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Essentials of Sociology 12Th Edition Henslin Test Bank Full Chapter PDF
Essentials of Sociology 12Th Edition Henslin Test Bank Full Chapter PDF
Essentials of Sociology 12Th Edition Henslin Test Bank Full Chapter PDF
Multiple-Choice Questions
TB_Q7.1.1
_____ is the division of large numbers of people into layers according to their
relative property, power, and prestige.
a. Social stratification
b. Bonded labor
c. Ideology
d. Caste system
TB_Q7.1.2
Which of the following statements about slavery is true?
a. It is a product of modern times.
b. Racism is the usual basis for it.
c. It has been common throughout history.
d. It is always considered an inheritable condition.
TB_Q7.1.3
In some instances, slavery was
a. temporary.
b. sought after by the slaves.
c. not a case of people owning other people.
d. due to the owners being in debt to the slaves.
Answer: a. temporary.
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.4
What is the difference between bonded labor and slavery?
a. They are actually different terms for the same thing.
b. Bonded labor is entered into voluntarily (or arranged by parents).
c. Some people own other people in bonded labor.
d. Slavery is entered into voluntarily.
TB_Q7.1.5
_____ refers to beliefs about the way things ought to be that justify social
arrangements.
a. Social stratification
b. Ideology
c. Endogamy
d. Apartheid
Answer: b. Ideology
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q7.1.6
A person's status is a lifelong condition determined by birth in
a. social democracy.
b. bonded labor.
c. a caste system.
TB_Q7.1.7
In endogamy, one
a. marries within one’s group.
b. is forbidden to marry within one’s group.
c. has multiple wives.
d. does not marry at all.
TB_Q7.1.8
The system of separating racial–ethnic groups that was practiced in South Africa
was called
a. slavery.
b. bonded labor.
c. apartheid.
d. the caste system, which was imported from India.
Answer: c. apartheid.
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.9
In the estate stratification system of medieval Europe, which was one of the three
groups or “estates”?
a. Soldiers
b. Clergy
c. Sociologists
d. Techies
Answer: b. Clergy
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.10
In a class system, what is the main basis for social stratification?
a. Sexual orientation
b. Money
c. Appearance
d. Kindness
Answer: b. Money
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.11
The wealthiest 1% of adults worldwide own _____ of the Earth’s wealth.
a. 12%
b. 29%
c. 46%
d. 88%
Answer: c. 46%
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.12
Gender is a basis of social stratification for ______ society(ies) in the world.
a. no
b. a few
c. many
d. every
Answer: d. every
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.1.13
The tools, factories, land, and investment capital used to produce wealth make up
the
a. bourgeoisie.
b. proletariat.
c. means of production.
d. class consciousness.
TB_Q7.2.14
The bourgeoisie are
a. the proletariat.
b. capitalists.
c. Marx’s term for socialists.
d. low in prestige.
Answer: b. capitalists.
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q7.2.15
In Marx’s theory, those who were exploited because they do not own the means
of production were called the
a. bourgeoisie.
b. proletariat.
c. clergy
d. superclass.
Answer: b. proletariat.
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Moderate
Skill Level: Remember the Facts
TB_Q7.2.16
Marx used the term class consciousness to refer to awareness of a common
identity based on one’s
a. race.
b. caste.
c. position in the means of production.
d. education level.
TB_Q7.2.17
When workers identified with the interests of capitalists, Marx called it _____
class consciousness.
a. false
b. misguided
c. optimistic
d. budding
Answer: a. false
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Moderate
Skill Level: Remember the Facts
TB_Q7.2.18
_____ Weber _____ Marx viewed property as significant in determining a
person’s standing in society.
a. Neither; nor
b. Both; and
c. Not; but
d. Notably; but not
TB_Q7.2.19
_____ Weber _____ Marx viewed property as the only source of power.
a. Neither; nor
b. Both; and
c. Not; but
d. Notably; but not
TB_Q7.2.20
Weber believed that
a. property could bring prestige, but prestige could not bring property.
b. property could not bring prestige.
c. prestige could not bring property.
d. property could bring prestige, and prestige could bring property.
Answer: d. property could bring prestige, and prestige could bring property
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Difficult
TB_Q7.2.21
_____ believe(s) that stratification exists because it is functional for society.
a. All sociologists
b. Functionalists
c. No one
d. Conflict theorists
Answer: Functionalists
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.3.22
The research of David and Moore (1945, 1953) found that stratification of society
is inevitable because
a. no positions are more important than the other positions.
b. qualified people are most important at the lower levels.
c. for society to function, its positions must be filled.
d. smaller rewards at the top will motivate qualified people.
