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photographs and climatic location examples invite students to fur- (Chapter 2), lakes (Chapter 16), rivers (Chapter 17), deserts
ther explore physical geography using satellite imagery provided by ( Chapter 18), glaciers (Chapter 19), and coasts (Chapter 20). There
Google Earth or other Internet system for viewing Earth locations. is also a weather map and satellite image interpretation activity at
Detailed learning objectives at the beginning of the chapters provide the end of C hapter 7. Many chapters also include new images to
a means for assessing comprehension of the material. interpret in the Thinking Geographically series. Students are
asked to interpret an image that features a scene related to the
Three Unique Perspectives Physical geography is a subject chapter content. These images offer additional practice in look-
that seeks to develop an understanding and appreciation of our ing closely and visually evaluating a landscape by recognizing the
Earth and its environmental diversity. In approaching this goal, this geographic features they see, their significance, how they may be
textbook employs feature boxes that illustrate three major perspec- related, and to think about how landscapes and landforms develop.
tives of physical geography. Through a spatial science perspec-
Four Major Objectives

tive, physical geography focuses on understanding and explaining
the locations, distribution, and spatial interactions of natural
phenomena. Physical geography can also be approached from a Ever since the first edition of this book, the authors have sought
physical science perspective, which applies the knowledge and to accomplish four major objectives:
methods of the natural and physical sciences, for example, by using
the scientific method and systems analytical techniques. Through To Meet the Academic Needs of the Student In con-
an environmental science perspective, physical geographers tent and style, Physical Geography, 11th edition, was written specifi-
consider impacts, influences, and interactions among human and cally to meet the needs of students, the end-users of this textbook.
natural components of the environment. Basically, this means Students can use the knowledge and understanding obtained
understanding how Earth’s environments and environmental pro- through the text and its activities to help them make informed
cesses influence human life and how humans affect environments decisions involving the environment at the local, regional, and
on scales from local to global. global scales. The book also considers the needs of beginning stu-
dents—those with little or no background in the study of physical
Map Interpretation Series Developing map interpretation geography or other Earth sciences. Examples from throughout the
skills is a priority in a physical geography course, and beneficial in world illustrate important concepts and help students bridge the
many career fields. To meet the needs of students who do not have gap between theory and practical application.
access to a laboratory setting, this text includes map activities with,
full-color maps generally printed at their original scale, satellite To Integrate the Illustrations with the Written Text
images, and interpretation questions. These maps give students an The photographs, maps, satellite images, scientific visualizations,
opportunity to develop valuable map-reading skills. In courses that block diagrams, graphs, and line drawings have been carefully cho-
have a lab section, the map interpretation features offer an excel- sen to illustrate important concepts in physical geography. Figures
lent supplement to lab activities, where each student has access are called out in the conceptual discussions so that students can
to the same map, image and activity. These interpretive activities easily make the connection between an illustration and its related
provide strong links to lectures, the textbook content, and practi- text. Some examples of topics that are clearly explained through
cal lab applications. the integration of visuals and text include: map and image interpre-
tation (Chapter 2), the seasons (Chapter 3), Earth’s energy budget
New Features (Chapter 4), surface wind systems (Chapter 5), storms (Chapter 7),
soils (Chapter 12), plate tectonics (Chapter 13), rivers (Chapter 17),
Understanding Map Content Thematic maps have the glaciers (Chapter 19), and coastal processes (Chapter 20).
a bility to present a great deal of geographic data in graphic form.
The goal of the Understanding Map Content feature is to help To Communicate the Nature of Geography The
students understand the information, geographic-spatial repre- nature of geography and three major perspectives of physical
sentations, and data presented on a thematic map. Students are geography (spatial science, physical science, and environmental
encouraged to answer questions based on a map’s content. This science) are discussed in Chapter 1. In subsequent chapters,
opportunity for practice will increase students’ comprehension important geographic topics are discussed that involve all three of
of how much useful information is contained in a thematic map these perspectives. For example, location is a dominant topic in
through the visual presentation of geographic data. These activities Chapter 2 and remains an important theme throughout the text.
illustrate the usefulness of being able to read and really understand Spatial distributions are stressed, providing context to the elements
the information that maps present, not only while studying geog- of climate in Chapters 4 through 6. The changing Earth system
raphy but also in their daily lives. is a central focus in Chapter 8. Characteristics of climate regions
and their associated environments constitute Chapters 9 and 10.
Thinking Geographically Most chapters dealing with Spatial interactions are demonstrated in explanations of weather
Earth surface processes and landforms include map activities in systems (Chapter 7), soils (Chapter 12), and volcanic and tectonic
the Map Interpretation series. These full-size topographic map activity (Chapters 13 and 14). Feature boxes present interesting
excerpts are presented at the end of chapters that discuss elevation and important examples of each geographic perspective.
vi PREFACE
Copyright 2017 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).
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.
To Fulfill the Major Requirements of Introductory strong storms, and tornado outbreaks. Recent disasters are dis-
Physical Science College Courses The Earth as a system cussed in terms of human impacts and efforts toward minimiz-
and the physical processes that are responsible for the location, dis- ing, or avoiding the effects of such tragedies in the future. These
tribution, and spatial relationships of physical phenomena beneath, events and others are addressed as examples of Earth processes and
at, and above Earth’s surface are examined in detail. Scientific human–environment interactions.
method, hypotheses, theories, and explanation are stressed. End-
of-chapter questions that involve understanding, analyzing, and New and Revised Text Revising Physical Geography for an
interpreting graphs of environmental data (or graphing data for eleventh edition involved thoughtful consideration of the input
analysis), quantitative transformation or calculation of environ- from many reviewers with varied opinions. Many topics have been
mental variables, and/or hands-on map analysis all support science rewritten for greater clarity, discussions have been expanded where
learning. Models and systems are frequently cited in the discussion more explanation was required, and new feature boxes have been
of important concepts, and scientific classification is presented in developed. Great concern has been given to recent occurrences
several chapters—some of these topics include air masses, torna- of unusual weather conditions and the impacts of climate change.
does, and hurricanes (Chapter 7), climates (Chapters 8, 9, and 10), Earth systems approaches are reinforced with new content, illustra-
biogeography (Chapter 11), soils (Chapter 12), rivers (Chapter 17), tions, and examples.
and coasts (Chapter 20). Most sections of the book contain new material, line art,
Physical geography plays a central role in understanding envi- and photographs. For example, the following are some examples
ronmental aspects and issues, human–environment interactions, of the discussions and features that are new or improved in this
and approaches to environmental problem solving. The begin- edition: the importance of sustainable development (Chapter 1);
ning students in this course include the professional geographers geographic information systems, 3-D digital landscape models, and
of tomorrow. Spreading the message about the importance, rel- LIDAR (Chapter 2); star circles and Earth rotation (Chapter 3);
evance, and career potential of geography in today’s world is photosynthesis, the greenhouse effect, and urban heat islands and
essential to the strength of geography at educational levels from green roofs (Chapter 4); global isobar map, volcanoes and air travel,
precollegiate through university. Physical Geography seeks to rein- and recent El Niño/La Niña conditions (Chapter 5); H urricane/
force that message. Superstorm Sandy, 3-D block diagrams of fronts and midlati-
tude cyclonic storms, and hazard warning systems on cell phones
Eleventh Edition Revision (Chapter 7); recent atmospheric CO2 levels, climate change, Saha-
ran dust and the Amazon rainforest (Chapter 9); lake effect snowfalls
This new edition has been revised so that the latest and most (Chapter 10); plant succession (Chapter 11); continental growth by
important information is presented to those who are studying accretion (Chapter 13); 2015 earthquake in Nepal (Chapter 14);
physical geography. Not only is our planet ever-changing, but so deadly huge landslide in Oso, Washington, and lethal earthquake-
are the many ways that we study, observe, measure, and analyze induced avalanches on Mt. Everest (Chapter 15); cars in a sudden
Earth’s characteristics, environments, and processes. New scien- sinkhole collapse at the National Corvette Museum in Kentucky
tific findings and new ways of communicating those findings are (Chapter 16); and removal of large dams on rivers and catastrophic
continually being developed. The eleventh edition introduces or flash floods in central Texas (Chapter 17).
expands discussions of technology, such as LIDAR imaging and
satellite weather maps. Students have greater access to geographic
tools than ever before; therefore, latitude/longitude coordinates
Enhanced Illustration Program More than 200 new and
updated figures are included in this edition. Textbook illustra-
are provided for places shown in photographs and maps as well
tions have been revised, updated, or improved, and many have
as climate stations that so students may further explore an area or
been replaced by excellent new examples. Topics that are new
phenomenon on their own, using an interactive mapping tool
or expanded in this edition required new, updated or improved
such as Google Earth.
figures, including numerous photographs, satellite images, maps,
As authors, we continually seek to include physical geogra-
and all climographs. Selected photographs include a locator map
phy topics that will spark student interest. In this edition, climate
to provide a spatial reference for the feature or place pictured.
change is given a greater emphasis, and sustainable living is dis-
Additionally, two new illustrated features invite student inquiry:
cussed, along with global movements to better manage environ-
Understanding Map Content and Thinking Geographically.
mental impacts on Earth and its climate. Attention has been given
An example of one feature or the other appears in most chapters.
to recent environmental concerns, findings, and occurrences of
natural hazards—we explain the events, the conditions and pro-
cesses that led to those events, and how they are related to physical Locate and Explore Activities Exercises at the end of
geography. many chapters, titled Locate and Explore require you to use
This edition has been updated to include discussions of the Google Earth or a similar technology. Google Earth allows you
most recent natural disasters, including Superstorm Sandy, flooding to interactively locate, display, and investigate geographic imag-
in the Atacama Desert (the world’s driest place) and in other areas, ery and data from anywhere in the world. To perform these
heavy lake effect snowfalls in the eastern United States, wildfires exercises, you should have the latest version of Google Earth
throughout California and the West, recent volcanic eruptions, installed on your computer. Some of the exercises require you
PREFACE vii
to use some data layers that are included with Google Earth, as York, New Paltz; Peter Siska, Austin Peay State University; Richard
well as some additional data layers that you must download. For W. Smith, H arford C ommunity College; Ray Sumner, Long
detailed instructions about using Google Earth, and to d ownload Beach City College; Michael Talbot, Pima Community Col-
the necessary data, visit the book’s Geography MindTap at lege; Colin Thorn, University of Illinois at Urbana-Champaign;
www.cengagebrain.com. David L. Weide, U niversity of Nevada, Las Vegas; Thomas Wikle,
Oklahoma State University, Stillwater; Glynis Jean Wray, Ocean
County C ollege; Amy Wyman, University of Nevada, Las Vegas; and
Acknowledgments Craig-ZumBrunnen, University of Washington, Redmond.

