Introduction to geography people

places environment Dahlman

Visit to download the full and correct content document:
https://textbookfull.com/product/introduction-to-geography-people-places-environment
-dahlman/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Physical geography: the global environment Fifth

Edition Mason

https://textbookfull.com/product/physical-geography-the-global-
environment-fifth-edition-mason/

Healthy Places Healthy People 3rd Edition Lisa Elaine

Skemp

https://textbookfull.com/product/healthy-places-healthy-
people-3rd-edition-lisa-elaine-skemp/

Myths and Places New Perspectives in Indian Cultural

Geography 1st Edition Shonaleeka Kaul

https://textbookfull.com/product/myths-and-places-new-
perspectives-in-indian-cultural-geography-1st-edition-shonaleeka-
kaul/

People and places in project management research

Michael Young Editor

https://textbookfull.com/product/people-and-places-in-project-
management-research-michael-young-editor/
4G, LTE-advanced pro and the road to 5G Dahlman

https://textbookfull.com/product/4g-lte-advanced-pro-and-the-
road-to-5g-dahlman/

Song King Connecting People Places and Past in

Contemporary China Levi S Gibbs

https://textbookfull.com/product/song-king-connecting-people-
places-and-past-in-contemporary-china-levi-s-gibbs/

The Geography of Beer Regions Environment and Societies

1st Edition Mark Patterson

https://textbookfull.com/product/the-geography-of-beer-regions-
environment-and-societies-1st-edition-mark-patterson/

How to Read Architecture An Introduction to

Interpreting the Built Environment Paulette Singley

https://textbookfull.com/product/how-to-read-architecture-an-
introduction-to-interpreting-the-built-environment-paulette-
singley/

We the People An Introduction to American Politics

Benjamin Ginsberg

https://textbookfull.com/product/we-the-people-an-introduction-
to-american-politics-benjamin-ginsberg/
Introduction to
Geography People,
Places &
Environment
 Introduction to
Geography 6th Edition
People,
Places &
Environment

Global Edition

Carl T. Dahlman
Miami University—Oxford, Ohio

William H. Renwick
Miami University—Oxford, Ohio

Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Senior Geography Editor: Christian Botting
Head, Learning Asset Acquisition, Global Edition:
Laura Dent
Senior Editor, Acquisitions, Global Edition: Priyanka Ahuja
Senior Marketing Manager: Maureen McLaughlin
Marketing Manager, Global Edition: Bram Van Kempen
Project Editor: Anton Yakovlev
Project Editor, Global Edition: Aaditya Bugga
Director of Development: Jennifer Hart
Development Editor: Karen Gulliver
Assistant Editor: Kristen Sanchez
Assistant Editor: Bethany Sexton
Senior Marketing Assistant: Nicola Houston
Media Producer: Ziki Dekel
Managing Editor, Geosciences and Chemistry:
Gina M. Cheselka
Full Service/Composition: S4Carlisle Publishing Services
Full Service Project Manager: Subramanian,
S4Carlisle Publishing Services
Illustrations: International Mapping Associates
Image Lead: Maya Melenchuk
Photo Research: Carolyn Arabascio, PreMediaGlobal
Text Permissions Manager: Alison Bruckner
Text Permission Research: Karyn Morrison,
GEX Incorporated
Design Manager: Mark Ong
Interior Design: Tamara Newnam
Operations Specialist: Christy Hall
Senior Manufacturing Controller, Global Edition:
Trudy Kimber
Cover Image Credit: Kwiatek7/Shutterstock

Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear in
the back matter.

Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England

and Associated Companies throughout the world

Visit us on the World Wide Web at:

www.pearsonglobaleditions.com

© Pearson Education Limited, 2015

The rights of Carl T. Dahlman and William H. Renwick to be identified as the authors of this work have been asserted by
them in accordance with the Copyright, Designs and Patents Act 1988.

Authorized adaptation from the United States edition, entitled Introduction to Geography: People, Places & Environment, 6th edition,
ISBN 978-0-321-84333-3, by Carl T. Dahlman and William H. Renwick, published by Pearson Education © 2014.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written
permission of the publisher or a license permitting restricted copying in the United Kingdom issued by the Copyright
Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not
vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks
imply any affiliation with or endorsement of this book by such owners.

ISBN 10: 1-292-06126-X

ISBN 13: 978-1-292-06126-9

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

10 9 8 7 6 5 4 3 2 1
14 13 12 11 10

Typeset in 9 CaeciliaLTStd-Roman by S4Carlisle Publishing Services.

Printed and bound by Courier Kendallville in the United States of America.

Brief Contents

1 Introduction to Geography 33

PART 1 enVironMent AnD resoUrCes 76

2 Weather, Climate,
and Climate Change 79

3 Landforms 133

4 Biosphere 167

5 Earth’s Resources and

Environmental Protection 197

PART 2 PeoPLe AnD CULtUres 236

6 Population and Migration 239

7 Cultural Geography 285

8 Languages and Religions 323

9 Food and Agriculture 365

PART 3 DeVeLoPMent of MoDern soCietY 398

10 Cities and Urbanization 401

11 A World of States 439

12 Economy and
Development 481

5
Contents
PrefACe 12
ABoUt tHe AUtHors 17
tHe teACHinG AnD LeArninG
PACKAGe 18
ABoUt oUr sUstAinABiLitY
initiAtiVes 20
tHe nAtionAL GeoGrAPHY
stAnDArDs 21
BooK AnD MAsterinGGeoGrAPHY
WALKtHroUGH 22

1 introduction
to Geography 33

What is Geography? 34
The Development of Geography 35 PART 1
Geography Today 37 enVironMent AnD resoUrCes 76

Contemporary Geography 37
Area Analysis 38
Spatial Analysis 44
Global and Local Is Twitter a Global
Network? 49
Geographic Systems Analysis 49
Mapping earth 52
The Geographic Grid 52
Communicating Geographic Information:
Maps 55
Rapid Change Monitoring Arctic Sea
Ice Extent 61
Geographic information
technology 61
Satellite Technology 61
Explorations Google’s Earth:
Visualizing Natural Hazards with
a Virtual Globe 62
Geographic Information Systems 66
the World in 2050 Challenges of Global
Change 73
2 Weather, Climate,
and Climate Change 79
energy and Weather 80
Incoming Solar Radiation 80
Storage of Heat in Land and Water 83
Heat Transfer Between the Atmosphere
and Earth 84
Heat Exchange and Atmospheric
Circulation 88
Precipitation 88
Mechanisms of Precipitation 89
Circulation Patterns 93
Pressure and Winds 94
Global Atmospheric Circulation 96
Seasonal Variations in Global Circulation 98
Ocean Circulation Patterns 99
Storms: Regional-Scale Circulation
Patterns 99
Global and Local El Niño/La Niña 100

Summary 74 / Key Terms 74 / Review and Climate 102

Discussion Questions 75 / Thinking Air Temperature 104
Geographically 75 Precipitation 105
Classifying Climate 107

6
 Contents 7

earth’s Climate regions 108

Humid Low-Latitude Tropical
Climates (A) 110
Dry Climates (BW and BS) 112
Warm Midlatitude Climates (C) 113
Cold Midlatitude Climates (D) 117
Polar Climates (E) 118
Climate Change 120
Climatic Change over Geologic Time 121
Possible Causes of Climatic Variation 122
Global Warming 124
Rapid Change Warming in West
Antarctica 125
Explorations Shrinking Glacial Ice 127
the World in 2050 Future Climates 128 4 Biosphere 167

Biogeochemical Cycles 168

Summary 130 / Key Terms 130 / Review and
Discussion Questions 131 / Thinking The Hydrologic Cycle 168
Geographically 131 Water Budgets 169
Vegetation and the Hydrologic Cycle 172

3 Landforms 133 Carbon, oxygen, and nutrient flows in the

Explorations River Responses to
Environmental Change 135
Plate tectonics 136
Earth’s Moving Crust 137
Types of Boundaries Between Plates 140
Rock Formation 142
slopes and streams 145
Weathering 145
Moving Weathered Material 146
ice, Wind, and Waves 151
Glaciers 151
Rapid Change Soil Conservation
and Stream Erosion 152
Impact of Past Glaciations 153
Effects of Wind on Landforms 155
Coastal Erosion 157
the Dynamic earth 160
Environmental Hazards 160
Global and Local Sea Level Rise
and Coastline Change 162
the World in 2050 An Increasingly
Dynamic Earth Surface 163
Summary 164 / Key Terms 164 / Review and
Discussion Questions 165 / Thinking
Geographically 165
Biosphere 174
The Carbon and Oxygen Cycles 175
The Global Carbon Budget 175
soil 177
Soil Formation 177
Soil Horizons 178
Rapid Change Geography, Geographic
Information Systems, and the Global
Carbon Budget 179
Thousands of Soils 180
Climate, Vegetation, Soil, and the
Landscape 181
Soil Quality 182
ecosystems 184
Ecosystem Processes 184
Geography of Biological Activity 185
Biomes: Global Patterns in the Biosphere 186
Major Vegetation Regions 186
Human Effects on the Biosphere 187
Global and Local Invasive Species 191
Explorations Bubble Trouble:
Methane Release from Arctic Lakes 192
the World in 2050 Changes in the
Biosphere 193
Summary 194 / Key Terms 194 / Review and
Discussion Questions 195 / Thinking
Geographically 195
8 Introduction to Geography: People, Places & Environment
5 earth’s resources and
environmental Protection
What is a natural resource? 198
Characteristics of Resources 198
Substitutability 200
Sustainability 201
Geologic and energy resources 201
Mineral Resources 201
Variations in Mineral Use 202
Depletion and Substitution 203
Disposal and Recycling of Solid Waste 203
Energy Resources 206
Energy from Fossil Fuels 206
Rapid Change Peak Oil, or Indefinite
Growth? 210
Nuclear and Renewable Energy
Resources 212
Air and Water resources 217
Air Pollution 217
Water Resources 221
Water Pollution 222
forests 226
Global and Local Agricultural Specialization
and Water Resources 226
Explorations Shale Gas as a Transition Fuel 228
Forests as Fiber and Fuel Resources 229
Other Important Forest Uses 230
the World in 2050 Intensive Resource
Management 233
Summary 234 / Key Terms 234 / Review and
Discussion Questions 235 / Thinking
Geographically 235
PART 2
PeoPLe AnD CULtUres 236
6 Population and Migration
the Distribution and Density of Human
settlement 240
Explorations Mapping the U.S. Census—
Walker Style 241
Population Density 242
Climate, Food, and Population 244
Culture and Population 245
197
World Population Dynamics 245
Population Projections 246
Regional Variation in Population Growth 247
The Age Structure of the Population 248
The Demographic Transition 250
Fertility Rates Today 252
Death Rates Today 255
Is Earth Overpopulated? 259
Rapid Change Demographic Collapse 260
other significant Demographic Patterns 261
Sex Ratios in National Populations 261
The Aging Human Population 262
Migration 263
Migration Types 264
Migration in Context 270
Migration and Europe 271
Migration and Asia 273
Migration and North America 274
Global and Local The East–West Exchange
of Disease 275
the World in 2050 Earth with 9 Billion
People 280
Summary 282 / Key Terms 283 / Review and
Discussion Questions 283 / Thinking
Geographically 283
239
7 Cultural Geography 285
How Cultures Change 286
Theories of Cultural Evolution 287
Cultural Diffusion 289
Rapid Change Who Killed the Record
Store? 293

identity and Behavioral Geography 294
Grouping Humans by Culture, Ethnicity,
Race, and Gender 294
Global and Local Sworn Virgins of the
Balkans 297
Behavioral Geography 298
Culture regions 300
Visual Clues to Culture Areas 300
Forces that Stabilize the Pattern of Culture
Regions 303
Explorations A Cultural Geographic Approach
to Islam and Gender 304
trade and Cultural Diffusion 306
Empire, Trade, and Culture 308
Media and Culture 311
Global and Local The Diffusion of “News” 314
The Diffusion of U.S. Popular Culture 314
Cultural Preservation and Hybridity 316
the World in 2050 One World Media
Culture? 318
Summary 320 / Key Terms 320 / Review and
Discussion Questions 321 / Thinking
Geographically 321
8 Languages and religions 323
Defining Languages and Language regions 324
Linguistic Geography 324
The World’s Major Languages 326
The Development and Diffusion
of Languages 327
Explorations Preserving the Welsh
Language? 330
The Geography of Writing Systems 331
Contents 9
the importance of Language today 334
National Languages 334
Language in Postcolonial Societies 335
Rapid Change Switching Languages
in New Countries 336
Polyglot States 338
Languages in the United States 338
the origins and Diffusion of the World’s
Major religions 340
The Diffusion of Religion 341
Judaism 342
Christianity 343
Global and Local Religious Fundamentalism
and Political Terrorism 344
Islam 349
Hinduism and Sikhism 352
Buddhism 353
Other Eastern Religions 354
Animism and Shamanism 355
religion’s Wider impact 355
Religion and Cultural Landscapes 356
Religion and Women’s Rights 357
the World in 2050 A More Religious
World? 361
Summary 362 / Key Terms 362 / Review and
Discussion Questions 363 / Thinking
Geographically 363
9 food and Agriculture 365
feeding a Growing Population 367
New Cropland 367
New Crops 367
Global and Local New Uses for
Old Crops 370
New Farming Techniques 371
Explorations Food Deserts 373
Biotechnology 375
Rapid Change Good-bye to the
Banana? 377
Agriculture systems 377
Subsistence Farming Contrasts with
Commercial Farming 377
Types of Agriculture 378
Livestock Around the World 382
The Direct and Indirect Consumption
of Grain 382
10 Introduction to Geography: People, Places & Environment

