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seventh edition
Fundamentals of
Electric Circuits
Charles K. Alexander
Professor Emeritus of Electrical
Engineering and Computer Science
Cleveland State University
Matthew N. O. Sadiku
Department of Electrical and
Computer Engineering
Prairie View A&M University
aLe26409_fm_i-xxiv_1.indd 1 9/27/19 2:04 PM

viii Contents
14.10 Frequency Response Using Chapter 17 The Fourier Series 757

PSpice 650
17.1 Introduction 758
14.11 Computation Using MATLAB 653
17.2 Trigonometric Fourier Series 759
14.12 Applications 655
17.3 Symmetry Considerations 766
14.12.1 Radio Receiver
17.3.1 Even Symmetry
14.12.2 Touch-Tone Telephone
17.3.2 Odd Symmetry
14.12.3 Crossover Network
17.3.3 Half-Wave Symmetry
14.13 Summary 661
17.4 Circuit Applications 776
Review Questions 662
17.5 Average Power and RMS Values 780
Problems 663
17.6 Exponential Fourier Series 783
Comprehensive Problems 671
17.7 Fourier Analysis with PSpice 789
17.7.1 Discrete Fourier Transform
17.7.2 Fast Fourier Transform
PART 3 Advanced Circuit 17.8.1 Spectrum Analyzers
Analysis 672 17.8.2 Filters
17.9 Summary 798
Chapter 15 Introduction to the Laplace Review Questions 800
Transform 673 Problems 800
15.2 Definition of the Laplace
Transform 675
15.3 Properties of the Laplace
Transform 677 Chapter 18 Fourier Transform 811
15.4 The Inverse Laplace Transform 688
15.4.1 Simple Poles
18.2 Definition of the Fourier Transform 812
15.4.2 Repeated Poles
18.3 Properties of the Fourier
15.4.3 Complex Poles
Transform 818
15.5 The Convolution Integral 695
18.4 Circuit Applications 831
15.6 Application to Integrodifferential
18.5 Parseval’s Theorem 834
Equations 703
18.6 Comparing the Fourier and
15.7 Summary 706
Laplace Transforms 837
Problems 707
18.7.1 Amplitude Modulation
18.7.2 Sampling
18.8 Summary 841
Chapter 16 Applications of the Laplace
Problems 843
Transform 713
16.2 Circuit Element Models 715
16.3 Circuit Analysis 720
16.4 Transfer Functions 724
Chapter 19 Two-Port Networks 851
16.5 State Variables 728
16.6 Applications 735 19.1 Introduction 852
16.6.1 Network Stability 19.2 Impedance Parameters 853
16.6.2 Network Synthesis 19.3 Admittance Parameters 857
16.7 Summary 743 19.4 Hybrid Parameters 860
Review Questions 744 19.5 Transmission Parameters 865
Problems 745 19.6 Relationships Between
Comprehensive Problems 756 Parameters 870

Contents ix
19.7 Interconnection of Networks 873 Appendix A Simultaneous Equations and Matrix

19.8 Computing Two-Port Parameters Inversion A
Using PSpice 879
Appendix B Complex Numbers A-9
19.9.1 Transistor Circuits Appendix C Mathematical Formulas A-16
19.9.2 Ladder Network Synthesis
Appendix D Answers to Odd-Numbered
19.10 Summary 891
Problems A-21
Problems 892 Selected Bibliography B-1
Comprehensive Problem 903 Index I-1

