the observer, so enforce the ground rules.

Round 3. During this round, C will start the conversation with A, and B will be the observer. It
is important that the observer enforce the ground rules of requiring a listening check before
adding information.

Potential list of controversial topics:

• Gun control
• Background checks on airline passengers
• Assisted suicide
• Restrictions on tobacco advertising
• Abortion
• Provision of welfare benefits to illegal aliens
• Affirmative action programs
• Add your own topics of special interest to your university or community

8.2 Preparing For an Employment-Selection Interview

According to David A. Whetten and Kim S. Cameron (Developing Management Sills: Applied
Communication Skills. New York: HarperCollins, 1993), the employment-selection interview is
one of three important organizational interviews in which applied communication skills are
essential. The other two types of interviews are the information-gathering interview and the
performance-appraisal interview. The student portion of the activity is on a handout at the end of
this chapter guide.

Whetten and Cameron suggest that the supervisor use a PEOPLE-Oriented Process in preparing
for and conducting the employment-selection interview. There are six guidelines for the
supervisor in conducting the interview using this process.

P-Prepare: The supervisor should review the person’s application, resume, transcripts, and other
background information. Using these materials, along with the company’s job description and
performance evaluation form(s), the supervisor should prepare both general and individually-
specific questions. Finally, prepare the physical setting in a suitable and professional manner.

E-Establish Rapport: It is important for the supervisor to help the applicant feel comfortable
and to communicate a genuine interest in the candidate. The supervisor should create a
supportive attitude through both verbal and nonverbal communication.

© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exploring the Variety of Random
Documents with Different Content
 The Project Gutenberg eBook of
Forest Glen; or, The Mohawk's Friendship
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Title: Forest Glen; or, The Mohawk's Friendship

Author: Elijah Kellogg

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LION BEN OF ELM ISLAND.
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THE SPARK OF GENIUS.
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All Handsomely Illustrated.
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The Bear Fight.—Page 238.

THE FOREST GLEN SERIES.
 FOREST GLEN;

OR,

THE MOHAWK'S FRIENDSHIP.

BY

ELIJAH KELLOGG,
AUTHOR OF "ELM ISLAND STORIES," "PLEASANT COVE
STORIES,"
"THE WHISPERING PINE SERIES," ETC.

Illustrated.

BOSTON:
LEE AND SHEPARD, PUBLISHERS.
NEW YORK
CHARLES T. DILLINGHAM
 COPYRIGHT,

1877,

By ELIJAH KELLOGG.
 PREFACE.

The story here presented not only grasps those terrible vicissitudes
in which the frontier life of our forefathers was so prolific, but at the
same time conveys many useful lessons and incentives to manly
effort, and much curious information in relation to a period in the
history of Pennsylvania, when her soil was occupied by a population
comprising many different races and religious sects, having little in
common, and held together by the fearful pressure of an Indian war.
Here we behold the strange spectacle of the Quaker tilling his land,
and pursuing his ordinary duties, while his more belligerent neighbor
sleeps with the rifle within reach of his hand, sits in the house of
God with the weapon between his knees, goes armed in the funeral
procession, which is often attacked, the mourners killed, scalped,
and flung into the grave of the corpse they were about to inter.
The noble response of the Delawares to the appeal of the Quakers
evinces that the red man is no less sensitive to kindness, than
implacable in revenge; capable of appreciating and manifesting the
most tender and generous sentiments.
Our breasts throb with sympathetic emotions, as, after having noted
with interest the progress of the strife, we see this determined band
emerge in triumph, with thinned ranks but courage undiminished,
from the terrible ordeal.
 CONTENTS.

