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The Sciences An Integrated Approach 8th Edition by James Trefil Ebook PDF
The Sciences An Integrated Approach 8th Edition by James Trefil Ebook PDF
The Sciences An Integrated Approach 8th Edition by James Trefil Ebook PDF
he text has been designed so that four chapters—relativity (7), quantum mechanics
(9), particle physics (13), and cosmology (15)—may be skipped without loss of continuity.
Chapter 22 he Molecules of Life now has a completely revised and simpliied “Return to the
Integrated Question.”
Chapter 23 his chapter now contains an expanded discussion of Mendelian genetics and
DNA transcription as well as updated material on the human genome.
Chapter 24 he New Science of Life starts with a new integrated question. It has updated
discussions of DNA ingerprinting, genetic engineering, and genetically modiied crops, as
well as new sections on epigenetics and synthetic biology.
Chapter 25 Evolution includes signiicantly updated and enhanced coverage on the origin of
life (especially chemical evolution), as well as a completely rewritten section on the Neander-
thals based on their DNA.
Special Features
In an efort to aid student learning and underscore the integration of the sciences, we have
attempted to relate scientiic principles to each student’s everyday life. To this end, we have
incorporated several distinctive features throughout the book.
GREAT IDEAS
Each chapter begins with a statement of a great unifying idea or theme in science, so that stu-
dents immediately grasp the chief concept of that chapter. hese statements are not intended
to be recited or memorized, but rather to provide a framework for placing everyday experi-
ences into a broad context.
At various points in each chapter, we ask students to pause and think about the implications of
a scientiic discovery or principle.
viii PR E FA CE
TECHNOLOGY
he application of scientiic ideas to commerce, industry, and other modern technological con-
cerns is perhaps the most immediate way in which students encounter science.
DISCOVERY LABS
he eighth edition features updated “kitchen sink” labs contributed by Larry McClellan and
Meena Jagasia who provide students with additional real-world science applications. hese labs
may be conducted in a class or lab, or they may be assigned for students to complete at home.
OTHER FEATURES
Key Words. Most science texts sufer from too complex a vocabulary. We have tried to avoid
unnecessary jargon. Because the scientiically literate student must be familiar with many
words and concepts that appear regularly in newspaper articles or other material for general
readers, each chapter contains key words that appear in boldface type. hese words are also
listed at the end of each chapter.
here are many other scientiic terms that are more specialized but also important. We have
highlighted these terms in italics. We strongly recommend that students learn the meaning and
context of all the key words but not be expected to memorize the words that appear in italics.
We encourage all adopters of this text to provide their own lists of key words and other terms,
both those we might have omitted and those they feel should be eliminated from our list.
Questions. We feature four levels of end-of-chapter questions, and we revise at least 30% of
them in each new edition. “Review Questions” test important factual information covered in
the text and are provided to emphasize key points. Many of the Review Questions have been
substantially rewritten for this edition. “Discussion Questions” are also based on material in the
text, but they also examine student comprehension and explore the application and analysis
P REFAC E ix
of the scientiic concepts. “Problems” are quantitative questions that require students to use
mathematical operations, typically those introduced in worked examples or “Science by the
Numbers.” Finally, “Investigations” require additional research outside the classroom. Each in-
structor should decide which level of questions is most appropriate for his or her students. We
welcome suggestions for additional questions, which we will add to the next edition of this text.
Illustrations. his book has been extensively illustrated with color images in an efort to help
amplify the key ideas and principles. All the diagrams and graphs have been designed for max-
imum clarity and impact.
Great Ideas in Science: A Reader in the Classic Literature of Science. In conjunction with
University Readers of San Diego, California, Robert Hazen and James Treil have edited a col-
lection of 50 excerpts from original sources to illustrate transformational discoveries in science
history. he readings are grouped into 25 chapters that parallel this volume. Taken together,
these readings reveal dramatic changes in the process and progress of science.
For Students
Personalize the learning experience.
Diferent learning styles, diferent levels of proiciency, diferent levels of preparation—each of
your students is unique. WileyPLUS Learning Space empowers them to take advantage of their
individual strengths:
● Students receive timely access to resources that address their demonstrated needs, and
they get immediate feedback and remediation when needed.
