Grob’s Basic Electronics 12th Edition

Mitchel E. Schultz
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Grob’s Basic
Electronics
Grob’s Basic
Electronics
12th Edition

Mitchel E. Schultz
Western Technical College
GROB’S BASIC ELECTRONICS, TWELFTH EDITION
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Library of Congress Cataloging-in-Publication Data

Schultz, Mitchel E.
Grob’s basic electronics / Mitchel E. Schultz, Western Technical College.
-- 12th edition.
pages cm
Includes index.
ISBN 978-0-07-337387-4 (alk. paper)
1. Electronics--Textbooks. I. Grob, Bernard. Basic electronics. II.
Title. III. Title: Basic electronics.
TK7816.G75 2016
621.381--dc23
2014042490

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does
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Dedication
This textbook is dedicated to all of my students, both past and present.
 Brief Contents
I Introduction to Powers of 10 2
Chapter 1 Electricity 22
Chapter 2 Resistors 54
Chapter 3 Ohm’s Law 76
Chapter 4 Series Circuits 108
Chapter 5 Parallel Circuits 142
Chapter 6 Series-Parallel Circuits 174
Chapter 7 Voltage Dividers and Current Dividers 208
Chapter 8 Analog and Digital Multimeters 232
Chapter 9 Kirchhoff ’s Laws 264
Chapter 10 Network Theorems 288
Chapter 11 Conductors and Insulators 320
Chapter 12 Batteries 350
Chapter 13 Magnetism 386
Chapter 14 Electromagnetism 406
Chapter 15 Alternating Voltage and Current 440
Chapter 16 Capacitance 484
Chapter 17 Capacitive Reactance 524
Chapter 18 Capacitive Circuits 546
Chapter 19 Inductance 572
Chapter 20 Inductive Reactance 618
Chapter 21 Inductive Circuits 640
Chapter 22 RC and L/R Time Constants 668
Chapter 23 Alternating Current Circuits 702
Chapter 24 Complex Numbers for AC Circuits 732
Chapter 25 Resonance 762
Chapter 26 Filters 798
Chapter 27 Diodes and Diode Applications 842

vii
 Chapter 28 Bipolar Junction Transistors 890
Chapter 29 Transistor Amplifiers 924
Chapter 30 Field Effect Transistors 966
Chapter 31 Power Amplifiers 1006
Chapter 32 Thyristors 1038
Chapter 33 Operational Amplifiers 1056
Appendix A Electrical Symbols and Abbreviations 1108
Appendix B Solder and the Soldering Process 1111
Appendix C Listing of Preferred Resistance Values 1118
Appendix D Component Schematic Symbols 1119
Appendix E Using the Oscilloscope 1125
Appendix F Introduction to Multisim 1140
Glossary 1182
Answers Self-Tests 1191
Answers Odd-Numbered Problems and Critical Thinking Problems 1197
Photo Credits 1219
Index 1220

viii Brief Contents

 Contents
Preface xviii

I Introduction to Powers of 10 2
I–1 Scientific Notation 4 I–6 Reciprocals with Powers
I–2 Engineering Notation and of 10 13
Metric Prefixes 6 I–7 Squaring Numbers Expressed
I–3 Converting between Metric in Powers of 10 Notation 14
Prefixes 10 I–8 Square Roots of Numbers
I–4 Addition and Subtraction Expressed in Powers of
Involving Powers of 10 Notation 14
10 Notation 11 I–9 The Scientific Calculator 15
I–5 Multiplication and Division Summary 17
Involving Powers of
10 Notation 12

Chapter 1 Electricity 22
1–1 Negative and Positive 1–7 Resistance Is Opposition to
Polarities 24 Current 38
1–2 Electrons and Protons in the 1–8 The Closed Circuit 40
Atom 24 1–9 The Direction of Current 42
1–3 Structure of the Atom 27 1–10 Direct Current (DC) and
1–4 The Coulomb Alternating Current (AC) 45
Unit of Electric Charge 30 1–11 Sources of Electricity 46
1–5 The Volt Unit of Potential 1–12 The Digital Multimeter 47
Difference 33
Summary 49
1–6 Charge in Motion Is
Current 35

Chapter 2 Resistors 54
2–1 Types of Resistors 56 2–5 Power Rating of
2–2 Resistor Color Coding 59 Resistors 66
2–3 Variable Resistors 63 2–6 Resistor Troubles 68
2–4 Rheostats and Summary 70
Potentiometers 64

Chapter 3 Ohm’s Law 76

3–1 The Current I 5 V/R 78 3–5 Multiple and Submultiple
3–2 The Voltage V 5 IR 80 Units 82
3–3 The Resistance R 5 V/I 81 3–6 The Linear Proportion
between V and I 84
3–4 Practical Units 82

ix
 3–7 Electric Power 86 3–11 Electric Shock 95
3–8 Power Dissipation in 3–12 Open-Circuit and Short-
Resistance 90 Circuit Troubles 96
3–9 Power Formulas 91 Summary 99
3–10 Choosing a Resistor for a
Circuit 93

Chapter 4 Series Circuits 108

4–1 Why I Is the Same in All Parts 4–7 Series-Aiding and
of a Series Circuit 110 Series-Opposing
4–2 Total R Equals the Sum Voltages 119
of All Series 4–8 Analyzing Series Circuits
Resistances 112 with Random
4–3 Series IR Voltage Unknowns 120
Drops 114 4–9 Ground Connections in
4–4 Kirchhoff ’s Voltage Law Electrical and Electronic
(KVL) 115 Systems 122
4–5 Polarity of IR Voltage 4–10 Troubleshooting: Opens and
Drops 117 Shorts in Series
Circuits 124
4–6 Total Power in a Series
Circuit 118 Summary 131

Chapter 5 Parallel Circuits 142

5–1 The Applied Voltage VA Is the 5–6 Total Power in Parallel
Same across Parallel Circuits 155
Branches 144 5–7 Analyzing Parallel Circuits
5–2 Each Branch I Equals with Random
VA /R 145 Unknowns 156
5–3 Kirchhoff ’s Current Law 5–8 Troubleshooting: Opens and
(KCL) 146 Shorts in Parallel
5–4 Resistances in Parallel 148 Circuits 156
5–5 Conductances in Summary 165
Parallel 154

Chapter 6 Series-Parallel Circuits 174

6–1 Finding R T for Series-Parallel 6–5 Analyzing Series-Parallel
Resistances 176 Circuits with Random
6–2 Resistance Strings in Unknowns 181
Parallel 177 6–6 The Wheatstone Bridge 184
6–3 Resistance Banks in 6–7 Troubleshooting: Opens and
Series 179 Shorts in Series-Parallel
6–4 Resistance Banks and Strings Circuits 188
in Series-Parallel 180 Summary 194

Cumulative Review Summary Chapters 1 to 6 206

x Contents
 Chapter 7 Voltage Dividers and Current
Dividers 208
7–1 Series Voltage Dividers 210 7–4 Series Voltage Divider
7–2 Current Divider with Two with Parallel Load
Parallel Resistances 214 Current 217
7–3 Current Division by Parallel 7–5 Design of a Loaded Voltage
Conductances 216 Divider 219
Summary 221

Chapter 8 Analog and Digital Multimeters 232

8–1 Moving-Coil Meter 234 8–7 Digital Multimeter
8–2 Meter Shunts 236 (DMM) 249
8–3 Voltmeters 239 8–8 Meter Applications 251
8–4 Loading Effect of a 8–9 Checking Continuity with
Voltmeter 242 the Ohmmeter 253
8–5 Ohmmeters 244 Summary 255
8–6 Multimeters 247

Cumulative Review Summary Chapters 7 to 8 263

Chapter 9 Kirchhoff ’s Laws 264

9–1 Kirchhoff ’s Current Law 9–4 Node-Voltage Analysis 275
(KCL) 266 9–5 Method of Mesh
9–2 Kirchhoff ’s Voltage Law Currents 277
(KVL) 268 Summary 281
9–3 Method of Branch
Currents 271

Chapter 10 Network Theorems 288

10–1 Superposition Theorem 290 10–6 Thevenin-Norton
10–2 Thevenin’s Theorem 291 Conversions 300
10–3 Thevenizing a Circuit with Two 10–7 Conversion of Voltage and
Voltage Sources 294 Current Sources 302
10–4 Thevenizing a Bridge 10–8 Millman’s Theorem 304
Circuit 295 10–9 T or Y and p or D
10–5 Norton’s Theorem 297 Connections 306
Summary 311

Cumulative Review Summary Chapters 9 to 10 319

Chapter 11 Conductors and Insulators 320

11–1 Function of the 11–4 Connectors 327
Conductor 322 11–5 Printed Circuit Board 328
11–2 Standard Wire Gage 11–6 Switches 329
Sizes 323
11–7 Fuses 331
11–3 Types of Wire
Conductors 325 11–8 Wire Resistance 333