Preface
In keeping with our focus on space for the covers for our book, we
have chosen a picture from the NASA Hubble Space Telescope for the
seventh edition. The reason for this is that like any satellite, many
electrical circuits play critical roles in their functionality.
Conceived in the 1940s as the Large Space Telescope, the Hubble
Space Telescope became the most significant development in astron-
omy! Why was it needed? No matter how big and accurate a terrestrial
telescope could be made, it would always be severely limited because
of the earth’s atmosphere. Building a telescope to operate above the
atmosphere would open up the things that could be seen to essentially
the whole universe. Finally, we can see deeper into space than ever
before. After decades of research and planning, the Hubble Space
Telescope was finally launched into space on April 24, 1990.
This incredible telescope has expanded the field of astronomy and
our knowledge of the universe well beyond our very limited knowledge
prior to its launch. It led to determining the age of the universe, a much
better understanding of our own solar system, as well as our being able
to peer into the deepest recesses of the universe.
Our cover is a Hubble picture of the “Pillars of Creation!” It is a
picture taken deep within the galaxy and is of the Carina Nebula.
Rising from the wall of the nebula, dust and towers of cool hydrogen
mix to create this beautiful and dramatic image!
For more about Hubble, go to NASA’s website: www.nasa.gov/.
Features
A course in circuit analysis is perhaps the first exposure students have to
electrical engineering. This is also a place where we can enhance some
of the skills that they will later need as they learn how to design. An
important part of this book is our 121 design a problem problems. These
problems were developed to enhance skills that are an important part of
the design process. We know it is not possible to fully develop a student’s
design skills in a fundamental course like circuits. To fully develop design
skills a student needs a design experience normally reserved for their
senior year. This does not mean that some of those skills cannot be
developed and exercised in a circuits course. The text already included
open-ended questions that help students use creativity, which is an
important part of learning how to design. We already have some questions
that are open-ended but we desired to add much more into our text in this
important area and have developed an approach to do just that. When we
develop problems for the student to solve our goal is that in solving the
problem the student learns more about the theory and the problem solving
process. Why not have the students design problems like we do? That is
exactly what we do in each chapter. Within the normal problem set, we
have a set of problems where we ask the student to design a problem to
xi

xii Preface
help other students better understand an important concept. This has two
very important results. The first will be a better understanding of the basic
theory and the second will be the enhancement of some of the student’s
basic design skills. We are making effective use of the principle of
learning by teaching. Essentially we all learn better when we teach a
subject. Designing effective problems is a key part of the teaching pro-
cess. Students should also be encouraged to develop problems, when
appropriate, which have nice numbers and do not necessarily overempha-
size complicated mathematical manipulations.
A very important advantage to our textbook, we have a total of
2,481 Examples, Practice Problems, Review Questions, and End-of-
Chapter Problems! Answers are provided for all practice problems and
the odd numbered end-of-chapter problems.
The main objective of the seventh edition of this book remains the
same as the previous editions—to present circuit analysis in a manner
that is clearer, more interesting, and easier to understand than other
circuit textbooks, and to assist the student in beginning to see the “fun”
in engineering. This objective is achieved in the following ways:
∙∙ Chapter Openers and Summaries

Each chapter opens with a discussion about how to enhance skills
which contribute to successful problem solving as well as success-
ful careers or a career-oriented talk on a subdiscipline of electrical
engineering. This is followed by an introduction that links the chap-
ter with the previous chapters and states the chapter objectives. The
chapter ends with a summary of key points and formulas.
∙∙ Learning Objectives
Each chapter has learning objectives that reflect what we believe are
the most important items to learn from that chapter. These should
help you focus more carefully on what you should be learning.
∙∙ Problem-Solving Methodology
Chapter 1 introduces a six-step method for solving circuit problems
which is used consistently throughout the book and media supple-
ments to promote best-practice problem-solving procedures.
∙∙ Student-Friendly Writing Style
All principles are presented in a lucid, logical, step-by-step man-
ner. As much as possible, we avoid wordiness and giving too much
detail that could hide concepts and impede overall understanding of
the material.
∙∙ Boxed Formulas and Key Terms
Important formulas are boxed as a means of helping students sort
out what is essential from what is not. Also, to ensure that students
clearly understand the key elements of the subject matter, key terms
are defined and highlighted.
∙∙ Margin Notes
Marginal notes are used as a pedagogical aid. They serve multiple
uses such as hints, cross-references, more exposition, warnings,
reminders not to make some particular common mistakes, and

problem-solving insights.

