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 POWERPOINT
POWERPOINT BUSINESS UNIT 1: Understanding the Art of Presentation 763
CHAPTER 1: Presentation Fundamentals 764
CHAPTER 2: Text and Graphics 812
POWERPOINT BUSINESS UNIT 1 CAPSTONE 863
POWERPOINT BUSINESS UNIT 2: Collaborating and Invoking Emotion with the Audience 875
CHAPTER 3: Multimedia and Motion 876
CHAPTER 4: Customization and Collaboration 921
POWERPOINT BUSINESS UNIT 2 CAPSTONE 969

INTEGRATED PROJECTS
CHAPTER 1: Word and Excel Integration 983
CHAPTER 2: Word, Excel, and Access Integration 1008
CHAPTER 3: Word, Excel, Access, and PowerPoint Integration 1029

APPENDIX 1053
GLOSSARY 1065
INDEX 1075

Brief Contents vii

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 Contents
Welcome to the Team Letter 1 Using the Edge Address Bar for Search 46
Marking Up the Web 47
MICROSOFT WINDOWS 10 Viewing Browser History and Downloads in the
Edge Hub 49
CHAPTER 1: Explore Windows and File Use OneDrive and Work with Folders, Files, and
Management 3 Compression 49
PREPARE CASE: Painted Paradise Golf Resort Opening OneDrive in the Cloud 50
& Spa—Employee Introduction to Microsoft Using Office Online 51
Windows 10 3 Work with Folders and Files in File Explorer 53
Exploring the Windows 10 Interface 4 Using the OneDrive and File Explorer 54
Downloading and Extracting Compressed Files for the
Start and Shut Down Windows 5 Your Office Series 55
Starting and Shutting Down Windows 6
Navigating and Changing Views in File Explorer 56
Explore the Desktop and Start Menu 7 Creating and Naming a New Folder 58
Exploring the Desktop and Recycle Bin 9
Managing Existing Folders 59
Navigating the Start Menu 11
Managing Existing Files 61
Opening a Program with the Start Menu 12
Using the Search Box in File Explorer 64
Customize the Start Menu and Taskbar 13 Creating Compressed Files 65
Pinning Start Menu Tiles and Turning Off Live Tiles 14
Concept Check 67
Resizing, Moving, and Grouping Start Menu Tiles 15
Uninstalling a Program Using the Start Menu 17 Key Terms 67
Pinning a Program to the Taskbar 17 Visual Summary 68
Use Windows 10 Search and Cortana 18
Using Windows Search 20 Practice 71
Accessing and Managing the Cortana Notebook Practice Case 1 71
and Settings 22 Problem Solve 1 72
Getting Windows Help 24 Problem Solve Case 72
Working with Windows and Desktops 25 Perform 73
Open and Manage a Window 25 How Others Perform 73
Opening, Moving, and Sizing a Window 26
Minimizing, Maximizing, and Restoring a Window 28
Open and Manage Multiple Windows 28 COMMON FEATURES
Using Task View 29
CHAPTER 1: Understanding the Common Features
Snapping and Shaking Windows 30
of Microsoft Office 75
Using the Snipping Tool 33
Create and Use Multiple Desktops 35 PREPARE CASE: Painted Paradise Resort & Spa
Employee Training Preparation 75
Using Computer Settings and Protecting the
Computer 36 Working with the Office Interface 76
Use Windows 10 Notifications and Settings in the Microsoft Office Suite and Different Versions 76
Action Center 36 Start, Save, and Navigate Office Applications 77
Seeing and Clearing Notifications, Exploring Settings, and Opening Microsoft Word and the Start Screen 77
Personalizing the Desktop 36 Using the Ribbon and Ribbon Display Options 79
Associating a Microsoft Account in Settings 39 Using Office Backstage, Your Account, and Document
Setting Up a Picture Password or PIN 40 Properties 82
Managing Windows Updates 42 Saving a New Document to the Local OneDrive That
Managing Windows Defender 42 Syncs to the Cloud 84
Access Advanced Computer Settings 43 Closing a File, Reopening from the Recent Documents
Accessing Advanced Settings and the Control Panel 43 List, and Exiting an Application 88
Managing Windows Firewall 44 Opening an Existing File in Microsoft Word and Then
Saving as Another Name 88
Working with Edge and File Explorer 45 Zooming, Scrolling, and Navigating with Keyboard
Explore the Edge Browser 45 Shortcuts 90

viii Contents

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 Using the Quick Access Toolbar to Save a Currently Explore the Word Interface 134
Open File 92 Changing the View 135
Manipulate, Correct, and Format Content in Showing Nonprinting Characters 135
Word 93 Insert and Delete Text 137
Checking Spelling 93 Moving Around a Document 138
Showing Formatting Symbols, Entering, Copying, and Viewing Backstage and Working with Word Options 139
Pasting Text 94 Format Characters 140
Using Undo and Redo 96 Selecting and Deleting Text 140
Using the Navigation Pane, Finding Text, and Replacing Changing Font Type, Size, and Color 142
Text 97
Format Paragraphs 146
Using the Font Group and the Font Dialog Box 98
Adjusting Paragraph Alignment 146
Using the Style Gallery and Bullets with Live Preview 100
Working with Paragraph Spacing 147
Inserting a Comment and Footer Using the Tell me what
Working with Line Spacing 148
you want to do Box 101
Proofread a Document 149
Formatting, Finding Help, and Printing in Checking Spelling and Grammar 150
Office 104 Using AutoCorrect 151
Format Using Various Office Methods 104 Finding and Replacing Text 153
Creating a New Excel Workbook 104 Insert a Header and Footer 156
Using Excel to Enter Content, Apply Italics, and Apply a Adding Fields to a Header or Footer 157
Fill Color 105 Save and Close a Document 159
Opening an Excel Dialog Box 106 Saving a Document to OneDrive 159
Inserting Images and Using Contextual Tools to Saving a Document to a PDF File 159
Resize 107 Editing a PDF File 161
Formatting Using the Mini Toolbar 109 Print a Document 162
Opening Shortcut Menus and Format Painter 110 Exploring Print Settings 162
Find Help, Print, and Share in Office 111
Concept Check 165
Using the Help Window and ScreenTips 112
Key Terms 165
Accessing the Share Pane 113
Changing Views 114
Visual Summary 166
Printing a File 115 Practice 167
Exporting a PDF 116 Practice Case 1 167
Insert Office Add-ins 117 Problem Solve 169
Problem Solve Case 1 169
Concept Check 118
Perform 169
Key Terms 118
Perform in Your Career 169
Visual Summary 119
Practice 120
Practice Case 1 120 CHAPTER 2: Create and Edit a Document 171
Problem Solve 121 PREPARE CASE: Red Bluff Golf Course & Pro Shop
Problem Solve Case 1 121 Caddy School Flyer 171
Perform 122
Creating and Styling a Document 172
Perform in Your Career 122
Create a New Document 172
Perform in Your Life 123
Opening a New Blank Document 172
Adding Text and Displaying the Ruler 173
WORD BUSINESS UNIT 1 125 Cutting, Copying, and Pasting Text 174
Dragging and Dropping Text 176
CHAPTER 1: Review and Modify a Document 126
Understand Word Styles 178
PREPARE CASE: Putts for Paws Golf Tournament Working with Styles 178
Memo 126 Using the Navigation Pane 179
Understanding Business Communication 127 Creating a New Style 181
Modifying a Style 182
Use Word-Processing Software 127
Opening a File 127
Copy and Clear Formats 184
Using Format Painter 185
Develop Effective Business Documents 130
Using Format Painter on Multiple Selections 186
Work with Business Correspondence 131
Working with Memos and Business Letters 131
Add Bullets, Numbers, and Symbols 187
Inserting and Modifying Bullets 187
Editing a Document 134 Inserting Symbols 188

Contents  ix

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 Set Line and Paragraph Indents 189 Modifying a Text Box 236
Paragraph Indentation 190 Insert Graphics 237
Work with Templates 192 Inserting a Picture 237
Working with Templates 193 Formatting a Picture 238
Formatting a Document 195 Working with Tabs and Tables 239
Change Page Setup 195 Set Tabs 240
Changing Page Orientation and Margins 195 Using the Ruler to Set Tabs 240
Centering a Page Vertically 197 Using the Tabs Dialog Box 241
Change Page Background 198 Create a Table 243
Inserting a Watermark 198 Entering Data in a Table 244
Adding a Page Border 200 Inserting and Deleting Columns and Rows 246
Adding Borders and Shading 201 Merging and Splitting a Row 247
Use Themes 203 Formatting a Table 248
Working with a Theme 203 Resizing and Aligning a Table 249
Converting Text into a Table 250
Concept Check 205
Sorting Table Data 251
Key Terms 205
Visual Summary 206 Managing Pages 253
Practice 207 Work with Page Breaks 253
Practice Case 1 207 Avoiding Orphan and Widow Lines 253
Problem Solve 209 Working with the End of a Page 253
Problem Solve Case 1 209 Work with Sections 254
Perform 210 Inserting a New Section 254
Perform in Your Career 210 Insert Text from Another Document 255
Creating a Cover Page by Inserting Text from Another
WORD BUSINESS UNIT 1 CAPSTONE 211 Document 255
More Practice 211 Concept Check 257
More Practice Case 1 211 Key Terms 257
Problem Solve 213 Visual Summary 258
Problem Solve Case 1 213 Practice 259
Problem Solve Case 2 215 Practice Case 1 259
Perform 216 Problem Solve 261
Perform in Your Life 216 Problem Solve Case 1 261
Perform in Your Career 217 Perform 262
Perform in Your Team 218 Perform in Your Career 262
How Others Perform 219
CHAPTER 4: Special Document Formatting
WORD BUSINESS UNIT 2 221 and Mail Merge 264
CHAPTER 3: Include Tables and Objects 222 PREPARE CASE: Turquoise Oasis Spa
Newsletter 264
PREPARE CASE: Turquoise Oasis Spa Services
Publication 222 Creating a Research Report 265
Format a Research Report 266
Including Objects in a Document 223
Opening the Starting File 267
Use WordArt 223 Working with Spacing and Indentation in a Research
Opening the Starting File 223 Report 267
Creating and Selecting a WordArt Object 223 Working with Headers in a Research Report 268
Formatting a WordArt Object 225 Inserting Citations 269
Resizing a WordArt Object 227 Adding Footnotes and Endnotes 273
Repositioning a WordArt Object Using Alignment Guides Develop a Bibliography or Works Cited Page 275
and Live Layout 228
Using an Annotated Bibliography 275
Understanding Anchors 230
Creating a Bibliography or Works Cited Page 275
Create SmartArt 231 Editing a Bibliography or Works Cited Page 276
Identifying Types of SmartArt 231
Reviewing a Document 278
Modifying SmartArt 233
Formatting SmartArt 234 Work with Comments 278
Insert a Text Box 235 Reviewing Comments 279
Creating a Text Box 235 Deleting and Adding Comments 280

x Contents

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 Track Changes 281 What Is a Spreadsheet? 325
Viewing a Changed Document 281 What Is a Workbook? 326
Accepting and Rejecting Changes 283 Navigate Worksheets and Workbooks 327
Creating a Newsletter 284 Navigating Between Worksheets 328
Navigating Within Worksheets 329
Work with Columns 284
Touch Devices 331
Formatting in Columns 284
Document Your Work 331
Inserting a Drop Cap 286
Using Comments to Document a Workbook 332
Balancing Columns 286
Using a Worksheet for Documentation 333
Using Pictures in a Columnar Layout 287
Enter and Edit Data 334
Use a Style Guide to Format a Newsletter 287
Using Text, Number, Date, and Time Data in Cells 334
Inserting a Company Logo in a Header 288
Wrapping Text and Line Breaks 335
Formatting a Newsletter 289
Work with Cells and Cell Ranges 337
Creating a Mail Merge Document 291 Cutting, Copying, and Pasting 337
Use Mail Merge 292 Selecting Cell Ranges 338
Creating a Mail Merge Document 292 Dragging and Dropping 340
Beginning a Mail Merge 293 Modifying Cell Information 340
Selecting a Data Source 295 Inserting and Deleting Cells, Clearing Cells, and Cell
Completing the Letter 296 Ranges 341
Inserting a Salutation Line 297 Merging and Centering Versus Centering Across 343
Previewing Letters 298 Adjust Columns and Rows 345
Completing a Mail Merge 299 Selecting Contiguous and Noncontiguous Columns and
Create Mailing Labels and Envelopes 300 Rows 345
Selecting Labels 300 Inserting and Deleting Columns or Rows 345
Selecting Recipients and Arranging Labels 301 Adjusting Column Width and Row Height 347
Concept Check 303 Changing Column Widths Using AutoFit 348
Key Terms 303 Working With and Printing Workbooks and
Visual Summary 303 Worksheets 350
Practice 305 Manipulate Worksheets and Workbooks 350
Practice Case 1 305 Creating a New Workbook 351
Problem Solve 308 Moving and Copying Worksheets Between
Problem Solve Case 1 308 Workbooks 351
Perform 310 Deleting, Inserting, Renaming, and Coloring Worksheet
Perform in Your Career 310 Tabs 353
Using Series (AutoFill) 354
WORD BUSINESS UNIT 2 CAPSTONE 311 Moving or Copying a Worksheet 356
More Practice 311 Preview, Print, and Export Workbooks 358
More Practice Case 1 311 Using Worksheet Views 358
Problem Solve 313 Using Print Preview and Printer Selection 361
Problem Solve Case 1 313 Using Print Titles 363
Adding Headers and Footers 364
Problem Solve Case 2 315
Changing Page Margins and Scaling 365
Perform 316
Changing Page Orientation and Print Range 366
Perform in Your Life 316
Exporting a Workbook to PDF 367
Perform in Your Career 317
Perform in Your Team 319 Concept Check 369
How Others Perform 320 Key Terms 369
Visual Summary 370
Practice 371
EXCEL BUSINESS UNIT 1 323 Practice Case 1 371
CHAPTER 1: Create, Navigate, Work With, and Problem Solve 373
Print Worksheets 324 Problem Solve Case 1 373
Perform 374
PREPARE CASE: Red Bluff Golf Course & Pro Shop
Perform in Your Career 374
Golf Cart Purchase Analysis 324
Getting Started with Excel 325
Understand Spreadsheet Terminology and
Components 325

