elements of the argument-("his own beautiful native land," the despots of Austria, Prussia, Russia, "the scaffold," public opinion of mankind, etc.); in the appeal to the persons addressed-Americans, lovers of liberty, descendants of Englishmen; to the spirit of emulation, to the honour and pride of his countrymen.

COMPOSITION I.-I. State the pure argument of the quoted passage. 2. Reproduce the argument, making

the appeal effective by persuasion.

COMPOSITION 2.-Write an appeal for a memorial to the Canadian soldiers who died in South Africa.

COMPOSITION 3.-Write a plea for the reading of Shakspere.

COMPOSITION 4.-Write a plea for the exclusion of the Chinese from Canada.

COMPOSITION 5.-1. A plea in favour of the reading of novels. 2. A plea against the reading of novels as compared with biography, history, and travels.

LESSON LXXVIII.

THEME: THAT THE ASSASSINATION OF CAESAR WAS JUST.

Citizen. The noble Brutus is ascended: Silence!

Brutus. Be patient till the last.

Romans, countrymen, and lovers! hear me for my cause; and be silent, that you may hear; believe me for mine honour; and have respect to mine honour, that you may believe: censure me in your wisdom; and awake your senses, that you may the better judge. If there be any in this assembly, any dear friend of Caesar's, to him I say, that Brutus' love to Caesar was no less than his.

If then that friend demand why Brutus rose against Caesar, this is my answer,-Not that I loved Caesar less, but that I loved Rome more. Had you rather Caesar were living, and die all slaves; than that Caesar were dead, to live all free-men? As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as he was valiant, I honour him: but, as he was ambitious, I slew him: There is tears, for his love; joy, for his fortune; honour, for his valour; 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? If 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.

Brutus. Then none have I offended. I have done no more to Caesar 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 Shakspere. From "Julius Caesar." STUDY OF PERSUASION.—1. Outline briefly the argument presented here. 2. Point out the elements of persuasion added to the argument.

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Antony's refutation of Brutus's argument is a finer instance of Persuasion, and should be studied, but it is too long for quotation here.

COMPOSITION I.-I. Prove, using Brutus's argument and appeals, that Caesar's assassination was just. Or, 2. Refute this proposition, using Antony's argument and appeals.

COMPOSITION 2.-1. Reproduce at length and with force Portia's argument for the conviction of Shylock. Or, 2. Refute Portia's arguments to show that Shylock's conviction was bad law.

ADDITIONAL THEMES.

The class may

The following themes are suitable for debates. take sides, and the best of the written exercises used by the writers in informal 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.

DEBATE I. That Country Life is more conducive to happiness than City Life. 2. That the Poet is a greater benefactor of humanity than the Legislator. 3. That the Pen is mightier than the Sword. 4. That the present Constitution of Canada is preferable to that • of an Independent Republic. 5. That the Senate of Canada should be elective. 6. That Strikes are justifiable. 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. II. That the English have a keener sense of humour than the Americans. 12. That the Lady came out (see Mr. Stockton's story "The Lady or the Tiger"). 13. That Lady Macbeth was responsible for Macbeth's fall. 14. That Hamlet was mad. 15. That Wordsworth is a greater Poet than Tennysón. 16. That Walt Whitman is the Poet of America rather than Longfellow. 17. That Mr. Kipling, judged by the severest standards, is a notable poet.

TABLE OF CORRECTIONS FOR WRITTEN EXERCISES.

MS. The manuscript is badly written.

Sp. Spelling is faulty; consult the dictionary; rewrite the word correctly.

=

Sp. Use hyphen. Sp.C=Write as one word.

Cap. Use capital letters (see pp. 2, 5, 8-9).

L. c. Use small letters.

Ital. Underline for italics (see p. 11).

Pt. Punctuation is faulty; find out the error and correct.

=

=

=

Pt.. Use period (pp. 14-15). Pt., Use comma (pp. 18, 20-21, 24-25). Ft. quotation marks (p. 29). Pt. ' = Use apostrophe rightly (pp. 29-30). colon (p. 32). Pt. Use colon (p. 35). Pt. · -= Use dash (p. 35). Pt. ?= Use interrogation mark (p. 39).

mation point (p. 38).

S. The sentence structure is faulty.

=

=

Pt. ; Use semiPt. ! = Use excla

S. 1 The sentence lacks unity, or is too long or involved (p. 49). S. 2 The part should be subordinated to some main statement (p. 52). S. 3 The part should be made an independent statement (p. 55). S. Interrogation, Exclamation, Balance, etc. = Recast the sentence, as interrogation (p. 62), exclamation (p. 62), loose or periodic (p. 65), balance (p. 68).

¶ Some law of the paragraph is not observed.

10 = Lacks indentation or margin (p. 3). ¶ 1= Lacks unity (pp. 3, 82). ¶ 2 = See topic sentence (p. 82). Lacks methodical arrangement (p. 85). ¶ 4 = Lacks Recast in parallel construction (p. 91). ¶ 6 Transi7 Lacks proportion. 8 = Lacks rhythm (p. 95).

explicit reference (p. 88).

ག3

=

tion not observed (p. 93).

¶ 9 Recast as climax (p. 98).

Cl. The sentence is not clear.

Cl. 1 The word is inexact (p. 136). Cl. 2 = Word or reference is ambiguous (pp. 109, 143).

F. Force is not attained.

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=

F. 1 Make simple (p. 152). F. 2 Rearrange for emphasis (pp. 112, 115). F. 3 = Be brief (p. 156). F. 4 Amplify. F. 5 Add contrast (p. 156). F. 6 Use a figure of speech (p. 163-164).

T. Some rule of good taste is not observed.

=

T. 1 Correct the barbarism, impropriety, or solecism (p. 168). T. 2 = Avoid the colloquialism, trite saying, etc. (p. 183). T. 3

Nar. See Principles of Narration, pp.

Correct the faults of sound (p. 183). 120-121, 125-126.

Des. See Principles of Description, pp. 133-134, 140-141, 146-7, 159-160. Exp. See Exposition, pp. 200, 203-7.

Arg. See Argument, pp. 208 ff.

Per. See Persuasion, p. 213 ff.

? The statement is doubtful as to matter of fact.

? Or. The statement is copied or not original.

A Something is omitted.

Some fault is to be attended to.

Tr. Transpose.

& Omit (dele, strike out).

A, A high order of merit; B, good; C, fair; D, unsatisfactory; E, bad.

Double letters, BB, etc., very good, etc.