'■^ *'^Sff*^*'^* -^ * -^ *^ i>-^*^,».^*^^ ■sja.- " "iK»» ass iSook HiESKNTICl) liY \^. LONGMANS^ ENGLISH CLASSICS EDITED BY GEORGE RICE CARPENTER, A.B. PROFESSOR OF RHETORIC AND ENGLISH COMPOSITION IN COLUMBIA COLLEOE JOHN MILTON L'.VLLEGRO, IL PENSEROSO, COMUS, AND LYCIDAS LONGMANS' ENGLISH CLASSICS EDITED BY GEORGE RICE CARPENTER, A.B. PROFESSOR OF RHETORIC AND ENOLIt-H COMPOSITION IN COLUMBIA COLLEGE With FuU Notes, Introductmis, Bibliographies, and Other Explanatory and Illustrative Matter. Crown 8vo. Cloth . 1. IRVING'S TALES OF A TRAVELLER. With Introduction by Professt)r Brasder Matthews, of Columbia College, and Xotess by the Editor of the Series. 2. GEORGE ELIOT'S SILAS MARNER. Edited by Professor KoBERT IIerrick, of the University of Chicago. 3. SCOTT'S WOODSTOCK. Edited by Professor Bliss Perry. of Princeton College. 4. DEFOE'S HISTORY OF THE PLAGUE IN LONDON. Edited by Professor G. R. Carpenter, of Columbia Col- lege. 5. WEBSTER'S FIRST BUNKER IFILL OR.\TIO\. tosrcther with other Addresses relating to the Revolution. Edited by Professor F. N. Scott, of the University of Michigan. C. MACAULAY'S ESSAY ON MILTON. Edited by J. G. Croswell, Esq., Head-Master of the Brearley School, formerly Assistant Professor in Harvard L'nivcrsity. 7. SHAKSPERE'S A MIDSUMMER NIGHT'S DREAM. Edited by Professor G. P. Baker, of Harvard University. 8. MILTON'S L'ALLEGRO. IL PENSEROSO, COMUS. AND LYCIDAS. Edited by Professor W. P. Trent, of the Uni- versity of the South. 9. SHAKSPERE'S MERCHANT OF VENICE. Edited by Pro- fessor Francis B. Gummeke. of Ilaverford College. Otiier volumes are in prejmration. JUUX MILTON (After the paiutiiig by Thomas Faed) Xongmans' Englisb Classics JOHN MILTON'S L'ALLEGRO, IL PENSER080, C0MU8, AND LYCIDAS EDITED WITH NOTES AND INTUCDUCTIONS IJV WILLIAM P. TRENT, MA PKOFESSOR OF ENGLISH IN THE tJNIVEBSITY OF THE SOUTH NEW YORK LONGMANS, GREEN, AND CO. AND LONDON 1895 T"R35S2 Copyright, 1895 BY LONGMANS, GREEN, AND CO. GIFT DR. ELLERY C. STOWCLt JAN. 1. 1941 TROW DIRECTORY PRINTING AND BOOKBINDING COMPANY NEW rORK PREFACE Ix this edition of selected minor poems of Milton I have endeavored to keep clearly in mind the purpose for which it is primarily intended, that of providing proper materials for the careful study, under the immediate direction of a teacher, of one of the English Classics prescribed by the uniform requirements in English which have been generally adopted by our colleges. In other words, I have endeavored to furnish an apparatus of Introductions and Notes which, in the hands of competent teachers, may be useful in fostering and developing the literary appreciation of the pupil. I have chosen to point out the poetic beauty of an epithet rather than to discuss its etymology, and to trace the genesis of the category of literature to which a poem belongs rather than to dwell upon a point of histor- ical grammar. I have tried, too, to interest the pupil in the interpretation of disputed passages, and to enable him to follow the transmission of thought and expression from poet to poet and from age to age by means of abundant, but, I trust, not too diffuse quotation. To avoid confusion, the introductory matter relating to each of the poems has been placed directly before it. I had intended to prefix to the volume a biographical sketch of Milton, but several reasons have induced me to abandon my purpose. The main design of the book is to aid in the study of Milton's work rather than in that of his life. The latter line of inquiry, scarcely less valuable in itself, can be most readily followed by the young student in another vol- ume of this series, Mr. Croswell's edition of Macaulay's Essay on Milton. I need hardly add that I have drawn vi PREFACE freely upon previous editors, giving tliem credit where it seemed proper to do so. I have, too, made use of several editions in the endeavor to obtain a correct and reasonably punctuated text, and I have tried by the use of accents to help the pupil in the pronunciation of unfamiliar proper names and in the sounding of syllables that ;ire necessary to the correct reading of the verses. W. P. T. Sewanee, Tenn.. September, 1895. CONTENTS Suggestions for Tkachers and Stui>knt8 . ix Specimen Examination Papers .... xiv Chronolooical Taule xvi L'Alleguo 1 II. Penseroso 