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Watsons Go to Birmingham 1963 the Reading Guide Kyla
Brown Digital Instant Download
Author(s): Kyla Brown
ISBN(s): 9781599051277, 1599051273
Edition: Stg
File Details: PDF, 1.96 MB
Year: 2006
Language: english
 Focus
ON READING

The Watsons
Go To
Birmingham—1963
Kyla Brown
 Three Watson
Irvine, CA 92618-2767
Web site: [Link]

Copyright © 2006 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any
means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written
permission of the publisher, with the exception below.

Pages labeled with the statement Saddleback Educational Publishing © 2006 are intended for reproduction. Saddleback Educational Publishing
grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher.
This permission is limited to a single teacher and does not apply to entire schools or school systems.

ISBN-1-59905-127-3
Printed in the United States of America
10 09 08 07 06 9 8 7 6 5 4 3 2 1
 Contents

Introduction/Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iva

Focus on the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Focus Your Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

I. Chapters 1–3 IV. Chapters 9–10

Focus Your Reading . . . . . . . . . . . . . . . . . . . 2–3 Focus Your Reading . . . . . . . . . . . . . . . . . 20–21
Build Your Vocabulary . . . . . . . . . . . . . . . . . . . 4 Build Your Vocabulary . . . . . . . . . . . . . . . . . . 22
Check Your Understanding: Check Your Understanding:
Multiple Choice . . . . . . . . . . . . . . . . . . . . . . . 5 Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 23
Check Your Understanding: Check Your Understanding:
Short Answer . . . . . . . . . . . . . . . . . . . . . . . . . 6 Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 24
Deepen Your Understanding . . . . . . . . . . . . . . 7 Deepen Your Understanding . . . . . . . . . . . . . 25

II. Chapters 4–6 V. Chapters 11–13

Focus Your Reading . . . . . . . . . . . . . . . . . . . 8–9 Focus Your Reading . . . . . . . . . . . . . . . . . 26–27
Build Your Vocabulary . . . . . . . . . . . . . . . . . . 10 Build Your Vocabulary . . . . . . . . . . . . . . . . . . 28
Check Your Understanding: Check Your Understanding:
Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 11 Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 29
Check Your Understanding: Check Your Understanding:
Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 12 Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 30
Deepen Your Understanding . . . . . . . . . . . . . 13 Deepen Your Understanding . . . . . . . . . . . . . 31

III. Chapters 7–8 VI. Chapters 14–15

Focus Your Reading . . . . . . . . . . . . . . . . . 14–15 Focus Your Reading . . . . . . . . . . . . . . . . . 32–33
Build Your Vocabulary . . . . . . . . . . . . . . . . . . 16 Build Your Vocabulary . . . . . . . . . . . . . . . . . . 34
Check Your Understanding: Check Your Understanding:
Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 17 Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 35
Check Your Understanding: Check Your Understanding:
Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 18 Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 36
Deepen Your Understanding . . . . . . . . . . . . . 19 Deepen Your Understanding . . . . . . . . . . . . . 37

End-of-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

iii
 Introduction/Classroom Management
Welcome to Focus on Reading Before Reading
Focus on Reading literature study guides are designed • Focus Your Reading consists of 3 prereading
to help all students comprehend and analyze their sections:
reading. Many teachers have grappled with the question
of how to make quality literature accessible to all Vocabulary Words to Know lists and defines 10
students. Students who are already avid readers of vocabulary words students will encounter in their
quality literature are motivated to read and are familiar reading. Students will not have to interrupt their
with prereading and reading strategies. However, reading to look up, ask for, or spend a lot of time
struggling readers frequently lack basic reading skills figuring out the meaning of unfamiliar words. These
and are not equipped with the prior knowledge and words are later studied in-depth within the lesson.
reading strategies to thoroughly engage in the Things to Know identifies terms or concepts that are
classroom literature experience. integral to the reading but that may not be familiar to
Focus on Reading is designed to make teachers’ and today’s students. This section is intended to “level the
students’ lives easier! How? By providing materials that playing field” for those students who may not have
allow all students to take part in reading quality much prior knowledge about the time period, culture,
literature. Each Focus on Reading study guide contains or theme of the book. It also gets students involved
activities that focus on vocabulary and comprehension with the book, increasing interest before they begin
skills that students need to get the most from their reading.
reading. In addition, each section within the guide Questions to Think About helps students focus on
contains a before-reading Focus Your Reading page the main ideas and important details they should
containing tools to ensure success: Vocabulary Words be looking for as they read. This activity helps give
to Know, Things to Know, and Questions to Think students a purpose for reading. The goal of these
About. These study aids will help students who may guiding questions is to build knowledge, confidence,
not have the prior knowledge they need to truly and comfort with the topics in the reading.
comprehend During Reading
the reading. • Build Your Vocabulary presents the 10 unit focus
words in the exact context of the book. Students are
Using Focus on Reading then asked to write their own definitions and
Focus on Reading is designed to make it easy for you sentences for the words.
to meet the individual needs of students who require • Check Your Understanding: Multiple Choice offers
additional reading skills support. Each Focus on Reading 10 multiple-choice, literal comprehension questions
study guide contains teacher and student support for each section.
materials, reproducible student activity sheets, an end-
• Check Your Understanding: Short Answer contains
of-book test, and an answer key.
10 short-answer questions based on the reading.
• Focus on the Book, a convenient reference page for
the teacher, provides a brief overview of the entire After Reading
book including a synopsis, information about the • Deepen Your Understanding is a writing activity
setting, author data, and historical background. that extends appreciation and analysis of the book.
• Focus Your Knowledge, a reference page for This activity focuses on critical-thinking skills and
students, is a whole-book, prereading activity literary analysis.
designed to activate prior knowledge and immerse • End-of-Book Test contains 20 multiple-choice items
students in the topic. covering the book. These items ask questions that
The study guide divides the novel into 6 manageable require students to synthesize the information in the
sections to make it easy to plan classroom time. Five book and make inferences in their answers.
activities are devoted to each section of the novel.

