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Passage (Thomas Babington Macaulay, "Milton," 1825, continued from his argument that poetry declines as civilisation advances): "But it is not thus with music, with painting, or with sculpture. Still less is it thus with poetry. The progress of refinement rarely supplies these arts with better objects of imitation. It may indeed improve the instruments which are necessary to the mechanical operations of the musician, the sculptor, and the painter. But language, the machine of the poet, is best fitted for his purpose in its rudest state. Nations, like individuals, first perceive, and then abstract. They advance from particular images to general terms. Hence the vocabulary of an enlightened society is philosophical, that of a half-civilised people is poetical. This change in the language of men is partly the cause and partly the effect of a corresponding change in the nature of their intellectual operations, of a change by which science gains and poetry loses. Generalisation is necessary to the advancement of knowledge; but particularity is indispensable to the creations of the imagination. In proportion as men know more and think more, they look less at individuals and more at classes. They therefore make better theories and worse poems." The sentence "In proportion as men know more and think more, they look less at individuals and more at classes" most strongly implies that:

Aexpanding knowledge encourages a shift from concrete, individual perception toward abstract, categorical thinking.
Buneducated men are better at general theorising than scholars.
Cmen should not study individual cases at all.
Dmodern thinkers cannot distinguish between particular individuals.
Answer & Solution
Correct answer: A. expanding knowledge encourages a shift from concrete, individual perception toward abstract, categorical thinking.
*In proportion as men know more and think more* sets up a directional claim: as knowledge grows, attention shifts. The shift Macaulay names is from *individuals* to *classes* — from the **concrete particular** to the **abstract category**. **A** captures this directionally. - **B** reverses the relation Macaulay describes (more knowledge → more abstraction, not less). - **C** is a normative prescription Macaulay does not make. He describes a tendency; he doesn't issue a *should*. - **D** overstates — modern thinkers can still distinguish particulars, but they tend to dwell on classes instead. The sentence is causal-tendential, not prescriptive. The inference must match its scope.
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