Lifesmart Exploring Human Development Canadian 1st Edition Fiore Test Bank Full Chapter PDF

LifeSmart Exploring Human
Development Canadian 1st Edition

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Student: ___________________________________________________________________________
1. During early childhood, healthy children grow about __________ a year.

A. 10 centimetres
B. 20 centimetres
C. 30 centimetres
D. 40 centimetres
2. During early childhood, healthy children gain about __________ kilograms a year.
A. 1.2
B. 2.3
C. 3.4
D. 4.7
3. During early childhood:

A. girls and boys grow at about the same rate.
B. girls grow faster than boys.
C. boys grow faster than girls.
D. growth in both boys and girls is not predictable.
4. The part of the brain that shows the most dramatic growth in early childhood is the:
A. frontal lobe.
B. parietal lobe.
C. limbic system.
D. brain stem.
5. Five-year-old Jack's frontal lobe has been growing dramatically. This means that he will:
A. have better perceptual capacities.
B. be more coordinated in balance and running.
C. be better at planning and organization.
D. understand more vocabulary when he hears the words.
6. Which of the following is true regarding gender differences in early childhood?
A. Boys are heavier than girls because boys are shorter with more fatty tissue.
B. Girls are heavier than boys because girls are taller and have more muscle tissue.
C. Girls are shorter than boys but are heavier because they have more muscle tissue.
D. While girls are shorter than boys and have more fatty tissue, girls still tend to weigh less than boys.
7. During the early childhood years, brain growth is largely characterized by:
A. structural changes.
B. changes on a functional level.
C. changes on a neurochemical level.
D. changes on a neuronal level.
8. Which of the following is TRUE regarding brain development?

A. Brain development allows young children to construct new understandings.
B. Brain development occurs much faster in early childhood compared with infancy.
C. The formation of neural pathways in the frontal lobe slows significantly in early childhood
D. The number of connections the brain forms in early childhood varies depending on gender.
9. A six-year-old child has a longer attention span than a 3-year-old child. This is largely due to:
A. greater myelination in the brain of the older child.
B. more opportunities for parents to influence the six-year-old.
C. the effects of schooling.
D. a decrease in the tissue of the prefrontal cortex.
10. Her mother is noticing indications that 3-year-old Tina is starting to favor her left hand over her right for
eating and manipulating objects. This development of preference is referred to as:
A. handedness.
B. functionalization.
C. specialization.
D. lateralization.
11. If people are right-handed:

A. their left cerebral hemisphere controls the right side of their body and their speech.
B. their right cerebral hemisphere controls the right side of their body and their speech.
C. their left cerebral hemisphere controls the left side of their body and their right hemisphere controls their
speech.
D. their right cerebral hemisphere controls the left side of their body and their left controls their speech.
12. __________ refers to abilities using small muscles in the hands and fingers that result from physical
development.
A. Gross motor skills
B. Intermediate motor skills
C. Fine motor skills
D. Hemispheriation
13. Which of the following behaviours should a two-year-old child be able to complete successfully?
A. color in the lines
B. hold a crayon in a pincer grip
C. balance on one foot
D. turn pages in a book
14. Which of the following is an example of a gross motor skill children have typically acquired by the age of
4?
A. Balancing on one foot
B. Pedaling a tricycle
C. Catching a small ball
D. Jumping rope
15. Which of the following is important regarding nutrition during early childhood?
A. Children should be allowed to eat what and when they want, as they are growing rapidly during this period.
B. Three meals a day are sufficient for children during this period, as growth has yet to increase remarkably.
C. A well-balanced diet with plenty of healthy snacks and limited sweets and soft drinks should be provided as
the eating habits established now can last a lifetime.
D. Children, at this age, require extra energy at this point, but any nutritional shortfalls can be made up during
adolescence.
16. Stress and anxiety in early childhood are associated with:

A. a predisposition to physical and mental disorders.
B. development of a resilient temperament.
C. children who have a weak genetic growth plan.
D. slow growth patterns.
17. Which of the following statements concerning socioeconomic class and childhood development is correct?
A. There seems to be no difference in developmental patterns based on socioeconomic status.
B. Children from the lower economic classes tend to be somewhat delayed than those from the higher classes.
C. Children from higher economic classes tend to be somewhat larger, but less robust than those from lower
classes.
D. Children who grow up in more favorable economic conditions develop differently than those who grow up in
less favorable conditions.
18. __________ is Piaget's second stage of cognitive development, extending from about two to seven years.
A. The preoperational period
B. The sensorimotor period
C. Concrete operations
D. Formal operations
19. An important milestone achieved during Piaget's preoperational period is:

A. reversibility.
B. the acquisition of basic language skills.
C. the recognition that natural forces are not driven by humans.
D. the ability to see the world from another's point of view.
20. During the preoperational period, children usually:

A. understand that inanimate objects are not alive.
B. can perform reverse operations.
C. learn to read.
D. are able to focus on more than one element of a problem.
21. Which of the following concepts would a preoperational child understand?

A. 3 + 2 = 5 is the same as 5 - 3 = 2
B. a flower may be yellow and a rose, but a rose doesn't have to be yellow
C. a glass that is short and wide may hold the same amount of milk as a tall, skinny glass
D. "candy" is a word for a delicious food
22. Layla is 5 years old. Her mother has given both her brother and her each a piece of cake. Layla's is bigger
than her brother's piece. He cuts his small piece in half and asks Layla if she wants to trade. What will Layla
do?
A. She will trade because she will think that two pieces are better than one, as she will centre on the number
rather than the sizes.
B. She will keep her piece, because she knows it is bigger than his two pieces.
C. She will keep her piece, because she can't understand the concept of trading.
D. She will tell her mother that her brother is trying to take her cake.
23. __________ is a child's application of abstract thinking during the preoperational period.
A. Imagination
B. Depiction
C. Representation
D. Portrayal
24. Piaget stated that the major accomplishment of the preoperational period is developing the cognitive ability
to:
A. use reverse logic.
B. think in terms of representation.
C. use conservation.
D. defer imitation.
25. When a child understands that the word "car" refers to the vehicle that sits in her driveway, she has
achieved:
A. egocentrism.
B. deferred imitation.
C. reversibility.
D. representation.
26. When 4-year-old Sally tells her mother that her doll cannot come and play, because she is sick and has to
stay in bed, she is exhibiting:
A. animism.
B. artificialism.
C. egocentrism.
D. realism.
27. While visiting her aunt's house, 5-year-old Tabitha saw her 16-year-old cousin getting ready to go out on a
date. At home the next evening, Tabitha came downstairs wearing one of her mother's dresses and carrying her
mother's purse, and made the announcement that she was going out. This is an example of:
A. deferred imitation.
B. representation.
C. artificialism.
D. egocentrism.
28. Piaget assumed that symbolic play served which of the following purposes?
A. It provides a way for children to imitate the adults in their world.
B. It provides children a means of relating aspects of reality that are difficult to understand back to themselves.
C. It provides an avenue for children to learn how to socialize among themselves.
D. It serves no purpose other than being an outlet for natural childhood curiosity.
29. Children in the preoperational phase cannot recognize that other viewpoints exist. This is called:
A. centration.
B. egocentrism.
C. classification.
D. selfism.
30. Four year old Zoe is playing a board game with her older friend, Sydney. When it was Sydney's turn to
move, she asked Zoe to move her game piece for her because it was hard to reach the other side of the board.
Instead, Zoe moved her own piece. What is going on with Zoe?
A. Zoe wants to win the game, so she will take any turn she can get.
B. Sydney wasn't clear in her request, so Zoe moved the wrong game piece.
C. Zoe is egocentric and so can't see the board from Sydney's point of view.
D. Zoe is pretending she didn't understand Sydney, because she thinks it's funny.
31. Jason, who is 4½ years old, is unable to understand that he cannot go to his friend Tommy's house, because
Tommy has the measles and that the measles are contagious. All Jason understands is that he cannot play with
Tommy. This is an example of:
A. classification.
B. artificialism.
C. centration.
D. negation.
32. If a preoperational child can place items in a group based on traits they share, then the child has the
fundamental concept of:
A. centration.
B. classification.
C. reversibility.
D. symbolism.
33. __________ is the understanding that an object retains certain properties even though surface features
change.
A. Reversibility
B. Conservation
C. Classification
D. Centration
34. Carter and his younger brother, Owen, are having lemonade. Carter first pours the lemonade into two
identical glasses, but then he notices one glass is cracked. Carter then pours the lemonade from that glass into
another taller glass. Owen immediately wants the second glass, because he is sure there is more lemonade in it.
Clearly, Owen:
A. is egocentric.
B. lacks reversibility.
C. lacks classification.
D. lacks conservation.
35. Piaget asserted children in the preoperational stage lacked the ability to conserve, but more recent research
indicates that children as young as __________ years of age can be taught conservation skills.
A. 7
B. 5
C. 4
D. 3
36. __________ is the idea that children create, organize, and transform knowledge through active engagement
in their environment.
A. Connectionism
B. Classification
C. Constructivism
D. Compilation
37. __________ is the concept that children build knowledge through social interactions.
A. Social constructivism
B. Sociobiology
C. Social instruction
D. Scaffolding
38. For Vygotsky, __________ was a key component in a child's learning process.
A. independence
B. modeling
C. instruction
D. reinforcement
39. __________ is the range of ability a child possesses on a given task, from working independently to
working with assistance from adults or older children.
A. The zone of proximal development
B. The area of scaffolding
C. The boundary of behaviour
D. The circle of instruction
40. The zone of proximal development emphasizes:

A. the independent nature of learning.
B. the importance of letting preoperational children work out problems themselves.
C. how children learn more efficiently if adults model tasks for them initially.
D. that children's learning involves interaction with adults playing a supporting role.
41. Which of the following illustrates scaffolding?