iv
 Introduction/Classroom Management v

Classroom Management other involved adults can review vocabulary words with
Focus on Reading is very flexible. It can be used by the students, offer their own insights about the historical
whole class, by small groups, or by individuals. Each and cultural background outlined, and become familiar
study guide divides the novel into 6 manageable units with the ideas students will be reading about. This can
of study. help families talk to students in a meaningful way about
This literature comprehension program is simple to their reading, and it gives the adults something concrete
use. Just photocopy the lessons and distribute them at to ask about to be sure that students are reading and
the appropriate time as students read the novel. understanding.
You may want to reproduce and discuss the Focus The Build Your Vocabulary and Check Your
Your Knowledge page before distributing the Understanding: Multiple Choice and Short Answer
paperbacks. This page develops and activates prior activities should be distributed when students begin
knowledge to ensure that students have a grounding in reading the corresponding section of the novel. These
the book before beginning reading. After reading this literature guide pages are intended to help students
whole-book prereading page, students are ready to dive comprehend and retain what they read; they should be
into the book. available for students to refer to at any time during the
The Focus Your Reading prereading activities are the reading.
keystone of this program. They prepare students for Deepen Your Understanding is an optional extension
what they are going to read, providing focus for the activity that goes beyond literal questions about the
complex task of reading. These pages should be book, asking students for their own ideas and
distributed before students actually begin reading the opinions—and the reasons behind them. These
corresponding section of the novel. There are no postreading activities generally focus on literary
questions to be answered on these pages; these are for analysis.
reference and support during reading. Students may As reflected in its title, the End-of-Book Test is a
choose to take notes on these pages as they read. This postreading comprehension test to be completed after
will also give students a study tool for review before the the entire novel has been read.
End-of-Book Test. For your convenience, a clear Answer Key simplifies
The Focus Your Reading pages also provide an the scoring process.
excellent bridge to home. Parents, mentors, tutors, or

v
 Focus on the Book
Synopsis declared the Plessy v. Ferguson ruling of the 1800s
Kenny Watson is a ten-year-old living with his family unconstitutional, decreeing that it is not possible for
in Flint, Michigan. Growing up as an African American blacks to be given “separate but equal” treatment. These
in the 1960s, he sees poverty and discrimination. He important rulings stated that black Americans were
has a sense of humor and an insightful and cheerful entitled to the same privileges and rights as all other
view of life, even when he is picked on for being smart Americans.
and having a lazy eye. He admires but never really Many African Americans moved to Northern states in
understands his older brother, Byron, who is always the economic boom following World War II, searching
getting into trouble. for jobs, equality, and better living conditions. Many
When Byron dyes and straightens his hair, the workers turned to the auto industry, but the factories
family—Momma, Dad, Byron, Kenny, and Joetta—take did not have enough jobs for all the new people. Over
a trip to Birmingham, Alabama, to show the rebellious 40% of African Americans in Detroit, Michigan, were
Byron the difficulties life presents to African Americans. unemployed, and poverty in the North was as common
The unrest and violence they find there teach all of as in the South.
them about the hardships of life and the importance African Americans who remained in the South faced
of family. segregation laws limiting their actions, making it nearly
impossible to vote, forcing them into substandard
About the Author living conditions, and even dictating from which water
Christopher Paul Curtis was born in Flint, Michigan, fountains they could drink.
in 1953—like Kenny Watson. After finishing high Birmingham, Alabama, was a central location
school, he went to work at the Fisher Body Plant in the for leaders of the Civil Rights movement to meet;
automobile assembly line. Because he hated factory many meetings took place in the 16th Street Baptist
work, he began keeping a journal to take his mind off Church—the same church that many African
the job. He earned his degree from the University of Americans attended for religious services and Sunday
Michigan. school. On September 15, 1963, the church was
While driving to Florida to visit his sister-in-law, he destroyed by a bomb during a Sunday school session.
was inspired to a write a story called “The Watsons Go Four young girls—Addie Mae Collins, Denise McNair,
to Florida.” He was unhappy with the direction the Carole Robertson, and Cynthia Wesley—were killed in
story was taking until his son brought home the poem the explosion. Twenty others were injured.
“Ballad of Birmingham” by Dudley Randall, which The law was slow to apprehend the people, all white
described the bombing of the 16th Street Baptist men, who placed the bomb. In 1977, fourteen years
Church. The poem prompted Mr. Curtis to finish later, Robert Edward Chamblis was convicted of murder
The Watsons Go to Birmingham—1963. and later died in prison. Two suspects were not indicted
Historical Background until May 17, 2000. One of them, Thomas Blanton,
was found guilty of murder. Bobby Frank Cherry’s trial
The Watsons Go to Birmingham—1963 takes place
was delayed until he was found mentally able to stand
during the Civil Rights movement. During this time
trial. In May 2002, he was found guilty of conspiracy
period, the movement was gaining importance in
in the bombing. Herman Cash died in 1994 without
politics. The Supreme Court ruling in the Brown v.
standing trial.
the Board of Education case allowed black and white
children to attend the same school. The Court

vi
Whole Book Before Reading

Focus Your Knowledge

During the 1960s, black Americans were fighting for equal rights and desegregation—the right to
share the same privileges and facilities as white Americans. This struggle is called the Civil Rights
movement.

• Look at a map of the eastern United States. Find Flint, Michigan, and Birmingham, Alabama. What
do you know about these two places? How might these two places be different? How might they be
the same? How does their location on the map affect these conditions?

• What do you know about the Civil Rights movement? How will this knowledge help you to
understand the life of a young black boy in the United States in the 1960s?

• How does the Civil Rights movement affect life today? Why might knowing about civil rights be
important?

•What is terrorism? How did it affect life in the 1960s? How does it affect life today? What can
Americans do to stop terrorism?

NORTH
D A K OTA
WISCONSIN

SOUTH M I N N E S OTA
D A K OTA

NEBRASKA
IOWA
ILLIN

KANSAS KENTUCKY
MISSOURI

TENNESSEE
SOUTH
OKLAHOMA CAROLIN
ARKANSAS
Birmingham

ALABAMA
GEO
MISSISSIPPI
TEXAS

© 2006 Saddleback Educational Publishing 1 Focus on Reading: The Watsons Go To Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 Before Reading

Focus Your Reading

Vocabulary Words to Know

Study the following words and definitions. You will meet these words in your reading. Be sure to jot
down in your word journal any other unknown words from the reading.

juvenile delinquent—a young person cockeyed—crossed-eyed; having a

who breaks rules set by parents and squinty eye
authorities thug—a mean person; a bully
vital—necessary; important; required punctual—on time; prompt
numerous—very many; a great number of radioactive—giving off radiation, usually
miraculous—wonderful; incredible; like thought of in connection with certain
a miracle kinds of explosions or reactions
intimidate—to scare, threaten, or bully
emulate—to copy the actions or behavior
of someone

Things to Know
Here is some background information about this section of the book.

Narcissus is a young man in Greek mythology who falls in love with his own reflection in a pool of
water. He becomes so obsessed with the reflection that he forgets to eat and drink. He eventually
dies and is turned into a flower.

Langston Hughes (1902–1967) was a novelist and poet who wrote about racial relationships and
difficulties. He was one of the first black writers to make a living by writing.

A twenty-two (usually written .22) is a type of gun that uses bullets with a 22-millimeter diameter.

The Nazis were a group of people who came to political power in 1933 in Germany. Their leader
was Adolf Hitler, a man who wanted to rule the world. In 1939, the Nazis became involved in World
War II, with Germany, Italy, and Japan fighting Great Britain, France, the Soviet Union, and the
United States.

© 2006 Saddleback Educational Publishing 2 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 Before Reading

Focus Your Reading

Questions to Think About

The following questions will help you understand the meaning of what you read. You do not have to
write out the answers to these questions. Instead, look at them before you begin reading, and think
about them while you are reading.

