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Chapter 09 - Intelligence and Its Measurement
Chapter 09
Intelligence and Its Measurement
1. Who defined intelligence as "the degree of availability of one's experiences for the solution
of present problems and the anticipation of future ones."
A. David Wechsler
B. Robert Sternberg
C. Henry Goddard
D. Jean Piaget
3. "In truth, intelligence has become . . . a word with so many meanings that finally it has
none." Who is quoted as having said that?
A. E. L. Thorndike
B. E. G. Boring
C. Francis Galton
D. Charles Spearman
9-1
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Chapter 09 - Intelligence and Its Measurement
5. According to Piaget, one of the basic mental operations through which learning occurs is
assimilation, defined as
A. organizing new information so that it fits with existing information.
B. changing existing information so that it fits with existing information.
C. changing new information so that it fits with existing information.
D. rejecting existing information that does not fit with new information.
6. Howard Gardener defined intrapersonal intelligence in a way that seems similar to the
definition of
A. self-concept.
B. impression management.
C. interpersonal dependence.
D. introversion-extraversion.
9-2
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Chapter 09 - Intelligence and Its Measurement
12. In the Chapter 9 Meet an Assessment Professional, Dr. Barbara Pavlo observed that
students aspiring to become psychologists typically envision themselves
A. conducting psychotherapy.
B. administering psychological tests.
C. conducting meaningful research.
D. All of these
13. In the Chapter 9 Meet an Assessment Professional, Dr. Barbara Pavlo reflected that
students of psychology would do well to
A. envision themselves conducting psychotherapy.
B. envision themselves administering tests.
C. envision themselves interpreting a Rorschach protocol.
D. consider other careers.
14. In the Chapter 9 Meet an Assessment Professional, Dr. Barbara Pavlo reflected that she
employed in her practice various tools of assessment including
A. case history document analysis.
B. figure drawing analysis.
C. evaluations that employ role-play.
D. All of these
9-3
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Chapter 09 - Intelligence and Its Measurement
15. In the Chapter 9 Meet an Assessment Professional, Dr. Barbara Pavlo reflected that she
used tests
A. in a dynamic manner.
B. to provide feedback to clients regarding their progress.
C. to provide feedback to herself regarding clients' progress.
D. All of these
18. Cognitive abilities decline with age. According to Salthouse (2009), this decline
A. seems to correlate strongly with carbon monoxide intake.
B. can be postponed through cognitive stimulation.
C. may begin as early as one's twenties.
D. is accelerated as a result of teaching a course in psychological assessment.
19. The Flynn Effect has relevance in discussions of the death penalty, especially since the
Supreme Court decision in the case of
A. Tarasoff v. Regents of the University of California.
B. Jaffee v. Redmond.
C. Grutter v. Bollinger.
D. Atkins v. Virginia.
9-4
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Chapter 09 - Intelligence and Its Measurement
21. In Sternberg's study of the characteristics of academic intelligence, laypeople stressed the
"interpersonal and social aspects," whereas experts stressed
A. reading abilities.
B. memory.
C. motivation.
D. cognitive skills.
23. What conclusion concerning intelligence could reasonably be drawn based on the 1921
symposium published in the Journal of Educational Psychology?
A. Experts tended to agree on the basic elements of intelligence.
B. Intelligence should be measured by group rather than individual tests.
C. Intelligence consists of a general factor and a number of specific factors.
D. Experts had a multitude of different definitions of intelligence.
9-5
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Chapter 09 - Intelligence and Its Measurement
25. The concepts of social intelligence, concrete intelligence, and abstract intelligence are
collectively best associated with which theorist?
A. Thorndike
B. Carroll
C. Cattell
D. Horn
28. This was the test that launched the testing movement in the United States. It was, of
course, the ______ test.
A. Wechsler-Bellevue
B. Stanford-Binet
C. Army-Alpha
D. Army-Navy
29. Binet believed that the primary purpose of an intelligence test was to assist the test user in
the process of
A. classification.
B. measurement.
C. prediction.
D. data collection.
9-6
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Chapter 09 - Intelligence and Its Measurement
30. Binet's conception of intelligence corresponded most closely with the views of
A. Wechsler.
B. Galton.
C. Spearman.
D. Wesman.
31. It is MOST probable that Binet, Wechsler, and Piaget would all agree with which of the
following statements?