PAGE
CHAPTER I.
The Brewing of the Storm 11

CHAPTER II.
Thunder from Afar 22

CHAPTER III.
Forewarned 30

CHAPTER IV.
Preparing for the Worst 43

CHAPTER V.
The Storm bursts 56

CHAPTER VI.
Gathering Courage from Despair 73

CHAPTER VII.
A Contrast 83

CHAPTER VIII.
Treading Out the Grain 91

CHAPTER IX.
A Little Sunshine 102

CHAPTER X.
Liberty is Sweet 115

CHAPTER XI.
The Raft 129

CHAPTER XII.
A Day of Unalloyed Pleasure 143

CHAPTER XIII.
Cannot Give it Up 156

CHAPTER XIV.
The Bean-Pot 167

CHAPTER XV.
The Surprise 177

CHAPTER XVI.
The Dawn of a Life-Purpose 193

CHAPTER XVII.
Self-Reliance 209

CHAPTER XVIII.
Fruits of Patience and Perseverance 226

CHAPTER XIX.
Triumph of Thought and Ingenuity 246

CHAPTER XX.
 Uncle Seth's Surprise 264

CHAPTER XXI.
Ned Rangely 273

CHAPTER XXII.
Carrying the War into Africa 294

CHAPTER XXIII.
The Quaker's Appeal to the Delawares 309

CHAPTER XXIV.
The Return of the Captive 323

FOREST GLEN;
OR,

THE MOHAWK'S FRIENDSHIP.

FOREST GLEN;
OR,

THE MOHAWK'S FRIENDSHIP.

 CHAPTER I.
THE BREWING OF THE STORM.

