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 5th Edition

Fundamentals of
Materials Science
and Engineering
AN INTEGRATED APPROACH

WILLIAM D. CALLISTER, JR.

Department of Metallurgical Engineering
The University of Utah

DAVID G. RETHWISCH
Department of Chemical and Biochemical Engineering
The University of Iowa
Front Cover: Depiction of a unit cell for 𝛼-aluminum oxide (Al2O3). Red and gray spheres represent oxygen and aluminum ions,
respectively.
Back Cover: (Top) Representation of a unit cell for iron sulfide (FeS). Yellow and brown spheres denote, respectively, sulfur and iron
atoms. (Bottom) Depiction of a unit cell for wurtzite, which is the mineralogical name for one form of zinc sulfide (ZnS). Sulfur and zinc
atoms are represented by yellow and blue spheres, respectively.

VICE PRESIDENT AND DIRECTOR Laurie Rosatone

EXECUTIVE EDITOR Linda Ratts
SENIOR MARKET SOLUTIONS ASSISTANT Courtney Jordan
SENIOR CONTENT MANAGER Valerie Zaborski
PRODUCTION EDITOR/MEDIA SPECIALIST James Metzger
EXECUTIVE MARKETING MANAGER Dan Sayre
SENIOR PRODUCT DESIGNER Jennifer Welter
ASSOCIATE PRODUCT DESIGNER Wendy Ashenberg
SENIOR DESIGNER Madelyn Lesure
DESIGN DIRECTOR Harry Nolan
SENIOR PHOTO EDITOR MaryAnn Price
COVER ART Roy Wiemann and William D. Callister, Jr.

This book was set in Times Ten LT Std Roman 9.5/11.5 by Aptara, Inc., and printed and bound by Quad Graphics/Versailles.
The cover was printed by Quad Graphics/Versailles.

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ISBN 978-1-119-17548-3

The inside back cover will contain printing identification and country of origin if omitted from this page. In addition, if the ISBN on
the back cover differs from the ISBN on this page, the one on the back cover is correct.

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1
 Dedicated to
Wayne Anderson
Former editor and mentor
 Preface

I n this fifth edition we have retained the objectives and approaches for teaching
materials science and engineering that were presented in previous editions. These objec-
tives are as follows:
• Present the basic fundamentals on a level appropriate for university/college
students who have completed their freshmen calculus, chemistry, and physics
courses.
• Present the subject matter in a logical order, from the simple to the more complex.
Each chapter builds on the content of previous ones.
• If a topic or concept is worth treating, then it is worth treating in sufficient detail
and to the extent that students have the opportunity to fully understand it without
having to consult other sources; in addition, in most cases, some practical relevance
is provided.
• Inclusion of features in the book that expedite the learning process, to include the
following: photographs/illustrations (some in full color); learning objectives; “Why
Study . . .” and “Materials of Importance” items (to provide relevance); “Concept
Check” questions (to test conceptual understanding); end-of-chapter questions and
problems (to develop understanding of concepts and problem-solving skills);
end-of-book Answers to Selected Problems (to check accuracy of work); end-of-
chapter summary tables containing key equations and equation symbols, and a
glossary (for easy reference).
• Employment of new instructional technologies to enhance the teaching and
learning processes.

NEW/REVISED CONTENT
This new edition contains a number of new sections, as well as revisions/amplifications of
other sections. These include the following:
• Two new case studies: “Liberty Ship Failures” (Chapter 1) and “Use of Composites
in the Boeing 787 Dreamliner” (Chapter 15)
• Bond hybridization in carbon (Chapter 2)
• Revision of discussions on crystallographic planes and directions to include the use
of equations for the determination of planar and directional indices (Chapter 3)
• Revised discussion on determination of grain size (Chapter 5)
• New section on the structure of carbon fibers (Chapter 13)
• Revised/expanded discussions on structures, properties, and applications of the
nanocarbons: fullerenes, carbon nanotubes, and graphene; also on ceramic
refractories and abrasives (Chapter 13)

• xi
xii • Preface

• Revised/expanded discussion on structural composites: laminar composites and

sandwich panels (Chapter 15)
• New section on structure, properties, and applications of nanocomposite materials
(Chapter 15)
• Revised/expanded discussion on recycling issues in materials science and
engineering (Chapter 20)
• Numerous new and revised example problems. In addition, all homework
problems requiring computations have been refreshed.

ONLINE RESOURCES
Associated with the textbook are a number of online learning resources, which are avail-
able to both students and instructors. These resources are found on three websites:
(1) WileyPLUS, (2) a Student Companion Site, and (3) an Instructor Companion Site.

WileyPLUS (www.wileyplus.com)
WileyPLUS is a research-based online environment for effective teaching and learning.
It builds students’ confidence by taking the guesswork out of studying by providing them
with a clear roadmap: what is assigned, what is required for each assignment, and whether
assignments are done correctly. Independent research has shown that students using
WileyPLUS will take more initiative so the instructor has a greater impact on their
achievement in the classroom and beyond. WileyPLUS also helps students study and
progress at a pace that’s right for them. Our integrated resources–available 24/7–function
like a personal tutor, directly addressing each student’s demonstrated needs by providing
specific problem-solving techniques.

What do students receive with WileyPLUS?

• The complete digital textbook that saves students up to 60% of the cost of the
in-print text.
• Direct access to online self-assessment exercises. This is a web-based assessment
program that contains questions and problems similar to those found in the text;
these problems/questions are organized and labeled according to textbook sections.
An answer/solution that is entered by the user in response to a question/problem is
graded immediately, and comments are offered for incorrect responses. The student
may use this electronic resource to review course material, and to assess his/her
mastery and understanding of topics covered in the text.
• Virtual Materials Science and Engineering (VMSE). This web-based software
package consists of interactive simulations and animations that enhance the
learning of key concepts in materials science and engineering. Included in VMSE
are eight modules and a materials properties/cost database. Titles of these modules
are as follows: (1) Metallic Crystal Structures and Crystallography; (2) Ceramic
Crystal Structures; (3) Repeat Unit and Polymer Structures; (4) Dislocations;
(5) Phase Diagrams; (6) Diffusion; (7) Tensile Tests; and (8) Solid-Solution
Strengthening.
• “Muddiest Point” Tutorial Videos. These videos (narrated by a student) help
students with concepts that are difficult to understand and with solving
troublesome problems.
• Answers to Concept Check questions. Students can visit the web site to find the
correct answers to the Concept Check questions posed in the print textbook.
 Preface • xiii

What do instructors receive with WileyPLUS?

• The ability to effectively and efficiently personalize and manage their course.
• The ability to track student performance and progress, and easily identify those
who are falling behind.
• The ability to assign algorithmic problems with computer generated values that can
vary from student to student, encouraging the student to develop problem-solving
skills rather than simply reporting results found in a web search.

STUDENT COMPANION SITE (www.wiley.com/college/callister)

Posted on the Student Companion site are several important instructional elements that
complement the text; these include the following:
• Library of Case Studies. One way to demonstrate principles of design in an
engineering curriculum is via case studies: analyses of problem-solving strategies
applied to real-world examples of applications/devices/failures encountered by
engineers. Six case studies are provided as follows: (1) Materials Selection for a
Torsionally Stressed Cylindrical Shaft; (2) Automobile Valve Spring; (3) Failure of
an Automobile Rear Axle; (4) Artificial Total Hip Replacement; (5) Intraocular
Lens Implants; and (6) Chemical Protective Clothing.
• Mechanical Engineering (ME) Module. This module treats materials science/
engineering topics not covered in the printed text that are relevant to mechanical
engineering.
• Extended Learning Objectives. This is a more extensive list of learning objectives
than is provided at the beginning of each chapter. These direct the student to study
the subject material to a greater depth.
• Student Lecture PowerPoint® Slides. These slides (in both Adobe Acrobat® PDF
and PowerPoint® formats) are virtually identical to the lecture slides provided to
an instructor for use in the classroom. The student set has been designed to allow
for note taking on printouts.

INSTRUCTOR COMPANION SITE (www.wiley.com/college/callister)

The Instructor Companion Site is available for instructors who have adopted this text.
Please visit the website to register for access. Resources that are available include the
following:
• All resources found on the Student Companion Site.
• Instructor Solutions Manual. Detailed solutions for all end-of-chapter questions
and problems (in both Word® and Adobe Acrobat® PDF formats).
• Homework Problem Correlation Guide—4th edition to 5th edition. This guide
notes, for each homework problem or question (by number), whether it appeared
in the fourth edition and, if so, its number in this previous edition.
• Image Gallery. Illustrations from the book. Instructors can use them in
assignments, tests, or other exercises they create for students.
• Art PowerPoint Slides. Book art loaded into PowerPoints, so instructors can more
easily use them to create their own PowerPoint Slides.
• Lecture Note PowerPoints. These slides, developed by the authors and Peter M.
Anderson (The Ohio State University), follow the flow of topics in the text, and
xiv • Preface

include materials taken from the text as well as other sources. Slides are available
in both Adobe Acrobat® PDF and PowerPoint® formats. [Note: If an instructor
doesn’t have available all fonts used by the developer, special characters may not
be displayed correctly in the PowerPoint version (i.e., it is not possible to embed
fonts in PowerPoints); however, in the PDF version, these characters will appear
correctly.]
• Solutions to Case Study Problems.
• Solutions to Problems in the Mechanical Engineering Web Module.
• Suggested Course Syllabi for the Various Engineering Disciplines. Instructors may
consult these syllabi for guidance in course/lecture organization and planning.
• Experiments and Classroom Demonstrations. Instructions and outlines for
experiments and classroom demonstrations that portray phenomena and/or
illustrate principles that are discussed in the book; references are also provided
that give more detailed accounts of these demonstrations.

