Phi unit 3

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Sherlock
Holmes,

Consulting
Detective

issues of
SHERLOCK

HOLME

adventures

brought to you
by Stanford
University
in 200

February

2006

A SHERLOCK HOLMES ADVENTURE: THE SPECKLED BAND

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If your copy has not arrived by the following Monday, please contact us at sherlockholmes@stanford.edu

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Dear Readers and Friends,

Ever since Stanford’s serial reading series be-gan in 2002, it has been fired by the generos-ity, talent and energy of a remarkable group of people at Stanford. Stanford Continuing
Studies, with the enthusiastic support of Charles
Junkerman, Dean and Associate Provost of Continu-
ing Studies, has assumed the bulk of the considerable
financial responsibility of this project. With the sup-
port of the Stanford Alumni Association and Stan-
ford University Libraries, we anticipate being a part of
your reading lives for years to come.

Many at Stanford have given cheerfully of their
intelligence, their creativity, and their time to bring
this series to your home. Linda Paulson dreamed
up and has directed the project from its beginning.
Mary Eichbauer, Ph.D., created the notes, searched
out graphics, and wrote the number summaries. John
Mustain, Rare Books Librarian in Stanford’s Special
Collections, has been our resident Conan Doyle col-
lector, as well as our expert librarian. Larissa Brookes,
Tom Farrell, Janet Sakai, Larry Scott, Lauren Scott,
Christy Smith, Stu Snydman, and Peter Whidden
made sure that every text and image was tenderly
treated and clearly scanned. Anna Cobb took 100-
year-old text and graphics and brought them together
into compelling harmony on paper and on the website.
Aerin Wilson took text, graphics, and design and cre-
ated the website. Christine Soldahl and Diana Nem-
erovsky coordinated all electronic aspects of the proj-

ect. Ben Knelman, a Stanford senior, has answered
every single email and voicemail message from friends
and readers.

The enthusiasm that has already greeted this proj-
ect can only be a tribute to Arthur Conan Doyle and
to the remarkable vitality of his fictional detective,
Sherlock Holmes.

Linda Paulson, Associate Dean and Director,
Master of Liberal Arts Program
Director, Discovering Sherlock Holmes

MARCO BARRICELLI
of the Oregon Shakespeare Festival &

the American Conservatory Theater

will offer a free dramatic reading of

“THE SPECKLED BAND”
Sunday, February , , : p.m.

Kresge Auditorium

on the Stanford University campus.

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NOTES AND ILLUSTRATIONS

…the well-known Surrey family of the Roylotts of Stoke
Moran. (1)
The county of Surrey is located south and southwest
of London. The town of Leatherhead, mentioned later
by Miss Stoner, is a bit more than 20 miles from Baker
Street. There is no town called Stoke Moran, but there
is a Stoke D’Abernon a few miles from Leatherhead.

It is perhaps as well that the facts should now come to light,
for I have reasons to know that there are widespread ru-
mours as to the death of Dr. Grimesby Roylott which tend
to make the matter even more terrible than the truth. (1)
Not only did Conan Doyle possess a great talent for
creating intriguing plots, he knew how to tempt the
reader into the story with hints of the horrors to come.

“Very sorry to knock you up, Watson,” said he, “but it’s
the common lot this morning. Mrs. Hudson has been
knocked up, she retorted upon me, and I on you.” (1)
Holmes means that Mrs. Hudson woke him up, and
now he is waking Watson.

I had no keener pleasure than in following Holmes in
his professional investigations, and in admiring the
rapid deductions, as swift as intuitions, and yet always
founded on a logical basis, with which he unravelled the
problems which were submitted to him. (1)
Conan Doyle has Watson insert a bit of background
for those intermittent readers of The Strand Magazine
who might not have read a Holmes story before.

“I am glad to see that Mrs. Hudson has had the good sense
to light the fire. Pray draw up to it, and I shall order you a
cup of hot coffee, for I observe that you are shivering.” (1)
True to his character, Holmes observes the young wom-
an’s shivering, but fails to divine its emotional cause.

