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vi CONTENTS

2.6 Human Pedigree Analysis  58 Interference 141

Autosomal recessive disorders  59 Using ratios as diagnostics 142
Autosomal dominant disorders  61 4.3 Mapping with Molecular Markers  144
Autosomal polymorphisms 63 Single nucleotide polymorphisms 144
X-linked recessive disorders 65 Simple sequence length polymorphisms 145
X-linked dominant disorders 68 Detecting simple sequence length polymorphisms 146
Y-linked inheritance 68 Recombination analysis using molecular markers 146
Calculating risks in pedigree analysis 69 4.4 Centromere Mapping with Linear Tetrads  148
4.5 Using the Chi-Square Test to Infer Linkage  150
3 Independent Assortment of Genes  87 4.6 Accounting for Unseen Multiple Crossovers  151
3.1 Mendel’s Law of Independent Assortment  89 A mapping function 151
3.2 Working with Independent Assortment  93 The Perkins formula 152
Predicting progeny ratios 93 4.7 Using Recombination-Based Maps in
Using the chi-square test on monohybrid Conjunction with Physical Maps  154
and dihybrid ratios 96 4.8 The Molecular Mechanism of Crossing Over  155
Synthesizing pure lines 98
Hybrid vigor 99 5 The Genetics of Bacteria and 
3.3 The Chromosomal Basis of Independent Their Viruses 173
Assortment  101
5.1 Working with Microorganisms  176
Independent assortment in diploid organisms 101
Independent assortment in haploid organisms 103 5.2 Bacterial Conjugation  177
Independent assortment of combinations Discovery of conjugation 177
of autosomal and X-linked genes 104 Discovery of the fertility factor (F) 178
Recombination 104 Hfr strains 179
3.4 Polygenic Inheritance  108 Mapping of bacterial chromosomes 184

3.5 Organelle Genes: Inheritance Independent F plasmids that carry genomic fragments 188
of the Nucleus  110 R plasmids 188
Patterns of inheritance in organelles 111 5.3 Bacterial Transformation  191
Cytoplasmic segregation 113 The nature of transformation 191
Cytoplasmic mutations in humans 115 Chromosome mapping using transformation 191
mtDNA in evolutionary studies 116 5.4 Bacteriophage Genetics  192
Infection of bacteria by phages 192
4 Mapping Eukaryote Chromosomes  Mapping phage chromosomes by using phage
by Recombination 127 crosses 194
4.1 Diagnostics of Linkage  129 5.5 Transduction  196
Using recombinant frequency to recognize linkage 129 Discovery of transduction 196
How crossovers produce recombinants for linked Generalized transduction 197
genes 132 Specialized transduction 198
Linkage symbolism and terminology 132 Mechanism of specialized transduction 200
Evidence that crossing over is a breakage-and-
rejoining process 133 5.6 Physical Maps and Linkage Maps Compared 201
Evidence that crossing over takes place at
the four-chromatid stage 133 6 Gene Interaction  215
Multiple crossovers can include more than two 6.1 Interactions Between the Alleles of a
chromatids 134 Single Gene: Variations on Dominance  216
4.2 Mapping by Recombinant Frequency  135 Complete dominance and recessiveness 216
Map units 136 Incomplete dominance 218
Three-point testcross 139 Codominance 219
Deducing gene order by inspection 141 Recessive lethal alleles 220
 CONTENTS vii

6.2 Interaction of Genes in Pathways  223 Small nuclear RNAs (snRNAs): the mechanism
of exon splicing 307
Biosynthetic pathways in Neurospora 224
Self-splicing introns and the RNA world 308
Gene interaction in other types of pathways 226
8.5 Small Functional RNAs That Regulate
6.3 Inferring Gene Interactions  227
and Protect the Eukaryotic Genome  310
Sorting mutants using the complementation test 227
miRNAs are important regulators of gene expression 310
Analyzing double mutants of random mutations 231
siRNAs ensure genome stability 311
6.4 Penetrance and Expressivity  239 Similar mechanisms generate siRNA and miRNA 314

PART Ii From DNA to Phenotype 9 Proteins and Their Synthesis  319

9.1 Protein Structure  322
7 Structure and Replication 259 9.2 The Genetic Code  324
7.1 DNA: The Genetic Material  260 Overlapping versus nonoverlapping codes 325
Discovery of transformation 261 Number of letters in the codon 325
Hershey–Chase experiment 263 Use of suppressors to demonstrate a triplet code 325
Degeneracy of the genetic code 327
7.2 DNA Structure  264
Cracking the code 328
DNA structure before Watson and Crick 264
Stop codons 329
The double helix 267
9.3 tRNA: The Adapter  329
7.3 Semiconservative Replication  270
Codon translation by tRNA 331
Meselson–Stahl experiment 271
Degeneracy revisited 331
The replication fork 272
DNA polymerases 273 9.4 Ribosomes  332
Ribosome features 333
7.4 Overview of DNA Replication  274
Translation initiation, elongation, and termination 335
7.5 The Replisome: A Remarkable Replication
Nonsense suppressor mutations 338
Machine  277
9.5 The Proteome  339
Unwinding the double helix 279
Assembling the replisome: replication initiation 280 Alternative splicing generates protein isoforms 339
Posttranslational events 340
7.6 Replication in Eukaryotic Organisms  280
Eukaryotic origins of replication 280
10 Gene Isolation and Manipulation  351
DNA replication and the yeast cell cycle 281
Replication origins in higher eukaryotes 282 10.1 Overview: Isolating and Amplifying
Specific DNA Fragments  353
7.7 Telomeres and Telomerase: Replication
Termination  283 10.2 Generating Recombinant DNA Molecules  354
Genomic DNA can be cut up before cloning 355
8 RNA: Transcription and Processing  291 The polymerase chain reaction amplifies selected
regions of DNA in vitro 356
8.1 RNA  293
DNA copies of mRNA can be synthesized 358
Early experiments suggest an RNA intermediate 293
Attaching donor and vector DNA 358
Properties of RNA 294
Amplification of donor DNA inside a bacterial cell 362
Classes of RNA 294
Making genomic and cDNA libraries 366
8.2 Transcription  296
10.3 Using Molecular Probes to Find and
Overview: DNA as transcription template 296
Analyze a Specific Clone of Interest  367
Stages of transcription 298
Finding specific clones by using probes 367
8.3 Transcription in Eukaryotes  301
Finding specific clones by functional
Transcription initiation in eukaryotes 303 complementation 369
Elongation, termination, and pre-mRNA Southern- and Northern-blot analysis of DNA 371
processing in eukaryotes 304
10.4 Determining the Base Sequence of a
8.4 Intron Removal and Exon Splicing  307 DNA Segment  374
viii CONTENTS

10.5 Aligning Genetic and Physical Maps to Gal4 regulates multiple genes through upstream
Isolate Specific Genes  377 activation sequences 436

Using positional cloning to identify a human-disease The Gal4 protein has separable DNA-binding
gene 378 and activation domains 438

Using fine mapping to identify genes 379 Gal4 activity is physiologically regulated 439
Gal4 functions in most eukaryotes 439
10.6 Genetic Engineering  382
Activators recruit the transcriptional machinery 440
Genetic engineering in Saccharomyces cerevisiae 383
The control of yeast mating type: combinatorial
Genetic engineering in plants 383 interactions 440
Genetic engineering in animals 386 12.3 Dynamic Chromatin  443
Chromatin-remodeling proteins and gene activation 444
   11 Regulation of Gene Expression  Modification of histones 445
in Bacteria and Their Viruses 397 Histone methylation can activate or repress
11.1 Gene Regulation  399 gene expression 448
The basics of prokaryotic transcriptional The inheritance of histone modifications and
regulation: genetic switches 400 chromatin structure 448
A first look at the lac regulatory circuit 401 Histone variants 449

11.2 Discovery of the lac System: Negative Control 404 DNA methylation: another heritable mark that
influences chromatin structure 449
Genes controlled together 405
12.4 Activation of Genes in a Chromatin
Genetic evidence for the operator and repressor 405
Environment  450
Genetic evidence for allostery 407
The β-interferon enhanceosome 451
Genetic analysis of the lac promoter 408
Enhancer-blocking insulators 452
Molecular characterization of the Lac repressor
and the lac operator 408 12.5 Long-Term Inactivation of Genes in a
Genetic analysis of the lac promoter 408 Chromatin Environment  454
Molecular characterization of the Lac repressor Mating-type switching and gene silencing 454
and the lac operator 408 Heterochromatin and euchromatin compared 455
11.3 Catabolite Repression of the lac Operon: Position-effect variegation in Drosophila reveals
Positive Control  409 genomic neighborhoods 456
Genetic analysis of PEV reveals proteins necessary
The basics of lac catabolite repression:
for heterochromatin formation 457
choosing the best sugar to metabolize 410
The structures of target DNA sites 410 12.6 Gender-Specific Silencing of Genes
and Whole Chromosomes  460
A summary of the lac operon 411
Genomic imprinting explains some unusual
11.4 Dual Positive and Negative Control:
patterns of inheritance 460
The Arabinose Operon  413
But what about Dolly and other cloned mammals? 461
11.5 Metabolic Pathways and Additional
Silencing an entire chromosome: X-chromosome
Levels of Regulation: Attenuation  414 inactivation 462
11.6 Bacteriophage Life Cycles: More 12.7 Post-Transcriptional Gene Repression
Regulators, Complex Operons  417 by miRNAs  463
Molecular anatomy of the genetic switch 421
Sequence-specific binding of regulatory proteins 13 The Genetic Control of Development  469
to DNA 422
11.7 Alternative Sigma Factors Regulate Large 13.1 The Genetic Approach to Development  471
Sets of Genes  423 13.2 The Genetic Toolkit for Drosophila
Development  474
Classification of genes by developmental function 474
12 Regulation of Gene Expression 
Homeotic genes and segmental identity 474
in Eukaryotes 431
Organization and expression of Hox genes 476
12.1 Transcriptional Regulation in Eukaryotes:
The homeobox 478
An Overview  432
Clusters of Hox genes control development in
12.2 Lessons from Yeast: The GAL System  436 most animals 479
 CONTENTS ix

13.3 Defining the Entire Toolkit  482 14.7 Functional Genomics and Reverse
The anteroposterior and dorsoventral axes 483 Genetics  536
Expression of toolkit genes 484 “’Omics” 536

13.4 Spatial Regulation of Gene Expression Reverse genetics 539

in Development  487
Maternal gradients and gene activation 488
Mutation, variation,
PART iIi
Drawing stripes: integration of gap-protein inputs 489
and evolution
Making segments different: integration of Hox inputs 491
13.5 Post-transcriptional Regulation of Gene 15 The Dynamic Genome: Transposable 
Expression in Development  494 Elements 547
RNA splicing and sex determination in Drosophila 494
15.1 Discovery of Transposable Elements in
Regulation of mRNA translation and cell lineage
Maize 549
in C. elegans 496
McClintock’s experiments: the Ds element 549
Translational control in the early embryo 496
Autonomous and nonautonomous elements 550
miRNA control of developmental timing in
C. elegans and other species 499 Transposable elements: only in maize? 552