1. How is Rufus Kenny’s “personal saver”?

2. In what ways are Kenny and Byron different? In what ways are they similar?

3. What does Rufus mean when he says Kenny is “different”?

4. How is Kenny and Rufus’s friendship different from Byron and Buphead’s?

5. What do you think Momma says to Rufus to help him forgive Kenny?

© 2006 Saddleback Educational Publishing 3 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 During Reading

Build Your Vocabulary

Read the sentences below. On the line, write your definition of the word in bold type. Then, on
another sheet of paper, use that word in a new sentence of your own.

1. “Byron had just turned thirteen so he was officially a teenage juvenile delinquent and didn’t
think it was ‘cool’ to touch anybody or let anyone touch him, even if it meant he froze to
death.”
juvenile delinquent: ________________________________________________________
2. “‘I’ve often told you that as Negroes the world is many times a hostile place for us. . . . I’ve
pointed out time and time again how vital it is that one be able to read well.’”
vital: ____________________________________________________________________
3. “‘I’ve stressed on numerous occasions the importance of being familiar and comfortable
with literature.’”
numerous: ______________________________________________________________
4. “‘I want you to carefully note how advanced this second-grade student is. . . . I want you to be
aware that some of our kids read at miraculous levels.’”
miraculous: ______________________________________________________________
5. “‘If, instead of trying to intimidate your young brother, you would emulate him and use that
mind of yours, perhaps you’d find things much easier.’”
intimidate: ______________________________________________________________
emulate: ________________________________________________________________
6. “‘See? You ain’t cockeyed no more, your eyes is straight as a arrow now!’”
cockeyed: ________________________________________________________________
7. “We’d be standing on the corner waiting for the bus, Byron, Buphead and all the other old
thugs in one bunch, Larry Dunn, Banky and all the other young thugs in another bunch, the
regular kids like Joetta in a third bunch and me off to the side by myself.”
thugs: __________________________________________________________________
8. “‘This is the only way you little punks is gonna learn to be punctual. I hope that fool has a
pleasant walk to school.’ Then no matter how hard the late kid banged on the side of the bus
the driver would just take off, laughing out the window.”
punctual: ________________________________________________________________
9. “. . . instead of digging each one of the couple hundred dead dinosaurs a grave we dug one
giant hole and buried all the radioactive ones in it, then we put a big rock on top so no
radioactivity could leak out.”
radioactive: ______________________________________________________________

© 2006 Saddleback Educational Publishing 4 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 During Reading

Check Your Understanding

Multiple Choice
Circle the letter of the best answer to each question.

1. Why does Momma always cover her 6. Why do the kids call Kenny “Poindexter”?
mouth when she smiles? a. because of the way he dresses
a. to hide the gaps in her teeth b. because they admire him
b. so the kids won’t see her laughing c. because he’s smart
c. to keep from laughing out loud
7. Where is Rufus from?
2. What is the Brown Bomber? a. Michigan
a. one of Kenny’s dinosaurs b. Alabama
b. a nickname for Byron c. Arkansas
c. the Watsons’ car
8. What is Kenny’s favorite game?
3. How can Kenny tell when Momma’s a. playing How to Survive a Blizzard
worried? b. playing Nazis and Americans with toy
a. She repeats herself. dinosaurs
b. She talks Southern-style. c. playing on the swings
c. She wrings her hands.
9. What two things does Kenny say are wrong
4. What two things does Kenny think are with Rufus?
wrong with him? a. his accent and his clothes
a. his accent and his eyes b. his eyes and his intelligence
b. his clothes and his looks c. his teeth and his walk
c. his intelligence and his eyes
10. Why does Momma give Kenny extra
5. How does Byron tell Kenny to hide his sandwiches and apples?
lazy eye? a. He asks for them.
a. look at people sideways b. She thinks he needs to eat more.
b. put a hand over the lazy eye c. He shares them with Rufus and Cody.
c. squint his eyes

© 2006 Saddleback Educational Publishing 5 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 During Reading

Check Your Understanding

Short Answer
Write a short answer for each question.

1. Why does Dad say the kids could have been “the Hambonettes”?

2. Why are the Watsons going to Aunt Cydney’s house?

3. What happens to Byron while he and Kenny are scraping the windows of the Brown Bomber?

4. Why doesn’t Kenny believe Byron is in trouble when he hears By mumbling for help? What
convinces him?

5. Why does Kenny call Byron the Lipless Wonder?

6. Who is the king of Clark? How does Kenny compare him to Byron?

7. Why is Kenny nervous about Byron going to junior high school?

8. In what ways does Kenny think Rufus will be his personal saver?

9. How does Kenny lose his dinosaurs?

10. Why does Rufus stop playing with Kenny? Why does Rufus come back?

© 2006 Saddleback Educational Publishing 6 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–3 After Reading

Deepen Your Understanding

Hyperbole (hy-PER-buh-lee) is the use of exaggeration, or making things seem more extreme than
they really are. When Kenny says, “It was about a zillion degrees below zero,” he is using hyperbole.

Choose a passage in which Kenny uses exaggeration. Below, try rewriting that passage without using
hyperbole. Then write a paragraph explaining which version of the passage you prefer, and why.

© 2006 Saddleback Educational Publishing 7 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 Before Reading

Focus Your Reading

Vocabulary Words to Know

Study the following words and definitions. You will meet these words in your reading. Be sure to jot
down in your word journal any other unknown words from the reading.

imitation—a copy of something snatched—grabbed quickly

pomade—a nice-smelling oil used to hypnotized—spellbound; took control of
style hair someone’s mind
mature—adult; full-grown traitor—a person who betrays his or her
frostbite—an injury caused by extreme cold beliefs, country, friends, or something
skimpy—meager; not full or sizable; not else very important
enough peon—a peasant; a low worker
carp—a type of large fish

Things to Know
Here is some background information about this section of the book.

Montgomery Ward’s was a department store.

Maytag is a brand of washing machine and other large appliances.

The Miracle Worker is the title of a book and a movie about Helen Keller, a woman who was deaf,
blind, and could not speak. Her teacher, Annie Sullivan, taught her to communicate using sign
language against the palm of her hand. It must have seemed like Ms. Sullivan had performed a
miracle when she was able to make Helen understand and understandable.

Sugar Ray Robinson was a popular African-American boxer.

Smokey the Bear is a bear character used in advertisements promoting fire safety and the
prevention of forest fires.

The Untouchables was a popular television show about a group of detectives led by Eliot Ness.
These law officers were often involved in gunfights, car chases, and other action scenes.

Welfare is a government program set up to help families who do not have enough money to buy
food and other necessities.

The Magnificent Seven is a movie about seven cowboys who help people in need.

