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Science Behind the Stories 6th Edition

by Jay H. Withgott
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 6th ed

ition
About the Cover
Floats support oysters growing underwater at an oyster farm in coastal British Columbia,
Canada. Farming shellfish sustainably can help reduce the pressure that commercial
harvesting puts on wild stocks of marine species. Yet today climate change threatens
oyster farms, as excess carbon dioxide in the atmosphere is absorbed by ocean water.
This makes seawater more acidic, harming creatures such as oysters, clams, and coral
by inhibiting production of the shells they need to survive. Research scientists are helping
oyster farmers adapt, but ocean acidification poses long-term challenges for fisheries and

E N V I R O N M E NT
coral reef ecosystems worldwide.

In this 6th edition of Environment: The Science Behind the Stories, we assess climate
change, food production, and the many impacts humanity exerts on our planet—and
we discover the countless creative solutions people are devising. Join us as we explore
environmental science and embark on the vital quest for a sustainable future. E N V I RO N M E NT the science behind the stories
Pearson is Getting Greener Every Day.
• Pearson continues its commitment to being climate neutral, having reduced our
absolute climate footprint by over 40,000 metric tons of carbon dioxide since 2007.
• This edition of Environment: The Science Behind the Stories was printed using
well-managed responsible paper certified by the Forest Stewardship Council® (FSC®)
as part of Pearson’s initiative to reduce energy usage, lessen our impact on forests,

the science behind the stories

and limit the release of toxic chemicals into the environment.

MasteringEnvironmentalScience® is an online homework system designed to accompany this text

and help students quickly master concepts. Activities featuring current events, videos, real data,
and interactive practice questions coach students to success with personalized wrong-answer
feedback and encourages active engagement with environmental science. For more information
visit www.masteringenvironmentalscience.com.

Please visit us at www.pearsonhighered.com for more

information. To order any of our products, contact our

Withgott
Laposata
customer service department at (800) 824-7799, or
(201) 767-5021 outside of the U.S., or visit your campus
bookstore. www.pearsonhighered.com

Jay Withgott | Matthew Laposata

6th
edition

WITH4888_06_cvrmech.indd 1 16/11/16 8:35 PM

 The Science Behind the Story: Does Salvage

10 Making Agriculture
Logging Help or Hurt Forests? 316
Parks and Protected Areas 318
Sustainable 234 The Science Behind the Story: What Happens
When a Forest Is Fragmented? 324
CENTRAL CASE STUDY  Can Organic
Farming and GMOs Coexist? 235

13 The Urban
The Race to Feed the World 236
Raising Animals for Food 240
Preserving Crop Diversity and Pollinators 244 Environment: Creating
Controlling Pests and Weeds 246 Sustainable Cities 330
Genetically Modified Food 249
CENTRAL CASE STUDY  Managing Growth in
The Science Behind the Story: What Are the Portland, Oregon 331
Impacts of GM Crops? 254
Our Urbanizing World 332
Organic Agriculture 257 Sprawl 334
The Science Behind the Story: How Productive Is Creating Livable Cities 336
Organic Farming? 258 Urban Sustainability 344
Sustainable Food Production 261
The Science Behind the Story: How Do Baltimore
and Phoenix Function as Ecosystems? 346

11 Biodiversity and 14 Environmental

Conservation Biology 268

CENTRAL CASE STUDY  Will We Slice through the

Health and Toxicology 352
Serengeti? 269 CENTRAL CASE STUDY  Poison in the Bottle: How
Life’s Diversity on Earth 271 Safe Is Bisphenol A? 353
Benefits of Biodiversity 274 Environmental Health 355
Biodiversity Loss and Extinction 277 The Science Behind the Story: Did an Error
Cleaning Mouse Cages Alert Us to the Dangers
The Science Behind the Story: Why Is Wildlife
of Bisphenol A? 356
Declining in African Reserves? 280
Toxic Substances and Their Effects on Organisms 362
Conservation Biology: The Search for Solutions 288
Toxic Substances and Their Effects on Ecosystems 366
The Science Behind the Story: Can Forensic DNA
Studying Effects of Hazards 369
Analysis Help Save Elephants? 294
The Science Behind the Story: Did Pesticides
Impair Child Development in Mexico’s Yaqui Valley? 372

12 Forests, Risk Assessment and Risk Management

Philosophical and Policy Approaches
374
376
Forest Management,
and Protected Areas 300

CENTRAL CASE STUDY  Certified Sustainable Paper

in Your Textbook 301 15 Freshwater
Forest Ecosystems and Forest Resources 302 Systems and Resources 382
Forest Loss 305 CENTRAL CASE STUDY  Conserving Every Drop in
Forest Management 308 California 383

Contents vii

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 Freshwater Systems 385

The Science Behind the Story: Are We Destined for

a Future of “Megadroughts” in the United States? 386 18 Global Climate
Change 478
The Science Behind the Story: Is Your Bottled Water
as Safe as You Think It Is? 398 CENTRAL CASE STUDY Rising Seas Threaten
Solutions to Depletion of Fresh Water 402 South Florida 479

Freshwater Pollution and Its Control 405 Our Dynamic Climate 480
Studying Climate Change 485

The Science Behind the Story: What Can We Learn

16 Marine and Coastal from the World’s Longest Ice Core?

Current and Future Trends and Impacts
486
488
Systems and Resources 414
The Science Behind the Story: How Do Climate
CENTRAL CASE STUDY Collapse of the Cod Fisheries 415 Models Work? 490

The Oceans 416 Responding to Climate Change 503

The Science Behind the Story: Are Fertilizers from

Midwestern Farms Causing a “Dead Zone” in the
Gulf of Mexico?
Marine and Coastal Ecosystems
420
423 19 Fossil Fuels:
Marine Pollution 427 Sources, Uses, Impacts,
The Science Behind the Story: Can We Predict
and Conservation 514
the Oceans’ “Garbage Patches”? 430 CENTRAL CASE STUDY Alberta’s Oil Sands and the
Emptying the Oceans 433 Keystone XL Pipeline 515
Marine Conservation 438 Sources of Energy 517
Fossil Fuels: Their Formation, Extraction, and
Use 520

17 The Atmosphere, The Science Behind the Story: How Do We Find

and Estimate Fossil Fuel Deposits? 522
Air Quality, and Pollution Reaching Further for Fossil Fuels 529
Control 444 Addressing Impacts of Fossil Fuel Use 532

CENTRAL CASE STUDY Clearing the Air in L.A. and The Science Behind the Story: What Were the
Mexico City 445 Impacts of the Gulf Oil Spill? 536

The Atmosphere 446 Energy Efficiency and Conservation 541

Outdoor Air Quality 452

20 Conventional
The Science Behind the Story: What Are the
Health Impacts of Mexico City’s Air Pollution? 460
Ozone Depletion and Recovery 465
Energy Alternatives 548
The Science Behind the Story: How Did Scientists
Discover Ozone Depletion and Its Causes? 466 CENTRAL CASE STUDY Will Sweden Free Itself of
Fossil Fuels? 549
Addressing Acid Deposition 469
Alternatives to Fossil Fuels 550
Indoor Air Quality 472
Nuclear Power 552

viii Contents

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 The Science Behind the Story: What Health Impacts

