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Copyright © 2016 Pearson Education, Inc.
4) The idea that supply creates its own demand is known as
A) the law of supply.
B) the law of demand.
C) Keynes' law.
D) Say's law.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
7) The first systematic attempt to explain the determinants of the price level and national levels
of income, employment, consumption and real Gross Domestic Product (GDP) was made by
________ economists.
A) Keynesian
B) supply-side
C) monetarist
D) classical
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
2
Copyright © 2016 Pearson Education, Inc.
8) Classical economists wrote from the 1770s to the ________.
A) 1850s
B) 1890s
C) 1930s
D) 1960s
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
3
Copyright © 2016 Pearson Education, Inc.
12) Say's law states that
A) supply creates its own demand.
B) supply and demand are never equal.
C) demand may be greater than supply.
D) supply will usually be greater than demand.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
4
Copyright © 2016 Pearson Education, Inc.
16) All the following are assumptions of the classical model EXCEPT
A) pure competition exists.
B) buyers and sellers react to nominal money prices rather than to relative prices.
C) people are motivated by self-interest.
D) wages and prices are flexible.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
18) If a consumer buys less gasoline because gas prices increased by 100 percent, even though
all other prices have also increased by 100 percent, then
A) the consumer is paying too close attention to changes in relative prices.
B) wages and prices are too flexible.
C) the consumer has been fooled by money illusion.
D) inflation is not a problem in the economy.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Application of knowledge
5
Copyright © 2016 Pearson Education, Inc.
19) Which of the following is an example of money illusion?
A) An individual is willing to work more hours when the nominal wage rises by 10 percent and
the overall price level rises by 5 percent.
B) An individual is willing to work more hours when the nominal wage rises by 10 percent and
the overall price level rises by 20 percent.
C) An individual will neither increase nor decrease the number of hours she is willing to work
when the nominal wage rises by 10 percent and the overall price level rises by 10 percent.
D) none of the above
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
20) According to the circular flow of income and output, saving causes
A) total output to fall.
B) consumption expenditures and total output to fall.
C) consumption expenditures to fall short of total output.
D) investment spending to fall.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
6
Copyright © 2016 Pearson Education, Inc.
23) In the classical model, an increase in the unemployment rate
A) will persist when the reduction in output is caused by a reduction in aggregate demand.
B) will result in an increase in the price level if the reduction in output is caused by a change in
aggregate demand.
C) will likely be temporary.
D) is a signal of demand-pull inflation.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
25) In the classical model, aggregate demand and aggregate supply will
A) not exist.
B) intersect at less than full employment.
C) intersect at the point of full employment.
D) not intersect.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
26) An individual who is suffering from money illusion is more concerned with
A) relative prices than with nominal prices.
B) relative prices than with real prices.
C) nominal prices than with relative prices.
D) real prices than with nominal prices.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
7
Copyright © 2016 Pearson Education, Inc.
27) An individual who suffers from money illusion will
A) feel that a doubling of prices and income improves his economic position.
B) concentrate on relative prices.
C) never be fooled by the impact of price changes on the purchasing power of income.
D) try to use counterfeit money.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
28) Suppose Paris thinks a 5 percent increase in her hourly wage as an incentive to work more
hours while the price level also increases by 5 percent. Paris is said to be suffering from
A) money illusion.
B) rationality.
C) irrationality.
D) the effects of competition.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
30) All of the following are assumptions of the classical model EXCEPT
A) inflexible wages.
B) absence of money illusion.
C) pure competition.
D) self-interest of economic actors.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
8
Copyright © 2016 Pearson Education, Inc.
31) One tenet of classical economics is that
A) the role of the government should be limited, since the market will always be self-correcting.
B) the government should intervene whenever necessary to avoid any unemployment.
C) wages and prices are "sticky downward."
D) the government should set a minimum wage slightly above the natural market equilibrium
rate.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
33) Which of the following statements about the classical model of the economy is FALSE?
A) Savings and investment will always be equal.
B) Wages and prices are flexible.
C) The economy will always move toward, or be at, full employment.
D) Individuals pursue the public interest, not their own self-interest.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
9
Copyright © 2016 Pearson Education, Inc.
34) If you feel you are better off because you receive a 10 percent raise even when the price level
also increases by 10 percent, then you are a victim of the
A) real income effect.
B) money income effect.
C) money illusion.
D) real purchasing power effect.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Application of knowledge
10
Copyright © 2016 Pearson Education, Inc.
38) According to the classical model, more saving leads to more investment because
A) the people who save are the same people who invest.
B) the interest rate adjusts to keep investment equal to saving.
C) saving and investment are two sides of the same activity.
D) the interest rate is set by the federal government.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
40) The equilibrating force in the credit market in the classical model is
A) the interest rate.
B) the price level.
C) full employment.
D) fiscal policy.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
11
Copyright © 2016 Pearson Education, Inc.
42) According to classical economists, a decrease in the rate of interest will
A) increase unemployment.
B) increase consumer saving.
C) increase business investment.
D) increase business failures.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
45) The classical economists argued that planned saving and planned investment will always be
equal because of changes in
A) the level of real disposable income.
B) the interest rate.
C) the price level.
D) wages.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
12
Copyright © 2016 Pearson Education, Inc.
46) According to classical theory, desired saving always equals investment due to changes in
A) prices.
B) wages.
C) the interest rate.