● Integrated, multimedia resources include:
Virtual Discovery Labs bring select core concepts to life in an online lab setting.
Animations illustrate select text concepts.
Science in the News Video Clips are linked right into the eBook in WileyPLUS for
easy in-context access and give students a look into how science works in the real
world.
● WileyPLUS Learning Space includes many opportunities for self-assessment linked to the
relevant portions of the text. Students can take control of their own learning and practice
until they master the material.
For Instructors
Personalize the teaching experience.
WileyPLUS Learning Space empowers you with the tools and resources you need to make your
teaching even more efective:
● You can customize your classroom presentation with a wealth of resources and function-
ality from PowerPoint slides to a database of rich visuals. You can even add your own
materials to your WileyPLUS Learning Space course.
● With WileyPLUS Learning Space you can identify those students who are falling behind
and intervene accordingly, without having to wait for them to come to oice hours.
● WileyPLUS Learning Space simpliies and automates such tasks as student performance
assessment, making assignments, scoring student work, keeping grades, and more.
Virtual Discovery Labs authored by Brian Shmaefsky of Lone Star College bring select core
concepts to life in an online lab setting. Virtual Discovery Labs ofer students an excellent al-
ternative to hands-on lab work with assignable lab reports and question assignments.
Test Bank by David King of Auburn University is available on both the instructor compan-
ion site and within WileyPLUS Learning Space. Containing approximately 50 multiple-choice
and essay test items per chapter, this test bank ofers assessment of both basic understanding
and conceptual applications. he Sciences, Eighth Edition Test Bank is ofered in two formats:
MS Word iles and a Computerized Test Bank. he easy-to-use test-generation program fully
supports graphics, print tests, student answer sheets, and answer keys. he software’s advanced
features allow you to create an exam to your exact speciications.
Instructor’s Manual prepared by Jack Giannattasio, Monmouth University, contains teach-
ing suggestions, lecture notes, answers to problems from the textbook, additional problems,
and over 70 creative ideas for in-class activities. Available in WileyPLUS Learning Space and on
the instructor companion site.
Science in the News Video Clips and Lecture Launcher Presentations provide instructors
with a presentation tool to give students a look into how science works in the real world. Videos
can be presented in class or assigned with questions in WileyPLUS Learning Space.
Animations. Select text concepts are illustrated using lash animation, designed for use in
classroom presentations.
All line illustrations and photos from he Sciences, Eighth Edition in jpeg iles and Power-
Point format are available both on the instructor companion site and within WileyPLUS Learn-
ing Space.
P REFAC E xi
Biology Visual Library containing all of the line illustrations in the textbook in jpeg format,
as well as access to numerous other life science illustrations from other Wiley texts, is available
in WileyPLUS and on the instructor companion site.
PowerPoint presentations by John Gudenas of Aurora University are tailored to he Sciences,
Eighth Edition’s topical coverage and learning objectives. hese presentations are designed to
convey key text concepts, illustrated by embedded text art. An efort has been made to reduce
the amount of words on each slide and increase the use of visuals to illustrate concepts. Per-
sonal Response System questions are speciically designed to foster student discussion and
debate in class.
Acknowledgments
he development of this text has beneited immensely from the help and advice of numerous
people. Students in our “Great Ideas in Science” course at George Mason University have played a
central role in designing this text. Approximately 9,000 students, the majority of whom were non-
science majors, have enrolled in the course over the past 24 years. hey represent a diverse cross
section of American students: more than half were women, and many minority, foreign-born,
and adult learners were enrolled. heir candid assessments of course content and objectives, as
well as their constructive suggestions for improvements, have helped shape our text.
FACULTY INPUT
We thank the many teachers across the country who are developing integrated science courses.
heir letters and suggestions to us and responses to our publisher’s survey inspired us as we
wrote this edition. We especially thank the professors who have used and class-tested the
earlier editions, sharing with us the responses of their students and their own analyses. heir
classroom experience continues to help us shape the book.
