Full Download Management 13th Edition Robbins Test Bank All Chapter 2024 PDF
Full Download Management 13th Edition Robbins Test Bank All Chapter 2024 PDF
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Management, 13e (Robbins)
Chapter 7 Managing Change and Innovation
2) The technology change in the manufacturing process of New Ideas, Inc.'s products to make
the process more efficient is the result of a competitor lowering its price. Therefore, it was a(n)
________.
A) external force of change
B) internal force of change
C) marketplace force of change
D) economic force of change
Answer: A
Diff: 3
AACSB: Application of knowledge; Analytical thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
3) First he was all about innovation. Next it was efficiency. Now Snyder's strategy is customer
responsiveness. These changes in strategy are indicative of ________.
A) external force of change
B) internal force of change
C) marketplace force of change
D) economic force of change
Answer: B
Diff: 3
AACSB: Application of knowledge; Analytical thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
1
Copyright © 2016 Pearson Education, Inc.
4) When the employees express their concern about their bonus checks, which of the following
types of forces of change is in play?
A) external force of change
B) labor market force of change
C) internal force of change
D) social force of change
Answer: C
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
6) Increasing the numbers of employed women and minorities forces managers to pay attention
to what change factor?
A) strategy
B) workforce
C) equipment
D) technology
Answer: B
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
7) Labor strikes are an example of which of the following internal change factors?
A) workforce composition
B) equipment
C) employee attitudes
D) organizational strategy
Answer: C
Diff: 3
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
2
Copyright © 2016 Pearson Education, Inc.
8) The two metaphors commonly used to describe the two views of the change process are
________.
A) smooth water and troubled water
B) calm waters and white-water rapids
C) shallow water and falling water
D) burning bridge and water over the dam
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
9) Business had been humming along just fine until the Great Recession hit. Benton Industries
adjusted by laying off employees until the recession ended then hired them back. Then it was
back to business as usual. This is an example of ________.
A) the shallow water metaphor
B) the calm waters metaphor
C) the white-water rapids metaphor
D) the falling water metaphor
Answer: B
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
10) In the ________ metaphor, change is normal and expected and managing it is a continual
process.
A) calm waters
B) white-water rapids
C) smooth water
D) water over the dam
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
11) Lewin's three-step process is consistent with ________ theory of organizational change.
A) white-water rapids
B) shallow waters
C) smooth waters
D) calm waters
Answer: D
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
3
Copyright © 2016 Pearson Education, Inc.
12) According to Kurt Lewin, which of the following is a stage in the change process?
A) restraining
B) driving
C) processing
D) unfreezing
Answer: D
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
13) According to Kurt Lewin, increasing the driving forces is a means of ________.
A) unfreezing
B) changing
C) restraining
D) refreezing
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
14) The unfreezing step of the change process can be thought of as ________.
A) changing to a new state
B) sustaining a change over time
C) changing the organizational structure
D) preparing for the needed change
Answer: D
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
4
Copyright © 2016 Pearson Education, Inc.
16) Fuel prices keep spiraling upward so recreational vehicle manufacturers are being pressured
to produce lighter units that can be pulled by smaller trucks. This situation is representative of
________.
A) a driving force
B) a social force
C) a restraining force
D) an economic force
Answer: A
Diff: 3
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
17) "If it's not one thing, it's another. We just get used to doing things one way and suddenly
that's not good enough anymore. It's a new machine here, a new manager there, changing
customer demands–it never ends!" This is an example of ________.
A) the water over the dam metaphor
B) the calm waters metaphor
C) the white-water rapids metaphor
D) the falling water metaphor
Answer: C
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
18) New Ideas, Inc., focuses on new ideas, uses technology that changes frequently, and has
strong competition in the market. This situation describes what metaphor of change?
A) a shallow water metaphor
B) a falling water rapid metaphor
C) a rapid water metaphor
D) a white-water rapids metaphor
Answer: D
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Application
19) The "white-water rapids" metaphor of change is consistent with Lewin's concept of
unfreezing, changing, and refreezing.
Answer: FALSE
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
5
Copyright © 2016 Pearson Education, Inc.
20) In the "white-water rapids" metaphor of change, change is seen as an occasional disruption in
the normal flow of events.
Answer: FALSE
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
6
Copyright © 2016 Pearson Education, Inc.
22) Describe and explain the "calm waters" view of organizational change.
