Adapted from “Federalist No. 11” by Alexander Hamilton in The Federalist Papers by Alexander Hamilton, James Madison, and John Jay (1788)

The importance of the Union, in a commercial light, is one of those points about which there is least room to entertain a difference of opinion, and which has commanded the most general assent of men who have any acquaintance with the subject. This applies as well to our intercourse with foreign countries as with each other.

There are appearances to authorize a supposition that the adventurous spirit, which distinguishes the commercial character of America, has already excited uneasy sensations in several of the maritime powers of Europe. They seem to be apprehensive of our too great interference in that carrying trade, which is the support of their navigation and the foundation of their naval strength. Those of them which have colonies foresee the dangers that may threaten their American dominions from the neighborhood of States, which have all the dispositions, and would possess all the means, requisite to the creation of a powerful marine. Impressions of this kind will naturally indicate the policy of fostering divisions among us and of depriving us of an active commerce in our own bottoms. This would answer the threefold purpose of preventing our interference in their navigation, of monopolizing the profits of our trade, and of clipping the wings by which we might soar to a dangerous greatness.

If we continue united, we may counteract a policy so unfriendly to our prosperity in a variety of ways. By prohibitory regulations extending throughout the States, we may oblige foreign countries to bid against each other for the privileges of our markets. This assertion will not appear chimerical to those who are able to appreciate the importance of the markets of three millions of people to any manufacturing nation, and the immense difference there would be to the trade and navigation of such a nation between a direct communication in its own ships and an indirect conveyance of its products and returns to and from America in the ships of another country. Suppose, for instance, we had a government in America capable of excluding Great Britain from all our ports; what would be the probable operation of this step upon her politics? Would it not enable us to negotiate, with the fairest prospect of success, for commercial privileges of the most valuable and extensive kind in the dominions of that kingdom? When these questions have been asked, upon other occasions, they have received a plausible, but not a solid or satisfactory answer. It has been said that prohibitions on our part would produce no change in the system of Britain, because she could prosecute her trade with us through the medium of the Dutch, who would be her immediate customers and paymasters for those articles which were wanted for the supply of our markets. But would not her navigation be materially injured by the loss of the important advantage of being her own carrier in that trade? Would not the principal part of its profits be intercepted by the Dutch, as a compensation for their agency and risk?

A mature consideration of the objects suggested by these questions will justify a belief that in such a state of things, our trade would derive the most substantial benefits. Such a point gained from the British government, and which could not be expected without an equivalent in exemptions and immunities in our markets, would be likely to have a correspondent effect on the conduct of other nations, who would not be inclined to see themselves altogether supplanted in our trade.

A further resource for influencing the conduct of European nations toward us, in this respect, would arise from the establishment of a federal navy. There can be no doubt that the continuance of the Union under an efficient government would soon put it in our power to create a navy which, if it could not vie with those of the great maritime powers, would at least be of respectable weight if thrown into the scale of either of two contending parties. This would be more peculiarly the case in relation to operations in the West Indies. Our position is, in this respect, a most commanding one. And if to this consideration we add that of the usefulness of supplies from this country in the prosecution of military operations in the West Indies, it will readily be perceived that a situation so favorable would enable us to bargain with great advantage for commercial privileges. A price would be set not only upon our friendship, but upon our neutrality. By a steady adherence to the Union we may hope, erelong, to become the arbiter of Europe in America, and to be able to incline the balance of European competitions in this part of the world as our interest may dictate.

The author’s tone in this passage is primarily __________.

Adapted from How to Tell a Story and Other Essays by Mark Twain (1897)

There are several kinds of stories, but only one difficult kind—the humorous. The humorous story is American, the comic story is English, the witty story is French. The humorous story depends for its effect upon the manner of the telling; the comic story and the witty story upon the matter.