TB_Q7.3.23
In a meritocracy, all positions are awarded on the basis of
a. power.
b. social standing.
c. education level attained.
d. merit.
Answer: d. merit.
Learning Objective: LO 7.3 Contrast the functional and conflict views of why
social stratification is universal.
Topic/Concept: Why Is Social Stratification Universal?
TB_Q7.3.24
_____ stress that conflict, not function, is the reason that we have social
stratification.
a. Conflict theorists
b. Functionalists
c. All sociologists of this century
d. Despite the name, no conflict theorists
TB_Q7.3.25
Over a century ago, Mosca said that
a. leadership requires inequalities of power.
b. it is possible for societies to exist without any organization.
c. people in power can be trusted not to use their positions to seize greater rewards
for themselves.
d. in a just society, anyone can be a follower or a leader.
TB_Q7.3.26
In trying to synthesize the views of functionalist and conflict theorists, Lenski
suggested that the concept of _____ is the key.
a. civility
b. surplus
c. merit
d. greed
Answer: d. surplus
Learning Objective: LO 7.3 Contrast the functional and conflict views of why
social stratification is universal.
Topic/Concept: Why Is Social Stratification Universal?
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.4.27
Medieval Europe provides an excellent example of elites maintaining
stratification with
a. an iron fist.
b. monitoring.
c. soft control.
d. hard control.
TB_Q7.4.28
The divine right of kings asserts that the king’s or queen’s authority comes from
a. his or her forbears.
b. God.
c. the people.
d. his or her superior ability.
Answer: b. God.
Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in
power.
Topic/Concept: How Do Elites Maintain Stratification?
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q7.4.29
Which of the following is most effective in maintaining society’s stratification?
a. Brute force
b. Controlling people’s ideas
c. Control of food supplies
d. Elites without limits
TB_Q7.4.30
To maintain their power, elites attempt to _____ information.
a. freely distribute
b. honestly convey
c. shut off all
d. control
Answer: d. control
Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in
power.
Topic/Concept: How Do Elites Maintain Stratification?
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.4.31
In Qatar, a poet who criticized the ruling family in a poem was
a. invited to have a public debate with the family.
b. imprisoned for life.
c. invited to marry into the family.
d. sentenced to community service for a year.
TB_Q7.4.32
Which one of the following statements about new technology and the elite is true?
a. New technology makes it easier for the elite to control information.
b. New technology does not give the elite power tools for monitoring citizens like
the old technology did.
c. New technology makes it harder for the elite to control information.
d. For the most part, the elite are unfamiliar with new technology.
Answer: c. New technology makes it harder for the elite to control information.
Learning Objective: LO 7.4 Discuss the ways that elites keep themselves in
power.
Topic/Concept: How Do Elites Maintain Stratification?
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q7.5.33
The main way the British perpetuate their class system from one generation to the
next is through
a. education.
b. surveillance.
c. the absence of a middle class.
d. wealth.
Answer: a. education.
Learning Objective: LO 7.5 Contrast social stratification in Great Britain and the
former Soviet Union.
Topic/Concept: Comparative Social Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.5.34
In the former Soviet Union, the main basis for ranking higher in the stratification
system was
a. declaring that socialism was dead.
b. membership in the Communist party.
c. private wealth.
d. social class.
TB_Q7.6.35
The terms that do not imply value judgments about some parts of the world while
splitting it up into conceptual groups are
a. First, Second, and Third Worlds.
TB_Q7.6.36
The _____ richest people in the world own as much of the world’s wealth as the
bottom half of the whole world’s population.
a. 700
b. 422
c. 153
d. 85
Answer: d. 85
Learning Objective: LO 7.6 Compare the three worlds of global stratification: the
Most Industrialized Nations, the Industrializing Nations, and the Least
Industrialized Nations.
Topic/Concept: Global Social Stratification: Three Worlds
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q7.6.37
Which category of nations has the most land?
a. Most Industrialized Nations
b. Industrializing Nations
c. Least Industrialized Nations
d. Most Populous Nations
TB_Q7.6.38
Sixty percent of the world’s population lives in the
a. Most Industrialized Nations.
b. Industrializing Nations.
c. Least Industrialized Nations.
d. Western Nations.