23 Minerals and
Have Resulted from Chernobyl and Fukushima? 560
Bioenergy 563

The Science Behind the Story: Which Energy Mining 628

Sources Have the Best—and Worst—EROI Values? 568
CENTRAL CASE STUDY Mining for … Cell Phones? 629
Hydroelectric Power 570
Earth’s Mineral Resources 630
Mining Methods and Their Impacts 633

21 New Renewable
The Science Behind the Story: Can Acid Mine
Drainage Reduce Fracking’s Environmental Impact? 636
Toward Sustainable Mineral Use 642
Energy Alternatives 576

CENTRAL CASE STUDY Germany Goes Solar 577

24 Sustainable
“New” Renewable Energy Sources 579

The Science Behind the Story: Can We Power

the World with Renewable Energy? 582 Solutions 648
Solar Energy 584 CENTRAL CASE STUDY De Anza College Strives
The Science Behind the Story: What Are the for a Sustainable Campus 649
Impacts of Solar and Wind Development? 588 Sustainability on Campus 651
Wind Power 591 Strategies for Sustainability 655
Geothermal Energy 595 Precious Time 661
Ocean Energy Sources 597
Hydrogen and Fuel Cells 598
Appendix A
Answers to Data Analysis Questions A-1

22 Managing Our Appendix B

How to Interpret Graphs B-1
Waste 604 Appendix C
CENTRAL CASE STUDY A Mania for Recycling
Metric System C-1
on Campus 605 Appendix D
Approaches to Waste Management 606 Periodic Table of the Elements D-1
Municipal Solid Waste 607 Appendix E
The Science Behind the Story: Where Does Geologic Time Scale E-1
Trash Go? 614
Industrial Solid Waste 618 Glossary G-1
Hazardous Waste 620 Selected Sources and References
The Science Behind the Story: How Hazardous
for Further Reading R-1
Is E-Waste? 622 Credits CR-1
Index I-1

