← Common Core coursesBMS 114 · General Microbiology I
BMS 114 · Common Core (Tronc commun)Section 2.4 · How microbiology became a science
Section 8 of 33

Vaccines, antisepsis and the first antimicrobial drugs

Describe how Jenner, Lister, Iwanowsky, Metchnikoff, Fleming and Ehrlich turned microbiology from an explanation of disease into a means of preventing and treating it, and explain selective toxicity in your own words.

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Why this matters

Every vaccine you will ever give, every sterile dressing you open and every antibiotic you administer stands at the end of the story told here. Before 1796 there was no way to make a healthy person resistant to a fatal disease; before 1867 a surgeon had no reason to believe that his own hands and instruments were carrying infection into a wound; before the 1940s a pneumonia or an infected wound could kill a healthy adult within days. These six people changed the answer to one question: can we do more than describe the microbe? The nurse is the last link in that chain, because a vaccine given late, an aseptic field broken or an antibiotic course stopped early undoes work that took a century and a half to build.

What you need to know first

You need the previous three sections: that microorganisms exist and can be cultured, that a specific organism can cause a specific disease, and that the body can respond to an infection. The new words here are defined below: vaccination, antisepsis, asepsis, chemotherapy, selective toxicity and antibiotic. No biochemistry is assumed; the mechanism of selective toxicity is explained from first principles, with an analogy.

Words to know (6)
Vaccination
Giving a person a preparation of a microorganism, or of a part of it, that is harmless or nearly harmless in order to make that person resistant to the disease the microorganism causes. The BCG vaccine given at birth in many countries reduces the risk of severe tuberculosis in childhood.
Antisepsis / antiseptic
Antisepsis is the use of a chemical on living tissue, such as skin or a wound, to destroy or inhibit microorganisms; the chemical used is an antiseptic. Cleaning the skin with chlorhexidine before inserting a cannula is antisepsis; soaking the instrument in the same solution would be disinfection, not sterilisation.
Asepsis / aseptic technique
The set of practices that keep microorganisms out of a wound or a sterile field in the first place, rather than killing them after they have arrived. Sterile gloves, a sterile drape and single-use instruments are aseptic technique; the antiseptic skin preparation beside them is antisepsis.
Chemotherapy (antimicrobial)
The treatment of a disease caused by a microorganism with a chemical substance, given inside the body, that harms the microorganism more than it harms the patient. Ehrlich called the approach chemotherapy when he used an arsenic compound to destroy the syphilis microbe inside the body.
Selective toxicity
The property of an antimicrobial drug that allows it to damage the microorganism at concentrations that do not seriously damage human cells. Penicillin is selectively toxic because it attacks the bacterial cell wall, a structure that human cells do not possess at all.
Antibiotic
An antimicrobial substance produced naturally by one microorganism that inhibits or destroys other microorganisms. Penicillin is an antibiotic because the mould Penicillium chrysogenum makes it; arsphenamine is not, because it was made in a laboratory.
One idea at a timeIdea 1 / 6

In one sentence Jenner showed in 1796 that material from a cowpox lesion could make a person resistant to smallpox, and so founded vaccination.

Jenner makes a healthy person resistant before exposure

Smallpox, caused by variola virus, killed a large proportion of those it infected and left survivors scarred or blind. Putting a little smallpox material into a scratch, called variolation, protected but could cause a real and fatal illness. Edward Jenner, an English country physician, observed that dairy workers who had caught cowpox from cattle never caught smallpox afterwards. In 1796 he introduced material from a cowpox lesion into a boy named James Phipps and later showed that the boy resisted smallpox. The notes call the boy James Philipp; the recorded name is James Phipps. Here is the decisive change: a healthy person could be made resistant on purpose, before any exposure, more safely than by the disease.

For example

A child is brought to the clinic for their first immunisation. Nothing is wrong with the child; the injection is given so that a future encounter with the microbe will pass unnoticed.

Pause and check yourself

Why was Jenner’s cowpox material safer than the older practice of putting smallpox material into a scratch?

Show the answer

Because cowpox is a disease of cattle that causes only a mild illness in people, yet it made the body resist smallpox. Variolation used smallpox itself, so it could give the person genuine smallpox and could also start an outbreak. Jenner replaced a dangerous deliberate infection with a mild one.