A. Connor is watching his son attempt to tie his shoes.
B. Arianna holds the bowl while her daughter mixes the cake and then shows her the next ingredient to add.
C. Zachary gives his son a quarter every time he makes his bed without being reminded.
D. Carolina helps her daughter climb into the swing before pushing her.
42. __________ is a broad theory that provides an explanation for how children's thinking develops when they
are confronted with large amounts of data.
A. Constructivism
B. Social constructivism
C. Behavioursim
D. Information processing
43. Which of the following is true regarding changes in information processing?
A. Selective attention skills increase during the early childhood years, but memory and organization skills
decrease.
B. Selective attention and memory skills increase during the early childhood years, but organization skills
decrease.
C. Memory and organization skills increase during the early childhood years, but selective attention skills
decrease.
D. Selective attention, memory, and organization skills all increase during the early childhood years.
44. Which of the following refers to the act of reciting information in order to enhance learning?
A. Rehearsal
B. Recall
C. Retrieval
D. Organization
45. __________ is the memory strategy that entails discovering and imposing an easy-to-remember structure on
information to be memorized.
A. Recall
B. Constructivism
C. Organization
D. Reconstruction
46. Theory of mind in developmental research looks into the:

A. relationship between children's age and their maturational levels.
B. relationship between children's growing awareness of their own thoughts and how this affects their
behaviour.
C. observable behaviours exhibited by children.
D. the environmental influences on children's development.
47. In the development of a theory of mind, a major milestone for children who are four to five years old is:
A. expression of more complex emotions such as cravings.
B. volume conservation.
C. the recognition of false beliefs.
D. reversibility.
48. According to Gardner, which of the following is a critical consideration in any preschool program?
A. Assumptions about the minds of children
B. Understanding of how society affects cognition
C. Visions about the kind of society we desire
D. both assumptions about the minds of children and visions about the kinds of society we desire
49. In __________, children are encouraged to be active participants in building knowledge and learn by
interacting with their environment.
A. the constructivist approach
B. the behavioural model
C. operant conditioning
D. the analytical technique
50. Which of the following individuals provided the inspiration for many of the current education programs that
are based on developmental theory?
A. Jean Piaget and Lev Vygostky
B. Paul McGhee and Jerome Kagan
C. Erik Erikson and Alfred Adler
D. Karen Horney and Harry Stack Sullivan
51. In constructivist approach to learning, which of the following would be found in the classroom?
A. desks in rows
B. activity centers for hands-on learning
C. worksheets for practice of multiplication tables
D. lists of words to be mastered for reading
52. In which of the following educational models would group work be emphasized?
A. The constructivist approach
B. Behaviourism
C. Operant conditioning
D. The Rush Initiative
53. Which of the following developmentalists asserted that children pass through different physical and mental
growth phases that alternate with periods of transition?
A. Jean Piaget
B. Lev Vygotsky
C. Richard Lerner
D. Maria Montessori
54. __________ refers to the periods of development marked by readiness to learn.
A. Sensitive periods
B. Critical eras
C. Responsive periods
D. Receptivity cycles
55. Montessori proposed the concept of __________ to indicate a child's heightened readiness to learn a set type
of information at a particular time.
A. prepared environment
B. absorbent mind
C. sensitive periods
D. critical juncture
56. Montessori referred to ___________ as a series of "new births."

A. mental milestones
B. developmental tasks
C. biopsychosocial crises
D. sensitive periods
57. According to Montessori, a child's entry into a sensitive period was:

A. sharp and distinctive as is they had been born into a new understanding.
B. gradual, with understanding accumulating over time.
C. based on accommodating new information into existing schemas.
D. difficult to identify, but the exit from each period was obvious.
58. The __________ approach to early childhood education views children as curious and competent and
presents a curriculum based on children's emerging interests and their desire to build relationships with others.
A. Montessori
B. Reggio Emilia
C. Head Start
D. Piagetian
59. The educators of Reggio Emilio viewed children as:

A. blank slates waiting to be written upon.
B. vessels into which knowledge should be poured.
C. curious citizens with rights and valuable contributions.
D. native thinkers who have a genetic potential to be fulfilled.
60. What would a typical classroom look like in the Reggio Emilia model of education?
A. Minimal decoration and soft colors so as not to distract from the educational process
B. Carrels with various activities set up for individual exploration
C. Large windows and views into other classrooms, each of which is filled with various materials for interaction
D. Desks replaced by tables with assigned seating so that children will be sure to be exposed to others of
various backgrounds
61. __________ is a government-supported early childhood program that provides educational, health, nutrition,
social, and other services to First Nations children and their families.
A. The Montessori School
B. The Abecedarian project
C. Upward Bound
D. Head Start
62. Play-based learning is central to the full-day kindergarten program in:

A. Saskatchewan
B. Ontario
C. Alberta
D. PEI
63. A typical first-grader has a vocabulary of approximately:

A. 3,000 words.
B. 5,000 words
C. 10,000 words.
D. 50,000 words.
64. What language rule describes how to put sounds together to form words?
A. Phonology
B. Semantics
C. Syntax
D. Pragmatics
65. Evan is chanting rhymes as he puts together a puzzle. His mother smiles as she hears him practice with the
sounds of the words. Evan is perfecting his use of:
A. pragmatics.
B. phonology.
C. morphemes.
D. semantics.
66. Rules of __________ determine sentence structure and word order.
A. syntax
B. pragmatics
C. phonology
D. semantics
67. If a child understands the difference between "Where doggie go?" and "Doggie go home," then they have
mastered the rules of:
A. phonology.
B. pragmatics.
C. syntax.
D. semantics.
68. Rules of __________ describe how to interpret the meanings of words.

A. semantics
B. syntax
C. pragmatics
D. phonology
69. If a child knows that "through" and "threw" sound the same but have different meanings, then they have a
good grasp of:
A. phonology.
B. pragmatics.
C. semantics.
D. grammar.
70. Rules of __________ describe how language is used in social contexts.

A. phonology
B. grammar
C. pragmatics
D. semantics
71. Which language rule governs how to take part in a conversation?

A. Syntax
B. Semantics
C. Phonology
D. Pragmatics
72. __________ language is the ability of the child to understand written and spoken communication.
A. Grammatical
B. Syntactical
C. Expressive
D. Receptive
73. A child's tendency to use a word in a broader context than it is intended for is called:
A. overregularities.
B. overgeneralization.
C. overextension.
D. telegraphic speech.
74. Maxime, who doesn't know the past tense of "come" is "came," says "Daddy comed home." This is an
example of:
B. telegraphic speech.
C. holophrastic speech.
D. overextension.
75. In early childhood, children identify themselves mostly by:

A. the associations around them such as family.
B. input from others.
C. their activities.
D. their physical characteristics.
76. The development of self in children is dependent upon:

A. improvement in representational thinking.
B. identification of tangible characteristics such as hair color or freckles.
C. independence from the opinion of others.
D. receptive language.
77. When asked to describe himself, Hao says he has dark hair and dark eyes and big feet. Hao is:
A. at least twelve years of age.
B. at beginning to be self conscious.
C. able to define himself without social comparisons.
D. the early stage of self-development.
78. In the latter part of early childhood, ages 5 and on, children are usually beginning to assess themselves
based on:
A. their physical characteristics.
B. the tangible objects around them.
C. their family interactions.
D. self-evaluations based on the input of others.
79. Self-representations refer to how individuals:

A. feel the world views them.
B. feel they are.
C. behave in a social setting.
D. behave in a private setting.
80. As children mature, when they define themselves, they tend to:
A. rely on factors such as height and weight.
B. understand abstract concepts such as intelligence and generosity.
C. compare their performances to others.
D. use the same self-descriptions as their parents.
81. According to Erik Erikson, the important task for children in early childhood is to:
A. resolve feelings of guilt versus initiative.
B. learn to trust the adults in their world.
C. develop a sense of willpower.
D. discover a way to stay true to their beliefs when they have friends who disagree.
82. Erikson argued that an important task of early childhood is to:

A. balance a sense of initiative with guilt over failure.
B. develop a sense of willpower when tackling a difficult problem.
C. modify their unconditional trust in others.
D. foster a strong sense of self.
83. Which of the following contribute to a child's developing sense of self?

A. increased ability for self expression
B. an appreciation of the perspective of others
C. relationships with family and friends
D. all of these contribute to a child's developing sense of self
84. As their sense of self emerges in the early years, children become increasingly sensitive to:
A. their looks and appearance
B. their changing bodies
C. cultural values
D. others' judgments
85. Most developmental psychologists agree that the most influential institution in a child's development is:
A. the educational system.
B. the family.
C. organized religion.
D. the health care system.
86. __________ parenting is Baumrind's term for parents who are demanding and want immediate obedience as
the most desirable trait in a child.
A. Authoritative
B. Indulgent
C. Dictatorial
D. Authoritarian
87. Austin is a bit of a bully when he interacts with other children, but, for the most part, he is withdrawn. At
school he opted not to stay in wood shop rather than take chemistry, because he thought it would be easier.
Baumrind would predict Austin's behavioir is the result of __________ parenting.
A. uninvolved
B. authoritarian
C. permissive
D. neglectful
88. In general, children whose parents adopt the authoritarian approach are:
A. withdrawn, shy or hostile, have a low need for achievement, and feel incompetent.
B. self-assertive, independent, friendly and cooperative, with a high need for achievement.
C. impulsive, with little self-reliance, low maturity, and a tendency towards aggression.
D. antisocial, with little self control, low maturity, and feelings of incompetence.
89. _________ parenting is Baumrind's term for parents who respond to their child's needs and wishes but
believe in control, explaining the reasons for it to their child.
A. Authoritarian
B. Assertive
C. Authoritative
D. Democratic
90. Aaliyah was raised in a strict household, but she understood she was expected to make responsible choices
rather than adhere to inflexible rules. Aaliyah's mother and father have adopted Baumrind's __________
parenting style.
A. authoritative
B. assertive
C. authoritarian
D. mandating
91. Valerie is a friendly, self-assured 10-year-old. At a parent-teacher conference, her teacher tells her parents
that Valerie is cooperative with classmates, highly competent, and has a high need to achieve. Valerie's parents
are most likely the:
A. authoritarian type.
B. authoritative type.
C. permissive type.
D. restrictive type.
92. Jason failed to call home when he was going to be late coming home from his friend's house. An
authoritative parent would most likely say:
A. "You're not going out with that crowd again."
B. "When you act like an adult, I'll treat you like an adult."
C. "When you're 18, you can do anything you want; until then, you'll follow our rules."
D. "Looks like your judgment was off this time; we're disappointed. Let's discuss what went wrong."
93. Children who have been reared with a permissive parenting style often are:
A. withdrawn, shy or hostile, have a low need for achievement and feel incompetent.
C. impulsive, with little self-reliance, low maturity and a tendency towards aggression.
D. antisocial, with little self control, low maturity and feelings of incompetence.
94. Many children, who have been reared with an uninvolved or neglectful parenting style, are:
95. The term sibling underworld refers to:
A. gender differences between siblings.
B. the age differences found in sibling relationships.
C. the identification and differentiation between siblings.
D. a subsystem of brothers and/or sisters that functions as a powerful coalition.
96. Causes of sibling rivalry include which of the following?

A. Differences in friendships
B. Differences in ability due to age
C. Differences in likes and preferences
D. Differences in age
97. What behaviour should parents exhibit that will help reduce the trauma of the conflict that precedes a
divorce?
A. maintain separate households as soon as possible
B. settle their conflicts out of earshot of the children
C. attempt to model reconciliation and forgive each other
D. engage the assistance of mediators so they don't have to deal with each other's anger
98. There is often an increase in the incidence of problem behaviours seen in children after a divorce. Which of
the following is the most likely explanation for this reaction?
A. Discipline is erratic and parental care is erratic as the parents are struggling to deal with their personal issues.
B. The children are likely attempting to distract the parent they are with from the pain of the situation.
C. Children are emulating the strife they have witnessed in the marriage.
D. Children hate their parents and wish to punish them.
99. Children who are in the __________ period of their lives are most likely to think they are the cause of their
parents' divorce.
A. late childhood
B. middle childhood
C. early childhood
D. infant
100. Research on maternal attachment and daycare has shown:

A. children are independent of their mother and less attached.
B. children are independent of their mother but more attached.
C. children tend to be more dependent on their mother but less attached.
D. children tend to be independent of their mothers but attachment is not affected.
101. Which of the following terms refers to an individual's conviction that he or she belongs to the sex of their
birth?
A. Gender identity
B. Gender stereotype
C. Gender role
D. Gender schema
102. Allyson is a mechanic at an auto dealership. She specializes in diagnostics and engine tune-ups. In the
traditional sense of American society, Allyson is defying
A. gender roles.
B. gender schemas.
C. gender stereotypes.
D. gender identity.
103. __________ refers to culturally defined expectations about how females and males should act.
A. Gender stereotype
B. Gender schema
C. Gender role
D. Gender identity
104. At what age do children first begin to indicate an understanding of sexual identity?
A. Between 4 and 6 years
B. Between 6 and 7 years
C. Between 2 and 3 years
D. Between 3 and 4 years
105. Parents begin to treat girls and boys differently:

A. around the start of middle childhood.
B. toward the middle of early childhood.
C. about the beginning of early childhood.
D. even before their babies are born.
106. What is the conclusion regarding sibling influences on gender-type behaviour?

