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Contents vii
Plants and Animals 122 Pressure as a Metamorphic Agent 164

Topography 122 Chemically Active Fluids 167
The Soil Profile 122 Metamorphic Grade and Index
Soil Types 124 Minerals 167
The Canadian Soil Classification System 124 Burial Metamorphism 169
Ancient Soils: Paleosols 124 Contact Metamorphism 169
Soil Erosion 125 Regional Metamorphism 171
How Soil Is Eroded 125 Regional Metamorphism of Shale 173
Rates of Erosion 126 Regional Metamorphism of Basalt 175
Controlling Soil Erosion 128 The Upper Limit of Regional
Metamorphism 176
BOX 5.2: People and the Environment Regional Metamorphism and Nonfoliated
Return to the Dust Bowl? 128
Rocks 177
Subduction Zone Metamorphism 177
CHAPTER 6 Metamorphic Facies and Plate Tectonics 177
SEDIMENTARY ROCKS 131
What Is a Sedimentary Rock? 132 BOX 7.1: Understanding Earth
Impact Metamorphism 178
Turning Sediment into Sedimentary Rock:
Diagenesis and Lithification 132
Ancient Metamorphic Environments 180
Sedimentary Environments 133
Types of Sedimentary Environments 133
Sedimentary Facies 137 CHAPTER 8
Types of Sedimentary Rocks 137 GEOLOGIC TIME 183
Detrital Sedimentary Rocks 138 Geology Needs a Time Scale 184
Shale and Other Mudrocks 138 Relative Dating: Key Principles 184
Sandstone 140 Geologic Time 184
Conglomerate and Breccia 142 Law of Superposition 185
Chemical Sedimentary Rocks 143 Principle of Original Horizontality 185
Limestone 143 Principle of Cross-Cutting Relations 185
Inclusions 186
BOX 6.1: Earth as a System Unconformities 186
The Carbon Cycle and Sedimentary Rocks 144
Correlation of Rock Layers 189
Correlation by Physical Criteria 189
Dolostone 146
Fossils and Correlation 189
Chert 146
Evaporites 147
Coal: An Organic Sedimentary Rock 147
Classification of Sedimentary Rocks 148
Sedimentary Structures 150
Fossils: Evidence of Past Life 155
BOX 6.2: Canadian Profile

The Burgess Shale: Yoho National Park,
British Columbia 156
CHAPTER 7
METAMORPHISM AND METAMORPHIC ROCKS 162
Metamorphism 163
Controlling Factors in Metamorphism 164
Composition of the Parent Rock 164
Heat as a Metamorphic Agent 164
viii Contents
Joints 215
BOX 8.1: Understanding Earth
Index Fossils and Ecology of Organisms 192 Faults 217
Dip-Slip Faults 217
Dating with Radioactivity 193
BOX 9.1: People and the Environment
Radioactivity 193
The San Andreas Fault System 218
Half-Life 194
Radiometric Dating 195
Strike-Slip Faults 221
Dating Earth’s Surface with Terrestrial Cosmogenic CHAPTER 10
Nuclides 195 EARTHQUAKES AND EARTH’S INTERIOR 225
What Is an Earthquake? 227
Dating with Carbon-14 197
Earthquakes and Faults 227
The Geologic Time Scale 197 Elastic Rebound 228
Geologic Time 197 Foreshocks and Aftershocks 228
Structure of the Time Scale 197
Seismology 229
BOX 8.3: Earth as a System Locating the Source of an
Demise of the Dinosaurs 199 Earthquake 232
Earthquake Belts 232
Precambrian Time 201 Measuring the Size of Earthquakes 232
Difficulties in Dating the Geologic
Time Scale 201 BOX 10.1: Canadian Profile
Earthquakes in Canada 234
CHAPTER 9 Intensity Scales 235

CRUSTAL DEFORMATION 204 Magnitude Scales 237
Structural Geology: A Study of Earth’s Earthquake Destruction 238
Architecture 205 Destruction from Seismic Vibrations 238
Deformation 206 Tsunami 240
Force, Stress, and Strain 206
Types of Stress 206
2011 Japan Tsunami 241
How Rocks Deform 206
Mapping Geologic Structures 209
Strike and Dip 210 BOX 10.3: People and the Environment
Tsunami Warning System 242
Folds 211
Types of Folds 211
Landslides and Ground Subsidence 242
Domes and Basins 213
Fire 243
Can Earthquakes Be Predicted? 243
Short-Range Predictions 243
Long-Range Forecasts 244
Probing Earth’s Interior 245

Lithoprobe: Probing the Depths of Canada 245
The Nature of Seismic Waves 247

Seismic Waves and Earth’s Structure 247
Discovering Earth’s Major Boundaries 248
The Crust–Mantle Boundary
(the Moho) 248
The Core–Mantle Boundary 248
Discovery of the Inner Core 249
Contents ix
CHAPTER 11 Convergent Plate Boundaries 280

Oceanic–Continental Convergence 281
THE OCEAN FLOOR 252
Oceanic–Oceanic Convergence 282
Mapping the Ocean Floor 253 Continental–Continental Convergence 282
Continental Margins 254 Transform Fault Boundaries 283
Passive Continental Margins 255
Submarine Canyons and Turbidity BOX 12.2: Canadian Profile
Currents 256 John Tuzo Wilson: Canada’s Champion of Plate
Active Continental Margins 257 Tectonics 283
Features of the Deep-Ocean Basin 257
Deep-Ocean Trenches 257 Testing the Plate Tectonics Model 285
Plate Tectonics and Earthquakes 285
BOX 11.1: Canadian Profile Evidence from Ocean Drilling 285
Grand Banks Earthquake and Turbidity Current 258 Hot Spots and Mantle Plumes 286
Measuring Plate Motion 288
BOX 11.2: Geology and Popular Media
The Driving Mechanism 288
Many Days After Tomorrow . . . 259
Mantle Drag 289
Ridge Sliding and Slab Pull 289
Abyssal Plains 261
Seamounts 261
Coral Reefs and Atolls 262 CHAPTER 13
Sea-Floor Sediments 263 MOUNTAIN BUILDING AND CONTINENTAL
Types of Sea-floor Sediments 263 FRAMEWORKS 291
Mid-Ocean Ridges 264 Isostasy: Why Earth Isn’t Smooth 292

Sea-floor Spreading 265 Mountains and Plate Tectonic Environments 293
Mountains in Divergent Margin Settings 294
Deep-Sea Hydrothermal Vents in Canada’s Passive Margins: Precursors to Convergent
Backyard 266 Margins 295
Mountains in Convergent Margin Settings 295
Structure of the Oceanic Crust 267 Simple Subduction: Andean- and Aleutian-Type
Mountain Building 295
Continental Collisions 298
CHAPTER 12 Accreted Terranes 299
PLATE TECTONICS: THE FRAMEWORK
FOR MODERN GEOLOGY 270 BOX 13.1: Canadian Profile
Continental Drift and Paleomagnetism 271 Landscapes of the Canadian Rocky Mountains 300
Paleomagnetism 271
Apparent Polar Wandering 271
A Scientific Revolution Begins 272
The Sea-floor Spreading
Hypothesis 272
Geomagnetic Reversals 273
The Last Piece of the Puzzle 274
Plate Tectonics: The New Paradigm 276
Earth’s Major Plates 276
Divergent Plate Boundaries 276
Oceanic Ridges and Sea-floor
Spreading 276

The Breakup of a Supercontinent 277
Continental Rifts 278

x Contents
Mountain Belts with Complex Histories 301 Earthflow 322

The Wilson Cycle 303 Slow Movements 323
Convergence and the Obduction of Oceanic Creep 323
Crust 304 Solifluction 323
Isostatic Adjustment after Active Convergence 305 Other Periglacial Features 323
Broad Vertical Movements in Continents 305
Regions of Uplift 305 BOX 14.2: Understanding Earth
Regions of Subsidence 305 The Sensitive Permafrost Landscape 325
The Origin and Evolution of Continents 307
Early Evolution of Continents 307 CHAPTER 15
Gradual Evolution of Continents 307 RUNNING WATER 329
Earth as a System: The Hydrologic Cycle 330
CHAPTER 14 From Sheet Flow to Channel Flow 332
MASS WASTING: THE WORK OF GRAVITY 310 Basic Components of a Stream 332
Mass Wasting and Landform Streamflow 332
Development 311 Gradient and Channel Characteristics 333
The Role of Mass Wasting 311 Discharge and Changes Downstream 334
Slopes Change through Time 312 Stream Erosion 334
Controls and Triggers of Mass Wasting 312 Transport of Sediment by Streams 336
The Role of Water 312 Dissolved Load 336
Oversteepened Slopes 312 Suspended Load 336
Removal of Vegetation 313 Bed Load 336
Capacity and Competence 337
Treacherous Slopes along the Sea-to-Sky Deposition of Sediment by Streams 338
Highway 314 Channel Deposits 338
Floodplain Deposits 338
Earthquakes as Triggers 315
Liquefaction 316 BOX 15.1: People and The Environment
Red River Floods 339
Classification of Mass Wasting Processes 316
Type of Motion 316
The Graded Stream Concept and Base Level 340
Type of Material 317
Rate of Movement 317 Stream Valleys 342
Narrow Valleys 342
Slump 319
Wide Valleys 344
Rock Slide 320
Types of Stream Systems 344
Debris Flow 321 Braided Streams 344
Lahars 322 Meandering Streams 345
Anastomosed Streams 348
Alluvial Fans and Deltas 350
Alluvial Fans 350
Deltas 350
Drainage Patterns 352
Headward Erosion and Stream Piracy 353
Floods and Flood Control 354
Causes and Types of Floods 354
Flood Control 355
CHAPTER 16
GROUNDWATER 359
Importance of Underground Water 360
Distribution of Underground Water 360
Contents xi
The Water Table 361

