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also available in Mastering Biology that allow students to Instructor Resources, and Item Library. These include
practice the visual skills addressed in these figures. BioFlix®3-D Animations and resources from HHMI
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provide a quick check of student understanding of the
• FIVE NEW! Ready-to-Go Teaching Modules provide
background information needed to learn a new chapter's
instructors with active learning exercises and assessment
content, with feedback to bolster their preparation.
questions to use in class, plus Mastering Biology as-
• NEW! Figure Walkthroughs guide students through key
signments that can be assigned before and after class.
figures with narrated explanations and figure markups that
The Third Edition includes five new modules for a total
reinforce important points:
of 15 modules.
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PREFACE V

Our Guiding Principles
Our key objective in creating Campbell Biology in Focus was to
produce a shorter text by streamlining selected material, while
emphasizing conceptual understanding and maintaining clar-
ity, proper pacing, and rigor.
Here are the five guiding principles of our approach:
1. Focus on Core Concepts
We developed this text to help students master the fundamen-
tal content and scientific skills they need as college biology
majors. In deciding what to include in this text, we were guided
by discussions with biology professors across the country,
analysis of over 1,000 syllabi, study of the debates in the litera-
ture of scientific pedagogy, and our experience as instructors
at a range of institutions. The result is a briefer book for
biology majors that informs, engages, and inspires. Page vii
provides more information on the book's organization.
2. Establish Evolution as the Foundation
of Biology
Evolution is the central theme of biology and the core theme
of this text, as exemplified by the various ways that evolution
is integrated into the text:
• Every chapter includes an Evolution section and a
question called Focus on a Theme: Evolution.
• Evolution is the unifying idea of Chapter 1 .
• Evolution provides the storyline for Unit 4 , The Evolu-
tionary History of Life.
3. Engage Students in Scientific Thinking
Helping students learn to "think like a scientist" is a nearly
universal goal of introductory biology courses. Scientific think-
ing and data interpretation skills top lists of learning outcomes
and foundational skills desired for students entering higher-
level courses. Students need to understand how to formulate
and test hypotheses, design experiments, and interpret data.
Campbell Biology in Focus meets this need in several ways:
• NEW! Problem-Solving Exercises
• NEW! Links to annotated research papers in the
AAAS Science in the Classroom website
• Scientific Skills Exercises
• Interpret the Data Questions
• Scientific Inquiry Questions
• Inquiry Figures
• Research Method Figures
4. Use Outstanding Pedagogy
to Help Students Learn
Campbell Biology in Focus, Third Edition, builds on our hall-
marks of clear and engaging text and superior pedagogy:
• NEW! Get Ready for This Chapter online questions
help prepare students for the chapter ahead.
•
VI PREFACE
• Each chapter is organized around a framework of carefully
selected Key Co11cepts so students don't lose sight of the
"forest" for the "trees."
• Questions throughout the text catalyze learning by
encouraging students to actively engage with the material.
• Test Your Understanding Questions at the end of each
chapter help students assess their understanding of the
chapter. They are organized by Bloom's Taxonomy:
Levels 1-2: Remembering/Understanding
Levels 3-4: Applying/Analyzing
Levels 5-6: Evaluating/Creating
5. Create Art and Animations That Teach
Biology is a visual science, and students learn from the art as
much as the text. Therefore, we have developed our art and
animations to teach with clarity and focus. Our visual teaching
tools include:
• NEW! Visualizing Figures • BioFlix®3-D
• NEW! Visual Skills Questions Animations
• NEW! Figure Walkthroughs • Exploring Figures
• Make Connections Figures • Guided Tour Figures
Mastering Biology
Mastering Biology is the most widely used online assess-
ment and tutorial program for biology, providing an extensive
library of homework assignments that are graded automati-
cally. Self-paced tutorials provide individualized coaching
with specific hints and feedback on the most difficult topics
in the course. Optional Adaptive Follow-up Assig11ments
provide additional questions tailored to each student's needs.
NEW! Early Alerts give instructors a quick way to moni-
tor students' progress and provide feedback (see page xxi).
Mastering Biology also includes the Instructor Resources,
Ready-to-Go Teaching Modules, eText, Study Area,
and Dynamic Study Modules. For more information about
Mastering Biology, see pages xviii-xxiii.
***
Our overall goal in developing and revising this text was to
assist instructors and students in their exploration of biology.
Although this Third Edition is now completed, we recognize
that Campbell Biology in Focus, like its subject, will evolve. As its
authors, we are eager to hear your thoughts, questions, com-
ments, and suggestions for improvement. We encourage you
to contact us directly by e-mail:
• Lisa Urry (Units 1 and 2): lurry@mills.edu
• Michael Cain (Ch. 1, Units 3, 4, and 7): mlcain@nmsu.edu
• Peter Minorsky (Unit 5): pminorsky@mercy.edu
• Steven Wasserman (Unit 6): stevenw@ucsd.edu
• Rebecca Orr (Ready-to-Go Teaching Modules, eText Media
Integration): rorr@collin.edu
Organization
Campbell Biology in Focus, Third Edition, is organized into an in-
troductory chapter and seven units that cover core concepts of
biology at a thoughtful pace. When we adapted Campbell Biology
to write the first edition of this text, we made informed choices
about how to design each chapter of Campbell Biology in Focus
to meet the needs of instructors and students. We analyzed over
1,000 syllabi, read hundreds of reviews, and talked to biology in-
structors across the country. In some chapters, we retained most
of the content; in other chapters, we pruned some material; and
in still others, we completely reconfigured the coverage. In creat-
ing the Third Edition, we solicited feedback from reviewers and
used their thoughtful critiques to further fine-tune the content
and pedagogy.
CHAPTER 1 Introduction: Evolution and the
Foundations of Biology
Chapter 1 introduces the five biological themes woven throughout
the text: the core theme of Evolution, together with Organization,
Information, Energy and Matter, and Interactions. Chapter 1
also explores the process of scientific inquiry through a case study
describing experiments on the evolution of coat color in t he beach
mouse. The chapter concludes with a discussion of the importance of
diversity within the scientific community.
UNIT 1 Chemistry and Cells
A succinct, two-chapter treatment of basic chemistry (Chapters 2
and 3) provides the foundation for this unit focused on cell struc-
ture and function. The related topics of cell membranes and cell
signaling are consolidated into one chapter (Chapter 5). Due to the
importance of the fundamental concepts in Units 1 and 2, much of
the material in the rest of these two units has been retained from
Campbell Biology.
UNIT 2 Genetics
Topics in this unit include meiosis, classical genetics, the chromosomal
and molecular basis for genetics and gene expression (Chapters 10-14),
regulation of gene expression (Chapter 15), and the role of gene regula-
tion in development, stem cells, and cancer (Chapter 16). Methods in
biotechnology are integrated into appropriate chapters. The stand-
alone chapter on viruses (Chapter 17) can be taught at any point in the
course. The final chapter in the unit, on genome evolution (Chapter 18),
provides both a capstone for the study of genetics and a bridge to the
evolution unit.
UNIT 3 Evolution
This unit provides in-depth coverage of essential evolutionary topics,
such as mechanisms of natural selection, population genetics, specia-
tion, and long-term patterns of evolutionary change. Early in the unit,
Chapter 20 introduces "tree thinking" to support students in interpret-
ing phylogenetic trees and thinking about the big picture of evolution.
UNIT 4 The Evolutionary History of Life
This unit employs a novel approach to studying the evolutionary his-
tory of biodiversity. Each chapter focuses on one or more major steps
in the history of life, such as the origin of cells or the colonization of
land. The coverage of natural history and biological diversity also em-
phasizes the evolutionary process-how factors such as the origin of
key adaptations have influenced the rise and fall of different groups of
organisms over time.
UNIT 5 Plant Form and Function
The form and function of vascular plants are often treated as separate top-
ics, making it difficult for students to make connections between the two.
In Unit 5, plant anatomy (Chapter 28) and the acquisition and transport
of resources (Chapter 29) are bridged by a discussion of how plant archi-
tecture influences resource acquisition. Chapter 30 provides an intro-
duction to plant reproduction and examines controversies surrounding
the genetic engineering of crop plants. The final chapter (Chapter 31)
explores how plants sense and respond to environmental challenges and
opportunities by effecting changes in their growth and reproduction.
UNIT 6 Animal Form and Function
This unit's focused exploration of animal physiology and anatomy uses a
comparative approach to bring out fundamental principles and conserved
mechanisms. An integrative introductory chapter (Chapter 32) introduces
students to the closely related topics of endocrine signaling and homeo-
