California Science Interactive Student Edition Grade

5 Dr. Jay K. Hackett - PDF Download (2025)

https://ebookultra.com/download/california-science-interactive-
student-edition-grade-5-dr-jay-k-hackett/

Visit ebookultra.com today to download the complete set of

ebooks or textbooks
Here are some recommended products for you. Click the link to
download, or explore more at ebookultra.com

Mississippi Science Grade 2 Interactive Write in Student

Edition Hsp

https://ebookultra.com/download/mississippi-science-
grade-2-interactive-write-in-student-edition-hsp/

Focus On Life Science Interactive Student Edition

https://ebookultra.com/download/focus-on-life-science-interactive-
student-edition/

Social Studies 2008 Student Edition Grade 5 The United

States Scott Foresman

https://ebookultra.com/download/social-studies-2008-student-edition-
grade-5-the-united-states-scott-foresman/

California Mathematics Grade 6 First Edition Day

https://ebookultra.com/download/california-mathematics-grade-6-first-
edition-day/
Grade Level 5 Grammar and Writing First Edition, Student
Revision Of 2006 Edition Sister Patricia Healey Ihm Ma

https://ebookultra.com/download/grade-level-5-grammar-and-writing-
first-edition-student-revision-of-2006-edition-sister-patricia-healey-
ihm-ma/

Basic Math Skills Grade 5 Evan Moor

https://ebookultra.com/download/basic-math-skills-grade-5-evan-moor/

California Mathematics Concepts Skills and Problem Solving

Grade 2 Glencoe Mcgrawhill

https://ebookultra.com/download/california-mathematics-concepts-
skills-and-problem-solving-grade-2-glencoe-mcgrawhill/

Oxford International Primary Science Stage 1 Age 5 6

Student Workbook 1 Alan Haigh

https://ebookultra.com/download/oxford-international-primary-science-
stage-1-age-5-6-student-workbook-1-alan-haigh/

Spectrum Science Grade 7 2nd Edition Spectrum

https://ebookultra.com/download/spectrum-science-grade-7-2nd-edition-
spectrum/
California Science Interactive Student Edition Grade 5
Dr. Jay K. Hackett Digital Instant Download
Author(s): Dr. Jay K. Hackett
ISBN(s): 9780022843793, 0022843795
Edition: Student
File Details: PDF, 83.68 MB
Year: 2007
Language: english
 interactive student edition

Visit our Web site at

www.macmillanmh.com
SC08_P5_Title Page.indd 1 12/29/05 5:20:45 PM
 Program Authors Former K–12 Science and Mathematics Coordinator
Irvine Unified School District, CA
Dr. Jay K. Hackett
Professor Emeritus of Earth Sciences Dr. Gerald F. Wheeler
University of Northern Colorado Executive Director
National Science Teachers Association
Dr. Richard H. Moyer
Professor of Science Education and Natural Bank Street College of Education
Sciences New York, NY
University of Michigan–Dearborn
Contributing Authors
Dr. JoAnne Vasquez
Elementary Science Education Consultant
Dr. Sally Ride
Sally Ride Science
NSTA Past President
San Diego, CA
Member, National Science Board
and NASA Education Board Lucille Villegas Barrera, M.Ed.
Elementary Science Supervisor
Mulugheta Teferi, M.A. Houston Independent School District
Principal, Gateway Middle School
Houston, TX
St. Louis Public Schools
St. Louis, MO Dr. Stephen F. Cunha
Professor of Geography
Dinah Zike, M.Ed. Humboldt State University
Dinah Might Adventures LP Arcata, CA
San Antonio, TX
American Museum
Kathryn LeRoy, M.S. of Natural History
Executive Director New York, NY
Division of Mathematics and Science Education
Miami-Dade County Public Schools, FL Contributing Writer
Dr. Dorothy J. T. Terman Ellen Grace
Science Curriculum Development Consultant Albuquerque, NM

The American Museum of Natural History in New York City is one of the world’s preeminent scientific, educational, and
cultural institutions, with a global mission to explore and interpret human cultures and the natural world through scientific
research, education, and exhibitions. Each year the Museum welcomes around four million visitors, including 500,000
schoolchildren in organized field trips. It provides professional development activities for thousands of teachers; hundreds of public
programs that serve audiences ranging from preschoolers to seniors; and an array of learning and teaching resources for use in homes,
schools, and community-based settings. Visit www.amnh.org for online resources.

Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition
of this textbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information.
B

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.
Copyright © 2008 by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to,
network storage or transmission, or broadcast for distance learning.

is a trademark of The McGraw-Hill Companies, Inc.

Printed in the United States of America

ISBN 0-02-284379-5/5
2 3 4 5 6 7 8 9 (058/055) 10 09 08 07 06

P5_CAFM_AU_284379.indd 2 11/6/06 6:32:24 PM

 Content Joy Peoples Kathy Jones Dennis Hatland
Riverside USD Chico USD Abraham Lincoln
Consultants Elementary
Elizabeth Ramsey Nancy Maguire
Rick MacPherson, Ph.D. Simi Valley USD
Bel Air Elementary Westpark Elementary
Program Director Simi Valley, CA
Irvine, CA
The Coral Reef Alliance Andrew Rodarte
Joanne Hemmings
San Francisco, CA Easterby Elementary Bettina Pierce
La Veta Elementary
Fresno USD Elementary Science
Bonnie J. Brunkhorst, Orange USD
Specialist
Ph.D. Rhonda Simard Orange, CA
Irvine USD
Department of Franklin Elementary
Christina Lambie
Geological Sciences, Franklin USD Vince Sipkovich
Highland Elementary
California State University Educator/Science
Jeri Starkweather West Contra Costa USD
San Bernardino, CA Consultant/Writer
Calwa Elementary Richmond, CA
Huntington Beach, CA
Hector Córdova Fresno USD
Alice Moomjean
Mireles, Ph.D. Melissa Smith
Lauri Talbott Cortada Elementary
Physics Department Canyon Lake Middle
Carr Elementary El Monte USD
California State School
Torrance USD El Monte, CA
Polytechnic University Lake Elsinore USD
Pomona, CA Dawn Vollmar Michelle Orgon
Judith Sydner-Gordon
Foulks Ranch Elementary Needham Intermediate
Editorial Elk Grove USD
Canfield Elementary
School
Lodi USD

Advisory Board Lindsay Waterman Los Angeles, CA

Lodi, CA

Gus Dalis, Ed.D. Alamo Elementary Sue Parsons

Jennifer Weibert
Education Consultant Richard Bard Elementary
Sandra S. Wilbur Navelencia Middle School
Torrance, CA Hueneme USD
Chaparral Elementary Reedley, CA
Pt. Hueneme, CA
Debbie Drab Capistrano USD
Susan Gomez Zwiep
Long Beach USD Sharon Pendola
Janet Yamaguchi Assistant Professor
St. Alban’s Country Day
Carolyn Fong Discovery Science Center Science Education
School
Los Angeles USD Santa Ana, CA Cal State University
Roseville, CA
Long Beach
Joyce Garcia Task Force Lisa Robinson
La Seda Elementary
Diane Carnahan Teacher Marengo Elementary
Rowland USD
K–12 Alliance/WestEd Reviewers South Pasadena USD
South Pasadena, CA
Nancy Howe
David M. Harris Vicky Ann Buckley
Martin Luther King Roberta Sanchez
Escondido USD U.S. Grant Elementary
Academy Lindberg Schweitzer
Alisal USD Michael Harris Colton Joint USD
Elementary
Chico USD Colton, CA
Linda D. King San Diego USD
Principal, Muscoy Helen Logan Hays Naomi Griswold San Diego, CA
Elementary K-8 Teacher (retired) Rio Hondo Elementary
San Bernardino City USD Ukiah USD Downey USD
Coffee Creek Elementary Downey, CA
Karen Kohn
School District Bret Harrison
Las Virgenes USD
Carmel USD Frank Ledesma
Donna Lowe Elementary
Scott Hays
Cherryland Elementary Soledad USD
K-8 Teacher (retired)
Hayward USD Soledad, CA
Coffee Creek Elementary
Jerrie Martin Washington Union
NBCT School District
Los Angeles USD Carmel USD

iii

P5_CAFM_AU_284379.indd 3 11/6/06 6:32:24 PM

 ;OYS=PaS`dObW]\a

/aYO?cSabW]\

4]`[O6g^]bVSaWa

BSabG]c`6g^]bVSaWa

2`Oe1]\QZcaW]\a

@SacZba @SacZba2]<]b
Ac^^]`b6g^]bVSaWa Ac^^]`b6g^]bVSaWa

P5_CAFM_SCM_284379.indd iv 12/29/05 5:22:35 PM

 What Is Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Question and Hypothesis . . . . . . . . . . . . . . . . . . . . . . . 6
Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Collecting Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Asking Questions and Forming a Hypothesis . . . . . 14
Defining Variables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Designing an Experiment . . . . . . . . . . . . . . . . . . . . . . 16
Collecting and Analyzing Data . . . . . . . . . . . . . . . . . . 17
Forming New Questions . . . . . . . . . . . . . . . . . . . . . . . 18

