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 contents

windows & office Intro. 5—Printing, Sharing, and

Customizing Files intro-32
INTRO CHAPTER: WINDOWS 10, Print a File intro-32
Export as a PDF File intro-32
OFFICE 365/2019, AND FILE Document Properties intro-33
MANAGEMENT Intro-1 Share a File intro-34
Program Options intro-36
Chapter Overview intro-1
Intro. 6—Using the Ribbon, Tabs, and
Student Learning Outcomes (SLOs) intro-1
Quick Access Toolbar intro-37
Case Study intro-1 The Ribbon, Tabs, and Groups intro-37
Intro. 1—Using Windows 10 intro-2 Ribbon Display Options intro-37
Windows 10 intro-2 Buttons, Drop-Down Lists, and Galleries intro-38
Microsoft Account intro-2 Dialog Boxes, Task Panes, and Launchers intro-38
Windows Desktop and Taskbar intro-3 ScreenTips intro-39
Start Menu intro-3 Radio Buttons, Check Boxes, and
Add Apps intro-4 Text Boxes intro-39
Customize the Start Menu intro-4 Quick Access Toolbar intro-39
Customize the Taskbar intro-5 Customize the Quick Access Toolbar intro-40
File Explorer intro-6 Intro. 7—Using Context Menus, the
OneDrive intro-7 Mini Toolbar, and Keyboard Shortcuts intro-41
OneDrive Online intro-8 Context Menu intro-41
Cortana intro-9 Mini Toolbar intro-41
Task View intro-9 Keyboard Shortcuts intro-41
Settings intro-10 Function Keys on a Laptop intro-42
Action Center intro-11
Pause & Practice Intro-2 intro-42
Intro. 2—Using Microsoft Office intro-12
Intro. 8—Organizing and Customizing
Office 2019 and Office 365 intro-12
Folders and Files intro-46
Office 365 Products, Versions, and
Create a Folder intro-46
Update Channels intro-12
Move and Copy Files and Folders intro-46
Office Desktop Apps, Office Mobile
Rename Files and Folders intro-47
Apps, and Office Online intro-13
Delete Files and Folders intro-47
Open an Office Desktop Application intro-15
Create a Zipped (Compressed) Folder intro-48
Office Start Page intro-15
Extract a Zipped (Compressed) Folder intro-49
Backstage View intro-16
Office Help—Tell Me intro-17 Pause & Practice Intro-3 intro-50
Mouse and Pointers intro-18 Chapter Summary intro-52
Touch Mode and Touch-Screen Gestures intro-18 Using Microsoft Windows 10 and Office 365 intro-55
Intro. 3—Creating, Saving, Closing, and Guided Project Intro-1 intro-55
Opening Office Files intro-19 Guided Project Intro-2 intro-58
Create a New File intro-19 Independent Project Intro-3 intro-60
Save a File intro-21 Independent Project Intro-4 intro-61
AutoSave intro-22 Challenge Project Intro-5 intro-63
Create a New Folder When Saving a File intro-22 Challenge Project Intro-6 intro-63
Save As a Different File Name intro-22
Office File Types intro-23
Close a File intro-23 word
Open an Existing File intro-24
Pause & Practice Intro-1 intro-25 CHAPTER 1: CREATING AND EDITING
Intro. 4—Working with Files intro-28 DOCUMENTS W1-2
File Views intro-28
Chapter Overview W1-2
Change Display Size intro-29
Manage Multiple Open Files and Windows intro-30 Student Learning Outcomes (SLOs) W1-2
Snap Assist intro-31 Case Study W1-2

Contents vii
1.1—Creating, Saving, and Opening Documents W1-3 1.8—Customizing Document Properties W1-38
Create a New Document W1-3 Document Properties W1-38
Save a Document W1-4 Advanced Properties W1-39
AutoSave W1-5 Print Document Properties W1-39
Save As a Different File Name W1-5 Pause & Practice: Word 1-3 W1-39
Open a Document W1-6
Chapter Summary W1-44
Pin a Frequently Used Document W1-6
Check for Understanding W1-45
1.2—Entering and Selecting Text W1-7
Type Text and Use Word Wrap W1-7 Using Microsoft Word 365 W1-46
Show/Hide Formatting Symbols W1-7 Guided Project 1-1 W1-46
Select Text W1-8 Guided Project 1-2 W1-50
AutoComplete W1-9 Guided Project 1-3 W1-53
AutoCorrect and AutoFormat W1-9 Independent Project 1-4 W1-57
AutoCorrect Smart Tag W1-9 Independent Project 1-5 W1-59
Add Custom AutoCorrect Entry W1-10 Independent Project 1-6 W1-61
Improve It Project 1-7 W1-63
1.3—Using Paragraph Breaks, Line Breaks,
Challenge Project 1-8 W1-65
and Non-Breaking Spaces W1-10
Challenge Project 1-9 W1-65
Paragraph Breaks W1-10
Challenge Project 1-10 W1-66
Line Breaks W1-11
Spaces and Non-Breaking Spaces W1-11
Pause & Practice: Word 1-1 W1-12 CHAPTER 2: FORMATTING AND
1.4—Moving and Copying Text W1-15 CUSTOMIZING DOCUMENTS W2-67
Move Text W1-15
Copy Text W1-15 Chapter Overview W2-67
Paste Text and Paste Options W1-16 Student Learning Outcomes (SLOs) W2-67
Clipboard Pane W1-17
Undo Change W1-17 Case Study W2-67
Redo and Repeat Change W1-18 2.1—Customizing Margins and Page Layout W2-68
1.5—Changing Fonts, Font Sizes, and Attributes W1-18 Page Layout Settings W2-68
Font and Font Size W1-18 Margin Settings W2-68
Bold, Italic, and Underline Font Styles W1-19 Page Setup Dialog Box W2-69
Other Font Style Buttons W1-20 Page Orientation W2-69
Change Case W1-20 Paper Size W2-70
Font Dialog Box W1-21 Vertical Alignment W2-70
»» Font Color W1-21 Use the Ruler W2-70
»» Underline Style and Color W1-22 Page Movement W2-71
»» Font Effects W1-22 2.2—Setting, Using, and Editing Tab Stops W2-72
»» Character Spacing W1-23 Set a Tab Stop W2-72
Text Effects W1-23 »» Set a Tab Stop Using the Tabs
Format Painter W1-24 Dialog Box W2-73
Clear All Formatting W1-25 »» Set a Tab Stop Using the Ruler W2-73
Change Default Font and Font Size W1-25 Move a Tab Stop W2-74
Pause & Practice: Word 1-2 W1-26 Remove a Tab Stop W2-75
Add a Tab Leader W2-75
1.6—Changing Text Alignment, Line Spacing, Change Default Tab Stops W2-76
and Paragraph Spacing W1-28
Default Settings W1-29 2.3—Using Indents W2-76
Paragraph Alignment W1-29 Left and Right Indents W2-77
Line Spacing W1-29 First Line and Hanging Indents W2-78
Paragraph Spacing W1-30 Remove Indents W2-79
Paragraph Dialog Box W1-31 Pause & Practice: Word 2-1 W2-80
Change Default Line and Paragraph Spacing W1-32 2.4—Inserting Page Numbers, Headers, and
1.7—Using Smart Lookup and Proofreading Tools W1-32 Footers W2-82
Smart Lookup and the Smart Lookup Pane W1-32 Page Numbering W2-82
Automatic Spelling and Grammar Notifications W1-33 »» Insert Page Number W2-82
Editor Pane W1-34 »» Edit Page Number in Header or Footer W2-82
Customize the Dictionary W1-35 »» Different First Page W2-83
The Thesaurus W1-35 »» Page Number Format W2-83
Word Count W1-36 »» Remove Page Number W2-84
Read Aloud W1-37 Insert Header and Footer Content W2-84
Learning Tools W1-37 »» Number of Pages Field W2-85

viii Contents
 »» Date and Time W2-85 3.1—Using Comments W3-139
»» Document Properties W2-86 Change User Name W3-139
Built-In Headers, Footers, and Page Numbers W2-87 Insert a Comment W3-139
Pause & Practice: Word 2-2 W2-87 Ink Comments W3-140
Review Comments W3-141
2.5—Using Page and Section Breaks W2-89
Reply to a Comment W3-141
Page Breaks W2-90
Resolve Comment W3-141
Section Breaks W2-90
Edit and Delete Comments W3-142
Edit Page and Section Breaks W2-91
3.2—Using Track Changes and Sharing W3-142
2.6—Using Bulleted, Numbered, and
Track Changes W3-142
Multilevel Lists W2-91
Display for Review Views W3-143
Create a Bulleted List W2-91
Accept and Reject Changes W3-144
Customize a Bulleted List W2-92
Reviewing Pane W3-145
Create a Numbered List W2-93
Share an Online File W3-145
Customize a Numbered List W2-94
Create a Sharing Link W3-147
Multilevel Lists W2-95
Pause & Practice: Word 3-1 W3-148
2.7—Using Styles and Themes W2-95
Style Gallery W2-96 3.3—Using Footnotes and Endnotes W3-151
Apply a Built-In Style W2-96 Insert a Footnote W3-151
Modify a Style W2-96 Insert an Endnote W3-151
Apply a Theme W2-97 View Footnotes and Endnotes W3-152
Customize Footnotes and Endnotes W3-152
Pause & Practice: Word 2-3 W2-98
»» Modify Footnote and Endnote Format W3-153
2.8—Using Find and Replace and Resume »» Modify Footnote and Endnote Styles W3-153
Assistant W2-100 Convert Footnotes and Endnotes W3-155
Find W2-100 Move Footnotes and Endnotes W3-155
Find and Replace W2-101 Delete Footnotes and Endnotes W3-156
Go To W2-102
3.4—Creating a Bibliography and Inserting
Resume Assistant W2-102
Citations W3-156
2.9—Using Borders, Shading, and Hyperlinks W2-103 Report Styles W3-156
Apply Built-In Borders W2-104 Bibliography Styles W3-156
Customize Borders W2-104 Add a New Source W3-157
Apply Shading W2-105 Insert a Citation W3-159
Apply a Page Border W2-106 Insert a Placeholder W3-159
Insert a Horizontal Line W2-107 Manage Sources W3-160
Create a Hyperlink W2-107 Edit Citations and Sources W3-161
Edit or Remove a Hyperlink W2-108 Use the Researcher W3-162
Pause & Practice: Word 2-4 W2-109 Insert a Bibliography W3-162
Chapter Summary W2-113 Pause & Practice: Word 3-2 W3-164
Check for Understanding W2-114 3.5—Inserting a Table of Contents W3-168
Use Heading Styles for a Table of Contents W3-168
Using Microsoft Word 365 W2-115
Insert a Built-In Table of Contents W3-169
Guided Project 2-1 W2-115
Insert a Custom Table of Contents W3-170
Guided Project 2-2 W2-119
Modify a Table of Contents W3-171
Guided Project 2-3 W2-122
Update a Table of Contents W3-171
Independent Project 2-4 W2-126
Remove a Table of Contents W3-172
Independent Project 2-5 W2-129
Independent Project 2-6 W2-131 3.6—Inserting a Cover Page W3-172
Improve It Project 2-7 W2-134 Insert a Built-In Cover Page W3-172
Challenge Project 2-8 W2-136 Customize Cover Page Content W3-173
Challenge Project 2-9 W2-136 »» Customize Document Property Content W3-173
Challenge Project 2-10 W2-137 »» Add or Remove Document Property Fields W3-173
»» Customize Content Control Fields W3-174
Remove a Cover Page W3-174
CHAPTER 3: COLLABORATING WITH 3.7—Using Advanced Headers and Footers W3-175
OTHERS AND WORKING WITH Page and Section Breaks W3-175
Built-In Headers, Footers, and Page Numbers W3-176
REPORTS W3-138 Customize Header and Footer Content W3-176
Different First Page Header and Footer W3-177
Chapter Overview W3-138
Different Odd and Even Pages W3-178
Student Learning Outcomes (SLOs) W3-138 Link to Previous Header or Footer W3-179
Case Study W3-138 Format Page Numbers W3-179

