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 AUTHOR TEAM
About the Author
Travis Hudson is an applied and research geologist with 40 years of diverse
experience studying Earth and its relation to people. While completing graduate
school at Stanford University, he began his career as a research geologist with the
U.S. Geological Survey in Alaska. His regional understanding of Alaska was put to
good use when he became a mineral explorationist for a private company. He
subsequently served as a research director for an oil company, studying regional
tectonics and basin evolution, and as an exploration manager on Alaska’s North
Slope, where he helped discover several oil fields. As his company had inherited
significant environmental problems from its mining division, environmental
remediation technology became his next focus. While managing environmental
cleanups at mining-related sites, he studied environmental laws and standards,
worked with regulators, and took on many community education responsibilities.
Since 1996 Travis has been a consulting research geologist for the U.S. Geological Survey,
studying crustal character in Alaska; a field geologist exploring for mineral deposits in Alaska; and the
Director of Environmental Affairs for the American Geological Institute (AGI). At AGI he coordinated the
development and publication of the Environmental Awareness Series, richly illustrated 64-page books
designed to educate citizens and policy-makers about the insights that Earth Science can contribute to
our understanding of environmental issues. He is the author of Metal Mining and the Environment in that
series, as well as many scientific contributions.
Travis lives with his wife Patti in Sitka, Alaska. When he is not writing or working in the field he is often
fishing on the Kenai River, staking out his claim to a niche at the top of the food chain alongside the local
bears.

About the American Geological Institute

The AGI is a nonprofit federation of 46 geoscientific and professional associations that represents more
than 120,000 geologists, geophysicists, and other Earth scientists. Founded in 1948, AGI provides
information services to geoscientists, serves as a voice for shared interests in the profession, plays a major
role in the strengthening of Earth Science education, and strives to increase public awareness of the vital
role the geosciences play in society’s use of resources and interaction with the environment. The AGI,
through its broad connections with the professional Earth Science community, assembled a panel of
experts to advise on the technical content of Living with Earth and review its development. The expert
panel members are active scientists with long research careers in the subjects covered by the textbook.
Their participation has helped ensure that the scientific content of Living with Earth is complete, current,
and accurate.

About the National Association of Geoscience Teachers

The NAGT was established in 1938 to foster improvement in the teaching of Earth Sciences at all levels
of formal and informal instruction, to emphasize the cultural significance of the Earth Sciences, and to
distribute knowledge of this field to the general public. Members of NAGT who serve on the advisory board
of Living with Earth are Earth Science and environmental geology teachers. These teachers helped to
define the scope of the book and establish pedagogic guidelines for its development, provided
consultation during its creation, and reviewed text materials. The many lessons from their classroom
experiences have enriched Living with Earth in a variety of ways, helping it to be a more engaging and
thought-provoking book.

v
 BRIEF CONTENTS
Preface xv
1
What Does “Living with Earth” Mean? 1
2
Earth Systems 21
3
The Dynamic Geosphere and Plate Tectonics 53
4
Geosphere Materials 81
5
Earthquakes 113
6
Volcanoes 151
7
Rivers and Flooding 189
8
Unstable Land 223
9
Changing Coasts 257
10
Water Resources 297
11
Soil Resources 327
12
Mineral Resources 355
13
Energy Resources 385
14
Atmosphere Resources and Climate Change 427
15
Managing People’s Environmental Impact 467
Glossary G-1
Photo Credits P-1

Index I-1

vi
 CONTENTS
CHAPTER 2
Earth Systems 21
2.1 Earth’s Geosphere 22
The Geosphere’s Origin 22
The Compositional Structure of the Geosphere 24
The core • The mantle • The crust
The Physical Structure of the Geosphere 26
The inner and outer core • The lower mantle • The
mantle transition zone • The upper mantle • The
asthenosphere • The lithosphere
2.2 Earth’s Atmosphere 27
The Atmosphere’s Origin 27
The second atmosphere • The third atmosphere
The Compositional Structure of the Atmosphere 30
The homosphere • The heterosphere
PREFACE xv
The Temperature Structure of the Atmosphere 32
The troposphere • The stratosphere • The
CHAPTER 1 mesosphere • The thermosphere

What Does “Living with Earth” Mean? 1 2.3 Earth’s Hydrosphere 33

Origin of Earth’s Water 34
1.1 Environmental Geology and You 2 In The News Deep Impact—Investigating Water’s Origin 34
1.2 How People and Earth Interact 4 Reservoirs in the hydrosphere • The world
ocean • Glaciers, ice caps, and ice sheets
Human Population 4 The Water Cycle 36
Resource Consumption 5
The Technology Factor 6 You Make the Call Whose Water Is It? 38
You Make the Call How Much Is Enough? 7 2.4 Earth’s Biosphere 38
Earth’s Impact on People 7 Life’s Beginnings 38
In the News The Increasing Costs of U.S. Natural Disasters 7 Evolution 40
Establishing the foundation • Darwin and
1.3 How Earth Systems Interact 8 Wallace • Natural selection
Energy and Systems 8 Extinctions 42
Matter and Systems 9 Mass extinctions • The passenger pigeon
Two Types of Systems 11
1.4 How Science Helps 12
The Scientific Method 12
Science in Your Future 13
Availability of water • Transition from oil to other
energy sources • The effects of global climate change
1.5 How to Achieve Sustainability in the Future 14
Sustaining Biodiversity 15
Carrying Capacity 15
Easter Island 16
1.6 Understanding Your Role 17
Chapter Review 17
SUMMARY KEY TERMS QUESTIONS FOR REVIEW

vii
viii
CONTENTS

What You Can Do Investigate Mass Extinctions 44
2.5 Understanding Geologic Time and
Earth History 44
Relative Geologic Ages 45
Sedimentary rocks • Fossil succession • The geologic
time scale
Absolute Geologic Ages 46
Natural clocks • Radiometric dating • Rates of
earth-system processes
People’s Place in Earth History 47
Chapter Review 48
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
CHAPTER 3 Sulfides • Oxides • Carbonates
The Dynamic Geosphere and Plate Tectonics 53
3.1 Early Thoughts About Moving Continents 54
Setting the Stage 54
Alfred Wegener and Continental Drift 55
3.2 Explaining Moving Continents—Plate
Tectonics 57
Wandering Magnetic Poles 57
Exploring the Ocean Basins 58
Seafloor Spreading 59
Magnetic Stripes 60
Earthquakes Provide Another Test 62
Plate Tectonics Today 63
In The News Watching Earth Move 65
3.3 Plate Boundaries—Where the Action Is 65
Divergent Plate Boundaries 66
Convergent Plate Boundaries 68
Transform Plate Boundaries 70
You Make the Call Living on a Plate Boundary 71
3.4 Plate Tectonics—The Big Picture 72
Plate Tectonics and Earthquakes 73
What You Can Do Keep Track of Earthquakes 74
Plate Tectonics and Volcanoes 74
Plate Tectonics and Mountain Building 76
Plate Tectonics and Mineral Resources 77
Chapter Review 78
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
4.2 Minerals—Where Elements Reside 85
Making Minerals 85
Quartz—The Silicon and Oxygen Mineral 86
Physical properties and occurrence • Silicosis
The Feldspars 89
Physical properties and occurrence • Changing
feldspars
The Ferromagnesium Minerals 91
Olivine and pyroxene • Changing olivine and pyroxene
to serpentine
In The News 9/11 Dust 92
Biotite and amphibole • Living (and dying) with fibrous
amphibole
Other Minerals—The Sulfides, Oxides, and
Carbonates 93
What You Can Do Investigate Mineral Use 96
4.3 Rocks—Where Minerals Reside 96
Making Oceanic Crust 96
Making Continental Crust 97
Changing Rocks in the Rock Cycle 99
Igneous rocks and crustal melting • Weathering
and erosion • Sedimentation and
lithification • Metamorphism
4.4 Using Rocks 104
What You Can Do Investigate Rock Use 105
Aggregate 105
Aggregate Mining and the Environment 106
Physical disturbances • Dust and noise • Congestion
and safety
You Make the Call Aggregate Mining in Your
Neighborhood 108
Chapter Review 109
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS

CHAPTER 4
Geosphere Materials 81
4.1 The Geosphere’s Chemical Composition 83
The Composition of the Geosphere 83
The Composition of the Crust 84
 ix

CONTENTS
CHAPTER 5 CHAPTER 6
Earthquakes 113 Volcanoes 151
5.1 Earthquake Basics 115 6.1 Volcano Basics 153
What Earthquakes Are 115 What Volcanoes are 153
Where Earthquakes Occur 115 Defining and Counting Volcanoes 154
Transform plate boundaries • Convergent plate Types of Magmas 154
boundaries • Divergent plate boundaries • Intraplate Types of Volcanoes 156
earthquakes Shield volcanoes • Flood basalts • Cinder cones •
Earthquakes and Faults 120 Stratovolcanoes • Large calderas
The elastic rebound theory of earthquakes • Creepy Eruption Magnitude 162
faults The Benefits of Volcanoes 163
Earthquake Waves 122
Body waves • Surface waves 6.2 Volcanoes: Where and Why 165
Volcanoes at Divergent Plate Boundaries 165
5.2 Investigating Earthquakes 122
Volcanoes at Convergent Plate Boundaries 166
Measuring Earthquakes 124 Volcanoes Within Plates 167
Strong-motion seismometers • Experiencing what The coast might be toast (someday)
seismometers measure
Earthquake Magnitude 125 What You Can Do Investigate Volcanism in Your State 168
Earthquake Intensity 126 6.3 Volcanic Hazards 169
What You Can Do Map Earthquake Intensity 127 Hazards of Stratovolcanoes 169
Locating Earthquakes 128 Ash hazards on the ground • Ash hazards in the
Locating the epicenter • Determining earthquake depth atmosphere • Pyroclastic flows • Lahars •
A stratovolcano in action: Mount St. Helens
5.3 Earthquake Hazards 129 Hazards of Shield Volcanoes 175
Ground Shaking 130 Lava flows • Shield volcanoes in action: Kilauea
Magnitude • Distance from the focus • Site geology Volcanic Gases 176
Ground Displacement and Failure 131 Hazards to people • Hazards to plant life • Climate
Liquefaction • Slope failure • Surface changes
ruptures • Crustal deformation In The News Getting Your Own Weekly Volcano Report 179
Tsunamis 133
Fires 136 6.4 Living with Volcanoes 180
Construction Design 136 Going to War with Pele 180
In The News The Great 1906 San Francisco Earthquake 136 How Science Helps 180
Volcanology—a hazardous profession • Hazard
5.4 Earthquake Prediction 137 assessments • Monitoring volcanic activity • Monitoring
Short-Term Predictions 138 eruption precursors • Volcanic crisis response •
Pinatubo: a successful crisis response • What made the
Forecasts 138 difference?
Seismic gaps • Recurrence intervals • Making forecasts How Communities Respond to Volcanic Hazards 184
5.5 Mitigating Earthquake Hazards 141 You Make the Call Living in the Shadow of Mount Rainier 185
Earthquake Hazards Mapping 141 Chapter Review 186
What You Can Do Investigate Earthquake Hazards 142 SUMMARY KEY TERMS QUESTIONS FOR REVIEW
Engineering for Earthquakes 143 ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
Emergency Response 144
Earthquake Early Warning Systems 144
Public Education and Preparedness 144
In The News Tsunami Education Saves Lives 145
Tsunami Warning Systems 145
You Make the Call Who Is Responsible for Tsunami Warning
Systems? 146
Chapter Review 147
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
x
CONTENTS

