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Special Thanks
I am extremely grateful to the many members of the editorial and production staff at John Wiley
and Sons who guided us through the challenging steps of developing this text. Their tireless enthu-
siasm, professional assistance, and endless patience smoothed the path as I found my way. I thank
in particular Alan Halfen, Senior Editor, who expertly launched and directed the revision; Melissa
Edwards Whelan, Development Editor, for coordinating the development and revision process;
Kristine Ruff, Market Development Manager, for a superior marketing effort, and MaryAlice Skid-
more and Alden Ferrar, Editorial Assistants, for their constant attention to detail. I also thank Trish
McFadden, Senior Production Editor, and Jeanine Furino of Furino Production for expertly help-
ing me through the production process. I thank Mary Ann Price, Photo Editor, for her unflagging,
always swift work in researching and obtaining many of our text images. I thank Wendy Lai for the
stunning new cover. Thank you to Petra Recter, Vice President and Director for providing guidance
and support to the rest of the team throughout the revision.

Dedication
This edition is dedicated to Betty Ireland, whose legacy of strength, determination, and intellectual
curiosity I now strive to carry forward with loving support from my husband Jeff, and my sons Greg
and Marc.
 About the Author

Aloha! I was born and raised on the East Coast of the US, where I began my education at Lehigh
University. I went on to graduate with a BS and MS from the University of Alabama, and then
later obtained my PhD from Iowa State. I spent many years on Maui, where I taught, learned to
surf and competed in triathlons. My work experience has been broad, including both applied
and basic research in genetics, cell biology, and human physiology. I have taught at colleges
(Iowa State University, University of Hawaii, Maui, and Arkansas State University) as well as
both private and public high schools. Like all professors I have a long list of societies and
awards to my name; however I prefer to focus on teaching. My favorite teaching experiences
revolve around making a difficult concept accessible to a struggling student. When that light
shines from the student’s eyes, I know I have done my job! This book is an extension of those
moments. I have included tested and proven ways to make this material both interesting and
memorable. When I am not teaching, I can be found riding my bike, stand up paddling, or
hanging out with my husband Jeff and my grown sons, Greg and Marc.
Brief Contents
PREFACE iii 15 Nutrition: You Are What You Eat 322

1 What Is Life? 1 16 The Digestive System 343

2 Where Do We Come from and Where Do 17 The Urinary System 365

We Fit? 16
18 The Endocrine System and Development 383
3 Everyday Chemistry of Life 33 19 The Reproductive Systems: Maintaining the
4 Cells: Organization and Communication 57 Species 407

5 Tissues 77 20 Pregnancy: Development from Conception to

Newborn 439
6 The Skeletomuscular System 97
21 Inheritance, Genetics, and Molecular
7 The Nervous System 127 Biology 464
8 The Special Senses 156 A PPE NDIX A Periodic Table A-1

9 Immunity and the Lymphatic System 173 A PPE NDIX B Measurements B-1

10 Infectious Disease and Epidemiology 200

GLOSSARY GL-1
11 The Human Microbiome 226
INDEX I-1
12 Cancer 245

13 The Cardiovascular System 268

14 The Respiratory System: Movement of Air 297

 Contents
1 What Is Life? 1 6 The Skeletomuscular System 97

1.1 Living Organisms Display Nine Specific Characteristics 2 6.1 The Skeletomuscular System Is Multifunctional and
1.2 Human Biology Is Structured and Logical 4 Dynamic 98
1.3 Scientists Approach Questions Using the Scientific 6.2 Bone Is Strong and Light Tissue 100
Method 9 6.3 The Skeleton Holds It All Together 105
1.4 Scientific Findings Often Lead to Ethical Dilemmas 13 6.4 Skeletal Muscles Exercise Power 114
6.5 Whole-Muscle Contractions Require Energy 120
2 Where Do We Come from and
Where Do We Fit? 16 7 The Nervous System 127

2.1 What Are the Origins of Modern Humans? 17 7.1 The Nervous System Is Categorized by Structure and
2.2 What Does the Human Body Have in Common Function 128
with the World Around It? 23 7.2 Neurons Work Through Action Potentials 132
2.3 We Reflect Our Environment: We Have a Habitat 7.3 The Meninges Protect the Brain’s Delicate Structures 139
and a Niche 29 7.4 The Functions of the Brain and Spinal Cord Are
Related 145
3 Everyday Chemistry of Life 33
7.5 The Peripheral Nervous System Extends the
Central Nervous System 150
3.1 Life Has a Unique Chemistry 34
3.2 Water Is Life’s Essential Chemical 41 8 The Special Senses 156
3.3 Carbohydrates, Lipids, and Proteins Provide Form and
Function 43 8.1 The Special Senses Tell Us About Our Environment 157
3.4 Nucleic Acids Carry Information and Direct Protein 8.2 Vision Is Our Most Acute Sense 163
Formation 50 8.3 The Special Senses Are Our Connection to the Outside
World 169

4 Cells: Organization and

Communication 57
9 Immunity and the Lymphatic
System 173
4.1 The Cell Is Highly Organized and Dynamic 58
4.2 The Cell Membrane Delineates the Cell 60 9.1 How Do We Adapt to Stress? 174
4.3 The Components of a Cell Are Called Organelles 65 9.2 Skin and Mucous Membranes Are the First Line of
4.4 Cell Communication Is Important to Cellular Success 73 Defense 177
9.3 We Have a Second Line of Innate Defense 182

5 Tissues 77
9.4 The Lymphatic System Comprises Our Third Line of
Defense 184
9.5 Specific Immunity Targets Pathogens 189
5.1 Some Tissues Provide Covering, Protection, and
9.6 Immunity Can Be Acquired Actively or Passively 195
Support 78
5.2 Other Tissues Provide Movement, Heat, and
Integration 84 10 Infectious Disease and
5.3 Organization Increases with Organs, Organ Systems, Epidemiology 200
and the Organism 88
5.4 Scientists Use a Road Map to the Human Body 92 10.1 The Study of Epidemics Is Global in Scope 201
10.2 Bacteria Are Single-Celled Wonders That Can Cause
Disease 205
10.3 Viruses Can Reproduce and Kill, but They Are Not Alive 211
10.4 AIDS and HIV Attack the Immune System 217
10.5 Other Pathogens Carry Other Dangers 222
x CON T E N TS

11 The Human Microbiome 226 18 The Endocrine System and

Development 383
11.1 What Is the Human Microbiome? 227
11.2 Our Microbiome Helps Maintain Homeostasis 233 18.1 Hormones Are Chemical Messengers 384
11.3 The Microbiome in Diagnoses and Treatments 238 18.2 The Endocrine Glands Secrete Directly into the
Bloodstream 388
12 Cancer 245 18.3 Maintaining Homeostasis Requires Glands, Hormones,
and Feedback 393
12.1 Cancer Cells Develop in Distinct Ways 246 18.4 Development Takes Us from Infancy to Adulthood 401
12.2 Cancer Has Many Causes 251
12.3
12.4
Cancer Can Strike Almost Any Part of the Body 256
Cancer Can Be Diagnosed and Treated Effectively 261
19 The Reproductive Systems: Maintaining
the Species 407

13 The Cardiovascular System 268 19.1 Survival of the Species Depends on Gamete
Formation 408
13.1 The Heart Ensures Continual, 24/7 Nutrient Delivery 269
19.2 The Male Reproductive System Produces, Stores,
13.2 Blood Transport Involves Miles of Sophisticated
and Delivers Sperm 410
Plumbing 278
19.3 The Female Reproductive System Produces and
13.3 Cardiovascular Disorders Have Life-Threatening
Nourishes Eggs 417
Consequences 281
19.4 Human Reproductive Cycles Are Controlled By
13.4 Blood Consists of Plasma and Formed Elements 285
Hormones 422
13.5 Red Blood Cells and Platelets Help Maintain
19.5 There Are Many Birth Control Choices 428
Homeostasis 290
19.6 Sexual Contact Carries a Danger: Sexually Transmitted
Diseases 435
14 The Respiratory System: Movement
of Air 297 20 Pregnancy: Development from
14.1 The Respiratory System Has an Upper And Lower Tract 298
Conception to Newborn 439
14.2 The Lower Respiratory Tract Exchanges Gases 302
20.1 Days 1 Through 14 Include Fertilization and
14.3 Air Is Moved Into and Out of the Respiratory System 308
Implantation 440
14.4 Respiration Relies on the Cardiovascular System 311
20.2 The Embryonic Stage Is Marked by Differentiation
14.5 Respiratory Health Is Critical to Survival 315
and Morphogenesis 446
20.3 Fetal Development Is a Stage of Rapid Organ Growth 452
15 Nutrition: You Are What You Eat 322 20.4 Labor Initiates the End of Pregnancy 457

15.1 Nutrients Are Life Sustaining 323

15.2 Nutrients Are Metabolized 332
21 Inheritance, Genetics, and Molecular
15.3 Health Can Be Hurt by Nutritional Disorders 336 Biology 464

16 The Digestive System 343

21.1
21.2
Traits Are Inherited in Specific Patterns 465
Modern Genetics Uncovers a Molecular Picture 471
21.3 Genetic Theory Is Put to Practical Use 474
16.1 Digestion Begins in the Oral Cavity 344
21.4 Biotechnology Has Far-Reaching Effects 479
16.2 The Stomach Puts Food to the Acid Test 349
21.5 Biotechnology Assists in Medical and Societal Issues 484
16.3 The Intestines and Accessory Organs Finish the Job 352
16.4 Digestion Is Both Mechanical and Chemical 360
A PPE NDIX A Periodic Table A-1

