Instructor Resource

Scandura, Essentials of Organizational Behavior

SAGE Publications, 2016.

Essentials of Organizational Behavior

An Evidence Based Approach 1st
Edition Scandura

Full download link at:

Test Bank: https://testbankpack.com/p/test-bank-for-essentials-of-

organizational-behavior-an-evidence-based-approach-1st-edition-by-
scandura-isbn-1483345653-9781483345659/

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essentials-of-organizational-behavior-an-evidence-based-approach-1st-
edition-by-scandura-isbn-1483345653-9781483345659/

Chapter 7: Motivation: Core Concepts

Test Bank

Multiple Choice

1. What has been defined as perseverance and passion for long-term goals?
a. Motivation
b. Stick-to-it-iveness
c. Sustainability
*d. Grit
Answer Location: Do You Have Grit?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process Difficulty
Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

2. Which of the following is defined as “what a person does, how hard a person works, and how
long a person works”?
a. Inspiration

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

b. Hard work
*c. Motivation
d. Perseverance
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

3. Which of the following is not one of the three parts of the motivation process?
a. Direction
*b. Ambition
c. Intensity
d. Persistence
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

4. Which of the following is direction in the motivation process?

*a. what a person does
b. how hard a person works
c. how long a person works
d. how smart a person works
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

5. Which of the following is intensity in the motivation process?

a. what a person does
*b. how hard a person works
c. how long a person works
d. how smart a person works
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

6. Which of the following is persistence in the motivation process?

a. what a person does
b. how hard a person works
*c. how long a person works

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

d. how smart a person works

Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

7. Mindy knows that motivation is important in the workplace. As a manager, she should also
know that she should provide ________ in order for the processes of energizing and directing
behavior to stay on track?
a. a stress-free environment
b. healthy meals
c. regular breaks
*d. feedback
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 1 Easy
Cognitive Domain: Application
Question Type: MC

8. The word motivation comes from the Latin word for ___________.
a. hard work
b. energy
*c. movement
d. Intelligence
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 3 Hard
Cognitive Domain: Knowledge
Question Type: MC

9. Which of the following is not one of the three parts of the motivation process?
a. Energizing behavior
*b. Encouraging behavior
c. Directing behavior
d. Sustaining behavior
Answer Location: What is Motivation?
Learning Objective: 7.1 Identify and discuss the three parts of the motivation process
Difficulty Level: 3 Hard
Cognitive Domain: Analysis
Question Type: MC

10. Early need theories of motivation address which part of the motivation process?
*a. Energizing behavior
b. Feedback
c. Sustaining behavior

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

d. Directing behavior
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

11. Which of the following is not one of the levels of needs on Maslow’s hierarchy of needs?
a. Physiological
*b. Mental
c. Safety
d. Esteem
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

12. Which of the following is the need for food, sex and other bodily needs?
a. Safety
b. Esteem
*c. Physiological
d. Self-actualization
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

13. Which of the following is the need protection from physical harm?
a. Self-actualization
b. Esteem
c. Physiological
*d. Safety
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 1 Easy
Cognitive Domain: Comprehension
Question Type: MC

14. Which of the following is the need for status and recognition from others?
a. Self-actualization

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

b. Physiological
*c. Esteem
d. Safety
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

15. Which of the following is the drive to meet our fullest capacity (e.g., growth and feeling
fulfilled as a person)?
a. Physiological
*b. Self-actualization
c. Esteem
d. Safety
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

16. Which of the following is not a higher-order need according to Maslow’s hierarchy of needs?
*a. Physiological
b. Social
c. Esteem
d. Self-actualization
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

17. Kyrie is a security guard and he does not feel safe from dangers in his work environment.
According to Maslow’s hierarchy of needs, which need will most motivate his behavior at work:
a. Physiological
*b. Safety
c. Esteem
d. Self-actualization
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Application

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 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

Question Type: MC

18. Which of the following is included in lower-order needs according to Maslow’s hierarchy of
needs?
a. Self-actualization
b. Esteem
*c. Physiological
d. Social
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

19. All of the following characterize Maslow’s hierarchy of needs theory, except:
a. simplicity
b. intuitive appeal
*c. supported by research evidence
d. commonly known by many practicing managers
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 3 Hard
Cognitive Domain: Comprehension
Question Type: MC

