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Norman S. Nise
Nise
NOW WITH HARDWARE INTERFACE
LABORATORY EXPERIMENTS USING CONTROL SYSTEMS
E NGIN EERIN G
NATIONAL INSTRUMENTS™ myDAQ
Close the loop between the lectures and lab. Integrated throughout the Nise text are 10
virtual experiments, which enable students to implement the design-simulate-prototype
workflow of practicing engineers. Powered by LabVIEW™ software and simulations
of Quanser lab plants, the virtual labs enable students to apply concepts to virtual
systems, implement control solutions and evaluate results. The virtual labs deepen the
Seventh Edition
homework learning experience and prepare students to make more effective use of
their time in the lab.
ENGINEERING
CONTROL SYSTEMS
IN A D D ITION
· 20% new end-of-chapter problems that highlight biomedical, robotics, or other

engineering applications, including a new progressive analysis and design problem—a
solar energy parabolic trough collector.
· Greater emphasis on computer-aided analysis and design, including MATLAB®,

LabVIEW™, and Simulink®. MATLAB® and Simulink® have has been updated to
R2014a and a new section has been added: Using Simulink® for control system design.
LabVIEW™ has been updated to LabVIEW™ 2013.
· Hardware Interface Laboratory experiments have been added to certain chapters. These
experiments use National Instruments™ myDAQ to interface your computer with actual
hardware to test control system principles in the real-world. An included tutorial on the
use of myDAQ gives the students the background they need to do the experiments.
Seventh
Cover Design: Wendy Lai
Edition
Cover Image: Spencer Platt/Getty Images ISBN 978-1-118-17051-9
90000
www.wiley.com/college/nise
9 781118 170519
Nise_Control7e.indd 1 10/21/14 10:05 AM

WEBFFIRS 10/29/2014 0:50:34 Page 4
To my wife, Ellen; sons, Benjamin and Alan; and daughter, Sharon, and their families.
Vice President & Executive Publisher Don Fowley

Executive Editor Dan Sayre
Editorial Assistant Francesca Baratta
Content Manager Ellinor Wagner
Executive Marketing Manager Christopher Ruel
Design Director Harry Nolan
Senior Designer Wendy Lai
Photo Editor Elizabeth Blomster
Senior Product Designer Jenny Welter
Associate Editor Wendy Ashenberg
Cover Photo Credit Spencer Platt/Getty Images
This book was set in 10/12 pt Lato Black by Thomson Digital and printed and bound by Courier Kendallville. The
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The software programs and experiments available with this book have been included for their instructional value. They
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AMTRAK is a registered trademark of National Railroad Passenger Corporation. Adobe and Acrobat are trademarks
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Ltd. Microsoft, Visual Basic, and PowerPoint are registered trademarks of Microsoft Corporation. QuickBasic is a
trademark of Microsoft Corporation. MATLAB and SIMULINK are registered trademarks of The MathWorks, Inc.
The Control System Toolbox, LTI Viewer, Root Locus Design GUI, Symbolic Math Toolbox, Simulink Control
Design, and MathWorks are trademarks of The MathWorks, Inc. LabVIEW is a registered trademark of National
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Library of Congress Cataloging-in-Publication Data
Nise, Norman S.
Control systems engineering / Norman S. Nise, California State Polytechnic University, Pomona. — Seventh edition.
1 online resource.
Includes bibliographical references and index.
Description based on print version record and CIP data provided by publisher; resource not viewed.
ISBN 978-1-118-80082-9 (pdf) — ISBN 978-1-118-17051-9 (cloth : alk. paper)
1. Automatic control–Textbooks. 2. Systems engineering–Textbooks. I. Title.
TJ213
629.8–dc23
2014037468
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
WEBFTOC 10/29/2014 0:28:41 Page 5
Contents
PREFACE, ix Problems, 96
Cyber Exploration Laboratory, 107
1. INTRODUCTION, 1
Hardware Interface Laboratory, 110
1.1 Introduction, 2
Bibliography, 112
1.2 A History of Control Systems, 4
1.3 System Configurations, 6 3. MODELING IN THE TIME DOMAIN, 115
1.4 Analysis and Design Objectives, 9 3.1 Introduction, 116
Case Study, 11 3.2 Some Observations, 116
1.5 The Design Process, 14 3.3 The General State-Space
1.6 Computer-Aided Design, 19 Representation, 120
1.7 The Control Systems Engineer, 20 3.4 Applying the State-Space
Representation, 122
Summary, 21
3.5 Converting a Transfer Function to
Review Questions, 22
State Space, 130
Problems, 22
3.6 Converting from State Space to a
Cyber Exploration Laboratory, 29 Transfer Function, 136
Bibliography, 30 3.7 Linearization, 138
2. MODELING IN THE FREQUENCY Case Studies, 141
DOMAIN, 33 Summary, 145
2.1 Introduction, 34 Review Questions, 146
2.2 Laplace Transform Review, 35 Problems, 146
2.3 The Transfer Function, 44 Cyber Exploration Laboratory, 153
2.4 Electrical Network Transfer Functions, 47 Bibliography, 155
2.5 Translational Mechanical System Transfer
Functions, 61 4. TIME RESPONSE, 157
2.6 Rotational Mechanical System Transfer 4.1 Introduction, 158
Functions, 69 4.2 Poles, Zeros, and System Response, 158
2.7 Transfer Functions for Systems with Gears, 73 4.3 First-Order Systems, 162
2.8 Electromechanical System 4.4 Second-Order Systems: Introduction, 164
Transfer Functions, 77 4.5 The General Second-Order System, 169
2.9 Electric Circuit Analogs, 83 4.6 Underdamped Second-Order Systems, 173
2.10 Nonlinearities, 86 4.7 System Response with Additional
2.11 Linearization, 87 Poles, 182
Case Studies, 92 4.8 System Response with Zeros, 186
Summary, 95 4.9 Effects of Nonlinearities upon
Review Questions, 95 Time Response, 192
v
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vi Contents
4.10 Laplace Transform Solution of State 7. STEADY-STATE ERRORS, 335

Equations, 194 7.1 Introduction, 336
4.11 Time Domain Solution of 7.2 Steady-State Error for Unity Feedback
State Equations, 198 Systems, 339
Case Studies, 202 7.3 Static Error Constants and System Type, 345
Summary, 208 7.4 Steady-State Error Specifications, 348
Review Questions, 209 7.5 Steady-State Error for Disturbances, 351
Problems, 210 7.6 Steady-State Error for Nonunity
Cyber Exploration Laboratory, 223 Feedback Systems, 353
Hardware Interface Laboratory, 226 7.7 Sensitivity, 356
Bibliography, 231 7.8 Steady-State Error for Systems in
State Space, 359
5. REDUCTION OF MULTIPLE
Case Studies, 362
SUBSYSTEMS, 235
Summary, 365
5.1 Introduction, 236
5.2 Block Diagrams, 236
Problems, 367
5.3 Analysis and Design of Feedback
Systems, 245 Cyber Exploration Laboratory, 377
5.4 Signal-Flow Graphs, 248 Bibliography, 379
5.5 Mason’s Rule, 251 8. ROOT LOCUS TECHNIQUES, 381
5.6 Signal-Flow Graphs of State 8.1 Introduction, 382
Equations, 254
8.2 Defining the Root Locus, 386
5.7 Alternative Representations in
8.3 Properties of the Root Locus, 388
State Space, 256
8.4 Sketching the Root Locus, 390
5.8 Similarity Transformations, 265
8.5 Refining the Sketch, 395
Case Studies, 272
8.6 An Example, 404
Summary, 278
8.7 Transient Response Design via Gain
Adjustment, 407
Problems, 279
8.8 Generalized Root Locus, 411
8.9 Root Locus for Positive-Feedback
Bibliography, 296 Systems, 413
6. STABILITY, 299 8.10 Pole Sensitivity, 415
6.1 Introduction, 300 Case Studies, 417
6.2 Routh-Hurwitz Criterion, 303 Summary, 422
6.3 Routh-Hurwitz Criterion: Special Cases, 305 Review Questions, 423
6.4 Routh-Hurwitz Criterion: Problems, 423
Additional Examples, 311 Cyber Exploration Laboratory, 439
6.5 Stability in State Space, 318 Hardware Interface Laboratory, 441
Case Studies, 321 Bibliography, 447
Summary, 323
9. DESIGN VIA ROOT LOCUS, 449
Problems, 324
9.2 Improving Steady-State Error via
Cyber Exploration Laboratory, 332 Cascade Compensation, 453
Bibliography, 333
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Contents vii
9.3 Improving Transient Response via Cascade 11.2 Transient Response via Gain
Compensation, 462 Adjustment, 615
9.4 Improving Steady-State Error and Transient 11.3 Lag Compensation, 618
Response, 474 11.4 Lead Compensation, 623
9.5 Feedback Compensation, 487 11.5 Lag-Lead Compensation, 629
9.6 Physical Realization of Compensation, 495 Case Studies, 638
Case Studies, 500 Summary, 640
Summary, 504 Review Questions, 640
Review Questions, 505 Problems, 641
Problems, 506 Cyber Exploration Laboratory, 646
Cyber Exploration Laboratory, 519 Bibliography, 647
Hardware Interface Laboratory, 520
Bibliography, 523 12. DESIGN VIA STATE SPACE, 649
10. FREQUENCY RESPONSE TECHNIQUES, 525 12.2 Controller Design, 651
10.1 Introduction, 526 12.3 Controllability, 658
10.2 Asymptotic Approximations: 12.4 Alternative Approaches to
Bode Plots, 531 Controller Design, 661
10.3 Introduction to the Nyquist Criterion, 550 12.5 Observer Design, 667
10.4 Sketching the Nyquist Diagram, 555 12.6 Observability, 674
10.5 Stability via the Nyquist Diagram, 560 12.7 Alternative Approaches to
10.6 Gain Margin and Phase Margin via the Observer Design, 677
Nyquist Diagram, 564 12.8 Steady-State Error Design via
10.7 Stability, Gain Margin, and Phase Integral Control, 684
Margin via Bode Plots, 566 Case Study, 688
10.8 Relation Between Closed-Loop Transient Summary, 693
and Closed-Loop Frequency Responses, 570
10.9 Relation Between Closed- and Open-Loop
Problems, 695
Frequency Responses, 573
10.10 Relation Between Closed-Loop Transient
and Open-Loop Frequency Responses, 578 Bibliography, 704
10.11 Steady-State Error Characteristics from
13. DIGITAL CONTROL SYSTEMS, 707
Frequency Response, 582
10.12 Systems with Time Delay, 586
10.13 Obtaining Transfer Functions 13.2 Modeling the Digital Computer, 711
Experimentally, 591 13.3 The z-Transform, 714
Case Study, 595 13.4 Transfer Functions, 719
Summary, 596 13.5 Block Diagram Reduction, 723
Review Questions, 597 13.6 Stability, 726
Problems, 598 13.7 Steady-State Errors, 733
Cyber Exploration Laboratory, 609 13.8 Transient Response on the z-Plane, 737
Bibliography, 610 13.9 Gain Design on the z-Plane, 739
13.10 Cascade Compensation via the s-Plane, 742
11. DESIGN VIA FREQUENCY RESPONSE, 613 13.11 Implementing the Digital
11.1 Introduction, 614 Compensator, 746
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viii Contents
Case Studies, 749 GLOSSARY, 881