Answer: The calm waters view of organizational change envisions the organization as a large
ship crossing a calm sea. The ship's captain and crew know exactly where they are going because
they have made the trip many times before. Change comes in the form of an occasional storm, a
brief distraction in an otherwise calm and predictable trip. In the calm waters metaphor, change
is seen as an occasional disruption in the normal flow of events.
It is best illustrated by Kurt Lewin's three-step description of the change process.
According to Lewin, successful change can be planned and requires unfreezing the status quo,
changing to a new state, and refreezing to make the change permanent. The status quo can be
considered an equilibrium state. To move from this equilibrium, unfreezing is necessary.
Unfreezing can be thought of as preparing for the needed change. It can be achieved by
increasing the driving forces, which are forces pushing for change; by decreasing the restraining
forces, which are forces that resist change and push behavior toward the status quo; or by
combining the two approaches.
Once unfreezing is done, the change itself can be implemented. However, merely introducing
change does not ensure that it will take hold. The new situation needs to be refrozen so that it can
be sustained over time. Unless this last step is done, there is a strong chance that employees will
revert back to the old ways of doing things. The objective of refreezing, then, is to stabilize the
new situation by reinforcing the new behaviors.
Lewin's three-step process treats change as a move away from the organization's current
equilibrium state. It is a calm waters scenario where an occasional disruption means changing to
deal with the disruption. Once the disruption has been dealt with, however, things can continue
on under the new changed situation.
Diff: 3
AACSB: Reflective thinking; Written and oral communication
Learning Obj.: LO 7.1: Compare and contrast views on the change process
Classification: Concept
7
Copyright © 2016 Pearson Education, Inc.
24) Colin believes his organization could be more profitable if it could respond to customers
more quickly so he has decided to remove some management layers and increase the remaining
managers' span of control. These would be considered changes in ________.
A) structural design
B) structural process
C) degree of centralization
D) structural components
Answer: D
Diff: 3
AACSB: Application of knowledge
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
25) The installation of the new equipment at Fred Fryer's Donuts, Inc., is an example of
________.
A) people change
B) management change
C) technological change
D) structural change
Answer: C
Diff: 2
AACSB: Application of knowledge; Analytical thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
26) In organizations, people who act as catalysts and assume the responsibility for managing the
change process are called ________.
A) change masters
B) change agents
C) change champions
D) change generators
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
8
Copyright © 2016 Pearson Education, Inc.
27) Outside consultants are more likely to initiate ________ organizational changes than
insiders.
A) drastic
B) mild
C) acceptable
D) trivial
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
29) If Kelly were to consider enhancing productivity by giving greater authority to her
subordinates and increasing formalization, she would be considering ________ changes.
A) structural
B) technological
C) people
D) automatic
Answer: A
Diff: 3
AACSB: Application of knowledge
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
30) Changes in work processes, methods, and equipment are a part of ________ changes.
A) technological
B) structural component
C) financial
D) structural design
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
9
Copyright © 2016 Pearson Education, Inc.
31) A company that decides to decentralize its sales procedures is managing ________ changes.
A) technological
B) people
C) financial
D) structural
Answer: D
Diff: 2
AACSB: Application of knowledge; Analytical thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application; Analytical
32) Which type of change might include a shift from a functional to a product structure?
A) a structural design change
B) a structural component change
C) a technological change
D) a people change
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
33) After several expansions and acquisitions that resulted in duplicate positions of several
administrative functions, U.S. Big Corp. decided to reorganize itself around customers rather
than around functions. This would amount to a change in ________.
A) structural design
B) selection process
C) degree of centralization
D) structural components
Answer: A
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
34) Competitive factors or new innovations within an industry often require managers to
introduce ________.
A) new equipment, tools, or operating methods
B) new equipment, tools or people
C) new equipment, operating methods, or structure
D) new equipment, people, or structure
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
10
Copyright © 2016 Pearson Education, Inc.
35) When supermarkets and other retailers use scanners that provide instant inventory
information, they are adopting ________ changes.
A) technological
B) people
C) efficiency
D) structural
Answer: A
Diff: 2
AACSB: Application of knowledge; Information Technology
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
36) ________ is the term used to describe change methods that focus on people and the nature
and quality of interpersonal work relationships.
A) Commercial development
B) Organizational development
C) Career development
D) Comprehensive development
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
37) If Kraft Foods hired a consultant to decrease group friction and enhance cooperative work
relationships, this would be an example of managing ________ changes.