13.6 From Flies to Fingers, Feathers, and Floor

15.2 Transposable Elements in Prokaryotes 553
Plates: The Many Roles of Individual Bacterial insertion sequences 553
Toolkit Genes  500 Prokaryotic transposons 554
13.7 Development and Disease  501 Mechanism of transposition 556

Polydactyly 501 15.3 Transposable Elements in Eukaryotes 558

Holoprosencephaly 502 Class 1: retrotransposons 558
Cancer as a developmental disease 502 Class 2: DNA transposons 562
Utility of DNA transposons for gene discovery 564
14 Genomes and Genomics  507 15.4 The Dynamic Genome: More Transposable
Elements Than Ever Imagined 566
14.1 The Genomics Revolution  510
14.2 Obtaining the Sequence of a Genome  511 Large genomes are largely transposable elements 567

Turning sequence reads into an assembled sequence 511 Transposable elements in the human genome 568

Whole-genome sequencing 513 The grasses: LTR-retrotransposons thrive in large

genomes 569
Traditional WGS 513
Safe havens 569
Next-generation whole-genome shotgun sequencing 514
15.5 Regulation of Transposable Element
Whole-genome-sequence assembly 517
Movement by the Host 571
14.3 Bioinformatics: Meaning from Genomic
Genome surveillance in animals and bacteria 573
Sequence  519
The nature of the information content of DNA 519
Deducing the protein-encoding genes from genomic 16 Mutation, Repair, and Recombination 581
sequence 520
16.1 The Phenotypic Consequences of DNA
14.4 The Structure of the Human Genome  524 Mutations 583
Noncoding functional elements in the genome 525
Types of point mutation 583
14.5 The Comparative Genomics of Humans The molecular consequences of point mutations
with Other Species  527 in a coding region 584
Phylogenetic inference 527 The molecular consequences of point mutations
Of mice and humans 530 in a noncoding region 586
Comparative genomics of chimpanzees and humans 532 16.2 The Molecular Basis of Spontaneous
14.6 Comparative Genomics and Human Mutations 586
Medicine  532 Luria and Delbrück fluctuation test 586
The exome and personalized genomics 533 Mechanisms of spontaneous mutations 588
Comparative genomics of nonpathogenic and Spontaneous mutations in humans: trinucleotide-
pathogenic E. coli 534 repeat diseases 591
x CONTENTS

16.3 The Molecular Basis of Induced Mutations 593 The inbreeding coefficient 680
Mechanisms of mutagenesis 593 Population size and inbreeding 682
The Ames test: evaluating mutagens in our 18.4 Genetic Variation and Its Measurement 684
environment 595
18.5 The Modulation of Genetic Variation 687
16.4 Biological Repair Mechanisms 596
New alleles enter the population: mutation and
Direct reversal of damaged DNA 597 migration 687
Base-excision repair 598 Recombination and linkage disequilibrium 689
Nucleotide-excision repair 599 Genetic drift and population size 691
Postreplication repair: mismatch repair 602 Selection 696
Error-prone repair: translesion DNA synthesis 604 Forms of selection 698
Repair of double-strand breaks 606 Balance between mutation and drift 702
The involvement of DSB repair in meiotic Balance between mutation and selection 703
recombination 608
18.6 Biological and Social Applications 704
16.5 Cancer: An Important Phenotypic
Conservation genetics 704
Consequence of Mutation 609
Calculating disease risks 705
How cancer cells differ from normal cells 609
DNA forensics 706
Mutations in cancer cells 609
Googling your DNA mates 707

17 Large-Scale Chromosomal Changes 617

19 The Inheritance of Complex Traits 715
17.1 Changes in Chromosome Number 618
Aberrant euploidy 619 19.1 Measuring Quantitative Variation 717
Aneuploidy 627 Types of traits and inheritance 717

The concept of gene balance 632 The mean 718

The variance 719
17.2 Changes in Chromosome Structure 634
The normal distribution 721
Deletions 637
Duplications 640 19.2 A Simple Genetic Model for Quantitative
Traits 722
Inversions 642
Genetic and environmental deviations 722
Reciprocal translocations 645
Genetic and environmental variances 724
Robertsonian translocations 647
Correlation between variables 725
Applications of inversions and translocations 648
Rearrangements and cancer 649 19.3 Broad-Sense Heritability: Nature Versus
Nurture 727
Identifying chromosome mutations by genomics 650
Measuring heritability in humans using twin studies 728
17.3 Overall Incidence of Human Chromosome
19.4 Narrow-Sense Heritability: Predicting
Mutations 651
Phenotypes 731
Gene action and the transmission of
18 Population Genetics 665 genetic variation 732
The additive and dominance effects 733
18.1 Detecting Genetic Variation 666
A model with additivity and dominance 734
Single nucleotide polymorphisms (SNPs) 667
Narrow-sense heritability 736
Microsatellites 668
Predicting offspring phenotypes 739
Haplotypes 669
Selection on complex traits 740
Other sources and forms of variation 670
The HapMap Project 671 19.5 Mapping QTL in Populations with Known
Pedigrees 742
18.2 The Gene-Pool Concept and the Hardy– The basic method 743
Weinberg Law 672
From QTL to gene 747
18.3 Mating Systems 677
19.6 Association Mapping in Random-Mating
Assortative mating 677 Populations 742
Isolation by distance 678 The basic method 751
Inbreeding 679 GWA, genes, disease, and heritability 752
 CONTENTS xi

20 Evolution of Genes and Traits 761 Gene inactivation 781

Regulatory-sequence evolution 782
20.1 Evolution by Natural Selection 764
Loss of characters through regulatory-sequence
20.2 Natural Selection in Action: An Exemplary
evolution 783
Case 766
Regulatory evolution in humans 785
The selective advantage of HbS 768
20.6 The Origin of New Genes and Protein
The molecular origins of HbS 770
Functions 786
20.3 Molecular Evolution: The Neutral Theory 771
Expanding gene number 787
The development of the neutral theory 771 The fate of duplicated genes 788
The rate of neutral substitutions 772
A Brief Guide to Model Organisms 793
The signature of purifying selection on DNA 772
Appendix A: Genetic Nomenclature 809
20.4 Cumulative Selection and Multistep Paths
to Functional Change 774 Appendix B: Bioinformatics Resources for
Multistep pathways in evolution 774 Genetics and Genomics 810

The signature of positive selection on DNA sequences 778 Glossary 813

20.5 Morphological Evolution 779 Answers to Selected Problems 833
Adaptive changes in a pigment-regulating protein 779 Index 845
This page intentionally left blank
 Preface

S
ince its first edition in 1974, Introduction to Genetic Analysis has emphasized
the power and incisiveness of the genetic approach in biological research
and its applications. Over its many editions, the text has continuously ex-
panded its coverage as the power of traditional genetic analysis has been extended
with the introduction of recombinant DNA technology and then genomics. In the
eleventh edition, we continue this tradition and show how the flowering of this
powerful type of analysis has been used for insight into research in biology, agri-
culture, and human health.

Pedagogical Tools
One of the important new features in this edition is the inclusion of
lists of learning outcomes at the beginning of each chapter. Learning LEARNING OUTCOMES
outcomes are crucial components of understanding. One of the tenets After completing this chapter, you will be able to
of the constructivist theory of learning is that although understand- • Perform a quantitative analysis of the
ing might be a series of new mental circuits, the learner can never be progeny of a dihybrid testcross to assess
sure of what is in his or her brain until called upon for some type of whether or not the two genes are linked on
performance. Indeed, understanding has even been defined by some the same chromosome.
as flexible performance capacity. The lists of goals show learners what • Extend the same type of analysis to several
precise performances are expected of them. The notes that follow loci to produce a map of the relative positions
of loci on a chromosome.
show how the benefits of the learning outcomes in this book can be
maximized for instructors who wish to use them. • In ascomycete fungi, map the centromeres
to other linked loci.
Classroom sessions large and small (for example, lectures and
tutorials) should be structured as far as possible on learning out- • In asci, predict allele ratios stemming from
specific steps in the heteroduplex model of
comes closely paralleling those in these chapters. At various stages crossing over.
in the classes students should be asked to demonstrate their under-
standing of the material just covered by attaining one or more learn-
ing outcomes. In writing examination or test questions, the instructor should try
to stick closely to learning outcomes. When reviewing test results, show in what
ways the outcomes have been attained or not attained by the learner.
Students should read the list of learning outcomes before embarking on a
chapter. Although it will not be possible to understand most of them before read-
ing the chapter, their wording gives a good idea of the lay of the land, and shows
the extent of what the instructor’s expectations are. Ideally, after reading a sec-
tion of the chapter, it is a good idea for a student to go back to the list and match
the material covered to an outcome. This process should be repeated at the end
of the chapter by scanning the sections and making a complete match with each
outcome as far as possible. In solving the end-of-chapter problems, try to focus
effort on the skills described in the learning outcomes. Students should use the
learning outcomes for rapid review when studying for exams; they should try to
imagine ways that they will be expected to demonstrate understanding through
the application of the outcomes.
The general goal of a course in genetics is to learn how to think and work like a
geneticist. The learning outcomes can fractionate this general goal into the many
different skills required in this analytical subject.
In this edition we have replaced “Messages” with “Key Concepts.” Messages
have been in the book since its first edition in 1974. In the 1960s and 1970s, per-
haps due to the popularity of Marshall McLuhan’s principle “The medium is the
message,” the word message was in common use, and teachers were often asked,
“What is your message?” Although with the rise of electronic media it is perhaps
time for a resurgence of McLuhan’s principle, we felt that the word message no
longer has the meaning it had in 1974.
xiii
xiv PREFACE

New Coverage of Modern Genetic Analysis

One of our goals is to show how identifying genes and their interactions is a powerful
tool for understanding biological properties. In the eleventh edition, we present a com-
pletely rewritten introductory Chapter 1, with a focus on modern applications of genet-
ics. From there, the student follows the process of a traditional genetic dissection, start-
ing with a step-by-step coverage of single-gene identification in Chapter 2, gene
mapping in Chapter 4, and identifying pathways and networks by studying gene inter-
actions in Chapter 6. New genomic approaches to identifying and locating genes are
explored in Chapters 10, 14, and 19.

Flood-intolerant and flood-tolerant rice SUB1 gene increases rice yield under flooding

6.0

5.0

4.0

Yield (t ha–1)
3.0

2.0
Swarna
1.0
Swarna-Sub1
0.0
0 5 10 15 20 25 30
Duration of submergence (days)

F I G U R E 1- 2 1 Yield comparison between variety Swarna that

is not tolerant to flooding (purple circles) and variety Swarna-Sub1
FIGURE 1-20 An Indian farmer with rice variety Swarna that is not tolerant to
that is tolerant (green circles). Yield in tons per hectare ( y-axis)
flooding (left) compared to variety Swarna-sub1 that is tolerant (right). This field
was flooded for 10 days. The photo was taken 27 days after the flood waters versus duration of flooding in days (x-axis). [  Data from Ismail et
receded. [    Ismail et al., “The contribution of submergence-tolerant (Sub 1) rice varieties to al., “The contribution of submergence-tolerant (Sub 1) rice
food security in flood-prone rainfed lowland areas in Asia,” Field Crops Research 152, varieties to food security in flood-prone rainfed lowland areas
2013, 83–93, © Elsevier.] in Asia,” Field Crops Research 152, 2013, 83–93.]

