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Fifth Edition

Microbiology
With Diseases by Taxonomy

Robert W. Bauman, Ph.D.

Amarillo College

Co n t r i b u t i o n s By:

Todd P. Primm, Ph.D.

Sam Houston State University

Elizabeth Machunis-Masuoka, Ph.D.

University of Virginia

C l i n i c a l C o n s u lta n t s :

Cecily D. Cosby, Ph.D., FNP-C, PA-C

Jean E. Montgomery, MSN, RN
Senior Acquisitions Editor: Kelsey Churchman Compositor: Lumina Datamatics, Inc.
Project Manager: Lauren Beebe Art Coordinator: Kristina Seymour and Kevin Kelsey, Lachina
Program Manager: Chriscelle Palaganas Design Manager: Mark Stuart Ong, Side By Side Studios
Development Editor: Kari Hopperstead Interior Designer: Emily Friel, Integra Software Services
Art Development Editor: Kelly Murphy Cover Designer: Emily Friel, Integra Software Services
Editorial Assistant: Ashley Williams Illustration: Lachina
Director of Development: Barbara Yien Rights & Permissions Project Manager: Candice Velez, QBS Learning
Program Management Team Lead: Michael Early Rights & Permissions Management: Donna Kalal
Project Management Team Lead: Nancy Tabor Photo Researcher: Maureen Spuhler
Production Management: Andrea Stefanowicz Senior Procurement Specialist: Stacey Weinberger
Copyeditor: Anita Wagner Hueftle Executive Product Marketing Manager: Lauren Harp

Cover Photo Credit: David Mack/Science Source

To Michelle: Copyright ©2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved. Printed in the United States of
America. This publication is protected by copyright, and permission should be obtained from the publisher
My best friend, my prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by
closest confidant, any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding
permissions, request forms and the appropriate contacts within the Pearson Education Global Rights &
my cheerleader, Permissions department, please visit www.pearsoned.com/permissions/.

my partner, my Acknowledgements of third party content appear on page C-1, which constitutes an extension of this
love. Thirty-four copyright page.

years! I love you PEARSON, ALWAYS LEARNING, MasteringMicrobiology® and MicroFlix™ are exclusive trademarks in the
U.S. and/or other countries owned by Pearson Education, Inc. or its affiliates.
more now than
then. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the
property of their respective owners and any references to third-party trademarks, logos or other trade
—Robert dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any
sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks,
or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or
distributors.

Library of Congress Cataloging-in-Publication Data

Bauman, Robert W., author.
   Microbiology. With diseases by taxonomy/Robert W. Bauman; contributions by Todd
P. Primm, Elizabeth Machunis-Masuoka; clinical consultants, Cecily D. Cosby,
Jean E. Montgomery. — Fifth edition.
   p.; cm.
   With diseases by taxonomy
   ISBN 978-0-13-401919-2 (Student edition) — ISBN 0-13-401919-9 (Student edition) —
ISBN 0-13-429875-6 (Instructor’s review copy) — ISBN 978-0-13-429875-7
(Instructor’s review copy)
   I. Primm, Todd P., contributor. II. Machunis-Masuoka, Elizabeth, contributor. III. Title.
IV. Title: With diseases by taxonomy.
   [DNLM: 1. Microbiological Phenomena. 2. Microbiological Processes. QW 4]
  QR41.2
  616.9’041—dc23
2015029578

ISBN 10: 0-13-401919-9 (Student edition)

ISBN 13: 978-0-13-401919-2 (Student edition)
ISBN 10: 0-13-429875-6 (Instructor’s Review Copy)
ISBN 13: 978-0-13-429875-7 (Instructor’s Review Copy)
www.pearsonhighered.com 1 2 3 4 5 6 7 8 9 10—V357—18 17 16 15 14
About the Author
ROBERT W. BAUMAN is a professor of biology and past chairman of the Department of
Biological Sciences at Amarillo College in Amarillo, Texas. He has taught microbiology, human anatomy and
physiology, and botany. In 2004, the students of Amarillo College selected Dr. Bauman as the recipient of the
John F. Mead Faculty Excellence Award and he has been nominated for the one-time award every year since.
He received an M.A. degree in botany from the University of Texas at Austin and a Ph.D. in biology from
Stanford University. His research interests have included the morphology and ecology of freshwater algae,
the cell biology of marine algae (particularly the deposition of cell walls and intercellular communication),
environmentally triggered chromogenesis in butterflies, and terrestrial oil pollution remediation by naturally
occurring bacteria. He is a member of the American Society of Microbiology (ASM) where he has held
national offices, Texas Community College Teachers Association (TCCTA) where he serves in a statewide
position of leadership, American Association for the Advancement of Science (AAAS), Human Anatomy
and Physiology Society (HAPS), and The Lepidopterists’ Society. When he is not writing books, he enjoys
spending time with his family: gardening, hiking, camping, rock climbing, backpacking, cycling, skiing, and
reading by a crackling fire in the winter and in a gently swaying hammock in the summer.

TODD P. PRIMM (contributor) is an associate professor at Sam Houston State University,

where he teaches pre-nursing microbiology. He also serves as Director of the Professional and Academic
Center for Excellence, which focuses on improving teaching and learning on campus. In 2010, he was
Distinguished Alumnus of the Graduate School of Biomedical Sciences of Baylor College of Medicine,
where he earned a Ph.D. in Biochemistry in 1997. He received a B.S. from Texas A&M University in
1992. He is very active in the American Society for Microbiology and received the Texas Branch 2015
Faculty Teaching Award. He was chair of the organizing committee for the 2013 ASM Conference
for Undergraduate Educators, participated in the 2012 Research Residency of the ASM/NSF Biology
Scholars Program, and currently serves on the editorial board for the Journal of Microbiology and Biology
Education. He is also an affiliate staff member with the international organization Cru. He loves teaching
and mentoring students and spending time with his wonderful wife of 23 years and four children.

About the Clinical Consultants

CECILY D. COSBY is nationally certified as both JEAN E. MONTGOMERY is a registered nurse
a family nurse practitioner and physician assistant. She is a formerly teaching in the associate degree nursing program at
professor of nursing, currently teaching at Samuel Merritt Austin Community College in Texas. She received her MSN
University in Oakland, California, and has been in clinical from the University of Texas Health Science Center at San
practice since 1980. She received her Ph.D. and M.S. from the Antonio, Texas.
University of California, San Francisco; her BSN from California
State University, Long Beach; and her P.A. certificate from the
Stanford Primary Care program. She is the Director of Samuel
Merritt University’s Doctor of Nursing Practice Program.
ix
x CHAPTER 1 A Brief History of Microbiology

Preface
The reemergence of whooping cough, mumps, and measles and the emergence of snail fever, spot-
ted fever rickettsiosis, Middle East respiratory syndrome, and other diseases; the cases of strep
throat, MRSA, and tuberculosis; the progress of cutting-edge research into microbial genetics; the
challenge of increasingly drug-resistant pathogens; the continual discovery of microorganisms
previously unknown—these are just a few examples of why exploring microbiology has never
been more exciting, or more important. Welcome!
I have taught microbiology to undergraduates for over 27 years and witnessed firsthand how
students struggle with the same topics and concepts year after year. To address these challenging
topics, I have created 14 new Video Tutors: three in addition to those already incorporated into the
first 18 chapters of the text and 11 that cover the Disease in Depth features. The Video Tutors and
Disease in Depth features walk students through key concepts in microbiology, bringing the art of
the textbook to life and important concepts into view. In creating this textbook, my aim was to help
students see complex topics of microbiology—especially metabolism, genetics, and immunology—
in a way that they can understand, while at the same time presenting a thorough and accurate
overview of microbiology. I also wished to highlight the many positive effects of microorganisms
on our lives, along with the medically important microorganisms that cause disease.

New to This Edition

In approaching the fifth edition, my goal was to build upon the strengths and success of the previ-
ous editions by updating it with the latest scientific and educational research and data available
and by incorporating the many terrific suggestions I have received from colleagues and students
alike. The feedback from instructors who adopted previous editions has been immensely gratifying
and is much appreciated. The Microbe at a Glance features have been widely praised by instructors
and students, so I, along with art editor Kelly Murphy, developed 11 new Disease in Depth features,
most as two-page spreads, that use compelling art and photos to provide a detailed, visually un-
surpassed overview of a specific disease. Each Disease in Depth feature includes an Investigate It!
question with a QR code directing students to a Video Tutor that explores the topic and encourages
further, independent research. These activities are assignable in MasteringMicrobiology®. Another
goal for this edition was to provide additional instruction on important foundational concepts and
processes. To that end, I developed and narrated three new core concept Video Tutors, accessible
via QR codes in the textbook and assignable in MasteringMicrobiology.
The result is, once again, a collaborative effort of educators, students, editors, and top scientific
illustrators: a textbook that, I hope, continues to improve upon conventional explanations and
illustrations in substantive and effective ways.
In this new edition:

• NEW Disease in Depth features highlight important and representative diseases for each body
system, extending the visual impact of the art program as well as the highly praised M ­ icrobe at a
Glance features. Each of these 11 visual features contains infographics, provides i­ n-depth cover-
age of the selected disease, and includes a QR code and Investigate It! question that d ­ irects stu-
dents to a Video Tutor exploring the topic and prompting further inquiry and critical thinking.

x
 Preface xi

New assignable Disease in Depth coaching activities in Mastering­Microbiology® ­encourage

­students to apply and test their understanding of key concepts.

• NEW Video Tutors developed and narrated by the author walk students through key con-
cepts. New to this edition are Video Tutors on glycolysis, protein translation, and antigen
processing. These Video Tutors bring the textbook art to life and help students visualize and
understand tough topics and important processes. Thirty-two video tutorials are accessible
via QR codes in the textbook and are accompanied by multiple-choice questions, assignable
in MasteringMicrobiology®.

• NEW Tell Me Why critical thinking questions end every main section within each chapter.
These questions strengthen the pedagogy and organization of each chapter and consistently
provide stop-and-think opportunities for students as they read.

