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CHAPTER 6

How Cells Harvest Chemical Energy

Chapter Objectives
Opening Essay
Explain why brown fat is important to small mammals, including newborn humans.

Cellular Respiration: Aerobic Harvesting of Energy

6.1 Compare the processes and locations of photosynthesis and cellular respiration.
Explain why it is accurate to say that life on Earth is solar powered.
6.2 Explain how breathing and cellular respiration are related.
6.3 Provide the overall chemical equation for cellular respiration. Compare the
efficiency of this process in cells with the efficiency of a gasoline automobile
engine.
6.4 Explain how the human body uses its daily supply of ATP.
6.4 Define a kilocalorie (kcal) and relate it to a food calorie.
6.5 Explain how the energy in a glucose molecule is released during cellular
respiration.
6.5 Explain how redox reactions are used in cellular respiration.
6.5 Describe the general roles of dehydrogenase, NAD+, the electron transport
chain, and oxygen in cellular respiration.

Stages of Cellular Respiration

6.6–6.11 Compare the reactants, products, and energy yield of the three stages of cellular
respiration.
6.7–6.11 List the cellular regions where glycolysis, the citric acid cycle, and oxidative
phosphorylation occur. Note whether substrate-level phosphorylation or
chemiosmosis occur.
6.10 Explain how brown fat is specialized for heat production and when brown fat is
most active. Describe the evidence that suggests that brown fat is present and
functioning in many adult humans.
6.11 Identify the total possible yield of ATP molecules per glucose. Explain why the
number of ATP molecules cannot be stated exactly.

Fermentation: Anaerobic Harvesting of Energy

6.12 Compare the reactants, products, and energy yield of alcohol fermentation and
lactic acid fermentation. Distinguish between obligate anaerobes and facultative
anaerobes.
6.13 Describe the evolutionary history of glycolysis.

56 Copyright © 2017 Pearson Education, Inc.

Connections Between Metabolic Pathways
6.14 Explain how carbohydrates, fats, and proteins are used as fuel for cellular
respiration. Explain why a gram of fat yields more ATP than a gram of starch
or protein.
6.15 Explain how nutrients are used in biosynthesis.

Lecture Outline
Introduction
• Oxygen is a reactant in cellular respiration, the process that breaks down sugar and other
food molecules and generates ATP, the energy currency in cells, and heat.
• Brown fat has a “short circuit” in its cellular respiration, which generates only heat, not
ATP.
• Brown fat is important for heat production in small mammals, including humans.
Cellular Respiration: Aerobic Harvesting of Energy
6.1 Photosynthesis and cellular respiration provide energy for life
• Life requires energy.
• In almost all ecosystems, energy ultimately comes from the sun.
• In photosynthesis,
• some of the energy in sunlight is captured by chloroplasts,
• atoms of carbon dioxide and water are rearranged, and
• sugar and oxygen are produced.
• In cellular respiration,
• sugar is broken down to carbon dioxide and water and
• the cell captures some of the released energy to make ATP.
6.2 Breathing supplies O2 for use in cellular respiration and removes CO2
• Respiration, as it relates to breathing, and cellular respiration are not the same.
• Respiration in the breathing sense refers to an exchange of gases.
• Cellular respiration is the aerobic (oxygen-requiring) harvesting of energy from food
molecules by cells.
6.3 Cellular respiration banks energy in ATP molecules
• Cellular respiration
• is an exergonic (energy-releasing) process that transfers energy from glucose to form
ATP,
• can produce up to 32 ATP molecules for each glucose molecule,
• uses about 34% of the energy originally stored in glucose with the rest of the energy
lost as heat.
6.4 CONNECTION: The human body uses energy from ATP for all its activities
• Your body requires a continuous supply of energy.
• Cellular respiration provides energy for body maintenance and voluntary activities.
• A balance of energy intake and expenditure is required to maintain a healthy weight.

