Immediate download Environment 10th edition david m hassenzahl mary catherine hager nancy y gift lin
Environment 10th Edition David M
Hassenzahl Mary Catherine Hager
Nancy Y Gift Linda R Berg Peter H Raven
Visit to download the full and correct content document: https://textbookfull.com/product/environment-10th-edition-david-m-hassenzahl-mary-c atherine-hager-nancy-y-gift-linda-r-berg-peter-h-raven/
More products digital (pdf, epub, mobi) instant download maybe you interests ...
This book was typeset in 10/12 Stix at SPi‐Global and printed and bound by Quad Graphics/Versailles.
The cover was printed by Quad Graphics/Versailles.
Founded in 1807, John Wiley & Sons. Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more information, please visit our website: www.wiley.com/go/citizenship.
Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return shipping label are available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for use in your course, please accept this book as your complimentary desk copy. Outside of the United States, please contact your local representative.
ePUB ISBN 13 978‐1119‐39341‐2
Printed in the United States of America.
Library of Congress Cataloging‐in‐Publication Data
Names: Hassenzahl, David M., author.
Title: Environment/by David M. Hassenzahl, California State University at Chico, Mary Catherine Hager, Nancy Y. Gift, Berea College, Peter H. Raven, Missouri Botanical Garden, Linda R. Berg, former affiliations: University of Maryland, College Park, St. Petersburg College.
Description: Tenth edition. | Hoboken, New Jersey: Wiley, [2017] | Includes index. |
Identifiers: LCCN 2017041068 (print) | LCCN 2017046185 (ebook) | ISBN 9781119393207 (pdf) | ISBN 9781119393412 (epub) | ISBN 9781119393481 (Paper: acid‐free paper) | ISBN 9781119393542 (Eval)
LC record available at https://lccn.loc.gov/2017041068
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.
10 9 8 7 6 5 4 3 2 1
TEXT CREDITS: Chapter 2: excerpt from the “Wilderness Essay,” a letter written by Wallace Stegner to David Pesonen of the U. of California's Wildland Research Center; quote from Bill McKibben from keynote delivered at first meeting of the Association for the Advancement of Sustainability in Higher Education, May 2006; list of 8 principles of deep ecology: Naess, A. and D. Rothenberg. Ecology, Community and Lifestyle. Cambridge, UK: Cambridge University Press (2001); Chapter 13: Parts of Drinking Water Problems from World Health Organization World Health Report 2008; Chapter 19: Quote by Ulf Merbold: From Ulf Merbold of the German Aerospace Liaison. Reprinted by permission; Chapter 24: Quote from Bruntland Report: Our Common Future. World Commission on Environment and Development. Cary, NC: Oxford University Press (1987). Reprinted by permission of Oxford University; Quote from Kai N. Lee: Compass and Gyroscope: Integrating Science and Politics for the Environment. Washington, D.C.: Island Press (1993); 5 recommendations around which the chapter is organized: Brown, L. Plan B 2.0: Rescuing a Planet under Stress and a Civilization in Trouble New York: W.W. Norton (2006); Quote in Environmental Connections on Reforestation in Kenya: by Ole Danbolt Mjoes, the Nobel Committee Chair.
About the Authors
DR. DAVID M. HASSENZAHL, dean of the College of Natural Sciences at the California State University, Chico, is an internationally recognized scholar of sustainability and risk analysis. His leadership, research, teaching, and outreach efforts focus on incorporating scientific information and expertise into public decisions, with particular emphasis on the management, interpretation, and communication of uncertainty. He has dedicated the last three decades to addressing subjects as diverse as climate change, energy, toxic chemicals, nuclear materials, and public health; has presented on these topics on four continents; and has supported decision making in public, private, and not‐for‐profit contexts.
Previously, Dr. Hassenzahl served as founding dean of the Falk School of Sustainability at Chatham University, and Chair of the Department of Environmental Studies at the University of Nevada, Las Vegas. Dr. Hassenzahl holds a B.A. in environmental science and paleontology from the University of California at Berkeley and a Ph.D. in science, technology, and environmental policy from Princeton University.
A Senior Fellow of the National Council for Science and the Environment, Dr. Hassenzahl's work has been supported by the National Science Foundation and the National Aeronautics and Space Administration. He has received the Society for Risk Analysis Outstanding Educator Award and the UNLV Foundation Distinguished Teaching Award.
MARY CATHERINE HAGER is a professional science writer and editor specializing in life and earth sciences. She received a double‐major B.A. in environmental science and biology from the University of Virginia and an M.S. in zoology from the University of Georgia. Ms. Hager worked as an editor for an environmental consulting firm and as a senior editor for a scientific reference publisher. For more than 20 years, she has written and edited for environmental science, biology,
and ecology textbooks primarily targeting college audiences. Additionally, she has published articles in environmental trade magazines and edited federal and state assessments of wetlands conservation issues. Her writing and editing pursuits are a natural outcome of her scientific training and curiosity, coupled with her commitment to effective communication.
NANCY Y. GIFT, Compton Chair of Sustainability at Berea College, in Berea, Kentucky, enjoys teaching in a wide range of sustainability‐related courses. She has taught women nature writers, first‐year writing, grant writing, ecology, weed science, sustainable agriculture, history of African‐American farmers, and mathematics for the environment; she continually teaches introductory sustainability and environmental science. She has written two books for the public on the role of weeds in healthy lawns, and she is an associate editor for Agronomy Journal. She holds a B.A. in biology from Harvard University, an M.S. in crop and soil science from the University of Kentucky, and a Ph.D. in crop science from Cornell University.
Dr. Gift currently works with faculty across a variety of disciplines to encourage the infusion of sustainability in a wide range of fields. She currently serves as the chair of the division of Resources, Technology, and Commerce, which includes the departments of business and economics, computer science, agriculture and natural resources, sustainability, and technology and applied design. Previously, she served as acting director of the Rachel Carson Institute at Chatham University, and taught environmental biology at the University of Chicago.
LINDA R. BERG is an award‐winning teacher and textbook author. She received her Ph.D. from the University of Maryland, College Park, after completing her B.S. and M.S. at the same institution. Her recent interests involve the Florida Everglades and conservation biology.
Dr. Berg formerly taught at the University of Maryland, College Park, for almost two decades, followed by St. Petersburg College in Florida for one decade. She taught introductory courses in environmental
science, biology, and botany to thousands of students and received numerous teaching and service awards. Dr. Berg is also the recipient of many national and regional awards, including the National Science Teachers Association Award for Innovations in College Science Teaching, the Nation's Capital Area Disabled Student Services Award, and the Washington Academy of Sciences Award in University Science Teaching.
During her career as a professional science writer, Dr. Berg has authored or co‐authored several leading college science textbooks. Her writing reflects her teaching style and love of science.
