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3rd Edition By Kenneth Mason

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Understanding
Biology
Third Edition
Kenneth A. Mason
University of Iowa
Tod Duncan
University of Colorado Denver
Jonathan B. Losos
William H. Danforth Distinguished University Professor and Director,
Living Earth Collaborative, Washington University
mas40908_FM_i-xxii.indd 1 10/15/19 6:21 PM

A Learning Path to Understanding Biology
Understanding Biology and its online assets have been carefully thought out and crafted to help students and professors work efficiently
and effectively through the material in the course, making the most of study time and furthering instructional goals.
The Learning Path
▲
Every concept is broken down into sections that
cover skills or ideas students should master. Learning
objectives at the beginning of each section help identify
important concepts.
Assessing the Learning Path
Understand 10. Coenzymes

a. can be metal ions.
1. A covalent bond between a hydrogen atom and an oxygen b. can bind in active sites and participate directly in a
atom represents what kind of energy? catalytic reaction.
a. Kinetic energy
▲
c. are sometimes vitamins.
b. Potential energy d. All of the above
c. Mechanical energy
d. Solar energy 11. In competitive inhibition,
Every chapter opens with a Learning Path that walks students 2. During a redox reaction, the molecule that gains an electron is
a. reduced and now has a higher energy level.
a. two enzymes compete with each other for a substrate.
b. an inhibitor molecule binds to an allosteric site on an
enzyme, causing a change in the active site.
through the main concepts in the chapter to enable their

b. oxidized and now has a lower energy level. c. an inhibitor molecule binds to the active site of an
c. reduced and now has a lower energy level. enzyme, so the substrate cannot bind.
d. oxidized and now has a higher energy level. d. the products of a reaction both compete for the active site.
understanding of where the material fits in the context of 3. When a bear eats a salmon, some of the energy stored in the
salmon is used by the bear for its activities and growth. Much
12. Anabolism is
a. the gain of a proton.
of the energy originally in the salmon is dissipated as heat. b. metabolism in animals.
other concepts in the chapter. This is an example of
a. the conversion of kinetic energy to potential energy.
c. the buildup of molecules.
d. the breakdown of molecules.
b. the Second Law of Thermodynamics.
c. 100% efficient energy conversion.
d. a conversion of potential energy to kinetic energy. Apply
4. An endergonic reaction has which of the following properties? 1. When a hibernating animal uses its stored fat to power basic
a. +ΔG and the reaction is spontaneous. body functions (for example, breathing), it is
b. +ΔG and the reaction is not spontaneous. a. converting kinetic energy to potential energy.
c. −ΔG and the reaction is spontaneous. b. converting kinetic energy to chemical energy.
d. −ΔG and the reaction is not spontaneous. c. converting potential energy to kinetic energy.
5. Where is the energy stored in a molecule of ATP? d. converting chemical energy to potential energy.
a. Within the bonds between nitrogen and carbon 2. During certain stages of cellular respiration, electrons are
b. In the carbon-to-carbon bonds found in the ribose transferred from glucose molecules to a molecule called
c. In the phosphorus-to-oxygen double bond nicotinamide adenine dinucleotide (NAD+). During this
d. In the bonds connecting the two terminal phosphate groups reaction,
6. The molecule ATP is less stable than ADP + Pi because a. glucose is oxidized and NAD+ is reduced.
a. the negatively charged phosphates repel each other. b. glucose is reduced and NAD+ is oxidized.
b. the positively charged phosphates repel each other. c. both glucose and NAD+ have gained protons.
c. ATP is much larger than ADP and Pi. d. glucose has gained protons and NAD+ has lost protons.
d. the adenine in ATP is charged. 3. Sodium ions (Na+) can move through channel proteins
7. What is activation energy? across some biological membranes. If Na+ is present in a
a. The thermal energy associated with random movements of higher concentration on one side of a membrane, the ions
molecules will tend to move across the membrane until they are equally
b. The energy released through breaking chemical bonds distributed on both sides of the membrane. This process
c. The difference in free energy between reactants and products a. results in a gain of potential energy for the cell.
d. The energy required to initiate a chemical reaction b. results in a decrease in entropy.
c. follows the Second Law of Thermodynamics.
8. Which of the following is NOT a property of an enzyme?
d. All of the above
a. An enzyme reduces the activation energy of a reaction.
4. If the products of a chemical reaction have higher free energy
b. An enzyme lowers the free energy of the reactants. than the reactants, this reaction
c. An enzyme does not change as a result of the reaction. a. will not proceed spontaneously.
d. An enzyme works in both the forward and reverse b. will proceed spontaneously.
directions of a reaction. c. must have increased the total energy in the universe.
9. Which statement about the influence of temperature on d. must have decreased the total energy in the universe.
enzymes is NOT true? 5. ATP can be used to drive an endergonic reaction if
a. All enzymes have the same intrinsic optimal temperature. a. ATP hydrolysis lowers the activation energy for the reaction.
b. Raising the temperature may increase the activity of an b. the sum of ΔG for ATP hydrolysis and ΔG for the reaction
enzyme. is negative.
c. Some enzymes are stable at the boiling point of water. c. the sum of ΔG for ATP hydrolysis and ΔG for the reaction
d. Raising the temperature may decrease the activity of an is positive.
enzyme. d. ATP hydrolysis raises the activation energy for the reaction.
Chapter 6 Energy and Metabolism 129
▲
Chapter concepts are assessed at three different levels at the
end of the chapter. On a first pass through the chapter prior to
▲ class, students might focus on the “Understand” level. As they
At the end of each section, Review of Concept questions gain greater mastery of the material, they should challenge
allow students to check their understanding before themselves with “Apply” and “Synthesize” questions that
moving on to the next concept. require higher cognitive skills.
viii

Think Like a Scientist
Scientific Thinking figures throughout Inquiry & Analysis
▲
the text walk the student through features at the ends of
a scientific experiment, laying out all chapters explore a
the Hypothesis, Predictions, Test scientific investigation in
Procedures, Results, and Conclusion. more detail, presenting
Some also challenge the students to experimental results and
devise further experiments. challenging students to
▲
interpret the data.
Connecting the Concept

Building on the chapter features, the “Connecting the
▲
Concepts” at the end of each Part in the text shows how

seemingly isolated concepts in different chapters are
connected by core concepts of biology.
▲
The end-of-chapter “Connecting the Concepts”
identifies a core concept represented by a gear icon.
Secondary concepts are placed on the cogs, and a list
of observations from the chapter connects the
secondary concept to the core concept. A second gear
or cog is presented that lacks the list of observations.
The student is challenged to complete the open concept
with supporting information from the chapter.
a learning path to understanding biology ix

Strengthen Problem-Solving Skills with Connect®
Detailed Feedback in Connect® framework to scaffold learning, where each step models and
reinforces the learning process.
Learning is a process of iterative development, of making
The feedback for each higher-level Bloom’s question (Apply,
mistakes, reflecting, and adjusting over time. The question and
Analyze, Evaluate) follows a similar process: Clarify Question,
test banks in Connect® for Understanding Biology, 3rd edition,
Gather Content, Choose Answer, Reflect on Process.
are more than direct assessments; they are self-contained
learning experiences that systematically build student learning
over time. Unpacking the Concepts
For many students, choosing the right answer is not We’ve taken problem solving a step further. In each chapter,
necessarily based on applying content correctly; it is more two higher-level Bloom’s questions in the question and test
a matter of increasing their statistical odds of guessing. A banks are broken out by the steps of the detailed feedback.
major fault with this approach is students don’t learn how to Rather than leaving it up to the student to work through
process the information correctly, mostly because they are the Socratic questions, a second version of the question
repeating and reinforcing their mistakes rather than reflecting is presented in a stepwise format. Following the problem-
and learning from them. To help students develop problem- solving steps, students need to answer questions about
solving skills, all higher-level Bloom’s questions in Connect earlier steps, such as “What is the key concept addressed by
are supported with hints, to help students focus on important the question?” before proceeding to answer the question. A
information for answering the questions, as well as detailed professor can choose which version of the question to include
feedback that walks students through the problem-solving in the assignment based on the problem-solving skills of the
process, using Socratic questions in a decision-tree-style students.
x a learning path to understanding biology

Data and Graphing Interactives scientific problem and the opportunity to manipulate variables,
® producing different results on a graph, analyze and evaluate
To help students develop analytical skills, Connect for
data, or view different aspects of the problem. A series of
Understanding Biology, 3rd edition, is enhanced with interactive
questions follows the graphing activity to assess if the student
data and graphing questions. Students are presented with a
understands and is able to interpret the data and results.
Quantitative Question Bank

any chapters also contain a Quantitative Question Bank.
M
These are more challenging algorithmic questions, intended to
help students practice their quantitative reasoning skills. Hints
and guided solution options walk students through a problem,
and then an alternative problem is provided for them to test their
understanding.
a learning path to understanding biology xi

