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 SIXTH EDITION

Marjorie Kelly Cowan

Heidi Smith

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 Digital Tools for Your Success

Save time with auto-graded assessments.

Gather powerful performance data.
McGraw-Hill Connect for Cowan’s Microbiology provides online presentation,
assignment, and assessment solutions, connecting your students with the tools
and resources they’ll need to achieve success.

Homework and Assessment

With Connect for Cowan’s Microbiology, you can deliver
auto-graded assignments, quizzes, and tests online. Choose
from a robust set of interactive questions and activities
using high-quality art from the textbook and animations.
Assignable content is available for every Learning Outcome Detailed Reports
in the book and is categorized ­according to the ASM
Curriculum Guidelines. As an instructor, you can edit Track individual student performance—by question, by
existing questions and author ­entirely new ones. assignment, or in relation to the class overall—with detailed
grade ­reports. Integrate grade reports easily with your
Significant faculty demand for Learning ­Management Systems (LMS).
content at higher Bloom’s
levels led us to examine
assessment quality and
consistency of our Connect
content, to develop a
scientific approach to
systemically increase critical-
thinking levels, and develop
balanced digital assessments
that promote student learning.
The increased challenge at
higher Bloom’s levels will help
the student grow intellectually
and be better prepared to
contribute to society.

Instructor Resources
Lecture Capture
Customize your lecture with tools such as PowerPoint®
McGraw-Hill Tegrity® Tegrity in Connect is a tool that makes
presentations, animations, and art from the textbook.
class time available 24/7 by automatically capturing every
An instructor’s manual for the text saves you time in
lecture. With a simple one-click, start-and-stop process, you
developing your course.
capture all computer screens and corresponding audio in a
format that is easy to search, frame by frame. Students can
replay any part of any class with easy-to-use, browser-based
viewing on a PC, Mac, or other mobile device.
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 Unique Interactive Question Types in Connect® Tagged
to ASM’s Curriculum Guidelines for Undergraduate
Microbiology and to Bloom’s Taxonomy
•• Case Study: Case studies come to life in a learning activity that is interactive, self-grading, and assessable.
The integration of the cases with videos and animations adds depth to the content, and the use of integrated
questions forces students to stop, think, and evaluate their understanding.
•• Media Under The Microscope: The opening cases in the textbook help students read science articles in the
popular media with a critical eye. Questions in Connect are designed to extend these cases in a manner that
promotes active student learning, either at home or in the classroom.
•• Concept Maps: Concept maps allow students to manipulate terms in a hands-on manner in order to assess their
understanding of chapter-wide topics. Students become actively engaged and are given immediate feedback,
enhancing their understanding of important concepts within each chapter.
•• SmartGrid Questions: New to this edition, SmartGrid questions replace the traditional end-of-chapter questions,
and all of these questions are available for assignment in Connect. These questions were carefully constructed to
assess chapter material as it relates to all six concepts outlined in the American Society of Microbiology curriculum
guidelines plus the competency of “Scientific Thinking.” The questions are cross-referenced with Bloom’s taxonomy
of learning level. Seven concepts/competencies × three increasing Bloom’s levels = a robust assessment tool.
•• Study Smarter: Better Together: A new feature in every chapter, Study Smarter gives guidance for students’
group study, either in person or online. No instructor intervention required! Research shows that well-structured
group study benefits under-resourced learners and students with lower levels of reading ability.
•• What's the Diagnosis: Specifically designed for the disease chapters of the text, this is an integrated learning
experience designed to assess the student’s ability to utilize information learned in the preceding chapters to
successfully culture, identify, and treat a disease-causing microbe in a simulated patient scenario. This question
type is true experiential learning and allows the students to think critically through a real-life clinical situation.
•• Animations: Animation quizzes pair our high-quality animations with questions designed to probe student
understanding of the illustrated concepts.
•• Animation Learning Modules: Making use of McGraw-Hill Education’s collection of videos and animations,
this question type presents an interactive, self-grading, and assessable activity. These modules take a
stand-alone, static animation and turn it into an interactive learning experience for your students with real-time
remediation.
•• Labeling: Using the high-quality art from the textbook, check your students’ visual understanding as they
practice interpreting figures and learning structures and relationships. Easily edit or remove any label you wish!
•• Classification: Ask students to organize concepts or structures into categories by placing them in the correct “bucket.”
•• Sequencing: Challenge students to place the steps of a complex process in the correct order.
•• Composition: Fill in the blanks to practice vocabulary, and then reorder the sentences to form a logical
paragraph (these exercises may qualify as “writing across the curriculum” activities!).

All McGraw-Hill Connect content is tagged to Learning Outcomes for each chapter as well as topic, section, Bloom’s
Level, and ASM Curriculum Guidelines to assist you in customizing assignments and in reporting on your students’
performance against these points. This will enhance your ability to assess student learning in your courses by
allowing you to align your learning activities to peer-reviewed standards from an international organization.

 ix

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 Lab Resources

Need a lab manual for your microbiology course? Customize any of these manuals—
add your text material—and Create your perfect solution!
McGraw-Hill Education offers several lab manuals for the microbiology course. Contact your McGraw-Hill Education learning
technology representative for packaging options with any of our lab manuals.

Brown/Smith: Benson’s Microbiological Morello: Laboratory Manual and Workbook

Applications: Laboratory Manual in in Microbiology: Applications to Patient
General Microbiology, 14th edition Care, 12th edition (978-1-260-00218-8)
Concise Version (978-1-259-70523-6)
Complete Version (978-1-259-91979-4)

Chess: Laboratory Applications in

Microbiology: A Case Study Approach,
4th edition (978-1-259-70522-9)

Prep for Microbiology is an adaptive learning tool that

prepares students for college-level work in Microbiology.
Prep for Microbiology individually identifies concepts
the student does not fully understand and provides learning
resources to teach essential concepts so he or she enters the
classroom prepared. Data-driven reports highlight areas
where students are struggling, helping to accurately identify
weak areas.

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 Note from the Authors
This Text’s Most Important Distinguishing Features:
These are the features we feel most strongly about. They
represent proven methods for enabling our students to learn
and we have seen them work in the classroom. The Cowan
books have always been built around logical and clear
organization, a factor that is critical when nonmajors are
attempting to learn a science full of new vocabulary and
concepts.
•• SYSTEMATIC ORGANIZATION of the disease chapters
that groups microbes by the conditions they cause.
•• EPIDEMIOLOGY in every disease table.
•• OPENING CASES that teach students how to read science
articles in the popular media with a critical eye.
•• MICROBIOME findings in all 25 chapters—in form of
Microbiome Insight boxes as well as in the text. This
reinforces how game-changing the microbiome
findings are.
•• STUDY SMARTER: BETTER TOGETHER in each chapter
that provides guidance for students’ group study, either in
person or online. No instructor intervention required!
Research shows that well-structured group study benefits
under-resourced learners and students with lower levels
of reading ability.
•• SMARTGRIDS in each chapter. The end-of-chapter
questions are dramatically reformatted into a 21-question
 xi
cow58998_FM_i-xxx.indd 11
grid that cross-references questions by their Bloom’s level
and the six core concepts of microbiology (plus the
competency of scientific literacy) as identified by the
American Society for Microbiology.
•• VISUAL feature on the difference between the deadliness
and the contagiousness of various microbes that appears
in every disease chapter.
•• CLEAN, uncluttered, and predictable sequence of chapter
content.
•• CONNECT UPDATES
• C
 RITICAL THINKING applied through higher Bloom’s
level questions added to the Connect Question Bank.
• S
 MARTBOOK LEARNING RESOURCES added based on
heat map results from areas where students struggle
the most. Help when they need it, with a library of
resources available for refresher.
• S
 UB-SECTION LEARNSMART assignability to allow for
a more narrowed focus of chapters or further ability to
assign chapter content in smaller chunks for student
understanding.
—Kelly Cowan
—Heidi Smith
10/15/19 10:18 PM
 Capturing Students’ Attention and Learning

Chapter Opening Case Files That Teach Students How to Judge Popular Media
Articles About Science!
Each chapter opens with a revolutionary kind of case study. Titled “Media Under The Microscope,” these are summaries of
actual news items about microbiology topics. Students are walked through the steps of judging the relative accuracy of the
popular media stories. Chapter by chapter, they learn how to critically assess the journalistic accounts. They encounter the
principles of causation vs. correlation, biological plausibility, and the importance of not overstating experimental results. It is a
critical need among the public today, and this textbook addresses it.

