5-174|of night of solitary
| delights || | joys
42| (_a_) Lark's Reveille || 56| (_a_) Evening
44| (_b_) "Dappled Dawn," || 67| (_b_) Nightingales
| cock, hounds, etc.|| | even-song
60| (_c_) Sunrise || 74| (_c_) Moonrise
| (_d_) Sounds of labor || | (_d_) Curfew
======+==========================++======+=====================

III. Study of the Poem as a Whole

A comprehensive study will naturally follow the detailed study and may,
to a certain extent, be a summary of the work already done.

CONTENT.--Contrast the two speakers in respect to their choice of
companions; descriptions of morning and evening; their attitude toward
country life; their recreations and employments in the daytime and in
the evening; and their tastes in music, worship, and the theater.

Must we suppose that these poems express conflicting views of different
men, or may they represent views of the same man in different moods?

State in a single sentence the main idea of each poem.

FORM.--Indicate the meter of the normal line, or rather of the two
types of lines most frequently used. What is the difference in effect
between these two types?

What are the principal variations in the position of accented syllables?
in the number of syllables? in the kind of rhyme?

Do you like these poems because of their beauty of sentiment? beauty of
figurative expression? beauty of description? some other form of beauty?
or because of all of these? Quote what seems to you most beautiful.

Is there anything notable in the choice of words? in their arrangement?

Do you find any passages where words have been chosen because their
sound corresponds to the sense?

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

OUTLINE FOR THE STUDY OF LYCIDAS

I. Preparation

This poem is made somewhat difficult by reason of the formal and
conventional terms of pastoral poetry. Therefore, in the preparatory
work, the teacher should explain these terms; and should dwell on the
circumstances that called forth the poem. The history of the times
should be touched upon sufficiently to make clear the meaning of the two
digressions in the poem.

II. Reading and Study

The first reading should enable the student to trace the line of
thought; to mark the digressions; and to understand the general plan of
the poem.