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TABLE OF
CONTENTS
Preface . .................................................... x Ethics . .................................................... 19

About this Book . ...................................... xi Common Rationalizations . .................. 20
About the Author ................................... xvi Working on a Team . ................................ 20
Acknowledgments . ................................ xvi Communication . ...................................... 20
Speaking . ............................................... 22
SECTION 1 Listening. ............................................... 22
Writing ................................................... 22
THE CONSTRUCTION INDUSTRY Reading................................................... 22
Body Language ........................................ 22
CHAPTER 1 Customer Service .................................... 23
Cell Phones. ........................................ 23
Organization of the Industry 5
Lifelong Learning.................................... 23
Glossary of Organization of the
Summary . ................................................ 24
Industry Terms . .....................................5
Review Questions .................................... 25
Construction Personnel . ............................6
Activities ................................................ 26
Unskilled or Semiskilled Labor . .................6
Skilled Trades . ..........................................6
CHAPTER 3
Technicians ................................................7
Design and Management . ...........................9 Introduction to Green Building 33
An Overall View of Design and Construction ... 9 Glossary of Introduction to Green
Forms of Ownership . ............................... 11 Building Terms .................................... 33
Sole Proprietorship . ................................ 11 Aspects of Green Building . ..................... 33
Partnership . ............................................ 11 Team Approach .................................... 34
Corporation . ........................................... 12 Site Selection, Lot Planning,
Building Codes . ...................................... 12 and Preparation . ............................. 34
Unions and Contractors’ Associations . ..... 14 House Design and Planning . ................ 35
Unions . ................................................... 14 Energy Efficiency . ............................... 35
Contractors’ Associations . ....................... 15 Best Construction Practices . ............... 36
Summary . ................................................ 16 Weather Resistance—Durability . ........ 36
Review Questions .................................... 16 Water Conservation . ............................ 36
Activities ................................................ 17 Green Product Selection . .................... 37
Indoor Air Quality . ............................. 38
CHAPTER 2 Homeowner Education and
Reference Manual . .......................... 38
Working in the Industry 19
Reduce Material Use and Manage Waste ...39
Glossary of Working in the Industry Terms ...19
iv
Table of Contents v
Green Certification Programs . ................. 39 Portable Ladders ..................................... 75

Future of Green Home Building ............... 40 Choose the Right Ladder
Summary . ................................................ 41 for the Job. ..................................... 75
Review Questions .................................... 41 Safe Climbing Habits .......................... 76
Activity . ................................................. 42 Internal Combustion Engines . ................. 77
Compressed Air . ...................................... 77
Summary . ................................................ 78
SECTION 2 Review Questions .................................... 78
Activities ................................................ 80
SAFETY
CHAPTER 4 SECTION 3
Jobsite Safe- CONSTRUCTION MATH
ty 47
Glossary of Jobsite Safety Terms ............. 47 CHAPTER 6
Accidents ................................................ 48 Whole Numbers 87
Work Practices ........................................ 48 Basic Principles . ..................................... 87
Working Conditions . ............................... 49 Addition Problems ................................... 87
Osha . ...................................................... 50 Subtraction Problems . ............................ 88
Employees’ Responsibilities . ................... 50 Multiplication Problems .......................... 89
Employers’ Responsibilities . ................... 50 Division Problems ................................... 90
Osha Standards ....................................... 50 Combined Operations . ............................. 90
Personal Protective Equipment . ............... 52
Hazard Communication Standard ............. 54
CHAPTER 7
Fire . ....................................................... 56
The Fire Triangle . ................................... 56 Decimals
The Fire Tetrahedron . .............................. 56 93
Extinguishing Fires . ................................ 57 Glossary of Decimals Terms . ................... 93
Trench Safety . ........................................ 58 Basic Principles . ..................................... 93
Material Handling ................................... 58 Addition and Subtraction of
Electricity ............................................... 59 Decimal Fractions . .............................. 93
Electrical Fundamentals . ........................ 59 Multiplication of Decimal Fractions . ....... 96
Electrical Safety . .................................... 59 Division of Decimal Fractions . ................ 98
Ground Fault Circuit Interrupters . ........... 63
Avoiding Electric Shock . ......................... 65 CHAPTER 8
Summary . ................................................ 68 Fractions 101
Review Questions .................................... 68
Glossary of Fractions Terms . ................. 101
Activities ................................................ 70
Basic Principles .................................... 101
Adding Fractions ................................... 102
CHAPTER 5 Adding Mixed Numbers ......................... 102
Safety with Scaffolds, Ladders, Subtracting Fractions . ........................... 103
and Machines 73 Multiplying Fractions . ........................... 104
Glossary of Safety with Scaffolds, Dividing Fractions . ............................... 104
Ladders, and Machines Terms .............. 73 Decimal and Common Fraction
Scaffolds . ................................................ 73 Equivalents . ...................................... 106
vi Table of Contents
CHAPTER 9 Systems of Measurement . ..................... 137

Linear Mea- Tape Measure . ....................................... 138
sure 109 Inspection and Defects . ................... 138
Rafter Square . ...................................... 139
Glossary of Linear Measure Terms . ........ 109
Inspection and Defects . ................... 139
Reading a U.S. Customary Scale . .......... 109
Stair Gauges . ........................................ 139
Nominal Dimensions . ............................ 111
Speed Square . ....................................... 139
Combining Feet and Inches . ................. 111
Metric System . ...................................... 112
Combination Square . ............................ 140
Perimeter Measure . .............................. 113
Chalk Line Reel ..................................... 140
CHAPTER 10
Percent (Percentage) 115 6-8-10 Method and Checking Diagonals .. 141
Glossary of Percent (Percentage) Terms ... 115 Spirit Level . ......................................... 141
Percent . ................................................ 115 Inspection and Defects . ................... 142
Interest ................................................ 117 Builder’s Level . ..................................... 142
Formulas . ......................................... 117 Measuring Elevations ........................ 143
Laser Level . .......................................... 144
CHAPTER 11 119 Measuring Elevations ........................ 144
Area and
Glossary of Area and Volume terms . ..... 119 Plumb Bob . .......................................... 145
Area of Squares and Rectangles . .......... 119
Volume Hammers ............................................... 146
Area of Triangles ................................... 122 Claw Hammer ........................................ 146
Area of Circles . ..................................... 123 Inspection and Defects . ....................... 146
Volume of Rectangular Solids, Bricklayer’s Hammer ............................. 146
Cubes, and Cylinders ......................... 123 Inspection and Defects . ....................... 147
Sledgehammer . .................................... 147
CHAPTER 12 Bars and Nail Pullers . ........................... 147
Right Angles 125 Inspection and Defects . ................... 147
Glossary of Right Angles terms ............. 125 Screwdrivers . ........................................ 148
Basic Principles .................................... 125 Inspection and Defects . ................... 148
6-8-10 Method ..................................... 127 Pliers . .................................................. 148
CHAPTER 13 Com- Wrenches . ............................................ 149
Socket Wrenches . ................................. 149
bined Operations 129
Open-End Wrenches .............................. 149
Basic Principles .................................... 129 Box-End Wrenches . ............................... 150
Nut Drivers . .......................................... 150
SECTION 4 Adjustable Wrenches ............................. 150
Pipe Wrenches . .................................... 150
TOOLS AND FASTENERS Basin Wrenches . ................................... 151
Inspection and Defects . ....................... 151
CHAPTER 14 SAWS . ................................................... 151
Hand Tools—Selection, Hacksaw . .......................................... 151
Use, and Care 137 Handsaw. .......................................... 151
Crosscut Saw . .................................... 152
Glossary of Hand Tools—Selection,
Rip saw . ........................................... 152
Use, and Care Terms .......................... 137
Table of Contents vii
Coping Saw..................................... 153 Nail Guns........................................... 171

Wallboard Saw.. ............................... 153 Inspection and Defects.................... 172
Utility Knife.. ..................................... 153 Using a Nail Gun............................. 172
Inspection and Defects.................... 154 Powder-Actuated Tools......................... 173
Snips................................................. 154 Torches.............................................. 173
Inspection and Defects.................... 154 Inspection and Defects.................... 174
Pipe and Tubing Cutters....................... 154 Safety with Torches......................... 174
Inspection and Defects.................... 155 Soldering a Pipe Fitting................... 174
Flaring Tool........................................ 155 Summary............................................ 175
Operating Instructions..................... 155 Review Questions.. .............................. 175
Swaging Tool...................................... 156 Activities........................................... 176
Summary............................................ 156
Review questions................................ 157 CHAPTER 16
Activities........................................... 158
Fasteners 179
Glossary of Fasteners Terms.................. 179
CHAPTER 15
Nails................................................. 180
Power Tools— Construction, Driving Nails.................................. 180
Use, and Care 161 Common Nails................................. 181
Glossary of Power Tools— Sinker Nails.................................... 182
Construction, Use, and Care Terms..... 161 Box Nails........................................ 182
Power Tool Construction.. ..................... 162 Finishing Nails.. .............................. 182
Motors........................................... 162 Casing Nails.................................... 182
Cordless Tools................................. 162 Duplex Nails................................... 182
Insulation and Grounding................. 162 Roofing Nails.. ................................ 182
Pneumatic Tools.............................. 163 Masonry Nails................................. 182
Bearings.. ....................................... 163 Staples.......................................... 182
Power Tool Safety.. .............................. 163 Brads............................................. 183
Portable Circular Saw.. ......................... 164 Nail Gun Nails.. ............................... 183
Inspection and Defects.................... 164 Screws............................................... 183
Crosscutting—Cutting Off a Wood Screws................................... 183
Piece of a Board.......................... 164 Drywall Screws................................ 183
Ripping.......................................... 165 Particleboard Screws and
Making Plunge Cuts......................... 166 Deck Screws................................ 183
Jig Saw.............................................. 166 Sheet Metal Screws.......................... 184
Inspection and Defects.................... 167 Lag Screws...................................... 184
Using a Jig Saw............................... 167 Bolts................................................. 184
Making Plunge Cuts......................... 167 Cap Screws...................................... 184
Reciprocating Saw............................... 168 Stove Bolts..................................... 185
Inspection and Defects.................... 168 Carriage Bolts................................. 185
Using a Reciprocating Saw................ 168 Washers......................................... 186
Drills................................................. 168 Anchors............................................. 186
Inspection and Defects.................... 169 Wedge Anchors.. .............................. 186
Using a Power Drill.......................... 170 Sleeve Anchors................................ 187
Using a Drill to Drive Screws............. 170 Split-Fast Anchors........................... 187
Hammer Drills.. ............................... 171 Lag Shields..................................... 187
viii Table of Contents
Concrete Screws.............................. 187 CHAPTER 18

Hammer-Drive Anchors..................... 188 Rigging 203
Split-Ribbed Plastic Anchors............. 188
Glossary of Rigging Terms.................... 203
Hollow-Wall Fasteners.. .................... 188
Slings................................................ 203
Toggle Bolts.................................... 189
Wire Rope.......................................... 204
Plastic Toggles................................ 189
Construction................................... 204
Molly Screws................................... 189
Wire Rope Cores.............................. 205
E-Z Anchors.................................... 190
Lay and Rope Design.. ...................... 205
Summary............................................ 191
Inspection of Wire Rope................... 205
Review Questions................................ 191
Web Slings......................................... 208
Activities........................................... 192
Construction................................... 208
Inspection of Synthetic Slings.......... 209
CHAPTER 17
Chain Slings....................................... 212
Adhesives and Sealants 193 General Requirements for Use of
Glossary of Adhesives and All Slings....................................... 215
Sealants Terms................................ 193 Effect of Angle on Sling
Adhesives.......................................... 193 Capacity..................................... 218
Natural Adhesives.. .......................... 194 Hardware Attachments......................... 219
Synthetic Adhesives.. ....................... 194 Hooks............................................ 219
Common Construction Adhesives........... 195 Other Sling Hardware....................... 219
Polyvinyl Acetate (PVA)................... 195 Thimbles........................................ 219
Using Pva Glue............................ 195 Wire Rope Clips.. ............................. 220
Polyurethane Glue........................... 195 Crane Operations................................ 220
Using Polyurethane Glue.. ............. 196 Summary............................................ 223
Epoxy............................................. 196 Review Questions................................ 224
Using Epoxy Adhesives................. 196 Activities........................................... 226
Construction Adhesive..................... 196
Using Construction Adhesive......... 196
Contact Cement.. ............................. 197
SECTION 5
Using Contact Cement to
PRINT READING
Adhere Plastic Laminate........... 198
Silicone......................................... 198
CHAPTER 19
Using Silicone............................. 198
Sealants............................................. 199 Views 233
Silicone......................................... 199 Glossary of Views Terms....................... 233
Water-Based Caulks......................... 199 Isometric Drawings............................. 233
Synthetic Rubber Sealants................ 199 Oblique Drawings................................ 234
Butyl Sealant.................................. 199 Orthographic Projection....................... 234
Summary............................................ 199 Summary............................................ 238
Review Questions................................ 200 Review Questions................................ 238
Activities........................................... 201 Activities........................................... 240
Table of Contents ix
CHAPTER 20 Foundation Plans ............................... 270