Feedback
We have a sincere interest in meeting the needs of educators and students in the materi-
als science and engineering community, and therefore we solicit feedback on this edition.
Comments, suggestions, and criticisms may be submitted to the authors via email at the
following address: billcallister2419@gmail.com.

ACKNOWLEDGMENTS
Since we undertook the task of writing this and previous editions, instructors and stu-
dents, too numerous to mention, have shared their input and contributions on how to
make this work more effective as a teaching and learning tool. To all those who have
helped, we express our sincere thanks.
We express our appreciation to those who have made contributions to this edition.
We are especially indebted to the following:
Audrey Butler of The University of Iowa, and Bethany Smith and Stephen Krause
of Arizona State University, for helping to develop material in the WileyPLUS course.
Grant Head for his expert programming skills, which he used in developing the
Virtual Materials Science and Engineering software.
Eric Hellstrom and Theo Siegrist of Florida State University, as well as Norman E.
Dowling and Maureen Julian of Virginia Tech for their feedback and suggestions for this
edition.
We are also indebted to Dan Sayre and Linda Ratts, Executive Editors, Jennifer
Welter, Senior Product Designer, and Wendy Ashenberg, Associate Product Designer,
for their guidance and assistance on this revision.
Last, but certainly not least, we deeply and sincerely appreciate the continual en-
couragement and support of our families and friends.
William D. Callister, Jr.
David G. Rethwisch
October 2015
 Contents

LIST OF SYMBOLS xxiii References 45

Questions and Problems 45
1. Introduction 1 Fundamentals of Engineering Questions and
Problems 47
Learning Objectives 2
1.1 Historical Perspective 2
1.2 Materials Science and Engineering 2 3. Structures of Metals and Ceramics 48
1.3 Why Study Materials Science and Learning Objectives 49
Engineering? 4 3.1 Introduction 49
Case Study—Liberty Ship Failures 5
CRYSTAL STRUCTURES 49
1.4 Classification of Materials 6
Case Study—Carbonated Beverage 3.2 Fundamental Concepts 49
Containers 11 3.3 Unit Cells 50
1.5 Advanced Materials 12 3.4 Metallic Crystal Structures 51
1.6 Modern Materials’ Needs 14 3.5 Density Computations—Metals 57
Summary 15 3.6 Ceramic Crystal Structures 57
References 15 3.7 Density Computations—Ceramics 63
Questions 16 3.8 Silicate Ceramics 64
3.9 Carbon 68
2. Atomic Structure and Interatomic 3.10 Polymorphism and Allotropy 69
Bonding 17 3.11 Crystal Systems 69
Material of Importance—Tin (Its
Learning Objectives 18 Allotropic Transformation) 71
2.1 Introduction 18
CRYSTALLOGRAPHIC POINTS, DIRECTIONS, AND
ATOMIC STRUCTURE 18 PLANES 72
2.2 Fundamental Concepts 18 3.12 Point Coordinates 72
2.3 Electrons in Atoms 20 3.13 Crystallographic Directions 75
2.4 The Periodic Table 26 3.14 Crystallographic Planes 81
ATOMIC BONDING IN SOLIDS 28 3.15 Linear and Planar Densities 87
3.16 Close-Packed Crystal Structures 88
2.5 Bonding Forces and Energies 28
2.6 Primary Interatomic Bonds 30 CRYSTALLINE AND NONCRYSTALLINE
2.7 Secondary Bonding or van der Waals MATERIALS 92
Bonding 37 3.17 Single Crystals 92
Materials of Importance—Water (Its 3.18 Polycrystalline Materials 92
Volume Expansion upon Freezing) 40 3.19 Anisotropy 92
2.8 Mixed Bonding 41 3.20 X-Ray Diffraction: Determination of
2.9 Molecules 42 Crystal Structures 94
2.10 Bonding Type-Material Classification 3.21 Noncrystalline Solids 99
Correlations 42 Summary 101
Summary 43 Equation Summary 103
Equation Summary 44 List of Symbols 104
List of Symbols 44 Important Terms and Concepts 105
Important Terms and Concepts 45 References 105
• xv
xvi • Contents

Questions and Problems 105 List of Symbols 180

Fundamentals of Engineering Questions and Important Terms and Concepts 180
Problems 114 References 180
Questions and Problems 180
4. Polymer Structures 115 Design Problems 184
Fundamentals of Engineering Questions and
Learning Objectives 116 Problems 185
4.1 Introduction 116
4.2 Hydrocarbon Molecules 116 6. Diffusion 186
4.3 Polymer Molecules 119
4.4 The Chemistry of Polymer Molecules 119 Learning Objectives 187
4.5 Molecular Weight 123 6.1 Introduction 187
4.6 Molecular Shape 126 6.2 Diffusion Mechanisms 188
4.7 Molecular Structure 128 6.3 Fick’s First Law 189
4.8 Molecular Configurations 129 6.4 Fick’s Second Law—Nonsteady-State
4.9 Thermoplastic and Thermosetting Diffusion 191
Polymers 132 6.5 Factors that Influence Diffusion 195
4.10 Copolymers 133 6.6 Diffusion in Semiconducting
4.11 Polymer Crystallinity 134 Materials 200
4.12 Polymer Crystals 138 Materials of Importance—Aluminum for
Summary 140 Integrated Circuit Interconnects 203
Equation Summary 141 6.7 Other Diffusion Paths 204
List of Symbols 142 6.8 Diffusion in Ionic and Polymeric
Important Terms and Concepts 142 Materials 204
References 142 Summary 207
Questions and Problems 143 Equation Summary 208
Fundamentals of Engineering Questions and List of Symbols 209
Problems 145 Important Terms and Concepts 209
References 209
5. Imperfections in Solids 146 Questions and Problems 209
Design Problems 214
Learning Objectives 147 Fundamentals of Engineering Questions and
5.1 Introduction 147 Problems 215
POINT DEFECTS 148
5.2 Point Defects in Metals 148 7. Mechanical Properties 216
5.3 Point Defects in Ceramics 149 Learning Objectives 217
5.4 Impurities in Solids 152 7.1 Introduction 217
5.5 Point Defects in Polymers 157 7.2 Concepts of Stress and Strain 218
5.6 Specification of Composition 157
ELASTIC DEFORMATION 222
MISCELLANEOUS IMPERFECTIONS 161
7.3 Stress–Strain Behavior 222
5.7 Dislocations—Linear Defects 161 7.4 Anelasticity 225
5.8 Interfacial Defects 164 7.5 Elastic Properties of Materials 226
5.9 Bulk or Volume Defects 167
MECHANICAL BEHAVIOR—METALS 228
5.10 Atomic Vibrations 167
Materials of Importance—Catalysts (and 7.6 Tensile Properties 229
Surface Defects) 168 7.7 True Stress and Strain 236
7.8 Elastic Recovery after Plastic
MICROSCOPIC EXAMINATION 169
Deformation 239
5.11 Basic Concepts of Microscopy 169 7.9 Compressive, Shear, and Torsional
5.12 Microscopic Techniques 170 Deformations 239
5.13 Grain-Size Determination 174
MECHANICAL BEHAVIOR—CERAMICS 240
Summary 177
Equation Summary 179 7.10 Flexural Strength 240
 Contents • xvii

