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Name: ___________________________ Class: _________________ Date: __________

chapter 6

1. Given what you know about cultural influences on the Twenty-Statements

Test (TST), which of the following people is most likely to respond primarily
by describing his or her important roles and responsibilities within their
family?

a. Christine, an American woman currently enrolled at a university located

in the American Midwest
b. Mary, a Kenyan woman currently enrolled at the University of Nairobi
c. Naserian, a Kenyan woman from the Masai tribe
d. Mary and Naserian are equally likely to respond this way to the TST.
e. All three women are equally likely to respond this way to the TST.

2. When completing the Twenty-Statements Test (TST), people from non-

Western cultures, in contrast with people from Western cultures, are more
likely to write which of the following?

a. “I am a charitable person.”
b. “I am always very generous.”
c. “I am a student.”
d. “I am someone who likes to eat.”
e. “I am very hungry.”

3. Engai is a member of the Masai indigenous group in Kenya and Joseph is

an American college student. Based on your knowledge of Ma and
Schoeneman's (1997) study on self-descriptions, how is each person most
likely to finish the statement “I am . . .”?

a. Engai: “I am a charitable person”; Joseph: “I am athletic”

b. Engai: “I am a father”; Joseph: “I am a son”
c. Engai: “I am a member of the elders council”; Joseph: “I am outgoing”
d. Engai: “I am loyal”; Joseph: “I am a member of a fraternity”
 e. Engai: “I am a herder”; Joseph: “I am a college student”

4. Based on Ma and Schoeneman’s study (1997) of self-descriptions of

Americans and Kenyans, which of the following is the most accurate in
describing the Samburu?

a. high in an interdependent view of the self

b. high in subjective self-awareness
c. high in an independent view of the self
d. high in an entity theory of the self
e. high in “social potency”

5. Jaden has a strong sense of his own identity and does not see a strong
divide between strangers he has just met and his family members. What is
this characteristic of?

a. incremental theory of self

b. independent theory of self
c. entity theory of self
d. objective awareness of self
e. interdependent view of self

6. You are chatting with a stranger in a coffee shop. Every time you ask him
something about himself, he talks about associations to which he belongs
and clubs he has joined. He rarely talks about his own attributes. Which of
the following best describes him?

a. individualistic
b. low in self-awareness
c. incremental theory of self
d. high in conscientiousness
e. interdependent view of self

7. You are introduced to a person who is said to have an independent view of

self. Based on Markus and Kitayama’s (1991) model, which of the following
would you LEAST expect the person to say?
 a. “I love playing hockey.”
b. “I am a responsible person.”
c. “I am a member of a ballet dance group.”
d. “I am my own person and am not defined by others.”
e. “I am hungry.”

8. Your classmate Teodora describes herself as having an interdependent

self-view. Knowing only this, which of the following would be
INCONSISTENT with this characterization of her self-concept?

a. Teodora credits her mother for guiding her throughout her life, making
her the woman she is today.
b. Teodora spends a lot of time and energy maintaining her friendships but
does not spend much time meeting new people.
c. Teodora describes herself as a sister, a Serbian, and a member of the
university soccer team.
d. Teodora is sensitive to how her moods and behaviors might affect her
roommate.
e. Teodora says that she is the same person she was in high school and
that she also acts the same in class, at home, with her parents, and with
her friends.

9. After living with your roommate for the past year and observing his behavior,
you have concluded that he possesses a relatively independent view of self.
Which of the following observations is consistent with this conclusion?

a. His relationship with his girlfriend is an important part of his identity.

b. He defines himself in terms of internal attributes, such as his
preferences and opinions.
c. His identity is flexible: It is contingent on whom he is interacting with in
the moment.
d. He forms relationships with people slowly because he is cautious about
whom he lets into his inner circle.
e. He strives to maintain harmony in his relationships with friends.

10. Independent and interdependent self-views differently influence how people

engage with close others as opposed to strangers. Considering this
phenomenon, which of the following statements accurately reflects this
difference?
 a. People with independent (versus interdependent) self-views will
experience more social anxiety when meeting someone for the first
time.
b. New relationships will influence identity more for people with
independent (versus interdependent) self-views.
c. People with independent (versus interdependent) self-views are more
likely to trust a stranger.
d. People with interdependent (versus independent) self-views are more
likely to have larger social networks of friends.
e. People with interdependent (versus independent) self-views will feel
less sad when relationships dissolve.

11. Which of the followings statements accurately describes the relationship

between social class and individualism?

a. Higher social class is associated with independence in both Western

and Eastern cultures.
b. Higher social class is associated with interdependence in both Western
and Eastern cultures.
c. Higher social class is associated with interdependence in Western
cultures and independence in Eastern cultures.
d. Higher social class is associated with independence in Western cultures
and interdependence in Eastern cultures.
e. Higher social class is unrelated to independence and interdependence.

