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Brief Contents
Detailed Contents vi
Preface for Instructors xvi
Preface for Students xxiii
Humans and Sustainability: An Overview
1 Environmental Problems, Their Causes, and Sustainability 2
Science, Ecological Principles, and Sustainability

2 Science, Matter, Energy, and Systems 28
3 Ecosystems: What Are They and How Do They Work? 50
4 Biodiversity and Evolution 76
5 Biodiversity, Species Interactions, and Population Control 100
6 The Human Population and Its Impact 120
7 Climate and Biodiversity 142
8 Aquatic Biodiversity 166
Sustaining Biodiversity
9 Sustaining Biodiversity: Saving Species and Ecosystem Services 188
10 Sustaining Terrestrial Biodiversity: Saving Ecosystems and
Ecosystem Services 216
11 Sustaining Aquatic Biodiversity and Ecosystem Services 246
Sustaining Natural Resources

12 Food Production and the Environment 276
13 Water Resources 316
14 Nonrenewable Mineral Resources 348
15 Nonrenewable Energy 372
16 Energy Efficiency and Renewable Energy 400
Sustaining Environmental Quality
17 Environmental Hazards and Human Health 440
18 Air Pollution 472
19 Climate Disruption 504
20 Water Pollution 542
21 Solid and Hazardous Waste 574
22 Urbanization and Sustainability 604
Sustaining Human Societies
23 Economics, Environment, and Sustainability 630
24 Politics, Environment, and Sustainability 656
25 Environmental Worldviews, Ethics, and Sustainability 682
Supplements S1
Aleksander Bolbot/Shutterstock.com
Glossary G1
Index I1
Contents
Preface for Instructors xvi SCIENCE FOCUS The Usefulness of Models 46
Preface for Students xxiii TYING IT ALL TOGETHER The Hubbard Brook Forest
Experiment and Sustainability 47
HUMANS AND SUSTAINABILITY: AN OVERVIEW Chapter Review 48
Critical Thinking 48
1 Environmental Problems, Their Causes, Doing Environmental Science 49
and Sustainability 2
Global Environment Watch Exercise 49
Key Questions 3
Data Analysis 49
CORE CASE STUDY A Vision of a More Sustainable World
in 2065 4 3 Ecosystems: What Are They and How Do They
1-1 What Are Some Principles of Sustainability? 5 Work? 50
1-2 How Are Our Ecological Footprints Affecting the Key Questions 51
Earth? 10 CORE CASE STUDY Tropical Rain Forests Are
CASE STUDY China’s Growing Number of Affluent Disappearing 52
Consumers 14 3-1 How Does the Earth’s Life-Support System
Work? 53
1-3 Why Do We Have Environmental Problems? 16
3-2 What Are the Major Components of an
1-4 What Is an Environmentally Sustainable
Ecosystem? 54
Society? 21
SCIENCE FOCUS Many of the World’s Most Important
individuals matter Tuy Sereivathana: Elephant
Organisms Are Invisible to Us 58
Protector 22
3-3 What Happens to Energy in an Ecosystem? 59
TYING IT ALL TOGETHER A Vision of a More Sustainable
Earth 24 3-4 What Happens to Matter in an Ecosystem? 62
Chapter Review 24 SCIENCE FOCUS Water’s Unique Properties 64
Critical Thinking 25 3-5 How Do Scientists Study Ecosystems? 70
Doing Environmental Science 26
SCIENCE FOCUS Testing Planetary Boundaries: From
Global Environment Watch Exercise 26 Holocene to Anthropocene 72
Ecological Footprint Analysis 27
TYING IT ALL TOGETHER Tropical Rain Forests and
Sustainability 73
SCIENCE, ECOLOGICAL PRINCIPLES, Chapter Review 74
AND SUSTAINABILITY
2 Science, Matter, Energy, and Systems 28 Doing Environmental Science 75
Key Questions 29 Global Environment Watch Exercise 75
CORE CASE STUDY How Do Scientists Learn about Nature? Data Analysis 75
Experimenting with a Forest 30
2-1 What Do Scientists Do? 31 4 Biodiversity and Evolution 76
Key Questions 77
individuals matter Jane Goodall: Chimpanzee
Researcher and Protector 33 CORE CASE STUDY Why Are Amphibians Vanishing? 78
4-1 What Is Biodiversity and Why Is It
SCIENCE FOCUS Some Revisions in a Popular Scientific Important? 79
Hypothesis 34
SCIENCE FOCUS Insects Play a Vital Role in Our World 80
2-2 What Is Matter and What Happens When It
Aleksander Bolbot/Shutterstock.com
Undergoes Change? 35 individuals matter Edward O. Wilson: A Champion

2-3 What Is Energy and What Happens When It of Biodiversity 82
Undergoes Change? 41 4-2 How Does the Earth’s Life Change over
2-4 What Are Systems and How Do They Respond to Time? 83
Change? 44
vi
CASE STUDY How Did Humans Become Such a Powerful
Species? 84
4-3 How Do Geological Processes and Climate
Change Affect Evolution? 86
4-4 How Do Speciation, Extinction, and Human
Activities Affect Biodiversity? 87
SCIENCE FOCUS Changing the Genetic Traits of
Populations 89
4-5 What Is Species Diversity and Why Is It
Important? 90
4-6 What Roles Do Species Play in Ecosystems? 91
CASE STUDY The Giant Panda—A Highly Endangered
Specialist 92
SCIENCE FOCUS Scientists Are Searching for the Causes

of Amphibian Declines 94
CASE STUDY The American Alligator—A Keystone Species

That Almost Went Extinct 95
TYING IT ALL TOGETHER Amphibians and
Sustainability 96
Chapter Review 97
Data Analysis 98
5 Biodiversity, Species Interactions,

and Population Control 100
Key Questions 101
CORE CASE STUDY The Southern Sea Otter: A Species in
Recovery 102
5-1 How Do Species Interact? 103
SCIENCE FOCUS Threats to Kelp Forests 105
5-2 How Do Communities and Ecosystems Respond

to Changing Environmental Conditions? 109
5-3 What Limits the Growth of Populations? 111
SCIENCE FOCUS Why Do California’s Southern Sea Otters
Face an Uncertain Future? 114
CASE STUDY Exploding White-Tailed Deer Populations in

the United States 114
TYING IT ALL TOGETHER Southern Sea Otters and
Sustainability 117
Chapter Review 117
vii
Global Environment Watch Exercise 119 Chapter Review 163
Data Analysis 119 Critical Thinking 164
6 The Human Population and Its Impact 120
Key Questions 121
Data Analysis 165
CORE CASE STUDY Planet Earth: Population 7 Billion 122
6-1 How Do Environmental Scientists Think about 8 Aquatic Biodiversity 166
Human Population Growth? 123 Key Questions 167
SCIENCE FOCUS How Long Can the Human Population CORE CASE STUDY Why Should We Care about Coral
Keep Growing? 124 Reefs? 168
6-2 What Factors Influence the Size of the Human 8-1 What Is the General Nature of Aquatic
Population? 126 Systems? 169
8-2 Why Are Marine Aquatic Systems
CASE STUDY The U.S. Population—Third-Largest and
Important? 170
Growing 126
SCIENCE FOCUS We Are Still Learning about the Ocean’s
SCIENCE FOCUS Projecting Population Change 130 Biodiversity 175
6-3 How Does a Population’s Age Structure Affect 8-3 How Have Human Activities Affected Marine
Its Growth or Decline? 131 Ecosystems? 175
CASE STUDY The American Baby Boom 132 CASE STUDY The Chesapeake Bay—An Estuary in
6-4 How Can We Slow Human Population Trouble 177
Growth? 134 8-4 Why Are Freshwater Ecosystems Important? 178
CASE STUDY Slowing Population Growth in India 136 CASE STUDY River Deltas and Coastal Wetlands—Vital
Components of Natural Capital Now in Jeopardy 181
CASE STUDY Slowing Population Growth in China: A
Success Story 137 individuals matter Alexandra Cousteau:
TYING IT ALL TOGETHER World Population Growth and
Environmental Advocate, Filmmaker, and National
Sustainability 139 Geographic Emerging Explorer 183
Chapter Review 139 8-5 How Have Human Activities Affected Freshwater

