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C O N C E P T S O F D ATA B A S E
M A N AG E M E N T

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C O N C E P T S O F D ATA B A S E
M A N AG E M E N T
Tenth Edition

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Concepts of Database Management, © 2021, 2019 Cengage Learning, Inc.
Tenth Edition Unless otherwise noted, all content is © Cengage.
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 Brief Contents

Preface xv

Module 1
Introduction to Database Management 1

Module 2
The Relational Model: Introduction, QBE, and Relational Algebra 31

Module 3
The Relational Model: SQL 83

Module 4
The Relational Model: Advanced Topics 131

Module 5
Database Design: Normalization 167

Module 6
Database Design: Relationships 207

Module 7
Database Management Systems Processes and Services 241

Module 8
Database Industry Careers 261

Module 9
Database Industry Trends 281

Appendix A
Comprehensive Design Example: Douglas College 319

Appendix B
SQL Reference 349

Appendix C
FAQ Reference 359

Appendix D
Introduction to MySQL 361

Appendix E
A Systems Analysis Approach to Information-Level Requirements 371

Glossary 377

Index 391

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 C ontents

Preface xv

Module 1
Introduction to Database Management 1
Introduction1
JC Consulting Company Background 1
Selecting a Database Solution 4
Defining Database Terminology 4
Storing Data 5
Identifying Database Management Systems 11
Advantages of a Properly Designed Relational Database  14
Key Factors for a Healthy Relational Database  15
Big Data 16
Preparing for a Career in Database Administration and Data Analysis 16
Introduction to the Pitt Fitness Database Case 16
Introduction to the Sports Physical Therapy Database Case 20
Summary24
Key Terms 24
Module Review Questions 25
Problems25
Critical Thinking Questions 26
JC Consulting Case Exercises 26
Problems26
Critical Thinking Questions 27
Pitt Fitness Case Exercises 27
Problems27
Critical Thinking Questions 29
Sports Physical Therapy Case Exercises 29
Problems29
Critical Thinking Questions 30

Module 2
The Relational Model: Introduction, QBE, and Relational Algebra 31
Introduction31
Examining Relational Databases 31
Relational Database Shorthand 35
Creating Simple Queries and Using Query-By-Example 36
Selecting Fields and Running the Query 37
Saving and Using Queries 38
Using Simple Criteria 40
Parameter Queries 41
Comparison Operators 42
Using Compound Criteria 42
Creating Computed Fields 46
Summarizing with Aggregate Functions and Grouping 49
Sorting Records 52
Sorting on Multiple Keys 54
Joining Tables 56
Joining Multiple Tables 60
Using an Update Query 62
Using a Delete Query 63
Using a Make-Table Query 64
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 Contents

Optimizing Queries 65
viii
Examining Relational Algebra 65
Selection66
Projection66
Joining67
Union69
Intersection70
Difference70
Product71
Division71
Summary72
Key Terms 73
Module Review Questions 74
Problems74
Critical Thinking Questions 75
JC Consulting Case Exercises: QBE 76
Problems76
Critical Thinking Questions 77
JC Consulting Case Exercises: Relational Algebra 77
Problems77
Pitt Fitness Case Exercises 79
Problems79
Critical Thinking Questions 80
Sports Physical Therapy Case Exercises 81
Problems81
Critical Thinking Questions 82

Module 3
The Relational Model: SQL 83
Introduction83
Getting Started with SQL 84
Opening an SQL Query Window in Access 84
Changing the Font and Font Size in SQL View 85
Creating a Table  85
Naming Conventions 85
Data Types 86
Selecting Data 88
Numeric Criteria 90
Text Criteria 91
Date Criteria 93
Comparing Two Fields 94
Saving SQL Queries 94
Using Compound Conditions: AND Criteria 95
Using Compound Conditions: OR Criteria 95
Using the BETWEEN Operator 96
Using the NOT Operator 98
Creating Calculated Fields 99
Using Wildcards and the LIKE Operator 101
Using the IN Operator 102
Sorting Records 102
Sorting on Multiple Fields 103
Using Aggregate Functions 104
Grouping Records 105
Limiting Records with the HAVING clause 107
Writing Subqueries 108
Joining Tables with the WHERE Clause 109
Joining More Than Two Tables with the WHERE Clause 111
Using the UNION Operator 112

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 Contents 

Updating Values with the SQL UPDATE Command 113

ix
Inserting a Record with the SQL INSERT Command 114
Deleting Records with the SQL DELETE Command 116
Saving Query Results as a Table 117
Developing Career Skills: SQL 118
Accessing Free SQL Tutorials 118
Summary119
Key Terms 120
Module Review Questions 120
Problems120
Critical Thinking Question 122
JC Consulting Case Exercises 122
Problems122
Critical Thinking Questions 124
Pitt Fitness Case Exercises 124
Problems124
Critical Thinking Questions 126
Sports Physical Therapy Case Exercises 126
Problems126
Critical Thinking Questions 129

Module 4
The Relational Model: Advanced Topics 131
Introduction131
Creating and Using Views 131
Using Indexes 134
Examining Database Security Features 137
Preventing Unauthorized Access 138
Safely Distributing Information 139
Providing Physical Security 139
Enforcing Integrity Rules 139
Entity Integrity 139
Referential Integrity 140
Cascade Options 142
Legal-Values Integrity 143
Changing the Structure of a Relational Database 144
Adding a New Field to a Table 144
Modifying Field Properties 145
Deleting a Field 146
Deleting a Table 146
Using SQL JOIN Commands 147
LEFT Joins 149
RIGHT Joins 150
Applying Referential Integrity: Error Messages 152
Applying Referential Integrity: Null Values 153
Using the System Catalog 153
Using Stored Procedures and Triggers 154
Triggers154
Career Skills: Database Administrators 157
Summary158
Key Terms 159
Module Review Questions 159
Problems159
Critical Thinking Question 161
JC Consulting Case Exercises 161
Problems161
Critical Thinking Questions 162

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 Contents

Pitt Fitness Case Exercises 162

x
Problems162
Critical Thinking Questions 164
Sports Physical Therapy Case Exercises 164
Problems164
Critical Thinking Questions 166

Module 5
Database Design: Normalization 167
Introduction167
Case Study: Faculty/Student Advising Assignments 167
Data Modification Anomalies 168
Functional Dependence 170
Keys171
First Normal Form 171
Atomic Values 173
Breaking Out Atomic Values Using Query Design View 173
Creating a Blank Database with Access 174
Importing Excel Data into an Access Database 174
Algorithms175
Creating Fields 178
Creating New Fields in Table Design View 178
Updating Fields 179
Updating Field Values Using Query Design View 179
Creating the 1NF Table 181
Creating a New Table in Query Design View 181
Using Atomic Values for Quantities 183
Finding Duplicate Records 184
Finding Duplicate Records in Query Design View 184
Second Normal Form 186
Benefits of Normalization 190
Third Normal Form 190
Fourth Normal Form 191
Creating Lookup Tables in Query Design View 192
Beyond Fourth Normal Form 194
Summary  196
Key Terms 196
Module Review Questions 197
Problems197
Critical Thinking Questions 198
JC Consulting Case Exercises 198
Problems198
Critical Thinking Questions 199
Pitt Fitness Case Exercises 200
Problems200
Critical Thinking Questions 202
Sports Physical Therapy Case Exercises 202
Problems202
Critical Thinking Questions 205

Module 6
Database Design: Relationships 207
Introduction207
User Views 208
Documenting a Relational Database Design 209
Database Design Language (DBDL) 209
Setting Keys and Indexes 211

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 Contents 

Entity-Relationship (E-R) Diagrams 213

xi
Crow’s Foot Notation 214
Microsoft Access E-R Diagram in the Relationships window 215
The Entity-Relationship Model (ERM) 217
Exploring One-to-Many Relationships in Access 220
Table Datasheet View 220
Subdatasheets221
Lookup Properties 222
Subforms225
Working with One-to-Many Relationships in Query Datasheet View 225
Other Relationship Types 229
One-to-One Relationships 229
Many-to-Many Relationships 232
Summary235
Key Terms 235
Module Review Questions 236
Problems236
Critical Thinking Questions 237
JC Consulting Case Exercises 237
Problems237
Critical Thinking Questions 238
Pitt Fitness Case Exercises 238
Problems238
Critical Thinking Questions 239
Sports Physical Therapy Case Exercises 239
Problems239
Critical Thinking Questions 240

Module 7
Database Management Systems Processes and Services 241
Introduction241
Create, Read, Update, and Delete Data 242
Provide Catalog Services 243
Catalog Services in Microsoft Access 243
Catalog Services in Enterprise Database Management Systems 244
Support Concurrent Updates 244
Concurrent Updates in Microsoft Access 244
Concurrent Updates in Enterprise Database Management Systems 245
Recover Data 246
Recovering Data in Microsoft Access 246
Recovering Data in Enterprise Database Management Systems  247
Forward Recovery 248
Backward Recovery 249
Provide Security Services 250
Encryption250
Authentication250
Authorization250
Views250
Privacy250
Provide Data Integrity Features 251
Support Data Independence 252
Adding a Field 252
Changing the Property of a Field 252
Managing Indexes 252
Changing the Name of a Field, Table, or View 252
Adding or Changing a Relationship 252
Support Data Replication 253
Summary254
Key Terms 254
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 Contents

Module Review Questions 255

xii
Problems255
Critical Thinking Questions 256
JC Consulting Case Exercises 256
Problems256
Critical Thinking Questions 257
Pitt Fitness Case Exercises 257
Problems257
Critical Thinking Questions 259
Sports Physical Therapy Case Exercises 259
Problems259
Critical Thinking Questions 260

Module 8
Database Industry Careers 261
Introduction261
Careers in the Database Industry 261
Role of a Database Administrator 262
Duties and Responsibilities of a DBA 262
Database Policy Formulation and Enforcement 263
Access Privileges 263
Security264
Disaster Planning 264
Archiving265
Database Technical Functions 266
Database Design 266
SQL and Views 266
Testing267
Performance Tuning 267
DBMS Maintenance 267
Database Administrative Functions 268
Data Dictionary Management 268
Training268
Professionals Reporting to the DBA 268
Responsibilities of a Data Analyst 270
Responsibilities of a Data Scientist 270
Database Industry Certifications 271
Summary274
Key Terms 274
Module Review Questions 275
Problems275
Critical Thinking Questions 276
JC Consulting Case Exercises 276
Problems276
Critical Thinking Questions 276
Pitt Fitness Case Exercises 277
Problems277
Critical Thinking Questions 278
Sports Physical Therapy Case Exercises 278
Problems278
Critical Thinking Questions 279

