The church was the site of his early learning. At the age of five or six he would have been expected to attend the sermons and the reading of the homilies, about which he might be questioned by his master; these latter were the doctrines of the Church and state as approved by the queen and privy council. They were essentially lessons in good Elizabethan citizenship and, as such, were later redeployed by Shakespeare in his history plays. In the Book of Homilies, published in 1574, there is, for example, an oration “Against Disobedience and Wilful Rebellion” which might be the sub-text for the three dramas concerning Henry VI. Even as a small boy Shakespeare must have been aware of the disparity between his familial religion and the orthodox pieties of the Stratford church; it was a difference of atmosphere more than doctrine, perhaps, but when two faiths compete the alert child will learn the power as well as the emptiness of words.
Somehow or other, he came to know the Bible very well. He may have been blessed with a singularly retentive memory rather than any more religious capacity, but it is one of his most significant sources. He knew the popular Geneva Bible and the later Bishops’ Bible, with a marked preference for the vigorous expressiveness of the former. It was known to be the household Bible, familiar to the folk of Stratford, and many phrases from his plays bear a striking resemblance to the language of this version. It has been calculated that he refers to forty-two of its books, but there is one anomaly. He prefers the beginnings of books, or scriptures, to their conclusions. He quotes extensively from the first four chapters of Genesis and in the New Testament he is most familiar with chapters 1 to 7 of Matthew. The same is often true of his secular reading — he is most at home with the first two books of Ovid’s Metamorphoses—and it leads to the conclusion that he did not necessarily persevere in his study of the various texts he employed. He imbibed a great deal at the beginning, and then tailed off. He was an opportunistic reader, who gathered quickly what he needed. Even at this early age he may have possessed an instinctive grasp of structure and of narrative.
It has often been suggested that the scriptural “colouring” of Shakespeare’s language comes from a dedicated reading of the Old and New Testaments; but it is more likely that he adopted them almost instinctively as the most readily available form of sonorous language. He was entranced by the sound and by the cadence. Of course he was not just a purloiner of local effects. The evidence of his drama suggests that he was also impressed by the book of Job and by the parable of the Prodigal Son; in each case the workings of Providence solicited his interest. Phrases and images returned to him when he needed them, so that the Bible became for him an echo-chamber of the imagination. It is perhaps ironical that the Bible was translated into English at the insistence of religious reformers. The reformers, as it were, gave the sacred book to Shakespeare. He returned the compliment with his own plangent and resourceful language.
CHAPTER 12
A Nowne and a Verbe and
Such Abhominable Wordes
From the petty school Shakespeare advanced to the King’s New School, where he received a free education by right as the son of a Stratford alderman. Shakespeare’s first biographer, Nicholas Rowe, writing at the beginning of the eighteenth century, states that John Shakespeare “had bred him, ’tis true, for some time at a Free-School, where ’tis probable he acquir’d that little Latin he was Master of …”1 The school assembled in a classroom behind the guild chapel; it was on the floor above the guildhall itself, and was reached by means of a tile-covered staircase of stone. It is in use to this day, a longevity that suggests the prevalence of tradition and continuity in Stratford life. A long and narrow room with a very high oaked-timbered ceiling, strong and many-beamed with bosses in the middle where the beams join, its windows overlook Church Street, which may have afforded a distraction. Certainly the sound of the world could not be kept out.
One engraving illustrating an Elizabethan schoolroom, dating from 1574, shows a master behind a desk, with a book opened in front of him, while the pupils sit on wooden benches in various stages of attention and inattention. On the floor, curiously enough, lies a dog gnawing a bone. There is no sign of the birch or rod that is supposed to have been so prevalent in sixteenth-century school life. The amount of discipline may have been exaggerated by those who like to emphasise the cruelties of Elizabethan life.
Before he entered this new domain the young Shakespeare would have to demonstrate that he could read and write English, that he was “fit” to study the Latin tongue, and that he was “ready to enter into his Accidence and Principles of Grammar.”2 He was about to be introduced to the language of the educated world. He and his father climbed upstairs to the schoolroom where the master read out the statutes of the school, to which the boy agreed to conform; for the sum of 4 pence William Shakespeare was then enrolled in the register. He brought with him candles, fuel, books and writing materials; these would have included a writing book, a glass of ink, an ink horn, and half a quire of paper. He could not have inherited a set of school texts from his father, and so they would also have been purchased. It was an undertaking close to a rite of passage.
The school day was strictly controlled and supervised. It was, after all, the training ground of society itself. The young Shakespeare was present at six or seven in the morning, summer or winter, and replied “adsum” when his name was called. The prayers of the day were then recited, and a psalm sung, succeeded by lessons that continued until nine. There may have been partitions to segregate boys of different ages or different abilities; Shakespeare himself was part of a class of approximately forty-one others at their desks. There was a short space for breakfast of bread and ale, and then more lessons until eleven. Shakespeare then walked home for dinner, and returned on the ringing of the bell at one. During the course of the afternoon fifteen minutes were allotted for game or play, such as wrestling or shooting with a bow and arrow. The school was closed at five. This routine was followed for six days out of seven.
The curriculum of the Stratford school was based upon a thorough grounding in Latin grammar and in rhetoric, inculcated through the arts of reading, memorisation and writing. The first stage of this process consisted in learning simple Latin phrases which could be applied to the ordinary conditions of life and, through an understanding of their construction, in recognising the elementary grammar of the language. To a young child this would be a bewildering and painfully exacting task — to conjugate verbs and to decline nouns, to understand the difference between the accusative and the ablative cases, to alter the normal structure of language so that the verb came at the end of a sentence. How strange, too, that words might have masculine and feminine genders. They became living things, dense or slippery according to taste. Like Milton and Jonson Shakespeare learned, at an early age, that it was possible to change their order for the sake of euphony or emphasis. It is a lesson he did not forget.