Engineering Fundamentals and Problem Solving, 8th Edition Arvid R. Eide
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About This Presentation
Engineering Fundamentals and Problem Solving, 8th Edition Arvid R. Eide
Engineering Fundamentals and Problem Solving, 8th Edition Arvid R. Eide
Engineering Fundamentals and Problem Solving, 8th Edition Arvid R. Eide
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Page i
Engineering Fundamentals &
Problem Solving
Arvid R. Eide
Iowa State University
Steven K. Mickelson
Iowa State University
Cheryl L. Eide
Iowa State University
Roland D. Jenison
Iowa State University
Larry L. Northup
Iowa State University
Eighth Edition
Engineering Fundamentals &
Problem Solving
Arvid R. Eide
Iowa State University
Steven K. Mickelson
Iowa State University
Cheryl L. Eide
Iowa State University
Roland D. Jenison
Iowa State University
Larry L. Northup
Iowa State University
Eighth Edition
Page ii
ENGINEERING FUNDAMENTALS AND PROBLEM SOLVING
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New
York, NY 10019. Copyright ©2023 by McGraw Hill LLC. All rights
reserved. Printed in the United States of America. No part of this
publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior
written consent of McGraw Hill LLC, including, but not limited to, in
any network or other electronic storage or transmission, or broadcast
for distance learning.
Some ancillaries, including electronic and print components, may
not be available to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LKV 27 26 25 24 23 22
ISBN 978-1-265-14055-7
MHID 1-265-14055-3
Cover Image: Liu zishan/Shutterstock
All credits appearing on page or at the end of the book are
considered to be an extension of the copyright page.
The Internet addresses listed in the text were accurate at the time of
publication. The inclusion of a website does not indicate an
endorsement by the authors or McGraw Hill LLC, and McGraw Hill
ENGINEERING FUNDAMENTALS AND PROBLEM SOLVING
Published by McGraw Hill LLC, 1325 Avenue of the Americas, New
York, NY 10019. Copyright ©2023 by McGraw Hill LLC. All rights
reserved. Printed in the United States of America. No part of this
publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior
written consent of McGraw Hill LLC, including, but not limited to, in
any network or other electronic storage or transmission, or broadcast
for distance learning.
Some ancillaries, including electronic and print components, may
not be available to customers outside the United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LKV 27 26 25 24 23 22
ISBN 978-1-265-14055-7
MHID 1-265-14055-3
Cover Image: Liu zishan/Shutterstock
All credits appearing on page or at the end of the book are
considered to be an extension of the copyright page.
The Internet addresses listed in the text were accurate at the time of
publication. The inclusion of a website does not indicate an
endorsement by the authors or McGraw Hill LLC, and McGraw Hill
LLC does not guarantee the accuracy of the information presented at
these sites.
mheducation.com/highered
these sites.
mheducation.com/highered
Page iii
Contents
1 The Engineering Profession
1.1 An Engineering Career
1.2 The Technology Team
1.3 The Engineering Profession
1.4 The Engineering Functions
1.5 The Engineering Disciplines
1.6 Conclusion
2 Education for Engineering
2.1 Education for Engineering
2.2 The Engineer as a Professional
2.3 Conclusion
3 Introduction to Engineering Design
3.1 An Introduction to Engineering Design
3.2 The Design Process
Contents
1 The Engineering Profession
1.1 An Engineering Career
1.2 The Technology Team
1.3 The Engineering Profession
1.4 The Engineering Functions
1.5 The Engineering Disciplines
1.6 Conclusion
2 Education for Engineering
2.1 Education for Engineering
2.2 The Engineer as a Professional
2.3 Conclusion
3 Introduction to Engineering Design
3.1 An Introduction to Engineering Design
3.2 The Design Process
3.3 Design and the Customer
3.4 The Nature of Engineering Design
3.5 Experiencing the Design Process in Education
3.6 Design Opportunities and Challenges of the Future
4 Engineering Solutions
4.1 Introduction
4.2 Problem Analysis
4.3 The Engineering Method
4.4 Problem Presentation
4.5 Standards of Problem Presentation
5 Representation of Technical Information
5.1 Introduction
5.2 Collecting and Recording Data
5.3 General Graphing Procedures
5.4 Empirical Functions
5.5 Curve Fitting
5.6 Method of Selected Points and Least Squares
5.7 Empirical Equations: Linear
5.8 Empirical Equations: Power Curves
5.9 Empirical Equations: Exponential Curves
Page iv
3.4 The Nature of Engineering Design
3.5 Experiencing the Design Process in Education
3.6 Design Opportunities and Challenges of the Future
4 Engineering Solutions
4.1 Introduction
4.2 Problem Analysis
4.3 The Engineering Method
4.4 Problem Presentation
4.5 Standards of Problem Presentation
5 Representation of Technical Information
5.1 Introduction
5.2 Collecting and Recording Data
5.3 General Graphing Procedures
5.4 Empirical Functions
5.5 Curve Fitting
5.6 Method of Selected Points and Least Squares
5.7 Empirical Equations: Linear
5.8 Empirical Equations: Power Curves
5.9 Empirical Equations: Exponential Curves
Page iv
6 Engineering Measurements and Estimations
6.1 Introduction
6.2 Measurements: Accuracy and Precision
6.3 Measurements: Significant Digits
6.4 Errors
6.5 Estimations
7 Dimensions, Units, and Conversions
7.1 Introduction
7.2 Progress in the United States toward Metrification
7.3 Physical Quantities
7.4 Dimensions
7.5 Units
7.6 SI Units and Symbols
7.7 Rules for Using SI Units
7.8 U.S. Customary and Engineering Systems
7.9 Conversion of Units
7.10 Celsius, Fahrenheit, and Absolute Scales
8 Introduction to Engineering Economics
8.1 Introduction
8.2 Simple and Compound Interest
8.3 Cash-Flow Diagram
8.4 Present Worth and Future Worth
6.1 Introduction
6.2 Measurements: Accuracy and Precision
6.3 Measurements: Significant Digits
6.4 Errors
6.5 Estimations
7 Dimensions, Units, and Conversions
7.1 Introduction
7.2 Progress in the United States toward Metrification
7.3 Physical Quantities
7.4 Dimensions
7.5 Units
7.6 SI Units and Symbols
7.7 Rules for Using SI Units
7.8 U.S. Customary and Engineering Systems
7.9 Conversion of Units
7.10 Celsius, Fahrenheit, and Absolute Scales
8 Introduction to Engineering Economics
8.1 Introduction
8.2 Simple and Compound Interest
8.3 Cash-Flow Diagram
8.4 Present Worth and Future Worth
8.5 Annual Worth and Gradients
8.6 Summary Table
9 Economics: Decision Making
9.1 Economic Decision Making
9.2 Depreciation and Taxes
10 Statistics
10.1 Introduction
10.2 Frequency Distribution
10.3 Measures of Central Tendency
10.4 Measures of Variation
10.5 Linear Regression
10.6 Coefficient of Correlation
Page v
11 Inferential Statistics and Decision Making
11.1 Inferential Statistics
11.2 Experimental Design
11.3 Sampling
11.4 Use of Various Distributions
11.5 Level of Significance and Confidence Intervals
12 Mechanics: Statics
8.6 Summary Table
9 Economics: Decision Making
9.1 Economic Decision Making
9.2 Depreciation and Taxes
10 Statistics
10.1 Introduction
10.2 Frequency Distribution
10.3 Measures of Central Tendency
10.4 Measures of Variation
10.5 Linear Regression
10.6 Coefficient of Correlation
Page v
11 Inferential Statistics and Decision Making
11.1 Inferential Statistics
11.2 Experimental Design
11.3 Sampling
11.4 Use of Various Distributions
11.5 Level of Significance and Confidence Intervals
12 Mechanics: Statics
12.1 Introduction
12.2 Scalars and Vectors
12.3 Forces
12.4 Types of Force Systems
12.5 Transmissibility
12.6 Resolution of Forces
12.7 Moments
12.8 Free-Body Diagrams
12.9 Equilibrium
13 Mechanics: Strength of Materials
13.1 Introduction
13.2 Stress
13.3 Strain
13.4 Modulus of Elasticity
13.5 Design Stress
13.6 Stress Concentration
14 Material Balance
14.1 Introduction
14.2 Conservation of Mass
14.3 Processes
14.4 A Systematic Approach
15 Energy Sources and Alternatives
12.2 Scalars and Vectors
12.3 Forces
12.4 Types of Force Systems
12.5 Transmissibility
12.6 Resolution of Forces
12.7 Moments
12.8 Free-Body Diagrams
12.9 Equilibrium
13 Mechanics: Strength of Materials
13.1 Introduction
13.2 Stress
13.3 Strain
13.4 Modulus of Elasticity
13.5 Design Stress
13.6 Stress Concentration
14 Material Balance
14.1 Introduction
14.2 Conservation of Mass
14.3 Processes
14.4 A Systematic Approach
15 Energy Sources and Alternatives
15.1 Introduction
15.2 Fossil Fuels
15.3 Finite Supply of Fossil Fuels
15.4 Major Areas of Energy Consumption in the United States
15.5 Alternate Energy Sources
16 Fundamental Energy Principles
16.1 Introduction to Thermodynamics
16.2 Stored Energy
16.3 Energy in Transit
16.4 First Law of Thermodynamics: The Conservation of Energy
16.5 Second Law of Thermodynamics
16.6 Efficiency
16.7 Power
16.8 Refrigeration Cycles
Page vi
17 Electrical Theory
17.1 Introduction
17.2 Structure of Electricity
17.3 Static Electricity
17.4 Electric Current
17.5 Electric Potential
15.2 Fossil Fuels
15.3 Finite Supply of Fossil Fuels
15.4 Major Areas of Energy Consumption in the United States
15.5 Alternate Energy Sources
16 Fundamental Energy Principles
16.1 Introduction to Thermodynamics
16.2 Stored Energy
16.3 Energy in Transit
16.4 First Law of Thermodynamics: The Conservation of Energy
16.5 Second Law of Thermodynamics
16.6 Efficiency
16.7 Power
16.8 Refrigeration Cycles
Page vi
17 Electrical Theory
17.1 Introduction
17.2 Structure of Electricity
17.3 Static Electricity
17.4 Electric Current
17.5 Electric Potential
17.6 Simple Electric Circuits
17.7 Resistance
17.8 DC Circuit Concepts
17.9 DC Electric Power
17.10 Terminal Voltage
17.11 Kirchhoff’s Laws
17.12 Mesh Currents
18 Flowcharts
18.1 Introduction
18.2 Flowcharting
Appendices
A. Part 1 Unit Conversions
Part 2 Unit Prefixes
Part 3 Physical Constants
Part 4 Approximate Specific Gravities and Densities
B. Greek Alphabet
C. Chemical Elements
D. NSPE Code of Ethics for Engineers
E. Areas under the Standard Normal Curve from 0 to z
F. Part 1 Selected Algebra Topics
Part 2 Selected Trigonometry Topics
Answers to Selected Problems
Index
17.7 Resistance
17.8 DC Circuit Concepts
17.9 DC Electric Power
17.10 Terminal Voltage
17.11 Kirchhoff’s Laws
17.12 Mesh Currents
18 Flowcharts
18.1 Introduction
18.2 Flowcharting
Appendices
A. Part 1 Unit Conversions
Part 2 Unit Prefixes
Part 3 Physical Constants
Part 4 Approximate Specific Gravities and Densities
B. Greek Alphabet
C. Chemical Elements
D. NSPE Code of Ethics for Engineers
E. Areas under the Standard Normal Curve from 0 to z
F. Part 1 Selected Algebra Topics
Part 2 Selected Trigonometry Topics
Answers to Selected Problems
Index
Page vii
Preface
To the Student
As you begin the study of engineering no doubt you are filled with
enthusiasm, curiosity, and a desire to succeed. Your first year will be
spent primarily in establishing a solid foundation in mathematics,
basic sciences, and communications. Also, you will be introduced to
selected engineering topics that will demonstrate how engineers
approach problem solving, arrive at correct solutions, and interface
with other engineering professionals and the general public to
implement the solutions. You will see how mathematics, science, and
communications provide the means to solve problems and convey
the solutions in a manner that can be clearly understood and quickly
verified by the appropriate persons. Next, you will discover the need
for more in-depth study in many engineering subjects in order to
solve increasingly complex problems. We believe the material
presented in this book will provide you with a fundamental
understanding of how engineers function in today’s technological
world. After your study of topics in this text, we believe you will be
eager to enter the advanced engineering subjects in your chosen
discipline, confident that you will successfully achieve your
educational goals. You will also find profiles of practicing engineers
who were in your shoes a few years ago. They will show the result of
your hard work will result in amazing careers.
To the Instructor
Preface
To the Student
As you begin the study of engineering no doubt you are filled with
enthusiasm, curiosity, and a desire to succeed. Your first year will be
spent primarily in establishing a solid foundation in mathematics,
basic sciences, and communications. Also, you will be introduced to
selected engineering topics that will demonstrate how engineers
approach problem solving, arrive at correct solutions, and interface
with other engineering professionals and the general public to
implement the solutions. You will see how mathematics, science, and
communications provide the means to solve problems and convey
the solutions in a manner that can be clearly understood and quickly
verified by the appropriate persons. Next, you will discover the need
for more in-depth study in many engineering subjects in order to
solve increasingly complex problems. We believe the material
presented in this book will provide you with a fundamental
understanding of how engineers function in today’s technological
world. After your study of topics in this text, we believe you will be
eager to enter the advanced engineering subjects in your chosen
discipline, confident that you will successfully achieve your
educational goals. You will also find profiles of practicing engineers
who were in your shoes a few years ago. They will show the result of
your hard work will result in amazing careers.
To the Instructor
Engineering courses for first-year students cover a wide range of
topics from an overview of the engineering profession to discipline-
specific subjects. A broad set of course goals, including coverage of
prerequisite material, motivation, and retention, have spawned a
variety of first-year activity. Courses in introductory engineering and
problem solving routinely utilize spreadsheets and mathematical
solvers in addition to teaching the rudiments of a computer
language. The Internet has become a major instructional tool,
providing a wealth of data to supplement your class notes and
textbooks. This eighth edition continues the authors’ intent to
introduce the profession of engineering and to provide students with
many of the tools and techniques needed to succeed.
The eighth edition of this text draws on the experiences the
authors have encountered with the first seven editions and
incorporates many excellent suggestions from faculty and students
using the text. Over the past 40+ years the fundamentals of problem
solving have remained nearly the same, but the numerical tools and
presentation techniques have improved tremendously. Therefore our
general objectives remain the same for this eighth edition, and we
have concentrated on new and emerging problems like microplastics
pollution and desalination of water for drinking and community use
and improvements in the textual material.
The objectives are (1) to motivate engineering students during
their first year when exposure to the subject matter of engineering is
limited, (2) to provide students with experience in solving problems
in both SI and customary units while presenting solutions in a logical
manner, (3) to introduce students to subject areas common to most
engineering disciplines that require the application of fundamental
engineering concepts, and (4) to develop students’ skills in solving
open-ended problems.
Page viii
The material in this book is presented in a manner that allows
each of you to emphasize certain aspects more than others without
loss of continuity. In the eighth edition, new engineering graduate
profiles have been added to help student understand better what an
topics from an overview of the engineering profession to discipline-
specific subjects. A broad set of course goals, including coverage of
prerequisite material, motivation, and retention, have spawned a
variety of first-year activity. Courses in introductory engineering and
problem solving routinely utilize spreadsheets and mathematical
solvers in addition to teaching the rudiments of a computer
language. The Internet has become a major instructional tool,
providing a wealth of data to supplement your class notes and
textbooks. This eighth edition continues the authors’ intent to
introduce the profession of engineering and to provide students with
many of the tools and techniques needed to succeed.
The eighth edition of this text draws on the experiences the
authors have encountered with the first seven editions and
incorporates many excellent suggestions from faculty and students
using the text. Over the past 40+ years the fundamentals of problem
solving have remained nearly the same, but the numerical tools and
presentation techniques have improved tremendously. Therefore our
general objectives remain the same for this eighth edition, and we
have concentrated on new and emerging problems like microplastics
pollution and desalination of water for drinking and community use
and improvements in the textual material.
The objectives are (1) to motivate engineering students during
their first year when exposure to the subject matter of engineering is
limited, (2) to provide students with experience in solving problems
in both SI and customary units while presenting solutions in a logical
manner, (3) to introduce students to subject areas common to most
engineering disciplines that require the application of fundamental
engineering concepts, and (4) to develop students’ skills in solving
open-ended problems.
Page viii
The material in this book is presented in a manner that allows
each of you to emphasize certain aspects more than others without
loss of continuity. In the eighth edition, new engineering graduate
profiles have been added to help student understand better what an
engineer does and what recommendations they would have for a new
engineering student. Modern engineering examples, data, and
photos have been integrated throughout the chapters, and more
problems have been added to Connect. The problems that follow
most chapters vary in difficulty so that students can experience
success rather quickly and still be challenged as problems become
more complex.
There is sufficient material in the 18 chapters for a three-credit
semester course. By omitting some chapters and/or by varying
coverage from term to term, you can present a sound introductory
problem-solving course in two to four quarter credits or two
semester credits.
The book may be visualized as having three major sections. The
first, encompassing the first three chapters, is an introduction to the
engineering profession. Chapter 1 provides information on
engineering disciplines and functions. If a formal orientation course
is given separately, Chapter 1 can be simply a reading assignment
and the basis for students to investigate disciplines of interest.
Chapter 2 outlines the course of study and preparation for an
engineering work environment. Interdisciplinary projects, teaming,
and ethics are discussed. Chapter 3 is an introduction to the design
process. If time permits, this material can be supplemented with case
studies and your personal experiences to provide an interesting and
motivating look at engineering.
The second major section, Processing Engineering Data, includes
materials we believe that all engineering students require in
preparation for success in the engineering profession. Chapters 4
and 5 provide procedures for approaching an engineering problem,
determining the necessary data and method of solution, and
presenting the results. The authors have found that emphasis in this
area will reap benefits when the material and problems become more
difficult later.
Chapters 6 and 7 include engineering estimations and
dimensions and units (including both customary and SI units).
Throughout the book discussions and example problems tend to
emphasize SI metric. However, other dimension systems are used
extensively today, so a number of our examples and problems
contain nonmetric units to ensure that students are exposed to
conversions and other units that are commonly used.
engineering student. Modern engineering examples, data, and
photos have been integrated throughout the chapters, and more
problems have been added to Connect. The problems that follow
most chapters vary in difficulty so that students can experience
success rather quickly and still be challenged as problems become
more complex.
There is sufficient material in the 18 chapters for a three-credit
semester course. By omitting some chapters and/or by varying
coverage from term to term, you can present a sound introductory
problem-solving course in two to four quarter credits or two
semester credits.
The book may be visualized as having three major sections. The
first, encompassing the first three chapters, is an introduction to the
engineering profession. Chapter 1 provides information on
engineering disciplines and functions. If a formal orientation course
is given separately, Chapter 1 can be simply a reading assignment
and the basis for students to investigate disciplines of interest.
Chapter 2 outlines the course of study and preparation for an
engineering work environment. Interdisciplinary projects, teaming,
and ethics are discussed. Chapter 3 is an introduction to the design
process. If time permits, this material can be supplemented with case
studies and your personal experiences to provide an interesting and
motivating look at engineering.
The second major section, Processing Engineering Data, includes
materials we believe that all engineering students require in
preparation for success in the engineering profession. Chapters 4
and 5 provide procedures for approaching an engineering problem,
determining the necessary data and method of solution, and
presenting the results. The authors have found that emphasis in this
area will reap benefits when the material and problems become more
difficult later.
Chapters 6 and 7 include engineering estimations and
dimensions and units (including both customary and SI units).
Throughout the book discussions and example problems tend to
emphasize SI metric. However, other dimension systems are used
extensively today, so a number of our examples and problems
contain nonmetric units to ensure that students are exposed to
conversions and other units that are commonly used.
