Professional Documents
Culture Documents
Test Bank for Principles and Labs for Physical Fitness 10th Edition
Hoeger 1305251407 9781305251403
Full link download: Test Bank:
https://testbankpack.com/p/test-bank-for-principles-and-labs-for-physical-fitness-10th-
edition-hoeger-1305251407-9781305251403/
Solution Manual:
https://testbankpack.com/p/solution-manual-for-principles-and-labs-for-physical-fitness-10th-
edition-hoeger-1305251407-9781305251403/
True / False
1. Scientific evidence shows that most people today are maintaining a healthy lifestyle program.
a. True
b. False
ANSWER: False
REFERENCES: Introduction
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
2. The food industry spends less money advertising a single food product than the federal government spends promoting
MyPlate.
a. True
b. False
ANSWER: False
REFERENCES: Environmental Influence on Diet and Nutrition
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Understand
3. Indifference and helplessness underscore a defeatist thought process, i.e., that we have no control over our health.
a. True
b. False
ANSWER: True
REFERENCES: Barriers to Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Understand
4. People who believe they have control over what happens to them in life are said to have an external locus of control.
a. True
b. False
ANSWER: False
REFERENCES: Motivation and Locus of Control
LEARNING OBJECTIVES: PLPF.HOEG.16.2.3 - Explain the concepts of motivation and locus of control.
OTHER: Bloom’s: Understand
6. The transtheoretical model of change illustrates change as a gradual process that involves several stages.
a. True
b. False
ANSWER: True
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Remember
7. The humanistic theory of change states that people tend to share common goals when it comes to personal
development.
a. True
b. False
ANSWER: False
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Understand
8. In behavior modification, consciousness-raising involves obtaining information about the problem so you can make a
better decision about the problem behavior.
a. True
b. False
ANSWER: True
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Remember
9. When countering, a person will restructure physical surroundings to avoid problem behaviors and decrease temptations.
a. True
b. False
ANSWER: False
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.6 - Explain techniques that will facilitate the process of change.
OTHER: Bloom’s: Understand
10. The “A” in SMART goals stands for acceptable goals that are compatible with those of others when a group effort is
required.
a. True
b. False
ANSWER: True
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Understand
Multiple Choice
11. Your text describes the environment we live in as “ ” when it comes to fitness and wellness.
a. negative
b. positive
Copyright Cengage Learning. Powered by Cognero. Page 3
Chapter 02 - Behavior Modifications
c. neutral
d. toxic
e. controlling
ANSWER: d
REFERENCES: Living in a Toxic Health and Fitness Environment
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
12. Street design manuals in the United States recommend on one side of the street only.
a. shoulders
b. curb cuts
c. utility poles
d. sidewalks
e. bicycle lanes
ANSWER: d
REFERENCES: Environmental Influences on Physical Activity
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
13. According to your text, today’s modern conveniences have lulled us into overconsumption and:
a. sedentary living.
b. complacency.
c. underachievement.
d. loss of control.
e. self-efficacy.
ANSWER: a
REFERENCES: Environmental Influence on Diet and Nutrition
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
14. Health experts recommend that to be considered active, a person accumulate the equivalent of miles of walking
per day.
a. 1-2
b. 3-4
c. 5-6
d. 7-8
e. 9-10
ANSWER: c
REFERENCES: Environmental Influences on Physical Activity
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
c. type of surface.
d. degree of use.
e. level of service.
ANSWER: e
REFERENCES: Environmental Influences on Physical Activity
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
16. Some communities today use a(n) “ ” to rate how useful their streets are for pedestrians and bicyclists.
a. level of service
b. degree of use
c. safety standard
d. walkability score
e. accessibility ranking
ANSWER: d
REFERENCES: Environmental Influences on Physical Activity
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Remember
17. Daily computer e-mailing, surfing the Internet, and conducting online transactions have been shown to decrease
energy expenditure by calories.
a. 10 to 50
b. nearly 100
c. 50 to 300
d. 300 to 500
e. 500 or more
ANSWER: c
REFERENCES: Environmental Influences on Physical Activity
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Understand
18. At restaurants, people are more likely to base their food choices on:
a. taste, convenience, and cost.
b. portion size and drink refills.
c. the ratio of meat to vegetables.
d. their diet plans.
e. coupons and daily specials.