Explorations Protests and Cities 411

Informal Settlements 412
The Vitality of Informal Economies 412
Rapid Change Urbanizing China 413
the internal Geography of Cities 415
Economic Forces 415
Social Factors in Residential Clustering 416
Government’s Role 418
Other Urban Models in Diverse Cultures 419
Cities and suburbs in the United states 422
The Growth of Suburbs 422
Urban Sprawl 424
Developments in the Central City 426
Governing Metropolitan Regions 432
Problems Associated with Animal Global and Local Detroit, The Shrinking
Production 384 City 433
Dairy Farming and the Principle the World in 2050 Green Cities 435
of Value Added 385
Aquatic food supplies 385 Summary 436 / Key Terms 436 / Review
and Discussion Questions 436 / Thinking
Traditional Fisheries 386
Geographically 437
Modern Fishing 387
Aquaculture 388
Hunger and food security 389 11 A World of states 439

Problems in Increasing Food Production 390 the Development of the nation-state idea 442
Sustainable Food Production 393 The Idea of the Nation 442
the World in 2050 Climate Change The Nation-State 442
and Food Security 395
The European Nation-States 443
Europe’s Empires 444
Summary 396 / Key Terms 396 / Review and
Discussion Questions 397 / Thinking The Collapse of Empires 444
Geographically 397 the Geography of Modern states 447
The Shapes of States 447
International Boundaries 448
PART 3 Global and Local U.S. Border Security 449
DeVeLoPMent of MoDern Types of Governments 451
soCietY 398 Internal Organization of Territory 452
Rapid Change Arab Spring 454

10 Cities and Urbanization 401 Centripetal and Centrifugal forces 456

Centripetal Forces 457
Urban functions 403
Centrifugal Forces 458
The Economic Bases of Cities 404
Civil Wars 458
the Locations of Cities 405
Ethnic Cleansing and Genocide 460
Central Place Theory 407
Explorations Genocide as Building a
World Urbanization 409 Nation-State 461
The Rise of Modern Urban Societies 409 relations Among states 463
Urbanization Today 410 Conflict and Geopolitics 463

Patterns of Cooperation 464
International Peace 465
Earth’s Open Spaces 466
Regional Cooperation 468
electoral Geography 472
Districting and Redistricting 472
the World in 2050 A New United
Nations? 476
Summary 478 / Key Terms 478 / Review
and Discussion Questions 479 / Thinking
Geographically 479
12 economy and Development
Analyzing and Comparing Countries’
economies 482
Economic Productivity and National
Income 482
Income Inequality 483
Human Development 484
Preindustrial, Industrial, and Postindustrial
Societies 487
Why Some Countries Are Rich and Some
Countries Are Poor 493
the Geography of Manufacturing 496
Locational Determinants for
Manufacturing Today 497
Locational Determinants Migrate 499
Manufacturing in the United States 499
Technology and the Future Geography of
Manufacturing 501
national economic Policies 502
Political Economy 502
Global and Local Water Privatization 504
Economic Patterns Within States 505
The Geography of Government
Economic Policies 505
National Transportation Infrastructures 507
Explorations The Geography of Air
Transportation 510
Tourism 511
Contents 11
481
national trade Policies 512
The Import-Substitution Method
of Growth 513
Export-Led Economic Growth 513
the formation of the Global economy 515
Transnational Investment and
Production 515
The International Tertiary Sector 518
The Geography of Foreign Direct
Investment 519
Rapid Change The Global Financial Crisis 521
International Regulation of the Global
Economy 522
the World in 2050 The Largest
Economies 524
Summary 526 / Key Terms 526 / Review and
Discussion Questions 527 / Thinking
Geographically 527
fUrtHer reADinGs AnD referenCes
to ACCoMPAnY exPLorAtions 528
GLossArY 529
PHoto, iLLUstrAtion, AnD
text CreDits 543
inDex 547
PrefACe
Geographic literacy is critical in today’s globalized
world. Introduction to Geography: People, Places &
Environment provides a working knowledge of the
conditions and interactions essential to successfully
negotiate the world of the 21st century. This text
provides readers with frameworks for evaluating
the qualities and consequences of the relationships
among the different places and peoples as we live
in—and change—the world around us. In a globally
connected world, once-distant and seemingly for-
eign nations and regions now interact with regular-
ity. One hundred years ago, most of us would have
lived and died in the village where we were born.
Few would have ventured much farther than the
nearest town. Fewer still knew a foreign language,
completed high school, or needed to know much
about the natural or cultural features of other places.
Our world is now very different.
Today, we expect educated individuals to have
significant understanding of the diversity of environ-
ments and cultures around the world and of the pro-
cesses that connect them. In Introduction to Geography:
People, Places & Environment we promote an inte-
grated view of geography that emphasizes the inter-
relationships among the breadth of human activities
and environments that range from the tropical wil-
derness to thoroughly engineered cities. We recog-
nize that just by heating our homes and powering
our vehicles, we participate directly in global energy
markets—and emit pollutants that travel around
the globe and that will probably have long-term ef-
fects on climate. Global trade and finance have made
far-flung places and people more dependent on one
another.
new to the sixth edition
The sixth edition has been thoroughly revised with
numerous substantive changes to the book, support,
and media program:
• Explorations features, written by experts in
various fields, present real-world data and
research, emphasizing the applied nature and
relevance of geography.
• The World in 2050 features explore the future
development of the world based on what
geographers know and can predict today.
• Learning Outcomes integrated into the chapter-
opening pages help students prioritize key
knowledge and skills as they study.
• Checkpoint questions integrated throughout the
chapters give students opportunities to check their
12
understanding of the material as they read, for a
more active learning approach.
• Integrated media link students to the Study Area
of www.MasteringGeography.com where they
can access media that enrich and extend the book
content, including MapMaster™ Interactive Maps
and Geoscience Animations.
• Integrated quick response (QR) codes enable
students to link from the book to online media
and data using their mobile devices.
• Reorganization of the chapters into three parts
better emphasizes the major subfields of geog-
raphy and the interrelations among them. The
three parts are: Environment and Resources; Cul-
ture; and The Development of Modern Society.
• Global climate change coverage is expanded
across the chapters, including observed cli-
mate change, model predictions, and important
uncertainties in climate science.
• Important recent natural disasters are covered,
including the Midwest drought of 2012 and
Hurricane Sandy.
• The global carbon budget is examined in detail,
linking climate change with key biosphere and
geosphere processes as well as human emissions
of greenhouse gases.
• A new world vegetation map shows the biotic
landscape as it is today, rather than as it might be
in the absence of human activity.
• Up-to-date resource data show the national
and global impacts of changing technology and
the global financial crisis/recession on solid waste
generation, forest products, mining, and energy.
• Completely revised energy section describes
the impacts of development of new fossil energy
sources through hydrofracturing (fracking) and
oil sand mining, as well as the impacts of the
Fukushima disaster on the nuclear industry.
• Completely revised sections on migration fea-
ture a systematic typology of human movement,
as well as newly written migration histories for
North America, Europe, and Asia.
• Cultural change and culture regions contain a
revised section on cultural diffusion and trade,
and a new section on media geographies.
• Historical geography of food production
includes expanded, up-to-date coverage of
the challenges in meeting rising demand for
more food.
• The political geography chapter now provides
readers with a clear and more concise discussion
of nations, states, and relations among states.