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Contents
About the Authors iv
PART II Biology
Changes to This Edition vi
of the Cell 66
A Learning Path to Understanding Biology viii
©Dr. Gopal Murti/Science Source
Acknowledgments xxi 4 Cell Structure 66
Concept 4.1 All Living Organisms Are Composed of Cells 67
Concept 4.2 Prokaryotic Cells Are Relatively Simple 70
PART I The Molecular Concept 4.3 Eukaryotic Cells Are Highly Compartmentalized 72
Concept.4.4 Membranes Organize the Cell Interior into Functional
Basis of Life 1 Compartments 76
©Soames Summerhays/Natural Visions Concept 4.5 Mitochondria and Chloroplasts Are Energy-Processing
Organelles 80
1 The Science of Biology 1
Concept 4.6 An Internal Skeleton Supports the Shape of Cells 82
Concept 1.1 The Diversity of Life Is Overwhelming 2 Concept 4.7 Extracellular Structures Protect Cells 85
Concept 1.2 Biology Is the Science of Life 3 Concept 4.8 Cell-to-Cell Connections Determine How Adjacent
Concept 1.3 Science Is Based on Both Observation and Cells Interact 86
Reasoning 6 Inquiry & Analysis 90
Concept 1.4 The Study of Evolution Is a Good Example of Retracing the Learning Path 91
Scientific Inquiry 9
Assessing the Learning Path 92
Concept 1.5 A Few Important Concepts Form the Core of
Biology 14
Inquiry & Analysis 17 5 Membranes 94
Retracing the Learning Path 18 Concept 5.1 Membranes Are Phospholipid Bilayers with
Assessing the Learning Path 19 Embedded Proteins 95
Concept 5.2 Phospholipids Provide a Membrane’s Structural
Foundation 98
1.5 2 The Nature of Molecules and the
Concept 5.3 Membrane Proteins Enable a Broad Range of
Properties of Water 21 Interactions with the Environment 99
Concept 2.1 All Matter Is Composed of Atoms 22 Concept 5.4 Passive Transport Moves Molecules Across
Membranes by Diffusion 101
Concept 2.2 The Elements in Living Systems Have Low Atomic
Masses 25 Concept 5.5 Active Transport Across Membranes Requires
Energy 105
Concept 2.3 Molecules Are Collections of Atoms Held Together
by Chemical Bonds 27 Concept 5.6 Bulky Materials Cross Membranes Within
Vesicles 108
Concept 2.4 The Properties of Water Result from Its Polar Nature 30
Inquiry & Analysis 111
Concept 2.5 Water Molecules Can Dissociate into Ions 34
Retracing the Learning Path 112
6 Energy and Metabolism 115
3 The Chemical Building Blocks of Life 40 Concept 6.1 Energy Flows Through Living Systems 116
Concept 3.1 Carbon Provides the Framework of Biological Concept 6.2 The Laws of Thermodynamics Govern All Energy
Molecules 41 Changes 117
Concept 3.2 Carbohydrates Form Both Structural and Energy-Storing Concept 6.3 ATP Is the Energy Currency of Cells 119
Molecules 43 Concept 6.4 Enzymes Speed Up Reactions by Lowering Activation
Concept 3.3 Proteins Are the Tools of the Cell 47 Energy 121
Concept 3.4 Nucleic Acids Store and Express Genetic Concept 6.5 Metabolism Is the Sum of a Cell’s Chemical
Information 55 Activities 125
Concept 3.5 Hydrophobic Lipids Form Fats and Membranes 58 Inquiry & Analysis 127
Inquiry & Analysis 61 Retracing the Learning Path 128
Retracing the Learning Path 62 Assessing the Learning Path 129
xiv

7 How Cells Harvest Energy 131 10 How Cells Divide 198
Concept 7.1 Cells Harvest Energy from Organic Compounds by Concept 10.1 Bacterial Cell Division Is Clonal 199
Oxidation 132 Concept 10.2 Eukaryotes Have Large, Linear Chromosomes 200
Concept 7.2 Glycolysis Splits Glucose and Yields a Small Amount Concept 10.3 The Eukaryotic Cell Cycle Is Complex and Highly
of ATP 136 Organized 203
Concept 7.3 The Citric Acid Cycle Is the Oxidative Core of Concept 10.4 During Interphase, Cells Grow and Prepare for
Cellular Respiration 139 Mitosis 204
Concept 7.4 Electrons Removed by Oxidation Pass Along an Concept 10.5 In Mitosis, Chromosomes Segregate 205
Electron Transport Chain 142
Concept 10.6 Events of the Cell Cycle Are Carefully
Concept 7.5 The Total Energy Yield of Aerobic Respiration Far Regulated 210
Exceeds That of Glycolysis 146
Concept 10.7 Cancer Is a Failure of Cell-Cycle Control 214
Concept 7.6 Aerobic Respiration Is Regulated by Feedback
Inhibition 147 Inquiry & Analysis 217
Concept 7.7 Some Forms of Energy Metabolism Do Not Require Retracing the Learning Path 218
O2 148 Assessing the Learning Path 219
Concept 7.8 Carbohydrates Are Not the Only Energy Source Used
by Heterotrophs 149
Retracing the Learning Path 153 PART III Genetics and
Assessing the Learning Path 154 Molecular Biology 222
©McGraw-Hill Education/Steven P. Lynch
8 Photosynthesis 156
11 Sexual Reproduction and Meiosis 222
Concept 8.1 Photosynthesis Uses Sunlight to Power the Synthesis
of Organic Molecules 157 Concept 11.1 Sexual Reproduction Requires Meiosis 223
Concept 8.2 Experiments Revealed That Photosynthesis Is a Concept 11.2 Meiosis Consists of Two Divisions with One Round
Chemical Process 159 of DNA Replication 224
Concept 8.3 Pigments Capture Energy from Sunlight 160 Concept 11.3 The Process of Meiosis Involves Intimate Interactions
Concept 8.4 Photosynthetic Pigments Are Organized into Between Homologues 225
Photosystems 163 Concept 11.4 Meiosis Has Four Distinct Features 230
Concept 8.5 Energy from Sunlight Is Used to Produce a Proton Concept 11.5 Genetic Variation Is the Evolutionary Consequence
Gradient 165 of Sex 232
Concept 8.6 Using ATP and NADPH from the Light Reactions, Inquiry & Analysis 234
CO2 Is Incorporated into Organic Molecules 170 Retracing the Learning Path 235
Concept 8.7 Photorespiration Short-Circuits Photosynthesis 172 Assessing the Learning Path 236
Retracing the Learning Path 176 11 12 Patterns of Inheritance 238
Concept 12.1 Experiments Carried Out by Mendel Explain
Heredity 239
9 Cell Communication 179 Concept 12.2 Mendel’s Principle of Segregation Accounts
Concept 9.1 The Cells of Multicellular Organisms for 3:1 Phenotypic Ratios 241
Communicate 180 Concept 12.3 Mendel’s Principle of Independent
Concept 9.2 Signal Transduction Begins with Cellular Assortment Asserts That Genes Segregate
Receptors 182 Independently 245
Concept 9.3 Intracellular Receptors Respond to Signals by Concept 12.4 Probability Allows Us to Predict the Results of
Regulating Gene Expression 184 Crosses 246
Concept 9.4 Protein Kinase Receptors Respond to Signals by Concept 12.5 Genotype Dictates Phenotype by Specifying Protein
Phosphorylating Proteins 185 Sequences 248
Concept 9.5 G Protein–Coupled Receptors Respond to Signals Concept 12.6 Extending Mendel’s Model Provides a Clearer View of
Through Effector Proteins 189 Genetics in Action 249
Inquiry & Analysis 194 Inquiry & Analysis 255
Retracing the Learning Path 195 Retracing the Learning Path 256
Assessing the Learning Path 196 Assessing the Learning Path 257
contents xv

13 The Chromosomal Basis of 16 Control of Gene Expression 332
Inheritance 259 Concept 16.1 All Organisms Control Expression of Their
Genes 333
Concept 13.1 Chromosomes Are the Vehicles of Mendelian
Inheritance 260 Concept 16.2 Regulatory Proteins Control Genes by Interacting
with Specific DNA Nucleotide Sequences 334
Concept 13.2 Some Genes Do Not Assort Independently:
Linkage 263 Concept 16.3 Prokaryotes Regulate Their Genes in Clusters 336
Concept 13.3 Genetic Crosses Provide Data for Genetic Maps 265 Concept 16.4 Transcription Factors Control Gene Transcription
in Eukaryotes 340
Concept 13.4 Changes in Chromosome Number Can Have Drastic
Effects 267 Concept 16.5 Chromatin Structure Affects Gene Expression 344
Concept 13.5 Inheritance in Humans Can Be Studied by Analyzing Concept 16.6 Eukaryotic Genes Are Also Regulated After
Pedigrees 268 Transcription 345
Concept 13.6 There Are Two Major Exceptions to Chromosomal Concept 16.7 Gene Regulation Determines How Cells Will
Inheritance 273 Develop 351
14 DNA: The Genetic Material 280 17 Biotechnology 358

Concept 14.1 DNA Is the Genetic Material 281 Concept 17.1 Enzymes Allow the Creation of Recombinant
Molecules In Vitro 359
Concept 14.2 The DNA Molecule Is a Double Helix 283
Concept 17.2 The Polymerase Chain Reaction Is Used to Amplify
Concept 14.3 Both Strands Are Copied During DNA Specific DNA Sequences 363
Replication 287
Concept 17.3 Molecular Tools Allow Us to Analyze and Modify
Concept 14.4 Prokaryotes Organize the Enzymes Used to Duplicate Genetic Variation 366
DNA 290
Concept 17.4 Transgenic Organisms Are Used to Analyze Gene
Concept 14.5 Eukaryotic Chromosomes Are Large and Linear 295 Function 368
Concept 14.6 Cells Repair Damaged DNA 297 Concept 17.5 Genetic Tools Are Changing Modern Medicine 371
Inquiry & Analysis 300 Concept 17.6 Genetic Engineering Is Used in Industry and
Retracing the Learning Path 301 Agriculture 374
Assessing the Learning Path 302 Inquiry & Analysis 378
15 Genes and How They Work 304 Assessing the Learning Path 380
Concept 15.1 Experiments Have Revealed the Nature of
Genes 305 18 Genomics 382
Concept 15.2 The Genetic Code Relates Information in DNA Concept 18.1 Mapping Identifies and Locates Functional Elements
and Protein 307 in Genomes 383
Concept 15.3 Prokaryotes Exhibit All the Basic Features of Concept 18.2 The Modernization of DNA Sequencing Has
Transcription 310 Accelerated Discovery 386
Concept 15.4 Eukaryotes Use Three Polymerases and Extensively Concept 18.3 Genome Projects Reveal Insights into Medicine and
Modify Transcripts 313 Agriculture 389
Concept 15.5 Eukaryotic Genes May Contain Noncoding Concept 18.4 Genome Annotation Assigns Functional
Sequences 315 Information to Genomes 391
Concept 15.6 The Ribosome Is the Machine of Protein Concept 18.5 Genome Comparisons Provide Information About
Synthesis 317 Genomic Structure and Function 394
Concept 15.7 The Process of Translation Is Complex and Energy- Concept 18.6 Comparative Genomics Informs Evolutionary
Expensive 320 Biology 399
Concept 15.8 Mutations Are Alterations in the Sequence, Number, Inquiry & Analysis 403
or Position of Genes 325
xvi contents