12. You are tutoring freshman students who are the first in their family to attend
college (i.e., first-generation students). Given what you know about social
class, college enrollment, and motivation, which of the following statements
will be most motivating for your students?

a. “I am here to help you get A’s in your classes.”

b. “I am looking forward to working together and learning from each other.”
c. “You are at college to pursue your own personal academic journey.”
d. “Your past experiences in high school may not be very informative in
college.”
e. “Your working-class background may make it difficult to adjust to
college life.”

13. The most collectivistic states of the United States are

 a. states from the Mountain West and the Midwest.
b. Alaska and the states of the Confederate South.
c. states on the West Coast and the East Coast.
d. Hawaii and Utah.
e. Arizona and New Mexico.

14. Your friend, while describing her recent trip to India, concluded, “India is a
very collectivistic culture, so all Indians possess an interdependent view of
the self.” Do you agree with this conclusion? Why or why not?

a. no, because people’s self-views cannot be categorized so neatly into

“independent” and “interdependent” categories
b. no, because Indians experience many more situations that affirm and
reiterate independent versus interdependent aspects of self
c. no, because other features of Indian culture—such as competition for
jobs and large disparities between the wealthy and the poor—mean that
personal attributions are emphasized more than social bonds
d. yes, because Indian culture strongly encourages conformity, so Indian
citizens are especially likely to adopt dominant cultural values such as
interdependent self-views
e. yes, because Indian citizens all consume the same media and belong to
the same institutions, all of which encourage an interdependent self-
view

15. Recall that Kashima and colleagues (1995) had men and women from
various Western and Eastern cultures complete several measures of
independent and interdependent self-views. Their study found gender
differences for

a. all four facets of self-views: collectivism, relatedness, agency, and

assertiveness.
b. only the interdependent facets of collectivism and relatedness.
c. only the independent facets of agency and assertiveness.
d. only the interdependent facet of relatedness.
e. only the independent facet of agency.

16. A research study by Williams and Best (1990) examined gender equality by
asking men and women from 14 different countries to answer questions
 about how each gender should act. Which of the following statements is an
accurate description of their findings?

a. Despite studying very different cultures, the study found similar views
about gender equality across cultures.
b. Within a culture, men and women tended to have different views about
gender equality.
c. In most of the countries surveyed, men had more traditional views on
gender than women.
d. People from more (versus less) urbanized/developed countries
expressed more traditional views on gender roles.
e. People from more northern (versus southern) countries expressed more
traditional views on gender roles.

17. According to research using the Sex Role Ideology scale, which of the
following situations agrees with the research findings?

a. Poland, a primarily Christian country, has less egalitarian gender values

than Azerbaijan, a primarily Muslim country.
b. Uruguay, a country south of the equator, has more egalitarian gender
values than Estonia, a country north of the equator.
c. Mahalapye, a rural township, has less egalitarian gender values than
Bobirwa, an urban city.
d. Kiribati, a collectivistic society, has more egalitarian gender values than
Nauru, a society that is more individualistic than Kiribati.
e. All of these statements agree with the research findings.

18. Recall Boserup’s (1970) thesis arguing that agricultural methods centuries
ago have influenced contemporary gender norms. In this thesis, agricultural
methods are a(n) ________ gender norms.

a. proximal cause of
b. individualistic influence on
c. distal cause of
d. egalitarian influence on
e. collectivistic influence on

19. According to research by Alesina and colleagues (2011), regions that used
________ in farming centuries earlier were found to have ________ today.
 a. shifting cultivation; less egalitarian gender norms
b. shifting cultivation; higher birthrates
c. plow cultivation; less egalitarian gender norms
d. plow cultivation; higher birthrates
e. crop rotation; less egalitarian gender norms

20. Why do motivations for self-consistency appear weaker among East Asians
than among Westerners?

a. Westerners who are consistent earn more money than those who are
not.
b. East Asian parents tend to punish their children when they act
consistently.
c. In the West, self-consistency correlates more strongly with subjective
well-being and with being liked by others than it does in East Asia.
d. East Asians tend to complete self-report scales with more extreme
opinions than do Westerners.
e. Motivations for self-consistency are not weaker among East Asians than
among Westerners.

21. Which of the following was found in Suh’s (2002) research on self-
consistency in Koreans and Americans?

a. Koreans describe themselves more similarly across situations than do

Americans.
b. Koreans who are more consistent across situations have lower
subjective well-being than Koreans who are less consistent.
c. Consistency is positively associated with likability in the United States
but not in Korea.
d. Both Americans and Koreans who are more consistent also display
better social skills.
e. Americans who are more consistent across situations are viewed as
less authentic than Americans who are less consistent.

