How Accurate Is Hamnet?

“She’s got…it, hasn’t she? The pestilence?” (O’Farrell, 105).
As this quote, (and the subtitle) suggests, Maggie O’Farrell’s novel Hamnet: A Novel About the Plague, focuses on the terror surrounding the plague and its devastating consequences on families. I really respect this book for its historical authenticity, it’s clever prose, and O’Farrell’s command of style, but I should warn you that this novel is definitely not for breezy summer reading.

If you are looking for a novel about William Shakespeare, this isn’t it; the Bard only appears in flashbacks. The action mainly concerns his wife and children. While Will was living and working in London for most of the year, his family lived in Stratford Upon Avon, along with the playwright’s mother and father. The novel has follows the characters across two times: 1582, when Shakespeare and his wife first met, courted and married, and around 1595, during an outbreak of plague that would (Spoiler Alert) eventually claim the life of Shakespeare’s son, Hamnet.

Drawing of Shakespeare and his family. Hamlet and Judith are on his right, his other daughter Susanna and his wife Anne are on his left.

The novel has a very dour tone, but that is by design. The author herself writes that the premise of the book was to create a realistic (albeit fictional) account of the Shakespeare family as their only son fell sick and died.

Burial records for the town of Stratford Upon Avon for 1596. On August 11, it records the death of Hamnet Shakespeare, William’s only son

The premise is intriguing from a historical point of view. We have no diaries or correspondence that express how the Shakespeares dealt with this catastrophic loss, but many scholars believe that Shakespeare’s play Hamlet was a direct homage to his son, since in Elizabethan England the names Hamlet and Hamnet were used interchangeably. Still, it must have effected Will in other ways, and it had to have had an effect on Hamnet’s mother and sisters, and that was O’Farrell’s focus when adapting this story as a novel.

I would describe the novel’s tone as ‘haunting,’ which is appropriate since it’s based around how a child’s death effected his family. It reminds me of a passage Shakespeare himself wrote about the death of a young boy in his play King John:

Grief fills the room up of my absent child,
Lies in his bed, walks up and down with me,
Puts on his pretty looks, repeats his words,
Remembers me of all his gracious parts,
Stuffs out his vacant garments with his form;
Then, have I reason to be fond of grief?
Fare you well: had you such a loss as I,
I could give better comfort than you do.
I will not keep this form upon my head,
When there is such disorder in my wit.
O Lord! my boy, my Arthur, my fair son!
My life, my joy, my food, my all the world!
My widow-comfort, and my sorrows' cure! King John Act III, Scene iv.



Like Constance in the quote above,, All the characters in Hamnet are haunted.
[Hamnet is pursued by plague. Will Shakespeare and Anne Hathaway are haunted by their abusive parents. Will’s father John by the loss of his business and social standing, and of course, everyone is haunted by Hamnet’s death.

https://youtu.be/kj240pJPpB8

Artist’s restored version of a Elizabethan woman, believed to be Anne Hathaway.
Lucentio and Bianca (The Taming of the Shrew, Oregon Shakespeare Festival, 2007)

Although the novel is mainly about Hamnet’s decline and death, my favorite parts of the book are flashbacks to the courtship and marriage of Will Shakespeare and Anne Hathaway. We know nothing about their real courtship, so O’Farrell borrows the plot from Shakespeare’s Taming Of the Shrew. Like Lucentio in Shrew,
The 18 year old William Shakespeare is a Latin tutor, (having not yet become a writer), who woos a misunderstood woman whom the town calls a shrew. In the book, Anne Hathaway is known as Agnes and (like many unmarried women of the period), is looked on as odd and somewhat wild. Many single women of this period would likely face discrimination, and sometimes. In this video, you can see how cunning women like Anne had an uneasy relationship with the local community; some saw them as an asset to the community, but others believed their abilities came from The Devil. For more information on Anne’s life, click here.

The History Guy- Witch Trials in the 16th and 17th centuries.

Anne is further isolated because of her strange abilities- in the book she owns a falcon, not a ladylike hobby for 1580s England. She is also skilled with medicinal plants and knows how to read palms. In essence, though the town ostracizes Anne, Shakespeare admires her cleverness, and the book implies that Shakespeare would later use her skills in characters like Kate from Shrew, Friar Lawrence (the skilled potion master), and maybe even the witches from Macbeth.