TB_Q7.6.39
The United States, Canada, Great Britain, France, Japan, Australia, and other
countries make up the
a. Most Industrialized Nations.
b. Industrializing Nations.
c. Least Industrialized Nations.
d. League of Nations.
TB_Q7.6.40
Most of the countries of the former Soviet Union and its former satellites in
Eastern Europe fall into the category of the
a. Most Industrialized Nations.
b. Industrializing Nations.
c. Least Industrialized Nations.
d. Unclassified Nations.
Learning Objective: LO 7.6 Compare the three worlds of global stratification: the
Most Industrialized Nations, the Industrializing Nations, and the Least
Industrialized Nations.
Topic/Concept: Global Social Stratification: Three Worlds
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.6.41
In the Least Industrialized Nations, _____ people are poor.
a. none
b. some
c. most
d. all
Answer: c. most
Learning Objective: LO 7.6 Compare the three worlds of global stratification: the
Most Industrialized Nations, the Industrializing Nations, and the Least
Industrialized Nations.
Topic/Concept: Global Social Stratification: Three Worlds
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.6.42
The Oil-Rich, Nonindustrialized Nations, like Kuwait,
a. are part of the Least Industrialized Nations.
b. are distinct from the Least Industrialized Nations in their great wealth.
c. are part of the Most Industrialized Nations.
d. are part of the Industrializing Nations.
Answer: b. are distinct from the Least Industrialized Nations in their great wealth.
Learning Objective: LO 7.6 Compare the three worlds of global stratification: the
Most Industrialized Nations, the Industrializing Nations, and the Least
Industrialized Nations.
Topic/Concept: Global Social Stratification: Three Worlds
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.7.43
_____ is the process by which one nation takes over another, usually in order to
exploit its labor and natural resources.
a. Colonialism
b. The culture of poverty
Answer: a. Colonialism
Learning Objective: LO 7.7 Discuss how colonialism and world system theory
explain how the world’s nations became stratified.
Topic/Concept: How Did the World’s Nations Become Stratified?
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.7.44
“Core nations” and the “periphery” are part of
a. neocolonialism.
b. colonialism.
c. world system theory.
d. the Most Industrialized Nations.
TB_Q7.7.45
_____ assumes that the values and behaviors of the poor make them
fundamentally different from other people.
a. Colonialism
b. The culture of poverty
c. Neocolonialism
d. World system theory
TB_Q7.8.46
According to sociologist Michael Harrington, when colonialism went out of style,
it was replaced by
a. functionalism.
b. conflict theory.
c. multinational corporations.
d. neocolonialism.
Answer: d. neocolonialism
Learning Objective: LO 7.8 Explain how neocolonialism, multinational
corporations, and technology help to maintain global stratification.
Topic/Concept: Maintaining Global Stratification
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q7.8.47
Just by doing business normally, _____ help to maintain internal stratification.
a. local small businesses
b. multinational corporations
c. Industrializing Nations
d. small farmers
TB_Q7.8.48
The heritage of neocolonialism
a. does not affect people in the West today.
b. can be found only in history books.
c. affects people in the West today, in the wars fought and terrorism coming from
the affected areas.
d. is proudly claimed by the nations affected.
Answer: c. affects people in the West today, in the wars fought and terrorism
coming from the affected areas.
Learning Objective: LO 7.8 Explain how neocolonialism, multinational
corporations, and technology help to maintain global stratification.
Topic/Concept: Maintaining Global Stratification
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q7.8.49
Global domination
a. remains in the hands of the East.
b. may be on the verge of a major shift from West to East.
c. is shared democratically by the East and the West.
d. may be on the verge of a major shift from East to West.
TB_Q7.9.50
Through the various means, global stratification
a. is easy to maintain.
b. will likely be protected in its present state forever.
c. is not easy to maintain.
d. will probably disappear in a few years.
Essay Questions
Feedback: India’s cast system is based on religion rather than race. The system is
nearly three thousand years old. The four main castes are (top to bottom):
Brahman (priests and teachers); Kshatriya (rulers and soldiers); Vaishya
(merchants and traders); Shudra (peasants and laborers); and Dalit
(outcasts). Although the system was officially abolished in 1949, it
persists.
Learning Objective: LO 7.1 Compare and contrast slavery (including bonded
labor), caste, estate, and class systems of social stratification.
