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I would like to give a special thanks to my family Julien,
Max, Elke, and Norma.
I couldn’t have written this book without their patience
and support.
Contents
INTRODUCTION
My Story
Why I Wrote This Book
A Word of Encouragement for the Pure Beginner
The Scope and Focus of This Book
SQL and Your Career
Chapter by Chapter

PART I – CREATING YOUR SQL

LEARNING
ENVIRONMENT
| 1 | UNDERSTANDING DATABASE
STRUCTURE
Fundamental Terminology
Fundamental Elements of Relational Databases
Types of Data
Relational Database Management Systems
The SELECT Statement
Queries, Statements, Clauses, and Keywords
Introducing SQLite
| 2 | SQL TOOLS AND STRATEGIES
Introducing the sTunes Database
Introducing DB Browser for SQLite
Installing DB Browser for SQLite
How to Test Your SQL Knowledge
Strategies for Success
| 3 | EXPLORING A DATABASE IN SQLITE
Environment Orientation
Opening the sTunes Database
Investigating the Structure of the Database
Viewing the Individual Records
The Execute SQL Tab
Data Analysis Checkpoint

PART II – WRITING SQL

STATEMENT S
| 4 | GETTING STARTED WITH QUERIES
Adding Comments to Queries
The Structure of a Basic Query
Start Writing Your Query
Coding Syntax Versus Coding Convention
Adding an Alias to Your Columns
Using the ORDER BY Clause
Selecting the Top Ten Records Using LIMIT
Data Analysis Checkpoint
| 5 | TURNING DATA INTO INFORMATION
Comparison, Logical, and Arithmetic Operators
Filtering Records by Numbers with the WHERE
Clause
Filtering Records by Text
Using the LIKE Operator to Search for Wildcards
Filtering Records by Date
The DATE() Function
Using the AND and OR Operators with Two Separate
Fields
 The OR Operator
Using Parentheses with AND and OR to Specify the
Order of Operations
The CASE Statement
Data Analysis Checkpoint
| 6 | WORKING WITH MULTIPLE TABLES
What Are Joins?
How Joins Interact with Relational Database Structure
Using Joins with an Alias
Join Types and Their Differences
Inner Joins with More Than Two Tables
Using Left Outer Joins with NULL , IS , and NOT
Turning a Right Join into a Left Join
Data Analysis Checkpoint
| 7 | USING FUNCTIONS
Adding Calculations to Your Queries
Types of Functions in SQL
Manipulating Text Data with String Functions
Concatenating Strings of Tex t
Truncating Text
Additional String Functions
Date Functions
Aggregate Functions
Nesting Functions with the ROUND() Function
Using Aggregate Functions with the GROUP BY
Clause
Using the WHERE and HAVING Clauses with
Grouped Queries
The WHERE Clause Versus the HAVING Clause
 Using GROUP BY with Multiple Fields
A Final Word on Functions
Data Analysis Checkpoint

PART III – MORE ADVANCED SQL

TOPICS
| 8 | SUBQUERIES
Introduction to Subqueries Using Aggregate Functions
Using a Subquery in the SELECT Statement
Using a WHERE Clause in a Subquery
Subqueries without Aggregate Functions
Returning Multiple Values from a Subquery
Subqueries and the DISTINCT Clause
Data Analysis Checkpoint
| 9 | VIEWS
Turning Previous Queries into Views
Why We Use Views
How to Modify a View
Creating a View from Joins
Removing a View Using the DROP Statement
Data Analysis Checkpoint
| 10 | DATA MANIPULATION LANGUAGE
(DML)
Data Analysis Versus Database Management
Inserting Data into a Database
Updating Data and the SET Keyword
Deleting Data
Data Analysis Checkpoint
CONCLUSION
It Is All About Asking Good Questions
Finding Your Nich e
Choosing the Right Database Occupation
Is It All about the Money?
Is SQL Knowledge Universal?
Switching Careers
Selling Your New Skills to Your Company
Beyond SQL: Data Visualization Software
Interview Advice
SQL Certifications
Final Thoughts and Parting Words
APPENDIX I
Chapter 3 Data Analysis Checkpoint
Chapter 4 Data Analysis Checkpoint
Chapter 5 Data Analysis Checkpoint
Chapter 6 Data Analysis Checkpoint
Chapter 7 Data Analysis Checkpoint
Chapter 8 Data Analysis Checkpoint
Chapter 9 Data Analysis Checkpoint
Chapter 10 Data Analysis Checkpoint
APPENDIX II
Chapter 4 Keywords
Chapter 5 Keywords
Chapter 6 Keywords
Chapter 7 Keywords
Chapter 8 Keywords
 Chapter 9 Keywords
Chapter 10 Keywords
ABOUT THE AUTHOR
ABOUT CLYDEBANK MEDIA
GLOSSARY
REFERENCES
 BEFORE YOU START READING,
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Introduction
With each passing day—really with each passing second—
greater and greater quantities of data are collected. In the time
it takes you to finish this sentence, over 500,000 Google
search queries will be submitted. 1 In a single minute, over 300
hours of video content will be uploaded to YouTube. 2 Our
capacity to store data continues to grow. Meanwhile,
smartphones and social media have turned everyday
individuals across the globe into a rapidly (exponentially)
growing army of data generators, constantly creating new
records that reveal our current interests, activities, thoughts,
and feelings. Businesses and government agencies of all kinds
are accepting the reality that maximum efficiency and
maximum profitability cannot be achieved without harnessing
the power of data.
 See references 3 and 4 in the back of the boo k