Module 9
Database Industry Trends 281
Introduction281
Database Architectures 281
Centralized Approach 281
Cloud Computing 283
Personal Computer Revolution  284
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 Contents 

Client/Server Architecture 286

xiii
Access and Client/Server Architecture 286
Three-Tier Client/Server Architecture 287
Data Warehouses 289
Online Analytical Processing (OLAP) 289
Codd’s Rules for OLAP Systems 292
Current OLAP Vendors 292
Distributed Databases 293
Rules for Distributed Databases 293
Summary of Current Database Architecture Implementations  293
Selecting a Relational Database System 294
Software Solution Stacks 297
NoSQL Database Management Systems 299
Object-Oriented Database Management Systems 300
Rules for Object-Oriented Database Management Systems 301
Big Data 302
Google Analytics 302
Data Formats 303
XML304
JSON306
Data Visualization Tools  307
Visualization Tools in Microsoft Excel 307
Microsoft Power BI 309
Tableau309
Summary311
Key Terms 311
Module Review Questions 313
Problems313
Critical Thinking Questions 314
JC Consulting Case Exercises 314
Problems314
Critical Thinking 315
Pitt Fitness Case Exercises 315
Problems315
Critical Thinking Questions 316
Sports Physical Therapy Case Exercises 317
Problems317
Critical Thinking Questions 318

Appendix A
Comprehensive Design Example: Douglas College 319
Douglas College Requirements 319
General Description 319
Report Requirements 319
Update (Transaction) Requirements 323
Douglas College Information-Level Design 323
Final Information-Level Design 340
Exercises341

Appendix B
SQL Reference 349
Alter Table 349
Column or Expression List (Select Clause) 349
Computed Fields 350
Functions350
Conditions350
Simple Conditions 350
Compound Conditions 350
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 Contents

BETWEEN Conditions 351

xiv
LIKE Conditions 351
IN Conditions 351
CREATE INDEX 351
CREATE TABLE 352
CREATE VIEW 352
DATA TYPES 353
DELETE ROWS 353
DROP INDEX 354
DROP TABLE 354
GRANT354
INSERT354
INTEGRITY355
JOIN355
REVOKE356
SELECT356
SELECT INTO 357
SUBQUERIES357
UNION358
UPDATE358

Appendix C
FAQ Reference 359

Appendix D
Introduction To MysqL  361
Introduction361
Downloading and Installing Mysql361
Running Mysql Workbench and Connecting to Mysql Server 365
Opening an Sql File In Mysql Workbench 366
Running an Sql Script in Mysql Workbench 367
Refreshing Schemas in Mysql Workbench 367
Viewing Table Data in Mysql Workbench 367
Writing Sql in Mysql Workbench 368
Practicing With Mysql Workbench 369
Summary370
Key Terms 370

Appendix E
A Systems Analysis Approach to Information-Level Requirements 371
Introduction371
Information Systems 371
System Requirement Categories 372
Output Requirements 372
Input Requirements 372
Processing Requirements 373
Technical and Constraining Requirements 373
Determining System Requirements 373
Interviews373
Questionnaires374
Document Collection 374
Observation374
Research374
Transitioning From Systems Analysis to Systems Design 374
Key Terms 375
Critical Thinking Questions 375

Glossary377
Index 391
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 P r eface

ABOUT THIS BOOK

This book is intended for anyone who is interested in the database industry. As a textbook, it is appropriate
for business and computer science students in an introductory database concepts course. Traditional database
concepts such as data normalization, table relationships, and SQL are thoroughly covered. Emerging database
concepts and trends are explained using realistic, current, and practical examples. Anyone who is currently
managing or using an existing database will find the book helpful, given that it describes database best
practices and how to create and leverage the benefits of a healthy database. Anyone wanting to enter the
database industry will enjoy the book given that both traditional and new careers in the field are carefully
explored.
This book assumes that students have some familiarity with computers such as solid Microsoft Office and
file and folder management skills. Students do not need to have a background in programming, only a desire
and curiosity to learn about how to harness the power of databases.

CHANGES TO THE TENTH EDITION

The Tenth Edition includes the following new features and content:
• Full-color screen shots using Access 2019.
• Extensive coverage of the relational model, including hands-on exercises that guide students
through the data ­normalization process, how to build relationships, how to query a database
using a QBE tool, and how to write SQL (Structured Query Language) to create, update, and
select data from a relational database.
• Hands-on exercises for creating and using Microsoft Access data macros to accomplish the simi-
lar functionality to SQL triggers.
• A new module on careers for those interested in database administration, data analysis, data sci-
ence, and other related careers in the database industry.
• General information about current trends in database management systems, including the man-
agement of “big data,” object-oriented database management systems, NoSQL systems, data-
driven web apps, and popular software application stacks.
• A new case study, JC Consulting, a web development and data consulting company, used to illus-
trate skills within each module.
• An updated end-of-module case study, Pitt Fitness.
• Updated exercises for Sports Physical Therapy, the second end-of-module case study.
• New critical-thinking questions and exercises that reinforce problem-solving and analytical skills.
• New data files if using MySQL with the database cases.
• An updated appendix to guide users through the installation of MySQL.

MindTap Features

• Integration with SAM and SAM projects, Cengage’s leading-edge, hands-on skills assessment
management system. These activities provide auto-grading and feedback of students’ mastery of
Microsoft Access.
• Module quiz evaluates students’ understanding of foundational database concepts in each
module.
• Quick Lesson concept videos dig deeper into database concepts and innovations to improve stu-
dents’ comprehension.
• Candid Career videos highlight database and data-focused career paths to inform students of var-
ious careers and ways to apply their database skills.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface

xvi ORGANIZATION OF THE TEXTBOOK AND KEY FEATURES

Updated Case Studies
Module 1 covers essential database terminology and examines the benefits of and key factors for a healthy
relational database system. It also introduces the JC Consulting, Pitt Fitness, and Sports Physical Therapy
case studies and databases that are used throughout the textbook and end-of-module exercises.

Detailed Coverage of the Relational Model, Query-By-Example (QBE), and SQL

Module 2 includes in-depth, hands-on exercises to select and summarize data from a relational database using
Access’s QBE (Query By Example), Query Design View. Module 2 also covers relational algebra, foundational
information for SQL. Module 3 is an in-depth look at selecting and summarizing data with SQL. Module 4
covers advanced topics for the relational model such as indexes, data integrity, security, inner and outer joins,
triggers, and data macros.

Normalization Coverage
Module 5 dives into the data normalization process, taking a new list of nonnormalized data from first to
second to third (Boyce-Codd normal form) to fourth normal form using hands-on exercises. The module
describes the update anomalies associated with lower normal forms. Access queries and tools are used to take
the data through the normalization process. Access is used to create new, normalized tables, data is analyzed
and updated, fields and data types are properly defined, primary and foreign key fields are created, and lookup
tables are created.

Database Design
Module 6 continues the process of building a healthy relational database by focusing on table relationships,
again using hands-on exercises to illustrate the concepts. Database Design Language (DBDL), E-R diagrams,
and entity-relationship models are all used to document and implement one-to-many relationships between
the tables of data that were properly normalized in Module 5.

Functions Provided by a Database Management System

Module 7 covers traditional database management processes and concerns such as the data recovery
processes, security issues, data integrity and concurrency issues, data replication, and database
documentation features.

Careers in the Database Industry

Module 8 explores the jobs and careers in the database industry starting with the traditional career of a
database administrator (DBA), as well as the emerging areas of data analysts and data scientists. Valuable
educational credentials and industry certifications are identified.

Trends
Module 9 compares and contrasts historical mainframe database management systems with current
data management trends such as distributed database management systems, client/server systems, data
warehouses, object-oriented database management systems, web access to databases, XML, and JSON.

Teaching Tools
When this book is used in an academic setting, instructors may obtain the following teaching tools from
Cengage Learning through their sales representative or by visiting www.cengage.com:
• Instructor’s Manual. The Instructor’s Manual includes suggestions and strategies for using this
text. It includes many ideas for classroom activities and graded projects.
For instructors who want to use an Access text as a companion to the Tenth Edition,
­consider Microsoft Access 2019: Comprehensive by Friedrichsen, also published by Cengage.

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 Preface

• Data and Solution Files. Data and solution files are available at www.cengage.com. Data files
xvii
consist of copies of the JC Consulting, Pitt Fitness, and Sports Physical Therapy databases that
are usable in Access 2010, Access 2013, Access 2016, Access 2019, and script files to create the
tables and data in these databases in other systems, such MySQL.
• PowerPoint Presentations. Microsoft PowerPoint slides are included for each module as a t­ eaching
aid for classroom presentations, to make available to students on a network for module review, or to
be printed for classroom distribution. Instructors can add their own slides for ­additional topics they
introduce to the class. The presentations are available at www.cengagebrain.com.
Cengage Learning Testing Powered by Cognero is a flexible, online system that allows you to:
• author, edit, and manage test bank content from multiple Cengage Learning solutions
• create multiple test versions in an instant
• deliver tests from your LMS, your classroom, or wherever you want

GENERAL NOTES TO THE STUDENT

Within each major section, special questions or “Your Turn” exercises have been embedded. Sometimes the
purpose of these exercises is to ensure that you understand crucial material before you proceed. In other
cases, the questions are designed to stretch your understanding into real world application of the concepts.
Read the question or exercise, try to answer the question or complete the exercise on your own, and then
compare your work against the answer that is provided.
You also will find complementary SAM projects in MindTap, which allow you to apply the concepts
learned in a meaningful hands-on project. These critical thinking exercises help you solidify the process and
well as solve the problem.
The end-of-module material consists of a summary, a list of key terms, review questions, and exercises
for the JC Consulting, Pitt Fitness, and Sports Physical Therapy databases. The summary briefly describes the
material covered in the module. The review questions require you to recall and apply the important material
in the module. Review questions and exercises include critical-thinking questions to challenge your problem-
solving and analytical skills.

ACKNOWLEDGMENTS
We would like to acknowledge all of the talented professionals who made contributions during the creation
of this book. We also want to thank those professors and students who use this book to teach and learn. Stay
curious!

