In this passage as originally written, the sentence, "Of these one of the best examples is James Fenimore Cooper," comes at the end of a paragraph which speaks of other American authors; but it evidently belongs at the beginning of the next paragraph, which deals with Cooper himself.

From Paragraph to Paragraph. - A good writer helps his reader to get from paragraph to paragraph, as from sentence to sentence, with as little friction as possible.

I.

At the desire of the colonists, or, at least, with their consent, negroes were introduced into all the other colonies soon after their foundation.

What was the cause of this rapid growth of slavery?

II.

Negroes were introduced into all the other colonies soon after their foundation, at the desire of, or at least with the consent of the colonists.

What was the cause of this rapid growth of slavery?

The first paragraph as originally written ends with a reference to the circumstances attending the introduction of negroes into the colonies; but it is the fact of introduction, not these circumstances, which leads to the question asked in the succeeding paragraph.

I.

Ilis style was bright, sparkling, and incisive, and his writings were always wholesome.

This last quality was doubtless due in part to his genuine passion for outdoor life; for the eyes of a man who loves to face the openness of sea and sky must be tolerably clear.

II.

His style was bright sparkling and incisive, and his writings always wholesome.

Doubtless his genuine passion for outdoor life helped to give him this last quality. A man's eyes must be tolerably clear if he can love to face the openness of sea and sky.

In this passage as originally written, the words "this last quality," which point back to the first paragraph, stand at the end of the first sentence of the second. In the passage as amended, these words are so placed as to make the connection plain.

I.

These grievances cannot be reformed by simple preaching and protesting against them, such as is indulged in every day,

II.

There can be no reform by simple preaching and protesting against these grievances, as is done every day, not only by

1 See page 265.

II.

newspapers and ministers but also by politicians when they are canvassing for their party and promising what they never intend to perform. Some more effectual remedy must be resorted to. The advantages which a scholar has over an ignorant man are too obvious to be enumerated; and so he must be the one to institute a reform, not by simple preaching but by action; he must oppose those who by clever management and bribery are ascending, step by step, to high public office where their influence will be exercised for evil.

This passage, originally written as a single paragraph, naturally divides itself into two, the first setting forth the uselessness of talk, the second the importance of action.

By bringing "these grievances" to the beginning of the first paragraph, we show its connection with the preceding paragraph (not quoted). By beginning the second paragraph with "action," we indicate the subject of this paragraph, and at the same time suggest an antithesis 1 with the "preaching and protesting" spoken of in the first.

Psychology tells us that when all the avenues to the brain, hearing, sight, etc., have with one exception been cut off, any idea conveyed by the one remaining avenue is very intense. I suppose, then, that this fact ex1 See page 248.

This fact explains why one

I.

can read more understandingly late at night; for then there is nothing, or next to nothing, to attract eye or ear. Then not only the understanding but also the imagination is at its strongest. Then pictures made by the memory are as strong as those of reality, and perhaps stronger; for they idealize the real. Often, too, they are as pleasant as real pictures would be.

For those who cannot form these mental pictures I am heartily sorry. If, as is sometimes said, the ability to form them fades as education advances, I pray never to be fully educated.

II.

plains why one can read more understandingly, late at night; for the sounds have all gone, and there is no new sight to attract the eyes. Surely, then one can best "fade away into the forest dim." The imagination is as strong as the reality would be. Perhaps it is stronger; for with most of us a memory picture is an idealistic picture. It is often as pleasant; and I am sorry for those who cannot form those mental pictures. The ability to do so fades, they say, as education advances. Then let me never be fully educated.

This passage as originally written puts into a single paragraph what is much more clearly expressed in three, — the first stating what "psychology tells us," the second using what "psychology tells us" to explain certain common phenomena, the third making a personal application of what has been said in the second.

"This fact" at the beginning of the second paragraph points back to the first; "For those who cannot form these mental pictures" at the beginning of the third paragraph points back to the second.

I.

Finally, if eccentricity has always, and in every community, been a matter of reproach, it is not proper to say that any particular society which is intolerant of eccentricity is not in a whole

II.

Finally, if eccentricity has always, and in every community, been a matter of reproach, it is not proper to say that any particular society is not in a wholesome state because intole

In this passage as originally written, there is nothing to connect the second paragraph with the first. In the passage as revised, the missing link is supplied.

1 See page 249.