While the volume of data being generated is astounding in

its own right, what is truly mind-boggling is that we have only
just begun to make use of it all. Only half of a percent of all
data collected is ever analyzed. 5 If individuals, businesses,
governments, and other organizations were able to make better
use of collected data, then the potential upside would be
limitless. Profits and efficiency could be increased, marketers
could gain more powerful insight into target audiences, and
more fraud and crime could be prevented—and that is just the
beginning. The shortfall in data analysis contributes to an
incredible demand for skilled data-handling professionals.
This is where you come in.
You are presumably reading this book because you want to
learn SQL (structured query language). You have been
perceptive enough to notice the ever-expanding role of data in
the world, and you are putting yourself in a position to make
the most of it—a very wise decision. Some of you may be
studying SQL in a classroom environment, at either the high
school or college level. Or perhaps you are a business or
government professional looking to develop the skills
necessary to carry you forward in your career. Whatever the
case may be, this book’s straightforward approach to SQL will
prove an invaluable resource.
SQL (properly pronounced “ess-cue-ell,” though “sequel” is
commonly heard) is the translation tool that allows everyday
individuals, even those without coding experience, to
communicate with a database and turn big data into
information they can use to make decisions that affect their
business for the better. I have been working with SQL and
other forms of big data management for eighteen years, but I
can still remember what it was like to be a beginner. It took me
a while to warm up to data management. When I first learned
how to use Microsoft Access, data management was just
another node in the IT field, without the hype that surrounds it
in the present day. The quantity of data generated was
relatively minuscule in light of today’s information overload.
Today, every search query made on Google, every post shared
on Facebook, and every five-star review in every product
category on Amazon is ultimately stored on a server
somewhere and is subject to being queried. SQL is the
principal analytical tool used to decipher big data, hence the
extraordinary demand for individuals trained in the language.
The language of data is a language that every modern tech-
oriented company speaks to some degree. This book will get
you fluent in the language of data .

My Story
My personal road to mastery of SQL began in the late
nineties. At the time, opportunities to learn SQL in a formal,
institutional setting were quite scarce, as the phenomenon of
big data had not come to maturity. In lieu of any real scholastic
alternative, I matriculated into the school of hard knocks—I
learned SQL by trial and error, mostly error. Even after
acquiring a bachelor’s degree in computer science and a
master’s in management information systems, I did not feel
that a formal, academic, and sometimes overly theoretical
approach to learning was the best pathway to success in the
field of data science—a belief I would confirm after working
for over eighteen years in a variety of roles using SQL (as well
as other programming languages) to manage data systems
across several sectors, from startups to Fortune 500
companies, from law to healthcare to big box retail.
If I have learned anything from both my academic and
professional wanderings, it is this: there is a much more
practical approach to becoming an invaluable resource in your
existing or new career in the world of big data. It does not
have to be as difficult for you as it was for me. In fact, it was
my desire to distill all the lessons I have learned into a simple,
practical, hands-on approach to SQL that led me to write this
book.
The enthusiasm I have for teaching is actually a product of
family values. I was born in Trinidad, a country you have
probably heard of but are perhaps unable to place on the map.
It is a tiny dual-island country, known formally as “Trinidad
and Tobago,” located at the northern end of the South
American continent and the southern end of the Caribbean
Sea. Though the Caribbean may be known for cruises,
carnivals, soca, and reggae music, life was not all beaches and
coconuts.
My mother was both a literature teacher and a high school
principal. When she wasn’t at school, she was at home giving
piano lessons. She was always sharing ideas, always teaching,
and never lacking for students. She considered it a social
responsibility to pass her acquired skills and knowledge to
others in the community, often working long hours and giving
back to those around her in any way she could. The teaching
passion extends deep and wide throughout my family tree; I
had an aunt, uncle, and grandfather who were all professional
educators. Though I have lived in the United States for nearly
twenty years, I still return to Trinidad each year to visit family
and to reflect on the incredible journey that is life.
When I am not working in the field you can find me in the
classroom, where I regularly host SQL and data visualization
training courses for beginners and intermediate-level students.
I love to code—don’t get me wrong—but it is in teaching, in
seeing my students succeed, where I find the most joy .

Why I Wrote This Book

My objective in writing this book was to create a definitive
beginner’s SQL toolbox—the kind of resource I wish I’d had
access to when I was just beginning in this field. As I learned
from my formal education, a theoretical approach to technical
and programming topics is not the most practical, or the most
sympathetic to our busy lives and schedules. Other SQL texts
spend a lot of time explaining both the history and the
computer science theory behind databases and query language.
This book aims to take a polite nod toward those topics,
covering only what is essential for understanding how a
relational database functions, and then blaze on ahead. The
rest of the book is designed to equip you, the reader, with a
hands-on reusable reference guide to harness big data and turn
it into actionable information. The truth of the matter is that
learning SQL requires a commitment to regular study and
practice. The best teachers do not simply spout information at
their students and hope for the best. The best teachers are
those who set expectations responsibly and ensure that
students adopt a resilient, “can-do” frame of mind. I do not
want this book to center around my expertise. Instead, I want it
to focus on you and your path to learning. For me it is both a
pleasure and a privilege to spend my working hours venturing
about in oceans of data. The next challenge lies in helping you
comfortably enter these oceans without fear of drowning.
Creating a “QuickStart” resource that can be used by a pure
beginner on SQL is an ambitious endeavor. I have worked
with hundreds of SQL students, enough to gather a sense of
what works and what does not. My passion for teaching SQL
has spanned several years and many different professional
positions. When you acquire a real proficiency in this skill,
you will soon find yourself beset by colleagues looking to you
for help. Whether it is an executive who wants targeted data
about the latest marketing campaign or a fellow coder who
needs your help crafting a query, being handy with SQL has a
way of drawing people to you—if you learn it, they will come.
My SQL coaching business, SQL Training Wheels, and my
data visualization business, Datadecided.com, are truly a
culmination and institutionalization of my enthusiasm for
teaching the craft. SQL Training Wheels began in a coffee
shop in Tribeca, New York, with me and a laptop full of SQL
learning materials I had prepared. I had no idea whether
anyone was going to show up. I must have underestimated the
demand for SQL training, because not only did people show
up, many people showed up. And they kept coming. Before I
knew it, I had a business.
I have discovered over the years, in my capacity as an SQL
mentor and coach, that I truly enjoy teaching. Growing up
among active academics, I witnessed firsthand the power of
imparted knowledge, how it could replenish confidence and
promote positive personal transformations. Though New York
City is worlds apart from my home in Trinidad, I still
recognize and relish that moment when I see a light turn on in
a student’s mind—their eyes brighten, their anxiety is abated,
something clicks! I never get tired of these “lightbulb”
moments.
As I continue to improve and expand this training endeavor,
working with a rich variety of students with different aptitudes
and skill sets, I find myself contemplating the idea of one day
expanding my business seaward, back home to the Caribbean.
I think it would be a blast teaching a few courses in Trinidad,
maybe in Grenada as well. How gratifying it would be to take
back the knowledge and experience of my time in the United
States while also developing a Caribbean franchise! There is
no rule saying you cannot dream big and give back at the same
time.