17 The Urinary System 365

A PPE NDIX B Measurements B-1

17.1 The Kidneys Are the Core of the Urinary System 366 GLOSSARY GL-1
17.2 Urine Is Made, Transported, and Stored 369
17.3 The Urinary System Maintains the Body’s Fluid and INDEX I-1
Solute Balance 375
17.4 Life-Threatening Diseases Affect the Urinary System 378
   CONT ENTS xi

InSight Features Process Diagram

These multipart visual presentations focus on a key concept These series or combinations of figures and photos des­cribe
or topic in the chapter. and depict a complex process.
Chapter 2 Chapter 1
Biogeographic Distribution The Scientific Method
Chapter 3 Chapter 2
The Atom • DNA is composed of nucleotides Energy Flow and Resource Cycling • Photosynthesis/respiration
Chapter 4 Chapter 3
The Animal Cell The Making of a Protein • Transcription and translation
Chapter 5 Chapter 4
The Abdominopelvic Regions Mitochondrial Reactions
Chapter 6 Chapter 6
Skeletomuscular Systems Endochondral Ossification • Neuromuscular Junction (NMJ)
Chapter 7 Chapter 7
The Human Brain Neuron Action Potential
Chapter 8 Chapter 8
Human Hearing Photoreceptor Impulse Generation
Chapter 9 Chapter 10
Lymphatic Flow Lysogenic and Lytic Viral Phases • HIV Reproduction
Chapter 10 Chapter 11
Bacteria • Viruses Bacterial Biofilm Actions • Metagenomics Information
Chapter 11 Chapter 12
Microbiome Location and Common Gut Bacteria Benign Tumor Formation
Chapter 12 Chapter 13
Carcinogenesis The Cardiac Cycle • Conduction System of the Heart • Capillary Bed
and Exchange Flow • Clot Formation
Chapter 13
The Adult Heart Chapter 14
Inhalation: The Diaphragm Drops and Volume Increases • Carbon
Chapter 14
­Dioxide Transport in Blood
The Human Lung
Chapter 15
Chapter 15
Glycolysis, the Krebs Cycle, and Electron Transport
Saturated and Unsaturated Fats
Chapter 16
Chapter 16
Phases of Gastric Digestion
The Small Intestine
Chapter 17
Chapter 17
Glomerular Filtration
The Kidney
Chapter 19
Chapter 18
The Development of the Follicle in the Ovary • Female Reproductive
The Hypothalamus and the Pituitary Gland
Cycle
Chapter 19
Chapter 20
Sperm Formation (Spermatogenesis) • Egg Formation ­(Oogenesis)
Implantation and the Primary Events of the Second Week of
Chapter 20 Development
Fertilization
Chapter 21
Chapter 21 Mitosis • Meiosis
Let’s Work with DNA: Splitting and Creating the Key Molecule of Life
This page intentionally left blank
Halfpoint / Shutterstock.com
CHAPTER 1

What Is Life?
CHAPTER OUTLINE

Living Organisms Display Nine Specific

­Characteristics 2
• Living Things Must Maintain Homeostasis
Every day there is a new report on how to maintain or improve your health. These Health, Wellness, and Disease: Homeostasis Is a
reports are changing the way we think about our health. As proof of this, look at Way of Life!
the rise in popularity of personal fitness tracking devices. Between Fitbit’s launch
• Homeostasis Helps an Organism Stay Alive
in 2009 and the introduction of four new devices in 2016, Fitbit has become a
multi-­billion dollar industry. Obviously people are interested. Does a monitor- Human Biology Is Structured and Logical 4
ing device that tracks your every movement really help you improve your over- • Organisms Are Structured
all health? That remains to be seen, with current research indicating that activity
• Biological Classification Is Logical
trackers do little to motivate otherwise non-athletic people to take up any form
of exercise. Perhaps the largest benefit of these devices is the interest they have I Wonder… Are Viruses Considered Living
generated in personal health. Organisms?
It is a great idea to try to monitor and improve your fitness, but wading
Scientists Approach Questions Using the
through the incredible amount of literature and propaganda on health-related
Scientific Method 9
issues can be daunting. To really
understand what is being pre- • The Scientific Method Leads to Theories
sented, you must be able to sci- • Critical Reasoning Is Useful in Human Biology
entifically evaluate advertising Ethics and Issues: Why Should Endangered Species
claims, medical breakthroughs, Matter to Me?
and social media hype. Taking
advantage of the critical think- Scientific Findings Often Lead to Ethical
ing guides throughout this book Dilemmas 13
will help you practice the skills
needed to become a knowledge-
able consumer! Daxiao Productions / Shutterstock

1
2 CHA PT E R 1 What Is Life?

1.1 Living Organisms Display Nine Specific Characteristics

LEARNING OBJECTIVES
1. List the characteristics of life.
2. Define homeostasis and relate it to the study of life.
3. Describe how homeostasis plays a role in everyday activities.
4. Contrast negative and positive feedback systems.
Reflect on the start of your day. It has demonstrated many of the char-
acteristics of life (Table 1.1). Several of these characteristics appeared
during your first minutes of awakening. Life is defined by the ability to
respond to external stimuli (remember waking to the alarm?). Objects
that are alive can alter their environment, as you did by silencing the
dreadful noise. You sensed your environment when you felt the chill
of the morning, then you adapted to your environment by covering
yourself with clothes to maintain your internal temperature. Living
things require energy, which plants get by synthesizing compounds
using solar power and which animals get by ingesting nutrients, aka
breakfast. All of us are proof that living organisms reproduce. On the
average foggy-headed morning, you undoubtedly failed to notice
three other characteristics of life: (1) Life is composed of materials
found only in living objects (your body contains proteins, lipids, car-
bohydrates, and nucleic acids—DNA and RNA); (2) living organisms
maintain a stable internal environment, a property called homeosta-
sis; and (3) life exhibits a high degree of organization, which extends
from microscopic units, called cells, in increasingly complex tissues,
organs, organ systems, and individual organisms.
Living Things Must Maintain Homeostasis
One key element of life is homeostasis, a word that means “stay-
ing the same” (homeo = unchanging; stasis = standing). Humans,

TA BLE 1 .1 Characteristics of life

Respond to external stimuli Adapt to the environment Contain materials found only in living organisms
Joel Sartore / NG
Image Collection

Science Source
Dr. Tim Evans /
Masterfile

Alter the environment Use energy Maintain a constant internal environment

(homeostasis)
Harper / Getty Images, Inc.

Skip Brown / NG Image

Image Source / John

Stacy Gold / NG Image

Collection

Collection

Sense the environment Reproduce Have a high degree of organization

Photodisc / Rubberball /
The Image Works
Joel Sartore / NG
Image Collection

Richard Lord /

Getty Images

cell The smallest unit of life, contained in a membrane or cell wall. organ system A group of organs that perform a broad biological function,
tissue A cohesive group of similar cells performing a specific function. such as respiration or reproduction.
organ A structure composed of more than one tissue having one or more
specific functions.
 Living Organisms Display Nine Specific Characteristics 3

Health, Wellness, and Disease

Homeostasis Is a Way of Life!

We have all felt tired or “out of sorts” at one time or another. Often, when
we experience these episodes, we are functioning under a slight homeo-
static imbalance. One accepted definition of disease is, in fact, a homeo-
static imbalance with distinct signs and symptoms. Symptoms are the
series of complaints we generate when we begin to feel ill. They include
headache, nausea, fatigue, and muscle aches. Signs are the changes in
bodily function that can be detected by a medical professional. Signs
of homeostatic imbalance usually include a full description of the
blood chemistry of the individual as well as tests of hormone levels and
function.
There are many examples of subtle homeostatic imbalances that, if left
unchecked, can lead to serious complications. For example, feeling tired may
be due to a lack of oxygen-carrying capacity in the blood, a condition known
as anemia. Adding iron to your diet might be all that is needed to reduce
chronic fatigue.
Some people require regular food intake to maintain their homeostatic
sugar balance. If they wait too long between meals, they may experience ner-

Design Pics / SuperStock

vousness, sweating, trembling, and inability to concentrate, all caused by low
blood sugar. Hypoglycemia is the clinical diagnosis for this. The brain responds
very strongly to the lack of sugar, and will intensify feelings of hunger so that
blood sugar does not reach critical levels. If there is no food immediately avail-
able, blood sugar may drop below 50 mg/dl causing more serious complica-
tions such as confusion, drowsiness, coma, or seizure.
Recent studies show that the onset of Alzheimer’s disease may be
heightened by an imbalance of the copper, iron, and zinc ions in the brain.
Treatment for early signs of Alzheimer’s disease includes restoring metal
homeostasis. Patients whose metal balance is regulated experience a slower
progression of the disease.

along with other organisms, can function properly only if they stay
within narrow ranges of temperature and chemistry. Homeosta-
sis allows you to respond to changes in your internal environment
by modifying some aspect of your behavior, either consciously or
unconsciously. When you are chilled, you consciously look for ways
to warm yourself. This morning, you clothed yourself in an attempt
to remain warm. If your clothing was not enough, your body would
begin to shiver to generate internal heat through chemical reactions.
Blood vessels near the surface of your skin would constrict and carry
less blood, thereby reducing heat loss through radiation. These
changes are attempts to maintain homeostasis. Each response to the
chill is designed to remove or negate that feeling, in a typical nega-
tive feedback loop. (See Health, Wellness, and Disease: Homeostasis
Is a Way of Life!)
Homeostasis Helps an Organism Stay Alive
Homeostasis helps an organism stay alive, often through the use
of feedback systems, or loops, as shown in Figure 1.1. The most
common type of feedback system in the human is negative feed-
back. Negative feedback systems operate to reduce or eliminate
the changes detected by the stimulus receptor. Negative feed-
back prevents you from breathing fast enough to pass out or from
drinking so much water that your blood chemistry becomes dan-
gerously unbalanced. Positive feedback systems are rare in the
body and include childbirth and blood clotting. The response in a
positive feedback system serves to amplify the original stimulus.
Feedback is so important that we will return to it when we discuss
each organ system.

radiation The transfer of heat from a warm body to the surrounding

atmosphere.
4 CHA PT E R 1 What Is Life?