PUBLISHER SUPPORT
Finally, as in the previous editions, we gratefully acknowledge the dedicated people at John
Wiley and Sons who originally proposed this textbook and have helped us in developing every
aspect of its planning and production for all eight editions. We thank our Senior Editor, Nick
Ferrari for his support and innovative ideas. Senior Market Solutions Assistant, Mallory Fryc
served with skill and professionalism. Executive Marketing Manager Kristine Ruf championed
the book in her marketing and sales eforts.
We also thank the production team of the eighth edition. he project was ably managed by
Patricia McFadden and meticulously produced by Jeanine Furino who dealt with the countless
technical details associated with an integrated science book. Tom Nery designed the hand-
some text and the cover. Billy Ray researched the numerous new photos for the eighth edition.
Anna Melhorn coordinated the development of our new illustrations. To all the staf at John
Wiley, we owe a great debt for their enthusiastic support, constant encouragement, and sincere
dedication to science education reform.
xii PR E FA CE
GREAT IDEA: Heat is a form of energy that flows from Static Electricity 100
warmer to cooler objects. SCIENCE IN THE MAKING • 100
SCIENCE THROUGH THE DAY • 77 Benjamin Franklin and Electrical Charge
A Hot Breakfast he Movement of Electrons 101 / Coulomb’s Law 101
Nature’s Direction 77 SCIENCE BY THE NUMBERS • 102
Two Forces Compared
Coming to Terms with Heat 78
he Electrical Field 103
Heat and Temperature 78
THE ONGOING PROCESS OF SCIENCE • 79 Magnetism 103
The Fahrenheit Temperature Scale THE SCIENCE OF LIFE • 105
Temperature Conversions 80 Magnetic Navigation
How can the electron behave like both a particle The Discovery of Nylon
and a wave? TECHNOLOGY • 222
Liquid Crystals and Your Hand Calculator
GREAT IDEA: At the subatomic scale, everything is
quantized. Any measurement at that scale significantly Changes of State 223
alters the object being measured.
Chemical Reactions and the Formation of Chemical
SCIENCE THROUGH THE DAY • 193 Bonds 223
Digital Pictures Chemical Reactions and Energy: Rolling Down the Chemical Hill 224
The World of the Very Small 193 Common Chemical Reactions 226
Measurement and Observation in the Quantum World 194 / he Oxidation and Reduction 226 / Precipitation–Solution Reactions 228 /
Heisenberg Uncertainty Principle 195 Acid–Base Reactions 228
C ONT ENT S xvii
Information 255
13 The Ultimate Structure of Matter 287
SCIENCE BY THE NUMBERS • 256 How can antimatter be used to probe the human
Is a Picture Really Worth a Thousand Words? brain?
Computers 257
GREAT IDEA: All matter is made of quarks and leptons,
THE SCIENCE OF LIFE • 257 which are the most fundamental building blocks of the
The Computer and the Brain universe that we know.
THINKING MORE ABOUT PROPERTIES OF SCIENCE THROUGH THE DAY • 288
MATERIALS • 258 Looking at Sand
Thinking Machines
xviii CON TE N TS
THE ONGOING PROCESS OF SCIENCE • 296 Edwin Hubble and the Discovery of Galaxies 329
How Does the Brain Work? he Nebula Debate 329 / Kinds of Galaxies 330
Quarks 296 / Quarks and Leptons 297 The Redshift and Hubble’s Law 332
The Four Fundamental Forces 297 SCIENCE BY THE NUMBERS • 334
Force as an Exchange 298 / Uniied Field heories 299 / he Standard Analyzing Hubble’s Data
Model 300
The Large-Scale Structure of the Universe 334
Quantum Gravity, Strings, and Theories of Everything 301
he Big Bang 336 / Some Useful Analogies 336 / Evidence for the Big
THINKING MORE ABOUT PARTICLE PHYSICS • 301 Bang 337
Basic Research in Particle Theory
The Evolution of the Universe 339
RETURN TO THE INTEGRATED QUESTION • 302 Some General Characteristics of an Expanding Universe 339
DISCOVERY LAB • 303
Of What Is the Universe Made? 342
Dark Matter 342
14 The Stars 306 THE ONGOING PROCESS OF SCIENCE • 343
How much longer can the Sun sustain life on Earth? Dark Matter Searches
GREAT IDEA: The Sun and other stars use nuclear fusion Dark Energy 344
reactions to convert mass into energy. Eventually, when a THINKING MORE ABOUT COSMOLOGY • 346
star’s nuclear fuel is depleted, the star must burn out. The History of the Universe
SCIENCE THROUGH THE DAY • 307
RETURN TO THE INTEGRATED QUESTION • 346
Sunshine
DISCOVERY LAB • 347
The Nature of Stars 307
Measuring the Stars with Telescopes and Satellites 308 / Telescopes 308 / 16 Earth and Other Planets 350
Orbiting Observatories 309
Is Earth the only planet with life?