A Word of Encouragement for the

Pure Beginner
To be successful in your study of SQL, you must be patient
—with the material and especially with yourself. I believe in
every student I teach, but my success as a teacher is ultimately
measured by that of my students. For the pure beginner, SQL
and database management will seem intimidating. Accept it,
transcend it; greet the challenge with a tenacious spirit, and
you are going to be successful! Here are a few important
things to keep in mind for those of you who are brand new to
SQL:
Don’t be afraid of making mistakes. There is no
» shortage of sandbox space in this industry. In other
words, there are plenty of ways to practice SQL
without the potential of “ruining” an existing
database, which is a concern for some beginners. A
sample database is made available for you to use in
conjunction with this book. I want you to take full
advantage of it and be open to learning via trial and
error.
Treat this book as a workbook. Highlight, underline,
» write in the margins. SQL is a topic that is learned by
doing, not just reading. I have carefully designed the
exercises in this book to reflect real-world scenarios
 and to slowly build upon each other to fortify what was
learned in the previous chapter. If you find a new
concept difficult, there is value in going back and
working through the fundamentals again.
Enjoy your study! Do not lose sight of the fact that
» you are sitting on the cutting edge of information
technology, honing a high-demand skill that is poised
to radically change the world. It is okay to be a little
excited!

The Scope and Focus of This Book

For readers who already possess a basic or even an
advanced understanding of SQL, this QuickStart Guide will
function as both a refresher and a handy reference text that you
can consult when crafting your queries. Also, if you are among
the many aspiring SQL coders to have recently enrolled in an
SQL course or training program, then this QuickStart Guide
will serve as a fantastic primer text and should provide a nice
advantage for you in the classroom.
Please note that this book primarily covers the basic SQL
toolkit you need to understand and extract useful and
actionable information from existing database sources. The
standard query methods taught in this text can be done safely
without risk of changing the database in any way. However, in
one of the later chapters we do briefly cover adding,
modifying, and removing entries from a database (known as
data manipulation language, or DML). Learning the concepts
in the DML chapter is not necessary for extracting information
from a database, but it is helpful to know how this process is
done, and this chapter may be of some interest to those
considering a career in database administration.

SQL and Your Career

SQL is one of the most consistently in-demand coding
languages that you can study. It is the gold standard for
database administration work, but it is also highly sought after
in a host of other technical occupations, including software
engineering and development, quality assurance testing, and
business analysis, to name a few. In fact, why don’t we take a
moment and review some of these job descriptions.
Database administrator (DBA) : The database
» administrator is ultimately responsible for ensuring
that the company is using the right tools to store and
access their data. DBAs take a leadership role in
purchasing or modifying the hardware and software
solutions that comprise the company database.
Database administrators are also responsible for
controlling access to the database. They must set and
enforce access permission thresholds, password
controls, and so forth.
Database developer : The primary role of the
» database developer is to continually expand and
refine the SQL code used to navigate the database. In
many organizations the SQL coders are asked to
create preassembled blocks of code that can be easily
employed by non-skilled individuals. SQL developers
are also often placed in charge of ongoing testing of the
database to ensure quality performance and optimized
functioning.
Data scientist : Data scientists focus on improving
» and generating new ways of using data to add value to
the business. A data scientist working for Amazon
might design a system aimed at using data from your
product searches to determine which products you see
advertised when you log in to your account.
As our capacity to record and store massive amounts of data
continues to expand, so does the differentiation and
specialization in the data industry. It is no longer uncommon to
find universities offering degrees in database administration,
data center operations, and data management. In this rapidly
emerging field, SQL is the common tongue, and learning it is
your ticket to the big data party.
While the data industry understandably covets SQL-trained
individuals, the real-world demand for SQL actually extends
even further. In any given industry (not just in big data) you
may find a multitude of job positions that utilize SQL. Some
of these jobs may not require SQL as a primary skill, but if
you are able to bring SQL knowledge to the table while also
meeting the rest of the job’s requirements, then you will hold a
serious advantage over the competition when it comes to
getting hired or getting a raise.
If you can develop and demonstrate proficiency in SQL,
then you can expect to command a healthy salary in the
marketplace. In 2018, the average salary for an SQL-trained
worker in the United States was upwards of $80,000. 6 In
addition to academic study, you will likely need to acquire
some hands-on learning before a company will hire you full
time. Many companies offer paid internships that will provide
you with the opportunity to put your SQL skills to the test in
real-world business environments.
Some of you may be pursuing SQL in an effort to mobilize
your career path within the company for which you currently
work. Perhaps your acquiring of SQL literacy will clearly
create value for your company, and you intend to make a case
(or have made a case already) to the powers that be that you
should be allotted whatever time and resources are needed to
develop this skill. And if you end up becoming a more sought-
after commodity in the meantime, well, that is always nice too,
right ?
The demand for SQL spans a multitude of industries and job
types. If a company or industry benefits from storing and
analyzing data, then the company and industry are likely to
benefit from SQL. Take a moment and try to think of all the
businesses out there that could potentially benefit from data
analysis. This is not a difficult exercise. It is actually much
more challenging to think of businesses that would not benefit;
hence the insatiable demand in the marketplace for
professionals adept at transcribing big data into business
advantages. Full speed ahead!