Contents ix

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Dear Student,
You are coming of age at a unique and momentous time in
history. Within your lifetime, our global society must chart a
promising course for a sustainable future. The stakes could
not be higher.
Today we live long lives enriched with astonishing tech-
nologies, in societies more free, just, and equal than ever
before. We enjoy wealth on a scale our ancestors could hardly
have dreamed of. However, we have purchased these wonder-
ful things at a steep price. By exploiting Earth’s resources and
ecological services, we are depleting our planet’s ecological
bank account. We are altering our planet’s land, air, water,
nutrient cycles, biodiversity, and climate at dizzying speeds.
More than ever before, the future of our society rests with how
we treat the world around us.
Your future is being shaped by the phenomena you will
learn about in your environmental science course. Environmen-
tal science gives us a big-picture understanding of the world
and our place within it. Environmental science also offers hope
and solutions, revealing ways to address the problems we cre-
ate. Environmental science is not simply a subject you learn in
college. Rather, it provides you a solid understanding of some
of the most important issues of the 21st century, and it relates
to everything around you over your entire lifetime.
We have written this book because today’s students will
shape tomorrow’s world. At this unique moment in history,
students of your generation are key to achieving a sustain-
able future for our civilization. The many environmental chal-
lenges that face us can seem overwhelming, but you should
feel encouraged and motivated. Remember that each dilemma
is also an opportunity. For every problem that human care-
lessness has created, human ingenuity can devise a solution.
Now is the time for innovation, creativity, and the fresh per-
spectives that a new generation can offer. Your own ideas and
energy can, and will, make a difference.
—Jay Withgott and Matthew Laposata
A01_WITH4888_06_SE_FM.indd 10
Preface
Dear Instructor,
You perform one of our society’s most vital functions by educat-
ing today’s students—the citizens and leaders of tomorrow—on
the processes that shape the world around them, the nature of
scientific inquiry, and the pressing environmental challenges
facing us in our new century. We have written this book to assist
you in this endeavor because we feel that the crucial role of
environmental science in today’s world makes it imperative to
engage, educate, and inspire a broad audience of students.
In Environment: The Science Behind the Stories, we strive
to show students how science informs our efforts to create a
sustainable society. We also aim to encourage critical think-
ing and to maintain a balanced approach as we flesh out the
vibrant social debate that accompanies environmental issues.
As we assess the challenges facing our civilization and our
planet, we focus on providing realistic, forward-looking solu-
tions, for we truly feel there are many reasons for optimism.
In crafting the sixth edition of this text, we have incorpo-
rated the most current information from this dynamic disci-
pline and have tailored our presentation to best promote stu-
dent learning. We have examined every line of text and every
figure with great care to make sure all content is accurate,
clear, and up-to-date. Moreover, we have introduced a number
of changes that are new to this edition.
New to This Edition
This sixth edition includes an array of revisions that enhance
our content and presentation while strengthening our commit-
ment to teach science in an engaging and accessible manner.
• central Case Study Five Central Case Studies
are completely new to this edition, complementing the
10 new case studies added in the fifth edition. All other
case studies have been updated as needed to reflect
recent developments. These updates provide fresh stories
and new ways to frame emerging issues in environmen-
tal science. Students will compare organic farming with
agriculture that uses genetically modified organisms,
learn of the approaches California is taking to tackle
chronic water shortages, examine how Miami is coping
with sea level rise, and visit college campuses to see how
students are promoting recycling and sustainable dining.
• Chapter 9: Farm to Table (And Back Again) at
­Kennesaw State University
• Chapter 10: Can Organic Farming and GMOs
­Coexist?
04/11/16 7:42 pm
 • Chapter 15: Conserving Every Drop in California
• Chapter 18: Rising Seas Threaten South Florida
• Chapter 22: A Mania for Recycling on Campus
• closing THE LOOP Also new to this edition, each
chapter now concludes with a brief section that “closes
the loop” by revisiting the Central Case Study while
reviewing key principles from the chapter. This new
Closing the Loop section enhances our long-standing
and well-received approach of integrating each Central
Case Study throughout its chapter.
• the Science behind the story Six Science
Behind the Story boxes are new to this edition, expand-
ing our library of recently added examples of this
feature. These new boxes, along with others that have
been updated, provide a current and exciting selection
of scientific studies to highlight. Students will fol­
low researchers as they determine whether fracking is
inducing earthquakes in Oklahoma; conduct a wide-
ranging analysis of genetically modified crops; use
DNA fingerprinting to combat poaching; ascertain if
­endocrine-disrupting chemicals are present in bottled
water; predict the future of drought in the American
West; and use toxic by-products of mining to reduce
water use in hydraulic fracturing.
• Chapter 2: Are the Earthquakes Rattling Oklahoma
Caused by Human Activity?
• Chapter 10: What Are the Impacts of GM Crops?
• Chapter 11: Can Forensic DNA Analysis Help Save
Elephants?
• Chapter 15: Are We Destined for a Future of
“Megadroughts” in the United States?
• Chapter 15: Is Your Bottled Water as Safe as You
Think It Is?
• Chapter 23: Can Acid Mine Drainage Reduce
Fracking’s Environmental Impact?
• New and revised DATA Q, FAQ, and Weighing the
Issues items Incorporating feedback from instructors
across North America, we have examined each example
of these three features that boost student engagement,
and have revised them and added new examples as
appropriate.
• End-of-chapter elements Several new approaches are
introduced in our redesigned end-of-chapter material. Our
Reviewing Objectives section is now more streamlined
and focused on the learning objectives, and also incorpo-
rates visual icons as mileposts to help students connect to
the material’s location in the chapter. New “Case Study
Connection” questions encourage students to craft solu-
tions to issues raised in the chapter’s Central Case Study.
• Currency and coverage of topical issues To live up
to our book’s hard-won reputation for currency, we’ve
incorporated the most recent data possible throughout,
A01_WITH4888_06_SE_FM.indd 11
and we’ve enhanced coverage of emerging issues. As cli-
mate change and energy concerns play ever-larger roles
in today’s world, our coverage of these topics has kept
pace. This edition highlights how renewable energy is
growing, yet also how we continue reaching further for
fossil fuels with deep offshore drilling, hydraulic fractur-
ing for oil and shale gas, and extraction of oil sands. The
text tackles the complex issue of climate change directly,
while connections to this issue proliferate among topics
throughout our book.
This edition also evolves and improves its cover-
age of a diversity of topics including the valuation of
ecosystem services, invasive species and their ecological
impacts, hormone-disrupting substances, fresh water
shortages, advanced biofuels, plastic pollution in the
oceans, sustainable agriculture, campus sustainability,
green-collar jobs, and technologies that help reduce
environmental impacts. We continue to use sustainability
as an organizing theme throughout the book.
• Enhanced style and design We have significantly
updated and improved the look and clarity of our visual
presentation throughout the text. A more open layout,
striking visuals, and an inviting new style all make the
book more engaging for students. Over 40% of the pho-
tos, graphs, and illustrations in this edition are new or
have been revised to reflect current data or for enhanced
clarity or pedagogy.
Existing Features
We have also retained the major features that made the first
five editions of our book unique and that are proving so suc-
cessful in classrooms across North America:
• A focus on science and data analysis We have main-
tained and strengthened our commitment to a rigorous
presentation of modern scientific research while simulta-
neously making science clear, accessible, and engaging
to students. Explaining and illustrating the process of
science remains a foundational goal of this endeavor.
We also continue to provide an abundance of clearly
cited, data-rich graphs, with accompanying tools for data
analysis. In our text, our figures, and our online features,
we aim to challenge students and to assist them with the
vital skills of data analysis and interpretation.
• An emphasis on solutions For many students, today’s
deluge of environmental dilemmas can lead them to
believe that there is no hope or that they cannot person-
ally make a difference in tackling these challenges. We
have aimed to counter this impression by highlighting
innovative solutions being developed around the world.
While being careful not to paint too rosy a picture of the
challenges that lie ahead, we demonstrate that there is
ample reason for optimism, and we encourage action.
Our campus sustainability coverage (Chapters 1 and 24,
and Central Case Studies in Chapters 9 and 22) shows
Preface xi
04/11/16 7:42 pm
 students how their peers are applying principles and
lessons from environmental science to forge sustainable
solutions on their own campuses.
• Central Case Studies integrated throughout the
text We integrate each chapter’s Central Case Study
into the main text, weaving information and elaboration
throughout the chapter. In this way, compelling stories
about real people and real places help to teach founda-
tional concepts by giving students a tangible framework
with which to incorporate novel ideas.
• The Science Behind the Story Because we strive to
engage students in the scientific process of testing and
discovery, we feature The Science Behind the Story
boxes in each chapter. By guiding students through key
research efforts, this feature shows not merely what
scientists discovered, but how they discovered it.
• These data analysis questions help students to
actively engage with graphs and other data-
driven figures. This feature accompanies several figures
in each chapter, challenging students to practice
­quantitative skills of interpretation and analysis. To
encourage students to test their understanding as they
progress through the material, answers are provided in
Appendix A. Students can practice data analysis skills
further with new Interpreting Graphs and Data: DataQs
in MasteringEnvironmentalScience.
• FAQ The FAQ feature highlights questions frequently
posed by students in introductory environmental science
courses, thereby helping to address widely held mis-
conceptions and to fill in common conceptual gaps in
knowledge. By also including questions students some-
times hesitate to ask, the FAQs show students that they
are not alone in having these questions, thereby fostering
a spirit of open inquiry in the classroom.
• weighing the Issues These questions aim to help
develop the critical-thinking skills students need to navi-
gate multifaceted issues at the juncture of science, policy,
and ethics. They serve as stopping points for students
to reflect on what they have read, wrestle with complex
dilemmas, and engage in spirited classroom discussion.
• Diverse end-of-chapter features In addition to our
new and revised end-of-chapter features detailed above,
several hallmark features help students review and ap-
ply the concepts in each chapter. Reviewing Objectives
summarizes each chapter’s main points and relates them
to the chapter’s learning objectives, enabling students to
confirm that they have understood the most crucial ideas.
Testing Your Comprehension provides concise study
questions on key topics, while Seeking Solutions encour-
ages broader creative thinking that supports our empha-
sis on finding solutions. “Think It Through” questions in
this section personalize the quest for creative solutions
by placing students in a scenario and empowering them
xii Preface
A01_WITH4888_06_SE_FM.indd 12
to make decisions. Calculating Ecological Footprints
enables students to quantify the impacts of their own
choices and measure how individual impacts scale up to
the societal level.
MasteringEnvironmental
Science®
With this edition we continue to offer expanded opportunities
through MasteringEnvironmentalScience, our powerful yet
easy-to-use online learning and assessment platform. We have
developed new content and activities specifically to support fea-
tures in the textbook, thus strengthening the connection between
these online and print resources. This approach encourages stu-
dents to practice their science literacy skills in an interactive
environment with a diverse set of automatically graded exer-
cises. Students benefit from self-paced activities that feature
immediate wrong-answer feedback, while instructors can gauge
student performance with informative diagnostics. By enabling
assessment of student learning outside the classroom, Master-
ingEnvironmentalScience helps the instructor to maximize the
impact of in-classroom time. As a result, both educators and
learners benefit from an integrated text and online solution.
NEW TO THIS EDITION MasteringEnvironmentalScience
for this edition of Environment: The Science Behind the Stories
offers new resources that are designed to grab student interest
and help them develop quantitative reasoning skills.
• NEW GraphIt activities help students put data analy-
sis and science reasoning skills into practice through a
highly interactive and engaging format. Each of the 10
GraphIts prompts students to manipulate a variety of
graphs and charts, from bar graphs to line graphs to pie
charts, and develop an understanding of how data can
be used in decision making about environmental issues.
Topics range from agriculture to fresh water to air pol-
lution. These mobile-friendly activities are accompanied
by assessment in MasteringEnvironmentalScience.
• NEW Everyday Environmental Science videos highlight
current environmental issues in short (5 minutes or less)
video clips and are produced in partnership with BBC
News. These videos will pique student interest, and can
be used in class or assigned as a high-interest out-of-
class activity.
• NEW Dynamic Study Modules help students study ef-
fectively on their own by continuously assessing their
activity and performance in real time. Students complete
multiple sets of questions for any given topic, to demon-
strate concept mastery with confidence. Each Dynamic
Study Module question set concludes with an explana-
tion of concepts students may not have mastered. They
are available as graded assignments prior to class, and
are accessible on smartphones, tablets, and computers.
04/11/16 7:42 pm
 EXISTING FEATURES MasteringEnvironmentalScience
retains its popular existing features: Instructor Supplements
• Process of Science activities help students navigate the A robust set of instructor resources and multimedia accompa-
scientific method, guiding them through in-depth ex- nies the text and can be accessed through the Pearson Instruc-
plorations of experimental design using Science Behind tor Resource Center or MasteringEnvironmentalScience.
the Story features from the current and former editions. Organized chapter-by-chapter, everything you need to pre-
These activities encourage students to think like a scien- pare for your course is offered in one convenient set of files.
tist and to practice basic skills in experimental design. Resources include the following: Video Field Trips, Everyday
Environmental Science Videos, PowerPoint Lecture presenta-
• Interpreting Graphs and Data: Data Q activities pair tions, Instructor’s Guide, Active Lecture “clicker” questions
with the in-text Data Analysis Questions and coach to facilitate class discussions (for use with or without click-
students to further develop skills related to presenting, ers), and an image library that includes all art and tables from
interpreting, and thinking critically about environmental the text.
science data. The Test Bank files, offered in both MS Word and Test-
• “First Impressions” Pre-Quizzes help instructors Gen, include hundreds of multiple-choice questions plus
determine their students’ existing knowledge of envi- unique graphing and scenario-based questions to test stu-
ronmental issues and core content areas at the outset of dents’ critical-thinking abilities.
the academic term, providing class-specific data that MasteringEnvironmentalScience® for Environment:
can then be employed for powerful teachable moments The Science Behind the Stories (0-134-51016-X)
throughout the term. Assessment items in the Test Bank The MasteringEnvironmentalScience platform is the
connect to each quiz item, so instructors can formally most effective and widely used online tutorial, homework, and
assess student understanding. assessment system for the environmental sciences.
• Video Field Trips enable students to visit real-life sites
that bring environmental issues to life. Students can
tour a power plant, a wind farm, a wastewater treatment
facility, a site combating invasive species, and more—all
without leaving campus.
Environment: The Science Behind the Stories has grown from
our collective experiences in teaching, research, and writing.
We have been guided in our efforts by input from the hun-
dreds of instructors across North America who have served
as reviewers and advisers. The participation of so many
learned, thoughtful, and committed experts and educators has
improved this volume in countless ways.
We sincerely hope that our efforts are worthy of the
immense importance of our subject matter. We invite you to
let us know how well we have achieved our goals and where
you feel we have fallen short. Please write to us in care of
our editor, Alison Rodal (alison.rodal@pearson.com), at
Pearson Education. We value your feedback and are eager to
learn how we can serve you better.
—Jay Withgott and Matthew Laposata

