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Library of Congress Cataloging-in-Publication Data

Meriam, J. L. (James L.)

Engineering mechanics / J.L. Meriam, L.G. Kraige.—7th ed.
p. cm.
Includes index.
ISBN: 978-0-470-61473-0
ISBN: 978-0-470-91787-9 (BRV)
1. Mechanics, Applied. I. Kraige, L.G. (L. Glenn) II. Title.
TA350.M458 2006
620.1—dc 2006003346
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
 Foreword

This series of textbooks was begun in 1951 by the late Dr. James L. Meriam. At that
time, the books represented a revolutionary transformation in undergraduate mechanics
education. They became the definitive textbooks for the decades that followed as well as
models for other engineering mechanics texts that have subsequently appeared. Published
under slightly different titles prior to the 1978 First Editions, this textbook series has al-
ways been characterized by logical organization, clear and rigorous presentation of the the-
ory, instructive sample problems, and a rich collection of real-life problems, all with a high
standard of illustration. In addition to the U.S. versions, the books have appeared in SI ver-
sions and have been translated into many foreign languages. These texts collectively repre-
sent an international standard for undergraduate texts in mechanics.
The innovations and contributions of Dr. Meriam (1917–2000) to the field of engineer-
ing mechanics cannot be overstated. He was one of the premier engineering educators of
the second half of the twentieth century. Dr. Meriam earned his B.E., M. Eng., and Ph.D.
degrees from Yale University. He had early industrial experience with Pratt and Whitney
Aircraft and the General Electric Company. During the Second World War he served in the
U.S. Coast Guard. He was a member of the faculty of the University of California–Berkeley,
Dean of Engineering at Duke University, a faculty member at the California Polytechnic
State University–San Luis Obispo, and visiting professor at the University of California–
Santa Barbara, finally retiring in 1990. Professor Meriam always placed great emphasis on
teaching, and this trait was recognized by his students wherever he taught. At Berkeley in
1963, he was the first recipient of the Outstanding Faculty Award of Tau Beta Pi, given pri-
marily for excellence in teaching. In 1978, he received the Distinguished Educator Award
for Outstanding Service to Engineering Mechanics Education from the American Society
for Engineering Education, and in 1992 was the Society’s recipient of the Benjamin Garver
Lamme Award, which is ASEE’s highest annual national award.
Dr. L. Glenn Kraige, coauthor of the Engineering Mechanics series since the early
1980s, has also made significant contributions to mechanics education. Dr. Kraige earned
his B.S., M.S., and Ph.D. degrees at the University of Virginia, principally in aerospace engi-
neering, and he currently serves as Professor of Engineering Science and Mechanics at
Virginia Polytechnic Institute and State University. During the mid-1970s, I had the singular
v
vi Foreword

pleasure of chairing Professor Kraige’s graduate committee and take particular pride in the
fact that he was the first of my forty-five Ph.D. graduates. Professor Kraige was invited by
Professor Meriam to team with him and thereby ensure that the Meriam legacy of textbook
authorship excellence was carried forward to future generations. For the past three
decades, this highly successful team of authors has made an enormous and global impact on
the education of several generations of engineers.
In addition to his widely recognized research and publications in the field of spacecraft
dynamics, Professor Kraige has devoted his attention to the teaching of mechanics at both
introductory and advanced levels. His outstanding teaching has been widely recognized and
has earned him teaching awards at the departmental, college, university, state, regional, and
national levels. These include the Francis J. Maher Award for excellence in education in the
Department of Engineering Science and Mechanics, the Wine Award for excellence in uni-
versity teaching, and the Outstanding Educator Award from the State Council of Higher
Education for the Commonwealth of Virginia. In 1996, the Mechanics Division of ASEE
bestowed upon him the Archie Higdon Distinguished Educator Award. The Carnegie Foun-
dation for the Advancement of Teaching and the Council for Advancement and Support of
Education awarded him the distinction of Virginia Professor of the Year for 1997. During
2004–2006, he held the W. S. “Pete” White Chair for Innovation in Engineering Education,
and in 2006 he teamed with Professors Scott L. Hendricks and Don H. Morris as recipients of
the XCaliber Award for Teaching with Technology. In his teaching, Professor Kraige stresses
the development of analytical capabilities along with the strengthening of physical insight and
engineering judgment. Since the early 1980s, he has worked on personal-computer software
designed to enhance the teaching/learning process in statics, dynamics, strength of materials,
and higher-level areas of dynamics and vibrations.
The Seventh Edition of Engineering Mechanics continues the same high standards set
by previous editions and adds new features of help and interest to students. It contains a
vast collection of interesting and instructive problems. The faculty and students privileged
to teach or study from Professors Meriam and Kraige’s Engineering Mechanics will benefit
from the several decades of investment by two highly accomplished educators. Following
the pattern of the previous editions, this textbook stresses the application of theory to
actual engineering situations, and at this important task it remains the best.

John L. Junkins
Distinguished Professor of Aerospace Engineering
Holder of the George J. Eppright Chair Professorship in Engineering
Texas A&M University
College Station, Texas
 Preface

Engineering mechanics is both a foundation and a framework for most of the branches
of engineering. Many of the topics in such areas as civil, mechanical, aerospace, and agricul-
tural engineering, and of course engineering mechanics itself, are based upon the subjects
of statics and dynamics. Even in a discipline such as electrical engineering, practitioners, in
the course of considering the electrical components of a robotic device or a manufacturing
process, may find themselves first having to deal with the mechanics involved.
Thus, the engineering mechanics sequence is critical to the engineering curriculum.
Not only is this sequence needed in itself, but courses in engineering mechanics also serve
to solidify the student’s understanding of other important subjects, including applied math-
ematics, physics, and graphics. In addition, these courses serve as excellent settings in
which to strengthen problem-solving abilities.

Philosophy
The primary purpose of the study of engineering mechanics is to develop the capacity
to predict the effects of force and motion while carrying out the creative design functions
of engineering. This capacity requires more than a mere knowledge of the physical and
mathematical principles of mechanics; also required is the ability to visualize physical con-
figurations in terms of real materials, actual constraints, and the practical limitations
which govern the behavior of machines and structures. One of the primary objectives in a
mechanics course is to help the student develop this ability to visualize, which is so vital to
problem formulation. Indeed, the construction of a meaningful mathematical model is
often a more important experience than its solution. Maximum progress is made when the
principles and their limitations are learned together within the context of engineering
application.
There is a frequent tendency in the presentation of mechanics to use problems mainly
as a vehicle to illustrate theory rather than to develop theory for the purpose of solving
problems. When the first view is allowed to predominate, problems tend to become overly
idealized and unrelated to engineering with the result that the exercise becomes dull, acad-
emic, and uninteresting. This approach deprives the student of valuable experience in for-
mulating problems and thus of discovering the need for and meaning of theory. The second
vii
viii Preface