Contents ix
 Navigate between Headers and Footers W3-180 Insert a Column Break W4-238
Remove a Header or Footer W3-180 Balance Columns W4-238
Pause & Practice: Word 3-3 W3-181 Pause & Practice: Word 4-3 W4-239
Chapter Summary W3-186 4.5—Working with Graphics W4-240
Check for Understanding W3-187 Pictures and Online Pictures W4-240
Insert a Picture W4-241
Using Microsoft Word 365 W3-188
Use Alt Text W4-242
Guided Project 3-1 W3-188
Insert an Online Picture W4-242
Guided Project 3-2 W3-193
Resize a Graphic W4-243
Guided Project 3-3 W3-198
Wrap Text around a Graphic W4-244
Independent Project 3-4 W3-203
Position a Graphic W4-246
Independent Project 3-5 W3-206
Insert a Caption W4-246
Independent Project 3-6 W3-210
Group Graphic Objects W4-247
Improve It Project 3-7 W3-213
Challenge Project 3-8 W3-216 4.6—Working with Other Graphic Objects W4-248
Challenge Project 3-9 W3-216 Insert and Customize a Shape W4-248
Challenge Project 3-10 W3-217 Insert and Customize SmartArt W4-249
Insert and Customize WordArt W4-250
Modify Graphics with Styles W4-251
Insert Icons and 3D Models W4-251
CHAPTER 4: USING TABLES, Insert Online Video W4-252
COLUMNS, AND GRAPHICS W4-218 Insert Symbols and Special Characters W4-253
Pause & Practice: Word 4-4 W4-254
Chapter Overview W4-218
Chapter Summary W4-259
Student Learning Outcomes (SLOs) W4-218
Check for Understanding W4-260
Case Study W4-218
Using Microsoft Word 365 W4-261
4.1—Creating and Editing Tables W4-219 Guided Project 4-1 W4-261
Tables W4-219 Guided Project 4-2 W4-264
Navigate within a Table W4-220 Guided Project 4-3 W4-268
Table Tools Layout Tab W4-220 Independent Project 4-4 W4-272
Select Table and Text W4-220 Independent Project 4-5 W4-274
Add Rows and Columns W4-221 Independent Project 4-6 W4-277
Merge and Split Cells W4-222 Improve It Project 4-7 W4-280
Copy or Move Columns and Rows W4-222 Challenge Project 4-8 W4-282
Delete Columns and Rows W4-223 Challenge Project 4-9 W4-283
Delete a Table W4-223 Challenge Project 4-10 W4-284
4.2—Arranging Text in Tables W4-223
Resize Columns and Rows W4-223
AutoFit a Table W4-224 excel
Distribute Rows and Columns W4-224
Text Alignment W4-225 CHAPTER 1: CREATING AND
Cell Margins W4-225 EDITING WORKBOOKS E1-2
Table Properties Dialog Box W4-226
Sort Data in Tables W4-226 Chapter Overview E1-2
Pause & Practice: Word 4-1 W4-227 Student Learning Outcomes (SLOs) E1-2
4.3—Formatting and Editing Tables W4-229 Case Study E1-2
Table Tools Design Tab W4-229 1.1—Creating, Saving, and Opening a Workbook E1-3
Table Borders W4-230 Create a New Workbook E1-3
View Gridlines W4-231 Save and Close a Workbook E1-4
Table Shading W4-231 Open a Workbook E1-5
Table Styles W4-231 Save a Workbook with a Different File Name E1-5
Table Style Options W4-232 Workbook File Formats E1-6
Insert a Formula in a Table W4-232
1.2—Entering and Editing Data E1-7
Update a Formula W4-233
Enter Labels and Values E1-7
Convert Text to a Table W4-233
Edit Cell Contents E1-8
Pause & Practice: Word 4-2 W4-234 Replace or Clear Cell Contents E1-8
4.4—Using Columns W4-236 Align and Indent Cell Contents E1-9
Preset Column Settings W4-236 Select Cells E1-10
Customize Columns W4-236 The Fill Handle E1-11
Convert Text to Columns W4-237 AutoComplete E1-12

x Contents
 Cut, Copy, and Paste Cell Contents E1-13 Guided Project 1-3 E1-73
»» Move or Cut Cell Contents E1-13 Independent Project 1-4 E1-78
»» The Office Clipboard E1-14 Independent Project 1-5 E1-80
»» Copy Cell Contents E1-15 Independent Project 1-6 E1-82
»» Paste Options E1-16 Improve It Project 1-7 E1-84
Challenge Project 1-8 E1-86
Pause & Practice: Excel 1-1 E1-17
Challenge Project 1-9 E1-86
1.3—Using the SUM Function E1-19 Challenge Project 1-10 E1-87
Function Syntax E1-20
Copy the SUM Function E1-20
Edit the Function Argument E1-21 CHAPTER 2: WORKING WITH
1.4—Formatting a Worksheet E1-22 FORMULAS AND FUNCTIONS E2-88
Font Face, Size, Style, and Color E1-22
The Format Painter E1-23 Chapter Overview E2-88
Number Formats E1-23 Student Learning Outcomes (SLOs) E2-88
Borders and Fill E1-24
Case Study E2-88
Cell Styles E1-26
Workbook Themes E1-26 2.1—Building and Editing a Formula E2-89
Type a Formula E2-89
Pause & Practice: Excel 1-2 E1-27
Point and Click to Build a Formula E2-90
1.5—Modifying Columns and Rows E1-30 Edit a Formula E2-90
Adjust Column Width and Row Height E1-31
2.2—Setting Mathematical Order of Operations E2-91
AutoFit Columns and Rows E1-32
Multiple Operators in a Formula E2-92
Wrap Text, Merge Cells, and Center
Across Selection E1-32 2.3—Using Absolute, Mixed, Relative, and
Insert and Delete Columns and Rows E1-33 3D References E2-93
Hide and Unhide Columns and Rows E1-35 Copy a Formula with a Relative Reference E2-94
Build and Copy a Formula with an
1.6—Inserting, Deleting, and Moving Worksheets E1-36
Absolute Reference E2-94
Insert and Delete Worksheets E1-36
Build and Copy a Formula with a Mixed Reference E2-95
Rename Worksheets and Change Tab Color E1-37
Create a Formula with a 3D Reference E2-96
Move and Copy Worksheets E1-38
Range Names and Formula AutoComplete E2-96
Pause & Practice: Excel 1-3 E1-39 2.4—Using Formula Auditing Tools E2-99
1.7—Modifying the Appearance of a Workbook E1-41 The Formula Auditing Group E2-100
Workbook Views E1-41 Trace Precedents and Dependents E2-100
Zoom Options E1-43 The Formula Correction Message Window E2-101
Freeze Panes E1-43 Circular Reference E2-101
Split a Worksheet into Panes E1-44 Pause & Practice: Excel 2-1 E2-102
Hide or Unhide Worksheets E1-44
Switch Windows Command E1-45 2.5—Working with Statistical and Date &
View Multiple Worksheets E1-46 Time Functions E2-106
AVERAGE Function E2-107
1.8—Finalizing a Workbook E1-47 COUNT Functions E2-108
Check Spelling E1-47 MAX and MIN Functions E2-109
Document Properties E1-48 AutoCalculate E2-110
The Properties Dialog Box E1-48 TODAY and NOW Functions E2-111
The Page Setup Dialog Box E1-49
Margins, Page Orientation, and Paper Size E1-50 Pause & Practice: Excel 2-2 E2-112
Headers and Footers E1-51 2.6—Working with Financial, Logical, and
Page Breaks E1-53 Lookup Functions E2-114
»» Preview and Move a Page Break E1-54 The Function Arguments Dialog Box E2-114
»» Remove a Manual Page Break E1-55 PMT Function E2-115
Customize Print Settings E1-55 IF Function E2-117
»» Scale to Fit E1-56 Lookup Functions E2-119
»» Print Area E1-57 2.7—Using Math & Trig Functions E2-122
»» Print a Worksheet or Workbook E1-58 Round Function E2-122
Pause & Practice: Excel 1-4 E1-59 SUMIF Function E2-123
SUMPRODUCT Function E2-125
Chapter Summary E1-62
Pause & Practice: Excel 2-3 E2-126
Check for Understanding E1-64
Chapter Summary E2-131
Using Microsoft Excel 365 E1-65
Guided Project 1-1 E1-65 Check for Understanding E2-132
Guided Project 1-2 E1-69 Using Microsoft Excel 365 E2-133

Contents xi
 Guided Project 2-1 E2-133 Sparkline Design Tools E3-195
Guided Project 2-2 E2-140 Clear Sparklines E3-196
Guided Project 2-3 E2-145 Pause & Practice: Excel 3-3 E3-196
Independent Project 2-4 E2-150
Chapter Summary E3-200
Independent Project 2-5 E2-152
Independent Project 2-6 E2-155 Check for Understanding E3-201
Improve It Project 2-7 E2-157 Using Microsoft Excel 365 E3-202
Challenge Project 2-8 E2-160 Guided Project 3-1 E3-202
Challenge Project 2-9 E2-160 Guided Project 3-2 E3-206
Challenge Project 2-10 E2-161 Guided Project 3-3 E3-209
Independent Project 3-4 E3-213
Independent Project 3-5 E3-214
CHAPTER 3: CREATING AND Independent Project 3-6 E3-215
EDITING CHARTS E3-162 Improve It Project 3-7 E3-217
Challenge Project 3-8 E3-219
Chapter Overview E3-162 Challenge Project 3-9 E3-219
Student Learning Outcomes (SLOs) E3-162 Challenge Project 3-10 E3-220
Case Study E3-162
3.1—Creating a Chart Object and a Chart Sheet E3-163 CHAPTER 4: FORMATTING,
Create a Chart Object E3-163 ORGANIZING, AND GETTING DATA E4-221
Excel Chart Types E3-164
Size and Position a Chart Object E3-165 Chapter Overview E4-221
Create a Chart Sheet E3-166 Student Learning Outcomes (SLOs) E4-221
3.2—Using Quick Layouts and Chart Styles E3-167 Case Study E4-221
Apply a Quick Layout E3-167 4.1—Creating and Formatting an Excel Table E4-222
Apply a Chart Style E3-168 Create an Excel Table E4-222
Change Chart Colors E3-169 Table Styles and Options E4-223
Print a Chart E3-169 The Table Tools and Properties Groups E4-225
Pause & Practice: Excel 3-1 E3-170 Structured References and Table Formulas E4-227
3.3—Editing Chart Elements and Data E3-172 4.2—Applying Conditional Formatting E4-228
Add and Remove Chart Elements E3-173 Highlight Cells Rules E4-228
»» Chart and Axes Titles E3-173 Top/Bottom Rules E4-229
»» Data Labels E3-175 Use a Formula for a Rule E4-230
»» Data Table E3-175 Data Bars, Color Scales, and Icon Sets E4-230
»» Trendlines E3-176 Manage Conditional Formatting Rules E4-231
Switch Row and Column Data E3-177 Pause & Practice: Excel 4-1 E4-232
Change the Chart Type E3-177
4.3—Sorting Data E4-235
Filter Source Data E3-178
Sort Options E4-235
Edit Source Data E3-178
»» Sort Data by One Column E4-235
3.4—Formatting Chart Elements E3-179 »» Sort Data by Multiple Columns E4-236
Apply a Shape Style E3-179 »» Sort Data by Cell Attribute E4-237
Apply Shape Fill, Outline, and Effects E3-180 Sort Data in an Excel Table E4-238
The Format Task Pane E3-182
4.4—Filtering Data E4-238
3.5—Using Pictures, Shapes, and AutoFilters E4-239
WordArt in a Chart E3-183 Custom AutoFilter E4-239
Use a Picture as Shape Fill E3-183 Advanced Filter E4-240
Insert Shapes E3-184
4.5—Using Subtotals, Groups, and Outlines E4-242
Use WordArt in a Chart E3-185
The Subtotal Command E4-243
Pause & Practice: Excel 3-2 E3-186 Outline Buttons E4-244
3.6—Building Pie and Combination Charts E3-188 Create an Auto Outline E4-245
Create a 3-D Pie Chart E3-188 Define Groups E4-245
Pie Chart Elements and Options E3-189 Pause & Practice: Excel 4-2 E4-246
Create a Combination Chart E3-190
4.6—Importing Data E4-248
Combination Chart E­ lements and Options E3-191
Text Files E4-249
3.7—Creating Sunburst and Waterfall Charts E3-191 Word Documents E4-250
Create a Sunburst Chart E3-192 Access Database Files E4-250
Create a Waterfall Chart E3-193 Web Site Data E4-252
3.8—Inserting and Formatting Sparklines E3-194 Workbook Queries and Connections E4-253
Insert Sparklines E3-195 Flash Fill E4-253

xii Contents
4.7—Exporting Data E4-254 1.3—Creating and Using a Table in
Export Data as a Text File E4-254 Datasheet View A1-21
Export Data via the Clipboard E4-256 Create a New Table in Datasheet View A1-21
SharePoint Lists E4-256 Edit the Default Primary Key A1-22
Pause & Practice: Excel 4-3 E4-257 Add New Fields A1-22
»» Add New Fields by Entering Field Names A1-22
4.8—Building and Formatting PivotTables E4-259
»» Add New Fields by Entering Data A1-24
Create a PivotTable E4-260
Delete Fields A1-25
The PivotTable Fields Pane E4-260
Edit Properties in Datasheet View A1-25
Field Settings E4-261
Add a Table Description A1-26
Format a PivotTable E4-263
Save a Table A1-27
PivotTable Layout E4-263
Close a Table A1-27
Refresh a PivotTable E4-264
Open a Table A1-27
Calculated Fields E4-265
Rename a Table A1-28
Create a PivotChart E4-266
Add, Edit, and Delete Records A1-28
Pause & Practice: Excel 4-4 E4-267
Pause & Practice: Access 1-2 A1-30
Chapter Summary E4-270
1.4—Importing Data Records from Excel A1-33
Check for Understanding E4-271
1.5—Exploring Datasheet View A1-35
Using Microsoft Excel 365 E4-272 Navigation Buttons A1-35
Guided Project 4-1 E4-272 Refine the Datasheet Layout A1-36
Guided Project 4-2 E4-276 »» Modify the Field Order A1-36
Guided Project 4-3 E4-282 »» Select a Display Font Face and Font Size A1-37
Independent Project 4-4 E4-286 »» Modify the Row Height A1-37
Independent Project 4-5 E4-289 »» Modify the Column Width A1-38
Independent Project 4-6 E4-291 »» Modify the Field Alignment A1-40
Improve It Project 4-7 E4-293 »» Display Gridlines A1-40
Challenge Project 4-8 E4-295 »» Display Alternate Row Colors A1-40
Challenge Project 4-9 E4-296 »» Use the Datasheet Formatting Dialog Box A1-40
Challenge Project 4-10 E4-297 »» Hide and Unhide Table Fields A1-41
»» Add Total Rows A1-42
»» Save Changes A1-42

access Pause & Practice: Access 1-3 A1-43

1.6—Using Search, Sort, and Filter Tools to
CHAPTER 1: CREATING A Find Records in a Table A1-46
DATABASE AND TABLES A1-2 Search Data in a Table A1-46
Sort Data in a Table with Datasheet View A1-48
Chapter Overview A1-2 »» Sort Data on a Single Field A1-48
Student Learning Outcomes (SLOs) A1-2 »» Sort Data on Multiple Fields A1-49
»» Remove Sorting Criteria A1-50
Case Study A1-2
Filter Data in a Table with Datasheet View A1-50
1.1—Understanding Database Concepts A1-3 »» Create a Filter by Selection A1-50
Organize Data A1-3 »» Create a Text Filter, Number Filter,
The Access Interface A1-4 or Date Filter A1-51
»» Examine Access Objects A1-5 »» Create Compound Filter Criteria A1-52
»» Use the Navigation Pane A1-6 »» Remove Filter Criteria A1-53
»» Use Datasheet and Design View
of a Table A1-7 Pause & Practice: Access 1-4 A1-54
Pause & Practice: Access 1-1 A1-8 Chapter Summary A1-57
1.2—Creating and Managing a Database A1-12 Check for Understanding A1-58
Templates A1-12 Using Microsoft Access 365 A1-59
Database Properties A1-13 Guided Project 1-1 A1-59
Create a Blank Database A1-14 Guided Project 1-2 A1-63
Access Naming Rules A1-14 Guided Project 1-3 A1-68
Data Types A1-15 Independent Project 1-4 A1-73
Create and Save Database Objects A1-16 Independent Project 1-5 A1-75
Open Database Objects A1-17 Independent Project 1-6 A1-77
Rename Database Objects A1-18 Improve It Project 1-7 A1-79
Delete Database Objects A1-18 Challenge Project 1-8 A1-81
Close and Open a Database A1-18 Challenge Project 1-9 A1-82
Back Up and Recover a Database A1-19 Challenge Project 1-10 A1-82

