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ANATOMY &
PHYSIOLOGY
Elizabeth Mack Co
Australia ● Brazil ● Canada ● Mexico ● Singapore ● United Kingdom ● United States
Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
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text may not be available in the eBook version.
Anatomy & Physiology, 1st Edition © 2023 Cengage Learning, Inc. ALL RIGHTS RESERVED.
Elizabeth Mack Co
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No part of this work covered by the copyright herein may be reproduced or
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Library of Congress Control Number: 2022909327
ISBN: 978-0-357-80221-2
ISBN: 978-0-357-96964-9
Cengage
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Printed in the United States of America

Print Number: 01 Print Year: 2022
Dedication
In many ways, I have tried to package my classroom self into the pages of this book. I started teaching years ago,
but answering questions, writing case studies, telling stories, and—most importantly—being inspired
by the curiosity and wonder of thousands of students changed me. It was because of the students
that I became the teacher that I am today. And so, I dedicate this, my first book, to them.
For my students, thank you.
iii
Brief Contents
Unit 1 Levels of Organization Unit 3 Regulation, Integration,
Control
1 The Art and Science
of Learning in Anatomy 13 The Nervous System and
and Physiology 2 Nervous Tissue 478
2 Introduction to the Human 14 Anatomy of the Nervous
Body 14 System 524
3 The Chemical Level of 15 The Somatic Nervous
Organization 48 System 574
16 The Autonomic Nervous
4 The Cellular Level of System 624
Organization 100
17 The Endocrine System 650
5 The Tissue Level of
Organization 150 Unit 4 Fluids and Transport
Unit 2 Support and Movement 18 The Cardiovascular System:

Blood 694
6 The Integumentary
System 202 19 The Cardiovascular System: The
Heart 730
7 Bone Tissue and the Skeletal
System 236 20 The Cardiovascular
System: Blood Vessels and
8 Axial Skeleton 278 Circulation 794
9 The Appendicular 21 The Lymphatic and Immune
Skeleton 326 System 860
10 Joints 354
Unit 5 Energy, Maintenance,
11 Muscle Tissue 386 and Environmental Exchange
12 The Muscular System 428 22 The Respiratory System 908
23 The Digestive System 962
iv
Brief Contents v
24 Metabolism and Nutrition 1034 Unit 6 Deviations from

Homeostasis
25 The Urinary System 1072
27 The Reproductive Systems 1162
26 Fluid, Electrolyte, and Acid-Base
Balance 1128 28 Anatomical and Physiological
Response to Disease 1220
Appendix (Answers) A1
Glossary G1
Index I1
Table of Contents
Unit 1 Levels of Organization 3 The Chemical Level of
Organization 48
1 The Art and Science of 3.1 lements and Atoms: The Building Blocks
E
Learning in Anatomy and of Matter 50
3.1a Elements and Compounds 50
Physiology 2 3.1b Atoms and Subatomic Particles 51
1.1 The Science of Learning 3 3.1c The Behavior of Electrons 55
1.1a F oreign, Familiar, and Mastery-Level 3.2 Chemical Bonds 58
Understanding 3 3.2a Ionic Bonds 59
1.1b Memory Formation and “Chunking” 5 3.2b Covalent Bonds 59
1.1c Retrieval Practice 6 3.2c Hydrogen Bonds 61
1.2 Bloom’s Taxonomy 6 3.3 Chemical Reactions 64
1.3 What Is a Learning Objective? 9 3.3a The Role of Energy in Chemical Reactions 64
1.4 The Anatomy of Art 10 3.3b Characteristics of Chemical Reactions 66
1.4a Image Translation in Anatomy 10 3.3c Factors Influencing the Rate of Chemical
1.4b Comparing a Micro and Macro View 10 Reactions 68
1.4c Learning from Physiology or Process Diagrams 11 3.4 Inorganic Compounds Essential to Human
Functioning 70
3.4a Water 71
2 Introduction to the Human 3.4b Salts 74
Body 14 3.4c Acids and Bases 75

3.5 rganic Compounds Essential to Human
O
2.1 Overview of Anatomy and Physiology 15 Functioning 78
2.1a The Themes of Anatomy and Physiology 17 3.5a The Chemistry of Carbon 78
2.2 Structure and Function 18 3.5b Carbohydrates 80
2.3 Evolution and Human Variation 20 3.5c Lipids 83
2.4 Flow 21 3.5d Proteins 87
2.5 Homeostasis 23 3.5e Nucleic Acids 91
2.6 Structural Organization of the Human Body 27

2.6a The Levels of Organization 27
4 The Cellular Level of
2.7 Anatomical Terminology 31
2.7a Anatomical Position 32
Organization 100
2.7b Regional Terms 32 4.1 he Cell Membrane and Its Involvement in
T
2.7c Directional Terms 32
Transport 102
4.1a S tructure and Composition of the Cell
2.7d Sections and Planes 35
Membrane 102
2.7e Organization and Compartmentalization 38
4.1b Membrane Proteins 104
4.1c Transport across the Cell Membrane 105
vi
Table of Contents vii
4.2 The Cytoplasm and Cellular Organelles 115

4.2a Organelles of the Endomembrane System 115
Unit 2 Support and Movement
4.2b Organelles for Energy Production and
Detoxification 117
4.2c The Cytoskeleton 120
6 The Integumentary
4.3 The Nucleus and DNA 125 System 202
4.3a Organization of the Nucleus and Its DNA 126 6.1 Layers of the Skin 203
4.4 Protein Synthesis 129 6.1a The Epidermis 204
4.4a From DNA to RNA: Transcription 131 6.1b The Dermis 212
4.4b From RNA to Protein: Translation 132 6.1c The Hypodermis 213
4.5 Cell Replication 134 6.2 Accessory Structures of the Skin 215
4.5a The Cell Cycle 135 6.2a Hair 215
4.5b DNA Replication 135 6.2b Nails 219
4.5c Cell Cycle Control 140 6.2c Sweat Glands 220
4.6 Cellular Differentiation 143 6.2d Sebaceous Glands 221
4.6a Stem Cells 144 6.3 Functions of the Integumentary System 223
6.3a Protection 223
6.3b Sensory Function 223
5 The Tissue Level of 6.3c Thermoregulation 224
Organization 150 6.3d Vitamin D Synthesis 225
6.4 Healing the Integument 227
5.1 Types and Components of Tissues 151
6.4a Injuries 227
5.1a The Four Types of Tissues 152
5.1b Extracellular Matrix 153
5.1c Cellular Connections 155
7 Bone Tissue and the Skeletal
5.2 Epithelial Tissue 156
5.2a Generalized Functions of Epithelial Tissue 157
System 236
5.2b The Epithelial Cell 159 7.1 The Functions of the Skeletal System 237
5.2c Classification of Epithelial Tissues 160 7.1a Support, Movement, and Protection 238
5.2d Glands of Epithelia 166 7.1b Mineral Storage, Energy Storage, and
Hematopoiesis 240
5.3 Connective Tissue 169
5.3a Functions of Connective Tissues 170 7.2 Bone Classification 241
5.3b Classification of Connective Tissues 170 7.2a Long Bones 242
5.3c Connective Tissue Proper 170 7.2b Short Bones 243
5.3d Supportive Connective Tissues 178 7.2c Flat Bones 243
5.3e Fluid Connective Tissue 181 7.2d Irregular Bones 243

7.2e Sesamoid Bones 243
5.4 Muscle Tissue 183
7.2f Bone Markings 248
5.5 Nervous Tissue 186
7.3 he Microscopic Structure of Cartilage
T
5.6 Membranes 188 and Bone 249
5.6a Tissue Membranes 188 7.3a Cartilage Cells and Tissue 250
5.7 Tissue Growth and Healing 190 7.3b Bone Cells and Tissue 250
5.7a Tissue Injury and Repair 190 7.3c Compact and Spongy Bone 252
5.7b Tissue and Aging 191
5.7c Tissues and Cancer 193
viii Table of Contents
7.4 F ormation and Growth of Bone

and Cartilage 256
9 The Appendicular
7.4a Intramembranous Ossification 256 Skeleton 326
7.4b Endochondral Ossification 257
9.1 The Shoulder Girdle 329
7.5 Growth, Repair, and Remodeling 259 9.1a Clavicle 330
7.5a Cartilage Growth 259 9.1b Scapula 330
7.5b How Bones Grow in Length 260
9.2 Bones of the Arm 332
7.5c How Bones Grow in Diameter 261
9.2a Humerus 332
7.5d Bone Remodeling 263
9.2b Radius and Ulna 334
7.5e Hormones and Bone Tissue 263
9.2c Bones of the Wrist and the Hand 336
7.5f Bone Repair 266
9.3 The Pelvic Girdle and Pelvis 338
7.6 Bones and Homeostasis 268 9.3a Os Coxae 339
7.6a Nutrition and Bone Tissue 269
9.3b Features of the Whole Pelvis 341
7.6b Exercise and Bone Tissue 270
9.4 Bones of the Leg 345
9.4a Femur 345
8 Axial Skeleton 278 9.4b Patella 347

9.4c Tibia and Fibula 347
8.1 Divisions of the Skeletal System 279
9.4d Bones of the Foot 349
8.1a The Axial Skeleton 280
8.1b The Appendicular Skeleton 281
8.2 The Skull 281 10 Joints 354
8.2a Introduction to the Skull 281
10.1 Classification of Joints 355
8.2b Bones of the Skull 286
10.1a Structural Classification of Joints 356
8.2c The Skull as a Whole 294
10.1b Functional Classification of Joints 356
8.2d Anterior View of the Skull 294
10.2 Fibrous Joints 359
8.2e The Orbit 294
10.2a Suture 359
8.2f The Nasal Cavity, Septum, and Conchae 295
10.2b Syndesmosis 360
8.2g Paranasal Sinuses 297
10.2c Gomphosis 361
8.2h Lateral View of the Skull 300
10.3 Cartilaginous Joints 361
8.2i Posterior View of the Skull 301
10.3a Synchondrosis 361
8.2j The Interior of the Skull—the Brain Case 301
10.3b Symphysis 362
8.2k Development and Aging of the Skull 304
8.2l Bones Associated with the Skull: The Ossicles 10.4 Synovial Joints 363
and the Hyoid Bone 308 10.4a Structural Features of Synovial Joints 364
8.3 The Vertebral Column 309 10.4b Cushioning and Support Structures Associated
with Synovial Joints 364
8.3a Regions of the Vertebral Column 309
10.4c Types of Synovial Joints 366
8.3b Curvatures of the Vertebral Column 310
8.3c General Structure of a Vertebra 311 10.5 Movements at Synovial Joints 370
8.3d Regional Vertebrae 314 10.5a Flexion and Extension 370
8.3e Intervertebral Discs 318 10.5b Abduction and Adduction 370