7.11 Elastic Behavior 241 8.13 Recrystallization 299

7.12 Influence of Porosity on the Mechanical 8.14 Grain Growth 303
Properties of Ceramics 241 DEFORMATION MECHANISMS FOR CERAMIC
MECHANICAL BEHAVIOR—POLYMERS 243 MATERIALS 305
7.13 Stress–Strain Behavior 243 8.15 Crystalline Ceramics 305
7.14 Macroscopic Deformation 245 8.16 Noncrystalline Ceramics 305
7.15 Viscoelastic Deformation 246 MECHANISMS OF DEFORMATION AND FOR
HARDNESS AND OTHER MECHANICAL STRENGTHENING OF POLYMERS 306
PROPERTY CONSIDERATIONS 250 8.17 Deformation of Semicrystalline
7.16 Hardness 250 Polymers 306
7.17 Hardness of Ceramic Materials 255 8.18 Factors that Influence the Mechanical
7.18 Tear Strength and Hardness of Properties of Semicrystalline
Polymers 256 Polymers 308
PROPERTY VARIABILITY AND DESIGN/SAFETY Materials of Importance—Shrink-Wrap
FACTORS 257 Polymer Films 311
8.19 Deformation of Elastomers 312
7.19 Variability of Material Properties 257 Summary 314
7.20 Design/Safety Factors 259 Equation Summary 317
Summary 263 List of Symbols 317
Equation Summary 265 Important Terms and Concepts 317
List of Symbols 266 References 318
Important Terms and Concepts 267 Questions and Problems 318
References 267 Design Problems 323
Questions and Problems 268 Fundamentals of Engineering Questions and
Design Problems 276 Problems 323
Fundamentals of Engineering Questions and
Problems 277
9. Failure 324
8. Deformation and Strengthening Learning Objectives 325
Mechanisms 279 9.1 Introduction 325
Learning Objectives 280 FRACTURE 326
8.1 Introduction 280
9.2 Fundamentals of Fracture 326
DEFORMATION MECHANISMS FOR METALS 280 9.3 Ductile Fracture 326
8.2 Historical 281 9.4 Brittle Fracture 328
8.3 Basic Concepts of Dislocations 281 9.5 Principles of Fracture Mechanics 330
8.4 Characteristics of Dislocations 283 9.6 Brittle Fracture of Ceramics 339
8.5 Slip Systems 284 9.7 Fracture of Polymers 343
8.6 Slip in Single Crystals 286 9.8 Fracture Toughness Testing 345
8.7 Plastic Deformation of Polycrystalline FATIGUE 349
Metals 289
9.9 Cyclic Stresses 350
8.8 Deformation by Twinning 291
9.10 The S–N Curve 351
MECHANISMS OF STRENGTHENING IN 9.11 Fatigue in Polymeric Materials 356
METALS 292 9.12 Crack Initiation and Propagation 357
8.9 Strengthening by Grain Size 9.13 Factors that Affect Fatigue Life 359
Reduction 292 9.14 Environmental Effects 361
8.10 Solid-Solution Strengthening 294 CREEP 362
8.11 Strain Hardening 295
9.15 Generalized Creep Behavior 362
RECOVERY, RECRYSTALLIZATION, AND GRAIN 9.16 Stress and Temperature Effects 363
GROWTH 298 9.17 Data Extrapolation Methods 366
8.12 Recovery 298 9.18 Alloys for High-Temperature Use 367
xviii • Contents

9.19 Creep in Ceramic and Polymeric Important Terms and Concepts 433
Materials 368 References 433
Summary 368 Questions and Problems 433
Equation Summary 371 Fundamentals of Engineering Questions and
List of Symbols 372 Problems 440
Important Terms and Concepts 373
References 373
Questions and Problems 373 11. Phase Transformations 441
Design Problems 378 Learning Objectives 442
Fundamentals of Engineering Questions and 11.1 Introduction 442
Problems 379
PHASE TRANSFORMATIONS IN METALS 442
10. Phase Diagrams 380 11.2 Basic Concepts 443
11.3 The Kinetics of Phase
Learning Objectives 381 Transformations 443
10.1 Introduction 381 11.4 Metastable Versus Equilibrium
DEFINITIONS AND BASIC CONCEPTS 381 States 454
10.2 Solubility Limit 382 MICROSTRUCTURAL AND PROPERTY CHANGES
10.3 Phases 383 IN IRON–CARBON ALLOYS 455
10.4 Microstructure 383 11.5 Isothermal Transformation Diagrams 455
10.5 Phase Equilibria 383 11.6 Continuous-Cooling Transformation
10.6 One-Component (or Unary) Diagrams 466
Phase Diagrams 384 11.7 Mechanical Behavior of Iron–Carbon
BINARY PHASE DIAGRAMS 385 Alloys 469
10.7 Binary Isomorphous Systems 386 11.8 Tempered Martensite 473
10.8 Interpretation of Phase Diagrams 388 11.9 Review of Phase Transformations and
10.9 Development of Microstructure in Mechanical Properties for Iron–Carbon
Isomorphous Alloys 392 Alloys 476
10.10 Mechanical Properties of Isomorphous Materials of Importance—Shape-Memory
Alloys 395 Alloys 479
10.11 Binary Eutectic Systems 395 PRECIPITATION HARDENING 482
10.12 Development of Microstructure in Eutectic 11.10 Heat Treatments 482
Alloys 401 11.11 Mechanism of Hardening 484
Materials of Importance—Lead-Free 11.12 Miscellaneous Considerations 486
Solders 402
CRYSTALLIZATION, MELTING, AND GLASS
10.13 Equilibrium Diagrams Having Intermediate
TRANSITION PHENOMENA IN POLYMERS 487
Phases or Compounds 408
10.14 Eutectoid and Peritectic Reactions 411 11.13 Crystallization 487
10.15 Congruent Phase Transformations 412 11.14 Melting 488
10.16 Ceramic Phase Diagrams 412 11.15 The Glass Transition 488
10.17 Ternary Phase Diagrams 416 11.16 Melting and Glass Transition
10.18 The Gibbs Phase Rule 417 Temperatures 489
11.17 Factors that Influence Melting and Glass
THE IRON–CARBON SYSTEM 419
Transition Temperatures 489
10.19 The Iron–Iron Carbide (Fe–Fe3C) Phase Summary 492
Diagram 419 Equation Summary 494
10.20 Development of Microstructure in Iron– List of Symbols 495
Carbon Alloys 422 Important Terms and Concepts 495
10.21 The Influence of Other Alloying References 495
Elements 429 Questions and Problems 495
Summary 430 Design Problems 500
Equation Summary 432 Fundamentals of Engineering Questions and
List of Symbols 433 Problems 501
 Contents • xix

12. Electrical Properties 503 Fundamentals of Engineering Questions and

Problems 558
Learning Objectives 504
12.1 Introduction 504
13. Types and Applications
ELECTRICAL CONDUCTION 504
of Materials 559
12.2 Ohm’s Law 504
12.3 Electrical Conductivity 505 Learning Objectives 560
12.4 Electronic and Ionic Conduction 506 13.1 Introduction 560
12.5 Energy Band Structures in Solids 506 TYPES OF METAL ALLOYS 560
12.6 Conduction in Terms of Band and Atomic 13.2 Ferrous Alloys 560
Bonding Models 508 13.3 Nonferrous Alloys 573
12.7 Electron Mobility 510 Materials of Importance—Metal Alloys
12.8 Electrical Resistivity of Metals 511 Used for Euro Coins 583
12.9 Electrical Characteristics of Commercial
Alloys 514 TYPES OF CERAMICS 584
Materials of Importance—Aluminum 13.4 Glasses 585
Electrical Wires 514 13.5 Glass-Ceramics 585
SEMICONDUCTIVITY 516 13.6 Clay Products 587
13.7 Refractories 587
12.10 Intrinsic Semiconduction 516 13.8 Abrasives 590
12.11 Extrinsic Semiconduction 519 13.9 Cements 592
12.12 The Temperature Dependence of Carrier 13.10 Carbons 593
Concentration 522 13.11 Advanced Ceramics 595
12.13 Factors that Affect Carrier Mobility 523
TYPES OF POLYMERS 600
12.14 The Hall Effect 527
12.15 Semiconductor Devices 529 13.12 Plastics 600
Materials of Importance—Phenolic Billiard
ELECTRICAL CONDUCTION IN IONIC CERAMICS
Balls 603
AND IN POLYMERS 535
13.13 Elastomers 603
12.16 Conduction in Ionic Materials 536 13.14 Fibers 605
12.17 Electrical Properties of Polymers 536 13.15 Miscellaneous Applications 606
DIELECTRIC BEHAVIOR 537 13.16 Advanced Polymeric Materials 607
Summary 611
12.18 Capacitance 537 Important Terms and Concepts 614
12.19 Field Vectors and Polarization 539 References 614
12.20 Types of Polarization 542 Questions and Problems 614
12.21 Frequency Dependence of Design Questions 615
the Dielectric Constant 544 Fundamentals of Engineering
12.22 Dielectric Strength 545 Questions 616
12.23 Dielectric Materials 545
OTHER ELECTRICAL CHARACTERISTICS OF 14. Synthesis, Fabrication, and Processing
MATERIALS 545 of Materials 617
12.24 Ferroelectricity 545 Learning Objectives 618
12.25 Piezoelectricity 546 14.1 Introduction 618
Material of Importance—Piezoelectric
Ceramic Ink-Jet Printer Heads 547 FABRICATION OF METALS 618
Summary 548 14.2 Forming Operations 619
Equation Summary 551 14.3 Casting 620
List of Symbols 551 14.4 Miscellaneous Techniques 622
Important Terms and Concepts 552
THERMAL PROCESSING OF METALS 623
References 552
Questions and Problems 553 14.5 Annealing Processes 623
Design Problems 557 14.6 Heat Treatment of Steels 626
xx • Contents

