(eBook PDF) Analyzing English

Grammar 7th Edition by Thomas P.

Klammer
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system, or transmission in any form or by any means, electronic, mechanical,
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1 2 3 4 5 6 7 8 9 10—CRW—15 14 13 12

ISBN-10: 0-205-25252-4
ISBN-13: 978-0-205-25252-7
Contents
1. Preface viii

1. CHAPTER 1 INTRODUCTION 1

1. What Is Grammar? 2

2. Grammar versus Usage 6

3. Descriptive Grammars 9

4. Grammatical Prototypes 10

5. Learning about Grammar 14

6. Aids to Learning about Language 16

1. Diagramming 16

2. IC Analysis 17

3. Phrase Structure Trees 18

7. Suggestions for Reading this Book 18

1. Key Terms 19

2. Endnotes 19

2. CHAPTER 2 VARIETIES OF ENGLISH 20

1. Regional Dialects 22

2. Social Dialects 24

3. Standard American English 27

 4. Styles 30

5. Second Language Acquisition 32

6. English in an International Context 34

1. Summary 37

2. Key Terms 38

3. Endnotes 38

3. CHAPTER 3 THE MORPHOLOGY OF ENGLISH 39

1. Morphemes 40

1. Allomorphs 45

2. Inflectional Morphemes 45

1. Noun Inflections 47

2. Verb Inflections 49

3. Adjective and Adverb Inflections 52

3. Functional Shift 52

4. Derivational Morphemes 54

5. Form Classes and Structure Classes 58

6. A Word about Words 59

1. Summary 61

2. Review Exercises 61

3. Key Terms 64
4. CHAPTER 4 FORM-CLASS WORDS 65

1. Form and Function 66

1. Forms with Overlapping Functions 68

2. Nouns 69

1. Prototypes and Peripheral Cases 71

3. Subclasses and Features 73

1. Noun Subclasses 74

4. Verbs 76

1. Verb Subclasses 78

5. Adjectives 79

1. Adjective Subclasses 81

6. Adverbs 84

1. Adverb Subclasses 87

7. Analyzing Form and Function 87

1. Comments and Suggestions 91

1. Summary 94

2. Review Exercises 94

3. Key Terms 96

4. Endnote 96

5. CHAPTER 5 STRUCTURE-CLASS WORDS, PART I Modifying

Words 97
1. Structure-Class versus Form-Class Words 97

2. Determiners 101

1. Diagrams and Trees 106

3. Auxiliaries 108

1. Modal Auxiliaries 109

2. Have 110

3. Be 110

4. Do 111

5. Diagrams and Trees 113

4. Qualifiers 113

1. Diagrams and Trees 115

5. Pronouns 119

1. Pronouns as Noun-Phrase Substitutes 119

2. Personal Pronouns 120

3. Reflexive Pronouns 123

4. Reciprocal Pronouns 125

5. Indefinite Pronouns 125

1. Summary 129

2. Review Exercises 129

3. Key Terms 131

6. CHAPTER 6 STRUCTURE-CLASS WORDS, PART II Connecting
Words 132

1. Prepositions 132

1. Diagrams and Trees 134

2. Differences Between Prepositions and Adverbs 136

3. Differences Between Prepositions and Verb Particles 136

4. Differences Between Verb Particles and Adverbs 137

2. Conjunctions 139

1. Coordinating Conjunctions 139

2. Conjunctive Adverbs 142

3. Subordinating Conjunctions 143

4. Differences Between Subordinators and Prepositions 145

3. Relatives 149

4. Interrogatives 153

1. Summary 155

2. Review Exercises 155

3. Key Terms 157

4. Endnote 157

7. CHAPTER 7 PHRASES 158

1. Subjects and Predicates 158

2. Form and Function 164

 3. Recognizing Phrase Types 166

4. The Main Verb Phrase 171

1. Creating Verb Phrases 177

2. Time, Tense, and Aspect 186

3. Simple Tenses 186

4. Finite and Nonfinite Verb Forms 187

5. Compound Verb Forms—Perfect and Progressive 189

6. The Meaning of Modals 194

7. Other Auxiliaries 196

8. Have and Be as Main Verbs 198

9. The Subjunctive Mood 201

1. Summary 201

2. Review Exercises 203

3. Key Terms 205

4. Endnotes 206

8. CHAPTER 8 FIVE BASIC SENTENCE TYPES 207

1. Binary Structure 208

2. Type I—The Intransitive Type 210

3. Types II, III, and IV—Linking (Copular) Verbs 217

1. Type II—The Verb Be Requiring Adverbs of Time or Place

217
 2. Type III—The Linking Verb Type with Adjectival Subject
Complement 222

3. Type IV—The Linking Verb Type with Nominal Subject

Complement 227

4. Type V—The Transitive Type 231

1. Transitive Verbs with Reflexive and Reciprocal Direct Objects

235

2. Transitive Verbs with Object Complements 236

3. Distinguishing Between Transitive and Linking Verb Sentence

Types 238

4. Verbs That Function in More Than One Sentence Type 239

1. Summary 243

2. Review Exercises 246

3. Key Terms 248

9. CHAPTER 9 BASIC SENTENCE TRANSFORMATIONS 249

1. The Indirect Object Transformation 250

1. Indirect Objects and Object Complements 254

2. The Passive Transformation 256

1. Direct and Indirect Objects 261