• Data and Statistics (tables, graphs, maps) on
climate, energy, natural resources, population,
and economics are completely updated.
• Redesigned maps and illustrations better
highlight geographical patterns and data trends.
• MasteringGeography™ is an online homework,
tutorial, and assessment platform designed to
improve results by helping students quickly
master concepts. Students benefit from self-paced
tutorials that feature immediate wrong-answer
feedback and hints that emulate the office-hour
experience to help keep students on track.
three important themes
This textbook emphasizes three themes integral to the
study of geography. First, geography examines the
interrelationships between humans and their natural
environment; second, many basic principles of human
geography can be studied and demonstrated both lo-
cally and globally; and third, geography is dynamic.
Geography explores
interrelationships Between
Humans and the environment
The study of Earth’s climates, soils, vegetation, and
physical features, or physical geography, sets the stage
upon which we act out our lives. A great deal of
human effort is spent wresting a living from the en-
vironment, adjusting to it, or altering it.
Chapters 2 through 5 of this book offer an over-
view of Earth’s physical environment, the natural
resources on which we depend, and how humans
transform Earth’s environments. The theme of
human–environmental interaction is incorporated
throughout the book.
Geography is Global and Local
The basic principles of geography can be studied
locally—in your hometown and even on campus.
How do local temperatures and rainfall vary through-
out the year? What natural hazards affect people in
your area? Where did new arrivals to your commu-
nity come from, and why did they move? Where are
local food crops and manufactured goods sold? Can
you map the rents on commercial properties in your
town? And how do these values reflect perception of
which neighborhoods are the most elegant?
The applications of geography range from the
local to the international: city planners designing
new housing, scientists working to reduce water
pollution, transportation consultants routing new
highways, advertisers targeting zip codes where
residents have specific income levels, and diplomats
negotiating treaties to regulate international fishing.
Preface 13
The relevance of its applications makes geography
an incredibly integrative and valuable field for
study.
Geography is Dynamic
It is important to know the current distributions of
landforms, people, languages, religions, cities, and
economic activities—and to understand that none of
these patterns is static. Earth’s surface is constantly
changing. Social, political, and economic forces con-
stantly redistribute human activities. While many
think of maps when they think of geography, we can
understand maps of economic or cultural activity
only if we understand the patterns of movement that
create them. Modern geography explores the forces
at work behind the maps.
Every day, events trigger changes in geography:
A volcano erupts in Mexico; a bountiful harvest in
Argentina improves the diet available to Africans;
Canadian scientists synthesize a mineral substitute
for one previously imported; new governments redi-
rect international alliances, economic links, and mi-
gration streams. American movies and music diffuse
our culture around the world, while we adopt foods
such as sushi, dosas, and falafel. Developing coun-
tries and the developed world add industrial sources
of air pollution and change the chemical composition
of Earth’s atmosphere. Protestant Christianity wins
converts throughout Latin America; nations adopt
new official languages and governments open fam-
ily planning clinics. Elsewhere, Islamic fundamen-
talists win political power and curb women’s rights.
All these events remap world cultural, political, and
economic landscapes. Today’s dynamic geography
doesn’t just exist; it happens. In every topic covered
in this text, it is our goal not only to describe distribu-
tions and locations but to explain them.
Contemporary issues
in Geography
Geography can help you better understand current
events and form opinions on important questions of the
day. Each chapter of this book provides background
material for understanding the news—including, for
example, the topics of environmental protection and
development.
Each inhabitant on Earth aspires to material com-
fort, yet today many people live in conditions of dep-
rivation. The world distribution of wealth and welfare
reveals that wealth does not coincide with the world
distribution of raw material resources. If it did, then the
Republic of Congo and Mexico would count among
the richest countries in the world, and Japan and Swit-
zerland would be among the poorest. Understanding
this paradox is essential to understanding some of the
factors driving the world markets today.
14 Introduction to Geography: People, Places & Environment
Maps, Cartograms, and Gis
Geography is data-rich discipline, requiring robust
visualizations to effectively communicate compli-
cated ideas and spatial information. A variety of
maps illustrate this book, all created using the lat-
est data sources and GIS techniques. Many include
relief shading to show surface features. Traditional
maps illustrate distributions as mosaic patterns of
color. Flow maps use arrows and lines to represent
movements of people or of goods—the numbers
of passengers flying major airline routes across the
United States, for example (Figure 1-17). We include
a graphic (Figure 1-27) that illustrates the variety of
thematic mapping styles, with references to maps in
the book that use specific styles. A variety of other
visual devices are also used to explain concepts and
present information, including process diagrams, il-
lustrations, tables, bar graphs, and pie graphs.
The discussion of GIS technologies and carto-
graphic visualization has been expanded in Chapter 1.
We have increased the use of remote sensed imagery
throughout the book, and have stressed the role of
Geographic Information Systems (GIS) technology for
both science and management in a changing world.
A Word About numbers
This book contains many numbers—measurements
of populations, economic conditions, production of
various commodities, world trade, and more. These
measures come from a variety of sources—private
organizations, national governments, international
organizations—and they are the best available. Such
numbers, however, must always be read with two
considerations in mind: reliability and date.
The compilation of measures is a tremendously
difficult task. For example, the United States is the
world’s richest country, with many highly skilled
government workers—yet the government admits
that the national census is probably inaccurate by a
factor of 5% to 7%. We do not want to promote cyni-
cism about the value or reliability of statistics, but an
educated person does exercise judgment about the
probable exactitude of any figure.
The second caution is that the measures them-
selves change. It takes a long time to gather and com-
pile statistics, so the measures may seem out of date by
the time they are published. This is especially true of
international comparative statistics. For example, each
year the United Nations Conference on Trade and De-
velopment (UNCTAD) publishes a handbook of sta-
tistics of world trade, but the book appears three or
four years after its date, and many statistics recorded
were measured years before the date of the volume.
Furthermore, governments sometimes change the
way they measure things. For example, for many years
governments counted and published a statistic called
gross national product (GNP), but today that statistic
is often replaced by a slightly different measure called
the gross national income (GNI). The meaning of GNI
is explained in Chapter 12.
The statistics in this textbook are as up to date
as possible using the most reliable sources as of
2013. The text notes the direction in which many
of these measures are changing, and in many cases
we have dared to predict their future direction. The
U.S. population will probably continue to rise, and
the percentage of the national labor force working
in manufacturing will probably continue to fall. We
encourage you to go to the library or to search the
Internet to update those measures.
this Book’s Media
Introduction to Geography features an innova-
tive integration of media and connections to the
MasteringGeography™ platform, giving students and
instructors flexible self-study and assessment options.
• Quick Response (QR) codes. Traditional books
are challenged to provide students with quick
and easy access to relevant media and updated
data. QR codes integrated throughout each
chapter help solve this problem, enabling stu-
dents to use their mobile devices to easily and
instantly access online images, media, and data.
• MapMaster™ Interactive Maps. Maps comprise
an important part of the geographer’s toolset,
but traditional print maps are limited in their
ability to allow students to dynamically isolate
or compare different spatial data. Available in
MasteringGeography both for student self-study
and for teachers as assignable and automati-
cally gradable assessment activities, MapMaster
Interactive Maps act as mini-GIS tools that allow
students to overlay, isolate, and examine different
thematic data at regional and global scales. Icons
for various MapMaster maps are integrated into
chapters, encouraging students to log into the
Study Area of MasteringGeography to explore
additional map data layers and extend their
learning beyond the book’s maps. Teachers also
have access to a separate large suite of MapMaster
activities for each chapter, including hundreds
of multiple-choice questions that can be custom-
ized, assigned, and automatically graded by the
MasteringGeography system, for a wide range of
interactive mapping assessment activity options.
• Geoscience Animations. Static 2-D print figures
do not always present a convenient way to visu-
alize complicated physical processes that occur
over vast expanses of space and time. Avail-
able in MasteringGeography both for student
self-study and as assignable and automatically

gradable assessment activities, Geoscience
Animations provide students with dynamic
visualizations of the most complex physical
processes, with voiceover narrative and text tran-
scripts to help guide them through the anima-
tions. Icons for the animations are integrated into
chapters, encouraging students to log into the
Study Area of MasteringGeography to access the
media on their own, while teachers have the op-
tion of assigning the animations with automati-
cally graded questions.
Acknowledgments
Countless colleagues, librarians, and generous indi-
viduals both in government and in the private sec-
tor helped with information for this text. We wish to
especially thank Professor James M. Rubenstein of
Miami University, Oxford, Ohio, for his many contri-
butions to our thinking.
We also wish to thank our scholarly colleagues
who provided thoughtful suggestions for improving
the book over the years. These include:
Gillian Acheson, Southern Illinois University, Edwardsville
Tanya Allison, Montgomery College
Anthony Amato, Southwest Minnesota State University
Holly R. Barcus, Morehead State University
Lee Berman, Southern Connecticut State University
Daniel Block, Chicago State University
Bruce Boland, Fairmont State University
Paul L. Butt, University of Central Arkansas
Jim Byrum, University of South Carolina
Edward Carr, University of South Carolina
Joseph M. Cirrincione, University of Maryland
Bruce Davis, Eastern Kentucky University
Bryce Decker, University of Hawaii, Manoa
Stanford Demars, Rhode Island College
Leslie Dienes, University of Kansas
Adrienne Domas, Michigan State University
Gary Fowler, University of Illinois, Chicago
Michael Fox, Carleton University
Chad Garick, Jones County Junior College
Roberto Garza, San Antonio College
Jennifer Gebelein, Florida International University
Brooks Green, University of Central Arkansas
Mark Guizlo, Lakeland Community College
Mark Gunn, Meridian Community College
Rene J. Hardy, Shoreline College
James Harris, Metropolitan State College of Denver
Erick Howenstine, Northeastern Illinois University
James C. Hughes, Slippery Rock University
Robert Hunter Jackson, Hunter College of the CUNY
Mark Jones, University of Connecticut
Preface 15
Tulasi R. Joshi, Fairmont State College
Walter Jung, Central Oklahoma University
Angelina Kendra, Central Connecticut State University
Rob Kent, University of Akron
Lori Krebs, Salem State College
Miriam K. Lo, Mankato State University
José Lopez, Minnesota State University
Ruben A. Mazariegos, University of Texas, Pan American
Ian A. McKay, Wilfrid Laurier University
Roger Miller, Black Hills State University
Jean Parker, Boise State University
William Porter, Elizabeth City State University
Holly Porter-Morgan, GIS Laboratory, New York
Botanical Garden
G.L. “Jerry” Reynolds, University of Central Arkansas
Viva Reynolds, Eastern Carolina University
Scott C. Robinson, University of Nebraska, Omaha
Lallie Scott, Northeast Oklahoma State University
Henry Sirotin, Hunter College of the CUNY
Christa Smith, Clemson University
James N. Snaden, Central Connecticut State University
David M. Solzman, University of Illinois, Chicago
Robert C. Stinson, Macomb Community College
Christopher J. Sutton, Northwestern State University
of Louisiana
Melissa Tollinger, East Carolina University
James Tyner, Kent State University
Thomas B. Walter, Hunter College of the CUNY
Gerald R. Webster, University of Alabama
Kathy Williams, Bronx Community College
John Wright, New Mexico State University
Charles T. Ziehr, Northeastern State University
Experts in various fields contributed Explorations
features for each chapter:
Katey Walter Anthony, University of Alaska, Fairbanks
John E. Bailey, University of Alaska, Fairbanks, Scenarios
Network for Alaska and Arctic Planning
Dierdre Bevington-Attardi, US Census Bureau
Diarmait Mac-Giolla Chriost, Cardiff University
Pervin Banu Gökarıksel, University of North Carolina,
Chapel Hill
Lucius Hallett IV, Western Michigan University
Tali Hatuka, Tel Aviv University
Paul Kariya, Clean Energy British Columbia
Joseph Kerski, ESRI
Jonathan Phillips, University of Kentucky
Mark Serreze, University of Colorado, Boulder
James Tyner, Kent State University
Timothy Vowles, University of Northern Colorado
We owe a debt of gratitude to many people. At
Pearson, Christian Botting, Senior Geography Editor,
and Anton Yakovlev, Geography Program Manager,
16 Introduction to Geography: People, Places & Environment

managed the project from its beginning stages through
the journey to publication. Development Editor Karen
Gulliver lent a keen eye to every detail during the edit-
ing and production process; this is a better book thanks
to her. Caitlin Finlayson (Florida State University) and
Adrienne Domas (Michigan State University) contrib-
uted important comments and suggestions; we thank
them for their careful work. Thanks to Bethany Sexton
for managing the review process. Emily Bush and
Gina Cheselka provided invaluable assistance during
production; Carolyn Arcabascio, photo researcher, did
an exceptional job of finding excellent imagery; Ziki
Dekel produced and managed the MasteringGeog-
raphy™ program for the book; and Kristen Sanchez
managed the supplement program. Thanks to supple-
ment authors Amy D’Angelo (State University of New
York at Oswego) and Richard Walasek (University of
Wisconsin, Parkside). We have enjoyed working with
all of these people, and we thank them. Contemporary
geography is a wide field that covers many topics and,
quite literally, the entire world. We have strived to
present our field in its diversity by selecting carefully
from the work of our peers and others. We welcome
suggestions and ideas for how to improve our efforts
in service to the teaching of our discipline.
Carl T. Dahlman
William H. Renwick

Pearson would like to thank and acknowledge the following people for their work on the Global Edition:
Contributor
S. Mohapatra, Indira Gandhi National Open
University
Reviewers
Giuseppe Feola, University of Reading
Narayan Chetry, Cotton College State University
Priyanka Puri, Miranda House, University
of Delhi
ABoUt tHe AUtHors

Carl t. Dahlman earned degrees in sociology, music, and urban

affairs before receiving his Ph.D. in geography from the University of
Kentucky in 2001. He is the Director of the International Studies Program
at Miami University where his teaching focuses on political geography,
migration and mobility, and globalization. His current research includes the
role of European integration in the geopolitics of Southeastern Europe, and
he has published a book on the subject, Bosnia Remade: Ethnic Cleansing and
Its Reversal (Oxford University Press, with Gearóid Ó Tuathail). He is a co-
author of Pearson’s Introduction to Contemporary Geography, with James M.
Rubenstein and William H. Renwick. He enjoys photography and hunting
for fossils with his son.

William H. renwick earned a B.A. from Rhode Island College

in 1973 and a Ph.D. in geography from Clark University in 1979. He has
taught at the University of California, Los Angeles, and Rutgers University,
and is currently Professor of Geography at Miami University. He is a co-
author of Pearson’s Introduction to Contemporary Geography, with James M.
Rubenstein and Carl T. Dahlman. A physical geographer with interests in
geomorphology and environmental issues, his research focuses on impacts of
land-use change on rivers and lakes, particularly in agricultural landscapes
in the Midwest. When time permits, he studies these environments from the
seat of a wooden boat.