Critical Thinking 140 Ecosystems? 184
TYING IT ALL TOGETHER Coral Reefs and
Sustainability 185
Chapter Review 185
Data Analysis 141
7 Climate and Biodiversity 142 Doing Environmental Science 186
Key Questions 143 Global Environment Watch Exercise 187
COrE CASE STUDY A Temperate Deciduous Forest 144 Data Analysis 187
7-1 What Factors Influence Climate? 145
7-2 How Does Climate Affect the Nature and SUSTAINING BIODIVERSITY
Location of Biomes? 148
9 Sustaining Biodiversity: Saving Species and
SCIENCE FOCUS Staying Alive in the Desert 152 Ecosystem Services 188
7-3 How Have Human Activities Affected the Key Questions 189
World’s Terrestrial Ecosystems? 159 CORE CASE STUDY Where Have All the Honeybees
individuals matter J. Michael Fay: Defender of Gone? 190
Threatened Wild Places and National Geographic 9-1 What Role Do Humans Play in the Loss of
Explorer-in-Residence 161 Species and Ecosystem Services? 191
TYING IT ALL TOGETHER A Temperate Deciduous Forest SCIENCE FOCUS Estimating Extinction Rates 192
and Sustainability 163
viii
9-2 Why Should We Care about Sustaining Species 10-3 How Should We Manage and Sustain
and the Ecosystem Services They Provide? 194 Grasslands? 231
9-3 How Do Humans Accelerate Species Extinction CASE STUDY Grazing and Urban Development in the
and Degradation of Ecosystem Services? 197 American West—Cows or Condos? 232
CASE STUDY The Kudzu Vine and Kudzu Bugs 199 10-4 How Should We Manage and Sustain Parks and
Nature Reserves? 233
CASE STUDY Burmese Pythons Are Eating Their Way
through the Florida Everglades 200 CASE STUDY Stresses on U.S. Public Parks 233
SCIENCE FOCUS Honeybee Losses: A Search for CASE STUDY Identifying and Protecting Biodiversity in
Causes 203 Costa Rica 234
CASE STUDY Polar Bears and Climate Change 203 SCIENCE FOCUS Reintroducing the Gray Wolf to
Yellowstone National Park 235
CASE STUDY A Disturbing Message from the Birds 205
10-5 What Is the Ecosystem Approach to Sustaining
individuals matter Çağan Hakkı Şekercioğlu: Biodiversity and Ecosystem Services? 237
Protector of Birds and National Geographic CASE STUDY Madagascar: An Endangered Center of
Emerging Explorer 207 Biodiversity 238
9-4 How Can We Sustain Wild Species and Their
Ecosystem Services? 208 individuals matter Luke Dollar: A National
Geographic Emerging Explorer Working to Save
CASE STUDY The U.S. Endangered Species Act 208 Biodiversity in Madagascar 240
CASE STUDY Protecting Honeybees and Other SCIENCE FOCUS Ecological Restoration of a Tropical Dry
Pollinators 212 Forest in Costa Rica 241
TYING IT ALL TOGETHER Honeybees and TYING IT ALL TOGETHER Sustaining Costa Rica’s
Sustainability 213 Biodiversity 243
Chapter Review 213 Chapter Review 243
Critical Thinking 214 Critical Thinking 244
Doing Environmental Science 215 Doing Environmental Science 245
Global Environment Watch Exercise 215 Global Environment Watch Exercise 245
Data Analysis 215 Ecological Footprint Analysis 245
10 Sustaining Terrestrial Biodiversity: Saving 11 Sustaining Aquatic Biodiversity and Ecosystem

Ecosystems and Ecosystem Services 216 Services 246
Key Questions 217 Key Questions 247
CORE CASE STUDY Costa Rica—A Global Conservation CORE CASE STUDY The Plight of Sea Turtles 248
Leader 218 11-1 What Are the Major Threats to Aquatic
10-1 What Are the Major Threats to Forest Biodiversity and Ecosystem Services? 249
Ecosystems? 219
SCIENCE FOCUS How Invasive Carp Have Muddied Some
SCIENCE FOCUS Putting a Price Tag on Nature’s Ecosystem Waters 251
Services 221
SCIENCE FOCUS Ocean Acidification: The Other CO2
CASE STUDY Many Cleared Forests in the United States Problem 252
Have Grown Back 224
CASE STUDY The Great Jellyfish Invasion 256
10-2 How Should We Manage and Sustain
Forests? 226 CASE STUDY Why Should We Protect Sharks? 257
SCIENCE FOCUS Certifying Sustainably Grown Timber and 11-2 How Can We Protect and Sustain Marine
Products Such as the Paper Used in This Book 228 Biodiversity? 259
CASE STUDY Deforestation and the Fuelwood Crisis 229 individuals matter Sylvia Earle—Ocean Protector
and National Geographic Explorer-in-Residence 262
ix
11-3 How Should We Manage and Sustain Marine SCIENCE FOCUS Hydroponics: Growing Crops without
Fisheries? 263 Soil 306
11-4 How Should We Protect and Sustain
SCIENCE FOCUS The Land Institute and Perennial
Wetlands? 265
Polyculture 310
CASE STUDY Can We Restore the Florida
TYING IT ALL TOGETHER Growing Power and
Everglades? 266
Sustainability 312
11-5 How Should We Protect and Sustain Freshwater Chapter Review 313
Lakes, Rivers, and Fisheries? 268
CASE STUDY Can the Great Lakes Survive Repeated Doing Environmental Science 314
Invasions by Alien Species? 268
11-6 What Should Be Our Priorities for Sustaining Ecological Footprint Analysis 315
Aquatic Biodiversity? 271
TYING IT ALL TOGETHER Sea Turtles and 13 Water Resources 316
Sustainability 272 Key Questions 317
Chapter Review 272 CORE CASE STUDY The Colorado River Story 318
Critical Thinking 273 13-1 Will We Have Enough Usable Water? 319
Doing Environmental Science 274 CASE STUDY Freshwater Resources in the United
Global Environment Watch Exercise 274 States 322
SCIENCE FOCUS Using Satellites to Monitor Groundwater
Supplies 325
SUSTAINING NATURAL RESOURCES
13-2 Is Groundwater a Sustainable Resource? 326
12 Food Production and the Environment 276
CASE STUDY Overpumping the Ogallala 326
Key Questions 277
13-3 Can Surface Water Resources Be
CORE CASE STUDY Growing Power—An Urban Food
Expanded? 329
Oasis 278
12-1 What Is Food Security and Why Is It Difficult to CASE STUDY How Dams Can Kill an Estuary 331
Attain? 279 13-4 Can Water Transfers Be Used to Expand Water
12-2 How Is Food Produced? 280 Supplies? 332
CASE STUDY Industrialized Food Production in the United CASE STUDY The Aral Sea Disaster: A Glaring Example of
States—The First Green Revolution 284 Unintended Consequences 333
12-3 What Environmental Problems Arise from 13-5 Is Desalination a Useful Way to Expand Water
Industrialized Food Production? 287 Supplies? 335
SCIENCE FOCUS Soil Is the Foundation of Life on 13-6 How Can We Use Freshwater More
Land 290 Sustainably? 335
12-4 How Can We Protect Crops from Pests More SCIENCE FOCUS The Search for Improved Desalination
Sustainably? 296 Technology 336
CASE STUDY Ecological Surprises: The Law of Unintended 13-7 How Can We Reduce the Threat of
Consequences 298 Flooding? 341
12-5 How Can We Improve Food Security? 301 individuals matter Sandra Postel:
National Geographic Fellow and Freshwater
individuals matter Jennifer Burney: Environmental Conservationist 342
Scientist and National Geographic Emerging
Explorer 303 CASE STUDY Living Dangerously on Floodplains in
Bangladesh 343
12-6 How Can We Produce Food More
Sustainably? 304 TYING IT ALL TOGETHER The Colorado River and
Sustainability 345
Chapter Review 345 15-3 What Are the Advantages and Disadvantages
Critical Thinking 346 of Using Natural Gas? 382
Doing Environmental Science 347 CASE STUDY Natural Gas Production and Fracking
Global Environment Watch Exercise 347 in the United States: Environmental Problems and
Solutions 383
15-4 What Are the Advantages and Disadvantages
14 Nonrenewable Mineral Resources 348 of Using Coal? 385
Key Questions 349 15-5 What Are the Advantages and Disadvantages
CORE CASE STUDY The Crucial Importance of Rare-Earth of Using Nuclear Power? 389
Metals 350 CASE STUDY The 2011 Nuclear Power Plant Accident in
14-1 What Are the Earth’s Major Geological Japan 395
Processes and What Are Mineral
Resources? 351 TYING IT ALL TOGETHER A New U.S. Oil and Natural Gas
Era and Sustainability 397
14-2 How Long Might Supplies of Nonrenewable
Mineral Resources Last? 353 Chapter Review 397
14-3 What Are the Environmental Effects of Using Critical Thinking 398

Nonrenewable Mineral Resources? 357 Doing Environmental Science 399
CASE STUDY The Real Cost of Gold 360 Global Environment Watch Exercise 399
Data Analysis 399
14-4 How Can We Use Mineral Resources More
Sustainably? 361 16 Energy Efficiency and Renewable Energy 400
SCIENCE FOCUS The Nanotechnology Revolution 362 Key Questions 401
CORE CASE STUDY The Astounding Potential for Wind
SCIENCE FOCUS Graphene: A Revolutionary Material 363
Power in the United States 402
14-5 What Are the Earth’s Major Geological 16-1 Why Is Energy Efficiency an Important Energy
Hazards? 364 Resource? 403
individuals matter Yu-Guo Guo: Designer of CASE STUDY Building a Smarter and More Energy-
Nanotechnology Batteries and National Geographic Efficient Electrical Grid 405
Emerging Explorer 365
SCIENCE FOCUS The Search for Better Batteries 407
TYING IT ALL TOGETHER Rare-Earth Metals and
Sustainability 369 individuals matter Amory B. Lovins: Sustainable
Chapter Review 370 Energy Leader 413
Critical Thinking 370 16-2 What Are the Advantages and Disadvantages
Doing Environmental Science 371 of Using Solar Energy? 414
Global Environment Watch Exercise 371 16-3 What Are the Advantages and Disadvantages
Data Analysis 371 of Using Hydropower? 420
15 Nonrenewable Energy 372 of Using Wind Power? 421
Key Questions 373 16-5 What Are the Advantages and Disadvantages
CORE CASE STUDY Is the United States Entering a New Oil of Using Biomass as an Energy Source? 424
and Natural Gas Era? 374 CASE STUDY Is Biodiesel the Answer? 425
15-1 What Is Net Energy and Why Is It
Important? 375 CASE STUDY Is Ethanol the Answer? 425
SCIENCE FOCUS Making Gasoline and Diesel Fuel from
of Using Oil? 376
Algae and Bacteria 427
SCIENCE FOCUS Removing Tightly Held Oil and Natural
Gas by Drilling Sideways and Fracking 378
of Using Geothermal Energy? 427
CASE STUDY Oil Production and Consumption in the
United States 379
xi
individuals matter Andrés Ruzo—Geothermal CASE STUDY Protecting Children from Toxic
Energy Sleuth and National Geographic Young Chemicals 459
Explorer 429
CASE STUDY Pollution Prevention Pays 464
of Using Hydrogen as an Energy Source? 430 17-5 How Do We Perceive Risks and How Can We
Avoid the Worst of Them? 465
SCIENCE FOCUS The Quest to Make Hydrogen
Workable 431 CASE STUDY Death from Smoking 466
16-8 How Can We Make the Transition to a More TYING IT ALL TOGETHER Mercury’s Toxic Effects and
Sustainable Energy Future? 432 Sustainability 469
TYING IT ALL TOGETHER Wind Power and Chapter Review 469
Sustainability 436 Critical Thinking 470
Chapter Review 436 Doing Environmental Science 471
Critical Thinking 437 Global Environment Watch Exercise 471
Doing Environmental Science 438 Data Analysis 471
18 Air Pollution 472
Data Analysis 438
Key Questions 473
CORE CASE STUDY South Asia’s Massive Brown
SUSTAINING ENVIRONMENTAL QUALITY
Clouds 474
17 Environmental Hazards and Human Health 440 18-1 What Is the Nature of the Atmosphere? 475
Key Questions 441 18-2 What Are the Major Outdoor Air Pollution
Problems? 476
CORE CASE STUDY Mercury’s Toxic Effects 442
17-1 What Major Health Hazards Do We Face? 443 SCIENCE FOCUS The South Asian Brown Clouds, Melting
Glaciers, and Climate Change 478
17-2 What Types of Biological Hazards Do We
Face? 443 CASE STUDY Lead Is a Highly Toxic Pollutant 479
CASE STUDY The Growing Global Threat from
Tuberculosis 445 SCIENCE FOCUS Detecting Air Pollutants 482
18-3 What Is Acid Deposition and Why Is It a