Preface xiii
∙∙ Worked Examples
Thoroughly worked examples are liberally given at the end of ev-
ery section. The examples are regarded as a part of the text and are
clearly explained without asking the reader to fill in missing steps.
Thoroughly worked examples give students a good understanding
of the solution process and the confidence to solve problems them-
selves. Some of the problems are solved in two or three different
ways to facilitate a substantial comprehension of the subject mate-
rial as well as a comparison of different approaches.
∙∙ Practice Problems
To give students practice opportunity, each illustrative example is
immediately followed by a practice problem with the answer. The
student can follow the example step-by-step to aid in the solution of
the practice problem without flipping pages or looking at the end of
the book for answers. The practice problem is also intended to test a
student’s understanding of the preceding example. It will reinforce
their grasp of the material before the student can move on to the
next section. Complete solutions to the practice problems are avail-
able to students on the website.
∙∙ Application Sections
The last section in each chapter is devoted to practical application
aspects of the concepts covered in the chapter. The material covered
in the chapter is applied to at least one or two practical problems
or devices. This helps students see how the concepts are applied to
real-life situations.
∙∙ Review Questions
Ten review questions in the form of multiple-choice objective items
are provided at the end of each chapter with answers. The review
questions are intended to cover the little “tricks” that the examples
and end-of-chapter problems may not cover. They serve as a self
test device and help students determine how well they have mas-
tered the chapter.
∙∙ Computer Tools
In recognition of the requirements by ABET ® on integrating
computer tools, the use of PSpice, Multisim, MATLAB, and de-
veloping design skills are encouraged in a student-friendly man-
ner. PSpice is covered early on in the text so that students can
become familiar and use it throughout the text. Tutorials on all of
these are available on Connect. MATLAB is also introduced early
in the book.
∙∙ Design a Problem Problems
Design a problem problems are meant to help the student develop
skills that will be needed in the design process.
∙∙ Historical Tidbits
Historical sketches throughout the text provide profiles of important
pioneers and events relevant to the study of electrical engineering.
∙∙ Early Op Amp Discussion
The operational amplifier (op amp) as a basic element is intro-
duced early in the text.

xiv Preface
∙∙ Fourier and Laplace Transforms Coverage

To ease the transition between the circuit course and signals and
systems courses, Fourier and Laplace transforms are covered
lucidly and thoroughly. The chapters are developed in a manner
that the interested instructor can go from solutions of first-order
circuits to Chapter 15. This then allows a very natural progression
from Laplace to Fourier to AC.
∙∙ Extended Examples
Examples worked in detail according to the six-step problem solv-
ing method provide a road map for students to solve problems in
a consistent fashion. At least one example in each chapter is devel-
oped in this manner.
∙∙ EC 2000 Chapter Openers
Based on ABET’s skill-based CRITERION 3, these chapter open-
ers are devoted to discussions as to how students can acquire the
skills that will lead to a significantly enhanced career as an engi-
neer. Because these skills are so very important to the student
while still in college as well after graduation, we use the heading,
“Enhancing your Skills and your Career.”
∙∙ Homework Problems
There are 580 new or revised end-of-chapter problems and changed
practice problems which will provide students with plenty of prac-
tice as well as reinforce key concepts. We continue to try to make
the problems as practical as possible.
∙∙ Homework Problem Icons
Icons are used to highlight problems that relate to engineering
design as well as problems that can be solved using PSpice,
Multisim, or MATLAB.
Organization
This book was written for a two-semester or three-quarter course in
linear circuit analysis. The book may also be used for a one-semester
course by a proper selection of chapters and sections by the instructor.
It is broadly divided into three parts.
∙∙ Part 1, consisting of Chapters 1 to 8, is devoted to dc circuits. It

covers the fundamental laws and theorems, circuits techniques, and
passive and active elements.
∙∙ Part 2, which contains Chapter 9 to 14, deals with ac circuits. It
introduces phasors, sinusoidal steady-state analysis, ac power, rms
values, three-phase systems, and frequency response.
∙∙ Part 3, consisting of Chapters 15 to 19, are devoted to advanced
techniques for network analysis. It provides students with a solid
introduction to the Laplace transform, Fourier series, Fourier trans-
form, and two-port network analysis.
The material in the three parts is more than sufficient for a
two-semester course, so the instructor must select which chapters or

Preface xv
sections to cover. Sections marked with the dagger sign (†) may be
skipped, explained briefly, or assigned as homework. They can be
omitted without loss of continuity. Each chapter has plenty of prob-
lems grouped according to the sections of the related material and
diverse enough that the instructor can choose some as examples and
assign some as homework. As stated earlier, we are using three icons
with this edition.
denotes problems that either require PSpice in the solution pro-

cess, where the circuit complexity is such that PSpice or Mul-
tisim would make the solution process easier, and where PSpice
or Multisim makes a good check to see if the problem has been
solved correctly.
denotes problems where MATLAB is required in the solution
process, where MATLAB makes sense because of the problem
makeup and its complexity, and where MATLAB makes a good
check to see if the problem has been solved correctly.
identifies problems that help the student develop skills that are
needed for engineering design. (*) identifies more difficult
problems.
Comprehensive problems follow the end-of-chapter problems. They