The reusing of Shakespeare’s plots doesn’t stop there- Before Anne and Will get married they are handfasted- that is they make a mutual promise to get married in front of witnesses. Anne knows that her family will not consent to their marriage given Shakespeare’s low economic prospects, so she convinces Will to get her pregnant. This mirrors Claudio and Juliet in Shakespeare’s Measure For Measure, who are publicly shamed and arrested for fornication, even though their only crime was not waiting until they had given a dowry to the groom’s parents before consumating the marriage.


One final master stroke of O’Farrel’s historical fictive tapestry is how she engineers the father son conflict between Will Shakespeare and his father John. Shakespeare loves to explore the power dynamic between boys on the cusp of manhood, and their already powerful fathers. In the case of John Shakespeare, O’ Farrell depicts him as a man who has worked, schemed, scammed, and clawed his way to the highest wealth his birth can allow him, but is now falling from grace, who has nothing but contempt for his son who seems like a worthless dreamer, incapable of hard work. This most closely echoes Shakespeare’s Prince Hal and King Henry, a son who must prove his fitness to be king to his father and to his nation. Watch this exchange from “The Hollow Crown” where the sick and aging John of Gaunt (Patrick Stuart), chastises his weak, effeminate nephew, King Richard II:

Historical Notes:

Infant mortality in Elizabethan England:

Even before Hamnet is born, his mother and mother in law are painfully aware that he might die young. Sadly this is very historically accurate. Infant mortality rates were high in Elizabethan England. According to Ian Mortimer in his book The Time Traveler’s Guide To Elizabethan England, mothers had to keep their children at arms length and not get too attached. Being a mother in this time meant dealing with the constant knowledge that your child might not survive:

In Stratford in the 1560s, there are on average, sixty-three children baptized every year- and forty-three children buried.

Mortimer, 27.

John Shakespeare’s fall John Shakespeare was more than a glover- he held a position in the Stratford Guild Hall- basically a city council position. He was in charge of hiring constables, keeping the peace, overseeing the brewing of ale, and approving theatrical entertainments for civic events. Probably John got his son interested in theater by letting him tag along to the sort of private performances he would have watched to determine whether a play or troupe was good enough for, for instance, the visit of a peer. However, by the 1580s, John was losing his business and selling off his land assets. Scholars suspect that either John was a closet Catholic, forced to pay fines every time he failed to attend protestant church, or he was avoiding church and his alderman council meetings because he knew his creditors would be there. In any case, O Farell takes this historical tidbit and turns John Shakespeare into a bitter, broken, abusive man whom Shakespeare can’t wait to get away from. Shakespeare and his wife bond over their abusive parents and dream of succeeding financially so they can get away from their parent’s influence.
Malt and wool The novel hints at John Shakespeare’s secret side business selling wool and malt, but never explicitly states that this practice was illegal. All wool was controlled by the Elizabethan government so it was illegal to sell it without special permission, and in 1570, John Shakespeare was caught selling wool illegally. He was also found guilty of money-lending, hoarding grain, and selling malt. This is why he tells his son to forget the wool he saw in the attic.

An Alderman in his official robe, the same kind John Shakespeare would have worn.

Historical Events Mentioned in Hamnet

  1. 1556 Anne Hathaway born. She’s referred to as Agnes in other court documents. Her father Richard owned a sheep farm in Hewland. At some point, her mother died and her father Richard married a woman named Joan, whom the novel portays as a bitter, controlling witch.

1564– Will Shakespeare born, third of 8 children. His father started out as a local glover, who quickly rose through the ranks of local government to become the mayor of the town. They owned a house in Henley street, which also doubled as the glove workshop. For more informaition on this fascinating building, visit the Shakespeare Birthplace trust: https://www.shakespeare.org.uk/visit/shakespeares-birthplace/

The Shakespeare’s house on Henley Street in Stratford Upon Avon, where Will, his wife, children, and parents lived until 1597.
Recreation of the Shakespeare’s dinner table.