SCIENCE FOCUS Genetic Resistance to Antibiotics Is
Problem? 485
Increasing 446
18-4 What Are the Major Indoor Air Pollution
individuals matter Hayat Sindi: Science Problems? 488
Entrepreneur and National Geographic Emerging CASE STUDY Radioactive Radon Gas 490
Explorer 448
18-5 What Are the Health Effects of Air
CASE STUDY The Global HIV/AIDS Epidemic 449 Pollution? 492
18-6 How Should We Deal with Air Pollution? 493
CASE STUDY Malaria—The Spread of a Deadly
Parasite 449 18-7 How Have We Depleted Ozone in the
Stratosphere and What Can We Do about
SCIENCE FOCUS Ecological Medicine: Tracking How It? 497
Humans Can Get Infectious Diseases from Other
individuals matter Sherwood Rowland and Mario
Animals 450
Molina—A Scientific Story of Expertise, Courage,
17-3 What Types of Chemical Hazards Do We and Persistence 499
Face? 453
TYING IT ALL TOGETHER The South Asian Brown Clouds
CASE STUDY PCBs Are Everywhere—A Legacy from the and Sustainability 501
Past 453 Chapter Review 502
SCIENCE FOCUS The Controversy over BPA 456 Critical Thinking 502
17-4 How Can We Evaluate Chemical Hazards? 458
xii
Global Environment Watch Exercise 503 CASE STUDY Ocean Garbage Patches: There Is No
Away 560
Data Analysis 503
CASE STUDY The BP Deepwater Horizon Oil-Rig Spill 561
19 Climate Disruption 504
Key Questions 505 20-5 How Can We Deal with Water Pollution? 562
CORE CASE STUDY Melting Ice in Greenland 506 CASE STUDY U.S. Experience with Reducing Point-Source
19-1 How Is the Earth’s Climate Changing? 507 Pollution 564
19-2 Why Is the Earth’s Climate Changing? 510 individuals matter Ashley Murray: Wastewater
SCIENCE FOCUS Using Models to Project Future Changes Engineer, Entrepreneur, and National Geographic
in Atmospheric Temperatures 514 Emerging Explorer 567
19-3 What Are the Possible Effects of a Warmer SCIENCE FOCUS Treating Sewage by Working with
Atmosphere? 516 Nature 569
individuals matter Konrad Steffen: Studying TYING IT ALL TOGETHER Dead Zones and
Melting Ice in Greenland 519 Sustainability 570
19-4 What Can We Do to Slow Projected Climate Chapter Review 571
Disruption? 525 Critical Thinking 571
SCIENCE FOCUS Have Climate Scientists Been Too Doing Environmental Science 572
Conservative? 526 Global Environment Watch Exercise 572
Data Analysis 572
SCIENCE FOCUS Is Capturing and Storing CO2 the
Answer? 530 21 Solid and Hazardous Waste 574
19-5 How Can We Adapt to Climate Change? 536 Key Questions 575
TYING IT ALL TOGETHER Melting Ice in Greenland and CORE CASE STUDY E-Waste—An Exploding Problem 576
Sustainability 538 21-1 What Are Solid Waste and Hazardous Waste,
Chapter Review 539 and Why Are They Problems? 577
Critical Thinking 540 CASE STUDY Solid Waste in the United States 578
Global Environment Watch Exercise 540 SCIENCE FOCUS Garbology and Tracking Trash 580
Ecological Footprint Analysis 540 21-2 How Should We Deal with Solid Waste? 580
21-3 Why Are Refusing, Reducing, Reusing, and
20 Water Pollution 542 Recycling So Important? 582
Key Questions 543
individuals matter Mike Biddle’s Contribution to
CORE CASE STUDY The Gulf of Mexico’s Annual Dead Plastics Recycling 586
Zone 544
20-1 What Are the Causes and Effects of Water SCIENCE FOCUS Bioplastics 587
Pollution? 545 21-4 What Are the Advantages and Disadvantages
SCIENCE FOCUS Testing Water for Pollutants 548 of Burning or Burying Solid Waste? 587
21-5 How Should We Deal with Hazardous
20-2 What Are the Major Water Pollution Problems
Waste? 590
in Streams and Lakes? 548
CASE STUDY Recycling E-Waste 591
CASE STUDY Pollution in the Great Lakes 552
20-3 What Are the Major Pollution Problems CASE STUDY Hazardous Waste Regulation in the United
Affecting Groundwater? 554 States 595
CASE STUDY Arsenic in Drinking Water 555 21-6 How Can We Make the Transition to a More
Sustainable Low-Waste Society? 596
CASE STUDY Is Bottled Water a Good Option? 556
CASE STUDY Industrial Ecosystems: Copying Nature 598
20-4 What Are the Major Water Pollution Problems
Affecting Oceans? 558
xiii
TYING IT ALL TOGETHER E-Waste and Sustainability 600 23-1 How Are Economic Systems Related to the
Chapter Review 601 Biosphere? 633
Critical Thinking 602 23-2 How Can We Estimate the Values of Natural
Capital, Pollution Control, and Resource
Use? 636
23-3 How Can We Use Economic Tools to Deal with
Ecological Footprint Analysis 603 Environmental Problems? 639
22 Urbanization and Sustainability 604

23-4 How Can Reducing Poverty Help Us to Deal
with Environmental Problems? 644
Key Questions 605
CASE STUDY Microlending 645
CORE CASE STUDY Portland, Oregon: Urban Sustainability
in Action 606
individuals matter Sasha Kramer: Ecologist and
22-1 What Are the Major Population Trends in National Geographic Emerging Explorer 646
Urban Areas? 607
23-5 How Can We Make the Transition to More
CASE STUDY Urbanization in the United States 608 Environmentally Sustainable Economies? 648
22-2 What Are the Major Urban Resource and individuals matter Ray Anderson 650
Environmental Problems? 611
TYING IT ALL TOGETHER Germany’s Transition and
CASE STUDY Mexico City 614 Sustainability 652
22-3 How Does Transportation Affect Urban Chapter Review 653
Environmental Impacts? 615 Critical Thinking 654
22-4 How Important Is Urban Land-Use Doing Environmental Science 654
Planning? 619
22-5 How Can Cities Become More Sustainable and
Data Analysis 655
Livable? 621
SCIENCE FOCUS Sustainable Community Development—A 24 Politics, Environment, and Sustainability 656
Key to Global Sustainability 623 Key Questions 657
CORE CASE STUDY The Greening of American
SCIENCE FOCUS Urban Indoor Farming 624
Campuses 658
CASE STUDY The Eco-City Concept in Curitiba, Brazil 625 24-1 What Is the Role of Government in Making the
Transition to More Sustainable Societies? 659
TYING IT ALL TOGETHER Portland, Oregon, and
Sustainability 627 24-2 How Is Environmental Policy Made? 661
Chapter Review 627 SCIENCE FOCUS Science and Politics—Principles and
Critical Thinking 628 Procedures 664
Doing Environmental Science 628 24-3 What Is the Role of Environmental Law in
Global Environment Watch Exercise 629 Dealing with Environmental Problems? 665
Ecological Footprint Analysis 629 individuals matter Denis Hayes—A Practical
Environmental Visionary 666
SUSTAINING HUMAN SOCIETIES CASE STUDY U.S. Environmental Laws 667
23 Economics, Environment, and 24-4 What Are the Major Roles of Environmental