Active learning activities are assignable in

Connect to extend these case files in or
outside of the classroom.

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 Student-Focused Instructional Art
Effective science illustrations not only look pretty but
help students visualize complex concepts and
processes and paint a conceptual picture for them. The
art combines vivid colors, multidimensionality, and
self-contained narrative to help students study the
challenging concepts of microbiology from a visual
perspective. Drawings are often paired with
photographs or micrographs to enhance
comprehension.

Figures
Many difficult microbiological concepts are
best portrayed by breaking them down into
stages. These figures show each step clearly
marked with an orange, numbered circle and
correlated to accompanying narrative to benefit
all types of learners. The accompanying legend
provides additional explanation.

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 Connecting Students to Their Future Careers
Many students taking this course will be entering the health care field in some way, and it is absolutely critical that they have a
good background in the biology of microorganisms. Authors Kelly Cowan and Heidi Smith have made it their goal to help all
students make the connections between microbiology and the world they see around them. Cowan textbooks have become
known for their engaging writing style, instructional art program, and focus on active learning. The “building blocks” approach
establishes the big picture first and then gradually layers concepts onto this foundation. This logical structure helps students
build knowledge and connect important concepts.

“Diagnosing Infections” Chapter

Chapter 17 brings together in one place the current methods
used to diagnose infectious diseases. The chapter starts
with collecting samples from the patient and details the
biochemical, serological, and molecular methods used to
identify causative microbes.

Systematic Presentation of
Disease-Causing Organisms
Microbiology: A Systems Approach takes a unique approach to
diseases by organizing microbial agents under the heading of the
disease condition they cause. After all of them are covered, the
agents are summarized in a comparative table. Every condition gets
a table, whether there is one possible cause or a dozen. Through
this approach, students study how diseases affect patients—the
way future health care professionals will encounter them in their
jobs. A summary table follows the textual discussion of each
disease and summarizes the characteristics of agents that can
cause that disease.

Every disease table contains national and/or

worldwide epidemiological information for each
causative agent.

This approach is logical, systematic, and intuitive, as it

encourages clinical and critical thinking in students—
the type of thinking they will be using if their eventual
careers are in health care. Students learn to examine
multiple possibilities for a given condition and grow
accustomed to looking for commonalities and
differences among the various organisms that cause
a given condition.

xiv

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 Student-Centered Pedagogy Created to Promote Active
Learning
Learning Outcomes and Assess Your Progress Questions
Every chapter in the book opens with an outline—which is a list of
Learning Outcomes. Assess Your Progress with the learning outcome
questions concludes each major section of the text. The Learning
Outcomes are tightly correlated to digital material. Instructors can
easily measure student learning in relation to the specific Learning
Outcomes used in their course.

Animated Learning Modules

Certain topics need help to come to life off the page. Animations, video,
audio, and text all combine to help students understand complex
processes. Key topics have an Animated Learning Module assignable
through Connect. An icon in the text indicates when these learning
modules are available.

Disease Connection
Sometimes it is difficult for students to see the relevance of
basic concepts to their chosen professions. So the basic
science chapters contain Disease Connections, very short
boxes that relate esoteric topics
such as pH and growth phase to
clinical situations (H. pylori and
M. tuberculosis, in these examples).

Insight Readings
Each chapter includes a
Microbiome Insight box and a
Clinical Insight box. The
Microbiome Insight boxes are a
way to emphasize the important
and revolutionary ways the recent
findings influence almost
everything we know about
human health.

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 System Summary Figures
“Glass body” figures at the end of each disease chapter
highlight the affected organs and list the diseases that were
presented in the chapter. In addition, the microbes are color
coded by type of microorganism.

Communicability vs. Deadliness Feature

Each microbe can be characterized using two
important descriptors: its relative communicability
and its relative deadliness. These are important
epidemiologically and clinically—and usually
receive only sporadic mention in textbooks—so
we have created a visual feature that appears
in each disease chapter, and in the
epidemiology chapter.

Taxonomic List of Organisms

A taxonomic list of organisms is presented at the
end of each disease chapter so students can see
the taxonomic position of microbes causing diseases
in that body system.

xvi

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 Developing Critical Thinkers
The end-of-chapter material is linked to Bloom’s Taxonomy. It has been carefully planned to promote active learning and
provide review for different learning styles and levels of difficulty.

SmartGrid
This innovative learning tool distributes
chapter material among the American Society
for Microbiology’s six main curricular concepts,
plus the competency of scientific thinking.
Each of the seven areas is probed at three
different Bloom’s levels. The resulting
21-question grid can be assigned by column
(all multiple-choice questions about each core
concept, for example) or by row (all questions
related to evolution, but at increasing Bloom’s
level). The highest Bloom’s level questions can
easily be assigned as a group project or
presentation topic.

High Impact Study Feature

Students benefit most from varied study and
assessment methods. We’ve created a short set
of “Terms” and “Concepts” that help students
identify the most important 10 to 15 items in a
chapter. If they understand these, they are well
on their way to mastery.

 xvii

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 Group Study Guide
The new feature “Study Smarter: Better Together”
gives students a format for their self-guided group study.
We know that group study can be immensely useful for
learning—but only if it is well-structured. This feature,
in every chapter, helps students make the best use of
their study time with their classmates, either in person
or virtually, with no effort on the part of the instructor!

Visual Connections
Visual Connections questions take images
and concepts learned in previous chapters
and ask students to apply that knowledge
to concepts newly learned in the current
chapter. This helps students evaluate
information in new contexts and enhances
learning.