Factors Influencing the Storage and Movement Snowball Earth: Canadian Cryospheric
of Groundwater 363 Controversy 398
Porosity 363
Permeability, Aquitards, and Aquifers 363 Lateral and Medial Moraines 399
How Groundwater Moves 364 End and Ground Moraines 400
Drumlins 400
Springs 365
Landforms Made of Stratified Drift 402
Hot Springs and Geysers 366
Outwash Plains and Valley Trains 403
Wells 367 Ice-Contact Deposits 403
Artesian Wells 369 The Glacial Theory and the Ice Age 404
Environmental Problems 370 Other Effects of Ice-Age Glaciers 405
Mining Groundwater 370
Causes of Ice Ages 406
Subsidence 371
Plate Tectonics 406
Groundwater Contamination 371
Variations in Earth’s Orbit 407
The Walkerton Tragedy: Geology CHAPTER 18
Forms the Link 372
DESERTS AND WINDS 410
Distribution and Causes of Dry Lands 411
The Geologic Work of Groundwater 375
Caverns 375
What Is Meant by Dry? 412
BOX 16.2: Geology and Popular Media
Journey to the Centre of the Earth: When Jules
Verne Met Geology 375 Subtropical Deserts and Steppes 412
Middle-Latitude Deserts 414
Karst Topography 378 Polar Deserts 414

CHAPTER 17 The Okanagan Valley: A Canadian Desert 415
GLACIER AND GLACIATION 382
Glaciers: A Part of Two Basic Geologic Processes in Arid Climates 416
Cycles 383 Weathering 416
The Role of Water 416
BOX 17.1: Canadian Profile Transportation of Sediment by Wind 418
Glaciers and Canadian Diamonds 384 Bed Load 418
Suspended Load 419
Ice Sheets 385
Valley (Alpine) Glaciers 385
Other Types of Glaciers 386
Formation of Glacial Ice 387
Movement of a Glacier 388
Rates of Glacial Movement 388
Budget of a Glacier 389
Glacial Erosion 391
Landforms Created by Glacial
Erosion 392
Glaciated Valleys 393
Arêtes and Horns 395
Roches Moutonnées 396
Glacial Deposits 396
Landforms Made of Till 397
xii Contents
Wind Erosion 419

Deflation, Blowouts, and Desert Pavement 419 Resource Consumption and Sustainability:
Ventifacts and Yardangs 420 A Global Perspective 448
Wind Deposits 421
Sand Deposits 421 Metallic Mineral Deposits and Geologic
Types of Sand Dunes 422 Processes 449
Loess (Silt) Deposits 424 Magmatic Deposits 449
Hydrothermal Deposits 452
CHAPTER 19 Hydrothermal Deposits Associated with Igneous
Activity 453
SHORELINES 427
The Shoreline: A Dynamic Interface 428 BOX 20.2: People and the Environment
Waves 428 Acid Mine Drainage (AMD) in Canada 454
Wave Characteristics 429
Circular Orbital Motion 429 Sediment-Associated Hydrothermal Deposits 457
Waves in the Surf Zone 430 Sedimentary Deposits 459
Metamorphic Deposits 460
Wave Erosion 430
Weathering Deposits 462
Sand Movement on the Beach 430
Non-Metallic Mineral Resources 462
Wave Refraction 431
Aggregate and Stone 463
Longshore Transport 433
Industrial Minerals 463
Tides 433
Non-Renewable Energy Resources
Causes of Tides 433
(Fossil Fuels) 467
Tidal Currents 434
Petroleum 467
Shoreline Features 435 Coal 469
Erosional Features 435 Fossil Fuels in Canada 470
Depositional Features 436 Environmental Effects of Fossil Fuel Use 471
Ancient Coastal Deposits 437
The Evolving Shore 439 BOX 20.3: Canadian Profile
Stabilizing the Shore 440 The Hard Oilers of Enniskillen Township
Hard Stabilization 440 and Canada’s Petroleum Industry 473
Alternatives to Hard Stabilization 442
Unconventional Fossil Fuel Deposits 477
CHAPTER 20 BOX 20.4: People and the Environment

MINERAL AND ENERGY RESOURCES 445 The Other Oil Crisis—The Deepwater Horizon Oil
Disaster 479
Renewable and Non-Renewable Resources 447
Nuclear Energy 481

