Chapter 1

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The Academy Series of English Classics

_MILTON_ MINOR POEMS

L'Allegro Il Penseroso Comus Arcades On the Nativity Lycidas On Shakespeare At a Solemn Music Sonnets

WITH INTRODUCTION AND NOTES BY SAMUEL THURBER

ALLYN AND BACON _Boston and Chicago_

COPYRIGHT, 1901, BY SAMUEL THURBER.

_Norwood Press_ J. S. Cushing & Co.--Berwick & Smith Norwood Mass. U.S.A.

CONTENTS.

Preface Outlines of the Life of Milton TEXT: On the Morning of Christ's Nativity On Shakespeare L'Allegro Il Penseroso Arcades At a Solemn Music Comus Lycidas Sonnets: I. To the Nightingale II. On his having arrived at the Age of Twenty-three 68 VIII. When the Assault was intended to the City 69 IX. To a Virtuous Young Lady 70 X. To the Lady Margaret Ley 70 XIII. To Mr. H. Lawes on his Airs 71 XV. On the Lord General Fairfax, at the Siege of Colchester 72 XVI. To the Lord General Cromwell, May, 1652 72 XVII. To Sir Henry Vane the Younger 73 XVIII. On the Late Massacre in Piedmont 74 XIX. On his Blindness 74 XX. To Mr. Lawrence 75 XXI. To Cyriack Skinner 76 XXII. To the Same 76 XXIII. On his Deceased Wife 77 Notes 79

PREFACE.

The purpose held in view by those who place the study of Milton in high school English courses is twofold: first, that youth may seasonably become acquainted with a portion of our great classic poetry; and, secondly, that they may in this poetry encounter and learn to conquer difficulties more serious than those they have met in the literature they have hitherto read. It is for the teacher to see to it that both these aims are attained. The pupil must read with interest, and he must expect at the same time to have to do some strenuous thinking and not to object to turning over many books.

The average pupil will not at first read anything of Milton with perfect enjoyment. He will, with his wonted docility, commit passages to memory, and he will do his best to speak these passages with the elocution on which you insist. But the taste for this poetry is an acquired one, and in the acquisition usually costs efforts quite alien to the prevailing conceptions of reading as a pleasurable recreation.

The task of pedagogy at this point becomes delicate. First of all, the teacher must recognize the fact that his class will not, however good their intentions, leap to a liking for Comus or Lycidas or even for the Nativity Ode. It is of no use to assign stanzas or lines as lessons and to expect these to be studied to a conclusion like a task of French translation. The only way not to be disappointed in the performance of the class is to expect nothing. It will be well at first, except where the test is quite simple, for the teacher to read it himself, making comment, in the way of explanation, as he goes on. Now and then he will stop and have a little quiz to hold attention. When classical allusions come up requiring research, the teacher will tell in what books the matter may be looked up, and will show how other poets, or Milton elsewhere, have played with the same piece of history or mythology. Thus a poem may be dealt with for a number of days. Repetition is, to a certain extent, excellent. The verses begin to sink into the young minds; the measure appeals to the inborn sense of rhythm; the poem is caught by the ear like a piece of music; the utterance of it becomes more like singing than speaking. In fact, the great secret of teaching poetry in school is to get rid of the commonplace manner of speech befitting a recitation in language or science, and to put in practice the obvious truth that verse has its own form, which is very different from the form of prose. But repetition may go too far. Over-familiarity may beget indifference. Other poems await the attention of the class.

The teacher who really means to interest his classes, and begins by being interested and interesting himself, will rarely fail to accomplish his purpose. The principal obstacle to success here is the necessity, that frequently exists, of conforming to the custom of examining, marking, and ranking--a practice that thwarts genuine personal influence, formalizes all procedures, and tends to deaden natural interest by substituting for it the artificial interest of school standing. The Milton lesson must be a serious one because it is given to the study of the serious work of the gravest and most high-minded of men; and it must be an enjoyable one because it deals with the verse of the most musical of poets, and because one mood of joy is the only mood in which literature can be profitably studied.

