The Worlds Best Poetry, Volume 8 | Page 5

each student will comprehend the poem as a whole as the poet must have conceived it. Then as some one reads aloud the lines the music of the rhythms will come by assimilation rather than by analysis. Poetry parallels the real with the ideal to make a harmony before undreamed of. So in the lines sound re-echoes sound, and a subtle music but half perceived sings itself out of the moving notes.
What burden this music bears is the second question. Poetry differs from prose in that it lifts the thought so that its highest relations and suggestions are made known. We have a right therefore to parallel the prose sight with the poetic visions and to find in what the one transcends the other. If we are studying the "Idylls of the King," for instance, we may fitly ask what was the story as the poet took it, and into what has he transformed it for us. This study of the thought of the poem is an excellent subject for class work. The questions should be made definite and so grouped that sections of the class can choose one or another phase of the problem; the conferences should be so directed that a few clearly worked-out and thoroughly unified poetic thoughts will be left in the mind of each student.
In all things practice may fitly supplement precept. In a reading circle of which one of the editors of this series was a member the poems of Tennyson were studied by a method closely resembling that advocated in this article. As a suggestion the topics and questions for one of the poems are here given. One of the members acted as leader. A brief essay reciting the history of the poem was read. The entire poem was read aloud by one of the members of the class. Then the topics given below were discussed as presented in turn by groups of students who had given especial attention to one of the topics. In the discussions the entire class joined, and at the close a very brief summing up by the leader gathered up the threads of thought.
Topic: "Locksley Hall" and "Locksley Hall Sixty Years After."
Required Readings: "Locksley Hall"; "Locksley Hall Sixty Years After"; "Lady Clara Vere de Vere"; "Sir Galahad."
Suggested Readings: In connection with the earlier poem, "Ulysses" and "The Two Voices"; in connection with the later poem, "Maud," "Memoir of Tennyson," by Lord Hallam Tennyson.
Suggestions for Study: (A) The physical basis of the poem.
Study the metre. Why called Trochaic Octameter? In what way does this metre resemble and in what way differ from Lowell's "Present Crisis," Swinburne's "Triumph of Time," Browning's "There 's a woman like a dewdrop" (from "The Blot i' the Scutcheon"), and Mrs. Browning's "Rhyme of the Duchess May"? Why is this metre peculiarly adapted to the sentiment of "Locksley Hall"? How does the metre differ in effect from that of Mrs. Julia Ward Howe's "Battle Hymn of the Republic" and Bryant's "The Death of the Flowers" and Tennyson's "May Queen"? Is the effect of the rhythm optimistic as opposed to the pessimism of the "Triumph of Time," and why? Why are the lines of this poem so easily carried in the memory? What is there in the use of the words which gives such sweetness to the verses as one reads them aloud. Has the poem for you a music of its own which haunts you like a remembered vision? Find out, if you can, something of the secret of this music.
(B) The intellectual interest of the poem.
(1) Consider the meaning of difficult passages, such as "Fairy tales of science." Explain the meaning of stanzas containing the following quotations: "Smote the chord of self"; "Cursed be social wants"; "That a sorrow's crown of sorrow"; "But the jingling of the guinea"; "Slowly comes a hungry people"; "Knowledge comes, but wisdom lingers."
(2) How long an interval elapsed between the writing of the above two poems? Does any change in style or trend of thought indicate the lapse of time? The earlier poem was and is immensely popular. Why? Why is the later one less popular?
(3) What is the story in the poem, and in what manner is it told? How is the story continued in "Sixty Years After"? Was Locksley Hall an inland or a seashore residence, and why? Describe the surroundings from suggestions in the poems. Sum up what the hero tells of himself and his love-story. What suggestions are there regarding the characters of Amy and Edith? Is the emotional side of the hero as finely balanced as the intellectual side? What light is thrown on the character of his love by his outbursts against Amy? Would it be fair to judge of Amy and her husband by what he says of them in his first