Renewable Fuel Sources 483
Geothermal Energy 483
Organic-Based Sources 483
Hydroelectric Power 483
Solar Energy 484
Wind Energy 485
Tidal Power 485
Glossary 489
Index 505
A NOTE TO STUDENTS FROM
THE CANADIAN AUTHORS
Welcome to the fourth Canadian edition of Earth: across Canada, offered valuable suggestions on revising
An Introduction to Physical Geology. We are excited to this book, it was comments from students (that would
be your personal guides on your journey into the be you!) that guided our overall approach. The main
fascinating world of geology. Some of you may have student suggestion was to shorten the book, making
already glimpsed some of our tour stops—perhaps in the text more “to the point” with more focus on funda-
a high school course, in a television documentary, on mental concepts and less space taken up with details of
the news, or even first-hand. We hope the content of non-essential issues. This fourth edition, shorter and
this textbook will strike a chord with you in terms of more concise than its predecessors, is as much a prod-
how it connects with these experiences, and that it uct of your input as it is of our commitment to produc-
will enhance your future encounters with geology, ing the best introductory geology text we can offer.
whether in pondering the source of graphite in your Another suggestion was to discuss geology in a
pencil, watching a volcanic eruption or earthquake way that is more relevant to students than what typ-
on the news, or simply enjoying scenery on a ically exists in textbooks, and preferably relating to
vacation. popular culture. In response we offer special-interest
We became involved with this book for three boxes entitled Geology and Popular Media that
reasons. First, we feel it is important for Canadian stu- focus on the portrayal of geology in Hollywood
dents to have a book that has direct relevance to them movies. We hope they will interest and entertain you
as citizens of Canada. Second, co-authoring a book without adding too much reading.
provides us, as teachers, with an opportunity to reach So here we go. Make sure to buckle up, as we
students beyond the gates of our academic institution. will travel from the top of the atmosphere to Earth’s
And third, we love geology and feel privileged to share core and from the highest mountains to the ocean
our enthusiasm for what we do as geologists. floor. We will encounter processes operating from
As both authors and teachers, we are aware that the subatomic level to those affecting our entire
while some students will have some background in planet; and we will witness the development of
geology, this will be a new experience for many of you. Earth, from the time of its birth about 4.6 billion
Thus, we have stood by our conviction to keep this an years ago to the present. We hope this trip will
introductory-level textbook, and have done our best to heighten your awareness about how we, as humans,
keep the language simple and straightforward, to guide fit into this complex system of rock, gases, water,
you through the concepts step by step, and to provide life, and energy—how Earth provides resources we
clear explanations of technical terms. depend on, and how our use of these resources
All of the changes we made to this book since the affects our planet. Above all, we hope you enjoy this
last edition were done with one focus—to improve its journey of learning.
educational value for you, the student. We want you to
Sincerely, your authors,
feel that you got your money’s worth in buying this
Cam Tsujita and S. R. Hicock
book. While our editors, and many geology instructors
PREFACE
Earth is a very small part of a vast universe. It is but The primary function of this fourth Canadian
one small planet orbiting a middle-aged, average- edition is to serve as a meaningful, non-technical,
sized star (among billions of others), in one of an up-to-date primer for college and university students
estimated 400 billion galaxies. But as the old saying taking their first course in geology. A main goal of
goes, “good things come in small packages.” In spite Earth is to complement and reinforce the basic geo-
of being unremarkable in many ways, Earth stands logic principles and concepts learned in class.
out as being the only planet known to host complex
life. Earth, the “Goldilocks planet” of our solar sys-
tem, has just the right combination of conditions and DISTINGUISHING FEATURES
ingredients necessary to support biologic activity: Readability
not too hot, not too cold; not too wet, not too dry;
and so forth. The science of geology serves as the The language of the book is straightforward and
foundation for understanding how Earth formed, written so it can be understood by the layperson.
how it developed, how it works, and how we, as Clear, readable discussions with a minimum of tech-
complex life forms, relate to the processes that have nical language are the rule. Frequent headings and
rendered Earth a unique, life-sustaining planet. subheadings help students follow discussions and
Media reports are constant reminders that our identify the important ideas presented in each chap-
planet is highly dynamic, and since the publication ter. Large portions of the text were rewritten line-
of the third Canadian edition of Earth in 2012, the by-line or deleted in an effort to make the material
world has witnessed many examples of Earth’s pow- more concise, more understandable, and more rele-
erful forces. In 2013 alone, spectacular displays of vant to a Canadian audience.
volcanic activity were reported from Italy (Mt. Etna),
Indonesia (Kelimutu), Kamchatka (Tolbachik), and Illustrations and Photographs
Japan (Sakurajima). Geology is a highly visual science. Therefore, photo-
Between 2012 and 2013, the world also witnessed graphs and artwork are essential to an introductory
the tragic devastation caused by natural disasters such book. Earth contains hundreds of photographs, of
as earthquakes in Iran (August 2012), Guatemala/ which many are new to this fourth edition. These have
Mexico (December 2012), and Santa Cruz Islands in been carefully selected to aid understanding, add rele-
the South Pacific (February 2013); floods in India, vance and tangibility, and, where possible, infuse geo-
Bangladesh, Nigeria, and Philippines (August 2012), logic concepts with a Canadian perspective. The
and Australia (January 2013); and landslides in illustrations in Earth are renowned for their quality.
Colombia and Kenya (December 2012) and Philippines This edition features a selection of SmartFigures,
(March 2013). All of these events caught human popu- which are described below, as well as some new or
lations off guard. In order to be better prepared for redesigned line art by Cam Tsujita that illustrate con-
such events, we must gain an awareness of their under- cepts more clearly and realistically than ever before.
lying causes and their frequency of occurrence over
long periods of time. Geology can aid in the under- Focus on Learning
standing of where, why, and how natural disasters
occur, and how we can lessen their impact on human When a chapter has been completed, three useful devices
populations through long-range planning. help students review: Chapter Summary, Review
Impacts of human activities on Earth’s environ- Questions, and a Glossary in MasteringGeology (www.
ment have also remained in the public eye since the masteringgeology.com) to clarify the spelling and mean-
last edition. Environmental issues and disasters ing of common terms.
related to our use of Earth’s resources, such as global
warming, climate change, and the frequency of Special Interest Boxes
extreme weather events, continue to intensify. At appropriate places throughout the book, special
Geology is important in this context because it yields interest boxes with icons appear relating to five
clues to help us understand, prevent, and repair envi- themes: Earth as a System, People and the
ronmental problems. Just as an auto mechanic must Environment, Canadian Profile, Understanding
have a good working knowledge of the interactions Earth, and Geology and Popular Media. These
among the parts in a car in order to fix it, knowledge themes and boxes serve as threads that weave
of our planet is critical to our well-being and is, through the chapters and help tie them together
indeed, vital to our survival. while enhancing the main text material.
Preface xv
Maintaining a Focus on Basic • The length of the book has been substantially
Principles and Instructor reduced, enhancing readability and reducing
paper use.
Flexibility
• Concise definitions and streamlined explanations
The organization of chapters in this textbook is have been increased to improve readability and
intended to be a compromise between the traditional comprehension.
approach of covering plate tectonics as a culmination of
the understanding of geologic principles, and the more
“systems-based” approach where plate tectonics is cov-
New Examples and Explanations
ered at the beginning of the text. This book’s organiza- • There are now more Canadian examples and bet-
tion accommodates the study of minerals and rocks in ter photographs to emphasize the relevance of
the laboratory (which usually comes early in an intro- concepts to Canadian students.
ductory-level geology course), while exploring how • Coverage of headlining events of geologic and
each component fits into the basic idea of plate tecton- environmental significance has been updated,
ics. By revisiting plate tectonics after covering the fun- including eruptions of Java’s Mount Merapi
damentals (minerals, rocks, time, etc.), we believe that and under Iceland’s Eyjafjallajökull ice cap
students will have a better appreciation of why plate (Chapter 4), the devastating earthquake and tsu-
tectonics is the central paradigm of modern geology. nami in Japan (Chapter 10), new solar farms in
The book begins with a rudimentary view of Ontario, and the status of tidal turbines in the Bay
geology and a brief glimpse of plate tectonics as a of Fundy (Chapter 20)—all of which occurred
general concept. We then turn to a discussion of since the third edition came out.
Earth materials, from minerals to rocks. Next is the
element of time—how time is classified, how Earth New and Improved Pedagogy
materials can be dated, and the sheer immensity of
geologic time as revealed in the geologic record. • SmartFigures—Art That Teaches: Inside every
From there, we examine how rocks are deformed and chapter are a number of SmartFigures. Just use
the dynamic nature of Earth’s surface and interior as your smartphone to scan the QR code next to
observed in earthquakes. We then examine the ocean such a figure, and the art comes alive! Prepared
floor and the mechanisms that move tectonic plates. and narrated by Professor Callan Bentley, each
Following that, we revisit plate tectonics in greater three- to four-minute feature is a mini-lesson that
detail, when students are ready to appreciate how the examines and explains the concepts illustrated by
“little pictures” fit into the “big picture.” the figure. It is truly art that teaches. For those
Next the book turns its focus to Earth’s sur- without smartphones, SmartFigures are also avail-
ficial processes, including mass wasting, streams, able via www.masteringgeology.com and the
groundwater, glaciation, wind, and waves and cur- eText.
rents. Because these processes are gravity-driven • Also included are improved custom graphics by
(i.e., influenced by elevation and topography changes Cam Tsujita that help students visualize concepts
caused by plate tectonics), these topics are intention- described in the text.
ally covered after plate tectonics.
Finally, we discuss mineral and energy resources Integration with Web-Based
from the viewpoints of resource use and value, and in Activities and Animations
the context of the environment. Because resource
• MasteringGeology (www.masteringgeology.
exploration is often viewed as the “bottom line” of
com) contains two sets of web-based activities
geology, we felt it appropriate to cover that topic in the
and animations: GEODe: Earth; and
final chapter—from a uniquely Canadian perspective.
Geoscience Animations to add a dynamic aspect
to learning.
NEW TO THE FOURTH • GEODe: Earth is a dynamic program that rein-
forces key concepts with animations, tutorials,
CANADIAN EDITION and interactive exercises.
Major changes to this edition are listed below. • Geoscience Animations include over 60 anima-
tions to visualize key geologic processes.
New Concise Approach • All GEODe: Earth activities and Geoscience
• There is a greater focus on the fundamental prin- Animations, organized by chapter, are listed on
ciples of geology. MasteringGeology.
xvi Preface
THE TEACHING AND transcript, and assignable multiple-choice ques-

tions with specific wrong-answer feedback.
LEARNING PACKAGE • GeoTutor Activities consist of sophisticated,
A comprehensive traditional and new supplements high-impact visuals that ask students to demon-
package accompanies the book and uses electronic strate their knowledge by synthesizing and ana-
media. lyzing core concepts using higher-order
thinking skills.
MasteringGeology • Concept Check questions, Give It Some
Each new copy of Earth, fourth Canadian edition, Thought questions, Reading questions, and
comes with a Student Access Code for Test Bank questions are also included.
MasteringGeology. MasteringGeology delivers • MasteringGeology includes a Study Area for stu-
engaging, dynamic learning opportunities—focused dents to access all of their study resources. The
on course objectives and responsive to each student’s Study Area includes geoscience animations,
progress—that are proven to help students absorb GEODe activities, In the News RSS feeds, Self-
course material and understand difficult concepts. Study Quizzes, Weblinks, Glossary, Flashcards,
• MasteringGeology provides a rich and flexible set and an optional Pearson eText.
of course materials to get instructors started See www.masteringgeology.com
quickly.
• MasteringGeology provides quick and easy access CourseSmart
to information on student performance against
CourseSmart goes beyond traditional expectations—
learning outcomes. Instructors can quickly add
providing instant, online access to the textbooks and
their own learning outcomes to track student
course materials you need at a lower cost for stu-
performance.
dents. And even as students save money, you can
• The Mastering Geology gradebook and diagnos- save time and hassle with a digital eTextbook that
tic tools capture the step-by-step work of every allows you to search for the most relevant content at
student, providing unique insight into class the very moment you need it. Whether it’s evaluat-
performance. ing textbooks or creating lecture notes to help stu-
• Assignable items include the following: dents with difficult concepts, CourseSmart can make
• SmartFigures bring key chapter illustrations life a little easier. See how when you visit www.
to life! Found throughout the book, coursesmart.com/instructors.
SmartFigures are sophisticated, annotated
illustrations that are also narrated videos. The Pearson eText
SmartFigure videos are accessible on mobile
devices via scannable QuickResponse (QR) Pearson eText gives students access to the text when-
codes printed in the text and through the Study ever and wherever they have access to the internet.
Area in MasteringGeology. eText pages look exactly like the printed text, offer-
ing powerful new functionality for students and
• GigaPan® Activities take advantage of the
instructors. Users can create notes, highlight text in
GigaPan high-resolution panoramic picture
different colours, create bookmarks, zoom, click
technology developed by Carnegie Mellon
hyperlinked words and phrases to view definitions,
University in conjunction with NASA. Photos
and view in single-page or two-page view. Pearson
and accompanying questions correlate with
eText allows for quick navigation to key parts of the
concepts in the student book.
eText using a table of contents and provides full-text
• Encounter Earth Activities provide interac- search. The eText may also offer links to associated
tive exploration of geology concepts using media files, enabling users to access videos, anima-
Google Earth™. Students work through the tions, or other activities as they read the text.
activities in Google Earth and then test their
knowledge by answering the assessment ques-
tions, which include hints and specific wrong- INSTRUCTOR’S RESOURCES
answer feedback. The authors and publisher have been pleased to
• Animation Activities illuminate the most diffi- work with a number of talented people who pro-
cult-to-understand topics in geology. The ani- duced an excellent supplements package, which can
mation activities include audio narration, a text be downloaded from the Pearson Canada catalogue.
Preface xvii
Instructor’s Manual assignment. peerScholar then circulates their work