A. "Heredity, not environment, is the determining factor in intelligence."
B. "Environment, not heredity is the determining factor intelligence."
C. "Heredity and environment interact to influence the development of intelligence, although
a person has an unlimited genetic potential."
D. "Heredity and environment interact to influence the development of intelligence, but a
person may not exceed his or her genetic potential."
34. A major thread running through the theories of Binet, Wechsler, and Piaget is the concept
of interactionism. In this context, interactionism refers to
A. interaction between mind and body.
B. members of different professions working together.
C. interaction between heredity and environment.
D. interaction between different psychological approaches to intelligence.
9-7
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Chapter 09 - Intelligence and Its Measurement
37. Who first hypothesized that the proportion of the variance that a number of tests have in
common accounts for a general factor of intelligence?
A. Pearson
B. Piaget
C. Spearman
D. Galton
9-8
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Chapter 09 - Intelligence and Its Measurement
40. In terms of their definitions of intelligence, the theories of Guilford, Thurstone, and
Cattell, can all be grouped as
A. single-factor models.
B. information processing models.
C. factor analytic models.
D. runway models.
41. According to Howard Gardner, the ability to form an accurate and realistic view of oneself
would be referred to as what type of intelligence?
A. social
B. interpersonal
C. intrapersonal
D. intrasocial
42. According to Horn, intellectual abilities that decline with age are referred to as
A. maintained abilities.
B. vulnerable abilities.
C. declining abilities.
D. geriatric abilities.
44. Carroll's three-stratum theory of cognitive abilities is referred to as which type of model of
cognitive functioning?
A. an experimental model
B. an information processing model
C. a hierarchical model
D. a stratum-like model
9-9
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Chapter 09 - Intelligence and Its Measurement
46. In Carroll's three-stratum theory of cognitive abilities, what abilities represent the top
stratum or level?
A. interpersonal and intrapersonal
B. fluid and crystallized
C. general intelligence
D. vision, touch, and hearing
47. Comparing the hierarchical model of cognitive abilities to the periodic table in chemistry,
which of the following is TRUE?
A. They are similar in that scientists agree both on which elements should be listed in the
periodic table and which human abilities should be in a hierarchical model of cognitive
abilities.
B. They are different in that scientists do not agree on which elements should be listed in the
periodic table but do agree on which human abilities should be in a hierarchical model.
C. They are different in that scientists agree on which elements should be listed in the
periodic table but there is not agreement on which human abilities should be in a hierarchical
model of cognitive abilities.
D. None of these are true.
9-10
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Chapter 09 - Intelligence and Its Measurement
49. According to Lee Cronbach, errors were made in the scoring of the "Termite" intelligence
test protocols and as a result
A. correlations with many other variables have been questioned.
B. many of the "Termites" were unable to attend good colleges.
C. the research conducted by Lewis Terman has been discredited.
D. Cronbach lived his life with an IQ that was "10 points too high."
50. The McGrew and Flanagan Cattell-Horn-Carroll model postulates _______ broad stratum
abilities and _____ narrow stratum abilities.
A. 5; over 100
B. 10; over 70
C. 3; 10
D. 3; 15
51. Which of the following is omitted from the Cattell-Horn-Carroll model as modified by
McGrew and Flanagan?