As to the difficulties which the learner first encounters when he comes to Milton, these grow sometimes out of the diction, sometimes out of the syntax, and sometimes out of the poet's figures and allusions. Some difficulties can be explained at once and completely. Others cannot be explained at all with any reasonable hope of touching the beginner's mind with matter that he can appropriate. Often the young reader slips over points of possible learned annotation without the least consciousness that here great scholarship might make an imposing display. Perfectly useless is it to set forth for the pupil the interesting echoes from ancient poets which generations of delving scholars have accumulated in their notes to Milton, pleasing as these are to mature readers.

The rule should be to expound and illustrate sufficiently to remove those perplexities which really tease the pupil's mind and cause him to feel dissatisfaction with himself. In many cases our only course is to postpone exposition and to trust that the learner will grow up to the insight which he as yet does not possess and which we cannot possibly give him. A learned writer, like Milton, who has read all antiquity, and who has no purpose of writing for children, inevitably contemplates a public of men approximately his equals in culture, and expects to find "fit audience, though few."

But many of the difficulties that confront the beginner in Milton ask only to be explained at once by some one who has had more experience in the older literature. Archaic forms of words and expressions, with which the ripe student is familiar, worry the tyro, and must be accounted for. Often the common dictionaries will give all needed help; but the best means of acquiring speedy familiarity with obsolete and rare forms is a Milton concordance--such as that of Bradshaw--in connection with the Century Dictionary, or with the Oxford Dictionary, so far as this goes. These means of easy research should be at hand. I find that pupils often need a pretty sharp spur to make them use even their abridged dictionaries. But so far as concerns acquaintance with the vocabulary of poetic diction, nothing will do except the dictionary habit, accompanied by an effort of the memory to retain what has been learned.

Difficulties that lurk in an involved syntax the pupil may usually be expected to solve by study. But such a peculiar construction as that in Sonnet X 9 will probably have to be explained to him.

In the puritan theology and its implications he cannot take much interest, and will of course not be asked to do so. But high school students of Milton will ordinarily, in their historical courses, have come down to the times in which the poet lived, will understand his relation to public events, and will appreciate his feeling toward the English ecclesiastical system. Puritanism, a phenomenon of the most tremendous importance at a certain period of English history, has so completely disappeared from the modern world, that the utterances of a seventeenth-century poet, professedly a partisan, on matters of church and state, no longer exasperate, and can barely even interest, students of literature.

To read either Paradise Lost or the Divine Comedy we must find the poet's cosmical and his theological standpoint. We have no right to be surprised or shocked at his conceptions. We must take him as he is, and let him lead us through the universe as he has planned it. So long as we set up our modern views as a standard, and by this standard judge the ancient men, we fail in hospitality of thought, and come short of our duty as readers.

This consideration suggests yet another purpose in setting youth to the reading of Milton. By no means an ancient poet, he takes us, nevertheless, to a world different from our own, and in some sense helps us out of the modern time in which our lives have fallen, to show us how other ages conceived of God and Heaven. The mark of an educated man is respect for the past; the old philosophies and religions do not startle and repel him; his ancestors were once in those stages of belief; in some stage of this vast movement of thought he and his fellows are at the present moment. This largeness of view can be fruitfully impressed on youth only by letting them read, under wise guidance, the older poets.

OUTLINES OF THE LIFE OF MILTON.

John Milton was born in London on the ninth of December, 1608. Queen Elizabeth had then been dead five years, and the literature which we call Elizabethan was still being written by the men who had begun their careers under her reign. Spenser had died in 1599. The theatres were yet in the enjoyment of full popularity, and the play-writers were producing works that continued the traditions and the manner of the Elizabethan drama. Shakespeare had still eight years to live, and at least four of the great plays to write. Bacon's fame was already great, but the events of eighteen years were to cloud his reputation and establish his renown. Jonson, great as a writer of masks, was to live till he might have seen, in Comus, how a young and scholarly puritan humanist thought that a mask should be conceived.

Born thus in the fifth year of the first of the Stuarts, Milton lived to witness all the vicissitudes of English politics in which that family was involved, except the very last. He did not see the Revolution of 1688. Surviving for fourteen years the restoration of Charles II., he died in 1674, at the age of sixty-six.

Milton's social position can be inferred from the fact that his father was what was then called a scrivener,--that is, he kept an office in his dwelling, and was employed to draw up contracts, wills, and other legal documents. This occupation implied knowledge at least of the forms of the law, though not of its history or principles. It did not imply liberal education, though it brought its practitioner, doubtless, more or less into contact with men of really professional standing in the science of jurisprudence. Perhaps the elder Milton cherished a deeper conviction of the value of classic culture than do those who simply inherit, and take as a matter of course, the custom of devoting years to the study of ancient languages and literatures.