stasis. Other interconnections are explored in chapters that meld presen-
tations of circulation and gas exchange, reproduction and development,
neurons and nervous systems, and motor mechanisms and behavior.
UNIT 7 Ecology
This unit applies the key themes of the text, including evolution,
interactions, and energy and matter, to help students learn ecological
principles. Chapter 40 integrates material on population growth and
Earth's environment, highlighting the importance of both biologi-
cal and physical processes in determining where species are found.
Chapter 43 ends the book with a focus on conservation biology and
global change.
Highlights of New Content
Here, we highlight the major content updates and revisions made to
the Third Edition of Campbell Biology in Focus.
CHAPTER 1 Introduction: Evolution and the
Foundations of Biology
Chapter 1 includes several new and significantly revised figures:
Figure 1.13, depicting researchers studying hominin fossils in South
Africa, providing a new example of how life on Earth has changed over
time; Figure 1.15, providing a new example of unity and diversity in
birds; and Figure 1.18, a new image depicting Jane Goodall observing a
chimpanzee mother and baby in the field.
• •
ORGANIZATION AND NEW CONTENT VII
 UNIT 1 Chemistry and Cells
In Unit 1, new content engages students in learning foundational
chemistry and making the cell-related material more accessible and
inviting. The opening of Chapter 2 and a new figure show organisms
affected by loss of Arctic sea ice (Figure 2.21). Chapter 3 has a
new chapter opener featuring Qinling golden snub-nosed monkeys, as
well as updates on lactose intolerance, trans fats, dietary fiber (with a
nutritional label), protein sequences and structures, and intrinsically
disordered proteins. New Visualizing Figure 3.20 helps students un-
derstand various ways proteins are depicted. A new Problem-Solving
Exercise in Concept 3. 7 engages students by having them compare
DNA sequences in a case of possible fish fraud.
T Figure 2.21 Effects of climate change on the Arctic.
Species benefiting from loss of Arctic ice:
More light and warmer Bowhead w hales,
waters result in more which feed o n
phytoplankton, which plankton they
are eaten filter, are
by other thriving.
organisms. ..,..,.,.,-,
Species harmed by
loss of Arctic ice:
Loss of ice has
reduced feeding
o pportunit ies for
polar bears, who Extent of ice
hunt f rom the ice. sheet in
Sept. 2018
Black guillemots in Alaska
cannot fly from their
nests on land to their f -- ~ Median extent of
fishing grounds at ice sheet in Sept.,
the edge of t he ice, 1981-2010
w hich is now too far Alaska
from land; young birds are
starving.
Th e Pacific walrus depends
on the ice to rest; its Canada
fate is uncertain.
Figure 4.1 is a new chapter-opening photo-a striking colorized mi-
crograph of the rods and cones in the eye. New Visualizing Figure 4.30
shows the profusion of molecules and structures in a cell, all drawn to
scale. Chapter 5 begins with a new chapter opener, a computer-based,
artistic image depicting a cross section through two brain cells, show-
ing neurotransmitter release during exocytosis. Chapter 6 includes a
new photo of a firefly to show terrestrial bioluminescence. To illustrate
order as a characteristic of life, Figure 6.4 includes photos of a Venus
flower basket glass sponge and La Sagrada Familia church in Barce-
lona, Spain. The structure of the glass sponge inspired the architect
Antoni Gaudi in his design of the church's towers. Chapter 7 begins
with striking photos of puffins, both capturing food and in flight, and
includes an addition on the role of fermentation and anaerobic res-
piration in t h e production of chocolate from cacao beans. Chapter 8
includes a new concept head (Concept 8.4, Life depends on photosyn-
thesis) to facilitate instructor use of this final summary and the two
important review figures at the end of the chapter. In Chapter 9, more
cell cycle control checkpoints have been added.
UNIT 2 Genetics
Chapters 10-14 incorporate changes that help students grasp the more
abstract concepts of genetics and their chromosomal and molecular
underpinnings. For example, a new Visual Skills Question with Figure
10.6 asks students to identify where haploid cells undergo mitosis
in the three life cycles shown in the figu re and what type of cells are
formed. Chapter 11 includes information on a 2014 genomic study
on the number of genes and genetic variants contributing to height.
In Chapter 12, the section on sex determination is more inclusive,
explaining that sex is no longer thought to be simply binary and clari-
fying the emerging distinction between the terms sex and gender. Also,
•• •
VIII ORGANIZATION AND NEW CONTENT
new research on sex determination has been added. New Visualizing
Figure 13.8 shows various ways that DNA is illustrated. In Concept 13.4,
updates to the CRISPR-Cas9 coverage include progress on attempting
to cure sickle-cell disease, use of gene drives to address insect-borne
diseases, a photo of Jennifer Doudna with a CRISPR-Cas9 model
(Figure 13.33), text about her role in discovering CRISPR technology,
and text about ethical considerations. Chapter 14 has a new opening
photo and story about albino donkeys to pique student interest in gene
expression, and the one-letter codes for amino acids have been added
to increase student familiarity with these widely used symbols. A new
Problem-Solving Exercise asks students to identify mutations in the
insulin gene and predict their effect on the protein.
...,.. Figure 13.33
Jennifer Doudna
holding a model
of CRISPR-Cas9.
North Pole
• Chapters 15-18 are extensively updated, driven by exciting new
discoveries based on DNA sequencing and gene-editing technology.
Chapter 15 has updates on histone modifications, the percent of
protein-coding genes expressed by a typical human cell, alternat ive
splicing, functional RNAs, miRNAs, and siRNAs. A mention of CRISPR
in bacteria has been added to the section on evolution. Concept 15.4
includes brief descriptions of both quantitative RT-PCR and RNA se-
quencing because these techniques are becoming more widely used.
Chapter 16 includes updates on the role of master regulatory genes
in modifying chromatin structure and the possible role of p53 in the
low incidence of cancer in elephants. Make Connections Figure 16.21
("Genomics, Cell Signaling, and Cancer") has been revised to reflect
recent research on breast cancer subtypes. Chapter 17 updates in-
clude the Ebola, Chikungunya, and Zika viruses (Figure 17.10), new
research on the structure of the influenza virus, and discovery of the
largest virus known to date. A discussion has been added on mosquito
transmission of viral diseases and the possibility of global climate
change affecting mosquito ranges and therefore disease transmission.
Chapter 18 begins with new photos of an elephant shark (Callorhinchus
milii), which has the slowest-evolving vertebrate genome identified to
date, and a tiger tail sea horse (Hippocampus comes), which has the fastest-
evolving known fish genome. Also, in addition to the usual updates
of sequence-related data (speed of sequencing, number of species'
genomes sequenced, etc.), there are several research updates, including
results from a 2015 study showing the similarity of certain yeast and
human genes, underscoring the common origin of yeasts and humans.
UNIT 3 Evolution
A major goal for this revision was to strengthen how we help students
understand and interpret visual representations of evolutionary data
and concepts. Toward this end, new Figure 20.5 ("Visualizing Phyloge-
netic Relationships") introduces how phylogenetic trees represent evo-
lutionary relationships and what such trees do and do not convey, and
new Figure 23.5 ("Visualizing the Scale of Geologic Time") explores
some visual conventions used to represent the enormity of geologic
time. The unit also features new material that connects evolutionary
concepts and societal problems. Examples include text in Chapter 19
on the 2015 discovery of teixobactin, an antibiotic that is effective
against some hard-to-treat pathogens, a new discussion in Chapter 22
on the impact of climate change on hybrid zones, and a new Problem-
Solving Exercise in Chapter 22 on how h ybridization may have led to
the spread of insecticide resistance genes in mosquitoes that tra.n smit
malaria. Additional changes include new text in Concept 19.3 em-
phasizing how populations can evolve over short periods of time, new
content in Concept 20.1 emphasizing how sister groups provide a clear
way to describe evolutionary relationships and how trees do not show
a "direction" in evolution, a new example in Concept 20.5 of horizon-
tal gene transfer from prokaryote species to a eukaryote lineage, a new
table (Table 21.1) highlighting the five conditions required for a popu-
lation to be in Hardy-Weinberg equilibrium, and new text and a new
figure on gene flow (Figure 21.12).
calculating and interpreting means and standard errors using data on
the effectiveness of a promising new antibiotic, teixobactin, and new
text and a new figure (Figure 26.24) on t h e earliest known seed plants.
A new Problem-Solving Exercise in Chapter 27 engages students in
interpreting data from a study investigating whether frogs can acquire
resistance to a fungal pathogen through controlled exposure to it. Other
updates include the revision of many phylogenies to reflect recent phy-
logenomic data, new material in Concept 24.1 describing h ow research-
ers recently succeeded for the first time in constructing a "protocell" in
which replication of a template stran d of RNA could occur (a key step
in our understanding of the origin of life), and new text and a new figure in
Concept 27.6 describing the 2017 discovery of 315,000-year-old hominin
fossils of Homo naledi (Figure 27.37), a close relative of Homo sapiens.