The Anatomy of Stars 311
GREAT IDEA: Earth, one of the planets that orbit the Sun,
he Structure of the Sun 311
formed 4.5 billion years ago from a great cloud of dust.
THE SCIENCE OF LIFE • 312
SCIENCE THROUGH THE DAY • 351
Why Is the Visible Spectrum Visible?
The Sun and the Moon
TECHNOLOGY • 313
Space Weather The Formation of the Solar System 351
he Sun’s Energy Source: Fusion 313 Clues to the Origin of the Solar System 352
Plate Tectonics: A Unifying View of Earth 385 The Rock Cycle 416
he Convecting Mantle 385 Igneous Rocks 416 / Sedimentary Rocks 417
xx CON TE N TS
Acid Rain and Urban Air Pollution 437 / he Ozone Problem 439 / he SCIENCE IN THE MAKING • 476
Greenhouse Efect 441 The Discovery of Cells
Debates about Global Climate Change 442 The Cell Theory 476
THE ONGOING PROCESS OF SCIENCE • 444 Observing Cells: he Light Microscope 476 / he Electron Microscope 478
Dealing with Climate Change How Does a Cell Work? 478
THINKING MORE ABOUT GLOBAL WARMING • 445 Cell Membranes 479 / he Nucleus 480 / he Energy Organelles:
How Certain Do You Have to Be? Chloroplasts and Mitochondria 482 / Cytoskeleton 484
RETURN TO THE INTEGRATED QUESTION • 445 Metabolism: Energy and Life 484
DISCOVERY LAB • 446
he Cell’s Energy Currency 484 / Photosynthesis 485 / Glycolysis: he
First Step in Energy Generation in the Cell 485 / Fermentation: A Way to
Keep Glycolysis Going 486 / he Final Stages of Respiration 487
20 Strategies of Life 449
What is life? Cell Division 487
Mitosis 488 / Meiosis 488
GREAT IDEA: Living things use many different strategies
THINKING MORE ABOUT CELLS • 490
to deal with the problems of acquiring and using matter
Biochemical Evidence for Evolution
and energy.
SCIENCE THROUGH THE DAY • 450 RETURN TO THE INTEGRATED QUESTION • 490
The Diversity of Life DISCOVERY LAB • 491
C ONT ENT S xxi
GREAT IDEA: A cell’s major parts are constructed from a The Human Genome 529
few simple molecular building blocks. SCIENCE IN THE MAKING • 530
SCIENCE THROUGH THE DAY • 495 Connecting Genes and DNA
An Afternoon Snack SCIENCE BY THE NUMBERS • 530
The Human Book of Life
Organic Molecules 495
Four Basic Characteristics 495 / Chemical Shorthand 497 TECHNOLOGY • 531
SCIENCE IN THE MAKING • 497 New Ways to Sequence
The Synthesis of Urea THE ONGOING PROCESS OF SCIENCE • 532
Epigenetics
Proteins: The Workhorses of Life 498
Amino Acids: he Building Blocks of Proteins 498 / he Structure of THINKING MORE ABOUT GENETICS • 532
Proteins 499 The Ethics of Genes
SCIENCE BY THE NUMBERS • 500 RETURN TO THE INTEGRATED QUESTION • 533
How Many Proteins Can You Make?
DISCOVERY LAB • 534
Proteins as Enzymes 500
THE SCIENCE OF LIFE • 502 24 The New Science of Life 537
Proteins and Diet Can we cure cancer?