Preface xiii

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 Help students connect
current environmental issues ...

Now in its Sixth Edition,

Environment: The Science
Behind the Stories, draws
students into the science behind
the issues with updated central
case studies integrated into
each chapter, a focus on building
science literacy skills, and
captivating media that brings
concepts to life.

NEW! Closing the Loop

sections at the end of each
chapter bring the Central Case
Studies full circle.

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 ... to the science

NEW and UPD ATED!

Central Case Studies
begin and are woven
throughout each chapter,
drawing students in and
provide a contextual
framework to make science
memorable and engaging.

NEW!
Case Study Connection
questions in the end of
chapter material prompt
students to think critically.

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 Bring real conversations
into the classroom ...

NEW and UPDATED! Science Behind the Story features highlight

the process of science and profile the current scientific research behind
today’s most pressing environmental issues.

NEW Science Behind the

Stories include:
Ch 2 Are the Earthquakes
Rattling Oklahoma Caused
by Human Activity?
Ch 10 What Are the
Impacts of GM Crops?
Ch 11 Can Forensic
DNA Analysis Help Save
Elephants?
Ch 15 Are We Destined
for a Future of
“Megadroughts” in the
United States?
Ch 23 Can Acid Mine
Drainage Reduce
Fracking’s Environmental
Impact?

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 ... and encourage students
to think scientifically

FAQs probe common First Impression Weighing the Issues

misconceptions questions, assignable activities encourage
students often hold in Mastering, gather students to grapple
about environmental data on your students’ with environmental
issues. misconceptions and problem solving, and
relate to chapter apply what they have
FAQs. learned as they go
through each chapter.

UPDATED! DataQs
are data analysis
questions paired
with select figures
in each chapter and
are designed to help
students develop their
scientific literacy skills.

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 Continuous Learning
Before, During, and After Class

BEFORE CLASS
Give students a preview of what’s to come with activities that
introduce them to key concepts.

Dynamic Study
Modules enable
students to study more
effectively on their own.

With the Dynamic Study

Modules mobile app,
students can quickly access
the concepts they need to
be more successful in the
course.

NEW! Instructors
can now select which
questions to assign to
students.

NEW! Case Study

Tour Videos use
Google Earth and
vibrant images to
introduce students
to each Central Case
Study in the text.
These dynamic videos
bring each story to life
and are assignable in
Mastering.

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 with MasteringEnvironmentalScience

Vocabulary Review activities introduce students

to the terminology they will encounter in class and are
associated with key topics throughout the text. Each
assignable activity includes personalized wrong answer
feedback.

Current Events activities let instructors assign

real news coverage of current environmental topics into
their course.

Current Events activities expose students to a variety

of current environmental issues. They are assignable
and are updated at the start of each semester with new
content.

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 Continuous Learning
Before, During, and After Class

DURING CLASS
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Another random document with
no related content on Scribd:
 Gli scherzi allora, il conversar, le risa
Scoppiettavan graditi in mezzo a loro;
Però che onor l’agreste musa avesse.

22.

Non per colpa s’immola a Bacco il capro

Sovra l’are dovunque e i ludi antichi
Sulle scene compajono, solenni
Della Tesea città [23] gli abitatori
Immaginaron premj intorno ai grandi
Popolosi villaggi e nelle vie,
E fra le colme coppe in su gli erbosi
Prati danzâr fra l’untüose pelli
Degli immolati capri. Istessamente
Gli Ausonj pur dalla trojana gente
Qui derivati con incolto verso
E irrefrenato riso han passatempo
E di cave corteccie orrendi visi
Assumono, e ne’ loro allegri carmi
Te invocan, Bacco, e sul gigante pino
Ti sospendon votive immaginette.
Mia traduzione.

23. Gli Ateniesi sono così dal Poeta chiamati Thesidæ da Teseo re, che
primo ridusse dagli sparsi villaggi entro la città che circondò di mura.

24. «I primi ludi teatrali nacquero dalle feste di Bacco.»

25.

Grecia già doma il vincitor feroce

Giunse a domar, e nell’agreste Lazio
L’arti guidò per man; indi quell’irto
Cadde saturnio ritmo, e fu respinto
Dal fior d’ogni eleganza il grave lezzo.
Ma rimasero ancor lungh’anni, e ancora
Rimangon oggi le salvatich’orme
Chè tardo acuti su le greche carte
Sguardi volse il Roman, e alfin deposte
Le punich’arme, cominciò tranquillo
Quella ad investigar, ch’Eschilo e Tespi
E Sofocle apprestava util dottrina.
Trad. Gargallo.
26. Storia degli Italiani, Vol. I, cap. XXXI.