Chapter by Chapter
 There are innumerable ways to learn a new skill. For this
particular skill, I’ve found there is no better way than jumping
right in and practicing. This book is designed to get you
writing queries as soon as possible. The book is divided into
three major parts consisting of three to four chapters each:
“Part 1: Creating Your SQL Learning Environment” –
» Part 1 includes an introduction to database
terminology and structure, as well as a hands-on
section designed to set up the specific database
software we will be using in this book. Even if you feel
confident that you understand the basics of SQL, we
still strongly recommend that you follow along, as this
section will explain the specific SQL tools, methods,
and strategies we will be using throughout the text.
“Chapter 1: Understanding Database Structure” –
» This is the only real “sit down and read” chapter in
this book. This chapter introduces the concept of a
relational database, the types of data you will
encounter, and a brief overview of some of the
terminology used. The rest of the text will be
definitively hands-on.
“Chapter 2: SQL Tools and Strategies” – In this
» chapter, we explain how to get the most out of this
book, which is intended to be used in conjunction
with free downloadable SQL software (SQLite) and a
provided sample SQL database so that you can test out
what you have learned immediately after you learn it.
This chapter also explains how to make the most of the
included self-assessments, guided exercises, and other
resources provided in the book.
“Chapter 3: Exploring a Database in SQLite” – In this
» chapter, we will open the sample database in an SQL
browser and explore its contents. You will familiarize
yourself with using an SQL browser to navigate the
overall structure of a database, view data on individual
database tables, and access the “Execute SQL” tab.
“Part 2: Writing SQL Statements” – In Part 2, we give
you the tools to write simple queries. We start with the
 basic SELECT statement and then introduce
» additional SQL keywords that enable us to return
more specific results.
“Chapter 4: Getting Started with Queries” – This
» chapter introduces the basic SELECT statement,
demonstrates how to return data from a specific table
using the FROM statement, sort that data
alphabetically using ORDER BY , and then limit the
results using LIMIT .
“Chapter 5: Turning Data into Information” – This
» chapter introduces the WHERE clause and the
comparative, logical, and arithmetic operators that it
takes as arguments. Chapter 5 also introduces LIKE
and the use of wildcards as well as the DATE()
function, AND/OR operators, and the CASE statement.
“Chapter 6: Working with Multiple Tables” – This
» chapter introduces join statements that allow you to
return and compare data from multiple tables using
INNER JOIN , LEFT JOIN , and RIGHT JOIN .
“Chapter 7: Using Functions” – This chapter
» introduces a powerful collection of calculation tools
known as functions, including aggregate, string, and
date functions.
“Part 3: More Advanced SQL Topics” – Part 3
» introduces more advanced but very helpful techniques
used to enhance the efficiency of writing queries. This
part also includes an introduction to data manipulation
language (DML), which, unlike all other SQL
statements so far, will permanently alter the data in a
database.
“Chapter 8: Subqueries” – This chapter introduces the
» concept of nesting one query inside of another query,
resulting in what is called a subquery. The chapter
demonstrates how to use subqueries with a variety of
SQL keywords we have already learned, as well as
introducing the DISTINCT keyword.
 “Chapter 9: Views” – This chapter introduces virtual
» tables known as views: queries that are saved and can
be executed repeatedly as needed or used as
subqueries in other SQL statements.
“Chapter 10: Data Manipulation Language” – This
» chapter covers data manipulation language (DML)
and introduces the INSERT , UPDATE , and
DELETE keywords .
|1|
Understanding Database
Structure

Chapter Overview
Understanding the language databases use
» How a relational database functions
» Data types
» Relational database management systems
»(RDBMSs)
SQLite
»When learning any new technical skill, you
need to know the basic vocabulary to start your
journey. We aim to find the right balance:
arming you with the fundamental terms and concepts you will
need for the remainder of this book, while avoiding
unnecessary jargon or advanced concepts. In this chapter, we
will introduce the concept of a relational database and
showcase the types of data you will encounter in a typical
database. We will also introduce the fundamental SQL query:
the SELECT statement.

Fundamental Terminology
A “datum” is defined as “a piece of information.” 7 Data is
simply the plural form of datum. Data appears everywhere and
is contained in everything, but for practical purposes the term
“data” generally refers to recorded or recordable information.
One of the simplest tools used to record and visualize data is
the table . A table is merely a two-dimensional grid consisting
of rows and columns.

When used in a database, a table may also be

referred to as a “base relvar,” though in this book we
will adhere to the term “table.” Please see the
Terminology Summary graphic (Figure 5) .

As you can see in Figure 2, the table contains different types

of data. Data can be names, numbers, dates, characters (like
“+” or “-”), or it may be presented in a multitude of other
formats. Data, in its purest sense, is just information.
Therefore, when handling data it behooves us to constrain it
appropriately. Look at the table in Figure 2; it appears to store
basic information about a group of medical patients. Data
about the patients is defined using various formats. There are
numbers, names, and dates, and in the BloodType field, a
string of two characters is used (a letter and a “+” or “-”
character). The formats used to render data are not random.
All databases contain something known as metadata , which is
data that describes the structure and formatting of the data
itself, commonly referred to as “data about the data.” For
example, the DateOfBirth field may contain metadata that
constricts information in the field into mm/dd/yyyy format.
The metadata in the Height field might limit data to two digits
in length and require that it be expressed in terms of inches.
The term database can be simply defined as a collection of
data arranged for ease and speed of search and retrieval by a
computer. The database is often symbolized graphically as a
multitiered cylindrical icon (Figure 3) meant to symbolize the
stacking of hard disks one on top of another to create a high-
capacity data storage center.
Data inside the database is typically stored in a collection of
tables. Each table contains a specific set of data, which may
relate to and reference other data from other tables within the
database.

The patient data table in Figure 2 is just a table, not

a database. It could, however, be incorporated into a
database alongside other tables, such as those
storing information about lab tests, prescription
drugs, appointment histories, hospital personnel,
doctor information, specialties, and appointment
availability .

The purpose of the database is to facilitate the interaction,

organization, and analysis of related data across a multitude of
sources. When data is placed in tables that have the capacity to
relate to one another within a database, a new level of
versatility becomes possible.
 The rows in a given table are considered records . They
may also be referred to as tuples . The columns in a table may
generally be referred to as fields . They may also be called
attributes . Fields/attributes are the categories used to define
the data within the record (row).