xviii

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 Changes to the Sixth Edition
New to Microbiology, A Systems Approach
GLOBAL CHANGES THROUGHOUT THE
SIXTH EDITION
•• Many art pieces have been turned into infographics, a form of
data visualization 21st-century learners are comfortable with.
•• Language is simplified throughout the book. Sentences
are shortened and general vocabulary is updated.
•• Disease Tables now indicate the taxonomy of each
microorganism.
•• The end-of-chapter materials now include the
SmartGrid—21 questions probing chapter content with
respect to the ASM curriculum concepts and Bloom’s
taxonomy. Also, each chapter contains a simple guide for
students to engage in face-to-face or virtual group study.
This is called Study Smarter: Better Together.
•• In all disease tables, each organism is denoted as “B, V, F,
P, or H”—indicating bacterium, virus, etc. When bacterial,
the table also indicates G+ or G-.
Major chapter updates or new material. Note: Each
chapter contains between 400 and 700 edits,
ranging from minor grammatical improvements to
major insertions of content. Listed here are just the
highlights.
Chapter 1: The Main Themes of Microbiology
•• New infographics for better understanding of cell types
•• More time on scientific methods
•• Updates on evolutionary history of cell line
•• Taxonomy and classification discussions clarified and
simplified
Chapter 2: The Chemistry of Biology
•• New elements named
•• Case study on why saline might not be ideal for hydration
(hint: it’s the chloride!)
Chapter 3: Tools of the Laboratory
•• In this chapter, there is typically a lot of terminology that
is used to describe phenomena, yet the terms themselves
are not defined (such as “what is growth?”); rewritten
with an eye to what the students do not yet know
•• New infographic to illustrate the “Five I’s”
Chapter 4: Bacteria and Archaea
•• New infographics that make different categories of
bacteria more visual
cow58998_FM_i-xxx.indd 19
Chapter 5: Eukaryotic Cells and Microorganisms
•• Updated origins of eukaryotes narrative
•• Highlighted increase in fungal opportunistic diseases
•• Neglected parasitic infections (NPIs)
Chapter 6: Viruses and Prions
•• Discussion of viruses in the microbiome
•• New diseases caused by prions
Chapter 7: Microbial Nutrition, and Growth
•• Improved the presentation of serial dilution
•• Added origin of oxygen
Chapter 8: Microbial Metabolism
•• Expands on electricity-eating bacteria
Chapter 9: Microbial Genetics
•• Epigenetics and their connection with small RNAs
Chapter 10: Genetic Analysis and Genetic Engineering
•• Pangenomes introduced
•• CRISPR and gene drives updated
Chapter 11: Physical and Chemical Control of Microbes
•• Added the banning by the FDA of triclosan and other
chemicals in consumer products
Chapter 12: Antimicrobial Treatment
•• The influence of antibiotics on the microbiome,
throughout the lifespan
•• New approaches to antimicrobials
Chapter 13: Microbe-Human Interactions: Health and
Disease
•• Added the need to negotiate the host microbiome as one
of the steps required for microbes to cause disease
•• Several new figures
Chapter 14: Host Defenses I: Overview and Nonspecific
Defenses
•• Changed overall organization to more logical sequence
Chapter 15: Host Defenses II: Specific Immunity and
Immunization
•• New infographic about the properties of specific immunity
•• Information about vaccines for noninfectious conditions
and CAR-T treatments
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10/15/19 10:18 PM
 Chapter 16: Disorders in Immunity
•• Updated discussion of causes of autoimmunity
•• Several new infographics
•• New information on asthma incidence
Chapter 17: Diagnosing Infections
•• Point-of-care diagnostics
•• More emphasis on genetic testing, qPCR, pan bacterial
qPCR
•• New infographics summarize the testing procedures for
phenotypic, genotypic, and immunological methods in a
visually consistent manner
Chapter 18: Infectious Diseases Affecting the Skin
and Eyes
•• Not new, but important: Retained and updated opening
case study about measles transmission in an airport
Chapter 19: Infectious Diseases Affecting the Nervous
System
•• Zika virus disease added
•• New prion described
Chapter 20: Infectious Diseases Affecting the
Cardiovascular and Lymphatic Systems
•• Updated the section on Rocky Mountain spotted fever
to include all spotted fever rickettsias and noted their
dramatic increase in the United States
xx
cow58998_FM_i-xxx.indd 20
•• Discussion of CRISPR techniques for making mosquito
populations sterile
•• New figure detailing who gets AIDS in the United States
Chapter 21: Infectious Diseases Affecting the
Respiratory System
•• Updated differential diagnoses for pharyngitis and
pneumonia
Chapter 22: Infectious Diseases Affecting the
Gastrointestinal Tract
•• Updated the C. diff genus to Clostridioides
•• Updated foodborne disease trends
Chapter 23: Infectious Diseases Affecting the
Genitourinary System
•• More discussion of catheter-associated urinary tract
infections
•• Updated discussion on role of vaginal microbiome in
high infant mortality rates
•• Updated STI statistics
Chapter 24: Microbes and the Environment
•• Increased emphasis on climate change
Chapter 25: Applied Microbiology and Food and Water
Safety
•• Clearer illustration of water purification
10/15/19 10:18 PM
 Acknowledgments

We are most grateful to our students who continually teach us how to more effectively communicate this
subject. All the professors who reviewed manuscript or sent e-mails with feedback were our close allies
as well, especially when they were liberal in their criticism. Jennifer Lusk contributed invaluable content to the
text. Our minders at McGraw-Hill Education are paragons of patience and professionalism: Darlene Schueller
is the best editor in the business, which makes it all the more surprising that she continues to work with us on
book after book. Other members of our McGraw-Hill Education team upon whom we lean heavily are Lauren
Vondra, Kristine Rellihan, Jim Connely, Jessica Portz, Beth Blech, Rachael Hillebrand, Lori Hancock, and Betsy
Blumenthal.
—Kelly Cowan
—Heidi Smith

Review Process, Including Heat Maps

In the preparation of each edition, we have been guided
by the collective wisdom of reviewers who are expert
microbiologists and excellent teachers. They represent
experience in community colleges, liberal arts colleges,
comprehensive institutions, and research universities. We
have followed their recommendations, while remaining
true to our overriding goal of writing a readable, student-
centered text. This edition has also been designed to be
amenable to a variety of teaching styles. Each feature
incorporated into this edition has been carefully
considered in how it may be used to support student
learning in both the traditional classroom and the flipped
learning environment.
Also we are very pleased to have been able to
incorporate real student data points and input, derived
from thousands of our LearnSmart users, to help guide
our revision. LearnSmart Heat Maps provided a quick
visual snapshot of usage of portions of the text and the
relative difficulty students experienced in mastering the
content. With these data, we were able to hone not only
our text content but also the LearnSmart questions.
•• If the data indicated that the subject covered was more
difficult than other parts of the book, as evidenced by a
high proportion of students responding incorrectly, we
substantively revised or reorganized the content to be
as clear and illustrative as possible.
•• I (Kelly) have spent some time researching student
literacy levels and have found that although most
students understand that there is a great deal of
technical language they must master for the first
time, they can have trouble with the way we
(professors, textbook authors) communicate in
writing. So the heat maps also point me to places
where I wrote a complex sentence when a simple
one would do.

 xxi

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 Table of Contents

Preface v Insight 2.2 CLINICAL: Acidic Blood in Diabetes 38

The Chemistry of Carbon and Organic

CHAPTER 1 Compounds 38
2.2 Macromolecules: Superstructures of Life 39
Carbohydrates: Sugars and Polysaccharides 40
The Main Themes of Microbiology 1 Lipids: Fats, Phospholipids, and Waxes 42
1.1 The Scope of Microbiology 2 Image Source
Proteins: Shapers of Life 44
1.2 The Impact of Microbes on Earth: Small The Nucleic Acids: A Cell Computer and
Organisms with a Giant Effect 4 Its Programs 46
Microbial Involvement in Shaping Our Planet 5 2.3 Cells: Where Chemicals Come to Life 48
1.3 Human Use of Microorganisms 6 Fundamental Characteristics of Cells 48
1.4 Infectious Diseases and the Human Condition 7 Media Under The Microscope Wrap-Up 49
Insight 1.1 CLINICAL: Infections of the Heroin Epidemic 9 Study Smarter: Better Together 49
Chapter Summary 50
1.5 The General Characteristics of Microorganisms 10
SmartGrid: From Knowledge to Critical Thinking 51
Cellular Organization 10
Visual Connections 52
1.6 The Historical Foundations of Microbiology 10
High Impact Study 52
The Development of the Microscope:
“Seeing Is Believing” 11
The Establishment of the Scientific Method 14
Deductive and Inductive Reasoning 14
Insight 1.2 MICROBIOME: What Is a Microbiome? 14
CHAPTER 3
The Development of Medical Microbiology 16 Tools of the Laboratory Methods for
1.7 Naming, Classifying, and Identifying Microorganisms 17 the Culturing and Microscopic Analysis Nikolay Denisov/123RF