10.5c Circumduction 372
8.4 The Thoracic Cage 320
10.5d Rotation 372
8.4a Sternum 321
10.5e Supination and Pronation 373
8.4b Ribs 322
10.5f Dorsiflexion and Plantar Flexion 373
Table of Contents ix
10.5g Inversion and Eversion 373 12.2 Naming Skeletal Muscles 434
10.5h Protraction and Retraction 373 12.3 Axial Muscles 437
10.5i Depression and Elevation 373 12.3a Muscles of Facial Expression 437
10.5j Excursion 374 12.3b Muscles That Move the Eyes 439
10.5k Opposition and Reposition 374 12.3c Muscles That Move the Lower Jaw 439
10.6 Anatomy of Selected Synovial Joints 375 12.3d Muscles That Move the Tongue 440
10.6a Temporomandibular Joint 375 12.3e Muscles That Move the Head 443
10.6b Shoulder Joint 376 12.3f Muscles of the Posterior Neck and
10.6c Elbow Joint 376 the Back 444
10.6d Hip Joint 377 12.3g Muscles of the Abdomen 446
10.6e Knee Joint 379 12.3h Muscles of the Thorax 447
12.3i Muscles of the Pelvic Floor and
Perineum 450
11 Muscle Tissue 386 12.4 Appendicular Muscles 452
11.1 Overview of Muscle Tissues 387 12.4a Shoulder Muscles 453
12.4b Muscles That Move the Humerus 455
11.2 Skeletal Muscle 390
12.4c Muscles That Move the Forearm 456
11.2a Skeletal Muscle Cells 392
12.4d Muscles That Move the Wrist, Hand, and
11.2b The Sarcomere 393
Fingers 456
11.2c The Neuromuscular Junction 394
12.4e Muscles That Move the Feet and Toes 471
11.3 S
keletal Muscle Cell Contraction
and Relaxation 395
Unit 3 Regulation, Integration, Control
11.3a The Sliding Filament Model of Contraction 396
11.3b Excitation-Contraction Coupling 397
13 The Nervous System and
11.3c Events at the Neuromuscular Junction 398
11.3d Events Along the Sarcolemma 399
Nervous Tissue 478
11.3e Events at the Sarcomere 401 13.1 O
rganization and Functions of the Nervous
11.3f ATP and Muscle Contraction 402 System 479
11.3g Skeletal Muscle Cell Relaxation 404 13.1a The Functions of the Nervous System 480
13.1b The Central and Peripheral Nervous Systems 481
11.4 Skeletal Muscle Metabolism 405
11.4a Sources of ATP 405 13.2 Nervous Tissue and Cells 484
13.2a Neurons 484
11.5 Whole Muscle Contraction 410
13.2b Glial Cells 487
11.5a The Length-Tension Range of a Sarcomere 412
11.5b Sustained Muscle Contraction 412 13.3 Neurophysiology 491
11.5c Muscle Tone 414 13.3a Membrane Potential 497
11.5d Motor Units 414 13.4 Communication between Neurons 510

11.6 Cardiac Muscle Tissue 417 13.4a Synapses 511
11.7 Smooth Muscle 419
14 Anatomy of the Nervous

12 The Muscular System 428 System 524
12.1 Interactions of Skeletal Muscles, Their Fascicle 14.1 General Anatomy of the Nervous System 525
Arrangement, and Their Lever Systems 429 14.1a Anatomical Patterns of Nervous Tissue 526
12.1a Interactions of Skeletal Muscles in the Body 429
14.1b Blood and Cerebrospinal Fluid 533
12.1b Patterns of Fascicle Organization 431
x Table of Contents
14.2 The Central Nervous System 536 16.4 Broad Impacts of Autonomic Responses 642
14.2a E
mbryonic Development of the Nervous 16.4a Stress 643
System 537
14.2b The Brain 539
14.2c The Diencephalon 549 17 The Endocrine System 650
14.2d Brainstem 551 17.1 An Overview of the Endocrine System 652
14.2e The Cerebellum 554 17.1a Chemical Signaling 652
14.2f Brain Systems and Functions that Bridge Brain 17.1b Neural and Endocrine Long-Distance
Regions 554 Signaling 653
14.2g The Limbic System 557
17.2 Hormones 656
14.2h The Spinal Cord 557
17.2a Types of Hormones 656
14.3 The Peripheral Nervous System 560 17.2b Pathways of Hormone Action 659
14.3a Ganglia 561 17.2c Factors Affecting Target Cell Response 662
14.3b Nerves 561 17.2d Regulation of Hormone Secretion 662
17.3 E
ndocrine Control by the Hypothalamus and
Pituitary Gland 665
15 The Somatic Nervous 17.3a Posterior Pituitary 668
System 574 17.3b Anterior Pituitary 669
15.1 S
tructure and Function of Sensory and Motor 17.4 The Major Hormones of the Body 674
Pathways 576 17.4a The Thyroid Gland 674
15.1a Reflexes 577 17.4b The Parathyroid Glands 679
15.2 Sensory Receptors 583 17.4c The Adrenal Glands 681
15.3 General Senses 587 17.4d The Adrenal Medulla 684
15.3a Touch 587 17.4e Disorders Involving the Adrenal Glands 684
15.4 Special Senses 593 17.4f The Pancreas 685
15.4a Vision 594 17.4g The Thymus 688
15.4b Taste (Gustation) 602 17.4h The Heart 688
15.4c Smell (Olfaction) 606 17.4i The Gastrointestinal Tract 688
15.4d Hearing (Audition) 607 17.4j The Kidneys 688
15.4e Equilibrium (Balance) 613 17.4k Adipose Tissue 688

17.4l The Skin 689
17.4m The Liver 689
16 The Autonomic Nervous
System 624 Unit 4 Fluids and Transport
16.1 Overview of the Autonomic Nervous System 626
16.1a S ympathetic Division of the Autonomic Nervous
System 626 18 The Cardiovascular System:
16.1b Parasympathetic Division of the Autonomic
Nervous System 632
Blood 694
18.1 The Composition of Blood 695
16.2 C
hemical Components of the Autonomic
Responses 634 18.1a The Functions of Blood 696
18.1b Whole Blood 696
16.3 Autonomic Reflexes and Homeostasis 638 18.1c Plasma 697
16.3a The Structure of Reflexes 638 18.1d Erythrocytes 700
Table of Contents xi
18.1e The Life Cycle of Erythrocytes 703 19.4c Other Factors Influencing Heart Rate and
18.1f Leukocytes and Platelets 706 Contractility 781
18.1g Classification of Leukocytes 708 19.4d Stroke Volume 782
18.1h Platelets 712

18.2 P
roduction of the Formed Elements 713
20 The Cardiovascular
18.2a Sites of Hematopoiesis 713
18.2b Differentiation of Formed Elements System: Blood Vessels
from Stem Cells 714 and Circulation 794
18.2c Hemopoietic Growth Factors 715
20.1 Anatomy of Blood Vessels 795
18.3 Hemostasis 715
20.1a Structure-Function Relationships 798
18.3a Vascular Spasm 717
20.1b Arteries 801
18.3b Formation of the Platelet Plug 717
20.1c Arterioles 802
18.3c Coagulation 717
20.1d Capillaries 802
18.3d Fibrinolysis 719
20.1e Metarterioles and Capillary Beds 804
18.3e Plasma Anticoagulants 719
20.1f Venules 805
18.4 Blood Typing 720
20.1g Veins 805
18.4a A
ntigens, Antibodies, and
20.1h Veins as Blood Reservoirs 805
Transfusion Reactions 720
20.1i Alternative Blood Flow Pathways 807
20.2 Blood Flow, Blood Pressure, and Resistance 809
19 The Cardiovascular System: 20.2a Arterial Blood Pressure 810
The Heart 730 20.2b Pulse 811

20.2c Variables Affecting Blood Flow and Blood
19.1 Heart Anatomy 731 Pressure 812
19.1a Location of the Heart 732 20.2d Factors That Contribute to the Pressure
19.1b Chambers and Circulation through the Gradient 812
Heart 734 20.2e Factors That Contribute to Resistance 813
19.1c Membranes, Surface Features, and Layers 736 20.2f Venous System 818
19.1d Layers 738 20.3 Capillary Exchange 821
19.1e Internal Structure of the Heart 741 20.3a The Role of Lymphatic Capillaries 823
19.1f Coronary Circulation 748
20.4 H
omeostatic Regulation of the Vascular
19.2 Cardiac Muscle and Electrical Activity 751 System 824
19.2a Structure of Contractile Cardiac Muscle 752 20.4a Neural Regulation 824
19.2b Cardiac Muscle Metabolism 755 20.4b Endocrine Regulation 825
19.2c Conduction System of the Heart 755 20.4c Autoregulation of Blood Flow 826
19.2d Electrocardiogram 762 20.5 Circulatory Pathways 828
19.2e Nervous System Influence on Heart 20.5a Pulmonary Circulation 829
Activity 768
20.5b Systemic Arteries 830
19.3 Cardiac Cycle 771 20.5c The Aorta 830
19.3a Pressures and Flow 771 20.5d Arteries Supplying the Upper Limbs 838
19.3b Phases of the Cardiac Cycle 773 20.5e Arteries Serving the Lower Limbs 838
19.3c Heart Sounds 776 20.5e Overview of Systemic Veins 840
19.4 Cardiac Physiology 779 20.5f The Hepatic Portal System 847
19.4a Resting Cardiac Output 779 20.6 D
evelopment of Blood Vessels and Fetal
19.4b Exercise and Cardiac Function 781 Circulation 850
xii Table of Contents
22.4 Gas Exchange 935

