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 Chapter 9 ©

9.1

a) Flow rate transmitter:

 15 psig - 3 psig 
qm(psig)=   (q gpm - 0 gpm)  3 psig
 400 gpm-0 gpm 
 psig 
=  0.03  q(gpm)  3 psig
 gpm 
Pressure transmitter:

 20 mA - 4 mA 
Pm(mA)=   ( p in.Hg  10 in.Hg)  4 mA
 30 in.Hg - 10 in.Hg 
 mA 
=  0.8  p(in.Hg)  4 mA
 in.Hg 
Level transmitter:

 5 VDC - 1 VDC 
hm(VDC)=   (h(m) - 0.5m)  1 VDC
 10 m - 0.5 m 
 VDC 
=  0.421  h(m)  0.789 VDC
 m 
Concentration transmitter:
 10 VDC - 1 VDC 
Cm(VDC)=   (C (g/L)-3 g/L)+1 VDC
 20 g/L - 3 g/L 
 VDC 
=  0.529  C (g/L)  0.59VDC
 g/L 

b) The gains, zeros and spans are:

Flow Pressure Level Concentration

Gain 0.03 psig/gpm 0.8 mA/in.Hg 0.421 VDC/m 0.529 VDC/g/L
Zero 0 gpm 10 in.Hg 0.5 m 3 g/L
Span 400 gpm 20 in.Hg 9.5 m 17 g/L

9.2

[Type here] 9-1

[Type here]
a) The safest conditions are achieved by the lowest temperatures and pressures
in the flash vessel.

VALVE 1.- Fail close (air-to-open)

VALVE 2.- Fail open (air-to-close)
VALVE 3.- Fail open (air-to-close)
VALVE 4.- Fail open (air-to-close)
VALVE 5.- Fail close (air-to-open)

Setting valve 1 as fail close prevents more heat from going to flash drum and
setting valve 3 as fail open to allow the steam chest to drain. Setting valve 3
as fail open prevents pressure build up in the vessel. Valve 4 should be fail-
open to evacuate the system and help keep pressure low. Valve 5 should be
fail-close to prevent any additional pressure build-up.

b) Vapor flow to downstream equipment can cause a hazardous situation

VALVE 1.- Fail close (air-to-open)

VALVE 2.- Fail open (air-to-close)
VALVE 3.- Fail close (air-to-open)
VALVE 4.- Fail open (air-to-close)
VALVE 5.- Fail close (air-to-open)

Setting valve 1 as fail close (air-to-open) prevents more heat from entering
flash drum and minimizes future vapor production. Setting valve 2 as fail
open (air-to-close) will allow the steam chest to be evacuated, setting valve 3
as fail close (air-to-open) prevents vapor from escaping the vessel. Setting
valve 4 as fail open (air-to-close) allows liquid to leave, preventing vapor
build up. Setting valve 4 as fail close (air-to-open) prevents pressure buildup.

c) Liquid flow to downstream equipment can cause a hazardous situation

VALVE 1.- Fail close (air-to-open)

VALVE 2.- Fail open (air-to-close)
VALVE 3.- Fail open (air-to-close)
VALVE 4.- Fail close (air-to-open)
VALVE 5.- Fail close (air-to-open)

Set valve 1 as fail close to prevent all the liquid from being vaporized (This
would cause the flash drum to overheat). Setting valve 2 as fail open will
allow the steam chest to be evacuated. Setting valve 3 as fail open prevents
pressure buildup in drum. Setting valve 4 as fail close prevents liquid from
escaping. Setting valve 5 as fail close prevents liquid build-up in drum

9-2
9.3

Note: This exercise is best understood after the material in Ch. 11 has been considered.

a) Changing the span of the temperature transmitter will change its steady-state
gain, according to Eq. 9-1. Because the performance of the closed-loop
system depends on the gains of each individual element (cf. Chapter 11),
closed-loop stability could be adversely affected.

b) Changing the zero of a transmitted does not affect its gain. Thus, this change
will not affect closed-loop stability.

c) Changing the control valve trim will change the (local) steady-state gain of
the control valve, dq/dp. Because the performance of the closed-loop system
depends on the gains of each individual element (cf. Chapter 11), closed-loop
stability could be adversely affected

d) For this process, changing the feed flow rate could affect both its steady-state
gain and its dynamic characteristics (e.g., time constant and time delay).
Because the performance of the closed-loop system depends on the gains of
each individual element (cf. Chapter 11), closed-loop stability could be
adversely affected.