D) taxes.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
49) According to classical theory, full employment in the labor market occurs
A) whenever aggregate demand is less than aggregate supply.
B) at a wage rate at which quantity demanded equals quantity supplied.
C) only when the economy has just experienced a demand shock.
D) only when actual expenditures are greater than desired expenditures.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
13
Copyright © 2016 Pearson Education, Inc.
50) In the classical model, what occurs if a wage of $20/hour results in unemployed workers?
A) The workers will go on strike to demand that more jobs be created.
B) Producers will quickly create more jobs and hire the unemployed workers, so unemployment
is short-lived.
C) The wage rate will drop, more workers will be hired, and the unemployment rate falls.
D) The government will step in and order firms to hire more workers.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
51) According to classical theory, total employment and real Gross Domestic Product (GDP) are
A) unrelated.
B) positively related.
C) inversely related.
D) negatively related.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
53) In the classical model, real Gross Domestic Product (GDP) per year is
A) due to supply conditions plus the extent of government intervention in the economy.
B) determined by supply and demand conditions together.
C) supply determined.
D) demand determined.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
14
Copyright © 2016 Pearson Education, Inc.
54) Suppose an economy originally in long-run equilibrium experiences a decrease in aggregate
demand. According to the classical model
A) real Gross Domestic Product (GDP) will not change but the price level will fall.
B) real Gross Domestic Product (GDP) will fall, and then the price level will fall also.
C) the price level will not change but real Gross Domestic Product (GDP) will fall.
D) real Gross Domestic Product (GDP) will fall, wages will fall, but the prices of goods and
services will stay the same.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
55) In the classical model, a shift to the right in aggregate demand would result in
A) a permanent increase in unemployment.
B) a permanent increase in real incomes.
C) an increase in the price level.
D) a permanent shift past full employment.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
56) According to the classical theory, an inward shift in aggregate demand would reduce
A) real Gross Domestic Product (GDP) and the price level.
B) the price level but have no effect on real Gross Domestic Product (GDP).
C) real income but have no impact on the price Gross Domestic Product (GDP).
D) the price level but increase real Gross Domestic Product (GDP).
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
15
Copyright © 2016 Pearson Education, Inc.
58) According to the classical model, an increase in aggregate demand would
A) lead the economy to recession.
B) lead the economy to a deflationary cycle.
C) cause an adjustment to a higher price level.
D) raise real Gross Domestic Product (GDP) but leave the price level unchanged.
Answer: C
Diff: 3
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
16
Copyright © 2016 Pearson Education, Inc.
62) According to Say's law,
A) desired expenditures are always less than actual expenditures.
B) desired expenditures are always more than actual expenditures.
C) desired expenditures are always equal to actual expenditures.
D) desired expenditures cannot be compared with actual expenditures.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
65) The condition of fully flexible wages and prices was assumed by
A) the classical economists.
B) the Keynesian economists.
C) modern economists.
D) no economists.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
17
Copyright © 2016 Pearson Education, Inc.
66) The approach to understanding the determination of real GDP and the price level that
emphasizes flexible wages and prices and competitive markets is
A) the classical model.
B) the Keynesian model.
C) Adam Smith's Law.
D) the aggregate demand model.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
68) According to the classical economists, an economy producing $15 trillion in goods and
services
A) may be producing too much since the needs of people may not be this great.
B) simultaneously generates the income necessary to purchase $15 trillion in goods and services.
C) is supplying $15 trillion in goods and services, but could be demanding more or less than $15
trillion in goods and services for a very long period of time.
D) could experience a permanent glut if no one has estimated the demand for goods and services
in the economy.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
18
Copyright © 2016 Pearson Education, Inc.
70) "Supply creates its own demand" is known as
A) Keynes' Rule.
B) the circular flow.
C) Smith's law.
D) Say's law.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
71) The concept that producing goods and services generates the means and the willingness to
purchase other goods and services is
A) the Keynesian approach.
B) money illusion.
C) Say's law.
D) cost-push inflation.
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
73) Which of the following statements is NOT true about Say's law?
A) Desired expenditures will equal actual expenditures.
B) Surpluses will be eliminated by falling prices and shortages will be eliminated by increasing
prices.
C) People produce more goods than they want for their own use only if they seek to trade them
for other goods.
D) Markets would be regularly hit by severe shortages and surpluses.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
19
Copyright © 2016 Pearson Education, Inc.
74) Say's law implies that
A) surpluses never occur.
B) surpluses or shortages are possible, but only for a short time.
C) there will always be unemployment.
D) shortages never occur.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
20
Copyright © 2016 Pearson Education, Inc.
78) Which of the following is NOT an assumption of the classical model?
A) Buyers and sellers react to changes in relative prices.
B) Households want to maximize economic well being.
C) No single buyer or seller of a commodity can affect its price.
D) Wages and prices will move freely in the upward direction but not the downward direction.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
80) Jacob buys less soda when the price of soda rises 10 percent, while the prices of all other
goods also rise 10 percent. Jacob is
A) suffering from money illusion.
B) worrying too much about a coming recession.
C) behaving in accordance with classical economic theory.
D) paying too much attention to changes in relative prices.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Application of knowledge
81) Joe's increase in wages has been identical to the increase in the price level. Joe thinks that he
is better off and has increased his expenditures. Joe's behavior is consistent with
A) Say's law.
B) the classical model.