The humorous story may be spun out to great length, and may wander around as much as it pleases, and arrive nowhere in particular; but the comic and witty stories must be brief and end with a point. The humorous story bubbles gently along, the others burst. The humorous story is strictly a work of art—high and delicate art—and only an artist can tell it; but no art is necessary in telling the comic and the witty story; anybody can do it. The art of telling a humorous story—understand, I mean by word of mouth, not print—was created in America, and has remained at home. The humorous story is told gravely; the teller does his best to conceal the fact that he even dimly suspects that there is anything funny about it; but the teller of the comic story tells you beforehand that it is one of the funniest things he has ever heard. And sometimes he is so glad and happy that he will repeat the "nub" of it and glance around from face to face, collecting applause, and then repeat it again. It is a pathetic thing to see.

Let me set down an instance of the comic method, using an anecdote that has been popular all over the world for twelve or fifteen hundred years:

In the course of a certain battle, a soldier whose leg had been shot off appealed to another soldier who was hurrying by to carry him to the rear, informing him at the same time of his injury; whereupon the generous son of Mars, shouldering the unfortunate, proceeded to carry out the other’s desire. Bullets and cannon-balls were flying in all directions, and presently one of the latter took the wounded man's head off—without, however, his deliverer being aware of it. Soon he was hailed by an officer, who said:

"Where are you going with that carcass?"

"To the rear, sir—he's lost his leg!"

"His leg, forsooth?" responded the astonished officer; "you mean his head, you booby."

Whereupon the soldier dispossessed himself of his burden, and stood looking down upon it in great perplexity. At length he said:

"It is true, sir, just as you have said." Then after a pause he added, "But he TOLD me IT WAS HIS LEG—"

Here the narrator bursts into explosion after explosion of thunderous horse-laughter, repeating that nub from time to time. It takes only a minute and a half to tell that in its comic-story form; and isn't worth the telling, after all. Put into the humorous-story form it takes ten minutes, and is about the funniest thing I have ever listened to—as James Whitcomb Riley tells it.

He tells it in the character of a dull-witted old farmer who has just heard it for the first time, thinks it is unspeakably funny, and is trying to repeat it to a neighbor. But he can't remember it; so he gets all mixed up and wanders helplessly round and round, putting in tedious details that don't belong in the tale and only retard it; taking them out conscientiously and putting in others that are just as useless; stopping his narrative a good while in order to try to recall the name of the soldier that was hurt, and finally remembering that the soldier's name was not mentioned, and remarking placidly that the name is of no real importance, anyway—better, of course, if one knew it, but not essential, after all—and so on, and so on, and so on.

The teller is innocent and happy and pleased with himself, and has to stop occasionally to keep from laughing outright, but his body quakes in a jelly-like way with interior chuckles; and at the end of the ten minutes the audience have laughed until they are exhausted, and the tears are running down their faces. The simplicity and innocence and sincerity and unconsciousness of the old farmer are perfectly simulated, and the result is a performance which is thoroughly charming and delicious. This is art and fine and beautiful, and only a master can compass it; but a machine could tell the other story.

The tone of this passage is primarily __________.

Adapted from an essay by Ralph Waldo Emerson in The Oxford Book of American Essays (1914)

It is natural to believe in great men. If the companions of our childhood should turn out to be heroes, and their condition regal, it would not surprise us. All mythology opens with demigods, and the circumstance is high and poetic; that is, their genius is paramount. In the legends of the Gautama, the first men ate the earth, and found it deliciously sweet.

Nature seems to exist for the excellent. The world is upheld by the veracity of good men: they make the earth wholesome. They who lived with them found life glad and nutritious. Life is sweet and tolerable only in our belief in such society, and actually or ideally we manage to live with superiors. We call our children and our lands by their names. Their names are wrought into the verbs of language, their works and effigies are in our houses, and every circumstance of the day recalls an anecdote of them.

The search after the great is the dream of youth and the most serious occupation of manhood. We travel into foreign parts to find his works—if possible, to get a glimpse of him. But we are put off with fortune instead. You say the English are practical; the Germans are hospitable; in Valencia the climate is delicious; and in the hills of the Sacramento there is gold for the gathering. Yes, but I do not travel to find comfortable, rich, and hospitable people, or clear sky, or ingots that cost too much. But if there were any magnet that would point to the countries and houses where are the persons who are intrinsically rich and powerful, I would sell all, and buy it, and put myself on the road today.