27.

Ma però se grecizza il mio subbietto,

Non atticizza, ma piuttosto in vero
Sicilizza.

28.

Che d’altri personaggi ora non lice

Valersi, e ch’altro scriver si costuma
Che di schiavi correnti e di pietose
Matrone o di malvagie cortigiane,
Di parassito crapulon, ovvero
Di spavaldo soldato e di supposto
Fanciullo; o pur da vecchio servitore
Venir tradito; amare, odiar, gelosi
Restar in scena? Oh! nulla cosa insomma
Scriver si può che non sia stato scritto.
Mia trad.

29.

Molti incerti restar abbiam veduto

Cui conceder di comico poeta
La palma; a te, col mio giudizio adesso
Il dubbio solverò, sì che tu possa
Altra sentenza rigettar contraria.
Prima a Cecilio Stazio io la concedo,
Plauto di poi ogn’altro certo avvanza;
Quindi l’ardito Nevio ha il terzo posto;
E se il quarto, ad alcun dar lo si deve,
A Licinio è dovuto, ed a lui presso
Attilio viene; il sesto loco ottiene
Publio Terenzio, e il settimo Turpilio;
Ha Trabëa l’ottavo e il nono a Luscio
Giustamente si dee; Ennio, in ragione
Solo di vetustà, decimo venga.
Tr. id.

30. Traduco:

Vi avran di quei che mi diran: che è questo

 Matrimonio di schiavi? E quando mai
Torran moglie gli schiavi? Ecco una cosa
Strana così che in nessun luogo è vista.
Ma io v’accerto che ciò s’usa in Grecia,
A Cartagin, qui nella terra nostra,
In Apulia, ove più che i cittadini
Soglion gli schiavi andar tra loro a nozze.

31.

Tutto ciò che piace

Potè ai mimi concedere la scena.
Lib. 2.

32. Apologia. XV.

33. «Il capo e la faccia coperti colla maschera.»

34. Le Maschere Sceniche e le Figure Comiche d’antichi Romani descritte

brevemente da Francesco De Ficoroni. — Roma. Nella stamperia dei
Bernabò e Lazzarini MDCCXLVIII. I versi di Fedro così tradurrei:

Gli occhi in maschera tragica

Un dì la volpe affisse;
Oh quanto è bella, disse,
Ma ahimè! cervel non ha.

35. Se taluno avrà cantato innanzi al popolo, o avrà fatto carme che rechi
infamia o offesa altrui, venga punito di bastone.

36.

Fescennina licenza, a cui ben questo

Costume aprì la via, con versi alterni
Rustici prese a dardeggiar motteggi,
E omai l’ammessa libertà, cogli anni
Rinnovandosi ognor, piacevolmente
Folleggiò, sinchè poi l’inferocito
Scherzo scosso ogni fren, cangiato in rabbia,
Già minaccioso gli onorati Lari
Impunemente penetrare ardio.
Quei che sentiro i sanguinosi morsi,
Muggir di duolo, e quegli ancor non tocchi
Su la sorte comun stetter pensosi:
 Ch’anzi legge e castigo allor fu imposto,
Perchè descritto in petulanti versi
Alcun non fosse. Ecco littor temuto
Cangiar fe’ metro, e sol diletto e lode
Ormai risuona su le aonie corde.
Trad. Gargallo.

37.

Magno tu sei per la miseria nostra....

E di codesta tua virtute alfine
Giorno verrà che te’ n dorrai tu forte,
Se legge non l’infrena, oppur costume.

38. Ad Atticum, II, 19.

39.

Quiriti, ahimè, la libertà perdemmo.

40.

È da fatal necessità voluto

Che i molti tema chi è da lor temuto.

41. «E che? colui che soccorse la Republica, la sostenne e rassodò tra gli
Argivi.... dubbia l’impresa, non dubitò però espor la sua vita, nè curarsi
del capo suo.... d’animo sommo in somma guerra e di sommo ingegno
adornato.... o Padre! queste cose vidi io ardere. O ingrati Argivi, o Greci
inconseguenti, immemori del beneficio!... Lo lasciate esulare, lo lasciate
espellere, ed espulso, il sopportate.»

42.

Io son Talia, che a’ comici presiede

Poemi e il vizio sferza
Per genial via di teatrali scede.

43.

Nè la nostra Talia dentro le selve

Vergognò soggiornar.

44. Tom. II. pl. 3 nella nota 7. Vedi anche Plutarco Simp. IX 14.
45.

Di Melpomene aver l’ignoto carme

Tespi inventato, è fama, e aver su plaustri
Tratti gli attor, di feccia il volto intrisi,
Che adattassero al carme il gesto e il canto.
Trad. Gargallo.

46. Costui è quell’Eraclide, che Diogene Laerzio e Suida dicono essere

stato uomo grave, cantore di opere ottime ed elegantissime, e liberatore
della sua patria oppressa, emulo di Platone, che nel partire per la Sicilia
lo incaricò di presiedere alla sua scuola. Egli ne’ frammenti dell’opera
Delle Republiche, ci lasciò testimonianza che Omero sè dicesse, in un
componimento andato perduto, di patria toscano: Omero attesta dalla
Tirrenia esser egli venuto in Cefallenia ed Itaca, ove per malattia perdè
la vista, onde il nostro Manzoni il chiamasse:

«Cieco d’occhi, divin raggio di mente.»

47.

Chi per vil capro in tragico certame

Pria gareggiò.
Trad. Gargallo.

48.

Vien la truce Tragedia a grande passo,

Torva la fronte d’arruffata chioma
E il lungo peplo che le casca in basso.
Ovid., 3. Amor. I. II. Mia trad.

49.

De la maschera autor, e del decente

Sirma, appo lui Eschilo il palco stese
Su poche travi, e ad innalzar lo stile,
E a poggiar sul coturno ei fu maestro.
Trad. Gargallo.

50. Chi poi abbia introdotto le maschere, i prologhi, la moltitudine degli attori
ed altrettali cose, si ignora. — Della Poetica, cap. V.

51.
 Se dì solenne a festeggiar talvolta,
D’erbe un teatro si compone e nota
Una commedia [52] recitar si ascolta,
In cui l’attor pallida al volto e immota
Maschera tien dalla beante bocca,
Il bimbo, di terror pinta la gota,
Nel sen materno si nasconde.

52. Ho tradotto la parola exodium per Commedia; ma l’exodium era

propriamente una farsa licenziosa che d’ordinario si rappresentava in
seguito ad una tragedia e più spesso ancora in seguito ad un’atellana,
qualche volta pure tra un atto e l’altro di quest’ultima. Il più delle volte
l’esodio non aveva che un solo attore, chiamato per ciò exodiarus.

53. «Laddove un oratore convien che abbia l’acutezza de’ dialetti e i

sentimenti de’ filosofi e quasi il parlar de’ poeti, e la memoria de’ giuristi
e la voce de’ tragici e poco meno che il gesto de’ più applauditi attori di
teatro.» — Cicerone, De Oratore, lib. I, c. XXVIII, Trad. di Gius. Ant.
Cantova.

