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 Key Ideas in Green Chemistry
1 It is better to prevent waste than to treat or clean up waste after it is formed.

2 It is better to minimize the amount of materials used in the production of a

product.

3 It is better to use and generate substances that are not toxic.

4 It is better to use less energy.

5 It is better to use renewable materials when it makes technical and economic sense.

6 It is better to design materials that degrade into innocuous products at the

end of their useful life.
Source: The Twelve Principles of Green Chemistry by Paul Anastas and John Warner.

acs40843_fm_i-xx-1.indd 1 10/1/19 10:03 PM

 viii Contents

3.11 Where Do We Go from 5.8 Heartburn? Tums to

Here: Can the Ozone the Rescue: Acid–Base
Hole Be Restored? 100 Neutralization! 197
3.12 How Do Sunscreens Work? 104 5.9 Quantifying Acidity/Basicity:
The pH Scale 199
Conclusion 108
Learning Outcomes 108 5.10 The Chemistry of Acid Rain 201
Questions 108 5.11 Acid’s Effect on Water 203
5.12 Treating Our Water 206
Chapter 4 5.13 Water Solutions for Global
Challenges 210
Climate Change 112
4.1 Carbon, Carbon Everywhere! 114 Conclusion 213
4.2 Where Did All the Carbon Learning Outcomes 213
Atoms Go? 119 Questions 214
4.3 Quantifying Carbon—
First Stop: Mass 121
4.4 Quantifying Carbon—Next Chapter 6
Stop: Molecules and Moles 123 Energy from Combustion 218
4.5 Why Does It Matter Where 6.1 Fossil Fuels: A Prehistoric
Carbon Atoms End Up? 126 Fill-Up at the Gas Station 220
4.6 Warming by Greenhouse 6.2 Burn, Baby! Burn! The
Gases: Good, Bad, or a Process of Combustion 222
Little of Both? 128 6.3 What Is “Energy”? 224
4.7 How Do You Recognize a 6.4 How Hot Is “Hot”?
“Greenhouse Gas”? 129 Measuring Energy Changes 225
4.8 How Do Greenhouse 6.5 Hyperactive Fuels: How
Gases Work? 134 Is Energy Released
4.9 How Can We Learn from during Combustion? 230
Our Past? 137 6.6 Fossil Fuels and Electricity 233
Source: Scientific Visualization Studio/
Goddard Space Flight CenterNASA 4.10 Can We Predict the Future? 143 6.7 How Efficient Is a Power
4.11 A Look at Our Future World 149 Plant? 235
4.12 Action Plans to Prevent 6.8 Power from Ancient
Future Global Catastrophes— Plants: Coal 237
Who and How? 154 6.9 From Steam Engines to
Conclusion 160 Sports Cars: The Shift from
Learning Outcomes 161 Coal to Oil 241
Questions 161 6.10 Squeezing Oil from Rock:
How Long Can This Continue? 242
6.11 Natural Gas: A “Clean”
Chapter 5 Fossil Fuel? 244
Water Everywhere: A Most 6.12 Cracking the Whip: How
Precious Resource 166 Do We Obtain Useful
5.1 The Unique Composition Petroleum Products
of Water 169 from Crude Oil? 246
5.2 The Key Role of 6.13 What’s in Gasoline? 250
Hydrogen Bonding 171 6.14 New Uses for an Old Fuel 253
5.3 Where, Oh Where Is 6.15 From Brewery to
All the Water? 174 Fuel Tank: Ethanol 254
5.4 Help! There Is Something 6.16 From Deep Fryer to
in My Water 178 Fuel Tank: Biofuels 258
5.5 How Much Is OK? 6.17 Are Biofuels Really
Quantifying Water Quality 182 Sustainable? 262
5.6 A Deeper Look at Solutes 186
5.7 Corrosive and Caustic: The Conclusion 267
Properties and Impacts Learning Outcomes 268
of Acids and Bases 193 Questions 268

acs40843_fm_i-xx-1.indd 8 10/10/19 9:29 AM

 Contents ix

Chapter 7 Chapter 9
Energy from Alternative The World of Polymers
Sources 274 and Plastics 356
7.1 From Nuclear Energy to 9.1 Polymers Here, There, and
Bombs: The Splitting of Everywhere 358
Atomic Nuclei 276 9.2 Polymers: Long, Long Chains 358
7.2 Harnessing a Nuclear Fission 9.3 Adding Up the Monomers 360
Reaction: How Nuclear Power
9.4 Got Polyethylene? 362
Plants Produce Electricity 282
9.5 The “Big Six”: Theme and
7.3 What Is Radioactivity? 285
Variations 365
7.4 Nuclear Radiation and You 288
9.6 Cross-Linking Monomers 371
7.5 How Long Do Substances
9.7 From Proteins to Stockings:
Remain Radioactive? 290
Polyamides 375
7.6 What Are the Risks of
9.8 Dealing with Our Solid
Nuclear Power? 293
Waste: The Four Rs 377
7.7 Is There a Future for
9.9 Recycling Plastics:
Nuclear Power? 297
The Bigger Picture 381
7.8 Solar Power: Electricity
9.10 From Plants to Plastics 387
from the Sun 301
9.11 A New “Normal”? 389
7.9 Solar Energy: Electronic
“Pinball” Inside a Crystal 304
Conclusion 391
7.10 Beyond Solar: Electricity
Learning Outcomes 392
from Other Renewable
(Sustainable) Sources 309 Questions 392

Conclusion 315 Chapter 10

Learning Outcomes 315
Brewing and Chewing 396 ©Shutterstock/Bignai
Questions 316
10.1 What’s in a Mouthful?
The Science of Taste 398
Chapter 8 10.2 How Does Smell Affect Taste? 399
Energy Storage 320 10.3 The Kitchen Laboratory 401
8.1 How Does a Battery Work? 323 10.4 The Science of Recipes 402
8.2 Ohm, Sweet Ohm! 324 10.5 Kitchen Instrumentation:
8.3 Batteries, Batteries Flames, Pans, and Water 404
Everywhere! 326 10.6 Cooking in a Vacuum:
8.4 (Almost) Endless Not Just for Astronauts! 409
Power-on-the-Go: 10.7 Microwave Cooking:
Rechargeable Batteries 327 Fast and Easy 411
8.5 Lead–Acid: The World’s Most 10.8 Cooking with Chemistry:
Widely Used (and Heaviest!) No-Heat Food Preparation 412
Rechargeable Battery 330
10.9 How Can I Tell When
8.6 Vehicles Powered My Food Is Ready? 414
by Electricity 331
10.10 Exploiting the Three States of
8.7 Storage Wars: Matter in Our Kitchen 417
Supercapacitors vs. Batteries 334
10.11 The Baker’s and Brewer’s
8.8 Higher MPGs with Less Friend: Fermentation 421
Emissions: Gasoline-Electric
10.12 From Moonshine to
Hybrid Vehicles 336
Sophisticated Liqueurs:
8.9 Fuel Cells: The Basics 340 Distillation 422
8.10 Hydrogen for Fuel Cell Vehicles 344 10.13 Extraction: Coffees
8.11 My Battery Died—Now What? 348 and Teas 423

Conclusion 351 Conclusion 425

Learning Outcomes 352 Learning Outcomes 425
Questions 352 Questions 425

acs40843_fm_i-xx-1.indd 9 10/10/19 9:33 AM

 x Contents

Chapter 11 Chapter 13
Nutrition 428 Genes and Life 522
11.1 You Are What You Eat 430 13.1 A Route to Synthetic Insulin 524
11.2 From Buttery Popcorn to 13.2 DNA: A Chemical that
Cheesecake: Lipids 432 Codes Life 525
11.3 Fats and Oils: Not Necessarily 13.3 The Double Helix
a Bad Thing! 436 Structure of DNA 529
11.4 Carbohydrates: The Sweet 13.4 Cracking the Chemical Code 533
and Starchy 441 13.5 Proteins: Form to Function 535
11.5 How Sweet It Is: Sugars and 13.6 The Process of Genetic
Sugar Substitutes 444 Engineering 539
11.6 Proteins: First among Equals 447 13.7 Better Chemistry Through
11.7 Vitamins and Minerals: Genetic Engineering 543
The Other Essentials 452 13.8 The Great GMO Debate 546
11.8 Food for Energy 456 Conclusion 550
11.9 Food Safety: What Else Learning Outcomes 550
Is in Our Food? 460
Questions 550
11.10 The Real Costs of
Food Production 462 Chapter 14
11.11 From Field to Fork I:
Who Killed Dr. Thompson?
The Carbon Footprint
of Foods 465 A Forensic Mystery 554
11.12 From Field to Fork II: 14.1 Friday, Aug. 1—7:08 pm:
The Nitrogen Footprint A Relaxing Evening
of Foods 468 Interrupted 555
©Stock Footage, Inc./Getty Images
11.13 Food Security: Feeding 14.2 Solvent Stills: An Effective
a Hungry World 473 but Dangerous Way to
Purify Solvents 556
Conclusion 477 14.3 Friday, Aug. 1—10:13 pm:
Learning Outcomes 477 The Aftermath 559
Questions 478 14.4 Saturday, Aug. 2—8:05 am:
Accidental or Deliberate? 561
Chapter 12 14.5 Fire Modeling 566
14.6 Behind-the-Scenes at
Health & Medicine 482
the Crime Lab 569
12.1 A Life Spent Fighting
14.7 Wednesday, Aug. 13—1:03 pm:
Against Equilibrium 484
Access to the Lab Restored 574
12.2 Keeping Our Bodies
14.8 Wednesday, Aug. 13—10:57 pm:
in Equilibrium 488
What Now? 576
12.3 Carbon: The Essential
14.9 Thursday, Aug. 14—5:42 am:
Building Block of Life 491
A Gruesome Discovery 576
12.4 Functional Groups 496
14.10 Behind-the-Scenes at the
12.5 Give These Molecules Crime Lab 578
a Hand! 498
14.11 Friday, Aug. 22—9:03 am:
12.6 Life via Protein Function 502 The Questioning of
12.7 Life Driven by Noncovalent Julie Thompson 582
Interactions 506 14.12 Monday, Aug. 25—8:31 am:
12.8 Steroids: Essential Regulators The Questioning of Dr. Littleton 583
for Life (and Performance 14.13 Tuesday, Aug. 26—2:05 pm:
Manipulators!) 508 Road Trip to Atlanta 584
12.9 Modern Drug Discovery 510 14.14 Back in the Crime Lab 584
12.10 New Drugs, New Methods 514 14.15 Charge: Murder-1! 587
Conclusion 517 Conclusion 588
Learning Outcomes 518 Learning Outcomes 589
Questions 518 Questions 589