C) a vertical aggregate supply curve.
D) money illusion.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Application of knowledge
21
Copyright © 2016 Pearson Education, Inc.
82) Money illusion is
A) a basic condition that all classical economists assume people have.
B) when people think they are better off when their income increases even though prices have
increased by the same amount.
C) when people are motivated by self-interest.
D) could not exist if the economy did not have competitive markets.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
22
Copyright © 2016 Pearson Education, Inc.
86) Saving is not a problem in the classical model because
A) the classical economists assume that saving was beneficial to people for retirement.
B) saving would be spent by consumers eventually.
C) interest rates are flexible, and savings were channeled into investment.
D) savers and investors are the same people.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
23
Copyright © 2016 Pearson Education, Inc.
90) In the classical model,
A) unemployment will never exist since workers will be willing to accept lower wages and will
then be able to find work.
B) unemployment will never exist because employers will be willing to pay the wage rate
demanded by the workers.
C) wages will go up but never go down.
D) full employment will never be reached.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
92) In the classical model, high unemployment due to a change in aggregate demand
A) can persist for an indefinite period of time.
B) will return to its normal level quickly as wages adjust.
C) will persist if due to a supply shock but not if due to a demand shock.
D) never exists because unemployment can never deviate from its normal level.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
24
Copyright © 2016 Pearson Education, Inc.
94) Which of the following statements is TRUE about the long-run and short-run aggregate
supply curve in the classical model?
A) The long-run aggregate supply curve is vertical, and the short-run curve is horizontal.
B) The long-run aggregate supply curve is not defined, and the short run curve is vertical.
C) The long-run and short-run curves start out horizontal and eventually become vertical.
D) The long-run curve is vertical, and there is no short-run curve since all adjustments occur
quickly.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
95) The classical model makes little distinction between the long run and short run because
A) the model has not been fully developed yet.
B) the classical economists knew that we are always operating in the short run.
C) current changes influence the long run, so it is not possible to plan for the future.
D) wages and prices adjust so fast that the economy is quickly moving towards the long run.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
97) In the classical model, an increase in aggregate demand will lead to an increase in wage rates
while a decrease in aggregate demand will
A) leave wages unchanged since workers will not take a cut in pay.
B) decrease wages.
C) increase wages since business will be desperate for labor.
D) change the price of capital.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
25
Copyright © 2016 Pearson Education, Inc.
98) Which of the following is NOT an assumption of the classical model?
A) pure competition
B) Wages and prices are flexible.
C) People are motivated by self-interest.
D) wage rigidity
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
26
Copyright © 2016 Pearson Education, Inc.
102) In the classical model
A) a decrease in aggregate demand will lead to a decrease in the price level and a decrease in real
GDP.
B) changes in aggregate supply leave real GDP unchanged.
C) a decrease in aggregate demand will lead to an increase in the price level and a decrease in
real GDP.
D) changes in aggregate demand affect only the price level, not real GDP.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
103) Which of the following is NOT a key assumption of the classical model?
A) There is a single monopoly seller in many markets for goods and services.
B) People cannot be fooled by money illusion.
C) People are motivated by self-interest.
D) Wages and prices are flexible.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
105) In the classical model, the interest rate will adjust to equate
A) consumption spending with real GDP.
B) saving with investment.
C) the economic growth rate with the growth rate of import spending.
D) export spending with import spending.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
27
Copyright © 2016 Pearson Education, Inc.
106) Why is there NO persistent unemployment in the classical model?
A) The wage level adjusts to eliminate unemployment.
B) The interest rate adjusts to eliminate unemployment.
C) The rate of economic growth is always high enough to allow those who want to work at
current wages to find jobs.
D) Unionization creates job security for workers.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
108) In the classical model, changes in interest rates will always ensure that
A) consumption equals production.
B) saving equals investment.
C) consumption equals investment.
D) consumption equals income.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
28
Copyright © 2016 Pearson Education, Inc.
110) Full employment in the classical model is maintained by
A) flexible interest rates.
B) flexible wage rates.
C) flexible prices.
D) flexible income.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
112) In the classical model, a rightward shift in the aggregate demand curve will, in the long run,
A) increase real GDP and the price level.
B) increase real GDP and will not change the price level.
C) decrease real GDP and will not change the price level.
D) not change real GDP and will increase the price level.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
113) Why is wage and price flexibility an important assumption of the classical model?
A) Flexible wages and prices guarantee that there will be no scarcity.
B) Flexible wages and prices allow business firms to fool their workers through the money
illusion.
C) Flexible wages and prices allow business firms to fool their customers through the money
illusion.
D) Flexible wages and prices allow markets to reach equilibrium.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
29
Copyright © 2016 Pearson Education, Inc.
114) Which one of the following statements is NOT true?
A) The classical model assumes that people suffer from money illusion.
B) The classical model assumes that people are motivated by self-interest.
C) The classical model assumes that pure competition exists.
D) The classical model assumes that no single seller of a commodity can affect its price.
Answer: A
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
116) What is TRUE of the aggregate supply curve in the classical model?
A) The aggregate supply curve is downward sloping.
B) The aggregate supply curve is horizontal.
C) The aggregate supply curve is vertical.
D) The aggregate supply curve is not determined by the level of employment.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
30
Copyright © 2016 Pearson Education, Inc.
118) In the classical model, what is the result of an increase in aggregate demand?