view provides by far the stronger motive for learning theory and leads to a better balance
between theory and application. The crucial role played by interest and purpose in provid-
ing the strongest possible motive for learning cannot be overemphasized.
Furthermore, as mechanics educators, we should stress the understanding that, at best,
theory can only approximate the real world of mechanics rather than the view that the real
world approximates the theory. This difference in philosophy is indeed basic and distinguishes
the engineering of mechanics from the science of mechanics.
Over the past several decades, several unfortunate tendencies have occurred in engineer-
ing education. First, emphasis on the geometric and physical meanings of prerequisite mathe-
matics appears to have diminished. Second, there has been a significant reduction and even
elimination of instruction in graphics, which in the past enhanced the visualization and repre-
sentation of mechanics problems. Third, in advancing the mathematical level of our treat-
ment of mechanics, there has been a tendency to allow the notational manipulation of vector
operations to mask or replace geometric visualization. Mechanics is inherently a subject
which depends on geometric and physical perception, and we should increase our efforts to
develop this ability.
A special note on the use of computers is in order. The experience of formulating prob-
lems, where reason and judgment are developed, is vastly more important for the student
than is the manipulative exercise in carrying out the solution. For this reason, computer
usage must be carefully controlled. At present, constructing free-body diagrams and formu-
lating governing equations are best done with pencil and paper. On the other hand, there
are instances in which the solution to the governing equations can best be carried out and
displayed using the computer. Computer-oriented problems should be genuine in the sense
that there is a condition of design or criticality to be found, rather than “makework” prob-
lems in which some parameter is varied for no apparent reason other than to force artificial
use of the computer. These thoughts have been kept in mind during the design of the
computer-oriented problems in the Seventh Edition. To conserve adequate time for problem
formulation, it is suggested that the student be assigned only a limited number of the
computer-oriented problems.
As with previous editions, this Seventh Edition of Engineering Mechanics is written with
the foregoing philosophy in mind. It is intended primarily for the first engineering course in
mechanics, generally taught in the second year of study. Engineering Mechanics is written in
a style which is both concise and friendly. The major emphasis is on basic principles and
methods rather than on a multitude of special cases. Strong effort has been made to show both
the cohesiveness of the relatively few fundamental ideas and the great variety of problems
which these few ideas will solve.

Pedagogical Features
The basic structure of this textbook consists of an article which rigorously treats the par-
ticular subject matter at hand, followed by one or more Sample Problems, followed by a group
of Problems. There is a Chapter Review at the end of each chapter which summarizes the main
points in that chapter, followed by a Review Problem set.

Problems
The 89 Sample Problems appear on specially colored pages by themselves. The solu-
tions to typical statics problems are presented in detail. In addition, explanatory and
cautionary notes (Helpful Hints) in blue type are number-keyed to the main presentation.
There are 1058 homework exercises, of which approximately 50 percent are new to the
Seventh Edition. The problem sets are divided into Introductory Problems and Representative
 Preface ix

Problems. The first section consists of simple, uncomplicated problems designed to help stu-
dents gain confidence with the new topic, while most of the problems in the second section are
of average difficulty and length. The problems are generally arranged in order of increasing
difficulty. More difficult exercises appear near the end of the Representative Problems and are
marked with the symbol 䉴. Computer-Oriented Problems, marked with an asterisk, appear in
a special section at the conclusion of the Review Problems at the end of each chapter. The an-
swers to all problems have been provided in a special section near the end of the textbook.
In recognition of the need for emphasis on SI units, there are approximately two prob-
lems in SI units for every one in U.S. customary units. This apportionment between the two
sets of units permits anywhere from a 50–50 emphasis to a 100-percent SI treatment.
A notable feature of the Seventh Edition, as with all previous editions, is the wealth of
interesting and important problems which apply to engineering design. Whether directly
identified as such or not, virtually all of the problems deal with principles and procedures
inherent in the design and analysis of engineering structures and mechanical systems.

Illustrations
In order to bring the greatest possible degree of realism and clarity to the illustrations,
this textbook series continues to be produced in full color. It is important to note that color
is used consistently for the identification of certain quantities:

• red for forces and moments

• green for velocity and acceleration arrows
• orange dashes for selected trajectories of moving points

Subdued colors are used for those parts of an illustration which are not central to the
problem at hand. Whenever possible, mechanisms or objects which commonly have a cer-
tain color will be portrayed in that color. All of the fundamental elements of technical illus-
tration which have been an essential part of this Engineering Mechanics series of textbooks
have been retained. The author wishes to restate the conviction that a high standard of
illustration is critical to any written work in the field of mechanics.

Features New to This Edition

While retaining the hallmark features of all previous editions, we have incorporated
these improvements:

• All theory portions have been reexamined in order to maximize rigor, clarity,
readability, and level of friendliness.
• Key Concepts areas within the theory presentation have been specially marked and
highlighted.
• The Chapter Reviews are highlighted and feature itemized summaries.
• Approximately 50 percent of the homework problems are new to this Seventh Edition.
All new problems have been independently solved in order to ensure a high degree of
accuracy.
• New Sample Problems have been added, including ones with computer-oriented
solutions.
• All Sample Problems are printed on specially colored pages for quick identification.
• Within-the-chapter photographs have been added in order to provide additional
connection to actual situations in which statics has played a major role.
x Preface

Organization
In Chapter 1, the fundamental concepts necessary for the study of mechanics are
established.
In Chapter 2, the properties of forces, moments, couples, and resultants are developed
so that the student may proceed directly to the equilibrium of nonconcurrent force systems
in Chapter 3 without unnecessarily belaboring the relatively trivial problem of the equilib-
rium of concurrent forces acting on a particle.
In both Chapters 2 and 3, analysis of two-dimensional problems is presented in
Section A before three-dimensional problems are treated in Section B. With this arrange-
ment, the instructor may cover all of Chapter 2 before beginning Chapter 3 on equilib-
rium, or the instructor may cover the two chapters in the order 2A, 3A, 2B, 3B. The latter
order treats force systems and equilibrium in two dimensions and then treats these topics
in three dimensions.
Application of equilibrium principles to simple trusses and to frames and machines is
presented in Chapter 4 with primary attention given to two-dimensional systems. A suffi-
cient number of three-dimensional examples are included, however, to enable students to
exercise more general vector tools of analysis.
The concepts and categories of distributed forces are introduced at the beginning of
Chapter 5, with the balance of the chapter divided into two main sections. Section A treats
centroids and mass centers; detailed examples are presented to help students master early
applications of calculus to physical and geometrical problems. Section B includes the special
topics of beams, flexible cables, and fluid forces, which may be omitted without loss of conti-
nuity of basic concepts.
Chapter 6 on friction is divided into Section A on the phenomenon of dry friction and
Section B on selected machine applications. Although Section B may be omitted if time is
limited, this material does provide a valuable experience for the student in dealing with
both concentrated and distributed friction forces.
Chapter 7 presents a consolidated introduction to virtual work with applications lim-
ited to single-degree-of-freedom systems. Special emphasis is placed on the advantage of the
virtual-work and energy method for interconnected systems and stability determination.
Virtual work provides an excellent opportunity to convince the student of the power of
mathematical analysis in mechanics.
Moments and products of inertia of areas are presented in Appendix A. This topic helps
to bridge the subjects of statics and solid mechanics. Appendix C contains a summary re-
view of selected topics of elementary mathematics as well as several numerical techniques
which the student should be prepared to use in computer-solved problems. Useful tables of
physical constants, centroids, and moments of inertia are contained in Appendix D.

Supplements
The following items have been prepared to complement this textbook:

Instructor’s Manual
Prepared by the authors and independently checked, fully worked solutions to all odd
problems in the text are available to faculty by contacting their local Wiley representative.

Instructor Lecture Resources

The following resources are available online at www.wiley.com/college/meriam. There
may be additional resources not listed.
 Preface xi

WileyPlus: A complete online learning system to help prepare and present lectures, assign
and manage homework, keep track of student progress, and customize your course content
and delivery. See the description at the back of the book for more information, and the web-
site for a demonstration. Talk to your Wiley representative for details on setting up your
WileyPlus course.