T Figure 21.12 Gene flow and local adaptation T Figure 27.37 Fossils of hand bones and foot bones (top and
side views) of Homo naledi.
in the Lake Erie water snake (Nerodia sipedon).

Unbanded
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w A major aim in revising Chapter 28 was to help students better under-
stand how primary and secondary growth are related. New Visualizing
Figure 28.10 enables students to picture these two types of growth
Banded N. sipedon more effectively. New coverage of the primary meristems (protoderm,
(Pattern C) Skm procambium, and ground meristem) helps students visualize the tran-
sition of meristematic to mature tissues. A new flowchart (Figure 28.21)
summarizes growth in a woody shoot. In Chapter 29, new Figure 29.7
V') 100 -
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unexpected ways. A new figure clarifies how the terms carpel and
cu
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A B C D A B C D A B C D and pistil.
Ohio mainland Islands Ontario mainland
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Banding patterns in snake populations

Cross section of
UNIT 4 The Evolutionary History of Life Single unfused carpel Multiple unfused simple ovary
(simple pistil) carpels (simple pistils)
In keeping with our goal of improving how students interpret and cre-
ate visual representations in biology, we have added a new figure (Figure Multiple stigmas Lobed stigma Ovule
(one stigma from (one lobe from
27.8, "Visualizing Animal Body Symmetry and Axes") that introduces each carpel) each carpel)
some visual conventions and terminology used in describing animal r'-\
bodies. Students are also provided many opportunities to practice their
visual skills, with more than ten new Visual Skills Questions on topics
ranging from interpreting phylogenetic trees to inferring which regions Cross section of
of a bacterial flagellum are hydrophobic. Other major content changes compound ovary,
include new text in Concepts 24.4 and 25.1 on the 2015 discovery of showing one
chamber from
the Lokiarchaeota, a group of archaea that may represent the sister Two variations of fused carpels each carpel
group of the eukaryotes, a new Scientific Skills Exercise in Chapter 24 on (compound pistil)
•
ORGANIZATION AND NEW CONTENT IX
the angiosperm life cycle figure identify carpels as megasporophylls
and stamens as microsporophylls, correlating with the plant evolu-
tion discussion in Unit 5. New Figure 30.17 compares insect damage in
non-Btmaize and Btmaize. In Chapter 31, the coverage of control of
apical dominance is enhanced by new Figure 31.5 on effects of remov-
ing the apical bud and new text on the role of sugars. In Concept 31.3,
a new Problem-Solving Exercise highlights how global climate change
affects crop productivity. Figure 31.24 on defense responses against
pathogens has been simplified and improved.
UNIT 6 Animal Form and Function
A major goal of the Unit 6 revision was to transform how students in-
teract with and learn from representations of anatomy and physiology.
For example, the art for homeostatic control systems in Chapter 32
(Figures 32.11, 32.15, and 32.24) and throughout the book has been re-
vised to provide a clear a.n d consistent presentation of the role of
perturbation in triggering a response. In Chapter 34, Figure 34.10 on
blood velocity and pressure has been revised to help students appreciate
both time-dependent variation in systolic and diastolic pressure and
location-dependent variation in mean pressure. In Chapter 36, Figure
36.12 on female reproductive cycles has been redesigned to make key
events stand out and to highlight coordination of the ovarian and
uterine cycles, and new Visualizing Figure 36.18 provides students with
a clear and carefully paced introduction to the three-dimensional rear-
rangements that occur during gastrulation. In Chapter 37, new Visual
Skills and Draw It Questions lead students to visualize ion movement
through voltage-gated ion channels (Figure 37.10), engage with rep-
resentations of action potential formation and propagation (Figure
37.12), and explore the commonalities and distinctions between spatial
and temporal summation at synapses (Figure 37.18). In Chapter 38, the
art illustrating the cellular responses of photoreceptors (Figure 38.27)
has been transformed into two parallel drawings that highlight more
effectively how enzyme-induced changes in second messenger concen-
tration trigger changes in ion flow, membrane potential, and ultimately
neurotransmitter production.
The Unit 6 revision also introduces new material and updates that are
designed to promote student engagement and appreciation of biology as
an active, vibrant science. For example, a new Problem-Solving Exercise in
Chapter 32 taps into student interest in medical mysteries through a case
study that explores the science behind laboratory testing and diagnosis.
New text and figures introduce students to recent discoveries
regarding topics such as the microbiome (Figure 33.14) and to
cutting-edge technology, including a method for the rapid, compre-
hensive characterization of viral exposure (Figure 35.19). The revision
misconception that reproduction inherently involves a male and a
female. In Chapter 37, the discussion of the complementary roles of
inactivation and voltage gating of ion channels during action potential
formation has been revised for clarity (Concept 37.3). Finally, additional
content updates help students appreciate the continued evolution of our
understa.n ding of biological phenomena, such as how animals detect
magnetic fields (Concept 38.4) and how jellies move (Concept 39.2).
UNIT 7 Ecology
Complementary goals of the Unit 7 revision were to strengthen our
coverage of core concepts while also increasing our coverage of how
human actions affect ecological communities. Revisions include new text
in Concept 43.1 on the mechanisms by which acid precipitation harms
aquatic a.n d terrestrial organisms, new text and a new figure (Figure 41.24)
in Concept 41.4 on the island equilibrium model (and how it relates to
human-caused habitat fragmentation), and new material in Concepts
42.2 and 43.4 on eutrophication and how it can cause the formation of
large "dead zones" in aquatic ecosystems. A new figure (Figure 43.21)
shows the extent of the record-breaking 2017 dead zone in the Gulf of
Mexico and the watershed that contributes to its nutrient load. In addi-
tion, Chapter 41 has a new chapter-opening story on a seemingly unlikely
mutualism between a tiny wrasse and a much larger predatory fish, and
Concept 42.4 includes new Figure 42.14, "Visualizing Biogeochemical
Cycles," which explores how biological and geological processes are repre-
sented visually in nutrient cycle diagrams. In keeping with our book-wide
goal of expanding our coverage of climate change, we have added new
text and a new figure (Figure 40.14) on how climate change has affected
the distribution of a species of sea urchin that decimates kelp communi-
ties, new text in Concept 42.2 on how climate change affects primary
production in ecosystems, a new figure on how climate change relates
to an increase in wildfires and insect outbreaks (Figure 42.9), and a new
Problem-Solving Exercise in Chapter 42 that explores how insect out-
breaks induced by climate change can cause an ecosystem to switch from
a carbon sink (that stores C02) to a carbon source (that releases C02).
T Figure 42.9
Climate change,
wildfires, and insect
outbreaks.
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different life stages.
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X ORGANIZATION AND NEW CONTENT

Campbell Biology in Focus, Third Edition, is designed to help students
master the fundamental content and scientific skills they need as college
biology majors. Here is an overview of the features of the Third Edition:

T Visualizing Figures and Visual Skills Questions T Student Success with Mastering™ Biology
Build the skills needed to interpret diagrams and Succeed in biology by using the eText, Study
models in biology (pp. xii-xiii). Area, and Dynamic Study Modules (pp. xviii-xix).

T Scientific Skills and Problem-Solving Exercises T Personalized Coaching in Mastering Biology

Use real data to build key skills needed for biology Master concepts with assignable tutorials that
(pp. xiv-xv). provide hints and feedback (pp. xx-xxi).

•
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220 240 260 280

[C0 32-1(µmol/kg of seawater)

T Make Connections Figures and Questions T Active Learning

See the big picture of biology by integrating Enliven class time and increase student learning
content from different chapters (pp. xvi-xvii). with the Ready-to-Go Teaching Modules (p. xxii).

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•
FOCUS ON CORE CONCEPTS AND SKILLS XI
NEW! Visualizing Figures teach students how to interpret diagrams and models in biology.
• Figure 3 .20 Visualizing Proteins
Proteins can be represented in different ways, depending on the goal of the illustrat ion.

Structural Models
Using data from structura l studies
of proteins, computers can
generate various types of models.
Each model emphasizes a different
aspect of the protein's structure,
but no model can show what a
protein actually looks like. These
three models depict lysozyme, a
protein in tears and saliva that
helps prevent infection by binding
to target molecules on bact eria.
Space-filling model: Emphasizes Ribbon model: Shows only W ireframe model (blue):
1. In which model is it easiest to follow the overall globular shape. Shows the polypeptide back.bone, Shows the polypeptide back.bone
the polypeptide backbone? all the atoms of the protein emphasizing how it folds with side chains extending from
(except hydrogen), which are and coils to form a 3-D il A ribbon model (purple) is
C, Instructors: The tutorial "Molecular color-coded: gray = carbon, shape, in this case stabilized superimposed on the wireframe
Model: Lysozyme," in which students red = oxygen, blue = nitrogen, by disulfide bridges (yellow lines). model. The bacterial target
rotate 3-D models of lysozyme, can and yellow = sulfur. molecule (yellow) is bound.
be assigned in Mastering Biology.

Simplified Diagrams Pancreas cell

It isn't always necessary to
use a detailed computer
model; simplified
diagrams are useful when
the focus of the figure is
on the function of the
protein, not the structure.
A transparent shape
is drawn around the
contours of a ribbon
model of the protein
rhodopsin, showing
the shape of the
molecule as well as 2. Draw a simple version of Jysozyme that shows its
some internal details.
secreting . -....
insulin
Embedded questions give
When structural A simple shape is used here to Sometimes a protein
details are not
needed, a solid
represent a generic enzyme
because the diagram focuses on
is represented simply
as a dot, as shown
students practice applying
enzyme action in general. here for insulin.
shape can be used.
visual skills as they read
3. Why is it unnecessary ~ the figure.
overall shape, based on the molecular models in to show the actual
the top section of the figure. shape of insulin here?

• NEW! Assignable activities in Mastering Biology support

each Visualizing Figure.
Superior Capillaries of
vena cava head and
forelimbs

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......... Pulmonary
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.
vein vein
- I D llll Right atrium Left atrium
Right ventricle Left ventricle

Inferior ~Aorta
vena cava

- - Capillaries of
abdominal organs
and hind limbs

..,_ NEW! Visual Skills Questions give students VISUAL SKILLS Ifyou trace the path of a molecule of carbon
practice interpreting illustrations and dioxide that starts in an arteriole in the right thumb and leaves the
body in exhaled air, what is the minimum number of capillary beds
photos in the text. ~ e molecule encountered? Explain .

••
XII FOCUS ON V ISUAL SK I LLS
NEW! Figure Walkthroughs guide students through key figures
with narrated explanations and figure markups that reinforce
important points.

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Campbell figure Walkthrough: An Antarctic Marine Food Web

sperm .,hat.es

Watch tnis 'ijdeo and then anS\\-er the questions birds

..,. NEW! The Figure C:..\~IPHt 1.1, tlCl' Rt: \\ ,\t.i.:·r11ROl 'G II
Submit
Walkthroughs can
also be assigned in An Antarctic marine food web
• P3rt E
Mastering Biology
\\'hlch trophic leve s do fshes oc(upy in th s food web?
with questions.
Select all lhat apply.

pnmaty consume($
sec onda.ry COt\$\lff'ets
tettiary c<>n$Ulre<$
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•••
FOCUS ON V ISUAL SKILLS XIII
Scientific Skills Exercises use real data to bui ld key skills needed for biology, including data
analysis, graphing, experimental design, and math skills.