A. quantitative ability
B. memory
C. general intellectual ability
D. eye-hand coordination
52. McGrew and Flanagan's version of the Cattell-Horn-Carroll model was originally
intended for use in
A. pediatric rehabilitative applications.
B. neuropsychological applications.
C. comparative psychology applications.
D. psychoeducational applications.
53. The McGrew and Flanagan version of the Cattell-Horn-Carroll model is designed to
assess abilities
A. by means of one comprehensive and integrative test.
B. through the use a variety of tests from different test batteries.
C. with adjunctive use of interviews and the case study method.
D. primarily by means of behavioral observation.
9-11
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Chapter 09 - Intelligence and Its Measurement
54. McGrew and Flanagan's version of CHC theory has its greatest value
A. as a theory of cognitive abilities with empirical support.
B. from a research perspective.
C. from the standpoint of cost-to-implement.
D. as a theory from which all other theories can be improved.
55. McGrew and Flanagan based their definitions of many of the broad and narrow abilities
on the writings of
A. Thurstone.
B. Horn.
C. Cattell.
D. Carroll.
56. Which of the following best characterizes the basis of CHC theory?
A. practical relevance
B. factor analysis
C. intuitive beliefs
D. the published writings of hundreds of independent practitioners
58. In the Kaufman Assessment Battery for Children, subtests are organized by which of the
following?
A. successive and simultaneous processing
B. general and specific abilities
C. reflective and impulsive processing
D. auditory and visual processing
9-12
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Chapter 09 - Intelligence and Its Measurement
59. The BEST measure of "intelligence" in infants could MOST probably be obtained by
A. reviewing hospital records.
B. structured interviews of the child.
C. assessment of sensorimotor skills.
D. behavioral observation of the child watching Sesame Street.
61. Which test author developed a series of intelligence tests that has been characterized as
spanning "cradle to grave"?
A. Thurstone
B. Wechsler
C. Sternberg
D. Piaget
62. Intelligence may be assessed at various stages in the life span and
A. the purpose of assessing intelligence is exactly the same at all ages.
B. the exact same behaviors are assessed at all ages.
C. different behaviors are assessed at different ages.
D. the later in life, the more difficult the assessment.
9-13
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Chapter 09 - Intelligence and Its Measurement
64. According to Wechsler's approach to cognitive assessment of adults and children, which
of the following is TRUE?
A. The same tests can be used from cradle to grave.
B. The same tasks may be used by children and adults, but the norms will differ from test to
test depending on the age group of the testtakers.
C. Similar tasks may be used on different tests, but the actual content of the items will differ
at different age levels.
D. Similar tasks may be used at different age levels, although only one "gold standard" set of
norms should be employed.
65. Tests of intelligence are typically administered to older adults for all of the following
purposes EXCEPT:
A. educational placement.
B. diagnosis of clinical disorders.
C. neuropsychological assessment.
D. vocational planning.
66. A concept, characterized in your text as "at the crossroad of intelligence and personality"
is:
A. sensory discrimination.
B. reaction time.
C. street efficacy.
D. general intellectual ability
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Chapter 09 - Intelligence and Its Measurement
70. Considering their views on intelligence with regard to the nature-nurture issue, Lewis
Terman, Francis Galton, Arnold Gesell, and Karl Pearson:
A. each had their own unique view, ranging from "strongly nature" to "strongly nurture."
B. were all strong believers in nurture.
C. were all strong believers in nature.
D. were four people who expressed five opinions on the issue.
9-15
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Chapter 09 - Intelligence and Its Measurement
72. When making projections about a child's future intellectual ability, attention should be
given to:
A. IQ test data.
B. personality test data.
C. available resources and social support systems.
D. All of these
73. In discussing the role of personality in the measured intelligence of infants, it is this term
that comes to mind:
A. "sensory ability"
B. "mood-related variables"
C. "temperament"
D. "alerting response"
74. Members of which of the following minority groups tend to score higher on intelligence
tests than do members of the majority group?
A. African-Americans
B. Hispanic-Americans
C. Asian Americans
D. Native Americans
75. According to your text, intelligence as measured by intelligence tests is BEST explained
with reference to
A. the nature side of the nature/nurture controversy.
B. the nurture side of the nature/nurture controversy.
C. the interactionist perspective.
D. the CHC model.
9-16
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Chapter 09 - Intelligence and Its Measurement
9-17
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Chapter 09 - Intelligence and Its Measurement
83. The subjects for Terman's longitudinal studies of the gifted were selected on the basis of:
A. creativity.
B. leadership ability.
C. intellectual ability.
D. membership in a "cousins club."
84. According to Terman's longitudinal research, which statement is TRUE of the gifted as a
group?
