In the first months the schoolboy learned the eight parts of Latin speech, before being moved on to a book that Shakespeare invokes on many occasions. William Lilly’s Short Introduction of Grammar is a text on which children have been shipwrecked. Lilly explained the simple grammatical formulations, and then illustrated them with examples from Cato, Cicero or Terence. The children would be expected to imitate these masters by writing very simple Latin sentences. It has been demonstrated that Shakespeare’s punctuation is derived from that of Lilly and that, when he quotes from classical authors, he often uses passages that he read and memorised in Lilly. His spelling of classical names is determined by Lilly. There are many allusions to this process in his drama, not the least being the interrogation in The Merry Wives of Windsor of a pupil named William by a pedagogue of the strictest type. “I pray you haue your remembrance (childe) Accusatiuo hing, hang, hog” (1897-8). This Short Introduction of Grammar was a book that, approached with trepidation as well as concentration, burned itself within his memory.
Shakespeare’s own references to schooldays are not entirely happy. The whining schoolboy creeping like snail unwillingly to school is well enough known, but there are other allusions to the plight of the pupil forced to labour over his texts. In Henry IV, Part Two there is a line concerning “a schoole broke vp,” when each child “hurries towards his home, and sporting place” (2177-8). It is a stray reference but it is, for that reason, even more suggestive. Yet there is a paradox here. Of all the dramatists of the period Shakespeare is the one who most consistently draws on schoolboys, schoolmasters and school curricula as matters for comedy or comment. The notion of schooling was central to him. Perhaps, like most adults, he dreamed of early days.
In the second year the young Shakespeare’s understanding of grammar was put to the test in collections of phrases, aphorisms and commonplaces carefully selected to edify as well as to instruct. These were cast into the memory, also, and it is perhaps worth noting that the child was being continually instructed in the art of remembrance. It was the ground of his education, but of course it proved fruitful in his later career as an actor. The brief sentences were laid out in Sententiae Pueriles, a book to which Shakespeare alludes on more than two hundred occasions. These were dry sayings that, in the alchemy of Shakespeare’s imagination, are sometimes changed into the strangest poetry. “Comparatio omnis odiosa” becomes in the mouth of Dogberry “Comparisons are odorous,” and “ad unguem” turns into Costard’s “ad dunghill.” In this same year of his education he was introduced to selections from the plays of Plautus and of Terence, dramatic episodes that may have quickened his own dramatic spirit. In his account of the proper education for children Erasmus recommends that the master take his pupils through a complete play by Terence, noting the plot and the diction. The master might also explain “the varieties of Comedy.”3 From these authorities, too, Shakespeare gathered some dim intimation of scenes within a five-act structure.
In his third year he read the stories of Aesop in simple Latin translation. He must have memorised these because, in later life, he was able to repeat the story of the lion and the mouse, of the crow with borrowed feathers, of the ant and the fly. There are altogether some twenty-three allusions to these classical fables in his drama. By this time Shakespeare would have been able to compose English into Latin and to translate Latin into English. He scanned the colloquies of Erasmus and Vives in search of what Erasmus called “copia” or plenty. He learned how to pile phrase upon phrase, to use metaphor to decorate an argument or simile to point a moral. He rang changes upon chosen words, and variations upon selected themes. He learnt the art of richness and elaboration from these scholars, whose purpose was to bring classical education into the living world. In Shakespeare, at least, they triumphantly succeeded.
For out of imitation, as he was taught to understand, came invention. It was possible, in the course of a school exercise, to take phrases from a variety of sources and in their collocation to create a new piece of work. It was possible to write a letter, or compose a speech, from a wholly imagined point of view. The imitation of great originals was an essential requirement for any composition; it was not considered to be theft or plagiarism, but an inspired act of adaptation and assimilation. In later life Shakespeare rarely invented any of his plots, and often lifted passages verbatim from other books. In his mature drama he took plots from a variety of sources and mingled them, creating out of different elements a new compound. There is an old medieval saying, to the effect that he who learns young never forgets. Shakespeare was introduced to this method in the fourth year of his schooling, when he was given a selection from the Latin poets, Flores Poetarum; from the study of these flowers of the poets he was supposed to compose his own verses. In the process he became acquainted with Virgil and with Horace, whose words resurface in his own works.
But, more significantly, he began to read the Metamorphoses of Ovid. At an early age he was introduced to the music of myth. He quotes from Ovid continually. In one of his earliest plays, Titus Andronicus, one of the characters brings a copy of the Metamorphoses on to the stage. It is one of the few literary “props” in English drama, but it is a highly appropriate one. Here were Jason and Medea, Ajax and Ulysses, Venus and Adonis, Pyramus and Thisbe. It is a world in which the rocks and trees seem to possess consciousness, and where the outline of the supernatural world is to be seen in hills and running brooks. Ovid celebrates transience and desire, the nature of change in all things. In later life Shakespeare was said to possess the “soul” of Ovid in his own mellifluous and sweetly sounding verses; indeed there is some close affinity. Something in Shakespeare’s nature responded to this swiftly moving landscape. It took him out of the ordinary world. He was entranced by its fantastic artifice, its marvellous theatricality, and what can only be described as its pervasive sexuality. There is little reason to doubt that Shakespeare was a thoroughly sexual being. Ovid was the favourite writer both of Christopher Marlowe and of Thomas Nashe. But Metamorphoses became Shakespeare’s golden book. The words of Ovid entered him and found some capacious residence within him.
In succeeding years, in the classroom above the guildhall, he studied Sallust and Caesar, Seneca and Juvenal. Hamlet is found reading from the tenth satire of Juvenal, which he dismisses as “Words, words, words.” It was a basic grammar-school text. Shakespeare may even have had a slight brush with the Greek authors, although any evidence for this is marginal at best. What is not in doubt, however, is his Latinity. He uses a Latinate vocabulary with consummate ease and proficiency; he writes of “intermissive miseries” and “loathsome sequestration.” He can use the language of the scholar and the pedagogue. It could be claimed that he simply had a good ear, and a poet’s instinct for the succinct and shaping word, but it seems unlikely that this “too ceremonious and traditional” language (to use his own phrase in King Richard III) came to him by nature. Samuel Johnson, who was learned enough to recognise learning in others, remarked that “I always said that Shakespeare had Latin enough to grammaticise his English.” We may see the young Shakespeare, therefore, spending thirty or forty hours of each week in memorising, construing, parsing and repeating prose and verse in Latin. We may hear him talking the language, to his schoolmaster and to his fellow pupils. It may seem an odd perspective in which to place him — especially to anyone accustomed to him warbling “native wood-notes wild”—but Shakespeare is as much part of the revival of Latin culture in the Renaissance as Francis Bacon or Philip Sidney. One formidable scholar of Shakespeare has even suggested that “if letters written by Shakespeare ever turn up, they will be in Latin.”4