for others to review, a process that can be anony-
The Instructor’s Manual has been designed to
mous or not depending on your preference. Students
help seasoned and new professors alike, offering
receive peer feedback and evaluations immediately,
in each chapter an introduction to the chapter,
reinforcing their learning and driving the develop-
outline, learning objectives/focus on concepts,
ment of higher-order thinking skills. Students can
and answers to review questions and suggested
then re-submit revised work, again depending on
quiz questions.
your preference. Contact your Pearson
Representative to learn more about peerScholar and
Test Bank the research behind it.
This extensive test bank contains multiple-choice,
true/false, and short-answer questions, a selection of Technology Specialists
which you can link to actual figures and photos from
Pearson’s technology specialists work with faculty
the text. This is available as a Word File and as a
and campus course designers to ensure that Pearson
TestGen ® computerized test generator.
technology products, assessment tools, and online
course materials are tailored to meet your specific
PowerPoint® Presentations needs. This highly qualified team is dedicated to
These presentations average 40 slides per chapter, helping schools take full advantage of a wide range
consisting of customizable lecture outlines with sup- of educational resources, by assisting in the integra-
porting art. tion of a variety of instructional materials and media
formats. Your local Pearson Education sales repre-
Image Library sentative can provide you with more details on this
service program.
All the photos, art, and tables from the text, in order,
loaded into PowerPoint slides.
ACKNOWLEDGEMENTS
The Geoscience Animation Revising a textbook is a mammoth task that demands
Library input from many talented individuals. It is largely
This library includes animations that illuminate due to the consistently superior work of the publish-
many difficult-to-visualize topics of physical geol- ing team at Pearson Canada that we enthusiastically
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Pearson Custom Library for this project is a testament to the dedication of
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For enrolments of at least 25 students, you can cre-
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xviii Preface
Special thanks go to those colleagues who pre- for their outstanding work. The professionalism and
pared in-depth reviews for the fourth Canadian edi- high standard for detail that you have all demon-
tion of Earth. Their critical comments and thoughtful strated during the production of this book is deeply
input helped guide our work and strengthen the text, appreciated. Thanks also to editorial director Gary
even in the smallest details. We wish to thank the Bennett for having steadfast faith in us and the value
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Cam extends his heartfelt thanks to his father
Mary-Helen Armour, York University
(James Tsujita), mother (Lilly Tsujita), sister (Kimberly
Mary Lou Bevier, University of British Columbia
Kaszas), and brother-in-law (George Kaszas), who have
Luke Copland, University of Ottawa
provided unwavering support throughout his academic
Jaroslav Dostal, Saint Mary’s University
career. Special thanks to Cam’s wife, Erica Tsujita, and
Cliff Shaw, University of New Brunswick
his three sons, Jeremy, Casey, and Warner, who perse-
Attila M. Zsaki, Concordia University
vered through his long work hours during the prepara-
We would also like to acknowledge the pub- tion of this textbook. Cam also thanks all the students
lishing team at Pearson Canada. Many thanks are who inspired the work in this textbook.
due to Cathleen Sullivan, acquisitions editor, who Steve gives heartfelt thanks to his wife, Fran,
brought us on board; and Paul Donnelly, our devel- for her patience and understanding when work on
opmental editor, who patiently coordinated this the textbook meant spending evenings and weekends
project. We also thank the production team, led by away from home.
Kimberly Blakey; copyeditor Sally Glover; proof-
Cam Tsujita and Steve Hicock
reader Colleen Ste. Marie; permissions researcher
Marnie Lamb; and technical reviewer Philip Giles
AN INTRODUCTION TO GEOLOGY
AND PLATE TECTONICS 1
CHAPTER OUTLINE The glacier-capped peaks

The Science of Geology of the Canadian Rocky
Mountains attest to the
Geologic Time
geologic processes that
Early Evolution of Earth
have shaped the Canadian
Plate Tectonics: A Geologic Paradigm landscape. (Photo by
Planet of Shifting Plates vlad_g/Fotolia)
Earth’s Internal Structure
Earth’s Spheres
The Face of Earth
Earth as a System
2 Chapter 1 An Introduction to Geology and Plate Tectonics
The spectacular eruption of a volcano, the terror mining practical in this area? Where is the best
caused by an earthquake, the magnificent scenery place to drill the next oil well?
of a mountain valley, and the destruction created
by a landslide* are all subjects for the geologist
(Figure 1.1). The study of geology deals with many THE SCIENCE OF GEOLOGY
fascinating and practical questions about our phys- The subject of this text is geology, from the Greek
ical environment. What forces produce mountains? geo, “Earth,” and logos, “discourse.” It is the science
Will there soon be a great earthquake on the that pursues an understanding of planet Earth.
Canadian west coast? What was the Ice Age like? Geology is traditionally divided into two broad
Will there be another? How are ore deposits areas—physical and historical. Physical geology,
formed? Should we look for water here? Is strip the primary focus of this book, examines the materi-
als composing Earth to gain an understanding of the
many processes that operate both on and beneath its
surface. The aim of historical geology, conversely,
is to understand the origin of Earth and its develop-
ment through time. Thus, it strives to establish an
orderly, chronologic arrangement of the multitude
of physical and biologic changes that have occurred
in the geologic past.
It is challenging to understand Earth because
our planet is a dynamic body with many interacting
parts and a complex history. Throughout its long
existence, Earth has been changing and will continue
to do so in the future. Sometimes the changes are
rapid and violent, as when earthquakes or volcanic
eruptions occur. Conversely, change can take place
so slowly that it goes unnoticed during a lifetime.
Scales of size and space also vary greatly among the
phenomena that geologists study. Sometimes they
must focus on phenomena that are submicroscopic,
and at other times they must deal with features that
are continental or global in scale.
A great deal of geology is based on observa-
tions and experiments conducted outdoors in the
field. Typically, this information comes from out-
crops (e.g., Figure 1.1), where bedrock is exposed at
the surface. But geology is also done in the labora-
tory, where, for example, the study of various Earth
materials provides insights into many basic pro-
cesses. Frequently, geology requires an application of
knowledge from physics, mathematics, chemistry,
and biology. Geology is a science that seeks to
expand our knowledge of the natural world and our
place in it. This basic philosophy has endured since
the time of the pioneers of geology, including
knighted Canadian geologist Sir William Logan
(Box 1.1). Finally, geology is applied by mining and
energy companies that are vital to Canada’s economy
and that provide well-paying jobs to Canadian geol-
ogy students.
Figure 1.1 These sharp peaks in the French Alps are

being sculpted by alpine glaciers. Geologists study the *Throughout this book, the term landslide is used informally, in a gen-
processes that create and modify these mountains. eral sense, to describe various gravity-driven slope processes that are clas-
(Photo by St. Clair Renard, Felix/Getty Images) sified in Chapter 14.
The Science of Geology 3
BOX
CANADIAN P ROFILE
1.1 Sir William Logan: Canada’s Premier Geologist
by C. Gordon Winder* and fossils were wrapped in paper;