Scientific Skills Exercise

Interpreting a Scatter Plot with a Regression Line

How Does the Carbonate Ion Concentration of Seawater Affect
the Calcification Rate of a Coral Reef? Scientists predict that acid i-
-
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f ication of the ocean due to higher levels of atmospheric C0 2 w ill

(I)
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lower t he concentration of d issolved carbonate ions, wh ich living 0 -..
corals use t o b u ild calcium ca rbonat e reef struct u res. In this exercise,
·-
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you wi ll analyze data f rom a control led experiment that examined :Q u 10
the effect o f carbonat e ion concentration ([ co3 2 - ] ) on calcium
tO -
u ~
carbonate deposition, a process cal led calcification. .s
How the Experiment Was Done For several years, scientists conducted 0 +-~----,.----~--.~~-.-~~.--~-.-~~---.------1
research on ocean acidification usi ng a large coral reef aquarium at 220 240 260 280
Biosphere 2 in Arizona. They measu red the rat e of calcification by t he
((03 2- ) (µmol/kg of seawater)
reef organisms and examined how the calcificat ion rat e changed with
differing amounts of dissolved carbonate ions in t he seawater.
Data from C. La ngdon et a l., Effect of calcium carbonate sat uratio n state on
Data from the Experiment The black dat a points in the g rap h fo rm t he ca lcifi ca tion rate of an experimental coral reef, Global Biogeochemical
a scatter p lo t. The red line, known as a linear reg ression line, is the Cycles 14:639- 654 (2000).
best-fitting straight line for these points. These dat a are f rom one 2. Based on the dat a shown in the graph, describe in words t he rela-
set o f experiment s, in wh ich the pH, t emperature, and calcium ion tionsh ip between ca rbonate ion concent ration and calcification rat e.
concentration of t he seawater we re held const ant. 3. If the seawater (0 32 - concentration is 270 µ.mo l/kg, estimate the
rate of ca lcification and how many days it wou ld take 1 square
INTERPRET THE DATA
meter of reef to accumulate 30 mmol of CaC0 3 .
1. When present ed w ith a graph, first determ ine what each axis repre- 4. (a) Wh ich step of the process in Figure 2.25 is measured in this
sents. (a) In words, what is shown on the x-axis? (Include t he units.) experiment ? (b) A re t he results of this experiment consist ent
(b) What is on the y -axis? (c) Which va riable is the independent
with the hypothesis t hat increased atm osp heric [ C0 2 ] wil l slow
variable-t he one that was manipulated by the researchers? (d)
the g rowth of co ral reefs? W hy or why not?
Which is the dependent variable- the one t hat responded to the
treatment, which was measured by the researchers? (For additional in- O Instructors: A versi on of this Scient ific Skil ls Exercise ca n b e
formation about graphs, see t he Scientific Skills Review in Appendix F.) assig ned in Mast ering Biology.

T NEW! 24 chapters contain links to

papers from Science on the AAAS
Science in the Classroom website,
where the papers are annotated to
aid student comprehension. ARTICU TOOLS
Take the heat
lOITOR"S fNTROOUCTION
Me<Nn$tn:1. ot rec' c.o...~ J te.JaQr<• ~b.if'e elm.ate
(duc.otor guide · ~Pt

Oownlo9d POF 4;')

Explore Scientific Papers with Science in the Classroom l~AAAS G«tlt ~ ,.~ ~ d. dlr.t-ne rNf t<Ofi~ bid. H
W.~, fl<• t'l(tN;it,i " ' " '
Rebt~d content OCNt'l ~ ~ " " '
&,nNo,v-.,..1alt~'f..,.,Olh»;t~t'~ Cine~
How are some coral reefs responding to climate change? t_.
f4.l;t;1C &*"9 ~ ' Hert,. ~ rt0011.tt\fl ocrM w-11 ec:,.._. a,.,..
l lJUlNINO LHIS ~ M ~ 1 ~ M d • t t ~ · ~ e t ! W·~'91tffl*11tttt
Go to "Take the Heat" at w.scienceintheclassroom.org. i:,,,i:t,,. "'1"N :.t;e,.,e ~ .rioM teJ(ft MWY' ...M ~ I CtQ~ en O'V rwno:
~ Instructors: Questions can be assigned in Mastering Biology.

----~-~-~--~-~---~---- ---

•
X IV FOC U S ON SCIE NTI FI C SK ILL S AND PROBLEM SO L V I NG
NEW! Problem-Solving Exercises guide students in applying scientific skills
and intepreting real data in the context of solving a real-world problem.

In this exercise, you will investigate whether amphibians can acquire resistance to
-=- - - ~ ~ - the fungal pathogen Bd.
Can declining amphibian Your Approach The principle guiding your investigation is that prior exposure to a
populations be saved by a pathogen can enable amphibians to acquire immunological resistan ce to that pathogen. To
see w hether this occurs after exposure to Bd, you wi ll analyze data on acquired resistance
vaccine?
in Cuban tree frogs (Osteopi/us septentrionalis).

Your Data To create variation in number of prior exposures to Bd, Cuban tree f rogs were
exposed to Bd and cleared of t heir infection (usin g heat treatments) from Oto 3 ti mes;
frogs with O prior exposures are referred to as "naive." Researchers then exposed f rogs to
Bd and measu red mean abundan ce of Bd on the f rog's skin, f rog surviva l, and abundance
of lym phocytes (a type of white blood cell involved in t he vertebrate immune response).

Number
-"'Ol ....8'
24,000 80
0 ._
.... ._ 22,000 of prior Thousands of
-~ 70
..... 0
c 2: 60 Bd lymphocytes
o.e' 20,000 :::,
exposures per g of frog
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u E 18,000
;;; 50
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c cu
:::, ~ 14,000 ~ 20 ..---
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Ye/low-legged frogs (R_ana rr:1uscosa) in ru- <IJ
10
'b .c 12,000 a...
California killed by Bd ,nfect1on co~ 2 244
VI
Of I I I I o-~~-~~
0 1 2 3 4 0 1 2 3 4 3 227
Amphibian populations are declining r_ a pidly Number of prior Number of prior Bd
worldwide. The fungus Batrachochytnun: Bd exposures exposures
dendrobatidis (Bd} has contributed to th,~
decline: This pathogen causes sev~re ~kind Your Analysis
infections in many amphibian species, ea - 1. Describe and interpret the results shown in t he two g raphs.
·n to massive die-offs. Efforts to save am- 2. (a) Graph t he data in t h e table. (b) Based on these data, develop a hypothesis
, g_ . f Bd have had limited success, t h at explains the results in t he above two g raphs.
ph1b1ans rom . f sand
and there is little evidence that rog . 3. Breeding populations of amphibian species threatened by Bd have been established
other amphibians have acquired resistance in captivity. In addition, evidence suggests that Cuban tree f rogs can acquire
to Bd on their own. resistance after exposure to dead Bd. Based on this information and your answers to
questions 1 and 2, suggest a strategy for repopu lating regions decimated byBd.

O Instructors: A version of this Problem-Solving Exercise can be

assigned in Mastering Biology.

Probltm-Solvl ng extrclst: Are You a Victim of Fl$h Fraud?

..,.. Scientific Skills Exercises,
D~ 9th<l valu0$ lo fill fo tllo tabla. Voluos moy b<, USC1d m«<1 ll>an on~c,. Not • D valuos will b., uood.
Problem-Solving Exercises U!e Ille &,quance9 In me ll'lble IIO an9AYE< th~
q t:e 311Cfl3.
(NEW!), and AAAS Science in
S;:rnplc
the Classroom articles (NEW!) f3bdecl
aso.
~ rclJ r.•
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are all assignable through (to110
s.olmonl

Mastering Biology. 0.
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FOCUS ON SCIENTIFIC SKILLS AND PROBLEM SOLVING XV

Ten Make Connections Figures pull together content from different
chapters, providing a visual representation of ''big picture'' relationships.

u,,,;:::i
11'Alrlf. I

This arctic tundra ecosystem teems with life during the short
two-month growing season each summer. In ecosystems,
organisms interact with each other and with the environment
around them in diverse ways, including those illustrated here.

O Populations change in size through births and

deaths and through immigration and
emigration. Caribou migrate across the
tundra to give birth at their calving grounds
each year. (See Figure 40.15.)

f) Snow geese and many other species migrate

to the Arctic each spri11g for the abundant food
found there in surruner. (See Concept 39.3.)

C, Birth and death rates influence the density of all

populations. Death in the tundra comes from
many causes, including predation, competition
for resources, and lack of food in winter.
(See Figure 40.25.)

.,._ NEW! Media O Mastering Biology

Bioflix® Animation: Population Ecology
references in the text
direct students to
digita l content in the
Mastering Biology
eText and Study Area.
O In predation, an individual of one species kills
and eats another. (See Concept 41.1.)

O In herbivory, an individual of one species eats part of

a plant or other primary producer, such as a caribou
eating a lichen. (See Concept 41.1.)

C, In mutualism, individuals of two species interact in

ways that benefit each other. In some mutualisms, the
partners live in direct contact, forming a symbiosis; for
example, a lichen is a symbiotic mutualism between a
fungus and an alga or cyanobacterium. (See Concept
41.1 and Figure 26.30.)

O In competition, individuals seek to acquire the same

limiting resources. For example, snow geese and caribou
both eat cottongrass. (See Concept 41 .1.)