Our story opens at that period of the year when summer is fast
verging to autumn.
As the wind that had blown fresh during the night diminished, about
eleven o'clock in the forenoon, to a gentle breeze, the heat in the
valley of Wolf Run, hemmed in by mountains, became excessive.
Corn-blades rolled up, pitch oozed from the logs of which the houses
were built, all broad-leaved plants wilted, and the high temperature
was adapted to produce an unusual sluggishness.
Stewart, who held the day-watch at the fort, seated on the platform
over the gate, was sound asleep. Half a dozen sheep lay in the
shade of the walls, panting, with mouths wide open. Not a person
was to be seen in the vicinity of the houses or in the fields. Not a
rooster had sufficient courage to crow, or even a dog to bark. The
windmill inside the stockade made one or two revolutions; but, as
the wind died away, gave up with a groan, and remained motionless.
The profound silence was rudely broken by the successive discharge
of fire-arms. The sentinel awoke, and grasped his rifle; but, after
listening a few moments, settled back in his corner, and was soon
once more asleep. Two of the sheep rose up, but in a few moments
lay down again.
The firing continued at intervals for more than an hour, no notice
being taken of it by the sentry, who, in the mean time, finished his
nap.
If our readers will go with us in the direction of the river, we will
endeavor to find out what it is all about, and shall perceive that the
settlers were improving the leisure interval between hay and grain
harvest, in making preparations for future exigencies.
On a level plat of ground, not far from the bank of the river, were
assembled a band of lads from twelve to fifteen years of age,
engaged in firing at a mark, while several of the settlers were seated
on the grass, looking at them.
The fearful peril of their position, together with their inferiority in
numbers, had compelled the parents to train their children to arms,
even at that tender age; and, though unable to hold out a gun
steadily, they were no mean marksmen when shooting from a rest.
These little folks had organized themselves into a company, with the
ferocious title of "The Screeching Catamounts," in rivalry of the older
boys, who styled themselves "The Young Defenders."
They had hewn the bark and sap-wood from a lone pine, and a black
spot in the centre of the white wood served as a target. Eighty-five
yards was the distance for a smooth gun, while for rifles, with which
some of the boys were armed, it was a hundred. A rest was made by
driving two stakes into the ground, and putting a withe across for
them to fire over. Sam Sumerford, Archie Crawford, and Tony
Stewart hit the black circle, though neither of them in the centre, but
not varying half an inch; several touched the edge of it; and no one
missed the tree, although one or two put their balls in the bark,
outside the white spot, or "blaze" as it was called in frontier phrase.
They next engaged in throwing the tomahawk; after which, forming
ranks, the band marched to the fort, and deposited their arms.
It is needful briefly to inform those who have not read the previous
volumes, of the circumstances of the settlers to whom they are
rather abruptly introduced, and the probable nature of those
exigencies in view of which they had long been making preparations.
When the Indian war broke out, the Provincial government gave up
the original frontier, from which nearly all the settlers who survived
the Indian attack had already fled, and established a line of forts
nearer the old settlements, behind which it was supposed the
savages would not penetrate, and where the fugitives might cultivate
the land in comparative safety.
This system of defence had, upon trial, proved utterly inadequate.
The greater part of the money raised for that purpose was expended
at the very outset in building, arming, and provisioning the forts;
and even then they were but scantily provided, either with arms or
ammunition. A commissioner reported that in one of them he found
but four pounds of powder. Flints were often wanting; many of the
guns were unfit for use, the locks in some instances being fastened
on with strings. So great was the poverty of the Province, that a
man who brought his own gun and blanket was allowed a dollar per
month for their use above his pay. In addition to this, the forts were
eight, ten, sixteen, and even twenty miles apart. The great cause of
all the destruction of life and property that took place arose from the
want of any military organization.
The original population of Pennsylvania were entirely opposite in all
their views and practices to the settlers of Virginia, Maryland, and
the New-England States, who came armed and prepared for self-
defence or conquest. But the government of Pennsylvania was based
upon the principle of non-resistance. The Quakers came unarmed;
and, as they made no resistance, so they gave no offence. They did
as they would be done by, while the savages on their part did as
they were done by; and thus matters went on smoothly for nearly
seventy years.
In process of time, other races came in, and people with other
views. The Scotch and Irish settlers, and those from Maryland,
Virginia, and the New-England States, who were by no means
careful of giving offence, looked upon the natives as vermin to be
extirpated like the wolves and bears, to make room for others.
Though in a minority, they inflicted injuries upon the Indians, and
stirred them up to revenge.
But the bulk of the population were Quakers, Germans, Swedes, and
English. The Germans only desired to till the ground, with no wish to
fight, unless compelled to in self-defence. The English and Swedes
were much of the same mind. Thus while the Indians, through a
series of years, had been irritated, there was in the Province no
militia-law: the inhabitants were incapable of acting in concert; and,