CHAPTER 7
Rivers and Flooding 189
7.1 River Basics 191
Watersheds 191
What You Can Do Investigate Your Watershed 193
Flow, Discharge, and Channels 193
Base Level 193
Longitudinal Profiles and Gradient 194
Erosion 195
Sediment Transport 196
Sediment Deposition 197
Floodplains 199
7.2 Floods 200
What Floods Are 200
Precipitation and Flooding 201
Intensity • Duration • Timing
Failing Dams and Flooding 203
CHAPTER 8
Failure of landslide dams • Failure of ice Unstable Land 223
dams • Failure of constructed dams
Land Use and Flooding 204 8.1 Slope Stability Basics 224
Effects of cultivation • Loss of wetlands • The Driving Force—Gravity 224
Urbanization
Resisting Gravity 225
In The News The Eastern Deluge of 2006 206 Slope Materials 226
Man-Made Floods 206 Slope Steepness 226
Types of River Floods 206 Water Content 227
Flash floods Vegetation 228
Riverine floods 8.2 Types of Unstable Land 228
7.3 Measuring and Forecasting Floods 209 Slope Failures 228
Hydrographs 209 Falls • Slides • Flows
What You Can Do Tour an Earthflow 232
What You Can Do Investigate Real-Time Stream Data 210
Creep
Flood Recurrence Intervals 210 Complex Mass Movements 234
The 100-Year Flood 211 Subsidence 234
Flood Probability 211 Regional subsidence • Karst-related
Limitations of Historical Data 212 subsidence • Mining-related subsidence
7.4 Living with Floods 212 8.3 Causes of Land Failure 238
Flood Hazards 213 Weather 238
Mitigating Floods: The Structural Approach 213 Hurricanes • El Niño
Channel alteration • Flood-control dams • Diversion
channels/floodways • Detention ponds In The News Landslide Weather 240
You Make the Call What Would You Do with La Conchita? 241
You Make the Call Would You Build the Earthquakes 242
Three Gorges Dam? 216 Wildfires 242
The Mississippi River Flood-Control System 216 Slope Steepening 242
Pros and Cons of the Structural Approach 217 People and Slope Failure 242
Mitigating Floods: The Nonstructural Approach 218 People and Subsidence 243
The U.S. National Flood Insurance Program Subsidence in California’s San Joaquin Valley • Regional
(NFIP) • Relocations and voluntary subsidence and cities • Groundwater pumping and
buyouts • Sustainable floodplain management sinkholes • Urbanization and sinkholes
Chapter Review 219 8.4 Living with Unstable Land 245
SUMMARY KEY TERMS QUESTIONS FOR REVIEW Living With Unstable Slopes 246
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS Assessing slope hazards • Acting on hazard information
 xi

CONTENTS
What You Can Do Investigate Unstable Slopes in Your In the News Sustaining the Mississippi Delta 281
Community 248 9.4 Coasts and Storms 282
Engineering stronger slopes
Hurricanes 282
What You Can Do Monitor the U.S. Highway 50 Landslide 251 Winter Storms 283
Living With Subsidence 252 Coastal Storm Hazards 284
Regional subsidence • Karst-related Hurricane Katrina and New Orleans 285
subsidence • Mining related subsidence
You Make the Call What Do We Do with New Orleans? 285
Chapter Review 253
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
9.5 Living with Changing Coasts 285
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS Hard Stabilization 286
Seawalls, bulkheads, and revetments • Breakwaters
• Groins and jetties
Soft Stabilization 289
Beach nourishment • Saving Miami Beach • Dune
restoration
Managing Sediments 290
Dredging • Sediment contamination
Mitigating Coastal Storm Hazards 291
Coastal Zone Management 291
You Make the Call Dealing with Falmouth’s
Changing Coast 292
Chapter Review 292
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS

CHAPTER 9
Changing Coasts 257
9.1 Coastal Basics 259
Waves 259
Measuring waves • Waves in deep water • Waves in
shallow water • Wave refraction
Nearshore Currents 263
Longshore drift • Rip currents
Tides 264
What You Can Do Keep Track of Tides 267
Sea Level Change 267
Global sea level change • Local sea level changes
9.2 Coastal Features 270
The Atlantic Coast 270
Florida’s Living Coast 272 CHAPTER 10
The Gulf of Mexico Coast 272
The Pacific Coast 274
Water Resources 297
The Alaska Coast 274 10.1 Water Resources 298
A Closer Look at Beaches 276
Beach anatomy • Beach materials • Sediment Surface-Water Resources 299
supply • The beach in action The Colorado River
9.3 Coastal Erosion and Sedimentation 278 In the News Great Lakes Water Wars 301
Groundwater Resources 302
Coastal Erosion 278
The High Plains aquifer
Beach erosion • Sea cliff erosion
Coastal Sedimentation 279 You Make the Call Who Wins in Las Vegas? 304
Where sediment is deposited • The Mississippi Surface and Groundwater Connections 305
River delta Making Freshwater—Desalination 306
xii
CONTENTS

10.2 How People Use Water 307

Water Use in the United States 307
CHAPTER 11
Freshwater Use 307 Soil Resources 327
Public water supplies • Irrigation • Electric power
generation • Other water uses 11.1 What Soil Resources Are 328
10.3 Water Withdrawal and the Environment 309 Soil Definitions 328
Soil Functions 329
Dams 309 Food and fiber • Water storage and cleaning • Waste
Groundwater Mining 310 recycling • Soil as habitat • Earth systems interactions
Land Subsidence 310
Groundwater Pumping and Surface Water 311
11.2 How Soils Form 332
Saltwater Intrusion 311 Soil-Forming Processes 332
The Soil Profile 333
10.4 Water Quality and Pollution 312
Soil Variations 334
Dr. John Snow and Water-Borne Disease 312
Natural Water Quality 313
11.3 Soil Properties 336
Pure rainwater? • Arsenic in natural water • Parasites Physical Properties 336
in natural water Compositional Properties 337
Pollution and Water Quality 315 Biological Properties 339
Microbes • Inorganic contaminants • Human-made Soil Quality 340
chemicals • Sediment
11.4 Soil Degradation and Loss 341
What You Can Do Investigate Your Water Quality 317 Erosion 342
Sources of Pollutants 318 Soil Contamination 344
Point sources • Nonpoint sources Salination • Fertilizers
Groundwater Pollution—a Special Problem 318
In the News Pathogens in Your Produce 345
10.5 Sustaining Water Resources 319 Pesticides
Water Treatment 319 Biodiversity Depletion 346
Recycling Wastewater 320 Nutrient Depletion 346
Conservation—Using Less Water 320
You Make the Call Is Ethanol a Sustainable Energy
Household water conservation • Community water
conservation • Water-saving agriculture • Results of Resource? 347
water conservation Urbanization and Soil 348
Resource Management—Making Better Use of Water 11.5 Sustaining Soil Resources 348
Resources 322
Soil Conservation 348
Groundwater management • Comprehensive water
management What You Can Do Use Your Local Soil Conservation
Chapter Review 323 District 350
SUMMARY KEY TERMS QUESTIONS FOR REVIEW Soil Remediation 350
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS Bioremediation • Phytoremediation • Desalination
of soil
Soil Protection 351
Chapter Review 352
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS

CHAPTER 12
Mineral Resources 355
12.1 What Mineral Resources Are 360
What You Can Do Investigate Mineral Resource
Economics 360
Making Mineral Deposits 360
The Shapes of Mineral Deposits 362
12.2 Finding, Mining, and Processing Mineral
Resources 363
 xiii

CONTENTS
Finding Mineral Resources 363 What You Can Do Recycle Used Motor Oil 399
Trenching • Drilling • Infrastructure Oil Refining 400
In the News Donlin Creek Gold Deposit 365 Refining safety • Refinery disturbances • Refinery
wastes
Mining Mineral Resources 365
Oil and Natural Gas Consumption 402
Open-Pit Mining • Underground Mining • The West’s
Legacy—Abandoned Mine Lands In the News It Wasn’t Just Dust from China 403
Processing Mineral Resources 367 13.3 Coal and the Environment 403
Milling • Flotation • Tailings • Leaching
Recovering Metals From Ore Concentrate 369 Coal Production 403
Coal Processing 406
12.3 Environmental Concerns 370 Coal Combustion 406
Physical Disturbances 370 Pollutant emissions • Greenhouse gas emissions
Surface Water Quality 370 Coal’s Future 408
Spills • Erosion • Discharge of Acid Rock Drainage 13.4 Nuclear Energy and the Environment 408
Groundwater Quality 372
Soil Quality 374 Nuclear Energy 409
Air Quality 375 Nuclear Reactor Safety 409
Dust • Smelter Emissions Radioactive Waste Disposal 411