Contents  xi

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 Perform 423
CHAPTER 2: Formats, Functions, and Perform in Your Life 423
Formulas 376
EXCEL BUSINESS UNIT 1 CAPSTONE 425
PREPARE CASE: Red Bluff Golf Course & Pro Shop
Sales Analysis 376 More Practice 425
More Practice Case 1 425
Worksheet Formatting 377 Problem Solve 427
Format Cells, Cell Ranges, and Worksheets 377 Problem Solve Case 1 427
Number Formatting 377 Problem Solve Case 2 429
Displaying Negative Values and Color 380 Perform 430
Formatting Date and Time 381 Perform in Your Life 430
Aligning Cell Content 383
Perform in Your Career 431
Setting Content Orientation 383
Perform in Your Team 432
Changing Fill Color 384
How Others Perform 434
Adding Cell Borders 385
Copying Formats 387
Using Paste Options/Paste Special 388 EXCEL BUSINESS UNIT 2 435
Checking the Spelling of a Worksheet 389
CHAPTER 3: Cell References, Named Ranges, and
Inserting a Picture 391
Using Built-In Cell Styles 391
Functions 436
Applying Table Styles 393 PREPARE CASE: Painted Paradise Resort & Spa
Changing Themes 395 Wedding Planning 436
Creating Information for Decision Making 396 Referencing Cells and Named Ranges 437
Create Information with Functions 396 Understand the Types of Cell References 437
Using the SUM, COUNT, AVERAGE, MIN, and MAX Opening the Starting File 438
Functions 397 Using Relative Cell Referencing 438
Using the SUM Function by Selecting Destination Using Absolute Cell Referencing 440
Cells 398 Using Mixed Cell Referencing 441
Using the SUM Function by Selecting Source Cells 399 Create Named Ranges 445
Using COUNT and AVERAGE 399 Creating Named Ranges Using the Name Box 445
Using MIN and MAX 400 Modifying Named Ranges 446
Calculate Totals in a Table 401 Using Named Ranges 447
Using Tables and the Total Row 401 Creating Named Ranges from Selections 448
Create Information with Formulas 404
Understanding Functions 450
Using Operators 405
Applying Order of Operations 405
Create and Structure Functions 450
Use Conditional Formatting to Assist in Decision Use and Understand Math and Statistical
Making 408 Functions 452
Using Math and Trig Functions 452
Highlighting Values in a Range with Conditional
Formatting 408 Inserting a Function Using Formulas 454
Applying Conditional Formatting to Assess Benchmarks Using Statistical Functions 456
Using Icon Sets 409 Use and Understand Date and Time Functions 457
Using Conditional Formatting to Assess Benchmarks Using Date and Time Functions 458
Using Font Formatting 411 Use and Understand Text Functions 460
Removing Conditional Formatting 412 Using Text Functions 461
Hide Information in a Worksheet 413 Using Flash Fill 463
Hiding Worksheet Rows 413 Use Financial and Lookup Functions 465
Hiding Worksheet Gridlines 414 Using Lookup and Reference Functions 465
Document Functions and Formulas 414 Using Financial Functions 467
Showing Functions and Formulas 414 Use Logical Functions and Troubleshoot
Updating Existing Documentation 416 Functions 469
Using Logical Functions 469
Concept Check 417
Troubleshooting Functions 473
Key Terms 417
Visual Summary 418 Concept Check 477
Practice 420 Key Terms 477
Practice Case 1 420 Visual Summary 478
Problem Solve 422 Practice 479
Problem Solve Case 1 422 Practice Case 1 479

xii Contents

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 Problem Solve 480 Perform 524
Problem Solve Case 1 480 Perform in Your Career 524
Perform 481 EXCEL BUSINESS UNIT 2 CAPSTONE 525
Perform in Your Life 481
More Practice 525
More Practice Case 1 525
CHAPTER 4: Effective Charts 483 Problem Solve 527
PREPARE CASE: Turquoise Oasis Spa Sales Problem Solve Case 1 527
Reports 483 Problem Solve Case 2 530
Perform 532
Designing a Chart 484
Perform in Your Life 532
Explore Chart Types, Layouts, and Styles 484
Perform in Your Career 534
Opening the Starting File 485
Perform in Your Team 535
Modifying an Existing Chart 485
How Others Perform 537
Explore the Position of Charts 487
Creating Charts in an Existing Worksheet 488
Modifying a Chart’s Position Properties 489 ACCESS BUSINESS UNIT 1 539
Placing Charts on a Chart Sheet 490
Understand Different Chart Types 491 CHAPTER 1: The Four Main Database
Creating Pie Charts 491
Objects 540
Creating Line Charts 492 PREPARE CASE: Red Bluff Golf Course Putts for
Creating Column Charts 493 Paws Charity Tournament 540
Creating Bar Charts 493 Understanding the Basics of Databases and
Creating Scatter Charts 494 Tables 541
Creating Area Charts 495
Understand the Purpose of Access 541
Creating Combination Charts 496
Understanding the Four Main Objects in a Database 542
Exploring Chart Layouts 498 Creating a New Database and Templates 544
Change Chart Data and Styles for Opening the Starting File 544
Presentations 498 Maneuver in the Navigation Pane 545
Changing the Data and Appearance of a Chart 498 Opening and Closing the Shutter Bar 545
Inserting Objects 499 Customize the Navigation Pane 546
Exploring Titles for the Chart and Axes 500 Using the Search Box 547
Working with the Legend and Labeling the Data 502 Understanding File Extensions in Access 548
Modifying Axes 503 Understand the Purpose of a Tables 549
Analyzing with Trendlines 504 Importing a Table 549
Changing Gridlines 505 Navigating Through a Table 551
Edit and Format Charts to Add Emphasis 507 Navigating Through a Table with the Navigation Bar 552
Adding Color to Chart Objects 507 Understanding Differences Between Access and
Working with Text 507 Excel 555
Exploding Pie Charts 508 Manually Navigate a Database 556
Changing 3-D Charts and Rotation of Charts 509 Using a Manual Query to Explore a Database 556
Using Charts Effectively 510 Understanding Queries, Forms, and Reports 558
Use Sparklines and Data Bars to Emphasize Understand the Purpose of Queries 559
Data 510 Using the Query Wizard 559
Emphasizing Data 511 Switching to the Design View of a Query 562
Exploring Sparklines 511 Specifying Selection Criteria 563
Inserting Data Bars 512 Sorting Query Results 565
Recognize and Correct Confusing Charts 513 Printing Query Results 566
Correcting a Confusing Chart 513 Understand the Purpose of Forms 567
Preparing to Print a Chart 515 Creating a Form 567
Concept Check 517 Entering Data Using a Form 568
Key Terms 517 Understand the Purpose of Reports 570
Visual Summary 518 Creating a Report Using a Wizard 571
Practice 522 Printing a Report 573
Practice Case 1 522 Back Up a Database 574
Backing Up a Database 574
Problem Solve 523
Problem Solve Case 1 523

Contents  xiii

A01_KINS0809_01_SE_FM_i-xxvi.indd 13 19/12/15 3:42 PM

 Compact and Repair Database 575 Populating the Junction Table 622
Compacting Your Database 575 Defining One-to-One Relationships 623
Concept Check 577 Understand Referential Integrity 623
Selecting Cascade Update 623
Key Terms 577
Selecting Cascade Delete 624
Visual Summary 578
Testing Referential Integrity 624
Practice 580
Creating a Report Using Two Related Tables 626
Practice Case 1 580
Problem Solve 581 Concept Check 628
Problem Solve Case 1 581 Key Terms 628
Perform 582 Visual Summary 629
Perform in Your Career 582 Practice 631
Practice Case 1 631
Problem Solve 634
CHAPTER 2: Tables, Keys, and Relationships 584 Problem Solve Case 1 634
PREPARE CASE: Red Bluff Golf Course Putts for Perform 636
Paws Charity Tournament Database 584 Perform in Your Career 636
Inserting Data into a Database 585 ACCESS BUSINESS UNIT 1 CAPSTONE 637
Understand Database Design 585 More Practice 637
Opening the Starting File 586 More Practice Case 1 637
Viewing the Design View of a Table 587
Problem Solve 639
Import Data from Other Sources 588 Problem Solve Case 1 639
Copying and Pasting Data from Excel 588
Problem Solve Case 2 642
Importing a Worksheet 590
Perform 645
Importing from a Named Range 592
Perform in Your Life 645
Importing from a Text File 593
Perform in Your Career 646
Enter Data Manually 594
Perform in Your Team 647
Entering Data Using Datasheet View 594
Deleting Data from a Table 596
How Others Perform 649
Deleting a Field from a Table 597
Understanding Tables and Keys 598 ACCESS BUSINESS UNIT 2 653
Create a Table in Design View 598 CHAPTER 3: Queries and Data Access 654
Defining Data Types 599
Determining Field Size 600 PREPARE CASE: Turquoise Oasis Spa Data
Creating a Table in Design View 600 Management 654
Changing a Data Type 602 Working with Datasheets 655
Understand Masks and Formatting 602 Find and Replace Records in the Datasheet 655
Defining Input Masks 602 Opening the Starting File 655
Formatting a Field 604 Finding Records in a Table 655
Understand and Designate Keys 606 Finding and Replacing Records in a Datasheet 656
Understanding Primary Keys 606 Using a Wildcard Character 657
Understanding Foreign Keys 607 Applying a Filter to a Datasheet 658
Identifying a Composite Key 607 Using a Text Filter 659
Defining a Primary Key 609 Modify Datasheet Appearance 660
Understanding Relational Databases 610 Changing the Look of a Datasheet 660
Understand Basic Principles of Normalization 611 Querying the Database 661
Representing Entities and Attributes 611 Run Query Wizards 661
Minimizing Redundancy 612 Creating a Find Duplicates Query 662
Understand Relationships Between Tables 613 Creating a Find Unmatched Query 663
Viewing the Relationships Window 613 Create Queries in Design View 664
Determining Relationship Types 614 Creating a Single-Table Query 665
Create a One-to-Many Relationship 615 Viewing Table Relationships 667
Forming a Relationship 615 Creating a Query from Multiple Tables 668
Create a Many-to-Many Relationship 618 Removing a Table from a Query to Fix an Undesirable
Forming a New Many-to-Many Relationship 619 Multiplier Effect 670
Creating a Junction Table 620 Sort Tables and Query Results 671
Forming Two Relationships to a Junction Table 621 Sorting by One Field 671