FIGURE 1.1 Feedback loop A simple homeostatic

feedback loop has three main components that function Concept Check
as a whole to manipulate the environment.
1. How do you display characteristics that indicate you are living?
Some stimulus
2. Why might a biologist want to understand the normal homeostatic ranges
disrupts homeostasis by
increasing or decreasing of her study subject?
a controlled condition
that is monitored by 3. How does homeostasis play a role in everyday activities?
4. What type of feedback is exemplified by the maintenance of blood calcium
levels within a small range?

Receptors
that monitor the environment
and report perceived
changes by sending

Input Nerve impulses or

chemical signals to a

Control center There is a return to

homeostasis when the
response brings the
controlled condition back
that receives the signal from
to normal. The response
the receptor and formulates
in a negative feedback
a response that provides
loop decreases the initial
disruption.

Output Nerve impulses or

chemical signals to

Effectors
that carry out the response
from the control center
bringing about a change.

Response then alters the

initial condition
(negative feedback
negates it, while positive
feedback enhances it).

1.2 Human Biology Is Structured and Logical

LEARNING OBJECTIVES
1. Explain how atoms, and therefore the entire field of
chemistry, relate to the study of life.
2. Describe the organizational pattern of all biology and the
logic of taxonomy.
3. Relate taxonomy to human biology.
4. List the five processes that are most helpful in studying
human physiology.
One of the oldest techniques for dealing with our world is to categorize it
and divide it into manageable chunks. Imagine trying to understand this
paragraph if the sentences were not divided into words through the use
of spaces. Similarly, the natural world seems overwhelming and cha-
otic until we organize it. Biology is organized in steps, from microscopic
to macroscopic: Small units make up larger units, which in turn form
still larger units. We see this in both artificial and natural organization in
biology. In artificial classification (taxonomy), a system of names is used
to identify organisms and show their genetic relationship.
These names identify individual species and also group organisms,
based on similar characteristics. The categories from species through
genus, family, order, class, phylum, kingdom, and domain indicate
groups of similar organisms, with each category broader than the last.
Organisms Are Structured
Natural organization emerges from the structure of organisms. Both
natural and artificial organization help us make sense of the living
world. Natural organization appears in the human body as it does in
the rest of the living realm. Natural organization is based on a system
of increasing complexity. Each level in the hierarchy is composed of
 Human Biology Is Structured and Logical 5

groups of simpler units from the previous level, arranged to perform
a specific function. The smallest particles that usually matter in biol-
ogy are atoms, as shown in Figure 1.2. An atom is defined as the
smallest unit of an element that has the properties of that element.
Atoms combine to form molecules−larger units that can have entirely
different properties than the atoms they contain. You already know
some of the molecules we will discuss, such as water, glucose, and
DNA. Molecules combine to form cells, which are the smallest unit of
life. We will take a closer look at cells in Chapter 4. Groups of similar
cells with similar function combine to form tissues.
The human body has four major tissue types: muscular, nervous,
epithelial, and connective. Tissues working together form organs, such
as the kidney, stomach, liver, and heart. Organs with the same general
function combine to form organ systems. For example, the respiratory
system includes organs that work together to exchange gas between
cells and the atmosphere; organs in the skeletal system support the
body and protect the soft internal organs. A suite of organ systems
combine to form the human organism. Notice that each layer of com-
plexity involves a group of related units from the preceding layer. This
type of hierarchy is found throughout biology and the natural world.
Taking a global view of the organization found in the natural
world, we see that the concept of hierarchy does not stop at the indi-
vidual. The individual human organism lives in groups of humans
called populations, as shown in Figure 1.3. Beyond populations are
larger and more inclusive groups called communities, ecosystems,
biomes and the biosphere.

FIGURE 1.2 Hierarchy of organization of life In the hierarchy of biology, each level gains in complex-
ity, and demonstrates new properties. These emergent properties arise as smaller units interact, with
consequences unattainable by the previous level.

1 CHEMICAL LEVEL 2 CELLULAR LEVEL

(cardiac cell)

3 TISSUE LEVEL
(myocardium)

Atoms (carbon,
hydrogen, oxygen
and nitrogen are Molecule (DNA)
the most common
elements in 4 ORGAN LEVEL
biological 5 ORGAN SYSTEM (heart)
organisms) LEVEL (Cardiovascular
system)

6 ORGANISM LEVEL
Homo sapiens

Photodisc / Rubberball / Getty Images

Natural organization: from atom to organism

1  Chemical level: the chemical “­components” that are arranged into cells (atoms to molecules)
2  Cellular level: the smallest unit of life; a component bounded by a membrane or cell wall; in multicellular organisms, cells are
usually specialized to perform specific functions (for example, cardiac muscle cell)
3 Tissue level: an assemblage of ­similar cells (for example, cardiac muscle tissue, myocardium)
4 Organ level: an assemblage of ­tissues that often have several ­functions (for example, heart)
5 Organ system level: the group of organs that carries out a more generalized set of functions (for example, cardiovascular system)
6 Organism level: Homo sapiens

population All representatives of a specific organism found in a defined area.

 6 CHA PT E R 1 What Is Life?

FIGURE 1.3 Hierarchy of life beyond the individual Living organisms are grouped beyond the indi-
vidual, to include populations, communities, ecosystems, and the all-inclusive biosphere.
James L. Stanfield / NG Image Collection

Raga Jose Fuste / Prisma / SuperStock

a. Individual or species b. Human Population
Populations are composed of all individuals of a given species in a specified area.
Dugald Bremner Studio / NG Image Collection

Raymond Gehman / NG Image Collection

c. Biological Community d. Ecosystem
Human populations live in concert with populations of other organ- Communities are united in geographic areas, interacting with one another and the
isms, interacting in a larger concept called the community. physical environment in a biome. Earth has many biomes, such as the open ocean,
high sierra, desert, and tropical rain forest.
Todd Gipstein / NG Image Collection

e. Biosphere
Finally, all Earth’s biomes comprise the biosphere.
 Human Biology Is Structured and Logical 7

Biological Classification Is Logical
Biology tries to make sense of myriad observations of the biosphere
by classifying organisms into groups with similar characteristics.
The branch of science that deals with this organizational scheme is
called taxonomy. One of the best-accepted taxonomic schemes
starts from the most inclusive, with three domains and six kingdoms
(see ­Figure 1.4). The domain Eukarya includes organisms whose
cells contain nuclei and internal membranes. The four kingdoms in
Eukarya are Animalia (the animals), Plantae (the plants), Fungi (the
fungi), and Protista (the one-celled organisms that possess nuclei).
The two remaining kingdoms are the prokaryotic Eubacteria and
­Archaebacteria (the bacteria and other one-celled organisms without
nuclei). It is worth noting that unlike bacteria, viruses are not classi-
fied as ­living−see I Wonder… Are Viruses Considered Living Organisms?
on the next page.
Each kingdom is further classified, based on similar characteris-
tics, into divisions that get ever more narrow: phylum, class, order,
family, genus, and species. Each category defines the organisms
more tightly, resulting in a hierarchy of similarity. The final category,
species, implies reproductive isolation, meaning (with very few excep-
tions) that members of a particular species can produce viable and
fertile offspring only if they breed with each other.
Taxonomists capitalize the first letter of all classification terms
except species (Homo sapiens). The species name is always preceded
by the entire genus name, unless you have just mentioned the genus;
then you can abbreviate it: “In regard to Homo sapiens, we must note
that H. sapiens . . .” Genus and species names are either underlined or
written in italics, as shown in Figure 1.5.
Each successive category refines the characteristics of “human”
to the point where only humans are classified in the final category,
Homo sapiens. Despite the amazingly complex and pervasive cultural

FIGURE 1.4 Domains and kingdoms There are three Domains into which all living organisms are
classified.

Think Critically
Earliest Organisms
This figure indicates that there are basic similarities between fungi and
animals, as well as at least one major difference. What characteristic
might that branch indicate? Make a table of the similarities and differ-
ences between fungi and animals, choose the difference that you believe
to be most important, and defend that choice.

Eubacteria Archaebacteria Eukarya

Domains
(prokaryotes) (prokaryotes) (eukaryotes)

Bacteria Protozoans Animals Fungus Plants

that live + algae
in extreme
Bacteria conditions Protista Animalia Fungi Plantae Kingdoms

From left to right: NIAID / CDC / Science Source; T. Stevens & P. McKinley, PNNL / Science Source; Dr. Richard Kessel / Getty Images;
Beverly Joubert / NG Image Collection; Norbert Rosing / NG Image Collection; Raymond Gehman / NG Image Collection

taxonomy The study of classification, based on structural similarities and species A precise taxonomic classification, consisting of organisms that
common ancestry. can breed and produce offspring capable of breeding.
kingdom A high-level taxonomic classification. viable Capable of remaining alive.
8 CHA PT E R 1 What Is Life?

I Wonder . . .

Are Viruses Considered Living Organisms?