22. Your friend Satoshi is writing a personal statement for a scholarship

application and he wants to make sure he is sufficiently highlighting his
excellent academic record and personal qualities. You recall from your
cultural psychology textbook a study showing that Japanese individuals’
 self-descriptions tend to vary across different situations. Consequently, you
advise Satoshi to write his personal statement

a. in his professor’s office with the professor present.

b. at the library when sitting next to another student in his class.
c. in the dining hall when 10–20 people are present.
d. in the cafeteria when 20–50 people are present.
e. in his dorm room alone.

23. You work for an international charity foundation and are in charge of
seeking donations from Americans and Poles. Based on Cialdini’s (1999)
research on the importance of consistency with the self and with peers,
which of the following would you use to secure the most donations from the
two populations?

a. Remind both Americans and Poles of their past donations.

b. Remind Americans of their peers’ donations but remind Poles of their
past donations.
c. Remind Americans of their past donations but remind Poles of their
peers’ donations.
d. Remind both Americans and Poles of their peers’ donations.
e. Ask Americans for more money because they like to donate more than
Poles do.

24. You are considering asking your Japanese friend Hideaki for some help with
studying for your final exams and you want to ensure that your request is
effective. Given what you know about cultural influences on cognitive
dissonance, what information could you include in your request to increase
the likelihood that Hideaki will agree to help?

a. “Chemistry is your favorite subject.”

b. “Our mutual friend Daisuke would help if he were here.”
c. “I don’t expect you to say yes, but I hope you will.”
d. “It will make you feel really good about yourself to help another person.”
e. “I will pay you $15 an hour to help me study.”

25. Foot-in-the-door is a persuasion technique whereby the requester makes a

relatively small request of a target. Once the target says yes, the requester
 will make more, and incrementally more costly, requests. This works
because people are motivated to be self-consistent. Your friend is a big fan
of this technique, and thinks that this sales tactic is equally effective
everywhere, no matter where he goes. Is this true based on the research of
Cialdini and colleagues (1999)?

a. Yes, there are no cultural differences in need for self-consistency, only

peer-consistency.
b. Yes, susceptibility to the foot-in-the-door technique is an accessibility
universal.
c. No, the foot-in-the-door technique would work better in the United
States than in Poland.
d. No, the foot-in-the-door technique would work better in collectivistic
cultures than individualistic cultures.
e. No, susceptibility to the foot-in-the-door technique is a cultural invention.

26. Ava, an American, and her roommate Suzumi, who is from Japan, are
shopping together at the mall. Both women only have enough money to
purchase one item. Based on what you know about cultural influences on
cognitive dissonance, which of the following statements most accurately
describes how these women will feel after they make their purchase?

a. Both Ava and Suzumi are likely to experience dissonance after

purchasing a product for themselves.
b. Both Ava and Suzumi are likely to experience dissonance after
purchasing a product as a gift for a friend.
c. Ava is likely to experience dissonance after purchasing a product for
herself, but Suzumi will likely experience dissonance after purchasing a
product as a gift for a friend.
d. Ava is likely to experience dissonance after purchasing a product as a
gift for a friend, but Suzumi will likely experience dissonance after
purchasing a product for herself.
e. Neither Ava nor Suzumi is likely to experience cognitive dissonance
after making this purchase.

27. Which of the following people is taking an outside-in perspective on the

self?

a. Lily, who perceives herself as smart after learning that her roommates
saw her all-A’s report card.
 b. Lori, who perceives herself as a hard worker after studying through the
night for her organic chemistry exam.
c. Liam, who perceives himself as athletic after breaking his previous
record on the 200-meter spring.
d. Leo, who perceives himself as helpful after spending the day cleaning
his grandmother’s house.
e. Liu, who perceives himself as kind after nursing an injured cat back to
good health.

28. Both Brianna, an American college student, and her Japanese classmate
Yoshi are slated to give presentations in their cultural psychology class
tomorrow. Tonight, they want privacy, so they are practicing their speeches
in their rooms alone. Given that public speaking heightens one’s sense of
objective self-awareness, how do you expect both students to react when
practicing their presentations alone versus when presenting in front of their
classmates?

a. Both Brianna and Yoshi will be more critical of their public performance
than their private performance.
b. Brianna will be more critical of her public (versus private) performance
but Yoshi will be more critical of her private (versus public)
performance.
c. Brianna will be more critical of her private (versus public) performance
but Yoshi will be more critical of her public (versus private)
performance.
d. Brianna will be more critical of her public (versus private) performance
but Yoshi will be critical of both performances.
e. Brianna will be critical of both performances but Yoshi will be more
critical of her public (versus private) performance.