A) technological
B) people
C) financial
D) structural
Answer: B
Diff: 1
AACSB: Application of knowledge
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
11
Copyright © 2016 Pearson Education, Inc.
39) An increase in the diversity of his department has led to conflict and animosity. To reduce
this and allow his team to become more productive, Lemuel has asked the Human Resources
department to provide ________ for his people.
A) survey feedback
B) sensitivity training
C) team building
D) intergroup development
Answer: B
Diff: 3
AACSB: Application of knowledge; Analytical thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Application
40) What organizational development technique involves changing the attitudes, stereotypes, and
perceptions that work groups have about each other?
A) team building
B) intergroup development
C) survey feedback
D) sensitivity training
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
43) Changing structure includes any change in structural variables such as reporting
relationships, coordination mechanisms, employee empowerment, or job redesign.
Answer: TRUE
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
12
Copyright © 2016 Pearson Education, Inc.
44) Sensitivity training refers to activities that help team members learn how each member thinks
and works.
Answer: FALSE
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
45) Explain organizational change and briefly discuss the three types of change.
Answer: Most managers, at one point or another, will have to make changes in some aspects of
their workplace. These changes are classified as organizational change, which is any alteration of
people, structure, or technology. Organizational changes often need someone to act as a catalyst
and assume the responsibility for managing the change process – that is, a change agent. Change
agents can be a manager within the organization, but could also be a non-manager such as a
specialist from the HR department or even an outside consultant. For major changes, an
organization often hires outside consultants to provide advice and assistance.
Managers face three main types of change: structure, technology, and people.
Changing structure includes any change in structural variables such as reporting relationships,
coordination mechanisms, employee empowerment, or job redesign. Changes in the external
environment or in organizational strategies often lead to changes in the organizational structure.
Because an organization's structure is defined by how work gets done and who does it, managers
can alter one or both of these structural components. For instance, departmental responsibilities
could be combined, organizational levels eliminated, or the number of persons a manager
supervises could be increased. More rules and procedures could be implemented to increase
standardization. Or employees could be empowered to make decisions so decision making could
be faster. Another option would be to make major changes in the actual structural design. For
instance, product divisions can be dropped, merged, or expanded. Structural design changes also
might include, for instance, a shift from a functional to a product structure or the creation of a
project structure design.
Today, technological changes usually involve the introduction of new equipment, tools, or
methods; automation; or computerization. Competitive factors or new innovations within an
industry often require managers to introduce new equipment, tools, or operating methods.
Automation is a technological change that replaces certain tasks done by people with tasks done
by machines.
Changing people involves changing attitudes, expectations, perceptions, and behaviors.
Organizational development is the term used to describe change methods that focus on people
and the nature and quality of interpersonal work relationships.
Diff: 3
AACSB: Reflective thinking; Written and oral communication
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
13
Copyright © 2016 Pearson Education, Inc.
46) Define Organizational Development (OD). List and explain the five most popular OD
techniques.
Answer: Organizational Development (OD) is the term used to describe change methods that
focus on people and the nature and quality of interpersonal work relationships.
The five most popular OD techniques are:
a. Sensitivity training – It is a method of changing behavior through unstructured group
interaction.
b. Team building – These refer to activities that help team members learn how each member
thinks and works.
c. Intergroup development – This involves changing the attitudes, stereotypes, and perceptions
that work groups have about each other.
d. Process consultation – Here, an outside consultant helps the manager understand how
interpersonal processes are affecting the way work is being done.
e. Survey feedback – It is a technique for assessing attitudes and perceptions, identifying
discrepancies in these, and resolving the differences by using survey information in feedback
groups.
Diff: 3
AACSB: Reflective thinking; Written and oral communication
Learning Obj.: LO 7.2: Classify types of organizational change
Classification: Concept
48) When Joshua proposed cross-training his employees so absences and vacations would not
pose such a problem in productivity, his employees objected. Their resistance came from their
________.
A) belief that ambiguity would increase
B) fear that they would be forced out of their habits
C) concern over personal loss of income
D) belief that Joshua's changes would harm the organization
Answer: B
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Application
14
Copyright © 2016 Pearson Education, Inc.
49) Shelly was the most senior employee in the department and knew just about everything about
everyone else's job. If all employees in the department were cross-trained, Shelly would no
longer have an advantage that brought with it special privileges. Shelly's resistance to change
came from her ________.