54.

Queste son l’opre e queste l’arti invero

Del generoso prence: ei s’abbandona
A oscene danze su palco straniero;
Beato allor che la nemea corona
D’appio mertò [55]. Del tuo trillo sonante
Alle immagin’ degli avi i trofei dona;
E di Domizio al più la trascinante
Sirma di Tieste o Antigone e la cetra
A quel gran marmo tu deponi innante.
Mia trad.

55. Plinio, Nat. Hist. lib. 19. 5. 46, fa sapere che ne’ grandi spettacoli della
Grecia Nemea venisse data al vincitore una corona di appio, erba
palustre, detta anche, helioselinum.

56. Egloga VIII. 10.

Che sol del sofocleo coturno degni

Sono i tuoi carmi.

57. Lib. VII. 2.

58. Hist. Nat. 35. 12. 46.

59. Id. 57. 2. 6.

60. Saturnaliorum. Lib. III. C. XIV.

61.

Mentre il tosco tibicine strimpella

Muove il ludio il suo piè a grottesca danza.
V. 112. Mia trad.

62.

Non grave d’oricalco e de la tromba

Qual oggi è omai, la tibia emulatrice,
Ma semplice e sottil per pochi fori
Spirando, al coro utile accordo univa,
E del suo fiato empiea gli ancor non troppo
Spesso sedili.
Tr. Gargallo.

63. Flacco di Claudio suonò colle tibie pari.

64. «Il Tibicine intanto or vi diverta.»

65. «Non comprendo di che abbia egli a temere, da che sì bei settenari egli
reciti al suono della tibia.»

66. Lo Scoliaste d’Apollonio, Argonaut. III V. I., e lo Scoliaste dell’Antologia,

lib. I. cap. 57.

67.

Co’ suoi tragici giambi reboante

S’accalora Melpomene.

68. Martorio Primo, liberto di Marco, architetto.

69.

E del nudo teatro e del coperto

Il gemino edificio.
70. Lib. II. c. 45. 6. «Quinto Catulo, imitando l’effeminatezza della
Campania, primo coprì dell’ombra del velario gli spettatori.»

71. Cap. XXVI.

72.

«Sederò teco al pompejan teatro,

Quando il vento contende
Di spiegar sovra al popolo le tende.»
Lib. XVI. 29. Trad. di Magenta.

73.

Sovente ancora
Il medesmo color diffuso intorno
È dal sommo de’ corpi; e l’aureo velo,
E le purpuree e le sanguigne spesso
Ciò fanno, allor che ne’ teatri augusti
Son tese, o sventolando in su l’antenne
Ondeggian fra le travi: ivi il consesso
Degli ascoltanti; ivi la scena e tutte
Le immagini de’ padri e delle madri
E degli dei di color vario ornate
Veggonsi fluttuare, e quanto più
Han d’ogni intorno le muraglie chiuse,
Sicchè da’ lati del teatro alcuna
Luce non passi, tanto più cosperse
Di grazia e di lepor ridon le cose
Di dentro, ecc.
Trad. Marchetti.

74. «Avanti tutti, Gneo Pompeo col far iscorrere le acque per le vie, temperò
l’ardore estivo.» Lib. II. c. 496.

75. «Oggi per avventura credi più sapiente quegli che trovò come con latenti
condotti si porti a immensa altezza e si sprizzi acqua profumata di
zafferano.»

76.

Non ondeggiava sulla curva arena

Pompa di veli, nè odoroso croco
Spirava intorno ognor la molle scena.
 Lib. IV, el. I Trad. di M. Vismara.

77.

Non si stendean sulla marmorea arena

Le vele allor, nè s’era vista ancora
D’acqua di croco rosseggiar la scena.
Lib. I. v. 103-104. Mia versione.

78.

Testè, solo fra tutti, Orazio in bruno

Mantello agli spettacoli assistea,
Mentre la plebe, il maggior duce, e l’uno
Ordine e l’altro in bianco vi sedea.
Spessa neve dal ciel cadde repente:
In mantel bianco Orazio ecco sedente.
Lib. IV. 2. Trad. Magenta.

79. «Un giorno (Augusto) avendo in un’assemblea di popolo veduto una

gran turba in mantelli neri, pieno di corruccio si diè a gridare: Ecco son
questi

I togati Romani arbitri in tutto?

e commise agli edili che quind’innanzi più alcun cittadino non

comparisse nel foro o nel circo, se non deposto prima il mantello.» C.
XL.

80. «A Marco Olconio Rufo, figlio di Marco, duumviro incaricato per la quinta
volta dell’amministrazione della giustizia, quinqueviro per la seconda
volta, tribuno dei soldati eletto dal popolo, flamine d’Augusto, patrono
della colonia, per decreto de’ decurioni.»

81. «Marco Olconio Rufo e Marco Olconio Celere a propria spesa eressero
una cripta, un tribunale, un teatro a lustro della Colonia.»

82. «A Marco Olconio Celere duumviro di giustizia, cinque volte designato

sacerdote d’Augusto.»

83. De Rich, Diz. d’Antichità, voce Thymele.

84. Parte I, cap. I, p. 6.

85. Lib. cap. 13. 2.

86. Epist. Ex Ponto. Epist XVI.

87.

Indi fidai con gravi accenti al tragico

Coturno, qual dovea, regal subbietto.
Trad. dell’ab. Paolo Mistrorigo.

88.

Io salvarti potei e mi domandi

Se struggerti non possa?...
Instit. Orat. VIII. 5.

89.

Quasi invasa da un Dio, qua e là son tratta.

90.

Le pugne de’ centimani

Sacrileghi giganti
Cantar tentai: ho cetera
Pe’ carmi altisonanti.

91. Tristium, lib. II. 519.

92. Id. lib. V. 7. 25.

93. Inst. Orat. X. I. «che può essere paragonata a qualunque tragedia

greca.»

94.

LA NUTRICE.

Partiro i Colchi; nulla fu la fede

Del tuo consorte e di dovizie tante
Più nulla resta a te.

MEDEA.

Resta Medea.

Atto II. Sc. I.

 95.

TESEO.

Di’, qual delitto colla morte intendi

D’espiar?

FEDRA.

Quello ch’io vivo.

96.

Tempo vegg’io propizio

In avvenir lontano,
In cui torrà gli ostacoli
Fremente l’oceano,
Ed ingente una terra apparirà;
Nè Tile fia più l’ultima;
Ma nuovi mondi Teti scoprirà.
Mia trad.

97. Lipsia, 1822.

98. Lipsia, 1852.

99. Antichità di Pompei. Vol. IV.

100.

Ecco d’eroici sensi menar vampo

Cianciator grecizzante.
Sat. I. v. 69. Trad. V. Monti.

101. Le publicai tradotte in un volume: Publio Siro — I Mimiambi. — Pagnoni,

1871.

102. Nat. Hist., IX. 59.

103.