Concept 21.6 The Pace of Evolution Varies 471
Concept 21.7 Speciation and Extinction Have Molded Biodiversity
PART IV Evolution 408 Through Time 472
©Tetra Images/Getty Images Retracing the Learning Path 475
19 Genes Within Populations 408 Assessing the Learning Path 476
Concept 19.1 Natural Populations Exhibit Genetic Variation 409
Concept 19.2 Frequencies of Alleles Can Change 411
Concept 19.3 Five Agents Are Responsible for Evolutionary
Change 413 PART V The Diversity
Concept 19.4 Selection Can Act on Traits Affected by Many
Genes 418
of Life 479
©Imagemore Co, Ltd./Getty Images
Concept 19.5 Natural Selection Can Be Studied
Experimentally 420 22 Systematics and Phylogeny 479
Concept 19.6 Fitness Is a Measure of Evolutionary Success 422 Concept 22.1 Systematics Reconstructs Evolutionary
Concept 19.7 Evolutionary Processes Sometimes Maintain Relationships 480
Variation 423 Concept 22.2 Cladistics Focuses on Traits Derived from a
Concept 19.8 Sexual Selection Determines Reproductive Common Ancestor 481
Success 426 Concept 22.3 Classification Is a Labeling Process, Not an
Inquiry & Analysis 429 Evolutionary Reconstruction 485
Retracing the Learning Path 430 Concept 22.4 Taxonomy Attempts to Classify Organisms in an
Assessing the Learning Path 431 Evolutionary Context 488
Concept 22.5 The Largest Taxa Are Domains 490
20 The Evidence for Evolution 433 Inquiry & Analysis 495
Concept 20.1 The Beaks of Darwin’s Finches Provide Evidence of Retracing the Learning Path 496
Natural Selection 434 Assessing the Learning Path 497
Concept 20.2 Peppered Moths and Industrial Melanism Illustrate
Natural Selection in Action 437 23 Prokaryotes and Viruses 499
Concept 20.3 Human-Initiated Artificial Selection Is Also a Concept 23.1 Prokaryotes Are the Most Ancient Organisms 500
Powerful Agent of Change 439
Concept 23.2 Prokaryotes Have an Organized but Simple
Concept 20.4 Fossils Provide Direct Evidence of Evolution 441 Structure 503
Concept 20.5 Anatomical Evidence for Evolution Is Extensive Concept 23.3 The Genetics of Prokaryotes Focuses on DNA
and Persuasive 444 Transfer 507
Concept 20.6 Genes Carry a Molecular Record of the Evolutionary Concept 23.4 Prokaryotic Metabolism Is Diverse 511
Past 447
Concept 23.5 Bacteria Cause Important Human Diseases 511
Concept 20.7 Natural Selection Favors Convergent Evolution in
Similar Environments 448 Concept 23.6 Viruses Are Not Organisms 513
Concept 20.8 Addressing Common Criticisms of Evolutionary Concept 23.7 Bacterial Viruses Infect by DNA Injection 515
Theory 450 Concept 23.8 Animal Viruses Infect by Endocytosis 517
21 The Origin of Species 456 24 Protists 524

Concept 21.1 The Biological Species Concept Highlights Concept 24.1 Protists, the First Eukaryotes, Arose by
Reproductive Isolation 457 Endosymbiosis 525
Concept 21.2 Natural Selection May Reinforce Reproductive Concept 24.2 Protists Are a Very Diverse Group 527
Isolation 462 Concept 24.3 The Rough Outlines of Protist Phylogeny Are
Concept 21.3 Natural Selection and Genetic Drift Play Key Roles in Becoming Clearer 529
Speciation 463 Concept 24.4 Excavata Are Flagellated Protists Lacking
Concept 21.4 Speciation Is Influenced by Geography 464 Mitochondria 530
Concept 21.5 Adaptive Radiation Requires Both Speciation and Concept 24.5 SAR: Stramenopiles and Alveolates Exhibit Secondary
Habitat Diversity 466 Endosymbiosis 533
contents xvii

Concept 24.6 SAR: Rhizaria Have Silicon Exoskeletons or Limestone Concept 27.5 Mollusks and Annelids Are the Largest Groups
Shells 539 of Lophotrochozoans 609
Concept 24.7 Archaeplastida Are Descended from a Single Concept 27.6 Lophophorates Are Very Simple Marine Organisms 613
Endosymbiosis Event 540 Concept 27.7 Nematodes and Arthropods Are Both Large Groups
Concept 24.8 Amoebozoa and Opisthokonta Are Closely of Ecdysozoans 614
Related 543 Concept 27.8 Deuterostomes Are Composed of Echinoderms and
Inquiry & Analysis 546 Chordates 619
Retracing the Learning Path 547 Inquiry & Analysis 622
Assessing the Learning Path 548 Retracing the Learning Path 623
25 Fungi 550
Concept 25.1 Fungi Have Unique Reproductive and Nutritional 28 Vertebrates 626
Strategies 551 Concept 28.1 Nonvertebrate Chordates Do Not Form Bone 627
Concept 25.2 Fungi Have an Enormous Ecological Impact 554 Concept 28.2 Almost All Chordates Are Vertebrates 628
Concept 25.3 Fungi Are Important Plant and Animal Concept 28.3 Fishes Are the Earliest and Most Diverse
Pathogens 557 Vertebrates 629
Concept 25.4 Fungi Are Taxonomically Diverse 558 Concept 28.4 Amphibians Are Moist-Skinned Descendants of the
Concept 25.5 Microsporidia Are Unicellular Parasites 559 Early Tetrapods 633
Concept 25.6 Chytridiomycota and Relatives: Fungi with Concept 28.5 Reptiles Are Fully Adapted to Terrestrial Living 635
Zoospores 560 Concept 28.6 Birds Are Essentially Flying Reptiles 639
Concept 25.7 Zygomycota Produce Zygotes 561 Concept 28.7 Mammals Are the Least Diverse of Vertebrates 642
Concept 25.8 Glomeromycota Are Asexual Plant Symbionts 562 Concept 28.8 Primates Include Lemurs, Monkeys, Apes, and
Concept 25.9 Basidiomycota Are the Mushroom Fungi 563 Humans 645
Concept 25.10 Ascomycota Are the Most Diverse Phylum of Inquiry & Analysis 652
Fungi 564 Retracing the Learning Path 653
Inquiry & Analysis 567 Assessing the Learning Path 654
26 Plants 571 PART VI Plant Form

Concept 26.1 Land Plants Are Multicellular Autotrophs Adapted to and Function 657
Terrestrial Life 572
©Susan Singer
Concept 26.2 Bryophytes Have a Dominant Gametophyte
Generation 574 29 Plant Form 657
Concept 26.3 Seedless Vascular Plants Evolved Roots, Stems, Concept 29.1 Meristems Articulate the Body Plan 658
and Leaves 577
Concept 29.2 Plants Contain Three Principal Tissues 661
Concept 26.4 Lycophytes Have a Dominant Sporophyte
Generation 578 Concept 29.3 Roots Have Four Growth Zones 666
Concept 26.5 Pterophytes Are Ferns and Their Relatives 579 Concept 29.4 Stems Provide Support for Aboveground Organs 671
Concept 26.6 Seed Plants Were a Key Step in Plant Evolution 583 Concept 29.5 Leaves Are a Plant’s Photosynthetic Organs 675
Concept 26.7 Gymnosperms Are Plants with “Naked Seeds” 583 Inquiry & Analysis 678
Concept 26.8 Angiosperms Are Flowering Plants 587 Retracing the Learning Path 679
Inquiry & Analysis 591 Assessing the Learning Path 680
30 Flowering Plant Reproduction 682
Concept 30.1 Reproduction Starts with Flowering 683
27 Animal Diversity 595 Concept 30.2 Flowers Attract Pollinators 685
Concept 27.1 The Diversity of Animal Body Plans Arose by a Series Concept 30.3 Fertilization Leads to Embryogenesis 690
of Evolutionary Innovations 596 Concept 30.4 Seeds Protect Angiosperm Embryos 692
Concept 27.2 Molecular Data Are Clarifying the Animal Concept 30.5 Fruits Promote Seed Dispersal 695
Phylogenetic Tree 602 Concept 30.6 Germination Begins Seedling Growth 697
Concept 27.3 True Tissue Evolved in Simple Animals 605 Concept 30.7 Plant Life Spans Vary Widely 699
Concept 27.4 Flatworms and Rotifers Are Very Simple Concept 30.8 Asexual Reproduction Is Common Among Flowering
Bilaterians 607 Plants 700
xviii contents