The photographs throughout the book are courtesy of:
This edition of Physical Geography would not have been possible Rainer Duttmann, University of Kiel; Richard Earl, Texas
without the encouragement and assistance of editors, friends, State University; Dan Satterfield, WOBC, Salisbury, MD; Erin
and colleagues from throughout the country. Great appreciation Himmel/National Park Service; Delphine Farmer, Colorado State
is extended to Martha, Emily, and Hannah Petersen, and Greg University; Lynn Betts/NRCS; Melissa Gabrielson, Chuck Young,
Nadon, for their patience, support, and understanding. The teach- and Fred B roerman, U.S. Fish and Wildlife Service; Bob DeGross,
ing and learning acumen of Dr. Robert E. Gabler, the original Everglades National Park; J. Good, National Park Service; Michael
author of this text, guided us as we worked on this edition, and M cCollum/McCollum Associates; Jason Neely, Polar Field

will continue to do so in future editions. Services; Christoph W. Borst and Gary L. Kinsland, University
Special thanks go to the splendid freelancers and staff mem- of Louisiana at Lafayette; VORTEX II/Sean Waugh, NO-AA/
bers of Cengage Learning. These include Morgan Carney, Earth NSSL; Michael Studinger, NASA; John Shea, FEMA; USGS Alaska
Sciences Product Manager; Jeffrey Hahn, Nedah Rose, and Aileen Volcano Observatory, D. Josefczyk; National Scenic Byways/Digital
Berg, Development Editors; Rebecca L. Lazure of SPi Global, Pro- Library; Sasan Saatchi, NASA/JPL-Caltech; Wind Cave National
duction Manager; Kellie N. Petruzzelli, Associate Content Devel- Park; Emily Petersen; Parv Sethi; Martha Moran, White River
oper; Hal Humphrey, Content Project Manager; Michael C. Cook, National Forest; Mark Muir, Fishlake National Forest; National
Senior Designer; Liz Harasymczuk, Interior Designer; Denise Park Service, Cape Cod National Seashore; Mark Reid, USGS;
Davidson, Cover Designer; Veerabhagu Nagarajan of Lumina Dawn Endico; Gary P. Fleming,Virginia Natural Heritage Program;
Datamatics, Photo Researcher; illustrators SPi Global, Graphic Tessy Shirakawa, Mesa Verde National Park; Bill Case, Chris
World Inc., Lumina Datamatics, Accurate Art, Precision Graphics, Wilkerson, and Michael Vanden Berg, Utah Geological Survey;
and Rolin Graphics; Victor Luu, Product Assistant; and Dr. Chris Center for Cave and Karst Studies, Western Kentucky University;
Houser, creator of our wonderful Locate and Explore activities. Hari Eswaran, USDA Natural Resources Conservation Service;
Colleagues who reviewed the plans and manuscript for Richard Hackney, Western Kentucky University; David Hansen,
this and previous editions include Peter Blanken, University of University of Minnesota; Susan Jones, Nashville, Tennessee; David
Colorado; Brock Brown, Texas State University; Greg Carbone, Hansen, University of Minnesota; L. Elliot Jones, U.S. Geological
University of South Carolina; Richard A. Crooker, Kutztown Survey; Greg Nadon, Ohio University; Anthony G. Taranto Jr.,
State University; Joanna Curran, Texas State University; J. Michael Palisades Interstate Park—New Jersey Section; Justin Wilkinson,
Daniels, University of Wyoming; Ben Dattilo, University of Earth Sciences, and NASA Johnson Space Center. Spectacular
Nevada, Las Vegas; Leland R. Dexter, Northern Arizona U niversity; images taken by two government photographers, Bob Wick of the
James Doerner, University of Northern Colorado; Percy “Doc” Bureau of Land Management, and Tim Rains of the National Park
Dougherty, Kutztown State University; Daniel Dugas, New Service, appear in several places. Michael Kuhwald, University of
Mexico State University; Richard Earl, Texas State University; Kiel, Germany, and Bob Stafford, Texas State University produced
Tom Feldman, Joliet Junior College; Mark Fonstad, University of digital landscape models for us. We would also like to thank Matt
Oregon; Roberto Garza, San Antonio College; Greg Gaston, Uni- Melancon and Matthew Murphy, Texas State University, and
versity of North Alabama; Beth L. Hall, Towson University; Perry Shawn Trueman, Central Lakes College, Ohio.
Hardin, Brigham Young University; David Helgren, San Jose State The detailed comments, suggestions, and imagery from the
University; Chris Houser, University of West Florida; Kenneth preceding individuals have been instrumental in bringing about the
Hundreiser, Roosevelt University; Karen Johnson, North Hennepin many changes and improvements incorporated in this latest edition
Community College; Fritz C. Kessler, Frostburg State University; of the book. Countless others, both known and unknown, deserve
Elizabeth Lawrence, Miles Community College; Jeffrey Lee, Texas heartfelt thanks for their interest and support over the years.
Tech University; Michael E. Lewis, University of North Carolina, Despite the painstaking efforts of all reviewers, there will
Greensboro; Elena Lioubimtseva, Grand Valley State U niversity; always be questions of content, approach, and opinion associated
Kangshu Lu, Towson University; John Lyman, Bakersfield Col- with the text. The authors wish to make it clear that they accept
lege; Charles Martin, Kansas State University; Christopher F. full responsibility for all that is included in the eleventh edition of
Meindl, University of South Florida; Debra Morimoto, M erced Physical Geography.
College; Andrew Oliphant, San Francisco State University; James James F. Petersen
R. Powers, Pasadena City College; Joyce Quinn, California State Dorothy Sack
University, Fresno; George A. Schnell, State University of New Robert E. Gabler
viii PREFACE
Foreword to the Student
Why Study Geography? Reading Assignments

In this global age, the study of geography is absolutely essential to ■ Read the assignments before the material is covered in class by
an educated citizenry of a nation whose influence extends through- the instructor.
out the world. Geography deals with location, and a good sense of ■ Compare what you have read with the instructor’s presenta-
where places or features are, especially in relation to other places tion in class. Pay particular attention if the instructor introduces
or features in the world. Such knowledge is an invaluable asset new examples or course content not included in the reading
whether you are traveling, conducting international business, or assignment.
browsing the Internet. ■ Ask questions in class and seek to understand any material that
Geography examines the characteristics of places and areas on was not clear from your first reading of the assignment.
Earth, their roles as part of the Earth system, how they interact with ■ Reread the assignment as soon after class as possible, concen-
other locations, and the changes and processes involved in these trating on areas that were emphasized in class. Highlight only
interactions. Geography also gives strong consideration to the rela- those items or phrases that you now consider to be important,
tionships between humans and their environments. Today, everyone and skim those sections already mastered.
shares the responsibility of learning more about our physical environ- ■ Record in your class notes important terms, your own comments,
ment so that we can preserve and protect it for future generations. and summarized information from each reading assignment.
Geography provides essential information about the distribution
of features on Earth’s surface and the interconnections of places. The
distribution pattern of volcanoes, for example, p rovides an excellent
Understanding Vocabulary
indication of where Earth’s great crustal plates come in contact with ■ Mastery of basic vocabulary often becomes a critical issue
one another; and the violent thunderstorms that plague Illinois on a in the success or failure of students in a beginning science
given day may be directly associated with the low-pressure system course.
spawned in Texas two days before. G eography, through a study of ■ Focus on terms that appear in boldface type in your reading
regions, provides a focus and a level of g eneralization that allows assignments. Do not overlook additional terms that the instruc-
people to examine and understand the immensely varied environ- tor may introduce in class.
mental characteristics of Earth. ■ Develop your own definition of each term (representing a fea-
As you will note when reading Chapter 1, there are many ture, process, or characteristic) or phrase and associate it with
approaches to the study of geography. Some courses are regional in related terms in physical geography.
nature; they may include an examination of one or all of the world’s ■ Identify any physical processes associated with the term. Often,
political, cultural, economic, or physical regions. Some courses are knowing the process will help to define the term.
topical or systematic in nature, dealing with human geography, ■ Whenever possible, associate terms with location.
physical geography, or one of the major subfields of the two. ■ Consider the significance to humans of terms you are defining.
A great advantage of taking a general course in physical geog- Recognizing the significance of terms and phrases can make
raphy is the permanence of the knowledge learned. Although them relevant and easier to recall.
change is constant and often sudden in human aspects of geogra-
phy, alterations of the physical environment on a global scale are
generally slow unless they are influenced by human intervention. Learning Earth Locations
Theories and explanations may differ, but the broad patterns of ■ A good knowledge of place names and of the relative locations
atmospheric and oceanic circulation and of world climates, land- of physical and cultural phenomena on Earth is fundamental to
forms, soils, natural vegetation, and physical landscapes will be the the study of geography.
same tomorrow as they are today. ■ Take personal responsibility for learning locations on Earth.
Your instructor may identify important physical features
Keys to Successful Study and place names, but you must learn their locations for
yourself.
Good study habits are essential if you are to master science courses ■ Thoroughly understand latitude, longitude, and the Earth
such as physical geography, where the topics, explanations, and grid. They are fundamental to finding and describing loca-
terminology are often complex and unfamiliar. To help you suc- tions on maps and globes. Practice locating features by their
ceed in the course in which you are currently enrolled, we offer latitude and longitude until you are entirely comfortable using
the following suggestions. the system.
ix
■ Develop a general knowledge of the world political map. ■ Outline where possible. Preparing an outline helps you to dis-
The most common way of expressing the location of physical cern the logical organization of information. As you take notes,
features is by identifying the political unit (state, country, or organize them under main headings and subheadings.
region) in which it can be found. ■ Take the instructor at his or her word. If the instructor takes
■ Make liberal use of outline maps. They are a key to learning the time to make a list, then you should do so, too. If he or she
the names of states and countries and the locations of specific writes something on the board, it should be in your notes. If the
physical features. Personally placing features correctly on an instructor’s voice indicates special concern, take special notes.
outline map is often the best way to learn location. ■ Come to class and take your own notes. Notes trigger the
■ Cultivate the habit of using an atlas. The atlas does for the memory, but only if they are your notes.
individual who encounters place names or the features they
represent what the dictionary does for the individual who
encounters a new vocabulary word.
Doing Well on Tests
Follow these important study techniques to make the most of your
time and effort preparing for tests.
Utilizing Textbook Illustrations ■ Practice distillation. Do not try to reread but skim the assign-
The secret to making good use of maps, diagrams, and photo- ments carefully, taking notes in your own words that record as
graphs lies in understanding why an illustration has been included economically as possible the important definitions, descriptions,
in the textbook or incorporated as part of your instructor’s and explanations. Do the same with any supplementary readings,
presentation. handouts, and laboratory exercises. It takes practice to use this
■ Concentrate on the instructor’s discussion. Taking notes about technique, but it is much easier to remember a few key phrases
photographs, maps, graphs, and other illustrations will allow that lead to ever-increasing amounts of organized information
you to follow the same line of thought at a later date. than it is to memorize all your notes. And the act of distillation
■ Study all the textbook illustrations. Be sure to note which of in itself is a splendid memory device.
them received considerable attention in the lecture. Do not ■ Combine and reorganize. Merge all your notes into a coherent
quit examining an illustration until it makes sense to you, study outline.
until you can read the map or graph, or until you can rec- ■ Become familiar with the type of questions that will be asked.
ognize what a diagram or photograph has been selected to Knowing whether the questions will be objective, short-
explain. answer, essay, or related to diagrams and other illustrations can
■ Hand-copy important diagrams and graphs. Few of us are help in your preparation. Some instructors make old tests avail-
graphic artists, but you might be surprised at how much better able so that you can examine them or discover their evaluation
you understand a graph or line drawing after you reproduce it styles if you inquire. If not, then turn to former students; there
yourself. are usually some around the department or residence halls who
■ Read the captions of photographs and illustrations thoroughly have already experienced the instructor’s tests.
and thoughtfully. If the information is included, be certain ■ Anticipate the questions that will likely be on the test. The
to note where a photograph was taken and in what way it is really successful students almost seem to be able to predict the
representative. What does it tell you about the feature, process, test items before they appear. Take your educated guesses and
region, or site being illustrated? turn them into real questions.
■ Attempt to place the concept that is being illustrated in new ■ Try cooperative study. This can best be described as role-
situations. Seek other opportunities to test your skills at inter- playing and consists very simply of serving temporarily as the
preting similar maps, graphs, and photographs and think of instructor. So go ahead and teach. If you can demonstrate a
other examples that support the text. technique, illustrate an idea, or explain a process or theory
■ Remember that all illustrations are reference tools, particularly to other students so that they can understand it, there is lit-
tables, graphs, and diagrams. Refer to them often. tle doubt that you can answer test questions over the same
material.
Taking Class Notes ■ Avoid the “all-nighter.” Use the early evening hours the night
A good set of class notes is based on selectivity. You cannot, and before the test for a final unhurried review of your study out-
should not, try to write down every word uttered by your class- line. Then get a good night’s sleep.
room instructor.
Learn to paraphrase. With the exception of specific quota-
The Importance of Maps
■
tions or definitions, put the instructor’s ideas, explanations, and

