in others, where the union influence is strong, not more than one boy for every eight, or ten, or a dozen, mechanics is permitted. The consequence is — — - the 7. That the laws and regulations of the Spartan constitution were admirably adapted to the end in view, rearing of a nation of skilful and resolute warriors, — the long military supremacy of Sparta among the states of Greece abundantly attests. But when we consider the aim and object of the Spartan institutions, we must pronounce them low and unworthy. The true order of things was just reversed among the Lacedæmonians. Government exists for the individual: at Sparta the individual lived for the state. The body is intended to be the instrument of the mind: the Spartans reversed this, and attended to the education of the mind only so far as its development enhanced the effectiveness of the body as a weapon in warfare. [Results] Sparta, in significant contrast to Athens, bequeathed nothing to posterity. 8. During the last fifty years the continents have been covered with a perfect network of railroads, constructed at an enormous cost of labor and capital. The aggregate length of the world's steam railways in 1883 was about 275,000 miles, sufficient, to use Mulhall's illustration, to girdle the earth eleven times at the equator, or more than sufficient to reach from the earth to the moon. The continental lines of railways are made virtually continuous round the world by connecting lines of ocean steamers. Telegraph wires traverse the continents in all directions, and cables run beneath all the oceans of the globe. By these inventions 9. Jefferson's interest in public affairs had become a part of his nature, and could not suddenly cease. Accordingly in his retirement 10. The people saw, in Washington, the hero of the war for independence, the austere champion of their liberties, the devoted leader of ill-fed, ill-clad armies fighting against fearful odds. They knew that his life had been pure, that under an exterior seemingly cold there beat a warm and hospitable heart. What wonder then that C. Develop each of the following topic statements into a paragraph by presenting the result which seems naturally to flow from each: : 1. The use of narcotics is injurious to the nerves, and stunts the growing body. 2. The school-room was forbidding in appearance: the windows were dirty, the walls were bare and cheerless, and the switch occupied the most prominent place in the room. 3. The framers of the Constitution thought that slavery I would die out after a time. 4. Poe believed that every literary production should be short enough to be read at one sitting. 5. Washington knew, better than Braddock, the methods of Indian warfare. 6. People in our crowded cities have at last learned that good sanitary arrangements are absolutely necessary to public health. 7. The colonists, as English subjects, felt themselves entitled to all the rights guaranteed by the British Constitution. 8. No two men differed more widely than Hamilton and Jefferson in their ideas of government and finance. 9. Whittier felt keenly the national disgrace of slavery. 10. Our forefathers thought that only the wisest men in the nation should choose the President. 11. School authorities have come to see the importance of physical culture. 12. The people of the North refused to believe that the South was serious in its preparations for war and in its threats of secession. Combination of Methods. 30. A paragraph may grow satisfactorily by a single one of these methods, or it may require the employment of two or more of them in its development. Notice the following: 1. In few things is the great advance made in this country during the past one hundred years more strikingly apparent than in the change which has taken place in the social and intellectual condition of the schoolmaster. 2. The education of the young has now become a lucrative profession by itself, and numbers among its followers many of the choicest minds of the age. 3. The schoolmaster is specially prepared for his work, and is in receipt of a sum sufficient to maintain him in comfort, to enable him to procure books, and, if he be so inclined, to travel. 4. Booksellers and publishers make a liberal discount in his behalf. 5. The government allows him to import the text-books and apparatus used in his work duty free. 6. He is everywhere regarded as an eminently useful member of society. 7. But the lot of the schoolmaster who taught in the district schoolhouse three generations since fell in a very different time and among a very different people. 8. School was then held in the little red schoolhouse for two months in the winter by a man, and for two months in the summer by a woman. 9. The boys went in the winter, the girls in the 10. The master was generally a divinity student who had graduated at one of the academies, who had scarcely passed out of his teens, and who sought by the scanty profits derived from a winter's teaching to defray the expenses of summer. his study at Harvard or at Yale. 11. His pay was small, yet he was never called upon to lay out any portion of it for his keep. 12. If the district were populous and wealthy, a little sum was annually set apart for his board, and he was placed with a farmer who would, for that amount, board and lodge him the longest time. 13. But this was far too expensive a method for many of the districts, and the master was, therefore, expected to live with the parents of his pupils, regulating the length of his stay by the number of the boys in the family attending his school. 14. Thus it happened that in the course of his teaching he became an inmate of all the houses of the district, and was not seldom forced to walk five miles, in the worst of weather over the worst roads, to his school. 15. Yet, mendicant though he was, it would be a great mistake to suppose that he was not always a welcome guest. 16. He slept in the best room, sat in the warmest nook by the fire, and had the best food set before him at the table. 17. In the long winter evenings he helped the boys with their lessons, held yarn for the daughters, or escorted them to spinning matches or quiltings. 18. In return for his miserable pittance and his board the young student taught what would now be considered as the rudiments of an education. 19. His daily labors were confined to teaching his scholars to read with a moderate degree of fluency, to write legibly, to spell with some regard for the rules of orthography, and to know as much of the rules of arithmetic as would enable them to calculate the interest on a debt, to keep the family accounts, and to make change in a shop. - MCMASTER: History of the People of the United States. Taken as a whole the foregoing paragraph illustrates the method of contrast, the condition of the early schoolmaster (sentences 7-19) being contrasted with the condition of the modern (sentences 2-6). But in the development of the contrasted ideas, several other methods are exemplified. Thus it is hardly necessary to point out that the contrasted ideas are themselves developed by the method of particulars. Again, the ideas in sentences 13 and 14 are related to each other respectively as cause and effect, and the idea of sentence 15, that the schoolmaster was a welcome guest, is proved by sentence 16. Sentence 19 gives the details necessary to an understanding of sentence 18. Summary. Paragraphs develop from a topic statement: 1. By repetitions which add to the clearness, concreteness, or emphasis of the idea, or which define its limits positively or negatively; 2. By comparisons and contrasts both positive and negative; 3. By means of particulars and details called for by the topic; 4. By the addition of specific instances or other kinds of proofs; 5. By the statement of a cause, followed by the statement of an effect of that cause. 31. Assignments on Development by Various A. What methods of growth and development can you find in each of the following paragraphs? Can you see other possible methods of growth for the topic statements of these paragraphs? 1. Viewed for a moment dispassionately, as a matter of purely natural history, all animals must eat to live; and life to the animal, as to the man, is a game of reasonably |