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 To Robert . . .
for sharing his mother and grandmother
with that greedy sibling “the book.”
VICE PRESIDENT AND EXECUTIVE PUBLISHER Kaye Pace
SENIOR ACQUISITIONS EDITOR Bonnie Roth
SPONSORING EDITOR Joan Kalkut
ASSISTANT EDITOR Julia Nollen
EDITORIAL ASSISTANT Chloe Moffett
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TEXT AND COVER DESIGNER Wendy Lai
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PHOTO RESEARCHER Ramón Rivera Moret
SENIOR CONTENT MANAGER Kevin Holm
SENIOR PRODUCTION EDITOR Elizabeth Swain
COVER IMAGE: Pasieka/Science Source. Computer artwork of a swine influenza (flu) virus particle.
At the core of the virus is RNA (ribonucleic acid, orange) genetic material. This is surrounded by a
nucleocapsid and a lipid envelope. In the envelope are two types of protein spike, hemagglutinin (H) and
neuraminidase (N), which determine the strain of virus. These are used for recognizing and binding to the
host cell.
AUTHOR PHOTO: Paul D. Robertson

This book was set in 10/12 Times Ten by codeMantra. The text and cover were printed and bound by Quad Graphics
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Library of Congress Cataloging-in-Publication Data

Black, Jacquelyn G., Black, Laura J.
Microbiology: principles and explorations/Jacquelyn G. Black.—9th ed.
p. cm.
Includes index.
Main ISBN 978-1-118-74316-4
Binder version ISBN 978-1-118-91458-8

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

Black_FM_i-xx_hr_v2.0.1.indd 2 7/30/14 4:17 PM

 Preface
The development of microbiology—from Leeuwenhoek’s
astonished observations of ‘‘animalcules,’’ to Pasteur’s
first use of rabies vaccine on a human, to Fleming’s dis-
covery of penicillin, to today’s race to develop an AIDS
vaccine is one of the most dramatic stories in the history
of science. To understand the roles microbes play in our
lives, including the interplay between microorganisms
and humans, we must examine, learn about, and study
their world—the world of microbiology.
Microorganisms are everywhere. They exist in a range
of environments from mountains and volcanoes to deep-
seas vents and hot springs. Microorganisms can be found
in the air we breathe, in the food we eat, and even within
our own body. In fact, we come in contact with count-
less numbers of microorganisms every day. Although
some microbes can cause disease, most are not disease
producers; rather they play a critical role in the processes
that provide energy and make life possible. Some even
prevent disease, and others are used in attempts to cure
disease. Because microorganisms play diverse roles in the
world, microbiology continues to be an exciting and criti-
cal discipline of study. And because microbes affect our
everyday lives, microbiology provides many challenges
and offers many rewards. Look at your local newspaper,
and you will find items concerning microbiology: to men-
tion a few, reports on diseases such as AIDS, tuberculosis,
and cancer; the resurgence of malaria and dengue fever,
or ‘‘new’’ diseases.
Did you know that the microbes in your gut (the gut
microbiome) affect you even before you are born? If
your mother was obese during pregnancy, she had a low
diversity of microbes in her gut, which she will pass on to
you setting the stage for development of obesity and dia-
betes later in you. As a woman approaches her delivery
date, beneficial microbes migrate down to the birth canal
where they will hopefully be passed on to her baby. But if
it is premature or born by Caesarian section, it won’t get
them. Even the milk of C-sectioned mothers lacks proper
diversity of microbes–and it won’t catch up to normal for
6 months. But if the mother has been in labor for some
hours before the C-section is done, the milk will be nor-
mal from day one. Hard labor causes a leaky gut which
allows microbes to get into the circulation and reach the
breast milk. So when you plan to have a baby, think of the
microbial implications: lose weight before you get preg-
nant, don’t have unnecessary C-sections, and breast feed.
Those microbes are important.
One of the most exciting and controversial new de-
velopments occurred 5 years ago, when J. Craig Venter
(of Human Genome fame) made a synthetic bacterium
­(Synthia laboratorium). Was he usurping the role of God?
Black_FM_i-xx_hr_v2.0.1.indd 3
Did we have to fear a whole new horde of man-made
­bacteria which would ruin the environment, create new
diseases, or set off huge epidemics? Or, would they be the
answer to problems such as providing biofuels that would
take care of energy needs? Read about Dr. Venter’s work
in Chapter 10. Incidentally, he already created the first
synthetic virus a few years ago, from parts that he ordered
from biological supply houses.
NAVIGATING MICROBIOLOGY
The theme that permeates this book is that microbiol-
ogy is a current, relevant, exciting central science that af-
fects all of us. I would like to share this excitement with
you. Come with me as I take you, and your students, on a
journey through the relevancy of microbiology. In count-
less areas—from agriculture to evolution, from ecology
to dentistry—microbiology is contributing to scientific
knowledge as well as solving human problems. Accord-
ingly, a goal of this text is to offer a sense of the history
of this science, its methodology, its many contributions to
humanity, and the many ways in which it continues to be
on the cutting edge of scientific advancement.
AUDIENCE AND ORGANIZATION
This book meets the needs of students in the health sci-
ences as well as biology majors and students enrolled in
other science programs who need a solid foundation
in microbiology. It is designed to serve both audiences—in
part by using an abundance of clinically important infor-
mation to illustrate the general principles of microbiol-
ogy and in part by offering a wide variety of additional
applications.
In this edition, boxed essay titles appear in a dif-
ferent color to help students easily identify the type of
application.
The organization of the ninth edition continues to
combine logic with flexibility. The chapters are grouped
in units from the fundamentals of chemistry, cells, and
microscopy; to metabolism, growth, and genetics; to tax-
onomy of microbes and multicellular parasites; to control
of microorganisms; to host-microbe interactions; to infec-
tious diseases of humans; and finally to environmental
iii
7/30/14 4:17 PM
 iv PREFAC E

CLOSE UP

Happy Hunting
Most people have heard about Dolly, the cloned sheep, or formationss of carbon, nitrogen, and sulfur in our biosphere;
Mr. Jefferson, the cloned calf. With successful genetic discov- verywhere, even in bizarre and extreme habitats,
and live everywhere,
eries and experiments like these going on, you probably as- es are probably the least understood organisms on
prokaryotes
sumed that most of the organisms inhabiting the Earth were Earth. One study of a single habitat, for example, re-
e recent stud
well known. But that’s
’ not true. Biology is still discovering ba- large
vealed a la
APPLICATIONS
arge variety of new bacterial groups, nearly dou-
sic information about the most abundant, widely distributed, bling the number
n bacterial phyla! Microbiologists need not
of ba
and biochemically
ally versatile organisms on the planet—the fear—there vast Plant
e is still a v Viruses
and largely unexplored microbial

Besides the specificity shown by

TRY IT some viruses for bacteria and hu-
mans, other viruses are specific
to and infect plants. Most viruses
Another Evil of Tobacco enter plant cells through dam-
aged areas of the cell wall and
Keep smokers away from your tomato plants. nts. Cigarett
Cigarette to-
spread through cytoplasmic con-
bacco always contains some tobacco mosaimosaicic virus—en
virus—enough nections called plasmodesmata.
to start
r an infection in tomato plants when carried the there by Because plant viruses cause serious
smokers’ hands or cigarette butts. Tr
T y an exp
Try periment: Is w
experiment: crop losses, much research has been
water
in which cigarette
y, tobacco
y has been soaked ab ble to transm
able done on them. The tobacco mosaic virus
transmit to-
moke? Wa
bacco mosaic disease? Dry tobacco? Cigarette smoke? W
Washed infects tobacco plants. Other plant viruses,
versus unwashed smokers’ fingers? Some varieties tomato
eties of to which have either DNA or RNA genomes,
PUBLIC HEALTH plants are bred to resist tobacco mosaic virus infection.
nfection. U infect various ornamental plants, including
Use a
carnations and tulips. Food crops are not
immune to viral infections. Lettuce,
t e, potatoes,
Lettuc
Red Tides beets, cucumbers, tomatoes, beans, corn, cau-
Certain species of Gony- liflower,
r and turnips are all subject to infection
aulax, Pfiesteria piscicida, by specific plant viruses.
Insects are known to cause serious
and some other dinofla- BIOTECHNOLOGY
crop losses because of their
gellates produce 2 toxins.
voracious eating habits. But
One of these is thought
to be a protection against Whose DNA many
man
ma Do Youcarry
ny insects Have?
car
carry and trans

hungry zooplankton preda-

Eukaryotic nuclei can be removed from cells of one specie
tors. Symbiotic bacteria
(such as human) and implanted into the egg cytoplasm of an
that live on the dinoflagel-
other species (such as a cow) from which the original nucleu
lates’ surfaces probably
has been removed. However, the cytoplasmic mitochondri
help synthesize the toxins. (Bill Bachman/Science Source)
rce)
of the second species retain their own DNA. The resultan
The other toxin affects only
embryo can develop, but it will have DNA from two species
vertebrates. When these marine organisms appear season- This gives new meaning to the lyrics of the old song “Mamas
ally in large numbers, they cause a bloom known ass a red
tide. When the population uses up available nutrients ts e.g.,
nitrogen and phosphorus, they become 2 to 7 timess more

and applied microbiology. The chapter sequence will be
useful in most microbiology courses as they are usually
taught. However, it is not essential that chapters be as-
signed in their present order; it is possible to use this book
in courses organized along different lines.
STYLE AND CURRENCY
In a field that changes so quickly—with new research,
new drugs, and even new diseases—it is essential that a
text be as up-to-date as possible. This book incorporates
the latest information on all aspects of microbiology, in-
cluding geomicrobiology, phage therapy, deep hot bio-
sphere vents, and clinical practice. Special attention has
been paid to such important, rapidly evolving topics as
genetic engineering, gut microbiome, fecal transplants,
prions, virophages, giant Mimi viruses, cervical cancer,
and immunology.
One of the most interesting ideas new to immunol-
ogy is found in the opener to Chapter 18: are worms our
friends? Many autoimmune diseases such as Crohn’s dis-
ease and irritable bowel disease are being treated by giving
the patient 2,500 whipworm eggs every 2 or 3 weeks. They
hatch, but can’t develop as they are in the wrong host. But
they induce a win—win symbiosis: They induce a damp-
ening of the host’s inflammatory immune response, mean-
ing that they don’t get killed (their win). The human host
wins by not having a huge inflammatory immune response
which would lead to an autoimmune disease. Our ances-
tors must have all had many kinds of worms with which
they could have evolved symbioses. Maybe it’s time to go
back to “our old friends, the worms.”
The rapid advances being made in microbiology
make teaching about—and learning about—microorgan-
isms challenging. Therefore, every effort has been made
in the ninth edition of Microbiology: Principles and Ex-
plorations to ensure that the writing is simple, straight-
forward, and functional; that microbiological concepts
and methodologies are clearly and thoroughly described;

Black_FM_i-xx_hr2_v2.0.1.indd 4 8/7/14 11:55 AM

 PREFACE v

and that the information presented is as accessible as pos-
sible to students. Students who enjoy a course are likely to
retain far more of its content for a longer period of time
than those who take the course like a dose of medicine.
There is no reason for a text to be any less interesting
than the subject it describes. So, in addition to a narrative
that is direct and authoritative, students will find injec-
tions of humor, engaging stories, and personal reflections
that I hope impart a sense of discovery and wonder and a
bit of my passion for microbial life.
Because students find courses most interesting when
they can relate topics to their everyday life or to career
goals, I have emphasized the connection between micro-
biological knowledge and student experiences. One way
that this connection is made is through
the many boxed essays described previ-
Over 20 milion
ously. Another is through the use of fac-
deaths each
toids, post-it type notes that are ­tidbits year are due
of information relating to the running to ­infectious
text and that add an extra dimension of ­disease.
flavor to the ­discussion at hand.