9.4

Starting from Eq. 9-7:

q
Cv  (1)
Pv
Nf (l )
gs

The pressure drop in the valve is:

Pv  P  Ps (2)
where
Ps  Kq 2 (3)
Solve for K by plugging in the nominal values of q and Ps . First, convert
the nominal value of q into units of m3/h to match the metric units version
of N (the parameter N = 0.0865 m3/h(Kpa)1/2 when q has units of m3/h and
pressure has units of KPa).

9-3
 qd  0.6 m3 / min  36 m3 / h
Psd  200 kPa
Psd 200 kPa
K 2
 2  0.154 kPa/(m3 /h) 2
qd 36 (m3 /h)2
Now substitute (3) into (2) to get an expression for Pv in terms of q.
Pv  P  Kq 2 (4)
Substitute (4) into (1) to get:
q
Cv  (5)
P  Kq 2
Nf (l )
gs
The problem specifies that qd should be 2/3 of qmax (where qmax is the flow
rate through the valve when the valve is fully open).
2
qd  qmax
3
3 3
qmax  qd  36 m3 /h
2 2
qmax  54m /h 3

Now find the Cv that will give qmax = 54 m3/h. Substitute q = qmax and f (l)=1
(valve fully open) into (5).
qmax
Cv 
P  Kqmax 2
N
gs
Now that all of the variables on the right hand side of the equation are
known, plug in to solve for Cv.
kPa m3
P  450 kPa, K  0.154 3 , N  0.0865 ,
(m / h) 2 h(kPa)1/2
g s  1.2, qmax  54 m3 /h
m3
54
Cv  h
kPa
3 450kPa  0.154 3 2
54 2 (m 3 /h) 2
m (m /h)
0.0865
h(kPa)1/2 1.2
m3 m3
54 54
 h  h
0.0865
m3
h(kPa)1/2
 0.88(kPa)1/2
 0.076
m3
h
Cv  710.5

9-4
9.5

Let Pv/Ps = 0.33 at the nominal q  320 gpm

Ps = Pb+ Po = 40 + 1.953  10-4 q2

Pv= P - Ps = (1 –2.44  10-6 q2)PDE – (40 + 1.953  10-4 q2)

(1 - 2.44  10 -6  320 2 )PDE - (40 + 1.953  10 -4  320 2 )

 0.33
(40 + 1.953  10 -4  320 2 )

PDE = 106.4 psi

Let qd= q  320 gpm

For the rated Cv, the valve is completely open at 110% qd i.e., at 352 gpm or the
upper limit of 350 gpm

1

 p  2
Cv  q  v 
 gs 
1

 (1  2.44 106  3502 )106.4  (40  1.953  104  3502 )  2
Cv  350  
 0.9 

Then using Eq. 9-27,

 q  66.4  4.55  10  4 q 2 
1 / 2

ln    
101.6  0.9  
l  1
ln 50

The plot of the valve characteristic is shown in Figure S9.5. From the plot of the
valve characteristic for the rated Cv of 101.6, it is evident that the characteristic is
reasonably linear in the operating region 250  q  350.

The pumping cost could be further reduced by lowering PDE to a value that would
make Pv/Ps = 0.25 at q  320 gpm. Then PDE = 100 and for qd = 320 gpm, the
rated Cv = 133.5. However, as the plot shows, the valve characteristic for this design
is only slightly more nonlinear in the operating region. Hence, the selected valve
coefficient is Cv = 133.5.

9-5
 400

350

300

250

q (gpm)
200

150

------- Cv = 101.6
100

- - - - Cv = 133.5
50

0
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
l (valve lift)

Figure S9.5. Control valve characteristics.

9.6

a) There are three control valves. The selection of air-to-close vs. air-to-open is
based on safety considerations:

i. Steam control valve: Air-to-open to prevent overheating of the

evaporator.
ii. Level control valve (that adjusts liquid flow rate B): Air-to-open to
prevent the steam coils from being exposed to the vapor space,
which could lead the coils to being burned out.
iii. Pressure control valve (that adjusts solvent flow rate D): Air-to-close
to prevent over-pressurization of the evaporator.

b) For the three controllers:

i. Concentration controller: As the product concentration xB increases,

we want the steam pressure, Ps to increase. Since the steam valve is
air-to-open, this means that the controller output signal to the control
valve (via the I/P) should increase. Thus, the controller should be
direct-acting.