17
tHe teACHinG AnD LeArninG PACKAGe
Please visit us at www.pearsonglobaleditions.com/Dahlman and www.masteringgeography.com. For more information, please contact your
local Pearson representative.
for teachers and students
MasteringGeography™ with
Pearson etext
The Mastering platform is the most widely used and ef-
fective online homework, tutorial, and assessment sys-
tem for the sciences. It delivers self-paced tutorials that
provide individualized coaching, focus on your course
objectives, and are responsive to each student’s prog-
ress. The Mastering system helps teachers maximize
class time with customizable, easy-to-assign, and auto-
matically graded assessments that motivate students to
learn outside class and arrive prepared for lecture.
MasteringGeography offers:
• Assignable activities that include MapMaster™
Interactive Maps, Encounter Google Earth™ Explo-
rations, Videos, Geoscience Animations, Map Pro-
jection tutorials, GeoTutors on the toughest topics
in geography, Thinking Spatially and Data Analy-
sis activities, end-of-chapter questions and exer-
cises, reading quizzes, and Test Bank questions.
• Student Study Area with MapMaster™ Interac-
tive Maps, Videos, Geoscience Animations, web
links, videos, glossary flashcards, “In the News”
RSS feeds, chapter quizzes, optional Pearson eText
including versions for iPad and Android tablet de-
vices, and more. www.MasteringGeography.com
television for the environment Earth Report
Videos (0321662989): This three-DVD set helps
students visualize how human decisions and behavior
have affected the environment and how individuals
are taking steps toward recovery. With topics rang-
ing from the poor land management promoting the
devastation of river systems in Central America, to
the struggles for electricity in China and Africa, these
13 videos from Television for the Environment’s global
Earth Report series recognize the efforts of individuals
around the world to unite and protect the planet.
television for the environment Life
World regional Geography Videos
(013159348x): From the Television for the
Environment’s global Life series, this two-DVD set
brings globalization and the developing world to the
attention of any world regional geography course.
These 10 full-length video programs highlight matters
such as the growing number of homeless children in
Russia, the lives of immigrants living in the United
States trying to aid family still living in their native
countries, and the European conflict between com-
mercial interests and environmental concerns.
18
television for the environment Life Human
Geography Videos (0132416565): This three-
DVD set is designed to enhance any human geogra-
phy course. These DVDs include 14 full-length video
programs from Television for the Environment’s
global Life series, covering a wide array of issues
affecting people and places in the contemporary
world, including the serious health risks of pregnant
women in Bangladesh, the social inequalities of
the “untouchables” in the Hindu caste system, and
Ghana’s struggle to compete in a global market.
Geoscience Animation Library 5th edition
(0321716841): Created through a unique collabo-
ration among Pearson’s leading geoscience authors,
this DVD resource offers over 100 animations cover-
ing the most difficult-to-visualize topics in physical
geology, physical geography, oceanography, meteo-
rology, and earth science.
Practicing Geography: by Association of
American Geographers (0321811151): This
book examines career opportunities for geographers
and geospatial professionals in business, govern-
ment, nonprofit, and educational sectors. A diverse
group of academic and industry professionals share
insights on career planning, networking, transition-
ing between employment sectors, and balancing
work and home life. The book illustrates the value
of geographic expertise and technologies through
engaging profiles and case studies.
Teaching College Geography: by
Association of American Geographers
(0136054471): This two-part resource provides
a starting point for becoming an effective geogra-
phy teacher. Part One addresses “nuts-and-bolts”
teaching issues. Part Two explores being an effective
teacher in the field, supporting critical thinking with
GIS and mapping technologies, engaging learners in
large geography classes, and promoting awareness
of international perspectives and geographic issues.
Aspiring Academics: by Association of
American Geographers (0136048919):
Drawing on several years of research, these essays are
designed to help graduate students and early career
faculty start their careers in geography and related
social and environmental sciences. Aspiring Academics
stresses the interdependence of teaching, research, and
service—and the importance of achieving a healthy
balance of professional and personal life—while doing
faculty work. Each chapter provides accessible, for-
ward-looking advice on topics that often cause the most
stress in the first years of teaching.

for teachers
Learning Catalytics
Learning Catalytics™ is a “bring your own device”
student engagement, assessment, and classroom in-
telligence system. This technology has grown out of
20 years of cutting-edge research, innovation, and
implementation of interactive teaching and peer in-
struction. With Learning Catalytics you can:
• Assess students in real time, using open-ended
tasks to probe student understanding.
• Understand immediately where students are and
adjust your lecture accordingly.
• Improve your students’ critical-thinking skills.
• Access rich analytics to understand student
performance.
• Add your own questions to make Learning
Catalytics fit your course exactly.
• Manage student interactions with intelligent
grouping and timing.
Available integrated with MasteringGeography.
www.learningcatalytics.com
Instructor Resource Manual (download only)
(1292061383): Written by Richard Walasek
(University of Wisconsin-Parkside), the IRM includes
a chapter review summary, chapter outline, possible
questions and topics for discussions and exams, and
representative answers to all Checkpoint, Review and
Discussion, and Thinking Geographically questions.
TestGen/Test Bank (download only)
(1292061375): TestGen is a computerized test gener-
ator that lets teachers view and edit Test Bank questions,
transfer questions to tests, and print the test in a variety
of customized formats. Authored by Amy D’Angelo
(SUNY Oswego), this Test Bank includes approximately
1,300 multiple-choice, true/false, and short-answer/
essay questions. Questions are correlated against the
revised U.S. National Geography Standards, chapter-
specific learning outcomes, and Bloom’s Taxonomy to
help teachers better map the assessments against both
broad and specific teaching and learning objectives.
Instructor Resources (download only): This
provides everything teachers need where they want
it. The Instructor Resources help make teachers more
effective by saving them time and effort. All digital
resources can be found in one well-organized, easy-
to-access place. This includes:
• All book images as JPEGs, PDFs, and Power-
Points™
• Pre-authored Lecture Outline PowerPoints™,
which outline the concepts of each chapter with
embedded art and can be customized to fit teach-
ers’ lecture requirements
• CRS “Clicker” Questions in PowerPoint™
The Teaching and Learning Package 19
• The TestGen software and Test Bank questions
• Electronic files of the IRM and Test Bank
This Instructor Resource Center content is avail-
able via the Instructor Resources section of Master-
ingGeography and www.pearsonglobaleditions.com/
Dahlman.
for students
Goode’s World Atlas, 22nd edition
(0321652002): Goode’s World Atlas has been the
world’s premiere educational atlas since 1923—and for
good reason. It features more than 280 pages of maps,
from definitive physical and political maps to impor-
tant thematic maps that illustrate the spatial aspects of
many important topics. The 22nd edition includes 190
pages of new, digitally produced reference maps, as
well as new thematic maps on global climate change,
sea level rise, CO2 emissions, polar ice fluctuations,
deforestation, extreme weather events, infectious dis-
eases, water resources, and energy production.
Dire Predictions: Understanding
Global Warming by Michael Mann and Lee
r. Kump (0136044352): This text is for students
in any science or social science course who are in
need of a basic understanding of Intergovernmental
Panel on Climate Change (IPCC) reports. In just over
200 pages, this practical text presents and expands
upon the essential findings of the IPCC in a visually
stunning and undeniably powerful way to the lay
reader. Scientific findings that provide validity to the
implications of climate change are presented using
striking graphics and understandable analogies.
Pearson’s Encounter series
Pearson’s Encounter series provides rich, interactive
explorations of geoscience concepts through Google
Earth™ activities, exploring a range of topics in re-
gional, human, and physical geography. For those
who do not use MasteringGeography™, all chapter
explorations are available in print workbooks as well
as in online quizzes, at www.mygeoscienceplace.com,
accommodating different classroom needs. Each ex-
ploration consists of a worksheet, online quizzes, and
a corresponding Google Earth™ KMZ file.
• Encounter Human Geography by Jess C. Porter
(0321682203)
• Encounter World Regional Geography by Jess C.
Porter (0321681754)
• Encounter Physical Geography by Jess C. Porter
and Stephen O’Connell (0321672526)
• Encounter Geosystems by Charlie Thomsen
(0321636996)
• Encounter Earth by Steve Kluge (0321581296)
ABoUt oUr sUstAinABiLitY initiAtiVes

Pearson recognizes the environmental challenges facing this

planet, and acknowledges our responsibility in making a dif-
ference. This book has been carefully crafted to minimize
environmental impact. The binding, cover, and paper come
from facilities that minimize waste, energy consumption,
and the use of harmful chemicals. Pearson closes the loop by
recycling every out-of-date text returned to our warehouse.
Along with developing and exploring digital solutions to our
market’s needs, Pearson has a strong commitment to achieving
carbon neutrality. As of 2009, Pearson became the first carbon-
and climate-neutral publishing company. Since then, Pearson
remains strongly committed to measuring, reducing, and off-
setting our carbon footprint.
The future holds great promise for reducing our impact on
Earth’s environment, and Pearson is proud to be leading the
way. We strive to publish the best books with the most up-to-
date and accurate content, and to do so in ways that minimize
our impact on Earth. To learn more about our initiatives, please
visit www.pearson.com/responsibility.

20
U.s. national Geography standards
In 1994 the U.S. Congress adopted Goals 2000: The Educate America Act (Public Law 103-227). This act listed geography among
the fundamental subjects of a national curriculum. Geographical understanding, wrote Congress, is essential to achieve
“productive and responsible citizenship in the global economy.” Several academic and scholarly geographical organizations
collaboratively produced an agreed-upon core of geographic material and ideas, which was published as Geography for Life: The
National Geography Standards, revised into a second edition in 2012. These 18 Standards and the Essential Elements specify the
geographical subject matter and skills that U.S. students should master.
The goals demonstrate the degree to which geographic knowledge is essential for both understanding and effectively managing
environmental and human relations in the 21st century. They were established in the hope that all persons educated in the
public school system become geographically knowledgeable. In this book, we go beyond these standards in the treatment of
both subject matter and thinking skills, but we provide here the outline of the goals in order to demonstrate the great breadth of
the field.

the geographically informed person knows and understands the following:

the World in spatial terms Human systems

1. How to use maps and other geographic representations,
geospatial technologies, and spatial thinking to under-
stand and communicate information
2. How to use mental maps to organize information about
people, places, and environments in a spatial context
3. How to analyze the spatial organization of people,
places, and environments on Earth’s surface
Places and regions
4. The physical and human characteristics of places
5. That people create regions to interpret Earth’s
complexity
6. How culture and experience influence people’s percep-
tions of places and regions
Physical systems
7. The physical processes that shape the patterns of Earth’s
surface
8. The characteristics and spatial distribution of ecosystems
and biomes on Earth’s surface
9. The characteristics, distribution, and migration of human
populations on Earth’s surface
10. The characteristics, distribution, and complexity of
Earth’s cultural mosaics
11. The patterns and networks of economic interdependence
on Earth’s surface
12. The processes, patterns, and functions of human
settlement
13. How the forces of cooperation and conflict among people
influence the division and control of Earth’s surface
environment and society
14. How human actions modify the physical environment
15. How physical systems affect human systems
16. The changes that occur in the meaning, use, distribution,
and importance of resources
the Uses of Geography
17. How to apply geography to interpret the past
18. How to apply geography to interpret the present and plan
for the future

21
STRUCTURED LEARNING TO GUIDE
AND ENGAGE STUDENTS
An integrated learning path supports active learning,
application, and mastery of geographic concepts.

Chapter

9 Food and Agriculture

B eekeepers in North America have been finding more and more

of their colonies empty but for a weak queen and an unhatched
brood of juveniles. This is called colony collapse disorder. Since 2006,
Learning Outcomes
After reading this chapter, you should be
NEW! Learning
about one-third of colonies have collapsed each year. Honeybees are
the main pollinators for many plants and are worth $15 billion in added
able to:
• Describe the ways that food production has
Outcomes at the
crop value to American farmers. They remind us that agriculture, and
the food we eat, is the primary way that humans relate to nature.
kept up with population growth.
• Contrast the benefits and risks of
biotechnology.
beginning of each
Sudden abandonment of otherwise healthy colonies has no
known cause. Beekeepers, scientists, and farmers are concerned
that honeybees are dying from some new cause. Experts have sug-
• Classify agricultural regions as subsistence
or commercial.
chapter help stu-
• Explain how raising livestock can result in
gested numerous reasons including cell phone signals, pollution,
and deadly parasites. Suspicion has fallen on pesticides used on
fewer crops for human consumption.
• List the different types of fishing and fisheries
dents prioritize key
crops where honeybees pollinate. The use of these chemicals is in-
creasing and reflects the transition of American agriculture from
that produce the world’s aquatic food.
• Locate the areas with the largest numbers concepts and skills as
family farms to large agribusinesses. The powerful agrochemical of undernourished people today.
industry denies any risk to honeybees.
Other aspects of industrial farming may add to the honeybees’
• Explain the importance of land reform in the
developing world.
they read.
vulnerability. Fewer farms mean fewer colonies and America to-
day has half the number of colonies it did in the 1940s. Honey-
bees are, themselves, agricultural commodities, rented to farmers.
Many beekeepers rotate their colonies through different farms on
a seasonal basis. The smaller number of colonies that exist in the
United States may now be more exposed to the causes of colony
collapse than honeybees that stay put.
Climate, Crops,
and Bees A Look Ahead
A Look Ahead briefly outlines the
Feeding a Growing Population
Humans have managed to grow enough food to support an ever-growing population by opening new lands to agriculture,
main points in each
chapter.
redistributing and improving crops, and applying technology to agriculture.
Agriculture Systems
Agricultural regions are primarily distinguished by what crop is grown. Some are basically subsistence farming, grown for
use by farmers and their communities. Others are predominantly commercial.
Livestock Around the World
Humans raise animals mainly for meat and milk. Many crops are grown to feed animals. Livestock present many
environmental problems. Dairying is a special kind of livestock raising.
Aquatic Food Supplies
Oceans and inland waters provide large quantities of food that are vital for many countries and local communities. Some
fisheries are in decline from overfishing. Aquaculture offers new possibilities for fish supplies.