Post-it type notes give

additional information
DESIGN AND ILLUSTRATIONS in the margin.

The ninth edition of Microbiology: Principles and Ex-

plorations has been completely redesigned with an
eye toward increasing the readability, enhancing the
­presentation of illustrations and photographs, and mak-
ing the pedagogical features more effective for use. The
use of clear, attractive drawings and carefully chosen
photographs can significantly contribute to the student’s
understanding of a scientific subject. Throughout, color
has been used not just decoratively but for its pedagogic
value. For example, every effort has been made to color
similar molecules and structures the same way each time
they appear, making them easier to recognize.
Illustrations have been carefully developed to am-
Should boys
plify and enhance the narrative. The line art in this text is
be vaccinated
sometimes as simple as a flow diagram or just as often a
with Gardasil
against HPV?

FIGURE 20.24 Genital warts of the penis. (Biophoto Associ-

ates/Science Source)

Line
­drawings
and photos
complement
each other.
(b)

FIGURE 21.20 The influenza virus. (a) The virus shows

hemagglutinin and neuraminidase spikes on its outer surface
(a) and an RNA core. (b) A colorized TEM of an influenza virion
(magnification unknown). (Science Source/Photo Researchers).

Black_FM_i-xx_hr2_v2.0.1.indd 5 8/7/14 11:55 AM

 vi PREFACE

(a)

New illustrations
­combine art and photos.

FIGURE 6.17 (a) Quorum sensing. (b) Sibling warfare. Bac-

teria in streaks from the same original colony will only grow away
from each other, another example of microbial communication.
(b) (Eshel Ben-Jacob)

complex illustration of a structure drawn by some of the photographs of clinical conditions, microbiologists at work,
best medical illustrators working today. and some laboratory techniques and results. Often, you
Photographs also richly enhance the text. The diversity will find a photograph accompanied by a line drawing aid-
of the photo program encompasses numerous micrographs, ing in the understanding of an unfamiliar subject.

Paired photos illustrate

the text discussion.

Figure 18.24 Gastrointestinal tract endoscopy:

before and a few weeks after HIV infection.
(a)
person showing numerous lymph node patches
(GALT). (b) The gut lining stripped of lymph
node Peyer’s patches in an HIV-infected person.
(Photographs from Brenchley et al., Journal of
Experimental Medicine, 2004, Vol. 200,
pp. 749–759 by copyright permission of The
(a) (b) Rockefeller University Press.)

Black_FM_i-xx_hr2_v2.0.1.indd 6 8/7/14 11:56 AM

 The WileyPLUS Advantage
WileyPLUS is a research-based online environment for effective teaching and ­learning.
WileyPLUS is packed with interactive study tools and resources, including the ­complete
online textbook.
WileyPLUS includes many opportunities for self-assessment linked to the relevant por-
tions of the text. Students can take control of their own learning and practice until they
master the material.
The rich variety of Microbiology resources, including Animations, Videos, and Micro­
biology Roadmaps ensure that sudents know how to study effectively, remain engaged, and
stay on track.

with ORION
Different learning styles, different levels of proficiency,
different levels of preparation—each of your students is
unique. WileyPLUS empowers them to take advantage
of their individual strengths. With WileyPLUS, students
receive timely access to resources that address their dem-
onstrated needs, and get immediate feedback and reme-
diation when needed.
WileyPLUS for Microbiology 9e is now supported by
an adaptive learning module called ORION. Based on cog-
nitive science, ORION provides students with a personal,
adaptive learning experience so they can build proficiency
in concepts and use their study time effectively. WileyPLUS
with ORION helps students learn by learning about them.
WileyPLUS with ORION is great as:
● An adaptive pre-lecture tool that assesses your stu-
dents’ conceptual knowledge so they come to class
better prepared.
● A personalized study guide that helps students under-
stand both strengths and areas where they need to in-
vest more time, especially in preparation for quizzes
and exams.

Unique to ORION, students begin by taking a quick diagnostic for any chapter. This will determine
each student’s baseline proficiency on each topic in the chapter. Students see their individual
diagnostic report to help them decide what to do next with the help of ORION’s rcommendations.

BEGIN
For each topic, students can either Study or Practice. Study directs the student to the specific topic
they choose in WileyPLUS, where they can read from the e-textbook, or use the variety of relevent
resources available there.

Students can also practice, using questions and feedback powered by ORION’s adaptive learning
engine. Based on the results of their diagnostic and ongoing practice, ORION will present students
with questions appropriate for their current level of understanding, and will continuously adapt to
PRACTICE each student, helping them build their proficiency.

ORION includes a number of reports and ongoing recommendations for students to help them
maintain their proficiency over time for each topic. Students can easily access ORION from
multiple places within WileyPLUS. It does not require any additional registration, and there will
not be any additional charge for students using this adaptive learning system.

MAINTAIN

vii

Black_FM_i-xx_hr_v2.0.1.indd 7 7/30/14 4:17 PM

 viii PRE FACE
3D Animations
To help explain “the most difficult topics in Microbiology to teach,” a new set of ­animations
by renowned 3D Visualization artist, Janet Iwasa, University of Utah, are included in this
edition. An icon accompanying key illustrations and sections of the text directs students to
these animations in WileyPLUS. A complete set of ­animations is listed here:
C ha p t e r 2
Acids and Bases
Chemical Bonding
Polarity and Solubility
Types of Reactions and Equilibrium
C ha p t e r 3
Staining Bacteria: The Gram Stain
Wavelength Analogy
C ha p t e r 4
Endocytosis and Exocytosis
Endosymbiosis
Eukaryotic Cell Structure
Mitosis and Meiosis Compared
Molecular Movement
Osmosis
Peptidoglycan
Prokaryotic Cell Structure
3D Animation: What do bacteria look
like?
3D Animation: What structures are
found inside of bacteria?
3D Animation: What types of cell
­envelopes are found in bacteria?
3D Animation: What features are
found on the surface of bacteria?
C ha p t e r 5
Catabolism of Fats and Proteins
Cell Respiration
Competitive and Noncompetitive
­Inhibition of Enzymes
Functions of Enzymes and uses of ATP
Metabolism: The Sum of Catabolism
and Anabolism
3D Animation: What becomes of
­electrons generated by glycolysis and
the TCA cycle?
C ha p t e r 6
Binary Fission
Budding
Endospore Formation
Enterotube
Streak Plate Method
3D Animation: How can we grow
­microorganisms in the laboratory?
3D Animation: What other roles do
bacteriological media perform?
Black_FM_i-xx_hr_v2.0.1.indd 8
3D Animation: How can a pure culture
of a microorganism be ­obtained?
3D Animation: Besides spread and
pour plate counts, how else can we
measure microbial populations?
3D Animation: How do bacteria
­communicate with their neighbors?
Ch a pter 7
End Product Inhibition
Enzyme Induction: the Lac Operon
Eukaryotic Genes Contain Introns
Mutations
Polymerase Chain Reaction
Protein Synthesis
Thymine Dimer Repair
3D Animation: How are genome
­sequences determined?
3D Animation: How is gene e ­ xpression
measured using genomics tools?
3D Animation: How do regulatory
proteins control transcription?
3D Animation: How can mRNA be
controlled?
Ch a pter 8
Gene Transfer: Transformation
Recombinant DNA
Transduction
3D Animation: How do b ­ acteria
­acquire free DNA from their
­environment?
3D Animation: How do bacteria share
their DNA directly with other b ­ acteria?
3D Animation: How do viruses help
transfer DNA into bacteria?
3D Animation: How do transposable
elements influence DNA variation in
bacteria?
3D Animation: How can molecular
biology tools be used to improve
­microbial strains?
3D Animation: What roles do
­microbes play in agricultural
­biotechnology?
Ch a pter 9
DNA Hybridization
Five Kingdom System of
­Classification
Lateral Gene Transfer
Shrub of Life
Ch a pter 10
Replication of An Enveloped dsDNA
Animal Virus
Replication of (+) sense RNA viruses:
HIV
Replication of (+) sense RNA viruses:
poliovirus
Replication of a Virulent
­Bacteriophage
Replication of Temperate
­Bacteriophage
3D Animation: How do viruses
­recognize and attach to host cells?
3D Animation: How do viruses enter
host cells?
3D Animation: How do viruses
­replicate their genome?
3D Animation: How do replicated
­viruses exit their host cells?
3D Animation: How do viruses
­interact with host cells?
3D Animation: How do some viruses
become highly virulent?
Ch a pter 1 3
Antivirals
Effects of Premature Termination of
Antibiotic Treatment
Ch a pter 1 6
Inflammation
Non-Specific Disease Resistance
Ch a pter 17
Antibody Mediated Immunity
Cell Mediated Immunity
Introduction to Disease Resistance
Production of Monoclonal Antibodies
3D Animation: What is the Cell-­
Mediated Immune Response?
3D Animation: How does humoral
­immunity fight infection?
Ch a pter 18
Four Types of Hypersensitivity
Myasthenia Gravis
7/30/14 4:17 PM
 PRE FACE ix

For Instructors
WileyPLUS empowers you with the tools and resources
you need to make your teaching even more effective:
● You can customize your classroom presentation with a
wealth of resources and functionality from PowerPoint
slides to a database of rich visuals. You can even add
your own materials to your WileyPLUS course.
● With WileyPLUS you can identify those students who
are falling behind and intervene accordingly, without
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scoring student work, keeping grades, and more. For
detailed information about what WileyPLUS offers
for you and your students, please visit: http://www.
wiley.com/college/sc/black
ACKNOWLEDGMENTS
Thanks really must go to the many people who have
helped this ninth edition become a reality. Critical team
members include Bonnie Roth, Senior Acquisitions
Editor; Joan Kalkut, Sponsoring Editor; Ellen Ford,
­
Outside Development Editor; Elizabeth Swain, Senior
Production Editor; Wendy Lai, Senior Designer; Clay
Stone, ­Executive Marketing Manager; Mary Ann Price,
Photo Researcher; and Chloe Moffett, Editorial Pro-
gram ­Assistant;
Most importantly, I would like to thank the many
­reviewers who have taken the time to share their com-
ments and suggestions for enhancing each edition of this
text. Your input makes a considerable difference.