A) belief that uncertainty would increase
B) fear that she would be forced out of her habit
C) concern over personal loss
D) belief that the changes would harm the organization
Answer: C
Diff: 3
AACSB: Application of knowledge
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Application
50) Which of the following techniques for reducing resistance to change assumes that much of
the resistance lies in misinformation?
A) negotiation
B) education and communication
C) participation
D) facilitation and support
Answer: B
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
51) Fred's Donuts is installing new equipment in its bakery. Many employees are fearful they
will not be able to operate it. Which of the following courses of actions is best for Fred to use to
overcome this employee resistance?
A) threaten the employees who resist the change
B) present distorted facts to the employees
C) terminate employees who resist the change
D) educate employees and communicate with them
Answer: D
Diff: 2
AACSB: Application of knowledge
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Application
15
Copyright © 2016 Pearson Education, Inc.
52) ________ involves bringing individuals directly affected by the proposed change into the
decision-making process.
A) Participation
B) Facilitation and support
C) Delegation
D) Manipulation and co-optation
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
53) Which of the following techniques for reducing resistance to change includes employee
counseling, therapy, new skills training, or a short paid leave of absence.
A) negotiation
B) facilitation and support
C) manipulation and co-optation
D) coercion
Answer: B
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
54) ________ involves exchanging something of value for an agreement to lessen the resistance
to the change effort.
A) Negotiation
B) Manipulation and co-optation
C) Coercion
D) Facilitation and support
Answer: A
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
55) ________ involves distorting facts to make the change appear more attractive.
A) Framing
B) Education and communication
C) Participation
D) Manipulation and co-optation
Answer: D
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
16
Copyright © 2016 Pearson Education, Inc.
56) One reason people resist change in an organization is that they are afraid their skill set will
be obsolete.
Answer: TRUE
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
58) Negotiation involves bringing those affected by change into the decision-making process.
Answer: FALSE
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
59) Manipulation involves the use of direct threats against the resisters.
Answer: FALSE
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
61) A disadvantage of coercion is that it may be illegal and may undermine the change agent's
credibility.
Answer: TRUE
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
17
Copyright © 2016 Pearson Education, Inc.
62) Why do people resist change?
Answer: An individual is likely to resist change for the following reasons: uncertainty, habit,
concern over personal loss, and the belief that the change is not in the organization's best interest.
Change replaces the known with uncertainty. For example, when quality control methods based
on sophisticated statistical models are introduced into manufacturing plants, many quality control
inspectors have to learn the new methods. Some inspectors may fear that they will be unable to
do so and may, therefore, develop a negative attitude toward the change or behave poorly if
required to use them.
Another cause of resistance is that people do things out of habit. Every day, when going to work,
people probably go the same way, whether walking, driving, or using mass transit. Usually, they
find a single approach and use it regularly. People do not want to have to consider the full range
of options for the hundreds of decisions they make every day. To cope with this complexity, they
rely on habits or programmed responses. But when confronted with change, their tendency to
respond in their accustomed ways becomes a source of resistance.
The third cause of resistance is the fear of losing something already possessed. Change threatens
the investment people have already made in the status quo. The more that people have invested
in the current system, the more they resist change. They fear the loss of status, money, authority,
friendships, personal convenience, or other economic benefits that they value. This is why older
workers tend to resist change more than younger workers. Older employees have generally
invested more in the current system and thus have more to lose by changing.
A final cause of resistance is a person's belief that the change is incompatible with the goals and
interests of the organization. For instance, an employee who believes that a proposed new job
procedure will reduce product quality or productivity can be expected to resist the change. If the
employee expresses his or her resistance positively, this actually can be beneficial to the
organization.
Diff: 3
AACSB: Reflective thinking; Written and oral communication
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
18
Copyright © 2016 Pearson Education, Inc.
63) List and explain the techniques for reducing resistance to change.
Answer: The various techniques for reducing resistance to change are:
a. Education and communication – This helps reduce resistance to change by helping employees
see the logic of the change effort. This technique assumes that much of the resistance lies in
misinformation or poor communication.
b. Participation – This involves bringing those individuals directly affected by the proposed
change into the decision-making process. Their participation allows these individuals to express
their feelings, increase the quality of the process, and increase employee commitment to the final
decision.
c. Facilitation and support – This involves helping employees deal with the fear and anxiety
associated with the change effort. This help includes employee counseling, therapy, new skills
training, or a short paid leave of absence.
d. Negotiation – This involves exchanging something of value for an agreement to lessen the
resistance to the change effort. This resistance technique is quite useful when the resistance
comes from a powerful source.
e. Manipulation and co-optation – This refers to covert attempts to influence others about the
change. It involves distorting facts to make the change appear more attractive.
f. Coercion – This involves the use of direct threats or force against the resisters.