•
XVI FOCUS ON MAKING CONNECTIONS
 .__.., .... .. ,. ........ , ,~.,4,'l/'ft ,.-.,-... ,r.,,,,_ .. ,. ..........,.,.,,,-,1,.. 1,.... , .t
~

~ »-",,. n .,..,..,..'JN <; -s• N tr 1'I • ,......,,..,--...,,,-. • • •

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...- .:• 01'•t'J. •11M r
°"':..-•,, l<IU'• t •• •s.-., n-. ~· · ~ , •.,., • H1'..t••• ... .,.,.. ·-••-. 11>•
.,,_ ..,
.... Make Connections Tutorials are
assignable in Mastering Biology.
_:.- =-

Organisms Transfer Energy and Matter

in Ecosystems (Chapter 42)

E) Primary producers convert the energy in sun-

light to chemical energy through photosyn-
thesis. Their growth is often limited by abiotic
factors such as low temperatures, scarce soil
nutrients, and lack of light in winter. (See
Nitrogen cycle Carbon cycle Figure 8.5, Figure 40.9, and Figure 42.4.)
N2 C02 O Food chains are typically short in the tundra
because primary production is lower than in
most other ecosystems. (See Figtue 41 .14.)

Denitrification
Cellular
(0 Energy flows through ecosystems. When one
organism eats another, only 10% of the
respiration Photosynthesis energy transfers from one trophic level to the
next. (See Figure 42.11.)
~ Detritivores recycle chemical elements back to
primary producers. (See Figures 42.3 and 42.4.)

$ Chemical elements such as carbon and nitrogen

move in cycles between the physical environ-
ment and organisms. (See Figure 42.15.)

O Mastering Biology
Bioflix® Animation: The Carbon Cycle

Primary
consumers
(caribou)
~ ...

~ Make Connections
Questions in every
chapter ask students to
relate content to material
presented earlier in the
course.

••
FOCUS ON MAK ING CONNECTIONS XVII
NEW! The eText includes 400 Videos, Animations, and Figure
Walkthroughs integrated into the digital text, plus Get Ready for
This Chapter Questions, Vocab Self-Quizzes, and Practice Tests.
T Videos T Animations

BloFUx Animation Photosynthesis

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XVIII FOCUS ON STUDENT SUCCESS WITH MASTERING BIOLOGY
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FOCUS ON STUDENT SUCCESS WITH MASTERING BIOLOGY XIX
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FOCUS ON PERSONALIZED COACHING IN MASTERING BIOLOGY XXI
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XXII FOCUS ON ACTIVE LEARNING
Another random document with
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prejudices, have made strong demands upon the peculiar institutions
of the State, and their demands have not been unheeded. It could not
be expected that German rationalists, who could scarcely speak
English well enough to carry on the most ordinary traffic, would
understand, or care to understand, those institutions of the State
which characterized the State as a Christian commonwealth.
Nor did legislators, politicians, editors or preachers consider the
moral forces they were starting and fostering for evil, and the subtle
agencies that would work with all deceivableness of unrighteousness
in them that perish, and whose coming was after the manner of
Satan, with all power, and signs, and lying wonders, deceiving the
very elect, and spending its force and fury upon the desecrated altars
and martyred ministers of Christianity.
Other and different agencies were at work, and had been for years,
which could not be reached or affected by State legislation, and
which contributed no little to that state of the public mind which put
the institutions and ministers of Christianity under disability—what
was commonly denominated “Spiritualism.” It existed in a multitude
of forms, had many names, and manifested itself in many strange
phenomena. Professing to hold communication with the spirit world
and receive intelligence from departed spirits, it appealed strongly to
the curious, the credulous and the superstitious.
Those who believed in the supernatural, or whose hearts of grief
kept them near the “region and shadow of death,” or whose caste of
temperament made them super-sentimental, or who, by some
constitutional or cultivated peculiarity, easily take up with every wild
fancy and foolish vagary that produces a new and novel sensation;
and many others, too, who had credit for intelligence, refinement
and piety—and as for that, some of the most gifted minds of the State
—were led away by it, and became its deceived disciples, in one form
or another, without suspecting its deceitful moral tendencies.
Lecturers came into the cities and traversed the State, circles were
formed, mediums constituted, spirits rapped and wrote, tables
moved and turned, and men, women and children forgot their meals,
and stood in superstitious awe within the enchanted circles.
Thousands of people lost their relish for the Word of God and
forsook his altars of worship. Men neglected their fields, women
their homes and children their schools, and for whole days and
nights hung with bated breath upon the supposed communications
from departed spirits, made often through the most ignorant
mediums. Not only in the cities full, but throughout the vast
populations of the rural districts, all classes seemed more or less
affected by and interested in it. In thousands of homes in Missouri
the midnight lamp shone upon tables surrounded by groups and
circles of people so intent upon the unintelligible incantations and
messages of spiritualism, so-called, that sleep was banished from
swollen eyes and pillows brought no rest to aching heads. By it many
were disqualified alike for secular, domestic and religious duties.
A peculiarity of spiritualism was that night and darkness were
necessary to evoke the spirits. They would rarely communicate to
mortals in the day time, or perform any very remarkable feats, such
as playing on musical instruments, untying mediums, singing in the
air, etc., except in total darkness. Evil spirits, like evil men, “love
darkness rather than light, because their deeds are evil.”
This modern spiritualism—neither the history nor philosophy of
which it is necessary here to discuss—organized itself into bands,
circles and societies of men and women in the larger cities, had their
places of secret nocturnal meetings, rented halls for public Sabbath
exercises, had their rituals and creeds, their priests and prophets,
their altars, incantations and genuflexions, which answered to some
sort of public worship. The first female lecturers and public speakers
were spiritualists, and in the spiritualists’ church, so-called, women
are the high priests and the scriptural teachings in regard to the
relation of men and women and their duties in the church are
reversed.
Indeed, to call them a church at all is a misnomer, and a shameful
reflection upon every idea, principle and function of a true church of
Jesus Christ, for by believing in a revelation direct from departed
spirits in the spirit world they reject God’s revelation.
They commissioned mediums to write, women and men
indiscriminately to preach, to heal the sick, to see through the
material and reveal the spiritual, to break up the marriage relation,
to destroy parental affection, to form new standards of private and
social virtue, to disturb and destroy all the old foundations and
safeguards of society, and reconstruct the social system upon the
modern ideas of socialism and the most offensive forms of free-
loveism.
Religious liberty with them meant social licentiousness, and the
social virtues were sacrificed to the lustful passions.
These things can not all be affirmed of all spiritualists, and yet the
inevitable tendency is the same, and the extremest consequences are
legitimate. To say that thousands of people in Missouri, through the
subtle agencies of spiritualism, renounced their religion, forsook the
church, neglected to read God’s Word, turned themselves away from
paths of piety and works of righteousness to serve tables, and
became downright infidels, is not half of the whole truth. To a large
extent the minds of men became detached from the foundations of
Divine truth, and wandered, like the “unclean spirit, seeking rest and
finding none.”
Systems of infidelity, and infidelity without system, sprang up in
every direction and found supporters amongst those that were least
suspected, and the church began to tremble for the “faith which was
once delivered unto the saints.” Free-thinking, so-called, took the
place of solid, religious faith, and every form of doctrine received
encouragement in the public mind. The tendency in the public mind
to skepticism was never more alarming, and the mystic vagaries of
Andrew Jackson Davis stood in defiant competition with the New
Testament. Lecturers appeared in every city and centre of
population, haranguing the people upon the vain philosophies of
men and questions of science, falsely so-called, seeking to turn away
their ears from the truth unto fables, and “doting about questions
and strifes of words” that would and did disturb the foundations of
godliness. Nor could both the religions press and pulpit countervail
their influence upon the public mind. Infidel clubs and associations
were formed under different disguises, and many mischief-makers
began to believe and teach “unwholesome doctrines” and deceive the
ignorant and unwary. It was a common thing to hear of men
lecturing in the principal towns on spiritualism, a higher civilization,
phrenology, pathology, physiology, hygiene, and other kindred
topics, and selling maps, charts and cheap books. In some places
they drove a brisk trade, and set all the old women—and young ones,
too—men and boys to talking and querying over the new ideas and
theories advanced by these flippant, and often immodest lecturers.
 The character of such teachings can not better be illustrated than
by relating a somewhat novel adventure which the author had in the
spring of 1859 with one of these lecturers.
While stationed in Jefferson City I was invited by the Moniteau