xiv Contents

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 Sorting by More Than One Field 672 Resizing and Changing Controls 722
Define Selection Criteria for Queries 673 Adding a Picture to the Form 724
Using a Comparison Operator 673 Printing a Record from a Form 725
Hiding Fields That Are Used in a Query 674 Creating Customized Reports 726
Sorting on a Field That You Do Not Show 675
Create a Report Using the Report Wizard 726
Using Is Null Criteria 676
Creating a Single-Table Report 727
Using Criteria Row with Multiple Criteria 677
Creating a Multiple-Table Report 728
Using the Or Criteria Row 678
Exploring Report Views 730
Using Both the Criteria Row and the Or Criteria Rows in a
Creating Totals Using the Report Wizard 732
Query 679
Customize a Report 734
Using AND and OR Logical Operators 681
Moving, Resizing, and Formatting Report Controls 734
Combining Operators and Multiple Criteria 683
Enhancing a Report with Conditional Formatting 736
Using Special Operators and Date Criteria 685
Applying Grouping and Sorting 738
Combining Special Operators and Logical Operators 687
Adding Subtotals 739
Create Aggregate Functions 688
Save a Report as a PDF File 741
Adding a Total Row 688
Creating a PDF File 741
Using Aggregate Functions in a Query 690
Changing Field Names 691 Concept Check 742
Creating Calculations for Groups of Records 692 Key Terms 742
Troubleshooting an Aggregate Query 693 Visual Summary 742
Formatting a Calculated Field 694 Practice 744
Create Calculated Fields 695 Practice Case 1 744
Building a Calculated Field Using Expression Builder 695 Problem Solve 746
Concept Check 697 Problem Solve Case 1 746
Key Terms 697 Perform 748
Visual Summary 697 Perform in Your Career 748
Practice 699 ACCESS BUSINESS UNIT 2 CAPSTONE 750
Practice Case 1 699 More Practice 750
Problem Solve 701 More Practice Case 1 750
Problem Solve Case 1 701 Problem Solve 753
Perform 702 Problem Solve Case 1 753
Perform in Your Career 702 Problem Solve Case 2 755
Perform 757
CHAPTER 4: Using Forms and Reports in Perform in Your Life 757
Access 704 Perform in Your Career 758
PREPARE CASE: Turquoise Oasis Spa’s New Perform in Your Team 760
Database 704 How Others Perform 762
Creating Customized Forms 705
Navigate and Edit Records in Datasheets 705 POWERPOINT BUSINESS
Opening the Starting File 705 UNIT 1 763
Editing a Table in Datasheet View 706
CHAPTER 1: Presentation Fundamentals 764
Navigate Forms and Subforms 707
Navigating a Main Form 708 PREPARE CASE: The Red Bluff Golf Course
Navigating a Form with a Subform 709 & Pro Shop Putts for Paws Golf Tournament
Navigating a Split Form 710 Presentation 764
Using the Find Command in a Form 711 Understanding the Purpose of PowerPoint 765
Update Table Records Using Forms 712 Plan Your Presentation with a Purpose for an
Adding Records 713 Intended Outcome 765
Editing Records 714 Informing an Audience 765
Deleting Records 714 Persuading an Audience 765
Create a Form Using the Form Wizard 715 Preparing an Audience 766
Creating a Form 716 Telling a Story 766
Creating Subforms (Multiple-Table Forms) 718 Define the Purpose, Scope, and Audience of a
Creating a Split Form 720 Presentation 766
Modify a Form’s Design 721 Opening PowerPoint 767
Changing the Form Theme 721 Considering the Target Audience and Their Needs 768

Contents  xv

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 Understanding Commonality with the Audience 769
Anticipating Audience Expectations 769 CHAPTER 2: Text and Graphics 812
Understanding the Audience’s Interaction with the PREPARE CASE: The Red Bluff Caddy School
Presentation 769 Presentation 812
Plan the Presentation Content 770
Using Text Effectively 813
Using a Storyboard 770
Using Anecdotes and Quotations 771 Modify Text 813
Encouraging Audience Participation 771 Understanding Print-Friendly and Screen-Friendly
Fonts 813
Including Quantitative and Statistical Content 771
Making Font Selections 814
Using Appropriate Media 772
Providing an Appropriate Amount of Text on a Slide 814
Respecting Copyrights 772
Opening and Saving the File 814
Work with PowerPoint Windows and Views 772
Modifying Fonts in a Presentation 815
Exploring PowerPoint and Adding Notes 773
Aligning Text 816
Displaying the Presentation in Various Views 775
Use Text Hierarchy to Convey Organization 817
Navigate in Slide Show View and Outline View 778
Applying and Customizing Bulleted Lists 817
Navigating the Presentation in Various Views 778
Reuse Formats 818
Promoting, Demoting, and Moving Text in Outline View 780
Using the Format Painter 819
Understanding Effective Communication 782 Use Special Symbols 520
Add, Reuse, and Rearrange Slides and Change Inserting Symbols 820
Slide Layouts 782 Selecting and Using Appropriate Graphics 821
Adding New Slides 783
Work with Images and Art 822
Reusing Slides 784
Adding Guides 823
Changing the Slide Layout 786
Inserting Graphics 825
Rearranging Slides 787
Resizing and Cropping Graphics 827
Understand the Purpose and Benefits of Using
Rotating and Flipping Graphics 829
Themes 787
Changing the Color of Graphics 832
Applying a Design Theme 788
Applying a Picture Style 834
Modifying Theme Fonts 789
Work with Shape and Line Graphics 836
Modifying Theme Colors 790
Applying Line Gradients 836
Inserting Slide Footers 791
Applying Shape Gradients 837
Modifying the Slide Background 792
Applying Shape Styles 838
Edit and Move Slide Content 793
Duplicating Shapes 840
Editing Slide Content 793
Arranging Shapes 840
Moving Slide Content 794
Aligning Shapes 841
Utilize Proofing and Research Tools 795
Merging Shapes 843
Using the Insights Pane 795
Using the Thesaurus Pane 796 Using Elements to Communicate Information 844
Using the Spelling Pane 797 Create a Table 844
Saving and Printing a Presentation 798 Inserting a Table 845
Applying Table Styles and Table Effects 846
Save a Presentation 798
Changing the Table Layout 847
Saving Your Presentation in Different Formats 799
Create and Insert Charts 849
Preview and Print a Presentation 799
Inserting a Chart 850
Printing Slides 800
Changing the Chart Type 851
Printing Handouts 800
Changing the Chart Layout 852
Printing an Outline 801
Changing Chart Elements 853
Utilize PowerPoint Templates to Create
Create a SmartArt Graphic 854
Presentations 802
Using SmartArt 854
Applying a Template to a Presentation 802
Customizing SmartArt 855
Concept Check 805
Concept Check 857
Key Terms 805
Key Terms 857
Visual Summary 806
Visual Summary 858
Practice 807
Practice 859
Practice Case 1 807
Practice Case 1 859
Problem Solve 809
Problem Solve 860
Problem Solve Case 1 809
Problem Solve Case 1 860
Perform 810
Perform 862
Perform in Your Career 810
Perform in Your Career 862
xvi Contents

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 POWERPOINT BUSINESS UNIT 1 CAPSTONE 863 Problem Solve 917
More Practice 863 Problem Solve Case 1 917
More Practice Case 1 863 Perform 919
Problem Solve 866 Perform in Your Career 919
Problem Solve Case 1 866
Problem Solve Case 2 867 CHAPTER 4: Customization and
Perform 868 Collaboration 921
Perform in Your Life 868 PREPARE CASE: Corporate Identity Template 921
Perform in Your Career 869
Perform in Your Team 870 Creating a Corporate Identity with a Custom
How Others Perform 872 Template 922
Create a Custom Template Using the Slide
Master 922
POWERPOINT BUSINESS Opening the Starting File 922
UNIT 2 875 Modifying the Slide Master Theme 923
CHAPTER 3: MULTIMEDIA AND MOTION 876 Customizing Slide Master Layouts 927
Adding a New Slide Layout 929
PREPARE CASE: The Turquoise Oasis Spa
Placing Text on the Slide 931
Presentation for Marketing 876
Customize the Notes Master 933
Using Motion and Multimedia in a Modifying Headers and Footers 933
Presentation 877 Modifying Slide and Notes Placeholders 934
Use Transitions and Animations 877 Customize the Handout Master 936
Opening the Starting File 878 Modifying the Headers and Footers 936
Applying Effective Transitions 878 Setting up the Page 937
Editing Transitions 879 Develop a Presentation from a Custom Template
Animating Objects for Emphasis 880 and Outline 939
Adding Motion Paths 883 Using a Custom Template 939
Create Hyperlinks Within a Presentation 885 Importing an Outline into a Presentation 940
Linking to Other Slides 885 Use Slide Sections to Organize and Prepare a
Creating Hyperlinks to Websites 887 Presentation 941
Adding Action Buttons 888 Collaborating and Presenting 942
Hiding Slides 889
Create Comments 943
Adding a Trigger 890
Navigate Comments 944
Apply and Modify Multimedia in Presentations 892
Create and Use Speaker Notes 946
Inserting Audio Files 893
Mark Presentations as Final and Apply Password
Recording Narration 895
Protection 948
Inserting Video Files 896
Delivering a Presentation 949
Creating Photo Albums and Custom Shows 897
Develop Skills in Delivering Presentations 950
Create a PowerPoint Photo Album 898
Overcoming Presentation Nervousness 950
Selecting Photographs 898
Being Prepared 951
Modifying Photographs 900
Engaging Your Audience 952
Arranging Photographs 900
Introducing and Providing a Roadmap for Your
Inserting Text 901
Audience 954
Selecting a Theme 902
Annotating Slides 955
Editing a Photo Album 903
Displaying the Presentation in Presenter View 957
Create a Custom Slide Show 904 Concluding Your Presentation 958
Customizing a Slide Show 904
Working with Office Mix 958
Saving and Sharing a Presentation 907
Create an Office Mix 958
Save a Presentation in Multiple Formats 907 Creating a Slide Recording 959
Saving and Sending a Presentation via E-Mail 908
Creating a Screen Recording 959
Saving a PowerPoint Presentation as a Video 909
Inserting Quizzes, Apps, and Web pages 960
Creating Handouts in Word Format 911
Uploading to Mix 961
Concept Check 913 Concept Check 962
Key Terms 913 Key Terms 962
Visual Summary 914 Visual Summary 963
Practice 915
Practice Case 1 915
Contents  xvii

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 Practice 965 Import Excel Data into Access 1011
Practice Case 1 965 Importing an Excel List into an Access Table 1012
Problem Solve 966 Use Access Data in Word 1015
Problem Solve Case 1 966 Prepare Access Data for a Mail Merge 1015
Perform 968 Querying Data in an Access Database 1015
Perform in Your Career 968 Export Access Query Results into Word 1017
POWERPOINT BUSINESS UNIT 2 CAPSTONE 969 Exporting Data for a Mail Merge 1018

More Practice 969 Concept Check 1021

More Practice Case 1 969 Key Terms 1021
Problem Solve 973 Visual Summary 1021
Problem Solve Case 1 973 Practice 1023
Problem Solve Case 2 975 Practice Case 1 1023
Perform 977 Practice Case 2 1024
Perform in Your Life 977 Problem Solve 1026
Perform in Your Career 978 Problem Solve Case 1 1026
Perform in Your Team 979 Problem Solve Case 2 1026
How Others Perform 980 Perform 1027
Perform in Your Career 1027
How Others Perform 1028
INTEGRATED PROJECTS 983
CHAPTER 3: Word, Excel, Access, and PowerPoint
CHAPTER 1: Word and Excel Integration 983 Integration 1029
PREPARE CASE: Updated Menu 983 PREPARE CASE: Indigo5 Restaurant Training 1029
Object Linking and Embedding 984 Integrating Word and PowerPoint 1030
Linking Objects 985 Work in Outline View 1030
Link an Object 985 Working with Levels in Outline View 1031
Linking an Excel Chart to a Word Document 985 Rearranging a Word Outline 1033
Update a Linked Object 988 Create a PowerPoint Presentation from a Word
Updating a Linked Excel Chart in a Word Document 989 Outline 1034
Embedding Objects 993 Creating PowerPoint Slides from a Word Outline 1034
Resetting Formatting of Slides Inserted from an Outline 1035
Embed an Object 993
Embedding an Excel Chart in a Word Document 993 Integrating Access and PowerPoint 1036
Modify an Embedded Object 996 Insert Access Data into a PowerPoint
Modifying an Embedded Chart in a Word Document 996 Presentation 1036
Modifying a Chart in an Excel Workbook 998 Copying and Pasting Access Data 1037
Concept Check 1000 Integrating Access, Excel, and PowerPoint 1039
Key Terms 1000 Import Access Data into Excel 1040
Visual Summary 1000 Creating a Chart with Imported Access Data 1040
Practice 1002 Linking an Excel Chart to a PowerPoint Presentation 1042
Practice Case 1 1002 Concept Check 1044
Practice Case 2 1003 Key Terms 1044
Problem Solve 1004 Visual Summary 1044
Problem Solve Case 1 1004 Practice 1046
Problem Solve Case 2 1005 Practice Case 1 1046
Perform 1006 Practice Case 2 1047
Perform in Your Career 1006 Problem Solve 1048
How Others Perform 1006 Problem Solve Case 1 1048
Problem Solve Case 2 1049
CHAPTER 2: Word, Excel, and Access Perform 1050
Integration 1008 Perform in Your Career 1050
How Others Perform 1051
PREPARE CASE: Coupon Mailing 1008
Use Excel Data in Access 1009 APPENDIX 1053
Prepare Excel Data for Export to Access 1010 GLOSSARY 1065
Preparing an Excel List for Export 1010 INDEX 1075
xviii Contents

A01_KINS0809_01_SE_FM_i-xxvi.indd 18 19/12/15 3:42 PM

 Acknowledgments
The Your Office team would like to thank the following reviewers who have
invested time and energy to help shape this series from the very beginning,
providing us with invaluable feedback through their comments, suggestions,
and constructive criticism.