Diff: 3
AACSB: Reflective thinking; Written and oral communication
Learning Obj.: LO 7.3: Explain how to manage resistance to change
Classification: Concept
64) Which of the following is a favorable condition that will facilitate a cultural change?
A) the organization has a huge workforce
B) the organization has a long existence
C) a dramatic crisis occurs
D) a stable leadership exists
Answer: C
Diff: 1
AACSB: Reflective thinking
Learning Obj.: LO 7.4: Discuss contemporary issues in managing change
Classification: Concept
19
Copyright © 2016 Pearson Education, Inc.
66) Which of the following is a strategy for managing cultural change?
A) Support employees who remain devoted to the old values.
B) Redesign socialization processes to align with the new values.
C) Keep the same stories and rituals.
D) Allow subcultures to flourish.
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.4: Discuss contemporary issues in managing change
Classification: Concept
67) ________ is the adverse reaction people have to excessive pressure placed on them from
extraordinary demands, constraints, or opportunities.
A) Euphoria
B) Stress
C) Degeneration
D) Disease
Answer: B
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.4: Discuss contemporary issues in managing change
Classification: Concept
69) For ________, the outcome must be unknown, and the outcome must be important.
A) uncertainty to become stress
B) habit to become stressful
C) potential stress to become actual stress
D) personal loss to become stress
Answer: C
Diff: 2
AACSB: Reflective thinking
Learning Obj.: LO 7.4: Discuss contemporary issues in managing change
Classification: Concept
20
Copyright © 2016 Pearson Education, Inc.
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towards her, and she, seeing that I recognized her, bounded to me
with joy in every feature, and expressed her great happiness at
seeing me. All thought of slavery, color, or what might seem to
belong to the dignity of her position vanished, and the meeting was
as the meeting of friends long separated, yet still present in each
other’s memory and affection.
Amanda made haste to tell me that she agreed with me about
slavery, and that she had freed all her slaves as they had become of
age. She brought her children to me, and I took them in my arms,
with sensations which I could not if I would stop here to describe.
One explanation of the feeling of this lady towards me was, that her
mother, who died when she was yet a tender child, had been briefly
described by me in a little “Narrative of my life,” published many
years before our meeting, and when I could have had no motive but
the highest for what I said of her. She had read my story, and
learned something of the amiable qualities of her mother through
me. She also recollected that as I had had trials as a slave, she had
had her trials under the care of a stepmother, and that when she was
harshly spoken to by her father’s second wife she could always read
in my dark face the sympathy of one who had often received kind
words from the lips of her beloved mother. Mrs. Sears died three
years ago in Baltimore, but she did not depart without calling me to
her bedside, that I might tell her as much as I could about her
mother, whom she was firm in the faith that she should meet in
another and better world. She especially wished me to describe to
her the personal appearance of her mother, and desired to know if
any of her own children then present resembled her. I told her that
the young lady standing in the corner of the room was the image of
her mother in form and features. She looked at her daughter and
said, “Her name is Lucretia—after my mother.” After telling me that
her life had been a happy one, and thanking me for coming to see
her on her death-bed, she said she was ready to die. We parted to
meet no more in life. The interview touched me deeply, and was, I
could not help thinking, a strange one—another proof that “Truth is
often stranger than Fiction.”
If any reader of this part of my life shall see in it the evidence of
a want of manly resentment for wrongs inflicted upon myself and
race by slavery, and by the ancestors of this lady, so it must be. No
man can be stronger than nature, one touch of which, we are told,
makes all the world akin. I esteem myself a good, persistent hater of
injustice and oppression, but my resentment ceases when they
cease, and I have no heart to visit upon children the sins of their
fathers.
It will be noticed, when I first met Mr. Sears in Philadelphia, he
declined to talk with me, on the ground that I had been unjust to
Capt. Auld, his father-in-law. Soon after that meeting, Capt. Auld had
occasion to go to Philadelphia, and, as usual, went straight to the
house of his son-in-law, and had hardly finished the ordinary
salutations, when he said: “Sears, I see by the papers that Frederick
has recently been in Philadelphia. Did you go to hear him?” “Yes,
sir,” was the reply. After asking something more about my lecture, he
said, “Well, Sears, did Frederick come to see you?” “Yes, sir,” said
Sears. “Well, how did you receive him?” Mr. Sears then told him all
about my visit, and had the satisfaction of hearing the old man say
that he had done right in giving me welcome to his house. This last
fact I have from Rev. J. D. Long, who, with his wife, was one of the
party invited to meet me at the house of Mr. Sears, on the occasion
of my visit to Mrs. Sears.