20. All of the following are included in McClelland’s need theory except:
a. need for achievement
b. need for power
c. need for affiliation
*d. need for feedback
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

21. According to McClelland’s need theory, the need for achievement is

____________________.
a. the need to influence others to do what you want
b. the need for close personal relationships
*c. the drive to succeed at high levels
d. the need for consistent feedback
Answer Location: Need Theories

6
 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 1 Easy
Cognitive Domain: Comprehension
Question Type: MC

22. According to McClelland’s need theory, the need for affiliation is ____________________.
a. the need to influence others to do what you want
*b. the need for close personal relationships
c. the drive to succeed at high levels
d. the need for consistent feedback
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

23. According to McClelland’s need theory, the need for power is ______________________.
*a. the need to influence others to do what you want
b. the need for close personal relationships
c. the drive to succeed at high levels
d. the need for consistent feedback
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

24. Most of McClelland’s research was on the need for ___________.

a. power
b. affiliation
c. reputation
*d. achievement
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

25. According to research, all of the following are true of the need for achievement except:
a. People who have a higher need to achieve perform better at higher levels.
b. People who have a higher need to achieve may be more successful entrepreneurs.
*c. People who have a higher need to achieve are more effective leaders.

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 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

d. People who have a higher need to achieve likely develop this need at a young age.
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

26. The two-factor theory relates lower- and higher-order needs to __________ attitudes.
a. employee engagement
b. perceived organizational support
c. organizational commitment
*d. job satisfaction
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

27. Sinclair is driven most by the need to influence others to do what she wants. She is likely
high in which of the following needs:
a. Need for affiliation
*b. Need for power
c. Need for achievement
d. Safety needs
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

28. Barbara is driven most by the need for close personal relationships. She is likely high in
which of the following needs?
*a. Need for affiliation
b. Need for power
c. Need for achievement
d. Self-actualization
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

29. What is another term for the two-factor need theory?

a. Hierarchy of needs
*b. Motivator-hygiene theory
c. McClelland’s need theory
d. Goal-setting
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

30. Which of the following is linked to what people think about at work that dissatisfies them
(e.g., supervision, pay, company policies, and the working conditions)?
a. Need for power
b. Safety
*c. Hygienes
d. Motivators
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

31. Which of the following is linked to what people think about at work that satisfies them (e.g.,
advancement, recognition, and achievement)?
a. Need for power
b. Physiological
c. Hygienes
*d. Motivators
Answer Location: Need Theories
Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

32. Molly notices her employees seem less motivated lately, so she turned to OB research for
guidance. She learned about Herzberg’s two-factor theory of motivation. Which of the following
factors should she focus on in order to best motivate her followers?
a. Pay
b. Working conditions
*c. Sense of achievement
d. Company policies
Answer Location: Need Theories

9
 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

Learning Objective: 7.2 Compare and contrast Maslow’s hierarchy with McClelland’s need
theory
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

33. Which of the following is not an element of SMART goals?

a. Specific
*b. Timeless
c. Attainable
d. Measurable
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Knowledge
Question Type: MC

34. Sheila wants to ensure that her goals for her department are specific. According to the text,
she should ask all of the following questions, except:
*a. How will we complete this?
b. Where will this need to occur?
c. What do I want to accomplish?
d. Who is involved?
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

35. Simon wants to ensure that her goals for her department are measurable. According to the
text, he should ask all of the following questions, except:
a. How much?
*b. How will we accomplish this?
c. How many?
d. How will I know when this goal is attained?
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

36. Lucretia wants to ensure that her goals for her department are attainable. According to the
text, she should ask all of the following questions, except:

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 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

a. Is this goal realistic?

b. Do I have the skills and abilities to achieve this?
*c. Is this goal worthwhile?
d. Have I attained something similar in the past?
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

37. Stephen wants to ensure that his goals for his department are relevant. According to the text,
he should ask all of the following questions, except:
a. Does this matter?
b. Is this the right time to do this?
c. How does this fit in with the broader mission of the organization?
*d. How will we accomplish this?
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

38. Edgar needs his goals for his department to be time-based. According to the text, he should
ask all of the following questions, except:
a. When do we need to attain this goal?
b. Are there mini-goals or benchmarks I can set?
*c. How much will this cost?
d. How can we monitor the progress toward the goal?
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Application
Question Type: MC