• A reconceptualized Chapter 1 now piques student interest in genetics by

presenting a selection of modern applications in biology, evolution, medicine,
and agriculture. After a brief history of the study of genetics and a review of
some fundamentals, the chapter describes four stories of how genetics is used
today.
• Classical genetic dissection is given a more gradual introduction in Chapters
2 and 4. Chapter 2 begins with a new introduction to forward genetics and
the role of genetic analysis in identifying traits of single-gene inheritance.
Crosses are depicted visually as well as mathematically. The concepts of
dominance and recessiveness are explained in terms of haplosufficiency
and haploinsufficiency. The use of chi-square analysis in Chapter 4 has been
rewritten for clarity.
• The modern application of genetics introduced in Chapter 1 continues in
Chapter 14 by applying new genomic techniques such as RNA-seq and exome
sequencing, which are introduced to solve problems in medicine. The search
for meaning in noncoding segments of the genome is an important frontier in
genomics, and the ENCODE project has been added to this chapter to represent
that search.
 PREFACE xv

Focus on Key Advances in Genetics

We have enhanced coverage of several cutting-edge topics Modifications of histone tails
in the eleventh edition.
(a)

Chromatin remodeling and epigenetics: Previously

spread among several chapters, the flourishing field of
epigenetics is now consolidated and completely updated H2B H2A H2B H2A H2B H2A

in Chapter 12. In section 12.3, “Dynamic Chromatin,” H4 H3 H4 H3 H4 H3

we discuss the three major mechanisms of altering chro-

matin structure: chromatin remodeling, histone modifi-
cation, and histone variants. Changes throughout this A
(b) A A
section provide more detail and clarity, based on recent Lys
Lys
A A
Lys
advances in the field. Glu Lys
H2B H2A
Lys

M
A
A A H4 H3
Genome surveillance: Cutting-edge research in trans- Ser
A Lys
Lys
M A A
A
M
Lys Lys A A
posable elements has uncovered genome surveillance Lys
Ser Lys
Lys
Lys
Lys
Ser Lys
systems in plants, animals, and bacteria similar to that
previously identified in C. elegans. Chapter 15 now pro-
F igure 12 -13 (a) Histone tails protrude from the nucleosome core (purple).
vides an overview of piRNAs in animals and crRNAs in (b) Examples of histone tail modifications are shown. Circles with A represent
bacteria, and allows students to compare and contrast acetylation while circles with M represent methylation. See text for details.
those approaches to Tc1 elements in worms and MITEs in
plants.

Inactivation of TEs following insertion into pi-clusters

TEs insert randomly

into chromosome. pi-cluster

Some TEs insert

into pi-cluster.

Transcription Transcription

Inactive element
not transcribed
Processing Processing

piRNA mRNA

piwi-
Argonaute Translation

Anneal and degrade Transposase protein

complementary
TE mRNA.
F igure 15 - 2 7 Insertion of the green and pink transposons
into a pi-cluster in the genome results in the degradation of
Transposition of
Genome surveillance “yellow” elements in
transcripts from these two transposons by the steps shown and
genome described in the text. In contrast, the yellow transposon will
remain active until copies insert by chance into a pi-cluster.
xvi PREFACE

Enduring Features
Coverage of model organisms
The eleventh edition retains the enhanced coverage of model systems in formats
that are practical and flexible for both students and instructors.
• Chapter 1 introduces some key genetic model organisms and highlights some of
the successes achieved through their use.
• Model Organism boxes presented in context where appropriate provide
additional information about the organism in nature and its use experimentally.
• A Brief Guide to Model Organisms, at the back of the book, provides quick
access to essential, practical information about the uses of specific model
organisms in research studies.
• An Index to Model Organisms, on the endpapers at the back of the book,
provides chapter-by-chapter page references to discussions of specific
organisms in the text, enabling instructors and students to easily find and
assemble comparative information across organisms.

Problem sets
No matter how clear the exposition, deep understanding requires the student to
personally engage with the material. Hence our efforts to encourage student prob-
lem solving. Building on its focus on genetic analysis, the eleventh edition provides
students with opportunities to practice problem-solving skills—both in the text and
online through the following features.
• Versatile Problem Sets. Problems span the full range of degrees of
difficulty. They are categorized according to level of difficulty—basic or
challenging.
• Working with the Figures. An innovative set of problems included at the
back of each chapter asks students pointed questions about figures in the
chapter. These questions encourage students to think about the figures and
help them to assess their understanding of key concepts.
• Solved Problems. Found at the end of each chapter, these worked examples
illustrate how geneticists apply principles to experimental data.
• Unpacking the Problems. A genetics problem draws on a complex matrix
of concepts and information. “Unpacking the Problem” helps students learn
to approach problem solving strategically, one step at a time, concept on
concept.
• NEW Multiple-choice versions of the end-of-chapter
problems are available on our online LaunchPad for quick gradable quizzing
and easily gradable homework assignments. The Unpacking the Problem
tutorials from the text have been converted to in-depth online tutorials and
expanded to help students learn to solve problems and think like a geneticist.
New videos demonstrate how to solve selected difficult problems.

How genetics is practiced today

A feature called “What Geneticists Are Doing Today” suggests how genetic tech-
niques are being used today to answer specific biological questions, such as “What
is the link between telomere shortening and aging?” or “How can we find missing
components in a specific biological pathway?”
 PREFACE xvii

Media and Supplements

The LaunchPad is a dynamic, fully integrated learning environment that brings

together all the teaching and learning resources in one place. It features the fully inter-
active e-Book, end-of-chapter practice problems now assignable as homework, anima-
tions, and tutorials to help students with difficult-to-visualize concepts.
This learning system also includes easy-to-use, powerful assessment tracking
and grading tools, a personalized calendar, an announcement center, and communi-
cation tools all in one place to help you manage your course. Some examples:

• Hundreds of self-graded end-of-chapter problems allow students to

practice their problem-solving skills. Most of the open-ended end-of-chapter
questions have been carefully rewritten to create high-quality, analytical
multiple-choice versions for assigning.
• Animations help students visualize genetics.
• Unpacking the Problem tutorials from the text have been converted and
expanded to help students learn to solve problems and think like a geneticist.
These in-depth online tutorials guide students toward the solution, offering
guidance as needed via hints and detailed feedback.
• NEW Problem-solving videos walk students through solving difficult
problems from the text.

Teaching resources for instructors

Electronic teaching resources are available online at the LaunchPad, at
http://www.whfreeman.com/launchpad/iga11e

Includes all the electronic resources listed below for teachers. Contact your W. H.
Freeman sales representative to learn how to log on as an instructor.
e-Book
The e-Book fully integrates the text and its interactive media in a format that features
a variety of helpful study tools (full-text, Google-style searching; note taking; book-
marking; highlighting; and more). Available as a stand-alone item or on the LaunchPad.

Clicker Questions
Jump-start discussions, illuminate important points, and promote better conceptual
understanding during lectures.
Layered PowerPoint Presentations
Illuminate challenging topics for students by deconstructing intricate genetic con-
cepts, sequences, and processes step-by-step in a visual format.
All Images from the Text
More than 500 illustrations can be downloaded as JPEGs and PowerPoint slides. Use
high-resolution images with enlarged labels to project clearly for lecture hall presen-
tations. Additionally, these JPEG and PowerPoint files are available without labels
for easy customization in PowerPoint.
67 Continuous-Play Animations
A comprehensive set of animations, updated and expanded for the eleventh edition,
covers everything from basic molecular genetic events and lab techniques to analyzing
crosses and genetic pathways. The complete list of animations appears on page xix.
xviii Preface

Assessment Bank
This resource brings together a wide selection of genetics problems for use in test-
ing, homework assignments, or in-class activities. Searchable by topic and pro-
vided in MS Word format, as well as in LaunchPad and Diploma, the assessment
bank offers a high level of flexibility.

Student Solutions Manual

(ISBN: 1-4641-8794-0)
The Student Solutions Manual contains complete worked-out solutions to all the
problems in the textbook, including the “Unpacking the Problem” exercises. Avail-
able on the LaunchPad and the Instructor’s Web site as easy-to-print Word files.

Understanding Genetics: Strategies for Teachers and Learners in

Universities and High Schools
(ISBN: 0-7167-5216-6)
Written by Anthony Griffiths and Jolie-Mayer Smith, this collection of articles
focuses on problem solving and describes methods for helping students improve
their ability to process and integrate new information.

Resources for students

at http://www.whfreeman.com/launchpad/iga11e
LaunchPad 6-month Access Card (ISBN: 1-4641-8793-2)
The LaunchPad contains the following resources for students:

• Self-Graded End-of-Chapter Problems: To allow students to practice their

problem-solving skills, most of the open-ended end-of-chapter questions
have been carefully rewritten to create high-quality, analytical multiple-
choice versions for assigning.
• Online Practice Tests: Students can test their understanding and receive
immediate feedback by answering online questions that cover the core
concepts in each chapter. Questions are page referenced to the text for easy
review of the material.
• Animations: A comprehensive set of animations, updated and expanded
for the eleventh edition, covers everything from basic molecular genetic
events and lab techniques to analyzing crosses and genetic pathways. The
complete list of animations appears on the facing page.
• Interactive “Unpacking the Problem”: An exercise from the problem set for
many chapters is available online in interactive form. As with the text
version, each Web-based “Unpacking the Problem” uses a series of questions
to step students through the thought processes needed to solve a problem.
The online version offers immediate feedback to students as they work
through the problems as well as convenient tracking and grading functions.
Authored by Craig Berezowsky, University of British Columbia.
• NEW Problem-Solving Videos: Twenty-five problem-solving videos walk
students through solving difficult problems from the text.

Student Solutions Manual (ISBN: 1-4641-8794-0)

The Solutions Manual contains complete worked-out solutions to all the problems
in the textbook, including the “Unpacking the Problem” exercises. Used in con-
junction with the text, this manual is one of the best ways to develop a fuller
appreciation of genetic principles.
 Preface xix

Other genomic and bioinformatic resources for students:

Text Appendix A, Genetic Nomenclature, lists model organisms and their nomenclature.
Text Appendix B, Bioinformatic Resources for Genetics and Genomics, builds on the
theme of introducing students to the latest genetic research tools by providing stu-
dents with some valuable starting points for exploring the rapidly expanding uni-
verse of online resources for genetics and genomics.

Animations
Sixty-seven animations are fully integrated with the content and figures in the text
chapters. These animations are available on the LaunchPad and the Book Compan-
ion site.