Also Available
Laboratory Exercises in Microbiology, 4e (ISBN
9781118135259) Robert A. Pollack, Lorraine Findlay,
Walter Mondschein, and R. Ronald Modesto is a pub-
lication that carefully corresponds to Microbiology 9e.
This hands-on laboratory manual contains a variety of
interactive activities and experiments that teach stu-
dents the basic concepts of microbiology. It also cov-
ers methods that allow the safe movement or transfer
of microbial cells from one type of growth environment
to ­another, classification and identification of microbes,
and microbial biochemistry.
Reviewers
Kari Cargill, Montana State University
Margaret Das, Southern Connecticut State University
John Flaspohler, Concordia College
Thomas R. Gustad, North Dakota State University
Michael Harman, Lone Star College - North Harris
James C. Ivey, Lansing Community College
Mark D. Johnson, St. Joseph College
Melissa C. Liechty, Brevard Community College
Heather Seitz, Johnson County Community College
Sasha Showsh, University of Wisconsin - Eau Claire
Tanya Soule, Indiana University - Purdue University
Fort Wayne

Reviewers and Focus Group Participants for Previous Editions

Ronald W. Alexander, Tompkins
Cortland Community College
D.Andy Anderson, Utah State
University
Richard Anderson, Modesto
Community College
Rod Anderson, Ohio Northern
University
Oswald G. Baca, University of New
Mexico
John Baird, Rose State
College
David L. Balkwill, Florida State
University
Keith Bancroft, Southeastern
Louisiana University
James M. Barbaree, Auburn
University
Jeanne K. Barnett, University of
Southern Indiana
Hazel Barton, Northern Kentucky
University
Sally McLaughlin Bauer, Hudson
Valley Community College
Rebekah Bell, University of
Tennessee at Chattanooga
R. L. Bernstein, San Francisco State
University
Gregory Bertoni, Columbus State
Community College
David L. Berryhill, North Dakota
State University
Margaret Beucher, University of
Pittsburgh
Steven Blanke, University of
Houston
Alexandra Blinkova, University of
Texas
Richard D. Bliss, Yuba College
Kathleen A. Bobbitt, Wagner College
Katherine Boettcher, University of
Maine
Clifford Bond, Montana State
University
Susan Bornstein-Forst, Marian
University
Edward A. Botan, New Hampshire
Technical College

Black_FM_i-xx_hr_v2.0.1.indd 9 7/30/14 4:17 PM

 x PREFACE
Benita Brink, Adams State College
Kathryn H. Brooks, Michigan State
University
Burke L. Brown, University of South
Alabama
Daniel Brown, Santa Fe Community
College
Linda Brushlind, Oregon State
University
Barry Chess, Pasadena Community
College
Kotesward Chintalacharuvu, UCLA
Richard Coico, City University of
New York Medical School
William H. Coleman, University of
Hartford
Iris Cook, Westchester Community
College
Thomas R. Corner, Michigan State
University
Christina Costa, Mercy College
Don Dailey, Austin Peay State
University
Judith K. Davis, Florida Community
College at Jacksonville
Mark Davis, University of Evansville
Dan C. DeBorde, University of
Montana
Sally DeGroot, St. Petersburg Junior
College
Michael Dennis, Montana State
University at Billings
Monica A. Devanas, Rutgers
University
Von Dunn, Tarrant County Junior
College
John G. Dziak, Community College
of Allegheny County
Susan Elrod, California Polytechnic
State University
Elizabeth Emmert, Salisbury
University
Nwadiuto Esiobu, Florida Atlantic
University
Mark Farinha, University of North
Texas
David L.Filmer, Purdue University
Eugene Flaumenhaft, University of
Akron
Pamela B.Fouche,Walters State
Community College
Christine L.Frazier, Southeast
Missouri State University
Denise Y.Friedman, Hudson Valley
Community College
Ron Froehlich, Mt. Hood
Community College
Black_FM_i-xx_hr_v2.0.1.indd 10
David E. Fulford, Edinboro
University of Pennsylvania
Jason Furrer, University of Missouri
Sara K. Germain, Southwest
Tennessee Community College
William R. Gibbons, South Dakota
State University
Eric Gillock, Fort Hays State
University
Krista Granieri, College of San Mateo
Mike Griffin, Angelo State University
Van H. Grosse, Columbus State
University
Richard Hanke, Rose State College
Pamela L. Hanratty, Indiana University
Janet Hearing, State University of
New York, Stony Brook
Ali Hekmati, Mott Community
College
Anne Hemsley, Antelope Valley
College
Donald Hicks, Los Angeles
Community College
Julie Higgins, Arkansas State
University
Lawrence W. Hinck, Arkansas State
University
Elizabeth A. Hoffman, Ashland
Community College
Clifford Houston, University of
Texas
Dale R. Horeth, Tidewater
Community College
Ronald E. Hurlbert, Washington
State University
Michael Hyman, North Carolina
State University
John J. Iandolo, Kansas State
University
Elizabeth Ingram, Valencia
Community College
Robert J. Janssen, University of
Arizona
Thomas R. Jewell, University of
Wisconsin—Eau Claire
Wallace L. Jones, De Kalb College
Rhonda Jost, Florida State College
Ralph Judd, University of Montana
Helmut Kae, University of Hawaii -
Leeward Community College
Karen Kendall-Fite, Columbia State
Community College
John W. Kimball, Harvard University
Karen Kirk, Lake Forest College
Timothy A. Kral, University of
Arkansas
Helen Kreuzer, University of Utah
Michael Lawson, Montana Southern
State College
Donald G. Lehman, Wright State
University
Jeff Leid, Northern Arizona University
Harvey Liftin, Broward Community
College
Roger Lightner, University of
Arkansa, Fort Smith
Tammy Liles, Lexington Community
College
Terri Lindsey, Tarrant County College
Cynthia Littlejohn, University of
Southern Mississippi
Jeff Lodge, Rochester Institute of
Technology
William Lorowitz, Weber State
University
Melanie Lowder, University of North
Carolina at Charlotte
Marty Lowe, Bergen Community
College
Victor Madike, Community College
of Baltimore County - Dundalk
Caleb Makukutu, Kingwood College
Stanley Maloy, San Diego State
University
Anita Mandal, Edward Waters College
Alesandria Manrov, Tidewater
Community College, Virginia Beach
Sergei Markov, Austin Peay State
University
Judy D. Marsh, Emporia State
University
Rosemarie Marshall, California State
University, Los Angeles
John Martinko, Southern Illinois
University
Anne Mason, Yavapai College
William C. Matthai, Tarrant County
Junior College
Mary V. Mawn, Hudson Valley
Community College
Robin Maxwell, University of North
Carolina at Greensboro
Pam McLaughlin, Madisonville
Community College
Robert McLean, Southwest Texas
State University
Elizabeth McPherson, University of
Tennessee
Karen Messley, Rock Valley College
Joe Mester, Northern Kentucky
University
Chris H. Miller, Indiana University
Rajeev Misra, Arizona State
University
7/30/14 4:17 PM

Barry More, Florida Community
College at Jacksonville
Timothy Nealon, St. Philip’s College
Rebecca Nelson, Pulaski Technical
College
Wales Nematollahi, Utah State
University - Tooele
Russell Nordeen, University of
Arkansa, Monticello
Russell A. Normand, Northeast
Louisiana University
Christian C. Nwamba, Wayne State
University
Douglas Oba, Brigham Young
University—Hawaii
Roselie Ocamp-Friedmann,
University of Florida
Cathy Oliver, Manatee Community
College
Raymond B. Otero, Eastern
Kentucky University
Curtis Pantle, Community College of
Southern Nevada
C.O. Patterson, Texas A & M
University
Kimberley Pearlstein, Adelphi
University
Roberta Petriess, Witchita State
University
Robin K. Pettit, State University of
New York, Potsdam
Robert W. Phelps, San Diego Mesa
College
Marcia Pierce, Eastern Kentucky
University
George Pinchuck, Mississippi
University for Women
Holly Pinkart, Central Washington
University
Robert A. Pollack, Nassau
Community College
Jeff Pommerville, Glendale
Community College
Leodocia Pope, University of Texas
at Austin
Madhura Pradhan, Ohio State
University
Jennifer Punt, Haverford College
Ben Rains, Pulaski Technical College
Eric Raymond Paul, Texas Tech
University
Black_FM_i-xx_hr_v2.0.1.indd 11
Clifford Renk, Florida Gulf Coast
University
Jane Repko, Lansing Community
College
Quentin Reuer, University of Alaska,
Anchorage
Kathleen Richardson, Portland
Community College
Robert C. Rickert, University of
California, San Diego
Russell Robbins, Drury College
Karl J. Roberts, Prince George’s
Community College
Richard A. Robison, Brigham Young
University
Meredith Rodgers, Wright State
University
Rodney Rohde, Austin Community
College
Dennis J. Russell, Seattle Pacific
University
Frances Sailer, University of North
Dakota
Gordon D. Schrank, St. Cloud State
University
Lois Sealy, Valencia Community
College
Alan J. Sexstone, West Virginia
University
Deborah Simon-Eaton, Santa Fe
Community College
K.T. Shanmugam, University of
Florida
Victoria C. Sharpe, Blinn College
Pocahontas Shearin Jones, Halifax
Community College
Jia Shi, De Anza College
Richard Shippee, Vincennes
University
Brian R. Shmaefsky, Kingwood
College
Sara Silverstone, State University of
New York, Brockport
Robert E. Sjogren, University of
Vermont
Ralph Smith, Colorado State
University
D. Peter Snustad, University of
Minnesota
Juliet Spencer, University of San
Francisco
Comments and suggestions about the book are most welcome.
You can contact me through my editors at John Wiley and Sons.
PRE FACE xi
Larry Snyder, Michigan State
University
Joseph M. Sobek, University of
Southwestern Louisiana
J. Glenn Songer, University of
Arizona
Jay Sperry, University of Rhode
Island
Paula Steiert, Southwest Baptist
University
Paul M. Steldt, St. Philips College
Bernice C. Stewart, Prince George’s
Community College
Gerald Stine, University of Florida
Larry Streans, Central Piedmont
Community College
Kent R. Thomas, Wichita State
University
Paul E.Thomas, Rutgers College of
Pharmacy
Teresa Thomas, Southwestern
College
Grace Thornhill, University of
Wisconsin—River Falls
Jack Turner, University of Southern
California—Spartanburg
James E. Urban, Kansas State
University
Manuel Varella, Eastern New Mexico
University
Delon Washo-Krupps, Arizona State
University
Winfred E. Watkins, McLennan
Community College
Valerie A. Watson, West Virginia
University
John Whitlock, Hillsborough
Community College
Phylis K.Williams, Sinclair
Community College
George A. Wistreich, East Los
Angeles College
Shawn Wright, Albuquerque
Technical-Vocational Institute
Michael R. Yeaman, University of
New Mexico
John Zak, Texas Tech
University
Mark Zelman, Aurora University
Thomas E. Zettle, Illinois Central
College
Jacquelyn Black and Laura Black
Arlington,Virginia
7/30/14 4:17 PM
 Brief Contents