39. Which of the following is a performance appraisal program where leaders meet with their
direct reports and set specific performance objectives jointly?
a. Self-guided goal setting
b. Forced-ranking performance appraisal
*c. Management by objectives
d. Management by walking around
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

Difficulty Level: 2 Medium

Cognitive Domain: Comprehension
Question Type: MC

40. Hector is interested in using goals in order to motivate his employees. He should remember
the following in order to effectively utilize goals:
a. Goals are best set by the leader, regardless of the relevance of the goal to the individual
employee.
*b. The degree to which a person is committed to a goal influences their willingness to persist
and attain it.
c. Easy goals are more motivating than challenging goals.
d. Non-specific goals such as “do your best” are more effective than specific goals.
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 3 Hard
Cognitive Domain: Application
Question Type: MC

41. The role of leaders in the goal setting process is important for all of the following reasons,
except:
a. Alignment of individual goals with the organization’s goals
b. Commitment
c. Accountability for results
*d. Micro-managing goal attainment
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

42. The book details a case about Microsoft and their efforts to increase goal commitment. All of
the following are expectations of leaders at Microsoft to enhance follower commitment to goals,
except:
a. Discuss and document the commitments of all employees
*b. Once goals are set, do not revise or revisit them over time
c. Agree to success metrics for each commitment
d. Align commitments across the company by cascading commitments
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

43. Edwin understands that feedback is important for the goal-setting process to be effective. He
likely believes all of the following except:
*a. Goal feedback should only come from the direct supervisor.
b. Employees who receive feedback on their progress achieve higher levels of performance than
those who don’t receive feedback.
c. Feedback on goals guides performance and allows the person to correct behaviors.
d. Employees who are allowed to generate their own feedback may be more motivated than if the
feedback comes from an outside source.
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 3 Hard
Cognitive Domain: Application
Question Type: MC

44. Which of the following is a criticism of goal setting?

a. Goal setting enhances flexibility of employees to adapt to changing situations.
b. Goal setting is largely unsupported by research evidence.
*c. Goal setting may undermine creativity.
d. The limitations of goal setting outweigh the benefits.
Answer Location: Goal Setting
Learning Objective: 7.3 Produce an example of a SMART (specific, measureable, actionable,
relevant, and time-based) goal
Difficulty Level: 2 Medium
Cognitive Domain: Analysis
Question Type: MC

45. Which of the following is not a benefit of understanding the job characteristics theory?
a. Jobs can be designed so that people are more motivated.
b. Jobs can be designed so that people are more satisfied.
c. Jobs can be designed so that people perform better.
*d. Jobs can be designed so that people are more creative.
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 3 Hard
Cognitive Domain: Analysis
Question Type: MC

46. Which of the following is not one of the core job dimensions of job characteristics theory?
a. Skill variety
*b. Task difficulty
c. Autonomy
d. Feedback
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs

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Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

matter
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

47. Which of the following dimensions of job characteristics theory is the extent to which people
use different skills and abilities at work?
*a. Skill variety
b. Task identity
c. Task significance
d. Autonomy
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

48. Which of the following dimensions of job characteristics theory is that the task is one that
people experience from beginning to end?
a. Skill variety
*b. Task identity
c. Task significance
d. Autonomy
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 1 Easy
Cognitive Domain: Comprehension
Question Type: MC

49. Which of the following dimensions of job characteristics theory is the degree to which the
job is seen as having an impact on others?
a. Skill variety
b. Task identity
*c. Task significance
d. Autonomy
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

50. Which of the following dimensions of job characteristics theory is that the employee has the
freedom to plan and perform his or her own work?