But I must now return from this digression, and further relate my
experience in the Loyalist National Convention, and how from that
time there was an impetus given to the enfranchisement of the
freedmen, which culminated in the fifteenth amendment to the
Constitution of the United States. From the first, the members of the
convention were divided in their views of the proper measures of
reconstruction, and this division was in some sense sectional. The
men from the far South, strangely enough, were quite radical, while
those from the border States were mostly conservative, and,
unhappily, these last had control of the convention from the first. A
Kentucky gentleman was made President, and its other officers were
for the most part Kentuckians, and all opposed to colored suffrage in
sentiment. There was a “whole heap” (to use a Kentucky phrase) of
“halfness” in that State during the war for the union, and there was
much more there after the war. The Maryland delegates, with the
exception of Hon. John L. Thomas, were in sympathy with Kentucky.
Those from Virginia, except Hon. John Miner Botts, were unwilling to
entertain the question. The result was, that the convention was
broken square in two. The Kentucky President declared it adjourned,
and left the chair against the earnest protests of the friends of
manhood suffrage.
But the friends of this measure were not to be out-generaled and
suppressed in this way, and instantly reorganized, elected John M.
Botts of Virginia, President, discussed and passed resolutions in
favor of enfranchising the freedmen, and thus placed the question
before the country in such a manner that it could not be ignored. The
delegates from the Southern States were quite in earnest, and bore
themselves grandly in support of the measure; but the chief
speakers and advocates of suffrage on that occasion were Mr.
Theodore Tilton and Miss Anna E. Dickinson. Of course, on such a
question, I could not be expected to be silent. I was called forward,
and responded with all the energy of my soul, for I looked upon
suffrage to the negro as the only measure which could prevent him
from being thrust back into slavery.
From this time onward the question of suffrage had no rest. The
rapidity with which it gained strength was more than surprising to
me.
In addition to the justice of the measure, it was soon
commended by events as a political necessity. As in the case of the
abolition of slavery, the white people of the rebellious States have
themselves to thank for its adoption. Had they accepted, with
moderate grace, the decision of the court to which they appealed,
and the liberal conditions of peace offered to them, and united
heartily with the national government in its efforts to reconstruct their
shattered institutions, instead of sullenly refusing as they did, their
counsel and their votes to that end, they might easily have defeated
the argument based upon necessity for the measure. As it was, the
question was speedily taken out of the hands of colored delegations
and mere individual efforts, and became a part of the policy of the
Republican party; and President U. S. Grant, with his characteristic
nerve and clear perception of justice, promptly recommended the
great amendment to the Constitution by which colored men are to-
day invested with complete citizenship—the right to vote and to be
voted for in the American Republic.
CHAPTER XIV.
LIVING AND LEARNING.
THE most of my story is now before the reader. Whatever of good or ill
the future may have in store for me, the past at least is secure. As I
review the last decade up to the present writing, I am impressed with a
sense of completeness; a sort of rounding up of the arch to the point
where the key stone may be inserted, the scaffolding removed, and the
work, with all its perfections or faults, left to speak for itself. This
decade, from 1871 to 1881, has been crowded, if time is capable of
being thus described, with incidents and events which may well
enough be accounted remarkable. To me they certainly appear
strange, if not wonderful. My early life not only gave no visible promise,
but no hint of such experience. On the contrary, that life seemed to
render it, in part at least, impossible. In addition to what is narrated in
the foregoing chapter, I have to speak of my mission to Santo
Domingo, my appointment as a member of the council for the
government of the District of Columbia; my election as elector at large
for the State of New York; my invitation to speak at the monument of
the unknown loyal dead, at Arlington, on Decoration day; my address
on the unveiling of Lincoln monument, at Lincoln Park, Washington; my
appointment to bring the electoral vote from New York to the National
Capital; my invitation to speak near the statue of Abraham Lincoln,
Madison Square, New York; my accompanying the body of Vice-
President Wilson from Washington to Boston; my conversations with
Senator Sumner and President Grant; my welcome to the receptions of
Secretary Hamilton Fish; my appointment by President R. B. Hayes to
the office of Marshal of the District of Columbia; my visit to Thomas
Auld, the man who claimed me as his slave, and from whom I was
purchased by my English friends; and my visit to Lloyd’s plantation, the
home of my childhood, after an absence of fifty-six years; my
appointment by President James A. Garfield to the office of Recorder
of Deeds of the District of Columbia, are some of the matters which
belong to this decade, and may come into the chapter I am now about
to write.