ANSWER: a
REFERENCES: Environmental Influence on Diet and Nutrition
LEARNING OBJECTIVES: PLPF.HOEG.16.2.1 - Learn the effects of environment on human behavior.
OTHER: Bloom’s: Apply
19. The largest nucleus of the basal ganglia, known as the , plays a key role in habit formation.
a. trigger
b. midbrain
Copyright Cengage Learning. Powered by Cognero. Page 5
Chapter 02 - Behavior Modifications
c. striatum
d. nuclei
e. forebrain
ANSWER: c
REFERENCES: Your Brain and Your Habits
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Remember
20. What “barrier to change” best applies to tanners who focus on the short-term attractiveness of bronze skin and
disregard the long-term risk of skin cancer?
a. procrastination
b. gratification
c. preconditioned cultural belief
d. rationalization
e. indifference
ANSWER: b
REFERENCES: Barriers to Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Apply
21. "I'll deal with the consequences later" is an expression that best illustrates the “barrier to change.”
a. illusion of invincibility
b. indifference
c. rationalization
d. risk complacency e. lack of
core values ANSWER:
d
REFERENCES: Barriers to Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Apply
22. Feeling overwhelmed by all the changes needed to live a healthy lifestyle best applies to the “barrier to
change.”
a. complexity
b. gratification
c. procrastination
d. rationalization
e. lack of core values
ANSWER: a
REFERENCES: Barriers to Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Apply
23. The belief in one’s own ability to perform a given task is known as:
a. self-motivation.
Copyright Cengage Learning. Powered by Cognero. Page 6
Chapter 02 - Behavior Modifications
b. self-efficacy.
c. self-regard.
d. self-esteem.
e. self-starting.
ANSWER: b
REFERENCES: Self-Efficacy
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Remember
24. The least significant source of self-efficacy beliefs are that people experience when facing a challenge.
a. social norms
b. illusions of invincibility
c. feelings of helplessness
d. past performances
e. physiological cues ANSWER:
e REFERENCES: Self-
Efficacy
LEARNING OBJECTIVES: PLPF.HOEG.16.2.2 - Understand obstacles that hinder the ability to change behavior.
OTHER: Bloom’s: Apply
25. What is the drive that dictates human behavior by providing direction, energy, and persistence?
a. gratification
b. self-efficacy
c. motivation
d. self-confidence
e. willpower
ANSWER: c
REFERENCES: Motivation and Locus of Control
LEARNING OBJECTIVES: PLPF.HOEG.16.2.3 - Explain the concepts of motivation and locus of control.
OTHER: Bloom’s: Remember
29. Problems of confidence, as an impediment to quit smoking, surface when people do not:
a. have the skills to quit smoking.
b. believe they can quit smoking.
c. believe smoking is that harmful.
d. know the benefits of not smoking.
e. care if they can quit smoking.
ANSWER: b
REFERENCES: Motivation and Locus of Control
LEARNING OBJECTIVES: PLPF.HOEG.16.2.3 - Explain the concepts of motivation and locus of control.
OTHER: Bloom’s: Apply
30. Problems of motivation, as an impediment to quit smoking, surface when people do not:
a. have the skills to quit smoking.
b. believe they can quit smoking.
c. believe quitting is that important.
d. have the time to quit smoking.
e. have the external support to quit smoking.
ANSWER: c
REFERENCES: Motivation and Locus of Control
LEARNING OBJECTIVES: PLPF.HOEG.16.2.3 - Explain the concepts of motivation and locus of control.
OTHER: Bloom’s: Apply
31. What simple statement applies to the two-stage change model of unhealthy behavior and healthy behavior?
a. Change is good for the soul.
32. Critical in the transition from the precontemplation stage to the contemplation stage of the transtheoretical model is for
people to:
a. begin an exercise program.
b. control the environment.
c. recognize the importance of self-responsibility.
d. set goals to change behavior.
e. experiment with a new behavior.