How Drugs Work 502
GREAT IDEA: Our new understanding of genetic
Carbohydrates 503 mechanisms is leading to enormous technological
advances in medicine and other aspects of our lives.
Lipids 505
Saturated and Unsaturated Fats 506 SCIENCE THROUGH THE DAY • 538
A Break in the Case
TECHNOLOGY • 507
Nonfattening Fats Genetic Engineering 538
Cell Membranes 507 TECHNOLOGY • 540
Minerals and Vitamins 508 Bioterrorism
Minerals 508 / Vitamins 508 TECHNOLOGY • 541
THINKING MORE ABOUT THE MOLECULES OF LIFE • 510 The PCR Process
Dietary Fads
SCIENCE BY THE NUMBERS • 541
RETURN TO THE INTEGRATED QUESTION • 510 PCR Multiplication
DISCOVERY LAB • 511
DNA Fingerprinting 542
23 Classical and Modern Genetics 514 Stem Cells, Cloning, and Regenerative
Why do offspring resemble their parents? Medicine 543
SCIENCE IN THE MAKING • 544
GREAT IDEA: All living things use the same genetic code
Cloning Dolly the Sheep
to guide the chemical reactions in every cell.
SCIENCE THROUGH THE DAY • 515 Cancer—A Different Kind of Genetic Disease 546
A Family Resemblance SCIENCE BY THE NUMBERS • 547
Double-Blind Clinical Trials
Classical Genetics 515
he Rules of Classical Genetics 517 / Qualitative versus Quantitative Gene Therapy 548
Genetics 518
SCIENCE IN THE MAKING • 519 DNA Repair in the Cell 549
Mendel Lost and Found Birth of Genomic Science 550
Medicine 551 / Developmental Biology 551 / Tracing Ancestry 551 /
DNA and the Birth of Molecular Genetics 519
Ancient DNA 552
Nucleotides: he Building Blocks of Nucleic Acids 520 / DNA Structure
520 / RNA Structure 521 / he Replication of DNA 521 ONGOING PROCESS OF SCIENCE • 552
Sequencing the Neanderthal Genome
The Genetic Code 522
Transcription of DNA 522 / he Synthesis of Proteins 522 / Mutations Unraveling the Past: Mitochondrial DNA 552
and DNA Repair 526 / Why Are Genes Expressed? 526 Mitochondrial Eve 554
xxii CON TE N TS
SCIENCE BY THE NUMBERS • 554 Natural Selection and the Development of Complex
Daughtering Out Life 569
THINKING MORE ABOUT EMBRYONIC STEM CELLS • 554 Natural Selection 570
RETURN TO THE INTEGRATED QUESTION • 555 SCIENCE IN THE MAKING • 571
The Reception of Darwin’s Theory
DISCOVERY LAB • 556
James Treil (right) has authored or coauthored numerous books on science for the general audience. His interest in science literacy
began with a contributed essay to E. D. Hirsch’s Cultural Literacy and continued with his work on the Content Review Board for the
National Science Education Standards. He is a frequent lecturer on science and the law at state and federal judicial conferences. He
received undergraduate degrees from the University of Illinois and Oxford University. After receiving a doctorate in theoretical physics
from Stanford University, he held post-doctorate and faculty appointments in Europe and the United States. He is the Clarence Robinson
Professor of Physics at George Mason University. He has made contributions to researching elementary particle physics, luid mechanics,
medical physics (including cancer research), and the earth sciences. Treil was awarded the Gemant Prize of the American Institute of
Physics for his eforts to present science to the public. His most recent book is Science in World History.
Robert M. Hazen (left) is the Clarence Robinson Professor of Earth Science at George Mason University and Staf Scientist at the
Carnegie Institution of Washington’s Geophysical Laboratory. Hazen developed a fascination for rocks and minerals as a child growing
up in mineral-rich Northern New Jersey, and he pursued that interest as an undergraduate at the Massachusetts Institute of Technology.