Scales 241 Floor Plans ........................................ 271
Building Layout.............................. 271
Glossary of Scales Terms ..................... 241
Dimensions .................................... 273
Scale Drawings ................................... 241
Other Features of Floor Plans ........... 273
Reading an Architect’s Scale ................ 241
Summary ........................................... 274
Summary ........................................... 244
Review Questions ............................... 275
Activities .......................................... 276
Activities .......................................... 246
CHAPTER 24
CHAPTER 21
Elevations 277
Alphabet of Lines 247
Glossary of Elevations Terms................ 277
Glossary of Alphabet of Lines Terms ..... 247
Orienting Elevations ........................... 277
Object Lines ...................................... 247
Information on Building Elevations ...... 280
Dashed Lines ..................................... 247
Summary ........................................... 281
Extension Lines and Dimension Lines ... 249
Centerlines ....................................... 250
Activities .......................................... 283
Leaders ............................................. 250
Cutting-Plane Lines ............................ 251
CHAPTER 25
Summary ........................................... 252
Review Questions ............................... 253 Sections and Details 285
Activities .......................................... 254 Glossary of Sections and
Details Terms ................................. 285
CHAPTER 22 Sections ............................................ 285
Other Large-Scale Details .................... 288
Use of Symbols 255
Orienting Sections and Details ............. 291
Glossary of Use of Symbols Terms......... 255 Summary ........................................... 292
Door and Window Symbols ................... 255 Review Questions ............................... 292
Material Symbols ............................... 256 Activities .......................................... 293
Electrical and Mechanical Symbols ....... 256
Reference Marks ................................ 258 Appendix A 295
Abbreviations .................................... 258
Appendix B 297
Summary ........................................... 264
Review Questions ............................... 266 Glossary 303
Activities .......................................... 267
Glosario 307
Index 311
CHAPTER 23
Plan Views 269
Glossary of Plan Views Terms ............... 269
Site Plans ......................................... 269
PREFACE
RESIDENTIAL CONSTRUCTION ACADEMY:

BASIC PRINCIPLES FOR CONSTRUCTION,
FIFTH EDITION
ABOUT THE RESIDENTIAL CONSTRUCTION ACADEMY SERIES
O
ne of the most pressing problems confronting the building industry today is the shortage of skilled labor.
The construction industry must recruit an estimated 185,000 new craft workers each year to meet future
needs. This shortage is expected to continue well into the next decade because of projected job growth and
a decline in the number of available workers. At the same time, the training of available labor is becoming an
increasing concern throughout the country. This lack of training opportunities has resulted in 200,000 unfilled
construction sector jobs in 2018. This challenge is affecting all the construction trades and is threatening the
ability of builders to construct quality homes.
These challenges led to the creation of the innovative Residential Construction Academy Series. The Residential
Construction Academy Series is the perfect way to introduce people of all ages to the building trades while guid-
ing them in the development of essential workplace skills, including carpentry; electrical wiring; heating, ventila-
tion, and air conditioning (HVAC); plumbing; masonry; and facilities maintenance (also referred to as building
construction technology). The products and services offered through the Residential Construction Academy are
the result of cooperative planning and rigorous joint efforts between industry and education. The program was
originally conceived by the National Association of Home Builders (NAHB)—the premier association of more than
140,000 members in partnership with the Home Builders Institute (HBI), a leading career training provider in the
residential construction industry.
For the first time, construction professionals and educators created national skills standards for the construc-
tion trades. In the summer of 2001, NAHB and HBI began the process of developing residential craft standards in
six trades: carpentry, electrical wiring, HVAC, plumbing, masonry, and facilities maintenance. Groups of employers
from across the country met with an independent research and measurement organization to begin the develop-
ment of new craft training standards. Care was taken to ensure representation of builders and remodelers, residen-
tial and light commercial, custom single family, and high production or volume builders. The guidelines from the
National Skills Standards Board were followed in developing the new standards. In addition, the process met or
exceeded American Psychological Association standards for occupational credentialing.
Next, through a partnership between HBI and Cengage Learning, learning materials—textbooks and instruc-
tor’s curriculum and teaching tools—were created to teach these standards effectively. A foundational tenet of
this series is that students learn by doing. Integrated into this colorful, highly illustrated text are Procedure
sections designed to help students apply information through hands-on, active application. A constant focus of
the Residential Construction Academy is teaching the skills needed to be successful in the construction industry
and constantly applying the learning to real-world applications.
In 2009, the Home Builders Institute enhanced the Residential Construction Academy Series by adding
industry Program Credentialing and Certification for both students and instructors. National Instructor Certification
ensures consistency in instructor teaching/training methodologies and knowledge competency when teaching to
the industry’s national skills standards. Student Certification is offered for each trade area of the Residential
Construction Academy Series in the form of rigorous testing. Instructor and Student Certification serve the basis
for Program Credentialing offered by HBI. For more information on HBI Program Credentialing and Instructor and
Student Certification, please go to www.hbi.org.
x
ABOUT
THIS BOOK
W
hether an individual chooses a career as a skilled craftsperson or is striving to become a general contractor,
Basic Principles for Construction, fifth edition, provides the necessary background for understanding the
construction industry and the basic skills for learning a specific trade.
Basic Principles for Construction, fifth edition, is an outstanding resource for new and advancing construction
students or for those considering entering a construction program. This text provides a solid foundation to learn
the major trade areas—carpentry, electrical wiring, HVAC, plumbing, and facilities maintenance. It introduces
students to the industry—explaining how it is organized and how to successfully gain employment—and also
covers the need-to-know information for the daily activities associated with working in the industry, including
safety, basic math, tools, and blueprint reading.
ORGANIZATION
This textbook is organized in a logical sequence that is easy to learn and teach and is divided into five major
sections:
• Section 1: The Construction Industry is designed to provide students with background on the industry.
It introduces students to the organization and leadership structure, as well as the importance of ethics,
teamwork, and effective communications with others to successfully complete a job. In addition, a new
chapter, on green building, introduces readers to green building principles and job site practices while they
plan and execute their work.
• Section 2: Safety covers all-important elements of safely working on a job site, including working with
electricity, hazardous materials, scaffolding, ladders, and compressed air. It also covers Occupational Safety
and Health Administration (OSHA) regulations, practical housekeeping, and personal protective equipment
to ensure safe work habits.
• Section 3: Construction Math reviews the basic math skills and how to practically apply these skills on
the job. Examples and practice problems are integrated into the chapters to increase student aptitude in
working out various construction problems. The section concludes with a chapter on combined operations,
which illustrates the necessity of having the ability to utilize several math skills in completing a single job.
• Section 4: Tools and Fasteners introduces students to the selection, use, and care of the various hand and
power tools required to complete a job, as well as different types of adhesives and fasteners. The section
also includes a chapter on the basics of rigging as it applies to residential construction.
• Section 5: Print Reading emphasizes the elements and features of basic residential blueprints and how to
accurately read them. Activities at the end of each chapter encourage students to practice their blueprint
reading skills.
NEW TO THIS EDITION

The fifth edition of Basic Principles for Construction reflects the latest practices in the industry, including:
• New chapter on adhesives and sealants. • Updated learning objectives, additional key
• New coverage of nail guns and nail-gun safety. terms, and caution content.
xi
xii Ab o u t t h i s B o o k
FEATURES
This innovative series was designed with input from educators and industry and informed by the curriculum and training
objectives established by the Standards Committee. The following features aid learning:
RY
SUCCESS STO
FABIAN LIERA
TITLE
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an insider’s view of construction as a career.

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a plan and sche
dule to finis ffs, he would
going to be layo er. As a teacher,
OF THE JOB was the hardest work
BEST ASPECTS let go if he stud ents ,
to his students
.
are to moti vate his
able to relate his chal leng es
Fabian has been most
are facing, but
know s the struggles they
He
LEARNING FEATURES CHAPTER FO

UR
such as the Objectives JOBSITE SAFETY
and Glossary of Terms
set the stage for the
coming body of knowl- OB JEC TIV ES
g this chapter,
After completin
the student shou
ld be able to:
•
rd Communication
Standard, and
Explain the Haza a Safety Data Sheet (SDS).
edge and help the learner

on
and what causes find information are ignited, sustained, and
an accident is fires
• Explain what • Explain how
nistra- and
accidents. and Health Admi extinguished. ing in trenches,
pational Safety ct on construct
ion dangers of work
• Define Occu • Recognize the work safely in them.
identify key concepts and

and explain its impa
tion (OSH A) explain how to safety consider-
work ers. protective in electric shock, and list .
nal • Expla around electricity
appropriate perso work situations, and
• Iden tify the
) for common ations in working
equipment (PPE
information. These learn- explain how to

use it.
MS
SIT E SAF ETY TER
ing features serve as a GL OS SAR Y OF JOB
rule
rule the OSHA
Right to Knowevery worker has a
it interrupter that says that s
ground fault circu e that t any substance -
of measure for I) a protective
devic right to know abou might be harm
ampere the unit Also abbreviated as (GFC s the electric circuit when it nt job site that
road map throughout

on the
electric current. open lance in the amou ful to humans.
amp. senses an imba between Shee t (SDS) gives com-
that invol ves ordi- of curre nt flow Safe ty Data prod uct
class A fire a fire card- the conductors. mation about the
such as paper, ul plete infor do in the event of expo-
nary materials, . Class A fires can ical jokes and playf
each chapter and offer a

what to -
board, and wood with water. horseplay pract considered inappro- and An SDS is required to be availbe
activity that are truction site. sure. t
be extinguished tance that migh
fire that involves priate on a cons able for any subs
class B fire a are ns foun d on harmful.
s. Class B fires ls user instructio pressure that
practical resource for ref-

flammable liquid either dry chemi- labe construction products. The voltage the elect rical in
extinguished with most valuable to flow, measured
on dioxide). uct label contains causes current es abbreviated as V).
cals or CO2 (carb C prod mation. volts (sometim times called elec-
electrical fire. Class infor
class C fire an state fed-
ed with CO2 (car- OSHA refers both to the and Health Volta
ge is some
(EMF) because
it is
erence and review. fires are extinguish

bon dioxide).
conductor a mate
electricity to flow.
rial that allows
eral Occu patio nal Safety
and to state admi
Administration also stands for the
n- tromotive forcecauses electrons to
the force that also represents the
move. Voltage
istrations. OSHA y and Health Act, difference of potential, or
potential
ists of heat, fuel, Occupational Safet red by the Occu- difference, in a
circuit.
fire triangle consthree sides of the which is administe Health Admin- the things a work
er
and oxyg en (the
elements must pational Safet y and to work practices or she works—
triangle); the three . ion. OSHA generally refers does and how he to do with
a fire to burn istrat intended to keep have a lot
be present for the laws that are these practices
l) a conducting safety.
ground (electricas as the comm on workers safe. pme nt s the thing s in
body that serve an electric circuit. ctive equi working condition nt that affect
personal prote y equipment you
return path for .
has zero potential (PPE) any
safet y the work environme
A ground typically yourself from safet 47
also be used as wear to protect your work.
The earth may hazards.
a ground.
Ab o u t t h i s B o o k xiii
GLOSSARY
a thin shank like

a finishing
class C fire an
extinguished with 2
electrical fire. Class e).
CO (carbon dioxid
C fires are
A GLOSSARY and a combined
GLOSARIO GLOSARIO in the back of the
stipu lates box nail has on nail. Usu- uding part of a
ladde rs the rule head like a comm bending the protr
4:1 rule for nail, but a flat ing
ld be 1 foot away
from nt loose ning. clinch nent fastening.
that ladde rs shou against which they are ally coated to preve to make a perma
head, nail over
the vertical surfa
ce nail with a small holds adhesive
t. brad a very short property that
4 feet in heigh cohesion the
book provide a handy reference

placed for every thin parts.
used to fasten toget her.
nails. be
ted, bare steel blade that can
bright nails uncoa n blade a saw
so that combinatio utting .
A s an adhe- a nail gun set up
for ripping and crossc
property that allow bump firing using and every used
for students and instructors,

nail;
adhesion the be held depressed common type of
a surface. the trigger can s against a common nail the most
sive to stick to of the gun bump
th shank and a flat head.
time the nose has a heavy, smoo más común;
pal plus interest. surface it fires
a nail. capa ble el tipo de clavo
amount princi n one who is clavo común una cabeza
elect ric pesado y liso y
written in both English and

