(eBook PDF) Human Communication

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 SEVENTH EDITION

Human
Communication
Scott Titsworth
Ohio University
Angela M. Hosek
Ohio University
Judy C. Pearson
North Dakota State University, emeritus
Paul E. Nelson
North Dakota State University, emeritus

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 Slang 57
Clichés 57
Euphemisms 57
Profanity 58
Jargon 58
Regionalisms 59
Gender-Biased, Racist, Heterosexist, and Ageist Language 59
Improving Language Skills 61
Use Descriptiveness 61
Use Concrete Language 62
Differentiate Between Observations and Inferences 64
Chapter Review & Study Guide 65
Summary 65
Key Terms 65
Study Questions 65
Critical Thinking 66
Sizing Things Up Scoring and Interpretation 66
References 67

Chapter 4 Nonverbal Communication 68

Defining Nonverbal Communication 70
How Verbal and Nonverbal Communication Are Related 70
The Ambiguity of Nonverbal Codes 72
One Code Communicates a Variety of Meanings 72
A Variety of Codes Communicate the Same Meaning 72
Nonverbal Codes 72
Bodily Movement and Facial Expression 73
Physical Attractiveness 75
Space 76
Time 78
Touch 79
Vocal Cues 81
Clothing and Artifacts 82
Improving Nonverbal Communication 84
Chapter Review & Study Guide 87
Summary 87
Key Terms 87
Study Questions 88
Critical Thinking 89
Sizing Things Up Scoring and Interpretation 89
References 89

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 Chapter 5 Listening and Critical Thinking 92
The Importance of Listening in Our Lives 93
Defining Listening 94
The Process of Listening 96
Attention 96
Working Memory 97
Short-Term Memory 97
Long-Term Memory 98
Barriers to Listening 99
Ways to Become a Better Listener 101
Recognize Differences in Listening 101
Listen and Think Critically 102
Use Nonverbal Communication Effectively 104
Use Verbal Communication Effectively 106
Check Your Understanding 107
Take Good Notes 107
Effective Listening in Different Situations 108
Listening in the Workplace 109
Listening in the Classroom 109
Listening to Media 111
Listening in a Second Language 112
Ways to Be an Ethical Listener 112
Chapter Review & Study Guide 113
Summary 113
Key Terms 114
Study Questions 114
Critical Thinking 115
Sizing Things Up Scoring and Interpretation 115
References 115

Part 2 Communication Contexts

Chapter 6 Interpersonal Communication 118
The Nature of Communication in Interpersonal Relationships 119
Defining Interpersonal Communication 120
Defining Interpersonal Relationships 120
The Importance of Interpersonal Relationships 121
The Dark Side of Interpersonal Relationships 123
Self-Disclosure In the Development of Interpersonal Relationships 123

Contents ix

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 Friendship 126
The Value of Friendships 126
Friendships and New Technology 127
Cross-Cultural Relationships 128
The Stages in Interpersonal Relationships 129
Developing Relationships 129
Maintaining Relationships 130
When Relationships Deteriorate 131
Motivations for Initiating, Maintaining, and Terminating Relationships 132
Motivations for Initiating Relationships 132
Motivations for Maintaining Relationships 134
Motivations for Terminating Relationships 135
Essential Interpersonal Communication Behaviors 137
Using Affectionate and Supportive Communication 137
Influencing Others 138
Developing a Unique Relationship 139
The Possibilities for Improvement 139
Bargaining 139
Maintaining Behavioral Flexibility 140
Chapter Review & Study Guide 142
Summary 142
Key Terms 142
Study Questions 142
Critical Thinking 143
Sizing Things Up Scoring and Interpretation 143
References 144

Chapter 7 Intercultural Communication 148

The Importance of Studying Intercultural Communication 149
Defining Cultures 151
Dominant and NonDominant Cultures 151
The Goals of NonDominant Cultural Communication 153
Intercultural Communication Problems 153
Ethnocentrism 154
Stereotyping 154
Prejudice 155
Characteristics of Different Cultures 156
Hofstede’s Cultural Dimensions 156
Schwartz’s Value Perspective 158
Applying Cultural Difference Theories 160
Strategies for Improving Intercultural Communication 161

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 Chapter Review & Study Guide 163
Summary 163
Key Terms 164
Study Questions 164
Critical Thinking 165
Sizing Things Up Scoring and Interpretation 165
References 166

Chapter 8 Small-Group Communication 168

The Importance of Learning About Small Groups 170
Defining Small-Group Communication 172
The Types and Functions of Small Groups 173
Establishing Culture in Small Groups 174
The Development of Group Norms 174
The Development of Roles for Group Members 175
Group Cohesiveness 178
Diversity and Group Culture 181
The Role of Leadership in Small Groups 182
Defining Leadership 182
Ways of Enacting Leadership 184
Problem Solving and Decision Making 186
Effective Group Problem Solving 187
Other Work to Accomplish in Groups 189
Technology and Group Communication Processes 190
How to Communicate in Small Groups 192
Being an Ethical Group Member 194
Chapter Review & Study Guide 195
Summary 195
Key Terms 196
Study Questions 196
Critical Thinking 197
Sizing Things Up Scoring and Interpretation 197
References 197

Chapter 9 Workplace Communication 200

Defining Workplace Communication 201
Types of Organizations 202
Communication Networks 203

Contents xi

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 Preparing for the Job Market 204
Conducting a Self-Inventory 205
Creating a Personal Network 206
Searching for a Job 207
Creating a Cover Letter 207
Creating a Résumé 208
Creating a Portfolio 212
Preparing for the Interview 212
Gather Information 212
General Interviewing Strategies 213
Answering Questions Effectively and Ethically 214
Asking Questions Effectively and Ethically 216
Preparing for Illegal Questions 216
The Postinterview Stage 217
Communication Skills Needed on the Job 218
Workplace Communication Competence 218
Specific Workplace Communication Skills 219
Ethical Dimensions in the Workplace 224
Aggressive Communication 224
Dishonesty 224
Sexual Harassment 225
Chapter Review & Study Guide 227
Summary 227
Key Terms 227
Study Questions 228
Critical Thinking 228
Sizing Things Up Scoring and Interpretation 229
References 229

Part 3 Fundamentals of Public Speaking

Chapter 10 Topic Selection and Audience Analysis 232
How to Select a Topic Appropriate for You and Your Audience 233
Use Brainstorming 234
Survey Your Interests 234
Assess Your Knowledge of the Topic 234
Evaluate Your Commitment to the Topic 235
Consider the Age of the Topic and of the Audience 235
Determine Your Topic’s Importance to Your Audience 237
Practice Narrowing Your Topic 237

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 Analyze Your Audience 239
Observation 239
Inference 240
Research on Your Audience 240
The Questionnaire 241
Adapt to the Audience 245
Adapting Yourself 245
Adapting Your Language 245
Adapting Your Topic 245
Adapting Your Purpose and Goal 246
Chapter Review & Study Guide 248
Summary 248
Key Terms 248
Study Questions 248
Critical Thinking 249
Sizing Things Up Scoring and Interpretation 249
References 249

Chapter 11 Credibility and Evidence 250

Source Credibility and Its Importance 251
Dimensions of Credibility 253
Competence 253
Trustworthiness 254
Dynamism 254
Common Ground 255
Strategies for Improving Credibility 256
How to be Strategic in Finding Information 257
Understanding and Avoiding Fake News 257
Principles for Effective Research 258
Locating Information for Your Presentation 260
Types of Supporting Material 267
Examples 267
Narratives 268
Surveys 268
Testimony 269
Numbers and Statistics 269
Analogies 270
Explanations 271
Definitions 271
Think About the Mix 271