PETER H. RAVEN, one of the world's leading botanists, has dedicated nearly five decades to conservation and biodiversity as president (now emeritus) of the Missouri Botanical Garden and professor of Botany at Washington University in St. Louis, where he has cultivated a world‐class institution of horticultural display, education, and research. Described by Time magazine as a “Hero for the Planet,” Dr. Raven champions research around the world to preserve endangered species and is a leading advocate for conservation and a sustainable environment.
Dr. Raven is a trustee of the National Geographic Society and is a past president of the American Association for the Advancement of Science. He is the recipient of numerous prizes and awards, including the prestigious National Medal of Science in 2001, the highest award for scientific accomplishments in this country; Japan's International Prize for Biology; the Environmental Prize of the Institut de la Vie; the Volvo Environment Prize; the Tyler Prize for Environmental Achievement; and the Sasakawa Environment Prize. He also has held Guggenheim and MacArthur fellowships.
Dr. Raven received his Ph.D. from the University of California, Los Angeles, after completing his undergraduate work at the University of California, Berkeley.
Preface
The environmental challenges that today's students will face throughout their lives are characterized by a seeming paradox: They are both increasingly global and increasingly local. Threats to local food production include global climate change. An energy resource can endanger a rare species when it is extracted and global public health after it is used, as when mercury from coal burning reaches the ocean. Improving the conditions of our environment requires that we understand how the choices we make impact air, water, soil, and organisms, as well as their interrelationships. Science is the most appropriate and effective approach to gaining that understanding. It is therefore critical that students learn about the science behind energy, climate change, and other environmental issues that affect them, not only because they will make decisions about energy and climate change but also because they will experience the repercussions if these problems are not dealt with effectively.
The overarching concept of environmental sustainability has never been more important to the field of environmental science than it is today. Sustainability, a central theme of Environment, is integrated throughout the text. Yet the more we learn about the environment, the more we realize that interactions among different components of the environment are many and complex. Therefore, a second important theme of Environment is environmental systems. Understanding how change to one component affects other processes, places, and organisms is essential to managing existing problems, avoiding future problems, and improving the world in which we live.
From the opening pages, we acquaint students with current environmental issues—issues that have many dimensions and that defy easy solutions. We begin by examining the scientific, historical, ethical, governmental, and economic underpinnings of environmental science. This provides a conceptual foundation for students that they can then bring to bear on the rest of the material in the book. We next explore the basic ecological principles that govern the natural world and consider the many ways in which humans affect the environment. Later chapters examine in detail the effects of human activities, including overpopulation, energy production and consumption, depletion of natural resources, and pollution. Throughout Environment, 10th Edition, we relate the topics of a given chapter to food, energy, sustainability, and climate change, which further reinforces the interactions of environmental systems.
While we avoid unwarranted optimism when presenting these problems, we do not see value in the gloomy predictions of disaster so commonly presented by the media. Instead, we encourage students to take active, positive roles to understand and address the environmental challenges of today and tomorrow.
Hassenzahl, Hager, Gift, Berg, and Raven's Environment, 10th Edition, is intended as an introductory text for undergraduate students, both science and nonscience majors. Although relevant to all students, Environment, 10th Edition, is particularly appropriate for those majoring in education, journalism, government and politics, and business, as well as the traditional sciences. We assume that our students have little prior knowledge of environmental science. Important ecological concepts and processes are presented in a straightforward, unambiguous manner.
All of the chapters have been painstakingly researched, and extraordinary efforts have been made to obtain the most recent data available. Both instructors and students will benefit from the book's currency because environmental issues and trends are continually changing.
Environment, 10th Edition, integrates important information from many different fields, such as biology, geography, chemistry, geology, physics, economics, sociology, natural resources management, law, and politics. Because environmental science is an interdisciplinary field, this book is appropriate for use in environmental science courses offered by a variety of departments, including (but not limited to) biology, geology, geography, and agriculture.
In this 10th Edition, the Environment author team continues and expands the original mission of the book: rigorous, thorough, timely, and accessible treatment of the diverse environmental issues we face now and will face in the future. Building on foundational work by Peter Raven and Linda Berg, the book now brings together David Hassenzahl's experience with climate change, energy, policy, sustainability, and risk analysis; Mary Catherine Hager's expertise in ecosystems, population biology, and water ecology; and Nancy Y. Gift's background in food systems, ecology, and environmental justice. Together, these authors present the complex systems that make up our environment in a clear and compelling fashion.
This new edition includes an amplified focus on increasingly evident and impactful changes in the global climate system. The climate change chapter is updated to include the most recent data and a clearer explanation of the drivers of climate change. Throughout the book, we continue to emphasize that the changing climate impacts many systems, from coral reefs to agriculture to international shipping.
Also in this edition we have expanded our efforts to engage students with the book through questions. We ask readers to interpret data, describe relationships, and recall key ideas. We also push them to think beyond what they read to topical applications in their own schools and neighborhoods, as well as to food and energy systems. We expect that this will engage students and deepen their understanding, as well as it will provide instructors with points for class discussions and assignments.
Effective Learning Tools in Environment, 10th Edition
A well‐developed pedagogical plan that facilitates student mastery of the material has always been a hallmark of Environment. The 10th Edition has continued to refine the learning tools to help students engage with the key material and apply it to their daily lives. Pedagogical features in this 10th Edition include:
Chapter Introductions illustrate certain concepts in the chapter with stories about some of today's most pressing environmental issues.
Food for Thought features in most chapters challenge students to consider how issues in the chapter relate to some aspect of food systems.
In Your Own Backyard feature provides a critical thinking question at the beginning of each chapter and connects the broad themes of the text to local issues and resources students can investigate.
Learning Objectives at the beginning of each section head indicate in behavioral terms what the student must be able to do to demonstrate mastery of the material in the chapter.
Review Questions at the end of each section give students the opportunity to test their comprehension of the learning objectives.
Environmental Connections features provide additional topical material about relevant environmental issues.
On Campus features report on recent campus and student efforts to improve the environment.
Meeting the Challenge boxes profile environmental success stories.
You Can Make a Difference boxes suggest specific courses of action or lifestyle changes students can make to improve the environment.
Tables and Graphs, with complete data sources cited in the text, summarize and organize important information.
Marginal Glossaries, located in every chapter, provide handy definitions of the most important terms.
Case in Point features offer a wide variety of in‐depth case studies that address important issues in the field of environmental science.
The climate icon flags all discussions and features strongly related to climate change, including graphs and illustrations. Its prevalence throughout the text illustrates the widespread influence of climate change across environmental science issues.