Inquiry & Analysis 702 Concept 33.6 The Peripheral Nervous System Consists of Both
Retracing the Learning Path 703 Sensory and Motor Neurons 772
Assessing the Learning Path 704 Concept 33.7 Sensory Receptors Provide Information About the
Body’s Environment 774
Concept 33.8 Mechanoreceptors Sense Touch and Pressure 775
31 The Living Plant 706
Concept 33.9 Sounds and Body Position Are Sensed by Vibration
Concept 31.1 Water Moves Through Plants Based on Detectors 776
Potential Differences 707
Concept 33.10 Taste, Smell, and pH Senses Utilize Chemoreceptors 779
Concept 31.2 Roots Absorb Minerals and Water 710
Concept 33.11 Vision Employs Photoreceptors to Perceive Objects at
Concept 31.3 Xylem Transports Water from Root to Shoot 711 a Distance 780
Concept 31.4 Transpiration Rate Reflects Environmental Inquiry & Analysis 785
Conditions 715
Concept 31.5 Plants Are Adapted to Water Stress 716
Concept 31.6 Phloem Transports Organic Molecules 717
Concept 31.7 Plants Require a Variety of Nutrients 719 34 Fueling the Body’s Metabolism 789
Concept 31.8 Plants Use Hormones to Regulate Growth 720
Concept 34.1 Vertebrate Digestive Systems Are Tubular Tracts 790
Concept 31.9 Plant Growth Is Responsive to Light 725
Concept 34.2 Food Is Processed As It Passes Through the Digestive
Concept 31.10 Plant Growth Is Sensitive to Gravity 728 Tract 791
Inquiry & Analysis 731 Concept 34.3 The Digestive Tract Is Regulated by the Nervous
Retracing the Learning Path 732 System and Hormones 796
Assessing the Learning Path 733 Concept 34.4 Respiratory Systems Promote Efficient Exchange of
Gases 797
Concept 34.5 Gills Provide for Efficient Gas Exchange in Water 798
Concept 34.6 Lungs Are the Respiratory Organs of Terrestrial
PART VII Animal Form Vertebrates 800
and Function 736 Concept 34.7 Oxygen and Carbon Dioxide Are Transported by
Fundamentally Different Mechanisms 803
©Stockbyte Concept 34.8 Circulating Blood Carries Metabolites and Gases
32 The Animal Body and How It Moves 736 to the Tissues 806
Concept 34.9 Vertebrate Circulatory Systems Put a Premium on
Concept 32.1 The Vertebrate Body Has a Hierarchical Efficient Circulation 808
Organization 737
Concept 34.10 The Four Chambers of the Heart Contract in a
Concept 32.2 Epithelial Tissue Covers Body Surfaces 739 Cycle 811
Concept 32.3 Nerve Tissue Conducts Signals Rapidly 741 Concept 34.11 The Circulatory Highway Is Composed of Arteries,
Concept 32.4 Connective Tissue Supports the Body 742 Capillaries, and Veins 814
Concept 32.5 Muscle Tissue Powers the Body’s Movements 743 Inquiry & Analysis 817
Concept 32.6 Skeletal Systems Anchor the Body’s Muscles 745 Retracing the Learning Path 818
Concept 32.7 Vertebrate Endoskeletons Are Made of Bone 746 Assessing the Learning Path 819
Concept 32.8 Muscles Contract Because Their Myofilaments
Shorten 750 35 Maintaining Homeostasis 821
Concept 32.9 Animal Locomotion Takes Many Forms 754
Concept 35.1 Homeostasis Maintains a Constant Internal
Inquiry & Analysis 757 Environment 822
Retracing the Learning Path 758 Concept 35.2 Hormones Are Chemical Messages That Direct Body
Assessing the Learning Path 759 Processes 826
Concept 35.3 The Pituitary and the Hypothalamus Are the Body’s
33 The Nervous System 761 Control Centers 830
Concept 35.4 Peripheral Endocrine Glands Play Major Roles in
Concept 33.1 The Nervous System Directs the Body’s Actions 762 Homeostasis 833
Concept 33.2 Neurons Maintain a Resting Potential Across the Concept 35.5 Animals Are Osmoconformers or Osmoregulators 837
Plasma Membrane 763
Concept 35.6 The Kidney Maintains Osmotic Homeostasis in
Concept 33.3 Action Potentials Propagate Nerve Impulses 765 Mammals 838
Concept 33.4 Synapses Are Where Neurons Communicate with Concept 35.7 Hormones Control Osmoregulation 843
Other Cells 767
Concept 35.8 The Immune System Defends the Body 844
Concept 33.5 The Central Nervous System Includes the Brain and
Spinal Cord 770 Concept 35.9 Cell-Mediated Immunity Involves Helper and Killer
T Cells 849
contents xix

Concept 35.10 In Humoral Immunity, B Cells Produce Protective Concept 38.2 Population Growth Depends upon Members’ Age and
Antibodies 851 Sex 921
Inquiry & Analysis 855 Concept 38.3 Evolution Favors Life Histories That Maximize
Retracing the Learning Path 856 Lifetime Reproductive Success 924
Assessing the Learning Path 857 Concept 38.4 Environment Limits Population Growth 926
Concept 38.5 Resource Availability Regulates Population
Growth 928
36 Reproduction and Development 859
Concept 38.6 Earth’s Human Population Is Growing
Concept 36.1 Mammals Are Viviparous 860 Explosively 931
Concept 36.2 The Human Male Reproductive System Is Typical of Inquiry & Analysis 935
Mammals 861
Concept 36.3 The Human Female Reproductive System Undergoes
Cyclic Gamete Development 864
Concept 36.4 The First Step in Development Is Fertilization 869
39 Community Ecology and Ecosystem
Concept 36.5 Cells of the Early Embryo Are Totipotent 872
Concept 36.6 Cleavage Leads to the Blastula Stage 876 Dynamics 939
Concept 36.7 Gastrulation Forms the Basic Body Plan of the Concept 39.1 Competition Shapes How Species Live Together in
Embryo 878 Communities 940
Concept 36.8 The Body’s Organs Form in Organogenesis 880 Concept 39.2 Predator–Prey Relationships Foster Coevolution 944
Concept 36.9 Human Development Takes Nine Months 883 Concept 39.3 Cooperation Among Species Can Lead to
Inquiry & Analysis 887 Coevolution 948
Retracing the Learning Path 888 Concept 39.4 Ecological Succession Is a Consequence of
Habitat Alteration 953
Concept 39.5 Chemical Elements Move Through Ecosystems in
Biogeochemical Cycles 955
Concept 39.6 Energy Flows Through Ecosystems in One
Direction 960
PART VIII Ecology Concept 39.7 Biodiversity May Increase Ecosystem Stability 965
and Behavior 892 Inquiry & Analysis 969
©Mike Powles/Getty Images Retracing the Learning Path 970
37 Behavioral Biology 892
Concept 37.1 An Animal’s Genome Influences Its Behavior 893 40 The Living World 973
Concept 37.2 Learning Also Influences Behavior 895
Concept 40.1 Ecosystems Are Shaped by Sun, Wind, and
Concept 37.3 Thinking Directs the Behavior of Many Animals 896 Water 974
Concept 37.4 Migratory Behavior Is Both Innate and Learned 897 Concept 40.2 Earth Has 14 Major Terrestrial Ecosystems,
Concept 37.5 Animal Communication Plays a Key Role in Called Biomes 978
Ecological and Social Behavior 899 Concept 40.3 Freshwater Habitats Occupy Less Than 2% of Earth’s
Concept 37.6 Behavior Evolves Adaptively 902 Surface 980
Concept 37.7 Behavioral Ecology Examines the Adaptive Concept 40.4 Marine Habitats Dominate the Earth 981
Significance of Behaviors 903 Concept 40.5 Humanity’s Pollution and Resource Depletion Are
Concept 37.8 Behavioral Strategies Have Evolved to Maximize Severely Impacting the Biosphere 983
Reproductive Success 906 Concept 40.6 Human Activity Is Altering Earth’s Climate 986
Concept 37.9 Some Behaviors Decrease Fitness to Benefit Other Inquiry & Analysis 990
Individuals 908
Concept 37.10 Group Living Has Evolved in Both Insects and
Vertebrates 911 Assessing the Learning Path 9926
Retracing the Learning Path 914 Appendix A: Answer Key A-1
Index I-1
38 Ecology of Individuals and
Populations 917
Concept 38.1 Populations Are Groups of a Single Species in One
Place 918
xx contents

Acknowledgments
A revision of this scope relies on the talents and efforts Their feedback shaped this edition. All of these people took
of many people working behind the scenes, and we have time to share their ideas and opinions to help us build a better
benefited greatly from their assistance. edition of Understanding Biology for the next generation of
The copy editor, Linda Davoli labored many hours and introductory biology students, and they have our heartfelt
always improved the clarity and consistency of the text. thanks.
She has made a tremendous contribution to the quality
of the final product. We were fortunate to work with MPS Reviewers for Understanding Biology, 3rd edition
Limited to update the art program and improve the layout of Peggy L. Anderson Navarro College
the pages. Our close collaboration resulted in a text that is Michelle Bell Boissiere Xavier University of Louisiana
pedagogically effective as well as more beautiful than any
Pengli Bu St. John’s University
other biology text on the market.
Don Campanella College of Southern Idaho
We have the continued support of an excellent team at Mary Colon Seminole State College of Florida
McGraw-Hill Education. Andrew Urban the Portfolio Manager
Abdeslem El Idrissi City University of New York / CSI
for Biology, has been a steady leader during a time of change.
Fleur Ferro Community College of Denver
Senior Product Developer, Liz Sievers, provided support in so
many ways it would be impossible to name them all. Kelly Hart, Judyth Gulden Tulsa Community College
Senior Content Project Manager, and Matt Diamond, Designer, Bethany Henderson-Dean University of Findlay
ensured our text was elegantly designed. Kelly Brown, Senior, Linda Johnson University of Maryland Eastern Shore
Marketing Manager, is always a sounding board for more than Gregory Jones Santa Fe College
just marketing, and many more people behind the scenes have Vladimir Jurukovski Suffolk County Community College
all contributed to the success of our text. This includes the Xu Lu University of Findlay
digital team, to whom we owe a great deal for their efforts to
Brad Mehrtens University of Illinois at Urbana-Champaign
continue improving our Connect assessment tools.
Cecile Mioni California State University Monterey Bay
Throughout this edition we have had the support of spouses Mary Phillips Tulsa Community College
who have seen less of us than they might have liked because
Susan Phillips Eastern Florida State College
of the pressures of getting this revision completed. They
Kathleen M. Raley-Susman Vassar College
have adapted to the many hours this book draws us away
from them, and, even more than us, looked forward to its Laurel Roberts University of Pittsburgh
completion. Jeremy D. Rentsch Francis Marion University
In the end, the people we owe the most are the generations Mr. Connie Rye East Mississippi Community College
of students who have passed through our lecture halls. They Robert E. Shinn East Mississippi Community College, Scooba
have taught us at least as much as we have taught them, and Campus
their questions and suggestions continue to improve the text Kaia Skaggs University of Findlay
and supplementary materials. Kim Spaccarotella Kean University
Finally, we need to thank instructors from across the country Tara N. Turley-Stoulig Southeastern Louisiana University
who are continually sharing their knowledge and experience Anthea Warren-Williams Lawson State Community College
with us through market feedback, reviews, and symposia. Michelle Wilson The University of Texas at Dallas
xxi