Students make
measurements and
record data. C

P5_CAFM_TOC_BAS_284379.indd v 1/7/06 11:36:56 AM

 CHAPTER 1
Structure of Living Things . . . . . . . . . . . . . . . . . . . 20
Literature: Cancer-Sniffing Canines . . . . . . . . . . . . . . . . . . . 22
Lesson 1 Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Inquiry Skill Builder: Experiment. . . . . . . . . . . . 34
Lesson 2 From Cells to Organisms . . . . . . . . . . . . . . . . . . 36
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 44
Lesson 3 Diversity of Organisms . . . . . . . . . . . . . . . . . . . 46
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . 58
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . 60
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1
Chapter 1 Review and Test Practice . . . . . . . . . . . . . . . . . . . 62

CHAPTER 2
Plant Structures and Functions . . . . . . . . . . . . . . 66
Literature: “Branches” from Echoes for the Eye . . . . . . . . 68
Lesson 1 Vascular Plants . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Inquiry Skill Builder: Classify . . . . . . . . . . . . . . . 78
Lesson 2 Plant Transport Systems . . . . . . . . . . . . . . . . . . . 80
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . . 88
Lesson 3 Photosynthesis and Respiration . . . . . . . . . . . . 90
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . 98
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 100
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 1
Chapter 2 Review and Test Practice . . . . . . . . . . . . . . . . . 102

vi

P5_CAFM_TOC_Life_284379.indd 6 11/20/06 12:42:31 PM

 CHAPTER 3
Human Body Systems . . . . . . . . . . . . . . . . . . . . . . 106
Literature: Bigger Muscles or a Stronger Heart? . . . . . . . 108
Lesson 1 The Human Body . . . . . . . . . . . . . . . . . . . . . . . 1 1 0
Inquiry Skill Builder: Form a Hypothesis . . . . 1 1 8
Lesson 2 The Digestive System . . . . . . . . . . . . . . . . . . . . 120
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 3 The Respiratory System . . . . . . . . . . . . . . . . . . 132
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 140
Lesson 4 The Circulatory System . . . . . . . . . . . . . . . . . . 142
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 5 The Excretory System . . . . . . . . . . . . . . . . . . . 154
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 164
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 165
Chapter 3 Review and Test Practice . . . . . . . . . . . . . . . . . 166

Adventures in Eating . . . . . . . . . . . . . . . . . . . . 170

Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

C The human heart beats

about 70 to 90 times
a minute.

vii

P5_CAFM_TOC_Life_284379.indd 7 11/20/06 12:42:32 PM

 CHAPTER 4
Earth’s Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Literature: Mono Lake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 6
Lesson 1 Earth: The Blue Planet . . . . . . . . . . . . . . . . . . . 1 7 8
Inquiry Skill Builder: Observe and Measure. . 1 8 6
Lesson 2 The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . . 1 8 8
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 200
Lesson 3 Fresh Water Resources . . . . . . . . . . . . . . . . . . 202
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 2 1 2
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 3
Lesson 4 California’s Water Supply. . . . . . . . . . . . . . . . . 2 1 4
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 2 2 2
Chapter 4 Review and Test Practice . . . . . . . . . . . . . . . . . 2 24

CHAPTER 5
Earth’s Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Literature: Strong Storms . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Lesson 1 Earth’s Atmosphere. . . . . . . . . . . . . . . . . . . . . . 232
Inquiry Skill Builder: Communicate . . . . . . . . 240
Lesson 2 Air Currents and Wind . . . . . . . . . . . . . . . . . . . 242
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . 250
Lesson 3 Oceans and Air Temperature . . . . . . . . . . . . . . 252
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 260
Lesson 4 Severe Weather . . . . . . . . . . . . . . . . . . . . . . . . . 2 62
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 274
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 275
Lesson 5 Predicting the Weather . . . . . . . . . . . . . . . . . . 276
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 286
Chapter 5 Review and Test Practice . . . . . . . . . . . . . . . . . 288

viii

P5_CAFM_TOC_Earth_284379.indd viii 1/4/06 3:12:41 PM

 CHAPTER 6
The Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
Literature: Stopping By a Planet on a Snowy Evening . . 294
Lesson 1 The Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Inquiry Skill Builder: Draw Conclusions . . . . . 304
Lesson 2 The Structure of the Solar System . . . . . . . . . 306
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 3 1 4
Lesson 3 Gravity and Orbit. . . . . . . . . . . . . . . . . . . . . . . . 3 1 6
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 324
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 326
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 327
Chapter 6 Review and Test Practice . . . . . . . . . . . . . . . . . 328

The Case for Clean Water . . . . . . . . . . . . . . . . 332

Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334

B This astronaut catches floating candy

while in a space vehicle orbiting Earth.

ix

P5_CAFM_TOC_Earth_284379.indd ix 1/4/06 3:12:42 PM

 CHAPTER 7
Types of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
Literature: Metamorphosis . . . . . . . . . . . . . . . . . . . . . . . . . 338
Lesson 1 Properties of Matter . . . . . . . . . . . . . . . . . . . . . 340
Inquiry Skill Builder: Record Data and Infer . 350
Lesson 2 Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 360
Lesson 3 Classifying Elements . . . . . . . . . . . . . . . . . . . . . 362
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 374
Lesson 4 Mixtures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 386
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 387
Lesson 5 Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 398
Chapter 7 Review and Test Practice . . . . . . . . . . . . . . . . . 400

B The iron in this ship turned to rust when exposed to air.

P5_CAFM_TOC_Phys_284379.indd x 1/4/06 3:13:30 PM

 CHAPTER 8
Changes in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . .404
Literature: The Grizzly Man . . . . . . . . . . . . . . . . . . . . . . . . . 406
Lesson 1 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . 408
Inquiry Skill Builder: Use Variables . . . . . . . . . 41 8
Lesson 2 Metals and Alloys . . . . . . . . . . . . . . . . . . . . . . . 420
Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 432
Lesson 3 Salts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
Reading in Science . . . . . . . . . . . . . . . . . . . . . . 446
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . 448
Math in Science . . . . . . . . . . . . . . . . . . . . . . . . . 449
Chapter 8 Review and Test Practice . . . . . . . . . . . . . . . . . 450
Plants as Pollution Control . . . . . . . . . . . . . . . . 454
Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456

B Crystals of salt have a cubic shape.

xi

P5_CAFM_TOC_Phys_284379.indd 11 11/20/06 12:45:56 PM

 Life Science
CHAPTER 1 Skill Builders and Investigations
Explore Activities Classify. . . . . . . . . . . . . . . . . . . . . . . . . 78
What are plants and animals How does water move
made of? . . . . . . . . . . . . . . . . . . . . . . . 25 in and out of plants? . . . . . . . . . . . . .88
What are the levels of CHAPTER 3
organization of living things? . . . . . 37
Explore Activities
How would you classify What parts of your body
a new plant? . . . . . . . . . . . . . . . . . . . . 47 are you using? . . . . . . . . . . . . . . . . . . 111
Quick Labs Why is the small intestine
Plant and Animal Cells . . . . . . . . . . . 31 full of folds? . . . . . . . . . . . . . . . . . . . .121
Muscle Tissues . . . . . . . . . . . . . . . . . . 41 How much air do you
Bread Mold Activity. . . . . . . . . . . . . . 55 breathe? . . . . . . . . . . . . . . . . . . . . . . . 133
When does your heart
Skill Builders and Investigations
work the hardest? . . . . . . . . . . . . . . 143
Experiment . . . . . . . . . . . . . . . . . . . . .34
How do your kidneys filter
How do cells from different tissues
out waste? . . . . . . . . . . . . . . . . . . . . . 155
in the human body compare? . . . . 44
Quick Labs
CHAPTER 2
The Skeletal System . . . . . . . . . . . . .115
Explore Activities
Your Teeth . . . . . . . . . . . . . . . . . . . . . 125
What are the parts
of vascular plants ? . . . . . . . . . . . . . . 71 The Gas You Exhale. . . . . . . . . . . . . 137
How does water move Vein Valves . . . . . . . . . . . . . . . . . . . . 149
in a plant? . . . . . . . . . . . . . . . . . . . . . . 81 Tiny Filters . . . . . . . . . . . . . . . . . . . . . 159
What do plants produce?. . . . . . . . . 91 Skill Builders and Investigations
Quick Labs Form a Hypothesis . . . . . . . . . . . . . 118
Fern Spores. . . . . . . . . . . . . . . . . . . . . 75 What are the products
Root Cross Section . . . . . . . . . . . . . .85 of respiration? . . . . . . . . . . . . . . . . . . 140
The Food in Leaves . . . . . . . . . . . . . .95

xii

P5_CAFM_TOC_ACT_284379.indd 12 11/20/06 12:37:30 PM

 Earth Science
CHAPTER 4 How can you tell the direction
Explore Activities that wind is blowing? . . . . . . . . . . . 277
How much of Earth’s water is Quick Labs
salty and how much is fresh? . . . . 179 Air Pressure and Weight . . . . . . . .237
How do water droplets form? . . . . 189 Land and Water Temperatures . . .247
How much fresh water Ocean Currents . . . . . . . . . . . . . . . .257
do you use? . . . . . . . . . . . . . . . . . . . 203 Tornado in a Bottle . . . . . . . . . . . . .269
How much precipitation falls Highs and Lows . . . . . . . . . . . . . . . .283
in your community? . . . . . . . . . . . . 215
Skill Builders and Investigations
Quick Labs Communicate . . . . . . . . . . . . . . . . . 240
How the Ocean Becomes Salty . . 183 How does warmed air
Types of Clouds . . . . . . . . . . . . . . . . 195 affect weather? . . . . . . . . . . . . . . . 250