Summary, 753 ANSWERS TO SELECTED PROBLEMS, 889
Review Questions, 754 INDEX, 895
Problems, 755
APPENDIX E MATLAB’s GUI Tools
Tutorial (Online)
Bibliography, 764
APPENDIX F MATLAB’s Symbolic Math Toolbox
Tutorial (Online)
APPENDIX A List of Symbols, 767
APPENDIX G Matrices, Determinants, and
APPENDIX B MATLAB Tutorial, 771
Systems of Equations (Online)
B.1 Introduction, 771
B.2 MATLAB Examples, 772 APPENDIX H Control System Computational
B.3 Command Summary, 814 Aids (Online)
Bibliography, 817 APPENDIX I Derivation of a Schematic for a
DC Motor (Online)
APPENDIX C Simulink Tutorial, 819 APPENDIX J Derivation of the Time Domain
C.1 Introduction, 819 Solution of State Equations (Online)
C.2 Using Simulink, 819 APPENDIX K Solution of State Equations for
C.3 Examples, 824 t0
6 0 (Online)
C.4 Using Simulink for Control APPENDIX L Derivation of Similarity
System Design, 836 Transformations (Online)
Summary, 846
Bibliography, 846 APPENDIX M Root Locus Rules:
Derivations (Online)
APPENDIX D LabVIEW Tutorial, 849 Control Systems Engineering Toolbox (Online)
D.1 Introduction, 849
Cyber Exploration Laboratory Experiments Cover
D.2 Control Systems Analysis, Design,
Sheets (Online)
and Simulation, 850
D.3 Using LabVIEW, 851 Hardware Interface Laboratory Experiments
D.4 Analysis and Design Examples, 853 Cover Sheets (Online)
D.5 Simulation Examples, 865 Lecture Graphics (Online)
D.6 Interfacing with External Solutions to Skill-Assessment Exercises (Online)
Hardware, 875
Summary, 879
Bibliography, 879
Online location is www.wiley.com/college/nise

WEBFPREF 10/29/2014 0:22:8 Page 9
Preface
This book introduces students to the theory and practice of control systems engineering. The
text emphasizes the practical application of the subject to the analysis and design of
feedback systems.
The study of control systems engineering is essential for students pursuing degrees in
electrical, mechanical, aerospace, biomedical, or chemical engineering. Control systems are
found in a broad range of applications within these disciplines, from aircraft and spacecraft
to robots and process control systems.
Control Systems Engineering is suitable for upper-division college and university
engineering students and for those who wish to master the subject matter through self-study.
The student using this text should have completed typical lower-division courses in
physics and mathematics through differential equations. Other required background
material, including Laplace transforms and linear algebra, is incorporated in the text, either
within chapter discussions or separately in the appendixes or on the book's Companion
Web site. This review material can be omitted without loss of continuity if the student does not
require it.
Key Features
The key features of this seventh edition are:
Standardized chapter organization
Qualitative and quantitative explanations
Examples, Skill-Assessment Exercises, and Case Studies throughout the text
Cyber Exploration Laboratory, Hardware Interface Laboratory, and Virtual
Experiments
Abundant illustrations
Numerous end-of-chapter problems
Emphasis on design
Flexible coverage
Emphasis on computer-aided analysis and design including MATLAB 1 and
LabVIEW 2
Icons identifying major topics
Let us look at each feature in more detail.
1
MATLAB is a registered trademark of The MathWorks, Inc.
2
LabVIEW is a registered trademark of National Instruments Corporation.
ix
WEBFPREF 10/29/2014 0:22:8 Page 10
x Preface
Standardized Chapter Organization

Each chapter begins with a list of chapter learning outcomes, followed by a list of case study
learning outcomes that relate to specific student performance in solving a practical case
study problem, such as an antenna azimuth position control system.
Topics are then divided into clearly numbered and labeled sections containing
explanations, examples, and, where appropriate, skill-assessment exercises with answers.
These numbered sections are followed by one or more case studies, as will be outlined in a
few paragraphs. Each chapter ends with a brief summary, several review questions requiring
short answers, a set of homework problems, and experiments.
Qualitative and Quantitative Explanations

Explanations are clear and complete and, where appropriate, include a brief review of required
background material. Topics build upon and support one another in a logical fashion.
Groundwork for new concepts and terminology is carefully laid to avoid overwhelming
the student and to facilitate self-study.
Although quantitative solutions are obviously important, a qualitative or intuitive
understanding of problems and methods of solution is vital to producing the insight
required to develop sound designs. Therefore, whenever possible, new concepts are
discussed from a qualitative perspective before quantitative analysis and design are
addressed. For example, in Chapter 8 the student can simply look at the root locus and
describe qualitatively the changes in transient response that will occur as a system
parameter, such as gain, is varied. This ability is developed with the help of a few simple
equations from Chapter 4.
Examples, Skill-Assessment Exercises, and Case Studies

Explanations are clearly illustrated by means of numerous numbered and labeled Examples
throughout the text. Where appropriate, sections conclude with Skill-Assessment Exercises.
These are computation drills, most with answers that test comprehension and provide
immediate feedback. Complete solutions can be found at www.wiley.com/college/nise.
Broader examples in the form of Case Studies can be found after the last numbered
section of every chapter, with the exception of Chapter 1. These case studies are practical
application problems that demonstrate the concepts introduced in the chapter. Each case
study concludes with a “Challenge” problem that students may work in order to test their
understanding of the material.
One of the case studies, an antenna azimuth position control system, is carried
throughout the book. The purpose is to illustrate the application of new material in each
chapter to the same physical system, thus highlighting the continuity of the design process.
Another, more challenging case study, involving an Unmannered Free-Swimming
Submersible Vehicle, is developed over the course of five chapters.
Cyber Exploration Laboratory, Hardware Interface Laboratory,

and Virtual Experiments
Computer experiments using MATLAB, Simulink 3 and the Control System Toolbox are
found at the end of the Problems sections under the sub-heading Cyber Exploration
Laboratory. The experiments allow the reader to verify the concepts covered in the chapter
via simulation. The reader also can change parameters and perform “what if” exploration to
gain insight into the effect of parameter and configuration changes. The experiments are
written with stated Objectives, Minimum Required Software Packages, as well as Prelab,
Lab, and Postlab tasks and questions. Thus, the experiments may be used for a laboratory
course that accompanies the class. Cover sheets for these experiments are available at
www.wiley.com.college/nise.
3
Simulink is a registered trademark of The MathWorks, Inc.
WEBFPREF 10/29/2014 0:22:8 Page 11
Preface xi
Subsequent to the Cyber Exploration Laboratory experiments, and new to this seventh
edition, are Hardware Interface Laboratory experiments in some chapters. These experiments
use National Instruments’ myDAQ to interface your computer to actual hardware to test
control system principles in the real world.
Finally, in this seventh edition are Virtual Experiments. These experiments are more
tightly focused than the Cyber Exploration Laboratory experiments as they let students interact
with virtual models of actual teaching lab equipment produced by Quanser. These experiments
will help students gain a more intuitive understanding of the physical implications of important
control concepts. The experiments are referenced in sidebars throughout some chapters.
Abundant Illustrations
The ability to visualize concepts and processes is critical to the student's understanding. For
this reason, approximately 800 photos, diagrams, graphs, and tables appear throughout the
book to illustrate the topics under discussion.
Numerous End-of-Chapter Problems