Viruses are among the smallest agents that can cause disease, and they
cause some of the worst diseases around. Scientists think that smallpox,
caused by the variola virus, killed more people in the past few centuries
than all wars combined. HIV, human immunodeficiency virus, is thought to
cause AIDS, whose death toll continues to mount year after year.
Because viruses are less than 1 micron (millionth of a meter) across,
they were not discovered until early in the 19th century. Viruses are much
smaller than bacteria, which are single-celled organisms that are truly alive.
We know viruses can kill. To determine whether they are alive, we
refer to the required characteristics of life, and we observe that viruses lack
many of them, such as:
• Cells (a virus is basically a protein coat surrounding a few genes, made
The colorized blue cells
of either DNA or RNA);
in this photograph are
• The ability to reproduce; surrounded by very small,
• The ability to metabolize or respire; and circular viral particles. The

Dr. Gopal Murti / Getty Images

tremendous size difference
• A mechanism to store or process energy.
between typical cells and
Viruses can reproduce but only if they can slip inside a host cell and seize viruses is evident here. The
control of its internal machinery. Viruses are more complex than prions, the picture shows the corona
distorted proteins that cause bovine spongiform encephalopathy—mad virus, the cause of the com-
cow disease. However, viruses are far simpler than even a bacterial cell. So mon cold, and the magnifi-
although viruses are not alive, they are the ultimate parasite. cation is TEM X409,500.

FIGURE 1.5 Human taxonomy Meet your human taxonomy

Meet your human taxonomy:

KINGDOM PHYLUM CLASS ORDER

Animalia
(all multicellular organisms that
ingest nutrients rather than
synthesize them)
Vertebrata
(all animals with a vertebral col-
umn or dorsal hollow notocord—
a structure along the back of
animals—that protects their
central nervous system)
Mammalia
(all vertebrates with placental
development, mammary glands,
hair or fur, and a tail located
past the anus)
Primates
(mammals adapted to life in
trees, with opposable thumbs)

FAMILY GENUS SPECIES

Hominidae Homo H. sapiens
(primates that move primarily with bipedal— (hominids with large (The only living organisms in our species,
two-footed—locomotion) brain cases, or skulls) with a unique set of combined characteristics
from our family [bipedal], order [opposable
From left to right: George Grall / NG Image Collection; Tim Laman / NG Image Collection; Joel Sartore / NG Image Collection; thumbs], and genus [large brain case])
Karine Aigner / NG Image Collection; Kenneth Garrett / NG Image Collection; Kenneth Garrett / NG Image Collection; Mark Cosslett/
NG Image Collection

differences that exist between populations of humans, we are all
members of the same species.
It is human nature to group similar ideas, processes, and organ-
isms to make sense of the seemingly complex world in which we live.
Just as there are characteristics that can be identified as common to
all life forms in the domain Eukarya, there are basic processes that
can be identified as common to the study of human physiology. There
are arguably five basic processes on which human physiology hinges:
osmosis and diffusion, energy transfer and storage, protein function-
ing, DNA actions, and cellular structure and function.
Osmosis and diffusion appear in Chapter 4. These processes are
integral in the respiratory, digestive, urinary, and nervous systems.
Energy transfer and storage are all about chemical bonds. The flow
of energy through the biological world, introduced in Chapters 2 and
3, relies on this simple process. Humans are composed of both struc-
tural and functional proteins, introduced in Chapter 3. Structural
proteins protect and maintain organ shape, hold our skin in place,
and provide flexibility to bone. Functional proteins are the basis of
digestion, oxygen transport, muscle contraction, immunology, endo-
crinology, and even reproduction. DNA is introduced in Chapter 3
and discussed in greater detail in Chapter 21. Molecular biology is
1.3 Scientists Approach Questions Using the Scientific Method
LEARNING OBJECTIVES
1. List the steps in the scientific method in order.
2. Define hypothesis and theory.
Science is a field with specific goals and rules. The overall goals are to
provide sound theories regarding the phenomena we observe, using
rules embodied by the scientific method. When a question arises
about the natural world, the scientific method provides the accepted,
logical path to the answer, as shown in Figure 1.6.
A scientific experiment is an exercise in logic: Our goal is to prove
our hypothesis wrong. In the example below, our hypothesis is that
the rooster’s crow causes the sun to rise within the next 20 ­minutes.
How could we test this hypothesis? Could we force the rooster to crow
at midnight and wait 20 minutes for a glow on the eastern horizon?
Could we prevent the rooster from crowing in the morning? In either
case, if the sun rose as usual, our hypothesis would be disproved, and
we would need to find a better hypothesis.
This silly example shows how scientists may manipulate factors
that (according to the hypothesis) seem related to the observation,
all in an attempt to disprove the hypothesis. We develop a hypothe-
sis using inductive reasoning−creating a general statement from our
variable A factor that can be changed in an experiment to test whether
and how it affects the outcome.
Scientists Approach Questions Using the Scientific Method 9
the backbone of inheritance, evolution, and biotechnology. Cellu-
lar structure and function is the topic of Chapter 4. Understanding
how organelles function and what differentiates cell types underlies
every process we will study. As you go through the physiology pre-
sented in this book, the basic underlying process will be indicated.
This will make it easier for you to understand the larger, more com-
plicated processes by allowing you to relate them to their most basic
components.
Concept Check
1. How do atoms relate to the study of life?
2. What is the largest taxonomic group that apes and humans share? What is
the smallest taxonomic group they share?
3. What can you discover about an organism by comparing its full taxonomic
classification to that of a human?
4. How will mastering protein functioning help in understanding other
processes?
observations. We design the experiment, however, with deductive
reasoning, moving from the general hypothesis to a specific situation.
An “if, then” statement is an ideal basis for a scientific experiment:
“If situation A (rooster crows) occurs, then result B (sunrise) will fol-
low.” In our experiment, we changed situation A and monitored any
changes in result B.
When designing and running an experiment, we must control
all potential variables. Otherwise, we cannot draw any valid conclu-
sions. In the rooster example, it would be a good idea to muzzle all
nearby roosters. Otherwise, how would we know whether our bird or
a bird in the next chicken coop had caused the sunrise? Similarly, in
testing new medicines, scientists use a “double-blind” experiment:
Only the scientist knows whether each research participant is getting
real medicine or a fake, called a “placebo.” Neither the patients nor
the prescribing doctor know whether the patient is being given the
drug or a placebo. This prevents expectations that the drug will work
from actually causing a change in the participant’s health. The placebo
effect can be powerful, but the goal is to test the drug, not the research
participant’s expectations.
Finally, our hypothesis must be testable and falsifiable. If we can-
not think of a situation where we could disprove it, there is no experi-
ment to devise. Learning to assess situations with the scientific method
takes some practice, but it’s a skill that can be useful throughout life.
10 CHA PT E R 1 What Is Life?

PROCESS DIAGRAM FIGURE 1.6 The scientific method The scientific method is rooted in logic. If we can show that our
hypothesis does not apply to even one situation, then our hypothesis is wrong. After we analyze the data
and draw conclusions, we may have to throw out our hypothesis or conclude that it applies to a more
limited range of circumstances.

OBSERVE OBSERVE
Recognize problem
or unanswered question.

HYPOTHESIZE
Develop hypothesis
to explain problem. HYPOTHESIZE
Rooster crow
causes sunrise
Make predictions based on hypothesis.

Adapted from Visualizing Environmental Science by Linda R. Berg and Mary

EXPERIMENT

EXPERIMENT
Design and perform
experiment to test hypothesis.

Catherine Hager, John Wiley & Sons Inc. Copyright 2007

No. Yes.

COLLECT AND ANALYZE DATA

COLLECT AND ANALYZE DATA

Sun rise
10

(days)
Analyze and interpret data
to reach conclusions.
0 Alive Dead
Does hypothesis predict reality? rooster rooster

New knowledge results

in new questions. COMMUNICATE

COMMUNICATE
The sun rises even
Share new knowledge if no rooster crows.
with other scientists.

Let’s take an example from human biology to show the process
of testing a hypothesis. Have you seen those hand lotions that claim
to be “skin firming”? Sounds great, but how would we test this claim?
Under the scientific method, we consider the marketing claim to
be the observation, so we must develop a testable hypothesis from
the observation: “Using this hand cream for one month will cause
measurable tightening of the skin on the back of the hand.” Now we
restate the hypothesis as an “if, then” statement: “If the cream does
firm the skin, then using the cream on the back of the hand for one
month will reduce the skin-fold measurement.” This is a testable
statement that lends itself to controlled experimentation. First, we
will assess each person’s skin tautness by measuring the amount
of skin that can be pulled up on the back of the hand. Then we will
randomly divide the participants into two groups: a control group
and an experimental group. We will treat each group in an identical
manner, except that the control group will use Brand X hand cream
without the firming agent, and the experimental group will get Brand
X with the firming agent. After using the cream for one month, we
will repeat the skin-fold measurements and analyze our data, look-
ing for changes in skin tautness between the two groups as evidence
for either accepting or refuting the hypothesis. If the experimental
group displays an increase in tautness that would occur by chance
in less than 1 experiment in 20, the change is said to have statisti-
cal ­significance, and the hypothesis is supported: The cream does
tighten the skin.
It is important to note that any conclusions drawn from a scien-
tific experiment must be supported by the data. If the results of your
experiment could have happened by chance, you cannot say that the
results were due to the experimental design. In that case, a new exper-
iment must be designed and run.
Because biologists cannot always control all factors, or variables,
that might affect the outcome, they often use observation as a form of

statistical significance An experimental result that would occur by chance

in less than 1 experiment in 20; the accepted level in modern science.