of meas ure for comp eten t perso ing and predi ctabl e tiene un vástago
ampere the unit viate d as amp. Many of ident ifyin g
exist y, B
abbre are unsa nitar escaleras regla
que estip- una plana.
curre nt. Also ding to the C haza rds that horizontal en
are sized accor of 3/8” work place
rous to employees
and Regla 4 a 1 para a 1 pie de fracc ión línea tiene un
power tool moto
rs
a wire rope with
a diameter dous, or dange eras deben estar barra de za grande plana
moto r. cable hazar take corre ctive ula que las escal al sobre la comú n. clavo de cabe s para aca-
Spanish.
the on to superficie vertic ón do como los clavo
amperage of who has the autho
rizati
distancia de la
fracci
to al ángulo vástago delga clavos
drive n or set or less. them . 4 pies de altura. ulo lado opues plana como los
e that can be
bolt, usually with
a hex- measures to eliminate
que se apoyan
por cada base de un triáng ser bado, pero una cabeza r
anchor a devic rial to altura. Puede tido, para evita
nry, or other mate cap screw a small a special harde
ned screw desde el cual
se mide la
comunes. Usual
ment e reves
in concrete, maso or screw. concrete screw del triángulo.
to attach a bolt agonal head. into concrete. cualquier lado que se afloje.
provide a place wood; that can be screwed directly
al types of ancho
rs. bolt for use in que se sujeta dos cabe-
There are sever ge bolt a large and a section
of
that allows electr
icity A varilla dispo sitivo a clavo con
being traine d to carria oval head a mater ial ndicu lar a la bomba de y pued e ser bombeado clavo de doble cabez puede ajust arse y
n who is has a smoo th condu ctor ctamente perpe al una
apprentice a perso trades. Apprentices at- below the head. a plomo perfe a un poste vertic abajo. Las tomas de la zas de modo tal que
square shank right to flow. hacia para su extracción.
work in the build
ing
the construc- superficie terres
tre. hacia arriba y tablones la otra quedar expuesta
work under the
supervision
used to indicate
the center
person who owns para apoyar los
tend classes and contractor the ite que un bomba se utilizan ado tiene un
vásta go
centerline a line into contracts edad que perm n los trabajadore
s.
of a skilled crafts
perso n.
of an object. tion business. Contr actors enter
n adhesión propi en los que se ubica clavo para acab a pequeña que puede
gradu- axis fied constructio a una superficie. cabez
the drill with customers to do speci adhesivo se pegue delgado y una de la supe rficie
de
a specialized ruler of a drill that holds or other sub-
architect’s scale inches, used to chuck the part s hire workers agua residual que se intro ducir se deba jo
and fractional work. Contractor the contracted
work. aguas grises cualq uier
to el agua C
ated in inches bit. ctors to complete una vivienda, excep madera.
ectural drawings. tighten a contra haya usado en superior de tiene un
measure archit speci al tool used to busin ess ownership los marcos de la parte r clavo cuyo vástago
key a a form of de los inodo ros. cabec eras sinke eño que el
inside a shape. chuck corporation involved in op- una línea las aberturas de puertas
o ventanas. clavo
mente más pequ
area the space drill chuck. e who are not ulo longitud de diámetro ligera or de la
in which peopl shares of the com- altura de un triáng de hilos de n. La parte inferi
point on the the business own uno de los cordón hecha de un clavo comú
in which every center erating by a board perpendicular a cable de acero de una cierta e afilada y la cara
de
circle a shape distance from a any is operated trazada en forma se extiende hasta ltos enrollados a está ligerament de gofres. Recubi-
B which perimeter is the same pany. The comp triáng ulo, que re envue cabez o
of bearing in lados de un alamb núcleo central. la cabeza tiene
un diseñ
ng a style of direct ors. o opues to. mane ra alrededor de un se suelte .
ball beari point. el ángul de erto para evitar que
on steel balls. involves ordin
ary
d trades. nte con un diámetro
moving parts roll fire a fire that craft see skille d de medid a de la corrie
cable metá lico sin ningún
opposite the cor- class A cardb oard, and amperio unida amp. cable clavos de acero
le the side as pape r, a partic ular craft abrev iarse como 3/8” o menos. clavos brillantes
base of a triang ured. This mate rials, such d with craft union members of eléct rica. Suele moto res de
the height is meas can be extinguishe the better- es de muchos representa revestimiento.
ner from which wood. Class A fires ized to work for Las dime nsion el llo número que
of the triangle. who are organ of the group. Union icas se clasifican según calibre del torni cuant o más alto el o de cons trucc ión
can be any side water. all the members herramient as eléctr
el grosor de un
tornil lo:
códig o mode
lo códig
ado tal como
square. flamm able ment of a requirement of
their
r. tornillo. ado a ser adopt
r arm of a rafter fire that invol ves
members pay dues as amperaje del moto e, más grueso el sugerido, destin rtirse en un
blade the longe class B fire a guished with ucirse o calibr dad de ones, y a conve
ken mes- fires are extin ership. que puede introd interiores canti está, o con revisi o gobierno.
unwritten, unspo liquids. Class B on dioxide). memb ancla dispositivo ía u otro calidad del aire en or de las código oficial de un determinad
body language we hold our icals or CO2 (carb eto, mamposter el aire en el interi
ted by the way either dry chem colocarse en concr rcionar un lugar donde contaminantes en ipales preocu- ene unido a
sage communica s on our face. propo de las princ edad que manti
expression material para s viviendas. Es una
body or by the torni llo. Existen vario n ecológica. cohesión la propi
303 colocar un perno o la const rucció
paciones de el un adhes
ivo.
tipos de anclas. ad de peso que to tipo de rodam
iento
nominal cantid carga máx- cojinete de deslizamien
de trabaj o temporarias. capacidad o para la despl azan en
andamios plataf
ormas
fabricante ha espec
ificad s móviles se
a. en el que las pieza metal liso..
s. ima en una esling de
o de 90° grado un cojinete o tubo
ángulo recto ángul rectángulo los dos
tos del
o entrenada catetos de un triángulo ngulo. trabajo los aspec
S 197 na que está siend al ángulo rectá condiciones de n el trabajo.
EALANT aprendiz perso la construc- lados que están junto l que condiciona
ES AND S la industria de llama cateto. ambiente labora
17 ADHESIV para trabajar en y trabajan A la hipotenusa no se la
CHAPTER dices toman clases te que fluya la
ción. Los apren ado. uier punto del conductor material que permi
la super visión de un oficial calific círcul o figura en la cual cualq de un
bajo ncia
a la misma dista electricidad.
dentro de una
figura. perímetro está
área el espacio punto central.
.
oficios calificados 307
artesanías ver
ls are used to spread

Notched trowe
FIGU RE 17-8
a large area.
adhesive over
to floor
ruction adhesive ENT
FIGU RE 17-6
Applying const CON TAC T CEM (like
-based adhesive ty of
is a neoprene
joist. Contact cement cement) used to bond a varie liar
er fami
a strong rubb act. The most
ntly upon cont bonding
materials insta nt in cons truction is for parts.
ceme and cabinet
use of contact
s to counter tops mely
plastic laminate most cont act ceme nt is extrewhere
e
The solv ent in it must be used in a plac of
n there is a type
flammable. Whe re is a danger, and is
mabl e natu solve nt
the flam r as the
that uses wate cement
contact cement type of contact
lamm able. Another special to a vertical surface
nonf ed
it can be appli cement
is a gel, so that (See Fig. 17-9). Contact heat
without running. water resistant but has poor
is generally quite
resistance.
cement is extre
mely
CAUTION features highlight safety issues and present
Most contact
flam mab le.
Use it in a
well -
e and never use
ventilated spac e, such as on a
near an open
flam
it
urgent safety reminders for those working with the
furnace or spac
e heater.
various tools in the industry—so that students can
avoid potential mishaps.
is cut to suit the
The tapered end
FIGU RE 17-7
application.
sives
. 17-7). Adhe
application (Fig with
proper angle for cans or buckets are appl iedavai l-
in
that are sold el (Fig . 17-8 ). Trow els are The
a notc hed trow shap es of notches.
rent sizes and to bond plastic
able with diffe l will spec ify the size and Contact cement
is used
aine r labe right FIGU RE 17-9
adhe sive cont used. Using the rage, ter tops.
notc hes to be laminate to coun
shap e of the sive, ensu res uniform cove
adhe
trow el save s best possible
bond.
and ensures the
AT H
CTION M
3 CONSTRU
104 SECTION Painters
Plumbers
Electricians 141 ⁄8 hours
Carpenters 125 ⁄6 hours
151⁄4 hours 137 ⁄8 hours
27 ⁄2 hours
1
12 ⁄6 hours
1
Monday 162 ⁄3 hours 151 ⁄3 hours

253 ⁄4 hours 131⁄4 hours
Tuesday 151⁄2 hours 77 ⁄8 hours
267 ⁄8 hours 117 ⁄8 hours
Wednesday 77 ⁄8 hours 81⁄4 hours
125 ⁄8 hours 3 hours
Thursday
EXAMPLES and PRACTICE PROBLEMS integrated into

35 ⁄6 hours
181 ⁄3 hours
Friday
and 22.
Problems 20, 21,
FIGU RE 8-3
22. In Figure
8-3, how many
carpenters work
more hours did
than the electricia
the
ns worked?
PRO BLE MS
Multiply the follo
wing quantities
:
the math chapters illustrate for students, step by step,
26. 7/16 3 3/5
the various methods of working out construction prob-

feet
feet and 45 3/4
n A uses 27 2/3 and
23. If electricia of cable that had 221 1/2 feet 27. 7/8 3 2/3
from a spool 37 1/6 feet from
the same
28. 2 3/4 3 4/5
electrician B uses cable is left on the spool?
lems. In addition, it encourages them to practice and

3 3 2/7
spool, how much is 29. 5 9/10 3
inche s long. How long 3/4 3 7 1/3
24. A motor brush
is 1 3/8 30. 3 1/2 3 4
wears away?
it after 13/16 ved from a boar
d
7 7/16 inche
wide?
needs to be remo
25. How much s wide to make a board 5 3/8
inches
Division is the
DIVIDING FRACTIO
inver
NS
se of multiplic
multiplying by
1/4. So 4 is the 4 can
by 4
ation. Dividing se
inver
r,
improve their math skills.
is the same as of 4. (Remembe
is the inverse 16/5. To
of 1/4, and 1/4 rse of 5/16 is
4/1.) The inve or (the part the other
LYING FRACTIONS writt en as
MULTIP
be invert the divis ss the
ra- divide fractions, divided by) and multiply. Expre
multiply the nume
or more fractions, ion with g
number is bein terms.
To multiply two denominators. Write as a fract of the st
tors. Multiply the numerators over the product answer in lowe
the product of
the
er in the lowe st terms. 2/3. 7/8 4 2/3
by
Express the answ EXAMPLE 12
Divide 7/8
denominators. se of 2/3 is 3/2.
)
divisor. (The inver
Multiply 1/2 3
4/5. 1. Invert the
EXAMPLE 10
6)
3 7/8 5 21/1
4/10 5 2/5 2. Multiply. (3/2 16 5 1 5/16)
1/2 3 4/5 5 d lowe st term s. (21/
fractions, mixe 3. Express in -
combination of num- ions, mixed num
To multiply any numbers, write the mixed ination of fract as
whole ions To divide any combbers, write the mixed number m-
numbers, and e numbers as fract rs. e num deno
Write the whol erato bers, and whol the whole number over the
bers as fractions. tor of 1. Multiply the num in its ion. Write iply. Expr ess the
er fract mult
with a denomina minators. Express the answ a
the divisor and
Multiply the deno inator 1. Invert terms.
st
lowest terms. answer in lowe
(3/4 4 2 1/5)
3 4 3 4/5. e 3/4 by 2 1/5.
MPL E 11 Multiply 2 1/3 EXA MPLE 13 Divid
EXA as the fraction
7/3. fraction.
d number 2 1/3 d number as a
1. Write the mixe 1. Write the mixe )
ber 4 as a fraction with a (2 1/5 5 11/5 .)
e num
2. Write the wholof 1. (4/1) inverted is 5/11
divisor. (11/5
denominator 2. Invert the 4)
3 4 3 4 5 112) 3 5/11 5 15/4
numerators. (7 3. Multiply. (3/4
3. Multiply the (3 3 1 3 5 5 15)
denominators.
4. Multiply the st terms.
answer in lowe
5. Express the 7/15)
(112/15 5 7
xiv Ab o u t t h i s B o o k
157
D CARE
, USE, AN
OLS—S ELECTION
14 HAND TO
CHAPTER
ESTIONS
REVIEW QU
.
wing questions
Answer the follo tools in Colum
n I.
in Colum n II with the
Match the uses Column II
the grain of wood
Column I a. Sawing with
mer p curves in wood
curved-claw ham b. Sawing shar
1. 16-ounce, um wallboard
2. Cat’s-paw c. Scoring gyps
square corners
3. Plumb bob d. Checking g sma ll nuts
and
teni ng and loos enin
4. Chalk line e. Tigh
bolts long
REVIEW QUESTIONS are designed to reinforce the 5. 2-foot leve

l mea surin g elevations over
and
f. Checking
l distances for driving large
6. Builder’s leve ing carpenters
g. Used by fram
information in the chapter as well as give students the 7. Rip saw
pliers
nails
h. For cutting
i. Used by finis
wire and gripp
ing parts
h carpenters for
driving nails
opportunity to think about what has been learned and 8. Electrician’s