when the storm long brewing burst, were, as a whole, defenceless,
unarmed, and divided in sentiment, and ran at the attack of the
Indians like sheep before wolves.
It was from such a population that the majority of the men to man
the forts and protect the country must be drawn, the hunters,
trappers, and Scotch-Irish preferring to defend their own families, or
to go on scalping-expeditions, which were vastly more profitable
than serving for the small pay given the soldiers, and there was no
law to compel service.
When the forts were built, it was supposed that the garrisons in
them, by patrolling from one to another, would keep back the
savages. It was also made the duty of the commanders in the
several forts to detail a certain portion of their men to protect the
farmers while planting and gathering their harvest, as well as
promptly furnish a refuge to which the inhabitants might flee in case
of an invasion.
We shall now see how comparatively useless this method of defence
was, because there was no militia-law, and in the population none of
the spirit which such a law creates. Forts are of little use without
suitable soldiers to defend them. A few facts would set this matter in
a striking light, and afford our readers a clear view of the situation.
The commissioner appointed to examine the condition of the forts
reported: At Fort Lebanon he called out the men, and put up a mark
for them to fire at eighty yards distant, and but fifteen out of
twenty-eight could hit within two feet of the bull's eye. At Fort
Allemingle, he put the mark on a tree eighty-five yards distant; and
only four out of twenty-five hit the tree, and not one the bull's eye.
So much for the marksmanship of these fort soldiers: now for their
courage.
It is on record that Hugh Micheltree was attacked by Indians within
speaking distance of Patterson's fort; and though he begged the
men in the fort to rescue him, telling them there were but six
Indians, they had not the courage to leave the fort, but permitted
the savages to take him off before their eyes.
Forts were often built at gaps of mountain-chains for the purpose of
commanding these passes. Those might have been formidable
obstacles to regular troops encumbered with baggage and artillery,
but not in respect to savages. Every place is a pass to an Indian with
a little parched corn in his pouch, and armed with rifle and
tomahawk: he sets forth, and neither swamps, mountains, nor rivers
bar his progress when on the war-path. He can eat ground-nuts,
mice, frogs, wood-worms, or snakes: nothing comes amiss; or, if
afraid of discovering his whereabouts by discharging his rifle, he can
kill game with the bow.
Noiselessly as the gliding snake they passed between the forts,
easily eluding the scouts posted on so long and thin a line, and were
often butchering the inhabitants in one direction while the scouts
were looking for them in another.
The history of that period records that in several instances while a
band of soldiers from the forts were guarding farmers gathering
their harvest, the Indians have crept up, shot the soldiers, and
afterwards butchered the farmers thus left defenceless.
The Indians, whom nothing escaped, often improved the
opportunity, when the number of a garrison was reduced by details,
to attack the forts.
Ascertaining that there was but a small supply of ammunition in Fort
Granville, they attacked and took it, when twenty-three men, three
women, and several children fell into their hands. After promising to
spare the lives of the garrison if they would surrender, they fastened
to a post the very man who opened the gate for them, and thrust
red-hot gun-barrels through his body.
A very different sort of people from those just described, were the
settlers of the Forest Glen; rough-handed, high-spirited men of the
frontier, who could plant the second bullet in the same hole with the
first, and drive it home. Disdaining the aid of soldiers whom they
held in utter contempt, they had thus far, though suffering fearful
losses, held their own, inflicting more injuries than they received,
and had been busily employed for a few weeks in putting themselves
in a posture of defence preparatory to gathering the harvest.
Rifles had been put in order, tomahawks ground, the roofs of the
buildings fresh plastered with clay mortar as a protection against the
fire-arrows of the Indians, and gun-flints manufactured from Indian
arrow-heads by Holdness to eke out their scanty supply, and the
woods and ravines carefully examined every day to detect signs of
lurking savages. Though the settlers were living in their own houses,
for the greater convenience of harvesting, the cattle were driven at
night to the garrison.
Notwithstanding their preparations for a stout defence, the settlers
could not avoid anxiety, in view of the fact that the savages had
during the last few months changed their method of attack. Finding
that the log houses of the whites, when resolutely defended, bade
defiance to the efforts of their scalping-parties, consisting usually of
but twelve or fifteen, they had latterly come in bodies of seventy and
even a hundred, often led by French officers, with French soldiers in
their ranks, and bringing field-pieces.
There were, however, no signs of perturbation, and whatever anxiety
they felt was manifested only in increased watchfulness; and many
of them, having completed their preparations for defence, occupied
themselves in clearing land for future crops, a portion keeping watch
while the rest labored.
Others devoted the time to rest, perhaps considering it very doubtful
if the isolated settlement survived the attacks that were to be
expected during harvest.
We trust that what has been said will render the story that follows
intelligible to those not familiar with the other volumes of this series,
or the history of the period.
 CHAPTER II.
THUNDER FROM AFAR.