FABRICATION OF CERAMIC MATERIALS 635 References 706

Questions and Problems 707
14.7 Fabrication and Processing of Glasses and
Design Problems 709
Glass-Ceramics 637
Fundamentals of Engineering Questions and
14.8 Fabrication and Processing of Clay
Problems 710
Products 642
14.9 Powder Pressing 646
14.10 Tape Casting 648
16. Corrosion and Degradation
of Materials 711
SYNTHESIS AND FABRICATION OF POLYMERS 649
Learning Objectives 712
14.11 Polymerization 649
16.1 Introduction 712
14.12 Polymer Additives 652
14.13 Forming Techniques for Plastics 653 CORROSION OF METALS 713
14.14 Fabrication of Elastomers 656 16.2 Electrochemical Considerations 713
14.15 Fabrication of Fibers and Films 656 16.3 Corrosion Rates 719
Summary 657 16.4 Prediction of Corrosion Rates 721
Important Terms and Concepts 660 16.5 Passivity 727
References 660 16.6 Environmental Effects 728
Questions and Problems 660 16.7 Forms of Corrosion 729
Design Problems 663 16.8 Corrosion Environments 736
Fundamentals of Engineering Questions and 16.9 Corrosion Prevention 737
Problems 663
16.10 Oxidation 739

15. Composites 664 CORROSION OF CERAMIC MATERIALS 742

DEGRADATION OF POLYMERS 742
Learning Objectives 665
15.1 Introduction 665 16.11 Swelling and Dissolution 742
16.12 Bond Rupture 744
PARTICLE-REINFORCED COMPOSITES 667
16.13 Weathering 746
15.2 Large–Particle Composites 667 Summary 746
15.3 Dispersion-Strengthened Composites 671 Equation Summary 748
FIBER-REINFORCED COMPOSITES 671 List of Symbols 749
Important Terms and Concepts 750
15.4 Influence of Fiber Length 672 References 750
15.5 Influence of Fiber Orientation and Questions and Problems 750
Concentration 673 Design Problems 753
15.6 The Fiber Phase 681 Fundamentals of Engineering Questions and
15.7 The Matrix Phase 683 Problems 753
15.8 Polymer-Matrix Composites 683
15.9 Metal-Matrix Composites 689 17. Thermal Properties 755
15.10 Ceramic-Matrix Composites 690
15.11 Carbon–Carbon Composites 692 Learning Objectives 756
15.12 Hybrid Composites 692 17.1 Introduction 756
15.13 Processing of Fiber-Reinforced 17.2 Heat Capacity 756
Composites 693 17.3 Thermal Expansion 760
Materials of Importance—Invar and Other
STRUCTURAL COMPOSITES 695 Low-Expansion Alloys 762
15.14 Laminar Composites 695 17.4 Thermal Conductivity 763
15.15 Sandwich Panels 697 17.5 Thermal Stresses 766
Case Study—Use of Composites in the Summary 768
Boeing 787 Dreamliner 699 Equation Summary 769
15.16 Nanocomposites 700 List of Symbols 770
Summary 703 Important Terms and Concepts 770
Equation Summary 705 References 770
List of Symbols 706 Questions and Problems 770
Important Terms and Concepts 706 Design Problems 772
 Contents • xxi

Fundamentals of Engineering Questions and 19.12 Photoconductivity 824

Problems 773 Materials of Importance—Light-Emitting
Diodes 825
18. Magnetic Properties 774 19.13 Lasers 827
19.14 Optical Fibers in Communications 831
Learning Objectives 775
Summary 833
18.1 Introduction 775 Equation Summary 835
18.2 Basic Concepts 775 List of Symbols 836
18.3 Diamagnetism and Paramagnetism 779 Important Terms and Concepts 836
18.4 Ferromagnetism 781 References 836
18.5 Antiferromagnetism and Questions and Problems 836
Ferrimagnetism 782 Design Problem 838
18.6 The Influence of Temperature on Fundamentals of Engineering Questions and
Magnetic Behavior 786 Problems 838
18.7 Domains and Hysteresis 787
18.8 Magnetic Anisotropy 790 20. Economic, Environmental, and
18.9 Soft Magnetic Materials 791 Societal Issues in Materials Science
Materials of Importance—An Iron–Silicon and Engineering 839
Alloy that Is Used in Transformer
Cores 792 Learning Objectives 840
18.10 Hard Magnetic Materials 793 20.1 Introduction 840
18.11 Magnetic Storage 796 ECONOMIC CONSIDERATIONS 840
18.12 Superconductivity 799
20.2 Component Design 841
Summary 802
20.3 Materials 841
Equation Summary 804
20.4 Manufacturing Techniques 841
List of Symbols 804
Important Terms and Concepts 805 ENVIRONMENTAL AND SOCIETAL
References 805 CONSIDERATIONS 842
Questions and Problems 805 20.5 Recycling Issues in Materials Science and
Design Problems 808 Engineering 844
Fundamentals of Engineering Questions and Materials of Importance—Biodegradable
Problems 808
and Biorenewable Polymers/
Plastics 849
19. Optical Properties 809 Summary 851
Learning Objectives 810 References 851
19.1 Introduction 810 Design Questions 852

BASIC CONCEPTS 810

Appendix A The International System of
19.2 Electromagnetic Radiation 810
Units (SI) 853
19.3 Light Interactions with Solids 812
19.4 Atomic and Electronic Interactions 813 Appendix B Properties of Selected
OPTICAL PROPERTIES OF METALS 814 Engineering Materials 855
OPTICAL PROPERTIES OF NONMETALS 815 B.1: Density 855
19.5 Refraction 815 B.2: Modulus of Elasticity 858
19.6 Reflection 817 B.3: Poisson’s Ratio 862
19.7 Absorption 817 B.4: Strength and Ductility 863
19.8 Transmission 821 B.5: Plane Strain Fracture Toughness 868
19.9 Color 821 B.6: Linear Coefficient of Thermal
19.10 Opacity and Translucency Expansion 870
in Insulators 823 B.7: Thermal Conductivity 873
B.8: Specific Heat 876
APPLICATIONS OF OPTICAL PHENOMENA 824 B.9: Electrical Resistivity 879
19.11 Luminescence 824 B.10: Metal Alloy Compositions 882
xxii • Contents

Appendix C Costs and Relative FAILURE OF AN AUTOMOBILE REAR AXLE

Costs for Selected Engineering (CASE STUDY)
Materials 884 M.9 Introduction
M.10 Testing Procedure and Results
Appendix D Repeat Unit Structures for M.11 Discussion
Common Polymers 889 MATERIALS SELECTION FOR A TORSIONALLY
STRESSED CYLINDRICAL SHAFT (CASE STUDY)
Appendix E Glass Transition and Melting
Temperatures for Common Polymeric M.12 Strength Considerations—Torsionally
Materials 893 Stressed Shaft
M.13 Other Property Considerations and the
Final Decision
Glossary 894 Summary
Answers to Selected Problems 907 Equation Summary
Important Terms and Concepts
Index 912 References
Questions and Problems
Design Problems
Mechanical Engineering Online Glossary
Module Answers to Selected Problems
Index (Module)
Learning Objectives
M.1 Introduction
Library of Case Studies
FRACTURE
Case Study CS1—Materials Selection for a
M.2 Principles of Fracture Mechanics Torsionally Stressed Cylindrical Shaft
M.3 Flaw Detection Using Nondestructive
Testing Techniques Case Study CS2—Automobile Valve Spring
M.4 Fracture Toughness Testing
Case Study CS3—Failure of an Automobile
FATIGUE Rear Axle
M.5 Crack Initiation and Propagation
Case Study CS4—Artificial Total Hip
M.6 Crack Propagation Rate
Replacement
AUTOMOBILE VALVE SPRING (CASE STUDY)
Case Study CS5—Intraocular Lens Implants
M.7 Mechanics of Spring Deformation
M.8 Valve Spring Design and Material Case Study CS6—Chemical Protective
Requirements Clothing
 Contents • xxiii
List of Symbols

T he number of the section in which a symbol is introduced or explained is given in

parentheses.