Review of Learning Objectives with Selected Key Terms restates the chapter learning objectives and provides a review of the material presented. Boldfaced selected key terms, including marginal glossary terms, are integrated within each summary, enabling students to study vocabulary words in the context of related concepts.
Critical Thinking and Review Questions, many new to this edition, encourage critical thinking and highlight important concepts and applications. At least one question in each chapter provides a systems perspective; another question relates climate and energy to the chapter. Visual questions have been added to each chapter.
Suggested Reading lists for each chapter are available online to provide current references for further learning.
Major Changes in the Tenth Edition
A complete list of all changes and updates to the 10th Edition is too long to fit in the Preface, but several of the more important changes to each chapter follow:
Chapter 1, Introducing Environmental Science and Sustainability, reinforces the importance of quality science to inform environmental decisions by adding emphasis on the nature and role of the peer review process.
Chapter 2, Environmental Laws, Economics, and Ethics, has a new opener on the effectiveness of air pollution regulation in the Los Angeles area, and expands discussion of environmental justice and indigenous peoples.
Chapter 3, Ecosystems and Energy, includes an updated discussion of human impacts on net primary productivity and a new Environmental Connections feature on below‐ground biomass.
Chapter 4, Ecosystems and the Physical Environment, features recent examples of deadly and destructive tornadoes and tropical cyclones, and updated values for components of biogeochemical cycles.
Chapter 5, Ecosystems and Living Organisms, features a section on logistic population growth with emphasis on implications for sustainable yield and pest control.
Chapter 6, Major Ecosystems of the World, now includes information about how each biome is being affected by climate change.
Chapter 7, Human Health and Environmental Toxicology, has been reorganized to reflect our current understanding of environmental health.
Chapter 8, The Human Population, features a new opener exploring the importance of empowering women and girls in achieving sustainable development, the most recent population data (through 2016), a new Case in Point feature on AIDS in Africa, and updated discussions of the incidence of early marriage, the recently developed United Nations Sustainable Development Goals (including a new You Can Make A Difference feature on individual efforts to achieve SDGs), and other pertinent demographic issues.
Chapter 9, The Urban Environment, includes an emphasis on urban land use and relationship with food production, and an updated example of green campus architecture.
Chapter 10, Energy Consumption, is updated to the most recent global energy consumption statistics.
Chapter 11, Fossil Fuels, now reflects the shifts in domestic energy production in the United States and the volatility of oil markets and introduces the Standing Rock Reservation protests against a major new oil pipeline.
Chapter 12, Renewable Energy and Nuclear Power, features a shorter and clearer description of nuclear power generation and its environmental impacts.
Chapter 13, Water: A Limited Resource, offers a new opener on access to water in Kenya and an updated discussion of California's drought and water diversion projects. and features current trends in water issues associated with the Colorado River Basin, the High Plains Aquifer, and the Aral Sea. Recent data and examples highlight worldwide availability of clean water, new global water conflicts, and the importance of monitoring outdoor water use in practicing water conservation.
Chapter 14, Soil Resources, now addresses biodynamic farming, and has increased information about mycorrhizae.
Chapter 15, Mineral Resources, offers a substantially revised discussion of the environmental impacts associated with minerals, an update to the Environmental Connections feature on conflict minerals, and new data and a graph illustrating the current state of U.S. metals recycling.
Chapter 16, Biological Resources, includes a new opener on invasive species and expanded coverage of that topic within the chapter, the most recent numbers of known and endangered
species, and a substantive update on the threats faced by the world's amphibians.
Chapter 17, Land Resources, now discusses endangered ecosystems from a global perspective, and focuses in more detail on the effects of climate change on land use.
Chapter 18, Food Resources, includes a focus on urban agriculture practices, green roofs, a discussion of food insecurity and the relationship of policy to hunger, and a section on Grow Appalachia.
Chapter 19, Air Pollution, features an update of the chapter introduction on southeast Asian air pollution to 2016, and updated data on U.S. and global air pollution.
Chapter 20, Global Climate Change, clarifies the nature and drivers of climate change, and covers the Trump administration's decision to back away from global commitments to reduce climate change.
Chapter 21, Water Pollution, includes updated data throughout and revised discussions of sediment pollution, energy‐related water pollution, and water pollution issues faced around the world, including new examples.
Chapter 22, Pest Management, includes expanded discussion of Roundup, GM crops, Bt, and pest control in kitchen gardens.
Chapter 23, Solid and Hazardous Wastes, features a heavily revised opener on electronics waste and a new Case in Point exploring waste reduction efforts associated with drinking water on college campuses. Updated data throughout the chapter cover a range of waste management issues, including current statistics on U.S. landfills and composting and a heavily revised discussion of recent trends in U.S. recycling programs.
Chapter 24, Tomorrow's World, features the recently adopted UN Sustainable Development Goals.
Enhanced eBook
Environment, Tenth Edition, is available in an enhanced eBook format with several key advantages:
students can work in the eBook offline and online, and eBooks can be used on any computer, tablet or mobile phone. Also, the eBook App is compatible with both Macs and PCs as well as iOS, Android, Kindle Fire, and Chromebook devices.
the eBook is highly interactive – with links to videos, animations, and additional resources to allow for a more engaging reading experience.
the eBook contains practice questions that allow students to test their knowledge of key concepts, as they read through chapter sections.
students can customize their eBooks by highlighting or underlining content, and annotating to include their own notes.
For Instructors
Test Bank, prepared by Keith Summerville, of Drake University, is available on the instructor companion site. Containing approximately 60 multiple‐choice and essay test items per chapter, this Test Bank offers assessment of both basic understanding and conceptual applications. The Environment, 10th Edition, Test Bank is offered in two formats: RTF files and a Computerized Test Bank through Respondus. The easy‐to‐use test‐generation program fully supports graphics, print tests, student answer sheets, and answer keys. The software's advanced features allow you to create an exam to your exact specifications.
Instructor's Manual, originally by our co‐author David Hassenzahl, with new contributions by Gita Ramsey, of Miami Dade College, is available on the instructor companion site. The Instructor's Manual now provides over 90 creative ideas for in‐class activities. Also included are answers to all end‐of‐chapter and review questions.
All Line Illustrations and Photos from Environment, 10th Edition, in jpeg files and PowerPoint format, are available on the instructor companion site.
PowerPoint Presentations prepared by Maura Bozeman, of Post University, are tailored to the topical coverage and learning objectives of Environment, 10th Edition. These presentations are designed to convey key text concepts, illustrated by embedded text art. An effort has been made to reduce the number of words on each slide and increase the use of visuals to illustrate concepts. All are available on the instructor companion site.
Clicker Questions – a bank of questions, prepared by Keith Hench, of Kirkwood Community College, is available for instructors who are using personal response system technology intheir courses.