10 COMUS 15 Lycidas 60 Notes 75 SUGGESTIONS FOR TEACHERS AND STUDENTS The following remarks are to be taken strictly as sugges- tions based on several years' experience in teaching, rather than as dogmatic utterances about one of the most difficult problems that have ever confronted the educator — how to teach literature, especially poetry, in such a manner that the pupil shall not merely be grounded in the external facts relating to an author and his work, not merely be informed as to the relations of the work studied to the general body of literature, but also be brought into intel- ligent sympathy with the spirit of the author and of his literary creation. For this last, it must always be remem- bered, is the highest and truest aim of the teacher of lit- erature, and because it is an aim most difficult of attain- ment, not a few thoughtful men, like the late historian Freeman, have seriously doubted whether literature could be taught at all, and have opposed the establishment of university chairs devoted to its study. Although these men are wrong, and although literature can be and is taught successfully, it is not well to minimize the difficul- ties of the problem, and these difficulties should surely protect us from all dogmatism on the subject, whether it be our own or that of others. On one point alone may we venture to be dogmatic, and that is that the successful teacher of literature must love his work and be full of his subject. Premising these requisites in the teacher, we may now devote ourselves to a consideration of the steps by which a young student may perhaps best be introduced to the works of a great poet presented for his study in a volume like this. X SUGGESTIONS FOR TEACHERS I. Whenever it is practicable the whole poem should be read aloud, both by the pupil out of school and by the class or the teacher during the recitation hour, before the work of minute study is begun. This reading as a whole is necessary, not merely to give the student a general idea of what he is about, but also to give him un intelligent in- terest in what the poet is about. It is fortunate that all four of the poems given in this volume can be thus read, with perhaps the exception of " Comus,"in the class-room. The poems should be read aloud to bring out the full beauty of rhythm and rhyme, on which poetic charm so much depends. All poetry was once chanted or recited, and although it is not necessary now to declaim it or to sing-song it, it is necessary to read it aloud in order thor- oughly to enjoy it or comprehend it. II. When the pupil has read the poem once in this way, he should read the introductory note carefully, and the teach- er may assign this note, or part of it, for the next recita- tion, using his own discretion as to the facts or opinions to which the pupil's attention should be specially drawn, and adding such details or comments as he may think advis- able. Tlie fuller the teacher's own reading has been, the more valuable this portion of the work will become to the pupil, for the limits of a text-book preclude the possibil- ity of any introductory note beginning to exhaust the sub- ject. III. Having read the pooin as a whole, and having gained some knowledge of how it came to be written, and what ideas and feelings it is intended to express, the pupil will be prepared to pay attention to details of dic- tion, metre, etc., as well as to study the evolved struct- ure of the poet's work of art. In other words, he will be prepared to use the notes. Here the teacher's own ex- perience and the needs of the class must help him to de- termine the length of lesson to be given. A certain portion of the text should be assigned and the pu{)il held responsible for a thorough understanding of it from all SUGGESTIONS FOli TEACHERS XI reasonable points of view. He should be called upon to explain the connotation of any word, the structure of any verse, the force of any figure of speech, the meaning of any literary or historical allusion, and the bearing of any idea or passage upon the poem as a whole. Nor should the truth of an idea to nature or human life "be over- looked. Obviously no body of notes can cover such a number of points. The notes, therefore, must be looked upon merely as helps to the complete anah^sis of the poem. When