Topic/Concept: Systems of Social Stratification
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q7.2.53: Discuss the “three Ps” of social class, according to Max Weber.
Feedback: The “three Ps” are property, prestige, and power. (Weber actually used
the terms of class, power, and status.) Property, which leads to power,
which leads to prestige; prestige, which can lead to power, which can lead
to property; power, which leads to property, which leads to prestige.
Learning Objective: LO 7.2 Contrast the views of Marx and Weber on what
determines social class.
Topic/Concept: What Determines Social Class?
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q7.3.54: Who receives the most and the least resources under the
functionalist view? Under the conflict theory view?
Feedback: In the functionalist view most resources go to those who perform the
more important functions. These are thought to be the more capable and
more industrious people. The fewest resources go to those who perform
the less important functions. These are thought to be the less capable and
less industrious people. Under the conflict theory view most resources go
to those who occupy the more powerful positions, and the fewest
resources go to those who occupy the less powerful positions.
Learning Objective: LO 7.3 Contrast the functional and conflict views of why
social stratification is universal.
Topic/Concept: Why Is Social Stratification Universal?
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q7.7.55: Describe the theory that colonialism explains how the world’s
nations became stratified.
Feedback: The countries that industrialized first got a jump on the rest of the
world. They used their increasing wealth to make arms and fast ships.
They invaded weaker nations and made colonies out of them. The more
powerful countries left a controlling force behind, in order to exploit the
nation’s labor and natural resources. In this way, colonialism shaped many
of the Least Industrialized Nations.
Learning Objective: LO 7.7 Discuss how colonialism and world system theory
explain how the world’s nations became stratified.
Topic/Concept: How Did the World’s Nations Become Stratified?
Difficulty Level: Difficult
Skill Level: Analyze It
MARYLAND.
Nov. 27th, 1860. Gov. Hicks declined to call a special session of the
Legislature, in response to a request for such convening from
Thomas G. Pratt, Sprigg Harwood, J. S. Franklin, N. H. Green,
Llewellyn Boyle, and J. Pinkney.
December 19th. Gov. Hicks replied to A. H. Handy, Commissioner
from Mississippi, declining to accept the programme of Secession.
20th. Wm. H. Collins, Esq., of Baltimore, issued an address to the
people, in favor of the Union, and in March a second address.
31st. The “Clipper” denied the existence of an organization in
Maryland to prevent the inauguration of President Lincoln.
A. H. Handy of Mississippi addressed citizens of Baltimore in favor
of disunion.
January 3d, 1861. Henry Winter Davis issued an address in favor
of the Union.
3d. Numerous Union meetings in various part of the State. Gov.
Hicks issued an address to the people against secession.
11th. John C. Legrand in a letter to Hon. Reverdy Johnson replied
to the Union speech of the latter.
14th. James Carroll, former Democratic candidate for Governor,
announced his desire to go with the seceding States.
16th. Wm. A. Spencer, in a letter to Walter S. Cox, Esq., declared
against the right of Secession but for a Convention.
16. Marshal Kane, in a letter to Mayor Berrett, denied that any
organization exists to prevent the inauguration of President Lincoln,
and said that the President elect would need no armed escort in
passing through or sojourning within the limits of Baltimore and
Maryland.
24th. Coleman Yellott declared for a Convention.
30th. Messrs. John B. Brooke, President of the Senate, and E. G.
Kilbourn, Speaker of the House of Delegates, asked the Governor to
convene the Legislature in response to public meetings. Senator
Kennedy published his opinion that Maryland must go with Virginia.
February 18th. State Conference Convention held, and insisted
upon a meeting of the Legislature. At a meeting in Howard Co.,
which Speaker E. G. Kilbourn addressed, a resolution was adopted
that “immediate steps ought to be taken for the establishment of a
Southern Confederacy, by consultation and co-operation with such
other Southern and Slave States as may be ready therefor.”
April 21st. Gov. Hicks wrote to Gen. Butler, advising that he do not
land his troops at Annapolis. Butler replied that he intended to land
there and march thence to Washington. Gov. Hicks protested against
this and also against his having taken forcible possession of the
Annapolis and Elkridge railroad.
24th. A special election of ten delegates to the Legislature took
place at Baltimore. The total vote cast in all the wards was 9,249. The
total vote cast at the Presidential election in November, 1860, was
30,148.