21 The Lymphatic and Immune
22.4a Gas Exchange 936
System 860 22.5 Transport of Gasses 942
21.1 A
natomy of the Lymphatic and Immune 22.5a Oxygen Transport in the Blood 942
Systems 861 22.5b Carbon Dioxide Transport in the Blood 947
21.1a Functions of the Lymphatic System 862
22.6 Respiratory Rate and Control of Ventilation 949
21.1b Structure of the Lymphatic System 864
21.2 Overview of the Immune Response 872
21.3 B
arrier Defenses and the Innate Immune 23 The Digestive System 962
Response 874
23.1 Overview of the Digestive System 963
21.3a Cells of the Innate Immune Response 875
23.2 G
eneral Gross and Microscopic Anatomy of the
21.3b Recognition of Pathogens 878 Gastrointestinal (GI) Tract 967
21.3c Soluble Mediators of the Innate Immune 23.2a Microscopic Structure of the GI Tract 967
Response 879
23.2b Nerve Supply 970
21.3d Inflammatory Response 879
23.2c Blood Supply 970
21.3e Fever 882
23.2d The Peritoneum 971
21.4 The Adaptive Immune Response 884
23.3 The Mouth, Pharynx, and Esophagus 973
21.4a T
he Benefits of the Adaptive Immune
23.3a The Mouth 974
Response 885
23.3b The Tongue 976
21.4b T Cell-Mediated Immune Responses 886
23.3c The Salivary Glands 976
21.4c Antigens 886
23.3d The Teeth 978
21.4d T Cell Development and Differentiation 887
23.3e The Pharynx 980
21.4e Mechanisms of T Cell-Mediated Immune
Responses 887 23.3f The Esophagus 983
21.4f The Cellular Basis of Immunological Memory 888 23.3g The Stomach 985
21.4g T Cell Types and their Functions 889 23.3h Gastric Secretion 989
21.4h B Cells and their Functions 891 23.3i The Mucosal Barrier 991
21.4i B Cell Differentiation and Activation 892 23.3j The Small and Large Intestines 992
21.4j Antibody Structure 892 23.3k The Small Intestine 992
21.4k Active versus Passive Immunity 896 23.3l The Large Intestine 998
21.4l Responses to Different Pathogens 899 23.4 A
ccessory Organs in Digestion: The Liver,
Pancreas, and Gallbladder 1004
23.4a The Liver 1005
Unit 5 Energy, Maintenance, 23.4b The Gallbladder 1009

23.4c The Pancreas 1009
and Environmental Exchange
23.5 C
hemical Digestion and Absorption: A Closer
Look 1012
22 The Respiratory System 908 23.5a Chemical Digestion 1012
23.5b Absorption 1017
22.1 F unctions and Anatomy of the Respiratory
System 909
22.1a Conducting Zone 911
24 Metabolism and
22.1b The Respiratory Zone 921
22.1c The Gross Anatomy of the Lungs 922
Nutrition 1034
22.2 The Process of Breathing 925 24.1 Overview of Metabolic Reactions 1036
22.3 Respiratory Volumes and Capacities 933 24.1a Catabolic Reactions 1037
Table of Contents xiii
24.1b Anabolic Reactions 1039 25.5 Additional Endocrine Activities of the

24.1c Metabolic Reactions 1040 Kidney 1109
24.2 Macronutrients and Metabolism 1041 25.5a Vitamin D Synthesis 1110
24.2a Glycolysis 1042 25.5b Erythropoiesis 1110
24.2b Citric Acid Cycle 1045 25.5c Calcium Reabsorption 1110
24.2c Oxidative Phosphorylation and the Electron 25.6 G

ross and Microscopic Anatomy of the
Transport Chain 1047 Urinary Tract (Ureters, Urinary Bladder,
and Urethra) 1111
24.3 Metabolic States of the Body 1055
25.6a The Ureters 1111
24.3a The Absorptive State 1055
25.6b The Bladder 1112
24.3b The Postabsorptive State 1055
25.6c The Urethra 1114
24.3c Starvation 1057
25.7 Urine Characteristics and Elimination 1117
24.4 Energy and Heat Balance 1058
24.4a Metabolic Rate 1060
24.5 Nutrition and Diet 1060 26 Fluid, Electrolyte, and Acid-
24.5a Food and Metabolism 1061
Base Balance 1128
24.5b Vitamins and Nutrients 1061
24.5c Minerals 1062 26.1 Body Fluids and Fluid Compartments 1130
26.1a Body Water Content 1130
26.1b Fluid Compartments 1131
25 The Urinary System 1072 26.1c Composition of Bodily Fluids 1133
25.1 Functions of the Urinary System 1073 26.1d Fluid Movement between Compartments 1133
26.1e Solute Movement between
25.2 G
ross and Microscopic Anatomy
Compartments 1136
of the Kidney 1075
25.2a External Anatomy 1075 26.2 Water Balance 1138
25.2b Internal Anatomy 1075 26.2a Regulation of Water Intake 1139
25.2c The Structure and Function of the Nephrons 1079 26.2b Regulation of Water Output 1141
26.2c Role of ADH 1141
25.3 Physiology of Urine Formation 1087
25.3a Glomerular Filtration Process and Rate 1088 26.3 Electrolyte Balance 1143
25.3b Net Filtration Pressure (NFP) 1090 26.3a Roles of Electrolytes 1144
25.3c M
echanisms of Reabsorption and 26.3b Regulation of Sodium and Potassium 1146
Secretion 1093 26.3c Regulation of Calcium and Phosphate 1147
25.3d Reabsorption and Secretion in the Nephron 26.4 Acid-Base Balance 1148
Loop 1099 26.4a R
espiratory Regulation of Acid-Base
25.3e Reabsorption and Secretion in the Distal Balance 1150
Convoluted Tubule 1103 26.4b Renal Regulation of Acid-Base Balance 1151
25.3f T
he DCT and the Juxtaglomerular
26.5 Acid-Base Homeostasis 1153
Apparatus 1103
26.5a Metabolic Acidosis 1153
25.3g Collecting Ducts and Recovery of Water 1104
26.5b Metabolic Alkalosis: Primary Bicarbonate
25.4 H
omeostasis and Control over the Formation Excess 1154
of Urine 1106
26.5c Respiratory Acidosis: Primary Carbonic Acid/CO2
25.4a Renin–Angiotensin–Aldosterone 1106 Excess 1154
25.4b Antidiuretic Hormone (ADH) 1108 26.5d Respiratory Alkalosis: Primary Carbonic Acid/CO2
25.4c Natriuretic Hormones 1108 Deficiency 1154
26.5e Compensation Mechanisms 1155
xiv Table of Contents
27.6d Spermiogenesis 1197

Unit 6 Deviations from 27.6e Testosterone 1198
Homeostasis 27.7 Sex (Coitus) 1200
27.8 Pregnancy, Birth, and Lactation 1204
27 The Reproductive 27.8a Fertilization 1204
27.8b The Preembryonic Stage 1204
Systems 1162 27.8c Development of the Placenta 1206
27.1 Overview of Human Reproductive Systems 1163 27.8d Hormones of Pregnancy 1208
27.2 Development of Reproductive Structures 1166 27.8e Labor and Childbirth 1209
27.2a D
evelopment of the Sexual Organs in the 27.8f Postpartum 1209
Embryo and Fetus 1166 27.8g Lactation 1209
27.2b Further Sexual Development Occurs at
Puberty 1170
27.2c Breasts 1171
28 Anatomical and Physiological
27.3 Anatomy of Biological Females 1173 Response to Disease 1220
27.3a External Genitalia 1173
27.3b Vagina 1174 28.1 Hypertension Case Study 1221
27.3c Ovaries 1175 28.2 Cystic Fibrosis Case Study 1225
27.3d The Uterine Tubes 1176 28.2a Lungs 1226
27.3e The Uterus and Cervix 1177 28.3 Pulmonary Embolism Case Study 1230
27.4 The Ovarian and Uterine Cycles 1179 28.4 Femoroacetabular Impingement Case Study 1233
27.4a The Ovarian Cycle 1180 28.5 Arthritis Case Study 1235
27.4b The Uterine Cycle 1186
28.6 Cardiac Failure Case Study 1238
27.5 Anatomy of Biological Males 1189 28.7 Stroke Case Study 1241
27.5a External Genitalia 1190
28.8 Type 2 Diabetes Mellitus Case Study 1243
27.5b The Penis 1190
28.9 C
hronic Obstructive Pulmonary Disease
27.5c The Scrotum 1192
Case Study 1247
27.5d The Testes 1193
28.10 Pregnancy Case Study 1251
27.6 Spermatogenesis and Spermiogenesis 1195
27.6a Nurse Cells 1196 Appendix (Answers) A1
27.6b Gametes 1196 Glossary G1
27.6c Spermatogenesis 1197 Index I1
About the Author
Dr. Elizabeth Mack Co is Assistant Clinical Professor in the Departments of Biology
and Health Sciences at Boston University (BU). She teaches Gross (cadaveric) Anatomy,
Human Physiology, and Physiology of Reproduction. Her teaching career spans a variety of
courses, including Human Infectious Diseases, Introductory Biology, Cellular and Molecu-
lar Biology, Human Biology, Human Pathophysiology, and Histology. Dr. Co received her
Ph.D. in Biomedical Sciences (with a focus on Immunology) from the University of Cali-
fornia, San Francisco; she earned her BA with High Honors in Biology and Education at
Mount Holyoke College in Massachusetts.
Outside of teaching, Dr. Co holds positions in a number of science organizations,