© 2006 Saddleback Educational Publishing 8 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 Before Reading

Focus Your Reading

Questions to Think About

The following questions will help you understand the meaning of what you read. You do not have to
write out the answers to these questions. Instead, look at them before you begin reading, and think
about them while you are reading.

1. Why do you think Byron makes Larry Dunn be part of The Great Carp Escape?

2. Why does Momma think she needs to burn Byron?

3. Why do you think Byron doesn’t run away when Momma goes to get the matches?

4. How do Kenny’s and Byron’s reactions to being on welfare differ? Why do you think this is?

5. What does Byron’s reaction to the mourning dove show about him?

© 2006 Saddleback Educational Publishing 9 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 During Reading

Build Your Vocabulary

Read the sentences below. On the line, write your definition of the word in bold type. Then, on
another sheet of paper, use that word in a new sentence of your own.

1. “We wore so many clothes that when Byron wasn’t around, the other kids said stuff like ‘Here
come some of them Weird Watsons doing their Mummy imitations.’”
imitations: ______________________________________________________________
2. “. . . Joey was a little oven and inside all these clothes she’d baked up her own special perfume,
with the smell of shampoo and soap and the pomade Momma put in her hair.”
pomade: ________________________________________________________________
3. “‘Yeah, but what you don’t know is that Momma’s only doing what’s right, there’s something
she don’t want you two to know yet, but I know you some real mature kids so I’ma tell you
anyway.’”
mature: ________________________________________________________________
4. “‘This is the last [pair of gloves], Kenny, after this you won’t have anything for the rest of the
year so be very careful. . . . Do you know what frostbite will do to you?’”
frostbite: ________________________________________________________________
5. “You’d have to be pretty tough to stand around giving people Maytags on a day as cold as this
with those skimpy clothes on!”
skimpy: ________________________________________________________________
6. “The Great Carp Escape was about a carp that was trying to get out of a net in the Flint River.
The stupid fish would run into the net, get knocked down, then get back up and run into the
net all over again.”
carp: ____________________________________________________________________
7. “Momma snatched Byron’s neck and, stopping just to pick up the matches that Byron had
dropped, she dragged him all the way down the stairs!”
snatched: ________________________________________________________________
8. “Joey kept pulling at his hand but it looked like Byron was hypnotized and he wouldn’t move.”
hypnotized: ______________________________________________________________
9. “Joey climbed off Momma’s lap and Byron’s eyes got bigger and bigger but his traitor hands
kept him pinned to the couch.”
traitor: __________________________________________________________________
10. “‘You really gonna make me go embarrass myself by signing a welfare list for some groceries like
a blanged peon?’”
peon: __________________________________________________________________

© 2006 Saddleback Educational Publishing 10 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 During Reading

Check Your Understanding

Multiple Choice
Circle the letter of the best answer to each question.

1. What does Kenny like about Momma’s fear 6. What makes Byron think the Watsons are
of the cold? on welfare?
a. She dresses the kids warmly. a. Their cheese comes in large packages.
b. She buys the kids leather gloves. b. Momma tells him to sign for their
c. He gets to spend time with Joey while groceries.
taking her coats off. c. Momma only gives him a short
shopping list.
2. Why does Kenny tell Momma he lost his
first pair of gloves? 7. Why does Byron make Kenny sign for the
a. He wants to share his gloves with groceries?
Rufus. a. He doesn’t want people to know he’s on
b. Larry Dunn stole his gloves. welfare.
c. He wants to wear them kindergarten- b. He’s busy reading the comics.
style. c. He doesn’t want to talk to Mr. Mitchell.

3. How does Larry disguise Kenny’s gloves? 8. Why does Byron share his Swedish Cremes
a. He colors them with shoe polish. with Kenny?
b. He wears them inside out. a. He dropped the cookies in the dirt.
c. He gets them dirty. b. The bag is empty.
c. He has more than he can eat.
4. What makes Kenny think Larry’s tough?
a. He beats up all the other kids. 9. How does Byron get the Swedish Cremes?
b. He doesn’t do what Byron tells him. a. Momma sends him to buy them.
c. He wears just a T-shirt and a b. He puts them on the Watsons’
windbreaker in the winter. grocery bill.
c. Mr. Mitchell gives them to him.
5. What stops Momma from burning Byron?
a. Joey keeps blowing out the matches. 10. How does Byron kill the mourning dove?
b. Byron runs away. a. He hits it with a rock.
c. Momma doesn’t want to hurt Byron. b. He hits it with a green apple.
c. He hits it with a cookie.

© 2006 Saddleback Educational Publishing 11 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 During Reading

Check Your Understanding

Short Answer
Write a short answer for each question.

1. What does Kenny say is the worst part of wearing his winter clothes?

2. What does By tell Joey and Kenny the big doors on garbage trucks are used for?

3. How does Rufus recognize Kenny’s gloves?

4. What is The Great Carp Escape?

5. Why does Momma get upset when Byron plays with fire?

6. Why does Momma need to get another set of matches?

7. What does Momma say that convinces Joey that Momma has to burn Byron?

8. Why can’t Kenny tell Momma that By got “free food”?

9. What happens to the mourning dove By kills?

10. Why is Kenny confused by Byron’s treatment of the bird?

© 2006 Saddleback Educational Publishing 12 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 4–6 After Reading

Deepen Your Understanding

A motive is something that causes a person to behave in a certain way. Think about Byron’s behavior
in this section. How do his actions in “Froze-Up Southern Folks” (Chapter 4) and “Swedish Cremes
and Welfare Cheese” (Chapter 6) compare? Based on what you have read about Byron so far, what
might some of the motives for his actions be? What would you do in his place? Explain your ideas
in a few paragraphs.

© 2006 Saddleback Educational Publishing 13 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 7–8 Before Reading

Focus Your Reading

Vocabulary Words to Know

Study the following words and definitions. You will meet these words in your reading. Be sure to jot
down in your word journal any other unknown words from the reading.

linoleum—a type of flooring, often shiny phonic—having to do with sound

and slick, that was once commonly used symphonic—having to do with a large
in kitchens orchestra (a symphony) or sounding
pinnacle—the highest point like one
seniority—status earned by age or length of haphazardly—carelessly
time in a job enhance—to make better
vibration—a feeling of shaking, trembling, maestro—someone who is very skilled at
or quivering writing, teaching, or conducting music;
dispersal—the act of scattering something sometimes referring to one who plays
or the state of being scattered music

Things to Know
Here is some background information about this section of the book.

Bozo was a popular television clown known for his bright red, stiff hair that stuck out over each ear.

Death row is the nickname for the part of a jail where prisoners who are to be put to death are kept.
The governor of the state can call to give a prisoner a stay of execution, which means that the
punishment is put off.

“Straighten Up and Fly Right” is a song made popular by black singer Nat King Cole.

“His Royal Highness, Yul Watson” refers to the movie The King and I, in which Yul Brynner plays
the King of Siam. Brynner shaved his head for the role and made that style popular.