A beekeeper in New York inspects his Hunger and Food Security

hive. Honeybee colonies, in hives like About one in eight humans experience hunger, and most of these are in developing countries. Obstacles to increasing food
this one, are rapidly disappearing in production include cash cropping, government policies, trade barriers, and problems of land ownership. Climate change may
some countries. alter some agricultural systems. Sustainable agriculture seeks to limit environmental damage caused by farming. 335

NEW! Chapter Review Summary is organized

Checkpoint: Food Origins around the main points and Learning Outcomes
Survey your local grocery for the origins of whole in each chapter.
foods (raw vegetables, fruits, and nuts). Which trav-
eled the farthest to your store? What origins seem
least likely as food producers and why? What was
required to transport these foods?

Checkpoint: Know Your Fishmonger Summary

Survey the fish counter at your local grocery store.
Write down a list of the species, their countries Feeding a Growing Population •
of origin, whether they were farm raised or wild • Food supplies have generally kept up with a growing
caught, and price per pound. Is your selection population because farmers have opened new farm- •
mostly freshwater or marine? Local or interna- land, grown new crops, and adopted new techniques.
tional? Farm raised or wild? Which are least expen-
sive? Ask your fishmonger how they were shipped. • Storing, transporting, and trading food allows produc- •
Is your fish counter sustainable? tive regions to support more distant hungry regions.
• The green revolution used new scientific techniques
to increase crop yields in many poor and hungry •
countries.
NEW! Checkpoint questions integrated at the end of
• Biotechnology changes the genetic structure of plants •
chapter sections allow students to check and apply
and animals for greater productivity or preferred
their conceptual understanding, for a more applied food qualities.
and active learning approach. •
Agriculture Systems
•
•
• •
•
•

•
 GEOGRAPHY IN THE REAL WORLD
Rich, contemporary, and relevant applications illustrate the
geography in action all around us.
NEW! The World in 2050 explores
possible future scenarios based on
what geographers know today. The World in 2050
Changes in the Biosphere
The
T biogeography of Earth in 2050 Species Changes Climate change for many species
w likely be significantly different
will with specific climatic tolerances is affecting their distribu-
f
from today, as a result of multiple tion. In North America, global warming will force north-
forces
fo affecting species and eco- ward shifts in distribution. For example, the sugar maple,
sy
systems. We will see the effects known for its striking autumn colors and as a source of
of these forces most clearly on the maple syrup, requires cold winter temperatures, and
dis
distributions of individual species, moderate summer temperatures. Today, the sap runs and

NEW! Explorations, written by experts in various but we may also see subtle changes
along the margins of some biomes.
can be harvested a week or more earlier than in the past,
and harvests do not last as long as it did. If these trends
ca
The causes of changing distributions will continue, the range of sugar maple in the United States
areas of geography, present real-world research, complex, and it will be difficult to say
be comp
whether the changes we see are caused by
will be greatly restricted in 2050 (Figure 4-4-1).
Invasive Species Invasive species will continue to
emphasizing the applied nature and relevance of specific factors.
Changes in the Biomes
Biom Population growth and
cause extinctions and disruptions of ecological communi-
ties virtually everywhere. Because invasive species usu-

geography today. changing resource use, particularly the demand for

agricultural commodities, will likely cause changes in
the distribution of forest and grassland biomes. The
extent of tropical forests has been shrinking, and the
pressures causing that shrinkage—primarily demand
for agricultural land to support food production and
material needs such as lumber—will likely continue
or increase. Presently in North America, increased
demand for biofuels is causing grassland to be con-
verted to cropland. If we develop technology to use
switchgrass or similar crops for biofuel, those pres-
A Cultural Geographic Approach to Islam and Gender sures will continue in other environments as well.
By Banu Gökarıksel, University of North Carolina, Department of Geography
ally succeed in environments similar to their home ranges,
the biome, as a region of broadly similar plant and animal
types, will remain despite gains and losses of certain spe-
cies. The disappearance of sugar maple from the forests
of North America would not spell the end of the forest.
The biosphere of 2050 is thus likely to look different
from that of today in its details. In high-latitude environ-
ments, forests may expand into areas that are currently
tundra, or the border may shift between grassland and
desert. Larger changes in the world map of biomes
are likely, with significant shifts in the extents of biomes
and the species they contain.

Pres
Pr
Present
esen
es e t
en Possible
P sssibblee future
Po fut
u urre

I
n recent years, there has been an emphasis on veiling as
an Islamic requirement for pious Muslims. The emergence
of veiling as a religious, political, and cultural issue is
linked to two related issues in the Muslim world. The first is
the rise of broad Islamic-oriented social and political move-
ments across most Muslim countries. These movements
share an emphasis on living according to the tenants of Islam,
but vary in terms of specific political goals and strategies. The
second issue is the growth of an “Islamic” consumer market
that includes a fashion industry.

THE CONCEPT OF VEILING IN ISLAM Veiling is an ap-

plication of the Islamic code of modesty. The Qur'an specifies
Sugar maple
modesty for both men and women, including virtues such as relative
humility, moderation, and not drawing attention to oneself abundance
in public. The same code mandates women's covering their 51–100
5
31–50
3
“ornaments” or “jewels” in public spaces or in the presence of 21–30
2
unrelated men. Debates continue about the interpretation of ATLANTIC
ATL
T ANTIC 11–20
1 ATLANTIC
Qur'anic injunctions about veiling, which has led to different OCEAN 7–10
7 OCEAN
4–6
4
practices in different places (Table 7-3-1). 1–3
1 0 200 400 Miles
Interpretations of modest dress differ across Muslim com- 0
0 22000
2000 400 Kilometers
munities. These are often linked to cultural concepts such as
honor, respectability, femininity, and social class. Historically
(a) (b)
in Egypt, upper-class urban women were fully covered. For
many centuries in Indonesia, Muslim women did not cover  Figure 7-3-1 Fatih, a conservative lower-middle-
their hair and shoulders in their daily practice. Only recently class neighborhood in Istanbul. This photo shows
have young Indonesian women accepted veiling as an impor- several styles of veiling in one frame: two young women
tant religious requirement.

THE VEIL AS A FASHION OBJECT Muslim women's veil-

ing practices are increasingly varied as a result of the rise
of a growing fashion industry that targets devout Muslim
Global and Local features examine the
connections between global forces and local
places, and how particular places respond to
global impacts.
GL
LO
LOB
OBAL AND LOCAL
Detroit, The Shrinking City
While many U.S. cities confront sprawl, some are in
steep decline. The city of Detroit once housed 1.85 mil-
lion people in 1950. The city of Detroit was once home
to the Big Three automakers—Ford, Chrysler, and
General Motors (Figure 10-3-1). Many more companies
started there to supply parts to the massive factories
that employed much of Detroit’s workforce. As long as
the auto industry was thriving, the basic sector of De-
troit grew, hiring many of the African Americans that
left the American South after World War II.
DOWNWARD SPIRAL The population began to
decline after 1970 when most industrial cities expe-
rienced a combination of a worsening economy and
Figure 10-3-1 Detroit, Motor City. The headquarters of America’s “Big Three”
automakers and many related companies dominated the skyline of Detroit.
dressed in the fashionable styles and colors of 2004, an
older woman dressed in a more conservative style with a Rapid Change features emphasize the issues that
large headscarf and an overcoat, and in the back, women
in loosely tied headscarves and no scarves at all. arise as local places contend with environmental,
economic, cultural, and political changes that occur
at unprecedented speed.
Monitoring Arctic Sea Ice Extent
In September 2012, the extent of sea ice in the Arc- beneath the Arctic Ocean. Russia has claimed large
tic Ocean reached the lowest level ever recorded. parts of the Arctic Ocean floor and in 2007 planted its
Both the thickness and extent of sea ice have been flag on the sea bed beneath the North Pole.
declining for decades, as a result of global warm-
EXPLORE HOW PLACES CHANGE The Arctic
ing. The Parry Channel, a key part of the Northwest
Passage sea route across northern Canada, was
is a region of rapid change. Climatic warming is
underway, driven primarily by fossil-fuel combus-
largely ice free in late summer 2012 (Figure 1-2-1).
tion around the globe. This warming is melting
social unrest. Two additional factors made matters
FROM FISHING TO DRILLING Inuit people have permafrost, accelerating coastal erosion, and
worse for Detroit. Detroit’s economy was almost
lived in the Arctic region for thousands of years, sub- transforming ecosystems. Resource extraction
entirely based on the auto industry as a global sisting largely through hunting and fishing in Arctic is growing, creating new communities, cultural
center of production. Competition from foreign coastal waters. The Northwest Passage was first navi- interactions, and sometimes conflict. Warming,
automakers began to cut into the sales of the Big gated by Europeans in 1903–1906, but has not yet be- economic development, and cultural change are
Three, beginning their slow decline. Rising oil prices come a viable route for commercial ships. Today the interrelated, perhaps most profoundly by the fossil
caused by Middle East turmoil made production region is increasingly important in world affairs, prin- fuel combustion that drives climate change, and
more expensive and slowed the economy in gen- cipally as a source of oil. Offshore drilling is planned the declining sea ice that facilitates oil and gas
eral, lowering sales. Lower sales meant fewer jobs. in both the Russian and United States parts of the exploration and extraction. Such changes in the
The auto industry started moving out of down- Chukchi Sea, which likely contains large oil and gas physical environment and human societies, and
town, taking jobs and the employed to the sub- deposits. Scientists believe that a substantial por- the processes that connect them, are the central
urbs. The population that remained in Detroit was tion of the world’s remaining fossil fuel resources are focus of geography.
increasingly poor and less educated. Demand for
public services re-
mained but the loss
of jobs meant the
city had a smaller
nd
tax base to pay for la
Is
schools, infrastruc- re
me
ture, and policing. es
Ell
Crime increased and Sea Ice Retreats in the
Northwest Passage
the vicious cycle Bathurst
of postindustrial Melville Island Island
decline worsened.
Today, the city of
Cornwallis Devon Island
Detroit is the small- Island
est it has been in a Parry Channel
century. The city is
demolishing aban-
doned houses and
Somerset
businesses that have
Island
become fire hazards Victoria Island
and eyesores
(Figure 10-3-2).  Figure 1-2-1 Satellite image of the Parry Channel, between Victoria Island and Melville Island
Some blocks are in northern Canada, on August 2, 2012.
now empty fields.
GeoGrAPHiC VisUALizAtion
Geographic concepts illustrated with compelling, current,
and accessible figures.

the latest remote-sensed, satellite, and Google earth imagery.

Photorealistic illustrations, and dynamic cartography built with

current data and Gis tools.
Mid-ocean ridge
Tr e n
Tr e n c h

ch

Crust Crust
Average Annual
Net Migration
Gain
More than 100,000
20,000–100,000
0 to 20,000
Loss
Convection 0 to 20,000
20,000–100,000

Convection More than 100,000

Flows between regions
5500,000 people

M a n t le Ma ntle 1100,000 people

110,000 people

Contemporary photos of people and places illustrate the diversity of

earth’s geography.
INTEGRATED MEDIA
Integrated media resources create a dynamic learning
experience and bring geographic concepts to life.