including:
• The HAPS (Human Anatomy and Physiology Society) Learning Objectives Panel
• Principal Investigator of Assessing Student Engagement and Efficacy of Remote Learn-
ing, BU
• Independent Contractor and Presenter for Howard Hughes Medical Institute (HHMI)
BioInteractive
• Society for College Science Teachers
• National Science Teachers Association
• American Association of Anatomists
• American Physiological Society
As a professor, Dr. Co is renowned for her passion—both in regard to the human body and
about learning itself. In 2018 she was nominated by students and members of the faculty at
BU and received the Metcalf Award for Excellence in Teaching, Boston University’s highest
teaching award.
Dr. Co’s current research focuses on learning, particularly critical thinking skills develop-
ment. She puts this research into practice by integrating an active learning and study skills
curriculum in her courses. One of the focal points she investigates is how “student aware-
ness about their learning impacts their assessment performance.”
xv
Preface
As I move around in the world from doctors’ offices to dinner are learning to engage them in the learning process. Increasing
parties, I occasionally am asked what I do for work. When I student confidence in both these areas will allow them to tackle
reply “I teach Anatomy and Physiology,” people tend to have the rigors of this course and lead to greater persistence in their
very strong reactions. From “Oh! I absolutely LOVED that education—and hopefully their career path.
course in college” to “A&P almost ended my interest in medi-
cine” to “Oh, wow, you must have a very hard job.” Everyone Learner Support
has intense feelings about A&P. I typically reply “Actually, I As an instructor, how often are you asked “So, what will be on
have the BEST job in the world because everyone has a body the test?” When we stop to think about the job of a student, they
and so there is a common baseline of shared curiosity.” But the are not only trying to learn the material, but trying to learn how
fact of the matter is that A&P can be intimidating for students the instructor teaches and assesses their students. One effec-
(and for us teachers, too!) because there is a lot of information tive mechanism for conveying the expectations of the course is
that can be taught. One of the keys as an instructor to having through the use of learning objectives. Learning Objectives (LOs)
students leave with positive intense feelings is finding a balance can be used by an instructor to frame their pedagogy, as a list
in how much information to present and how to present it. of goals for your students to make sure that you prepare them
for. Sharing these same LOs with your students communicates
One of the goals I had for this book was to lighten and stream-
to them what you are going to be assessing them on. In other
line the content. Instructors are in a perennial push-pull with
words, it effectively answers the question “What will be on the
the desire to reduce the burden on our students and the desire
test?” before it is even asked.
to prepare them for their future exams and courses. If we sac-
rifice anatomical structures by not teaching enough of them, The Human Anatomy and Physiology Society (HAPS) has set
we might leave our students underprepared; if we sacrifice the out to define a set of learning outcomes (LOs) for Anatomy,
interesting connections, our students may lack the passion and Physiology, and A&P courses. As a member of the Physiology
excitement for the subject; and if we keep everything in, they LO panel, I have participated firsthand in the careful process
might be overwhelmed. In the writing of this book, I wanted through which these LOs are created. The LOs are honed over
to give instructors and learners the choice whether to explore months through the collaboration of some of the colleagues
deeper into the interesting connections and content. I separated I respect most in our field. It is no exaggeration that some of
these topics into “Cultural Connections” and “Digging Deeper” these LOs have individually taken hours to write or improve.
features. Cultural Connections are usually ways that the topics They are the most thorough, well-considered and well-crafted
being covered connect to everyday health, or the way that his- set available. I have written this text almost completely tailored
tory impacts health or science today. Digging Deeper features to the LOs provided by HAPS. On occasion I provide addi-
often discuss relevant diseases or the science behind healthcare tional LOs specific to the content I have created; often these are
technology. higher-order LOs.
Increasing student persistence is a core need shared across Chapter 1 is dedicated entirely to helping each student build a
community colleges and universities in the United States, with learning framework so they are more prepared to engage with
30–50 percent1,2of students never completing the two-semester all the content that follows. This chapter explains the science
Anatomy & Physiology course. Recognizing that the course can behind learning and introduces the concept of metacognition
be extraordinarily challenging due to its expansive depth and to set the foundation for learning A&P in a systemic way. From
breadth of coverage, I address this lack of student persistence there, each chapter orients students around the metacognitive
by improving student preparedness and helping students see aspects of the content to help them tie the concepts to the wider
themselves and the world around them reflected in what they world around them.
Features in each chapter that support student learning and suc-