CHAPTER 1
A Basic Plant Cross (Figure 1-3)
The Central Dogma (Figure 1-10)

CHAPTER 2
Mitosis (Chapter Appendix 2-1)
Meiosis (Chapter Appendix 2-2)
X-Linked Inheritance in Flies (Figure 2-17)

CHAPTER 3
Punnett Square and Branch Diagram Methods for Predicting the Outcomes
of Crosses (Figure 3-4)
Meiotic Recombination Between Unlinked Genes by Independent Assortment
(Figures 3-8 and 3-13)
Analyzing a Cross: A Solved Problem (Solved Problem 2)

CHAPTER 4
Crossing Over Produces New Allelic Combinations (Figures 4-2 and 4-3)
Meiotic Recombination Between Linked Genes by Crossing Over (Figure 4-7)
A Molecular Model of Crossing Over (Figure 4-21)
A Mechanism of Crossing Over: A Heteroduplex Model (Figure 4-21)
A Mechanism of Crossing Over: Genetic Consequences of the Heteroduplex Model
Mapping a Three-Point Cross: A Solved Problem (Solved Problem 2)

CHAPTER 5
Bacterial Conjugation and Mapping by Recombination (Figures 5-11 and 5-17)

CHAPTER 6
Interactions Between Alleles at the Molecular Level, RR: Wild-Type
Interactions Between Alleles at the Molecular Level, rr: Homozygous
Recessive, Null Mutation
Interactions Between Alleles at the Molecular Level, r ′r ′: Homozygous
Recessive, Leaky Mutation
Interactions Between Alleles at the Molecular Level, Rr: Heterozygous,
Complete Dominance
Screening and Selecting for Mutations
A Model for Synthetic Lethality (Figure 6-20)

CHAPTER 7
DNA Replication: The Nucleotide Polymerization Process (Figure 7-15)
DNA Replication: Coordination of Leading and Lagging Strand Synthesis
(Figure 7-20)
DNA Replication: Replication of a Chromosome (Figure 7-23)
xx Preface

CHAPTER 8
Transcription in Prokaryotes (Figures 8-7 to 8-10)
Transcription in Eukaryotes (Figures 8-12 and 8-13)
Mechanism of RNA Splicing (Figures 8-16 and 8-17)

CHAPTER 9
Peptide-Bond Formation (Figure 9-2)
tRNA Charging (Figure 9-7)
Translation (Figure 9-14 to 9-16)
Nonsense Suppression at the Molecular Level: The rod ns Nonsense Mutation
(Figure 9-18)
Nonsense Suppression at the Molecular Level: The tRNA Nonsense Suppressor
(Figure 9-18)
Nonsense Suppression at the Molecular Level: Nonsense Suppression of the rod ns
Allele (Figure 9-18)

CHAPTER 10
Polymerase Chain Reaction (Figure 10-3)
Plasmid Cloning (Figure 10-9)
Finding Specific Cloned Genes by Functional Complementation: Functional
Complementation of the Gal− Yeast Strain and Recovery of the Wild-Type
GAL gene
Finding Specific Cloned Genes by Functional Complementation: Making a Library
of Wild-Type Yeast DNA
Finding Specific Cloned Genes by Functional Complementation: Using the Cloned
GAL Gene as a Probe for GAL mRNA
SDS Gel Electrophoresis and Immunoblotting
Dideoxy Sequencing of DNA (Figure 10-17)
Creating a Transgenic Mouse (Figures 10-29 and 10-30)

CHAPTER 11
Regulation of the Lactose System in E. coli: Assaying Lactose Presence/Absence
Through the Lac Repressor (Figure 11-6)
Regulation of the Lactose System in E. coli: OC lac Operator Mutations
(Figure 11-8)
Regulation of the Lactose System in E. coli: I− Lac Repressor Mutations
(Figure 11-9)
Regulation of the Lactose System in E. coli: IS Lac Superrepressor Mutations
(Figure 11-10)

CHAPTER 12
Three-Dimensional Structure of Nuclear Chromosomes (Figure 12-11)
Gal4 Binding and Activation (Figures 12-6 through 12-9)
Chromatin Remodeling (Figures 12-13 and 12-14)

CHAPTER 13
Drosophila Embryonic Development
Sex Determination in Flies (Figure 13-23)

CHAPTER 14
DNA Microarrays: Using an Oligonucleotide Array to Analyze Patterns of
Gene Expression (Figure 14-20)
DNA Microarrays: Synthesizing an Oligonucleotide Array
Yeast Two-Hybrid Systems (Figure 14-21)
 Preface xxi

CHAPTER 15
Replicative Transposition (Figure 15-9)
Life Cycle of a Retrovirus (Figure 15-11)
The Ty1 Mechanism of Retrotransposition (Figures 15-13 and 15-14)

CHAPTER 16
Replication Slippage Creates Insertion or Deletion Mutations (Figure 16-8)
UV-Induced Photodimers and Excision Repair (Figure 16-19)
Base-Excision Repair, Nucleotide Excision Repair, and Mismatch Repair
(Figures 16-20, 16-22, and 16-23)

CHAPTER 17
Autotetraploid Meiosis (Figure 17-6)
Meiotic Nondisjunction at Meiosis I (Figure 17-12)
Meiotic Nondisjunction at Meiosis II (Figure 17-12)
Chromosome Rearrangements: Paracentric Inversion, Formation of
Paracentric Inversions (Figure 17-27)
Chromosome Rearrangements: Paracentric Inversion, Meiotic Behavior
of Paracentric Inversions (Figure 17-28)
Chromosome Rearrangements: Reciprocal Translocation, Formation of
Reciprocal Translocations (Figure 17-30)
Chromosome Rearrangements: Reciprocal Translocation, Meiotic Behavior
of Reciprocal Translocations (Figure 17-30)
Chromosome Rearrangements: Reciprocal Translocation, Pseudolinkage
of Genes by Reciprocal Translocations (Figure 17-32)

Acknowledgments
We extend our thanks and gratitude to our colleagues who reviewed this edition and whose insights and advice were
most helpful:

Anna Allen, Howard University Craig Coleman, Brigham Young University

Melissa Antonio, California Baptist University Matthew Collier, Wittenberg University
Dave Bachoon, Georgia College & State University Shannon Compton, University of Massachusetts–Amherst
Brianne Barker, Drew University Diane Cook, Louisburg College
Lina Begdache, Binghamton University Victoria Corbin, University of Kansas
Edward Berger, Dartmouth College Claudette Davis, George Mason University
Aimee Bernard, University of Colorado Denver Ann Marie Davison, Kwantlen Polytechnic University
Jaime Blair, Franklin & Marshall College Elizabeth De Stasio, Lawrence University
Jay Brewster, Pepperdine University Matt Dean, University of Southern California
Doug Broadfield, Florida Atlantic University Michael Dohm, Chaminade University
Mirjana Brockett, Georgia Institute of Technology Robert Dotson, Tulane University
Judy Brusslan, California State University, Long Beach Chunguang Du, Montclair State University
Gerald Buldak, Loyola University Chicago Erastus Dudley, Huntingdon College
Aaron Cassill, University of Texas at San Antonio Edward Eivers, California State University, Los Angeles
Helen Chamberlin, Ohio State University Robert Farrell, Penn State University
Henry Chang, Purdue University David Foltz, Louisiana State University
Randolph Christensen, Coe College Wayne Forrester, Indiana University
Mary Clancy, University of New Orleans Rachael French, San Jose State University
xxii Preface

Shirlean Goodwin, University of Memphis Ann Murkowski, North Seattle Community College
Topher Gee, UNC Charlotte Saraswathy Nair, University of Texas at Brownsville
John Graham, Berry College Sang-Chul Nam, Texas A&M International University
Theresa Grana, University of Mary Washington Scot Nelson, University of Hawaii at Manoa
Janet Guedon, Duquesne University Brian Nichols, University of Illinois at Chicago
Patrick Gulick, Concordia University Todd Nickle, Mount Royal University
Richard Heineman, Kutztown University Juliet Noor, Duke University
Anna Hicks, Memorial University Mohamed Noor, Duke University
Susan Hoffman, Miami University Daniel Odom, California State University, Northridge
Stanton Hoegerman, College of William and Mary Kirk Olsen, East Los Angeles College
Margaret Hollingsworth, University at Buffalo Kavita Oommen, Georgia State University
Nancy Huang, Colorado College Maria Orive, University of Kansas
Jeffrey Hughes, Millikin University Laurie Pacarynuk, University of Lethbridge
Varuni Jamburuthugoda, Fordham University Patricia Phelps, Austin Community College
Pablo Jenik, Franklin & Marshall College Martin Poenie, University of Texas at Austin
Aaron Johnson, University of Colorado School Jennifer Powell, Gettysburg College
of Medicine Robyn Puffenbarger, Bridgewater College
Anil Kapoor, University of La Verne Jason Rauceo, John Jay College (CUNY)
Jim Karagiannis, University of Western Ontario Eugenia Ribiero-Hurley, Fordham University
Kathleen Karrer, Marquette University Ronda Rolfes, Georgetown University
Jessica Kaufman, Endicott College Edmund Rucker, University of Kentucky
Darrell Killian, Colorado College Jeffrey Sands, Lehigh University
Dennis Kraichely, Cabrini College Monica Sauer, University of Toronto at Scarborough, UTSC
Anuj Kumar, University of Michigan Ken Saville, Albion College
Janice Lai, Austin Community College Pratibha Saxena, University of Texas at Austin
Evan Lau, West Liberty University Jon Schnorr, Pacific University
Min-Ken Liao, Furman University Malcolm Schug, University of North Carolina at
Sarah Lijegren, University of Mississippi Greensboro
Renyi Liu, University of California, Riverside Deborah Schulman, Lake Erie College
Diego Loayza, Hunter College Allan Showalter, Ohio University
James Lodolce, Loyola University Chicago Elaine Sia, University of Rochester
Joshua Loomis, Nova Southeastern University Robert Smith, Nova Southeastern University
Amy Lyndaker, Ithaca College Joyce Stamm, University of Evansville
Jessica Malisch, Claremont McKenna College Tara Stoulig, Southeastern Louisiana University
Patrick Martin, North Carolina A&T State University Julie Torruellas Garcia, Nova Southeastern University
Presley Martin, Hamline University Virginia Vandergon, California State University,
Dmitri Maslov, University of California, Riverside Northridge
Maria Julia Massimelli, Claremont McKenna College Charles Vigue, University of New Haven
Endre Mathe, Vasile Goldis Western University of Arad Susan Walsh, Rollins College
Herman Mays, University of Cincinnati Michael Watters, Valparaiso University
Thomas McGuire, Penn State Abington Roger Wartell, Georgia Institute of Technology
Mark Meade, Jacksonville State University Matthew White, Ohio University
Ulrich Melcher, Oklahoma State University Dwayne Wise, Mississippi State University
Philip Meneely, Haverford College Andrew Wood, Southern Illinois University
Ron Michaelis, Rutgers University Mary Alice Yund, UC Berkeley Extension
Chris Mignone, Berry College Malcom Zellars, Georgia State University
Sarah Mordan-McCombs, Franklin College of Indiana Deborah Zies, University of Mary Washington
 Preface xxiii