experimentation. If you were interested in the effects of mercury on
the human brain, it would not be ethical to dose people with mercury,
but you could perform an observational study. You could measure
blood levels of mercury, or you could ask your research participants
about past diet. (Food, especially fish, is the major source of mercury
exposure.) Then you would use statistical tests to look for a relation-
ship between mercury exposure and intelligence. Finally, you could
try to confirm or refute your results with controlled experiments in
lab animals. Does mercury make rats faster or slower at negotiating a
maze (a standard test for rat intelligence)? Observational studies are
also a mainstay of field biology.
The Scientific Method Leads to Theories
Observation, experimentation, and analysis are the basis for scien-
tific reasoning. Once a group of related hypotheses have survived
rigorous testing without being disproved, they are accepted as a
theory. Theories are not facts but rather extremely well supported
explanations of the natural world that nobody has disproved. To a
scientist, a theory is much more than a hypothesis or a belief−it’s our
best effort to date to explain nature. Many fields of science may be
involved in supporting a theory. The theory of evolution through nat-
ural selection, for example, is supported by taxonomists, geologists,
paleontologists, geneticists, and even embryologists. Many scientists
have tried, but none has refuted the basic hypothesis first described
by Charles Darwin in 1859. We will discuss another key theory, the
cell theory, in Chapter 4.
Science is not a perfect, set-in-stone answer to questions about
the natural world but rather a dynamic, ever-changing collection of
ideas. New information can change or destroy accepted explana-
tions for the natural world. For example, doctors once blamed con-
tagious disease on ill humors, miasmas, and evil spirits. Through
the work of 19th-century biologist Louis Pasteur, it became clear
that many diseases were caused by microscopic organisms. In his
breakthrough experiment, Pasteur sterilized some grape juice and
showed that it did not ferment into wine. Then he added yeast, and
the juice fermented. When Pasteur showed through experiment that
invisible organisms can also cause disease, he helped establish the
germ theory of disease. Although it’s called a theory, the germ theory
is the universally accepted scientific explanation for infectious dis-
ease. More recently, the accepted role of the cell nucleus has come
into question. Based on experiments, biologists used to consider the
nucleus the cell’s control center, but new evidence suggests that it
actually functions more like a library for genetic data. The actual
control of gene expression and cellular activity seems to reside out-
side the nucleus, in specific RNA molecules. The theory of nuclear
control in the cell is under serious scrutiny, and further experiments
could alter it.
Scientific studies are part of the daily news. As technology
advances, humans confront scientific hypotheses and experimen-
tal results almost every day. We see advertisements for new drugs.
theory A general uniting principle of science, upheld by observation and
many experiments.
Scientists Approach Questions Using the Scientific Method 11
We hear that fossil fuels are warming the globe. We see countless
new technologies in the field of consumer electronics. In medicine,
we hear about a steady stream of new surgeries and wonder drugs.
We are told of many ways in which humans are causing the loss of
rain forests, coral reefs, natural forests, and plains, as well as the
animals that live there. We worry about the causes of animal extinc-
tion (see Ethics and Issues: Why Should Endangered Species Matter
to Me? for a discussion of this). About the only way to wade through
the morass of information in the media is to understand and use
the scientific process. Responsible citizens living in technological
cultures sometimes must make decisions about contested scientific
issues they read about in the media. Some reports have linked the
radiation from cell phones to brain tumors, but other reports find
no connection. A few concerned citizens have demanded that man-
ufacturers produce “safer” cell phones, with lower radiation emis-
sions. Can you think of an experiment that would resolve this issue,
at least in principle? Would this be best answered by an observa-
tional or experimental approach? As you read about scientific stud-
ies on current issues, ask yourself: What types of controlled and
observational experiments underlie the claims being made? Are the
experiments convincing?
Critical Reasoning Is Useful in Human
Biology
The ability to question and criticize−for example, our constantly
changing understanding of obesity or the dangers posed by food
additives or environmental chemicals−is useful in many aspects of
human biology. Critically analyze the data, experiments, and claims
before you accept what you read. There are plenty of opinions out
there; don’t accept any until you consider the evidence and reach an
informed decision. Form your own opinion based on what you under-
stand to be true.
In other words, become a critical reasoner! Critical reasoners are
skeptical, logical, and open to new information, enjoying the way it
changes their previous assumptions and ideas. Critical reasoners
question assumptions and stated facts, using logic to arrive at their
own conclusions. They find good analogies for information that they
find to be true, often helping others make sense of the new informa-
tion. Taking on the role of a critical thinker means recognizing that
you don’t have to settle for a story or a very small sample size when
looking for facts about an issue. You should ask yourself, “Were there
enough trials done to see that the results were repeated consistently?”
Also, critical reasoners know that there are limits to certainty but do
not allow this knowledge to prevent them from seeking as full an
understanding of an issue as possible.
People have the ability not only to communicate in complex ways
but also to record the past. We can consult studies, relate current affairs
to similar historical events, and use statistics to support our reasoning.
In so doing, we understand that the past proves the law of unintended
Another random document with
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When de tree goin’ to fall, William said, “Bear me up, me good tree; many time me fader fell green tree,
leave dry one.” De Witch knock out twenty axe-men, t’irty axe-men.

“Blum-blum, Sinde, Dido-o-o!”

Den de Ol’ Witch sing,

“Chin fallah fallah, chin fallah fallah.”

While William in de tree, white basin boil up wid blood. An’ William got a deaf-ears mamma. An’ de nex’
neighbor come in an’ chattin’ wid William mudder de whole day; an’ in height of basin boil over an’ run
a stream slap on de frock of de ol’ lady chattin’ in de kitchen. When de ol’ lady see de blood hot, she
cut de chain of Blum-blum an’ Sinde. Dido cut de chain himself, an’ de t’ree dog gallop ’way. When
William up tree see de t’ree dog coming, he only shake his hand an’ de t’ree dog drop. An’ de t’ree dog
wait till de Ol’ Witch get forty axe-man round de tree. In de height of cutting de tree, de t’ree dog
destroy ev’ry one of dem an kill de Ol’ Witch herself.

An’ William come down off de tree an’ tek his machete an’ scatter Ol’ Witch over de whole earth, an’
everywhere you go you can see dat bad cowitch is not’ing else den de pieces of de Ol’ Witch.

Jack man dory, choose now! [99]

[Contents]

b. Lucy and Janet.

Martha Roe, Harmony Hall, Cock-pit country.

Once a woman have two daughter. Lucy an’ Janet were de two girl name. She sen’ dem far to school.
Der is Ol’ Witch live along de road. An’ she had t’ree dog, one name Dick, one name Dandy, an’ one
name Bellamo. August, Lucy was going home, going spend time wid her mamma, an’ de mudder has
to sen’ dose t’ree dog to go carry her home. An’ all her breakfas’ fe her an’ t’ree dog she put all
togedder. Lucy were kind. When Lucy catch to her breakfas’, she an’ de t’ree dog eat togedder; she
never consider dem as dog, she take dem as frien’. So when she catch half-way, de t’ree dog stop
back an’ one big Ol’ Witch man come out to destroy Lucy. Dat time, de dog leave her quite back; now
she gwine call dem:

“Yah! Bellamo, Dick an’ Dandy,

Yah! Bellamo, yo!”

De t’ree dog run in an’ dem tear up de Ol’ Witch an’ kill him. So ev’ry time Lucy come, dose t’ree dog
guide her to her mamma go an’ spen’ August, an’ de t’ree of dem carry her back to her school-missus
place.

Well, Christmas, Janet a go. De dog come to carry home Janet. When dey come, she say, “I wonder
what you all doin’ so long!” an’ begin to quarrel. When she ketch fe to eat breakfas’, she eat her
breakfas’ first den she divide what left give de t’ree dog. So as she started on, de dog dem start back
de same as usual. When de Ol’ Witch man come out, going call de dog now. And say, (harshly)
“Yah! Bellamo, Dick an’ Dandy,
Yah! Bellamo, yah!”

Dog wouldn’t come. An’ de Ol’ Witch kill dat girl t’ru her bad manner. So you fin’ plenty of young people
don’ have manners.

“Money won’t take you ’round de island like civility.” 1

1 The proverb is added from an old mammy of over a hundred years. ↑

[Contents]
 83. Andrew and his Sisters. [Note]

Thomas White, Maroon Town.

A woman have t’ree daughter an’ one son, an’ de son was a yawzy ’kin. 1 De t’ree sister, one name
Madame Sally, one name [100]Madame Queen Anne, one name Madame Fanny, an’ de brudder name
Andrew. De t’ree sister don’ count much by de brudder. An’ one day dem goin’ out to see frien’, an’
bake pone an’, in de mo’ning, tell der mudder good-by an’ tell der fader good-by; dey never speak to
de yawzy boy Andrew. Travel de whole day till late tek dem. An’ dey look out on a common, dey saw a
big white house an’ dey call up an’ ax fe a lodging fe de night, an’ de woman in de house tell dem yes.
An’ it was an Ol’ Witch house dem goin’ to sleep. De Ol’ Witch woman cook dinner give dem, an’ bed-
time get a nice bed to sleep in. An’ de Ol’ Witch woman drug dem, an’ dey fallen in sleep.

At de said time, de yawzy ’kin brudder Andrew was half Ol’ Witch an’ he know what his sister was goin’
to meet in de night. An’ he follow dem whole day, until night, when de girl gone to bed, de Ol’ Witch
brudder fin’ himself under de Ol’ Witch house. An’ dis Ol’ Witch woman had t’ree copper hung up into
her house. An’ part of de night when de girl were in sleep, Ol’ Witch went to kill one of de girl. As him
catch de girl t’roat for go cut i’, yawzy boy Andrew cry out,—

[MP3 ↗️ | MusicXML ↗️]

♩ = 69

Ya bwa, ya bwa, ya bwa, ya bwa. Raise up an’ you, madam

Fan, you. Raise up an’ you, madam Sal, you. Raise up an’ you,
madam Queen Anne, An’ me name An’, an me name Andrew, an’ me name An’.