Lecture software specifically designed to aid the lecturer, especially in larger classrooms. Writ-
ten by the author and incorporating figures from the textbooks, this software is based on the
Macromedia Flash platform. Major use of animation, concise review of the theory, and numer-
ous sample problems make this tool extremely useful for student self-review of the material.

All figures in the text are available in electronic format for use in creating lecture presen-
tations.

All Sample Problems are available as electronic files for display and discussion in the
classroom.

Acknowledgments
Special recognition is due Dr. A. L. Hale, formerly of Bell Telephone Laboratories, for
his continuing contribution in the form of invaluable suggestions and accurate checking of
the manuscript. Dr. Hale has rendered similar service for all previous versions of this entire
series of mechanics books, dating back to the 1950s. He reviews all aspects of the books, in-
cluding all old and new text and figures. Dr. Hale carries out an independent solution to
each new homework exercise and provides the author with suggestions and needed correc-
tions to the solutions which appear in the Instructor’s Manual. Dr. Hale is well known for
being extremely accurate in his work, and his fine knowledge of the English language is a
great asset which aids every user of this textbook.
I would like to thank the faculty members of the Department of Engineering Science
and Mechanics at VPI&SU who regularly offer constructive suggestions. These include
Saad A. Ragab, Norman E. Dowling, Michael W. Hyer, J. Wallace Grant, and Jeffrey N.
Bolton. Scott L. Hendricks has been particularly effective and accurate in his extensive
review of the manuscript.
The following individuals (listed in alphabetical order) provided feedback on recent
editions, reviewed samples of the Seventh Edition, or otherwise contributed to the Seventh
Edition:

Michael Ales, U.S. Merchant Marine Academy

Joseph Arumala, University of Maryland Eastern Shore
Eric Austin, Clemson University
Stephen Bechtel, Ohio State University
Peter Birkemoe, University of Toronto
Achala Chatterjee, San Bernardino Valley College
Jim Shih-Jiun Chen, Temple University
Yi-chao Chen, University of Houston
Mary Cooper, Cal Poly San Luis Obispo
Mukaddes Darwish, Texas Tech University
Kurt DeGoede, Elizabethtown College
John DesJardins, Clemson University
Larry DeVries, University of Utah
Craig Downing, Southeast Missouri State University
xii Preface

William Drake, Missouri State University

Raghu Echempati, Kettering University
Amelito Enriquez, Canada College
Sven Esche, Stevens Institute of Technology
Wallace Franklin, U.S. Merchant Marine Academy
Christine Goble, University of Kentucky
Barry Goodno, Georgia Institute of Technology
Robert Harder, George Fox University
Javier Hasbun, University of West Georgia
Javad Hashemi, Texas Tech University
Robert Hyers, University of Massachusetts, Amherst
Matthew Ikle, Adams State College
Duane Jardine, University of New Orleans
Mariappan Jawaharlal, California State University, Pomona
Qing Jiang, University of California, Riverside
Jennifer Kadlowec, Rowan University
Robert Kern, Milwaukee School of Engineering
John Krohn, Arkansas Tech University
Keith Lindler, United States Naval Academy
Francisco Manzo-Robledo, Washington State University
Geraldine Milano, New Jersey Institute of Technology
Saeed Niku, Cal Poly San Luis Obispo
Wilfrid Nixon, University of Iowa
Karim Nohra, University of South Florida
Vassilis Panoskaltsis, Case Western Reserve University
Chandra Putcha, California State University, Fullerton
Blayne Roeder, Purdue University
Eileen Rossman, Cal Poly San Luis Obispo
Nestor Sanchez, University of Texas, San Antonio
Scott Schiff, Clemson University
Joseph Shaefer, Iowa State University
Sergey Smirnov, Texas Tech University
Ertugrul Taciroglu, UCLA
Constantine Tarawneh, University of Texas
John Turner, University of Wyoming
Chris Venters, Virginia Tech
Sarah Vigmostad, University of Iowa
T. W. Wu, University of Kentucky
Mohammed Zikry, North Carolina State University

The contributions by the staff of John Wiley & Sons, Inc., including Editor Linda Ratts,
Senior Production Editor Sujin Hong, Senior Designer Maureen Eide, and Senior Photograph
Editor Lisa Gee, reflect a high degree of professional competence and are duly recognized.
I wish to especially acknowledge the critical production efforts of Christine Cervoni of
Camelot Editorial Services, LLC. The talented illustrators of Precision Graphics continue to
maintain a high standard of illustration excellence.
Finally, I wish to state the extremely significant contribution of my family. In addition to
providing patience and support for this project, my wife Dale has managed the preparation of
the manuscript for the Seventh Edition and has been a key individual in checking all stages
 Preface xiii

of the proof. In addition, both my daughter Stephanie Kokan and my son David Kraige have
contributed problem ideas, illustrations, and solutions to a number of the problems over the
past several editions.
I am extremely pleased to participate in extending the time duration of this textbook
series well past the sixty-year mark. In the interest of providing you with the best possible
educational materials over future years, I encourage and welcome all comments and sugges-
tions. Please address your comments to [email protected].

Blacksburg, Virginia
xiv Chapter 5 Distributed Forces

Contents

CHAPTER 1
INTRODUCTION TO STATICS 3
1/1 Mechanics 3
1/2 Basic Concepts 4
1/3 Scalars and Vectors 4
1/4 Newton’s Laws 7
1/5 Units 8
1/6 Law of Gravitation 12
1/7 Accuracy, Limits, and Approximations 13
1/8 Problem Solving in Statics 14
1/9 Chapter Review 18

CHAPTER 2
FORCE SYSTEMS 23
2/1 Introduction 23
2/2 Force 23
SECTION A TWO-DIMENSIONAL FORCE SYSTEMS 26
2/3 Rectangular Components 26
2/4 Moment 38
2/5 Couple 50
2/6 Resultants 58
xiv
 Contents xv

SECTION B THREE-DIMENSIONAL FORCE SYSTEMS 66

2/7 Rectangular Components 66
2/8 Moment and Couple 74
2/9 Resultants 88
2/10 Chapter Review 99

CHAPTER 3
EQUILIBRIUM 109
3/1 Introduction 109
SECTION A EQUILIBRIUM IN TWO DIMENSIONS 110
3/2 System Isolation and the Free-Body Diagram 110
3/3 Equilibrium Conditions 121
SECTION B EQUILIBRIUM IN THREE DIMENSIONS 145
3/4 Equilibrium Conditions 145
3/5 Chapter Review 163

CHAPTER 4
STRUCTURES 173
4/1 Introduction 173
4/2 Plane Trusses 175
4/3 Method of Joints 176
4/4 Method of Sections 188
4/5 Space Trusses 197
4/6 Frames and Machines 204
4/7 Chapter Review 224

CHAPTER 5
DISTRIBUTED FORCES 233
5/1 Introduction 233

SECTION A CENTERS OF MASS AND CENTROIDS 235

5/2 Center of Mass 235
5/3 Centroids of Lines, Areas, and Volumes 238
5/4 Composite Bodies and Figures; Approximations 254
5/5 Theorems of Pappus 264
xvi Contents

SECTION B SPECIAL TOPICS 272

5/6 Beams—External Effects 272
5/7 Beams—Internal Effects 279
5/8 Flexible Cables 291
5/9 Fluid Statics 306
5/10 Chapter Review 325