Perhaps many of our readers would like to know how Mr. Seth
Blanchard (who was the only man in the Glen not possessed of
fighting qualities) was busying himself all this time.
They doubtless recollect that when, after a desperate effort, the mill
was nearly completed, the settlers placed the upper stone on the
spindle by fastening a hide rope to wooden pins in the edge of the
stone, and then putting a long lever into the bight of the rope.
In a regularly constructed mill, this is done by means of an iron bale
or crane, and an iron screw working in the crane, or by a tackle
attached to the crane. The stone, being lifted from the spindle in this
manner, can be easily swung off by moving the crane, and turned
over in the bale in order to pick the under side. They had used up
every particle of iron in building the mill, and been reduced to the
greatest straits for want of that necessary article.
When, after much labor and contrivance, the stone was safely
landed on the spindle, Mr. Seth said,—
"By the time this stone needs picking, I'll make a bale to take it off
and put it on without an ounce of iron."
Honeywood, who was a blacksmith, laughed at him, and said it was
impossible; to which Mr. Seth replied,—
"A man who has always worked in iron has very little idea of what
can be done with wood."
He was now leisurely at work, redeeming that pledge. Having
procured from the woods a rock-maple tree of suitable shape, he
made a crane of proper size and shape to swing over the stone,
hewing the timber to a proud edge, and working it smooth with adze
and plane. In that portion of the arm that when the crane was set
up would come directly over the centre of the stone, he made a five-
inch hole, perfectly smooth and plumb, and cut a screw-thread on
the inside of it with a rude machine of his own invention.
His next labor was to make a screw to work in this arm; and he
made it from a piece of timber that he had blocked out when the
mill was built, and put away to season.
While thus engaged, Mr. Seth had the company and heartfelt
sympathy of all the children of any size in the Run, and most of their
elders, as there were but very few in the settlement who had ever
seen a screw-thread cut, or even a wooden screw.
When the crane was put in its place, the screw entered in the arm,
and Mr. Seth turned it up and back again, that the spectators might
see the working of it, those who had said, and at the time firmly
believed, that it was impossible for him or any one to make a
wooden bale that would take off a mill-stone, began to change their
opinions.
Tony Stewart probably expressed the general sentiment when he
exclaimed, "Zukkers! a man what can do that can do any thing!
Can't he, Sammy?"
With his usual consideration for the wishes of children, Uncle Seth
fastened a two-bushel basket to the screw, and, packing it full of
children, turned up the screw. The mill floor was quite large; and the
children had plenty of fun riding in the basket, and pushing the
crane round by turns.
After waiting till the children had screwed up and swung each other
round on the crane a while, Mr. Seth left the place, telling them they
need not come to the mill any more, as he should not begin on the
bale at present.
The next morning Mr. Seth and his brother Israel ground their axes,
and started for the woods to fell trees for a burn, expecting to find
other neighbors there, and a guard. They had gone but a little way,
when Mr. Seth said,—
"Israel, I sha'n't be able to go, at least this forenoon. See yonder
wind-clouds: there's quite a breeze now; and I've several grists in
the mill that the neighbors want ground. I must go to the mill."
It was soon known in the neighborhood that the mill was going; and
persons were seen approaching it from different directions, some
because they had business there, and some to talk over matters of
common interest with others whom they expected to find there.
Most of them were the older members of the community; the young
men being on the scout that day, or guarding those chopping.
"Neighbors," said McClure, seating himself upon a bag of meal, with
his rifle across his knees, "have you heard the news?"
"Where should we get news, who are a hundred miles from
anywhere, and cut off from all the rest of mankind?" said Proctor.
"I spoke to Honeywood as I came along. He was out on the scout
yesterday: he told me he met Dick Ellison and sixteen men. Dick has
been one of the Black Rifle's men. Dick told him the Indians had
murdered twenty-eight people at Shamakin; that they took their
trail, but couldn't overtake 'em, they had so much start."
"Then they must have been in strong force. I wonder how many
Indians 'twould take to kill twenty-eight men like us?"
"'Twould take five hundred, if we had a fort overhead, Proctor; but
you can't judge of their numbers by the people killed: most like,
there wasn't more'n ten or twelve Indians, and the people they killed
were German farmers with some old gun,—the lock too weak to
throw the pan open,—or only a pitchfork to defend themselves with,
and skeered ter death at that, or else they were fort soldiers, that
ain't better'n our children would be, nor half so good, only let 'em
have a rest to fire from."
"What else did Dick say?"
"He said the governor had offered a bounty for sculps. For every
Indian man, or boy over ten years old, one hundred fifty dollars; for
every squaw, or girl over ten, one hundred thirty dollars; for the
sculp of every Indian man, or boy over ten, one hundred thirty
dollars; and for every squaw's or girl's sculp, fifty dollars. Dick
reckoned there wouldn't be many prisoners taken on that lay."
"Of course there wouldn't. What a fool a ranger would be to take an
Indian prisoner, have to feed him and watch night and day, run the
risk of his getting away, or of being killed by him in the night, and
have to carry him perhaps a hundred miles to a government fort to
get one hundred fifty dollars, or one hundred thirty if 'twas a
woman, when he could get one hundred thirty or fifty for their sculp
that are nothing to carry, and could hang fifty on 'em to your belt,
and no trouble 'cept to knock 'em on the head, and take the sculp
off!"
"Honeywood," continued McClure, "thinks, after hearing this news,
we ought not to wait to get the harvest, but go into the garrison
right off. He says, and it's a fact, that McDonald and his family were
all murdered last year, just by staying out one day too long."
"Did he say where the Black Rifle was?" asked Armstrong.
"At his cave in the mountain: he's going ter stop there quite a
while."
"Then we sha'n't be troubled with Indians as long as he's round."
"Don't be too sure of that: they've found out that it don't pay to
come as they used to, in small numbers; and now it's said there are
from seventy to a hundred and fifty Indians under one of their
chiefs."
"There were five hundred French and Indians at the taking of Fort
Granville. Such a crowd as that wouldn't pay much attention to the
Black Rifle," said Wood.
"We've given them cause enough to dread and hate, and want to
wipe us out. They've driven all the other settlers out of the valley, or
butchered 'em. They know very well that we are planted out here
beyond all help, or hope of it; and I believe our turn'll come to take
it worse than ever before during this harvest time," said Mr. Seth.
"The women," said Proctor, "hate mortally to go into garrison. It is
hot in the block-houses, they have no place to keep their milk, the
children torment them to death, and they're afraid of the garrison-
fever at this time of year. I think, however, 'tis better to go into the
fort than to be listening for the war-whoop, or looking to see if the
fire's not flashing out 'twixt the rafters, all the time you are
harvesting."
"Well, neighbors," said McClure, "all here are agreed about it, and I
have spoken to the others: they think as we do, and we kalkerlate to
go inter the fort day after to-morrow at the outside; and I'm going
ter leave my grist in the mill, then 'twill be here."
Mr. Seth had finished grinding; and they all left the mill to prepare
for the worst, except Proctor, whose turn it was to keep guard that
night. One man was kept on guard at the mill, even when the
settlers were in their own dwellings, to open the gate, and fire the
alarm-gun in case of need.
 CHAPTER III.
FOREWARNED.