comments into your own words. You will understand them Like graphs, tables, and diagrams, maps are excellent reference
better when you read them over at a later time. tools. Familiarize yourself with the maps in your textbook to bet-
■ Be succinct. Never use a sentence when a short phrase will do, ter judge when it is appropriate to seek information from these
and never use a phrase when a word will do. Start your recall important sources.
process with your note taking by forcing yourself to rebuild Maps are especially useful for comparison purposes and
an image, an explanation, or a concept from a few words. to illustrate relationships or the possible associations of two
x FOREWORD TO THE STUDENT
features, areas, or processes. But the map reader must beware. Chapter Activities At the end of each chapter, Consider and
The associations of phenomena by their locations and distri- Respond questions and Practical Applications require you to go
butions are not necessarily cause-and-effect relationships. In beyond a routine chapter review. The questions and problems
some instances the similarities in a distribution result from are designed so that you can apply your knowledge of physical
another factor that has not been considered or mapped. For geography and, on occasion, personally respond to critical issues
example, a map of worldwide volcano distribution is almost in society today. Locate and Explore activities (found at the end of
exactly congruent with one of incidence of earthquakes, yet many chapters) teach you how to use the Google Earth application
volcanoes are not the cause of major earthquakes. A third fac- as an exploratory learning tool. Check with your instructor for
tor, the location of tectonic plate boundaries, explains the first answers to the problems.
two phenomena.
Finally, remember that a map is the most important tool of Caption Questions Most illustrations and photographs in
the professional geographer. It is also useful to all natural and social your textbook, have a caption that links the image with the chapter
scientists, engineers, politicians, military planners, road builders, text it supports. Read the captions carefully because they explain
farmers, and countless others, but maps are essential expressions of the illustrations and may also contain new information. Wherever
the geographer’s primary concern with location, distribution, and appropriate, questions at the ends of captions have been designed
spatial interaction. to help you seize the opportunity to consider your own personal
reaction to the subject under consideration.
About Your Textbook Map Interpretation Series A major goal of your textbook
This textbook has been written for you, the student. It has been is to help you become an adept map reader, and the Map Inter-
written so that the text can be read and understood easily. Explana- pretation Series in your text has been designed to help you reach
tions are as clear, concise, and uncomplicated as possible. Illustra- that goal.
tions have been designed to complement the text and to help you
visualize the processes, places, and phenomena being discussed. In Environmental Systems Viewing Earth as a system com-
addition, the authors do not believe it is sufficient to offer you a prising many subsystems is a fundamental concept for researchers,
textbook that simply provides information to pass a course. We instructors, and students in physical geography. The concept is
urge you to think critically about what you read in the textbook introduced in Chapter 1 and reappears frequently throughout your
and hear in class. textbook. The interrelationships and dependencies among the
As you learn about the physical aspects of Earth environments, variables and components of Earth systems are important. Many
ask yourself what they mean to you and to people throughout the of the illustrations included in the text will help you visualize
world. Make an honest attempt to consider how what you are how systems work. There are also diagrams designed to help you
learning relates to the problems and issues of today and tomor- understand how human activities can affect the delicate balance
row. Practice using your geographic skills and knowledge in new that exists within many Earth systems.
situations so that you will continue use them in the years ahead. As authors of your textbook, we wish you well in your stud-
Your textbook includes several special features that will support ies. It is our fond hope that you will become better informed about
learning, encouraging you to go beyond memorization and to our home—Earth and its varied environments—and that you will
reason geographically. enjoy the study of physical geography.
FOREWORD TO THE STUDENT xi
Brief Contents
1 Physical Geography: Earth Environments and Systems 3

2 Representations of Earth 27
3 Solar Energy and Earth–Sun Relationships 61
4 The Atmosphere, Temperature, and Earth’s Energy Budget 81
5 Atmospheric Pressure, Winds, and Circulation Patterns 111
6 Humidity, Condensation, and Precipitation 141
7 Air Masses and Weather Systems 171
8 Global Climates and Climate Change 201
9 Low-Latitude and Arid Climate Regions 233
10 Midlatitude, Polar, and Highland Climate Regions 257
11 Biogeography 289
12 Soils and Soil Development 323
13 Earth Materials and Plate Tectonics 353
14 Tectonism and Volcanism 385
15 Weathering and Mass Wasting 419
16 Subsurface Water and Karst 447
17 Fluvial Processes and Landforms 471
18 Arid Region and Eolian Landforms 505
19 Glacial Systems and Landforms 537
20 Coastal Processes and Landforms 571
xiii
Contents
1 Physical Geography: Earth Remote Sensing of the Environment 50
Digital and Photographic Images 50
Environments and Systems 3 Remote Sensing Systems 51
The Study of Geography 4 Geography’s Physical Science Perspective: Polar versus
Geostationary Satellite Orbits 53
Physical Geography 5
Multispectral Remote Sensing 54
Geographic Tools and Technology 6
Map Interpretation: Topographic Maps 58
Major Perspectives in Physical Geography 7
Spatial Science Perspective 7
Geography’s Spatial Science Perspective: Natural Regions 10 3 Solar Energy and Earth–Sun
Physical Science Perspective 11
Environmental Science Perspective 13
Relationships 61
Geography’s Environmental Science Perspective:

The Solar System and Beyond 62
Human–Environment Interactions 16 The Solar System 62
Using Models and Systems 19 The Planets 63
Systems Analysis 19 The Earth–Sun System 64
Open and Closed Systems 20 The Sun and Solar Energy 64
Equilibrium in Earth Systems 21 Solar Energy and Atmospheric Dynamics 66
Physical Geography and You 23 Movements of Earth 67
Insolation, Sun Angle, and Duration 70
2 Representations of Earth 27
Geography’s Environmental Science Perspective: Passive Solar
Energy—An Ancient Concept 71
Maps and Location on Earth 28 The Seasons 72
Earth’s Shape and Size 29 Geography’s Physical Science Perspective: Using the Sun’s Rays
to Measure the Spherical Earth—2200 Years Ago 73
Globes and Great Circles 30
Latitude and Longitude 30 Latitude Lines Delimiting Solar Energy 75
The Geographic Grid 32 The Analemma 76
Parallels and Meridians 32 Variations of Insolation with Latitude 76
Longitude and Time 33
The International Date Line 34 4 The Atmosphere,
The U.S. Public Lands Survey System 34
Global Navigational Satellite Systems 36
Temperature, and Earth’s
Maps and Map Projections 37 Energy Budget 81
Advantages of Maps 37 The Nature of Our Atmosphere 83
Limitations of Maps 37 Atmospheric Composition 83
Map Projections 37 Atmospheric Environmental Issues 85
Properties of Map Projections 38 Vertical Layers of the Atmosphere 88
Map Basics 40 Energy Transfer Processes 89
Thematic Maps 43 Geography’s Physical Science Perspective: White Clouds,
Topographic Maps 44 Blue Skies, Red Sunsets, and Rainbows 90
Geography’s Spatial Science Perspective: Using Vertical Radiation 90