A. They tend to be better adjusted.
B. They tend to have higher mortality rates.
C. Their intellectual ability tends to decline with age.
D. They tend to commit more crimes.
86. The terms metacomponents and knowledge-acquisition components are best associated
with:
A. Galton.
B. Guilford.
C. Spearman.
D. Sternberg.
9-18
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Chapter 09 - Intelligence and Its Measurement
87. Which is NOT one of the principal elements in Sternberg's triarchic theory of
intelligence?
A. metacomponents
B. performance components
C. social components
D. knowledge-acquisition components
88. Scholarly discussion about the nature of intelligence has changed in several ways since the
early part of the 20th century. Which is NOT one of these changes?
A. Contemporary scholars now have a broader view of the concept of intelligence.
B. Recent discussion includes the concept of "meta-cognition."
C. More emphasis has been placed on realistic applications of intelligence-related concepts in
recent years.
D. Intelligence used to be considered to have many components but now is considered to be a
single construct.
89. One of your friends asks you the unlikely question "What is intelligence?" Based on your
reading of the text, what would be your response?
A. A multifaceted construct that is primarily determined by the environment and, in general,
includes a person's ability to appropriately and effectively care for himself or herself and
interact with others.
B. An unobservable trait whose meaning researchers have failed to agree on and consequently
has no real relevance in understanding human behavior.
C. A multifaceted construct influenced by heredity and environment that, in general, includes
abilities related to problem solving and to verbal and social competence.
D. Intelligence has not been meaningfully defined because there is absolutely no consensus on
the human abilities that reflect intelligent behavior.
9-19
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Chapter 09 - Intelligence and Its Measurement
91. Which statement would Wechsler and Binet MOST likely agree on?
A. Intelligence develops primarily through heredity.
B. Intelligence comprises cognitive abilities that develop through several invariant stages.
C. Considerations regarding personality must be included in any comprehensive assessment
of intelligence.
D. There is no more important ability to assess than perceptual-motor ability.
93. What is the main difference between the factor analysts and traditional theorists with
regard to theory derivation?
A. As compared to factor analysts, traditional theorists derive their theories primarily through
statistical procedures and empirical data.
B. As compared to traditional theorists, factor analysts derive their theories primarily through
statistical procedures and empirical data.
C. As compared to factor analysts, traditional theorists have not attempted to validate their
theories with scientific research.
D. As compared to traditional theorists, factor analysts have not attempted to validate their
theories with scientific research.
94. What is the main difference between the information-processing view and the traditional
view of intelligence?
A. The information-processing view focuses more on how the brain processes information.
B. The information-processing view has not yet led researchers to the development of useful
assessment tools.
C. The information-processing view focuses more on separate and independent intellectual
abilities, such as musical and mechanical skills.
D. The information-processing view assumes that intelligence is environmentally determined.
9-20
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Chapter 09 - Intelligence and Its Measurement
96. Since the 1921 Symposium on Intelligence, researchers and theorists have agreed that:
A. intelligence is more environmentally than biologically determined.
B. intelligence is a unitary phenomenon.
C. manifestations of intelligence remains the same during the life span.
D. None of these
97. Which statement is TRUE regarding the use of IQ tests to assess giftedness?
A. IQ tests measure all forms of giftedness.
B. IQ tests measure all ranges of giftedness
C. IQ tests have their place in the assessment of giftedness.
D. All of these
98. Bentley, an 8-year-old, excels in art and music but has average intellectual ability. Based
on the definition of giftedness as outlined in Public Law 95-561, which statement is TRUE?
A. Bentley would not be considered gifted because intellectual ability is the most important
determinant of giftedness.
B. Bentley would not be considered to be gifted because his intellectual ability must be in the
superior range.
C. Bentley would be considered gifted because of his exceptional art and musical abilities.
D. Bentley would not be considered gifted because he must also have a superior IQ.
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Chapter 09 - Intelligence and Its Measurement
99. A couple believes that they will enhance their child's intellectual ability by reading classic
literature to the child at an early age. The BEST guess of the philosophy subscribed to by this
couple could be summed up by
A. predeterminism
B. preformationism
C. interactionism
D. humanism
100. Interactionists would agree with which of the following statements regarding the relative
contribution of learning and heredity to intellectual development?