Cleaning Polluted Water. . . . . . . . 209 How does a land mass affect

the speed of an ocean current? . 260
Your Water Sources . . . . . . . . . . . . 219
CHAPTER 6
Skill Builders and Investigations
Explore Activities
Observe and Measure . . . . . . . . . . . 186
How do the sizes of Earth
How can you tell that water and the Sun compare? . . . . . . . . . .297
vapor is in the air? . . . . . . . . . . . . . 200
How far apart are the planets? . . .307
CHAPTER 5 What keeps the Moon
Explore Activities moving around Earth? . . . . . . . . . . 317
How does air density change
Quick Labs
if the volume is changed? . . . . . . .233
The Parts of the Sun . . . . . . . . . . . . 301
How does the angle of sunlight Moon Craters . . . . . . . . . . . . . . . . . . .311
affect temperature? . . . . . . . . . . . .243
Gravity and Inertia . . . . . . . . . . . . . . 321
What can cause two places to
have different temperatures? . . . .253 Skill Builders and Investigations
Draw Conclusions . . . . . . . . . . . . . 304
What happens when masses
Why do comets have tails? . . . . . . 314
of air meet? . . . . . . . . . . . . . . . . . . . .263

xiii

P5_CAFM_TOC_ACT_284379.indd 13 11/20/06 12:37:31 PM

 Physical Science
CHAPTER 7 CHAPTER 8
Explore Activities Explore Activities
What makes a large object What happens when substances
light?. . . . . . . . . . . . . . . . . . . . . . . . . . 341 change? . . . . . . . . . . . . . . . . . . . . . . 409
Do living things contain How can you tell if it is metal? . . . 421
carbon? . . . . . . . . . . . . . . . . . . . . . . .353 What are salts made of? . . . . . . . .435
What patterns can you find? . . . . .363
Quick Labs
How can you separate mixed Compare Reactivities . . . . . . . . . . . 413
substances? . . . . . . . . . . . . . . . . . . .377
Hardness vs. Flexibility . . . . . . . . . .427
What is rust? . . . . . . . . . . . . . . . . . . 389
Red Cabbage Juice is an
Quick Labs Indicator . . . . . . . . . . . . . . . . . . . . . . 441
Changes of State . . . . . . . . . . . . . . .347
Skill Builders and Investigations
Map of Elements . . . . . . . . . . . . . . .357 Use Variables . . . . . . . . . . . . . . . . . . 418
Magnification . . . . . . . . . . . . . . . . . . 371 How can you compare the electrical
Temperature in Solutions . . . . . . . . 381 conductivity of metals? . . . . . . . . .432
Identify the Compound . . . . . . . . .395
Skill Builders and Investigations
Record Data and Infer . . . . . . . . . 350
How can unknown elements
be identified? . . . . . . . . . . . . . . . . . 360

xiv

P5_CAFM_TOC_ACT_284379.indd 14 11/20/06 12:37:32 PM

 California Science Content Standards . . . . . . . . . . . . . . . 458
Science Handbook
Units of Measurement . . . . . . . . . . . . . . . . . . . . . . . . 460
Measure Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Measure Length. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Measure Mass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Measure Volume . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
Measure Weight/Force . . . . . . . . . . . . . . . . . . . . . . . 466
Measure Temperature . . . . . . . . . . . . . . . . . . . . . . . . 467
Use a Hand Lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Use a Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Use Calculators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Use Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
Make Graphs to Organize Data . . . . . . . . . . . . . . . . . 474
Make Tables to Organize Information . . . . . . . . . . . 476
Make Charts to Organize Information . . . . . . . . . . . 477
Make Maps to Show Information . . . . . . . . . . . . . . . 478

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505

D This student
is using a
thermometer.

xv

P5_CAFM_TOC_REF_284379.indd 15 11/20/06 12:43:55 PM

 In the Classroom
• Read all of the directions. • Keep your hair and clothes away
Make sure you understand them. from open flames. Tie back long
When you see “ Be Careful,” hair, and roll up long sleeves.
follow the safety rules. • Keep your hands dry around
• Listen to your teacher for special electrical equipment.
safety directions. If you do not • Do not eat or drink anything
understand something, ask during an experiment.
for help.
• Put equipment back the way your
• Wash your hands with soap and teacher tells you to.
water before an activity.
• Dispose of things the way your
• Be careful around a hot plate. teacher tells you to.
Know when it is on and when it
is off. Remember that the plate • Clean up your work area after
stays hot for a few minutes after an activity, and wash your hands
it is turned off. with soap and water.

• Wear a safety apron if you work In the Field

with anything messy or anything • Go with a trusted adult—such
that might spill. as your teacher, or a parent or
guardian.
• Clean up a spill right away,
or ask your teacher for help. • Do not touch animals or plants
without an adult’s approval. The
• Tell your teacher if something
animal might bite. The plant
breaks. If glass breaks, do not
might be poison ivy or another
clean it up yourself.
dangerous plant.
• Wear safety goggles when your
teacher tells you to wear them. Responsibility
Wear them when working with • Treat living things, the
anything that can fly into your environment, and one another
eyes or when working with with respect.
liquids.

xvi

P5_CAFM_SAF_284379.indd xvi 12/29/05 5:22:05 PM

 Investigate and Experiment

Scientists found evidence

that water used to flow on
the surface of Mars.

P5_CAFM_BAS_TABO_284379.indd 19 12/29/05 5:23:30 PM

 What Is
Science?

P5_CAFM_BAS_284379.indd 2 1/4/06 3:14:58 PM

 Investigation and Inquiry Skills
Experimentation These are the inquiry
skills scientists use. You
6. Scientific progress is made by asking
meaningful questions and conducting careful
can use these skills, too.
investigations. As a basis for understanding Observe
this concept and addressing the content
in the other three strands, students should
Compare
develop their own questions and perform Infer
investigations. Students will:
Classify
a. Classify objects (e.g., rocks, plants, leaves) in
accordance with appropriate criteria.
Measure
Use Numbers
b. Develop a testable question.
Communicate
c. Plan and conduct a simple investigation based
on a student-developed question and write
Predict
instructions others can follow to carry out the Record Data
procedure.
Analyze Data
d. Identify the dependent and controlled Sequence
variables in an investigation.
Form a Hypothesis
e. Identify a single independent variable in a
scientific investigation and explain how this Use Variables
variable can be used to collect information Experiment
to answer a question about the results of the
experiment. Make a Model
f. Select appropriate tools (e.g., thermometers,
Draw Conclusions
meter sticks, balances, and graduated
cylinders) and make quantitative observations.

g. Record data by using appropriate graphic

representations (including charts, graphs, and
labeled diagrams) and make inferences based
on those data.

h. Draw conclusions from scientific evidence

and indicate whether further information is
needed to support a specific conclusion.

i. Write a report of an investigation that

includes conducting tests, collecting data or
examining evidence, and drawing conclusions.