As him sing out, razor-mout’ tu’n over. Ol’ Witch woman said, “But, bwoy, whe’ you come from come
here?” Andrew say, “Hi, Nana! me follow me sister dem come deh. But I have yawzy an’ when de
yawzy bite me, me mudder kill a cow an’ tek de blood an’ wash me.” De Ol’ Witch kill a cow an’ tek de
blood an’ wash de boy, an’ de boy fall in sleep back. So she go an catch Madame Queen Anne to cut
him t’roat, an’ de boy Andrew bawl out again,

“Ya, bwoy, ya, bwoy, a me name o

A me name Andrew,
Rise up, Madame Fanny,
Rise up, Madame Queen Anne,
Rise up, Madame Sally,
[101]
A me name o,
A me name Andrew, a me name o.”

Ol’ Witch razor mout’ tu’n over. Ol’ Witch gi’ out, “Bwoy, whe’ you come from, torment me so?” Boy
said, “Hi, Nana! when me to home, when me yawzy bite me, if it is de bigges’ barrow me mamma got,
’m kill him an’ tek de blood wash me.” An’ Ol’ Witch kill a barrow an’ wash him, an’ de boy gone to bed,
gone sleep. Day coming fast, Ol’ Witch mad to eat de girl. When she t’ink dat Andrew asleep, him not
sleeping. Well, de ol’ lady wait for a good time an’ him went in de room an’ him catch Madame Fanny
t’roat to cut him. An’ him hear,—

“Ya, bwoy, ya, bwoy,

A me name Andrew, a me name o
Rise up, Madame Fanny,
Rise up, Madame Queen Anne,
Rise up, Madame Sally,
A me name o
A me name Andrew, a me name o.”

Boy jump out an’ say, “Hi, Nana! de yawzy bite me dat I kyan’ sleep. Nana, when I to home me
mamma tek de bigges’ sheep, tek de blood wash me.” Dat time, Ol’ Witch copper deh ’pon fire was
boiling hard, an’ Andrew ketch de Ol’ Witch an’ knock him down in de copper an’ kill him dead. An’
Andrew detain de t’ree sister ’pon Ol’ Witch property, an’ him claim de property as his own, an’ sen’
away for his mudder an’ his fader, an’ tek all de Ol’ Witch riches an’ live upon it, mek himself a man.

Jack man dory, choose none!

1 Framboesia, popularly called “yaws” is a contagious though curable skin disease common among young negroes of the
West Indies. It begins with a blister and spreads over the whole body. See Lewis, West Indies, p. 208. ↑

[Contents]
 84. The Hunter. [Note]

[Contents]

a. The Bull turned Courter.

George Barret, Maroon Town, Cock-pit country.

Deh is an ol’ man live into a big large city an’ ev’ry day he go out an’ shoot some cow. Ev’ry time he go
out an’ see dem come to de pond drink water, he shoot one. An’ when de rest mek a’ter him to come
an’ kill him, he say “Chee!” an’ he tu’n a stone; an’ dey come an’ couldn’t see him an’ dey have to leave
him. An’ he tek up dat one, cut it up an’ carry to his house. When dat done, he come again, an’ dey
come drink water until de las’ one come out, an’ he shoot him. An’ ev’ry day continually de one t’ing.

So he leave one bull, an’ go a’ter de bull many days an’ couldn’t overtake him. An’ dat ol’ man get dead
an’ leave his wife an’ one [102]daughter, big woman now. Den de bull change himself into a man. He go
to de tailor an’ mek him a suit of clo’es an’ a pair o’ boot to put on, an’ was comin’ soon in de mo’nin’
about ten o’clock. An’ de daughter say, “Well, since I live here, deh is not a man come here yet an’ dat
is me husban’!” An’ on de day he come, say, don’ eat beef, anyt’ing else gi’ it to him he wi’ eat. Den ’he
begin to tell him say, “When me fader go to de pond-side an’ shoot a cow, he say ‘Chee!’ an’ tu’n a
stone.” De mudder in a dif’rent room say, “De firs’ time you get a husban’ you tell him all yo’ belly-
word? Save somet’ing!”

Nex’ day dem gwine away. Den de young woman walk wid him t’ru de common till him ketch de place
whe’ him hide him skin; den he say, “You sit down an’ wait a while.” Den, she sit down dis way, an’ hear
a stick broke, an’ when she tu’n round so, see de bull was comin’ on upon him. Den him buck him, an’
say “Chee!” an’ tu’n dry trash. He ’crape up all de trash an’ mash dem up to lint. Dat time de girl say
“Chee!” an’ she tu’n a tree. He buck de tree, ’crape off all de bark. Girl say “Chee!” an’ tu’n a needle
fasten at de tail; when him going away swinging tail, him drop ’pon a leaf. When see him gone to a
distance, him say “Chee!” an’ tu’n de same somebody again. An’ run to him house, holla “Mamma,
open do’!” De ma say, “Wha’ I tell you? Save somet’ing! De firs’ day you get a husban’, you tell all yo’
belly-word.”

[Contents]

b. The Cow turned Woman.

Elizabeth Hilton, Harmony Hall, Cock-pit country.

One time a woman have one single child,—a boy. An’ choose out a hunter. Mother fret an’ cry a good
deal an’ say not a good trade, he might get dead in the bush. Sometime, go ’way for two or three
months an’ don’ return, and where he shooting, only wild cow is there. The cow is so cross he has to
turn stick an’ stone to live amongst the cow.
One day when he go shooting, he see a beautiful young lady—one of the cow turn a beautiful young
lady. An’ he married her an’ carried her home. When he go a-bed a’ night his wife say, “How you live
among those wil’ cow an’ they never kill you, an’ no other hunter ever could return home?” Said, “Me
love, when the cow come to buck me, I turn a piece of stick, an’ they buck me all the same, I turn a
rock,—I turn all different things.” An’ the mother call to him an’ say, “Hi, me son! you jus’ married to a
’trange woman, you tell him all you secrets? Tell some, lef’ some!” Only one thing that he didn’t tell,—
that when he turn something, [103]he fasten at the cow tail an’ the cow couldn’t buck him. An’ the girl
turn a cow, go back in cow country; an’ the nex’ time he go back in bush, all the cow buck him no
matter what he turn an’ the only way he escape, he fasten at the cow tail.

[Contents]
 85. Man-Snake as Bridegroom. [Note]

[Contents]

a. The Rescue. (1)

Richard Morgan, Santa Cruz Mountains.

Der is a woman to court. Every man come to court her, she said she don’ want him, till one day she
saw a coal-black man, pretty man. ’he said, “O mudder, dis is my courtier!” She tek de man. Breakfas’
an’ dinner de man don’ eat, only suck couple raw egg. So her got a brudder name of Collin. She didn’t
count de brudder. De brudder tell her, said, “Sister, dat man you gwine to marry to, it is a snake.” She
said, “Boy, you eber hear snake kyan tu’n a man?” Collin said, “All right! De day you are married, me
wi’ be in de bush shootin’ me bird.”

So de weddin’ day when de marry ober, de man took his wife, all his weddin’ garment, he borrow
everyt’ing; so him gwine home, everywhere him go all doze t’ing him borrow, him shed dem off one by
one till de las’ house he tek off de las’ piece an’,—de Bogie! He walk wid his wife into de wood an’ to a
cave. He put down his wife to sit down. He tu’n a yellow snake an’ sit down in his wife lap an’ have his
head p’int to her nose to suck her blood to kill her. An de woman sing,

“Collin now, Collin now,

Fe me li’l brudder callin’ come o!”

De Snake said,

“Um hum, hum he,

A han’some man you want,
A han’some man wi’ kill you.”

De woman sing again,

“Collin now, Collin now,

Fe me li’l brudder callin’ come o!”

De Snake say,

“Um hum, hum he,

Deh han’some man,
Deh han’some man wi’ kill you.”

Collin said, “Wonder who singin’ me name in dis middle wood?” an’ he walk fas’ wid his gun. When he
come to de cave, de snake-head jus’ gwine to touch de woman nose. An’ Collin shoot him wid de gun
an’ tek out his sister. So she never count her brudder till her brudder save her life. [104]

[Contents]
 a. The Rescue (2).

Matilda Hall, Harmony Hall, Cock-pit country.

A woman got one daughter that mother and father had, a very loving daughter to them. So draw up to
womanhood, a young man come for her; she don’t like. Another young man come; she don’t like. An’ a
nice young man come one day to the yard, an’ when that one come she was well pleased with him,
say, “That is my beloved! me like him well!” An’ that time was a Yellow Snake jes’ come fe her now.

So them well pleased of it, father an’ mother, an’ them marry, Snake an’ daughter. An’ when the
wedding-day come, everything was well finish until getting home now at the husband house in a wil’
wood. An’ when he got half way, begun to drop the clo’es now that he wear, drop him trousers, drop
him shirt, an’ jacket, an’ going into one hole an’ long out his head. An’ he lay hol’ of the leg of his wife
an’ he swallow to the hip an’ he couldn’t go further. Yellow Snake begin to sing,

“Worra worra, me wi’ swallow yo’,

Worra worra, me wi’ swallow yo’,
Swallow yo’ till yo’ mamma kyan’ fin’ yo’!”

So the girl sang now,

“I’m calling fe me hunter-man brother,

Harry, Tom an’ John!
I’m calling fe me hunter-man brother,
Harry, Tom an’ John!
Yellow Snake a wi’ swallow me,
So me mamma kyan’ fin’ me!”

The brothers were hunter-men, heard her crying and run to see what it was. And they killed the Snake
and took away the sister and said, “Well, you will have it! Pick an’ choose isn’t good. You wasn’t pick
an’ choose, you wouldn’t marry to Yellow Snake that was going to kill you now.”

[Contents]

b. Snake Swallows the Bride.

William Forbes, Dry River, Cock-pit country.