the pupil finds himself to be ignorant of a point which seems important, but about which the notes are silent, he should modestly assume some special ignorance on his own part and try to obtain the required informa- tion from a dictionary or other work of reference. Should he fail in this, he should consult his teacher. Of course, an editor sometimes omits a note because he does not conceive that a difficulty will arise, sometimes because he wishes to give the pupil the discipline of research in his own behalf. No conscientious editor will shirk a passage or word because of its difficulty, and when a note is given in tentative language both teacher and pupil should en- deavor to master the editor's reasons for failing to pro- nounce an opinion, and should be content to leave the passage doubtful, unless they are very clear that they have obtained light on the subject that warrants the formation of a positive opinion. Nothing is worse for teacher or pupil than to form hasty and crude opinions about points that have long baffled conscientious scholars. Servile fol- lowing of any editor is not recommended, but modesty and careful reflection and study are always desirable. As to the notes themselves, some will naturally be found more important tiian others. Those of an etymological nature may be stressed or not, according to the teacher's judg- ment. Those discussing the various interpretations that have been proposed for a passage should be especially studied, because they may give rise to interesting discus- sion. Those that refer to parallel passages in Milton's XU SUGGESTIONS FOR TE ACHE US other poems should be followed up, because to do this is to render one's self more familiar with the works of the poet one is studying. Those that refer to other English poets should receive as much consideration as is prac- ticable, while with regard to those referring to works in foreign languages the teacher should give general direc- tions according to the character of his class. If the stu- dent is at the same time studying Horace, and has pre- viously studied Virgil, he should be rigorously required to trace the references to these poets ; and this is, of course, true with regard to Greek and other languages. The notes are made as full as the limits of the volume will allow, in order that pupils of all kinds may be helped. It is by no means meant that every bit of information should be appropriated by each student, for this is some- times impossible, owing to lack of library facilities and to other causes. IV. The teacher should be careful not to assume that his pupils are fully acquainted with the meaning of the many technical literary terms used perforce without ex- planation in such a book as this. He should, therefore, by talks or special lectures, or by reference to books or ar- ticles, make sure that the pupil has a fair idea of the nat- ure of poetry in general, of the different varieties of poetry, of the various kinds of rhymes and metres, etc. Many pupils in our schools, and even many students in our universities, are shockingly ignorant about such mat- ters, and it would be well if every teacher were to begin his classes in literature with a few lectures by way of Prolegomena. V. The student should, of course, be expected to do what outside reading he can with regard to Milton and his times, nor should the teacher neglect to connect his treatment of any special author with the literary history of England or America, or of other countries. The teacher, therefore, should read far more than the pupil can be expected to do, and the well read instructor will al- SUGGESTIONS FOR TEACHERS xiii ways be his pupil's best bibliography. It may, however, be well to conclude these suggestions with a list of books that cannot fail to be useful to any student of Milton. The chief authority for the events of Milton's life is Professor David Masson's monumental treatise, in six vol- umes, which is accurately described in its title, '* The Life of John Milton ; Narrated in Connection with the Politi- cal, Ecclesiastical, and Literary History of his Time." Of biographical sketches and monographs, there has been a portentous number, olit of which Keightley's, Mark Pat- tison's, Stopford Brooke's, and Dr. Garnett's (which has a good bibliography) may