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.