acs40843_fm_i-xx-1.indd 10 10/1/19 10:03 PM

 Contents xi

Appendix 1 Appendix 4
Measure for Measure: Metric Answers to Your Turn
Prefixes, Conversion Questions A-5
Factors, and Constants A-1
Appendix 5
Appendix 2 Answers to Selected End-of-
Chapter Questions Indicated
The Power of Exponents A-2
in Blue in the Text A-53

Appendix 3 Glossary G-1

Clearing the Logjam A-3 Index I-1

acs40843_fm_i-xx-1.indd 11 10/1/19 10:03 PM

acs40843_fm_i-xx-1.indd 12 10/1/19 10:03 PM
 Preface

Climate change. Water contamination. Air pollution. Food shortages. These and other
global issues are regularly featured in the media. However, did you know that chem-
istry plays a crucial role in addressing these challenges? A knowledge of chemistry is
also essential to improve the quality of our lives. For instance, faster electronic devices,
stronger plastics, and more effective medicines and vaccines all rely on the innovations
of chemists throughout the world. With our world so dependent on chemistry, it is
unfortunate that most chemistry textbooks do not provide significant details regarding
real-world applications. Enter Chemistry in Context—“the book that broke the mold.”
Since its inception in 1993, Chemistry in Context has focused on the presentation of
chemistry fundamentals within a contextual framework.
So, what is “context,” and how will this make your study of chemistry more interesting
and relevant?
Context! This word is derived from the Latin word meaning “to weave.” Hence,
Chemistry in Context weaves together connections between chemistry and society. In
the absence of social issues, there could be no Chemistry in Context. Similarly, without
teachers and students who are willing (and brave enough) to engage in these issues,
there could be no Chemistry in Context. As the “Central Science,” chemistry is woven
into the fabric of practically every issue that our society faces today.
Context! Do you enjoy good stories about the world in which you live? If so,
look inside this book for stories that intrigue, challenge, and possibly even motivate
you to act in new or different ways. In almost all contexts—local, regional, and
global—parts of these stories are still unfolding. The ways in which you and others
make choices today will determine the nature of the stories told in the future.
Context! Are you aware that using a real-world context to engage people is a
high-impact practice backed up by research on how people learn? Chemistry in
­Context offers real-world contexts to engage learners on multiple l­evels: personal,
social, and global. Given the rapidly changing nature of these contexts, Chemistry
in Context also offers teachers the opportunity to become l­earners alongside their
students.

Sustainability—The Ultimate Context

Global sustainability is not just a challenge. Rather, it is the defining challenge of
our century. Accordingly, the 10th edition of Chemistry in Context continues to
focus on this challenge, both as a topic worth studying and as a problem worth
solving. As a topic, sustainability provides an important source of content for stu-
dents to master. For example, the tragedy of the commons (Section 2.14), the Triple
Bottom Line (Section 6.17), and the concept of cradle-to-cradle (Section 1.9) are all
part of this essential content. As a problem worth solving, sustainability generates
new questions for students to ask—ones that help them imagine and achieve a sus-
tainable future. For example, students will find questions about the risks and benefits
of acting (or not acting) to reduce emissions of greenhouse gases.
Incorporating sustainability requires more than a casual rethinking of the cur-
riculum. Unlike most general chemistry texts, Chemistry in Context is context rich. In
essence, you can think of our coverage as a “Citizens First” approach that is context-
driven, rather than the content-driven “Atoms First” approach used in many general
chemistry curricula. Thus, unlike many other textbooks, this book provides interesting
real-world scenarios about energy, materials, food, water, and health to convey essential
chemistry content alongside the key concepts of sustainability.
xiii

acs40843_fm_i-xx-1.indd 13 10/1/19 10:03 PM

 xiv Preface

Green chemistry, a means to sustainability, continues to be an important theme

in Chemistry in Context. As with earlier editions, we have continued our strong focus
on green chemistry concepts, which are woven throughout this edition. This contextual
coverage offers the reader a better sense of the need for, and importance of, greening
our chemical processes.

Updates to Existing Content

People sometimes ask us, “Why do you release new editions so often?” Indeed, we are
on a fast publishing cycle, turning out a new version every three years. We do this
because the content in Chemistry in Context is time sensitive. Since we address real
issues, up-to-date data and information is necessary to give students the full flavor of
how chemistry affects their everyday lives.
The 10th edition of Chemistry in Context represents a significant update to the
breadth of digital assets. Each chapter now contains a variety of new features such as
videos, interactive figures, and PhET activities, each designed to keep the reader engaged
and assist with mastery of content. Although these digital assets are embedded directly
in the e-book, print users can access all of the multimedia by visiting www.acs.org/cic.
Similar to the previous edition, activities are woven throughout each chapter that direct
students to search the Internet to find appropriate data or reports to draw their own
conclusions regarding current worldwide issues. However, you will find even more such
opportunities in this edition.
Although no new contexts have been introduced in the 10th edition, the order of
chapters has been altered to improve the flow of contexts. In particular, the water chem-
istry chapter has been moved up in the sequence to immediately follow climate change.
In addition, Chapter 1 (portable electronics) was significantly revised to feature a more
cohesive theme and cover content that is more appropriate for an opening chapter.
Just as in the previous edition, the final capstone chapter of the textbook
(Chapter 14), is written as a “whodunit” storyline. Concepts from all of the previous
13 chapters are woven into the story, which takes students through the process of inves-
tigating crime scenes and employing appropriate techniques for evidence collection and
analyses.
All chapters have been revised to improve the flow of topics while incorporating
new scientific developments, changes in policies, energy trends, and current world events.
Each chapter begins with a video that introduces the context, with a “Reflect”
activity for students to ponder before reading the chapter. This is immediately followed
by a new section “Compelling Questions,” which identifies the main questions that are
addressed in the chapter. Every chapter then concludes with a “Learning Outcomes,”
section that outlines the important concepts introduced, with citations to their particu-
lar section(s). Page xvii provides more details about these features of the 10th edition.

Teaching and Learning in Context

This new edition of Chemistry in Context continues with the organizational scheme
used in previous editions. Each chapter delves into a real-world theme that provides a
foundation of chemistry concepts that are built upon in later chapters. As shown on
pages xvii-xviii, a variety of learning resources consisting of videos, and interactive
illustrations and simulations, are woven throughout each chapter. Assets that involve
student involvement, such as PhET simulations or laboratory activities, are referred to
as “Investigate.” Others, which consist of videos that provide additional examples or
further explanations, are denoted as “Reflect.”
This edition also features a variety of embedded in-chapter question types—
“Emphasizing Essentials” (basic review, more traditional), “Concentrating on Con-
cepts” (critical thinking), and “Exploring Extensions” (analytical reasoning; also
include questions that directly use the Internet). The questions are plentiful and varied.
They range from simpler practice exercises focusing on traditional chemical principles
to those requiring more thorough analysis and integration of applications. The Your

acs40843_fm_i-xx-1.indd 14 10/1/19 10:03 PM

 Preface xv

Turn questions embedded throughout each chapter are the basis for small group work,
class discussions, or individual projects. These activities will afford students the oppor-
tunity to explore interests, as time permits, beyond the core topics.
Web-based activities found on the Connect site or on www.acs.org/cic are inte-
grated throughout the text. These web-based activities help students develop critical
thinking and analytical problem-solving skills based on current information.