3. Other Transformations 268

4. Negative Sentences 269

1. Negative Sentences with Auxiliary Verbs 269

 2. Negative Sentences with Be 270

3. Negative Sentences Without Auxiliary Verbs or Be 270

5. Interrogative Sentences 276

1. Yes/No Questions 277

2. Wh-Questions 280

6. Imperative Sentences 289

1. Verbs in Imperative Sentences 291

1. Summary 292

2. Review Exercises 293

3. Key Terms 294

10. CHAPTER 10 FINITE VERB CLAUSES, PART I

Adverbial and Adjectival Clauses 295

1. Sentence Varieties 297

2. Subordinate Clauses 301

1. Diagramming Subordinate Clauses 306

2. Subordinate Clauses That Can Function Adverbially or

Adjectivally 308

3. Relative Clauses 309

1. Relative Clauses Within Prepositional Phrases 312

2. Diagramming Relative Clauses 313

3. The Omission of Relative Pronouns 317

 4. Relative Adverbs 319

5. Relative Clauses Contrasted with Adverbial Subordinate

Clauses 322

6. Restrictive and Nonrestrictive Relative Clauses 324

1. Summary 328

2. Review Exercises 329

3. Key Terms 331

11. CHAPTER 11 FINITE VERB CLAUSES, PART II Nominal Clauses

332

1. That-Clauses 332

1. Differences Between Relative Clauses and Nominal That-

Clauses 335

2. Appositive That-Clauses 336

3. Relative Clauses and Deletion Transformations: Appositives

338

4. Functions of Nominal That-Clauses 342

5. Diagramming Nominal That-Clauses 343

2. Interrogative Clauses 346

1. Diagramming Interrogative Clauses 349

3. Rhetorical Problems in Using Dependent Clauses 352

1. Elliptical Dependent Clauses 354

2. Nominal Clauses 355

 1. Summary 356

2. Review Exercises 356

3. Key Terms 358

12. CHAPTER 12 NONFINITE VERB PHRASES 359

1. Infinitive Phrases 360

1. Diagramming Infinitive Phrases 363

2. Passive Infinitives 368

3. Infinitives Without To 368

2. Functions of Infinitive Phrases 370

1. Adverbial Infinitives 370

2. Adjectival Infinitives 371

3. Nominal Infinitives 372

3. Differences Between Infinitives and Prepositional Phrases 375

4. Present Participle Phrases 375

1. Functions of Present Participle Phrases 377

2. Diagramming Present Participle Phrases 378

3. Differences Between Present Participles and Adjectives 383

5. Gerunds 384

1. Functions of Gerunds and Gerund Phrases 386

2. Differences Between Gerunds and Nouns 387

 6. Past Participle Phrases 390

1. Restrictive and Nonrestrictive Participle Phrases 392

1. Summary 399

2. Review Exercises 400

3. Key Terms 403

1. APPENDIX: The Sounds of American English 404

2. Index 415
Preface
In preparing the Seventh Edition of Analyzing English Grammar, we have
benefited from the questions, corrections, and suggestions sent to us by
students and teachers who have used earlier editions of the book. They have
urged us to retain our analytical approach, which is based on our underlying
premise that grammar instruction at the college level should provide students
with the tools to deduce for themselves how language works and how
grammars have been made. The grammar of English that students are asked
to master is the construct of linguists who sat down and analyzed spoken and
written English, dividing it into words and groups of words that they
interpreted as being alike in some way, then classifying those groups into
meaningful categories, and, finally, labeling the categories. In Analyzing
English Grammar, we show students how those categories were arrived at
and why it is that language does not always fit the description that linguists
have imposed upon it. Retracing the logical, step-by-step reasoning used in
language description and showing the peripheral examples that resist neat
classification provide keys to understanding English grammar and
diminishing students’ fears of new terminology.

This revised Seventh Edition evolved in a number of ways as we addressed

the requests of students and professors who have used earlier editions.

We have extended the discussion of African American Vernacular

English to include important historical contexts and nuances to bolster
the understanding of how dialects form in North America. Moreover, we
have added examples of how AAVE (or Ebonics) manifests in
contemporary practice with both “There/Here” statements and sentence
patterns as a whole. The expanded coverage of this topic responds to an
ever-growing diverse population of teachers and students of the English
language.