he counted paces and used a
In a 1998 list of the 100 most impor-
Rochon micrometer to measure dis-
tant Canadians in history, a geolo-
tance, a compass for direction, and
gist was cited as the number-one
mercury barometers for elevation;
scientist. William Edmond Logan
he recorded his observations in
(1798–1875) was born in Montreal,
leather-bound notebooks during
the third child and second son of
the evenings beside a campfire.
Scottish immigrants (see Figure 1.A).
His accommodation was a blanket
His education started in Montreal
thrown over saplings, and he was
and finished in Edinburgh. In 1816,
he registered for medicine at the assisted by Aboriginal people, who
University of Edinburgh and com- moved the camp and constructed
pleted the first year. He had the birchbark canoes. He ate salt pork,
highest mark in his geometry class of sea biscuits, berries, fish, birds, and
200 students and was awarded a wild game, and drank tea with sugar.
brass octant, engraved with his On one occasion, local people, puz-
name. zled by this aimlessly wandering Figure 1.A Sir William Logan.
In 1817, Logan started working in mumbler, attempted to deliver him (Photo reproduced with the permission of
London for his uncle, a commodity to an insane asylum. Library and Archives Canada)
broker. He travelled to Northern In subsequent years, Logan tra-
Ireland, Paris, Spain (to view copper versed the Ottawa River to Lake
deposits), and Rome, where his diary Temiskaming, surveyed the areas
records types of building stone. He around Lake Superior and Lake the first individual born in Canada to
was reading the available geology Huron for copper and iron deposits, be so honoured. He received numer-
books and continued with lessons in and studied the complex geology of ous other awards in his lifetime.
geometry, languages, painting, and the Quebec Eastern Townships, As the Geological Survey director,
the flute. where copper deposits were being Logan did administrative work,
In 1830, Logan’s uncle purchased explored. No coal deposit was ever including writing field reports, doing
a copper smelter at Swansea, discovered. cost accounting, answering letters
Wales, and Logan was appointed Logan trained his assistants him- (including some from swindlers), and
business manager. Coal was mined self. Alexander Murray was a retired sending requests to the government
around Swansea, but the supply naval officer who mapped southern for funds. Occasionally, the govern-
was sporadic. Logan started map- Ontario (including the Petrolia oil ment reduced the funding; Logan,
ping the area’s geology. He used fields) and later the area north of convinced the Geological Survey was
precise surveying instruments and Lake Huron. Sterry Hunt was a uni- essential, paid the additional costs
his map proved to be so superior versity-trained chemist who analyzed with his own money. Logan wrote
that the British Geological Survey rocks, minerals, and water. Elkanah the four copies of all reports, scien-
adopted it as its official map. On Billings, a lawyer and amateur pale- tific and administrative, by hand. He
the basis of upright petrified tree ontologist, identified fossils. Logan worked day and night in the Survey
trunks and stumps in the strata, he had two mapmakers and a handy- office and had a folding chair that,
proposed a theory for the origin of man, who was once mistaken for the with blankets, served as a bed—
coal, a theory that is still valid survey director in his elegant clothes. though some people wondered if he
today. The director, commonly dressed in ever slept. His worn-out field boots
In the early 1840s, the Government field clothes, looked more like a lined the walls.
of Canada decided to establish a geo- handyman. In 1863, a 983-page text, Geology
logic survey. Logan applied for the Logan drew attention to Canada’s of Canada, was published and con-
directorship, was appointed on potential mineral wealth at interna- tained a small atlas with a coloured
April 20, 1842, and was headquar- tional exhibitions in London (1851) geologic map of Canada, including
tered in Montreal. In 1843, he mea- and Paris (1855). The Canadian rock parts of Newfoundland, the Maritime
sured the rocks with coal at Joggins, and mineral specimens were the larg- provinces, the adjacent areas of the
Nova Scotia. In 1844, he examined est and most spectacular at the exhi- United States, and areas west of
the Gaspé Peninsula, looking for bitions. In January 1856, he was Lake Superior. In 1869, a large-scale
coal. His collections of rock chips knighted by Queen Victoria and was map was published; all copies were
hand-coloured, probably by Logan, he returned to the Eastern Townships Logan (5959 metres), located in the
which contributed to his eye strain. to examine the complex geology. He southwest corner of Yukon.
On November 30, 1869, Logan died in Wales on June 22, 1875, and is
retired as the Geological Survey direc- buried in the Anglican churchyard at *”Sir William Logan” by C. Gordon Winder.
C. Gordon Winder is a professor emeritus in
tor and went to Llechryd, Wales, to Cilgerran, Wales. His name was given the Department of Earth Sciences at Western
live with his sister Eliza. Each summer to Canada’s highest mountain, Mount University.
Geology, People, and the course, geologic hazards are simply natural processes;
Environment they become hazards only when people try to live
where these processes occur (Figure 1.3).
The primary focus of this book is to help you Resources represent another important focus
develop an understanding of basic geologic princi- of geology and include water and soil, a great variety
ples, but along the way, we will explore numerous of metallic and nonmetallic minerals, and energy.
important relationships between people and the Together, they form the very foundation of modern
natural environment. Many of the problems and civilization. Geology deals not only with the forma-
issues addressed by geology are of practical value. tion and occurrence of these vital resources but also
Natural hazards are a part of living on Earth. with maintaining their supplies and the environ-
On any given day they adversely affect millions of mental impact of their extraction and use.
people worldwide and are responsible for staggering Complicating all environmental issues is rapid
damage. Among the hazardous Earth processes world population growth and most people’s aspira-
studied by geologists are volcanoes, floods (e.g., tion to a better standard of living. This means an
Figure 1.2), earthquakes, landslides, and tsunamis. Of increasing demand for resources and a growing
Figure 1.2 Two geologic hazards are represented in this image. On June 21, 2013 following heavy rain the Bow River
overflowed its banks and flooded downtown Calgary. The floating tree was uprooted by mass wasting of the river bank.
(Photo © Rosanne Tackaberry/Alamy)
The Science of Geology 5
Figure 1.3 This is an image of