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2021 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Module 1
Introduction to Database
Management
L E ARN I NG O B J E CT I V E S

• Examine JC Consulting (JCC), the company used for many of the examples throughout the text
• Define basic database terminology
• Describe database management systems (DBMSs)
• Explain the advantages and key factors for a healthy relational database system
• Prepare for a career in database administration
• Review Pitt Fitness, a company used in a case that appears at the end of each module
• Review Sports Physical Therapy, a company used in another case that appears at the end of
each module

Introduction
In this module, you will examine the requirements of JC Consulting (JCC), a company that will be used
in many examples in this text. You will learn how JCC initially stored its data, what problems employees
encountered with that storage method, and why management decided to employ a database management
system (DBMS). You will also study the basic terminology and concepts of relational databases, database
management systems, and big data. You will learn the advantages and key factors of a properly designed
relational database. Finally, you will examine the database requirements for Pitt Fitness and Sports Physical
Therapy, the companies featured in the cases that appear at the end of each module.

JC Consulting Company Background

JC Consulting (JCC) is a digital development and consulting business. The founder, Jacqueline Cabrero,
started the business in the mid-1990s when the Internet became publicly available. Jacqueline grew the
business from a sole proprietorship that built static webpages for small businesses to a firm with more than
20 employees. JCC’s services range from building websites and web apps to back-end database conversions
and programming.
Initially, Jacqueline kept track of her clients and project bids in a spreadsheet. As the company grew, she
used a homegrown project estimator program to bid new projects. Jacqueline has now determined that the
company’s recent growth means it is no longer feasible to use those programs to maintain its data.
What led JCC to this decision? One of the company’s spreadsheets, shown in Figure 1-1, displays project
estimates, and illustrates JCC’s problems with the spreadsheet approach. For each estimate, the spreadsheet
displays the number and name of the client, the project estimate number and date, the task ID, a description
of the task, and a quoted price for that task. Tri-Lakes Realtors received two different project estimates
(ProjectIDs 1 and 31). In the first project estimate, Tri-Lakes Realtors needed general help to establish online
goals. In the second estimate, the agency needed help with relational database design and data conversion.
The result was seven lines in the spreadsheet, two project estimate numbers, and several task IDs.

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 Module 1

­ProjectID 1
has two tasks

Tri-Lakes
Realtors

­ProjectID 31
has five tasks

FIGURE 1-1 Project estimates spreadsheet

Data redundancy is one problem that employees have with the project estimates spreadsheet. Data
redundancy, sometimes shortened to redundancy, is the duplication of data, or the storing of the same data
in more than one place. In the project estimates spreadsheet, redundancy occurs in the ClientName column
because the name of a client is listed for each line item in each project estimate. Redundancy also occurs in
other columns, such as in the ProjectID column when a project has more than one task, or in the TaskID and
Description columns when two projects contain the same tasks.

Q & A 1-1

Question: What problems does redundancy cause?

Answer: Redundant data yields a higher frequency of data errors and inconsistencies, which in turn leads
to poorer decision making. For example, if you entered “Tri-Lakes Realtors” and “Tri Lakes Realtors” on
separate rows in the ClientName column, you would be unsure about the correct version of this client’s name.
Summarized data about this client would not be complete or correct given the client would be misinterpreted
as two different companies because of the two different spellings.
When you need to change data, redundancy also makes your changes more cumbersome and time-
consuming. For example, to change a client’s name, you would need to update it in each row where it appears.
Even if you use a global find-and-replace feature, multiple changes require more editing time than updating
the client name in one location.
Finally, while storage space is relatively inexpensive, redundancy wastes space because you’re storing
the same data in multiple places. This extra space results in larger spreadsheets that require more space in
memory and storage. Larger-than-necessary files also take longer to save and open.

Difficulty accessing related data is another problem that employees at JCC encounter with their
spreadsheets. For example, if you want to see a client’s address, you must open and search another
spreadsheet that contains this data because the client’s address is not currently stored in the project estimates
spreadsheet.
Spreadsheets also have limited security features to protect data from being accessed by unauthorized
users. In addition, a spreadsheet’s data-sharing features prevent multiple employees from updating data
in one spreadsheet at the same time. Finally, if JCC estimates continue to increase at their planned rate,

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 Introduction to Database Management

spreadsheets have inherent size limitations that will eventually force the company to split the project
3
estimates into multiple spreadsheets. Splitting the project estimates into more than one spreadsheet would
create further redundancy, data organization, and reporting problems. For these reasons, JCC decided to
replace the estimating spreadsheet with a database, a collection of data organized in a manner that allows
access, retrieval, and use of that data.
After making the decision, management has determined that JCC must maintain the following
information about its employees, clients, tasks, and project estimates:
• For employees: Employee ID, last name, first name, hire date, title, and salary
• For clients: Client ID, name, address, and government status
• For projects: Project ID, start date, task IDs, task descriptions, costs, project notes, and task
notes
Figure 1-2 shows a sample project estimate.

ProjectID 31 5 tasks

Total

FIGURE 1-2 Sample project estimate

• The top of the estimate contains the company name, JC Consulting, the words “Project
­Estimate,” and company contact information.
• The body of the estimate contains the name of the client for which the project estimate has been
created, a brief description of the project, the project ID, an estimated project start date, and one or
more line items. Each line item contains a task description and the estimated price for that task.
• The bottom of the estimate contains the total estimated price for the project.
Internally, JCC also must store the following items for each client’s estimate:
• For each project estimate, JCC must store the client’s address as well as the employee assigned
as the project leader for the project.
• For each task line item, JCC not only stores the project ID but also the task ID, the estimated
completion date for that task, and task notes. If the task is considered complex or risky, a factor
is applied to increase the estimate. The task description and task category (coding, meeting,
planning, and so forth) are also stored for each task.
• The overall project estimate total is not stored. Instead, the total is calculated whenever a project
estimate is printed or displayed on the screen.
The problem facing JCC is common to many businesses and individuals that need to store and retrieve
data in an efficient and organized way. JCC is interested in several areas of information such as employees,
clients, estimates, and tasks. A school is interested in students, faculty, and classes; a real estate agency is
interested in clients, houses, and agents; a distributor is interested in customers, orders, and inventory; and a
car dealership is interested in clients, vehicles, and manufacturers.
The difficult question is not how to manage single categories or lists of information, but how to manage
the lists of data and the relationships between the lists. For example, besides being interested in client and
project estimate information, JCC also wants to know which clients have received more than one project
estimate. The company wants to know which employees are assigned as the lead to which projects and which
tasks are most commonly added to which projects.

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 Module 1

Likewise, a school is not only interested in students and classes but also which students are enrolled
4
in which classes. A real estate agency is not only interested in their lists of agents and homes for sale; they
also want to know which agents are listing or selling the most homes. A distributor wants to know which
customers are ordering specific inventory items, and a car dealership not only wants to know about their
customer base and car inventory but also which customers are buying multiple cars over time.

Selecting a Database Solution

After studying the alternatives to using spreadsheet software, JCC decided to switch to a relational database
system. A relational database is a structure that contains data about many categories of information as
well as the relationships between those categories. The JCC database, for example, will contain information
about employees, clients, project estimates, and tasks. It also will provide facts that relate employees to
the projects they manage, clients to their project estimates, and the project estimates to the tasks that are
contained within each project.
With a relational database, JCC will be able to retrieve a particular project estimate and identify which
client and tasks belong to that estimate. In addition, employees can start with a client and find all project
estimates, including the individual tasks within the project that have been prepared for that client. Using
a relational database, JCC can use the data to produce a variety of regular periodic or ad hoc reports to
summarize and analyze the data in an endless number of ways.

Defining Database Terminology

Some terms and concepts in the database environment are important to know. The terms entity, attribute,
and relationship are fundamental when discussing databases. An entity is a person, place, event, item, or
other transaction for which you want to store and process data. The entities of interest to JCC, for example,
are employees, clients, project estimates, and tasks. Entities are represented by a table of data in relational
database systems.
An attribute is a characteristic or property of an entity. For the entity employee, for example, attributes
might include such characteristics as first and last name, employee number, and date of hire. For JCC, the
attributes of interest for the client entity include client name, street, city, state, zip code, and whether the
client is a government body. An attribute is also called a field or column in many database systems.
Figure 1-3 shows two entities, Clients and Projects, along with the attributes for each entity. The
Clients entity has seven attributes: ClientID, ClientName, Street, City, State, Zip, and Government (whether
the client is any type of government institution). Attributes are similar to columns in a spreadsheet. The
Projects entity (which represents project estimates) has five attributes: ProjectID, ProjectStartDate, ClientID,
EmployeeID, and ProjectNotes. Entity (table) names and attribute (field) names should be easy to understand,
concise, indicative of their content, and contain no spaces or other special characters.

­Entities

Attributes
for the Projects
entity

FIGURE 1-3 Entities and attributes

A relationship is an association between entities. For example, there is an association between clients and
projects. A client is related to all of its projects, and a project is related to its client.
This relationship is called a one-to-many relationship because each client may be associated with many
projects, but each project is associated with only one client. In this type of relationship, the word many is

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 Introduction to Database Management

used differently from everyday English because it does not always indicate a large number. In this context, the
5
term many means that a client can be associated with any number of projects. That is, a given client can be
associated with zero, one, or more projects.
A one-to-many relationship often is represented visually as shown in Figure 1-4. In such a diagram,
entities and attributes are represented in precisely the same way as they are shown in Figure 1-3. A line
connecting the entities represents the relationship. The one entity of the relationship (in this case, Clients)
does not have an arrow on its end of the line, and the many entity in the relationship (in this case, Projects) is
indicated by a single-headed arrow.

­Relationship

FIGURE 1-4 One-to-many relationship

Q & A 1-2

Question: What happens when the relationship between two entities is best defined as “many-to-many”
because one record in one entity relates to many records in the other entity and vice versa? For example, at a
college, one student may be related to many classes, and one class is also related to many students.
Answer: A many-to-many relationship cannot be directly created in a relational database. To accommodate
this relationship between two tables, a third table must be inserted, which is used on the “many” side of two
one-to-many relationships with the original two tables. In this case, an Enrollments table could be added
between the Students and Classes tables. One student may enroll in many classes. One class may have many
enrollments. Two tables that are on the “one” side of a one-to-many relationship with the same table have, by
definition, a many-to-many relationship with each other.