Nomenclature: Assigning Specific Names 17 of Microorganisms 53

Classification: Constructing Taxonomy 18 3.1 Methods of Culturing Microorganisms:
The Origin and Evolution of Microorganisms 18 The Five I’s 54
A Universal Tree of Life 20 Inoculation: Producing a Culture 54
Media Under The Microscope Wrap-Up 21
Incubation 54
Study Smarter: Better Together 22
Media: Providing Nutrients in the Laboratory 55
Chapter Summary 23
Isolation: Separating One Species from Another 61
SmartGrid: From Knowledge to Critical Thinking 23
Rounding Out the Five I’s: Inspection
and Identification 62
Visual Connections 25
High Impact Study 25
3.2 The Microscope: Window on an Invisible
Realm 64
Microbial Dimensions: How Small Is Small? 64
Magnification and Microscope Design 65
CHAPTER 2 Principles of Light Microscopy 65
Insight 3.1 CLINICAL: A New Human Organ? 66
The Chemistry of Biology 26 Preparing Specimens for Optical
2.1 Atoms, Bonds, and Molecules: Microscopes 68
Paul Bradbury/Getty
Fundamental Building Blocks 27 Images Insight 3.2 MICROBIOME: Diabetic Wounds and
Different Types of Atoms: Elements Their Microbiome as Seen by Microscopy 74
and Their Properties 27 Media Under The Microscope Wrap-Up 75
The Major Elements of Life and Their Primary Study Smarter: Better Together 75
Characteristics 27 Chapter Summary 76
Bonds and Molecules 29 SmartGrid: From Knowledge to Critical Thinking 77
Insight 2.1 MICROBIOME: Thanks to the Sponge, and Its Visual Connections 79
Microbiome, for Letting Us Breathe 32 High Impact Study 79

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 Contents xxiii

4
Chloroplasts: Photosynthesis Machines 118
CHAPTER Ribosomes: Protein Synthesizers 118
The Cytoskeleton: A Support Network 119
Bacteria and Archaea 80 Survey of Eukaryotic Microorganisms 120
©Rich Carey/
4.1 The Bacteria 81 5.4 The Fungi 121
Shutterstock
The Structure of a Generalized Bacterial Fungal Nutrition 121
Cell 82 Organization of Microscopic Fungi 123
Bacterial Arrangements and Sizes 82 Reproductive Strategies and Spore Formation 123
Insight 4.1 CLINICAL: Biofilms Complicate Infections 82 Fungal Identification and Cultivation 124
4.2 External Structures 86 The Effects of Fungi on Humans and the Environment 125
Appendages: Cell Extensions 86 Insight 5.1 MICROBIOME: Are Eukaryotic Microorganisms
Surface Coatings: The S Layer and the Glycocalyx 89 Part of Our Microbiome? 126
4.3 The Cell Envelope: The Boundary Layer of Bacteria 90 5.5 The Protists 127
Differences in Cell Envelope Structure 91 The Algae: Photosynthetic Protists 127
Structure of the Cell Wall 91 Biology of the Protozoa 127
Cytoplasmic Membrane Structure 93 Insight 5.2 CLINICAL: Eukaryotic Pathogens: Neglected Parasitic
The Gram-Negative Outer Membrane 93 Infections 128
The Gram Stain 94 Classification of Selected Important Protozoa 130
Practical Considerations of Differences in Cell Protozoan Identification and Cultivation 131
Envelope Structure 95 Important Protozoan Pathogens 131
4.4 Bacterial Internal Structure 95 5.6 The Helminths 132
Contents of the Cell Cytoplasm 95 General Worm Morphology 133
Bacterial Endospores: An Extremely Resistant Stage 97 Life Cycles and Reproduction 133
4.5 The Archaea 99 A Helminth Cycle: The Pinworm 133
4.6 Classification Systems for Bacteria and Archaea 100 Helminth Classification and Identification 134
Insight 4.2 MICROBIOME: Archaea in the Human Microbiome 101 Distribution and Importance of Parasitic Worms 134
Taxonomic Scheme 102 Media Under The Microscope Wrap-Up 135
Diagnostic Scheme 102 Study Smarter: Better Together 135
Species and Subspecies in Bacteria and Archaea 103 Chapter Summary 136
Media Under The Microscope Wrap-Up 103 SmartGrid: From Knowledge to Critical Thinking 137
Study Smarter: Better Together 103 Visual Connections 139
Chapter Summary 104 High Impact Study 139
SmartGrid: From Knowledge to Critical Thinking 105
Visual Connections 107
High Impact Study 107 CHAPTER 6
Viruses and Prions 140
5
Daryl Benson/Getty
6.1 The Search for the Elusive Viruses 141 Images
CHAPTER
6.2 The Position of Viruses in the Biological
Eukaryotic Cells and Spectrum 142
Microorganisms 108 Andrea Migliarini/123RF 6.3 The General Structure of Viruses 142
Size Range 142
5.1 Overview of the Eukaryotes 109
Viral Components: Capsids, Envelopes,
Becoming Eukaryotic 109
and Nucleic Acids 142
5.2 Form and Function of the Eukaryotic Cell: External
Structures and Boundary Structures 110 Insight 6.1 MICROBIOME: Are Viruses Part of the
Microbiome? 144
Appendages for Movement: Cilia and Flagella 111
The Glycocalyx 112 6.4 How Viruses Are Classified and Named 150
Boundary Structures 113 6.5 Modes of Viral Multiplication 150
5.3 Form and Function of the Eukaryotic Cell: Internal Multiplication Cycles in Animal Viruses 150
Structures 114 Viruses That Infect Bacteria 157
The Nucleus: The Control Center 114 Insight 6.2 CLINICAL: Phage Therapy in Cystic Fibrosis 159
Endoplasmic Reticulum: A Passageway in the Cell 114 6.6 Techniques in Cultivating and Identifying Animal
Golgi Apparatus: A Packaging Machine 116 Viruses 160
Nucleus, Endoplasmic Reticulum, and Golgi Apparatus: Using Live Animal Inoculation 160
Nature’s Assembly Line 116 Using Bird Embryos 161
Mitochondria: Energy Generators of the Cell 118 Using Cell (Tissue) Culture Techniques 161

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 xxiv Contents
6.7 Viruses and Human Health 162
6.8 Prions and Other Noncellular Infectious Agents
Media Under The Microscope Wrap-Up 163
Study Smarter: Better Together 163
Chapter Summary 164
SmartGrid: From Knowledge to Critical Thinking 165
Visual Connections 167
High Impact Study 168
CHAPTER 7 Phosphorylation 213
Microbial Nutrition and Growth 169
7.1 Microbial Nutrition 170 ChaNaWiT/Getty Images
Chemical Analysis of Microbial Cytoplasm 170
Sources of Essential Nutrients 171
How Microbes Feed: Nutritional Types 172
How Microbes Feed: Nutrient Absorption 175
The Movement of Molecules:
Diffusion and Transport 175
The Movement of Water: Osmosis 176
Active Transport: Bringing in Molecules Against a
Gradient 179
7.2 Environmental Factors That Influence Microbes 179
Temperature 179
Insight 7.1 CLINICAL: Inducing Fever to Treat
Infections 180
Gases 181
pH 183
Osmotic Pressure 183
Radiation and Hydrostatic Pressure and
Moisture 183
Insight 7.2 MICROBIOME: The Great Oxidation Event
and Earth’s Microbiome 184
Other Organisms 184
7.3 The Study of Microbial Growth 186
The Basis of Population Growth: Binary Fission 187
The Rate of Population Growth 187
The Population Growth Curve 188
Other Methods of Analyzing Population Growth 191
Media Under The Microscope Wrap-Up 192
Study Smarter: Better Together 193
Chapter Summary 194
SmartGrid: From Knowledge to Critical Thinking 194
Visual Connections 196
High Impact Study 196
8
CHAPTER
Microbial Metabolism The Chemical
Crossroads of Life 197 Image Source/Getty
Images
8.1 The Metabolism of Microbes 198
Enzymes: Catalyzing the Chemical Reactions of Life
Regulation of Enzymatic Activity and Metabolic
Pathways 203
cow58998_FM_i-xxx.indd 24
8.2 The Pursuit and Utilization of Energy 206
162 Energy in Cells 206
A Closer Look at Oxidation and Reduction 206
Adenosine Triphosphate: Metabolic Money 207
8.3 Catabolism: Getting Materials and Energy 208
Overview of Catabolism 208
Aerobic Respiration 209
Pyruvic Acid: A Central Metabolite 211
The Krebs Cycle: A Carbon and Energy Wheel 211
The Respiratory Chain: Electron Transport and Oxidative
Summary of Aerobic Respiration 215
Insight 8.1 CLINICAL: NADH Treats a Variety of Diseases 216
Anaerobic Respiration 217
Fermentation 217
Catabolism of Noncarbohydrate Compounds 219
8.4 Biosynthesis and the Crossing Pathways of
Metabolism 219
The Efficiency of the Cell 220
Anabolism: Formation of Macromolecules 221
Assembly of the Cell 221
8.5 Photosynthesis: It All Starts with Light 221
Insight 8.2 MICROBIOME: Electricity Eaters 222
Light-­Dependent Reactions 223
Light-­Independent Reactions 223
Other Mechanisms of Photosynthesis 224
Media Under The Microscope Wrap-Up 224
Study Smarter: Better Together 225
Chapter Summary 226
SmartGrid: From Knowledge to Critical Thinking 227
Visual Connections 228
High Impact Study 228
CHAPTER 9
Microbial Genetics 229
9.1 Introduction to Genetics and Purestock/Superstock
Genes: Unlocking the Secrets of
Heredity 230
The Nature of the Genetic Material 231
The DNA Code: A Simple Yet Profound Message 232
The Significance of DNA Structure 232
DNA Replication: Preserving the Code
and Passing It On 233
9.2 Applications of the DNA Code: Transcription
and Translation 236
The Gene-­Protein Connection 237
The Major Participants in Transcription
and Translation 237
Insight 9.1 CLINICAL: Micro RNA: Tiny but Mighty 238
Transcription: The First Stage of Gene Expression 240
Translation: The Second Stage of Gene Expression 241
199 Eukaryotic Transcription and Translation: Similar Yet
Different 243
The Genetics of Animal Viruses 245
10/15/19 10:21 PM
 Contents xxv