After receiving a doctorate in earth sciences from Harvard University, he spent a year at Cambridge University as a NATO Postdoc-
toral Fellow. In addition to teaching courses on scientiic literacy, scientiic ethics, symmetry in art and science, and visual thinking, he
performs research on the roles that minerals may have played in the origin of life. His current studies explore the hypothesis that life
arose in a deep, high-pressure environment. Hazen is active in presenting science to the public. He developed a 60-lecture video version
of the textbook he Joy of Science, which is available nationally through he Teaching Company. He has appeared on numerous radio and
television shows, including NOVA and Today. His most recent popular book is he Story of Earth.
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häneen… En ole koskaan tullut ajatelleeksi, että sinä häntä siinä
määrin halveksit! Ansaitseeko hän tosiaankin sen?
— Jos käyn hänen luonaan, niin siihen minulla saattaa olla omat
syyni, siinä on kyllin sinulle. Mitä taas sukulaisuuteen tulee, niin
pikemmin hän on veljesi tai itse isäukkosi kautta sukua sinulle kuin
minulle. No, nyt olemme perillä. Mene mieluummin keittiöön. Ai! Mitä
täällä, mitä tämä on? Olemmeko myöhästyneet? Mutta eiväthän he
ole voineet syödä niin pian? Ovatko täällä taas Karamazovit jotakin
rötöstäneet? Varmaankin. Kas tuossahan on isäsikin ja Ivan
Fjodorovitš hänen jäljessään. He ovat syöksyneet ulos igumenin
luota. Kas tuolla isä Isidor huutaa portailta jotakin heidän jälkeensä.
Ja sinun isäsi huutaa myös ja huitoo käsillään, nähtävästi riitelee.
Ohoo, tuollahan on Miusov vaunuissaan menossa pois, näetkö, hän
ajaa! Ja tuossa juoksee tilanomistaja Maksimov — täällähän on
tapahtunut skandaali! ei päivällisiä ole ollut! Kunhan eivät vain olisi
pieksäneet igumenia? Tai ehkäpä he itse ovat saaneet selkäänsä?
Sepä olisi ollut paikallaan!
8.
Skandaali
Hän lähti ulos huutaen ja huitoen. Juuri sillä hetkellä Rakitin hänet
näki tulemassa ulos ja näytti Aljošalle.
Minä olen purrut hävyltä hännän poikki, mutta en toki ole sinun
veroisesi! Hyppää, hyppää pian! Päästä hänet, Vanja, tulee hauskaa.
Hän voi jotenkuten loikoa tässä jalkojen päällä. Lojutko, von Sohn?
Vai pistäisikö hänet pukille ajomiehen kanssa?… Hyppää pukille,
von Sohn!
— No, mitäs sinä? Mitä sinä? Miksi sinä häntä noin? — alkoi
Fjodor
Pavlovitš torua, mutta rattaat olivat jo lähteneet liikkeelle. Ivan
Fjodorovitš ei vastannut.
Kolmas kirja
Hekumoitsijat
1.
Palvelijainhuoneessa
Fjodor Pavlovitš Karamazovin talo ei suinkaan ollut aivan
kaupungin keskustassa, mutta ei ihan laidassakaan. Se oli
vanhanpuoleinen, mutta ulkoapäin miellyttävän näköinen: se oli
yksikerroksinen, siinä oli ullakkokerros, väriltään se oli harmaa, ja
rautakatto oli punainen. Se saattoi muutoin tehdä tehtävänsä vielä
pitkät ajat, oli tilava ja kodikas. Siinä oli paljon monenlaisia
komeroita, erilaisia piilopaikkoja ja portaita siellä, missä niitä ei olisi
odottanut. Talossa oli rottia, mutta Fjodor Pavlovitš ei ollut niille ihan
koko sydämestään vihainen: »Onhan kuitenkin vähän rattoisampaa,
kun on yksin kotona.» Hänellä oli tosiaankin tapana lähettää
palvelijat yöksi sivurakennukseen ja sulkeutua taloon yksin koko
yöksi. Tämä sivurakennus oli pihan puolella ja oli avara sekä
lujatekoinen. Sinne oli Fjodor Pavlovitš määrännyt sijoitettavaksi
myöskin keittiön, vaikka talossakin oli keittiö. Hän ei pitänyt keittiön
hajusta, ja ruoat tuotiin pihan poikki sekä talvella että kesällä.