Storing Data
A spreadsheet that is used to store data, often called a data file, typically stores data as one large table. Data
stored this way is also referred to as a flat file because lists in a spreadsheet have no relationships with other
lists. A relational database, however, not only stores information about multiple entities in multiple tables but
also identifies the relationships between those tables.
For example, in addition to storing information about projects and clients, the JCC database will
hold information relating clients to the various project estimates that were created for that client, which
employee is assigned as the project leader for that particular project, and more. A relational database can
store information about multiple types of entities, the attributes of those entities, and the relationships
among the entities.
How does a relational database handle these entities, attributes, and relationships among
entities? Entities and attributes are fairly straightforward. Each entity has its own table. The JCC
database, for example, will have one table for employees, one table for clients, one table for the
project estimates, and so on. The attributes of an entity become the columns in the table. Within
each table, a row of data corresponds to one record. A record is a group of fields (attributes) that
describe one item in the table (entity).
What about relationships between entities? At JCC, there is a one-to-many relationship between
clients and projects. But how is this relationship established in a relational database system? It
is handled by using a common field in the two tables to tie the related records from each table

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 Module 1

together. Consider Figure 1-4. The ClientID column in the Clients table and the ClientID column in
6
the Projects table are used to build the relationship between clients and projects. Given a particular
ClientID, you can use these columns to determine all the projects that have been estimated for that
client; given a ProjectID, you can use the ClientID columns to find the client for which that project
estimate was created.
How will JCC store its data via tables in a database? Figure 1-5 shows sample data for JCC.

Employees
EmployeeID LastName FirstName HireDate Title Salary
19 Kohn Ali 01-Jan-20 Project Leader $5,000.00
22 Kaplan Franco 01-Feb-20 Programmer $5,500.00
35 Prohm Nada 29-Feb-20 Customer Support Specialist $4,000.00
47 Alvarez Benito 31-Mar-20 Front End Developer $5,200.00
51 Shields Simone 30-Apr-20 Network Specialist $7,000.00
52 Novak Stefan 01-Jan-19 Project Leader $8,000.00
53 Anad Sergei 01-Jan-19 Front End Developer $5,300.00
54 Allen Sasha 01-Jan-19 Programmer $7,000.00
55 Winter Wendy 31-Dec-20 Front End Developer $4,300.00
56 Reddy Kamal 01-Sep-19 Programmer $6,200.00
57 Yang Tam 30-Apr-21 Front End Developer $5,000.00
58 Young Solomon 01-Jan-19 Programmer $5,500.00
59 Santana Carmen 01-Jan-19 Front End Developer $4,800.00
60 Lu Chang 01-Mar-19 Database Developer $7,900.00
61 Smirnov Tovah 01-Oct-19 Programmer $6,000.00
62 Turner Jake 31-Mar-21 Database Developer $7,800.00
63 Geller Nathan 01-Jan-19 Project Leader $8,100.00
64 Lopez Miguel 01-Jan-19 Programmer $6,200.00
65 Garcia Hector 01-Apr-23 UI Designer $7,000.00
66 Roth Elena 31-Oct-20 Network Specialist $7,000.00
67 Horvat Nigel 30-Apr-24 UI Designer $6,300.00

Clients
ClientID ClientName Street Zip Government
1 Tri-Lakes Realtors 135 E Jefferson St 02447 FALSE
2 Project Lead The Way 762 Saratoga Blvd 02446 TRUE
3 Midstates Auto Auction 9787 S Campbell Ln 01355 FALSE
4 Bretz & Hanna Law Firm 8101 N Olive Dr 01431 FALSE
5 Aspire Associates 5673 South Ave 01431 FALSE
6 Bounteous 9898 Ohio Ave 02770 FALSE
7 Netsmart Solutions 4091 Brentwood Ln 01354 FALSE
8 Loren Group 9565 Ridge Rd 02466 FALSE
9 Associated Grocers 231 Tecumsa Rd 02532 FALSE
10 Jobot Developers 1368 E 1000 St 02330 FALSE
11 Harper State Bank 1865 Forrest Dr 01571 FALSE
12 MarketPoint Sales 826 Hosta St 01983 FALSE
13 SecureCom Wireless 5280 Industrial Dr 01852 FALSE
14 The HELPCard 840 Boonville Ave 02466 TRUE
15 Jillian Henry & Associates 815 E California St 02113 FALSE
16 Pediatric Group 4940 W Farm Rd 02113 FALSE
17 SkyFactor 1736 Sunshine Dr 02726 FALSE
18 NuCamp 2500 E Kearny St 01431 FALSE
19 Wu Electric 5520 S Michigan 02447 FALSE
20 Juxly Engineering 4238 Rumsfield Rd 02148 FALSE
21 Carta Training 2445 N Airport Dr 02446 FALSE

FIGURE 1-5 Sample data for JCC (continued)

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 Introduction to Database Management

Projects 7
ProjectID ProjectStartDate ClientID EmployeeID ProjectNotes
1 06-Feb-19 1 52 Client wants digital solutions to help rebrand company name to
emphasize commercial real estate.
2 07-Feb-19 2 63 Client needs help converting, organizing, and managing various
sources/formats of donor and donation data.
3 11-Mar-19 3 52 Client wants to establish SEO goals.
4 10-Apr-20 4 52 Client wants to set up an internal server as well as help
with a domain name.
7 02-Sep-19 2 63 Client has used the database for several months and
now needs new report
8 06-Jan-20 3 52 Develop and implement website SEO strategy.
9 10-Feb-20 6 63 Needs help to manage and organize internal data.
10 31-Mar-21 7 19 Develop new website content.
11 30-Apr-20 9 19 Client needs internal database to manage personnel.
13 30-Nov-20 10 64 Client needs subcontracting help installing a new database for a
WordPress site.
14 09-Dec-20 15 19 Client needs new functionality for current JavaScript application.
15 21-Dec-20 14 19 Client needs new functionality for current Ruby/Rails application.
16 04-Jan-21 11 52 Client needs help with server security.
17 15-Feb-21 12 52 Current online sales solution is unreliable.
18 14-Apr-21 6 63 Client needs internal database to manage inventory.
19 04-Jun-21 13 52 Client needs new functionality for current C# / ASP.NET application.
20 30-Jul-21 1 63 Client needs full website reskin.
21 31-Aug-21 16 19 Client needs help with data analytics.
22 30-Sep-21 20 19 Client needs an online reference database
23 12-Nov-21 18 63 Client needs new blog and current pages updated to include
responsive web design principles for mobile devices.

ProjectLineItems
ProjectLineItemID ProjectID TaskID TaskDate Quantity Factor ProjectLineItemNotes
1 1 MEET00 06-Feb-19 1 1.00
2 1 PLAN01 06-Feb-19 1 1.00
4 2 MEET00 07-Feb-19 1 1.00
5 2 PLAN01 07-Feb-19 1 1.00
6 2 DB01 15-Mar-19 1 1.30 Data is stored in multiple spreadsheets.
7 2 DB02 15-Apr-19 20 1.30 Data is not consistent between spreadsheets.
8 3 MEET00 11-Mar-19 1 1.00
9 3 PLAN01 11-Mar-19 1 1.20 Owner is difficult to pin down.
10 4 MEET00 10-Apr-20 1 1.00
11 4 PLAN01 10-Apr-20 1 1.20 Two principal attorneys must agree.
12 4 SERV01 11-May-20 1 1.00
13 4 SERV02 10-Jun-20 1 1.30 Security is a paramount issue.
17 11 MEET00 30-Apr-20 1 1.00
18 11 PLAN01 30-Apr-20 1 1.00
19 9 MEET00 10-Feb-20 1 1.00
20 9 PLAN01 10-Feb-20 1 1.00
25 9 PLAN10 17-Feb-20 1 1.00
26 18 MEET00 14-Apr-21 1 1.00
27 20 MEET00 30-Jul-21 1 1.00
28 20 PLAN01 30-Jul-21 1 1.00
29 20 PLAN02 30-Jul-21 1 1.00

FIGURE 1-5 Sample data for JCC (continued)

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Module 1

8 TaskMasterList
TaskID Description CategoryID Per Estimate
CODE01 Code PHP Coding Hour $150.00
CODE02 Code C# in ASP.NET Coding Hour $150.00
CODE03 Code Ruby on Rails Coding Hour $150.00
CODE04 Code SQL Coding Hour $150.00
CODE05 Code HTML Coding Hour $100.00
CODE06 Code CSS Coding Hour $100.00
CODE07 Code JavaScript Coding Hour $125.00
CODE08 Perform analytics Coding Hour $100.00
CODE09 Select technology stack Coding Hour $200.00
CODE10 Apply SEO Coding Hour $125.00
CODE12 Create prototype Coding Hour $150.00
CODE13 Code WordPress Coding Hour $100.00
CODE14 Code Python Coding Hour $150.00
CODE15 Create shopping cart Coding Hour $125.00
CODE16 Code other Coding Hour $150.00
DB01 Design relational database Database Project $1,000.00
DB02 Convert data Database Hour $125.00
DB03 Install MySQL database Database Project $500.00
DB04 Install SQL Server database Database Project $500.00
DB05 Install Access database Database Project $400.00
MEET00 Initial customer meeting Meeting Project $0.00

FIGURE 1-5 Sample data for JCC (continued)

In the Employees table, each employee has a unique EmployeeID number in the first column. The name
of the employee with the EmployeeID value of 19 in the first record is Ali Kohn. His hire date was 01-Jan-20,
his title is Project Leader, and his monthly salary is $5,000.00.
The Clients table contains one record for each client, which is uniquely identified by a ClientID number
in the first column. The client name, street, zip, and whether the client is a governmental entity are also
stored for each record.
In the Projects table, a unique ProjectID number for each project is positioned in the first column.
The project start date and project notes are also recorded in fields named ProjectStartDate and ProjectNotes.
The ClientID field contains a number that connects the Projects table with the Clients table. In the first
record for ProjectID 1, the ClientID value is also 1, which connects with Tri-Lakes Realtors in the Clients
table. The EmployeeID value of 52 connects with Stefan Novak in the Employees table.
In the table named ProjectLineItems, each record represents one task for each project. The ProjectID
value connects each record to a specific project in the Projects table. Note that the first two records contain
a ProjectID value of 1 connecting them with the first project in the Projects table, which in turn connects
them with the Tri-Lakes Realtors record in the Clients table. The TaskID column connects each line item
with a record in the TaskMasterList table that further describes that task. The ProjectLineItems table also
contains fields named TaskDate, Quantity, Factor, and ProjectLineItemNotes, which further describe each
task for that project. The Quantity field is used to identify the estimated hours for the hourly tasks. The
Factor field is a multiplier that represents additional risk or complexity. For example, 1.1 = 10% increase in
perceived complexity or risk for that task. Both the Quantity and Factor fields are used to calculate the price
for that task.
The TaskMasterList table uniquely identifies the different tasks that may appear on a project estimate
with the TaskID field, and further describes each task with the Description, CategoryID, Per (per hour or
per project), and Estimate fields. The Estimate field contains the dollar amount for that task. It is multiplied
by the Quantity and Factor fields in the ProjectLineItems table to calculate the total estimated cost for that
line item.
The table named ProjectLineItems might seem strange at first glance. Why do you need a separate table
for the project line items? Couldn’t the project line items be included in the Projects table? The Projects table
could be structured as shown in Figure 1-6. Notice that this table contains the same projects and line items
as those shown in Figure 1-5, with the same fields and data. However, the TaskID, TaskDate, Quantity, Factor,
and ProjectLineItemNotes fields contain multiple entries.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Introduction to Database Management