Quei cui parrà tuo genio al suo conforme

Con l’un pollice e l’altro avvien che innalzi
Fautor suoi plausi a’ marzïal tuoi ludi.
Epist. lib. 1. ep. XIX 66. Trad. Gargallo.
 Vedi anche Plinio Nat. Hist. XXVIII, II. 3.

104.

Nè l’opra tua puoi vendere a cotesta

Gente nel foro o nel teatro.
Epig. Lib. VII. 64.

105. Lib. IV. 15.

106. Paradox. III, 2. De Orat. III.

107. Pag. 46.

108. In Pericle 13.

109. Lib. V. 9. 10.

110. Cap. V.

111. «Egualmente sono a lui dovuti e il tempio della gente Flavia e uno stadio
e un odeum ed una naumachia, delle cui pietre di poi valsero alla
riparazione del gran circo, i due lati del quale erano stati incendiati.»

112. I giuochi di Achille in onor di Patroclo sono narrati nel libro XXIII
dell’Iliade.

113.

Questi torneamenti, e queste giostre

Rinnovò poscia Ascanio, allor ch’eresse
Alba la lunga; appresegli i Latini;
Gli mantenner gli Albani; e d’Alba a Roma
Fur trasportati, e vi son oggi; e come
E l’uso e Roma e i giochi derivati
Son dai Trojani, hanno or di Troja il nome.
Æneid. Lib. V. 596-601. Trad. Annib. Caro.

114. Annales. Lib. XI. C. XV.

115. Da αμφι, da ambe le parti, e da θεατρον, teatro.

116. Nat. Hist. Lib. XXXVI.

117. «Ciò che non fecero i Barbari fecero i Barbarini.»

118. Narra a tal proposito Dione che Nerone accolse benignamente e
onorevolmente quel re, facendo, oltre altre solennità, anche ludi
gladiatorj in Pozzuoli. Fu prefetto di essi Patrobio Liberto, e ne fu tanta
la magnificenza, che nessuno nello spazio d’un sol giorno potesse
entrar nell’anfiteatro all’infuori degli uomini, delle donne e dei fanciulli
Etiopi; onde Patrobio ne riportasse onore. Ivi il Re Tiridate, sedendo in
luogo principale, con dardo colpiva le fiere e con un solo colpo ferì due
tori ed uccise. Queste feste compiute, Nerone lo condusse a Roma e
gl’impose la corona.

119. «Cajo Quinzio Valgo figlio e Marco Porcio figlio di Marco Duumviri
Quinquennali, hanno per onore della Colonia costruito col proprio
denaro l’anfiteatro, concedendone ai Coloni il posto in perpetuità.»

120. Cajo Cuspio Pansa figlio di Cajo, pontefice Duumviro incaricato di

rendere giustizia.

121. Cajo Cuspio Pansa figlio di Cajo, padre, Duumviro per la giustizia,
quattroviro quinquennale, prefetto, per decreto de’ Decurioni, al
mantenimento della legge Petronia.

122. Gli scavi ripresi nel 1813 e durati fino al 1816 lo misero interamente alla
luce, come trovasi di presente.

123. «Il Patrono del sobborgo Augusto Felice sopra i ludi per decreto de’
decurioni — T. Atullio Celere figlio di Cajo Duumviro sopra i ludi, le porte
e la costruzione de’ cunei, per decreto de’ Decurioni. — Lucio Saginio,
Duumviro, incaricato dalla giustizia fece, per Decreto de’ Decurioni, gli
aditi. — Nonio Istacidio figlio di Nonio, cilice, Duumviro sopra i ludi fe’ gli
aditi. — Aulo Audio Rufo figlio di Aulo Duumviro sopra i ludi, e fe’ gli
aditi. — Marco Cantrio Marcello figlio di Marco Duumviro sopra i ludi e
fece tre cunei, per decreto de’ Decurioni.»

124. Io ho creduto di tradurre sopra i ludi e non pour les jeux, come tradusse
Bréton, e la parola lumina, non come il Garrucci e il Mommsen e altri per
illuminazione, ma per aditi, cioè i vomitorj, porte e spiragli de’
sotterranei, perchè mi parve più naturale e probabile che coi cunei si
facessero i relativi aditi, androni ecc., e nel diritto romano si trovi sempre
usata la parola lumina per indicare le finestre. Così anche l’abate
Romanelli.

125. Pompeja p. 227 e 228 seguendo la lezione di Rénier: la ragione ne è

fornita dopo la lettera di Rénier.
126. Lib. 5, 24:

Ermete de’ Locarii arricchimento.

Trad. Magenta.

127.

All’alte file io giunsi, ove la turba,

Dalla bruna e vil veste, spettatrice
Tra le femminee cattedre sedea;
Però che tutto quanto era all’aperto
Di cavalieri e di tribuni in bianco
Abbigliamento si vedea stipato.
Mia trad.

128. La famiglia gladiatoria di Numerio Popidio a 28 ottobre darà in Pompei

una caccia, e a’ 20 di aprile si metteranno le antenne ed i velarj.

129. La famiglia gladiatoria di Numerio Festo Ampliato giostrerà di nuovo a’

sedici maggio e vi sarà la venazione e si metteranno i velarii.

130. Senec. Epist. 95 e Lamprid. Commod. 18 e 19.

131.

Scorpo son io, del circo onor solenne,

Tuo plauso, o Roma, e breve tuo contento.
Morte al ventisettesmo anno m’ha spento;
Contò mie palme, e già vecchio mi tenne.
Lib. X, ep. 57. Trad. Magenta

132.

Oggi.... il solo Circo

Tutta nel suo giron comprende Roma....
Sì, dal fragor che intronami l’orecchio,
Vincitor ne argomento il verde panno.
Sat. XI. v. 195-96. Trad. Gargallo

133.

De’ vincenti ronzon proclamatore,

Siede il Pretor in trionfal corredo.
Sat. XI. 191-93. Trad. Gargallo.
134. «Abbia contro sè irata Venere pompejana chi a questa insegna porterà
offesa.»

135.

Gli abbattimenti
Colla sinopia, e col carbon dipinti,
Quand’io talor di Rutuba, di Flavio,
O di Placideian, a gamba tesa
Stommi a guatar, qual se verace fosse,
Di que’ prodi il pugnare, il mover l’arme,
Lo schermirsi, il ferir....
Trad. Gargallo.

136. Hist. Lib. 11. 88.

137. «Giurammo fede ad Eumolpione, sotto pena di essere abbruciati, legati,

battuti, ammazzati, e quant’altro fosse esatto da lui, consecrandogli
religiosamente, come i veri gladiatori consacrano a’ loro padroni, i corpi
nostri e la vita.» Satyricon. Cap. XXVII, trad. Vinc. Lancetti.

138.

Di peggio che si può, tranne l’arena?

E ancor qui trovi il disonor di Roma.
Eccoti un Gracco: mirmillonic’arme
Egli non veste: non impugna scudo,
O adunca falce: arnesi son cotesti
Ch’egli condanna; anzi condanna e abborre.
Nè il volto asconde sotto l’elmo; il mira:
Squassa il tridente, e poi che mal librata
La mano scaglia le sospese reti,
Dassi a fronte scoperta e a gambe alzate
Spettacolo a l’intorno. — È desso, è Gracco!
(Gridan tutti); la tunica l’attesta,
E l’aurea nappa che gli fascia il collo
E avvolta al pileo sventolando ondeggia.
Ond’è che il seguitor, vistosi astretto
Con un Gracco a pugnare, in sè ne freme
Qual d’un’onta peggior d’ogni ferita.
Sat. VIII. Trad. Gargallo.