are mostly applications problems that require skills learned from that
particular chapter.
Prerequisites
As with most introductory circuit courses, the main prerequisites, for
a course using this textbook, are physics and calculus. Although famil-
iarity with complex numbers is helpful in the later part of the book, it
is not required. A very important asset of this text is that ALL the
mathematical equations and fundamentals of physics needed by the
student, are included in the text.
Acknowledgments
We would like to express our appreciation for the loving support we
have received from our wives (Hannah and Kikelomo), daughters
(Christina, Tamara, Jennifer, Motunrayo, Ann, and Joyce), son (Baixi),
and our extended family members. We sincerely appreciate the invalu-
able help given us by Richard Rarick in helping us make a significantly
more relevant book.
At McGraw-Hill, we would like to thank the following editorial
and production staff: Suzy Bainbridge, executive brand manager; Tina
Bower, product developer; Shannon O’Donnell, marketing manager;
and Jason Stauter, content project manager.
This text has benefited greatly from the many outstanding indi-
viduals who have offered suggestions for improvements in both the

xvi Preface
text as well as the various problems. In particular, we thank Nicholas

Reeder, Professor of Electronics Engineering Technology, Sinclair
Community College, Dayton, Ohio, and Douglas De Boer, Professor
of Engineering, Dordt College, Sioux Center, Iowa, for their detailed
and careful corrections and suggestions for clarification which have
contributed to making this a better edition. In addition, the following
have made important contributions to this textbook (in alphabetical
order):
Zekeriya Aliyazicioglu, California State Polytechnic University—
Pomona
Rajan Chandra, California State Polytechnic University—Pomona
Mohammad Haider, University of Alabama—Birmingham
John Heathcote, Reedley College
Peter LoPresti, University of Tulsa
Robert Norwood, John Brown University
Aaron Ohta, University of Hawaii—Manoa
Salomon Oldak, California State Polytechnic University—Pomona
Hesham Shaalan, U.S. Merchant Marine Academy
Surendra Singh, University of Tulsa
Finally, we sincerely appreciate the feedback received from instructors
and students who used the previous editions. We want this to continue,
so please keep sending us e-mails or direct them to the publisher. We
can be reached at c.alexander@ieee.org for Charles Alexander and
sadiku@ieee.org for Matthew Sadiku.
C. K. Alexander and M. N. O. Sadiku
Supplements
Instructor and Student Resources
Available on Connect are a number of additional instructor and student
resources to accompany the text. These include complete solutions for
all practice and end-of-chapter problems, solutions in PSpice and
Multisim problems, lecture PowerPoints®, and text image files.
Problem Solving Made Almost Easy, a companion workbook to
Fundamentals of Electric Circuits, is available for students who wish
to practice their problem-solving techniques. The workbook can be
found at mhhe.com/alexander7e and contains a discussion of problem-
solving strategies and 150 additional problems with complete solutions
provided.
McGraw-Hill Create®
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teaching notes. Find the content you need in Create by searching
through thousands of leading McGraw-Hill textbooks. Arrange your
book to fit your teaching style. C
reate even allows you to personalize

Preface xvii
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school, and course information. Order a Create book and you’ll
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A Note to the Student
This may be your first course in electrical engineering. Although elec-
trical engineering is an exciting and challenging discipline, the course
may intimidate you. This book was written to prevent that. A good
textbook and a good professor are an advantage—but you are the one
who does the learning. If you keep the following ideas in mind, you
will do very well in this course.
∙∙ This course is the foundation on which most other courses in the
electrical engineering curriculum rest. For this reason, put in as
much effort as you can. Study the course regularly.
∙∙ Problem solving is an essential part of the learning process. Solve
as many problems as you can. Begin by solving the practice prob-
lem following each example, and then proceed to the end-of-chapter
problems. The best way to learn is to solve a lot of problems. An
asterisk in front of a problem indicates a challenging problem.
∙∙ Spice and Multisim, computer circuit analysis programs, are used
throughout the textbook. PSpice, the personal computer version of
Spice, is the popular standard circuit analysis program at most
universities. PSpice for Windows and Multisim are described on
our website. Make an effort to learn PSpice and/or Multisim,
because you can check any circuit problem with them and be sure
you are handing in a correct problem solution.
∙∙ MATLAB is another software that is very useful in circuit analysis
and other courses you will be taking. A brief tutorial on MATLAB
can be found on our website. The best way to learn MATLAB is
to start working with it once you know a few commands.
∙∙ Each chapter ends with a section on how the material covered in
the chapter can be applied to real-life situations. The concepts in
this section may be new and advanced to you. No doubt, you will
learn more of the details in other courses. We are mainly interested
in gaining a general familiarity with these ideas.
∙∙ Attempt the review questions at the end of each chapter. They will
help you discover some “tricks” not revealed in class or in the
textbook.
∙∙ Clearly a lot of effort has gone into making the technical details
in this book easy to understand. It also contains all the mathemat-
ics and physics necessary to understand the theory and will be very
useful in your other engineering courses. However, we have also
focused on creating a reference for you to use both in school as
well as when working in industry or seeking a graduate degree.
xx