Those who knew of my more than friendly relations with Hon.
Charles Sumner, and of his determined opposition to the annexation of
Santo Domingo to the United States, were surprised to find me
earnestly taking sides with Gen. Grant upon that question. Some of my
white friends, and a few of those of my own color—who, unfortunately,
allow themselves to look at public questions more through the medium
of feeling than of reason, and who follow the line of what is grateful to
their friends rather than what is consistent with their own convictions—
thought my course was an ungrateful return for the eminent services of
the Massachusetts senator. I am free to say that, had I been guided
only by the promptings of my heart, I should in this controversy have
followed the lead of Charles Sumner. He was not only the most
clearsighted, brave, and uncompromising friend of my race who had
ever stood upon the floor of the Senate, but was to me a loved,
honored, and precious personal friend; a man possessing the exalted
and matured intellect of a statesman, with the pure and artless heart of
a child. Upon any issue, as between him and others, when the right
seemed in anywise doubtful, I should have followed his counsel and
advice. But the annexation of Santo Domingo, to my understanding,
did not seem to be any such question. The reasons in its favor were
many and obvious; and those against it, as I thought, were easily
answered. To Mr. Sumner, annexation was a measure to extinguish a
colored nation, and to do so by dishonorable means and for selfish
motives. To me it meant the alliance of a weak and defenceless
people, having few or none of the attributes of a nation, torn and rent
by internal feuds, unable to maintain order at home, or command
respect abroad, to a government which would give it peace, stability,
prosperity, and civilization, and make it helpful to both countries. To
favor annexation at the time when Santo Domingo asked for a place in
our union, was a very different thing from what it was when Cuba and
Central America were sought by fillibustering expeditions. When the
slave power bore rule, and a spirit of injustice and oppression
animated and controlled every part of our government, I was for
limiting our dominion to the smallest possible margin; but since liberty
and equality have become the law of our land, I am for extending our
dominion whenever and wherever such extension can peaceably and
honorably, and with the approval and desire of all the parties
concerned, be accomplished. Santo Domingo wanted to come under
our government upon the terms thus described; and for more reasons
than I can stop here to give, I then believed, and do now believe, it
would have been wise to have received her into our sisterhood of
States.
Charles Sumner
The idea that annexation meant degradation to a colored nation,
was altogether fanciful; there was no more dishonor to Santo Domingo
in making her a State of the American union, than in making Kansas,
Nebraska, or any other territory such a State. It was giving to a part the
strength of the whole, and lifting what must be despised for its isolation
into an organization and relationship which would compel
consideration and respect.
Though I differed from Mr. Sumner in respect of this measure, and
although I told him I thought he was unjust to President Grant, it never
disturbed our friendship. After his great speech against annexation,
which occupied six hours in its delivery, and in which he arraigned the
President in a most bitter and fierce manner, being at the White House
one day, I was asked by President Grant what I “now thought of my
friend Mr. Sumner”? I replied that I believed Mr. Sumner sincerely
thought, that in opposing annexation, he was defending the cause of
the colored race as he always had done, but that I thought he was
mistaken. I saw my reply was not very satisfactory, and said: “What do
you, Mr. President, think of Senator Sumner?” He answered, with
some feeling, “I think he is mad.”
The difference in opinion on this question between these two great
men was the cause of bitter personal estrangement, and one which I
intensely regretted. The truth is, that neither one was entirely just to
the other, because neither saw the other in his true character; and
having once fallen asunder, the occasion never came when they could
be brought together.
Variance between great men finds no healing influence in the
atmosphere of Washington. Interested parties are ever ready to fan the
flame of animosity and magnify the grounds of hostility in order to gain
the favor of one or the other. This is perhaps true in some degree in
every community; but it is especially so of the National Capital, and
this for the reason that there is ever a large class of people here
dependent upon the influence and favor of powerful public men for
their daily bread.