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 57
6.5 Cells capture energy from electrons “falling” from organic fuels to oxygen
• How do your cells extract energy from fuel molecules? The answer involves the transfer
of electrons in chemical reactions.
• Electrons removed from fuel molecules (oxidation) are transferred to NAD+ (reduction).
• NADH passes electrons to an electron transport chain. Energy is released as electrons
“fall” from carrier to carrier and finally to O2.
Stages of Cellular Respiration
6.6 Overview: Cellular respiration occurs in three main stages
• Stage 1: Glycolysis
• occurs in the cytosol,
• begins cellular respiration, and
• breaks down glucose into two molecules of a three-carbon compound called pyruvate.
• Stage 2: Pyruvate oxidation and the citric acid cycle
• take place in mitochondria,
• oxidize pyruvate to a two-carbon compound, and
• supply the third stage with electrons.
• Stage 3: Oxidative phosphorylation involves electron transport and chemiosmosis.
• NADH and a related electron carrier, FADH2, shuttle electrons to electron transport
chains embedded in the inner mitochondrial membrane.
• Most of the ATP produced by cellular respiration is generated by oxidative
phosphorylation.
• The electrons are finally passed to oxygen, which becomes reduced to H2O.
6.7 Glycolysis harvests chemical energy by oxidizing glucose to pyruvate
• ATP is used to prime a glucose molecule, which is split in two.
• These three-carbon intermediates are oxidized to two molecules of pyruvate, yielding a
net of 2 ATP and 2 NADH.
• ATP is formed by substrate-level phosphorylation, in which a phosphate group is
transferred from an organic molecule to ADP.
6.8 After pyruvate is oxidized, the citric acid cycle completes the energy-yielding oxidation of
organic molecules
• The oxidation of pyruvate yields acetyl CoA, CO2, and NADH.
• For each turn of the citric acid cycle,
• two carbons from acetyl CoA are added,
• 2 CO2 are released, and
• 3 NADH and 1 FADH2 are produced.
6.9 VISUALIZING THE CONCEPT: Most ATP production occurs by oxidative
phosphorylation
• In mitochondria, electrons from NADH and FADH2 are passed down the electron
transport chain to O2, which picks up H+ to form water.
• Energy released by these redox reactions is used to pump H+ into the intermembrane
space.
• In chemiosmosis, the H+ gradient drives H+ back through the enzyme complex ATP
synthase in the inner membrane, synthesizing ATP.

58 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
6.10 SCIENTIFIC THINKING: Scientists have discovered heat-producing, calorie-burning
brown fat in adults
• Mitochondria in brown fat can burn fuel and produce heat without making ATP.
• Ion channels spanning the inner mitochondrial membrane
• allow H+ to flow freely across the membrane and
• dissipate the H+ gradient that the electron transport chain produced, which does not
allow ATP synthase to make ATP.
• Until recently, brown fat in humans was thought to disappear after infancy.
• Recent research indicates that brown fat may be present in most people, and, when
activated by cold, the brown fat of lean individuals is more active (burns more calories).
6.11 Review: Each molecule of glucose yields many molecules of ATP
• Substrate-level phosphorylation and oxidative phosphorylation produce up to 32 ATP
molecules for every glucose molecule oxidized in cellular respiration.
Fermentation: Anaerobic Harvesting of Energy
6.12 Fermentation enables cells to produce ATP without oxygen
• Fermentation is a way of harvesting chemical energy that does not require oxygen.
• Under anaerobic conditions, muscle cells, yeasts, and certain bacteria produce ATP by
glycolysis.
• NAD+ is recycled from NADH as pyruvate is reduced to
• lactate (lactic acid fermentation) or
• alcohol and CO2 (alcohol fermentation).
6.13 EVOLUTION CONNECTION: Glycolysis evolved early in the history of life on Earth
• Glycolysis occurs in the cytosol of the cells of nearly all organisms and is thought to
have evolved in ancient prokaryotes.
Connections Between Metabolic Pathways
6.14 Cells use many kinds of organic molecules as fuel for cellular respiration
• You obtain most of your calories as
• carbohydrates (such as sucrose and other disaccharide sugars and starch, a
polysaccharide),
• fats, and
• proteins.
• A cell can use these three types of molecules to make ATP.
6.15 Organic molecules from food provide raw materials for biosynthesis
• Cells use intermediates from cellular respiration and ATP for biosynthesis of other
organic molecules.
• Metabolic pathways are often regulated by feedback inhibition.