ProjectID ProjectStartDate ClientID EmployeeID ProjectNotes TaskID TaskDate Quantity Factor ProjectLineItemNotes
9
1 06-Feb-19 1 52 Client wants digital solutions to MEET00 06-Feb-19 1 1.00
emphasize commercial real estate. PLAN01 06-Feb-19 1 1.00
2 07-Feb-19 10 63 Client needs help converting, MEET00 07-Feb-19 1 1.00
organizing, and managing donor PLAN01 07-Feb-19 1 1.00
and donation data. DB01 15-Mar-19 1 1.30 Data is stored in multiple spreadsheets.
DB02 15-Apr-19 20 1.30 Data is not consistent between spreadsheets.
CODE04 15-May-19 4 1.00 Code SQL to code 4 queries.
TEST01 03-Jun-19 8 1.00
TEST02 03-Jun-19 8 1.00
MEET01 03-Jun-19 2 1.00
SUPP03 03-Jun-19 8 1.00
3 11-Mar-19 3 52 Client wants to establish SEO goals. MEET00 11-Mar-19 1 1.00
PLAN01 11-Mar-19 1 1.20 Owner is difficult to pin down.
4 10-Apr-20 4 52 Client wants to set up an internal MEET00 10-Apr-20 1 1.00
server as well as help with a domain PLAN01 10-Apr-20 1 1.20 Two principal attorneys must agree.
name. SERV01 11-May-20 1 1.00
SERV02 10-Jun-20 1 1.30 Security is a paramount issue.
TEST01 15-Jun-20 16 1.00
TEST02 15-Jun-20 16 1.00
SUPP03 15-Jun-20 4 1.00

FIGURE 1-6 Alternative Projects table structure

Q & A 1-3

Question: How is the information in Figure 1-5 represented in Figure 1-6?

Answer: Examine the ProjectLineItems table shown in Figure 1-5 and note the first two records are
connected with ProjectID 1 in the Projects table. In Figure 1-6, the entire project estimate for ProjectID 1
is entered in one record. Two task IDs and the other fields that describe the two tasks for that project are
entered together in the fields that describe the tasks.

Q & A 1-4

Question: Why does ProjectID 2 have such a large row in Figure 1-6?
Answer: Figure 1-6 shows one row (record) for each project (as opposed to one row for each task). Given that
the estimate for ProjectID 2 has nine different tasks, ProjectID 2 requires nine different entries in each of the
columns (fields) that describe the tasks for that project.

Figure 1-5 shows a single entry in each field of the ProjectLineItems table. In Figure 1-6, the
fields that describe tasks contain multiple entries such as the TaskID, TaskDate, Quantity, Factor, and
ProjectLineItemNotes. For example, ProjectID 1 consists of two tasks, and therefore two entries are placed in
the TaskID, TaskDate, Quantity, and Factor fields because those fields describe the two tasks for that project.
Other projects contain many more tasks and would have many more entries in those fields.
In general, tables that contain more than one piece of information per attribute (column or field) create
several problems that can be eliminated with a proper relational database design. The following are some
warning signs that your entities, attributes, and relationships are not properly designed:
• You need to enter more than one value in a particular field (see Figure 1-6).
• You are asked to enter two or more pieces of information in a field. For example, using one field to
enter both first and last names means you cannot quickly and easily search, sort, and filter on either
part of a person’s name.
• You are asked to enter both values and units of measure in the same field. Entering numbers and text
in the same field generally prevents you from calculating on the numeric part of the data.
• You find yourself adding new columns to handle multiple values for the same type of data. For
example, to track employee salaries over time, you wouldn’t want to create additional attributes
in the Employees table with names such as Salary1, Salary2, and Salary3. A better approach
would be to create a Salaries table and relate it to the Employees table. One employee record

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Andy’s work on the testing apparatus. This was probably because of
Mr. Leighton’s special interest in his wife’s description of her
brother’s estate. How much this was, was indicated by his
suggestion that no part of the property be sold, as he was arranging,
if possible, to come to Florida in about two weeks.
When Mrs. Leighton read this, Andy did not “hurrah.” Instead, he
made a quick calculation. Then he smiled. In two weeks the
aeroplane would be completed, and someone would have tested it.
There were over eighty ribs to be attached to the two frames of
the aeroplane. At intervals of about a foot, the front end of each
strip was screwed to the top of the forward beam. Extending the
strip back over the rear beam, it was made fast there with screws.
Two feet of the free end of each strip extended beyond the rear
beam. These having been put in place, there was a hasty smoothing
of all timbers with sandpaper and another coat of shellac and when
Saturday night came, the big skeleton-like, fragile-looking frame,
which almost filled the big boatshed, was locked up with the feeling
that the hardest work had been accomplished.
By Tuesday night, both planes had been covered. The muslin, cut
in full six-foot pieces, had been soaked in Andy’s waterproof solution
(equal parts of alum and sugar of lead) and dried. Then one end of
a piece was glued to the front edge of the beam and fastened with
copper tacks. Carefully the strip was drawn back, and, as it was
stretched skin tight, made fast with small tacks to the ribs. The rear
end was turned under and glued to prevent raveling.
“This is worse than ribbin’ her,” panted Andy more than once as he
pulled at the muslin. “And I reckon the bottom ain’t agoin’ to be any
easier.”
Nor was it. But when the work was done, the result of a week’s
labor began to look like an aeroplane. The muslin was now treated
to a good coat of varnish, which turned the white stretches to a
golden brown color.
 The next step was the bracing of the frame with wires. Suitable
metal plates, with hooks, to be attached to the stanchions to afford
points for holding the wires, were not available. Therefore, these
were made out of sheet steel by Andy and Captain Anderson in the
shop over on Goat Creek. Screw holes were bored by the hand drill
found there, and an edge of each sheet was turned into a hook by
heating the metal in the forge and blue-tempering the plate
afterwards.
Progress seemed to be slower now, but the interest in the work
increased in proportion. When all the open spaces between the
stanchions had been crossed with diagonal wires tied to the steel
plates at the top and bottom of each upright and the turn-buckles
had been inserted in the middle of each length of wire, the proud
artificers were ready to key the unstable frame into rigidity.
This was a most delicate task. Truing the long frame on the floor
and squaring its vertical parts with a level, the task was to tighten
the wires without warping the sections.
“It’s like tunin’ a piano,” laughed Andy.
“Or tightenin’ a sawbuck,” suggested the captain.
Then Andy discovered that the tightened, straining wires were
acutely vibrant, and he began to test his work by twanging the wires
with his fingers, like the strings of a harp.
“Here, you,” exclaimed the busy boat builder, “you can’t work and
play, too—”
“You can’t?” laughed Andy. “What are you doin’?”
“I guess you’re right,” snickered Captain Anderson. “The whole
thing is play to me.”
A part of nearly every evening of the ten days already consumed
in making the aeroplane frame had been devoted to theories and
sketches and plans for attaching the bird-tail rudder, the engine and
propeller shafts, the wires to flex the free extensions of the upper
plane and, most important of all, a universal lever to flex the planes
and operate the tail rudder simultaneously.
Pieces and braces were now attached to the frame to hold the
engine and propellers similar to those on the Wright machine. The
seat for the operator also followed the Wright plan. The universal
operating lever was an ingenious adaptation of the Wright control.
“It looks good to me,” approved Andy, when the resourceful
captain suggested the contrivance.
“It’s about as flimsy as everything else,” grunted Captain
Anderson. “I’d hate to trust my safety to this, or any other part of
the spidery thing—”
“Hush!” interrupted the boy, with a warning finger. “Not a word o’
that kind where mother can hear it. Now, when I get up in that thing
—”
“You?” broke in the captain, looking very sober, as he did when
much amused. “Who said you were going up in it?”
“Pshaw!” retorted the boy, “you know you ain’t. And Ba ain’t—”
“Don’t fly your aeroplane till it’s built,” teased the captain.
The lever to operate the planes and bird-tail rudder was at the
right of the operator’s seat. It was to be attached to the forward
beam by means of a rocking-hinge—also devised by Captain
Anderson, and later made by Andy—that permitted a straight motion
forward and back and a movement to right and left at right angles to
the other motion.
About six inches above the beam, a wire was made fast to the
lever. This wire extended to the right and left, and passed beneath
grooved wheels attached to the base of the first and second
stanchions to the right and left. From the second wheel on each side
the wire passed up and diagonally to the rear and far corner of the
upper plane, where it was made fast. Throwing the lever to the right
drew down the rear of the extended upper plane on the left, while
the contrary motion reversed the operation.
 A frame of spruce and pine, extending ten feet in the rear, passing
between the orbits of the propellers and braced with wires extending
to the ends of the car beams, was planned to carry the proposed
tail-guide. The shaft to operate this was a reinforced length of
spruce.
This rudder shaft extended to the universal control lever. From this
end of the shaft, a quarter-inch round steel pin extended through
the lever and was secured by a nut so that the shaft might revolve
and yet be pushed backward and forward by a front and rear
movement of the control rudder.
The mechanism to revolve the shaft to the right or left at the
same time was what taxed Captain Anderson. In an attempt to
secure this result, he added a small hand lever to the top of the
principal control lever. This adjunct was so hinged that it might be
moved only to the right and left, and had no play forward or
backward. At the base of this little lateral lever a cross-arm was
attached, about six inches long. The movement of the little lever
gave this cross-arm a rocking motion up and down.
From each end of the rocking lever a hinged arm extended
downward and engaged—through guides—a cogged wheel, also
fastened on the control shaft.
“I’ll bet that’s exactly the way my uncle meant it to work,”
commented Andy enthusiastically. “If you throw the control lever to
the right, the left rear plane is depressed. The same motion turns
the wheel on the lever shaft. This, working in the cog on the rudder
shaft, gives it a reverse motion—and that throws the fins of the tail
on a diagonal slant to the right.”
“I’m followin’ out your idea,” assented the captain. “But I don’t
know what it means.”
Andy laughed and explained it all again.
“Turning to the right with the usual rudder, tends to make the
machine dart in that direction, just as a boat does when you turn
quickly. To stop that, a part of the aeroplane surface on that side is
drawn down—that increases the atmospheric pressure and tends to
right the machine; the flexing wires see to that. But my uncle’s bird-
tail guide goes further: it attempts to lessen this tendency to dart by
flexing the rudder on the side that isn’t doing the turning. By
elevating the idle corner, he decreases the wind pressure, and that
part of the machine settles. See?”
“I don’t,” admitted the captain. “But there’s the machinery to do
what you want.”
 CHAPTER X
DESPERATE NEEDS AND A BOLD APPEAL