45 is another name for a vinyl record; it refers to the speed at which the record spins on the
turntable. Records were popular before the introduction of CDs. A record player uses a needle to
read the grooves on a record, making them sensitive to scratches or bumps. Because some records
are about the size of a dinner plate, they are sometimes called “platters.” Because a record player
spins the record, people would sometimes say “Spin it” to tell someone to play a record.

© 2006 Saddleback Educational Publishing 14 Focus on Reading: The Watsons Go to Birmingham—1963

STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 7–8 Before Reading

Focus Your Reading

Questions to Think About

The following questions will help you understand the meaning of what you read. You do not have to
write out the answers to these questions. Instead, look at them before you begin reading, and think
about them while you are reading.

1. Why are Momma and Dad so upset by Byron’s behavior?

2. Are Momma and Dad’s reactions to Byron’s latest adventure what you expect? Why or
why not?

3. What makes Momma and Dad think Birmingham will be a good place for Byron?

4. Why does Kenny tease Byron so much about his hair?

5. Why do you think Joey protects Byron so fiercely?

© 2006 Saddleback Educational Publishing 15 Focus on Reading: The Watsons Go to Birmingham—1963

Another Random Scribd Document
with Unrelated Content
 CHAPTER 8
Rain

The bright beam of Mr. Hatfield’s flashlight revealed the

torn half of a shipping tag from a freight shipment. Of
recent date, it bore the destination of Malborne.

“Malborne is a city of about 500,000 population to the

east of here,” the Cub leader remarked.

Disappointed, Dan dropped the tag to the ground. “I

guess this isn’t anything after all,” he said.

“No, wait, Dan!” Mr. Hatfield retrieved the torn ticket.

“This may have been dropped by one of the men in the
station wagon. As a clue, it doesn’t mean much now,
but later on, it might.”

Carefully, the Cub leader placed the soiled scrap of

cardboard in his jacket pocket.

“How do you figure all this?” Brad asked earnestly. “Do

you think those men, whoever they are, may be stealing
pheasants and maybe shipping them out of here?”

“Could be, Brad. At any rate. I’m convinced Mr. Silverton [96]
doesn’t know this road is being used at night.”
“I wish we could keep watch and find out who comes
here,” Dan proposed. “Maybe the Cubs could divide up
into pairs and take turns staying here.”

“All night? Afraid your parents wouldn’t approve, Dan.”

“Whoever comes, seems to arrive fairly early in the

evening,” Brad pointed out. “These summer nights it
doesn’t get dark until about nine o’clock.”

“So you’re siding with Dan?” Mr. Hatfield said, chuckling.

“The Cubs would get a big kick out of keeping watch of

this place, sir. Even if they only kept a daytime patrol.”

“We might learn something at that,” Mr. Hatfield

conceded. “Well, I’ll talk to the fathers of the Cubs to
see what they say. Meanwhile, let’s forget about that
station wagon.”

As the three rowed downstream to the Holloway cabin a

little later, they noticed that the moon again was veiled
by dark clouds. Even as they reached the dock, a few
splatters of rain stirred the water.

“Here it comes again,” Mr. Hatfield sighed. “This has [97]

been one of the wettest seasons in my recollection.”

By the time the three reached the dock, everyone

except Mr. and Mrs. Holloway and their son had left the
cabin. By then, rain was coming down steadily.

Brad and Dan, already wet through, made a dash for Mr.
Hatfield’s car.

“I’ll talk to Mr. Holloway and the other fathers

tomorrow,” the Cub leader promised, starting the motor.
“If this rain keeps on, we won’t be able to do anything
for a day or two in any event.”

The rains continued. Although not heavy enough to

occasion alarm as to the level of the river, the Cubs
were kept indoors.

For want of an occupation, Dan spent much time

swimming at the “Y”. He worked on the official buckskin
record of Den meetings, bringing it up to date. And he
completed a stamp album which he intended to show in
the hobby and handicraft exhibit planned by the Pack.

After that, confinement began to fret him. On the third

day when he came downstairs for breakfast, his first act
was to glare at the weather report in the morning paper.

“For crying out loud!” he complained bitterly. “More rain, [98]

the man says. Can you feature that?”

“Perhaps it’s a long range forecast,” his mother said

encouragingly. “The sun seems to be straggling through
the clouds.”

“It does look brighter,” Dan admitted, willing to hope.

“Maybe it will clear up in a couple of weeks.”

By the time he had finished breakfast, the sun actually

was shining. Greatly encouraged, Dan went outside to
inspect the garden. He was intently studying a worm
wriggling across the sidewalk, when a car stopped at
the curb.

“Hi, there, Dan!” called Mr. Hatfield cheerily. “Wet

enough for you?”
Dan grinned with pleasure and went over to the car to
talk to the Cub leader.

“I’m about ready to blow my top!” he told Mr. Hatfield.

“Three days now with nothing to do!”

“It’s been tough, Dan. The other Cubs feel the same
way. Itching for something to do. But rain or shine, we’ll
have our regular Den meeting Friday night at the
cabin?”

“Meanwhile?”

“Well, if it weren’t so wet, we might start that patrol at

the old logging road.”

“You mean we can do it?” Dan cried, his face cracking [99]
into a smile.

“I talked to most of the fathers. They’re in favor of

doing anything we can to prove that the Cubs had
nothing to do with killing those pheasants.”

“When can we start, Mr. Hatfield?”

“That’s for the Cubs to decide. Not much use in keeping

watch too early in the day. Midge’s father thought we
might go on duty about four in the afternoon and stay
until after dark. One of the fathers will keep the boys
company on the last shift.”

“May we start this afternoon?” Dan demanded eagerly.

“The woods are rather wet, don’t you think?”

“We could put on slickers and boots. Anyway, the sun’s

out again. The ground will dry some before afternoon.”
“All right,” Mr. Hatfield consented. “If it doesn’t rain any
more, find another Cub and go out there at four o’clock.
I’ll send someone to relieve you by six.”

“Oh, thanks, Mr. Hatfield!”

“You may not thank me by the time your stint is

finished,” the Cub leader laughed as he shifted gears.
“It will be a tedious grind, and probably a fruitless one.
Oh, yes, one thing! Keep out of sight, and be careful
about leaving a lot of tracks.”

“We’ll defeat our purpose if anyone learns we’re [100]

watching the road.”

“Right. Well, good luck, Dan. I don’t look for anything to

develop today, but starting the patrol will keep the Cubs
out of mischief at least.”

Elated at the prospect of action, Dan immediately

busied himself on the telephone. First he called Brad,
but the Den Chief was helping his father with work
about the house and could not make the trip to the
woodland.

“I’ll take my stint tomorrow,” Brad promised.

Red, next on Dan’s list, begged off because he had the

start of a cold. In the end it was Chips who agreed to
go with him.

From the start, however, the vigil bored Chips. He

disliked staying out of sight in the bushes near the old
logging road exit, and he fretted at inactivity.