P5_CAFM_BAS_284379.indd 3 1/4/06 3:15:10 PM

Other documents randomly have
different content
 He was endeavouring to evade that difficulty; the idea pursued him that
human medicine might avail itself of “the long period of incubation of
hydrophobia, by attempting to establish, during that interval before the
appearance of the first rabic symptoms, a refractory condition in the
subjects bitten.”
At the beginning of the year 1884, J. B. Dumas enjoyed following from
a distance Pasteur’s readings at the Académie des Sciences. His failing
health and advancing age (he was more than eighty years old) had forced
him to spend the winter in the South of France. On January 26, 1884, he
wrote to Pasteur for the last time, à propos of a book[32] which was a short
summary of Pasteur’s discoveries and their concatenation:
“Dear colleague and friend,—I have read with a great and sincere
emotion the picture of your scientific life drawn by a faithful and loving
hand.
“Myself a witness and a sincere admirer of your happy efforts, your
fruitful genius and your imperturbable method, I consider it a great service
rendered to Science, that the accurate and complete whole should be put
before the eyes of young people.
“It will make a wholesome impression on the public in general; to young
scientists, it will be an initiation, and to those who, like me, have passed the
age of labour it will bring happy memories of youthful enthusiasm.
“May Providence long spare you to France, and maintain in you that
admirable equilibrium between the mind that observes, the genius that
conceives, and the hand that executes with a perfection unknown until
now.”
This was a last proof of Dumas’ affection for Pasteur. Although his life
was now fast drawing to its close, his mental faculties were in no wise
impaired, for we find him three weeks later, on February 20, using his
influence as Permanent Secretary of the Academy to obtain the Lacaze prize
for M. Cailletet, the inventor of the well-known apparatus for the
liquefaction of gases.
J. B. Dumas died on April 11, 1884. Pasteur was then about to start for
Edinburgh on the occasion of the tercentenary of the celebrated Scotch
University. The “Institut de France,” invited to take part in these
celebrations, had selected representatives from each of the five Academies:
the Académie Française was sending M. Caro; the Academy of Sciences,
Pasteur and de Lesseps; the Academy of Moral Sciences, M. Gréard; the
Academy of Inscriptions and Letters, M. Perrot; and the Academy of Fine
Arts, M. Eugène Guillaume. The Collège de France sent M. Guillaume
Guizot, and the Academy of Medicine Dr. Henry Gueneau de Mussy.
Pasteur much wished to relinquish this official journey; the idea that he
would not be able to follow to the grave the incomparable teacher of his
youth, the counsellor and confidant of his life, was infinitely painful to him.
He was however reconciled to it by one of his colleagues, M. Mézières,
who was going to Edinburgh on behalf of the Minister of Public Instruction,
and who pointed out to him that the best way of honouring Dumas’ memory
lay in remembering Dumas’ chief object in life—the interests of France.
Pasteur went, hoping that he would have an opportunity of speaking of
Dumas to the Edinburgh students.
In London, the French delegates had the pleasant surprise of finding that
a private saloon had been reserved to take Pasteur and his friends to
Edinburgh. This hospitality was offered to Pasteur by one of his numerous
admirers, Mr. Younger, an Edinburgh brewer, as a token of gratitude for his
discoveries in the manufacture of beer. He and his wife and children
welcomed Pasteur with the warmest cordiality, when the train reached
Edinburgh; the principal inhabitants of the great Scotch city vied with each
other in entertaining the French delegates, who were delighted with their
reception.
The next morning, they, and the various representatives from all parts of
the world, assembled in the Cathedral of St. Giles, where, with the exalted
feeling which, in the Scotch people, mingles religious with political life, the
Town Council had decided that a service should inaugurate the rejoicings.
The Rev. Robert Flint, mounting that pulpit from which the impetuous John
Knox, Calvin’s friend and disciple, had breathed forth his violent
fanaticism, preached to the immense assembly with a full consciousness of
the importance of his discourse. He spoke of the relations between Science
and Faith, of the absolute liberty of science in the realm of facts, of the
thought of God considered as a stimulant to research, progress being but a
Divine impulse.
In the afternoon, the students imparted life and merriment into the
proceedings; they had organized a dramatic performance, the members of
the orchestra, even, being undergraduates.
 The French delegates took great interest in the system of this University.
Accustomed as they were to look upon the State as sole master and
dispenser, they now saw an independent institution, owing its fortune to
voluntary contributions, revealing in every point the power of private
enterprise. Unlike what takes place in France, where administrative unity
makes itself felt in the smallest village, the British Government effaces
itself, and merely endeavours to inspire faith in political unity. Absolutely
her own mistress, the University of Edinburgh is free to confer high
honorary degrees on her distinguished visitors. However, these honorary
diplomas are but of two kinds, viz.: Doctor of Divinity (D.D.) and Doctor of
Laws (LL.D.). In 1884, seventeen degrees of D.D. and 122 degrees of
LL.D. were reserved for the various delegates. “The only laws I know,”
smilingly said the learned Helmholtz, “are the laws of Physics.”
The solemn proclamation of the University degrees took place on
Thursday, April 17. The streets and monuments of the beautiful city were
decorated with flags, and an air of rejoicing pervaded the whole
atmosphere.
The ceremony began by a special prayer, alluding to the past, looking
forward to the future, and asking for God’s blessing on the delegates and
their countries. The large assembly filled the immense hall where the Synod
of the Presbyterian Church holds its meetings. The Chancellor and the
Rector of the University were seated on a platform with a large number of
professors; those who were about to receive honorary degrees occupied
seats in the centre of the hall; about three thousand students found seats in
various parts of the hall.
The Chancellor of the University of Edinburgh had arranged that the
new graduates should be called in alphabetical order. As each of them heard
his name, he rose and mounted the platform. The students took great
pleasure in heartily cheering those savants who had had most influence on
their studies. When Pasteur’s name was pronounced, a great silence ensued;
every one was trying to obtain a sight of him as he walked towards the
platform. His appearance was the signal for a perfect outburst of applause;
five thousand men rose and cheered him. It was indeed a splendid ovation.
In the evening, a banquet was set out in the hall, which was hung with
the blue and white colours of the University; there were a thousand guests,
seated round twenty-eight tables, one of which, the high table, was reserved
for the speakers who were to propose the toasts, which were to last four
hours. Pasteur was seated next to Virchow; they talked together of the
question of rabies, and Virchow owned that, when he saw Pasteur in 1881
about to tackle this question, he much doubted the possibility of a solution.
This friendly chat between two such men proves the desirability of such
gatherings; intercourse between the greatest scientists can but lead to
general peace and fraternity between nations. After having read a telegram
from the Queen, congratulating the University and welcoming the guests, a
toast was drunk to the Queen and to the Royal Family, and a few words
spoken by the representative of the Emperor of Brazil. Pasteur then rose to
speak:
“My Lord Chancellor, Gentlemen, the city of Edinburgh is now offering
a sight of which she may be proud. All the great scientific institutions,
meeting here, appear as an immense Congress of hopes and congratulations.
The honour and glory of this international rendezvous deservedly belong to
you, for it is centuries since Scotland united her destinies with those of the
human mind. She was one of the first among the nations to understand that
intellect leads the world. And the world of intellect, gladly answering your
call, lays a well-merited homage at your feet. When, yesterday, the eminent
Professor Robert Flint, addressing the Edinburgh University from the pulpit
of St. Giles, exclaimed, ‘Remember the past and look to the future,’ all the
delegates, seated like judges at a great tribunal, evoked a vision of past
centuries and joined in a unanimous wish for a yet more glorious future.
“Amongst the illustrious delegates of all nations who bring you an
assurance of cordial good wishes, France has sent to represent her those of
her institutions which are most representative of the French spirit and the
best part of French glory. France is ready to applaud whenever a source of
light appears in the world; and when death strikes down a man of genius,
France is ready to weep as for one of her own children. This noble spirit of
solidarity was brought home to me when I heard some of you speak
feelingly of the death of the illustrious chemist, J. B. Dumas, a celebrated
member of all your Academies, and only a few years ago an eloquent
panegyrist of your great Faraday. It was a bitter grief to me that I had to
leave Paris before his funeral ceremony; but the hope of rendering here a
last and solemn homage to that revered master helped me to conquer my
affliction. Moreover, gentlemen, men may pass, but their works remain; we
all are but passing guests of these great homes of intellect, which, like all
the Universities who have come to greet you in this solemn day, are assured
of immortality.”
Pasteur, having thus rendered homage to J. B. Dumas, and having
glorified his country by his presence, his speech and the great honours
conferred on him, would have returned home at once; but the
undergraduates begged to be allowed to entertain, the next day, some of
those men whom they looked upon as examples and whom they might
never see again.
Pasteur thanked the students for this invitation, which filled him with
pride and pleasure, for he had always loved young people, he said, and
continued, in his deep, stirring voice:
“Ever since I can remember my life as a man, I do not think I have ever
spoken for the first time with a student without saying to him, ‘Work
perseveringly; work can be made into a pleasure, and alone is profitable to
man, to his city, to his country.’ It is even more natural that I should thus
speak to you. The common soul (if I may so speak) of an assembly of
young men is wholly formed of the most generous feelings, being yet
illumined with the divine spark which is in every man as he enters this
world. You have just given a proof of this assurance, and I have felt moved
to the heart in hearing you applaud, as you have just been doing, such men
as de Lesseps, Helmholtz and Virchow. Your language has borrowed from
ours the beautiful word enthusiasm, bequeathed to us by the Greeks: εν
θεός, an inward God. It was almost with a divine feeling that you just now
cheered those great men.
“One of those of our writers who have best made known to France and
to Europe the philosophy of Robert Reid and Dugald Stewart said,
addressing young men in the preface of one of his works:—
“ ‘Whatever career you may embrace, look up to an exalted goal;
worship great men and great things.’
“Great things! You have indeed seen them. Will not this centenary
remain one of Scotland’s glorious memories? As to great men, in no country
is their memory better honoured than in yours. But, if work should be the
very life of your life, if the cult for great men and great things should be
associated with your every thought, that is still not enough. Try to bring into
everything you undertake the spirit of scientific method, founded on the
immortal works of Galileo, Descartes and Newton.
 “You especially, medical students of this celebrated University of
Edinburgh—who, trained as you are by eminent masters, may aspire to the
highest scientific ambition—be you inspired by the experimental method.
To its principles, Scotland owes such men as Brewster, Thomson and
Lister.”
The speaker who had to respond on behalf of the students to the foreign
delegates expressed himself thus, directly addressing Pasteur:
“Monsieur Pasteur, you have snatched from nature secrets too carefully,
almost maliciously hidden. We greet in you a benefactor of humanity, all
the more so because we know that you admit the existence of spiritual
secrets, revealed to us by what you have just called the work of God in us.
“Representatives of France, we beg you to tell your great country that we
are following with admiration the great reforms now being introduced into
every branch of your education, reforms which we look upon as tokens of a
beneficent rivalry and of a more and more cordial intercourse—for
misunderstandings result from ignorance, a darkness lightened by the work
of scientists.”
The next morning, at ten o’clock, crowds gathered on the station
platform with waving handkerchiefs. People were showing each other a
great Edinburgh daily paper, in which Pasteur’s speech to the
undergraduates was reproduced and which also contained the following
announcement in large print:
“In memory of M. Pasteur’s visit to Edinburgh, Mr. Younger offers to the
Edinburgh University a donation of £500.”
Livingstone’s daughter, Mrs. Bruce, on whom Pasteur had called the
preceding day, came to the station a few moments before the departure of
the train, bringing him a book entitled The Life of Livingstone.
The saloon carriage awaited Pasteur and his friends. They departed,
delighted with the hospitality they had received, and much struck with the
prominent place given to science and the welcome accorded to Pasteur.
“This is indeed glory,” said one of them. “Believe me,” said Pasteur, “I only
look upon it as a reason for continuing to go forward as long as my strength
does not fail me.”
 CHAPTER XII