Also Available
Environmental Science: Active Learning Laboratories and Applied Problem Sets, by Travis Wagner and Robert Sanford, both of the University of Southern Maine, is designed to introduce environmental science students to the broad, interdisciplinary field of environmental science. It presents specific labs that use natural and social science concepts and encourages a hands‐on approach to evaluating the impacts from the environmental/human interface. The laboratory and homework activities are designed to be low cost and to reflect a sustainable approach in both practice and theory. Environmental Science: Active Learning Laboratories and Applied Problem Sets, is available as a stand‐alone or in a package with Environment, 10th Edition. Contact your Wiley representative for more information.
For more Environmental Science Case Studies, visit customselect.wiley.com to view the Environmental Science Regional Case Study Collection and customize your course materials with a rich collection of local and global examples.
Wiley may provide complementary instructional aids and supplements or supplement packages to those adopters qualified under our adoption policy. Please contact your sales representative for more information.
Acknowledgments
The development and production of Environment, 10th Edition, was a process involving interaction and cooperation among the author team and between the authors and many individuals in our home and professional environments. We are keenly aware of the valuable input and support from editors, colleagues, and students. We also owe our families a debt of gratitude for their understanding, support, and encouragement as we struggled through many revisions and deadlines.
The Editorial Environment
Preparing this book has been an enormous undertaking, but working with the outstanding editorial and production staff at John Wiley & Sons has made it an enjoyable task. We thank especially our Sponsoring Editor Jennifer Yee for her support, cheerful accessibility, and effective problem‐solving skills. We also think Development Editors Melissa Edwards Whelan for overseeing and coordinating the development of media components, and Lauren Elfers for coordinating the creation of Interactive Graphics.
We are grateful to Senior Marketing Manager Kristy Ruff for her superb marketing and sales efforts. We thank Senior Photo Editor Mary Ann Price for helping us find the wonderful photographs that enhance the text. We appreciate the artistic expertise of Senior Designer Tom Nery for the interior design, and Senior Production Editor Nicole Repasky and Aptara Corp's Project Manager Jackie Henry and Copyeditor Irene Vartanoff for their efforts in maintaining a smooth and timely production process. Thank you to Petra Recter, Vice President and Director, for providing guidance and support to the rest of the team throughout this revision.
Our colleagues and students have provided us with valuable input and have played an important role in shaping Environment, 10th Edition. We thank them and ask for additional comments and suggestions from instructors and students who use this text. You can reach us through our editors at John Wiley & Sons; they will see that we get your comments. Any errors can be corrected in subsequent printings of the book, and more general suggestions can be incorporated into future editions.
The Professional Environment
The success of Environment, 10th Edition, is due largely to the quality of the many professors and specialists who have read the manuscript during various stages of its preparation and provided us with valuable suggestions for improving it. In addition, the reviewers of the first nine editions made important contributions that are still part of this book.
Reviewers
Jennifer Cochran‐Biederman, Winona State University
Scott Brame, Clemson University
Linda Rachele Burke, John Jay High School
Lu Anne Clark, Lansing Community College
Paul Cohen, St. Francis Preparatory School
Amy Fassler, Marshfield High School
David Friedman, MacArthur High School
Nivedita Ganguly, University of Tennessee
Chantal Greffer, Colonia High School
Michael Griffin, Bedford High School
Jeffery Hill, University of North Carolina Wilmington
Rodney Johnson, Miami Dade College (Kendall)
Sasha Kebo, University of Ottawa
Beth Marass, Sanford High School
Anne Soos, The Hun School of Princeton
Amanda Vrudny, Whitney High School
David Hassenzahl thanks Mikaela Hassenzahl for her thoughtful comments and proofreading.
Contents
Cover Page
Title Page
Copyright page
About the Authors
Preface
Acknowledgments
Brief Contents
Contents
1 Introducing Environmental Science and Sustainability
Human Impacts on the Environment
Population, Resources, and the Environment
Sustainability
Environmental Science
Addressing Environmental Problems
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
2 Environmental Laws, Economics, and Ethics
A Brief Environmental History of the United States
U.S. Environmental Legislation
Economics and the Environment
Environmental Ethics, Values, and Worldviews
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
3 Ecosystems and Energy
What Is Ecology?
The Energy of Life
The Flow of Energy through Ecosystems
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
4 Ecosystems and the Physical Environment
The Cycling of Materials within Ecosystems
Solar Radiation
The Atmosphere
The Global Ocean
Weather and Climate
Internal Planetary Processes
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
5 Ecosystems and Living Organisms
Evolution: How Populations Change over Time
Principles of Population Ecology
Biological Communities
Species Richness in a Community
Community Development
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
Exponential and Logistic Population Growth: Equations
6 Major Ecosystems of the World
Earth's Major Biomes
Aquatic Ecosystems
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
7 Human Health and Environmental Toxicology
Human Health
Environmental Pollution and Disease
Determining Health Effects of Environmental Pollution
Decision Making and Uncertainty: Assessment of Risks
Ecological Risk Assessment and Ecotoxicology
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
8 The Human Population
The Science of Demography
Demographics of Countries
Population and Quality of Life
Reducing the Total Fertility Rate
Government Policies, Fertility, and Poverty
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
9 The Urban Environment
Population and Urbanization
The City as an Ecosystem
Urban Land‐Use Planning
Making Cities More Sustainable
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
10 Energy Consumption
Energy Consumption and Policy
Energy Efficiency and Conservation
Electricity, Hydrogen, and Energy Storage
Energy Policy
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
11 Fossil Fuels
Fossil Fuels
Coal
Oil and Natural Gas Extraction and Consumption
Environmental Impacts of Oil and Natural Gas
Synfuels and Other Potential Fossil‐Fuel Resources
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
12 Renewable Energy and Nuclear Power
Direct Solar Energy
Indirect Solar Energy
Other Renewable Energy Sources
Nuclear Energy
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
13 Water: A Limited Resource
The Importance of Water
Water Use and Resource Problems
Water Problems in the United States and Canada
Global Water Problems
Water Management
Water Conservation
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
14 Soil Resources
The Soil System
Soil Properties and Major Soil Types
Environmental Problems Related to Soil
Soil Conservation and Regeneration
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
15 Mineral Resources
Introduction to Minerals
Environmental Impacts Associated with Minerals
Minerals: An International Perspective
Increasing the Supply of Minerals
Using Substitution and Conservation to Expand Mineral
Supplies
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
16 Biological Resources
Biological Diversity
Extinction and Species Endangerment
Conservation Biology
Conservation Policies and Laws
Wildlife Management
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
17 Land Resources
Land Use
Wilderness, Parks, and Wildlife Refuges
Forests
Rangelands and Agricultural Lands
Wetlands and Coastal Areas
Conservation of Land Resources
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
18 Food Resources
World Food Security
Food Production
Challenges of Producing More Crops and Livestock
The Environmental Impacts of Agriculture
Solutions to Agricultural Problems
Fisheries of the World
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
19 Air Pollution
Types and Sources of Air Pollution
Effects of Air Pollution
Controlling Air Pollution in the United States
Ozone Depletion in the Stratosphere
Acid Deposition
Air Pollution around the World
Indoor Air Pollution
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
20 Global Climate Change
Introduction to Climate Change
The Effects of Global Climate Change
Dealing with Global Climate Change
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
21 Water Pollution
Types of Water Pollution
Water Quality Today
Improving Water Quality
Laws Controlling Water Pollution
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
22 Pest Management
What Is a Pesticide?
