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Chemistry 8th Edition Steven S. Zumdahl Digital Instant
Download
Author(s): Steven S. Zumdahl, Susan A. Zumdahl
ISBN(s): 9780547125329, 0547125321
Edition: 8
File Details: PDF, 99.59 MB
Year: 2008
Language: english
 Periodic Table of the Elements
Noble
Alkaline gases
1 earth metals Halogens 18
1A 8A

1 2
H 2 13 14 15 16 17 He
1.008 2A 3A 4A 5A 6A 7A 4.003
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
6.941 9.012 10.81 12.01 14.01 16.00 19.00 20.18
11 12 13 14 15 16 17 18
3 4 5 6 7 8 9 10 11 12
Na Mg Transition metals Al Si P S Cl Ar
22.99 24.31 26.98 28.09 30.97 32.07 35.45 39.95
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
39.10 40.08 44.96 47.88 50.94 52.00 54.94 55.85 58.93 58.69 63.55 65.38 69.72 72.59 74.92 78.96 79.90 83.80
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe

Alkali metals
85.47 87.62 88.91 91.22 92.91 95.94 (98) 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Cs Ba La* Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
132.9 137.3 138.9 178.5 180.9 183.9 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0 (209) (210) (222)
87 88 89 104 105 106 107 108 109 110 111 112 113 114 115 118
Fr Ra Ac† Rf Db Sg Bh Hs Mt Ds Rg Uub Uut Uuq Uup Uuo
(223) 226 (227) (261) (262) (263) (264) (265) (268) (271) (272)

metals nonmetals
58 59 60 61 62 63 64 65 66 67 68 69 70 71

*Lanthanides Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
140.1 140.9 144.2 (145) 150.4 152.0 157.3 158.9 162.5 164.9 167.3 168.9 173.0 175.0
90 91 92 93 94 95 96 97 98 99 100 101 102 103
† Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Actinides
232.0 (231) 238.0 (237) (244) (243) (247) (247) (251) (252) (257) (258) (259) (260)

Group numbers 1–18 represent the system recommended by the International Union
of Pure and Applied Chemistry.

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Table of Atomic Masses*
Atomic Atomic Atomic Atomic Atomic Atomic
Element Symbol Number Mass Element Symbol Number Mass Element Symbol Number Mass

Actinium Ac 89 [227]§ Gold Au 79 197.0 Praseodymium Pr 59 140.9

Aluminum Al 13 26.98 Hafnium Hf 72 178.5 Promethium Pm 61 [145]
Americium Am 95 [243] Hassium Hs 108 [265] Protactinium Pa 91 [231]
Antimony Sb 51 121.8 Helium He 2 4.003 Radium Ra 88 226
Argon Ar 18 39.95 Holmium Ho 67 164.9 Radon Rn 86 [222]
Arsenic As 33 74.92 Hydrogen H 1 1.008 Rhenium Re 75 186.2
Astatine At 85 [210] Indium In 49 114.8 Rhodium Rh 45 102.9
Barium Ba 56 137.3 Iodine I 53 126.9 Roentgenium Rg 111 [272]
Berkelium Bk 97 [247] Iridium Ir 77 192.2 Rubidium Rb 37 85.47
Beryllium Be 4 9.012 Iron Fe 26 55.85 Ruthenium Ru 44 101.1
Bismuth Bi 83 209.0 Krypton Kr 36 83.80 Rutherfordium Rf 104 [261]
Bohrium Bh 107 [264] Lanthanum La 57 138.9 Samarium Sm 62 150.4
Boron B 5 10.81 Lawrencium Lr 103 [260] Scandium Sc 21 44.96
Bromine Br 35 79.90 Lead Pb 82 207.2 Seaborgium Sg 106 [263]
Cadmium Cd 48 112.4 Lithium Li 3 6.9419 Selenium Se 34 78.96
Calcium Ca 20 40.08 Lutetium Lu 71 175.0 Silicon Si 14 28.09
Californium Cf 98 [251] Magnesium Mg 12 24.31 Silver Ag 47 107.9
Carbon C 6 12.01 Manganese Mn 25 54.94 Sodium Na 11 22.99
Cerium Ce 58 140.1 Meitnerium Mt 109 [268] Strontium Sr 38 87.62
Cesium Cs 55 132.90 Mendelevium Md 101 [258] Sulfur S 16 32.07
Chlorine Cl 17 35.45 Mercury Hg 80 200.6 Tantalum Ta 73 180.9
Chromium Cr 24 52.00 Molybdenum Mo 42 95.94 Technetium Tc 43 [98]
Cobalt Co 27 58.93 Neodymium Nd 60 144.2 Tellurium Te 52 127.6
Copper Cu 29 63.55 Neon Ne 10 20.18 Terbium Tb 65 158.9
Curium Cm 96 [247] Neptunium Np 93 [237] Thallium Tl 81 204.4
Darmstadtium Ds 110 [271] Nickel Ni 28 58.69 Thorium Th 90 232.0
Dubnium Db 105 [262] Niobium Nb 41 92.91 Thulium Tm 69 168.9
Dysprosium Dy 66 162.5 Nitrogen N 7 14.01 Tin Sn 50 118.7
Einsteinium Es 99 [252] Nobelium No 102 [259] Titanium Ti 22 47.88
Erbium Er 68 167.3 Osmium Os 76 190.2 Tungsten W 74 183.9
Europium Eu 63 152.0 Oxygen O 8 16.00 Uranium U 92 238.0
Fermium Fm 100 [257] Palladium Pd 46 106.4 Vanadium V 23 50.94
Fluorine F 9 19.00 Phosphorus P 15 30.97 Xenon Xe 54 131.3
Francium Fr 87 [223] Platinum Pt 78 195.1 Ytterbium Yb 70 173.0
Gadolinium Gd 64 157.3 Plutonium Pu 94 [244] Yttrium Y 39 88.91
Gallium Ga 31 69.72 Polonium Po 84 [209] Zinc Zn 30 65.38
Germanium Ge 32 72.59 Potassium K 19 39.10 Zirconium Zr 40 91.22

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
§
*The values given here are to four significant figures where possible. A value given in parentheses denotes the mass of the longest-lived isotope.
 e i g h t h e d i t i o n

Chemistry
Steven S. Zumdahl
University of Illinois

Susan A. Zumdahl
University of Illinois

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Chemistry, Eighth Edition © 2010 Brooks Cole, a part of Cengage Learning
Steven S. Zumdahl and Susan A. Zumdahl ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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 C o n t e n t s

To the Professor ix 3.4 Molar Mass 84

To the Student xv 3.5 Learning to Solve Problems 87
3.6 Percent Composition of Compounds 88
3.7 Determining the Formula of a Compound 90
1 Chemical Foundations 1
3.8 Chemical Equations 97
1.1 Chemistry: An Overview 3 3.9 Balancing Chemical Equations 99
1.2 The Scientific Method 5 3.10 Stoichiometric Calculations: Amounts of Reactants
CHEMICAL CONNECTIONS A Note-able and Products 102
Achievement 7 CHEMICAL CONNECTIONS High Mountains—Low
CHEMICAL CONNECTIONS Critical Units! 8 Octane 103
1.3 Units of Measurement 9 3.11 The Concept of Limiting Reagent 107
1.4 Uncertainty in Measurement 11 For Review 115 䊏 Key Terms 115 䊏 Questions and
1.5 Significant Figures and Calculations 14 Exercises 117

1.6 Dimensional Analysis 17

1.7 Temperature 21 4 Types of Chemical Reactions and
1.8 Density 24 Solution Stoichiometry 129
1.9 Classification of Matter 26
4.1 Water, the Common Solvent 130
For Review 29 䊏 Key Terms 29 䊏 Questions and
Exercises 31 4.2 The Nature of Aqueous Solutions: Strong and Weak
Electrolytes 132
CHEMICAL CONNECTIONS Arrhenius: A Man with
2 Atoms, Molecules, and Ions 39 Solutions 135

2.1 The Early History of Chemistry 40 4.3 The Composition of Solutions 136

2.2 Fundamental Chemical Laws 41 CHEMICAL CONNECTIONS Tiny Laboratories 143

2.3 Dalton’s Atomic Theory 44 4.4 Types of Chemical Reactions 144

CHEMICAL CONNECTIONS Berzelius, Selenium, and 4.5 Precipitation Reactions 145
Silicon 46 4.6 Describing Reactions in Solution 150
2.4 Early Experiments to Characterize the Atom 47 4.7 Stoichiometry of Precipitation Reactions 151
2.5 The Modern View of Atomic Structure: 4.8 Acid–Base Reactions 154
An Introduction 50 4.9 Oxidation–Reduction Reactions 161
2.6 Molecules and Ions 52 CHEMICAL CONNECTIONS Iron Zeroes in on
2.7 An Introduction to the Periodic Table 54 Pollution 162
CHEMICAL CONNECTIONS Hassium Fits Right in 56 4.10 Balancing Oxidation–Reduction Equations 166
2.8 Naming Simple Compounds 57 For Review 169 䊏 Key Terms 169 䊏 Questions and
For Review 67 䊏 Key Terms 67 䊏 Questions and Exercises 171
Exercises 69

5 Gases 180
3 Stoichiometry 76 5.1 Pressure 181
3.1 Counting by Weighing 77 5.2 The Gas Laws of Boyle, Charles, and Avogadro 183
3.2 Atomic Masses 78 5.3 The Ideal Gas Law 189
3.3 The Mole 81 5.4 Gas Stoichiometry 194

iii
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 6.6 New Energy Sources 265
CHEMICAL CONNECTIONS Farming the Wind 267
CHEMICAL CONNECTIONS Veggie Gasoline? 272
For Review 273 䊏 Key Terms 273 䊏 Questions and
Exercises 275

7 Atomic Structure and

Periodicity 284
7.1 Electromagnetic Radiation 285
7.2 The Nature of Matter 287
CHEMICAL CONNECTIONS Chemistry That Doesn’t
Leave You in the Dark 290
CHEMICAL CONNECTIONS Thin Is In 292
7.3 The Atomic Spectrum of Hydrogen 294
7.4 The Bohr Model 295
CHEMICAL CONNECTIONS Fireworks 298
7.5 The Quantum Mechanical Model of the Atom 300
7.6 Quantum Numbers 303
7.7 Orbital Shapes and Energies 305
7.8 Electron Spin and the Pauli Principle 306
7.9 Polyelectronic Atoms 308
5.5 Dalton’s Law of Partial Pressures 199 7.10 The History of the Periodic Table 309
CHEMICAL CONNECTIONS Separating Gases 201 7.11 The Aufbau Principle and the Periodic Table 312
CHEMICAL CONNECTIONS The Chemistry of Air 7.12 Periodic Trends in Atomic Properties 318
Bags 202
7.13 The Properties of a Group: The Alkali Metals 323
5.6 The Kinetic Molecular Theory of Gases 205 CHEMICAL CONNECTIONS Potassium—Too Much of a
5.7 Effusion and Diffusion 212 Good Thing Can Kill You 326
5.8 Real Gases 214 For Review 327 䊏 Key Terms 327 䊏 Questions and
5.9 Characteristics of Several Real Gases 217 Exercises 329
5.10 Chemistry in the Atmosphere 217
CHEMICAL CONNECTIONS Acid Rain: An Expensive 8 Bonding: General Concepts 339
Problem 218
8.1 Types of Chemical Bonds 341
For Review 221 䊏 Key Terms 221 䊏 Questions and
CHEMICAL CONNECTIONS No Lead Pencils 343
Exercises 223
8.2 Electronegativity 344
8.3 Bond Polarity and Dipole Moments 346
6 Thermochemistry 235 8.4 Ions: Electron Configurations and Sizes 350
6.1 The Nature of Energy 236 8.5 Energy Effects in Binary Ionic Compounds 353
6.2 Enthalpy and Calorimetry 243 8.6 Partial Ionic Character of Covalent Bonds 357
CHEMICAL CONNECTIONS Nature Has Hot 8.7 The Covalent Chemical Bond: A Model 358
Plants 246 8.8 Covalent Bond Energies and Chemical
CHEMICAL CONNECTIONS Firewalking: Magic or Reactions 361
Science? 250 8.9 The Localized Electron Bonding Model 364
6.3 Hess’s Law 251 8.10 Lewis Structures 365
6.4 Standard Enthalpies of Formation 255 CHEMICAL CONNECTIONS Nitrogen Under
6.5 Present Sources of Energy 262 Pressure 369

iv
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 8.11 Exceptions to the Octet Rule 369
8.12 Resonance 373
8.13 Molecular Structure: The VSEPR Model 378
CHEMICAL CONNECTIONS Chemical Structure and
Communication: Semiochemicals 388
For Review 391 䊏 Key Terms 391 䊏 Questions and
Exercises 392

9 Covalent Bonding: Orbitals 403

9.1 Hybridization and the Localized Electron Model 404
9.2 The Molecular Orbital Model 416
9.3 Bonding in Homonuclear Diatomic Molecules 419
9.4 Bonding in Heteronuclear Diatomic Molecules 425
9.5 Combining the Localized Electron and Molecular
Orbital Models 426
CHEMICAL CONNECTIONS What’s Hot? 427
For Review 429 䊏 Key Terms 429 䊏 Questions and
Exercises 430