A) Real GDP increases, and the price level remains constant.
B) Real GDP decreases, and the price level remains constant.
C) The price level increases, and real GDP remains constant.
D) The price level decreases, and real GDP remains constant.
Answer: C
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
120) In the classical model, how do shifts in aggregate demand affect real GDP?
A) Real GDP will remain unchanged.
B) Increases in aggregate demand increase real GDP.
C) Increases in aggregate demand decrease real GDP.
D) Decreases in aggregate demand increase real GDP.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
31
Copyright © 2016 Pearson Education, Inc.
122) According to the classical model, desired saving is
A) a function of real GDP.
B) equal to desired investment.
C) identical to the demand for saving at each level of real GDP.
D) affected by the money illusion at low income levels.
Answer: B
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
124) The classical model indicates that at the equilibrium interest rate, saving is
A) equal to investment.
B) greater than investment.
C) unnecessary for investment.
D) less than investment.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
125) If your income and the price level both rise by 5 percent, and you think you now have more
real income, you are suffering from
A) diminishing marginal expectations.
B) leakages.
C) injections.
D) money illusion.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
32
Copyright © 2016 Pearson Education, Inc.
126) Long-run unemployment in the classical model is considered to be impossible because
A) the government will intervene to aid the unemployed.
B) job placement and training programs are rampant in the United States.
C) flexible prices and wages keep workers fully employed.
D) the labor supply is horizontal.
Answer: C
Diff: 3
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
127) The idea that "supply creates its own demand" is attributed to which of the following
economists?
A) Adam Smith
B) David Ricardo
C) J. B. Say
D) A. C. Pigou
Answer: C
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
33
Copyright © 2016 Pearson Education, Inc.
130) According to the classical model
A) long-term unemployment is unavoidable.
B) unemployment is a temporary phenomenon.
C) unemployment only exists during periods of war.
D) the natural rate of unemployment is zero.
Answer: B
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
132) According to classical economists, the credit market reaches an equilibrium when
A) planned investment equals government expenditures.
B) desired investment equals planned investment.
C) desired investment equals planned changes in aggregate supply.
D) desired investment equals desired saving.
Answer: D
Diff: 1
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
34
Copyright © 2016 Pearson Education, Inc.
134) A congressman states, "If a government attempts to increase employment through increased
government spending, all we will end up with is a higher price level." This congressman assumes
that the
A) aggregate demand curve is a horizontal line.
B) aggregate demand curve is a vertical line.
C) aggregate supply curve is a horizontal line.
D) aggregate supply curve is a vertical line.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
35
Copyright © 2016 Pearson Education, Inc.
137) Which statement best characterizes the classical economists' view of saving and
investment?
A) Saving equals investment.
B) Saving exceeds investment.
C) Saving is less than investment.
D) Saving and investment are not related to one another.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
140) In the classical model, what happens to the level of real GDP if aggregate demand
increases?
A) Real GDP increases.
B) Real GDP decreases.
C) Real GDP would increase at first, then decrease.
D) Real GDP would remain the same, at equilibrium.
Answer: D
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
36
Copyright © 2016 Pearson Education, Inc.
141) "Supply creates its own demand" implies that
A) the very act of supplying a particular level of goods and services necessarily equals the level
of goods and services demanded.
B) the very act of demanding a particular level of goods and services necessarily equals the level
of goods and services supplied.
C) the government will buy up any surplus of goods and services in a country to avoid economic
problems.
D) the very act of supplying a particular level of goods and services will not necessarily equal
the level of goods and services demanded.
Answer: A
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
143) Saving is a leakage from the circular flow. Why didn't the classical economists think saving
might cause consumption expenditures to fall short of total output?
Answer: The classical economists believed that each dollar saved would be invested by firms so
that the leakage of saving would be exactly matched by an injection of investment spending. The
interest rate would adjust to ensure that saving equaled investment.
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
144) "In the classical model, the equilibrium level of real Gross Domestic Product (GDP) is
completely supply-determined." Do you agree or disagree? Why?
Answer: Agree. The long-run aggregate supply curve is vertical, so the equilibrium level of real
Gross Domestic Product (GDP) is determined by the location of the aggregate supply curve.
Shifts in aggregate demand affect only the price level.
Diff: 3
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
37
Copyright © 2016 Pearson Education, Inc.
145) Why did the classical economists think that large-scale unemployment was not possible in a
market economy?
Answer: The classical economists accepted Say's law, which indicated that desired expenditures
will equal actual expenditures. The act of producing indicates one wants to buy other goods. A
surplus or shortage in one market would soon be corrected because prices and wages were
assumed to be flexible, and they assumed people could not be fooled by money illusion. They
also assumed pure competition and that people were motivated by self-interest. Combining all
these ideas, they concluded that full employment would be the norm.
Diff: 3
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
146) "The level of employment in an economy determines its real GDP, other things held
constant." Do you agree or disagree? Why? What assumptions are necessary for your conclusion
based on the classical model?
Answer: Agree. Production requires workers so the more workers that are employed the greater
total production. This assumes that workers who are employed actually work and are productive.
Diff: 2
Topic: 11.1 The Classical Model
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
1) According to the Keynesian model, the short-run aggregate supply (SRAS) curve is horizontal
when
A) real Gross Domestic Product (GDP) is at full capacity but prices are not flexible.
B) there are no unemployed resources and wages do not change when prices change.