Chemistry in Context, 10e—A Team Effort

Once again, we have the pleasure of offering our readers a new edition of Chemistry
in Context. But the work is not done by just one individual; rather, it is the work of a
talented team. The 10th edition builds on the legacy of prior author teams led by Cathy
Middlecamp, A. Truman Schwartz, Conrad L. Stanitski, and Lucy Pryde Eubanks—all
leaders in the chemical education community.
This new edition was prepared by Bradley Fahlman, Kathleen Purvis-Roberts, John
Kirk, Resa Kelly, and Patrick Daubenmire. The accompanying laboratory manual was
extensively revised by Stephanie Ryan and Michael Mury. Each author brought their own
experiences and expertise to the project, which helped to expand the depth and breadth
of the contexts to reach a variety of audiences.
At the American Chemical Society, leadership was provided by LaTrease
Garrison, ACS Executive Vice President, Education Division. She supported the writ-
ing team, cheering on its efforts to “connect the dots” between chemistry contexts and
the underlying fundamental chemistry content. Terri Chambers, Director of Learning
& Career Development at the American Chemical Society, provided superior support
and thoughtful direction throughout the project, with great insights regarding the effec-
tive use of CiC in the classroom. ACS Textbooks Manager Emily Abbott was also
instrumental in the successful completion of this edition. The author team truly appre-
ciates her thoughtful input, constant support, and friendship. Emily’s attention to detail
and extensive experience in the classroom significantly improved the flow and read-
ability of this edition. ACS Editorial Assistant Lisette Gallegos joined the team for
10e. She quickly became familiar with the CiC project and her help was invaluable to
incorporating the new digital pieces and improving the edition. ACS intern Raadhia
Patwary also joined the 10e team, greatly assisting the authors by providing insightful
comments from a student perspective. The ACS Productions group created the Reac-
tions videos that are pointed to throughout the text. ACS Productions Manager George
Zaiden and his team of producers, David Vinson and Janali Thompson, edited the
opening videos and a number of new videos created by the authors. The web assets
pointed to from the book were designed by ACS Assistant Director, Technology Archi-
tecture, Louise Voress; ACS Principal, User Experience, Annie Sinakou; ACS Senior
Manager, User Experience, Joanna Ho; ACS UI Developer, Chris Brooks; ACS Assis-
tant Director, Application Technology, Kevin Mcguiney; ACS Manager, Application
Technology, Scott Kelske; ACS CMS Specialist, Jennifer Fairchild; ACS Web Devel-
oper, Dane Boucher; ACS Web Developer, Joseph Matthews; and ACS Software Engi-
neer, Luis Descaire.
The many pedagogical improvements offered in CiC, 10e, were greatly assisted
through input from an Editorial Advisory Board: Peter Mahaffy (King’s University),
Catherine Patterson (Getty Museum), Milly Delgado (Florida International University),
Emily Moore (University of Colorado), Tom Pentecost (Grand Valley State University), Kelly
McDaniel (Pace University), and Tara Williams (College of the Canyons). The feedback
obtained from this exceptional group substantially improved the quality of the com-
pleted work.
The McGraw-Hill team was superb in all aspects of this project, with special
thanks to Mary Hurley (Senior Product Developer) and Amy Gehl (Content Project
Manager) for shepherding the project to the finish line. We also gratefully acknowledge
the following individuals at McGraw Hill for their support: Kathleen McMahon (Man-
aging Director), Michelle Hentz (Senior Portfolio Manager), Rose Koos (Director of
Product Development), Shirley Hino (Director of Digital Content Development), Tami
Hodge (Executive Marketing Manager), Samantha Donisi-Hamm (Assessment Content

acs40843_fm_i-xx-1.indd 15 15/10/19 8:01 AM

 xvi Preface

Project Manager), Melissa Homer (Content Licensing Specialists), David Hash

(Designer), Laura Fuller (Buyer), Patrick Diller (Digital Product Analyst), Jolynn
­K ilburg (Program Manager), and Robin Reed (Product Developer Manager).
The author team truly benefited from the expertise of a wider community.
We would like to thank the following individuals who assisted me in writing and/or
reviewing learning-goal-oriented content for SmartBook:

Stephanie Ryan, Ryan Education Consulting LLC

David Jones, St. David’s School in Raleigh, NC
Barbara Pappas, The Ohio State University

We are very excited by the new content and digital features provided in this edition.
As you explore the various contexts, we hope that your study of the underlying funda-
mental chemistry concepts will become more relevant in your life. We believe that the
chemistry contexts and content provided in this edition, alongside the interactive and
thought-provoking activities embedded throughout, will make you think differently about
the world around you and the challenges we face. The solutions to current and future
global problems will require an interdisciplinary approach. Whether you decide to con-
tinue your studies in chemistry, or transition to other fields of study, we believe that the
critical thinking skills fostered in Chemistry in Context, 10e, will be of value to all of
your future endeavors.
Sincerely, on behalf of the author team,

Bradley D. Fahlman
Editor-in-Chief
August 2019

acs40843_fm_i-xx-1.indd 16 10/10/19 1:05 PM

 Water Everywhere: A Most Precious Resource 213

Your Turn 5.56 Final Analysis of the Water Diary

Revisit your water diary. After studying this chapter, what are your thoughts on your
current usage of water? Suggest a different method for tracking your water usage data.

Active Learning Resources Conclusion

The 10th edition features a variety of interactive features to engage the reader and foster critical thinking skills. Particular
styles and icons highlight the placement of these features.
Like the air we breathe, water is essential to our lives. It bathes our cells, transports nutrients through our bodies, provides
most of our body mass, and cools us when it evaporates. Water is also central to our way of life. We drink it, cook with
it, clean things in it, use it to irrigate our crops, and manufacture goods with it. However, as we do these things, we add
waste to the water. Although fresh water purifies itself through a cycle of evaporation and condensation, we humans are
dirtying water faster than nature can regenerate clean water.
Furthermore, emissions of acidic oxides—carbon dioxide, sulfur oxides, and nitrogen oxides—are affecting the
acidity of the world’s oceans, rainfall, lakes, and rivers. In the United States, “acid rain” is not the dire plague once
described by environmentalists and journalists. Nor is it a matter to be ignored. It was sufficiently serious that federal
legislation, the Clean Air Act Amendments of 1990, were enacted to reduce SOx and NOx emissions, precursors to acid
deposition. If you have learned anything from this chapter, we hope it has been the recognition that complex problems
cannot be solved by simplistic strategies. Any failure to acknowledge the intertwined relationships involving the combus-
tion of coal and gasoline; the production of carbon, sulfur, and nitrogen oxides; and the reduced pH of seawater and
precipitation, is to deny some fundamental facts of chemistry. Knowledge of ecology and biological systems is needed
as well, so that acid deposition can be understood in the context of entire ecosystems, a task that requires experts from
several disciplines to collaborate.
Although fresh water is a renewable resource, the demands of population growth, rising affluence, and other global

Compelling Questions & Learning issues are amplifying shortages of this essential commodity. If our personal, national, and global appetite for fossil fuels
continues to grow unchecked, our environment may well become a good deal warmer and a good deal more acidic. More-
over, the problem may be intensified as the supply of petroleum and low-sulfur coals diminishes and we become even more
COMPELLING QUESTIONS
reliant on high-sulfur coal.

Outcomes nuclear
In the next series of chapters, we will discuss the energy produced by fossil fuels and renewable sources of energy—
In thisfission,
increase.
chapter, water
But are
■ What
you willand
we the
explore
conclude
wind,thebiomass,
following and
this chapter
unique properties
questions:
the Sun itself. All are currently being utilized, and their use will no doubt
with the modest suggestion that, for a multitude of reasons, the conservation of
of water?
energy■ by industry
Where is theand
watercollectively
located thatbyweindividuals could have
and other lifeforms use? profoundly beneficial effects on our environment, including

At the start of each chapter, you’ll find Compelling Questions the water
■ How
■
we does
rely on forinteract
water life itself!
with other chemicals?
How do the properties of water change through its interaction with other components?

to consider as you journey through the chapter and learn about

■ How can we improve the quality of water?

the real-world applications of chemistry. Learning Outcomes LEARNING OUTCOMES The numbers in parentheses indicate the sections within the chapter where these outcomes were discussed.

are provided at the end of each chapter, and they address the Having studied this chapter, you should now be able to: ■ describe and model the solvation of ionic and molecular

key chemistry concepts posed by the Compelling Questions.
■ predict the shape, polarity, and intermolecular forces
involved among polar and nonpolar molecules and
describe their role in physical properties. (5.1, 5.2)
■ identify sources of water on Earth and the relative
availability of fresh water. (5.3, 5.4)
■ describe ways that water may become contaminated
and analyze data to evaluate water use, consumption,
and level of contamination. (5.5)
■ express solutions as solutes dissolved in a solvent, and
calculate the concentration of solutions in terms of
ppm, ppb, and molarity. (5.5)
■
compounds in water. (5.6)
classify the species involved in acid–base reactions as
strong or weak acids and bases, and identify their
conjugate species. (5.7)
■ describe the relative acidity or basicity of a solution in
terms of the species present and the pH scale. (5.8, 5.9)
■ explain the chemistry of acid rain and the influence of
atmospheric carbon dioxide concentrations on ocean
acidification. (5.10, 5.11)
■ describe how water can be treated on small and large
scales to make water usable. (5.12, 5.13)

©Maryia Bahutskaya/Getty Images ©Arnulf Husmo/Getty Images

Introduction
acs40843_ch05_166-217.indd 213 8/16/19 9:07 PM

Videos Calm and rough. Life and death. Thirsty and quenched. Plentiful and scarce. All of
these terms can describe the most important resource for life on Earth—water. Water
plays a role in nearly everything that takes place on our planet. Humans are 60% water,
DID YOU KNOW
Scientists look for water when
?
and 71% of Earth is covered with water. Have you ever imagined a world without water?
 ach chapter features an introductory video and associated activity that foster
E
they search for life on other
What if you were not able to take a drink of water? planets.

instructor–student dialogue within the context of the real-world application.