CHAPTER 6
FRICTION 335
6/1 Introduction 335

SECTION A FRICTIONAL PHENOMENA 336

6/2 Types of Friction 336
6/3 Dry Friction 337
SECTION B APPLICATIONS OF FRICTION IN MACHINES 357
6/4 Wedges 357
6/5 Screws 358
6/6 Journal Bearings 368
6/7 Thrust Bearings; Disk Friction 369
6/8 Flexible Belts 377
6/9 Rolling Resistance 378
6/10 Chapter Review 387

CHAPTER 7
VIRTUAL WORK 397
7/1 Introduction 397
7/2 Work 397
7/3 Equilibrium 401
7/4 Potential Energy and Stability 417
7/5 Chapter Review 433

APPENDICES
APPENDIX A AREA MOMENTS OF INERTIA 441
A/1 Introduction 441
A/2 Definitions 442
 Contents xvii

A/3 Composite Areas 456

A/4 Products of Inertia and Rotation of Axes 464

APPENDIX B MASS MOMENTS OF INERTIA 477

APPENDIX C SELECTED TOPICS OF MATHEMATICS 479

C/1 Introduction 479

C/2 Plane Geometry 479
C/3 Solid Geometry 480
C/4 Algebra 480
C/5 Analytic Geometry 481
C/6 Trigonometry 481
C/7 Vector Operations 482
C/8 Series 485
C/9 Derivatives 485
C/10 Integrals 486
C/11 Newton’s Method for Solving Intractable Equations 489
C/12 Selected Techniques for Numerical Integration 491

APPENDIX D USEFUL TABLES 495

Table D/1 Physical Properties 495

Table D/2 Solar System Constants 496
Table D/3 Properties of Plane Figures 497
Table D/4 Properties of Homogeneous Solids 499

INDEX 503

PROBLEM ANSWERS 507

This page intentionally left blank
 Conversion Factors
U.S. Customary Units to SI Units
To convert from To Multiply by

(Acceleration)
foot/second2 (ft/sec2) meter/second2 (m/s2) 3.048  101*
inch/second2 (in./sec2) meter/second2 (m/s2) 2.54  102*
(Area)
foot2 (ft2) meter2 (m2) 9.2903  102
inch2 (in.2) meter2 (m2) 6.4516  104*
(Density)
pound mass/inch3 (lbm/in.3) kilogram/meter3 (kg/m3) 2.7680  104
pound mass/foot3 (lbm/ft3) kilogram/meter3 (kg/m3) 1.6018  10
(Force)
kip (1000 lb) newton (N) 4.4482  103
pound force (lb) newton (N) 4.4482
(Length)
foot (ft) meter (m) 3.048  101*
inch (in.) meter (m) 2.54  102*
mile (mi), (U.S. statute) meter (m) 1.6093  103
mile (mi), (international nautical) meter (m) 1.852  103*
(Mass)
pound mass (lbm) kilogram (kg) 4.5359  101
slug (lb-sec2/ft) kilogram (kg) 1.4594  10
ton (2000 lbm) kilogram (kg) 9.0718  102
(Moment of force)
pound-foot (lb-ft) newton-meter (N 䡠 m) 1.3558
pound-inch (lb-in.) newton-meter (N 䡠 m) 0.1129 8
(Moment of inertia, area)
inch4 meter4 (m4) 41.623  108
(Moment of inertia, mass)
pound-foot-second2 (lb-ft-sec2) kilogram-meter2 (kg 䡠 m2) 1.3558
(Momentum, linear)
pound-second (lb-sec) kilogram-meter/second (kg 䡠 m/s) 4.4482
(Momentum, angular)
pound-foot-second (lb-ft-sec) newton-meter-second (kg 䡠 m2/s) 1.3558
(Power)
foot-pound/minute (ft-lb/min) watt (W) 2.2597  102
horsepower (550 ft-lb/sec) watt (W) 7.4570  102
(Pressure, stress)
atmosphere (std)(14.7 lb/in.2) newton/meter2 (N/m2 or Pa) 1.0133  105
pound/foot2 (lb/ft2) newton/meter2 (N/m2 or Pa) 4.7880  10
pound/inch2 (lb/in.2 or psi) newton/meter2 (N/m2 or Pa) 6.8948  103
(Spring constant)
pound/inch (lb/in.) newton/meter (N/m) 1.7513  102
(Velocity)
foot/second (ft/sec) meter/second (m/s) 3.048  101*
knot (nautical mi/hr) meter/second (m/s) 5.1444  101
mile/hour (mi/hr) meter/second (m/s) 4.4704  101*
mile/hour (mi/hr) kilometer/hour (km/h) 1.6093
(Volume)
foot3 (ft3) meter3 (m3) 2.8317  102
inch3 (in.3) meter3 (m3) 1.6387  105
(Work, Energy)
British thermal unit (BTU) joule (J) 1.0551  103
foot-pound force (ft-lb) joule (J) 1.3558
kilowatt-hour (kw-h) joule (J) 3.60  106*

*Exact value
 SI Units Used in Mechanics
Quantity Unit SI Symbol

(Base Units)
Length meter* m
Mass kilogram kg
Time second s
(Derived Units)
Acceleration, linear meter/second2 m/s2
Acceleration, angular radian/second2 rad/s2
Area meter2 m2
Density kilogram/meter3 kg/m3
Force newton N ( kg 䡠 m/s2)
Frequency hertz Hz ( 1/s)
Impulse, linear newton-second N䡠s
Impulse, angular newton-meter-second N䡠m䡠s
Moment of force newton-meter N䡠m
Moment of inertia, area meter4 m4
Moment of inertia, mass kilogram-meter2 kg 䡠 m2
Momentum, linear kilogram-meter/second kg 䡠 m/s ( N 䡠 s)
Momentum, angular kilogram-meter2/second kg 䡠 m2/s ( N 䡠 m 䡠 s)
Power watt W ( J/s  N 䡠 m/s)
Pressure, stress pascal Pa ( N/m2)
Product of inertia, area meter4 m4
Product of inertia, mass kilogram-meter2 kg 䡠 m2
Spring constant newton/meter N/m
Velocity, linear meter/second m/s
Velocity, angular radian/second rad/s
Volume meter3 m3
Work, energy joule J ( N 䡠 m)
(Supplementary and Other Acceptable Units)
Distance (navigation) nautical mile ( 1,852 km)
Mass ton (metric) t ( 1000 kg)
Plane angle degrees (decimal) ⬚
Plane angle radian —
Speed knot (1.852 km/h)
Time day d
Time hour h
Time minute min
*Also spelled metre.