Contents xi
 11–9 Temperature Coefficient
of Resistance 336
11–10 Ion Current in Liquids and
Gases 338
11–11 Insulators 340
Chapter 12 Batteries 350
12–1 Introduction to
Batteries 352
12–2 The Voltaic Cell 354
12–3 Common Types of Primary
Cells 356
12–4 Lead-Acid Wet Cell 360
12–5 Additional Types
of Secondary Cells 363
12–6 Series-Connected and
Parallel-Connected Cells 366
Cumulative Review Summary
Chapter 13 Magnetism 386
13–1 The Magnetic Field 388
13–2 Magnetic Flux (␾) 390
13–3 Flux Density (B ) 392
13–4 Induction by the Magnetic
Field 394
13–5 Air Gap of a Magnet 396
Chapter 14 Electromagnetism 406
14–1 Ampere-Turns of
Magnetomotive Force
(mmf ) 408
14–2 Field Intensity (H ) 409
14–3 B-H Magnetization
Curve 412
14–4 Magnetic Hysteresis 414
14–5 Magnetic Field around an
Electric Current 416
Chapter 15 Alternating Voltage and Current 440
15–1 Alternating Current
Applications 442
15–2 Alternating-Voltage
Generator 443
15–3 The Sine Wave 446
15–4 Alternating Current 447
15–5 Voltage and Current Values
for a Sine Wave 448
15–6 Frequency 451
xii
11–12 Troubleshooting Hints for
Wires and Connectors 342
Summary 345
12–7 Current Drain Depends
on Load Resistance 368
12–8 Internal Resistance
of a Generator 369
12–9 Constant-Voltage and
Constant-Current
Sources 372
12–10 Matching a Load Resistance
to the Generator ri 374
Summary 378
Chapters 11 to 12 383
13–6 Types of Magnets 397
13–7 Ferrites 398
13–8 Magnetic Shielding 399
13–9 The Hall Effect 399
Summary 401
14–6 Magnetic Polarity of a
Coil 418
14–7 Motor Action between Two
Magnetic Fields 419
14–8 Induced Current 421
14–9 Generating an Induced
Voltage 423
14–10 Relays 427
Summary 433
15–7 Period 453
15–8 Wavelength 454
15–9 Phase Angle 457
15–10 The Time Factor in Frequency
and Phase 460
15–11 Alternating Current Circuits
with Resistance 461
15–12 Nonsinusoidal AC
Waveforms 463
Contents
 15–13 Harmonic Frequencies 465 15–16 Three–Phase AC Power 470
15–14 The 60-Hz AC Power Summary 474
Line 465
15–15 Motors and Generators 468

Cumulative Review Summary Chapters 13 to 15 482

Chapter 16 Capacitance 484

16–1 How Charge Is Stored 16–7 Parallel Capacitances 505
in a Dielectric 486 16–8 Series Capacitances 505
16–2 Charging and Discharging 16–9 Energy Stored in Electrostatic
a Capacitor 487 Field of Capacitance 507
16–3 The Farad Unit of 16–10 Measuring and Testing
Capacitance 489 Capacitors 508
16–4 Typical Capacitors 493 16–11 Troubles in Capacitors 511
16–5 Electrolytic Capacitors 498 Summary 515
16–6 Capacitor Coding 500

Chapter 17 Capacitive Reactance 524

17–1 Alternating Current 17–5 Applications of Capacitive
in a Capacitive Circuit 526 Reactance 532
17–2 The Amount of XC Equals 17–6 Sine-Wave Charge
1/(2␲fC ) 527 and Discharge Current 533
17–3 Series or Parallel Capacitive Summary 538
Reactances 531
17–4 Ohm’s Law Applied to XC 532

Chapter 18 Capacitive Circuits 546

18–1 Sine Wave vC Lags iC by 18–6 RF and AF Coupling
908 548 Capacitors 558
18–2 X C and R in Series 549 18–7 Capacitive Voltage
18–3 Impedance Z Triangle 551 Dividers 559
18-4 RC Phase-Shifter 18–8 The General Case of
Circuit 553 Capacitive Current iC 561
18–5 XC and R in Parallel 554 Summary 562

Cumulative Review Summary Chapters 16 to 18 570

Chapter 19 Inductance 572

19–1 Induction by Alternating 19–7 Transformer Ratings 589
Current 574 19–8 Impedance
19–2 Self-Inductance L 575 Transformation 592
19–3 Self-Induced Voltage vL 578 19–9 Core Losses 596
19–4 How vL Opposes a Change 19–10 Types of Cores 597
in Current 579 19–11 Variable Inductance 598
19–5 Mutual Inductance L M 580 19–12 Inductances in Series or
19–6 Transformers 583 Parallel 599

Contents xiii
 19–13 Energy in a Magnetic Field 19–15 Measuring and Testing
of Inductance 601 Inductors 604
19–14 Stray Capacitive Summary 609
and Inductive Effects 602

Chapter 20 Inductive Reactance 618

20–1 How XL Reduces the Amount 20–5 Applications of XL for Different
of I 620 Frequencies 626
20–2 XL 5 2␲f L 621 20–6 Waveshape of vL Induced
20–3 Series or Parallel Inductive by Sine-Wave Current 627
Reactances 625 Summary 632
20–4 Ohm’s Law Applied to X L 625

Chapter 21 Inductive Circuits 640

21–1 Sine Wave iL Lags vL by 21–5 Q of a Coil 651
908 642 21–6 AF and RF Chokes 654
21–2 XL and R in Series 643 21–7 The General Case
21–3 Impedance Z Triangle 645 of Inductive Voltage 656
21–4 XL and R in Parallel 648 Summary 658

Chapter 22 RC and L/R Time Constants 668

22–1 Response of Resistance 22–8 Long and Short Time
Alone 670 Constants 681
22–2 L/R Time Constant 670 22–9 Charge and Discharge
22–3 High Voltage Produced by with a Short RC Time
Opening an RL Circuit 672 Constant 682
22–4 RC Time Constant 674 22–10 Long Time Constant for an RC
Coupling Circuit 683
22–5 RC Charge and Discharge
Curves 677 22–11 Advanced Time Constant
Analysis 685
22–6 High Current Produced by
Short-Circuiting an RC 22–12 Comparison of Reactance and
Circuit 678 Time Constant 688
22–7 RC Waveshapes 679 Summary 691

Cumulative Review Summary Chapters 19 to 22 700

Chapter 23 Alternating Current Circuits 702

23–1 AC Circuits with Resistance 23–7 Series-Parallel Reactance
but No Reactance 704 and Resistance 713
23–2 Circuits with XL Alone 705 23–8 Real Power 714
23–3 Circuits with XC Alone 706 23–9 AC Meters 716
23–4 Opposite Reactances 23–10 Wattmeters 717
Cancel 707 23–11 Summary of Types of Ohms
23–5 Series Reactance and in AC Circuits 717
Resistance 709 23–12 Summary of Types of Phasors
23–6 Parallel Reactance and in AC Circuits 718
Resistance 711 Summary 723

xiv Contents
 Chapter 24 Complex Numbers for AC
Circuits 732
24–1 Positive and Negative 24–9 Converting Polar to
Numbers 734 Rectangular Form 743
24–2 The j Operator 734 24–10 Complex Numbers in Series
24–3 Definition of a Complex AC Circuits 745
Number 736 24–11 Complex Numbers in Parallel
24–4 How Complex Numbers Are AC Circuits 747
Applied to AC Circuits 736 24–12 Combining Two Complex
24–5 Impedance in Complex Branch Impedances 749
Form 737 24–13 Combining Complex
24–6 Operations with Complex Branch Currents 750
Numbers 739 24–14 Parallel Circuit with Three
24–7 Magnitude and Angle of a Complex Branches 751
Complex Number 740 Summary 753
24–8 Polar Form of Complex
Numbers 742

Cumulative Review Summary Chapters 23 to 24 760

Chapter 25 Resonance 762

25–1 The Resonance Effect 764 25–7 Tuning 783
25–2 Series Resonance 764 25–8 Mistuning 785
25–3 Parallel Resonance 768 25–9 Analysis of Parallel
25–4 Resonant Frequency Resonant Circuits 786
___
fr 5 1y(2␲ ÏLC ) 771 25–10 Damping of Parallel
Resonant Circuits 787
25–5 Q Magnification Factor
of a Resonant Circuit 775 25–11 Choosing L and C for a
Resonant Circuit 789
25–6 Bandwidth of a Resonant
Circuit 779 Summary 790

Chapter 26 Filters 798

26–1 Examples of Filtering 800
26–2 Direct Current Combined
with Alternating Current 800
26–3 Transformer Coupling 803
26–4 Capacitive Coupling 804
26–5 Bypass Capacitors 807
26–6 Filter Circuits 809
26–7 Low-Pass Filters 810
26–8 High-Pass Filters 811
26–9 Analyzing Filter Circuits 812
26–10 Decibels and Frequency
Response Curves 821
26–11 Resonant Filters 828
26–12 Interference Filters 830
Summary 832

Cumulative Review Summary Chapters 25 to 26 840

Chapter 27 Diodes and Diode Applications 842

27–1 Semiconductor 27–3 Volt-Ampere Characteristic
Materials 844 Curve 849
27–2 The p -n Junction Diode 846 27–4 Diode Approximations 852

Contents xv
 27–5 Diode Ratings 855 27–7 Special Diodes 874
27–6 Rectifier Circuits 856 Summary 882

Chapter 28 Bipolar Junction Transistors 890

28–1 Transistor 28–4 Transistor Ratings 900
Construction 892 28–5 Checking a Transistor
28–2 Proper Transistor with an Ohmmeter 903
Biasing 894 28–6 Transistor Biasing
28–3 Transistor Operating Techniques 905
Regions 898 Summary 917

Chapter 29 Transistor Amplifiers 924

29–1 AC Resistance of a 29–6 Common-Collector
Diode 926 Amplifier 939
29–2 Small Signal Amplifier 29–7 AC Analysis of an Emitter
Operation 928 Follower 941
29–3 AC Equivalent Circuit of 29-8 Emitter Follower
a CE Amplifier 932 Applications 946
29–4 Calculating the Voltage Gain, 29-9 Common-Base Amplifier 949
A V, of a CE Amplifier 932 29-10 AC Analysis of a Common-
29–5 Calculating the Input and Base Amplifier 950
Output Impedances in a CE Summary 956
Amplifier 937