Part I The Molecular Basis of Life
1The Science of Biology
Lea r ni ng Pa t h
1.1 The Diversity of Life Is Overwhelming
1.2 Biology Is the Science of Life
Science Is Based on Both Observation

1.3
and Reasoning
The Study of Evolution Is a Good Example

1.4
of Scientific Inquiry
A Few Important Concepts Form the

1.5
Core of Biology
s
on
V isi
tu ral
ys /Na
rha
me
es Sum
©S oam
mas40908_ch01_001-020.indd 1 10/10/19 2:08 PM

Introduction
Y ou are about to embark on a journey of discovery about the
nature of life. Almost two centuries ago, a young English natu-
ralist named Charles Darwin set sail on a similar journey on board
H.M.S. Beagle; the photo shows a replica of this ship. Darwin’s
observations during the voyage of the Beagle influenced his devel-
opment of the theory of evolution by natural selection, which has
become the core of the science of biology. Before we begin, how-
ever, let’s take a moment to think about what biology is and why it’s
important.
Domain Archaea. This Domain Bacteria. This

1.1 The Diversity of Life prokaryotic domain includes
this methanogen, which
prokaryotic domain includes
this purple sulfur bacteria,
manufactures methane as a which can use light energy to
Is Overwhelming result of its metabolic activity. drive the synthesis of organic
compounds (false color).
Biology is the study of living things—literally the science of life. Figure 1.1 The two prokaryotic domains. Bacteria and
The living world is teeming with a breathtaking variety of creatures— archaea share the feature of lacking a membrane-bounded
whales, butterflies, mushrooms, plants, bacteria—which despite nucleus. Organisms from both of these domains are single-celled.
their obvious differences share features common to all living organ- (Archaea): ©Power and Syred/Science Source; (Bacteria): ©Alfred Pasieka/SPL/
isms. We will begin with a brief history of how we classify this Science Source
diversity.
Biological Diversity Can Be Organized

by Evolutionary History divided into three domains: Eubacteria, Archaea, and Eukarya.
Even this system has been challenged as there is evidence that
LEARNING OBJECTIVE 1.1.1 Describe the three domains of life. eukaryotes arose from within Archaea, leading some to advocate
for a two-domain system. This remains an area of active research,
For as long as scientists have been thinking about living sys- with many new prokaryotes being identified based on the ability
tems, there have been efforts to classify organisms to provide a to analyze genetic material without actually visualizing or cultur-
framework that organizes the incredible diversity of life. Classi- ing organisms.
fication systems first used observable similarities in organisms The kingdoms you are probably most familiar with contain
to define groups. This led to the Linnaean taxonomic system, plants, animals, and fungi (figure 1.2), and these represent single
first proposed in 1735, which provided a hierarchical system to lines of evolutionary descent. The group that has been problem-
classify all organisms. With the subsequent recognition that all atic is the protists, which were grouped based on the shared simi-
organisms have an evolutionary history, biologists looked to larity of being eukaryotic and unicellular. This was formerly a
integrate evolutionary relationships with classification based on kingdom, but clearly does not represent a single line of evolution-
shared similarities. Classification based on shared evolutionary ary descent. This has led to attempts to find clear groups with
history often, but not always, produces results similar to shared shared evolutionary history. We will discuss this in detail in chap-
characteristics (see chapter 22). Although the Linnaean system ters 22 and 24.
does not always reflect evolutionary relationships, it remains The work of biologists affects your everyday life: what you
useful today because it is the only universal system, and its long eat, what happens to you when you go to the hospital, and how
history means that an extraordinary amount of biodiversity has our society will handle environmental issues such as climate
been classified this way. change. Unifying the diverse systems studied by biologists are the
The highest level of organization in the Linnaean system shared characteristics of all living things that have been shaped
is the kingdom. With the advent of microscopes, we also by the process of evolution by natural selection. Keeping this
defined two basic cell types: those that have genetic material in theme in mind will help you to manage the complexity and
a membrane-bounded nucleus (eukaryotes), and those that lack diversity of biology.
this membrane-bounded nucleus (prokaryotes). This was
accommodated within the Linnaean system by creating a king-
REVIEW OF CONCEPT 1.1
dom for prokaryotes, specifically Bacteria (once called
Kingdom Monera). This was later upended by the discovery The living world is incredibly diverse. Various systems of
that there were actually two kinds of prokaryotes: called Bacte- classification have been proposed, which remains an area of
ria (or Eubacteria) and Archaea (figure 1.1; discussed in detail active research. The oldest branching of the tree of life is into
in chapter 23). Bacteria, Archaea, and Eukarya.
This change led to the addition of a new taxonomic rank
■■ What are some shared features of living systems?
above kingdom called a domain. All living organisms can be
2 Part I The Molecular Basis of Life
mas40908_ch01_001-020.indd 2 10/10/19 2:08 PM

Protists. Once considered a Fungi. This kingdom contains Plantae. This kingdom contains Animalia. Organisms in this
kingdom, this term is still used mostly multicellular photosynthetic multicellular kingdom are nonphotosynthetic
informally to refer to unicellular nonphotosynthetic organisms organisms that are terrestrial, multicellular organisms that
eukaryotes. that digest their food such as the flowering plant digest their food internally,
externally, such as mushrooms. pictured here. such as this ram.
Figure 1.2 The eukaryotic domain. Eukaryotes consist of most familiar organisms and many that are not. The eukaryotes can be
divided into three kingdoms: Fungi, Plantae, and Animalia. Protists are a diverse group of unicellular eukaryotic organisms with no
exclusive common ancestor.
(Protista): Source: Dr. Stan Erlandsen and Dr. Dennis Feely/CDC; (Fungi): ©Russell Illig/Getty Images; (Plantae): ©Iconotec/Glow Images; (Animalia): ©Alan and Sandy
Carey/Getty Images
whereas others have complex organization, but all are able

1.2 Biology Is the Science to grow and reproduce. Many organisms possess only a
single cell, like the paramecium in figure 1.3; your body
of Life contains about 10 trillion to 100 trillion cells (depending
on how big you are).
In its broadest sense, biology is the study of living things. So it 2. Energy utilization. All living things use energy. Moving,
would seem that biologists would have no problem defining life. growing, thinking—everything you do requires energy.
In fact, it is quite difficult to provide a simple definition of life. Where does all this energy come from? It is captured from
sunlight by plants and algae through photosynthesis. To get
Life Defies Simple Definition the energy that powers our lives, we extract it from plants
or from plant-eating animals. That’s what the kingfisher is
LEARNING OBJECTIVE 1.2.1 Describe five fundamental doing in figure 1.4, eating a fish that ate algae.
properties of life. 3. Homeostasis. All living things maintain relatively constant
internal conditions so that their complex processes can be
What does it mean to be alive? What properties define a living better coordinated. Although the environment often varies
organism? These questions are not as simple as they appear, considerably, organisms act to keep their interior
because some of the most obvious properties of living organisms
are also properties of many nonliving things—for example, com-
plexity (a computer is complex), movement (clouds move in the
sky), and response to stimulation (a soap bubble pops if you touch
it). To appreciate why these three properties, so common among
living things, do not help us to define life, imagine a mushroom
standing next to a television: The television seems more complex
than the mushroom, the picture on the television screen is mov-
ing but the mushroom just stands there, and the television
responds to a remote-control device but the mushroom continues
to just stand there—yet it is the mushroom that is alive.
All living things also share five more fundamental proper-
ties, passed down over millions of years from the first organisms
to evolve on Earth: cellular organization; energy utilization; homeo-
Figure 1.3 Cellular organization. This paramecium is a
stasis; growth, development, and reproduction; and heredity.
complex single-celled protist that has just ingested several yeast
1. Cellular organization. All living things are composed of one cells. Like this paramecium, many organisms consist of just a
or more cells. Often too tiny to see, cells carry out the single cell, while others are composed of trillions of cells.
basic activities of living. Some cells have simple interiors, ©Melba Photo Agency/Alamy
Chapter 1 The Science of Biology 3
mas40908_ch01_001-020.indd 3 10/10/19 2:09 PM

Another random document with
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"No, I can't be let off like that. I wouldn't have done that, though it
helped me to decide, of course. But I took him, because I thought I did love
him, and now, after keeping company just on a year, I know I do not. Now
you're a man that understands things."
"Don't you fancy that. None on God's earth is more puzzled about things
than me. I've had a puzzling life I may tell you."
"I haven't. Till now my life's been as clear as sunshine. But now—now
I'm up against a pretty awful thing, and it's cruel hard to make up my mind.
Was you ever really in love?"
"Never mind me."
"Was you ever in doubt, I mean?"
"Never."
"I don't ask for rudeness, but reason. There's nobody you can ask in my
life, because they be all biased. I'm not thinking of myself—God judge me
if I am. I'm just wondering this: Can I be the right down proper good wife
Johnny deserves to have if I don't love him? And the question that's so hard
is, ought I to marry him not loving him? Not because of my feelings, but
because of his future. Think if you was him, and loved a woman as truly as
he loves me, and you had to say whether you'd marry her and chance the
fact she didn't love you, or, knowing she didn't, would give her up."
"That's not how it is, though. Johnny don't know you don't love him. He
don't know what you're feeling. I judge that by what he says, because he
often drops in and talks openly, finding all on his side."
"What would you do?"
"If I wanted to marry a woman and she'd said 'yes,' but afterwards found
herself mistook, I shouldn't love her no more."
"Then you don't know much about love."
"Very likely I don't."