• NEW Expanded coverage of helminths is provided in new Highlight features, and an

­emphasis on virulence factors is included the Disease in Depth features.

• The genetics chapters (Chapters 7–8) have been reviewed and revised by genetics special-
ists. These now reflect the most current understanding of this rapidly evolving field, includ-
ing new discussion of next-generation DNA sequencing.

• Over 330 NEW and revised micrographs, photos, and figures enhance student under-
standing of the text and boxed features.

• NEW and EXPANDED MasteringMicrobiology includes new Interactive Microbiology ­

animations and tutorials; new MicroBooster remedial video tutorials; new Disease in
Depth ­coaching activities; new Video Tutors with assessments; new MicroCareers and
Clinical Case Study coaching activities; and a plethora of microbiology lab resources. NEW
­Interactive ­Microbiology is a dynamic suite of interactive tutorials and animations that
teach key ­concepts in the context of a clinical setting. Students actively engage with each
topic and learn from manipulating variables, predicting outcomes, and answering forma-
tive and ­summative assessments. Topics include Operons; Complement; Biofilms and Quo-
rum ­Sensing; Antibiotic Resistance, Mechanisms; Antibiotic Resistance, Selection; Aerobic
­Respiration in Prokaryotes; and Human Microbiota. NEW MicroBoosters are a suite of brief
video tutorials that cover key concepts that students often need to review, including Study
Skills, Math, Basic Chemistry, Cell Biology, Basic Biology and more! The Micro Lab resources
include MicroLab Tutors, which use lab technique videos, 3-D molecular animations, and
step-by-step tutorials to help students make connections between lecture and lab; Lab
­Technique Videos and pre-lab quizzes to ensure that students come prepared for lab time;
and Lab Practical and post-lab quizzes to reinforce what students have learned.

MasteringMicrobiology offers students access to Dynamic Study Modules to help them acquire,
retain, and recall information faster and more efficiently than ever before with textbook-specific
explanations and art. Dynamic Study Modules are available for use as a self-study tool or as
assignments. Instructors also now have the option to give Adaptive Follow-Up assignments that
provide student-specific additional coaching and practice. These question sets continuously adapt
to each student’s needs, making efficient use of homework time.
MasteringMicrobiology also includes Learning Catalytics—a “bring your own device” student
engagement, assessment, and classroom intelligence system. With Learning Catalytics, instructors
can assess students in real time using open-ended tasks to probe student understanding using
Pearson’s library of questions or designing their own.
The following section provides a detailed outline of this edition’s chapter-by-chapter revisions.
xii CHAPTER 1 A Brief History of Microbiology

Chapter-by-Chapter Revisions

CHAPTER 1 A Brief History of Microbiology Chapter 4 Microscopy, Staining, and Classification

• Added three Tell Me Why critical thinking questions to text • Added four Tell Me Why critical thinking questions to text
• Added three new photos (chapter opener, Fig. 1.6b, Highlight box • Revised two figures for enhanced pedagogy (Figs. 4.4, 4.6)
on MERS) • Revised Learning Outcome regarding simple stains, which now
• Updated map showing countries having transmission of variant include Gomori methenamine silver stain and h ­ ematoxylin and
Creutzfeldt-Jakob disease (vJCD) eosin stains
• Added CDC-preferred term “healthcare-associated infection (HAI)” • Added fill-in-the-blank Concept Map about Gram stain and cell
(formerly nosocomial infection) wall structure to end-of-chapter review
• Added introductory coverage of normal microbiota and of agar in • Revised coverage of history of taxonomy
micro labs • Expanded discussion of resolution, immersion oil, mordants,
• Clarified the use of controls in Pasteur’s experiment to ­disprove definition of microbial species, and role of George Fox in the
spontaneous generation discovery of the archaea and three domains of life
• Clarified industrial use of microbes in making yogurt and pest • Revised section on microbial taxonomy to more fully ­address
control genomic techniques in taxonomy
• Introduced the success of gene therapy to treat several ­inherited • At request of reviewers and instructors, removed ­detailed figures
immune deficiencies for dark field, phase, and scanning electron ­microscopy so as to
• Updated box: “The New Normal”: The Challenge of Emerging and reduce complexity and chapter length
Reemerging Diseases to include Middle East respiratory syndrome • Added three critical thinking questions and a new photo to
(MERS), Ebola, chikungunya, and measles Emerging Disease Case Study: Necrotizing Fasciitis
• Added to list of current problems in microbiology: biofilms, tests for
infections, and persistent antimicrobial-drug resistance Chapter 5 Microbial Metabolism
• Added three critical thinking questions to Emerging ­Disease Case • Added six Tell Me Why critical thinking questions to text
Study: Variant Creutzfeldt-Jacob Disease • Added two new figure questions (Figs. 5.4, 5.13)
• New end-of-chapter, short-answer question on healthcare- • Added one new end-of-chapter fill-in-the-blank question
associated (nosocomial) infections • Revised 14 figures for greater clarity and better pedagogy (Figs. 5.5,
• Added fill-in Concept Map over types of microbes and some of 5.6, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.17, 5.18, 5.19, 5.26, 5.30; end-of-
their major characteristics chapter critical thinking question 1)
• Clarified and expanded discussion of enzymatic activation through
Chapter 2 The Chemistry of Microbiology allosteric sites and competitive and noncompetitive inhibition of
• Added five Tell Me Why critical thinking questions to text enzyme activity
• Eleven figures revised for better pedagogy (Figs. 2.2, 2.3, 2.6, • Added fill-in Concept Map over aerobic respiration
2.11, 2.15, 2.17, 2.19, 2.21, 2.22, 2.23; amino group in Table 2.3)
• New Learning Outcomes concerning terms regarding ­elements, Chapter 6 Microbial Nutrition and Growth
valence electrons and chemical bonding, organic compounds,
contrasting ionic and covalent bonds, and lipids
• Added three Tell Me Why critical thinking questions to text
• New figure legend question for enhanced pedagogy (Fig. 2.3) • Revised five figures for greater clarity and better pedagogy
(Figs. 6.7, 6.8, 6.9, 6.17, 6.20)
• Expanded coverage of term “nucleoside” because nucleoside • Added two new photos (Figs. 6.13, 6.24b)
analogs treat many diseases
• Added fill-in Concept Map over nucleotide structure and function • Expanded discussion of singlet oxygen and superoxide ­radicals as
oxidizing agents
Chapter 3 Cell Structure and Function
• Clarified the method of counting microbes using a cell counter
• Added fill-in Concept Map over culture media
• Added 12 Tell Me Why critical thinking questions to text
• Two new photos (Figs. 3.5b, 3.8a) Chapter 7 Microbial Genetics
• Revised and enhanced artwork in 14 figures for enhanced
pedagogy (Figs. 3.4, 3.8b, 3.9, 3.12, 3.14, 3.15, 3.17, 3.18, 3.19, 3.20, • Added four Tell Me Why critical thinking questions to text
3.21, 3.22, 3.24, 3.35) • Upgraded 20 figures for greater clarity, accuracy, ease of reading,
• Added one new figure (structure of glucose versus NAG and NAM) and better pedagogy (Figs. 7.1, 7.5, 7.6, 7.7, 7.9, 7.10, 7.11, 7.13, 7.20,
(Fig. 3.13) 7.21, 7.22, 7.23, 7.26, 7.27, 7.28, 7.30, 7.34, 7.35, 7.36, 7.37)
• Enhanced discussion of flagella and cilia structure and ­function, • Updated text to discuss the smallest cellular genome at 112,091 bp
comparison and contrast between the outer and cytoplasmic (candidatus Nasuia deltocephalinicola)
membranes of Gram-negative cells, and m ­ ovement across cell • Included recent discovery that chloroplast chromosomes are linear
membranes rather than circular
• Increased discussion of use of RNA as enzymes (ribozymes)
xii
 Chapter-by-Chapter Revisions xiii