Benefits and Problems with Pesticides
Risks of Pesticides to Human Health
Alternatives to Pesticides
Laws Controlling Pesticide Use
The Manufacture and Use of Banned Pesticides
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
23 Solid and Hazardous Wastes
Solid Waste
Waste Prevention
Hazardous Waste
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
24 Tomorrow's World
Living Sustainably
Sustainable Living: A Plan of Action
Changing Personal Attitudes and Practices
What Kind of World Do We Want?
Review of Learning Objectives with Selected Key Terms
Critical Thinking and Review Questions
Food for Thought
Appendices
Appendix I Basic Chemistry for Environmental Science
Appendix II Graphing
Appendix III Models and Modeling
Appendix IV Units of Measure: Some Useful Conversions
Appendix V Abbreviations, Formulas, and Acronyms Used in This Text
Glossary
Index
EULA
List of Illustrations
Chapter 1
Figure 1.1
Figure 1.2
Figure 1.3
Figure 1.4
Figure 1.5
Figure 1.6
Interactive Figure 1.7
Figure 1.8
Figure 1.9
Interactive Figure 1.10
Figure 1.11
Figure 1.12
Figure 1.13
Interactive Figure 1.14
Figure 1.15
Figure 1.16
Figure 1.17
Figure 1.18
Figure 1.19
Chapter 2
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Interactive Figure 2.5
Figure 2.6
Figure 2.7
Figure 2.8
Figure 2.9
Figure 2.10
Figure 2.11
Interactive Figure 2.12
Figure 2.13
Interactive Figure 2.14
Figure 2.15
Figure 2.16
Figure 2.17
Figure 2.18
Chapter 3
Figure 3.1
Figure 3.2
Figure 3.3
Figure 3.4
Figure 3.5
Figure 3.6
Figure 3.7
Interactive Figure 3.8
Figure 3.9
Interactive Figure 3.10
Figure 3.11
Figure 3.12
Figure 3.13
Interactive Figure 3.14
Figure 3.15
Figure 3.16
Chapter 4
Figure 4.1
Figure 4.2
Figure 4.3
Figure 4.4
Figure 4.5
Figure 4.6
Figure 4.7
Figure 4.8
Interactive Figure 4.9
Figure 4.10
Figure 4.11
Interactive Figure 4.12
Figure 4.13
Figure 4.14
Figure 4.15
Figure 4.16
Figure 4.17
Figure 4.18
Figure 4.19
Figure 4.20
Interactive Figure 4.21
Figure 4.22
Figure 4.23
Figure 4.24
Figure 4.25
Figure 4.26
Chapter 5
Figure 5.1
Figure 5.2
Figure 5.3
Figure 5.4
Figure 5.5
Figure 5.6
Figure 5.7
Figure 5.8
Figure 5.9
Figure 5.10
Interactive Figure 5.11
Figure 5.12
Figure 5.13
Figure 5.15
Figure 5.16
Figure 5.17
Figure 5.18
Figure 5.19
Figure 5.20
Figure 5.21
Figure 5.22
Figure 5.23
Figure 5.24
Figure 5.25
Interactive Figure 5.26
Chapter 6
Figure 6.1
Figure 6.2
Figure 6.3
Interactive Figure 6.4
Figure 6.5
Figure 6.6
Figure 6.7
Figure 6.8
Figure 6.9
Figure 6.10
Figure 6.11
Figure 6.12
Figure 6.13
Interactive Figure 6.14
Interactive Figure 6.15
Figure 6.16
Figure 6.18
Figure 6.17
Figure 6.19
Figure 6.20
Figure 6.21
Figure 6.22
Figure 6.23
Figure 6.24
Figure 6.25
Figure 6.26
Figure 6.27
Figure 6.28
Chapter 7
Figure 7.1
Figure 7.2
Figure 7.3
Figure 7.4
Figure 7.5
Interactive Figure 7.6
Figure 7.7
Figure 7.8
Figure 7.9
Figure 7.10
Interactive Figure 7.11
Figure 7.12
Figure 7.13
Figure 7.14
Figure 7.15
Chapter 8
Interactive Figure 8.1
Figure 8.2
Figure 8.3
Interactive Figure 8.4
Figure 8.5
Interactive Figure 8.6
Figure 8.7
Figure 8.8
Figure 8.9
Figure 8.11
Figure 8.12
Figure 8.13
Figure 8.14
Figure 8.15
Figure 8.16
Chapter 9
Figure 9.1
Figure 9.2
Interactive Figure 9.3
Figure 9.4
Figure 9.5
Interactive Figure 9.6
Figure 9.7
Figure 9.8
Interactive Figure 9.9
Figure 9.10
Figure 9.11
Figure 9.12
Figure 9.13
Figure 9.14
Figure 9.15
Figure 9.16
Chapter 10
Figure 10.1
Interactive Figure 10.2
Figure 10.3
Figure 10.4
Another random document with no related content on Scribd:
able to stand upright but does not yet know how to walk. Intent upon reaching the top of the stairs so as to get back to his mother he lifts his foot to climb the first step. Fruitless endeavour! At each attempt he falls without advancing in the least. Well, be like that little child; by the practice of every virtue keep on ever lifting your little foot to climb the steps of sanctity, and do not imagine that you will be able to mount even the first! No; but good will is all God requires of you. From the top of those steps He is watching you with love; and won by your unavailing efforts He will Himself soon come down, and taking you in His arms will bear you away to His Kingdom, never more to quit Him. But if you cease to lift your little foot He will leave you a long time on earth.”
The only means of making rapid progress in the path of Love is to remain always very little; that is what I have done; so now I can sing with our Father St. John of the Cross:
And stooping so low, so low, I rose still higher and higher And thus I attained my end.
Someone was speaking to her of the mortifications of the Saints, she replied:
“It is well our Lord has let us know that there are many mansions in His Father’s House, that if not He would have told us. [83] Yes, if all souls called to perfection had been obliged to practise these macerations in order to enter Heaven, He would have said so, and gladly would we have undertaken them. But He tells us that in His House there are many mansions. If there are those for great souls, for the Fathers of the Desert and for martyrs of penance, there must be one also for little children. Our place is reserved there, if our love be great—for Him and for our Heavenly Father and the Spirit of Love.”