Each chapter ends with a variety of homework problems that allow students to test their
understanding of the material presented in the chapter. Problems vary in degree of difficulty and
complexity, and most chapters include several practical, real-life problems to help maintain
students’ motivation. Also, the homework problems contain progressive analysis and design
problems that use the same practical systems to demonstrate the concepts of each chapter.
Emphasis on Design
This textbook places a heavy emphasis on design. Chapters 8, 9, 11, 12, and 13 focus
primarily on design. But. even in chapters that emphasize analysis, simple design examples
are included wherever possible.
Throughout the book, design examples involving physical systems are identified
by the icon shown in the margin. End-of-chapter problems that involve the design of
physical systems are included under the separate heading Design Problems. Design
Problems also can be found in chapters covering design, under the heading Progressive
Analysis and Design Problems. In these examples and problems, a desired response is
specified, and the student must evaluate certain system parameters, such as gain, or
specify a system configuration along with parameter values. In addition, the text includes
numerous design examples and problems (not identified by an icon) that involve purely
mathematical systems.
Because visualization is so vital to understanding design, this text carefully relates
indirect design specifications to more familiar ones. For example, the less familiar and
indirect phase margin is carefully related to the more direct and familiar percent overshoot
before being used as a design specification.
For each general type of design problem introduced in the text, a methodology for
solving the problem is presented—in many cases in the form of a step-by-step procedure,
beginning with a statement of design objectives. Example problems serve to demonstrate the
methodology by following the procedure, making simplifying assumptions, and presenting
the results of the design in tables or plots that compare the performance of the original system
to that of the improved system. This comparison also serves as a check on the simplifying
assumptions.
Transient response design topics are covered comprehensively in the text. They
include:
Design via gain adjustment using the root locus
Design of compensation and controllers via the root locus
Design via gain adjustment using sinusoidal frequency response methods
Design of compensation via sinusoidal frequency response methods
Design of controllers in state space using pole-placement techniques
WEBFPREF 10/29/2014 0:22:8 Page 12
xii Preface
Design of observers in state-space using pole-placement techniques

Design of digital control systems via gain adjustment on the root locus
Design of digital control system compensation via s-plane design and the Tustin
transformation
Steady-state error design is covered comprehensively in this textbook and includes:
Gain adjustment
Design of compensation via the root locus
Design of compensation via sinusoidal frequency response methods
Design of integral control in state space
Finally, the design of gain to yield stability is covered from the following
perspectives:
Routh-Hurwitz criterion
Root locus
Nyquist criterion
Bode plots
Flexible Coverage
The material in this book can be adapted for a one-quarter or a one-semester course. The
organization is flexible, allowing the instructor to select the material that best suits the
requirements and time constraints of the class.
Throughout the book, state-space methods are presented along with the classical
approach. Chapters and sections (as well as examples, exercises, review questions, and
problems) that cover state space are marked by the icon shown in the margin and can be
omitted without any loss of continuity. Those wishing to add a basic introduction to state-space
modeling can include Chapter 3 in the syllabus.
In a one-semester course, the discussions of state-space analysis in Chapters 4, 5, 6 and
7, as well as state-space design in Chapter 12, can be covered along with the classical approach.
Another option is to teach state space separately by gathering the appropriate chapters and
sections marked with the State Space icon into a single unit that follows the classical
approach. In a one-quarter course, Chapter 13, Digital Control Systems, could be eliminated.
Emphasis on Computer-Aided Analysis and Design

Control systems problems, particularly analysis and design problems using the root locus,
can be tedious, since their solution involves trial and error. To solve these problems,
students should be given access to computers or programmable calculators configured with
appropriate software. In this seventh edition, MATLAB and LabVIEW continue to be
integrated into the text as an optional feature.
Many problems in this text can be solved with either a computer or a hand-held
programmable calculator. For example, students can use the programmable calculator to
(1) determine whether a point on the s-plane is also on the root locus, (2) find magnitude and
phase frequency response data for Nyquist and Bode diagrams, and (3) convert between the
following representations of a second-order system:
Pole location in polar coordinates
Pole location in Cartesian coordinates
Characteristic polynomial
Natural frequency and damping ratio
Settling time and percent overshoot
Peak time and percent overshoot
Settling time and peak time
Handheld calculators have the advantage of easy accessibility for homework and exams.
Please consult Appendix H, located at www.wiley.com/college/nise, for a discussion of
computational aids that can be adapted to handheld calculators.
WEBFPREF 10/29/2014 0:22:8 Page 13
Preface xiii
Personal computers are better suited for more computation-intensive applications,

such as plotting time responses, root loci, and frequency response curves, as well as
finding state-transition matrices. These computers also give the student a real-world
environment in which to analyze and design control systems. Those not using MATLAB
or LabVIEW can write their own programs or use other programs, such as Program CC.
Please consult Appendix H at www.wiley.com/college/nise for a discussion of computa-
tional aids that can be adapted for use on computers that do not have MATLAB or
LabVIEW installed.
Without access to computers or programmable calculators, students cannot obtain
meaningful analysis and design results and the learning experience will be limited.
Icons Identifying Major Topics

Several icons identify coverage and optional material. The icons are summarized as follows:
The MATLAB icon identifies MATLAB discussions, examples, exercises, and
problems. MATLAB coverage is provided as an enhancement and is not required to
use the text.
The Simulink icon identifies Simulink discussions, examples, exercises, and problems.
Simulink coverage is provided as an enhancement and is not required to use the text.
The GUI Tool icon identifies MATLAB GUI Tools discussions, examples, exercises,
and problems. The discussion of the tools, which includes the LTI Viewer, the Simulink LTI
Viewer, and the SISO Design Tool, is provided as an enhancement and is not required to use
the text.
The Symbolic Math icon identifies Symbolic Math Toolbox discussions, examples,
exercises, and problems. Symbolic Math Toolbox coverage is provided as an enhancement
and is not required to use the text.
The LabVIEW icon identifies LabVIEW discussions, examples, exercises,
and problems. LabVIEW is provided as an enhancement and is not required to use the text.
The State Space icon highlights state-space discussions, examples, exercises, and
problems. State-space material is optional and can be omitted without loss of continuity.
The Design icon clearly identifies design problems involving physical systems.
New to This Edition

The following list describes the key changes in this seventh edition:
End-of-chapter problems
More than 20% of the end-of-chapter problems are either new or revised. Also, an additional
Progressive Analysis and Design Problem has been added at the end of the chapter
problems. The new progressive problem analyzes and designs a solar energy parabolic
trough collector.
MATLAB
The use of MATLAB for computer-aided analysis and design continues to be integrated into
discussions and problems as an optional feature in the seventh edition. The MATLAB
tutorial has been updated to MATLAB Version 8.3 (R2014a), the Control System Toolbox
Version 9.7, and the Symbolic Math Toolbox Version 6.0
In addition, MATLAB code continues to be incorporated in the chapters in the form of
sidebar boxes entitled TryIt.
Simulink
The use of Simulink to show the effects of nonlinearities upon the time response of open-
loop and closed-loop systems appears again in this seventh edition. We also continue to use
Simulink to demonstrate how to simulate digital systems. Finally, the Simulink tutorial has
WEBFPREF 10/29/2014 0:22:8 Page 14
xiv Preface
been updated to Simulink 8.3 and a new section has been added: Using Simulink for
Control System Design.
LabVIEW
LabVIEW continues to be integrated in problems and experiments. LabVIEW has been
updated to LabVIEW 2013.
Hardware Interface Laboratory

New to this edition are experiments that use National Instruments’ myDAQ to control an
actual motor. A tutorial to familiarize the reader with myDAQ is added to Appendix D
LabVIEW Tutorial.
Book Companion Site (BCS) at www.wiley.com/college/nise