Selected Rules for Writing Metric Quantities

1. (a) Use prefixes to keep numerical values generally between 0.1 and 1000.
SI Unit Prefixes (b) Use of the prefixes hecto, deka, deci, and centi should generally be avoided
Multiplication Factor Prefix Symbol except for certain areas or volumes where the numbers would be awkward
1 000 000 000 000  1012 tera T otherwise.
1 000 000 000  109 giga G (c) Use prefixes only in the numerator of unit combinations. The one exception
1 000 000  106 mega M
1 000  103 kilo k is the base unit kilogram. (Example: write kN/m not N/mm; J/kg not mJ/g)
100  102 hecto h (d) Avoid double prefixes. (Example: write GN not kMN)
10  10 deka da 2. Unit designations
0.1  101 deci d (a) Use a dot for multiplication of units. (Example: write N 䡠 m not Nm)
0.01  102 centi c
(b) Avoid ambiguous double solidus. (Example: write N/m2 not N/m/m)
0.001  103 milli m
0.000 001  106 micro  (c) Exponents refer to entire unit. (Example: mm2 means (mm)2)
0.000 000 001  109 nano n 3. Number grouping
0.000 000 000 001  1012 pico p Use a space rather than a comma to separate numbers in groups of three,
counting from the decimal point in both directions. Example: 4 607 321.048 72)
Space may be omitted for numbers of four digits. (Example: 4296 or 0.0476)
Engineering Mechanics
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Statics
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and tempers, the more Cicely compassionated the state of mind
which gave rise to them.
“It must be so terrible to feel that one has been false and
deceitful,” thought Cicely with a shudder, crediting, as was natural for
her to do, remorse with a far larger share in Geneviève’s
wretchedness than it really deserved. And she was marvellously
patient with the wayward girl; but yet in her very patience, in her
quiet kindness, there was a something against which Geneviève
instinctively rebelled.
“Why does she look at me so? I have done no wrong; it is not my
fault that Mr. Fawcett likes me best,” she would say to herself with a
species of childish defiance that was one of her characteristics when
roused to anger. “It was all that she was rich; but now that she is no
longer rich, how will it be now?” and a gleam of hope would shoot
across her for an instant, to be as quickly succeeded by misgiving
and despair. “He said, he promised, he would tell her he could no
longer marry her,” she repeated to herself a dozen times a day. “Why
has he not done so? Two, three days are past since her father’s
funeral, and he has not yet come; he has never come since the day
she would not see him. And Cicely does not seem surprised. What
can it be? Perhaps he has gone away!”
At last one morning, Geneviève in a fit of restless dreariness, set
off for a walk by herself. It was the same morning on which Mrs.
Methvyn and Cicely were talking together in the library, and it was on
her return from her walk that Geneviève, entering the room,
interrupted their conversation.
“So you have been out, my dear?” said Mrs. Methvyn kindly.
“Have you had a nice walk?”
“It is very cold,” replied the girl, shivering a little, and going nearer
to the fire.
She still had her hat and cloak on, and the light in the room was
not very bright. But now, something in her voice struck both Cicely
and her mother as unusual. It sounded faint and toneless.
 “You have not caught cold, I hope?” said Mrs. Methvyn anxiously.
She was conscious that she had not given much attention to her
cousin’s daughter of late, and a touch of self-reproach made itself
felt.
“No, thank you; I have not caught cold,” said Geneviève. Then
she came a step or two nearer to where her aunt and cousin were
sitting, and they, looking at her, saw that she was very pale, and that
her eyes were red and swollen with crying.
“Aunt,” she said suddenly, and with a something of dignity in her
manner, new to her. “Aunt, you have been very good for me. I thank
you much, very much, for your kindness. I shall always thank you.
But I want you to let me go home now, home to Hivèritz, to my
mother. Please let me go; I can make the voyage by myself alone,
perfectly well. Please let me go. To-morrow, or in two or three days
at the latest.”
Mrs. Methvyn looked at her in astonishment.
“Geneviève, what is the matter?” she exclaimed. “What has
happened to put such an extraordinary idea into your head? Go
home alone! Nonsense, you know such a thing is impossible. You
must be reasonable, my dear, and tell me what has made you
unhappy. I can see you have been crying.”
“Nothing has happened,” replied Geneviève. “It is only quite
simply that I want to go home.”
“But you cannot go home all of a sudden in that way,” persisted
Mrs. Methvyn. “If there were no other reason against it, the
appearance of it at such a time would be an objection. You should
consider that, my dear. I have a great many troubles just now,
Geneviève. I think you should try not to add to them. And it is plain
that something has put you out this morning.”
Geneviève felt that Cicely’s eyes were fixed upon her with what
she imagined to be reproach, and she hardened her heart.
“Nothing has put me out,” she repeated. “I am not happy, that is
all. I do not love England; I want to go home.”
 “But I cannot allow you to go home unless I am shown a good
reason for it,” said Mrs. Methvyn firmly. “When I brought you away
from your mother, Geneviève, it was with the wish and intention of
making you happy with us. If I have not succeeded, I regret it very
much; but still that does not free me from the responsibility I
undertook. I cannot possibly let you go home as you propose. You
do not really mean what you are saying—you are put out about
something, and afterwards you will be sorry.”
Mrs. Methvyn leant back wearily in her chair. Geneviève stood
before her, her eyes fixed on the ground.
“No,” she said, after a little pause, “no; I shall not be sorry
afterwards. I am sorry now,” she glanced up for a moment, “I am
sorry to trouble you. But I shall not be sorry for asking to go home. I
must go home. If I write and ask my mother, and if she consents, you
will let me go then?”
“I cannot prevent your writing home what you choose,” said Mrs.
Methvyn, as if tired of the discussion, “but, of course, it is very painful
to me that my plans for your welfare should end so, and I know it will
disappoint your mother.” She was silent for a moment, then she
suddenly looked at her niece with a new suspicion. “Geneviève,” she
said, speaking with an effort, “can it be that the reason you want to
leave us is, that you have heard any talk about our not being as rich