1 Scope and History of Microbiology  1

2 Fundamentals of Chemistry  27
3 Microscopy and Staining  51
4 Characteristics of Prokaryotic and Eukaryotic Cells  77
5 Essential Concepts of Metabolism  115
6 Growth and Culturing of Bacteria  146
7 Microbial Genetics  179
8 Gene Transfer and Genetic Engineering  213
9 An Introduction to Taxonomy: The Bacteria  242
10 Viruses  272
11 Eukaryotic Microorganisms and Parasites  311
12 Sterilization and Disinfection  345
13 Antimicrobial Therapy  371
14 Host-Microbe Relationships and Disease Processes  405
15 Epidemiology and Nosocomial Infections  433
16 Innate Host Defenses  472
17 Basic Principles of Adaptive Immunity and Immunization  498
18 Immune Disorders  539
19 Diseases of the Skin and Eyes; Wounds and Bites  585
20 Urogenital and Sexually Transmitted Diseases  617
21 Diseases of the Respiratory System  650
22 Oral and Gastrointestinal Diseases  690
23 Cardiovascular, Lymphatic, and Systemic Diseases  733
24 Diseases of the Nervous System  772
25 Environmental Microbiology  801
26 Applied Microbiology  834

Glossary  866

Clinical Case Study Answers  894

Critical Thinking Questions Answers  896

Self-Quiz answers  904

Index  916

Appendices A-E can be found at www.wiley.com/college/black and in WileyPLUS

xii

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 Contents

1 Scope and History of Microbiology 1 Retracing Our Journey 47/Terminology Check 48 /

­Clinical Case Study 48 / Critical Thinking Questions 48 /
Why Study Microbiology? 2 Self-Quiz 49 / Explorations on the Web 50
Microbes in the Environment and Human Health 2
Insight into Life Processes 3 3 Microscopy and Staining 51
We Are the Planet of Bacteria 4
Scope of Microbiology  4 Historical Microscopy  52
The Microbes 4 Principles of Microscopy  52
The Microbiologists 6 Metric Units 52
Historical Roots  9 Properties of Light: Wavelength and Resolution 52
The Germ Theory of Disease 11 Properties of Light: Light and Objects 55
Early Studies 11 Light Microscopy  58
Pasteur’s Further Contributions 12 The Compound Light Microscope 58
Koch’s Contributions 13 Dark-Field Microscopy 59
Work Toward Controlling Infections 14 Phase-Contrast Microscopy 59
Emergence of Special Fields of Nomarski (Differential Interference Contrast)
Microbiology 15 Microscopy 60
Immunology 15 Fluorescence Microscopy 60
Virology 16 Confocal Microscopy 61
Chemotherapy 17 Digital Microscopy 62
Genetics and Molecular Biology 19 Electron Microscopy  62
Tomorrow’s History  19 Transmission Electron Microscopy 64
Genomics 22 Scanning Electron Microscopy 65
Retracing Our Journey 23 / Terminology Check 24 / Scanning Tunneling Microscopy 65
Clinical Case Study 25 / Critical Thinking Questions 25 / Techniques of Light ­
Self-Quiz 25 / Explorations on the Web 26 Microscopy 68
Preparation of Specimens
for the Light Microscope 68
Principles of Staining 69
2 Fundamentals of Chemistry 27 Retracing Our Journey 72/Terminology Check 74 / Clinical
Case Study 74 / Critical Thinking Questions 74 / ­
Why Study Chemistry? 27 Self-Quiz 75 / Explorations on the Web 76
Chemical Building Blocks
and Chemical Bonds  28 4 Characteristics of Prokaryotic
Chemical Building Blocks 28
and Eukaryotic Cells 77
The Structure of Atoms 28
Chemical Bonds 30 Basic cell Types  78
Chemical Reactions 32 Prokaryotic Cells  78
Water and Solutions  32 Size, Shape, and Arrangement 79
Water 32 An Overview of Structure 80
Solutions and Colloids 33 The Cell Wall 80
Acids, Bases, and pH 34 The Cell Membrane 87
Complex Organic Molecules  36 Internal Structure 89
Carbohydrates 37 External Structure 91
Lipids 38 Eukaryotic Cells  97
Proteins 40 An Overview of Structure 97
Nucleotides and Nucleic Acids 44 The Plasma Membrane 98
xiii

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 xiv Co nt ents

Internal Structure 98 Phases of Growth 148

External Structure 101 Measuring Bacterial Growth 150
Evolution by Endosymbiosis  103 Factors Affecting Bacterial Growth 156
The Movement of Substances across Physical Factors 156
Membranes 105 Nutritional Factors 161
Simple Diffusion 105 Bacterial Interactions Affecting Growth 163
Facilitated Diffusion 106 Sporulation 165
Osmosis 106 Other Sporelike Bacterial Structures 166
Active Transport 107 Culturing Bacteria 167
Endocytosis and Exocytosis 107 Methods of Obtaining Pure Cultures 167
Retracing Our Journey 110/Terminology Check 112 / Culture Media 167
­Clinical Case Study 112 / Critical Thinking Questions 112 / Methods of Performing Multiple Diagnostic Tests 172
Self-Quiz 113 / Explorations on the Web 114 Living, But Nonculturable, Organisms  174
Retracing Our Journey 174/Terminology Check 176 /
Clinical Case Study 176 / Critical Thinking Questions 176 /
5 Essential Concepts of Metabolism 115 Self-Quiz 177 / Explorations on the Web 178

Metabolism: An Overview  115

Enzymes 118 7 Microbial Genetics 179
Properties of Enzymes 118
An Overview of Genetic Processes  180
Properties of Coenzymes and C
­ ofactors 120
The Basis of Heredity 180
Enzyme Inhibition  120 Nucleic Acids in Information Storage and
Factors That Affect Enzyme Reactions 122 Transfer 182
Anaerobic Metabolism: G
­ lycolysis Dna Replication  184
and Fermentation  124
Protein Synthesis  185
Glycolysis 124
Transcription 185
Alternatives to Glycolysis 124
Kinds of RNA 188
Fermentation 126
Translation 191
Aerobic Metabolism: ­Respiration  128 Important news: a second DNA code found 191
The Krebs Cycle 128
The Regulation of Metabolism  193
Electron Transport and Oxidative
The Significance of Regulatory Mechanisms 193
Phosphorylation 130
Categories of Regulatory Mechanisms 193
The Significance of Energy Capture 132
Feedback Inhibition 194
The Metabolism of Fats
Enzyme Induction 194
and Proteins  134
Enzyme Repression 196
Fat Metabolism 134
Mutations 197
Protein Metabolism 135
Types of Mutations and Their Effects 197
Other Metabolic Processes  135
Phenotypic Variation 199
Photoautotrophy 135
Spontaneous and Induced Mutations 199
Photoheterotrophy 137
Chemical Mutagens 200
Chemoautotrophy 137
Radiation as a Mutagen 201
The Uses of Energy  138
The Repair of DNA Damage 201
Biosynthetic Activities 138
The Study of Mutations 201
Membrane Transport and Movement 139
The Ames Test 205
Bioluminescence 140
Retracing Our Journey 208/Terminology Check 209 /
Retracing Our Journey 142/Terminology Check 143 /
Clinical Case Study 210 / Critical Thinking Questions 210 /
Clinical Case Study 144 / Critical Thinking Questions 144 /
Self-Quiz 210 / Explorations on the Web 212
Self-Quiz 144 / Explorations on the Web 145

8 Gene Transfer and Genetic

6 Growth and Culturing of Bacteria 146 Engineering 213
Growth and Cell Division  146 The Types and Significance of
Microbial Growth Defined 146 Gene Transfer 214
Cell Division 147 Transformation 215

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The Discovery of Transformation 215
The Mechanism of Transformation 216
The Significance of Transformation 216
Transduction 217
The Discovery of Transduction 217
The Mechanisms of Transduction 217
The Significance of Transduction 219
Conjugation 220
The Discovery of Conjugation 220
The Mechanisms of Conjugation 221
The Significance of Conjugation 223
Gene Transfer Mechanisms Compared  224
Plasmids 224
Characteristics of Plasmids 224
Resistance Plasmids 225
Transposons 226
Bacteriocinogens 227
Genetic Engineering  228
Genetic Fusion 228
Protoplast Fusion 229
Gene Amplification 230
Recombinant DNA Technology 230
Hybridomas 235
Weighing the Risks and Benefits
of Recombinant DNA 235
Retracing Our Journey 237/Terminology Check 239 /
Clinical Case Study 239 / Critical Thinking Questions 239 /
Self-Quiz 240 / Explorations on the Web 241
9 An Introduction to Taxonomy:
The Bacteria 242
Taxonomy: The Science
of Classification  243
Binomial Nomenclature 243
Using A Taxonomic Key  245
Problems in Taxonomy 246
Developments Since Linnaeus’s Time 246
The Five-Kingdom Classification System  246
Kingdom Monera 246
Kingdom Protista 248
Kingdom Fungi 248
Kingdom Plantae 249
Kingdom Animalia 249
The Three-Domain
Classification System  250
The Evolution of Prokaryotic Organisms 250
Creation of Domains 250
The Tree of Life Is Replaced by a Shrub 251
The Archaea 253
Classification of Viruses  254
The Search for Evolutionary Relationships  256
Special Methods Needed for Prokaryotes
Black_FM_i-xx_hr_v2.0.1.indd 15
Co ntents xv
Numerical Taxonomy 258
Genetic Homology 258
Other Techniques 261
The Significance of Findings 262
Bacterial Taxonomy and Nomenclature 262
Criteria for Classifying Bacteria 262
The History and Significance
of Bergey’s Manual 264
Problems Associated
with Bacterial Taxonomy 264
Bacterial Nomenclature 264
Bacteria 265
Bacterial Taxonomy and You 267
Retracing Our Journey 267/Terminology Check 269 /
Clinical Case Study 269 / Critical Thinking Questions 269 /
Self-Quiz 269 / Explorations on the Web 271
10 Viruses 272
General Characteristics of Viruses  273
What Are Viruses? 273
Components of Viruses 274
Sizes and Shapes 275
Host Range and Specificity of Viruses 276
Origins of Viruses 276
Classification of Viruses  277
RNA Viruses 280
DNA Viruses 282
Emerging Viruses  284
Viral Replication  287
General Characteristics of Replication 287
Replication of Bacteriophages 287
Lysogeny 291
Replication of Animal Viruses 293
Latent Viral Infections 297
Culturing of Animal Viruses  297
Development of Culturing Methods 297
Types of Cell Cultures 298
Viruses and Teratogenesis  299
Viruslike Agents: Satellites, Virophages,
Viroids, and Prions  300
Satellites 300
Delta Hepatitis 300
Virophages 300
Viroids 301
Mammalian Prions 302
Yeast Prions 304
Viruses and Cancer 304
Human Cancer Viruses  305
How Cancer Viruses Cause Cancer 305
Oncogenes 306
Retracing Our Journey 306 / Terminology Check 308 /
Clinical Case Study 309 / Critical Thinking Questions 309 /
257 Self-Quiz 309 / Explorations on the Web 310
7/30/14 4:17 PM
 xvi Co nt ents
11 Eukaryotic Microorganisms and
Parasites 311
PRINCIPLES OF PARASITOLOGY 312
The Significance of Parasitism 312
Parasites in Relation to Their Hosts 312
Wolbachia 313
Protists 314
Characteristics of Protists 314
The Importance of Protists 314
Classification of Protists 315
Fungi 321
Characteristics of Fungi 321
The Importance of Fungi 324
Classification of Fungi 325
Helminths 329
Characteristics of Helminths 329
Parasitic Helminths 330
Arthropods 337
Characteristics of Arthropods 337
Classification of Arthropods 337
Retracing Our Journey 341 / Terminology Check 342 /
Clinical Case Study 342 / Critical Thinking Questions 342 /
Self-Quiz 343 / Explorations on the Web 344
12 Sterilization and Disinfection
Principles Of Sterilization And
Disinfection 346
The Control of Microbial Growth 347
c hemical antimicrobial agents  347
The Potency of Chemical Agents 347
Evaluating the Effectiveness
of Chemical Agents 348
Disinfectant Selection 349
Mechanisms of Action of
Chemical Agents 349
Specific Chemical Antimicrobial Agents
PHYSICAL ANTIMICROBIAL
AGENTS 357
Principles and Applications
of Heat Killing 357
Dry Heat, Moist Heat, and
Pasteurization 358
Refrigeration, Freezing, Drying,
and Freeze-Drying 360
Radiation 362
Sonic and Ultrasonic Waves 364
Filtration 364
Osmotic Pressure 366
In the Future 367
Retracing Our Journey 367/Terminology Check 368 /
Clinical Case Study 368 / Critical Thinking Questions 369 /
Self-Quiz 369 / Explorations on the Web 370
Black_FM_i-xx_hr_v2.0.1.indd 16
13 Antimicrobial Therapy 371
ANTIMICROBIAL CHEMOTHERAPY 372
The History of Chemotherapy  373
General Properties of Antimicrobial
Agents 374
Selective Toxicity 374
The Spectrum of Activity 374
Modes of Action 375
Kinds of Side Effects 377
The Resistance of Microorganisms 378
Determining Microbial Sensitivities to
Antimicrobial Agents  382
The Disk Diffusion Method 382
The Dilution Method 384
Serum Killing Power 384
Automated Methods 384
Attributes of an Ideal ­Antimicrobial
Agent 385
Antibacterial Agents  385
Inhibitors of Cell Wall Synthesis 385
Disrupters of Cell Membranes 388
Inhibitors of Protein Synthesis 388
Inhibitors of Nucleic Acid Synthesis 390
Antimetabolites and Other ­Antibacterial Agents 391
345 Antifungal Agents  391
Antiviral Agents  394
Antiprotozoan Agents  396
Antihelminthic Agents  397
Special Problems with Drug-Resistant
Hospital Infections  397
Retracing Our Journey 400 / Terminology Check 402 /
Clinical Case Study 402 / Critical Thinking Questions 403 /
Self-Quiz 403 / Explorations on the Web 404
14 Host-Microbe Relationships and
351 Disease Processes 405
Host–Microbe Relationships  406
Symbiosis 406
Contamination, Infection, and
Disease 407
Pathogens, Pathogenicity, and Virulence 408
Normal (Indigenous) Microflora 409
KOCH’S POSTULATES 412
kinds of diseases  413
Infectious and Noninfectious Diseases 413
Classification of Diseases 413
Communicable and
Noncommunicable Diseases 415
THE DISEASE PROCESS 415
How Microbes Cause Disease 415
Signs, Symptoms, and Syndromes 422
7/30/14 4:17 PM
 Co ntents xvii