1884—1885
Amidst the various researches undertaken in his laboratory, one study
was placed by Pasteur above every other, one mystery constantly haunted
his mind—that of hydrophobia. When he was received at the Académie
Française, Renan, hoping to prove himself a prophet for once, said to him:
“Humanity will owe to you deliverance from a horrible disease and also
from a sad anomaly: I mean the distrust which we cannot help mingling
with the caresses of the animal in whom we see most of nature’s smiling
benevolence.”
The two first mad dogs brought into the laboratory were given to
Pasteur, in 1880, by M. Bourrel, an old army veterinary surgeon who had
long been trying to find a remedy for hydrophobia. He had invented a
preventive measure which consisted in filing down the teeth of dogs, so that
they should not bite into the skin; in 1874, he had written that vivisection
threw no light on that disease, the laws of which were “impenetrable to
science until now.” It now occurred to him that, perhaps, the investigators in
the laboratory of the Ecole Normale might be more successful than he had
been in his kennels in the Rue Fontaine-au-Roi.
One of the two dogs he sent was suffering from what is called dumb
madness: his jaw hung, half opened and paralyzed, his tongue was covered
with foam, and his eyes full of wistful anguish; the other made ferocious
darts at anything held out to him, with a rabid fury in his bloodshot eyes,
and, in the hallucinations of his delirium, gave vent to haunting, despairing
howls.
Much confusion prevailed at that time regarding this disease, its seat, its
causes, and its remedy. Three things seemed positive: firstly, that the rabic
virus was contained in the saliva of the mad animals; secondly, that it was
communicated through bites; and thirdly, that the period of incubation
might vary from a few days to several months. Clinical observation was
reduced to complete impotence; perhaps experiments might throw some
light on the subject.
 Bouley had affirmed in April, 1870, that the germ of the evil was
localized in the saliva, and a new fact had seemed to support this theory. On
December 10, 1880, Pasteur was advised by Professor Lannelongue that a
five-year-old child, bitten on the face a month before, had just been
admitted into the Hôpital Trousseau. The unfortunate little patient presented
all the characteristics of hydrophobia: spasms, restlessness, shudders at the
least breath of air, an ardent thirst, accompanied with an absolute
impossibility of swallowing, convulsive movements, fits of furious rage—
not one symptom was absent. The child died after twenty-four hours of
horrible suffering—suffocated by the mucus which filled the mouth. Pasteur
gathered some of that mucus four hours after the child’s death, and mixed it
with water; he then inoculated this into some rabbits, which died in less
than thirty-six hours, and whose saliva, injected into other rabbits, provoked
an almost equally rapid death. Dr. Maurice Raynaud, who had already
declared that hydrophobia could be transmitted to rabbits through the
human saliva, and who had also caused the death of some rabbits with the
saliva of that same child, thought himself justified in saying that those
rabbits had died of hydrophobia.
Pasteur was slower in drawing conclusions. He had examined with a
microscope the blood of those rabbits which had died in the laboratory, and
had found in it a micro-organism; he had cultivated this organism in veal
broth, inoculated it into rabbits and dogs, and, its virulence having
manifested itself in these animals, their blood had been found to contain
that same microbe. “But,” added Pasteur at the meeting of the Academy of
Medicine (January 18, 1881), “I am absolutely ignorant of the connection
there may be between this new disease and hydrophobia.” It was indeed a
singular thing that the deadly issue of this disease should occur so early,
when the incubation period of hydrophobia is usually so long. Was there not
some unknown microbe associated with the rabic saliva? This query was
followed by experiments made with the saliva of children who had died of
ordinary diseases, and even with that of healthy adults. Thuillier, following
up and studying this saliva microbe and its special virulence with his usual
patience, soon applied to it with success the method of attenuation by the
oxygen in air. “What did we want with a new disease?” said a good many
people, and yet it was making a stop forward to clear up this preliminary
confusion. Pasteur, in the course of a long and minute study of the saliva of
mad dogs—in which it was so generally admitted that the virulent principle
of rabies had its seat, that precautions against saliva were the only ones
taken at post-mortem examinations—discovered many other mistakes. If a
healthy dog’s saliva contains many microbes, licked up by the dog in
various kinds of dirt, what must be the condition of the mouth of a rabid
dog, springing upon everything he meets, to tear it and bite it? The rabic
virus is therefore associated with many other micro-organisms, ready to
play their part and puzzle experimentalists; abscesses, morbid
complications of all sorts, may intervene before the development of the
rabic virus. Hydrophobia might evidently be developed by the inoculation
of saliva, but it could not be confidently asserted that it would. Pasteur had
made endless efforts to inoculate rabies to rabbits solely through the saliva
of a mad dog; as soon as a case of hydrophobia occurred in Bourrel’s
kennels, a telegram informed the laboratory, and a few rabbits were
immediately taken round in a cab.
One day, Pasteur having wished to collect a little saliva from the jaws of
a rabid dog, so as to obtain it directly, two of Bourrel’s assistants undertook
to drag a mad bulldog, foaming at the mouth, from its cage; they seized it
by means of a lasso, and stretched it on a table. These two men, thus
associated with Pasteur in the same danger, with the same calm heroism,
held the struggling, ferocious animal down with their powerful hands,
whilst the scientist drew, by means of a glass tube held between his lips, a
few drops of the deadly saliva.
But the same uncertainty followed the inoculation of the saliva; the
incubation was so slow that weeks and months often elapsed whilst the
result of an experiment was being anxiously awaited. Evidently the saliva
was not a sure agent for experiments, and if more knowledge was to be
obtained, some other means had to be found of obtaining it.
Magendie and Renault had both tried experimenting with rabic blood,
but with no results, and Paul Bert had been equally unsuccessful. Pasteur
tried in his turn, but also in vain. “We must try other experiments,” he said,
with his usual indefatigable perseverance.
As the number of cases observed became larger, he felt a growing
conviction that hydrophobia has its seat in the nervous system, and
particularly in the medulla oblongata. “The propagation of the virus in a
rabid dog’s nervous system can almost be observed in its every stage,”
writes M. Roux, Pasteur’s daily associate in these researches, which he
afterwards made the subject of his thesis. “The anguish and fury due to the
excitation of the grey cortex of the brain are followed by an alteration of the
voice and a difficulty in deglutition. The medulla oblongata and the nerves
starting from it are attacked in their turn; finally, the spinal cord itself
becomes invaded and paralysis closes the scene.”
As long as the virus has not reached the nervous centres, it may sojourn
for weeks or months in some point of the body; this explains the slowness
of certain incubations, and the fortunate escapes after some bites from rabid
dogs. The a priori supposition that the virus attacks the nervous centres
went very far back; it had served as a basis to a theory enunciated by Dr.
Duboué (of Pau), who had, however, not supported it by any experiments.
On the contrary, when M. Galtier, a professor at the Lyons Veterinary
School, had attempted experiments in that direction, he had to inform the
Academy of Medicine, in January, 1881, that he had only ascertained the
existence of virus in rabid dogs in the lingual glands and in the bucco-
pharyngeal mucous membrane. “More than ten times, and always
unsuccessfully, have I inoculated the product obtained by pressure of the
cerebral substances of the cerebellum or of the medulla oblongata of rabid
dogs.”
Pasteur was about to prove that it was possible to succeed by operating
in a special manner, according to a rigorous technique, unknown in other
laboratories. When the post-mortem examination of a mad dog had revealed
no characteristic lesion, the brain was uncovered, and the surface of the
medulla oblongata scalded with a glass stick, so as to destroy any external
dust or dirt. Then, with a long tube, previously put through a flame, a
particle of the substance was drawn and deposited in a glass just taken from
a stove heated up to 200° C., and mixed with a little water or sterilized
broth by means of a glass agitator, also previously put through a flame. The
syringe used for inoculation on the rabbit or dog (lying ready on the
operating board) had been purified in boiling water.
Most of the animals who received this inoculation under the skin
succumbed to hydrophobia; that virulent matter was therefore more
successful than the saliva, which was a great result obtained.
“The seat of the rabic virus,” wrote Pasteur, “is therefore not in the saliva
only: the brain contains it in a degree of virulence at least equal to that of
the saliva of rabid animals.” But, to Pasteur’s eyes, this was but a
preliminary step on the long road which stretched before him; it was
necessary that all the inoculated animals should contract hydrophobia, and
the period of incubation had to be shortened.