"It's a selfish thing. If I was in love, I'd be like Johnny—and worse. A
proper tigress I expect."
"Are you in love?"
"No, I swear I'm not. Not with anybody. I've growed up, you see, since I
said 'yes' to John. I was a child, for all my years, when I said it. Growing up
ain't a matter of time; it's a matter of chance. Some people never do grow
up. But I have, and though I don't know what it would be like to fall in love,
I know parlous well I'm not, and never was. And it comes back just to what
I said. Would it be better for Johnny to marry him not loving him, because
I've promised to do so, or would it be better for him if I told him I wasn't
going to? That's the question I've got to decide."
"You'll decide right," he said. "And you don't want other people's views.
You know."
"I know what I'd like to do; but just because my own feeling is strong
for telling him I won't marry him, I dread it. Of course he'll say I'm only
thinking of myself."
"You can't be sure what he'll say."
"Yes, I can: I know him."
"If he knew you didn't love him——"
"He'd only say he'd larn me how to later. But he wouldn't believe it."
"If you was to hold off much longer, he'd chuck you perhaps."
"Never. I'm his life. He says it and he means it."
"But to marry him would be your death?"
She nodded.
"Yes, I think."
"Perhaps you're wrong, however."
"Very likely. My first thought was to tell him how it was with me and
leave it to him. But I know what he'd do. He'd only laugh at me and not take
it serious, or let me off."
"You are thinking for yourself then?"
"I suppose I am."
"It's natural. You've got your life to live."
"Be sporting," she said. "Don't think of me and don't think of him. Put
us out of your mind and just say what you'd do if you was me."
He felt a little moved for her. It is pathetic to see a resolute creature

reduced to irresolution. The manhood in him inclined Lawrence to take her
part against the man. It seemed an awful thing that her life should be ruined,
as it must be if she married one she did not love. He liked Dinah better than
Johnny, for the latter's arrogance and rather smug and superior attitude to
life at large did not attract Maynard.
"It's never right under any circumstances for a woman to marry a man
she does not love," he said.
"You think so?"
"I do—I'm positive."
"Even if she's promised?"
"Your eyes are opened. You promised because you thought you loved
him. Now you know right well you don't. A proper man ought to bend to
that, however much it hurts. And if you still think it's your duty to marry
him, I say duty's not enough to marry on."
"It's hurting me fearfully, and there's something awful wrong about it.
They want me away from here—Mrs. Bamsey and Jane—that's natural too.
Though why I'm confiding in you I don't know. Something have drove me
to do it. But I know you'll be faithful."
"I wish I could help you, miss. I can only say what I think."
"You have helped me I reckon. You've helped me a lot. I was half in a

mind to go and see Enoch Withycombe; but he's old, and the young turn to
the young, don't they?"
"I suppose they do; though I dare say the old know best, along of
experience."
"The old forget a lot. They always begin by telling you they remember
what it was to be young themselves; but they don't. They can't. Their blood
runs slower; they're colder. They've changed through and through since they
were young. They can't remember some things."
"I dare say they can't."
"Will you come for a walk with me one day and show me that stone you
was telling about—the face?"
"You remember that?"
"Yes; you was going to say more about it the last Sunday you was here;
then you shut up rather sudden."
The idea of a walk with Dinah had certainly never entered Maynard's
head. He remained silent.
"D'you think it would be wrong, or d'you only think it would be a

nuisance?" she asked.
"It's a new notion to me. I'd like to pleasure you and it wouldn't be a
nuisance—far from it I'm sure; but as to whether it would be wrong—it
would and it wouldn't I fancy. It couldn't be wrong in itself; but seeing
you're tokened to another man, you're not free to take walks with Dick,
Tom, or Harry. No doubt you see that."
"John wouldn't like it?"
"Certainly he wouldn't. You know that."
"Would you mind my walking with another man if you was engaged to
me?"
"Yes, I should, very much indeed; especially if I was in the same fix that
John Bamsey is."
"Poor John. There's such a thing as liking a man too well to love him,
Mr. Maynard."
"Is there?"
"I'm beginning to feel—there—I've wasted enough of your time. You

won't go for a walk with me?"
"I'd like to go for a walk with you."
"I'll ask you again," she said. "Then, whether I marry John, or don't
marry John, there'll be no reason against."
"I quite understand."
"To see that face on the stone. You'll find Mr. Chaffe in his workshop.
Holidays are naught to him. Good-bye. Truth oughtn't to hurt honest people,
ought it?"
"Nothing hurts like truth can, whether you're honest, or whether you're
not."
He went forward turning over with mild interest the matter of the
conversation. He was little moved that she should have asked him to go for
a walk. From any other young woman such a suggestion had been
impressive; but not from her. He had noticed that she was never illusive and
quite unpractised in the art of lure, or wile. The stone he had mentioned was
a natural face carved by centuries of time, on the granite rocks of Hey Tor,
some miles away. He had mentioned it in answer to a remark from
Benjamin Bamsey, and then, for private but sufficient reasons he had
dropped the subject. His connection with the stone belonged to a time far
past, concerning which he was not disposed to be communicative. That she
should have remembered it surprised him. But perhaps the only thing that
had really interested her was the fact he dropped the subject so suddenly.
He fell to thinking on his own past for a time, then returned to Dinah.
That she could confide in him inclined him to friendship. He admired her
character and was sorry for the plight in which she found herself. He hoped
that she might drop Bamsey and find a man she could love. He was aware
that her position in her step-father's house held difficulties, for the situation
had often been discussed at Falcon Farm. Whether she decided for John, or
against him, it was probably certain she would leave Green Hayes; and that
would mean distress for Benjamin Bamsey. He was sorry for all concerned,
but not inclined to dwell over-much on the subject. His own thoughts were
always enough for him, and his experience had tended somewhat to freeze
the sources of charity and human enthusiasm at the fount. He was not
soured, but he was introspective to the extent that the affairs of his fellow
creatures did not particularly challenge him. Thus it was left for Thomas
Palk to see the truth of the situation at Falcon Farm; Lawrence had never
troubled to realise it for himself. It seemed improbable that he would be
woven into the texture of other lives again. Indeed, he had long since
determined with himself that he would never be.
Arthur Chaffe was making a coffin.
"The dead can wait for no man," he said. "A poor old widow; but I'm
under her command for the moment; and she shall have good work."
Lawrence told the matter of the hurdles and Mr. Chaffe promised to do
what he could.
"Joe treats time with contempt," he declared. "He did ought to have told
me long ago; but I always reckon with the likes of him. I think for a lot of
people and save them from their own slow wits. Not that Stockman's got
slow wits. His wits serve him very well indeed, as no doubt you've found."
"He's a good farmer and a kind-hearted sort of man."

"So he is, so he is. You'll not hear me say a word against him."
"Yet a few do."
"They do. But mind you, when he says he worked as a young man, it's
true. He did work and took a long view, so now you find him as he is. But
he never loved work for itself, same as I do. Work never was meat and
drink to him; and when it had got him what he wanted, he was very well
content to play and let others work for him. And knowing well what work
means, nobody he employs will ever deceive him on the subject."
"He sees that we earn our money. But he's fair."
"Ah! To be fair with your neighbour is a great gift. Few are, and who
shall wonder? Now Joe's a man who takes a generous view of himself. But
'tis better to be hard on yourself and easy with other people—don't you
think?"
"A fine thing, to be hard on yourself, no doubt," admitted Lawrence.
"Yes, and them who are hardest on themselves will often be easiest with
their neighbours. But that's a high position to reach, and few can."
"It's very easy in my opinion not to judge other people. But when life
demands you to judge, then the trouble begins."
"When our own interest comes in, we often make a mess of it and judge
wrong," admitted Mr. Chaffe. "And what I always say to anybody in a fix is
this: to get outside the question and think how it would be if it was all
happening to somebody else. If you've got the sense to do that, you'll often
be surprised to find the light will shine. And you'll often be surprised, also,
to find how much smaller the thing bulks, if you can wriggle out of it
yourself and take a bird's-eye view."
"I expect that's true."
"Oh yes, it's true. I've proved it. A thing happens and you're chin deep in
it. Then you say to yourself, 'Suppose I was dead and looking down on this
job from my heavenly mansion, how would it seem then?' And if you've got
the intellects to do it, then you often get a gleam of sense that you never
will while you're up against the facts and part of 'em. It's like the judge
trying a case, without having any interest in it beyond the will that right
shall be done."
"Men haven't the gift for that."
"They have not; yet even to try to do it stills passion and breeds patience
and helps religion."
"Very good advice, no doubt."
"This coffin will go along early to-morrow morning, and I'll bring half
the hurdles this week in two or three loads; and tell Joe the price be up a
thought since last year. He knows that as well as I do."
Maynard noted the instructions in a little pocket-book and presently

departed. He took a meal of bread and cheese and cider at the inn hard by,
then set out on an extended round, walked to Widecombe, tramped the
Moors, watched the swaleing fires, that now daily burned upon them, and
did not return home until the hour of milking.
CHAPTER XI
NEW BRIDGE
On New Bridge, over Dart, stood Dinah with the sun warm upon her
face, while a first butterfly hovered on the golden broom at water's edge.
She had sent a message to Johnny by his sister that she would meet him
here, and now, while she waited, she speculated on the difference between
the beauty of the May day and the ugliness of what she was about to do. But
she had decided at last, and having done so, she could only wonder why it
had taken her so many weeks to reach a decision. To her direct instincts
delay had been a suffering and produced a condition of mental bad health;
but it was not for her own sake that she had delayed, and she knew now that
her hesitation had been no kindness to Johnny, though endured largely out
of affection for him. She was convinced, beyond possibility of doubt, that
her regard could not be called love and she had determined with herself, as
she was bound to do, that to marry under such circumstances would be no
marriage in any seemly interpretation of the contract. She had the
imagination to know, however, that what was beaten ground to her—a way
exploited a thousand times by day and sleepless night—was no such thing
for him. He had said that he would have nothing more to do with her until
she named the day, and he was coming now under expectation of hearing
her do so. Instead he must learn that the day could never be named.
She was full of sorrow, but no fear. Dinah had long discounted the effect
of the thing she was called to do. She did not expect anybody to be patient,
or even reasonable, save her step-father.
Johnny appeared punctually, with his gun on his shoulder. They had not
met for more than a month, but he ignored the past and greeted her with a
kiss. She suffered it and reflected that this was the last time he would ever
kiss her.
"At last," he said. "I've hated this job, Dinah; and you'll never know
how much I hated it; but what could I do?"
"I don't know, Johnny. You could have wondered a bit more why I held
off perhaps."
"And didn't I wonder? Didn't I puzzle myself daft about it? I don't know
now—such a downright piece as you—I don't know now why you hung
back. It wasn't natural."
"Yes it was—everything's natural that happens. It couldn't happen if it