“I feel that my mission is now to begin,” she said a few days before her death, “my mission to make others love the good God as I love Him, to give my little way to souls....”
“What is this ‘little way’ that you want to teach to souls?”
“It is the path of spiritual childhood, it is the way of trust and of entire self-surrender I want to make known to them the simple means that have so perfectly succeeded for me, to tell them that there is but one only thing to do here below: to cast down before Jesus the flowers of little sacrifices, to win Him by caresses! That is how I have won Him, and that is why I shall be so well received.”
. ’ , .
If I am misguiding you by my little way of Love, she said to a novice, do not fear that I shall let you follow it very long. I shall appear to you, and tell you to take another path; but if I do not return, believe in the truth of my words: never can we have too much confidence in the good God, so mighty and so merciful! As much as we hope for shall we obtain from Him!...
. ’ , .
A novice said to her on the eve of the Feast of Our Lady of Mount Carmel: “If you were to die to-morrow after Holy Communion, it seems to me that so beautiful a death would console me in the midst of my grief.”
And Thérèse replied with animation:
“Die after Holy Communion! On a grand Feast day! No, it will not be so: little souls could not copy that. In my little way there are only quite ordinary things; all that I do, little souls must be able to do also.”
. ’ , .
[79] Cf. Matt., xix, 14.
[80] Cf Prov , 1, 4
[81] Cf. Matt., xx, 23.
[82] Cf Ps , lxvii, 29
[83] Cf. John, xiv, 2.
PRAYER
As I grew older I loved the good God more and more, and very frequently did I offer Him my heart, using the words my mother had taught me. I strove in all my actions to please Jesus and was most watchful never to offend Him.
. ’ , .
My whole strength lies in prayer and sacrifice, these are my invincible arms; they can move hearts far better than words, I know it by experience.
. ’ , .
Great is the power of prayer—a queen, as one might say, having free access always to the King, and able to obtain whatever she asks. In order to be heard, it is not necessary to read from a book a beautiful form of prayer adapted to the circumstances; if it were so, how greatly to be pitied should I be!
. ’ , .
I have not the courage to force myself to seek beautiful prayers in books; not knowing which to choose I act as children do who cannot read; I say quite simply to the good God what I want to tell Him, and He always understands me.
. ’ , .
Prayer is, for me, an outburst from the heart; it is a simple glance darted upwards to Heaven; it is a cry of gratitude and of love in the midst of trial as in the midst of joy! In a word, it is something exalted, supernatural, which dilates the soul and unites it to God. Sometimes when I find myself, spiritually, in dryness so great that I cannot produce a single good thought, I recite very slowly a Pater or an Ave Maria; these prayers alone console me, they suffice, they nourish my soul.
’ ,
The principal plenary indulgence and one which all may gain without the ordinary conditions, is that of charity which covereth a multitude of sins. [84]
Formerly if any of my family were in trouble, and that I had been unable to succeed in comforting them during their visit, I would go from the parlour heart-broken; but soon Jesus made me understand that I was incapable of giving consolation to a soul. From that day forth I grieved no more when anyone went away sad; I confided to the good God the sorrows of those who were dear to me, feeling certain that He heard me, and at their next visit I used to find that it had indeed been so. Since I have experienced this, I no longer torment myself when involuntarily I give pain; I simply beg of Jesus to make up for what I have done.
One day after Holy Communion the good God made me understand those words of the Canticles: “Draw me: we will run after Thee to the odour of Thy ointments.”[85] O Jesus, it is not then necessary to say: In drawing me, draw the souls whom I love. These simple words: “Draw me” suffice! Yes, when a soul has allowed herself to be captivated by the inebriating fragrance of Thy perfumes, she could not run alone, all the souls whom she loves are drawn after her; this is a natural consequence of her attraction towards Thee.
. ’ , .
“Draw me, we will run....”
To ask to be drawn is to will intimate union with the object which holds the heart captive. If fire and iron were gifted with reason, and that the latter said to the fire: “Draw me,” would not this prove that it desired to become identified with the fire even so far as to share its substance? Well, that is exactly my prayer. I beg of Jesus to draw me into the flames of His Love, to unite me so closely to Himself that He may live and act in me. I feel that the more the fire of love
inflames my heart, the more I shall say: “Draw me,” the more also will the souls who draw near to mine run swiftly in the fragrant odours of the Well-Beloved.
. ’ , .
Souls thus on fire cannot rest inactive. They may sit at the feet of Jesus, like Saint Mary Magdalene, listening to His sweet and ardent words; but, while seeming to give nothing, they do give far more than Martha who troubles herself with many things. [86] It is not however of Martha’s labours that Jesus disapproves, but only her too great anxiety; to this very same work His Blessed Mother humbly submitted herself, when she had to prepare the repasts for the Holy Family.
All the Saints have understood this, and more especially perhaps those who have enlightened the world with the luminous teaching of the Gospel. Was it not from prayer that Saint Paul, Saint Augustine, Saint Thomas of Aquin, Saint John of the Cross, Saint Teresa and so many other friends of God drew that wondrous science which enraptures the greatest intellects?
Archimedes said: “Give me a lever and a fulcrum, and I will raise the world.” What he was unable to obtain because his request had but a material end and was not addressed to God, the Saints have obtained in full measure. For fulcrum, the Almighty has given them Himself, Himself alone! for lever, prayer, which enkindles the fire of love; and thus it is that they have uplifted the world, thus it is that saints still militant, uplift it, and will uplift it till the end of time.
. ’ , .
The Creator of the universe awaits the prayer of one poor little soul to save a multitude of others, redeemed like her at the price of His Blood.
Our vocation is not to go and reap in the Father’s fields; Jesus does not say to us: “Cast down your eyes and reap the harvest”; our mission is still more sublime. Here are the words of the Divine Master: “Lift up your eyes and see .” see that in Heaven there are empty places; yours it is to fill them ... you are as Moses praying on
the mountain; ask of Me labourers and I will send them, I await but a prayer, a sigh from out your heart!
Is not the apostolate of prayer higher as one might say, than that of preaching? It is for us to form labourers who by preaching the Gospel, will save thousands of souls of whom we thus become the mothers; what then have we to envy the Priests of the Lord?
How beautiful is our vocation! It is for us, it is for Carmel to preserve “the salt of the earth.”[87] We offer our prayers and sacrifices for the apostles of the Lord; we ought ourselves to be their apostles while by word and example they preach the Gospel to our brethren.
. ’ , .