A Note to the Student xxi
∙∙ It is very tempting to sell your book after you have completed your
classroom experience; however, our advice to you is DO NOT
SELL YOUR ENGINEERING BOOKS! Books have always been
expensive; however, the cost of this book is virtually the same as
I paid for my circuits text back in the early 60s in terms of real
dollars. In fact, it is actually cheaper. In addition, engineering
books of the past are nowhere near as complete as what is available
now.
When I was a student, I did not sell any of my engineering textbooks
and was very glad I did not! I found that I needed most of them
throughout my career.
A short review on finding determinants is covered in Appendix A,
complex numbers in Appendix B, and mathematical formulas in
Appendix C. Answers to odd-numbered problems are given in
Appendix D.
Have fun!
C. K. A. and M. N. O. S.

About the Authors
Charles K. Alexander Professor Emeritus of Electrical Engineering
and Computer Science in the Washkewicz College of Engineering,
Cleveland State University, Cleveland, Ohio. He was a Professor of
Electrical Engineering and Computer Science at Cleveland State
University from 2002 until 2018. He was the director of The Center
for Research in Electronics and Aerospace Technology (CREATE)
from 2004 until 2018. From 2002 until 2006 he was Dean of the Fenn
College of Engineering. He has held the position of dean of engineer-
ing at Cleveland State University, California State University, North-
ridge, and Temple University (acting dean for six years). He has held
the position of department chair at Temple University and Tennessee
Technological University. He has held the position of Stocker Visiting
Professor (an endowed chair) at Ohio University. He has held faculty
status at all of the before mentioned named universities.
He has secured funding for the establishment of two centers of
research, one in power and energy at Tennessee Technological Univer-
sity and another in sensor systems at Cleveland State University. He
has been the director of three additional research centers at Temple and Charles K. Alexander
at Ohio University. He has obtained research funding of approximately
$100 million (in today’s dollars). He has served as a consultant to
twenty-three private and governmental organizations, including the Air
Force and the Navy.
He received the honorary Dr. Eng. from Ohio Northern University
(2009), the Ph.D. (1971) and M.S.E.E. (1967) from Ohio University
and the B.S.E.E. (1965) from Ohio Northern University.
He has authored many publications, including a workbook and a
videotape lecture series, and is coauthor of Fundamentals of Electric
Circuits (now in the seventh edition), Engineering Skills for Career
Success, Problem Solving Made ALMOST Easy, the fifth edition of
the Standard Handbook of Electronic Engineering, and Applied Circuit
Analysis, all with McGraw-Hill. He has authored or coauthored
30 books counting separate editions and foreign translations and he has
made more than 500 paper, professional, and technical presentations.
This circuits textbook was ranked number one or number two world-
wide recently.
Dr. Alexander is a Life Fellow of the IEEE and served as its
international president and CEO in 1997. In addition, he has held sev-
eral leadership positions within IEEE during his more than fifty years
of service as a volunteer. This includes serving 1991 to 1999 on the
IEEE Board of Directors.
He has received several local, regional, national, and international
awards for teaching, research, and service, including an honorary Doctor
of Engineering degree, Fellow of the IEEE, the IEEE-USA Jim Watson
Student Professional Awareness Achievement Award, the IEEE Under-
graduate Teaching Award, the Distinguished Professor Award, the
xxiii

xxiv About the Authors
Distinguished Engineering Education Achievement Award, the Distin-

guished Engineering Education Leadership Award, the IEEE Centen-
nial Medal, and IEEE/RAB Innovation Award.
Matthew N. O. Sadiku received his B.Sc. degree in 1978 from Ahmadu