11.4 The Vapor Pressures of Solutions 509

10 Liquids and Solids 438
CHEMICAL CONNECTIONS The Lake Nyos
10.1 Intermolecular Forces 440 Tragedy 510
10.2 The Liquid State 443 CHEMICAL CONNECTIONS Spray Power 512
10.3 An Introduction to Structures and Types of 11.5 Boiling-Point Elevation and Freezing-Point
Solids 445 Depression 516
CHEMICAL CONNECTIONS Smart Fluids 448 11.6 Osmotic Pressure 520
10.4 Structure and Bonding in Metals 451 11.7 Colligative Properties of Electrolyte Solutions 524
CHEMICAL CONNECTIONS Closest Packing of CHEMICAL CONNECTIONS The Drink of Champions—
M & Ms 454 Water 526
CHEMICAL CONNECTIONS What Sank the 11.8 Colloids 526
Titanic? 457
CHEMICAL CONNECTIONS Organisms and Ice
10.5 Carbon and Silicon: Network Atomic Solids 457 Formation 528
CHEMICAL CONNECTIONS Transistors and Printed For Review 528 䊏 Key Terms 528 䊏 Questions and
Circuits 464 Exercises 530
10.6 Molecular Solids 466
CHEMICAL CONNECTIONS Explosive Sniffer 467 12 Chemical Kinetics 539
10.7 Ionic Solids 468 12.1 Reaction Rates 540
10.8 Vapor Pressure and Changes of State 471 12.2 Rate Laws: An Introduction 545
10.9 Phase Diagrams 479 12.3 Determining the Form of the Rate Law 547
CHEMICAL CONNECTIONS Making Diamonds at Low
12.4 The Integrated Rate Law 551
Pressures: Fooling Mother Nature 482
12.5 Reaction Mechanisms 562
For Review 484 䊏 Key Terms 484 䊏 Questions and
Exercises 486 12.6 A Model for Chemical Kinetics 565
12.7 Catalysis 570
11 Properties of Solutions 497 CHEMICAL CONNECTIONS Automobiles: Air
Purifiers? 573
11.1 Solution Composition 498
CHEMICAL CONNECTIONS Enzymes: Nature’s
11.2 The Energies of Solution Formation 501 Catalysts 574
11.3 Factors Affecting Solubility 504 For Review 577 䊏 Key Terms 577 䊏 Questions and
CHEMICAL CONNECTIONS Ionic Liquids? 506 Exercises 580

v
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 14.9 The Effect of Structure on Acid–Base
Properties 677
14.10 Acid–Base Properties of Oxides 679
14.11 The Lewis Acid–Base Model 679
CHEMICAL CONNECTIONS Self-Destructing
Paper 682
14.12 Strategy for Solving Acid–Base Problems:
A Summary 683
For Review 684 䊏 Key Terms 684 䊏 Questions and
Exercises 688

15 Acid–Base Equilibria 697

15.1 Solutions of Acids or Bases Containing a
Common Ion 698
15.2 Buffered Solutions 701
15.3 Buffering Capacity 710
15.4 Titrations and pH Curves 713
15.5 Acid–Base Indicators 728
For Review 734 䊏 Key Terms 734 䊏 Questions and
Exercises 736

16 Solubility and Complex Ion

Equilibria 743
16.1 Solubility Equilibria and the Solubility Product 744
13 Chemical Equilibrium 593
CHEMICAL CONNECTIONS The Chemistry of
13.1 The Equilibrium Condition 594 Teeth 748
13.2 The Equilibrium Constant 597 16.2 Precipitation and Qualitative Analysis 752
13.3 Equilibrium Expressions Involving Pressures 601 16.3 Equilibria Involving Complex Ions 759
13.4 Heterogeneous Equilibria 604 For Review 764 䊏 Key Terms 764 䊏 Questions and
13.5 Applications of the Equilibrium Constant 606 Exercises 766
13.6 Solving Equilibrium Problems 615
13.7 Le Châtelier’s Principle 620 17 Spontaneity, Entropy, and Free
For Review 626 䊏 Key Terms 626 䊏 Questions and Energy 772
Exercises 628
17.1 Spontaneous Processes and Entropy 773
17.2 Entropy and the Second Law of
14 Acids and Bases 638
Thermodynamics 779
14.1 The Nature of Acids and Bases 639 CHEMICAL CONNECTIONS Entropy: An Organizing
14.2 Acid Strength 642 Force? 780
14.3 The pH Scale 647 17.3 The Effect of Temperature on Spontaneity 780
CHEMICAL CONNECTIONS Arnold Beckman, Man of 17.4 Free Energy 783
Science 648 17.5 Entropy Changes in Chemical Reactions 786
14.4 Calculating the pH of Strong Acid Solutions 650 17.6 Free Energy and Chemical Reactions 790
14.5 Calculating the pH of Weak Acid Solutions 652 17.7 The Dependence of Free Energy on Pressure 794
14.6 Bases 661 17.8 Free Energy and Equilibrium 798
CHEMICAL CONNECTIONS Amines 664 17.9 Free Energy and Work 802
14.7 Polyprotic Acids 666 For Review 804 䊏 Key Terms 804 䊏 Questions and
14.8 Acid–Base Properties of Salts 671 Exercises 807

vi
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18 Electrochemistry 816
18.1 Balancing Oxidation–Reduction Equations 817
18.2 Galvanic Cells 823
18.3 Standard Reduction Potentials 826
18.4 Cell Potential, Electrical Work, and Free Energy 833
18.5 Dependence of Cell Potential on Concentration 836
18.6 Batteries 842
CHEMICAL CONNECTIONS Fuel Cells: Portable
Energy 844
18.7 Corrosion 845
18.8 Electrolysis 847
CHEMICAL CONNECTIONS The Chemistry of Sunken
Treasure 852
18.9 Commercial Electrolytic Processes 852
For Review 858 䊏 Key Terms 858 䊏 Questions and
Exercises 861

19 The Nucleus: A Chemist’s

View 872
19.1 Nuclear Stability and Radioactive Decay 873
19.2 The Kinetics of Radioactive Decay 878
19.3 Nuclear Transformations 881 20.9 The Chemistry of Phosphorus 930
19.4 Detection and Uses of Radioactivity 883 20.10 The Group 6A Elements 932
19.5 Thermodynamic Stability of the Nucleus 887 20.11 The Chemistry of Oxygen 933
19.6 Nuclear Fission and Nuclear Fusion 890 20.12 The Chemistry of Sulfur 934
19.7 Effects of Radiation 895 20.13 The Group 7A Elements 937
CHEMICAL CONNECTIONS Future Nuclear
20.14 The Group 8A Elements 940
Power 893 For Review 942 䊏 Key Terms 942 䊏 Questions and
Exercises 945
CHEMICAL CONNECTIONS Nuclear Physics:
An Introduction 896
䊏 䊏
For Review 899
Exercises 901
Key Terms 899 Questions and
21 Transition Metals and
Coordination Chemistry 953

20 The Representative 21.1 The Transition Metals: A Survey 954

Elements 907 21.2 The First-Row Transition Metals 959
CHEMICAL CONNECTIONS Titanium Dioxide—Miracle
20.1 A Survey of the Representative Elements 908
Coating 961
20.2 The Group 1A Elements 912 21.3 Coordination Compounds 964
20.3 The Chemistry of Hydrogen 914 CHEMICAL CONNECTIONS Alfred Werner:
20.4 The Group 2A Elements 916 Coordination Chemist 968
20.5 The Group 3A Elements 918 21.4 Isomerism 969
20.6 The Group 4A Elements 919 CHEMICAL CONNECTIONS The Importance of
CHEMICAL CONNECTIONS Beethoven: Hair Is the Being cis 972
Story 921 21.5 Bonding in Complex Ions: The Localized Electron
20.7 The Group 5A Elements 922 Model 974
20.8 The Chemistry of Nitrogen 923 21.6 The Crystal Field Model 976
CHEMICAL CONNECTIONS Nitrous Oxide: Laughing CHEMICAL CONNECTIONS Transition Metal Ions Lend
Gas That Propels Whipped Cream and Cars 929 Color to Gems 979

vii
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 22.6 Natural Polymers 1033
CHEMICAL CONNECTIONS Tanning in the
Shade 1040
For Review 1048 䊏 Key Terms 1048 䊏 Questions
and Exercises 1052

Appendix 1 Mathematical
Procedures A1
A1.1 Exponential Notation A1
A1.2 Logarithms A4
A1.3 Graphing Functions A6
A1.4 Solving Quadratic Equations A7
A1.5 Uncertainties in Measurements A10

Appendix 2 The Quantitative Kinetic

Molecular Model A13
Appendix 3 Spectral Analysis A16

Appendix 4 Selected Thermodynamic

Data A19
Appendix 5 Equilibrium Constants and
Reduction Potentials A22
21.7 The Biologic Importance of Coordination A5.1 Values of Ka for Some Common Monoprotic
Complexes 982 Acids A22
CHEMICAL CONNECTIONS Supercharged Blood 986 A5.2 Stepwise Dissociation Constants for Several Common
21.8 Metallurgy and Iron and Steel Production 986
Polyprotic Acids A23
For Review 995 䊏 Key Terms 995 䊏 Questions and
A5.3 Values of Kb for Some Common Weak Bases A23
Exercises 997 A5.4 Ksp Values at 25⬚C for Common Ionic Solids A24
A5.5 Standard Reduction Potentials at 25⬚C (298K) for
22 Organic and Biological Many Common Half-Reactions A25
Molecules 1005
22.1 Alkanes: Saturated Hydrocarbons 1006 Appendix 6 SI Units and Conversion
22.2 Alkenes and Alkynes 1014 Factors A26
22.3 Aromatic Hydrocarbons 1017 Glossary A27
22.4 Hydrocarbon Derivatives 1019 Photo Credits A39
22.5 Polymers 1026
Answers to Selected Exercises A41
CHEMICAL CONNECTIONS Wallace Hume
Carothers 1027 Index A72

viii
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 To t h e P r o f e s s o r

Features of Chemistry, on oxidation states. The “half-reaction method for balancing

oxidation–reduction reactions” was moved to “Chapter 18:
Eighth Edition Electrochemistry.” We felt that it makes more sense to cover
the more complicated equations later in the text.
Conceptual learning and problem solving are fundamental to
䉴 “Chapter 15: Applications of Aqueous Equilibria” was a long
the approach of Chemistry. For the Eighth Edition, we have
extended this approach by emphasizing problem-solving strate- chapter, which dealt with difficult material. In order to make
gies within the Examples and throughout the text narrative. Our this chapter more manageable for students, we have split this
philosophy is to help students learn to think like a chemist so chapter in two: “Chapter 15: Acid–Base Equilibrium” and
that they can apply the process of problem solving to all as- “Chapter 16: Solubility and Complex Ion Equilibrium.”
pects of their lives. We give students the tools to become crit- 䉴 We have combined two chapters: “The Representative Elements:
ical thinkers: to ask questions, to apply rules and models, and Groups 1A through 4A” and “The Representative Elements:
to evaluate the outcome. It was also our mission to create a me- Groups 5A through 8A,” into one chapter to provide a more
dia program that embodies this philosophy so that when in- focused and usable treatment of descriptive chemistry.
structors and students look online for either study aids or on-
䉴 We have revised almost every figure in the textbook to better
line homework, that each resource supports the goals of the
textbook—a strong emphasis on models, real world applica- serve visual learners. Most of the glassware, orbitals, graphs,
tions, and visual learning. flowcharts, and molecules have been redrawn.
We have made extensive updates to the Eighth Edition to 䉴 We have added more macro/micro illustrations to help students
enhance the learning experience for students. Here’s what’s understand the connection between the world we see and the
new: world of atoms and molecules.
䉴 We added Problem-Solving Strategy boxes to focus students’ 䉴 We’ve add a new problem type to the end-of-chapter prob-
attention on the very important process of problem solving. lems called Connecting to Biochemistry. These problems
One of the main goals of general chemistry is to help stu- highlight organic and biological applications. This feature
dents become creative problem solvers. allows instructors to quickly locate material that will be of
particular interest to students in pre-medicine, biology, and
䉴 We added Concept Summary boxes to help students organize
other health-related fields.
their thinking about the crucial chemical concepts that they
encounter.
䉴 In “Chapter 3: Stoichiometry,” we added a new section,
Hallmarks of Chemistry
“Learning to Solve Problems,” which emphasizes the impor- 䉴 Chemistry contains numerous discussions, illustrations, and
tance of problem solving. This new section will help students exercises aimed at overcoming misconceptions. It has be-
understand that thinking their way through a problem pro- come increasingly clear from our own teaching experience
duces more long term, meaningful learning rather than sim- that students often struggle with chemistry because they mis-
ply memorizing steps, which are soon forgotten. understand many of the fundamental concepts. In this text,
we have gone to great lengths to provide illustrations and
䉴 In Chapters 3–6, we have introduced a series of questions
explanations aimed at giving students a more accurate pic-
into the in-chapter Examples to engage students in the
ture of the fundamental ideas of chemistry. In particular, we
process of problem solving. This more active approach helps
have attempted to represent the microscopic world of chem-
students think their way through the solution to the problem.
istry so that students have a picture in their minds of “what
After Chapters 3–6, we shift this responsibility back to
the atoms and molecules are doing.” The art program along
students, who have by then gained the critical-thinking skills
with the animations emphasize this goal. We have also placed
required to solve problems that are more complex.
a larger emphasis on the qualitative understanding of con-
䉴 “Chapter 4: Types of Chemical Reactions and Solution Stoi- cepts before quantitative problems are considered. Because
chiometry,” now gives a more qualitative and intuitive method using an algorithm to correctly solve a problem often masks
for balancing oxidation–reduction equations, which is based misunderstanding—when students assume they understand