A = area ℰ = electric field intensity (12.3)

Å = angstrom unit
Ai = atomic weight of element i (2.2)
APF = atomic packing factor (3.4)
a = lattice parameter: unit cell x-axial
length (3.4)
a = crack length of a surface crack (9.5)
at% = atom percent (5.6)
B = magnetic flux density (induction) (18.2)
Br = magnetic remanence (18.7)
BCC = body-centered cubic crystal structure (3.4)
b = lattice parameter: unit cell y-axial
length (3.11)
b = Burgers vector (5.7)
C = capacitance (12.18)
Ci = concentration (composition) of
component i in wt% (5.6)
C′i = concentration (composition) of
component i in at% (5.6)
C υ , C p = heat capacity at constant volume,
pressure (17.2)
CPR = corrosion penetration rate (16.3)
CVN = Charpy V-notch (9.8)
%CW = percent cold work (8.11)
c = lattice parameter: unit cell z-axial
length (3.11)
c υ , c p = specific heat at constant volume,
pressure (17.2)
D = diffusion coefficient (6.3)
D = dielectric displacement (12.19)
DP = degree of polymerization (4.5)
d = diameter
d = average grain diameter (8.9)
dhkl = interplanar spacing for planes of Miller
indices h, k, and l (3.20)
E = energy (2.5)
E = modulus of elasticity or Young’s
modulus (7.3)
Ef = Fermi energy (12.5)
Eg = band gap energy (12.6)
Er(t) = relaxation modulus (7.15)
%EL = ductility, in percent
elongation (7.6)
e = electric charge per
electron (12.7)
e− = electron (16.2)
erf = Gaussian error function (6.4)
exp = e, the base for natural
logarithms
F = force, interatomic or
mechanical (2.5, 7.2)
ℱ = Faraday constant (16.2)
FCC = face-centered cubic crystal
structure (3.4)
G = shear modulus (7.3)
H = magnetic field strength (18.2)
Hc = magnetic coercivity (18.7)
HB = Brinell hardness (7.16)
HCP = hexagonal close-packed crystal
structure (3.4)
HK = Knoop hardness (7.16)
HRB, HRF = Rockwell hardness: B and F
scales (7.16)
HR15N, HR45W = superficial Rockwell hardness:
15N and 45W scales (7.16)
HV = Vickers hardness (7.16)
h = Planck’s constant (19.2)
(hkl) = Miller indices for a
crystallographic plane (3.14)
I = electric current (12.2)
I = intensity of electromagnetic
radiation (19.3)
i = current density (16.3)
iC = corrosion current
density (16.4)

• xxiii
Another random document with
no related content on Scribd:
beyond the sway of his sober and virtuous resolutions, he became
broken in health, and destitute of resources; too proud to beg and
too proud to complain, his temper became irritable and gloomy, and
at length a fever, attended with delirium and debility, terminated his
life in the thirty-eighth year of his age. Leaving a widow, who is still
living in the house where he died,2 and four sons, of whom three are
also at present living. Thus died Robert Burns, "poor, but not in debt,
and bequeathing to posterity a name, the fame of which will not soon
be eclipsed."
2 Since deceased.

Burns, though he sometimes forgot his homage to the purer and

brighter and more enduring orbs of heaven, in chasing the ignis
fatuus lights of earth, must ever interest us as a poet and a man. A
great many considerations may be properly urged in answer to the
too common, and far from just charges upon his moral character. I
am of opinion, that his own declaration, made not many months
previous to his death, is capable of full and complete support and
proof, by a reference to all the circumstances of his life. When
accused of disloyalty to his government, he says, in a letter to a
distinguished friend—

"In your hands, sir, permit me to lodge my strong disavowal, and defiance of such
slanderous falsehoods. Be assured—and tell the world, that Burns was a poor man
from his birth, and an exciseman from necessity; but—I will say it! the sterling of his
honesty, poverty could not debase, and his independent British spirit, oppression
might bend, but could not subdue!"

I have advanced the opinion that the crisis of Burns's fate was his
visit, his first visit to Edinborough. From that event may be dated the
complete establishment of his character during his after life; and with
those who received him there, and undertook the task of doing what
they, in their wisdom, thought expedient for the cultivation of his
genius, and for his advancement or settlement in life, must, I think,
rest the credit or the blame of much—of almost all his future
excellence or failure. Burns went into the midst of that gay and
literary circle, ready and liable to receive the most striking
impressions, as the guides of his opinions and the regulators of his
actions. It was another world! It had all the freshness of a new
existence in the eyes, and to the mind of the rustic Ayrshire bard.
Strong-minded and high-hearted as he was, he could not but look up
to his new friends and patrons, as exemplars for his own imitation:
and although he was not visibly perplexed with the flashings of these
new and unaccustomed lights, yet he was, at heart, led astray by
them. They were like the fabled corpse-fires, which danced merrily
before the wildered eyes of the traveller, luring him onward to his
doom—a grave! He had left the "bonnie banks of Ayr," a young plant,
shooting luxuriantly up into a tall and rugged, but healthful tree; and
it was upon the new soil, into which it had been transplanted, that
this beautiful exotic received an inclination which was destined to be
a final one. And yet I would not throw upon the fame of such men as
Stewart, and Blair, and Robertson, and McKenzie, the imputation of
design, or even of imprudence, in thus being accessory to the
melancholy ruin, which followed the victim's acceptance of their kind,
and really benevolent patronage. It is only to be lamented that upon
his arrival at Edinburgh, he was not introduced at once, and alone,
into that circle, which might reasonably have been designated as the
only one, in which such a genius and character as Burns's could be
duly appreciated and cultivated. But the secret is, he was regarded
by them, not as a being for their sympathy, but a thing for the
indulgence of their curiosity. In the language of another, "By the
great he was treated in the customary fashion; entertained at their
tables and dismissed: certain modica of pudding and praise are,
from time to time, gladly exchanged for the fascination of his
presence; which exchange once effected, the bargain is finished,
and each party goes his several way."

Instead of treating with him, as a man, whose genius entitled him to

a stand upon their own proud and distinguished level, all uncultivated
and unpolished as that genius was—they universally spoke to him,
and of him, as an object of patronage—as something that was to
become valuable to the world, only through their instrumentality. This
feeling, this mode of treatment, are not to be objected to, in
themselves considered: their existence was natural, and, rightly
conducted, might have been made productive of much good, and
lasting happiness to him, who was their subject. But Burns was not
the man to rest quietly under the most oppressive burthen that a
proud man can ever feel—Patronage. And thus his relative situation
to his literary friends could not but be viewed by a mind so sensitive
as his own, in its true character. And we find (as soon as the novelty
of a "ploughman-poet" had worn off—as every fashionable novelty
will wear off in time,) that our poet began to remember that "a life of
pleasure and praise would not support his family," and having
experienced a portion of these reverses, which they, who depend on
popular favor and flattery, must ever find inseparable therefrom—we
see him stocking his little farm, and soon after adding the
emoluments of the office of exciseman for the district of Ayr, to his
scanty income. And here he might have been

"Content to breathe his native air,

On his own ground,"

but for his kind yet misjudging friends, "the patrons," as they were
called, "of his genius." Unfortunately for his future peace, each new
arrival at his little home of Ellisland, of those who had known him at
Edinborough, furnished proof that his old habits of conviviality were
only interrupted, but by no means broken: And it was only by the
frequency of these opportunities of good cheer in the society of the
gay companions of his city life, that he became inattentive to his
agricultural concerns, and that he finally lost the composure and
happiness, which were the attendants of his new situation, and with
these was lost his inclination to temperate and assiduous exertion.

I would not be understood as denying, in this argument, a previous,

perhaps a natural tendency in the character of Burns, to undue and
intemperate excitement: but the impression upon my own mind is
strong, that this bias might have been checked and regulated, and
turned to good account by the noble and learned patrons of his
genius. Tried by the statutes of strict morality, a man like Burns has
many things to plead in his own defence, which those of less mind
and dimmer intellect cannot justly claim as their own: and it is in the
unwillingness to make this distinction, that the world are, too often,
unfair judges in cases of character. A distinguished writer thus
elegantly remarks, upon a similar subject.

"The world is habitually unjust in its judgments: It is not the few inches of deflection
from the mathematical orbit, which are so easily measured, but the ratio of these to
the whole diameter, which constitutes the real aberration. With the world, this orbit
may be a planet's, its diameter the breadth of the solar system: or it may be a city
hippodrome, nay, the circle of a mill-course, its diameter a score of feet or paces—but
the inches of deflection, only, are measured; and it is assumed that the diameter of
the mill-course, and that of the planet, will yield the same ratio when compared with
them. Here, then, lies the root of the blind, cruel condemnation of such men as Robert
Burns, which one never listens to with approval. Granted—the ship comes into harbor
with her shrouds and tackle damaged, and is the pilot therefore blame-worthy,
because he has not been all-wise and all-powerful? For us to know how blame-worthy
he is, tell us how long and how arduous his voyage has been."

But, after all, it is chiefly with Burns as a poet that we have to do—it
is in this light that posterity will regard him, and it is into the hands of
this tribunal that he must, finally, be resigned. I would that time had
allowed me to refer more particularly to the works of this delightful
bard, than I have been enabled to do on the present occasion. They
began with his earliest, and were continued until his latest years.
Scattered along his devious, and often gloomy path, they seem like
beautiful wild flowers, which he threw there to cheer and animate the
passer-by, with their undying bloom and sweet fragrance. "In the
changes of language his songs may, no doubt, suffer change—but
the associated strain of sentiment and of music will perhaps survive,
while the clear stream sweeps down the Vale of Yarrow, or the yellow
broom waves on the Cowdenknowes."