Chapters 8 and 9, Engineering Economy, demonstrate the
importance of understanding the time value of money in making
engineering decisions. Chapter 8 emphasizes basic calculations using
everyday information such as credit card debt, savings accounts, and
current interest rates. Additionally, the Summary Table 8.8 is a
valuable resource that students use well beyond this course. Chapter
9 follows with applications to engineering decision making for
equipment selection, depreciation, investments, and taxes. Chapters
10 and 11, Statistics, provide an introduction to a subject that is
assuming a greater role in engineering decision making. Chapter 10
introduces basic descriptive statistics, linear regression, and
coefficient of correlation. Chapter 11 includes normal distributions as
well as Student’s t, F, and Chi-Square. It also adds new material on
the use of inferential statistics and a general introduction to
randomized sampling and experimental design. The ability to take
large amounts of test or field data, perform statistical analyses, and
draw correct conclusions is crucial in establishing performance
parameters. Engineering Economy and Statistics are subdivided,
permitting you to choose the first chapter for an introduction to the
fundamentals and, if time permits, applications to specific
engineering activities can be covered.
Page ix
The third major section provides engineering content that you
can use to reinforce fundamentals from the previous section.
Chapters 12 through 17 allow you as an instructor a great deal of
flexibility. Chapters 12 and 13 on engineering mechanics provide an
introduction to statics and strength of materials. Force vectors, two-
dimensional force systems, and the conditions of equilibrium are
emphasized in Chapter 12. Chapter 13 emphasizes stresses and
strains and requires Chapter 12 as a prerequisite. Chapter 15 has
undergone significant updating. Chapter 15 discusses energy forms
and sources. The authors believe that engineering students need to
become aware of the world’s current dependence on fossil fuels very
early in their studies so they may apply this knowledge to the use and
development of alternative sources of energy.
importance of understanding the time value of money in making
engineering decisions. Chapter 8 emphasizes basic calculations using
everyday information such as credit card debt, savings accounts, and
current interest rates. Additionally, the Summary Table 8.8 is a
valuable resource that students use well beyond this course. Chapter
9 follows with applications to engineering decision making for
equipment selection, depreciation, investments, and taxes. Chapters
10 and 11, Statistics, provide an introduction to a subject that is
assuming a greater role in engineering decision making. Chapter 10
introduces basic descriptive statistics, linear regression, and
coefficient of correlation. Chapter 11 includes normal distributions as
well as Student’s t, F, and Chi-Square. It also adds new material on
the use of inferential statistics and a general introduction to
randomized sampling and experimental design. The ability to take
large amounts of test or field data, perform statistical analyses, and
draw correct conclusions is crucial in establishing performance
parameters. Engineering Economy and Statistics are subdivided,
permitting you to choose the first chapter for an introduction to the
fundamentals and, if time permits, applications to specific
engineering activities can be covered.
Page ix
The third major section provides engineering content that you
can use to reinforce fundamentals from the previous section.
Chapters 12 through 17 allow you as an instructor a great deal of
flexibility. Chapters 12 and 13 on engineering mechanics provide an
introduction to statics and strength of materials. Force vectors, two-
dimensional force systems, and the conditions of equilibrium are
emphasized in Chapter 12. Chapter 13 emphasizes stresses and
strains and requires Chapter 12 as a prerequisite. Chapter 15 has
undergone significant updating. Chapter 15 discusses energy forms
and sources. The authors believe that engineering students need to
become aware of the world’s current dependence on fossil fuels very
early in their studies so they may apply this knowledge to the use and
development of alternative sources of energy.
Chapter 16 follows with an introduction to thermodynamics and
applications of the First and Second Laws of Thermodynamics. The
study of Chapter 16 should be preceded by coverage of Chapter 15.
Chapter 14, Material Balance, and Chapter 17, Electrical Theory,
complete the third major section and contain upgraded example
problems.
Certain problems suggest the use of a computer or spreadsheet
for solution. These are open-ended or “what-if” problems.
Depending on the students’ prior work with programming or
spreadsheets, additional instruction may be required before
attempting these problems. Chapter 18 covers the use of flowcharts,
which can be of tremendous help when programming with all kinds
of computer languages.
The appendices are provided as a ready reference on selected
areas that will enable students to review topics from algebra and
trigonometry. The National Society of Professional Engineers’ Code
of Ethics for Engineers is included and is highly recommended for
reading and class discussion. Other appendices include tables, unit
conversions, formulas, and selected answers to chapter problems.
Because the text was written for first-year engineering students,
mathematical expertise beyond algebra, trigonometry, and analytical
geometry is not required for any material in the book. The authors
have found, however, that additional experience in pre-calculus
mathematics is very helpful as a prerequisite for this text.
Acknowledgments
The authors are indebted to many who assisted in the development
of this edition of the textbook. First, we would like to thank the
faculty of the former Division of Engineering Fundamentals and
Multidisciplinary Design at Iowa State University, who have taught
the engineering computations courses over the past 40+ years. They,
with the support of engineering faculty from other departments,
have made the courses a success by their efforts. Several thousands
of students have taken the courses, and we want to thank them for
their comments and ideas, which have influenced this edition. The
many suggestions of faculty and students alike have provided us with
much information that was necessary to improve the previous
editions. Special thanks go to the reviewers for this edition whose
applications of the First and Second Laws of Thermodynamics. The
study of Chapter 16 should be preceded by coverage of Chapter 15.
Chapter 14, Material Balance, and Chapter 17, Electrical Theory,
complete the third major section and contain upgraded example
problems.
Certain problems suggest the use of a computer or spreadsheet
for solution. These are open-ended or “what-if” problems.
Depending on the students’ prior work with programming or
spreadsheets, additional instruction may be required before
attempting these problems. Chapter 18 covers the use of flowcharts,
which can be of tremendous help when programming with all kinds
of computer languages.
The appendices are provided as a ready reference on selected
areas that will enable students to review topics from algebra and
trigonometry. The National Society of Professional Engineers’ Code
of Ethics for Engineers is included and is highly recommended for
reading and class discussion. Other appendices include tables, unit
conversions, formulas, and selected answers to chapter problems.
Because the text was written for first-year engineering students,
mathematical expertise beyond algebra, trigonometry, and analytical
geometry is not required for any material in the book. The authors
have found, however, that additional experience in pre-calculus
mathematics is very helpful as a prerequisite for this text.
Acknowledgments
The authors are indebted to many who assisted in the development
of this edition of the textbook. First, we would like to thank the
faculty of the former Division of Engineering Fundamentals and
Multidisciplinary Design at Iowa State University, who have taught
the engineering computations courses over the past 40+ years. They,
with the support of engineering faculty from other departments,
have made the courses a success by their efforts. Several thousands
of students have taken the courses, and we want to thank them for
their comments and ideas, which have influenced this edition. The
many suggestions of faculty and students alike have provided us with
much information that was necessary to improve the previous
editions. Special thanks go to the reviewers for this edition whose
suggestions were extremely valuable. These suggestions greatly
shaped the manuscript in preparation of the eighth edition.
Finally, we thank our families for their continuing support of our
efforts.
Arvid R. Eide
Steven K. Mickelson
Cheryl L. Eide
Roland D. Jenison
Larry L. Northup
shaped the manuscript in preparation of the eighth edition.
Finally, we thank our families for their continuing support of our
efforts.
Arvid R. Eide
Steven K. Mickelson
Cheryl L. Eide
Roland D. Jenison
Larry L. Northup
Page x
Instructors: Student Success
Starts with You
Tools to enhance your unique voice
Want to build your own course? No problem. Prefer to use
an OLC-aligned, prebuilt course? Easy. Want to make
changes throughout the semester? Sure. And you'll save
time with Connect's auto-grading too.
Study made personal
Incorporate adaptive study resources like SmartBook® 2.0
into your course and help your students be better prepared
Instructors: Student Success
Starts with You
Tools to enhance your unique voice
Want to build your own course? No problem. Prefer to use
an OLC-aligned, prebuilt course? Easy. Want to make
changes throughout the semester? Sure. And you'll save
time with Connect's auto-grading too.
Study made personal
Incorporate adaptive study resources like SmartBook® 2.0
into your course and help your students be better prepared
in less time. Learn more about the powerful personalized
learning experience available in SmartBook 2.0 at
www.mheducation.com/highered/connect/smartboo
k
Laptop: McGraw Hill; Woman/dog: George Doyle/Getty Images
Affordable solutions, added value
Make technology work for you with LMS integration
for single sign-on access, mobile access to the
digital textbook, and reports to quickly show you
how each of your students is doing. And with our
Inclusive Access program you can provide all these
tools at a discount to your students. Ask your
McGraw Hill representative for more information.
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Solutions for your challenges
A product isn’t a solution. Real solutions are
affordable, reliable, and come with training and
learning experience available in SmartBook 2.0 at
www.mheducation.com/highered/connect/smartboo
k
Laptop: McGraw Hill; Woman/dog: George Doyle/Getty Images
Affordable solutions, added value
Make technology work for you with LMS integration
for single sign-on access, mobile access to the
digital textbook, and reports to quickly show you
how each of your students is doing. And with our
Inclusive Access program you can provide all these
tools at a discount to your students. Ask your
McGraw Hill representative for more information.
Padlock: Jobalou/Getty Images
Solutions for your challenges
A product isn’t a solution. Real solutions are
affordable, reliable, and come with training and
ongoing support when you need it and how you
want it. Visit www.supportateverystep.com for
videos and resources both you and your students
can use throughout the semester.
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Page xi
Students: Get Learning that Fits
You
Effective tools for efficient studying
Connect is designed to help you be more productive with
simple, flexible, intuitive tools that maximize your study
time and meet your individual learning needs. Get learning
that works for you with Connect.
want it. Visit www.supportateverystep.com for
videos and resources both you and your students
can use throughout the semester.
Checkmark: Jobalou/Getty Images
Page xi
Students: Get Learning that Fits
You
Effective tools for efficient studying
Connect is designed to help you be more productive with
simple, flexible, intuitive tools that maximize your study
time and meet your individual learning needs. Get learning
that works for you with Connect.
Study anytime, anywhere
Download the free ReadAnywhere app and access your
online eBook, SmartBook 2.0, or Adaptive Learning
Assignments when it’s convenient, even if you’re offline.
And since the app automatically syncs with your Connect
account, all of your work is available every time you open it.
Find out more at
www.mheducation.com/readanywhere
“I really liked this app—it made it easy to
study when you don't have your textbook in
front of you.”
- Jordan Cunningham, Eastern Washington University
Everything you need in one place
Your Connect course has everything you need—whether
reading on your digital eBook or completing assignments for
class, Connect makes it easy to get your work done.
Calendar: owattaphotos/Getty Images
Learning for everyone
Download the free ReadAnywhere app and access your
online eBook, SmartBook 2.0, or Adaptive Learning
Assignments when it’s convenient, even if you’re offline.
And since the app automatically syncs with your Connect
account, all of your work is available every time you open it.
Find out more at
www.mheducation.com/readanywhere
“I really liked this app—it made it easy to
study when you don't have your textbook in
front of you.”
- Jordan Cunningham, Eastern Washington University
Everything you need in one place
Your Connect course has everything you need—whether
reading on your digital eBook or completing assignments for
class, Connect makes it easy to get your work done.
Calendar: owattaphotos/Getty Images
Learning for everyone
McGraw Hill works directly with Accessibility Services
Departments and faculty to meet the learning needs of all
students. Please contact your Accessibility Services Office
and ask them to email [email protected], or
visit www.mheducation.com/about/accessibility for
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Top: Jenner Images/Getty Images, Left: Hero Images/Getty
Images, Right: Hero Images/Getty Images
Departments and faculty to meet the learning needs of all
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and ask them to email [email protected], or
visit www.mheducation.com/about/accessibility for
more information.
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Page xiii
About the Authors
Arvid R. Eide received his baccalaureate degree in mechanical
engineering from Iowa State University. Upon graduation he spent
two years in the U.S. Army as a commissioned officer and then
returned to Iowa State as an instructor while completing a master’s
degree in mechanical engineering. Professor Eide has worked for
Western Electric, John Deere, and the Trane Company. He received
his Ph.D. in 1974 and was appointed professor and Chair of
Freshman Engineering, a position he held from 1974 to 1989, at
which time Dr. Eide was appointed Associate Dean of Academic
Affairs. In 1996, he returned to teaching as a professor of mechanical
engineering. In January 2000 he retired from Iowa State University
as professor emeritus of mechanical engineering.
Steven K. Mickelson is the Chuck R. and Jane F. Olsen Professor
of Engineering at Iowa State University. His tenure home is in the
Department of Agricultural and Biosystems Engineering (ABE). Dr.
Mickelson was the Chair for the ABE department from 2011 to 2021.
He is currently the Special Advisor to the Senior Vice President and
Provost, co-leading the roleout of Iowa State University’s new
student information and receivable system. His teaching specialties
include computer-aided graphics, engineering problem solving,
engineering design, and soil and water conservation engineering. His
research areas include evaluation of best management practices for
reducing surface and groundwater contamination, manure
management evaluation for environmental protection of water
resources, and the scholarship of teaching and learning. Dr.
Mickelson has been very active in the American Society for
About the Authors
Arvid R. Eide received his baccalaureate degree in mechanical
engineering from Iowa State University. Upon graduation he spent
two years in the U.S. Army as a commissioned officer and then
returned to Iowa State as an instructor while completing a master’s
degree in mechanical engineering. Professor Eide has worked for
Western Electric, John Deere, and the Trane Company. He received
his Ph.D. in 1974 and was appointed professor and Chair of
Freshman Engineering, a position he held from 1974 to 1989, at
which time Dr. Eide was appointed Associate Dean of Academic
Affairs. In 1996, he returned to teaching as a professor of mechanical
engineering. In January 2000 he retired from Iowa State University
as professor emeritus of mechanical engineering.
Steven K. Mickelson is the Chuck R. and Jane F. Olsen Professor
of Engineering at Iowa State University. His tenure home is in the
Department of Agricultural and Biosystems Engineering (ABE). Dr.
Mickelson was the Chair for the ABE department from 2011 to 2021.
He is currently the Special Advisor to the Senior Vice President and
Provost, co-leading the roleout of Iowa State University’s new
student information and receivable system. His teaching specialties
include computer-aided graphics, engineering problem solving,
engineering design, and soil and water conservation engineering. His
research areas include evaluation of best management practices for
reducing surface and groundwater contamination, manure
management evaluation for environmental protection of water
resources, and the scholarship of teaching and learning. Dr.
Mickelson has been very active in the American Society for
Engineering Education and the American Society of Agricultural and
Biosystems Engineers for the past 40 years. He received his
agricultural engineering degrees from Iowa State University in 1982,
1984, and 1991. He is a fellow within the American Society for
Agricultural and Biological Engineers.
Cheryl L. Eide has worked with undergraduate student
recruitment, retention, advising, and the development of programs
to support women and minorities pursuing engineering. Her
teaching portfolio includes engineering fundamentals and problem
solving, engineering economy, material handling, factory layout, and
computer simulation. Dr. Eide helped to re-activate and charter the
Heart of Iowa Section of the Society of Women Engineers (SWE) and
served as the faculty advisor to the Iowa State SWE student section.
She is a member of the Cardinal Key Honor Society, which
recognizes outstanding leadership, character, service, and
scholarship at Iowa State University where Dr. Eide earned her
bachelor’s, master’s, and doctorate degrees.
Roland D. (Rollie) Jenison taught for 35 years in aerospace
engineering and lower-division general engineering. He taught
courses in engineering problem solving, engineering design graphics,
aircraft performance, and aircraft stability and control, in addition to
serving as academic adviser to many engineering students. He was a
member of the American Society for Engineering Education (ASEE)
and the American Institute of Aeronautics and Astronautics (AIAA),
and published numerous papers on engineering education. He
served as chair of the Engineering Design Graphics Division of ASEE
in 1986–1987. He was active in the development of improved
teaching methodologies through the application of team learning,
hands-on projects, and open-ended problem solving. He retired in
June 2000 as professor emeritus in the Department of Aerospace
Engineering and Engineering Mechanics at Iowa State University.
Page xiv
Larry L. Northup is a professor emeritus of civil, construction, and
environmental engineering at Iowa State University. He has 40 years
of teaching experience, with 25 years devoted to lower-division
Biosystems Engineers for the past 40 years. He received his
agricultural engineering degrees from Iowa State University in 1982,
1984, and 1991. He is a fellow within the American Society for
Agricultural and Biological Engineers.
Cheryl L. Eide has worked with undergraduate student
recruitment, retention, advising, and the development of programs
to support women and minorities pursuing engineering. Her
teaching portfolio includes engineering fundamentals and problem
solving, engineering economy, material handling, factory layout, and
computer simulation. Dr. Eide helped to re-activate and charter the
Heart of Iowa Section of the Society of Women Engineers (SWE) and
served as the faculty advisor to the Iowa State SWE student section.
She is a member of the Cardinal Key Honor Society, which
recognizes outstanding leadership, character, service, and
scholarship at Iowa State University where Dr. Eide earned her
bachelor’s, master’s, and doctorate degrees.
Roland D. (Rollie) Jenison taught for 35 years in aerospace
engineering and lower-division general engineering. He taught
courses in engineering problem solving, engineering design graphics,
aircraft performance, and aircraft stability and control, in addition to
serving as academic adviser to many engineering students. He was a
member of the American Society for Engineering Education (ASEE)
and the American Institute of Aeronautics and Astronautics (AIAA),
and published numerous papers on engineering education. He
served as chair of the Engineering Design Graphics Division of ASEE
in 1986–1987. He was active in the development of improved
teaching methodologies through the application of team learning,
hands-on projects, and open-ended problem solving. He retired in
June 2000 as professor emeritus in the Department of Aerospace
Engineering and Engineering Mechanics at Iowa State University.
Page xiv
Larry L. Northup is a professor emeritus of civil, construction, and
environmental engineering at Iowa State University. He has 40 years
of teaching experience, with 25 years devoted to lower-division
engineering courses in problem solving, graphics, and design. He has
two years of industrial experience and is a registered engineer in
Iowa. He has been active in ASEE (Engineering Design Graphics
Division), having served as chair of the Freshman Year Committee
and Director of Technical and Professional Committees (1981–1984).
He also served as chair of the Freshman Programs Constituent
Committee of ASEE in 1983–1984.
two years of industrial experience and is a registered engineer in
Iowa. He has been active in ASEE (Engineering Design Graphics
Division), having served as chair of the Freshman Year Committee
and Director of Technical and Professional Committees (1981–1984).
He also served as chair of the Freshman Programs Constituent
Committee of ASEE in 1983–1984.
Page 1
CHAPTER 1
The Engineering Profession
Chapter Objectives
When you complete your study of this chapter, you will be able to:
1.1An Engineering Career
The rapidly expanding and developing sphere of science and technology
may seem overwhelming to the individual exploring a career in a
technological field. A technical specialist today may be called engineer,
scientist, technologist, or technician, depending on education, industrial
affiliation, and specific work. For example, about 700 colleges and
universities in 29 countries offer close to 3 600 engineering programs
accredited by ABET, the main accrediting body for engineering and
technology programs. Included in these programs are such traditional
specialties as aerospace, agricultural, architectural, chemical, civil,
Understand the role of engineering in the world
Understand how to prepare for a meaningful engineering career
Understand the role of an engineer in the engineering workplace
Describe the responsibilities and roles of the most common engineering
disciplines
Gain academic career advice from past engineering graduates from
various engineering disciplines
CHAPTER 1
The Engineering Profession
Chapter Objectives
When you complete your study of this chapter, you will be able to:
1.1An Engineering Career
The rapidly expanding and developing sphere of science and technology
may seem overwhelming to the individual exploring a career in a
technological field. A technical specialist today may be called engineer,
scientist, technologist, or technician, depending on education, industrial
affiliation, and specific work. For example, about 700 colleges and
universities in 29 countries offer close to 3 600 engineering programs
accredited by ABET, the main accrediting body for engineering and
technology programs. Included in these programs are such traditional
specialties as aerospace, agricultural, architectural, chemical, civil,
Understand the role of engineering in the world
Understand how to prepare for a meaningful engineering career
Understand the role of an engineer in the engineering workplace
Describe the responsibilities and roles of the most common engineering
disciplines
Gain academic career advice from past engineering graduates from
various engineering disciplines
computer, construction, electrical, industrial, manufacturing, materials,
mechanical, and software engineering—as well as expanding
bioengineering, biomedical, biological, electromechanical, environmental,
and telecommunications. Programs in engineering, mechanics, mining,
nuclear, ceramic, software, and petroleum engineering add to a lengthy list
of career options in engineering alone. Coupled with thousands of
programs in science and technical training offered at hundreds of
universities, colleges, and technical schools, the task of choosing the right
field no doubt seems formidable (Figure 1.1).