A novice was grieving about her numerous distractions during prayer: “I too, have many,” replied Sœur Thérèse de l’Enfant Jésus, “but I accept all for love of the good God, even the most extravagant thoughts that come into my head.”
Her prayer was continual though she was habitually plunged in aridity. One day a novice entering her cell, paused, struck by the celestial expression of her countenance. She was sewing with alacrity yet seemed lost in profound contemplation.
“Of what are you thinking?” asked the young Sister. “I am meditating on the Pater,” she replied. “It is so sweet to call the good God our Father.” And tears shone in her eyes.
. ’ , .
I do not well see what more I shall have in Heaven than now, she once said. I shall see the good God, it is true; but as to being with Him, I am wholly with Him already upon earth.
. ’ , .
A living flame of Divine Love consumed her.
“A few days after my oblation to God’s Merciful Love,” she relates, “I had commenced in the Choir the Way of the Cross, when I felt myself suddenly wounded by a dart of fire so ardent that I thought I must die. I know not how to describe this transport; there is no comparison which would make one understand the intensity of that flame. An invisible power seemed to plunge me wholly into fire ... but oh! what fire! what sweetness!”
The Mother Prioress asked her whether this transport was the first in her life, she answered simply:
“Mother, I have several times had transports of love; once especially during my novitiate when I remained one entire week far indeed from this world; for me, there was as it were, a veil thrown over all things of the earth. But I was not consumed by a real flame, I was able to sustain those delights without expecting that their intensity would cause my earthly fetters to snap asunder, whilst on the day of which I speak, one minute, one second more and my soul must have left its prison.... Alas!—and I found myself again on earth, and aridity immediately returned to my heart!”
. ’ , .
FOOTNOTES:
[84] Prov., x, 12.
[85] Cant , 1, 3
[86] Luke, x, 41
[87] Matt , v, 13
HOLY COMMUNION
How sweet it was, the first kiss of Jesus to my soul! Yes, it was a kiss of Love. I felt I was loved, and I too said: “I love Thee, I give myself to Thee for ever!” Jesus asked nothing of me, demanded no sacrifice. Already for a long time past, He and the little Thérèse had watched and understood one another.... That day our meeting was no longer a simple look but a fusion. No longer were we two: Thérèse had disappeared as the drop of water which loses itself in the depths of the ocean, Jesus alone remained; the Master, the King! Had not Thérèse begged Him to take away from her, her liberty? That liberty made her afraid; so weak, so fragile did she feel herself that she longed to be united for ever to Divine Strength.
. ’ , .
I had taken as my rule of conduct, to receive most faithfully Holy Communion as often as my confessor permitted, without ever asking that it might be more frequent. I would act differently now; for I am quite sure that a soul ought to make known to her director the attraction that she feels to receive her God. It is not to remain in a golden ciborium that He comes down each day from Heaven, but to find another Heaven, the Heaven of our soul in which He takes His delight.
. ’ , .
What shall I say of my thanksgivings after Holy Communion? There are no moments in which I feel less consolation. And is not this very natural, seeing that my desire is to receive our Lord’s visit, not for my own satisfaction, but solely for His pleasure?
I imagine my soul to be as a plot of waste ground and beg the Blessed Virgin to remove from it all the rubbish—meaning its imperfections; then I beseech her to erect thereon, a vast canopy worthy of Heaven and to decorate it with her own treasures, and I
invite all the Angels and Saints to come and sing canticles of love. It seems to me then that Jesus is pleased to see Himself so magnificently received; and I, I share His joy. All this does not hinder distractions and sleep from molesting me; therefore it not rarely happens that I resolve to continue my thanksgiving all the day long, since I have made it so badly in the Choir.
. ’ , .
At the time of Holy Communion I sometimes picture my soul under the figure of a little child of three or four years, who at play has got its hair tossed and its clothes soiled.—These misfortunes have befallen me in battling with souls.—But very soon the Blessed Virgin hastens to my aid: quickly she takes off my little dirty pinafore, smooths my hair and adorns it with a pretty ribbon or simply with a little flower ... and this suffices to render me pleasing and enables me to sit at the Banquet of Angels without blushing.
The demon, traitor that he is, knows well, that he cannot make a soul who wills to belong wholly to the good God, commit sin; therefore he endeavours only to persuade her that she sins. That is a great deal gained, but it is not yet enough to satisfy his rage ... he aims at something further, he wants to deprive Jesus of a loved tabernacle. Not being able himself to enter into this sanctuary he wishes that it may at least remain empty and without its Lord. Alas! what will become of this poor heart?... When the devil has succeeded in driving away a soul from Holy Communion he has gained his ends, and Jesus weeps....
A novice relates that she wanted to deprive herself of Holy Communion because of some lack of fidelity. She wrote her determination to Sister Thérèse of the Child Jesus who thus replied:
“Little flower cherished by Jesus, it is amply sufficient that by the humiliation of your soul your roots eat of the earth.... You must open a little, or rather raise on high your corolla so that the Bread of
Angels may come as a divine dew to strengthen you, and to give you all that is wanting to you.
“Good-night, poor little floweret; ask of Jesus that all the prayers offered for my recovery may serve to augment the fire which must consume me.”
SUFFERING[88]
The cross has accompanied me from the cradle; but then, Jesus has made me love it passionately.
“ ”
One day my sister Marie, speaking of suffering, said that instead of making me walk by that way, the good God would no doubt carry me always like a little child. These words recurred to me after Holy Communion on the following day, and my heart was fired with an ardent desire of suffering. I felt too an inward assurance, that crosses in great number were in reserve for me. Then my soul was inundated with consolations such as I have never had again in all my life. Suffering became my attraction, in it I found charms that entranced me.
Another great desire that I felt, was to love but God alone and to find no joy save only in Him. Often during my thanksgiving after Holy Communion I used to repeat this passage from the Imitation: “O Jesus, who art ineffable sweetness, turn for me into bitterness all the consolations of earth.”[89] These words came from my lips without effort; I uttered them like a child who repeats without too well understanding, words prompted by a friend.
. ’ , .
Suffering has held out its arms to me from my very entrance into Carmel and lovingly have I embraced it. My intention in coming here, I declared in the solemn examination which preceded my profession: I am come in order to save souls, and especially to pray for Priests. When we want to attain an end we must employ the means, and Jesus having made me understand that He would give me souls by means of the cross, the more crosses I met with the more my attraction to suffering increased. During five years this way was mine; but I alone knew it. Here was just the hidden flower that I
wanted to offer to Jesus, this flower which exhaled its fragrance for Heaven alone.
’ ,
For one pain endured with joy, we shall love the good God more for ever.