12.4 Mineral Resources in the Future 376 You Make the Call Where Do We Put Nuclear Waste? 412
Future Mineral Resource Needs 377 13.5 Renewable Energy and the Environment 412
Recycling 377 Biomass 412
Sustainability and Mineral Resource Use 378 Geothermal Energy 413
You Make the Call Where Should Mining Occur? 379 What You Can Do Use a Geothermal Heat Pump 414
Chapter Review 381 Hydropower 414
SUMMARY KEY TERMS QUESTIONS FOR REVIEW Wind Power 415
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS Solar Power 416
13.6 The Energy Challenges Ahead 417
The Cost of Oil 417
Energy Transitions 417
Oil Sands and Oil Shales 418
In the News Mining Oil 418
A Natural Gas Age? 419
A Hydrogen Age? 420
An Energy Wild Card? 420
The Significance of Emissions 421
Sustainability 421
What You Can Do Save Energy 423
Chapter Review 423
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS

CHAPTER 13
Energy Resources 385
13.1 Energy Basics 388
13.2 Oil, Natural Gas, and the Environment 389
Oil and Natural Gas Exploration 391
Seismic surveys • Drilling
Oil and Natural Gas Production 395
Physical disturbances • Produced water
Oil and Natural Gas Transportation 396
Marine tanker transport • Oil in the sea and you
xiv
CONTENTS
CHAPTER 14
Atmosphere Resources and Climate Change 427
14.1 What Atmosphere Resources Are 429
Compositional Characteristics 429
Physical Characteristics 429
What You Can Do Monitor the Weather 430
14.2 Air Pollution 431
Pollutants 431
Volatile organic compounds • Nitrogen oxides • Sulfur
dioxide
In the News Why Do We Like “New Car Smell”? 432
Carbon monoxide • Carbon dioxide
Smog 434
Acid Rain 434
What You Can Do Investigate Acid Rain Damage in
Washington, DC 436
Air Pollution and the Ozone Layer 438
14.3 The Atmosphere and Climate Change 439
Atmosphere Composition and Climate; Greenhouse
Gases 440
Solar Radiation and Climate 440
Luminosity • Axis tilt • Orbital eccentricity • Earth’s
precession • Milankovitch cycles
Tectonic Processes and Climate 442
Continent size and distribution • Mountain ranges •
Volcanoes
14.4 History of Climate Change 443
Paleoclimatology—Studying Past Climates 444
Sedimentary records • Fossils • Oxygen isotopes •
Atmosphere samples in ice cores • Sea level history
Precambrian Atmosphere Composition and Climate 449
Phanerozoic Atmosphere and Climates 449
What You Can Do Investigate Plate Tectonics and Climate
Change 450
The Last Few Million Years 451
14.5 People and Climate Change 452
People and Greenhouse Gases 452
Assessing Climate Change 454
The IPCC • Climate models • IPCC story lines and
scenarios • Projecting sea level rise: an example • The
IPCC 2007 assessment • Climate change after 2100
Abrupt Climate Change—A Wild Card 460
14.6 Dealing with Climate Change 460
The Kyoto Protocol 460
Carbon Sequestration: a Key Technology 461
What You Can Do Calculate Your Contribution to Greenhouse
Gases 462
Controlling Climate 462
You Make the Call What’s the Optimum Global
Climate for Earth? 462
Chapter Review 463
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
CHAPTER 15
Managing People’s Environmental Impact 467
15.1 Environmental Policy 469
What You Can Do Investigate Corporate
Environmental Policy 469
National Environmental Policy 470
National Environmental Policy Act
In the News The Alaska Natural Gas Pipeline 471
Clean Water Act • Clean Air Act • Resource
Conservation and Recovery Act • Comprehensive
Environmental Response, Compensation, and
Liability Act
What You Can Do Investigate Superfund Sites Near You 474
Land-Use Designations 475
State Environmental Policies 475
Special Interest Group Policies 475
Public Awareness and Environmental Policy 475
15.2 Environmental Regulation 476
Environmental Standards 476
Air quality standards • Water quality standards • Soil
quality standards
Permitting 478
Enforcement 479
15.3 Third-Party Litigation 480
In the News Protecting the Spotted Owl 481
15.4 Economics and Environmental Management 482
Business Opportunities 482
In situ uranium leaching • Recycling consumer
electronics • Landfill energy • Ecotourism
Economic Influences on People’s Choices 484
You Make the Call Raise Gasoline Prices? 485
Using Markets to Achieve Environmental Objectives 485
Funding Incentives 486
15.5 Decision Making 486
The Stillwater Mine Example 487
Our System’s Strengths 488
Chapter Review 489
SUMMARY KEY TERMS QUESTIONS FOR REVIEW
ANSWERS TO IN-CHAPTER INSIGHT QUESTIONS
GLOSSARY G-1
PHOTO CREDITS P-1
INDEX I-1
 PREFACE
Why This Text?
In the Indian Ocean region, a massive earthquake triggers a
tsunami that kills more than 250,000 people. . . . On the Gulf
Coast of the United States, a hurricane ravages New Orleans. . . .
Proposed oil exploration in Alaska’s Arctic National Wildlife
Refuge is debated in Congress as gasoline prices rise. . . . In
Southern California, a landslide devastates the community of La
Conchita. . . .
These are just a few examples of how people’s interactions
with the Earth are in the news—and why students should be tak-
ing an environmental geology class. Environmental geology pro-
vides special opportunities to learn how Earth works and how
people are connected to environmental outcomes—many that
become the news.
Even people with little or no interest in science can find
themselves captivated by the power and fascination of the chang-
ing Earth around them. But these changes need not be dramatic
and front-page news to have significance in people’s lives. Nor do
they have to involve destruction or hazards; some of our most
important transactions with Earth involve our use of the planet’s
resources—its soil, its water, its mineral wealth. It is on these
resources—and their wise use—that our lifestyles, and indeed
our lives, depend. This book’s purpose is to help people who do
not have a background in science—who may find environmental
geology to be one of the few science classes they ever take—to
better understand how they interact with Earth and how their
actions play a role in determining Earth’s environmental health.
My perspectives are probably similar to those of many other
Earth scientists. I am fascinated by Earth systems processes and
history, I am confident of the positive role Earth Science can play
in people’s lives, and I am excited to help others know Earth bet-
ter. I want as many people as possible to understand how our
planet changes and how they can live more sustainably with it.
My public education experiences—directly in homes and
communities, and through development of the American
Geological Institute’s Environmental Awareness Series—has led
me to a consistent approach in presenting environmental issues
in this book. Understanding how environmental problems origi-
nate is always the foundation for explaining how we can avoid,
mitigate, or remediate them.
You will probably find that there is more environment and
less geology in Living with Earth than in similar texts. This is
deliberate. Living with Earth emphasizes people’s connections to
environmental issues. It provides the scientific foundations need-
ed to understand Earth’s history, structure, and processes, as well
as the way in which Earth systems interact. It illustrates in case
after case how science can help us by providing not just insights
but also tools for wisely utilizing Earth’s resources and ways of
mitigating its hazards. In the end, though, the take-home mes-
sages are about people’s options, choices, and roles in environ-
mental outcomes. Everyone has a part in determining Earth’s
environmental health. It is individual or collective actions that
both cause environmental problems and determine how effec-
tively we deal with them.
A Dynamic Approach
Living with Earth is organized around two unifying, dynamic per-
spectives that emphasize interaction:
쑺 How the various Earth systems interact with one another
쑺 How Earth interacts with people—in particular,
• How Earth affects people, providing resources to meet our
needs, but also creating a variety of hazards.
• How people affect Earth, both deliberately and inadvertently, in
positive and negative ways.
• The concept of stewardship: How we can live with Earth in a
responsible manner to solve today’s problems while assuring a
sustainable future for generations to come.
Although the basic organization and topic coverage of the
chapters in Living with Earth will be familiar to instructors, the text
is conceived and written within an Earth systems framework.
Reinforced by numerous examples, this perspective helps students
fully understand the causes and effects of environmental change—
and why seemingly unrelated and apparently inconsequential
actions can have far-reaching results. They will consistently
encounter environmental consequences within a framework that
explains how:
쑺 Earth is dynamic and changing. Natural environmental change is
normal, ubiquitous, and inevitable.
쑺 Earth systems interactions cause environmental changes. These
interactions are the reason that small or local changes can aggre-
gate into broadly significant ones.
쑺 People interact with Earth systems. These interactions have both
positive and negative consequences and make the concepts of
stewardship and sustainability especially relevant.
A Student-Centered Approach
I believe that Living with Earth, more than any other text,
addresses key concerns from the student’s point of view. There
are several ways this book proactively connects students to their
role as stakeholders in Earth’s future. Throughout the book, I
have tried to maintain a strong focus on why this book and this
course matter to students. Even more important, there is a sus-
tained emphasis on what students can do—to find out more, to
make informed decisions, to get involved in issues affecting their
lives, their communities, their planet, and their futures.
xv
xvi
PREFACE
쑺 EXAMPLES OF PEOPLE’S CONNECTIONS TO ENVIRON-
MENTAL OUTCOMES are woven into the Living with Earth pro-
vides many examples and case studies in narrative form, telling
the stories of how communities grapple with decisions concern-
ing natural hazards, natural resources, and pollution. These sto-
ries highlight the complexities, uncertainties, and value choices
people confront as they work out ways to “live with Earth.” Stu-
dents learn by example that decisions have costs and conse-
quences. These are lessons they can take with them and apply in
their own lives.
쑺 FEATURES THAT ENGAGE STUDENTS IN ACTIVE
LEARNING—exploring information resources they can use, in-
dependently investigating topics, and contemplating very real
dilemmas—are central to this text. Their inclusion is based on my
strong conviction that reading an environmental geology text-
book should not be a passive chore. Students should be engaged
by what they read. They should be encouraged to reach conclu-
sions independently about environmental issues that affect them.
This active approach requires them to frame issues clearly, gather
information, analyze it, weigh multiple solutions, and make in-
formed choices. Special features of the text of Living with Earth—
You Make the Call, In the News, and What You Can Do—help
students to engage in this form of active, inquiry-based learning.
These features are integral parts of the text—they are not relegat-
ed to sidebar boxes that are easily overlooked or ignored.
쑺 WEB RESOURCES that augment the content, provide guidance, or
help maintain topic currency are embedded in the text directly
where they are relevant. These take the form of search terms—titles
that will direct an Internet search to a specific Web page, not a list
of potentially out-of-date URLs for hard-to-use home pages. The
search titles enable students to immediately access Internet re-
sources in the way they are used to using the Web.
쑺 INSIGHT QUESTIONS dealing with Earth Systems Interactions
and Sustainability are distributed throughout the text, prompting
students to keep these key perspectives in mind and apply them
to what they are reading. Answers are provided at the end of each
chapter.
I am fundamentally an optimist and have faith that under-
standing and awareness enable people to recognize problems and
effectively deal with them. Environmental concerns covered in
Living with Earth are inherently complex technical, social, and eco-
nomic issues and simple solutions are conspicuously uncommon
if not absent. On the other hand, the resilience of people and Earth
systems provides confidence that a better future is possible. Living
with Earth is written and designed to help accomplish this.
Acknowledgments
Patrick Lynch and Dan Kaveney were the acquisitions editors
who recognized its potential and fostered its initial development—
a process that continued under their successors, Chris Rapp, Dru
Peters, and Andy Dunaway. Daniel Pendick, a professional sci-
ence writer, provided initial drafts of parts of Chapters 3, 5, 6, 7,
8, and 9. Ann Heath managed the project through several diffi-
cult transitions and her encouragement and support are deeply
appreciated. Crissy Dudonis and Kristen Sanchez have been—
and continue to be—enormously helpful in many and varied
ways.
Once the project approached the production phase, Pearson
marshaled what seemed an army of expertise to support its com-
pletion. The development editor, Daniel Schiller, was outstand-
ing not only in guiding me through the process but also in pol-
ishing the manuscript, identifying flaws, and creating many
needed refinements. Dan is the person most responsible for the
coherent, well-designed book that evolved from my initial drafts.
The illustrations were especially critical to our pedagogical and
aesthetic aims. Dan, Jay McElroy, and Connie Long at Pearson,
together with Kevin Lear and his associates at Spatial Graphics,
were tireless in their efforts to make the drawings and maps a
major strength of this book. The extraordinary photographic pro-
gram that complements the art owes an immense debt to the cre-
ativity and perseverance of our dauntless photo researcher,
Kristin Piljay. Maureen Eide deserves credit for the design of the
text (including the beautiful cover). I am deeply grateful to our
production team: Managing Editor Gina Cheselka, Project
Manager Ed Thomas, Production Editor Francesca Monaco,
Copy Editor Angela Pica, the eagle-eyed Donna Young, and all
the people at Preparé who worked so hard to make this book a
physical reality. I would also like to acknowledge the contribu-
tion of marketing manager Maureen McLaughlin, whose efforts
on behalf of this text are greatly appreciated. I must express my
gratitude to Nicole Folchetti, Editor in Chief for Geosciences and
Chemistry, who supported this project through many vicissi-
tudes. Finally, I am greatly indebted to Eric Riggs for his work on
the end of chapter questions. To all of these people, heartfelt
thanks.
Another large group that helped this book is the reviewers.
Their contributions actually started before the writing did. A
team of NAGT members convened an initial workshop that laid
out the book’s organization and emphasized the need for the
inquiry-based features that are now an integral part of the text.
Many teachers subsequently reviewed chapter drafts and helped
firm up many scope and organizational choices. Active
researchers served as technical reviewers of many chapter drafts
as well. All the reviewers, whose names are listed in the follow-
ing section, provided checks on accuracy and completeness and
many of the examples in the book came from reviewer guidance.
A book like this cannot be developed without thorough and con-
scientious review and I appreciate them very much.
Living with Earth is now completed with this first edition
publication but I think of it as an ongoing project. I am sure that
continuing development, based on the experience of students
and teachers, can make this a better book. Your feedback on any
aspect of Living with Earth is always welcome.