We’d like to thank all of our conscientious reviewers, including those who contributed to our previous editions:
Sven Aelterman Richard Cacace Donald Dershem
Troy University Pensacola State College Mountain View College
Nitin Aggarwal Margo Chaney Sallie Dodson
San Jose State University Carroll Community College Radford University
Heather Albinger Shanan Chappell Joseph F. Domagala
Waukesha County Technical College College of the Albemarle, North Carolina Duquesne University
Angel Alexander Kuan-Chou Chen Bambi Edwards
Piedmont Technical College Purdue University, Calumet Craven Community College
Melody Alexander David Childress Elaine Emanuel
Ball State University Ashland Community and Technical Mt. San Antonio College
College
Karen Allen Diane Endres
Community College of Rhode Island Keh-Wen Chuang Ancilla College
Purdue University North Central
Maureen Allen Nancy Evans
Elon University Suzanne Clayton Indiana University, Purdue University,
Drake University Indianapolis
Wilma Andrews
Virginia Commonwealth University Amy Clubb Christa Fairman
Portland Community College Arizona Western College
Mazhar Anik
Owens Community College Bruce Collins Marni Ferner
Davenport University University of North Carolina, Wilmington
David Antol
Harford Community College Linda Collins Paula Fisher
Mesa Community College Central New Mexico Community College
Kirk Atkinson
Western Kentucky University Margaret Cooksey Linda Fried
Tallahassee Community College University of Colorado, Denver
Barbara Baker
Indiana Wesleyan University Charmayne Cullom Diana Friedman
University of Northern Colorado Riverside Community College
Kristi Berg
Minot State University Christy Culver Susan Fry
Marion Technical College Boise State University
Kavuri Bharath
Old Dominion University Juliana Cypert Virginia Fullwood
Tarrant County College Texas A&M University, Commerce
Ann Blackman
Parkland College Harold Davis Janos Fustos
Southeastern Louisiana University Metropolitan State College of Denver
Jeanann Boyce
Montgomery College Jeff Davis John Fyfe
Jamestown Community College University of Illinois at Chicago
Lynn Brooks
Tyler Junior College Jennifer Day Saiid Ganjalizadeh
Sinclair Community College The Catholic University of America
Cheryl Brown
Delgado Community College West Anna Degtyareva Randolph Garvin
Bank Campus Mt. San Antonio College Tyler Junior College
Bonnie Buchanan Beth Deinert Diane Glowacki
Central Ohio Technical College Southeast Community College Tarrant County College
Peggy Burrus Kathleen DeNisco Jerome Gonnella
Red Rocks Community College Erie Community College Northern Kentucky University

Acknowledgments xix

A01_KINS0809_01_SE_FM_i-xxvi.indd 19 19/12/15 3:42 PM

 Lorie Goodgine Kristyn Jacobson Suhong Li
Tennessee Technology Center in Paris Madison College Bryant Unversity
Connie Grimes Jon (Sean) Jasperson Renee Lightner
Morehead State University Texas A&M University Florida State College
Debbie Gross Glen Jenewein John Lombardi
Ohio State University Kaplan University South University
Babita Gupta Gina Jerry Rhonda Lucas
California State University, Monterey Bay Santa Monica College Spring Hill College
Lewis Hall Dana Johnson Adriana Lumpkin
Riverside City College North Dakota State University Midland College
Jane Hammer Mary Johnson Lynne Lyon
Valley City State University Mt. San Antonio College Durham College
Marie Hartlein Linda Johnsonius Nicole Lytle
Montgomery County Community Murray State University California State University, San Bernardino
College
Carla Jones Donna Madsen
Darren Hayes Middle Tennessee State University Kirkwood Community College
Pace University
Susan Jones Susan Maggio
Paul Hayes Utah State University Community College of Baltimore County
Eastern New Mexico University
Nenad Jukic Michelle Mallon
Mary Hedberg Loyola University, Chicago Ohio State University
Johnson County Community College
Sali Kaceli Kim Manning
Lynda Henrie Philadelphia Biblical University Tallahassee Community College
LDS Business College
Sue Kanda Paul Martin
Deedee Herrera Baker College of Auburn Hills Harrisburg Area Community College
Dodge City Community College
Robert Kansa Cheryl Martucci
Marilyn Hibbert Macomb Community College Diablo Valley College
Salt Lake Community College
Susumu Kasai Sebena Masline
Jan Hime Salt Lake Community College Florida State College of Jacksonville
University of Nebraska, Lincoln
Linda Kavanaugh Sherry Massoni
Cheryl Hinds Robert Morris University Harford Community College
Norfolk State University
Debby Keen Lee McClain
Mary Kay Hinkson University of Kentucky Western Washington University
Fox Valley Technical College
Mike Kelly Sandra McCormack
Margaret Hohly Community College of Rhode Island Monroe Community College
Cerritos College
Melody Kiang Sue McCrory
Brian Holbert California State University, Long Beach Missouri State University
Spring Hill College
Lori Kielty Barbara Miller
Susan Holland College of Central Florida University of Notre Dame
Southeast Community College
Richard Kirk Johnette Moody
Anita Hollander Pensacola State College Arkansas Tech University
University of Tennessee, Knoxville
Dawn Konicek Michael O. Moorman
Emily Holliday Blackhawk Tech Saint Leo University
Campbell University
John Kucharczuk Kathleen Morris
Stacy Hollins Centennial College University of Alabama
St. Louis Community College Florissant
David Largent Alysse Morton
Valley
Ball State University Westminster College
Mike Horn
Frank Lee Elobaid Muna
State University of New York, Geneseo
Fairmont State University University of Maryland Eastern Shore
Christie Hovey
Luis Leon Jackie Myers
Lincoln Land Community College
The University of Tennessee at Chattanooga Sinclair Community College
Margaret Hvatum
Freda Leonard Russell Myers
St. Louis Community College Meramec
Delgado Community College El Paso Community College
Jean Insinga
Julie Lewis Bernie Negrete
Middlesex Community College
Baker College, Allen Park Cerritos College

xx Acknowledgments

A01_KINS0809_01_SE_FM_i-xxvi.indd 20 19/12/15 3:42 PM

 Melissa Nemeth Jennifer Robinson Allen Truell
Indiana University, Purdue University, Trident Technical College Ball State University
Indianapolis
Dianne Ross Erhan Uskup
Jennifer Nightingale University of Louisiana at Lafayette Houston Community College
Duquesne University
Ann Rowlette Lucia Vanderpool
Kathie O’Brien Liberty University Baptist College of Health Sciences
North Idaho College
Amy Rutledge Michelle Vlaich-Lee
Michael Ogawa Oakland University Greenville Technical College
University of Hawaii
Candace Ryder Barry Walker
Janet Olfert Colorado State University Monroe Community College
North Dakota State University
Joann Segovia Rosalyn Warren
Rene Pack Winona State University Enterprise State Community College
Arizona Western College
Eileen Shifflett Sonia Washington
Patsy Parker James Madison University Prince George’s Community College
Southwest Oklahoma State Unversity
Sandeep Shiva Eric Weinstein
Laurie Patterson Old Dominion University Suffolk County Community College
University of North Carolina, Wilmington
Robert Sindt Jill Weiss
Alicia Pearlman Johnson County Community College Florida International University
Baker College
Cindi Smatt Lorna Wells
Diane Perreault Texas A&M University Salt Lake Community College
Sierra College and California State
Edward Souza Rosalie Westerberg
University, Sacramento
Hawaii Pacific University Clover Park Technical College
Theresa Phinney
Nora Spencer Clemetee Whaley
Texas A&M University
Fullerton College Southwest Tennessee Community
Vickie Pickett College
Midland College Alicia Stonesifer
La Salle University Kenneth Whitten
Marcia Polanis Florida State College of Jacksonville
Forsyth Technical Community College Jenny Lee Svelund
University of Utah MaryLou Wilson
Rose Pollard Piedmont Technical College
Southeast Community College Cheryl Sypniewski
Macomb Community College John Windsor
Stephen Pomeroy University of North Texas
Norwich University Arta Szathmary
Bucks County Community College Kathy Winters
Leonard Presby University of Tennessee, Chattanooga
William Paterson University Nasser Tadayon
Southern Utah University Nancy Woolridge
Donna Reavis Fullerton College
Delta Career Education Asela Thomason
California State University Long Beach Jensen Zhao
Eris Reddoch Ball State University
Pensacola State College Nicole Thompson
Carteret Community College Martha Zimmer
James Reddoch University of Evansville
Pensacola State College Terri Tiedeman
Southeast Community College, Molly Zimmer
Michael Redmond Nebraska University of Evansville
La Salle University
Lewis Todd Mary Anne Zlotow
Terri Rentfro Belhaven University College of DuPage
John A. Logan College
Barb Tollinger Matthew Zullo
Vicki Robertson Sinclair Community College Wake Technical Community College
Southwest Tennessee Community College

Additionally, we’d like to thank our MyITLab team for their review and collaboration with our text authors:

LeeAnn Bates Becca Lowe Jerri Williams

MyITLab content author Media Producer MyITLab content author
Jennifer Hurley Ralph Moore
MyITLab content author MyITLab content author

Acknowledgments xxi

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 Preface
Real World Problem Solving for Business and
Beyond
The Your Office series provides the foundation for students to learn real world problem
solving for use in business and beyond. Students are exposed to hands-on technical content
that is woven into realistic business scenarios and focuses on using Microsoft Office as a
decision-making tool.

Real world business exposure is a competitive advantage.

The series features a unique running business scenario—the Painted Paradise Resort &
Spa—that connects all of the cases together and exposes students to using Microsoft
Office to solve problems relating to business areas such as finance and accounting, pro-
duction and operations, sales and marketing, and more. Look for the icons identifying the
business application of each case.
Active learning occurs in context.
Each chapter introduces a realistic business case for students to complete via hands-on
steps that are easily identified in blue-shaded boxes. Each blue box teaches a skill and
comes complete with video, interactive, and live auto-graded support with automatic
feedback.
Coursework that is relevant to students and their future
careers.
Real World Advice, Real World Interview Videos, and Real World Success Stories are
woven throughout the text and in the student resources. These share how former students
use the Microsoft Office concepts they learned in this class and had success in a variety
of careers.
Outcomes matter.
Whether it’s getting a good grade in this course, learning how to use Excel to be successful
in other courses, or learning business skills that will support success in a future job, every
student has an outcome in mind. And outcomes matter. That is why we added a Business
Unit opener to focus on the outcomes students will achieve by working through the cases
and content of each chapter as well as the Capstone at the end of each unit.
No matter what career students may choose to pursue in life, this series will give
them the foundation to succeed. And as they learn these valuable problem-solving and
decision-making skills while becoming proficient in using Microsoft Office as a tool, they
will achieve their intended outcomes, making a positive impact on their lives.

xxii Preface

A01_KINS0809_01_SE_FM_i-xxvi.indd 22 19/12/15 3:42 PM

 Key Features
The Outcomes focus allows students and instructors to focus on higher-level learning
goals and how those can be achieved through particular objectives and skills.
• Outcomes are written at the course level and the business unit level.
• Chapter Objectives list identifies the learning objectives to be achieved as students
work through the chapter. Page numbers are included for easy reference. These are
revisited in the Concepts Check at the end of the chapter.
• MOS Certification Guide for instructors and students directs anyone interested in
prepping for the MOS exam to the specific series resources to find all content required
for the test.

Business Application Icons The real world focus reminds students that what they are learning is practical and
useful the minute they leave the classroom.
• Real World Success features in the chapter opener share anecdotes from real
former students, describing how knowledge of Office has helped them be successful in
Customer Finance & their lives.
Service Accounting • Real World Advice boxes offer notes on best practices for general use of important
Office skills. The goal is to advise students as a manager might in a future job.
• Business Application icons appear with every case in the text and clearly iden-
tify which business application students are being exposed to (finance, marketing,
General Human operations, etc.).
Business Resources • Real World Interview Video icons appear with the Real World Success story in the
business unit. Each interview features a real businessperson discussing how he or she
actually uses the skills in the chapter on a day-to-day basis.

Features for active learning help students learn by doing and immerse them in the
Information Production & business world using Microsoft Office.
Technology Operations
• Blue boxes represent the hands-on portion of the chapter and help students
quickly identify what steps they need to take to complete the chapter Prepare Case.
This material is easily distinguishable from explanatory text by the blue-shaded
background.
Sales & Research & • Starting and ending files appear before every case in the text. Starting files identify
Marketing Development exactly which student data files are needed to complete each case. Ending files are
provided to show students the naming conventions they should use when saving their
files. Each file icon is color coded by application.
Real World Blue Box Videos
• Side Note conveys a brief tip or piece of information aligned visually with a
Interview Video step in the chapter, quickly providing key information to students completing that
particular step.
• Consider This offers critical thinking questions and topics for discussion, set
apart as a boxed feature, allowing students to step back from the project and think
Soft Skills about the application of what they are learning and how these concepts might be used
in the future.
• Soft Skills icons appear with other boxed features and identify specific places where
students are being exposed to lessons on soft skills.