Because so many students who enroll in college-level courses in

advanced grammar do so as future teachers, we explain more thoroughly
the connection between traditional parts of speech (often used in
 primary education) and our classifications of form- and structure-class
words. Many users of this text had asked for a more explicit way to
understand the terms used within a context of the nomenclature often
used in basic grammar instruction, so we continued to build on the
expanded foundation of the sixth edition.

The successful grammatical analysis of a sentence depends so much on

the understanding of the main verb phrase (MVP). In this new edition,
we clarify our approach to this topic, attempting to more carefully break
down important concepts as we introduce them. As well, we added
additional review exercises to the chapter to give students extra practice
for mastery of this subject.

Sentence transformations are much easier to grasp with additional

background information on Noam Chomsky and his research on deep
structures and surface structures. Thus, we offer a new introduction to
the relevant chapter, covering basic transformational grammar as a
concept before proceeding to the individual transformations. We feel
such a background will more appropriately build a bridge between basic
sentence patterns and their most frequent transformations.

Responding to reviewers’ comments regarding students’ difficulty with

non-finite verb phrases, we have added additional introductory material
to that chapter, attempting to more clearly highlight the differences
between finite and non-finite verbs. We also more pointedly discuss how
non-finite phrases can derive from finite phrases to help readers make
connections and distinguish between the two.

We have added to and updated many exercises throughout this edition,

notably in sections related to sentence patterns, to refresh and expand
the application of analysis for the readers.

Teacher Certification Requirements

In Analyzing English Grammar, Seventh Edition, we have included material
that is particularly suitable for preparing students who will seek a teaching
credential in English. Our book presents them with a broad and deep
conceptual knowledge of the subject matter, preparing them to teach
grammatical structures to learners coming from a variety of linguistic and
sociocultural backgrounds.

Assumptions and Goals

Students can use Analyzing English Grammar, without having previously
studied grammar or linguistics. While the book draws on traditional,
structural, and transformational grammatical theory, its primary concern is to
be a sound pedagogical grammar, not a treatise on linguistic theory. It takes
an eclectic approach, aiming to be an effective tool that will support and
assist students in learning about English.

Special Features
Students learn to move from clear, prototypical cases to more complex,
borderline, “fuzzy” examples.

Chapter Previews and Goals alert students to what they are about to
study and encourage them to recall what they already know about those
topics. Chapter Summaries allow for quick review.

Within chapters, critically important concepts and processes are briefly

restated in summary figures. Figures outlining rules of thumb
recapitulate step-by-step analytical methods and verification procedures
in simple language.

Phrase marker tree diagrams, adapted from transformational grammar,

and traditional Reed-Kellogg diagrams serve as alternative visual tools
for analyzing sentence structure graphically. Students who are planning
to become teachers may eventually be given a textbook that requires
them to teach others how to draw Reed-Kellogg diagrams. For that
reason, we have included enough information throughout the text to
enable students to understand and practice the principles of sentence
 diagramming.

Structural sentence formulas supplement diagrams to represent the five

prototypical patterns underlying English sentences.

“What’s the Usage?” sections and “Practical Applications” exercises

show how grammatical concepts apply in current written and spoken
language.

Frequent exercises lead students to use and master the information and
techniques of analysis that they are learning.

The concepts of form and function continue to constitute a unifying

theme of the current edition. Attaining a solid understanding of their
relationship in English grammar is, we believe, essential to successful
student learning in the courses for which our text is intended.

Supplementing the book is an instructor’s manual, which includes

suggestions for teaching each chapter, quiz questions, and reproducible
study guides and answer keys for the exercises. Please ask your Pearson
sales representative for a copy: ISBN 0-205-25255-9.

Support for Real Student Learning

Analyzing English Grammar is consistently concerned with developing
student thinking skills and genuine understanding, not just the rote learning
and memorization that have characterized English grammar textbooks and
classes since their inception more than a century ago. In its discussion,
description, and explanation, the text speaks directly to students in
understandable language, modeling throughout the techniques of step-by-step
reasoning that we teach in our own classes. The text discusses in the first
chapter (and wherever appropriate in later chapters) the various kinds of
learning that are involved in studying grammar (or any other subject), helping
students to recognize which matters are properly learned by memorization
(some terminology, for example) and which are better approached with
higher-level thinking skills.
Because a few students in grammar classes can almost always guess the
“correct” answers to simple exercises, our text takes special care to diminish
the rewards for correctness that make “right” answers an end in themselves.
Instead of focusing its attention on filling in the blank correctly, Analyzing
English Grammar, Seventh Edition, models inquiry and verification
procedures, repeatedly demonstrating and eliciting critical thinking and
analysis from students. The arrangement of discussion and exercises is
particularly helpful for slow learners, who need time to digest the solutions to
problems while they are being discussed. Throughout, the book emphasizes
verifying and explaining answers to exercises and solutions to problems
rather than simply coming up with the “right” answer without knowing why.
Even as it speaks to students without sophisticated background in the subject,
the book remains faithful to the complexity of real language by recognizing
the role of ambiguity in the structure of English and frequently evaluating
alternative answers to exercises.
Acknowledgments
Students and teachers who use this text will benefit from the help we have
received from our students and colleagues in the Department of English and
Comparative Literature and in the Linguistics Program at California State
University, Fullerton, in particular Ane Ipsen, Franz Müller-Gotama, Sherri
Sawicki, and Heping Zhao. We are deeply grateful to them. We owe special
thanks to students in English 303, the Structure of Modern English, who have
used progressively revised versions of this book in our classes over several
years. They have been the kindest (and most honest) critics we have ever had.
We appreciate, as well, the careful and attentive reading of the completed text
by Sherri Sawicki, California State University, Fullerton.