Living with Earth NAGT Advisory Board
Jill Whitman, chair
Pacific Lutheran University
Scott Burns
Portland State University
Jennifer Rivers Coombs
Northeastern University
P. Geoffrey Feiss
College of William and Mary
Judi Kusnick
California State University,
Sacramento
Christine Aide
Southeast Missouri State
University
Michael Aide
Southeast Missouri State
University
Joseph Allen
Concord College
Carlos Aramburú
Universidad de Oviedo
Gail Ashley
Rutgers University
Charly Bank
University of Toronto
David Bazard
College of the Redwoods
Robert Benson
Adams State College
Prajukti Bhattacharyya
University of Wisconsin,
Whitewater
Patrick Burkhart
Slippery Rock University of
Pennsylvania
Tom Bush
Pierce College
Don Byerly
University of Tennessee,
Knoxville
Elizabeth Catlos
University of Texas at Austin
Michael Caudill
Hocking College
Sean W. Chamberlin
Fullerton College
Chun-Yen Chang
Norwegian University of
Science and Technology
Jeff Chaumba
University of Georgia
Paul Cheney
University of West Florida
Robert Cicerone
Bridgewater State College
Mitch Colgan
College of Charleston
Cathy Connor
University of Alaska,
Southeast
xvii
PREFACE
Living with Earth Expert Panel
Michael T. May Dale H. Easley (Water resources) George Plafker (Earthquakes,
Western Kentucky University University of New Orleans megatsunamis)
Jeffrey W. Niemitz Thomas L. Holzer (Unstable land) U.S. Geological Survey
Dickinson College U.S. Geological Survey Geoff Plumlee (Minerals and
Mary Poulton Robert Kleinmann (Minerals) health)
University of Arizona U.S. Department of Energy U.S. Geological Survey
Michael C. Roberts Murray H. Milford (Soils) John Renton (Geochemistry)
Simon Fraser University Texas A and M University (ret.) West Virginia University
Thomas P. Miller (Volcanoes) Russell Slayback (Water resources)
U.S. Geological Survey Leggette, Brashears, & Graham
William J. Neal (Coastal processes) Steven M. Stanley (Earth system
Grand Valley State University history)
Orrin H. Pilkey (Coastal processes) University of Hawaii
Duke University
General and Specialist Reviewers
Ellen Cowan Mark Hafen Katherine Milla Frank Schwartz
Appalachian State University of South Florida Florida A & M University Ohio State University
University Robyn Hannigan David Miller Gina Marie Seegers
Anna Cruse Arkansas State University Clark State Community Szablewski
Oklahoma State University Michael Harrison College University of Wisconsin,
John Dembosky Tennessee Technological Sadredin Moosavi Milwaukee
Methodist University University Tulane University Laura Serpa
Chuck DeMets Frederick Heck Peter Nabelek University of Texas, El Paso
University of Wisconsin, Ferris State University University of Missouri, Kurt Shoemaker
Madison Martin Helmke Columbia Shawnee State University
Bruce Douglas West Chester University of Jennifer Nelson Robert Shuster
Indiana University, Pennsylvania Indiana University–Purdue University of Nebraska-
Bloomington Eric Henry University, Indianapolis Omaha
Carolyn Dowling University of North
Mark Noll Laura Smart
Arkansas State University Carolina, Wilmington State University of New Grand Valley State
Laurie Duncan Judith Hepburn York, Brockport University
Austin Community College Boston College Edward Nuhfer Joseph Smoak
Steven Dunn Alice Hoersch California State University, University of South Florida
Mount Holyoke College La Salle University Channel Islands Peter Thompson
Karen Duston Steven A. Hovan Mark Ouimette University of New
San Jacinto College Indiana University of Hardin Simmons University Hampshire
Norlene Emerson Pennsylvania Evan Paleologos Slawek Tulaczyk
University of Wisconsin, Michael Kelley University of South Carolina University of California,
Richland Georgia Southern University Santa Cruz
Terry Panhorst
Yoram Epstein Jeffrey Knott University of Mississippi Mark Turski
Kent State University California State University,
Daniel Pardieck Plymouth State University
Kevin Evans Fullerton
Lander University Sarah Ulerick
Missouri State University Gary Kocurek
University of Texas, Austin Marta Patino Douce Lane Community College
Larry Fegel University of Georgia
Grand Valley State Peter Kolesar Bill Ussler
University Utah State University Darryll Pederson Monterey Bay Aquarium
University of Nebraska, Research Institute
Anthony Feig Lawrence Krissek
Lincoln Cynthia Venn
Central Michigan University Ohio State University
Mauri Pelto Bloomsburg University
Bill Fenner J. Richard Kyle
University of Saint Thomas University of Texas, Austin Nichols College Natasha Vidic
Alyson Ponomarenko University of Wisconsin,
Tom Fitz Venkat Lakshmi
Northland College University of South Carolina San Diego City College Oshkosh
Alan Price Jack Vitek
Kenneth Galli Gene Lene
Boston College Saint Mary’s College University of Wisconsin Oklahoma State University
Eric Riggs Laura Wetzel
Christoph Geiss Steven K. Lower
Trinity College Ohio State University San Diego State University Eckerd College
Michael Roden Carol Wicks
Michael Gibson José Martinez
University of Tennessee, University of Buenos Aires University of Georgia University of Missouri,
Martin Paul McCarthy Lawrence P. Rudd Columbia
Alan Goldin University of Alaska, Nevada State College Clark R. Wilson
Westminster College Fairbanks Barbara Savage University of Texas, Austin
Michael Grossman Michael McKinney San Jacinto College Michael C. Wizevich
Southern Illinois University University of Tennessee, Keegan Schmidt Central Connecticut State
Maureen Haberfield Knoxville Lewis-Clark State College University
Tallahassee Community Kirsten Menking Rich Schultz Joe Yelderman
College Vassar College Elmhurst College Baylor University
 FEATURES OF
THIS TEXT
Living with Earth was conceived with the student in mind. All of its main features have in com-
mon the goal of fostering active involvement with the material presented in the text. Their aim is
not merely to assert but to demonstrate vividly why this material is compelling, important, and
relevant to the lives of those who will use this book.