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 59
Chapter Guide to Teaching Resources

Cellular Respiration: Aerobic Harvesting of Energy (6.1–6.5)

Student Misconceptions and Concerns
• Caution students against the assumption that energy is created when it is converted from
one form to another. This might be a good time to review the principle of conservation of
energy (the first law of thermodynamics addressed in Module 5.10). (6.1–6.5)
• Students often fail to realize that aerobic metabolism is a process generally similar to the
burning of wood or the burning of gasoline in an automobile engine. Noting these general
similarities can help students comprehend the overall reaction and heat generation
associated with these processes. (6.3)
• The advantage of the gradual degradation of glucose may not be obvious to some students.
Many analogies exist that reveal the advantages of a gradual process. Fuel in an
automobile burns slowly to best utilize the energy released from the fuel. A few fireplace
logs release gradual heat to keep a room temperature steady. In both situations, excessive
use of fuel becomes wasteful, reducing the efficiencies of the systems. (6.5)

Teaching Tips
• You might wish to elaborate on the amount of solar energy striking Earth. Every day Earth
is bombarded with solar radiation equal to the energy of 100 million atomic bombs. Of the
tiny fraction of light that reaches photosynthetic organisms, only about 1% is converted to
chemical energy by photosynthesis. (6.1)
• Energy coupling at the cellular level may be new to many students, but it is a familiar
concept when related to the use of money in our society. Students might be discouraged if
the only benefit of work was the ability to make purchases from the employer. (We all
might soon tire of a fast-food job that only paid employees in food!) Money permits the
coupling of a generation of value (a paycheck, analogous to an energy-releasing reaction)
to an energy-consuming reaction (money, which allows us to make purchases in distant
locations). This idea of earning and spending is a common concept we all know well.
(6.1–6.3)
• During cellular respiration, our cells convert about 34% of our food energy to useful work
(Module 6.3). The other 66% of the energy is heat. We use this heat to maintain a
relatively steady body temperature near 37°C (98°–99°F). This is about the same amount
of heat generated by a 75-watt incandescent light bulb. If you choose to include a
discussion of heat generation from aerobic metabolism, consider the following Teaching
Tip. (6.3)
• Share this calculation with your students. Depending on a person’s size and level of
activity, a human might burn 2,000 dietary calories (kilocalories) a day. This is enough
energy to raise the temperature of 20 liters of liquid water from 0° to 100°C. This is
something to think about the next time you heat water on the stove! (Note: Consider
bringing a 2-liter bottle as a visual aid, or ten 2-liter bottles to make the point above. It
takes 100 calories to raise 1 liter of water 100°C; it takes much more energy to melt ice or
evaporate water as steam.) (6.3)
• You might share with your students that it takes about 10 million ATP molecules per
second to power one active muscle cell. (6.4)

60 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
 • The use of the word “falling” when discussing the movement of electrons in a redox
reaction can be confusing. Consider explaining the use of the term “falling” in reference to
potential energy of a falling object. (6.5)

Active Lecture Tips

• Ask your students why they feel warm when it is 30°C (86°F) outside, if their core body
temperature is about 37°C (98.6°F). Shouldn’t they feel cold? Have students discuss ideas
with others seated near them. The answer is, our bodies are always producing heat. At
these higher temperatures, we are producing more heat than we need to maintain a body
temperature around 37°C. Thus, we sweat and behave in ways that help us get rid of the
extra heat from cellular respiration. (6.1–6.5)
• See the Activity “Photosynthesis and Respiration: Are They Similar?” on the Instructor
Exchange. Visit the Instructor Exchange in the Mastering Biology instructor resource area
for a description of this activity. (6.1)
• See the Activity “Demonstration of Electron Transport and ATP Production in Aerobic
Respiration Using Students and Balloons” on the Instructor Exchange. Visit the Instructor
Exchange in the Mastering Biology instructor resource area for a description of this
activity. (6.5)

Stages of Cellular Respiration (6.6–6.11)