Figure 1.1 Imagine the number of engineers who were
involved in the design of the windmill related to construction,
material choices, electrical systems, and mechanical systems.
Oorka/Shutterstock
Since you are reading this book, we assume that you are interested in
studying engineering or at least are trying to decide whether to do so. Up to
this point in your academic life you probably have had little experience
with engineering as a career and have gathered your impressions from
advertising materials, counselors, educators, and perhaps a practicing
engineer or two. Now you must investigate as many careers as you can as
soon as possible to be sure of making the right choice.
The study of engineering requires a strong background in mathematics
and the physical sciences. Section 1.5 discusses typical areas of study
within an engineering program that lead to the bachelor’s degree. You also
should consult with your academic counselor about specific course
requirements. If you are enrolled in an engineering program but have not
chosen a specific discipline, consult with an adviser or someone on the
engineering faculty about particular course requirements in your areas of
interest.
mechanical, and software engineering—as well as expanding
bioengineering, biomedical, biological, electromechanical, environmental,
and telecommunications. Programs in engineering, mechanics, mining,
nuclear, ceramic, software, and petroleum engineering add to a lengthy list
of career options in engineering alone. Coupled with thousands of
programs in science and technical training offered at hundreds of
universities, colleges, and technical schools, the task of choosing the right
field no doubt seems formidable (Figure 1.1).
Figure 1.1 Imagine the number of engineers who were
involved in the design of the windmill related to construction,
material choices, electrical systems, and mechanical systems.
Oorka/Shutterstock
Since you are reading this book, we assume that you are interested in
studying engineering or at least are trying to decide whether to do so. Up to
this point in your academic life you probably have had little experience
with engineering as a career and have gathered your impressions from
advertising materials, counselors, educators, and perhaps a practicing
engineer or two. Now you must investigate as many careers as you can as
soon as possible to be sure of making the right choice.
The study of engineering requires a strong background in mathematics
and the physical sciences. Section 1.5 discusses typical areas of study
within an engineering program that lead to the bachelor’s degree. You also
should consult with your academic counselor about specific course
requirements. If you are enrolled in an engineering program but have not
chosen a specific discipline, consult with an adviser or someone on the
engineering faculty about particular course requirements in your areas of
interest.
Page 2
When considering a career in engineering or any closely related fields,
you should explore the answers to several questions:
Finding answers to such questions can be difficult and time consuming,
but essential to determining the proper path for you as an individual. To
assist you in assessing your educational goals, we have included a number
of student profiles. These are students that have recently graduated from
an accredited engineering program and selected different career paths.
Each student background is unique and each career path is different. We
hope you find these helpful.
Page 3
1.2The Technology Team
In 1876, 15 men led by Thomas Alva Edison gathered in Menlo Park, New
Jersey, to work on “inventions.” By 1887, the group had secured over 400
patents, including ones for the electric lightbulb and the phonograph.
Edison’s approach typified that used for early engineering developments.
What is engineering?
What are the career opportunities for engineers?
What are the engineering disciplines?
Where does the engineer fit into the technical spectrum?
How are engineers educated?
What is meant by professionalism and engineering ethics?
What have engineers done in the past?
What are engineers doing now? What will engineers do in the future?
What are the workplace competencies needed to be a successful
engineer?
When considering a career in engineering or any closely related fields,
you should explore the answers to several questions:
Finding answers to such questions can be difficult and time consuming,
but essential to determining the proper path for you as an individual. To
assist you in assessing your educational goals, we have included a number
of student profiles. These are students that have recently graduated from
an accredited engineering program and selected different career paths.
Each student background is unique and each career path is different. We
hope you find these helpful.
Page 3
1.2The Technology Team
In 1876, 15 men led by Thomas Alva Edison gathered in Menlo Park, New
Jersey, to work on “inventions.” By 1887, the group had secured over 400
patents, including ones for the electric lightbulb and the phonograph.
Edison’s approach typified that used for early engineering developments.
What is engineering?
What are the career opportunities for engineers?
What are the engineering disciplines?
Where does the engineer fit into the technical spectrum?
How are engineers educated?
What is meant by professionalism and engineering ethics?
What have engineers done in the past?
What are engineers doing now? What will engineers do in the future?
What are the workplace competencies needed to be a successful
engineer?
Usually one person possessed nearly all the knowledge in one field and
directed the research, development, design, and manufacture of new
products in this field.
Today, however, technology has become so advanced and sophisticated
that one person cannot possibly be aware of all the intricacies of a single
device or process. The concept of systems engineering thus has evolved;
that is, technological problems are studied and solved by a technology
team.
Scientists, engineers, technologists, technicians, and craftspersons form
the technology team. The functions of the team range across what often is
called the technical spectrum. At one end of the spectrum are functions
that involve work with scientific and engineering principles. At the other
end of this technical spectrum are functions that bring designs into reality.
Successful technology teams use the unique abilities of all team members
to bring about a successful solution to a human need.
Each of the technology team members has a specific function in the
technical spectrum, and it is of utmost importance that each specialist
understands the role of all team members. It is not difficult to find
instances where the education and tasks of team members overlap. For any
engineering accomplishment, successful team performance requires
cooperation that can be realized only through an understanding of the
functions of the technology team. The technology team is one part of a
larger team that has the overall responsibility for bringing a device,
process, or system into reality. This team, frequently called a project or
design team, may include managers, sales representatives, field service
persons, financial representatives, and purchasing personnel in addition to
the technology team members. These project teams meet frequently from
the beginning of the project to ensure that schedules and design
specifications are met, and that potential problems are diagnosed early. We
will now investigate each of the team specialists in more detail.
1.2.1 Scientist
Scientists have as their prime objective increased knowledge of nature (see
Figure 1.2). In the quest for new knowledge, the scientist conducts research
in a systematic manner. The research steps, referred to as the scientific
method, are often summarized as follows:
1. Formulate a hypothesis to explain a natural phenomenon.
2. Conceive and execute experiments to test the hypothesis.
directed the research, development, design, and manufacture of new
products in this field.
Today, however, technology has become so advanced and sophisticated
that one person cannot possibly be aware of all the intricacies of a single
device or process. The concept of systems engineering thus has evolved;
that is, technological problems are studied and solved by a technology
team.
Scientists, engineers, technologists, technicians, and craftspersons form
the technology team. The functions of the team range across what often is
called the technical spectrum. At one end of the spectrum are functions
that involve work with scientific and engineering principles. At the other
end of this technical spectrum are functions that bring designs into reality.
Successful technology teams use the unique abilities of all team members
to bring about a successful solution to a human need.
Each of the technology team members has a specific function in the
technical spectrum, and it is of utmost importance that each specialist
understands the role of all team members. It is not difficult to find
instances where the education and tasks of team members overlap. For any
engineering accomplishment, successful team performance requires
cooperation that can be realized only through an understanding of the
functions of the technology team. The technology team is one part of a
larger team that has the overall responsibility for bringing a device,
process, or system into reality. This team, frequently called a project or
design team, may include managers, sales representatives, field service
persons, financial representatives, and purchasing personnel in addition to
the technology team members. These project teams meet frequently from
the beginning of the project to ensure that schedules and design
specifications are met, and that potential problems are diagnosed early. We
will now investigate each of the team specialists in more detail.
1.2.1 Scientist
Scientists have as their prime objective increased knowledge of nature (see
Figure 1.2). In the quest for new knowledge, the scientist conducts research
in a systematic manner. The research steps, referred to as the scientific
method, are often summarized as follows:
1. Formulate a hypothesis to explain a natural phenomenon.
2. Conceive and execute experiments to test the hypothesis.
3. Analyze test results and state conclusions.
4. Generalize the hypothesis into the form of a law or theory if experimental
results are in harmony with the hypothesis.
5. Publish the new knowledge.
Figure 1.2 Scientists use the laboratory for discovery of
new knowledge.
SDI Productions/Getty Images
An open and inquisitive mind is an obvious characteristic of a scientist.
Although the scientist’s primary objective is that of obtaining an increased
knowledge of nature, many scientists are also engaged in the development
of their ideas into new and useful creations. But to differentiate quite
simply between the scientist and engineer, we might say that the true
scientist seeks to understand more about natural phenomena, whereas the
engineer primarily engages in applying new knowledge. Science degree
programs include chemistry, physics, agronomy, biology, horticulture,
botany, genetics, earth science, geology, meteorology, and many more.
Page 4
1.2.2 Engineer
The profession of engineering takes the knowledge of mathematics and
natural sciences gained through study, experience, and practice and
applies this knowledge with judgment to develop ways to utilize the
materials and forces of nature for the benefit of all humans.
4. Generalize the hypothesis into the form of a law or theory if experimental
results are in harmony with the hypothesis.
5. Publish the new knowledge.
Figure 1.2 Scientists use the laboratory for discovery of
new knowledge.
SDI Productions/Getty Images
An open and inquisitive mind is an obvious characteristic of a scientist.
Although the scientist’s primary objective is that of obtaining an increased
knowledge of nature, many scientists are also engaged in the development
of their ideas into new and useful creations. But to differentiate quite
simply between the scientist and engineer, we might say that the true
scientist seeks to understand more about natural phenomena, whereas the
engineer primarily engages in applying new knowledge. Science degree
programs include chemistry, physics, agronomy, biology, horticulture,
botany, genetics, earth science, geology, meteorology, and many more.
Page 4
1.2.2 Engineer
The profession of engineering takes the knowledge of mathematics and
natural sciences gained through study, experience, and practice and
applies this knowledge with judgment to develop ways to utilize the
materials and forces of nature for the benefit of all humans.
An engineer is a person who possesses this knowledge of mathematics
and natural sciences, and through the principles of analysis and design
applies this knowledge to the solution of problems and the development of
devices, processes, structures, and systems. Both the engineer and scientist
are thoroughly educated in the mathematical and physical sciences, but the
scientist primarily uses this knowledge to acquire new knowledge, whereas
the engineer applies the knowledge to design and develops usable devices,
structures, and processes. In other words, the scientist seeks to know, the
engineer aims to do.
You might conclude that the engineer is totally dependent on the
scientist for the knowledge to develop ideas for human benefit. Such is not
always the case. Scientists learn a great deal from the work of engineers.
For example, the science of thermodynamics was developed by a physicist
from studies of practical steam engines built by engineers who had no
science to guide them. On the other hand, engineers have applied the
principles of nuclear fission discovered by scientists to develop nuclear
power plants and numerous other devices and systems requiring nuclear
reactions for their operation. The scientist’s and engineer’s functions
frequently overlap, leading at times to a somewhat blurred image of the
engineer. What distinguishes the engineer from the scientist in broad
terms, however, is that the engineer often conducts research but does so
for the purpose of solving a problem.
Page 5
The end result of an engineering effort—generally referred to as design
—is a device, structure, system, or process that satisfies a need. A
successful design is achieved when a logical procedure is followed to meet a
specific need. The procedure, called the design process, is similar to the
scientific method with respect to a step-by-step routine, but it differs in
objectives and end results. The design process encompasses the following
activities (all of which must be completed):
1. Define the problem to be solved.
2. Acquire and assemble pertinent data.
3. Identify solution constraints and criteria.
4. Develop alternative solutions.
5. Select a solution based on analysis of alternatives.
6. Communicate the results.
and natural sciences, and through the principles of analysis and design
applies this knowledge to the solution of problems and the development of
devices, processes, structures, and systems. Both the engineer and scientist
are thoroughly educated in the mathematical and physical sciences, but the
scientist primarily uses this knowledge to acquire new knowledge, whereas
the engineer applies the knowledge to design and develops usable devices,
structures, and processes. In other words, the scientist seeks to know, the
engineer aims to do.
You might conclude that the engineer is totally dependent on the
scientist for the knowledge to develop ideas for human benefit. Such is not
always the case. Scientists learn a great deal from the work of engineers.
For example, the science of thermodynamics was developed by a physicist
from studies of practical steam engines built by engineers who had no
science to guide them. On the other hand, engineers have applied the
principles of nuclear fission discovered by scientists to develop nuclear
power plants and numerous other devices and systems requiring nuclear
reactions for their operation. The scientist’s and engineer’s functions
frequently overlap, leading at times to a somewhat blurred image of the
engineer. What distinguishes the engineer from the scientist in broad
terms, however, is that the engineer often conducts research but does so
for the purpose of solving a problem.
Page 5
The end result of an engineering effort—generally referred to as design
—is a device, structure, system, or process that satisfies a need. A
successful design is achieved when a logical procedure is followed to meet a
specific need. The procedure, called the design process, is similar to the
scientific method with respect to a step-by-step routine, but it differs in
objectives and end results. The design process encompasses the following
activities (all of which must be completed):
1. Define the problem to be solved.
2. Acquire and assemble pertinent data.
3. Identify solution constraints and criteria.
4. Develop alternative solutions.
5. Select a solution based on analysis of alternatives.
6. Communicate the results.
As the designer proceeds through each step, new information may be
discovered and new objectives may be specified for the design. If so, the
designer must backtrack and repeat steps. For example, if none of the
alternatives appears to be economically feasible when the final solution is
to be selected, the designer must redefine the problem or possibly relax
some of the constraints to admit less expensive alternatives. Thus, because
decisions must frequently be made at each step as a result of new
developments or unexpected outcomes, the design process becomes
iterative.
As you progress through your engineering education, you will solve
problems and learn the design process using the techniques of analysis and
synthesis. Analysis is the act of separating a system into its constituent
parts, whereas synthesis is the act of combining parts into a useful system.
In the design process you will observe how analysis and synthesis are
utilized to generate a solution to a human need.
1.2.3 Technologist and Technician
Much of the actual work of converting the ideas of scientists and engineers
into tangible results is performed by technologists and technicians (see
Figure 1.3). A technologist generally possesses a bachelor’s degree and a
technician an associate’s degree. Technologists are involved in the direct
application of their education and experience to make appropriate
modifications in designs as the need arises. Technicians primarily perform
computations and experiments and prepare design drawings as requested
by engineers and scientists. Thus technicians (typically) are educated in
mathematics and science but not to the depth required of scientists and
engineers. Technologists and technicians obtain a basic knowledge of
engineering and scientific principles in a specific field and develop certain
manual skills that enable them to communicate technically with all
members of the technology team. Some tasks commonly performed by
technologists and technicians include drafting, estimating, model building,
data recording and reduction, troubleshooting, servicing, and specification.
Often they are the vital link between the idea on paper and the idea in
practice.
discovered and new objectives may be specified for the design. If so, the
designer must backtrack and repeat steps. For example, if none of the
alternatives appears to be economically feasible when the final solution is
to be selected, the designer must redefine the problem or possibly relax
some of the constraints to admit less expensive alternatives. Thus, because
decisions must frequently be made at each step as a result of new
developments or unexpected outcomes, the design process becomes
iterative.
As you progress through your engineering education, you will solve
problems and learn the design process using the techniques of analysis and
synthesis. Analysis is the act of separating a system into its constituent
parts, whereas synthesis is the act of combining parts into a useful system.
In the design process you will observe how analysis and synthesis are
utilized to generate a solution to a human need.
1.2.3 Technologist and Technician
Much of the actual work of converting the ideas of scientists and engineers
into tangible results is performed by technologists and technicians (see
Figure 1.3). A technologist generally possesses a bachelor’s degree and a
technician an associate’s degree. Technologists are involved in the direct
application of their education and experience to make appropriate
modifications in designs as the need arises. Technicians primarily perform
computations and experiments and prepare design drawings as requested
by engineers and scientists. Thus technicians (typically) are educated in
mathematics and science but not to the depth required of scientists and
engineers. Technologists and technicians obtain a basic knowledge of
engineering and scientific principles in a specific field and develop certain
manual skills that enable them to communicate technically with all
members of the technology team. Some tasks commonly performed by
technologists and technicians include drafting, estimating, model building,
data recording and reduction, troubleshooting, servicing, and specification.
Often they are the vital link between the idea on paper and the idea in
practice.
Figure 1.3 Technicians modify a tabletop robot for use in
a research project.
Goran Bogicevic/Shutterstock
Page 6
1.2.4 Skilled Tradespersons/Craftspersons
Members of the skilled trades possess the skills necessary to produce parts
specified by scientists, engineers, technologists, and technicians.
Craftspersons do not need to have an in-depth knowledge of the principles
of science and engineering incorporated in a design (see Figure 1.4). They
often are trained on the job, serving an apprenticeship during which the
skills and abilities to build and operate specialized equipment are
developed. Specialized positions include welder, machinist, electrician,
carpenter, plumber, and mason.
a research project.
Goran Bogicevic/Shutterstock
Page 6
1.2.4 Skilled Tradespersons/Craftspersons
Members of the skilled trades possess the skills necessary to produce parts
specified by scientists, engineers, technologists, and technicians.
Craftspersons do not need to have an in-depth knowledge of the principles
of science and engineering incorporated in a design (see Figure 1.4). They
often are trained on the job, serving an apprenticeship during which the
skills and abilities to build and operate specialized equipment are
developed. Specialized positions include welder, machinist, electrician,
carpenter, plumber, and mason.
Figure 1.4 Skilled craftspersons are key in building
specialized equipment as designed by the engineers.
Don Hammond/Design Pics
1.3The Engineering Profession
Engineering is an exciting profession. Engineers don’t just sit in a cubicle
and solve mathematical equations; they work in teams to solve challenging
engineering problems to make life safer, easier, and more efficient for the
world we live in. Engineers must demonstrate competence in initiative,
professionalism, engineering knowledge, teamwork, innovation,
communication, cultural adaptability, safety awareness, customer focus,
general knowledge, continuous learning, planning, analysis and judgment,
quality orientation, and integrity. In addition, engineers are expected to be
leaders. Engineers help to shape government policies, international
development, and education at all levels. Engineering is fun and
challenging, and it provides for a meaningful career.
Page 7
1.4The Engineering Functions
As we alluded to in Section 1.2, engineering feats dating from earliest
recorded history up to the Industrial Revolution could best be described as
individual accomplishments. The various pyramids of Egypt were usually
designed by one individual, who directed tens of thousands of laborers
during construction. The person in charge called every move, made every
decision, and took the credit if the project was successful or accepted the
consequences if the project failed.
The Industrial Revolution brought a rapid increase in scientific findings
and technological advances. One-person engineering teams were no longer
practical or desirable. Today, no single aerospace engineer is responsible
for a jumbo jet and no one civil engineer completely designs a bridge.
Automobile manufacturers assign several thousand engineers to the design
specialized equipment as designed by the engineers.
Don Hammond/Design Pics
1.3The Engineering Profession
Engineering is an exciting profession. Engineers don’t just sit in a cubicle
and solve mathematical equations; they work in teams to solve challenging
engineering problems to make life safer, easier, and more efficient for the
world we live in. Engineers must demonstrate competence in initiative,
professionalism, engineering knowledge, teamwork, innovation,
communication, cultural adaptability, safety awareness, customer focus,
general knowledge, continuous learning, planning, analysis and judgment,
quality orientation, and integrity. In addition, engineers are expected to be
leaders. Engineers help to shape government policies, international
development, and education at all levels. Engineering is fun and
challenging, and it provides for a meaningful career.