Contents xiii
CHAPTER 2: USING DESIGN VIEW, 2.7—Printing the Contents of a Table A2-127
DATA VALIDATION, AND Preview the Data Records A2-127
Print the Data Records without Previewing A2-128
RELATIONSHIPS A2-83
2.8—Using the Compact & Repair
Chapter Overview A2-83 Database Utility A2-129
Student Learning Outcomes (SLOs) A2-83 Pause & Practice: Access 2-3 A2-130
Case Study A2-83 Chapter Summary A2-135
2.1—Creating a Table in Design View A2-84 Check for Understanding A2-136
Create a New Table in Design View A2-84 Using Microsoft Access 365 A2-137
Add New Fields A2-85 Guided Project 2-1 A2-137
Define a Primary Key A2-86 Guided Project 2-2 A2-140
Delete Fields in a Table A2-87 Guided Project 2-3 A2-143
Save, Close, Rename, and Open a Table A2-87 Independent Project 2-4 A2-147
Property Update Options Smart Tag A2-88 Independent Project 2-5 A2-150
Switch between Datasheet Independent Project 2-6 A2-153
and Design Views A2-88 Improve It Project 2-7 A2-155
2.2—Setting Field Properties A2-88 Challenge Project 2-8 A2-158
Set the Field Size A2-89 Challenge Project 2-9 A2-159
The Format Property A2-90 Challenge Project 2-10 A2-160
»» Number and Currency Field Formats A2-90
»» Date/Time Field Formats A2-90
»» Yes/No Field Formats A2-90
»» Short Text and Long Text Field Formats A2-91 CHAPTER 3: CREATING AND
The Caption Property A2-91 USING QUERIES A3-161
Set the Default Value A2-91
The Required Property A2-92 Chapter Overview A3-161
The New Values Property A2-92 Student Learning Outcomes (SLOs) A3-161
Pause & Practice: Access 2-1 A2-92 Case Study A3-161
2.3—Understanding Data Integrity and 3.1—Understanding Queries and Using
Data Validation A2-95 the Simple Query Wizard A3-162
2.4—Integrating Data Validation in Tables A2-97 3.2—Creating, Running, and Editing a
Field Validation Rules A2-97 Query in Design View A3-163
Record Validation Rules A2-99 Create a Query Based on a Single Table A3-164
Test Validation Rules A2-101 Add Fields into a Query A3-165
Create Validation Text A2-102 Run a Query A3-165
Create a Lookup Field A2-103 Switch between Datasheet and Design Views A3-166
Define an Input Mask A2-107 Save and Close a Query A3-167
Open a Saved Query A3-167
2.5—Changing Field Properties after Records
Rename a Query A3-167
Are Added into a Table A2-111
Create a Query Based on Multiple Tables A3-168
Pause & Practice: Access 2-2 A2-112 Edit Fields in Query Design A3-168
2.6—Understanding and Designing Relational 3.3—Adding a Criterion to a Query A3-169
Databases A2-117 Single Criterion A3-169
Relational Principles A2-117 Comparison Operators A3-171
The Steps to Design a Relational Database A2-118 Use Wildcards in Criteria A3-171
Three Types of Relationships A2-119 »» The ? Wildcard Character A3-172
»» One-to-One Relationship A2-119 »» The * Wildcard Character A3-172
»» One-to-Many Relationship A2-119 »» The # Wildcard Character A3-173
»» Many-to-Many Relationship A2-120 Pause & Practice: Access 3-1 A3-173
»» Understand a Foreign Key A2-120
3.4—Controlling the Display of Query Results A3-175
Create Relationships between Tables A2-122
Unique Values Property A3-175
»» Define a Relationship Using the
Show Option for Query Fields A3-176
­Relationships Window A2-122
Apply Sorting A3-177
»» Enforce Referential Integrity A2-124
»» Cascade Updates A2-125 3.5—Defining Multiple Criteria in a Query A3-178
»» Cascade Deletes A2-125 The AND Operator A3-178
»» Save a Relationship A2-125 The OR Operator A3-179
Delete a Relationship between Tables A2-125 Combine the AND and OR Operators A3-180
Edit a Relationship between Tables A2-126 Pause & Practice: Access 3-2 A3-182

xiv Contents
3.6—Creating and Using a Simple Create a Form from a Template with
Parameter Query A3-184 Application Parts A4-240
Create a Parameter A3-184 4.3—Facilitating Data Input with a Form A4-241
The Parameter Data Type A3-186 Restrict a Form to Data Entry A4-242
Use Wildcards in a Parameter Query A3-187 Limit Edits and Deletions on a Form A4-242
3.7—Adding Calculated Fields to a Query A3-189 Add a Command Button A4-243
Enter a Formula in a Calculated Field A3-189 Test a Form A4-245
Troubleshoot Calculated Fields A3-190 Pause & Practice: Access 4-2 A4-245
Functions in a Calculated Field A3-191
4.4—Creating and Working with a
Pause & Practice: Access 3-3 A3-192 Simple Report A4-248
3.8—Creating and Using a Summary Query A3-194 The Report Wizard A4-249
Aggregate Functions A3-194 View or Modify a Report A4-253
Build a Summary Query A3-195 Save a Report A4-255
Pause & Practice: Access 3-4 A3-198 Open a Saved Report A4-255
Delete a Report A4-256
Chapter Summary A3-200
4.5—Creating and Customizing a Report in
Check for Understanding A3-201 Layout View A4-256
Using Microsoft Access 365 A3-202 The Blank Report Button A4-256
Guided Project 3-1 A3-202 Report Controls A4-256
Guided Project 3-2 A3-204 Report Control Layouts A4-257
Guided Project 3-3 A3-209 Add and Delete Fields in a Control Layout A4-257
Independent Project 3-4 A3-211 Customize a Report in Layout View A4-258
Independent Project 3-5 A3-213 »» Change Control Layouts A4-259
Independent Project 3-6 A3-215 »» Adjust Column Widths A4-259
Improve It Project 3-7 A3-217 »» Add and Delete Rows and Columns
Challenge Project 3-8 A3-220 in a Control Layout A4-260
Challenge Project 3-9 A3-220 »» Move a Control within a Layout A4-260
Challenge Project 3-10 A3-221 Adjust Control Positioning on a Report A4-261
Add a Title, Logo, Date, or Page Numbers
to a Report A4-261
CHAPTER 4: CREATING AND USING
Pause & Practice: Access 4-3 A4-263
FORMS AND REPORTS A4-222
4.6—Adding Grouping, Sorting, and Totals A4-265
Chapter Overview A4-222 Sorting A4-265
Add a Group to a Report A4-266
Student Learning Outcomes (SLOs) A4-222
Group and Sort Options A4-267
Case Study A4-222 Add Totals to a Report A4-268
4.1—Creating and Working with a Simple Form A4-223 4.7—Using Conditional Formatting in a Report A4-269
The Form Wizard A4-223 Conditional Formatting Rules A4-269
The Form Button A4-226 Add Conditional Formatting to a Report A4-270
The Split Form A4-226 Manage Conditional Formatting Rules A4-271
View or Modify a Form A4-227
4.8—Printing a Report A4-271
Save a Form A4-228
Preview a Report A4-271
Open a Saved Form A4-229
Print a Report without Print Preview A4-272
Delete a Form A4-229
Format and Print a Report with Multiple
Pause & Practice: Access 4-1 A4-229 Columns A4-273
4.2—Creating and Customizing a Form in Pause & Practice: Access 4-4 A4-274
Layout View A4-231 Chapter Summary A4-276
Create a Form Using the Blank Form Button A4-231
Form Controls A4-232 Check for Understanding A4-277
Form Control Layouts A4-233 Using Microsoft Access 365 A4-278
Add Fields to a Control Layout A4-233 Guided Project 4-1 A4-278
Delete Fields from a Control Layout A4-234 Guided Project 4-2 A4-281
Customize a Form in Layout View A4-235 Guided Project 4-3 A4-285
»» Change Control Layouts A4-235 Independent Project 4-4 A4-288
»» Adjust Control Widths and Heights A4-236 Independent Project 4-5 A4-290
»» Add and Delete Rows and Columns in Independent Project 4-6 A4-294
a Control Layout A4-237 Improve It Project 4-7 A4-298
»» Move a Control within a Layout A4-238 Challenge Project 4-8 A4-299
Adjust Control Positioning on a Form A4-238 Challenge Project 4-9 A4-300
Add a Title, Date, or Logo to a Form A4-239 Challenge Project 4-10 A4-301

Contents xv
 powerpoint 1.9—Applying Properties
Pause & Practice: Powerpoint 1-3
P1-48
P1-49
CHAPTER 1: CREATING AND Chapter Summary P1-53
EDITING PRESENTATIONS P1-2 Check for Understanding P1-54
Chapter Overview P1-2 Using Microsoft PowerPoint 365 P1-55
Guided Project 1-1 P1-55
Student Learning Outcomes (SLOs) P1-2
Guided Project 1-2 P1-58
Case Study P1-2 Guided Project 1-3 P1-61
1.1—Creating, Opening, and Saving Presentations P1-3 Independent Project 1-4 P1-64
PowerPoint Start and Open Pages P1-3 Independent Project 1-5 P1-66
Views P1-5 Independent Project 1-6 P1-68
Save and Close a Presentation P1-9 Improve It Project 1-7 P1-70
Share and Export Options P1-11 Challenge Project 1-8 P1-72
1.2—Working with Slides, Layouts, Challenge Project 1-9 P1-72
Placeholders, and Text P1-13 Challenge Project 1-10 P1-73
Add Slides and Choose Layouts P1-13
Enter Text in Placeholders P1-14
Align, Move, and Resize Placeholders P1-17 CHAPTER 2: ILLUSTRATING WITH
Edit Text P1-18 PICTURES AND INFORMATION
Change Text Case P1-19 GRAPHICS P2-74
Change List Bullet Symbols P1-19
The Format Painter P1-20 Chapter Overview P2-74
Reuse Slides from Another Presentation P1-20 Student Learning Outcomes (SLOs) P2-74
Check Spelling and Word Usage P1-21
Case Study P2-74
Use PowerPoint Designer with Listed
Information P1-22 2.1—Working with Shapes, Styles, Effects,
Use PowerPoint QuickStarter to Research and Colors P2-75
Content P1-24 Shapes and Text Boxes P2-75
Style Galleries and Effect Options P2-78
1.3—Navigating between Slides and
Outline Weight and Style P2-78
Organizing Content P1-25
Solid and Gradient Colors P2-79
Navigate between Slides P1-25
Custom Colors P2-81
Copy, Paste, and Duplicate Slides P1-26
Color Matching with the Eyedropper P2-83
Select Multiple Slides P1-27
Picture, Texture, or Pattern Fills P2-83
Rearrange Slide Order P1-28
WordArt Styles and Text Effects P2-84
Delete Slides P1-29
2.2—Working with Icons and 3D Models P2-87
Pause & Practice: Powerpoint 1-1 P1-29
Insert and Format Icons P2-87
1.4—Changing Theme Colors and Fonts P1-32 Insert and Adjust 3D Models P2-91
Change Theme Colors P1-33
2.3—Working with Pictures P2-93
Change Theme Fonts P1-34
Apply Picture Styles and Effects P2-93
Use the Slide Master to Change
Crop a Picture P2-94
Theme Colors and Fonts P1-34
Change Picture Colors P2-94
1.5—Inserting Headers and Footers P1-35 Set a Transparent Color P2-95
Create a Slide Footer P1-35 Compress Pictures P2-96
Create a Notes and Handouts Header P1-36 Insert Online Pictures and Illustrations P2-96
Pause & Practice: Powerpoint 1-2 P1-37 Creative Commons Licensing P2-98
1.6—Working with a Picture from a File P1-40 Pause & Practice: Powerpoint 2-1 P2-99
Insert a Picture and Select a Design 2.4—Creating a Table P2-103
Ideas Layout P1-40 Insert and Draw Methods P2-103
Resize a Picture P1-42 Move and Select P2-105
Align a Picture P1-42 Insert and Delete Rows and Columns P2-106
1.7—Applying and Modifying Transitions P1-43 Merge and Split Cells P2-106
Select Effect Options P1-44 Adjust Sizing P2-107
1.8—Exploring Print Options P1-45 2.5—Formatting a Table P2-108
Preview a Presentation P1-45 Table Style Options and Effects P2-108
Print a Slide P1-46 Shading and Border Colors P2-109
Print a Handout P1-46 Cell Alignment P2-110
Print an Outline P1-47 Cell Margins and Text Direction P2-110