Types of Infectious Disease 422 Complement 488

Stages of an Infectious Disease 423 Acute Phase Response 491
INFECTIOUS DISEASES—PAST, Development of the Immune System: Who
PRESENT, AND FUTURE  427 has One? 492
Retracing Our Journey 429 / Terminology Check 430 / Plants 492
Clinical Case Study 430 / Critical Thinking Questions 430 / Invertebrates 492
Self-Quiz 431 / Explorations on the Web 432 Vertebrates 493
Retracing Our Journey 493 / Terminology Check 494 /
Clinical Case Study 495 / Critical Thinking Questions 495 /
15 Epidemiology and Nosocomial Self-Quiz 495 / Explorations on the Web 497
Infections 433
Epidemiology 434
What Is Epidemiology? 434 17 Basic Principles of Adaptive Immunity
Diseases in Populations 435 and Immunization 498
Epidemiologic Studies 437
Reservoirs of Infection 440 IMMUNOLOGY AND IMMUNITY 499
Portals of Entry 442 TYPES OF IMMUNITY 499
Adaptive Immunity 500
Portals of Exit 443
Active and Passive Immunity 500
Modes of Disease Transmission 443
Disease Cycles 447 CHARACTERISTICS OF THE
IMMUNE SYSTEM 501
Herd Immunity 448
Antigens and Antibodies 501
Controlling Disease Transmission 448
Cells and Tissues of the Immune System 501
Public Health Organizations 452
Dual Nature of the Immune System 503
Notifiable Diseases 453
General Properties of Immune
Nosocomial Infections  455
Responses 504
The Epidemiology of Nosocomial
HUMORAL IMMUNITY 507
Infections 460
Properties of Antibodies
Preventing and Controlling ­
(Immunoglobulins) 507
Nosocomial Infections 462
Primary and Secondary Responses 510
Bioterrorism 464
Kinds of Antigen-Antibody Reactions 511
Retracing Our Journey 467 / Terminology Check 468 /
Clinical Case Study 468 / Critical Thinking Questions 468 / MONOCLONAL ANTIBODIES 513
Self-Quiz 469 / Explorations on the Web 471 CELL-MEDIATED IMMUNITY 515
The Cell-Mediated Immune Reaction 515
How Killer Cells Kill 516
16 Innate Host Defenses 472 The Role of Activated Macrophages 518
Superantigens 519
INNATE AND ADAPTIVE HOST DEFENSES 473 MUCOSAL IMMUNE SYSTEM 519
PHYSICAL BARRIERS 474 Factors That Modify Immune
CHEMICAL BARRIERS 474 Responses 520
CELLULAR DEFENSES 474 IMMUNIZATION 521
Defensive Cells 475 Active Immunization 521
Phagocytes 477 Hazards of Vaccines 528
The Process of Phagocytosis 477 Passive Immunization 528
Extracellular Killing 479 Future of Immunization 530
The Lymphatic System 480 IMMUNITY TO VARIOUS KINDS OF
INFLAMMATION 482 PATHOGENS 530
Characteristics of Inflammation 482 Bacteria 530
The Acute Inflammatory Process 483 Viruses 530
Repair and Regeneration 484 Fungi 531
Chronic Inflammation 484 Protozoa and Helminths 531
FEVER 485 Retracing Our Journey 534 /Terminology Check 536 /
MOLECULAR DEFENSES 486 Clinical Case Study 536 / / Critical Thinking Questions 537 /
Interferon 486 Self-Quiz 537 / Explorations on the Web 538

Black_FM_i-xx_hr_v2.0.1.indd 17 7/30/14 4:17 PM

 xviii Co nt ents

18 Immune Disorders 539 Bacterial Skin Diseases 589

Viral Skin Diseases 592
Overview Of Immunological Disorders  540 Fungal Skin Diseases 600
Hypersensitivity 540 Other Skin Diseases 603
Immunodeficiency 541 Diseases of the Eyes  603
Immediate (Type I) Hypersensitivity  541 Bacterial Eye Diseases 603
Allergens 541 Viral Eye Diseases 605
Mechanism of Immediate Hypersensitivity 542 Parasitic Eye Diseases 606
Localized Anaphylaxis 543 Wounds and Bites  607
Generalized Anaphylaxis 544 Wound Infections 608
Genetic Factors in Allergy 545 Other Anaerobic Infections 609
Treatment of Allergies 545 Arthropod Bites and Diseases 610
Cytotoxic (Type II) Hypersensitivity  545 Retracing Our Journey 613 / Terminology Check 614 /
Mechanism of Cytotoxic Reactions 546 Clinical Case Study 614 / Critical Thinking Questions 614 /
Examples of Cytotoxic Reactions 546 Self-Quiz 615 / ­Explorations on the Web 616
Immune Complex (Type III)
Hypersensitivity 549
Mechanism of Immune Complex Disorders 549 20 Urogenital and Sexually Transmitted
Examples of Immune Complex Disorders 550 Diseases 617
Cell-Mediated (Type IV)
Hypersensitivity 552 Components of the
Mechanism of Cell-Mediated Reactions 552 Urogenital System  618
Examples of Cell-Mediated Disorders 552 The Urinary System 618
Autoimmune Disorders  554 The Female Reproductive System 618
Autoimmunization 554 The Male Reproductive System 618
Examples of Autoimmune Disorders 555 Normal Microflora of the Urogenital System 619
Transplantation 558 Urogenital Diseases
Histocompatibility Antigens 558 Usually Not Transmitted Sexually  621
Transplant Rejection 559 Bacterial Urogenital Diseases 621
Tolerance of the Fetus During Pregnancy 559 Parasitic Urogenital Diseases 626
Immunosuppression 560 Sexually Transmitted
Drug Reactions  561 Diseases 627
Immunodeficiency Diseases  562
Acquired Immune Deficiency
Primary Immunodeficiency Diseases 563 Syndrome (AIDS) 627
Secondary (or Acquired) Immunodeficiency Bacterial Sexually Transmitted Diseases 627
Diseases 563 Viral Sexually Transmitted Diseases 639
Retracing Our Journey 646 / Terminology Check 647 /
Immunological Tests  571
Clinical Case Study 648 / Critical Thinking Questions 648 /
The Precipitin Test 571
Self-Quiz 648 / Explorations on the Web 649
Agglutination Reactions 573
Tagged Antibody Tests 576
Retracing Our Journey 578 / Terminology Check 581 /
Clinical Case Study 581 / Critical Thinking Questions 581 / 21 Diseases of the Respiratory
Self-Quiz 582 / Explorations on the Web 584 System 650
Components of the
19 Diseases of the Skin and Eyes; Wounds Respiratory System  651
and Bites 585 The Upper Respiratory Tract 651
The Lower Respiratory Tract 651
The Skin, Mucous Membranes, and Eyes  586 The Ears 653
The Skin 586 Normal Microflora of the Respiratory System 653
Mucous Membranes 587 Diseases of the Upper
The Eyes 587 Respiratory Tract  654
Normal Microflora of the Skin 587 Bacterial Upper Respiratory Diseases 654
Diseases of the Skin  589 Viral Upper Respiratory Diseases 658

Black_FM_i-xx_hr_v2.0.1.indd 18 7/30/14 4:17 PM

 Co ntents xix

Diseases of the Lower Systemic Diseases  740

Respiratory Tract  660
Bacterial Lower Respiratory Diseases 660
Viral Lower Respiratory Diseases 672
Fungal Respiratory Diseases 681
Parasitic Respiratory Diseases 683
Retracing Our Journey 685 / Terminology Check 686 /
Clinical Case Study 687 / Critical Thinking Questions 687 /
Self-Quiz 687 / Explorations on the Web 689
Bacterial Systemic Diseases 740
Rickettsial and Related
Systemic Diseases 751
Viral Systemic Diseases 755
Protozoan Systemic Diseases 761
Retracing Our Journey 768 / Terminology Check 769 /
Clinical Case Study 769 / Critical Thinking Questions 770
/ Self-Quiz 770 / Explorations on the Web 771