Contents xiii

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 How to Cite Sources of Information 272
Ethical Principles to Follow for Credibility and Research 274
Ethics and Source Credibility 274
Ethics and Supporting Material 274
Chapter Review & Study Guide 276
Summary 276
Key Terms 277
Study Questions 277
Critical Thinking 278
Sizing Things Up Scoring and Interpretation 278
References 279

Chapter 12 Organizing Presentations 280

Principles of Outlining 281
Types of Outlines 284
The Rough Draft 284
The Sentence Outline 286
The Key-Word Outline 289
The Introduction 290
Gaining and Maintaining Audience Attention 290
Arousing Audience Interest 292
Stating the Immediate Purpose and Thesis 293
Establishing Your Credibility 294
Forecasting Development and Organization 294
The Body 296
Organizational Patterns 296
Transitions and Signposts 303
The Conclusion 305
The References 307
Chapter Review & Study Guide 309
Summary 309
Key Terms 309
Study Questions 310
Critical Thinking 310
Sizing Things Up Scoring and Interpretation 311
References 311

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 Chapter 13 Delivery and Visual Resources 312
Defining Delivery 313
The Extemporaneous Method 314
The Impromptu Method 314
The Manuscript Method 314
The Memorized Method 315
Behaviors That Influence Delivery 316
Vocal Aspects of Delivery 316
Nonverbal Aspects of Delivery 319
Delivery Tips for NonNative Speakers 322
Ways to Reduce Your Fear of Presenting 323
When to Use Visual Resources 325
Principles for Using Visual Resources 327
Tips for Presenting Visual Information 327
Tips for Creating Visual Resources 327
Chapter Review & Study Guide 334
Summary 334
Key Terms 335
Study Questions 335
Critical Thinking 336
Sizing Things Up Scoring and Interpretation 336
References 336
Chapter 14 Informative Presentations 338
Preparing an Informative Presentation 339
Identifying Your Goal 339
Identifying Your Immediate Behavioral Purpose 341
Presenting Information Effectively 342
Creating Information Interest 343
Demonstrating Information Relevance 343
Revealing Extrinsic Motivation 343
Designing Informative Content 344
Avoiding Information Overload 345
Organizing Content 345
Skills for Informative Speaking 346
Defining 346
Describing 347
Explaining 348
Narrating 348
Demonstrating 348
Example Informative Presentation 349

Contents xv

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 Chapter Review & Study Guide 353
Summary 353
Key Terms 353
Study Questions 353
Critical Thinking 354
Sizing Things Up Scoring and Interpretation 354
References 355

Chapter 15 Persuasive Presentations 356

Preparing for a Persuasive Presentation 357
Identifying Your Immediate Purpose 358
Identifying Your Long-Range Goal 358
Persuading Effectively 358
Revealing the Purpose of the Presentation 358
Identifying Your Reason for Persuading 359
Advantages of the Classroom Setting 359
Methods of Persuasion 360
Using Argument to Persuade: Fact, Policy, and Value 360
The Difference Between Evidence and Proof 361
How to Test Evidence 361
Forms of Proof 363
Logos, or Logical Proof 363
Ethos, or Source Credibility 364
Pathos, or Emotional Proof 364
Persuasion Through Visualization 365
Organizing Your Persuasive Message: The Monroe Motivated
Sequence 366
Ethical Considerations 367
Example Persuasive Presentation 369
How to Resist Persuasion 373
Chapter Review & Study Guide 375
Summary 375
Key Terms 375
Study Questions 376
Critical Thinking 376
Sizing Things Up Scoring and Interpretation 377
References 377

Glossary 378
Index 386

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 preface
McGraw-Hill Connect: An Overview
McGraw-Hill Connect offers full-semester access to comprehensive, reliable
content and learning resources for the Communication course. Connect’s
deep integration with most learning management systems (LMSs), including
Blackboard and Desire2Learn (D2L), offers single sign-on and deep grade-
book synchronization. Data from Assignment Results reports synchronize
directly with many LMSs, allowing scores to flow automatically from Connect
into school-specific grade books, if required.
The following tools and services are available as part of Connect for the
Communication course.
Tool Instructional Context
SmartBook 2.0 • SmartBook 2.0 is an engaging and
interactive reading experience for mastering
fundamental Communication content.
• SmartBook 2.0 is now available on all
mobile smart devices—both online and
offline.
• Instructors can assign homework down
to the subtopic level, providing even more
flexibility and control over assignments.
• With the new review feature, instructors
can easily create personalized
assignments based on the content that
each student struggles with.
• SmartBook 2.0 was designed with
accessibility in mind and developed to
support learners with visual, auditory,
cognitive, and mobility needs, providing
a better user experience for all students.
Connect Insight • Connect Insight for Instructors is an
for Instructors analytics resource that produces quick
feedback related to student performance
and engagement.
• It is designed as a dashboard for both
quick check-ins and detailed
performance and engagement views.
Connect Insight for • Connect Insight for Students is a
Students powerful data analytics tool that provides
at-a-glance visualizations to help
students understand their performance
on Connect assignments.
pea22877_fm_i-xxviii_1.indd 17
Description
• SmartBook 2.0 is an adaptive reading experience
designed to change the way students read and learn.
It creates a personalized reading experience by
highlighting the most impactful concepts a student
needs to learn at that moment in time.
• SmartBook 2.0 allows students to recharge their
learning by accessing previously completed
assignments with a personalized learning experience
focused on areas that need extra attention.
• The “Learn About This” remediation process has been
revamped to give students greater exposure to
contextual material.
• SmartBook 2.0 now includes clear pop-up and text
prompts to guide students efficiently through the
learning experience.
• Connect Insight for Instructors offers a series of visual
data displays that provide analysis on five key insights:
• How are my students doing?
• How is this one student doing?
• How is my section doing?
• How is this assignment doing?
• How are my assignments doing?
• Connect Insight for Students offers details on each
Connect assignment to students. When possible, it
offers suggestions for the students on how they can
improve scores. These data can help guide students to
behaviors that will lead to better scores in the future.
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 Tool Instructional Context
Video Capture Powered • Video Capture Powered by
by GoReact GoReact provides instructors with
a comprehensive and efficient way
of managing in-class and online
speech assignments, including
student self-reviews, peer reviews,
and instructor grading.
Speech Preparation Tools • Speech Preparation Tools provide
students with additional support and
include Topic Helper, Outline Tool, and
access to third-party Internet sites like
EasyBib (for formatting citations) and
Survey Monkey (to create audience-
analysis questionnaires and surveys).
Instructor Reports • Instructor Reports provide data that may
be useful for assessing programs or
courses as part of the accreditation
process.
Student Reports • Student Reports allow students to review
their performance for specific
assignments or for the course.
Pre- and Post-Tests • Instructors can generate their own
pre- and posts-tests from the Test Bank.
• Pre- and post-tests demonstrate what
students already know before class
begins and what they have learned
by the end.
Tegrity • Tegrity allows instructors to capture
course material or lectures on video.
• Students can watch videos recorded by
their instructor and learn course material
at their own pace.
Simple LMS Integration • Connect seamlessly integrates with every
learning management system.
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Description
• The Video Capture by GoReact tool allows instructors
to easily and efficiently set up speech assignments for
their course that can easily be shared and repurposed,
as needed, throughout their use of Connect.
• Customizable rubrics and settings can be saved and
shared, saving time and streamlining the speech
assignment process from creation to assessment.
• Video Capture by GoReact allows users, both students
and instructors, to view videos during the assessment
process. Feedback can be left within a customized
rubric or as time-stamped comments within the
video-playback itself.
• Speech Preparation Tools provide students with
additional resources to help with the preparation
and outlining of speeches, as well as with audience-
analysis surveys.
• Instructors have the ability to make tools either
available or unavailable to learners.
• Connect generates a number of powerful reports and
charts that allow instructors to quickly review the
performance of a given student or an entire section.
• Instructors can run reports that span multiple sections
and instructors, making it an ideal solution for
individual professors, course coordinators, and
department chairs.
• Students can keep track of their performance
and identify areas with which they struggle.
• Instructors have access to two sets of pre- and post-
tests (at two levels). Instructors can use these tests
to create a diagnostic and post-diagnostic exam via
Connect.
• Instructors can keep track of which students have
watched the videos they post.
• Students can watch and review lectures by their
instructor.
• Students can search each lecture for specific bites
of information.
• Students have automatic single sign-on.
• Connect assignment results sync to the LMS’s
gradebook.
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 Instructor’s Guide to Connect
for Human Communication
When you assign Connect you can be confident—and have data to
demonstrate—that the students in your course, however diverse, are
acquiring the skills, principles, and critical processes that constitute
effective communication. This leaves you to focus on your highest course
expectations.