CHAPTER-OPENING VIGNETTES, many of them dramatic and

all of them highly engaging, capture student interest immediately
while also introducing important chapter themes.

C H A P T E R

Madrid County has increased from about 400 to more than
20,000 people. There are now some 12 million people living
in the affected zone, including densely populated cities like
St. Louis and Memphis. The lower Mississippi is also a key
shipping lane, so earthquake damage here could have national
repercussions. Catastrophic earthquakes like those of 1811–
1812 may recur every 500 years or more, but there is a much
higher probability of moderate shocks. The Mississippi Valley-
“Whole Lotta Shakin’ Goin’ On”
Intraplate earthquakes, such as those of the New Madrid
area, can be large and cause widespread damage. In continental
There
interiors, the crust is old, have
thick, andbeen some
strong. very ithard
When timesit for the biosphere, times
breaks,
can unleash large amounts whenofaseismic
large number of species
energy and transmitbecame
it extinct. These are
long distances. called mass extinctions, and as Figure 2-23 shows, there have
been at least five major ones during the last 540 million years.
The most recent and most famous mass extinction is the one
during which the dinosaurs died out, some 65 million years
ago. Debating the dinosaur extinction Scientists think this mass ex-
tinction resulted from the impact of a large asteroid on what is
now the Yucatan Peninsula of Mexico (Figure 2-24). Earth was
not a closed system 65 million years ago! The impact of this
large asteroid darkened the skies with dust and caused severe
global climate changes that were just too much for the
SEARCH TERMS, incorporated right into the text,
give students easy in-context access to relevant online
resources, allowing them to learn more and become
actively engaged with the subject. Highlighted by
their distinctive design, these terms take the form of
titles that will direct an Internet search to specific
Web pages (rather than unreliable URLs).
6
VOLCANOES
On December 14, 1989, a KLM 747-400 jumbo jet high over the Talkeetna Mountains of
Alaska starts its final approach to Anchorage International Airport after an uneventful over-
the-pole journey from Amsterdam. With 231 passengers and 14 crew members on board,
KLM-867 is a routine flight. The pilot at the controls radios Anchorage Air Traffic Control
(ATC):
“KLM-867 heavy is reaching level 250 heading 140.”
Heavy indeed. The aircraft, just recently off the assembly line, has a maximum takeoff
weight of 438 tons. It is a wide-body jumbo jet, a “heavy” in the jargon of commercial
aviation. It is one of the most advanced and safest flying machines ever
built. But KLM-867 is flying into a problem. Mount Redoubt, a vol-
cano 176 kilometers (109 mi) southwest of Anchorage, is erupting
(Figure 6-1).
ATC: “Do you have good sight of the ash plume?”
Mount Redoubt is one of the 40 historically active volca-
noes strung along the Aleutian Islands chain. It has blasted
a plume of fine pulverized lava and hot gases more than 8
kilometers (5 mi) into the atmosphere. The prevailing
winds have blown this mass of ash into the path of
KLM-867.
Previously, the crew had requested a flight path they
assumed would steer them clear of the ash plume, a hazard
to aircraft that many other crews before them had learned to
respect. In 1982, for example, a British Airways 747 cruising at
11,300 meters (37,000 ft) with 241 passengers flew into an ash
cloud from Galunggung volcano in Indonesia. All four engines flamed
out and the aircraft glided for 16 minutes without power, falling to an alti-
tude of 3800 meters (12,500 ft) before the crew was able to restart the engines. A month
later, another 747 lost power after encountering ash from the same volcano. It landed with
only one engine still operating.

xviii
 xix

FEATURES OF THIS TEXT

lished cleanup levels for Butte community soils. The soil in IN-CHAPTER INSIGHT QUES-
yards that contain lead concentrations above the lead action TIONS dealing with Earth Systems
level of 1200 ppm must be removed and placed in an appropri-
ate disposal area.
Interactions and Sustainability are
distributed throughout the text,
SY
THtheS What are some ways in which Earth
No systems prompting students to keep these
d featur
EAR

duction of e between imeters

TEMS

the distanc other relate

is only cent

T E R
ca n yo u explain se af lo or spreading
are related to environmental standards? key perspectives in mind and apply
15. H ow e ra te of
y if th
Africa toda them to what they are reading.
per year? ST IONS ns that can
T QUE s interactio
INSIGH Ea rth system (Answers are provided at the end of
APTER
of the
HSYST Whart ar e som e up ts?
H e volcano er
O IN-C an explosiv (material each chapter.)
ERS T

EART
occu when changed

R
cur
ions that oc

EMS
ANSW Earth syste
ms interact
e ph ere co m po sitio n can be
n ca n affect glob
al climate.
some of th n floor? P. 76 m os erup tio a
HSYST low magm
• At e volcanic
What are on the ocea transfer); th ed by shal
hermal vent by the geos
phere can be heat
EART

at a hydrot ere
EMS

ph
are heated ater in the
hydr os
of th e hy drosphere • Groundw
P. 67 • Parts e (materia
l nsfer). ed or chan
ged.
(energy tr
ansfer). e geospher (energy tra n be destroy fer).
rocks in th e habitat ca aterial trans
ve s m aterial from • Biospher n be co ntaminated (m
er dissol
ial transfer) rv oirs ca ch anged.
• Hot wat loor (mater • Hydrosph
ere rese
servoirs ca n be
transfer) on the seaf ges and re ns that can
re-
s material sf er). here draina s interactio
er prec ipita te rg y tr an • Hydrosp rth system
• Vent wat aterial (ene the Ea ph ere.
ipitated m ns that occu
r Identify so
me of
ilding in th
e geos
e eats prec s interactio ountain bu
• Biospher rth system sform sult from m ulation.
so m e of the Ea
on g an on shore tran at m os phere circ
What ar e ved al hang e here

A SUPERIOR ART PROGRAM combines unprecedented

realism with clear presentation of concepts, aided by annota-
tions and labels designed to make the art as self-explanatory
as possible. Spectacular photographs set a new standard in
their combination of pedagogical utility with striking beauty.
xx
FEATURES OF THIS TEXT
THREE TYPES OF ENGAGING, INQUIRY BASED
DISCUSSIONS—What You Can Do, In the News, and You Make
the Call—relate text material directly to the concerns of students
and foster their personal involvement. These features encourage
students to find out more, make informed decisions, and get
involved in issues affecting their lives, their communities, and
their futures.
What You Can Do
Map Earthquake Intensity
You can actually help make an earthquake intensity map. If you ex-
perience an earthquake, go to the USGS Earthquake Hazards Pro-
gram website and submit information about the earthquake.
In the News discussions highlight con-
temporary environmental issues covered in
print or broadcast media—particularly issues
with ongoing story lines that present dilem-
mas for people and involve problems that
could remain debated for many years.
쑺 Discussions are integrated into the flow of the exposition rather
than segregated into “boxes.”
쑺 Virtually all include search terms that guide students to Web
resources.
쑺 Most are illustrated with screen grabs of relevant websites to pique
students’ curiosity and whet their appetite for further exploration.
“Did you feel it?” The USGS uses such information to generate a Com-
munity Internet Intensity Map that is updated every few minutes fol-
lowing a major earthquake. In this way, you can be involved in
real-time earthquake studies. The intensity map you help make will
evolve before your eyes as your neighbors and others submit informa- What You Can Do discussions
tion in the aftermath of an earthquake.
suggest ways in which students can
both explore text topics more deeply
and apply what they are learning in
their daily lives.
In the News
Protecting the Spotted Owl
Actions to protect the spotted owl are still a work in
progress. Litigation settlements require federal agen-
cies to develop forest management plans that pro-
tect spotted owl habitat. However, recent
independent reviews of the proposed plans have
concluded that they will not adequately protect this
species. Spotted owl plan fails peer review What
happens next is not clear. It will take many years to
resolve this issue.

You Make the Call
Is Ethanol a Sustainable Energy Resource?
The increasing price of gasoline and our country’s dependence on
foreign sources of petroleum have made alternative transportation
fuels, such as ethanol, attractive to many people. The fact that ethanol
is a renewable energy resource makes it appear even more promising.
One result of ethanol’s appeal was the 2005 Energy Bill, which
mandated that use of biofuels (mostly ethanol) reach 7.5 billion gallons
by 2012. In order to meet this goal, the gasoline you use in your car will
have to contain 2% to 10% ethanol, and in some cases more.
Ethanol is an alcohol distilled from plants, mostly corn in the
United States. (It is the alcohol in alcoholic beverages.) This is why
it’s called a renewable energy resource. All people need to do to
produce more fuel is grow a new crop. But is growing corn,
especially at the scale needed to supply significant amounts of
transportation fuel, really sustainable?
Several aspects of large-scale corn
farming for ethanol production raise con-
cerns about sustainability. Large
amounts of water are needed to grow
and process corn, and more farmland
would need to be dedicated to corn pro-
xxi
FEATURES OF THIS TEXT
duction. Moreover, extensive use of pesticides and herbicides ac-
company corn farming (corn is grown on about one-fourth of U.S.
croplands, but requires two-thirds of the total herbicide use). Corn is
a row crop, and soil erosion rates are higher for corn fields than for
several other types of crops. Growing corn in the United States has
You Make the Call discussions
also required large amounts of fertilizer to maintain crop yields.
From the standpoint of sustainability, the effect of corn farming
challenge students to confront environ-
on soil nutrient levels and quality are significant concerns. mental issues that may not have a “right”
• What do you think is happening to nutrient levels and
biodiversity in corn fields? answer. These exercises in open-ended
• Do you think soil quality is being sustained in these fields?
• Over the long term, do you think ethanol is a sustainable energy
inquiry encourage students to consider
resource? the risks and benefits, costs and conse-
quences, and varied solutions that actual
individuals, communities, and nations
have had to consider.
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Yaroslav, knowing well the evils of civil war, arranged the succession
as follows. The eldest son was to rule at Kief, with the title of Grand
Prince; the other sons were to have each a principality, proportioned
in accordance to his age. On the death of the Prince of Kief, he was
to be succeeded by his next brother, who, [24]on his decease, would
be followed by the next to him, and so on to the youngest, whose
heir was the eldest son of the eldest brother, or first Prince of Kief. In
the second generation, the succession was to continue as in the first.
This system was evidently copied from that of the Slavonic
households, where it might operate well enough, because a younger
brother held no position during the life of the elder. But in the ruling
family each member governed a certain territory, and when the
Prince of Kief died, there was a change all around, each ruler
moving a step higher in the scale. The result was continual shifting,
disorder, and civil war.