I have had occasion, in the course of this essay, to remark, that the
songs of Burns are, by far, the most finished productions of his
muse: and his admirers may safely rest his fame upon them alone,
even if his longer and more elaborate poems should fail to secure
him the immortality he deserves. The celebrated Fletcher
somewhere says, "Give me the making of a people's songs, and let
who will make their laws!" And Burns has, in the composition of his
songs, placed himself on an equality with the legislators of the world!
for where, in the cottage or the palace, are they unsung? Whose
blood has not thrilled, and whose lip has not been compressed, as
the noble air of "Scots! wha hae wi' Wallace bled!" has swelled upon
his ear? Who cannot join in the touching and beautiful chorus of his
"Auld lang syne?" Who has not laughed over his "Willie brewed a
peck o' maut," nor felt the rising tear of sympathetic sadness whilst
listening to his "Farewell to Ayr!" and his celebrated "Mary in
Heaven?" In all these, and many more, which are familiar as very
proverbs in our mouths, the poet has shown such a versatility, and
yet such an entireness of talent—such tenderness and delicacy in
his sorrow—yet withal, so pure and delightful a rapture in his mirth;
he weeps with so true and feeling a heart, and laughs with such
loud, and at the same time such unaffected mirth, that he finds
sympathy wherever his harp is strung. The subjects he chose, and
the free, natural style in which he treated them, have won him this
praise—and it shall endure, the constant and lasting tribute of
generation after generation.

But it has been beautifully said, (and who will not agree in the
sentiment?) that "in the hearts of men of right feelings, there exists
no consciousness of need to plead for Burns. In pitying admiration,
he lies enshrined in all our hearts, in a far nobler mausoleum than
one of marble: neither will his works, even as they are, pass away
from the memory of men. While the Shakspeares and Miltons roll on
like mighty rivers through the country of thought, bearing fleets of
traffickers and assiduous pearl-fishers on their waves, this little
Vauclusa Fountain will also arrest the eye: For this also is of nature's
own and most cunning workmanship, and bursts from the depths of
the earth with a full, gushing current, into the light of day. And often
will the traveller turn aside to drink of its clear waters, and muse
among its rocks and pines."

For Heaven, sweet bard! on thee bestowed

A boon, beyond all name:
And, bounteous, lighted up thy soul
 With its own native flame.

Soft may thy gentle spirit rest,

Sweet poet of the plain!
Light lay the green turf on thy breast,
Till it's illum'd again!

CHANGE.

If by my childhood's humble home

I chance to wander now,
Or through the grove with brambles grown,
Where cedars used to bow,
In search of something that I loved—
Some little trifling thing
To mind me of my early days,
When life was in its spring,—
I find on every thing I see
A something new and strange;
Time's iron hand on them and me
Hath plainly written—Change.

My pulse beats slower than it did

When childhood's glow was on
My cheek, and colder, calmer now
Doth life's red current run.

The stars I gaz'd with rapture on,

When youthful hopes were high,
With sterner years have seem'd to change
 Their places in the sky.

And moonlit nights are plenty now—

How few they used to be!
When, with my little urchin crew,
I shouted o'er the lea.

I've sought the places where we play'd

Our boyish "hide and call;"
Alas! the tyrant Change has made
A common stock of all—
And bartered for a place of graves
That lea and all its bloom:
O, how upon the walls I wept,
To think of Change and Doom!

The lovely lawn where roses grew,

Is strewn with gravestones o'er;
And half my little playmate crew
Have slept to wake no more
Till Change itself shall cease to be,
And one successive scene
Of stedfastness immutable
Remain where Change hath been.

It may sometimes make old men glad

To see the young at play;
But always doth my soul grow sad
When thoughts of their decay
Come rushing with the memories
Of what my own hopes were—
When Hudson's waters and my youth
Did mutual friendship share.
 MANUAL LABOR SCHOOLS.

[Their importance as connected with Literary Institutions.1]

1 This Address was delivered by the Rev. E. F. Stanton, before the "Literary Institute"
of Hampden Sidney College, at its annual commencement in September last, and is
now published, for the first time, at the request of the Institute.

The proper connection of physical, moral, and intellectual culture, in

a course of education, is a subject which, judging from the defective
systems that have almost universally prevailed, has hitherto been
but imperfectly understood, and whose importance has been but
superficially estimated. Man is a being possessed of a compound
nature, which consists of body, mind and spirit. In other words, he
has animal, intellectual, and moral powers. He is destined for
existence and action in two worlds—in this, and in that which is to
come. He is formed for an earthly, and an immortal state. Any
system of education, therefore, which restricts attention to either of
these constituent portions of his nature, is necessarily and
essentially defective. It is the cultivation which assigns to each its
appropriate share, that constitutes the perfection of education. But
few appear to admit, at least practically, the importance of improving
the mind to any great extent by the aids which Literature and
Science bestow. Fewer still are in favor of making religious
instruction a distinct and indispensable part of their plan. Yet smaller
is the number of those who would allow any suitable prominence to
be given to the cultivation of the physical powers: and probably by
far the most diminutive of all is the proportion of those who would
contend for a just and equable combination in the improvement of
the whole man, body, mind, and spirit.
The monitory experience of past ages, which, if duly heeded, might
prevent a recurrence of serious disasters that have befallen other
generations, is overlooked or disregarded, as the devotees of a
worldly pleasure discredit the assurance of the sage, that "all is
vanity and vexation of spirit," and each in its turn, and for itself, must
try the experiment which wisdom had beforehand decided to be folly.
Vanity seeks the preferment arising from novel discoveries; and
inflated with an apprehension of superior knowledge, disdains to
receive the instructions of former ages, and in spite of experience,
gives an unrestrained indulgence to wild and hurtful extravagances.
Enough has long since been disclosed in the history of mankind, if
they were sufficiently docile and apt, to have demonstrated, to the
satisfaction of all, that on the early and assiduous inculcation of
religious principle, depend the temporal, to say nothing of the eternal
welfare of individuals, and the peace and prosperity of nations. The
world, by this time, ought to have known, even if Revelation had not
proclaimed it, that righteousness, by which I mean religion, is the
stability and safeguard of nations—that it cannot be dispensed with
—that no substitute can be made for it—and that no government can
be prosperous or lasting without it. Devoid of religious principle, the
educated are but madmen; and the more extensive and brilliant their
talents, whether natural or acquired, the more completely are they
accoutred for the work of mischief. Within the recollection of the
present generation, South America, and Greece, and France, where
Romish corruptions and infidel perfidy have obtained the
ascendancy, and rooted out a pure Christianity, have alternately
struggled for the establishment of freedom. Our own nation, so
deeply enamored of the "fair goddess," have looked on with an
intensity of interest that bordered on inebriation, and have hailed
them as brethren of the republican fraternity. But how soon have our
hopes been disappointed, and our exultation proved to be
premature. The despotism which has been thrown off, has been
speedily succeeded by another which was scarcely less odious and
intolerable. Their temple of freedom was not reared on the rock of
religious principle, but on the sand. The tempest of ungoverned
passions, which righteousness only has the power to allay, beat
vehemently upon it, and it fell; and great has been the fall of it. Better
that a population deficient in virtue, (the virtue which a pure religion
only can impart,) be also deficient in knowledge. There is no
regenerating or transforming influence in literature and science. The
reverse of this, however, is the practical creed of most politicians.
Religion with them, if not an odious and obsolete affair, is regarded
as of secondary or inconsiderable importance; and all the attention
which, in their estimation, it deserves, is to leave it for a spontaneous
development. But the issue of such an experiment is sure to result in
an absence of the fear of God, and an exuberant growth of noxious
and destructive passions. If no plan can be devised, which in its
operation shall secure an inseparable connection between literature
and religion in our American academies and colleges, their
demolition were devoutly to be desired, and our youth might better
be reared in ignorance and barbarism.

These observations are made in passing, to anticipate an impression

which might arise in the minds of some who may accompany us in
the sequel of this discussion, that we are for giving to the physical an
importance over every other department of education. So far from
admitting that this is the position which we intend to assume, we
would here be distinctly understood to allow, if you please, that it is
the least important of all, and sinks as far in comparison with the
cultivation of the mind and the heart, as the body is inferior to the
soul, or as the interests of time are transcended by those of eternity.
But the body, though comparatively insignificant, is still deserving of
special regard. The corporeal is a part of the nature which the infinite
Creator has bestowed on us—a piece of mechanism "curiously
wrought," and "fearfully and wonderfully made." The body is the
casement of the mind—the tenement in which the soul resides—the
"outer" in which dwells the "inner man." With the nature of this union
we are mostly unacquainted. We know, however, that it is close, and
that the influences which body and mind exert on each other are
reciprocal and powerful.