The BCS for the seventh edition includes various student and instructor resources. This free
resource can be accessed by going to www.wiley.com/college/nise and clicking on Student
Companion Site. Professors also access their password-protected resources on the Instructor
Companion Site available through this url. Instructors should contact their Wiley sales
representative for access.
For the Student:
All M-files used in the MATLAB, Simulink, GUI Tools, and Symbolic Math Toolbox
tutorials, as well as the TryIt exercises
Copies of the Cyber Exploration Laboratory experiments for use as experiment
cover sheets
Solutions to the Skill-Assessment Exercises in the text
LabVIEW Virtual Experiments
LabVIEW VIs used in Appendix D
All files required to perform Hardware Interface Laboratory experiments using
National Instruments myDAQ
For the Instructor;
PowerPoint 4 files containing the figures from the textbook
Solutions to end-of-chapter problem sets
Simulations, developed by JustAsk, for inclusion in lecture presentations
Book Organization by Chapter

Many times it is helpful lo understand an author's reasoning behind the organization of the
course material. The following paragraphs hopefully shed light on this topic.
The primary goal of Chapter 1 is to motivate students. In this chapter, students learn
about the many applications of control systems in everyday life and about the advantages of
study and a career in this field. Control systems engineering design objectives, such as
transient response, steady-state error, and stability, are introduced, as is the path to obtaining
these objectives. New and unfamiliar terms also are included in the Glossary.
Many students have trouble with an early step in the analysis and design sequence:
transforming a physical system into a schematic. This step requires many simplifying
assumptions based on experience the typical college student does not yet possess.
Identifying some of these assumptions in Chapter 1 helps to fill the experience gap.
Chapters 2, 3, and 5 address the representation of physical systems. Chapters 2 and 3
cover modeling of open-loop systems, using frequency response techniques and state-space
techniques, respectively. Chapter 5 discusses the representation and reduction of systems
formed of interconnected open-loop subsystems. Only a representative sample of physical
4
PowerPoint is a registered trademark of Microsoft Corporation.
WEBFPREF 10/29/2014 0:22:8 Page 15
Preface xv
systems can be covered in a textbook of this length. Electrical, mechanical (both translational
and rotational), and electromechanical systems are used as examples of physical systems
that are modeled, analyzed, and designed. Linearization of a nonlinear system—one technique
used by the engineer to simplify a system in order to represent it mathematically—is also
introduced.
Chapter 4 provides an introduction to system analysis, that is, finding and describing the
output response of a system. It may seem more logical to reverse the order of Chapters 4 and 5,
to present the material in Chapter 4 along with other chapters covering analysis. However,
many years of teaching control systems have taught me that the sooner students see an
application of the study of system representation, the higher their motivation levels remain.
Chapters 6, 7, 8, and 9 return to control systems analysis and design with the study of
stability (Chapter 6), steady-state errors (Chapter 7), and transient response of higher-order
systems using root locus techniques (Chapter 8). Chapter 9 covers design of compensators
and controllers using the root locus.
Chapters 10 and 11 focus on sinusoidal frequency analysis and design. Chapter 10,
like Chapter 8, covers basic concepts for stability, transient response, and steady-state-error
analysis. However, Nyquist and Bode methods are used in place of root locus. Chapter 11,
like Chapter 9, covers the design of compensators, but from the point of view of sinusoidal
frequency techniques rather than root locus.
An introduction to state-space design and digital control systems analysis and design
completes the text in Chapters 12 and 13, respectively. Although these chapters can be used as
an introduction for students who will be continuing their study of control systems engineering,
they are useful by themselves and as a supplement to the discussion of analysis and design in
the previous chapters. The subject matter cannot be given a comprehensive treatment in two
chapters, but the emphasis is clearly outlined and logically linked to the rest of the book.
Acknowledgments
The author would like to acknowledge the contributions of faculty and students, both at
California State Polytechnic University, Pomona, and across the country, whose sugges-
tions through all editions have made a positive impact on this new edition.
I am deeply indebted to my colleagues, Drs. Elhami T. Ibrahim and Salomon Oldak
at California State Polytechnic University, Pomona for authoring the creative new
problems you will find at the end of every chapter. The new progressive problem, solar
energy parabolic trough collector, that is at the end of every chapter is the creation of
Dr Oldak. In addition, I am grateful to Dr. Oldak for creating the National Instruments
myDAQ experiments, which you will find in the Hardware Interface Laboratory section
of many chapters. Finally, I want to thank Dr. Norali Pernalete, also of California State
Polytechnic University, Pomona, for her contribution of the LabVIEW experiments and
problems continuing in this edition.
I would like to express my appreciation to those who participated in reviews of this
seventh edition. They are: James R. McCusker, Wentworth Institute of Technology, and Ji-chul
Ryu, Northern Illinois University.
The author would like to thank John Wiley & Sons, Inc. and its staff for once again
providing professional support for this project through all phases of its development.
Specifically, the following are due recognition for their contributions: Don Fowley, Vice
President and Publisher, who gave full corporate support to the project; Dan Sayre,
Executive Editor, with whom I worked closely and who provided guidance and leadership
throughout the development of the seventh edition; Francesca Baratta and Jessica Knecht,
Editorial Assistants who were always there to answer my questions and respond to my
concerns in a professional manner; and Anna Melhorn, Senior Production Editor, who
turned the seventh edition manuscript into the final product you are holding in your
hands. Other contributors who worked hard behind the scenes are: Wendy Lai, Designer;
WEBFPREF 10/29/2014 0:22:8 Page 16
xvi Preface
Harry Nolan, Director of Design; Jennifer Welter, Senior Product Designer; Kevin Holm,
Learning Space Content Manager; and Wendy Ashenberg, Content Editor.
My sincere appreciation is extended to Erik Luther of National Instruments Corporation
and Paul Gilbert, Michel Levis, and Tom Lee of Quanser for conceiving, coordinating, and
developing the Virtual Experiments that I am sure will enhance your understanding of control
systems. Others from National Instruments who contributed to the successful publication of
this book are Margaret Barrett and Kathy Brown.
Finally, last but certainly not least, I want to express my appreciation to my wife,
Ellen, for her support in ways too numerous to mention during the writing of all editions.
Specifically, though, thanks to her proofing pages for this seventh edition, you, the reader,
hopefully will find comprehension rather than apprehension in the pages that follow.
Norman S. Nise

WEBC01 10/28/2014 14:10:27 Page 1
Introduction
1
Chapter Learning Outcomes

After completing this chapter, the student will be able to:
• Define a control system and describe some applications (Section 1.1)
• Describe historical developments leading to modern day control theory (Section 1.2)
• Describe the basic features and configurations of control systems (Section 1.3)
• Describe control systems analysis and design objectives (Section 1.4)
• Describe a control system’s design process (Sections 1.5–1.6)
• Describe the benefit from studying control systems (Section 1.7)
Case Study Learning Outcomes

• You will be introduced to a running case study—an antenna azimuth position
control system—that will serve to illustrate the principles in each subsequent
chapter. In this chapter, the system is used to demonstrate qualitatively how a
control system works as well as to define performance criteria that are the basis
for control systems analysis and design.
1
WEBC01 10/28/2014 14:10:27 Page 2
2 Chapter 1 Introduction
1.1 Introduction
Control systems are an integral part of modern society. Numerous applications are all
around us: The rockets fire, and the space shuttle lifts off to earth orbit; in splashing cooling
water, a metallic part is automatically machined; a self-guided vehicle delivering material to
workstations in an aerospace assembly plant glides along the floor seeking its destination.
These are just a few examples of the automatically controlled systems that we can create.
We are not the only creators of automatically controlled systems; these systems also
exist in nature. Within our own bodies are numerous control systems, such as the pancreas,
which regulates our blood sugar. In time of “fight or flight,” our adrenaline increases along
with our heart rate, causing more oxygen to be delivered to our cells. Our eyes follow a
moving object to keep it in view; our hands grasp the object and place it precisely at a
predetermined location.
Even the nonphysical world appears to be automatically regulated. Models have been
suggested showing automatic control of student performance. The input to the model is the
student’s available study time, and the output is the grade. The model can be used to predict
the time required for the grade to rise if a sudden increase in study time is available. Using
this model, you can determine whether increased study is worth the effort during the last
week of the term.
Control System Definition
A control system consists of subsystems and processes (or plants) assembled
Input; stimulus Output; response
Control for the purpose of obtaining a desired output with desired performance, given
system
Desired response Actual response a specified input. Figure 1.1 shows a control system in its simplest form,
where the input represents a desired output.
FIGURE 1.1 Simplified description of a
control system
For example, consider an elevator. When the fourth-floor button is pressed
on the first floor, the elevator rises to the fourth floor with a speed and floor-
leveling accuracy designed for passenger comfort. The push of the fourth-floor
button is an input that represents our desired output, shown as a step function in Figure 1.2. The
performance of the elevator can be seen from the elevator response curve in the figure.
Two major measures of performance are apparent: (1) the transient response and
(2) the steady-state error. In our example, passenger comfort and passenger patience are
dependent upon the transient response. If this response is too fast, passenger comfort is
sacrificed; if too slow, passenger patience is sacrificed. The steady-state error is another
important performance specification since passenger safety and convenience would be
sacrificed if the elevator did not level properly.
Advantages of Control Systems
With control systems we can move large equipment with precision that would otherwise
be impossible. We can point huge antennas toward the farthest reaches of the universe to
pick up faint radio signals; controlling these antennas by hand would be impossible.
Because of control systems, elevators carry us quickly to our destination, automatically
stopping at the right floor (Figure 1.3). We alone could not provide the power required for
Input command
4
Elevator location (floor)
Transient
response
Steady-state Steady-state
response error
Elevator response
FIGURE 1.2 Elevator