Throughout this book we will be using the term

“records” to describe the rows in a table and “fields”
to describe the columns. Please refer to the
Terminology Summary in Figure 5.
Other documents randomly have
different content
The Project Gutenberg eBook of Timid Lucy
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: Timid Lucy

Author: Sarah S. Baker

Release date: August 3, 2022 [eBook #68677]

Language: English

Original publication: United Kingdom: John Morgan, 1862

Credits: Al Haines

*** START OF THE PROJECT GUTENBERG EBOOK TIMID LUCY

***
LUCY AND BRADGET O'BRADY
 TIMID LUCY

by

Sarah Schoonmaker Baker

"FEAR NOT, LITTLE FLOCK."

LONDON:
JOHN MORGAN, 10, PATERNOSTER ROW.
1862

LONDON:
ROBERT K. BURT, PRINTER,
HOLBORN HILL.
 CONTENTS.

CHAP.

I.—The Little Bed-room

II.—The Thunder-shower
III.—The Medicine
IV.—An Announcement
V.—The Arrival
VI.—An Accident
VII.—Sunday Morning
VIII.—Staying at Home
IX.—The King and his Weapons
X.—The Happy Sunday Evening
XI.—Judy M'Grath
XII.—The Visitor
XIII.—Sickness
XIV.—Conclusion

TIMID LUCY.

CHAPTER I.

THE LITTLE BED-ROOM.

 Dr. Vale had the prettiest house in all Chatford. It was a tasteful, white
cottage, with a green lawn in front, and tall elm trees about it. The side
windows looked out upon a pleasant orchard, where the smooth, ripe apples
peeped temptingly from their beds of fresh leaves. At one of these windows
there was a neat curtain, that was looped back one summer evening, while
through the open casement there floated the perfume of the rose bush that
had climbed the cottage wall, until its buds could look in at the upper
window. A pretty sight there was within! the moonlight streamed on the
floor, and lit up as sweet a little bed-room as any fairy could desire. The
small counterpane and bureau-cover were white as snow, on the tiny work-
table there was a vase of fresh flowers, and the miniature book-case was
filled with an interesting collection of nicely-bound volumes. There was
nothing wanting to give the apartment an air of perfect taste and comfort.

Did the young owner enjoy that pleasant room? Young she must have
been, for everything, even to the low rocking-chair, was evidently prepared
for the use of some favoured child.

Presently the door opened, but no one entered. Lucy Vale, the doctor's
youngest daughter, stood timidly without. Surely there was nothing frightful
in that quiet room? yet she did not venture in until the light was so steady
that she could see plainly into its farthest corners. As soon, as she had
locked the door behind her, she looked into the closet, behind the curtain,
under the bed, and even under the bureau, where nothing thicker than a
turtle could possibly have hidden itself.

There had not been a robbery in the peaceful village of Chatford in the
memory of the oldest inhabitant, so there was no danger of Lucy's
disturbing any villain in his hiding-place. If she had chanced to find the
thief she seemed so earnestly seeking, she would have been in a most
unfortunate position, as her bed-room door was locked, and, without any
weapon, her feeble arm would have been but poor protection.

Children who never go to sleep without hunting for robbers, seldom

think what they would do if they should at last succeed in finding one,
nicely stowed away in a closet. Few thieves are so hardened as to injure a
sleeping child, while the most cowardly might be led to strike a blow on
being suddenly discovered, and placed in danger of punishment. After all,
even if there were thieves in a house, the safest course for a child would be
to go quietly to sleep, and leave the evil men to steal and depart.

Lucy Vale did not seem quite satisfied with her first search; again she
furtively glanced about, before she sat down to read the chapter in the
Bible, which she had been taught never to omit at night. Lucy read her
Bible as a duty, not because she loved it, or wished to learn the will of God,
and now she could not fix her attention at all upon its sacred pages.

She was hardly seated when a slight sound in the orchard attracted her
notice; she jumped up and ran to the window. All was quiet in that peaceful
scene, save the occasional dropping of the ripe fruit. The shadows of the
leaves quivered in the moonlight in what seemed to her a mysterious
manner; a strange feeling of fear stole over her; she did not return to the
Bible, but having hastily undressed, she fell upon her knees for her evening
prayer. Lucy would have thought it very wicked to go to sleep without what
she called saying her prayers. In truth it was only saying them, for while she
repeated the solemn words, her thoughts were far away. Sometimes she
would get so busily thinking of other things, that her lips would cease to
move, and she would remain on her knees, buried in thought, for many
minutes. As soon as she remembered why she was kneeling, she would
hurry over the remainder of her prayers and go to bed, quite satisfied that
she had done her duty.

On this particular evening her prayers were soon over, and she was
quickly in bed, leaving the lamp burning; its light however was of but little
use to her, as she thrust her head under the covering, hardly leaving space
enough to breathe through.

If Mrs. Maxwell, the housekeeper, had known that Lucy kept her light
burning at night, she would have scolded her severely, for she often said, "it
was flying in the face of nature to try to make night like day, and for her
part she thought it downright wicked to be wasting oil when everybody was
asleep, to say nothing of the danger of fire."

Dr. Vale had lost his wife when Lucy was just six years old, and since
that time Mrs. Maxwell had been his housekeeper; he trusted everything to
her, and she seemed to take the greatest delight in being economical, that
none of her master's substance might be wasted. She was not bad-tempered,
but she had a stern, harsh manner, and was easily worried by children, only
thinking them good when they were silent and stirred neither hand nor foot.
Lucy seldom came near her without being blamed for something, or told to
sit down and be quiet.

The little girl would have been quite lonely had it not been for her
brother Hartwell, who was just two years older than herself. Lucy was now
ten, but Hartwell seemed to think her a very little child, hardly fit to be his
companion, yet he would sometimes permit her to play with him, and a
dearly-bought pleasure it was. Harty, as he was generally called, was
indolent; he could not bear to move about, and therefore found it very
convenient to have Lucy to wait upon him. He never seemed to have
thought his sister might not like running up and down stairs any better than
he did. It was so easy when he wanted anything to tell Lucy to run for it,
that sometimes he kept her little feet in such constant motion that at night
she was quite tired out. If she ever complained, he told her, girls were made
to wait on boys, and if she could not do such trifles for him she had better
go to her doll-baby and not be about in his way. Lucy loved her brother, and
liked to be near him, so she seldom refused to do what he asked her,
although he often called her disobliging when she had been trying her best
to please him.