29. Yuan, a Chinese mother, and Alexis, a European Canadian mother, both
decided to read their children’s diaries. How might the memories of Yuan’s
child differ from the memories of Alexis’s child?

a. Yuan’s child has more positive memories than Alexis’s child, if the
memories include other people.
b. The memories of Alexis’s child have more third-person imagery than the
memories of Yuan’s child.
c. The memories of Yuan’s child seem to be more consistent and similar
to each other than the memories of Alexis’s child.
 d. The memories of Alexis’s child seem to be filled with scenarios in which
he is by himself.
e. The memories of Yuan’s child have more third-person imagery than the
memories of Alexis’s child.

30. Sandy is a talented knitter with years of experience, who enjoys knitting gifts
for her friends and co-workers. With their encouragement, Sandy decides to
create a series of instructional knitting videos. However, once the video
camera is pointed at her, she worries if her knitting is good enough and
whether anyone will want to watch her videos given that there are so many
other, possibly better, instructional videos available. Which of the following
most accurately characterizes what Sandy is experiencing?

a. an increase in subjective self-awareness

b. an increase in objective self-awareness
c. an increase in independent view of self
d. an increase in interdependent view of self
e. an increase in self-consistency

31. Participants are sitting in their own separate testing rooms and have been
asked to write statements about what they think about themselves. After a
while, a mirror mysteriously appears on the wall in each room. How much
do their self-descriptions written before and after the mirror appeared differ?

a. Participants from all cultures became more self-critical after the mirror
appeared.
b. American participants viewed themselves more positively before the
mirror appeared and Japanese participants viewed themselves more
negatively after the mirror appeared.
c. American participants viewed themselves more negatively after the
mirror appeared and Japanese participants viewed themselves more
positively after the mirror appeared.
d. American participants viewed themselves more negatively after the
mirror appeared but Japanese participants did not change their views
after the mirror appeared.
e. Participants from all cultures viewed themselves more positively after
the mirror appeared.
32. Someone with an incremental theory of the self

a. thinks that he or she could be a different person in the future.

b. thinks his or her traits are central to his or her identity.
c. is very high on the need to have self-consistency.
d. is more likely than entity theorists to be low on neuroticism.
e. makes a very weak distinction between the ingroup and the outgroup.

33. Your friend recently entered a few chess competitions but lost them all
badly. Which of the following statements is he most likely to make if he
possesses an entity theory of self?

a. “I can put in a lot of work to overcome my weaknesses.”

b. “I lost because I have bad luck.”
c. “I just wasn’t born with the ‘chess gene.’”
d. “I should review video of my matches to identify my mistakes.”
e. “I think my competitor cheated.”

34. Cultures that tend to encourage self-consistency also tend to support the
belief that success comes from

a. hard work.
b. social support.
c. innate abilities.
d. self-reflection.
e. luck.

35. Ji-yoo’s culture emphasizes an incremental theory of the self. As a teacher,

Ji-yoo wants to create exams that reflect this theory of self and are thus
consistent with the expectations of her students. What types of exams
should she create?

a. very challenging exams that measure innate aptitudes.

b. slightly challenging exams that measure innate aptitudes.
c. very challenging exams that measure study habits.
d. slightly challenging exams that measure study habits.
e. easy exams that measure both innate aptitudes and study habits.
36. In Marshall’s culture, maintaining self-consistency is an important sign of
authenticity. Consequently, Marshall tries to think and act similarly across
different situations and across time. Given what you know about Marshall’s
culture, you can also expect that he will

a. regularly experience objective self-awareness.

b. regularly experience subjective self-awareness.
c. possess an entity theory of the self.
d. possess an incremental theory of the self.
e. be a very conscientious person.

37. Which of the following accurately lists the five personality traits that make up
the five-factor model of personality?

a. openness to experience, conscientiousness, extraversion,

agreeableness, negativity
b. openness to experience, capability, extraversion, agreeableness,
neuroticism
c. openness to experience, curiosity, extraversion, agreeableness,
negativity
d. openness to experience, conscientiousness, extraversion,
agreeableness, neuroticism
e. openness to experience, conscientiousness, enthusiasm,
agreeableness, neuroticism

38. Which of the following statements about the Big Five model of personality is
FALSE?

a. These five personality traits are largely uncorrelated with one another.
b. As people age, they tend to become more neurotic.
c. All personality attributes should be significantly correlated with at least
one of the Big Five personality traits.
d. As people age, they tend to become more agreeable.
e. Factor analysis led to the emergence of the five underlying personality
traits.

39. Regional similarities in personality are found when studying the different
geographic regions of the United States. These similarities may occur
because
 a. most people live their lives in the same region and do not move.
b. people influence each other through their daily interactions.
c. people with different personalities are shunned and either move away or
change their personality.
d. of the reference group effect.
e. people in these regions mature in similar ways.