Before the end of the coming week the aeroplane would be

finished. As this time approached, Andy began to be greatly
bothered. At first, he had worried alone over the airship and the
possibility of being able to construct it. Now, he was satisfied that a
practicable air craft would result.
“And what then?” Andy was debating this on Sunday morning as
he stood before the idle boathouse. “What’s the good of it all? It’s a
cinch that my mother ain’t goin’ to let me try to run it. And what if
she does consent? For a fellow who hasn’t had a particle of
experience, to bang away with a car like that’d be a crime. Everyone
has to learn. I can, I know, but a fellow certainly don’t do it the first
time. It’s twenty chances to one that I’d break the thing the first
dash out of the box. Gee whiz! but it does seem a shame.”
“What’s a shame?” asked Captain Anderson, who was strolling to a
seat on the pier.
Andy explained, walking by his friend’s side.
“Seems to me you’ve begun that line o’ reasoning pretty late,”
commented the captain, as he filled his morning pipe. “To tell the
truth, I haven’t bothered about it because I’ve thought all along that
your mother would first object and then relent. And I supposed
anyone could operate an aeroplane who had the nerve—”
“That’s it,” acknowledged Andy, “they can’t. I’m not afraid, but a
fellow ought to begin with a gliding machine and learn how to
handle it—get used to dips, angles, and darts, and what’s necessary
to correct ’em. If he don’t do that, he should, at least, go up several
times with someone who can tell him all about it.”
The captain drew on his pipe slowly.
“Then what have we been breakin’ our backs over?” he asked
soberly. “All along we’ve been makin’ something we haven’t any use
for.”
“I don’t agree with you there,” answered Andy positively. “It is of
some use—we found we could make it.”
“Humph!” exclaimed the captain. “I could have told you that; I
wouldn’t have begun her if I hadn’t known that.”
“You’re not sorry, are you?” asked the lad, a little plaintively.
“Sorry!” laughed Captain Anderson. “Not a bit, except for you. All I
was doin’ was for fun and because you were so eager.”
“I know,” answered Andy quickly, “and you bet I’m grateful
enough. I’m only gettin’ cold feet now because you’ve made such a
dandy. If it was only my own work, a sort o’ patched up thing with a
common engine, I’d bang away and take a chance in it, if I could.
But I don’t believe there has ever been a better flyin’ machine made,
and if I smashed her, I’d never forgive myself. But it ain’t because
I’m afraid.”
“Then,” answered the old boat builder sympathetically, “we’ll finish
the job if we never use the machine. It’ll be a nice piece of work—”
“And maybe something’ll happen,” interrupted the boy.
“There’s always a chance,” answered the man, with a big smile.
“But I can’t see what can happen that’ll ever make it of use. Not
unless the clouds part some day and drop a trained aviator at our
feet—someone lookin’ for a job.”
“That’s it,” exclaimed the boy impulsively. “Not out of the clouds,
of course. But, perhaps, maybe, someway, somehow such a man
might happen along.”
 The captain smiled and began to unfold his paper.
“Or,” went on Andy, “if he didn’t happen along, we might send for
one—”
“Send for one!” exclaimed the man. “You mean hire an aviator to
come down here into the wilderness?”
“I guess I didn’t mean that,” said Andy in confusion. “I don’t know
what I meant.”
His companion saw tears of chagrin and disappointment almost
showing.
“Don’t you bother, Andy. We’ll finish the airship in the best manner
we can. I hardly think we can employ a professional aviator, but
something may happen—something usually happens when you’re
young enough and eager enough.”
“If mother lets me, I’ll do it anyway,” broke out the boy.
“And smash our beautiful machine?” laughed the captain.
Andy winced.
“Come,” went on the captain. “I always worry to-morrow. Run into
the house, get something to read, and forget aeroplanes to-day. I
think it’s gotten on your nerves a little.”
But the day was too fine for reading, and, as a good sailing breeze
came up, Captain Anderson soon followed Andy, with a proposal that
all, including Ba, should sail to Melbourne.
The plunge of the swift Valkaria through the water and the savor
of the semi-salt spray were enough to revive all the lad’s old
enthusiasm. He took the tiller at times, helped with the sheets, and,
long before Melbourne was reached, the joy of sailing had pushed
the aeroplane temporarily into the background.
While waiting in the parlor of the little hotel, his elders busy with
new acquaintances, Andy stumbled upon something that set him
thinking. In a few minutes, with almost a gasp—as if some idea was
too much for him—he left the house and curled up on a seat on the
gallery. His forehead was wrinkled. He had come to a sudden and
bold decision, and he was trying to persuade himself that it was not
ridiculous.
“Anything new botherin’ you, Andy?” asked Captain Anderson, as
he appeared to tell the boy that dinner was ready.
“Nothin’ that’s botherin’ me,” answered Andy, in a rather confident
tone, “but I’ve got an idea. I reckon it’s so foolish that I ain’t agoin’
to tell about it—yet.”
As the boy followed the man into the house, he folded up a
newspaper he had found on the parlor table and put it into his
pocket. After dinner Andy secured from the landlady some paper, an
envelope, and a stamp. In the office, he wrote a letter which,
however, he did not seal.
That done, he composed himself until there was talk of starting
home. There was no post-office at Valkaria, and as Andy had an
important letter that he wanted to mail at the earliest opportunity,
he managed to get Captain Anderson aside.
A little nervously he drew out the paper he had in his pocket. It
was an Indian River region paper—the Daytona Daily Beacon. The
boy pointed to the main article on the front page—an account of the
annual automobile speed contests to be held during the coming
week. Although these races, which take place on Ormond’s famed
ocean beach—hard and smooth as cement—are known all over the
world, Captain Anderson had no great interest in them.
“You’d like to go?” he began, glancing at the article indifferently.
Instead of replying, the boy, his nervousness most apparent, ran
his finger down the column, through the program, to the end, where
it paused on a sub-head entitled: “Distinguished Visitors Present.”
The captain’s eyes followed Andy’s shaking finger. Then he saw it
pointing to two names. These were:
 “J. W. Atkinson, President American Aeroplane Works, Newark,
New Jersey. Mr. Roy Osborne, ditto.”
“Friends of yours?” asked the captain, still mystified.
“Never saw either,” exclaimed the boy. “But I want you to read
this.”
He drew out his newly-written letter, and, fumbling it in his
excitement, finally got the sheet in Captain Anderson’s hands. It
read:

“Valkaria, Florida, Jan.——

“Mr. Roy Osborne,
“Care J. W. Atkinson, Pres. Am. Aeroplane Works, Daytona,
Florida.
“Dear Sir:—You will be surprised to get this letter. But maybe you
won’t be sorry. Like a good many other boys, I have read about your
experiences with aeroplanes. I live in St. Paul, and the newspapers
there published all about what you did in Utah. The papers said you
are only 17 years old, and that is why I am writing this, as I am 16.
As I said, I don’t live here, but I’ve been down here nearly two
weeks, and I’m living with Captain Anderson, at this place. We have
made an aeroplane that I am sure will fly. It has a new kind of
rudder that I’ve never heard of before. Maybe it is a good thing. I
am taking the liberty of writing this letter to you because the papers
say you are a skilled aviator. And I thought maybe you would like to
investigate the new rudder that we have made. I haven’t any money
to pay you to do it, but I thought that you might like to do it anyway
because you are a boy. It is only 85 miles to Valkaria from Daytona.
I suppose you work for Mr. Atkinson, but if he will let you come,
there is splendid boating down here, and we have some fine ripe
pineapples and oranges, and I would be glad to show you our new
airship. Trusting that I may be favored with an early reply, I am,
“Your obedient servant,
 “Andrew Leighton.
“P.S.:—The engine was made by my uncle, and it is a beauty.”

When Captain Anderson finished reading the letter, his face was a
puzzle. He frowned, he ran his hands through his heavy silvery hair,
and he laughed.
“Andy,” he said, as he reached this stage, “you are certainly bound
to get on in the world. Now, who’d have thought of that? Of course,
he won’t come—”
“Why won’t he?” snapped the boy. “I would, if I were in his place
and got a letter like that—”
“But he’s evidently at Daytona with his boss—”
“That’s it. They aren’t there for fun. They’re watching motors;
they’re lookin’ for ideas.”
“But what do you know about him?”
Then Andy told the story of Roy Osborne, which is so well known
in aviation circles, and which was familiar to him through the book
written about the young aviator’s hazardous and interesting
experiences in the west under the title of “The Aeroplane Express.”
“And you’re goin’ to send it?” commented the captain.
“Right away!”
“Well,” exclaimed the man, laughing, “it is certainly a nervy thing
to do. But, good luck to you.”
There was no poling the Valkaria that evening, and the sail home
was full of joy to all. The next morning, work on the aeroplane was
resumed with new vigor. The braced car now occupied so much of
the shop that, each morning, Captain Anderson and Andy carried it
out to the sandy river shore, where it rested all day on “horses,” that
the two workmen might have the entire shop for their further work.
It had been vaguely planned that the starting and landing wheels
would be wooden and handmade. But from the moment Captain
Anderson read the letter to Roy Osborne and confronted the
possibility of exhibiting his work to a professional, he became
additionally ambitious. Early Monday morning, he telephoned to
Titusville for three old bicycle wheels with mending kits and a pump.
“Everything is right but the wheels,” he explained. “And if she
don’t work, we can’t afford to have it because we fell down on
them.”
That day and the next, Andy worked on the wheel mechanism and
the brake, while Captain Anderson was at last wholly occupied with
the bird-tail guide. The most delicate work was required for the
“heart” of the contrivance, as he called it, which was the thin tail
pinions of wood, each of which had to be worked out like the blade
of a propeller.
The week went by with no word from Roy Osborne. At first
Captain Anderson was inclined to twit Andy about his letter. But
when he saw how seriously the boy viewed his own presumption,
the sympathetic boat builder ceased his joking.
“He might have answered my letter, at least,” Andy would say.
Each day Ba sailed to Melbourne for the mail, and each time he
came back with no communication from Daytona.
“By Saturday she’ll be ready for the engine, I think,” said Captain
Anderson in mid-week.
“I reckon so,” replied Andy, rather ruefully. “But there’s no use o’
puttin’ the engine in her as long as we’ve got to tote her in and out
of the shop every day.”
“No,” exclaimed the captain, “we’ll go the limit. When we get that
shaft rigging in and the chain drives and the propellers on, I want to
see the engine hooked up to ’em. I want to see those wheels move,
if we’ve got to tie her to the dock to keep her from flyin’ away. And
we’ll fit on the rudder and the front balance, too, just to see what
the whole thing looks like.”
 “I’m goin’ to make her let me do it,” broke in Andy impulsively.
“Mother won’t have the heart to refuse me when she sees it all out
there ready to fly.”
The captain took a long puff at his pipe and laughed.
“Anyway,” he said slowly, “she looks like the real thing to me. If
your mother’ll let you, go the limit. If she won’t fly, bust her. I don’t
care.”
 CHAPTER XI
ROY OSBORNE REACHES VALKARIA