9.3 Genetic Regulation of Protein Synthesis 246
The Lactose Operon: A Model for Inducible Gene
Regulation in Bacteria 246
A Repressible Operon 248
Phase Variation 249
Antibiotics That Affect Transcription and Translation
9.4 DNA Recombination Events 249
Horizontal Gene Transfer in Bacteria 249
Pathogenicity Islands: Special “Gifts”
of Horizontal Gene Transfer? 254
9.5 Mutations: Changes in the Genetic Code 255
Causes of Mutations 255
Categories of Mutations 256
Insight 9.2 MICROBIOME: Customizing the Microbiome 256
Repair of Mutations 257
The Ames Test 257
Positive and Negative Effects of Mutations 257
Media Under The Microscope Wrap-Up 259
Study Smarter: Better Together 259
Chapter Summary 260
SmartGrid: From Knowledge to Critical Thinking 261
Visual Connections   262
High Impact Study 263
11
CHAPTER
Physical and Chemical Control
of Microbes 288 Brian Hagiwara/
Stockbyte/Getty
249 11.1 Controlling Microorganisms 289 Images
General Considerations in Microbial Control 289
Relative Resistance of Microbial Forms 289
Methods of Microbial Control 290
What Is Microbial Death? 292
How Antimicrobial Agents Work:
Their Modes of Action 294
11.2 Methods of Physical Control 295
Heat as an Agent of Microbial Control 295
The Effects of Cold and Desiccation 298
Radiation as a Microbial Control Agent 299
Insight 11.1 CLINICAL: Hospitals Using New Tools Against
Bacteria 302
Decontamination by Filtration: Techniques
for Removing Microbes 302
Osmotic Pressure 303
11.3 Chemical Agents in Microbial Control 303
Selecting a Microbicidal Chemical 304
Factors Affecting the Microbicidal Activity of Chemicals 304

10
Germicidal Categories According
to Chemical Group 304
CHAPTER
Insight 11.2 MICROBIOME: Hand Hygiene 308
Genetic Analysis and Genetic Media Under The Microscope Wrap-Up 311
Engineering 264 Digital Vision/Getty Study Smarter: Better Together 311
Images
10.1 Tools and Techniques of Genetic Chapter Summary 312
Engineering 265 SmartGrid: From Knowledge to Critical Thinking 313
DNA: The Raw Material 265 Visual Connections 315
Systems for Dicing, Splicing, and Reversing Nucleic High Impact Study 315
Acids 267

12
Analysis of DNA 268
Insight 10.1 MICROBIOME: Host Genetics and the CHAPTER
Microbiome 270
Methods in Recombinant DNA Technology: How to Imitate Antimicrobial Treatment 316
Nature 272 12.1 Principles of Antimicrobial Therapy 317 milos luzanin / Alamy;
10.2 Products of Recombinant DNA Technology 275 Gary He/McGraw-Hill
The Origins of Antimicrobial Drugs 318 Education
Genetically Modified Organisms 275 Starting Treatment 318
10.3 Genetic Treatments: Introducing DNA into the Body 276 Identifying the Agent 318
Gene Therapy 276 Testing for the Drug Susceptibility of
Small RNAs as Medicine 277 Microorganisms 318
CRISPR 277 The Art and Science of Choosing an Antimicrobial
Insight 10.2 CLINICAL: Gene Therapy Restoring Sight 278 Drug 321
10.4 DNA Analysis: Maps and Profiles 278 12.2 Interactions Between Drug and Microbe 322
Genome Sequencing 278 Mechanisms of Drug Action 322
Profiling 280 12.3 Survey of Major Antimicrobial Drug Groups 325
Measuring Gene Expression: Microarrays 282 Antibacterial Drugs Targeting the Cell Wall 325
Media Under The Microscope Wrap-Up 283 Antibacterial Drugs Targeting Protein Synthesis 327
Study Smarter: Better Together 284 Antibacterial Drugs Targeting Folic Acid Synthesis 329
Chapter Summary 285 Antibacterial Drugs Targeting DNA or RNA 329
SmartGrid: From Knowledge to Critical Thinking 286 Antibacterial Drugs Targeting Cell Membranes 329
Visual Connections 287 Antibiotics and Biofilms 329
High Impact Study 287 Agents to Treat Fungal Infections 330

cow58998_FM_i-xxx.indd 25 10/15/19 10:21 PM

Another random document with
no related content on Scribd:
to do that, Mr. Graber. I am going to make a man of myself,” which
he certainly did, but not in mercantile pursuits.
To give the reader a better appreciation of the character of James
E. Summers: When he came and asked me to teach him business
his father was the keeper of a saloon and a horse racer, and I had
understood, had whipped Jim at one time to make him ride a horse
race for him; besides the old man was very profane and his conduct
as stated. Jim’s nature and disposition revolted at it, though Jim had
a noble Christian mother, whose disposition he, no doubt, inherited
by nature, which, in connection with her teachings, made him the
grand character that he proved to be.
Although I did not need any assistance at the time he asked for a
position, which was about 1870, I decided to take hold of him and
teach him all I knew about business, which proved a great pleasure
to me, because he was always ready to receive instruction and profit
by my advice. I soon made a bookkeeper out of him and I am
prepared to say that I was rewarded for any salary I paid him and
any time devoted to his instruction through his great success as a
business man and his full appreciation of my efforts in his behalf, the
knowledge of which I gained through several mutual friends, whom
he told that he was indebted to Mr. Graber for what he was and
everything he had.
After removing to Waxahachie, Jim married a daughter of a
Doctor Francis, who could not bear the separation from her mother
and family and, therefore, I advised him to go back to Rusk and get
some of his farmer friends, of whom he had many, to advance him
means to go into business for himself. This he did, and as soon as
started, having the confidence and good will of all the people in
Cherokee County, he soon did the leading business in the place and
died about ten years ago, mourned by all that knew him, leaving an
estate worth over one hundred and fifty thousand dollars, which was
most extraordinary, considering the character of the town of Rusk
and country surrounding it.
Having said this much in connection with my business career, I
deem it unnecessary to enter into further details, as it would no
doubt, prove irksome to the reader and I merely said as much to
show that I always felt interested in worthy characters that I had
associated with me in business, never caring much for a great
accumulation of wealth, until it was too late.
Had I made the accumulation of money my main object, I no
doubt could have been among the rich men of Dallas, the most of
whom accumulated their fortunes in speculative channels. Had I
engaged in speculative channels in real estate, I would certainly
have made money and had the good judgment to quit before it was
too late, wherein many of my friends and acquaintances failed.
My business always outgrew the amount of my capital and as a
result I always owed the banks and other creditors and it was a fixed
principle with me as long as I owed a dollar, that nothing I had really
belonged to me and therefore I had no moral right to take money out
of my business to put into speculative channels in real estate.
Before closing my business record in Dallas, I must pay a
deserved tribute to L. Rector Cabell, who entered my service to
study and learn machinery. I am able to say, although young and
without business experience, he soon proved himself efficient in
cotton gin machinery, and one of the most loyal and honest men in
my employ, carefully guarding my business interests—just like his
honored father, General W. L. Cabell, and devoted sister, Mrs. Kate
Cabell Muse, in behalf of the U. C. V. organization. After leaving my
service, Rector accepted a position with the engineering department
in Havana, Cuba, where he has been engaged since, and is now
receiving a handsome salary.
 CHAPTER XXXV