A. It is 50% inherited and 50% learned.
B. It is 20% inherited and 80% learned.
C. It is 80% inherited and 20% learned.
D. It is part inherited and part learned, but how much each contributes is debatable.
102. A child is administered an IQ test at age 5 and another at age 10. The reported score at
age 10 is much higher than the reported score at age 5. This may be because
A. the child's IQ naturally unfolded with maturation.
B. the child is receiving an excellent education at school and at home.
C. the examiner used a different IQ test that assesses different abilities.
D. All of these
9-22
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Chapter 09 - Intelligence and Its Measurement
105. A school psychologist strongly believes a particular child is in need of special services.
Considering the Flynn effect, the psychologist employs which of the following tests of
intelligence to bolster the case for special services?
A. the test with the oldest possible norms available
B. the most recently normed test available
C. the Flynn Intelligence Test (FIT)
D. a Wechsler test designed primarily for use with adults.
107. Many questions concerning intelligence are still being debated. In general, however,
scholars are MOST likely to agree that
A. the construct of intelligence has proven to be valuable to psychologists in their efforts to
understand and predict human behavior.
B. the construct of intelligence has not proven to be useful in helping psychologists
understand or predict human behavior.
C. intelligence tests have not proven to be of great value in research settings.
D. intelligence tests have not proven to be useful in applied settings.
9-23
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Chapter 09 - Intelligence and Its Measurement
108. Spearman proposed a two-factor theory of intelligence consisting of which two factors?
A. general and specific intelligence
B. creative and fixed intelligence
C. long-term and short-term memory
D. learned and inherited intelligence
112. Howard Gardner's work on "multiple intelligences" is most similar to whose model of
intelligence?
A. Binet
B. Galton
C. Piaget
D. Guilford
9-24
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Chapter 09 - Intelligence and Its Measurement
113. Which of the following is NOT included in Public Law 95-561 as criteria for giftedness?
A. quick thinking
B. divergent thinking
C. leadership ability
D. mechanical ability
114. Based on longitudinal research with veterans of World War II, the most important
determinant of cognitive ability as an older adult seems to be cognitive ability as
A. a preschooler.
B. an elementary-school-age child.
C. a middle-school-age child.
D. a young adult.
116. Which of the following BEST represents the current thinking on genetic versus
environmental explanations for differences in measured intelligence between groups?
A. Variability in measured intelligence attributed to individual differences far exceeds
variability attributed to group differences.
B. There exists a positive relationship between intelligence and a number of important social
outcomes such as academic success.
C. Intelligence is negatively related to a number of socially undesirable outcomes such as
crime.
D. All of these
9-25
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Chapter 09 - Intelligence and Its Measurement
117. Research cited in your textbook told of Zambian and English research subjects who were
tested on a model reconstruction task using paper, clay, or wire. This research illustrated the
importance of raising questions about
A. the validity of a test with regard to members of specific cultural populations.
B. the reliability of a test with regard to members of specific cultural populations.
C. the danger of using specific materials, such as wire, with testtakers who have never
manipulated them.
D. the cautions that need to be verbalized prior to any assessment situation.
118. One way of reducing the culture loading of a test is to make the test
A. a speed test (as opposed to a power test).
B. a test of facts (as opposed to abstract reasoning).
C. pictorial (as opposed to verbal).
D. heavy in verbal content (as opposed to nonverbal content).
9-26
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faire battre à mort : le vainqueur avait raison, disait-on, car c’est Dieu
qui donne la victoire.
Jamais pareille folie n’a germé sous le crâne d’un habitant du
Céleste Empire. Quand on a été élevé dans les saines doctrines de
Confucius, on ne peut pas croire que les choses se passent de cette
manière.