9-6
 ii. Level controller: As the liquid level h increases, we want the product
flow rate B to increase. Since the control valve is air-to-open, this
means that the controller output signal to the control valve (via the
I/P) should increase. Thus, the controller should be direct-acting.
iii. Pressure controller: As the pressure P increases, we want the solvent
flow rate D to increase. Since the control valve is air-to-close, this
means that the controller output signal to the control valve (via the
I/P) should decrease. Thus, the controller should be reverse-acting.

9.7

Because the system dynamic behavior would be described using deviation

variables, the dynamic characteristic can be analyzed by considering that the input
terms (not involving x) can be considered to be constant, and thus deviations are
zero. The starting form is the linear homogeneous ODE:
M d 2x dx
2
 R  Kx  0
gc dt dt
Taking the Laplace transform gives,
M 
X ( s)  s 2  Rs  K   0
 gc 
 M 2 R 
X ( s)  s  s  1  0
 Kgc K 
Calculate and ζ by comparing this equation to the standard form of the second-
order model in (5-39) (keeping in mind that gc = 32.174 lbm ft/(lbf s2)).

M
  0.00965s
Kg c
M R
2  2 
Kg c K
R gc
  155.3
2 KM

The valve characteristics are highly overdamped and can be accurately

approximated by a first-order model obtained by neglecting the d2x/dt2 term.

9-7
9.8

Configuration I: This series configuration will not be very effective because a

large flow rate has to pass through a small control valve. Thus, the pressure drop
will be very large and flow control will be ineffective.

Configuration II: This parallel configuration will be effective because the large
control valve can be adjusted to provide the nominal flow rate, while the small
control valve can be used to regulate the flow rate. If the small valve reaches its
maximum or minimum value, the large valve can be adjusted slightly so that the
small valve is about half open, thus allowing it to regulate flow again.

9.9

First write down the time-domain step response for a step change of 10°C. Then
solve the equation to find when y(t) is equal to 5 (since the variables are in deviation
variables, this represents when TM will reach 30°C).

ym (t )  KM (1  e  t / )
where M  10o C, K  1, and   10s
ym (t )  10(1  e  t /10 )
5  10(1  e  ta /10 )
ta  6.93s

Therefore, the alarm will sound 6.93 seconds after 1:10PM.

9.10

0.1 psig
 precision =  0.5% of full scale
20 psig
 accuracy is unknown since the "true" pressure in the tank is unknown
0.1 psig
 resolution =  0.5% of full scale
20 psig

±0.1 psig
 repeatability = =±0.5% of full scale
20 psig

9-8
9.11

Assume that the gain of the sensor/transmitter is unity (i.e. there is no steady-state
measurement error). Then,

Tm ( s ) 1

T ( s) ( s  1)(0.1s  1)

where T is the temperature being measured and Tm is the measured value. For the
ramp temperature change:
0.3
T  (t) = 0.3t (C/s) , T  (s) = 2
s
1 0.3
Tm ( s)   2
( s  1)(0.1s  1) s

Tm (t )  0.00333e10t  0.333et  0.3t  0.33

The maximum error occurs as t :

Maximum error = |0.3t  (0.3t  0.33)| = 0.33 C

If the smaller time constant is neglected, the time domain response is slightly
different for small values of t, although the maximum error (t) does not change.

T °C
6
5
4
3
2
1
0 Time s
0 5 10 15 20
Figure S9.11. Response for process temperature sensor/transmitter. Orange solid
line is T’(t), and purple dashed line is T’m(t).

9-9
Discovering Diverse Content Through
Random Scribd Documents
 Boy. How they jump! how they run to the gate! why do they run
so?
Maid. They are glad to see me. They know me; I feed them when
they want food; and you see they love me.
Boy. I like to see them so glad. I like to see a pig fed; but I love a
lamb; may I not love a lamb more than I do a pig?
Maid. Yes; but you must be good to all.
Boy. My aunt has a tame lamb, I love to give him milk; once I saw
a fawn, I do not mean in a park, but I saw a tame fawn; the old doe
was dead, so we fed the fawn at home. We kept him a long time, but
he bit off the buds.
Maid. Have you seen a goat?
Boy. Yes; he has not wool; he has hair.
Maid. Now you may go with me. We will go and see the cows.
Boy. Why is one duck by itself?
Maid. The duck sits; she has a nest just by. I must feed her: she
will not go far from her nest. The rest can get food. You may give her
some corn; we will get some for her. Come.
Boy. I like to feed the poor duck.
 THE DOLL.
IN WORDS OF FOUR LETTERS.