Italy’s Mt. Vesuvius in September
2000. This major volcano is
surrounded by the city of Naples
and Bay of Naples. In 79 C.E.,
Vesuvius explosively erupted,
burying the towns of Pompeii
and Herculanaeum in volcanic
ash. Will it happen again? (False
colour image is 40 km wide)
(Image courtesy of NASA)
pressure for people to dwell in environments that earned widespread acceptance among Europe’s scien-
have significant geologic hazards. tific and religious leaders, and his chronology was
Geologic processes have an impact on people, soon printed in the margins of the Bible itself.
but we humans can dramatically influence geologic During the seventeenth and eighteenth cen-
processes as well. For example, river flooding is natu- turies the doctrine of catastrophism strongly influ-
ral, but the magnitude and frequency of flooding can enced people’s thinking about Earth. Briefly stated,
be changed significantly by human activities, such as catastrophists believed that Earth’s landscapes had
clearing forests, building cities, and constructing dams. been shaped primarily by great catastrophes.
Unfortunately, natural systems do not always adjust to Features such as mountains and canyons, which
artificial changes in ways that we can anticipate. Thus, today we know take long periods to form, were
an alteration to the environment that is intended to explained as having been produced by sudden and
benefit society often has the opposite effect. often worldwide disasters produced by unknown
causes that no longer operate. This philosophy was
an attempt to force-fit the rates of Earth processes to
Some Historical Notes the then-current ideas on the age of Earth.
about Geology
The nature of Earth—its materials and processes—has UNIFORMITARIANISM Modern geology began in the
been a focus of study for centuries. Writings about such late eighteenth century when James Hutton, a Scottish
topics as fossils, gems, earthquakes, and volcanoes date physician and gentleman farmer, published his Theory
back more than 2300 years to the early Greeks, whose of the Earth. In this work, Hutton put forth a funda-
primitive ideas survived through the Middle Ages. mental principle that is a pillar of geology today: uni-
formitarianism. It states that the physical, chemical, and
CATASTROPHISM In the mid-seventeenth century, biologic laws that operate today have also operated in the
James Ussher, Anglican Archbishop of Armagh, geologic past.* This means that the forces and processes
Primate of all Ireland, published a major work that that we observe presently shaping our planet have been
had an immediate and a profound influence. A at work for a very long time. This idea is summarized
respected scholar of the Bible, Ussher constructed a in the statement “the present is the key to the past.”
chronology of human and Earth history in which he
determined that Earth was only a few thousand years *From James Hutton, Theory of the Earth, Transactions of the
old, having been created in 4004 bce. Ussher’s treatise Royal Society of Edinburgh, 1788.
Before Hutton’s Theory of the Earth, no one had and biologic laws that govern geologic processes
effectively demonstrated that geologic processes remain unchanging through time. However, to say
occur over extremely long intervals. However, Hutton that geologic processes in the past were the same
persuasively argued that forces that appear small as those occurring today is not to suggest that they
could, over long spans, produce effects that were just always had the same relative importance or that they
as great as those resulting from sudden catastrophic operated at precisely the same rate. Moreover, some
events. Unlike his predecessors, Hutton carefully important geologic processes are not currently
cited verifiable observations to support his ideas. observable, but evidence that they occur is well
For example, when he argued that mountains established. For example, we know that Earth has
are sculpted and ultimately destroyed by weathering experienced impacts from large meteorites even
and the work of running water, and that their though we have no human witnesses. Such events
wastes are carried to the oceans by processes that can altered Earth’s crust, modified its climate, and
be observed, Hutton said, “We have a chain of facts strongly influenced life on the planet.
which clearly demonstrates . . . that the materials of The acceptance of uniformitarianism meant
the wasted mountains have travelled through the riv- understanding that Earth is very old. Although Earth
ers . . . There is not one step in all this progress . . . processes vary in intensity, they still take a long time to
that is not to be actually perceived.” He then went create or destroy major landscape features (Figure 1.4).
on to summarize this thought by asking a question For example, geologists have established that
and immediately providing the answer: “What more mountains once existed in portions of the present-
can we require? Nothing but time.”* day Maritimes and Canadian Shield. Today these
Today the basic tenets of uniformitarianism are regions consist of low hills and plains. Erosion (pro-
just as viable as in Hutton’s day. Indeed, we realize cesses that wear land away) gradually destroyed
more strongly than ever that the present gives us those peaks. Estimates indicate that the North
insight into the past and that the physical, chemical, American continent is being lowered at a rate of
about three centimetres per 1000 years. At this rate it
*From James Hutton, Theory of the Earth, Transactions of the will take 100 million years for water, wind, and ice to
Royal Society of Edinburgh, 1788. lower mountains that are 3000 metres high.
Figure 1.4 Geologist Dr. Gerd Westermann contemplates how weathering and erosion have sculpted the
spectacular hoodoos of the Drumheller area in southern Alberta. Some geologic processes act so slowly that
changes may not be visible during an entire human lifetime.
(Photo by C. Tsujita)
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“Good evening,” she said, as if she were addressing
strangers.
“Who in the world is she?” she asked, and Baron saw that her eyes
were touched with a light which was quite unfamiliar to him.
“I was going to tell you,” he faltered, and then he remembered that
there was practically nothing he could tell. He saved time by
suggesting: “Perhaps she could go up-stairs a minute, while I talk to
you alone?”
“Would it be wrong for me to hear?” This was from the child. “You
know I might throw a little light on the subject myself.”
Mrs. Baron blushed rosily and placed her hand over her mouth,
wrenching a swift smile therefrom. She had heard of precocious
children. She disapproved of them. Neither of her own children had
been in the least precocious. “Who ever heard anything like that?”
she demanded of her son in frank amazement.
“There are some things I ought to say to my mother alone,” declared
Baron. He placed a persuasive hand on the child’s shoulder.
“Afterward you can talk the matter over together.”
Mrs. Baron’s doubts were returning. “I don’t see why we should
make any mysteries,” she said. She looked at the child again, and
again all her defenses were laid low. “I suppose she might go up-
stairs to my sitting-room, if there’s anything to say. Tell me, child,”
and she bent quite graciously over the small guest, “what is your
name?”
“I am Bonnie May,” was the response. The child was inordinately
proud of her name, but she did not wish to be vainglorious now. She
lowered her eyes with an obviously theatrical effect, assuming a nice
modesty.
Mrs. Baron observed sharply, and nodded her head.
“That’s a queer name for a human being,” was her comment. She
looked at her son as if she suddenly had a bad taste in her mouth. “It
sounds like a doll-baby’s name.”
The child was shocked by the unfriendliness—the rudeness—of this.
Mrs. Baron followed up her words with more disparagement in the
way of a steady, disapproving look. Precocious children ought to be
snubbed, she thought.
The good lady would not have offended one of her own age without
a better reason; but so many good people do not greatly mind
offending a child.
“You know,” said Bonnie May, “I really didn’t have anything to do with
picking out my own name. Somebody else did it for me. And maybe
they decided on it because they thought it would look good on the
four-sheets.”
“On the——”
But Baron swiftly interposed.
“We can go into matters of that sort some other time,” he said. “I
think it would be better for you to leave mother and me alone for a
minute just now.”
Bonnie May went out of the room in response to Baron’s gesture. “I’ll
show you the way,” he said, and as he began to guide her up the
stairs she turned toward him, glancing cautiously over his shoulder
to the room they had just quitted.
“Believe me,” she whispered, “that’s the first time I’ve had stage
fright in years.” She mounted three or four steps and then paused
again. “You know,” she confided, turning again, “she makes you think
of a kind of honest sister to Lady Macbeth.”
Baron stopped short, his hand on the balustrade. “Bonnie May,” he
demanded, “will you tell me how old you are?”
He had a sudden fear that she was one of those pitiable creatures
whose minds grow old but whose bodies remain the same from year
to year.
“I don’t know,” she replied, instantly troubled. “Miss Barry never
would tell me.”
“Well, how far back can you remember?”
“Oh, quite a long time. I know I had a real speaking part as long as
four seasons ago. I’ve been doing little Eva off and on over two
years.”
He was greatly relieved. “It seems to me,” he said severely, “that you
know about plays which a little girl ought not to know anything
about.”
“Oh! Well, I was with Miss Barry in lots of plays that I didn’t have any
part in, unless it might be to help out with the populace, or something
like that. And we did stock work for a while, with a new play every
week.”
Somehow this speech had the effect of restoring her to favor with
Baron. Her offenses were clearly unconscious, unintended, while her
alertness, her discernment, were very genuine and native. What a
real human being she was, after all, despite her training in the
unrealities of life! And how quick she was to see when she had
offended, and how ready with contrition and apology! Surely that was
the sort of thing that made for good breeding—even from the
standpoint of a Baron or a Boone!
They traversed the upper hall until they reached an immense front
room which was filled with the mellow sunlight of the late afternoon,
and which was invitingly informal and untidy in all its aspects. It was
one of those rooms which seem alive, because of many things which
speak eloquently of recent occupation and of the certainty of their
being occupied immediately again.
A square piano, pearl inlaid and venerable, caught Bonnie May’s
eyes.
“Oh, how lovely!” she exclaimed. She stood a moment, pressing her
hands to her cheeks. “Yes,” she added musingly, “I can actually see
them.”
“See whom?” Baron demanded, slightly impatient.
“The nice, sweet girls, wearing crinoline, and dancing with their arms
around one another’s waists, and one of them sitting at the piano
playing, and looking over her shoulder at the others. There are
tender smiles on their lips, and their eyes are shining like anything.
They are so dear and happy!”
Baron frowned. Why should the child associate the house, his home,
only with things so remote with respect to time and place? It was a
jealously guarded family secret that life was relentlessly passing on,
leaving them stranded in old ways. But was a child—a waif picked up
in pity, or in a spirit of adventure—to wrest the secret from among
hidden things and flaunt it in his face?
She had gone into the big bay window and was standing with one
hand on the long willow seat, covered with pale-hued cushions. For
the moment she was looking down upon the bit of grass-plot below.
“Make yourself at home,” invited Baron. “I won’t be long.”
He went back to his mother. He wished she might have heard what
the child had said about the girls who were dancing, far away in the
past.
“Well, who is she?” was Mrs. Baron’s abrupt, matter-of-fact question.
“I don’t know. That’s the plain truth. I’m thinking more about what she
is—or what she seems to be.”
He described the incident in the theatre, and explained how he had
been in fear of a panic. “I felt obliged to carry her out,” he concluded
rather lamely.
“I quite see that. But that didn’t make you responsible for her in any
way,” Mrs. Baron reminded him.
“Well now, governess, do be friendly. I’m not responsible for her—I
know that. But you see, she appears to be alone in the world, except
for a Miss Barry, an actress. I couldn’t find her. Of course she’ll be
located to-morrow. That’s all there is to it. And let’s not be so awfully
particular. There can’t be any harm in having the little thing in the
house overnight. Honestly, don’t you think she is wonderful?”
Mrs. Baron was diligently nursing her wrath. “That isn’t the question,”
she argued. “I dare say a good many unidentified children are
wonderful. But that would scarcely justify us in turning our house into
an orphan asylum.”
“Oh! An orphan asylum!” echoed Baron almost despairingly. “Look
here, mother, it was just by chance that I ran across the little thing,
and under the circumstances what was I going to do with her?”
“There were the police, at least.”
“Yes, I thought of that.”
He went to the window and stood with his back to her. For a full