40. You have saved up a lot of money over the last few years and have decided
to travel the world. In interacting with people from different cultures all over
the world, which of the following are you most likely to find?

a. The Big Five explains personality adequately everywhere but does

especially well explaining personality in the West.
b. The Big Five only emerges reliably in cultures characterized by
independent views of self.
c. You find that the only trait that emerges reliably across all cultures is
neuroticism.
d. The only trait of the Big Five that does not emerge reliably across
cultures is neuroticism.
e. Western cultures have a number of personality factors in addition to the
Big Five that are not found in cultures characterized by interdependent
views of self.

41. Your new college roommate is from the Great Plains state of Minnesota.
You recently read in your cultural psychology textbook that researchers
have identified personality differences across the different regions of the
United States. Given this knowledge, which of the following personality
profiles will most accurately describe your roommate?

a. low in neuroticism and high in openness to experience

b. high in neuroticism and low in conscientiousness
c. high in extraversion and neuroticism
d. high in extraversion, agreeableness, and conscientiousness
e. high in agreeableness and low in openness to experience

42. Research finds that the Big Five model does not provide a complete list of
personality traits in all cultures. Which of the following is FALSE regarding
the additional personality factors found in various non-U.S. cultures?
 a. An interpersonal relatedness factor was found in China.
b. A temperamentalness factor was found in the Philippines.
c. An integrity factor was found in South Africa.
d. An ambition factor was found in Spain.
e. An honesty factor was found among Arabic speakers in Jordan,
Lebanon, and Syria.

43. Researchers find ________ support for the Big Five in less industrialized,
subsistence cultures. This may be due to ________.

a. weaker; less emphasis being placed on internal traits and attributes in

subsistence cultures, and thus less knowledge about one’s self-concept
b. weaker; lack of familiarity with answering questions in an interview
format that consequently affects the quality of the data
c. weaker; poor translation practices that inhibit people’s understanding of
the Big Five personality trait definitions
d. stronger; a simpler way of life that allows people to understand
themselves more fully
e. stronger; people in these cultures showing a reverse reference group
effect because they compare their personality traits to those of people
from industrialized cultures

44. Using what you know about cultural influences in self-descriptions, complete
the sentence “I am . . .” three times each for two cultural groups that you
expect will differ in the nature of their self-descriptions.

45. You are talking with a personality psychologist at your college who says, “All
the cross-cultural evidence suggests that the five-factor model of personality
is culturally universal.” Do you agree? What evidence can you cite to
support your position?

46. Compare and contrast an independent view of self versus an independent

view of self according to Markus and Kitayama (1999) in relation to the main
points about self-identities and ingroup/outgroup relationships.
47. Jack and Jill are best friends, but they are very different from each other.
Jack thinks of himself as very interdependent. His ingroup includes his
mother, his best friend (Jill), and his baby brother, while his outgroup
includes his doctor. Jill thinks of herself as a very independent person. Her
ingroup includes her brother, her best friend (Jack), and her husband, while
her outgroup includes her coworker. Based on Markus and Kitayama’s
model, draw a diagram for Jack and Jill, separately, that depicts their
relationships with other people.

48. In establishing a new society, the director of agriculture is going to decide

how people will go about performing their tasks. The director appears to
have strong opinions about everything—except for agriculture. She does not
care whether it is done in a method that requires immense strength and
working with dangerous animals or one that is more laid-back and only
requires simple tools. The director believes that this is especially irrelevant
for gender relations in the future. According to Boserup’s (1970) hypothesis
that gender norms tend to be preserved when societies shift from
agricultural to industrial, do you agree or disagree with Teresa’s
perspective, and why?

49. You are participating in a fundraising campaign for your local library, and
have been soliciting donations from your co-workers, friends, and
neighbors. You know from your cultural psychology course that people from
different cultures differently experience motivations for consistency. How
would you use this information to solicit donations from your friend Sarah,
who is from the United States, and your friend Zuzanna, who is from
Poland? Specifically, design a study that identifies the two types of appeals
that you would use to solicit money from these friends. Then, graph the
different patterns of results associated with each appeal for each friend.

50. As a graduate student in the Department of Music, your thesis seeks to

answer the question of whether a singer’s anxiety level during performance
is associated with different forms of self-awareness. Design a study that
would allow you to examine this question. In your response, make sure to
use the appropriate terms for the different forms of self-awareness.
Answer Key

chapter 6

1. Answer: C

2. Answer: B

3. Answer: C

4. Answer: A

5. Answer: D

6. Answer: C

7. Answer: C

8. Answer: E

9. Answer: B

10. Answer: C

11. Answer: D

12. Answer: B

13. Answer: D

14. Answer: A

15. Answer: D

16. Answer: C

17. Answer: C

18. Answer: B

19. Answer: C

20. Answer: C
21. Answer: C

22. Answer: E

23. Answer: C

24. Answer: B

25. Answer: C

26. Answer: C

27. Answer: A

28. Answer: D

29. Answer: E

30. Answer: B

31. Answer: D

32. Answer: A

33. Answer: C

34. Answer: B

35. Answer: C

36. Answer: C

37. Answer: D

38. Answer: B

39. Answer: B

40. Answer: A

41. Answer: D

42. Answer: D

43. Answer: B
44. Answer: Answers will vary. Answers should explicitly state two cultures as well as three
statements that each complete the sentence “I am. . . .” Answers will likely
revolve around internal attributes (such as personality traits and likes/dislikes)
compared to roles in relationships and group memberships.