Girl. What a nice doll! I like this; pray may I have this? I wish to
have a wax doll.
Mother. You must then take care to keep her cool, else you will
melt her face; and she must be kept dry, or this nice pink on her face
will be lost.
 Girl. What a neat coat! I love a blue silk. And her hat! I love a doll
in a hat. What sort of a cap have you, miss! but a poor one; but it is
not much seen. She has some soil on the neck. I can rub it off, I see.
No, that will not do; I must not wet her skin. What sort of a foot have
you? O! a nice one; and a neat silk shoe: a blue knot, too; well, that
is what I like; to suit her coat. I am fond of blue, too. Now, miss,
when I have you home with me, then I am to be your maid; to wait on
you. Will not that be nice! I will take care of you, and keep you so
neat! and I will work for you; you can not sew, nor hem; and I will
read to you in my new book; and I will take you out with me when
you are good. You shall sit by me near the tree, on a low seat, fit for
you. I wish you to walk. Can not I make you walk? so—step on—see
how my new doll can walk!
Mother. You will pull off her legs, my dear.
Girl. Now if I had a pin to pin this sash back. Stay, I can tie it. O
me! see! here is a bag for her work! who has seen the like? a bag for
her work! I must have this doll—if you like it, I mean.
Mother. You must then work for her. You will have much to do. To
make and mend all that your doll will want to wear. Will not you wish
her in the shop? I fear that you will; you who are so fond of play.
Girl. Work for my doll will not tire me.
Mother. Take it, then.
Girl. You are so good! pray let me kiss you. I must kiss you too, my
dear doll, for joy.
 THE TOILET.
IN WORDS OF FOUR LETTERS.

Girl. I like this frock; but it will not keep on. Why will it not keep on?
Maid. It is too big for you, miss.
Girl. It is off; it will fall off.
Maid. You had best lay it down, miss.
Girl. I like to have it; I will put it on.
Mother. My dear! lay it down when you are bid to do so; do not
wait to be made to do well.
Girl. I will not, mamma. Jane, I will be good. Pray may I look in this
box?
Mother. You see it is shut now; you may see it by-and-by.
Girl. I will not hurt the lock.
Mother. You must not try.
Girl. May I play with your muff?
Mother. You may.
Girl. What is this made of?
Mother. Fur; and fur is skin with the hair on.
Girl. It is like puss; how soft it is! How warm it is when I hold it to
my nose! it is like wool.
Mother. Now come and kiss me; I am sure you will be good to
John; go and play with him.
Girl. Do you stay all day? do you stay till John is in bed?
Mother. Yes; till you are both in bed. Now go.
Girl. Pray let me get my work-bag first. May I get my work-bag?
Mother. Why do you want it?
Girl. I want some silk out of it, that I may work a ball for John.
 THE FAN.
IN WORDS OF FOUR LETTERS.

Lady. What does the baby want? what does that mean?
Girl. It is his way to say please.
Lady. And what does he wish?
Girl. To have your fan: but he will tear it.
Lady. Can you take care of it?
Girl. O yes; I can show it to him.
Lady. Take it; and let him see it.
Girl. Now sit by me. Pray sit him down by me. Look! no, you must
not have it. I must keep it in my hand. You can not hold it. Here is a
boy. See, he runs to get that bird. O fie! do not get the bird. No! you
must not put the bird in a cage. Let the bird fly; let him sing; and let
him help to make a nest. Do not hurt the poor bird. You must be
good and kind. You must not vex the bird. Here is a girl. Look at her
pink coat. Here is her foot. She has a blue shoe. She is at play with
the boy. Miss! you must be good. You must tell the boy to be good,
that we may love him. All good folks will love him, if he be good, not
else. Now let us turn the fan. Now we will look at this side. Here is a
nice pink. This is a rose. That is a fly.
Mother. Now John will walk. Ring the bell. Go and walk with the
maid.
Girl. Am I to go?
Mother. As you like.
Girl. I like best to stay; but John says with his hand, “pray go.” I will
go then; dear boy! I will go with you.
Mother. Good girl.
 Girl. John! you must love me; I wish to stay here, and you hear
that I may stay.
Mother. Take hold of him and lead him out. You will meet the maid
at the door.
 THE BOOK-SHOP.
IN WORDS OF FOUR AND FIVE LETTERS.

