Peter Ackroyd - Shakespeare

It is also likely that John Shakespeare took his son to Coventry, only twenty miles away, to witness the celebrated cycle of mystery plays performed in that city. They were not formally discontinued until Shakespeare had reached his fifteenth year. In five separate dramatic passages Shakespeare mentions the performances of the popular stage villain of these religious entertainments, King Herod. He also uses the expression “All hail” as a harbinger of unfortunate events. In the New Testament Jesus uses this form of address as a blessing. But in the mystery plays it is given to Judas as a sign of threat, on greeting Christ before betraying him. We can infer that Shakespeare has picked up the unhappy connotations of the phrase from watching the mystery plays. So he was acquainted with the pageant wagons and their epic cycle, from Creation to Judgement. He heard the vulgar comedy of the “low” characters and the refined sentiments of their superiors. He saw the characteristic mingling of farce and spirituality, piety and pantomime; he listened to the mixture of lyrical songs and pounding pentameter, of Latinate diction and Anglo-Saxon demotic. It was an inclusive drama containing no less than the history of the world and the character of its peoples, played out against the background of eternity. It has often been suggested that some of the power of Shakespeare’s history plays is derived from his use of the elements of Christ’s Passion that he would have witnessed in the mysteries; the whole notion of his cyclical dramas, taking in so much of the history of the kingdom, seems a direct reflection of his earliest dramatic experiences.

Shakespeare himself refers to the “Death Mouth,” the portal of Hell constructed for the mingled fascination and alarm of the populace. The “Porter of Hell,” who played a large part in the mystery plays, re-emerges as the Porter in Macbeth . Critics have discerned parallels between the mystery plays and the plots of Lear, Othello and Macbeth . The baiting of Jesus reappears in Julius Caesar and Coriolanus . Shakespeare’s was the last era of the medieval mysteries. Yet throughout the history of English culture we see continuity rather than closure. Part of that continuity lies in the achievement of Shakespeare himself, who conveyed all the enchantment, ambiguity and passion of the old religious drama within the new forms of theatre. The masques in his plays are medieval in inspiration, as are the names of such characters as Slender and Shallow and Benvolio. One of Shakespeare’s last plays, Pericles , reverts to the medieval pageant form of the miracles. If he had not seen one when he was a child, then his is indeed a miracle of reinvention.

And when Davy Jones performed the Whitsun pastimes in front of the people of Stratford, was his young relative a part of the cast? The first accounts of his life suggest that in his youth Shakespeare was already an aspiring actor. In 1681 John Aubrey reports that “I have been told heretofore by some of the neighbours, that when he was a boy he exercised his father’s Trade, but when he kill’d a Calfe, he would do it in a high style , and make a Speech.” 1The “neighbours” may by the time of Aubrey’s visit have realised that their town had harboured a famous actor and tragedian, and shaped their memories accordingly; Aubrey himself is in any case a most unreliable narrator. It has often been proved, however, that behind the most fanciful account there lies a substratum of truth. And there may be a piece of authenticity even here. The act of “killing a calf” was in fact a dramatic improvisation performed by itinerant players at fairs or festivals; it was a form of shadow-play behind a cloth and in the accounts of the royal household in 1521 there is a payment to a man for “killing of a calfe before my ladys grace behynde a clothe.” (It is interesting that the image of the arras or cloth is a leitmotif in Shakespearian drama.) If there is a true memory in the neighbours’ reminiscences, therefore, it would be that of the young Shakespeare acting.

There is nothing so unusual in that. We are told that the young Molière — the actor and dramatist whom Shakespeare most closely resembles — was a “born actor.” 2Dickens, with whom there are other similarities to Shakespeare, confessed that he had been an actor from his earliest childhood. The idea of acting here is not simply one of histrionics or bravado; it means the ability and the desire to perform in front of other people. It may represent a longing to be free of restricting circumstance, an urge towards more powerful or more interesting status, what Ulysses in Troilus and Cressida describes as the “spirit” that “in aspiration lifts him from the earth” (2453-4). That is why there are various speculations about the young Shakespeare joining a group of travelling players, during one of their sojourns in Stratford, before accompanying them to London.

There was a tradition and an expectation, however, that the son of a “rising” family would attend the local petty or elementary school as preparation for more orthodox educational advancement. There seems no reason to doubt that this was the case with the five- or six-year-old Shakespeare, who would then become acquainted with the delights of reading, writing and arithmetic. In later life he generally practised a “secretary hand” very close to the one used as a model in the first English book on handwriting. If his mother had already taught him to read, then he could go on to sample the primer and the catechism. These were primarily works of moral and religious instruction, containing the Lord’s Prayer and the Creed, the Ten Commandments and daily prayers, as well as assorted graces and metrical psalms. It is interesting that the schoolmaster or “pedant” he satirises in Love’s Labour’s Lost is the master of a petty school who “teaches boyes the Horne-booke” (1649). A hornbook was used in the very first stages of learning. It was a wooden tablet, supporting a paper protected by thin horn, on which were printed the alphabet, the vowels, certain syllables and the Lord’s Prayer. Shakespeare’s imagination reverts to this early schooling also in Twelfth Night , where Maria refers to “a Pedant that keepes a Schoole i’ th’ Church” (1419-20). The petty school at Stratford was in fact held in the guild chapel, and was supervised by the assistant to the schoolmaster known as the usher.

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.