45. Answer: Answers will vary. The research evidence is mixed regarding universality, so
students could cite evidence in support of either position. A strong response
would conclude something similar to Heine’s concluding statement: “In general,
such investigations reveal that although the five-factor model does appear to be
fairly cross-culturally robust, it does not seem to provide an exhaustive list of
personality traits in all cultures.”

46. Answer: Answers will vary. Student responses should be similar to the responses
provided in the following table.

47. Independent
Answer: view of self: Interdependent view of self:

- Identities experienced as
- Identities closely connected with others, not
largely distinct from their
experienced as distinct, unique entities
relationships

- Important aspects of the self - Aspects of self grounded in relationships

lie within the individual with others

- Individual is self-contained
and exists as coherent, - Identity is fluid across different situations
inviolate entity

- People can move between - People do not easily become in-group

boundary of in/out-group members; in-group members do not easily
easily become outgroup members

48. Answer: Answers will vary. The students’ graphs should be similar to the following
figures.
Test Bank for Cultural Psychology 4th Edition Steven J Heine

49. Answer: Answers will vary.

50. Answer: The design should resemble the Cialdini et al. (1999) study as described on
pages 227–228 of the textbook; the graphs should resemble Figure 6.11 on
page 228 of the textbook.

51. Answer: Answers will vary.

Visit TestBankBell.com to get complete for all chapters

Another random document with
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again. Many who have at some time been numbered with the saints
have later, like Judas, turned out to be betrayers.
Benedict Arnold battled nobly for the American colonies, but he
blackened his fair name beyond the power of rehabilitation when he
plotted to secure and betray West Point. It is pathetic to read of his
last hours in London when he donned his old American uniform, put
on the insignia that Washington gave him after his victory at
Saratoga, and said: “Let me die in this old uniform in which I fought
my battles. May God forgive me for ever putting on any other.”
This reminds us of Esau’s remorse when he lost his chieftainship,
and the despair of Judas after selling his Master. Infidelity to trust is
an awful sin. Unfaithfulness is inexcusable and often brings with it
direst penalty. It is a gradually increasing sin. There is first a lack of
love to God. Then, like Peter on the sea and Elijah under the juniper
tree, disbelief creeps into the heart, earnestness is lost,
unwatchfulness results, joy vanishes and unholy living follows. In the
end, unless there is a returning to God like the prodigal son to his
father, death becomes sad and eternity awful.

DEAD ON THE FIELD OF HONOR.

Faithfulness is a beautiful and noble characteristic, which never

fails to bring respect and honor. Fame comes only to a few, but
faithfulness should actuate the life of every boy. Latour D’Auberque
was only a private soldier who defended alone a fort in a mountain
pass against a regiment of Austrian soldiers. He knew it was
important that the Austrian army should not pass through this
mountain defile, and he hastened to inform the garrison of their
approach. When he arrived he found the soldiers had deserted,
leaving their guns.
D’Auberque loaded rapidly and fired upon the advancing
regiment, causing fearful havoc. For one hour he kept the Austrians
at bay. Finally he raised a flag and sounded a bugle, thus announcing
the fort would surrender if the garrison should be permitted to carry
out their arms and depart in safety. The proposition was accepted,
and D’Auberque took his arms full of guns and marched out alone.
“Where are the others?” cried the Austrians. “There are no others,”
replied the brave grenadier. “I defended the fort alone.” The
Austrians threw their caps in the air and shouted “Hurrah!” They
honored the man who could and would stand alone, though many of
their comrades had fallen under his fire. When Napoleon heard of
the brave action, he offered to make him an officer, but D’Auberque
refused to accept. One day he was killed in battle. Whenever after the
roll was called, a grenadier, by the command of Napoleon, stepped
forward and answered, “Dead on the field of honor.”

THE PROMISE TO THE “FAITHFUL UNTO DEATH.”

When John was banished by the cruel Domitian to the isle of

Patmos, he had a vision in which he was commanded to write to the
pastor of the church in Smyrna concerning many things. He closed
his letter with these words: “Be thou faithful unto death, and I will
give thee a crown of life.” What a promise! No other person ever
offered such a reward with such a condition. Faithfulness must
characterize the aspirant, not for a few days, months or years, but
“unto death.” Then there are no terrors for the Christian. As the bee
loses its power to hurt when its sting has been removed, so death had
no sting for the child of God. It lost its power to harm when Christ
died for us.

