In what way does the language differ from that of _L'Allegro_ and _Il Penseroso_? Account for the difference. THE LIFE AND CHARACTER OF THE AUTHOR.--Find out what you can of Milton's childhood home; his tastes and habits when a boy; his education; his perplexity about the choice of a career; his six years at Horton; his travels; his return home; his removal to London; his marriage; his prose writings; his spirit in controversy; his domestic life; his public life; his situation in 1660; his employment during the years of his retirement; the effect on his character, of controversy and the failure of his cherished ideals of government. Into what three periods does his life naturally fall? How does the character of his writings conform to these three periods? What do _L'Allegro_ and _Il Penseroso_ reflect of his life at Horton? of his tastes? of his accomplishments? Do you find anything indicative of his Puritan sympathies? anything inconsistent with the Puritanism of his time? Do you note any change of spirit from the earlier poems to _Lycidas_? What spirit of Puritanism is reflected in _Lycidas_? GENERAL HISTORICAL QUESTIONS.--Answers to the following are valuable because of their bearing on Milton's life and work. How did James I differ from Elizabeth in matters of religious toleration? What controversy was carried on during James's reign within the established church? Distinguish from one another the terms Separatist, Puritan, Prelatist. How were the Puritans gradually forced to take extreme positions in matters of theology as well as in matters of government? Compare the Puritan of Milton's boyhood with the Puritan of the Civil War. OUTLINE FOR THE STUDY OF THE DESERTED VILLAGE[3] I. Preparation On account of the simplicity of this poem and the familiarity that many of the students already have with it, little preparation is necessary to introduce the class to the first reading. Original compositions on country scenes and country life will help them to get into the spirit of the poem, and a few facts about Goldsmith's early home in the country, and his perplexed life in the city, will show the poet's point of view. II. Reading and Study A first reading should enable the student to understand the plan of the poem and to enjoy the descriptive passages. A simple outline, if required at this point, will aid him in fixing the main divisions in mind and will be useful for detailed study when he comes to the second reading. This second reading should enable the student to understand the poet's thought in every particular. He should ponder over the thoughtful passages, memorize the most beautiful ones, and examine the language and meter. III. Study of the Poem as a Whole CONTENT.--Contrast the village of Auburn when the author saw it in youth, with the Auburn of his later years, in regard to its appearance and the condition of the people.