County Bible Society to deliver a lecture in California on the Bible
cause, and aid them in raising funds to supply the destitute of the
county with the Word of God. Arriving in California by the afternoon
train I was informed that a gentleman, a stranger, had been there
lecturing for several evenings, and would lecture again that evening,
in a public hall. My informants had not heard him, and could not tell
exactly his subject or his object. When informed that his lectures
were free, and that he was selling some kind of books, I was not long
at a loss to reckon his moral latitude and longitude, and, indeed, to
“guess” whence he came, and what he came for, and hoped that some
lucky chance would throw us together.
The meeting of the Bible Society that night was quite a success, but
my anxiety to see the lecturer seemed fated to disappointment. The
next morning, in company with a friend, I went to the hotel, near the
depot, to await the arrival of the down train. A goodly number of
gentlemen sat and stood about in the public room awaiting the train
also. My friend soon opened the way (as he knew many of them) for
an appeal to them for contributions to the Bible cause, to which they
pretty generally declined to respond. About this time a rather queer
looking genius entered the hotel from the street, hastily and
boisterously relieving himself at once of what seemed to be a meal
sack half filled with books, and several rather pert exclamations and
general salutations, taking a seat near me. I did not at first suspect
his identity, but his inveterate loquacity brought him into notice, and
my eye soon measured a small, thin-visaged, sharp-nosed, squint-
eyed, thin-lipped, cadaverous, nervous specimen of humanity, a
stranger to every sense of modesty, propriety and decency, and who
believed that with himself all wisdom would die. He soon learned
that I lived in Jefferson City, and the following conversation
occurred. Turning to me, whom he had evidently been regarding for
some time with uncivil curiosity, he said:
“You live in Jefferson City?”
“Yes, sir.”
“On your way home now?”
 “Yes, sir.”
“Will you be good enough to make an announcement for me to
lecture in your city next week?”
“Well, I don’t know. Our people are not good lecture-goers.”
“Why, don’t you think I can have a good house?”
“That depends upon circumstances.”
“What circumstances? My object is to do good.”
“What subject do you propose to lecture on?” I asked.
“Various subjects; but especially treating of the construction and
functions of the human body, the laws of physiology and hygiene.”
“You may possibly do some good by lecturing on such subjects,”
said I, “and as we both are trying to do good, but in different ways,
possibly if you will help me I may be able to help you.”
By this time, of course, we had the eager attention of all present.
“How can I help you?” he inquired.
“I am trying,” I replied, “to raise money to supply the destitute of
this county with the Bible, and as I have applied to all of these
gentlemen for help, perhaps you would give me something.”
“No, indeed,” said he, with emphasis, “I would rather give my
money to have all the Bibles in the county burned up.”
“You don’t believe much in the Bible, then?”
“Not a bit of it,” he replied. “It has deceived the people long
enough already. If the people would only read my books on
physiology and hygiene, and learn something of the nature and laws
of their own physical organization, and what will promote the health,
growth and action of all its parts, and let that ‘old fable’ alone, they
would be healthier, happier and better off every way.”
He said this with an air of assurance and authority which he
evidently thought and desired would settle the matter with me, at
least for the present, as he rose and walked the room nervously.
But I had seen too many men in the West to be bluffed off after
that style, and my interest in him was too intense.
“Well, my friend,” I said, after he subsided a little, “If you do not
believe the Bible, what do you believe?”
“I am a free-thinker, sir.”
 “And what is a free-thinker?”
“One who thinks freely, and as he pleases, upon all subjects,
without the shackles and ‘leading strings’ of the Bible, or any other
old book—who has the independence and manliness to think for
himself.”
“I have long desired to see a free-thinker,” said I, rather coolly.
“Look at me, then, and you will see one,” he replied, rather curtly.
“Will you be kind enough,” I asked, “to tell me what you think,
‘freely,’ upon some subjects of grave importance of which the Bible
treats?”
“What subjects?”
“The origin of man, for instance. If you reject revelation, how do
you account for the origin of our race?”
“Easy enough;” he replied. “In the same way that I account for the
origin of plants and animals by growth and development.”
“You believe, then, in what is called the ‘development theory?’”
“I do, most fully and freely.”
“From what is man a development?” I asked.
“From the lower animals, and immediately from the animals
whose organism is nearest like ours.”
“What animal,” I asked, “do you think furnishes the resemblance
so striking that leads you to believe that man is a development from
it, and an improvement on it?”
With evident embarrassment, he answered, “I suppose the ape or
the monkey.”
“Then,” said I, “I think I can have you a fine audience in Jefferson
City next week, if I can make the announcement according to your
theory.”
“How is that?” he inquired.
“I will tell the people that an improved monkey will lecture to
them.”
The excitement of the man was scarcely less than the evident
pleasure of the listeners.
“And, moreover,” I continued, “I will readily excuse you for not
giving me anything for the Bible cause, and can no longer be
surprised that you desire to see all the Bibles destroyed.”
“Why?” he asked, turning upon me sharply.
“Because,” said I, “I can not expect a monkey, however developed
and improved, to appreciate a revelation from God.”
He became furious, sprang to his feet, and with gesticulations as
rapid and violent as the volubility of his tongue, and as threatening
as the intensity of the mingled chagrin and anger that burned in his
countenance, delivered himself somewhat as follows:
“You are a Methodist preacher, going about trying to make the
people believe that they can get religion—that God can convert them.
It is all a deception—a delusion. God can do no such thing. I was
deceived once, too, and was fool enough to join the Methodist church
and believe that God could convert me. I went to the mourners’
bench, where you try to get people to go; they sang, and prayed and
shouted over me, and beat me on the back, and tried to make me
believe that I was converted. But it was no such thing. God could not
convert me. How could he get into me? Where would he come in at?
At the mouth? or nose? or ears? All the men in the world could not
make me believe that I could be converted. God ’lmighty could not
convert me.”
He closed, pretty well exhausted, and yet with his feelings
somewhat in the ascendant, and with marked interest awaited my
reply.
“I am not at all astonished at the fact,” said I, “that God could not
convert you.”
“Why? Do you not teach the people that God can convert and save
men?”
“Certainly I do. But, then, I read in the Scriptures no provision
whatever for the conversion and salvation of monkeys, however
improved.”
Without another word he wheeled and “went away in a rage,”
snatching up his sack of books in his flight, and muttering something
that could not be heard above the roar of laughter that followed him.
I never saw him afterward. From that moment he went his way, and I
mine. Our paths never crossed each other, or at least we never met.
Our encounter lasted about half an hour, and when he disappeared
so unceremoniously nearly every gentleman present walked up and
gave me a dollar for the Bible cause, as the best way of testifying their
appreciation of the victory.
This aptly illustrates the pernicious character of the teachings then
rife through the State, and this “improved monkey” was a fair
specimen of the class of itinerant lecturers that were then talking to
thousands upon thousands of the people every week.
The rejection of the office of chaplain by the State Legislature, and
the passage of the “Sunday law,” and other class legislation affecting
the religious institutions of the State, meant more than the
temporary freak of a few irreligious politicians. It was the expression
of a wide-spread and growing sentiment amongst the people, and the
first bold demand of a fast-maturing infidelity.
The great Napoleon said that “there are certain moral
combinations always necessary to produce revolution; and if they do
not exist it is impossible to revolutionize a government or interrupt
its peaceful administration. Without them a few ambitious leaders,
inspired by selfish motives, may struggle in vain for political power.”
If civil revolutions attest the wisdom of this remark of the great
military chieftain, much more the moral and religious phases which
revolutions assume under given conditions.
The foreign element, with its rationalism, anti-Sabbatarianism and
abused Romanism; the irreligious element, with its Spiritualism,
Universalism, Free-lovism and open and disguised infidelity—these
furnish to the reflecting “moral combinations” sufficient to produce,
or at least to control and direct, the great moral agencies that were so
efficient during the civil revolution in burning churches, breaking up
religious associations, hunting down and dragging ministers of the
gospel “to prison and to death,” and adding to the horrors of civil
war, this, that the comforting ministrations of Christianity are
proscribed, or altogether prohibited, under the penalty of
imprisonment or death, or both imprisonment and death, to the man
of God whose enlightened conscience teaches him to fear God rather
than man.
 CHAPTER III.