Page 7
1.4The Engineering Functions
As we alluded to in Section 1.2, engineering feats dating from earliest
recorded history up to the Industrial Revolution could best be described as
individual accomplishments. The various pyramids of Egypt were usually
designed by one individual, who directed tens of thousands of laborers
during construction. The person in charge called every move, made every
decision, and took the credit if the project was successful or accepted the
consequences if the project failed.
The Industrial Revolution brought a rapid increase in scientific findings
and technological advances. One-person engineering teams were no longer
practical or desirable. Today, no single aerospace engineer is responsible
for a jumbo jet and no one civil engineer completely designs a bridge.
Automobile manufacturers assign several thousand engineers to the design
of a new model. So we not only have the technology team as described
earlier, but we have engineers from many disciplines who are working
together on single projects.
One approach to explaining an engineer’s role in the technology
spectrum is to describe the different types of work that engineers do. For
example, agricultural, biological, civil, electrical, mechanical, and other
engineers become involved in design, which is an engineering function.
The engineering functions, which are discussed briefly in this section, are
research, development, design, production, testing, construction,
operations, sales, management, consulting, and teaching. Several of the
engineering disciplines will be discussed later in the chapter.
Page 8
To avoid confusion between “engineering disciplines” and “engineering
functions,” let us consider the following. Normally a student selects a
curriculum (e.g., aerospace, chemical, mechanical) either before or soon
after admission to an engineering program. When and how the choice is
made varies with each school. The point is, the student does not choose a
function but rather a discipline. To illustrate further, consider a student
who has chosen mechanical engineering. This student will, during an
undergraduate education, learn how mechanical engineers are involved in
the engineering functions of research, development, design, and so on.
Some program options allow a student to pursue an interest in a specific
subdivision within the curriculum, such as energy conversion in a
mechanical engineering program. Most other curricula have similar
options.
Upon graduation, when you accept a job with a company, you will be
assigned to a functional team performing in a specific area such as
research, design, or sales. Within some companies, particularly smaller
ones, you may become involved in more than one function—design and
testing, for example. It is important to realize that regardless of your choice
of discipline, you may become involved in one or more of the functions
discussed in the following paragraphs:
Space Exploration: Where Do We Go from Here?
Clayton Anderson
earlier, but we have engineers from many disciplines who are working
together on single projects.
One approach to explaining an engineer’s role in the technology
spectrum is to describe the different types of work that engineers do. For
example, agricultural, biological, civil, electrical, mechanical, and other
engineers become involved in design, which is an engineering function.
The engineering functions, which are discussed briefly in this section, are
research, development, design, production, testing, construction,
operations, sales, management, consulting, and teaching. Several of the
engineering disciplines will be discussed later in the chapter.
Page 8
To avoid confusion between “engineering disciplines” and “engineering
functions,” let us consider the following. Normally a student selects a
curriculum (e.g., aerospace, chemical, mechanical) either before or soon
after admission to an engineering program. When and how the choice is
made varies with each school. The point is, the student does not choose a
function but rather a discipline. To illustrate further, consider a student
who has chosen mechanical engineering. This student will, during an
undergraduate education, learn how mechanical engineers are involved in
the engineering functions of research, development, design, and so on.
Some program options allow a student to pursue an interest in a specific
subdivision within the curriculum, such as energy conversion in a
mechanical engineering program. Most other curricula have similar
options.
Upon graduation, when you accept a job with a company, you will be
assigned to a functional team performing in a specific area such as
research, design, or sales. Within some companies, particularly smaller
ones, you may become involved in more than one function—design and
testing, for example. It is important to realize that regardless of your choice
of discipline, you may become involved in one or more of the functions
discussed in the following paragraphs:
Space Exploration: Where Do We Go from Here?
Clayton Anderson
NASA
Clayton Anderson received his undergraduate degree in Physics from
Hastings College, Nebraska, and an MS in Aerospace Engineering from
Iowa State University. He joined the Johnson Space Center (JSC) in 1983
in Mission Planning and Analysis, before moving to the Missions
Operations Directorate and leading the trajectory design team for the
Galileo planetary mission. He became supervisor of the Ascent Flight
Design Section in 1992, which was then reorganized into the Flight
Design Engineering Group. In 1993 he was named chief of the Flight
Design Branch and in 1996 he assumed the role of manager of the
Emergency Operations Center at JSC.
His broad expertise in space operations at JSC led to his selection as a
NASA Mission Specialist astronaut in 1998. Intensive training for
missions to the International Space Station (ISS) included physiological
aspects and flight training in a T-38 aircraft, as well as underwater
training and wilderness survival techniques. In 2007, Anderson
embarked on his first space adventure aboard the Space Shuttle Atlantis
to the ISS. Aboard the ISS he served as the Flight Engineer and Science
Officer. During the 152-day stay, he performed three EVAs
(extravehicular activity or spacewalks) totaling 18 hours. His second
mission came in 2010 when he rode Space Shuttle Discovery on a
resupply mission to the ISS. During this short 15-day stay, he performed
three more EVAs totaling 20 hours, 17 minutes.
Anderson retired from NASA in 2013 very proud of his
accomplishments and filled with a strong desire to educate the public on
the knowledge, research, and training necessary to conduct continued
space exploration in a logical and safe manner. To this end, he has
traveled extensively around the country giving keynote presentations on
his experiences and visions for future space endeavors. Recently there
have been efforts to develop commercial launching rockets to transport
travelers into space (and the ISS), to the moon, and possibly to Mars.
Anderson asks, “What capabilities does the commercial space industry
need to have in order to transport spacefaring neophytes safely? Will
passengers need three years of intensive astronaut training? How could
Clayton Anderson received his undergraduate degree in Physics from
Hastings College, Nebraska, and an MS in Aerospace Engineering from
Iowa State University. He joined the Johnson Space Center (JSC) in 1983
in Mission Planning and Analysis, before moving to the Missions
Operations Directorate and leading the trajectory design team for the
Galileo planetary mission. He became supervisor of the Ascent Flight
Design Section in 1992, which was then reorganized into the Flight
Design Engineering Group. In 1993 he was named chief of the Flight
Design Branch and in 1996 he assumed the role of manager of the
Emergency Operations Center at JSC.
His broad expertise in space operations at JSC led to his selection as a
NASA Mission Specialist astronaut in 1998. Intensive training for
missions to the International Space Station (ISS) included physiological
aspects and flight training in a T-38 aircraft, as well as underwater
training and wilderness survival techniques. In 2007, Anderson
embarked on his first space adventure aboard the Space Shuttle Atlantis
to the ISS. Aboard the ISS he served as the Flight Engineer and Science
Officer. During the 152-day stay, he performed three EVAs
(extravehicular activity or spacewalks) totaling 18 hours. His second
mission came in 2010 when he rode Space Shuttle Discovery on a
resupply mission to the ISS. During this short 15-day stay, he performed
three more EVAs totaling 20 hours, 17 minutes.
Anderson retired from NASA in 2013 very proud of his
accomplishments and filled with a strong desire to educate the public on
the knowledge, research, and training necessary to conduct continued
space exploration in a logical and safe manner. To this end, he has
traveled extensively around the country giving keynote presentations on
his experiences and visions for future space endeavors. Recently there
have been efforts to develop commercial launching rockets to transport
travelers into space (and the ISS), to the moon, and possibly to Mars.
Anderson asks, “What capabilities does the commercial space industry
need to have in order to transport spacefaring neophytes safely? Will
passengers need three years of intensive astronaut training? How could
engineers design controls and user interfaces to better serve
inexperienced space travelers?”
Anderson believes we must take measured steps in educating and
training the public for space travel and he believes the first step is using
our Moon. “. . . Theoreticians claim that the surface of Mars or the Moon
may provide on-site (in situ) resources that could be used. They tout our
ability to concoct fuel, extract water, and create oxygen, simply by living
off the land. While this may be true, how do we do this? What
technologies are needed? It does not seem completely practical to commit
to Mars before we have answers to these fundamental questions. We can
use our 35 years of space experience with moon missions and space
station operations to develop the foundation for longer missions. A
mission to Mars and its 20-minute communication lapses introduce new
psychological implications within an 18-month trip requiring sufficient
fuel, food, water, spare parts, clothing, etc. Planning and training for such
a mission is a huge and, as yet, not completely defined task.”
In 2014, Anderson was named an Iowa State University Distinguished
Faculty Fellow in Aerospace Engineering. He has developed a prototype
workshop in space flight operations intended to expose students to
training events similar to those completed by astronauts. For example,
scuba diving certification will help students learn how to work in a
hazardous environment while following distinctly operational
procedures. Wilderness survival training uniquely introduces students to
the basic concepts of mission planning, expeditionary behavior, and
teamwork. Aircraft flight simulation training reinforces procedural
concepts while introducing more “big picture” and anticipatory thinking.
Further, in an effort to provide ISU graduating students with a new and
different thought process, the workshop attempts to address the needs of
the emerging commercial spaceflight companies, by providing students
whose decision analysis and leadership capabilities reflect this more
operational background. Supplemented with general training in
spacecraft subsystems, space physiology, and space suits, the workshop
experience is coupled with virtual reality spaceflight scenarios using the
C6 virtual reality room in the Virtual Reality Applications Center at Iowa
State University. Anderson is collaborating with Dr. Nir Keren, Associate
Professor in the Department of Agricultural and BioSystems Engineering
and a Graduate Faculty member at the Virtual Reality Applications
Center. Dr. Keren utilizes VirtuTrace, a powerful simulation engine he
developed with his research team, to simulate the main U.S. living section
of the ISS and the exterior of the station in full scale three-dimension in
exquisite detail. Students experience the space station environment and
inexperienced space travelers?”
Anderson believes we must take measured steps in educating and
training the public for space travel and he believes the first step is using
our Moon. “. . . Theoreticians claim that the surface of Mars or the Moon
may provide on-site (in situ) resources that could be used. They tout our
ability to concoct fuel, extract water, and create oxygen, simply by living
off the land. While this may be true, how do we do this? What
technologies are needed? It does not seem completely practical to commit
to Mars before we have answers to these fundamental questions. We can
use our 35 years of space experience with moon missions and space
station operations to develop the foundation for longer missions. A
mission to Mars and its 20-minute communication lapses introduce new
psychological implications within an 18-month trip requiring sufficient
fuel, food, water, spare parts, clothing, etc. Planning and training for such
a mission is a huge and, as yet, not completely defined task.”
In 2014, Anderson was named an Iowa State University Distinguished
Faculty Fellow in Aerospace Engineering. He has developed a prototype
workshop in space flight operations intended to expose students to
training events similar to those completed by astronauts. For example,
scuba diving certification will help students learn how to work in a
hazardous environment while following distinctly operational
procedures. Wilderness survival training uniquely introduces students to
the basic concepts of mission planning, expeditionary behavior, and
teamwork. Aircraft flight simulation training reinforces procedural
concepts while introducing more “big picture” and anticipatory thinking.
Further, in an effort to provide ISU graduating students with a new and
different thought process, the workshop attempts to address the needs of
the emerging commercial spaceflight companies, by providing students
whose decision analysis and leadership capabilities reflect this more
operational background. Supplemented with general training in
spacecraft subsystems, space physiology, and space suits, the workshop
experience is coupled with virtual reality spaceflight scenarios using the
C6 virtual reality room in the Virtual Reality Applications Center at Iowa
State University. Anderson is collaborating with Dr. Nir Keren, Associate
Professor in the Department of Agricultural and BioSystems Engineering
and a Graduate Faculty member at the Virtual Reality Applications
Center. Dr. Keren utilizes VirtuTrace, a powerful simulation engine he
developed with his research team, to simulate the main U.S. living section
of the ISS and the exterior of the station in full scale three-dimension in
exquisite detail. Students experience the space station environment and
the inherent stressors associated with combating an in-flight emergency
situation.
Page 9
1.4.1 Research
Successful research is one catalyst for starting the activities of a technology
team or, in many cases, the activities of an entire industry. The research
engineer seeks new findings, as does the scientist; but keep in mind that
the research engineer also seeks a way to use the discovery.
Key qualities of a successful research engineer are perceptiveness,
patience, and self-confidence. Most students interested in research will
pursue the master’s and doctor’s degrees in order to develop their
intellectual abilities and the necessary research skills. An alert and
perceptive mind is needed to recognize nature’s truths when they are
encountered. When attempting to reproduce natural phenomena in the
laboratory, cleverness and patience are prime attributes. Research often
involves tests, failures, retests, and so on for long periods of time (see
Figure 1.5). Research engineers therefore are often discouraged and
frustrated and must strain their abilities and rely on their self-confidence
in order to sustain their efforts to a successful conclusion.
Figure 1.5 Research requires high-cost, sophisticated
equipment.
Janiecbros/Getty Images
Billions of dollars are spent each year on research at colleges and
universities, industrial research laboratories, government installations,
and independent research institutes. The team approach to research is
situation.
Page 9
1.4.1 Research
Successful research is one catalyst for starting the activities of a technology
team or, in many cases, the activities of an entire industry. The research
engineer seeks new findings, as does the scientist; but keep in mind that
the research engineer also seeks a way to use the discovery.
Key qualities of a successful research engineer are perceptiveness,
patience, and self-confidence. Most students interested in research will
pursue the master’s and doctor’s degrees in order to develop their
intellectual abilities and the necessary research skills. An alert and
perceptive mind is needed to recognize nature’s truths when they are
encountered. When attempting to reproduce natural phenomena in the
laboratory, cleverness and patience are prime attributes. Research often
involves tests, failures, retests, and so on for long periods of time (see
Figure 1.5). Research engineers therefore are often discouraged and
frustrated and must strain their abilities and rely on their self-confidence
in order to sustain their efforts to a successful conclusion.
Figure 1.5 Research requires high-cost, sophisticated
equipment.
Janiecbros/Getty Images
Billions of dollars are spent each year on research at colleges and
universities, industrial research laboratories, government installations,
and independent research institutes. The team approach to research is
Another Random Scribd Document
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49. In our mind’s eye, Horatio. Hamlet, Act I. Sc. 2.
Warton. Thomas Warton (1728–1790). See vol. V. Lectures on the
English Poets, p. 120 and note.
50. At every fall. Milton, Comus, 251.
51. Nod to him, elves. A Midsummer Night’s Dream, Act III. Sc. 1.
The breezy call. Gray’s Elegy written in a Country Churchyard.
52. Air [shape] and gesture proudly eminent. Paradise Lost, Book I.
590.
53. It is place which lessens. Cymbeline, Act III. Sc. 3.
54. Sigh our souls. Merchant of Venice, Act V. Sc. 1.
Snyders. Franz Snyders (1579–1657), of Antwerp, painter of hunting
scenes.
55. Of the earth, earthy. 1 Cor. xv. 47.
We think it had better not be seen. The Magazine article adds:—‘We
never very much liked this picture; but that may probably be our
fault.’
PICTURES AT WILTON, STOURHEAD, Etc.
From The London Magazine, October 1823.
The article ends with the words:—‘Blenheim in our next, which will
conclude this series of articles.’
Note. The author of Vathek. William Beckford (1759–1844), whose
romance was written in French in 1781–1782, translated
anonymously into English in 1784, and published in French in 1787.
57. Ranged in a row. ‘Ranged o’er the chimney, glistened in a row,’
Goldsmith, The Deserted Village, 236.
58. Keep their state. Love’s Labour’s Lost, Act V. Sc. 2.
Burke’s description of the age of chivalry. Reflections on the
Revolution in France, Select Works, ed. Payne, II. 89.
Warton. Thomas Warton (1728–1790). See vol. V. Lectures on the
English Poets, p. 120 and note.
50. At every fall. Milton, Comus, 251.
51. Nod to him, elves. A Midsummer Night’s Dream, Act III. Sc. 1.
The breezy call. Gray’s Elegy written in a Country Churchyard.
52. Air [shape] and gesture proudly eminent. Paradise Lost, Book I.
590.
53. It is place which lessens. Cymbeline, Act III. Sc. 3.
54. Sigh our souls. Merchant of Venice, Act V. Sc. 1.
Snyders. Franz Snyders (1579–1657), of Antwerp, painter of hunting
scenes.
55. Of the earth, earthy. 1 Cor. xv. 47.
We think it had better not be seen. The Magazine article adds:—‘We
never very much liked this picture; but that may probably be our
fault.’
PICTURES AT WILTON, STOURHEAD, Etc.
From The London Magazine, October 1823.
The article ends with the words:—‘Blenheim in our next, which will
conclude this series of articles.’
Note. The author of Vathek. William Beckford (1759–1844), whose
romance was written in French in 1781–1782, translated
anonymously into English in 1784, and published in French in 1787.
57. Ranged in a row. ‘Ranged o’er the chimney, glistened in a row,’
Goldsmith, The Deserted Village, 236.
58. Keep their state. Love’s Labour’s Lost, Act V. Sc. 2.
Burke’s description of the age of chivalry. Reflections on the
Revolution in France, Select Works, ed. Payne, II. 89.
The mood of lutes [flutes]. Paradise Lost, Book I. 551.
Mount on barbed steeds, etc. Cf. ‘Mounting barbed steeds.’ King
Richard III., Act I. Sc. 1. and,
‘Witch the world with noble horsemanship.’
1 King Henry IV., Act IV. Sc. 1.
The Goose Gibbie. See Old Mortality.
59. Of all men the most miserable. 1 Cor. xv. 19.
Above all pain. Pope’s Epistle to Robert, Earl of Oxford.
Berchem. See ante, note to p. 22.
Hath a devil. S. Luke vii. 33.
60. Mieris. A family of Delft and Leyden painters, the best known of
whom are Frans van Mieris, one of twenty-three children (1635–
1681), the ‘prince of Dou’s pupils,’ and William van Mieris, his son
(1662–1747).
The porcelain of Franguestan. ‘Vathek voluptuously reposed in his
capacious litter upon cushions of silk, with two little pages beside
him of complexions more fair than the enamel of Franguistan.’ The
description is commented on in a note which explains that they were
Circassian boy-slaves.
Sir Richard Colt Hoare. Historian of Wiltshire (1758–1838).
61. Tempt but to betray.
Cf. ‘Whose fruit though fair, tempts only to destroy.’
Cowper, The Progress of Error, 238.
PAGE
61. Trace his footsteps.
Mount on barbed steeds, etc. Cf. ‘Mounting barbed steeds.’ King
Richard III., Act I. Sc. 1. and,
‘Witch the world with noble horsemanship.’
1 King Henry IV., Act IV. Sc. 1.
The Goose Gibbie. See Old Mortality.
59. Of all men the most miserable. 1 Cor. xv. 19.
Above all pain. Pope’s Epistle to Robert, Earl of Oxford.
Berchem. See ante, note to p. 22.
Hath a devil. S. Luke vii. 33.
60. Mieris. A family of Delft and Leyden painters, the best known of
whom are Frans van Mieris, one of twenty-three children (1635–
1681), the ‘prince of Dou’s pupils,’ and William van Mieris, his son
(1662–1747).
The porcelain of Franguestan. ‘Vathek voluptuously reposed in his
capacious litter upon cushions of silk, with two little pages beside
him of complexions more fair than the enamel of Franguistan.’ The
description is commented on in a note which explains that they were
Circassian boy-slaves.
Sir Richard Colt Hoare. Historian of Wiltshire (1758–1838).
61. Tempt but to betray.
Cf. ‘Whose fruit though fair, tempts only to destroy.’
Cowper, The Progress of Error, 238.
PAGE
61. Trace his footsteps.
Cf. ‘Where shall I seek
His bright appearances, or footstep trace?
For, though I fled him angry, yet, recalled
To life prolonged and promised race, I now
Gladly behold though but his utmost skirts
Of glory, and far-off his steps adore.’
Paradise Lost, XI. 328.
Though in ruins. Paradise Lost, II. 300.
Of the court, courtly. Cf. ‘Of the earth, earthy.’ 1 Cor. xv. 47.
