II. Correct the following; explain the error:

The waves have break on the shore. Tennyson seen them. He has spoke to them. This teached us a lesson. We have took it.

Be able to use correctly in sentences all the forms of the verbs given above.

III. Change the verbs in the following sentences from the pres ent or past form to the form which uses has or have.

The waves shook the vessel. The ship sails on to its haven. The boy shouts with his sister at play. The lad sings in his boat on the bay. The sea breaks on the cold, gray stones. Tennyson saw the ships sailing on. He took a last look at the sea.

IV. Do not confuse the verbs learn and teach. To teach is to give instruction. To learn is to receive instruction.

We have been

to sing. Our teacher

us. Now we can the younger children, who are very anxious to They have some of the simpler songs.

V. Be careful, also, in using the words bring and take. In order to use these words correctly, keep in mind where the speaker is or is to be. To bring is to carry to the place where the speaker is or is to be, or to bear from a more distant to a nearer place. Thus, your mother, being at home, would not tell you to take your books home, but to bring them home. Your teacher, being in school, would tell you to take them home.

Fill the blanks in the following:

that book into the other room. Come here and
it away from you.

away from me. I will

Write sentences, using bring, brought, take, and took.

this

97

GETTYSBURG SPEECH

FOURSCORE and seven years ago, our fathers brought forth on this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so 5 dedicated, can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. fitting and proper that we should do this.

It is altogether
But in a larger 10

sense we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget 15 what they did here. It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take in-20 creased devotion to that cause for which they gave the last full measure of devotion, that we here highly resolve that these dead shall not have died in vain, - that this nation, under God, shall have a new birth of free

dom, and that government of the people, by the people,

for the people, shall not perish from the earth.

ABRAHAM LINCOLN.

proposition, statement of belief; dedicate, set apart; consecrate, make sacred; hallow, to make holy.

This speech is an example of clear, simple, beautiful English. What do you gather was the occasion of this speech? What noble thoughts are expressed? What effect do you think such a speech, uttered at such a time, would have on the hearers?

Spelling. Dedicate, consecrate, hallow, detract, resolve.

Composition. Have you ever noticed in the newspapers how the principal facts in an article are given in condensed form at the head of the column? People who are pressed for time sometimes get the main news of the day by simply reading the headings. Notice some of these headings, and then see how they are expanded in the columns.

Read carefully in some good history the account of the battle of Gettysburg. Write headings for a newspaper account of the battle such as might have appeared the day after the battle.

Write headings for a newspaper article that describes the dedication which was the occasion of Lincoln's Gettysburg Speech. Exchange your paper for a classmate's and expand his headings by writing the full account.

98

JULIUS CESAR

[Julius Cæsar, who was born at Rome about one hundred years before the birth of our Lord, was one of the most remarkable men that ever lived. He was a great general, and gained so many wonderful victories that he won for himself the highest position in the Roman government.

As was to have been expected, many of the leading men of

Rome were jealous of his power. A group of these, his enemies, plotted to kill him. One of the chief conspirators, Cassius, persuaded Brutus, who was Cæsar's dearest friend, that it was his duty to join with them, saying that Cæsar desired to destroy the liberties of the citizens of Rome by making himself king over them. Brutus was really a true patriot and, convinced by these arguments, joined, much against his will, in the plot to destroy his friend. When attacked by his murderers, Cæsar, it is said, defended himself with great spirit until he saw Brutus among them; then, exclaiming, "You, too, Brutus!" he yielded without further struggle.

The scenes which we select from Shakespeare's great play, Julius Cæsar, are supposed to occur in the forum, or market place, in Rome, after the assassination of Cæsar. Brutus tries to justify the conspirators, and Mark Antony speaks against them.]

Enter BRUTUS and CASSIUS, and a throng of Citizens. Citizens. We will be satisfied; let us be satisfied. Bru. Then follow me, and give me audience, friends. Cassius, go you into the other street,

And part the numbers.

Those that will hear me speak, let 'em stay here;
Those that will follow Cassius, go with him;

And public reasons shall be rendered

Of Cæsar's death.

First Cit.

I will hear Brutus speak.

5

Sec. Cit. I will hear Cassius; and compare their reasons, 10 When severally we hear them rendered.

[Exit CASSIUS, with some of the Citizens. BRUTUS goes into the pulpit.

Third Cit. The noble Brutus is ascended: silence!

Bru. Be patient till the last.

Romans, countrymen, and lovers! hear me for my cause, and be silent, that you may hear: believe me for 5 mine honor, and have respect to mine honor, 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 Cæsar's, to him I say that Brutus' love to Cæsar was no less than his. 10 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 freemen? As Cæsar loved me, I weep for him; as he was 15 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. 20 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.

25

All. None, Brutus, none.

Bru. Then none have I offended. I have done no more to Cæsar than you shall do to Brutus. . . .

Enter ANTONY and others, with CESAR's body.