THE ARAB MARTYR.

It was about three hundred and fifty years ago that a martyrdom
took place, long considered legendary, but which was verified in
1853. An Arab baby was taken by Spanish soldiers and brought to
Oran to be sold as a slave. The good Vicar-general, Juan Caro,
bought him and named him Geronimo. When he was eight years of
age, some Arab slaves escaped from Oran, and, thinking to do the
boy a kindness, took him with them. For years he lived with his
people as a Mahometan, but the holy faith which through Juan Caro
had been planted in the boy’s heart had taken firm root and could
not be destroyed. For twenty-five years he remained with them and
then ran away and returned to the Vicar-general. “Because I wished
to live henceforth in the faith of the Divine Saviour,” he said, “I
returned to you.” Juan Caro was delighted. He received the young
Arab as a lost child.
Soon after he entered the Spanish Guard as a soldier and after
performing many brave acts received a high military position. He
married and for ten years nothing but happiness shone into his life.
He won the respect and confidence of all. He was Juan Caro’s right
hand man, and his wife was a daughter to his adopted father. One
bright May day in 1569 news came to Oran that a small Arab
encampment was a short distance away. The rumor did not seem
important. A handful of Spaniards could easily manage the Arabs, at
least so thought Geronimo. Taking nine soldiers he manned a little
boat and rowed out of the safe harbor and along the blue sea past the
coral fishery of Mers-el-Kebir. Suddenly two Moorish brigantines
which had been lying in wait chased and ran them down. The nine
soldiers escaped but Geronimo, who was a marked man, was seized
and carried to Euldij Ali, the Calabrian renegade. A great cry spread
among the Arabs through Algeria that the apostate was captured.
The Moors who knew his history made a solemn vow that they would
restore him to his old religion. For this they sent Marabouts to
convert him with arguments and fair promises, but they returned
discomfited to Euldij Ali. Another method was now tried. Geronimo
was loaded with chains, treated with the utmost cruelty and when
faint from torture and scarcely able to speak, the Marabouts stood
around him offering him liberty, power, honor and riches. No offer,
however, made him deny his faith, no longing for freedom made him
forswear for one single moment his religion. Once, after some most
horrible threats, he raised his poor suffering head, and with a voice
so weak it could scarcely be heard, he said, “They think they will
make me a Mahometan, but that they shall never do, even if they kill
me.”
For four months Euldij Ali gloated over the daily tortures he was
inflicting on Geronimo. At last the sameness of cruelty palled upon
him, and he was determined to invent a new and more hideous
revenge for the stubbornness of his captive. One morning the desired
idea came to him. Examining the works of a fort by the gate of Bab-
el-Oned, he saw a block of beton standing by the great stones. This
block was a mould in the shape of the immense stones, filled with a
kind of concrete. When the concrete was sufficiently hardened, the
wall was to be built with it.
Here was the height of torture. Here was the most exquisitely
painful death man might devise! The dog of a slave should be laid in
a similar mould, the liquid plaster poured over him, and the
renegade, built alive into the wall, should be converted into stone.
Calling a mason he said: “Michel, you see this empty mould of beton?
For the present leave it. I have a mind to make beton of that dog of
Oran who refuses to come back to the faith of Islam.”
The poor mason finished his day’s work with a sad heart. As soon
as he entered the prison where Geronimo was a captive he informed
him of Euldij Ali’s intention. Geronimo calmly answered, “God’s holy
will be done. Let not those miserable men think they will frighten me
out of the faith of Christ by the idea of this cruel death. May my
blessed Saviour only pardon my sins, and preserve my soul.”
The whole of that night the brave young Arab spent in prayer and
preparation for the tortures which he knew were awaiting him.
Between two and three o’clock the next morning a guard summoned
him to the Pasha’s presence, where stood a great multitude of Turks
and Arabs in their gorgeous robes. He was then dragged to the gate
of Bab-el-Oned, being beaten all the way. Euldij Ali addressed him
slowly and clearly. He pointed out every detail of the fearful death,
showed him the block of beton, and then said: “Do you still refuse to
return to the faith of Islam?” “I am a Christian, and as a Christian I
will die,” was Geronimo’s answer. “As you will,” replied the Pasha.
Pointing to the beton, he said, “Then here shall you be buried alive.”
“Do your will. Death shall not make me abandon my faith.” The
Pasha raised his hand. The soldiers stepped forward and removed
the chain from the prisoner’s leg. His hands were bound behind his
back, his legs crossed and tied together. Then, lifting the poor man,
they laid him face downward in the mould. A renegade Spaniard
named Tamango, desiring to show what a fervent Mahometan he
was, jumped on Geronimo’s body and broke his ribs. This act so
pleased Euldij Ali that others followed his example. The plaster was
then poured over him, and the brave Christian was suffocated.
Three hundred years later the noble Arab’s martyrdom was
brought to light and the story verified. In the museum of Algiers is
the cast. It shows a slight figure, a face with veins all swollen, a poor
mouth closed with a patient determined expression, hands tied, legs
swollen, even the broken ribs are distinguished. He was “faithful
unto death.”