be selected for reference. Patti- son's, in the Efiglish Men of Letters Series, is in nearly every respect a model of what a biographical study of a great writer should be, save for its neglect of the political side of Milton's career. This defect does not attach to the admirable life furnished to the Great Writers Series, by Dr. Richard Garnett, who, in addition to his marked critical ability, has the advantage that a poet always has in dealing with a great master of his art. Of criticism of Milton's work there has been no end since the days of Dryden and Addison. It will be sufficient to mention here Dr. Johnson's " Life," and the well-known essays of such critics as Macaulay, Landor, and Matthew Arnold. The poetical works themselves have appeared in numerous editions, of which we may mention, as perhaps most con- venient, the '' Globe" by Professor Masson, the *' Aldine" by Dr. Bradshaw, and the "Eversley"by Professor Mas- son again, in one, two, and three volumes respectively. SPECIMEN EXAMINATION PAPERS The following papers are iu tended to suggest to teach- ers and pupils typical points that should, in the editor's opinion, be stressed in studying a text-])ook like the pres- ent. Each examination should occupy the average stu- dent from an hour to an hour and a half. A longer examination can, of course, be prepared by a judicious combination of questions, but it is to be hoped that the day of exhausting examinations is over. The questions in the first paper are of a general nature, those in the second of a special nature ; the third combines the two kinds of questions. I. 1. Discuss briefly Milton's literasT obligations, as far as they can be traced, in LWUegro and // Penseroso. 2. Give a concise description of what a masque was. 3. Do you agree, or not, with the critics who discover no deep personal feeling in Li/cidas? Give reasons for your answer. 4. How do you interpret the poet's relation to the speak- ers in L' Allegro and // Penseroso? Is he describing two men different from himself, or two men with one of whom he may be more or less identified, or is he describing two moods of one and the same character, and is that character his own ? 5. What, in your opinion, is the most dramatic scene in Comus? Give reasons for your answer. 6. Describe briefly the circumstances that led to the composition of Lycidas and give details about its publica- tion. II. 1. Interpret the infinitive "to come" in U Allegro, 1. 45. SPECIMEN EXAMIXATION PAPERS xv 2. (Jive modern English equivalents of the words in U Allegro, 1. 71, i.e., paraphrase the verse. 3. Comment on the expression "rain induence " in L' Allegro, 1. I'Z'Z. 4. What is tiie biblical retorence suggested by // Fen se- rosa , 11. 51-54 ? 5. \\liat is the literary reference suggested by 11 Pense- roso, 11. 110-115 ? 6. In Com us, 1. 48, explain the grammatical construc- tion of the entire verse. 7. What picture is suggested bv the simile in Connis. 11. 189-190 ? 8. Explain "leans*' in Counts. 1. 355. 9. Who was Leucothea {Comus. 1. 875) ? 10. Comment on the meaning of "once more" in I.y- cidas, 1. 1. 11. Who was Hippotad^s {Lycidas, 1. 96)? 12. Does ••Angel" in Lycidas, 1. 103, refer to Saint Michael or to Lycidas ? Give reasons for your answer. III. 1. Give one or two instances in U Allegro and II Pense- roso of Milton's inaccuracy of natural description. Does it matter much ? 2. Discuss the meaning of // Penseroso, 11. 14;-150. 3. Name the chief poets and others who co-operated to make the Jacobean masque a success. 4. What literary use had been made of the god Comus before Milton's day ? 5. What poem and poet was Milton most affected by in the latter portion of Comus 9 6. What was the chief external source of influence upon the metrical structure of Lycidas 9 7. Explain " scrannel " in Lycidas, 1. 124. 8. Trace briefly the evolution of the pastoral elegy. 9. Did you really enjoy reading Lycidas9 If so, why ? XVI CHRONOLOGICAL TABLE CHRONOLOGICAL TABLE. Milton's Cheep Works. 1608. [Milton bom.] Contemporary Liter- ature, lfi24. [Milton at Cam- ' bridge, l()24-3'i. Some English and most of his Latin poetry writ- ten during this peri- od.] 16-.'0. Ode on Christ's Nativity (written). I60I. Epitaph on Mar- chioness of Winches- ter. L' Allegro and 11 Penseroso (svritten V). 