Tony Griffiths would like to acknowledge the pedagogical insights of David

Suzuki, who was a co-author of the early editions of this book, and whose teaching
in the media is now an inspiration to the general public around the world. Great
credit is also due to Jolie Mayer-Smith and Barbara Moon, who introduced Tony
to the power of the constructivist approach applied to teaching genetics. Sean
Carroll would like to thank Leanne Olds for help with the artwork for Chapters 11,
12, 13, 14, and 20. John Doebley would like to thank his University of Wisconsin
colleagues Bill Engels, Carter Denniston, and Jim Crow, who shaped his approach
to teaching genetics.
The authors also thank the team at W. H. Freeman for their hard work and pa-
tience. In particular we thank our developmental and supplements editor, Erica
Champion; senior acquisitions editor Lauren Schultz; senior project editor Jane
O’Neill; and copy editor Teresa Wilson. We also thank Susan Wein, production
supervisor; Diana Blume, art director; Vicki Tomaselli, cover and text designer;
Sheridan Sellers, page layout; Janice Donnola, illustration coordinator; Jennifer
MacMillan, permissions manager; Amanda Dunning, executive media editor;
and Alexandra Garrett, editorial assistant. Finally, we especially appreciate the
marketing and sales efforts of John Britch, executive marketing manager, and the
entire sales force.
Other documents randomly have
different content
think—I think we were allowed to see him in the evening, I think. I
am not sure. I don’t want to make a statement I am going to be
responsible for because I can’t—I think we saw him in the evening.
Yes; I think we saw him in the evening, after the trial. I think the
hours were from 7:30 to 8:30 and the sheriff was very nice. He let
all of us go up one time, the family.
Mr. Griffin. Were you allowed in his jail cell?
Mr. Rubenstein. Oh, no; outside, through that little piece of glass
only.
Mr. Griffin. Would you describe that cell? Is there any other, is it
possible to see out other than through that glass?
Mr. Rubenstein. See what out?
Mr. Griffin. If you are inside were there any other windows,
could you look in through the glass and see windows or anything in
that cell?
Mr. Rubenstein. No; it is inside. It is inside the center. It is one of
these rooms that are inside, see. It is a separate room. It is not his
room. It is like a visiting room that they bring him in from another
part of the building into this particular room.
Mr. Griffin. So you didn’t see the cell that he was in?
Mr. Rubenstein. His own personal cell?
Mr. Griffin. Yes.
Mr. Rubenstein. No.
Mr. Griffin. Are you able to see anything of the prisoner other
than through this glass, this 6-inch glass?
Mr. Rubenstein. Just about up to here is all you can see.
Mr. Griffin. You are indicating about the middle of your chest.
Mr. Rubenstein. That is all.
 Mr. Griffin. Is there anything you want to tell us about the
conversations you had with him?
Mr. Rubenstein. In general, how he is feeling, how he is getting
along. How is the food. The sheriff told us that “Any time he doesn’t
like to eat the stuff we give him,” and this was also $20 left
downstairs for him someplace so that Jack could order what he
wanted but nobody was allowed to bring in any food or candy from
the outside, only the sheriff.
Mr. Griffin. But there was money left downstairs for him?
Mr. Rubenstein. Oh, yes; we would do that for a stranger. It is our
brother.
Mr. Griffin. Has he been supplied, has money been made
available to him throughout his incarceration?
Mr. Rubenstein. He received quite a bit of money from people who
send it in to him, you know voluntarily, telegrams, letters, money,
money orders. He got money from all over the country. One country
in Europe invited him to come over as a guest.
Mr. Griffin. Did you see the letter of the invitation?
Mr. Rubenstein. I think we have the letter home.
Mr. Griffin. What country was that?
Mr. Rubenstein. I think Rhodesia.
Mr. Griffin. Has the family, however, provided sort of a weekly
allowance for Jack?
Mr. Rubenstein. We could always see that Jack would get
whatever he needs. They don’t allow too much in there in the first
place.
Mr. Griffin. But you indicated he was left, at least while you were
down there during the trial he was left, enough money so that he
could order meals from the outside.
Mr. Rubenstein. If he wanted it, naturally.
 Mr. Griffin. How about before the trial, was he given money for
that purpose?
Mr. Rubenstein. I don’t know. I think he had money because he
was getting donations all the time in letters.
Mr. Griffin. I see.
Mr. Rubenstein. Telegrams by the hundreds.
Mr. Griffin. How did he feel about those letters and telegrams?
Mr. Rubenstein. He felt pretty good that he didn’t fight the case
alone. He felt like he had help.
Mr. Griffin. What did he think the cause was?
Mr. Rubenstein. Of course, there was always cranks who didn’t
agree with what he did. We don’t agree with what he did, either. You
don’t avenge a wrong with another wrong but I told the television
people this, and I am going to tell it to you. Chances are this was a
hundred million people. If they were down in Dallas at the same
time Jack was, if they had a gun in their hand they probably would
have done the same thing. I don’t say they would have, probably.
Just one of those incidents. May I add something?
Mr. Griffin. Yes.
Mr. Rubenstein. Jack left a Western Union office at 11:17, stamped
by his receipt from the money order that he mailed to Fort Worth.
The maid knocked on his door at 8 o’clock that morning to clean up
his room. Jack says, “Come back at 2 o’clock.” Which meant he
wanted to sleep. The girl called him at 10 o’clock from Fort Worth,
about there, Jack got up, took his dog, Sheba, drove down to the
Western Union, wired $25 to this, I can’t think of her name.
Mr. Griffin. Little Lynn?
Mr. Rubenstein. Little Lynn.
He saw the commotion about 450 feet down, and he wanted to
know what was going on and he just happened to be there, and it
was figured out 6 more seconds Jack would have missed the whole
thing, if he had hesitated, because they were walking Oswald from
the station to the wagon.
Mr. Griffin. Did you talk to Jack at all about his activities prior to
the shooting and how he got in?
Mr. Rubenstein. No, no; we didn’t even mention anything like that.
We weren’t concerned with what happened before. We were
worried, we were wondering and worried why, and the only answer I
can give you is he must have blacked out. You just black out and
you do things like that. It is like punching somebody in the nose and
then you feel sorry for it later.
Mr. Griffin. Perhaps this would be a good time for you, unless
you want to break for lunch now——
Mr. Rubenstein. I don’t care. Can I add something to this?
Mr. Griffin. I would like to ask you if we can go on here maybe
we can finish up.
Mr. Rubenstein. In an hour?
Mr. Griffin. Less than that. Why don’t you take an opportunity
now to tell us what you would like to tell us that I haven’t covered in
the questioning.
Mr. Rubenstein. May I add how a person can possibly shoot a guy
like Oswald, may I give you an example?
Mr. Griffin. Certainly.
Mr. Rubenstein. A player is sitting on the football bench, a sub. A
man on the opposite team is running with the ball. The player gets
off the bench and tackles the guy with the ball. What do you call the
instinct, compulsion. That is the same situation with Jack. How do
you account for it. You don’t know. He had no business getting off
that bench. He is not even playing in the game any more than Jack
had any business being in that station. That is my answer why Jack
did it. May I add this?
 Mr. Griffin. Yes.
Mr. Rubenstein. That police department is using Jack as a
scapegoat for their mistakes. Anything—they have nobody else to
blame it on, Jack Ruby. “You were responsible for the whole deal.”
They are blaming everything on him, and that is one of the reasons
why these policemen lied to save their own skins.
Mr. Griffin. Which policemen?
Mr. Rubenstein. All five that testified. Jack never said those things.
He told me he never said those things about going to shoot him
three times. No man tells you he is going to shoot a person three
times. And then about him saying that the Jews are cowards and he
stuck up for the Jews.
Jack is not that type of a guy because he doesn’t talk about
those things. Sure he is a Jew but you don’t go out telling the world
about it.
Mr. Griffin. Do you recall the things that Jack specifically denied
when he talked to you about those policemen’s testimony?
Mr. Rubenstein. Yes, sir.
Mr. Griffin. Tell us which ones they were?
Mr. Rubenstein. All of them. He said—Jack did not talk to any of
the policemen at all. He said he didn’t say anything like that at all to
them. He don’t even recall mentioning anything that those five
policemen testified that he talked to them about, anything like that.
Mr. Griffin. Did he mention those specific things or did he just
talk generally about it?
Mr. Rubenstein. Just generally.
Mr. Griffin. So when you mentioned, for example, you said
something about the Jewish motivation or whatever it was.
Mr. Rubenstein. Yes; I don’t think Jack would talk like that to a
businessman.
 Mr. Griffin. Did Jack mention that particular topic to you?
Mr. Rubenstein. No, no, no.
Mr. Griffin. How about the shooting the three times, did he
mention that particular incident?
Mr. Rubenstein. No: but he said he would never discuss those
things in general.
Mr. Griffin. Go ahead.
Mr. Rubenstein. That television man who was downstairs taking
movies of the thing, he made—he was testifying on the stand that at
10:25 and at 10:35 Jack came over and asked him twice when they
were going to bring out Oswald. If he was 11:17 in the Western
Union and got up to mail the money to this Little Lynn what would
he be doing down at the station at 10:25. And who would dare walk
into a police station with 30 policemen in front of television and
radio reporters and shoot anybody unless you blacked out. The man
must be crazy to do that.
Mr. Griffin. This one episode about the police officers’ testimony
is apparently something that sticks in your mind. How many
conversations did you have with Jack about the policemen’s
testimony?
Mr. Rubenstein. Didn’t have hardly any. We don’t talk about those
things, what happened at the trial. We didn’t want to relive the trial.
We didn’t want to relive the shooting even.
Mr. Griffin. When did you first hear about, when did you first
hear Jack deny that he had said the things that the policemen
testified to?
Mr. Rubenstein. It either could have been in December or it could
have been right, at one of the nights of the trial. I don’t remember
which. I don’t know when those statements were made. It could
have been after the trial. Because that is when the FBI took the
report, too, I think.
 Mr. Griffin. Who else was present?
Mr. Rubenstein. Eva and Earl.
Mr. Griffin. Sam?
Mr. Rubenstein. Sam might have been present at another time but
I don’t think he was present at that particular time. It could have
been. I don’t remember, you know when you have got problems on
your head that are heavy, you don’t pick out, pinpoint different
things. Nobody is that good.
Mr. Griffin. Well, do you recall, can you form a visual image in
your own mind of going up there and seeing Jack on the occasion
that he talked about the police officers’ testimony?
Mr. Rubenstein. No; because we saw him often. We saw him
many times, we saw him in the evening during the trial and after the
trial we saw him in the afternoon and evening both. So there was a
lot of visits made between myself and also other members of the
family.
Mr. Griffin. How about anything else about Jack, that might have
caused Jack to do this. Do you have any other things you want to
tell us about that?
Mr. Rubenstein. I believe I have mentioned the most important
things and gave you gentlemen some good examples. Yes; you
didn’t ask me what led up to this thing, how come?
Mr. Griffin. That is what I am asking you now.
Mr. Rubenstein. Did you know he went out at 3 o’clock in the
morning with George Senator and Larry Crafard, the kid that
watched the nightclub, at nighttime and took tickets for Jack, Jack
charged $2 a ticket to get into his club. It was no bums’ hangout. It
was a classy joint. So Larry used to take the tickets and also sleep
there at nighttime. Jack got up to go at 3 o’clock in the morning one
time, and this was told to me by both, George Senator and Larry,
they went out and they took a picture of a great big billboard,
“Impeach Earl Warren,” the pictures and camera were in the car that
Jack was going to use as evidence when the city policemen
confiscated his car, you can make a note of this, they took the
camera, they took the pictures, they took his adding machine, and
they took his spare tire. What a bunch of characters down there.
Mr. Griffin. What has become of that?
Mr. Rubenstein. We would like to know. They took his diamond
ring, they took a very good wristwatch.