Student Misconceptions and Concerns
• Perhaps more than anywhere else in general biology, students studying aerobic metabolism
may fail to see the forest for the trees. Students may focus on the details of each stage of
aerobic metabolism and devote little attention to the overall process and products.
Consider emphasizing the products and energy yields associated with glycolysis, the citric
acid cycle, and oxidative phosphorylation before detailing the specifics of each reaction.
(6.6–6.11)
• The location within a cell in which each reaction takes place is often forgotten in the
details of the chemical processes, but it is important to emphasize. Consider using
Figure 6.6 as a common reference to locate each stage as you discuss the details of cellular
respiration. (6.6–6.11)
• Students frequently think that plants have chloroplasts instead of mitochondria. Take care
to point out the need for mitochondria in plants when photosynthesis is not efficient or
possible (such as during the night). (6.6–6.11)

Teaching Tips
• The production of NADH and FADH2 through glycolysis and the citric acid cycle, as
compared with the direct production of ATP, can get confusing for students. Help students
understand that these molecules have value to be cashed in by the electron transport chain.
The NADH and FADH2 can therefore be thought of as casino chips, accumulated along the
way to be cashed in at the electron transport cashier. (6.6–6.11)
• The function of the inner mitochondrial membrane is like a dam. A “reservoir” of
hydrogen ions is built up between the inner and outer mitochondrial membranes, like a
dam holding water. As the hydrogen ions move down their concentration gradient, they

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 61
 “spin” the ATP synthase, which helps generate ATP. In a dam, water rushing downhill
turns giant turbines, which generate electricity. (6.9)
• As the authors note in Module 6.11, the ATP yield of up to 32 ATP per glucose molecule
is only a potential. The complex chemistry of aerobic metabolism can yield this amount
only under ideal conditions, when every substrate and enzyme is immediately available.
Such circumstances may occur only rarely in a working cell. (6.11)

Active Lecture Tips

• As you relate the structure of the inner mitochondrial membrane to its functions, challenge
students to explain the adaptive advantage of the many folds of this inner membrane (see
Figure 6.6). (These folds greatly increase the surface area available for the associated
reactions.) (6.9)
• See the Activity “Cell Respiration: Pair and Share” on the Instructor Exchange. Visit the
Instructor Exchange in the Mastering Biology instructor resource area for a description of
this activity. (6.6–6.11)

Fermentation: Anaerobic Harvesting of Energy (6.12–6.13)

Student Misconceptions and Concerns
• Students may expect that fermentation will produce alcohol and maybe even carbon
dioxide. Take the time to clarify the different possible products of fermentation and correct
this general misconception. (6.12)

Teaching Tips
• The text notes that some microbes are useful in the dairy industry because they produce
lactic acid. However, the impact of acids on milk may not be obvious to many students.
Consider a simple demonstration mixing about equal portions of milk (skim or 2%) with
some acid (vinegar will work). Notice the accumulation of strands of milk curd (protein)
on the side of the container and stirring device. (6.12)
• Dry wines are produced when the yeast cells use up all or most of the sugar available.
Sweet wines result when the alcohol accumulates enough to inhibit fermentation before the
sugar is depleted. (6.12)
• Exposing fermenting yeast to oxygen will slow or stop the process, because the yeast will
switch back to aerobic respiration. When fermentation is rapid, the carbon dioxide
produced drives away the oxygen immediately above the wine. However, as fermentation
slows down, the wine must be sealed to prevent oxygen exposure and permit the
fermentation process to finish. (6.12)
• The widespread occurrence of glycolysis, which takes place in the cytosol and independent
of organelles, suggests that this process had an early evolutionary origin. Since
atmospheric oxygen was not available in significant amounts during the early stages of
Earth’s history, and glycolysis does not require oxygen, it is likely that this chemical
pathway was used by the prokaryotes in existence at that time. Students focused on the
evolution of large, readily apparent structures such as wings and teeth may have never
considered the evolution of cellular chemistry. (6.13)

62 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
Connections Between Metabolic Pathways (6.14–6.15)
Student Misconceptions and Concerns
• Some students may only view nutrients as sources of calories. As noted in Module 6.15,
the building blocks in many nutrients are recycled into biosynthetic pathways of organic
molecules. (6.15)