TAILORED TO YOU. Connect offers on-demand, single sign-on access to

students—wherever they are and whenever they have time. With a single,
one-time registration, students receive access to McGraw-Hill’s trusted
content.
EASY TO USE. Connect seamlessly supports all major learning management
systems with content, assignments, performance data, and LearnSmart, the
leading adaptive learning system. With these tools you can quickly make
assignments, produce reports, focus discussions, intervene on problem
topics, and help at-risk students—as you need to and when you need to.

Human Communication SmartBook 2.0

A Personalized and Adaptive Learning Experience with Smartbook 2.0®. SmartBook 2.0
with Learning Resources is the leading adaptive reading and study experience designed to
change the way students read and master key course concepts. As a student engages with
SmartBook 2.0, the program creates a personalized learning path by highlighting the most
impactful concepts the student needs to learn at that moment in time and delivering learning
resources—videos, animations, and other interactivities. These rich, dynamic resources help
students learn the material, retain more knowledge, and get better grades.
Enhanced for the New Edition! With a suite of new learning resources and question probes,
as well as highlights of key chapter concepts, SmartBook 2.0’s intuitive technology optimizes
student study time by creating a personalized learning path for improved course performance
and overall student success.

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 Reader/eBook. Alongside SmartBook 2.0, there is also Connect eBook for simple and easy
access to reading materials on smartphones and tablets. Students can study on the go with-
out an Internet connection, highlight important sections, take notes, search for materials
quickly, and read in class. Offline reading is available by downloading the eBook app on
smartphones and tablets, and any notes and highlights created by students will be synced
between devices when they reconnect. Unlike SmartBook 2.0, there is no pre-highlighting,
practice of key concepts, or reports on usage and performance.
Hundreds of Interactive Learning Resources. Presented in a range of interactive styles,
Human Communication learning resources support students who may be struggling to master,
or simply wish to review, the most important communication concepts. Designed to reinforce
the most important chapter concepts—from nonverbal communication cues and critical think-
ing skills to workplace interviewing techniques and organizing presentations—every learning
resource is presented at the precise moment of need. Whether video, audio clip, or interactive
mini-lesson, each of the 200-plus learning resources was designed to give students a lifelong
foundation in strong communication skills.
More than 1,000 Targeted Question Probes. Class-tested at colleges and universities
nationwide, a treasury of engaging question probes—new and revised, more than 1,000 in
all—gives students the information on communication they need to know, at every stage of
the learning process, in order to thrive in the course. Designed to gauge students’ comprehen-
sion of the most important Human Communication chapter concepts, and presented in a
variety of interactive styles to facilitate student engagement, targeted question probes give
students immediate feedback on their understanding of the material. Each question probe
identifies a student’s familiarity with the instruction and points to areas where additional re-
mediation is needed.
Informed by the Latest Research. The best insights from today’s leading communication
scholars infuse every lesson and are integrated throughout Human Communication.

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 Fresh Examples Anchored in the Real World. Every chapter of Human Communication
opens with a vignette exploring communication challenges in our everyday lives. Dozens of
additional examples appear throughout the new edition, each demonstrating an essential ele-
ment of the communication process. Whether students are reading the text, responding to
question probes, or reviewing key concepts in a learning resource, their every instructional
moment is rooted in the real world. McGraw-Hill Education research shows that high-quality
examples reinforce academic theory throughout the course. Relevant and contemporary
examples coupled with practical scenarios—reflecting interactions in school, the workplace,
and beyond—demonstrate how effective communication informs and enhances students’ lives
and careers.

A Greater Emphasis on Creativity. The feature
box Communicating Creatively illustrates ways in
which originality—including effective collaboration
strategies, emphasizing one’s personality, and
using music to boost a message—can be used
to augment the communication skills addressed
in the chapters.
New Annotated Student Outlines and New
Examples Speeches. The example outlines in
the Organizing Presentations chapter are revised
for this edition. The Informative Presentations
and Persuasive Presentations chapters include
new compelling example student speeches on
contemporary topics. Each speech models how a
speaker can increase audience members’ aware-
ness of an issue, integrate sources and other
supporting material, and organize the message to
help listeners better understand a topic.
Tips for Embracing Diverse Cultures. To help
students navigate the communication challenges
of a multicultural society, Engaging Diversity
boxes offer guidance on topics such as nonverbal
cues, disabilities, bilingualism, new technologies,
and provocative speech.
Guidance for a Lifetime. The end-of-chapter
feature, Be Ready . . . for What’s Next, stresses
the lifelong application of communication skills
and how mastery of these skills can help stu-
communicating
creatively
Memorable Message About College
As a way to celebrate International Women’s Day,
YouTube encouraged people to empower young women
with the #DearMe campaign. The #DearMe campaign
asks digital creators around the world to upload “video
letters” to their younger selves that provide the advice
and encouragement that they wish they had heard when
they were younger. The campaign encouraged people to
use the hashtag #DearMe on social media to share their
messages. Although the initial focus was on young girls,
these video letters apply to anyone wishing to tell their
younger selves or others a supportive, clarifying, and/or
realistic message. A quick search of the videos yields an
array of messages, perspectives, and identities. In this
section, you have been learning about how your self-
perceptions and others’ perceptions of you have, in part,
formed who you are. Perhaps you can take the time to
create a video or write a handwritten letter to your
younger self. What would your letter say? What part does
perception play in your message to your younger self?
Source: Brouwer, B. (2015, March). YouTube launches #DearMe
campaign for International Women’s Day. Tubefilter. Retrieved from
www.tubefilter.com/2015/03/03/youtube-dearme-campaign-
international-womens-day/.

dents in other classes, the workplace, and life.