Mr. Griffin. Have you asked for that?
Mr. Rubenstein. And his blue suit he wore when he shot Oswald,
we would like to have that all back, and his gun.
Mr. Griffin. Have you asked for it?
Mr. Rubenstein. I think they have but they haven’t had any
success. If Jack cannot have the gun, then we would like to submit it
to the Smithsonian Institution or in his library.
Mr. Griffin. Kennedy’s Library?
Mr. Rubenstein. That is right. Because Jack bought the gun
legitimately in a Dallas store under his name. And also when he
walked into that newspaper office, and there was a big black border
around, a full page ad signed by somebody by the name of
Weissman, Jack didn’t like that.
Mr. Griffin. When did you hear about that?
Mr. Rubenstein. Eva told me this. Eva says, “You know, Jack came
here one day showing me all this thing and I couldn’t believe it.”
You know, when a person reads a paper you don’t always pay
attention. It was addressed not to the President of the United
States. I understand the ad was addressed to Mr. Kennedy with
grievances, signed by the committee. With a post office and box
number in Dallas, with a black border around a full-page ad. When
Jack was changing the ad of his closing dates of the club the minute
the President got shot in the newspapers, he got ahold of someone
in the newspaper office, as I understand it, and that man will have
to testify, and Jack said to him, “Do you have to accept an ad like
this? Is business that bad? The other newspapers in town didn’t take
it.” Then he went over Saturday morning to the post office and got
ahold of one of the clerks and he says, “Can you tell me who
belongs to this post office box number,” and the clerk says, “We
can’t tell you that.”
Mr. Griffin. Hyman, what do you think is the significance of
Jack’s concern with the ad and with the “Impeach Earl Warren” sign?
Mr. Rubenstein. And the ad calling Mr. Kennedy instead of “Mr.
President,” with the grievance committee to——
Mr. Griffin. What do you think that signifies about Jack’s
concern?
Mr. Rubenstein. He didn’t like the signature for one which was a
Jewish name. And he thought it was another organization disgracing
the Jews.
Mr. Griffin. How do you get that impression that that was his—
how do you get that impression?
Mr. Rubenstein. That is the way it would hit me. Why would an
organization like this put down the name Weissman and put down all
these grievances in the newspapers with a black border around it
and then—oh, when he couldn’t find—when Jack couldn’t find—the
name of the owner of the post office box so he asked the clerk,
“Does this ad belong to Oswald,” and the clerk says, “I can’t answer
you that, either.” He thought there was a connection between this
and Oswald, and Oswald was using a phoney name in the ad.
Mr. Griffin. Has Jack told you any of that?
Mr. Rubenstein. Eva, because Eva spoke to Jack about it, and Jack
told Eva that.
Mr. Griffin. So it is your understanding that Eva learned this from
Jack?
Mr. Rubenstein. From Jack directly.
 Mr. Griffin. And he thought Oswald was using a phoney name in
the advertisement and trying to disgrace the Jews?
Mr. Rubenstein. And also disgracing the President. You don’t call a
President Mr. Kennedy. You call him Mr. President with respect to his
title. And also trying to disgrace the name of Earl Warren, Supreme
Court Justice of the United States.
Mr. Griffin. And he thought Oswald might have done the same
thing?
Mr. Rubenstein. Right or his organization or somebody connected
with that group whoever it was. He couldn’t understand it,
somebody was doing it. There was the evidence and that bothered
him. It kept boiling in him and boiling in him and finally he blew up
and when he saw Oswald then he really blew up, and that is all I can
tell you, gentlemen.
Mr. Griffin. Do you know or have you heard of anything that
happened in Dallas between the time the President was shot and the
time that Jack shot Oswald——
Mr. Rubenstein. Yes.
Mr. Griffin. That would have led Jack to think that other people
thought the Jews were behind the assassination of the President?
Mr. Rubenstein. No; I did not hear anything like that. You see we
didn’t go down to Dallas—I didn’t go down there to Dallas—until
almost Christmas time. That was almost a whole month so I didn’t
know anything about it.
Mr. Griffin. I want to make sure my question is clear because it
is possible that it can be misunderstood. I am not suggesting that
the Jews were—that the Jews were behind the assassination.
Mr. Rubenstein. Of course not.
Mr. Griffin. What I am suggesting is that there might have been
that kind of talk in Dallas which might have disturbed Jack and
whether you heard that there was, whether you heard that there
was such kind of talk going on in Dallas that did disturb him.
Mr. Rubenstein. The only talk that I heard from people in Dallas
that there are a lot of anti-Semites who don’t like Jews. That is the
only talk I heard.
Mr. Griffin. Where? Had you heard that before you went down to
Dallas?
Mr. Rubenstein. No; after I got down there.
Mr. Griffin. Did you have any personal experiences with Jack that
would shed some light on his sensitivity about his position as a
person of Jewish background in the community—personal
experiences that you would have?
Mr. Rubenstein. Except what I heard from the Bund meetings in
Chicago from his friends. His own friends told me he used to go
break them up, and that takes a little guts to walk into a meeting
and break it up, in my opinion. How many guys would do that?
Mr. Griffin. I am going to digress here a bit.
Mr. Rubenstein. Good, go ahead.
Mr. Griffin. Did you, when you were traveling in Michigan on
your job, did you have occasion to visit Earl, your brother Earl, at his
home?
Mr. Rubenstein. At the plant?
Mr. Griffin. At the plant.
Mr. Rubenstein. Sure; several times.
Mr. Griffin. Did you ever have occasion to use his telephone,
make calls from his plant?
Mr. Rubenstein. I possibly could have.
Mr. Griffin. Did you—have you ever had any dealings with any
people in Massachusetts in the course of your business?
 Mr. Rubenstein. Yes; the Necco Confectionery Co., 254
Massachusetts Avenue, Cambridge 39, Mass.
Mr. Griffin. What were your dealings with them?
Mr. Rubenstein. If you give me an order for $100 or $150 for
ribbons or for novelties whatever you use in your florist business, I
like you. I like you. So I go to my car and I says, “Wait a minute, I
have got something for the wife, not for you,” tease you. I go over
and I get a can of imported English candy. “Take this home to the
family.” “Thank you, Hy, come back again, you are a nice guy.” That
is how I had business in Massachusetts.
Mr. Griffin. When were you doing this now?
Mr. Rubenstein. Always. I still do it. I got a half case home now.
Mr. Griffin. Any other candy companies you deal with?
Mr. Rubenstein. Flavor; same thing. I buy half pound bags of hard
candy, if the order is only $50, I can’t afford to give them a box of
candy, mints.
Mr. Griffin. How about the Welch Candy Co.?
Mr. Rubenstein. Never, don’t even know them. But I think this
Necco bought out the Welch Co., but I am not sure. That Necco is a
big outfit now but I never done any business with Welch.
Mr. Griffin. Have you ever had any occasion to communicate
with any people in Latin America?
Mr. Rubenstein. Yes: I think I sent down one time a sample,
somebody gave them my name, how I got it, I don’t know, some
ribbons. He wanted me to quote them prices on ribbons. So I mailed
them some sample ribbons. I never heard from them no more.
Mr. Griffin. Where was it?
 Mr. Rubenstein. I don’t remember, this was years ago, 5, 6 years
ago.
Mr. Griffin. How about—have you any occasion to communicate
with anybody in Havana?
Mr. Rubenstein. I don’t know anybody in Havana. Jack had friends
there. Jack had a lot of friends there when the gambling was going
good and one of his friends from Dallas was a big shot down there
and he invited Jack down. Jack told me this himself. He invited Jack
down to stay with him for a week and Jack flew down, I think, I
think.
Mr. Griffin. Let me ask you this question directly.
Mr. Rubenstein. Yes.
Mr. Griffin. Do you recall ever having sent a telegram to Havana,
Cuba, from your brother Earl’s telephone?
Mr. Rubenstein. A telegram? No. I would have no reason for it.
Mr. Griffin. Can you think of anybody outside of Earl’s family or
employees who might have used his business phone?
Mr. Rubenstein. Earl has got 110 employees, God bless him. You
know anybody can pick up a phone in an office with 110 employees
and make a call or call Western Union and charge it to the phone.
Mr. Griffin. I am asking you outside of that.
Mr. Rubenstein. No; I never did, no. Havana, Cuba, is as strange
to me as what was that word I gave you before, as Rhodesia. I think
Jack went down there one time and he had a connection for
automobiles. This was when Castro first went down there, I think it
was in 1950. At that time Castro was a friend of the United States.
Jack was going to try to sell them a lot of trucks or cars or
something. Anyhow, the deal fell through, whatever it was, with his
friends from Dallas; may I add this?
Mr. Griffin. Yes.
 Mr. Rubenstein. If you are trying to infer that Jack had any
connections with Castro or communism, that is not our brother. First
of all, Jack couldn’t even spell communism. I mean it in the sense of
the word, the relationship, none.
Mr. Griffin. Let me say I don’t want to infer anything. I am
simply asking you questions to clarify matters.
Mr. Rubenstein. You can clarify it right now. I will bet my life that
Jack wouldn’t have anything to do and never did with anybody. Jack
didn’t go for that kind of stuff. He wasn’t that kind of a man. These
Communists are supposed to be well read, beatniks, students of
universities. Jack doesn’t qualify for that kind of a deal. His friends
are showgirls, tavern owners, gamblers, other nightclub people,
promoters, manufacturers, that was his life, that is all. He opened
two nightclubs. What has he got to do with these other kinds of
people? What has he got to gain by it? He was doing good. He wore
good clothes.
Mr. Griffin. Did he have any political interests?
Mr. Rubenstein. I don’t think so; not in Dallas, I don’t think in
Dallas.
Mr. Griffin. Did he have any political interest in Chicago?
Mr. Rubenstein. I was the only politician but we were all
Democrats for me.
Mr. Griffin. Did Jack get involved in politics at all in Chicago?
Mr. Rubenstein. No.
Mr. Griffin. Did you ever discuss politics with him?
Mr. Rubenstein. I never even knew the incidents about the chair
with Roosevelt until this manager of the Zebra, the manager of the
Zebra Cafe on 63d Street, I have got to get you his name——
Mr. Griffin. Yes.
 Mr. Rubenstein. Told me about it. I never heard of it because he
doesn’t talk about those things.
Mr. Griffin. Can you think of anything else that you want to bring
to the attention of the Commission?
Mr. Rubenstein. Jack was a loyal 1,000 percent American, served
in the Army for 3 years with the best record of our family, of all the
boys who were in the service, and by the way, when my father went
down with Jack and Earl and Sammy to enlist in the service, my
father says to the recruiting officer, “Take me” and he must have
been at least 65 years old.
Mr. Griffin. Jack didn’t go into the service until some time in
1943?
Mr. Rubenstein. Right. After I came out he went in.
Mr. Griffin. And Jack applied for deferment initially, didn’t he?
Mr. Rubenstein. Yes; because he was the only one home. We were
all in. My mother was alone. Earl was in, Earl was in the Seabees,
Sammy was in the Air Corps and I was in the Field Artillery.
Mr. Griffin. There has been a rumor that Jack feigned a hearing
disability in order to avoid military service?
Mr. Rubenstein. Not Jack. No; not Jack. No; he was a good soldier
and I told you before he had the best record of all of us on his
discharge papers.
Mr. Griffin. I think maybe we can conclude here. I am asking you
to identify some interview reports that we have, and I will give you a
chance to read them over. I am going to mark for identification three
different exhibits.
Mr. Rubenstein. O.K.
Mr. Griffin. The first one is an interview report prepared by
Special Agent George H. Parfet.
Mr. Rubenstein. Yes; I know him.
 Mr. Griffin. I want to start with these chronologically. The first
one is a copy of an interview report prepared by special agents of
the FBI, Maurice J. White and Robert B. Lee, of an interview that
they had with you on November 24, 1963, in Chicago.
I am going to mark this “Washington, D.C., deposition of Hyman
Rubenstein, June 5th, 1964, Exhibit No. 3.” This consists of two
pages numbered at the bottom 193 and 194, respectively.
I will hand you the exhibit and ask you to read it over and then I
will ask you some questions about it.
Mr. Rubenstein. That is about correct. Because I didn’t know
anything else.
(Hyman Rubenstein Exhibit No. 3 was marked for identification.)
Mr. Griffin. You have had a chance to examine Exhibit No. 3.