• Expanded table comparing and contrasting DNA replication, • Revised seven figures for greater clarity, accuracy, ease of reading,
transcription, and translation and better pedagogy (Figs. 10.2, 10.3, 10.6, 10.8, 10.13, 10.15; map of
• Discussed codon and tRNA for 21st amino acid, selenocysteine worldwide, community-associated MRSA)
• Enhanced and clarified discussion of lac and trp operons and of the • Three new photos (Highlight, Fig. 10.10, Clinical Case Study)
action of cAMP and CAP as activators • Added three critical thinking questions to Emerging Disease Case
• Expanded and reorganized discussion of DNA repair systems Study: Community-Associated MRSA and updated map with
• Clarified and updated information on the events in ­conjugation, newly published data
particularly with Hfr cells
• Expanded coverage of nucleotides and pyrophosphate (diphosphate) Chapter 11 Characterizing and Classifying
• Added critical thinking questions to Emerging Disease Case Study: Prokaryotes
Vibrio vulnificus Infection • Added four Tell Me Why critical thinking questions to text
• Revised the chapter to better explain differences between ­archaeal, • Six new Learning Outcomes (for proteobacteria, including newly
bacterial, and eukaryotic genetics discovered zetaproteobacteria)
• Added fill-in Concept Map over point mutations • Thirteen new photos (Figs. 11.1, 11.2a, 11.5, 11.7, 11.11a, 11.16, 11.17,
11.19, 11.21, 11.22, 11.23, 11.24b, 11.27b)
Chapter 8 Recombinant DNA Technology • Ten revised figures for better pedagogy (Figs. 11.1, 11.3, 11.4, 11.6,
• Added five Tell Me Why critical thinking questions to text 11.10, 11.14, 11.17, 11.21, 11.26, 11.27)
• Added six Learning Outcomes concerning uses of ­synthetic nucleic • Clarified and expanded coverage of (1) “snapping ­division,”
acids, PCR, fluorescent in situ hybridization (FISH), functional which is a distinctive characteristic of corynebacteria, i­ ncluding C.
genomics, Sanger sequencing, and next-­generation sequencing diphtheriae, (2) floc formation and its use in s­ ewage treatment, and
• Added one new figure (Fig. 8.10) (3) methicillin-resistant strains of Staphylococcus aureus
• Modified Fig. 8.7 for better pedagogy • Updated with new discoveries in bacterial and archaeal
• Deleted figures for Southern blots and Sanger automated DNA ­­systematics: six classes of proteobacteria rather than four and five
sequencing as these techniques are historical and ­less-commonly phyla of archaea (rather than two)
used today • Removed box on Botox and box on the possible link between
• Added discussion of real-time PCR (RT-PCR), Sanger sequencing ­cyanobacteria and brain disease to make room for new material
methods, next-generation DNA sequencing (NGS), including • Three new critical thinking questions over pertussis as a
pyrosequencing and fluorescent methods, functional genomics, ­reemerging disease
microbiomes, and biomedical animal models • Added fill-in Concept Map over domain Archaea
• New Highlight boxes: How Do You Fix a Mosquito? on controlling
dengue and The Human Microbiome Project Chapter 12 Characterizing and Classifying
Eukaryotes
Chapter 9 Controlling Microbial Growth in the • Added six Tell Me Why critical thinking questions to text
Environment • Eight new photos (Figs. 12.11, 12.12a and b, 12.13c, 12.14, 12.20,
• Added four Tell Me Why critical thinking questions to text 12.25, 12.27)
• Revised five figures for better accuracy, currency, and ­pedagogy • Seven revised figures for more accurate and lucid pedagogy
(Figs. 9.2, 9.7, 9.13, 9.15, 9.16) (Figs. 12.1, 12.3, 12.7, 12.8, 12.17, 12.23; map for aspergillosis)
• Two new photos (Fig. 9.9, Beneficial Microbes) • As reviewers requested, shortened chapter by ­eliminating detailed
• Updated techniques for deactivation of prions, coverage of discussion and artwork of ciliate (Paramecium) ­conjugation
thimerosal in vaccines, and activity of AOAC International in and of sexual reproduction by zygomycetes, ­ascomycetes, and
developing disinfection standards basidiomycetes
• Added three critical thinking questions to Emerging Disease Case • Updated algal, fungal, protozoan, water mold, and slime mold
Study: Acanthamoeba Keratitis taxonomy
• Added critical thinking question concerning salmonellosis • Clarified and expanded coverage of (1) meiosis, (2) alveoli in
pandemic from smoked salmon protists, and (3) use of radiation as an energy source for some fungi
• Added fill-in Concept Map over moist heat applications to control • Added new critical thinking questions: three about the emerging
microbes disease aspergillosis and two at end of chapter about genomics in
relationship to metabolism in various environments
Chapter 10 Controlling Microbial Growth in the • Added fill-in Concept Map over eukaryotic microorganisms
Body: Antimicrobial Drugs
• Added four Tell Me Why critical thinking questions to text Chapter 13 Characterizing and Classifying Viruses,
• Updated and revised tables of antimicrobials to include all Viroids, and Prions
new antimicrobials mentioned in disease chapters, including • Added four Tell Me Why critical thinking questions to text
carbapenems and capreomycin (antibacterials); enfuvirtide (newly • Four new photos (Figs. 13.1b, 13.21, 13.24; bacteriophage box)
approved anti-HIV-1); ciclopirox (antifungal); and bithionol • Upgraded eight figures for better pedagogy and currency (Figs.
(anthelmintic); updated sources of drugs, modes of action, clinical 13.5, 13.8, 13.12, 13.13, 13.14, 13.16, 13.18, 13.22)
considerations, and methods of resistance • One new figure showing prion templating (Fig. 13.23)
• Updated adverse effects of aminoglycosides • Two new Learning Outcomes concerning (1) structures of viruses
• Updated the mechanism of resistance against quinolone and (2) control of prions
­antibacterial drugs • Updated viral nomenclature to correspond to changes ­approved by
• Removed amantadine as a treatment for influenza A the International Committee on Taxonomy of V ­ iruses (ICTV) in 2014
xiv Chapter-by-Chapter Revisions

• Added discussion on the benefits and costs to a virus of ­having an • Revised five figures for better pedagogy (Figs. 17.2, 17.3, 17.6,
envelope versus being naked 17.11, 17.14)
• Clarified and expanded text concerning lytic cycle of phage
replication; use of phage typing; replication of animal ­viruses, Chapter 18 Hypersensitivities, Autoimmune Diseases,
particularly ssDNA viruses; link between viruses and human and Immune Deficiencies
cancers; viroids; and prions • Added three Tell Me Why critical thinking questions to text
• Updated techniques for deactivation of prions and treatment of • Revised one figure for greater clarity and accuracy (Fig. 18.7)
prion disease • Expanded coverage of type III hypersensitivity, the relationship
• Updated Emerging Disease Case Study: Chikungunya; added three between hypersensitivities and autoimmune disorders
critical thinking questions to the discussion • Removed figure and text for a very rare disease, immune throm­
bocytopenic purpura, to make room for new material in
Chapter 14 Infection, Infectious Diseases, and Chapter 19
Epidemiology
• Added eight Tell Me Why critical thinking questions to text Chapter 19 Pathogenic Gram-Positive Bacteria
• Changed eight figures for better pedagogy, timeliness, or clarity • Added nine Tell Me Why critical thinking questions to text
(Figs. 14.3, 14.4, 14.5, 14.9, 14.10, 14.14, 14.16, 14.20) • Added three Disease in Depth visual presentations of disease:
• Revised and updated coverage of (1) number of human cells in a necrotizing fasciitis, listeriosis, and tuberculosis
body and the number of cellular microbiota, (2) microbiome, and • Twenty-five new photos (Figs. 19.1, 19.12, 19.17, 19.19, 19.20, 19.21)
(3) symbioses (added terms symbiont and amensalism) • Seven revisions to figures for consistency, currency, ­accuracy, and
• Updated to replace term nosocomial with healthcare-associated (in all better pedagogy (Figs. 19.5, 19.23; Disease in Depth: Necrottizing
chapters) Fasciitis, Listeriosis, and Tuberculosis; Microbe at a Glance:
• Updated epidemiology charts, tables, and graphs Streptococcus and Clostridium)
• Updated list of nationally notifiable infectious diseases • Updated all diagnoses and incidence data
• Three new critical thinking questions added to the d­ iscussion of • Revised two Learning Outcomes for better pedagogy (19.10, 19.13)
Hantavirus as an emerging disease • Revised Chapter Summary for better pedagogy (for ­Staphylococcus;
• Added fill-in Concept Map over transmission of diseases Streptococcus; Enterococcus, Bacillus; Clostridium; Listeria; Mycoplasma;
Corynebacterium; Mycobacterium)
Chapter 15 Innate Immunity • Updated definitions for multi-drug-resistant (MDR) and
• Added two Tell Me Why critical thinking questions to text ­extensively drug-resistant (XDR) tuberculosis
• Modified nine figures for enhanced clarity and better ­pedagogy • Updated treatment regimen for inhalation anthrax, ­bioterrorist
(Figs. 15.4, 15.6, 15.7, 15.8, 15.9, 15.11, 15.12, 15.13, 15.14) anthrax, botulism, tetanus, listeriosis, m
­ ycoplasmal p ­ neumonia,
• Three new photos (Figs. 15.1, 15.5b) nongonococcal urethritis, and tuberculosis
• Updated and expanded coverage of the action of ­antimicrobial • Updated and enhanced discussion of mycolic acids, role of
peptides (defensins), Toll-like receptor 10 (TLR10), complement Streptococcus mutans in tooth decay, and anthrax vaccine
activation, complement cascade, and membrane attack complexes • Added a figure question regarding snapping division in
• Expanded and clarified discussion of inflammatory mediators corynebacteria
• Added three critical thinking questions and updated ­incidence
Chapter 16 Specific Defense: Adaptive Immunity maps for the discussion of Buruli ulcer
• Added three Tell Me Why critical thinking questions to text • Added Clinical Case Study regarding tuberculosis
• Revised and clarified (1) function and structure of tonsils, (2) flow
of lymph, and (3) mucosa-associated lymphoid tissue Chapter 20 Pathogenic Gram-Negative Cocci
• Reordered the discussion of topics in adaptive immunity to better and Bacilli
align with the way events occur; for example, MHC and antigen • Added three Tell Me Why critical thinking questions to text
processing are discussed before T cells and ­cell-mediated immunity, • Added one Disease in Depth visual presentation of disease on
which are discussed before B cells and antibody-mediated immunity urinary tract infections
• Removed discussion of T-independent antibody immunity as it was • Updated all diagnoses and incidence data, including maps
too advanced for beginning students • Updated to replace term nosocomial with healthcare-associated
• Revised three pieces of art for enhanced pedagogy (Figs. 16.2, 16.3, • Revised Chapter Summary for better pedagogy (Pathogenic, Gram-
16.10) Negative, Facultatively Anaerobic Bacilli; ­Pathogenic, Gram-Negative,
• Added three critical thinking questions and updated ­incidence map Aerobic Bacilli; Pathogenic, Gram-­Negative, Anaerobic Bacilli)
for the discussion of microsporidiosis • Updated treatment regimen for gonorrhea, meningococcus
• Added fill-in Concept Map over antibodies meningitis, bubonic plague, bartonellosis, brucellosis, and
Legionnaires’ disease
Chapter 17 Immunization and Immune Testing • Added one new figure (Fig. 20.1) and figure question on the
• Added a Tell Me Why critical thinking question to text potential effects of lipid A
• Updated to newly revised CDC 2015 vaccination schedule for • Revised nine figures for better pedagogy (Microbe at a Glance:
children, adolescents, and adults Neisseria gonorrhoeae; Figs. 20.2, 20.3, 20.14, 20.18, 20.19, 20.22,
• Updated table of vaccine-preventable diseases in the United States 20.23, 20.28)
• Enhanced discussion of development of attenuated viral vaccines • Added three critical thinking questions and updated ­incidence
• Added two points to chapter summary about recombinant gene maps for the discussion of melioidosis
technology and vaccine production and about vaccine safety
 Chapter-by-Chapter Revisions xv