Sustainability 630 Groups? 669
Key Questions 631 individuals matter Anjali Appadurai: A College
CORE CASE STUDY Germany: Using Economics to Spur a Student Who Electrified a United Nations
Shift to Renewable Energy 632 Conference 670
xiv
CASE STUDY The Natural Resources Defense Council 671 CASE STUDY Rebuilding Greensburg, Kansas: From Ruin
to Sustainability 697
CASE STUDY The Environmental Transformation of
Chattanooga, Tennessee 672 individuals matter Lester R. Brown: Champion of
Sustainability 698
24-5 How Can We Improve Global Environmental
Security? 674 TYING IT ALL TOGETHER Biosphere 2 and
Sustainability 701
individuals matter Saleem Ali: Environmental
Scientist, Mediator, and National Geographic Chapter Review 701
Emerging Explorer 677 Critical Thinking 702
24-6 How Can We Implement More Sustainable and Doing Environmental Science 703
Just Environmental Policies? 678 Global Environment Watch Exercise 703
TYING IT ALL TOGETHER Greening College Campuses and Ecological Footprint Analysis 703
Sustainability 679
Chapter Review 679 Supplements
Critical Thinking 680 1 Measurement Units S1
2 Reading Graphs and Maps S2
3 Environmental History of the United States S6
Data Analysis 681
4 Some Basic Chemistry S12
25 Environmental Worldviews, Ethics, and
Sustainability 682 5 Weather Basics: El Niño, Tornadoes, and Tropical
Cyclones S19
Key Questions 683
CORE CASE STUDY Biosphere 2—A Lesson in 6 Maps and Map Analysis S24
Humility 684 7 Environmental Data and Data Analysis S65
25-1 What Are Some Major Environmental
Worldviews? 685 Glossary G1
CASE STUDY Managing Public Lands in the United
States—Stewardship in Action 686 Index I1
25-2 What Is the Role of Education in Living More