C) prices react to an aggregate demand shock but real Gross Domestic Product (GDP) does not.
D) there are unemployed resources and prices do not fall when aggregate demand falls.
Answer: D
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
38
Copyright © 2016 Pearson Education, Inc.
3) According to Keynes, involuntary unemployment is possible because of
A) the existence of capital markets.
B) long-term labor contracts and the existence of labor unions.
C) government interference in the market economy.
D) inflation.
Answer: B
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
5) Involuntary unemployment
A) occurs when the wage rate is below the equilibrium wage rate.
B) exists when there is an excess quantity of labor supplied.
C) will increase as the wage rate falls.
D) exists when there is a shortage of labor.
Answer: B
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
39
Copyright © 2016 Pearson Education, Inc.
6) If a shift in aggregate demand only affects real Gross Domestic Product (GDP), then the short-
run aggregate supply (SRAS) curve must be
A) vertical.
B) upward sloping.
C) horizontal.
D) downward sloping.
Answer: C
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
12) Keynes argued that an economy could be in equilibrium when the economy was
A) operating at maximum potential capacity.
B) operating with some unutilized productive capacity.
C) trying to operate at some output level beyond its potential capacity.
D) operating either at full productive capacity or at less than full capacity.
Answer: D
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
41
Copyright © 2016 Pearson Education, Inc.
13) Keynes and his followers believed that
A) capitalism was one economic system that guaranteed full employment.
B) wages and prices in the short run were flexible.
C) the economy could not operate at any level of real Gross Domestic Product (GDP) less than
full capacity.
D) there was no guarantee that a capitalist economy would reach a full employment equilibrium.
Answer: D
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
16) The Keynesian portion of the short-run aggregate supply (SRAS) curve
A) is horizontal.
B) is vertical.
C) slopes upward.
D) slopes downward.
Answer: A
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
42
Copyright © 2016 Pearson Education, Inc.
17) The simple Keynesian model assumes that
A) gross private domestic investment exceeds net investment by the capital consumption
allowance.
B) prices, especially the price of wages, are "sticky downward."
C) there will never be any excess capacity in the short run.
D) aggregate demand will always equal aggregate supply.
Answer: B
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
18) The Keynesian portion of the short-run aggregate supply (SRAS) curve implies
A) an upward slope.
B) no price level changes.
C) a downward slope.
D) flexible prices and wages.
Answer: B
Diff: 2
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
20) In an economic downturn, sticky wages and prices reduce the economy's speed of adjustment
because
A) businesses are unable to adjust quickly to changes in aggregate demand.
B) they cause deflation.
C) hyperinflation will likely occur.
D) union workers would likely quit and look for work elsewhere.
Answer: A
Diff: 2
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
43
Copyright © 2016 Pearson Education, Inc.
21) Keynes suggested that the short-run aggregate supply (SRAS) curve
A) is vertical.
B) is horizontal.
C) slopes downward.
D) is not a relevant concept.
Answer: B
Diff: 3
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
22) Keynesian economics predicts that if government policy makers deem current equilibrium
real Gross Domestic Product (GDP) to be "too low," then an appropriate policy action would be
to
A) do nothing, because the economy is self-adjusting.
B) raise government spending, thereby increasing aggregate demand and pushing up real Gross
Domestic Product (GDP) with little or no inflationary consequences.
C) increase taxes, thereby causing aggregate demand to increase and inducing a rise in real Gross
Domestic Product (GDP) with little or no inflationary consequences.
D) reduce the money stock, thereby causing aggregate demand to decrease and inducing a rise in
fall in the price level that generates an increase in total planned expenditures.
Answer: B
Diff: 2
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
23) The short-run aggregate supply (SRAS) curve represents the relationship between
A) the price level and the real Gross Domestic Product (GDP) without full adjustment or full
information.
B) the price level and the real Gross Domestic Product (GDP) without full adjustment but with
full information.
C) the price level and the nominal Gross Domestic Product (GDP).
D) the decisions of producers and the decisions of consumers.
Answer: A
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
44
Copyright © 2016 Pearson Education, Inc.
24) In the short run, an increase in the price level induces firms to expand production because
A) prices of inputs are held constant, so the higher prices for firms' products imply that it is
profitable to expand production.
B) each firm must keep its production level up to the level of its rivals, and some firms will
expand production as the price level increases.
C) higher prices allow firms to hire more inputs by offering higher prices for inputs, which
increases productivity and profits.
D) they can increase profits by increasing maintenance costs.
Answer: A
Diff: 3
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
25) The relationship between the price level and the real Gross Domestic Product (GDP) without
full adjustment or full information is represented by
A) the long-run aggregate supply curve.
B) the short-run aggregate supply curve.
C) the aggregate demand curve.
D) the distance between the long-run aggregate supply curve and the short-run aggregate supply
curve.
Answer: B
Diff: 1
Topic: 11.2 Keynesian Economics and the Keynesian Short-Run Aggregate Supply Curve
Learning Outcome: Macro-17: Discuss the fundamentals of key macroeconomic theories
AACSB: Analytical thinking
45
Copyright © 2016 Pearson Education, Inc.
Another random document with
no related content on Scribd:
"It's quite safe now," I said. "Let's go and——"
"What can I have the pleasure of showing you?" said a soothing voice at
our backs.
"Er—we only just—let me see, what was it you wanted?" said Miss
Middleton to me.