We want to thank the reviewers selected by Pearson Education, who provided

careful critiques that were extremely helpful to us: Larry LaFond, Southern
Illinois University Edwardsville; Carol P. Jamison, Armstrong Atlantic State
University; Robert Adams, Sam Houston State University; Charles Jones,
George Mason University; and Delys Waite Snyder, Brigham Young
University. Working with the staff of Pearson Education has been a real
pleasure.

Finally, we thank Joan Klammer, Max Schulz, and Ronald Hughes, whose
patient love, support, and good humor have not wavered through years of
what must seem an inexplicable fascination with the pedagogy of
grammatical analysis.

Thomas P. Klammer

Muriel R. Schulz

Angela Della Volpe

Another random document with
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 The canal scheme which suffered defeat in the Prussian diet in
1899 (see above), and the rejection of which by his dutiful
agrarian subjects roused the wrath of the emperor-king, was
again brought forward, at the opening of the session of the
Diet, or Landtag, in January, 1901, with a great enlargement
of its scope and cost, and with an emphatic expression of the
expectation of his Majesty that the bill providing for it
should be passed. The bill covered no less than seven
different projects, of which the total cost to the State was
estimated at about 389,010,700 marks, or nearly $100,000,000.
These include the Rhine-Elbe Canal, which is calculated to
cost 260,784,700 marks; a ship canal between Berlin and
Stettin, to cost 41,500,000 marks; a waterway connecting the
Oder and the Vistula, of which the cost, together with that of
a channel rendering the Warthe navigable for ships from Posen to
the junction of the Netze, is estimated at 22,631,000 marks,
and a canal connecting the province of Silesia with the canal
joining the Oder to the Spree. The bill further proposed that
the State should participate in the work of improving the flow
of water in the Lower Oder and the Upper Havel to the extent
of 40,989,000 marks and 9,670,000 marks respectively, and
should contribute the sum of 9,336,000 marks towards the
canalization of the Spree.

GERMANY: A. D. 1901 (February).

Annual meeting of the Husbandists.

The annual meeting of the Husbandists, one of the

organizations of German agrarian interests, held at Berlin on
the 11th of February, is reported to have been attended by
some 8,000 delegates. The official report of the organization
showed a membership of 232,000, or an increase of 26,000 over
that of the previous year. Large gains were made during the
year in the southern section of the Empire. It also appeared
that no fewer than 202,000 members represented small farmers.
A resolution was adopted demanding that the Government grant
such protection to agriculture as would enable it to form
 prices independent of the Bourse, fixing the duties high
enough to make it possible for tillers of the soil to reap as
large profits for their products as from 1870 to 1800. "Above
all," said the resolution, "Germany must not grant the same
tariffs to countries discriminating in their tariffs, as in
the case of the United States."

----------GERMANY: End--------

{253}

GERRYMANDERING:
Legislation against by the Congress of the United States.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1901 (JANUARY).

GLADSTONE, William Ewart:

Retirement from public life.

See (in this volume)

ENGLAND: A. D. 1894-1895.

Death and burial.

See (in this volume)

ENGLAND: A. D. 1898 (MAY).

GOEBEL, Governor William E.:

Assassination.

See (in this volume)

KENTUCKY; A. D. 1895-1900.

GOLD COAST COLONY.

See (in this volume)

 ASHANTI; and AFRICA: A. D. 1900.

GOLD DEMOCRATS.

See (in this volume)

UNITED STATES OF AMERICA:
A. D. 1893 (JUNE-NOVEMBER).

GOLD FIELDS, The Witwatersrand.

See (in this volume)

SOUTH AFRICA (THE TRANSVAAL): A. D. 1885-1890.

GOLD MINING: Cape Nome discovery.

See (in this volume)

ALASKA: A. D. 1898-1899

GOLD STANDARD.

See (in this volume)

MONETARY QUESTIONS AND MEASURES.

GOLDEN STOOL, King Prempeh's.

See (in this volume)

ASHANTI.

GORDON MEMORIAL COLLEGE, at Khartoum.

See (in this volume)

EGYPT: A. D. 1898-1899.