The people go with us on their credit. The knowledge that in the city is a man who invented the railroad raises the credit of all the citizens. But enormous populations, if they be beggars, are disgusting, like moving cheese, like hills of ants or of fleas—the more, the worse.

Our religion is the love and cherishing of these patrons. The gods of fable are the shining moments of great men. We run all our vessels into one mould. Our colossal theologies of Judaism, Christianity, Buddhism, Islam, are the necessary and structural action of the human mind. The student of history is like a man going into a warehouse to buy clothes or carpets. He fancies he has a new article. If he goes to the factory, he shall find that his new stuff still repeats the scrolls and rosettes which are found on the interior walls of the pyramids of Thebes. Our theism is the purification of the human mind. Man can paint, or make, or think nothing but man. He believes that the great material elements had their origin from his thought. And our philosophy finds one essence collected or distributed.

Other men are lenses through which we read our own minds. I count him a great man who inhabits a higher sphere of thought, into which other men rise with labor and difficulty; he has but to open his eyes to see things in a true light, and in large relations, whilst they must make painful corrections and keep a vigilant eye on many sources of error. His service to us is of like sort. It costs a beautiful person no exertion to paint his or her image on our eyes; yet how splendid is that benefit! It costs no more for a wise soul to convey his quality to other men. And everyone can do his best thing easiest. He is great who is what he is from nature, and who never reminds us of others.

Which one of the following best captures the author's attitude toward great men in the first two paragraphs?

Adapted from Talks to Teachers on Psychology and to Students on Some of Life’s Ideals by William James (1900)

In the general uprising of ideal interests discernible all about us in American life, there is perhaps no more promising feature than the fermentation that has been going on among the teachers. In whatever sphere of education their functions may lie, there is to be seen among them a really inspiring amount of searching of the heart about the highest concerns of their profession. The renovation of nations begins always at the top, among the reflective members of the state, and spreads slowly outward and downward. The teachers of this country, one may say, have its future in their hands. The outward organization of education which we have in our United States is perhaps, on the whole, the best organization that exists in any country. The state school systems give a diversity and flexibility, an opportunity for experiment and keenness of competition, nowhere else to be found on such an important scale. The independence of so many of the colleges and universities; their emulation, and their happy organic relations to the lower schools; the traditions of instruction in them, evolved from the older American recitation-method (and so avoiding on the one hand the pure lecture-system prevalent in Germany and Scotland, which considers too little the individual student, and yet not involving the sacrifice of the instructor to the individual student, which the English tutorial system would seem too often to entail),—all these things are most happy features of our scholastic life, and from them the most sanguine auguries may be drawn.

No one has profited more by the fermentation of which I speak, in pedagogical circles, than we psychologists. The desire of the schoolteachers for a more thorough professional training has led them more and more to turn to us for light on fundamental principles.

Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of some of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results. In other words, I am not sure that you may not be indulging fancies that are just a shade exaggerated. That would not be altogether astonishing, for we have been having something like a 'boom' in psychology in this country. 'The new psychology' has thus become a term to conjure up portentous ideas withal; and you teachers, docile and receptive and aspiring as many of you are, have been plunged in an atmosphere of vague talk about our science, which to a great extent has been more mystifying than enlightening. 

As regards this subject of psychology, now, I wish at the very threshold to do what I can to dispel the mystification. So I say at once that in my humble opinion there is no 'new psychology' worthy of the name. There is nothing but the old psychology which began in Locke's time, plus a little physiology of the brain and senses and theory of evolution, and a few refinements of introspective detail, for the most part without adaptation to the teacher's use. It is only the fundamental conceptions of psychology which are of real value to the teacher; and they, apart from the aforesaid theory of evolution, are very far from being new.

I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.

The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius.

The author’s attitude towards teachers changes __________.