as we were?”
The blood rushed to Geneviève’s white face.
“No; oh, no!” she cried. “Indeed, it is not that. I am not so—so—
what do you call it?—so mean. No, it is not that.”
“But you might have some mistaken idea about it without being
mean,” replied Mrs. Methvyn, speaking more kindly. “You might have
some notion that it would be difficult now for me to do what before
was quite easy—that you would be an additional burden upon me.
But things are not as bad as all that, my dear. I shall be very glad to
have you with me, and I shall be quite able to manage comfortably. If
I saw you happy, I should be more pleased even than before to have
you with me, when—when I am quite alone—when Cicely has to
leave us.”
Her voice faltered a little as she glanced at her daughter, who all
this time had sat perfectly silent, neither by word nor look taking part
in the discussion. Once or twice during the conversation Cicely had
been tempted to interfere, but on reflection she refrained from doing
so. “It is better that mother should be prepared for something,” she
thought, “even this ill-timed request of Genevieve’s may pave the
way for what I must tell her.”
Geneviève’s eyes followed her aunt’s, but again something in
Cicely’s expression roused her latent obstinacy and defiance.
“I am sorry,” she said slowly. “I am sorry, but it must be. I cannot
stay here. Give me leave then, my aunt, to write to my mother about
my return home.”
“I told you before, you must write what you choose,” said Mrs.
Methvyn coldly.
And Geneviève left the room without saying more.
“Do you understand her, Cicely?” said Mrs. Methvyn when she
was again alone with her daughter. “Do you in the least understand
what has put this into her head? She is evidently very unhappy.
Surely,” she went on as a new idea struck her, “surely it cannot have
anything to do with Mr. Guildford?”
“No,” replied Cicely, almost, in spite of herself, amused at her
mother’s recurrence to her favourite scheme; “no. I am perfectly
certain it has nothing whatever to do with him.”
“Then, what can it have to do with?”
“She is certainly not happy,” answered Cicely, evasively. “I am
sorry for her.”
“Do you think you could find out more, if you saw her alone?” said
Mrs. Methvyn uneasily.
“I will go up and speak to her if you like,” said Cicely.
 She rose from her chair as she spoke. As she passed her mother,
she stooped and kissed Mrs. Methvyn’s soft pale face—the lines had
grown much deeper and more numerous on it of late—the
roundness and comeliness were fast disappearing.
“Don’t worry yourself about Geneviève, dear mother,” she said.
“Even if she leaves you, you have me, haven’t you?”
“Yes, dear,” answered her mother. “I should not want her if I could
always have you! But, of course, it is not a question of wanting her. It
is so vexing to think of poor Caroline’s disappointment; it is so utterly
unexpected. I do not understand the child at all; she is not the least
like her mother.”
Cicely made her way up to her cousin’s room. Geneviève was
already seated at her little writing-table—pens, paper, and ink,
spread out before her.
“Geneviève,” said Cicely. “You have made my mother very
uneasy. She is most sorry on your mother’s account. The letter you
are going to write will distress Madame Casalis very much. I want
you not to send it—at least not to-day.”
“But I will send it,” said Geneviève angrily. “Why should you
prevent it? It is best for me to go, I tell you,” her voice softened a
little. “You don’t know—” she went on, “and if you did, you, so cold,
so réglée, how could you understand?”
Cicely looked at her with a strange mixture of pity and contempt.
“No,” she said, “perhaps I could not. But still Geneviève, for my
mother’s sake—I am determined to spare her all the annoyance I
can—I ask you not to write that hasty letter about going home, to
your mother to-day.”
“Why should I not?” said Geneviève.
“Because I tell you it is better not,” replied Cicely. “And you know I
always have spoken the truth to you, Geneviève.”
Geneviève looked cowed and frightened.
“Very well,” she said, “I will not write it. Not to-day.”
 Cicely saw that she had gained her point. She left the room
without saying any more. And no letter was written by Geneviève
that afternoon. She sat in her room crying till it grew dark, and by
dinner-time had succeeded in making herself as miserable looking a
little object as could well be imagined, so that poor Mrs. Methvyn
said in her heart, that if it were not for the disappointment to
Caroline, her daughter’s absence would hardly be a matter of regret.
Cicely had no time to spare for crying; and tears, she was
beginning to find, are, for the less “med’cinable griefs,” a balm by no
means so easy of attainment as for slighter wounds.
“I think my tears are all frozen,” she said to herself with a sigh, as
she folded and sealed the last of her letters. She sat for a moment or
two gazing at the address before she closed the envelope, as if the
familiar words had a sort of fascination for her.
“I wonder if it is the last time I shall ever write to him,” she said to
herself. “When—when he is Geneviève’s husband, there can surely
never be any necessity for our coming in contact with each other. Yet
people grow accustomed to such things I have heard, and my
suffering cannot be unprecedented. Ah, what a sad thing life
becomes when one’s trust is broken! Far, far sadder than death!”
And after all, two or three large tears rolled slowly down her cheeks
and dropped upon the white paper.
This was the letter.
“Greystone,
“October 25th.
“My dear Trevor,—I should like to see you alone to-morrow. Will
you call here between two and three in the afternoon? I have
deferred asking you to come till now, because I thought it best that
you should thoroughly understand that I, in what I have determined
to do, am not acting hastily or impulsively.
“Your affectionate cousin,
“CICELY MAUD METHVYN.”
 “It will prepare him to some extent,” she said to herself. The note,
simple as it was, had a certain formality about it, very different from
the girlishly off-hand letters she had been accustomed to send him.
“Will he feel it all relief?” she said to herself, as she thought how best
and most clearly she must put into words the resolution she had
come to. “Or will it be pain too? However he loves her, he did love
me, and he cannot have changed so entirely as to give no thought to
me.”
And again some tears blistered the smooth surface of the black-
bordered envelope in her hand.
CHAPTER V.
 “HOW LITTLE YOU UNDERSTAND.”