1
response Time
WEBC01 10/28/2014 14:10:27 Page 3
1.1 Introduction 3
FIGURE 1.3 a. Early

elevators were controlled by
hand ropes or an elevator
operator. Here a rope is cut to
demonstrate the safety brake, an
innovation in early elevators;
b. One of two modern Duo-lift
elevators makes its way up the
Grande Arche in Paris. Two
elevators are driven by one
motor, with each car acting as a
counterbalance to the other.
Today, elevators are fully
automatic, using control
systems to regulate position and
velocity.
the load and the speed; motors provide the power, and control systems regulate the
position and speed.
We build control systems for four primary reasons:
1. Power amplification
2. Remote control
3. Convenience of input form
4. Compensation for disturbances
For example, a radar antenna, positioned by the low-power rotation of

a knob at the input, requires a large amount of power for its output
rotation. A control system can produce the needed power amplification, or
power gain.
Robots designed by control system principles can compensate for
human disabilities. Control systems are also useful in remote or dangerous
locations. For example, a remote-controlled robot arm can be used to pick
up material in a radioactive environment. Figure 1.4 shows a robot arm
designed to work in contaminated environments.
Control systems can also be used to provide convenience by changing
the form of the input. For example, in a temperature control system, the
input is a position on a thermostat. The output is heat. Thus, a convenient
position input yields a desired thermal output.
Another advantage of a control system is the ability to compensate for
disturbances. Typically, we control such variables as temperature in thermal
systems, position and velocity in mechanical systems, and voltage, current,
or frequency in electrical systems. The system must be able to yield the FIGURE 1.4 Rover was built to work in
correct output even with a disturbance. For example, consider an antenna contaminated areas at Three Mile Island in
system that points in a commanded direction. If wind forces the antenna Middleton, Pennsylvania, where a nuclear accident
from its commanded position, or if noise enters internally, the system must occurred in 1979. The remote-controlled robot’s
be able to detect the disturbance and correct the antenna’s position. long arm can be seen at the front of the vehicle.
WEBC01 10/28/2014 14:10:27 Page 4
4 Chapter 1 Introduction
Obviously, the system’s input will not change to make the correction. Consequently, the
system itself must measure the amount that the disturbance has repositioned the antenna and
then return the antenna to the position commanded by the input.
1.2 A History of Control Systems

Feedback control systems are older than humanity. Numerous biological control systems
were built into the earliest inhabitants of our planet. Let us now look at a brief history of
human-designed control systems.1
Liquid-Level Control
The Greeks began engineering feedback systems around 300 B.C. A water clock
invented by Ktesibios operated by having water trickle into a measuring container at
a constant rate. The level of water in the measuring container could be used to tell time.
For water to trickle at a constant rate, the supply tank had to be kept at a constant level.
This was accomplished using a float valve similar to the water-level control in today’s
flush toilets.
Soon after Ktesibios, the idea of liquid-level control was applied to an oil lamp by
Philon of Byzantium. The lamp consisted of two oil containers configured vertically. The
lower pan was open at the top and was the fuel supply for the flame. The closed upper bowl
was the fuel reservoir for the pan below. The containers were interconnected by two
capillary tubes and another tube, called a vertical riser, which was inserted into the oil in the
lower pan just below the surface. As the oil burned, the base of the vertical riser was exposed
to air, which forced oil in the reservoir above to flow through the capillary tubes and into the
pan. The transfer of fuel from the upper reservoir to the pan stopped when the previous oil
level in the pan was reestablished, thus blocking the air from entering the vertical riser.
Hence, the system kept the liquid level in the lower container constant.
Steam Pressure and Temperature Controls
Regulation of steam pressure began around 1681 with Denis Papin’s invention of the safety
valve. The concept was further elaborated on by weighting the valve top. If the upward
pressure from the boiler exceeded the weight, steam was released, and the pressure
decreased. If it did not exceed the weight, the valve did not open, and the pressure inside
the boiler increased. Thus, the weight on the valve top set the internal pressure of the boiler.
Also in the seventeenth century, Cornelis Drebbel in Holland invented a purely
mechanical temperature control system for hatching eggs. The device used a vial of alcohol
and mercury with a floater inserted in it. The floater was connected to a damper that
controlled a flame. A portion of the vial was inserted into the incubator to sense the heat
generated by the fire. As the heat increased, the alcohol and mercury expanded, raising the
floater, closing the damper, and reducing the flame. Lower temperature caused the float to
descend, opening the damper and increasing the flame.
Speed Control
In 1745, speed control was applied to a windmill by Edmund Lee. Increasing winds pitched
the blades farther back, so that less area was available. As the wind decreased, more blade
area was available. William Cubitt improved on the idea in 1809 by dividing the windmill
sail into movable louvers.
Also in the eighteenth century, James Watt invented the flyball speed governor to
control the speed of steam engines. In this device, two spinning flyballs rise as rotational
speed increases. A steam valve connected to the flyball mechanism closes with the
ascending flyballs and opens with the descending flyballs, thus regulating the speed.
1
See (Bennett, 1979) and (Mayr, 1970) for definitive works on the history of control systems.
WEBC01 10/28/2014 14:10:27 Page 5
1.2 A History of Control Systems 5
Stability, Stabilization, and Steering