ix
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x To the Professor

the material because they got the right “answer” —it is im- separate sections, in Examples and exercises, in photographs,
portant to probe their understanding in other ways. In this and in Chemical Connections.
vein, the text includes a number of Active Learning Ques-
䉴 Throughout the book a strong emphasis on models prevails.
tions at the end of each chapter that are intended for group
Coverage includes how they are constructed, how they are
discussion. It is our experience that students often learn the
tested, and what we learn when they inevitably fail. Models
most when they teach each other. Students are forced to rec-
are developed naturally, with pertinent observation always
ognize their own lack of understanding when they try and
presented first to show why a particular model was invented.
fail to explain a concept to another student.
䉴 Chemical Connections boxes present applications of chem-
䉴 With a strong problem-solving orientation, this text talks to
istry in various fields and in our daily lives. Margin notes in
students about how to approach and solve chemical prob-
the Instructor’s Annotated Edition also highlight many more
lems. We emphasize a thoughtful, logical approach rather
Chemical Connections available on the student website.
than simply memorizing procedures. In particular, an inno-
vative method is given for dealing with acid–base equilib- 䉴 We offer end-of-chapter exercises for every type of student
ria, the material the typical student finds most difficult and and for every kind of homework assignment: questions that
frustrating. The key to this approach involves first deciding promote group learning; exercises that reinforce student un-
what species are present in solution, then thinking about the derstanding; and problems that present the ultimate challenge
chemical properties of these species. This method provides with increased rigor and by integrating multiple concepts.
a general framework for approaching all types of solution We have added biochemistry problems to make the connec-
equilibria. tion for students in the course who are not chemistry majors.
䉴 The text contains almost 300 Examples, with more given in 䉴 Judging from the favorable comments of instructors and stu-
the text discussions, to illustrate general problem-solving dents who have used the Seventh Edition, the text seems to
strategies. When a specific strategy is presented it is summa- work very well in a variety of courses. We were especially
rized in a Problem-Solving Strategy box and the Example pleased that readability was cited as a key strength when stu-
that follows it reinforces the use of the strategy to solve the dents were asked to assess the text.
problem. In general, we emphasize the use of conceptual un-
derstanding to solve problems rather than an algorithm-based
approach. Supporting Materials
䉴 We have presented a thorough treatment of reactions that
occur in solution, including acid–base reactions. This material For the Instructor
appears in “Chapter 4: Types of Chemical Reactions and Supporting instructor materials are available to qualified
Solution Stoichiometry,” directly after the chapter on chem- adopters. Please consult your local Cengage Learning,
ical stoichiometry, to emphasize the connection between so- Brooks/Cole representative for details. Visit www.cengage.
lution reactions and chemical reactions in general. The early com/chemistry/zumdahl to:
presentation of this material provides an opportunity to cover
some interesting descriptive chemistry and also supports the 䉴 See samples of materials
lab, which typically involves a great deal of aqueous chem- 䉴 Request a desk copy
istry. Chapter 4 also includes oxidation–reduction reactions
and balancing by oxidation state, because a large number of 䉴 Locate your local representative
interesting and important chemical reactions involve redox 䉴 Download electronic files of the Instructor’s Resource Guide,
processes. However, coverage of oxidation–reduction is op- Instructor’s Resource Guide for Experimental Chemistry,
tional at this point and depends on the needs of a specific and other helpful materials for instructors and students.
course.
䉴 Descriptive chemistry and chemical principles are thor- PowerLecture with Diploma® Testing and JoinIn™
oughly integrated in this text. Chemical models may appear Instructor’s DVD (ISBN-10: 0-495-82989-7; ISBN-13:
sterile and confusing without the observations that stimulated 978-0-495-82989-8) PowerLecture is a one-stop digital library
their invention. On the other hand, facts without organizing and presentation tool that includes:
principles may seem overwhelming. A combination of ob- 䉴 Prepared Microsoft® PowerPoint® Lecture Slides that
servation and models can make chemistry both interesting cover all key points from the text in a convenient format with
and understandable. In the chapter on the chemistry of the art, photographs, and animations. You can enhance the slides
elements we have used tables and charts to show how prop- with your own materials or with additional interactive video
erties and models correlate. Descriptive chemistry is pre- and animations on the CD-ROM for personalized, media-
sented in a variety of ways—as applications of principles in enhanced lectures.

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 To the Professor xi

䉴 Image libraries in PowerPoint and JPEG formats that con- ISBN-10: 0-495-05099-7; ISBN-13: 978-0-495-05099-5] Devel-
tain electronic files for all text art, most photographs, and all oped at the University of Massachusetts, Amherst, and class
numbered tables in the text. These files can be used to cre- tested by tens of thousands of chemistry students, OWL is a fully
ate your own transparencies or PowerPoint lectures. customizable and flexible web-based learning system. OWL sup-
ports mastery learning and offers numerical, chemical, and con-
䉴 JoinIn “clicker” Slides: Join “clicker” questions written
textual parameterization to produce thousands of problems cor-
specifically for the use of Chemistry with the classroom re-
related to this text. The OWL system also features a database of
sponse system of your choice that allows you to seamlessly
simulations, tutorials, and exercises, as well as end-of-chapter
display student answers.
problems from the text. In addition, OWL now includes
䉴 PowerPoint slides to accompany the Inquiry Based Learn- ChemWork assignments, which help students learn key chemical
ing Guide (see Inquiry Based Learning Guide description concepts while guiding them in the process to become problem
below) solvers. (See description below.) With OWL, you get the most
widely used online learning system available for chemistry with
䉴 Complete Solutions Manual (Thomas J. Hummel, University
unsurpassed reliability and dedicated training and support. Also
of Illinois, Urbana-Champaign) The Complete Solutions
new in OWL is Go Chemistry™—27 mini video lectures cover-
Manual contains detailed solutions to all of the end-of-
ing key chemistry concepts that students can view onscreen or
chapter problems with the exception of the For Review
download to their portable video player to study on the go!
Questions, available on the student website, and a discus-
The optional e-Book in OWL includes the complete elec-
sion of the Active Learning Questions as found in the online
tronic version of the text, fully integrated and linked to OWL
Instructor’s Resource Guide. This supplement is intended
homework problems. Most e-Books in OWL are interactive and
for the instructor’s convenience.
offer highlighting, notetaking, and bookmarking features that
䉴 Sample chapters from the Student Solutions Manual and can all be saved. To view an OWL demo and for more infor-
Study Guide mation, visit www.cengage.com/owl or contact your Cengage
Learning, Brooks/Cole representative.
䉴 Instructor’s Resource Guide for the textbook and for
Experimental Chemistry
ChemWork Offered in both OWL and Enhanced WebAssign,
䉴 Diploma® Testing combines a flexible test-editing program ChemWork assignments offer students another opportunity to
with comprehensive gradebook functions for easy adminis- practice. ChemWork assignments offer students another op-
tration and tracking. With Diploma Testing, instructors can portunity to practice. These problems are designed for students
administer tests via print, network server, or the web. Ques- to use in one of two ways: to learn the problem solving process
tions can be selected based on their chapter/section, level of (while doing actual homework problems) or as a capstone
difficulty, question format, algorithmic functionality, topic, assignment to determine whether they understand how to solve
learning objective, and five levels of key words. With problems (perhaps in final preparation for an exam).
Diploma Testing you can: ChemWork assignments test students’ understanding of
core concepts from each chapter. Students who solve a partic-
• Choose from 2500 test items designed to measure the con- ular problem with no assistance can proceed directly to the an-
cepts and principles covered in the text. swer and receive congratulations. However, students who need
• Ensure that each student gets a different version of the help can get assistance through a series of hints. The proce-
problem by selecting from preprogrammed algorithmic dure for assisting students is modeled after the way teacher
questions. would help with a homework problem in his or her office. The
• Edit or author algorithmic or static questions that integrate hints are usually in the form of interactive questions that guide
into the existing bank, becoming part of the question data- students through the problem-solving process. Students cannot
base for future use. receive the right answer from the system; rather it encourages
• Choose problems designated as single-skill (easy), multi- them to continue working on the problem through this system
skill (medium), and challenging and multi-skill (hard). of multiple hints. ChemWork is chemically and numerically
• Customize tests to assess the specific content from the text. parameterized so that each student in the course receives a
• Create several forms of the same test where questions and unique set of problems.
answers are scrambled.
Enhanced WebAssign® Enhanced WebAssign, a robust, easy-
OWL: Online Web-based to-use online learning system, includes algorithmic textbook
Learning by Roberta Day problems with rich media learning resources, such as Chem-
and Beatrice Botch of the University of Massachusetts, Work assignments, tutorials, animations, and videos. Instruc-
Amherst, and William Vining of the State University of tors can create assignments from a ready-to-use database of
New York at Oneonta. [OWL Instant Access (2 Semesters) textbook questions or write and customize their own exercises

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xii To the Professor

with results recorded in its corresponding gradebook. To learn a series of questions. Go Chemistry also plays on QuickTime,
more, go to www.webassign.net/brookscole. iTunes, and iPhones. Modules are also available separately. To
purchase, enter ISBN 0-495-38228-0 at www.ichapters.com.
Instructor’s Resource Guide (Donald J. DeCoste, University
of Illinois, Urbana-Champaign) Available on the instructor OWL for General Chemistry
companion site and on PowerLecture, this downloadable man- See the above description in
ual includes suggestions for alternative ordering of topics, sug- the Instructor Support Materials section.
gested responses to Inquiry Based Learning Guide, lesson plans
of media resources correlated to sections, answers to the React Study Guide (Paul B. Kelter, Northern Illinois University)
problems from the Inquiry Based Learning Guide, a section of (ISBN-10: 0-547-16872-1; ISBN-13: 978-0-547-16872-2) Writ-
notes for teaching assistants, suggested solutions for the Active ten to be a self-study aid for students, this guide includes alter-
Learning Questions from the textbook, and amplifications of nate strategies for solving problems, supplemental explanations
strategies used in various chapters. for the most difficult material, and self-tests. There are approx-
imately 500 worked examples and 1200 practice problems (with
Instructor’s Resource Guide for Experimental Chemistry answers), designed to give students mastery and confidence.
(James Hall, University of Massachusetts, Lowell) Available
on the instructor companion site and on PowerLecture, this PDF Student Solutions Manual (Thomas J. Hummel, University of
manual contains tips on running experiments, approximate Illinois, Urbana-Champaign) (ISBN-10: 0-547-16856-X;
times for each experiment, and answers to all prelab and post- ISBN-13: 978-0-547-16856-2) This manual provides detailed
lab questions posed in the laboratory guide. solutions for half of the end-of-chapter exercises (designated
by the blue question numbers), using the strategies emphasized
Cengage Learning Custom Solutions develops personalized in the text. This supplement has been thoroughly checked for
text solutions to meet your course needs. Match your learning precision and accuracy. Answers to the For Review questions
materials to your syllabus and create the perfect learning can be found on the student website.
solution—your customized text will contain the same thought-
provoking, scientifically sound content, superior authorship, and Experimental Chemistry (James Hall, University of
stunning art that you’ve come to expect from Cengage Learning, Massachusetts, Lowell) (ISBN-10: 0-547-16854-3; ISBN-13:
Brooks/Cole texts, yet in a more flexible format. Visit www. 978-0-547-16854-8) This lab manual provides an extensively
cengage.com/custom.com to start building your book today. revised laboratory program compatible with the text. The 48
experiments present a wide variety of chemistry, and many ex-
periments offer choices of procedures. Safety is strongly em-
For the Student phasized throughout the program.
Visit the Chemistry website at www.cengage.com/chemistry/
zumdahl to see samples of select student supplements. Students Inquiry Based Learning Guide (Donald J. DeCoste, Univer-
can purchase any Cengage Learning product at your local col- sity of Illinois, Urbana-Champaign) (ISBN-10: 0-547-16871-3;
lege store or at our preferred online store, www.ichapters.com. ISBN-13: 978-0-547-16871-5) The questions and activities in
the Inquiry Based Learning Guide (IBLG) are designed to get
Student Companion Website Accessible from www.cengage. students to consider the underlying concepts involved in under-
com/chemistry/zumdahl, this site provides online study tools standing chemistry—to “think like chemists” and develop a
including practice tests, flashcards, Chemical Connections, the richer, more dynamic understanding of the content. By being
answers to the For Review questions from the textbook, and engaged in the material and needing to explain how they apply
Careers in Chemistry. it rather than just calculating an answer, students are given an
opportunity to strengthen their problem solving abilities, and
Go Chemistry™ for General Chemistry in turn instructors are given an opportunity to identify students’
[(27-Module Set) ISBN-10: 0-495-38228-0; misconceptions that may not be apparent in their answers to
ISBN-13: 978-0-495-38228-7] Go Chemistry™ is a set of easy- traditional, mathematically-based questions.
to-use essential videos that can be downloaded to your video
iPod or portable video player—ideal for the student on the go! Essential Algebra for Chemistry Students, Second Edition
Developed by award-winning chemists, these new electronic (David W. Ball, Cleveland State University) (ISBN-10: 0-495-
tools are designed to help students quickly review essential 01327-7; ISBN-13 978-0-495-01327-3) This short book is
chemistry topics. Mini video lectures include animations and intended for students who lack confidence and/or competency
problems for a quick summary of key concepts. Selected Go in their essential mathematics skills necessary to survive in
Chemistry modules have e-flashcards to briefly introduce a key general chemistry. Each chapter focuses on a specific type of
concept and then test student understanding of the basics with skill and has worked-out examples to show how these skills