Hartwell was very fond of teasing, and his poor little sister had to suffer
for his amusement. Sometimes he would make her cry, by telling her that
she was so ugly that it was painful to look at her; at others he would call her
a coward, and run after her to put insects on her neck, or he would jump out
from a dark corner and shout in her ear when she thought herself quite
alone.

As you will conclude, Lucy did not lead a very happy life. Her father
was so constantly occupied that he seldom took his meals with the family,
and sometimes hardly spoke to his little daughter for days together. She had
no one to whom she could talk freely; Mrs. Maxwell never listened to her,
and her brother was so apt to laugh at what she said, that she did not dare to
tell him many things that troubled her. She was naturally a timid child, but
since her mother's death she had grown so bashful that she could hardly
answer when a stranger spoke to her. Many of her childish fears, which a
kind friend in the beginning could easily have banished, had become so
strong that she lived in perpetual alarm.

CHAPTER II.

THE THUNDER-SHOWER.

About midnight Lucy was roused by a loud clap of thunder. The rain was
dashing in through the open window, and the waning lamp seemed but a
spark amid the almost incessant flashes of lightning. The poor child
trembled with fear, she dared not close the window, and yet the flying drops
almost reached her little bed. She lay in an agony of terror, thinking that
every moment might be her last. The idea of death was horrible to her: in
broad daylight, or when pleasantly occupied, she could forget that she must
die; but any sudden fright would bring the solemn truth to her mind and fill
her with distress. She had never heard Mrs. Maxwell or Harty speak of
being afraid of death, and dared not mention her fear to them, and with her
father she was so shy, that he knew very little of what was passing in her
mind.

The many faults of which she had been guilty rose to her mind in that
awful storm, and she resolved if her life were spared never to do wrong
again. After making this resolution she felt a little comforted, and began to
think what could be done about the window. She got up and took the lamp
to go and call some one to her assistance. But whom should she call? "I will
not disturb father," she said to herself, "he was so very tired last night;
Harty will laugh at me for not doing it myself; and Mrs. Maxwell—I cannot
wake her, she will be so very angry." Thus thinking, she stood irresolutely
in the hall, starting at every flash of lightning, and afraid either to go
forward or return. Just then Mrs. Maxwell opened her door: "What are you
about there?" said she, with an astonished look at Lucy.
 "Please, ma'am," said the little girl, who was really glad to see a human
face, "will you shut my window?"

"Why in the name of wonder did not you shut it yourself?" was the
response. Lucy was silent, and they entered the room, together. "A pretty
piece of work!" said the neat housekeeper, holding tip both hands, as her
eyes fell on the soaking carpet. She shut the window hastily, and then said
to Lucy, "Come to my room, for it wouldn't be safe for any one to sleep in
that damp place."

Lucy was so much afraid of Mrs. Maxwell, that it was quite a trial to be
in the same bod with her; she crept close to the wall, not daring to go to
sleep, lest she should be restless, and wake the stern woman at her side. She
had many serious thoughts that night, and again and again resolved never
more to do wrong.

Towards morning she had a pleasant nap, from which she was roused by
the morning bell. The sun was shining cheerfully into the room, and the
wild storm of the night seemed like a painful dream. She dressed herself
carefully, and knelt to say her morning prayer, simple words which she had
repeated a thousand times with as little thought as if they had been without
sense or meaning. Those same words, spoken with earnest sincerity, would
have called down a blessing from Him who loves to listen when children
truly pray. Lucy had not forgotten her resolution to do right, but she trusted
in her own feeble efforts.

A flush of pleasure lit the usually pale face of the little girl as she saw
her father seated at the breakfast-table. She glided into the chair next him,
and hardly ate anything, she was so busily occupied in watching his plate,
and placing all he might need beside him. Harty, meanwhile, showed his
delight in his father's company by being more talkative than usual. He had
taken a long walk in the fresh morning air, and had many things to tell
about what he had seen. What had interested him most was a tall tree,
which the recent lightning had struck and splintered from the topmost
bough to the root.

Lucy shuddered as the conversation brought the painful scene of the

night afresh to her mind. It revived Mrs. Maxwell's memory also, for she
turned to Lucy with a stern look, and said, "How came you with a light last
night?"

Lucy blushed, and hastily answered, "I forgot to put it out when I went
to bed."

"Careless child!" was Mrs. Maxwell's only reply; but nothing that she
could have said would have made Lucy more unhappy than the fault she
had just committed. What would she not have given, a few moments after,
to recall those false words; but they had been spoken, and recorded in the
book of God!

During breakfast Dr. Vale looked anxiously many times at the little girl
at his side. There was nothing of cheerful childhood in her appearance; her
slender figure was slightly bent, and her small face was pale and thin; her
eyes were cast down, and she only occasionally looked up timidly from
under the long lashes. Her little mouth was closed too tightly, and her whole
expression was so sad and subdued, that he was truly troubled about it. It
was plain to any one who looked at her that she was not happy.

The doctor dearly loved his children. Harty he could understand, but
Lucy was a mystery to him. He felt certain that she loved him, for she never
disobeyed him, and when he was with her she was sure to nestle at his side,
and take his hand in hers; but she seldom talked to him, and was growing
daily more silent and shy.

"Something must be done for her," he inwardly said. His thoughts were
interrupted by Harty's calling out, "Why don't you eat something, Lucy?
There, let me butter the baby some bread." Rude as this remark seemed, it
was meant in kindness.

"I don't want anything, Harty," answered the sister. "Nonsense!" said he;
"you are thin enough already: one of the boys asked me the other day, if my
sister fed on broom-splinters, for she looked like one;" and the thoughtless
boy gave a loud laugh.

It would have been much better for Lucy if she could have laughed too,
but the tears filled her eyes, and she pettishly replied, "I should not care
what I was, if it was only something that could not be laughed at."