“You stay here and keep watch,” he directed Dan. “I

think I’ll wander around and look for different types of
leaves to press and mount in a scrapbook.”

“Nothing doing,” Dan promptly vetoed the idea. “We

stick together.”

“But I’m tired of hunching under these hot, bug-eaten [101]

bushes! No one’s come here in broad daylight and you
know it!”

“We don’t know when that station wagon may return,

Chips. We’ve got to develop patience.”

“You and your preachy talk! It won’t do any harm to

move around a little. My legs are getting cramped.”

“Mr. Hatfield said we’d defeat our purpose if we walk

around and leave a lot of footprints. Especially when the
ground is soft.”

“I’ll start sprouting roots if I sit here any longer,” Chips

complained. He slapped angrily at a mosquito which
buzzed around his head. “How long are we supposed to
stay here?”

“I’m sticking until relieved. If you’re soft and want to

pull out, go ahead.”

Dan waited, but Chips made no move to depart.

“Well, Chips?”

“Oh, you know I’ll suffer it out,” the boy muttered. “Quit
rubbing it in!”

After that Chips made no further complaint, though at

intervals he twisted and squirmed and emitted loud
groans which startled a gray squirrel in the tree
overhead.

Throughout the long watch, not a person was seen nor [102]
a sound heard on the old logging road. In the bush
shelter near the barrier, the two cubs passed the time
by counting cars which traveled on the main highway.
Even Dan became a bit careless, making less effort to
keep out of sight.

Then suddenly he was startled to hear approaching

footsteps. Quickly he drew back into the leaves, pulling
Chips with him.

As the two Cubs waited, Saul Dobbs came into view. He

walked to the barrier gate and stood there for a few
minutes, one foot on the lower rail, gazing up and down
the road.

“He’s looking for someone,” Dan whispered.

“Mr. Silverton maybe.”

“Silverton wouldn’t use this old logging road, Chips. Not

with that fine car of his.”

Dobbs stood a moment longer at the gate, and then

taking an old envelope and a pencil stub from his
pocket, scribbled a message.

The Cubs saw him spear the paper on the barrier fence.
However, the breeze fluttered it to the ground.

Picking up the message, Dobbs reread it and appeared [103]

to hesitate. To the bitter disappointment of Chips and
Dan, he then tore it to pieces and thrust the scraps into
his pocket.
“Wonder why he did that?” Chips whispered.

Dan motioned for his companion to be quiet. Dobbs had

turned and now was coming directly toward their hiding
place.

Unexpectedly, the man halted, staring at something on

the road. Dan and Chips felt their blood turn to ice
cubes. For there on the moist ground were several
footprints made from Chips’ shoe.

Dobbs stared long and hard at the imprints and gazed

up and down the road. Apparently satisfied that no one
had been in the vicinity recently, he finally turned and
went off in the direction from which he had come.

“Whew! That was a close call!” Chips muttered when it

again was safe to speak aloud. “I see what you mean
now about leaving tracks, Dan. We doggone near gave
ourselves away.”

“In the future we’ll have to be even more careful. And

we’d better warn the other Cubs too. Wonder why
Dobbs tore up that note after he wrote it?”

“He acted as if he were expecting someone and wanted

to leave ’em a message. Just our bad luck he changed
his mind.”

“Anyway, our day hasn’t been wasted after all,” Dan [104]
declared.

Time wore on uneventfully. Finally at six o’clock, the two

Cubs spied Fred and Mack coming up the pavement at a
leisurely pace.
Slipping from their hiding place, they greeted them with
intense relief.

“Anything doing here?” Fred inquired.

Dan related how they had seen Saul Dobbs at the gate.

“Nothing so strange in that,” Mack commented. “After

all, this road runs through Mr. Silverton’s property.”

“The only queer part was that he wrote a note to

someone and then tore it up,” Dan pointed out. “It was
almost as if he thought it over and decided it was risky
business—that someone might find it.”

“He nearly found us,” Chips cut in. “Better be careful in

leaving footprints on this road.”

“How long will you stay here?” Dan asked the two
newcomers as he and Chips prepared to leave.

“Mr. Hatfield said we could take over until eight o’clock,”

Mack answered. “Then he and Midge’s father will watch
for awhile.”

“Lucky guys,” grinned Chips. “Especially if the [105]

mosquitoes are in biting trim!”

For the next two days, the Cubs took turns watching the
exit of the old logging road. Though they remained
faithful to their assignment, the novelty began to wear
off and the task became increasingly tedious.

True, the Cubs developed a certain technique for

making time pass more quickly. Working always in pairs,
they brought books, magazines, and an occasional card
game with them to the hide-out in the brush.
Even so, a two-hour vigil seemed endless. Mosquitoes
were a constant torment, and nothing ever seemed to
happen.

After his initial appearance, Saul Dobbs did not return

again to the exit of the logging road. Nor did they
glimpse the mysterious station wagon which had so
intrigued their interest.

“Maybe it was an accident it came down this road the

other night,” Brad said late one afternoon as he and
Dan were taking their trick together. “It’s a cinch it’s not
coming back. We’ve wasted our time.”

“I’m beginning to think so too,” Dan replied in a [106]

discouraged voice. “Gosh, this place is like a steam
bath!”

“The worst it’s been since we took over,” Brad agreed.

The afternoon had turned unusually hot and sultry. Not

a leaf stirred in the trees overhead. Wiping the
perspiration from his face, Dan got up to stretch his
half-paralyzed legs.

Through the gap in the trees overhead, he could see

only a tiny patch of sky which seemed to be darkening.

“Looks like another rain cooking up,” he observed.

“Cripes! Not again!” Brad moaned, peering up at the

overcast sky. “If this keeps on, I’m going to build myself
an Ark.”

“Better start the carpenter work then, Brad. It sure

looks like rain. And she’s coming up fast this time.”
Moving out of their shelter the better to view the sky,
the two boys were somewhat alarmed to note that a
large black cloud was rolling in fast from the west.

“That means rain and a hard one,” Brad said. “Think we

ought to strike out for home?”

“Well, I hate to leave our post until Mr. Hatfield gives [107]
the order,” Dan said after a moment’s consideration.
“Anyway, we’ve waited too long. We never could get
home ahead of the rain.”

“You’re probably right,” Brad agreed, anxiously studying

the fast-moving clouds. “The storm is due to break
almost any minute. Lucky we brought along our
slickers.”

Buttoning themselves into their long raincoats, the two

boys prepared as best they could for the expected
downpour.

Soon a faint breath of air rustled the tree leaves. In the

quiet of the forest, the sound was ominous.

“Here she comes!” muttered Brad.

Scarcely had he spoken when a rumble of thunder

echoed through the woods. A few drops of rain filtered
down between the thick canopy of leaves.

Then, wind and rain came on with a rush which sent the
two boys deeper into the woods for shelter.

