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 anguish? Does he ever admit that he judged them harshly? If so, do you agree with him altogether? Was it well for Amy to marry as she did? When obedience to parental wishes and love are in conflict, which should be followed? Did the hero's evil prophecies come true? Whose love do you think was the greatest, Amy's, or his, or the Squire's?
(4) How does Tennyson all through the poem make it a parable of human life?
(C) The emotional influence of the poem. How has this poem influenced you? For many persons, Tennyson, out of a simple love-story, has made a prophecy of ideal love. Has he for you? For many persons Tennyson made poetry out of this simple story when he paralleled the tale of earthly passion with a vision of completer life, so vivid that the pain and tragedy of this present life come to be for us but the preparation for the better life to come, as the poet sings to us that "Through the ages one increasing purpose runs And the thoughts of men are widened with the process of the suns."
Has he to you in like manner through his poem given a truer conception of the nature and use of poetry?
Systematic study such as that suggested above will help in answering the questions, "What charm has this poem for us?" and "How does it put a deeper meaning into the events it records?" But it is difficult to frame formal questions the answers to which will show how a poem quickens life. The influence of a poem is so much a matter of temperament and of emotion, both of the author and of the reader, that one has to feel its power rather than to work it out logically. Poetry passes beyond prose in that it quickens life by moving us to feel its nobler emotions. It will teach its own lesson to the appreciative reader, and the student who gets fully into sympathy with a great poem will have his whole life made brighter. Class work, done sympathetically and sincerely, will aid in finding the truest interpretations. Yet studies teach not their own use. The higher blessings come to us unbidden if we as little children hope for them. We shall find the highest uses of poetry in remembering always that it may at its best come to us as an