Your Turn 5.1 Opposites Attract
An assortment of instructional videos are woven throughout each chapter to Examine the pictures of water above. What do they tell you about water? How do they

assist the reader in grasping fundamental content, as well as understanding the broader
relate to the wide-ranging effects of water on our lives? After answering these questions,
brainstorm a list of other opposites that can be represented by water and then answer
what it would be like to have a world with no water.

applications of topics.
Although oceans are home to a wealth of plant and animal life, they are not
hospitable to the creatures that dwell on land. As Rachel Carson (1907–1964) noted in
DID YOU KNOW ?
4 Chapter 1
Silent Spring, “By far the greater part of the Earth’s surface is covered by its envelop-
ing seas, yet in the midst of this plenty we are in want. By a strange paradox, most of
Scientist, conservationist, and
author Rachel Carson helped
launch the environmental
the Earth’s abundant water is not usable for agriculture, industry, or human consumption movement in 1962 with the
because of its heavy load of sea salts.” Those who live on land need fresh water and publication of her book Silent
must obtain it either through natural processes such as rain and snowfall, or through Spring.

insulating. You may be wondering, then, why metallic objects

energy-intensive water purification technologies.
167

which are also electrically conductive, didn’t give a touchsc

to touchscreen controls, which ignore contact points that ar
acs40843_ch05_166-217.indd 167 8/16/19 9:06 PM

finger to avoid giving false signals.

The properties of a device are governed by what it is m
What compositions are required for a touchscreen to be trans
touch-sensitive? This is no minor feat, and requires scientists
world around them to select the most appropriate constituen
Everything around you—the air you breathe, the w
©Joseph M. Suria/123RF mobile device in your hand—is defined as matter. Matter
Watch a video for more thing that occupies space and has a mass.
details on how touchscreens However, most relevant to this textbook, the discip
work: www.acs.org/cic. branch of science that focuses on the composition, structure
of matter. Let’s begin our investigation by taking a look at t
Video from chapter 1 that illustrates how cell
phone touchscreens work. are commonly present on Earth—namely, solids, liquids,
These phases play a critical role in our daily lives, but are
For instance, we breathe in gases on a daily basis; the c
described in Chapter 2. We also drink liquids regularly in
or coffee, and we eat many solids such as candy, french frie
inundated with these phases every day, but what are the def
xvii
liquids, and gases? Let’s find out by examining their prope

Water vapor Ic

acs40843_fm_i-xx-1.indd 17 10/1/19 10:03 PM

 Experimental Videos
Some embedded videos feature laboratory-based
activities. When a LAB icon is included, the full
investigation can be found in the Chemistry in Context
Laboratory Manual.
PhET Interactive Simulations, University of Colorado
PhET simulation from Chapter 6, illustrating the
relationship between kinetic, potential, and
thermal energies.
Your Turn Activities: Explorations Beyond
The Textbook
Each chapter includes a variety of thought-provoking activities Certain
text. There are three types, clearly indicated by color boxes and icons,
the types of end-of-chapter problem sets.
i) Emphasizing Essentials: questions that
give the opportunity to practice fundamental
skills.
xviii
acs40843_fm_i-xx-1.indd 18
©Bradley D. Fahlman
Video from Ch. 12, illustrating
Le Châtelier’s principle.
The Air We Breathe 37
Simulations and Interactive Figures
You’ll find numerous figures and PhET simulations refer-
enced throughout chapters to foster student engagement and
hands-on learning. Additionally, we provide MolView 3D representa-
tions for many chemical structures throughout the textbook.
Figure 2.4
Photographs taken from the same vantage point on different days in Beijing, China.
©Kevin Frayer/Getty Images
atmosphere is called air pollution. When large numbers of people do certain activities,
like cooking meals over open fires or driving combustion engine vehicles, they tend to
pollute the air. For example, Figure 2.4 shows two days of varying pollution levels in
Beijing, China. Other large cities such as Los Angeles, Mexico City, Mumbai, and
Santiago, Chile, often have dirty air as well. Human activities leave “air prints,” both
indoors and out.
thatgases
are contribute
woven intoto airthe
pollution at the surface of Earth. One of these
gases, carbon monoxide (CO), is odorless; others—ozone (O3), sulfur dioxide (SO2),
and nitrogen and
dioxide (NOthey parallel
2)—have characteristic odors. All can be hazardous to your
©2018 American Chemical
Society
health, even at concentrations well below 1 ppm.
Are we breathing Julius Caesar’s
last breath? Check out this video
to find out: www.acs.org/cic.
Your Turn 2.7 Practice with Parts per Million
a. In some countries, the limit for the average concentration of carbon monoxide in an
8-hour period is set at 9 ppm. Express this amount as a percentage.
b. Exhaled air typically contains about 78% nitrogen. Express this concentration in parts
per million.
2.5 | Home Sweet Home: The Troposphere
About 75% of our air, by mass, is in the troposphere, the lowest region of the atmo-
sphere in which we live that lies directly above the surface of Earth (Figure 2.1).
Tropos is Greek for “turning” or “changing.” The troposphere contains the air currents
and turbulent storms that turn and mix our air. This is one feature that explains why
our atmosphere can have varying concentrations at different locations.
The warmest air in the troposphere usually lies at ground level because the Sun’s
rays penetrate the air and primarily heat the ground, which, when reflected from the
surface, warms the air above it. Cooler air is found higher up, a phenomenon you may
have observed if you have hiked or driven to higher elevations. However, air inversions
occur when cooler air gets trapped beneath warmer air due to weather conditions in
an area. Air pollutants can also accumulate in the cooler air of an inversion layer,
especially if the layer remains stationary for an extended period. This often occurs in
cities surrounded by mountains, such as Salt Lake City, Utah, in the United States
(Figure 2.5). To better understand the characteristics of air pollutants, we first must 10/10/19 9:37 AM
 Nutrition

about 87% saturated fat, far more than the percentage found in the cream it replaces.
In fact, coconut oil contains more saturated fat than pure butterfat. Concern over the DID YOU KNOW
high degree of saturation in coconut and palm oil accounts for the statement sometimes The solid form of cocon
208 printed
Chapteron5 food labels: “Contains no tropical oils.” called coconut butter. It
to form an oil at around
temperature.
Your Turn
Your Turn 11.6
5.50 THMs
The at a Glance
Chemistry of Cooking Oil
a. Consider
a. Draw Lewis thisstructures
label fromfora any two brand
popular THM molecules.
of
b. cooking
How do oil.
THMs differ fromcomponent
CFCs in their chemical Nutrition Facts
composition?
Is the major likely to Serving Size 1 Tbsp (15 mL)
c. be
How do THMs
safflower oil,differ
canola from
oil,CFCs in their oil?
or soybean physical properties?
Servings Per Container about 63
Explain. Amount Per Serving

b. This brand of cooking oil has one unusual Calories 120 Cal. from fat 120
% Daily Value*
ingredient: vitamin E. Do you think this is a
Section Many European
oil itself,and a few U.S. cities use ozone Totalto
Fat disinfect
14g their water 21% supplies.
ii) Concentrating on Concepts: questions
The toxicity of ozone Spirals
part of the
One advantage is that
or an
a lower
added component?
Saturated Fat 1g
relative to chlorine is6%
We will provide more detailsconcentration
about vitamins of ozoneTrans required to
that go beyond the content to highlight
(O ) in the lower
3
a
atmosphere (troposphere), as
kill bacteria.
in SectionFurthermore,
11.7.
Fat 0g
ozone is more effective Polyunsaturated
than chlorine 11g
against water-borne
real-world application orwell
social issue.within the
as its benefits viruses. But ozonation also comes with disadvantages. One is cost.
Monounsaturated 2g Ozonation becomes

upper atmosphere (stratosphere),
were described in Sections 2.8
and 3.6, respectively.
economical only for large water-treatment plants. Cholesterol Another0gis that ozone decomposes
0%
Sodium 0g
quickly, and hence does not protect water from possible contamination as0%it is piped
Total Carbohydrate 0g
through the municipal distribution system. Consequently, Protein 0g a low dose of chlorine must
be added to ozonated water as it leaves the treatment plant.
Vitamin E 20%
Disinfecting water using ultraviolet (UV) light is gaining in popularity. By UV,
Not a significant source of dietary fiber, sugars, vitamin A,
vitamin C, calcium, and iron

we mean UVC, the high-energy UV radiation that can break down DNA in microorganisms,
*Percent Daily Values are based on a 2,000 Calorie diet.