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 Video Capture Powered by GoReact
With just a smartphone, tablet, or webcam, students and instructors can capture video of
presentations with ease. Video Capture Powered by GoReact, fully integrated in McGraw-Hill’s
Connect platform, doesn’t require any extra equipment or complicated training. All it takes is
five minutes to set up and start recording! Create your own custom Video Capture assignment,
including in-class and online speeches and presentations, self-review, and peer review. With
our customizable rubrics, time-coded comments, and visual markers, students will see feed-
back at exactly the right moment, and in context, to help improve their speaking, presentation
skills and confidence!
• T ime-coded feedback via text, video & audio
• Visual markers for short-hand, repetitive comments
• Customizable rubrics
Functionality List
• Asynchronous video
• Synchronous screen capture & video (“Live Event”)
• Group assignment/presentation
• Presenter split screen for visual aids or presentation decks
• Customizable rubrics
• Self and peer review
• Time-coded feedback with text, video & audio
• Customizable in-line comment markers
• Rubric placement and comment box next to video for easier grading
• Mobile recording & uploading
• Improved accessibility
• Deep integration with most Learning Management Systems via McGraw-Hill’s Connect

Data Analytics
Connect Insight provides at-a-glance
analysis on five key insights, available
at a moment’s notice. The first and
only analytics tool of its kind, Insight
will tell you, in real time, how individual
students or sections are doing (or how
well your assignments have been
received) so that you can take action
early and keep struggling students from
falling behind.

lucadp/Shutterstock

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 LearnSmart Instructor Reports allow instructors to
quickly monitor students’ activity, making it easy to
identify which students are struggling and to provide
immediate help to ensure those students stay enrolled
in the course and improve their performance. The
Instructor Reports also highlight the concepts and
learning objectives that the class as a whole is having
difficulty grasping. This essential information lets you
know exactly which areas to target for review during
your limited class time.
Some key LearnSmart reports are listed here:
Progress Overview report—View student progress for
all LearnSmart modules, including how long students
have spent working in the module, which modules
they have used outside of any that were assigned, and
individual student progress through LearnSmart.
Missed Questions report—Identify specific LearnSmart
probes, organized by chapter, that are problematic for
students.
Most Challenging Learning Objectives report—
Identify the specific topic areas that are challenging
for your students; these reports are organized by
chapter and include specific page references. Use
this information to tailor your lecture time and assign-
ments to cover areas that require additional remedia-
tion and practice.
Metacognitive Skills report—View statistics showing
how knowledgeable your students are about their own
comprehension and learning.

Classroom Preparation Tools

Whether before, during, or after class, there is a suite of Human Communication products
designed to help instructors plan their lessons and to keep students building upon the
foundations of the course.
Powerpoint Slides. The PowerPoint presentations for Human Communication provide chapter
highlights that help instructors create focused yet individualized lesson plans.
Test Bank. The Test Bank is a treasury of more than 1,000 examination questions based on
the most important communication concepts explored in Human Communication; more than
100 of the questions are new or revised for this edition.
Instructor’s Manual. Written by the authors, this comprehensive guide to teaching from
Human Communication contains activities and worksheets for each chapter.

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 Support to Ensure Success
• D
 igital Success Academy—The Digital Success
Academy on Connect offers a wealth of training
and course creation guidance for instructors and
students alike. Instructor support is presented in
easy-to-navigate, easy-to-complete sections. It
includes the popular Connect how-to videos, step-
by-step Click through Guides, and First Day of
Class materials that explain how to use both the
Connect platform and its course-specific tools and
features. http://createwp.customer.mheducation.
com/wordpress-mu/success-academy/
• Implementation Team—Our team of Implemen-
tation Consultants are dedicated to working online
with instructors—one-on-one—to demonstrate how
the Connect platform works and to help incorpo-
rate Connect into a customer’s specific course
design and syllabus. Contact your Learning
Specialist to learn more.
• L
 earning Specialists—Learning Specialists are
local resources who work closely with your McGraw-
Hill learning technology consultants. They can
provide face-to-face faculty support and training.
• D  igital Faculty Consultants—Digital Faculty
Consultants are experienced instructors who use
Connect in their classroom. These instructors are available to offer suggestions, advice,
and training about how best to use Connect in your class. To request a Digital Faculty
Consultant to speak with, please e-mail your McGraw-Hill learning technology consultant.
• National Training Webinars—McGraw-Hill offers an ongoing series of webinars for instruc-
tors to learn and master the Connect platform as well as its course-specific tools and
features. We hope you will refer to our online schedule of national training webinars and
sign up to learn more about Connect!

CONTACT OUR CUSTOMER SUPPORT TEAM

McGraw-Hill is dedicated to supporting instructors and students. To contact our
customer support team, please call us at 800–331–5094 or visit us online at
http://mpss.mhhe.com/contact.php.

xxiv Preface

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 Changes to the New Edition: Highlights
New and updated material in this edition of Human Communication reflects
the latest research in the field, as well as McGraw-Hill Education’s research
identifying the skills and topics students find most challenging.
Chapter 1: New opening vignette on problem-based student
advocacy; updated sources and statistics on the importance
of communication skills and the value of the communication
major; updated terminology and discussion of online commu-
nication, including the addition of recent data throughout the
chapter on students’ use of mobile smart technology.
Chapter 2: New opening vignette on perception and learning;
new section on current social and political events, which
showcases contemporary situations, such as the #MeToo
movement and athletic activism, to depict differences in per-
ception; revised discussion of online presence, including
recent research on social media, depression, and loneliness
among college students and ways to monitor and reduce
social media usage.
Chapter 3: New opening vignette on how words and phrases
convey meaning, using food deserts as an example; extended
sections on gender-biased and racist language with updated
research; new Engaging Diversity feature box on using apps to
learn new languages.
Chapter 4: New opening vignette on how appearance con-
veys nonverbal messages; expanded discussion of online
approaches to nonverbal communication, such as using emo-
jis and GIFs to express emotion; additional discussion of
American Sign Language to clarify relationships between ver-
bal and nonverbal communication; revised section on physical
attractiveness to emphasize contemporary research on cultur-
ally centered and shifting perspectives on attractiveness;
updated coverage on gender differences in nonverbal com-
munication, particularly perceptions of touch; updated exam-
ples in the discussion of clothing and artifacts as they relate
to public advocacy.
Chapter 5: New opening vignette on the StoryCorps project;
revised discussion of memory to help students better differen-
tiate between memory resources; new discussion of polariza-
tion as an impediment to listening, including analysis of why
finding common ground through careful listening is preferable
to simply agreeing to disagree; expanded coverage of skills to
improve listening, including various note-taking methods.
Chapter 6: New opening vignette on the gender nonbinary
character in Showtime’s series Billions to highlight how gen-
der and language are at work when developing relationships;
pea22877_fm_i-xxviii_1.indd 25
updated statistics on trends related to forming and maintain-
ing interpersonal relationships online, such as long distance
and geographically close relationships; expanded coverage of
the influence of social media on interpersonal relationships;
new Communicating Creatively feature box on how to use art
to cope with difficult topics; new Engaging Diversity feature
box on intercultural relationships and creativity.
Chapter 7: New opening vignette on Meghan Markle’s mar-
riage to Prince Harry as it relates to intercultural communica-
tion; updated statistics on the increasing diversity in the
United States; expanded discussion of polarized views on
intercultural issues; revised coverage of dominant cultures
and co-cultures; new coverage of cultural differences and
Schwartz’s value perspective, as well as recent research on
the relative tightness or looseness of cultural characteristics
as they relate to national boundaries.
Chapter 8: Updated coverage on group organization and
interaction; new Engaging Diversity feature box on Project
Row House; revised discussion of how groups can be impacted
by polarization and ways to challenge this in group settings;
new examples of technology tools that groups can use;
revised Communicating Creatively feature box to include new
examples of creative coworking spaces.
Chapter 9: New opening vignette on polarization and incivility
in the workplace; updated coverage of best practices for elec-
tronic submission of application materials; expanded discus-
sion of personal SWOT analysis; updated discussion of sexual
harassment to include current examples and the concept of
“duty to report.”
Chapter 10: New opening vignette on a grassroots charity for
a specific audience; revised Building Behaviors feature box on
podcasts.
Chapter 11: Updated discussion of the sleeper effect and
self-disclosure; new coverage of fake news; new examples
to clarify the differences among brief, extended, factual,
and hypothetical examples, as well as to illustrate use of
analogies.
Chapter 12: New opening vignette on the opioid crisis; chap-
ter reorganized to add clarity to the discussion of outline
formats; new example outlines throughout the chapter.
Preface xxv
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Another random document with
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to a revolted dependency until the danger of its being again
subjugated by the parent state has entirely passed away. This
extreme test was, in fact, applied in the case of Texas. The
Congress, to whom President Jackson referred the question as
one 'probably leading to war,' and therefore a proper subject
for 'a previous understanding with that body, by whom war can
alone be declared, and by whom all the provisions for
sustaining its perils must be furnished,' left the matter of
the recognition of Texas to the discretion of the Executive,
providing merely for the sending of a diplomatic agent when
the President should be satisfied that the Republic of Texas
had become 'an independent State.' It was so recognized by
President Van Buren, who commissioned a chargé d'affaires
March 7, 1837, after Mexico had abandoned an attempt to
reconquer the Texan territory, and when there was at the time
no bona fide contest going on between the insurgent province
and its former sovereign.