Chapter 30 Field Effect Transistors 966

30–1 JFETs and Their 30–5 MOSFET Biasing
Characteristics 968 Techniques 993
30–2 JFET Biasing 30–6 Handling MOSFETs 995
Techniques 973 Summary 997
30–3 JFET Amplifiers 979
30–4 MOSFETs and Their
Characteristics 987

Chapter 31 Power Amplifiers 1006

31–1 Classes of Operation 1008 31–4 Class C Amplifiers 1025
31–2 Class A Amplifiers 1009 Summary 1031
31–3 Class B Push-Pull
Amplifiers 1018

Chapter 32 Thyristors 1038

32–1 Diacs 1040 32–4 Unijunction
32–2 SCRs and Their Transistors 1047
Characteristics 1040 Summary 1051
32–3 Triacs 1045

xvi Contents
 Chapter 33 Operational Amplifiers 1056
33–1 Differential Amplifiers 1058 33–4 Popular Op-Amp
33–2 Operational Amplifiers and Circuits 1082
Their Characteristics 1065 Summary 1098
33–3 Op-Amp Circuits with
Negative Feedback 1072

Appendix A Electrical Symbols and Abbreviations 1108

Appendix B Solder and the Soldering Process 1111
Appendix C Listing of Preferred Resistance Values 1118
Appendix D Component Schematic Symbols 1119
Appendix E Using the Oscilloscope 1125
Appendix F Introduction to Multisim 1140
Glossary 1182
Answers Self-Tests 1191
Answers Odd-Numbered Problems and Critical Thinking Problems 1197
Photo Credits 1219
Index 1220

Contents xvii
 Preface
The twelfth edition of Grob’s Basic Electronics provides students and instruc-
tors with complete and comprehensive coverage of the fundamentals of electricity
and electronics. The book is written for beginning students who have little or no
experience and/or knowledge about the field of electronics. A basic understanding
of algebra and trigonometry is helpful since several algebraic equations and right-
angle trigonometry problems appear throughout the text.
The opening material in the book, titled “Introduction to Powers of 10,”
prepares students to work with numbers expressed in scientific and engineering
notation as well as with the most common metric prefixes encountered in elec-
tronics. Students learn how to add, subtract, multiply, divide, square, and take the
square root of numbers expressed in any form of powers of 10 notation.
Chapters 1 through 12 cover the basics of atomic structure, voltage, current,
resistance, the resistor color code, Ohm’s law, power, series circuits, parallel cir-
cuits, series-parallel (combination) circuits, voltage and current dividers, analog
and digital meters, Kirchhoff’s laws, network theorems, wire resistance, switches,
insulators, primary and secondary cells, battery types, internal resistance, and
maximum transfer of power. The first 12 chapters are considered DC chapters
because the voltages and currents used in analyzing the circuits in these chapters
are strictly DC.
Chapters 13 through 26 cover the basics of magnetism, electromagnetism, re-
lays, alternating voltage and current, capacitance, capacitor types, capacitive reac-
tance, capacitive circuits, inductance, transformers, inductive reactance, inductive
circuits, RC and L/R time constants, real power, apparent power, power factor,
complex numbers, resonance, and filters. Chapters 13–26 are considered the AC
chapters since the voltages and currents used in analyzing the circuits in these
chapters are primarily AC.
Chapters 27 through 33 cover the basics of electronic devices, which include
semiconductor physics; diode characteristics; diode testing; half-wave and full-
wave rectifier circuits; the capacitor input filter; light-emitting diodes (LEDs);
zener diodes; bipolar junction transistors; transistor biasing techniques; the
common-emitter, common-collector, and common-base amplifiers; JFET and
MOSFET characteristics; JFET amplifiers; MOSFET amplifiers; class A, class B
and class C amplifiers; diacs; SCRs; triacs; UJTs; op-amp characteristics; invert-
ing amplifiers; noninverting amplifiers; and nonlinear op-amp circuits. These
seven additional chapters covering electronic devices may qualify this text for
those who want to use it for DC fundamentals, AC fundamentals, as well as
electronic devices.
Appendixes A through F serve as a resource for students seeking additional
information on topics that may or may not be covered in the main part of the
text. Appendix A lists all of the electrical quantities and their symbols. It also
includes a listing of the most popular multiple and submultiple units encountered
in electronics as well as a listing of all the Greek letter symbols and their uses.
Appendix B provides students with a comprehensive overview of solder and the
soldering process. Appendix C provides a list of preferred values for resistors. The
list of preferred values shows the multiple and submultiple values available for a
specified tolerance. Appendix D provides a complete listing of electronic compo-
nents and their respective schematic symbols. Appendix E provides students with
an introduction on how to use an oscilloscope. Both analog and digital scopes

xviii
 are covered. Appendix F provides an extensive overview on the use of Multisim,
which is an interactive circuit simulation software package that allows students
to create and test electronic circuits. Appendix F introduces students to the main
features of Multisim that directly relate to their study of DC circuits, AC circuits,
and electronic devices.

What’s New in the Twelfth Edition

of Grob’s Basic Electronics?
• The twelfth edition of Grob’s Basic Electronics continues to provide
students and instructors with a Laboratory Application Assignment at the
end of every chapter in the book! In the twelfth edition, many of the lab
application assignments have been modified and/or expanded based on
the recommendations of several reviewers. Each laboratory application
assignment is a hands-on lab exercise in which students build and test
circuits in a laboratory environment. Each lab application assignment
reinforces one or more of the main topics covered within the chapter.
The labs are short and concise yet thorough and complete. With the
inclusion of the lab application assignments, additional lab supplements
may not be necessary. Never before has an electronics book of this
magnitude provided a laboratory activity as part of the main text.
• Multisim continues to be a key component in the twelfth edition of
Grob’s Basic Electronics. All of the Multisim files for use with this
textbook have been updated to version 12.1, the latest version of
Multisim software available at the time of publication. Appendix F,
Introduction to Multisim, has also been completely updated to reflect the
latest changes in version 12.1 of the software.
• The Good to Know feature, appearing in the margins of the text, has once
again been expanded in several chapters of the book.
• In Chapter 3, Ohm’s Law, coverage of the inverse relation between I and
R has been expanded. Also, a streamlined approach for calculating energy
costs has been included.
• Chapter 7, Voltage Dividers and Current Dividers, has been expanded to
include variable voltage dividers. Also, increased emphasis has been placed
on the voltage divider rule (VDR) and the current divider rule (CDR).
• Also new to the twelfth edition is a much heavier emphasis of real-world
applications. At the end of several chapters throughout the book, new
sections including real-world applications have been added. These real-
world applications bring to life the concepts covered in a specific chapter.
In Chapter 3, Ohm’s Law, calculating the current drawn by several
different home appliances is discussed. In Chapters 4 and 5, Series
Circuits and Parallel Circuits, respectively, the wiring and characteristics
of holiday lights are thoroughly discussed. In Chapter 11, Conductors
and Insulators, the electrical wire used in residential house wiring is
explained in detail. Extension cords and speaker wire are also discussed.
In Chapter 12, Batteries, lead-acid battery ratings are covered along with
information on charging, testing, storage, and disposal. In Chapter 14,
Electromagnetism, solenoids and solenoid valves are discussed. In
Chapter 15, Alternating Voltage and Current, the 120-V duplex
receptacle is thoroughly covered. In Chapter 16, Capacitance, an
emerging new type of capacitor, known as a supercapacitor, is thoroughly
explained. Several of its applications are also discussed. In Chapter 19,
Inductance, isolation transformers and their advantages are carefully
examined. And finally, in Chapter 23, Alternating Current Circuits, the
different types of power in AC circuits are explained as well as power
factor and the need for power factor correction.

Preface xix
 Ancillary Package
The following supplements are available to support Grob’s Basic Electronics,
twelfth edition.

Problems Manual for use with Grob’s

Basic Electronics
This book, written by Mitchel E. Schultz, provides students and instructors with
hundreds of practice problems for self-study, homework assignments, tests, and
review. The book is organized to correlate chapter by chapter with the textbook.
Each chapter contains a number of solved illustrative problems demonstrating
step-by-step how representative problems on a particular topic are solved. Fol-
lowing the solved problems are sets of problems for the students to solve. The
Problems Manual is a must-have for students requiring additional practice in
solving circuits.

Experiments Manual for Grob’s Basic Electronics

This lab book, written by Wes Ponick, provides students and instructors with
easy-to-follow laboratory experiments. The experiments range from an introduc-
tion to laboratory equipment to experiments dealing with operational amplifiers.
All experiments have been student tested to ensure their effectiveness. The lab
book is organized to correlate with topics covered in the text, by chapter.
All experiments have a Multisim activity that is to be done prior to the actual
physical lab activity. Multisim files are part of the Instructor’s Resources on Con-
nect. This prepares students to work with circuit simulation software, and also to
do “pre-lab” preparation before doing a physical lab exercise. Multisim coverage
also reflects the widespread use of circuit simulation software in today’s electron-
ics industries.

Digital Resources
Connect Engineering
The online resources for this edition include McGraw-Hill Connect®, a web-
based assignment and assessment platform that can help students perform better
in their coursework and master important concepts. With Connect®, instructors
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xx Preface
 Distinguishing what students know from what they don’t, and honing in on con-
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student. Reading is no longer a passive and linear experience but is an engaging
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These valuable reports also provide instructors with insight into how students are
progressing through textbook content and are useful for identifying class trends,
focusing precious class time, providing personalized feedback to students, and
tailoring assessment. How does SmartBook work? Each SmartBook contains
four components: Preview, Read, Practice, and Recharge. Starting with an initial
preview of each chapter and key learning objectives, students read the material
and are guided to topics for which they need the most practice based on their
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your way.