NEW! Quick Response (QR)

C integrated throughout
codes
each chapter enable students
to use mobile devices to con-
nect the print book to online
imagery, media, and data Hydrologic Cycle

sources. between vege-

MapMaster Interactive Maps

allow students to layer various
thematic maps to analyze spatial
patterns and data at regional and World:
Cellphone
global scales. Users

Geoscience Animations illu-

minate the most difficult-to-
visualize topics from across the
geosciences with dynamic and
Animation
interactive visualizations of key
The Gulf
physical processes. Stream
 www.masteringgeography.com
The Mastering online homework, tutorial, and assessment system helps teachers focus
on their course objectives by delivering self-paced tutorials that provide students with
individualized coaching and respond to each student’s progress.

Tools for improving geographic literacy and exploring Earth’s

dynamic landscape.
is a powerful inter-
active map tool that presents as-
signable layered thematic and place
name interactive maps at world and
regional scales for students to test
their geographic literacy and spatial
reasoning skills, and explore the
modern geographer’s tools.

MapMaster Layered Thematic

Interactive Map Activities act as a
mini-GIS tool, allowing students to
layer various thematic maps to ana-
lyze spatial patterns and data at re-
gional and global scales and answer
multiple-choice and short-answer
questions organized by region and
theme.

NEW! Layered Thematic Map

Features
• 90 new map layers
• Zoom and annotation function-
alities
• All maps updated with data from
the 2010 U.S. Census, as well as
current data from the United Na-
tions, and the Population Refer-
ence Bureau

MapMaster Place Name Interactive

Map Activities have students identify
place names of political and physical
features at regional and global scales,
explore select recent country data
from the CIA World Factbook, and an-
swer associated assessment questions.
Help students develop a sense of place and spatial reasoning skills.
Encounter Activities provide rich, in-
teractive explorations of geography
concepts using the dynamic features of
Google Earth™ to visualize and explore
Earth’s landscape. Dynamic assess-
ment includes questions related to core
human geography concepts. All explo-
rations include corresponding Google
Earth KMZ media files, and questions
include hints and specific wrong-an-
swer feedback to help coach students
towards mastery of the concepts.

Geography videos provide students a sense of

place and allow them to explore a range of loca-
tions and topics. Covering issues of economy,
development, globalization, climate and climate
change, culture, etc., there are 10 multiple choice
questions for each video. These video activities
allow teachers to test students’ understanding
and application of concepts, and offer hints and
wrong-answer feedback.

Thinking Spatially and Data Analysis Activities

help students master the toughest concepts to de-
velop spatial reasoning and critical thinking skills
by identifying and labeling features from maps,
illustrations, graphs, and charts. Students then
examine related data sets, answering multiple-
choice and increasingly higher order conceptual
questions, which include hints and specific wrong-
answer feedback.

Student Resources in
MasteringGeography
• MapMaster™ interactive
maps
• Practice chapter quizzes
• Geoscience animations
• Geography videos
• “In the News” RSS feeds
• Glossary flashcards
• Optional Pearson eText
and more
Media icons integrated
throughout the chapters
direct students to login and
extend their learning beyond
the textbook.
 www.masteringgeography.com
With the Mastering gradebook and diagnostics, you’ll be better informed about your
students’ progress than ever before. Mastering captures the step-by-step work of every
student—including wrong answers submitted, hints requested, and time taken at every step
of every problem—all providing unique insight into the most common misconceptions of
your class.

Quickly monitor and display student results.

The Gradebook records all scores

for automatically graded assign-
ments. Shades of red highlight
struggling students and challeng-
ing assignments.

Diagnostics provide unique

insight into class and student
performance. With a single
click, charts summarize the
most difficult problems,
vulnerable students, grade
distribution, and score im-
provement over the duration
of the course.

With a single click, Individual Student

Performance Data provides at-a-glance
statistics into each individual student’s
performance, including time spent on
the problem, number of hints opened,
and number of wrong and correct an-
swers submitted.
Another random document with
no related content on Scribd:
 “They know me here,” he whispered to Nancy. “Ah, good morning,
Gaston.”
The waiter who had just placed the menu before him looked
slightly astonished at being thus addressed; but he was too urbane
to put his client out of countenance by pointing out, as Nancy felt
sure he could have pointed out, that his name was not Gaston.
“Now, let me see, what is it I always have here?” said Mr. Plimmer.
“Will you take ze table-d’hôte lunch, sare?” the waiter suggested.
“Oh, you recommend that, do you? Let me see....” The waiter
began to translate rapidly the meaning of the various items, so
rapidly that Mr. Plimmer did not even have time to say “cheese”
instead of “fromage.”
“Gaston always makes himself responsible for my lunch here,” he
explained to his guest. “He knows my tastes, and you can be sure
he’s going to give us something special.”
The waiter, having taken the order for the table-d’hôte, returned
with the wine list.
“Ah-ha, now this will take a bit of thought,” said Mr. Plimmer. “Let
me see now. Let—me—see. White or red wine, Miss O’Finn?”
Nancy chose white.
“What woman ever chose red?” he laughed romantically. “Now let
—me—see. What’s the number of that Chambertin I usually drink
here, Gaston?”
“Number 34 is a very nice wine, sare.”
“That’s it! That’s it! A bottle of 34. Extraordinary, isn’t it, the way
these fellows remember every customer’s likes and dislikes?” he
observed to Nancy when the waiter had retired to fetch the wine. “It
must be quite a year since I was in Kettner’s, and yet he
remembered which was my particular tipple. But of course I always
tip him well. Oh, yes, old Gaston has good reason to remember my
tipple.”
 Mr. Plimmer winked solemnly to indicate that the pun was
intentional.
After a little more talk about the advantages of establishing a
personal relationship with waiters if you wished to fare well at
restaurants, Mr. Plimmer came to business.
“I think our excellent old landlady Mrs. Pottage has already written
to you something of what I wanted to talk about. The fact is, Miss
O’Finn, I have been completely subjugated by your little girl. And
what an actress! I don’t know if you’ve met Mrs. Pottage’s friend with
the queer name?”
“Mrs. Bugbird?”
“Just so. Well, your daughter’s imitation of Mrs. Bugbird is simply
marvellous. She has genius, that child. And genius is not a word that
one uses lightly in our profession. No, Miss O’Finn, it is a word that
one uses with caution, with extreme caution. But I don’t mind telling
you that during the last week I have been staggered by her
possibilities.”
“I’m afraid she comes of precocious parents,” said Nancy. “My
husband went on the stage when he was only sixteen, and I made
my first appearance ten years earlier. In my case, I’m afraid that
such early promise was fatal.”
“I’m sure you do yourself an injustice,” said Mr. Plimmer. “You are
feeling discouraged at the moment. It is not to be wondered at. But I
venture to think that the proposal I am going to make to you will open
a brighter vista. How do you find the wine?”
“Delicious,” said Nancy, who might as well have been drinking
water, so little was she aware of her glass.
“It is good, isn’t it? I’m bound to say Gaston never lets me down. I
don’t know if Mrs. Pottage told you that the occasion of my finding
myself under her hospitable roof was my engagement with the Lights
of Home company. A queer old-fashioned melodrama, one at which
we are tempted to laugh nowadays. But I accepted the engagement
with a purpose. One is never too old to learn, in our profession. I
wanted to get the feeling of the audience for melodrama. Of course,
in my early days I played a good deal in melodrama, but during the
last ten years I have been mostly on tour with London successes.
Last year, I had an idea for an original play, and while I was resting I
embodied my wandering fancies in tangible shape. I have written,
Miss O’Finn, what I do not hesitate to call the finest domestic drama
of our time, The Custody of the Child. A striking title, eh? The subject
is, as you may guess, divorce, but treated, I need hardly say, in a
thoroughly pleasant manner. I abominate these modern plays—
Ibsen and all that kind of thing. Thank goodness, the great majority
of our countrymen are with me there. We don’t want that kind of
raking in muckheaps. No, the moment that the British drama forgets
that it is founded upon British family life, the British drama is dead. I
hope you agree with me?”
Nancy supposed that he was more likely to stop talking if she
agreed with him than if she argued with him. So she nodded her
head in emphatic approval.
“I knew the mother of that child must be an intelligent woman.”
“Surely you haven’t been discussing the present state of the
drama with Letizia?” said Nancy.
Mr. Plimmer laughed solemnly.
“Not exactly. But, by Jove! that child would be quite capable of
discussing it. She’d talk a great deal more sense about it than most
of these confounded dramatic critics. Don’t speak to me about
dramatic critics, Miss O’Finn. They disgust me. I can’t bring myself to
speak about them. I regard dramatic critics and wife-beaters as the
most contemptible beings on earth. By what right does a man who
knows no more about acting than a graven image set himself up to
criticise people who do? There he sits in the front row of the stalls
with last night’s shirt and a perpetual sneer—but don’t ask me to go
on talking about such rascals. My gorge rises against them. I
despise them. I regard them with contempt and aversion. I wish you
hadn’t brought up this topic, Miss O’Finn. I can’t even enjoy Gaston’s
excellent lunch when I think about dramatic critics. It’s their
ignorance that is so appalling, their ignorance, their lack of taste,
their dishonesty, their ... but, no, I cannot speak about them! Do let
me pour you out another glass of wine.”
“You were telling me about your play, Mr. Plimmer.”
The actor-author mopped his brow, and after reviving himself with
a few mouthfuls of food was able to continue.
“This play of mine, Miss O’Finn, might seem to bear a superficial
resemblance in the main theme to East Lynne. But it is only very
superficial. Until the excellent Mrs. Pottage to whom I read it said
that the great scene in the third act reminded her of a similar scene
in the dear old-fashioned drama at which we have all wept in our
day, I confess that even this superficial likeness had not struck me.
However, Mrs. Pottage was right. There undoubtedly is a faint
resemblance. But what of that? Did not somebody or other, some
great writer whose name escapes me for the moment, say that there
were only six original plots in the world? After all, it’s the treatment
that counts. But let us be practical. I did not invite you out to lunch to
hear me discuss abstract theories of art. At the end of this month
The Custody of the Child will be presented for the first time on any
stage at the Prince of Wales’ Theatre, Leeds. Will you and your
daughter accept what I am tempted to call the two leading parts? I
have engaged an excellent young actor for the husband—Clarence
Bullingdon. Do you know him? No? He’s very sound. My own part is
a comparatively small one. Well, I didn’t want to give the critics a
chance of saying that I had written a play to show off my own acting.”
“But would I suit the part?” Nancy asked.
“Exactly what I require. You might have served as the model for
my inspiration.”
Nancy wavered. The last thing she had intended was to allow
Letizia to act. Yet, would it hurt her so much to be acting with her
mother?
“What salary are you suggesting, Mr. Plimmer?”
“I had allotted five pounds a week to your part, Miss O’Finn, but if
your little girl will appear with you, I am prepared to double that.”
 Ten pounds a week! It was as much as she and Bram had ever
earned together, and a good deal more than they had earned
sometimes. It would be madness to refuse. Besides, work was
necessary if she was not to break down under this anxiety. Yet
Letizia was very young to be acting.
“What time would my little girl be finished?” she asked.
“Ah, you’re thinking of her bedtime. Well, of course, she would be
late. In fact, her scene in the last act is the crux of the whole play.
But surely she could lie down every afternoon? We shall only have
one matinée in the week.”
“You are tempting me, Mr. Plimmer. And yet I don’t really think I
ought to let my little girl act. Couldn’t you engage me at five pounds
a week without Letizia?”
The actor shook his head.
“Candidly, that would be a bit awkward, Miss O’Finn. The fact is
that I have already half promised your part elsewhere, and if it were
not for your little girl I should not care to break my word.”
“But I wouldn’t like to keep another girl out of the part,” said Nancy
quickly.
“That is being quixotic—unnecessarily quixotic; and quixotic, dear
lady, rhymes with idiotic. No, the other lady would perfectly
understand my point of view in doing anything within reason to
obtain the services of a good child actress in a play where so much,
everything, in fact—depends on that child actress. I understand from
Mrs. Pottage that you have been out of an engagement for some
time, Miss O’Finn, and you will pardon me if I say that I judged from
your lodgings that you are perhaps not in too healthy a financial
condition. I am willing if you accept the engagement for your
daughter and yourself to pay you half-salary until we open at Leeds.
Come, I think I have shown how really anxious I am to have your
little daughter.”
“I’ll let you know to-night,” Nancy began.
 “No, no, don’t wait till to-night. Say ‘yes’ now. Come, give me your
purse and I’ll put your first week’s salary inside and post you the
contract to-night.”
There was sixpence-halfpenny in that purse, and to-morrow,
Nancy thought, her last brooch would have to go to the pawnshop.
After that there would only be a few dresses, and then Bram’s watch
must go and perhaps even her wedding-ring. It would be madness to
refuse. She pushed her purse toward Mr. Plimmer.
“All right. Consider us engaged,” she sighed.
The actor was frankly delighted. He ordered a fresh bottle of
Chambertin and talked for another half-hour enthusiastically about
his play and the success that Letizia was going to make. But Nancy
could not be merry. She was wondering what Bram would have said
about Letizia’s acting. The people in the restaurant faded out of
sight; the noise of knives and forks died away; the conversation sank
to less than a whisper, to less than the lisp of wind in grass. There
stood Bram in the entrance, his eyebrows arched in a question, his
eyes half-laughing, half-critical, his lips pursed. It seemed to Nancy
that she rose from her seat and cried out to him; but in that instant
the people in the restaurant reappeared and the noise of talk and
plates was louder than ever. There was no Bram in the entrance of
the restaurant, no Bram anywhere in the world.
Mr. Plimmer offered to drive Nancy to Unicorn Street; but she
refused and bade him good-bye outside Kettner’s. She wanted to be
alone, and finding herself in Soho she thought that she would look in
at her late lodgings and inquire if there were any unforwarded letters
waiting for her, not that she expected any, but it might be that
somebody had written to her at that address. It would be cheerful to
find a letter from the Kinos. The Kinos? Ah, but it was not the same
thing. It was quite another matter for Letizia to act in the same play
as her mother.
Miss Fewkes was ungracious when she opened the door to her
late lodger. She had not let any of her rooms since the Kinos and
Nancy went away.
 “There was a letter and a parcel came for you some days ago, but
I don’t know if I can find them. If you’d have left your address I could
have forwarded it on. But I’m too busy to keep an eye on stray letters
kicking about and getting in the way when I’m dusting.”
However, in the end she found what turned out to be a postcard
from Mrs. Kino sending messages from herself and her husband.
The parcel was a set of Japanese boxes, one inside the other down
to the last one which was hardly bigger than a pin’s head. These
were for Letizia to play with.
There was nothing about Miss Fewkes that invited one to stay and
gossip with her. So Nancy went away with her post, and as she did
not want to visit Blackboy Passage again she left her address behind
her in case any more letters did happen to come.
That night Nancy lay awake for a long time, puzzling over the
wisdom and morality of the step she had taken. Was it due to
selfishness? Was it due to her own desire to be at work again? At
work! At work again! No longer to lie here night after night, staring
out of the curtainless window at the tawny London sky, her heart sick
for his arms about her. The evenings might not be so long when she
was working again. There would be indeed the poignancy of once
more treading boards that he and she had trod together; there would
be the agony of seeing again the familiar platforms along which he
had run with cups of tea for her; there would be continuous
reminders of what she had lost. Reminders? What reminders were
needed to make more empty this empty world? At work again! At
work! Every week a new town. Always something to distract her from
this eternal ache, some poor little futile change, but still change—
change and work. Was it very selfish of her to sacrifice Letizia to her
own need? Very wrong and very selfish? Yet even from a practical
point of view, surely it was right to take this money when she had the
chance? She could not leave Letizia with Mrs. Pottage indefinitely.
To refuse an offer like this while she accepted the old landlady’s
charity would put her in such a humiliating position. Bram surely
would not blame her. He would remember what had happened when
she went to his brother, and she would know that she had tried to put
her own feelings on one side. It made such a difference to open her
purse and hear the crackle of that five-pound note when she put in
her hand to find a penny for the bus-conductor. It was as comforting
and warm as the crackling of a fire in wintertime.
“Oh, my darling,” she cried toward the stars that were visible again
at last after that unending black frost, “my precious one, I don’t think
I have any more courage left. I can’t live alone any longer and
wonder what I shall have to pawn of ours next.”
In the morning Maudie came in with two letters. The first envelope
she opened held the contract from Mr. Rodney Plimmer with a note
asking her to sign it and return to him at Greenwich. The handwriting
on the outside of the second, which had been forwarded from
Blackboy Passage, was unfamiliar, and the postmark showed that it
was a week old. Miss Fewkes must have thought yesterday that she
had lost it, and had therefore said nothing about it. It was lucky that
she had called at her old lodgings. Or was it so lucky? The unfamiliar
writing filled Nancy with foreboding, and her heart beat very fast as
she tore open the envelope.