Though they flattened themselves against the lee side

of two large oaks, they could find no protection. The
rain began to fall in a torrent. It lashed their faces,
streamed down their slickers and soaked their shoes.
Limbs loosened by the wind came crashing down. Now [108]
and then a vivid flash of lightning etched an electrical
pattern across the dark sky.

“It’s not very safe here,” Brad said, ill at ease.

“We ought to seek shelter deeper in the woods, or get

out entirely,” agreed Dan, buttoning his slicker tighter
about him.

Even as he spoke, a brilliant flash of lightning etched

across the sky, so bright that momentarily it blinded the
two boys. And the following roar of thunder made them
jump.

Simultaneously, came a ripping, tearing sound which

told them that the heart of a mighty tree had been
struck.

“Gosh! It’s that big oak!” Dan exclaimed, squinting

through the rain.

The big tree came crashing down, smashing away

smaller saplings and bushes in its path.

“It might just as well have been this one,” Dan

murmured, gazing uneasily up into the mass of swaying,
wind-twisted boughs above his head. “We’re in a bad
spot!”

“How right you are,” murmured Brad.

A bright flash of lightning made the woods as bright as

day. In that moment the boys saw the wind whirling like
a vicious animal in the treetops. And two hundred yards
away another tree fell, making a resounding crash as it
toppled.

The sight spurred the Cubs to sudden decision. [109]

“Dan, I know Mr. Hatfield wouldn’t want us to risk

staying here in this storm,” Brad said, seizing his
companion’s arm. “Come on, boy, we’re getting out of
here!”

[111]
 CHAPTER 9
A Rising Creek

Alarmed by the intensity of the storm, Dan and Brad

made a dash through the whipping trees, seeking an
open area. Rain now was descending with furious
power, lashing directly into their faces.

“Gosh, I can’t see a thing!” Dan gasped. “Which way is

the road?”

Brad turned on the beam of his flashlight, but it failed to

penetrate the blinding wall of rain.

Just then the lightning flared again, revealing an

opening through the bushes. Beyond Brad glimpsed the
old logging road, a river of rainwater despite its under-
base of gravel.

“This way, Dan!” he shouted encouragingly. “Follow me.”

Sloshing through water and mud, they reached the

barrier fence and climbed over. The blinding sheet of
rain all but blotted out a view of the pavement.

“We’re safer here anyhow,” Brad said as they emerged [112]

from the woodland. “Brother! Is this a storm?”
The rain showed no signs of slackening. However, now
that the boys were in a cleared area, the wind seemed
less menacing.

“It’s dropping a little,” Brad observed, studying the

treetops along the pavement. “The crest of the storm
probably has passed.”

“But the rain is still wet,” Dan shivered. “And it’s steady.
No sign of a let-up.”

Along the ditches, muddy water was rushing at a furious

rate, draining toward the nearby river.

The two boys scarcely knew which direction to go. They

could recall no houses close by where they might seek
shelter. The nearest habitation was Mr. Holloway’s camp
across the river, but they had no boat.

“There’s a filling station up the road about a quarter of a

mile!” Brad recalled, shouting to make himself heard
above the roar of the wind. “Let’s go there!”

Dan nodded and followed his companion. Rain drove

directly into their faces, closing off their view and
making it difficult to walk.

“I sure wish a car would come along,” Brad muttered. [113]

Now that they would have welcomed a ride, the busy

highway suddenly had become a deserted thoroughfare.

Struggling on, the Cubs presently came to a stone

bridge arching over a creek. Upon reaching it, the boys
noticed that already its murky waters were within two
inches of flooding the pavement.
“Wow!” Brad exclaimed, pausing to glance briefly at the
raging torrent. “She’s coming up fast—and I mean fast!”

“Isn’t this the same creek that flows through Mr.

Silverton’s property, Brad?”

“That’s right.”

“If the log jam hasn’t been cleared out before this, the
water’s likely to start backing up in the pheasant runs
just as Mr. Hatfield predicted!”

“I’m afraid of it,” Brad agreed. “Saul Dobbs ought to

have looked after things. But if he failed to, well, this
storm will sure make a mess of things at the farm.”

The boys stood a moment longer watching the torrent

race beneath the stone archway. So fast was the creek
rising that they could see the lapping waters nibbling
away at the concrete. It would soon cover the
pavement.

“Twenty minutes and the water will be running over the [114]
road,” Brad said. “If it’s clearing out at the pheasant
farm, all well and good. But if it starts backing up there,
Dobbs is in for plenty of trouble.”

Dan made no reply. The two boys pushed on through

the slanting rain without meeting or being passed by a
car. Finally, soaked and muddy, they reached the filling
station.

An attendant, seeing them coming, flung open the office

door.

“You look like a couple of drowned rats,” he laughed.

“Here, shed those coats before you flood the place!”
Brad and Dan stripped off their slickers and wiped their
dripping faces with a coarse towel which the attendant
brought from one of the rest rooms. Then they sat
down by the electric heater to outwait the rain.

“This is a regular cloudburst,” the filling station

attendant remarked, watching the rain pelt against the
window. “Worst storm we’ve had this summer.”

“May we use your telephone?” Dan requested.

“Sure. Go ahead. It’s your nickel.”

Dan dialed Mr. Hatfield’s number, intending to tell the [115]

Cub leader that he and Brad had taken refuge at the
filling station.

There was no answer. Actually, the Cub leader at the

moment was driving to the logging road. Alarmed by
the intensity of the storm, he had lost no time in setting
forth to pick up the Cubs.

Unable to reach Mr. Hatfield, Dan next telephoned his

own home where his mother answered.

“I’m glad you are safe, Dan,” she said in relief. “I’ll call
Brad’s mother and set her mind at ease. Don’t try to
come home until the rain lets up.”

For a half hour, the storm continued without signs of

slackening. Then as suddenly as it had started, the rain
ended. Clouds gradually cleared away and the sun
straggled out. Steam began to rise from the drying
pavement.

Brad and Dan wandered outside, debating whether to

return to their post or walk to Webster City.
“Mr. Hatfield wouldn’t expect us to go back there after
such a terrific storm,” Brad said. “On the other hand, I
don’t like to walk off a job just because the going gets
tough.”

A big truck loaded with furniture rumbled into the [116]

station. The driver sprang out and after ordering the
attendant to fill up the gasoline tank, began to inspect
the heavy-tread tires.

“That was sure some storm,” he remarked to the filling

station man. “Up in the hills the rain was heavy.”

“It’s a cinch the river will rise again,” replied the

attendant, removing the hose from the mouth of the
gasoline tank. “Creeks running high?”

“Out of their banks most places.”

“Any serious floods between here and Alton Heights?”

“Not yet, but it’s only a matter of time. The water’s

coming up fast. I was lucky to get through.”

The snatch of conversation had been overheard by Brad

and Dan and added to their alarm.

Although they knew the river would not rise to a

dangerous level for many hours, the flood risk at
Silverton’s pheasant farm was immediate.

