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because if they do not learn it then, they may never learn it, etc. - HIGGINSON: The Contagion of Manners.

In the first of the next two paragraphs De Quincey (Autobiography, II, 440) summarizes a long discussion that preceded concerning the number of Wordsworth's friends. His next topic is the touching story of little Catherine Wordsworth. Notice how the summary is managed so as to effect the transition needed.

Except, therefore, with the Lloyds, or occasionally with Thomas Wilkinson the Quaker, or very rarely with Southey, Wordsworth had no intercourse at all beyond the limits of Grasmere; and in that valley I was myself, for some years, his sole visiting friend; as, on the other hand, my sole visitors, as regarded that vale, were himself and his family.

Among that family... was a little girl whose life. . . and whose death ... connected themselves with the records of my own life by ties of passion so profound, by a grief so frantic,..

Make clear the connection between related paragraphs, first, by a logical order of topics, second, when necessary, by the use of transitional paragraphs, repetitions, and reference words.

33.

Assignments on Means of Connection.

A. Find all of the means of paragraph-connection used in the following selection. Name and explain the relationship which each connective indicates.

To create for himself an independent position, a man must be young. Unless he is, he cannot confront without flinching

- and surmount - the difficulties which bristle at the entrance of all enterprises. Besides, youth is the best age for learning a trade or profession.

But the aspiring official is kept in suspense, at least until

he is twenty years of age, very often twenty-five, sometimes thirty and beyond. When he has finally lost all hope of success, a great many careers are closed to him; he is too late for any, because beginnings are long, arduous, and illpaid. Besides, the older, the more exacting he is—and the more exacting a man is, the less likely is he to find a situation. Time goes on, the man grows older, and the difficulties increase.

Youth is not everything, however; our young man must show natural ability, inclination, technical knowledge. No one is made a farmer, a manufacturer, a merchant, or a tradesman, in one day. All these careers require an apprenticeship, and the best is found in practice and family traditions.

Our school training does not prepare for any of these avocations. On the contrary, it inspires the young people with disgust, it teaches them the alleged superiority of public functions. How many heads of families whose positions rest on agriculture, industry, or trade, wonder at hearing their sons-just out of school-declare that they cannot continue the paternal calling! The school has disgusted them with it.

This influence on the part of the school is becoming so general that we have come to deplore nowadays the estrangement of French young men from the more usual occupations, which, however, are also the most useful and honorable.

In consequence, those young men who, having failed in their examinations, are obliged to throw themselves on such callings, only do so on compulsion, half-heartedly, without natural dispositions or sufficient special education-in short, in the very worst of conditions for assuring success.

However, besides official functions, our educational régime particularly predisposes young men to all kinds of office or administrative work as well as the liberal professions.

Any preference for the former is easily accounted for by the analogy with the work of public offices. The same aptitudes are required, and there is as little demand for initiative, exercise of will-power, of constant effort; on the other hand, equal security is offered: advancement is slow and sure, inevitable.

So young Frenchmen who have failed in their examinations willingly turn to these administrations, as the French word is. We all know that they are besieged by a crowd of candidates, to all of whom it is impossible to give berths. -E. DEMOLINS: Anglo-Saxon Superiority.

B. Examine a number of your old essays in order to notice how many of the devices of connection and transition you use in your own composition.

C. In the following paragraphs the means of connection have been omitted. Supply them at the points indicated.

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In reading the Russian papers, the Czar noticed that they were not so outspoken as the papers of other countries. He noticed that, in their guarded utterances, he never found any reference to official abuses which, he knew, must exist in Russia as in other countries. He knew that there is a censorship of the press in his realm, but he had not the slightest idea of the extent to which the censors suppress independent expressions in the papers. He determined Λ that at least one paper should be perfectly free to criticise the government. he summoned the editor of The St. Petersburg Viedomosti, a paper that has been published for one hundred seventy years, and announced his intention of relieving him of censure. When the high officials learned of the Czar's purpose, they advised strongly against it. Λ The Czar remained firm. Then the officials had recourse Λ to an old and well-tried method of circumventing their

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imperial master, and of saving themselves from exposure. They provided the editor with a position in the RussoChinese Bank at a princely salary, and subscribed for many thousands of copies of the paper. The prosperity of the Viedomosti is assured. It is a prosperity that depends on continued official favor. The paper is free to criticise; A strange to say, it shows less disposition to find fault with the official classes than before it was relieved of censorship.

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its freedom is an illusion. Λ A the Czar is puzzled.

There is no enlargement, unless there be a comparison of ideas one with another, as they come before the mind, and a systematizing of them. We feel our minds to be growing and expanding then, when we not only learn, but refer what we learn to what we know already. a truly great intellect is one which takes a connected view of old and new, past and present, far and near, and which has an insight into the influence of all these, one on another; without which there is no whole, and no centre. It possesses the knowledge, not only of things, but also of their mutual and true relations; knowledge, not merely considered as an acquirement, but as philosophy.

Λ when this analytical, distributive, harmonizing process is away, the mind experiences no enlargement, and is not reckoned as enlightened or comprehensive, whatever it may add to its knowledge. a great memory, as I have already said, does not make a philosopher, any more than a dictionary can be called a grammar. There are men who embrace in their minds a vast multitude of ideas, with little sensibility about their real relations toward each other. Λ if they are nothing more than well-read men, or men of information, they have not what specially deserves the name of culture of mind, or fulfills the type of Liberal Education.

A we sometimes fall in with persons who have seen much of the world, and of the men who, in their day, have played a conspicuous part in it, who generalize nothing, and have no observation, in the true sense of the word.

They abound in information in detail, curious and entertaining, about men and things; having lived under the influence of no very clear or settled principles, they speak of every one and every thing, only as so many phenomena, which are complete in themselves, and lead to nothing, not discussing them, or teaching any truth, or instructing the hearer, ▲ simply talking.

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There are virtues, which the world is not fitted to judge of or to uphold, such as faith, hope, and charity; it can judge about truthfulness; it can judge about the natural virtues, and truthfulness is one of them. Natural virtues A became supernatural; truthfulness is such, that does not withdraw it from the jurisdiction of mankind at large.

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About this time I met with an odd volume of The Spectator. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished if possible to imitate it. Λ I took some of the papers, and making short hints of the sentiments in each sentence, laid them by a few days, without looking at the book, tried to complete the papers again, by expressing each hinted sentiment at length, as fully as it had been expressed before, in any suitable words that should occur to me. AI compared my Spectator with the original, discovered some of my faults, and corrected them. I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time, if I had gone on making verses; the continual search for words of the same import of different length to suit the measure, or of differ

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