Yleensä talo oli rakennettu isolle perheelle, ja sekä herrasväkeä että
palvelijoita olisi siihen mahtunut viisi kertaa enemmän. Mutta
kertomuksemme aikana asuivat talossa vain Fjodor Pavlovitš ja Ivan
Fjodorovitš, kun taas sivurakennuksessa oli ainoastaan kolme
henkeä palvelusväkeä: vanhus Grigori, vanha eukko Marfa, hänen
vaimonsa, ja palvelija Smerdjakov, joka vielä oli nuori mies. Täytyy
mainita hieman tarkemmin näistä kolmesta palvelijasta. Ukko Grigori
Vasiljevitš Kutuzovista muuten olemmekin jo puhuneet tarpeeksi.
Hän oli luja ja taipumaton mies, joka itsepintaisesti ja suoraa tietä
kulki määräämäänsä pistettä kohti, jos vain tuo piste joistakin syistä
(usein ihmeellisen epäjohdonmukaisesti) oli hänen edessään
eittämättömänä totuutena. Yleensä hän oli rehellinen ja lahjomaton.
Hänen vaimonsa Marfa Ignatjevna, joka oli koko elämänsä ajan
vastaansanomatta taipunut miehensä tahtoon, ahdisteli siitä
huolimatta kovasti miestään, esimerkiksi kohta talonpoikain
vapautuksen jälkeen, kehoittamalla tätä lähtemään pois Fjodor
Pavlovitšin talosta Moskovaan ja aloittamaan siellä jotakin pientä
kaupustelua (heillä oli jonkin verran rahoja). Mutta Grigori päätti
silloin kerta kaikkiaan, että akka jaarittelee joutavia, »sillä kaikki akat
ovat epärehellisiä», ja että heidän ei pidä lähteä entisen isännän
luota, olipa tämä millainen tahansa, sillä »tämä oli nyt heidän
tällöinen velvollisuutensa».
Lapsia ei Jumala heille suonut. Yksi lapsi oli ollut, mutta sekin oli
kuollut. Grigori oli ilmeisesti lapsirakas eikä salannutkaan sitä, t.s.
hän ei hävennyt tunnustaa sitä. Dmitri Fjodorovitšin hän oli ottanut
kolmivuotiaana poikana hoitoonsa, kun Adelaida Ivanovna karkasi, ja
puuhasi hänen kanssaan melkein vuoden, itse kampasi häntä, itse
pesi häntä kaukalossa. Myöhemmin hän puuhasi sekä Ivan
Fjodorovitšin että Aljošan kanssa ja sai siitä palkakseen
korvapuustin. Mutta kaikesta tästä olen jo kertonut. Oma lapsi
taasen ilahdutti häntä vain toivolla Marfa Ignatjevnan ollessa
raskaana. Mutta syntyessään lapsi täytti hänen sydämensä
murheella ja kauhulla. Tämä poika nimittäin syntyi kuusisormisena.
Sen nähtyään Grigori masentui siinä määrin, että ei ainoastaan ollut
sanaakaan puhumatta aivan ristiäisiin asti, vaan meni varta vasten
puistoon saadakseen olla puhumatta. Oli, kevät, hän kaiveli yhtä
mittaa kolme päivää lavoja hedelmätarhassa ja kukkapenkkejä
puistossa. Kolmantena päivänä oli pienokainen kastettava. Siihen
mennessä oli jokin ajatus kypsynyt Grigorin päässä. Kun hän saapui
tupaan, jonne jo olivat kokoontuneet kirkonpalvelijat ja vieraat ja
lopulta tullut itse Fjodor Pavlovitš ollakseen risti-isänä, niin hän
yht'äkkiä ilmoitti, että lasta »ei pitäisi ollenkaan kastaa», — ilmoitti
sen hiljaisella äänellä eikä monisanaisesti, vaan sanoi vaivoin sanan
kerrallaan katsellen tylsästi ja silmiään pois kääntämättä pappia.