1608. Shakspere, Corio- lanus (?) ; Beaumont and Fletclier (V), Phi- laster. 1609. Shakspere, Son- nets. 1610. Shakspere, Tem- pest; G. Fletcher, Christ's Victory, etc.; Chapman, 1 1 i a d (I.- XII.); J. Fletcher, Faithful Sheplierdess. 1611. King James Ver- sion of Bible c o m - pleted. 1613. W Browne, Brit- annia's Pastorals (Part L). 1614. Raleigh, History of the World. 161 6. Drummond, Poems ; Jonson, First Folio; Webster, Duchess of Malfi (act- ed). 1630. Bacon, Novum Organnm. 1621. Burton, Anatomy of Melancholy, 16ri2. Drayton, Poly- o 1 b i o n (complete) ; Wither, Mistress of Philarete. 1623. Shakspere, First Folio. 162.5. Bacon, Essays (final form). 10-26. Sandys, Ovid. Contemporary Biogra- phy. 1608. Fuller, Clarendon born ; Sackville died. 1609. Suckling born. 1681. G. Herbert, Temple. The 1612. Butler, Montrose born. 1613. Cleveland, Jer. Taylor, Crashaw (';) bom. 1614. H. More born. 1615. Baxter, Denham bom. 1616. Shakspere, F. Beaumont died. 1618. Lovelace, Cowley bom ; Raleigh, Syl- vester died. 1619. Daniel died. 1621. Marvell born. 16:32. Vaughan born. 1(523. G. Fletcher died. 162.5. James I , Lodge, J. Fletcher died. 1626. Bacon died. 1628. Bunyan born. 1631. Drayton, Donne died ; Dryden born. CHRONOLOGICAL TABLE CHRONOLOGICAL TABLE— C'oH47. Rochester born. 1648. Lord Herbert of Cherbury died. 1(349. Drummond died ; Charles I. executed. 16.50. P. Fletcher, Mon- trose, C r a s h a w (?) died. 1651. Otway born. 16.54. Habington (?) died. X viii CHR ONUL O til (J A L TA B L K CHROXOLOGICAL TABLE— ro»,/«(ferf. MtLTON's Chief Wouks. 1655. Pro se defeiisio contra A. Morum. ] 659. Two ecclesiastical pamphlets. 1660. Ready and easy way to establish a free Commonwealth. 1667. Paradise Lost. 1669. Accidence. CONTEMPOKARY LITER- ATURE. 1655. Fuller, Church History. If:59. Cleveland, Poems. 1660. Pepys' Diary be- gun ; Dryden, Astriea Redux. 1663. Butler, Hudibras (Parti.). '667. Dryden, Essay of Dramatic Poesy. 1669. Dryden, nic Love. Tyran- Co-:tempobary Biogra- phy. 1658. Cromwell. Love- lace. Cleveland died. 1660. Charles II. re- stored. 1661. Fuller died; De- foe born. 1664. Prior born. 1666. Shirley died. 1667. Cowley, Wither, Jer . Taylor died ; Swift bom. 1668. Davenant, Den- ham died. 1669. Prynne died. 1670. History of Britain. 1670. Congreve born. 1671. Paradise Re- 1671. Buckingham, The gained; Samson Rehearsal. Agonistes (published together). 1672. A r t i s Logicae, 1672. Addison, Steele etc. born. 1673. Of true Religion, etc. 1674. Epistolarum fami- 1674. Dryden. The 1674. Herrick, Claren- liarum liber. ' State of Innocence don died. - -- (founded on Paradise ' Chief posthumous works : Lost). ie;97 and 1698. Prose Works. 1743. Original Letters and Papers of State Addressed to Oliver Cromwell. 1825. De Doctrina Christiana. 1876. Common Place Book. L'ALLEGRO (The genesis of '"LAllegro " and " II Penseroso,"' perhaps the best known and most heartily admired of all Milton's compositions, is in- volved in considerable obscurity. They were not printed before 1645, and they do not exist for us in manuscript ; we are therefore compelled to rely upon inferences and internal evidence in determining their time and place of writing. The consensus of critical opinion gives 1G32-88 as the time, and Ilorton as the place. Professor Masson assigns them to the latter half of 1C32. There are, however, reasons that incline me to think that they should probably be placed earlier. The autumn of 1682 seems to be selected because Horton is usually assumed as the place of composition, and Milton went to reside there in July. 1632. He would naturally, argue the critics, be so impressed with the charms of the spot that he would turn to verse, and " L' Alle- gro" and "II Penseroso " and the ' Song on May Morning" (1633?) would be the outcome. But there is no proof that the poems were not written at Cambridge or in London as reminiscential tril)utes to the pleasures of a vacation spent in the country ; and we know from a Latin prolusion or oration delivered, Masson thinks, either in the latter half of 1631 or the first part of 163",'. that Milton spent •" the last past summer amid rural scenes and sequestered glades," and that he recalled " the supreme delight //e had with the Muses.' This vacation of 1631 may have been spent at Horton, for