GOSCHEN, George J.:

First Lord of the Admiralty in the British Cabinet.

See (in this volume)

 ENGLAND: A. D. 1894-1895.

GOSPODAR.

See (in this volume)

BALKAN AND DANUBIAN STATES (MONTENEGRO).

GOTHENBURG SYSTEM, The.

Dispensary Laws.

See (in this volume)

SOUTH CAROLINA: A. D. 1892-1899;
NORTH CAROLINA: A. D. 1897-1899;
SOUTH DAKOTA: A. D. 1899; and
ALABAMA: A. D. 1899.

GRASPAN, Battle of.

See (in this volume)

SOUTH AFRICA (THE FIELD OF WAR):
A. D. 1899 (OCTOBER-DECEMBER).

GREAT BRITAIN.

See ENGLAND.

GREATER NEW YORK.

See (in this volume)

NEW YORK CITY: A. D. 1896-1897.

----------GREECE: Start--------

GREECE:
Light on prehistoric times.
Recent explorations in Crete and Egypt.
 See (in this volume)
ARCHÆOLOGICAL RESEARCH: CRETE; and same: EGYPT.

GREECE: A. D. 1896 (April).

Revival of Olympic Games.

See (in this volume)

ATHENS: A. D. 1896.

GREECE: A. D. 1897 (February-March).

Interference in Crete.
Expedition of Colonel Vassos.
Appeal for the annexation of the island.
Action of the Great Powers.

See (in this volume)

TURKEY: A. D. 1897 (FEBRUARY-MARCH).

GREECE: A. D. 1897 (March-June).

Disastrous war with Turkey.
Appeal for peace.
Submission to the Powers on the Cretan question.

See (in this volume)

TURKEY: A. D. 1897 (MARCH-SEPTEMBER).

GREECE: A. D. 1899 (May-July).

Representation in the Peace Conference at The Hague.

See (in this volume)

PEACE CONFERENCE.

GREECE: A. D. 1899-1900.
Attitude towards impending revolt in Macedonia.

See (in this volume)

TURKEY: A. D. 1899-1901; and
 BALKAN AND DANUBIAN STATES.

----------GREECE: End--------

GREENBACKS.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1895 (JANUARY-
FEBRUARY);
1895-1896 (DECEMBER-FEBRUARY); 1896-1898; and
1900 (MARCH-DECEMBER)

GREENLAND, Recent exploration of.

See (in this volume)

POLAR EXPLORATION, 1895-1896, 1896, 1897, 1898-1899,
1898-, 1899, 1899-1900.

GREYTOWN:
Possession given to Nicaragua.

See (in this volume)

CENTRAL AMERICA (NICARAGUA-COSTA RICA): A. D. 1897.

GRONDWET (CONSTITUTION), of the South African Republic.

See (in this volume)

CONSTITUTION (GRONDWET) OF THE SOUTH AFRICAN
REPUBLIC.

GUAM, The island of: A. D. 1898 (June).

Seizure by the U. S. S. Charleston.

See (in this volume)

UNITED STATES OF AMERICA:
A. D. 1898 (JUNE), THE WAR WITH SPAIN.
GUAM: A. D. 1898 (December).
Cession to the United States.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1898 (JULY-DECEMBER).

GUAM: A. D. 1900.
Naval station.

Work planned for the creation of an U. S. naval station at

Guam is expected to cost, it is said, about $1,000,000.

GUANTANAMO:
Capture of harbor by American navy.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1898 (JUNE-JULY).

GUATEMALA.

See (in this volume)

CENTRAL AMERICA.

GUAYAMA, Engagement at.

See (in this volume)

UNITED STATES OF AMERICA:
A. D.1898 (JULY-AUGUST: PORTO RICO).

GUÉRIN, M.:
The barricade of.

See (in this volume)

FRANCE: A. D. 1899-1900 (AUGUST-JANUARY).

GUIANA, British: A. D. 1895-1899.

Venezuela boundary question.
 See (in this volume)
VENEZUELA.

GUIANA, French:
Boundary dispute with Brazil.
Award of Swiss arbitrators.

See (in this volume)

BRAZIL: A. D. 1900.

GUINEA, French.

See (in this volume)

AFRICA: A. D. 1895 (FRENCH WEST AFRICA).

GUNGUNHANA, Portuguese war with.

See (in this volume)

AFRICA: A. D. 1895-1896 (PORTUGUESE EAST AFRICA).

{254}

H.

HABANA, or HAVANA.

See (in this volume)

CUBA.

HAFFKINE'S PROPHYLACTIC.

See (in this volume)

PLAGUE.

HAGUE, The, Peace Conference at.

 See (in this volume)
PEACE CONFERENCE.

HALEPA, The Pact of.

See (in this volume)

TURKEY: A. D. 1896.

HALL OF FAME, for Great Americans, The.