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 Instructor Resource
Scandura, Essentials of Organizational Behavior
SAGE Publications, 2016.

a. Skill variety
b. Task identity
c. Task significance
*d. Autonomy
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 1 Easy
Cognitive Domain: Comprehension
Question Type: MC

51. Which of the following dimensions of job characteristics theory is that the job provides
information on how effective the employee’s work is?
a. Skill variety
b. Task identity
c. Task significance
*d. Feedback
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

52. All of the following dimension of job characteristics theory combine to produce a sense of
meaningfulness of the work, except:
a. Skill variety
b. Task identity
*c. Feedback
d. Task significance
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter
Difficulty Level: 2 Medium
Cognitive Domain: Comprehension
Question Type: MC

53. Which of the following dimensions of job characteristics theory increases a person’s
responsibility for the work they perform?
a. Skill variety
b. Task identity
c. Task significance
*d. Autonomy
Answer Location: Job Characteristics Theory
Learning Objective: 7.4 Describe the job characteristics theory (JCT) and why growth needs
matter

15
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ALBATROSS

Charles Baudelaire.

[Tätä runoa käänteessäni olen käyttänyt hyväkseni Toivo Mähösen

ansiokasta mukaelmaa. — Suom.]

Kas, pyydystetyks merimiehet huviksensa saa joskus

albatrossin, laivaa saatelleen veen yli suolaisen. He taajoin
parvinensa tuon ympäröivät vieraan, ylhäält' eksyneen.

Ja kannel!' avutonna, häpeissänsä laahaa

nyt lintu ruumistaan — tuo veikko pilvien.
Kuin raskait' airoja, niin kupeillansa raahaa
se taakkaa hervotonten valkosiipien.

Nyt horjut, ylväs lentäjä, kuin oma varjos,

viel' äsken ihana, nyt rujo, irvokas.
Mies sulle julkeana piippunysää tarjos,
ja toinen matkii sua, ilmain kuningas.

Oi, nähkää runoilija linnuss' uhmakkaassa: hän nuolta

nopeammin myrskyyn rynnistää, mut parvess' ihmisten kun
alhaall' on hän maassa, hän siipiensä painon alle rammaks
jää.
ISÄ JA POIKA

Erik Lindorm.

Kuu pilvijuomakas värjyy syväll' alla tumman veen. Ja

uniset sirkat soittaa läpi heinän kaatuneen. Kuin harmaa
tuhka sataa hämy päivän hehkuhun. Me kuljemme kivistä
rantaa, minä, pieni poikani mun.

Hän katsoo, viittoo ja loruu.

Kivet joskus livettää.
Minä hyväilen hänen kättään
pient', aivan pehmeää.
Hänen lapsen-ihmettelynsä
ei väsy utelemaan.
Ovat ajatukseni poissa,
minä tuskin vastaankaan.

Miten kauan saanen pitää sinun pientä kättäs näin, tuki olla
sulle ja turva, opas matkallas eteenpäin? Miten kauan lienee
mulla sija lämmin sielussas? Sinä kasvat ja rinnaltani menet
yhä kauemmas.
 Sinun tahtosi uhmaan paatuu, pojan-ujona piileilet. Ja
katseemme eroo. Ja sieluus idut kasvavat salaiset. Käyt
synkin, polttavin tuntein salateitäs kulkemaan. Minun täytyy
syrjässä seistä, vain ääneti katsoa saan.

Jos tietäisit, poikani, kuinka yli vuotees uneksin. Minä

kirjoituspöytäni kätköön ens sukkasi piiloitin. Ne pienet, pienet
sukat koviks, suuriks kengiks saa, ne polkevat omaa tietään,
isän, äidin ne musertaa.

Se täytyy kärsiä, kestää, jos kohta se raskast' ois. Miten

puserrankin, irtoo kätes kädestäni pois. Menet kuitenkin
luotani kerta, ken estäis kasvamisen? — Tule nyt, me
kiiruhdamme pian kotiin, poikanen!
VANHA TALO

Ragnar Jändel.

Koditon raukka, maailmassa harhaan ma repalein ja kengin

visaisin. Ei mulla maata, taivast' eikä luojaa, vain köyhä äiti
mull' on jossakin. Niin kuljen, tuijottelen tähtiin, hullu, ja veri
palaa. Kaiken sulkea ma tahdon syliini — mut muistan: täytyy
pimennon lasna hylyn kulkea.

Mut usein, arimmin kun värjyy sydän, kun helle teki

uuvuttavaks tien, kun seutu hukkuu sinertävään hämyyn, ma
vanhan talon luokse tullut lien. Ja kuulen laulun, nuoren
käden tiedän pianon näppäimillä leikkivän — juon nälkäisinä
soinnut, hiiskumatta, peläten painaudun seinähän.