Evidently the father thought he saw in his son that promise of intellectual vigor and of sound moral stamina which justified the innovation, in his family, of sending his boy to the university. His preparation for college Milton got under private masters and at the famous public school of St. Paul's, which was near his home. This preparation consisted chiefly in exercises in Latin composition and literature, and was both thorough and effectual. At sixteen, when he went to college, he had already composed Latin verse, and he read and wrote Latin with facility.

In 1625 Milton entered Christ's College, Cambridge. Here he remained as a student seven years, or till 1632, taking in course his A.B. and A.M. degrees, and, in spite of his studious habits and his aversion to the rough and wayward customs of student life, winning more and more, and at last having in full measure, the respect of his fellow-collegians. During these years he wrote, but did not publish, in Latin or English, no less than twenty-five pieces of verse, among them poems of no less note than the Nativity Ode, and the Sonnet on arriving at the age of twenty-three. The lines on Shakespeare were also composed in this period, and appeared in print among the poems prefixed to the second Shakespeare folio in 1632.

Returning, at the close of his university course, to the paternal residence, the poet came, not to London, but to the village of Horton, in Buckinghamshire, where his father had taken a house in order to live in the country. Now had to be debated the question of a profession. Hitherto the son had seemed silently to acquiesce in the understood hope of the family that he would devote himself to a career in the church. But during his university years of study and observation his views had become fixed, his mind had advanced to self-determination, and he could not remain content with a future that seemed to hamper his intellectual freedom. This difference between father and son was settled, apparently without strife, by the elder man's entire yielding to the desires of the younger. The son could not, as we can well understand if we have read even only a little of his verse or his prose, be otherwise than strenuous, insistent, and masterful. To his father he was of course filial and respectful, we may imagine him even gentle; but conciliatory, yielding, the point being a vital one, it was not in his nature to be.

What the young Milton desired was to lead a life devoted to literature, or, more specifically, to poetry. This meant that he wished still to study a long time, to fathom all learning in all tongues. In college he had, besides Latin, mastered Greek, French, Italian, and Hebrew. His conception of a poet was of a most profoundly learned man. He had become aware of the existence of vast areas of knowledge that he had not yet explored. Other young men turned aside without misgiving from the ambition to know everything, and eagerly entered into useful and lucrative professions. But Milton scorns the thought of applying learning to the service of material gain. This is his poetical conception of his duty as a scholar. It will dominate the spirit of his life work. To understand his feelings at this time both toward his father and toward his ideals, we must read the Latin poem _Ad Patrem_, of which Professor Masson gives an English translation.

At Horton, therefore, Milton remains, still subsisting on his father's bounty. Having come back thither at the age of twenty-three, he continues to live at home for nearly six years, not yet practising any art by which to earn a livelihood. Occasionally he goes, on scholarly errands, to London, which is not far distant. He devotes himself simply to study, and having the poetic temperament, he cannot help devoting himself also to observation of nature. His learning becomes immense; his appetite is insatiable.

To the Horton time belong the "minor poems" not already produced during the student years at Cambridge. Of the circumstances in which the several poems were written, an account is given in the Notes in this volume. This early, or minor, verse of Milton is elicited by passing events, and is considered to concern only himself and a few friends. For immediate fame he takes no thought. He feels his immaturity. His ambition contemplates a distant future, and he meditates plans, as yet undefined and vague, of some great work that the world shall not willingly let die.

Very important in Milton's intellectual development is his journey to France and Italy, on which he set out in April, 1638. As an indication of his social position in England, we must note that he carries with him letters of introduction which secure to him notice and recognition from men of rank or of notable literary and scientific standing. He goes abroad as a cultivated private gentleman, known to have achieved distinction as a student. Undoubtedly his chief qualification for holding his own in learned Italian society was his command of languages, especially of Latin, unless indeed we are to put before his linguistic accomplishments the refined and gentlemanly personal bearing which was his birthright, and which, in his years of intense application to books, he had not forfeited. In Italy he associated with men whose intellectual interests were the universal ones of science, in which he was as much at home as they. Thus he possessed a perfect outfit of the endowments and the acquisitions which a traveller needs to make his travel fruitful to himself and honorable to his country.