Chapter 21 Rickettsias, Chlamydias, Spirochetes, • Eight revised, updated, enhanced, and pedagogically more effective
and Vibrios figures (Figs. 23.1, 23.3, 23.5, 23.6, 23.9, 23.14, 23.17, 23.24)
• Added three Tell Me Why critical thinking questions to text • Added three critical thinking questions and updated ­incidence
• New Disease in Depth: Spotted Fever Rickettsiosis maps for the discussions of babesiosis and of schistosomiasis
• Updated all diagnoses and incidence data • Added fill-in Concept Map over intestinal protozoan parasites
• Modified/updated nine figures (Figs. 21.1, 21.2, 21.3, 21.5, 21.8,
21.12, 21.13, 21.17, 21.20) Chapter 24 Pathogenic DNA Viruses
• Two new photos (Figs. 21.11, 21.19) • Added five Tell Me Why critical thinking questions to text
• Updated treatment regimen for rickettsial spotted fever (Rocky • Updated all diagnoses and incidence data
Mountain spotted fever, RMSF), murine typhus, scrub typhus, • Updated treatment regimen for shingles, history of smallpox
human monocytic ehrlichiosis, ­anaplasmosis (formerly called vaccination, and the effect of adenovirus 36 on obesity
human granulocytic ehrlichiosis), ­lymphogranuloma venereum, • Four new photos (Figs. 24.3, 24.15, 24.16c, 24.22)
trachoma, cholera, and gastric ulcers • Reformatted one figure for better pedagogy (Fig. 24.21)
• Updated and expanded coverage of epidemic typhus, murine • Added three critical thinking questions and updated ­incidence
typhus, scrub typhus, spotted fever rickettsioses (RMSF), maps for the discussion of monkeypox
ehrlichiosis, anaplasmosis, lymphogranuloma ­venereum, urethritis, • New Disease in Depth: Papillomas with three new photos and three
yaws, Borrelia, and cholera new figures

Chapter 22 Pathogenic Fungi Chapter 25 Pathogenic RNA Viruses

• Added five Tell Me Why critical thinking questions to text • Added six Tell Me Why critical thinking questions to text
• Added new Disease in Depth: Candidiasis • Updated all diagnoses and incidence data
• Updated all diagnoses and incidence data • Updated treatment regimen for colds, hepatitis E, hepatitis C, AIDS,
• New Learning Outcomes: antifungal vaccines, mycetomas measles, respiratory syncytial virus infection, and Lassa hemorrhagic
• Added two new photos for enhanced pedagogy (Figs. 22.12, 22.20) fever
• Updated treatment regimen for ­paracoccidioidomycosis, • Updated, revised, and expanded discussion of coronavirus
Pneumocystis pneumonia, candidiasis, aspergillosis, ­Malassezia respiratory syndromes, Nipah virus encephalitis, hepatitis E virus,
infections, mycetoma, and sporotrichosis and respiratory syncytial viral disease
• Enhanced discussion of dearth of antifungal vaccines • Clarified definition of zoonosis
• Added three critical thinking questions and updated ­incidence • Added Learning Outcome about mumps
maps for the discussion of blastomycosis • Sixteen figures revised, updated, or enhanced for better ­pedagogy
• Added fill-in Concept Map over systemic mycoses (Figs. 25.2, 25.9, 25.10, 25.11, 25.12, 25.14, 25.17, 25.18, 25.19, 25.21,
25.23, 25.24, 25.26, 25.28, 25.29, 25.36)
Chapter 23 Parasitic Protozoa, Helminths, • Thirteen new photos (chapter opener; Figs. 25.1, 25.7, 25.16b,
and Arthropod Vectors 25.22b, 25.27, 25.30, 25.32; Highlight box on bats and Nipah virus)
• Added four Tell Me Why critical thinking questions to text • New Microbe at a Glance box on measles virus
• Added two new Disease in Depth spreads: Giardiasis and Malaria • Two new Emerging Disease Case Study boxes on norovirus
• Rearranged the chapter to cover vectors first; expanded ­coverage of gastroenteritis and tick-borne encephalitis
vectors • Two new Disease in Depth features on Ebola hemorrhagic fever
• New Learning Outcomes: parasitology, definitive versus and influenza
intermediate hosts, biological versus mechanical vectors, ­ascariasis, • Added three critical thinking questions to the box on ­influenza
hookworm infestations, pinworms, anisakiasis H1N1
• Updated all diagnoses and incidence data
• Updated treatment regimen for Acanthamoeba keratitis, Chapter 26 Industrial and Environmental
­leishmaniasis, trichomoniasis, malaria, Cryptosporidium ­enteritis, Microbiology
and infestation with Fasciola • Added four Tell Me Why critical thinking questions to text
• Added mention of emerging human pathogen of malaria: • Added Learning Outcome on eutrophication
Plasmodium knowlesi • Three figures revised, updated, or enhanced for better ­pedagogy
• Updated stages in life cycle of Toxoplasma (Figs. 26.6, 26.8, 26.15)
• Simplified discussion of life cycles of Trypanosoma cruzi and of T. • Revised and clarified water contamination and water pollution
brucei • Updated list of bioterrorist threats to include the additions
• Added roundworm Anisakis and its disease anisakiasis at teachers’ to category C
requests • New Emerging Disease Case Study regarding primary ­amebic
• Twenty-four new, more engaging photos (Figs. 23.2, 23.10, 23.12, meningoencephalitis (Naegleria fowleri infection)
23.13, 23.18; Disease in Depth: Giardiasis; Disease in Depth:
Malaria; Emerging Disease Case Study: Babesiosis)
Reviewers for the Fifth Edition
I wish to thank the hundreds of instructors and students who participated in reviews, class
tests, and focus groups for earlier editions of the textbook. Your comments have informed this
book from beginning to end, and I am deeply grateful. For the fifth edition, I extend my deepest
appreciation to the following reviewers.

Denice D. King
Book Reviewers Cleveland State Community College
Christopher Thompson
Loyola University, Maryland
Dena Berg Todd Martin Marie N. Yearling
Tarrant County College Metropolitan Community College, Laramie County Community College
Carroll Bottoms Blue River
Collin College Jennifer Metzler
Nick Butkevitch Ball State University Video Tutor Reviewers
Schoolcraft College Mary Miller Jason Adams
Kari Cargill Baton Rouge Community College College of Dupage
Montana State University Alicia Musser
Abiodun Adibi
Richard J. Cristiano Lansing Community College
Houston Community College Hampton University
Gregory Nasello
Northwest—Spring Branch campus Lewis and Clark Community College Melody J. Bernot
Ann Evancoe Dana Newton Ball State University
Hudson Valley Community College College of the Albemarle Denise Foley
Tod Fairbanks Johanna Porter-Kelley Santiago Canyon College
Palm Beach State College Winston-Salem State University Emily Getty
Teresa G. Fischer Jennifer Reaves Ivy Tech Community College
Indian River State College Jackson State Community College Mary Ann Arnold Hedrick
Sandra M. Fox-Moon Jackie Reynolds Wytheville Community College
Anne Arundel Community College and Richland College
University of Maryland Cristi Hunnes
Steven Scott Rocky Mountain College
Eric Gillock Merritt College
Fort Hays State University Sudeep Majumdar
Amy Siegesmund
Raymond Harris Temple College
Pacific Lutheran University
Prince George’s Community College Tony A. Slieman Bhavya Mathur
Jennifer Hatchel University of South Dakota Chattahoochee Technical College
College of Coastal Georgia Lori Smith Daniel Brian Nichols
Barbara R. Heard American River College Seton Hall University
Atlantic Cape Community College Vetaley Stashenko Kevin Sorensen
Nazanin Hebel Palm Beach State College, Belle Glade Snow College
Houston Community College—Northwest Jennifer Swartz Sandra L. Specht
Amy Helms Pikes Peak Community College Sinclair Community College
Collin College
David T. Jenkins
University of Alabama at Birmingham

xvi
Acknowledgments

As has been the case with all previous editions, I am ever more Thanks to Michéle Shuster and Amy Helms for their work on
cognizant that this book is a team effort. I am deeply grateful the media and print supplements for this edition. Special thanks
once again to Kelsey Churchman of Pearson Science and to the are due to Lauren Beebe and Andrea Stefanowicz for managing
team she gathered to produce the fifth edition. Kelsey, dedicated the supplements, to Kyle Doctor in production for his work on
project manager Lauren Beebe, and invaluable program the Instructor’s Resource DVD, and to Joe Mochnick for his
manager Chriscelle Palaganas helped develop the vision for management of the extraordinary array of media resources for
this fifth edition, generating ideas to make it more effective and students and instructors, especially MasteringMicrobiology®.
compelling. As project manager, Lauren also had the unenviable Thanks also to Jordan Roeder, RN, and Nan Kemp and for
task of coordinating everything and keeping me on track—thank their administrative, editorial, and research assistance. I am
you, Lauren, for being understanding, patient, and lenient, grateful to Neena Bali and now Lauren Harp in Marketing; they
especially when I misplaced a deadline. Kari Hopperstead was lead the amazing Pearson sales representatives to do a terrific
invaluable in developmental editing. I am grateful. job of keeping in touch with the professors and students who
provide so many wonderful suggestions for this textbook. As
Thank you to Barbara Yien, project editor of the first two always, I am humbled, inspired, and encouraged by the sales
editions, for years of support and for introducing me to representatives; your role on the team deserves more gratitude
chocolate truffles. I am excited for your growing family and than I can express here or with citrus fruit.
new responsibilities! I am grateful to Frank Ruggirello for his
unflagging encouragement and support of my work and this I am especially grateful to Phil Mixter of Washington State
book; enjoy your new adventures! I am also indebted to Daryl University, Mary Jane Niles of the University of San Francisco,
Fox, whose early support for this book never wavered. Bronwen Steele of Estrella Mountain Community College, Jan
Miller of American River College, and Jane Reece for their
Anita Wagner Hueftle—the eagle-eyed—edited the manuscript expertise and advice.
thoroughly and meticulously, suggesting important changes
for clarity, accuracy, and consistency. The incomparable Kelly I am further indebted to Sam Schwarzlose for his excellent work
Murphy did a magnificently superb job as art development on the Video Tutor assessments and to Terry Austin for lending
editor, helping to conceptualize new illustrations and his technical expertise to the project.
suggesting ways to improve the art overall—thank you,
Kelly for taking the original art of my friend Ken Probst On the home front: Thank you, Jennie and Nick Knapp,
and enhancing this book’s amazingly beautiful biological Elizabeth Bauman, Jeremy Bauman, Larry Latham, Josh Wood,
illustrations. My thanks to Lachina for rendering the art in this and Mike Isley. You keep me even-keeled. My wife Michelle
edition. Andrea Stefanowicz and Lumina Datamatics expertly deserves more recognition than I can possibly express: “Many
guided the project through production. Andrea, thank you are noble, but you excel them all.” Thank you.
for meticulously improving the text. Maureen “Mo” Spuhler
Robert W. Bauman
remains the most amazing photo researcher. I am in your debt,
Amarillo, Texas
“Molybdenum.” Rich Robison and Brent Selinger supplied
many of the text’s wonderful and unique micrographs. Emily
Friel created the beautiful interior design and the stunning
cover.