PICTURES AT BURLEIGH HOUSE
From the New Monthly Magazine, vol. IV., 1822, Table Talk, No. IV.
62. And dull [dead] cold winter. The Two Noble Kinsmen, Act II. Sc.
1.
Faded to the light. Wordsworth, Ode, Intimations of Immortality.
Ways were mire. Milton, Sonnet XX.
63. And still walking under. See ante, note to p. 10.
I was brutish [beastly] like, warlike as the wolf. Cymbeline, Act III.
Sc. 3.
Paul Potter. Of Enkhuizen (1625–1654), animal painter.
64. To see the sun to bed. Lamb, John Woodvil, Act II.
Hunt half a day. Wordsworth’s Hart-Leap Well, Part II.
65. Humbled by such rebuke. Paradise Lost, VI. 342.
And in its liquid texture. Ibid., VI. 348–9.
Inimitable on earth. Ibid., III. 508.
66. Hesperian fable true. Ibid., IV. 250.
Dream of a Painter. See Northcote’s Varieties on Art in his Memoirs
of Sir Joshua Reynolds, etc. (1813–1815), p. xvi. See also vol. I. The
Round Table, note to Guido, p. 162.
His bright appearances, or footstep trace?
For, though I fled him angry, yet, recalled
To life prolonged and promised race, I now
Gladly behold though but his utmost skirts
Of glory, and far-off his steps adore.’
Paradise Lost, XI. 328.
Though in ruins. Paradise Lost, II. 300.
Of the court, courtly. Cf. ‘Of the earth, earthy.’ 1 Cor. xv. 47.
PICTURES AT BURLEIGH HOUSE
From the New Monthly Magazine, vol. IV., 1822, Table Talk, No. IV.
62. And dull [dead] cold winter. The Two Noble Kinsmen, Act II. Sc.
1.
Faded to the light. Wordsworth, Ode, Intimations of Immortality.
Ways were mire. Milton, Sonnet XX.
63. And still walking under. See ante, note to p. 10.
I was brutish [beastly] like, warlike as the wolf. Cymbeline, Act III.
Sc. 3.
Paul Potter. Of Enkhuizen (1625–1654), animal painter.
64. To see the sun to bed. Lamb, John Woodvil, Act II.
Hunt half a day. Wordsworth’s Hart-Leap Well, Part II.
65. Humbled by such rebuke. Paradise Lost, VI. 342.
And in its liquid texture. Ibid., VI. 348–9.
Inimitable on earth. Ibid., III. 508.
66. Hesperian fable true. Ibid., IV. 250.
Dream of a Painter. See Northcote’s Varieties on Art in his Memoirs
of Sir Joshua Reynolds, etc. (1813–1815), p. xvi. See also vol. I. The
Round Table, note to Guido, p. 162.
Paul Brill. Of Antwerp (1556–1626), a follower of Titian.
67. His light shone in darkness. Cf. S. John i. 5.
Luca Jordano. Luca Giordano (1632–1705), of Naples, ‘Il Presto,’ the
quick worker, who imitated all the great painters.
Grinling Gibbons. The wood carver (1648–1720), of Rotterdam. He
was brought to public notice by Evelyn, the Diarist, and his work may
be seen in St. Paul’s, London, and Trinity College Library,
Cambridge.
68. Lords who love their ladies like. Cf. Home’s Douglas, Act I. Sc. 1:
‘As women wish to be who love their lords.’
PICTURES AT OXFORD AND BLENHEIM
From the London Magazine, November 1823
The article ends as follows:—‘We now take leave of British Galleries
of Art. There are one or two others that we had intended to visit; but
they are at a great distance from us and from each other; and we are
not quite sure that they would repay our inquiries. Besides, to say the
truth, we have already pretty well exhausted our stock of criticism,
both general and particular. The same names were continually
occurring, and we began sometimes to be apprehensive that the
same observations might be repeated over again. One thing we can
say, that the going through our regular task has not lessened our
respect for the great names here alluded to; and, if we shall have
inspired, in the progress of it, any additional degree of curiosity
respecting the art, or any greater love of it in our readers, we shall
think our labour and our anxiety to do justice to the subject most
amply rewarded.’
PAGE
69. With glistering spires. Paradise Lost, III. 550.
Hold high converse. Thomson, The Seasons: Winter, 431.
No mean city. Acts xxi. 39.
67. His light shone in darkness. Cf. S. John i. 5.
Luca Jordano. Luca Giordano (1632–1705), of Naples, ‘Il Presto,’ the
quick worker, who imitated all the great painters.
Grinling Gibbons. The wood carver (1648–1720), of Rotterdam. He
was brought to public notice by Evelyn, the Diarist, and his work may
be seen in St. Paul’s, London, and Trinity College Library,
Cambridge.
68. Lords who love their ladies like. Cf. Home’s Douglas, Act I. Sc. 1:
‘As women wish to be who love their lords.’
PICTURES AT OXFORD AND BLENHEIM
From the London Magazine, November 1823
The article ends as follows:—‘We now take leave of British Galleries
of Art. There are one or two others that we had intended to visit; but
they are at a great distance from us and from each other; and we are
not quite sure that they would repay our inquiries. Besides, to say the
truth, we have already pretty well exhausted our stock of criticism,
both general and particular. The same names were continually
occurring, and we began sometimes to be apprehensive that the
same observations might be repeated over again. One thing we can
say, that the going through our regular task has not lessened our
respect for the great names here alluded to; and, if we shall have
inspired, in the progress of it, any additional degree of curiosity
respecting the art, or any greater love of it in our readers, we shall
think our labour and our anxiety to do justice to the subject most
amply rewarded.’
PAGE
69. With glistering spires. Paradise Lost, III. 550.
Hold high converse. Thomson, The Seasons: Winter, 431.
No mean city. Acts xxi. 39.
All eyes shall see me. Cf. Isaiah xlv. 22–23 and Romans xiv. 11.
70. Clappeth his wings, and straightway he is gone. Cf. Pope, Eloisa
to Abelard, 74:
‘Spreads his light wings, and in a moment flies.’
Majestic, though in ruins. Paradise Lost, II. 300.
Giuseppe Ribera. Josef Ribera (1588–1656), of San Felipe, near
Valencia, a pupil of Caravaggio and leader of the realist school of his
time.
71. Lucid mirror. Cowper, The Task, I. 701.
And fast by hanging in a golden chain. Paradise Lost, II. 1051.
In form resembling a goose pie. Cf. ‘A thing resembling a goose-pie,’
Swift, Vanburgh’s House, l. 104.
The old Duchess of Marlborough. Sarah Churchill, née Jennings
(1660–1744), wife of John, 1st Duke of Marlborough.
72. Leave stings. Cf. ‘Would leave a sting within a brother’s heart.’
Young, Love of Fame, Sat. II. 113.
73. Sure never were seen. Sheridan, The School for Scandal, Act II.
Sc. 2. [Other horses are clowns.] See vol. I. The Round Table, p. 150.
Mr. T. Moore’s ‘Loves of the Angels.’ Published Jan. 1, 1823.
75. As if increase of appetite. Hamlet, Act I. Sc. 2.
We are ignorance itself. 1 King Henry IV., Act III. Sc. 1.
CRITICISM ON HOGARTH’S MARRIAGE A-
LA-MODE
See vol. I. The Round Table, pp. 25 et seq., and notes thereto.
70. Clappeth his wings, and straightway he is gone. Cf. Pope, Eloisa
to Abelard, 74:
‘Spreads his light wings, and in a moment flies.’
Majestic, though in ruins. Paradise Lost, II. 300.
Giuseppe Ribera. Josef Ribera (1588–1656), of San Felipe, near
Valencia, a pupil of Caravaggio and leader of the realist school of his
time.
71. Lucid mirror. Cowper, The Task, I. 701.
And fast by hanging in a golden chain. Paradise Lost, II. 1051.
In form resembling a goose pie. Cf. ‘A thing resembling a goose-pie,’
Swift, Vanburgh’s House, l. 104.
The old Duchess of Marlborough. Sarah Churchill, née Jennings
(1660–1744), wife of John, 1st Duke of Marlborough.
72. Leave stings. Cf. ‘Would leave a sting within a brother’s heart.’
Young, Love of Fame, Sat. II. 113.
73. Sure never were seen. Sheridan, The School for Scandal, Act II.
Sc. 2. [Other horses are clowns.] See vol. I. The Round Table, p. 150.
Mr. T. Moore’s ‘Loves of the Angels.’ Published Jan. 1, 1823.
75. As if increase of appetite. Hamlet, Act I. Sc. 2.
We are ignorance itself. 1 King Henry IV., Act III. Sc. 1.
CRITICISM ON HOGARTH’S MARRIAGE A-
LA-MODE
See vol. I. The Round Table, pp. 25 et seq., and notes thereto.
NOTES OF A JOURNEY THROUGH FRANCE
AND ITALY
The circumstances which led to and succeeded the tour in France
and Italy described in the following letters will be found detailed in
the Memoirs of William Hazlitt, pp. 107 et seq. The journey began in
August 1824, shortly after Hazlitt married Mrs. Bridgewater; and it
ended in October 1825, by the return home alone of Hazlitt and his
son.
CHAPTER I
From the Morning Chronicle, Tuesday, Sept. 14, 1824
90. Forever the same. Add, from the newspaper:—‘The sea at present
puts me in mind of Lord Byron—it is restless, glittering, dangerous,
exhaustless, like his style.’
Can question thine. Add:—‘Hearing some lines repeated out of Virgil,
while B—— and I were sitting near the melancholy Scottish shores,
looking towards England, I said that the sound of the Latin language
was to me like the sound of the sea—melodious, strange, lasting! So
the verses we had just heard had lingered on the ear of memory, had
flowed from the learned tongue, for near two thousand years!’
PAGE
91. In a great pool. Cymbeline, Act III. Sc. 4.
92. Otto of roses. Add:—‘It was like other beds in France—not aired.’
A compound of villainous smells. Merry Wives of Windsor, Act III.
Sc. 5.
Mieris. See ante, note to p. 60.
Jan Steen. Of Leyden (1626–1679), a follower of Van Ostade,
Brouwer, and Van Goyen.
AND ITALY
The circumstances which led to and succeeded the tour in France
and Italy described in the following letters will be found detailed in
the Memoirs of William Hazlitt, pp. 107 et seq. The journey began in
August 1824, shortly after Hazlitt married Mrs. Bridgewater; and it
ended in October 1825, by the return home alone of Hazlitt and his
son.
CHAPTER I
From the Morning Chronicle, Tuesday, Sept. 14, 1824
90. Forever the same. Add, from the newspaper:—‘The sea at present
puts me in mind of Lord Byron—it is restless, glittering, dangerous,
exhaustless, like his style.’
Can question thine. Add:—‘Hearing some lines repeated out of Virgil,
while B—— and I were sitting near the melancholy Scottish shores,
looking towards England, I said that the sound of the Latin language
was to me like the sound of the sea—melodious, strange, lasting! So
the verses we had just heard had lingered on the ear of memory, had
flowed from the learned tongue, for near two thousand years!’
PAGE
91. In a great pool. Cymbeline, Act III. Sc. 4.
92. Otto of roses. Add:—‘It was like other beds in France—not aired.’
A compound of villainous smells. Merry Wives of Windsor, Act III.
Sc. 5.
Mieris. See ante, note to p. 60.
Jan Steen. Of Leyden (1626–1679), a follower of Van Ostade,
Brouwer, and Van Goyen.
93. Gay, sprightly land of mirth and social ease. Goldsmith, The
Traveller, 41–2.
CHAPTER II
September 17
94. Bidding the lovely scenes. Collins, Ode on the Passions.
98. The pomp of groves. Beattie, The Minstrel, I. 9.
99. Note. Gil Blas’s Supper. Cf. Book I. chap. 2.
Note. Chateaubriand ... On the Censorship. François René, Vicomte
de Chateaubriand’s (1768–1848) phase of politics between 1824 and
1830 was one of Liberalism. His writings in the Journal des Débats
and elsewhere caused the Chamber to abandon its proposed law
against the press.
100. Swinging slow with sullen roar. Il Penseroso, 76.
CHAPTER III
September 24
102. My tables. Hamlet, Act I. Sc. 5.
103. Like the fat weed. Hamlet, Act I. Sc. 5.
105. Exhalation [steam] of rich-distilled perfumes. Milton, Comus,
556.
106. Let their discreet hearts believe [think] it. Othello, Act II. Sc. 1.
CHAPTER IV.
September 28
Traveller, 41–2.
CHAPTER II
September 17
94. Bidding the lovely scenes. Collins, Ode on the Passions.
98. The pomp of groves. Beattie, The Minstrel, I. 9.
99. Note. Gil Blas’s Supper. Cf. Book I. chap. 2.
Note. Chateaubriand ... On the Censorship. François René, Vicomte
de Chateaubriand’s (1768–1848) phase of politics between 1824 and
1830 was one of Liberalism. His writings in the Journal des Débats
and elsewhere caused the Chamber to abandon its proposed law
against the press.
100. Swinging slow with sullen roar. Il Penseroso, 76.
CHAPTER III
September 24
102. My tables. Hamlet, Act I. Sc. 5.
103. Like the fat weed. Hamlet, Act I. Sc. 5.
105. Exhalation [steam] of rich-distilled perfumes. Milton, Comus,
556.
106. Let their discreet hearts believe [think] it. Othello, Act II. Sc. 1.
CHAPTER IV.
September 28
106. First and last and midst. Paradise Lost, v. 165.
Worn them as a rich jewel. Hazlitt quotes from himself. See vol. VI.,
Table Talk, p. 174.
Thrown into the pit. Cf. Genesis xxxvii. 24.
School calleth unto School. Psalm xlii. 7: ‘deep calleth to deep.’
107. My theme [shame] in crowds. Goldsmith, The Deserted Village,
412.
Brave o’er-hanging firmament. Hamlet, Act II. Sc. 2.
Hang upon the beatings of my heart. Wordsworth, Tintern Abbey.
Stood the statue that enchants the world. Thomson, The Seasons,
Summer, 1347.
There was old Proteus. Altered from Wordsworth’s Sonnet, ‘The
world is too much with us.’
Sit squat, like a toad. Paradise Lost, IV. 800.
108. The death of the King. Louis XVIII. of France died in September
1824.
Sir Thomas Lawrence. Portrait-painter (1769–1830).
109. To cure [drive] all sadness but despair. Paradise Lost, IV. 156.
Verdurous wall of Paradise. Ibid., IV. 143.
In darkness visible. Ibid., I. 63.
Hulling. ‘Hull on the flood.’ Ibid., XI. 840.
Blind with rain.
Cf. ‘When the chill rain begins at shut of eve
In dull November, and their chancel vault,
The Heaven itself, is blinded throughout night.’
Keats’s Hyperion, II. 36–38.
Lord Byron ... Heaven and Earth. Sc. III.
PAGE
110. Le Brun. See ante, note to p. 25.
Worn them as a rich jewel. Hazlitt quotes from himself. See vol. VI.,
Table Talk, p. 174.
Thrown into the pit. Cf. Genesis xxxvii. 24.
School calleth unto School. Psalm xlii. 7: ‘deep calleth to deep.’
107. My theme [shame] in crowds. Goldsmith, The Deserted Village,
412.
Brave o’er-hanging firmament. Hamlet, Act II. Sc. 2.
Hang upon the beatings of my heart. Wordsworth, Tintern Abbey.
Stood the statue that enchants the world. Thomson, The Seasons,
Summer, 1347.
There was old Proteus. Altered from Wordsworth’s Sonnet, ‘The
world is too much with us.’
Sit squat, like a toad. Paradise Lost, IV. 800.
108. The death of the King. Louis XVIII. of France died in September
1824.
Sir Thomas Lawrence. Portrait-painter (1769–1830).
109. To cure [drive] all sadness but despair. Paradise Lost, IV. 156.
Verdurous wall of Paradise. Ibid., IV. 143.
In darkness visible. Ibid., I. 63.
Hulling. ‘Hull on the flood.’ Ibid., XI. 840.
Blind with rain.
Cf. ‘When the chill rain begins at shut of eve
In dull November, and their chancel vault,
The Heaven itself, is blinded throughout night.’
Keats’s Hyperion, II. 36–38.
Lord Byron ... Heaven and Earth. Sc. III.
PAGE
110. Le Brun. See ante, note to p. 25.
Sebastian Bourdon. French painter and engraver (1616–1671). He
was one of the twelve artists who founded the Academy of Painting
and Sculpture in 1648.
Le Sueur. Eustache Le Sueur (1616–1655), French historical painter,
also one of the twelve (see above). He is one of the greatest of French
painters, and is often called the French Raphael.
Philip Champagne. Philippe de Champaigne (1602–1674), of the
French school of historical and portrait painting, though of Brussels
birth. He was one of the first members of the Academy, worked for
Cardinal Richelieu, and was greatest as a portrait painter.
David. See ante, note to p. 30.
Daniel Volterra. Daniele Ricciarelli, or Daniele da Volterra from the
place of his birth (1509–1566), the friend of Michael Angelo, who
aided him in his chief work, the frescoes in the Capella Orsini, Trinità
de Monti, Rome.
111. Weenix. Jan Weenix (1640–1719), of Amsterdam, noted for his
painting of dead game.
Wouvermans. See ante, note to p. 21.
Ruysdael. See ante, note to p. 22.
Non equidem invideo, miror magis. Virgil, Eclogues, I. 11.
112. Thick as the autumnal leaves. Paradise Lost, I. 303.
113. Founded as the rock. Macbeth, Act III. Sc. 4.
Coop’d [cribb’d] and cabin’d. Macbeth, Act III. Sc. 4.
CHAPTER V
October 5. No. VI. (October 6) in the newspaper, begins at the
paragraph ‘The ordinary prejudice,’ etc., on p. 118.
If the French have a fault. A Sentimental Journey. Character,
Versailles.
115. Jump at. Hamlet, Act I. Sc. 1.
was one of the twelve artists who founded the Academy of Painting
and Sculpture in 1648.
Le Sueur. Eustache Le Sueur (1616–1655), French historical painter,
also one of the twelve (see above). He is one of the greatest of French
painters, and is often called the French Raphael.
Philip Champagne. Philippe de Champaigne (1602–1674), of the
French school of historical and portrait painting, though of Brussels
birth. He was one of the first members of the Academy, worked for
Cardinal Richelieu, and was greatest as a portrait painter.
David. See ante, note to p. 30.
Daniel Volterra. Daniele Ricciarelli, or Daniele da Volterra from the
place of his birth (1509–1566), the friend of Michael Angelo, who
aided him in his chief work, the frescoes in the Capella Orsini, Trinità
de Monti, Rome.
111. Weenix. Jan Weenix (1640–1719), of Amsterdam, noted for his
painting of dead game.
Wouvermans. See ante, note to p. 21.
Ruysdael. See ante, note to p. 22.
Non equidem invideo, miror magis. Virgil, Eclogues, I. 11.
112. Thick as the autumnal leaves. Paradise Lost, I. 303.
113. Founded as the rock. Macbeth, Act III. Sc. 4.
Coop’d [cribb’d] and cabin’d. Macbeth, Act III. Sc. 4.
CHAPTER V
October 5. No. VI. (October 6) in the newspaper, begins at the
paragraph ‘The ordinary prejudice,’ etc., on p. 118.
If the French have a fault. A Sentimental Journey. Character,
Versailles.
115. Jump at. Hamlet, Act I. Sc. 1.
116. The finest line in Racine. ‘Je crains Dieu, cher Abner, et n’ai
point d’autre crainte.’ Athalie, Act I. Sc. 1.
118. Pleas’d with a feather [rattle]. Pope, Essay on Man, Ep. II. 275.
Marmontel’s Tales. Jean Francois Marmontel’s (1723–1799), Contes
Moraux (1761), of which several editions have appeared in English.
119. Quickens, even with blowing. Othello, Act IV. Sc. 2.
The melancholy of Moorditch. 1 King Henry IV., Act I. Sc. 2.