Characteristics of the Population—All Nationalities and all Social

Peculiarities Fused into a Common Mass—Missourian—First
Settlers of the State—Where From, and their Type of Domestic
and Social Life—The “Kansas-Nebraska Bill”—Its Effect upon the
Population of Missouri—“Emigration Aid Societies”—Extremes
Brought Together in Missouri—Reflex Tides of Population—
Rapid Increase—Unique Social Formation—Social Peculiarities
Fuse—Religious Characteristics Become more Distinct—
Religious Thought and Feeling, Doctrines and Dogmas, Sharply
Defined and Fearfully Distinct in Missouri—Sects and their
Peculiarities—Sectarian Strife Uncompromising—Why—
Religious Controversy—Published Debates—Their Effect—
Sectarian Bigotry and Intolerance—Differences, Essential and
Non-essential—History Repeating Itself—Persecution the Same
in Every Age—Early Martyrs and the Missouri Martyrs—“The
Altar, the Wood and the Lamb for a Burnt Offering.”

The population of Missouri differs in some respects from that of

any other State. There is a greater variety of nationalities blended, of
blood mingled, and of national, political, social, domestic and
religious characteristics crossed and intermixed than can be found in
any other State.
Other States may have more nationalities represented in their
population, and the political, social and ecclesiastical characteristics
may be more sharply defined; but that fact only confirms the position
taken—that in Missouri these characteristics lose their identity, to a
greater or less extent, and become fused in the common mass. Nearly
all the nationalities of Europe, and many of Asia, are represented in
Missouri, but only a few years’ residence is sufficient to either
destroy or modify their national characteristics.
The social and domestic peculiarities of every State in the Union,
with many foreign states, are exotics here; while many of them die
out altogether and are abandoned, others compromise and
intermingle, until the type of social and domestic life is somewhat of
a hybrid, and is peculiarly Missourian.
The bulk of the old population of the State was from Kentucky,
Virginia, Maryland, North Carolina, Tennessee and Ohio, with a
respectable number from Indiana, Illinois and New York. Up to 1855
and ’56 the types of social life existing in these several States were
scarcely disturbed in Missouri. After the passage by Congress of the
somewhat notorious “Kansas-Nebraska bill,” in 1854, and the
organization of these Territories, the population of Missouri
increased rapidly and became of a more general character.
“Emigration aid societies” in New England and the Eastern States
threw into these newly-formed Territories thousands of families who
represented in their social and religious lives the extreme of New
England ideas and New England faith.
Emigration from the Southern Atlantic and Gulf States, whether by
aid societies or otherwise, rushed to these Territories, bringing the
extremest types of Southern life. The middle and Mississippi Valley
States furnished their share, until the swelling population of Kansas
presented a scene of contrasts and conflicts turbulent and exciting
beyond anything before known in the history of territorial
settlement.
It is true that it was the struggle of political parties for dominion,
each seeking to incorporate its peculiar class of ideas and cast of
policy into the corporate structure of the future State by controlling
the Territorial election; yet the effect upon the social and domestic
peculiarities of Missouri, as well as the peculiar institutions of the
State, was marked and decided.
Missouri caught the reflex tide of population, and her fertile soil,
mineral wealth and commercial advantages not only retained this
reflex population, but supplied an effective appeal to thousands more
from all parts of the country—North, East and South—until for a few
years her population increased at the rate of nearly one hundred
thousand per annum. And yet, in her extended area of territory, this
immense influx was scarcely perceptible. Along her rivers and
railroad lines her population thickened, and her great commercial
centres felt the life and power of multiplied agencies and resources.
Either the rapid growth of cities, the stir and excitement of trade,
the strife for fortune and fame, the magical charm of Western life, or
something else peculiar to the climate, the country or the people, all
of these distinct and opposing types of social life, began soon to lose
their “type force” and blend into a conglomerate social mass, with
fewer Northern, Eastern and Southern peculiarities than Western—a
rather unique social formation, which the modern sociologists have
not yet classified.
Few Southern men and Southern families long retained their
purely Southern style of life, and few Eastern or Northern men and
families long retained the social and domestic habits that were
peculiar to the latitude from which they hailed. It is easy to see how
the social life that derives its characteristics from such different and
distant systems would be peculiar in itself and to itself.
People lose their social characteristics much sooner and more
easily than they do their religious peculiarities. The former are based
on education, taste, association and habit, the latter on principles
vital and divine. As every national and social characteristic known to
American society has become mixed and blended in Missouri, so
every shade of religious thought and feeling, every form of religious
doctrine and dogma, together with every type of ecclesiasticism
known to modern American civilization, exists in the hearts and
homes of Missouri—at least to some extent. Nearly every shade of
religious belief has a representative in Missouri, and stands out more
or less distinct upon the moral phases of society.
These do not blend. No moral alchemist can fuse the distinct
religious peculiarities of a people. Men may relinquish their social
and domestic characteristics because they are matters of taste or
convenience; but to give up their distinctive religious characteristics
is considered a sacrifice of principle and conscience.
Men do not struggle long to maintain and propagate that which
was peculiar to their former social life, but will contend forever for
that which is peculiarly distinctive in their religious belief. That
which men hold lightly and esteem of little value to them elsewhere
assumes an importance and a value in the West, and will not be
surrendered tamely. Religious ideas which in Massachusetts and
South Carolina existed in the mind crudely or loosely; exerting no
influence upon the life, would in Missouri take a permanent shape,
seek affinities, and ultimately grow into churches struggling for a
place in the great moral agencies of the State. Men whose religious
habits were scarcely formed, and whose lives had not assumed any
positive ecclesiastical type in the older States, on coming to Missouri
became positive, decided, unequivocal, sectarian partisans, and often
uncharitable bigots. Men who would contend fairly for their
distinctive tenets elsewhere contend fiercely here, and very few live
long in this State without espousing, to some extent, the cause of
some religious sect.
There are causes for this state of things. Society is, to a great
extent, in a formative state. In very few places, if any, has society
settled down into grooves, and channels, and circles, and social and
church castes, as in the older States; and then society exists in a great
variety of unassimilated elements, Northern, Southern, Eastern,
Western; English, French, German, Scotch, Irish, with a hundred
different shades of social and domestic life, which are too distinct to
become homogeneous, and which seek in church creeds and church
associations their social as, well as religious affinities.
The result is that, perhaps, no other State can furnish as great a
variety of distinct sects, or denominations of Christians, with the
religious population so liberally distributed amongst them. There
may be more sects in States that have a much larger population, but
in proportion to the population, no State has a greater variety of
churches which accommodate such a diversity of belief, each of
which has so large a hold upon the public mind.
It would, indeed, be anomalous if all of these sects could exist
together in peace. Missouri can not claim such exceptional
distinction. In, perhaps, no State or country has denominational
contention and strife been more general and uncompromising.
Not willing to accept the standards of doctrine published and
recognized by each church, nor to abide by the verdict of learned
debates upon all questions of difference, ministers and members,
with astonishing freedom and with defiant presumption, enter the
arena of controversy, public and private, with a zeal and a spirit
equally hurtful to Christian charity and the general cause of true
piety. Nothing can awaken a community more generally and excite
the people more intensely than a public debate, formally arranged
and pitched by two noted champions. The notoriety gained by the
antagonistæ outlasts, if it does not outreach, the settlement of
disputed questions. And, then, each man or woman, however old or
young, must become an adept in religious controversy, and convert
every road side, street corner, shop, office, counting room, kitchen
and parlor into a place for petty, spiteful theological disputation.
Instead of edifying one another in love, and deepening the work of
grace in the heart by appropriate religious conversations, they
embitter the sectarian spirit, destroy Christian charity, alienate
personal friendship, a and “dote about questions and strifes of
words, whereof cometh envy, strife, railings, evil surmisings,
perverse disputing of men of corrupt minds, and destitute of the
truth.”
With many, sectarian jealousy is equaled only by sectarian bigotry,
and the great work of soul-saving is made only tributary to
denominational success. Indeed, many go so far as to deny the virtue
of saving grace to all but themselves, and vainly imagine that the
saving virtues of the atonement are transmitted to the hearts of men
only through their church ministrations and distinctive ordinances.
Nothing excites sectarian jealousy more thoroughly than great
religious awakenings and revivals in any given church. It is natural
that the minister of the gospel who, as a human instrument, is very
successful in winning souls to Christ should be “highly esteemed in
love for his work’s sake,” and yet nothing exposes him more to the
unjust criticisms and unchristian detractions of his less successful
brethren in the ministry. Let a revivalist be successful in stirring the
religious life of a whole community and in producing a general
religious awakening, and the ministers and members of other
churches, instead of joining heartily with him in the great work and
laboring together for the general good, will watch with jealous
interest the progress of the work, discuss with uncharitable criticism
its character, and seize the first opportunity to begin a meeting Of
their own, that they may make the religious awakening of the
community inure to their denominational advantage. Should the
revival occur in a small town where the whole population
Christianized could not more than adequately support one healthy
church organization, with one pastor, instead of assimilating all the
religious elements, it would act like a moral solvent, disparting and
isolating each shade of religious belief and thought. “Where two or
three are gathered together” of the same belief they will organize,
send for a pastor and set up for themselves. Thus the little
community becomes divided into little sectarian factions, each to
drag out a half-conscious, miserable, contentious existence, instead
of uniting in one large, healthy, self-sustaining congregation, with all
the benefits and advantages of a first-class minister well supported, a
good church and Sabbath school, with all the regular ministrations of
the gospel.
These things can not be affirmed of all ministers of the gospel, nor
of all churches and communities in Missouri; but the facts are too
common, too prominent and deplorable to be overlooked in any
legitimate search for the animus of sectarianism in Missouri.
Where the differences between denominations are essential they
are agreed upon their differences and live in peace, each pursuing a
distinct line of operations in its own way unmolested, and their lines
rarely, if ever, cross each other. On the other hand, where the
difference is non-essential, they will not agree to disagree, and
wrangling and contention, disputings and debates, mark the conflict.
Where the difference lies in fundamental doctrines, debates are rare
and formal. If the difference lies in ecclesiastical polity, or in forms of
worship, or in sacraments or modes of ordinances, the discussions
are interminable and the petty disputations endless. The nearer
denominations approach each other in all that is essential in
doctrine, worship and works of righteousness, the deeper seated and
more bitter the jealousy and strife between them. Non-fraternization
and non-intercourse are maintained with much punctiliousness
between those Churches which are one in origin, one in doctrine, and
one in all of their essential characteristics, but which have separated
from each other upon questions of ecclesiastical polity, or for some
other like cause.
Judging from the character of the strife between them, their
methods of ecclesiastical warfare, and the downright animosity that
enters into and characterizes these strifes, one would readily suppose
that, according to their own interpretation, their peculiar
commission is to overcome, root out, exterminate and supplant the
church that bears the same “image and superscription.” Particularly
is this true when the essential grounds of difference are political.
For confirmation of this position it is only necessary to refer to the
two Methodist, the two Presbyterian, and recently the two Baptist
Churches of this State, which are divided, not upon doctrines or
ordinances, but upon questions of ecclesiastical polity—whether
ecclesiastical bodies, as such, have the right to legislate upon or
intermeddle with questions that belong to the State, and must be
controlled by the State.
This allusion is sufficient for the present purpose. It only remains
to be noted here how readily ecclesiastical partisans take advantage
of everything in political and civil strife that will confer upon them
power and position. How readily they identify themselves with
dominant parties, if by so doing they can damage their ecclesiastical
opponents and gain position and power for themselves! How heartily
they endorse the policy of the party in power, if by it their own
disability is exchanged for temporary enfranchisement, and their
own minority is invested with temporary power to oppress and
persecute the hated majority!
History repeats itself; and the genius of religious persecution and
proscription has discovered very few new expedients and adopted
very few new instruments since the days of the Master. The manger
of Bethlehem cradled the Incarnate Innocence, and Pilate’s judgment
hall gave birth to the diabolical genius of persecution, which was
equal to the task, in that it did there and then invent and employ the
only expedient that could at once be successful in the crucifixion of
Incarnate Innocence, and in transmitting itself to every country and
age with undiminished efficiency to pursue to prison and to death
the followers of its first and greatest Victim as long as time should
last. The cry of disloyalty and treason made by ecclesiastics is now, as
it always has been, the strongest appeal to the guardians and
defenders of the State; and as that was successful before Pilate, and
forced him to sign the death warrant of the Master, so it has been
successful in every tribunal of earthly power, and procured the death
warrant of all the martyrs in every country and age, and under every
form of government and every phase of ecclesiasticism from that day
to this. “We found this fellow perverting the nation, forbidding to
give tribute to Cæsar, saying that he himself is Christ—a king.” “If
thou let this man go thou art not Cæsar’s friend; whosoever maketh
himself a king speaketh against Cæsar.” Such declarations made by
the High Priests of the Church could, and did, influence the Roman
Procurator against the convictions of his better judgment, against
reason, against all the facts, again right and against innocence. What
were all these to the life blood of their victim?
In some form or other these charges have been repeated in every
systematic persecution of ministers of the gospel and martyrs for the
truth, from Stephen, Antipas, Polycarp and Barnabas to the
Bartholomew Massacre in Paris, and from the revocation of the Edict
of Nantes and the Papal Inquisition to the last great tragedy in the
drama, occurring during and since the late civil war in America, in
free Missouri and under the ægis of institutions that boast of
religious liberty, and the sanction of men who profess to represent
the advanced Christian civilization of the age.
But, then, “the disciple is not above his Master, nor the servant
above his Lord.” “Remember the word that I said unto you, The
disciple is not above his Lord. If they have persecuted me they will
persecute you.”
They beheaded John, crucified Christ, stoned Stephen, murdered
Paul, “and others had trial of cruel mockings and scourgings, yea,
moreover, of bonds and imprisonment; they were stoned, they were
sawn asunder, were slain with the sword; they wandered about in
sheep-skins and goat-skins, being destitute, afflicted, tormented; of
whom the world was not worthy.”
Every age and country have reproduced in some form the altar and
the victim, the persecutor and the persecuted, the Caiaphas and the
Christ, without material alteration in the charge or the trial. Missouri
has provided the altar, the wood, the fire and the sacrifice for the
offering demanded by this age and country in the interest of the
Church. Woods, Sexton, Glanville, Wollard, Robinson, Wood,
Headlee and others supplied the sacrifice.
While this chapter prepares the way, in an important sense, for the
better understanding of the subject in hand, it will also embody a
standing declaration and testimony against the peculiar spirit and
character of sectarian strife in Missouri.
 CHAPTER IV.