St. Joseph’s School,

Sisters of the Holy Infancy,
5 Arden Grove,
N. W.

Annunciation B. V. M.
Dear Mrs. Fuller,
After our talk in the train two weeks ago I wrote to the
Reverend Mother about you and your little girl.
Unfortunately she has been laid up with a bad chill, so that
only to-day I have had her answer. She gladly authorises
me to offer you the protection of the Holy Child for little
Letizia. This would mean that the Community will be
utterly responsible for her education until she reaches the
age of eighteen. I do not know of course if you will be
willing to let her come to us so young. I did not speak to
you on the subject, because I did not want to make any
 kind of half-promise without the authority of the Reverend
Mother. We should perfectly understand your not wanting
to lose her yet a while, and we shall be willing to accept
the care of her at any time during the next three years. But
if I may advise you, I think you would do right to send her
to us now. You will not consider me too narrow-minded if I
say that life on tour with all sorts of changing influences,
some good and some perhaps bad, is not the best early
influence for a little girl, especially an intelligent and
forward little girl like yours. However, this you must decide
for yourself. Of course, she will have a very good
education, and by being relieved of all financial
responsibility you will be able to save money for her when
she leaves us.
Will you let me know what you decide? We are ready to
take her immediately. I have thought a great deal about
you this fortnight, dear child, and I humbly pray to
Almighty God that He will give you His grace to choose
what is best for yourself and for your little girl.
Yours affectionately in J. C.
Sister Catherine.

Here was another wide turning out of that long lane, every bit as
wide and important as the first, but leading in exactly the opposite
direction.
Nancy looked at the contract from Mr. Plimmer and at the letter
from Sister Catherine. Why was she hesitating which road to take?
Was it the dread of parting with Letizia? A little. Was it the thought of
the disappointment of Mr. Plimmer, who with all his absurdity had
appreciated Letizia and thus endeared himself to her mother? A little.
Was it the fancy that Mrs. Pottage might be hurt by the rejection of
an offer that she would have supposed so welcome? A little. Or was
it cowardice about her own immediate future? That most of all. It was
the dread of tempting fortune by a refusal of this engagement. It was
the dread of sending back that comfortably crackling five-pound note
and having to pawn her last brooch before she could even pay for
the registered letter in which it ought to be sent. It was dread of the
tawny London sky louring at her through that curtainless window, of
tumbledown wooden stairs in Maiden Lane and weary stone steps in
Garrick Street, of seeing her wedding-ring appraised by a
pawnbroker’s thick and grimy fingers, of loneliness, eternal, aching
loneliness. There recurred the picture of that old lady framed by
vermilion cushions, and the sound of her high thin voice repeating,
“Educate your child. Educate her.” There came back the old lady’s
confident interpretation of her grandson’s unuttered wish. Whatever
the cost, Bram would surely choose the convent. Nancy was once
more in that silent tunnel, listening to Sister Catherine’s voice
plangent with the echoes of her passionate fled youth. She
remembered how deeply fraught with significance that conversation
had seemed. And the impulse that had drawn her footsteps to
Blackboy Passage to inquire for letters she did not expect? Who
should dare to say it was not Bram himself who had guided her
thither? So that between Letizia and the future offered her stood
nothing except her mother’s cowardice.
Nancy took her brooch to the pawnbroker’s and raised upon it the
sum of fifteen shillings and sixpence. Of this she spent a shilling in
sending this telegram.
Sister Catherine
5 Arden Grove.
N. W.
Your letter just received gratefully accept your kind offer
will call and see you this afternoon
Nancy Fuller.

Then she bought a registered envelope and slipped the five-pound

note inside it with a letter of apology to Mr. Plimmer.
Fourteen shillings and threepence in the world, but Letizia was
safe. She found a Catholic church and spent the odd coppers
lighting three penny candles to Our Lady of Victories.
 CHAPTER XVIII
TRIENNIAL
As if fortune had had no other object in view but the trial of
Nancy’s character by adversity, she had no sooner handed over
Letizia to the care of the Sisters than she secured an engagement
with a bloodthirsty melodrama called The Lights of Paris, in which
she toured what were called the “number two” towns for many, many
weeks. Her part was very different from the one Mr. Plimmer had
offered her. Instead of the unhappy young mother reconciled in the
last act to a forgiving husband she was to be a dark-eyed
adventuress, all ostrich plumes and swishing silk petticoats, whose
diabolical support of the villain earned groans and hisses from every
audience and whose death at last in the very sewer where she had
plotted to drown the heroine was greeted with acclamation. However,
what did the part matter? She was earning four pounds a week, out
of which she was managing to save half. And what did these dreary
manufacturing towns matter? There was less temptation to spend
money in them. Or the dull company of second-rate actors and
actresses? There was small encouragement to waste her money in
buying clothes to impress them. Blackburn, Bury, Bolton, St. Helens,
Oldham, Rochdale, Preston, Wigan, Warrington, Widnes, Halifax,
Huddersfield, Hartlepool, Gateshead, Sunderland, South Shields.
Rain and smoke and blight and the stench of chemicals. The clatter
of clogs every morning and every afternoon when the women were
going to and from their work in the factories. Soot and puddles.
Murky canals slimed always with a foul iridescence. Sodden shawls
and wet slates. Infinite ugliness, dawns and days and dusks
cinereous, eternal in festivity, and ceaseless monotone. No vivid
colour anywhere except occasionally in the gutters a piece of
orange-peel and on the sweating walls the posters of the tawdry
melodrama in which she was playing. It was good to think of Letizia
far from these drizzling and fumid airs.
 In November the Lights of Paris company visited Brigham where
for several years now a theatre had stood actually on the site of the
original tabernacle of the Peculiar Children of God. On making
inquiries about the present state of Lebanon House, Nancy heard
that old Mrs. Fuller had died about five months earlier. When Letizia
went to school at the convent, Nancy had written and told the old
lady; but she had never received an answer to her letter. She did not
feel at all inclined to visit Caleb or the aunts, and although she found
out where Emily Young was living she did not succeed in meeting
her, Miss Young being away that week. Nancy was wondering if her
news about Letizia had pleased the old lady, when the following
week at Birkenhead she had a letter from Miss Young.

22 Rosebank Terrace,
Brigham.
November 20th, ’95.
Dear Mrs. Fuller,
I was so disappointed to miss you during your stay in
this dreary place, but I was away on a visit to some
cousins in Macclesfield. I wrote to you when Mrs. Fuller
died, but I was afraid as I never heard from you that the
letter failed to reach you. I sent it to the address from
which you wrote last April about your little girl. Mrs. Fuller
had just had a second stroke, and I’m not sure that she
understood what I was reading to her. Still, I fancied that I
noticed an expression in her eyes that looked as if she
had understood and was glad. She was really
unconscious though until she died in May just before Mr.
Caleb Fuller was married. I miss her dreadfully, and
Brigham seems duller every day. You are lucky to be on
the stage and able to travel about from one place to
another. Life here is simply beastly. I’m trying to get a
place as secretary to somebody and have been working
hard at typewriting and shorthand. I hope I shall succeed. I
hate Brigham more every moment of the day. I do hope
 that we shall meet somewhere again. Wishing you all
good luck.
With kind regards. I am,
Yours sincerely,
Emily Young.