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 To the Professor xiii

translate to chemical problem solving. Includes references to high standards of accuracy and clarity have resulted in great
OWL, our web-based tutorial program, offering students access improvements in the quality of the problems and solutions in
to online algebra skills exercises. this edition. In addition, we very much appreciate the work of
Christian Ray, University of Illinois, Urbana-Champaign, who
Survival Guide for General Chemistry with Math Review and wrote the new Connecting to Biochemistry end-of chapter prob-
Proficiency Questions, Second Edition (Charles H. Atwood, lems, and to Kathy Thrush Shaginaw, who contributed excellent
University of Georgia) (ISBN-10: 0-495-38751-7; ISBN-13: suggestions for revising the art illustrations in the book. We offer
978-0-495-38751-0) Intended to help students practice for special thanks to Linda Bush, who accuracy checked the text-
exams, this survival guide shows how to solve difficult problems book and solutions as well as to Gretchen Adams, University
by dissecting them into manageable chunks. The guide includes of Illinois, Urbana-Champaign, and Don DeCoste, University of
three levels of proficiency questions—A, B, and minimal—to Illinois, Urbana-Champaign, who, along with Linda Bush,
quickly build confidence as students master the knowledge they created many of the media components and who provide in-
need to succeed in the course. sights into how we can continue to provide resources that
make teaching and learning more effective and creative for
instructors and students.
For the Laboratory Thanks to others who supplied valuable assistance on this
revision, Jill Haber, Art Director; Sharon Donahue, Photo Re-
Cengage Learning, Brooks/Cole Lab Manuals We offer a searcher; Nicole Hamm, Senior Marketing Manager; and Kevin
variety of printed manuals to meet all your general chemistry Carroll, Marketing Assistant.
laboratory needs. Instructors can visit the chemistry site at We are especially thankful to all of the reviewers who par-
www.cengage.com/chemistry for a full listing and description ticipated in different aspects of the development process from
of these laboratory manuals and laboratory notebooks. All reviewing the illustrations and chapters to providing feedback
Cengage Learning lab manuals can be customized for your on the development of new features. We sincerely appreciate
specific needs. all of these suggestions.

Signature Labs . . . for the customized laboratory Signa-

ture Labs combines the resources of Brooks/Cole, CER, and
Reviewers
OuterNet Publishing to provide you unparalleled service in cre-
Reviewers of the Eighth Edition
ating your ideal customized lab program. Select the experi-
ments and artwork you need from our collection of content and Yiyan Bai, Houston Community College
imagery to find the perfect labs to match your course. Visit Carrie Brennan, Austin Peay State University
www.signaturelabs.com or contact your Cengage Learning
David A. Boyajian, Palomar College San Marcos
representative for more information.
Alexander Burin, Tulane University
Jerry Burns, Pellissippi State Technical Community
Acknowledgments College
Stuart Cohen, Horry-Georgetown Technical College
This book represents the efforts of many talented and dedicated Philip Davis, University of Tennessee at Martin
people. We particularly want to thank Charles Hartford, Pub-
William M. Davis, The University of Texas at
lisher, for his vision and oversight of the project. Charlie’s
Brownsville
knowledge of the field and his enthusiasm have contributed
immensely to the success of this text. Stephanie Dillon, Florida State University
We also want to thank Cathy Brooks, Senior Content David Evans, Coastal Carolina University
Project Manager, who did her usual miraculous job of coordinat- Leanna Giancarlo, University of Mary Washington
ing the production of an incredibly complex project with grace
Tracy A. Halmi, Penn State Erie, The Behrend College
and good humor. We also especially appreciate the dedication
of Rebecca Berardy Schwartz, Senior Developmental Editor Myung Han, Columbus State Community College
and Senior Media Editor, who managed the revision process in Carl Hoeger, University of California, San Diego
a very supportive and organized manner. Rebecca worked very Richard Jarman, College of DuPage
hard to make this edition a success.
Cathie Keenan, Chaffey College
We are especially grateful to Tom Hummel, University of
Illinois, Urbana-Champaign, who managed the revision of the Kirk Kawagoe, Fresno City College
end-of-chapter problems and the solutions manuals. Tom’s Donald P. Land, University of California, Davis
extensive experience teaching general chemistry and his Department of Chemistry

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
xiv To the Professor

Craig Martens, University of California, Irvine Jeffrey R. Appling, Clemson University

Chavonda Mills, Georgia College & State University Dave Blackburn, University of Minnesota
John Pollard, University of Arizona Robert S. Boikess, Rutgers University
Rene Rodriguez, Idaho State University Ken Carter, Truman State
Tim Royappa, University of West Florida Bette Davidowitz, University of Cape Town
Karl Sienerth, Elon University Natalie Foster, Lehigh University
Brett Simpson, Coastal Carolina University Tracy A. Halmi, Penn State Erie,
Alan Stolzenberg, West Virginia University, The Behrend College
Morgantown Carl Hoeger, University of California,
Paris Svoronos, Queensborough Community College, San Diego
CUNY Ahmad Kabbani, Lebanese American University
Brooke Taylor, Lane Community College Arthur Mar, University of Alberta
James Terner, Virginia Commonwealth University Jim McCormick, Truman State
Jackie Thomas, Southwestern College Richard Orwell, Blue Ridge Community College
David W. Thompson, College of William and Mary Jason S. Overby, College of Charleston
Edward Walters, University of New Mexico Robert D. Pike, The College of William
Darrin M. York, University of Minnesota and Mary
Noel S. Zaugg, Brigham Young University, Idaho Daniel Raferty, Purdue University
Jimmy Rogers, University of Texas,
AP Reviewers:
Arlington
Robert W. Ayton, Jr., Dunnellon High School
Raymond Scott, Mary Washington College
Connie Su, Adolfo Camarillo High School
Alan Stolzenberg, West Virginia University,
Steven Nelson, Addison Trail High School Morgantown
David Hostage, The Taft School Rashmi Venkateswaran, University of Ottawa

Reviewers of the Seventh Edition AP Reviewers:

Annis Hapkiewicz, Okemos High School
Dawood Afzal, Truman State
Tina Ohn-Sabatello, Maine Township HS East
Carol Anderson, University of Connecticut, Avery Point

Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 To t h e S t u d e n t

highlight them for you and the Examples show how these strate-

A s you jump into the study of chemistry we hope that

you will find our text helpful and interesting. Our job is to pre-
gies are applied.
After you have read and studied each chapter of the text
you’ll need to practice your problem-solving skills. To do
this we have provided plenty of review questions and end-
sent the concepts and ideas of chemistry in a way you can un-
derstand. We hope to encourage you in your studies and to help of-chapter exercises. Your instructor may assign these on
you learn to solve problems in ways you can apply in all areas paper or online; in either case, you’ll want to work with your
of your professional and personal lives. fellow students. One of the most effective ways to learn
Our main goal is to help you learn to become a truly cre- chemistry is through the exchange of ideas that comes from
ative problem solver. Our world badly needs people who can helping one another. The online homework assignments will
“think outside the box.” Our focus is to help you learn to think give you instant feedback and, in print, we have provided
like a chemist. Why would you want to do that? Chemists are answers to some of the exercises in the back of the text. In
great problem solvers. They use logic, trial and error, and in- all cases, your main goal is not just to get the correct answer,
tuition—along with lots of patience—to work through complex but to understand the process for getting the answer. Mem-
problems. Chemists make mistakes, as we all do in our lives. orizing solutions for specific problems is not a very good way
The important thing that a chemist does is to learn from the to prepare for an exam (or to solve problems in the real
mistakes and to try again. This “can do” attitude is useful in world!).
all careers. To become a great problem solver you’ll need these skills:
In this book we develop the concepts in a natural way: The 1. Look within the problem for the solution. (Let the prob-
observations come first and then we develop models to explain lem guide you.)
the observed behavior. Models help us to understand and ex-
plain our world. They are central to scientific thinking. Mod- 2. Use the concepts you have learned along with a system-
els are very useful, but they also have limitations, which we atic, logical approach to find the solution.
will point out. By understanding the basic concepts in chem- 3. Solve the problem by asking questions and learn to trust
istry we lay the foundation for solving problems. yourself to think it out.
Our main goal is to help you learn a thoughtful method of
problem solving. True learning is more than memorizing facts. You will make mistakes, but the important thing is to learn from
Truly educated people use their factual knowledge as a starting these errors. The only way to gain confidence is to practice,
point—a basis for creative problem solving. Our strategy for practice, practice and to use your mistakes to find your weak-
solving problems is explained in Section 3.5. To solve a prob- nesses. Be patient with yourself and work hard to understand
lem we ask ourselves questions, which help us think through the rather than simply memorize.
problem. We let the problem guide us to the solution. This process We hope you’ll have an interesting and successful year
can be applied to all types of problems in all areas of life. learning to think like a chemist!
As you study the text, use the Examples and the problem-
solving strategies to help you. The strategies are boxed to Steve and Susan Zumdahl

xv
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 A Guide to Chemistry, Eighth Edition
Conceptual Understanding
Conceptual learning and problem solving are fundamental to the approach of
Chemistry. The text gives students the tools to become critical thinkers: to ask
questions, to apply rules and models, and to evaluate the outcome.

8.13 䉴 Molecular Structure: The VSEPR Model

The structures of molecules play a very important role in determining their chemical prop- The authors’ emphasis on modeling (or chemical
erties. As we will see later, this is particularly important for biological molecules; a slight
change in the structure of a large biomolecule can completely destroy its usefulness to a theories) throughout the text addresses the prob-
cell or may even change the cell from a normal one to a cancerous one.
Many accurate methods now exist for determining molecular structure, the three- lem of rote memorization, by helping students
dimensional arrangement of the atoms in a molecule. These methods must be used if
precise information about structure is required. However, it is often useful to be able to
better understand and appreciate the process of
predict the approximate molecular structure of a molecule. In this section we consider a
simple model that allows us to do this. This model, called the valence shell electron-pair
scientific thinking. By stressing the limitations and
repulsion (VSEPR) model, is useful in predicting the geometries of molecules formed uses of scientific models, the authors show stu-
from nonmetals. The main postulate of this model is that the structure around a given
atom is determined principally by minimizing electron-pair repulsions. The idea here is dents how chemists think and work.
that the bonding and nonbonding pairs around a given atom will be positioned as far apart
as possible. To see how this model works, we will first consider the molecule BeCl2, which
has the Lewis structure

8.8 Covalent Bond Energies and Chemical Reactions 361

properties require that we think of a molecule as a whole, with the electrons free to move
through the entire molecule. This is called delocalization of the electrons, a concept that
will be discussed more completely in the next chapter.

Let’s Review
Fundamental Properties of Models
Let’s Review boxes help students organize 䊏 Models are human inventions, always based on an incomplete understanding
of how nature works. A model does not equal reality.

their thinking about the crucial chemical con- 䊏 Models are often wrong. This property derives from the first property. Models
are based on speculation and are always oversimplifications.
䊏 Models tend to become more complicated as they age. As flaws are
cepts that they encounter. 䊏
discovered in our models, we “patch” them and thus add more detail.
It is very important to understand the assumptions inherent in a particular
model before you use it to interpret observations or to make predictions.
Simple models usually involve very restrictive assumptions and can be
expected to yield only qualitative information. Asking for a sophisticated
explanation from a simple model is like expecting to get an accurate mass for
a diamond using a bathroom scale.
For a model to be used effectively, we must understand its strengths and
weaknesses and ask only appropriate questions. An illustration of this point is
the simple aufbau principle used to account for the electron configurations of
the elements. Although this model correctly predicts the configuration for most
atoms, chromium and copper, for example, do not agree with the predictions.
Active Learning Questions 3. The barometer below shows the level of mercury at a given at- Detailed studies show that the configurations of chromium and copper result
from complex electron interactions that are not taken into account in the simple
mospheric pressure. Fill all the other barometers with mercury
These questions are designed to be used by groups of students in class. model. However, this does not mean that we should discard the simple model
for that same atmospheric pressure. Explain your answer. that is so useful for most atoms. Instead, we must apply it with caution and not
1. Consider the following apparatus: a test tube covered with a non- expect it to be correct in every case.
permeable elastic membrane inside a container that is closed with 䊏 When a model is wrong, we often learn much more than when it is right. If a
a cork. A syringe goes through the cork. model makes a wrong prediction, it usually means we do not understand
some fundamental characteristics of nature. We often learn by making
mistakes. (Try to remember this when you get back your next chemistry test.)