Bello University, Zaria, Nigeria and his M.Sc. and Ph.D. degrees from
Tennessee Technological University, Cookeville, TN, in 1982 and 1984,
respectively. From 1984 to 1988, he was an assistant professor at Florida
Atlantic University, Boca Raton, FL, where he did graduate work in
computer science. From 1988 to 2000, he was at Temple University,
Philadelphia, PA, where he became a full professor. From 2000 to 2002,
he was with Lucent/Avaya, Holmdel, NJ, as a system engineer and with
Boeing Satellite Systems, Los Angeles, CA, as a senior scientist. He is
presently a professor of electrical and computer engineering at Prairie
View A&M University, Prairie View, TX.
He is the author of over 660 professional papers and over 80 books
including “Elements of Electromagnetics” (Oxford University Press,
7th ed., 2018), Fundamentals of Electric Circuits (McGraw-Hill, now
in 7th edition, with C. Alexander), Computational Electromagnetics
with MATLAB (CRC, 4th ed., 2019), and Principles of Modern
Communication Systems (Cambridge University Press, 2017, with
Matthew N. O. Sadiku S. O. Agbo). In addition to the engineering books, he has written
Christian books including Secrets of Successful Marriages, How to
Discover God’s Will for Your Life, and commentaries on all the books
of the New Testament Bible. Some of his books have been translated
into French, Korean, Chinese (and Chinese Long Form in Taiwan),
Italian, Portuguese, and Spanish.
He was the recipient of the 2000 McGraw-Hill/Jacob Millman
Award for outstanding contributions in the field of electrical engineering.
He was also the recipient of Regents Professor award for 2012–2013
by the Texas A&M University System. He is a registered professional
engineer and a fellow of the Institute of Electrical and Electronics
Engineers (IEEE) “for contributions to computational electromagnetics
and engineering education.” He was the IEEE Region 2 Student Activ-
ities Committee Chairman. He was an associate editor for IEEE Trans-
actions on Education. He is also a member of Association for Computing
Machinery (ACM) and American Society of Engineering Education
(ASEE). His current research interests are in the areas of computational
electromagnetics, computer networks, and engineering education. His
works can be found in his autobiography, My Life and Work (Trafford
Publishing, 2017) or his website: www.matthew-sadiku.com. He currently
resides with his wife Kikelomo in Hockley, TX. He can be reached via
email at sadiku@ieee.org.

Fundamentals of
Electric Circuits

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Mr. Gentle. If it were proper to deprive the animal of life, it would
be a duty to do it in as expeditious a manner as possible, and very
wicked to torment the poor creature; but the accusation is false, and
you are unjust as well as cruel.—Release it this instant!
William. Will the hedge-hog be glad when he gets loose?
Grandfather. Very glad.
William. Then I shall be glad too.
Grandfather. I hope that you will always delight in making other
creatures happy: and then you will be happy yourself.
William. I love to see the dog happy, and the cat happy.
Grandfather. Yes, surely; and you love to make them happy.
William. How can I make them happy?
Grandfather. By giving them what they want, and by taking kind
notice of them, and when you get on Cæsar’s back again, as he lets
you ride, do not strike him, but coax him gently.
William. Can I make my brothers and sisters happy?
Grandfather. You can each of you make yourself and all the rest of
the children happy, by being kind and good-humored to each other;
willing to oblige, and glad to see the others pleased.
William. How, pray?
Grandfather. If you were playing with a toy, and Bartle wished to
have it, perhaps you would part from it to please him; if you did, you
would oblige him.
William. Should not I want it myself?
Grandfather. You would be pleased to see him delighted with it,
and he would love you the better, and when George goes out, and
you stay at home, if you love him as well as you do yourself, you will
be happy to see his joy.
William. I shall be happy to see his joy.
Grandfather. Your parents are always watching over you all, for
your good; in order to correct what is amiss in your tempers, and
teach you how you ought to behave; they will rejoice to see you fond
of each other, and will love you all the better.
William. Grandpa, I remember that my brother wrote a piece last
Christmas, which you called Brotherly Love.—I wish I could
remember it.
Grandfather. I recollect it;—you shall learn to repeat it.
William. I shall like that; pray let me hear it now, sir.
Grandfather. You shall.
“The children of our family should be like the fingers on a hand;
each help the other, and each in his separate station promote the
good of the whole. The joy of one should be the joy of the whole.
Children in a house should agree together like the birds in a nest,
and love each other.”
William. I thank you grandpa: I remember Watts’ hymn:
“Birds in their little nests agree,