"I don't really want anything. I was going to help you buy one of those
—you know."
"Yes, but I've got that. I know there was something you said you wanted
very much."
"Probably tea."
"Certainly, madam," said the shopwalker. "If you will just sit down," he
continued, leading us to a little room out of the main stream of shoppers, "I
will send somebody to attend you."
"Now you've done it," I said. "How many tiaras shall we have? I've got
nearly four pounds."
"We needn't have any. We can say we don't much care about their
selection."
"One goes into dozens of shops without buying anything," said Miss
Middleton cheerily.
"Tell him about three pounds eight and six," I whispered to Miss
Middleton. "Three pounds nine," I corrected, as I ran another sixpence to
ground.
"I'm so sorry," said Miss Middleton, with a dazzling smile. "The first
gentleman must have misunderstood. Of course we gave her a tiara last
year."
The man was disappointed; I saw that. But the smile melted him, and he
went off in all friendliness.
"Oh, don't you think so? It depends how you say it. Like Beauchamp
and Cholmondeley."
"It's a chain that hangs round your neck, and when you don't quite know
what to say to anybody you play with it carelessly. Same as men smoking
cigarettes, only better for you."
"This one," he said, holding up rather a jolly one, "comes out at ten
guineas."
"Tell him," I whispered to Miss Middleton, "that we've only come out
with three."
"I should say this season. I don't think you will find a prettier one than
this, madam."
"It's very sweet. But aren't they unlucky, unless you happen to have
been born in the right month?" She turned to me. "When is Barbara's
birthday?"
"Anyhow," said Miss Middleton. "I know it's wrong for moonstones,
because I was thinking of giving her some two years ago, and it had to "be
opals instead."
"Besides, we don't know the size of her neck," I went on. "And she
never smokes—I mean she never doesn't know what to say to anybody. So I
think we should be making a mistake if we gave her this. I do indeed. Now
if it had been anybody else but Barbara——"
"Oh, but you are," said Miss Middleton. "You're going to give me and
mother tea."
* * * * * * *
"I want," I said "a trifle for about three pounds. A moonstone pendant or
something. Yes, that's very sweet. No, I'll take it with me."
They packed it in a pretty little box for me, and I'm going to send it to
Miss Middleton on the twenty-fourth. I am putting in a card with the words
"From Barbara" on it. As I said, I am not giving any presents myself this
year, but I do think that Barbara should repay at least some of the
kindnesses which have been showered upon her so wantonly.
CHESS
(The author cannot lay claim to any great technical knowledge of chess,
but he fancies that he understands the spirit of the game. He feels that, after
the many poems on the Boat Race, a few bracing lines on the Inter-
University Chess Match would be a welcome change.)
* * * * * *
PROGRESSIVE BRIDGE
There is only one rule at progressive bridge, and that is, if you lose you
go to the next table, and if you win you stay where you are. In any case you
get a fresh partner each time. That being so, it seemed hardly worth while to
ask Ethel what she discarded from. As it happened, though, she began it.
"What's that?"
"Moderate strength rings the bell. It's a sort of formula I say to myself,
and brings luck. May I play to hearts?"
Ethel discarded a small heart on the first round of clubs, and a small
club on the first round of hearts. After which, systematically and together,
we discarded from great weakness. What with the revoke and other things
they scored hundreds and thousands that game.
"Yes; and I think—I think, perhaps, that just the least little bit it
underrates Dorothy's abilities."
"Indeed?" I said. Dorothy was the person who had just taken two
hundred and ninety-eight off us.
"Yes. You see Dorothy has played before, and I don't think providence
knew."
"Mind," said Ethel graciously, "I don't blame providence for not
knowing."
Dorothy laughed, and cut for me. I dealt myself three aces, and went no
trumps. To my surprise Dorothy's partner doubled, and led the ace of hearts.
"One moment," I said, and I took it up, and looked at the back of it.
Then I looked at the back of my own ace of hearts. Then I looked at the
front of it again, and swore very softly, and played it.
"I'm very sorry," I apologised at the end of the game. "I had a wolf in
sheep's clothing, an ass in a lion's skin. You saw me play the three of hearts.
Well, do you know—it's very sad—he actually pretended to be the ace. Hid
his head behind one card, and his feet behind another, and only—well, I
thought it was the ace."
"Good-bye," I said to Dorothy, "I like watching you play. If you wait
here I shall be round again soon."
My next partner was called Aggie. Ethel addressed her as Mary, but she
was much too lively for Mary. I had never seen her before, I shall never see
her again, but she will always be Aggie to me.
"I discard from weakness, partner. I like hearts led, I never go spades on
my own, I live on tapioca and toadstools, and the consequence was——"
"It's the same with me," I said, "except about tapioca. I don't like
tapioca. In fact I always—er—discard from tapioca. Otherwise we agree.
It's your deal. Now," I said to Ethel, "we shall see what providence thinks of
our comparative merits."
"I always play the Canadian discard," said Violet, "and I like spades
led."
I need hardly say that Aggie, whom Ethel called Mary, spoke of Violet
as Diana. But she looked much more like Violet, and she will always be
Violet to me. I had never seen her before though, and I shall never see her
again.
"So do I," I said. "Do you know Canada at all? I always wish I had been
there."