"I said in my message of December last, 'It is to be seriously

considered whether the Cuban insurrection possesses beyond
dispute the attributes of statehood which alone can demand the
recognition of belligerency in its favor.' The same
requirement must certainly be no less seriously considered
when the graver issue of recognizing independence is in
question, for no less positive test can be applied to the
greater act than to the lesser, while, on the other hand, the
influences and consequences of the struggle upon the internal
policy of the recognizing State, which form important factors
when the recognition of belligerency is concerned, are
secondary, if not rightly eliminable, factors when the real
question is whether the community claiming recognition is or
is not independent beyond peradventure.

"Nor from the standpoint of expediency do I think it would be

wise or prudent for this Government to recognize at the
present time the independence of the so-called Cuban republic.
Such recognition is not necessary in order to enable the United
States to intervene and pacify the island. To commit this
country now to the recognition of any particular government in
Cuba might subject us to embarrassing conditions of
international obligation toward the organization so
recognized. In case of intervention our conduct would be
subject to the approval or disapproval of such government. We
would be required to submit to its direction and to assume to
it the mere relation of a friendly ally. When it shall appear
hereafter that there is within the island a government capable
of performing the duties and discharging the functions of a
separate nation, and having, as a matter of fact, the proper
forms and attributes of nationality, such government can be
promptly and readily recognized and the relations and
interests of the United States with such nation adjusted.

"There remain the alternative forms of intervention to end the

war, either as an impartial neutral by imposing a rational
compromise between the contestants or as the active ally of
the one party or the other. As to the first, it is not to be
forgotten that during the last few months the relation of the
United States has virtually been one of friendly intervention
in many ways, each not of itself conclusive, but all tending
to the exertion of a potential influence toward an ultimate
pacific result just and honorable to all interests concerned.
The spirit of all our acts hitherto has been an earnest,
unselfish desire for peace and prosperity in Cuba untarnished
by differences between us and Spain and unstained by the blood
of American citizens. The forcible intervention of the United
States as a neutral to stop the war, according to the large
dictates of humanity and following many historical precedents
where neighboring states have interfered to check the hopeless
sacrifices of life by internecine conflicts beyond their
borders, is justifiable on rational grounds. It involves,
however, hostile constraint upon both the parties to the
contest, as well to enforce a truce as to guide the eventual
settlement.
{589}

"The grounds for such intervention may be briefly summarized

as follows:

First.
In the cause of humanity and to put an end to the barbarities,
bloodshed, starvation, and horrible miseries now existing there,
and which the parties to the conflict are either unable or
unwilling to stop or mitigate. It is no answer to say this is
all in another country, belonging to another nation, and is
therefore none of our business. It is specially our duty, for
it is right at our door.

Second.
We owe it to our citizens in Cuba to afford them that
protection and indemnity for life and property which no
government there can or will afford, and to that end to
terminate the conditions that deprive them of legal
protection.

Third.
The right to intervene may be justified by the very serious
injury to the commerce, trade, and business of our people and
by the wanton destruction of property and devastation of the
island.

Fourth,
and which is of the utmost importance. The present condition
of affairs in Cuba is a constant menace to our peace, and
entails upon this Government an enormous expense.

With such a conflict waged for years in an island so near us

and with which our people have such trade and business
relations—when the lives and liberty of our citizens are in
constant danger and their property destroyed and themselves
ruined—where our trading vessels are liable to seizure and
are seized at our very door by warships of a foreign nation,
the expeditions of filibustering that we are powerless to
prevent altogether, and the irritating questions and
entanglements thus arising—all these and others that I need
not mention, with the resulting strained relations, are a
constant menace to our peace, and compel us to keep on a
semi-war footing with a nation with which we are at peace.

"These elements of danger and disorder already pointed out

have been strikingly illustrated by a tragic event which has
deeply and justly moved the American people. I have already
transmitted to Congress the report of the naval court of
inquiry on the destruction of the battleship 'Maine' in the
harbor of Habana during the night of the 15th of February. The
destruction of that noble vessel has filled the national heart
with inexpressible horror. Two hundred and fifty-eight brave
sailors and marines and two officers of our Navy, reposing in
the fancied security of a friendly harbor, have been hurled to
death, grief and want brought to their homes and sorrow to the
nation. The naval court of inquiry, which, it is needless to
say, commands the unqualified confidence of the Government,
was unanimous in its conclusion that the destruction of the
'Maine' was caused by an exterior explosion, that of a
submarine mine. It did not assume to place the responsibility:
that remains to be fixed. In any event the destruction of them
'Maine' by whatever exterior cause, is a patent and
impressive proof of a state of things in Cuba that is
intolerable. That condition is thus shown to be such that the
Spanish Government cannot assure safety and security to a
vessel of the American Navy in the harbor of Habana on a
mission of peace, and rightfully there.

"Further referring in this connection to recent diplomatic

correspondence, a dispatch from our minister to Spain, of the
26th ultimo, contained the statement that the Spanish minister
for foreign affairs assured him positively that Spain will do
all that the highest honor and justice require in the matter
of the 'Maine.' The reply above referred to of the 31st
ultimo, also contained an expression of the readiness of Spain
to submit to an arbitration all the differences which can
arise in this matter, which is subsequently explained by the
note of the Spanish minister at Washington of the 10th
instant, as follows: 'As to the question of fact which springs
from the diversity of views between the reports of the
American and Spanish boards, Spain proposes that the facts be
ascertained by an impartial investigation by experts, whose
decision Spain accepts in advance.' To this I have made no
reply.

"President Grant, in 1875, after discussing the phases of the

contest as it then appeared, and its hopeless and apparent
indefinite prolongation, said: 'In such an event, I am of
opinion that other nations will be compelled to assume the
responsibility which devolves upon them, and to seriously
consider the only remaining measures possible—mediation and
intervention. Owing, perhaps, to the large expanse of water
separating the island from the peninsula, … the contending
parties appear to have within themselves no depository of
common confidence, to suggest wisdom when passion and
excitement have their sway, and to assume the part of
peacemaker. In this view in the earlier days of the contest
the good offices of the United States as a mediator were
tendered in good faith, without any selfish purpose, in the
interest of humanity and in sincere friendship for both
parties, but were at the time declined by Spain, with the
declaration, nevertheless, that at a future time they would be
indispensable. No intimation has been received that in the
opinion of Spain that time has been reached. And yet the
strife continues with all its dread horrors and all its
injuries to the interests of the United States and of other
nations. Each party seems quite capable of working great
injury and damage to the other, as well as to all the
relations and interests dependent on the existence of peace in
the island; but they seem incapable of reaching any
 adjustment, and both have thus far failed of achieving any
success whereby one party shall possess and control the island
to the exclusion of the other. Under these circumstances, the
agency of others, either by mediation or by intervention,
seems to be the only alternative which must sooner or later be
invoked for the termination of the strife.'