Syringe
8.8 䉴 Covalent Bond Energies and
Chemical Reactions
Hg(l)
Cork In this section we will consider the energies associated with various types of bonds and
see how the bonding concept is useful in dealing with the energies of chemical reactions.
One important consideration is to establish the sensitivity of a particular type of bond to
its molecular environment. For example, consider the stepwise decomposition of methane:
Membrane
Process Energy Required (kJ/mol)

4. As you increase the temperature of a gas in a sealed, rigid con- CH4 1g2 S CH3 1g2 ⫹ H1g2 435
CH3 1g2 S CH2 1g2 ⫹ H1g2 453
CH2 1g2
tainer, what happens to the density of the gas? Would the results
S CH1g2 ⫹ H1g2 425
be the same if you did the same experiment in a container with CH1g2 S C1g2 ⫹ H1g2 339
a piston at constant pressure? (See Fig. 5.17.) Total ⫽ 1652
5. A diagram in a chemistry book shows a magnified view of a flask 1652
a. As you push down on the syringe, how does the membrane Average ⫽ ⫽ 413
of air as follows: 4
covering the test tube change?
b. You stop pushing the syringe but continue to hold it down. Although a C—H bond is broken in each case, the energy required varies in a non-
In a few seconds, what happens to the membrane? systematic way. This example shows that the C—H bond is somewhat sensitive to its

2. Figure 5.2 shows a picture of a barometer. Which of the follow-

ing statements is the best explanation of how this barometer
works?
a. Air pressure outside the tube causes the mercury to move in the
tube until the air pressure inside and outside the tube is equal.
b. Air pressure inside the tube causes the mercury to move in the
tube until the air pressure inside and outside the tube is equal.
c. Air pressure outside the tube counterbalances the weight of
The text includes a number of Active Learning
the mercury in the tube.
d. Capillary action of the mercury causes the mercury to go up
What do you suppose is between the dots (the dots represent air
molecules)?
Questions at the end of each chapter that are
the tube.
e. The vacuum that is formed at the top of the tube holds up the
a. air
b. dust intended for group discussion, since students
mercury. c. pollutants
Justify your choice, and for the choices you did not pick, explain d. oxygen often learn the most when they teach each
what is wrong with them. Pictures help! e. nothing
other.

“B efore students are ready to figure out complex problems, they need to master
simpler problems in various contortions. This approach works, and the authors’ presenta-
tion of it should have the students buying in.”
—Jerry Burns, Pellissippi State Technical Community College

xvii
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Problem Solving
This text talks to the student about how to approach and solve chemical problems,
since one of the main goals of general chemistry is to help students become creative
problem solvers. The authors emphasize a thoughtful, logical approach rather than
simply memorizing procedures.

3.5 䉴 Learning to Solve Problems

One of the great rewards of studying chemistry is to become a good problem solver. Be-
ing able to solve complex problems is a talent that will serve you well in all walks of life.
It is our purpose in this text to help you learn to solve problems in a flexible, creative way
In “Chapter 3: Stoichiometry,” the authors introduce a new
based on understanding the fundamental ideas of chemistry. We call this approach con-
ceptual problem solving. section, “Learning to Solve Problems,” which emphasizes the
The ultimate goal is to be able to solve new problems (that is, problems you have not
seen before) on your own. In this text we will provide problems and offer solutions by
explaining how to think about the problems. While the answers to these problems are
importance of problem solving. This new section helps stu-
important, it is perhaps even more important to understand the process—the thinking
necessary to get the answer. Although at first we will be solving the problem for you, do
not take a passive role. While studying the solution, it is crucial that you interactively
dents understand that thinking their way through a problem
think through the problem with us. Do not skip the discussion and jump to the answer.
Usually, the solution will involve asking a series of questions. Make sure that you under- produces more long-term, meaningful learning than simply
stand each step in the process. This active approach should apply to problems outside of
chemistry as well. For example, imagine riding with someone in a car to an unfamiliar
destination. If your goal is simply to have the other person get you to that destination,
memorizing steps, which are soon forgotten.
you will probably not pay much attention to how to get there (passive), and if you have
to find this same place in the future on your own, you will probably not be able to do it.
If, however, your goal is to learn how to get there, you would pay attention to distances,
signs, and turns (active). This is how you should read the solutions in the text (and the
text in general).
While actively studying our solutions to problems is helpful, at some point you
will need to know how to think through these problems on your own. If we help you too
much as you solve a problem, you won’t really learn effectively. If we always “drive,”
you won’t interact as meaningfully with the material. Eventually you need to learnE X Ato
Mdrive
PLE 5.7 Ideal Gas Law II
yourself. We will provide more help at the beginning of the text and less as we proceed
to later chapters. Suppose we have a sample of ammonia gas with a volume of 7.0 mL at a pressure of
There are two fundamentally different ways you might use to approach a problem. 1.68 atm. The gas is compressed to a volume of 2.7 mL at a constant temperature. Use
One way emphasizes memorization. We might call this the “pigeonholing method.” In this the ideal gas law to calculate the final pressure.
approach, the first step is to label the problem—to decide in which pigeonhole it fits. The Solution
pigeonholing method requires that we provide you with a set of steps that you memorize
and store in the appropriate slot for each different problem you encounter. The difficulty Where are we going?
with this method is that it requires a new pigeonhole each time a problem is changed by To use the ideal gas equation to determine the final pressure
10 10
even a small amount. 9 9 What do we know?
Consider the driving analogy again. Suppose you have memorized how8 to drive from 8
P1 1.68 atm P2 ?
your house to the grocery store. Do you know how to drive back from the grocery 7 store
7.0 mLto 7
your house? Not necessarily. If you have only memorized the directions6 and do not 6 V1 7.0 mL V2 2.7 mL
Pigeon holes can be used for sorting and understand fundamental principles such as “I traveled north to get to the store,5 so my house 5 What information do we need?
4 4
classifying objects like mail. is south of the store,” you may find yourself stranded. In a more complicated example,
3 3
2.7 mL Ideal gas law
2 2

1 1
PV nRT
mL mL

R 0.08206 L atm/K mol

1.68
2 3 2 3 How do we get there?
1 4 1 4
atm atm
0 5 0 5
4.4 What are the variables that change?
As pressure increases, the volume P, V
decreases.
What are the variables that remain constant?

Chapters 3–6 introduce a series of n, R, T

Write the ideal gas law, collecting the change variables on one side of the equal sign
questions into the in-chapter Examples and the variables that do not change on the other.
PV nRT
P R O B L E M - S O LV I N G S T R AT E G Y

to engage students in the process of p

Change
r
Remain constant
Empirical Formula Determination
Since n and T remain the same in this case, we can write P1V1 • and
nRT Since mass
P2V2nRT. percentage gives the number of grams of a particular element per
problem solving, such as Where are we Combining these gives 100 grams of compound, base the calculation on 100 grams of compound. Each
P1V1 nRT P2V2 or P1V1 P2V2 percent will then represent the mass in grams of that element.
going? and How do we get there? This We are given P1 1.68 atm, V1 7.0 mL, and V2 • for
2.7 mL. Solving P2 thus givesthe
Determine number of moles of each element present in 100 grams of compound
using the atomic masses of the elements present.
more active approach helps students P2 a
V1
V2
bP1 a
7.0 mL
2.7 mL
b 1.68 atm 4.4 atm
• Divide each value of the number of moles by the smallest of the values. If each
think their way through the solution to Reality Check: Does this answer make sense? The volume decreased (at constant tem-
resulting number is a whole number (after appropriate rounding), these numbers
perature), so the pressure should increase, as the result of the calculation indicates. Note
represent
that the calculated final pressure is 4.4 atm. Most gases do not behave ideally above 1 atm.the subscripts of the elements in the empirical formula.
the problem. Therefore, we might find that if we measured the pressure of this gas sample, the observed
pressure would differ slightly from 4.4 atm. t • If the numbers obtained in the previous step are not whole numbers, multiply each
number by an integer so that the results are all whole numbers.
SEE EXERCISES 5.53 AND 5.54

P R O B L E M - S O LV I N G S T R AT E G Y
Determining Molecular Formula from Empirical Formula
• Obtain the empirical formula.
Problem-Solving Strategy boxes focus stu-
• Compute the mass corresponding to the empirical formula.
dents’ attention on the very important • Calculate the ratio

process of problem solving. Molar mass

Empirical formula mass

• The integer from the previous step represents the number of empirical formula units
in one molecule. When the empirical formula subscripts are multiplied by this integer,
the molecular formula results. This procedure is summarized by the equation:

Molecular formula ⴝ 1empirical formula2 ⴛ

molar mass
empirical formula mass

“T he text gives a meaningful explanation and alternative to memorization. This ap-

proach and the explanation (to the student) of the approach will supply the "secret" of suc-
cessful problem solving abilities to all students.”
—David Boyajian, Palomar College

xviii
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
 Dynamic Art Program
Most of the glassware, orbitals, graphs, flowcharts, and molecules have been redrawn
to better serve visual learners and enhance the textbook.

The art program emphasizes molecular-level

interactions that help students visualize the
“micro-macro” connection.

+
Cl– Cl– Na
Na+

Na
Na

Cl Cl

2Na(s)
Sodium
+ Cl2(g)
Chlorine
2NaCl(s)
Sodium chloride

Figure 4.19
The reaction of solid sodium and gaseous chlorine to form solid sodium chloride.

Wash
bottle

Figure 4.10
Realistic drawings of glassware and instru- Steps involved in the preparation of a
standard aqueous solution. (a) Put a
mentation found in the lab help students weighed amount of a substance (the Volume marker
solute) into the volumetric flask, and add (calibration mark)
make real connections. a small quantity of water. (b) Dissolve the
solid in the water by gently swirling the
flask (with the stopper in place). (c) Add
Weighed
more water (with gentle swirling) until the
amount
level of the solution just reaches the mark
of solute
etched on the neck of the flask. Then mix
the solution thoroughly by inverting the
flask several times. (a) (b) (c)

– +

δ+
H H Electrostatic potential maps help stu-
O 2δ– Δ+ Δ– O dents visualize the distribution of charge
Figure 8.5
(a) The charge distribution in the water
molecule. (b) The water molecule in an
δ+
H H
in molecules.
electric field. (c) The electrostatic potential
diagram of the water molecule. (a) (b) (c)

+
Figure 8.6
(a) The structure and charge distribution 3δ– Δ–
of the ammonia molecule. The polarity
of the N—H bonds occurs because N N
H H H H
nitrogen has a greater electronegativity δ+ H δ+ Δ+ H
than hydrogen. (b) The dipole moment δ+
of the ammonia molecule oriented in an –
electric field. (c) The electrostatic potential
diagram for ammonia. (a) (b) (c)

2δ+
δ– δ–
O C O O C O
Figure 8.7
(a) The carbon dioxide molecule. (b) The
opposed bond polarities cancel out, and
the carbon dioxide molecule has no dipole
moment. (c) The electrostatic potential
diagram for carbon dioxide. (a) (b) (c)

xix
Copyright 2010 Cengage Learning, Inc. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
Another Random Scribd Document
with Unrelated Content
Albert who has done so much to refine and elevate mankind, should
have included farming in the list of his amusements,—bringing the
before despised pursuit into favour and fashion, so that now instead
of land remaining a prey to the “Henerey Browns & Co.” of life, we
find gentlemen advertising for farms in all directions, generally
stipulating that they are to be on the line of one or other of the once
derided railways.
But we are getting in advance of the times with our Major, whom
we left in the slough of despond, consequent on the coming down of
his rents. Just when things were at their worst, the first sensible
sunbeam of simplicity that ever shone upon land, appeared in the
shape of the practical, easy-working Drainage Act, an act that has
advanced agriculture more than all previous inventions and
legislation put together. But our gallant friend had his difficulties to
contend with even here.
Mr. Bullrush was opposed to it. He was fat and didn’t like trouble,
so he doubted the capacity of such a pocket companion as a pipe to
carry off the superfluous water, then he doubted the ability of the
water to get into the pipe at such a depth, above all he doubted the
ability of the tenants to pay drainage interests. “How could they if
they couldn’t pay their rents?” Of course, the tenants adopted this
view of the matter, and were all opposed to making what they called
“experiences,” at their own expense; so upon the whole, Mr. Bullrush
advised the Major to have nothing to do with it. It being, however, a
case of necessity with the Major, he disregarded Mr. Bullrush’s advice
which led to a separation, and being now a free agent, he went
boldly at the government loan, and soon scared all the snipes and
half the tenants off his estate. The water poured off in torrents; the
plump juicy rushes got the jaundice, and Mossington bog, over
which the Major used to have to scuttle on foot after his “haryers,”
became sound enough to carry a horse. Then as Mr. Bullrush rode by
and saw each dreary swamp become sound ground, he hugged
himself with the sloven’s consolation that it “wouldn’t p-a-a-y.” Pay,
however, it did, for our Major next went and got some stout horses,
and the right sort of implements of agriculture, and soon proved the
truth of the old adage, that it is better to follow a sloven than a
scientific farmer. He worked his land well, cleaned it well, and
manured it well; in which three simple operations consists the whole
science of husbandry, and instead of growing turnips for pickling, as
his predecessors seemed to do, he got great healthy Swedes that
loomed as large as his now fashionable daughter’s dresses. He grew
as many “bowels” of oats upon one acre of land as any previous
tenant had done upon three. So altogether, our Major throve, and
instead of going to Boulogne, he presently set up the Cockaded
Coach in which we saw him arrive at Tantivy Castle. Not that he
went to a coachmaker’s and said, “Build me a roomy family coach
regardless of expense,” but, finding that he couldn’t get an inside
seat along with the thirty-six yard dresses in the old chariot, he
dropped in at the sale of the late Squire Trefoil’s effects, who had
given some such order, and, under pretence of buying a shower-
bath, succeeded in getting a capital large coach on its first wheels
for ten pounds,—scarcely the value of the pole.
As a contrast to Henerey Brown and Co.‘s business-like offer for
the farm, and in illustration of the difference between buying and
selling, we append the verbose estimate of this ponderous affair.
Thus it runs—

HENRY TREFOIL, ESQ.