In the designing of new buildings for the New York University

College of Arts and Science, at University Heights, certain
exigencies of art led to the construction of a stately
colonnade, surrounding a high terrace which overlooks Harlem
River, and the happy idea was conceived by Chancellor
MacCracken of evolving therefrom a "Hall of Fame for Great
Americans." The idea has been carried out, by providing for
the inscription of carefully chosen names on panels of stone,
with a further provision of space for statues, busts,
portraits, tablets, autographs, and other memorials of those
whose names are found worthy of the place. For the selection
of names thus honored, a body of one hundred electors,
representing all parts of the country, was appointed by the
Senate of the University. These electors were apportioned to
four classes of citizens, in as nearly equal numbers as
possible, namely:

(A) University or college presidents and educators.

(B) Professors of history and scientists.
(C) Publicists, editors, and authors.
(D) Judges of the Supreme Court, State or National.

It was required of the electors that they should consider the

claims of eminent citizens in many classes, not less than
fifteen, and that a majority of these classes should be
represented among the first fifty names to be chosen. They
were, furthermore, restricted in their choice to native-born
Americans, a rule which had some reasons in its favor, though
it excluded from the Hall such shining names in American
history as those of John Winthrop, Roger Williams, and
Alexander Hamilton.

As the result of the votes given by 97 electors, in the year

1900, 29 names were found to have received the approval of 51
or more of the electors, and these were ordered to be
inscribed in the Hall of Fame. The 29 names are as follows, in
the order of preference shown them by the 97 electors, as
indicated by the number of votes given to each:

GEORGE WASHINGTON. 97
ABRAHAM LINCOLN. 96
DANIEL WEBSTER. 96
BENJAMIN FRANKLIN. 94
ULYSSES S. GRANT. 92
JOHN MARSHALL. 91
THOMAS JEFFERSON. 90
RALPH WALDO EMERSON. 87
HENRY WADSWORTH LONGFELLOW. 85
ROBERT FULTON. 85
WASHINGTON IRVING. 83
JONATHAN EDWARDS. 81
SAMUEL F. B. MORSE. 80
DAVID GLASGOW FARRAGUT. 79
HENRY CLAY. 74
NATHANIEL HAWTHORNE. 73
GEORGE PEABODY. 72
ROBERT E. LEE. 69
PETER COOPER. 69
ELI WHITNEY. 67
JOHN JAMES AUDUBON. 67
 HORACE MANN. 67
HENRY WARD BEECHER 66
JAMES KENT. 65
JOSEPH STORY. 64
JOHN ADAMS. 61
WILLIAM ELLERY CHANNING 58
GILBERT STUART. 52
ASA GRAY. 51

Resolutions by the Senate of the University have determined

the action to be taken for the selection of further names, as
follows: "The Senate will take action in the year 1902, under
the rules of the Hall of Fame, toward filling at that time the
vacant panels belonging to the present year, being 21 in
number." "Each nomination of the present year to the Hall of
Fame that has received the approval of ten or more electors,
yet has failed to receive a majority, will be considered a
nomination for the year 1902. To these shall be added any name
nominated in writing by five of the Board of Electors. Also
other names may be nominated by the New York University Senate
in such way as it may find expedient. Any nomination by any
citizen of the United States that shall be addressed to the
New York University Senate shall be received and considered by
that body." Furthermore: "Every five years throughout the
twentieth century five additional names will be inscribed,
provided the electors under the rules can agree by a majority
upon so many."

The Senate further took note of the many requests that

foreign-born Americans should be considered, by adopting a
memorial to the University Corporation, to the effect that it
will welcome a similar memorial to foreign-born Americans, for
which a new edifice may be joined to the north porch of the
present hall, containing one fifth of the space of the latter,
providing thirty panels for names.
 Chancellor H. M. MacCracken,
The Hall of Fame
(American Review of Reviews, November 1900, page 563).

archive.org/details/sim_review-of-reviews-
us_july-december-1900_22_index/mode/
2up?view=theater&q=MacCracken

HANKOW.

See (in this volume)

SHANGHAI.

HART, Sir Robert:

Testimony as to the causes and character of the "Boxer"
movement in China.

See (in this volume)

CHINA: A. D. 1900 (JANUARY-MARCH).

HARVARD UNIVERSITY:
Summer School for Cuban Teachers.

See (in this volume)

CUBA: A. D. 1900.

HAVANA.

See (in this volume)

CUBA.
Map of Hawaii and Honolulu.

HAWAII.
Names and areas of the islands.

"For practical purposes, there are eight islands in the

Hawaiian group. The others are mere rocks, of no value at
present. These eight islands, beginning from the northwest,
are named Niihau, Kauai, Oahu, Molokai, Lanai, Kahoolawe,
Maui, and Hawaii. The areas of the islands [in square miles]
are:

Niihau, 97;
Kauai, 590;
Oahu, 600;
Molokai, 270;
Maui, 760;
Lanai, 150;
Kahoolawe, 63;
Hawaii, 4,210.
Total, 6,740.