xvii
Table of Contents

1
Acids and Bases 36
Salts 38
Organic Macromolecules 38
A Brief Functional Groups 39
Lipids 40
History of Carbohydrates 42
Proteins 44
­Microbiology 1 Nucleotides and Nucleic Acids 48
The Early Years of Chapter Summary 51 • Questions for Review 52  
Microbiology 2 Critical Thinking 53 • Concept Mapping 54
What Does Life Really Look
Like? 2

3
How Can Microbes Be
Classified? 3
The Golden Age of Microbiology 7
Does Microbial Life Spontaneously Generate? 7
What Causes Fermentation? 10
Cell Structure and
What Causes Disease? 11
How Can We Prevent Infection and Disease? 15
Function 55
The Modern Age of Microbiology 18 Processes of Life 56
What Are the Basic Chemical Reactions of Life? 18 Prokaryotic and Eukaryotic
How Do Genes Work? 18 Cells: An Overview 57
What Roles Do Microorganisms Play in the Environment? 20 External Structures of Bacterial
How Do We Defend Against Disease? 20 Cells 59
What Will the Future Hold? 21 Glycocalyces 59
Chapter Summary 22 • Questions for Review 22  
Flagella 59
Critical Thinking 24 • Concept Mapping 25 Fimbriae and Pili 62
Bacterial Cell Walls 63

2
Gram-Positive Bacterial Cell Walls 64
Gram-Negative Bacterial Cell Walls 66
Bacteria Without Cell Walls 66
Bacterial Cytoplasmic Membranes 66
The Chemistry of Structure 66
­Microbiology 26 Function 67
Cytoplasm of Bacteria 72
Atoms 27 Cytosol 72
Atomic Structure 27 Inclusions 72
Isotopes 27 Endospores 73
Electron Configurations 28 Nonmembranous Organelles 74
Chemical Bonds 30 External Structures of Archaea 74
Nonpolar Covalent Bonds 30 Glycocalyces 75
Polar Covalent Bonds 31 Flagella 75
Ionic Bonds 32 Fimbriae and Hami 75
Hydrogen Bonds 33 Archaeal Cell Walls and Cytoplasmic Membranes 76
Chemical Reactions 34 Cytoplasm of Archaea 76
Synthesis Reactions 34
External Structure of Eukaryotic Cells 77
Decomposition Reactions 34
Exchange Reactions 35 Glycocalyces 77
Water, Acids, Bases, and Salts 35 Eukaryotic Cell Walls and Cytoplasmic Membranes 77
Water 35
xviii
 Table of Contents xix

Cytoplasm of Eukaryotes 79 Carbohydrate Catabolism 131

Flagella 79 Glycolysis 131
Cilia 79 Cellular Respiration 133
Other Nonmembranous Organelles 80 Pentose Phosphate Pathway 139
Membranous Organelles 81 Fermentation 139
Endosymbiotic Theory 85 Other Catabolic Pathways 141
Lipid Catabolism 141
Chapter Summary 87 • Questions for Review  89  
Protein Catabolism 142
Critical Thinking 92 • Concept Mapping 93
Photosynthesis 143
Chemicals and Structures 143

4
Light-Dependent Reactions 144
Light-Independent Reactions 145
Other Anabolic Pathways 148
Carbohydrate Biosynthesis 148
Microscopy, Lipid Biosynthesis 149
Staining, and Amino Acid Biosynthesis 149
Nucleotide Biosynthesis 150
­Classification 94 Integration and Regulation of Metabolic Functions 151

Units of Measurement 95 Chapter Summary 153 • Questions for Review  155  

Microscopy 96 Critical Thinking 157 • Concept Mapping 159
General Principles of
Microscopy 96
Light Microscopy 97
Electron Microscopy 102
Probe Microscopy 103
6
Staining 104
Preparing Specimens for Staining 104
Microbial Nutrition
Principles of Staining 106 and Growth 160
Simple Stains 106
Differential Stains 107 Growth
Special Stains 108 Requirements 161
Staining for Electron Microscopy 109 Nutrients: Chemical
Classification and Identification of Microorganisms 110 and Energy
Requirements 161
Linnaeus and Taxonomic Categories 111
Physical
Domains 113
Requirements 164
Taxonomic and Identifying Characteristics 114
Associations and Biofilms 167
Taxonomic Keys 117
Culturing Microorganisms 169
Chapter Summary 118 • Questions for Review  119   Clinical Sampling 170
Critical Thinking 121 • Concept Mapping 121 Obtaining Pure Cultures 171
Culture Media 172
Special Culture Techniques 176

5
Preserving Cultures 176
Growth of Microbial Populations 177
Generation Time 178
Microbial Mathematical Considerations in Population Growth 178
Phases of Microbial Population Growth 178
Metabolism 122 Continuous Culture in a Chemostat 180
Measuring Microbial Reproduction 180
Basic Chemical Reactions
Underlying Metabolism 123 Chapter Summary 185 • Questions for Review  187  
Catabolism and Anabolism 123 Critical Thinking 188 • Concept Mapping 189
Oxidation and Reduction
Reactions 124
ATP Production and Energy
Storage 124
The Roles of Enzymes
in Metabolism 125
xx Table of Contents

Separating DNA Molecules: Gel Electrophoresis and the

7 Southern Blot 243

DNA Microarrays 243
Inserting DNA into Cells 244
Microbial Applications of Recombinant DNA Technology 245
Genetics 190 Genetic Mapping 245
Microbial Community Studies 248
The Structure and Pharmaceutical and Therapeutic Applications 249
Replication of Agricultural Applications 251
Genomes 191 The Ethics and Safety of Recombinant DNA
The Structure of Nucleic Technology 252
Acids 191
The Structure of Prokaryotic Genomes 191
Chapter Summary 254 • Questions for Review  255  
The Structure of Eukaryotic Genomes 193
Critical Thinking 256 • Concept Mapping 257
DNA Replication 195
Gene Function 200
The Relationship Between Genotype and Phenotype 200
The Transfer of Genetic Information 200
The Events in Transcription 201
9
Translation 204 Controlling
Regulation of Genetic Expression 209
Mutations of Genes 213 Microbial
Types of Mutations 214
Effects of Point Mutations 215
Growth in the
Mutagens 215
Frequency of Mutation 217
Environment 258
DNA Repair 218 Basic Principles of Microbial
Identifying Mutants, Mutagens, and Carcinogens 218 Control 259
Genetic Recombination and Transfer 221 Terminology of Microbial
Horizontal Gene Transfer Among Prokaryotes 222 Control 259
Transposons and Transposition 227 Microbial Death Rates 260
Action of Antimicrobial Agents 261
Chapter Summary 229 • Questions for Review  230   The Selection of Microbial Control Methods 261
Critical Thinking 233 • Concept Mapping 234 Factors Affecting the Efficacy of Antimicrobial Methods 261
Biosafety Levels 263
Physical Methods of Microbial Control 264

8 Heat-Related Methods 264

Refrigeration and Freezing 267
Desiccation and Lyophilization 267
Recombinant Filtration 268
Osmotic Pressure 269
DNA Radiation 269
Chemical Methods of Microbial Control 271
­Technology 235 Phenol and Phenolics 272
The Role of Recombinant Alcohols 272
DNA Technology in Halogens 272
Biotechnology 236 Oxidizing Agents 274
Surfactants 274
The Tools of Recombinant Heavy Metals 275
DNA Technology 236 Aldehydes 275
Mutagens 236 Gaseous Agents 275
The Use of Reverse Transcriptase to Synthesize cDNA 237 Enzymes 276
Synthetic Nucleic Acids 237 Antimicrobial Drugs 276
Restriction Enzymes 238 Methods for Evaluating Disinfectants and Antiseptics 276
Vectors 240 Development of Resistant Microbes 278
Gene Libraries 241
Techniques of Recombinant DNA Technology 241 Chapter Summary 278 • Questions for Review  279  
Multiplying DNA In Vitro: The Polymerase Chain Critical Thinking 281 • Concept Mapping 282
Reaction 241
Selecting a Clone of Recombinant Cells 243
 Table of Contents xxi