Nancy smiled when she read of the envy her career inspired,
smiled when she thought of Blackburn, Bury, Bolton, St. Helens,
Oldham, Rochdale, Preston, Wigan, Warrington, Widnes, Halifax,
Huddersfield, Hartlepool, Gateshead, Sunderland, and South
Shields.
The following Sunday the Lights of Paris company found
themselves in Warrington, and after Benediction at a little tin
mission-church Nancy saw the priest and arranged for Masses to be
said for Letizia’s great-grandmother. It was not so much the spiritual
satisfaction she derived from the fulfilment of this pious duty as the
feeling that somehow or other Masses said in this tin church for the
repose of that strange old woman’s soul would express her
personality in the immense void of eternity as effectively as on earth
she had expressed herself with those vermilion cushions and
Venetian mirrors. She had defied in her own creative world the
overwhelming nonentity of Lebanon House, just as on the walls of
her room Giorgione’s “Pastorale” had defied the meanness of
contemporary existence, prevailing with colour against time itself.
Now let beauty and compassion rise from the smoke of Warrington
to sustain her soul.
There was no opportunity that December to go South and spend
Christmas with Letizia; but Nancy was gratefully surprised by an
invitation from Mother Mary Ethelreda to visit the convent at
Beaumanoir on the moors of northern Lancashire, whence she could
easily return in time for the matinée at Burnley on Boxing Day. The
drive through the cold upland air, the quiet and seemliness of the
conventual life, the dignity of the aged Mother Superior, the
whiteness and candlelight within, the snow and starshine without, all
united to compose Nancy’s mind so that when she returned to the
theatre she moved in a dream, like one who has voyaged from afar
and whose body has arrived while the spirit still lingers on the way.
Looking out of her window that night, she fancied that the stars high
above the smoke of Burnley were jingling like silver bells, so much
nearer seemed they since her visit to the Convent of the Holy
Infancy at Beaumanoir on the wintry moors. And she knelt down to
thank Almighty God that Letizia’s youth was clear and bright, remote
and crystalline as one of those stars ringing down notes of
harmonious light upon the discordant gloom in which her mother
wandered.
It was June before Nancy saw Letizia. They spent a month
together in the cottage where she was born among the Kentish
cherry orchards. The pinks smelt just as sweet along the garden
paths as then. There were not fewer roses nor less honeysuckle in
the high hedges of the lanes. The haycocks threw shadows quite as
far across the shaven leas, across the green-glowing gold-bloomed
leas. And when Letizia was tucked away in her old cot and Nancy
sat by the lattice, poring upon the perfumes of the evening, there
were just as many ghost moths dancing upon the dusky air of the
garden, fluttering with the old fantasmal passion above the spiced
and sombrous flowers. But in no lane and in no lea, behind no
hedge, across no brook, at the end of no garden path was Bram,
who in this same month six years ago was everywhere. Yet, in spite
of the poignancy of remembered joys that she could never know
again, Nancy was very happy during her holiday. Letizia was as
diverting as ever, with her long tales of school, as definite in her likes
and dislikes and as quick to express them.
At the end of the month the long-promised stay with Mrs. Pottage
at Margate was accomplished, and Nancy noted with a little pang for
the way Letizia was getting older that she no longer called her old
friend Mrs. Porridge, just as now she always said “mother” instead of
“muvver.”
“Well, they haven’t starved her at this convent,” the old landlady
declared after she had embraced Letizia and presented her cousin,
Mrs. Williams, the pleasant and hospitable woman in whose house
they were to stay. “I was very doubtful about the idea when you
settled to put her in this convent, because I’ve always had a horror of
nuns, and which is why I’ve never been to see her. I know I read a
story once about a pore girl they bricked up, and it gave me the
horrors to that extent it was weeks before I could go down into the
cellar and fetch up a scuttle of coal. But the child’s looking a regular
nosegay. What do they give you to eat, duckie?”
“Oh, we have breakfast and dinner and tea and supper, and a
glass of milk at eleven,” Letizia said.
“You do?” Mrs. Pottage exclaimed. “Oh, dear, oh, dear, they
regular gormingdise you! I’ve got it all wrong about nuns. I suppose
it’s the name that sounds so empty. But certainly I fancied if you had
two slices of dry bread and a glass of water you thought you’d done
well for one day.”
“Mrs. Pottage, when shall we go paddling?” Letizia asked
persuasively.
“Paddling?” said Mrs. Pottage. “You surely don’t expect me to go
paddling?”
“Well, of course you must paddle,” Letizia exclaimed. “Don’t you
know we’re at the seaside?”
“But if I take off my shoes and stockings and pull up my skirts
they’ll think the British Museum’s broken loose,” said Mrs. Pottage.
“You haven’t seen my legs, duckie. Talk about marble columns. Well,
my legs would make a marble column look like a knitting-needle.
Besides, supposing I got my toe bit off by a kipper?”
The next morning, armed with several baskets of strawberries and
a large green-lined gingham umbrella, Mrs. Pottage set out with
Nancy and Letizia to savour the delights of Margate beach.
“Fine weather for a sail, mum,” said one of the longshoremen.
“Yes, but you’d be the one that was sold,” Mrs. Pottage retorted.
“Nice day for a row, mum,” suggested another longshoreman. “A
shilling the first hour, and sixpence every hour afterwards.”
“Who do you think I am?” Mrs. Pottage demanded. “Grace
Darling? No, thanks, young man, I’d sooner spend the money on
winkles.”
It was such a jolly week at Margate. Although Mrs. Pottage was
never lured into a boat, she was persuaded by Letizia into paddling;
and when she found herself with the water round her knees she was
so much amused by the ridiculous sight she must be making of
herself that she became as helpless with laughter as her friend Mrs.
Bugbird did and sat down with such a tremendous splash that every
child on the beach came running in her direction at the rumour that
an elderly woman had been seized by a ferocious shark. Letizia was
so much amused by the spectacle of Mrs. Pottage sitting down in the
sea and remaining there helpless with laughter that she sat down
herself, whereupon several other little girls and boys followed her
example, to the consternation of their nurses who had to fling down
their novelettes and hurry to the rescue. Yes, it was a jolly week at
Margate, a week of sitting on the sun-baked sands and eating
strawberries, of paddling and visiting the camera obscura, of
listening to Negroes and Pierrots, of digging castles and buying
shrimps for tea, of exploring the mysterious marine underworld of the
pier, of wild rides on donkeys and sedate drives in goat-carriages, of
sweets and paper-bags and asphalt promenades. But it came to an
end very quickly. Mrs. Pottage went back to Greenwich. Letizia went
back to the convent. Nancy went on tour again to play the
adventuress in another melodrama.
And for another two years she played adventuresses, rustling her
silk petticoats, hissing defiance through her clenched teeth, and
smoking with amazing effrontery the cigarettes that in those days
indicated on the stage a woman dead to shame. Nor did she catch
more than an occasional glimpse of Letizia during that time, because
she managed to fill up the summers of both 1897 and 1898 by acting
in stock seasons at northern theatres, where for one week during the
illness of the leading lady she had an opportunity of showing what
she could do with parts like Rosalind, Viola, and Lady Teazle. But the
next week she was playing the colourless Celia, the tiresome Olivia,
and the prototype of the modern adventuress, Lady Sneerwell. Yet
even these parts only lasted for the two reputed fine months of the
year. By the middle of July she was once more immersed in
monotonous villainy, measuring her success not by the applause but
by the groans and hisses of the unsophisticated audiences for
whose entertainment she kept the hero and the heroine apart until
the very end of the fifth act. Her salary was still four pounds a week;
but every week she was still able to save half. There was over £200
for Letizia in the bank when in the autumn of 1898 Nancy secured an
engagement in the provincial tour of a popular musical comedy to
sing a contralto part with a good song in each of the two acts and,
what interested her much more, a salary of five pounds a week. It
was while she was with this company that she met John Kenrick.
 CHAPTER XIX
NANCY’S CONTRALTO
The acquaintance began in Bristol by Nancy’s finding a letter
waiting for her at the stage-door on the second evening.

Royal Severn Hotel,

Bristol,
Oct. 11. Tuesday aft.
Dear Miss O’Finn,
Business having brought me to Bristol, I found myself at
the Princess’s Theatre last night, and I want to tell you
how very much I enjoyed your performance of the
Baroness—a difficult and ungrateful part in an absurd
production. But apart from your acting I was tremendously
struck by your voice. If it were well trained, I don’t hesitate
to say that you might go very far indeed in grand opera.
Good contraltos are so rare, and good contraltos who can
act are simply not to be found except in the unusual
atmospheric conditions set up by a blue moon. To show
my genuine enthusiasm, although my business in Bristol is
at an end, I am staying on another night in order to give
myself the pleasure of hearing you sing a second time.
And will you set the seal upon the pleasure by joining me
at supper in my hotel after the performance? I will call for
your answer before going in front. Don’t concern yourself
about “clothes.” Such a supper as I can offer you will not
be worthy of a grand toilette.
Yours very truly,
John Kenrick.
 Nancy was not used to getting letters of appreciation from the front
of the house. Adventuresses of the type that she had been playing
did not attract the susceptible pen. She really hardly knew how to
reply. At the same time it was pleasant to be told nice things about
one’s voice and one’s acting. She reread the letter. Rather an
affected way of writing, she decided, when she came to the remark
about the blue moon. Still, the affectation of the host was not
sufficient reason to decline supper with him. Grand opera? The man
was mad. Grand opera? Did he know anything about grand opera? It
might be interesting to go out to supper. After all, if he turned out to
be an idle bore she was not bound to see any more of him. Business
might detain him in Bristol; but she never would, if he were tiresome.
Nancy borrowed a piece of notepaper from the stage-door keeper
and wrote a brief acceptance of the stranger’s invitation.
“I’ve got off with an impresario,” she told the lady who shared her
dressing-room.
“With a what, dear?”
“Or a Lothario. I’m not quite sure yet,” Nancy laughed.
“Have I put too much black on my left eyelid?” the other asked
intensely. “It looks a bit smudgy, doesn’t it?”
“You’re not much interested in my young man,” said Nancy in
mock reproach.
“I’m sorry, dear. I was so fussed by this gard-awful liquid-black I
bought last week at Cardiff.”
“Perhaps it was coal,” Nancy suggested.
“Oh, you don’t think it is really!” exclaimed her companion. “Oh,
whatever shall I do? My god, if I wasn’t a perfect lady I could say
something.” Whereupon Miss Pamela Fitzroy proceeded to express
her opinion of Cardiff chemists and of the liquid-black they supplied
to poor actresses, in very strong language indeed. “What were you
saying, dear?” she stopped suddenly to ask Nancy. “Weren’t you
saying something about getting off with a foreigner? You watch him,
that’s my advice. I had a Spanish boy following me round last tour
when I was with the Fun of the Fair crowd, and what I went through,
my dear! He’d only got to look at me, and I’d feel like ringing the
nearest fire-alarm. And then he got jealous and took to walking up
and down outside the stage-door and glaring at all the men of the
company. Of course it used to amuse them, and they’d whistle
Toreador or whatever the song is. In the end, however, he ran out of
money and got pinched for passing a dud cheque at Bradford.”
“But my young man isn’t a foreigner,” said Nancy.
“Damn and blast this liquid-black,” swore Miss Pamela Fitzroy.
With the consciousness that somebody in front was interested in
her Nancy sang her two songs better that night than she had ever
sung them. She was feeling so much excited over the prospect of
going out to supper while she was dressing after the performance
that, though she knew she was being ridiculous, she simply could
not resist saying to Miss Fitzroy:
“I felt in voice to-night. I really enjoyed singing.”
“That’s right,” her companion replied indifferently. “A short life and
a merry one. Do you know, dear, I think I’ve put on weight. My
corsets! I believe I’ll have to give up drinking Guinness. They say it’s
fattening. What a shame! Still, I don’t want to get too fat. Men don’t
really like massive women nowadays. I wonder why. My dear old
mother says they got had so often when women used to wear
crinolines that they took to thin women in self-defence. You ought to
meet my dear old mother. She’s such a naughty old thing. You know,
a real good sport. Weren’t you saying you were going out to supper
with a fellow in front, dear? Have a good time, and say ‘champagne’
in a firm voice. Don’t let him think he can get away with Sauterne, or
you’ll find yourself going home on the last tram instead of in a cab.
You want to watch these fellows in the provinces. They think an
actress will give them a season ticket for paradise on a bottle of
lemonade and two ham sandwiches.”
Nancy’s admirer was waiting for her outside the stage-door. He
was a tall dark clean-shaven man with a heavy chin and large deep-
set eyes. The impression of his size was accentuated by the long