xvi Contents
Pause & Practice: Powerpoint 2-2 P2-111 3.3—Linking to an Online Video P3-175
2.6—Creating a SmartArt Graphic P2-113 Format an Online Video P3-176
SmartArt Layouts P2-114 Play an Online Video P3-176
Add Text P2-115 Obtain Permission P3-178
2.7—Formatting a SmartArt Graphic P2-116 Pause & Practice: Powerpoint 3-1 P3-178
SmartArt Styles P2-116 3.4—Using Rehearsal Techniques P3-182
Change Colors P2-117 Speaker Notes P3-182
Change Layouts P2-117 Rehearse Timings P3-183
Add Shapes P2-118 Set Timings Manually P3-184
Pause & Practice: Powerpoint 2-3 P2-118 Prepare for Mishaps P3-185
2.8—Creating a Chart P2-121 3.5—Controlling Display Options P3-185
Enter Data and Edit P2-124 Adjust Slide Size P3-185
Change Chart Type P2-125 Presenter View P3-186
2.9—Formatting a Chart P2-126 Pause & Practice: Powerpoint 3-2 P3-189
Chart Styles and Colors P2-126 3.6—Presenting Using Projection Equipment P3-191
Format Chart Elements P2-127 Position Equipment P3-192
Legend and Data Labels P2-129 Navigate in a Slide Show P3-192
Explode a Pie Slice P2-131 Control Slide Display P3-192
Pause & Practice: Powerpoint 2-4 P2-132 »» Blank Slides P3-193
»» Hide and Reveal Slides P3-193
Chapter Summary P2-136
»» Use Keyboard Shortcuts P3-193
Check for Understanding P2-137 Remote Control and Laser Pointer P3-194
Using Microsoft PowerPoint 365 P2-138 3.7—Using Annotation Pens P3-195
Guided Project 2-1 P2-138
Pause & Practice: Powerpoint 3-3 P3-196
Guided Project 2-2 P2-141
Guided Project 2-3 P2-145 3.8—Preparing a Self-Running Presentation P3-198
Independent Project 2-4 P2-148 Record a Slide Show with Narration P3-198
Independent Project 2-5 P2-151 Set Up a Kiosk Presentation with Looping P3-200
Independent Project 2-6 P2-155 3.9—Packaging a Presentation for CD or Folder P3-200
Improve It Project 2-7 P2-158 Pause & Practice: Powerpoint 3-4 P3-201
Challenge Project 2-8 P2-160
Chapter Summary P3-205
Challenge Project 2-9 P2-160
Challenge Project 2-10 P2-161 Check for Understanding P3-206
Using Microsoft PowerPoint 365 P3-207
Guided Project 3-1 P3-207
Guided Project 3-2 P3-210
CHAPTER 3: PREPARING FOR Guided Project 3-3 P3-214
DELIVERY AND USING A SLIDE Independent Project 3-4 P3-216
PRESENTATION P3-162 Independent Project 3-5 P3-219
Independent Project 3-6 P3-221
Chapter Overview P3-162 Improve It Project 3-7 P3-224
Student Learning Outcomes (SLOs) P3-162 Challenge Project 3-8 P3-226
Case Study P3-162 Challenge Project 3-9 P3-227
Challenge Project 3-10 P3-227
3.1—Creating Custom Theme and
Background Colors P3-163
Custom Theme Colors P3-163 appendices
Custom Background Colors P3-166 Appendix A: Microsoft Office Shortcuts A-2
»» Format a Background with Pattern and Appendix B: Business Document Formats
Gradient Fills P3-167 (online only) B-1
»» Format a Background with Picture and
Texture Fills P3-169
3.2—Applying Animation P3-172
glossary G-1
Add Entrance, Exit, and Emphasis Effects P3-172
Effect Options, Timing, and Duration P3-173 index I-1

Contents xvii
 about the authors

randy nordell, ed.d.

AMERICAN RIVER COLLEGE

Dr. Randy Nordell is a Professor of Business Technology at American River College in Sacramento, California.
He has been an educator for over 25 years and has taught at the high school, community college, and university
levels. He holds a bachelor’s degree in Business Administration from California State University, Stanislaus, a
single subject teaching credential from Fresno State University, a master’s degree in Education from Fresno Pacific
University, and a doctorate in Education from Argosy University. Randy is the lead author of the Microsoft Office
365: In Practice, Microsoft Office 2016: In Practice, and Microsoft Office 2013: In Practice series of texts. He is also the
author of 101 Tips for Online Course Success and Microsoft Outlook 2010. Randy speaks regularly at conferences on
the integration of technology into the curriculum. When not teaching and writing, he enjoys spending time with his
family, cycling, skiing, swimming, backpacking, and enjoying the California weather and terrain.

kathleen stewart, m.s. ed., m.b.a.

Kathleen Stewart is retired from her role as professor and department chairperson for the Information
Management Systems Department at Moraine Valley Community College in Palos Hills, Illinois. She has a
master’s degree in occupational education from Southern Illinois University in Carbondale and an M.B.A. from
Loyola University in Chicago. She has authored Microsoft Office texts for many years for McGraw-Hill and has
been involved in corporate training in the Chicago area. When not occupied by a writing project, she enjoys travel-
ing, working on her golf game, literacy tutoring, and exploring cultural activities in the city.

annette easton, Ph.d.

Annette Easton is retired from her role as department chair and associate professor of management information
systems at San Diego State University. She taught for over 28 years at the university level and served as a School
Board Trustee for eight years. She holds a bachelor’s degree in business administration from Fresno State
University, and a doctorate in management information systems from the University of Arizona. Annette has pub-
lished articles on information technology education, electronic meeting systems, and integrating new technologies
into the information systems curriculum. She co-authored Cases for Modern Systems Development, and has been
an author of Access textbooks for McGraw-Hill Education since 2013. When not writing, she enjoys traveling and
improving her golf game with her husband, spending time with her family, and cooking.

xviii About the Authors

 pat graves, ed.d.
Pat Graves is a professor emeritus at Eastern Illinois University in Charleston, Illinois. She taught at the high
school level before receiving her doctorate in education from the University of Memphis. At Eastern Illinois
University, she taught in the School of Business for 20 years. Pat has been an author for McGraw-Hill Education
since 2002. She is the PowerPoint author for the Microsoft Office: In Practice series published in 2013, 2016, and
2019. When not writing, she travels, spends time with family and friends, enjoys the music city of Nashville, and
appreciates the peacefulness of the Tennessee mountains.

About the Authors xix

 preface

What We’re About

We wrote Microsoft Office 365: In Practice, 2019 Edition to meet the diverse needs of both students
and instructors. Our approach focuses on presenting Office topics in a logical and structured
manner, teaching concepts in a way that reinforces learning with practice projects that are
transferrable, relevant, and engaging. Our pedagogy and content are based on the following beliefs.

Students Need to Learn and Practice Transferable Skills

Students must be able to transfer the concepts and skills learned in the text to a variety of projects,
not simply follow steps in a textbook. Our material goes beyond the instruction of many texts.
In our content, students practice the concepts in a variety of current and relevant projects and
are able to transfer skills and concepts learned to different projects in the real world. To further
increase the transferability of skills learned, this text is integrated with SIMnet so students also
practice skills and complete projects in an online environment.

Your Curriculum Drives the Content

The curriculum in the classroom should drive the content of the text, not the other way around.
This book is designed to allow instructors and students to cover all the material they need to in
order to meet the curriculum requirements of their courses no matter how the courses are struc-
tured. Microsoft Office 365: In Practice, 2019 Edition teaches the marketable skills that are key to
student success. McGraw-Hill’s Custom Publishing site, Create, can further tailor the content
material to meet the unique educational needs of any school.

Integrated with Technology

Our text provides a fresh and new approach to an Office applications course. Topics integrate
seamlessly with SIMnet with 1:1 content to help students practice and master concepts and skills
using SIMnet’s interactive learning philosophy. Projects in SIMnet allow students to practice their
skills and receive immediate feedback. This integration with SIMnet meets the diverse needs of
students and accommodates individual learning styles. Additional textbook resources found in
SIMnet (Resources and Library sections) integrate with the learning management systems that are
widely used in many online and onsite courses.

Reference Text
In addition to providing students with an abundance of real-life examples and practice projects, we
designed this text to be used as a Microsoft Office 365 reference source. The core material, unclut-
tered with exercises, focuses on real-world use and application. Our text provides clear step-by-step
instructions on how readers can apply the various features available in Microsoft Office in a variety
of contexts. At the same time, users have access to a variety of both online (SIMnet) and textbook
practice projects to reinforce skills and concepts. Both SIMnet and this text are updated with the
most current Office 365 features. For the most current updates, please refer first to SIMnet.

xx Preface
 instructor walkthrough

Textbook Learning Approach

Microsoft Office 365: In Practice, 2019 Edition uses the T.I.P. approach:
• Topic
• Instruction
• Practice

Topic
• Each Office application section begins with foundational skills and builds to more complex
topics as the text progresses.
• Topics are logically sequenced and grouped by topics.
• Student Learning Outcomes (SLOs) are thoroughly integrated with and mapped to chapter
content, projects, end-of-chapter review, and test banks.
• Reports are available within SIMnet for displaying how students have met these Student
Learning Outcomes.

Instruction (How To)

• How To guided instructions about chapter topics provide transferable and adaptable instructions.
• Because How To instructions are not locked into single projects, this textbook functions as a
reference text, not just a point-and-click textbook.
• Chapter content is aligned 1:1 with SIMnet.

Practice (Pause & Practice and End-of-Chapter Projects)

• Within each chapter, integrated Pause & Practice projects (three to five per chapter) reinforce
learning and provide hands-on guided practice.
• In addition to Pause & Practice projects, each chapter has 10 comprehensive and practical
practice projects: Guided Projects (three per chapter), Independent Projects (three per chapter),
Improve It Project (one per chapter), and Challenge Projects (three per chapter). Additional
projects can also be found in the Library or Resources section of SIMnet.
• Pause & Practice and end-of-chapter projects are complete content-rich projects, not small
examples lacking context.
• Select auto-graded projects are available in SIMnet.

Instructor Walkthrough xxi

 Confirming Pages Confirming Pa

Chapter Features
Pause & Practice 1-1: Create a business let- Pause & Practice 1-3: Finalize the business
All chapters ter
follow a consistent theme and instructional methodology. Below is an example of
Creating and Editing
in block format with mixed punctuation. letter by modifying line spacing and paragraph

chapter structure.
Pause & Practice 1-2: Edit the business letter CHAPTER
spacing, changing paragraph alignment, trans-
lating text, using research and proofing tools,

Main headings are organized according to the Student1

using copy, paste, and Format Painter. Modify

Documents
the font, font size, color, style, and effects of and adding document properties.
selected text. Learning Outcomes (SLOs).
Confirming Pages

CHAPTER OVERVIEW
MORE INFO
Microsoft Word (Word) has been and continues to be the leading word processing software
Appendix B: Business Document Formats (online resource) contains examples of business documents.
both the personal and business markets. Word improves with each new version and is used
CHAPTER Creating and Editing creating and editing personal, business, and educational documents. Word enables you to c
ate letters, memos, reports, flyers, brochures, and mailings without a vast amount of compu
SLO 1.1
1 Documents
Creating, Saving, and Opening Documents
In Microsoft Word, you can create a variety of document types. Your creativity and knowledge
of Word enables you to create, edit, and customize high-quality and professional-looking docu-
knowledge. This chapter covers the basics of creating and editing a Word document.

ments. You can create Word documents from a new blank document, from existing Word STUDENT
tem- LEARNING OUTCOMES (SLOs)
plates, or from existing documents. Word enables you to save documents in a variety of formats.
CHAPTER OVERVIEW After completing this chapter, you will be able to:

Create a New Document

Microsoft Word (Word) has been and continues to be theSLO
leading
1.1 word processing
Create, software
save, and openina Word document (p. 3).
both the personal and business markets. Word improves with each new version and is used for
All new documents are based on the Normal template (Normal.dotm). When you create a Customize a document by entering and selecting text, using word wrap,
SLO 1.2
creating and editing personal, business, and educational documents. Word enables you to cre-
Word document, a blank document displays in the Word window. This document has default and using AutoComplete, AutoCorrect, and AutoFormat features (p. 7).
ate letters, memos, reports, flyers, brochures, and mailings without a vast amount of computer
fonts, font sizes, line and paragraph spacing, and margins—all of which are controlledSLOby the
1.3 aEnhance a document using paragraph breaks, line breaks, spaces, and
knowledge. This chapter covers the basics of creating and editing Word document.
Normal template. non-breaking spaces (p. 10).
SLO 1.4 Edit a document using cut, copy, paste, the Clipboard, and the undo, redo,
HOW TO: Create a New Document STUDENT LEARNING OUTCOMES (SLOs) and repeat features (p. 15).
1. Click the File tab to open the Backstage view. After completing this chapter, you will be able to: SLO 1.5 Customize a document using different fonts, font sizes, and attributes (p. 18).
● When you first open Word, the Start page (p. 3).1.6 Enhance a document using text alignment and line and paragraph spacing
SLO 1.1 Create, save, and open a Word document SLO
displays. You can open a new blank docu- (p. 28).
ment from the Start page by clicking Blank SLO 1.2 Customize a document by entering and selecting text, using word wrap,
A document.
list of Student Learning Outcomes begins eachand using AutoComplete, AutoCorrect, andSLO
chapter. 1.7 Finalize
AutoFormat featuresa document
(p. 7). using Word’s research, proofing, and learning
tools spaces,
(p. 32). and
2. All
Clickchapter
the New content, examples,
button (Figure 1-1). and practice projects
SLO 1.3 area document using paragraph breaks, line breaks,
Enhance
organized according to the chapter SLOs. non-breaking spaces (p. 10). SLO 1.8 Apply custom document properties to a document (p. 38).
3. Select Blank document. A new blank document
opens in Word. SLO 1.4 Edit a document using cut, copy, paste, the Clipboard, and the undo, redo,
and repeat features (p. 15).
word