1581– Anne’s father Richard dies,  bequeathing her “£6 13s 4d ‘atte the day of her maryage’.” Richard Hathaway owned a farmhouse in Shottery that still stands today! For more info, please visit the Shakespeare Birthplace Trust: https://www.shakespeare.org.uk/visit/shakespeares-birthplace/

Anne Hathaway’s Cottage and Gardens, Stratford-upon-Avon, UK. June 2014.
Interior and exterior images of Ann Hathaways cottage, Shottery, Stratford upon Avon, Warwickshire.


1582– On November 27th, 1582, William married Anne Hathaway. He was 18, she was 26. It must have been a hasty and stressful situation. Shakespeare had no job, and based on the timeline, Anne was already pregnant with their daughter Susanna. For more information on marriage in the period, please visit my website on Elizabethan society:

The Shakespeares were granted a marriage licence by the Bishop of Worcester. They were married at Temple Grafton, a village approximately five miles (8 km) from Stratford.

Notes On Shakespeare’s Wedding Day:

  • We know that Anne’s family paid a dowry to Shakespeare’s family, which annoys Shakespeare in the book. He feels furious that his father uses the marriage to help his business interests.
  • According to Michael Wood, the priest left out the reading of the banns, and suspected the marriage was intentionally catholic. The book also makes it clear that this was a catholic ceremony, deep into the reign of the Protestant Queen Elizabeth I.
Robert Bearman, “The Shakespeare marriage bond,” Shakespeare Documented, https://shakespearedocumented.folger.edu/resource/document/shakespeare-marriage-bond

May 26, 1583– Susanna Shakespeare is baptized, which means she was probably born three days earlier.

February 2nd, 1585– Hamnet and Judith are baptized.The twins were named after two very close friends of William and Anne, the baker Hamnet Sadler and his wife, Judith. The Sadlers became the godparents of the twins and, in 1589, they in turn named their own son William.

1586– John Shakespeare is booted off the Stratford board of Aldermen for not attending meetings. Michael Wood suggests that John might have been avoiding the meetings because he was in debt, and the creditors knew where to find him. The novel seems to agree with this theory- the first time that we meet John Shakespeare, he is on the verge of beating his own grandson for sneaking up on him. If he was hiding from his creditors, he’d have a reason to be jumpy.
1592 – Shakespeare makes it in London?
1593 Outbreak of Bubonic Plague- 15,000 people died in London alone. O Farrell does a great job of portraying the visceral terror people must have felt during an outbreak, the same terrified panic that gripped our world in 2020. As I’ve written before, not only did the disease itself instill fear, but also the Draconian measures of quarantines, and the grotesque and ineffective methods for treating the plague. To see how you might be treated for plague in the 1590s, take my quiz: https://sites.google.com/d/1iLSGjbllxU-ZwyrUya_xHtjojSCg9pd6/p/1xzNm37sGbHsQJgsnx4irZHJVp9YscVVJ/edit?authuser=2

Because of the contagious nature of the disease, the theatres were closed, which forced Shakespeare to write poems instead of plays. Around this time he also probably wrote Romeo and Juliet, Richard III, and A Midsummer Night’s Dream.
Shakespeare published Venus and Adonis

1596 Hamnet dies

C. 1599– William Shakespeare writes Hamlet, his longest play, widely regarded as the greatest play ever written in the English language.

I hope this post helped increase your understanding and enjoyment of the book, and Elizabethan History in general.

For a fascinating look at the life of an Elizabethan woman, check out this documentary about Shakespeare’s mother Mary Arden, created by scholar Michael Wood:

Summer Shakespeare Academy!

I’m working this summer with the good people at Outschool, an online learning platform for kids ages 3-18. I’m designing a series of Shakespeare classes that you can sign up for. We’ll be doing acting exercises, reading Shakespeare’s text, and making Shakespeare props Cost is $3 per child.

The course is ala carte, that is, you can sign up for as many courses as you like. Each course builds on the last one, but you don’t have to have taken the previous ones to enjoy any one particular course Let me know in the comments which class(es) you are interested in, and/or what suggestions you might have. I can’t wait to hear what you think about these summer Shakespeare courses, and I hope to see you online soon!