9. 10-inch adju
10. Nut drive r
stable wrench j. Marking a
k. Checking to
strai ght line
make sure
for many feet
that a line is perfectly
what they have accomplished.

vertical
11. Crosscut saw ng on a pipe
screw-on fitti
l. Turning a
12. Coping saw m. Pulling nails er to make sure

that
straight-claw
hammer a window head
13. 24-ounce, n. Checking
it is level
re
14. Rafter squa ss a board
o. Sawing acro
large bolts
15. 18-inch pipe
wrench p. Tightening
e
16. Utility knif using laser leve
ls.
safety rules for
17. List three
a.
b.
c. crosscut
e between a
the differenc
18. Describe w.
saw and a ripsa
inches
y
are nece ssar
safe ty glas ses mer.
19. Expl ain why
when driving
nails with a ham 1 2
d in
sure men ts are indi cate
20. Wha t mea
Figure 14-52?
a.
C E
b. D B
A
c. 2 Problem 20.
FIGU RE 14-5
d.
e.
2 SAFETY
80 SECTION
ACTIVITIES
ACTIVITIES complete each chapter where applicable BUILDING A SCA

FFORD
ion are often calle
d
and are intended to provide students with a practi- attem pt to

ers in construct
Beginning work scaffolding. You should not
upon to help build olds on your own until you
build scaff
trained by a comp
etent perso n.
have
In
a
cal “hands-on” experience as it relates to the reading

been thoroughly will work in a small group to build
this activity, you the scaffold you build
not climb on
safe scaffold. Do instructor.
inspected by your
until it has been
within the text. Everything from identification of tools EQUIPMENT AND

• All parts nece
MATERIALS
ssary to build
fabricated metal
to Internet research, critical thinking, and building— scaffold two stage

• 2-foot level
s high
these activities bring the key points of the chapter to • Shovel

• 2 3 10 or 2
level base
3 8 lumber as
needed to prep
are a
prefabricated FIGU RE 5-7

Use lumber to prepare a
level base for the
life!
plan ks or
• Scaffold-grade
wood scaffold bases.
scaffold planks
the posts
frames to see that
PROCEDURE uc- 4. Check the end a level to ensure that they
d by your instr are plumb (use to the earth’s surface—see
the area designate, and inspect them are perpendicularthe horizontal pieces are level
.
1. Working in scaffold parts
tor, lay out all condition. Chapter 14) and work before
they are in good uctor check your
to ensure that
ing on bare grou nd, you may 5. Have your instr
high
2. If you are work a level base. Shovel away you proceed. olding. The planks
need to prepare low spots with 2 3 8 or 2 3 stage of scaff
up 6. Plank the first s to prevent them from slip-
spots or build a straight piece of lumber and should have cleatframe (Fig. 5-8).
10 cribbing. Use that all four corners are level ping off the end and
a level to ensu re ing does not four top corners,
5-7). If the cribb nd or if one ling pins in all top of the bottom
and solid (Fig. 7. Insert coup frames on
act with the grou set two more end
make solid cont low, fix it before you go on.
or stage. .
corner is high two end the seco nd stage
e base plates on nal bracing on
3. Place adjustabl them on the prepared base
, 8. Install diago 8 feet from the
frames, position end frames with two diagonal approximately
9. Place planking king from the first stage can
and join the two to move or ground. The plan you may choose to leave that
might be necessary
cross braces. It so that the base be moved up,
or
and place new
planking on
you prepared
adjust the base on top of the prepared sur- planking in place.
rely
plates fit squa especially important. If you the second stage
is
face. This step a solid, level
your scaffold on your base is
start building
is much easier. If ified as the
base, the rest lem will be magn
not level, the prob
scaffold goes up.
TURNKEY CURRICULUM AND TEACHING MATERIAL PACKAGE

We understand that a text is only one part of a complete, turnkey educational system. We also understand that instructors
want to spend their time on teaching, not preparing to teach. The Residential Construction Academy series is committed
to providing thorough curriculum and preparatory materials to aid instructors and alleviate some of those heavy prepara-
tion commitments. An integrated teaching solution is ensured with this text, including the MindTap, Instructor’s Resource
CD and Companion website, a printed Instructor’s Resource Guide, and Student Workbook.
Ab o u t t h i s B o o k xv
MINDTAP
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improve thinking, allowing you to measure skills and outcomes with ease.
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ings, multimedia, and activities that move students up the learning taxonomy from basic knowledge and comprehension
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completion rates.
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chapter, along with “Teaching Tips” and correlating PowerPoint presentation slides, creating a completely streamlined
and integrated approach to teaching. Also included are answers to the Review Questions that appear at the end of each
chapter, as well as answers to the exercises in the workbook.
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ion Website you can spend your time teaching, not preparing to teach. The website contains the materials found on the
Instructor Resource CD, including an electronic copy of the Instructor’s Resource Guide with answers to the book and
workbook questions, PowerPoint presentations, ExamView Testbank, and Image Gallery.
WORKBOOK
Designed to accompany Residential Construction Academy: Basic Principles for Construction, fifth edition, the workbook is
an extension of the core text and provides additional review questions and problems designed to challenge and reinforce
the student’s comprehension of the content presented in the core text.
ABOUT
THE AUTHOR
M
ark Huth authored this textbook for many years, bringing a wealth of industry experience to his writing—
first working as a carpenter, contractor, building construction teacher, and then as a publisher of
construction textbooks. Mark passed away unexpectedly on September 5, 2018. True to his admirable
work ethic, he had already finished this edition’s manuscript ahead of schedule. The Cengage team and the many
whose lives were touched by his as a teacher, author, and colleague remember him gratefully.
Mark’s career allowed him to consult with hundreds of construction educators in high schools, colleges, and
universities. Basic Principles for Construction was shaped by his observations of the difficulties students have
in studying construction and by the outstanding programs offered at the best schools in the country. He also
authored several other successful construction titles, including Construction Technology, Basic Blueprint Reading
for Construction, Understanding Construction Drawings, and Practical Problems in Mathematics for Carpenters.
ACKNOWLEDGMENTS
M
any experts within the field contributed their time and expertise to the project. The National Association
of Home Builders, Home Builders Institute, Cengage, and the author extend their sincere appreciation to
John Breece Joseph Dusek

Red Rocks Community College Triton College
Lakewood, CO River Grove, IL
Shannon Brown Earl Garrick
Minico High School Pima Community College
Rupert, ID Tucson, AZ
Chloveta A. Caudill David Gehlauf
Treasure Lake Job Corps Tri-County Vocational School
Indiahoma, OK Nelsonville, OH
George Chapman Fred Hayes
Instructor support, Home Builders Institute Building Construction Technologies Instructor
Crestview, FL Highlands Youth Academy
Defuniak spring, FL Avon Park, FL
Paul Drake Sebring, FL
Red Rock Job Corps Center
Lopez, PA
xvi
Ac k n o w l e d g m e n t s xvii
Larry Kness Lee Morris

Southeast Community College Construction Education Services
Milford, NE Griffin, GA
Michael E. Long, Sr. Bruce Purdy
Little Rock Job Corps Grove City High School
Little Rock, AR Grove City, OH
Daryl Martinez Deanne Robertson
Job Corps HBI Project Coordinator
Tahlequah, OK Colorado Springs, CO
Mark Martin David Robinson
HBI Penobscot Job Corp Center LA Trade Technical College
Bangor, ME Los Angeles, CA
Waylon Mcgowin Merl Rogers
BCT instructor LA Trade Technical College
Okaloosa Youth Academy Los Angeles, CA
Crestview, FL Tony Sorensen
Milton, FL Clearfield Job Corps
Steve Miller Clearfield, UT
Construction Technology Consultant Les Stackpole
North Carolina Department of Education Eastern Maine Technical College
Raleigh, NC Bangor, ME
Jason Monroe Rod Trump
Lead Instructor BCT Program York Technical College
North Texas Job Corps Rock Hill, SC
Ed Moore Kevin Ward
York Technical College McEachern High School
Rock Hill, SC Powder Springs, GA
The publisher wishes to express a special thanks to Stephen McArthur of York Technical College in Rock Hill,
South Carolina, for his contributions to this revision, especially in light of Mark’s passing. The Cengage team is
particularly grateful for Stephen’s input and diligence, which ensured this edition stayed true to Mark’s vision.
SECTION ONE
THE CONSTRUCTION INDUSTRY

CH 1: ORGANIZATION OF THE INDUSTRY
CH 2: WORKING IN THE INDUSTRY
CH 3: INTRODUCTION TO GREEN BUILDING
SUCCESS STORY
MICHAEL E. C. SURGUY and work. If I’m not there, the work doesn’t get
done. If you get the job, you need to be there and
TITLE run the job.”
Owner, Michael E. C. Surguy Carpenter Contrac-
BEST ASPECTS
tors, Inc., New Providence, NJ
Michael has a deep commitment to his work:
EDUCATION “You really need to enjoy it and be passionate
Michael completed high school and attended about it. I don’t think it’s with every type of
vocational school studying carpentry. He later job. In carpentry, you are using your head and
obtained his associate degree in occupational your body. There’s no price to pay for the wear
studies from the State University of New York at and tear on your body. Every piece of wood you
Delhi. need to carry with passion. If you show up for
work in the morning, and you’re thinking that
HISTORY
it’s too heavy or it’s too cold outside, you won’t
After working as a carpenter and woodworker for
do it.”
a number of years, Michael established his own
business; he is the sole owner of Michael E. C. CHALLENGES
Surguy Carpenter Contractors, Inc. Michael’s com- While Michael shares that the carpentry business
pany does basic framing to complex remodeling has been good to him, he explains that building a
and additions, working on $3–$4 million homes. business is stressful: “When I started out, I lived
A recipient of the Community Builders Association at my parents’ house. I made nothing for the first
of New Jersey’s Sub-Contractor of the Year Award, three years, but my guys always got paid. I got
Surguy is one of New Jersey’s specialized carpen- my tools and paid my insurance. If I hadn’t lived
try contractors. at home, there’s no way I could have done it.”
Michael says he built his reputation doing jobs
ON THE JOB
that he thought he could do and being honest
In a typical day, Michael says, “I need to be on the
with his bids, breaking down each job, figuring
job. I don’t just set up my guys and leave. I have a
out the cost of materials and employees. At first,
tool belt on every day. People pay me to be there
he took on small jobs, which turned into bigger
jobs. He started out as sole proprietor and then
became a corporation with employees. “Now it’s
a different ballgame. You have to have liability
insurance. It’s a business,” he notes.
Michael also comments on the challenges of deal-

ing with changes in the economy: “You can’t just
frame now. There’s not enough work. Four years
ago, Surguy Construction was doing seven to
eight custom houses each year. Now we’re only
S E C T I O N 1 T h e C onstruction I n d ustry 3
doing three or four a year.” In response to the FUTURE OPPORTUNITIES

economic downturn, Michael has diversified and Michael is greatly concerned with the economy
is now doing exterior detail and cedar siding: “We and its effects on the home-building business.
reframe them, do all the exterior stuff, all the sof- He is hoping to make it through these tough
fit work, and bevel siding.” times: “In the last four years, I started making
money. Last year was a bad year, but this year
IMPORTANCE OF EDUCATION
has started off well. No one knows what is going
Michael persevered in school, committed to learn-
to happen.”
ing: “When I finished Delhi, I did a lot of studying
on my own with trigonometry. I studied a lot at WORDS OF ADVICE
night on my own and took night classes. I bought Michael recalls the advice of his favorite instructor
carpentry books and studied out of those.” When at Delhi: “You can either learn the right way, or
he was starting his business, he prepared himself you can learn the wrong way. But if you learn
to be a one-man operation: “I knew that when I the wrong way, you will always work the wrong
started out, I wouldn’t have a crew. I can probably way.” And to this he adds advice from his own
pull a five-guy job with just two guys. I kept a experience: “You have to do work to get work.
smaller crew but produced just as much work.” If you don’t do work, people won’t know you.”
CHAPTER ONE
ORGANIZATION OF THE
INDUSTRY
OBJECTIVES
After completing this chapter, the student should be able to:
• Describe five or more potential careers in • Describe the major forms of business ownership
construction. and the differences between them.
• Explain the roles of architects, engineers, city • Explain what a building code is.
building officials, and contractors. • List three things that a union or trade association
does for its members.
GLOSSARY OF ORGANIZATION OF THE INDUSTRY TERMS