26th. Legislature reassembled at Frederick, Annapolis being
occupied by Union troops.
29th. Gov. Hicks sent a message to the Legislature communicating
to them the correspondence between himself and Gen. Butler and
the Secretary of War relative to the landing of troops at Annapolis.
The House of Delegates voted against Secession, 53 to 13. Senate
unanimously.
May 2d. The Committee on Federal Relations, “in view of the
seizure of the railroads by the General Government and the erection
of fortifications,” presented resolutions appointing Commissioners to
the President to ascertain whether any becoming arrangements with
the General Government are practicable, for the maintenance of the
peace and honor of the State and the security of its inhabitants. The
report was adopted, and Otho Scott, Robt. M. McLane, and Wm. J.
Ross were appointed such Commissioners.
Mr. Yellott in the Senate introduced a bill to appoint a Board of
Public Safety. The powers given to the Board included the
expenditure of the two millions of dollars proposed by Mr. Brune for
the defence of the State, and the entire control of the military,
including the removal and appointment of commissioned officers. It
was ordered to a second reading by a vote of 14 to 8. The Board was
to consist of Ezekiel F. Chambers, Enoch Louis Lowe, John V. L.
MacMahon, Thomas G. Pratt, Walter Mitchell, and Thomas Winans.
Gov. Hicks was made ex-officio a member of the Board. This
measure was strongly pressed by the Disunionists for a long time,
but they were finally compelled to give way, and the bill never
passed.
6th. The Commissioners reported the result of their interview with
the President, and expressed the opinion that some modification of
the course of the General Government towards Maryland ought to be
expected.
10th. The House of Delegates passed a series of resolutions
reported by the Committee on Federal Relations by a vote of 43 to 12.
The resolutions declare that Maryland protests against the war, and
does earnestly beseech and implore the President of the United
States to make peace with the “Confederate” States; also, that “the
State of Maryland desires the peaceful and immediate recognition of
the independence of the Confederate States.” Those who voted in the
negative are Messrs. Medders, Lawson, Keene, Routzahn, Naill,
Wilson of Harford, Bayless, McCoy, Fiery, Stake, McCleary, and
Gorsuch.
13th. Both Houses adopted a resolution providing for a committee
of eight members, (four from each House) to visit the President of
the United States and the President of the Southern Confederacy.
The committee to visit President Davis were instructed to convey the
assurance that Maryland sympathizes with the Confederate States,
and that the people of Maryland are enlisted with their whole hearts
on the side of reconciliation and peace.
June 11th. Messrs. McKaig, Yellott and Harding, Commissioners to
visit President Davis, presented their report; accompanying which is
a letter from Jefferson Davis, expressing his gratification to hear that
the State of Maryland was in sympathy with themselves, was enlisted
on the side of peace and reconciliation, and avowing his perfect
willingness for a cessation of hostilities, and a readiness to receive
any proposition for peace from the United States Government.
20th. The House of Delegates, and June 22d, the Senate adopted
resolutions unqualifiedly protesting against the arrest of Ross
Winans and sundry other citizens of Maryland, as an “oppressive and
tyrannical assertion and exercise of military jurisdiction within the
limits of Maryland, over the persons and property of her citizens, by
the Government of the United States.”
MISSOURI.
South Carolina.
To Alabama, A. P. Calhoun.
To Georgia, James L. Orr, Ex-M. C.
To Florida, L. W. Spratt.
To Mississippi, M. L. Bonham, Ex-M. C.
To Louisiana, J. L. Manning.
To Arkansas, A. C. Spain.
To Texas, J. B. Kershaw.
To Virginia, John S. Preston.
Alabama.
Georgia.
Mississippi.
South Carolina.
Alabama.
W. P. Chilton.
Stephen F. Hale.
David P. Lewis.
Thomas Fearn.
Richard W. Walker.
Robert H. Smith.
Colin J. McRae.
John Gill Shorter.
J. L. M. Curry, Ex-M. C.
Florida.
Mississippi.
W. S. Wilson.
Wiley P. Harris, Ex-M. C.
James T. Harrison.
Walter Brooke, Ex-U. S. Senator.
William S. Barry, Ex-M. C.
A. M. Clayton.
Georgia.
Louisiana.
Duncan F. Kenner.
Charles M. Conrad, Ex-U. S. Senator.
Henry Marshall.
John Perkins, jr.
G. E. Sparrow.
E. De Clouet.
Texas.