At this Harty only shouted the louder. "Hush, Harty," said Dr. Vale; "for
shame, to tease your sister. Don't mind him, Lucy," and he drew his arm
tenderly around her. She laid her head on his lap, and cried bitterly. This
kindness from her father would usually have made her quite happy, but now
the falsehood she had first uttered made her feel so guilty that she could not
bear his gentle manner. She longed to tell him all—her fault of the morning,
her terror of the night before—all she had thought and suffered for so many
weary days; but her lips would not move, and she only continued to sob. A
ring at the bell called the father away, or she might have gained courage to
open her heart to him. If Lucy could have been more with him, she would
have found a friend who would have listened to all her little trials, and
given her the truest consolation and advice. It was a source of sorrow to Dr.
Vale that he could be so little with his family, and on this particular morning
he felt it with unusual force.

"My little daughter is going on badly," he said to himself, as he entered

his chaise, to make his round of visits. "The child is losing all her spirits;
she needs a different companion from Harty; he is too boisterous, too much
of a tease for my little flower. Mrs. Maxwell is not the person to make a
child cheerful; I must have Rosa at home." The doctor was prompt to act
when he had fixed upon a plan, and that day a letter was written to his
eldest daughter, recalling her home. For three years before her mother's
death, and since that time, Rosa had been under the care of her uncle, the
Rev. Mr. Gillette. This gentleman had been obliged by ill-health to give up
the exercise of his holy profession, but he did not cease to devote himself to
his Master's cause. He received a few young ladies into his family, whose
education he conducted with all the earnestness of a father. His chief aim
was to lead his pupils in the pleasant paths of virtue, and make them to
know and love the Lord. Rosa, as the child of his departed sister, had been
peculiarly dear to him; he had spared no pains in moulding her character,
and was now beginning to see the fruits of his labour in the daily
improvement of his attractive niece. To Rosa, then, whom we shall soon
know better, the doctor's letter was immediately sent.
 Lucy, meanwhile, had no idea of the change that was soon to take place
in her home. She passed a sad day, for the remembrance of the untruth she
had spoken hung about her like a dark cloud. She had been taught that a lie
was hateful to God, and sure to bring punishment. Mrs. Maxwell had made
it a part of her duty to hear Lucy recite the Catechism every Sunday. These
were trying times to the little girl, for the eye of the questioner was
constantly fixed upon her; and if she failed or faltered in one of the long
answers, she was sent to her room to study there until she could go through
the part without hesitation. Mrs. Maxwell generally closed the Sunday
evening exercise by telling Lucy how dreadful a thing it was to be a bad
child, and that God saw her every moment, and would punish every wicked
act she committed. From these conversations Lucy would go away in tears,
resolved never to do wrong again; but these resolutions soon passed from
her mind, until recalled by some fright or by the lesson of the next Sunday
evening.

She only thought of God as an awful Judge, who would take delight in
punishing her, and was far happier when she could forget Him.

CHAPTER III.

THE MEDICINE.

The morning light streamed pleasantly into Lucy's pretty room, and there
was the little girl quite dressed, and moving about as busily as Mrs.
Maxwell herself. She had been up since the dew-drops began to sparkle in
the sunlight. She could not make up her mind to confess her fault to her
father or Mrs. Maxwell, but she was determined to be so very good as to
quite make up for it. In the first place, she would put her room in order; that
would please Mrs. Maxwell.
 With a tremendous effort she turned her little bed, and then spread up the
clothes with the greatest care. It was her first attempt in that way, and not
very successful, but she was quite satisfied with it, and walked about
surveying it as if it had been a masterpiece of housewifery.

The doctor was again at the breakfast-table, and he was pleased to see
his little daughter looking so much more cheerful. Harty, as usual, was in
excellent spirits; but his father's rebuke was still fresh in his mind, and he
refrained from teasing his sister, and contented himself with telling funny
stories about school occurrences, until even Mrs. Maxwell was forced to
laugh.

As they rose from the table, Dr. Vale handed Lucy a small parcel, saying,
"Take good care of this, my dear, and leave it at Mrs. Tappan's on your way
to school; it is some medicine for her, which she will need at ten o'clock. I
have a long ride to take in another direction, so good morning, my little
mouse." Having kissed her affectionately, he jumped into his chaise, and
was soon out of sight.

Lucy was unusually happy when she started for school; Harty had not
teased her, Mrs. Maxwell had not found fault with her, and her father had
trusted her with something to do for him.

The summer sky was clear above her, and her feet made not a sound as
she tripped over the soft grass. The wild rose bushes offered her a sweet
bouquet, and she plucked a cluster of buds as she passed. In the pleasure of
that bright morning, Lucy forgot her good resolutions. She did not think of
her kind Heavenly Father while enjoying His beautiful world. Fear alone
brought Him to her mind: she remembered Him in the storm, but forgot
Him in the sunshine.

Lucy was soon at Mrs. Tappan's gate, and was raising the latch, when the
large house-dog came down the walk and stood directly in the way. She
thought he looked very fierce, and did not dare to pass him. She walked on
a short distance and then came back, hoping he would be gone; but no, he
had not moved an inch. While she was doubting what to do, the school-bell
rang; thrusting the parcel into her pocket, she hurried on, saying to herself,
"As it is so late, I am sure father will not blame me."
 She was hardly seated in school, however, before she began to be
troubled about what she had done. "Perhaps Mrs. Tappan was very ill," she
thought; the shutters were all closed, and her father had called there twice
the day before, and had already seen her that morning. With such thoughts
in her mind, of course Lucy did not learn her lesson; although she held the
book in her hand, and seemed to have her eyes fixed upon it. When she was
called up to recite, she blundered, hesitated, and utterly failed. The tears
now filled her eyes. Glancing at the clock, she saw that it yet wanted a
quarter of ten.

"Please, Miss Parker, may I go home?" she asked.

"Are you unwell?" asked the teacher, kindly.

"No," murmured Lucy.

"Then go to your seat," said Miss Parker, a little sternly; "and never ask
me again to let you go home unless you have a good reason."