Read detailed explanations
Selective toxicity: why penicillin spares a human being

Ehrlich’s founding insight was chemical rather than medical: if a dye can bind one tissue and not another, then a chemical can in principle bind one kind of cell and not another. He expressed this as a search for substances with a high affinity for the parasite and a low affinity for host tissue, and the metaphor he used was a magic bullet that strikes the intended target and nothing else. The practical measure of that idea is the chemotherapy index, the ratio between the largest dose the patient tolerates and the smallest dose that cures, so that a wide index means the drug is safe to use with a margin and a narrow one means the prescriber must watch the patient closely and measure the concentration in the blood. Arsphenamine had a narrow index: it was an arsenic compound that damaged the liver, the skin and the nervous system, and it had to be given intravenously by a trained operator, which is exactly why it was eventually replaced by penicillin for syphilis.

Penicillin has an extraordinarily wide index, and the reason is structural. Penicillin belongs to the beta-lactam family; it attaches to enzymes called penicillin-binding proteins and blocks the transpeptidase reaction that cross-links the peptidoglycan of the bacterial cell wall. Because the wall is under osmotic pressure, the bacterium cannot hold its shape while it grows and it bursts. Human cells have no peptidoglycan and no transpeptidase, so the drug has no target in the patient and can be given in very large doses. This is the logic that every antimicrobial shares: a target must exist in the microbe and must be absent from, or different in, the host. It explains whole families of practice.

Antibiotics that block bacterial ribosomes are less selective because human cells also have ribosomes, so the difference is one of detail and the therapeutic margin narrows; drugs that block folate synthesis exploit a pathway humans take from the diet rather than build; and antiseptics such as alcohol or chlorhexidine have no selectivity at all, which is why they are used on surfaces and intact skin and not swallowed. For a nurse the rule translates into three habits: give the concentration that was tested rather than half of it; watch for the organ that the particular drug is known to touch, such as kidneys or liver; and remember that a broad-spectrum antibiotic also suppresses the patient’s normal flora, which is a form of harm that selective toxicity does not prevent.

From a contaminated plate to a mass-produced medicine

The gap between Fleming’s observation in 1928 and penicillin on a ward is a story about solubility, stability and scale, and it begins with chemistry. Penicillin is an acid that is unstable in the presence of water, heat and acid, so it cannot simply be boiled, concentrated or dried like many laboratory chemicals; it loses its activity while it is being purified by ordinary methods. Howard Florey and Ernst Chain began work at Oxford in the late 1930s on natural antibacterial substances, and they had to solve that problem before they could test the substance in an animal. The key technique came from Norman Heatley, who exploited the fact that penicillin is more soluble in an organic solvent such as amyl acetate when the solution is acid, and more soluble in water when it is neutral. By shifting the acidity back and forth he moved the penicillin into amyl acetate, discarded the water with its impurities, then moved it back into a small volume of water, obtaining a concentrated and much purer product without destroying it.

With that material they showed in 1940 that penicillin protected mice from an otherwise fatal streptococcal infection, and in 1941 they treated a policeman with a severe infection; he improved dramatically, but their whole supply ran out and he died when the drug could not be continued, which is itself a lesson about the difference between a dose and a cure. Production then became an industrial problem that Britain, under bombing and blockade, could not solve alone. The Oxford team took the process to the United States in 1941, where the Northern Regional Research Laboratory in Peoria found that adding corn steep liquor to the culture medium increased the yield many times over, and a worldwide search for better strains produced a high-yielding mould from a melon that became the ancestor of industrial production.

By 1944 there was enough penicillin for the Allied casualties of the Normandy landings, and the price of a dose fell from a figure no patient could pay to a few dollars within a few years. Penicillin is a small molecule of about 334 daltons, which is one reason it reaches most tissues and fluids easily and is excreted rapidly by the kidneys, needing frequent dosing. The modern species used industrially is Penicillium chrysogenum, not the Penicillium notatum of the original plate. The lesson to carry into nursing is that a discovery in a dish becomes a medicine only when someone solves purification, stability, dosing and manufacture, and that the same is true today of every new antimicrobial: the interesting biology is only the first chapter.