My selection to visit Santo Domingo with the commission sent
thither, was another point indicating the difference between the old
time and the new. It placed me on the deck of an American man-of-
war, manned by one hundred marines and five hundred men-of-wars-
men, under the national flag, which I could now call mine, in common
with other American citizens, and gave me a place not in the fore-
castle, among the hands, nor in the caboose with the cooks, but in the
captain’s saloon and in the society of gentlemen, scientists, and
statesmen. It would be a pleasing task to narrate the varied
experiences and the distinguished persons encountered in this Santo
Domingo tour, but the material is too boundless for the limits of these
pages. I can only say, it was highly interesting and instructive. The
conversations at the Captain’s table (at which I had the honor of a
seat) were usually led by Messrs. Wade, Howe, and White—the three
commissioners; and by Mr. Hurlburt of the New York World; the last-
named gentleman impressed me as one remarkable for knowledge
and refinement, in which he was no whit behind Messrs. Howe and
White. As for Hon. Benj. F. Wade, he was there, as everywhere,
abundant in knowledge and experience, fully able to take care of
himself in the discussion of any subject in which he chose to take a
part. In a circle so brilliant, it is no affectation of modesty to say I was
for the most part a listener and a learner. The commander of our good
ship on this voyage, Capt. Temple, now promoted to the position of
Commodore, was a very imposing man, and deported himself with
much dignity towards us all. For his treatment to me I am especially
grateful. A son of the United States navy as he was,—a department of
our service considerably distinguished for its aristocratic tendencies, I
expected to find something a little forbidding in his manner; but I am
bound to say that in this I was agreeably disappointed. Both the
commander and the officers under him bore themselves in a friendly
manner towards me during all the voyage, and this is saying a great
thing for them, for the spectacle presented by a colored man seated at
the captain’s table was not only unusual, but had never before
occurred in the history of the United States navy. If during this voyage
there was anything to complain of, it was not in the men in authority, or
in the conduct of the thirty gentlemen who went out as the honored
guests of the expedition, but in the colored waiters. My presence and
position seemed to trouble them for its incomprehensibility; and they
did not know exactly how to deport themselves towards me. Possibly
they may have detected in me something of the same sort in respect of
themselves; at any rate we seemed awkwardly related to each other
during several weeks of the voyage. In their eyes I was Fred. Douglass
suddenly, and possibly undeservedly, lifted above them. The fact that I
was colored and they were colored had so long made us equal, that
the contradiction now presented was too much for them. After all, I
have no blame for Sam and Garrett. They were trained in the school of
servility to believe that white men alone were entitled to be waited
upon by colored men; and the lesson taught by my presence on the
“Tennessee” was not to be learned upon the instant, without thought
and experience. I refer to the matter simply as an incident quite
commonly met with in the lives of colored men who, by their own
exertions or otherwise, have happened to occupy positions of
respectability and honor. While the rank and file of our race quote with
much vehemence the doctrine of human equality, they are often
among the first to deny and denounce it in practice. Of course this is
true only of the more ignorant. Intelligence is a great leveler here as
elsewhere. It sees plainly the real worth of men and things, and is not
easily imposed upon by the dressed up emptiness of human pride.
With a colored man on a sleeping car as its conductor, the last to
have his bed made up at night, and the last to have his boots blacked
in the morning, and the last to be served in any way, is the colored
passenger. This conduct is the homage which the black man pays to
the white man’s prejudice whose wishes, like a well-trained servant, he
is taught to anticipate and obey. Time, education, and circumstances
are rapidly destroying these mere color distinctions, and men will be
valued in this country as well as in others, for what they are, and for
what they can do.
My appointment at the hands of President Grant to a seat in the
council—by way of eminence sometimes called the upper house of the
territorial legislature of the District of Columbia—at the time it was
made, must be taken as a signal evidence of his high sense of justice,
fairness, and impartiality. The colored people of the district constituted
then as now about one-third of the whole population. They were given
by Gen. Grant, three members of this legislative council—a
representation more proportionate than any that has existed since the
government has passed into the hands of commissioners, for they
have all been white men.
Commissioners to Santo Domingo.
It has sometimes been asked why I am called “Honorable.” My
appointment to this council must explain this, as it explains the
impartiality of Gen. Grant, though I fear it will hardly sustain this
prodigious handle to my name, as well as it does the former part of this
proposition. The members of this district council were required to be
appointed by the President, with the advice and consent of the United
States Senate. This is the ground, and only ground that I know of,
upon which anybody has claimed this title for me. I do not pretend that