Exaggeration to Portray Topography 46 Conduction 90
Modern Mapmaking 47 Convection 91
Geographic Information Systems 47 Advection 91
Geographic Information System in the Workplace 49 Latent Heat Exchange 91
xiv
Earth’s Energy Budget 92 Ocean–Atmosphere Interactions 133
Heating the Atmosphere 92 Ocean Currents 133
Energy Balance 93 El Niño 135
Air Temperature 94 North Atlantic Oscillation 137
Temperature and Heat 94
Short-Term Temperature Variations 95
Vertical Temperature Distributions 97
6 Humidity, Condensation,
Controls of Earth’s Surface Temperatures 99 and Precipitation 141
Temperature Distribution at the Surface 102 The Hydrologic Cycle 143
Annual Temperature Changes 102 Water in the Atmosphere 144
Geography’s Spatial Science Perspective: The Urban Heat Island 103 The Water Budget 144
Weather and Climate 106 Water and the Energy Budget 145
Complexity of Earth’s Energy Systems 107 Saturation and the Dew Point Temperature 146
Humidity 146
5 Atmospheric Pressure, Winds, Geography’s Spatial Science Perspective: The Wettest and
Driest Places in the World 148
and Circulation Patterns 111 Sources of Atmospheric Moisture 149
Atmospheric Pressure 112 Evaporation Rates 149
Air Pressure, Altitude, and Elevation 113 Potential Evapotranspiration 149
Horizontal Pressure Variations 113 Condensation, Fog, and Clouds 150
Cells of High and Low Pressure 114 Condensation Nuclei 151
Convergent and Divergent Circulation 114 Fog 151
Mapping Pressure Distributions 114 Dew and Frost 153
Wind 115 Clouds 153
Pressure Gradients and Wind 115 Adiabatic Heating and Cooling 155
The Coriolis Effect and Wind 115 Stability and Instability 156
Cyclones, Anticyclones, and Wind Directions 116 Precipitation Processes 157
Geography’s Environmental Science Perspective: Forms of Precipitation 158
Harnessing the Wind’s Energy 118 Factors Necessary for Precipitation 159
Global Pressure and Wind Systems 119 Geography’s Physical Science Perspective: The Lifting
A Model of Global Pressure 119 Condensation Level 161
Seasonal Pressure Differences 120 Distribution of Precipitation 163
Global Wind Systems 122 Distribution over Time 163
An Atmospheric Circulation Model 122 Spatial Distribution of Precipitation 163
Winds in Latitudinal Zones 123 Precipitation Variability 166
Thinking Geographically 124
Latitudinal Migration with the Seasons 124 7 Air Masses and Weather
Longitudinal Variations in Pressure and Wind 125
Upper Air Winds and Jet Streams 126
Systems 171
Regional and Local Wind Systems 128 Air Masses 172

Monsoon Winds 128 Air Mass Modification and Stability 172
Geography’s Spatial Science Perspective: Volcanic Eruptions, Upper North American Air Masses 173
Air Winds, and Aviation Routes 129 Fronts 174
Local Winds 130 Cold Fronts 175
CONTENTS xv
5 years later
Warm Fronts 175 Tropical Savanna Climate 242

Stationary and Occluded Fronts 176 Arid Climate Regions 244
Atmospheric Disturbances 176 Desert Climates 247
Anticyclones and Cyclones 176 Geography’s Environmental Science Perspective:
Midlatitude Cyclones 178 Desertification 248
Hurricanes 182 Steppe Climates 251

Geography’s Spatial Science Perspective: Hurricane Landfall
Probability Maps 184
Thunderstorms 187
10 Midlatitude, Polar, and
Tornadoes 189 Highland Climate Regions 257
Snowstorms and Blizzards 191 Mesothermal Climate Regions 258
Geography’s Environmental Science Perspective: Receiving Mediterranean Climate 258
Warnings about Tornadoes and Other Natural Hazards 193 Humid Subtropical Climate 262
Weather Forecasting 194 Marine West Coast Climate 264
Map Interpretation: Weather Maps 198 Microthermal Climate Regions 268
Humid Continental, Hot-Summer Climate 269
8 Global Climates and Humid Continental, Mild-Summer Climate 271
Geography’s Physical Science Perspective: Effective
Climate Change 201 Temperatures 274
Classifying Climates 202 Subarctic Climate 274

The Thornthwaite System 203 Polar Climate Regions 277
The Köppen System 203 Tundra Climate 279
Geography’s Physical Science Perspective: Using Climographs 205 Ice-Sheet Climate 280
Climate Types and Their Distribution 206 Human Activity in Polar Regions 280
Scale and Climate 212 Highland Climate Regions 281
Climate Change 213 Characteristics of Mountain Climates 283
Geography’s Environmental Science Perspective: The Effects
The Last Ice Ages: The Pleistocene 213
of Elevation on the Human Body 284
Methods for Revealing Past Climates 214
Highland Climates and Human Activity 285
Rates of Climate Change 216
Natural Causes of Climate Change 217
Geography’s Spatial Science Perspective: Climate Change 11 Biogeography 289
and Its Impact on Coastlines 220 Ecosystems 290
Recent Climate Change 222 Major Components 290
Anthropogenic Influences on Climate 224 Trophic Structure 291
Recommendations for the Future 226 Energy Flow and Biomass 291
Graph Interpretation: The Köppen Climate Classification System 228 Primary and Secondary Productivity 293
Ecological Niche 294
9 Low-Latitude and Arid Succession and Climax Communities 294
Plant Succession 297
Climate Regions 233 Environmental Controls 298
Humid Tropical Climate Regions 234 Natural Factors 299
Tropical Rainforest Climate 235 Geography’s Spatial Science Perspective: The Theory
Geography’s Spatial Science Perspective: Saharan Dust of Island Biogeography 302
Feeds the Amazon Rainforest 238 Human Impacts on Ecosystems 304
xvi CONTENTS
Geography’s Environmental Science Perspective: Invasive Soil Classification 341
Exotic Species—Burmese Pythons 305
The NRCS Soil Classification System 341
Classification of Terrestrial Ecosystems 306 NRCS Soil Orders 341
Forest Biomes 306 Soil as a Critical Natural Resource 349
Tropical Forests 306
Midlatitude Forests 312
Grassland Biomes 314 13 Earth Materials and
Tropical Savanna Grasslands 314
Midlatitude Grasslands 314
Plate Tectonics 353
Desert Environments 316 Earth’s Planetary Structure 354

Arctic and Alpine Tundra 316 Core 356
Marine Ecosystems 317 Mantle 356
The Resilience of Life Forms 319 Crust 356
Lithosphere and Asthenosphere 357
12 Soils and Soil Earth Materials 358

Minerals versus Rocks 358
Development 323 Igneous Rocks 360
Major Soil Components 324 Sedimentary Rocks 361
Inorganic Materials 325 Metamorphic Rocks 364
Soil Water 325 The Rock Cycle 365
Thinking Geographically 367
Soil Air 327
Organic Matter 327 Plate Tectonics 367
Soil Characteristics 327 The Theory of Continental Drift 367
Color 327 Evidence of Moving Landmasses 368
Texture 328 Geography’s Spatial Science Perspective: Paleomagnetism—Evidence
of Earth’s Ancient Geography 370
Structure 328
Seafloor Spreading and Subduction 371
Acidity and Alkalinity 328
The Theory of Plate Tectonics 371
Geography’s Physical Science Perspective: Basic
Soil Analysis 330 Tectonic Plate Movement 372
Development of Soil Horizons 332 Hot Spots in the Mantle 377
Soil Horizons 332 Growth of Continents 377
Factors Affecting Soil Formation 333 Geography’s Physical Science Perspective: Isostasy—Balancing
Earth’s Lithosphere 379
Parent Material 333
Geologic Time and Paleogeography 380
Organic Activity 334
Climate 335
Relief 337
Time 337
14 Tectonism and Volcanism 385
Soil-Forming Regimes 338 Introduction to Geomorphology 386

Laterization 338 Tectonics Forces, Structures, and Landforms 388
Podzolization 338 Compressional Forces 389
Geography’s Environmental Science Perspective: How Much Tensional Forces 390
Good Soil Is There on Earth? 339 Shearing Forces 393
Calcification 340 Rock Structure and Topography 394
Localized Soil Regimes 340 Thinking Geographically 395
CONTENTS xvii
Earthquakes 395 Springs 451
Measuring Earthquake Size 395 Artesian Springs 452
Geography’s Spatial Science Perspective: Mapping Using Groundwater Resources 453
the Distribution of Earthquake Intensity 396 Wells 453
Earthquake Hazards 399 Depletion of Groundwater Reserves 454
Igneous Processes and Landforms 401 Geography’s Physical Science Perspective:
Plutonism and Intrusions 401 Acid Mine Drainage 455
Volcanic Eruptions 402 Groundwater Quality 456
Volcanic Landforms 403 Geothermal Water 456
Geography’s Physical Science Perspective: Eruption Landform Development by Solution 457
of Mount St. Helens 408 Karst Landforms 458
Distribution of Endogenic Processes 412 Geography’s Environmental Science Perspective:
Map Interpretation: Volcanic Landforms 416 Sudden Sinkhole Formation 460
Limestone Caverns and Cave Features 463
15 Weathering and Thinking Geographically 465

Map Interpretation: Karst Topography 468
Mass Wasting 419
Nature of Exogenic Processes 420
Weathering 422
17 Fluvial Processes
Physical Weathering 422 and Landforms 471
Chemical Weathering 425 Surface Runoff 473

