:54:08
So...
:54:11
The young doctor, like the senior scholar...
:54:16
prefers research to humanity.
:54:21
At the same time...
:54:22
the senior scholar,
in her pathetic state as simpering victim...
:54:27
wishes the young doctor would take
more interest in personal contact.
:54:33
Now, I suppose we shall see
how the senior scholar...
:54:36
ruthlessly denied
her simpering students...
:54:40
the touch of human kindness
she now seeks.
:54:48
How, then...
:54:50
would you characterize... You!
:54:55
How would you characterize
the animating force of this sonnet?
:55:01
In this sonnet, what is the...
:55:04
What is the principal poetic device?
I'll give you a hint:
:55:06
It has nothing to do with football.
:55:08
What propels this sonnet?
:55:14
You can come to this class prepared,
or you can be excused from this class...
:55:18
this department, and this university.
:55:21
Do not think for a moment
that I will tolerate anything in between.
:55:29
Did I say:
:55:31
"You are 19 years old. You are so young.
:55:36
"You don't know a sonnet
from a steak sandwich."
:55:42
By no means.
:55:45
To scan the line properly...
:55:47
we must take advantage
of the contemporary flexibility...
:55:50
in "i-o-n" endings, as in "expansion."
:55:55
The quatrain stands:
:55:58
"Our two souls therefore, which are one