Preface xxi
Before you read . . .

Chapter Introductions briefly outline

the main chapter topics and concepts.

I
Chapter Outlines guide you through
Introduction to
the material in the chapter ahead. The
outlines breakdown the individual topics Powers of 10
covered, and each outline is tied to a
main heading to emphasize important
topics throughout the chapter. T he electrical quantities you will encounter while working in the field of
electronics are often extremely small or extremely large. For example, it is
not at all uncommon to work with extremely small decimal numbers such as
0.000000000056 or extremely large numbers such as 1,296,000,000. To enable us
to work conveniently with both very small and very large numbers, powers of 10
notation is used. With powers of 10 notation, any number, no matter how small or

Chapter Outline
1–1 Negative and Positive Polarities 1–8 The Closed Circuit
1–2 Electrons and Protons in the Atom 1–9 The Direction of Current
1–3 Structure of the Atom 1–10 Direct Current (DC) and Alternating
Current (AC)
1–4 The Coulomb Unit of Electric Charge
1–11 Sources of Electricity
1–5 The Volt Unit of Potential Difference
1–12 The Digital Multimeter
1–6 Charge in Motion Is Current
1–7 Resistance Is Opposition to Current

Chapter Objectives
After studying this chapter, you should be able to
■ List the two basic particles of electric ■ Describe the difference between voltage and Chapter Objectives organize and
charge. current.
■ Describe the basic structure of the atom. ■ Define resistance and conductance and list highlight the key concepts covered within
the unit of each.
■ Define the terms conductor, insulator, and
semiconductor and give examples of each ■ List three important characteristics of an
the chapter text.
term. electric circuit.
■ Define the coulomb unit of electric charge. ■ Define the difference between electron flow
sch73874_intro_002-021.indd 2 09/12/14 2:59 PM
■ Define potential difference and voltage and and conventional current.
list the unit of each. ■ Describe the difference between direct and
■ Define current and list its unit of measure. alternating current.

Important Terms
alternating current conductor electron valence ohm
(AC) conventional current element potential difference Important Terms help students
ampere
atom
coulomb
current
free electron
insulator
proton
resistance
identify key words at the beginning of
atomic number dielectric ion semiconductor each chapter. They are defined in the
circuit direct current (DC) molecule siemens
compound electron neutron static electricity
text, at the end of the chapter, and in the
conductance electron flow nucleus volt glossary.

xxii
sch73874_ch01_022-053.indd 23 09/12/14 11:22 AM
While you read . . .

Figure 1–5 Physical force between electric charges. (a) Opposite charges attract. (b) Two
negative charges repel each other. (c) Two positive charges repel.

Pioneers in Electronics offer Opposite Like  Like 

charges charges charges
background information on the scientists attract repel repel

and engineers whose theories and      

discoveries were instrumental in the (a) (b) (c)

development of electronics.

repel in Fig. 1–5b, and two positive charges of the same value repel each other in
Fig. 1–5c.

PIONEERS
Good to Know boxes provide IN ELECTRONICS Polarity of a Charge
French natural philosopher Charles- An electric charge must have either negative or positive polarity, labeled 2Q or
additional information in the margins of Augustin Coulomb (1736–1806) 1Q, with an excess of either electrons or protons. A neutral condition is considered
the text. developed a method for measuring zero charge. On this basis, consider the following examples, remembering that the
electron is the basic particle of charge and the proton has exactly the same amount,
the force of attraction and
although of opposite polarity.
repulsion between two electrically
charged spheres. Coulomb
established the law of inverse
squares and defined the basic unit
of charge quantity, the coulomb.
Section Self-Reviews allow students to
check their understanding of the material Example 1-1
A neutral dielectric has 12.5 3 1018 electrons added to it. What is its charge in
just presented. They are located at the GOOD TO KNOW coulombs?
end of each section within a chapter, As an aid for determining the
ANSWER This number of electrons is double the charge of 1 C. Therefore,
added charge (6Q) to a neutral
with answers at the end of the chapter. 2Q 5 2 C.
dielectric, use the following
equation:
Number of electrons added or removed
oved
6Q 5 ________________________
6.25 3 1018 electrons/C
___

■ 1–1 Self-Review
GOOD TO KNOW Answers at the end of the chapter.

Electricity is a form of energy,

a. Is the charge of an electron positive or negative? Examples throughout the text expand
b Is the charge of a proton positive or negative?
where energy refers to the ability
to do work. More specifically,
c. Is it true or false that the neutral condition means equal positive and on key concepts and offer students a
negative charges?
electrical energy refers to the deeper understanding of complex
energy associated with electric
charges.
material.
1–2 Electrons and Protons in the Atom
Although there are any number of possible methods by which electrons and protons
might be grouped, they assemble in specific atomic combinations for a stable ar-
rangement. (An atom is the smallest particle of the basic elements which forms the

sch73874_ch01_022-053.indd 31 09/12/14 11:22 AM

Multisim Icons, identify circuits for MultiSim Figure 1–8 Chemical cell as
a voltage source. (a) Voltage output is the
which there is a Multisim activity. potential difference between the two
terminals. (b) Schematic symbol of any
Multisim files can be found on the DC voltage source with constant polarity.
Longer line indicates positive side.
Instructor Resources section for
Connect.
p w w . ,
then, is a voltage source, or a source of electromotive force (emf). The schematic
symbol for a battery or DC voltage source is shown in Fig. 1–8b.
Sometimes the symbol E is used for emf, but the standard symbol V represents
any potential difference. This applies either to the voltage generated by a source or
to the voltage drop across a passive component such as a resistor.
It may be helpful to think of voltage as an electrical pressure or force. The higher
the voltage, the more electrical pressure or force. The electrical pressure of voltage is
in the form of the attraction and repulsion of an electric charge, such as an electron.
The general equation for any voltage can be stated as
W
V 5 __ (1–1)
Q
where V is the voltage in volts, W is the work or energy in joules, and Q is the charge
in coulombs.
Let’s take a look at an example.

sch73874_ch01_022-053.indd 24 09/12/14 11:22 AM

Example 1-5
What is the output voltage of a battery that expends 3.6 J of energy in moving
0.5 C of charge?

ANSWER Use equation 1–1.

W
V 5 __
(a) Q

Guided Tour xxiii

After you’ve read . . .

Real world applications bring to

Application of Ohm’s Law and Power Formulas
HOME APPLIANCES
Every electrical appliance in our home has a nameplate attached
to it. The nameplate provides important information about the
appliance such as its make and model, its electrical specifications
and the Underwriters Laboratories (UL) listing mark. The
nameplate is usually located on the bottom or rear-side of the
appliance. The electrical specifications listed are usually its
power and voltage ratings. The voltage rating is the voltage at
which the appliance is designed to operate. The power rating is
the power dissipation of the appliance when the rated voltage is
applied. With the rated voltage and power ratings listed on the
nameplate, we can calculate the current drawn from the
appliance when it’s being used. To calculate the current (I) simply
divide the power rating (P) in watts by the voltage rating (V)
in volts. As an example, suppose you want to know how much
current your toaster draws when it’s toasting your bread. To
find the answer you will probably need to turn your toaster
life the concepts covered in a specific
chapter.
rating of 120 V and a power rating of 850 W, the current drawn
by the toaster is calculated as follows;
I 5 __ 850 W 5 7.083 A
P = _____
V 120 V
Some appliances in our homes have a voltage rating of 240 V
rather than 120 V. These are typically the appliances with very
high power ratings. Some examples include; electric stoves,
electric clothes dryers, electric water heaters and air
conditioning units. These appliances may have power ratings as
high as 7.2 kW or more. The reason the higher power appliances
have a higher voltage rating is simple. At twice the voltage you
only need half the current to obtain the desired power. With half
as much current, the size of the conductors connecting the
appliance to the power line can be kept much smaller. This is
important because a smaller diameter wire costs less and is
physically much easier to handle.

Each chapter concludes with a

Summary, a comprehensive recap
of the major points and takeaways. Summary
■ Electricity is present in all matter in
the form of electrons and protons.
■ The electron is the basic particle
of negative charge, and the proton
is the basic particle of positive
charge.
■ A conductor is a material in which
electrons can move easily from one
atom to the next.
■ An insulator is a material in which
electrons tend to stay in their own
orbit. Another name for insulator is
dielectric.
■ The atomic number of an element
gives the number of protons in the
nucleus of the atom, balanced by an
■ One coulomb (C) of charge is a
quantity of electricity
corresponding to 6.25 3 1018
electrons or protons. The symbol for
charge is Q.
■ Potential difference or voltage is an
electrical pressure or force that
exists between two points. The unit
of potential difference is the volt (V).
1J W.
1 V 5 ___ In general, V 5 ___
1C Q is considered conventional current.
■ Current is the rate of movement of
electric charge. The symbol for
current is I, and the basic unit of
measure is the ampere (A).
1 C In general, I 5 __Q.
1 A 5 ___
1s T because a DC voltage source has
■ Resistance is the opposition to the
■ An electric circuit is a closed path
for current flow. A voltage must be
connected across a circuit to
produce current flow. In the
external circuit outside the voltage
source, electrons flow from the
negative terminal toward the
positive terminal.
■ A motion of positive charges, in the
opposite direction of electron flow,
■ Voltage can exist without current,
but current cannot exist without
voltage.
■ Direct current has just one direction

Related Formulas are a quick, easy

Related Formulas
way to locate the important formulas
1 C 5 6.25 3 1018 electrons Q5I3T
from the chapter. R 5 1/G
W
V 5___
Q G 5 1/R

I 5 Q/T

Self-Test

Multiple-Choice Self-Tests at the Answers at the back of the book. 4. The electron valence of a neutral
copper atom is
7. In a metal conductor, such as a
copper wire,
end of every chapter allow for quick 1. The most basic particle of negative
charge is the
a. 11. a. positive ions are the moving
charges that provide current.
b. 0.
learning assessment. a. coulomb.
b. electron.
c. 64. b. free electrons are the moving
charges that provide current.
d. 21.
c. proton. c. there are no free electrons.
sch73874_ch03_076-107.indd 98 d. neutron. 09/12/14 11:23 AM
5. The unit of potential difference is d. none of the above.
the
2. The coulomb is a unit of a. volt. 8. A 100-V resistor has a conductance,
a. electric charge. G, of
b. ampere.
b. potential difference. a. 0.01 S.
c. siemens.
c. current. b. 0.1 S.
d. coulomb.
d. voltage. c. 0.001 S.