The "Canadian discard" hardly does itself justice under that name. It is
no mere discard, but embraces all the finer points of bridge. It leads through
weakness, and blocks your partner's long suits, and trumps his tricks; and,
though I couldn't discover any recognised system about it, revokes now and
then. I, too, from tact or sympathy, or some such motive, played the
Canadian discard for all I was worth. We got to H without any difficulty....
J, K and L may be passed by, for nothing happened there. For some
reason "I" was left out, or, rather, run into J. I cannot understand the point of
this. To every man his table, and I feel convinced that I should have done
remarkably well at "I." I had been looking forward to it all the evening. I
don't much care about betting, but I am prepared to wager a hundred pounds
that I should have got a grand slam at "I."
It was somewhere down in the X's that I met Maud. I had been round I
don't know how many times, and was feeling quite giddy. Alice, Elizabeth,
Iris, Mabel—they were all forgotten when I came to play with Maud.
Hepzibah (on my right) called her Millicent or something like that, but I
knew really that her name must be Maud. I had never seen her before, I
shall never see her again, but she will always be Maud to me.
"I discard from hearts," I said. "I like my weakest suit led, I have
revoked three times this evening, at table G on the right-hand side of the
fireplace I played the 'Canadian discard,' and I shall never play it again, at K
as you go round the lamp I had four aces and my partner went spades, I've
had rotten luck all through, and I'm enjoying myself very much. Shall we be
very cautious, or would you like to play a dashing game?"
"Oh, let's dash," said Maud.
"One moment," I said, and I took it up and looked at the back of it. Then
I looked at the back of my own ace of clubs. Then I looked at the front of it,
and swore very softly, and played it.
"My name's Millicent," said Maud, "and seeing that we met for the first
time a few hours ago——"
"I beg your pardon," I apologised. "But I always call my first partner at
progressive bridge Ethel. It's a sort of hobby with me."
"I see," said Maud—I mean Ethel. Well, I suppose I must call her
Millicent now. Though I had never seen her before, and shall never see her
again, she will always be Millicent to me.
DRESSING UP
I. AT A PAGEANT
Our episode is the tenth and last and (I may add unofficially) the most
important. The period of it is 1750. In order to lead up to it properly it has
been found necessary to start the first episode at 53 B.C. This gives the
audience time to get hungry for us. "At last!" they say, when we come on,
"this is the end, Maria."
The Duchess of Kirkcudbright (N.B.) says that they don't say that at all.
They say, "Why, Henry, it's 1750! I had no idea. How the time flies when
you are enjoying yourself. We must stay to the end; a few minutes won't
make any difference now, and it's only cold mutton."
Before we have really got through our revelling the band strikes up, and
suddenly we are all in our places for the minuet. Now, although you have
paid your two guineas like a man, and are sitting in the very front row, you
mustn't think we have taken all this trouble of learning the minuet simply to
amuse you. Not at all. We are doing it for the sake of King George the
Second, no less; a command performance. And so, when we are all in a
line, just ready to start, and I whisper to my partner, "I say, I'm awfully
sorry, but I've forgotten the minuet. Let's do the Lancers instead," she
whispers back, "Quick! George is looking at me. Is my patch on straight?"
"No," I say. "Now, don't forget you have to smile all the time. Hallo, we're
off."
So far I have resisted the inclination to smile. The fact is that when I
cast aside my usual habiliments and take upon me the personality of another
I like to do the thing thoroughly—to enter into the spirit of the part. Now I
will put the case before you, and you shall say whether I am not right.
"What are you doing to-night?" says his friend. "Come down to Chelsea
with me. There's a grand Venetian fête on, and old George will be there."
"I say," he begins anxiously, "I hope you won't mind, but the fact is that
I've promised you shall dance in a minuet to-night. Old George particularly
wants to see one."
"But I simply couldn't," says Tunbridge Wells, in alarm. "Can't you get
somebody else?"
"Oh, but you must. I've got you a jolly partner—the Duchess of
Kirkcudbright (N.B.). You know the minuet, of course?"
"Well, I've learnt it; but I've very nearly forgotten it again. And my
shoes are beastly uncomfortable. Before the King too! It's a bit steep, you
know."
"No, no," cries Tunbridge Wells hastily, and leads his friend aside under
the trees. "I say," he begins mysteriously, "don't say anything, but—well, it's
rather awkward ... I may as well tell you ... these—er—these things are a bit
tight. They look all right like this, you know, but when you bend down—
well, I mean I have to be jolly careful."
"I was just thinking how pretty they were. A beautiful thing, that," he
adds, pointing to a crescent moon in blue on Tunbridge Wells' left knee.
"Don't touch," says Wells in alarm, "it comes off like anything. I lost a
dragon-fly only yesterday. Well, you see how it is, old man. But for them I
should have loved it. Only ... I say, don't be a fool.... Your servant, Duchess.
I was just saying ... yes, I am devoted to it.... Yes.... Yes. Let's see, it is the
left foot, isn't it? (Confound that idiot!)"
Now then, do you wonder that the poor fellow looks anxious, or that I
feel it my duty as a good actor to look anxious too?
I have promised not to describe the whole minuet to you, but I must
mention one figure in it of which I am particularly fond. In this you rejoin
your partner after a long absence, and you have once more her supporting
hand to hold you up. For some hours previously you have been alone in the
wild and undulating open, tripping over molehills and falling down ha-has;
and it is very pleasant (especially when your shoes fit you too soon) to get
back to her and pour all your troubles into her sympathetic ear. It's a figure
in which you stand on one foot each for a considerable time, and paw the
air with the others. You preserve your balance better if you converse easily
and naturally.