To CHALKER AND CHARGER COACHMAKERS, BY APPOINTMENT,
TO THE EMPEROR OF CHINA, Emperor of Morocco, the King of
Oude, the King of the Cannibal Islands, &c., &c., &c., &c.
Long Acre, London.
(Followed by all the crowns, arms, orders, flourish, and flannel,
peculiar to aristocratic tradesmen.)
 Original Size

Three hundred and ninety pounds! And to think that the whole
should come to be sold for ten sovereigns. Oh, what a falling off was
there, my coachmakers! Surely the King of the Cannibal Islands
could never afford to pay such prices as those! Verily, Sir Robert Peel
was right when he said that there was no class of tradespeople
whose bills wanted reforming so much as coachmakers. What
ridiculous price they make wood and iron assume, and what absurd
offers they make when you go to them to sell!
 CHAPTER XVI.
THE MAJOR’S MENAGE.

Original Size

A
ND first about the “haryers!”
“Five-and-thirty years master of haryers without a
subscription!”
This, we think, is rather an exaggeration, both as regards time
and money, unless the Major reckons an undivided moiety he had in
an old lady-hound called “Lavender” along with the village
blacksmith of Billinghurst when he was at school. If he so calculates,
then he would be right as to time, but wrong as to money, for the
blacksmith paid his share of the tax, and found the greater part of
the food. For thirty years, we need hardly tell the reader of sporting
literature, that the Major had been a master of harriers—for well has
he blown the horn of their celebrity during the whole of that long
period—never were such harriers for finding jack hares, and pushing
them through parishes innumerable, making them take rivers, and
run as straight as railways, putting the costly performances of the
foxhounds altogether to the blush. Ten miles from point to point,
and generally without a turn, is the usual style of thing, the last run
with this distinguished pack being always unsurpassed by any
previous performance. Season after season has the sporting world
been startled with these surprising announcements, until red-coated
men, tired of blanks and ringing foxes, have almost said, “Dash my
buttons, if I won’t shut up shop here and go and hunt with these
tremendous harriers,” while other currant-jelly gentlemen, whose
hares dance the fandango before their plodding pack, have sighed
for some of these wonderful “Jacks” that never make a curve, or
some of the astonishing hounds that have such a knack at making
them fly.
Well, but the reader will, perhaps, say it’s the blood that does it—
the Major has an unrivalled, unequalled strain of harrier blood that
nobody else can procure. Nothing of the sort! Nothing of the sort!
The Major’s blood is just anything he can get. He never misses a
chance of selling either a single hound or a pack, and has emptied
his kennel over and over again. But then he always knows where to
lay hands on more; and as soon as ever the new hounds cross his
threshold they become the very “best in the world”—better than any
he ever had before. They then figure upon paper, just as if it was a
continuous pack; and the field being under pretty good command,
and, moreover, implicated in the honour of their performances, the
thing goes on smoothly and well, and few are any the wiser. There is
nothing so popular as a little fuss and excitement, in which every
man may take his share, and this it is that makes scratch packs so
celebrated. Their followers see nothing but their perfections. They
are

“To their faults a little blind,

And to their virtues ever kind.”

At the period of which we are writing, the Major’s pack was rather
better than usual, being composed of the pick of three packs,—“cries
of dogs” rather—viz., the Corkycove harriers, kept by the
shoemakers of Waxley; the Bog-trotter harriers (four couple), kept
by some moor-edge miners; the Dribbleford dogs, upon whom
nobody would pay the tax; and of some two or three couple of
incurables, that had been consigned from different kennels on
condition of the Major returning the hampers in which they came.
The Major was open to general consignments in the canine line—
Hounds, Pointers, Setters, Terriers, &c.—not being of George the
Third’s way of thinking, who used to denounce all “presents that
eat.” He would take anything; anything, at least, except a
Greyhound, an animal that he held in mortal abhorrence. What he
liked best was to get a Lurcher, for which he soon found a place
under a pear-tree.
The Major’s huntsman, old Solomon, was coachman, shepherd,
groom, and gamekeeper, as well as huntsman, and was the
cockaded gentleman who drove the ark on the occasion of our
introduction. In addition to all this, he waited at table on grand
occasions, and did a little fishing, hay-making, and gardening in the
summer. He was one of the old-fashioned breed of servants, now
nearly extinct, who passed their lives in one family and turned their
hands to whatever was wanted. The Major, whose maxim was not to
keep any cats that didn’t catch mice, knowing full well that all
gentlemen’s servants can do double the work of their places,
provided they only get paid for it, resolved, that it was cheaper to
pay one man the wages of one-and-a-half to do the work of two
men, than to keep two men to do the same quantity; consequently,
there was very little hissing at bits and curb-chains in the Major’s
establishment, the hard work of other places being the light work, or
no work at all, of his. Solomon was the beau idéal of a harrier
huntsman, being, as the French say, d’un certain age, quiet, patient,
and a pusillanimous rider.
Now about the subscription.
It is true that the Major did not take a subscription in the common
acceptation of the term, but he took assistance in various ways, such
as a few days ploughing from one man, a few “bowels” of seed-
wheat from another, a few “bowels” of seed-oats from a third, a
lamb from a fourth, a pig from a fifth, added to which, he had all the
hounds walked during the summer, so that his actual expenses were
very little more than the tax. This he jockeyed by only returning
about two-thirds the number of hounds he kept; and as twelve
couple were his hunting maximum, his taxing minimum would be
about eight—eight couple—or sixteen hounds, at twelve shillings a-
piece, is nine pound twelve, for which sum he made more noise in
the papers than the Quorn, the Belvoir, and the Cottesmore all put
together. Indeed the old adage of “great cry and little wool,” applies
to packs as well as flocks, for we never see hounds making a great
“to-do” in the papers without suspecting that they are either good
for nothing, or that the fortunate owner wants to sell them.
With regard to horses, the Major, like many people, had but one
sort—the best in England—though they were divided into two
classes, viz., hunters and draught horses. Hacks or carriage horses
he utterly eschewed. Horses must either hunt or plough with him;
nor was he above putting his hunters into the harrows occasionally.
Hence he always had a pair of efficient horses for his carriage when
he wanted them, instead of animals that were fit to jump out of their
skins at starting, and ready to slip through them on coming home.
Clothing he utterly repudiated for carriage horses, alleging, that
people never get any work out of them after they are once clothed.
The hunters were mostly sedate, elderly animals, horses that had
got through the “morning of life” with the foxhounds, and came to
the harriers in preference to harness. The Major was always a buyer
or an exchanger, or a mixer of both, and would generally “advance a
little” on the neighbouring job-master’s prices. Then having got
them, he recruited the veterans by care and crushed corn, which,
with cutting their tails, so altered them, that sometimes their late
groom scarcely knew them again.
Certainly, if the animals could have spoken, they would have
expressed their surprise at the different language the Major held as
a buyer and as a seller; as a buyer, when like Gil Blas’ mule, he
made them out to be all faults, as a seller when they suddenly
seemed to become paragons of perfection. He was always ready for
a deal, and would accommodate matters to people’s convenience—
take part cash, part corn, part hay, part anything, for he was a most
miscellaneous barterer, and his stable loft was like a Marine Store-
dealer’s shop. Though always boasting that his little white hands
were not “soiled with trade,” he would traffic in anything (on the sly)
by which he thought he could turn a penny. His last effort in the
buying way had nearly got him into the County Court, as the
following correspondence will show, as also how differently two
people can view the same thing.
Being in town, with wheat at 80s. and barley and oats in
proportion, and consequently more plethoric in the pocket than
usual, he happened to stray into a certain great furniture mart
where two chairs struck him as being cheap. They were standing
together, and one of them was thus ticketed:

No. 8205.

2 Elizabethan chairs.

India Japanned.

43 s.

The Major took a good stare at them, never having seen any
before. Well, he thought they could not be dear at that; little more
than a guinea each. Get them home for fifty shillings, say. There was
a deal of gold, and lacker, and varnish about them. Coloured
bunches of flowers, inlaid with mother of pearl, Chinese temples,
with “insolent pig-tailed barbarians,” in pink silk jackets, with baggy
blue trowsers, and gig whips in their hands, looking after the purple
ducks on the pea-grcen lake—all very elegant.
He’d have them, dashed if he wouldn’t! Would try and swap them
for Mrs. Rocket Larkspur’s Croydon basket-carriage that the girls
wanted. Just the things to tickle her fancy. So he went into the office
and gave his card most consequentially, with a reference to Pannell,
the sadler in Spur Street, Leicestor-square, desiring that the chairs
might be most carefully packed and forwarded to him by the goods
train with an invoice by post.
When the invoice came, behold! the 43s. had changed into 86s.
“Hilloa!” exclaimed the astonished Major. This won’t do! 86s. is
twice 43s.; and he wrote off to say they had made a mistake. This
brought the secretary of the concern, Mr. Badbill, on to the scene.
He replied beneath a copious shower of arms, orders, flourish, and
flannel, that the mistake was the Major’s—that they, “never marked
their goods in pairs,” to which the Major rejoined, that they had in
this instance, as the ticket which he forwarded to Pannell for
Badbill’s inspection showed, and that he must decline the chairs at
double the price they were ticketed for.
Badbill, having duly inspected the ticket, retorted that he was
surprised at the Major’s stupidity, that two meant one, in fact, all the
world over.
The Major rejoined, that he didn’t know what the Reform Bill
might have done, but that two didn’t mean one when he was at
school; and added, that as he declined the chairs at 86s. they were
at Badhill’s service for sending for.
Badbill wrote in reply—
“We really cannot understand how it is possible, for any one to
make out that a ticket on an article includes the other that may
stand next it. Certainly the ticket you allude to referred only to the
chair on which it was placed.”
 And in a subsequent letter he claimed to have the chairs repacked
at the Major’s expense, as it was very unfair saddling them with the
loss arising entirely from the Major’s mistake.
To which our gallant friend rejoined, “that as he would neither
admit that the mistake was his, nor submit to the imputation of
unfairness, he would stick to the chairs at the price they were
ticketed at.”
Badbill then wrote that this declaration surprised them much—that
they did not for a moment think he “intentionally misunderstood the
ticket as referring to a pair of chairs, whereas it only gave the price
of one chair,” and again begged to have them back; to which the
Major inwardly responded, he “wished they might get them,” and
sent them an order for the 43s.
This was returned with expressions of surprise, that after the
explanation given, the Major should persevere in the same “course
of error,” and hoped that he would, without further delay, favour the
Co. with the right amount, for which Badbill said they “anxiously
waited,” and for which the Major inwardly said, they “might wait.”
In due time came a lithographed circular, more imposingly
flourished and flanneled than ever, stating the terms of the firm
were “cash on delivery;” and that unless the Major remitted without
further delay, he would be handed over to their solicitor, &c.; with an
intimation at the bottom, that that was the “third application”—of
which our gallant friend took no notice.
Next came a written,
“Sir,
“I am desired by this firm to inform you, that unless we hear from
you by return of post respecting the payment of our account, we
shall place the matter in the hands of our solicitors without further
notice, and regret you should have occasioned us so much trouble
through your own misunderstanding.”
Then came the climax. The Major’s solicitor went, ticket in hand,
and tendered the 43s., when the late bullying Badbill was obliged to
write as follows:—
 “It appears you are quite correct rejecting the ticket, and we are
in error. Our ticketing clerk had placed the figure in the wrong part
of the card, the figure ‘two’ referring to the number of chairs in
stock, and not as understood to signifying chairs for 43s.;” and
Badbill humorously concluded by expressing a hope that the Major
would return the chairs and continue his custom—two very unlikely
events, as we dare say the reader will think, to happen.
Such, then, was the knowing gentleman who now sought the
company of Fine Billy; and considering that he is to be besieged on
both sides, we hope to be excused for having gone a little into his
host and hostess’ pedigree and performances.
The Major wrote Billy a well-considered note, saying, that when he
could spare a few days from his lordship and the foxhounds, it would
afford Mrs. Yammerton and himself great pleasure if he would come
and pay them a visit at Yammerton Grange, and the Major would be
happy to mount him, and keep his best country for him, and show
him all the sport in his power, adding, that they had been having
some most marvellous runs lately—better than any he ever
remembered.
Now, independently of our friend Billy having pondered a good
deal on the beauty of the young lady’s eyes, he could well spare a
few days from the foxhounds, for his lordship, being quite de
Glancey-cured, and wishing to get rid of him, had had him out again,
and put him on to a more fractious horse than before, who after
giving him a most indefinite shaking, had finally shot him over his
head.
The Earl was delighted, therefore, when he heard of the Major’s
invitation, and after expressing great regret at the idea of losing our
Billy, begged he would “come back whenever it suited him:” well
knowing that if he once got him out of the house, he would be very
sly if he got in again. And so Billy, who never answered Mamma’s
repeated inquiries if there were any “Miss H’s” engaged himself to
Yammerton Grange, whither the reader will now perhaps have the
kindness to accompany him.
 CHAPTER XVII.
ARRIVAL AT YAMMERTON GRANGE.
—A FAMILY PARTY.