wasn't natural—old Arthur Chaffe said that once and I remembered it."
"If it was natural, then there was a reason," he answered, "and I'd like to
hear it, Dinah—for curiosity."
"The reason is everything, John. I didn't know the reason myself for a
good bit—the reason why I held away from you; and when I did, I was so
put about that it seemed to alter my whole nature and make me shamed of
being alive."
"That's pretty strong. Better we don't go back then. I'll ask no questions
and forget. We'll begin again by getting married."
"No; the reason you've got to hear, worse luck. The reason why I
behaved so strange was this, John: I'd made a terrible mistake—terrible for
both of us. I thought the love that I had for you, and still have for you, and
always shall, was the love of a woman for the man she's going to wed.
Then, like a cloud, it came over me, denser and denser, that it was not.
Listen—you must listen. I examined into it—give me that credit—I
examined into it with all my senses tingling night and day. I never worked
so hard about anything after I'd got over my first fright. And then I saw I'd
slipped into this, being young and very ignorant about love—much more so
than many girls younger than me; because I never was interested in men in
the way they are. I found that out by talking to girls, and by the things they
said when they knew I was tokened to you. They looked at marriage quite
different from me, and they showed me that love is another thing altogether
seen that way than as I'd seen it. They made me terrible uncomfortable,
because I found they'd got a deep understanding that I had not got about it;
and they laughed at me, when I talked, and said I didn't know what love
meant. And—and—I didn't, Johnny. That's the naked truth."
He was looking at her with a flushed face.
"Get on—get on to the end of it," he said.
"Be patient. I'm bitter sorry. We was boy and girl for so many years, and
I loved you well enough and always shall; but I don't know nothing about
the sort of love you've got for me. The first I heard about it was from Jane.
She knows. She understands far deeper about what love is than I do. I only
know I haven't got it, and what I thought was it didn't belong to that sort of
love at all. Haven't you seen? Haven't you fretted sometimes—many times
—because I couldn't catch fire same as you, when you touched me and put
your arms round me? Didn't it tell you nothing?"
"How the devil should it? Women are different from men."
"Not they—not if they love proper. But how could you know that—you,
who was never in love before? I don't blame you there; but if you'd only
compare notes with other men."
"Men don't compare notes as you call it about sacred things like love."
"Don't they? Then they're finer than us. Women do. Anyway I found
out, to my cruel cost, I was only half-fledged so far as you were
concerned."
"I see. But you needn't lie about it—not to me. You loved me well
enough, and the right way too. You can't shuffle out of it by pretending any
trash about being different from other girls. You loved me well enough, and
if you'd been on-coming like some creatures, I'd have hated you for it. That
was all right, and you knew what you were doing very well indeed. And
you're lying, I say, because it wasn't women have brought you to this. It was
men. A man rather. Be plain, please, for I won't have no humbug about this.
You've found some blasted man you hanker after and think you like better
than me. And it's not the good part in you that have sunk to any such base
beastliness; it's the bad, wicked part in you—the part I never would have
believed was in you. And I've a right to know who it is. And I will know."
"Hear me then, Johnny. May God strike me dead on this bridge, this
instant moment, if there's any man in the world I love—or even care for. I
tell you that I've never known love and most likely never shall. 'Tis long
odds it be left out of me altogether. And I can't marry you for that good
reason. I didn't come to it in a hurry. For one of my nature I waited and
waited an amazing time, and for your sake I hoped and hoped I'd see
different, and I tried hard to see different. I thought only for you, and I'm
thinking only for you now. It would have been far easier for me to go on
with it than break. Can't you see that? But afterwards—you're a quick man
and you're a man that gives all, but wants all back again in exchange for all;
and rightly so. But what when you'd found, as find you must, that I'd not
loved you as you thought? Hell—hell—that's what it would have been for
you."
"You can spin words to hide your thoughts. I can't. You're a godless,
lying traitor—and—no—no—I call that back. You don't know what you're
saying. Have some mercy on a man. You're my all, Dinah. There's nothing
else to life but you! Don't turn me down now—it's too late. You must see
it's gone too far. You can't do it; you can't do it. I'm content to let it be as it
is. If you don't love me now, I'll make you love me. I'll—all—I'll give all
and want nothing again! It's cruel—it's awful—no such thing could happen.
I believe you when you say there's not another man. I believe you with all
my heart. And then—then why not me? Why not keep your solemn oath
and promise? If anything be left out of you, let me put it in. But there's
nothing left out—nothing. You're perfect, and the wenches that made you
think you wasn't ban't worthy to black your boots. For Christ's sake don't go
back on me—you can't—it wouldn't be you if you did."
"Don't make it worse than it is, dear John. I'm proud you could care for
me so well; but don't you see, oh, don't you see that I can't act a lie? I can't
do it. Everything tells me not to do it. I'm in a maze, but I know that much. I
must be fair; I must be straight. I don't love you like that. I thought I did,
because I was a fool and didn't know better. It can't be. I'm fixed about it."
For a moment he was quiet. Then he picked up his gun, which he had
rested against the parapet of the bridge. His face was twisted with passion.
Then she heard him cock the gun. For a moment she believed that he meant
to shoot her. She felt absolutely indifferent and was conscious of her own
indifference, for life seemed a poor possession at that moment.
"You can kill me if you like," she said. "I don't want to go on living—
not now."
He cursed her.
"Lying bitch! Death's a damned sight too good for you. May your life be
hell let loose, and may you come to feel what you've made me feel to-day.
And you will, if there's any right and justice in life. And get out of Lower
Town—d'you hear me? Get out of it and go to the devil, and don't let me see
your face, or hear your voice in my parents' home no more."
A market cart came down the hill and trundled towards them, thus
breaking into the scene at its climax. John Bamsey turned his back and
strode down the river bank; Dinah hid her face from the man and woman in
the cart and looked at the river.
But the old couple, jogging to Poundsgate, had not missed the man's
gestures.
The driver winked at his wife.
"Lovers quarrelling!" he said; "and such a fine marnin' too. The twoads
never know their luck."
With heavy heart sat Johnny by the river under great pines and heard the
rosy ring-doves over his head fluttering busily at their nest; while Dinah
leant upon the parapet of the bridge and dropped big tears into the crystal of
Dart beneath her.
CHAPTER XII
AFTERWARDS
The shock of Orphan Dinah's sudden action fell with severe impact in
some directions, but was discounted among those of wider discernment.
The mother of John had seen it coming; his father had not. In a dozen
homes the incident was debated to Dinah's disadvantage; a few stood up for
her—those who knew her best. In secret certain of John's acquaintance
smiled, and while expressing a sympathy with him, yet felt none, but rather
satisfaction that a man so completely armed at all points, so successful and
superior, should receive his first dose of reality in so potent a shape.
The matter ran up and down on the tongues of those interested. His
mother and sister supported Johnny in this great tribulation, the first with
dignity, the second with virulence, hardly abated when she found herself
more furious than John himself.
For after the first rages and intemperate paroxysms in which Jane
eagerly shared, she fancied Johnny was cooling in his rage; and, such are
the resources of human comedy, that anon her brother actually reproved
Jane for some particularly poignant sentiments on the subject of Dinah. He
had set her a very clear-cut example in the agonised days of his grief; but
presently, to the bewilderment of Jane, who was young and without
experience of disappointment, John began to calm down. He roughly shut
up the girl after some poisonous criticism of Dinah, and a sort of alliance
into which brother and sister had slipped, and into which Jane entered with
full force of love for John and hate for Dinah, threatened to terminate.
Jane lessened nothing of her fervid affection for John, however, and it
remained for another man to explain what seemed to her a mystery. He was
not a very far-seeing, or competent person, but he had reached to the right
understanding of Johnny's present emotion.
With Jerry Withycombe Jane fell in beside a track through the forest,
where he was erecting a woodstack, and since their relations were of the
friendliest and Jane, indeed, began to incline to Jerry, she had no secrets
from him and spoke of her affairs.
"What's come to them I don't know," she said. "Father's plucking up

again, and I can see, though Dinah's trying to get a place and clear out, that
he'll come between and prevent it very likely. Mother's at him behind the
scenes, but God knows what they say to each other when they go to bed.
You'd think Dinah wouldn't have had the face to bide in the house a day
after that wickedness; but there she is—the devil. And John ordered her to
go, too, for he told me he had."
"It's your father," answered Jerry. "My sister was telling about it.
Melindy says that Mr. Bamsey's troubled a lot, and though he knows Dinah
has got to go, he's taking it upon himself to decide about where she shall go
and won't be drove."
"I see through that; mother don't," said Jane. "Father only cares for
Dinah really, and he thinks, in his craft, that very like, given time, things
may calm down and her be forgiven. That's his cowardly view, so as he
shall keep her. But nobody shan't calm down if I can help it. I won't live
with the wretch, and so I tell John. Men ban't like us: they don't feel so
deep. They're poor things in their tempers beside us. A woman can hate a
lot better than a man. Why, even Johnny—you'd never believe it; but you'd
almost think he's cooling a bit if it was possible."
"He is," answered Jerry. "And why not? What the hell's the good of
keeping at boiling point over what can't be helped? Especially if, on second
thoughts, you begin to reckon it can be helped."
"What d'you mean by that?" asked Jane.
"Why, you see John's a very determined sort of customer. He's never
took 'no' for an answer from anybody, and he's got an idea, right or wrong,
that a man's will is stronger than a woman's. I thought so, too, till I got to
know what a rare will you've got. But there it is in a word; not two days
agone I met Johnny, and he said where there was life there was hope."
Jane gasped.
"That's what be in his head then! That's what made him stop me pretty
sharp when I was telling the truth about her?"
Jerry nodded.
"Very likely it might have been. In fact, he ain't down and out yet—in
his own view, anyway. You see, as John said to Lawrence Maynard, and
Maynard told me, 'If Dinah ain't got no other man in sight, she's what you
may call a free woman still.' And I believe that John be coming round to the
opinion that Dinah may yet live to see she was wrong about him."
Jane stared and her thoughts reeled.
"D'you mean to tell me that a man like my brother could sink to think
again of a girl that had jilted him?" she flamed.
"Don't you turn on me," protested Jerry. "It ain't my fault men are like
that. You know John better than I do. But it wouldn't be contrary to nature if
he did want her still. A man in love will stand untold horrors from a
woman; and though it may make you, looking on, very shamed for him—
still, life's life. And I believe, if John thinks he can get Dinah back, he'll
come down off his perch yet and eat as much dirt as she likes to make him."
"It's a beastly thought—a beastly thought!" cried Jane. "But he shan't—