Boy. I will have a book. I will have one with a dog in it. May I not?
Mother. Yes, you may.
Boy. Let me see, here is a goat. Do look at his face; how like it is
to a goat! Here is a ball, and a lamb with wool on it, just like my lamb
that I feed at home. And here is a cock. Can you crow? Crow and tell
us that it is time to rise. Can you not? What a tail he has! a fine tail!
No, I will not have that, for his tail will soon be off. Some part of it is
come off now.
Mother. You must not pull; you do harm.
Boy. I did not pull hard.
Mother. You are a long time.
 Boy. O, here is a fine horse! I like this horse. I like his long tail. You
shall not have your tail cut—no, nor your ears: but you can not feel.
Come, sir, walk and trot. Do you move well? I will rub you down, and
give you oats and hay, and chop straw for you. I will be good to you,
not whip you much—No more than just to say—Now go on;—nor
spur you, nor gall your poor skin; no, nor let the hair rub off. So—you
set your tail well; but if you did not, Tom must not nick you; no, nor
yet dock your poor tail; you will want it to keep the flies from you
when it is hot. I see poor Crop toss his head all day; he does it to
keep the flies from him; but it is all in vain, he can not keep them off.
I will be good to you; I will tend and feed you; and I will not ride too
hard, and hurt your feet; nor trot on hard road, so as to make you fall
and cut your knees; but I will pat your neck when I get up, and I will
make you know me: so that you will turn your head, and seem to like
to have me get on your back. At night, you must have a warm bed.
When I have rode you in the day, I will see that you have good corn,
and hay, and straw; and Tom must wash the hot sand out of your
poor feet, so that they may not ache, and make you grow lame.
Mother. I can not but give you the horse, as you seem to plan so
well for him; I hope you will be good and kind to all things.
Boy. I do not care now for the lamb, nor for the—
Mother. My dear, I would have you know your own mind; if you get
the trick to like now this, now that, and now you know not what, it will
do you harm all your life.—So it is that boys and men spend too
much; so it is that they act like fools. I would give you all the toys in
the shop, if it were for your good to have them: the horse you have;
now take something else; take the book, do you like the book?
Boy. I do; I thank you, mamma. I will keep the horse, and I will give
the book to Jack. O! my dear horse, how I love you!
 THE WALK.
IN WORDS OF FIVE AND SIX LETTERS.

Father. Shall we take a walk, my son?

Boy. Yes, sir, where shall we go?
Father. Let us go by the farm yard into the fields.
Boy. See! a horse and a cow stand by the fence in the yard. Now
we are in the field. Is it full of nettles?
Father. No, not so, it is hemp.
 Boy. What is that for, papa?
Father. To make cloth of; the stalk has a tough peel on it, and that
peel is what they make thread of. The thread they weave, and make
strong cloth.
Boy. I want to know all the trees: pray what leaf is this?
Father. That is an oak; that bush is May; we call it too White-thorn;
it blooms late in May; its fruit are called Haws; so we call it Haw-
thorn. The birds eat the fruit. That is Black-thorn; that blooms soon in
Spring; it has a white bloom, and has then few or no leaves. The fruit
is a sloe. They are like a small blue plum; but so sour that you can
not eat them.
Boy. What is this?
Father. Wild rose; its fruit are Hips; they are kept, and we take
them for coughs. That is broom; it has a bloom like a pea in shape,
but it is yellow.
Boy. There is a bush of it in bloom.
Father. No: that is Furze, such as you see on heaths. Feel this;
Broom does not prick like this.
Boy. I will keep a leaf of each to show to James.
Father. You may put them in a book, and write what I have told
you.
Boy. I will get all sorts of plants; and I will mark by each the name,
the place, the bloom, the time when it blows, and the use which is
made of it.
 THE BABY HOUSE.
IN WORDS OF SIX LETTERS.

First Girl. My doll’s quilt is of chintz. What is this?