“And ’tis a shameful sight,
“When children of one family,
“Fall out and chide and fight.”
The master Rebels often fight; many say that it is jealousy that
makes them do so.—Pray, grandpa, what is jealousy?
Grandfather. A passion which I hope will never enter your breast.
Your excellent parents love you all equally, and take care to make it
appear that they do so. A good parent looks around with equal love
on each child, if all be equally good, and each be kind to the rest.
When a family is affectionate, how happy is every member of it! each
rejoiceth at the happiness of the rest, and so multiplies his own
satisfactions. Is any one distressed? the tender and compassionate
assistance of the rest mitigates where it cannot wholly relieve his
pain!
“Our joys when thus shared are always increas’d,
“And griefs when divided are hushed into peace.”
THE USEFUL PLAY.
First Girl. Let us lay words. Where is the box?

Second Girl. How do you play?
First Girl. I will show you. Here I give you c, e, u, h, q, and n; now
place them so as to make a word.
Second Girl. It is quench!
First Girl. You are quick; now let us pick out some words for
Charles. What shall we choose?
Second Girl.
Let us lay thrust, thresh, branch,
ground, school, thirst, quince, quail,
and dearth.
First Girl.
I will lay plague, and neigh, and
nought, and naught, and weight, and
glare, and freight, and heart, and
grieve, and hearth, and bathe, and
thread, and vaunt, and boast, and
vault, and tongue, and grieve, and
beard, and feast, and friend, and
fraught, and peace, and bread, and
grape, and breath, or the verb to
breathe, and thought, and grace, and
mouse, and slave, and chide, and
stake, and bought.
Second Girl. I shall like the play, and it will teach Charles to spell
well.
First Girl. That is its use: we have sports of all kinds to make us
quick: we have some to teach us to count; else I could not have
been taught to do sums at three years old.
Second Girl. Were you?
First Girl. Yes; I was through the four rules by the time that most
boys learn that two and two make four.
Second Girl. I wish you would teach me some of your sports; that I
could teach Charles.
First Girl. Print words on a card; on the back write the parts of
speech; let it be a sport for him to try if he can find what each one is;
let him have the words, and place them so as to make sense; thus I
give you these words:
you, done, do, be, would, by, as.
Place them in their right order, and make
Do as you would be done by.
Or give him two or three lines: here and there scratch out a word;
let him tell what those words must be to make sense.
Second Girl. The card on which you have a, b, c, and so on, might
have a, b, c, made with a pen at their backs, to teach written hand.
First Girl. I have a set of those; I could read my mother’s writing
when I was four years old.
Second Girl. I will buy some prints or cuts, and paste at the back
of cards, for our little ones; so they will soon learn to distinguish
nouns. On one side shall be dog; I will ask what part of speech is
that? Charles will say, Is it not a noun?—He will turn the card, and
find a cut.
First Girl. Let us prepare some words of all kinds; we can lay
sentences for little ones to read. For Lydia, we will place them thus:
Our new dog.

An old cat.
My mother says that three words are as much as a child could
read in a breath at first.
Second Girl. Where there is a house full of young folks, it might be
good sport to teach and learn in these ways.
First Girl. It is; we play with our words thus; mother gives to one
some words; he is to place them so as to make sense: one is to
parse them: one to tell more than the parts of speech, as the tense,
mode and so on, of the verbs.—George and I have false English to
correct; verse to turn to prose; we write out a passage which we like;
we write letters upon given subjects; we read a story, and then write
it in our own words.
Second Girl. Do you repeat much?
First Girl. To strengthen our memories, we learn to repeat
passages in prose—we also repeat verse, and read it aloud.
Second Girl. That is a great pleasure.
First Girl. Yes, and my mother reads aloud to us; this teaches us to
read with propriety; and she often stops to inquire whether we
understand any expression which is not perfectly plain.
THE END.
Transcriber’s Notes
pg 18 Changed: Bo as you are bid

to: Do as you are bid
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14.10 Frequency Response Using Chapter 17 The Fourier Series 757

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19.7 Interconnection of Networks 873 Appendix A Simultaneous Equations and Matrix

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“Birds in their little nests agree,

First Girl. Let us lay words. Where is the box?

Our new dog.

pg 18 Changed: Bo as you are bid

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