Andy had fallen into the habit of strolling up the sandy road each
evening about the time for the Lake Worth Express to go south. But
not once did he catch the sound of the warning whistle or the
grinding brakes. Even the Friday night train went by without
slackening speed, and the boy was almost ready to abandon hope
that Roy Osborne might come to his rescue.
“The automobile races were ended this afternoon,” said Andy
when he returned to the house after a vain visit to the box-car depot
Friday evening. “If he don’t come to-morrow evening, I’ll give up.”
Although neither Andy nor Captain Anderson talked much about
the new aeroplane this evening, the machine being practically
complete, they could not resist making it the subject of some
comment.
“It don’t look very strong to me,” remarked Mrs. Anderson.
“Where do you hitch on the wings?”
In explaining that the wings were the two planes, Andy grew
verbose and was soon expatiating, for the first time, on the
magnificent possibilities of the apparatus.
“Then you let it up with a rope,” suggested Mrs. Anderson, upon
whom, to tell the truth, a good part of Andy’s technical talk was
wasted.
Both Andy and Captain Anderson laughed.
“I wish we could,” exclaimed the captain, “but I’m afraid we’ll have
to sail it without a rope. It works just like a boat—but in the air,” he
explained.
 “But who guides it?” persisted his wife.
“Who? Why, there must be an operator. I supposed you knew that
—”
“I knew that much about it,” interrupted Mrs. Leighton, with a half
patronizing smile. “I’ve just been waiting for Andrew to offer to do
it.”
There was an awkward silence. The captain puckered his lips, and
Andy grew white about the mouth. Someone had to say something.
“And what if I did?” said the boy, at last, his fingers gripped and
his breath partly suppressed.
“Have you been counting on doing this?” asked his mother, sitting
upright and leaning toward the distressed boy.
“N—no,” stammered Andy. “But there is no one else.”
Mrs. Leighton turned toward Captain Anderson:
“Do you want him to do this, Captain?” she asked, her voice
indicating that this situation had been long anticipated.
“No,” exclaimed the captain. “I don’t want him to do it. Of course,
it is more than dangerous.”
“You know you said you’d find someone,” continued Mrs. Leighton,
who was visibly under a strain.
“I haven’t found anyone yet,” replied the captain, somewhat
crestfallen.
Mrs. Leighton was silent a few moments.
“Captain,” she said at last, “whenever, in your judgment, Andrew
can be of further use to you in this experiment, he may do as you
wish. If you think he ought to attempt to operate this aeroplane, I
feel that I must defer to your judgment—”
The captain was on his feet in an instant, shaking his head.
 “We should have thought of all this before we began and saved all
our trouble and expense,” he exclaimed. “It’s too late to mend that,
but it isn’t too late to prevent the boy breaking his neck. I don’t
recommend that he turn aviator—I don’t even believe I’ll consent to
it.”
Any hope that Andy had that his mother might approve of his
undertaking to operate the car, was dead. The boy arose and left the
room. He choked back a sob and wiped away a few tears that he
could not suppress, and then walked far out on the pier and sat in
the moonlight alone and sadder than he had ever been in his life.
When he finally entered the boathouse to go to bed, he found
Captain Anderson already asleep. The boy wondered if his friend and
co-worker did not feel something of the same disappointment. In the
morning Andy was awakened by a noise in the shop, and he turned
over to find Captain Anderson opening the big double doors.
“Turn out, youngster, and give me a hand. I want to get the car
out so I can fasten on the rudder.”
“I suppose you’re goin’ to take a photograph of it,” said Andy, with
a sad smile, “and then knock her to pieces. It would make a fine
rack to dry clothes on—”
“I’m goin’ to test her out if it’s the last thing I do alive,” said the
captain in a determined voice.
“You?” exclaimed Andy, rolling out of bed. “You? Not if I can stop
you, you won’t. You’re sure to kill yourself.”
“What about you?” replied his companion.
“Oh, I—well, that’s different. I always wanted to. And you’re doin’
it just because—because you’re mad.”
“Never mind why I’m doing it,” went on the captain. “You get
dressed and get busy.”
Without daring to make further protests, the boy complied. At the
earliest moment, however, he went into the house and almost
immediately Mrs. Anderson appeared with a skillet in her hand.
Rushing down the path to the boathouse, she cried:
“Charles Anderson, you’ll do no such thing.”
Her husband, already bolting on the bird-tail rudder frame, looked
up in surprise.
“Do you mean to tell me you think you’re goin’ sailin’ off in the sky
in that thing?”
“I haven’t told you anything of the sort,” answered the captain
somewhat meekly.
“Well, are you?”
“I—I—”
“You are not! That’s all there is to that. It’s bad enough to come
down here and live half the year doing nothing and seeing nothing
while you fritter away your time building boats you don’t want, and
nobody wants, I guess. But you mark what I say, I ain’t goin’ to go
mopin’ around in black the rest o’ my life pretending you weren’t
crazy when you committed suicide. And if you don’t tell me this
minute you’ll stay down on the ground, I’ll smash every stick in this
fool killer.”
“I—I—” began the captain again.
As he hesitated, his irate wife sprang forward with her skillet in
the air. The fragile varnished spruce stanchions were at her mercy.
“I promise,” capitulated her husband. “I won’t try it.”
“Then you come right in to breakfast,” exclaimed Mrs. Anderson.
“And if you want my advice, you’ll put a match to that whole
contraption and try to get back to your senses again. You, too,
Andrew,” she said hotly as she passed the alarmed lad. “You’re both
clean crazy.”
Despite this domestic conflict, Captain Anderson and Andy could
not resist a surreptitious glance now and again and a covert smile.
But Mrs. Anderson was in earnest, and the old-time silence about
the new aeroplane was resumed at the breakfast table.
“Othello’s occupation’s gone,” said Captain Anderson in a low voice
as he and the boy left the house.
“He may come to-night,” almost whispered Andy, referring to Roy
Osborne. “Hadn’t we better go ahead?”
Captain Anderson nodded his head toward the kitchen, where Mrs.
Anderson could be heard making far more than ordinary kitchen
clatter.
“Nothing to-day,” he said, with a smile. “Mrs. Anderson is the
easiest-going woman in the world. But, when she breaks out as she
did to-day, I don’t want to cross her. We’ll put the car back into the
shop, and—well, we might try a sail until the storm is over.”
“There’s someone out already,” remarked the almost disconsolate
boy, pointing toward a speck of sail far down the river.
Captain Anderson looked and led the way to the boathouse.
Unbolting the part of the rudder frame he had already attached, he
and Andy carried the light frame into the shop.
“Something like a pallbearer,” remarked the captain. “Maybe our
sail will cheer us up.”
Before he left the shop, he took down his binoculars, and had a
squint up and down the river.
“Looks like Lars Nilsen’s Frieda from St. Sebastian,” commented
the captain, indicating the boat in sight.
Ten minutes later the man and the boy had rowed out to the
anchored Valkaria, and were hoisting the sail, when Captain
Anderson noticed that the boat in the river had come about and was
making for his pier.
“It is Nilsen,” said the captain, “and he’s comin’ in. Hang on to the
mooring till we see what he wants.”
 As the Frieda approached the pier, it could be seen that, besides
the man sailing the boat, a young man was aboard. By his side, in
the stern, lay a traveling bag. The passenger had a smooth but
somewhat tanned face, and he wore a stiff-brimmed light-colored
soft hat such as are common in the far west.
Captain Anderson sang out a greeting to the skipper of the little
craft and, the moment its nose touched the pier, the young man,
bag in hand, sprang on the dock.
Andy’s heart thumped with a sudden thought. He dropped the
mooring line, and the Valkaria drifted dockward.
“Is this Captain Anderson?” called the young man.
As the captain replied, the stranger continued:
“Then this is Andy Leighton!”
“It is,” shouted Andy, “and you’re Roy Osborne!”
“One guess did it,” exclaimed the youth. “I’m a little late, but we
had a great sail. I got your letter—came down last night, but got
carried to St. Sebastian and stayed all night with Mr. Nilsen—came
up in the Frieda—dandy boat—how’s the airship?”
“I hardly thought you’d come,” began Andy, embarrassed.
“It was sort of accidental,” replied the new arrival, as he shook
hands all around. “I was to go back to Newark yesterday, but when I
showed Mr. Atkinson your letter, he said I might come. I’m to join
him at Lake Worth to-morrow.”
“To-morrow?” exclaimed Andy. “Do you have to go so soon?”
“Mr. Atkinson thought it wouldn’t take long. I didn’t just
understand. How did you ever happen to get an aeroplane down
here?”
As the party started up the pier, Andy began his explanation.
Without going to the house, the group went at once to the boat
shed. Within five minutes, Roy Osborne, his coat off and his sleeves
rolled up, was again the expert aviator. Swiftly he went over the
newly wrought car, examined every detail of the bird-tail rudder and
then asked Andy to operate it. Then he did the same thing himself.
“What do you think of it?” asked Andy with barely concealed
anxiety.
“An adaptation of Renaud’s idea,” answered the young
professional.
“Renaud?” repeated Andy. “I don’t believe my uncle ever heard of
him or his idea.”
“Quite likely,” answered Osborne, “but it is a most ingenious
application of the Frenchman’s theory. It has never before been
applied,” he went on.
“Will it work?” exclaimed Andy.
“Mechanically, it looks good to me. But there is only one way to
find whether it is a practical improvement—try it!”
“Will you?” urged Andy.
“Let me see the engine,” was the youthful aviator’s answer.
Here was something Andy understood. Almost before Roy Osborne
reached the delicate motor, Andy had primed it, set his ignition, and,
much to his relief, had the cylinders softly singing with the unbroken
purr of the perfect engine.
The sight of the aeroplane had not moved the new arrival. But at
the sound of the engine, he sprang forward, and then stood amazed.
The next instant, his hands, big and sinewy for his age, were on the
cylinders as if caressing them. His eyes glistened. Then his strong
hands caught one end of the throbbing mechanism and raised it
partly from the floor.
“Have you got the patterns for that?” he exclaimed quickly.
“There are none,” answered Andy. “My uncle made it—he’s dead.”
Osborne stopped and started the engine.
 “I’ll give $10,000 for it and the right to make it,” he added, after
another moment.
Andy gasped; even Captain Anderson’s mouth dropped open.
“How—how about the new rudder,” Andy managed to say, at last.
“I don’t know about that, yet. But I do know about this. Will you
sell it?”
Andy was confused; he hesitated, with no definite thought.
“Show Andy how to operate our aeroplane, if it’ll go,” put in
Captain Anderson, “and I reckon we can trade.”
Osborne turned to the excited, trembling Andy.
“Is it a go?” he asked with a smile.
“If you can make our aeroplane fly,” answered Andy, his face
almost white with joyous emotion, “and’ll teach me how to do it, you
can have anything I’ve got.”
 CHAPTER XII
THE PELICAN MAKES ITS FIRST FLIGHT