Adapted from Talks to Teachers on Psychology and to Students on Some of Life’s Ideals by William James (1900)

In the general uprising of ideal interests discernible all about us in American life, there is perhaps no more promising feature than the fermentation that has been going on among the teachers. In whatever sphere of education their functions may lie, there is to be seen among them a really inspiring amount of searching of the heart about the highest concerns of their profession. The renovation of nations begins always at the top, among the reflective members of the state, and spreads slowly outward and downward. The teachers of this country, one may say, have its future in their hands. The outward organization of education which we have in our United States is perhaps, on the whole, the best organization that exists in any country. The state school systems give a diversity and flexibility, an opportunity for experiment and keenness of competition, nowhere else to be found on such an important scale. The independence of so many of the colleges and universities; their emulation, and their happy organic relations to the lower schools; the traditions of instruction in them, evolved from the older American recitation-method (and so avoiding on the one hand the pure lecture-system prevalent in Germany and Scotland, which considers too little the individual student, and yet not involving the sacrifice of the instructor to the individual student, which the English tutorial system would seem too often to entail),—all these things are most happy features of our scholastic life, and from them the most sanguine auguries may be drawn.

No one has profited more by the fermentation of which I speak, in pedagogical circles, than we psychologists. The desire of the schoolteachers for a more thorough professional training has led them more and more to turn to us for light on fundamental principles.

Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of some of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results. In other words, I am not sure that you may not be indulging fancies that are just a shade exaggerated. That would not be altogether astonishing, for we have been having something like a 'boom' in psychology in this country. 'The new psychology' has thus become a term to conjure up portentous ideas withal; and you teachers, docile and receptive and aspiring as many of you are, have been plunged in an atmosphere of vague talk about our science, which to a great extent has been more mystifying than enlightening. 

As regards this subject of psychology, now, I wish at the very threshold to do what I can to dispel the mystification. So I say at once that in my humble opinion there is no 'new psychology' worthy of the name. There is nothing but the old psychology which began in Locke's time, plus a little physiology of the brain and senses and theory of evolution, and a few refinements of introspective detail, for the most part without adaptation to the teacher's use. It is only the fundamental conceptions of psychology which are of real value to the teacher; and they, apart from the aforesaid theory of evolution, are very far from being new.

I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.

The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius.

The author’s tone in this passage is primarily __________.

Adapted from Talks to Teachers on Psychology and to Students on Some of Life’s Ideals by William James (1900)

In the general uprising of ideal interests discernible all about us in American life, there is perhaps no more promising feature than the fermentation that has been going on among the teachers. In whatever sphere of education their functions may lie, there is to be seen among them a really inspiring amount of searching of the heart about the highest concerns of their profession. The renovation of nations begins always at the top, among the reflective members of the state, and spreads slowly outward and downward. The teachers of this country, one may say, have its future in their hands. The outward organization of education which we have in our United States is perhaps, on the whole, the best organization that exists in any country. The state school systems give a diversity and flexibility, an opportunity for experiment and keenness of competition, nowhere else to be found on such an important scale. The independence of so many of the colleges and universities; their emulation, and their happy organic relations to the lower schools; the traditions of instruction in them, evolved from the older American recitation-method (and so avoiding on the one hand the pure lecture-system prevalent in Germany and Scotland, which considers too little the individual student, and yet not involving the sacrifice of the instructor to the individual student, which the English tutorial system would seem too often to entail),—all these things are most happy features of our scholastic life, and from them the most sanguine auguries may be drawn.

No one has profited more by the fermentation of which I speak, in pedagogical circles, than we psychologists. The desire of the schoolteachers for a more thorough professional training has led them more and more to turn to us for light on fundamental principles.

Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of some of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results. In other words, I am not sure that you may not be indulging fancies that are just a shade exaggerated. That would not be altogether astonishing, for we have been having something like a 'boom' in psychology in this country. 'The new psychology' has thus become a term to conjure up portentous ideas withal; and you teachers, docile and receptive and aspiring as many of you are, have been plunged in an atmosphere of vague talk about our science, which to a great extent has been more mystifying than enlightening. 

As regards this subject of psychology, now, I wish at the very threshold to do what I can to dispel the mystification. So I say at once that in my humble opinion there is no 'new psychology' worthy of the name. There is nothing but the old psychology which began in Locke's time, plus a little physiology of the brain and senses and theory of evolution, and a few refinements of introspective detail, for the most part without adaptation to the teacher's use. It is only the fundamental conceptions of psychology which are of real value to the teacher; and they, apart from the aforesaid theory of evolution, are very far from being new.