"I nearly came a frightful purler just now; did you see?"
"H'sh, not so loud. Have you found mother yet? She's here to-day."
"It's greyer. I had such a very anxious moment yesterday. You know that
last bow at the end where you go down and stay under water for about five
minutes? Well, I really thought—however, they didn't."
"I don't like you in this one. It doesn't suit you at all."
"So I thought at first. But if you gaze at it very earnestly for three hours,
and then look up at the ceiling, you——"
"I fancy we have rather a good action in this figure. Do you think she's
noticing it? I hope she knows that we could stand on one leg without
moving the other one at all. I mean I don't want her to think—— Hallo, here
we are. Good-bye. See you again in the next figure but one." And the
Duchess of Kirkcudbright (N.B.) trips off.
I put in the "N.B." because she is very particular about it; and I say
"trips" because I know the ground.
II. AT A DANCE
"Then you really are coming?" said Queen Elizabeth, as she gave me
my third cup of tea.
"What as?"
"Do you think I should get a lot of partners as Henry VIII.? Anyhow, I
don't think it's a very becoming figure."
"But you don't wear fancy dress simply because it's becoming."
"Very well then, if you don't like Henry, what about Edward I.?"
"But why do you want to thrust royalty on me? I'd much sooner go as
Perkin Warbeck. I should wear a brown perkin—jerkin."
"Jack is going as Sir Walter Raleigh."
* * * * * * *
"Somebody who had black hair," I said. "I have been thinking it over
and I have come to the conclusion that I should have knocked them rather if
I had had black hair—instead of curly eyes and blue hair. Can you think of
anybody for me?"
"Do you mean to say," she said at last, "that that is as far as you have
got? Somebody who had black hair?"
"Hang it," I protested, "it's something to have been measured for the
wig."
"I say, don't say that," I began nervously; "I've done an awful lot, really.
I've practically got the costume. I'm going as Harold the Boy Earl, or
Jessica's Last—— Hallo, there's my bus; I've got a cold, I mustn't keep it
waiting. Good-bye." And I fled.
* * * * * * *
"I am going," I said, "as Julius Cæsar. He was practically bald. Think
how cool that will be."
"Do you mean to say," cried Elizabeth, "that you have altered again?"
"I say, now you're trying to unsettle me. And I was going to-morrow to
order the clothes."
"I was really going this afternoon, only—only it's early closing day.
Besides, I wanted to see if my cold would get better. Because if it didn't
—— Look here, I'll be frank with you. I am going as Charlemagne."
"Oh!"
* * * * * * *
"Hallo," I said cheerfully, as I ran into her Majesty in Piccadilly, "I've
just been ordering—that is to say, I've been going——I mean I'm just going
to—— Let's see, it's next week, isn't it?"
"Now then," she said at last, "I am going to take you in hand. Will you
trust yourself entirely to me?"
"To the death, your Majesty. I'm sickening for something, as it is."
"Oh, more than that," I said quickly. "Gent's large medium, I am."
"Then, I'll order a costume for you and have it sent round. There's no
need for you to be anything historical; you might be a butcher."
"Quite—blue is my colour. In fact, I can do you the best end of the neck
at tenpence, madam, if you'll wait a moment while I sharpen the knife. Let's
see; you like it cut on the cross, I think? Bother, they've forgotten the strop."
"Well, it may not be a butcher," said Elizabeth; "it depends what they've
got."
* * * * * * *
That was a week ago. This morning I was really ill at last; had hardly
any breakfast; simply couldn't look a poached egg in the yolk. A day on the
sofa in a darkened room and bed at seven o'clock was my programme. And
then my eye caught a great box of clothes, and I remembered that the dance
was to-night. I opened the box. Perhaps dressed soberly as a black-haired
butcher I could look in for an hour or two ... and——
Help!
I am going as Joseph.
AFTER DINNER
"Thank you very much," I said, and put it carefully away. Evidently I
had won a forfeit already. It wasn't a very good pencil though.
"Now, has everybody got pencils?" asked somebody else. "The game is
called 'Furnishing a Kitchen.' It's quite easy. Will somebody think of a
letter?" She turned to me. "Perhaps you'd better."
"N or M?"
"It was N," interrupted somebody. "Now then, you've got five minutes
in which to write down everything you can beginning with N. Go." And
they all started to write like anything.
I took my pencil out and began to think. I know it sounds an easy game
to you now, as you sit at your desk surrounded by dictionaries; but when
you are squeezed on to the edge of a sofa, given a very blunt pencil and a
thin piece of paper, and challenged to write in five minutes (on your knees)
all the words you can think of beginning with a certain letter—well, it is
another matter altogether. I thought of no end of things which started with
K, or even L; I thought of "rhinoceros," which is a very long word and
starts with R; but as for——
"I must keep calm," I said, and in a bold hand I wrote Napoleon. Then,
after a moment's thought, I added Nitro-glycerine, and Nats.
"This is splendid," I told myself. "Notting Hill, Nobody and Noon. That
makes six."
At six I stuck for two minutes. I did worse than that in fact; for I
suddenly remembered that gnats were spelt with a G. However, I decided to
leave them, in case nobody else remembered. And on the fourth minute I
added Non-sequitur.