A. Both same-sex and other-sex siblings have a strong influence
B. Same-sex siblings have more influence than do other-sex siblings
C. Other-sex siblings have more influence than do same-sex siblings
D. Siblings do not have much influence on the gender behaviour of their brothers and sisters
107. Five-year-old Bobby likes to play with dolls. We can expect his peers will react to this by:
A. joining in his play.
B. ignoring him.
C. questioning him.
D. criticizing and isolating him.
108. What does the term sex cleavage refer to?

A. Reinforcement for sex-typed play
B. Conviction that one belongs to the sex of one's birth
C. Beliefs about characteristics associated with males and females
D. A tendency for children of the same sex to play together
109. The more children watch television:

A. the more they avoid stereotypic behaviour because of the diversity of models shown.
B. the more they grasp the need for sex cleavage.
C. the more gender stereotypical is their behaviour.
D. the more they realize women can be corporate leaders and sports heroes.
110. The media generally portrays men and women

A. in equal roles.
B. in realistic gender roles.
C. in interchangeable gender roles.
D. in stereotypical gender roles.
111. Play has the benefit of:

A. helping children learn socialization skills.
B. helping children decide what they like.
C. providing a means for children to exercise their bodies.
D. all of these are benefits of play.
112. __________ play occurs when children are seen as observers and not actually engaged in any activity.
A. Solitary
B. Onlooker
C. Parallel
D. Unoccupied
113. Adam is busily stacking his Legos to resemble a castle and then arranging his toy knights so that they can
attack the walls. Other children are engaged in different games in other parts of the daycare, but Adam is only
paying attention to his own battle. In Parten's categories, Adam is engaged in __________ play.
A. solitary
B. unoccupied
C. parallel
D. private
114. Rui is waiting for her turn to play a video game. While she waits, she offers tips to her brother, so that he
can get to a higher level. Rui is categorized as in __________ play, according to Parten.
A. onlooker
B. solitary
C. unoccupied
D. extrinsic
115. Jamie and Caroline are both building blocks beside each other, but they are not playing together.
According to Parten, they are engaging in:
A. solitary play.
B. unoccupied play.
C. parallel play.
D. cooperative play.
116. Ramatulai and her girl friends are playing a board game. As they move the pieces around the board, they
are often consumed by giggles and chatting about what happened at school that day. It appears that Ramatulai
and her friends are engaged in __________ play, as identified by Parten.
A. Parallel
B. Competitive
C. Cooperative
D. Associative
117. A group of children are building a snow ramp. When it is done, they will all take turns pushing each other
on their sleds so they can fly through the air on their new run. Parten would label this as __________ play.
A. parallel
B. altruistic
C. associative
D. cooperative
118. According to __________, play is a critical component of children's cognitive development, because it
allows them to pretend to do things they would not be able to do in reality.
A. Vygotsky
B. Piaget
C. Skinner
D. Bowlby
119. Puzzles and games that involve patterns are included in the __________ of play materials.
A. social and fantasy
B. imagination
C. exploration and mastery
D. fine and gross motor skills
120. Pauline loves to draw. By analyzing her drawings, a psychologist can learn much about Pauline's:
A. cognitive development.
B. family background
C. favourite colours
D. future career
c6 Key
1. During early childhood, healthy children grow about __________ a year.

A. 10 centimetres
B. 20 centimetres
C. 30 centimetres
D. 40 centimetres
Blooms: Knowledge
Fiore - Chapter 06 #1
Learning Objective: 06-01 What are the major physical and motor accomplishments of the early childhood years?
2. During early childhood, healthy children gain about __________ kilograms a year.
A. 1.2
B. 2.3
C. 3.4
D. 4.7
Blooms: Knowledge
3. During early childhood:

A. girls and boys grow at about the same rate.
B. girls grow faster than boys.
C. boys grow faster than girls.
D. growth in both boys and girls is not predictable.
Blooms: Knowledge
4. The part of the brain that shows the most dramatic growth in early childhood is the:
A. frontal lobe.
B. parietal lobe.
C. limbic system.
D. brain stem.
Blooms: Knowledge
5. Five-year-old Jack's frontal lobe has been growing dramatically. This means that he will:
A. have better perceptual capacities.
B. be more coordinated in balance and running.
C. be better at planning and organization.
D. understand more vocabulary when he hears the words.
Blooms: Comprehension
6. Which of the following is true regarding gender differences in early childhood?

A. Boys are heavier than girls because boys are shorter with more fatty tissue.
B. Girls are heavier than boys because girls are taller and have more muscle tissue.
C. Girls are shorter than boys but are heavier because they have more muscle tissue.
D. While girls are shorter than boys and have more fatty tissue, girls still tend to weigh less than boys.
7. During the early childhood years, brain growth is largely characterized by:
A. structural changes.
B. changes on a functional level.
C. changes on a neurochemical level.
D. changes on a neuronal level.
8. Which of the following is TRUE regarding brain development?

A. Brain development allows young children to construct new understandings.
B. Brain development occurs much faster in early childhood compared with infancy.
C. The formation of neural pathways in the frontal lobe slows significantly in early childhood
D. The number of connections the brain forms in early childhood varies depending on gender.
9. A six-year-old child has a longer attention span than a 3-year-old child. This is largely due to:
A. greater myelination in the brain of the older child.
B. more opportunities for parents to influence the six-year-old.
C. the effects of schooling.
D. a decrease in the tissue of the prefrontal cortex.
10. Her mother is noticing indications that 3-year-old Tina is starting to favor her left hand over her right for
eating and manipulating objects. This development of preference is referred to as:
A. handedness.
B. functionalization.
C. specialization.
D. lateralization.
Blooms: Knowledge
11. If people are right-handed:

A. their left cerebral hemisphere controls the right side of their body and their speech.
B. their right cerebral hemisphere controls the right side of their body and their speech.
C. their left cerebral hemisphere controls the left side of their body and their right hemisphere controls their
speech.
D. their right cerebral hemisphere controls the left side of their body and their left controls their speech.
12. __________ refers to abilities using small muscles in the hands and fingers that result from physical
development.
A. Gross motor skills
B. Intermediate motor skills
C. Fine motor skills
D. Hemispheriation
Blooms: Knowledge
13. Which of the following behaviours should a two-year-old child be able to complete successfully?
A. color in the lines
B. hold a crayon in a pincer grip
C. balance on one foot
D. turn pages in a book
Blooms: Knowledge
14. Which of the following is an example of a gross motor skill children have typically acquired by the age of
4?
A. Balancing on one foot
B. Pedaling a tricycle
C. Catching a small ball
D. Jumping rope
Blooms: Knowledge
15. Which of the following is important regarding nutrition during early childhood?
A. Children should be allowed to eat what and when they want, as they are growing rapidly during this period.
B. Three meals a day are sufficient for children during this period, as growth has yet to increase remarkably.
C. A well-balanced diet with plenty of healthy snacks and limited sweets and soft drinks should be provided as
the eating habits established now can last a lifetime.
D. Children, at this age, require extra energy at this point, but any nutritional shortfalls can be made up during
adolescence.
16. Stress and anxiety in early childhood are associated with:

A. a predisposition to physical and mental disorders.
B. development of a resilient temperament.
C. children who have a weak genetic growth plan.
D. slow growth patterns.
Blooms: Knowledge
17. Which of the following statements concerning socioeconomic class and childhood development is correct?
A. There seems to be no difference in developmental patterns based on socioeconomic status.
B. Children from the lower economic classes tend to be somewhat delayed than those from the higher classes.
C. Children from higher economic classes tend to be somewhat larger, but less robust than those from lower
classes.
D. Children who grow up in more favorable economic conditions develop differently than those who grow up in
less favorable conditions.
18. __________ is Piaget's second stage of cognitive development, extending from about two to seven years.
A. The preoperational period
B. The sensorimotor period
C. Concrete operations
D. Formal operations
Blooms: Knowledge
Learning Objective: 06-02 How do Piagets and Vygotskys views on cognitive development differ from those of information-processing theorists?
19. An important milestone achieved during Piaget's preoperational period is:

A. reversibility.
B. the acquisition of basic language skills.
C. the recognition that natural forces are not driven by humans.
D. the ability to see the world from another's point of view.
20. During the preoperational period, children usually:

A. understand that inanimate objects are not alive.
B. can perform reverse operations.
C. learn to read.
D. are able to focus on more than one element of a problem.
21. Which of the following concepts would a preoperational child understand?
A. 3 + 2 = 5 is the same as 5 - 3 = 2
B. a flower may be yellow and a rose, but a rose doesn't have to be yellow
C. a glass that is short and wide may hold the same amount of milk as a tall, skinny glass
D. "candy" is a word for a delicious food
22. Layla is 5 years old. Her mother has given both her brother and her each a piece of cake. Layla's is bigger
than her brother's piece. He cuts his small piece in half and asks Layla if she wants to trade. What will Layla
do?
A. She will trade because she will think that two pieces are better than one, as she will centre on the number
rather than the sizes.
B. She will keep her piece, because she knows it is bigger than his two pieces.
C. She will keep her piece, because she can't understand the concept of trading.
D. She will tell her mother that her brother is trying to take her cake.
Blooms: Application
23. __________ is a child's application of abstract thinking during the preoperational period.
A. Imagination
B. Depiction
C. Representation
D. Portrayal
Blooms: Knowledge
24. Piaget stated that the major accomplishment of the preoperational period is developing the cognitive ability
to:
A. use reverse logic.
B. think in terms of representation.
C. use conservation.
D. defer imitation.
Blooms: Knowledge
25. When a child understands that the word "car" refers to the vehicle that sits in her driveway, she has
achieved:
A. egocentrism.
B. deferred imitation.
C. reversibility.
D. representation.
26. When 4-year-old Sally tells her mother that her doll cannot come and play, because she is sick and has to
stay in bed, she is exhibiting:
A. animism.
B. artificialism.
C. egocentrism.
D. realism.
Blooms: Application
27. While visiting her aunt's house, 5-year-old Tabitha saw her 16-year-old cousin getting ready to go out on a
date. At home the next evening, Tabitha came downstairs wearing one of her mother's dresses and carrying her
mother's purse, and made the announcement that she was going out. This is an example of:
A. deferred imitation.
B. representation.
C. artificialism.
D. egocentrism.
Blooms: Application
28. Piaget assumed that symbolic play served which of the following purposes?
A. It provides a way for children to imitate the adults in their world.
B. It provides children a means of relating aspects of reality that are difficult to understand back to themselves.
C. It provides an avenue for children to learn how to socialize among themselves.
D. It serves no purpose other than being an outlet for natural childhood curiosity.
29. Children in the preoperational phase cannot recognize that other viewpoints exist. This is called:
A. centration.
B. egocentrism.
C. classification.
D. selfism.
Blooms: Knowledge
30. Four year old Zoe is playing a board game with her older friend, Sydney. When it was Sydney's turn to
move, she asked Zoe to move her game piece for her because it was hard to reach the other side of the board.
Instead, Zoe moved her own piece. What is going on with Zoe?
A. Zoe wants to win the game, so she will take any turn she can get.
B. Sydney wasn't clear in her request, so Zoe moved the wrong game piece.
C. Zoe is egocentric and so can't see the board from Sydney's point of view.
D. Zoe is pretending she didn't understand Sydney, because she thinks it's funny.
Blooms: Application
31. Jason, who is 4½ years old, is unable to understand that he cannot go to his friend Tommy's house, because
Tommy has the measles and that the measles are contagious. All Jason understands is that he cannot play with
Tommy. This is an example of:
A. classification.
B. artificialism.
C. centration.
D. negation.
Blooms: Application
32. If a preoperational child can place items in a group based on traits they share, then the child has the
fundamental concept of:
A. centration.
B. classification.
C. reversibility.
D. symbolism.
33. __________ is the understanding that an object retains certain properties even though surface features
change.
A. Reversibility
B. Conservation
C. Classification
D. Centration
Blooms: Knowledge
34. Carter and his younger brother, Owen, are having lemonade. Carter first pours the lemonade into two
identical glasses, but then he notices one glass is cracked. Carter then pours the lemonade from that glass into
another taller glass. Owen immediately wants the second glass, because he is sure there is more lemonade in it.
Clearly, Owen:
A. is egocentric.
B. lacks reversibility.
C. lacks classification.
D. lacks conservation.
Blooms: Application
35. Piaget asserted children in the preoperational stage lacked the ability to conserve, but more recent research
indicates that children as young as __________ years of age can be taught conservation skills.
A. 7
B. 5
C. 4
D. 3
Blooms: Knowledge
36. __________ is the idea that children create, organize, and transform knowledge through active engagement
in their environment.
A. Connectionism
B. Classification
C. Constructivism
D. Compilation
Blooms: Knowledge
37. __________ is the concept that children build knowledge through social interactions.
A. Social constructivism
B. Sociobiology
C. Social instruction
D. Scaffolding
Blooms: Knowledge
38. For Vygotsky, __________ was a key component in a child's learning process.
A. independence
B. modeling
C. instruction
D. reinforcement
Blooms: Knowledge
39. __________ is the range of ability a child possesses on a given task, from working independently to
working with assistance from adults or older children.
A. The zone of proximal development
B. The area of scaffolding
C. The boundary of behaviour
D. The circle of instruction
Blooms: Knowledge
40. The zone of proximal development emphasizes:

A. the independent nature of learning.
B. the importance of letting preoperational children work out problems themselves.
C. how children learn more efficiently if adults model tasks for them initially.
D. that children's learning involves interaction with adults playing a supporting role.
41. Which of the following illustrates scaffolding?
A. Connor is watching his son attempt to tie his shoes.
B. Arianna holds the bowl while her daughter mixes the cake and then shows her the next ingredient to add.
C. Zachary gives his son a quarter every time he makes his bed without being reminded.
D. Carolina helps her daughter climb into the swing before pushing her.
Blooms: Application
42. __________ is a broad theory that provides an explanation for how children's thinking develops when they
are confronted with large amounts of data.
A. Constructivism
B. Social constructivism
C. Behavioursim
D. Information processing
43. Which of the following is true regarding changes in information processing?

A. Selective attention skills increase during the early childhood years, but memory and organization skills
decrease.
B. Selective attention and memory skills increase during the early childhood years, but organization skills
decrease.
C. Memory and organization skills increase during the early childhood years, but selective attention skills
decrease.
D. Selective attention, memory, and organization skills all increase during the early childhood years.
44. Which of the following refers to the act of reciting information in order to enhance learning?
A. Rehearsal
B. Recall
C. Retrieval
D. Organization
45. __________ is the memory strategy that entails discovering and imposing an easy-to-remember structure on
information to be memorized.
A. Recall
B. Constructivism
C. Organization
D. Reconstruction
Blooms: Knowledge
46. Theory of mind in developmental research looks into the:

A. relationship between children's age and their maturational levels.
B. relationship between children's growing awareness of their own thoughts and how this affects their
behaviour.
C. observable behaviours exhibited by children.
D. the environmental influences on children's development.
47. In the development of a theory of mind, a major milestone for children who are four to five years old is:
A. expression of more complex emotions such as cravings.
B. volume conservation.
C. the recognition of false beliefs.
D. reversibility.
Blooms: Knowledge
48. According to Gardner, which of the following is a critical consideration in any preschool program?
A. Assumptions about the minds of children
B. Understanding of how society affects cognition
C. Visions about the kind of society we desire
D. both assumptions about the minds of children and visions about the kinds of society we desire
Blooms: Knowledge
Learning Objective: 06-03 What types of early childhood education seem most promising?
49. In __________, children are encouraged to be active participants in building knowledge and learn by
interacting with their environment.
A. the constructivist approach
B. the behavioural model
C. operant conditioning
D. the analytical technique
Blooms: Knowledge
50. Which of the following individuals provided the inspiration for many of the current education programs that
are based on developmental theory?
A. Jean Piaget and Lev Vygostky
B. Paul McGhee and Jerome Kagan
C. Erik Erikson and Alfred Adler
D. Karen Horney and Harry Stack Sullivan
Blooms: Knowledge
51. In constructivist approach to learning, which of the following would be found in the classroom?
A. desks in rows
B. activity centers for hands-on learning
C. worksheets for practice of multiplication tables
D. lists of words to be mastered for reading
52. In which of the following educational models would group work be emphasized?
A. The constructivist approach
B. Behaviourism
C. Operant conditioning
D. The Rush Initiative
53. Which of the following developmentalists asserted that children pass through different physical and mental
growth phases that alternate with periods of transition?
A. Jean Piaget
B. Lev Vygotsky
C. Richard Lerner
D. Maria Montessori
Blooms: Knowledge
54. __________ refers to the periods of development marked by readiness to learn.

A. Sensitive periods
B. Critical eras
C. Responsive periods
D. Receptivity cycles
Blooms: Knowledge
55. Montessori proposed the concept of __________ to indicate a child's heightened readiness to learn a set type
of information at a particular time.
A. prepared environment
B. absorbent mind
C. sensitive periods
D. critical juncture
Blooms: Knowledge
56. Montessori referred to ___________ as a series of "new births."

A. mental milestones
B. developmental tasks
C. biopsychosocial crises
D. sensitive periods
Blooms: Knowledge
57. According to Montessori, a child's entry into a sensitive period was:
A. sharp and distinctive as is they had been born into a new understanding.
B. gradual, with understanding accumulating over time.
C. based on accommodating new information into existing schemas.
D. difficult to identify, but the exit from each period was obvious.
58. The __________ approach to early childhood education views children as curious and competent and
presents a curriculum based on children's emerging interests and their desire to build relationships with others.
A. Montessori
B. Reggio Emilia
C. Head Start
D. Piagetian
Blooms: Knowledge
59. The educators of Reggio Emilio viewed children as:

A. blank slates waiting to be written upon.
B. vessels into which knowledge should be poured.
C. curious citizens with rights and valuable contributions.
D. native thinkers who have a genetic potential to be fulfilled.
60. What would a typical classroom look like in the Reggio Emilia model of education?
A. Minimal decoration and soft colors so as not to distract from the educational process
B. Carrels with various activities set up for individual exploration
C. Large windows and views into other classrooms, each of which is filled with various materials for interaction
D. Desks replaced by tables with assigned seating so that children will be sure to be exposed to others of
various backgrounds
61. __________ is a government-supported early childhood program that provides educational, health, nutrition,
social, and other services to First Nations children and their families.
A. The Montessori School
B. The Abecedarian project
C. Upward Bound
D. Head Start
Blooms: Knowledge
62. Play-based learning is central to the full-day kindergarten program in:

A. Saskatchewan
B. Ontario
C. Alberta
D. PEI
Blooms: Knowledge
63. A typical first-grader has a vocabulary of approximately:

A. 3,000 words.
B. 5,000 words
C. 10,000 words.
D. 50,000 words.
Blooms: Knowledge
Learning Objective: 06-04 How does childrens language acquisition proceed during these years.
64. What language rule describes how to put sounds together to form words?
A. Phonology
B. Semantics
C. Syntax
D. Pragmatics
Blooms: Knowledge
65. Evan is chanting rhymes as he puts together a puzzle. His mother smiles as she hears him practice with the
sounds of the words. Evan is perfecting his use of:
A. pragmatics.
B. phonology.
C. morphemes.
D. semantics.
Blooms: Application
66. Rules of __________ determine sentence structure and word order.

A. syntax
B. pragmatics
C. phonology
D. semantics
Blooms: Knowledge
67. If a child understands the difference between "Where doggie go?" and "Doggie go home," then they have
mastered the rules of:
A. phonology.
B. pragmatics.
C. syntax.
D. semantics.
68. Rules of __________ describe how to interpret the meanings of words.

A. semantics
B. syntax
C. pragmatics
D. phonology
Blooms: Knowledge
69. If a child knows that "through" and "threw" sound the same but have different meanings, then they have a
good grasp of:
A. phonology.
B. pragmatics.
C. semantics.
D. grammar.
70. Rules of __________ describe how language is used in social contexts.

A. phonology
B. grammar
C. pragmatics
D. semantics
Blooms: Knowledge
71. Which language rule governs how to take part in a conversation?

A. Syntax
B. Semantics
C. Phonology
D. Pragmatics
Blooms: Knowledge
72. __________ language is the ability of the child to understand written and spoken communication.
A. Grammatical
B. Syntactical
C. Expressive
D. Receptive
Blooms: Knowledge
73. A child's tendency to use a word in a broader context than it is intended for is called:
B. overgeneralization.
C. overextension.
D. telegraphic speech.
74. Maxime, who doesn't know the past tense of "come" is "came," says "Daddy comed home." This is an
example of:
B. telegraphic speech.
C. holophrastic speech.
D. overextension.
Blooms: Application
75. In early childhood, children identify themselves mostly by:

A. the associations around them such as family.
B. input from others.
C. their activities.
D. their physical characteristics.
Blooms: Knowledge
Learning Objective: 06-05 How do children of this age acquire a sense of self?
76. The development of self in children is dependent upon:

A. improvement in representational thinking.
B. identification of tangible characteristics such as hair color or freckles.
C. independence from the opinion of others.
D. receptive language.
77. When asked to describe himself, Hao says he has dark hair and dark eyes and big feet. Hao is:
A. at least twelve years of age.
B. at beginning to be self conscious.
C. able to define himself without social comparisons.
D. the early stage of self-development.
78. In the latter part of early childhood, ages 5 and on, children are usually beginning to assess themselves
based on:
A. their physical characteristics.
B. the tangible objects around them.
C. their family interactions.
D. self-evaluations based on the input of others.
79. Self-representations refer to how individuals:

A. feel the world views them.
B. feel they are.
C. behave in a social setting.
D. behave in a private setting.
80. As children mature, when they define themselves, they tend to:
A. rely on factors such as height and weight.
B. understand abstract concepts such as intelligence and generosity.
C. compare their performances to others.
D. use the same self-descriptions as their parents.
81. According to Erik Erikson, the important task for children in early childhood is to:
A. resolve feelings of guilt versus initiative.
B. learn to trust the adults in their world.
C. develop a sense of willpower.
D. discover a way to stay true to their beliefs when they have friends who disagree.
Blooms: Knowledge
82. Erikson argued that an important task of early childhood is to:

A. balance a sense of initiative with guilt over failure.
B. develop a sense of willpower when tackling a difficult problem.
C. modify their unconditional trust in others.
D. foster a strong sense of self.
83. Which of the following contribute to a child's developing sense of self?