“…a good drive in a dog-cart….” (2)
A dog-cart is a generic term for a rustic, one-horse cart
meant to convey one or two people.

“…and came in by the first train to Waterloo.” (2)
Waterloo Station serves the south and southwest rail

NOTES AND ILLUSTRATIONS

corridor from London. Miss Stoner must have taken
a cab across the Thames for about four miles to reach
Baker Street from Waterloo.

“…and the estates extended over the borders into Berk-
shire in the north, and Hampshire in the west.” (3)
That is, the estate was so large it extended into two
neighboring counties.

“…in the days of the Regency.”
Between 1811 and 1820, the future King George
IV ruled as Regent for his father, George III,
who suffered from periodic insanity.

“…and went out to Calcutta….” (3)
The capital of Britain’s Indian colony.

“Violence of temper approaching to mania
has been hereditary in the men of the fam-
ily, and in my stepfather’s case it had, I
believe, been intensified by his long resi-
dence in the tropics.” (3)
The self-justifying mythology sur-
rounding British colonial rule of In-
dia centered on the terrible “trials”
the British suffered for the sake
of “civilizing” the Indian people.
Chief among these “trials” was
the tropical climate (with its at-
tendant diseases, like malaria),
which was considered to be bad
for the British “constitution,”
and sometimes to be the
cause of madness.

“He had no friends at all
save the wandering gipsies,
and he would give these
vagabonds leave to en-
camp upon the few acres of
bramble-covered land which
represent the family estate,
and would accept in return
the hospitality of their
tents, wandering away
with them sometimes
for weeks on end.” (3-4)
The “gipsies” (more commonly, “gypsies”), or “Roma,”
as they prefer to be called today, are a nomadic people
from northern India who migrated west to Europe in
the 14th century. In Conan Doyle’s time, their true
origins were unknown, but there were many theories.
Their dark skin, itinerant lives, and different customs
made them convenient scapegoats for problems with-
out an obvious cause: thefts, well-poisoning, livestock
deaths, etc. The fact that Dr. Roylott lives with the
gypsies would make him suspect in the eyes of many

of Conan Doyle’s readers.

“He has a passion also for Indian animals, which are
sent over to him by a correspondent, and he has at this
moment a cheetah and a baboon….” (4)
While cheetahs do exist in India, baboons are found
only in Africa.

“…and met there a half-pay major of marines….” (4)
In other words, the major was
no longer on active duty when
Julia met him.

“…and though he poured brandy
down her throat….” (5)
In Victorian times, brandy was
considered a restorative medicine.

“His name is Armitage–Percy
Armitage–the second son of Mr.
Armitage, of Crane Water, near
Reading.” (6)
Reading is a city in the county of
Berkshire, also known as Royal
Berkshire, in the Thames Valley,
about 20 miles due west of central
London. Crane Water is a pictur-
esque name for an imaginary town.

His costume was a peculiar mixture
of the professional and of the agri-
cultural, having a black top-hat, a
long frock-coat, and a pair of high
gaiters, with a hunting-crop swing-
ing in his hand. (7)
The top-hat and frock-coat are
suitable for town, while the gaiters
(high spats buttoned over the shoe
and lower part of the trouser leg to
protect them from mud) and the
riding crop suggest the country.

“An Eley’s No. 2 is an excellent
argument with gentlemen who can

twist steel pokers into knots.” (8)
It is uncertain what kind of revolver

Holmes is asking Watson to carry, since the Eley
Brothers manufactured ammunition, not guns.

“Violence does, in truth, recoil upon the violent, and the
schemer falls into the pit which he digs for another.” (15)
Holmes rarely quotes Scripture, although he often
comments on the justice or injustice of a criminal’s
fate. Here, he expresses sentiments that recur several
times in the King James Bible. Ecclesiastes (10:8):
“He that diggeth a pit shall fall into it; and whoso
breaketh an hedge, a serpent shall bite him.”

John Alan Maxwell illustrated the 1930
reprint of “The Speckled Band” in the
American magazine The Golden Book.

NOTES AND ILLUSTRATIONS

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PHIL110Critical Thinking – SPS CUNY

Unit 3 Discussion Assignment
Sherlock Holmes: Induction, Deduction or Both?

