some of the particularities of Milton's English, as, for instance, his classicisms, e.g., i. 573, ii. 40. Then the Metre must be thoroughly studied. The part of the Introduction treating the question should be taken up, a little every day, in connection with the daily reading. Every line especially remarked in the examples or in the notes should be read aloud until its rhythmical structure is clearly understood. Passages should be given out to the student in which all deviations from the normal line should be marked and explained. The student must know the matter theoretically and practically, he must be able to explain the metre of any line, and he must be able to give as much of Milton's system of blank verse as is given in the Introduction. As in the less detailed study, the Action of the books must be thoroughly understood, as well as their structure. Analyses as on pp. 79, 91, should be made and explained; it is well to put them on the blackboard. The student should now be somewhat familiar with the poem, and subsequent study may make use of the material gained as a help to right appreciation. A few words on p. 101 will give some idea of the relation that the knowledge gained may have to a really fine feeling for the poem. In no way is the connection better shown than in the comparison of different passages, that any particular line or lines may be seen in true relation and proportion. A simile may seem strange till we find, by looking at others. of the same kind, what Milton was trying to effect by it (xlv.-xlvii.); a description will be seen more truly if compared with something else (note on ii. 906-910). And even if the direct result be small, the increased familiarity with the poem will be a step toward the increased enjoyment of it. At this time now, as in the more cursory study, the Introduction may be studied, the sections on the Style in particular (pp. xxx.-xl.), with frequent reference to the poem, more especially with a view of discovering and discussing new examples. EXAMINATION QUESTIONS It is a very difficult thing to make out good Examination papers on the subject of a poem. This fact has led many persons having to do with education, to hold one of two views: to believe either that poems should not be studied as such, or that no examinations should be given on them. Those who hold the second opinion are at present somewhat in the position of one disapproving of gravitation. Examinations are a fact which we must reckon with. Examination questions on "Paradise Lost" will generally be found to come under one of the following heads:1 1. On Proper Names. 66 a. What and where was Sion hill," i. 10; "Siloa's brook," i. 11; "the Aonian mount," i. 15? b. Who were Moloch, Belial, Dagon, Chemos, i. 381– 505; Mammon, i. 678-684 ? c. Where were Nebo, i. 407; Lebanon, i. 447; Gaza, i. 466; Damascus, i. 468; Basan, i. 398 ? d. Explain "harpy-footed Furies," ii. 596; "Medusa," ii. 611; "Gorgons, and Hydras, and Chimæras dire," ii. 628. e. Where and what were Olympus, i. 516; Delphi, i. 517; Dodona, i. 518; Lemnos, i. 746? 2. On Allusions. a. Explain "A leper once he lost and gained a king." (i. 471.) 1 1-5 would hardly be expected of those who had merely read the poem in a general way. The number of questions given in any examination would be dependent on various circumstances, partly on the time allowed. "Doubled that sin in Bethel, and in Dan." (i. 485.) b. Explain "Gehenna type of hell," i. 405; "the Asphaltic pool," i. 411; "the hill of scandal, ‚" i. 416; "sojourners in Goshen," i. 309; "Amram's son, " i. 339. c. Who was Uther's son, i. 580? the Soldan, i. 764? What is the allusion in "Panim chivalry," i. 765; "fell by Fontarabbia," i. 587? d. What was the "pygmæan race," i. 780 (cf i. 575)?"The Arimaspian," ii. 945? e. What allusion to his own time may be supposed in "Then wander forth the sons of Belial " 66 (i. 501)? "O shame to men! Devil with devil damned 3. On Passages connected with other parts of the poem. a. Explain "As far removed from God and light of Heaven As from the centre thrice to the utmost pole." "Better to reign in Hell than serve in Heaven." (i. 263.) What language does he use to his followers? d. Comment on "His form had yet not lost All her original brightness." (i. 591.) Comment on or explain "Never since created man." (i. 573.) 66 Of Javan's issue held gods." (i. 508.) What doubt we to incense his utmost ire?" (ii. 94.) "since our present lot appears For happy though ill, for ill not worst." (ii. 224.) 5. On Metre. Point out anything noteworthy in the rhythm of the following lines: i. 195; i. 159; i. 28; i. 82; i. 329; i. 38; ii. 207; ii. 626; ii. 4. 6. On the Action, Scene, and Characters of the poem. The questions under 3 dcal also with this subject in a somewhat different way. a. What sort of names does Milton give the fallen angels and for what reason? b. In what two-fold fashion do Sin and Death appear in the poem ? c. What is the meaning of the names Satan and Lucifer? What appropriateness have they to their bearer ? d. What place have Chaos, Night, Orcus, Ades, Demogorgon in the poem ? e. State briefly the action of the poem. in it is held by Books i. and ii. What place 7. On Milton's Poetic Manner. a. Give some examples of characteristic Miltonic phrases. b. Give some examples of conventional epic diction. c. What are epic similes? d. How does Milton use geographical names? e. Quote and comment upon some particular description as i. 589 foll. 8. On Milton's Life and Work in general. a. What different periods are to be noted in Milton's life and what distinguishes them? b. Why did Milton write his prose pamphlets? c. What is the main idea running through his great poems ? d. What was Milton's relation to the Commonwealth? e. What is the relation of Milton's prose to his poetry? Such questions as these may fairly be asked to test a student's knowledge of a poem. Some of them will offer an opportunity for him to show his appreciation of it; but an examination is not a good means of testing poetic appreciation, nor was it devised for that purpose. |