Control systems theory as we know it today began to crystallize in the latter half of the
nineteenth century. In 1868, James Clerk Maxwell published the stability criterion for a
third-order system based on the coefficients of the differential equation. In 1874, Edward
John Routh, using a suggestion from William Kingdon Clifford that was ignored earlier by
Maxwell, was able to extend the stability criterion to fifth-order systems. In 1877, the topic
for the Adams Prize was “The Criterion of Dynamical Stability.” In response, Routh
submitted a paper entitled A Treatise on the Stability of a Given State of Motion and won the
prize. This paper contains what is now known as the Routh-Hurwitz criterion for stability,
which we will study in Chapter 6. Alexandr Michailovich Lyapunov also contributed to the
development and formulation of today’s theories and practice of control system stability. A
student of P. L. Chebyshev at the University of St. Petersburg in Russia, Lyapunov extended
the work of Routh to nonlinear systems in his 1892 doctoral thesis, entitled The General
Problem of Stability of Motion.
During the second half of the 1800s, the development of control systems focused on
the steering and stabilizing of ships. In 1874, Henry Bessemer, using a gyro to sense a ship’s
motion and applying power generated by the ship’s hydraulic system, moved the ship’s
saloon to keep it stable (whether this made a difference to the patrons is doubtful). Other
efforts were made to stabilize platforms for guns as well as to stabilize entire ships, using
pendulums to sense the motion.
Twentieth-Century Developments
It was not until the early 1900s that automatic steering of ships was achieved. In 1922, the
Sperry Gyroscope Company installed an automatic steering system that used the
elements of compensation and adaptive control to improve performance. However,
much of the general theory used today to improve the performance of automatic control
systems is attributed to Nicholas Minorsky, a Russian born in 1885. It was his theoretical
development applied to the automatic steering of ships that led to what we call today
proportional-plus-integral-plus-derivative (PID), or three-mode, controllers, which we
will study in Chapters 9 and 11.
In the late 1920s and early 1930s, H. W. Bode and H. Nyquist at Bell Telephone
Laboratories developed the analysis of feedback amplifiers. These contributions evolved
into sinusoidal frequency analysis and design techniques currently used for feedback control
system, and are presented in Chapters 10 and 11.
In 1948, Walter R. Evans, working in the aircraft industry, developed a graphical
technique to plot the roots of a characteristic equation of a feedback system whose parameters
changed over a particular range of values. This technique, now known as the root locus, takes
its place with the work of Bode and Nyquist in forming the foundation of linear control systems
analysis and design theory. We will study root locus in Chapters 8, 9, and 13.
Contemporary Applications
Today, control systems find widespread application in the guidance, navigation, and control
of missiles and spacecraft, as well as planes and ships at sea. For example, modern ships use
a combination of electrical, mechanical, and hydraulic components to develop rudder
commands in response to desired heading commands. The rudder commands, in turn, result
in a rudder angle that steers the ship.
We find control systems throughout the process control industry, regulating liquid
levels in tanks, chemical concentrations in vats, as well as the thickness of fabricated
material. For example, consider a thickness control system for a steel plate finishing mill.
Steel enters the finishing mill and passes through rollers. In the finishing mill, X-rays
measure the actual thickness and compare it to the desired thickness. Any difference is
adjusted by a screw-down position control that changes the roll gap at the rollers through
which the steel passes. This change in roll gap regulates the thickness.
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fields, and in the professions? He is yet untried in the ranks of an
aggressive civilization, for he has been a slave. Can these dry bones
live?” These were the prayer-thoughts that were filling my mind and
heart. Our march was a trying one on account of the bad condition of
the roads, but we were going home. No one but the soldier who has
been honorably discharged after an issue has been settled, knows
the joys that well-up in the heart as he turns his face homeward. The
feeling is indescribable. There were several boys sick, but their
spirits were revived on account of home-going. We soon reached
Brazos where we spent the night. I was very glad to say goodbye to
my Texas friends and experience. They could live on the sandy
plains of Brownsville, as long as they pleased; they could eat the
strips of dried goat meat until they were satisfied; they could drink
and relish the muddy water of the Rio Grande considering it the best
water in the world; but as for me, I would choose other quarters. Now
that the Confederacy had surrendered, now that the Palmetto flag
had been lowered forever and Old Glory floated in its stead, now that
millions of people were made free and could live and think as real
men and women, I was more than happy to say goodbye to all these
things and begin life anew.
We embarked on the transport Alabama, for New Orleans. Our
voyage on the gulf was a rough one on account of a heavy storm.
We were forced to cast anchor. We passed Galveston and were
much pleased with the place. We found the citizens much more
sociable than we had expected, for we knew that they were
Secessionists and Rebels and that they had about as much use for
Negro soldiers as the Devil has for Holy Water. Nevertheless, we
went through the town and made the acquaintance of some of our
brethren. We met an old lady who had been a slave. When she saw
us and realized that the victorious end had come, she cried at the
top of her voice. “The Lord, the Mighty One has conquered and we
are all free! Glory to God!” We took on wood and I regulated my
rations for we were four hundred and fifty miles from New Orleans.
We were again on board the transport for New Orleans, but we were
unable to leave the harbor on account of a fearful gale that swept the
gulf. We made an attempt, but were forced back again into the
harbor. The soldiers became quite unruly owing to their impatience
and also, I suppose the feeling that they could do as they pleased.
After a hard voyage we landed safely in New Orleans. We found an
open lot in the south side of the city and put up our tents and made
ready for a good night’s sleep. We felt that we could sleep now. That
we had taken part in a mighty conflict and had shared in the victories
of the war, it was now our right to rest. It was the sleep of the just
man.
We had a quiet Sunday in New Orleans. Our chaplain preached
for us. Great crowds came out to visit us and to give us their most
hearty congratulations. They gave us coffee, sandwiches, fruits, etc.,
in token of the appreciation of our services in their behalf. We saw
strange things in New Orleans. We found the mixture of French and
Negro, called the Creole, speaking a dialect of the French. We found
the Octoroon and that some of these unions had from one to seven
children. We found that marriage among them was rather an
uncommon thing and that a man could establish almost any
relationship that pleased him and enter into the Creole life and be
received and welcomed as one of them. We found that they drank
more claret, champagne, whisky, beer, etc., than they did water.
They of course had no sense of their obligation to God and I
suppose that many of them really had no conception of the Real and
True God. Their lives gave no evidence of such a knowledge.
The first annual conference of the A. M. E. Church was being held
by Bishop J. P. Campbell. We enjoyed the services very much being
in the spirit of our Lord Jesus Christ. We were in New Orleans two
weeks. At the end of this time one of the men was shot. This created
quite an excitement among us. We broke camp soon and marched
through the streets to the wharf where we took ship. We were
enthusiastically greeted on every hand, receiving god-speeds and
congratulations and blessings. I shall never forget the musical voices
of the people as they sang. The music sounded like a thousand
silver harps, so soft and delicate and stirring it was! We went on
board the steamer Champion. We said goodbye to the old city of
New Orleans and to many of the new friends which we had made.
We had a heavy sea. The storms were terrific. Our clothes were
almost continuously wet owing to the rocking of the vessel, for days
it was impossible to find a place to sleep. The voyage was quite
rough all the way to New York. At last we arrived at New York City. It
was morning. We remained on board until about two p. m., when we
left the boat and marched through the principal streets, receiving
cheers and salutes. We had not forgotten our former experiences
here however. And we were inwardly revolving the thought that as
Black men we had done our part in bringing about a change of
sentiment that would make a new city out of New York and every
other city in the Union. And we felt that it was but just that we should
receive some of the plaudits of praise and reward. When we passed
down Broadway in front of the St. Nicholas Hotel, the flags of the
Nation and of the state were suddenly hoisted by a Colored man and
we gave three lusty cheers for the flag and country and home. At last
the orders came to fall into line for our final trip. We marched to pier
twenty eight East River where the steamer, Granite State, was
waiting to carry us to Hartford, Conn. The distance was about one
hundred and fifty miles. We were cheered by every town and village
that we passed. We arrived at Hartford and were escorted to the
camp grounds and tendered a fine reception by the citizens, a most
pleasing welcome.
At eight o’clock one morning we were paid off, all but one hundred
dollars bounty which was to be paid at some future date. Some went
to their homes, others remained in Hartford, until they had spent all
their money and were locked up in the prisons by the police officers.
After having cleared up my commissary department and turning over
my books and papers to the proper custodian, and having said
farewell to my comrades, I took a midnight train for my home in New
Haven.
The occasion of my sudden departure from Hartford is very
interesting. One of our soldiers was passing a Jew store. He was
begged to go in and buy a suit. He got the suit of clothes and walked
out without paying for it. The soldier came into camp and soon the
Jew followed. I would not allow him to enter camp and arrest the
soldier. Not long afterward, I went down town and the Jew had me
arrested and locked up. I was in jail until about midnight when some
of my friends liberated me. Immediately I made my way to the station
and left Hartford. I do not know that the Jew got his money and I was
not much concerned.
I arrived at home at seven o’clock in the morning and found my
wife and children, my father and mother, ready to give me the most
hearty welcome and greeting which I received with a glad heart. I
was not seen out of my house for about three weeks. I simply
wanted to rest and to drink in the joys that were awaiting me. Then I
went to Brooklyn, my wife’s home, and registered as a citizen of the
United States. I again thanked God that the war was over and that
slavery was dead. “Now unto Him that hath loved us and washed us
from our sins in His blood, to Him be glory and dominion and power,
now and forevermore. Amen!”
ALEXANDER H. NEWTON
A Young Pastor
My Ministerial Life and Labors
After I had returned from the war, I took the needed rest, enjoyed
the company of my family and got myself together for a new life. I