Essay Questions
1. Name two good conductors, two good insulators, and 7. List three important characteristics of an electric The Essay Questions at the end of
two semiconductors. circuit.

2. In a metal conductor, what is a free electron? 8. Describe the difference between an open circuit and a
each chapter are great ways to spark
3. What is the smallest unit of a compound with the same
short circuit. classroom discussion, and they make
chemical characteristics? 9. Is the power line voltage available in our homes a DC or
an AC voltage? great homework assignments.
4. Define the term ion.
10. What is the mathematical relationship between
5. How does the resistance of a conductor compare to that resistance and conductance?
of an insulator?
11. Briefly describe the electric field of a static charge.
6. Explain why potential difference is necessary to produce
sch73874_ch01_022-053.indd 50 09/12/14 11:22 AM
current in a circuit.

sch73874_ch01_022-053.indd 49 09/12/14 11:22 AM

xxiv Guided Tour

sch73874_ch01_022-053.indd 51 09/12/14 11:22 AM

End-of-Chapter Problems,
organized by chapter section, provide
another opportunity for students to
check their understanding, and for
instructors to hone in on key concepts.
Critical Thinking Problems for each
chapter provide students with more
challenging problems, allowing them to
polish critical skills needed on the job.
Laboratory Application Assignment
In your first lab application assignment you will use a DMM to
measure the voltage, current, and resistance in Fig. 1–18.
Refer to Sec. 1–12, “The Digital Multimeter,” if necessary.
Equipment: Obtain the following items from your instructor.
• Variable DC power supply
• 1-kV, ½-W resistor
• DMM
• Connecting leads
Measuring Voltage
Set the DMM to measure DC voltage. Be sure the meter leads
are inserted into the correct jacks (red lead in the VV jack and
the black lead in the COM jack). Also, be sure the voltmeter
range exceeds the voltage being measured. Connect the
DMM test leads to the variable DC power supply as shown in
Fig. 1–18a. Adjust the variable DC power supply voltage to any
value between 5 and 15 V. Record your measured voltage.
V 5 __________ Note: Keep the power supply voltage set to
this value when measuring the current in Fig. 1-18c.
Figure 1–18 Measuring electrical quantities. (a) Measuring voltage. (b) Measuring resistance. (c) Measuring current.
(red)
 R
Variable DC
V DMM 1 k
power supply 
(black) (b) Measuring resistance.
(a) Measuring voltage.
sch73874_ch01_022-053.indd 53
Troubleshooting Challenges appear
in selected chapters to give students a
feel for troubleshooting real circuits,
again providing real-world applications of
chapter content.
Guided Tour
Problems
SECTION 1–4 THE COULOMB UNIT OF ELECTRIC SECTION 1–6 CHARGE IN MOTION IS CURRENT
CHARGE 1–11 A charge of 2 C moves past a given point every 0.5 s.
1–1 If 31.25 3 1018 electrons are removed from a How much is the current?
neutral dielectric, how much charge is stored in
1–12 A charge of 1 C moves past a given point every 0.1 s.
coulombs?
How much is the current?
1–2 If 18.75 3 1018 electrons are added to a neutral 1–13 A charge of 0.05 C moves past a given point every 0.1 s.
dielectric, how much charge is stored in coulombs?
How much is the current?
1–3 A dielectric with a positive charge of 15 C has 18.75 3 1–14 A charge of 6 C moves past a given point every 0.3 s.
1018 electrons added to it. What is the net charge of the How much is the current?
dielectric in coulombs?
1–4 If 93.75 3 1018 electrons are removed from a
1–15 A charge of 0.1 C moves past a given point every 0.01 s.
How much is the current?
neutral dielectric, how much charge is stored in
coulombs? 1–16 If a current of 1.5 A charges a dielectric for 5 s, how
much charge is stored in the dielectric?
1–5 If 37.5 3 1018 electrons are added to a neutral 1–17 If a current of 500 mA charges a dielectric for 2 s, how
dielectric, how much charge is stored in coulombs? much charge is stored in the dielectric?
1–18 If a current of 200 ␮A charges a dielectric for 20 s, how
SECTION 1–5 THE VOLT UNIT OF POTENTIAL much charge is stored in the dielectric?
DIFFERENCE
1–6 What is the output voltage of a battery if 10 J of energy SECTION 1–7 RESISTANCE IS OPPOSITION TO
is expended in moving 1.25 C of charge?
CURRENT
1–19 Calculate the resistance value in ohms for the following
1–7 What is the output voltage of a battery if 6 J of energy is
expended in moving 1 C of charge? conductance values: (a) 0.001 S (b) 0.01 S (c) 0.1 S (d) 1 S.
1–8 What is the output voltage of a battery if 12 J of energy 1–20 Calculate the resistance value in ohms for the following
conductance values: (a) 0.002 S (b) 0.004 S (c) 0.00833
is expended in moving 1 C of charge?
S (d) 0.25 S.
1–9 How much is the potential difference between two 1–21 Calculate the conductance value in siemens for each of
points if 0.5 J of energy is required to move 0.4 C of
charge between the two points?
the following resistance values: (a) 200 V (b) 100 V
(c) 50 V (d) 25 V.
1–10 How much energy is expended, in joules, if a voltage 1–22 Calculate the conductance value in siemens for each of the
of 12 V moves 1.25 C of charge between two following resistance values: (a) 1 V (b) 10 k V (c) 40 V
points? (d) 0.5 V.
Critical Thinking
1–23 Suppose that 1000 electrons are removed from a 1–25 Assume that 6.25 3 1015 electrons flow past a given
neutral dielectric. How much charge, in coulombs, is point in a conductor every 10 s. Calculate the current I
stored in the dielectric? in amperes.
1–24 How long will it take an insulator that has a charge 1–26 The conductance of a wire at 100°C is one-tenth its
of 15 C to charge to 130 C if the charging current value at 25°C. If the wire resistance equals 10 V at 25°C
is 2 A? calculate the resistance of the wire at 100°C.
sch73874_ch01_022-053.indd 52 09/12/14 11:22 AM
Measuring Resistance
Disconnect the meter leads from the power supply terminals.
Set the DMM to measure resistance. Keep the meter leads in
the same jacks you used for measuring voltage. Connect the
DMM test leads to the leads of the 1 kV resistor, as shown in
Fig. 1–18b. Record your measured resistance.
R 5 __________ (The measured resistance will most likely be
displayed as a decimal fraction in kV.)
Measuring Current
Set the DMM to measure DC current. Also, move the red test
lead to the appropriate jack for measuring small DC currents Laboratory Application
(usually labeled mA). Turn off the variable DC power supply.
Connect the red test lead of the DMM to the positive (1) Assignments, reinforce one or more
terminal of the variable DC power supply as shown in Fig.
1–18c. Also, connect the black test lead of the DMM to one lead of the chapter’s main topics by asking
of the 1 kV resistor as shown. Finally, connect the other lead of
the resistor to the negative (2) terminal of the variable DC students to build and test circuits in a
power supply. Turn on the variable DC power supply. Record
your measured current. laboratory environment.
I 5 __________
(red) (black)
A
 DMM 
Variable DC
R = 1 k
power supply 
(c) Measuring current.
Troubleshooting Challenge
Table 4–1 shows voltage measurements taken in Fig. 4–50. The first row shows the normal values that exist when the circuit is
operating properly. Rows 2 to09/12/14
15 are11:22
voltage
AM
measurements taken when one component in the circuit has failed. For each row,
identify which component is defective and determine the type of defect that has occurred in the component.
Figure 4–50 Circuit diagram for Troubleshooting Challenge. Normal values for V1, V2, V3,
V4, and V5 are shown on schematic.
3V 5.4 V
R1  100  R2  180 
   
V1 V2


V T  24 V

6.6 V V 3 R3  220 

5.4 V
V5
3.6 V
V4
 
R5  180 
 
R4  120 
xxv
sch73874_ch04_108-141.indd 138 09/12/14 11:24 AM
 Acknowledgments
The twelfth edition of Grob’s Basic Electronics would not have been possible
without the help of some very dedicated people. I would first like to thank the
highly professional staff of the McGraw-Hill Higher Education Division, espe-
cially Vincent Bradshaw, Kelly Hart, and Raghu Srinivasan. Thank you for your
patience and understanding during the long period of manuscript preparation.