ANSWER: c
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Apply
35. During the stage of the transtheoretical model, people continue the new behavior for up to five years.
a. adoption
Copyright Cengage Learning. Powered by Cognero. Page 9
Chapter 02 - Behavior Modifications
b. process
c. maintenance
d. termination
e. action
ANSWER: c
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Apply
37. John does not believe that he will get lung cancer from smoking cigarettes, so he does not want to quit smoking. John
is in the stage of the transtheoretical model.
a. precontemplation
b. contemplation
c. preparation
d. maintenance
e. termination
ANSWER: a
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Apply
38. John has maintained a healthy body weight by exercising regularly and eating right for more than five years. He is
considered to be in the stage of the transtheoretical model.
a. success
b. action
c. maintenance
d. adoption
e. non-relapse
ANSWER: d
REFERENCES: Behavior Change Theories
LEARNING OBJECTIVES: PLPF.HOEG.16.2.4 - Identify the stages of change.
OTHER: Bloom’s: Apply
39. A common technique of is referred to as “urge surfing,” which directs the person to notice the urge, pay attention
Copyright Cengage Learning. Powered by Cognero. Page
10
Chapter 02 - Behavior Modifications
to the way the urge feels as it builds, and then simply continue noticing it as the urge subsides.
a. self-analysis
b. mindfulness
c. behavior analysis
d. commitment
e. self-reevaluation
ANSWER: b
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.6 - Explain techniques that will facilitate the process of change.
OTHER: Bloom’s: Apply
40. As a process of change, involves obtaining information about the problem so you can make a better decision
about the problem behavior.
a. social liberation
b. consciousness-raising
c. self-analysis
d. behavior analysis
e. commitment
ANSWER: b
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Apply
41. Non-smoking areas, policy interventions, and advocacy groups are examples of:
a. dramatic release.
b. positive outlook.
c. positive outlook.
d. social liberation.
e. consciousness-raising.
ANSWER: d
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Apply
42. What process of change applies to a woman who quits smoking after seeing an aunt die of lung cancer?
a. emotional arousal
b. commitment
c. self-analysis
d. behavior-analysis
e. consciousness-raising
ANSWER: a
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Apply
44. As a process of change, having a(n) means taking an optimistic approach from the beginning and believing in
yourself.
a. self-analysis
b. advantage
c. emotional urge
d. commitment
e. positive outlook
ANSWER: e
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Apply
46. What process of change involves substituting healthy behaviors for a problem behavior?
a. countering
b. behavior analysis
c. social liberation
d. self-analysis
e. mindfulness
ANSWER: a
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Remember
48. Tracking your daily food consumption and identifying sources of excessive calories and fat in the diet is an example
of:
a. commitment.
b. monitoring.
c. countering.
d. environment control.
e. willpower.
ANSWER: b
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.5 - Describe the processes of change.
OTHER: Bloom’s: Apply
49. Studies show that individuals who log daily caloric intake as those who don’t.
a. consume half as many calories
b. lose half as much weight
c. lose twice as much weight
d. eat less than half as much
e. exercise twice as much
ANSWER: c
REFERENCES: The Process of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.6 - Explain techniques that will facilitate the process of change.
OTHER: Bloom’s: Remember
50. Once you have identified and written down a specific goal, write that will help you reach that goal.
a. the specific actions
b. a general outline
c. a commitment plan
d. a countering guide
e. the behavior rationales
ANSWER: a
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Understand
Copyright Cengage Learning. Powered by Cognero. Page 12
Chapter 02 - Behavior Modifications
54. If you are failing to meet a goal, make a list with two columns: behaviors and behaviors.
a. selfish; caring
b. mindless; mindful
c. emotional; rational
d. helpful; damaging
e. unavoidable; avoidable
ANSWER: d
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Remember
56. SMART goals refer to those that are best described as:
a. written based on a thorough analysis of problem behaviors.
b. written for anyone who wishes to change a problem behavior.
c. specific, measurable, acceptable, realistic, and time-specific.
d. special, meaningful, accountable, reasonable, and time-specific.
e. behavior guidelines set by the National Weight Control Registry.
ANSWER: c
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Remember
57. Which of the following goals is most likely to help Jane reduce her body fat from 30% to 20%?
a. "I will reduce my body fat to 20% body fat in 20 weeks."
b. "I will reduce my body fat to 20% body fat in 2 weeks."
c. "I will reduce my body fat to 20% body fat through exercising."
d. "I will reduce my body fat to 20% body fat through eating right."
ANSWER: a
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Apply
58. "I will reduce my body fat to 20% body fat in 2 weeks" is best described as a goal that is:
a. too specific.
b. immeasurable.
c. unrealistic.
d. time-specific.
e. admirable.
