学生就这些诗的美感展开了辩论。

The students debated the aesthetic of the poems.

《牛津词典》

学生们被要求诠释那首诗的意义。

The students were asked to interpret the poem.

《牛津词典》

老师帮助他们弄清楚那首诗的含义。

The teacher helped them tease out the meaning of the poem.

《牛津词典》

Its difficulty lies in Milton's tendency in this poem to seek out what Dr. Johnson wonderfully calls remote allusions.

诗的难点在于弥尔顿想要在诗中极力追求,被约翰逊绝妙地称为不切实际的幻想的倾向。

耶鲁公开课 - 弥尔顿课程节选

Here, the stopping of the train is like the interruption by memory of normal consciousness that's the basis of the poem.

这里，火车的停止就像是,被正常知觉的记忆所打断，那是这首诗的基础。

耶鲁公开课 - 现代诗歌课程节选

In the second verse paragraph, Milton tells his father: "do not despise divine poetry, creation of the prophetic bard.

在诗的第二段，弥尔顿对他父亲说：,不要轻视神圣的诗歌，诗人预示性的创作。

耶鲁公开课 - 弥尔顿课程节选