Eleventh and Twelfth Russ Leonard Mark Winans

Ferris State University, MI Central Texas College, TX
Edition Reviewers Wang Ng Keith Casey
Phillip Anderson Sacramento City College, CA Wilkes Community College
Muskegon Community College, MI Brian Ocfemia Walter Craig
Michael Beavers Wichita Technical Institute, KS Southern University and A & M
Lake Land College, IL Robert Pagel College
Jon Brutlag Chippewa Valley Technical Kenneth James
Chippewa Valley Tech College, WI College, WI California State Long Beach
Bruce Clemens William Phillips Marc Sillars
Ozarks Technical Community Madison Area Technical College, WI Oakton Community College
College, MO Constantin Rasinariu Thomas Jones
Brian Goodman Columbia College Chicago, IL Randolph Community College
Chippewa Valley Technical LouEllen Ratliff Christopher Ritter
College, WI Pearl River Community College, MS Cochise College
Mohamad Haj-Mohamadi Phillip Serina Michael Parker
Alamance Community College, NC Kaplan Career Institute, OH Los Medanos College
Patrick Hoppe James Stack Garrett Hunter
Gateway Technical College, WI Boise State University, ID Western Illinois University
Ali Khabari Andrew Tubesing
Wentworth Institute of New Mexico Tech, NM
Technology, MA

I would also like to extend a very special thank you to Bill Hessmiller, and Pat
Hoppe. Thank you, Bill, for the work you did on the supplements. Also, thank
you, Pat, for your work in updating Appendix F, “Introduction to Multisim,” to
version 12.1. My hat goes off to both of you!
Mitchel E. Schultz

xxvi Acknowledgments
About the Author
Mitchel E. Schultz is an instructor at Western Technical College in La

Crosse, Wisconsin, where he has taught electronics for the past

26 years. Prior to teaching at Western, he taught electronics for 8 years

at Riverland Community College in Austin, Minnesota. He has also

provided training for a variety of different electronic industries over the

past 34 years.

Before he began teaching, Mitchel worked for several years as an

electronic technician. His primary work experience was in the field of

electronic communication, which included designing, testing, and

troubleshooting rf communications systems. Mitchel graduated in

1978 from Minnesota State, Southeast Technical College, where he

earned an Associate’s Degree in Electronics Technology. He also

attended Winona State University, Mankato State University, and the

University of Minnesota. He is an ISCET Certified Electronics

Technician and also holds his Extra Class Amateur Radio License.

Mitchel has authored and/or co-authored several other electronic

textbooks which include Problems Manual for use with Grob’s

Basic Electronics, Electric Circuits: A Text and Software

Problems Manual, Electronic Devices: A Text and Software

Problems Manual, Basic Mathematics for Electricity and

Electronics, and Shaum’s Outline of Theory and Problems of

Electronic Communication.

xxvii
Another random document with
no related content on Scribd:
sometimes there came into them a look that was almost wild.... The
blackness and the brightness of his eyes were brought into greater
relief by the almost deadly pallor of his complexion.... As he walked
up the floor of the House he seemed to be enveloped by a great
solitude, so unmistakably did he stand out from all the figures around
him.
I must add to this description of his extreme physical gifts the
wonderful quality of his voice. It was a powerful voice, but sweet and
melodious, and it was managed as exquisitely and as faithfully as
the song of a great prima donna. If the speech were ringing, it came
to your ears almost soft by that constant change of tone which the
voice displayed; it could whisper, it could thunder.... I have seen
many great figures, but, with all respect to the greatest among them,
the House of Commons without Gladstone seems to me as great a
contrast as a chamber illumined by a farthing dip when the electric
light has failed.”
 XIV
A ROOM WITHOUT A VIEW

What is the worst poem ever written by a man of genius? It is

certain that if an anthology should be made of the most terrible
verses of the English bards the results would be both surprising and
appalling. I cannot at this moment think of any worse pair of lines in
English literature than those offered in all seriousness by the
seventeenth-century poet, Richard Crashaw. They occur in a poem
containing many lovely passages. In comparing the tearful eyes of
Mary Magdalene to many different things he perpetrated a couplet
more remarkable for ingenuity than for beauty. Her eyes are

Two walking baths, two weeping motions,

Portable and compendious oceans.

Alfred Tennyson, in his second volume of poems, bearing the

date 1833, included the following, though it is only fair to say that he
afterward suppressed it. It aroused the mirth of the critics and still is
often resurrected as a specimen of what Tennyson could do when he
was deserted by both inspiration and taste.

O DARLING ROOM
O darling room, my heart’s delight,
Dear room, the apple of my sight,
With thy two couches soft and white,
There is no room so exquisite,
No little room so warm and bright,
 Wherein to read, wherein to write.

For I the Nonnenwerth have seen,

And Oberwinter’s vineyards green,
Musical Lurlei; and between
The hills to Bingen have I been,
Bingen in Darmstadt, where the Rhene
Curves toward Mentz, a woody scene.

Yet never did there meet my sight,

In any town, to left or right,
A little room so exquisite,
With two such couches soft and white;
Not any room so warm and bright,
Wherein to read, wherein to write.

Imagine the profanity and laughter this piffle must have aroused
among the book reviewers; some of his severer critics called him
“Miss Alfred,” not knowing that he was a six-footer, with a voice like a
sea captain in a fog.
I have no mind to defend the poem. Apart from the fact that the
reading of it ought to teach Americans the correct accent on the word
“exquisite,” it must be admitted that when Tennyson wrote this stuff
he not only nodded but snored.
But, although it is difficult for me to understand how he could
have written it, have read it in proof and then published it, I perfectly
understand and sympathise with his enthusiasm for the room.
It is often said that polygamous gentlemen are—at any rate, for a
considerable period—monogamous; the Turk may have a long list of
wives, but he will cleave to one, either because he wants to or
because she compels him to. Thus, even in a house that has a
variety of sitting rooms, or living rooms or whatever you choose to
call them, the family will use only one. After the evening meal they
will instinctively move toward this one favourite room.
 There is no doubt that even as dogs and cats have their
favourite corner or chair, or favourite cushion of nightly repose, men
and women have favourite rooms. And if this is true of a family in
general, it is especially true of a man or a woman whose
professional occupation is writing; and he becomes so attached to
his room that Tennyson’s sentiments, no matter how silly in
expression, accurately represent his emotion.
Twice a year, once in June and once in September,
circumstances force me to leave a room where I have for a long time
spent the larger part of my waking hours; I always feel the pain of
parting, look around the walls and at the desk and wish the place an
affectionate farewell, hoping to see it again, either in the autumn or
in the next summer, as the case may be. I love that room, as
Tennyson loved his room. I love it not because of the view from the
windows, for a working room should not have too good a view, but
for the visions that have there appeared to the eyes of the mind. It is
the place where I have sat in thought, where such ideas as are
possible to my limited range have appeared to me and where I have
endeavoured to express them in words.
And if I can have so strong a passion for a room, with what
tremendous intensity must an inspired poet or novelist love the
secluded chamber where his imagination has found free play!
We know that Hawthorne, after his graduation from college,
spent twelve years in one room in Salem. When he revisited that
room as a famous writer he looked at it with unspeakable affection
and declared that if ever he had a biographer great mention must be
made in his memoir of this chamber, for here his mind and character
had been formed and here the immortal children of his fancy had
played around him. He was alone and not alone. As far as a mortal
man may understand the feelings of a man of genius, I understand
the emotion of Hawthorne.
I think nearly every one, if he were able to afford it, would like to
have a room all his own. I believe it to be an important factor in the
development of the average boy or girl if in the family house each
child could have one room sacred to its own personality. When I was
a small boy, although I loved to be with family and friends, I also
loved to escape to my own room and read and meditate in solitude.
The age of machinery is not so adverse to spiritual development
as the age of hotels and apartment houses; there is no opportunity
for solitude, and a certain amount of solitude, serene and secure
from interruption, is almost essential for the growth of the mind. A
great many girls and women could be saved from the curse of
“nerves” if there were a place somewhere in the building where they
could be for a time alone. One of the worst evils of poverty is that
there is no solitude; eating, sleeping, living, all without privacy.
When I was a graduate student in the university I was fortunate
enough to possess for one year exactly the right kind of room. The
young philosopher, George Santayana, came to see me and
exclaimed, “What a perfect room for a scholar! The windows high up,
as they should be.” For if one is to have clear mental vision it is not
well that the room should have a view.
 XV
TEA