SLO 1.5 Customize a document using different fonts, font sizes, and attributes (p. 18).
CASE
SLO 1.6 Enhance a document using text alignment STUDY
and line and paragraph spacing
(p. 28).
Throughout this book, you have the oppor- Placer Hills Real Estate (PHRE) is a real est
SLO 1.7 Finalize a document using
Figure Word’s
1-1 Open research,
a new proofing, and learning
blank document
tools (p. 32). tunity to practice the application features company with regional offices througho
presented in each chapter. Each chapter central California. PHRE encourages agents
SLO 1.8 Apply custom document properties to a document (p. 38).
A N OTH E R WAY begins with a case study that introduces use standard formats for their business do
Ctrl+N opens a new blank document. you to the Pause & Practice projects in the ments. This ensures consistency in docume
word

chapter. Pause & Practice projects provide appearance while also allowing agents to p
CASE STUDY a chance to apply and practice key skills in sonalize their correspondence to custom
Throughout this
a realistic
Placer HillsW1-3
and practical context. Each chap-
Real Estate (PHRE) is a real estate
and colleagues. In the Pause & Practice pr
SLObook, you have
1.1 Creating, the
Saving, andoppor-
Opening Documents
tunity to practice the application features company ter contains three tooffices
with regional five Pause & Practice
throughout ects for this chapter, you create a busine
presented in each chapter. Each chapter central projects.
California. PHRE encourages agents to document related to the real estate busines
begins with a case study that introduces use standard formats for their business docu-
you to the Pause & Practice projects in the ments. This ensures consistency in document
chapter. Pause & Practice projects provide appearance while also allowing agents to per-
nor79902_WD_ch01_001-066.indd 3 a chance to apply and practice key skills in sonalize
01/31/19 their
04:29 PMcorrespondence to customers

a realistic and practical context. Each chap- and colleagues. In the Pause & Practice proj-
Pause & Practice ects for this chapter, you create a business
ter contains three to five W1-2
projects. document related to the real estate business.
Microsoft Word 365 Chapter 1: Creating and Editing Documents

W1-2 nor79902_WD_ch01_001-066.indd 2 01/31/19 04:2

The Case Study for each chapter is a scenario that establishes the theme for the entire chapter.
Microsoft Word 365 Chapter 1: Creating and Editing Documents
Chapter content, examples, figures, Pause & Practice projects, SIMnet skills, and projects
throughout the chapter closely related to this case study content. The three to five Pause &
Practice projects in each chapter build upon each other and address key case study themes.

nor79902_WD_ch01_001-066.indd 2 01/31/19 04:29 PM

xxii Instructor Walkthrough

 Confirming Pages

How To instructions SLO 1.4 Moving and Copying Text

enhance transferability of Editing is an important phase in document creation. Editing involves not only proofreading
and correcting grammar and spelling mistakes but also arranging text within a document,
skills with concise steps and which can include cutting, copying, and pasting. Word provides tools to easily move and copy
information within a document or between multiple documents.
screen shots.
Move Text A N OTH E R WAY
Moving text removes it from one location (cut) Press Ctrl+C to copy.
and places it in another location (paste). Two Press Ctrl+X to cut.
methods used to move text are drag and drop or Press Ctrl+V to paste.
cut and paste.

HOW TO: Move Text Using Drag and Drop

1. Select the text you want to move. Drag pointer

● Refer to the “Select Text” section in SLO 1.2:

Entering and Selecting Text for methods of
selecting text.
2. Click and hold the selected text with your pointer.
3. Drag the text to the desired new location and
Figure 1-20 Move using drag and drop
release the pointer (Figure 1-20).

How To instructions are easy-to-follow concise steps. Screen shots and other figures fully illustrate
How To topics.
The following are ways to move text using Cut and Paste:
• Cut and Paste buttons: Click the Cut and Paste buttons in the Clipboard group on the
Home tab.
• Shortcut commands: Press Ctrl+X to cut and Ctrl+V to paste.
• Context menu: Right-click the selected text to display this menu.
Students can complete hands-on exercises
in either the Office application or in SIMnet.
HOW TO: Move Text Using Cut and Paste

1. Select the text you want to move.

2. Click the Cut button [Home tab, Clipboard group].
● You can also press Ctrl+X or right-click the selected text and choose Cut from the context menu.
3. Place your insertion point in the desired location.
4. Click the Paste button [Home tab, Clipboard group].
● Alternatively, press Ctrl+V or right-click and choose from one of the Paste Options from the context menu.
Note: See the “Paste Text and Paste Options” section below for the different paste options available.

Confirming Pages
Copy Text Confirming Pages
An efficient method of inserting text into a document is to copy it from another location, such
as a Web page or a different document, and paste it into your document. Copying text leaves
the text in its original location and places a copy of the text in a new location.

Clipboard Pane Clipboard launcher

SLO 1.4 Moving and Copying Text W1-15
When you copy or cut Pause an item&from a document,
Practice Word
1-1: Create a business let- Pause & Practice 1-3: Finalize the business
stores this information ter on inthe Clipboard.
block The mixed
format with Clipboard punctuation. letter by modifying line spacing and paragraph
stores text, pictures, tables, lists, and graphics. When Word
Pausemultiple
is open, the Clipboard stores & Practice
items1-2: Edit the
copied from business letter spacing, changing paragraph alignment, trans-
using copy, paste, and Format Painter. Modify lating text, using research and proofing tools,
Word documents and also items from Web pages or other nor79902_WD_ch01_001-066.indd 15 01/31/19 04:29 PM
and adding document properties.
applications. From the the font, font
Clipboard, you size, color, astyle,
can select previ-and effects of
ously copied item and pasteselected
it intotext.
a document.
The Clipboard pane displays all the items stored on Clip-
Figure 1-23 Clipboard launcher
board. To display the Clipboard pane, click the Clipboard
Pause &corner
launcher in the bottom-right Practice projects,
of the which
Clipboard group each cover two to three of the student learning outcomes in the
on the Home tab (Figurechapter,
1-23). provide students
The Clipboard withdisplays
pane the opportunity
on the left to review
side of theand practice
Word win- skills and concepts. Every
dow and stores up to chapter
24 copied contains
items. three to five Pause & Practice projects.
MORE INFO
MORE INFO Appendix B: Business Document Formats (online resource) contains examples ofMore
businessInfo provides
documents. readers with
The launcher (also referred to as the dialog box launcher) is referred to throughout this text. Click the
launcher in the bottom-right corner of a group to open a dialog box or pane for additional options. additional information about chapter
content.
SLO 1.1 Creating, Saving, and Opening Documents
HOW TO: Use the Clipboard Pane to Paste Text
In Microsoft Word, you can create a variety of document types. Your creativity and knowledge
1. Select the text you want to copy or cut and of Word
click enables
the Copy youbut-
or Cut to create, edit, and customize high-quality and professional-looking docu-
ton [Home tab, Clipboard group]. ments. You can create Word documents from a new blank document, from existing Word tem-
plates, or from existing documents. Word enables you to save documents in a variety of formats.
● Alternatively, press Ctrl+C to copy or Ctrl+X to cut selected text.

2. Place the insertion point in the document where you want to paste Instructor Walkthrough xxiii
the text. Create a New Document
3. Click the Clipboard launcher to open the Clipboard pane on the left
side of the Word window (see Figure 1-23). All new documents are based on the Normal template (Normal.dotm). When you create a
 Figure 1-27 Repeat button on the Quick
accomplish this task quickly and accurately. Access toolbar

Another Way notations teach alterna- A N OTH E R WAY

tive methods of accomplishing Press Ctrl+Z to undo.
Press Ctrl+Y to redo or repeat.
the same task or feature, such as
keyboard shortcuts.
Marginal notations present additional information and alternative methods.
SLO 1.5
Changing Fonts, Font Sizes, and Attributes
Word has many features to customize the appearance of text within a document. You can
change the font and font size; add font styles such as bold, italic, and underlining; change the
case of text; add font and text effects; adjust the scale, spacing, and position of text; and change
the default font settings. You can use buttons in the Font group on the Home tab, the Font dia-
log box, and the mini toolbar to apply formatting to text.

End-of-Chapter Projects
Font and Font Size
Ten learning projects at the end of each chapter provide additional reinforcement and practice for
The two main categories of fonts are serif and sans serif. Serif fonts have structural details
(flair) atfor
students. Many of these projects are available in SIMnet thecompletion
top and bottom
andof automatic
most of the grading.
letters. Commonly used serif fonts include
, , and . Sans serif fonts have no structural details
on the letters. Commonly used sans serif fonts include , , and .
• Guided Projects (three per chapter): Guided Projects provide guided step-by-step instructions to
Font size is measured in points (pt.); the larger the point, the larger the font. Most docu-
apply Office features, skills, and concepts fromments
the chapter. Screen
use between shots
10 and 12 guide
pt. font sizes.students throughgenerally
Titles and headings the are larger font sizes.
When creating a new document, choose a font and font size before you begin typing, and
more challenging tasks. End-of-project screen itshots provide a visual of the completed project.
applies to the entire document. If you want to change the font or font size of existing text,
• Independent Projects (three per chapter): Independent
select the text Projects provide
before applying students further
the change.
opportunities to practice and apply skills, instructing students what to do, but not how to do it.
These projects allow students to apply previously learned content in a different context.
MORE INFO
• Improve It Project (one per chapter): In these projects, students
The default font and fontapply their knowledge
size in Microsoft and
Word are Calibri and 11 skills
pt.
to enhance and improve an existing document. These are independent-type projects that instruct
students what to do, but not how to do it.
• Challenge Projects (three per chapter): Challenge Projects are open-ended projects that encourage
W1-18
creativity and critical thinking by integrating Office concepts and features into relevant and engaging
Microsoft Word 365 Chapter 1: Creating and Editing Documents
projects.

Appendix nor79902_WD_ch01_001-066.indd 18 01/31/19 04:29 PM

• Office 365 Shortcuts: Appendix A covers the shortcuts available in Microsoft Office and within each
of the specific Office applications. Information is in table format for easy access and reference.

xxiv Instructor Walkthrough

Discovering Diverse Content Through
Random Scribd Documents
plausible explanation which does not demand the principle of
attraction.
Now those near the times of Erasistratus maintain that the parts
above the kidneys receive pure blood, whilst the watery residue,
being heavy, tends to run downwards; that this, after percolating
through the kidneys themselves, is thus rendered serviceable, and is
sent, as blood, to all the parts below the kidneys.
For a certain period at least this view also found favour and
flourished, and was held to be true; after a time, however, it became
suspect to the Erasistrateans themselves, and at last they
abandoned it. For apparently the following two points were
assumed, neither of which is conceded by anyone, nor is even
capable of being proved. The first is the heaviness of the serous
fluid, which was said to be produced in the vena cava, and which did
not exist, apparently, at the beginning, when this fluid was being
carried up from the stomach to the liver. Why, then, did it not at
once run downwards when it was in these situations? And if the
watery fluid is so heavy, what plausibility can anyone find in the
statement that it assists in the process of anadosis?
In the second place there is this absurdity, that even if it be agreed
that all the watery fluid does fall downwards, and only when it is in
the vena cava,158 still it is difficult, or, rather, impossible, to say
through what means it is going to fall into the kidneys, seeing that
these are not situated below, but on either side of the vena cava,
and that the vena cava is not inserted into them, but merely sends a
branch159 into each of them, as it also does into all the other parts.
What doctrine, then, took the place of this one when it was
condemned? One which to me seems far more foolish than the first,
although it also flourished at one time. For they say, that if oil be
mixed with water and poured upon the ground, each will take a
different route, the one flowing this way and the other that, and
that, therefore, it is not surprising that the watery fluid runs into the
kidneys, while the blood falls downwards along the vena cava. Now
this doctrine also stands already condemned. For why, of the
countless veins which spring from the vena cava, should blood flow
into all the others, and the serous fluid be diverted to those going to
the kidneys? They have not answered the question which was
asked; they merely state what happens and imagine they have
thereby assigned the reason.