he never shall have her now if I can prevent it. I'd be a miserable woman if I
had to suffer her for a sister-in-law now."
Jerry saw danger in this attitude.
"I always feel just like you feel," he said, "but for God's love, Jenny,
don't you go poking into it. It's a terrible good example of a job where
everybody had best to mind their own business. You let John do what he's
minded to do. Men in love be parlous items, and if he's still that way,
though wounded, then 'tis like a wild tiger a man have fired at and only
hurt. He's awful dangerous now, I shouldn't wonder; and if he wants her still
and counts to get her, God help anybody who came between. He'd break
your neck if you tried to: that I will swear."
But Jerry was more perturbed at the vision he had conjured than Jane.
For his information she was able to give facts concerning the other side.
"If that's what John's after, he's only asking for more misery then," she
said. "I hope you're wrong, Jerry, for I should never feel the same to John if
I thought he could sink to it; but anyway he needn't fox himself that she'll
ever go back on it again. That much I'm positive certain. Cunning as she is,
I can be more cunning than her, and I know all her sorrow about it and
pretended straightness and honesty was put on. She weren't sorry, and she
never was straight, and I've sworn before to you and will again, that she's
got somebody else up her sleeve."
"Who then?" asked Jerry Withycombe.
"I can't tell you. Lord knows I've tried hard enough to find out; but I
haven't—not yet. Only time will show. It's a man not worthy to breathe the
same air with John you may be sure. She was too common and low ever to
understand John, and his high way of thinking; and she'd be frightened to
marry such a man, because she knows she'd always have to sing small and
take a second place. She's a mass of vanity under her pretences."
"We all know you don't like her; and more don't I, because you don't,"
answered Jerry. "But if you are positive sure she'll never come round to
Johnny again, it might be truest kindness to tell him so. Only for the Lord's
sake do it clever. You may be wrong, and if there's a chance of that, you'd
do far better to leave it alone."
"I'm not wrong; but all the same I shall leave it alone," said Jane. "What
mother and me want is for her to get out of the house, so as we can breathe
again. It's up to father, and father's going to have a bad time if he stands
against mother."
"Dinah won't stop, whether your father wants for her to or not,"
prophesied Jerry.
But a few evenings after this meeting, the situation was defined for the
benefit of Jane and her mother and, with Dinah out of the way at
Ponsworthy, her foster-father endeavoured to ameliorate the existing strain.
He had confided his difficulties to Arthur Chaffe and been counselled to
speak plainly. Indeed, at his wish, the carpenter joined his circle and
supported him.
Mr. Bamsey tried to conceal the fact that Arthur had come to help him,
for his friend not seldom dropped in to supper; but on this occasion Faith
felt aware of an approaching challenge and was not surprised when, after
the evening meal, her husband led the conversation to Dinah Waycott.
"Arthur's my second self," he said, "and I know he'll lift no objection to

listening, even if he don't see with our eyes."
"You needn't say 'our eyes,' father," replied Jane, quick to respond. "Me
and mother——"
But her mother stopped her. Mrs. Bamsey was all for law and order.
"Listen, and don't talk till you're axed to," she said.
"Give heed to me," began Ben. "There's been growing up a lot of fog
here, and Arthur, the friend that he be, was the first to mark it. He pointed it
out to me, all well inside Christian charity, and what I want to do is to clear
it off this instant moment, now while Orphan Dinah's out of the way. We
stand like this. When she threw over Johnny, because her eyes were opened
and she found she couldn't love him in a way to wed him, John ordered her
out of Lower Town. Well, who shall blame him? 'Tweren't vitty they should
clash, or he should find her here in his parents' home. She was instant for
going, and though you think I withheld her from doing so, that ain't fair to
me."
"You do withhold her, father," said Faith Bamsey quietly.
"No, I do not. I come to the subject of Dinah from a point you can't
grasp. For why? She was left to me by my dead first as a sacred and solemn
trust. Mind, I'm not letting my affection for Dinah darken my reason. I grant
I'm very fond of her, and I grant what she's done haven't shook my feelings,
because, unlike you, mother, I believe she's done right. My heart's bled for
my own—for your great trouble and for John's. Nothing sadder could have
come to shake John's faith, and for a time I was fearful for John. The devil
always knows the appointed hour when a soul's weakest, and, coward that
he is, 'tis in our worst moments, when life goes wrong and hope's slipping
away, that he times his attacks. We all know that; and you remember it,
Jane. For he forgets neither the young nor the old. But John has justified his
up-bringing; and the mother in him is bringing him back to his true self."
"You may think so; but——" began Jane.
She was, however, silenced.
"Hear me, and if you can throw light after, Jane, we'll hear you,"
continued Mr. Bamsey. "I say what I think and believe. My trouble be still
alive for John; but my fear be dead. So that leaves Dinah. Her wish and will
is to be gone. She's seeking a proper and fitting place—neither too low nor
too high. She'd go into service to-morrow—anywhere; but I won't have
that."
"And why for not, father?" asked Mrs. Bamsey; "your first was in
service once."
"That's different," he answered. "You must see it, mother. The situation
is very tender, and you must remember my duty to the dead. Would Jane go
into service?"
"No, I would not," answered Jane; "not for anybody. I'd go on the street
first."
Mr. Chaffe was shocked.
"Do I hear you, Jane?" he asked.
"God forgive you, Jane," said her father; then he proceeded.
"My foster-daughter is a much more delicate and nice question than my

own daughter; and mother, with her sharp understanding, knows it. From no
love for Dinah I say so. She's a sacred trust, and if she was a bad girl,
instead of a good one, still she'd be a sacred trust. I'm not standing here for
my own sake, or for any selfishness. I've long been schooled to know she
was going, as we all hoped, to Johnny. And go she must—for her own sake
—and her own self-respect. And if anybody's fretting about her biding here,
it's Dinah's self. But the work she must go to is the difficulty, and that work
has not yet been found in my opinion. Her future hangs upon it and I must
be head and obeyed in that matter."
"She's turned down such a lot of things," said Jane.
"She has not," replied Mr. Bamsey. "She'd do anything and take
anything to-morrow. She was at me to let her go for barmaid to the Blue
Lion at Totnes. And I said, 'No, Dinah; you shan't go nowhere as barmaid
while I live.' And I say it again, meaning no disrespect to the Blue Lion,
which is a very good licensed house."
"She's of age, and if she was in earnest, she could have gone, whether
you liked it or not," said Jane.
Mr. Bamsey grew a little flushed and regarded his daughter without
affection.
"You would—not Dinah," he answered. "Dinah looks to me as her

father, and she won't do nothing I don't hold with, or take any step contrary
to my view. That's because she's got a righter idea of what a girl owes her
father than you have, Jane."
"And what is your view, father?" asked Mrs. Bamsey.
"You know, mother. I want for Dinah to go into a nice family, where the
people will receive her as one of themselves, and where she'll take her place
and do her proper work and go on with her life in a Christian manner, and
not feel she's sunk in the world, or an outcast, but just doing her right share
of work, and being treated as the child of a man in my position have a right
to expect to be treated."
"You won't find no such place, father," said Jane.

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(eBook PDF) Understanding Biology

3rd Edition By Kenneth Mason

mas40908_FM_i-xxii.indd 1 10/15/19 6:21 PM

The Learning Path

Assessing the Learning Path

Understand 10. Coenzymes

through the main concepts in the chapter to enable their

Chapter 6 Energy and Metabolism 129

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Scientific Thinking figures throughout Inquiry & Analysis

Connecting the Concept

Concepts” at the end of each Part in the text shows how

a learning path to understanding biology ix

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x a learning path to understanding biology

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Quantitative Question Bank

a learning path to understanding biology xi

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You’re in the driver’s seat.

They’ll thank you for it.

Make it simple, Solutions for your

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Effective, efficient studying.

Study anytime, anywhere. “I really liked this

Calendar: owattaphotos/Getty Images

Learning for everyone.

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14 DNA: The Genetic Material 280 17 Biotechnology 358

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21 The Origin of Species 456 24 Protists 524

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26 Plants 571 PART VI Plant Form

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1The Science of Biology

1.1 The Diversity of Life Is Overwhelming

1.2 Biology Is the Science of Life

Science Is Based on Both Observation

The Study of Evolution Is a Good Example

A Few Important Concepts Form the

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Domain Archaea. This Domain Bacteria. This

Biological Diversity Can Be Organized

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whereas others have complex organization, but all are able

Chapter 1 The Science of Biology 3

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"Never mind me."

"Was you ever in doubt, I mean?"

"What would you do?"

"Then you don't know much about love."

"Very likely I don't."

"Are you in love?"

"You can't be sure what he'll say."

"Yes, I can: I know him."

"If he knew you didn't love him——"

"Never. I'm his life. He says it and he means it."

"But to marry him would be your death?"

Scientific Thinking figures throughout Inquiry & Analysis