A. increased ability for self expression
B. an appreciation of the perspective of others
C. relationships with family and friends
D. all of these contribute to a child's developing sense of self
84. As their sense of self emerges in the early years, children become increasingly sensitive to:
A. their looks and appearance
B. their changing bodies
C. cultural values
D. others' judgments
85. Most developmental psychologists agree that the most influential institution in a child's development is:
A. the educational system.
B. the family.
C. organized religion.
D. the health care system.
Learning Objective: 06-06 What role does family play in development during these early childhood years?
86. __________ parenting is Baumrind's term for parents who are demanding and want immediate obedience as
the most desirable trait in a child.
A. Authoritative
B. Indulgent
C. Dictatorial
D. Authoritarian
Blooms: Knowledge
87. Austin is a bit of a bully when he interacts with other children, but, for the most part, he is withdrawn. At
school he opted not to stay in wood shop rather than take chemistry, because he thought it would be easier.
Baumrind would predict Austin's behavioir is the result of __________ parenting.
A. uninvolved
B. authoritarian
C. permissive
D. neglectful
Blooms: Application
88. In general, children whose parents adopt the authoritarian approach are:
Blooms: Knowledge
89. _________ parenting is Baumrind's term for parents who respond to their child's needs and wishes but
believe in control, explaining the reasons for it to their child.
A. Authoritarian
B. Assertive
C. Authoritative
D. Democratic
Blooms: Knowledge
90. Aaliyah was raised in a strict household, but she understood she was expected to make responsible choices
rather than adhere to inflexible rules. Aaliyah's mother and father have adopted Baumrind's __________
parenting style.
A. authoritative
B. assertive
C. authoritarian
D. mandating
Blooms: Application
91. Valerie is a friendly, self-assured 10-year-old. At a parent-teacher conference, her teacher tells her parents
that Valerie is cooperative with classmates, highly competent, and has a high need to achieve. Valerie's parents
are most likely the:
A. authoritarian type.
B. authoritative type.
C. permissive type.
D. restrictive type.
Blooms: Application
92. Jason failed to call home when he was going to be late coming home from his friend's house. An
authoritative parent would most likely say:
A. "You're not going out with that crowd again."
B. "When you act like an adult, I'll treat you like an adult."
C. "When you're 18, you can do anything you want; until then, you'll follow our rules."
D. "Looks like your judgment was off this time; we're disappointed. Let's discuss what went wrong."
Blooms: Application
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intellettuale del secolo XXº, quanto poteva esserlo, una diecina di
migliaia d’anni fa, un mago pellirossa che facesse incantesimi in una
foresta vergine.
Ernesto lanciò questa frase come se fosse adirato, a giudicare dal
volto acceso, dalle sopracciglia contratte, dal lampeggiare degli
occhi, dai movimenti del mento e delle mascelle; tutti segni di un
umore aggressivo. In realtà, quello era il suo modo di fare, che però
eccitava le persone, esasperandole con quegli assalti improvvisi. Già
i nostri convitati perdevano il loro contegno abituale. Il Vescovo
Morehouse, inchinato in avanti, ascoltava attentamente; il viso del
dottor Hammerfield era rosso d’indignazione e di dispetto; gli altri
erano anch’essi esasperati; solo alcuni sorridevano con aria di
superiorità. Per me, la scena era divertentissima. Guardai mio padre,
e mi parve di vederlo scoppiare dalle risa, all’effetto di quella bomba
umana introdotta audacemente nella nostra cerchia.
— Vi esprimete in modo un po’ vago, — interruppe il dottor
Hammerfield. — Che volete dire precisamente, chiamandoci
metafisici?
— Vi chiamo metafisici, — riprese Ernesto, — perchè parlate
metafisicamente; il vostro metodo è contrario a quello della scienza
e le vostre conclusioni non hanno validità alcuna. Provate tutto e non
provate nulla: e non riuscite in due a mettervi d’accordo su un punto
qualsiasi. Ognuno di voi si tuffa nella propria coscienza per spiegare
l’universo e se stesso. E voler spiegare la coscienza con la
coscienza, è come se voleste sollevarvi tirando a voi i legacci delle
scarpe.
— Non capisco, — interruppe il Vescovo Morehouse. — Mi sembra
che tutte le cose dello spirito sieno metafisiche. La matematica
stessa, la più esatta e profonda di tutte le scienze, è puramente
metafisica; il minimo processo mentale dello scienziato che ragiona,
è atto di natura metafisica. Certo, sarete d’accordo con me su
questo punto, non è vero?
— Come dite voi stesso, non capite, — replicò Ernesto. — Il
metafisico ragiona per deduzione, partendo dalla sua stessa
soggettività. Lo scienziato ragiona per induzione, basandosi sui fatti
forniti dall’esperienza. Il metafisico procede dalla teoria ai fatti, lo
scienziato va dai fatti alla teoria. Il metafisico spiega l’universo
secondo se stesso, lo scienziato spiega se stesso secondo
l’universo.
— Dio sia lodato che non siamo scienziati, — mormorò il dottor
Hammerfield, con un’aria di soddisfazione beata.
— Che siete, dunque?
— Siamo filosofi.
— Eccovi lanciati, — disse Ernesto ridendo. — Avete abbandonato il
terreno reale e solido, per lanciarvi in aria con una parola, come
macchina volante. Per favore, ridiscendete quaggiù, e vogliatemi
dire, alla vostra volta, che intendete esattamente per filosofia?
— La filosofia è... — il dottor Hammerfield si raschiò la gola —
qualche cosa che non si può definire in modo comprensibile se non
a menti e a temperamenti filosofici. Lo scienziato che si limita a
ficcare il naso nei suoi provini non potrà mai capire la filosofia.
Ernesto sembrò insensibile a quella puntata. Ma aveva l’abitudine di
ritorcere l’attacco contro l’avversario, e così fece subito, con viso e
voce oltremodo fraterni.
— In questo caso, voi capirete certamente la definizione della
filosofia, che voglio proporvi. Ad ogni modo, prima di cominciare, vi
prego, o di rilevarne gli errori, o di serbare un silenzio metafisico. La
filosofia è semplicemente la più vasta di tutte le scienze. Il suo
sistema di ragionamento è uguale a quello di una scienza particolare
qualunque o di tutte le scienze in generale. Ed appunto per questo
sistema di ragionamento, il sistema induttivo, la filosofia fonde
insieme tutte le scienze particolari, in una sola grande scienza.
Come dice Spencer, i dati di ogni scienza particolare non sono altro
che nozioni parzialmente unificate; mentre la filosofia sintetizza le
nozioni fomite da tutte le scienze. La filosofia è la scienza delle
scienze, la scienza maestra, se volete. Che pensate di questa
definizione?
— Molto bella, degna di credito, — mormorò il Dottor Hammerfield.
Ma Ernesto era senza pietà:
— Guardatevene: la mia definizione è fatale alla metafisica. Se fin
da ora non potete trovare un’incrinatura nella mia definizione, sarete
squalificati quando vorrete opporre poi argomenti metafisici. Dovrete
passare la vita a cercare questo filo di appiglio, e restare muti fin
quando l’avrete trovato.
Ernesto aspettò. Il silenzio si prolungava e diventava penoso.
Il dottor Hammerfield era tanto mortificato, quanto incuriosito.
Quell’attacco a colpi di maglio lo disorientava. Non era abituato a
quel metodo semplice e diretto di discussione.
Egli, con uno sguardo implorante, fece il giro della tavola, ma
nessuno rispose per lui. Sorpresi il babbo che soffocava le risa dietro
il tovagliolo.
— C’è un altro modo di squalificare i metafisici, — riprese Ernesto,
quando la sconfitta del dottore fu ben verificata — e consiste nel
giudicarli dalle loro opere. Che cosa fanno per l’umanità se non
tessere delle fantasie aeree e scambiare per divinità la propria
ombra? Ammetto che abbiano aggiunto nuovi motivi all’allegria del
genere umano, ma quale bene reale hanno mai apportato? Essi
hanno filosofeggiato, scusatemi la parola di cattivo gusto, sul cuore,
considerandolo come la sede delle emozioni, mentre gli scienziati
studiavano la circolazione del sangue. Hanno declamato sulla peste
e sulla carestia, considerandole flagelli di Dio, mentre gli scienziati
costruivano depositi di rifornimento o epuravano gli accentramenti
urbani. Descrivevano essi la terra come centro dell’universo, mentre
degli scienziati scoprivano l’America e scrutavano lo spazio per
scoprirvi le stelle e le leggi degli astri. In conclusione, i metafisici non
hanno fatto niente, assolutamente per l’umanità. Hanno dovuto
indietreggiare a passo a passo davanti alle conquiste della scienza.
Ma, appena i fatti constatati scientificamente rovesciavano le loro
spiegazioni soggettive, essi ne fabbricavano altre su più vasta scala
per spiegare gli ultimi fatti accertati. E così, senza dubbio,
continueranno a fare sino alla fine dei secoli. Signori, i metafisici
sono impostori. Fra voi e l’esquimese che immaginava Dio come un
mangiatore di grasso e rivestito di pelliccia, non intercorre alcun
divario se non quello costituito da qualche migliaio di anni di
constatazione di fatti. Ecco tutto!
— Eppure il pensiero di Aristotele ha governato l’Europa durante
dodici secoli, — disse pomposamente il dottor Ballingford, — e
Aristotele era un metafisico.
Il dottor Ballingford girò lo sguardo intorno alla tavola e fu
ricompensato con cenni e gesti di approvazione.
— Il vostro esempio non è felice, — rispose Ernesto. — Voi
rievocate proprio uno dei più oscuri periodi della storia dell’umanità,
di quelli che noi chiamiamo secoli d’oscurantismo, un’epoca in cui la
scienza era schiava della metafisica, e la fisica si limitava alla ricerca
della pietra filosofale, e l’alchimia aveva preso il posto della chimica,
e l’astrologia quello dell’astronomia. Triste dominazione, quella del
pensiero di Aristotele!
Il dottor Ballingford sembrò indispettito, ma subito il viso gli si
rischiarò, ed egli riprese:
— Anche ammettendo il nero quadro che ci avete dipinto, dovete
però riconoscere alla metafisica un grande valore intrinseco, poichè