120. Rousseau’s Emilius. Published 1762.
La Place. Pierre Simon, Marquis de Laplace (1749–1827), the great
astronomer and mathematician.
Lavoisier. Antoine Laurent Lavoisier (1743–1794), the founder of
modern chemistry: he was guillotined in the Revolution.
Cuvier. Leopold Christian Frédéric Dagobert Cuvier, better known as
Georges Cuvier (1769–1832), the great zoologist and reformer in
Education.
Houdon. Jean-Antoine Houdon (1741–1828), one of the greatest of
French sculptors. Of his statue of St. Bruno, the founder of the
Carthusian order, Pope Clement XIV. said that ‘it would speak were
it not for the Carthusian rule of silence.’
121. Laborious foolery. Cf. vol. VIII. p. 554, Hazlitt’s letter to The
Morning Chronicle on Modern Comedy.
Horace Vernet. Emile Jean Horace Vernet (1789–1863), the ‘Paul
Delaroche of military painting.’
122. Good haters. See vol. VII. The Plain Speaker, note to p. 180.
PAGE
CHAPTER VI
October 8. Numbered VI. in the newspaper, but see ante, note to
chapter V.
point d’autre crainte.’ Athalie, Act I. Sc. 1.
118. Pleas’d with a feather [rattle]. Pope, Essay on Man, Ep. II. 275.
Marmontel’s Tales. Jean Francois Marmontel’s (1723–1799), Contes
Moraux (1761), of which several editions have appeared in English.
119. Quickens, even with blowing. Othello, Act IV. Sc. 2.
The melancholy of Moorditch. 1 King Henry IV., Act I. Sc. 2.
120. Rousseau’s Emilius. Published 1762.
La Place. Pierre Simon, Marquis de Laplace (1749–1827), the great
astronomer and mathematician.
Lavoisier. Antoine Laurent Lavoisier (1743–1794), the founder of
modern chemistry: he was guillotined in the Revolution.
Cuvier. Leopold Christian Frédéric Dagobert Cuvier, better known as
Georges Cuvier (1769–1832), the great zoologist and reformer in
Education.
Houdon. Jean-Antoine Houdon (1741–1828), one of the greatest of
French sculptors. Of his statue of St. Bruno, the founder of the
Carthusian order, Pope Clement XIV. said that ‘it would speak were
it not for the Carthusian rule of silence.’
121. Laborious foolery. Cf. vol. VIII. p. 554, Hazlitt’s letter to The
Morning Chronicle on Modern Comedy.
Horace Vernet. Emile Jean Horace Vernet (1789–1863), the ‘Paul
Delaroche of military painting.’
122. Good haters. See vol. VII. The Plain Speaker, note to p. 180.
PAGE
CHAPTER VI
October 8. Numbered VI. in the newspaper, but see ante, note to
chapter V.
122. Guerin. Pierre Marcisse, Baron Guérin, French historical painter
(1774–1833). His chief work is ‘The Return of Marcus Sixtus’ (1799).
123. Rouget. Georges Rouget (1784–1869), French portrait and
historical painter, a pupil of David.
Ward. Possibly James Ward (1769–1859), animal painter.
Haydon. Benjamin Robert Haydon (1786–1846), historical painter,
whose pupils included Bewick, Landseer, and Eastlake.
Drölling. Michel Martin Drolling (1786–1851), French portrait and
historical painter, a pupil of David.
Gerard. François Pascal Simon, Baron Gérard (1770–1837), French
portrait and historical painter, a follower of David, chiefly celebrated
for his portraits.
124. Madame Hersent. Louise Marie Jeanne Mauduit (1784–1862),
the wife of Louis Hersent. Both were historical and portrait painters.
Bouton. Charles Marie Bouton (1781–1853), a pupil of David. His
collaborator in the invention of the Diorama was Daguerre.
125. Mons. Caminade. Alexandre François Caminade (1783–1862),
French historical and portrait painter.
126. Mr. Hayter. Sir George Hayter (1792–1871), appointed
miniature painter to Queen Charlotte in 1816, knighted in 1842. His
father, Charles Hayter, was also a miniature painter. Sir George
Hayter painted ‘The Trial of Queen Caroline’ (see p. 128).
Mr. Constable. John Constable (1776–1837), one of the greatest of
English landscape painters.
127. Copley Fielding. Anthony Vandyke Copley Fielding (1787–
1855), water-colour landscape painter.
Jacquot. Georges Jacquot (1794–1874). His work may be seen in the
museums of Nancy and Amiens and at Versailles.
Chantry. Sir Francis Legatt Chantrey (1781–1841).
Nantreuil. Charles François-Leboeuf Nanteuil (1792–1865).
129. Jouvenet. Jean Jouvenet (1644–1717), historical and portrait
painter of French birth and Italian descent. He is noted for the
(1774–1833). His chief work is ‘The Return of Marcus Sixtus’ (1799).
123. Rouget. Georges Rouget (1784–1869), French portrait and
historical painter, a pupil of David.
Ward. Possibly James Ward (1769–1859), animal painter.
Haydon. Benjamin Robert Haydon (1786–1846), historical painter,
whose pupils included Bewick, Landseer, and Eastlake.
Drölling. Michel Martin Drolling (1786–1851), French portrait and
historical painter, a pupil of David.
Gerard. François Pascal Simon, Baron Gérard (1770–1837), French
portrait and historical painter, a follower of David, chiefly celebrated
for his portraits.
124. Madame Hersent. Louise Marie Jeanne Mauduit (1784–1862),
the wife of Louis Hersent. Both were historical and portrait painters.
Bouton. Charles Marie Bouton (1781–1853), a pupil of David. His
collaborator in the invention of the Diorama was Daguerre.
125. Mons. Caminade. Alexandre François Caminade (1783–1862),
French historical and portrait painter.
126. Mr. Hayter. Sir George Hayter (1792–1871), appointed
miniature painter to Queen Charlotte in 1816, knighted in 1842. His
father, Charles Hayter, was also a miniature painter. Sir George
Hayter painted ‘The Trial of Queen Caroline’ (see p. 128).
Mr. Constable. John Constable (1776–1837), one of the greatest of
English landscape painters.
127. Copley Fielding. Anthony Vandyke Copley Fielding (1787–
1855), water-colour landscape painter.
Jacquot. Georges Jacquot (1794–1874). His work may be seen in the
museums of Nancy and Amiens and at Versailles.
Chantry. Sir Francis Legatt Chantrey (1781–1841).
Nantreuil. Charles François-Leboeuf Nanteuil (1792–1865).
129. Jouvenet. Jean Jouvenet (1644–1717), historical and portrait
painter of French birth and Italian descent. He is noted for the
gigantic size of his pictures and figures.
CHAPTER VII
October 22. Numbered VIII.
Those faultless monsters which the art [world]. From the Essay on
Poetry of John Sheffield, Duke of Buckingham.
Hand-writing on the wall. Daniel v. 5.
130. Vice to be hated. Pope, Essay on Man, II. 217–18.
131. Girodet. Anne Louis Girodet-De-Roussy-Trioson (1767–1824),
French historical painter. The picture ‘Endymion’ is one of his best
known works.
132. Mezentius. See the Æneid, VIII. 485.
Quod sic mihi ostendis. Horace, Ars Poet., 188.
With hideous ruin. Paradise Lost, I. 46.
Accumulated horror.
‘On horror’s head horrors accumulate.’
Othello, Act III. Sc. 3.
PAGE
133. It out-herods Herod. Hamlet, Act III. Sc. 2.
Note. Dip it in the ocean. A Sentimental Journey, The Wig, Paris.
Note. Perilous stuff that weighs upon the heart. Macbeth, Act V. Sc.
3.
136. Like stars, shoot madly [start] from their spheres. Hamlet, Act
I. Sc. 5.
Paul Guerin. Paulin Jean Baptiste Guérin, French portrait and
historical painter (1783–1855); his chief work is the one of which
Hazlitt speaks.
CHAPTER VII
October 22. Numbered VIII.
Those faultless monsters which the art [world]. From the Essay on
Poetry of John Sheffield, Duke of Buckingham.
Hand-writing on the wall. Daniel v. 5.
130. Vice to be hated. Pope, Essay on Man, II. 217–18.
131. Girodet. Anne Louis Girodet-De-Roussy-Trioson (1767–1824),
French historical painter. The picture ‘Endymion’ is one of his best
known works.
132. Mezentius. See the Æneid, VIII. 485.
Quod sic mihi ostendis. Horace, Ars Poet., 188.
With hideous ruin. Paradise Lost, I. 46.
Accumulated horror.
‘On horror’s head horrors accumulate.’
Othello, Act III. Sc. 3.
PAGE
133. It out-herods Herod. Hamlet, Act III. Sc. 2.
Note. Dip it in the ocean. A Sentimental Journey, The Wig, Paris.
Note. Perilous stuff that weighs upon the heart. Macbeth, Act V. Sc.
3.
136. Like stars, shoot madly [start] from their spheres. Hamlet, Act
I. Sc. 5.
Paul Guerin. Paulin Jean Baptiste Guérin, French portrait and
historical painter (1783–1855); his chief work is the one of which
Hazlitt speaks.
137. La Thiere. Guillaume Gillon Lethière, French historical painter
(1760–1832), of Creole birth (Guadeloupe). At one time he was
considered David’s rival.
The human face divine. Paradise Lost, III. 44.
Ducis. Louis Ducis (1773–1847), a pupil of David.
138. Magnis excidit ausis. Ovid, Met. II. 328.
CHAPTER VIII
October 23. Numbered IX.
Captain Parry. Captain, afterwards Sir William Edward Parry
(1790–1855), explorer of the North-West Passage.
139. Note. Painful scene in Evelina. Letter XXV.
142. Note. My old acquaintance (Dr. Stoddart). Sir John Stoddart
(1773–1856), Hazlitt’s brother-in-law. He was knighted in 1826.
144. Mutually reflected charities. Burke, Select Works, ed. Payne, II.
40.
Note. In the manner of Swift. Add, from the newspaper:—‘So
accomplished an equestrian (thought I) might ascend a throne with
popularity and effect! It was not the first or the last time in my life I
have been rebuked for glancing a sceptical eye at the same sort of
grave masquerading.—Cucullus non facit Monachum. It was but the
other day that I was called to account for having hinted that a
subscriber to The Sentinel,
[60]
and a patron and prime mover in
Blackwood, is not one of the best and greatest characters of the age;
or that, if so, then a tool of power, a party-bigot, and a suborner of
private slander, in support of public wrong, is one of the best and
greatest characters of the age. Mr. Blackwood should take care how
he implicates any really respectable character by defending it. The
worst ever supposed of the author of Waverley was, that there was a
clandestine understanding between him and Mr. Blackwood—
through Sir Walter Scott! The Ned Christian
[61]
compliment turns
upon this. Mr. Taylor of Fleet-street, need not have disavowed the
(1760–1832), of Creole birth (Guadeloupe). At one time he was
considered David’s rival.
The human face divine. Paradise Lost, III. 44.
Ducis. Louis Ducis (1773–1847), a pupil of David.
138. Magnis excidit ausis. Ovid, Met. II. 328.
CHAPTER VIII
October 23. Numbered IX.
Captain Parry. Captain, afterwards Sir William Edward Parry
(1790–1855), explorer of the North-West Passage.
139. Note. Painful scene in Evelina. Letter XXV.
142. Note. My old acquaintance (Dr. Stoddart). Sir John Stoddart
(1773–1856), Hazlitt’s brother-in-law. He was knighted in 1826.
144. Mutually reflected charities. Burke, Select Works, ed. Payne, II.
40.
Note. In the manner of Swift. Add, from the newspaper:—‘So
accomplished an equestrian (thought I) might ascend a throne with
popularity and effect! It was not the first or the last time in my life I
have been rebuked for glancing a sceptical eye at the same sort of
grave masquerading.—Cucullus non facit Monachum. It was but the
other day that I was called to account for having hinted that a
subscriber to The Sentinel,
[60]
and a patron and prime mover in
Blackwood, is not one of the best and greatest characters of the age;
or that, if so, then a tool of power, a party-bigot, and a suborner of
private slander, in support of public wrong, is one of the best and
greatest characters of the age. Mr. Blackwood should take care how
he implicates any really respectable character by defending it. The
worst ever supposed of the author of Waverley was, that there was a
clandestine understanding between him and Mr. Blackwood—
through Sir Walter Scott! The Ned Christian
[61]
compliment turns
upon this. Mr. Taylor of Fleet-street, need not have disavowed the
paragraph; it might as well have been laid to the charge of Mr. Taylor
of The Sun. The passage was not worth speaking of—but I have since
done the same thing better, and the one passage is (cleverly enough)
brought forward as a screen to the other.’
145. Thrust us from a level consideration. 2 King Henry IV., Act II.
Sc. 1.
Garlanded with flowers.
Cf. ‘All garlanded with carven imag’ries
Of fruits, and flowers, and bunches of knot-grass.’
Keats, The Eve of St. Agnes, XXIV.
The lean abhorred monster. Romeo and Juliet, Act V. Sc. 3.
No black and melancholic yew-trees. Webster’s The White Devil, Act
IV. Sc. 2.
Pansies for thoughts. Hamlet, Act IV. Sc. 5.
146. The daughter of Madame d’Orbe. Sixième Partie, Lettre XI.
146. Ney. Michel Ney (1769–1815), Napoleon’s great general, ‘the
bravest of the brave,’ who had five horses shot under him at
Waterloo. He urged Napoleon to abdicate after the campaign of 1814,
and on Napoleon’s return from Elba was sent to fight him. He went
over to his old Emperor, however, and, after Waterloo, was arrested
for high treason, condemned to death, and shot in the Luxembourg
Gardens.
Massena. André Masséna (1756–1817), another of Napoleon’s
generals, ‘the favoured child of victory.’
Kellerman. François Christophe de Kellermann (1735–1820), the
successful general at Valmy (1792).
Fontaine. Jean de la Fontaine (1621–1695), the fabulist.
De Lille. Jacques Delille (1738–1813), French poet and translator of
Paradise Lost.
CHAPTER IX
of The Sun. The passage was not worth speaking of—but I have since
done the same thing better, and the one passage is (cleverly enough)
brought forward as a screen to the other.’
145. Thrust us from a level consideration. 2 King Henry IV., Act II.
Sc. 1.
Garlanded with flowers.
Cf. ‘All garlanded with carven imag’ries
Of fruits, and flowers, and bunches of knot-grass.’
Keats, The Eve of St. Agnes, XXIV.
The lean abhorred monster. Romeo and Juliet, Act V. Sc. 3.
No black and melancholic yew-trees. Webster’s The White Devil, Act
IV. Sc. 2.
Pansies for thoughts. Hamlet, Act IV. Sc. 5.
146. The daughter of Madame d’Orbe. Sixième Partie, Lettre XI.
146. Ney. Michel Ney (1769–1815), Napoleon’s great general, ‘the
bravest of the brave,’ who had five horses shot under him at
Waterloo. He urged Napoleon to abdicate after the campaign of 1814,
and on Napoleon’s return from Elba was sent to fight him. He went
over to his old Emperor, however, and, after Waterloo, was arrested
for high treason, condemned to death, and shot in the Luxembourg
Gardens.
Massena. André Masséna (1756–1817), another of Napoleon’s
generals, ‘the favoured child of victory.’
Kellerman. François Christophe de Kellermann (1735–1820), the
successful general at Valmy (1792).
Fontaine. Jean de la Fontaine (1621–1695), the fabulist.
De Lille. Jacques Delille (1738–1813), French poet and translator of
Paradise Lost.
CHAPTER IX
November 17. Numbered X.
147. Mademoiselle Mars. See vol. VII., The Plain Speaker, pp. 324 et
seq.
Mrs. Jordan. Dorothea or Dorothy Jordan (1762–1816). See vol. VIII.,
containing Hazlitt’s dramatic writings, for criticism upon her and the
following actresses.
Mrs. Siddons. Sarah Siddons (1755–1831).
Miss Farren. Elizabeth Farren (1759?-1829), Countess of Derby. See
vol. VIII., Lectures on the Comic Writers, 165, etc.
Mrs. Abington. Frances Abington (1737–1815).
Miss O’Neil. Eliza O’Neil (1791–1872), afterwards Lady Becher. See
vol. I., The Round Table, note to p. 156, and vol. VIII. A View of the
English Stage, p. 291.
Flavia the least and slightest toy. Bishop Atterbury’s Flavia’s Fan.
149. Monsieur Damas. For more than twenty-five years one of the
most brilliant actors at the Comédie Française. He retired from the
stage in 1825 and died in 1834.
151. Midsummer madness. Twelfth Night, Act III. Sc. 4.
Mr. Bartolino Saddletree. See Scott’s Heart of Midlothian.
Whole loosened soul.
Cf. ‘All my loose soul unbounded springs to thee.’
Pope, Eloisa to Abelard, 228.
Mrs. Orger. Mrs. Mary Ann Orger (1788–1849), chiefly remembered
for her excellence in farce at Drury Lane.
152. Mr. Braham. The famous tenor. See note to vol. VII., The Plain
Speaker, p. 70.
Note. No single volume paramount. Wordsworth, Poems dedicated
to National Independence and Liberty, XV., Sonnet beginning ‘Great
men have been among us.’
153. Odry. Jacques-Charles Odry (1781–1853). He played at the
Variétés for forty years, the idol of his audiences.
147. Mademoiselle Mars. See vol. VII., The Plain Speaker, pp. 324 et
seq.
Mrs. Jordan. Dorothea or Dorothy Jordan (1762–1816). See vol. VIII.,
containing Hazlitt’s dramatic writings, for criticism upon her and the
following actresses.
Mrs. Siddons. Sarah Siddons (1755–1831).
Miss Farren. Elizabeth Farren (1759?-1829), Countess of Derby. See
vol. VIII., Lectures on the Comic Writers, 165, etc.
Mrs. Abington. Frances Abington (1737–1815).
Miss O’Neil. Eliza O’Neil (1791–1872), afterwards Lady Becher. See
vol. I., The Round Table, note to p. 156, and vol. VIII. A View of the
English Stage, p. 291.
Flavia the least and slightest toy. Bishop Atterbury’s Flavia’s Fan.
149. Monsieur Damas. For more than twenty-five years one of the
most brilliant actors at the Comédie Française. He retired from the
stage in 1825 and died in 1834.
151. Midsummer madness. Twelfth Night, Act III. Sc. 4.
Mr. Bartolino Saddletree. See Scott’s Heart of Midlothian.
Whole loosened soul.
Cf. ‘All my loose soul unbounded springs to thee.’
Pope, Eloisa to Abelard, 228.
Mrs. Orger. Mrs. Mary Ann Orger (1788–1849), chiefly remembered
for her excellence in farce at Drury Lane.
152. Mr. Braham. The famous tenor. See note to vol. VII., The Plain
Speaker, p. 70.
Note. No single volume paramount. Wordsworth, Poems dedicated
to National Independence and Liberty, XV., Sonnet beginning ‘Great
men have been among us.’
153. Odry. Jacques-Charles Odry (1781–1853). He played at the
Variétés for forty years, the idol of his audiences.
Monsieur Potier. Charles Potier (1775–1838), comic actor.
154. Brunet. Jean-Joseph Mira, called Brunet (1766–1851).
Talma. François Joseph Talma (1763–1826), one of the greatest of
French tragic actors.
Mademoiselle Georges. Marguerite-Joséphine Weimer, otherwise
Georges (1787–1867), one of the most famous actresses of her day,
beautiful, haughty, and wayward.
PAGE
154. Madame Paradol. Anne-Catherine-Lucinde Prévost-Paradol
(1798–1843).
Mademoiselle Duchesnois. Catherine-Joseph Rufuin, otherwise
Duchesnois (1777–1835), classical tragédienne. She was an intimate
friend of Talma, and has been considered his equal. The rivalry
between her and the beautiful Mlle. Georges extended to their
respective admirers and to the press.