Quoi qu’il en soit, telle était la façon de procéder en Europe,
durant le moyen âge. Vous insultiez le meilleur des hommes : il était
forcé de se battre avec vous. Vous l’assommiez grâce à vos gros
biceps : et il était proclamé coupable de toutes les infamies dont
vous l’aviez accusé. C’était le jugement de Dieu et personne ne se
fût permis d’élever un doute, encore moins de formuler une
objection. Malheur au téméraire qui aurait risqué une pareille
démarche ! On l’eût bien vite fait flamber sur un bûcher pour lui
apprendre à vivre.
Ce petit jeu se poursuivit donc à travers les siècles sans que
personne y trouvât à redire. Les plus forts et les plus adroits
exterminaient les plus faibles et les moins habiles. On se battait pour
n’importe qui, et pour n’importe quoi : pour le sourire d’une femme,
pour un habit à la mode, pour un mot, pour un geste, pour le plaisir
de se battre, pour rien ! Les adversaires se faisaient accompagner
d’un ou plusieurs seconds qui ne s’étaient jamais vus, ou se
trouvaient être les meilleurs amis du monde ; et qui n’en étaient pas
moins obligés de s’entr’égorger sans savoir pourquoi.
Le moyen âge passe, enfin ! mais le duel reste. Il entra si bien
dans les mœurs et fit de tels ravages, que le grand ministre
Richelieu finit par défendre ces rencontres, sous peine de mort, et fit
couper la tête à un certain nombre de contrevenants.
Mais, admirez ici la force de l’habitude, malgré toutes les
transformations que l’Europe a subies depuis, le duel survit encore.
Alors même que les philosophes de ce continent ont quelque peu
expulsé Dieu de partout, le jugement de Dieu subsiste, préjugé
indéracinable. Les athées eux-mêmes y sont soumis aussi bien que
les croyants et, obligés par les mœurs, vont sur le terrain, invoquer
la décision d’un Dieu dont ils nient l’existence.
Mes compatriotes ne voudront peut-être pas croire ce que je
viens de raconter. C’est pourtant l’exacte vérité. J’ai assez dit de
bien, d’ailleurs, de tout ce que j’ai vu de beau et de bon en Europe,
pour que l’on ajoute foi à ma parole, quand je dépeins quelques
vices des nations de ce pays ; vices incompréhensibles, mais
malheureusement trop réels.
Je parlais, tout à l’heure, de journalistes qui se sont battus. Cela
se voit presque tous les jours. Je me hâte de dire que tous les duels,
heureusement, n’ont pas l’issue fatale de la rencontre à laquelle je
faisais allusion, et voici pourquoi.
On se bat à l’épée ou au pistolet. Lorsque l’on doit se servir du
pistolet et que la querelle n’a pas de motifs graves, les témoins
s’arrangent de façon à placer les combattants à distance telle que la
balle ait des chances de s’égarer. En quoi je les approuve
complètement.
Le duel à l’épée est souvent aussi inoffensif. La plupart des
jeunes gens ont appris, dès l’adolescence à manier cette arme et y
ont acquis une certaine habileté. Lorsque le combat a lieu entre
hommes exercés à ce sport d’un genre particulier, il est rare que
l’affaire tourne mal. Les adversaires parent avec la même habileté,
attaquent avec les mêmes ménagements et le combat finit par une
légère piqûre, suffisante pour faire déclarer l’honneur satisfait.
Les mœurs admettent le duel : les lois le punissent. Mais les
juges, en général, ferment les yeux, pour ne sévir que lorsqu’il y a
mort d’homme, ce que je trouve très illogique. D’abord, comme je l’ai
démontré plus haut, on ne se tue guère qu’entre gens qui ne savent
pas se battre et doivent, par conséquent, être considérés comme
moins responsables. Puis, comment la loi, si tolérante, en général,
peut-elle se montrer sévère lorsqu’un malheur arrive ? Est-ce que,
dans ces rencontres, où chacun lutte pour sa vie, frappe pour ne pas
être frappé, il est toujours possible de calculer exactement la portée
des coups ? Est-ce que celui qui a tué a plus voulu tuer que tel
autre, qui n’a fait que blesser légèrement ? Est-ce que le vaincu,
enfin, n’est pas aussi responsable de sa mort que le vainqueur ?