The Confederate Veterans’ Home.

In connection with my personal history I will take the liberty of
referring to my connection with the organization and work in behalf of
the United Confederate Veterans’ Association.
I realized that only by a combined effort of the old soldiers could
we perpetuate our true history and especially take care of the
indigent and needy old comrades, when sick and in distress. While
associated with the Keating house, the Confederate Home at Austin
was started by John B. Hood Camp of Austin and maintained by
soliciting public contributions, as the State was prohibited by the
Constitution to contribute anything towards its maintenance.
Realizing the necessity of everybody interested doing all they were
able to do and my own ability at the time being very limited, I
conceived the plan of requesting donations by factories, whose
machinery we were handling, of certain machines they were
manufacturing as parts of a complete cotton gin outfit. In line with
this I wrote a letter to each one of our factories, setting forth the
condition of our Confederate Home and asking contributions of such
parts as they manufactured, for a complete 3-60 saw gin outfit.
These factories were all located in the North and East, but their
response was prompt and cheerful. I had a sixty-horse power boiler,
contributed by the Erie City Iron Works; a 3-60 saw gins and elevator
by the Eagle Cotton Gin Company of Bridgewater, Mass.; a Thomas
steam cylinder press by the Thomas Manufacturing Company of
Little Rock, Ark., and Mr. Keating gave me a fifty-horse power Erie
City Iron Works engine; a four-ton Chicago scale, by the Chicago
Scale Company and a magnificent Schuttler wagon by the Peter
Schuttler Wagon Company of Chicago, the whole worth about thirty-
five hundred dollars.
 I immediately notified Governor Ross of this handsome donation
by Northern factories, giving him a full list of the donors, and he
wrote a personal letter of thanks to each of the parties.
Cotton gin machinery, at this time, was rarely bought for cash,
always sold on long time credit, which of course did not meet the
urgent needs of the Confederate Home. In conferring with General
Cabell and other prominent members of the Camp, we decided on a
plan of having a drawing for this machinery, selling tickets at one
dollar, believing we could raise a large amount of money in this way,
as outside of a chance of drawing the machinery was the further
inducement that the dollar paid for the ticket would afford relief to our
needy Confederate Home. I then went to work actively, after first
conferring with some of the best legal talent of the city, as to whether
such a drawing was permissable by law. As it was by them held
entirely within the law, taking the position that a drawing for charity
was not a lottery, but a drawing for profit is a lottery, I had no
hesitancy in permitting my name used in connection with it.
About this time we had an exciting contest for the Governorship
of the State between Attorney General Hogg and Judge George
Clark of Waco. On the policies of each, our comrades of the Camp
were divided. While our Confederate Constitution prohibits the
discussion of politics in the meetings of our Camp, still the members
were not prohibited from expressing their views outside. The Clark
element of the Camp insisted before we proceeded in this drawing to
write Attorney General Hogg, asking his opinion on the legal status
of such proceedings, hoping that he would rule adversely, thereby
making himself very unpopular in the State. Knowing Hogg’s
disposition on such ruling and believing he would express a radical
view on the same, I did my best to keep the matter from reaching his
ears, but all to no purpose.
I forgot to mention I had gone on with the work of getting up
tickets and an attractive circular with large cuts of each machine, and
sent them broadcast all over the State. I sent a hundred tickets each
to the sheriff and county clerk of each county, requesting them to act
as sales agents for us, when we had numerous letters from different
ones, saying that they could sell every ticket they had and to send
more, thus we had a fair prospect of raising at least fifty thousand
dollars.
The continued agitation by members of the Camp on the subject,
asking Attorney General Hogg for his opinion, resulted in my being
appointed a committee of one to write to him for his opinion in the
matter, when he answered promptly in response that such
proceedings would be illegal and he hoped that it would not be
attempted. When I read his letter to the Camp the Clark men said
they had always been satisfied that his ruling would be such and
insisted on dropping the matter. Having cherished the hope that I
would be instrumental in perhaps securing the magnificent sum of
fifty thousand dollars for the benefit of the Confederate Home, which
in connection with the opinion of several of the ablest lawyers in the
State—such men as the Hon. Seth Sheppard and others, whose
names I don’t remember and whose opinions I regarded more highly
than I did Hogg’s, as their construction of the law in the matter, as
before stated, seemed to me most reasonable and fair—I told the
members of the Camp, “The drawing goes on. My name is on the
ticket and if Attorney General Hogg wants to proceed in the matter,
he is at liberty to proceed against me.”
The Sunday following I wrote a personal letter to my old-time
friend, Attorney General Hogg, setting forth the urgency of our action
and finally told him, by my advice the Camp had decided to go on
with the drawing and the object of my writing him was simply to say
that we valued his opinion most highly and appreciated his good
intentions towards the Confederate Home and his rulings were fully
in accord with his duties, as he conceived them to be, and finally
wound up the letter by saying, “the end justified the means,” which
expression proved fatal and got him stirred up about the matter to
the extent, as I suspected, of notifying all sheriffs and county clerks
that it would be dangerous for them to undertake the sale of the
tickets and as a result, I regret to have to record that all the tickets
were returned to me, except perhaps about a hundred.
In answer to my letter the Attorney General stated that if we
persisted in having the drawing that he would use all the power of
the State at his command to put it down and punish us.
 The Clark men of the Camp soon circulated the result of our
correspondence and proclaimed to the State that Attorney General
Hogg was unfriendly to the Confederate Home and also to our
Confederate organization, which of course he denied in several of
his speeches.
Every Governor up until now, preceding his elevation to the
office, had been an ex-Confederate soldier, but had never done
anything to assist in the maintenance of the Confederate Home
through any appropriation of the State’s money.
As is well known, Governor Hogg was elected and soon after his
installation into the office, he caused the appropriation of money
collected from rental of a building that had been temporarily used as
the Capitol, while the new Capitol Building was under construction
and immediately after the assembling of the Legislature, urged the
passage of a resolution, submitting a Constitutional Amendment to
enable the State to take charge of the Confederate Home and also
to give pensions to needy Confederates, not in the Home.
It is needless to say when this amendment was voted on by the
people of the State it was carried by a large majority, thus enabling
legislative appropriations for its maintenance in a suitable manner.
 CHAPTER XXXVI