there is no proof that the elder Milton had not then acquired that property, and the young poet may have written his poems under the elms that so fascinated liim, or have composed them on his return to college. I incline to the former supposition. As we shall see, he was unquestionably supplied with hints for both his poems by Burton's ■■ .VnatQinj[j" surely a book for a student like Milton to take with him on a vacation. Again, no one can read the " Prolusion on Early Rising, " almost certainly Milton s. without thinking that much of the raw material of the two poems was in his brain and being expressed dur- ing his university life ; nor can one read the other prolusions without seeing that Orpheus, the music of the spheres, and Platonism were filling much of his thoughts. Besides, about 1630 Milton was evi- dently to some extent occupied with Shakspere, whose genius is hon- 2 L'ALLEGRO ored in the poems, and a year later he was experimenting with the octosyllabic couplet in the •' Epitaph on the Marchioness of Winches- ter." Finally, it was about this time that he vi^z seriously weighing the reasons ivo and om with regard to his choice of a profession, and it might naturally occur to him to contrast in poetic form the pleas- ures of the more or less worldly and the more or less secluded, studious, and devoted life. He had made his choice by the autumn of 1632, and had therefore less cause for such poetical expression. A minute analysis of the diction and metre of the poems tends to con- firm the view here expressed. It has already been stated that Milton was indebted for hints, if not for direct suggestion, to Burton's "Anatomy of Melancholy." This famous book, of which the first edition appeared in 1021, was prefaced by a poem entitled '• The Author's Abstract of Melancholy, AiaXoyios ," in which " Democritus Junior" analyzes his feelings in a way that foreshadows Milton's subsequent procedure. There are twelve stan- zas of eight lines each, the last two verses of each stanza constituting a variable refrain, the measure being, however, the octosyllabic couplet. In one stanza the pleasures of a meditative man are given in a series of little pictures, while the next stanza opposes the woes of the same personage when a fit of real melancholy is upon him. Milton could not have failed to be struck with the general effectiveness of the idea and its development, but his artist's instinct told him that this effectiveness would be enhanced if, instead of a dialogue in stan- zas, he should write two distinct but companion poems, developed on parallel lines, in which the pleasures of a typically cheerful and a typically serious man should be described in pictures sliglitly more elaborate than those of Burton. He abandoned the too glaring con- trast of joys and woes, and succeeded also in avoiding the occasional dropping into commonplace that mars the " Abstract of Melancholy." But. as is pointed out in the notes, some pictures and even lines and phrases of the elder poem probably remained in his memory. Another poem which may have influenced Milton is the song, " Hence, all you vain delights,'' in Fletcher's play, " The Nice Valour. " This play was not published until 1647, but it had been acted long be- fore, and the song had almost certainly become known before " H Pen- seroso " was written. Tradition assigns the lyric to Beaumont, but Mr. Bullen with more probability gives it to Fletcher. It is an exquisite expansion of the theme expressed in its clo.sing verse, " Nothing's so dainty-sweet as lovely melancholy," and it is pleasant to believe that it may have given Milton a hint, although it can scarcely have had as much influence upon his verses as his own two poems plainly had upon a stanza of Collins's " The Passions." There are naturally traces of other poets to be found in these productions of Milton's impression- L'ALLEGEO 3 able period, particularly of Joshua Sylvester, the portentous translator of Du Bartas, aud to a less degree of Spenser. Browne, and Marlowe ; but this fact has been pointed out in the notes wherever it seemed necessary. Collins, too, was not the only eighteenth-century poet who had " L'AUegro " and *■ II Peuseroso" ringing through his head, as anyone can see who will take the trouble to examine Dodsleys