including bacteria. Disinfection with UVC is fast, leaves no residual by-products, and
is economical for small installations, including rural homes with unsafe well water. Like
ozone, however, UVC does not protect the water after it leaves the treatment site. Again,
a low However,
dose of chlorine must be
the higher added.ofDepending
degree on local
unsaturation in oilsneeds, one with
comes or more additional
a drawback.
purification
You may have steps may be
noticed thetaken
slightafter disinfection
rancid odor thatatoils
the acquire
water treatment facility.
over time. Some-
The reason
times
for thistheis water is sprayed
that C=C doubleinto the are
bonds air to remove
more volatile to
susceptible chemicals
reaction that
withcreate objec-
the oxygen
tionable
in the airodors
than and taste.single
are C–C If littlebonds.
natural fluoride
The is present
“off-flavor” that inyou
themay
water supply,
detect some
in an oil
municipalities
is most likely aadd fluoride
result of suchions (~1 ppmwith
reactions NaF) to protect
oxygen. As a against tootharedecay.
result, oils Learn
sometimes
more about
treated fluoridation
to increase in the next which
their saturation, activity.
improves the shelf life of the food contain-
ing the oil.
One way to more fully saturate an oil or a fat is by hydrogenation, a process in
Your
which Turn gas,
hydrogen 5.51 Keep Your
in the presence Teeth!
of a metal catalyst, adds to a C=C double bond
and converts it to a C–C single bond:
Until recently, losing your teeth was common as you grew older. The culprit was dental
iii) Exploring Extensions: questions that chal- caries, a disease in which H bacteria metaland cause
H attack enamel H infections.
H
lenge students to apply their knowledge to a. Community water fluoridation
catalyst
C C is cited+ Has one of 10 greatest
C C public health achievements
[11.2a]
question policies, make decisions, and 2
of the 20th century by the U.S. Centers for Disease Control and Prevention. Explain why.
H is especially
H
design solutions to global issues. b. Although important in all communities, water fluoridation
income communities. Explain.
important for low-
For an interactive illustr
c. In some communities, water fluoridation is highly controversial. What are the arguments hydrogenation, go to
When oils are hydrogenated, some or all of their C=C double bonds are converted to
against adding fluoride to drinking water? www.acs.org/cic.
C–C single bonds, increasing the degree of saturation and raising the melting point. As
a result, the oil becomes more margarine-like; that is, semisolid and spreadable. Con-
vertingWealljust
C=C double bonds
described how water to C–C single before
is treated bonds would create
it is ready to an undesirable
drink out of thehard-
tap.
to-spread
But once we solid.
turnByon carefully
the tap, we selecting
start thethe temperature
process of gettingandthepressure, the again.
water dirty extent We
of
hydrogenation
add waste to the canwater
be controlled
each time in order to
it leaves ouryield products
bathrooms in with theflush,
a toilet desired melting
runs down
point, softness,
the drain after aand spreadability.
soapy shower, or Equation
goes down 11.2b shows
the sink thiswe
after reaction
wash the with linoleic
dishes. acid,
Clearly,
one of thesense
it makes fatty toacids
useinasthe triglycerides
little of peanutbecause
water as possible oil. if we dirty it, it has to be
cleaned again before being released back to the environment. Remember green chem-
istry! It is better to prevent waste O than to treat or clean up waste after it is formed. O
How do we remove waste from+water? H2 If the drains in your home are connected
OH OH [11.2b]
to a municipal sewage system, then the wastewater flows to a sewage treatment plant.
Once there, it undergoes similar cleaning processes to those for water treatment, with
Note that onlyofone
the exception of the double
end-stage bonds in
chlorination, linoleic
before it isacid was hydrogenated.
released The result-
back to the environment.
ing customized fats andisoils
Cleaning sewage moreare complicated,
used in margarines,
though,cookies,
because and candy bars.
it contains waste in the
form of organic compounds and nitrate ions. To many aquatic organisms, this waste is
a source of food! As these organisms feed, they deplete oxygen from surface waters.
Biological oxygen demand (BOD) is a measure of the amount of dissolved oxygen
that microorganisms use up as they decompose organic waste found in water. A low
BOD is one indicator of good water quality.
acs40843_ch11_428-481.indd 437

acs40843_ch05_166-217.indd 208 9/28/19 5:14 PM

xix

acs40843_fm_i-xx-1.indd 19 10/10/19 9:39 AM

 ®

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 1 Portable Electronics:
CHAPTER

The Periodic Table in

the Palm of Your Hand

Banner credit above: ©279photo Studio/Shutterstock; ©LifestyleVideoFootage/Shutterstock

REFLECT
What’s in Your Cell Phone?

Watch the Chapter 1 opening video at www.acs.org/cic to get a glimpse of how chemistry plays a central
role in controlling the properties of electronic devices.

a. List some desirable attributes of a cell phone, and some that you would like to see in the future.
b. Cite two elements that combine to form a substance important to your cell phone.
c. What is the expected lifespan of your cell phone?

acs40843_ch01_002-029.indd 2 7/31/19 5:38 PM

 COMPELLING QUESTIONS
In this chapter, you will explore the following questions:

■ What are the different components in your portable electronic device made from?
■ How does the periodic table of elements guide us in the design of your device?
■ What are rocks, and how do we isolate and purify metals from these natural sources?
■ How is ordinary sand converted into silicon—the fundamental component of processor chips?
■ How is sand converted into glass, and how can its structure be modified for crack-resistant
screens?
■ What are the environmental implications of fabricating and recycling your portable
electronic devices?

Introduction
Email, phone calls, texts, and social media. Our modern society demands constant con-
tact during busy days filled with meetings, classes, travel, and social activities. The tablet
or cell phone you hold in your hand is a combination of a variety of materials that have
been carefully crafted to give you special capabilities you can’t imagine living without.
In order to satisfy the ever-rigorous demands of today’s consumer, the latest
portable electronics must be lightweight, thin, durable, multifunctional, and easily
synced with computers and next-generation wearable devices. Such complex designs
are possible only by putting together the elements of the periodic table in many differ-
ent ways to form materials with the above physical properties that we need or desire.
In this chapter, you will learn about the various components that make up your
cell phone, tablet, or other portable electronic device. Perhaps most importantly, you
will discover where these components came from and what happens to them after their
lifetime is finished.

1.1 | How Do Touchscreens Work?

It’s wintertime and you need to respond to an urgent text on your smartphone. You touch
the screen with a gloved finger and get no response. The hassle of removing your gloves
and risking frostbite, just to operate your cell phone or tablet, is an all-too-common
occurrence for those who live in cold climates. However, there are now a variety of
commercially available gloves that use a special thread or have pads sewn into them,
which allow users to seamlessly control their touchscreen devices. Most smartphones
and tablets will also respond to a stylus. Nevertheless, this begs the question: Why are
touchscreens so restrictive in responding to only a small number of stimuli?

Your Turn 1.1 Touchscreen Response

Taking care not to damage your screen, use a variety of materials to touch the screen of
your portable electronic device. In addition to your finger, items that may be used include
a paper clip, a plastic pen, a key, a battery, fabrics, pencil lead, a sponge (wet and dry),
a pencil eraser, a coin, a glass marble, paper, cardboard, or any other items. Did any of
these materials other than your finger cause a response?

As you saw in the previous activity, touchscreens respond only to objects that are
electrically conductive. If you have experienced a shock by touching a metal object
after sliding your feet across a carpet, you realize that the human body is a conductor
of electricity. Some other examples of electrically conductive materials are metals such
as copper, silver, and aluminum. On the other hand, materials such as concrete, wood,
and most plastics do not allow electricity to flow and are referred to as electrically
3

acs40843_ch01_002-029.indd 3 7/31/19 5:38 PM

 4 Chapter 1
©Joseph M. Suria/123RF
Watch a video for more
details on how touchscreens
work: www.acs.org/cic.
DID YOU KNOW ?
There is a fourth state of matter
known as plasma. In this state,
high-energy charged particles
share some of the properties of a
gas—namely, no definite shape
or volume. However, unlike many
common gases, plasmas are
good conductors of electricity
and are affected by magnetic
fields. Plasmas are found in
fluorescent lighting, neon signs,
and lightning, and also exist
inside stars where temperatures
reach several thousand degrees
Celsius.
acs40843_ch01_002-029.indd 4
insulating. You may be wondering, then, why metallic objects like paper clips and keys,
which are also electrically conductive, didn’t give a touchscreen response. This is due
to touchscreen controls, which ignore contact points that are much smaller than your
finger to avoid giving false signals.
The properties of a device are governed by what it is made of—its composition.
What compositions are required for a touchscreen to be transparent, crack-resistant, and
touch-sensitive? This is no minor feat, and requires scientists to constantly explore the
world around them to select the most appropriate constituents.
Everything around you—the air you breathe, the water you drink, and the
mobile device in your hand—is defined as matter. Matter is considered to be any-
thing that occupies space and has a mass.
However, most relevant to this textbook, the discipline of chemistry is the
branch of science that focuses on the composition, structure, properties, and changes
of matter. Let’s begin our investigation by taking a look at three phases of matter that
are commonly present on Earth—namely, solids, liquids, and gases (Figure 1.1).
These phases play a critical role in our daily lives, but are often taken for granted.
For instance, we breathe in gases on a daily basis; the components in air will be
described in Chapter 2. We also drink liquids regularly in the form of water, soda,
or coffee, and we eat many solids such as candy, french fries, or potato chips. We are
inundated with these phases every day, but what are the defining principles of solids,
liquids, and gases? Let’s find out by examining their properties.
Water vapor Ice
Liquid water
Figure 1.1
Molecular arrangements of water molecules in their different states.
Your Turn 1.2  Macroscopic Properties of Solids,
Liquids, and Gases
Check out an interactive simulation of atoms and molecules in
different states (www.acs.org/cic) and answer the following
questions for solids, liquids, and gases. Provide an example to
support each of your answers.
a. Does the phase have a definite volume?
b. Does the phase have a definite shape? PhET Interactive Simulations,
University of Colorado
c. Will the phase take the shape of its container?
d. Will the phase completely fill its container?
Based on your answers from Your Turn 1.2, we are able to create a table
(Table 1.1) describing the macroscopic properties of solids, liquids, and gases.
9/28/19 3:22 PM
 Portable Electronics: The Periodic Table in the Palm of Your Hand 5

Table 1.1 Macroscopic Properties of Solids, Liquids, and Gases

Takes the shape Completely fills Definite Definite

Phase of its container? its container? volume? shape?

Solid No No Yes Yes

Liquid Yes No Yes No

Gas Yes Yes No No

|
Check out this video to see all

1.2 What’s the Matter with Materials? three phases of carbon dioxide
present at the same time:

A Survey of the Periodic Table www.acs.org/cic.