Sustainably? 690
individuals matter Aldo Leopold 694
25-3 How Can We Live More Sustainably? 695
xv
Preface
For Instructors that we have long used to explain how life on Earth
We wrote this book to help instructors achieve three has sustained itself for billions of years, and they act as
important goals: first, to explain to their students the guidelines for making a possible transition to more sus-
basics of environmental science; second, to help their stu- tainable economies and societies.
dents in using this scientific foundation to understand the ■■ New Core Case Studies for 18 of the book’s 25 chapters
environmental problems that we face and to evaluate pos- that serve as an integrating theme throughout each
sible solutions to them; and third, to inspire their students chapter. They bring important real-world stories to the
to make a difference in how we treat the earth on which forefront for use in applying those chapters’ concepts
our lives and economies depend, and thus in how we and principles.
treat ourselves and our descendants. ■■ Two new end-of-chapter exercises: Doing Environmental
We view environmental problems and possible solu- Science and Global Environment Watch research proj-
tions to them through the lens of sustainability—the inte- ects give students challenging new ways to apply the
grating theme of this book. We believe that most people material.
can live comfortable and fulfilling lives and that socie-
ties will be more prosperous and peaceful when sustain- Sustainability Is the Integrating Theme of This Book
ability becomes one of the chief measures by which per-
Sustainability, a watchword of the 21st century for those
sonal choices and public policies are made. We introduce
concerned about the environment, is the overarching
this book with a vision of such a more sustainable future
theme of this textbook. You can see the sustainability
in the Core Case Study of Chapter 1. Our belief in such
emphasis by looking at the Brief Contents (p. v).
a future is foundational to this textbook, and we consis-
Six principles of sustainability play a major role in car-
tently challenge students to work toward attaining it.
rying out this book’s sustainability theme. These principles
For this reason, we are happy to announce our new
are introduced in Chapter 1. They are depicted in Figure
partnership with The National Geographic Society, which
1-2 (p. 6), in Figure 1-5 (p. 9), and on the back cover of the
shares our goals, as reflected in its statement of purpose:
student edition and are used throughout the book,
Inspiring people to care about the planet. One result of this
with each reference marked in the margin by
new collaboration is the addition of many stunning and
(see pp. 62 and 218).
informative photographs, numerous maps, and several
We use the following five major subthemes to inte-
new stories of National Geographic Explorers—people
grate material throughout this book (see diagram on back
who are making a positive difference in the world. With
cover of the student edition).
these new tools, we continue to tell of the good news
from various fields of environmental science, hoping to ■■ Natural Capital. Sustainability depends on the natural
inspire young people to commit themselves to making our resources and ecosystem services that support all life
world a more sustainable place to live for their own and and economies. See Figures 1-3, p. 7, and 10-4, p. 220.
future generations. ■■ Natural Capital Degradation. We describe how
human activities can degrade natural capital. See Fig-
What’s New in This Edition?
ures 1-7, p. 11, and 7-17, p. 160.
■■ Our new partnership with National Geographic has given ■■ Solutions. We present existing and proposed solutions
us access to hundreds of amazing photographs, numer- to environmental problems in a balanced manner and
ous maps, and inspiring stories of National Geographic challenge students to use critical thinking to evaluate
Explorers—people who are leading the way in envi- them. See Figures 10-16, p. 227, and 18-26, p. 496.
ronmental science, education, or entrepreneurial
■■ Trade-offs. The search for solutions involves trade-
enterprises.
offs, because any solution requires weighing advan-
■■ A stunning new design with a National Geographic look tages against disadvantages. Our Trade-offs diagrams
that enhances visual learning. located in several chapters present the benefits and
■■ Campus Sustainability boxes: short descriptions about drawbacks of various environmental technologies
what selected U.S. colleges and universities are doing and solutions to environmental problems. See Figures
© Waltraud Inger/Istockphoto.com
to make their institutions more sustainable. These sto- 12-19, p. 293, and 15-11, p. 383.
ries are complemented by a new Core Case Study in ■■ Individuals Matter. Throughout the book, Individu-
Chapter 24 that summarizes several other such efforts. als Matter boxes and some of the Case Studies describe
■■ Three social science principles of sustainability. These com- what various scientists and concerned citizens (includ-
plement the three scientific principles of sustainability ing several National Geographic Explorers) have done
xvi Preface
to help us work toward sustainability (see pp. 82, by the notation (Core Case Study) wherever they occur
240, and 303). Also, a number of What Can You Do? (see pp. 202, 281, and 301). Each chapter ends with a
diagrams describe how readers can deal with the prob- Tying It All Together box (see pp. 213 and 312), which
lems we face (see Figures 9-12, p. 202, and 13-28, p. connects the Core Case Study and other material in the
341). Eight especially important things individuals can chapter to some or all of the principles of sustainability.
do are summarized in Figure 25-14 (p. 696). ■■ Case Studies. In addition to the 25 Core Case Studies,
more than 70 additional Case Studies (see pp. 92, 200,
Other Key Features of This Textbook
and 331) appear throughout the book (and are listed
■■ Up-to-Date Coverage. Our textbooks have been in the Detailed Contents, pp. vi–xv). Each of these pro-
widely praised for keeping users up to date in the rap- vides an in-depth look at specific environmental prob-
idly changing field of environmental science. We have lems and their possible solutions. We also have included
used thousands of articles and reports published in very brief descriptions of efforts on several college cam-
2010–2013 to update the information and concepts in puses to study or apply principles of sustainability in our
this book. Major new or updated topics include plan- new Campus Sustainability stories that appear in several
etary boundaries that indicate ecological tipping points of the book’s chapters (see pp. 210 and 270).
(Science Focus 3.3, p. 72); hydraulic fracturing (frack- ■■ Critical Thinking. The Preface for Students (p. xxiii)
ing) in oil and natural gas production and its harm- describes critical thinking skills, and specific critical
ful effects (pp. 379–380 and 383–385); and the rising thinking exercises are used throughout the book in
threat of ocean acidification (Science Focus 11.2, several ways:
p. 252), along with dozens of other important topics.
■■ As more than 100 Thinking About exercises that ask
■■ Concept-Centered Approach. To help students focus students to analyze material immediately after it is
on the main ideas, we built each major chapter section presented (see pp. 35 and 264).
around a key question and one or two key concepts,
■■ In all Science Focus boxes.
which state the section’s most important take-away
messages. In each chapter, all key questions are listed ■■ In dozens of Connections boxes that stimulate critical
at the front of the chapter, and each chapter section thinking by exploring the often surprising connec-
begins with its key question and concepts (see pp. 29 tions related to environmental problems (see
and 31). Also, the concept applications are highlighted pp. 18 and 195).
and referenced throughout each chapter. ■■ In the captions of many of the book’s figures (see
■■ Science-Based Coverage. Chapters 2–8 cover scien- Figures 3-15, p. 63, and 9-8, p. 198).
tific principles important to the course and discuss how ■■ In end-of-chapter questions (see pp. 214 and 314).
scientists work (see Brief Contents, p. v). Important ■■ Visual Learning. With a new design heavily influ-
environmental science topics are explored in depth in enced by material from National Geographic and more
Science Focus boxes distributed among the chapters than 400 photographs—two-thirds of them new and
throughout the book (see pp. 94 and 203) and inte- 20% of them from the archives of National
grated throughout the book in various Case Studies Geographic—this is the most visually appealing envi-
(see pp. 238 and 256) and in numerous figures. ronmental science textbook available (see Figures
■■ Global Perspective. This book also provides a global 3-21, p. 71; 7-16, p. 159; and 10-18, p. 229). Also
perspective, first on the ecological level, revealing how new to this edition is the inclusion of more than 200
all the world’s life is connected and sustained within additional small photos as insets in various diagrams.
the biosphere, and second, through the use of informa- Add in the more than 130 diagrams—34 of them new
tion and images from around the world. This includes or improved in this edition—each designed to present
more than 80 maps in the basic text and in Supple- complex ideas in understandable ways relating to the
ment 6. Half of these maps are new and more than real world (see Figures 3-3, p. 54; 3-17, p. 66; and 4-2,
half of the new maps are from National Geographic. p. 79), and you have one of the most visually informa-
At the end of each chapter is a Global Environment tive textbooks available.
Watch exercise that applies this global perspective ■■ Flexibility. To meet the diverse needs of hundreds
(see p. 245). of widely varying environmental science courses,
■■ Core Case Studies. Each chapter opens with a Core we have designed a highly flexible book that allows
Case Study (see pp. 190 and 278), which is applied instructors to vary the order of chapters and sec-
throughout the chapter. These applications are indicated tions within chapters without exposing students to
PREFACE xvii
terms and concepts that could confuse them. We that encourage students to think about and apply what they
recommend that instructors start with Chapter 1, have learned to their lives; Doing Environmental Science—an
which defines basic terms and gives an overview of exercise that will help students to experience the work of
sustainability, population, pollution, resources, and various environmental scientists; a Global Environment Watch
economic development issues that are discussed exercise taking students to Cengage’s GREENR site, where
throughout the book. This provides a springboard for they can use this tool for interesting research related to chap-
instructors to use other chapters in almost any order. ter content; and a Data Analysis or Ecological Footprint Analysis
One often-used strategy is to follow Chapter 1 with problem built around ecological footprint data or some other
Chapters 2–8, which introduce basic science and eco- environmental data set. (See pp. 436–439.) And at the end
logical concepts. Instructors can then use the remain- of the book, we have included a comprehensive glossary that
ing chapters in any order desired. Some instructors includes definitions of all key terms as well as many other
follow Chapter 1 with any or all of Chapters 23, 24, terms that are important to environmental science.
and 25 on environmental economics, politics, and
worldviews, respectively, before proceeding to the
Supplements for Instructors
chapters on basic science and ecological concepts. We
provide a second level of flexibility in seven Supple- ■■ Environmental Science MindTap. MindTap is a new
ments (see p. xv in the Detailed Contents and personal learning experience that combines all your
p. S1), which instructors can assign as desired to digital assets—readings, multimedia, activities, and
meet the needs of their specific courses. Examples assessments—into a singular learning path to improve
include environmental history of the United States student outcomes.
(Supplement 3), basic chemistry (Supplement 4), ■■ Instructor Companion Site. Everything you need
weather basics (Supplement 5), maps (Supplement 6, for your course in one place! This collection of book-
see Figure 5, p. S30, and Figure 6, p. S32), and basic specific lecture and class tools is available online
environmental data and data analysis (Supplement 7, via www.cengage.com/login. Access and download
see Figure 7, p. S67, and Figure 10, p. S68). PowerPoint presentations, images, instructor’s manual,
■■ In-Text Study Aids. Each chapter begins with a list videos, and more.
of Key Questions showing how the chapter is organized ■■ Cognero. Cengage Learning Testing Powered by Cog-