Division of the Church in 1844—Slavery only the Occasion—Action

of the General Conference in 1836—Slavery in the Church in 1796
and in 1836—No Change of its Moral Aspects in 1844—Facts
Perverted—Constitutional Powers of the Church—Bishop
Andrew, a Scapegoat—Protest of the Southern Conferences—
Resolution and Plan of Separation—Dr. Elliott and Schism—The
Vote—The Question in the South—Louisville Convention in 1845
—Division—The Bishops of the M. E. Church Accept the Division
the following July—Failure to Change the Sixth Restrictive Rule
—General Conference of 1848 Pronounce the Whole Proceedings
Null and Void—Dr. Lovick Pierce Rejected—Fraternization
Denied—Responsibility of Non-Fraternization—Northern Church
Refuse to Make any Division of Property—Appeal to the Civil
Courts—Decision of the United States Circuit Court for the
Southern District of New York—Justice McLean—United States
Circuit Court for the Southern District of Ohio—Judge Leavitt’s
Decision—Supreme Court of the United States—Points Decided—
The Decision of the Supreme Court in Full.

It is due to the uninformed that a true statement be made here of

the causes, conditions, plan and immediate results of the great
division, in 1844, of the Methodist Episcopal Church in the United
States. This is made the more necessary by the misrepresentation of
the facts made by the press and pulpit of the Northern wing of the
Church, and the political and other uses a perversion of the facts was
made to subserve in Missouri.
1. Slavery was not, in any proper sense, the cause of division, but
was made, incidentally, the occasion only. American slavery had
existed in the Church for sixty years in the same form, and under the
same civil and religious sanctions that authorized and covered it in
1844. If it was the “sum of all evils” in 1844, it was the same in 1796;
and the moral character of the institution was not changed in 1836,
when the General Conference in Cincinnati, by a vote of 120 to 14,
adopted the following preamble and resolutions:
“Whereas, Great excitement has prevailed in this country on the
subject of modern abolitionism, which is reported to have been
increased in this city recently by the unjustifiable conduct of two
members of the General Conference, in lecturing upon and in favor
of that agitating subject; and, whereas, such a course on the part of
any of its members is calculated to bring upon this body the
suspicions and distrust of the community, and to misrepresent its
sentiments in regard to the points at issue; and, whereas, in this
aspect of the case, a duo regard for its own character, as well as a just
concern for the interests of the Church confided to its care, demand a
full, decided and unequivocal expression of the ideas of the General
Conference in the premises; therefore,
“Resolved, By the delegates of the Annual Conferences in General
Conference assembled, that they disapprove, in the most unqualified
sense, the conduct of two members of the General Conference, who
are reported to have lectured in this city recently upon and in favor
of modern abolitionism.
“Resolved, That they are decidedly opposed to modern
abolitionism, and wholly disdain any right, wish or intention to
interfere in the civil and political relation between master and slave
as it exists in the slaveholding States of this Union.”—Bangs’ History
of the Methodist Episcopal Church, vol. 4, pp. 245, 246.
This is rather strong language, but not more so than the pastoral
address issued by the same General Conference. In that address the
following language is used: “It can not be unknown to you that the
question of slavery in these United States, by the constitutional
compact which binds us together as a nation, is left to be regulated
by the several State legislatures themselves, and thereby is put
beyond the control of the general government as well as that of all
ecclesiastical bodies, it being manifest that in the slaveholding States
themselves the entire responsibility of its existence or non-existence
rests with those State legislatures; and such is the aspect of affairs in
reference to this question that whatever else might tend to
ameliorate the condition of the slave, it is evident to us, from what
we have witnessed of abolition movements, that these are the least
likely to do him good.” Reasons are given amply sufficient to prove
that abolition speeches and publications all “tend injuriously to affect
his temporal and spiritual condition, by hedging up the way of the
missionary who is sent to preach to him Jesus and the resurrection,
and thereby abridging his civil and religious privileges.”
“These facts,” the address continues, “which are only mentioned
here as reasons for the friendly admonition which we wish to give
you, constrain us, as your pastors, who are called to watch over your
souls, as they who must give an account, to exhort you to abstain
from all abolition movements and associations, and to refrain from
patronizing any of their publications, and especially from those of
that inflammatory character which denounce in unmeasured terms
those of the brethren who take the liberty to dissent from
them.” * * * * “From every view of the subject which we have been
able to take, and from the most calm and dispassionate survey of the
whole ground, we have come to the solemn conviction that the only
safe, scriptural and prudent way for us, both as ministers and
people, to take, is wholly to refrain from this agitating subject which
is now convulsing the country, and consequently the Church, from
end to end, by calling forth inflammatory speeches, papers and
pamphlets. While we cheerfully accord to such all the sincerity they
ask for their belief and motives, we can not but disapprove of their
measures as alike destructive to the peace of the Church and the
happiness of the slave.”—Bangs’ History of the M. E. Church, vol. 4,
pp. 258, 260.
It is patent to every candid observer that the Church in 1836 did
not consider the subject of slavery as the “sum of all evils,” and
therefore to be extirpated at whatever cost to Church and State, but
rather that the danger to the peace of the Church and country was
not in slavery itself, but in the “abolition movements,” “speeches and
papers” that were “convulsing the country and Church from end to
end,” and “that the only safe, scriptural and prudent way for both
ministers and people was wholly to refrain from this agitating
subject.” Slavery was, according to this address, “beyond the control
of all ecclesiastical bodies,” and it would have been fortunate for the
peace and welfare of both the Church and the country had it
remained beyond their control, and had the teachings and
deliverances of all ecclesiastical bodies upon this subject remained
just as this General Conference expressed it in 1836. Slavery
remained unchanged; and if it was “safe, scriptural and prudent” for
the Church in ’36 to let it alone, and leave it under the “control of the
State legislatures,” where “the constitutional compact which binds us
together as a nation placed it,” why was it not “safe, scriptural and
prudent” to do the same in ’44? Did slavery, as a domestic, moral or
civil institution present any new aspects in 1844? What civil or moral
questions were applicable to slavery in 1844 that did not equally
apply in 1836 or 1796? Had slavery just been admitted into the
Church for the first time, then those who contend that it was the
cause of division would have some show of reason. If slavery was the
“sum of all villainy” in 1844 it was in 1798, unless time can change
the character of “villainy,” for it did not change the character of
slavery. If a slaveholder was “a thief, a robber, a murderer and a
sinner above all others” in 1844, he was the same in 1836. Nathan
Bangs, George Peck, Charles Elliott, Orange Scott, and many others
were members of the General Conference of 1836, but they did not
discover such mighty man-defrauding, God-defying wrongs in
slavery and slaveholders then. Their optics were different when, in
1844, the effort to make the institution of slavery a proper subject for
ecclesiastical legislation, by deposing Bishop James O. Andrew from
the Episcopal office because his wife had inherited slaves, revealed
the dangerous advances the Church had made toward the control of
civil questions.
In this case “certain constructions of the constitutional powers and
prerogatives of the General Conference were assumed and acted on,
which were oppressive and destructive of the rights of the numerical
minority represented in that highest judicatory of the Church.” It was
upon the “construction of the constitutional powers of the church”
that they differed, and in the discussions and decisions that followed
“certain principles were developed in relation to the political aspects
of slavery, involving the right of ecclesiastical bodies to handle and
determine matters lying wholly outside of their proper jurisdiction.”
No candid man who will study the philosophy of that memorable
Conference in the light of the plain facts can believe that slavery was
more than the occasion for the separation.