Geography’s Physical Science Perspective: Expanding The Stream System 474
and Contracting Soils 426 Drainage Basins 474
Biological Weathering 427 Geography’s Spatial Science Perspective: Watersheds
Variability in Weathering 428 as Critical Natural Regions 476
Climate Factors 428 Drainage Density 477
Rock Type 429 Drainage Patterns 478
Structural Controls 430 Flow Properties 480
Differential Weathering and Erosion 430 Stream Discharge 480
Mass Wasting 432 Stream Energy 481
Materials and Motion 434 Fluvial Processes 483
Slow Mass Wasting 434 Erosion 483
Fast Mass Wasting 436 Transportation 484
Geography’s Environmental Science Perspective: Deposition 484
The Frank Slide 441 Channel Patterns 486
Thinking Geographically 443 Fluvial Landscapes 486
Weathering, Mass Wasting, and the Landscape 443 Upper Stream Course 487
Middle Stream Course 487
16 Subsurface Water Lower Stream Course 488
Deltas 490
and Karst 447 Thinking Geographically 492
Nature of Underground Water 448 Base-Level Changes and Tectonism 492
Subsurface Water Zones and the Water Table 448 Rivers, Lakes, and People 493
Groundwater Storage and Movement 450 Stream Hazards 493
xviii CONTENTS
Importance of Rivers and Lakes 495 Thinking Geographically 552
Geography’s Environmental Science Perspective: Dams Pleistocene Glaciation 553
and Dam Removal 496 Erosional Landforms of Continental Glaciation 555
Quantitative Fluvial Geomorphology 498 Geography’s Spatial Science Perspective: The Driftless Area—A
Map Interpretation: Fluvial Landforms 502 Natural Region 556
Depositional Landforms of Continental
Glaciation 557
18 Arid Region and Eolian Glacial Lakes 560
Landforms 505 Periglacial Landscapes 562
Map Interpretation: Alpine Glaciation 566
Surface Runoff in the Desert 506
Map Interpretation: Continental Glaciation 568
Water as a Geomorphic Agent in Arid Lands 508
Arid Region Landforms of Fluvial Erosion 509
Arid Region Landforms of Fluvial Deposition 512
Wind as a Geomorphic Agent 516
20 Coastal Processes
Wind Erosion and Transportation 517 and Landforms 571
Wind Deposition 520 The Coastal Zone 572

Sand Dunes 520 Origin and Nature of Waves 572
Types of Sand Dunes 522 Tides 572
Dune Protection 524 Tsunamis 575
Geography’s Environmental Science Perspective: Off-Road Geography’s Physical Science Perspective: Tsunami
Vehicle Impacts on Desert Landscapes 525 Forecasts and Warnings 576
Loess Deposits 526 Wind Waves 576
Thinking Geographically 528 Breaking of Waves 578
Landscape Development in Deserts 528 Coastal Geomorphic Processes 579
Map Interpretation: Desert Basin Landforms 532 Wave Refraction and Littoral Drifting 579
Map Interpretation: Eolian Landforms 534 Coastal Erosion 580
Coastal Deposition 581
Types of Coasts 587
19 Glacial Systems Geography’s Environmental Science Perspective: Beach
and Landforms 537

Protection 588
Islands and Coral Reefs 593
Glacier Formation and the Hydrologic Cycle 538 Change over Time 595
Types of Glaciers 540 Map Interpretation: Active-Margin Coastlines 598
Geography’s Physical Science Perspective: Glacial Ice Is Blue! 541 Map Interpretation: Passive-Margin Coastlines 600
How Do Glaciers Flow? 542
Glaciers as Geomorphic Agents 544 Appendix A International System of Units (SI),
Alpine Glaciers 544 Abbreviations, and Conversions 603
Equilibrium and the Glacial Budget 545 Appendix B Topographic Maps 605
Erosional Landforms of Alpine Glaciation 546 Appendix C Understanding and Recognizing Some
Depositional Landforms of Alpine Glaciation 549 Common Rocks 607
Continental Glaciers 552 Glossary 613
Existing Continental Glaciers 552 Index 633
CONTENTS xix
List of Major Maps
The World
Figure Description Page
2.9 Time zones 33
4.27a Average sea level temperatures, January 105
4.27b Average sea level temperatures, July 105
5.10a Average sea level pressure, January 121
5.10b Average sea level pressure, July 121
5.25 Major ocean currents 134
5.27 El Niño and La Niña conditions 136
6.27 Map of average annual precipitation 164–165
6.29 Precipitation variability 167
7.16 Hurricane strikes in the continental United States 186
8.6 Climates, modified Köppen classification system 208–209
9.1 Humid tropical climates 234
9.13 Arid regions 245
10.1 Humid mesothermal climates 258
10.13 Humid microthermal climates 268
11.7b Global vegetation patterns 295
11.23 World map of natural vegetation 308–309
12.30 Distribution of NRCS soil orders 344–345
13.23 Wegener’s continental drift hypothesis 368
13.28 Major tectonic plates 372
13.40 Last 250 million years of Earth history 382
14.41a Earthquake epicenters 413
14.41b Major volcanic regions 413
18.41 Major loess regions 527
19.30 Extent of Pleistocene glaciations 555
Physical map of the world Front endpapers
Population density Back end papers
xx
The Ocean
11.37 Satellite image, distribution of chlorophyll-producing marine plankton 319
13.25 Oceanic ridges and the age of the sea floor 369
20.5 World tidal patterns 574
The Contiguous United States

1.7 Satellite image, population distribution 9
2.11 Principal meridians and base lines 34
2.26 Magnetic declination 43
6.8 Potential evapotranspiration 150
7.8 Common storm tracks 178
7.24 Average number of tornadoes 190
8.2 Thornthwaite climate regions 204
10.14 Average annual snow cover 270
12.12 Alkaline and acidic soils 331
12.29 Dominant soil orders 343
14.23 Earthquake hazard distribution 400
16.18 Limestone (karst) regions 458
18.14 Pleistocene lakes, Western region 513
19.34 Glacial deposits, Great Lakes region 558
North America
7.1 Air mass source regions 172
7.12 Polar front jet stream 182
8.18 Pleistocene ice sheets 214
13.37 Rock ages 378
LIST OF MAJOR MAPS xxi
Author Biographies
James F. PetersenJames F. Petersen Robert E. Gabler During his nearly five
is Professor of Geography at Texas State decades of professional experience, Profes-
University, in San Marcos, Texas. A broadly sor Gabler has taught geography at Hunter
trained physical geographer with strong in- College, City of New York, Columbia
terests in geomorphology and Earth Science University, and Western Illinois Univer-
education, he enjoys writing about topics sity, in addition to 5 years in public ele-
related to physical geography for the public. mentary and secondary schools. At times
J. Petersen
J. Petersen
Involved in environmental interpretation, in his career at Western Illinois he served
he has written guidebooks and a number of as Chairperson of the Geography and Geology
field and trail guides for parks. Professor Petersen is a past President Department, Chairperson of the Geography Department, and
of the National Council for Geographic Education (NCGE), a University Director of International Programs. Professor Gabler
recipient of a national teaching award, and received the NCGE’s received three University Presidential Citations for Teaching
highest honor for distinguished service to geography education. Excellence and University Service, served two terms as Chairper-
He has written or served as a senior consultant for nationally son of the Faculty Senate, edited the Bulletin of the Illinois Geographical
published educational materials at levels from middle school Society, and authored numerous articles in state and national peri-
through university. He has published articles that deal with edu- odicals. He is a past President of the Illinois Geographical Society,
cation in geomorphology, climate history and climate change, the former Director of Coordinators and past President of the National
environmental history of central Texas, the role of field methods Council for Geographic Education (NCGE), and the recipient of
in geography, earthquake hazards, and geographic education in the NCGE George J. Miller Distinguished Service Award.
general. Believing in the value of learning in the field, every year
since Professor Petersen began teaching he has taken students on
extended field excursions to learn about Earth environments,
locations, processes, and features through firsthand experience.
Dorothy Sack Dorothy Sack, Professor

of Geography at Ohio University in A thens,
Ohio, is a physical geographer who special-
izes in geomorphology. Her primary re-
search interests emphasize arid region land-
forms, particularly the geomorphic evidence
of paleolakes, which contributes to our un-
J. Petersen
derstanding of Earth’s paleoclimate. Other

research themes include the impact of
off-road vehicles on the landscape and the history of geomorphology.
Professor Sack has published research in a variety of professional
journals, academic volumes, and Utah Geological Survey publica-
tions. Her work has been funded by the National Geographic Soci-
ety, National Science Foundation, Association of American Geogra-
phers (AAG), American Chemical Society, and other groups. She is
active in professional organizations, having served as chair of both the
Geomorphology and the History of Geography Specialty Groups of
the AAG, and in other offices for the AAG, Geological Society of
America, and History of Earth Sciences Society. She also serves on
the editorial boards of Geomorphology, Physical Geography, and Earth
Sciences History. Professor Sack enjoys teaching as well as research, and
has received the Outstanding Teacher Award from Ohio University’s
College of Arts and Sciences.
xxii
PHYSICAL GEOGRAPHY
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The Project Gutenberg eBook of Rachel Dyer
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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you are located before using this eBook.
Title: Rachel Dyer

A North American story
Author: John Neal
Release date: September 30, 2023 [eBook #71766]
Language: English
Original publication: US:
Credits: Alan, Steve Mattern and the Online Distributed Proofreading

Team at https://www.pgdp.net (This book was produced
from images made available by the HathiTrust Digital
Library.)
*** START OF THE PROJECT GUTENBERG EBOOK RACHEL

