Chapter V

, through page 116. Read a few poems of Wyatt and Surrey, especially Wyatt's 'My lute, awake' and 'Forget not yet,' and Surrey's 'Give place, ye lovers, heretofore.' In 'The Faerie Queene' read the Prefatory Letter and as many cantos of Book I (or, if you are familiar with that, of some other Books) as you can assimilate--certainly not less than three or four cantos. Subjects for discussion: 1. The allegory; its success; how minutely should it be applied? 2. Narrative qualities. 3. The descriptions. 4. General beauty. 5. The romantic quality. 6. The language. 7. The stanza, e. g., the variety of poetical uses and of treatment in such matters as pauses. The teacher may well read to the class the more important portions of Lowell's essay on Spenser, which occur in the latter half.

12. THE ELIZABETHAN LYRIC POEMS. Two days. Above, pages 117-121. Read as widely as possible in the poems of the authors named. Consider such topics as: subjects and moods; general quality and its contrast with that of later lyric poetry; emotion, fancy, and imagination; imagery; melody and rhythm; contrasts among the poems; the sonnets. Do not merely make general statements, but give definite references and quotations. For the second day make special study of such particularly 'conceited' poems as the following and try to explain the conceits in detail and to form some opinion of their poetic quality: Lyly's 'Apelles' Song'; Southwell's 'Burning Babe'; Ralegh's 'His Pilgrimage'; and two or three of Donne's.

13. THE EARLIER ELIZABETHAN DRAMA, with study of Marlowe's Tamburlaine,

## Part I. Two days. Above,