Key Features  xxiii

A01_KINS0809_01_SE_FM_i-xxvi.indd 23 19/12/15 3:42 PM

 Study aids help students review and retain the material so they can recall it at a moment’s
notice.
• Quick Reference boxes summarize generic or alternative instructions on how to
accomplish a task. This feature enables students to quickly find important skills.
• Concept Check review questions, which appear at the end of the chapter, require
students to demonstrate their understanding of the objectives.
• Visual Summary offers a review of the objectives learned in the chapter using images
from the completed solution file, mapped to the chapter objectives with callouts and
page references, so students can easily find the section of text to refer to for a refresher.
• MyITLab™ icons identify which cases from the book match those in MyITLab™.
• Blue Box Video icons appear with each Active Text box and identify the brief video,
demonstrating how students should complete that portion of the Prepare Case.

Extensive cases allow students to progress from a basic understanding of Office through
to proficiency.
• Chapters all conclude with Practice, Problem Solve, and Perform Cases to
allow full mastery at the chapter level. Alternative versions of these cases are available
in Instructor Resources.
• Business Unit Capstones all include More Practice, Problem Solve, and
Perform Cases that require students to synthesize objectives from the two previous
chapters to extend their mastery of the content. Alternative versions of these cases are
available in Instructor Resources.
• More Grader Projects are offered with this edition, including Prepare cases as well
as Problem Solve cases at both the chapter and business unit capstone levels.

xxiv Key Features

A01_KINS0809_01_SE_FM_i-xxvi.indd 24 19/12/15 3:42 PM

 Another Random Document on
Scribd Without Any Related Topics
like ghosts, in the mysterious silvery midnight light; the impression
was fairy-like.
A warm welcome awaited Metchnikoff in Russia. At Petersburg, as in
Moscow, he was received with cordial and enthusiastic sympathy not
only by scientific and medical societies, but by all the intellectual
youth of those cities. This warm reception contributed to efface the
bitterness sometimes aroused in him by distant recollections of the
reasons which caused him to leave his native country.
During our stay in Russia we made the acquaintance of our great
writer, Léon Tolstoï. We spent a day with him in his estate, Iasnaïa
Paliana, and the day left a lifelong impression upon us.
It was at dawn that we reached the little railway station where a
carriage had come to meet us. It had been raining in the night and
now, in the first morning light, everything shone with dew. We were
excited by the sight of the Russian country, cool meadows, forest,
fields, all that simple landscape that we had not seen for so long,
and we were also greatly moved at the idea of meeting Tolstoï.
The village appeared in the distance and, a little way apart, the wide
open entrance gate of the old park of Iasnaïa Paliana. We entered a
long shady avenue leading to the home of Tolstoï. The spring was at
its best, flowers and perfumes everywhere. The house and the old
park had the poetic charm of the ancient “nests of nobility” in
Russia.
Tolstoï’s daughter greeted us on the steps; her kindly simplicity at
once put us at our ease. We had hardly entered the vestibule when
we saw Léon Tolstoï himself coming down the stairs with a brisk
step. We knew him at once, though he seemed to us different from
all his portraits. We were first of all struck by his eyes, deep,
piercing, and yet as clear as those of a child. He had nothing of that
hardness and severity that one is accustomed to see in his portraits;
his features, too, seemed to us much finer and more idealised. He
looked straight into our eyes as if he wished to read the depths of
our souls. But we were at once reassured by the kind and
benevolent expression of his whole face. He looked strong and
healthy and did not seem old, but full of inner life. After the first
words of welcome, he said to us, “You resemble each other; that
happens after living happily together for a long time.” He questioned
us concerning our journey and on the impression made upon us by
Russia after our long absence; then he said he had to finish his
morning task.
His daughter and son took us for a walk through the park and the
village, and the friendly words they exchanged with the peasants
indicated excellent relations between the villagers and the people of
the château. As soon as we came in, Léon Tolstoï reappeared,
declaring that he gave himself holiday for the day. He questioned
Metchnikoff on his researches, on the present state of hygiene, and
on the application of scientific discoveries. He listened attentively
and with visible interest. At the end of the conversation he declared
that it was quite erroneously that he was thought to be hostile to
Science, and that he only denounced pseudo-science, which has
nothing to do with human welfare. “In reality,” he said, “you and I
are aiming towards the same goal by different lines.”
All his words were impregnated with a deep love for, and an ardent
desire to serve, humanity. Literature and Art were mentioned; Tolstoï
said that he was now so far from it all that he had even forgotten
some of his own works and appreciated them much less than his
writings on spiritual questions. He thought that sometimes beauty of
form acted at the expense of the moral bearing of the subject. To
the objection that Art embellishes Life, he answered that it has some
value in that it serves as a link between men and makes them purer,
but that its moral importance surpasses its æsthetic value by a great
deal.
He related that he had conceived a new work on the social
movement in Russia and, à propos of that, the conversation fell
upon political reprisals. The subject of deportations, prisons, and
executions was visibly painful to him; his eyes, now sad and
suffering, revealed his vibrating soul.
On the agrarian question, he was in favour of the nationalisation of
land, and showed great enthusiasm for Henry George. He thought
the suppression of the commune in Russia a great mistake.
Metchnikoff explained to him that his personal observations in Little
Russia spoke, on the contrary, in favour of individual property, which
gave better agricultural results. Tolstoï manifested perfect tolerance,
and conversation flowed on peacefully concerning various subjects.
In everything he said the beauty and elevation of his soul was
perceptible.
After lunch he desired to have a serious conversation with
Metchnikoff and took him out driving, he himself holding the reins.
On the way he returned to the question of Science. He thought that
humanity was so overwhelmed with misery and had so many urgent
questions to solve that work ought to be turned in that direction,
and that we had no right to busy ourselves with abstract questions
unrelated to life. “What good can it do man to have a notion of the
weight and dimensions of the planet Mars?” he said.
Metchnikoff answered that theory is much nearer to life than it
seems, and that many benefits have been acquired for humanity by
scientific observations of an abstract order. Thus, the discovery of
the great unchanging laws of Nature give to Man the consciousness
of being submitted to logical laws instead of an arbitrary force, and
that is a benefit. When microbes were discovered, their part in
human life was not suspected, and yet this discovery was afterwards
of the greatest service to human welfare since it enabled man to
fight against disease.
On the way back, Tolstoï gave his place to his son and himself
returned on horseback, an exercise in which he indulged almost
daily, in spite of the approach of his eighty years. He still rode
splendidly, sitting quite upright, and seemed even younger than
before.
After that he went to take a little rest, whilst Countess Tolstoï gave
us immense pleasure by reading to us two yet unpublished works by
her husband, the charming story After the Ball and the tragic Sergius
the Monk.
In the late afternoon a friend of our host, an accomplished musician,
sat at the piano and played some Chopin. In the spring twilight the
charm of that music filled us with emotion. Léon Tolstoï, seated in an
armchair, listened; the lyrical beauty of the sound sank deeper and
deeper into his soul, his eyes became veiled with tears, he leant his
forehead on his hand and remained motionless. Metchnikoff also was
deeply moved, and the effect of music on two such men, the
pleasure that it gave them, was the strongest plea in favour of pure
Art.
“I do not know what takes place in my mind when I listen to
Chopin,” said Tolstoï a few moments later, after the closing sounds
had vanished, “Chopin and Mozart move me to the depths. What
lyrism! what purity!” Metchnikoff liked Mozart and Beethoven, but
Tolstoï thought Beethoven too complicated. As to Wagner and
modern music, they both agreed about it, thinking it unintelligible
and lacking harmony and simplicity.
Around the tea-table conversation turned on senility, and
Metchnikoff developed his theory of the discords of human nature.
He illustrated his affirmations by the example of Goethe’s Faust,
who, according to him, formed the best picture of the evolution of
human phases. To his mind the second part of Faust is but an
allegory of the disharmonies of old age. It is a striking picture of the
dramatic contest between the yet ardent and juvenile feelings of old
Goethe and his physical senility. Tolstoï seemed interested by this
interpretation and said he would read the second part of Faust over
again, but that he himself would never offer an example of a similar
lack of harmony. À propos of Metchnikoff’s theory, according to
which the fear of death exists because Death itself is premature,
Tolstoï affirmed that he had no fear of death, but added, laughingly,
that he would nevertheless try to reach the age of 100 in order to
please Elie.
Our train only left late in the night, and, until we started, the
conversation never ceased to be animated. In every one of his
words Tolstoï’s exalted soul was perceptible, a soul in which there
was room but for preoccupations of a spiritual order. He would have
given the impression of floating above the earth if his ardent and
compassionate heart had not constantly brought him back to the
miseries and faults of human beings. The atmosphere around him
was pure and vivifying as on high peaks, and the place seemed
sanctified by his presence.
That interview had been a meeting of two superior minds, two
exalted souls, but how different! The one, scientific and rational,
always leaning on solid facts in order to soar and to spread his wings
in the highest spheres of thought; the other an artist and a mystic,
rising through intuition to the same spiritual heights; both pursuing
the same goal of human perfection and happiness, but going along
such different roads....
As we took leave of him, Léon Tolstoï said, “Not farewell, but au
revoir!” And as we sat in the carriage and started to go, he appeared
in a lighted window, as in an aureola, waving his hand, “Au revoir, au
revoir!” he repeated for the last time.... The night was calm and
beautiful under the immensity of the starry vault, and its greatness
was confounded in our souls with the greatness of Léon Tolstoï.
 CHAPTER XXX
Intestinal flora — Infantile cholera — Typhoid fever — Articles on
popular Science.

When he returned home, Metchnikoff immediately resumed his work.

He continued, with his collaborators, researches on the normal
intestinal flora and on the microbian poisons which provoke arterio-
sclerosis.
They were able to ascertain that certain microbes of the intestinal
flora, such as the bacillus coli and Welch’s bacillus, produce poisons
(phenol and indol) which are reabsorbed by the normal intestinal
walls and which provoke arterio-sclerosis and other lesions of the
organs. A part of those poisons is eliminated by the urine, and the
quantity found therein allows one to estimate the quantity contained
in the organism. An exclusively vegetarian or carnivorous diet
increases its production, while a mixed diet reduces it. During the
rest of his life Metchnikoff made systematic and periodical analysis of
his own urine in correlation with his diet.
From certain facts and certain experiments he concluded that the
reciprocal influence of microbes might be utilised to attenuate or to
eliminate the noxious action of some of them. Thus, by cultivating
the lactic bacillus in the presence of those microbes which produce
poisons belonging to the aromatic group, the decrease in quantity
and even the disappearance of phenol and indol is observed. All
those facts confirmed anterior results which Metchnikoff had
obtained, and indicated the route to be followed in his struggle
against those toxins which gradually poison the organism and induce
premature senility.
Having thus elucidated certain questions concerning the part played
by microbes in a normal organism, he studied the pathogenic
intestinal flora. He began by infantile cholera because this question
is simplified by the fact that new-born children are fed exclusively on
milk. It was then believed by practitioners that this intestinal disease
of infants came from their mode of feeding, from summer heat, and
other external influences. Metchnikoff, however, succeeded in
demonstrating that the contents of the intestines of infants suffering
from “cholera” always included a special kind of microbe, the B.
proteus; he was also able to give the disease to young anthropoid
apes by making them ingest food soiled by the intestinal contents of
sick infants, thus establishing the infectious character of infantile
cholera.
He then attacked another intestinal disease, typhoid fever, of which
the microbe (Eberth’s bacillus) had been known for some time, but
had not been studied experimentally, ordinary laboratory animals
being refractory. Metchnikoff had again recourse to anthropoids, and
succeeded in infecting a chimpanzee by making him eat food soiled
by the intestinal contents of a typhoid patient.
With the collaboration of Dr. Besredka, he undertook a series of
experiments on anthropoid apes and on macaques. The former
alone took typical typhoid fever, similar to that of man. It could be
given them by pure cultures of Eberth’s bacillus, which definitely
confirmed the specificity of that microbe.
Antityphoid vaccination by means of killed bacilli not being at that
time either safe or durable, Metchnikoff advised measures of simple
preventive hygiene: the use of cooked food, great personal
cleanliness, cleanliness of streets and dwellings, and the destruction
of insects, especially flies, which often infect food. In order to
popularise these notions, he wrote a series of articles in newspapers.
Later, several scientists found efficacious means of vaccination
against typhoid fever.
In 1912 Metchnikoff, in collaboration with Dr. Besredka (the author
of the antityphoid vaccination method by means of sensitised bacilli),
demonstrated on anthropoid apes that antityphoid vaccination by
living sensitised microbes is certain, and that it presents no danger
of diffusing the disease, for these microbes, harmless to the
vaccinated individual, cannot prove a source of danger for his
entourage, since they are phagocyted at the very place where they
are inoculated.
Metchnikoff always considered that it was very useful to keep the
public at large informed of the results acquired by Science, because
“it is only by becoming a part of daily life that measures of hygiene
and prophylaxis will have efficacious results.” He therefore lost no
opportunity of spreading scientific principles and facts. In 1908 he
had given in Berlin a lecture on “The Curative Forces of the
Organism.” In a Russian review, the Messenger of Europe, he
developed the same subject and included an epitome of his lecture
in Stockholm on immunity. In that article he expounded the
phagocyte theory of immunity. Among concrete examples of its
application, he quoted the indications concerning the evolution of an
infectious disease provided by the quantity of leucocytes in the
blood, and the process employed by certain surgeons to diminish the
danger of infection during an operation: just as, in case of an enemy
menace, the Government mobilise an army, certain surgeons employ
divers means to attract an army of phagocytes and to stimulate their
activity in case any microbes should penetrate into the wound.
In 1909 he gave another lecture at Stuttgart, “A Conception of
Nature and of Medical Science,” in which he summed up his two
works Études sur la nature humaine and Essais optimistes. The title
of this lecture was intended to emphasise his view of human nature,
according to which “Man, as he appeared on the earth, is an animal
and pathological being belonging to the realm of medicine.” But he
ended his paper by the same optimistic thought which illumines the
whole philosophy of his later years. “With the help of Science, Man
can correct the imperfections of his nature.”
He unveiled these imperfections and the ills which proceed from
them, not only from a love of truth or scientific honesty, but always
with the object of finding means to combat them. He never allowed
sight to be lost of the fact that Science lights up the tortuous and
painful path which leads to an issue that suffering humanity will find
by gradually widening the limits of knowledge with the help of Work
and of Will.
Thus all his writings offer us encouragement and support.
 CHAPTER XXXI
A bacteriological expedition to the Kalmuk steppes, 1911.