As shown in Figure 1.2, the states of matter may exist as either pure substances or
mixtures. For instance, when sugar is dissolved in water, both the solid sugar and liq-
uid water are considered pure substances—each is composed of a single substance. The
mixing together of these separate pure substances results in a homogeneous mixture,
which is uniform in composition throughout. Quite often, a homogeneous mixture is
referred to as a solution. In contrast, if you dig up a handful of soil, you will discover
a complicated mixture of sand, particles of varying shapes and colors, liquid water
within the pores, and perhaps even some resident earthworms. This is known as a
heterogeneous mixture, because it is not uniform in composition throughout. That is,
the relative amounts of sand, dirt, or rocks will vary from one handful to the next.
As we will describe later, the smallest building blocks of matter are known as
atoms. An element is composed of many atoms of the same type. Every day, we take
for granted the use of pure elements such as copper in household pipes, aluminum in
home exteriors, lithium in batteries, and carbon in pencil nibs. In contrast, a compound
is a pure substance that is made up of two or more different types of atoms in a fixed,
characteristic chemical combination.
A chemical formula is a symbolic way to represent the elementary composition
of a substance. It reveals both the elements present (by chemical symbols—described
below) and the atomic ratio of those elements (by the subscripts). For example, in the
compound CO2, the elements carbon (C) and oxygen (O) are present in a ratio of one
carbon atom for every two oxygen atoms. Similarly, H2O indicates two hydrogen atoms
for each oxygen atom. Note that when an atom occurs only once, such as the O in H2O
or the C in CO2, the subscript “1” is omitted.

Liquids Gases Solids Plasmas

Matter

Pure
substances Mixtures

Elements Compounds Heterogeneous Homogeneous

Figure 1.2
A classification scheme for matter.

acs40843_ch01_002-029.indd 5 9/17/19 5:43 PM

Another random document with
no related content on Scribd:
interests, but only with facts. We should not ask: ‘Will it be popular?’
‘Will it seem orthodox?’ but simply, ‘Is it true?’ ”

And in just as much as the theory of moral duties deserves the name
of a science, the exponents of that science would gain, rather than
lose, by the adoption of the same maxim. “Religion,” in the traditional
sense of the word, needs to be purged from an enormous
[160]percentage of spurious elements, before its ministers can be
acquitted from the guilt of tempting their disciples to associate the
ideas of Ethics and Imposture, and thus reject the basis of morality
together with the basis of an Asiatic myth. “Truth is the beginning of
Wisdom,” “Justice is Truth,” “Mendacity is the Mother of Discord,”
would be fit mottoes for the ethical Sunday-schools of the Future.
“What is Truth?” asks Pilate; yet even in religious controversies the
fury of sectarian strife could be obviated if we would truthfully admit
the uselessness of disputes about the unknowable mysteries of
supernatural problems. Still, we cannot hope to eradicate the roots of
discord unless we resolve with equal frankness to reject the
interference of Supernaturalism with the knowable problems of
secular science. Evident Truth can dispense with the indorsement of
miracle-mongers, and “evident Untruth,” in the words of Ulrich
Hutten, “should be exposed whether its teachers come in the name
of God or of the devil.”

[Contents]
CHAPTER XIII.
 HUMANITY.

[Contents]

A.—LESSONS OF INSTINCT.

The wanton disposition of young children, like the mischievousness

of our next relatives, the tree climbing half-men of the tropical
forests, has often been mistaken for natural malevolence, but is
rather due to an excess of misdirected vital energy. In seeking a vent
for the exuberance of that energy, a frolicsome [161]child, like a
playful monkey, is apt to become destructive, merely because
destruction is easier than construction. Mischievousness, in the
sense of cruelty and gratuitous malice, is, however, by no means a
prominent character-trait of monkeys or normal boys. The most
wayward of all known species of fourhanders are undoubtedly the
African baboons; yet a long study of their natural disposition, both in
freedom and captivity, has convinced me that even their fits of
passionate wrath stop short of actual cruelty, and are, in fact, almost
invariably intended as a protest against acts of injustice or violence.
At Sidi Ramath, Algiers, I saw a number of babuinos hasten to the
aid of a shrieking child, who had hurt his hand in the gear of an ox-
cart, and whose cries they evidently attributed to the brutality of his
companions. The sight of a wounded fellow-creature, a crippled rat,
a mangled bird, a dying rabbit, never fails to throw my pet Chacma-
baboon into a paroxysm of shrieking excitement, and within reach of
her chain she will act upon the impulse of compassion by trying to
redress the injuries of her playmates or rescuing the victim of a dog-
fight. The fierce mandril, with resources of self-defense that would
defy the attack of a panther, is nevertheless so averse to an
aggressive exertion of that strength that menagerie-keepers can
trust him to spare, if not protect, the smallest species of his distant
relatives, as well as such petulant fellow-captives as young dogs and
raccoons. The hunters of the Orinoco Valley can attract fourhanders
of all species by imitating the peculiar long-drawn wail of a young
[162]capuchin-monkey. At the sound of that cry spider-monkeys,
stentors, and tamarins will hasten up from all parts of the forest,
attracted less by curiosity than the evident desire to succor a
distressed fellow-creature.

That instinct of compassion still manifests itself in the disposition of

children and primitive nations. I have seen youngsters of five or six
years gasp in anguish at sight of a dying dog, or turn with horror from
the bloody scenes of a butcher-shop. Sir Henry Stamford describes
the frantic excitement of a Hindoo village at the discovery of a
number of buckshot-riddled hanuman apes; and that sympathy is not
limited to the nearest relatives of the human species, for in the
suburbs of Benares the gardener of a British resident was pursued
with howls and execrations for having killed a young Roussette—
some sort of frugivorous bat. The mob repeatedly cornered the
malefactor, and with shrieks of indignation shook the mangled
creature before his face. The traveler Busbequius mentions a riot in
a Turkish hamlet where a Christian boy came near being mobbed for
“gagging a long-billed fowl.”

“Man’s inhumanity to man,” as practiced by their foreign visitors,

inspired the South Sea Islanders with a nameless horror. A sailor of
the British ship Endeavor having been sentenced to be punished for
some act of rudeness toward the natives of the Society Islands, the
natives themselves interceded with loud cries for mercy, and
seemed, indeed, to settle their own quarrels by arbitration, or, at
worst, boy-fashion, by wrestling and pummeling each other, and
[163]then shaking hands again. A similar scene was witnessed in
Prince Baryatinski’s camp in the eastern Caucasus, where a poor
mountaineer offered to renounce his claim to a number of stolen
sheep, rather than see the thief subjected to the barbarous penalties
of a Russian court-martial. In Mandingo Land Mungo Park was
mistaken for a Portuguese slave-trader, nevertheless the pity of his
destitute condition gradually overcame the hostility of the natives; so
much, indeed, that they volunteered to relieve his wants by joint
contributions from their own rather scanty store of comestibles. Even
among the bigoted peasants of northern Italy the butcheries of the
Holy Inquisition at first provoked a fierce insurrection in favor of the
condemned heretics. In India and Siam some two hundred million of
our fellow-men are so unable to overcome their horror of blood-shed
that in time of famine they have frequently preferred to starve to
death rather than satisfy their hunger by the slaughter of a fellow-
creature.

A diet of flesh food has, indeed, a decided influence in developing

those truculent propensities which our moralists have often been
misled to ascribe to the promptings of a normal instinct. In our North
American Indians, for instance, a nearly exclusively carnivorous diet
has engendered all the propensities of a carnivorous beast; but the
next relatives of those sanguinary nomads, the agricultural Indios of
Mexico and Central America, are about as mild-natured as their
Hindostan fellow-vegetarians, while Science and tradition agree in
contrasting the customs of flesh-eating hunters and herders with the
[164]frugal habits of our earliest ancestors. The primitive instincts of
the human soul are clearly averse to cruelty.

[Contents]
B.—REWARDS OF CONFORMITY.

The apologists of Supernaturalism have frequently insisted on the

distinction between naturally advantageous and naturally thankless
virtues. Under the former head they would, for instance, include
Temperance and Perseverance; under the latter, charity and the love
of enemies—thus arguing for the necessity of assuming an other-
worldly chance of recompense for the unselfish merits of a true saint.

But a humane disposition is, on the whole, quite natural enough to

dispense with the promise of preternatural rewards. Good-will begets
good-will; benevolence is the basis of friendship, while malice begets
ill-will, and is apt to betray its claws in spite of the soft-gloved
disguise of polite formalities.

A humane master is better served than a merciless despot; his

dependants identify his interests with their own; his family, his
tenants, his very cattle, thrive as in an atmosphere of sunshine, while
habitual unkindness blights every blessing and cancels all merits.
Mental ability seems rather to aggravate the odium of a cruel
disposition, while, on the other hand, we are almost ashamed to
notice the mental or physical shortcomings of a kind-hearted man.
Intellectual attainments have never reconciled the world to the
demerits of a spiteful despot. Tiberius, the most abhorred of all the
imperial monsters of tyrant-ridden Rome, was, next to Julian,
[165]mentally perhaps the most gifted of Cæsar’s successors. Philip
the Second was the most astute, as well as the most powerful,
sovereign of his century, but his cold-blooded inhumanity prevented
him from ever becoming a popular hero. Henry the Eighth’s services
to the cause of Protestantism did not save him from the execrations
of his Protestant subjects. Pedro el Cruel was probably the most
enlightened man of his nation, a friend of science in an age of
universal ignorance, a protector of Jews and Moriscos in an age of
universal bigotry. But his delight in refinements of cruelty made him
so hateful that at the first opportunity his Trinitarian and Unitarian
subjects joined in a revolt which the tyrant tried in vain to appease by
promises of the most liberal reforms.