DYER ***
RACHEL DYER:
A NORTH AMERICAN STORY.
BY JOHN NEAL.
PORTLAND:
PUBLISHED BY SHIRLEY AND HYDE.
1828.
DISTRICT OF MAINE.... TO WIT:
DISTRICT CLERK’S OFFICE.
B E IT REMEMBERED, That on the eighth day of October, A.D. 1828, and in

the fifty-third year of the Independence of the United States of America,
Shirley & Hyde of said District, have deposited in this office, the title of a book, the
right whereof they claim as proprietors, in the words following, to wit.
“Rachel Dyer: A North American Story. By John Neal. Portland.”
In conformity to the act of the Congress of the United States, entitled “An Act for
the encouragement of learning, by securing the copies of maps, charts and books,
to the authors and proprietors of such copies, during the times therein mentioned;”
and also, to an act, entitled “An Act supplementary to an act, entitled An Art for the
encouragement of learning, by securing the copies of maps, charts and books, to
the authors and proprietors of such copies, during the times therein mentioned;
and for extending the benefits thereof to the arts of designing, engraving and
etching historical and other prints.”
J. MUSSEY, Clerk of the District of Maine.
A true copy as of record,
Attest, J. MUSSEY, Clerk D. C. Maine.
PREFACE.
I have long entertained a suspicion, all that has been said by the
novel-writers and dramatists and poets of our age to the contrary
notwithstanding, that personal beauty and intellectual beauty, or
personal beauty and moral beauty, are not inseparably connected
with, nor apportioned to each other. In Errata, a work of which as a
work, I am heartily ashamed now, I labored long and earnestly to
prove this. I made my dwarf a creature of great moral beauty and
strength.
Godwin, the powerful energetic and philosophizing Godwin, saw a
shadow of this truth; but he saw nothing more—the substance
escaped him. He taught, and he has been followed by others, among
whom are Brown, Scott and Byron, (I observe the chronological
order) that a towering intellect may inhabit a miserable body; that
heroes are not of necessity six feet high, nor of a godlike shape, and
that we may be deceived, if we venture to judge of the inward by the
outward man. But they stopped here. They did not perceive, or
perceiving, would not acknowledge the whole truth; for if we consider
a moment, we find that all their great men are scoundrels. Without
one exception I believe, their heroes are hypocrites or misanthropes,
banditti or worse; while their good men are altogether subordinate
and pitiable destitute of energy and wholly without character.
Now believing as I do, in spite of such overwhelming authority, that a
man may have a club-foot, or a hump-back, or even red hair and yet
be a good man—peradventure a great man; that a dwarf with a
distorted shape may be a giant in goodness of heart and greatness
of temper; and that moral beauty may exist where it appears not to
have been suspected by the chief critics of our age, and of past ages
—namely, in a deformed body (like that of Æsop,) I have written this
book.
Let me add however that although such was my principal, it was not
my only object. I would call the attention of our novel-writers and our
novel-readers to what is undoubtedly native and peculiar, in the early
history of our Fathers; I would urge them to believe that though there
is much to lament in that history, there is nothing to conceal; that if
they went astray, as they most assuredly did in their judgments, they
went astray conscientiously, with what they understood to be the law
of God in their right hands. The “Salem Tragedie” is in proof—that is
the ground-work of my story; and I pray the reader to have patience
with the author, if he should find this tale rather more serious in
parts, and rather more argumentative in parts, than stories, novels
and romances generally are.
I do not pretend to say that the book I now offer to my countrymen, is
altogether such a book as I would write now, if I had more leisure,
nor altogether such a book as I hope to write before I die; but as I
cannot afford to throw it entirely away, and as I believe it to be much
better, because more evidently prepared for a healthy good purpose,
than any other I have written, I have concluded to publish it—hoping
it may be regarded by the wise and virtuous of our country as some
sort of atonement for the folly and extravagance of my earlier writing.
The skeleton of this tale was originally prepared for Blackwood, as
the first of a series of North-American Stories: He accepted it, paid
for it, printed it, and sent me the proofs. A misunderstanding
however occurred between us, about other matters, and I withdrew
the story and repaid him for it. It was never published therefore; but
was put aside by me, as the frame-work for a novel—which novel is
now before the reader.
JOHN NEAL.
Portland, October 1, 1828.
P.S. After some consideration, I have concluded to publish a preface,
originally intended for the North American Stories alluded to
above. It was never published, nor has it ever been read by any
body but myself. Among those who are interested for the
encouragement of our native literature, there may be some who will
not be sorry to see what my ideas were on the subject of novel-
writing, as well as what they are. Changes have been foretold in my
views—and I owe it to our people to acknowledge, that in a good
degree, the prediction has been accomplished I do not feel now as I
did, when I wrote Seventy-Six, Randolph, and the rest of the works
published in America; nor even as I did, when I wrote those that
were published over seas. The mere novel-reader had better skip
the following pages and go directly to the story. The introductory
chapter in all human probability will be too much for him.
J. N.
UNPUBLISHED PREFACE
TO THE NORTH-AMERICAN STORIES, ALLUDED TO IN PAGE V.
The author of this work is now under the necessity of bidding the novel-
readers of the day, on both sides of the water, farewell, and in all
probability, forever. By them it may be considered a trivial affair—a time
for pleasantry, or peradventure for a formal expression of what are called
good wishes. But by him, who does not feel like other men—or does not
understand their language, when they talk in this way, it will ever be
regarded as a very serious thing. He would neither conceal nor deny the
truth—he would not so affront the feeling within him—and he says
therefore without affectation or ceremony, that it goes to his heart even to
bid the novel-readers of the age, the few that have read his novels, it
were better to say—farewell.
These volumes are the last of a series which even from his youth up, he
had been accustomed to meditate upon as a worthy and affectionate
offering to his family and to those who have made many a long winter day
in a dreary climate, very cheerful and pleasant to him—the daughters of a
dear friend—of one who, if his eye should ever fall upon this page, will
understand immediately more than a chapter could tell, of the deep
wayward strange motives that have influenced the author to say thus
much and no more, while recurring for the last time to the bright vision of
his youth. And the little that he does say now, is not said for the world;—
for what care they about the humble and innocent creatures, whose
gentleness and sincerity about their own fire-side, were for a long time all
that kept a man, who was weary and sick of the great world, from leaving
it in despair? No, it is not said for them; but for any one of that large family
who may happen to be alive now, and in the way of remembering “the
stranger that was within their gates”—when to the world he may be as if
he never had been. Let them not be amazed when they discover the truth;
nor afraid nor ashamed to see that the man whom they knew only as the
stranger from a far country, was also an author.
In other days, angels were entertained in the shape of travellers and way-
faring men; but ye—had ye known every stranger that knocked at your
door to be an angel, or a messenger of the Most High, could not have
treated him more like an immortal creature than ye did that unknown man,
who now bears witness to your simplicity and great goodness of heart.
With you it was enough that a fellow-creature was unhappy—you strove
to make him happy; and having done this, you sent him away, ignorant
alike of his people, his country and his name.
* * * * *
This work is the last of the sort I believe—the very last I shall ever write.
Reader—stop!—lay down the book for a moment and answer me. Do you
feel no emotion at the sight of that word? You are surprised at the
question. Why should you feel any, you ask. Why should you?—let us
reason together for a moment. Can it be that you are able to bear of the
final consummation of a hope which had been the chief stay of a fellow-
creature for many—many years?—Can it be that you feel no sort of
emotion at hearing him say, Lo! I have finished the work—it is the last—no
sensation of inquietude? Perhaps you now begin to see differently;
perhaps you would now try to exculpate yourself. You are willing to admit
now that the affair is one of a graver aspect than you first imagined. You
are half ready to deny now that you ever considered it otherwise. But
mark me—out of your own mouth you are condemned. Twice have I said
already—three times have I said already, that this was the last work of the
sort I should ever write, and you have read the declaration as you would,
the passing motto of a title-page. You neither cared for it, nor thought of it;
and had I not alarmed you by my abruptness, compelled you to stop and
think, and awed you by steadfastly rebuking your inhumanity, you would
not have known by to-morrow whether I had spoken of it as my last work
or not. Consider what I say—is it not the truth?—can you deny it? And yet
you—you are one of the multitude who dare to sit in judgment upon the
doings of your fellow men. It is on what you and such as you say, that
authors are to depend for that which is of more value to them than the
breath of life—character. How dare you!—You read without reflection, and
you hear without understanding. Yet upon the judgment of such as you—
so made up, it is that the patient and the profound, the thoughtful and the
gifted, are to rely for immortality.
To return to what I was about saying—the work now before you, reader, is
the last of a series, meditated as I have already told you, from my youth. It
was but a dream at first—a dream of my boyhood, indefinite, vague and
shadowy; but as I grew up, it grew stronger and braver and more
substantial. For years it did not deserve the name of a plan—it was
merely a breathing after I hardly knew what, a hope that I should live to do
something in a literary way worthy of my people—accompanied however
with an inappeasable yearning for the time and opportunity to arrive. But
so it was, that, notwithstanding all my anxiety and resolution, I could not
bring myself to make the attempt—even the attempt—until it appeared no
longer possible for me to do what for years I had been very anxious to do.
The engagement was of too sacred a nature to be trifled with—perhaps
the more sacred in my view for being made only with myself, and without
a witness; for engagements having no other authority than our moral
sense of duty to ourselves, would never be performed, after they grew
irksome or heavy, unless we were scrupulous in proportion to the facility
with which we might escape if we would.
This indeterminate, haunting desire to do what I had so engaged to do, at
last however began to give way before the serious and necessary
business of life, and the continually augmenting pressure of duties too
solemn to be slighted for any—I had almost said for any earthly
consideration. Yea more, to confess the whole truth, I had begun to
regard the enterprise itself—so prone are we to self-deception, so ready
at finding excuses where we have a duty to perform—as hardly worthy of
much power, and as altogether beneath an exalted ambition. But here I
was greatly mistaken; for I have an idea now, that a great novel—such a
novel as might be made—if all the powers that could be employed upon it
were found in one man, would be the greatest production of human
genius. It is a law and a history of itself—to every people—and throughout
all time—in literature and morals—in character and passion—yea—in
what may be called the fire-side biography of nations. It would be, if rightly
managed, a picture of the present for futurity—a picture of human nature,
not only here but every where—a portrait of man—a history of the human
heart—a book therefore, written not only in a universal, but in what may
be considered as an everlasting language—the language of immortal,
indistructable spirits. Such are the parables of Him who spoke that
language best.
Again however, the subject was revived. Sleeping and waking, by night
and by day, it was before me; and at last I began to perceive that if the
attempt were ever to be made, it must be made by one desperate,
convulsive, instantaneous effort. I determined to deliberate no longer—or
rather to stand no longer, shivering like a coward, upon the brink of
adventure, under pretence of deliberation; and therefore, having first
carefully stopped my ears and shut my eyes, I threw myself headlong
over the precipice. Behold the result! If I have not brought up the pearls, I
can say at least that I have been to the bottom—and I might have added
—of the human heart sometimes—but for the perverse and foolish
insincerity of the world, which if I had so finished the sentence, would
have set their faces forever against my book; although that same world,
had I been wise enough—no, not wise enough but cunning enough, to
hold my peace, might have been ready to acknowledge that I had been
sometimes, even where I say—to the very bottom of the human heart.
I plunged. But when I did, it was rather to relieve my own soul from the
intolerable weight of her own reproach, than with any hope of living to
complete the design, except at a sacrifice next in degree to that of self-
immolation. Would you know what more than any other thing—more than
all other things determined me at last? I was an American. I had heard the
insolent question of a Scotch Reviewer, repeated on every side of me by
native Americans—“Who reads an American Book?” I could not bear this
—I could neither eat nor sleep till my mind was made up. I reasoned with
myself—I strove hard—but the spirit within me would not be rebuked.
Shall I go forth said I, in the solitude of my own thought, and make war
alone against the foe—for alone it must be made, or there will be no hope
of success. There must be but one head, one heart in the plan—the
secret must not even be guessed at by another—it must be single and
simple, one that like the wedge in mechanics, or in the ancient military art,
must have but one point, and that point must be of adamant. Being so it
may be turned aside: A thousand more like itself, may be blunted or
shivered; but if at last, any one of the whole should make any impression
whatever upon the foe, or effect any entrance whatever into the sanctity
and strength of his tremendous phalanx, then, from that moment, the day
is our own. Our literature will begin to wake up, and our pride of country
will wake up with it. Those who follow will have nothing to do but keep
what the forlorn hope, who goes to irretrievable martyrdom if he fail, has
gained.
Moreover—who was there to stand by the native American that should go
out, haply with a sling and a stone, against a tower of strength and the
everlasting entrenchments of prejudice? Could he hope to find so much
as one of his countrymen, to go with him or even to bear his shield?
Would the Reviewers of America befriend him? No—they have not
courage enough to fight their own battles manfully.[1] No—they would
rather flatter than strike. They negociate altogether too much—where
blows are wanted, they give words. And the best of our literary
champions, would they? No; they would only bewail his temerity, if he
were the bold headlong creature he should be to accomplish the work;
and pity his folly and presumption, if he were any thing else.
[1] Or had not before this was written. Look to the North-American
Review before 1825, for proof.
After all however, why should they be reproached for this? They have
gained their little reputation hardly. “It were too much to spend that little”—
so grudgingly acquiesced in by their beloved countrymen—“rashly.” No
wonder they fight shy. It is their duty—considering what they have at stake
—their little all. There is Washington Irving now; he has obtained the
reputation of being—what?—why at the best, of being only the American
Addison, in the view of Englishmen. And is this a title to care much for?
Would such a name, though Addison stood far higher in the opinion of the
English themselves, than he now does, or ever again will, be enough to
satisfy the ambition of a lofty minded, original thinker? Would such a man
falter and reef his plumage midway up the altitude of his blinding and
brave ascent, to be called the American Addison, or even what in my view
were ten thousand times better, the American Goldsmith.[2] No—up to the
very key stone of the broad blue firmament! he would say, or back to the
vile earth again: ay, lower than the earth first! Understand me however. I
do not say this lightly nor disparagingly. I love and admire Washington