1
Gultice, Amy, Ann Witham, and Robert Kallmeyer. “Are your students ready
for anatomy and physiology? Developing tools to identify students at risk for cess in A&P include:
failure.” Advances in Physiology Education (June 2015): 108-115. Doi:10.1152 • Learning Checks: This feature provides periodic section
/advan.00112.2014, https://pubmed.ncbi.nlm.nih.gov/26031727/
2
Vedartham, Padmaja B. Investigating Strategies to Increase Persistence and
assessments throughout the chapter to check your learning.
Success Rates among Anatomy & Physiology Students: A Case Study at Austin • Student Study Tips: These tips are written by actual students
Community College District. 2018. National American University, Ed.D. who have been successful in A&P.
dissertation. ERIC, https://eric.ed.gov/?id=ED583935
xvi
Preface xvii
• Learning Connections: Chapter 1 details different ways to system or pathology. Blood pressure, for example, is a factor in
learn the material in A&P. Throughout the book, Learning the body with many layers (osmosis, Starling’s forces, capillary
Connections suggest learning approaches. dynamics, vasoconstriction, neural control). To create a critical
• Chapter Review: At the end of every chapter are assessment thinking activity on blood pressure, I start with simple concepts
questions for each section, including a Mini Case with ques- such as osmosis, which helps the students to remind themselves
tions. LOs, questions, and a brief summary are provided for of the fundamental ideas and build confidence. From there we
each section. move on, like steppingstones in a path, to more and more com-
• Cultural Connections: Sometimes the things that we fall in plex ideas.
love with in A&P are the ways that the material connects to In this text I provide stepwise practice for students to build
our everyday lives. Cultural Connections are small features their critical thinking skills in each chapter. These Apply to
in each chapter that attempt to do just that. Consider these Pathophysiology features first ask students to recall fundamental
topics the ones you are most likely to share with others at information and then apply it in a new situation.
the dinner table.
• Digging Deeper: The content in this text is streamlined, but To give students additional practice in critical thinking, Chap-
sometimes you may want to know more about a given topic. ter 28 is composed entirely of case studies. The 10 cases within
This feature provides that deeper exploration. can be assigned at the end of the semester or at intervals as the
• Apply to Pathophysiology: In most of scientific history we instructor chooses.
have learned about how the body works by studying the
times when it doesn’t! We did not understand blood sugar Inclusivity and Diversity—and Accuracy
regulation until we studied diabetes; we did not understand The need to include more diverse content in the Anatomy
much about how viruses affect our cells until the HIV pan- and Physiology course was one of my biggest inspirations for
demic. The Apply to Pathophysiology feature helps students writing this text. An example of how this issue came into my
strengthen their understanding of physiology by examining awareness occurred about 10 years into my teaching career. I
a disease state. attended a science museum with an exhibit on the human body
• Anatomy of: This feature describes different concepts that, naturally, I gravitated toward. One feature used a size
graphically. measurement to estimate the volume of blood in each museum
visitor. My body, the exhibit computer told me, contained
4.6 liters of blood. I walked away shaking my head. I’d been
Critical Thinking
teaching physiology for a decade and everyone knows the
A 2017 study of Google employees3 found that among the quali- human body contains 5 to 5.5 liters of blood. How many times
ties of the most successful workers, STEM expertise comes in had I said that in class? All the calculations we use in class on
last. The top skills were listening well, teamwork, and critical the cardiovascular system are based on this range.
thinking. Fostering critical thinking in the classroom is often
cited as a goal of instructors, including myself. When I first It dawned on me that I, a slightly smaller-than-average woman,
began measuring my students’ critical thinking skills using may not necessarily be represented in physiological estimates. I
Bloom’s taxonomy and my own exam data (Co, 2019),4 I was dug into the background on this and discovered that most of the
shocked that, despite this being a top priority of mine, my average numbers we teach came from studies of men—young
students performed poorly on higher-order cognitive skill ques- men, probably mostly white men, with an average weight of
tions. I realized that my pedagogical approach had been to show 150 pounds. Since then, when I teach, I introduce the idea of
critical thinking, to tell them how important it is, but that, as “average man,” a mythological 150-pound white man on whom
with any skill, I needed to give them supported opportunities to we base our calculations. The students and I look around our
practice. classroom (which is a large auditorium) and reflect that aver-
age man is not usually among us. We are beautifully diverse
Based on these findings, I developed a new pedagogical and require a wider range of numbers. In this book I have
approach in my classroom. I teach critical thinking practice tried, when possible, to research and provide more accurate
through multiple choice questions that build upon each other, and representative numbers for us. In other cases I provide the
concept by concept, to arrive at an understanding of a complex anatomical and physiological factors that influence the value
3
https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20
range.
/the-surprising-thing-google-learned-about-its-employees-and-what-it-means
-for-todays-students This text will not only prompt students to think deeper about
4
Co, E. (2019). “The power of practice: adjusting curriculum to include empha- their learning; it will also challenge them to take a broader look
sis on skills.” Journal of College Science Teaching 48 (5): 22–27.
xviii Preface
at the cultural assumptions that have an impact on anatomy and study Anatomy & Physiology. She shares study tips from her
medicine. For example, Hoffman et al. (2016)5 explored biases previous students to offer a peer perspective to learners.
held by medical students and revealed deeply racist beliefs that
Chapters are organized as follows:
could affect their patient care—ideas such as the one that Black
• Unit 1 (Level of Organization) contains chapters that exam-
Americans have higher pain tolerances and therefore require
ine the levels of organization of the structures of the human
less treatment for their pain. I believe that no one holds onto
body.
racist or bias-laden beliefs because they want to; rather, racist
ideas persist because they haven’t been sufficiently challenged. • Unit 2 (Support and Movement) includes the chapters of the
There hasn’t been, in the education of these medical students, musculoskeletal system.
enough accurate information about the diversity and unity • Unit 3 (Regulation, Integration, and Control) contains chap-
in function that exists among human bodies. Anatomy and ters about systems that contribute to homeostasis through
Physiology is often the threshold into health education that our control over other systems.
future clinicians pass through, and so this subject represents • Unit 4 (Fluids and Transport) examines the systems that
especially fertile ground to facilitate critical thinking when it regulate fluids and fluid flow throughout the body.
comes to biases within scientific information. • Unit 5 (Energy, Maintenance, and Environmental Exchange) is
all about exchange with the external environment.
In developing this text, I benefited from the reviews of a number
of instructors, including Inclusion and Diversity (I&D) advocate • Our last unit, Unit 6 (Deviations from Homeostasis), con-
Dr. Edgar Meyer, author of “Diversity and Inclusion in Anatomy tains two chapters that are beyond the homeostatic function
& Physiology Education, Degree Programs, and Professional of the body: reproduction and the changes that occur in our
Societies.”6 My goal was to create an inclusive and diverse text- bodies in disease.
book in Anatomy & Physiology. Taking into consideration Dr.
Meyer’s feedback, I created a seven-point I&D plan, including: Art
1. More diverse models and imagery throughout the text
Throughout my teaching career I have spent a lot of time and
2. “Cultural Connections” features that link science with
energy observing how students interact with instructional art.
culture Often illustrations, symbols, or representations that seem easy
3. In-class active learning opportunities to maximize inclusive to understand using our expert eyes are not intuitive for an
and diverse academic experiences introductory learner. In designing each figure, I drew the struc-
4. Curriculum and anatomy pertaining to transgender and tures and concepts as I would do and have done while talking
gender nonconforming individuals to students in office hours. Our amazing illustrators then took
5. Inclusive language that is sensitive to diversity in students what I produced and turned it into art. This instructional art
6. Clinical examples detailing the predispositions of certain approach is infused throughout the book but especially promi-
racial and socioeconomic groups to display health care dis- nent in our “Anatomy of…” features.
parities, such as sickle cell anemia Years ago, I learned in an undergraduate educational psychol-
7. Defining “average” values and providing comparative data, ogy class that science students often had trouble developing a
where applicable scientist identity because they didn’t see images of scientists
that looked like them. The idea of representation has wide
Organization of the Text ranging ripple effects. Clinicians see a variety of patients; stu-
Chapter 1, “The Art and Science of Learning in Anatomy and dents see a variety of possible selves. When we choose a limited
Physiology,” is devoted to explaining methods students can use palate of representative humans in instructional art, we limit
to approach learning. Dr. Co’s commitment to her students the scope of what students are exposed to in several ways.
comes through as she explains the proper mindset needed to Therefore, I asked our art team to work with me on creating
and sourcing images that represented a spectrum of bodies
from young to old, across different sizes, gender expressions
5
Hoffman, K.M., Trawalter, S., Axt, J.R., and Oliver, N.M. (2016). “Racial bias in and ethnicities.
pain assessment and treatment recommendations, and false beliefs about biologi-
cal differences between blacks and whites” Proceedings of the National Academy of
Sciences 113 (16): 4296–4301. Doi: 10.1073/pnas.1516047113, https://www.pnas
Whether you are a student or an instructor, please know that
.org/content/113/16/4296 I have written this book for you. I hope that it helps you learn
6
Meyer, E. R., and Cui, D. (2019). “Diversity and inclusion in anatomy & physi- or teach and that you find it helpful in your A&P journey. I
ology education, degree programs, and professional societies.” HAPS Educator
23 (2): 396–419. Doi: 10.21692/haps.2019.012, https://files.eric.ed.gov/fulltext
would love to hear back from you about it, whether it is typos,
/EJ1233545.pdf constructive suggestions, ideas for enrichment or, perhaps you’d
Another random document with
no related content on Scribd:
inflating the lungs; I will attend to the circulation. Your battery is
ready, is it not, Mr. Burnham?”
The battery, with its auxiliary apparatus for intensifying the current,
was brought round and placed on a table close by. Dr. Dunne then
made an incision in the breast so as to expose the breast-bone, or
sternum, and another in the back, in the region of the third vertebra.
To the former of these the negative pole of the battery was applied,
and to the latter the positive electrode.
“Where is that phial, I wonder?” interjected the doctor, looking
over his medicine-chest, and taking out bottle after bottle; “ah, here it
is,” he said, at last, “here is the substance on which I rely to restore
the action of the heart and give new life to our friend here. It has only
lately been introduced into the pharmacopœia; but since its
introduction it has done wonders in cardiac affections. It is distilled
from a plant which grows only in East Africa. Its name is
strephanthus, and its effect is to accelerate the action of the heart. It
is now my purpose to inject a portion of this powerful stimulant into
the median vein, which I have just opened, in our friend’s arm,
whence it will be conveyed to the heart. Meanwhile, you, Mr.
Burnham, and our friend here will induce artificial respiration in the
lungs, so that the blood may be oxygenated after it has been
expelled from the heart by the spasmodic valvular action which the
strephanthus will excite in that organ. Now, let us each attend closely
to his allotted duty.”
My part consisted in inflating the lungs by means of a tiny bellows,
the nozzle of which had been introduced into the larynx, till such time
as the breathing should become automatic and the rise and fall of
the lungs regular. At a given signal from the doctor, Burnham turned
on the current, the electrodes having been previously placed in
position, and, at the same instant, the chest expanded. I plied my
bellows as the breast rose, and a second afterward it collapsed, the
discharged air rushing back through the larynx with a whistling
sound. Three seconds afterward the chest rose automatically again,
and again I assisted its rise by inflating the lungs as before. This was
kept up for some dozen or more respirations, occupying in all about
two minutes.
Meantime, the doctor was intently engaged with a syringe and
graduating glass at the left arm of the body. So absorbed was he in
his occupation that he seemed oblivious to everything else.
Suddenly he sprang to his feet, with an exclamation which startled
us.
“We have won!” he shouted; “see! the blood is circulating.”
I looked down at the arm, and, sure enough, blood was spurting in
a thin jet from the lower extremity of the vein which the doctor had
severed. In my excitement I had withdrawn the bellows from the
mouth, but there was no further use for artificial respiration, as the
chest was now rising and falling automatically and in regular
cadence. The doctor now tied up the severed vein, sewed up the
incision in the arm, and, after dressing the patient—for such he must
now be called—in a suit of Burnham’s underwear, we lifted him into
the bureau-bed that had been prepared at the side of the studio next
the fire.
“There is nothing more to be done,” said the doctor, simply; “he
will wake by and by of his own accord, and will then need some
nourishment. Soup and stimulants will be the proper thing to
administer at first.”
Burnham went out and returned presently with a tray containing
the desired refreshments. We now waited anxiously for the
awakening, which must sooner or later come. The breathing, which
had hitherto been labored and stertorous, was becoming easier, the
color was returning to the cheeks, and the occasional twitching of the
muscles showed that our strange patient was on the point of
awaking. At length he turned on his side, opened his eyes, stared
fixedly at us, and then uttered an exclamation in some foreign
tongue. Burnham got up, wheeled a table to the side of the bed, set
the tray of refreshments upon it, and motioned him to help himself, at
the same time pouring out a glass of wine. Here Dr. Dunne
interposed.
“No,” he said, smiling; “after a fast of so many thousand years I
certainly must prescribe hot water as an initiative. It is absolutely
necessary for the stomach to begin with.”
The hot water was brought, and our patient, evidently
comprehending that he was under medical treatment, shifted his
position in bed so as to recline upon his elbow, took the tumbler
which was handed him, and, after eying it critically, raised it to his
lips and tasted the contents. A shade of surprise and faint protest
passed across his features as he elevated his eyebrows, shrugged
his shoulders, and swallowed the potion.
“Now let him attack the viands if he wants to,” said the doctor, as
our guest’s eye roved somewhat greedily, I thought, over the table.
Burnham pushed the tray a little nearer, no second invitation being