When the settlers left the fort in the spring, Honeywood moved into
the house of his father-in-law, Israel Blanchard, his own dwelling
being at a greater distance from the fort than any other at the Run.
He, however, became tired of going so far every day to his work,
and chose to go back to his own home when he had recovered from
a wound received in a skirmish with the Indians in hoeing-time. His
family consisted of himself, wife, and two children; the eldest boy
about six, the other a little child.
Cal Holdness had come over to take supper with them; and, having
despatched the meal, they were variously occupied.
The mother was undressing Eddie, and the youngest child was
asleep in the cradle. Cal's rifle was out of order; and he had brought
it with him, that Harvey might repair it. He laid the weapon across
his knees, and proceeded to take off the lock, Cal holding a lighted
sliver of pitch-wood to give him light. It was a sultry night, and the
house, built of hewn timber, excessively warm. The doors and bullet-
proof shutters being closed, there was no ventilation except by
means of the chimney, and the loop-holes which were only large
enough to admit the barrel of a rifle. Honeywood, noticing the drops
of perspiration on the face of his wife, said,—
"Sarah, I've a good mind to open the door: see how that child in the
cradle sweats, and you are well-nigh roasted. If I open the door
'twill make a good draught up the chimney, and cool the house off
for the night."
"Don't, husband, I beg of you: it's just the time of year when Indians
are most likely to come; we've just heard that they've been killing
people at Shamakin. It's not long since they took Fort Granville, and
killed all the garrison but one; and this very day you've been telling
the neighbors that we ought to go into the fort, and not wait to reap
the grain first; and now you want to open the door, and there may
be a dozen Indians around it. Have you forgotten that this very last
spring Mr. Maccoy's family were sitting one evening with the door
open, and an Indian was creeping up to it, when the Black Rifle shot
him, or they would all have been murdered? I know it's warm, but I
had rather bear the heat than have you open the door."
"I don't think there's any danger: there's two of us here."
"My rifle can't be depended upon," said Cal.
"But there's two more loaded in the brackets, and two smooth-
bores; and we're not obliged to sit near the doors."
"Oh, don't, husband! an Indian always seems to me just like the Evil
One: you can't hear or see him till he is upon you. They may be
lurking round the house this moment." She had scarcely finished
when there was a loud rap on the door.
Cal, placing the pine sliver in a stone made to hold it on the hearth,
took a rifle from the wall. Honeywood said, "Who is there?"
"Wasaweela," was the reply in the unmistakable tone and accent of
a savage.
"We shall be murdered," cried Mrs. Honeywood, catching the
sleeping child from the cradle. "O Edward! fire right through the
door, and kill him."
"I shall do no such thing: he's an old friend of mine;" and he
instantly began to unbar the door. His wife ran into the bedroom
with the child in her arms, little Eddie following in his nightgown,
holding fast to his mother's clothes, and screaming lustily in concert
with his brother. Cal Holdness, on the other hand, a true frontier boy
cradled amid alarms, restored to the bracket the rifle he had held
ready to fire.