Based on his hasty examination of the aeroplane, young Osborne

instantly suggested a few improvements or reinforcements. As most
of the work yet to be done, such as the attachment of the rudder,
landing skis, and wheels, would increase the car so much in size that
it could not be taken in and out of the shop, everything was
immediately moved out of doors.
Then, before actual labor began, Captain Anderson suggested that
they go into the house for a few moments. Andy chuckled. He knew
that the captain wanted to acquaint his suspicious wife with the turn
in affairs—possibly the captain was afraid that Mrs. Osborne might
make a real attack with her skillet.
Andy could not but envy the young aviator’s natty figure and the
professional look about him. It was with considerable pride that he
presented Osborne to Mrs. Anderson and his mother.
“Maybe you don’t know about him,” began Andy while Roy
protested and grew red in the face, “but there isn’t anyone in
America, young or old, who knows any more about flyin’ machines
than he does. There’s a book about him, and he ain’t but—how old
are you?” exclaimed the boy.
“Oh, I can’t vote yet,” laughed Roy. “This is certainly a beautiful
place for a home, Mrs. Anderson.”
“And that book tells how he figured out an aeroplane express in
the deserts of Utah and found a lost tribe of Indians—”
“But I can’t see that anything I did was half as remarkable as the
making of a complete aeroplane down here,” broke in Roy.
 “I never saw a regular flying machine,” said Mrs. Anderson, “but
this one doesn’t look like one to me. Do you think it is all right?”
“No aeroplane is absolutely all right,” answered Roy smiling. “But
this one out there is correct so far as I understand aeroplanes.
Anyway, I’m going to test this one out, and I don’t expect to kill
myself doing it.”
“How far can you go in it?” asked Mrs. Leighton.
“If it works all right, I could go easily from here to Lake Worth, or
back over the Everglades, or even across to the Bahamas—”
“To the Bahamas?” broke in Andy.
“Certainly,” affirmed Roy. “I understand they aren’t over eighty-five
or ninety miles away. But I shan’t do any of these things. I’ll make a
thorough test of the apparatus and then show Andy how to operate
it.”
“Andy!” exclaimed Mrs. Leighton in alarm.
“I promised to,” explained Roy, surprised. “That is, if he wants to
try it.”
But Mrs. Leighton was shaking her head.
“That’s part of my business, you know. I’ve taught a good many
persons and have never yet had an accident.”
“I don’t think I want him to learn,” said Mrs. Leighton slowly.
“Mother,” spoke up Andy, with energy, “didn’t you say I could try
to operate this car when Captain Anderson asked you to let me do
it?”
“I—believe I did,” conceded that lady hesitatingly.
“Well, Captain Anderson,” exclaimed Andy stoutly, “don’t you want
me to try it?”
“If Mr. Osborne tests it out and takes you up and shows you how,
I think it’ll be all right.”
 “There,” urged the boy facing his mother, “are you going to keep
your word?”
“Let’s see what Mr. Osborne has to say about it after he has tried
it,” pleaded the boy’s mother.
That was all the concession Andy wanted.
At three o’clock the Pelican was completed.
“You have to wait for the wind to go down, don’t you?” asked
Captain Anderson. “That’ll be about five o’clock.”
Roy shook his head.
“Some do,” he said, “but with a perfectly-made machine and a
powerful engine, I like a fair breeze.” He looked about. “I’m all
ready.”
The river shore at each side of Captain Anderson’s place was
crossed by a wire fence. On the south side of the pier, the hard,
white sand stretched like a road for miles. Here and there was a little
driftwood. Captain Anderson removed the fence with a few blows of
an axe, while Andy ran down the shore to remove the driftwood.
“I suppose you think it strange I don’t help,” said Roy to Mrs.
Anderson and Mrs. Leighton, who were on the pier. “But that’s the
first thing an aeroplane operator has to learn. When I make an
extensive flight, I do no work that day if I can help it. My assistants
fill the tanks and get the car in place. I save every bit of muscle and
nerve force I have.”
“You haven’t stuck to your rule to-day,” suggested Mrs. Leighton a
little anxiously. “You’ve worked harder than the others.”
“Oh, this isn’t a real flight,” explained Roy. “I mean one in which
you’re going to do stunts in the way of an exhibition. I shan’t go
high or far. If I were going up several thousand feet—”
“Several thousand feet!” exclaimed both ladies.
 “The safety in aeroplane work,” Roy explained, “is in going very
high or very low—no middle ground. Either go so low that a fall
won’t hurt you, or get up so high that if anything happens, your
machine will have time to get into a glide.”
The fence having been removed and the beach cleared, the taut,
bird-like aeroplane was carefully trundled around the pier and out on
the sand facing south, from which direction the breeze was blowing.
Andy and the captain were visibly nervous.
Then, as if it had just occurred to him, Roy said he would test the
engine once more. Mrs. Anderson and Mrs. Leighton had followed
close behind. Roy turned with a smile.
“You ladies had better step to one side,” he suggested. “There’ll
be quite a commotion behind. Take hold of her,” he said to the
captain and Andy.
He located Captain Anderson and Andy at the rear of the car on
opposite sides of the rudder frame and told them to sit on the
ground and dig heel holes in the sand as if pulling on a rope in a
tug-of-war.
“And pull your hats over your eyes,” he ordered. “Hold your heads
down and hang on until you get the word to ‘let go’.”
The captain, not less eagerly than Andy, did as directed, and Roy,
having turned the propeller blades into place, started the engine.
The first whirr of the big blades began to agitate the loose sand and
dry grass. Then the young aviator turned on more power. The
agitation grew into a breeze, and that into a tornado-like storm of
wind. The boy and the man on the ground felt the aeroplane pulling,
and as it began to tug at its human anchors and rock from side to
side, Roy quickly shut off the engine.
“Fine,” he remarked without excitement, as the dust and grass
settled and Andy and the captain shook the dirt from their faces.
“Nothing the matter with that engine.” Then with another look about
and a “feel” of the hand for the wind, he walked to the front of the
car.
 The breeze seemed a little stronger now. As the young aviator
noticed this, he ran into the boathouse and appeared with his coat.
This he buttoned and then turned up the collar.
“There’s just a chance that I’ll have to go up a little to turn and
get back on the beach,” he explained, “and you don’t have to go
very high to find it considerably cooler.”
Then he turned the visor of his cap to the rear, and climbed into
the seat.
“Hold on till you get the word,” he commanded. At the same
moment he started the engine again.
Once more the rush of wind behind told the power of the
revolving propellers. Roy did not look behind. One hand on the
engine valve and the other on the lever control, he sat unmoving.
Lower and lower dropped the heads of the captain and Andy, as
their heels sank into the sand and their hands gripped the
framework—the fragile car was throbbing with power and the
propellers were no longer visible.
“She’s slippin’—!”
“Let go!” shouted Roy.
As the captain and the boy fell backward, the untested aeroplane
darted forward. For a few yards, it bounded up and down, and then,
as if gathering new force, shot straight over the smooth sand.
Once it seemed about to rise, and then, striking the beach again,
the aviator seemed to lose control of the machine. The rushing
aeroplane shot sideways, as if to dash into the shallow river. Again it
sprang upward, and again darted toward the river. Just as the
forward wheel touched the water, the great planes caught the
breeze, poised themselves for an instant, and rose in the air like a
fluttering duck. Twice its rear wheels touched the surface of the
river, and then the spectators could see Roy shoot the bird-tail
rudder shaft to the rear and the pinions fly upwards.
“He’s off!” shouted Andy.
 “You bet he is!” shouted Captain Anderson just as vigorously.
“She’s flyin’!”
On the sand, Andy raced back and forth, as if he had lost his
senses. With a loud whoop of joy, he turned a handspring as the
only relief for his bottled-up excitement.
Out over the river the Pelican flew a few hundred feet, and then,
veering toward the beach, began to rise. Her propellers seemed to
sound louder as she lifted herself. And southward, Roy held her,
between two hundred and three hundred feet above the beach, for
perhaps a half mile.
Then her operator began to mount higher. As he did so, he turned
out over the water and brought the machine about toward the north,
at least eight hundred feet above the water.
Andy ran to his mother and threw his arm around her.
“Watch it!” he cried. “Isn’t it a wonder?”
But his mother was too astounded to make a reply.
Having tested the machine, Roy could not resist one of his
exhibition stunts. His propellers going full speed, he headed the car
toward the beach at a point a little south of where the fence had
stood.
Coming directly toward his audience, his speed could only be
guessed by the rapidly growing outlines of the car.
This was shooting downward like some swift bird in search of
prey. At the angle at which it was traveling, it must surely dash itself
on the beach.
“Look out!” yelled Andy, alarmed.
Then something happened. With coolness that had come only with
many flights, the boy in the machine made two swift motions. As
one hand shut off the engine, the other shot back the rudder lever.
The darting machine responded to the guiding planes, rose lightly as
if it had struck an atmospheric hill, and then, the propellers coming
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