My Appointments in the U. C. V.
On the organization of the U. C. V. in 1892, I received the
appointment by Lieutenant-General Cabell, who was elected
Commander of the Trans-Mississippi Department, of Quartermaster-
General of the Trans-Mississippi Department, with the rank of
Brigadier-General. On receipt of my commission, issued by General
John B. Gordon, one morning, while opening the package, Mr. C. A.
Keating was looking on and on my being surprised at such
promotion, never having had notice of General Cabell’s appointment,
Keating asked me what I was going to do about it? I told him that I
was going to turn it down, that I did not think I deserved any such
promotion, besides I feared it would take a great deal of my valuable
time out of business, when he insisted on my accepting it, which I
still refused. He made me promise to take the document home to my
children, saying that they had more interest perhaps, in such an
honor than I had and if they were willing to have me turn it down he
would have nothing further to say. In connection with this, he asked a
question, “Tell me of a Confederate soldier in this community that
has done as much for the needy Confederates as you have and is
more entitled to it than you are?”
I took the document home, as I had promised him, to show to my
children and when I suggested to them that I intended to turn it down
they would not hear to it, saying that they were as much interested in
the matter and would appreciate it as a great honor conferred on
them, as well as myself, when I finally had to yield in the matter and
accepted the appointment, which I have never had cause to regret,
though it was a heavy tax on my purse and time, which latter
properly belonged to C. A. Keating, to say nothing of using his
stenographer, etc., all of which he cheerfully contributed and is
entitled to the credit.
 Having served in this capacity for a number of years, I was finally
elected to the command of the Fourth Brigade, composed of the
principal Camps of North Texas, with a membership of about five
thousand, which forced me to resign the office of Quartermaster
General and accept the high honor, which I very much appreciated.
Serving in this capacity a year, I decided to decline re-election on
account of deficiency in hearing, which almost disqualified me from
presiding over this body at its annual meeting and soon after, was
appointed by General Stephen D. Lee, Assistant Adjutant-General
on his staff, with the rank of Brigadier-General and which
appointment I have had from every successive commander and I
may, perhaps, hold until death. I certainly appreciate these honors
conferred on me by my Confederate comrades, more perhaps than
anything that has ever fallen to my lot. This closes my connection
with the Confederate U. C. V. organization; many of the details of its
works I do not care to record herein, as they might appear too much
of egotism.
MISCELLANEOUS CORRESPONDENCE ON CONFEDERATE
MATTERS

Columbus, Miss., April 21, 1905.

General H. W. Graber.
My Dear Sir: I have yours of April 18, with enclosures. I
had seen the pleasant incidents of return of flags by
veterans of Texas, and also the return of the Ranger flag at
time it occurred. Let us hope your letter to the President did
good, for certainly he has changed his views, and if he has
not recanted what he once wrote and spoke, he has for
some time spoken and acted in the very opposite way,
which virtually is the same thing. This is the country of our
fathers, of us all now and of our children, and we should
accept any advances of reconciliation and obliteration of
sectional lines possible and consistent with our self-respect.
Thanking you for your letter and enclosure, I return
them,
With kind wishes,
 Your comrade and friend,
STEPHEN D. LEE.

New Orleans, La., April 4, 1909.

Brig.-General H. W. Graber,
Dallas, Texas.
Dear General: I have much pleasure in handing you
herein a copy of S/O No. 12, naming the staff of the
Commander-in-Chief of the U. C. V.
The General Commanding this glorious Federation feels
that the responsibility rests on him to use every effort to
bring forth the results that will be for its best interests. He
knows that if the earnest workers and progressive spirits in
the association will render such services in his aid as he
has reason to think they will, our order will make more rapid
advances in the future, greatly diminished as are our
numbers, than in the past.
Trusting, then, on your love for the organization and
your eminent fitness for the position, he has selected you
as one of his personal staff; and begs that you will honor
him by accepting the position of Assistant Adjutant-General,
with the rank of Brigadier-General.
In addition to using every occasion to increase the
interest and affection of the veterans in our “social, literary,
historical and benevolent” society, and constantly working
to bring about peace and harmony among the comrades,
he particularly desires that you will, if possible, be in
attendance at the Memphis Reunion, in full dress uniform,
and meet him at the Headquarters Hotel (the Peabody
Hotel) to concert measures that will make this a most
memorable occasion. He hopes that you will attend the
daily sessions of the convention, be present on the stage
with him, and on the day of the parade take part with the
entire staff in full uniform.
 Trusting that you may be able and willing to assist in this
great work in the way indicated, with every good wish for
your health, prosperity and happiness,
Most sincerely,
WM. E. MICKLE,
Adjutant-General and Chief of Staff.

War Department,
Vicksburg National Military Park Commission,
Vicksburg, Miss.
January 14, 1909.
General H. W. Graber,
Dallas, Texas.
My Dear Sir: I highly appreciated and greatly enjoyed
reading your good letter of the 12th instant, and its
inclosures, one of which is herewith returned. Needless for
me to say to you that I am in heartiest sympathy with the
generous, patriotic and American sentiments so well
expressed in the “Concurrent Resolution” of the two Houses
of the Indiana Legislature, Session of 1899. Ten years
earlier, in 1889, in an address to the veterans of my
regiment (24th Iowa Infantry) in reunion assembled, I said,
in part:
“In forming the characters and shaping the lives of the
future citizens of this great Republic, we fondly hope that
the unselfish devotion to duty and the unshaken valor of the
volunteer soldier will be a potent influence for good; that his
heroism will live in song and story and through all the years
to come, be a challenge to patriotism, above the din of party
strife ringing loud and clear as bugles that blow for battle.
Nor do we forget that our late foes were brave men and
gallant soldiers. Their valor, like the valor of the men of the
North, illustrates and adorns the character of the American
citizen soldier. This character, tempered and proved in the
crucible of battle, is the pledge and sure prophecy of the
greatness of our common country. Looking into the future,
may we not say of the coming American citizen, ‘His shall
be larger manhood’ because of the heroic example of the
men who conquered with Grant and Sherman and the no
less heroic example of the men who surrendered with Lee
and Johnston. Of this coming American, may we not predict
that, where need is, he will know that ‘not suffering but faint
heart is worst of woes.’ In the nobler destiny of our country,
in the larger and stronger character of its people, will be
found the final compensation for all the suffering and all the
losses of the war.”
Please keep me closely informed in regard to the
prospects for the greatly desired Texas appropriation for the
Vicksburg Park. Command and direct me whenever I can
help in any way.
Very cordially yours,
WM. T. RIGBY, Chairman.
 CHAPTER XXXVII

The Terry Rangers’ Flag.