necessary, and the bowl of soup that had been brought, together
with a couple of glasses of old Madeira, speedily disappeared. This
duty having been performed, our guest became voluble. He
gesticulated and spoke, and, to judge by the inflexions of his voice
and the character of his gestures, he was, I should say, appealing to
us for an explanation of his presence there and of the strange
objects which met his gaze. It need scarcely be said that we could
not understand one word of what he was saying, though the voice
was clear and mellow and the syllables of his words as distinct and
sonorous as ancient Greek, though they bore no other resemblance
to that language.
“Suppose we bring him pen and ink and see if he can write,”
suggested Burnham, and the idea struck us as a peculiarly happy
one.
Pen, ink, and paper were accordingly set upon the table. Our
patient eyed the articles curiously for a moment or two, took up the
pen, and examined the steel nib with an expression of critical
approval, then took up a sheet of paper, examined its texture, and
smiled, at the same time spreading it out before him. It was evident
that he comprehended what was required of him, for he dipped the
pen into the ink and wrote a few words upon the paper, guiding the
pen, however, from right to left, according to Oriental usage. The
characters partook more of the Chaldaic, or ancient Sanscrit, than
any other type. As it was, none of us could make them out. Our
guest watched our efforts at deciphering with an amused smile, but
when one of our daily papers was handed him by Burnham, this
quickly changed to an expression of rapt attention and intense
interest. He did not, however, handle the sheet like a savage, but like
one who knew the object of it, examining the words and letters with
the closest attention, evidently to see whether he could gain any
clew to their meaning. After a minute or two he gave up the task, and
then, tapping his forehead with a tired expression, smiled at us, lay
back on his pillow, and was soon fast asleep.
“He will be all right by evening,” remarked the doctor; “and then,”
turning to Burnham, “what will you do with him? Introduce him to the
Academy of Sciences, I suppose?”
“Not just yet,” returned Burnham; “I have no objection to some
inkling of our wonderful prize getting out—our friend here,” alluding
to me, “will, no doubt, attend to that—but I certainly shall not bring
him before the public in any way, nor even introduce him to our
scientific men, till I have educated him to some little knowledge of
our language. There will, I think, be no difficulty about that. He is
evidently a man of superior intelligence, and I shall go right to work
in the same way as if he was any ordinary foreigner cast upon our
shores with no knowledge of our language and I myself equally
ignorant of his. It is merely giving names of objects, he learning my
name for the object, I his. In that manner we shall speedily arrive at a
solution of the all-absorbing question who this remarkable being is
whom we have rescued from the jaws of death, and who, to all
intents and purposes, has been dead for—who can tell?—how many
ages past.”
The events I have here detailed occurred on the ninth of August
last. Since that time, my friend Burnham has been enthusiastically
engaged in carrying out the project which he mapped out on the day
of the resuscitation of his remarkable patient and guest. His tailor
was called in, and, when Mr. Kourban Balanok, as the stranger calls
himself, left Burnham’s studio three days after, he did so as a
nineteenth-century gentleman, and is now installed in Burnham’s
house as one of the family. People may have noticed the young,
handsome, and distinguished stranger to be seen occasionally
walking arm-in-arm with Burnham on Kearny or Market Street, but
none would guess that he had lain in the North Polar ice in the
neighborhood of ten thousand years. Such is the case, however,
and, as he is fast acquiring an intimate knowledge of the English
language, we may confidently look forward to the appearance, in the
near future, of a detailed account of the economy of the prehistoric
world, and of the vast cataclysm which swamped it and left Mr.
Kourban Balanok embedded in the ice.
LEAVES ON THE RIVER PASIG
By W. O. McGeehan
The Boulong casco lay on the Quiapo Market, which is on the left
bank of the Pasig, just below the suspension-bridge. The Chinese
junk—tradition says—was modeled after a whimsical emperor’s
shoe, consequently the cascos of the Philippines, being really junks
without sails, are not very dainty bits of naval architecture. As a rule,
they are not accorded the dignity of a name; but this one was known
as the “Boulong casco,” because it was owned and manned by
members of one family. Santiago Boulong was steersman, his three
sons were polemen, and Simplicia, the daughter, was el capitan—
her father said, affectionately. Their permanent home was a little
nipa-thatch shelter at the stern of the vessel.
The men had gone ashore shortly after the mooring—the father
on business, the sons on pleasure bent—and Simplicia, much to her
disgust, was left on board. She was a Tagalo girl, of the light-
complexioned type, pretty even when judged by our standards, of
which fact she was aware.
“The river, the river,” she said to herself, petulantly, “always the
river. I was born on the river, and I have been going up and down the
river all my life. When we come to Manila I may go ashore for a few
hours only, and then the river again—and the lake. And Ramon is a
fool!”
It was a clear, warm night, and the rippling water of the Pasig
glistened in the moonlight, so that she could see the leaves rush by
in clusters. Ramon had said: “Think of me when you see the leaves
on the river—the bright green leaves from the dear lake country. It
seems sad to think that they must float down past the city where the
water is fouled, and then out—far out—to be lost on the big salt sea.”
But Ramon was always saying queer things that she could not
understand.
The murmur of drowsy voices came from the crowded huts of the
market-place. Oh, how long till morning! She wanted to buy some
bits of finery there, and then to stroll through the city, especially
along the Escolta, where there were stores that exhibited splendors
from all countries. She hoped that one of her brothers would hire a
carametta the next evening, and take her to the Lunetta, where the
wealthy of Manila congregated to enjoy the cool night air and the
concert. A band of Americanos played there every evening.
They were wonderful men, these Americano soldiers, much taller
than Filipinos or Spaniards, and many of them had blue eyes and
hair of the color of gold. The pride of kings was in their stride, and
they looked as though they feared nothing.
Farther on down the river at the Alhambra Café, where the
Spanish officers once gathered to hear the music of Spain, the
orchestra played a new air that delighted her. There was a burst of
cheering. The music was “Dixie,” and the demonstration was made
by some Tennessee volunteers, who always gave something
reminiscent of the old “rebel yell” whenever they heard it. From the
Cuartel Infanteria, across the river, the American bugles began to
shrill a “tattoo.” Their music was wonderful—everything pertaining to
these big, bold men was wonderful, she thought.
Something bumped against a side of the casco, and Simplicia
hurried over to order away a supposed ladrone. She leaned over the
side with such abruptness that the wooden comb slipped from her
heavy mass of black hair. It fell a dusky curtain, and brushed the
upturned face of a man. He was not a little brown Filipino, but a tall
Americano, fair and yellow-haired. He laughed a soft, pleasant
laugh. She drew herself backward with a frightened cry, but his eyes
held hers. The man was standing in a small canoe, steadying his
craft by holding on to the casco.
“Buenas noches,” he said, smiling. He spoke Spanish, but not like
a Spaniard or a Tagalo. Simplicia smiled, faintly. She knew that she
should go into the nipa cabin, but this handsome man looked so kind
and—Ramon was a fool. And her father and brothers were selfish,
and——
So Simplicia returned the salutation, and stood leaning over the
bulwark tasting the delirious delight of her first flirtation. The man—
he was a college boy until the United States Government gave him a
suit of khaki and the right to bear the former designation—thrilled
with joy at the delicious novelty of the situation. He was in a city that
was at once the tropics and the Orient, and over which hung the
glamour of departed mediæval days. For several hundred years
guitars had tinkled on that river, and voices had been lifted to laticed
windows. The air was laden with ghosts of everything but common
sense and scruples.
A bugle across the river caused the man to recollect that he was
under certain restraint. “I must go,” he said, but he did not release
his hold on the casco.
Simplicia’s eyes were big and bright in the moonlight. He
stretched out one arm and drew her face toward him. She tore
herself away, and stood breathing hurriedly through parted lips.
“Mañana por la noche,” said the soldier. He plied the paddle
vigorously, and the canoe glided away. But he looked back,
longingly, for Simplicia’s lips were very soft and warm.
She stood gazing after him till the canoe vanished into the shadow
of the Cuartel Infanteria. The unseen bugle softly wailed “taps,” the
call that bids the soldier rest. It is also sounded over graves.
The sun beat down fiercely on the Pasig. Canoes toiled up and
skimmed down the river. Lumbering cascos, their crews naked to
their waists, were poled painfully along. The Quiapo Market was astir
with a babble of tongues, the barking of dogs, and the incessant
challenge of hundreds of game-cocks. The little brown people
bought, sold, and bargained with the full strength of their lungs.
Simplicia, as purser of the casco, was in the market purchasing
provisions, but she spent most of her time near the stall of a Chinese
vender of fabrics. After much haggling, she became the possessor of
a dainty bodice of silk and piña cloth.
Most of the girls who visited the market-place seemed to be drawn
to that spot, for there Simplicia met a friend who had left the lake
country a little later than herself.
“Ramon will come down the river to-night,” said the friend,
breathlessly, delighted to carry a message of that sort. “He has
written something that he thinks they may print in La Libertad. Isn’t
that wonderful? You must feel so proud of him. For a man to be able
to write at all is wonderful—but for the papers!”
Apparently there were no words in the Tagalo dialect strong
enough to express the girl’s admiration. Simplicia tossed her head,
loosening the hair, a frequent happening. She caught the heavy
tresses quickly, and almost forgot for an instant everything but the
last time they had fallen.
“Are you not pleased?” asked the other girl, in astonishment. She
was dark, and not pretty from any point of view.
“Oh, yes,” drawled Simplicia, “but Ramon is very tedious
sometimes, and the lake country is very dreary. We will go into the
city this afternoon and see the Americanos.”
They saw many Americanos—State volunteers clad in blue shirts
and khaki trousers. The city was full of them. They occupied all the
barracks formerly the quarters of the Spanish soldiers, and they
crowded the drinking-resorts. Along the Calle Real they came upon
companies drilling, and on the Lunetta they saw an entire regiment
on dress-parade.
Simplicia, though she scanned every soldier’s face, did not see
the stranger of the previous night, nor did she see a face that
seemed nearly as handsome.
“They say,” mused the other girl, “that the men of Aguinaldo will
drive these Americanos out of Manila if they do not go of their own
accord soon.”
Simplicia laughed scornfully, and pointed toward the troops. The
men were in battalion front, standing at “present,” and the sun
glistened on a thousand bayonets.
“But there are only a few Americanos and there are many
thousands of Filipinos,” said the girl.
“The Americanos will take what they want and nothing can stop
them,” announced Simplicia, decisively. “Let us go to our cascos.”
The twilight gathered on the river. In the north the sky was lit by
continuous flashes of lightning. Myriads of stars were overhead, and
the Southern Cross was viceroy of the heavens, for the moon had
not yet come into her kingdom. The water noisily gurgled by, and
Simplicia waited. Which would come first, the tedious Filipino school-
master lover or the stranger? Would the Americano come again?
She watched every canoe that passed, but they were all going up
or down. The moon appeared and clearly revealed the river’s
surface. Simplicia fixed her eyes on the shadow of the Cuartel
Infanteria. Something emerged from it and glided rapidly through the
stream. It was a canoe, and it was being paddled with strong, sure
strokes toward her. Her heart beat tumultuously, and she almost
cried out in her delight.
He came, and, fastening his canoe, swung himself aboard the
casco. Her arms were about his neck in an instant, and her beautiful
tresses escaped the comb again.
They sat in the shade of the nipa thatch talking in low tones. His
arm was round her waist. Her head rested on his shoulder. He puffed
with deep breaths of enjoyment a cigarette that she had daintily lit for
him. The intoxication of the country was in his brain—the devil that
whispers, “There is nothing but pleasure, and no time but now.”
The plunk-plunk of a guitar close by startled them both. Simplicia
trembled violently.
“It is a foolish man who is always singing to me,” she explained.
A clear, musical voice rose in a song, and the soldier checked a
question to listen, for the voice and the song charmed him from the
first note. The song was in Spanish, and, though he was by no
means perfect in the language, he caught the meaning and spirit of
it. It ran something to this effect:
Bright are the leaves and the blossoms that grow in the
beautiful lake country,
They fill the place with brilliance of things celestial.
Some of them drop or are thrown to the river,
Helpless they drift on its swift running surface.
Down past the city through sliminess foul,
Out they are whirled to waters eternal
Lost and forgotten forever and ever.
Blossom I cherish; I’ll hold thee.
Never shalt thou leave the lake country.
But my heart, it is sad for the leaves on the Pasig.
The last words died on the air like the sob or the faint cry of a
passing spirit. The soldier sat mute, like one bewitched by fairy
music. Simplicia’s lips, pressed against his cheek, brought him back
to her.
“I do not care for him. On my soul, I do not!” she whispered. She
was pretty, and her arm tightened coaxingly about his neck. His
better nature was conquered, and the devil in his blood reigned
supreme. The situation suddenly seemed highly amusing, and he
laughed a suppressed laugh of recklessness. To be serenaded by a
native poet while the arm of the troubadour’s lady-love encircled his
neck—verily he would have a great tale to tell some day.
There was a faint sound of a footfall on the deck of the casco. The
soldier disengaged himself. A face peeped in through an opening in
the thatch, and the American struck it a sharp blow with his fist. He
would have rushed after the intruder, but Simplicia held him.
“It is only a foolish man,” she said, “do not follow him. It would
make trouble.”
“I would not bring you any trouble,” he said. “What is the matter?
You tremble.”
“It is nothing,” she replied. “I love you.”
The soldier’s conscience smote him. He swore that he loved her,
and tried to believe that it was true. She seemed almost happy
again.
“To-morrow the casco goes up to the lake again, and we will be
gone three days. Oh, that is so long!”
“Very long,” he assented.
“But you will wait and think of me always.”
“Yes, I will watch the leaves on the river——”
She shuddered.
“No! no! Do not speak of them. Madre de Dios! I hate the river,
and I hate the leaves it drags along. I think I hate everything but
you.”
The soldier was young, and this was his first experience with
hysteria and woman, which combination often disturbs even wiser
heads. It disturbed him exceedingly, but he soothed her finally with
the wildest vows and many kisses. He kissed a tress of her long hair
as he stepped from the casco’s poling platform into his canoe.
For the second time she watched the canoe till it glided into the
shadows. Then she shivered violently, chilled to the bone.
A sergeant of a certain regiment of United States volunteers was