minute there was silence in the room, and then Baron spoke. He did
not turn around.
“Yes, there were the police,” he repeated, “but I couldn’t help
remembering that there was also I—and we. I had an idea we could
do a good deal better than the police, in a case like this. I don’t
understand how women feel, mother, but I can’t help remembering
that every little girl is going to be a woman some day. And I’ve no
doubt that the kind of woman she is going to be will be governed a
good deal by seemingly trivial events. I don’t see why it isn’t likely
that Bonnie May’s whole future may depend upon the way things fall
out for her now, when she’s really helpless and alone for the first
time in her life. I think it’s likely she’ll remember to the end of her
days that people were kind to her—or that they weren’t. We’ve
nothing to be afraid of at the hands of a little bit of a girl. At the most,
we’ll have to give her a bed for the night and a bite to eat and just a
little friendliness. It’s she who must be afraid of us!—afraid that we’ll
be thoughtless, or snobbish, and refuse to give her the comfort she
needs, now that she’s in trouble.”
He paused.
“A speech!” exclaimed Mrs. Baron, and Baron could not fail to note
the irony in her voice. She added, in the same tone: “The haughty
mother yields to the impassioned plea of her noble son!”
Baron turned and observed that she was smiling rather maliciously.
“You’d better go up and look after her,” she added. “Flora will be
home before long.”
CHAPTER IV
A CRISIS
At five o’clock, during a brief lull in the usual noises on the avenue,
there was a faint and aristocratic murmur of machinery in front of the
mansion. The McKelvey girls’ motor-car drew up at the curb, and
Miss Flora Baron alighted.
The Misses McKelvey had come for her early in the afternoon and
had driven her out to their suburban home, where she was always
treated almost like one of the family.
She was the sort of girl that people love unquestioningly: gentle, low-
voiced, seemingly happy, grateful, gracious. Besides, there was a
social kinship between the two families. Mrs. McKelvey had been a
Miss Van Sant before her marriage, and the Van Sants and the
Boones had been neighbors for a century or more.
“Good-by, Flora,” called the McKelvey girls almost in one voice, as
their guest hurried toward her gate. Their cheerful faces were framed
by the open door of their shining coupé. And Flora looked back over
her shoulder and responded gayly, and then hurried up into the
vestibule of the mansion.
She carried an armful of roses which the McKelveys had insisted
upon her bringing home: roses with long stems, from which many of
the green, wax-like leaves had not been removed.
When she entered the hall she paused and sighed. Now that her
friends could not see her any longer, she abandoned a certain
gladsome bearing. It was so lovely out at the McKelveys’, and it was
so—so different, here at home. She had the feeling one might have
upon entering a dungeon.
The fingers of her right hand closed upon the dull-green-and-silver
tailored skirt she was wearing, and one foot was already planted on
the first step of the stairway. She meant to offer the roses to her
mother, who would be in the sitting-room up-stairs.
But before she had mounted to the second step she heard her
brother Victor’s voice in the dining-room, and she knew by his
manner of speaking that he was at the telephone.
This circumstance in itself was not remarkable, but he was asking for
police headquarters!
Visions of a burglary passed before her mind, and she wondered
whimsically what anybody could find in the house worth stealing. Her
brother’s next words reached her clearly:
“Oh, I couldn’t say just how old she is. Say about ten. Somebody
must have reported that she is lost.... Well, that certainly seems
strange....”
Flora changed her mind about going up-stairs immediately. Instead,
she turned toward the dining-room. Victor was continuing his
message: “Are you sure such a report hasn’t been made at one of
the substations?” And after a brief interval there was the sound of
the receiver being hung up.
However, when Flora entered the dining-room her brother was
speaking at the telephone again. More about a little girl. “Mr.
Thornburg’s office? Mr. Thornburg? This is Baron speaking. Say—
has anybody spoken to you about losing a little girl this afternoon?”
Flora perceived that he was deeply concerned; his attitude was even
strikingly purposeful—and Victor usually appeared to have no
definite purposes at all.
“Yes,” he continued, clearly in answer to words from the other end of
the wire, “I brought her home with me. I didn’t know what else to do. I
thought somebody might have inquired at the theatre about her. If
they do, you’ll let me know right away, won’t you? She’ll probably be
with us here until she’s claimed.”
He hung up the receiver. His eyes were unusually bright.
“Here? Who?” demanded Flora.
Baron beamed upon her. “Flora!” he cried. “I’m glad you’ve come.
Something has happened!”
“Who’s here?”
“The renowned actress, Bonnie May.”
“Please tell me!” she begged, as if he had made no response at all.
“A little lost girl.” Then Baron briefly explained.
Miss Baron’s eyes fairly danced. “What an adventure!” She added
presently: “Is she—nice?”
“Nice? That’s a woman’s first question every time, isn’t it?” Baron
reflected. “I suppose so. I know she’s pretty—the very prettiest
thing!”
“And that’s a man’s first consideration, of course. What did mother
say?”
“Mother is—resigned.” They moved toward the stairway. “Try to
persuade mother that a child doesn’t count,” Baron urged. “I’m sure
Mrs. Grundy never had any children. None like Bonnie May, anyway.
When you’ve once seen her——”
They were ascending the stairway eagerly, whispering. A dozen
years at least seemed to have slipped from their shoulders. They
entered Mrs. Baron’s sitting-room quite eagerly.
Mrs. Baron and Bonnie May were sitting quite close together, the
guest in a low chair that was Flora’s. Mrs. Baron was maintaining the
rôle of indulgent but overridden oracle; Bonnie May was amiably
inclined to make allowances. They were conversing in a rather
sedate fashion.
“My sister, Flora, Bonnie May,” said Baron.
The child came forward eagerly. “How lovely!” she exclaimed,
extending her hand.
Flora regarded the child with smiling eyes. “Oh! you mean the
roses,” she said. “Yes, they are.” But she did not look at the flowers
on her arm. She pushed a pennon-like fragment of veil away from
her face and smiled quietly at the child.
“I didn’t mean them,” explained Bonnie May. “I meant it was lovely
that you should be—that I’m to have— Do excuse me, I mean that
you are lovely!”
Only an instant longer Miss Baron remained as if happily spellbound.
A breath that was fragrant and cool emanated from her and her
roses. The hue of pleasure slowly deepened in her cheeks.
“You dear child!” she said at last, the spell broken, “I can’t remember
when anybody has said such a thing to me before.”
She laid the roses in her mother’s lap. “And to think we’re to keep
her!” she added.
“Overnight,” Mrs. Baron made haste to say. “Yes, she is to be our
guest until to-morrow.”
“But nobody has inquired for her,” said Flora. “Victor’s been
telephoning. The police and the people at the theatre——”
“Where did you get such beautiful roses?” inquired Mrs. Baron,
wholly by way of interruption. The arch of her eyebrows was as a
weather-signal which Flora never disregarded. She changed the
subject. She had much to say about her ride. But her eyes kept
straying back to Bonnie May, who remained silent, her body leaning
slightly forward, her head pitched back, her eyes devouring Miss
Baron’s face. The attitude was so touchingly childlike that Flora had
visions of herself in a big rocking-chair, putting the little thing to
sleep, or telling her stories. “Only until to-morrow,” her mother had
said, but no one was asking for the child anywhere. Of course she
would stay until—until——
“Yes,” she said absent-mindedly, in response to a question by her
mother, “they brought me home in their car. They were so lovely to
me!” Her eyes strayed back to Bonnie May, whose rapt gaze was
fixed upon her. The child flushed and smiled angelically.
If any constraint was felt during the dinner-hour, Bonnie May was
evidently less affected than the others at table.
The one test which might have been regarded as a critical one—the
appearance of the head of the household—was easily met.
Mr. Baron came home a little late and immediately disappeared to
dress for dinner. Bonnie May did not get even a glimpse of him until
the family took their places at table.
“Hello! Who said there weren’t any more fairies?” was his cheerful
greeting, as he stood an instant beside his chair before he sat down.
He was a tall, distinguished-looking man with a pointed gray beard,
which seemed always to have been of its present color, rather than
to suggest venerableness. He had piercing gray eyes, which seemed
formidable under their definite black eyebrows. However, his eyes
readily yielded to a twinkle when he smiled. He still adhered rigidly to
the custom of dressing formally for dinner, and he entertained a
suspicion that Victor’s vocation, which consisted of literary work of
some indefinite kind, was making him sadly Bohemian, since his son
did not perceive the need of being so punctilious. “It’s not as if we
had company often,” was Victor’s defense, on one occasion, of the
course he had adopted; but his father’s retort had been that “they
were still in the habit of dining with one another.”
“A little girl we are sheltering to-night,” was Mrs. Baron’s explanation
to her husband, who still regarded the child at the opposite end of
the table.
“I am Bonnie May,” amended the child. “I am very glad to meet you,
I’m sure.” She smiled graciously and nodded with such dignity as
was compatible with a rather difficult position. She was occupying an
“adult” chair, and little more than her head and shoulders was visible.
She had briefly yet firmly discouraged the suggestion that she sit on
a book.
“A—protégée of Victor’s,” added Mrs. Baron, with the amiable malice
which the family easily recognized.
But Flora noted the word “protégée” and smiled. To her mind it
suggested permanency.
“A very fine little girl, I’m sure,” was Mr. Baron’s comment. He was
critically looking at the fowl which Mrs. Shepard, housekeeper and
woman of all work, had placed before him. His entire attention was
immediately monopolized by the carving implements. He appeared
to forget the child’s presence.
This fact is set down as a significant one, because Flora and Baron,
Jr., were both keenly and frankly interested in his impression. If he
didn’t mind having her about, another point in her favor would have
been gained. Mrs. Baron, too, was covertly interested in his attitude.
She was not quite sure whether she wished him to confirm her fears
or to share her son’s and daughter’s faith in the unexpected guest.
Thereafter the meal progressed somewhat silently. Every individual
in the group was alertly awaiting developments.
“Children always like the drumstick,” declared Mr. Baron genially,
looking at Bonnie May.
“Yes, I believe so,” admitted the guest politely. She added casually: “I
usually prefer the wing.”
Mr. Baron rested the carving knife and fork on his plate and
scrutinized the speaker sharply. The child was opening her napkin
with a kind of elegant deliberation.
Then he smiled. “A wing it shall be,” he declared.
Later Mrs. Baron took occasion to assert her authority. “Children
should not stare,” she declared, trying to assume a severe contralto
tone, but taking care to smile, so that her rebuke would seem to
have been kindly offered.
Indeed, Bonnie May was paying less attention to her dinner than to
the exquisite napery, the cut-glass vase in which some of Flora’s
roses had been placed, the dinner-set of chaste design, and to the
countenances about her.
“Quite true,” she admitted, in response to Mrs. Baron. “But you know,
when you get into a new company, it’s quite natural to size
everybody up, so you can make up your mind what to expect of
them.”
She took a very small bite from a young green onion, holding her
little finger elegantly apart. “How prettily the white blends with the
green,” she said approvingly, looking critically at the onion.
Mrs. Baron flushed. “My remark was that children ought not to stare,”
she repeated persistently and less gently.
The child’s serenity failed her. “I don’t, usually,” she said in painful
embarrassment, “and I don’t believe I criticise people’s manners,
either, unless it’s in private.”
She regained her self-control immediately. She replaced the onion
on her plate and lifted her napkin to her lips with exquisite care.
The adult persons at the table were all looking from one to another.
There were horizontal lines in every forehead.
“I can’t remember having been anywhere where the service was so
admirable,” the guest added, directing her glance toward her own
section of the board. There was a suggestion of gentle ennui in her
tone.
Mrs. Baron was glaring at her, her face aflame with mortification. It
was a countenance the family was familiar with.
“Well, what have you been doing to-day, Victor?” inquired Mr. Baron
jocosely.
It was the tone—and the tactics—he always adopted when he
wished to avoid a crisis.
And during the remainder of the meal, Bonnie May was an
extraordinarily circumspect and silent little girl.
CHAPTER V
BONNIE MAY OPENS THE DOOR
There was a polite, somewhat nervous exchange of remarks at the