“What thing is Love which nought can countervail?

Nought save itself, ev’n such a thing is Love.
All worldly wealth in worth as far doth fail,
As lowest earth doth yield to Heaven above,
Divine is love and scorneth worldly pelf,
And can be bought with nothing but itself.”

WHEN Mr. Fawcett called the next day he found, as he expected,

Cicely alone in the library waiting for him. She was pale, and her
mourning gown made her appear very thin; but still it did not strike
Trevor that she was looking ill. The black dress showed to advantage
her pretty fair hair, and her blue eyes were clear and calm, as she
came quietly forward to meet her cousin. He hastened eagerly up to
her.
“Oh! Cicely,” he exclaimed reproachfully before she had time to
speak, “you have made me so very unhappy.”
 Cicely had not expected this; for an instant she felt taken by
surprise.
“Made you unhappy,” she repeated, gently withdrawing from his
clasp the hand he still held. “How?”
In his turn Mr. Fawcett was set at a disadvantage. “You know
how,” he said, “by refusing to see me, of course. Who should be as
near you as I, in trouble?”
“I told you in the note I sent you yesterday why I did not ask you
to come sooner,” said Cicely.
“No, you didn’t. At least you gave no proper reason,” answered
Trevor. “I didn’t understand what you meant in the least, and I don’t
want to understand it. You have got some fancy in your head that
has no foundation whatever, and I don’t want to hear anything about
it.”
“But you must,” said Cicely very gravely. “Trevor, did you not
understand what I meant? Do you not know now that I meant that—
that everything must be over between us?”
“Cicely!” exclaimed Trevor, “Cicely! You cannot mean what you
say.”
There was a ring of pain in his voice, and his face grew pale.
Cicely began to find her task harder than she had anticipated.
“Yes,” she said sadly, “I do mean it. I must mean it.”
Her way of expressing herself seemed to Mr. Fawcett to savour of
relenting.
“No, you don’t; you mustn’t,” he persisted. “I did not think you
attached so much importance to mere outward circumstances—
accidents, in fact. You cannot mean that on account of what has
happened lately you are going to throw me over? Such a reason is
unworthy of you, Cicely?”
Cicely looked perplexed. “What do you mean?” she asked. “What
do you think is my reason?”
 Trevor hesitated. “You force me to speak plainly,” he said. “I mean
that you are too proud to marry me now because—because you are
no longer rich.”
“Because I am no longer rich. Ah, it is that you are thinking of! Ah!
yes—I understand you now. But oh, how little you understand me!”
She looked up in his face with a strange light in her eyes. “Do you
think that that would ever have parted us? Do you think I should not
have loved to owe everything I had to you? Do you think my pride so
paltry a thing as to be weighed against money?”
“No,” said Trevor gloomily. “I found it difficult to believe it. But what
else was I to think? How could I explain your change to me? How am
I to explain what you tell me now?”
“Trevor,” said Cicely solemnly, “you know my reason.”
“I do not,” he answered doggedly.
“Do you not know,” she went on, “that I am only doing what you
meant to do? Why you have changed in your intention I cannot tell,
unless, yes unless, it was out of pity for me. Was it out of pity for me,
Trevor?”
Her voice quivered, there were tears in her eyes now.
“Cicely, you will drive me mad unless you will tell me what you
mean,” exclaimed Trevor. “Speak plainly, I entreat you.”
He was braving it out, but Cicely could perceive his increasing
nervousness and uneasiness.
“I will speak plainly,” she said calmly. “What you intended to do
was to break off our engagement because you had found out that
you cared for—for some one else more than for me. I don’t know if
you deserve blame for its being so; I cannot judge. But for one thing
you deserve blame, and that is for having deceived me, Trevor—for
having allowed me to go on thinking of myself as belonging to you,
when—when you loved her and not me. Oh, that part of it is
horrible!”
She turned away her head. In that moment she went afresh
through suffering as acute as on the evening of the ball,—the agony
of humiliation, the misery of outraged trust, which, to a nature like
hers, were by far the sorest parts of her trial.
“Who told you all this?” said Trevor hoarsely.
“Yourself,” replied Cicely, but still without looking at him. “I was in
the fernery at Lingthurst the night of the ball, when you and
Geneviève passed through. She was crying, and I heard what you
said—what you promised her. I was hidden behind some large
plants. I could not, of course, have let you know in time that I was
there, but it was better that I heard what I did. I suppose you would
have acted as you said but for what happened so soon—and then
you shrank from adding to my sorrow; was it not so, Trevor?”
“No, not altogether. I did not mean what I said. I mean I did not
wish it. I said it impulsively because—oh, because she cried and
threw herself upon my pity! But even if I had wished to break with
you, Cicely, I could not. I could not have done so when I learnt the
change that had taken place in your position. Do you think I have no
feeling of honour?”
“‘Honour’ has come to mean many things,” said Cicely sadly. “Has
it nothing to tell you of what you owe to her?”
Trevor muttered something under his breath, which Cicely did not
catch the sense of. “Besides,” she went on, “it is true, it must be true,
that you care for her?”
“Not as I do for you, Cicely,” he ex claimed vehemently. “Will you
not believe me—what can I say—good heavens! what can I say to
make you believe me? I see it all now so plainly—what I fancied my
love for her was a mere soulless infatuation, a thing that could not
have lasted. I was no sooner out of her presence than I repented
what I had said. I was mad I think—but at that time I had been
worked upon to believe that it would cost you nothing to break with
me. I did believe it, and I was reckless.”
“Trevor,” said Cicely, “it is frightful to me to hear you talk like this. I
cannot believe it. Let me think as well of you as I can; do not try to
deprive yourself of your only excuse—that you do love her.”
 “I suppose I fancied I did—after a fashion,” he allowed. “But it was
not the sort of love that should be taken up so seriously as you are
doing. Would you take it up so if you cared for me, Cicely? It seems
to me you are eager to catch at an excuse for throwing me off.”
“How can you, how dare you say so?” exclaimed Cicely, her eyes
flashing. “Have you forgotten your own words? Nothing else would
have made me doubt you, but can you deny your own words?”
“I was mad, I tell you,” said Trevor.
Cecily looked at him with a species of sad contempt. “Oh! Trevor,”
she said; then she burst into tears.
Mr. Fawcett was beside her in an instant. He thought he had
prevailed. “You do care for me still. I know you do,” he cried
triumphantly.
But the girl quickly disengaged herself from his embrace.
“Listen to me,” she said firmly. “I do not care for you now; I have
ceased to love you as I must have loved the man I married. But it is
not true that I did not love you. I cannot remember the time when it
did not seem to me natural to think of myself as belonging to you.
You were a great part of my life. But I see now that you did not
understand my love for you. You doubted it, because it was calm and
deep and had grown up gradually. So perhaps, perhaps, it is best as
it is; best, if it was not the kind of love that would have satisfied you,
that it should have died.”
“You don’t know what you are saying,” he persisted. “It cannot
have died. You are not the kind of woman to change so suddenly,
nor could that sort of love die so quickly.”
“It did not die—you killed it,” she replied. “You killed it when you
killed my faith in you. Trevor, it is useless to blind yourself to the
truth. I can only tell you the fact. I do not know if it is unwomanly. I do
not know if there are nobler natures than mine who would feel
differently; I can only tell you what I feel. If Geneviève were not in
existence, if she were away for ever, married to some one else
perhaps, it would make no difference. Knowing you as I do now I
could never marry you; I could never love you again.”
 He was convinced at last; he felt that, as she said, she was only
stating a fact over which she had no longer any control. He leant his
arms upon the table and hid his face in them and said no more.
“I did not think you would care so much,” said Cicely simply, while
the tears ran down her cheeks.
“Care,” he repeated bitterly. “I wonder after all if you do know what
caring means, Cicely.” Then he was silent.
Cicely grew indignant again. “How little you understand!” she
exclaimed. “Supposing I were different from what I am—supposing I
could still have cared for you in the old way—what would that have
mattered? I would not have married you; do you think I would or
could have married a man who came to me with another woman’s
broken heart in his hand?”
Mr. Fawcett laughed. “It is hardly a case of a broken heart,” he
said sneeringly.
“How can you tell? Oh! Trevor, don’t make me lose respect for
you altogether!” exclaimed Cicely passionately. “I know Geneviève
better than you do; I know her faults and weaknesses. But I will not
let you speak against her. She loves you, she is all but broken
hearted already. I tremble to think what she might have been driven
to. You don’t know what she has suffered these last days; you have
not seen her lately.”
“Yes I have,” he replied. “I saw her yesterday morning.”
And unconsciously his tone softened as he recalled the blank
misery of the pretty face, the anguish in the brown eyes, when, as
gently as he knew how, he had broken to her the inevitable change
in his intentions, the necessity under which he was placed by her
cousin’s altered circumstances of fulfilling his engagement.
“Yesterday morning,” repeated Cicely. “You met her I suppose.
Yes, I understand now what made her look as she did when she
came in.”
“She has never understood you. She sincerely believed you did
not care for me. There is that to be said for her, at least,” said Trevor.
 “And she is so young, so ignorant,” added Cicely generously. “And
she loves you, Trevor. There is this one thing for you to do, to retain,
to increase my sisterly regard for you. You must be very good to her
always.”
But Trevor only groaned.
“Will you promise me this, Trevor?” said Cicely.
“I suppose so,” he said. “I must do whatever you tell me.” He lifted
his head and gazed absently out of the window. Before his eyes lay
Cicely’s little rose-garden. The roses were nearly over now; the