ANSWER: c
REFERENCES: Techniques of Change
LEARNING OBJECTIVES: PLPF.HOEG.16.2.7 - Describe the role of SMART goal setting in the process of change.
OTHER: Bloom’s: Apply
59. "I will reduce my body fat to 20% body fat through exercising" is best described as a goal that is not:
a. acceptable.
Copyright Cengage Learning. Powered by Cognero. Page 14
Another random document with
no related content on Scribd:
To obey the behests of the democratic caucus of this body, whose
leadership on this floor, whose representative national authority—
the one here and the other elsewhere—have championed the cause of
the Bourbon-funder party in Virginia, would be an obsequious
surrender of our State policy and self-condemnation of our
independent action.
The desire of our people for cordial relations with all sections of a
common country and the people of all the States of the Union, their
devotion to popular education, their efforts for the free enjoyment of
a priceless suffrage and an honest count of ballots, their
determination to make Virginia, in the public belief, a desirable
home for all men, wherever their birthplace, whatever their opinions,
and to open her fields and her mines to enterprise and capital, and to
stay the retrograde movement of years, so as to bring her back from
the fifteenth in grade to her original position among the first in the
sisterhood of States, forbid that my action here should be controlled
or influenced by a caucus whose party has waged war upon my
constituency and where party success is held paramount to what I
conceive to be the interests of Virginia and the welfare of the whole
country.
The readjusters of Virginia have no feeling of hostility, no words of
unkindness for the colored man. His freedom has come, and whether
by purpose or by accident, thank God, that among other issues which
so long distracted our country and restrained its growth, was
concluded, and I trust forever, by the results of the sanguinary
struggle between the sections.
I have faith, and it is my earnest hope, that the march of an
enlightened civilization and the progress of human freedom will
proceed until God’s great family shall everywhere enjoy the products
of their own labor and the blessings of civil, political, and religious
liberty.
The colored man was loyal to Virginia in all the days of conflict and
devastation which came of the heroic struggle in the war of sections
that made her fields historic. By no act of his was either the clash of
arms provoked or freedom secured. He did not solve his duty by
consideration of self-interest.
Speech of Hon. Justin S. Morrill, of Vermont,
If we had been under the banner of free trade in 1873, when the
widespread financial storm struck our sails, what would have been
our fate? Is it not apparent that our people would have been stranded
on a lee shore, and that the general over-production and excess of
unsold merchandise everywhere abroad would have come without
hindrance, with the swiftness of the winds, to find a market here at
any price? As it was the gloom and suffering here were very great,
but American workingmen found some shelter in their home
markets, and their recovery from the shock was much earlier assured
than that of those who in addition to their own calamities had also to
bear the pressure of the hard times of other nations.
In six years, ending June 30, 1881, our exports of merchandise
exceeded imports by over $1,175,000,000—a large sum in itself,
largely increasing our stock of gold, filling the pockets of the people
with more than two hundred and fifty millions not found in the
Treasury or banks, making the return to specie payments easy, and
arresting the painful drain of interest so long paid abroad. It is also a
very conclusive refutation of the wild free-trade chimeras that
exports are dependent upon imports, and that comparatively high
duties are invariably less productive of revenue than low duties. The
pertinent question arises, Shall we not in the main hold fast to the
blessings we have? As Americans we must reject free trade. To use
some words of Burke upon another subject: “If it be a panacea we do
not want it. We know the consequences of unnecessary physic. If it
be a plague, it is such a plague that the precautions of the most
severe quarantine ought to be established against it.”
COMMERCIAL PROTECTION.
The sum of our annual support bestowed upon the Navy, like that
upon the Army, may be too close-fisted and disproportionate to our
extended ocean boundaries, and to the value of American commerce
afloat; yet whatever has been granted has been designed almost
exclusively for the protection of our foreign commerce, and amounts
in the aggregate to untold millions. Manufacturers do not complain
that this is a needless and excessive favor to importers; and why,
then, should importers object to some protection to a much larger
amount of capital, and to far greater numbers embarked certainly in
an equally laudable enterprise at home?
THE THEORY.
But English free trade does not mean free trade in such articles as
the poor require and must have, like tea and coffee, nor in tobacco,
wines and spirituous liquors. These articles they reserve for
merciless exactions, all specific, yielding a hundred millions of
revenue, and at three times the rate we levy on spirits and more than
five times the rate we levy on tobacco! This is the sly part of the
entertainment to which we are invited by free-traders.