Tolerance, properly speaking, is nothing but common humanity,

applied to the settlement of religious controversies; the essential
principle of civilization is humanity applied to the daily commerce of
neighbors and neighboring nations. Superior humanity alone has
founded the prestige of more than one potentially inferior nation.

A benevolent disposition, moreover, finds its own reward in the fact

that the order of the visible universe is, in the main, founded on a
benevolent plan. The system of Nature, with all the apparent ferity of
her destructive moods, tends on the whole to insure the greatest
possible happiness of the greatest possible number, and the natural
inclination of the benevolent man is therefore in sympathy, as it
were, [166]with the current of cosmic tendencies; his mind is in tune
with the harmony of Nature.

[Contents]

C.—PERVERSION.

The unparalleled inhumanities of the medieval bigots seem to form a

strange contrast with the alleged humanitarian precepts of the
Galilean prophet, but were nevertheless the inevitable consequence
of a doctrine aimed at the suppression of the natural instincts of the
human soul. “Whatever is pleasant is wrong,” was the shibboleth of a
creed that has been justly defined as a “worship of sorrow,” and the
practice of the self-denying virtues was valued chiefly in proportion to
their afflictiveness. Herbert Spencer, in his “Data of Ethics,” has
demonstrated with absolutely conclusive logic that the universal
practice of altruism (i.e., the subordination of personal to alien
interests) would lead to social bankruptcy, but the clear recognition
of that result would have been only an additional motive in
recommending its promotion to the world-renouncing fanaticism of
the Galilean Buddhist. Secular advantages were more than foreign
to the purposes of his reform. “Divest yourself of your earthly
possessions,” was the sum of his advice to salvation-seeking
inquirers. “Renounce! renounce!”—not in order to benefit your
worldly-minded neighbor, but to mortify your own worldliness.
Abandon the path of earthly happiness—not in order to make room
for the crowding multitude, but in order to guide your own steps into
the path of other-worldliness. Disinterestedness, in the Christian
sense, meant the renunciation of all [167]earthly interests whatever;
and the same moralist who commands his disciple to love his
enemies also bids him hate his father, mother, sister, brother, and
friends.

“Seek everything that can alienate you from the love of earth; avoid
everything that can rekindle that love,” would be at once the rationale
and the summary of the Galilean doctrine. Shun pleasure, welcome
sorrow; hate your friends, love your enemies. It might seem as if
precepts of that sort were in no danger of being followed too literally.
We can love only lovely things. We cannot help finding hatefulness
hateful. We cannot relish bitterness. We might as well be told to still
our hunger with icicles or cool our thirst with fire. But even in its
ultimate tendencies the religion of Antinaturalism was anything but a
religion of love. The suppression of physical enjoyments, the war
against freedom, against health and reason, was not apt to increase
the sum of earthly happiness; and the sense of tolerance—nay, the
instinct of common humanity and justice—was systematically
blunted by the worship of a god to whom our ancestors for thirty
generations were taught to ascribe what Feuerbach justly calls “a
monstrous system of favoritism: arbitrary grace for a few children of
luck, and millions foredoomed to eternal damnation.” “The exponents
of that dogma,” says Lecky, “attributed to the creator acts of injustice
and barbarity which it would be absolutely impossible for the
imagination to surpass, acts before which the most monstrous
excesses of human cruelty dwindle into insignificance, [168]acts
which are, in fact, considerably worse than any that theologians have
attributed to the devil.”

[Contents]

D.—PENALTIES OF NEGLECT.

The Millennium of Madness, as a modern Freethinker calls the

thousand years’ reign of the Galilean superstition, might with equal
justice be called the Age of Inhumanity. “The greatest possible
misery of the greatest possible number” seems to have been the
motto of the medieval dogmatists, and, short of any plan involving
the total destruction of the human race, it seems, indeed, not easy to
imagine a more effective system for crowding the greatest
conceivable amount of suffering into a given space of time. In the
pursuit of their chimeras fanatics have never shrunk from sacrificing
the happiness of their fellow-men; class interests have made
patricians callous to the sufferings of the poor, and revolted pariahs
to the fate of the rich, and in the party warfare of antiquity cruelty
was merely a means for the attainment of enlarged opportunities of
enjoyment. But to the maniacs of the Middle Ages inhumanity seems
to have become an end as well as a means. They inflicted misery for
its own sake; they waged a persistent war against happiness itself,
and their sect-founders vied in the suppression of sympathy with
every natural instinct of the human heart. “If any sect,” says Ludwig
Boerne, “should ever take it into their heads to worship the devil in
his distinctive qualities, and devote themselves to the promotion of
human misery in all its forms, the [169]catechism of such a religion
could be found ready-made in the code of several monastic
colleges.”

Dissenters were murdered, and converts, under the full control of

their spiritual taskmasters, were doomed to a slower, but hardly less
cruel, death by wearing out their lives with penance and
renunciation.

“According to that code,” says Henry Buckle, “all the natural

affections, all social pleasures, all amusements, and all the joyous
instincts of the human heart were sinful.… The clergy looked on all
comforts as sinful in themselves, merely because they were
comforts. The great object of life was to be in a state of constant
affliction. Whatever pleased the senses was to be suspected. It
mattered not what a man liked; the mere fact of his liking it made it
sinful. Whatever was natural was wrong.”

The dogma of salvation by faith seemed to make the enforced

propagation of that faith a sacred duty, and soon drenched the face
of the earth with the blood of pagans and dissenters; the worship of
sorrow drove thousands to devote themselves and their children to a
life of perpetual penance; and the insanities of the hideous
superstition culminated in that dogma of eternal hell tortures that
deprived its converts of the last solace of nature, and barred the last
gate of escape from the horrors of existence.
[Contents]

E.—REFORM.

The skeptic Holbach, and several of his philosophical friends,

directed the keenest shafts of their logic against the doctrine of
eternal punishment, and never [170]wearied of repeating that the
belief in a merciless God naturally tends to fill the world with
merciless bigots. “How insignificant,” they argued, “the occasional
sufferings of a transient life on earth must appear to the converts of
John Calvin, who held that about nine-tenths of the human race are
foredoomed to an eternity of nameless and hopeless tortures. How
absurd they must deem the complaints of a life-weary wretch, who,
ten to one, will soon look back to the comparative bliss of that life as
to the happiness of a lost Eden.” The Universalists are fond of
enlarging on the moral of that theme, yet from a wider point of view
their objections might be extended to the entire doctrine of other-
worldliness, since Holbach’s argument might find its exact analogue
in the dogma of post mortem compensation. “His soul will be the
gainer,” thought the Crusader who had demonstrated the dangers of
unbelief by smashing a Moorish skull, “and if he should die his spirit
will enter the gates of the New Jerusalem.” “Oh, the ingratitude,”
actually said a priest of the Spanish-American land robbers, “the
ingratitude of the wretches who grudge us the territories of their base
earthly kingdoms and forget that our gospel offers them a passport
to the glorious kingdom of heaven!” “The ingratitude!” repeats the
modern pharisee, “the base ingratitude of those factory children who
grudge me the privileges of my position, and clamor for an increase
of wages to gratify their worldly desires. Consumption? Hunger?
Frost? should not the rich promises of the gospel compensate such
temporal inconveniences, and have I not founded a [171]Sabbath-
school to save them from the lusts of their unregenerate souls?”
Only a few months ago a Chinese philosopher acquainted us with
the verdict of his countrymen on the “gospel of love” that sends its
missionaries on ships loaded with brandy and opium, and escorted
by armadas for the demolition of seaports that might refuse to admit
the cargo of spirituous and spiritual poisons.

Secularism, the religion of Nature, should teach our brethren that

their highest physical and their highest moral welfare can be only
conjointly attained, and that cramping misery stunts the soul, as well
as the body of its victim. It should preach the solidarity of human
interests which prevents the oppressor from enjoying the fruits of his
inhumanity, and makes the curses of his dependents, nay, even the
mute misery of his starving cattle, react on the happiness of a cruel
master. It should expose the business methods of the humanitarians
who propose to silence the clamors of their famished brethren with
consecrated wafers and drafts on the bank of the New Jerusalem.

The Christian duty of transferring our love from our friends to our
enemies may be one of those virtues that have to await their
recompense in a mysterious hereafter, but natural humanity can
hope to find its reward on this side of the grave. [172]

[Contents]
CHAPTER XIV.
 FRIENDSHIP.

[Contents]

A.—LESSONS OF INSTINCT.

Philosophers of the utilitarian school have begun to reëstablish the

long-forgotten truth that Materialism is the indispensable root of the
plant which bears its flowers in spiritual aspirations. The
consequence of universal practice is the best test of a dogma, and if
all men were to divest themselves of their earthly possessions and
devote their lives to the hyperphysical vagaries of the Galilean
messiah, there would soon be neither crops to harvest nor bread to
eat, and unworldly saints would starve as surely as ungodly sinners.
“Ideality” may be the crown of the brain, as the brain is of the body,
but the organs of the mind cannot dispense with the aid of the
alimentary organs; the pinnacle of the social fabric needs
intermediate supports. Education has to secure the welfare of the
body before it can successfully cultivate the faculties of the mind;
and it is not less certain that a man has to be a good patriot before
he can be a worthy cosmopolitan, and a good friend before he can
be a good patriot.