had the consciousness of having done my duty to my country, of
having contributed something to the liberation of my people from the
galling yoke of slavery, and now the time had come in my life for me
to determine upon what course I could enter that would contribute
most to the working out of the salvation of my people upon lines of
peace and prosperity. This was no little task. I decided that the best
way to find out what God wanted me to do, was to follow the leading
of His Providence in my life. I knew of no other way by which a man
can ascertain the will of God. God is in the life of every individual as
fully and really as He is in the life of a race or a nation. So I
surrendered myself to His leading, determined that I would follow
Him whatever might be the cost. I felt a double assurance now that
He had delivered me from death in many bloody struggles, that He
had something of importance for me to do. I was not content to take
up the old life that I had lived before the war, to remain in the fields of
manual labor, not that I considered myself above such a life, but I felt
that there was a course that would be vastly more valuable to my
brethren, to my race. And I did not consider it egotism to honestly
conclude that God had given me talents that warranted me in
seeking such a course. “To every man according to his ability,” is the
law of service. A man must find out what his ability is, God already
knows what talents He has already alloted to this or that man
according to his ability. In this way and this way only, can God and
man be brought together, in the work of life.
BISHOP JABEZ P. CAMPBELL, D. D., LL. D.
Who gave me my first appointment
On the evening of May sixth, I was received on probation, into the
Fleet Street A. M. E. Church, of which Elder Gould was then pastor. I
served as assistant superintendent and Secretary, Elder Cope being
superintendent of the Sunday School; Robert Turpin, one of the
preachers, was a close friend. I was engaged while in this church
together with others in a Social Betterment work. This work was
conducted in a house to house canvass, or visit. Great work was
done during this year at the Bridge Street A. M. E. Church the Rev.
Wm. Winder being pastor. There were about one hundred and fifty
young people added to the church on profession of their faith in
Christ. The Revs. Williams, Boyer, and Turpin, were the ministers
who assisted in this revival.
I preached my trial sermon at the Fleet Street Church on the
evening of September the 18th, 1871, and received Exhorters’
license from Elder Theodore Gould. On the following Sunday, I went
with Rev. Matthews and others to Paterson, N. J., where we
organized the A. M. E. Church. The people of Paterson seemed to
have been greatly lifted up and great good was done in their city for
the A. M. E. Church. Later on Bishop J. P. Campbell told Elder Gould
that he wanted a young man to take charge of a church where a
school was located. Brother Gould was kind enough to tell him of my
desire for work and doubtless recommended me. Bishop Campbell
took hold of me and gave me my first appointment at Pennington, N.
J., where I took charge of the church and attended the school,
Pennington Seminary. The leaders of the new church, Brothers
Allen, Ely and Amanias Johnson looked at the new preacher very
inquiringly and doubtless were laughing up their sleeves for I had not
gotten the flimsy, panhandle, look off me as yet, and they were a
little slow in taking hold of me and I did not know how to take hold of
them. However, I managed to get on the good side of Bro. Allen. I
told him the troubles of my heart and got his sympathy. One of these
troubles was that I did not know much. He said that he would help
me all he could and that I must stay close to the cross of Christ. So
with the assistance of God’s grace and the help of Brother Allen, I
was able to surmount all obstacles. I organized a church in the
house of Lewis Schenks, at Lawrenceville.
I organized the church at Birmingham, having been assisted by
Brothers Jos. Long and Maxwell Frost of Trenton. This church was
afterwards reorganized and moved to Langhorne by Dr. John W.
Stevenson. I attended the Pennington Seminary under the
presidency of Dr. Hanlon. Rev. Mr. Marshall and the sister of Dr.
Hanlon were of great service to me in my preparatory course. One
day I was walking through the campass when I met Dr. Hanlon. He
stopped and fixing his eyes on me said: “Young man you should
walk upright before God and remember that all your strength comes
from Him.” I shall never forget the deep impression that his advice
made on me. It deepened my conviction of the Divine life in man and
of the necessity of living that life daily. I felt no doubt like Naaman
that I had need to go to the Jordan, the river of Israel and be washed
from my leprosy of sin. This was the first time that I had charge of a
church and I felt the keen responsibility. And I do not doubt that
those who heard me preach had the feeling that instead of my
having charge of them that they should have charge of me. But such
things are of the ordering of the Lord who chooses babes to
confound the wise and the weak things of the world to confound the
mighty. There is a time when a man feels that the best thing that he
can do is to get out of self into Christ. Self is one of the greatest
blessings if Christ is its center, but if man himself constitutes the
center of life it is the stronghold of every sin.
REV. THEODORE GOULD, D.D.,
Who gave me my first license to preach.
While engaged in this work I frequently had to walk ten miles to
Sorel Mountain, one of my appointments, which was a part of this
circuit. My salary was indeed very small, but they fed me and cared
for me the best they could, and God did the rest. I closed my work
here with twenty-three converts added to the church. As I write these
lines, I look back to see the ravages of time and what they have
wrought. Those who were received into the church by me at that
time, with very few exceptions, have finished their battle of life and
completed their labors, long since, and have gone home to render a
better service than they could have rendered here.
I made improvements on the Church buildings of the circuit and
was able to make a good report to the Conference which met at
Philadelphia. At this conference I was received into membership by
Bishop Paul Quinn. It was here that I made for the first time, my
acquaintance with Dr. B. T. Tanner, Rev. T. G. Stewart, Rev. Frisby
Cooper and others. Rev. Joshua Woodland was my presiding elder. I
was permitted to attend the Lincoln University, in Chester County,
Pennsylvania. I was supported by Mr. Amos Clark Junion of
Elizabeth, N. J., and preached on Sundays in the Siloam
Presbyterian church. Here I made the acquaintance of a local
preacher, Rev. David Croshon, of the A. M. E. Church and Brother
Scisco from whom I learned a great deal about church work. Being
wholly inexperienced and poorly educated, I felt the curse of the
regime of slavery, although I had never been a slave. I longed for the
equipment that comes from a thorough education and realized that if
in some way I did not educate myself, I could never amount to much.
So it is hard for me at my time of life although a closer student than
ever, to understand or to be in sympathy with any preacher who in
his ignorance, is satisfied to remain so. There is something sadly
lacking in such a man and I greatly fear those qualities without which
no man is either acceptable to God or to the church, as a minister of
the Gospel.
BISHOP WILLIAM PAUL QUINN
Who received me into the Conference
I realized also that in addition to my own weakness that this world
was no friend to grace to help me on to God. I had many foes within
and without me to overcome.
In June, 1870, I was requested by Bishop J. P. Campbell to report
at the Philadelphia Conference, he having, in the interval, taken me
up and sent me to the Pennington circuit. I reported at the
conference and was transferred to the South under the care of
Bishop John M. Brown. I was sent to Pulaski, Tenn. This was about
the time that the Ku Klux Klan was having its sway in the south.
These men were engaged in every kind of intimidation and cruelty in
order to keep the Negroes from voting the Republican ticket. They
would kill, torture, or do anything that came into mind in order that
their purpose might be realized. At this time there were many
Colored people holding office in the South. The unrest and the
mental suffering of these times were as severe a strain almost as the
period of the war itself. When I arrived at Pulaski, Tenn. I was
introduced to what I might expect in the South. I presented my check
to the baggage master for my trunk. He refused to take the trunk off
the car, but threw it upon the platform in the roughest manner. A
White man standing near, saw that I was very much surprised at
such treatment and approaching me, asked if I did not like that kind
of treatment and that if I did not he would proceed to give me some
more of it. I told him that I had made no complaints at all. He asked
me where I was going and what I was doing, and I was glad to slip
away and find the steward of the church. I related these things to him
and he told me that I had acted wisely in being calm and making no
fuss over the matter. He told me that the White folks were Ku Kluxing
the Colored people without mercy and going out of their way to find
provocations for such devilish work. The steward told me that I would
have to be very careful as a minister in and out of the pulpit, that the
Klu Klux Klan was especially after the preachers to force them to use
their influence to make the Negroes vote the Democratic ticket in
elections.
They found me a boarding place with a Mrs. Batts. I found that the
Colored men of this community were doing good business. One was
a cotton merchant, a Mr. Harris, I remember. I was greatly assisted in
this charge by my local preachers. They were more experienced
than I in the work of the pastorate and I felt them to be my superiors
in everything. The meetings were good. Souls were converted and
many were added to the church. There was not much money in
circulation and the salary was small. They used cards to trade with,
postage stamps, and whatever of value would be accepted or
exchanged for what you wanted. I remember one night the Klu Klux
Klan came to the house of one of my members, a Mr. Pleasant
Rector, called him to the door and shot him down as if he had been a
dog. His wife and children were frightened almost to death. One of
his daughters asked me what she must do. I could tell her that
nothing would help such dreadful matters, so we all went to the
church and prayed over the matter, and I consoled them as best I
could. These were dreadful times. The hatred and the revenge of the
Southern White man who had been whipped by his Northern White
Brother, were now visited upon the still helpless race. We had to
receive the very wounds which the Southerners would loved to have
visited upon his White brothers, and which they tried to visit upon
them in war, but failed. We did a good work here along temperance
and missionary lines.
In September, 1873, the Conference convened at Memphis, Tenn.
This was the annual conference of the A. M. E. Church and it
convened at the St. Andrews Chapel of that city. Rev. B. L. Brooks,
preached the opening sermon. The Bishop, John M. Brown, was
belated, so the conference proceeded with business, having made
Elder Page Tyler chairman, and Elder Brooks, secretary. The regular
routine of business was purposed. Bishop Brown arrived on the
fourth day, having gotten his dates mixed, then he was afraid that at
that time it was unwise to hold any public meetings owing to the
presence of yellow fever in the city. The Conference remained in
session until it had completed its business. Yellow fever at this time
was raging in Memphis. A friend told me that he stood at a street