REWARD OF FAITHFULNESS.

When Petrarch was crowned at Rome, it was by the supreme

magistrate of the Republic. Twelve youths were arrayed in scarlet.
Six representatives of the most illustrious families, in green robes,
with garlands of flowers, witnessed the scene. When the laurel crown
was placed on his head, the magistrate said, “This is the reward of
merit.” And the people shouted, “Long live the poet.” But you, my
boy, if faithful to the end shall be crowned in the presence of all the
high dignitaries of heaven, by King Jesus, with a crown that fadeth
not away, and a radiance that vies with the brightness of blazing suns
as they run their eternal course.
My boy, with what better exhortation can this volume close than,
“Be faithful”? Being the architects of your own weal or woe, be
courageous like Joshua, self-reliant like Nehemiah, obedient like
Abraham, persevering like Jacob, decisive like Moses, administrative
like Solomon, above reproach like Daniel, long suffering like Paul,
self-disciplined like David, prayerful like Elijah, masters of passions
like Joseph, bold like Peter, self-surrendered like Noah, Godlike like
Enoch, faith-acting like Abel, and in all things, with all persons, at all
time exemplify the spirit of the Christ.
Be faithful. Faithful to your Christian profession, faithful to your
church, faithful to Christ, faithful under all circumstances and in all
places, faithful unto death. Above the grave of his hero Homer
inscribed the words, “He was a brave man.” Above his hero Plato
wrote, “He was a wise man.” Above his hero Alcibiades said, “He was
a rich man,” but the motto for the Christian’s tomb is that which is
sculptured beneath Lincoln’s great name and which he wished above
all things history might write of him: “He was faithful.” And that of
Rev. Henry Weston Smith, who was killed by the Indians while on
his way from Deadwood, Dakota, to preach at Crook City, “Faithful
unto death.”
 When Allen K. Capron was killed at Las Guasimas, his father lifted
the hat that covered his face, and said, “Well done, my boy.” May
others say of you, “He was faithful,” and may Christ say to you, “Well
done!”
“Here’s a hand to the boy who has courage
To do what he knows to be right.
When he falls in the way of temptation,
He has a hard battle to fight.
Who strives against self and his comrades
Will find a most powerful foe;
All honor to him if he conquers;
A cheer for the boy who says, ‘No!’

“There’s many a battle fought daily

The world knows nothing about.
There’s many a brave young soldier
Whose strength puts a legion to rout.
And he who fights sin single-handed
Is more of a hero, I say
Than he who leads soldiers to battle,
And conquers by arms in the fray.

“Be steadfast, my boy, when you’re tempted,

And do what you think to be right;
Stand firm by the colors of manhood,
And you will o’ercome in the fight.
‘The right’ be your battle-cry ever
In waging the warfare of life;
And God, who knows who are the heroes,
Will give you the strength for the strife.”

“My Pledge.”

I WILL
Keep to the right as the law directs,
Keep from the world my friends’ defects.
Keep all my thoughts on the purest themes,
Keep from my eyes the motes and beams.
Keep true my deeds, my honor bright,
Keep firm my faith in God and right.
Keep free from every sin and stain,
Keep from the ways that bring me pain.
 Keep free my tongue from words of ill,
Keep right my aim, and good my will.
Keep all my acts from passion free,
Keep strong my hope, no envy see.
Keep watchful care o’er tongue and hand.
Keep firm my feet, by justice stand.
Keep true my word, a sacred thing,
Keep from the snares the tempters bring.
Keep faith with each I call a friend,
Keep full in view the final end.
Keep firm my courage, bold and strong,
Keep up the right and down the wrong.
Keep well the words of wisdom’s school,
Keep warm by night, by day keep cool.

My Symphony.

“To live content with small means, to seek elegance rather than
luxury, and refinement rather than fashion; to be worthy, not
respectable, and wealthy, not rich; to study hard, think quietly, talk
gently, act frankly, to listen to stars and birds, to babes and sages,
with open heart; to bear all cheerfully, do all bravely, await
occasions, hurry never;—in a word, to let the spiritual, unbidden and
unconscious, grow up through the common. This is to be my
symphony.”
William Henry Channing.
 TRANSCRIBER’S NOTES

Page Changed from Changed to

The practice is unfit a
The practice is unfit for a
111 scholar or a
scholar or a gentleman.
gentleman.

1. Silently corrected obvious typographical errors and

variations in spelling.
2. Retained archaic, non-standard, and uncertain spellings
as printed.
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