Survey of Bacteria 325

10 Deeply Branching and Phototrophic Bacteria 325

Low G + C Gram-Positive Bacteria 327
High G + C Gram-Positive Bacteria 330
Controlling Gram-Negative Proteobacteria 332
Other Gram-Negative Bacteria 341
Microbial Growth Chapter Summary 342 • Questions for Review  343  
in the Body: Critical Thinking 345 • Concept Mapping 345
Antimicrobial
Drugs 283
The History of Antimicrobial
12
Agents 284
Mechanisms of Antimicrobial
Characterizing
Action 285 and Classifying
Inhibition of Cell Wall Synthesis 286
Inhibition of Protein Synthesis 288 Eukaryotes 346
Disruption of Cytoplasmic Membranes 289
General Characteristics of
Inhibition of Metabolic Pathways 290
Eukaryotic Organisms 347
Inhibition of Nucleic Acid Synthesis 291
Prevention of Virus Attachment, Entry, or Uncoating 293 Reproduction of
Eukaryotes 347
Clinical Considerations in Prescribing Antimicrobial Classification of Eukaryotic
Drugs 293 Organisms 350
Spectrum of Action 293
Protozoa 351
Effectiveness 294
Routes of Administration 296 Distribution of Protozoa 351
Safety and Side Effects 297 Morphology of Protozoa 352
Nutrition of Protozoa 352
Resistance to Antimicrobial Drugs 298 Reproduction of Protozoa 353
The Development of Resistance in Populations 298 Classification of Protozoa 353
Mechanisms of Resistance 298
Fungi 357
Multiple Resistance and Cross Resistance 301
Retarding Resistance 301 The Significance of Fungi 358
Morphology of Fungi 358
Chapter Summary 313 • Questions for Review  314   Nutrition of Fungi 359
Critical Thinking 315 • Concept Mapping 316 Reproduction of Fungi 360
Classification of Fungi 361
Lichens 364

11
Algae 366
Distribution of Algae 366
Morphology of Algae 366
Reproduction of Algae 366
Characterizing Classification of Algae 367
and Classifying Water Molds 369
Other Eukaryotes of Microbiological Interest: Parasitic
Prokaryotes 317 Helminths and Vectors 370
General Characteristics of Arachnids 370
Prokaryotic Organisms 318 Insects 370
Morphology of Prokaryotic Chapter Summary 372 • Questions for Review  373  
Cells 318 Critical Thinking 375 • Concept Mapping 376
Endospores 318
Reproduction of Prokaryotic Cells 319
Arrangements of Prokaryotic Cells 320
Modern Prokaryotic Classification 322
Survey of Archaea 322
Extremophiles 323
Methanogens 325
xxii Table of Contents

The Invasion and Establishment of Microbes in Hosts:

13 Infection 411
Exposure to Microbes: Contamination and Infection
Portals of Entry 411
411

Characterizing The Role of Adhesion in Infection 413

and ­Classifying The Nature of Infectious Disease 414

Manifestations of Disease: Symptoms, Signs, and
Viruses, Viroids, Syndromes 414
Causation of Disease: Etiology 415
and ­Prions 377 Virulence Factors of Infectious Agents 417
The Stages of Infectious Diseases 420
Characteristics of Viruses 378 The Movement of Pathogens Out of Hosts: Portals of
Genetic Material of Viruses 379 Exit 422
Hosts of Viruses 379
Sizes of Viruses 380 Modes of Infectious Disease Transmission 422
Capsid Morphology 380 Contact Transmission 422
Viral Shapes 380 Vehicle Transmission 422
The Viral Envelope 382 Vector Transmission 423
Classification of Viruses 383 Classification of Infectious Diseases 424
Viral Replication 385 Epidemiology of Infectious Diseases 426
Lytic Replication of Bacteriophages 385 Frequency of Disease 426
Lysogenic Replication of Bacteriophages 388 Epidemiological Studies 427
Replication of Animal Viruses 388 Hospital Epidemiology: Healthcare-Associated (Nosocomial)
Infections 429
The Role of Viruses in Cancer 393
Epidemiology and Public Health 431
Culturing Viruses in the Laboratory 394
Culturing Viruses in Mature Organisms 395 Chapter Summary 434 • Questions for Review  435  
Culturing Viruses in Embryonated Chicken Eggs 396 Critical Thinking 437 • Concept Mapping 438
Culturing Viruses in Cell (Tissue) Culture 396
Are Viruses Alive? 397
Other Parasitic Particles: Viroids and Prions
Characteristics of Viroids 397
Characteristics of Prions 398
397
15
Chapter Summary 401 • Questions for Review  402   Innate
Critical Thinking 403 • Concept Mapping 404 Immunity 439
An Overview of the Body’s

14
Defenses 440
The Body’s First Line of
Defense 440
Infection, The Role of Skin in Innate
Immunity 440
Infectious The Role of Mucous Membranes
in Innate Immunity 441
Diseases, and The Role of the Lacrimal Apparatus in Innate Immunity 442
The Role of Normal Microbiota in Innate Immunity 442
Epidemiology 405 Other First-Line Defenses 443
Symbiotic Relationships Between The Body’s Second Line of Defense 444
Microbes and Their Hosts 406 Defense Components of Blood 444
Types of Symbiosis 406 Phagocytosis 447
Normal Microbiota in Hosts 407 Nonphagocytic Killing 448
How Normal Microbiota Become Opportunistic Nonspecific Chemical Defenses Against Pathogens 449
Pathogens 408 Inflammation 454
Fever 457
Reservoirs of Infectious Diseases of Humans 410
Animal Reservoirs 410 Chapter Summary 459 • Questions for Review  460  
Human Carriers 411 Critical Thinking 462 • Concept Mapping 463
Nonliving Reservoirs 411
 Table of Contents xxiii

Labeled Antibody Tests 507

16 Point-of-Care Testing 511

Chapter Summary 512 • Questions for Review  513  
Adaptive Critical Thinking 515 • Concept Mapping 516

Immunity 464
Overview of Adaptive
Immunity 465
18
Elements of Adaptive
Immunity 466 Immune
The Tissues and Organs of the
Lymphatic System 466
Disorders 517
Antigens 468 Hypersensitivities 518
Preparation for an Adaptive Type I (Immediate)
Immune Response 469 Hypersensitivity 518
T Lymphocytes (T Cells) 471 Type II (Cytotoxic)
B Lymphocytes (B Cells) and Antibodies 474 Hypersensitivity 522
Immune Response Cytokines 480 Type III (Immune Complex–
Cell-Mediated Immune Responses 481 Mediated)
Activation of Cytotoxic T Cell Clones and Their Functions 481 Hypersensitivity 525
The Perforin-Granzyme Cytotoxic Pathway 483 Type IV (Delayed or Cell-Mediated) Hypersensitivity 527
The CD95 Cytotoxic Pathway 483 Autoimmune Diseases 531
Memory T Cells 483 Causes of Autoimmune Diseases 531
T Cell Regulation 484 Examples of Autoimmune Diseases 531
Antibody Immune Responses 484 Immunodeficiency Diseases 532
Inducement of T-Dependent Antibody Immunity with Clonal Primary Immunodeficiency Diseases 533
Selection 484 Acquired Immunodeficiency Diseases 533
Memory Cells and the Establishment of Immunological
Memory 486 Chapter Summary 534 • Questions for Review  535  
Types of Acquired Immunity 487 Critical Thinking 537 • Concept Mapping 537
Naturally Acquired Active Immunity 487
Naturally Acquired Passive Immunity 487
Artificially Acquired Active Immunity 488
Artificially Acquired Passive Immunotherapy 488 19
• Questions for Review  491  
Chapter Summary 490
Critical Thinking 493 • Concept Mapping 494 Pathogenic
Gram-Positive
­Bacteria 538
17 Staphylococcus 539
Structure and
Immunization Physiology 539
Pathogenicity 539
and Immune Epidemiology 540
­Testing 495 Staphylococcal
Diseases 541
Immunization 496 Diagnosis, Treatment,
Brief History of Immunization 496 and Prevention 542
Active Immunization 497 Streptococcus 543
Passive Immunotherapy 502 Group A Streptococcus: Streptococcus pyogenes 544
Serological Tests That Use Group B Streptococcus: Streptococcus agalactiae 548
Antigens and Corresponding Antibodies 503 Other Beta-Hemolytic Streptococci 549
Precipitation Tests 504 Alpha-Hemolytic Streptococci: The Viridans
Turbidimetric and Nephelometric Tests 505 Group 549
Agglutination Tests 505 Streptococcus pneumoniae 549
Neutralization Tests 506 Enterococcus 551
The Complement Fixation Test 507 Structure and Physiology 551
xxiv Table of Contents

Pathogenesis, Epidemiology, and Diseases 551 Bordetella 598

Diagnosis, Treatment, and Prevention 552 Burkholderia 600
Bacillus 553 Pseudomonads 600
Structure, Physiology, and Pathogenicity 553 Francisella 602
Epidemiology 553 Legionella 603
Disease 553 Coxiella 604
Diagnosis, Treatment, and Prevention 554 Pathogenic, Gram-Negative, Anaerobic Bacilli 605
Clostridium 554 Bacteroides 605
Clostridium perfringens 555 Prevotella 605
Clostridium difficile 555
Chapter Summary 606 • Questions for Review  607  
Clostridium botulinum 556
Critical Thinking 609 • Concept Mapping 610
Clostridium tetani 558
Listeria 560

21
Mycoplasmas 560
Mycoplasma pneumoniae 561
Other Mycoplasmas 564
Corynebacterium 564
Pathogenesis, Epidemiology, and Disease 565
Rickettsias,
Diagnosis, Treatment, and Prevention 565 Chlamydias,
Mycobacterium 565
Tuberculosis 566 ­Spirochetes,
Leprosy 566
Other Mycobacterial Infections 567 and Vibrios 611
Propionibacterium 570 Rickettsias 612
Nocardia and Actinomyces 572 Rickettsia 612
Nocardia asteroides 572 Orientia tsutsugamushi 613
Actinomyces 572 Ehrlichia and Anaplasma 616
Chlamydias 617
Chapter Summary 573 • Questions for Review  575   Chlamydia trachomatis 617
Critical Thinking 576 • Concept Mapping 577 Chlamydophila
pneumoniae 620
Chlamydophila psittaci 620