Yaroslav left five sons, and a number of grandsons, whose fathers

were dead. To the sons he gave principalities; to the grandsons he
left nothing; they must depend upon the kindness of their uncles;
they were really excluded from sovereignty, and became in fact
common people.

Before death Yaroslav enjoined mutual love on all his sons, and on
the younger obedience to Izyaslav, the eldest, who would be to them
in the place of a father. To Izyaslav he gave Kief, saying to him: “If
any of thy brothers offend another, do thou protect the offended
man.”

Besides Kief, Izyaslav was prince also in Novgorod, hence the road
from the Baltic to the Greeks was at his command.

Sviatoslav, the second son, received Chernigoff with Ryazan,

Murom, and Tmutarakan, beyond the Sea of Azoff. Vsevolod, the
third son, received Pereyaslavl, Suzdal and Bailo-Ozero; the fourth
son, Vyacheslav, got Smolensk, and the fifth, Igor, Volynia with its
capital, Vladimir. Rostislav, son of Vladimir, Yaroslav’s eldest son,
who died before his father, received from his uncles Rostoff, situated
in the middle of Vsevolod’s territory.

In this division of Russia the best principality, Kief, went to the eldest
son; the second in value, Chernigoff, to the second son, and so on.
The idea was to give each prince a place whose income
corresponded to his rank in the scale of seniority. Kief, besides its
superior income, carried with it the sovereignty of Russia.

Let us follow the working of this system. In 1057, three years after
Yaroslav’s death, died the fourth brother, Vyacheslav of Smolensk,
leaving one son. Igor of Volynia was transferred to Smolensk by his
brothers, and Rostislav, the nephew, was [25]moved from Rostoff to
Volynia. In 1060 Igor died in Smolensk, leaving sons also. The
remaining three brothers gave Smolensk neither to Igor’s sons, nor
to Rostislav, to whom, by the established order, it would belong.

Rostislav, enraged at his uncles, found daring spirits in Novgorod to

help him, among others Vyshata, son of Ostromir, the posadnik. With
these men he set out for Tmutarakan to find warriors and win by the
sword that which, as he thought, belonged to him.

In 1058 the four surviving brothers freed their uncle Sudislav from
prison, where Yaroslav, his brother, had kept him for eighteen years.
They took from him an oath to act in no way against them. Old and
childless, he entered a monastery, and died five years later.

Rostislav now took Tmutarakan from Glaib, son of Sviatoslav.

Sviatoslav hurried to help his son, and, as Rostislav did not resist his
uncle, Glaib was put back into power very promptly. No sooner was
Sviatoslav at home, however, than Glaib was driven out a second
time by Rostislav, who now settled down firmly and with a purpose.
He began at once to extend his dominion along the Caucasus, and
was rapidly gaining power to use against his uncles, when the
Greeks of the Chersonese poisoned him, and Glaib took his old
place again unhindered.

The three sons of Yaroslav were rid now of their nephew, but they
had a cousin who began to give them much trouble. This cousin was
Vseslav of Polotsk, grandson of Izyaslav, the eldest brother of
Yaroslav the Lawgiver. This Vseslav was known to be desperate in
battle, and swift beyond any man in marching. People believed him
born through enchantment, they thought him a real devil’s son, who
could turn to a gray wolf and race in one night from the Caucasus to
Novgorod. This so called “wizard,” excluded from the sovereign
circle, now began war in defense of rights which to him, the great-
grandson of Vladimir the Apostle, might indeed seem well founded.

In 1065 the wizard attacked Pskoff, meeting with no success, but the
following year he entered Novgorod, captured many people, took
down the great bell of Sophia, seized church ornaments and hurried
away. “Immense was the misery of that day,” states the chronicler.
Izyaslav and his brothers pursued Vseslav during terrible cold, for
the time was midwinter. On the road [26]they halted at Minsk. The
people had shut themselves up in the stronghold; so they stormed
the stronghold and captured it, cutting down all defenders, sparing
only women and children as captives.

They followed Vseslav till early in March, when they overtook him,
and notwithstanding a blinding snow-storm, there was a terrible
battle. Many fell on both sides. Vseslav was defeated, but he
escaped, as he always did, because of his swiftness and “magic.”

The following summer, Izyaslav invited the “evil wizard” to a council

of peace and kissed the cross not to harm him. Vseslav, with his two
sons, passed over the Dnieper, but when he entered Izyaslav’s tent
he was seized, though a wizard, and imprisoned; his sons were
imprisoned also.

The Prince of Kief and his brothers had rest now from relatives. But
some great calamity was coming, every one felt it; there were
portents on all sides. A bloody star appeared in the sky and
remained a whole month there; the sun was as pale as the moon; a
deformed fish had been caught, enormous and dreadful to look at.

While all men were convinced that some terror was approaching,
and were waiting in fear to see what it might be, the Polovtsi, a new
scourge, appeared. They had conquered the Petchenegs and were
now ready to harass Russia. Kazars, Torks and Petchenegs had
preceded them in this office, but the Polovtsi were Russia’s direst
foes thus far.

In 1055 the Polovtsi had crossed the boundary of Pereyaslavl, but

made peace and then vanished. In 1059 Vsevolod attacked a certain
Tork force, which he crushed. In 1060 a “countless host” was led
against those Tork opponents, who, informed of the movement,
hurried off to the steppe, but were followed. The princes killed many
and seized numbers more of them. The captives were settled in
towns to do service. Those Torks who succeeded in escaping died in
the steppe from frost, hunger and hardship. The Torks were now
finished, as were also the Petchenegs, but the Polovtsi succeeded
both, as attackers of Russia.

In 1061 these people appeared in large numbers. Vsevolod met

them immediately, but he was vanquished. They took what they
pleased and rushed off to the steppe again. In 1068 a still greater
host came. The three Russian princes met this host, and [27]fought
bravely, but were badly defeated and fled, Izyaslav with his brother
Vsevolod to Kief; and Sviatoslav to Chernigoff.
All men in Kief were enraged at Izyaslav. Some demanded arms,
and others a prince who would lead them successfully against the
Polovtsi. They rushed to the prison, freed Vseslav the wizard, and
made him Grand Prince immediately. Izyaslav, to save his life,
hastened westward to Poland. The Polovtsi advanced to Chernigoff,
where Sviatoslav met the plundering host and crushed it.

Seven months after his flight, Izyaslav appeared before Kief with a
numerous army commanded by Boleslav the Bold, King of Poland.
Vseslav went forth to meet him, and it is told of him that, since he
could hope for no favor from Vsevolod or Sviatoslav against Izyaslav,
their brother, the wizard became a gray wolf in the night-time and
vanished. In fact he fled. The army, deserted by its leader, returned
to Kief and sent the following message to Sviatoslav and Vsevolod:
“Unless ye save Kief from the Poles, we will burn it and go to the
land of the Greeks.” “We will warn our brother,” replied Sviatoslav,
“we will not permit him to enter the city with large forces.”

Izyaslav, warned by his brothers, came with only a part of the army,
was received and took his place as of old in the capital. As soon as
he left the Kief army, Vseslav hurried off to Polotsk and took
possession of that city.

Once well reinstated in Kief, Izyaslav attacked Vseslav, expelled him

from Polotsk, and placed there Mystislav, his own son. When that
son died he sent another one, Sviatopolk. Vseslav, meanwhile, went
to the Chuds (Fins), assembled a large force among them, and
attacked Novgorod, but he was again unsuccessful. Fresh warriors,
however, flocked to the wizard, who drove Sviatopolk from Polotsk,
which he held now successfully, and with firmness.

Izyaslav, having failed to subdue the wizard, decided to act alone,

and negotiate with him. He asked no aid from his brothers; he could
not well do so, for Sviatoslav the Strong was unfriendly, was in reality
plotting against Izyaslav, working to make himself master of Kief at
the earliest moment. Dissatisfied Kief men, and victims of Izyaslav’s
anger, found refuge with Sviatoslav, who turned now to Vsevolod, his
brother, and said: “Izyaslav [28]is plotting with the wizard against us.
Unless we expel him from Kief at once, he will drive us both from our
places.” The two brothers took action and Izyaslav was forced to
leave Kief for the second time.

Sviatoslav became Grand Prince and gave Chernigoff to Vsevolod.

Izyaslav now went to Poland. He gave immense presents to Boleslav
the Bold and to magnates, who did naught to assist him, but in the
end told him that he would better go elsewhere. He journeyed then
to Mainz and asked aid of Henry IV, the same Emperor who went to
Canossa. He gave presents to Henry and begged help against
Sviatoslav and Vsevolod. Henry, pleased by this recognition of his
power by a Grand Prince of Russia, sent an embassy straightway to
Kief to demand reinstatement for Izyaslav.

The Polish king and Henry were enemies at this time, hence
Sviatoslav made a treaty at once with the king, and sent Oleg, his
own son, with Monomach, son of Vsevolod, to assist him. Henry’s
efforts were vain, so Izyaslav’s son visited Rome to beg aid of
Gregory, the seventh of that name, the strong Pope who forced
Henry IV to stand thinly clad in the cold at Canossa.