prowling along the brink of the Pasig, outside the Cuartel Infanteria’s
walls, looking for a pet monkey that had disappeared. Something in
the long grass caught his eye, and he stopped. He stepped back
quickly and hurried around the corner of the wall, returning with four
soldiers.
He parted the grass with his arms, and they saw the dead body of
a Filipino girl. Her face was concealed by a disordered mass of black
hair, and, pinned to her breast by a rudely fashioned knife that was
buried to the hilt, was a miniature insurgent flag.
They tenderly bore the body to the pathway, and the hair fell from
the face. One of the soldiers let go his hold and tottered to the
ground.
“Harrison’s a softy,” grunted one of the men. “Take hold, sergeant.
He’s fainted, I guess.”
The form was placed in an unused storeroom. When the news
went round the men came to view it, not out of curiosity, but to show
respect such as they would pay to their own dead.
“This is the way I make it out,” said the sergeant, sagely. “The girl
was killed by Aguinaldo’s gang, and it must have been because she
spoke a good word for our people.”
“And we’ll take it out of their hides when the time comes,” said one
of the soldiers, snapping his jaws together, which resolution the
regiment unanimously adopted. Even the chaplain refrained from
chiding when he heard of it. He knew his flock.
There being no way of finding out anything about the girl, a fund
was quickly collected and arrangements made for the funeral.
Several hundred soldiers followed the hearse to the cemetery at El
Paco.
The regimental chaplain read the regulation burial service, while
the men stood with bared heads. They placed at the head of the
freshly made mound a plain board that read:
FOUND IN THE PASIG.
After the last soldier had gone, a cowering thing walked unsteadily
up to the grave, and, kneeling beside it, laid down a cluster of green
leaves.
“By God! I did love her. I did,” he muttered, continuously. He drew
a pencil from his pocket and scratched her name on the board:
“Simplicia.”
And his youth was buried there.
THE GREAT EUCHRE BOOM
By Charles Fleming Embree
To Euchretown, Los Angeles County, came Mr. Stoker and his
wife. He bought ranches, and, strikingly dressed, drove about in the
rubber-tired buggies of real-estate agents; while Mrs. Stoker, a
handsome young woman, sniffed the social air. Just what should she
do to win, with éclat, the commanding place in the local feminine
view? For her no slow progress to social supremacy! Rather the
Napoleonic sweeping away of rivals.
At that stage of its rise from a desert to a paradise Euchretown
was belied by its name. A sombreness hovered over the thought of
the place; the method of life was Puritanic. Euchre? One would have
thought there was never a deck in the town.
“I don’t want to be un-Christian,” snapped the wife of Reverend
Hummel; “but I wish that Mrs. Stoker had never stuck her foot in this
town.”
Mrs. Hummel was out of place linked to a preacher. Fairly well
had she clothed her mind in the prevalent Puritanic mood; but in her
heart she was different. As for social leaders, she was the one, and
she knew it.
“Why, Jennie,” complained the Reverend Hummel, a pale
gentleman with eyes that ever bespoke a receptive surprise at his
debts; “your words ring evil. And then the term you employed—
stuck. How, pray, could Mrs. Stoker stick her foot?”
At this moment the maid (employed despite the mortgaged
condition of Hummel’s real estate) ushered in Mrs. Banker
Wheelock.
“And have you heard the news about Mrs. Stoker!” cried Mrs.
Wheelock, as Mr. Hummel, wandering away, hummed “Throw Out
the Life Line” in a fumbling voice. “Oh, haven’t you got an invitation?”
“What is it?” said Mrs. Hummel, darkly.
“A euchre-party! Everybody!”
Mrs. Hummel’s arms dropped limp.
“But, of course,” she said, “nobody will go.”
“They’re all wild about it!” ejaculated Mrs. Wheelock; “Mrs. Stoker
is said to have struck the psychological moment.”
Mrs. Hummel started up.
“There hasn’t been a card-party for years!” cried she; “where’ll she
get her decks? Does she carry around a trunk full? Or will she clean
out the saloons? But——” and the tears leaped up to her lashes, “I
wouldn’t be un-Christian about it.”
Mrs. Wheelock arose and laid her hands on Mrs. Hummel’s arm.
“Of course, dear, you know the only reason you wouldn’t be
invited is that you’re the preacher’s wife,” soothed she; and then,
with a puzzled air: “That must be the reason.”
Now the maid brought in an envelope. It was Mr. and Mrs.
Hummel’s invitation to Mrs. Stoker’s euchre-party. The eye of Jennie
met that of Mrs. Wheelock, as a partial relief made its way into the
breast of the preacher’s wife.
“Did you ever hear of such impudence?” she breathed.
Mrs. Stoker had a new green cottage with nine Corinthian pillars
(capitals enormously ornate) along her front porch. Within, electric
lights, white-pine woodwork, brilliant floral tributes of Axminster
carpets, and bird’s-eye maple furniture combined to produce an
effect luxurious, irrefutable.
“Oh, yes,” natty Stoker was saying to the men, “I gave him three
thousand for his ten acres. Wheelock, run over to the city with me to-
morrow and look at the Pasadena Villa Tract. I’ve a mind to pick up a
bunch of those lots.”
“O Mrs. Hummel!” came Mrs. Stoker’s winning voice, and
everybody listened. There was the purple-draped hostess flowing
toward the preacher’s wife. “I was dreadfully afraid you wouldn’t
come! I’m so” (powerful kiss) “glad you did! And dear Mr. Hummel?”
“To-night he works on his sermon,” said Mrs. Hummel, beaming
about on the faces of the alert and delightfully surprised company. “I
persuaded him to run in for me later; for I just came to look on. Of
course,” here she turned the sweet lips toward Mrs. Stoker, “you
couldn’t expect us to play.”
Mrs. Stoker put new fuel in her smile to Mrs. Hummel; and Mrs.
Hummel did likewise further fire up her smile to Mrs. Stoker; and the
edified company sat down.
The games went on with a vim that made it seem some hungry
gambling spirit, dormant in the town, rose up and reveled. Mrs.
Stoker had risked it all on her belief in the psychological moment—
and won! The town was ready for sin.
“And that little statue is the prize,” now said Mrs. Stoker, moving
about. “Mrs. Hummel, would you hold it up?”
All eyes came round in sneaking way toward Mrs. Hummel, who
grew pallid. There, on the mantel, near her hand as she stood to
watch, was the statuette—a nude Greek maid.
“Would you mind holding it up? They can’t see,” repeated Mrs.
Stoker, louder, fires in her eyes.
Hypnotized, Mrs. Hummel lifted it and saw a price tag, $7.50.
“Why,” said she, forcing into her voice the daring experiment of a
note of censure, “I didn’t know there was to be a prize!”
“Oh,” echoed Mrs. Wheelock from a distance, instilling into her
tones a strain of triumph, “I didn’t know there was to be a prize!”
“No!” chimed all the women, in mutually sanctioning delight, “we
didn’t know there was to be a prize!”
“Just a cheap little thing,” said Mrs. Stoker.
A new brightening of eyes fastened on euchre decks. The games
went on with strange excitement; for, lo! all the women had suddenly
resolved to win or ruin their nerves in the fight.
“Would you punch—while I look to the sherbet?” whispered Mrs.
Stoker to Mrs. Hummel, with new, bald patronage.
The preacher’s wife stared round. The fascination of the game
was influencing her. She felt her footing go; she saw the Stoker
triumph, the reins gone from her hand. Desperately did she leap at
this only chance to cling to the victorious vehicle of pleasure which
her rival from this night on was to drive headlong through the
Puritanic mood of Euchretown.
Mrs. Hummel punched the cards.
More fierce became the spirit of gaming, until, with final shriek of
delight, Mrs. Wheelock won the statue. Followed by jealous eyes she
took it.
“Splendid!” she cried, examining the tag and seeing $7.50. Then
she passed it round. “Beautiful!” said the women, seeing $7.50.
And the corruption of Euchretown was accomplished.
We pass hastily to the strange fury in its later vigor. From the night
of the initiative prize an extraordinary inflation went on apace.
Scarcely had a week elapsed (full of gossip at the Stoker’s
indubitable success) when Mrs. Wheelock gave a second euchre-
party. And when the guests flocked to the banker’s two-story house
in the mission style (on the fifty-foot lot which he bought for $1,400 of
Jeffreys Sassy), they were yet more morally poisoned to observe, on
the cut-glass dish which she awarded to shrieking Mrs. Botts, the
half-extinguished price-mark, $9.65.
For six days, $9.65 was a sort of tag to the town’s mental status;
when, to the thrilling of all, Mrs. George Botts did suddenly cast out
invitations; and at Mrs. Bott’s brilliant affair, Mrs. Stoker, after a
dashing race neck-and-neck with six women who all but beat her,
won a clock on the bottom of which, mysteriously blurred, the figures
$13.75 could, after careful scrutiny, be distinguished.
The value of the prize at the fourth party was $15; at the sixth,
$19; at the ninth, $25.50. Agape, the town stared ahead at its
coming dizzy course. Then Mrs. Samuel Lethwait, taciturn woman,
stupefied the inhabitants of the place by making one flying leap from
$25 to $50. Out of the ranks, out of the number of the unfeared had
Mrs. Lethwait made her daring rise.
There was an instant’s recoil. Could Mrs. Stoker, Mrs. Wheelock,
Mrs. Botts pause now? Their shoulders were at the wheel, their
hands on the flying plow which tore up such amazing furrows in the
social field. The recoil was but momentary. At the very hour when
Mrs. Botts was putting on her hat, sworn to buy a prize worth $60,
there fell into her agitated hand an invitation. Mrs. Stoker had sprung
to the breach.
A scramble for the cottage of the nine pillars. And behold on the
golden lamp there displayed as prize, were the shameless figures,
$75.00.
Now had the insanity taken general root. He who fails to
understand knows not California. The dangerous mania once
contracted, no matter what its form, must continue till the collapse. If
the gold fury of ’49, and the equally furious land boom of ’87, are not
object-lessons enough, let the sociologist recall the Belgian hares.
And if yet he doubts the historical verity of such a cast in the
California mind, let him give this euchre boom his careful
consideration. As men bid for twenty-five foot lots in San Diego in the
insane days of ’87, so did women now bid, under the thin disguise of
euchre prizes, for choice positions in the social field of Euchretown.
It was the old disease.
In two more leaps the prizes had advanced to a hundred. And,
most significant of all, seldom was the price of a prize now paid
down. The credit system had saved the day. The people of
Euchretown were not millionaires. Few felt able to toss out a
hundred with this rapid periodicity. So small first payments,
contracts, “the rest in six and twelve,” became the rule.
In the rear dust of this race, panting, tagged Mrs. Hummel. Again
and again, contrary to the will of pained Mr. Hummel (who to himself
sang “Throw Out the Life Line” in despair), did she attend, punch
cards, look on with jealous eye; yet she did not play. She was a
buffer whom the sinners held between their gaming and their
consciences. Oh, how she longed to give a party that would stagger
the general mind!
Now for a fatal three weeks Mr. Hummel was in Oregon. Two
sleepless nights his wife spent tossing, then arose feverish, stood on
the high pinnacle of temptation, and plunged down.
First she went for a prize. The price had risen to a hundred and
forty; she must act quick; now!—lest she be ruined, for the boom
waited for no man. At a furniture store she asked information on the
contract system. The dealer (who had furnished prizes) was
confused; he could not accept the Hummel’s contract. Why? she
gasped. Oh, he hastened, it was not for doubts of the Hummel
honesty; it was for doubts of the honesty of the community. In the
present furious state he did not believe the Hummels would get their
salary! Infinitely sorry, infinitely polite was he; and she went away
dazed.
But she would do it or die. One more hour of suffering brought her
back.
“I’ll mortgage our household goods,” said she, dry-eyed, “till
Hummel returns.” And he agreed.
So, Mrs. Stoker’s old slain rival rose up astonishing over the
horizon. The chill that ran through the community with Mrs.
Hummel’s invitations, gave way to white heat, and everybody, euchre
mad, now rushed to the preacher’s home.
Mrs. Hummel’s struggles had been heroic; the house was
decorated as never before, the refreshments were beyond any that
Mrs. Stoker had conceived. And on the portières (given as a prize)
the mark one hundred and fifty dollars stook forth a challenge.
Mrs. Stoker, playing recklessly, lost; and her drawn face
suggested nervous collapse and thoughts criminal. But a crisis in the
social life of Euchretown was now imminent. There was yet another
element to Mrs. Hummel’s victory; a murmur went round of the
coming ruin of Stoker. As ladies moved to tables they eyed Mrs.
Stoker, and whispered gossip; as men sat down they hinted at
revelations, speaking in one another’s ears.
“What is it?” whispered Mrs. Hummel, huskily, to Mrs. Wheelock.
“They say that Stoker is found out; that he gave false title to some
land!”
At that moment Stoker’s wild, unnatural laugh was heard.
In the final neck-and-neck sprint to the goal, Mrs. Stoker, gone to
pieces, wretched, was distanced; Mrs. Botts carried off the portières;
the party broke up, and Mrs. Hummel’s night of sinful conquering
passed into history.
When Hummel returned, the news emaciated him. He went to bed
and lay ill for a week, and nobody threw out the life line to him. Nay,
even the bed he lay on came near to being snatched from under
him. And now, with the boom trembling on the verge of collapse, with
everybody’s contracts coming due, bills began to rain upon the
preacher’s head.
“Jennie,” groaned he, “you have ruined me. See, they haven’t paid
my salary, and the furniture man is mad. We will be cast into the
street!”
Then there fell into Mrs. Hummel’s hands an envelope—“Mrs.
Stoker—at home—Friday night—euchre!”
“Why,” cried Mrs. Wheelock, bursting in with Mrs. Botts,
“everybody knows that the Stokers are on the brink of ruin. They say
he is fighting like mad to keep his head up—maybe to keep out of
jail! This is their final fling. And everybody has learned about her
prize. Guess what it is!”
“And guess what it cost!” shouted Mrs. Botts.
“I wouldn’t be un-Christian about it,” declared Jennie, “but I do
think swindlers had better hide their heads. What is the thing, then,
and what does it cost?”
There was an impressive hush.
“A bedroom set worth two hundred! And she’s let everybody know
that she paid cash down for it.”
They all gazed at one another, the fire of gaming in their eyes.
“She is making one last grand play,” said they.
One day of gloom did Mrs. Hummel pass in Hummel’s bedroom,
arguing, pleading. To Hummel, he and the whole town were gone to
the devil.
“No! Never!” cried he, receiving more duns, and shaken.
But at last toward night he arose and, haunted, went to the
furniture store. In the window was the bedroom set, and over it a
sign, “The prize for Mrs. Stoker’s euchre-party.” Staring, the
emaciated Hummel lost his soul.
“Would it cover the bill,” he whispered, hoarsely, in the dealer’s
back room, “if we won it?”
“About,” mused the dealer; “Hummel, since it’s you. I’d call it
square.”
And Hummel returned, unsteady on his feet.
Once again the cottage of the Corinthian pillars shone with the
brilliancy of a euchre evening. Stoker was making a high play to-