Mr. Rubenstein. Yes.
Mr. Griffin. Are there any corrections you feel ought to be made
in that report?
Mr. Rubenstein. The only thing I am doubtful is this, “He then had
Jack as a salesman for several companies believed to be the Stanley
Oliver Company and the Spartan Company now defunct.” That I am
sure about. That is the only paragraph. The rest of it is 100 percent
true. And that is the way it was as I remember it.
Mr. Griffin. Are you not sure that he had jobs with both
companies?
Mr. Rubenstein. The Spartan Co. there was such a company and
Jack and Harry Epstein was his partner at that time and they sold
novelties and premiums.
By the way, Harry Epstein was a business associate of Jack’s for
a good many years and knows him well. If there is anything that you
might want to find out about his impetuousness or his decisive
manner, because Harry and Jack always fought verbally, so Harry
can give you a pretty good reason or reasons of his personality in
that respect.
I don’t know where you can find Harry. He could be in Chicago,
he could be anywhere.
Mr. Griffin. The family has lost track of him?
Mr. Rubenstein. Well, look; when the partnership breaks up—
normally the partner comes over to the house and you meet him
and see him and you have lunch with him. But when it breaks up
you lose all contact with those people because he wasn’t my contact,
he was Jack’s contact. And Jack being in Dallas all these years we
didn’t even see Harry.
Mr. Griffin. Was Harry, would you say Harry, was one of the
people who knew him best when he lived in Chicago?
Mr. Rubenstein. One of the best.
Mr. Griffin. Who would you say, who else would you say, knew
Jack best when Jack lived in Chicago?
Mr. Rubenstein. Benny Kay.
Mr. Griffin. What was his connection with Benny Kay.
Mr. Rubenstein. Very dear friends.
Mr. Griffin. Any business associates?
Mr. Rubenstein. I don’t know as any business associates but
Benny Kay is a well respected businessman in Chicago.
Mr. Griffin. I am not asking for important people who knew him.
Mr. Rubenstein. Let’s say they bummed around together quite a
bit.
Mr. Griffin. But if we were to go out and look for people who
knew Jack better than anybody else, outside of the family, who were
the people that you would name?
Mr. Rubenstein. Put his name down, Benny Kay.
 Mr. Griffin. Who else would you name?
Mr. Rubenstein. Harry Epstein.
Mr. Griffin. Who else?
Mr. Rubenstein. Hershey Colvin, and this Marty Gimpel that died,
Marty could have given you a better report than anybody. Because
Marty lived with him down in Dallas.
Mr. Griffin. I am talking about Chicago.
Mr. Rubenstein. Marty knew him from Chicago. Marty worked at
the post office in Chicago.
Mr. Griffin. How about Alex Gruber?
Mr. Rubenstein. Don’t know him. Never heard his name. Isn’t that
odd? Of all the names that are in Chicago I never heard of him.
Mr. Griffin. How about Sam Gordon?
Mr. Rubenstein. Sam Gordon was a business associate of Jack, but
not as good as these others. Sam was in the highlight of the
depression and then moved to L.A.
Mr. Griffin. So your idea was Benny Kay, Hershey Colvin and
Harry Epstein outside of Marty Gimpel who is now deceased?
Mr. Rubenstein. Those would be three as far as I know. You see
we all had our own friends, so I didn’t know too many of Jack’s
except when he would bring them to the house or we would meet
somewhere by accident, downtown, somewhere, you know, run into
each other in the street.
Mr. Griffin. I am going to hand you what I have marked—
incidentally, if you are satisfied with that——
Mr. Rubenstein. Except for what I told you here the only incident
was this Stanley Oliver Corp., I don’t know whether Jack sold any
stuff, maybe he did. I don’t know about those things.
Mr. Griffin. Would you then sign on the first page, Exhibit No. 3?
 Mr. Rubenstein. Right here?
Mr. Griffin. Sign it in some conspicuous place.
Mr. Rubenstein. How about down here?
Mr. Griffin. Fine. I will hand you now what I have marked for
identification as “Exhibit No. 4, Washington, D.C., June 5th, 1964,
deposition of Hyman Rubenstein.” This is a copy of the interview
report prepared by Special Agent George Parfet in connection with
an interview he had with you on November 27, 1963, in Chicago.
Take the time to read that, and tell us whether there are any
corrections that you would make in that.
Mr. Rubenstein. This is the part I forgot to tell you about, when
Jack called and told me about the newspaper, I forgot, I couldn’t
exactly remember. That is exactly what he said.
Mr. Griffin. What was that?
Mr. Rubenstein. When he called about the newspaper with the ad
with the black border about it.
Mr. Griffin. He called you?
Mr. Rubenstein. I believe he did.
Mr. Griffin. You said before that he called Eva and that you
learned about this from Eva.
Mr. Rubenstein. It could have been. But according to this,
according to this, “The exact time of the shooting of the President of
the United States his brother Jack had been in the office of a
newspaper.”
It could have been that Eva told me this. You are right. That is
right. Because he came over and had breakfast with Eva and he had
tried to explain to her about the ad, whether she had noticed it, Eva
said, “What do I notice about an ad?”
He said, “With the black border around it, and the, what was
that word I used before, the twenty, what is that word where you
have——
Mr. Griffin. Grievances?
Mr. Rubenstein. Grievances. The grievances. It was Eva. Should I
sign this?
Mr. Griffin. If you would.
(Hyman Rubenstein Exhibit No. 4 was marked for identification.)
Mr. Rubenstein. You are bringing back a lot of—what a deal.
Mr. Griffin. If you remember anything in the course of reading
that we haven’t covered, why let’s have it. Now is the time.
Mr. Rubenstein. Well, I don’t know. It is hard, gentlemen, it isn’t
easy. It wasn’t a pleasant experience. It was a sad experience, and
your mind wants to block out those things that you don’t want to
remember. So, it is hard to remember every incident or every detail.
Mr. Griffin. If things come to your mind.
Mr. Rubenstein. I know.
Mr. Griffin. Because the reason we have asked you to come here
is so that we can get——
Mr. Rubenstein. I know. Look, we had nothing to hide. Any
member of the family will cooperate 100 percent. Any of our friends
and lawyers will cooperate 100 percent or we want to know why. We
don’t believe in shooting Presidents. Let’s put it that way. We love
this country, and we make our living here, we all served in the army
here. We were brought up in this country, and it is our duty to
cooperate with a law enforcement agency or any agency that wants
to investigate a thing of this type.
It is unfortunate that our brother Jack had to be involved but
many of our friends feel that he is a hero because they felt they
would have done the same thing under similar circumstances.
How can a man premeditate, his dog Sheba was in the car,
$2,000 in cash, all that photographic equipment in the back trunk
with the adding machine and the tire, the dog is waiting for him, and
Jack happened to carry the gun because that was the night’s
receipts in the car and he happened to have it with him and if that
girl in Fort Worth hadn’t called him that morning at 10 o’clock, Jack
would still have been sleeping and forgotten all about it.
So, the man must have blacked out, nothing else could convince
me, and nothing else convinces any of my friends that I talked to.
People who don’t even know him they said that is what must have
happened. He blacked out. I understand that Jack cried like a baby
when the President was shot. He cried more than when his own
father died. His own father was 88 years old when he passed away
in the year of 1958, I believe.
Mr. Griffin. Mr. Rubenstein, who did you hear about the crying
from? Who told you about the crying?
Mr. Rubenstein. Eva; he made her sick. He came over there
crying.
Mr. Griffin. Go ahead.
Mr. Rubenstein. Also from the rabbi in Dallas. He went to
synagogue Saturday night, and he cried, and there is witnesses to
prove it in the synagogue.
Mr. Griffin. Are there people in the synagogue who saw him?
Mr. Rubenstein. People in the synagogue that saw him crying
when they had a special, some services for the President and they
saw him crying and the rabbi saw him crying. They didn’t believe a
guy like Jack would ever cry. I don’t know the rabbi’s name but——
Mr. Griffin. Silverman.
Mr. Rubenstein. Silverman. He will testify to that and he will bring
witnesses who saw him cry. Jack never cried in his life. He is not that
kind of a guy to cry. Never complained about nothing. Never talked
about any heroic deeds that he ever did. He didn’t go for that stuff.
 Mr. Griffin. He wasn’t; you wouldn’t characterize him as
somebody who bragged?
Mr. Rubenstein. Far from it. He was reticent in that respect. But to
help somebody in an emergency, the first one on the street to raise
money for any occasion. Any policeman or fireman got hurt or the
family needed something he is out there right away selling tickets,
and chances are there wasn’t enough, he paid the difference himself
whatever was needed.
Eva told me that, too. He didn’t tell me that. I heard it from
people down in Dallas.
Mr. Griffin. Let me hand you what I have marked as
“Washington, D.C. deposition of Hyman Rubenstein, June 5th, 1964,
Exhibit No. 5.” This is a copy of an interview report prepared by FBI
Agent John Golden as a result of an interview that he had with you
in Chicago on December 9, 1963.
Mr. Rubenstein. Yes.
Mr. Griffin. Do you remember that interview?
(Hyman Rubenstein Exhibit No. 5 was marked for identification.)
Mr. Rubenstein. Yes; that is the truth like I told you. I don’t
remember the dates. I know how I met John Paul Jones.
Mr. Griffin. Paul Roland Jones.
Mr. Rubenstein. No, John Paul.
Mr. Griffin. The fellow in the trial at Laredo, is that it?
Mr. Rubenstein. Yes; how come it is John Paul Jones here?
Mr. Griffin. That is apparently the name you gave. You
understood the man’s name to be John Paul Jones.
Mr. Rubenstein. Well, you see I didn’t even know his right name
then.
Mr. Griffin. The Jones you met you recall as being named John
Paul Jones?
 Mr. Rubenstein. Yes; that is the name he gave me.
Mr. Griffin. Are there any corrections or additions you would
make to that statement?
Mr. Rubenstein. No; this is the truth. Jack did not know Jones—
Jack wasn’t down there at the time when I went down there. Eva
was alone down there.
Mr. Griffin. When you say go down there do you mean——
Mr. Rubenstein. Dallas. When I had to go down to Laredo I
stopped off in Dallas to see Eva.
Mr. Griffin. But the time you are referring to going to Texas is
when you went to the trial or was it another time?
Mr. Rubenstein. No; regarding this, Laredo.
Mr. Griffin. Yes; and you say when you went to the trial in
Laredo it is your understanding Jack was not living in Dallas?
Mr. Rubenstein. Definitely. Do you want me to sign this?
Mr. Griffin. If you would, please. Very good. I say that because I
appreciate your coming here and talking with us and taking this
time, and I will ask you once again if there is anything else——
Mr. Rubenstein. These two things I will get for you.
Mr. Griffin. If you would we would appreciate that.
Mr. Rubenstein. That is all right. It is the least I can do.
Mr. Griffin. If there is anything else?
Mr. Rubenstein. Anything also you might want to know drop me a
note and I will be glad to answer it.
Mr. Griffin. We appreciate your cooperation.
Mr. Rubenstein. We would like to get a new trial for Jack. Some of
my friends say Jack should have gotten the Congressional Medal of
Honor. They feel the same way I do about it. People say to me, why
didn’t he wait for the investigation? How stupid can people be? Then
it is premeditated. You don’t do things like that. Why wait for an
investigation? Sure, it would have been a wonderful thing to have
done but you can’t, you don’t know what is in the other man’s mind.
I blame everything on the stupid Dallas police from every angle,
even from that angle up there. They knew Oswald was in town, why
didn’t they grab him. That is my opinion. They blame everything on
Jack, the scapegoat, the poor guy has got to take it for the whole
police department down there. You know that is the truth and I
mean it.
Mr. Griffin. Well, we certainly appreciate your frankness in this
matter and your willingness to express your opinion.
Mr. Rubenstein. You can call me anytime, if you want me to come
back again I will be glad to come back, anytime. If I am out of town
I will have to wait to pick up my letter.
Mr. Griffin. I hope we won’t have to trouble you again and thank
you very much for coming.
TESTIMONY OF WILLIAM S. BIGGIO
The testimony of William S. Biggio was taken at 5 p.m., on April
2, 1964, in the office of the U.S. attorney, 301 Post Office Building,
Bryan and Ervay Streets, Dallas, Tex., by Mr. Albert E. Jenner, Jr.,
assistant counsel of the President’s Commission. Robert T. Davis,
assistant attorney general of Texas, was present.