The Russian prince declared that his father was ready to recognize
papal supremacy, if Gregory would only restore Kief to him. The
Pope wrote at once to the Polish king, touching the gifts which he
had taken from Izyaslav before sending him out of the country.

At this juncture Henry’s ally, the Bohemian king, Vratislav, heard that
two Russian princes were coming with warriors to attack him. He
asked peace of Boleslav, and obtained it for one thousand grievens
in silver. Boleslav then directed Oleg and Monomach to return, as
peace had been concluded. They replied that they could not go back
without shame, unless they won honor. Hence they advanced to get
honor. During four months they “went through” Vratislav’s land—to
“go through” means to ravage. Vratislav then gave them a thousand
grievens in silver for peace. They made peace, and returned home
with the money—and with honor.

The Polish king, angered by Oleg and Monomach, and roused by

Pope Gregory, promised to help Izyaslav, and began an advance on
Kief. Meanwhile Sviatoslav died, and Vsevolod set out with [29]forces
to meet Boleslav, but upon reaching Volynia he made peace, yielding
in favor of Izyaslav, who became Grand Prince for the third time, and
Vsevolod returned to Chernigoff. There was trouble on all sides,
however.

In 1076, during winter, Monomach hastened to Novgorod to help

Glaib against Vseslav the wizard, who was raiding and would give no
rest at any time unless that which he claimed was assured him.
Some months later Monomach was joined by his father, Vsevolod,
and they marched against Vseslav, taking with them Polovtsi
warriors, employed now for the first time in conflicts between princes.
They made an attack, but could not crush Vseslav; he was too swift
in his movements. They could lay waste to the country, but could not
conquer the wizard, or stop him. They could only watch and then
ward off the blows which he struck at one point or another.

But from the east still greater troubles were approaching. Vladimir,
Sviatoslav, Vyacheslav and Igor, four sons of Yaroslav, were now
dead, all leaving sons to whom their uncles would give no land. After
Sviatoslav’s death in 1076, and when Vsevolod had gone to meet
Izyaslav and yield Kief to him, Boris, a son of Vyacheslav, seized the
throne of Chernigoff, but retained it only eight days. Then he sped
away to Tmutarakan, where Roman, son of Sviatoslav, was ruler.
There were five of those sons of Sviatoslav, who held good lands
while their father was Grand Prince, but after his death they were
driven from the lands by Izyaslav, their uncle. Glaib was forced to
leave Novgorod and lost his life in the north among Fins. Oleg,
driven from Volynia, turned first to Vsevolod, his uncle, but when he
could get no assistance from him he went to Tmutarakan, in search
of men to aid him. Meanwhile, Izyaslav and Vsevolod gave all
disposable lands to their own sons.

Two years later, 1078, Oleg and his cousin Boris led an army of
Polovtsi and others to Chernigoff, where they attacked Vsevolod and
defeated him. Vsevolod turned then to Izyaslav for assistance, and
the two princes, with Yaropolk and Monomach, their sons, marched
against Oleg and his cousin. Boris was killed in the front of the battle,
and a spear went through the body of Izyaslav, the Grand Prince.
Though these two princes fell, the battle continued till Oleg’s forces
were broken and he was swept from [30]the field, escaping with great
difficulty. Thus one son and one grandson of Yaroslav fell in this
desperate struggle between uncles and nephews (October, 1078).

Now Vsevolod, the last son of Yaroslav the Lawgiver, became Grand
Prince, and the difficulties before him were enormous.

As already stated, Yaroslav the Lawgiver had six sons: Vladimir,

Izyaslav, Sviatoslav, Vyacheslav, Igor and Vsevolod. Vladimir, the
eldest son, had died before his father’s death, and had left one son,
Rostislav, poisoned afterward in Tmutarakan by the Greeks of
Chersonese. Rostislav had three sons: Rurik, Volodar and Vassilko.
Rurik died early, Volodar and Vassilko lived long and caused much
trouble.

Vyacheslav, the fourth son of the Lawgiver, died Prince of Smolensk,

leaving one son, Boris, who fell, as we have seen, on the battle-field
with Izyaslav, his uncle. Igor, the fifth son, had died young, leaving
one son, David. Vsevolod, the sixth son, was now Prince of Russia.
Of Sviatoslav’s sons, four were living, Oleg, Roman, David and
Yaroslav. Seven descendants of Yaroslav the Lawgiver were
excluded, besides Vseslav, the wizard of Polotsk, who demanded
equal rights with the sons of Yaroslav, and would not give peace till
he got them.

On assuming power in Kief, Vsevolod gave Chernigoff to his son

Monomach, and to Yaropolk, son of Izyaslav, he gave Volynia. He
gave nothing to any of the dissatisfied princes. This conduct roused
Oleg, whose father had been Grand Prince in Kief with the aid and
consent of Vsevolod, given either by constraint or freely. So in 1079
Oleg sent his brother, Roman, with an army of Polovtsi to war
against Vsevolod, who met him, but made peace with the Polovtsi by
giving value in hand without fighting. As Roman had nothing to give
them, save a promise of plunder for which they must fight, the
Polovtsi dropped Roman’s cause and killed him. Then they went
home, seized Oleg and gave him to the Greeks of the Chersonese,
who sent him in fetters to Rhodes in the Archipelago. Ratibor was
sent by Vsevolod as posadnik to Tmutarakan, and he ruled there till
David, son of Igor, with Vassilko and Volodar, sons of Rostislav,
came the following year, drove him out of Tmutarakan and governed
in their own way. Oleg, who had fled from his exile, appeared a year
later, confined [31]the three princes, and put those Polovtsi to death
who slew Roman. Later on he freed the princes, who had now to
seek for lands in other places.

In 1084 Rostislav’s son’s, Vassilko and Volodar, disappeared from

Volynia, where they had been living with Yaropolk. Disappeared, but
returned with an army and drove away Yaropolk. Monomach now, at
command of his father, marched against those two princes, expelled
them and reinstated Yaropolk after much fighting and effort.
David, son of Igor, used means of another sort. He remained for a
time in Tmutarakan, then he went with warriors to the mouth of the
Dnieper, stopped all merchants trading with Tsargrad and took their
wares from them. This put an end to commerce with the Byzantine
Empire. Vsevolod’s treasury suffered immediately and he was
obliged to come to terms. He gave David a part of Volynia, and
commerce with Tsargrad was free again.

Yaropolk, deeply offended by this gift to David, which decreased his

own lands, began to enlist men and make ready for warfare.
Vsevolod, upon learning of this, sent his son, Vladimir Monomach, to
attack Yaropolk, but that prince had fled to Poland, leaving wife,
mother and treasures in Lutsk. An attack was made upon Lutsk,
which surrendered to Monomach, who captured Yaropolk’s family
with attendants and treasures and established David, son of Igor, as
ruler of all Volynia.

At this time Galitch was won, as it seems, by the sons of Rostislav.

They seized it from the Polish king, who was friendly with Yaropolk.

The following year, 1086, Yaropolk came back from Poland, made
peace with Monomach and was again seated in Volynia. Still his
lands could not have been of great use to him, since soon after his
coming he set out for Zvenigorod. He was slain on the road by a
man named Neradets, who escaped and took refuge with Rurik, son
of Rostislav, in Galitch.

That same year Vsevolod moved against Volodar and Vassilko, but
in the end made peace with them. After that there was rest for a time
in Volynia. But there was sharp trouble with Vseslav the wizard, who
at Vsevolod’s accession had “scorched” Smolensk, that is burned it,
all save the stronghold. Monomach [32]hunted him swiftly with men
doubly mounted, 6 but the wizard escaped. A second hunt followed,
by men from Chernigoff and Polovtsi allies. On the way they took
Minsk by surprise, and left not a man or beast in the city. [33]

1 The tomb of Askold is still shown near Kief. ↑

2 The city of the Tsar, or Cæsar, that is Constantinople, so called for the first
Christian Emperor, Constantine. ↑
3 Olga was the mother of Sviatoslav and thus the grandmother of Vladimir. ↑
4 Ruins of this city still exist near Sevastopol. Among the ruins is a church said to
be the one in which Vladimir received baptism. ↑
5 The present Galicia. ↑
6 Men riding one horse and leading another. ↑
[Contents]
CHAPTER II
 VLADIMIR MONOMACH

In 1093 Vsevolod died at the age of sixty-four. His successor was

Sviatopolk, son of Izyaslav, a weak and worthless man. Then came
trouble and turmoil. “Those were days,” an old song says, “when
strife was sown, when it grew as grain in the field grows, when men’s
lives were shortened by princes’ struggles, when the cry of the earth-
tiller was heard only rarely, but often the scream of the crows
wrangling over corpses.” Monomach, the bravest and ablest of all
the descendants of Yaroslav, might have taken the Kief throne had
he wished, since the Kief people begged him to do so, but he feared
civil war and refused, saying: “Sviatopolk’s father was older than my
father; he reigned first in Kief.”

Sviatopolk, greedy and cruel, showed his character quickly. Envoys

from the Polovtsi came to sell peace to him. He cast them into
prison. When the Polovtsi heard of this insult they made war with the
utmost vigor.

Sviatopolk then freed the envoys and asked for peace, but could not
get it. He began at once to prepare for war on a small scale, but at
last took advice and asked aid of Monomach, who came, bringing
with him his brother. The three princes with their combined forces
attacked the Polovtsi, though Monomach urged peace, since the
enemy outnumbered them notably. The Russians were beaten in a
savage encounter and Rostislav, Monomach’s brother, was drowned
while crossing a river; Monomach himself had a narrow escape
when struggling to save him. Elated with triumph, the Polovtsi
hastened toward Kief, ravaging all before them. Sviatopolk, who had
taken refuge in the capital, summoned fresh warriors and went out to
meet the enemy a second time, but was again defeated and fled
back to Kief with but two attendants. [34]

As Sviatopolk now wished greatly for peace, he gave what the

Polovtsi asked, and took the Khan’s daughter in marriage.