In Italy he made friends among men of note, and established relations which were to have their importance in his future life. But most memorable among his Italian experiences was his visit to the aged Galileo, who was then a "prisoner to the Inquisition" for teaching that the earth moves round the sun. The modern astronomy was then winning its way among men of thought very much as the doctrine of evolution has been winning its way during the last half century. Few minds surrendered instantly and without misgiving to the new conception. Milton has still many years to meditate the question before he comes to the composition of Paradise Lost, when his scheme of the physical universe will have to recognize the requirements of poetic art and the prevalence of ancient beliefs regarding the origin and order of the cosmos. From the fact that the poet puts the earth in the centre of the universe, that he adopts, in fact, the Ptolemaic system, though he knew the Copernican, we are not entitled to infer that he held a fixed conviction in the matter, and that, on direct examination as to his views, he would have absolutely professed one theory and rejected the other. The poet has all rights of choice, and may be said to know best where to stand to take his view of the world.

Milton remained abroad some sixteen months, and was home again in August, 1639. The Horton household was now broken up, the father going to live, first with his younger son, Christopher, at Reading, and afterward to spend his last years in the family of John in London, where he died in 1647.

With his removal to London in 1639 a distinct period in Milton's life comes to an end. He has hitherto been uninterruptedly acquiring knowledge both by studious devotion to books and by observation of human life in foreign lands. He has read all the great literatures in ancient and modern languages. He has felt the poetic impulse and has proved to himself that he has at command creative power. His purpose still is to produce a poem. But this poem of his aspirations is distinctly a great and majestic affair, and not at all a continuation of such work as that which he has hitherto given to his friends, and which he esteems as prolusions of his youth.

The poetic waiting-time which Milton, now in full vigor of manhood, prescribes for himself, he is constrained, both by inner conviction and by external necessity, to fill with hard and earnest work. Henceforth, for a score of years, he ceases almost entirely to write verse, and he earns his living. He becomes a householder in London, where, as the father had gained his livelihood by drawing up contracts and mortgages for his fellow-citizens, the son proceeds to gain his by teaching their boys Latin.

To the work of teaching, Milton addressed himself with intelligence and predilection. About education he had ideas of his own which he applied in practice and advocated in writing. His Tract on Education is a document of importance in the history of pedagogy, and is, besides, one of those memorable pieces of English prose which every student of literature, whatever his professional aims, must include in his reading. He kept his school in his own house, where he boarded some of his pupils. We could not imagine John Milton going into a great public school, like St. Paul's, to serve as under-teacher to one of the tyrannical head-masters of the day. The only school befitting his absolutely convinced and masterful spirit is one in which he reigns supreme. The great subject is Latin, and so thoroughly is Latin taught that finally other subjects are explained through the medium of this language. He had, himself, brought from his school and college days very decided discontent with the methods then in vogue. This discontent he expresses in language of peculiar energy and even harshness. He is a true reformer.

In 1643 Milton, then thirty-five years old, married Mary Powell, a girl of just half his own age, daughter of a royalist residing near Oxford. We must imagine this young wife as coming to preside, somewhat in the capacity of matron, over a family of boys held severely to their tasks of study by a master in whom the sense of humor was almost entirely lacking, and whose discipline was of the sternest. That she could not endure the situation was but natural. Very soon after the wedding she went home with the understanding that she was to make a short visit to her parents and sisters; but she did not return for two years. Her husband summoned her, but she would not come back. In 1645 she at last repented of her waywardness, sought reconciliation, and was forgiven. These two years had wrought a change in Mary Powell Milton. She was now ready to live with her husband, and did so till her death in 1652. She left him three daughters, the youngest of whom, Deborah, lived till 1723, and was known to Addison and his contemporaries, from whom she received distinguished honors.

In reading Milton we find that all the vicissitudes of his life reflect themselves in his works, so that the political and social events in which he is personally concerned usurp his attention, color his views, and often become his themes. Thus he is not, like Shakespeare, a critic of the whole of humanity, but is usually an advocate or an accuser of the leaders in church and state and of the principles which they profess. He is by nature a partisan. All the energy of his mind goes into denunciation or vindication. His experience of wedded life made him an advocate of easier divorce, and determined in him a mood which expressed itself in writings that naturally brought upon him obloquy even from those who held him most in honor.