It was then that it occurred to Pasteur to inoculate the rabic virus directly
on the surface of a dog’s brain. He thought that, by placing the virus from
the beginning in its true medium, hydrophobia would more surely
supervene and the incubation might be shorter. The experiment was
attempted: a dog under chloroform was fixed to the operating board, and a
small, round portion of the cranium removed by means of a trephine (a
surgical instrument somewhat similar to a fret-saw); the tough fibrous
membrane called the dura-mater, being thus exposed, was then injected
with a small quantity of the prepared virus, which lay in readiness in a
Pravaz syringe. The wound was washed with carbolic and the skin stitched
together, the whole thing lasting but a few minutes. The dog, on returning to
consciousness, seemed quite the same as usual. But, after fourteen days,
hydrophobia appeared: rabid fury, characteristic howls, the tearing up and
devouring of his bed, delirious hallucination, and finally, paralysis and
death.
A method was therefore found by which rabies was contracted surely
and swiftly. Trephinings were again performed on chloroformed animals—
Pasteur had a great horror of useless sufferings, and always insisted on
anæsthesia. In every case, characteristic hydrophobia occurred after
inoculation on the brain. The main lines of this complicated question were
beginning to be traceable; but other obstacles were in the way. Pasteur
could not apply the method he had hitherto used, i.e. to isolate, and then to
cultivate in an artificial medium, the microbe of hydrophobia, for he failed
in detecting this microbe. Yet its existence admitted of no doubt; perhaps it
was beyond the limits of human sight. “Since this unknown being is living,”
thought Pasteur, “we must cultivate it; failing an artificial medium, let us try
the brain of living rabbits; it would indeed be an experimental feat!”
As soon as a trephined and inoculated rabbit died paralyzed, a little of
his rabic medulla was inoculated to another; each inoculation succeeded
another, and the time of incubation became shorter and shorter, until, after a
hundred uninterrupted inoculations, it came to be reduced to seven days.
But the virus, having reached this degree, the virulence of which was found
to be greater than that of the virus of dogs made rabid by an accidental bite,
now became fixed; Pasteur had mastered it. He could now predict the exact
time when death should occur in each of the inoculated animals; his
predictions were verified with surprising accuracy.
Pasteur was not yet satisfied with the immense progress marked by
infallible inoculation and the shortened incubation; he now wished to
decrease the degrees of virulence—when the attenuation of the virus was
once conquered, it might be hoped that dogs could be made refractory to
rabies. Pasteur abstracted a fragment of the medulla from a rabbit which
had just died of rabies after an inoculation of the fixed virus; this fragment
was suspended by a thread in a sterilized phial, the air in which was kept
dry by some pieces of caustic potash lying at the bottom of the vessel and
which was closed by a cotton-wool plug to prevent the entrance of
atmospheric dusts. The temperature of the room where this desiccation took
place was maintained at 23° C. As the medulla gradually became dry, its
virulence decreased, until, at the end of fourteen days, it had become
absolutely extinguished. This now inactive medulla was crushed and mixed
with pure water, and injected under the skin of some dogs. The next day
they were inoculated with medulla which had been desiccating for thirteen
days, and so on, using increased virulence until the medulla was used of a
rabbit dead the same day. These dogs might now be bitten by rabid dogs
given them as companions for a few minutes, or submitted to the
intracranial inoculations of the deadly virus: they resisted both.
Having at last obtained this refractory condition, Pasteur was anxious
that his results should be verified by a Commission. The Minister of Public
Instruction acceded to this desire, and a Commission was constituted in
May, 1884, composed of Messrs. Béclard, Dean of the Faculty of Medicine,
Paul Bert, Bouley, Villemin, Vulpian, and Tisserand, Director of the
Agriculture Office. The Commission immediately set to work; a rabid dog
having succumbed at Alfort on June 1, its carcase was brought to the
laboratory of the Ecole Normale, and a fragment of the medulla oblongata
was mixed with some sterilized broth. Two dogs, declared by Pasteur to be
refractory to rabies, were trephined, and a few drops of the liquid injected
into their brains; two other dogs and two rabbits received inoculations at the
same time, with the same liquid and in precisely the same manner.
Bouley was taking notes for a report to be presented to the Minister:
 “M. Pasteur tells us that, considering the nature of the rabic virus used,
the rabbits and the two new dogs will develop rabies within twelve or
fifteen days, and that the two refractory dogs will not develop it at all,
however long they may be detained under observation.”
On May 29, Mme. Pasteur wrote to her children:
“The Commission on rabies met to-day and elected M. Bouley as
chairman. Nothing is settled as to commencing experiments. Your father is
absorbed in his thoughts, talks little, sleeps little, rises at dawn, and, in one
word, continues the life I began with him this day thirty-five years ago.”
On June 3, Bourrel sent word that he had a rabid dog in the kennels of
the Rue Fontaine-au-Roi; a refractory dog and a new dog were immediately
submitted to numerous bites; the latter was violently bitten on the head in
several places. The rabid dog, still living the next day and still able to bite,
was given two more dogs, one of which was refractory; this dog, and the
refractory dog bitten on the 3rd, were allowed to receive the first bites, the
Commission having thought that perhaps the saliva might then be more
abundant and more dangerous.
On June 6, the rabid dog having died, the Commission proceeded to
inoculate the medulla of the animal into six more dogs, by means of
trephining. Three of those dogs were refractory, the three others were fresh
from the kennels; there were also two rabbits.
On the 10th, Bourrel telegraphed the arrival of another rabid dog, and
the same operations were gone through.
“This rabid, furious dog,” wrote Pasteur to his son-in-law, “had spent the
night lying on his master’s bed; his appearance had been suspicious for a
day or two. On the morning of the 10th, his voice became rabietic, and his
master, who had heard the bark of a rabid dog twenty years ago, was seized
with terror, and brought the dog to M. Bourrel, who found that he was
indeed in the biting stage of rabies. Fortunately a lingering fidelity had
prevented him from attacking his master....
“This morning the rabic condition is beginning to appear on one of the
new dogs trephined on June 1, at the same time as two refractory dogs. Let
us hope that the other new dog will also develop it and that the two
refractory ones will resist.”
At the same time that the Commission examined this dog which
developed rabies within the exact time indicated by Pasteur, the two rabbits
on whom inoculation had been performed at the same time were found to
present the first symptoms of rabic paralysis. “This paralysis,” noted
Bouley, “is revealed by great weakness of the limbs, particularly of the hind
quarters; the least shock knocks them over and they experience great
difficulty in getting up again.” The second new dog on whom inoculation
had been performed on June 1 was now also rabid; the refractory dogs were
in perfect health.
During the whole of June, Pasteur found time to keep his daughter and
son-in-law informed of the progress of events. “Keep my letters,” he wrote,
“they are almost like copies of the notes taken on the experiments.”
Towards the end of the month, dozens of dogs were submitted to control-
experiments which were continued until August. The dogs which Pasteur
declared to be refractory underwent all the various tests made with rabic
virus; bites, injections into the veins, trephining, everything was tried before
Pasteur would decide to call them vaccinated. On June 17, Bourrel sent
word that the new dog bitten on June 3 was becoming rabic; the members
of the Commission went to the Rue Fontaine-au-Roi. The period of
incubation had only lasted fourteen days, a fact attributed by Bouley to the
bites having been chiefly about the head. The dog was destroying his kennel
and biting his chain ferociously. More new dogs developed rabies the
following days. Nineteen new dogs had been experimented upon: three died
out of six bitten by a rabid dog, six out of eight after intravenous
inoculation, and five out of five after subdural inoculation. Bouley thought
that a few more cases might occur, the period of incubation after bites being
so extremely irregular.
Bouley’s report was sent to the Minister of Public Instruction at the
beginning of August. “We submit to you to-day,” he wrote, “this report on
the first series of experiments that we have just witnessed, in order that M.
Pasteur may refer to it in the paper which he proposes to read at the
Copenhagen International Scientific Congress on these magnificent results,
which devolve so much credit on French Science and which give it a fresh
claim to the world’s gratitude.”
The Commission wished that a large kennel yard might be built, in order
that the duration of immunity in protected dogs might be timed, and that
other great problem solved, viz., whether it would be possible, through the
inoculation of attenuated virus, to defy the virus from bites.
 By the Minister’s request, the Commission investigated the Meudon
woods in search of a favourable site; an excellent place was found in the
lower part of the Park, away from dwelling houses, easy to enclose and
presumably in no one’s way. But, when the inhabitants of Meudon heard of
this project, they protested vehemently, evidently terrified at the thought of