I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.

The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius.

The author’s attitude towards the American education system is __________.

Adapted from Talks to Teachers on Psychology and to Students on Some of Life’s Ideals by William James (1900)

In the general uprising of ideal interests discernible all about us in American life, there is perhaps no more promising feature than the fermentation that has been going on among the teachers. In whatever sphere of education their functions may lie, there is to be seen among them a really inspiring amount of searching of the heart about the highest concerns of their profession. The renovation of nations begins always at the top, among the reflective members of the state, and spreads slowly outward and downward. The teachers of this country, one may say, have its future in their hands. The outward organization of education which we have in our United States is perhaps, on the whole, the best organization that exists in any country. The state school systems give a diversity and flexibility, an opportunity for experiment and keenness of competition, nowhere else to be found on such an important scale. The independence of so many of the colleges and universities; their emulation, and their happy organic relations to the lower schools; the traditions of instruction in them, evolved from the older American recitation-method (and so avoiding on the one hand the pure lecture-system prevalent in Germany and Scotland, which considers too little the individual student, and yet not involving the sacrifice of the instructor to the individual student, which the English tutorial system would seem too often to entail),—all these things are most happy features of our scholastic life, and from them the most sanguine auguries may be drawn.

No one has profited more by the fermentation of which I speak, in pedagogical circles, than we psychologists. The desire of the schoolteachers for a more thorough professional training has led them more and more to turn to us for light on fundamental principles.

Psychology ought certainly to give the teacher radical help. And yet I confess that, acquainted as I am with the height of some of your expectations, I feel a little anxious lest, at the end of these simple talks of mine, not a few of you may experience some disappointment at the net results. In other words, I am not sure that you may not be indulging fancies that are just a shade exaggerated. That would not be altogether astonishing, for we have been having something like a 'boom' in psychology in this country. 'The new psychology' has thus become a term to conjure up portentous ideas withal; and you teachers, docile and receptive and aspiring as many of you are, have been plunged in an atmosphere of vague talk about our science, which to a great extent has been more mystifying than enlightening. 

As regards this subject of psychology, now, I wish at the very threshold to do what I can to dispel the mystification. So I say at once that in my humble opinion there is no 'new psychology' worthy of the name. There is nothing but the old psychology which began in Locke's time, plus a little physiology of the brain and senses and theory of evolution, and a few refinements of introspective detail, for the most part without adaptation to the teacher's use. It is only the fundamental conceptions of psychology which are of real value to the teacher; and they, apart from the aforesaid theory of evolution, are very far from being new.

I say moreover that you make a great, a very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programs and schemes and methods of instruction for immediate schoolroom use. Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves. An intermediary inventive mind must make the application, by using its originality.

The science of logic never made a man reason rightly, and the science of ethics (if there be such a thing) never made a man behave rightly. A science only lays down lines within which the rules of the art must fall, laws which the follower of the art must not transgress; but what particular thing he shall positively do within those lines is left exclusively to his own genius.

The author would most likely describe the relationship between psychology and teaching as __________.

Adapted from Volume 1 of History of Woman Suffrage by Elizabeth Cady Stanton, Susan B. Anthony, and Matilda Joslyn Gage (1887)

Change is a law of life, and the development of society a natural growth. Although to this law we owe the discoveries of unknown worlds, the inventions of machinery, swifter modes of travel, and clearer ideas as to the value of human life and thought, yet each successive change has met with the most determined opposition. Fortunately, progress is not the result of pre-arranged plans of individuals, but is born of a fortuitous combination of circumstances that compel certain results, overcoming the natural inertia of mankind. There is a certain enjoyment in habitual sluggishness; in rising each morning with the same ideas as the night before; in retiring each night with the thoughts of the morning. This inertia of mind and body has ever held the multitude in chains. Thousands have thus surrendered their most sacred rights of conscience. In all periods of human development, thinking has been punished as a crime, which is reason sufficient to account for the general passive resignation of the masses to their conditions and environments.