gardeners were at work removing the bright coloured bedding-out
plants—the geraniums and calceolarias and lobelias which had
made it so gay a few weeks ago. A new thought struck Trevor.
“Cicely,” he said wistfully, “my father meant to have bought
Greystone privately. No one need have known the particulars of your
affairs.”
“I know,” said Cicely. Her lip quivered, and she turned her head
away.
“Cicely,” he said again, this time even more timidly, “have you
thought of your mother?”
“Yes,” replied Cicely, “I have thought of everything.”
She faced him as she spoke. Her tone was firm and resolute,
though her face was white and set. Then Trevor gave in at last, and
knew that his fate was decided. And he knew, too, that it was his
own doing.
Geneviève’s letter requesting her parents’ permission to return
home at once, was not only never sent—it was never written.
That same afternoon the girl was sitting in lonely misery in her
room when Cicely knocked at the door, and asked leave to come in.
“Have you written home yet, Geneviève?” she inquired, for her
cousin was again seated by the writing-table with paper and pens
before her.
“No,” she replied; “I thought you would be angry if I did.”
 “What were you going to write then?” said Cicely, glancing at the
table.
“I don’t know. I thought, perhaps, I would write a letter to mamma,
and then show it to you to see if you liked it.”
“About going home?”
“Yes.”
Cicely was silent for a moment or two. And then she said quietly
and very gravely,
“Geneviève, though perhaps you don’t like me very much, you
trust me, don’t you? Don’t you believe that I have wished to be kind
to you, and that I would like you to be happy?”
“Yes, I think so,” said Geneviève half reluctantly. With Cicely’s
eyes fixed upon her, it would have been difficult to speak other than
truthfully, and her nature was neither brave nor enduring. She was
already prostrated by trouble. All defiance was fast dying out. She
was willing to do whatever Cicely advised. “I think I trust you,” she
repeated; “but, oh! Cicely, you do not quite understand. I do not
think, perhaps, you could understand—you are wiser and better—
how I am miserable.”
She looked up in her cousin’s face with great tears in her lovely
brown eyes. When Geneviève allowed herself to be perfectly simple
and straightforward, she could be marvellously winning. Even at this
moment her cousin recognised this. “I hardly wonder at him,” she
said to herself. “There is little fear that he will not love her enough.”
“Poor Geneviève,” she said aloud, “I am very sorry for you. I wish
you had let yourself trust me before. I might have saved you some of
this unhappiness. I am not much older than you, but I might have
warned you, for you were so inexperienced. I would have prevented
things going so far. You know the first wrong thing was your getting
into the habit of seeing my cousin so much alone—of meeting him
and going walks with him.”
“I know now,” said Geneviève meekly, “but I did not at first—truly, I
did not. I thought—oh! I cannot say to you what I thought.” She hid
her face in her hands. “I had heard,” she went on, “that in England
young girls were left free to arrange, tout cela for themselves. I knew
not it was not convenable what I did. But Cicely,” she exclaimed in
affright, “how do you know all that you say—what am I telling you?”
“You can tell me nothing I do not know,” said Cicely. “My cousin
has told me everything.”
“He—Mr. Fawcett—Trevor! He has told you!” cried Geneviève in
bewildered amazement. “How can that be? He has told you, and you
—you have forgiven him? It remains but for me to go home and be
forgotten. But, oh! that I had never come here.”
“I have forgiven him,” said Cicely, ignoring the last sentences;
“but, Geneviève, I did not find it easy. I blame him far—far more than
you.”
Geneviève looked up again with a sparkle of hope in her eyes.
“Cicely,” she whispered, and her face grew crimson, “Cicely, you
must remember that when I—when I first began to care so much for
him, I knew not that he was more to you than a cousin.”
“I know that. I have not forgotten it,” said Cicely, while a quick look
of pain contracted her fair forehead. “I know that, it was my own
fault,” she added in a low voice as if thinking aloud. “But as if I could
ever have thought of Trevor—! I have not forgotten that, Geneviève,”
she repeated. “At first, too, he thought you knew, he thought you
looked upon him as a sort of a brother.”
“And so you have forgiven him?” said Geneviève again.
“What do you mean by ‘forgiving’? I have forgiven him, but—of
course, knowing what I do now, it is impossible that things can be as
they were.”
“You will not marry him! Do you mean that, Cicely? Ah! then it is
as I said—you do not, you cannot care for him!” exclaimed
Geneviève excitedly.
Hitherto Cicely had completely preserved her self-control. Now,
for the first time, it threatened to desert her. A rush of sudden
indignation made her eyes sparkle and her cheeks glow.
 “How dare you say so?” she exclaimed. “Is it not enough—what I
have to bear—without my being taunted with indifference,
Geneviève?” She went on more calmly. “You must not speak to me
in that way. I do not ask to be thought about at all. What I have to do,
I will go through with, but at least you need not speak about me at
all, whatever you think.”
Geneviève was sobbing. “If you do love him,” she said, “why do
you not marry him? I ask only to go away home. I will never trouble
you again!”
“Do you understand me so little?” asked Cicely. “Do you think I
could marry a man who I believed cared more for another woman
than for me?”
“Do you think so?” said Geneviève, with thoughtlessly selfish
eagerness.
“Yes,” said Cicely deliberately, after a moment’s silence. “I do
think so. He may not think so himself, just now,” she added in
thought, “but I believe it is so.”
Then Geneviève said no more. Her head was in a whirl of feelings
which she dared not express. She could scarcely credit her own
happiness, she did not know if it were wicked of her to feel happy.
She was afraid of seeming to pity Cicely, or even of expressing
anything of the admiration and gratitude she could not but be
conscious that her cousin deserved. So she sat beside her in
silence, crying quietly, till after a time a new idea struck her.
“Cicely,” she said, “what will they all say? Sir Thomas and Lady
Frederica, and my aunt. Will they not be very angry?”
“There is no need for Sir Thomas and Lady Frederica to be told
much at present,” replied Cicely. “I have talked it over with my
cousin. Of course, they must be told it is all at an end with—with me.
But they will not be altogether surprised, and things are different
now. I am no longer rich.”
She spoke quite simply, but her words stung Geneviève to the
quick.
 “I had forgotten that,” she exclaimed. “Ah! believe me, I had
forgotten it. These last days I have been so unhappy I have forgotten
all—since I saw Mr. Fawcett yesterday morning I have had but one
thought. Oh! believe me, Cicely, if I had remembered that, I should
have gone away without asking—I would indeed!”
Cicely looked at her with a little smile.
“Don’t make yourself unhappy about me on that account,” she
said. “I only meant that it would naturally make Trevor’s relations
look upon it all somewhat differently. And they are fond of you
already.”
“But my aunt?” said Geneviève.
Cicely’s face grew graver.“I will do the best I can,” she said. “For
every sake I will do that. But I cannot promise you that my mother
will ever feel again towards you as she has done. I think it will be
best for you soon to go away—to Hivèritz, I suppose—till—till you
are married.”
“And when I am married, will you not come to see me? Will you
not forgive quite? Will you not love me, Cicely?”
She looked up beseechingly with the tears still shining in her dark
eyes, her whole face quivering with agitation.
“You have not cared much for my love hitherto, Geneviève,” said
Cicely sadly. “In the future I hope you will need it even less.”
But still she kissed the girl’s sweet face, and for one instant she
allowed Geneviève to throw her arms round her. Then she
disengaged herself gently and went away.
She did her best as she had promised.
But try as she might to soften matters, the blow fell very heavily
on her mother. Even had she thought it right to do so, it would have
been impossible to deceive Mrs. Methvyn as to the true state of the
case, and Cicely’s generous endeavours to palliate Geneviève’s
conduct, by reminding her mother of the girl’s childishness and
inexperience, by blaming herself for having kept her in ignorance of
Mr. Fawcett’s true position in the household—all seemed at first only
to add fuel to the flame of Mrs. Methvyn’s indignation against her
cousin’s child.
“No inexperience is an excuse for double dealing and deceit,” she
exclaimed. “Even had it not been Trevor, I should have looked upon
such behaviour as disgraceful in the extreme. No, Cicely, you can
say nothing to soften it. French or English, however she had been
brought up, she must have known she was doing wrong. I cannot
believe in her childishness and ignorance. She cannot be so very
childish if she has succeeded in achieving her purpose in this way.
And as for Trevor, she must have utterly bewitched him. I can pity
him if he marries her, for of course it is utterly impossible he can care
for her as he does for you.”
“I hope not. I hope it is not impossible, I mean, that he should care
for her far more than he has ever done for me,” said Cicely.
“Sometimes, mother, I have thought that my coldness and
undemonstrativeness have been trying to Trevor. And he is naturally
indolent. A wife who will cling to him and look to him for direction in
everything may draw out his character and energy—a more gentle,
docile wife than I would have been perhaps.”
She tried to smile, but the effort was a failure. Her mother looked
at her with an expression of anguish. In her first outburst of angry
indignation, she had almost forgotten what her child must be
suffering.
“My darling,” she exclaimed, “my own darling, who could be more
gentle and docile than you have always been? How can I tell you
what I feel for you? And you have known it all these miserable days
and never told me! No, Cicely, I cannot forgive them.”
“You will in time, mother dear,” said Cicely soothingly. “At least,
you, and I too, will learn to believe it must have been for the best. I
feel that I shall be able to bear it if I have still you. Only,” she added
timidly,“please don’t speak against them. It seems to stab me
somehow, to revive the first horrible pain,” she gave an involuntary
shudder. “For my sake, mother dear, you will try to forgive.”
“For your sake I would try to do anything,” replied her mother.