apprentice a person who is being developer the person or company semiskilled labor workers with
trained to work in the building that buys undeveloped land and very limited training or skills in the
trades. Apprentices attend classes works with architects and contrac- construction trades.
and work under the supervision of a tors to develop it into more valuable skilled trades the building
skilled craftsman. property. trades—carpenters, electricians,
contractor the person who owns the journeyman a skilled craft worker plumbers, painters, and so on.
construction business. Contractors who has completed an apprenticeship These occupations require training
enter into contracts with customers or otherwise proved his or her ability and skill. The skilled trades are
to do specified construction work. in the trade. The term journeyman is often referred to as the crafts.
Contractors hire workers or other gender neutral and is used to refer to sole proprietorship a business
subcontractors to complete the con- both male and female workers. whose owner and operator are the
tracted work. laborer an unskilled or semiskilled same person.
corporation a form of business own- worker on a construction site. subcontractor a contractor who
ership in which people who are not model code a suggested building is performing work for another
involved in operating the business code, intended to be adopted as-is contractor.
own shares of the company. The or with revisions to become an offi-
company is operated by a board of technicians technicians provide a
cial code of a particular government. link between the skilled trades and
directors.
partnership a form of business in the professions by using mathematics,
craft see skilled trades. which more than one person shares computer skills, specialized equip-
craft union members of a particular the ownership and operating duties ment, and knowledge of construction.
craft who are organized to work for of a company. unskilled labor workers with no
the betterment of all members of the profession an occupation that specific training in the construction
group. Union members pay dues as a requires more than four years of col- trades. This term also applies to
requirement of their membership. lege and a license to practice. work that does not require training.
5
6 S E C T I O N 1 T h e C onstruction I n d ustry
T
he residential construction industry is a big
sector of the U.S. economy. When the economy
of the nation is weak, there is often a decline in
new home construction. This is measured by the num-
ber of housing starts. As the economy improves, hous-
ing starts increase. Recently, there has been a strong
increase in housing starts, and the U.S. Department of
Labor estimates that the growth in construction jobs
will be greater than that for the total workforce. There
are opportunities for people to work at all levels in
the construction industry, from those who handle the
tools and materials on the jobsite to the senior engi-
neers and architects who spend most of their time in
offices. Few people spend their entire lives in a single
occupation, and even fewer spend their lives working
for only one employer. You should be aware of all the
opportunities in the construction industry so that you
can make career decisions in the future, even if you
are sure of what you want to do at this time.
CONSTRUCTION PERSONNEL
The occupations in the construction industry can be
divided into four categories:
• unskilled or semiskilled labor
• skilled trades or crafts
• technicians
• design and management
UNSKILLED OR SEMISKILLED LABOR FIGURE 1-1 This construction laborer is a

mason’s tender.
Construction is labor-intensive. That means it requires
a lot of labor to produce the same dollar value of
end products by comparison with other industries, is familiar with the bricklayer’s tools. Many laborers
where labor may be a smaller part of the picture. A go on to acquire additional skills and become skilled
construction worker with limited skills is called a workers. Laborers who specialize in a particular
laborer. Laborers are sometimes assigned the tasks trade are often paid slightly more than completely
of moving materials, running errands, and working unskilled laborers.
under the close supervision of a skilled worker. Their
work is strenuous, and so construction laborers must
be in excellent physical condition. Laborers may be SKILLED TRADES
unskilled, meaning they have no skills related to the A craft or skilled trade is an occupation that involves
trade they are helping; or they may be semiskilled, working with tools and materials and building struc-
with some skills, but not enough to be considered a tures. The building trades are the crafts that deal
skilled craftsperson. most directly with building construction (Fig. 1-2).
Construction laborers are construction workers The skills required for employment in the build-
who have not reached a high level of skill in a par- ing trades can often be learned in an apprentice
ticular trade and are not registered in an appren- program. Apprenticeships are usually offered by
ticeship program. These laborers often specialize trade unions, trade associations, technical colleges,
in working with a particular trade, such as mason’s and large employers. Apprentices attend class a few
tenders or carpenter’s helpers (Fig. 1-1). Although hours a week to learn the necessary theory. The rest
the mason’s tender may not have the skill of a brick- of the week they work on a jobsite under the super-
layer, the mason’s tender knows how to mix mortar vision of a journeyman (a skilled worker who has
for particular conditions, can erect scaffolding, and completed the apprenticeship and has experience
C H A P T E R 1 O r g ani z ation o f t h e I n d ustry 7
Carpenter
not be much of a threat to a person interested in
Framing carpenter a career in the trades. The construction industry is
Finish carpenter growing at a high rate nationwide. Generally, plenty
Cabinetmaker of work is available to provide a comfortable living
Plumber for a good worker.
New construction
Maintenance and repair TECHNICIANS
Roofer
Electrician Technicians provide a link between the skilled trades
Construction electrician and the professions. Technicians often work in offices,
Maintenance electrician but their work also takes them to construction sites.
Mason Technicians use mathematics, computer skills, spe-
Bricklayer (also lays concrete blocks) cialized equipment, and knowledge of construction to
Cement finisher perform various jobs. Figure 1-3 lists several techni-
HVAC technician cal occupations.
Plasterer
Finish plaster Most technicians have some type of college edu-
Stucco plaster cation, often combined with on-the-job experience,
Tile setter to prepare them for their technical jobs. Community
Equipment operator colleges often have programs aimed at preparing
Drywall installer people to work at the technician level in construc-
Installer tion. Some community college programs are intended
Taper
especially for preparing workers for the building
Painter
trades, while others have a construction management
focus. C onstruction management courses, such as
FIGURE 1-2 Building trades. those listed in Figure 1-4, give the graduate a good
overview of the business of construction. The starting
salary for a construction technician is about the same
as for a skilled trade, but the technician can be more
on the job). The term “journeyman” has been used certain of regular work and will have better opportu-
for decades and probably will continue to be used nities for advancement.
for many more decades, but it is worth noting that
many highly skilled building trades workers are
women. Apprentices receive a much lower salary
than do journeymen, often about 50 percent of what
a journeyman receives. The apprentice wage usually Technical Career Some Common Jobs
increases as stages of the apprenticeship are suc-
cessfully completed. By the time the apprenticeship Surveyor Measures land, draws maps, lays out
building lines, and lays out roadways
is completed, the apprentice can be earning as much
as 95 percent of what a journeyman earns. Many Estimator Calculates time and materials neces-
apprentices receive college credit for their train- sary for project
ing. Some journeymen receive their training through Drafter Draws plans and construction details
school or community college and on-the-job train- in conjunction with architects and
ing. In one way or another, some classroom train- engineers
ing and some on-the-job supervised experience are
Expeditor Ensures that labor and materials are
usually necessary to reach journeyman status. Not
scheduled properly
all apprentice programs are the same, but a typical
apprenticeship lasts four or five years and requires Superintendent Supervises all activities at one or
between 100 and 200 hours per year of classroom more jobsites
training, along with 1,200–1,500 hours per year of Inspector Inspects project for compliance with
supervised work experience. local building codes at various stages
The building trades are among the highest pay- of completion
ing of all skilled occupations. However, work in the Planner Plans for best land and community
building trades can involve working in cold con- development
ditions in winter or blistering sun in the summer.
Also, job opportunities will be best in an area where
FIGURE 1-3 Technicians.
a lot of construction is being done. This should
8 S E C T I O N 1 T h e C onstruction I n d ustry
First Semester Credits
FYE101 First Year Experience 1

BCT103 Construction Hand and Power Tools 1
BCT104 Construction Safety and Equipment 1
BCT109 Framing Principles 4
BCT110 Site Preparation and Layout 2
BCT117 Construction Materials and Application I 3
CSC124 Information, Technology, and Society 3
MTH124 Technical Algebra and Trigonometry I 3
or
MTH180 College Algebra and Trigonometry I 3
TOTAL CREDITS 18
Second Semester Credits

BCT118 Construction Materials and Applications II 3
BCT107 Print Reading and Architectural Drafting 3
BCT130 Interior Finish 3
BCT135 Weather Resistant Barriers and Finishes 2
BCT140 Roof Structures 3
ENL111 English Composition I 3
FIT Fitness and Lifetime
Sports Elective 1
TOTAL CREDITS 18
Third Semester Credits
BCT234 Masonry Principles 5

BCT238 Concrete Construction 3
BCT260 Introduction to Electrical and Mechanical Systems 3
ENL201 Technical and Professional Communication 3
PHS103 Physics Survey 3
or
PHS114 Physics with Technological Applications 4
TOTAL CREDITS 17
Fourth Semester Credits

BCT255 Construction Estimating 3
BCT256 Residential Construction Planning, Scheduling and Management 3
BCT259 Trim and Millwork 5
BCT268 Construction Technology Applications 3
BCT305 Codes in Construction 1
HUM Humanities Elective 3
or
SSE Social Science Elective 3
or
ART Art Elective 3
or
FOR Foreign Language Elective 3
or
AAE Applied Arts Elective 3
or
IFE International Field Experience Elective 3
TOTAL CREDITS 18
FIGURE 1-4 Typical construction management program at a community college.

C H A P T E R 1 O r g ani z ation o f t h e I n d ustry 9
DESIGN AND MANAGEMENT management. For this reason, many successful con-
tractors attend college and get a degree in construc-
Architecture, engineering, and contracting are design
tion management. Most states require contractors
and management professions. A profession is an occu-
to have a license to do contracting in their state.
pation that requires four or more years of college and a
Requirements vary from state to state, but a contrac-
license to practice. Many contractors have fewer than
tor’s license usually requires several years of experi-
four years of college, but they often operate at a high
ence in the trade and a test on both trade information
level of business, influencing millions of d ollars, and
and the contracting business.
so they are included with the professions here. Many
construction professionals spend most of their time in
offices and are not frequently seen on the jobsite.
Architects usually have a strong background in AN OVERALL VIEW OF DESIGN AND
art, so they are well prepared to design attractive,
functional buildings. A typical architect’s educa- CONSTRUCTION
tion includes a four-year degree in fine art, followed To understand the relationships between some of the
by a master’s degree in architecture. Most of their design and construction occupations, we shall look
construction education comes during the final years at a typical housing development. The first people
of work on the architecture degree. to be involved are the community planners and the
Engineers generally have more background in real estate developer. The real estate developer has
mathematics and science, so they are prepared to ana- identified a 300-acre tract on which he would like
lyze conditions and calculate structural characteristics. to build nearly 1,000 homes, which he will later sell
There are many specialties within engineering, but at a profit. The developer must work with the city
civil engineers are the ones most commonly found in planners to ensure that the purpose for which he has
construction. Some civil engineers are mostly involved planned is acceptable to the city. The city planner
in road layout and building work. Other civil engi- is responsible for ensuring that all buildings in the
neers work mostly with structures. They are sometimes city fit the city’s development plan and zoning ordi-
referred to as structural engineers. nances. On such a big project, the developer might
even bring in a planner of his own to help decide
A contractor is the person who owns the where parks and community buildings should be
construction business, who does most of the build- located and how much parking space they will need.
ing. In some cases, the company itself is consid-
ered the contractor, because it is the company that As the plans for development begin to take shape,
enters into a contract for the work. In larger con- it becomes necessary to plan streets and to start
struction firms, the principal (the owner) may be designing houses to be built throughout the devel-
more c oncerned with running the business than opment. A civil engineer is hired to plan and design
with supervising construction. Some contractors are the streets. The civil engineer will first work with the
referred to as general contractors and others as the developer and planners to lay out the locations of the
subcontractor (Fig. 1-5). The general contractor streets, their widths, and drainage provisions to get
is the principal construction company hired by the rid of storm water. (Did you ever consider how much
owner to construct the building. A general contrac- water falls on a one-mile-long by 32-foot-wide street
tor might have only a skeleton crew, relying on sub- when an inch of rain falls? More than 105,000 gal-
contractors for most of the actual construction. The lons! Where does that water go?) The civil engineer
general contractor’s superintendent coordinates the also considers soil conditions and expected traffic to
work of all the subcontractors. design the foundation for the roadway.
It is quite common for a successful journeyman to An architectural firm, or perhaps a single architect,
start his or her own business as a contractor, spe- will design the houses. Typically, several stock plans are
cializing in the field in which he or she is a journey- used throughout a development, but many homeown-
man. These are subcontractors who sign on to do a ers wish to pay extra to have a custom home designed
specific part of the construction, such as framing or and built. In a custom home, everything is designed for
plumbing. As the contractor’s company grows and the that particular house. Usually, the homeowner, who will
company works on several projects at one time, the eventually live in the house, works with the architect
skilled workers with the best ability to lead others to specify the sizes, shapes, and locations of rooms;
may become foremen. A foreman is a working super- interior and exterior trim; type of roof; built-in cabi-
visor of a small crew of workers in a specific trade. nets and appliances; use of o utdoor spaces; and other
All contractors have to be concerned with business special features. Architects specialize in use of space,
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When all these finely dressed people were assembled, and the
bride was sitting upright in bed, in a dress of superb lace, the
princely bridegroom entered, ‘in a nightgown of silver stuff and cap of
the finest lace.’ He must have looked like a facetious prince in a
Christmas extravaganza. However, he took his place by the side of
the bride; and while both sat ‘bolt upright’ in bed, the ‘quality’
generally were admitted to see the sight, and to smile at the edifying
remarks made by the King and other members of the royal family
who surrounded the couch.
The record of this happy event would hardly be complete were
we to omit to notice that it was made the occasion of a remarkable
débût in the House of Commons. An address congratulatory of the
marriage was moved by Mr. Lyttelton, and the motion was seconded
by Mr. Pitt, subsequently the first Earl of Chatham, who then made
his first speech in parliament. The speech made by Lyttelton was
squeaking and smart. That of Cornet Pitt, as he was called, was so
favourable to the virtues of the son, and, by implication, so insulting
to the person of the father, that it laid the foundation of the lasting
enmity of George against Pitt—an enmity the malevolence of which
was first manifested by depriving Pitt of his cornetcy. The poets
were, of course, as polite as the senators, and epithalamia rained
upon the happy pair in showers of highly complimentary and very
indifferent verse. The lines of Whitehead, the laureate, were tolerably
good, for a laureate, and the following among them have been cited
‘as containing a wish which succeeding events fully gratified.’
Such was the age, so calm the earth’s repose,