During his preceding journeys in the Kalmuk steppes, Metchnikoff

had often heard it said that tuberculosis was almost unknown there,
but that the Kalmuks took it very easily when brought into contact
with foreigners. As all means of combating this disease had hitherto
given very unsatisfactory results, Metchnikoff thought that
researches should be started along a new path. He had long thought
that observations on the extreme liability of Kalmuks to tuberculosis
might perhaps provide some new data. But the study of the question
necessitated a very distant journey which he now at last had the
opportunity of realising.
According to Metchnikoff’s hypothesis, a natural vaccination takes
place among us against tuberculosis which would explain the
resistance of the majority of human beings in spite of the enormous
diffusion of the disease. He concluded that some attenuated breeds
of microbes become introduced into our organism during our
childhood, thus vaccinating us against the virulent tuberculous
bacillus. This supposition seemed to him plausible, for he had long
ago found that some micro-organisms (Cienkovsky’s bacillus, the
cholera bacillus, etc.) become modified in different environment and
conditions, both in form and in virulence. He had described this
phenomenon in 1888 in a memoir entitled Pleomorphism of
Microbes. His hypothesis would explain the liability of the Kalmuks,
since, if no tuberculous bacilli existed in the steppes, the inhabitants
could not acquire a natural vaccination. When placed in an
environment which was not free from tuberculosis, they became
infected very easily, being in no wise prepared for the struggle
against the virus.
The expedition to the Kalmuk country was therefore planned in order
to ascertain whether tuberculosis was really absent from the
steppes. This could easily be done by Pirquet’s test,[27] which at the
same time would show whether the number of Kalmuks infected
increased from the centre to the outer limit of the steppes and
corresponded with the greater degree of contact with the
surrounding population. If the enquiry confirmed the hypothesis,
there would remain to be seen which microbes might best be used
as vaccines.
The expedition was also intended to elucidate a few questions on
the etiology of endemic plague in the Kirghiz steppes. When this
intention became known, the Russian authorities desired to add to it
a local mission on the study of plague epidemics in the steppes.
Metchnikoff, who was chiefly concerned with the question of
tuberculosis, was only able to draw up a plan of work for the Russian
mission and to start it going in one of the plague centres.
The Pasteur Institute expeditionary party comprised, besides
Metchnikoff, MM. Burnet, Salimbeni, and Iamanouchi. They were
joined at Moscow by Drs. Tarassevitch and Choukevitch, and at
Astrakhan by the physicians of the Russian plague mission. The
Institut Pasteur party left Paris on May 14, 1911, full of spirits;
Metchnikoff, eager to make the journey pleasant for his companions,
was doing the honours of his country to the best of his ability; he
fully succeeded, owing to the warm welcome and liberal hospitality
which they received in Russia, where every one tried to contribute
not only to the success of the expedition but to the comfort and
pleasure of its members. The latter, indeed, preserved a most
pleasant recollection of this journey, and, in later years, always
spoke of it with pleasure.
Navigation on the Volga from Nijni Novgorod to Astrakhan was full of
peculiar charm. That five days’ journey was one of the rare periods
of complete rest in Metchnikoff’s life. He indulged in the dolce far
niente as he watched the peaceful landscape on the passing banks.
The Volga, then in flood, covered immense spaces. Here and there,
whole forests emerged from the river which reflected them as in an
enchanted dream. From time to time, little isolated villages appeared
with the gilt cupola of a church or a monastery, then meadows,
forests, steep cliffs, or gentle slopes down to the river. What poetry,
what grandeur in simplicity! As in a kaleidoscope, types of varied
populations and pictures of local customs followed upon each other.
Along the banks now and then were seen processions of pilgrims.
Their humble, gray, stooping figures breathed deep faith and
resignation. Sometimes popular songs arose from the Volga, sad,
expressive, soul-penetrating chants.
This contemplative quietude was only interrupted by stations in the
ports of large towns where deputations of the educated inhabitants
came to wish the mission welcome. These functions had a cordial
and touching character, for it was obvious that such enthusiastic
demonstrations had for their source a sincere cult for the knowledge
whose representatives were being fêted; it was touching to see such
a living ideal in this distant and oppressed land.
At Tsaritsine, several Kirghiz embarked on our boat in order to go to
a large fair which the inhabitants of the steppes attended in
numbers. Metchnikoff thought this was a unique opportunity to learn
whether there were any carriers of the plague bacillus among those
many natives coming from all parts of the steppes. He therefore
decided that those members of the expedition who had come to
study plague would go to the fair with the Kirghiz, whilst he, with
the rest of the expedition, would make observations on the Kalmuks
of the Astrakhan region.
A most hospitable welcome awaited us there; people vied with each
other in their efforts to assist the expedition. The Governor-General
of Astrakhan had ordered all preparations to be made, and the
mission was provided not only with necessaries but with comforts
which did much to alleviate the fatigue of the long journey.
Whilst waiting for our companions, we had time to verify several
diagnostical reactions, the Kalmuks lending themselves willingly to
the operation. We heard later that they thought they were being
vaccinated against small-pox, a disease much feared in the steppes.
As soon as the plague mission arrived, we started towards the
Kirghiz steppes, for there was a plague centre north of the Caspian
Sea. When we were out at sea, an intense north wind began to blow
the waves away from the Kirghiz bank, and soon the depth lessened
to such an extent that we could make no progress. The sailors were
perpetually making soundings, and their repeated cries of “Two and
a half feet!” became a regular nightmare. The situation seemed
critical, and returning to Astrakhan was suggested; an idea which
infuriated Metchnikoff; he would not hear of it. At last, after several
incidents we reached the Kirghiz bank, the crossing having lasted
three days instead of the usual twenty-three hours.
As we arrived, we could see from afar a sort of Valkyries’ ride of
natives clad in brilliant colours and riding up at full gallop with wild
cries and exclamations. Before us spread a barren and sandy steppe,
producing the sad impression of a land forsaken by God and man.
How could life be possible there? But gradually, as we became
captivated by the charm of the boundless space, the purity of the air,
the harmonious colouring and the scent of wild heliotrope and
wormwood which alone can grow in those sands, we began to
understand that it was not only possible to live in those steppes, but
also to love them.
The plague centre stood among sandy hills with low-growing grass;
the summit of one of them was black with charred remains of burnt
objects; the corpses were buried in the same place. Only a few
wretched forsaken hovels remained. In order to throw light upon
endemic plague in the steppes, it was first of all necessary to
ascertain whether the plague microbes remained alive for some time
in places where the scourge had raged; if they were preserved in
dead bodies which had been singed rather than burnt; if the worms,
insects, rodents, and domestic animals on the spot were or were not
carriers of the plague microbe, and could or could not transmit it to
a distance from the initial focus.
After organising a small emergency laboratory, the corpses were
exhumed, and Dr. Salimbeni made a post-mortem examination.
These corpses, having been in the ground for three months, were in
a state of advanced decomposition and contained no living microbes.
Having set the work of the plague mission going, Metchnikoff parted
from it in order to accomplish the projected investigations on
tuberculosis in the Kalmuk steppes. He made a very solemn entry
into these steppes; a Kalmuk deputation welcomed the mission and
presented Metchnikoff with a bronze Buddha.
The aspect of those natives is sad and humble, their movements are
slow, their eyes dull. In this they contrast with their neighbours, the
quick and intelligent Kirghiz, and one reason for it is that the latter,
being Moslems, absorb no alcohol, while the Kalmuks consume
fermented milk (alcoholic fermentation) which poisons them slightly
but continuously; this observation had already been made by
Metchnikoff at the time of his previous visit.
The Kalmuks live in tents covered with coarse felt; they transport
these dwellings on camels from one place to another when their
herds of sheep or horses have consumed the scanty pasture grass
around the camp. There is no attempt at cultivation, and the steppes
become more and more barren as the pastures become exhausted.
In order to remedy this evil, the Russian administration has begun
various experimental plantations. In some places the steppes are
covered with small tamarisk bushes or with silky grass, but, as a
rule, the chief growth is of silver wormwood. The monotony is not so
great as one might think, for the steppes, like a mirror, reflect all the
divers light-changes, and wonderful natural phenomena take place
there. During the great heat, mirages are to be seen in the distance
—a river, lakes, reed-grown shores; sometimes a sand-storm
supervenes, more infernal than fairy-like, called here “smertch.” The
wind raises the sand in tongues of flames or in funnels running up to
the sky with giddy rapidity. Gradually, all the separate turmoils join in
a gigantic wall of sand, advancing in an orgy of movement; the
heavy clouds fall towards the ground, the sand rushes upwards,
everything becomes confounded in darkness and chaos.
One feels so entirely in the power of natural forces that the fatalism
of the poor inhabitants of the land is easily understood. The
Kalmuks, primitive and nomadic, produce the impression of ghosts
from distant centuries.
Metchnikoff noticed that since his last visit in 1874, fatal influences
had worked havoc on the population. Four scourges, all of them
coming from outside, are destroying the Kalmuks: syphilis,
alcoholism, tuberculosis, and the Russians who are constantly
pushing them back. Those poor people realise the fate which is
awaiting them, and resign themselves like a sick man who knows his
sickness to be incurable.
The spiritual life of the Kalmuks reduces itself to their religious cult.
There are many Buddhist convents where children are being brought
up for a monastic life. Religious rites are performed by priests
dressed in purple and brilliant yellow; for the uninitiated, their part
consists in unrolling interminable bands on which prayers are
inscribed, and in executing a religious music which seemed a
mixture of a camel’s grunt, a dog’s howling, and an infinitely sad
plaint. Of the pure cult of Buddha, nothing seems to remain but an
empty form. However, there is a convent in the steppes—Tshori—a
sort of religious academy, where an effort is being made to restore
the cult to the original level of Buddhist doctrines.
Whilst gathering observations on tuberculosis, we traversed the
steppes in a north-easterly direction as far as Sarepta. This town
seemed like a civilised centre after the steppes, where the conditions
of life were somewhat hard in spite of the cordial reception accorded
us everywhere. The food, consisting solely in tinned goods and
mutton, had caused intestinal trouble in nearly all the members of
the expedition; on the other hand, we were greatly incommoded by
the heat, lack of water, and abundance of insects of all kinds.
In spite of all, Metchnikoff had hitherto borne the journey fairly well.
However, since we left Moscow he had had frequent cardiac
intermittence, accompanied sometimes by sharp pains along the
sternum. But the stay at Sarepta especially tried his health; the heat
reached 35° C. (95° F.) in the shade and 52° C. (about 125° F.) in
the sun; in the evening the windows could not be opened because of
the mosquitoes. Metchnikoff, who had shown so much endurance,
now became weak, drowsy, and nervous; he attributed his condition
to the excessive heat. Yet he could not leave Sarepta, for all the
members of both branches of the mission had agreed to meet there
in order to sum up the results of their observations.
The researches of the expedition for the study of plague were not
finished, and the Russian mission had agreed to complete them. So
far, it was established that neither the corpses—after a certain time
—nor the ground, nor the surrounding animals contained any plague
microbes, and no carriers had been found among the Kirghiz
population.
The data gathered among the Kalmuk population justified
Metchnikoff’s hypothesis. In the centre of the steppes, where the
Kalmuks were still isolated, tuberculosis was completely unknown;
diagnosis reactions were negative. They became positive more and
more frequently as we came nearer the periphery of the steppes and
the Russian population. The extreme sensitiveness of the Kalmuks
must therefore depend on the fact that they have suffered no
natural vaccination in the steppes, which would support the idea that
some natural vaccine exists amongst us. Metchnikoff therefore
concluded that he might direct ulterior researches towards the quest
of natural tuberculous vaccines. Such were the scientific results of
the expedition.
Apart from that, the journey to Russia had a strong personal
influence on Metchnikoff. He had formerly left his country under the
impression of the fatal error committed by the revolutionaries in
killing Alexander II., an error which had led to a protracted reaction.
He had therefore remained very sceptical concerning the Russian
revolutionary movement; he thought that the necessary reforms
might come from a Government evolution. But, during his sojourn in
Russia, he was able to appreciate events which modified his ideas to
a great extent. He was impressed by the contrast between the
progressive aspirations of the “intellectuals” and the inertia or
noxious activity of the rulers. The policy of Casso, the Minister of
Public Instruction, who ordered regular raids in the universities, the
persecution of Poles and Jews, the encouragement of the “black
band” obscurantism, giving plenary powers to creatures of darkness
like Rasputin and his peers, all these things excited indignation in a
man who placed the free development of human culture above
everything.
He thus ceased to count upon the progressive evolution of a
Government which was incapable of solving the complicated
problems of Russian life, and henceforward thought that those
problems would be solved by the “intellectuals” apart from the
Government and in opposition to it.
 CHAPTER XXXII
Further researches on the intestinal flora—Forty Years’ Search for a
Rational Conception of Life.