AILWAYS have taken the starch out of

country magnificence, as well as out of
town.
Time was when a visitor could hardly
drive up to a great man’s door in the
country in a po’chav—now it would be
considered very magnificent—a bliss, or a
one-oss fly being more likely the
Original Size conveyance. The Richest Commoner in
England took his departure from Tantivy
Castle in a one-horse fly, into which he was assisted by an immense
retinue of servants. It was about time for him to be gone for Mons.
Jean Rougier had been what he called “boxaing” with the Earl’s big
watcher, Stephen Stout, to whom having given a most elaborate
licking, the rest of the establishment were up in arms, and would
most likely have found a match for Monsieur among them. Jack—
that is to say, Mons. Jean—now kissed his hand, and grinned, and
bowed, and bon-jour’d them from the box of the fly, with all the
affability of a gentleman who has had the best of it.
Off then they ground at as good a trot as the shaky old quadruped
could raise.
It is undoubtedly a good sound principle that Major and Mrs.
Yammerton went upon, never to invite people direct from great
houses to theirs; it dwarfs little ones so. A few days ventilation at a
country inn with its stupid dirty waiters, copper-showing plate, and
wretched cookery, would be a good preparation, only no one ever
goes into an inn in England that can help it. Still, coming down from
a first-class nobleman’s castle to a third-class gentleman’s house,
was rather a trial upon the latter. Not that we mean to say anything
disrespectful of Yammerton Grange, which, though built at different
times, was good, roomy, and rough-cast, with a man-boy in brown
and yellow livery, who called himself the “Butler,” but whom the
women-servants called the “Bumbler.” The above outline will give the
reader a general idea of the “style of thing,” as the insolvent dandy
said, when he asked his creditors for a “wax candle and eau-de-
Cologne” sort of allowance. Everything at the Grange of course was
now put into holiday garb, both externally and internally—gravel
raked, garden spruced, stables strawed, &c. All the Major’s old
sheep-caps, old hare-snares, old hang-locks, old hedging-gloves,
pruning-knives, and implements of husbandry were thrust into the
back of the drawer of the passage table, while a mixed sporting and
military trophy, composed of whips, swords and pistols, radiated
round his Sunday hat against the wall above it.
The drawing-room, we need not say, underwent metamorphose,
the chairs and sofas suddenly changing from rather dirty print to
pea-green damask, the druggeted carpet bursting into cornucopias
of fruit and gay bouquets, while a rich cover of many colours
adorned the centre table, which, in turn, was covered with the
proceeds of the young ladies’ industry. The room became a sort of
exhibition of their united accomplishments. The silver inkstand
surmounted a beautiful unblemished blotting-book, fresh pens and
paper stood invitingly behind, while the little dictionary was
consigned, with other “sundries,” to the well of the ottoman.
As the finishing preparations were progressing, the Major and Mrs.
Yammerton carried on a broken discussion as to the programme of
proceedings, and as, in the Major’s opinion,

“There’s nothing can compare,

To hunting of the hare,”

he wanted to lead off with a gallope, to which Mrs. Yammerton

demurred. She thought it would be a much better plan to have a
quiet day about the place—let the girls walk Mr. Pringle up to
Prospect Hill to see the view from Eagleton Rocks, and call on Mrs.
Wasperton, and show him to her ugly girls, in return for their visit
with Mr. Giles Smith. The Major, on the contrary, thought if there was
to be a quiet day about the place, he would like to employ it in
showing Billy a horse he had to sell; but while they were in the midst
of the argument the click of front gate sneck, followed by the
vehement bow-wow-wow-wow-wow bark of the Skye terrier, Fury,
announced an arrival, and from behind a ground-feathering spruce,
emerged the shaky old horse, dragging at its tail the heavily laden
cab. Then there was such a scattering of crinoline below, and such a
gathering of cotton above, to see the gentleman alight, and such
speculations as to his Christian name, and which of the young ladies
he would do for.
“I say his name’s Harry!” whispered Sally Scuttle, the housemaid,
into Benson’s—we beg pardon—Miss Benson’s, the ladies’-maid’s ear,
who was standing before her, peeping past the faded curtains of the
chintz-room.
“I say it’s John!” replied Miss Benson, now that Mr. Pringle’s head
appeared at the window.
“I say it’s Joseph!” interposed Betty Bone, the cook, who stood
behind Sally Scuttle, at which speculation they all laughed.
“Hoot, no! he’s not a bit like Joseph,” replied Sally, eyeing Billy as
he now alighted.
“Lauk! he’s quite a young gent,” observed Bone.
“Young! to be sure!” replied Miss Henson; “you don’t s’pose we
want any old’uns here.”
“He’ll do nicely for Miss;” observed Sally.
“And why not for Miss F.?” asked Henson, from whom she had just
received an old gown.
 “Well, either,” rejoined Sally; “only Miss had the last chance.”
“Oh, curates go for nothin’!” retorted Benson; “if it had been a
captin it would have been something like.”
“Well, but there’s Miss Harriet; you never mention Miss Harriet,
why shouldn’t Miss Harriet have a chance?” interposed the cook.
“Oh. Miss Harriet must wait her turn. Let her sisters be served
first. They can’t all have him, you know, so it’s no use trying.”
Billy having entered the house, the ladies’ attention was now
directed to Monsieur.
“What a thick, plummy man he is!” observed Benson, looking
down on Rougier’s broad shoulders.
“He looks as if he got his vittles well,” rejoined Bone, wondering
how he would like their lean beef and bacon fare.
“Where will he have to sleep?” asked Sally Scuttle.
“O, with the Bumbler to be sure,” replied Bone.
“Not he!” interposed Miss Benson, with disdain. “You don’t s’pose
a reg’lar valley-de-chambre ‘ill condescend to sleep with a footman!
You don’t know them—if you think that.”
“He’s got mouse catchers,” observed Sally Scuttle, who had been
eyeing Monsieur intently.
“Ay, and a beard like a blacking brush,” whispered Bone.
“He’s surely a foreigner,” whispered Benson, as Monsieur’s, “I say!
take vell care of her!—leeaft her down j-e-a-ntly” (alluding to his
own carpet bag, in which he had a bottle of rum enveloped in
swaddling clothes of dirty linen) to the cabman, sounded upstairs.
“So he is,” replied Benson, adding, after a pause, “Well, anybody
may have him for me;”—saying which she tripped out of the room,
quickly followed by the others.
Our Major having, on the first alarm, rushed off to his dirty
Sanctum, and crowned himself with a drab felt wide-a-wake, next
snatched a little knotty dog-whip out of the trophy as he passed, and
was at the sash door of the front entrance welcoming our hero with
the full spring tide of hospitality as he alighted from his fly.
 The Major was overjoyed to see him. It was indeed kind of him,
leaving the castle to “come and visit them in their ‘umble abode.”
The Major, of course, now being on the humility tack.
“Let me take your cloak!” said he; “let me take your cap!” and,
with the aid of the Bumbler, who came shuffling himself into his
brown and yellow livery coat, Billy was eased of his wrapper, and
stood before the now thrown-open drawing-room door, just as Mrs.
Yammerton having swept the last brown holland cover off the
reclining chair, had stuffed it under the sofa cushion. She, too, was
delighted to see Billy, and thankful she had got the room ready, so
as to be able presently to subside upon the sofa, “Morning Post” in
hand, just as if she had been interrupted in her reading. The young
ladies then dropped in one by one; Miss at the passage door, Miss
Flora at the one connecting the drawing-room with the Sanctum,
and Miss Harriet again at the passage door, all divested of their
aprons, and fresh from their respective looking-glasses. The two
former, of course, met Billy as an old acquaintance, and as they did
not mean to allow Misa Harriet to participate in the prize, they just
let her shuffle herself into an introduction as best she could. Billy
wasn’t quite sure whether he had seen her before or he hadn’t. At
first he thought he had; then he thought he hadn’t; but whether he
had or he hadn’t, he knew there would be no harm in bowing, so he
just promiscuated one to her, which she acknowledged with a best
Featherey curtsey. A great cry of conversation, or rather of random
observation, then ensued; in the midst of which the Major slipped
out, and from his Sanctum he overheard Monsieur getting up much
the same sort of entertainment in the kitchen. There was such
laughing and giggling and “he-hawing” among the maids, that the
Major feared the dinner would be neglected.
The Major’s dining-room, though small, would accommodate a
dozen people, or incommode eighteen, which latter number is
considered the most serviceable-sized party in the country where
people feed off their acquaintance, more upon the debtor and
creditor system, than with a view to making pleasant parties, or
considering who would like to meet. Even when they are what they
call “alone,” they can’t be “alone,” but must have in as many
servants as they can raise, to show how far the assertion is from the
truth.
Though the Yammertons sat down but six on the present
occasion, and there were the two accustomed dumb-waiters in the
room, three live ones were introduced, viz., Monsieur, the Bumbler,
and Solomon, whose duty seemed to consist in cooling the victuals,
by carrying them about, and in preventing people from helping
themselves to what was before them, by taking the dishes off the
steady table, and presenting them again on very unsteady hands.
No one is ever allowed to shoot a dish sitting if a servant can see
it. How pleasant it would be if we were watched in all the affairs of
life as we are in eating!
Monsieur, we may observe, had completely superseded the
Bumbler, just as a colonel supersedes a captain on coming up.
“Oi am Colonel Crushington of the Royal Plungers,” proclaims the
Colonel, stretching himself to his utmost altitude.
“And I am Captain Succumber, of the Sugar-Candy Hussars,” bows
the Captain with the utmost humility; whereupon the Captain is
snuffed out, and the Colonel reigns in his stead.
“I am Monsieur Jean Rougier, valet-de-chambre to me lor Pringle,
and I sail take in de potage,—de soup,” observed Rougier, coming
down stairs in his first-class clothes, and pushing the now yellow-
legged Bumbler aside.
 Original Size

And these hobble-de-hoys never being favourites with the fair, the
maids saw him reduced without remorse.
So the dinner got set upon the table without a fight and though
Monsieur allowed the Bumbler to announce it in the drawing-room, it
was only that he might take a suck of the sherry while he was away.
But he was standing as bolt upright as a serjeant-major on parade
when “me lor” entered the dining-room with Mrs. Yammerton on his
arm, followed by the Graces, the Major having stayed behind to blow
out the composites.
They were soon settled in their places, grace said, and the assault
commenced.
 The Major was rather behind Imperial John in magnificence, for
John had got his plate in his drawing-room, while the Major still
adhered to the good old-fashioned blue and red, and gold and green
crockery ware of his youth.
Not but that both Mamma and the young ladies had often
represented to him the absolute necessity of having plate, but the
Major could never fall in with it at his price—that of German silver, or
Britannia metal perhaps.
We dare say Fine Billy would never have noticed the deficiency, if
the Major had not drawn attention to it by apologising for its
absence, and fearing he would not be able to eat his dinner without;
though we dare say, if the truth were known our readers—our male
readers at least—will agree with us, that a good, hot well-washed
china dish is a great deal better than a dull, lukewarm, hand-rubbed
silver one. It’s the “wittles” people look to, not the ware.
Then the Major was afraid his wine wouldn’t pass muster after the
Earl’s, and certainly his champagne was nothing to boast of, being
that ambiguous stuff that halts between the price of gooseberry and
real; in addition to which, the Major had omitted to pay it the
compliment of icing it, so that it stood forth in all its native
imperfection. However, it hissed, and fizzed, and popped, and
banged, which is always something exciting at all events; and as the
Major sported needle-case-shaped glasses which he had got at a
sale (very cheap we hope), there was no fear of people getting
enough to do them any harm.
Giving champagne is one of those things that has passed into
custom almost imperceptibly. Twenty, or five-and-twenty years ago,
a mid-rank-of-life person giving champagne was talked of in a very
shake-the-head, solemn, “I wish-it-may-last,” style; now everybody
gives it of some sort or other. We read in the papers the other day of
ninety dozen, for which the holder had paid £400, being sold for 13s.
6d. a doz.! What a chance that would have been for our Major. We
wonder what that had been made of.
 It was a happy discovery that giving champagne at dinner saved
other wine after, for certainly nothing promotes the conviviality of a
meeting so much as champagne, and there is nothing so melancholy
and funereal as a dinner party without it. Indeed, giving champagne
may be regarded as a downright promoter of temperance, for a
person who drinks freely of champagne cannot drink freely of any
other sort of wine after it: so that champagne may be said to have
contributed to the abolition of the old port-wine toping wherewith
our fathers were wont to beguile their long evenings. Indeed, light
wines and London clubs have about banished inebriety from
anything like good society. Enlarged newspapers, too, have
contributed their quota, whereby a man can read what is passing in
all parts of the world, instead of being told whose cat has kittened in
his own immediate neighbourhood.—With which philosophical
reflections, let us return to our party.
Although youth is undoubtedly the age of matured judgment and
connoisseurship in everything, and Billy was quite as knowing as his
neighbours, he accepted the Major’s encomiums on his wine with all
the confidence of ignorance, and, what is more to the purpose, he
drank it. Indeed, there was nothing faulty on the table that the
Major didn’t praise, on the old horse-dealing principle of lauding the
bad points, and leaving the good ones to speak for themselves. So
the dinner progressed through a multiplicity of dishes; for, to do the
ladies justice, they always give good fare:—it is the men who treat
their friends to mutton-chops and rice puddings.
Betty Bone, too, was a noble-hearted woman, and would
undertake to cook for a party of fifty,—roasts, boils, stews, soups,
sweets, savouries, sauces, and all! And so what with a pretty girl
along side of him, and two sitting opposite, Billy did uncommonly
well, and felt far more at home than he did at Tantivy Castle with the
Earl and Mrs. Moffatt, and the stiff dependents his lordship brought
in to dine.
The Major stopped Billy from calling for Burgundy after his cheese
by volunteering a glass of home-brewed ale, “bo-bo-bottled,” he
said, “when he came of age,” though, in fact, it had only arrived
from Aloes, the chemist’s, at Hinton, about an hour before dinner.
This being only sipped, and smacked, and applauded, grace was
said, the cloth removed, the Major was presently assuring Billy, in a
bumper of moderate juvenile port, how delighted he was to see him,
how flattered he felt by his condescension in coming to visit him at
his ‘umble abode, and how he ‘oped to make the visit agreeable to
him. This piece of flummery being delivered, the bottles and dessert
circulated, and in due time the ladies retired, the Misses to the
drawing-room, Madam to the pantry, to see that the Bumbler had
not pocketed any of the cheese-cakes or tarts, for which, boy-like,
he had a propensity.