In the progress of individual development the instinct of friendship

asserts itself at a very early period. Its recollection hallows the
memory of the poorest childhood. The shepherd-boys of the upper
Alps travel dozens of miles over cliffs and rocks to meet their friends
at a salt-spring; on the shores of the Baltic the boys of the lonely
fishermen’s cabins [173]frequent their trysting-places in spite of wind
and weather. Early friendships throw the charm of their poetry even
over the dreary prosa of grammar-school life; the fellowship of
school-friends forever endears the scenes of their sports and
rambles, and for many a poor office-drudge the recollection of such
hours “holds all the light that shone on the earth for him.” True
friendship smoothens the rough path of poverty, while
friendlessness, even in the gilded halls of wealth, is almost a
synonyme of cheerlessness:

Ich wüsste mir keine grössre Pein,

Als wär’ ich im Paradies allein,

says Goethe. “To be alone in paradise would be the height of

misery.” Friendship will assert itself athwart the barriers of social
inequality, and its germs are so deeply rooted in the instincts of
primitive nature that, in default of a communion of kindred souls, the
bonds of sympathy have often united saints and sinners, nay, even
men and brutes. The traditions of Grecian antiquity have preserved
the possibly apocryphal legend of a dolphin that became attached to
the company of a young fisherman, and after his death left the sea in
search of its friend, and thus perished; but the story of Androcles
was confirmed by the experience of Chevalier Geoffroy de la Tour, a
crusader of the thirteenth century, who was charmed, but finally
distressed, by the affection of a pet lion that followed him like his
shadow, and at last fell a victim to his attachment by trying to swim
after the ship that conveyed his master from Damascus to Genoa.
The traveler Busbequius [174]mentions a lynx that set his heart on
escorting a camp-follower of a Turkish pasha; and Sir Walter Scott
vouches for the touching episode of the Grampian Highlands, where
a young hunter met his death by falling from a steep cliff, and was
found, months after, half covered by the body of his favorite
deerhound, who had followed his friend to the happy hunting-
grounds by starving to death at the feet of a corpse.
Among the ancestors of the Mediterranean nations the betrayal of a
friend was deemed an act of almost inconceivable infamy; friends
and friends engaged in a pledge of mutual hospitality, which was
held sacred even in times of war; and among the natives of the
South Sea Islands a similar brotherhood of elective affinities existed
in the society of the Aroyi, or oath-friends, who held all property in
common, and in times of danger unhesitatingly risked their own lives
in defense of their ally’s. Professor Letourneau has collected many
curious anecdotes of that devotion, which should leave no doubt that
altruism in its noblest form can dispense with the hope of post-
mortem compensation, and, indeed, with all theological motives
whatever.

[Contents]

B.—REWARDS OF CONFORMITY.

Unselfishness is the soul of true friendship, yet it nevertheless

remains true that all instincts are founded on the experience of
benefits or injuries. During the rough transition period from
beasthood to manhood, when our uncivilized ancestors roamed the
forests of the foreworld, it must have been an [175]incalculable
advantage to the individual hunter or herder to secure the
coöperation of a trusty companion, whose watchful eye would double
his chance of finding food or avoiding danger, whose stout arm might
parry a blow which unaided strength would have failed to avert. As in
other circumstances of natural selection, those who most
successfully availed themselves of such advantages had a superior
chance of survival and consequently of transmitting their disposition
to subsequent generations, and the habit of friendship thus became
a hereditary instinct.

The social system of civilized life has since devised manifold

substitutes for the coöperation of elective affinities, but various
unalienable advantages of the primitive plan have been more or less
clearly recognized by all nations, especially by the manful and
nature-abiding nations of pagan antiquity. The benefits secured by
the mutual aid of sympathizing friends are not limited to the
guarantee of civil rights, but extend to the realization of individual
hopes and the indulgence of personal inclination and predilections,
as well as to the higher privileges of a mental communion for which
the panders of selfish wealth have as yet devised no equivalent. The
power of approbativeness, the main stimulus of ambition, is infinitely
intensified by the emulation of noble friendship, which, in the words
of an ancient philosopher, “inspires to deeds heroic, and makes labor
worth the toils that lead to success.” Such friendship inspired the
heroism of Theseus and Pyrithous, of Harmodius and Aristogiton, of
Nisus and Euryalus, and recorded its experience in proverbs which
have few parallels in [176]the languages of the Christianized nations:
“Solem e mundo qui amicitiam e vita tollunt”—“They deprive the
world of sunshine who deprive life of friendship.” “Amicum perdere
damnorum est maximum”—“To lose a friend is the greatest of
losses.” “Amicus magis necessarius quam ignis aut aqua”—“A friend
is more needful than fire or water.”

In times of tribulation, when the fury of party-strife overrode all other

restraints, friendship has more than once proved its saving power by
averting otherwise hopeless perils. Diagoras was thus saved from
the rage of allied bigots, Demetrius from the dagger of a wily
assassin, the elder Cato from the rancor of political rivals. Without
the aid of a friend Cicero would never have survived the intrigues of
Catiline. Epaminondas made the approval of friends the sole reward
of his heroic life, and vanquished the enemies of his country by the
enthusiasm of the “sacred legion” of mutually devoted and mutually
inspiring friends. Mohammed the Second yielded to the prayer of a
humble companion what he refused to the united threats of foreign
embassadors, and Simon Bolivar, the liberator of South America,
often confessed that he owed his triumphs to the counsel of private
friends rather than to the suggestions of his official advisers.

[Contents]

C.—PERVERSION.

The blessing of friendship, “doubling the joys of life and lessening its
sorrows,” could not fail to be specially obnoxious to the moralists of a
creed that seeks to lure its converts from earth to ghostland, [177]and
depreciates the natural affections of the human heart. The gloomy
antinaturalism of the Galilean prophet has been glossed over by the
whitewashing committee of the revised Bible, but is too shockingly
evident in the less sophisticated version of the original text to
mistake its identity with the moral nihilism of the world-renouncing
Buddha. The phil’adelphia, or “brother-love,” of the New Testament,
is, in fact, merely a “fellowship in Christ”—the spiritual communion
and mutual indoctrination of earth-renouncing bigots. With the joys
and sorrows of natural friendship their prophet evinces no sympathy
whatever. “I am come,” says he, “to set a man at variance against his
father, and the daughter against her mother, … and a man’s foes
shall be those of his own household.” “He who hates not his father
and mother, his brothers and sisters, cannot be my disciple.” “And
the brother shall betray the brother to death, and the father the son.”
By that test of moral merit the obligation of natural affection counted
as nothing compared with the duty of theological conformity. “Verily, I
say unto you, there is no man that has left brethren or sisters or
father and mother for my sake and the gospels’, but he shall receive
a hundredfold,” etc. “He that loveth father and mother more than me
is not worthy of me.” “And another of his disciples said unto him:
Lord, suffer me first to go and bury my father. But Jesus said unto
him: Follow me, and let the dead bury their dead.” “For if you love
them which love you, what reward have ye?” [178]

[Contents]

D.—PENALTIES OF NEGLECT.

The conversion of Rome, which theologians are fond of representing

as the crowning miracle of Christianity, was a natural consequence
of its pessimistic tendencies, which could not fail to recommend
themselves to the instincts of a decrepit generation. “Worn-out
sensualists consoled themselves with the hope of a better hereafter.
Cowards pleased themselves with the idea of fulfilling the duty of
meek submission to the injustice of the ‘powers that be.’ Monastic
drones denounced the worldliness of industrial enterprises. Physical
indolence welcomed the discovery that ‘bodily exercise profiteth but
little.’ Envious impotence insisted on the duty of self-abasement.
Transgressors against the health-laws of Nature relied upon the
efficacy of the prayer-cure. Stall-fed priests sneered at the lean
philosopher who wasted his time upon laborious inquiries, while he
might wax fat on faith and the sacrifices of the pious. The demon-
dogma was a godsend to the spiritual poverty of the elect. The so-
called scholars of the Galilean church, who could not encounter the
pagan philosophers on their own ground, found it very convenient to
postulate a spook for every unknown phenomenon.… Despots
before long recognized the mistake of persecuting a creed which
inculcated the duty of passive submission to oppressors” (Secret of
the East, p. 54).

They also recognized the advantage of a spiritual excuse for the

infamy of their ingratitude to the secular benefactors of mankind.
Cæsar and Trajan [179]treated the humblest centurion as a friend
rather than as a servant. Constantine and Justinian treated the
ablest ministers like slaves who can be forced to toil, and turned out
to starve after having worn out their strength in the service of the
Lord’s anointed. Belisarius, after repeatedly saving his master from
well-deserved ruin, was sacrificed to the spite of a crowned harlot,
and left to beg his bread in the streets of the city which his valor
alone had for years protected from the rage of hostile armies. Aetius,
who had saved all Europe by stemming the torrent of Hunnish
conquest, was treated like a rebellious slave for refusing to betray
his brave allies, and the stipulated pay of his veterans was
squandered on pimps and clerical parasites. Charles Martel, whose
heroism turned the scales against the power of the invading
Moriscos, was openly reviled by the very priests who owed him the
preservation of their lives, as well as of their livings; his image was
dragged in the mire, his soul consigned to the pit of torment—all for
having defrayed the costs of his campaign by tithing prelates as well
as laymen. Columbus was loaded with chains by the pious prince
whose castles he had filled with the treasures of a new world; the
philosopher Vanini was betrayed to death by a Christian spy who
had for years enjoyed his confidence and his hospitality. John Huss
was surrendered by the imperial priest-slave whose own hand had
signed the document of his safe-conduct. The earl of Stafford was
sacrificed by the crowned Jesuit who divided his time between
prayers for the theological interests of his subjects and plots for the