Once again, then (the third cup to the Saviour!),160 let us now speak
of the worst doctrine of all, lately invented by Lycus of Macedonia,161
but which is popular owing to its novelty. This Lycus, then,
maintains, as though uttering an oracle from the inner sanctuary,
that urine is residual matter from the nutrition of the kidneys!162
Now, the amount of urine passed every day shows clearly that it is
the whole of the fluid drunk which becomes urine, except for that
which comes away with the dejections or passes off as sweat or
insensible perspiration. This is most easily recognized in winter in
those who are doing no work but are carousing, especially if the
wine be thin and diffusible; these people rapidly pass almost the
same quantity as they drink. And that even Erasistratus was aware
of this is known to those who have read the first book of his
“General Principles.”163 Thus Lycus is speaking neither good
Erasistratism, nor good Asclepiadism, far less good Hippocratism. He
is, therefore, as the saying is, like a white crow, which cannot mix
with the genuine crows owing to its colour, nor with the pigeons
owing to its size. For all this, however, he is not to be disregarded;
he may, perhaps, be stating some wonderful truth, unknown to any
of his predecessors.
Now it is agreed that all parts which are undergoing nutrition
produce a certain amount of residue, but it is neither agreed nor is it
likely, that the kidneys alone, small bodies as they are, could hold
four whole congii,164 and sometimes even more, of residual matter.
For this surplus must necessarily be greater in quantity in each of
the larger viscera; thus, for example, that of the lung, if it
corresponds in amount to the size of the viscus, will obviously be
many times more than that in the kidneys, and thus the whole of the
thorax will become filled, and the animal will be at once suffocated.
But if it be said that the residual matter is equal in amount in each
of the other parts, where are the bladders, one may ask, through
which it is excreted? For, if the kidneys produce in drinkers three and
sometimes four congii of superfluous matter, that of each of the
other viscera will be much more, and thus an enormous barrel will
be needed to contain the waste products of them all. Yet one often
urinates practically the same quantity as one has drunk, which would
show that the whole of what one drinks goes to the kidneys.
Thus the author of this third piece of trickery would appear to have
achieved nothing, but to have been at once detected, and there still
remains the original difficulty which was insoluble by Erasistratus
and by all others except Hippocrates. I dwell purposely on this topic,
knowing well that nobody else has anything to say about the
function of the kidneys, but that either we must prove more foolish
than the very butchers165 if we do not agree that the urine passes
through the kidneys; or, if one acknowledges this, that then one
cannot possibly give any other reason for the secretion than the
principle of attraction.
Now, if the movement of urine does not depend on the tendency of
a vacuum to become refilled,166 it is clear that neither does that of
the blood nor that of the bile; or if that of these latter does so, then
so also does that of the former. For they must all be accomplished in
one and the same way, even according to Erasistratus himself.
This matter, however, will be discussed more fully in the book
following this.
5 That is, “On the Natural Powers,” the powers of the Physis or Nature. By that
Galen practically means what we would call the physiological or biological powers,
the characteristic faculties of the living organism; his Physis is the subconscious
vital principle of the animal or plant. Like Aristotle, however, he also ascribes
quasi-vital properties to inanimate things, cf. Introduction, p. xxvii.

6 Ergon, here rendered an effect, is literally a work or deed; strictly speaking, it is

something done, completed, as distinguished from energeia, which is the actual
doing, the activity which produces this ergon, cf. p. 13, and Introduction, p. xxx.
7 Gk. psyche, Lat. anima.

8 Gk. physis, Lat. natura.

9 Motion (kinesis) is Aristotle’s general term for what we would rather call change.
It includes various kinds of change, as well as movement proper, cf. Introduction,
p. xxix.

10 “Conveyance,” “transport,” “transit”; purely mechanical or passive motion, as

distinguished from alteration (qualitative change).

11 “Waxing and waning,” the latter literally phthisis, a wasting or “decline;” cf.
Scotch divining, Dutch verdwijnen.

12 Becoming and perishing: Latin, generatio et corruptio.

13 “Ad substantiam productio seu ad formam processus” (Linacre).

14 “Preformationist” doctrine of Anaxagoras. To him the apparent alteration in

qualities took place when a number of minute pre-existing bodies, all bearing the
same quality, came together in sufficient numbers to impress that quality on the
senses. The factor which united the minute quality-bearers was Nous. “In the
beginning,” says Anaxagoras, “all things existed together—then came Nous and
brought them into order.”

15 “De ea alteratione quae per totam fit substantiam” (Linacre).

16 The systematizer of Stoicism and successor of Zeno.

17 Note characteristic impatience with metaphysics. To Galen, as to Hippocrates

and Aristotle, it sufficed to look on the qualitative differences apprehended by the
senses as fundamental. Zeno of Citium was the founder of the Stoic school; on the
further analysis by this school of the qualities into bodies cf. p. 144, note 3.
18 A rallying-ground: lit. a place where two glens meet.

19 Thus according to Gomperz (Greek Thinkers), the hypothesis of Anaxagoras

was that “the bread ... already contained the countless forms of matter as such
which the human body displays. Their minuteness of size would withdraw them
from our perception. For the defect or ‘weakness’ of the senses is the narrowness
of their receptive area. These elusive particles are rendered visible and tangible by
the process of nutrition, which combines them.”

20 Therefore the blood must have come from the bread. The food from the
alimentary canal was supposed by Galen to be converted into blood in and by the
portal veins, cf. p. 17.

21 By “elements” is meant all homogeneous, amorphous substances, such as

metals, &c., as well as the elementary tissues.

22 Work or product. Lat. opus. cf. p. 3, note 2.

23 Operation, activation, or functioning. Lat. actio. cf. loc. cit.

24 i.e. a concomitant (secondary) or passive affection. Galen is contrasting active

and passive “motion.” cf. p. 6, note 1.

25 As already indicated, there is no exact English equivalent for the Greek term
physis, which is a principle immanent in the animal itself, whereas our term
“Nature” suggests something more transcendent; we are forced often, however, to
employ it in default of a better word. cf. p. 2, note 1.

26 In Greek anadosis. This process includes two stages: (1) transmission of food
from alimentary canal to liver (rather more than our “absorption”); (2) further
transmission from liver to tissues. Anadosis is lit. a yielding-up, a “delivery;” it may
sometimes be rendered “dispersal.” “Distribution” (diadosis) is a further stage; cf.
p. 163, note 4.

27 cf. p. 9.

28 Since heat and cold tend to cause diffusion and condensation respectively.

29 Lit. haematopoietic. cf. p. 11, note 3.

30 Lit. peptic.

31 Lit. sphygmic.
32 Genesis corresponds to the intrauterine life, or what we may call embryogeny.
Alteration here means histogenesis or tissue-production; shaping or moulding (in
Greek diaplasis) means the ordering of these tissues into organs (organogenesis).

33 cf. p. 25, note 4.

34 Note inadequate analogy of semen with fertilised seeds of plants (i.e. of

gamete with zygote). Strictly speaking, of course, semen corresponds to pollen. cf.
p. 130, note 2.

35 i.e. the four primary qualities; cf. chap. iii. supra.

36 Various secondary or derivative differences in the tissues. Note pre-eminence of

sense of touch.

37 De Anima, ii. et seq.

38 Lit. homoeomerous = of similar parts throughout, “the same all through.” He

refers to the elementary tissues, conceived as not being susceptible of further
analysis.

39 That is, by the bodily eye, and not by the mind’s eye. The observer is here
called an autoptes or “eye-witness.” Our medical term autopsy thus means literally
a persona inspection of internal parts, ordinarily hidden.

40 i.e. “alteration” is the earlier of the two stages which constitute embryogeny or
“genesis.” cf. p. 18, note 1.

41 The terms Galen actually uses are: ostopoietic, neuropoietic, chondropoietic.

42 As we should say, parenchyma (a term used by Erasistratus).

43 Those were all the elemental tissues that Aristotle, for example, had
recognized; other tissues (e.g. flesh or muscle) he believed to be complexes of
these.

44 Or tunics.

45 i.e. tissues.

46 As, for example, Aristotle had held; cf. p. 23, note 3. Galen added many new
tissues to those described by Aristotle.

47 Lit. synthesis.
48 By this is meant the duodenum, considered as an outgrowth or prolongation of
the stomach towards the intestines.

49 cf. p. 19, note 2.

50 Lit. the auxetic or incremental faculty.

51 i.e. to the alterative and shaping faculties (histogenetic and organogenetic).

52 If the reading is correct we can only suppose that Galen meant the embryo.

53 i.e. not the pre-natal development of tissue already described. cf. chap. vi.

54 Administration, lit. “economy.”

55 The activation or functioning of this faculty, the faculty in actual operation. cf.
p. 3, note 2.

56 “Un rapport commun et une affinité” (Daremberg). “Societatem aliquam

cognationemque in qualitatibus” (Linacre). cf. p. 36, note 2.

57 Lit. “necessity”; more restrictive, however, than our “law of Nature.” cf. p. 314,
note 1.

58 His point is that no great change, in colours or in anything else, can take place
at one step.

59 Not quite our “waste products,” since these are considered as being partly
synthetic, whereas the Greek perittomata were simply superfluous substances
which could not be used and were thrown aside.

60 Note “our natures,” cf. p. 12, note 4; p. 47, note 1.

61 The term οἰκεῖος, here rendered appropriate, is explained on p. 33. cf. also
footnote on same page. Linacre often translated it conveniens, and it may usually
be rendered proper, peculiar, own special, or own particular in English. Sometimes
it is almost equal to akin, cognate, related: cf. p. 319, note 2. With Galen’s οἰκεῖος
and ἀλλότριος we may compare the German terms eigen and fremd used by
Aberhalden in connection with his theory of defensive ferments in the blood-
serum.

62 Transit, cf. p. 6, note 1.

63 i.e. of the living organism, cf. p. 2, note 1.

64 i.e. with nutrition.

65 We might perhaps say, more shortly, “assimilation of food to feeder,” or, “of
food to fed”; Linacre renders, “nutrimenti cum nutrito assimilatio.”

66 Lit. prosphysis, i.e. attachment, implantation.

67 Lit. prosthesis, “apposition.” One is almost tempted to retain the terms

prosthesis and prosphysis in translation, as they obviously correspond much more
closely to Galen’s physiological conceptions than any English or semi-English words
can.

68 Lit. phthisis. cf. p. 6, note 2. Now means tuberculosis only.

69 More literally, “chymified.” In anasarca the subcutaneous tissue is soft, and pits
on pressure. In the “white” disease referred to here (by which is probably meant
nodular leprosy) the same tissues are indurated and “brawny.” The principle of
certain diseases being best explained as cases of arrest at various stages of the
metabolic path is recognized in modern pathology, although of course the
instances given by Galen are too crude to stand.

70 The effects of oxidation attributed to the heat which accompanies it? cf. p. 141,
note 1; p. 254, note 1.

71 Here follows a contrast between the Vitalists and the Epicurean Atomists. cf. p.
153 et seq.

72 A unity or continuum, an individuum.

73 Lit. to the physis or the psyche; that is, a denial of the autonomy of physiology
and psychology.

74 Lit. somata.

75 For “natures” in the plural, involving the idea of a separate nature immanent in
each individual, cf. p. 36, note 1.

76 A lost work.

77 For Asclepiades v. p. 49, note 5.

78 “Le corps tout entier a unité de souffle (perspiration et expiration) et unité de

flux (courants, circulation des liquides)” (Daremberg). “Conspirabile et confluxile
corpus esse” (Linacre). Apparently Galen refers to the pneuma and the various
humours. cf. p. 293, note 2.

79 i.e. “appropriated”; very nearly “assimilated.”

80 “Attractricem convenientis qualitatis vim” (Linacre). cf. p. 36, note 2.

81 Lit. “obvious phenomena.”

82 Asclepiades of Bithynia, who flourished in the first half of the first century B.C.,
was an adherent of the atomistic philosophy of Democritus, and is the typical
representative of the Mechanistic school in Graeco-Roman medicine; he
disbelieved in any principle of individuality (“nature”) in the organism, and his
methods of treatment, in accordance with his pathology, were mechano-
therapeutical. cf. p. 64, note 3.

83 Diocles of Carystus was the chief representative of the Dogmatic or Hippocratic

school in the first half of the fourth century B.C. Praxagoras was his disciple, and
followed him in the leadership of the school. For Erasistratus, cf. p. 95 et seq.

84 Sufferers from kidney-trouble.

85 The ureters.

86 Unless otherwise stated, “peritoneum” stands for parietal peritoneum alone.

87 In the peritoneal cavity.

88 Contrast, however, anasarca, p. 41.

89 Regurgitation, however, is prevented by the fact that the ureter runs for nearly
one inch obliquely through the bladder wall before opening into its cavity, and thus
an efficient valve is produced.

90 On the τέχνη (artistic or creative skill) shown by the living organism (φύσις) v.
pp. 25, 45, 47; Introduction, p. xxix.

91 Direct denial of Aristotle’s dictum that “Nature does nothing in vain.” We are
reminded of the view of certain modern laboratory physicians and surgeons that
the colon is a “useless” organ, cf. Erasistratus, p. 143.

92 The vasa deferentia.

93 “De l’habileté et de la prévoyance de la nature à l’égard des animaux”

(Daremberg). cf. p. 56, note 1.
94 cf. p. 36, note 2.

95 The morbid material passed successively through the stages of “crudity,”

“coction” (pepsis), and “elimination” (crisis). For “critical days” cf. p. 74, note 1.

96 This was the process by which nutriment was taken up from the alimentary
canal; “absorption,” “dispersal;” cf. p. 13, note 5. The subject is dealt with more
fully in chap. xvi.

97 Lit. catharsis.

98 i.e. urine.

99 On use of κενόω v. p. 67, note 9.

100 i.e. bile and phlegm had no existence as such before the drugs were given;
they are the products of dissolved tissue. Asclepiades did not believe that diseases
were due to a materia peccans, but to disturbances in the movements of the
molecules (ὄγκοι) which constitute the body; thus, in opposition to the humoralists
such as Galen, he had no use for drugs. cf. p. 49, note 5.

101 About 4 oz., or one-third of a pint.

102 The Empiricists, cf. Introduction, p. xiii.

103 His ὄγκοι or molecules.

104 He does not say “organized” or “living” body; inanimate things were also
thought to possess “natures”; cf. p. 2, note 1.

105 Carthamus tinctorius.

106 Daphne Gnidium.

107 Euphorbia acanthothamnos.

108 Teucrium chamaedrys.

109 Atractylis gummifera.

110 On use of κενόω cf. p. 98, note 1.

111 Empiricist physicians.

112 Note that drugs also have “natures”; cf. p. 66, note 3, and pp. 83-84.
113 Pun here.

114 Lit. physiology, i.e. nature-lore, almost our “Natural Philosophy”; cf.
Introduction, p. xxvi.

115 The ultimate particle of Epicurus was the ἄτομος or atom (lit. “non-divisible”),
of Asclepiades, the ὄγκος or molecule. Asclepiades took his atomic theory from
Epicurus, and he again from Democritus; cf. p. 49, note 5.