1. Introduction to Shakespeare- (enrollment here: https://outschool.com/classes/introduction-to-shakespeare-or-how-i-learned-to-love-the-bard-UoHH5fes?sectionUid=973060db-f857-461a-a23a-f1476203a544&showDetails=true) We’ll talk about why Shakespeare is so famous and learn about his life and career. Then we’ll do some fun quizzes that you can earn prizes based on how well you pay attention!
2. How to write ✍ like Shakespeare (Enrollment here: https://outschool.com/classes/how-to-write-like-shakespeare-0HuPq1Cg?sectionUid=4243af25-ba41-4724-82a2-61bd7c7d862e&showDetails=true) Have you ever wanted to woo your sweetheart or write the next bestselling play? Well, this course will cover the secrets of Shakespeare’s writing. We’ll cover how to write romantic poems, the structure of Shakespeare’s plays, and you’ll get to write your own Shakespearean speeches!
3. Intro to Shakespearean acting Practical tips and tricks for your next Shakespeare audition.
4. Shakespeare’s villains
We’ll look at the darkest and creepiest Shakespearean characters and see why they still fascinate us today!
5. The Violent Rhetoric Of Shakespeare’s Julius Caesar (Registration Here: https://outschool.com/classes/the-violent-rhetoric-of-julius-caesar-fkMLbAtA?sectionUid=1f9220cd-8c28-438d-9799-8479494353a4&showDetails=true#usMaRDyJ13) In this one-time course, students will analyze the rhetoric and persuasive power in two speeches from Shakespeare’s “Julius Caesar”
6. Intro to Romeo and Juliet – Get a leg up on your next English class with this fun, frenetic look through the characters, themes, and story of Shakespeare’s most popular, and most-taught play.
7. Basics Of Stage Combat (Registration here: https://outschool.com/classes/1120ada2-047d-4b0f-84f6-5eb4b0f7dc66/schedule#usMaRDyJ13 I’ll teach the kids about Elizabethan street fighting, and the basics of stage combat.
8. The Balcony Scene of Romeo and Juliet– It’s been called the greatest love scene of all time, but why? I’ll explain the imagery, the poetic language, and give you a chance to make your own love poetry!
9. Insults and Shakespeare You’ll craft your own Shakespeare insults and engage in a (respectful), beat down with your classmates! Along the way, we’ll talk about how insults escalate to violence in Shakespeare’s Romeo and Juliet.
10. The Iconic imagery of Romeo and Juliet We’ll look at some beautiful paintings, songs, and other works of art that build on Shakespeare’s poetic imagery.
11. Romeo and Juliet and pedagogy Shakespeare is uniquely challenging to get kids to engage with. I’ll give you some of my resources, games, and activities to help you delve into the play in your next class.

If you like these courses, let me know by leaving a comment below. If you’re interested in signing up, visit my teacher profile page: https://outschool.com/teachers/The-Shakespearean-Student. New classes will be added every week, and I’ll work around your schedule when planning the dates and times. Hopefully this will be a great chance for me to share my expertise with a young group of future Shakespearean students!

Is Shakespeare Being Canceled?

Thanks to WordPress’ new interface, it’s easier for me to read what other bloggers have to say about the topics I write about. One trend I’ve noticed is the question that’s been boiling underneath the surface of a lot of people in our culture: “Should Shakespeare be ‘cancelled’?” It’s an interesting question and definitely merits discussion.

It is also a question that has some basis reality: Shakespeare was taken off the list of required reading of of schools in New Zealand. In 2007, The American Council Of Trustees and Allumni published a report called “The Vanishing Shakespeare,” about the number of colleges who no longer require English majors to take Shakespeare courses. If you read my post on Romeo and Juliet, you will recall that one of the main reasons why we have Shakespeare as a requirement in American high schools is that he is required reading in many colleges. So this could be part of a trend that extends to primary as well as secondary schools as well.

Many academics, (myself included), are wondering about Shakespeare’s status in education, and whether or not he will continue to be a staple of all English language curricula. So what I want to do with this essay is to ask the question, “Should Shakespeare be cancelled,” as well as”Should he not be cancelled? and “What even is cancelling and how does apply to somebody who is already long long dead now?”

First off, cards on the table: I am a white man, (with a beard), who has been studying Shakespeare for 20 years. I have a very clear bias; I would never advocate for Shakespeare being taken out of any schools. That said, I see merits to parts of the argument, and I do not believe that these teachers who are reexamining Shakespeare’s place in education are inherently wrong. Nor do I believe if that there is no merit to changing the way educators teach Shakespeare in our schools, (more on that later). My point is to write a thoughtful reflection about the nature of Shakespeare as a writer, his status within our culture, his status within the educational establishment, and how changing that is not necessarily a bad thing.