{255}

As compared with States of the Union, the total area of the

group approximates most nearly to that of the State of New
Jersey—7,185 square miles. It is more than three times that of
Delaware—2,050 square miles."

Bulletin of the Bureau of American Republics,

August, 1898.

HAWAII:
Annexation to the United States.
On the 16th of June, 1897, the President of the United States
transmitted to Congress a new treaty for the annexation of the
Republic of Hawaii to the United States, signed that day by
representatives of the governments of the two countries,
appointed to draft the same. With the treaty he submitted a
report from his Secretary of State, Mr. Sherman, in which the
latter said: "The negotiation which has culminated in the
treaty now submitted has not been a mere resumption of the
negotiation of 1893 (see HAWAIIAN ISLANDS, in volume 3), but
was initiated and has been conducted upon independent lines.
Then an abrupt revolutionary movement had brought about the
dethronement of the late queen and set up instead of the
theretofore titular monarchy a provisional government for the
control and management of public affairs and the protection of
the public peace, such government to exist only until terms of
union with the United States should have been negotiated and
agreed upon. Thus self-constituted, its promoters claimed for
it only a de facto existence until the purpose of annexation
in which it took rise should be accomplished. As time passed
and the plan of union with the United States became an
uncertain contingency, the organization of the Hawaiian
commonwealth underwent necessary changes, the temporary
character of its first Government gave place to a permanent
scheme under a constitution framed by the representatives of
the electors of the Islands, administration by an executive
council not chosen by suffrage, but self-appointed, was
succeeded by an elective and parliamentary regime, and the
ability of the new Government to hold—as the Republic of
Hawaii—an independent place in the family of sovereign States,
preserving order at home and fulfilling international
obligations abroad, has been put to the proof. Recognized by
the powers of the earth, sending and receiving envoys,
enforcing respect for the law, and maintaining peace within
its island borders, Hawaii sends to the United States, not a
commission representing a successful revolution, but the
accredited plenipotentiary of a constituted and firmly
established sovereign State. However sufficient may have been
the authority of the commissioners with whom the United States
Government treated in 1893, and however satisfied the
President may then have been of their power to offer the
domain of the Hawaiian Islands to the United States, the fact
remains that what they then tendered was a territory rather
than an established Government, a country whose administration
had been cast down by a bloodless but complete revolution and
a community in a state of political transition. Now, however,
the Republic of Hawaii approaches the United States as an
equal, and points for its authority to that provision of
article 82 of the constitution, promulgated July 24, 1894,
whereby—'The President, with the approval of the cabinet, is
hereby expressly authorized and empowered to make a treaty of
political or commercial union between the Republic of Hawaii
and the United States of America, subject to the ratification
of the Senate.'" The essential articles of the treaty thus
submitted were the following:

ARTICLE I.
The Republic of Hawaii hereby cedes absolutely and without
reserve to the United States of America all rights of
sovereignty of whatsoever kind in and over the Hawaiian
Islands and their dependencies; and it is agreed that all the
territory of and appertaining to the Republic of Hawaii is
hereby annexed to the United States of America under the name
of the Territory of Hawaii.

ARTICLE II.
The Republic of Hawaii also cedes and hereby transfers to the
United States the absolute fee and ownership of all public,
government or crown lands, public buildings or edifices,
ports, harbors, military equipments and all other public
property of every kind and description belonging to the
Government of the Hawaiian Islands, together with every right
and appurtenance thereunto appertaining. The existing laws of
the United States relative to public lands shall not apply to
such lands in the Hawaiian Islands; but the Congress of the
United States shall enact special laws for their management
and disposition, Provided: that all revenue from or proceeds
of the same, except as regards such part thereof as may be
used or occupied for the civil, military or naval purposes of
the United States, or may be assigned for the use of the local
government, shall be used solely for the benefit of the
inhabitants of the Hawaiian Islands for educational and other
public purposes.

ARTICLE III.
Until Congress shall provide for the government of such
Islands all the civil, judicial and military powers exercised
by the officers of the existing government in said Islands,
shall be vested in such person or persons and shall be
exercised in such manner as the President of the United States
shall direct; and the President shall have power to remove
said officers and fill the vacancies so occasioned. The
existing treaties of the Hawaiian Islands with foreign nations
shall forthwith cease and determine, being replaced by such
treaties as may exist, or as may be hereafter concluded
between the United States and such foreign nations. The
municipal legislation of the Hawaiian Islands, not enacted for
the fulfilment of the treaties so extinguished, and not
inconsistent with this treaty nor contrary to the Constitution
of the United States, nor to any existing treaty of the United
States, shall remain in force until the Congress of the United
States shall otherwise determine. Until legislation shall be
enacted extending the United States customs laws and
regulations to the Hawaiian Islands, the existing customs
relations of the Hawaiian Islands with the United States and
other countries shall remain unchanged.