In my soul’s intercourse with Jesus—nothing ... dryness! sleep! Since my Beloved wills to sleep I shall not hinder Him; I am too happy in seeing that He does not treat me like a stranger, that He is not constrained with me. He pierces His little ball through and through with pin-pricks sore indeed.... When it is this tender Friend who Himself pierces His ball, the pain is naught but sweetness—so gentle is His Hand. How different when creatures pierce it!
Yet I am happy, yes, truly happy to suffer. If Jesus does not Himself directly pierce His little ball, it is certainly He who guides the hand that wounds!
Yes, I desire them, those heart-thrusts, those pin-pricks that give so much pain.... Sacrifice I prefer to all ecstacies: therein lies happiness for me, I find it nowhere else. The little reed has no fear of breaking, for it is planted on the shore of the waters of Love; and so, when it bends, that beneficent wave invigorates it, and makes it long for another storm to come and bow down its head anew. My weakness it is, that makes my whole strength. Whatever happens I cannot get broken; I see only the gentle hand of Jesus.
To win the palm no suffering is too great.
The drop of gall must be mingled in every cup, but I find that trials greatly help to detach us from earth; they make us look higher than this world. Nothing here below can satisfy us; we can enjoy a little repose only by being ready to do God’s Will.
My soul has known many kinds of trials, greatly have I suffered here on earth. In my childhood I suffered with sadness; now, it is with peace and joy that I taste of all the bitter fruits.
. ’ , .
Suffering united to love is the only thing that appears to me desirable in this vale of tears.
“ ”
When we are expecting only suffering the least joy surprises us: suffering itself becomes the greatest of joys when we seek it as a precious treasure.
. ’ , .
There are people who take everything in the way that gives them the most pain; with me it is the reverse; I see always the good side of things. If I have naught but pure suffering, without any break, well! I make of it my joy.
Joy is not in the things that surround us, it resides in the interior of the soul. One may possess it in the depths of a gloomy prison as well as in a royal palace. Thus am I happier in Carmel, even in the midst of interior and exterior trials, than in the world, where nothing was wanting to me.
. ’ , .
If now, amid trials, and in the thick of the fight, we can already find such delight in the thought that God has drawn us away from the world, what will it be, when in Heaven’s eternal glory and neverending rest, we shall understand the incomparable favour He has shown us in choosing us here, to dwell in His own House—the very threshold of Heaven.
. ’ , .
Let us not expect to find Love without Suffering. Our nature is there, and it is not there for nothing; but what treasures it enables us to acquire! It is our means of gain; so precious is it that Jesus came
down upon earth expressly to possess it.... We want to suffer generously, grandly; we wish never to fall; what illusion! And what does it matter to me if I fall every minute? I find great profit in it, for thereby I see my weakness. My God, You know what I am capable of unless You carry me in Your arms; and if You leave me alone, well; it is that it pleases you to see me on the ground, so why should I be disquieted?
Life is often irksome and bitter; it is hard to begin a laborious day, above all when Jesus hides Himself from us. What is this tender Friend doing? Does He not then see our anguish, the load that oppresses us; where is He? Why does He not come to console us? Ah, fear not.... He is there, quite near! He is watching us; He, it is, who begs for these our labours and our tears.... He has need of them for souls, for our soul; He wants to give us so glorious a recompense. Ah! truly, it costs Him to make us drink of this bitter cup, but He knows that it is the one way by which to prepare us to know Him as He knows Himself and to become ourselves God-like. What a destiny! How great is the soul. Let us rise above all that passes away, let us hold aloof from the earth, up on high the air is so pure; Jesus may hide Himself but one is conscious of His presence.
When we speak of peace we do not mean joy—not at least sensible joy; to suffer in peace it is enough that we truly will all that God wills.
Notwithstanding the trial which deprives me of every feeling of enjoyment I can yet exclaim, “Thou hast given me delight, O Lord, in all Thou dost.”[90] For is there a greater joy than to suffer for Thy Love? The more intense the suffering and the less apparent to human eyes, the more lovingly dost Thou smile upon it, O my God. And even—supposing an impossibility—if Thou wert unaware of it, I would still be happy to suffer, in the hope that by my tears I might perhaps prevent, or make reparation for one single sin against faith.
’ ,
Mine is not an unfeeling heart, and it is just because of its capacity to suffer deeply that I desire to offer to Jesus every kind of suffering it can endure.
. ’ , .
Life is full of sacrifices, it is true; but why look for happiness in it? Is it not simply “a night to be passed in a bad Inn” as says our Holy Mother Saint Teresa?
My heart has an ardent thirst for happiness, but well do I see that no creature is capable of allaying this thirst. On the contrary, the more I might drink of the waters of that enchanted spring the more burning would be my thirst.
I know a fountain where they that drink shall yet thirst, [91] but with a thirst most sweet, a thirst one can always satisfy; this fountain is the suffering that is known to Jesus alone!...
. -
Our Lord never asks of us any sacrifice above our strength. Sometimes, in truth, the Divine Master makes us taste the full bitterness of the chalice which He presents to our soul. When He asks the sacrifice of everything most dear to us in this world, it is impossible unless by a very special grace, not to cry out as He did in the Garden of the Agony: “My Father, let this chalice pass from Me....” But let us also hasten to add: “Nevertheless not as I will but as Thou wilt.”[92] It is very consoling to think that Jesus—Divine Strength itself—has experienced all our weakness, that He trembled at the sight of the bitter chalice, the chalice He had longed for so ardently.
“ ”
Since our Well-Beloved has “trodden the wine-press alone”[93]—the wine which He gives us to drink—in our turn let us not refuse to wear garments dyed with blood, let us press out for Jesus a new wine
which may slake His thirst, and looking around Him He will no longer be able to say that He is alone; we shall be there to help. [94]
Neglect, forgetfulness ... this it is, it seems to me, which still pains Him the most.
Here on earth, where all changes, one sole thing changes not, the King of Heaven’s mode of acting as regards His friends. Ever since He uplifted the standard of the Cross, it is in its shadow that all must fight and gain the victory.
“ ”
It is indeed more through suffering and persecution than through eloquent preaching, that God wills to establish His Kingdom in souls.
“ ”
I want to forget this world; here below, all things weary me, I find no joy save one, that of suffering ... and this joy, though unfelt, is above every other.
When I suffer much, when things that are painful and disagreeable befall me, instead of assuming an air of sadness, I respond by a smile. At first I was not always successful, but now it is a habit which I am very happy to have acquired.
. ’ , .
A novice was complaining of being more tired than her Sisters, for besides the common work, she had done another task, of which they knew nothing. Thérèse answered: “I want to see you always like a valiant soldier who does not complain of his pains; who thinks very seriously of the wounds of his brothers and regards his own as mere scratches. Why do you feel this fatigue to such a degree? It is because no one knows about it....