Oleg, son of Sviatoslav of Chernigoff, one of the most resolute and

active men of the eleventh century, came also with peace to sell,
leading in a new army of Polovtsi. The crushing defeats which his
cousins had suffered prepared the way for him. He laid siege to
Chernigoff, harried the surrounding country and burned churches
and villages. For eight days his Polovtsi worked at the stronghold,
then Monomach sent a message to Oleg declaring that to stop
bloodshed and ruin he would march from the city. Peace was made
on that basis, and Oleg became master of Chernigoff.

Pereyaslavl was now Monomach’s capital, and continued to be so

during a time of sore trial and waiting. Pereyaslavl was the place
which the Polovtsi struck first of all, when marching against Russia.
Monomach lived three years in this exposed capital, where he
suffered through lack of means and from ceaseless attacks of the
Polovtsi. In 1095 two Khans, Itlar and Kitan, came to Pereyaslavl to
sell peace, that is to take treasure for a promise of peace, and then
break the promise.

Itlar went with his men to the stronghold to pass the night there and
was lodged at the house of Ratibor, a distinguished boyar.

Kitan remained between the outer wall and the second one, and
Monomach gave Sviatoslav, his son, to Kitan as hostage for the
safety of Itlar.

A man by the name of Slavata, who had come that day on some
mission from Sviatopolk in Kief, persuaded Ratibor to get consent
from Monomach to kill those Polovtsi. “How could I permit such a
deed?” demanded Monomach; “I have given my oath to Itlar:” “The
Polovtsi give oaths to thee, and then slay and ruin us on all sides.
That they will do this time also.” Monomach yielded after much
persuasion, and that night men were sent out who stole away
Sviatoslav and then killed Kitan with his attendants. Itlar, at Ratibor’s
house, knew nothing of what had happened. Next morning Ratibor’s
men climbed to the top of the house in which Itlar was lodging,
opened the roof and killed the Polovtsi warriors with arrows.
Sviatopolk and Monomach moved at once to the steppe against the
Polovtsi and sent to Oleg for aid in the struggle. Oleg went, but held
aloof through [35]suspicion. The two princes were successful. The
Polovtsi, taken unawares, were badly defeated. The princes seized
men, cattle, horses and camels, and returned home with rich booty.

Oleg’s conduct had angered Sviatopolk and Monomach seriously.

“Thou art unwilling to join us against the vile enemy,” said they. “In
thy house Itlar’s son is now living; give him to us, or else kill him.”
Oleg would not yield to his cousins. Soon after they sent this
message: “Come to Kief and take counsel, so that we may defend
Russia together.” “I will not let priests and common men judge me,”
replied Oleg. This answer enraged Kief people, and Sviatopolk and
Monomach declared war against Oleg without another question.
“Thou wilt not help us to crush pagans,” said they, “or meet us in
council. Thou art plotting to strengthen the enemy. Let God judge
between us.” 1

The two princes now marched on Chernigoff. Oleg fled thence to

Starodub and shut himself in there. The princes laid siege to the
place, and during thirty-three days they made vigorous onsets, but
the defense was most resolute. At last the besieged were exhausted,
and Oleg was obliged to beg for peace. “Go to David, thy brother,”
replied the princes, “and come with him to Kief. Kief is the mother
city. In Kief ruled our ancestors. Let us meet there and settle all
questions.” Oleg kissed the cross in assent and set out for Smolensk
to find David, but upon arriving at that city the people would not allow
him to enter, so he turned and went back toward Ryazan.

Since Oleg and David did not come to Kief to make peace and take
counsel, the two princes marched on Smolensk. David now made
peace with them, on what terms is unknown to us, while Oleg, with
his own men and some warriors sent him by David in secret,
advanced against Murom to expel Izyaslav, son of Monomach.
Izyaslav, having a numerous force, went out to meet Oleg. “Go to
Rostoff, which belonged to thy father,” said Izyaslav, “but leave my
father’s portion.” “I wish to be here,” replied Oleg. Izyaslav now gave
battle. A fierce struggle followed, and Izyaslav fell in the fight before
the walls of Murom. The town then received Oleg, who hurried on
straightway to Suzdal, which also surrendered. Of the citizens some
he held captive while others were sent to various places in his own
land, [36]but he seized all of their property. He appeared next in front
of Rostoff, which surrendered at once, and he appointed men to
collect taxes there.

Oleg held now all lands connected with Murom. At this juncture there
came to him an envoy from Mystislav, prince in Novgorod, with this
message: “Leave Suzdal and Murom. Take not another man’s
province. I will make peace between thee and my father, even
though thou hast slain Izyaslav, my brother.”

Oleg would not listen. After such a victory he had no desire for
peace. He planned to take Novgorod, he had even sent forward his
brother, Yaroslav, and was going to assist him. Mystislav sent men,
who seized Oleg’s tax-gatherers. In view of this, Yaroslav warned
Oleg to guard himself carefully, that forces were advancing from
Novgorod. Oleg turned back to Rostoff, but Mystislav followed him.
He then left Rostoff for Suzdal; his enemy hurried straight after him.
Oleg burned Suzdal and fled to Murom. Mystislav reached Suzdal
and halted. From Suzdal he sent an envoy again to make peace, if
possible.

Oleg, doubtful of victory through force, now sought it through

strategy. He sent back words of seeming friendliness, and was
watchful.

Mystislav, thinking peace near, quartered most of his warriors at

some distance in villages. While eating at midday, news was brought
in that the enemy was advancing rapidly. Oleg had thought that a
sudden feint would put his nephew to flight, but Mystislav held his
ground firmly. He quickly called together all his men, and when Oleg
was drawing near Suzdal, an army was ready for action in front of
him. For four days were the two princes facing each other; neither
one saw his way to begin the hard trial. Meanwhile Monomach was
hurrying on reinforcements to Mystislav. These were Polovtsi
commanded by another son, Vyacheslav. On the fifth day Oleg
moved against Suzdal, and Mystislav, having placed the Polovtsi in
ambush to attack at the critical moment, marched out to meet him.

The battle began, and Mystislav with his Novgorod men was bearing
down heavily on the enemy, when the Polovtsi, with Monomach’s
banner above them, suddenly rushed at the flank of Oleg’s army.
Panic fell on the warriors at sight of that banner; [37]they thought that
Monomach was attacking in person, and they fled from the field in
disorder.

Oleg escaped to Murom, where he left his brother, Yaroslav, and

then marched with all speed to Ryazan. Mystislav hastened to
Murom, made peace with the people and freed the men seized by
Oleg some time earlier, then he pursued Oleg farther. Oleg, learning
that Mystislav was approaching, left Ryazan. Mystislav came to
terms with the people of Ryazan, as he had with those of Murom. He
now sent a second letter to Oleg, urging him to make peace with his
cousins. Oleg made a favorable promise, and Mystislav wrote to
Monomach on behalf of Oleg, who was his godfather. Because of
this letter Monomach, anxious to put an end to the dispute between
the princes, sent a mild, but firm message to Oleg. The result was a
meeting of the princes in 1097 at Lubetch, a place east of the
Dnieper on the land of Chernigoff.

Seated on the same carpet, they agreed that in order to put an end
to civil war, each prince, or group of princes, should receive the land
held by his, or their father. Hence Sviatopolk received Kief with
Turoff; to Vladimir went all that Vsevolod, his father, had held,—
Smolensk with Rostoff and its settlements. Novgorod fell to
Mystislav, who had conquered Oleg; Sviatoslav’s sons, Oleg, David,
and Yaroslav, received the lands of Chernigoff. There now remained
the izgoi, or orphans, the excluded princes: David, son of Igor, with
Vassilko and Volodar, sons of Rostislav. To David was given Volynia,
or all that was left of it after the paring of land from that province.
Peremysl fell to Volodar, and Terebovl to Vassilko.

When everything was thus amicably settled, the princes kissed the
cross, and declared that if any one of them should raise hands on
another all the rest would oppose that man, and the holy cross be
against him. After that they kissed one another and parted.

This meeting at Lubetch fixed succession to lands east of the

Dnieper by giving what the father had held to the sons of Sviatoslav.
But west of that river were, as we shall find, fruitful causes of trouble.
In Polotsk was Vseslav, the restless wizard, unrecognized as yet,
and dissatisfied. In Volynia was David, son of Igor; next to him were
the sons of Rostislav, who had some land which David looked on as
a part of Volynia. Vassilko, Prince of Terebovl, [38]was renowned for
his activity and enterprise. He had led Polovtsi into Poland and was
planning new exploits. Warriors from various tribes were coming
even then to serve under him. David, perfidious and grasping, but no
warrior, was in ceaseless dread of Vassilko. Before the council at
Lubetch was ended, Turijak, Vassili, and Lazar, three men of David’s
escort, had persuaded their master that Monomach and Vassilko had
formed a plan and were ready for action against him. Vassilko, they
said, was to take Volynia, David’s land, while Monomach would seize
Kief from Sviatopolk. This tale threatened David with loss of rule, and
death or exile. He knew well what wandering and seeking for power
meant, so on the way back to Kief he explained this tale to
Sviatopolk, and added: “Unless we seize Vassilko at once, thou wilt
not stay in Kief, nor I in Volynia.” Since Sviatopolk was doubtful as to
the truth of this statement, David developed his reasons for making
it: “He killed thy brother Yaropolk, and is now plotting against both of
us; he is at one with Monomach.”

Sviatopolk was willing to have the deed done, but wished to make
David entirely responsible for it. “If thou art speaking the truth,” said
he, “God Himself will be witness on thy side. If untruth, He will judge
thee.”

When Vassilko reached Kief he was invited by Sviatopolk to the feast

of his name’s day, but he excused himself, saying that his men had
gone ahead and he must overtake them. On hearing this, David sent
word to Vassilko as follows: “Offend not thy elder brother, remain for
the feast.” Vassilko refused even this request. David turned then to
Sviatopolk, with these words: “Here in thy capital he dares to
disregard thee. What will the man do in his own land? He will take
Pinsk and other towns, thou wilt think of my words then. Send men,
seize Vassilko, and give him to me; I will care for him.”