rabid dogs, however securely bound, in their peaceful neighbourhood.
Another piece of ground was then suggested to Pasteur, near St. Cloud,
in the Park of Villeneuve l’Etang. Originally a State domain, this property
had been put up for sale, but had found no buyer, not being suitable for
parcelling out in small lots; the Bill was withdrawn which allowed of its
sale and the greater part of the domain was devoted by the Ministry to
Pasteur’s and his assistants’ experiments on the prophylaxis of contagious
diseases.
Pasteur, his mind full of ideas, started for the International Medical
Congress, which was now to take place at Copenhagen. Sixteen hundred
members arranged to attend, and nearly all of them found on arriving that
they were to be entertained in the houses of private individuals. The Danes
carry hospitality to the most generous excess; several of them had been
learning French for the last three years, the better to entertain the French
delegates. Pasteur’s son, then secretary of the French Legation at
Copenhagen, had often spoken to his father with appreciative admiration of
those Northerners, who hide deep enthusiasm under apparent calmness,
almost coldness.
The opening meeting took place on August 10 in the large hall of the
Palace of Industry; the King and Queen of Denmark and the King and
Queen of Greece were present at that impressive gathering. The President,
Professor Panum, welcomed the foreign members in the name of his
country; he proclaimed the neutrality of Science, adding that the three
official languages to be used during the Congress would be French, English,
and German. His own speech was entirely in French, “the language which
least divides us,” he said, “and which we are accustomed to look upon as
the most courteous in the world.”
The former president of the London Congress, Sir James Paget,
emphasized the scientific consequences of those triennial meetings,
showing that, thanks to them, nations may calculate the march of progress.
Virchow, in the name of Germany, developed the same idea.
 Pasteur, representing France, showed again as he had done at Milan in
1878, in London in 1881, at Geneva in 1882, and quite recently in
Edinburgh, how much the scientist and the patriot were one in him.
“In the name of France,” said he, “I thank M. le Président for his words
of welcome.... By our presence in this Congress, we affirm the neutrality of
Science ... Science is of no country.... But if Science has no country, the
scientist must keep in mind all that may work towards the glory of his
country. In every great scientist will be found a great patriot. The thought of
adding to the greatness of his country sustains him in his long efforts, and
throws him into the difficult but glorious scientific enterprises which bring
about real and durable conquests. Humanity then profits by those labours
coming from various directions....”
At the end of the meeting Pasteur was presented to the King. The Queen
of Denmark and the Queen of Greece, regardless of etiquette, walked
towards him, “a signal proof,” wrote a French contemporary, “of the esteem
in which our illustrious countryman is held at the Danish Court.”
Five general meetings were to give some of the scientists an opportunity
of expounding their views on subjects of universal interest. Pasteur was
asked to read the first paper; his audience consisted, besides the members of
the Congress, of many other men interested in scientific things, who had
come to hear him describe the steps by which he had made such secure
progress in the arduous question of hydrophobia. He began by a declaration
of war against the prejudice by which so many people believe that rabies
can occur spontaneously. Whatever the pathological, physiological, or other
conditions may be under which a dog or another animal is placed, rabies
never appears if the animal has not been bitten or licked by another rabid
animal; this is so truly the case that hydrophobia is unknown in certain
countries. In order to preserve a whole land from the disease, it is sufficient
that a law should, as in Australia, compel every imported dog to be in
quarantine for several months; he would then, if bitten by a mad dog before
his departure, have ample time to die before infecting other animals.
Norway and Lapland are equally free from rabies, a few good prophylactic
measures being sufficient to avert the scourge.
It will be objected that there must have been a first rabid dog originally.
“That,” said Pasteur, “is a problem which cannot be solved in the present
state of knowledge, for it partakes of the great and unknown mystery of the
origin of life.”
The audience followed with an impassioned curiosity the history of the
stages followed by Pasteur on the road to his great discovery: the
preliminary experiments, the demonstration of the fact that the rabic virus
invades the nervous centres, the culture of the virus within living animals,
the attenuation of the rabic virus when passed from dogs to monkeys, and
simultaneously with this graduated attenuation, a converse process by
successive passages from rabbit to rabbit, the possibility of obtaining in this
way all the degrees of virulence, and finally the acquired certainty of having
obtained a preventive vaccine against canine hydrophobia.
“Enthusiastic applause,” wrote the reporter of the Journal des Débats,
“greeted the conclusion of the indefatigable worker.”
In the course of one of the excursions arranged for the members of the
Congress, Pasteur had the pleasure of seeing his methods applied on a large
scale, not as in Italy to the progress of sericiculture, but to that of the
manufacture of beer. J. C. Jacobsen, a Danish citizen, whose name was
celebrated in the whole of Europe by his munificent donations to science,
had founded in 1847 the Carlsberg Brewery, now one of the most important
in the world; at least 200,000 hectolitres were now produced every year by
the Carlsberg Brewery and the Ny Carlsberg branch of it, which was under
the direction of Jacobsen’s son.
In 1879, Jacobsen, who was unknown to Pasteur, wrote to him, “I should
be very much obliged if you would allow me to order from M. Paul Dubois,
one of the great artists who do France so much credit, a marble bust of
yourself, which I desire to place in the Carlsberg laboratory in token of the
services rendered to chemistry, physiology, and beer-manufacture, by your
studies on fermentation, a foundation to all future progress in the brewer’s
trade.” Paul Dubois’ bust is a masterpiece: it is most characteristic of
Pasteur—the deep thoughtful far-away look in his eyes, a somewhat stern
expression on his powerful features.
Actuated, like his father, by a feeling of gratitude, the younger Jacobsen
had placed a bronze reproduction of this bust in a niche in the wall of the
brewery, at the entrance of the Pasteur Street, leading to Ny Carlsberg.
This visit to the brewery was an object lesson to the members of the
Congress, who were magnificently entertained by Jacobsen and his son; no
better demonstration was ever made of the services which industry may
receive from science. In the great laboratory, the physiologist Hansen had
succeeded in finding differences in yeast; he had just separated from each
other three kinds of yeast, each producing beer with a different flavour.
The French scientists were delighted with the practical sense and
delicate feelings of the Danish people. Though they had gone through bitter
trials in 1864, though France, England, and Russia had countenanced the
unrighteous invasion, in the face of the old treaties which guaranteed to
Denmark the possession of Schleswig, the diminished and impoverished
nation had not given vent to barren recriminations or declamatory protests.
Proudly and silently sorrowing, the Danes had preserved their respect for
the past, faith in justice and the cult of their great men. It is a strange thing
that Shakespeare should have chosen that land of good sense and well-
balanced reason for the surroundings of his mysterious hero, of all men the
most haunted by the maddening enigma of destiny.
Elsinore is but a short distance from Copenhagen, and no member of the
Congress, especially among the English section, could have made up his
mind to leave Denmark without visiting Hamlet’s home.
A Transport Company organized the visit to Elsinore for a day when the
Congress had arranged to have a complete holiday. Five steamers, gay with
flags, were provided for the thousand medical men and their families, and
accomplished the two hours’ crossing to Elsinore on a lovely, clear day,
with an absolutely calm sea. The scientific tourists landed at the foot of the
old Kronborg Castle, ready for the lunch which was served out to them and
which proved barely sufficient for their appetites; there was not quite
enough bread for the Frenchmen, proverbially bread-eaters, and the water,
running a little short, had to be supplemented with champagne.
Some of the visitors returned from a neighbouring wood, where they had
been to see the stones of the supposed tomb of Hamlet, disappointed at
having looked in vain for Ophelia’s stream and for the willow tree which
heard her sing her last song, her hands full of flowers. Evidently this place
was but an imaginary scenery given by Shakespeare to the drama which
stands like a point of interrogation before the mystery of human life; but his
life-giving art has for ever made of Elsinore the place where Hamlet lived
and suffered.
 Pasteur, to whom the Danish character, in its strength and simplicity,
proved singularly attractive, remained in Copenhagen for some time after
the Congress was over. He had much pleasure in visiting the Thorwaldsen
Museum. Copenhagen, after showering honours on the great artist during
his lifetime, has continued to worship him after his death. Every statue,
every plaster cast, is preserved in that Museum with extraordinary care.
Thorwaldsen himself lies in the midst of his works—his simple stone grave,
covered with graceful ivy, is in one of the courtyards of the Museum.