How vaccination protects, and how smallpox was eradicated

Vaccination works by exploiting a property that no drug possesses: the immune system learns. When the body meets an antigen for the first time it produces a slow, small response, but it also keeps a memory of that antigen in long-lived lymphocytes. On a second encounter the response is faster, larger and more specific, and antibodies are produced in quantity before the microbe can multiply to a harmful level. A vaccine supplies that first meeting safely. It may contain a live but weakened organism, a killed organism, a purified protein, a toxoid or, in the newest designs, only the genetic instructions for one antigen. What matters is that the preparation reaches the immune system without causing the disease, which is why vaccination is sometimes described as training rather than treatment. Jenner’s cowpox material worked because vaccinia virus is closely related to variola virus: the antibodies and lymphocytes raised against the harmless relative recognised the dangerous one as well.

This is called cross-protection, and it depends on the two antigens being similar, not identical. It is important to be honest about the limits of the original discovery: neither Jenner nor Pasteur knew what an antibody was. Immunology only explained vaccination in the twentieth century, and the word vaccine, from vacca, cow, was applied by Pasteur to unrelated preparations made from chicken cholera and rabies because they followed the same empirical pattern. Smallpox itself is the only human disease that has been eradicated, and the campaign that achieved it was built on two practical advantages. The first is that vaccinia could be produced in large amounts by infecting calves or, later, cultured cells, then purified and freeze-dried with glycerinated lymph so that it stayed potent in the heat of tropical countries.

The second is that smallpox has no animal reservoir and no carrier state, so there was nowhere for the virus to hide once human cases were eliminated. The strategy was ring vaccination: find every case, isolate it, and vaccinate all the contacts around it, which was more efficient than trying to vaccinate whole populations. The World Health Organization declared eradication in 1980. Nursing sits at the centre of that story, because every vaccination programme depends on someone who can explain the schedule, manage the cold chain, record the dose correctly and answer a hesitant parent with evidence rather than pressure. Modern concerns about vaccine safety, and the refusal that followed the false association between the MMR vaccine and autism, are the reason that teaching remains part of the job.

Explore the diagram

Look at the whole drawing first. Then select one numbered part and connect it to the idea you just read.

From preventing disease to curing it: six steps in the history of antimicrobial medicine

Read the chain downwards and then across. Jenner prevents a disease before it starts; Lister prevents infection from entering a surgical wound; Iwanowsky shows that an infectious agent can be smaller than a bacterium; Metchnikoff explains how the body itself resists; Ehrlich seeks a chemical that destroys the parasite without destroying the patient; Fleming gives medicine its first natural antibiotic. Each step inherits the question left by the one before it.

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01 / 5Jenner: prevention proved by experiment

From preventing disease to curing it: six steps in the history of antimicrobial medicineRead the chain downwards and then across. Jenner prevents a disease before it starts; Lister prevents infection from entering a surgical wound; Iwanowsky shows that an infectious agent can be smaller than a bacterium; Metchnikoff explains how the body itself resists; Ehrlich seeks a chemical that destroys the parasite without destroying the patient; Fleming gives medicine its first natural antibiotic. Each step inherits the question left by the one before it.Prevention first · then the body · then the drug1 · Jenner, 1796Cowpox material prevents smallpoxPrevention, not treatmentA deliberate mild infectionPasteur later coined “vaccine”2 · Lister, 1867Carbolic acid as an antisepticSpray and soaked dressingsPasteur’s germ theory in surgeryLeads on to aseptic surgery3 · Iwanowsky, 1892Chamberland filter holds bacteriaThe filtrate still infectsMayer, 1886 · Beijerinck, 1898Stanley crystallises it, 19354 · Metchnikoff, 1882Starfish cells engulf particlesPhagocytes in human bloodRedness, heat, swelling: the signsPus is dead phagocytes5 · Ehrlich, 1909Arsphenamine against syphilisSelective toxicity: hit the parasiteOne sufficient course, not many smallThe first synthetic drug6 · Fleming, 1928–1929Lysozyme, 1922; penicillin, 1929Clear zones around the contaminantFlorey and Chain make it a drugNobel Prize shared, 1945The question moves from “how do I avoid it?” to “how do I cure it?”A drug must harm the parasite more than the patientPrevention, immunity and treatment are one chain, not three subjects

If the drawing is wider than this panel, scroll it sideways. Labels stay readable; the numbered explanations below show the same ideas.