ARTICLE IV.
The public debt of the Republic of Hawaii, lawfully existing
at the date of the exchange of the ratifications of this
Treaty, including the amounts due to depositors in the
Hawaiian Postal Savings Bank, is hereby assumed by the
 Government of the United States; but the liability of the
United States in this regard shall in no case exceed
$4,000,000. So long, however, as the existing Government and
the present commercial relations of the Hawaiian Islands are
continued, as hereinbefore provided, said Government shall
continue to pay the interest on said debt.

ARTICLE V.
There shall be no further immigration of Chinese into the
Hawaiian Islands, except upon such conditions as are now or
may hereafter be allowed by the laws of the United States, and
no Chinese by reason of anything herein contained shall be
allowed to enter the United States from the Hawaiian Islands.

{256}

ARTICLE VI.
The President shall appoint five commissioners, at least two
of whom shall be residents of the Hawaiian Islands, who shall
as soon as reasonably practicable, recommend to Congress such
legislation concerning the Territory of Hawaii as they shall
deem necessary or proper."

United States, 55th Congress, 1st Session,

Senate Executive Document E.

A determined opposition to the renewed proposal of Hawaiian

annexation was manifested at once, in Congress and by many
expressions of public opinion at large. It condemned the
measure on grounds of principle and policy alike. It denied
the right of the existing government at Honolulu to represent
the Hawaiian people in such disposal of their country. It
denied the constitutional right of the government of the
United States to annex territory in the circumstances and the
manner proposed. It denied, too, the expected advantages,
whether naval or commercial, that the annexation of the
islands would give to the United States. A protest against the
annexation came also from the deposed Hawaiian queen,
Liliuokalani, and another from a party in the island which
attempted to rally round the presumptive heiress to the
overturned Hawaiian throne, the Princess Kaiulani. The
government of Japan also entered a protest, apprehending some
disturbance of rights which it had acquired for its emigrating
subjects, by treaty with the Republic of Hawaii; but this
protest was ultimately withdrawn. The army of opposition
sufficed, however, to hold the question of annexation in
abeyance for more than a year. No action was taken on the
treaty during the special session of the Senate. When Congress
assembled in December, 1897, President McKinley repeated his
expressions in its favor, and the treaty was reported to the
Senate, from the committee on foreign relations, early in the
following year; but the two-thirds majority needed for its
ratification could not be obtained.

Attempts to accomplish the annexation by that method were

given up in March, 1898, and the advocates of the acquisition
determined to gain their end by the passage of a joint
resolution of Congress, which required no more than a majority
of each House. Over the question in this form the battle was
fiercely fought, until the 15th of June in the House of
Representatives and the 6th of July in the Senate, on which
dates the following "joint resolution to provide for annexing
the Hawaiian Islands to the United States" was passed. It was
signed by the President the following day:

"Whereas the Government of the Republic of Hawaii having, in

due form, signified its consent, in the manner provided by its
constitution, to cede absolutely and without reserve to the
United States of America all rights of sovereignty of
whatsoever kind in and over the Hawaiian Islands and their
dependencies, and also to cede and transfer to the United
States absolute fee and ownership of all public, Government,
or Crown lands, public buildings or edifices, ports, harbors,
military equipment, and all other public property of every
kind and description belonging to the Government of the
Hawaiian Islands, together with every right and appurtenance
thereunto appertaining: Therefore,

"Resolved by the Senate and House of Representatives of the

United States of America in Congress assembled, That said
cession is accepted, ratified, and confirmed, and that the
said Hawaiian Islands and their dependencies be, and they are
hereby, annexed as a part of the territory of the United
States and are subject to the sovereign dominion thereof, and
that all and singular the property and rights hereinbefore
mentioned are vested in the United States of America. The
existing laws of the United States relative to public lands
shall not apply to such lands in the Hawaiian Islands; but the
Congress of the United States shall enact special laws for
their management and disposition: Provided, That all revenue
from or proceeds of the same, except as regards such part
thereof as may be used or occupied for the civil, military, or
naval purposes of the United States, or may be assigned for
the use of the local government, shall be used solely for the
benefit of the inhabitants of the Hawaiian Islands for
educational and other public purposes.

"Until Congress shall provide for the government of such

islands all the civil, judicial, and military powers exercised
by the officers of the existing government in said islands
shall be vested in such person or persons and shall be
exercised in such manner as the President of the United States
shall direct; and the President shall have power to remove
said officers and fill the vacancies so occasioned. The
existing treaties of the Hawaiian Islands with foreign nations
shall forthwith cease and determine, being replaced by such
treaties as may exist, or as may be hereafter concluded,
between the United States and such foreign nations. The
municipal legislation of the Hawaiian Islands, not enacted for
the fulfillment of the treaties so extinguished, and not
inconsistent with this joint resolution nor contrary to the