"In the last annual message of my immediate predecessor during

the pending struggle, it was said: 'When the inability of
Spain to deal successfully with the insurrection has become
manifest, and it is demonstrated that her sovereignty is
extinct in Cuba for all purposes of its rightful existence,
and when a hopeless struggle for its re-establishment has
degenerated into a strife which means nothing more than the
useless sacrifice of human life and the utter destruction of
the very subject-matter of the conflict, a situation will be
presented in which our obligations to the sovereignty of Spain
will be superseded by higher obligations, which we can hardly
hesitate to recognize and discharge.'

{590}

"In my annual message to Congress, December last, speaking to

this question, I said: 'The near future will demonstrate
whether the indispensable condition of a righteous peace, just
alike to the Cubans and to Spain, as well as equitable to all
our interests so intimately involved in the welfare of Cuba,
is likely to be attained. If not, the exigency of further and
other action by the United States will remain to be taken.
When that time comes that action will be determined in the
line of indisputable right and duty. It will be faced, without
misgiving or hesitancy, in the light of the obligation this
Government owes to itself, to the people who have confided to
it the protection of their interests and honor, and to
humanity. Sure of the right, keeping free from all offense
ourselves, actuated only by upright and patriotic
considerations, moved neither by passion nor selfishness, the
Government will continue its watchful care over the rights and
property of American citizens and will abate none of its efforts
to bring about by peaceful agencies a peace which shall be
honorable and enduring. If it shall hereafter appear to be a
duty imposed by our obligations to ourselves, to civilization,
and humanity to intervene with force, it shall be without fault
on our part, and only because the necessity for such action
will be so clear as to command the support and approval of the
civilized world.'

"The long trial has proved that the object for which Spain has
waged the war cannot be attained. The fire of insurrection may
flame or may smoulder with varying seasons, but it has not
been and it is plain that it cannot be extinguished by present
methods. The only hope of relief and repose from a condition
which can no longer be endured is the enforced pacification of
Cuba. In the name of humanity, in the name of civilization, in
behalf of endangered American interests which give us the
right and the duty to speak and act, the War in Cuba must
stop.

"In view of these facts and of these considerations, I ask the

Congress to authorize and empower the President to take
measures to secure a full and final termination of hostilities
between the Government of Spain and the people of Cuba, and to
secure in the island the establishment of a stable government,
capable of maintaining order and observing its international
obligations, insuring peace and tranquillity and the security
of its citizens as well as our own, and to use the military
and naval forces of the United States as may be necessary for
these purposes. And in the interest of humanity and to aid in
preserving the lives of the starving people of the island I
recommend that the distribution of food and supplies be
continued, and that an appropriation be made out of the public
Treasury to supplement the charity of our citizens.

"The issue is now with the Congress. It is a solemn

 responsibility. I have exhausted every effort to relieve the
intolerable condition of affairs which is at our doors.
Prepared to execute every obligation imposed upon me by the
Constitution and the law, I await your action.

"Yesterday, and since the preparation of the foregoing

message, official information was received by me that the
latest decree of the Queen Regent of Spain directs General
Blanco, in order to prepare and facilitate peace, to proclaim
a suspension of hostilities, the duration and details of which
have not yet been communicated to me. This fact with every
other pertinent consideration will, I am sure, have your just
and careful attention in the solemn deliberations upon which
you are about to enter. If this measure attains a successful
result, then our aspirations as a Christian, peace-loving
people will be realized. If it fails, it will be only another
justification for our contemplated action."

Congressional Record,
April 11, 1898.

UNITED STATES OF AMERICA: A. D. 1898 (April).

Action of Congress empowering the President to expel
Spanish authority from the island of Cuba, and its result
in a state of war with Spain.

On the 13th of April, two days after receiving the President's

Message, as above, the House of Representatives adopted the
following resolution, by a vote of 324 against 19: "Resolved,
That the President is hereby authorized and directed to
intervene at once to stop the war in Cuba, to the end and with
the purpose of securing permanent peace and order there and
establishing by the free action of the people thereof a stable
and independent government of their own in the island of Cuba;
and the President is hereby authorized and empowered to use
the land and naval forces of the United States to execute the
purpose of this resolution."
 Congressional Record,
April 13, 1898, pages 4192-4196.

Three days later the Senate adopted the following, by 27 votes

against 21: "Resolved by the Senate and House of
Representatives of the United States of America in Congress
assembled,

First.
That the people of the Island of Cuba are, and of right ought
to be, free and independent, and that the Government of the
United States hereby recognizes the Republic of Cuba as the
true and lawful Government of that island.

"Second.
That it is the duty of the United States to demand, and the
Government of the United States does hereby demand, that the
Government of Spain at once relinquish its authority and
government in the Island of Cuba and withdraw its land and
naval forces from Cuba and Cuban waters.

"Third.
That the President of the United States be, and he hereby is,
directed and empowered to use the entire land and naval forces
of the United States, and to call into the actual service of
the United States the militia of the several States, to such
extent as may be necessary to carry these resolutions into
effect.

"Fourth.
That the United States hereby disclaims any disposition or
intention to exercise sovereignty, jurisdiction, or control
over said island except for the pacification thereof, and
asserts its determination when that is accomplished to leave
the government and control of the island to its people."
 Congressional Record,
April 16, 1898, page 4386-4387.

The two Houses were in conflict, it will be seen, on the

question of the recognition of what claimed to be the
government of the Republic of Cuba, organized by the
insurgents. A majority of the House shared the doubts
expressed by the President in his message, as to the existence
of such a government in Cuba as could be recognized without
embarrassment; a majority of the Senate shut its eyes to that
doubt. After two days of heated controversy, the Senate gave
way, and the following resolution, recommended by conference
committees, was adopted in both Houses,—in the Senate by 42
yeas to 35 nays (12 not voting); in the House by 311 to 6 (39
not voting):

{591}

"Resolved, etc.

"First.
That the people of the Island of Cuba are and of right ought
to be free and independent.

"Second.
That it is the duty of the United States to demand, and the
Government of the United States does hereby demand, that the
Government of Spain at once relinquish its authority and
government in the Island of Cuba and withdraw its land and
naval forces from Cuba and Cuban waters.

"Third.
That the President of the United States be, and he hereby is,
directed and empowered to use the entire land and naval forces
of the United States, and to call into the actual service of
the United States the militia of the several States, to such
extent as may be necessary to carry these resolutions into
effect.

"Fourth.
That the United States hereby disclaims any disposition or
intention to exercise sovereignty, jurisdiction, or control
over said island, except for the pacification thereof, and
asserts its determination when that is accomplished to leave
the government and control of the island to its people."

Congressional Record,
April 18, 1898, pages 4421-4422, and 4461-4462.

One week later, on the 25th of April, the President

communicated to Congress an account of his action in
accordance with this joint resolution, and its result in a
state of war between the United States and Spain as follows:

"Upon communicating to the Spanish minister in Washington the

demand which it became the duty of the Executive to address to
the Government of Spain in obedience to said resolution, the
minister asked for his passports and withdrew. The United
States minister at Madrid was in turn notified by the Spanish
minister for foreign affairs that the withdrawal of the
Spanish representative from the United States had terminated
diplomatic relations between the two countries, and that all
official communications between their respective
representatives ceased therewith.