Irving. I wish him all the reputation he covets, and of the very kind he
covets. Our paths never did, never will cross each other. And so with Mr.
Cooper; and a multitude more, of whom we may rightfully be proud. They
have gained just enough popular favor to make them afraid of hazarding
one jot or tittle of it, by stepping aside into a new path. No one of these
could avail me in my design. They would have everything to lose, and
nothing to gain by embarking in it. While I—what had I to lose—nay what
have I to lose? I am not now, I never have been, I never shall be an
author by trade. The opinion of the public is not the breath of life to me;
for if the truth must be told, I have to this hour very little respect for it—so
long as it is indeed the opinion of the public—of the mere multitude, the
careless, unthinking judgment of the mob, unregulated by the wise and
thoughtful.
[2] I speak here of Goldsmith’s prose, not of his poetry. Heaven forbid!
To succeed as I hoped, I must put everything at hazard. It would not do
for me to imitate anybody. Nor would it do for my country. Who would care
for the American Addison where he could have the English by asking for
it? Who would languish, a twelvemonth after they appeared, for Mr.
Cooper’s imitations of Sir Walter Scott, or Charles Brockden Brown’s
imitations of Godwin? Those, and those only, who after having seen the
transfiguration of Raphael, (or that of Talma,) or Dominichino’s St.
Jerome, would walk away to a village painting room, or a provincial
theatre, to pick their teeth and play the critic over an imitation of the one
or a copy of the other. At the best, all such things are but imitations. And
what are imitations? Sheer mimicry—more or less exalted to be sure; but
still mimicry—wherever the copies of life are copied and not life itself: a
sort of high-handed, noon-day plagiarism—nothing more. People are
never amazed, nor carried away, nor uplifted by imitations. They are
pleased with the ingenuity of the artist—they are delighted with the
closeness of the imitation—but that is all. The better the work is done, the
worse they think of the workman. He who can paint a great picture,
cannot copy—David Teniers to the contrary notwithstanding; for David
never painted a great picture in his life, though he has painted small ones,
not more than three feet square, which would sell for twenty-five thousand
dollars to day.
Yes—to succeed, I must imitate nobody—I must resemble nobody; for
with your critic, resemblance in the unknown to the known, is never
anything but adroit imitation. To succeed therefore, I must be unlike all
that have gone before me. That were no easy matter; nor would be it so
difficult as men are apt to believe. Nor is it necessary that I should do
better than all who have gone before me. I should be more likely to
prosper, in the long run, by worse original productions—with a poor story
told in poor language, (if it were original in spirit and character) than by a
much better story told in much better language, if after the transports of
the public were over, they should be able to trace a resemblance between
it and Walter Scott, or Oliver Goldsmith, or Mr. Addison.
So far so good. There was, beyond a doubt, a fair chance in the great
commonwealth of literature, even though I should not achieve a miracle,
nor prove myself both wiser and better than all the authors who had gone
before me. And moreover, might it not be possible—possible I say—for
the mob are a jealous guardian of sepulchres and ashes, and high-
sounding names, particularly where a name will save them the trouble of
judging for themselves, or do their arguments for them in the shape of a
perpetual demonstration, whatever may be the nature of the controversy
in which they are involved—might it not be possible then, I say, that, as
the whole body of mankind have been growing wiser and wiser, and
better and better, since the day when these great writers flourished, who
are now ruling “our spirits from their urns,” that authors may have
improved with them?—that they alone of the whole human race, by some
possibility, may not have remained altogether stationary age after age—
while the least enquiring and the most indolent of human beings—the
very multitude—have been steadily advancing both in knowledge and
power? And if so, might it not be possible for some improvements to be
made, some discoveries, even yet in style and composition, by lanching
forth into space. True, we might not be certain of finding a new world, like
Columbus, nor a new heaven, like Tycho Brahe; but we should probably
encounter some phenomena in the great unvisited moral sky and ocean;
we should at least find out, after a while—which would of itself be the next
greatest consolation for our trouble and anxiety, after that of discovering a
new world or a new system,—that there remained no new world nor
system to be discovered; that they who should adventure after us, would
have so much the less to do for all that we had done; that they must
follow in our steps; that if our health and strength had been wasted in a
prodigious dream, it would have the good effect of preventing any future
waste of health and strength on the part of others in any similar
enterprize.
Islands and planets may still be found, we should say, and they that find
them, are welcome to them; but continents and systems cannot be
beyond where we have been; and if there be any within it, why—they are
neither continents nor systems.
But then, after all, there was one plain question to be asked, which no
honest man would like to evade, however much a mere dreamer might
wish to do so. It was this. After all my fine theory—what are my chances
of success? And if successful, what have I to gain? I chose to answer the
last question first. Gain!—of a truth, it were no easy matter to say. Nothing
here, nothing now—certainly nothing in America, till my bones have been
canonized; for my countrymen are a thrifty, calculating people—they give
nothing for the reputation of a man, till they are sure of selling it for more
than they give. Were they visited by saints and prophets instead of gifted
men, they would never believe that they were either saints or prophets, till
they had been starved to death—or lived by a miracle—by no visible
means; or until their cast-off clothes, bones, hair and teeth, or the furniture
of the houses wherein they were starved, or the trees under which they
had been chilled to death, carved into snuff-boxes or walking-sticks,
would sell for as much as that sympathy had cost them, or as much as it
would come to, to build a monument over—I do not say over their
unsheltered remains, for by that time there would be but little or no
remains of them to be found, unmingled with the sky and water, earth and
air about them, save perhaps in here and there a museum or college
where they might always be bought up, however, immortality and all—for
something more than compound interest added to the original cost—but
to build a monument or a shed over the unappropriated stock, with certain
privileges to the manufacturer of the walking-sticks and snuff-boxes
aforesaid, so long as any of the material remained; taking care to provide
with all due solemnity, perhaps by an act of the legislature, for securing
the monopoly to the sovereign state itself.
Thus much perhaps I might hope for from my own people. But what from
the British? They were magnanimous, or at least they would bear to be
told so; and telling them so in a simple, off-hand, ingenuous way, with a
great appearance of sincerity, and as if one had been carried away by a
sudden impulse, to speak a forbidden truth, or surprised into a prohibited
expression of feeling by some spectacle of generosity, in spite of his
constitutional reserve and timidity and caution, would be likely to pay well.
But I would do no such thing. I would flatter nobody—no people—no
nation. I would be to nobody—neither to my own countrymen, nor to the
British—unless I were better paid for it, than any of my countrymen were
ever yet paid either at home or abroad.
No—I choose to see for myself, by putting the proof touch like a hot iron
to their foreheads, whether the British are indeed a magnanimous people.
But then, if I do all this, what are my chances of reward, even with the
British themselves? That was a fearful question to be sure. The British are
a nation of writers. Their novel-writers are as a cloud. True—true—but
they still want something which they have not. They want a real American
writer—one with courage enough to write in his native tongue. That they
have not, even at this day. That they never had. Our best writers are
English writers, not American writers. They are English in every thing they
do, and in every thing they say, as authors—in the structure and moral of
their stories, in their dialogue, speech and pronunciation, yea in the very
characters they draw. Not so much as one true Yankee is to be found in
any of our native books: hardly so much as one true Yankee phrase. Not
so much as one true Indian, though you hardly take up a story on either
side of the water now, without finding a red-man stowed away in it; and
what sort of a red-man? Why one that uniformly talks the best English the
author is capable of—more than half the time perhaps out-Ossianing
Ossian.
I have the modesty to believe that in some things I am unlike all the other
writers of my country—both living and dead; although there are not a few,
I dare say who would be glad to hear of my bearing a great resemblance
to the latter. For my own part I do not pretend to write English—that is, I
do not pretend to write what the English themselves call English—I do
not, and I hope to God—I say this reverently, although one of their
Reviewers may be again puzzled to determine “whether I am swearing or
praying” when I say so—that I never shall write what is now worshipped
under the name of classical English. It is no natural language—it never
was—it never will be spoken alive on this earth: and therefore, ought
never to be written. We have dead languages enough now; but the
deadest language I ever met with or heard of, was that in use among the
writers of Queen Anne’s day.
At last I came to the conclusion—that the chances were at least a
thousand to one against me. A thousand to one said I, to myself, that I
perish outright in my headlong enterprise. But then, if I do not perish—if I
triumph, what a triumph it will be! If I succeed, I shall be rewarded well—if
the British are what they are believed to be—in fair proportion to the toil
and peril I have encountered. At any rate, whether I fail or not, I shall be,
and am willing to be, one of the first hundred to carry the war into the very
camp, yea among the very household gods of the enemy. And if I die, I
will die with my right arm consuming in the blaze of their altars—like
Mutius Scævola.
But enough on this head. The plan took shape, and you have the
commencement now before you, reader. I have had several objects in
view at the same time, all subordinate however to that which I first
mentioned, in the prosecution of my wayward enterprise. One was to
show to my countrymen that there are abundant and hidden sources of
fertility in their own beautiful brave earth, waiting only to be broken up;
and barren places to all outward appearance, in the northern, as well as
the southern Americas—yet teeming below with bright sail—where the
plough-share that is driven through them with a strong arm, will come out
laden with rich mineral and followed by running water: places where—if
you but lay your ear to the scented ground, you may hear the perpetual
gush of innumerable fountains pouring their subterranean melody night
and day among the minerals and rocks, the iron and the gold: places
where the way-faring man, the pilgrim or the wanderer through what he
may deem the very deserts of literature, the barren-places of knowledge,
will find the very roots of the withered and blasted shrubbery, which like
the traveller in Peru, he may have accidentally uptorn in his weary and
discouraging ascent, and the very bowels of the earth into which he has
torn his way, heavy with a brightness that may be coined, like the soil
about the favorite hiding places of the sunny-haired Apollo.
Another, was to teach my countrymen, that these very Englishmen, to
whom as the barbarians of ancient story did by their gods when they
would conciliate them, we are accustomed to offer up our own offspring,
with our own hands, whenever we see the sky darkening over the water—
the sky inhabited of them; ay, that these very Englishmen, to whom we
are so in the habit of immolating all that is beautiful and grand among us
—the first born of our youth—our creatures of immortality—our men of
genius, while in the fever and flush of their vanity, innocence and passion
—ere they have had time to put out their first plumage to the sky and the
wind, all above and about them—that they, these very Englishmen, would
not love us the less, nor revere us the less, if we loved and revered
ourselves, and the issue of our blood and breath, and vitality and power, a
little more. No—the men of England are men. They love manhood. They
may smile at our national vanity, but their smile would be one of
compassionate benevolence and encouragement, if we were wise
enough to keep our young at home, till their first molting season were well
over—and then, offer to pair them, even though there would be a little
presumption in it, high up in the skies, and the strong wind—with their
bravest and best: not, as we do now, upon the altars of the earth—upon
the tables of our money-changers—half fledged and untrained—with their
legs tied, and wings clipped; or, peradventure, with necks turned, and
heads all skewered under their tails—a heap of carrion and garbage that
the braver birds, even among their enemies, would disdain to stoop at.
Such would be their behavior, if we dealt as we ought with our own; there
would be no pity nor disdain with them. They would cheer us to the
conflict—pour their red wine down our throats if we were beaten; and if
their birds were beaten, they would bear it with temper—knowing that
their reputation could well afford an occasional trumph, to the young of
their favorite brood. The men of England are waiting to do us justice: but
there is a certain formality to be gone through with, before they will do it.
We must claim it. And why should we not? I do not mean that we should
claim it upon our knees as the condemned of their courts of justice are
compelled to claim that mercy, which the very law itself, has
predetermined to grant to him—but will not, unless that idle and unworthy
formality has been submitted to; no—I mean no such thing. We do not
want mercy: and I would have my countrymen, when they are arraigned
before any mere English tribunal—not acting under the law of nations in
the world of literature, to go at once, with a calm front and untroubled eye,
and plead to their jurisdiction, with a loud clear voice, and with their right
hand upon the great book of English law, and set them at defiance. This,
they have the right, and the power to do; and why should they not, when
some of the inferior courts, of mere English criticism, have the audacity at
every little interval, to call upon a sovereign people, to plead before them
—without counsel—and be tried for some infringement of some paltry
municipal provision of their statute book—some provincialism of language
—or some heresy in politics—or some plagiarism of manner or style; and
abide the penalty of forgery—or of ecclesiastical censure—or the reward
of petit-larceny; re-transportation—or re-banishment to America.
It is high time now, that we should begin to do each other justice. Let us
profit by their good qualities; and let them, by ours. And in time, we shall
assuredly come to feel like brothers of the same parentage—an elder and
a younger—different in temper—but alike in family resemblance—and
alike proud of our great ancestry, the English giants of olden time. We
shall revere our brother; and he will love his. But when shall this be?—
not, I am sorely afraid—till we have called home all our children, from the
four corners of the earth; from the east and from the west; from the north
and from the south—and held a congress of the dead—of their fathers,
and of our fathers—and published to the world, and to posterity—
appealing again to Jehovah for the rectitude of our intentions—another
Declaration of Independence, in the great Republic of Letters. And,
yet this may soon be. The time is even now at hand. Our representatives
are assembling: the dead Greek, and the Roman; the ancient English,
and the fathers of literature, from all the buried nations of all the earth,
and holding counsel together, and choosing their delegates. And the
generation is already born, that shall yet hear the heavens ringing with
acclamations to their decree—that another state has been added to the
everlasting confederacy of literature!
And now the author repeats to the people of America, one and all,
farewell; assuring them that there is very little probability of his ever
appearing before them again as a novel-writer. His object has been, if not
wholly, at least in a great degree accomplished. He has demonstrated that
a bold and direct appeal to the manhood of any people will never be
made in vain. Others may have been already, or may hereafter be incited
to a more intrepid movement; and to a more confident reliance upon