“Thank God,” said Sydney Smith, “thank God for tea! What
would the world do without tea?—how did it exist? I am glad I was
not born before tea.” Well, I get along very well without tea, though I
rejoice to see that more and more in “big business” houses in
American cities there is a fifteen-minute pause for afternoon tea.
One of the chief differences between the life of Englishmen and
of Americans is tea. Millions of Englishmen take tea three times a
day. Tea is brought to their bedside early in the morning, and thirstily
swallowed while in a horizontal attitude. The first thing an
Englishman thinks of, if he wakes at dawn, is tea. When Arnold
Bennett was travelling in America he took a limited train from New
York to Chicago. Early in the morning he rang for the porter and
when that individual appeared he commanded nonchalantly a cup of
tea. He might as well have asked for a pot of hashish. The porter
mechanically remarked that the “diner” would be put on at such-and-
such an hour. This unintelligible contribution to the conversation was
ignored by the famous novelist, who repeated his demand for tea.
He was amazed to find there was no tea. “And you call this a first-
class train!”
Then at breakfast—a substantial meal in British homes, though
having somewhat the air of a cafeteria—tea is drunk copiously. To
the average American tea for breakfast is flat and unprofitable. We
are accustomed to the most inspiring beverage in the world, actual
coffee. The coffee in England is so detestable that when an
American tastes it for the first time he thinks it is a mistake. And he is
right. It is. Many Americans give it up and reluctantly order tea. In my
judgment, for breakfast the worst coffee is better than the best tea.
 There are many Americans who have tea served at luncheon.
For some reason this seems to the Englishman sacrilegious. The
late Professor Mahaffy, who is now (I suppose) drinking nectar, was
absolutely horrified to find that in my house he was offered a cup of
tea at lunch. “Tea for lunch!” he screamed, and talked about it for the
rest of the meal.
I was invited by a charming American lady to meet an English
author at her house for luncheon. Tea was served and she said
deprecatingly to the British author, “I don’t suppose you have tea at
this time in England.” “Oh, yes,” said he, “the servants often have it
below stairs.” To my delight, the hostess said, “Now, Mr. ——, aren’t
you really ashamed of offering me an insult like that? Isn’t that
remark of yours exactly the kind of thing you are going to be
ashamed of when you think it over, all by yourself?”
At precisely 4:13 p.m. every day the average Englishman has a
thirst for the astringent taste of tea. He does not care for hot water or
hot lemonade coloured with tea. He likes his tea so strong that to me
it has a hairy flavour. Many years ago the famous Scot William
Archer invited me to his rooms in the Hotel Belmont, New York, for
afternoon tea at 4:15. He had several cups and at five o’clock
excused himself, as he had to go out to an American home for tea. I
suggested that he had already had it. “Oh, that makes no difference.”
There are several good reasons (besides bad coffee) for tea in
England. Breakfast is often at nine (the middle of the morning to me),
so that early tea is desirable. Dinner is often at eight-thirty, so that
afternoon tea is by no means superfluous. Furthermore, of the three
hundred and sixty-five days of the year in England, very, very few
are warm; and afternoon tea is not only cheerful and sociable but in
most British interiors really necessary to start the blood circulating.
There are few more agreeable moments in life than tea in an
English country house in winter. It is dark at four o’clock. The family
and guests come in from the cold air. The curtains are drawn, the
open wood fire is blazing, the people sit down around the table and
with a delightful meal—for the most attractive food in England is
served at afternoon tea—drink of the cheering beverage.
 William Cowper, in the eighteenth century, gave an excellent
description:

Now stir the fire and close the shutters fast,

Let fall the curtains, wheel the sofa round,
And while the bubbling and loud-hissing urn
Throws up a steamy column, and the cups
That cheer but not inebriate wait on each,
So let us welcome peaceful evening in.

Not long before this poem was written the traveller Jonas
Hanway had the bad luck to publish an essay on tea, “considered as
pernicious to health, obstructing industry, and impoverishing the
nation,” which naturally drew the artillery fire of the great Dr.
Johnson. Sir John Hawkins, in his life of Johnson, comments on this
controversy. He says: “That it is pernicious to health is disputed by
physicians”—where have I heard something like that recently? But
Hawkins continues: “Bishop Burnet, for many years, drank sixteen
large cups of it every morning, and never complained that it did him
the least injury.”
As for Johnson, “he was a lover of tea to an excess hardly
credible; whenever it appeared, he was almost raving, and by his
impatience to be served, his incessant calls for those ingredients
which make that liquor palatable, and the haste with which he
swallowed it down, he seldom failed to make that a fatigue to every
one else, which was intended as a general refreshment.”
In nearly every English novel I find the expression, “I am dying
for my tea!” On a voyage to Alaska, where tea was served on deck
every afternoon, at precisely the same moment an elderly British
lady appeared from below with precisely the same exclamation: “Oh,
is there tea going?” And on her face was a holy look.
Alfred Noyes told me that during the war, when he was writing up
important incidents for the benefit of the public, he was assigned to
interview the sailors immediately after the tremendous naval battle of
Jutland. He found a bluejacket who had been sent aloft and kept
there during the fearful engagement, when shells weighing half a ton
came hurtling through the air and when ships blew up around him.
Thinking he would get a marvellous “story” out of this sailor, Mr.
Noyes asked him to describe his sensations during those frightful
hours. All the man said was, “Well, of course, I had to miss my tea!”
 XVI
THE WEATHER

Nearly all the great poetry of the world, ancient and modern, has
been written in Europe. This fact should never be forgotten in
reading literature that alludes to the weather. The reason every one
talks about the weather is not that the average person has nothing
else to say; it is that the weather is usually the most interesting topic
available. It is the first thing we think of in the hour of waking; it
affects our plans, projects and temperament.
When I was a little boy at school there was a song sung in
unison called “Hail, Autumn, Jovial Fellow!” It seemed to me to
express correctly the true character of autumn. It was not until I had
reached maturity in years that I discovered that the song, as judged
by the world’s most famous writers, was a misfit. Instead of autumn’s
being jovial, it was dull, damp, dark, depressing. To be sure, I never
really felt that way about it; the evidence of my eyes was in favour of
the school song, but, as the great poets had given autumn a bad
reputation, I supposed in some way she must have earned it.
Still later I learned that Goethe was right when he said that in
order to understand a poet you must personally visit the country
where he wrote. Literary geography is seldom taught or seriously
considered, but it is impossible to read famous authors intelligently
without knowing their climatic and geographical environment. So
keenly did I come to feel about this that I finally prepared a
cardboard map of England, marking only the literary places, and I
required my students to become familiar with it. One of them
subsequently wrote me a magnificent testimonial, which I have often
considered printing on the margin of the map.
 Dear Mr. Phelps—I have been bicycling all over England this
summer, and have found your Literary Map immensely useful. I
have carried it inside my shirt, and I think on several occasions it
has saved me from an attack of pneumonia.

There are millions of boys and girls studying Shakespeare in

South Africa, Australia and New Zealand; the poet’s frequent
allusions to the climate and the weather must seem strange.

That you have such a February face.

February “down under” is midsummer. Southern latitudes give

the lie to Shakespeare’s metaphors.
The reason autumn has so bad a name in the world’s poetry and
prose is that autumn in Northern Europe is a miserable season. In
London, Paris, Berlin, November (and often October) is one of the
worst times of the year. A chronically overcast sky, a continual
drizzle, a damp chill even on mistily rainless days, combine to
produce gloom. The first autumn and winter I spent in Paris revised
my notions of those two seasons. As an American, I had thought of
the difference between summer and winter as a difference only in
temperature; I reasonably expected as much sunshine in autumn
and winter as in summer. A typical January day in New York is cold
and cloudless.
Well, in Paris the sun disappeared for weeks at a time, and on
the rare occasions when it shone people ran out in the street to look
at it. One of the worst jokes in the world is the expression, “sunny
France.” The French themselves know better. François Coppée
wrote of the “rare smiles” of the Norman climate, and Anatole
France, describing a pretty girl, wrote “Her eyes were grey; the grey
of the Paris sky.”
For the same reason “Italian skies” have been overpraised,
because their eulogists are English or French or German. The Italian
sky is usually so much better than the sky of more northerly
European localities that it seems good by contrast. Now, as a matter
of fact the winter sky over Bridgeport, Conn., is superior in
brightness and blueness to the sky over Florence or Venice.
November, one of the best months of the year in America, is
dreaded by all who live in France, England or Germany. Walking in
New Haven one brilliant (and quite typical) day in mid-November,
exhibiting the university and city to a visiting French professor, I
enquired, “What do you think of our November climate?” He replied,
“It is crazy.”
A strange thing is that Bryant, born in the glorious Berkshires of
western Massachusetts, where autumn, instead of being pale and
wet as the European poets have described it, is brilliant and
inspiring, all blue and gold, did not use his eyes; he followed the
English poetical tradition.

The melancholy days are come, the saddest of the year.

James Whitcomb Riley used the evidence of his senses, and

wrote an autumnal masterpiece.

O it’s then’s the times a feller is a-feelin’ at his best....

They’s something kind o’ hearty-like about the atmosphere
When the beat of summer’s over and the coolin’ fall is here—Of
course we miss the flowers, and the blossoms on the trees,
And the mumble of the hummin’-birds and buzzin’ of the bees;
But the air’s so appetizin’; and the landscape through the haze
Of a crisp and sunny morning of the airly autumn days
Is a picture that no painter has the colorin’ to mock—
When the frost is on the punkin and the fodder’s in the shock.

One difference between the temperament of the typical

Englishman and the typical American is caused largely by the
climate, and foreigners in writing books about us should not forget
the fact. If nearly every morning the sky were overcast and the air
filled with drizzle, we might not be quite so enthusiastic.
On the other hand, the early spring in England and France is
more inspiring than ours, perhaps by reason of the darkness of
winter. It comes much earlier. Alfred Housman says:

Loveliest of trees, the cherry now

Is hung with bloom along the bough,
And stands about the woodland ride
Wearing white for Eastertide.

In our Northern American States a blossoming fruit tree at

Eastertide would be a strange spectacle.
 XVII
WAR

War is a sentimental affair; that is why it is so difficult to abolish.

