ction of dances, etc.

III. Study of the Poem as a Whole

CONTENT.--When, where, for what occasion, and before what audience was
this mask presented?

Who were the actors?

Members of the audience often took part in dances, which were a feature
of the mask. Do you find here any indication of such a dance? Find two
places in _Comus_ where dances are introduced to serve the purpose of an
anti-mask, that is, a humorous interlude to afford contrast and
amusement.

What supernatural characters are introduced?

Find passages of compliment to the Welsh, to the Earl of Bridgewater,
and to the Earl's family in the opening speech of the Attendant Spirit.

Find one passage complimenting the musical ability of Mr. Henry Lawes
(494-496), and several complimenting the Lady Alice and her two brothers
(145-150, 244-264, 297-304, 366, etc.).

What idea does Milton bring out in the long dialogue between the two
brothers? between Comus and the Lady?

For what do the several characters stand, if we take the poem as an
allegory? What is the significance of the ugly heads of the monsters? of
the glass of liquor? of the remarkable courage of the Lady in the face
of danger? What is the central idea of the poem?

FORM.--Distinguish between the mask and the regular drama; between the
mask and the opera.

Point out the chief lyrical passages.

Find examples of blank verse, of rhymed pentameter, and of the two kinds
of verse so common in _L'Allegro_ and _Il Penseroso_.

Compare the meter of the dialogues with that of the lyric passages.

Find passages remarkable for beauty of figurative language (like 188-192
and 375-380), others for beauty of sentiment (like 210-220 and 453-463).

THE LIFE AND CHARACTER OF THE AUTHOR.--See outline for the study of
_Lycidas_, page 59.

What impression of Milton's character do we get from _Comus_? What
suggestions do we get here of the best side of Puritanism?

V. THE TEACHING OF THE ESSAY

Like the lyric, the essay represents directly the author's thought and
feeling. It appeals to the understanding, is practical in its nature,
and for these reasons involves less difficulty in teaching; but it is
often less attractive than poetry and frequently deals with matters that
are uninteresting to the average boy and girl. A good essay is
indirectly valuable in affording illustration of the principles of
composition and rhetoric, but it is directly of great value in
stimulating thought and