(see p. 401). When a new key term is introduced and nero is a flexible, online system that allows you to do
defined, it is printed in boldface type, and all such the following:
terms are summarized in the glossary at the end of
■■ author, edit, and manage test bank content from
the book. More than 100 Thinking About exercises
multiple Cengage Learning solutions
reinforce learning by asking students to think criti-
cally about the implications of various environmental ■■ create multiple test versions in an instant
issues and solutions immediately after they are dis- ■■ deliver tests from your LMS, your classroom, or
cussed in the text (see p. 409). The captions of many wherever you want
figures contain similar questions that get students to ■■ Transparencies. Online Transparency Correlation
think about the figure content (see Figure 16-16, Guide. This guide correlates the transparency set cre-
p. 416). In their reading, students also encounter ated for Living in the Environment 17e, Environmental
Connections boxes, which briefly describe connections Science 13e, Sustaining the Earth 10e, and Essentials of Ecol-
between human activities and environmental conse- ogy 6e to the new editions of these texts: Living in the
quences, environmental and social issues, and envi- Environment 18e, Environmental Science 14e, Sustaining
ronmental issues and solutions (see p. 423). Finally, the Earth 11e, and Essentials of Ecology 7e. To acquire the
the text of each chapter wraps up with three Big Ideas set of 250 printed transparencies and 250 electronic
(see p. 435), which summarize and reinforce three masters, please ask your local Cengage Learning Sales
of the major take-away messages from each chapter, Representative or call 1-800-423-0563.
and a Tying It All Together section that relates the Core
■■ Aplia. Aplia™ is a Cengage Learning online home-
Case Study and other chapter content to the prin-
work system dedicated to improving learning by
ciples of sustainability (see p. 436). Again, this rein-
increasing student effort and engagement. Aplia
forces the main messages of the chapter along with
makes it easy for instructors to assign frequent online
the themes of sustainability to give students a stron-
homework assignments. Aplia provides students with
ger understanding of how it all ties together.
prompt and detailed feedback to help them learn
Each chapter ends with a Chapter Review section contain- as they work through the questions, and features
ing a detailed set of review questions that include all the interactive tutorials to fully engage them in learning
chapter’s key terms in bold type; Critical Thinking questions course concepts. Automatic grading and powerful
xviii Preface
assessment tools give instructors real-time reports and offered many helpful suggestions for improvement.
of student progress, participation, and performance, We are also deeply indebted to the more than 300 review-
and Aplia’s easy-to-use course management features ers, who pointed out errors and suggested many important
let instructors flexibly administer course announce- improvements in the various editions of these three books.
ments and materials online. With Aplia, students will It takes a village to produce a textbook, and the mem-
show up to class fully engaged and prepared, and bers of the talented production team, listed on the copy-
instructors will have more time to do what they do right page, have made vital contributions. Our special
best. . . teach. thanks go to development editor Jake Warde, production
■■ BBC Videos for Environmental Science. This large editors Hal Humphrey and Dan Fitzgerald, designer Pam
library of BBC clips are informative, short clips of Galbreath, copy editor Chris DeVito, compositor Craig
current news stories on environmental issues from Beffa, photo researcher Christina Ciaramella, artist Patrick
around the world. These clips are a great way to start Lane, media developer Alexandria Brady, assistant editor
a lecture or spark a discussion. Available on DVD Alexis Glubka, product assistant Kellie Petruzzelli, and
with a workbook, on the PowerLecture DVD, and Cengage Learning’s hardworking sales staff. Finally, we
within MindTap. are very fortunate to have the guidance, inspiration, and
unfailing support of Life Sciences Senior Product Team
■■ Global Environment Watch. Updated several times a
Manager Yolanda Cossio and her dedicated team of highly
day, the Global Environment Watch is a focused portal
talented people who have made this and other book proj-
into GREENR—the Global Reference on the Environ-
ects such a pleasure to work on.
ment, Energy, and Natural Resources—an ideal one-
stop site for classroom discussion and research projects. G. Tyler Miller
This resource center keeps courses up to date with Scott E. Spoolman
the most current news on the environment. Users get
access to information from trusted academic journals, Guest Essayists
news outlets, and magazines, as well as statistics, an Guest essays by the following authors are available online:
interactive world map, videos, primary sources, case M. Kat Anderson, ethnoecologist with the National Plant
studies, podcasts, and much more. Center of the USDA’s Natural Resource Conservation Center;
■■ Virtual Field Trips in Environmental Issues. This Lester R. Brown, president, Earth Policy Institute; Alberto
supplement brings the field to you, with dynamic pan- Ruz Buenfil, environmental activist, writer, and performer;
oramas, videos, photographs, maps, and quizzes cov- Robert D. Bullard, professor of sociology and director of
ering important topics within environmental science. the Environmental Justice Resource Center at Clark Atlanta
A case study approach covers the issues of keystone University; Michael Cain, ecologist and adjunct profes-
species, the role of climate change in extinctions, sor at Bowdoin College; Herman E. Daly, senior research
invasive species, the evolution of a species in relation scholar at the School of Public Affairs, University of Mary-
to its environment, and an ecosystem approach to sus- land; Lois Marie Gibbs, director, Center for Health, Environ-
taining biodiversity. Students are engaged, interacting ment, and Justice; Garrett Hardin, professor emeritus (now
with real issues to help them think critically about the deceased) of human ecology, University of California, Santa
world around them. Barbara; John Harte, professor of energy and resources,
University of California, Berkeley; Paul G. Hawken, envi-
Help Us Improve This Book or Its Supplements ronmental author and business leader; Jane Heinze-Fry,
Let us know how you think this book can be improved. environmental educator; Paul F. Kamitsuja, infectious dis-
If you find any errors, bias, or confusing explanations, ease expert and physician; Amory B. Lovins, energy policy
please e-mail us about them at: consultant and director of research, Rocky Mountain Insti-
■■ mtg89@hotmail.com tute; Bobbi S. Low, professor of resource ecology, Univer-
sity of Michigan; John J. Magnuson, Director Emeritus of
■■ spoolman@tds.net
the Center for Limnology, University of Wisconsin, Madison;
Most errors can be corrected in subsequent printings Lester W. Milbrath, director of the research program in
of this edition, as well as in future editions. environment and society, State University of New York, Buf-
falo; Peter Montague, director, Environmental Research
Acknowledgments Foundation; Norman Myers, tropical ecologist and con-
We wish to thank the many students and teachers who sultant in environment and development; David W. Orr,
have responded so favorably to the 17 previous editions of professor of environmental studies, Oberlin College; Noel
Living in the Environment, the 14 editions of Environmental Perrin, adjunct professor of environmental studies, Dart-
Science, the 10 editions of Sustaining the Earth, and the 6 edi- mouth College; David Pimentel, professor of insect ecology
tions of Essentials of Ecology, and who have corrected errors and agricultural sciences, Cornell University; John Pichtel,
PREFACE xix
Ball State University; Andrew C. Revkin, environmental Cloud, University of California, Santa Barbara; Bernard C.
author and environmental reporter for the New York Times; Cohen, University of Pittsburgh; Richard A. Cooley, Univer-
Vandana Shiva, physicist, educator, environmental consul- sity of California, Santa Cruz; Dennis J. Corrigan; George
tant; Nancy Wicks, ecopioneer and director of Round Moun- Cox, San Diego State University; John D. Cunningham,
tain Organics; and Donald Worster, environmental historian Keene State College; Herman E. Daly, University of Mary-
and professor of American history, University of Kansas. land; Raymond F. Dasmann, University of California, Santa
Dr. Dean Goodwin and his colleagues Berry Cobb, Cruz; Kingsley Davis, Hoover Institution; Edward E.
Deborah Stevens, Jeannette Adkins, Jim Lehner, Judy DeMartini, University of California, Santa Barbara; James
Treharne, Lonnie Miller, and Tom Mowbray provided Demastes, University of Northern Iowa; Charles E. DePoe,
excellent contributions to the Data Analysis and Ecologi- Northeast Louisiana University; Thomas R. Detwyler, Uni-
cal Footprint Analysis exercises. Mary Jo Burchart of Oak- versity of Wisconsin; Bruce DeVantier, Southern Illinois
land Community College wrote the in-text Global Envi- University at Carbondale; Peter H. Diage, University of Cal-
ronment Watch exercises. ifornia, Riverside; Stephanie Dockstader, Monroe Commu-
nity College; Lon D. Drake, University of Iowa; Michael
Cumulative List of Reviewers Draney, University of Wisconsin–Green Bay; David
Barbara J. Abraham, Hampton College; Donald D. Adams, DuBose, Shasta College; Dietrich Earnhart, University of
State University of New York at Plattsburgh; Larry G. Allen, Kansas; Robert East, Washington & Jefferson College; T.
California State University, Northridge; Susan Allen-Gil, Edmonson, University of Washington; Thomas Eisner, Cor-
Ithaca College; James R. Anderson, U.S. Geological Survey; nell University; Michael Esler, Southern Illinois University;
Mark W. Anderson, University of Maine; Kenneth B. David E. Fairbrothers, Rutgers University; Paul P. Feeny,
Armitage, University of Kansas; Samuel Arthur, Bowling Cornell University; Richard S. Feldman, Marist College;
Green State University; Gary J. Atchison, Iowa State Uni- Vicki Fella-Pleier, La Salle University; Nancy Field, Bellevue
versity; Thomas W. H. Backman, Lewis-Clark State College; Community College; Allan Fitzsimmons, University of
Marvin W. Baker, Jr., University of Oklahoma; Virgil R. Kentucky; Andrew J. Friedland, Dartmouth College;
Baker, Arizona State University; Stephen W. Banks, Louisi- Kenneth O. Fulgham, Humboldt State University; Lowell L.
ana State University in Shreveport; Ian G. Barbour, Car- Getz, University of Illinois at Urbana–Champaign; Frederick
leton College; Albert J. Beck, California State University, F. Gilbert, Washington State University; Jay Glassman, Los
Chico; Eugene C. Beckham, Northwood University; Diane Angeles Valley College; Harold Goetz, North Dakota State
B. Beechinor, Northeast Lakeview College; W. Behan, University; Srikanth Gogineni, Axia College of University
Northern Arizona University; David Belt, Johnson County of Phoenix; Jeffery J. Gordon, Bowling Green State Univer-
Community College; Keith L. Bildstein, Winthrop College; sity; Eville Gorham, University of Minnesota; Michael
Andrea Bixler, Clarke College; Jeff Bland, University of Gough, Resources for the Future; Ernest M. Gould, Jr., Har-
Puget Sound; Roger G. Bland, Central Michigan University; vard University; Peter Green, Golden West College;
Grady Blount II, Texas A&M University, Corpus Christi; Katharine B. Gregg, West Virginia Wesleyan College; Paul
Lisa K. Bonneau, University of Missouri–Kansas City; K. Grogger, University of Colorado at Colorado Springs;
Georg Borgstrom, Michigan State University; Arthur C. L. Guernsey, Indiana State University; Ralph Guzman, Uni-
Borror, University of New Hampshire; John H. Bounds, versity of California, Santa Cruz; Raymond Hames, Univer-
Sam Houston State University; Leon F. Bouvier, Population sity of Nebraska, Lincoln; Robert Hamilton IV, Kent State
Reference Bureau; Daniel J. Bovin, Université Laval; Jan University, Stark Campus; Raymond E. Hampton, Central
Boyle, University of Great Falls; James A. Brenneman, Uni- Michigan University; Ted L. Hanes, California State Univer-
versity of Evansville; Michael F. Brewer, Resources for the sity, Fullerton; William S. Hardenbergh, Southern Illinois
Future, Inc.; Mark M. Brinson, East Carolina University; University at Carbondale; John P. Harley, Eastern Kentucky
Dale Brown, University of Hartford; Patrick E. Brunelle, University; Neil A. Harriman, University of Wisconsin, Osh-
Contra Costa College; Terrence J. Burgess, Saddleback Col- kosh; Grant A. Harris, Washington State University; Harry
lege North; David Byman, Pennsylvania State University, S. Hass, San Jose City College; Arthur N. Haupt, Population