A gentleman of our own country, who has been at great pains to

investigate this subject himself, and to collect the opinions of others
on it, has embodied in a pamphlet, which has been published, a
mass of information of the most valuable kind; but the production to
which I refer has been only partially circulated in this region, and
therefore has probably attracted less notice here than almost any
where else in the Union. And since I have ample evidence to believe
that his observations, and those of others which accompany them,
are better suited to subserve the purpose which I have in view, than
any of my own which I might hope to offer, I shall indulge myself on
this occasion in the liberty of making somewhat copious extracts
from his labors.

The individual to whom I allude, was appointed the General Agent of

"the Society for promoting Manual Labor in Literary Institutions,"
which was formed in the city of New York in July of 1831, "under the
conviction," as their committee remark, "that a reform in our
seminaries of learning was greatly needed, both for the preservation
of health, and for giving energy to the character by habits of useful
and vigorous exercise." Shortly after entering upon the prosecution
of his object, in an extensive tour of observation in the northern and
western states, the journey of the agent,2 as his employers relate,
was interrupted by serious accidents which befel him, one of which
(and we notice the narrative as an apt and striking illustration of the
excellency of that system of training to which he had been
accustomed, and which it was the design of his agency to
recommend,) was the carrying away of the stage in Alum Creek,
near Columbus, in the state of Ohio. "The creek," as they inform us,
"being swollen by the great flood, in crossing, at midnight, the
swiftness of the current forced the whole down the stream, till the
stage-wagon came to pieces, and the Agent was thrown directly
among the horses. After being repeatedly struck down by their
struggles, he became entangled in the harness, and hurried with
them along the current. At length, released from this peril, he
reached the shore, and grasped a root in the bank; but it broke, and
again the stream bore him on to the middle of the channel. At length
he espied a tree which had fallen so that its top lay in the water, and
by the most desperate efforts, all encumbered as he was with his
travelling garments, he succeeded in reaching a branch; but his
benumbed hands refused their grasp, and slipped, and then he was
swept among some bushes in an eddy, where his feet rested on the
ground. Here in the dead of night, in the forest, ignorant whether
there was a house or a human being within many miles, bruised and
chilled in the wintry stream, he seems calmly to have made up his
mind to die, sustained by the hopes of the religion which he
professed. But Providence had determined otherwise, and reserved
him for farther usefulness. His cries were heard by a kind hearted
woman on the opposite side of the stream, who wakened her
husband; and, after a few days detention, he proceeded on his
journey. From the accounts (the committee continue,) which are
already before the public, it seems plain that nothing but a
constitution invigorated by manual labor, and a soul sustained by the
grace of God, could have survived the hardships of that night."
2 Mr. Weld.

There are probably but few who will dissent from this decision; and
we will add, that in our opinion, a preservation so extraordinary,
exclusive of a Providential interposition which some will think they
discern in it, affords an argument for manual labor schools, or
physical education, more pointed, and perhaps conclusive, than all
which this indefatigable agent has said himself, or gleaned from the
testimony of others, although this composes an amount of evidence
of the most convincing kind.

In the report alluded to, the Agent himself observes that "God has
revealed his will to man upon the subject of education. It is written in
the language of nature, and can be understood without a
commentary. This revelation consists in the universal consciousness
of those influences which body and mind exert upon each other—
influences innumerable, incessant, and all-controlling; the body
continually modifying the state of the mind, and the mind ever
varying the condition of the body.

"Every man who has marked the reciprocal action of body and mind,
surely need not be told that mental and physical training should go
together. Even the slightest change in the condition of the body often
produces an effect upon the mind so sudden and universal, as to
seem almost miraculous. The body is the mind's palace; but darken
its windows, and it is a prison. It is the mind's instrument; sharpened,
it cuts keenly—blunted, it can only bruise and disfigure. It is the
mind's reflector; if bright, it flashes day—if dull, it diffuses twilight. It is
the mind's servant; if robust, it moves with swift pace upon its
errands—if a cripple, it hobbles on crutches. We attach infinite value
to the mind, and justly; but in this world, it is good for nothing without
the body. Can a man think without the brain?—can he feel without
nerves?—can he move without muscles? The ancients were right in
the supposition that an unsound body is incompatible with a sound
mind. [They looked only for the mens sana in corpore sano.] He who
attempts mental effort during a fit of indigestion, will cease to wonder
that Plato located the soul in the stomach. A few drops of water upon
the face, or a feather burnt under the nostril of one in a swoon,
awakens the mind from its deep sleep of unconsciousness. A slight
impression made upon a nerve often breaks the chain of thought,
and the mind tosses in tumult. Let a peculiar vibration quiver upon
the nerve of hearing, and a tide of wild emotion rushes over the soul.
The man who can think with a gnat in his eye, or reason while the
nerve of a tooth is twinging, or when his stomach is nauseated, or
when his lungs are oppressed and laboring; he who can give wing to
his imagination when shivering with cold, or fainting with heat, or
worn down with toil, can claim exemption from the common lot of
humanity.

"In different periods of life, the mind waxes and wanes with the body;
in youth, cheerful, full of daring, quick to see, and keen to feel; in old
age, desponding, timid, perception dim, and emotion languid. When
the blood circulates with unusual energy, the coward rises into a
hero; when it creeps feebly, the hero sinks into a coward. The effects
produced by the different states of the mind upon the body, are
equally sudden and powerful. Plato used to say that all the diseases
of the body proceed from the soul. [With more of propriety, we think,
it may be said, that at least three-fourths of the diseases that afflict
humanity, arise from an injudicious treatment of the body. But be this
as it may, the fact is too obvious to be disputed, that the mind acts
powerfully upon the animal frame.] The expression of the
countenance is mind visible. Bad news weaken the action of the
heart, oppress the lungs, destroy appetite, stop digestion, and
partially suspend all the functions of the animal system. An emotion
of shame flushes the face; fear blanches it; joy illuminates it; and an
instant thrill electrifies a million of nerves. Powerful emotion often
kills the body at a stroke. Chilo, Diagoras, and Sophocles died of joy
at the Elean games. The news of a defeat killed Philip V. One of the
Popes died of an emotion of the ludicrous, on seeing his pet monkey
robed in pontificals, and occupying the chair of state. The door-
keeper of Congress expired upon hearing of the surrender of
Cornwallis. Pinckney, Emmet, and Webster are recent instances of
individuals who have died either in the midst of an impassioned burst
of eloquence, or when the deep emotion that had produced it had
suddenly subsided. Indeed, the experience of every day
demonstrates that the body and mind are endowed with such mutual
susceptibilities, that each is alive to the slightest influence of the
other. What is the common-sense inference from this fact?
Manifestly this—that the body and the mind should be educated
together.

"The states of the body are infinitely various. All these different
states differently affect the mind. They are causes, and their effects
have all the variety which mark the causes that produce them. If then
different conditions of the body differently affect the mind, some
electrifying, and others paralyzing its energies, what duty can be
plainer than to preserve the body in that condition which will most
favorably affect the mind? If the Maker of both was infinitely wise,
then the highest permanent perfection of the mind can be found only
in connection with the most healthful state of the body. Has infinite
wisdom established laws by which the best condition of the mind is
permanently connected with any other than the best condition of the
body? When all the bodily functions are perfectly performed, the
mind must be in a better state than when these functions are
imperfectly performed. And now I ask, is not that system of
education fundamentally defective, which makes no provision for
putting the body in its best condition, and for keeping it in that
condition? A system which expends its energies upon the mind
alone, and surrenders the body either to the irregular promptings of
perverted instinct, or to the hap-hazard impulses of chance or
necessity? A system which aims solely at the development of mind,
and yet overlooks those very principles which are indispensable to
produce that development, and transgresses those very laws which
constitute the only ground-work of rational education? Such a
system sunders what God has joined together, and impeaches the
wisdom which pronounced that union good. It destroys the symmetry
of human proportion, and makes man a monster. It reverses the
order of the constitution; commits outrage upon its principles; breaks
up its reciprocities; makes war alike upon physical health and
intellectual energy, dividing man against himself; arming body and
mind in mutual hostility, and prolonging the conflict until each falls a
prey to the other, and both surrender to ruin.

"The system of education which is generally pursued in the United

States, is unphilosophical in its elementary principles; ill adapted to
the condition of man; practically mocks his necessities, and is
intrinsically absurd. The high excellences of the system in other
respects are readily admitted and fully appreciated. Modern
education has indeed achieved wonders. But what has been done
meanwhile for the body? [Nothing—comparatively nothing.] The
prevailing neglect of the body in the present system of education, is
a defect for which no excellence can atone. Nor is this a recent
discovery. Two centuries ago Milton wrote a pamphlet upon this
subject, in which he eloquently urged the connection of physical with
mental education in literary institutions. Locke inveighs against it in
no measured terms. Since that time, Jahn, Ackerman, Salzman, and
Franck, in Germany; Tissot, Rousseau, and Londe, in France; and
Fellenberg, in Switzerland, have all written largely upon the subject."