A lady had one daughter. All de young men come co’tin’, she didn’t like none. Till Snake tu’n a man,
come in wid epaulette, everyt’ing, well dress up, an’ he ax fe de girl fe marry. Say, “You is de man I
want!” An’ give up ’hem daughter to dat man de said night. Very well, middle of de night de girl was
singing in de bed,

“Me me me me!”

[105]

Snake go,
“Um um do, kom go yeng!”

[MP3 ↗️ | MusicXML ↗️]

♩ = 84

Me, me, me, me, kom go yeng, me, me, me, me, me, kom go yeng,
me, me, me, me, me, kom go yeng.

Snake go

“Um um do kom go yerry.”

Well, him singing de whole night till him swallow her. When de mamma get tea, papa get up an’ drink,
say, “Where dese young people? past time!” Mamma say, “Dem is young people, let ’em lie down!” An’
when de fader shove de door gwine see, de Snake swallowed de daughter.

Jack man dory fe dat!

[Contents]
 86. The Girls who married the Devil. [Note]

[Contents]

a. The Devil-husband.

William Forbes, Dry River, Cock-pit country.

There was two sister an they had a yawzy brudder who de two sister didn’t care about. They was
faderless and mudderless. An’ see a man come to court de two sister to carry dem away; an’ de man
tek dem into de boat to carry home, an’ de little yawzy boy tu’n a cockroach an’ get into de boat. An’
when deh get home, de house-maid tell de two girl, “Wha’ you follow dis man come heah now? He is
Devil!” An’ de Devil tell de house-maid dat she mus’ feed dem well, an’ de little boy come out of de
boat.

Well, deh had a big cock a de yard, an’ de house-maid said, “I gwine to sen’ you home into de boat.”
An’ t’row out a bag o’ corn gi’ de cock, say, “When him fe eat it done, de boat will catch home”. So de
cock commence to eat de corn—

“Hock kaluck kum ka tum swallow!

Hock kaluck kum ka tum swallow!”

knock him wing bap bap bap bap! After he knock him wing, he crow—

“Ko ko re ko!
Massa han’some wife gone!”

Devil didn’t hear him, crow again—

“Ko ko re ko!
Massa han’some wife gone!”

[106]

Devil hear now; as he hear, he come—

“Zin-ge-lay, wid dem run come,

Zin-ge-lay, wid dem jump come,
Zin-ge-lay, wid dem walk fas’!”

So de boat name “John Studee.” As he run into de yard, stamp him foot an’ said, “John Studee!” An’
stamp again, “John Studee-ee-e!” So de boat tu’n right back wid de two girl an’ de little boy. An’ as dey
mos’ come, de little boy tu’n cockroach again; go in garden. Devil didn’t see him.

Nex’ day mo’nin’, Devil go back in fiel’ put up de two girl again. De maid t’row out a bag o’ corn an’ a
bag o’ rice. Same t’ing happen. Las’ day when him gone, de maid t’row out a bag o’ corn, a bag o’ rice
an’ a bag o’ barley. An’ after him t’row, de cock commence to eat—

“Hock kaluck kum ka tum swallow!

Hock kaluck kum ka tum swallow!”

After dem bag o’ corn, tu’n upon rice now—

“Hock kaluck kum ka tum swallow!

Hock kaluck kum ka tum swallow!”

An’ de rice he eat now, tu’n upon de barley—

“Hock kaluck kum ka tum swallow!

Hock kaluck kum ka tum swallow!”

Eat off de t’ree bag, time de girl catch home; leave de boat at de shore-side. De cock clap him wing—

“Plop plop plop plop

Massa han’some wife gone!”

As Devil hear, him come—

“Zin-ge-lay, wid dem run come,

Zin-ge-lay, wid dem jump come,
Zin-ge-lay, wid dem walk fas’!”

As he come, ’tamp him foot an’ say, “John Studee-e!” De boat t’un right back come home. If it wasn’t fo’
dat little yawzy boy, de Devil will kill ’em.

[Contents]

b. The Snake-husband.

Emilina Dodd, Lacovia.

A woman have a daughter, oftentimes engaged and wouldn’t marry, said that the gentlemen weren’t to
her sort; until one day [107]she see a well-dressed gentleman, came and proposed to her. But she has a
brother was an Old Witch, told her that man was a snake. She said the man was too well-dressed to be
a snake, but the brother was going home with them under the carriage as a lizard. The first place, as
he was going on, somebody ask, “Mr. Snake, I beg you give me my collar,” and the next, “Mr. Snake, I
beg you give me my jacket,” and so on until he show himself plain as a snake.

When they get home, he lock her up wanting to kill her, but couldn’t kill her without the thing called
“bump.” Go out in the yard looking for it. After them gone, the mother-in-law said, “Me daughter, dis
man you marry going to kill you because he is a bad man and he marry a wife already and kill her and
he gwine to kill you too. I would let you go, but him have one cock, him so chat!” So she threw a barrel
of wheat an’ a barrel of corn. When the cock was picking it up he say, “I don’ care a damn, I will nyam
an’ talk!” sing,—

“Ko ko re kom on do!

Girl gone, him no gone,
Ko ko re ko kom on do!”
Then they throw a double quantity. The cock pick it up an’ sing,

“Ko ko re ko kom on do!

Girl gone, him no gone,
Ko ko re ko kom on do!”

Then Snake come from the wood while the brother was taking her on the water. Snake overtake her,
take her home again and lock her in, go back in the wood again in search of “bump.” And mother-in-
law throw a double quantity of wheat and corn. Cock say again, “I don’t care a damn, I will nyam an’
talk!” The cock eatey all and sing,—

“Ko ko re kom on do!

Girl gone, him no gone,
Ko ko re ko kom on do!”

So when Snake come out from the wood, he couldn’t get her again because she was near on land. So
he went back home an’ tek a stick an’ lick the mother-in-law on the head, kill her.

(The following songs are taken from other versions of the Snake-husband story.)

[MP3 ↗️ | MusicXML ↗️]

♩ = 76

I will lick you so fine, I will lick you so sweet, yo’

[108] fadder an’ mudder will never fin’ de hair ob yo’ bone.

[MP3 ↗️ | MusicXML ↗️]

♩ = 76

Poor me Lydie gal, oh, poor me Lydie gal, oh,

han’some man sinake undone me.
 [MP3 ↗️ | MusicXML ↗️]

♩ = 76

1. Variant.

Carlie, oh, me Carlie, oh. If a no been Carlie come heah,

yallow snake could’ a’ swallow me whole.

[MP3 ↗️ | MusicXML ↗️]

♩ = 108

Mu-ma, mu-ma, snake a swallow me. You lie, you lie, me

dis I put ma han’ ’pon you, you cum come tell yo’ lie on me, you
cum come tell yo’ lie on me.

2. Variant.

cum come tell yo’ lie on me.

[Contents]
 87. Bull as Bridegroom. [Note]

[Contents]

a. Nancy.

Richard Morgan, Santa Cruz Mountains.

Deh is one woman get a daughter. One day in de yard ’he saw a man, big stout man. He put co’tin’ship
to her. De woman said yes. When de man come to de yard breakfas’ time, he didn’t eat; always went
away where some clean grass is. ’he got a brudder watchin’ him all ’e time. When he go, de man begin
to sing,

“See me, Nancy, a wind,

T’ink a me, Nancy, me come.”

[109]

De man tu’n bull an’ eat his belly full o’ grass. When he eat done, he sing again,

“See me, Nancy, a wind,

T’ink a me, Nancy, me gone.”

Den he tu’n de shape a de man back.

When day of de wedding, de boy said, “Sister, you know wha’ dat man coming here is? Dat man a
bull.” His sister said, “O bwoy, go ’way! Where you ever hear cow can tu’n a living soul?” Dey come
home from church, sit roun’ de table, everybody giving toast. Dey call upon de woman brudder to give
toast. De brudder said, “I won’ give toas’, but I wi’ sing.” De man said, “No, give toas’ better ’an de
sing!” De guest said dat dey would like to hear de sing as much as toast; so de little boy commence to
sing,

“See me, Nancy, a wind,

T’ink a me, Nancy, me come.”

De man begin to bawl out an’ knock his head, call out fe toast. De boy begun to sing again,

“See me, Nancy, a wind,

T’ink a me, Nancy, me come.”

De ha’r of de cow grow, an’ de four foot, an’ de big bull begun to jump an’ buck down all de people in
de house, an’ he gallop an’ dey never see him no more again. 1

[Contents]

b. The Play-song.
 George Parkes, Mandeville.

Deh was an ol’ woman who had a daughter an’ a son. De son was an Ol’ Witch, an’ de girl was well
kep’ up by de ol’ woman. Deh were several gentlemen who make application fo’ de girl to marry, but de
mudder refuse dem. At las’ de debbil dress himself nicely an’ went, an’ he was accepted by de ol’ lady,
an’ begun to co’t de girl. [110]

De boy, being an ol’ witch, know dat it was de debbil. He tol’ de mudder not to allow his sister to marry
to de man, for de man is de debbil. De mudder said, “Go ’way, sah! what you know? You can call a
gentleman like dat de debbil?” So when de debbil walking, his knee sing a song like ringing a bell. It go
like dis:

“Dirt i’ room a yerry, double bing, double bing,

Dirt i’ room a yerry, double bing, double bing,
Dirt i’ room a yerry, double bing, double bing,
Belling belling beng, bell i’ leng beng.”

De boy overhear de debbil knee singing. But, now, anybody else sing de song, de debbil clo’es will
drop off, a horn grow on head, an’ tail grow out on him too. So one night while he was in de house
talking, de little boy was underneat’ de table singing de song quietly:

“Dirt i’ room a yerry, double bing, double bing.”