ha potuto liberare l’umanità dall’oscurantismo e avviarla verso la luce
dei secoli posteriori.
— La metafisica non c’entra in questo, — ribattè Ernesto.
— Come! — esclamò il dottor Hammerfield, — ma, forse, il pensiero
speculativo non ha condotto alle grandi scoperte?
— Ah! caro signore — disse Ernesto sorridendo, — vi credevo
squalificato. Non avete ancora trovato una pagliuzza nella mia
definizione della filosofia, e siete sospeso nel vuoto. Ma è
un’abitudine dei metafisici e vi perdòno. No, ripeto, la metafisica non
ebbe alcun influsso in tutto questo. I viaggi di scoperta furono
provocati da quistioni di pane cotidiano, di seta e gioielli, di monete
d’oro e danaro, e incidentalmente, dalla chiusura delle vie
commerciali di terra verso l’India. Alla caduta di Costantinopoli, nel
1453, i Turchi chiusero il cammino delle carovane dell’India, e i
trafficanti Europei dovettero cercarne un altro.
Tale fu la causa vera, originale di quelle esplorazioni. Cristoforo
Colombo navigava per trovare una nuova via per le Indie; tutti i libri
di storia ve lo diranno. Si scopersero incidentalmente dei fatti nuovi
in natura: la grandezza, e la forma della terra: e il sistema Tolemaico
diede loro nuova luce.
Il dottor Hammerfield emise una specie di grugnito.
— Non siete d’accordo con me? — gli chiese Ernesto. — Allora
ditemi in che consiste il mio errore.
— Posso sostenere soltanto il mio punto di vista, — replicò
aspramente il dottor Hammerfield. — Sarebbe una storia troppo
lunga.
— Non c’è storia troppo lunga, per uno scienziato. — osservò con
dolcezza Ernesto. — Ecco perchè lo scienziato scopre e ottiene,
ecco perchè è arrivato in America.
Non ho intenzione di descrivere tutta la serata, sebbene sia una
gioia per me ricordare ogni particolare di quel primo incontro, di
quelle prime ore passate con Ernesto Everhard.
La discussione era animatissima, e i ministri avvampavano, quando
Ernesto lanciava loro gli epiteti di filosofi romantici, di proiettori da
lanterna magica, e altri del genere. Ad ogni istante li fermava per
ricondurli ai fatti.
— Il fatto, mio caro, il fatto irrefragabile, — proclamava trionfante,
ogni qualvolta assestava un colpo decisivo. Era irto di fatti e lanciava
loro i fatti fra i piedi, per farli inciampare: drizzava loro davanti i fatti
per farli cadere in una imboscata, li bombardava con i fatti a volo.
— Tutta la vostra devozione è per l’altare del fatto — lanciò a sua
volta, con aria sprezzante, il dottor Hammerfield.
— Il fatto solo è Dio, e il signor Ernesto è il suo profeta, — parafrasò
il dottor Ballingford.
Ernesto, sorridendo, approvò col capo.
— Sono come un abitante del Texas, — disse. E poichè insistevano
perchè spiegasse, aggiunse: — L’uomo del Missouri dice sempre:
Bisogna farmi vedere questo; ma l’uomo del Texas dice: Bisogna
mettermelo in mano. Donde appare evidente che non è un
metafisico.
In altro momento, avendo Ernesto detto che i filosofi metafisici non
potrebbero sopportare la prova della verità, il dottor Hammerfield
tuonò:
— Qual’è la prova della verità, giovanotto? Vorreste avere la bontà di
spiegarci ciò che ha lungamente imbarazzato menti più sagge della
vostra?
— Certamente, — rispose Ernesto con quella sicurezza che li
indispettiva. — Le menti sagge sono state a lungo imbarazzate dalla
ricerca della verità, perchè la cercavano per aria, lassù! Se fossero
rimaste sulla terra ferma, l’avrebbero facilmente trovata. Quei saggi
avrebbero certamente scoperto che essi stessi costituivano
precisamente la prova della verità, in ogni azione e pensiero pratico
della loro vita.
— La prova, la prova. — ripetè con impazienza il dottor
Hammerfield. — Lasciate da parte i preamboli. Datecela e
diventeremo come gli Dei.
C’era in queste parole e nel modo con cui erano dette, lo scetticismo
aggressivo e ironico che provava la maggioranza dei convitati,
quantunque il Vescovo Morehouse sembrasse colpito.
— Il dottor Jordan [11] l’ha stabilito molto chiaramente. — disse
Ernesto. — Ecco il suo modo di verificare una verità: È essa
concreta, in atto? le affidereste la vostra vita?
— Bah! — sogghignò il dottor Hammerfield.
— Dimenticate, nei vostri calcoli, il Vescovo Berkeley [12]. In
conclusione, non gli hanno mai risposto.
— Il metafisico più nobile di tutti, — disse Ernesto ridendo, — ma
scelto proprio male come esempio. Si può considerare Berkeley
stesso come testimonio che la sua metafisica era campata in aria.
Immediatamente, il dottor Hammerfield si infuriò, come se avesse
sorpreso Ernesto nell’atto di rubare o mentire.
— Giovanotto, — esclamò con voce tonante, — questa
dichiarazione è pari a tutto quanto avete detto stasera. È
un’asserzione indegna e senz’alcun fondamento.
— Eccomi annientato — mormorò Ernesto, con aria compunta. —
Disgraziatamente non mi pare d’essere colpito. Bisognerebbe
farmelo toccare con mano, dottore.
— Benissimo, benissimo, — balbettò il dottor Hammerfield. — Non
potete dire che il Vescovo Berkeley abbia dimostrato che la sua
metafisica non fosse pratica. Non ne avete le prove, giovanotto, non
ne sapete niente. Essa è stata sempre concreta e reale.
— La miglior prova ai miei occhi, che la metafisica di Berkeley era
pura astrazione, sta nel fatto che Berkeley stesso, — ed Ernesto
riprese fiato tranquillamente — aveva l’abitudine inveterata di
passare per le porte e non attraverso i muri, e s’affidava, per nutrir la
sua vita, al pane e burro, e al buon arrosto, e si radeva con un rasoio
che radeva bene.
— Ma queste sono cose della vita fisica, — esclamò il dottore, — e
la metafisica è dello spirito.
— E funziona in spirito anche? — chiese con dolcezza Ernesto.
L’altro assentì con un cenno del capo.
— E, in ispirito, una miriade di angeli può ballare sulla punta di un
ago, — continuò Ernesto, con aria pensosa. — E può esistere in
ispirito, un Dio impellicciato e bevitore d’olio, perchè non ci sono
prove contrarie in ispirito. E suppongo, dottore, che lei viva in ispirito
non è vero?
— Il mio spirito è il mio regno, — rispose l’interrogato.
— Cioè, vivete nel vuoto. Però ritornate sulla terra, ne sono sicuro,
all’ora dei pasti, o al sussultare d’un terremoto. Obiettereste per
caso, che non avreste nessun timore, in un simile cataclisma, perchè
convinto che il vostro corpo immateriale non può essere colpito da
una tegola immateriale?
Istintivamente e in modo insolito, il dottor Hammerfield si toccò la
testa, dove i capelli nascondevano una cicatrice. Ernesto aveva
toccato proprio un fatto avvenuto, perchè, durante il grande
terremoto [13], il dottore aveva corso il rischio di essere schiacciato
da un camino. Risero tutti.
— Ebbene, — disse Ernesto quando l’ilarità cessò, — aspetto
sempre la prova del contrario. — E nel silenzio di tutti, aggiunse: —
Passi quest’ultimo vostro argomento, ma non è ancora ciò che
desidero.
Il dottor Hammerfield era fuori di combattimento; ma la battaglia
continuò in un’altra direzione. Su tutti i punti, Ernesto sfidava i
ministri.
Quand’essi pretendevano di conoscere la classe operaia, egli
esponeva loro delle verità fondamentali che essi non conoscevano,
e li sfidava a contraddirlo. Esponeva loro fatti, sempre fatti, frenava i
loro slanci verso la luna e li riconduceva verso un terreno solido.
Come mi ritorna alla mente tutta questa scena! Mi pare di rivederlo,
col suo tono aggressivo, colpirli col fascio dei fatti di cui ciascuno era
una verga sferzante! Senza pietà: non chiedeva tregua e non ne
accordava. Non dimenticherò mai la scudisciata finale che inflisse
loro:
— Avete riconosciuto questa sera, più volte, spontaneamente o con
le vostre dichiarazioni d’incompetenti, che non conoscete la classe
operaia. Non vi biasimo per questo: come potreste conoscerla
infatti? Non vivete fra il popolo, ma pascolate in altre praterie, con la
classe capitalista. E perchè dovreste agire diversamente? La classe
capitalista vi paga, vi nutre, vi dà gli abiti che portate questa sera. In
cambio, voi predicate ai vostri padroni le poche citazioni di
metafisica che sono loro gradite e che essi accettano perchè non
minacciano l’ordine naturale delle cose.
A queste parole, ci fu una protesta generale.
— Oh! non metto in dubbio la vostra sincerità. — proseguì Ernesto.
— Voi siete sinceri. A ciò che predicate voi credete! In questo
consiste la vostra forza e il vostro valore agli occhi della classe
capitalista. Ma se pensaste di modificare l’ordine stabilito, la vostra
predicazione diverrebbe inaccettabile agli occhi dei vostri padroni, i
quali vi metterebbero fuor dell’uscio. Così, ogni tanto, qualcuno di voi
viene congedato. Non ho forse ragione? [14].
Questa volta, non ci fu nessuna protesta: tutti conservarono un
silenzio significativo, tranne il dottor Hammerfield, che dichiarò:
— Solo quando il modo di pensare di questi tali è falso, si chiedono
le loro dimissioni.
— Cioè quando il loro modo di pensare è inaccettabile. Così vi dico
sinceramente: continuate a predicare e a guadagnare il vostro
danaro, ma, per amor del cielo lasciate in pace la classe operaia.
Non avete nulla di comune con essa; voi appartenete al campo
nemico. Le vostre mani sono bianche perchè altri lavorano per voi i
vostri stomachi pieni, i vostri ventri rotondi. A questo punto il dottor
Hammerfield fece una smorfia e tutti sbirciarono la sua straordinaria
corpulenza; a causa della quale si diceva che da anni egli non
vedesse più i suoi piedi! — E le vostre menti sono infarcite di dottrine
che servono a reggere l’arco dell’ordine stabilito. Siete dei mercenari
sinceri, lo ammetto, ma come lo erano gli uomini della Guardia
Svizzera [15] sotto l’antica monarchia francese. Siete fedeli a coloro
che vi danno il pane, il sale e la paga: sostenete con le vostre
predicazioni gli interessi dei vostri signori, ma non scendete verso la
classe operaia per offrirvi come falsi condottieri! Non potreste vivere
onestamente in due campi opposti. La classe operaia ha fatto senza
di voi, e credetemi, continuerà a farne senza. E inoltre potrà sbrigarsi
meglio senza di voi che con voi.
CAPITOLO II.
SFIDE.
Appena gli invitati se ne furono andati, mio padre si lasciò cadere su