Since Metchnikoff had conceived the idea that a considerable part

was played in human life by the intestinal flora, his thoughts had
centred around a study which he thought profitable: that of the
influence of intestinal microbes on the normal and on the
pathological organism.
So, on his return from Russia, he took advantage of the fact that an
epidemic of infantile cholera had broken out in order to continue his
former investigations of that disease. The numerous cases which he
thus studied allowed him finally to establish the specific part of the
B. proteus as well as the similarity between infantile cholera and
Asiatic cholera. This time he succeeded in contaminating, not only
young anthropoid apes, but also new-born rabbits, and that not only
through sick children’s excreta, but by pure cultures of the proteus,
which eliminated every doubt of the specificity of this microbe.
Metchnikoff explained the contamination of children exclusively
breast-fed, either by the presence of a carrier personally refractory,
among the entourage, or by the transport of dirt, by means of flies,
on the objects which infants so readily put into their mouths. He
therefore advised preventive means of absolute hygiene and
cleanliness, especially where suckling infants are concerned.
During the year 1912, he studied the intestinal flora and the
influence of divers food diets. He experimented upon the rat, an
omnivorous animal whose mode of feeding resembles that of man.
The rats were divided into three lots, of which one was kept to a
meat diet, another to a vegetarian régime, and the third to a mixture
of both. The meat diet was least favourable, and the best results
obtained by the mixed food.
These observations led Metchnikoff to the study of other problems
intimately connected with the same question.
He undertook a series of researches in collaboration with his pupils,
MM. Berthelot and Wollman, on the conditions which cause the
diminution within the organism of the toxic products of intestinal
microbes. They found that the quantity of these products was very
small in those animals which feed on vegetable or fruit containing
much sugar, such as carrots, beetroot, dates, etc. This is explained
by the fact that the products of the decomposition of sugar are acids
which prevent the development of putrefying microbes. But the
sugar, rapidly absorbed by the walls of the small intestine, only
reaches the large intestine in a much reduced quantity, for it is only
up to a certain point during its journey that the cellulose of
vegetables, rich in sugar, protects that substance. The question,
therefore, was to find the means of making it reach the large
intestine in greater quantities. In the intestine of a normal dog, an
innocuous microbe was found, the Glycobacter peptonicus, which
decomposes starch into sugar.
Metchnikoff made some laboratory animals ingest this microbe
together with food, and ascertained that it reached the large
intestine and decomposed in it the starch of farinaceous food into
sugar, of which the acid products prevented the swarming of
putrefying microbes. By this process it is possible to reduce to a
minimum and even sometimes to eliminate the production of phenol
and indol in rats subjected to a mixed diet and made at the same
time to ingest cultures of the lactic bacillus and of the glycobacter.
Metchnikoff applied these different diets to himself and to other
individuals and obtained concordant results.
However, he ascertained that it is not only the food diet which
regulates the quantity of microbian poisons contained in the
organism; that quantity sometimes varies very much in spite of an
identical diet. He thought that a very important part of influence is
due to pre-existing microbes which prevent or favour the
development of microbes of putrefaction. All these questions,
complicated by the richness and variety of the intestinal flora, still
demanded a long series of laborious researches.
At the end of the winter he felt tired, and we went to the seaside
during the holidays. But the sharp sea air did not suit him; he had a
beginning of cardiac asthma and nearly fainted during a walk. We
therefore had to come away from the sea, and went inland, to Eu. At
the beginning of our stay, Metchnikoff did not feel well, walking tired
him, he suffered from cardiac intermittence; it was only gradually
that his condition improved and he was able to write the preface to
a Russian edition of his philosophical articles.
This book was entitled Forty Years’ Search for a Rational Conception
of Life, and the articles record the evolution of his ideas and his
search “not only for a rational understanding of life, but also for the
solution of the problem of death, which is so full of contradictions.”
This collection of articles enables us at the same time to follow the
gradual transition from the pessimism of his youth to the optimism
of his maturity. His first writings[28] relate to the discords of human
nature and the lack of a solid basis for morals.
But, already in 1883, he concluded an opening Causerie at the
Naturalists’ Congress in Odessa, by the following words: “The
theoretical study of natural history problems, in the widest sense of
the word, alone can give a sound method for the comprehension of
truth and lead to a definite conception of life—or at least to an
approach to it.”
Another article, The Curative Forces of the Organism, sums up his
phagocyte theory, and states the fact that the organism possesses
special powers of struggle against enemy elements.
In 1891, he wrote The Law of Life, in which we find the dawning
idea that the lack of harmony in human structure does not make a
happy existence and a rational code of morals impossible. Morals
must consist “not in rules of conduct adapted to our present
defective human nature, but on conduct based upon human nature
modified, according to the ideal of human happiness.”
The Flora of the Human Body, published in 1901, is a study in which
Metchnikoff’s optimism assumes a definite form, for he speaks of the
efficacy of certain means of struggling with our lack of harmony.
The last chapter in the book, “A Conception of Life and of Medical
Science,” introducing the word Orthobiosis, strikes the optimistic
chord, winged and conclusive, which must result from victory over
the disharmonies of human nature. This is Metchnikoff’s ultimate
formula, summing up the problems of life and of morals:
The ethical problem reduces itself to this: to allow the majority of human
beings to reach life’s goal, that is, to accomplish the whole cycle of a
rational existence to its natural end. We are still very far from that. We
can but sketch the rules to follow in order to attain this ideal. Its final
realisation will demand more scientific researches, which must be allowed
the widest and freest scope. It is to be foreseen that existence will have
to be modified in many ways. Orthobiosis demands an active, healthy,
and sober life, devoid of luxury and excess.
We must therefore modify present customs and eliminate those extremes
of wealth and poverty which now bring us so many evils. As time goes
on, when Science has caused present evils to disappear, when men no
longer tremble for the life and welfare of their dear ones, when individual
life follows a normal course—then Man can attain a higher level and more
easily devote himself to exalted goals.
Then Art and pure Science will occupy the place which is due to them
and which they lack at the present moment in consequence of our many
cares. Let us hope that men will understand their true interests and
contribute to the progress of orthobiosis.
Many efforts are necessary, much self-sacrifice, but they will be
attenuated by the consciousness of an activity directed towards the real
goal of human existence.
 CHAPTER XXXIII

First our pleasures die, and then

Our hopes, and then—our fears, and when
These are dead—the debt is due.
Dust claims dust—and we die too.
Shelley.

Unpleasant incidents — The fabrication of lacto-bacilli — St. Léger-en-

Yvelines — Return to Paris — First cardiac attack — Evolution of
the death-instinct — Notes on his symptoms.