CHAPTER X
October 26. Numbered XI.
157. Inigo Jones. The architect of Lincoln’s Inn Chapel, the
banqueting-house at Whitehall, St. Paul’s Church, Covent-Garden,
etc. (1573–1652).
The famous passage in Burke. A Letter to a Noble Lord (Works,
Bohn, V. 137).
Mr. Jerdan. William Jerdan (1782–1869), editor of the Tory Sun
(1813–1817), and then associated for many years with the Literary
Gazette.
The painful warrior. Shakespeare, Sonnet XXV.
159. What though the radiance. Wordsworth, Ode, Intimations of
Immortality [taken from my sight.... Of splendour in the grass, of
glory in the flower.]
154. Brunet. Jean-Joseph Mira, called Brunet (1766–1851).
Talma. François Joseph Talma (1763–1826), one of the greatest of
French tragic actors.
Mademoiselle Georges. Marguerite-Joséphine Weimer, otherwise
Georges (1787–1867), one of the most famous actresses of her day,
beautiful, haughty, and wayward.
PAGE
154. Madame Paradol. Anne-Catherine-Lucinde Prévost-Paradol
(1798–1843).
Mademoiselle Duchesnois. Catherine-Joseph Rufuin, otherwise
Duchesnois (1777–1835), classical tragédienne. She was an intimate
friend of Talma, and has been considered his equal. The rivalry
between her and the beautiful Mlle. Georges extended to their
respective admirers and to the press.
CHAPTER X
October 26. Numbered XI.
157. Inigo Jones. The architect of Lincoln’s Inn Chapel, the
banqueting-house at Whitehall, St. Paul’s Church, Covent-Garden,
etc. (1573–1652).
The famous passage in Burke. A Letter to a Noble Lord (Works,
Bohn, V. 137).
Mr. Jerdan. William Jerdan (1782–1869), editor of the Tory Sun
(1813–1817), and then associated for many years with the Literary
Gazette.
The painful warrior. Shakespeare, Sonnet XXV.
159. What though the radiance. Wordsworth, Ode, Intimations of
Immortality [taken from my sight.... Of splendour in the grass, of
glory in the flower.]
The burden and the mystery. Wordsworth’s Tintern Abbey.
The worst ... returns to good. Cf. ‘the worst returns to laughter,’ King
Lear, Act IV. Sc. 1.
And bring with thee [and add to these] retired Leisure. Il Penseroso,
49.
Nature to advantage drest. Pope, Essay on Criticism, Part II. 97.
Paradise of dainty devices. The name given to a collection of poems
published 1576 and various times later.
The Frenchman’s darling. Cowper, The Task, IV. 765.
161. With glistering spires. Paradise Lost, III. 550.
Low farms and [poor] pelting villages. King Lear, Act II. Sc. 3.
162. But let thy spiders. King Richard II., Act III. Sc. 2 [treacherous
feet ... thy sovereign’s enemies].
Bear the beating of so strong a passion. Twelfth Night, Act II. Sc. 4.
CHAPTER XI
November 2. Numbered XII.
163. I also am a painter. See Vasari’s Lives (ed. Blashfield and
Hopkins), III. 32, note 28.
Roubilliac. Louis Francis Roubilliac (d. 1762). See vol. VII. The Plain
Speaker, p. 89 and note thereto.
164. Bernini. Giovanni Lorenzo Bernini (1598–1680), painter,
sculptor, and architect, the Michael Angelo of his day.
And when I think that his immortal wings. Heaven and Earth, Part
I. Scene 1.
165. Thinly scattered to make up a shew. Romeo and Juliet, Act V.
Sc. 1.
The Chevalier Canova. Antonio Canova, Venetian sculptor (1757–
1822) was commissioned by the Roman Government in 1815, after
The worst ... returns to good. Cf. ‘the worst returns to laughter,’ King
Lear, Act IV. Sc. 1.
And bring with thee [and add to these] retired Leisure. Il Penseroso,
49.
Nature to advantage drest. Pope, Essay on Criticism, Part II. 97.
Paradise of dainty devices. The name given to a collection of poems
published 1576 and various times later.
The Frenchman’s darling. Cowper, The Task, IV. 765.
161. With glistering spires. Paradise Lost, III. 550.
Low farms and [poor] pelting villages. King Lear, Act II. Sc. 3.
162. But let thy spiders. King Richard II., Act III. Sc. 2 [treacherous
feet ... thy sovereign’s enemies].
Bear the beating of so strong a passion. Twelfth Night, Act II. Sc. 4.
CHAPTER XI
November 2. Numbered XII.
163. I also am a painter. See Vasari’s Lives (ed. Blashfield and
Hopkins), III. 32, note 28.
Roubilliac. Louis Francis Roubilliac (d. 1762). See vol. VII. The Plain
Speaker, p. 89 and note thereto.
164. Bernini. Giovanni Lorenzo Bernini (1598–1680), painter,
sculptor, and architect, the Michael Angelo of his day.
And when I think that his immortal wings. Heaven and Earth, Part
I. Scene 1.
165. Thinly scattered to make up a shew. Romeo and Juliet, Act V.
Sc. 1.
The Chevalier Canova. Antonio Canova, Venetian sculptor (1757–
1822) was commissioned by the Roman Government in 1815, after
the fall of the Napoleonic Empire, to recover the art treasures that
had been taken to France.
Note. He heard it. Childe Harold’s Pilgrimage, Canto IV. 141.
166. Vestris. Lucia Elizabeth Bartolozzi, Madame Vestris (1797–
1856), the famous actress, subsequently wife of the younger
Mathews. See vol. VIII. A View of the English Stage, p. 327 and note.
167. Razzi. Giovanni Antonio dei Razzi of Piedmont (1477–1549).
Cortot. Jean Pierre Cortot (1787–1843). The Virgin and Child was
painted for the Cathedral of Arras.
PAGE
167. Espercieux. Jean Joseph Espercieux (1758–1840).
Chaudet. Antoine Denis Chaudet (1763–1810).
168. Gayrard. Raymond Gayrard (1777–1858).
CHAPTER XII
November 4. Numbered XIII
170. The upturned eyes of wondering mortals. Romeo and Juliet,
Act II. Sc. 2.
His Devin du Village. Rousseau’s opera (1753), now best known
because of the air in it called ‘Rousseau’s Dream.’
171. Derivis. Henri Etienne Dérivis (1780–1856), operatic singer,
renowned for his powerful bass voice.
It is my vice to spy into abuses. Othello, Act III. Sc. 3.
173. Non sat[is] est pulchra poemata esse, dulcia sunto. Horace, Ars
Poet., 99.
174. Madame Le Gallois. Amélie-Marie-Antoinette Legallois, born
1804. She was a favourite dancer for many years, and retired about
1839.
had been taken to France.
Note. He heard it. Childe Harold’s Pilgrimage, Canto IV. 141.
166. Vestris. Lucia Elizabeth Bartolozzi, Madame Vestris (1797–
1856), the famous actress, subsequently wife of the younger
Mathews. See vol. VIII. A View of the English Stage, p. 327 and note.
167. Razzi. Giovanni Antonio dei Razzi of Piedmont (1477–1549).
Cortot. Jean Pierre Cortot (1787–1843). The Virgin and Child was
painted for the Cathedral of Arras.
PAGE
167. Espercieux. Jean Joseph Espercieux (1758–1840).
Chaudet. Antoine Denis Chaudet (1763–1810).
168. Gayrard. Raymond Gayrard (1777–1858).
CHAPTER XII
November 4. Numbered XIII
170. The upturned eyes of wondering mortals. Romeo and Juliet,
Act II. Sc. 2.
His Devin du Village. Rousseau’s opera (1753), now best known
because of the air in it called ‘Rousseau’s Dream.’
171. Derivis. Henri Etienne Dérivis (1780–1856), operatic singer,
renowned for his powerful bass voice.
It is my vice to spy into abuses. Othello, Act III. Sc. 3.
173. Non sat[is] est pulchra poemata esse, dulcia sunto. Horace, Ars
Poet., 99.
174. Madame Le Gallois. Amélie-Marie-Antoinette Legallois, born
1804. She was a favourite dancer for many years, and retired about
1839.
Nina. An Italian opera, produced at Naples, May 1787. See vol. VII.
The Plain Speaker, p. 325.
Oh for a beaker full of the warm South. Keats, Ode to a Nightingale.
Gazza Ladra. A comic opera by Rossini, produced 1817.
Mombelli. Esther Mombelli (b. 1794).
Pellegrini. Félix Pellegrini (1774–1832).
175. The Maid and the Magpie. See vol. VII. A View of the English
Stage, pp. 244, 279.
CHAPTER XIII
April 5, 1825. Numbered XIV
Note. Madame Pasta. See vol. VII. The Plain Speaker, pp. 324, et seq.
176. In summer shade [yield him], in winter fire. Pope, Ode on
Solitude.
Maritorneses. From the name of the servant wench in Don Quixote,
who had hair like a horse’s tail.
177. A thing of life. Byron’s Corsair, Canto I. 3.
Fit for speed succinct. Paradise Lost, III. 643.
Mark how a plain tale shall put them down. 1 King Henry IV., Act II.
Sc. 4.
178. Dr. S. Dr. Stoddart. See ante, note to p. 142.
Famous poet’s pen. Cf. Spenser’s Verses to the Earl of Essex.
182. M. Martine’s Death of Socrates. Alphonse-Marie-Louis de Prat
de Lamartine’s (1791–1869) work was published in 1823.
A nation of shopkeepers. See vol. I. The Round Table, note to p. 150.
M. de la Place. Pierre Antoine de la Place (1707–1793) translated
Tom Jones. The third edition of 1751 is in the British Museum.
183. L. H. Leigh Hunt.
The Plain Speaker, p. 325.
Oh for a beaker full of the warm South. Keats, Ode to a Nightingale.
Gazza Ladra. A comic opera by Rossini, produced 1817.
Mombelli. Esther Mombelli (b. 1794).
Pellegrini. Félix Pellegrini (1774–1832).
175. The Maid and the Magpie. See vol. VII. A View of the English
Stage, pp. 244, 279.
CHAPTER XIII
April 5, 1825. Numbered XIV
Note. Madame Pasta. See vol. VII. The Plain Speaker, pp. 324, et seq.
176. In summer shade [yield him], in winter fire. Pope, Ode on
Solitude.
Maritorneses. From the name of the servant wench in Don Quixote,
who had hair like a horse’s tail.
177. A thing of life. Byron’s Corsair, Canto I. 3.
Fit for speed succinct. Paradise Lost, III. 643.
Mark how a plain tale shall put them down. 1 King Henry IV., Act II.
Sc. 4.
178. Dr. S. Dr. Stoddart. See ante, note to p. 142.
Famous poet’s pen. Cf. Spenser’s Verses to the Earl of Essex.
182. M. Martine’s Death of Socrates. Alphonse-Marie-Louis de Prat
de Lamartine’s (1791–1869) work was published in 1823.
A nation of shopkeepers. See vol. I. The Round Table, note to p. 150.
M. de la Place. Pierre Antoine de la Place (1707–1793) translated
Tom Jones. The third edition of 1751 is in the British Museum.
183. L. H. Leigh Hunt.
CHAPTER XIV
April 6. Numbered XV
Devoutly to be wished. Hamlet, Act III. Sc. 1.
184. Honest sonsie bawsont face. Burns, The Twa Dogs.
The icy fang and season’s difference. As You Like it, Act II. Sc. 1.
Mr. Theodore Hook. Theodore Edward Hook (1788–1841), novelist
and political writer, the Lucian Gay of ‘Coningsby,’ and editor of the
Tory ‘John Bull’ newspaper.
PAGE
186. Here was sympathy. The Merry Wives of Windsor, Act II. Sc. 1.
De Stutt—Tracey’s ‘Idéologie.’ Antoine Louis Claude Comte Destutt
de Tracy’s (1754–1836), Élémens d’Idéologie was published in 1817–
1818.
Mignet’s French Revolution. François-Auguste-Marie Mignet’s
(1796–1884) Histoire de la Révolution Française was published in
1824.
Sayings and Doings. Nine novels of Theodore Hook, published
1826–1829.
Irving’s Orations. Probably Edward Irving’s Four Orations for the
Oracles of God, published in 1823, a third edition of which was
issued in the following year. Cf. vol. iv. The Spirit of the Age, p. 228.
The Paris edition of ‘Table Talk.’ See vol. VI. Bibliographical Note to
Table Talk.
187. Note. Mr. Canning’s ‘faithlessness.’ He had the reputation for
preferring devious paths. ‘I said of him “that his mind’s-eye
squinted,”’ wrote Croker to Lord Brougham, March 1839. See the
Croker Papers, vol. II. p. 352.
Note. Like that ensanguined [sanguine] flower. Lycidas, 106.
Note. Francesco Guicciardini’s (1483–1540), History of Italy from
1494–1532.
April 6. Numbered XV
Devoutly to be wished. Hamlet, Act III. Sc. 1.
184. Honest sonsie bawsont face. Burns, The Twa Dogs.
The icy fang and season’s difference. As You Like it, Act II. Sc. 1.
Mr. Theodore Hook. Theodore Edward Hook (1788–1841), novelist
and political writer, the Lucian Gay of ‘Coningsby,’ and editor of the
Tory ‘John Bull’ newspaper.
PAGE
186. Here was sympathy. The Merry Wives of Windsor, Act II. Sc. 1.
De Stutt—Tracey’s ‘Idéologie.’ Antoine Louis Claude Comte Destutt
de Tracy’s (1754–1836), Élémens d’Idéologie was published in 1817–
1818.
Mignet’s French Revolution. François-Auguste-Marie Mignet’s
(1796–1884) Histoire de la Révolution Française was published in
1824.
Sayings and Doings. Nine novels of Theodore Hook, published
1826–1829.
Irving’s Orations. Probably Edward Irving’s Four Orations for the
Oracles of God, published in 1823, a third edition of which was
issued in the following year. Cf. vol. iv. The Spirit of the Age, p. 228.
The Paris edition of ‘Table Talk.’ See vol. VI. Bibliographical Note to
Table Talk.
187. Note. Mr. Canning’s ‘faithlessness.’ He had the reputation for
preferring devious paths. ‘I said of him “that his mind’s-eye
squinted,”’ wrote Croker to Lord Brougham, March 1839. See the
Croker Papers, vol. II. p. 352.
Note. Like that ensanguined [sanguine] flower. Lycidas, 106.
Note. Francesco Guicciardini’s (1483–1540), History of Italy from
1494–1532.
Note. Enrico Caterino Davila (1576–1631) of Padua, author of a
History of the Civil Wars of France.
190. The merit of the death of Hotspur. 1 King Henry IV., Act V. Sc.
4.
He who relished. i.e., Rousseau.
The Magdalen Muse of Mr. Moore. See vol. VII. The Plain Speaker, p.
368.
191. Where Alps o’er [on] Alps arise. Pope, Essay on Criticism, II. 32.
This fortress, built by nature. King Richard II., Act II. Sc. 1.
Nodded to him. A Midsummer Night’s Dream, Act III. Sc. 1.
193. Hemskirk. Maerten van Veen of Heemskerk, near Haarlem
(1498–1574), a follower of Michael Angelo.
Kean. Edmund Kean (1787–1833).
194. With cautious haste [wanton heed] and giddy cunning.
L’Allegro, 141.
CHAPTER XV
July 15. Numbered XVI
196. A gentle usher; Authority [husher, vanity] by name. The Faerie
Queene I., iv. 13.
197. Teres et rotundus. Horace, Sat. II. 7.
Spagnoletto. Josef or Jusepe de Ribera, otherwise Lo Spagnoletto
(1588–1656), of Spanish birth, whose chief work was done in Naples.
His subjects are generally delineations of scourgings and other
scenes of torture. See ante, note to p. 70.
200. With marriageable arms. Paradise Lost, V. 217.
To-morrow to fresh fields [woods]. Lycidas, 193.
Mr. Crabbe. George Crabbe (1754–1832).
History of the Civil Wars of France.
190. The merit of the death of Hotspur. 1 King Henry IV., Act V. Sc.
4.
He who relished. i.e., Rousseau.
The Magdalen Muse of Mr. Moore. See vol. VII. The Plain Speaker, p.
368.
191. Where Alps o’er [on] Alps arise. Pope, Essay on Criticism, II. 32.
This fortress, built by nature. King Richard II., Act II. Sc. 1.
Nodded to him. A Midsummer Night’s Dream, Act III. Sc. 1.
193. Hemskirk. Maerten van Veen of Heemskerk, near Haarlem
(1498–1574), a follower of Michael Angelo.
Kean. Edmund Kean (1787–1833).
194. With cautious haste [wanton heed] and giddy cunning.
L’Allegro, 141.
CHAPTER XV
July 15. Numbered XVI
196. A gentle usher; Authority [husher, vanity] by name. The Faerie
Queene I., iv. 13.
197. Teres et rotundus. Horace, Sat. II. 7.
Spagnoletto. Josef or Jusepe de Ribera, otherwise Lo Spagnoletto
(1588–1656), of Spanish birth, whose chief work was done in Naples.
His subjects are generally delineations of scourgings and other
scenes of torture. See ante, note to p. 70.
200. With marriageable arms. Paradise Lost, V. 217.
To-morrow to fresh fields [woods]. Lycidas, 193.
Mr. Crabbe. George Crabbe (1754–1832).
202. Serious in mortality. Macbeth, Act II. Sc. 3.
203. Methought she looked at us—So everyone believes that sees a
Duchess!—Old Play. Perhaps Hazlitt had in mind the following lines
from Middleton’s Women Beware Women, Act I. Sc. 3.
Bian. ‘Did not the duke look up? methought he saw us.
Mçther. That’s every one’s conceit that sees a duke.’
Mengs. Anton Rafael Mengs (1728–1779), of Bohemian birth, best
known by his fresco paintings.
PAGE
204. The sense aches at them. Othello, Act IV. Sc. 2.
205. John of Bologna. Born at Douai about 1524, died 1608, the
greatest Italian sculptor, architect, and worker in bronze, after the
death of Michael Angelo.
Professor Mezzofanti. Joseph Caspar Mezzofanti (1771–1848), who
was created Cardinal in 1838, and who claimed to be able to express
himself in seventy-eight languages.
Giotto. Giotto di Bondone (1266–76—1337), the inspirer of
naturalistic painting in Italy.
Ghirlandaio. Domenico Bigordi (1449–1494), generally called
Ghirlandaio, the Garland-maker (his father was a goldsmith), one of
the greatest artists in his time, and the teacher of Michael Angelo.
206. Note. Dr. Gall. John Joseph Gall, the phrenologist (1758–1828).
See vol. VII. The Plain Speaker, pp. 17 et seq. and 137 et seq.
207. By their works [fruits]. S. Matthew vii. 20.
CHAPTER XVI
July 22. Numbered XVII
And when she spake. The Faerie Queene, II., II. 24.
203. Methought she looked at us—So everyone believes that sees a
Duchess!—Old Play. Perhaps Hazlitt had in mind the following lines
from Middleton’s Women Beware Women, Act I. Sc. 3.
Bian. ‘Did not the duke look up? methought he saw us.
Mçther. That’s every one’s conceit that sees a duke.’
Mengs. Anton Rafael Mengs (1728–1779), of Bohemian birth, best
known by his fresco paintings.
PAGE
204. The sense aches at them. Othello, Act IV. Sc. 2.
205. John of Bologna. Born at Douai about 1524, died 1608, the
greatest Italian sculptor, architect, and worker in bronze, after the
death of Michael Angelo.
Professor Mezzofanti. Joseph Caspar Mezzofanti (1771–1848), who
was created Cardinal in 1838, and who claimed to be able to express
himself in seventy-eight languages.
Giotto. Giotto di Bondone (1266–76—1337), the inspirer of
naturalistic painting in Italy.
Ghirlandaio. Domenico Bigordi (1449–1494), generally called
Ghirlandaio, the Garland-maker (his father was a goldsmith), one of
the greatest artists in his time, and the teacher of Michael Angelo.