116 Lit. Herculean stone.

117 Lit. aetiology.

118 Anadosis; cf. p. 62, note 1.

119 cf. p. 45.

120 The vis conservatrix et medicatrix Naturae.

121 cf. p. 61, note 3. The crisis or resolution in fevers was observed to take place
with a certain regularity; hence arose the doctrine of “critical days.”

122 These were hypothetical spaces or channels between the atoms; cf.
Introduction, p. xiv.

123 He means the specific drawing power or faculty of the lodestone.

124 cf. our modern “radium-emanations.”

125 cf. Ehrlich’s hypothesis of “receptors” in explanation of the “affinities” of

animal cells.

126 i.e. from the point of view of the theory.

127 cf. p. 69, note 2.

128 That is to say, the two properties should go together in all cases—which they
do not.

129 Trygon pastinaca.

130 cf. p. 66, note 3.

131 The way that corn can attract moisture.

132 Specific attraction of the “proper” quality; cf. p. 85, note 3.

133 Theory of evaporation insufficient to account for it. cf. p. 104, note 1.

134 Playful suggestion of free-will in the urine.

135 Specific attraction, cf. p. 87, note 2.

136 i.e. there would be no selective action.

137 Nasal mucus was supposed to be the non-utilizable part of the nutriment
conveyed to the brain, cf. p. 214, note 3.

138 He means from its origin in the liver (i.e. in the three hepatic veins). His idea
was that the upper division took nutriment to heart, lungs, head, etc., and the
lower division to lower part of body. On the relation of right auricle to vena cava
and right ventricle, cf. p. 321, notes 4 and 5.

139 We arrive at our belief by excluding other possibilities.

140 i.e. the mechanistic physicists. cf. pp. 45-47.

141 cf. p. 85, note 3.

142 The subject of anadosis is taken up in the next chapter. cf. also p. 62, note 1.

143 On Erasistratus v. Introd. p. xii. His view that the stomach exerts no holké, or
attraction, is dealt with more fully in Book III., chap. viii.

144 i.e. the tissues.

145 cf. p. 291.

146 Peristalsis may be used here to translate Gk. peristolé, meaning the
contraction and dilation of muscle-fibres circularly round a lumen, cf. p. 263,
note 2.

147 For a demonstration that this phenomenon is a conclusive proof neither of

peristolé nor of real vital attraction, but is found even in dead bodies v. p. 267.

148 This was Erasistratus’s favourite principle, known in Latin as the “horror vacui”
and in English as “Nature’s abhorrence of a vacuum,” although these terms are not
an exact translation of the Greek. τὸ κενούμενον probably means the vacuum, not
the matter evacuated, although Galen elsewhere uses κενόω in the latter (non-
classical) sense, e.g. pp. 67, 215. Akolouthia is a following-up, a sequence, almost
a consequence.

149 v. p. 123.

150 cf. Book II., chap. i.

151 Vital factor necessary over and above the mechanical.

152 cf. p. 119, note 2.

153 pp. 91, 93.

154 i.e. the part below the liver; cf. p. 91, note 2.

155 Renal veins.

156 cf. p. 87, note 3.

157 κοίλην: the usual reading is κοιλίαν, which would make it “from the region of
the alimentary canal.” cf. p. 118, note 1.

158 Not at an earlier stage, when it is still on its way from the alimentary canal to
the liver.

159 i.e. a renal vein.

160 In a toast, the third cup was drunk to Zeus Sôtêr (the Saviour).

161 An anatomist of the Alexandrian school.

162 cf. nasal mucus, p. 90, note 1.

163 “Sur l’Ensemble des Choses” (Daremberg).

164 About twelve quarts. This is about five times as much as the average daily
excretion, and could only be passed if a very large amount of wine were drunk.

165 cf. p. 51.

166 Horror vacui. Note analogical reasoning; cf. p. 289, note 1.

 BOOK II

I
In the previous book we demonstrated that not only Erasistratus, but
also all others who would say anything to the purpose about urinary
secretion, must acknowledge that the kidneys possess some faculty
which attracts to them this particular quality existing in the urine.167
Besides this we drew attention to the fact that the urine is not
carried through the kidneys into the bladder by one method, the
blood into parts of the animal by another, and the yellow bile
separated out on yet another principle. For when once there has
been demonstrated in any one organ, the drawing, or so-called
epispastic168 faculty, there is then no difficulty in transferring it to
the rest. Certainly Nature did not give a power such as this to the
kidneys without giving it also to the vessels which abstract the biliary
fluid,169 nor did she give it to the latter without also giving it to each
of the other parts. And, assuredly, if this is true, we must marvel
that Erasistratus should make statements concerning the delivery of
nutriment from the food-canal170 which are so false as to be
detected even by Asclepiades. Now, Erasistratus considers it
absolutely certain that, if anything flows from the veins, one of two
things must happen: either a completely empty space will result, or
the contiguous quantum of fluid will run in and take the place of that
which has been evacuated. Asclepiades, however, holds that not one
of two, but one of three things must be said to result in the emptied
vessels: either there will be an entirely empty space, or the
contiguous portion will flow in, or the vessel will contract. For
whereas, in the case of reeds and tubes it is true to say that, if these
be submerged in water, and are emptied of the air which they
contain in their lumens, then either a completely empty space will be
left, or the contiguous portion will move onwards; in the case of
veins this no longer holds, since their coats can collapse and so fall
in upon the interior cavity. It may be seen, then, how false this
hypothesis—by Zeus, I cannot call it a demonstration!—of
Erasistratus is.
And, from another point of view, even if it were true, it is
superfluous, if the stomach171 has the power of compressing the
veins, as he himself supposed, and the veins again of contracting
upon their contents and propelling them forwards.172 For, apart from
other considerations, no plethora173 would ever take place in the
body, if delivery of nutriment resulted merely from the tendency of a
vacuum to become refilled. Now, if the compression of the stomach
becomes weaker the further it goes, and cannot reach to an
indefinite distance, and if, therefore, there is need of some other
mechanism to explain why the blood is conveyed in all directions,
then the principle of the refilling of a vacuum may be looked on as a
necessary addition;174 there will not, however, be a plethora in any
of the parts coming after the liver,175 or, if there be, it will be in the
region of the heart and lungs; for the heart alone of the parts which
come after the liver draws the nutriment into its right ventricle,
thereafter sending it through the arterioid vein176 to the lungs (for
Erasistratus himself will have it that, owing to the membranous
excrescences,177 no other parts save the lungs receive nourishment
from the heart). If, however, in order to explain how plethora comes
about, we suppose the force of compression by the stomach to
persist indefinitely, we have no further need of the principle of the
refilling of a vacuum, especially if we assume contraction of the
veins in addition—as is, again, agreeable to Erasistratus himself.

II
Let me draw his attention, then, once again, even if he does not
wish it, to the kidneys, and let me state that these confute in the
very clearest manner such people as object to the principle of
attraction. Nobody has ever said anything plausible, nor, as we
previously showed, has anyone been able to discover, by any means,
any other cause for the secretion of urine; we necessarily appear
mad if we maintain that the urine passes into the kidneys in the
form of vapour, and we certainly cut a poor figure when we talk
about the tendency of a vacuum to become refilled;178 this idea is
foolish in the case of blood, and impossible, nay, perfectly
nonsensical, in the case of the urine.179
This, then, is one blunder made by those who dissociate themselves
from the principle of attraction. Another is that which they make
about the secretion of yellow bile. For in this case, too, it is not a
fact that when the blood runs past the mouths [stomata] of the bile-
ducts there will be a thorough separation out [secretion] of biliary
waste-matter. “Well,” say they, “let us suppose that it is not secreted
but carried with the blood all over the body.” But, you sapient folk,
Erasistratus himself supposed that Nature took thought for the
animals’ future, and was workmanlike in her method; and at the
same time he maintained that the biliary fluid was useless in every
way for the animals. Now these two things are incompatible. For
how could Nature be still looked on as exercising forethought for the
animal when she allowed a noxious humour such as this to be
carried off and distributed with the blood?...
This, however, is a small matter. I shall again point out here the
greatest and most obvious error. For if the yellow bile adjusts itself
to the narrower vessels and stomata, and the blood to the wider
ones, for no other reason than that blood is thicker and bile thinner,
and that the stomata of the veins are wider and those of the bile-
ducts narrower,180 then it is clear that this watery and serous
superfluity,181 too, will run out into the bile-ducts quicker than does
the bile, exactly in proportion as it is thinner than the bile! How is it,
then, that it does not run out? “Because,” it may be said, “urine is
thicker than bile!” This was what one of our Erasistrateans ventured
to say, herein clearly disregarding the evidence of his senses,
although he had trusted these in the case of the bile and blood. For,
if it be that we are to look on bile as thinner than blood because it
runs more, then, since the serous residue181 passes through fine
linen or lint or a sieve more easily even than does bile, by these
tokens bile must also be thicker than the watery fluid. For here,
again, there is no argument which will demonstrate that bile is
thinner than the serous superfluities.
But when a man shamelessly goes on using circumlocutions, and
never acknowledges when he has had a fall, he is like the amateur
wrestlers, who, when they have been overthrown by the experts and
are lying on their backs on the ground, so far from recognizing their
fall, actually seize their victorious adversaries by the necks and
prevent them from getting away, thus supposing themselves to be
the winners!

III
Thus, every hypothesis of channels182 as an explanation of natural
functioning is perfect nonsense. For, if there were not an inborn
faculty given by Nature to each one of the organs at the very
beginning, then animals could not continue to live even for a few
days, far less for the number of years which they actually do. For let
us suppose they were under no guardianship, lacking in creative
ingenuity183 and forethought; let us suppose they were steered only
by material forces,184 and not by any special faculties (the one
attracting what is proper to it, another rejecting what is foreign, and
yet another causing alteration and adhesion of the matter destined
to nourish it); if we suppose this, I am sure it would be ridiculous for
us to discuss natural, or, still more, psychical, activities—or, in fact,
life as a whole.185
For there is not a single animal which could live or endure for the
shortest time if, possessing within itself so many different parts, it
did not employ faculties which were attractive of what is
appropriate, eliminative of what is foreign, and alterative of what is
destined for nutrition. On the other hand, if we have these faculties,
we no longer need channels, little or big, resting on an unproven
hypothesis, for explaining the secretion of urine and bile, and the
conception of some favourable situation (in which point alone
Erasistratus shows some common sense, since he does regard all
the parts of the body as having been well and truly placed and
shaped by Nature).
But let us suppose he remained true to his own statement that
Nature is “artistic”—this Nature which, at the beginning, well and
truly shaped and disposed all the parts of the animal,186 and, after
carrying out this function (for she left nothing undone), brought it
forward to the light of day, endowed with certain faculties necessary
for its very existence, and, thereafter, gradually increased it until it
reached its due size. If he argued consistently on this principle, I fail
to see how he can continue to refer natural functions to the
smallness or largeness of canals, or to any other similarly absurd
hypothesis. For this Nature which shapes and gradually adds to the
parts is most certainly extended throughout their whole substance.
Yes indeed, she shapes and nourishes and increases them through
and through, not on the outside only. For Praxiteles and Phidias and
all the other statuaries used merely to decorate their material on the
outside, in so far as they were able to touch it; but its inner parts
they left unembellished, unwrought, unaffected by art or
forethought, since they were unable to penetrate therein and to
reach and handle all portions of the material. It is not so, however,
with Nature. Every part of a bone she makes bone, every part of the
flesh she makes flesh, and so with fat and all the rest; there is no
part which she has not touched, elaborated, and embellished.
Phidias, on the other hand, could not turn wax into ivory and gold,
nor yet gold into wax: for each of these remains as it was at the
commencement, and becomes a perfect statue simply by being
clothed externally in a form and artificial shape. But Nature does not
preserve the original character of any kind of matter; if she did so
then all parts of the animal would be blood—that blood, namely,
which flows to the semen from the impregnated female and which
is, so to speak, like the statuary’s wax, a single uniform matter,
subjected to the artificer. From this blood there arises no part of the
animal which is as red and moist [as blood is], for bone, artery, vein,
nerve, cartilage, fat, gland, membrane, and marrow are not blood,
though they arise from it.
I would then ask Erasistratus himself to inform me what the altering,
coagulating, and shaping agent is. He would doubtless say, “Either
Nature or the semen,” meaning the same thing in both cases, but
explaining it by different devices. For that which was previously
semen, when it begins to procreate and to shape the animal,
becomes, so to say, a special nature.187 For in the same way that
Phidias possessed the faculties of his art even before touching his
material, and then activated these in connection with this material
(for every faculty remains inoperative in the absence of its proper
material), so it is with the semen: its faculties it possessed from the
beginning,188 while its activities it does not receive from its material,
but it manifests them in connection therewith.
And, of course, if it were to be overwhelmed with a great quantity of
blood, it would perish, while if it were to be entirely deprived of
blood it would remain inoperative and would not turn into a nature.
Therefore, in order that it may not perish, but may become a nature
in place of semen, there must be an afflux to it of a little blood—or,
rather, one should not say a little, but a quantity commensurate with
that of the semen. What is it then that measures the quantity of this
afflux? What prevents more from coming? What ensures against a
deficiency? What is this third overseer of animal generation that we
are to look for, which will furnish the semen with a due amount of
blood? What would Erasistratus have said if he had been alive, and
had been asked this question? Obviously, the semen itself. This, in
fact, is the artificer analogous with Phidias, whilst the blood
corresponds to the statuary’s wax.
Now, it is not for the wax to discover for itself how much of it is
required; that is the business of Phidias. Accordingly the artificer will
draw to itself as much blood as it needs. Here, however, we must
pay attention and take care not unwittingly to credit the semen with
reason and intelligence; if we were to do this, we would be making
neither semen nor a nature, but an actual living animal.189 And if we
retain these two principles—that of proportionate attraction190 and
that of the non-participation of intelligence—we shall ascribe to the
semen a faculty for attracting blood similar to that possessed by the
lodestone for iron.191 Here, then, again, in the case of the semen, as
in so many previous instances, we have been compelled to
acknowledge some kind of attractive faculty.
And what is the semen? Clearly the active principle of the animal,
the material principle being the menstrual blood.192 Next, seeing
that the active principle employs this faculty primarily, therefore, in
order that any one of the things fashioned by it may come into
existence, it [the principle] must necessarily be possessed of its own
faculty. How, then, was Erasistratus unaware of it, if the primary
function of the semen be to draw to itself a due proportion of blood?
Now, this fluid would be in due proportion if it were so thin and
vaporous, that, as soon as it was drawn like dew into every part of
the semen, it would everywhere cease to display its own particular
character; for so the semen will easily dominate and quickly
assimilate it—in fact, will use it as food. It will then, I imagine, draw
to itself a second and a third quantum, and thus by feeding it
acquires for itself considerable bulk and quantity.193 In fact, the
alterative faculty has now been discovered as well, although about
this also Erasistratus has not written a word. And, thirdly the
shaping194 faculty will become evident, by virtue of which the semen
firstly surrounds itself with a thin membrane like a kind of superficial
condensation; this is what was described by Hippocrates in the sixth-
day birth, which, according to his statement, fell from the singing-
girl and resembled the pellicle of an egg. And following this all the
other stages will occur, such as are described by him in his work “On
the Child’s Nature.”
But if each of the parts formed were to remain as small as when it
first came into existence, of what use would that be? They have,
then, to grow. Now, how will they grow? By becoming extended in
all directions and at the same time receiving nourishment. And if you
will recall what I previously said about the bladder which the
children blew up and rubbed,195 you will also understand my
meaning better as expressed in what I am now about to say.
Imagine the heart to be, at the beginning, so small as to differ in no
respect from a millet-seed, or, if you will, a bean; and consider how
otherwise it is to become large than by being extended in all
directions and acquiring nourishment throughout its whole
substance, in the way that, as I showed a short while ago, the
semen is nourished. But even this was unknown to Erasistratus—the
man who sings the artistic skill of Nature! He imagines that animals
grow like webs, ropes, sacks, or baskets, each of which has, woven
on to its end or margin, other material similar to that of which it was
originally composed.
But this, most sapient sir, is not growth, but genesis! For a bag,
sack, garment, house, ship, or the like is said to be still coming into
existence [undergoing genesis] so long as the appropriate form for
the sake of which it is being constructed by the artificer is still
incomplete. Then, when does it grow? Only when the basket, being
complete, with a bottom, a mouth, and a belly, as it were, as well as
the intermediate parts, now becomes larger in all these respects.
“And how can this happen?” someone will ask. Only by our basket
suddenly becoming an animal or a plant; for growth belongs to living
things alone. Possibly you imagine that a house grows when it is
being built, or a basket when being plaited, or a garment when
being woven? It is not so however. Growth belongs to that which has
already been completed in respect to its form, whereas the process
by which that which is still becoming attains its form is termed not
growth but genesis. That which is, grows, while that which is not,
becomes.