When Maro sung and a new Pollio rose.
Oh! from such omens may again succeed
Some glorious youth to grace the nuptial bed;
Some future Scipio, good as well as great,
Some young Marcellus with a better fate:
Some infant Frederick, or some George, to grace
The rising records of the Brunswick race.
If these set ringing the most harmonious of the echoes which
Parnassus could raise on the occasion, the other metrical essays
must have been wretched things indeed. But the Muse at that time
was not a refined muse. If a laureate would only find rhyme, decency
and logic were gladly dispensed with.
The prince was very zealous and painstaking in introducing his
bride to the people. For this purpose they were often together at the
theatre. On one of these occasions the princess must have had but
an indifferent idea of the civilisation of the people over whom she
fairly expected one day to reign as queen-consort. The occasion
alluded to was on the 3rd of May 1736, when great numbers of
footmen assembled, with weapons, in a tumultuous manner, broke
open the doors of Drury Lane Theatre, and fighting their way to the
stage-doors, which they forced open, they prevented the Riot Act
being read by Colonel de Veal, who nevertheless arrested some of
the ringleaders and committed them to Newgate. In this tumult,
founded on an imaginary grievance that the footmen had been
illegally excluded from the gallery, to which they claimed to go gratis,
many persons were severely wounded, and the terrified audience
hastily separated; the prince and princess, with a large number of
persons of distinction, retiring when the tumult was at its highest.
The Princess of Wales had never witnessed a popular tumult before;
and, though this was ridiculous in character, it was serious enough of
aspect to disgust her with that part of ‘the majesty of the people’
which was covered with plush.
The King, in spite of Sir Robert Walpole’s threat, proceeded to
Hanover in the month of May. Before he quitted England he sent
word to his son that, wherever the Queen Regent resided, there
would be apartments for the Prince and Princess of Wales. Frederick
looked upon this measure in its true light, namely, as making him a
sort of prisoner, and preventing the possibility of two separate courts
in the King’s absence. The prince determined to disobey his father
and thwart his mother. When the Queen removed from one
residence to another, he feigned preparations to follow her, and then
feigned obstructions to them. He pleaded an illness of the princess
which did not exist, and was surprised that his medical men declined
to back up his lie by another of their own. The Queen on her side,
feigning anxious interest in her daughter-in-law, visited her in her
imaginary illness; but the patient, who was first said to be suffering
from measles, then from a rash, and finally was declared to be really
indisposed with a cold, was kept in a darkened room, and was
otherwise so trained to deceive that Caroline left the bed-side as
wise as when she went to it. In this conduct towards his mother
Frederick was chiefly influenced by his ill-humour at the Queen’s
being appointed regent. When she opened the commission at
Kensington, which she always did as soon as she received
intelligence of the landing of the King in Holland, Frederick would not
attend the council, but contrived to reach the palace just after the
members had concluded their business.
CHAPTER VI.
AT HOME AND OVER THE WATER.
The Queen and Walpole govern the kingdom—The bishops reproved by the
Queen—Good wishes for the bishops entertained by the King—Anecdote
of Bishop Hare—Riots—An infernal machine—Wilson the smuggler and
the Porteous mob—General Moyle—Coldness of the Queen for the King
—Walpole advises her Majesty—Unworthy conduct of Caroline and vice of
her worthless husband—Questionable fidelity of Madame Walmoden—
Conduct of the Princess at the Chapel Royal—The Princess and her doll
—Pasquinades, &c. on the King—Farewell royal supper at Hanover—
Dangerous voyage of the King—Anxiety of the Court about him—Unjust
blame thrown on Admiral Wager—The Queen congratulates the King on
his escape—The King’s warm reply—Discussions about the Prince’s
revenue—Investigation into the affairs of the Porteous mob—The Queen
and the Bill for reduction of the National Debt—Vice in high life universal—
Represented on the stage, occasions the censorship—Animosity of the
Queen and Princesses towards Prince Frederick.
Though the King delegated all royal power to the Queen, as regent
during his absence, he exercised his kingly office when in Hanover
by signing commissions for officers. The Queen would not consent
that objection should be taken to this course followed by her
husband, or that any representation should be made to him on the
subject. Such acts, indeed, did not interfere with her great power as
regent—a power which she wielded in union with Walpole. These
two persons governed the kingdom according to their own councils;
but the minister, nevertheless, placed every conclusion at which he
and the Queen had arrived before the cabinet council, by the
obsequious members of which the conclusions, whatever they were,
were sanctioned, and the necessary documents signed. Thus
Walpole, by the side of the Queen, acted as independently as if he
had been King; but of his acts he managed to make the cabinet
share with him the responsibility.
The office exercised by the Queen was far from being a sinecure
or exempt from great anxieties; but it was hardly more onerous than
that which she exercised during the King’s residence in England. Her
chief troubles, she was wont to say, were derived from the bishops.
If Caroline could not speak so harshly of the prelates, generally
or individually, as her husband, she could reprove them, when
occasion offered, with singular asperity. We may see an instance of
this in the case of the episcopal opposition to the Mortmain and to
the Quakers’ Relief Bills; but especially to the latter. This particular
bill had for its object to render more easy the recovery of tithes from
Quakers; the latter did not ask for exemption, but for less oppression
in the method of levying. The court wished that the bill should pass
into law. Sherlock, now Bishop of Salisbury, wrote a pamphlet
against it; and the prelates generally, led by Gibson, Bishop of
London, stirred up all the dioceses in the kingdom to oppose it, with
a cry of The Church in danger. Sir Robert Walpole represented to the
Queen that all the bishops were blameable; but that the chief blame
rested upon Sherlock, whose opposition was described as being as
little to be justified in point of understanding and policy as in integrity
and gratitude. Sir Robert declared that he was at once the dupe and
the willing follower of the Bishop of London, and that both were guilty
of endeavouring to disturb the quiet of the kingdom.
The first time Dr. Sherlock appeared at court after this the Queen
chid him extremely, and asked him if he was not ashamed to be
overreached in this manner by the Bishop of London. She accused
him of being a second time the dupe of the latter prelate, who was
charged with having misled him in a matter concerning the
advancement of Dr. Rundle to an episcopal see. ‘How,’ she asked
him, ‘could he be blind and weak enough to be running his nose into
another’s dirt again!’ As for the King, he spoke of the prelates on this
occasion ‘with his usual softness.’ They were, according to the
hereditary defender of the faith, ‘a parcel of black, canting,
hypocritical rascals.’ They were ‘silly,’ ‘impertinent’ fellows,
presuming to dictate to the Crown; as if it were not the duty of a
bishop to exercise this boldness when emergency warranted and
occasion suited.
Both bills were passed in the Commons. The Mortmain Bill (to
prevent the further alienation of lands by will in mortmain) passed the
Lords; but the Quakers’ Relief Bill was lost there by a majority of two.
The Queen was far from desiring that the bishops should be so
treated as to make them in settled antagonism with the Crown. She
one day ventured to say something in this spirit to the King. It was at
a time when he was peevishly impatient to get away to Hanover, to
the society of Madame Walmoden, and to the young son born there
since his departure. He is reported to have exclaimed to Caroline,
when she was gently urging a more courteous treatment of the
bishops—‘I am sick to death of all this foolish stuff, and wish, with all
my heart, that the devil may take all your bishops, and the devil take
your minister, and the devil take the parliament, and the devil take
26
the whole island, provided I can get out of it and go to Hanover.’
What Caroline meant by moderation of behaviour towards the
bishops it is hard to understand; for when Drs. Sherlock and Hare
complained to her that, in spite of their loyalty to the Crown they
were nightly treated with great coarseness and indignity by lords
closely connected with the court, Caroline spoke immediately, in the
harsh tone and strong terms ordinarily employed by her consort, and
said, that she could more easily excuse Lord Hervey, who was
chiefly complained of as speaking sharply against them in parliament
—‘I can easier excuse him,’ exclaimed her Majesty, ‘for throwing
some of the Bishop of London’s dirt upon you than I can excuse all
you other fools (who love the Bishop of London no better than he
does) for taking the Bishop of London’s dirt upon yourselves.’ She
claimed a right to chide the prelates soundly, upon the ground that
she loved them deeply; and she made very liberal use of the
privilege she claimed. Bishop Hare, in replying, called Lord Hinton,
one of Lord Hervey’s imitators, his ‘ape.’ The Queen told this to Lord
Hervey, who answered, that his ape, if he came to know that such a
term had been applied to him, would certainly knock down the
Queen’s ‘baboon.’ Caroline, with a childish spirit of mischief,
communicated to Hare what she had done, and what her vice-
chancellor had said upon it. The terrified prelate immediately broke
the third commandment, exclaiming, ‘Good God! madam, what have
you done! As for Lord Hervey, he will satisfy himself, perhaps, with
playing his wit off upon me, and calling me Old Baboon; but for my
Lord Hinton, who has no wit, he will knock me down.’ The vice-
chamberlain, who reports the scene, says—‘This tallied so
ridiculously with what Lord Hervey had said to the Queen that she
burst into a fit of laughter, which lasted some minutes before she
could speak; and then she told the bishop, “That is just, my good
lord, what Lord Hervey did do, and what he said the ape would do.”’
The Queen, however, promised that no harm should come to the
prelate.
No inconsiderable amount of harm, however, was inflicted on
many of the prelates, including Hare himself. Walpole was disposed
to translate him when an advantageous opportunity offered; but
Hervey showed him good reason for preferring pliant Potter, then of
Oxford. Gibson, the Bishop of London, had been looking to be
removed to Canterbury whenever Dr. Wake’s death there should
cause a vacancy. He expected, however, that, in accordance with his
wish, Sherlock would succeed him in London. The Queen was
disposed to sanction the arrangement; but she was frightened out of
it by Walpole and Hervey. She accordingly advised Sherlock ‘to go
down to his diocese and live quietly; to let the spirit he had raised so
foolishly against him here subside; and to reproach himself only if he
had failed, or should fail, of what he wished should be done and she
had wished to do for him.’
During the absence of the King, in 1736, in Hanover, the Queen
Regent had but an uneasy time of it at home. First, there were corn
riots in the west, which were caused by the attempts of the people to
prevent the exportation of corn, and which could only be suppressed
by aid of the military. Next, there were labour riots in the metropolis
in consequence of the market being overstocked by Irish labourers,
who offered to work at lower rates than the English; and which also
the bayonet alone was able to suppress. Thirdly, the coasts were
infested by smugglers, whom the prospect of the hangman could not
deter from their exciting vocation, and who not only killed revenue
officers in very pretty battles, but were heartily assisted by the
country people, who looked upon the contrabandists as most gallant
and useful gentlemen. Much sedition was mixed up with the
confusion which arose from these tumultuary proceedings: for
wherever the people were opposed in their inclinations, they
immediately took to cursing the Queen especially; not, however,
sparing the King, nor forgetting, in their street ovations, to invoke
blessings upon James III. It was, indeed, the fashion for every
aggrieved person to speak of George II., in his character of Elector
of Hanover, as ‘a foreign prince.’ When this was done by a nonjuring
clergyman named Dixon, who exploded an innocent infernal
machine in Westminster Hall (to the great terror of judges and
lawyers), which scattered papers over the hall denouncing various
acts of parliament—first that against the sale of gin in unlicensed
places, then the act for building Westminster Bridge, the one to
suppress smuggling, and that which enabled ‘a foreign prince’ to
borrow 600,000l. of money sacredly appropriated to the payment of
our debts—the Lord Chancellor and the Chief Justice were so
affrighted that they called the escapade ‘a treason.’ Caroline
summoned a council thereon, and, having at last secured the half-
mad and destitute offender, they consigned him to rot in a gaol;
although, as Lord Hervey says, ‘the lawyers should have sent him to
Bedlam, and would have sent him to Tyburn.’
The popular fury was sometimes so excited that it was found
necessary, as in the Michaelmas of this year, to double the guards
who had the care of her sacred Majesty at Kensington. The populace
had determined upon being drunk, when, where, and how they liked.
The government had resolved that they should not get drunk upon
gin at any but licensed places; and thereupon the majesty of the
people became so furious that even the person of Caroline was
hardly considered safe in her own palace.
Nor were riots confined only to England. A formidable one broke
out in Edinburgh, based upon admiration for a smuggler named
Wilson, who had cleverly robbed a revenue officer, as well as
defrauded the revenue. The mob thought it hard that the poor fellow
should be hanged for such little foibles as these; and though they
could not rescue him from the gallows, they raised a desperate
tumult as he was swung from it. The town guard fired upon the
rioters, by order of their captain, Porteous, and several individuals
were slain. The captain was tried for this alleged unlawful slaying,
and was condemned to die; but Caroline, who admired promptness
of character, stayed the execution by sending down a reprieve. The
result is well known; the mob broke open the prison, and inflicted
Lynch law upon the captain, hanging him in the market-place, amid a
shower of curses and jeers against Caroline and her reprieve.
The indignation of the Queen Regent was almost uncontrollable.
She was especially indignant against General Moyle, commander of
the troops, who had refused to interfere to suppress the riot. He was
tolerably well justified in his refusal; for the magistrates of Edinburgh,
ever ready to invoke assistance, were addicted to betray them who
rendered it to the gallows if the riot was suppressed by shedding the
blood of the rioters. His conduct on this occasion was further
regulated by orders from his commander-in-chief. Caroline had no
regard for any of the considerations which governed the discreet
general; and, in the vexation of her chafed spirit, she declared that
Moyle deserved to be shot by order of a court-martial. It was with
great difficulty that her ministers and friends succeeded in softening
the asperity of her temper. Even Sir Robert Walpole, who joined in
representing that it were better to hold Moyle harmless, maintained
in private that the general was fool, knave, or coward. Lord Hervey
says that the Queen resented the conduct of the Scotch on this
occasion, as showing ‘a tendency to shake off all government; and I
believe was a little more irritated, from considering it in some degree
as a personal affront to her, who had sent down Captain Porteous’s
reprieve; and had she been told half what was reported to have been
said of her by the Scotch mob on this occasion, no one could think
that she had not ample cause to be provoked.’
To return to the domestic affairs of Caroline: it is to be observed
that the Queen had not seen the King leave England, with
indifference. She was aware that he was chiefly attracted to Hanover
by the unblushing rival who, on his departure thence, had drunk,
amid smiles and tears, to his speedy return. His departure, therefore,
something affected her proud spirit, and she was for a season
depressed. But business acted upon her as a tonic, and she was
occupied and happy, yet not without her hours of trial and vexation,
until the time approached for the King’s return.
Bitter, however, were her feelings when she found that return
protracted beyond the usual period. For the King to be absent on his
birthday was a most unusual occurrence, and Caroline felt that the
rival must have some power indeed who could thus restrain him from
indulgence in old habits. She was, however, as proud as she was
pained. She began to grow cool in her ceremony and attentions to
the King. She abridged the ordinary length of her letters to him, and
the usual four dozen pages were shortened into some seven or
eight. Her immediate friends, who were aware of this circumstance,
saw at once that her well-known judgment and prudence were now
in default. They knew that to attempt to insinuate reproach to the
King would arouse his anger, and not awaken his sleeping
tenderness. They feared lest her power over him should become
altogether extinct, and that his Majesty would soon as little regard his
wife by force of habit as he had long ceased to do by readiness of
inclination. It was Walpole’s conviction that the King’s respect for her
was too firmly based to be ever shaken. Faithless himself, he
reverenced the fidelity and sincerity which he knew were in her; and
if she could not rule by the heart, it was certain that she might still
continue supreme by the head—by her superior intellect. Still, the
minister recognised the delicacy and danger of the moment, and, in
an interview with Caroline, he made it the subject of as extraordinary
a discussion as was ever held between minister and royal mistress—
between man and woman. Walpole reminded her of faded charms
and growing years, and he expatiated on the impossibility of her ever
being able to establish supremacy in the King’s regard by power of
her personal attractions! It is a trait of her character worth noticing,
that she listened to these unwelcome, but almost unwarrantably
expressed, truths with immoveable patience. But Walpole did not
stop here. He urged her to resume her long letters to the King, and
to address him in terms of humility, submissiveness, duty, and tender
affection; and he set the climax on what one might almost be
authorised to consider his impudence, by recommending her to invite
the King to bring Madame Walmoden with him to England. At this
counsel the tears did spring into the eyes of Caroline. The softened
feeling, however, only maintained itself for a moment. It was soon
forgotten in her desire to recover or retain her power. She promised
to obey the minister in all he had enjoined upon her; but Walpole,
well as he knew her, very excusably conjectured that there must still
be enough of the mere woman in her, to induce her to refuse to
perform what she had promised to accomplish. He was, however,
mistaken. It is true, indeed, that her heart recoiled at what the head
had resolved, but she maintained her resolution. She conversed
calmly with Walpole on the best means of carrying it out. But the
minister put no trust in her assertions until such a letter as he had
recommended had actually been despatched by her to the King. She
rallied Walpole on his doubts of her, but praised him for his
abominable counsel. It was this commendation which alarmed him.
He could believe in her reproof; but he affirmed that he was always
afraid when Caroline ‘daubed.’ However, he was now obliged to
believe, for the Queen spoke calmly of the coming of her rival,
allotted rooms for her reception, devised plans and projects for
rendering her comfortable, and even expressed her willingness to
take her into her own service! Walpole opposed this, but she cited
the case of Lady Suffolk. Upon which the minister observed, with
infinite moral discrimination, that there was a difference between the
King’s making a mistress of the Queen’s servant, and making a
Queen’s servant of his mistress. The people might reasonably look
upon the first as a very natural condition of things, while the popular
virtue might feel itself outraged at the second. Caroline said nothing,
but wrote certainly the most singular letter that ever wife wrote to a
husband. It was replied to by a letter also the most singular that ever
27
husband addressed to a wife. The King’s epistle was full of
admiration at his consort’s amiable conduct, and of descriptions of