Dans notre belle Chine, heureusement, nous n’avons pas à nous
poser toutes ces questions. Chez nous, en effet, il n’existe aucun
genre de duel, pas même celui pratiqué au Japon, et qui consiste à
s’ouvrir le ventre dans la maison de l’homme qui vous insulte, pour
l’obliger à se tuer à son tour. On nous accuse parfois, en Europe, de
pratiquer ce duel, à mort obligatoire ; mais c’est là une erreur
absolue, pour ce qui concerne la Chine.
Les questions d’honneur, dans mon pays, se règlent autrement.
Lorsqu’il s’agit d’injures graves, c’est toujours la justice qui est
chargée de décider. Et son action sévère a réduit au minimum les
cas de ce genre.
Pour les injures légères, nous avons trouvé la ressource de
l’arrangement à l’amiable, sans coups ni blessures. Les amis des
deux parties interviennent, pour arranger le différend. Tout s’explique
et les adversaires se réconcilient. Celui qui a eu les plus grands
torts, fait partir une quantité de pétards devant la maison de
l’offensé : ces détonations, aussi bruyantes, mais moins malsaines
que celles des pistolets, ont pour but d’apprendre au public que
réparation a lieu. Puis, l’offenseur offre à dîner aux témoins et à la
partie adverse et les invite à assister à une représentation théâtrale,
dans un temple du voisinage. Après quoi, tout est oublié.
Voilà ce qui se passe quand l’insulteur et l’insulté sont de même
rang. Lorsque c’est un inférieur qui a insulté un supérieur, il lui
présente ses excuses devant les témoins, après avoir tiré de
nombreux pétards devant sa porte. Si c’est le supérieur qui offense
un homme de rang inférieur, il lui fait ses excuses, l’invite à dîner
avec les témoins et les pétards racontent comme dans les autres
cas, au public, que toutes choses sont remises en état.
Il faut remarquer ici que, dans les diverses circonstances que je
viens d’énumérer, l’insulteur finit toujours par présenter ses excuses
à l’offensé : il y est moralement obligé. En Europe, au contraire, c’est
une lâcheté, que de présenter de légitimes excuses à celui qu’on a
injustement outragé. Comprend-on une pareille aberration ? Est-ce
qu’on ne doit pas être heureux de réparer l’injustice dont on a
conscience, heureux d’avouer ses torts ?
Le mari se bat en duel avec celui qu’il soupçonne d’être trop
aimé de sa femme. Le pauvre époux a quelquefois raison, ce qui ne
l’empêche pas de recevoir un bon coup d’épée par-dessus le
marché. Notre système social rend la surveillance de la vie féminine
trop facile, pour que ces sortes de querelles puissent exister chez
nous. Mais s’il arrive qu’une femme mariée manque réellement à ses
devoirs, le mari outragé a le droit de se venger sur les deux
coupables, pris sur le fait. Je dis tous les deux ; car, s’il ne tuait que
l’amant seul, il serait puni pour meurtre, commis avec circonstances
atténuantes.
En Occident, le mari est libre de tuer un seul des coupables.
D’autre part, si une jeune femme, trompée par son amant, cherche à
se venger de lui, il ne lui servira à rien de le manquer : on
commencera par lui faire passer un temps indéterminé en prison,
dans une promiscuité horrible ; et, même acquittée, elle en sortira à
jamais flétrie.
Je ne veux pas faire passer devant vos yeux tous les cas de
duels possibles. J’ai voulu simplement vous faire connaître ce trait
du caractère européen. Je suis convaincu que vous serez affligé,
comme je l’ai été moi-même, en apprenant que de pareilles
habitudes sont possibles ; vous direz avec moi, j’en suis certain, que
tout n’est pas encore parfait en Europe ; que la civilisation comprend
autre chose encore que des machines merveilleuses et que
l’Européen n’a pas le droit de nous traiter de barbares, comme il le
fait souvent, alors que nous nous distinguons par la douceur de nos
mœurs et par notre morale, si véritablement humaine.
LA VILLÉGIATURE