una poltrona, e si abbandonò all’allegria d’una pantagruelica risata.
Mai, dalla morte della mamma, lo avevo visto ridere così di cuore.
— Scommetterei che il dottor Hammerfield non ha mai affrontato
nulla di simile in vita sua — disse fra l’uno e l’altro scoppio di risa. —
La cortesia delle dispute ecclesiastiche! Hai osservato che ha
cominciato come un agnello, parlo di Everhard, per mutarsi subito in
un leone ruggente? Ha una mente disciplinata meravigliosamente.
Sarebbe diventato uno scienziato di prim’ordine se la sua energia
fosse stata orientata in tal senso.
Occorre confessare che Ernesto Everhard mi interessava molto: non
soltanto per quanto aveva detto, e per il modo con cui l’aveva detto,
ma per se stesso, come uomo. Non ne avevo incontrato mai di
simile, e credo che per questo, a ventiquattro anni suonati, non ero
ancora sposata. Comunque, sentii che mi piaceva e che la mia
simpatia era dovuta non alla sua intelligenza nella discussione, ma
ad altra cosa. Nonostante i suoi bicipiti e il torace di boxeur, mi
pareva un giovanotto d’animo puro. Sotto l’apparenza di
chiacchierone intellettuale, indovinavo uno spirito delicato e
sensibile.
Le sue impressioni mi erano trasmesse in modo che non posso
definire altrimenti, se non come per intuito femminile. C’era nel suo
dire tonante qualcosa che mi era andato al cuore: e mi sembrava
sempre di udirlo e desideravo udirlo ancora. Sarei stata lieta di
vedere nei suoi occhi quel lampo di gaiezza che smentiva
l’impassibilità del resto del viso.
Altri sentimenti vaghi, indistinti, ma più profondi si agitavano in me.
Lo amavo già quasi. Pertanto, se non lo avessi più riveduto,
suppongo che questi sentimenti indefiniti si sarebbero cancellati ed
avrei dimenticato facilmente.
Ma non era nel mio destino non rivederlo più: l’interesse che
prendeva mio padre, da un po’ di tempo, alla sociologia, ed i pranzi
che dava regolarmente, escludevano una simile possibilità. Il babbo
non era un sociologo. La sua specialità scientifica era la fisica, e le
sue ricerche in questo campo erano state fruttuose. Il matrimonio lo
aveva pienamente soddisfatto, ma dopo la morte della mamma, le
ricerche che egli faceva non riuscivano a colmare l’orribile vuoto. Si
occupò di filosofia con poco interesse dapprima, poi con maggiore
attrattiva, e fu trascinato verso l’economia politica e le scienze
sociali, e siccome possedeva un vivo sentimento di giustizia, non
tardò ad appassionarsi e a volere la riparazione dei torti. Osservai
con somma gioia questi indizî d’un rinascente interesse per la vita,
senza immaginare dove la nostra vita potesse indirizzarsi.
Il babbo, con l’entusiasmo degli adolescenti, si immerse in nuove
ricerche senza chiedersi menomamente dove l’avrebbero condotto.
Abituato da tempo al laboratorio, trasformò la sala da pranzo in un
laboratorio sociale: persone di ogni specie e condizione vi si
trovavano riunite, scienziati, politicanti, banchieri, commercianti,
professori, capi d’officina, socialisti ed anarchici. Ed egli li spingeva a
discutere fra loro, poi esaminava le loro idee sulla vita e sulla
società. Aveva conosciuto Ernesto poco tempo prima della «serata
dei predicatori». Dopo la partenza degli ospiti, mi raccontò come
l’avesse incontrato. Una sera, in una via, si era fermato ad ascoltare
un uomo che, salito sopra una cassa di sapone, parlava a un gruppo
di operai. Era Ernesto. Molto apprezzato dalla Direzione del partito
socialista, costui era considerato come uno dei capi del partito, e
riconosciuto tale dai dottrinarî del socialismo. Possedendo il dono di
presentare in forma semplice e chiara anche le questioni più ardue,
questo educatore nato, non credeva di avvilirsi salendo su di una
cassa di sapone per spiegare l’economia politica ai lavoratori.
Mio padre si fermò per ascoltarlo, si interessò al discorso, stabilì un
convegno con l’oratore, e, fatta la presentazione, lo invitò al pranzo
dei reverendi. E solo in seguito mi rivelò alcune informazioni che
aveva potuto raccogliere su di lui.
Ernesto era figlio di operai, quantunque discendesse da un’antica
famiglia stabilitasi da più di duecento anni in America [16]. All’età di
10 anni era andato a lavorare nelle officine, e più tardi aveva
imparato il mestiere del maniscalco. Era un autodidatta, aveva
studiato, da solo, il francese e il tedesco, e in quell’epoca si
guadagnava modestamente la vita, traducendo delle opere
scientifiche e filosofiche per una casa precaria di edizioni socialiste
di Chicago. A questo stipendio egli aggiungeva i diritti di autore
provenienti dalla vendita, ristretta, delle opere sue.
Ecco ciò che seppi di lui prima di coricarmi, e stetti a lungo sveglia
ascoltando, con la mente, il suono della sua voce. Mi spaventai dei
miei stessi pensieri. Assomigliava così poco agli uomini della mia
classe! Sembrava così estraneo a tutti, e così forte! La sua
padronanza mi piaceva e mi spaventava insieme, e la mia fantasia
galoppava tanto, che mi sorpresi a considerarlo come innamorato e
come marito. Avevo sempre sentito dire che la forza in un uomo è
un’attrattiva irresistibile per le donne; ma egli era troppo forte.
— No, no! — esclamai, — è impossibile, è assurdo! — E il giorno
dopo, svegliandomi, sentii in me il desiderio di rivederlo, di assistere
alla sua vittoria in una nuova discussione, di vibrare ancora al suo
tono di combattimento, di ammirarlo nella sua sicurezza e nella sua
forza, quando spezzava la loro albagia e distoglieva il loro pensiero
dal solito circolo vizioso. Che cosa importavano le sue
smargiassate? Secondo quanto aveva detto egli stesso, esse
trionfavano in realtà, raggiungevano la mèta. Inoltre, erano belle a
sentirle, eccitanti come un principio di lotta.
Passai parecchi giorni a leggere i libri di Ernesto, che il babbo mi
aveva prestato. La sua parola scritta era come quella parlata, chiara
e convincente. La sua semplicità assoluta vi convinceva mentre
dubitavate ancora. Aveva il dono della lucidità. L’esposizione
dell’argomento era perfetta. Ciò nonostante, malgrado il suo stile,
molte cose mi spiacevano. Dava troppa importanza a ciò che
chiamava la lotta di classe, all’antagonismo fra lavoro e capitale, al
conflitto degli interessi.
Il babbo mi riferì allegramente l’apprezzamento del dottor
Hammerfield su Ernesto: «Un insolente bòtolo, gonfiato di boria da
un sapere insufficiente», e come non avesse punto voglia di
rivederlo.
Invece, il vescovo di Morehouse si era interessato molto di Ernesto e
desiderava vivamente avere una nuova conversazione con lui. «Un
giovanotto forte», aveva dichiarato, e «vivace, molto vivace, ma
troppo sicuro di sè, troppo sicuro!».
Ernesto ritornò un pomeriggio, con papà. Il vescovo di Morehouse
era già arrivato, e sorbivano il thè sulla veranda. Devo dire che la
prolungata assenza di Ernesto a Berkeley si spiegava col fatto che
egli seguiva dei corsi speciali di biologia all’Università, e anche
perchè lavorava molto a un’opera nuova intitolala: «Filosofia e
Rivoluzione». [17]
Quando Ernesto entrò, la veranda sembrò improvvisamente
rimpicciolita: non perchè egli fosse straordinariamente alto (era alto
un metro e settantadue) ma perchè sembrava irradiare un’atmosfera
di grandezza. Fermandosi per salutarmi, mostrò una leggera
esitazione, in istrano contrasto con i suoi occhi arditi e la sua stretta
di mano ferma e sicura. I suoi occhi non erano meno sicuri, ma,
questa volta, sembravano interrogare, mentre mi guardavano, come
il primo giorno, indugiando un po’ troppo.
— Ho letto il vostro libro: «Filosofia delle classi lavoratrici», — gli
dissi, e vidi i suoi occhi brillare di contentezza.
— Naturalmente, — rispose, — avrete tenuto conto dell’uditorio al
quale la conferenza era rivolta.
— Sì, ed è appunto su ciò che vorrei interrogarvi.
— Anch’io, — disse il vescovo di Morehouse, — ho una questione
da definire con voi.
A questa doppia sfida, Ernesto alzò le spalle, con aria di rassegnato
buon umore, e accettò una tazza di thè.
Il vescovo s’inchinò per darmi la precedenza.
— Voi fomentate l’odio di classe, — dissi a Ernesto. — E mi pare
che sia uno sbaglio, un delitto, fare appello a tutto ciò che vi è di
ristretto e di brutale nella classe operaia. L’odio di classe è anti-
sociale, e mi sembra anti-socialista.
— Mi difendo, pur essendo innocente, — rispose Ernesto. — Non
c’è odio di classe nè nella parola, nè nello spirito di nessuna mia
opera.
— Oh! — esclamai in tono di rimprovero.
Presi il libro e lo apersi.
Egli beveva il suo thè, tranquillo e sorridente mentre io sfogliavo il
volume per trovare il punto che cercavo:
— Pagina 132 — lessi ad alta voce: «Così la lotta delle classi si
produce nelle attuali condizioni di sviluppo sociale, fra la classe che
paga i salarii, e le classi che li ricevono».
Lo guardai con aria di trionfo.
— Non si tratta di odio di classe, là dentro, — mi disse sorridendo.
— Ma voi dite «lotta di classe».
— Non è affatto la stessa cosa. E credetemi, noi non fomentiamo
l’odio. Noi diciamo che la lotta delle classi è una legge dello sviluppo
sociale. Non ne siamo responsabili. Non siamo noi a farla. Ci
limitiamo a spiegarla, come Newton spiegava la gravitazione. Noi
esaminiamo la natura del conflitto d’interessi, che produce la lotta di
classe.
— Ma non dovrebbe esserci conflitto di interessi! — esclamai.
— Sono del vostro preciso parere, — rispose. — E noi socialisti
tendiamo all’abolizione di questo conflitto di interessi. Scusate,
lasciatemi leggere un altro punto. — Prese il libro e ne voltò alcuni
fogli. — Pagina 126: «Il ciclo della lotta di classe, cominciato con la
dissoluzione del comunismo primitivo della tribù e la nascita della
proprietà individuale, finirà con l’abolire la proprietà individuale dei
mezzi dell’esistenza sociale».
— Ma non sono d’accordo con voi, — interruppe il vescovo, dal
pallido volto d’asceta, leggermente arrossato dall’intensità dei suoi
sentimenti. — Le vostre premesse sono false. Non esiste conflitto
d’interessi fra il lavoro e il capitale, o almeno, non dovrebbe esistere.
— Vi ringrazio, — disse gravemente Ernesto — di avermi restituito le
mie premesse, con la vostra ultima proposizione.
— Ma perchè ci sarebbe conflitto? — domandò il vescovo, con
calore.
Ernesto alzò le spalle:
— Perchè siamo fatti così, suppongo.
— Ma non siamo fatti così!
— Parlate forse dell’uomo ideale, divino, privo di egoismo? — chiese
Ernesto, — ma ce n’è tanto pochi, che si ha il diritto di considerarli
inesistenti, oppure parlate dell’uomo comune, ordinario?
— Parlo dell’uomo ordinario.
— Debole, fallibile, e soggetto ad errare?
Il vescovo fece un segno di consenso.
— E meschino, egoista?
Il pastore rinnovò il gesto.
— State attento, — dichiarò Ernesto. — Ho detto egoista.
— L’uomo ordinario è egoista. — affermò calorosamente il vescovo.
— Che vuole avere tutto ciò che può avere?
— Vuole avere il più possibile. È deplorevole, ma è vero.
— Allora ci siete. — E la mascella di Ernesto scattò come una molla.
— Consideriamo un uomo che «lavora sui tranvai».
— Egli non potrebbe lavorare se non ci fosse il capitale, —
interruppe il vescovo.
— È vero, e voi sarete con me nell’ammettere che il capitale
perirebbe se la mano d’opera non facesse guadagnare i dividendi.
Il vescovo non rispose.
— Non siete del mio parere? — insistette Ernesto.
Il prelato acconsentì col capo.
— Allora le nostre due proposizioni si annullano reciprocamente, e ci
ritroviamo al punto di partenza. Ricominciamo: I lavoratori dei tranvai
forniscono la mano d’opera, e gli azionisti il capitale. Da
quest’unione del lavoro col capitale nasce il guadagno [18]. I due
fattori si dividono questo guadagno: la parte che tocca al capitalista
si chiama dividendo, la parte che tocca al lavoro si chiama salario.
— Benissimo, — interruppe il vescovo. — Ma non c’è motivo perchè
questa divisione non avvenga amichevolmente.
— Avete già dimenticato le premesse, — replicò Ernesto. —
Eravamo già d’accordo nell’ammettere che l’uomo ordinario è
egoista; l’uomo ordinario così com’è. Voi svisate la questione se
volete fare una distinzione fra quest’uomo e gli uomini come
dovrebbero essere, ma come non sono in realtà. Ritorniamo al
soggetto: il lavoratore, essendo egoista, vuole avere quanto più può
nella divisione; il capitalista, essendo egoista, vuole, del pari, avere
tutto ciò che può prendere. Quando una cosa esiste in quantità
limitata, e due uomini vogliono averne ciascuno il massimo, nasce
un conflitto d’interessi. È il conflitto che esiste fra capitale e lavoro,
ed è una lotta senza possibilità di conciliazione. Finchè esisteranno
operai e capitalisti, litigheranno per la divisione del guadagno. Se
foste stato a S. Francisco, questo pomeriggio, sareste stato
obbligato ad andare a piedi: neppure un tranvai girava per le vie.
— Un altro sciopero? [19] — chiese il vescovo, preoccupato.
— Sì, litigano per l’equa divisione dei guadagni delle ferrovie urbane.
Il vescovo si stizzì.
— Hanno torto! — esclamò. — Gli operai non vedono di là dal loro
naso. Come possono sperare di conservare la nostra simpatia?...
— Quando ci obbligano ad andare a piedi — disse maliziosamente
Ernesto.
E il vescovo, concluse, senza badargli:
— Il loro punto di vista è troppo angusto. Gli uomini devono agire da
uomini e non da bruti. Ci saranno ancora violenze ed uccisioni, e
vedove ed orfani addolorati. Il capitale e il lavoro dovrebbero essere
uniti, dovrebbero procedere insieme, per il reciproco interesse.
— Eccovi di nuovo nelle nuvole, — osservò freddamente Ernesto. —
Vediamo, ridiscendete sulla terra, e non perdete di vista la nostra
asserzione: l’uomo è egoista.
— Ma non dovrebbe esserlo! — esclamò il vescovo.
— Su questo punto sono d’accordo con voi: non dovrebbe essere
egoista, ma lo sarà sempre finchè vivrà secondo un ordinamento
sociale fondato su una morale da porci.
Il dignitario della Chiesa ne fu spaventato, mentre il babbo si torceva
dal ridere.
— Sì una morale da porci. — riprese Ernesto, senza rimorso. — Ed
è l’ultima parola del vostro sistema capitalista, è ciò che sostiene la
vostra Chiesa, ciò che voi predicate ogni qualvolta salite sul pulpito:
un’etica da porci, non c’è altro nome da darle.
Il vescovo si voltò come per appellarsi a mio padre, ma questi alzò la
testa ridendo.
— Credo che il nostro amico abbia ragione — disse. — È la politica
del laissez-faire, dell’ognuno per sè e che il diavolo trascini l’ultimo.
Come disse l’altra sera il signor Everhard, il compito vostro di gente
di Chiesa consiste nel mantenere l’ordine stabilito, e la Società è
fondata su tale principio!
— Ma non è la dottrina di Cristo. — esclamò il vescovo.
— Oggi la Chiesa non insegna la dottrina di Cristo. — rispose
Ernesto. — Perciò gli operai non vogliono avere a che fare con essa.
La Chiesa approva la terribile brutalità, la forza selvaggia con la
quale il capitalista tratta le masse dei lavoratori.
— Non l’approva affatto. — obbiettò il vescovo.
— Ma non protesta neppure. — replicò Ernesto; — e perciò approva,
perchè non bisogna dimenticare che la Chiesa è sostenuta dalla
classe capitalistica.
— Non avevo mai considerato le cose da questo punto di vista —
disse innocentemente il vescovo. — Ma credo che sbagliate. So che
sono molte le tristezze e le brutture del mondo; so che la Chiesa ha
perduto il... ciò che voi chiamate proletariato [20].
— Non lo avete mai avuto il proletariato, — esclamò Ernesto. —
Esso si è sviluppato fuori della Chiesa, e senza di essa.
— Non afferro più il vostro pensiero, — disse debolmente il vescovo.
— Vi spiego. Dopo l’introduzione delle macchine e delle officine,
verso la fine del sec. XVIII, la grande massa dei lavoratori fu distolta
dalla terra, e l’antico modo di lavorare, mutato. I lavoratori, tolti dai
loro villaggi, si trovarono rinchiusi nelle città industriali: le madri e i
fanciulli furono impiegati a servizio delle nuove macchine; la vita di
famiglia ne fu infranta, e le condizioni divennero atroci. È una pagina
di storia scritta col sangue e con le lagrime.
— Lo so, — interruppe il vescovo, con espressione angosciosa. —
Fu terribile, ma ciò avvenne in Inghilterra, un secolo e mezzo fa.
— Così un secolo e mezzo fa, nacque il proletariato moderno, —
continuò Ernesto. — E la Chiesa stava muta, ed oggi conserva la
stessa inerzia. Come dice Austin Lewis [21], parlando di quell’epoca,
coloro che avevano ricevuto il comandamento: «Pascete agnelli
miei», videro, senza protestare, quegli agnelli venduti e mortalmente
sfruttati [22]. Prima di continuare vi prego di dirmi sinceramente se
siamo o non d’accordo. La Chiesa ha protestato o no, a quel tempo?
Il vescovo Morehouse esitò: come il dottor Hammerfield, non era
abituato a quel genere di offensiva a domicilio, secondo
l’espressione di Ernesto.
— La storia del secolo XVIII è scritta, — suggerì questi. — Se la
Chiesa non è stata muta, si devono trovare le tracce della sua
protesta, in qualche libro.
— Disgraziatamente credo che sia stata muta, — confessò il
dignitario della Chiesa.
— E rimane muta anche oggi.
— In questo non siamo più d’accordo.
Ernesto tacque, guardò attentamente il suo interlocutore e accettò la
sfida.
— Benissimo, — disse, — vedremo. Ci sono, a Chicago, delle donne
che lavorano tutta la settimana per novanta cents. Protesta forse la
Chiesa?
— È una novità per me, — fu la risposta. — Novanta cents? È
orribile!
— La Chiesa ha forse protestato? — insistette Ernesto.
— La Chiesa lo ignora. — E il prelato appariva penosamente agitato.
— Eppure la Chiesa ha ricevuto il comandamento: «Pascete, agnelli
miei!», — disse Ernesto, con amara ironia. Poi, riprendendosi:

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LifeSmart Exploring Human

Development Canadian 1st Edition

1. During early childhood, healthy children grow about __________ a year.

3. During early childhood:

8. Which of the following is TRUE regarding brain development?

11. If people are right-handed:

16. Stress and anxiety in early childhood are associated with:

19. An important milestone achieved during Piaget's preoperational period is:

20. During the preoperational period, children usually:

21. Which of the following concepts would a preoperational child understand?

40. The zone of proximal development emphasizes:

41. Which of the following illustrates scaffolding?

46. Theory of mind in developmental research looks into the:

56. Montessori referred to ___________ as a series of "new births."

57. According to Montessori, a child's entry into a sensitive period was:

59. The educators of Reggio Emilio viewed children as:

62. Play-based learning is central to the full-day kindergarten program in:

63. A typical first-grader has a vocabulary of approximately:

68. Rules of __________ describe how to interpret the meanings of words.

70. Rules of __________ describe how language is used in social contexts.

71. Which language rule governs how to take part in a conversation?

75. In early childhood, children identify themselves mostly by:

76. The development of self in children is dependent upon:

79. Self-representations refer to how individuals:

82. Erikson argued that an important task of early childhood is to:

83. Which of the following contribute to a child's developing sense of self?

96. Causes of sibling rivalry include which of the following?

100. Research on maternal attachment and daycare has shown:

105. Parents begin to treat girls and boys differently:

106. What is the conclusion regarding sibling influences on gender-type behaviour?

108. What does the term sex cleavage refer to?

109. The more children watch television:

110. The media generally portrays men and women

111. Play has the benefit of:

1. During early childhood, healthy children grow about __________ a year.

3. During early childhood:

6. Which of the following is true regarding gender differences in early childhood?

8. Which of the following is TRUE regarding brain development?

11. If people are right-handed:

16. Stress and anxiety in early childhood are associated with:

19. An important milestone achieved during Piaget's preoperational period is:

20. During the preoperational period, children usually:

40. The zone of proximal development emphasizes:

43. Which of the following is true regarding changes in information processing?

46. Theory of mind in developmental research looks into the:

54. __________ refers to the periods of development marked by readiness to learn.

56. Montessori referred to ___________ as a series of "new births."

59. The educators of Reggio Emilio viewed children as:

62. Play-based learning is central to the full-day kindergarten program in:

63. A typical first-grader has a vocabulary of approximately:

66. Rules of __________ determine sentence structure and word order.

68. Rules of __________ describe how to interpret the meanings of words.

70. Rules of __________ describe how language is used in social contexts.

71. Which language rule governs how to take part in a conversation?

75. In early childhood, children identify themselves mostly by:

76. The development of self in children is dependent upon:

79. Self-representations refer to how individuals:

82. Erikson argued that an important task of early childhood is to:

83. Which of the following contribute to a child's developing sense of self?

Appena gli invitati se ne furono andati, mio padre si lasciò cadere su

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