her rival’s bodily and mental features. He extolled the virtues of his
wife, and then expressed a wish that he could be as virtuous as she!
‘But,’ wrote he, in very elegant French, ‘you know my passions, my
dear Caroline; you know my weaknesses; there is nothing in my
heart hidden from you; and would to God,’ exclaimed the
mendacious, blaspheming libertine, ‘would to God that you could
correct me with the same facility with which you apprehend me!
Would to God that I could imitate you as well as I admire you, and
that I could learn of you all the virtues which you make me see, feel,
and love!’
The Queen, then, had not only to look after the affairs of the
kingdom in the monarch’s absence, but to assist him with her advice
for the better management of his love-affairs in Hanover. With all
Madame Walmoden’s affected fidelity towards him, he had good
grounds for suspecting that his interest in her was shared by less
noble rivals. The senile dupe was perplexed in the extreme. One
rival named as being on too familiar terms with the lady was a
Captain von der Schulenburg, a relation of the Duchess of Kendal.
There was a little drama enacted by all three parties, as complicated
as a Spanish comedy, and full of love-passages, rope-ladders, and
lying. The closing scene exhibits the lady indignant in asserting her
innocence, and the wretched monarch too happy to put faith in her
assertions. When left alone, however, he addressed a letter to his
wife, asking her what she thought of the matter, and requesting her
to consult Walpole, as a man ‘who has more experience in these sort
of matters, my dear Caroline, than yourself, and who in the present
affair must necessarily be less prejudiced than I am!’ There never
was an epithet of obloquy which this miserable fellow flung at his
fellow men which might not have been more appropriately applied to
himself.
Caroline, doubtless, gave the counsel that was expected from
her; and then, having settled to the best of her ability this very
delicate affair, she was called upon to interfere in a matter more
serious. The young Princess of Wales had scandalised the whole
royal family by taking the sacrament at the German Lutheran chapel.
Serious remonstrance was made to her on the subject; but the
young lady shed tears, and pleaded her conscience. Religious
liberty, however, was not a thing to be thought of, and she must take
the sacrament according to the forms prescribed by the Church of
England. She resisted the compulsion, until it was intimated to her
that if she persisted in the course on which she had entered, there
was a possibility that she might be sent back to Saxe Gotha. Upon
that hint she at once joined the Church of England. She had no more
hesitation than a Lutheran or Catholic German princess who marries
into the Czar’s family has of at once accepting all which the Greek
Church enjoins, and which the lady neither cares for nor
comprehends.
Nor was this the only church matter connected with the princess
which gave trouble to the Queen. The case of conscience was
followed by a case of courtesy, or rather, perhaps, of the want of it.
The Queen attended divine service regularly in the chapel in
Kensington Palace, and set a good example of being early in her
attendance, which was not followed by the Prince and Princess of
Wales, when they also were in residence at the palace. It was the
bad habit of the latter, doubtless at the instigation of her husband,
not to enter the chapel till after the service had commenced and the
Queen was engaged in her devotions. The princess had then, in
order to get to the seat allotted to her, to pass by the Queen—a large
woman in a small pew! The scene was unbecoming in the extreme;
for the princess passed in front of her Majesty, between her and the
prayer-book, and there was much confusion and unseemliness in
consequence. When this had been repeated a few times, the Queen
ordered Sir William Toby, the princess’s chamberlain, to introduce his
royal mistress by another door than that by which the Queen
entered, whereby her royal highness might pass to her place without
indecorously incommoding her Majesty. The prince would not allow
this to be done, and he only so far compromised the matter, by
ordering the princess, whenever she found the Queen at chapel
before herself, not to enter at all, but to return to the palace.
Caroline, offended as she was with her son, would not allow him
to pretend that she was as difficult to live with as his father, and so
concealed her anger. Lord Hervey so well knew that the prince
wished to render the Queen unpopular, that he counselled his royal
mistress not to let her son enjoy a grievance that he could trade
upon. Lord Hervey said, ‘he could wish that if the prince was to sit
down in her lap, that she would only say she hoped he found it easy.’
For the princess the Queen had nothing but a feeling which
partook mostly of a compassionate regard. She knew her to be really
harmless, and thought her very dull company; which, for a woman of
Caroline’s intellect and power of conversation, she undoubtedly was.
The woman of cultivated mind yawned wearily at the truisms of the
common-place young lady, and made an assertion with respect to
her which bespoke a mind more coarse than cultivated. ‘Poor
creature!’ said Caroline, of her young daughter-in-law; ‘were she to
spit in my face, I should only pity her for being under such a fool’s
direction, and wipe it off.’ The fool, of course, was the speaker’s son.
The young wife, it must be confessed, was something childish in her
ways. Nothing pleased her better than to play half through the day
with a large, jointed doll. This she would dress and undress, and
nurse and fondle at the windows of Kensington Palace, to the
amusement and wonder, rather than to the edification, of the
servants in the palace and the sentinels beneath the windows. The
Princess Caroline almost forgot her gentle character in chiding her
sister-in-law, and desiring her ‘not to stand at the window during
these operations on her baby.’ The Princess Caroline did not found
her reproach upon the impropriety of the action, but upon that of
allowing it to be witnessed by others. The lower people, she said,
thought everything ridiculous that was not customary, and the thing
would draw a mob about her, and make la canaille talk disagreeably!
The act showed the childishness of her character at that time; a
childishness on which her husband improved by getting her to apply,
through the Queen, for the King’s consent to allow her to place Lady
Archibald Hamilton upon her household. Frederick informed his
young wife of the position in which the world said the lady stood with
regard to him; but he assured her that it was all false. Augusta
believed, or affected to believe, or was perhaps indifferent; and Lady
Archibald was made lady of the bedchamber, privy purse, and
mistress of the robes to the princess, with a salary of nine hundred
pounds a-year.
While the ladies of the court discussed the subject of the King,
his wife, his favourite, and the favourite of the prince, and seriously
canvassed the expediency of bringing Madame Walmoden to
England, there were some who entertained an idea that it would be
well if the Sovereign himself could be kept out of it. The people took
to commiserating Caroline, and many censured her husband for his
infidelity, while others only reproved him because that faithlessness
was made profitable to foreigners and not to fairer frailty at home. In
the meantime, his double taste for his Electorate and the ladies there
was caricatured in various ways. Pasquinades intimated that his
Hanoverian Majesty would condescend to visit his British dominions
at a future stated period. A lame, blind, and aged horse, with a
saddle, and a pillion behind it, was sent to wander through the
streets, with an inscription on the forehead, which begged that
nobody would stop him, as he was ‘the King’s Hanoverian equipage,
going to fetch his Majesty and his —— to England.’ The most
stinging satire of all was boldly affixed to the walls of St. James’s
Palace, and was to this effect: ‘Lost or strayed, out of this house, a
man who has left a wife and six children on the parish. Whoever will
give any tidings of him to the churchwardens of St. James’s parish,
so as he may be got again, shall receive four shillings and sixpence
reward. N.B. This reward will not be increased, nobody judging him
to deserve a crown.’
The King himself was rather gratified than otherwise with satires
which imputed to him a gallantry (as it is erroneously called) of
disposition. He was only vexed when censure was gravely directed
against him which had reference to the incompatibility of his pursuits
with his position, his age, and his infirmities. He preferred being
reproved as profligate, rather than being considered past the period
when profligacy would be venial.
Previous to his return to England, he expressed a wish to the
Queen that she would remove from Kensington to St. James’s, on
the ground that it would be better for her health, and she would be
easier of access to the ministers. The road between London and the
suburban locality, which may now be said to be a part of it, was at
the period alluded to in so wretched a condition, that Kensington
Palace was more remote from the metropolis than Windsor Castle is
now. Caroline understood her husband too well to obey. She
continued, as regent, to live in retirement, and this affectation of
disregard for the outward splendour of her office was not
unfavourably looked upon by the King.
The Queen’s rule of conduct was not, however, that which best
pleased her son. Frederick declared his intention of leaving the
suburban palace for London. Caroline was vexed at the
announcement of an intention which amounted, in other words, to
the setting up of a rival court; particularly after the orders which had
been communicated from the King to the Prince of Wales, through
the Duke of Grafton. Frederick wrote a note in reply, like that of his
mother’s, in French, in which he intimated his willingness to remain
at Kensington as long as the Queen Regent made it her residence.
The note was probably written for the prince by Lord Chesterfield.
Caroline inflicted considerable annoyance on her son by refusing to
consider him as the author of the note; which, by the way, Lord
Hervey thought might have been written by ‘young Pitt,’ but certainly
not by Lord Chesterfield. The note itself is only quoted from memory
by Lord Hervey, who says that Lord Chesterfield would have written
better French, as well as with more turns and points. It closely
resembles the character of Lord Chesterfield’s letters in French,
which were never so purely French but there could be detected in
them phrases which were mere translations of English idioms; and it
was precisely because of such a fault that Caroline had suspected
that the note was written by an Englishman born. The fact remains to
be noticed that, in spite of the promise made by the prince to remain
at Kensington, he really removed to London; but, as his suite was left
in the suburbs, he considered that his pledge was honourably
maintained.
Frederick’s conduct seems to have arisen from a fear of its being
supposed that he was governed by others. Had it been the Queen’s
interest to rule him by letting him suppose that he was free from the
influence of others, she would have done it as readily and as easily
as in the case of the King. The Queen considered him so far
unambitious that he did not long for his father’s death; but Lord
Hervey showed her that if he did not, the creditors who had lent him
money, payable with interest at the King’s decease, were less
delicate in this matter; and that the demise of the King might be so
profitable to many as to make the monarch’s speedy death a
consummation devoutly to be wished. The life of the Sovereign was
thus put in present peril, and Lord Hervey suggested to the Queen
that it would be well were a bill brought into parliament, making it a
capital offence for any man to lend money for a premium at the
King’s death. ‘To be sure,’ replied the Queen, ‘it ought to be so; and
pray talk a little with Sir Robert Walpole about it.’ Meanwhile,
Frederick Prince of Wales exhibited a liberality which charmed the
public generally, rather than his creditors in particular, by forwarding
500l. to the Lord Mayor for the purpose of releasing poor freemen of
the City from prison. The act placed the prince in strong contrast with
his father, who had been squandering large sums in Germany.
The King’s departure from Hanover for England took place in the
night of the 7th to the 8th of December, after one of those brilliant
and festive farewell suppers which were now given on such
occasions by the Circe or the Cynthia of the hour. Wine and tears, no
doubt, flowed abundantly; but, as soon as the scene could be
decently brought to an end, the royal lover departed, and arrived on
the 11th at Helvoetsluys. His daughter Anne was lying sick, almost to
death, at the Hague, where her life had with difficulty been
purchased by the sacrifice of that of the little daughter she had
borne. The King, however, had not leisure for the demonstration of
any parental affection, and he hurried on without even enquiring after
the condition of his child. Matter-of-fact people are usually tender,
and, if not tender, courteously decent people. The King was a
matter-of-fact person enough, but even in this he acted like those
highly refined and sentimental persons in whom affection is ever on
their lips and venom in their hearts.
The wind was fair, and all London was in expectation, but without
eagerness, of seeing once more their gaillard of a King, with his
grave look, among them. But the wind veered, and a hurricane blew
from the west with such violence that every one concluded, if the
King had embarked, he must necessarily have gone down, and the
royal convoy of ships perished with him. Bets were laid upon the
event, and speculation was busy in every corner. The excitement
was naturally great, for the country had never been in such
uncertainty about their monarch. Wagers increased. Walpole began
to discuss the prospects of the royal family, the probable conduct of
the possible new sovereign, the little regard he would have for his
mother, the faithless guardian he would be over his brother and
sisters, and the bully and dupe he would prove, by turns, of all with
whom he came in contact. Lord Hervey and Queen Caroline
discussed the same delicate question; and the latter, fancying that
her son already assumed, in public and in her presence, the
swagger of a new greatness, and that he was bidding for popularity,
would not listen to Lord Hervey’s assurances that she would be able
to rule him as easily as she had done his father. She ridiculed his
conduct, called him fool and ass, and averred that while the thought
of some things he did ‘made her feel sick,’ the idea of the popularity
of Fritz made her ‘vomit.’ As hour was added to hour, amid all this
speculation and trouble, and ‘still Cæsar came not,’ reports of loss of
life at sea became rife. At Harwich, guns had been heard at night
booming over the waters; people had come to the conclusion that
they were guns of distress fired from the royal fleet—the funeral
dirge of itself and the monarch. Communication of this gratifying
conclusion was made to Caroline. Prince Frederick kindly prepared
her for the worst; Lord Hervey added the expression of his fears that
that worst was not very far off; and the Princess Caroline began
meditating upon the hatred of her brother ‘for mamma,’ and the little
chance there would be of her obtaining a liberal provision from the
new king. The Queen was more concerned than she chose to
acknowledge; but when gloomy uncertainty was at its highest, a
courier, whose life had been risked, with those of the ship’s crew with
whom he came over, in order to inform Caroline that her consort had
not risked his own, was flung ashore ‘miraculously’ at Yarmouth;
whence hastening to St. James’s, he relieved all apprehensions and
crushed all expiring hopes, by the announcement that his Majesty
had never embarked at all, and was still at Helvoetsluys, awaiting
fine weather and favouring gales.
The fine weather came, and the wind was fair for bringing the
royal wanderer home. It remained so just long enough to induce all
the King’s anxious subjects to conclude that he had embarked, and
then wind and weather became more tempestuous and adverse than
they were before. And now people set aside speculation, and
confessed to a conviction that his Majesty lived only in history.
During the former season of doubt, Caroline had solaced herself, or
wiled away her time, by reading ‘Rollin’ and affecting to make light of
all the gloomy reports which were made in her hearing. There was
now, however, more cause for alarm. By ones, and twos, and fours,
the ships which had left Helvoetsluys with the King were flung upon
the English coast, or succeeded in making separate harbours in a
miserably wrecked condition. All the intelligence they brought was,
that his Majesty had embarked, that they had set sail in company,
that an awful hurricane had arisen, that Sir Charles Wager had made
signal for every vessel to provide for its own safety, and that the last
seen of the royal yacht was that she was tacking, and they only
hoped that his Majesty might have succeeded in getting back to
Helvoetsluys. Some in England echoed that loyally expressed hope;
others only desired that the danger intimated by it might have been
wrought out to its full end.
Christmas-day at St. James’s was the very gloomiest of festive
times, and the evening was solemnly spent in round games of cards.
The Queen, indeed, did not know of the disasters which had
happened to the royal fleet; but there was uncertainty enough
touching the fate of her royal husband to make even the reading of
Rollin appear more decent than playing at basset and cribbage.
Meanwhile, the ministers and court officials stood round the royal
table, and discoursed on trivial subjects, while their thoughts were
directed towards their storm-tost master. On the following morning,
Sir Robert Walpole informed her Majesty of the real and graver
aspect of affairs. The heart of the tender woman at once melted; and
Caroline burst into tears, unrestrainedly. The household of the heir-
apparent, on the other hand, began to wear an aspect as though the
wished-for inheritance had at last fallen upon it.
The day was Sunday, and the Queen resolved upon attending
chapel as usual. Lord Hervey thought her weak in determining to sit
up to be stared at. He had no idea that a higher motive might
influence a wife in dread uncertainty as to the fate of her husband.
Caroline, it is true, was not influenced by any such high motive. She
simply did not wish that people should conclude, from her absence,
that the Sovereign had perished; and she would neglect no duty
belonging to her position till she was relieved from it by law. She
accordingly appeared at chapel as usual; and in the very midst of the
service a letter was delivered to her from the King, in which the
much-vexed monarch told her how he had set sail, how the fleet had
been scattered, how he had been driven back to Helvoetsluys after
beating about for some twenty hours, and how it was all the fault of
Sir Charles Wager, who had hurried him on board, on assurance of
wind and tide being favourable, and of there being no time to be lost.
The joy of Caroline was honest and unfeigned. She declared that
her heart had been heavier that day than ever it had been before;
that she was still, indeed, anxious touching the fate of one whose life
was so precious, not merely to his family, but to all Europe; and that,
but for the impatience and indiscretion of Sir Charles Wager, the past
great peril would never have been incurred.
The admiral was entirely blameless. The King had deliberately
misrepresented the circumstances. It was the royal impatience which
had caused all the subsequent peril. The Sovereign, weary of waiting
for a wind, declared that if the admiral would not sail, he would go
over in a packet-boat. Sir Charles maintained he could not. ‘Be the
weather what it may,’ said the King, ‘I am not afraid.’ ‘I am,’ was the
laconic remark of the seaman. George remarked that he ‘wanted to
see a storm, and would sooner be twelve hours in one than be shut
up for twenty-four hours more at Helvoetsluys.’ ‘Twelve hours in a
storm!’ cried Sir Charles; ‘four hours would do your business for you.’
The admiral would not sail till the wind was fair; and he remarked to
the King that although his Majesty could compel him to go, ‘I,’ said
Sir Charles, ‘can make you come back again.’ The storm which
arose after they did set sail was most terrific in character, and the
escape of the voyagers was of the narrowest. The run back to the
Dutch coast was not effected without difficulty. On landing, Sir
Charles observed, ‘Sir, you wished to see a storm; how does your
Majesty like it?’ ‘So well,’ said the King, ‘that I never wish to see
another.’ The admiral remarked, in one of his private letters, giving a
description of the event, ‘that his Majesty was at present as tame as
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Preface . .................................................... x Ethics . .................................................... 19