Pasteur went on to Arbois from Copenhagen. The laboratory he had built

there not being large enough to take in rabid dogs, he dictated from his
study the experiments to be carried out in Paris; his carefully kept
notebooks enabled him to know exactly how things were going on. His
nephew, Adrien Loir, now a curator in the laboratory of Rue d’Ulm, had
gladly given up his holidays and remained in Paris with the faithful Eugène
Viala. This excellent assistant had come to Paris from Alais in 1871, at the
request of Pasteur, who knew his family. Viala was then only twelve years
old and could barely read and write. Pasteur sent him to an evening school
and himself helped him with his studies; the boy was very intelligent and
willing to learn. He became most useful to Pasteur, who, in 1885, was glad
to let him undertake a great deal of the laboratory work, under the guidance
of M. Roux; he was ultimately entrusted with all the trephining operations
on dogs, rabbits, and guinea-pigs.
The letters written to him by Pasteur in 1884 show the exact point
reached at that moment by the investigations on hydrophobia. Many people
already thought those studies advanced enough to allow the method of
treatment to be applied to man.
Pasteur wrote to Viala on September 19, “Tell M. Adrien (Loir) to send
the following telegram: ‘Surgeon Symonds, Oxford, England. Operation on
man still impossible. No possibility at present of sending attenuated virus.’
See MM. Bourrel and Béraud, procure a dog which has died of street-
rabies, and use its medulla to inoculate a new monkey, two guinea-pigs and
two rabbits.... I am afraid Nocard’s dog cannot have been rabid; even if you
were sure that he was, you had better try those tests again.
“Since M. Bourrel says he has several mad dogs at present, you might
take two couple of new dogs to his kennels; when he has a good biting dog,
he can have a pair of our dogs bitten, after which you will treat one of them
so as to make him refractory (carefully taking note of the time elapsed
between the bites and the beginning of the treatment). Mind you keep notes
of every new experiment undertaken, and write to me every other day at
least.”
Pasteur pondered on the means of extinguishing hydrophobia or of
merely diminishing its frequency. Could dogs be vaccinated? There are
100,000 dogs in Paris, about 2,500,000 more in the provinces: vaccination
necessitates several preventive inoculations; innumerable kennels would
have to be built for the purpose, to say nothing of the expense of keeping
the dogs and of providing a trained staff capable of performing the difficult
and dangerous operations. And, as M. Nocard truly remarked, where were
rabbits to be found in sufficient number for the vaccine emulsions?
Optional vaccination did not seem more practicable; it could only be
worked on a very restricted scale and was therefore of very little use in a
general way.
The main question was the possibility of preventing hydrophobia from
occurring in a human being, previously bitten by a rabid dog.
The Emperor of Brazil, who took the greatest interest in the doings of
the Ecole Normale laboratory, having written to Pasteur asking when the
preventive treatment could be applied to man, Pasteur answered as follows
—
“September 22.
“Sire—Baron Itajuba, the Minister for Brazil, has handed me the letter
which Your Majesty has done me the honour of writing on August 21. The
Academy welcomed with unanimous sympathy your tribute to the memory
of our illustrious colleague, M. Dumas; it will listen with similar pleasure to
the words of regret which you desire me to express on the subject of M.
Wurtz’s premature death.
“Your Majesty is kind enough to mention my studies on hydrophobia;
they are making good and uninterrupted progress. I consider, however, that
it will take me nearly two years more to bring them to a happy issue....
“What I want to do is to obtain prophylaxis of rabies after bites.
“Until now I have not dared to attempt anything on men, in spite of my
own confidence in the result and the numerous opportunities afforded to me
since my last reading at the Academy of Sciences. I fear too much that a
failure might compromise the future, and I want first to accumulate
successful cases on animals. Things in that direction are going very well
indeed; I already have several examples of dogs made refractory after a
rabietic bite. I take two dogs, cause them both to be bitten by a mad dog; I
vaccinate the one and leave the other without any treatment: the latter dies
and the first remains perfectly well.
“But even when I shall have multiplied examples of the prophylaxis of
rabies in dogs, I think my hand will tremble when I go on to Mankind. It is
here that the high and powerful initiative of the head of a State might
intervene for the good of humanity. If I were a King, an Emperor, or even
the President of a Republic, this is how I should exercise my right of
pardoning criminals condemned to death. I should invite the counsel of a
condemned man, on the eve of the day fixed for his execution, to choose
between certain death and an experiment which would consist in several
preventive inoculations of rabic virus, in order to make the subject’s
constitution refractory to rabies. If he survived this experiment—and I am
convinced that he would—his life would be saved and his punishment
commuted to a lifelong surveillance, as a guarantee towards that society
which had condemned him.
“All condemned men would accept these conditions, death being their
only terror.
“This brings me to the question of cholera, of which Your Majesty also
has the kindness to speak to me. Neither Dr. Koch nor Drs. Straus and Roux
have succeeded in giving cholera to animals, and therefore great uncertainty
prevails regarding the bacillus to which Dr. Koch attributes the causation of
cholera. It ought to be possible to try and communicate cholera to criminals
condemned to death, by the injection of cultures of that bacillus. When the
disease declared itself, a test could be made of the remedies which are
counselled as apparently most efficacious.
“I attach so much importance to these measures, that, if Your Majesty
shared my views, I should willingly come to Rio Janeiro, notwithstanding
my age and the state of my health, in order to undertake such studies on the
prophylaxis of hydrophobia and the contagion of cholera and its remedies.
“I am, with profound respect, Your Majesty’s humble and obedient
servant.”
 In other times, the right of pardon could be exercised in the form of a
chance of life offered to a criminal lending himself to an experiment. Louis
XVI, having admired a fire balloon rising above Versailles, thought of
proposing to two condemned men that they should attempt to go up in one.
But Pilâtre des Roziers, whose ambition it was to be the first aëronaut, was
indignant at the thought that “vile criminals should be the first to rise up in
the air.” He won his cause, and in November, 1783, he organized an ascent
at the Muette which lasted twenty minutes.
 In England, in the eighteenth century, before Jenner’s discovery,
successful attempts had been made at the direct inoculation of small-pox. In
some historical and medical Researches on Vaccine, published in 1803,
Husson relates that the King of England, wishing to have the members of
his family inoculated, began by having the method tried on six criminals
condemned to death; they were all saved, and the Royal Family submitted
to inoculation.
There is undoubtedly a beautiful aspect of that idea of utilizing the fate
of a criminal for the cause of Humanity. But in our modern laws no such
liberty is left to Justice, which has no power to invent new punishments, or
to enter into a bargain with a condemned criminal.
Before his departure from Arbois, Pasteur encountered fresh and
unforeseen obstacles. The successful opposition of the inhabitants of
Meudon had inspired those of St. Cloud, Ville d’Avray, Vaucresson,
Marnes, and Garches with the idea of resisting in their turn the installation
of Pasteur’s kennels at Villeneuve l’Etang. People spoke of public danger,
of children exposed to meet ferocious rabid dogs wandering loose about the
park, of popular Sundays spoilt, picnickers disturbed, etc., etc.
A former pupil of Pasteur’s at the Strasburg Faculty, M. Christen, now a
Town Councillor at Vaucresson, warned Pasteur of all this excitement,
adding that he personally was ready to do his best to calm the terrors of his
townspeople.
Pasteur answered, thanking him for his efforts. “...I shall be back in Paris
on October 24, and on the morning of the twenty-fifth and following days I
shall be pleased to see any one desiring information on the subject.... But
you may at once assure your frightened neighbours, Sir, that there will be
no mad dogs at Villeneuve l’Etang, but only dogs made refractory to rabies.
Not having enough room in my laboratory, I am actually obliged to quarter
on various veterinary surgeons those dogs, which I should like to enclose in
covered kennels, quite safely secured, you may be sure.”
Pasteur, writing about this to his son, could not help saying, “Months of
fine weather have been wasted! This will keep my plans back almost a
year.”
Little by little, in spite of the opposition which burst out now and again,
calm was again re-established. French good sense and appreciation of great
things got the better of the struggle; in January, 1885, Pasteur was able to
go to Villeneuve l’Etang to superintend the arrangements. The old stables
were turned into an immense kennel, paved with asphalte. A wide passage
went from one end to the other, on each side of which accommodation for
sixty dogs was arranged behind a double barrier of wire netting.
The subject of hydrophobia goes back to the remotest antiquity; one of
Homer’s warriors calls Hector a mad dog. The supposed allusions to it to be
found in Hippocrates are of the vaguest, but Aristotle is quite explicit when
speaking of canine rabies and of its transmission from one animal to the
other through bites. He gives expression, however, to the singular opinion
that man is not subject to it. More than three hundred years later we come to
Celsus, who describes this disease, unknown or unnoticed until then. “The
patient,” said Celsus, “is tortured at the same time by thirst and by an
invincible repulsion towards water.” He counselled cauterization of the
wound with a red-hot iron and also with various caustics and corrosives.
Pliny the Elder, a worthy precursor of village quacks, recommended the
livers of mad dogs as a cure; it was not a successful one. Galen, who
opposed this, had a no less singular recipe, a compound of cray-fish eyes.
Later, the shrine of St. Hubert in Belgium was credited with miraculous
cures; this superstition is still extant.
Sea bathing, unknown in France until the reign of Louis XIV, became a
fashionable cure for hydrophobia, Dieppe sands being supposed to offer
wonderful curing properties.
In 1780 a prize was offered for the best method of treating hydrophobia,
and won by a pamphlet entitled Dissertation sur la Rage, written by a
surgeon-major of the name of Le Roux.
This very sensible treatise concluded by recommending cauterization,
now long forgotten, instead of the various quack remedies which had so
long been in vogue, and the use of butter of antimony.
Le Roux did not allude in his paper to certain tenacious and cruel
prejudices, which had caused several hydrophobic persons, or persons
merely suspected of hydroprobia, to be killed like wild beasts, shot,
poisoned, strangled, or suffocated.
It was supposed in some places that hydrophobia could be transmitted
through the mere contact of the saliva or even by the breath of the victims;
people who had been bitten were in terror of what might be done to them. A
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookultra.com