Mr. Jenner. Would you stand, please, and take the oath?
Do you solemnly swear in your testimony before this Commission
that you will tell the truth, the whole truth, and nothing but the
truth, so help you God?
Mr. Biggio. I will.
Mr. Jenner. Would you state your full name, and spell it, please?
Mr. Biggio. William S. Biggio, [spelling] B-i-g-g-i-o.
Mr. Jenner. And you are a member of the Dallas City Police Force?
Mr. Biggio. That’s right.
Mr. Jenner. Are you in any particular division, do you have a
particular assignment?
Mr. Biggio. I am with the special service bureau, criminal
intelligence section.
Mr. Jenner. Now, I am Albert E. Jenner, Jr., one of the members
of the legal staff of the Warren Commission, with which you are
familiar, and this item has come to my attention recently through Mr.
Davis of the attorney general’s office of the Texas staff and while I
appreciate the fact that at the moment it is third hand or hearsay, as
we lawyers call it, I would just like to have your report on it—which
we will seek to run down—as I understand Mr. Davis and the FBI are
undertaking the investigation; is that right?
Mr. Davis. Yes, sir.
Mr. Biggio. I have since talked to them also.
Mr. Davis. Since we talked?
Mr. Biggio. Yes, sir.
Mr. Jenner. You appreciate the existence of the President’s
Commission and what the President’s Commission is engaged in, in
the investigating of the assassination of President Kennedy and
many members of your force have been very helpful to us and have
been appearing these last 2 weeks by considerable number. Tell us
about this whole incident from the beginning—when it first came to
your attention, who brought it to your attention and what developed
thereafter?
Mr. Biggio. There was a friend of mine—she is a woman who I
know through my wife. She formerly was employed at the same
location that my wife is, and she called me at work following Ruby’s
killing of Oswald. She said that a friend of hers had been into a
restaurant in the downtown area and a mechanic had come in and
had made mention of the fact that Oswald drove Ruby’s car for
approximately a 2-week period that he knew of, that Oswald had
brought the car there for repairs to his garage.
The friend did not know where the garage was, did not know the
mechanic’s name. The woman who called me didn’t want to give her
friend’s name and get his name involved if she could possibly help it.
Mr. Jenner. Who was it that called you?
Mr. Biggio. Is it necessary for me to give that name? I believe
with the information that was given me, it will not be necessary.
Mr. Jenner. Has the information been furnished the FBI?
 Mr. Biggio. No; it has not. I believe with the information we get
to further on it will show that her name isn’t needed.
Mr. Jenner. All right.
Mr. Biggio. I don’t object to giving her name except that she
asked me not to give it.
Mr. Jenner. All right; she didn’t want any publicity, is that it?
Mr. Biggio. No; she doesn’t want any publicity on it. I don’t know
why people are so scared of things like this, but if they get into court
or before a panel or anything like that—at any rate, her friend
doesn’t want his name used either, but I talked to my lieutenant
about it, Lieutenant Revill, and he suggested that we go ahead and
write it up on the grounds that by searching through the material in
Ruby’s apartment and also through the material that had been taken
from his automobile, we could possibly find a garage where a
mechanic had done some work on his car. We would be able to
contact the mechanic in that way without involving the two people
who had called the information in.
When we did get photostatic copies of the material that had
been taken out of Ruby’s car and his apartment, we found no
evidence of any garage work that had been done or any actual
mechanical work that had been done on his car recently. So, I called
my friend back and asked her again if she could contact the man
who had given her the information and see if he would be willing to
talk to us about it. She called him back and then she called me and
she said she had made an error in saying it was in the downtown
area, that the place was out on Lovers Lane, directly across from—I
have the address in here——
Mr. Jenner. Is it 5060 W. Lovers Lane?
Mr. Biggio. Well; she didn’t have the address itself—it was
directly across from the Jungle Hut which is in the 5000 block of
Lovers Lane.
Mr. Jenner. Lovers Lane is a street name?
 Mr. Biggio. Yes; Lovers Lane is a street. We sent an officer out
there, Detective Hellinghousen, F. A.
Mr. Jenner. Francis A. Hellinghousen [spelling] H-e-l-l-i-n-g-h-o-u-
s-e-n?
Mr. Biggio. That is correct; yes, sir.
Mr. Jenner. Of the Dallas City Police?
Mr. Biggio. Yes, sir. He went to that particular area—there are
two cafes across the street there in the 5000 block from the
particular location that the lady friend of mine said. One of them was
the Cafe Coffee Shop, was the name of it—the Cafe Coffee Shop. It
was closed up at that time. Now, this took place approximately 3
weeks after the shooting. It was closed—ordinarily through our
bureau we can find out who the owner was of such a place, because
we keep the records of everyone through the beer licenses which we
have to keep in our particular bureau, but this particular place did
not have a beer license. It did not deal in beer.
It had been closed—we couldn’t find out who the owner was, so
I sent Officer Hellinghousen and requested him to go by and talk to
the woman who had originally given me that information and see if
she would be willing to give him the same thing—the man’s name.
Officer Hellinghousen went by and talked to her and she gave him
the man’s name and at that particular time the man was attending a
real estate convention which was here and being held here in Dallas
and the word was sent to him from the company that he works for,
the Bill Hardy Real Estate Co.—word was sent to the man, his name
was Chesher [spelling] C-h-e-s-h-e-r—Bill was his first name. I
believe it is correct—William R. He lives on Lupton Street.
Mr. Jenner. Is he still alive?
Mr. Biggio. No, sir. I tried to contact Hellinghousen today. Mr.
Davis had gone up to talk to Captain Gannaway in regard to that
report. I had understood that Hellinghousen had written a report
from what he had learned from Mr. Chesher and I tried to contact
him and could not, after Captain Gannaway had called me, so I went
out to the Bill Hardy Real Estate Co. where Chesher works, and I
talked to the manager of that company who is Wey, Jr. The location
of the real estate company is 6340 E. Mockingbird Lane. Mr. Wey
informed us that Bill Chesher died night before last of a heart attack
in the hospital here. We then asked him if he had talked to Chesher
any about hearing this mechanic talking in the cafe and he said, “No,
he had heard some talk of it, though and he knew one man who had
talked to him” and he called in another employee of the company,
Mr. John P. [spelling] S-c-h-n-i-t-z-i-u-s, who is also an employee of
the Bill Hardy Real Estate Co. and he told us that Chesher told him
the same thing, that the mechanic had came in and sat by him and
it was—that it took place at approximately 10 o’clock at night. He
was leaving town—he was going out of town. He stopped there to
get coffee and a sandwich and the man came in while he was there
and he had given no description of the mechanic other than that he
was short and was dressed in work clothes and that the clothes were
greasy and that’s the information that he had, and I believe the man
was telling the truth when he said he was a mechanic and that’s as
far as we have been able to go.
Mr. Jenner. What is it that the mechanic is alleged to have said?
Mr. Biggio. He said that Oswald had been driving Ruby’s car for
approximately 2 weeks and that he had brought the car into his
garage for repairs, but he did not mention the name of the garage
or the type of repairs, the type of automobile or anything else.
Now, we, of course—just as soon as that came through, there
were checks made on the repairs on Ruby’s automobile. His
automobile was parked regularly, just a short distance up from the
Carousel Club at the old Adolphus Hotel parking garage and also
mechanical work had been done at that location, and the only other
place we can find out where it had been to any type of garage at all
was from receipts in his car and they were apparently for gas and oil
and such things as that—no mechanical work whatsoever, so we
didn’t put much stock in the report, since it was third hand to start
off with.
 Also, we made an error ourselves—Hellinghousen thought when
we brought that information back about Chesher that I would write
up the report and I thought he was preparing the report, since he
was the one who actually contacted the man and no report was
made, but I’m sure the report went to the FBI, but there is no name
in the original report connecting anybody with it and there was
nothing in that that we could check on except the way we thought
was through the mechanical repair bills and they would possibly be
in the car.
Mr. Jenner. You have told me all the incidents from the beginning
to the present time?
Mr. Biggio. Yes, sir.
Mr. Jenner. And what you and your fellow officers have done with
respect to running this down?
Mr. Biggio. Yes, sir. I might add that the gentlemen out at Bill
Hardy’s Real Estate Co. were very cooperative and they said they
would be willing to talk to any one of you. This lady who called me
was very worried about being called herself or about Mr. Chesher
possibly being called and him not liking it.
Mr. Jenner. Now, the lady who reported it to you, she was not
present—it had been a report to her?
Mr. Biggio. She was not present. That’s the reason I say it was
third-hand information. It was written up in the report that way,
although I considered her reliable. The information was third-hand
and there is no way of actually telling. We have to evaluate all the
information that comes through and that generally is the reason we
make followup investigation prior to turning in a report. In this
particular case we were to turn in our information right on through
and let the FBI do it; but as you can see, the FBI would have
nothing to go on.
Mr. Jenner. Well, they have got what you reported and we’ll see
what they turn up.