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(eBook PDF) Physical Geography 11th

Edition by James F. Petersen

Four Major Objectives

Acknowledgments ­Craig-ZumBrunnen, ­University of Washington, Redmond.

Why Study Geography? Reading Assignments

tions or definitions, put the instructor’s ideas, explanations, and

x FOREWORD TO THE STUDENT

FOREWORD TO THE STUDENT xi

1 Physical Geography: Earth Environments and Systems 3

Geography’s Environmental Science Perspective:

Geography’s Spatial Science Perspective: Using Vertical Radiation 90

Regional and Local Wind Systems 128 Air Masses 172

Warm Fronts 175 Tropical Savanna Climate 242

Hurricanes 182 Steppe Climates 251

Classifying Climates 202 Subarctic Climate 274

Desert Environments 316 Earth’s Planetary Structure 354

12 Soils and Soil Earth Materials 358

Soil-Forming Regimes 338 Introduction to Geomorphology 386

15 Weathering and Thinking Geographically 465

Chemical Weathering 425 Surface Runoff 473

Wind Deposition 520 The Coastal Zone 572

and Landforms 537

2.9 Time zones 33

4.27a Average sea level temperatures, January 105

4.27b Average sea level temperatures, July 105

5.10a Average sea level pressure, January 121

5.10b Average sea level pressure, July 121

5.25 Major ocean currents 134

5.27 El Niño and La Niña conditions 136

6.27 Map of average annual precipitation 164–165

6.29 Precipitation variability 167

7.16 Hurricane strikes in the continental United States 186

8.6 Climates, modified Köppen classification system 208–209

9.1 Humid tropical climates 234

9.13 Arid regions 245

10.1 Humid mesothermal climates 258

10.13 Humid microthermal climates 268

11.7b Global vegetation patterns 295

11.23 World map of natural vegetation 308–309

12.30 Distribution of NRCS soil orders 344–345

13.23 Wegener’s continental drift hypothesis 368

13.28 Major tectonic plates 372

13.40 Last 250 million years of Earth history 382

14.41a Earthquake epicenters 413

14.41b Major volcanic regions 413

18.41 Major loess regions 527

19.30 Extent of Pleistocene glaciations 555

Physical map of the world Front endpapers

Population density Back end papers

11.37 Satellite image, distribution of chlorophyll-producing marine plankton 319

20.5 World tidal patterns 574

The Contiguous United States

1.7 Satellite image, population distribution 9

2.11 Principal meridians and base lines 34

2.26 Magnetic declination 43

6.8 Potential evapotranspiration 150

7.8 Common storm tracks 178

7.24 Average number of tornadoes 190

8.2 Thornthwaite climate regions 204

10.14 Average annual snow cover 270

12.12 Alkaline and acidic soils 331

12.29 Dominant soil orders 343

14.23 Earthquake hazard distribution 400

Acknowledgments Craig-ZumBrunnen, University of Washington, Redmond.