Again, "subjection to the powers that be" has been the lesson of both church and state, throttling science, checking invention, crushing free thought, persecuting and torturing those who have dared to speak or act outside of established authority. Anathemas and the stake have upheld the church, banishment and the scaffold the throne, and the freedom of mankind has ever been sacrificed to the idea of protection. So entirely has the human will been enslaved in all classes of society in the past, that monarchs have humbled themselves to popes, nations have knelt at the feet of monarchs, and individuals have sold themselves to others under the subtle promise of "protection"—a word that simply means release from all responsibility, all use of one's own faculties—a word that has ever blinded people to its true significance. Under authority and this false promise of "protection," certain beliefs have been inculcated, certain crimes invented, in order to intimidate the masses. Hence, the church made free thought the worst of sins, and the spirit of inquiry the worst of blasphemies; while the state proclaimed her temporal power of divine origin, and all rebellion high treason alike to God and the king, to be speedily and severely punished. In this union of church and state mankind touched the lowest depth of degradation.

All these influences fell with crushing weight on woman; more sensitive, helpless, and imaginative, she suffered a thousand fears and wrongs where man did one. Lecky, in his "History of Rationalism in Europe," shows that the vast majority of the victims of fanaticism and witchcraft, burned, drowned, and tortured, were women. Society, including our systems of jurisprudence, civil and political theories, trade, commerce, education, religion, friendships, and family life, have all been framed on the sole idea of man's rights. Hence, he takes upon himself the responsibility of directing and controlling the powers of woman, under that all-sufficient excuse of tyranny, "divine right."

The people who demand authority for every thought and action, who look to others for wisdom and protection, are those who perpetuate tyranny. The thinkers and actors who find their authority within, are those who inaugurate freedom. Obedience to outside authority to which woman has everywhere been trained, has not only dwarfed her capacity, but made her a retarding force in civilization, recognized at last by statesmen as a dangerous element to free institutions. Hence, in the scientific education of woman, in the training of her faculties to independent thought and logical reasoning, lies the hope of the future.

The tone of this passage could best be described as __________.

Adapted from The Prince by Nicholas Machiavelli (1513; trans. Marriott, 1908)

A prince ought to have no other aim or thought nor select anything else for his study than war and its rules and discipline, for this is the sole art that belongs to him who rules. The first cause of your losing a state is to neglect this art; and what enables you to acquire a state is to be master of the art. Francesco Sforza, through being martial, from a private person became Duke of Milan, and the sons, through avoiding the hardships and troubles of arms, from dukes became private persons. For among other evils that being unarmed brings you, it causes you to be despised, and this is one of those ignominies against which a prince ought to guard himself, as is shown later on.

Concerning Things for Which Men, and Especially Princes, are Blamed

It remains now to see what ought to be the rules of conduct for a prince toward subject and friends. And as I know that many have written on this point, I expect I shall be considered presumptuous in mentioning it again, especially as in discussing it I shall depart from the methods of other people. But it being my intention to write a thing which shall be useful to him who apprehends it, it appears to me more appropriate to follow up the real truth of the matter than the imagination of it; for many have pictured republics and principalities that in fact have never been known or seen because how one lives is so far distant from how one ought to live that he who neglects what is done for what ought to be done sooner effects his ruin than his preservation; for a man who wishes to act entirely up to his professions of virtue soon meets with what destroys him among so much that is evil.

Hence, it is necessary for a prince wishing to hold his own to know how to do wrong, and to make use of it or not according to necessity. All men when they are spoken of, and chiefly princes for being more highly placed, are remarkable for some of those qualities that bring them either blame or praise; and thus it is that one is reputed liberal, another miserly; one is reputed generous, one rapacious; one cruel, one compassionate; one faithless, another faithful. And I know that everyone will confess that it would be most praiseworthy in a prince to exhibit all the above qualities that are considered good, but because they can neither be entirely possessed nor observed, for human conditions do not permit it, it is necessary for him to be sufficiently prudent that he may know how to avoid the reproach of those vices that would lose him his state.