Second Girl. French Print.
First Girl. Let us take the doll up.
Second Girl. With all my heart.
First Girl. Where are her clothes?
Second Girl. Here they are; some in this trunk, and some hang in
the press.
First Girl. Bless me! what a nice press! I have a trunk at home, in
my doll’s house; but I have no press.
Second Girl. Here are her linen and coat; those shoes are her
best, do not put them on; take these.
First Girl. What gown does she put on?
Second Girl. Her white one. I will take it out, whilst you lace her
stays.
First Girl. What is her best cloak?
Second Girl. White; with a neat blond-lace round it.
First Girl. Mine has a muff; has your doll a muff?
Second Girl. No, she has not; my aunt says she will teach me to
do chain stitch; and then I am to work one.
First Girl. What is her best dress?
Second Girl. You shall see them all; there is the dress which I like
best.
First Girl. Why do you like it best?
 Second Girl. It is my dear mother’s work; see how neat it is; and
there is a green silk.
First Girl. My doll’s best dress is brown with a stripe of blue; and
she has a white, wrought with a moss rose, a pink, and a large
bunch of leaves: that was her best, but it is just worn out now; she
must leave it off soon.
Second Girl. Why does she wear it so long?
First Girl. I had a half-dollar to buy her a piece of silk; as I went in
the coach with my aunt to buy it, we met a poor child who had no
clothes, but the worst rags which you can think.
Second Girl. And you gave it to her. My doll should wear her old
gown for a long time, for the sake of such a use to put my half-dollar
to.
First Girl. I had more joy in that, than I could have had in my doll’s
new dress. Dolls can not feel the want of clothes.
Second Girl. Now let us go down stairs.
 THE COTTAGE GARDEN.
First Boy. I see no toys—How do you pass your time?
Second Boy. I feed the hens, and the ducks; I see the calf fed.
First Boy. And what do you do else?
 Second Boy. I go out and see the men plough; I see them sow;
and when I am good, they give me some corn.
First Boy. And what do you do with it?
Second Boy. I sow it; I love to see it come up. I have some oats of
my own; they are just come up; I wish they were ripe, we would cut
them.
First Boy. What is done with oats?
Second Boy. Horses eat them.
First Boy. We eat wheat. John says the bread is made of wheat.
Second Boy. I make hay; I have a rake and a fork; and I ride in the
cart. I rode last year.
First Boy. I ride in papa’s coach; and I walk when it is fair and
warm; but I have no tools to work with; I wish I had. I love a toy when
it is new, just the first day I love it; the next day I do not care for it.
Second Boy. I have a spade and a hoe, and a rake; and I can work
with them; and am never tired of them. When I am a man I will have
a scythe, and mow in the fields. I have a bit of ground of my own to
work in.
First Boy. Where is it? pray show it to me.
Second Boy. Here; come this way. There; you see I have a rose
bush; I wish I could find a bud. Here is a white pink: they blow in the
spring. Do you like pinks?
First Boy. We have fine large pinks at home; but these are as
sweet—I thank you.—I should like pinks of my own.
Second Boy. I will give you some slips in June; and show you how
to plant them; and I can give you some seeds which I took care of
last year.
First Boy. You are good to me I am sure; when you come to see
me, I will ask for some fruit to give to you.
Second Boy. I have a pear tree; that tree is mine, and we get nuts
from it.
 First Boy. We have grapes, and figs, and plums; but I love a peach
best, it is so full of juice.
Second Boy. We have none of them; I shall like to taste them. Now
I will show you our bees; the hives stand just by. When we take them
up, you shall have some comb.
 THE COUNTRY VISIT.
Miss. How do you do, nurse? I am come to see you. Mamma gave
me leave to come and spend the day with you.
Woman. I am glad to see you here, Miss.
Miss. Pray call me as you did when I came to you to stay; you
were so good to me! you soon made me well. I like you should say,
My dear. I love you.—I ought to love those who are kind to me, and
nurse me.
Woman. I did not think you would have me say so. But, my dear, if
you are so good, I think I cannot but love you.
Miss. Where is Betsy? I want to see her.
Woman. She shall come; she longs to see you; I see her; she is
just by.
 Little Girl. How do you do; I am glad to see you here, Miss.
Miss. Ah, Betsy! how you are grown! I should scarce know you.
Little Girl. You are as much grown, Miss; you were but so tall when
you were here.
Miss. Let us run and jump; and I want to see all your things.
Little Girl. Will you like to see the cows? or shall we go and see the
lambs?
Miss. O, yes! let us go.
Little Girl. They are just by. I have a tame lamb; I reared it with
milk, warm from the cow.
Miss. I like sheep, they look so mild; when I went home I had a
great deal to tell my sister. She did not know that a lamb was a
young sheep.
Woman. How could she, my dear, till she was told?—you would
not have known, if you had not been told.
Miss. I told her that we cut the wool off the backs of the sheep,
and wore it. I told her how I had seen the lambs frisk and jump. I told
her that I had seen you milk, and make cheese;—she did not know
that cream came off the milk!
Woman. Did you know when you came to me?
Miss. No—I did not.
Woman. You cannot know what you are not taught.
Miss. Tell me more, and when I go home I will tell my sister.
Woman. Come with me and we will talk; and I will show you the
cow and her calf.
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