Peter Ackroyd - Shakespeare

It was not necessarily a print culture. It was also a culture of the voice, its exponents being primarily preachers, divines and actors. That is why the theatre rapidly became the supreme art form of the age. This oral culture was of necessity deeply connected with the old medieval culture of England, encompassing storytellers, poetical reciters, ballad singers and minstrels. Shakespeare is much more likely to have heard, than to have read, poetry. An oral culture relies, also, upon the formation of strong memories. If you cannot consult a book, you must perforce remember. Schoolboys were trained in systems of memory or “mnemonics.” Ben Jonson declared that “I can repeate whole books that I have read,” 8and this was not a singular accomplishment. It is the context for the feats of memory exemplified in the ability of Elizabethan actors to perform several plays in one week.

Plays were regularly performed in the grammar schools of England, with Plautus and Terence as the staple of the juvenile repertoire. In the grammar school of Shrewsbury the pupils were obliged, each Thursday morning, to perform one act of a comedy. The boys of King’s School, Canterbury — among them Christopher Marlowe — put on plays each Christmas in a tradition that must have reached many other grammar schools. It is important to remember that drama was one of the foundations of Elizabethan teaching. From the smallest grammar school to the “moots” in the Inns of Court, debate and dialogue were the staple of learning. It is no accident that much of the earliest English drama derives from the Inns, where the legal training of “putting the case” developed into sheer theatre. In the school of Stratford speeches were learned and delivered, and conversations were often treated as contests of wit. “A delivery & sweet action,” it was written, “is the glosse and beauty of any discourse that belongs to a scholler.” 9We may believe that it was one in which Shakespeare excelled. It is unlikely that the man who was known for his grace and fluency did not demonstrate those virtues at an early age. We do not know whether plays were performed at the King’s New School, but there is evidence in Shakespeare’s drama of a favourite school play entitled Acolastus . Children have a natural gift for dramatisation, and they are fully able to imagine scenes and characters taken from their reading; Shakespeare was exceptional only in preserving these abilities to the end of his life. It suggests some profound irritation, or dissatisfaction, with the limitations of the adult world.

There is further evidence of his dramatic education in the careers of the schoolmasters of Stratford. Two of them, Thomas Jenkins and John Cot-tam, had been educated at Merchant Taylors’ School under the tutelage of Richard Mulcaster; Mulcaster’s pedagogic system “advocated teaching through drama, more specifically through acting.” 10What more natural than that they should continue the theatrical tradition created by their famous teacher?

The first of the school masters, Walter Roche, is the one about whom least is known. He resigned his post in the year that Shakespeare joined the school, but lived in Stratford for the rest of his life. He has the distinction in any case of formally introducing the young boy to the schoolroom. The career of the next master of the Stratford school is of more interest. Simon Hunt was schoolmaster for the first four years of Shakespeare’s education and, although much of that schooling was no doubt undertaken by his assistant, he remained a powerful presence in Shakespeare’s young life. It is significant, then, that he reverted to his old Catholic faith; he left Stratford in order to train at the seminary in Douai as a Jesuit priest and missionary to England. Whether his Catholic sympathies had any material effect upon the young boy is another matter; but it would surely have compounded the family’s own piety and bolstered what seems to have been the Catholic environment of his growing-up.

Simon Hunt was succeeded by Thomas Jenkins, a Londoner and son of a “poor man” and “old servant” of Sir Thomas White; he had been a student of Latin and Greek at St. John’s College, Oxford, which had been established by the very same Sir Thomas White. White was a Roman Catholic, and St. John’s College was known to be sympathetic to Catholic undergraduates. Edmund Campion, Catholic saint and martyr, was attached to St. John’s College, and taught Thomas Jenkins there. Jenkins can therefore be considered to be indulgent, at the very least, to the Catholic cause. He can also be considered an expert classicist, and it was he who first introduced Shakespeare to the work of Ovid. He was in every sense a dedicated teacher; he had requested two years’ absence from his Oxford college “that he may give himself to teach children.” 11

When Jenkins resigned in 1579 he found his own replacement in John Cottam, a fellow scholar from Merchant Taylors’ and Oxford University. Cottam’s younger brother, Thomas Cottam, was a Jesuit priest and missionary who resided at Douai with Simon Hunt. There they were joined by a fellow pupil of Shakespeare, Robert Debdale, the son of a Catholic farmer from Shottery. The associations with Shakespeare are close, therefore, and almost pressing. Thomas Cottam returned to England with a letter from Robert Debdale to his father. Both Thomas Cottam and Robert Debdale were later arrested, for their proselytising activities in England, and executed. From allusions in his plays it is clear that Shakespeare followed the career of his erstwhile schoolfellow with some interest. He was, you might say, one of the fraternity.

John Cottam left the King’s New School in the year of his brother’s execution. The last connection with Shakespeare’s schooldays was another master, Alexander Aspinall, popularly supposed to be the model for the pedantic dunce Holofernes. And so the unfortunate man entered the creative imagination of the English. But since he did not enter the school until Shakespeare was eighteen, the connection may not be a close one. The young man no longer attended the New School; but he did know Aspinall, and may have observed his pedagoguery with an eye more objective than that of a school-boy. He is even believed to have written a set of verses, to accompany Aspinall’s present of gloves (bought from John Shakespeare) to an intended bride:

The gift is small

The will is all:

Asheyander Asbenall.

Funnily enough, the little poem sounds like Shakespeare, and may count as some amends for Holofernes.

In the early years of Shakespeare’s schooling his father persevered in illegal dealings in wool and in money-lending. They were in a sense conventional offences, and not likely to injure John Shakespeare’s reputation in any significant way. They were noted in the public records but he continued with his normal civic duties, and at the beginning of 1572 he and Adrian Quiney travelled to London in order to represent their town at the lawcourts in Westminster. There was a dispute with the lord of the manor, the Earl of Warwick. A few months later John Shakespeare was in Warwick to attend a post-mortem on a local miller. Throughout this period he attended the requisite “halls” when the council met for business.

There is a pretty story concerning another journey, during which he might have been accompanied by his son. Elizabeth I was engaged in one of her periodic progresses when, in the summer of 1575, she arrived at Kenilworth Castle; this castle was only twelve miles from Stratford, and the dignitaries of the locality were no doubt asked to attend in honour of Her Majesty. The Earl of Leicester’s Men were here to entertain her, but there were also various masques and pageants, dramatic spectacles and games, performed before her. One of these theatrical interludes included the presentation of a mermaid and various nymphs upon an artificial lake, followed by Arion riding upon a dolphin. It was part of the general extravagance of allegory and classical reference employed on such occasions, but many of Shakespeare’s biographers have insisted that it inspired a reference in Twelfth Night to “Arion on the Dolphines backe” (54) and a speech by Oberon from A Midsummer Night’s Dream (504-6):