20 Spirochetes 620
Treponema 621
Borrelia 624
Pathogenic Leptospira 627
Pathogenic Gram-Negative Vibrios 628
Gram-Negative Vibrio 628
Cocci and Campylobacter jejuni 630
Helicobacter pylori 630
Bacilli 578 Chapter Summary 633 • Questions for Review  634  
Pathogenic Gram-Negative Critical Thinking 636 • Concept Mapping 637
Cocci: Neisseria 579
Structure and Physiology of
Neisseria 579
The Gonococcus: Neisseria gonorrhoeae 580
The Meningococcus: Neisseria meningitidis 582
22
Pathogenic, Gram-Negative, Facultatively Anaerobic
Bacilli 583
Pathogenic
The Enterobacteriaceae: An Overview 583 Fungi 638
Coliform Opportunistic Enterobacteriaceae 586
Noncoliform Opportunistic Enterobacteriaceae 590 An Overview of Medical
Truly Pathogenic Enterobacteriaceae 591 Mycology 639
The Pasteurellaceae 595 The Epidemiology of
Mycoses 639
Pathogenic, Gram-Negative, Aerobic Bacilli 596
Categories of Fungal Agents:
Bartonella 597
True Fungal Pathogens and
Brucella 597
Opportunistic Fungi 639
Discovering Diverse Content Through
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wie Sie es letzthin taten, als Sie die Güte hatten, die Maschine im
Druck zu erwähnen. Ohne mädchenhafte Schüchternheit zu
erheucheln: — Sie machten mich in meinen eigenen Augen
verächtlich, wenn ich bedenke, wieweit meine Ansprüche oder die
der Dampfmaschine zurückblieben auf der Leiter menschlicher
Erfindung — ich, der selber weiß, daß ich dem größten Teile
erleuchteter Männer in den meisten Dingen nachstehe! Habe ich
mich wirklich ausgezeichnet, so denke ich, es war durch Zufall und
durch das Versehen andrer. Bewahren Sie die Würde eines Forschers
und Geschichtsschreibers; melden Sie die Tatsachen und lassen Sie
die Nachwelt richten. Verdiene ich es, so mögen einige meiner
Landsleute, von Patriotismus begeistert, sagen: ‚Hoc a Scoto factum fuit'
(dies wurde von einem Schotten geleistet).«
In Preußen lebte zur Zeit, da Watt seine Maschinen in Cornwall
aufstellte, noch Friedrich der Große. Ihn machte der Geheimrat
Gansauge, der auf seinem Kohlenbergwerk bereits eine
Feuermaschine verwendete, auf die neue Erfindung aufmerksam,
und der alte Fritz beauftragte seine Beamten, alles daran zu setzen,
um den Bau der Wattschen Maschinen genau kennen zu lernen. Der
Oberbergrat Waitz von Eschen und der Bergassessor Bückling
wurden nach England gesandt, die Wattsche Maschine
auszukundschaften.
England hatte damals Ausfuhrverbote erlassen und suchte seine
Industriegeheimnisse durch hohe, auf ihren Verrat gesetzte Strafen
zu schützen. Die preußischen Sendlinge mußten Arbeiter der Sohoer
und andrer Werke aushorchen. Bückling soll sogar als Arbeiter in
Watts Betrieb gelangt und so genauer Kenner seiner Maschinen
geworden sein; schließlich habe er fliehen müssen, um schwerer
Strafe zu entgehen. Auch der Freiherr vom Stein wird unter denen
genannt, die sich das Werk in Soho besahen. Ein Jahr vor dem Tode
des großen Königs wurde bei Hettstedt im Mansfelder Kreise eine
einfachwirkende Wattsche Dampfniederdruckmaschine in Betrieb
gesetzt. Danach wurden in Oberschlesien bei Tarnowitz Maschinen
aufgestellt. Die erste ist wohl die, die wir aus der Eythschen
Beschreibung kennen lernten. Goethe hat die Feuermaschine auf
einer Reise durch Oberschlesien vielleicht nur an diesem Exemplar
kennen gelernt; 1790 schrieb er in das Fremdenbuch, das den
Besuchern der Feuermaschine in Oberschlesien vorgelegt wurde:

»Fern von gebildeten Menschen, am Ende des Reiches,

wer hilft Euch
Schätze finden und sie glücklich bringen ans Licht?
Nur Verstand und Redlichkeit helfen; es führen die
beiden
Schlüssel zu jeglichem Schatz, welchen die Erde
bewahrt.«

Indessen war man nicht gerade durch Redlichkeit zu den

Feuermaschinen gekommen; und die Schlesier haben sich bei
Goethe beschwert, daß er sie »fern von gebildeten Menschen«
nennt! Aber diese Zeilen beleuchten noch nicht das Verhältnis des
Dichters zur Dampfmaschine oder zu Watt. Vielmehr nahm Goethe
Interesse an einer kleinen Dichtung des Harfenmachers J. A. Stumpf,
die unter der Überschrift »Der Kampf der Elemente« die
Dampfmaschine verherrlichte. Goethe feilte die Dichtung durch und
rückte sie in seine Zeitschrift ein, weil sie Zeugnis ablegt, wie
mächtig poetische Gemüter von dem neuen Triumph menschlichen
Geistes bewegt wurden. So seien diese Verse hier mitgeteilt, als
Beweis, wie frühe schon die Poesie der Technik sich regte, die sich
erst in jüngster Vergangenheit ein wenig Beachtung erobert,
nachdem schon sogar im 16. Jahrhundert der Franzose Nicolaus
Bourbon in lateinischen Versen eine Dichtung »Der Eisenhammer«
verfaßt hatte (Ferraria, übersetzt und erläutert von Dr. L. H. Schütz,
Göttingen 1895): —

»Gott sah, was er gemacht, und siehe, es war gut.