Worthington–Scranton; Michael L. Cain, Bowdoin College; Reference Bureau; Denis A. Hayes, environmental consul-
Lynton K. Caldwell, Indiana University; Faith Thompson tant; Stephen Heard, University of Iowa; Gene Heinze-Fry,
Campbell, Natural Resources Defense Council, Inc.; John S. Department of Utilities, Commonwealth of Massachusetts;
Campbell, Northwest College; Ray Canterbery, Florida State Jane Heinze-Fry, environmental educator; John G. Hewston,
University; Ted J. Case, University of San Diego; Ann Humboldt State University; David L. Hicks, Whitworth Col-
Causey, Auburn University; Richard A. Cellarius, Evergreen lege; Kenneth M. Hinkel, University of Cincinnati; Eric
State University; William U. Chandler, Worldwatch Insti- Hirst, Oak Ridge National Laboratory; Doug Hix, University
tute; F. Christman, University of North Carolina, Chapel of Hartford; S. Holling, University of British Columbia; Sue
Hill; Lu Anne Clark, Lansing Community College; Preston Holt, Cabrillo College; Donald Holtgrieve, California State
xx Preface
University, Hayward; Michelle Homan, Gannon University; State University; Debbie Moore, Troy University Dothan
Michael H. Horn, California State University, Fullerton; Campus; Michael K. Moore, Mercer University; Ralph
Mark A. Hornberger, Bloomsberg University; Marilyn Morris, Brock University, St. Catherine’s, Ontario, Canada;
Houck, Pennsylvania State University; Richard D. Houk, Angela Morrow, Auburn University; William W. Murdoch,
Winthrop College; Robert J. Huggett, College of William University of California, Santa Barbara; Norman Myers,
and Mary; Donald Huisingh, North Carolina State Univer- environmental consultant; Brian C. Myres, Cypress Col-
sity; Catherine Hurlbut, Florida Community College at lege; A. Neale, Illinois State University; Duane Nellis, Kan-
Jacksonville; Marlene K. Hutt, IBM; David R. Inglis, Univer- sas State University; Jan Newhouse, University of Hawaii,
sity of Massachusetts; Robert Janiskee, University of South Manoa; Jim Norwine, Texas A&M University, Kingsville;
Carolina; Hugo H. John, University of Connecticut; Brian A. John E. Oliver, Indiana State University; Mark Olsen, Uni-
Johnson, University of Pennsylvania, Bloomsburg; David I. versity of Notre Dame; Carol Page, copy editor; Bill Paletski,
Johnson, Michigan State University; Mark Jonasson, Crafton Penn State University; Eric Pallant, Allegheny College;
Hills College; Zoghlul Kabir, Rutgers, New Brunswick; Agnes Charles F. Park, Stanford University; Richard J. Pedersen,
Kadar, Nassau Community College; Thomas L. Keefe, East- U.S. Department of Agriculture, Forest Service; David
ern Kentucky University; David Kelley, University of St. Pelliam, Bureau of Land Management, U.S. Department of
Thomas; William E. Kelso, Louisiana State University; the Interior; Murray Paton Pendarvis, Southeastern Louisi-
Nathan Keyfitz, Harvard University; David Kidd, University ana University; Dave Perault, Lynchburg College; Rodney
of New Mexico; Pamela S. Kimbrough; Jesse Klingebiel, Peterson, Colorado State University; Julie Phillips, De Anza
Kent School; Edward J. Kormondy, University of Hawaii– College; John Pichtel, Ball State University; William S.
Hilo/West Oahu College; John V. Krutilla, Resources for Pierce, Case Western Reserve University; David Pimentel,
the Future, Inc.; Judith Kunofsky, Sierra Club; E. Kurtz; Cornell University; Peter Pizor, Northwest Community Col-
Theodore Kury, State University of New York at Buffalo; lege; Mark D. Plunkett, Bellevue Community College;
Troy A. Ladine, East Texas Baptist University; Steve Ladochy, Grace L. Powell, University of Akron; James H. Price, Okla-
University of Winnipeg; Anna J. Lang, Weber State Univer- homa College; Marian E. Reeve, Merritt College; Carl H.
sity; Mark B. Lapping, Kansas State University; Michael L. Reidel, University of Vermont; Charles C. Reith, Tulane
Larsen, Campbell University; Linda Lee, University of Con- University; Erin C. Rempala, San Diego City College; Roger
necticut; Tom Leege, Idaho Department of Fish and Game; Revelle, California State University, San Diego; L. Reynolds,
Maureen Leupold, Genesee Community College; William University of Central Arkansas; Ronald R. Rhein, Kutztown
S. Lindsay, Monterey Peninsula College; E. S. Lindstrom, University of Pennsylvania; Charles Rhyne, Jackson State
Pennsylvania State University; M. Lippiman, New York Uni- University; Robert A. Richardson, University of Wisconsin;
versity Medical Center; Valerie A. Liston, University of Min- Benjamin F. Richason III, St. Cloud State University;
nesota; Dennis Livingston, Rensselaer Polytechnic Institute; Jennifer Rivers, Northeastern University; Ronald Robberecht,
James P. Lodge, air pollution consultant; Raymond C. Loehr, University of Idaho; William Van B. Robertson, School of
University of Texas at Austin; Ruth Logan, Santa Monica Medicine, Stanford University; C. Lee Rockett, Bowling
City College; Robert D. Loring, DePauw University; Paul F. Green State University; Terry D. Roelofs, Humboldt State
Love, Angelo State University; Thomas Lovering, Univer- University; Daniel Ropek, Columbia George Community
sity of California, Santa Barbara; Amory B. Lovins, Rocky College; Christopher Rose, California Polytechnic State
Mountain Institute; Hunter Lovins, Rocky Mountain Insti- University; Richard G. Rose, West Valley College; Stephen
tute; Gene A. Lucas, Drake University; Claudia Luke, Uni- T. Ross, University of Southern Mississippi; Robert E. Roth,
versity of California, Berkeley; David Lynn; Timothy F. Ohio State University; Dorna Sakurai, Santa Monica Col-
Lyon, Ball State University; Stephen Malcolm, Western lege; Arthur N. Samel, Bowling Green State University;
Michigan University; Melvin G. Marcus, Arizona State Uni- Shamili Sandiford, College of DuPage; Floyd Sanford, Coe
versity; Gordon E. Matzke, Oregon State University; Parker College; David Satterthwaite, I.E.E.D., London; Stephen W.
Mauldin, Rockefeller Foundation; Marie McClune, The Sawyer, University of Maryland; Arnold Schecter, State
Agnes Irwin School (Rosemont, Pennsylvania); Theodore University of New York; Frank Schiavo, San Jose State Uni-
R. McDowell, California State University; Vincent E. versity; William H. Schlesinger, Ecological Society of Amer-
McKelvey, U.S. Geological Survey; Robert T. McMaster, ica; Stephen H. Schneider, National Center for Atmospheric
Smith College; John G. Merriam, Bowling Green State Uni- Research; Clarence A. Schoenfeld, University of Wisconsin,
versity; A. Steven Messenger, Northern Illinois University; Madison; Madeline Schreiber, Virginia Polytechnic Insti-
John Meyers, Middlesex Community College; Raymond W. tute; Henry A. Schroeder, Dartmouth Medical School;
Miller, Utah State University; Arthur B. Millman, University Lauren A. Schroeder, Youngstown State University;
of Massachusetts, Boston; Sheila Miracle, Southeast Ken- Norman B. Schwartz, University of Delaware; George
tucky Community & Technical College; Fred Montague, Sessions, Sierra College; David J. Severn, Clement Associ-
University of Utah; Rolf Monteen, California Polytechnic ates; Don Sheets, Gardner-Webb University; Paul Shepard,
PREFACE xxi
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The king received the present very graciously and told the soldier
he could give him in return nothing rarer or better than the
magnificent turnip.
So the wealthy soldier was obliged to hire a cart, and have the
turnip taken to his home. He arrived there full of wrath and
bitterness. The more he thought on the matter the worse he felt, and
at length he formed the evil design of having his brother killed. He
hired two ruffians, who waylaid the former poor soldier as he was
passing through a wood. They seized and bound him and prepared
to hang him on a tree. But before they had accomplished their
purpose they heard an approaching clatter of hoofs and the sound of
singing. That frightened them so much that they thrust their prisoner
head first into a sack, attached a rope to it, threw the end of the rope
over a branch of an oak and hauled him well up into the tree. Then
they took to flight.
The prisoner soon contrived to work a hole in the sack, and stuck
his head out. Then he perceived that the noise which had saved him
was made by a student, a young fellow who was riding through the
wood singing snatches of song as he went along. Just as the student
was passing the tree, the man called out: “Good day. You come in
the nick of time.”
The youth stopped his horse and looked all round, but could not
make out where the voice came from. At last he said, “Who calls?”
“Raise your eyes,” said the man. “I am sitting up here in the Sack
of Knowledge, and in a short time I have learned so much that the
wisdom of the schools is as air compared to mine. Soon I shall have
learned everything, and I shall come down and be the wisest of
mankind. I understand astronomy and the blowing of the winds and
the art of healing the sick, and I know every herb and all the birds
and stones. If you were here in my place you would feel what
splendor flows from the Sack of Knowledge.”
All this greatly astonished and impressed the student, in which he
said: “Blessed be the hour in which I met you! Let me get into the
sack for a little while.”
“Well,” said the other with apparent reluctance, “that you may do if
you will wait for a short time till I am ready. There is one piece of
learning which I have not yet fully mastered.”
So the student waited, but he soon became impatient and
entreated to be allowed to get into the sack at once and satisfy his
great thirst for knowledge. Then the man pretended to take pity on
him and told him to lower the sack to the ground and open the mouth
of it. That done, the farmer got out, and the student started to get in,
feet first, saying, “I want you to make haste and pull me up as fast as
possible.”
“Stop, stop!” cried the man. “That won’t do.”
Then he laid hold of the student by the shoulders and thrust him
into the sack head downward, tied it up, and swung the disciple of
wisdom up on the bough of the tree. When the student was dangling
up aloft in the air, the man said: “How do you feel now, my dear
fellow? Do you find that wisdom comes with experience? Stay there
quietly till you become wiser.”
Thereupon he mounted the student’s horse and rode off; but an
hour later he sent some one to release the prisoner in the sack.
THE ENCHANTED DOVE
A
POOR maidservant was once traveling with her master’s family
in a coach through a great wood. When they were in the very
middle of the wood, a band of robbers sprang out of a thicket
and killed every one of the travelers that they could lay their hands
on. Only the maidservant escaped. She, in her fright, jumped out of
the coach and hid behind a tree.
When the robbers had made off with their booty she came from
her place of concealment and wept as she saw what had happened.
“Alas!” she cried, “here I am left alone in this wild forest. I can never
find my way out, and not a human creature lives in it, so that I shall
certainly die of hunger.”
She wandered about for some time looking for a pathway, but
could not find one. Evening came, and she sat down under a tree
and made up her mind to spend the night there, no matter what
might happen. But soon a little white dove came flying to her with a
small golden key in its beak. It put the key in the girl’s hand, and
said: “Examine closely the bark of the tree-trunk you are leaning
against, and you will find a lock which this key will fit. Turn the key in
that lock, and a door will open and reveal a cupboard in which is
food and drink. Take all you need.”
The girl examined the tree, found the lock, and opened the door,
and inside was a basin of milk, and some white bread to eat with it.
So she made a good meal. When she finished, she said to herself:
“At home the hens are going to roost now. Oh, that I had some
shelter for the night!”
Then the little dove again came flying to her with another golden
key in its beak, and it said, “This will open a door in yonder tree,
within which you will find a nice bed.”
She opened the door and found a soft, clean bed inside, and she
lay down in it and went to sleep. Next morning the dove came a third
time and brought her a key. This opened a door in another large tree
near by, and there she found many beautiful garments embroidered
with gold and silver, and ornamented with precious stones. No
princess could have desired anything finer.
For a long time the maid dwelt there in the forest, and the dove
visited her every day and supplied all her wants. Her life was
peaceful and happy. One day the dove came to her and said, “Will
you do something for my sake?”
“With all my heart,” replied the maiden.
Then the dove said: “I will take you to a little house, which you
must enter. By the hearth you will see an old woman sitting. She will
bid you good day, but on no account speak a word to her, whatever
she may say or do. Walk right past her, and at the far side of the
fireplace you will see a door. Open it and go into the room beyond.