"I commend to your special attention the note addressed to the

United States minister at Madrid by the Spanish minister for
foreign affairs on the 21st instant, whereby the foregoing
notification was conveyed. It will be perceived therefrom that
the Government of Spain, having cognizance of the joint
resolution of the United States Congress, and in view of the
things which the President is thereby required and authorized
to do, responds by treating the reasonable demands of this
Government as measures of hostility, following with that
instant and complete severance of relations by its action
which, by the usage of nations, accompanies an existent state
of war between sovereign powers.

"The position of Spain being thus made known and the demands
of the United States being denied with a complete rupture of
intercourse by the act of Spain, I have been constrained, in
exercise of the power and authority conferred upon me by the
joint resolution aforesaid, to proclaim under date of April
22, 1898, a blockade of certain ports of the north coast of
Cuba, lying between Cardenas and Bahia Honda and of the port
of Cienfuegos on the south coast of Cuba; and further, in
exercise of my constitutional powers and using the authority
conferred upon me by the act of Congress approved April 22,
1898, to issue my proclamation dated April 23, 1898, calling
forth volunteers in order to carry into effect the said
resolution of April 20, 1898. …

"In view of the measures so taken, and with a view to the

adoption of such other measures as may be necessary to enable
me to carry out the expressed will of the Congress of the
United States in the premises, I now recommend to your
honorable body the adoption of a joint resolution declaring
that a state of war exists between the United States of
America and the Kingdom of Spain, and I urge speedy action
thereon, to the end that the definition of the international
status of the United States as a belligerent power may be made
known, and the assertion of all its rights and the maintenance
of all its duties in the conduct of a public war may be
assured."

Congressional Record,
April 25, 1898, page 4671.

The recommendation of the President was carried out, on the

same day, by the passage in both Houses, unanimously, of an
enactment, "First. That war be, and the same is hereby,
 declared to exist, and that war has existed since the 21st day
of April, A. D. 1898, including said day, between the United
States of America and the Kingdom of Spain. Second. That the
President of the United States be, and he hereby is, directed
and empowered to use the entire land and naval forces of the
United States, and to call into the actual service of the
United States the militia of the several States, to such
extent as may be necessary to carry this act into effect."

Congressional Record,
April 25, pages 4674 and 4693.

UNITED STATES OF AMERICA: A. D. 1898 (April).

Cabinet changes.

Two resignations from the President's cabinet occurred in

April, both occasioned by failing health. Honorable James A.
Gary was succeeded as Postmaster-General by Honorable Charles
Emory Smith, and Honorable John Sherman was followed in the
Secretaryship of State by his First Assistant in that office,
Judge William R. Day.

UNITED STATES OF AMERICA: A. D. 1898 (April-May).

War with Spain.
Military preparations.
Regular and Volunteer armies.
"The Rough Riders."

At the outbreak of the war, the Regular Army of the United

States numbered but 28,000 officers and men. Under authority
given by acts of Congress it was rapidly increased, and
returns for May, 1898, show 2,191 officers and nearly 42,000
men in the ranks. At the same time, a Volunteer Army was being
speedily raised and equipped. By proclamation of April 2-3d,
the President called for 125,000 volunteers, to be
apportioned, as far as practicable, among the states and
territories, according to population. On the 25th of May he
 called for 75,000 more. Before the end of May, 118,580
enlisted volunteers, with 6,224 officers, were reported to
have been mustered in. These were assembled in various camps
and prepared for service in a more or less hurried way. At the
beginning, six army corps were constituted, embracing both the
Regular and Volunteer branches of the army. The First Corps,
under Major General John R. Brooke, and the Third under Major
General James F. Wade, were organized at Camp Thomas, Georgia.
The Second was organized under Major General William M.
Graham, at Camp Alger, near Falls Church, Virginia. The
organization of the Fourth Corps, Major General John J.
Coppinger, commanding, was begun at Mobile, Alabama. The Fifth
Corps was organized at Tampa, Florid., under Major General
William R. Shafter.
{592}
A Sixth Corps, which had been provided for, was never
organized; but the Seventh was formed, at Tampa, Florida,
under Major General Fitzhugh Lee. Subsequently an Eighth Corps
was concentrated at San Francisco, and transported to the
Philippine Islands. Tampa, Florida, was the port chosen for
the shipment of troops to Cuba, and extensive preparations
were made for the transport service from that point. The
movement waited, first, for the preparation of newly levied
troops, and, secondly, for naval operations to make the voyage
of transports to Cuba safe from attack.

Annual Report of the Adjutant-General to the

Major-General Commanding the Army, 1898.

Among the Volunteer regiments organized, one known as that of

"the Rough Riders" excited public interest in the greatest
degree. "The moment that the newspapers sent broadcast the
tale that such a regiment was contemplated, excitement began
in nearly every State in the Union, and did not end until the
announcement was made that the regiment was complete. As it
stood, finished, the troops which made it up, theoretically
came from the following sections, although men from the East
and from other States and Territories were scattered through
each troop. Troops A, B, and C, from Arizona. Troop D, from
Oklahoma. Troops E, F, G, H, and I, from New Mexico. Troop K,
from Eastern colleges and cities. Troops L and M, from Indian
Territory.

"Senator Warren, of Iowa, is responsible for the idea of the

Rough Riders. He introduced and carried through Congress,
aided by Senators Kyle, Carter, and others, a bill authorizing
the enrollment of three regiments, to be made up of expert
hunters, riflemen, cow-men, frontiersmen, and such other hardy
characters as might care to enlist from the Territories.
Captain Leonard Wood, of the Medical Corps, was the
President's chief medical adviser, and had had much experience
in Indian fighting in the West. Theodore Roosevelt was
Assistant Secretary of the Navy, and had had some knowledge of
men and things on the frontier, through his life on his Own
and other ranches. It was the President's intention to offer
to Wood the colonelcy of one regiment, to Roosevelt the
colonelcy of a second, and to Griggsby, of Montana, the
colonelcy of a third. Wood and Roosevelt received their offers
at about the same moment. Roosevelt promptly declined his, on
the theory that he had not had sufficient military experience
to warrant him in taking command of a regiment. He asked that
he might be given the second place in the regiment commanded
by Wood, which was done. Thus the Rough Riders began.

"Alexander Brodie, who afterwards became major of the

regiment, was probably the first man to systematically start
towards the organization of this particular regiment. … It was
on the 3d of May that the Arizona men started for San Antonio.
It was on the 8th of May that the very last men of all—those
of K Troop—left Washington for San Antonio. These were the
'dude warriors,' the 'dandy troopers,' the 'gilded gang.' When
their train pulled into San Antonio, and they started
stragglingly to march into camp, they encountered a contingent
of 340 cowboys from New Mexico. Oil and water are not farther
 removed than were the everyday natures of these two groups of
men. Yet, instantly they fraternized, and from that
moment—through the hardships of it all—these men were
brothers. … Probably no military organization has ever been
made up of men selected from so large a number of applicants,
or of men so carefully selected. … A large delegation of men
from Harvard College called upon Roosevelt one day in
Washington and offered their services in a body. Indeed,
delegations of that kind from most of the Eastern Colleges
went to him, but went to him in vain. His secretary answered
more than five thousand individual applications for places in
the regiment, and answered ninety-nine per cent. of them with
declinations."