Teaching Tips
• Figure 6.14 is an important visual synthesis of the diverse fuels that can enter into cellular
respiration and the various stages of this process. Figures such as this can serve as a visual
anchor to integrate the many aspects of this chapter. (6.14)
• The final modules in this chapter may raise questions about obesity and proper diet. The
Centers for Disease Control and Prevention website, www.cdc.gov/nccdphp/dnpao/index.
html, discusses many aspects of nutrition, obesity, and general physical fitness and is a
useful reference for teachers and students. (6.14–6.15)

Active Lecture Tips

• Challenge your students to explain why most extra energy in the human body is stored as
fat and not sugars or proteins. Have students exchange ideas with others seated nearby.
The general answer is this. The same mass of fat stores nearly twice as many calories
(about 9 kcal per gram) as an equivalent mass of protein or carbohydrates (about 4.5–5
kcal per gram). Fat is therefore an efficient way to store energy in animals and many
plants. To store an equivalent amount of energy in the form of carbohydrates or proteins
would require about twice the mass, adding a significant burden to the organism’s
structure. (For example, if you were 20 pounds overweight, you would be more than 40
pounds overweight if the same energy were stored as carbohydrates or proteins.) (6.14–
6.15)

Key Terms
acetyl CoA (acetyl coenzyme A)
alcohol fermentation
ATP synthase
cellular respiration
chemiosmosis
citric acid cycle
electron transport chain
glycolysis
intermediate
kilocalories (kcal)
lactic acid fermentation
NAD+
oxidation
oxidative phosphorylation
photosynthesis
pyruvate oxidation

Copyright © 2017 Pearson Education, Inc. CHAPTER 6 How Cells Harvest Chemical Energy 63
redox reaction
reduction
substrate-level phosphorylation

Word Roots
aero- = air (aerobic: using oxygen)
chemi- = chemical (chemiosmosis: the production of ATP using the energy of hydrogen ion
gradients across membranes to phosphorylate ADP)
de- = without; -hydro = water (dehydrogenase: an enzyme that removes water when catalyzing a
chemical reaction)
glyco- = sweet; -lysis = split (glycolysis: the multistep chemical breakdown of a molecule of
glucose into two molecules of pyruvate)

64 INSTRUCTOR’S MANUAL FOR CAMPBELL BIOLOGY: CONCEPTS & CONNECTIONS Copyright © 2017 Pearson Education, Inc.
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− The Times [London] Lit Sup p110 F 12

’20 180w

SHAW, FREDERICK JOHN (BROUGHAM

VILLIERS, pseud.), and CHESSON, WILFRID
HUGH. Anglo-American relations, 1861–1865.
*$2.50 Scribner 327.73

(Eng ed 19–18602)

“‘Anglo-American relations, 1861–1865,’ deals with the causes of

friction and misunderstandings between Great Britain and the
United States during the trying years of the Civil war. The reasons
which, for a time, gave prominence to the southern sympathies of the
British ruling classes, while rendering almost inarticulate the far
deeper feeling for the cause of union and emancipation among the
masses of our people, are examined and explained. W. H. Chesson,
grandson of George Thompson, the antislavery orator, who was
William Lloyd Garrison’s bosom friend, contributes a chapter which
attempts to convey an impression of the influence of transatlantic
problems upon English oratory and the writings of public men.”—
Springf’d Republican

“While Mr Villiers’s general presentation of national attitudes is

excellent and very well worth reading in both countries, the facts of
history which are brought into his narrative are unfortunately not so
well understood by him.” E. D. Adams

+ − Am Hist R 25:715 Jl ’20 500w

“The whole book is instructive and very timely.”

+ Ath p93 Ja 16 ’20 100w

Nation 110:436 Ap 3 ’20 420w
Springf’d Republican p8 O 4 ’19 140w
The Times [London] Lit Sup p655 N 13
’19 60w

SHEDD, GEORGE CLIFFORD. Iron furrow. il

*$1.75 (2c) Doubleday

20–7422

An American engineer of indomitable grit and perseverance sees

possibilities in a barren tract of Arizona desert if the land is irrigated.
He buys the land and sets to work in the face of the intrigues of a
Mexican plutocrat, the wiles of eastern capital, his own shortage of
funds, and the inclemencies of an Arizona winter. With all these
troubles he still finds time to fall in love with a girl of fickle
affections. The successful termination of his work on the canal is
marked by the termination of his engagement by the faithless girl
and the crowning of his efforts by a true woman’s love.