22 Oral and Gastrointestinal 24 Diseases of the ­Nervous

Diseases 690 System 772
Components of The
COMPONENTS OF THE
Digestive System  691
NERVOUS SYSTEM 773
The Mouth 692
Diseases of the Brain
The Stomach 692
and Meninges  773
The Small Intestine 692 Bacterial Diseases of the Brain and ­Meninges 773
The Large Intestine 692 Viral Diseases of the Brain and ­Meninges 776
Normal Microflora of the Mouth and Digestive
Other Diseases of the
System 693
Nervous System  782
Diseases of the Oral Cavity  693 Bacterial Nerve Diseases 782
Bacterial Diseases of the Oral Cavity 693 Viral Nerve Diseases 787
Viral Diseases of the Oral Cavity 697 Prion Diseases of the Nervous System 789
Gastrointestinal Diseases Caused by Parasitic Diseases of the Nervous System 792
Bacteria 698
Retracing Our Journey 797 / Terminology Check 798 /
Bacterial Food Poisoning 698 Clinical Case Study 798 / Critical Thinking Questions 798 /
Bacterial Enteritis and Enteric Fevers 700 Self-Quiz 798 / Explorations on the Web 800
Bacterial Infections of the Stomach, Esophagus, and Intes-
tines 707
Bacterial Infections of the Gallbladder and Biliary
Tract 709 25 Environmental ­Microbiology 801
Gastrointestinal Diseases Caused by Other FUNDAMENTALS OF ECOLOGY 801
Pathogens 709 The Nature of Ecosystems 801
Viral Gastrointestinal Diseases 709
The Flow of Energy in Ecosystems 802
Protozoan Gastrointestinal Diseases 715
Biogeochemical Cycles  803
Effects of Fungal Toxins 718
The Water Cycle 803
Helminth Gastrointestinal Diseases 719
The Carbon Cycle 803
Retracing Our Journey 728 / Terminology Check 729 /
The Nitrogen Cycle and Nitrogen ­Bacteria 805
Clinical Case Study 730 / Critical Thinking Questions 730 /
The Sulfur Cycle and Sulfur Bacteria 809
Self-Quiz 730 / Explorations on the Web 732
Sulfur-Oxidizing Bacteria 811
Other Biogeochemical Cycles 811
23 Cardiovascular, Lymphatic, and The Deep Hot Biosphere 811
AIR 812
Systemic Diseases 733 Microorganisms Found in Air 812
The Cardiovascular System  734 Methods for Controlling Microorganisms in Air 812
The Heart and Blood Vessels 734 SOIL 813
The Blood 734 Microorganisms in Soil 813
Normal Microflora of the Cardiovascular System 735 Soil Pathogens 816
Cardiovascular and Caves 816
Lymphatic Diseases  735 WATER 817
Bacterial Septicemias and Related Diseases 735 Freshwater Environments 817
Helminthic Diseases of the Blood and Lymph 738 MARINE ENVIRONMENTS 818

Black_FM_i-xx_hr_v2.0.1.indd 19 7/30/14 4:17 PM

Another random document with
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and honorable interblending between whites and blacks, and must
look upon it not as an evil but as an advantage,” adding that “the
black race is everywhere eager to mix with the white race.”
Viscount Bryce asserts that “the Brazilian lower classes intermarry
freely with the black people, the Brazilian middle classes intermarry
with mulattoes and quadroons”; and intimates that three-fourths
white is white enough for Brazilians and Portuguese. The Journal of
Heredity, October, 1916, contains a statement by Maynard W.
Metcalf that the union of the races is inevitable; and to the same
effect speak the Literary Digest of October, 1917, and the Century
Magazine of March, 1903. In the “Future of Evolution” race-blending
in the South is taken for granted; the Mercure de France for August,
1922, finds much hope for France from an infusion of African blood,
declaring that the French people betray no antipathy to the color of
the men from Algeria, Morocco or Tunis; and that all are “welded into
lasting French cement,” a condition vouched for by our soldiers
returning from France.
Robert Watson Winston (White)
 Formerly Judge of the Superior Court of North Carolina
Reuter in “The Mulatto in the United States” implies that race-
blending will take place if the color line and race segregation are not
maintained: “Where no color line has been formally drawn against
them they have tended to ally themselves with the superior race—
during the process of reduction to a mongrel unity; it is biracial
adjustment that keeps them apart.” One writer has asserted that all
religions come from the black race; that extreme white and extreme
black are departures, and that Adam, as his name signifies, was
made of red earth.
We must conclude, therefore, that eventually the two races in
America will blend if they be placed on social and political equality,
and if they are in fact homogeneous.
Are Southern whites and blacks socially and politically equal? Are
they homogeneous? And now we touch the first sore spot. We of the
South generally maintain that the negro is a free man, and that the
law bears on white and black alike, when we must know that this is
not the fact. Is a man free who cannot vote, hold office or serve on
the jury; is he free when he must ride in second-class coaches, sit in
the gallery at public places, occupy rear seats of electric cars and
flee for his life when suspected of being a dangerous character? Is a
race free which has been battered into submission by whippings and
lynchings, and which has no part in governmental affairs? Can man
or race be free with a spirit in chains? And does it lie in the mouth of
the white man to charge that the negro is but a race of bootblacks,
when we have confined him to the task of blacking our boots?

Facing the Facts

We are not now considering whether these things should or should
not be; we are merely asserting that in the “Black Belt” they are. And
they are for a definite, a fixed purpose. As in slavery days it was
necessary in order to perpetuate the institution to make it a crime to
teach a slave to read or write, in other words to elevate him so that
he could realize his condition of slavery, so in the far South today in
order to maintain the present servile condition of the negro it is
necessary to put him under foot and to keep him under foot.
Whippings, lynchings, burnings—these represent the color line in
crimson; and the color line, as a recent writer points out, is but
evidence “of an attempt based on intuitive choice to preserve those
distinctive values which a racial group has come to regard as of the
highest moment to itself.” The great industrial awakening in the
South is made possible by this supposedly permanent settlement of
the race issue, for the color line properly enforced need not interfere
with business—at all.
Are the two races homogeneous? They are, undoubtedly. Some time
about 1812 on the border line of two great Southern States there
lived a Presbyterian preacher named John Chavis, “admired for his
noble qualities as a gentleman, revered for his fervent piety as a
Christian, respected for his eminent ability as a teacher and
preacher.” He had been a student at Princeton under Dr.
Witherspoon. Opening a classical school in an aristocratic Southern
community, he was patronized by the best people and became the
preceptor of future Senators, Governors, and financiers; this man
was a negro, a free negro—“without any white blood in his veins.”
About five feet seven inches in height, he was robust and corpulent,
having a round, clean shaven face expressive of great benevolence.
The pupils boarded in his home, and in their home he was a
welcome guest. Because of the Nat Turner insurrection in 1832 he
and other free negroes were forbidden by law to preach, and from
that time until his death he was supported by a Southern Presbytery.
This is an isolated case to be sure, but it is portentous.
Are not two races homogeneous which have lived together in peace
for a hundred years, speaking the same language, worshipping the
same God, having similar church affiliations, impelled by similar
superstitions and prejudices, the weaker race imitating the stronger
in customs, manners, and modes of thought? Anyway, if the races
are not homogeneous, how comes it that there are so many
mulattoes in the South? In 1910 one-fifth of the negro population
was mulatto.
We are about to uncover another skeleton in the closet: sexual
relations once existed in the South between white men and mulatto
women, a condition which persisted until some time after the Civil
War. During the period of slavery and up to about 1876 sexual
relations between the races was frequent. Neither comment nor
sense of shame was entailed by what went on among white youths
and colored girls. Nor was it uncommon at that time for white men to
keep negro women and to rear children. Many a colored woman was
proud to be the plaything of the white man, whose passion she
gratified without restraint or responsibility. Public sentiment did not
condemn the practice. Before 1876 there was no public sentiment on
the subject, neither was there race consciousness nor conflict; and
the unhappy offspring could rise no higher than the color of the
mother. Once a negro, always a negro.

Changes in Sexual Relations

After about 1876 sexual intercourse between the races gradually
decreased, and today has practically stopped. The law sustained by
public sentiment condemns the practice, which has become a badge
of shame. One would naturally expect the census table to reflect this
change in race relationship, and it does. In 1910, in a group of 100
negroes, as we have seen, 20, or one in five, were mulattoes,
whereas in 1920 the proportion was one in six, or 16 mulattoes in a
group of 100 negroes. But bloody revolutions, much legislation
forbidding race intercourse of any kind, innumerable race riots,
lynchings and burnings in the “Black Belt,” together with the white
womanhood of the South—all these were required to separate the
two homogeneous races.
The Roosevelt letters made a lasting impression on the South.
These letters describing the process of race-blending showed how
the crossing of white and mulatto produced a quadroon; the crossing
of quadroon with white person produced an octoroon; the crossing of
octoroon with white person produced a person called “passing for
white”; and the crossing of “passing for white” with pure white
produced “fixed white,” and after “fixed white” there was no further
reversion to black color.
The total population of the United States is about 106,000,000, of
which 10,500,000 are negroes. It is interesting to note that of these
10,500,000 negroes about 8,333,000 reside in Southern territory.
That is to say, in the fourteen South Atlantic, East South Central and
West South Central States (omitting West Virginia, Oklahoma and
Kentucky), there are 8,333,000 blacks and 19,000,000 whites. On
the other hand, in Northern territory there are 71,000,000 whites and
1,500,000 blacks. In other words, in the thirty-two Northeastern,
Middle Atlantic, East North Central, West North Central, Mountain
and Pacific States the white population is 71,000,000, while the
negro population is 1,500,000.
If it were possible at the present time to blend the races, Southern
people would have more than one-third colored blood in their veins
and less than two-thirds white blood, and Northern people would
have about 3 per cent colored blood and 97 per cent white.
Moreover, if amalgamation were to take place now, the whole of
South Carolina and Mississippi and half of Georgia, Florida, Alabama
and Louisiana would grade about 50 per cent negro blood and 50
per cent white. The North, on the other hand, would grade about 3
per cent colored blood and 97 per cent white, a mixture well within
the rule of “fixed white”; whereas the Southern mixture would not
reach the grade of “passing for white,” the offspring of such persons
being subject to the law of reversion to color.
It is not possible to place Southern whites and blacks on terms of
social and political equality as soon as the blacks are fitted for
citizenship, as many philanthropic organizations are now insisting,
because the Southern white man is tenacious of his rights and on
this subject is regardless of consequences. With him a white man’s
government means a white man’s government. If Congress should
pass a Force Bill and undertake to put it into operation, the Irish
upheaval would be a mild affair in comparison with conditions in the
Southern States. Either the white man would exterminate the negro,
or the negro would exterminate the white man. The white man will
brook no peer. It is not a question of whether the negro is a good
citizen or a bad citizen; it is deeper than this; it has to do with race
integrity, race autonomy.
So long as the negro “behaves himself” in the South he is safe. But
once let him cross the dead line of race separation and endeavor to
assert his manhood rights and he becomes a menace to the existing
order of things, after the manner of John Brown at Harper’s Ferry.
With hat in hand, the Southern negro is more than safe, he is happy
—if he is that kind of negro. For his sake and in memory of the old-
time “darkey” schools, hospitals and orphanages have been set on
foot. Nothing, indeed, is too good for him. A tender, patient
relationship exists between this unambitious, likable creature and the
white people of the South. This white man’s negro gets all that he is
entitled to and often more in the courts, as a domestic on the farm,
with trowel or hammer. The white man who undertakes to impose on
a white man’s negro has his hands full. Many years’ experience as a
Circuit Judge enables me to declare that in the Court House I never
witnessed an act of injustice to such a negro—who does not desire
rights, social or political, and could not be induced to leave “his ol’
white folks.”
But what of that increasing number of negroes who are not the white
man’s negroes, and what of the widening gulf between races? Has
the situation improved since the return of negro soldiers in khaki
from France, where the black man from Algeria was a favorite of the
Parisian drawing rooms, a recipient of the voluptuous white woman’s
favors? Did Siki’s victory over Carpentier give a new turn to the race
question, as The Boston Herald asserts? Is it true, as literature of
“new negro” type declares, that race war and revolution must
presently follow if conditions continue and race segregation be
insisted upon? Perhaps not. But so The Crisis is teaching and so
one reads in “The Souls of the Black Folks,” “The Voice of the
Negro,” “Dark Water,” “The Black Dispatch,” and like publications.
The negro Leckey thinks that “race separation and distinctions are a
spiritual lynching and that the negro must feel that he is a cursed,
knee-bending slave, bound and shackled by laws and customs made
for slaves.” And the “new negro’s” call to battle, how clear it is. Let us
hear it:
 Oh! kinsman we must meet the common foe;
Though far outnumbered, let us still be brave;
And for their thousand blows, deal one death blow!
What though before us lies the open grave,
Like men we’ll face the cowardly, murderous pack,
Pressed to the wall—dying—but fighting back.

