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"scholarship," and the allied expression "scholars "; (3) the pronoun “it” is used to carry on now one, now the other, of these ideas. In the illustration the first series of reference words is put in small capitals, the second in italics, and the word "it" in small capitals, or italics, according as it takes the place of the first or of the second.

LITERATURE sometimes disgusts, and pretension to IT much oftener disgusts, by appearing to hang loosely on the character, like something foreign or extraneous, not a part, but an ill-adjusted appendage; or by seeming to overload and weigh it down by ITs unsightly bulk, like the productions of bad taste in architecture, where there is massy and cumbrous ornament without strength or solidity of column. This has exposed LEARNING, and especially classical learning, to reproach. Men have seen that it might exist without mental superiority, without vigor, without good taste, and without utility. But in such cases classical learning has only not inspired natural talent; or, at most, it has but made original feebleness of intellect and natural bluntness of perception, something more conspicuous. The question, after all, if it be a question, is, whether LITERATURE, ANCIENT AS WELL AS MODERN, does not assist a good understanding, improve natural good taste, add polished armor to native strength, and render ITS possessor, not only more capable of deriving private happiness from contemplation and reflection, but more accomplished also for action in the affairs of life, and especially for public action. Those whose memories we now honor were LEARNED MEN; but their LEARNING was kept in its proper place, and made subservient to the uses and objects of life. They were scholars, not common or superficial; but their scholarship was so in keeping with their character, so blended and inwrought, that careless observers, or bad

judges, not seeing an ostentatious display of it, might infer that it did not exist; forgetting, or not knowing, that classical learning in men who act in conspicuous public stations, perform duties which exercise the faculty of writing, or address popular, deliberative, or judicial bodies, is often felt where it is little seen, and sometimes felt more effectually because it is not seen at all.

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WEBSTER: Adams and Jefferson.

The connection of one sentence with the next may be made clear and emphatic by means of the echo, that is, by the repetition of an important word from the first sentence at or near the beginning of the second. The effort of a writer to avail himself of this admirable means of connection sometimes results in a commendable inversion of the usual order of words in a sentence. Compare the following, noticing the closer connection secured by the use of the echo in the column at the right; also noticing the inverted order of words in the last sentence.

The old Greek citizen The old Greek citizen, in founded cities in his settle- his settlements beyond the ments beyond the sea, cities sea, founded cities, cities free free and independent from and independent from the the beginning. Let us now beginning. Let us now see see what has been founded by what the modern European the modern European colo- colonist, subject of a kingdom, nist, subject of a kingdom. has founded. He has founded He has founded settlements settlements of various kinds of various kinds in different in different cases; but he has cases; but he has nowhere nowhere founded free and infounded cities free and inde- dependent cities like the Greek pendent like the Greek and and Phoenician before him.

Phoenician before him. He Cities indeed in one sense he

has indeed founded cities in has founded, vast and mighty one sense, vast and mighty cities, busy seats of art and cities, busy seats of art and in- industry and commerce, but dustry and commerce, but not not cities in the elder sense, cities in the elder sense, cities cities independent from their independent from their birth, birth, cities that are born the cities that are born the politi- political equals of the mightical equals of the mightiest est kingdoms. — FREEMAN. kingdoms.

Make clear the connection between sentences, first, by a logical order of ideas, second, by the use of reference-words and repetitions.

42. Assignments on Means of Connecting Sentences.

A. In the first part of the paragraph from Macaulay, p. 133, the echo is used. Find it.

B. In the paragraph from Ivanhoe, p. 101, the words "still, however" put what two things in adversative relation?

C. In the selection from Maundeville, p. 7, how many "and's" should be dropped, according to modern standards?

D. In the selection from Bryce, p. 26, what transitions are there?

E. In the paragraph from Macaulay, p. 73, what words and phrases of connection are used?

F. In the selection from Holmes, p. 55, what demonstrative pronouns are employed?

G. In the paragraph by McMaster, p. 106, mark all the words that refer back to or stand for "schoolmaster."

H. Bring to class some good paragraphs you have found in your reading, and point out the connection.

I. Study the connectives in the following paragraphs. Be prepared to point them out and to explain the relationships which they express.

The principle of copyright is this. It is a tax on readers for the purpose of giving a bounty to writers. The tax is an exceedingly bad one; it is a tax on one of the most innocent and most salutary of human pleasures; and never let us forget, that a tax on innocent pleasures is a premium on vicious pleasures. I admit, however, the necessity of giving a bounty to genius and learning. In order to give such a bounty, I willingly submit even to this severe and burdensome tax. Nay, I am ready to increase the tax, if it can be shown that by so doing I should proportionally increase the bounty. My complaint is, that my honorable and learned friend doubles, triples, quadruples, the tax, and makes scarcely any perceptible addition to the bounty. Why, Sir, what is the additional amount of taxation which would have been levied on the public for Dr. Johnson's works alone, if my honorable and learned friend's bill had been the law of the land? I have not data sufficient to form an opinion. But I am confident, that the taxation on his dictionary alone would have amounted to many thousands of pounds. In reckoning the whole additional sum which the holders of his copyrights would have taken out of the pockets of the public during the last half century at twenty thousand pounds, I feel satisfied that I very greatly underrate it. Now, I again say that I think it but fair that we should pay twenty thousand pounds in consideration of twenty thousand pounds' worth of pleasure and encouragement received by Dr. Johnson. But I think it very hard that we should pay twenty thousand pounds for what he would not have valued at five shillings. — MACAULAY: Speech on Copyright.

Of course, Sir, I do not mean to say that a man will not produce more in a week by working seven days than by working six days. But I very much doubt whether, at the end of a year, he will generally have produced more by

working seven days a week than by working six days a week; and I firmly believe that, at the end of twenty years, he will have produced much less by working seven days a week than by working six days a week. In the same manner I do not deny that a factory child will produce more, in a single day, by working twelve hours than by working ten hours, and by working fifteen hours than by working twelve hours. But I do deny that a great society in which children work fifteen, or even twelve hours a day will, in the lifetime of a generation, produce as much as if those children had worked less. If we consider man merely in a commercial point of view, if we consider him merely as a machine for the production of worsted and calico, let us not forget what a piece of mechanism he is, how fearfully and wonderfully made. We do not treat a fine horse or a sagacious dog exactly as we treat a spinning jenny. Nor will any slaveholder, who has sense enough to know his own interest, treat his human chattels exactly as he treats his horses and his dogs. And would you treat the free laborer of England like a mere wheel or pulley? Rely on it that intense labor, beginning too early in life, continued too long every day, stunting the growth of the body, stunting the growth of the mind, leaving no time for healthful exercise, leaving no time for intellectual culture, must impair all those high qualities which have made our country great. Your overworked boys will become a feeble and ignoble race of men, the parents of a more feeble and more ignoble progeny; nor will it be long before the deterioration of the laborer will injuriously affect those very interests to which his physical and moral energies have been sacrificed. On the other hand, a day of rest recurring in every week, two or three hours of leisure, exercise, innocent amusement or useful study, recurring every day, must improve the whole man, physically, morally, intellectually; and the im

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