The teacher should follow a similar method in discovering the leading thought of the subdivisions of the poem. These often correspond to the stanza forms, but the lesson may become very wearisome by insisting on too great detail. The poem often falls into two or three main divisions, into which the various stanzas may be grouped. With Senior Forms it is a good exercise to ask the pupils to make this grouping, but, with those not so advanced, the teacher himself may make it and ask the pupils for the central thought in each group. In the teacher's anxiety to have these subjects clearly stated, he runs the risk of wasting time and, worse than that, of killing whatever interest the pupils may have had up to this point. If the pupils could give these subjects with perfect clearness now, there would be little else to do. The greatest care must be exercised to prevent the work becoming mechanical, thus destroying the interest and making the selection distasteful.
With some pupils, the logical sense is quite strong, and they find their greatest delight in seeing the purpose of each part in a complex mechanism. With others, this work does not afford much pleasure. These are children who, later, can take delight in the flimsy plot of a musical comedy. Such pupils should be encouraged to do their best to discover some points of beauty or skill in the arrangement of the selection. In different lessons there is a difference in construction. In some, the logical connection and development is so important that this quality must be stressed, but the works of some authors have merits which throw the arrangement into a very subordinate position; for example, "Ring out, Wild Bells", from _In Memoriam_.
The next stage in the analysis is the examination of the passage minutely. There is always a place in the lesson for the study of words and phrases. The teacher should ask questions on these, in order to ascertain if the pupils have felt their force and vitality. They are to be taken up only to illuminate and impress the main thoughts and emotions of the poem.
In some cases, as in prose lessons, the pupils may acquire the dictionary habit. This develops and cultivates a studious disposition and accuracy of statement. But in poetry there are many subtle meanings that the dictionary will not give, but which the pupil has learned through contact with educated people and acquaintance with books. Most of the words that people use have not been learned from the dictionary, but from their context in reading or conversation.