When de debbil hear dat he say, “Look heah, mistress, stop dat bwoy from singing dat song! I don’ like
it.” De ol’ woman say, “Massah, me kyan’ stop him singing, because it mus’ of been his little play-song 2
what he have singing.” So de debbil say, “Well, I don’ like to hear it!”

De boy now sing de song much louder, an’ de debbil knee begin to sing it very loud—

“Dirt i’ room a yerry, double bing, double bing!”

an’ de clo’es drop off an’ de tail an’ horns grow out. So de boy say to de mudder, “Didn’t I tell you dat
man was a debbil, an’ you would not believe it!”

[Contents]

c. Gracie and Miles.

Florence Thomlinson, Lacovia.

There was once a girl by the name of Gracie and a man Miles. They were engaged. And Miles always
came to see Gracie most every evening, and he would always sing for her. Song was about Gracie;
says that Gracie is a fine girl, but he is going to kill her.
 [MP3 ↗️ | MusicXML ↗️]

Me a Miles a moo me a Miles a moo Fe me Gracie is a

[111]fine gal Fe me Gra-cie have a kill her. Pong, me la-dy, pong moo!
Pong, me la-dy, pong moo! Me a Miles a moo me a Miles a moo. Fe me
Gra-cie is a fine gal Fe me Gra-cie have a kill her.

She didn’t know he would kill her fe true.

She has a little brother stop in the yard with her. (Miles) worked in the field every day; they would send
his breakfast by the little boy to him. When (the boy) nearly got to him, he wasn’t a man; he was a bull.
When he see the boy coming, he turn a man. The boy tell his sister, “You know that man is not a man,
he’s a bull!” and she said, “Oh, cho! nonsense! How you could expect that?” The little boy said, “If you
think it is not true, you go with me, stop back.” Next day she went after the boy and stay far back and
see it was a bull eating grass, not a man. He sing,

“Me a Miles a moo, me Gracie is a fine girl,

Me Gracie me wi’ kill her.”

She know it is a bull now. When he come, the sister say tomorrow evening must have a ball now. So he
says he will come. So she get up a lot of men with ropes and have music and all in the house. So the
little boy begin to sing the song now:

“Me a Miles a moo, me Gracie is a fine girl,

Me Gracie me wi’ kill her.”

Miles said, “Oh, where that little boy come from? Turn him out!” Hoof begin to grow, horn begin to grow,
tail begin to grow and he get a big bull, and they toss him and rope him and pole him, turn him out.

1 Thomas White’s version of this song is as follows:

 [MP3 ↗️ | MusicXML ↗️]

♩ = 86 1st.
Pon, pon, me dearie. Pon, pon, me dearie. Ah, me Nancy, me dear, dear.
2nd
Oh, oh, you, oh, oh, you, da me Nancy, da me Nancy, What a fine gal!

2 Jamaica children compose a “secret song” which they amuse themselves with at play or sing when they are walking
alone. ↑

[Contents]
 88. The Two Bulls. [Note]

Alexander Foster, Maroon Town, Cock-pit country.

One time there is a bull range the common,—call the pen “Garshen pen.” That bull wouldn’t ’low no
bull-calf to born an’ to raise in that pen barring out him one; but every heifer born, [112]him nurse them,
go about lick them, nourish them, make them grow fine! Until one time cow was heavy, climb up into a
high mountain an’ have a calf, an’ when the calf born he is a bull calf. Now that ol’ bull we call him “Ol’
Moody,” an’ the young bull name ‘Tep’y-tep’y to-day.’

The mother stay until the calf grow a tremendous bull, carry down that bull come to de river to drink
water. Every time the father come to drink water, him go away, so then when the son come, the son try
to put foot in the father track, an’ the bull mamma say to him, “No, me son, de track no fit fo’ you fader
yet,” make her carry him back a couple of days more. Now at twelve o’clock in the day, mother carry
down the bull again, try foot for him father again. Now he feel to himself that he come a man, an’ he
stan’ up same place an’ say to him mother, “Mus’ see me father to-day.”—“Massy, me son, yo’ pa so
cruel, have a dread to carry son go!” He stan’ up holla, “Ma, I gwine go! I gwine try to see me father!”
an’ he raise a sing now,—

“Santy Moody o, Tep’y-tep’y deh!

Santy Moody o, Tep’y-tep-y deh!”

De ol’ bull gwine answer him now,—

“Hum-um-m, wha’ you say?

Me jus’ a go a brudder Dickey an’ Sandy,
Moody say me mustn’t go.”

Coming up the common to meet him father, (like) when a pretty man coming up, you see all de young
girl for dat gentleman; an’ he sing coming,

“Santy Moody o, Tep’y-tep’y deh!”

De ol’ bull answer him,

“Hum-um-m, wha’ you say?

Me jus’ a go a brudder Dickey an’ Santy,
Moody say me mustn’t go.”

Meet to fight now, an’ de ol’ toss up him son into the air an’ he drop on four feet. An’ the son lif’ him up
in de air now; when de fader coming down, one foot break. An’ he ’tamp on de t’ree foot an’ lif’ him son
higher again. An’ him son lif’ him up again in de air, an’ when he coming again, break one of de other
foot. An’ all de cow now running to the river for water wouldn’t bother with the ol’ bull at all, everybody
for the young one. An’ lif’ up de young bull again deh ’pon him two foot, lif up in de air, an’ de young
bull drop on him four foot back. An’ de young bull lif’ him up again; when he drop, he break de udder
[113]foot. Lif’ up de son again, but he couldn’t go too far wid him; an’ his son lif’ him up in de air again
break de udder foot. An’ he lay down on him belly fe fight an’ lif’ up him son, but him couldn’t go too far
wid him foot. An’ him son lif’ him up de las’, now, lif’ him up in de air; an’ when him come down, break
him neck. An’ from dat day, all young bull grow in pen; not’ing to destroy dem.
[Contents]
 89. Ballinder Bull. [Note]

Richard Morgan, Santa Cruz Mountains.

Der is a bull de name of Ballinder Bull, but dem right name King Bymandorum. It is a wicked bull. De
king said whoever kill Ballinder Bull, he will get his two daughter to marry to. All de men in de worl’ try,
an’ couldn’t kill him. One day, an’ ol’ lady stood by an’ a woman was breedin’ go to de horsepon’ to tek
water. De bull buck out de baby out of her an’ went away. De ol’ lady tek de baby an’ rear him. When
him come a good-sized boy, he send him to school. Every twelve o’clock when dey play marble, he
lucky to win. De res’ a chil’ tell him said, “A da you mek so!” Four o’clock when him coming home, him
say, “Ma, why de reason when I win doz odder chil’ sai, “A da you mek so?” Him ma tell him tomorrow
twelve o’clock get one switch play wid de least one an’ after you win him tell you “A da you mek so!” gi’
him two good lick an’ you will come to know why dey use de word. So twelve o’clock he play an’ win,
an’ tell him “A da you mek so!” He gi’ him de two lick, an’ after he give him de lick he said, “Hit let
Ballinder Bull buck you out of you mudder belly.” When de boy return home he said, “O mudder, you is
not me right mudder!” De ol’ lady said no, begun to tell him all dese t’ings were happen. De boy said,
“Anywhere Ballinder Bull, a gwine kill him!”

Dis bull got gol’en tongue an’ gol’en teet’. When de boy gwine along, him meet some noblemen and
said, “My little boy, where am you goin’?” An’ said, “I gwine a fight Ballinder Bull.” De men said, “Boy,
we after Ballinder Bull fe dis many year an’ kyan’t ketch him; what you t’ink upon you?” De boy said,
“Never min’, I gwine fight him!” De boy went where him feedin’. Bull never see him, go drink water. De
boy go to de cotton-tree an’ say, “Bear down, me good cotton-tree, bear down!” De cotton-tree bear
down. Said, “Bear up, me good cotton-tree, bear up!” When de bull was coming, he hear de singin’,
[114]

“Anywhere Ballinder Bull,

De’ will kill him to-day!”

Ballinder Bull say, “What little boy up in de air jeering me as dis?” When he come, he fire bow an’
arrow; de boy catch it. Him fire anodder one, an’ he fire out de seven; de boy caught every one. De boy
look on him an’ sen’ one of de bow an’ arrow, peg down one of de han’. An’ tek de odder one an’ sen it
t’ru de odder han’. He sen’ anodder an’ peg down one of de foot. He sen’ anodder an’ peg down de
odder foot. He sen’ anodder, he peg down one of de ears. He sen’ anodder an’ peg down de odder ear.
De las’ one, he sen it t’ru de head. An’ he say, “Bear down, me good cotton-tree, bear down!” When de
cotton-tree bear down, he catch de ears an’ pinch it an’ fin’ dat de bull was dead. An’ he came off an’
say, “Bear up, me good cotton-tree, bear up!” an’ de cotton-tree bear up. An’ tek a knife an’ tek out de
teet’, tek out de tongue an’ travel.

De same day, he never went to de king yard. Hanansi goin’ to ground an’ saw de bull an’ said, “Buck,
Ballinder Bull! buck, Ballinder Bull!” De bull don’ shake. Hanansi said, “You damned son of a bitch, you
won’ get me fe kill to-day!” an’ tek up de stone an’ stone him an’ fin’ out dat de bull dead. De gladness
in Hanansi! He went up chop off de bull head, bear it on to de king. When he go he said, “I kill Ballinder
Bull, Sir!” De king say, “Oh, yes! you shall be my son-in-law tomorrow morning.” Now der is a bell,
every gate has a bell. So Hanansi gettin’ ready to go to church, dey hear de bell ringin’ at de gate an’
dey sing,

“A who a knock a Nana gate, bing beng beng?