E. Marshall,
The Story of the Rough Riders,
chapter 1
(Copyright, G. W. Dillingham & Co., New York).

UNITED STATES OF AMERICA: A. D. 1898 (April-May: Cuba)

War with Spain.
Blockade of Cuban ports.

On the 21st of April, the following instructions were

despatched by the Secretary of the Navy to Rear-Admiral
Sampson, appointed that day to the command of the naval force
on the Atlantic Station: "You will immediately institute a
blockade of the north coast of Cuba, extending from Cardenas
on the east to Bahia Honda on the west; also, if in your
opinion your force warrants, the port of Cienfuegos, on the
south side of the island. It is considered doubtful if the
present force at your command would warrant a more extensive
blockade. It should be borne in mind that whenever the Army is
ready to embark for Cuba the Navy will be required to furnish
the necessary convoy for its transports. For this reason it
does not seem desirable that you should undertake at present
to blockade any more of the island than has been indicated. It
is believed that this blockade will cut off Havana almost
entirely from receiving supplies from the outside. The Navy
Department is considering the question of occupying the port
of Matanzas by a military force large enough to hold it and to
open communications with the insurgents, and this may be done
at an early date, even before the main party of the Army is
ready to embark. If this operation is decided upon, you are
directed to co-operate with the Army and assist with such
vessels as are necessary to cover and protect such a
movement."

Report of Secretary of Navy, 1898,

volume 2, page 175.

In previous confidential orders to the commander of the North

Atlantic squadron, issued April 6, in anticipation of
hostilities, the Department had directed as follows: "In the
event of hostilities with Spain, the Department wishes you to
do all in your power to capture or destroy the Spanish war
vessels in West Indian waters, including the small gunboats
which are stationed along the coast of Cuba.

"2. The Department does not wish the vessels of your squadron
to be exposed to the fire of the batteries at Havana, Santiago
de Cuba, or other strongly fortified ports in Cuba, unless the
more formidable Spanish vessels should take refuge within
those harbors. Even in this case the Department would suggest
that a rigid blockade and employment of our torpedo boats
might accomplish the desired object, viz, the destruction of
the enemy's vessels, without subjecting unnecessarily our own
men-of-war to the fire of the land batteries. There are two
reasons for this: First. There may be no United States troops
to occupy any captured stronghold, or to protect from riot and
arson, until after the dry season begins, about the first of
October. Second. The lack of docking facilities makes it
particularly desirable that our vessels should not be crippled
before the capture or destruction of Spain's most formidable
 vessels.

{593}

"3. The Department further desires that, in case of war, you

will maintain a strict blockade of Cuba, particularly at the
ports of Havana, Matanzas, and, if possible, of Santiago de
Cuba, Manzanillo, and Cienfuegos. Such a blockade may cause
the Spaniards to yield before the rainy season is over."

Report of Secretary of Navy, 1898,

volume 2, page 171.

The prudent policy here set forth restricted the action of the
fleet to blockading duty so closely, during the early weeks of
the war, that no serious demonstrations against the Spanish
land batteries were made. Admiral Sampson had been urgent for
permission to force the entrance to Havana harbor, before its
defenses were strengthened, expressing perfect confidence that
he could silence the western batteries, and reach a position
from which the city would be at the mercy of his guns; but he
was not allowed to make the attempt. The projected occupation
of Matanzas was not undertaken.

UNITED STATES OF AMERICA: A. D. 1898 (April-May: Philippines).

Statements of the circumstances in which Aguinaldo, the
head of the insurrectionary movement in the Philippines,
went to Manila, to co-operate with the American forces.

On the 4th of May, 1898, the following was published in the

"Singapore Free Press": "General Emilio Aguinaldo, accompanied
by his aide-de-camp, Colonel Marcelo H. del Pilar, and his
private secretary, Mr. J. Leyba, arrived incognito in
Singapore from Saigon on April 21, 1898. In Saigon, where
Aguinaldo had remained for one week, he had interviews with
one or two old Philippino friends now resident there. The
special purpose of Aguinaldo's visit to Singapore was to
consult other friends here, particularly Mr. Howard W. Bray,
an old and intimate English friend, for fifteen years resident
in the Philippines, about the state of affairs in the islands
generally—particularly as to the possibility of war between
the United States and Spain, and whether, in such an event,
the United States would eventually recognize the independence
of the Philippines, provided he lent his co-operation to the
Americans in the conquest of the country. The situation of the
moment was this, that the conditions of the honorable peace
concluded on December 14, 1897, between President Aguinaldo,
on behalf of the Philippine rebels, and H. E. Governor-General
Primo di Rivera, on behalf of Spain, had not been carried out,
although their immediate execution had been vouched for in
that agreement. These reforms would have provided protection
to the people against the organized oppression and rapacity of
the religious fraternities, would have secured improved civil
and criminal procedure in courts, and have guaranteed, in many
ways, improvements in the fiscal and social conditions of the
people. The repudiation by the Spanish Government of these
conditions, made by General Primo di Rivera, now left the
rebel leaders, who had for the most part gone to Hongkong,
free to act. And it was in pursuance of that freedom of action
that Aguinaldo again sought counsel of his friends in Saigon
and Singapore, with a view to the immediate resumption of
operations in the Philippines.

"Meantime Mr. Bray, whose assistance to this journal on

matters connected with the Philippines has been very
considerable, as our readers will have seen, was introduced by
the editor of the Singapore Free Press to Mr. Spencer Pratt,
consul-general of the United States, who was anxious, in view
of contingencies, to learn as much as possible about the real
condition of the Philippines. It was a few days after this
that Aguinaldo arrived incognito in Singapore, when he at once
met his friends, including Mr. Bray. Affairs now becoming more
warlike, Mr. Bray, after conversation with Mr. Spencer Pratt,
eventually arranged an interview between that gentleman and
General Aguinaldo, which took place late on the evening of
Sunday, the 24th April, at 'The Mansion,' River Valley road.
There were present on that occasion General Emilio Aguinaldo y
Fami, Mr. E. Spencer Pratt, consul-general United States of
America; Mr. Howard W. Bray; Aguinaldo's private secretary,
Mr. J. Leyba; Colonel M. H. del Pilar, and Dr. Marcelino
Santos.

"During this conference, at which Mr. Bray acted as

interpreter, General Aguinaldo explained to the American
consul-general, Mr. Pratt, the incidents and objects of the
late rebellion, and described the present disturbed state of
the country. General Aguinaldo then proceeded to detail the
nature of the co-operation he could give, in which he, in the
event of the American forces from the squadron landing and
taking possession of Manila, would guarantee to maintain order
and discipline amongst the native troops and inhabitants in
the same humane way in which he had hitherto conducted the
war, and prevent them from committing outrages on defenceless
Spaniards beyond the inevitable in fair and honorable warfare.
He further declared his ability to establish a proper and
responsible government on liberal principles, and would be
willing to accept the same terms for the country as the United
States intend giving to Cuba.

"The consul-general of the United States, coinciding with the

general views expressed during the discussion, placed himself
at once in telegraphic communication with Admiral Dewey at
Hongkong, between whom and Mr. Pratt a frequent interchange of
telegrams consequently took place. As a result another private
interview was arranged at the American consular residence at
the Raffles Hotel between General Aguinaldo, Mr. Spencer
Pratt, Mr. Howard Bray, and Mr. Leyba, private secretary to
General Aguinaldo. As a sequel to this interview, and in
response to the urgent request of Admiral Dewey, General
Aguinaldo left Singapore for Hongkong by the first available
steamer, the Peninsular and Oriental 'Malacca,' on Tuesday,