139. «I Campani, per odio de’ Sanniti, armarono di quelle ricche spoglie i
gladiatori, che appellarono col nome di Sanniti.»
140.

Chi non le ha viste impalandrate e d’unto

Atletico incerate; e chi non vide
Lor colpi, bagordando a la quintana?
Con l’asta in pugno e con lo scudo in braccio
Assal, ferisce, martella, disbarba,
Tutte osservando del giostrar le leggi....
O matrona arcidegna de la tromba
Che di Flora all’agon le prodi invita!
Se non che, a maggior opra il cor rivolto,
Già s’apparecchia a la verace arena.
Qual vuoi trovar pudor in una donna,
Che il biondo crin in lucid’elmo accolga;
Che, schiva al sesso, a vigor maschio aneli?
Sat. VI, 218 e segg. Trad. di T. Gargallo.

141. Atto III.

142.

Cogniti a tutti i borghi un di costoro

Cornette e trombettier, de’ gladiatori
Girovaghi compagni, indivisibili;
Questi già un dì spettacolo, son ora
Que’ che danno spettacoli; e del popolo
Adulatori, a un suo volger di pollice,
Uccidon chi si sia popolarmente.
Trad. Gargallo.

143.

...... il pollice chinato,

La pudibonda vergine commanda
Che sia trafitto del giacente il petto.

144. Atto V.

145. Nat. hist. lib. XXXIV. «Fece un ferito morente, in cui si potesse
comprendere quanto in lui restasse ancora di anima.»

146. Byron. Pellegrinaggio di Childe Harold c. IV. st. CXL., CXLI.

147. «Stima (il popolo) ingiuria, perchè non periscano volontieri.»

148. «Il cadavere del gladiatore venga trascinato coll’uncino e lo si ponga
nello spoliario.»

149. Bond, scoliaste d’Orazio, le vuol dette Ambubaje dall’essere per ebrietà
balbuzienti.

150.

Or qual mai sia la razza prediletta

A’ nostri maggiorenti, e che mi sprona
A fuggir come lepre, in brevi detti
(Nè pudor men ritiene) io ti confesso
Roma, o Romani, divenuta greca
(Benchè la feccia achea qual può formarne
Picciola quota?) digerir non posso.
Pria di questa nel Tebro il siro Oronte
Era sboccato; e già sermon, costumi,
E flauti e cetre da le corde oblique
Seco tratti vi avea, frigi timballi,
E merce di fanciulle al Circo esposta.
Voi, cui fan gola barbare lupatte
Vario-mitrate, itene pure a loro.
Trad. Gargallo.

151.

E truppe d’ambubaje e speziali,

Mimi, accattoni e zanni, afflitta è tutta
Questa bordaglia dell’estremo fato
Di Tigellio cantor, poichè per essa
Generoso fu sempre.
Mia trad. [152]

152. A Gargallo mi sono sostituito, non avendo egli serbato fedeltà al primo
verso d’Orazio, che tradusse:

Troppo di canterine e vendi-empiastri.

La citazione, mettendo in disparte la parola ambubaje, sarebbe stata

perfettamente inutile.

153.

Ditelo voi di Lepido nepoti,

 Di Fabio il ghiotto e di Metello il cieco,
Qual gladiatrice (ludia) mai vestì tai vesti.
Trad. Gargallo.

154. Svetonio, in Neronem. Cap. XII.

Vedemmo Pasifae dal toro coperta

E la prisca favola or fede ha più certa.
Gli antichi più, o Cesare, non vantin lor gesta:
Checchè fama celebra l’arena ci appresta.
Trad. Magenta.

155. In Claud. c. XXI.

156. Id. In Neron. 12.

157. Id. In Tit. c. VII.

158. In Domitianum, c. V.

159.

Checchè ti mostrano di più preclaro

L’Anfiteatro e il Circo i splendidi
Flutti di Cesare qui ti mostraro.
Il lago scordinsi Fucin le genti,
E di Nerone gli stagni: ai posteri
Questo spettacolo sol si rammenti.
Trad. Magenta.

160. In August. c. XLIII.

161. Ad V. Æneid. 114.

162. Epist. VII, ep. 1.

163. Hist. Lib. XXXIX, c. 22.

164.

Quel toro, che già poco

Scorrea, punto dal fuoco,
Nell’arena i bersagli a rovesciar,
Cadde alfin, dal suo tratto
Cieco furor, nell’atto
 Che credea l’elefante in aria alzar.
De Spectaculis. Ep. 21. Tr. Magenta.

165. In Cæsar. c. 39.

166. Nat. Hist. Lib. VIII, c. 2.

167. In Galbam, c. 6.

168. Lib. LXI. c. 17, anche Svetonio il riporta In Neronem, c. XI.

169. Epig. lib. 1. 7.

L’aquila, onde su l’etere

Recare il putto illeso,
Al sen con l’ugne timide
Si strinse il caro peso.
Tr. Magenta.

170. Id. Lib. V. 55.

Dimmi, o regina degli augei, chi porti?

Il Tonante.
Trad. id.

171. In Domit. c. 4.

172.

Che il Dio belligero

Per te distinguasi
Nell’armi ognor,
Non basta, o Cesare,
Per te distinguesi
Venere ancor.
La fama d’Ercole
Vantava l’inclita
Nobil tenzon,
Quando nell’ampia
Nemea boscaglia
Spense il lion.
Taccian le favole,
Chè fatti simili
Per tuo favor
Oprarsi, o Cesare,
 Da man femminea
Vedemmo or or.
Epigr. 8. Trad. Magenta.

173.

Come al scizio ciglion Prometeo stretto

Nutre l’augel col rinascente petto,
Laureol così da vera croce pende,
E ad orso caledonio il fianco stende.
Palpitavan sue viscere, grondanti,
Lacere, e a corpo uman più non sembianti.
La pena alfin scontò del parricidio,
Del fero nel padron commesso eccidio,
Del rapito nei templi oro nascosto,
O dell’iniquo fuoco a Roma posto.
Nei delitti costui gli antichi ha vinti;
Ma fur gli strazj suoi veri e non finti.
Lib. De Spectæ. Epig. 9. Trad. Magenta.

174. Storia della Prostituzione, Vol. I. Cap. XVIII.

175. Ode, La Ghigliottina.

176. Schroek: Christliche Kirchengeschichte. Vol. VII, p. 254.

177. Storia degli Italiani, vol. I, pag. 277.

178. In Ner., c. XI.

179. Diz. delle Antichità.

180. Varr. 8 L. L. 41.

181. Delle antiche Terme di Firenze, pp. 67 e 68.

182. La camicia di tela che usiamo noi, imitò l’uso ed il nome dal camiss
persiano, e pare introdotta verso la metà del xii secolo.

183.

L’ottava ora tien fissa:

Di Stefano sai quanto ha i bagni accosto.
Ci laverem tantosto:
Tr. Magenta.