"I wouldn't mind her, she's as cross as she can be," whispered Julia
Staples, as she took her seat at Lucy's side.

Lucy knew Miss Parker was not cross, yet she felt a little comforted by
Julia's seeming interested in her trouble, and placed her hand in hers under
the desk, as if to thank her new friend; for Julia Staples had seldom spoken
to her before.

Wearily the hours of school passed away. At last the clock struck one,
and the children were dismissed. Lucy was hurrying off, when Julia Staples
called after her to wait, for she was going that way. Lucy did not like to be
disobliging, and therefore stood still until her companion was quite ready.

"I hate school, don't you?" said Julia, as they walked along.

Now Lucy did not hate school, she generally found it very pleasant; but
she thought it would seem childish to say so to a large girl like Julia
Staples; so she answered, rather awkwardly, "Yes, I did not like it to-day."
 "I can't bear Miss Parker," continued Julia, "she's so partial; I know you
don't like her, from the way you looked at her this morning."

Lucy did like Miss Parker, for she had often drawn the little girl to her
side, and spoken very tenderly to her, more tenderly than any one had done
since her own mother's death, and she was therefore glad that they came
that moment to the road which led to Julia's home, for there they must part.

"Good morning," said Julia, not waiting for an answer; "I shall call for
you to-morrow," and Lucy went on her way alone. She had been almost led
to speak unkindly of a person she really loved, because she was afraid to
say boldly what was in her mind.

As she came in sight of Mrs. Tappan's quiet house, she saw her father
coming out of the gate, looking thoughtfully on the ground. He did not see
her, and she had to run very fast to overtake him before he got into his
chaise.

"Father! dear father!" she said, "do stop a minute; is Mrs. Tappan very
ill? Do not be angry with me, here is the medicine."

The doctor looked quite serious while Lucy told him of her fright in the
morning, and her sorrow after she reached school at not having delivered
the medicine. The dreaded dog was standing within the gate while they
were talking without; the doctor called him and made Lucy look into his
mild eye and pat him gently. "You see, my dear," said the father, as the hand
of the little girl rested on the head of the quiet animal, "that you need not
have been afraid of Rover. You should have remembered that in not
delivering the medicine you might be doing more harm to another than the
dog would have done to you. Even after you were at school, all might have
been well if you had had the courage to tell the whole truth to your teacher;
she would certainly have excused you. I cannot say what will be the
consequence of your foolish timidity. Mrs. Tappan is very ill!"

As her father spoke these words, Lucy's tears fell fast. Not another
syllable was spoken until they reached home. Harty came out to meet them,
calling out to his sister, "Are those red eyes the sign of bad lessons?" She
made him no reply, but hastened to her room to think on her own folly, and
poor Mrs. Tappan.

It was a long afternoon to the little girl; her dinner was sent to her, and
she remained alone until dark. This was the day which had commenced so
pleasantly, and in which Lucy had intended to please everybody. Alas! the
poor child had not asked God's help to enable her to do her duty, nor had
she been faithful in her own exertions.

When the tea-bell rang, she hastened down stairs, hoping to hear from
her father good news about Mrs. Tappan, but he did not appear. Harty
seeing his sister look so unhappy, forbore to tease her, and the meal passed
over in silence. Eight o'clock came, and Mrs. Maxwell gave Lucy her light,
and told her to go to bed. She did not dare to ask to sit up a little longer, for
she knew the request would not be granted. Feeling like a criminal, the little
girl went to her room—that pretty room, how many unhappy hours she had
passed there! but none more wretched than on that evening.

In vain she tried to sleep. Whenever she closed her eyes, the form of the
sick woman would rise before her, and she could almost fancy she heard her
groans. Nine o'clock struck, and ten, yet Lucy was awake. About eleven she
heard the street-door open; then there was a careful step upon the stairs, and
some one moved towards the doctor's room. She was out of bed in an
instant, and hastening towards the door. It was locked as usual, and before
she could open it, her father had passed. She almost flew along the passage,
and sought his arm as he was entering his room. He clasped her to his breast
and kissed her tenderly, saying at the same time, what she so much wished
to hear, "Thank God, Mrs. Tappan is out of danger. You ought to be very
grateful," he continued, "my dear child, that your fault has led to no evil; I
trust that this will teach you not to let childish fears lead you to neglect your
duty!" Much relieved she returned to her own room, but no thanks were
uplifted from her young heart to Him who had been pleased to spare the
stroke of death.
 CHAPTER IV.

AN ANNOUNCEMENT.

All the family at the cottage were awake at sunrise the next morning, and
there was an unusual bustle throughout the house. Mrs. Maxwell was flying
about with a duster in her hand, giving her orders to the servants, and
working twice as busily as any of them. The large room opposite to Lucy's
was open, and being put in thorough order. This room had been occupied by
Lucy's mother during her illness, and had been kept closed since her death.
It had always seemed a gloomy place to the little girl; she had peeped in
when the door chanced to be open to air the apartment. Now it was
undergoing an entire change; the shutters, so long fastened, were thrown
back, and muslin curtains fluttered in the morning breeze; neat covers had
been placed on the dark bureau and table; and on the latter Mrs. Maxwell
was placing a large India work-box that had belonged to Mrs. Vale, and
which Lucy had not seen since she was a very little child.

Before going down to breakfast, she stepped in to see the pleasant

change more closely; she was startled by meeting a mild glance from a
sweet face on the wall. It was her mamma's portrait that looked thus gently
upon her, and she almost expected the kind face to bend down to kiss her, as
it had been wont to do when that dear mamma was alive. Lucy had never
seen this picture before, and she could not help wondering where it had
come from, and why it was placed there, where none of the family could
see it. Indeed, she was thoroughly puzzled to understand what could be the
cause of all this commotion in the usually quiet house.

Mrs. Maxwell poured out coffee in silence, and Lucy asked no

questions; but before they rose from the table, Harty came bounding into
the room, crying, "Guess who is coming here, Lucy."

"Isn't it cousin Jack?" asked Lucy, almost sighing to think what a life she
should lead with the two boys to tease her.
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