corner and counted seventy-four funerals as they passed. In the
house where I was stopping, there was a yellow fever case in the
room next to mine. The meeting of the Conference in Memphis was
a very successful one considering the obstacles contended against.
The following Conference held a year later, was in Nashville, Tenn.
This Conference was presided over by Bishop Brown. At this
conference several were ordained as deacons, among them myself.
While at Nashville, the Conference visited Fisk University and also
the Tennessee college.
During this time I remained at Campbell Chapel, Pulaski, Tenn.
We bought ground and made brick and quarried stone, for the
basement of a church. There were about fifty members added to the
church.
I cannot refrain from speaking frequently of the great injustice
done the Colored man in the South at this time. Prejudice was rife. It
showed its hydra-head in every possible way and was a serpent with
a venomed sting. I remember an incident which illustrates how
fearful this prejudice was. I saw a White man bring his horse up to a
public watering place, and about the same time a Colored man drove
his horse up to the same trough. He said to the Colored man, “A
Nigger’s horse can’t drink with my horse,” and ordered him away.
Immediately a mob gathered and beat the man to death for this
“crime.” I preached the funeral of the poor fellow, but was not
allowed to refer to the circumstances, or I suppose there would have
been another funeral in a day or so. My report at the end of this year
was a reasonably good one, the number who had joined the church
was about one hundred and ten and for all purposes we raised about
$2,518.00. I was indeed very well satisfied with the work of the year.
The next Conference met in Chattanooga. This conference was
presided over by Bishop Brown, assisted by Bishop Ward. The
various reports showed the church to be in a growing and
prosperous condition. The Conference report showed 9527
members of the A. M. E. Church in this Conference, 1122
probationers, 210 local preachers, 120 exhorters, 114 churches,
valued at $106,101.00. This was a good showing so soon after the
war. At this Conference I was appointed to a charge in Chattanooga,
Tenn., with Elder R. French Harley as my presiding elder. We had a
fearful flood during this year in Chattanooga. There was great
suffering and loss of property. I did not do well in this charge,
however I completed, the church and added 86 to the membership of
the Church. I found that it was necessary to turn two men out of the
church, for their misconduct. They gained the confidence and bias of
the presiding elder, and he moved me from this place. Thus it is that
a man must suffer for the right that he does, while many go
unpunished for the evil doings. But that should afford no reason for
not always doing the right. We, as ministers of the Gospel, must take
our stand for the uprightness of character and the righteousness of
conduct, without any consideration of the price which this stand will
cost us. Bishop Brown transferred me to the Arkansas Conference,
which met at Pine Bluff, Arkansas. At this conference I was ordained
Elder by Bishop Brown and sent to the Bethel A. M. E. Church at
Little Rock, Arkansas.
I found in this city the prejudice against the Colored people rife
and that they had to contend against very great odds on every hand.
But in spite of this, many of the Colored people were in a flourishing
condition. There were men prominent in the ministry who had gone
out from this place, such as Revs. H. H. Pettigrew, Reuben Johnson,
A. A. Williams, J. F. A. Sission, J. T. Jennifer, Andrew J. Chambers,
and others. The Hon. Judge Gibbs, William Rector, and Elias Rector
who was fulfilling a prominent place in the post office were leading
business men. The church here was built by Brother J. T. Jennifer,
D.D. My daughter Ada was with me at this time, my son William
Alexander, having remained in Tennessee. There were many noble
workers in this church, viz: Joseph Stone, Jerome Lewis, Nelson
Warren, Sam White, Willie Oliver, and others whose names are too
numerous to mention.
My wife, Olivia Newton having died in 1868, and being a widower,
while here I became acquainted with a young lady, Miss Lulu L.
Campbell, secretary of the Sunday School. I found her to be a noble
Christian woman and felt that the Lord had brought us into contact
for a great purpose. After having considered the matter and having
consulted my daughter and finding that she approved, we were
married June 1, 1876.
After paying off a little more of the debt on the church and adding
about ninety souls to the membership of the church, I finished my
first year’s work. The Conference met the following year at the
Bethel Church, Little Rock. At this Conference I was transferred by
Bishop Ward to the Louisiana Conference and was to have been
stationed at the St. James Church, New Orleans, but owing to some
miscarriage in the appointments, I was given the station at Algiers,
La. There as in other places, I was not long in arranging and drilling
my forces for active work. We succeeded in repairing the church, but
were greatly hindered by the ragings of smallpox and yellow fever in
this section. I remember a fearful example of the work of the K. K. K.
in this section. A woman had been taken by this devilish clan and
they had cut off her breasts. She showed her bosom to a few and
they had done their work well, for her bosom was as flat as a man’s.
These were some of the outrages that were continually committed
on the Colored people. It is sometimes wondered at, that the Colored
people are so slow to place confidence in the White Race, that they
too, have a deep seated prejudice which now and then crops out in
some vile offense against the White Race, if our White friends only
understood that these fearful atrocities committed then and even
now, against my people, are not easily forgotten, they would the
better understand. Human nature is the same and it will require a
great deal of the grace of God to smother out all the horrible
memories that have passed from individual hearts into the heart of
the Race to which I belong. But the time will doubtless come and
then we will see a different state of affairs.
I remember another incident at this place. As I have said, the
smallpox was raging. I was invited to conduct the funeral of a small
boy who had died of this disease. When I went to the house and was
seen by the mother, she rushed to me and threw her arms about me
and wept. Of course she had been nursing the child. I was greatly
annoyed by this foolish act which threatened the health of my own
family, but as the good Lord willed, nothing came of it. After doing my
best here, I decided that I would not stay longer. I consulted Bishop
Ward and others. They told me that I was making a very unwise
step, but I got a transfer and went to Bishop Brown in the North
Carolina Conference. The Conference met November 14th. at the
Gaston Chapel, Morgantown, N. C., presided over by Bishop Brown.
The regular routine of business was taken up and the reports
showed a growing condition of the church. Dr. H. M. Turner, manager
of the Publication Department and J. H. W. Burley, financial
secretary, appeared and made their reports. The number of
members in the Conference as reported were, 5131; probationers
877; churches 58; support of pastors $4749.51. I was received into
this Conference and appointed to the station, Raleigh, N. C.
I had instructions to go to Mr. Norfleet Dunson, but he was away
and I was sent to Mr. Stewart Ellisons.
When I went to Raleigh, I had a very discouraging experience. I
drove up to a Brother Ellisons’, rapped on the door. A lady came to
the door. I told her that I was the preacher who had been sent to the
St. Paul’s A. M. E. Church. She informed me that all her family had
gone to the funeral, so I had my trunk brought upon the porch and
sat down upon it. She had evidently expected me to come in when
the trunk was safely on the porch. But I remained in the porch, being
worn out and out of patience.
Presently she came out and invited me in. I told her that no one
was at home but herself and that I would remain outside until the
folks came home. She said, “Now I don’t want any foolishness
around here, if you have been sent here to be pastor of our church,
you come right in.” Well, that was hearty enough a reception, a
positive command, of course I obeyed orders, I had learned this in
the army. Soon the family returned. They were delighted to see me,
built a fine fire, made ready a fine supper, and after a social time I
was sent to a good bed. After I retired I felt very much ashamed of
myself for the ugly feeling I had harbored and repented of my sins. It
never pays to allow one’s bad feelings to get the better of their good
feelings, for they always pay a big price for the victory. My official
board was made up of John O’Kelley, Stewart Ellison, Norfleet
Dunson, Seth Nowell, and Henry Hunter. They were a very fine set
of men. We went to work in earnest, bought a lot and paid off a great
many debts. There were over 230 accessions to the church, of
whom I baptized about 150 by immersion. I received a salary of
$1000.00 which was very large at that time in our Connection. They
gave me $75.00 that I might bring my wife and daughter from
Algiers, La. The Colored people at this place were very successful in
business and of good reputation and character. The White people,
that is those especially interested in us, were very kind indeed. A
Mrs. Dorr, (white) was principal of the school for Colored children.
She did a great deal for the uplifting of the Race. Mr. Tupper, (white)
was the president of Shaw University, a Baptist school of the Colored
people. My daughter, Ada, taught rhetoric, in the Shaw University.
I concluded my work at this place and was able to carry to the
Conference fine reports. This was largely due to the fact that the
church was very spiritual. It was on the Lord’s side on all those
questions which affect the religion of a community. Sometimes a
minister is looked upon as the cause of the failures of a church, in its
work, as a rule he is blamed, but this is a mistake. The general
cause is to be found in the church. A good church with a poor pastor
will succeed, but a bad church with a good pastor is liable to fail.
Christ could do no mighty works in a certain place because of their
unbelief. There are many good preachers who are unable to do good
work because of the unbelief of the people and the consequence of
this unbelief. It acts as a kind of paralysis, and indeed it is, a
paralysis of the church.
I left this church for the station of Newberne, N. C. This was my
birthplace. I was really glad to get back to the place where I first saw
the light. I had been absent for twenty years. I saw that great
changes had taken place during this time. There were no slave
gangs, no whipping posts, no slave pen, no auction block. One of the
first things that I did was to go to see a tree opposite the house of
Bob Walker, in an old field, the spot where Tom Lewis had been
whipped nearly to death for attacking a White man. After they had
nearly killed him they took him down to the boat and put him on it
and told him that he was never to put the prints of his feet on that
part of the country again.
I was received very cordially by the church members. Many of
them I remembered as my friends twenty years ago and longer. I had
charge of Rue’s Chapel. My first year was a very successful one. I
was returned again the second year.
Newberne has quite a history. It is situated on the banks of two
rivers, the Neuse and Trent rivers. The elm trees are magnificent.
Here lived the Stevenses, Jenkinses, Bryans, Webbs, and others, all
old slave owners. They were of course deeply interested in the traffic
and did all in their power to keep the regime from passing away.

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