War is opposed to the dictates of common sense, prudence,
rationality, and wisdom. But the sentiments of man and the passions
of man are deeper, more elemental, and more primitive than his
intelligence, knowledge, and reasoning powers. For intelligence and
morality belong to man alone; his instincts he shares with the entire
animal creation.
My own plan for getting rid of war would not win a peace prize,
because it would never be adopted. But I believe it strikes at the root
of war—sentiment. My plan would be to spoil the good looks of the
officers and also take away all their drums, fifes, and brass bands.
The uniforms are altogether too handsome, too attractive, too
becoming.
It is a familiar saying that every woman is in love with a uniform;
to which I would add that every man is also. The naval officers look
magnificent in their bright blue frock coats, their yellow buttons, and
their shining epaulets. These gorgeous hawks of war are decorated
by the government as lavishly as Nature, the greatest of all tailors,
fits out her birds of prey. A naval officer excels in brilliance the
appearance of a civilian, even as the gay feathers of a sparrowhawk
excel those of a sparrow.
Furthermore, every military and naval officer has a capable man
to look after his wardrobe. Not only are his various uniforms beautiful
in design and ornamentation, they are without spot or blemish. His
trousers are mathematically creased, his coat unwrinkled, his linen
like virgin snow. My suggestion is, that if you really want to get rid of
war, the first thing to do is to compel all professional warriors to wear
ill-fitting hand-me-downs, shabby and unpressed, and without gold
trimmings. The glamour and the glory would vanish with the gold.
Then I would abolish the dance of death. Instead of having
perfect drill, hundreds of men deploying with exactitude, I would
make them look like Coxey’s Army, every man for himself, and the
devil take the hindmost.
But above all, I would silence the drum and fife, and the big
brass band. Although I myself hate war, and should like to see it
abolished, whenever I hear the thrilling roll of the drums and the shrill
scream of the fifes, followed by the sight and sound of marching
men, their bayonets gleaming in the sunshine, I want to cry. A lump
comes up in my throat and I am ready to fight anybody or anything. If
you really want to get rid of war, you must not surround it with pomp
and majesty, you must not give it such a chance at our hearts.
Although wars are never started by warriors, but only by
politicians and tradesmen, for the very last place where a foreign war
could begin would be at Annapolis or West Point; still, there is no
doubt that high officers have a ripping time during a great war, and
that the surviving soldiers love to talk about it (among themselves) at
their regular reunions in later years. Shakespeare, himself no soldier,
understood perfectly how the professional feels. This is the farewell
he put in the mouth of Othello:

Farewell the tranquil mind: farewell content!

Farewell the plumed troop and the big wars
That make ambition virtue! O, farewell!
Farewell the neighing steed, and the shrill trump,
The spirit-stirring drum, the ear-piercing fife,
The royal banner, and all quality,
Pride, pomp, and circumstance of glorious war!

Even so: Othello was a sentimentalist. He had more passion

than brains. That is why Iago and not Desdemona made him jealous;
that is why, with the loss of war and women, he lost everything. He
was without any intellectual resources.
The leaders of thought and the leaders of morals have usually
been against war. Although the historical books of the Old Testament
and the emotional Psalms celebrated the glory of war, the
contemporary sober-minded prophets were against it. They
prophesied the coming of universal peace, when the money spent on
armaments would be devoted to agriculture and to education. The
appearance of Jesus was the signal for peace on earth and good will
to men.
Jonathan Swift, more than two hundred years ago, said that men
were less intelligent than beasts. A single wild beast would fight for
his food or his mate; but you could never, said Swift, induce a lot of
wild beasts to line up in dress parade, and then fight another set of
wild beasts, whom they did not know.
Benjamin Franklin, the wisest of Americans, immediately after
the Revolutionary War, which he had helped to win, said there had
never been a good war or a bad peace.
But although the wisdom and morality of mankind have been
against war, war goes on; the moment it breaks out in any country,
all the forces of sentimentalism are employed to glorify, yes, even to
sanctify its course. The first great casualty is Reason.
What shall we say of a scholar like the late Sir Walter Raleigh,
Professor of English Literature at Oxford? He continually ridiculed
religion for its sentimentality; but the moment the great war broke
out, no school-girl was more sentimental than he.
Thus the hope for peace lies not in the poets, the literary men,
the preachers and the philanthropists; the hope lies in hardheaded
Scotsmen like Ramsay MacDonald, whose idealism is built on a
foundation of shrewd sense.
 XVIII
MAN AND BOY

F. P. A., in his excellent Conning Tower in the New York World for
the Ides of March, pays a fine tribute to E. W. Howe and his
paragraphs long ago in the Atchison Globe. He says: “There were
two paragraphs that appeared just about the time we began reading
the Globe, which we are willing to bet were written by Ed himself. He
was less oracular in those days. They were something like the
following:

‘We have been editing a newspaper for twenty-five years,

and have learned that the only thing a newspaper can safely
attack is the man-eating shark.
‘A boy thinks, “What a fine time a man has!” And a man
thinks, “What a fine time a boy has!” And what a rotten time they
both have!’”

There is a strange reluctance on the part of most people to admit

that they enjoy life. Having the honour of a personal acquaintance
with both F. P. A. and Ed Howe, it is my belief they both had a happy
childhood and that they are now having a good time in this strangest
of all possible worlds. No one can judge another’s inner state of
mind, but as these distinguished humorists are men of unusually
high intelligence I think they find life immensely interesting; and to be
constantly interested is to be happy.
I remember a magnificent reply made by F. P. A. to a remark of
that hirsute Englishman, D. H. Lawrence; the latter, commenting in
that tactless fashion so characteristic of foreign visitors to these
shores, said, “It must be terrible to be funny every day.” “No,” said
F. P. A., “not so terrible as never to be funny at all.”
I spent an agreeable afternoon in Florida talking with Ed Howe,
or rather in hearing him talk. He told a succession of anecdotes and
stories, and it was clear that he not only enjoyed telling them, which
he did with consummate art, but that he enjoyed having them in his
mind.
Why is it so many people are afraid to admit they are happy? I
have a large and intimate acquaintance with farmers; many of them
are splendid men. But how cautious they are in their replies to casual
questions! If everything is going as well as could possibly be
expected and you ask them how they are, they say, “Can’t
complain.”
If a man says, “I have had and am having a happy life,” he is
regarded by many as being a shallow and superficial thinker; but if
he says, “My most earnest wish is that I had never been born,” many
believe that he has a profound mind.
With regard to the saying quoted from the Atchison Globe that a
boy thinks a man has a fine time and a man thinks a boy has a fine
time and in reality both have a rotten time—well, the statement,
whoever said it, is shallow and untrue. When I was a boy I had lots
of fun, and I deeply pitied old men of thirty-two because I supposed
they had no fun at all. Then, when I became a man, I realised how
enormously richer in happiness is manhood than boyhood.
The average American boy has a pretty good time. What fun, on
emerging from school on Friday afternoon, to know that tomorrow is
Saturday! What fun to play games, to go on exploring adventures in
neighbouring woods, to have picnics and jollifications, to live a life of
active uselessness! The mere physical health of boyhood makes one
feel like a young dog released from a chain. “Mere living” is good.
I remember seeing a picture of an old man addressing a small
boy. “How old are you?” “Well, if you go by what Mama says, I’m five.
But if you go by the fun I’ve had, I’m most a hundred.”
 Joseph Conrad, who was a grave and serious man, said he was
neither an optimist nor a pessimist. He did not think life was perfect,
but pessimism, he said, was intellectual arrogance. He made the
point that no matter what was one’s religion or philosophy, this at all
events is a spectacular universe.
To deny life, to show no appreciation of it, seems to me both
ungrateful and stupid. If you showed a man the Himalaya Mountains,
the ocean in a storm, sunrise in the desert, the Court of Honour in
1893, the Cathedral of Chartres, and he looked at them all with a
lack-lustre eye, we should think him stupid. Well, the universe itself
is tremendously spectacular, and the best shows in it are free. To go
through life in rebellion, disgust or even in petulance, is the sign, not
of a great, but of a dull mind.
How ridiculous it is for a boy to wish he were a man and how
much more ridiculous for a man to wish he were a boy! It is as silly
as crying for the moon. Instead of always longing for something
beyond our reach, why not simply make the best of what we have?
This would be a platitude if it were not that so very few people follow
it.
There is certainly enough sorrow in the world, but I sometimes
think we should enjoy life more if we had more of the divine gift of
appreciation, if we were not so unappreciative. When Addison
thanked God for the various pleasures of life, he thanked Him most
of all for a cheerful heart.
More than two hundred years ago he wrote in the Spectator:

Ten thousand thousand precious gifts

My daily thanks employ;
Nor is the least a cheerful heart
That tastes these gifts with joy.
 XIX
AMBITION

What do we really mean when we say of a man, “He is too good

for this world?” Do we mean exactly that, do we mean he is so far
loftier in character than the average person that he seems almost out
of place in a world like this? Don’t we rather mean that he lacks
human sympathy and understanding, and therefore can be of no real
use to anybody?
If you remember the character of Hilda in Hawthorne’s novel,
The Marble Faun, you may remember that she used to be held up as
an ideal of the religious life. “Her soul was like a star and dwelt
apart.” But from the selfish sanctity of its seclusion, no real good
resulted; no one was aided or cheered in the struggle of life. No one
could confide in her, for she could not even confide in herself. Her
nature may have had the purity of an angel, but it lacked the purity of
a noble woman. She was no help to sinners; she was their despair.
Her purity was like that of one who hesitates to rescue a drowning
man, for fear of soiling his clothes.
Hilda gave up the world and worldly pleasure; easily enough, for
she abhorred it, and felt ill at ease in society. But though she gave up
many things precious to the average person, she had no conception
of the meaning of the word self-denial.
For the true sacrifice, if one wishes to be of real use in this world,
consists not in the giving of things, but in giving oneself. If a man’s
life consists not in the abundance of things which he possesses, so
the sacrificial life consists not in the number of luxuries one
surrenders, but in the devotion of oneself, in the denial of the will.
There is a certain kind of purity which is fundamentally selfish.