Jenner: prevention proved by experiment

Jenner observed that dairy workers who caught cowpox from cattle did not later catch smallpox. In 1796 he inoculated a boy with material taken from a cowpox lesion and then exposed him to smallpox; the boy remained well. This is protection before exposure, not treatment of a sick patient.

Historical timeline, not to scale in time: the six panels span 1796 to 1945 and are arranged by the question each one answers, not by the interval between them. The arrows show the logic of the section and are not evidence of direct influence in every case.

Key points to remember

  • Jenner showed in 1796 that cowpox material could make a healthy person resistant to smallpox, and vaccination was born; the boy was James Phipps, not James Philipp as the notes state.
  • Lister used carbolic acid as an antiseptic in surgery from 1867, which sharply reduced post-operative sepsis and led on to aseptic technique.
  • Mayer described tobacco mosaic disease in 1886, Iwanowsky showed in 1892 that its cause passed a bacteria-retaining filter, Beijerinck named it virus in 1898 and Stanley crystallised it in 1935.
  • Metchnikoff discovered phagocytosis: phagocytes engulf and digest invaders, which is the cellular basis of immunity and the explanation of inflammation and pus.
  • Fleming found lysozyme in 1922, noticed the penicillin mould in 1928 and reported it in 1929; Florey and Chain turned it into a usable drug, and the three shared the 1945 Nobel Prize.
  • Ehrlich founded chemotherapy with arsphenamine against syphilis, and his therapia magna sterilisans is the origin of giving one adequate course rather than repeated weak doses.
Go deeper

Worked example

A contaminated operation: from Lister to Ehrlich at the bedside. A 34-year-old patient has had an operation for a perforated appendix. The abdomen was already soiled with intestinal contents when the surgeon opened it, so the wound is contaminated rather than clean. You are the nurse looking after the patient on the first day after surgery, and the intern asks you to explain what is being done to prevent an infection and what would be done if one appears.

  1. Separate prevention from treatment before you explain anything. Prevention acts before or at the moment the organisms arrive; treatment acts after they have multiplied in the tissues. In this patient the surgeon is preventing, with a sterile field, sterile instruments, an antiseptic skin preparation and a single dose of prophylactic antibiotic given before the incision. Naming the stage keeps the explanation accurate and stops the patient from believing that the antibiotic is already treating an infection.
  2. Explain the antisepsis the patient can see. The skin preparation is antisepsis in Lister’s sense: a chemical, chlorhexidine or povidone-iodine, applied to living tissue to reduce the organisms on it, including the patient’s own skin flora. Sterile drapes, gowns and instruments add asepsis, which is Lister’s later legacy: keeping organisms out instead of killing them after they are already in the wound. Tell the patient plainly that clean technique is the reason a wound that would once have suppurated can now heal, and that carbolic acid is no longer used because it damaged tissue.
  3. Explain what the prophylactic antibiotic is doing, using Ehrlich’s rule. The drug was chosen because it reaches the tissue in a concentration that damages the bacteria far more than the patient’s cells, which is selective toxicity. It was given before the incision so that the concentration is already present when the organisms are released. It is not continued for days: prophylaxis covers the operation, and prolonging it exposes the patient to side effects and encourages tolerant organisms without adding protection.
  4. Decide what you would observe and report if prevention fails. Metchnikoff’s description is your observation list: the wound becoming red, warm, swollen and painful, with purulent discharge, plus fever and a rising pulse, means that phagocytes have been engaged and bacteria are multiplying. Report it rather than waiting, because a treated infection needs the right drug at the right dose for the right duration, and if the patient improves after two days it still matters that the prescriber’s plan is completed. Your report at the first sign is what keeps treatment, not prevention, short.