“It is a pleasant story in a quiet key, and is restful after the many
stories where gun-play is a prominent practice.”

+ Boston Transcript p6 Je 16 ’20 300w

SHEDLOCK, MARIE L. Eastern stories and

legends. *$2 Dutton 294

20–18410

An enlarged edition of a collection of stories of the Buddha

published in 1910, now issued with a foreword by T. W. Rhys Davids
and an introduction by Annie Carroll Moore. “In India, Prof. Davids
tells us, crowds may be seen listening all night long to these tales.
There are many hundreds of them from which Miss Shedlock has
selected only a few, and of these we are assured that their appeal to
an audience never fails. She has told them again and again, and Miss
Moore, of the New York Public Library, adds her conviction of their
admirable suitability for telling.”—Boston Transcript

+ Booklist 17:124 D ’20

 “In rearranging and expanding this selection of stories from the
Buddha rebirths, Miss Shedlock has wisely freed the book from
limitations, which in the earlier edition gave it too much the
appearance of a text-book to look readable.” A. C. Moore

+ Bookm 51:315 My ’20 140w

“Discriminating and valuable selection of stories.” A. C. Moore

+ Bookm 52:260 N ’20 60w

Boston Transcript p4 O 23 ’20 350w
+ Springf’d Republican p8 N 18 ’20 150w

SHEEHAN, PERLEY POORE. House with a

bad name. *$1.90 Boni & Liveright

The house was an anachronism in a part of New York that had

fallen from a former grand estate. The neighborhood would have it
that it was haunted. The people living in it were anachronisms and as
such full of mystery. Old Nathan Tyrone and his daughter Mélissine
lived in an older generation in thought, in dress, in habits. They were
paragons of virtue and unworldliness, and their butler a good second
to themselves. In due time Mélissine falls in love, and, about the
same time, an evil woman appears upon the scene with blackmail
and corruption. After the death of Mélissine’s father she insinuates
herself into the house and for a time the air is dense with mystery
and evil forebodings. But before so much virtue and saintliness even
the wicked Belle becomes repentant and the evil mysteries she
conjured up fade away. All but one, which comes to light after
Mélissine’s marriage: through some estrangement between her
father and grandfather, the former had been disinherited and had
unwittingly been living on the bounty of the butler, the sole heir, all
his life.

Boston Transcript p3 D 4 ’20 480w

“Mr Sheehan is a facile, delicate artist in the weaving of such a

theme; the texture of it is excellent and his people, especially the two
women, are admirably real.”

+ N Y Evening Post p11 N 27 ’20 150w

“With a slight, old-fashioned plot, little dramatic action and

characters that have been worn threadbare, it still must be conceded
that the lazy reader, desiring mild bookish entertainment, will find it
worth while to work his way through this placid novel.”

+ − N Y Times p26 Ja 2 ’21 420w

“The mingling of love and mystery is well sustained.”

+ Springf’d Republican p5a Ja 23 ’21 210w

[2]
SHEFFIELD, MRS ADA (ELIOT). Social case
history; its construction and content. *$1 Russell
Sage foundation 360
 20–19858

The book belongs to the Social work series and deals with the
recording of the relief workers’ cases and the purposes it subserves.
The record is made with a view to three ends: (1) the immediate
purpose of furthering effective treatment of individual clients, (2) the
ultimate purpose of general social betterment, and (3) the incidental
purpose of establishing the case worker herself in critical thinking.
To expound these three ends from every point of view is the purpose
of the book. It is indexed and contains: The purpose of a social case
history; A basis for the selection of material; Documents that
constitute the history; Composition of the narrative; The narrative in
detail; The wider implications of case recording.