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Fundamentals of Anatomy & Physiology 11th Edition,

Anatomy & Physiology for Speech, Language, and Hearing,

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Unit 2 Support and Movement 18 The Cardiovascular System:

24 Metabolism and Nutrition 1034 Unit 6 Deviations from

Body 14 3.4c Acids and Bases 75

2.5 Homeostasis 23 3.5e Nucleic Acids 91

2.6 Structural Organization of the Human Body 27

4.2 The Cytoplasm and Cellular Organelles 115

4.6 Cellular Differentiation 143 6.2d Sebaceous Glands 221

5.3c Connective Tissue Proper 170 7.2b Short Bones 243

5.3d Supportive Connective Tissues 178 7.2c Flat Bones 243

5.3e Fluid Connective Tissue 181 7.2d Irregular Bones 243

7.4 F ormation and Growth of Bone

8 Axial Skeleton 278 9.4b Patella 347

8.3e Intervertebral Discs 318 10.5b Abduction and Adduction 370

11.5d Motor Units 414 13.4 Communication between Neurons 510

11.7 Smooth Muscle 419

14 Anatomy of the Nervous

15.4 Special Senses 593 17.4f The Pancreas 685

15.4a Vision 594 17.4g The Thymus 688

15.4b Taste (Gustation) 602 17.4h The Heart 688

15.4c Smell (Olfaction) 606 17.4i The Gastrointestinal Tract 688

15.4d Hearing (Audition) 607 17.4j The Kidneys 688

15.4e Equilibrium (Balance) 613 17.4k Adipose Tissue 688

18.1g Classification of Leukocytes 708 19.4d Stroke Volume 782

18.1h Platelets 712

The Heart 730 20.2b Pulse 811

22.4 Gas Exchange 935

Unit 5 Energy, Maintenance, 23.4b The Gallbladder 1009

24.1b Anabolic Reactions 1039 25.5 Additional Endocrine Activities of the

24.2a Glycolysis 1042 25.5b Erythropoiesis 1110

24.2b Citric Acid Cycle 1045 25.5c Calcium Reabsorption 1110

24.2c Oxidative Phosphorylation and the Electron 25.6 G

27.6d Spermiogenesis 1197

Outside of teaching, Dr. Co holds positions in a number of science organizations,

Features in each chapter that support student learning and suc-

A sergeant of a certain regiment of United States volunteers was

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7.4 F ormation and Growth of Bone

24.1b Anabolic Reactions 1039 25.5 Additional Endocrine Activities of the

24.2c Oxidative Phosphorylation and the Electron 25.6 G