If the rain had been heavy in the hill area as reported

by the trucker, then an enormous amount of water soon
would pour down into Crooked Creek. Even under
normal circumstance, the narrow stream scarcely could
be expected to carry the excess away without flooding.
Brad stood nervously drumming his fingers against the [117]
wall of the filling station, thinking matters over.

“I sure wish I knew if Saul Dobbs ever cleared away

that log jam,” he said. “What do you think, Dan?”

“Your guess is as good as mine. But knowing him, I’d

say he hasn’t touched those logs.”

“That’s what I’m afraid of Dan. Dobbs has been mighty

unpleasant to the Cubs. Even so, I’d hate to see any of
Mr. Silverton’s pheasants drown through his
carelessness.”

“Same here.”

“Dan, I’m going to telephone Dobbs,” Brad said,

reaching a sudden decision. “Then we’ll have the matter
off our minds at least. Got a nickel?”

“My last one,” Dan said, fishing a coin from his pocket.

Brad found the number of the Silverton Pheasant Farm

in the directory which hung from a cord on the wall. But
no one answered his call. He allowed the telephone to
ring a long while before finally hanging up the receiver.

“No use,” he said in disappointment. “Dobbs doesn’t

seem to be there. Maybe he’s outside looking after the
pheasants.”

The filling station attendant who had come into the [118]
office for change, overheard Brad’s remark.

“You’re trying to get Saul Dobbs?” he inquired.

“That’s right.”
“You won’t find him at the pheasant farm. Just before
the storm broke I saw him driving toward Webster City.”

“And he hasn’t returned since?”

“Haven’t seen him.”

“Then that means there’s no one in charge now at the

pheasant farms,” Brad said anxiously. “With the creek
rising so fast, it’s likely to back up into the pens.”

“Saul Dobbs is a careless, shiftless sort,” the filling

station man replied with a shrug. “I never could see
why Mr. Silverton kept him in charge.”

Turning from the telephone, Brad’s troubled eyes sought

those of Dan in silent question.

Both boys knew that something must be done quickly if

the pheasants were to be saved. Yet they hesitated to
disobey by again venturing onto private property to
investigate the choked stream.

“Let’s telephone Mr. Silverton,” Dan urged. “Being in the

city, he may not realize how heavy the rain was out
here.”

Brad lost no time in making the call. But when he gave [119]
his name at Mr. Silverton’s office, he coldly was
informed that the sportsman was “busy.”

“I must talk to him right away,” Brad argued. “It’s

important.”

“Sorry,” repeated the voice. “Mr. Silverton has given

orders that your calls are not to be transmitted to him.
So sorry.” The receiver clicked in his ear.
“How’d you like that?” Brad howled. “We try to save his
old pheasants and he won’t even talk to us!”

“We’ve got to get word to him somehow,” Dan insisted.

“Brad—”

“Yeah?”

“Why don’t we hitch a ride with that truck driver into

the city? If we can get to Silverton’s office in time, we
ought to be able to make someone understand what’s
happening out here.”

Brad did not take a moment to debate. Already the

trucker was starting to pull away from the filling station.

“Come on,” he urged, bolting out the door.

The boys signaled the truck driver who halted just

before he reached the main highway.

“Are you driving to Webster City?” Dan shouted.

“That’s right.” [120]

“Will you give us a lift?”

“I sure will,” the trucker agreed heartily, opening the

cab door. “Hop in, boys.”

As the truck rattled along the slippery road, Dan and

Brad told the driver of their urgent reason for reaching
the Gardiner Building.

“You’re making no mistake in thinking that creek will

flood,” the trucker declared, putting on more speed.
“Even if the stream isn’t clogged, she’s sure to go over
her banks.”
To help the boys, the driver dropped them off directly in
front of the Gardiner Building. Their shoes caked with
mud, their wet hair still plastered down, the pair made a
sorry appearance as they entered Mr. Silverton’s outer
office.

Seeing Brad and Dan, the receptionist regarded them

with cold disapproval.

“I told you over the telephone that Mr. Silverton will not
see you,” she said before Brad could speak. “Those are
his orders.”

“But we must see him!” Brad insisted. “Rains have

flooded the creek and some of the pheasants may
drown if they aren’t taken care of right away!”

The receptionist looked somewhat startled. Having no [121]

idea what the boys were talking about, she shook her
head.

“I positively cannot disturb Mr. Silverton now,” she said.

“If you want to wait on the chance he’ll see you when
he comes out, you may.”

“How long will that be?” Dan asked.

“Mr. Silverton usually leaves his office at four-thirty.”

“That’s fifteen minutes yet,” Brad said, glancing

anxiously at the wall clock. “We shouldn’t delay. Please
—”

“I’ve already explained that I cannot disturb Mr.

Silverton. Now if you don’t mind, I have work to do.”
The receptionist busied herself typing a letter. However,
the boys saw her gaze with disapproval at the enlarging
pool of water which dripped from their slickers onto the
floor.

At intervals, Dan and Brad would get up from the bench

and go to the window. Fifteen minutes already had
elapsed. And still Mr. Silverton’s office door remained
closed.

Then at twenty minutes to five, when the Cubs had

nearly given up hope, the sportsman unexpectedly
walked out of his inner office. He wore his hat and coat
and would have passed through without speaking to
anyone, had not the receptionist stopped him.

“Mr. Silverton, these boys have been waiting a long [122]

while to see you,” she informed the pheasant farm
owner. “They are quite insistent that it is important.”

The sportsman gazed at Brad and Dan, and appeared to

look straight through them.

Deliberately turning his back, he then strode toward the

outer door.

The Cubs had no intention of allowing him so easily to

elude them.

“Please, Mr. Silverton, we must see you for a minute!”

Dan exclaimed, starting after him.

The sportsman acted as if he had not heard the appeal.

Walking rapidly, he continued toward the elevator.

Rebuffed, but nevertheless determined that Mr. Silverton

should listen, the two boys pursued him down the hall.
“Mr. Silverton, listen to us just for a moment—” Brad
began, but the stock broker cut him short.

“Pests!” he exclaimed. “Unless you cease annoying me,

I’ll turn you over to a policeman. I’ve had quite enough
of Cub Scouts!”

By this time the elevator had stopped at the third floor. [123]
Glaring angrily at Brad and Dan, Mr. Silverton entered
the cage.

But not alone.

Stung by the sportman’s bitter words, the two boys

crowded in with him. The cage door closed.

“Mr. Silverton,” Dan said, gazing directly at the

sportsman. “We’re sorry to force ourselves upon you.
But I’m afraid you’ll have to listen to us now.”

“Oh, I will, eh?” Mr. Silverton demanded. “We’ll see

about that!” He rapped his cane sharply on the floor of
the cage door. “Attendant, let me out of here!”

However, he spoke too late, for already the elevator was

moving slowly downward.

[125]
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