****
The Major, we are ashamed to say, had no mirror in his drawing-
room, wherein the ladies could now see how they had been looking;
so, of course, they drew to that next attraction—the fire, which
having duly stirred, Miss Yammerton and Flora laid their heads
together, with each a fair arm resting on the old-fashioned grey-
veined marble mantel-piece, and commenced a very laughing,
whispering conversation. This, of course, attracted Miss Harriet, who
tried first to edge in between them, and then to participate at the
sides; but she was repulsed at all points, and at length was told by
Miss Yammerton to “get away!” as she had “nothing to do with what
they were talking about.”
“Yes I have,” pouted Miss Harriet, who guessed what the
conversation was about.
“No, you haven’t,” retorted Miss Flora.
“It’s between Flora and me,” observed Miss Yammerton dryly, with
an air of authority.
“Well, but that’s not fair!” exclaimed Miss Harriet.
“Yes it is!” replied Miss Yammerton, throwing up her head.
“Yes it is!” asserted Miss Flora, supporting her elder sister’s
assertion.
 “No, it’s not!” retorted Miss Harriet.
“You weren’t there at the beginning,” observed Miss Yammerton,
alluding to the expedition to Tantivy Castle.
“That was not my fault,” replied Miss Harriet, firmly; “Pa would go
in the coach.”
“Never mind, you were not there,” replied Miss Yammerton tartly.
“Well, but I’ll ask mamma if that’s fair?” rejoined Miss Harriet,
hurrying out of the room.
 CHAPTER XVIII.
A LEETLE, CONTRETEMPS.

T
HE Major having inducted his guest into one of those
expensive articles of dining-room furniture, an easy chair—
expensive, inasmuch as they cause a great consumption of
candles, by sending their occupants to sleep,—now set a little
round table between them, to which having transferred the biscuits
and wine, he drew a duplicate chair to the fire for himself, and,
sousing down in it, prepared for a tête-à-tête chat with our friend.
He wanted to know what Lord Ladythorne said of him, to sound Billy,
in fact, whether there was any chance of his making him a
magistrate. He also wanted to find out how long Billy was going to
stay in the country, and see whether there was any chance of selling
him a horse; so he led up to the points, by calling upon Billy to fill a
bumper to the “Merry haryers,” observing casually, as he passed the
bottle, that he had now kept them “five-and-thirty years without a
subscription, and was as much attached to the sport as ever.” This
toast was followed by the foxhounds and Lord Ladythorne’s health,
which opened out a fine field for general dissertation and sounding,
commencing with Mr. Boggledike, who, the Major not liking, of
course, he condemned; and Mrs. Pringle having expressed an
adverse opinion of him too, Billy adopted their ideas, and agreed
that he was slow, and ought to be drafted.
With his magisterial inquiry the Major was not so fortunate, his
lordship being too old a soldier to commit himself before a boy like
Billy; and the Major, after trying every meuse, and every twist, and
every turn, with the proverbial patience and pertinacity of a hare-
hunter, was at length obliged to whip off and get upon his horses.
When a man gets upon his horses, especially after dinner, and that
man such an optimist as the Major, there is no help for it but either
buying them in a lump or going to sleep; and as we shall have to
endeavour to induce the reader to accompany us through the
Major’s stable by-and-bye, we will leave Billy to do which he pleases,
while we proceed to relate what took place in another part of the
house. For this purpose, it will be necessary to “ease her—back her,”
as the Thames steamboat boys say, our story a little to the close of
the dinner.
Monsieur Jean Rougier having taken the general bearings of the
family as he stood behind “me lor Pringle’s” chair, retired from active
service on the coming in of the cheese, and proceeded to Billy’s
apartment, there to arrange the toilette table, and see that
everything was comme il faut. Billy’s dirty boots, of course, he took
downstairs to the Bumbler to clean, who, in turn, put them off upon
Solomon.
Very smart everything in the room was. The contents of the
gorgeous dressing-case were duly displayed on the fine white
damask cloth that covered the rose-colour-lined muslin of the
gracefully-fringed and festooned toilette cover, whose flowing
drapery presented at once an effectual barrier to the legs, and
formed an excellent repository for old crusts, envelopes, curlpapers,
and general sweepings. Solid ivory hair-brushes, with tortoiseshell
combs, cosmetics, curling fluids, oils and essences without end,
mingled with the bijouterie and knick-nacks of the distinguished
visitor. Having examined himself attentively in the glass, and spruced
up his bristles with Billy’s brushes, Jack then stirred the fire,
extinguished the toilette-table candle, which he had lit on coming in,
and produced a great blue blouse from the bottom drawer of the
wardrobe, in which, having enveloped himself in order to prevent his
fine clothes catching dust, he next crawled backwards under the
bed. He had not lain there very long ere the opening and shutting of
downstairs doors, with the ringing of a bell, was followed by the
rustling of silks, and the light tread of airy steps hurrying along the
passage, and stopping at the partially-opened door. Presently
increased light in the apartment was succeeded by less rustle and
tip-toe treads passing the bed, and making up to the looking-glass.
The self-inspection being over, candles were then flashed about the
room in various directions; and Jack having now thrown all his
energies into his ears, overheard the following hurried sotto voce
exclamations:—
First Voice. “Lauk! what a little dandy it is!”
Second Voice. “Look, I say! look at his boots—one, two, three,
four, five, six, seven, eight, nine, ten: ten pair, as I live, besides jacks
and tops.”

Original Size
 First Voice. “And shoes in proportion,” the speaker running her
candle along the line of various patterned shoes.
Second Voice. (Advancing to the toilette-table). “Let’s look at his
studs. Wot an assortment! Wonder if those are diamonds or paste he
has on.”
First Voice. “Oh, diamonds to be sure” (with an emphasis on
diamonds). “You don’t s’pose such a little swell as that would wear
paste. See! there’s a pearl and diamond ring. Just fits me, I do
declare,” added she, trying it on.
Second Voice. “What beautiful carbuncle pins!”
First Voice. “Oh. what studs!”
Second Voice. “Oh. what chains!”
First Voice. “Oh, what pins!”
Second Voice. “Oh, what a love of a ring!” And so the ladies
continued, turning the articles hastily over. “Oh, how happy he must
be,” sighed a languishing voice, as the inspection proceeded.
“See! here’s his little silver shaving box,” observed the first
speaker, opening it.
“Wonder what he wants with a shaving box,—got no more beard
than I have,” replied the other, taking up Billy’s badger-hair shaving-
brush, and applying it to her own pretty chin.
“Oh! smell what delicious perfume!” now exclaimed the discoverer
of the shaving-box. “Essence of Rondeletia, I do believe! No, extrait
de millefleurs,” added she, scenting her ‘kerchief with some.
Then there was a hurried, frightened “hush!” followed by a “Take
care that ugly man of his doesn’t come.”
“Did you ever see such a monster!” ejaculated the other earnestly.
“Kept his horrid eyes fixed upon me the whole dinner,” observed
the first speaker.
“Frights they are,” rejoined the other.
“He must keep him for a foil,” suggested the first.
 “Let’s go, or we’ll be caught!” replied the alarmist; and forthwith
the rustling of silks was resumed, the candles hurried past, and the
ladies tripped softly out of the room, leaving the door ajar, with Jack
under the bed to digest their compliments at his leisure.

****
But Monsieur was too many for them. Miss had dropped her glove
at the foot of the bed, which Jack found on emerging from his hiding
place, and waiting until he had the whole party reassembled at tea,
he walked majestically into the middle of the drawing-room with it
extended on a plated tray, his “horrid eyes” combining all the venom
of a Frenchman with the hauteur of an Englishman, and inquired, in
a loud and audible voice, “Please, has any lady or shentleman lost its
glo-o-ve?”
“Yes, I have!” replied Miss, hastily, who had been wondering
where she had dropped it.
“Indeed, marm,” replied Monsieur, bowing and presenting it to her
on the tray, adding, in a still louder voice, “I found it in Monsieur
Pringle’s bed-room.” And Jack’s flashing eye saw by the brightly
colouring girls which were the offenders.
Very much shocked was Mamma at the announcement; and the
young ladies were so put about, that they could scarcely compose
themselves at the piano, while Miss Harriet’s voice soared exultingly
as she accompanied herself on her harp.
 CHAPTER XIX.
THE MAJOR’S STUD.

M
RS. Yammerton carried the day, and the young ladies carried
paper-booted Billy, or rather walked him up to Mrs.
Wasperton’s at Prospect Hill, and showed him the ugly girls,
and also the beautiful view from Eagleton Rocks, over the
wide-spreading vale of Vernerley beyond, which, of course, Billy
enjoyed amazingly, as all young gentlemen do enjoy views under
such pleasant circumstances. Perhaps he might have enjoyed it
more, if two out of three of the dear charmers had been absent, but
then things had not got to that pass, and Mamma would not have
thought it proper—at least, not unless she saw her way to a very
decided preference—which, of course, was then out of the question.
Billy was a great swell, and the “chaws” who met him stared with
astonishment at such an elegant parasol’d exquisite, picking his way
daintily along the dirty, sloppy, rutty lanes. Like all gentlemen in
similar circumstances, he declared his boots “wouldn’t take in wet.”
Of course, Mamma charged the girls not to be out late, an
injunction that applied as well to precaution against the night air, as
to the importance of getting Billy back by afternoon stable time,
when the Major purposed treating him to a sight of his stud, and
trying to lay the foundation of a sale.
Perhaps our sporting readers would like to take a look into the
Major’s stable before he comes with his victim, Fine Billy. If so, let
them accompany us; meanwhile our lady friends can skip the
chapter if they do not like to read about horses—or here; if they will
step this way, and here comes the Dairymaid, they can look at the
cows: real Durham short-horns, with great milking powers and most
undeniable pedigrees. Ah, we thought they would tickle your fancy.
The cow is to the lady, what the horse is to the gentleman, or, on
the score of usefulness, what hare-hunting is to fox-hunting—or
shooting to hunting. Master may have many horses pulled
backwards out of his stable without exciting half the commiseration
among the fair, that the loss of one nice quiet milk-giving cushy cow
affords. Cows are friendly creatures. They remember people longer
than almost any other animal, dogs not excepted. Well, here are four
of them, Old Lily, Strawberry Cream, Red Rose, and Toy; the house
is clean and sweet, and smells of milk, and well-made hay, instead
of the nasty brown-coloured snuff-smelling stuff that some people
think good enough for the poor cow.
The Major is proud of his cows, and against the whitewashed wall
he has pasted the description of a perfect one, in order that people
may compare the originals with the portrait. Thus it runs:—

She’s long in the face, she’s fine in the horn,

She’ll quickly get fat without cake or corn;
She’s clean in her jaws, and full in her chine,
She’s heavy in flank, and wide in her loin;
She’s broad in her ribs, and long in her rump,
A straight and flat back without ever a hump;
She’s wide in her hips, and calm in her eyes,
She’s fine in her shoulders, and thin in her thighs;
She’s light in her neck, and small in her tail,
She’s wide at the breast, and good at the pail.
She’s fine in her bone and silky of skin.
She’s a grazier’s without, and a butcher’s within.

Now for the stable; this way, through the saddle-room, and mind
the whitening on the walls. Stoop yonr head, for the Major being low
himself, has made the door on the principle of all other people being
low too. There, there you are, you see, in a stable as neat and clean
as a London dealer’s; a Newmarket straw plait, a sanded floor with a
roomy bench against the wall on which the Major kicks his legs and
stutters forth the merits of his steeds. They are six in number, and
before he comes we will just run the reader through the lot, with the
aid of truth for an accompaniment.
This grey, or rather white one next the wall, White Surrey, as he
calls him, is the old quivering tailed horse he rode on the de Glancey
day, and pulled up to save, from the price-depressing inconvenience
of being beat. He is eighteen years old, the Major having got him
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