table during the remainder of the dinner-hour. It was the kind of
conversation that is employed sometimes not only to conceal
thought, but to divert attention from the fact that there is anything to
think about.
Nevertheless, every member of the family was thinking hard—and
uncomfortably.
Baron, Sr., was trying patiently to determine what subtle thing had
gone wrong. Mrs. Baron, he knew, was not disagreeable without at
least an imaginary cause.
Victor and Flora were thinking along somewhat similar lines. Why
had their mother deliberately offended an inoffending guest? They
knew their guest was readily to be classified as a “precocious” child,
and Mrs. Baron had always manifested a strong dislike—almost a
dread—of precocious children, whose remarks are sometimes so
disconcerting to those who are not very liberal-minded.
But it was not at all likely that Bonnie May would remain a member of
the household longer than a day or so. Indeed, it seemed quite
probable that she would be called for at any moment. Such a child
would not be permitted by relatives or guardians to go begging.
Yet Mrs. Baron’s conduct might have been accepted as that of one
who begins the tutelage of an adopted daughter. Had their mother
jumped to the conclusion that Bonnie May had come to live with
them permanently, and was she willing to contemplate such an
arrangement?
Beneath their small talk, therefore, they were indulging in decidedly
wild hopes and fancies.
When the family were about to leave the table, Mrs. Baron called the
housekeeper. The others appeared not to notice particularly, but
secretly they were all attention.
Said Mrs. Baron:
“Mrs. Shepard, this little girl’s name is Bonnie May. She is to stay
with us this evening. Will you see that the spare room in the attic is
made ready? and if you can add to her comfort in any way, I’m sure
you will.”
“Yes, ma’am,” said Mrs. Shepard. The good, simple creature was
trying to hide her amazement. The child had been a guest at the
table—and she was to be put up in the attic to sleep! The attic was
really a third floor; but it was used mainly for storing things, and for
the houseman’s quarters. She regarded Bonnie May briefly—and her
eyes twinkled! The child was smiling at her amiably.
“Mother!” was Flora’s hesitating remonstrance, and Victor paid such
studious heed to the folding of his napkin that it was evident he was
trying to hide his discomfort. In a moment he spoke—quite casually:
“I’m afraid it will be lonesome up there for her, mother. Suppose you
let her have my room to-night. I won’t mind giving it up.”
“Nonsense! There’s no need of your being disturbed.” Mrs. Baron’s
forehead was still creased by menacing horizontal lines.
The guest interposed. The family was rising, and she stood with her
back to the table. “If you don’t mind, Mrs. Baron,” she said evenly,
“I’ll go back and make friends with Mrs. Shepard. You know I dearly
love the people who take the—the character parts. They’re usually
so comfortable!”
“Well, run along.” She tried not to speak impatiently. She felt that
there was general disapproval of her mood.
The guest went into the kitchen. At the door she turned. “It was a
lovely dinner,” she said politely. Then she disappeared.
Silence followed, and the family dispersed. Mr. Baron was going out
somewhere. Victor strolled musingly up into the library. Flora
followed her mother up into the sitting-room. There was a good deal
of mental tension, considering the very slight foundation for it.
In the kitchen Bonnie May’s glad bearing vanished. She became
strangely pensive for a little girl. Mrs. Baron did not like her! That
was evident. Yet what had she done, save to take her own part, as
she had always had to do?
Mrs. Shepard did not realize that the child was troubled. When
children were troubled, according to Mrs. Shepard’s experience, their
lips trembled or their eyes filled with tears. There were no such signs
to be read in Bonnie May’s face. She was standing there in that
dazed fashion because she was in a strange place, of course.
“Wait until my work’s done and I’ll bake you a little cake!” said Mrs.
Shepard. She was delighted with the idea. It occurred to her that it
would be a great pleasure to bake a little cake for the child.
“A little cake?” responded Bonnie May dubiously. “It’s kind of you,
you know, but really I’ve just dined.” She put all troubled thoughts
away from her. The kitchen was really a wonderful place. She
examined various utensils with interest. They had all been used. She
had seen many of these things before, but they had always been
shiny and new. The property-man had taken care of them.
A little bell above Mrs. Shepard’s head tinkled energetically. The
housekeeper sighed heavily and began wiping her hands hastily.
“What is it?” inquired Bonnie May.
“The front-door bell,” was the answer.
“Oh! how interesting. Let me answer it—do!”
And before Mrs. Shepard could carefully consider the matter, she
gave a reluctant consent. She would have explained what one
should do under certain contingencies, but there hadn’t been time.
Bonnie May was gone.
As the child passed through the hall she heard the family moving
about up-stairs. Their voices seemed quite remote; they were almost
inaudible. Bonnie May thought it quite probable that they had not
heard the summons at the door.
She felt a new kind of elation at being permitted to officiate in even a
very small domestic function. She was going to admit some one who
really came from out of the unknown—whose every word and
movement would not be known to her beforehand.
Then the mansion seemed to become strangely silent, as if it were
listening uneasily to learn who it was that had come out of the
darkness and sounded a summons to those within.
Bonnie May caught her breath. Her face was fairly glowing when she
opened the door.
A gentleman stood there; a man who was very substantial-looking
and by no means formidable in appearance. The hall-light fell on
him. It seemed to Bonnie May that he was quite middle-aged. He
was well-dressed in a rather informal way. A short-cropped black
mustache had the effect of retreating slightly between two ruddy
cheeks. His eyes expressed some degree of merriment—of mischief,
and this fact gave him standing with Bonnie May immediately.
“Good evening,” said Bonnie May in her most friendly manner. She
waited, looking inquiringly up into the twinkling eyes.
“I came to see Miss Baron. Is she at home?”
“Will you come in? I’ll see.”
She led the way into the big drawing-room, which was in complete
darkness, save for such rays of light as penetrated from the hall. “I’m
afraid I’ll have to ask you to light the gas,” she added. “It’s too high
for me to reach.”
“Maybe I’d better wait in the hall until you go and tell Miss Flora.”
“Certainly not. Light the gas, please.”
He obeyed, and as the light fell suddenly upon his face she saw that
there was a mischievously meditative gleam in his eyes.
Still holding the burnt match in his fingers, he turned to her. “I don’t
believe I’ve met you before?” he said.
“I only came to-day. Will you sit down?”
“You—living here?” The caller appeared to be in no hurry to have his
arrival announced. He listened a moment to the faint voices above,
and seemed reassured.
“Why, yes—I think so. You see, I always live wherever I happen to
be.” She smiled brightly, to rob her words of any seeming
unfriendliness. She regarded him more in detail. He was a big-
bodied man, with a proper tendency to dwindle away neatly from the
shoulders down. His hair was of the sort that refuses to be quite
nice. It was astonishingly thick and dark, with an occasional glint of
silver in it, and it was close-cropped. She liked the way he stood, too;
his chest well out, his head back, and as if nothing could disturb his
balance. Bonnie May had seen so many men who stood as if they
needed propping up, or as if they would be more secure if they had
four legs to stand on.
He returned her careful scrutiny, and the look of approval in her eyes
brought a ruddier glow to his cheeks and a merrier look to his eyes.
He sat down and held out both his hands, smiling so broadly that she
could see many white, lustrous teeth.
She put her hands into his without hesitation. She felt extraordinarily
happy.
“Tell me,” she whispered, “are you the—the Romeo in the cast?”
He released her hands and brought his own down upon his knees
with vehemence. His eyes were almost shouting with merriment now.
“Wasn’t Romeo in kind of bad standing with his prospective parents-
in-law?”
“Something like that. He couldn’t see Her, except up in a balcony.”
He nodded his head. “Well, then, I’m the Romeo!”
Again she regarded him critically. “You seem a little old for the part,”
she suggested.
“Do you think so?” He was thoughtful for a moment. “Maybe that’s
what Mrs. Baron thinks. She won’t even let me stand under a
balcony, when she can help it.”
“Isn’t she quaint!” This with smiling indulgence. “But of course you
don’t pay any attention to that?”
“Oh, yes I do; we—we have to!”
Bonnie May looked puzzled. “I can’t understand it,” she said. “You
look like the kind that they always play the loud music for.”
“The—loud music?” he echoed.
“As if you were the oldest son, come back in the last act to lift the
mortgage.”
They smiled into each other’s eyes, and then Bonnie May drew close
to him. She whispered: “I’ll see if I can’t get her out of the balcony.”
She turned toward the door. “Shall I just tell her that Romeo is here?”
He stared after her in delighted amazement. “Lord help us, no! Say
it’s Mr. Addis.” His face radiated a joyous light even after she went
out of the room and softly closed the door.
She went up-stairs softly singing. At the door of the sitting-room she
paused. Within, Mrs. Baron was reading one of those irreproachable-
looking books which are always about something very remote. She
did not look up at Bonnie May’s approach.
Miss Baron occupied a soft seat in the bay window, and it was clear
that she was troubled a little.
The child beckoned, and Flora’s face instantly brightened.
Mrs. Baron was fully aware of all that transpired. She believed the
guest was afraid of her. She felt a mild gratification.
When Flora came out into the hall Bonnie May whispered: “I want
you to come down-stairs with me.” She took Flora’s hand and patted
it quite blissfully.
They got to the foot of the stairs just in time to see the outlines of a
masculine form mounting the front steps. The frosted glass in the
door permitted this much to be seen.
“Some one else!” commented Bonnie May, and she turned to Flora.
“Do you have so much company every evening?” she asked.
“So much company!” echoed Flora; she looked puzzled.
“Well, never mind,” Bonnie May hastened to add. “Some one is
expecting you in the drawing-room. And please let me receive the
new visitor!”
She opened the drawing-room door, and watched while Flora
wonderingly entered. Then she pulled the door to cautiously. She
had heard a low, forlorn note of surprise in Flora’s voice, and Mr.
Addis’s eager, whispered greeting.
Then she opened the front door in time to prevent the newcomer
from ringing.

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(eBook PDF) Earth An Introduction to

Physical Geology 4th Canadian

Plants and Animals 122 Pressure as a Metamorphic Agent 164

BOX 6.2: Canadian Profile

CHAPTER 9 Intensity Scales 235

BOX 10.4: Canadian Profile

The Nature of Seismic Waves 247

CHAPTER 11 Convergent Plate Boundaries 280

Mid-Ocean Ridges 264 Isostasy: Why Earth Isn’t Smooth 292

BOX 12.1: Understanding Earth

Continental Rifts 278

Mountain Belts with Complex Histories 301 Earthflow 322

The Water Table 361

BOX 18.2: Canadian Profile

Wind Erosion 419

CHAPTER 20 BOX 20.4: People and the Environment

Nuclear Energy 481

THE TEACHING AND transcript, and assignable multiple-choice ques-

Instructor’s Manual assignment. peerScholar then circulates their work

CHAPTER OUTLINE The glacier-capped peaks

Figure 1.1 These sharp peaks in the French Alps are

by C. Gordon Winder* and fossils were wrapped in paper;

Figure 1.3 This is an image of

There was a polite, somewhat nervous exchange of remarks at the

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