“‘The social case history’ is a new landmark in the profession of

social case work. No one hereafter can undertake case work without
first mastering the material and the method put into permanent form
by this book. It does for the case record, and incidentally for certain
phases of treatment, what Miss Richmond’s book on ‘Social
diagnosis’ has done for investigation.” Frank Bruno

+ Survey 45:432 D 18 ’20 980w

SHEFFIELD, LYBA, and SHEFFIELD, NITA

[2]
C. Swimming simplified. il $1.75 The authors, box
436, San Francisco 796

20–9362
 “The purpose of this text book is to simplify the learning and
teaching of swimming from a scientific point of view. Our further
objective has been to arrange a series of lessons in their logical
progression to meet the demands of schools, playgrounds, clubs and
aquatic centers.... A special section upon the class man-procedure for
mass instruction and class management has been arranged for
teachers of swimming.” (Introd.) Contents: The method of procedure
in learning or teaching swimming; The beginner’s first lessons;
Analysis of the various swimming strokes; Racing turn—treading
water—plunge for distance; Diving; Life saving; The safety valve and
the swimming and life-saving tests; Water sports; Suggestions to
instructors. There are numerous helpful illustrations. The authors
are teachers of swimming in the San Francisco high schools and the
University of California.

SHERARD, JESSE LOUIS. Blueberry bear. il

*$1 Crowell

This biography of a bear cub forms an entertaining story for

children altho it belongs to the type of story in which human
psychology is attributed to animals. Blueberry with his father and
mother lives near the home of Farmer Green. The father is shot by
one of the farmer’s men and the little bear thereafter does all in his
power to take revenge. Finally the farmer’s boys make him a captive
and take him home with them and he learns that his father is still
alive and a prisoner. The two escape and the bear family seeks a new
home in the canebrake far from the haunts of man.

SHERIDAN, SOLOMON NEILL. Typhoon’s

secret. il *$1.50 (2½c) Doubleday
 20–7516

John Wentworth, a bank president’s son, is suddenly stranded,

when the bank fails and his father mysteriously disappears out to
sea. John’s friends scent a mystery and foul play connected with the
failure and send John in a wild goose chase over the Pacific in search
of clues and his father. The rest is a sea yarn full of thrilling incidents
which culminate in a yacht’s wild flight before a typhoon, a burning
ship, a companion yacht with romance on board, and finally a
restored father, a restored fortune and a bride for John Wentworth.

Booklist 16:283 My ’20

SHERINGHAM, HUGH TEMPEST. Trout

fishing memoirs and morals. il *$5 (5c) Houghton
799

The author begins his fishing reminiscences with an account of eel-

fishing by hand as a child of nine, newly escaped from London. But
he soon found that trout fishing is the sport par excellence and that
trout fishers “by-nature,” not merely because sporting fashion
prescribes it, belong to the pick of humanity. Among the contents
are: Early days; A little chalk stream; The fishing day; The fly
question; Minnow and worms; In a Welsh valley; Weather and wind;
New waters. There are illustrations.
 + N Y Evening Post p11 N 20 ’20 80w

“It is rather long drawn out, and not straight to the point....
Anyway, the angler who can’t learn something and get many new
thrills from the book will not be found hereabouts.”

+ − N Y Times p19 D 26 ’20 410w

“His volume is as delightfully written as any work on angling

which we have recently seen. American anglers will find themselves
very much at home in the atmosphere of this work, even though it
deals with unfamiliar waters.”

+ Outlook 126:689 D 15 ’20 600w

+ Spec 125:309 S 4 ’20 860w

“Mr Sheringham’s latest book on fishing is delightful for its

humour and sound English as well as for the range of its
reminiscences and its insight into the ways of trout. Its morals make
it as companionable as its memories.”

+ The Times [London] Lit Sup p395 Je

24 ’20 920w

SHERLOCK, CHESLA CLELLA. Care and

management of rabbits. il *$1.25 (4c) McKay 636.9

20–14848
 The purpose of the book is to set forth the commercial possibilities
of rabbits and to point out to beginner and breeder alike the most
economical way to success. It is intended as a handy, companionable
guide on all phases of the care, breeding and management of rabbits.
A partial list of the contents is: Some reasons for raising rabbits; The
domesticated rabbit; The commercial breeds; The fancy breeds; The
hutches; Feeding adult stock; Feeding young stock; Breeding; Utility
value of rabbits; Fur farming; Pedigrees; Diseases and remedies;
Appendix-handy feeding schedules. The book is illustrated.