Why is the negro not right? Self determination is of God, not of man.
But the black race must not underrate the task. They are lined up
against descendants of men who fought a four years’ war against the
world without salt, shoes or powder, and whose courage and
endurance no man questions. Men of the South place race integrity
above politics, property, religion, or life itself. The South alone among
nations is today making a fight against a universal ethnological law
of race-blending. The mistake is in not boldly admitting the facts,
flinging defiance to the future, spurning representation based on
negro population in the electoral college.

The Solution
This, then, is the line-up. Can actual warfare be avoided? I think that
it can. There is nothing strange or alarming about the situation. The
negro desires to be free and he is right. The white man claims that
the South is his to rule and control, and he, too, is right. But a head-
on collision need not come from every paradox. While man has
busied himself in the endeavor to solve matters, in the wrong way,
the God of nations seems to have taken a hand, pointing the way of
escape, even as He pointed it out to Abraham and Lot in the land of
Bethel: “And Abraham said unto Lot, let there be no strife, I pray
thee, between me and thee. Separate thyself, I pray thee, from me.”
Even so today is God moving the black man to separate himself from
the Southern white man, and, by the thousands, are negroes leaving
the South.
Let the census tables again speak. The white population of the
United States in the last four decades has increased 100 per cent,
while the negro population in the same period has increased but 40
per cent. In the far South during the decade 1910-1920 the negro
population either stood still or diminished. Alabama and Mississippi
having 8,000 and 75,000 fewer negroes respectively in 1920 than in
1910. The way out, therefore, is to change our mental attitude on this
subject and vitalize every legitimate movement for negro migration
North, East and West. Let those States welcoming the negroes to
equal rights make known the fact, opening wide their doors, and
negroes will continue to leave the South as they are now doing, in
great numbers, thus relieving race friction. Undoubtedly the Southern
States should cooperate in the movement, instantly repealing such
laws as impose fine and imprisonment on emigration agents and
giving up negro labor for the general welfare. (The only good of the
Ku Klux is to frighten negroes from Southern States to other sections
—and this is unintentional.)
Organizations and associations for race betterment, heretofore
assuming that the race issue must be settled in the South and not
elsewhere, have given little attention to negro migrations, which have
been haphazard affairs conducted along business and not along
racial lines. With intelligent and sympathetic direction negro
migration will be greatly accelerated; and then, but not till then, the
“Solid South” with all its embarrassing consequences will cease to
be.
But I go further. Were I a negro, facing the future, concerned about
children and children’s children, I would cease to fight against white
prejudice, but raising the banner of “Pan-Africa,” I would herald that
“Unity of the Colored Races, sensed by far-seeing negroes,” as Dr.
Burghardt Du Bois phrases it, until my last breath. And why shall not
the National Government sponsor negro exodus, making ready a
suitable home for the race? President Lincoln recommended
colonization “in some place or places of suitable climate”; President
Grant recommended to Congress colonization on the Island of Santo
Domingo. Why may not French Guinea and Sierra Leone be added
to Liberia, creating an ample fatherland for such Afro-Americans as
choose to go?
But has not colonization in Liberia failed? By no means; it has never
been given a trial. In the ’70s a ship with about one thousand negro
emigrants sailed from Savannah for Liberia. Standing amid 10,000 of
his race and raising his black face heavenward, Bishop Turner
prayed that God would safely speed the little craft to a land where
the color of a man’s skin was not a crime. Ten thousand negro
voices sobbed “Amen”; an aged colored woman shouted for very joy.
What has been America’s attitude to such heroic incidents? Either
indifference or disapproval and ridicule. Our colonization societies
have ceased to function, and we give no further thought to Liberia,
being content that the negro shall remain in the South, “a people
within a people.”
Shall we not, I earnestly ask, speedily revive the old colonization
society, send another Goethals with means and equipment and
make Liberia as healthy as Panama—and above all, shall we not tell
the truth about Liberia? Plucky little republic, at our request, she
jumped into the great war and lost shipping and commerce; her
towns were shelled by German gunboats, and yet the United States
is haggling about making a loan of $5,000,000, promised by
President Wilson and recommended by President Harding.
During the present year a British commission after nine months’
travel reported to its Government that in the three essentials—
climate, productivity and health (with proper attention)—Africa is the
most favored of continents, that it possesses marvelous flora,
wonderful water-power, fertile soil, extensive mineral deposits,
abundant hardwood.
In the face of discouragement, 100,000 civilized negroes, of whom
about 12,000 are American Christian immigrants and their
descendants, now reside on the Liberian littoral; and Monrovia, its
capital, has a population of 6,000 souls. A railroad running from
Monrovia 150 miles up the St. Paul River, across waterfalls and into
the hinterland, would open up a garden spot, with lowlands superior
to our far South, with uplands equal in climate and elevation to our
North Atlantic States.
As soon as we but make a co-operative start toward negro migration
and colonization and cease the vain attempt to pour two gallons of
water into a one-gallon vessel—to bestow citizenship upon the negro
in the South—his condition will improve. What satisfaction does not
get from reading documents like “The Negroes’ Progress in Fifty
Years”? Of what avail are houses, land or education, forsooth, to one
in a state of bondage? Better ignorance and poverty for him. Shall
the promise be kept to the ear and broken to the hope? I cannot
agree with Mecklen, in “Democracy and Race Conflict,” that the race
question is essentially insoluble. The negroes are tractable and,
looking upon themselves as a “peculiar people,” will follow such
course as their leaders may map out for the “race”; a course which
should be thought out, it must again be insisted, not along the
impossible, makeshift lines of racial equality in the South, but in the
quite opposite direction and in terms of hundreds of years. While
permanent plans are under way, every energy should be exerted to
educate and fit the negro for a new, a saner life under ampler skies.
America may not justify herself at the Final Assize until she lives up
to the truth that the white man is right, that the negro is also right,
and that of these two contradictions neither is wrong.
 Will the Black Man Go Back to His
Country, Africa?
In order for me, in my book, to answer you that question, I will have
to take up the words of God’s prophets, because they can answer
that question better than I. For this reason I will call your attention to
prophet Amos, 3:7. Surely the Lord God will do nothing but to reveal
his secrets to his servants the prophets.
In this chapter, your question will be answered, send back the stolen
goods, for justice is on your trail.
God has promised through his prophet Ezechial 36; 24:28:32.
For I will take you from among the heathen, and gather you out of all
countries, and will bring you into your own land.
And ye shall dwell in the land that I gave to your fathers, and ye shall
be my people and I will be your God.
Not for your sake do I do this, saith the Lord, be it known unto you be
ashamed and confounded for your own ways, O house of Israel.
Ezek. 36; 5:9. Therefore thus saith the Lord God. Surely in the fire of
my jealousy have I spoken against the residue of the heathen and
against all Idumea, which have appointed my land into their
possession with the joy of all their heart, with despiteful minds, to
cast it out for a prey. For behold, I am for you and I will turn unto you,
and ye shall be tilled and sown.
Now my friends, if the Lord God of Israel says that we Black Jews
shall go back to our own land, no one can stop it.
The nations must give up their stolen goods.
Now the God of Heaven and Earth is directing the minds of the good
white people, they are coming together, and giving justice to all
people, so the curses may be raised up off of them. The black man
wilt soon come into his own.
Now my friends, whether I want to or not, I am compelled to present
to you at this period in my book—at two o’clock, a. m., Jan. 17, 1925
—the spirit of God made me get up out of bed, and write the truth,
whether the world likes it or not. I have the honor to present to you
one of the greatest black men that ever lived on earth, and the
greatest in these last days. The honorable Marcus Garvey, president
of the Universal Negro Improvement Association. He has the spirit of
Ezechial and the vision that God gave him. Allow me to present to
you the words of God, and this man, Marcus Garvey is in the same
shoes.
First I want to call your attention to Numbers 12:6, and if there be a
prophet among you, I the Lord will make myself known unto him in a
vision and will speak unto him in a dream.
My friends, this is not the first prophet that the Lord has sent among
the so-called American Negro. In nineteen hundred, God sent us
Prophet William S. Crowdy, and he got two hundred and eighty
thousand who keep the seventh day Sabbath and the Passover, and
set up the Church of God and the Saints of Christ, and the Black
Israel fought it until they stopped his progress; then the Lord God of
Israel took him down before he finished his work. The carnal part he
never finished. He was an old man—he gave up the ghost and left
us without material and racial leader. So the Lord God has sent us
this man, known to the world as Marcus Garvey, and the stiff necks
of Israel have gone after him with sticks and stones, but it is their last
chance.
Now I shall put this man in Ezechial’s shoes, that you may see him
and be blessed if you stop fighting his works, for it is none other than
the works of God.
Now allow me to direct your thoughts to Prophet Isaiah 55; 7:8:9:11.
Let the wicked forsake his way, and the unrighteous man, his
thoughts, and let him return unto the Lord he will have mercy upon
him, and to our God, for he will abundantly pardon. For my thoughts
are not your thoughts, neither are your ways my ways, saith the
Lord.
For as the heavens are higher than the earth, so are my ways higher
than your ways, and my thoughts higher than your thoughts.
So shall my word be that goeth forth out of my mouth, it shall not
return unto me void, but it shall accomplish that which I please and it
shall prosper in the thing wherever I send it.
So we are as foolish galatians, have been bewitched by others,
trying to turn white, trying to take this government by politics, and the
white man’s education, which is destruction to Black Israel.
This is God talking to Garvey. Ezekiel 12; 1:2:3. And he said unto
me, son of man, stand upon thy feet, and I will speak unto thee.
And the spirit entered into me, when he spoke unto me, and set me
upon my feet, that I heard him that spoke unto me.
And he said unto me, son of man, I send thee to the children of
Israel, to a rebellious nation that has rebelled against me; they and
their fathers have transgressed against me unto this very day.
Now my friends, you know we black people as a nation have obeyed
every nation in this world except God. Through his commandments
which were handed down to us by the nations, and all the God that
we know is the God that they have told us about, and we as a nation
are obeying the Gods of this world, and fighting the God of Israel.
Ezek. 2; 4. For they are impertinent children and stiff hearted. I do