well- known collection. Even Pope was not above borrowing epithets from them, and Dyer's best poem, " Grongar Hill," would not have had its being without them. Green, Thomas Warton, John Hughes, who act- ually wrote a new conclusion for '' H Penseroso," and other minor verse-writers were much affected by them, and Gray borrowed from them with the open boldness that always marks the appropriations of a true poet. But perhaps the best proof of their popularity during a century which is too sweepingly charged with inability to appreciate true poetry, is the fact that Handel set them to music. In our own century they have never lacked admirers or failed to exert upon poets an easily detected influence. It may even be held with some show of reason that their popularity, leading to a fuller knowledge of Milton, paved the way for the remarkable renascence of Spenser in the latter half of the eighteenth and the first part of the present century. As their Italian titles imply, the subjects or speakers of Milton's verses are The Cheerful ]\Ian and The Thouglitful (Meditative) Man respectively. Our English adjectives do not quite adequately render the Italian they are intended to translate, which is perhaps the reason why Milton went abroad for his titles, since he had a striking warning before him in Burton's "Abstract " of the ambiguity attaching to such a word as " Melancholy, " which he might have used with one of his poems without exciting surprise. He has excited surprise with some modern critics through the fact that he wrote Penseroso instead of Pen- deroso, but it has been shown that the form he used was correct and current when he wrote. His Italian titles, however, have not pre- vented much discussion as to the characters he intended to portray. Critics are quite unanimously of the opinion that II Penseroso repre- sents a man very like the Miltou we know, but they are divided as to the kind of man typified by L'AUegro. One editor goes so far as to say that Milton '' must have felt that the character of L'AUegro might, with slight changes or additions, be made to typify the careless, pleas- ure-seeking spirit of the Cavaliers and Court : the spirit which he afterwards figured in Comus and his followers, and condemned to destruction." If this view be correct, one is forced to conclude that Milton had more of the true dramatists power of creating characters other than himself than he has generally been supposed to possess ; and it requires us to conceive the more sprightly poem as forming a hard mechanical contrast to its companion, which is the reverse of 4 L' ALLEGRO poetical . On the other hand, Dr. Garnett maintains that tlie two poems '■'■ are complementary rather than contrary, and may be, in a sense, re- garded as one poem, whose theme is the praise of the reasonable life." It is easy to agree with this view, especially as Burton's poem obviously suggested the idea of contrasting two well-marked moods of one in- dividual character rather than of bringing into juxtaposition two radi- cally different characters. LAUegro may not be the Milton who meditated entering the Church and making his life a true poem, but he is rather the Milton who went to the theatre in his youth and could in his mature age ask Lawrence •• What neat repast shall feast us, light and choice. Of Attic taste witli wine, whence we may rise To hear the lute well touched or artful voice Warble immortal notes and Tuscan air 'i ' than the typical Cavalier of Charles's court. Cavaliers did not usually call for •' sweet Liberty" but for sweet License, nor did they greatly hanker after " unreprovcd pleasures. " They were not particularly noted for their early rising, and if any one of them had watched the Bear out. in different pursuits from those of II Pen.sero.so, lie would probably not have continued his morning walk after encountering the "milk maid singing blithe." Another point on which critics differ is whether or not Milton in- tended to describe the events of a day of twenty-four hours. Some claim that he merely sketches tlie general tenor of the life of his characters ; others that he represents the events of an ideal day. The antagonists ought to be satisfied with the assurance that he intended to do both the one thing and tlie other. Tlie careful and se