Part One: the arguments for cancelling Shakespeare

When I read the article “Why I am rethinking Teaching Shakespeare In My English Classroom,” by teacher Christina Torres, I noticed a lot of her arguments centered around diversity quotas and simply not having the class time to devote to Shakespeare. This is entirely understandable. Shakespeare has been dead for 400 years, which means language has changed a lot since his heyday.

Shakespeare poses several unique challenges in education. He wrote in an obscure form of poetry that is no longer fashionable. You have to read footnotes. Although 95% of the words he used are still used today, they are used in a very unique syntax. Furthermore, I come to teaching Shakespeare from the perspective of somebody who studied theater, acting, Elizabethan history, and everything that that is required to teach Shakespeare, but many teachers do not. My point is I can understand why a teacher feels that he or she does not have the time, energy, or the learning required to give Shakespeare the space that he so clearly demands.

The question of Shakespeare’s status in our classrooms also raises subtle questions about diversity. Many curricula these days emphasize diverse writers and try to highlight the cultural contributions of women, people of color, and LGBTQ people, and as far as we know, Shakespeare fit into none of these groups.

This educational initiative is a part of the anti racist initiative and I as an educator I am fully on board with this. I love to be in a classroom where Gabriel Garcia Marquez, Lorraine Hansberry, Mary Shelley, and Truman Capote share the same shelf is William Shakespeare, but ever since the 18th century Shakespeare and cultural nationalism have been inexorably linked.

Almost since the beginning of Shakespearean scholarship, American and British critics have sought to venerate Shakespeare as the peak of British culture, and thus the peak of human culture as well. It’s not a coincidence that we celebrate National Poetry Month the same month as Shakespeare’s birth and death. Also, even though we don’t know for sure when Shakespeare was born, we celebrate it on April 23rd, St. George’s Day, thus forever linking England’s greatest poet, with its patron saint. George Bernard Shaw, (an Irishman), coined the term ‘bardolotry,’ to describe the treatment of Shakespeare by the English as if he were a god and the evidence is quite damning:

The infant Shakespeare attended by Nature and the Passions (Romney, c. 1791-1792)

Just look at this painting where Shakespeare is portrayed as in the same pose and with the same reverence as the baby Jesus. This reverence carried over to poetry, music, festivals, and of course, to the classroom. As I wrote in My Romeo and Juliet post, since the beginning of American public education, Shakespeare was an indispensable fixture in American schools, and thus, prompting American writers like Mark Twain to grumpily refer to Shakespeare and other classics as “Something everyone wants to have read, but nobody wants to read.”

Countless textbooks refer to Shakespeare as the greatest writer in the English language, and possibly the greatest writer ever. Ralph Waldo Emerson once preached that Shakespeare was: “Inconceivably wise.” The god-like aura around Shakespeare has made him nearly impervious to criticism and English speakers on both sides of the Atlantic have claimed Shakespeare as their gospel. Being an English speaker means having the God-Shakespeare on your side, and if you have God on your side historically speaking, you can justify anything.

“A Discovery Of the Bermudas,” 1610. Thought by many scholars to be Shakespeare’s inspiration for “The Tempest”

The British were keen to elevate Shakespeare to this godlike status partially because it showed that their culture was superior to others. Let’s not forget that Shakespeare’s last play The Tempest is about a man with book learning who goes off and colonizes an island whose inhabitants seem savage and uneducated. If our goal as educators with adding anti racist education is to show that all voices are valid, to highlight the contributions of every ethnic group, and to refute the notion that white culture is in any way superior to any other, then to a certain degree, we must knock Shakespeare off his literary pedestal.

Caliban, Prospero’s slave from “The Tempest”

We also should not a take a blind eye to the anti-POC and mysoginist language in some of Shakespeare’s plays. For instance one line I deeply despise in Romeo and Juliet is the line where Romeo refers to Juliet by saying she “Hangs upon the cheek of night like a rich jewel in Ethiop’s ear” (A black woman wearing an earring).