One most remarkable incident I must not fail to add: As stated
heretofore, the Terry Rangers of which I was a member, lost a
beautiful flag sent us by a couple of young ladies of Nashville, made
of their dresses, which after the first engagement wherein it was
displayed, near Rome, Georgia, we lost in a stampede and it was
found by a scout of the enemy the next day. This flag had worked in
beautiful silk letters, the name of Terry’s Texas Rangers, beside
some Latin, which I do not remember. After the war, on a number of
public occasions, such as the several National Expositions in
Chicago and Philadelphia, the Grand Army, who had charge of such
matters, exhibited this flag, with a tag in bold letters, “Captured from
Terry’s Texas Rangers in an engagement near Rome, Georgia, by
the Seventeenth Indiana Mounted Infantry.”
Such a public exhibition of our misfortune was galling to the
members of the regiment and when Governor Hendricks, the first
Democratic Governor of Indiana, was installed, we made a request
through our Governor Hubbard for the return of the flag. Governor
Hendricks very properly referred the request to the State Librarian of
Indiana, who happened to be a vindictive, howling Republican and in
answer wrote Governor Hubbard a very insulting letter, refusing to
return the flag. The matter then was dropped.
About thirty-four years after the close of the war, a business
friend, Mr. William Burr of Dallas, who was an ex-Federal soldier,
came to my office one day, and asked me if I ever drank any cider? I
told him I did when I could get good cider. He told me he had a friend
in an old shack near the Windsor Hotel, who was making cider, and
invited me to go around and have a glass of cider with him. To this I
consented. He there introduced me to a Major Weiler, and in
conversation with him, I found that he belonged to Wilder’s Brigade,
who were with Sherman’s army in Georgia. While we were sipping
cider Burr remarked, “Well, this is pretty good; two Yanks and one
Johnny sipping cider together.” Major Weiler then asked what
command I belonged to? I told him I belonged to the Eighth Texas
Cavalry. He said, “Terry’s Texas Rangers?” I told him, “Yes,” when he
said, “I am mighty glad to meet you; I have been trying to find
somebody belonging to your command ever since I’ve been in
Dallas. I am the man that found your flag.” Of course, I was much
gratified at meeting him and told him about our efforts to have the
flag returned and the result at the hands of the State Librarian. “Now,
Major, this flag is yours; you found it and as you state you want to
return it, you make a demand on Governor Mount of Indiana,
claiming the flag as yours and return it to our regiment.” He said that
it had been the ambition of his life to do this and in accordance
therewith indited a letter to Governor Mount, requesting the return of
the flag to him, for the purpose, he stated, to return it to the Rangers.
He furthermore stated that he was well acquainted with Governor
Mount, as the Governor was a private in his command, of which he
was a major. Verily, strange are the vicissitudes of life! Governor
Mount’s major was now making cider at five cents a glass.
In due time Major Weiler received an answer to his request from
the Governor’s Private Secretary, stating that the Governor had no
authority to return the flag, which could only be done through a joint
resolution of the Legislature of Indiana. We then both concluded that
we might as well give it up; we hardly thought that a unanimous vote
could be had on such a proposition by a lot of politicians.
I then requested the major to furnish me a written statement,
setting forth the circumstances under which he came into possession
of the flag and especially that the flag was not captured in battle, but
was picked up in the road the next day after our engagement,
encased in a rubber pocket, and he did not examine it until he
returned from a scout and rejoined his main command, being much
surprised that the package found contained the Terry Texas Rangers’
flag, which was forwarded to the State authorities at Indianapolis,
Indiana.
 In about a month the Terry Rangers had their annual reunion at
Austin, Texas, where I had read the statement of Major Weiler,
which, of course, was a matter of surprise and deep interest. A
resolution by a comrade was offered to appoint a committee, with
myself as chairman, to memorialize the Indiana Legislature,
requesting the return of the flag, I being the only member of the
committee present, the balance not being in attendance at the
reunion. On my return home I wrote to each member of the
committee, requesting them to draw up a memorial and forward to
me, to which I received no response. I then drew up the memorial
myself and attached a letter I received from a Colonel Wylie in
Dallas, who was a gallant soldier and commanded an Iowa regiment
during the war.
I next forwarded this memorial to the Richmond City Mill Works of
Richmond, Indiana, a concern I was doing business with, requesting
that they turn it over to their Representative in the Legislature, which
they promptly did and in due time I received a letter from Senator
Binkley, stating that he would take pleasure in introducing it and that
I would hear from him in due time.
To my great surprise, in about thirty days I received a printed
copy of a joint resolution of the Legislature of the State of Indiana,
carried unanimously, instructing Governor Mount to return the flag to
the Terry’s Texas Rangers in person and appropriating two hundred
and fifty dollars to pay the expense of his trip to Texas. The complete
resolution follows:
House Concurrent Resolution No. 6
Senate Concurrent Resolution No. 9

Preamble and Concurrent Resolution in relation to the

return to the association of the survivors of Terry’s Texas
Rangers of their battle flag, captured from them during the
late war of rebellion by the 17th Regiment of Indiana
Infantry (mounted) Volunteers, appointing a commission to
discharge said duty, and ordering an appropriation to pay
the expenses thereof.
 Whereas, On October 13, 1864, during the War of the
Rebellion, the flag of the Texas Rangers at a battle near
Coosaville, Alabama, was captured by the 17th Regiment of
Indiana Infantry (mounted) Volunteers, in command of
Major J. J. Weiler, and then belonging to General J. T.
Wilder’s Brigade, which brigade at the time was in
command of General A. O. Miller, and subsequently, by the
proper authorities, was deposited in the archives of the
State of Indiana, and now reposes in the custody of the
State Geologist, and to which is attached the following
inscription:

“Battle flag of the Texas Rangers, captured

from the 8th Texas Cavalry near Galesville,
Alabama, October 13, 1864, by two companies of
the 17th Indiana Infantry, commanded by Major J.
J. Weiler, of Company E, Wilder’s Brigade.”

And, Whereas, H. W. Graber, George W. Littlefield, S. P.

Christian, W. D. Cleveland and R. Y. King, all of the State of
Texas, as a committee duly appointed by and representing
the Association of Survivors of Terry’s Texas Rangers, by
their petition hereunto attached, have asked the Legislature
of the State of Indiana to kindly return to that association
said battle flag, that it may be kept and treasured by them,
and in said memorial the said Major J. J. Weiler, now a Past
Commander of the Grand Army of the Republic for the
district of Texas, has united, and which memorial is as
follows:

“To the Honorable President of the Senate and

Speaker of the House of Representatives of the
Legislature of the State of Indiana:
“The undersigned, your memorialists, most
respectfully show that they were selected by the
Association of Survivors of Terry’s Texas Rangers,
a committee to memorialize your honorable bodies
for the return to said association of the colors of
that command, lost during the Civil War near
Coosaville, Alabama.
“Your memorialists would show that in a cavalry
engagement on the 13th day of October, 1864, the
flag of the Texas Rangers was lost near the field
and found by one of your memorialists, Mr. J. J.
Weiler, then the Major of the 17th Indiana Infantry,
and was subsequently deposited in the archives of
your State.
“In view of the fact that the American people
have forever put behind them the animosities and
heartburnings which were incident to our
unfortunate Civil War, and are one united, patriotic
people, marching shoulder to shoulder under the
folds of the Star Spangled Banner, and keeping
the step to ‘Hail Columbia’ in the onward sweep to
that high destiny, which, through the providence of
God, awaits our grand Republic.
“Your memorialists would most respectfully
request that such action be taken by your
honorable bodies as will result in the return of the
flag to the Association of the Survivors of Terry’s
Rangers.
“As beautifully and appropriately expressed by
Col. W. D. Wylie, in his letter hereto attached, ‘We
now drink out of the same canteen, sheltered and
protected by one common flag,’ a sentiment so
universal that it is without hesitation we appeal to
our countrymen, the brave and gallant and
patriotic citizens of Indiana, in even a matter of
sentiment so delicate as that involved in our
request. And as gracious as the favor will be
accounted by the association, we are sure that the
 still greater pleasure will be with the people of
Indiana in bestowing it.
“Most respectfully submitted,
“H. H. GRABER, “W. D. CLEVELAND,
“G. W. LITTLEFIELD, “R. Y. KING,
“S. P. CHRISTIAN, “J. J. WEILER.”

And, Whereas, There is attached to said memorial a

letter from W. D. Wylie, also a Past Commander, G. A. R.,
of the Department of Texas, as follows:

“Dallas, Texas, September 30, 1898.

“Col. H. W. Graber, Quartermaster-General Trans-
Mississippi Department, U. C. V.:
“My Dear Sir: Referring to the conversation we
had in reference to the colors of your old
command, which had been lost during the late
Civil War, on October 13, 1864, in a battle near
Coosaville, Ala., by my comrade and our mutual
friend, Maj. J. J. Weiler, of the 17th Indiana, who
had, under instructions, turned the flag over to the
State of Indiana, where it now reposes in the State
library at Indianapolis, and which you are now
endeavoring to have returned to the remnant of
your old command—as an old soldier, Colonel, I
can readily understand the beautiful sentiment
which is so characteristic of the American soldier
in the desire of yourself and comrades to secure
the colors under which you passed through so
many dangers, which are now passed and gone,
leaving only the memories of a struggle which has
resulted, with all its sufferings and animosities, in
bringing us closer together, and we now drink out
of the same canteen, sheltered and protected by
one common flag, and in this connection, at your
request, it is with pleasure I give the episode