Green Certification Programs . ................. 39 Portable Ladders ..................................... 75

CHAPTER 9 Systems of Measurement . ..................... 137

Coping Saw..................................... 153 Nail Guns........................................... 171

Concrete Screws.............................. 187 CHAPTER 18

CHAPTER 20 Foundation Plans ............................... 270

RESIDENTIAL CONSTRUCTION ACADEMY:

ABOUT THE RESIDENTIAL CONSTRUCTION ACADEMY SERIES

NEW TO THIS EDITION

EDUCATION ’s pre- apprentic

A SUCCESS STORY opens each section, providing

working in a variety of construction trades and offering

an insider’s view of construction as a career.

LEARNING FEATURES CHAPTER FO

edge and help the learner

identify key concepts and

information. These learn- explain how to

road map throughout

each chapter and offer a

practical resource for ref-

erence and review. fires are extinguish

a thin shank like

book provide a handy reference

for students and instructors,

written in both English and

ls are used to spread

Monday 162 ⁄3 hours 151 ⁄3 hours

EXAMPLES and PRACTICE PROBLEMS integrated into

the various methods of working out construction prob-

lems. In addition, it encourages them to practice and

REVIEW QUESTIONS are designed to reinforce the 5. 2-foot leve

information in the chapter as well as give students the 7. Rip saw

opportunity to think about what has been learned and 8. Electrician’s

what they have accomplished.

12. Coping saw m. Pulling nails er to make sure

ACTIVITIES complete each chapter where applicable BUILDING A SCA

and are intended to provide students with a practi- attem pt to

cal “hands-on” experience as it relates to the reading

within the text. Everything from identification of tools EQUIPMENT AND

to Internet research, critical thinking, and building— scaffold two stage

these activities bring the key points of the chapter to • Shovel

prefabricated FIGU RE 5-7

TURNKEY CURRICULUM AND TEACHING MATERIAL PACKAGE

INSTRUCTOR’S RESOURCE GUIDE