Q: CHAPTER XIV. 

HARRY'S GRAND SCHEME. 

This wholesale appropriation of horses caused, of course, a great commotion in the vicinity of Akeville, and half the male population turned out the next day in search of George Mason and the five horses. 

Even Harry was infected with the general excitement, and, mounted on old Selim, he rode away after dinner (there was no school that afternoon) to see if he could find any one who had heard anything. There ought to be news, for the men had been away all the morning. 

About two miles from the village, the road on which Harry was riding forked, and not knowing that the party which had started off in that direction had taken the road which ran to the northeast, as being the direction in which a man would probably go, if he wanted to get away safely with five stolen horses, Harry kept straight on. 

The road was lonely and uninteresting. On one side was a wood of "old-field pines"--pines of recent growth and little value, that spring up on the old abandoned tobacco fields--and on the other a stretch of underbrush, with here and there a tree of tolerable size, but from which almost all the valuable timber had been cut. 

Selim was inclined to take things leisurely, and Harry gradually allowed him to slacken his pace into a walk, and even occasionally to stop and lower his head to take a bite from some particularly tempting bunch of grass by the side of the road. 

1. old Selim
2. yes
3. after dinner
4. no
5. wholesale appropriation of horses
6. Akeville
7. half the male population
8. George Mason and the five horses
9. About two miles
10. no
11. straight on
12. no
13. a wood of "old-field pines"
14. a stretch of underbrush
15. no
16. on the old abandoned tobacco fields
17. no
18. allowed him to slacken his pace into a walk
19. yes
20. grass

Numbered questions:
1. Which horse did Harry ride?
2. What he excited?
3. When he begin to ride?
4. Was there school that afternoon?
5. What caused a big stir?
6. Near what town?
7. How many people showed up?
8. What were they looking for?
9. How far was Harry from the village before the road split?
10. Did he know which way the others went?
11. Which way did he go?
12. Was the road interesting?
13. What was on one side of him?
14. What was on the other?
15. Were the pines on the one side valuable?
16. Where did they tend to grow?
17. Was Selim in a hurry?
18. What did Harry eventually let him do?
19. Did he let him stop and eat?
20. What did he eat?

Q: In 1943, when I was 4, my parents moved from Coeur d'Alene, Idaho, to Fairbanks, Alaska, where adventure was never very far away. 

We arrived in the summer, just in time to enjoy the midnight sun. All that sunlight was fantastic for Mom's vegetable garden. Working in the garden at midnight tended to throw her timing off, so she didn't care much about my bedtime. 

Dad was a Railway Express agent and Mom was his clerk. That left me in a mess. I usually managed to find some trouble to get into. Once I had a little Are going in the dirt basement of a hotel. I had tried to light a barrel of paint but couldn't really get a good fire going. The smoke got pretty bad, though, and when 1 made my exit, a crowd and the police were there to greet me. The policemen took my matches and drove me 

Mom and Dad were occupied in the garden and Dad told the police to keep me, and they did! I had a tour of the prison before Mom rescued me. 1 hadn't turned 5 yet. 

As I entered kindergarten, the serious cold began to set in. Would it surprise you to know that I soon left part of my tongue on a metal handrail at school? 

As for Leonhard Seppala, famous as a dog sledder , I think I knew him well because I was taken for a ride with his white dog team one Sunday. At the time I didn't realize what a superstar he was, but I do remember the ride well. I was wrapped heavily and well sheltered from the freezing and blowing weather. 

In 1950, we moved back to Coeur d'Alene, but we got one more Alaskan adventure when Leonhard invited us eight years later by paying a visit to Idaho to attend a gathering of former neighbors of Alaska.

1. Four
2. 1943
3. Fairbanks, Alaska
4. no
5. mom's garden
6. vegetable
7. yes
8. I had tried to light a barrel of pain
9. no
10. smoke got pretty bad
11. yes
12. a crowd and the police
13. no
14. Coeur d'Alene
15. 7 years
16. Leonhard visited Idaho
17. to attend a gathering of former neighbors of Alaska
18. cold
19. left part of my tongue on it
20. to keep me

Numbered questions:
1. How old was the person when they moved?
2. in what year?
3. Where did they move to?
4. Was it a boring place?
5. What was good for the garden?
6. What kind?
7. Was this person a micheavous kid?
8. WHat happened one day?
9. did it work?
10. what happened instead?
11. Did he get caught?
12. by who?
13. Did they stay in Alaska?
14. where did they go?
15. how long did they stay in Alaska?
16. what happened 8 years after the move?
17. foir what?
18. Wten?at was the weather like in Kindergard
19. What happened to the handrail?
20. What did dad tell the police when I was brought home?

Q: In mathematics, a function is a relation between a set of inputs and a set of permissible outputs with the property that each input is related to exactly one output. An example is the function that relates each real number "x" to its square "x". The output of a function "f" corresponding to an input "x" is denoted by "f"("x") (read ""f" of "x""). In this example, if the input is −3, then the output is 9, and we may write . Likewise, if the input is 3, then the output is also 9, and we may write . (The same output may be produced by more than one input, but each input gives only one output.) The input variable(s) are sometimes referred to as the argument(s) of the function. 

Functions of various kinds are "the central objects of investigation" in most fields of modern mathematics. There are many ways to describe or represent a function. Some functions may be defined by a formula or algorithm that tells how to compute the output for a given input. Others are given by a picture, called the graph of the function. In science, functions are sometimes defined by a table that gives the outputs for selected inputs. A function could be described implicitly, for example as the inverse to another function or as a solution of a differential equation.

1. relations
2. inputs and outputs
3. the central objects of investigation
4. a graph
5. as the inverse to another function
6. yes
7. a solution of a differential equation
8. by a table
9. no
10. yes

Numbered questions:

1. What are functions?
2. Between what?
3. What are different types of function in today's mathematics?
4. What sort of image could you use to describe them?
5. How could a function's representation be implied?
6. Any other way?
7. What way is that?
8. How could a function be directly defined?
9. Can each input give many outputs?
10. Can an output give many inputs?