Step 1.

Sherlock Holmes was a fictional detective created by the British author Sir Arthur Conan Doyle.

Holmes was renowned for his reasoning talents, in particular his ability to “deduce” the causes

and perpetrators of spectacularly heinous crimes. In preparation for this Discussion Forum
assignment, review the following materials and take notes to yourself on any arguments you

detect in both the Video and in the Short Story (attached as a separate PDF):

• Video: Sherlock Holmes’ Reasoning — Induction or Deduction? (ignore the Greek

subtitles), Duration: (4:25), YouTube URL:

• Short Story: The Adventure of the Speckled Band (attached)

Note: “The Adventure of the Speckled Band is one of the 56 short Sherlock Holmes stories

written by Scottish author Sir Arthur Conan Doyle. It is the eighth of the twelve stories collected

in The Adventures of Sherlock Holmes. The story was first published in Strand Magazine in

February 1892, with illustrations by Sidney Paget. It was published under the different title “The

Spotted Band” in New York World in August 1905. Doyle later revealed that he thought this was

his best Holmes story.”

(Quoted from Wikipedia at http://en.wikipedia.org/wiki/The_Adventure_of_the_Speckled_Band)

Step 2.

Given what you’ve learned in this Unit about induction and deduction, think about the arguments

by Holmes in both the Video and in the Short Story. Try to determine if his arguments are

inductive or deductive. Could you possibly spot both? Post your answer to the following guide

questions on the Discussion Forum, then be sure to follow the instructions in Step 3 to comment

on each other’s posts.

• Can you find and reconstruct a deductive argument? (Remember to follow a deductive

form). How about an inductive argument? What’s the difference between the two?

• Is Holmes’ argumentative style a convincing as a method of reasoning? Why or why

not. Be sure to include examples from both the video and the short story.

• Can you think of other disciplines, other than criminal forensics, where Holmesian logic

could be applied?

• Do you ever reason like Holmes? Give us an everyday example of how you might reason

like Sherlock.

http://en.wikipedia.org/wiki/Sherlock_Holmes

http://en.wikipedia.org/wiki/Arthur_Conan_Doyle

http://en.wikipedia.org/wiki/The_Adventures_of_Sherlock_Holmes

http://en.wikipedia.org/wiki/Strand_Magazine

http://en.wikipedia.org/wiki/Sidney_Paget

http://en.wikipedia.org/wiki/New_York_World

http://en.wikipedia.org/wiki/The_Adventure_of_the_Speckled_Band

PHIL110 Critical Thinking – SPS CUNY

Step 3.

Instructions for the ‘Critical Thinker’s Peer Commentary’.

Once you completed and posted your response to Sherlock Holmes’ argumentation on the

Discussion Forum, engage with your classmates as a ‘Critical Thinker’.

We all know, it’s all too easy nowadays to just click the ‘Like’ button on our social media

interactions. ‘Oh, I love it!’, or ‘Gee, that’s so sad’ and other emotional reactions are very human

responses. But as we learn to become more critical and logical thinkers, we must begin to

differentiate between purely emotional and more rational reactions. We need to follow-up our

emotive responses with rational and critical considerations. In this discussion form Peer

Commentary, we will begin practicing just that.

On the Discussion Forum, respond to three of your classmates with the following:

Start with one (1) emotional reaction. Choose from the following, or feel free to use another

Emoji. Once you pasted your Emoji into your Discussion reply, explain what you mean by it

and why you chose it. For example, something like this: I liked your argument because… or

Your argument was funny because….

After your emotional reaction, then add at least one (1) cognitive or critical thinking reaction.

Choose from the following or come up with your own. For your cognitive reaction be sure to

explain why you chose it, what you mean by it and give examples from the post to justify your

reaction. For example, something like this: I found the evidence you provided in your argument

very convincing because… or Your argument made good connections between….x and y. Be

specific and give details.

PHIL110 Critical Thinking – SPS CUNY

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• Follow all assignment prompts and answers all prompt questions.

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• Respond to other students with interesting comments and follow-up
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Phi unit 3

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