IV
This also was unknown to Erasistratus, whom nothing escaped, if his
followers speak in any way truly in maintaining that he was familiar
with the Peripatetic philosophers. Now, in so far as he acclaims
Nature as being an artist in construction, even I recognize the
Peripatetic teachings, but in other respects he does not come near
them. For if anyone will make himself acquainted with the writings of
Aristotle and Theophrastus, these will appear to him to consist of
commentaries on the Nature-lore [physiology]196 of Hippocrates—
according to which the principles of heat, cold, dryness and moisture
act upon and are acted upon by one another, the hot principle being
the most active, and the cold coming next to it in power; all this was
stated in the first place by Hippocrates and secondly by Aristotle.197
Further, it is at once the Hippocratic and the Aristotelian teaching
that the parts which are being nourished receive that nourishment
throughout their whole substance, and that, similarly, processes of
mingling and alteration involve the entire substance.198 Moreover,
that digestion is a species of alteration—a transmutation of the
nutriment into the proper quality of the thing receiving it; that blood-
production also is an alteration, and nutrition as well; that growth
results from extension in all directions, combined with nutrition; that
alteration is effected mainly by the warm principle, and that
therefore digestion, nutrition, and the generation of the various
humours, as well as the qualities of the surplus substances, result
from the innate heat;199 all these and many other points besides in
regard to the aforesaid faculties, the origin of diseases, and the
discovery of remedies, were correctly stated first by Hippocrates of
all writers whom we know, and were in the second place correctly
expounded by Aristotle. Now, if all these views meet with the
approval of the Peripatetics, as they undoubtedly do, and if none of
them satisfy Erasistratus, what can the Erasistrateans possibly mean
by claiming that their leader was associated with these philosophers?
The fact is, they revere him as a god, and think that everything he
says is true. If this be so, then we must suppose the Peripatetics to
have strayed very far from truth, since they approve of none of the
ideas of Erasistratus. And, indeed, the disciples of the latter produce
his connection with the Peripatetics in order to furnish his Nature-
lore with a respectable pedigree.
Now, let us reverse our argument and put it in a different way from
that which we have just employed. For if the Peripatetics were
correct in their teaching about Nature, there could be nothing more
absurd than the contentions of Erasistratus. And, I will leave it to the
Erasistrateans themselves to decide; they must either advance the
one proposition or the other. According to the former one the
Peripatetics had no accurate acquaintance with Nature, and
according to the second, Erasistratus. It is my task, then, to point
out the opposition between the two doctrines, and theirs to make
the choice....
But they certainly will not abandon their reverence for Erasistratus.
Very well, then; let them stop talking about the Peripatetic
philosophers. For among the numerous physiological teachings
regarding the genesis and destruction of animals, their health, their
diseases, and the methods of treating these, there will be found one
only which is common to Erasistratus and the Peripatetics—namely,
the view that Nature does everything for some purpose, and nothing
in vain.
But even as regards this doctrine their agreement is only verbal; in
practice Erasistratus makes havoc of it a thousand times over. For,
according to him, the spleen was made for no purpose, as also the
omentum; similarly, too, the arteries which are inserted into
kidneys200—although these are practically the largest of all those
that spring from the great artery [aorta]! And to judge by the
Erasistratean argument, there must be countless other useless
structures; for, if he knows nothing at all about these structures, he
has little more anatomical knowledge than a butcher, while, if he is
acquainted with them and yet does not state their use, he clearly
imagines that they were made for no purpose, like the spleen. Why,
however, should I discuss these structures fully, belonging as they do
to the treatise “On the Use of Parts,” which I am personally about to
complete?
Let us, then, sum up again this same argument, and, having said a
few words more in answer to the Erasistrateans, proceed to our next
topic. The fact is, these people seem to me to have read none of
Aristotle’s writings, but to have heard from others how great an
authority he was on “Nature,” and that those of the Porch201 follow
in the steps of his Nature-lore; apparently they then discovered a
single one of the current ideas which is common to Aristotle and
Erasistratus, and made up some story of a connection between
Erasistratus and these people.202 That Erasistratus, however, has no
share in the Nature-lore of Aristotle is shown by an enumeration of
the aforesaid doctrines, which emanated first from Hippocrates,
secondly from Aristotle, thirdly from the Stoics (with a single
modification, namely, that for them the qualities are bodies).203
Perhaps, however, they will maintain that it was in the matter of
logic that Erasistratus associated himself with the Peripatetic
philosophers? Here they show ignorance of the fact that these
philosophers never brought forward false or inconclusive arguments,
while the Erasistratean books are full of them.
So perhaps somebody may already be asking, in some surprise,
what possessed Erasistratus that he turned so completely from the
doctrines of Hippocrates, and why it is that he takes away the
attractive faculty from the biliary204 passages in the liver—for we
have sufficiently discussed the kidneys—alleging [as the cause of
bile-secretion] a favourable situation, the narrowness of vessels, and
a common space into which the veins from the gateway [of the
liver]205 conduct the unpurified blood, and from which, in the first
place, the [biliary] passages take over the bile, and secondly, the
[branches] of the vena cava take over the purified blood. For it
would not only have done him no harm to have mentioned the idea
of attraction, but he would thereby have been able to get rid of
countless other disputed questions.

V
At the actual moment, however, the Erasistrateans are engaged in a
considerable battle, not only with others but also amongst
themselves, and so they cannot explain the passage from the first
book of the “General Principles,” in which Erasistratus says, “Since
there are two kinds of vessels opening206 at the same place, the one
kind extending to the gall-bladder and the other to the vena cava,
the result is that, of the nutriment carried up from the alimentary
canal, that part which fits both kinds of stomata is received into both
kinds of vessels, some being carried into the gall-bladder, and the
rest passing over into the vena cava.” For it is difficult to say what
we are to understand by the words “opening at the same place”
which are written at the beginning of this passage. Either they mean
there is a junction207 between the termination of the vein which is
on the concave surface of the liver208 and two other vascular
terminations (that of the vessel on the convex surface of the liver209
and that of the bile-duct), or, if not, then we must suppose that
there is, as it were, a common space for all three vessels, which
becomes filled from the lower vein,210 and empties itself both into
the bile-duct and into the branches of the vena cava. Now, there are
many difficulties in both of these explanations, but if I were to state
them all, I should find myself inadvertently writing an exposition of
the teaching of Erasistratus, instead of carrying out my original
undertaking. There is, however, one difficulty common to both these
explanations, namely, that the whole of the blood does not become
purified. For it ought to fall into the bile-duct as into a kind of sieve,
instead of going (running, in fact, rapidly) past it, into the larger
stoma, by virtue of the impulse of anadosis.
Are these, then, the only inevitable difficulties in which the argument
of Erasistratus becomes involved through his disinclination to make
any use of the attractive faculty, or is it that the difficulty is greatest
here, and also so obvious that even a child could not avoid seeing it?

VI
And if one looks carefully into the matter one will find that even
Erasistratus’s reasoning on the subject of nutrition, which he takes
up in the second book of his “General Principles,” fails to escape this
same difficulty. For, having conceded one premise to the principle
that matter tends to fill a vacuum, as we previously showed, he was
only able to draw a conclusion in the case of the veins and their
contained blood.211 That is to say, when blood is running away
through the stomata of the veins, and is being dispersed, then, since
an absolutely empty space cannot result, and the veins cannot
collapse (for this was what he overlooked), it was therefore shown
to be necessary that the adjoining quantum of fluid should flow in
and fill the place of the fluid evacuated. It is in this way that we may
suppose the veins to be nourished; they get the benefit of the blood
which they contain. But how about the nerves?212 For they do not
also contain blood. One might obviously say that they draw their
supply from the veins.213 But Erasistratus will not have it so. What
further contrivance, then, does he suppose? He says that a nerve
has within itself veins and arteries, like a rope woven by Nature out
of three different strands. By means of this hypothesis he imagined
that his theory would escape from the idea of attraction. For if the
nerve contain within itself a blood-vessel it will no longer need the
adventitious flow of other blood from the real vein lying adjacent;
this fictitious vessel, perceptible only in theory,214 will suffice it for
nourishment.
But this, again, is succeeded by another similar difficulty. For this
small vessel will nourish itself, but it will not be able to nourish this
adjacent simple nerve or artery, unless these possess some innate
proclivity for attracting nutriment. For how could the nerve, being
simple, attract its nourishment, as do the composite veins, by virtue
of the tendency of a vacuum to become refilled? For, although
according to Erasistratus, it contains within itself a cavity of sorts,
this is not occupied with blood, but with psychic pneuma,215 and we
are required to imagine the nutriment introduced, not into this
cavity, but into the vessel containing it, whether it needs merely to
be nourished, or to grow as well. How, then, are we to imagine it
introduced? For this simple vessel [i.e. nerve] is so small—as are
also the other two—that if you prick it at any part with the finest
needle you will tear the whole three of them at once. Thus there
could never be in it a perceptible space entirely empty. And an
emptied space which merely existed in theory could not compel the
adjacent fluid to come and fill it.
At this point, again, I should like Erasistratus himself to answer
regarding this small elementary nerve, whether it is actually one and
definitely continuous, or whether it consists of many small bodies,
such as those assumed by Epicurus, Leucippus, and Democritus.216
For I see that the Erasistrateans are at variance on this subject.
Some of them consider it one and continuous, for otherwise, as they
say, he would not have called it simple; and some venture to resolve
it into yet other elementary bodies. But if it be one and continuous,
then what is evacuated from it in the so-called insensible
transpiration of the physicians will leave no empty space in it;
otherwise it would not be one body but many, separated by empty
spaces. But if it consists of many bodies, then we have “escaped by
the back door,” as the saying is, to Asclepiades, seeing that we have
postulated certain inharmonious elements. Once again, then, we
must call Nature “inartistic”; for this necessarily follows the
assumption of such elements.
For this reason some of the Erasistrateans seem to me to have done
very foolishly in reducing the simple vessels to elements such as
these. Yet it makes no difference to me, since the theory of both
parties regarding nutrition will be shown to be absurd. For in these
minute simple vessels constituting the large perceptible nerves, it is
impossible, according to the theory of those who would keep the
former continuous, that any “refilling of a vacuum” should take
place, since no vacuum can occur in a continuum even if anything
does run away; for the parts left come together (as is seen in the
case of water) and again become one, taking up the whole space of
that which previously separated them. Nor will any “refilling” occur if
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