So schrieb ein Mann mit großem Geist und Mut.
Doch diese Lehre will der Welt nicht mehr behagen.
Der Zweifler macht bedenklich bittere Klagen.
Er ruft: Man werfe nur, nur einen flücht'gen Blick
In's Lebensspiel; was blickt man? Menschenglück?
Nein, Not und Tod und Elend sieht man hausen,
Die Elemente stets im Wechselkampfe brausen,
Und Sturm der Leidenschaft, die ewig Feindschaft
brüten.
So murrt gar mancher trüb, raubt sich des Lebens
Frieden!
Warum denn wurden wir so rund umgeben
Vom rohen Stoff, von Kräften aller Art?
Was will in unserer Brust das stete Streben,
Das sich mit ewig reger Neugier paart?
Gestalten soll der Herr die Erden?
Harrt hier nicht alles auf des Bildners Hand?
Ein Schöpfer soll der Mensch, wie Gott wohltätig
werden?
Drum gab er ihm Stoff, Kräfte und Verstand.
So jener Mann, dem manches Werk gelungen,
Und dessen Geist nach Wahrheit stets gerungen,
Geprüft des Feuers, des Wassers Macht,
Kurz, der zuerst das Werk erdacht,
Wie durch der Elemente Kampf,
Des Feuers Wut, des Wassers Dampf,
Der Mensch Gewinn und nicht Verderben fand.
Die Wut des Feuers, des Wassers Macht
Ward von dem Künstler angefacht,
Er trennt durch eine dünne Wand
Die Feinde, die von Wut entbrannt.
Die Flammen an dem Kessel wüten,
In dem voll Zorns die Wellen sieden
Und streben, sich am Feind zu rächen,
Den starken Kerker zu zerbrechen.
Ein blanker Stab steigt magisch hoch empor
Vom Dampf verfolgt, durch ein gewaltig Rohr;
Im Nu stürzt in die heiße Flut
Ein kalter Strom, schreckt seine Wut;
Gleich sinkt der Stab — im Augenblick
Scheucht ihn der heiße Dampf zurück,
 Der blanke Stahl steigt auf und nieder,
Belebt zum Streben alle Glieder
Nach einem Ziel, der große Bau
Folgt stets des Meisters Sinn genau —
Wie mancher tadelt nicht den Wunderlauf der Dinge
Und ungeprüft schilt, was er nicht versteht.
Der Forscher sieht entzückt, wie in der Wesen Ringe
Sich Teil und Ganzes stets im schönsten Bunde dreht.«
Daß Goethe an diesen Versen nicht achtlos vorüberging, sollte
denen zu denken geben, die vom »öden Materialismus der Technik«
reden und es nicht Wort haben wollen, daß hier nicht nur für den
Kopf, sondern auch für das Herz etwas entstanden ist. Wenn Goethe
im zweiten Teil des Faust seinen Helden die reinste und die höchste
Freude empfinden läßt, als dem Meere Land abgerungen wird, so
hat die Dampfmaschine bei der Entwässerung der Haarlemer Bucht
in Holland gezeigt, wie Land im großen der See abgetrotzt werden
kann. Damit begann die Dampfmaschine ja in Cornwall ihren
Siegeszug um die Erde, daß sie innerhalb der Bergwerke das Land
den Fluten der Schächte entriß.
 Watts Lebensabend und Tod.
Im Alter von 63 Jahren hatte Watt noch die Aufregungen eines
Patentprozesses zu durchkosten. Ein Jahr später erlosch der ihm
gewährte Erfindungsschutz, und damit zog sich Watt ganz vom
Geschäft zurück. Sein Sohn James und Boultons Sohn waren schon
seit Jahren als Mitinhaber in das Geschäft eingetreten und
bewährten sich zur Freude ihrer Väter. Boulton hatte sich auf Watts
Ersuchen dazu verstanden, ihm statt des vertraglich zustehenden ⅓
die Hälfte des Reingewinns zu zahlen. So wurde Watt an seinem
Lebensabend noch ein reicher Mann, auch seine Gesundheit
besserte sich. Wie nach einem regnerischen und stürmischen Tage
abends schließlich noch die Sonne hervorkommt und den Mann, der
tagsüber stark geistig gearbeitet hat, hinaus ins Freie lockt, so
gestaltete sich Watts Leben im ganzen: geistige Freuden bei
stürmischen, widrigen Schicksalen, gegen Schluß aber Durchbruch
sonnigen Friedens und Wohlstands.
Watts Vater war 75 Jahre alt geworden. Er selber brachte es auf
83. Natürlich sah er die meisten Freunde vor sich aus dem Leben
scheiden: den rüstigen Boulton, der 1809 starb, Erasmus Darwin und
Black, Robison u. a. Von seinen Kindern überlebte ihn nur der Sohn
James aus erster Ehe, der 1848 kinderlos starb. Damit endigte die
männliche Linie der Familie Watt, die sich von dem
Mathematikprofessor ableitete, dessen Vater noch als Pächter bei
Aberdeen in Schottland gesessen hatte. Aus der ersten Ehe waren
Watt zwei Kinder in jugendlichem Alter gestorben, ein Kind wurde
totgeboren. Aus der zweiten Ehe starben erst eine Tochter an einem
Lungenleiden, dann ein herrlich aufgeblühter, mit allen Gaben des
Körpers und Geistes ausgestatteter Jüngling ebenfalls an
Schwindsucht. Für den greisen Erfinder war es ein schwerer Schlag,
an tückischem Leiden einen Sohn hinsiechen zu sehen, von dem die
höchsten Leistungen zu erwarten waren. Sein Sohn James hatte eine
Zeitlang in der französischen Revolution eine Rolle gespielt. Soll er
doch ein Duell zwischen Danton und Robespierre vereitelt haben,
von Robespierre aber dann als englischer Spion verdächtigt, in
tosender Versammlung den Verleumder zur Seite gestoßen und sich
glänzend vom Verdachte gereinigt haben. Vor dem Haß Robespierres
mußte er dann fliehen. In England wurde er von Burke als Jakobiner
denunziert, vom selben Burke, der einst gegen Watts Patent
gearbeitet hatte. Der alte Watt war einige Zeit in großer Sorge über
das Schicksal des Sohnes. Offenbar aber hatte James doch
Temperament und Anlagen. Wir wollen nicht verfehlen, dies
hervorzuheben, denn es ist sehr selten und fast nur in
Mathematikerfamilien nachzuweisen, daß vier Generationen oder
mehr in gerader Linie immer tüchtige, den Durchschnitt überragende
Leute hervorbringen.
Auf seinem Landgute in Heathfield bei Birmingham hatte sich
der greise Erfinder eine Schmiede und Werkstatt hergerichtet, und
bis ins letzte Jahr hinein beschäftigten ihn allerlei Erfindungen, zumal
die oben erwähnte Skulpturkopiermaschine. Alljährlich reiste er
einmal nach London, dort an den Schaufenstern und besonders den
Buchläden sich freuend, zugleich wahrnehmend, wie seine
Dampfmaschine die Welt allmählich umgestaltete. Im Jahre 1802
unternahm er eine Reise nach Belgien, den Rhein hinauf und nach
Frankfurt a. Main, dann über Straßburg nach Paris. Kleinere Reisen
durch Englands schönste Gegenden brachten Abwechslung in das
Leben des Mannes, dem ein Freund nach dem andern im Tode
voranging. Daß Watt ein wenig unter dem Pantoffel stand,
überliefert uns sein Biograph Smiles. Watts Frau, die Färberstochter,
hielt mit militärischer Strenge auf Sauberkeit. Ihren Mann durfte sie
im Arbeitskostüm nicht zu Gesicht bekommen. Seine
Schnupftabaksdose schloß sie weg, wo immer sie ihr in die Hände
fiel. Um des lieben Friedens willen und als weiser Mann fügte sich
Watt dem gestrengen weiblichen Regimente. Waren abends Freunde
bei ihm zu Gast, so erwartete seine Frau, wenn sie sich aus dem
Speisezimmer zurückgezogen hatte, daß er bald nachfolgte. Geschah
es nicht, so kam ein Diener und drehte das von Murdock erfundene
Gaslicht ab. Und der große Erfinder fügte sich lächelnd: »Wir
müssen gehen!« Dafür aber war er in seiner Werkstatt in eignem
Reich, und er soll sich dort auch oft Essen gekocht haben, um
ungestört bei der Arbeit bleiben zu können. Vielleicht aber lag die
hausfräuliche Strenge in Watts eigenstem, gesundheitlichen
Interesse.
Im selben Jahre, in dem der erste Dampfer, die Savannah,
teilweise noch mit Segelbenützung, den Ozean von Amerika nach
Europa durchkreuzte, starb Watt, am 19. August 1819. Seine
Geisteskräfte waren ihm bis ans Ende erhalten geblieben. Dankbar
segnete er das Leben, das ihm soviel Freude bereitet habe. Ohne
schweres Leiden verschied er nach kurzer Krankheit. Neben Boulton
wurde er in der Handsworth Church bei Heathfield beigesetzt. Nicht
weit davon wurde auch der treue, nie versagende Murdock, der
ebenfalls ein hohes Alter erreichte, zur Ruhe bestattet.
Wir wollen nicht lang und breit erzählen, welche Ehren dem
großen Erfinder von Gelehrten- und andern Gesellschaften erwiesen
wurden. Auch nur erwähnen wollen wir die Aufstellung von Watts
Büste in der Westminsterabtei unter den Helden des Krieges, der
Dichtung und Wissenschaft. Die von Lord Brougham verfaßte
Inschrift feiert den Erfinder als den Mann, der die Hilfsquellen seines
Landes erweiterte und die Kraft des Menschen vermehrte. Statt uns
aber auf solche Ruhmeshymnen einzulassen, die dem Erfolge oft
genug auch da nachtrotten, wo das Verdienst kaum zulänglich ist,
wollen wir von Watt lieber damit Abschied nehmen, daß wir uns
noch einige seiner Aussprüche merken, damit nicht nur durch sein
Werk, sondern auch durch sein Wort der große Mann noch in unsrer
Erinnerung lebe. Vielleicht sind es besonders drei Äußerungen Watts,
die man sich mit Nutzen merken kann:
 Without a hobby-horse, what is life: Ohne ein Steckenpferd, was ist
da das Leben?
Nature can be conquered, if we can but find out her weak side:
Die Natur
kann besiegt werden, wir müssen nur ihre schwache Seite finden.
It is a great thing to know what to do without: Es ist wichtig zu wissen,
ohne was man etwas machen kann!
 Auf den Gebieten der freien und angewandten Kunst, der
Literatur, des Theaters usw. haben wir in Deutschland eine ganze
Reihe von Sammelwerken, die in Einzeldarstellungen schildern, was
daraus dem Gebildeten zu wissen notwendig ist. Für die Industrie
und die Technik, die bestimmenden Faktoren unserer Zeit, fehlen
derartige Werke noch vollkommen. Und doch bezeichnet sich unser
Jahrhundert selber mit eherner Stimme als

das Jahrhundert der Technik

Ist es da nicht die Pflicht jedes Gebildeten, sollte es nicht das eifrige
Streben jedes wahrhaft modernen Menschen sein, dies Jahrhundert
in seinem innersten Fühlen verstehen zu lernen? Man wird die Frage
selten verneinen, aber man wird meist hilflos dastehen, wenn man
diese Erkenntnis in die Tat umsetzen will, weil es keinen kundigen
Führer gibt, der hier die Wege weist. Solche Führer

braucht
also unsere Zeit ebenso wie Führer für die Reise nach fernen
Ländern.

Führer in die deutsche Industrie u. Technik

wollen nun die Bände sein, die wir unter dem Sammeltitel
»Deutsche Arbeit« im Anschluß an unsere »Technischen
Monatshefte« herausgeben.
 Berufene Fachleute sollen in diesen Bänden darstellen, was sie
von ihrem Spezialgebiet für allgemein wissenswert halten. Reiche
bildliche Darstellungen werden den Text ergänzen.

Als erster dieser Führer erschien:

J. Kollmann,
Die Großindustrie des Saargebiets.
Mit 1 Karte und 50 Abbildungen, geh. M 2.—, geb. M 2.80.
Demnächst werden sich anschließen:
Die deutsche Schmuckindustrie.
Das rheinisch-westfälische Industriegebiet.
Deutsche Werftbetriebe.
Deutsche Porzellanfabriken.
Der oberschlesische Industriebezirk.
Deutsche Glashütten.
usw. usw.
Der Preis der einzelnen Bände wird je nach Umfang und
Ausstattung M 1.— bis M 2.— für das geheftete, M 2.— bis M 3.— für
das gebundene Exemplar betragen. So wird auch dem
Minderbemittelten die Anschaffung möglich sein und jeder wird sich
hier Kenntnisse verschaffen können, die praktisches Wissen
darstellen, das sich im Lebenskampf jederzeit nutzbar machen läßt.
 In unserer Sammlung

Lebensbilder
aus Industrie und Technik
erschien als erster Band

Max Eyth
ein deutscher Ingenieur und Dichter
Eine biographische Skizze, mit Proben aus
seinen Werken und vielen Abbildungen

von

Dr. Georg Biedenkapp

Abnehmer des Jahrgangs 1910 der Technischen Monatshefte
erhalten den Band kostenlos.

Ladenpreis kart. M 1.—, in hübschem Leinwandband M 1.80

In Vorbereitung befinden sich als weitere Bände der Sammlung

George Stephenson
Alfred Krupp
Leonardo da Vinci
Morse und Reis
John Ericsson
usw. usw.
 Die Abonnenten der »Technischen Monatshefte« erhalten die
einzelnen Bände jeweils kostenlos oder zu sehr ermäßigten Preisen.

Verlag der »Technischen Monatshefte«

(Franckh'sche Verlagshandlung, Stuttgart)
 Anmerkungen zur Transkription
Inkonsistenzen wurden beibehalten, wenn beide Schreibweisen gebräuchlich waren, wie:

andere -- andre
benutzte -- benützte
Bergwerkbesitzer -- Bergwerksbesitzer
Brod -- Brot
danach -- darnach
eigene -- eigne
gezahnte -- gezähnte
Pumpengestäng -- Pumpengestänge
Schwingbaumes -- Schwingbaums
unsere -- unsre
Wagbalken -- Wagebalken
wagerechte -- wagrechte
Wohlstandes -- Wohlstands

Interpunktion wurde ohne Erwähnung korrigiert.

Im Text wurden folgende Änderungen vorgenommen:

S. 20 »Moorland« in »Morland« geändert.

S. 27 »Gradführung« in »Geradführung« geändert.
S. 34 »Nachschlagwerke« in »Nachschlagewerke« geändert.
S. 53 »der vertraglich zustehenden 2/3« in »des vertraglich zustehenden 1/3«
geändert.
S. 53 »Dante« in »Danton« geändert.
 *** END OF THE PROJECT GUTENBERG EBOOK JAMES WATT UND
DIE ERFINDUNG DER DAMPFMASCHINE ***

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