The end of 1912 had some unexpected emotions in store for us.
Metchnikoff had always been able to congratulate himself on the
cordial hospitality which he had found in France, and to the end of
his life he remained deeply grateful for it.
But, in any country, incidents may occur about which it would be
unjust to generalise when they are due to individuals or to particular
limited circles, as was the fact in the present case. In spite of the
broad and generous ideas so widespread in France, a sudden current
of narrow nationalism became manifest, at this moment, in certain
quarters. Foreigners were accused of invading the country, of
occupying lucrative posts and increasing the difficulties of the bitter
struggle for existence. At first, only vague allusions were made, but,
little by little, the attacks of that nationalist circle went beyond all
bounds of justice and decency and turned into brutal provocations.
The contemptuous word métèque was resuscitated.
One newspaper especially led a furious propaganda and hesitated at
no means of overwhelming its victims, one of whom was
Metchnikoff.
Those coarse attacks might have been ignored with the contempt
which they deserved had they not been echoed by a writer in a
serious publication. Dr. Roux then wrote a reply in the same paper,
and the campaign ceased.
A proverb says with truth, “Slander away! something will always
stick.” And it was thus in this case. Metchnikoff was reproached with
having made money by his scientific discoveries. The story of his
whole life and the fact that he left no fortune should suffice to
answer this calumny, yet I am obliged to dwell on it, though I should
have preferred not to do so. The incident is too characteristic of
Metchnikoff to be omitted in this biography, which must be a faithful
testimony. The calumny was based on a real fact, but the
interpretation of it was absolutely false. After Metchnikoff’s
experiments on the lactic bacillus, a notion of the hygienic power of
pure sour milk began to spread among the public. A manufacturer
had the idea of preparing it on a large scale, according to the new
scientific principles, and wished to form a company to that effect; he
asked Metchnikoff to recommend to him some one whom he could
entrust with the technical work of preparing the pure curded milk. It
happened that we were just then trying to find a post for a young
couple in whom we were interested, and whose child was my
husband’s goddaughter. He trained his protégé in the technique
required, and was therefore able to recommend him. A short time
later, the manufacturer declared that he could not be sure of the
success of his enterprise without the guarantee of the name of
Metchnikoff, whose researches had proved the advantages of the
preparation in question. After consulting the legal adviser of the
Pasteur Institute, Metchnikoff consented to this, without of course
having any pecuniary interest in it; the formula chosen was, “sole
provider of Professor Metchnikoff.” The undertaking succeeded, and
our protégé’s future was assured. Metchnikoff himself, however, was
attacked and accused most unjustly, though he had never made any
personal profit whatever from the enterprise. And yet, when his
friends told him that it had been very reckless on his part thus to
expose himself, he answered that he thought it impossible to
hesitate between the welfare of a whole family and the possibility of
gossip. His reasoning was imprudent and perhaps erroneous, but he
never hesitated between doing a kindness and the possible
unpleasant consequences it might have for himself. If some people
could not understand him, it was because he was far from the
commonplace, “not like other people,” a quality often misunderstood
and unforgiven.
Such are the facts. “Honi soit qui mal y pense!”
The desire to lessen the ills around him was, in general, the cause of
heavy anxieties in his later years. He had learnt that the discovery of
an industrial process, of which the realisation required capital, would
be an excellent investment. He immediately wished to make his
friends profit by it, as well as himself, in order to alleviate material
difficulties. But until the end of his life the undertaking had no
results, and he was obsessed by the fear of having given bad advice
to those who followed him.
He knew not how to refuse, even when he should have done so;
therefore he was odiously exploited. Often he worked, in his rare
leisure moments, for people who were unworthy of his kindness.
During the last years of his life, all these incidents grieved him so
much that he used to say he felt the burden of existence. His soul
was darkened, he felt very depressed, and his health suffered.
We spent the summer holidays of 1913 at St. Léger-en-Yvelines, a
pretty place on the edge of the Rambouillet forest. In his choice of a
holiday resort, my husband was always guided by the desire to find
a place favourable to my sketching, and St. Léger answered the
purpose wonderfully. The fields with their vast horizons, the forest
with its graceful bracken and carpets of softly-tinted heather, the
mysterious ponds, all went to compose an admirable symphony, full
of artistic suggestion.
Elie himself was gay and full of spirits. He worked in the morning,
and we spent the rest of the day in the forest. He often read aloud;
he rested and enjoyed the peaceful calm, pure air, and verdure
which he loved so much.
He had arranged to take advantage of these holidays to execute
work of which he had been thinking for a long time. As it has been
said above, he thought that the life instinct was only developed
gradually and produced at the same time an optimistic conception of
life; he wished to verify this personal impression by the psychological
evolution of divers other thinkers. He turned to Maeterlinck, as a
representative of modern ideas. This author, mystical and pessimistic
in his youth, had acquired in his maturity a far more optimistic
conception of life. He himself explained this change by the influence
of circumstances, but Metchnikoff saw in it a deeper cause,
connected with the progressive evolution of the vital instinct which,
by bringing equilibrium with it, suggests optimism. The study of
Maeterlinck’s works confirmed his opinion.
Time flowed peacefully between rest and these occupations; at the
end of the holidays, we congratulated ourselves on their result on
my husband’s health; on our return, his friends thought him looking
well. Yet on the 19th October, about seven in the morning, he had a
terrible cardiac attack without any apparent cause. I found him
seated at his desk, and was terrified by his appearance; his lips were
blue, and he was breathing with difficulty. And yet he was writing,
and this is what he was writing:
Sèvres, 19th October 1913, 7.45 A.M.
This morning, after a good night, my heart was working well; I had from
58 to 59 regular pulsations. But, as I rose, I suddenly felt acute pain
along the sternum; at the same time began a strong crisis of tachycardia.
I had never in my life felt anything like it....
Here he had to stop as the crisis was becoming intolerable, but a
few hours later he took up his pen again:
 19th October, 3 P.M.
The crisis lasted till one o’clock (six hours’ duration).
There were times when the pain in the chest was unendurable.
I was thirsty and drank hot, weak tea; I vomited; I felt wind in the
stomach and the intestine. About noon the pain decreased, but the heart-
beats were frequent and extremely irregular. I lunched in order not to
alarm my wife, though I feared to aggravate the attack by filling my
stomach.
But the opposite happened. From the first mouthfuls (I naturally eat very
little) the pain became more tolerable and the pulse less frequent. After
lunch, everything became normal again; the pain ceased, the pulsations
slackened (78-80 per min.) and became much more regular.
Intermittence was rare, and I several times counted 100 regular beats in
succession. I remained absolutely conscious during the whole crisis, and
what chiefly pleased me is that I felt no fear of death, which I was
expecting at every moment. It was not only reasoning which made me
understand that it was better to die now, whilst my intellectual powers
had not yet gone from me and I had evidently accomplished all of what I
was capable; I resigned myself also in feeling, and quite serenely to the
catastrophe which was coming upon me and which would be far from
unexpected.
My mother, who had suffered from heart attacks during a great part of
her life, died at 65. My father died of apoplexy in his 68th year.
My eldest sister succumbed to an œdema of the brain; my brother
Nicholas died at 57 of angina pectoris.
Undoubtedly my cardiac heredity is a bad one. Already in my youth, I
suffered from my heart. At 33 I had such cardiac pains that sometimes I
had to rest after walking a few paces. At 34, I had much giddiness and a
feeling of heaviness in the head. I could not read a few lines, a poster
even, without a painful sensation. In 1881, during relapsing fever, I had
severe cardiac intermittence, very fatiguing and only relieved by small
doses of digitalin.
I afterwards had periodical attacks of intermittence but never any
tachycardia, at least none that lasted more than a few seconds. A little
tincture of strophanthus used to relieve me during intermittence. I ended
by consulting Dr. Vaquez, but the treatment he prescribed gave me no
relief. As I attributed my condition to poisoning by the toxins of intestinal
microbes, I resolved to give up raw food and to purge myself now and
then with Carabaña water. The success of this treatment was
indisputable, and in 1897 the intermittence ceased. In the autumn of
1898 I was beginning to suffer from polyuria; I consulted Albaran, who
counselled Contrexéville water, but this cure caused the appearance of
albumen in my urine. In 1898 I consulted Norden at Frankfort and Leube
in Paris during the Exhibition of 1900. Neither found anything alarming.
Norden had told me that I had symptoms of arterio-sclerosis inherent to
my age (53). I adopted a mixed diet; I took, regularly, sour milk prepared
with cultures of the Bulgarian lactic bacillus, and, during some years, my
health was quite satisfactory.
It was only after my journey to Russia in 1909 that a notable aggravation
supervened. I felt acute pains in the chest, along the sternum, especially
after eating or walking.
In 1911 the intermittence reappeared. In January 1911, I consulted Dr.
Heitz in order to know whether I could undertake an expedition in the
Kalmuk steppes, where hygienic conditions are very unfavourable. Dr.
Heitz found my heart hypertrophied, some slight galloping noise, the
blood-pressure (Pachon’s apparatus) 17-16-15. He said, however, that I
might undertake the journey, but added, “People die suddenly with less
the matter than that with their hearts.” The journey went well, though I
suffered from frequent intermittence and pains along the sternum when I
walked.
After my return, my heart was fairly satisfactory.
What consoles me especially is that I have preserved my activity, my
passion for work, and my intellectual powers. But, naturally, I am ready
to die at any moment.
At the beginning of the summer I was sounded by Dr. Manoukhine and
Professor Tchistovitch; both thought the heart-sounds satisfactory, but
Manoukhine was rather struck by the weakness of the first aortic sound
whilst the second was very strong. I had frequent intermittence, but with
intervals of normal pulsations. Latterly I have felt better in that respect,
and the pain along the sternum only occurred in exceptional cases.
Whilst preparing for my end, I am glad that I can face it with courage
and serenity.
As I look back upon my life, it seems to me to have been as “orthobiotic”
as possible.
If it may seem premature to die at 68 years and 5 months, it must not be
forgotten that I began to live very early (I published my first scientific
work at 18); that I have had many emotions during my life; that I was,
so to speak, in a state of continual ebullition.
 The polemics concerning phagocytosis might have killed or finally
enfeebled me much earlier. At times (for instance, I refer to Lubarsch’s
attacks in 1889 and those of Pfeiffer in 1894) I was ready to rid myself of
life.
Moreover, I only began to follow a rational hygiene (according to my
opinion) after I was 53 years old and already had symptoms of arterio-
sclerosis. I have been fairly successful in combating intestinal putrefaction
(phenols and indols),[29] but I could not succeed in getting rid of
abundant clostridium butyricum which were implanted in my intestine.
To sum up, I rejoice that I have had an existence not devoid of sense,
and I feel some satisfaction in considering my conception of the problem
of life as being accurate.
As I prepare to die, I have not the shadow of a hope of a life beyond,
and I calmly look forward to complete annihilation.
It is possible that having very early begun a very intense life, I have
attained at 68 a precocious satiety of living, just as certain women cease
to menstruate earlier than the great majority.
El. Metchnikoff.
P.S.—I believe everything is in order in view of my end (my will, my
affairs, etc.).
P.S.—Let those who think that, according to my principles, I should have
lived a hundred years, “forgive” me my premature end in view of the
extenuating circumstances above-mentioned (intense and precocious
activity, excitable temperament, nervous disposition, and late beginning
of the rational diet).
E. M.

The very next day he felt well enough to return to his work.
When urged to settle down in Paris in order to avoid the fatigue of
the journey, he replied that the peace and pure air of Sèvres were
indispensable to his health, that the journey did not fatigue him in
the least, but on the contrary provided him with wholesome exercise
and a pleasant walk. Knowing how prudent he was, I did not dare to
insist for fear of mistaking what was really best for him. And life
gradually resumed its normal course....
For a long time Metchnikoff had been observing himself very
attentively; he took regular notes on the influence of the food diet
which he followed; by the analysis of his urine, he sought for
indications respecting the toxic products of his intestinal flora; he
studied upon himself the advance of senility, whitening of hair, etc.
Since his crisis he had adopted the habit of writing occasional notes
on his psychical state. This is what he wrote on the 23rd December
1913 at Sèvres:
Two months and more have passed since I wrote the preceding lines.
During that period my health has been satisfactory; nevertheless I have
wondered every day whether it would be my last.
I am therefore hastening to write my memoir on infantile cholera.
The cardiac intermittence has been more or less frequent, yet every day I
have had periods of regular pulsations (58-66-72 per minute) as usual.
The day before yesterday I contracted a bad cold, accompanied by a little
fever. Wondering if it would degenerate into pneumonia, I faced anew the
possibility of a near end, and I resumed the analysis of my thoughts,
feelings, and sensations.
As my 70 years draw near to their close, it seems to me that a feeling of
satiety with life, what I call the “natural death instinct,” is gently
beginning to evolve.
When, in autumn 1910, experimenting with typhoid cultures, I had soiled
my face and mouth, I naturally said to myself that it might give me
typhoid fever. I washed my face and beard with soap and a solution of
sublimate without considering that I was safe against the infection. I
reasoned that it would be preferable to contract the disease and to die of
it. (At my age typhoid fever is almost always fatal. I had never had it, and
might therefore consider myself in a state of receptivity.) It is fine to fall
on the battlefield, especially at an age when life and activity are already
on the wane. But all that was pure reasoning; instinctively I still felt a
great desire to live, and it was with joy that I counted the days which
separated me from the danger of having contracted typhoid fever. I felt
much relieved a fortnight after the incident, considering that the limit of
incubation was passed.
Thus reasoning and feeling or instinct were not in accord.
Since then, in the three following years, a modification has taken place in
my psychical condition.
The prospect of death frightens me less than before. During my cardiac
crisis of the 19th October 1913 I even felt no fear of death, and my
 satisfaction at my recovery was less than before.
I think it is that difference in quantity which constitutes the first
symptoms of indifference towards death, an indifference which is hardly
perceptible at first.
Satiety with life is sometimes observed in old people of 80; it is not
surprising to feel the first approach of it about 70, especially in the case
of a man like myself who began very early to lead a very intense life.
Other special circumstances influence even more this precocious satiety
of life. As I become more indifferent to my own life I feel a more and
more acute anxiety for the health, life, and happiness of those who are
dear to me.
I am especially troubled by a consciousness of the imperfection of
modern medicine. In spite of the progress realised in these latter days, it
is still powerless against a multitude of diseases, threatening us on all
sides.
Pulmonary lesions (tuberculosis, pneumonia, etc.), the nephrites, and an
infinite quantity of other diseases can yet neither be prevented nor cured.
So we live in constant fear for those we love. When medicine shall (as I
am persuaded) have conquered all these evils, one cause of the
bitterness of life will cease—but that is not yet the case.
That is why, besides the weakening of the life-instinct, a resignation
towards death grows in us, as a means of no longer feeling the ills which
afflict our neighbours.
With time, when that source of unhappiness has been eliminated by
medicine, old age will be more attractive, and an orthobiotic life will
become normal and realisable.
At the ages of 50, 60, 65, I felt an intense joy in living, such as I
described in my Studies on Human Nature and Optimistic Essays. In the
last few years it has lessened markedly.
Scientific work still provokes in me an invincible enthusiasm, but I am
becoming more indifferent to many of the pleasures of life.

And indeed he no longer had the joyous soul of former days; into his
life a funereal note had crept, low but continuous and obstinate. He
gave all the more energy to the study of those questions the solution
of which was to bring about the reign of orthobiosis. He spent the
whole winter in researches on the intestinal flora and on the
completion of his studies on infantile cholera.
In the spring, on the occasion of his anniversary, he wrote the
following:
Sèvres, 16th May 1914.
I have to-day entered my 70th year; it is a great event for me. As I
analyse my feelings, I realise more and more the weakening of my “life-
instinct.”
In order to verify my impressions, I wished to hear again the musical
compositions which formerly used to make me shed tears of enthusiasm
(for instance, Beethoven’s 7th Symphony or Bach’s aria for the violin).
Well, my impressionability towards music has very much lessened. In
spite of the facility with which old people weep, I hardly shed a single
tear, save with rare exceptions.
I observe the same change in other circumstances.
This spring, the blossoming of flowers, buds, bushes, and trees, all this
renascence of nature, has not excited in me a shadow of the emotion of
preceding years.
Rather I felt a melancholy, not on account of my coming end, but
because of the consciousness of the burden of existence.
There is no question for me now of the old joy of living; my predominant
feeling is infinite anxiety for the health and happiness of those I love. I
now so well understand Pettenkoffer, who committed suicide at 84 after
losing all his family. Their death had evidently been precocious because
of the impotence of medicine. At every step, one comes across cases
where neither hygiene nor therapeutics can do anything. How many are
infected with tuberculosis, no one knows how or where. What is to be
done to avoid it? And the consequences of measles, of scarlet fever,
perhaps of a simple sore throat, followed sometimes by tuberculosis or
nephritis!
What is the use of being able to foretell, by means of the proportion of
urea in the blood, the precise moment of the death of an “azotemic”
patient when you cannot prevent it or cure him?
This imperfection of medical science prevents many from reaching true
orthobiosis, and it is understandable that, seeing the present state of
medicine, the feeling of the “burden of existence” may be precocious, as
in my case.
But it is indubitable that, in spite of the slowness with which medical
science is developing, it will in the future reach a degree which will
enable us to cease to tremble any longer before all sorts of incurable
diseases. Orthobiosis will then appear, no longer under its present
incomplete form, but as the solid and essential basis of life.
 CHAPTER XXXIV
Return to St. Léger-en-Yvelines — Norka — Studies on the death of
the silk-worm moth — War declared — Mobilisation.

The drawback of the holidays consisted, for Metchnikoff, in coming

away from his laboratory and in the impossibility of following his diet
in a hotel or a boarding-house. We therefore resolved to hire a
cottage in some quiet place, to organise a small laboratory, and to
continue our usual mode of life.
St. Legér-en-Yvelines, where we had spent part of the preceding
summer, answered all our requirements. We took a small villa there
and called it “Norka,” which means in Russian “little hole,” “little
refuge,” and came there for the holidays in July 1914.
Elie seemed pleased to be there; thanks to the laboratory, he could
easily vary his occupations, for continuous reading fatigued him. His
reflections having led him to the problem of natural death, he had
for some time been seeking for a subject on which he could study
the mechanism of the phenomenon. He had formerly studied the
May-flies (Ephemeridæ), predestined to a natural death by their
rudimentary buccal organs, incapable of use in feeding. But the life
of those insects, a life of a few hours or a few days at the most, was
too short to allow the necessary researches. The males of the
Rotifera, which are also deprived of buccal organs and even of
digestive organs, were too small in size for physiological
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