The modern management of this contaminated wound contains the whole history of this section. Lister supplies antisepsis and asepsis, which stop the organisms arriving; Ehrlich supplies the reasoning that lets a drug be given inside the body at all, and his warning about sub-lethal exposure is why prophylaxis is a dose and not a habit; Metchnikoff supplies the observations by which you recognise that prevention has failed; and Fleming’s antibiotic is the drug itself. None of the four is a museum piece. Each is a step you are standing on.

Common misconception

Beginners often believe that Fleming discovered penicillin and that penicillin therefore became a medicine immediately, and they imagine that a vaccine works because it kills the microbe in the body. Neither is true. Fleming’s discovery waited more than a decade, until Florey and Chain solved purification and production, before it could be used in patients at all, and a vaccine does not kill anything: it prepares the immune system so that a later encounter is stopped early. A third error, inherited from the notes, is to confuse antisepsis with sterilisation or with asepsis. An antiseptic is applied to living tissue and reduces organisms; it does not make an instrument sterile, and it does not replace the sterile field.

Check your reasoning

Of the six people in this section, whose work has the most direct effect on what you personally do during a shift, and why?

Reveal an answer

There is no single right answer, but a strong one names Lister, because antisepsis and asepsis are actions performed with the hands on every ward round: skin preparation before a cannula, sterile technique for a dressing, hand hygiene between patients. A second strong answer names Jenner, because vaccination is delivered by nurses and depends on the nurse’s explanation for consent and for completing a schedule. The best answers identify the specific action, not only the person, and connect it to the mechanism: Lister’s method keeps organisms out, Jenner’s prepares the immune system, Ehrlich’s rule sets the dose and the duration.

Where this comes from

  • BMS 114 General Microbiology I lecture notes (supplied) · “Edward Jenner”, “Joseph Lister”, “Iwanowsky”, “Metchnikoff”, “Alexander Flemming”, “Paul Ehrlich”, lines 495–596
  • Correction to the supplied notes — spelling of Fleming’s name · Correction to the supplied notes: the heading at line 557 and every mention in lines 558–576 write “Flemming”. The correct spelling is Alexander Fleming; Penicillium notatum is the historical name and the industrial species is now Penicillium chrysogenum.
  • Correction to the supplied notes — chronology and spelling of the tobacco mosaic work · Correction to the supplied notes: the heading at line 523 sets “IWANOWSKY (1892)” over a paragraph that then says “In 1866, Adeolf E. Meyer … described a disease of tobacco called Mosaic”. The name is Adolf Mayer (some sources Adolf Eduard Mayer) and the correct year for his description is 1886, while the notes give 1866 at line 525; the notes also print it “Meyer”, while the standard spelling is “Mayer”. Iwanowsky’s filtration experiment is 1892, Beijerinck’s naming is 1898 and Stanley’s crystallisation is 1935.
  • Correction to the supplied notes — the boy vaccinated by Jenner · Correction to the supplied notes: line 500–501 names the child “James Philipp”. The documented name of the boy Jenner inoculated in 1796 is James Phipps.
  • Beyond the supplied notes — the fate of penicillin between 1929 and 1945 · the notes say only that Florey and Chain “were able to produce large quantities of penicillin in pure form” at lines 573–574. The purification method, the 1940 mouse protection experiment, the 1941 patient treated at Oxford, the scale-up in the United States and the 1944 supply follow standard accounts of the development of penicillin.
  • Beyond the supplied notes — selective toxicity and the chemotherapy index · the notes describe Ehrlich’s reasoning at lines 581–584 but do not name selective toxicity, the chemotherapy index or the peptidoglycan target of penicillin; these are standard pharmacology and follow from the same principle.
  • Beyond the supplied notes — the mechanism and history of vaccination · the notes describe Jenner’s experiment at lines 496–504 but give no immunology; immune memory, cross-protection, freeze-dried vaccinia lymph, ring vaccination and the 1980 declaration of smallpox eradication are standard knowledge.

Lesson progress is saved on this device for the current learner. Practice answers stay separate and are not stored.

About this course and its sources

Bilingual lessons organised from the supplied BMS 114 General Microbiology I lecture notes (Mr Ngotelo F. Ambene, Mr Lyonga B. Lyonga & Mr Fumbui Louis Ngong). Diagrams are original educational schematics; sections that correct the notes or go beyond them say so in their sources. Nursing and French-language review are pending.