206. Note. Dr. Gall. John Joseph Gall, the phrenologist (1758–1828).
See vol. VII. The Plain Speaker, pp. 17 et seq. and 137 et seq.
207. By their works [fruits]. S. Matthew vii. 20.
CHAPTER XVI
July 22. Numbered XVII
And when she spake. The Faerie Queene, II., II. 24.
209. Cloud-clapt. Cf. ‘Cloud-capp’d towers.’ The Tempest, Act IV. Sc.
1.
211. My friend L. H. Leigh Hunt.
The rival families of the Gerardeschi and the ——. The missing word
should be Visconti.
Enriched. Burns, Tam o’ Shanter, 16.
212. Enchants the world. Thomson, The Seasons, Summer, 1347.
Lord Burghersh. John Fane, eleventh Earl of Westmorland (1784–
1859) was appointed minister plenipotentiary to Florence in 1814.
214. Alien Bill. In consequence of the flight from France during the
Revolution, Alien Bills were passed in 1792–1793 giving the crown
power to banish foreigners.
Molière’s Tartuffe. For the ordinance of the Archbishop of Paris see
MM. Despois and Mesnard’s edition of Molière, vol. IV. p. 322.
Fishy fume. Paradise Lost, IV. 168.
215. Paved with good intentions. An old saying: Hazlitt probably had
in mind Dr. Johnson’s use of it. (See Boswell’s Johnson, ed. G. B.
Hill, vol. II. p. 360.)
216. Omne tulit punctum. Horace, Ars Poet., 343.
218. Otiosa Æternitas. Milton’s Sylvæ, De Ideâ Platonicâ
Quemadmodum Aristoteles Intellexit.
Redi. Francesco Redi (1626–1698), Italian physician, naturalist and
poet. He helped in the compilation of the dictionary of the Academia
Della Crusca. See Masson’s Life of Milton, 1881, vol. I. p. 786.
CHAPTER XVII
July 26. Numbered XVIII
219. Bandinello. Bartolommeo Bandinelli, sculptor, of Florence
(1493–1560).
1.
211. My friend L. H. Leigh Hunt.
The rival families of the Gerardeschi and the ——. The missing word
should be Visconti.
Enriched. Burns, Tam o’ Shanter, 16.
212. Enchants the world. Thomson, The Seasons, Summer, 1347.
Lord Burghersh. John Fane, eleventh Earl of Westmorland (1784–
1859) was appointed minister plenipotentiary to Florence in 1814.
214. Alien Bill. In consequence of the flight from France during the
Revolution, Alien Bills were passed in 1792–1793 giving the crown
power to banish foreigners.
Molière’s Tartuffe. For the ordinance of the Archbishop of Paris see
MM. Despois and Mesnard’s edition of Molière, vol. IV. p. 322.
Fishy fume. Paradise Lost, IV. 168.
215. Paved with good intentions. An old saying: Hazlitt probably had
in mind Dr. Johnson’s use of it. (See Boswell’s Johnson, ed. G. B.
Hill, vol. II. p. 360.)
216. Omne tulit punctum. Horace, Ars Poet., 343.
218. Otiosa Æternitas. Milton’s Sylvæ, De Ideâ Platonicâ
Quemadmodum Aristoteles Intellexit.
Redi. Francesco Redi (1626–1698), Italian physician, naturalist and
poet. He helped in the compilation of the dictionary of the Academia
Della Crusca. See Masson’s Life of Milton, 1881, vol. I. p. 786.
CHAPTER XVII
July 26. Numbered XVIII
219. Bandinello. Bartolommeo Bandinelli, sculptor, of Florence
(1493–1560).
The Perseus of Benvenuto Cellini. See Roscoe’s translation of
Cellini’s Memoirs, chapters 41, 43, etc.
220. Men of no mark or likelihood. 1 King Henry IV., Act III. Sc. 2.
221. Even in death there is animation too. Cf. ‘That were a theme
might animate the dead,’ Cowper, Table Talk, 202.
PAGE
221. Forsyth. Joseph Forsyth (1763–1815), whose Remarks on
Antiquities, Arts, and Letters, during an Excursion in Italy in the
years 1802 and 1803, were published in 1813.
222. Elegant Extracts. Elegant Extracts in Prose, in Verse, and
Epistles, 1789, and often reprinted later. Compiled by Vicesimus
Knox (1752–1821), Master of Tonbridge School, 1778–1812.
223. Trim’s story of the sausage-maker’s wife. Tristram Shandy,
Book II. 17.
Labour of love. 1 Thessalonians i. 3.
As Rousseau prided himself. Les Confessions, Partie II. Livre ix.
224. Just washed in the dew. The Taming of the Shrew, Act II. Sc. 1.
Strange child-worship. Lamb, Lines on the celebrated picture by
Leonardo da Vinci; called the Virgin of the Rocks.
Luini. Bernardino Luini (c. 1460–70–c. 1530), whose style so
resembles that of Leonardo da Vinci that it is difficult to distinguish
their works.
225. Bronzino. A name applied to a family of Florentine painters,
Angiolo Allori (1502–1572), Alessandro Allori (1535–1607), and
Cristofano Allori (1577–1621).
The late Mr. Opie. John Opie (1761–1807), portrait painter. See vol.
VI. Mr. Northcote’s Conversations, p. 343 and note.
A thing of life. Byron’s Corsair, Canto I. 3.
226. Deliberation sits and public care. Paradise Lost, II. 303.
Julio Romano. See ante, note to p. 18.
Andrea del Sarto. See ante, note to p. 25.
Cellini’s Memoirs, chapters 41, 43, etc.
220. Men of no mark or likelihood. 1 King Henry IV., Act III. Sc. 2.
221. Even in death there is animation too. Cf. ‘That were a theme
might animate the dead,’ Cowper, Table Talk, 202.
PAGE
221. Forsyth. Joseph Forsyth (1763–1815), whose Remarks on
Antiquities, Arts, and Letters, during an Excursion in Italy in the
years 1802 and 1803, were published in 1813.
222. Elegant Extracts. Elegant Extracts in Prose, in Verse, and
Epistles, 1789, and often reprinted later. Compiled by Vicesimus
Knox (1752–1821), Master of Tonbridge School, 1778–1812.
223. Trim’s story of the sausage-maker’s wife. Tristram Shandy,
Book II. 17.
Labour of love. 1 Thessalonians i. 3.
As Rousseau prided himself. Les Confessions, Partie II. Livre ix.
224. Just washed in the dew. The Taming of the Shrew, Act II. Sc. 1.
Strange child-worship. Lamb, Lines on the celebrated picture by
Leonardo da Vinci; called the Virgin of the Rocks.
Luini. Bernardino Luini (c. 1460–70–c. 1530), whose style so
resembles that of Leonardo da Vinci that it is difficult to distinguish
their works.
225. Bronzino. A name applied to a family of Florentine painters,
Angiolo Allori (1502–1572), Alessandro Allori (1535–1607), and
Cristofano Allori (1577–1621).
The late Mr. Opie. John Opie (1761–1807), portrait painter. See vol.
VI. Mr. Northcote’s Conversations, p. 343 and note.
A thing of life. Byron’s Corsair, Canto I. 3.
226. Deliberation sits and public care. Paradise Lost, II. 303.
Julio Romano. See ante, note to p. 18.
Andrea del Sarto. See ante, note to p. 25.
Giorgioni. See ante, note to p. 26.
Schiavoni. ?Andrea Meldolla, or Il Schiavone (1522–1582), of
Dalmatian birth, a follower of Titian.
Cigoli. Lodovico Cardi, otherwise called Cigoli (1559–1613),
Florentine painter, a follower of Andrea del Sarto and Michael
Angelo.
Fra Bartolomeo. Bartolommeo di Pagholo del Fattorino, generally
called Fra Bartolommeo (1475–1517). Some of his earliest sketches
he committed to the flames under the influence of Savonarola in
1489 and, later, became a monk.
Shardborne beetle. Macbeth, Act III. Sc. 2.
Lady Morgan. Sydney Owenson, Lady Morgan (1783?-1859), the
novelist. Her Life of Salvator Rosa was published in 1823; see
Hazlitt’s review of it, vol. X., Edinburgh Review Articles, pp. 276 et
seq.
CHAPTER XVIII
July 29. Numbered XIX
229. Old Burnet. Thomas Burnet (1635?-1715), Master of the
Charterhouse (1685–1715). See Telluris Theoria Sacra, lib. I. cap. 9.
A thousand storms, a thousand winters. Beaumont and Fletcher’s
Philaster, Act V. Sc. 3.
232. A house that had belonged to Milton. See vol. IV. The Spirit of
the Age, pp. 189, 190 and note; and the frontispiece to vol. III.
CHAPTER XIX
August 12. Numbered XX
Schiavoni. ?Andrea Meldolla, or Il Schiavone (1522–1582), of
Dalmatian birth, a follower of Titian.
Cigoli. Lodovico Cardi, otherwise called Cigoli (1559–1613),
Florentine painter, a follower of Andrea del Sarto and Michael
Angelo.
Fra Bartolomeo. Bartolommeo di Pagholo del Fattorino, generally
called Fra Bartolommeo (1475–1517). Some of his earliest sketches
he committed to the flames under the influence of Savonarola in
1489 and, later, became a monk.
Shardborne beetle. Macbeth, Act III. Sc. 2.
Lady Morgan. Sydney Owenson, Lady Morgan (1783?-1859), the
novelist. Her Life of Salvator Rosa was published in 1823; see
Hazlitt’s review of it, vol. X., Edinburgh Review Articles, pp. 276 et
seq.
CHAPTER XVIII
July 29. Numbered XIX
229. Old Burnet. Thomas Burnet (1635?-1715), Master of the
Charterhouse (1685–1715). See Telluris Theoria Sacra, lib. I. cap. 9.
A thousand storms, a thousand winters. Beaumont and Fletcher’s
Philaster, Act V. Sc. 3.
232. A house that had belonged to Milton. See vol. IV. The Spirit of
the Age, pp. 189, 190 and note; and the frontispiece to vol. III.
CHAPTER XIX
August 12. Numbered XX
234. Though Mr. Hobhouse has written Annotations. John Cam
Hobhouse, Baron Broughton de Gifford (1786–1869). See his
Historical Illustrations of the Fourth Canto of ‘Childe Harold,’
containing Dissertations on the Ruins of Rome, PAGE
and an Essay on Italian Literature, 1818, and the Notes to the Canto
in Byron’s Poetical Works.
234. He hears it not. Byron, Childe Harold, IV. cxli. with sundry
alterations.
236. So sit two Kings of Brentford. Cowper, The Task, I. 78.
237. Youthful poets dream of [fancy] when they love. Rowe’s Fair
Penitent, Act III. Sc. 1.
Julia de Roubigne. A novel by Henry Mackenzie, the ‘Man of
Feeling,’ (1745–1831), published 1777.
Miss Milner. The heroine of Mrs. Elizabeth Inchbald’s (1753–1821)
novel, A Simple Story (1791).
238. Guercino. See ante, note to p. 25.
Garofolo. Benvenuto Tisi, called Garofolo from his birth-place
(1481–1559). His best works are to be seen at Ferrara.
239. Gaspar Poussin. See ante, note to p. 14.
Ariosto. Ludovico Ariosto (1474–1533), the author of Orlando
Furioso.
Pietro da Cartona. Pietro Berrettini of Cartoni (1596–1669). The
ceiling of the grand saloon of the Palazzo Barberini is his; it is
generally recognised as one of the greatest accomplishments of
decorative art.
240. Andrea Sacchi. A Roman painter (d. 1661). His greatest work is
the ‘St. Romuald with his Monks’ in the Vatican.
CHAPTER XX
242. Scribe. Eugène Scribe (1791–1861).
Hobhouse, Baron Broughton de Gifford (1786–1869). See his
Historical Illustrations of the Fourth Canto of ‘Childe Harold,’
containing Dissertations on the Ruins of Rome, PAGE
and an Essay on Italian Literature, 1818, and the Notes to the Canto
in Byron’s Poetical Works.
234. He hears it not. Byron, Childe Harold, IV. cxli. with sundry
alterations.
236. So sit two Kings of Brentford. Cowper, The Task, I. 78.
237. Youthful poets dream of [fancy] when they love. Rowe’s Fair
Penitent, Act III. Sc. 1.
Julia de Roubigne. A novel by Henry Mackenzie, the ‘Man of
Feeling,’ (1745–1831), published 1777.
Miss Milner. The heroine of Mrs. Elizabeth Inchbald’s (1753–1821)
novel, A Simple Story (1791).
238. Guercino. See ante, note to p. 25.
Garofolo. Benvenuto Tisi, called Garofolo from his birth-place
(1481–1559). His best works are to be seen at Ferrara.
239. Gaspar Poussin. See ante, note to p. 14.
Ariosto. Ludovico Ariosto (1474–1533), the author of Orlando
Furioso.
Pietro da Cartona. Pietro Berrettini of Cartoni (1596–1669). The
ceiling of the grand saloon of the Palazzo Barberini is his; it is
generally recognised as one of the greatest accomplishments of
decorative art.
240. Andrea Sacchi. A Roman painter (d. 1661). His greatest work is
the ‘St. Romuald with his Monks’ in the Vatican.
CHAPTER XX
242. Scribe. Eugène Scribe (1791–1861).
Cribb. Tom Cribb (1781–1848), the champion pugilist. See vol. IV.
The Spirit of the Age, note to p. 223.
244. A tub to a whale. The tradition is an old one, but Hazlitt may
have had in mind the Preface to Swift’s Tale of a Tub. The allusion is
undoubtedly to Canning’s recognition of the independence of the
Spanish American Colonies in 1823.
Fænum in cornu. Horace, Sat. I. iv. 33.
245. Lily-livered. Macbeth, Act V. Sc. 3 and King Lear, Act II. Sc. 2.
But that two-handed engine at the door. Lycidas, 130.
246. Finds a taint in the Liberal. See vol. VII. The Plain Speaker, p.
379 and note.
Mr. Waithman. Robert Waithman (1764–1833), linen-draper,
pamphleteer, Lord Mayor of London (1823), and M.P. for London
(1818–1820, 1826–1833).
Dr. E. Mr. W. C. Hazlitt states that the name should be Edwards.
This incident forms a singular parallel with Johnson’s meeting with
his fellow-collegian, Edwards. See Boswell, ed. G. B. Hill, III. 302 et
seq.
Note. A Mr. Law. Probably a son of Thomas Law (1759–1834), of
Washington, writer on finance, whose brother was Edward Law, first
Baron Ellenborough (1750–1818).
247. The John Bull. Theodore Hook’s paper. See vol. IV., The Spirit of
the Age, p. 217 and note.
Mr. Shee’s tragedy. Sir Martin Arthur Shee (1769–1850), one of the
founders of the British Institution, portrait painter, and President of
the Royal Academy, 1830–50. See ante, p. 434. His play, Alasco, on
the partition of Poland, was accepted by Charles Kemble for Covent
Garden, but prohibited by the examiner of plays, George Colman the
younger. It was published in 1824.
To be direct and honest is not safe. Othello, Act III. Sc. 3.
Can these things be. Macbeth, Act III. Sc. 4.
PAGE
The Spirit of the Age, note to p. 223.
244. A tub to a whale. The tradition is an old one, but Hazlitt may
have had in mind the Preface to Swift’s Tale of a Tub. The allusion is
undoubtedly to Canning’s recognition of the independence of the
Spanish American Colonies in 1823.
Fænum in cornu. Horace, Sat. I. iv. 33.
245. Lily-livered. Macbeth, Act V. Sc. 3 and King Lear, Act II. Sc. 2.
But that two-handed engine at the door. Lycidas, 130.
246. Finds a taint in the Liberal. See vol. VII. The Plain Speaker, p.
379 and note.
Mr. Waithman. Robert Waithman (1764–1833), linen-draper,
pamphleteer, Lord Mayor of London (1823), and M.P. for London
(1818–1820, 1826–1833).
Dr. E. Mr. W. C. Hazlitt states that the name should be Edwards.
This incident forms a singular parallel with Johnson’s meeting with
his fellow-collegian, Edwards. See Boswell, ed. G. B. Hill, III. 302 et
seq.
Note. A Mr. Law. Probably a son of Thomas Law (1759–1834), of
Washington, writer on finance, whose brother was Edward Law, first
Baron Ellenborough (1750–1818).
247. The John Bull. Theodore Hook’s paper. See vol. IV., The Spirit of
the Age, p. 217 and note.
Mr. Shee’s tragedy. Sir Martin Arthur Shee (1769–1850), one of the
founders of the British Institution, portrait painter, and President of
the Royal Academy, 1830–50. See ante, p. 434. His play, Alasco, on
the partition of Poland, was accepted by Charles Kemble for Covent
Garden, but prohibited by the examiner of plays, George Colman the
younger. It was published in 1824.
To be direct and honest is not safe. Othello, Act III. Sc. 3.
Can these things be. Macbeth, Act III. Sc. 4.
PAGE
247. Note. Mr. Barrow. Sir John Barrow (1764–1848) was second
secretary of the Admiralty, 1804–1806 and 1807–1845. Croker of
course was the other secretary of the Admiralty as well as a
contributor to the Quarterly.
248. Very stuff o’ the conscience. Othello, Act I. Sc. 2.
Note. Chief Justice Holt. Sir John Holt (1642–1710), Lord Chief
Justice of the King’s Bench (1689–1710), the Verus of The Tatler. See
No. 14, May 12, 1709.
249. Man seldom is.
‘Man never Is, but always To be blest.’
Pope, Essay on Man, I. 96.
There’s no such thing. Merry Wives of Windsor, Act III. Sc. 3.
250. M. Beyle ... De l’Amour. Marie Henri Beyle’s (1783–1842) work
was published in 1822. He is better known under his pseudonym of
Stendhal. His best works are Le Rouge et le Noir (1830) and La
Chartreuse de Parme (1839).
CHAPTER XXI
September 6. Numbered XXII
Number XXIV., Sept. 9, begins with the paragraph ‘Tivoli is an
enchanting,’ etc., on p. 257.
253. Native to the manner here.
‘Native here, and to the manner born.’
Hamlet, Act I. Sc. 4.
Forsyth. See ante, note to p. 221. He speaks of the butcher sticking
gold-leaf on his mutton’ (ed. 1813, p. 298).
254. Maria Cosway. Maria Cecilia Louisa Cosway (fl. 1820),
miniature painter, of Florentine birth and English extraction. She
married Richard Cosway in 1781.
secretary of the Admiralty, 1804–1806 and 1807–1845. Croker of
course was the other secretary of the Admiralty as well as a
contributor to the Quarterly.
248. Very stuff o’ the conscience. Othello, Act I. Sc. 2.
Note. Chief Justice Holt. Sir John Holt (1642–1710), Lord Chief
Justice of the King’s Bench (1689–1710), the Verus of The Tatler. See
No. 14, May 12, 1709.
249. Man seldom is.
‘Man never Is, but always To be blest.’
Pope, Essay on Man, I. 96.
There’s no such thing. Merry Wives of Windsor, Act III. Sc. 3.
250. M. Beyle ... De l’Amour. Marie Henri Beyle’s (1783–1842) work
was published in 1822. He is better known under his pseudonym of
Stendhal. His best works are Le Rouge et le Noir (1830) and La
Chartreuse de Parme (1839).
CHAPTER XXI
September 6. Numbered XXII
Number XXIV., Sept. 9, begins with the paragraph ‘Tivoli is an
enchanting,’ etc., on p. 257.
253. Native to the manner here.
‘Native here, and to the manner born.’
Hamlet, Act I. Sc. 4.
Forsyth. See ante, note to p. 221. He speaks of the butcher sticking
gold-leaf on his mutton’ (ed. 1813, p. 298).
254. Maria Cosway. Maria Cecilia Louisa Cosway (fl. 1820),
miniature painter, of Florentine birth and English extraction. She
married Richard Cosway in 1781.
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