In 1880 Great Britain, upon tobacco and cigars, mainly from the
United States, valued at $6,586,520, collected $43,955,670 duties, or
nearly two-thirds as much as we collect from our entire importations
of merchandise from Great Britain.
After all, is it not rather conspicuous hypocrisy for England to
disclaim all protection, so long as she imposes twenty-nine cents per
pound more upon manufactured tobacco than upon
unmanufactured, and double the rate upon manufactured cocoa of
that upon the raw? American locomotives are supposed to have great
merit, and the foreign demand for them is not unknown, but the use
of any save English locomotives upon English railroads is prohibited.
Is there any higher protection than prohibition? And have not her
sugar refiners lived upon the difference of the rates imposed upon
raw and refined sugars? On this side of the Atlantic such legislation
would be called protection.
· · · · ·
Queerly enough some of the parties referred to, denounce the tariff
men as but “half-educated,” while, perhaps, properly demanding
themselves exclusive copyright protection for all of their own literary
productions, whether ephemeral or abiding. It is right, they seem to
think, to protect brains—and of these they claim the monopoly—but
monstrous to protect muscles; right to protect the pen, but not the
hoe nor the hammer.
Free trade would almost seem to be an aristocratic disease from
which workingmen are exempt, and those that catch it are as proud
of it as they would be of the gout—another aristocratic distinction.
It might be more modest for these “nebulous professors” of
political economy to agree among themselves how to define and
locate the leading idea of their “dismal science” whether in the value
in exchange or value in use, in profits of capital or wages, whether in
the desire for wealth or aversion to labor, or in the creation,
accumulation, distribution and consumption of wealth, and whether
rent is the recompense for the work of nature or the consequence of a
monopoly of property, before they ask a doubting world to accept the
flickering and much disputed theory of free trade as an infallible
truth about which they have themselves never ceased to wrangle. The
weight of nations against it is as forty to one. It may be safe to say
that when sea-serpents, mermaids, and centaurs find a place in
natural history, free trade will obtain recognition as a science; but till
then it must go uncrowned, wearing no august title, and be content
with the thick-and-thin championship of the “Cobden Club.”
All of the principal British colonies from the rising to the setting of
the sun—India alone possibly excepted—are in open and successful
revolt against the application of the free-trade tyranny of their
mother country, and European States not only refuse to copy the
loudly-heralded example, but they are retreating from it as though it
were charged with dynamite. Even the London Times, the great
“thunderer” of public opinion in Great Britain, does not refrain from
giving a stunning blow to free trade when it indicates that it has
proved a blunder, and reminds the world that it predicted it would so
prove at the start. The ceremony of free trade, with only one party
responding solitary and alone, turns out as dull and disconsolate as
that of a wedding without a bride. The honeymoon of buying cheap
and selling dear appears indefinitely postponed.
There does not seem to be any party coming to rescue England
from her isolated predicament. Bismarck, while aiming to take care
of the interests of his own country, as do all ministers, on this
question perhaps represents the attitude of the greater part of the
far-sighted statesmen of Europe, and he, in one of his recent
parliamentary speeches, declared:
Without being a passionate protectionist, I am as a financier,
however, a passionate imposer of duties, from the conviction that the
taxes, the duties levied at the frontier, are almost exclusively borne
by the foreigner, especially for manufactured articles, and that they
have always an advantageous, retrospective, protectionist action.
Practically the nations of continental Europe acquiesce in this
opinion, and are a unit in their flat refusal of British free trade. They
prefer the example of America. Before self-confident men pronounce
the whole world of tariff men, at home and abroad, “half-educated or
half-witted,” they would do well to see to it that the stupidity is not
nearer home, or that they have not themselves cut adrift from the
logic of their own brains, only to be wofully imposed upon by free-
trade quackery, which treats man as a mere fact, no more important
than any other fact, and ranks labor only as a commodity to be
bought and sold in the cheapest or dearest markets.
So long as statesmen are expected to study the prosperity and
advancement of the people for whose government and guidance they
are made responsible, so long free-trade theories must be postponed
to that Utopian era when the health, strength and skill, capital and
labor of the whole human race shall be reduced or elevated to an
entire equality, and when each individual shall dwell in an equal