There, on a table, you will find a heap of rings of every description.
Many of them are very beautiful and glitter with precious stones, but
take none of those. Instead, search for a small plain one, which is
somewhere in the room. After you secure it, bring it to me as quickly
as you can.”
So the dove guided the maiden to the little house, and she opened
the door and saw the old woman, who stared and said, “Good day,
my child.”
The maiden did not answer, but went on toward the inner door.
“Whither are you going?” cried the old woman, seizing her by the
skirt. “This is my house, and no one shall pass through that door
without my permission.”
But the girl said never a word. She loosened her skirt from the
woman’s grasp and went into the room beyond the fireplace. On a
table lay a glittering heap of jeweled rings. She searched among
them for the plain one, but could not find it. While she continued her
search, the old woman slipped into the room and took up a bird
cage, with which she started to slyly creep away. Her actions
aroused the suspicions of the maiden, who ran after her and
wrenched the cage out of her hands.
Then the girl saw that the bird inside held the plain ring in its beak.
She took the ring and ran joyfully out of the house, thinking she
would find the dove close at hand waiting for her, but no dove
appeared. Anxious and fearful, she leaned against a tree, watching
for the coming of the bird. As she stood there it seemed to her that
the tree became soft and supple and bent its branches downward.
Then two of the branches twined themselves around her, and
behold, when she tried to free herself, they were not branches at all,
but two strong arms. She looked up, and the tree was gone, and in
its stead was a fine handsome man with his arms clasped about her.
“You have released me from the power of the old woman, who is
an evil witch,” said he. “She changed me into a tree a long time ago,
but every day I became a white dove for a couple of hours. So long
as she possessed the ring I could not regain my human form. I am a
king’s son, and I came hither accompanied by servants and horses,
who were likewise changed into trees. But now you see them around
me in their natural forms, and you must come with us to my father’s
kingdom.”
When they reached their journey’s end the prince and the maiden
married, and they lived happily ever after.
THE THREE WISHES
O
NCE upon a time there lived a poor woodman in a great
forest, and every morning his wife filled a basket with food
and a bottle with drink for his lunch, and, laden with this lunch
and his ax, he went off to be gone till evening cutting timber. One
day he was about to fell a huge oak which he thought would furnish
many a good plank. He had his ax raised for the first blow when he
heard a pitiful entreating, and there stood before him a little fairy,
who beseeched him to spare the tree.
So dazed was he with wonder that for a while he could not open
his mouth to speak a word, but at last he said, “Well, I’ll do as you
ask.”
“That tree is my home,” explained the fairy, “and you will not lose
as much as you think by letting it stand, for it is hollow at the heart.
Besides, to show you that I am not ungrateful, I will grant you and
your wife the first three wishes you and she wish after you get home,
let them be what they may.”
Then the fairy opened a little door at the base of the tree, which he
had not seen before, and disappeared.
“Well,” said the woodman, “if my wife and I can have three wishes,
our fortune is as good as made. It is nearly evening, and I may as
well go home at once. I shall never need to cut any more trees.”
He put his ax over his shoulder, picked up his basket and bottle,
and off he went. When he arrived at his cottage he sat down by the
fireside to rest and told his wife about the fairy.
“Well,” said she, when she had heard him through, “If it is left to
my choice, I know very well what I would wish for. I think nothing is
so good as to be handsome, and rich, and aristocratic.”
“And yet,” said the husband, “even with such wishes realized, one
might be sick and fretful and die young. It would be much wiser to
wish for health, cheerfulness, and a long life.”
“The fairy should have promised a dozen wishes,” said the wife,
“for there are at least that many things I want very much.”
“Yes,” agreed the man, “a dozen wishes would have been better,
but as we have only three we must make those three do all that is
possible. Let us consider the matter carefully until tomorrow before
wishing, that we may decide wisely what three things are most
necessary for us.”
“I’ll think the whole night through,” said she.
“After all,” remarked the man, “it may be the fairy’s promise was
only a trick. Who can tell?”
The evening was chilly, and the wife took the tongs and poked the
fire into brighter blazing. For a time the man sat in silence, and then
he happened to think that he was hungry. “Why isn’t the supper
ready?” he asked.
“You forget that you are home early,” she replied. “It won’t be
supper time for two hours.”
“Ah!” sighed he, “two hours is a long wait after working in the
woods all day. I wish I had some nice sausages this minute.”
No sooner had he said this than—rustle, rustle—what should
come down the chimney but a dish containing a string of as fine
sausages as ever were seen. The dish came down on the hearth
with a slight clatter, and the woodman and his wife stared in
astonishment. “What’s all this?” said she.
He answered not a word, and she glowered and glowered. “Oh,
you silly man!” she cried, “there’s one wish gone already, and only
two are left. What a fool you have been! I wish the sausages were
fast to the tip of your nose.”
A noble string of sausages hung from his nose
Before you could wink, there the goodman sat with his nose the
longer for a noble string of sausages. He tried to pull them off, but
they stuck. Then his wife gave them a pull, but still they stuck. They
refused to come off even when the two pulled together.
“Ouch, ouch!” exclaimed the man, “we must stop this pulling, or we
shall pull my nose off. But I can’t have these things staying on my
nose. What shall we do?”
“They are not so very unsightly,” said she, “and we had better wish
for vast riches. Then we shall be able to live in comfort the rest of our
lives, and if you object to the looks of the sausages we can have a
golden case made to hide them.”
“I couldn’t endure them, case or no case,” declared the man.
Then, lest the goodwife should wish for riches in spite of his protest,
he hastily wished that the sausages might come off.
There they lay in the dish as before, and if the husband and wife
did not ride in a golden coach and dress in silk and satin, why they at
least had as fine a mess of sausages for their supper as the heart of
man could desire.
THE OLD HORSE
T
HERE was once a farmer who had a horse which served him
faithfully till it had grown old and could do its work no longer. So
its master grudged it food, and said: “I have no further use for
you, and yet I still feel kindly toward you. Therefore, if you will show
yourself strong enough to bring home a lion, I will take care of you to
the end of your days. But away with you now and out of my stable.”
Then the farmer drove the poor horse out, and it went sadly away
with drooping head to the forest to get a little shelter from the wind
and weather. There it met a fox, who said, “Why do you hang your
head and look so downcast, and wander about in this solitary
fashion?”
“Alas!” said the horse, “avarice and fidelity cannot dwell together.
My master has forgotten all the service I have rendered him these
many years, and because I can no longer plough he will not give me
any fodder, and he has driven me out of my stable.”
“Did he give you no hope that you might return?” asked the fox.
“Very little,” replied the horse. “He told me that if I could manage to
bring home a lion he would take care of me, but he knows well
enough that such a thing is impossible.”
“Perhaps not,” said the fox. “I will help you. Just you lie down here
and stretch out your legs as if you were dead.”
The horse did as he was bid, and the fox went to a lion whose den
was not far off, and said: “Near by lies a dead horse. Come along
with me, and you can have a capital meal.”
The lion went with the fox, and when they got to the horse, the fox
said: “Hist! hearken to my advice. You can’t eat the creature in
comfort here. I will tie it to you, and you can drag it away to your den,
and enjoy it at your leisure.”
The plan pleased the lion, and he stood quite still, close to the
horse, while the fox knotted the horse’s tail fast to him. He did not
realize that the fox was cunningly tying his legs together and twisting
and knotting the hairs of the tail till it was impossible for him to get
free with all his strength. As soon as the work was done, the fox
patted the horse on the shoulder, and said: “Pull, old Gray! Pull!”
At once the horse jumped up and started for home, dragging the
lion behind it. In his rage the lion roared so that all the birds in the
forest flew away in terror. But the horse let him roar, and never
stopped until it reached its master’s door.
When the farmer saw what the horse had done he was delighted,
and he repented of his former resolution to let the creature shift for
itself. “You shall remain with me in future and live at your ease,” said
he.
So the faithful horse had plenty to eat and comfortable shelter till it
died.
THE DONKEY CABBAGES
T
HERE was once a young huntsman who went to the forest in
search of game. He was light-hearted and merry, and he
whistled a gay tune as he went along. By and by he met an
ugly old woman, who said: “Good morning, huntsman. You are well
fed and happy, while I am hungry and sad. Give me an alms, I pray
you.”
The huntsman pitied the poor old woman, and he put his hand in
his pocket and gave her what he could afford. Then he started to go
on, but the old woman stopped him, and said: “Hark you, dear
huntsman, I will make you a present because of your good heart. Go
on your way, and you will soon come to a tree on which sit nine birds
quarreling over a cloak. Take aim with your gun, and shoot into the
midst of them. They will drop the cloak, and one of the birds will fall
down dead. Take the cloak with you. It is a wishing-cloak. When you
throw it round your shoulders, you have only to wish yourself at a
place to be there at once. Cut open the dead bird, and you will find a
ring inside. Wear it on your finger, and each morning there will be a
gold piece under your pillow.”
The huntsman thanked the old woman, and thought, “She
promises fine things, and I hope it will all turn out as she says.”
When he had gone about a hundred paces, he heard above him,
in the branches of a tree, a great chattering and screaming. He
looked up and saw a group of birds pulling at a cloak with their beaks
and claws. It was evident from the snatching and tugging that each
bird wanted the garment for itself.
“Well,” said the huntsman, “this is extraordinary, and it is just what
the old woman said I would see.”
He put his gun to his shoulder, took aim, and fired. Away went the
birds with a great noise and scattering of feathers—all except one,
which fell down dead, and at the same time the cloak dropped at the
huntsman’s feet. He cut open the bird and found a ring inside and
put it on his finger. Then he took the cloak and went home.
When he awoke the next morning he remembered the old
woman’s promise and looked under his pillow. Sure enough, there
lay a shining gold coin, and on the morning following he found
another, and thus it was every morning. Gradually, he collected quite
a heap of gold, and at last he said to himself: “What is the good of all
this gold to me if I stay at home? I will go and look about in the
world.”
So he took leave of his parents, shouldered his gun, and set out
on his travels. One day a turn in the road brought into view a
magnificent castle. An old woman and a beautiful girl were looking
out from an upper window. The old woman was a witch, and the
maiden was her daughter. “Here comes some one,” said she, “who
has a magic ring on his finger. We must try to get it, my darling. It is
better suited to us than to him. Whoever wears that ring finds a gold
coin every morning under the pillow. You must get it from him or it
will be the worse for you.”
She then withdrew, but the maiden remained looking out of the
window. When the huntsman got nearer he saw her, and said to
himself: “I am weary with traveling. I will stop at this fine castle and
rest.” But he would not have felt such an urgent need of stopping if
he had not seen the maiden.
He was kindly received and hospitably entertained, and he was
soon so in love with the daughter of the witch that she was
constantly in his thoughts, and he cared for nothing but pleasing her.
At length the witch decided on a plan for getting the ring. She
concocted a drink that would make the huntsman insensible, put it in

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