Concerning Cruelty and Clemency, and Whether it is Better to be Loved than Feared

Upon this a question arises: whether it be better to be loved than feared or feared than loved? It is much safer to be feared than loved, when, of the two, either must be dispensed with. Because this is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous, and as long as you succeed, they are yours entirely; they will offer you their blood, property, life, and children, as is said above, when the need is far distant, but when it approaches they turn against you. And that prince who, relying entirely on their promises, has neglected other precautions, is ruined, because men have less scruple in offending one who is beloved than one who is feared, for love is preserved by the link of obligation which, owing to the baseness of men, is broken at every opportunity for their advantage; but fear preserves you by a dread of punishment which never fails.

The overall tone of this passage is __________.

Adapted from English Literature: Its History and Its Significance for the Life of the English Speaking World by William J. Long (1909)

Coleridge left Cambridge in 1794 without taking his degree, and presently we find him with the youthful Southey—a kindred spirit who had been fired to wild enthusiasm by the French Revolution—founding his famous Pantisocracy for the regeneration of human society. "The Fall of Robespierre," a poem composed by the two enthusiasts, is full of the new revolutionary spirit. The Pantisocracy was to be an ideal community that combined farming and literature; work was to be limited to two hours each day. Moreover, each member of the community was to marry a good woman and take her with him. The two poets obeyed the latter injunction first, marrying two sisters, and then found that they had no money to pay even their traveling expenses to the new utopia.

During all the rest of his career a tragic weakness of will takes possession of Coleridge, making it impossible for him, with all his genius and learning, to hold himself steadily to any one work or purpose. He studied in Germany; worked as a private secretary, till the drudgery wore upon his free spirit; then he went to Rome and remained for two years, lost in study. Later he started The Friend, a paper devoted to truth and liberty; lectured on poetry and the fine arts to enraptured audiences in London, until his frequent failures to meet his engagements scattered his hearers; was offered an excellent position and a half interest (amounting to some £2000) in the Morning Post and The Courier, but declined it, saying "that I would not give up the country and the lazy reading of old folios for two thousand times two thousand pounds—in short, that beyond £350 a year I considered money a real evil.” His family, meanwhile, was almost entirely neglected; he lived apart, following his own way. Needing money, he was on the point of becoming a Unitarian minister, when a small pension from two friends enabled him to live for a few years without regular employment.

A terrible shadow in Coleridge's life was the apparent cause of most of his dejection. In early life he suffered from neuralgia, and to ease the pain began to use opiates. The result on such a temperament was almost inevitable. He became a slave to the drug habit; his naturally weak will lost all its directing and sustaining force, until, after fifteen years of pain and struggle and despair, he gave up and put himself in charge of a physician, one Mr. Gillman of Highgate. Carlyle, who visited him at this time, calls him "a king of men," but records that "he gave you the idea of a life that had been full of sufferings, a life heavy-laden, half-vanquished."

The shadow is dark indeed; but there are gleams of sunshine that occasionally break through the clouds. One of these is his association with Wordsworth and his sister Dorothy, out of which came the famous Lyrical Ballads of 1798. Another was his loyal devotion to poetry for its own sake. With the exception of his tragedy Remorse, for which he was paid £400, he received almost nothing for his poetry. Indeed, he seems not to have desired it; for he says: "Poetry has been to me its own exceeding great reward; it has soothed my afflictions; it has multiplied and refined my enjoyments; it has endeared solitude, and it has given me the habit of wishing to discover the good and the beautiful in all that meets and surrounds me." One can better understand his exquisite verse after such a declaration. A third ray of sunlight came from the admiration of his contemporaries; for though he wrote comparatively little, he was by his talents and learning a leader among literary men. Wordsworth says of him that, though other men of the age had done some wonderful things, Coleridge was the only wonderful man he had ever known. Of his conversation it is recorded: "Throughout a long-drawn summer's day would this man talk to you in low, equable but clear and musical tones, concerning things human and divine; marshaling all history, harmonizing all experiment, probing the depths of your consciousness, and revealing visions of glory and terror to the imagination."

Which one of the following best captures the author's attitude toward Coleridge?