Ja nuoren, tumman, hennon tytön siellä nään nuotteineen.

Ja divaanilla nään sävelten, kirjojen ja valon luona myös
tumman pojan, miehen vieressään. Nään, että lapset ovat
sisarukset; heit' uneen valkokehdoss' äiti on hyväillen tuutinut.
— Ja outo pakko mun vetää ikkunoiden valohon.
 Ja katso … luona pianon se lapsi, mi kieliin koskee sormin
hentoisin, hän — nään sen nyt — on oma sisareni, ja poika
sohvall' itse olenkin. Ja hän, jok' aurinkoiseks lapsuutemme
on hyväillyt, mun äitini hän on; myös talon, suojat lämpöiset
mä tunnen, mä tunnen oman isän kartanon.

— Mut koira haukkuu… Hitto, uneksinhan! — On kotini Ei-

missään, täällä ei! Mun pieni sisareni kuoli viluun, ja elon
kurjuus äidin voimat vei. On isänikin kuollut — entä sitten! —
Mä otan pussin, alan laputtaa ja kysyn joltain kiiltonappiselta,
koditon raukka mistä majan saa.
SATAA

Ragnar Jändel.

Rakkahin, herää, tule ulos kuistiin!

Katras harmaita pilviä peittää taivaan.
Tuoksuvassa, himmeäss' yössä hiljaa
sade valuu.

Ojenna kätes, tunne: suloisesti

pilvet tihkuvat vilvaita pisaroita.
Tunne syvään, rakkahin, mullan kiitos
taivaan puoleen!

Kuivat lehdet vienosti kahisevat,

yrttien ruumiit paisuvat nautinnosta.
Kiitost' uhoo vainiot, jotka väikkyy
hämyn läpi.

Alkaa ehtynyt puro solinansa,

oikealla, pähkinäpensastossa
harmaiden pilvien alla laulaa harmaa
satakieli.
KUMMITTELIJAT

Dan Andersson.

Majass' yksin jos valvot, kun ilta saa, älä salpaa oveasi
Ovat yllämme tähdet, ja hanki kimaltaa, kun tulemme,
tuttavas.

Luut vanhat nää jo kolkassa kirkkomaan

levoss' olleet kauan on —
havahtuin sinitaivasta katsomaan
saamme kujille kuutamon.

Alla tähtien silmäin me käymme käräjiin,

kun tuuli on raivokas,
ja me istumme tuomari-istuimiin
sinun miilumajallas.

Nyt rauhatonna sielumme harhaa vain:

meidät hautahan nälkä vei.
Syvä rauha oli yllämme, mutta lain
viha sammunut meistä ei.
 Viha tää, viha kuolleiden, nyt vaeltaa
ajast' aikahan, kummitus;
emme kyynelen lohtua maistaa saa,
eikä pääty vaikerrus.

Voi meitä! Jo myöhäistä kiskurin on tuomio langettaa:

kipusauvamme vuolijat itsekin nyt aaveina vaeltaa.
ANGELIKA

Dan Andersson.

Minä kuulin pauhua myrskyn ja ääntä pasuunain, minä

kupeeni vyötin kohta ja nousin haudastain, valoss' auringon
paisui rintani mun, käsivarteni jännitin, toi ihana tuuli itämaan
kuin viiniä suonihin.

Ja rankkana lämmin sade minun huuhteli rääsyjäin,

minä avasin silmäni uudet ja tuomiopäivän näin.
Oli kanssani myös Angelika, jota kovin rakastin,
mut jota en saada ansainnut, minä arvolta alhaisin.

Ja kolmekymmentä päivää minä vuottelin vuoroain,

kevät uus oli ympärillä, sini taivaalla vanha vain.
Minä vihdoin mieleni rohkaisin, menin käden nostaen:
"Olen nimeltä William Andersson, ja suuri syntinen.

Ja tässä on hän, Angelika, jota kovin rakastin,

mut jota en saada ansainnut, minä arvolta alhaisin.
Me olimme miltei kihlatut, mut tietenkin salaa vaan,
emme toisiamme pettäneet, minun tieteni ainakaan.
 Lihan synti on syntimme ollut, mut liha on kuollut pois,
ei tuomitse henkeä henki, vikapää jos ruumis ois.
Sinun veljiäs pienimpiä olen kohdannut varrella tien.
Kun näkivät nälkää, nälkää näin, kun uupuivat, uupunut lien.

