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than his. If then that friend demand why Brutus rose against Cæsar, this is my answer,-Not that I loved Cæsar less, but that I loved Rome more. Had you rather Cæsar were living, and die all slaves; than that Cæsar were dead, to live all free men? As Cæsar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honor him: but, as he was ambitious, I slew him: There is tears, for his love; joy, for his fortune; honor, for his valor; and death, for his ambition. Who is here so base that would be a bondman? If any, speak; for him have I offended. Who is here so rude that would not be a Roman? any, speak; for him have I offended. Who is here so vile that will not love his country? If any, speak; for him have I offended. I pause for a reply.

Citizen. None, Brutus, none.

If

I have done

Brutus. Then none have I offended. no more to Cæsar than you shall do to Brutus. The question of his death is enrolled in the Capitol; his glory not extenuated, wherein he was worthy; nor his offences enforced, for which he suffered death. Here comes his body, mourned by Mark Antony: who, though he had no hand in his death, shall receive the benefit of his dying, a place in the commonwealth; as which of you shall not? With this I depart: That, as I slew my best lover for the good of Rome, I have the same dagger for myself, when it shall please my country to need my death.

-William Shakespeare. From "Julius Cæsar." EXERCISE.—(i) Outline the argument presented. (ii) Point out the elements of persuasion added to the argu

ment. (iii) Point out what elements of weakness there are in the speech considered as persuasion.

2. Study Mark Antony's Oration over Cæsar and point out how it excels in the elements of persuasion. Composition. That Cæsar's death was a Public Necessity.

Some members of the class may take the affirmative and rewrite Brutus' speech in modern form and language, developing the elements of persuasion in presenting his case.

Some members of the class may take the negative, rewriting in briefer and more modern form Mark Antony's speech. Others may present the argument of the modern historians, that the state of the Roman world was such as to demand the rule of Cæsar.

DEBATES.

The following themes are suitable for debates. The class may take sides, and the best of the written exercises used by the writers in formal debate. The arguers on the negative side of a proposition may take three courses to oppose the proposition: (i) Refute all the arguments of the affirmative. (ii) Disprove the proposition itself. (iii) Prove a contrary proposition, which thereby overthrows the proposition. The burden of proof lies on the speakers for the affirmative; if they do not positively prove their proposition they lose their case.

Debates. (1) That Country Life is more conducive to happiness than City Life. (2) That the Poet is a greater benefactor of humanity than the Painter. (3) That the Pen is mightier than the Sword. (4) That monopolies of natural products such as coal and oil should be held only by the government. (5) That the Senate of the United States should be elective. (6) That Strikes have improved the condition of the Working-men. (7) That Trade-Unions have benefited Working-men. (8) That Capital Punishment should be abolished. (9) That Vivisection should be prohibited. (10) That the Abolition of Slavery in the United States was wise. (11)

That the English are greater humorists than the Americans. (12) That the Germans are greater musicians than the Italians. (13) That the Lady came out (see Mr. Stockton's story, "The Lady or the Tiger"). (14) That Lady Macbeth was responsible for Macbeth's fall. (15) That Hamlet was mad. (16) That Wordsworth is a greater Poet than Tennyson. (17) That Walt Whitman is more truly the Poet of America than Longfellow is.

PART VI.—VERSIFICATION.

CHAPTER I.-PRIMARY FORMS OF FOOT AND VERSE.

LESSON LXXIII.

The teacher is referred for fuller treatment to the following:-Gummere, Poetics; Parsons, English Versification, Corson, Primer of English Verse; Lanier, Science of English Verse. The great work is Guest, A History of English Rhythms.

Verse. The most artistic form of composition in words is verse, the chosen medium of poetry. Verse is the form of composition in which the language is rhythmical according to a constantly repeating pattern.

I. Stress-Word-stress.-Notice the pronunciation of any word of two or more syllables and we see that the ictus, emphasis, or stress of the voice, distinguishes syllables into two classes.

feud'al; uphold'; paragraph; un folding.

The syllable having the stress (feud-, -hold, par -fold) is termed the stressed syllable, also called the accented, or heavy syllable. The syllable not having the stress (―al, up—, —a graph, un—ing) is termed the unstressed syllable, also called the unaccented, or light syllable.

The symbol here used for a stressed syllable is /; for an unstressed, ×.

It will be noticed on looking at words like in grat' it ude', con' form a' tion, cir'cum stant'i al' it y', that words of more than three syllables have not only a main stressed syllable (marked ') but also one or more syllables (marked ') with less stress than the main syllable, but with more than the unstressed syllables. Such syllables (\) have what is called a secondary stress.

Sentence-stress. It will be noticed, too, that words as they form part of spoken language enter into similar relation with each other as the syllables of words.

It was a heavy club' made out of an oak branch.

In the early years of the nine teenth century there lived at the village of Rav enloe a lin en -weav er, named Si las Mar ner.

Notice that where the stress in the sentence falls on dissyllables it falls only on those syllables that have the word-stress.

II. Metre. The question now arises, What effect will be produced if these stressed and unstressed syllables and stressed and unstressed words-these wavelets and hollows of sound-are arranged after a repeating pattern?

1. Study the following line:

The curfew tolls the knell of parting day. We may mark the pattern of this line:

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The unstressed syllable or word is followed by a stressed syllable or word giving a repeating pattern × /, and this pattern or foot is repeated five times in the line.

II. Study the following line:

Ere the steamer bore him Eastward, Sleary was engaged to marry.

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