+ Booklist 17:59 N ’20

SHERRILL, CHARLES HITCHCOCK. Have

we a Far Eastern policy? with an introd. by David
Jayne Hill. il *$2.50 Scribner 327

20–7581

“One-half of Mr Sherrill’s book is not suggested by its title, and

deals with matters which have no political implications—with the
flora of the Hawaiian islands, with Japanese umbrellas, footwear,
lanterns, street games, chrysanthemum shows, and private gardens.
As to whether the United States has a definite Far Eastern policy, a
negative is not distinctly asserted but is clearly implied. At any rate
our author presents us with one of his own which he considers
worthy of adoption by our government. Shortly stated, it is as
follows: That the United States should refrain from all opposition to
Japan’s expansion north and west upon the continent of Asia, that is,
in the regions of Manchuria, Mongolia, and Siberia; that, in return,
Japan should agree to abandon her southeasterly development and
transfer the Caroline and Marshall islands to international control or
to administration by Australia; and, thirdly, that Japan, Australia,
and the United States should jointly guarantee the independence of
the Philippines.”—Review

+ Booklist 16:332 Jl ’20

“General Sherrill’s ten months in the East seem to have been

insufficient to awaken him to an adequate sense of the intricacy of
problems that with such bland simplicity he has undertaken to
solve.” R. M. Weaver

− Bookm 51:632 Ag ’20 420w

Reviewed by Harold Kellock

Freeman 2:188 N 3 ’20 580w

Lit D p86 Je 26 ’20 1500w

“This book, though spirited enough, lacks verity of perception, and

is typical of the thanks propaganda of foreigners who visit Japan and
spend their time with hospitable officials.” F: O’Brien

− + Nation 111:250 Ag 28 ’20 560w

Reviewed by W. W. Willoughby

+ − Review 2:655 Je 23 ’20 850w

 + R of Rs 61:669 Je ’20 100w

SHERWOOD, FREDERICK AUGUSTUS.

Glimpses of South America. il *$4 Century 918

20–20207

The author knows South America well, as a business man having

made several prolonged trips throughout its extent. He calls his book
an informal one, covering the ground and containing information
about that part of South America that a casual visitor would be most
apt to visit and about which he would be less likely to get information
from more formal treatises. It is compiled from notes jotted down for
personal amusement and is illustrated with the author’s own
photographs. It has six maps, a geographical and a general index and
the text contains: The beaten track around South America; New York
to Kingston and Panama; Panama and the Panama canal in war
time; Down the west coast—Panama to Lima, Peru; Lima—the city of
the past; Southern Peru and northern Chile; Iquique, Antofagasta
and the nitrate desert; Valparaiso and Viña del Mar; Santiago—the
capital of Chile; Over the Andes to the Argentine Republic; Buenos
Aires—the Paris of America; Montevideo and the republic of
Uruguay; Rio de Janeiro, Brazil, and the way home.

“He gives many valuable tips about hotels, boats, and railroads in
an entertaining way. His chapters on Lima and Buenos Aires are
rather long, but his chatty method of writing gives charm to the
volume.”

+ N Y Evening Post p13 N 6 ’20 90w

 “‘Glimpses of South America’ is frankly a book of travel—and a
very entertaining one—but it will prove highly educational for the
man who wishes to learn something of Latin Americans, their
customs, mode of living, needs and psychology.” B. R. Redman

+ N Y Times p15 Ja 16 ’21 840w

+ Outlook 126:470 N 10 ’20 30w

“Mr Sherwood’s characterizations of people and places are terse

and vivid and he makes no pretensions to an elaborate study of any
of the matters of which he treats. What he has to say is intended to
be helpful to the ordinary traveler.”

+ R of Rs 62:672 D ’20 100w

“If there are traces of exaggeration, or of facetious inference, the

reader, amused thereby, will not be disposed to be too inquiring. The
work, as a whole, is vivid and informing—a thoroughly animated
travel book.”

+ Springf’d Republican p9a O 24 ’20

660w

SHERWOOD, MARGARET POLLOCK. World

to mend. *$2 (2c) Little

20–17008