Välist' emme leipään kajonneet, jos paastoa toiset sai,

ja se oli hengestä, Herra, sen sentään myönnät kai?
Me kuulimme enkelikuoroas, kun kuolevat vaikersi vain.
Menehdyimme kaikki nälkään, oi Herra, rinnakkain.

Ja pienet, pienet naiset tuli joskus leirihin,

ja he kylvivät sen naurullaan kuin pienin kukkasin.
Me otimme heidät silloin, vajosimme kurjuuteen.
Mut se oli ruumiista, Herra, vika ruumiin hävinneen."

Kadult' Ebalin portin luota tuli saatana virkkaen:

"Niin, Herra, he itkivät, antoivat — vain minua peljäten.
Mut kysyhän heiltä, Herra", hän puhui kumartain,
"mitä tekivät vaioisimmin öin, kun ei pelkoa ollut lain."

Minä huusin: "Pelkomme, Herra, piti alati murinaa,

söi meitä se syödessämme, se säikytti nukkujaa.
Hädän tautta me surmasimme, nälän pelosta varastain
ja me kieltäydyimmekin toisinaan, mut taivasta muistaen vain."

Mut Herra näin: "Minä tiedän tuon, kai parhaiten tiedänkin —

jotakin toki oppinut minäkin lien vuosimiljoonin —.
Oli rakkaus pelon vuoksi, vanhurskaus suosion,
mitä teitte, kun pelkonne vaientui, se kiimassa tehty on."

Minä vastasin: "Henki ol' altis, mut liha heikko vain,

ja kun synnissä mässäsi liha, ei katunut henki lain.
Tais saattaa ne meidät, ne kaksi, alas synkkään Ebaliin;
enin ruumiista sentään oli, ja ruumis haudattiin.

Ylipäänsä me olimme, Herra, lian peitossa kokonaan,

ja ruumista henki raahas kuin kahletta jalassaan.
Ja nyt anon tuomiotas, sen alle tyytyen.
Olen nimeltä William Andersson, ja suuri syntinen."

Mut Herra näin: "Ota impes sun, joka rakas sulle on,
mut jota et saada ansainnut, sinä säädyltä arvoton.
Suven taivaan alla uudestaan koetellaan teitä nyt,
ja pyydän, te kaikki lähtekää, olen teihin väsynyt."

Niin menimme jälleen kaikki pois, alas Mamren tammistoon

koeteltaviks kerran vieläkin, kunis tulemme tuomioon.
Mut saatana nauroi portillaan, nämä sanat kuulla sain:
"Sinä sait, sinä sait Angelikan vuoks pelkuruutes vain!"
RAKKAUS

Dan Andersson.

Sanotaan, että profeetta uskossaan, jonk' ääni kuin malmi,

kuin symbaali soi, rakkautta jok' ei tule tuntemaan, hän on
turhaa, hän hukkua voi.

Sillä profetia kokonansa häviää,

kuin tuuli, savu kuolee se, voimaton,
mut kaikki, min rakkaus täyttää, se jää
ja niinkuin jumala on.

Teet, rakkaus, kaunihiks ohdakkeen, sinä kuin sade käyt yli

nääntyvän maan, kukan tuot, puron vihreine äyräineen aron
hiekkahan polttavaan.
DOONEYN SOITTAJA

W. B. Yeats.

Kun Dooneyssa viulua soitan, kaikk' alkavat karkelon.

Kilvarnetin pappina serkku, veli Greenogen pappina on.

Veli, serkku, he jälkeeni jääden

tavas rukouskirjaa vain.
Luin itse mä laulujen kirjaa,
min kaupungista sain.

Ja kun aika täyttyy ja tullaan

pyhän luokse Pietarin,
hän hymyää kolmelle meille,
enin minulle kuitenkin.

Ilo aina on tuttava hyväin,

ilon suuri päihtymys.
Rakas iloisille on tanssi
sekä viuluni helähdys.
 Menen portista, taivaassa syntyy
väentungos tavaton:
"Hei täällä on soittaja Dooneyn!"
Ja he alkavat karkelon.
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