In addition to what this individual has himself said, he has exhibited

in the pamphlet referred to, an amount of testimony derived from a
number of the most distinguished literary men in our country, to the
imperfections of the existing system of education which is truly
overwhelming, and enough, we should think, could it be universally
disseminated, to arouse and restore to reason the whole civilized
world. Indeed, we indulge the hope that it has planted the seeds of a
revolution in our literary institutions; and our only surprise is, that it
should advance with no greater celerity. The following important
positions, however, in regard to the subject, may now be considered
as established. Constant habits of exercise are indispensable to a
healthful state of the body. A healthful state of body is essential to a
vigorous and active state of mind. The habit of exercise should
commence with the ability to take it, and should be continued with
that ability through life. Of the different kinds of exercise, as a
general rule, agricultural, being the most natural, and to which the
human constitution is best adapted, is the most unobjectionable;
mechanical is the next; and walking and riding are the employments
which follow in the rear. The exercise most profitable, for the most
part will be that which is most useful. The neglect of exercise, with
sedentary men, has occasioned fearful havoc of health and life; and
the wilful neglect of it, with those who have had an opportunity to be
enlightened with respect to its necessity and value, is a species of
suicide, and, therefore, an immorality. The connection of manual
labor establishments with literary institutions, has been found to be
greatly conducive to health and morals, as also to proficiency in the
various departments of human learning; and as far as experience
has gone, the promise which they give of success is all that their
most sanguine projectors had anticipated.

On the subject of manual labor schools, a deep interest has within a

few years been excited in various parts of the Union. Like all other
enterprises which aim at the accomplishment of extensive good, it
has met with opposition and discouragements; but originating in the
principles of true wisdom, and supported by arguments and facts
which none can gainsay or resist, its ultimate triumph may safely be
predicted, and confidently anticipated.

Whether the system of physical education shall receive the

countenance, or is suited to the peculiar circumstances of the
southern country, may with some be made a question; but we are
ready to hazard the assertion, that whatever obstacles of a peculiar
nature may here lie in the way of reducing it to practice, if properly
considered, they must be seen to be in truth the most powerful
inducements that can be urged for its adoption.

The country in which physical education cannot prevail, in the

onward march of improvements for which the present age is
distinguished, must necessarily be destined to be outstripped in the
pursuit of those objects which constitute the felicity and the glory of a
people. That this country is to fall behind, and to be contented to
remain there, is to suppose an event too disreputable for tolerance,
and too much opposed to a laudable spirit of emulation to be
cheerfully acquiesced in. The south needs men of vigorous
constitutions for professional avocations and other purposes, as well
as the rest of the world, and if she has them, must obtain them by
the same process. Trained on a different plan, her sons, in
comparison with others, will be effeminate and inefficient. Many of
them, as has happened with others in past times, would become the
prey of incurable disease, or fall the victims of an untimely grave.
According to the most accurate investigations that have been made,
at least one-fourth of the individuals who, for several years past,
have been educated in our American colleges, have been
completely prostrated in their course, or have survived only to drag
out an existence rendered burdensome to themselves and
unprofitable to others. The voice of warning on this topic, while
mournful and alarming, is as "the voice of many waters."

Distinguished intellectual excellence depends, we believe, to a

greater extent than almost any have imagined, on a robust frame of
the body; and in farther corroboration of the views that have already
been expressed on this subject, I would request the privilege of
subjoining a few passages of striking originality, from the pen of the
powerful and popular author of the essay "On Decision of
Character."

"As a previous observation," he remarks, "it is beyond all doubt that

very much of the principles that appear to produce, or to constitute
this commanding distinction, (of decision of character) depends on
the constitution of the body. It is for physiologists to explain the
manner in which corporeal organization affects the mind; I only
assert the fact, that there is in the material construction of some
persons, much more than of others, some quality which augments, if
it does not create, both the stability of their resolution, and the
energy of their active tendencies. There is something that, like the
ligatures which one class of Olympic combatants bound on their
hands and wrists, braces round, if I may so describe it, and
compresses the powers of the mind, giving them a steady and
forcible spring and reaction, which they would presently lose, if they
could be transferred into a constitution of soft, yielding, treacherous
debility. The action of strong character seems to demand something
firm in its corporeal basis, as massive engines require for their
weight and for their working, to be fixed on a solid foundation.
Accordingly I believe it would be found, that a majority of the persons
most remarkable for decisive character, have possessed great
constitutional firmness. I do not mean an exemption from disease
and pain, nor any certain measure of mechanical strength, but a tone
of vigor, the opposite to lassitude, and adapted to great exertion and
endurance. This is clearly evinced in respect to many of them, by the
prodigious labors and deprivations which they have borne in
prosecuting their designs. The physical nature has seemed a proud
ally of the moral one, and with a hardness that would never shrink,
has sustained the energy that could never remit.

"A view of the disparities between the different races of animals

inferior to man, will show the effect of organization on disposition.
Compare, for instance, a lion with the common beasts of our fields,
many of them composed of a larger bulk of animated substance.
What a vast superiority of courage, impetuous movement, and
determined action; and we attribute this difference to some great
dissimilarity of modification in the composition of the animated
material. Now it is probable that some difference, partly analogous,
subsists between human bodies, and that this is no small part of the
cause of the striking inequalities in respect of decisive character. A
very decisive man has probably more of the physical quality of a lion
in his composition than other men.
"It is observable that women in general have less inflexibility of
character than men; and though many moral influences contribute to
this difference, the principal cause is, probably, something less firm
in the corporeal texture. Now, one may have in his constitution a
firmness of texture, exceeding that of other men, in a much greater
degree than that by which men in general exceed women.

"If there have been found some resolute spirits powerfully asserting
themselves in feeble vehicles, it is so much the better; since this
would authorize a hope, that if all other grand requisites can be
combined, they may form a strong character, in spite of the
counteraction of an unadapted constitution. And on the other hand,
no constitutional hardness will form the true character without those
grand principles; though it may produce that false and contemptible
kind of decision which we term obstinacy; a mere stubbornness of
temper, which can assign no reason but its will, for a constancy
which acts in the nature of dead weight rather than of strength;
resembling less the reaction of a powerful spring than the gravitation
of a big stone."

In opposition to the system of education which we would defend, a

voice of objection has been raised, to which it may not be improper
to pay a passing regard.

It has been preferred as an objection to manual labor schools, which

we shall assume, are, on the whole, the most unexceptionably
expedient that has been proposed for connecting exercise with a
course of literary training,3 that youth who have been unaccustomed
to manual labor, and who have been permitted to indulge in idleness
and sportive amusements for the purpose of recreation, will feel an
insuperable aversion to the toils and restraints which such a
revolution in their habits, as the one contemplated, will impose on
them.
3 Gymnastic exercises are both dangerous and frivolous.

The process of taming, though quite essential to the unruly, to "flesh

and blood" is never "joyous, but rather grievous." The objection
started is something like that which the celebrated Rush, in some of
his original effusions, has observed is met with in the case of certain
morbid patients, whose weak stomachs refuse milk as a diet. The
food itself, in the judgment of the acute physician, is of the most
simple, inoffensive, and invigorating character; and the fact that it is
rejected is the proof that it is needed. The intemperate can ill brook
the privation of alcohol; the epicure and debauché will not relinquish
with good will the gratification of inordinate appetites; nor will the
slothful, who turns himself in his bed as the door on the hinges, give
up with cheerfulness the luxury of laziness. But the true and proper
question for determination is, would it not be doing to loungers and
profligates themselves, as well as to others, a kindness, to put them
upon a course of regimen, (provided it can be done without too great
an exertion of violence,) which should bring them back to nature, and
constrain them to a just and proper observance of the salutary laws
of industry, sobriety, and temperance? With such an authority we
think that the parents and guardians of youth every where should be
invested; and those who should manifest a spirit of insubordination
against its exercise, if that spirit could not be quelled by a temperate
yet firm resistance, would exhibit the proof of a temper that ought to
be regarded in a young man as a positive disqualification for
receiving an education.

In our apprehension it is by no means among the most trivial

considerations that recommend the manual labor feature in a system
of education, that it furnishes an admirable test by which to try the
spirit of a pupil, as well as a choice expedient to invigorate his health
and inure him to habits of diligence and sobriety. A young man
whose aversion to a manual labor school is so strong that it cannot
be overcome, when the subject has been fairly presented to his
mind, it may safely be taken for granted, is not worth educating. The
community would lose nothing by the operation of a system which
should exclude him from the ranks of its literati. Especially would the
test in question operate favorably in the education of the
beneficiaries of the church, whom she is at present somewhat
extensively engaged in patronizing and preparing for her future
ministry. Great as we conceive it, and great as the history of past