send unto them and thou shall say unto them, thus saith the Lord
God.
And they, whether they will hear or whether they will forbear, for they
are a rebellious house, yet they shall know that there has been a
prophet among them.
Allow me to ask the question, why is this man Garvey so bold and
not afraid of anyone nor death. The ignorant men judge him to be
boisterous, or a bully like themselves, because they do not know
God and his works, the vision was not given to them.
Ezekiel 2; 6. And thou, son of man, be not afraid of them, neither be
afraid of their words, though briers and thorns be with thee and thou
doest dwell amongst scorpions, be not afraid of their words, or be
dismayed at their looks, though they be a rebellious house; 7. And
thou shall speak my words unto them, whether they will hear or
whether they will forbear, for they are most rebellious.
But thou, son of man, hear what I say unto thee, be not thou
rebellious, like that rebellious house, open thy mouth and eat what I
give thee.
Now my friends, Mr. Garvey has opened his mouth and has eaten
the word of God, so he has got to do what God tells him; and it is
strange to the people because it is not their ways, and the leaders of
the people to try to hold them from this back to Africa movement, but
the Lord God said they shall go, not all of the old mothers and
fathers; they shall stay here and in their homes all over the world, but
the young men and women will go to build up a government for
themselves, so that we may be represented all over the world as a
nation of people governing themselves, and not looking up to
another nation, and their God to lead us, or to exploit us and keep us
in ignorance. Ezekiel 3; 55. For thou art not sent to a people of a
strange speech and of a hard tongue, language, but to the house of
Israel.
But the house of Israel will not hearken unto thee, for they will not
hearken unto me, for all the house of Israel are impudent and hard-
hearted.
Behold I have made thy face strong against their face and thy
forehead strong against their foreheads.
As an adamant harder than flint have I made their forehead. Fear
them not, neither be dismayed at their looks, though they be a
rebellious house.
Moreover, he said unto me, son of man, all my words that I shall
speak unto thee receive in thine heart, and hear with thine ears.
And go get thee to them of the captivity, unto the children, of thy
people, and speak unto them and tell them. Thus saith the Lord God,
whether they will hear or whether they will forebear; 17. Son of man,
I have made thee a watchman unto the house of Israel, therefore
hear the word at my mouth and give them warning from me.
Why does this great man go into politics? Why does a dog go into
the swamp and the man with the gun stay on the outside?
Mr. Garvey goes into politics to run you out of the white man’s
business, and to beat you at your own game. He knows if you
continue to dabble in the white man’s business, when you are only
parasites in their country, that you will put a man of a class of men in
office who will see that we as a race will have to pack up and get out,
because we are noisy. They will say, go to your own country and
build yourself a government of your own, and all you want. If you
know how to run our government or how it ought to be run, you can
run one for yourselves, so go to it. For myself, I have not voted in
twenty years. I have all I can do, to obey the laws that are made by
the white man in this country, and all of them respect me because I
keep out of their business.
How does this man Garvey know all things, how to unite seven
million black people all over the world? The white man did not tell
him, but he has done it. Let us search the holy scripture and find out.
The secret comes from God, let us see Job 28; 12. But where shall
wisdom be found and where is the place of understanding.
28. And unto man he said. Behold the fear of the Lord, that is the
beginning of wisdom and to depart from evil is understanding.
This man is one who loves the Lord, and when the Lord God picks a
man to make a watchman out of him, he gives him wisdom. Let me
get another witness, Psalm 111; 10. The fear of the Lord is in the
beginning of wisdom, a good understanding have all they that do his
commandments, his praise endureth forever.
Let us find another witness, St. John 7; 17. If any man will do his will,
he shall know of the doctrine, whether it be of God or whether I
speak of myself. This man has but one desire and that is to free a
people who are crying to him for help all over the world.
Not only does God give out this wisdom and understanding to Mr.
Garvey, but to all men and women who do his will. Unless you do the
will of God, you cannot understand this great man. He is too far
ahead of you, and you can only trust his word. Have faith in him and
you will be all right.
Allow me to direct your thoughts back to the greatest of all prophets,
that man is Jesus Christ.
St. John 8; 31:32. Then said Jesus to those Jews which believe in
him, if you continue in my word, then are you my disciples indeed.
And ye shall know the truth and the truth shall make you free.
It is the truth that destroyeth the carnal mind, which keeps you blind,
so you cannot see the hand of God working through the Universal
Negro Improvement Association, and it is only love that opens your
eyes that you may see. All humanity has to get love, regardless to
creed or color. Let us see what prophet Jesus says about it, as you
say you are following him.
Matthew 5; 43:44. We have heard that it hath been said thou shalt
love thy neighbor and hate thine enemy.
But I say unto you, love your enemy, do good unto them that hate
you, bless them that curse you and pray for them who despitefully
use you and persecute you.
Now my dear reader, love is the only hope for us to get back to our
country. It is the only way to world peace, the only thing that will
make the nations lay down the sword, it will bring peace to your
home. Love is the only thing that will destroy charity institutions,
insane asylums and prisons, and we would have no need for
hospitals. Love for humanity is like an eating cancer, it brings respect
and demands respect of the high type. It will demand that you give
up everything that attempts to disgrace or destroy the temple of God.
It has power over the flesh and keeps it under subjection. Do God’s
commandments and you will never go wrong.
 The Unjust Treatment to Garvey
On February 7, 1925 at 2 A. M., I was called out of my bed to warn
you, my people, the Black Jews, that you have caused the world to
put in jail, only to please you, the man of God, who is your children’s
saviour. You as a race are cursed, you shall never see Africa, but
your children shall go.
This man, Marcus Garvey, has finished his work, and it is well done.
He is now having a well needed rest. He has only stepped in the
shoes of Moses and Jeremiah, who were put in jail, put down into a
well, because they told the truth, which condemns you Black Jews.
Jesus Christ was whipped and driven out of cities, until he was
almost starved. At last he was rebuked by wicked men and women.
Then lynched by white men because he dared to tell you Black Jews
the truth.
In the 15th century, you were chained and brought to all nations and
sold for two hundred and fifty years as slaves, and suffered all kind
of trouble. Then God raised up the good white people in your favor to
help you to get free from the yoke of bondage all over the world.
Mr. Abraham Lincoln promised that if he ever got the chance he
would hit slavery a hard blow.
The white people of America elected him to be president and he
struck slavery a terrible blow. He emancipated four million, five
hundred thousand so-called negroes, and was killed for doing it.
Now, some of you mixed people are bucking the dead man and
saying that he did not mean to free us. Whether he meant to or not,
he gave us guns and ammunition to help free ourselves, and our
fathers got on the job.
Three weeks before he was killed, he had promised Frederick
Douglas, our leader then, that he would go before congress and
present a bill that would demand one state in this country or send us
back to Africa. We must have our name that we may know who we
are, and can serve our God.
Our president, Garfield, picked up our righteous issue, and they
assassinated him for telling the truth as he saw it.
Our late president McKinley hit the righteous trail, and spoke the
truth as he saw it, and they put him to sleep.
Our late president, Roosevelt, stepped out in the path of righteous,
and invited Mr. Booker T. Washington to luncheon with him at the
white house, and when he was on his campaign in nineteen hundred
and twelve they shot him.
When Mr. Marcus Garvey stepped out on the platform of
righteousness, they shot him twice while he was in his office, but
God spared him to rest a while in jail, until the good-thinking white
people set him free.
My open opinion of the man, I know a crook when I see one and deal
with him. I was introduced to Mr. Garvey in nineteen hundred and
nineteen at the Messiah Baptist Church in Yonkers, New York. I was
chosen to make the opening address on this night. He organized a
division in this church, one of the finest colored churches in the State
of New York, and I was one of those who joined. But this division
went down through jealousy among its members. Then I watched Mr.
Garvey, his officers and members and those who read his paper. By
doing this I found out where the trouble lay. It was in his crooked
officers. Nine out of every ten showed up at the conventions
dishonest. When Mr. Garvey began to expose them, they began to
plot against him. The worst of it all is, that the majority of them all
were preachers who were all in, down and out.
I found the work of this organization in the bible. In nineteen hundred
and twenty-one, I called my friends together in Yonkers, New York,
and laid the facts before them. I suggested that they should organize
a division of their own, which they did. I have been watching Mr.
Garvey from then until now.
My opinion of him is that he is one of the most honest men of all
time, with a big heart, no jealousy toward any man. I do not believe
that Mr. Garvey would entertain any evil thoughts. He means good to
all, both white and black. He is the best colored friend that the white
man has. He is only trying to take a great curse off of the white
people that God is about to send on them, because they won’t let the
Black Jews go back to Africa. He sees it and knows it. I myself have
seen the same thing. The destruction is coming if these stiff neck
black people are not sent from among you whites. You must let them
go and serve their God. This is the road to peace and prosperity.
Now my white and black friends, this subject was written with a spirit
of love, for love is the only way, and the only sources that the nations
or races can get together.
Moving picture shows the power of love. They show every crooked
step that the lover makes and its results. This should be a warning to
others, that they should marry for love and not for money. For true
love is the only step to righteousness and honor. Without true love,
no man can respect his wife or no woman can respect her husband.
The vow which is made at the altar cannot be kept without true love.
Money can not keep it. Let us marry because we love and we will be
happy on this earth. Without it our life struggles are in vain. The
movies will help you, if you go there to learn and not for a good time.
You will show respect for one who has true love in his heart.
I want to state here, that I have made a round of a number of moving
pictures, and studied the characters, and the power of love, and the
destruction of false love.
I am compelled to say, that the movies are doing a lot of good now,
to mend up the broken hearts, that some of the victims may start life
over and count yourself unworthy of their love if you have not the
true love in your heart. You are the man or woman that is on your
way to destruction, whether it be a race or nation, its leaders must be
of true brotherly love for mankind, for out of the mouths, the heart
speaketh.