1583/5 – ANNIBALE CARRACCI, PORTRAIT OF A WOMAN HOLDING A CLOCK

This statement contrast beauty, specifically the beauty of white skin, with the “ugliness” of a black woman’s ear. Shakespeare uses this metaphor several times in several plays, establishing white as beauty and black as the aberration.

I bring this up not to say that Shakespeare should be cancelled and hated because of this racially insensitive language, because he’s not the only one who does it. All you have to do is Google “Who’s the fairest one of all?” to realize that for centuries, fair skin, beautiful skin, and white skin meant the same thing. As Dr. Grady says in the video above, having an honest discussion of Shakespeare’s language and his culture’s attitude towards race is an opportunity to teach critical race theory in the classroom, and to teach students to recognize and deplore dehumanizing language, which though poetic to white Elizabethans, is hurtful and dehumanizing to people of color. In short, banning or condemning Shakespeare is counter productive, but examining his language, culture, and politics with a critical eye is a very useful and important exercise.

Part 2 why Shakespeare doesn’t deserve to be cancelled

I’ve established that Shakespeare has connections with some very dark moments in a European history and he should not be celebrated merely because of he was white or because he was British. I believe that Shakespeare’s contributions to the English language as well as drama and the arts still makes him worthy of study by students. As this video from the New York Times shows, students need at least a basic understanding of Shakespeare to understand western culture:

There’s No Escaping Shakespeare: New York Times, 2016.

I believe that, as long as we educators don’t indulge our bardolotrous tendancies, and keep Shakespeare in the context of the period in which he lived, we can still teach him in a way that will benefit our students.

One small way to put Shakespeare in context is very simple: STOP USING THE TERM “RENAISSANCE.” Most scholars now refer to Shakespeare’s time period as the Early Modern Period, not The Renaissance, which was an honorific term that people used during Shakespeare’s time period. The term RENAISSANCE, meaning the rebirth of classical learning and by extention the rebirth of sophisticated European culture, can give the impression that it was only a period of study and artistic achievement, leaving out colonization and racial and political tension. I find Early Modern Period a very useful descriptor because like it or not, Shakespeare’s culture influenced ours, therefore an understanding of him is very much understanding of where we came from. Learning from Shakespeare is like learning from history- we cannot shy away from the mistakes of the past, nor should we flat out reject its benefits.

it should be noted that a lot of the good scholarship in the last to the last 50 or 60 years has been tasked with putting Shakespeare back into his historical context and trying to reclaim his staus as a man of his time. Dr. Stephen Greenblatt of Harvard University helped coin the term ‘new historicism’ which emphasizes learning about the culture of a writer’s time period. To New Historicists (such as myself), Shakespeare is no longer considered a great man of history, but a man shaped by the culture of his time, which is to say a man who had good parts and bad parts much like history itself. This is the approach that I think should be taught in American schools highlighting how Elizabethan culture shaped Shakespeare, and how he shaped our culture in turn.

Comparing Shakespeare to history, especially American history, is very useful in American schools. Like the founding fathers Shakespeare reached towards an ideal. He wrote plays about ideal kingship, even though kingship is a cruel and autocratic system of government. He wrote romances about young lovers who follow the wonderful idea of love at first sight, even though in reality that concept is somewhat rare, and very often fraught with peril. And like Shakespeare, people often ignore the flaws and human failings of the founding fathers too. Look at this mural painting of The Apotheosis of Washington, which still looks down on mortals from the US capital building in Washington DC.

Deifying the First President in 'The Apotheosis of Washington' – Brewminate
The Apotheosis of Washington  Constantino Brumidi, 1865 .

Much like the founding fathers’ document that declares that all men are created equal, we can appreciate Shakespeare’s plays but also be aware of their flaws. Both documents were written by a flawed human being with a very narrow understanding of the wider culture and world in which he lived, but one who did his best to try and write works that would benefit all of mankind. As educators we can teach students to be inspired by this work, and seek to have a greater understanding of “The Great Globe Itself,” with the benefit of hindsight, so they may become enlightened citizens of the world, true Renaissance Men, Women, themselves.

So if I truly believe, (and I do), that Shakespeare is still relevant and has something to say to people regardless of their culture or cultural and racial backgrounds regardless of what time period they were born in and regardless of gender, how then can we teach him in classrooms in responsible and nuanced way?

What to do?

[  ]Give a cultural context to the play you study. A culture that is the direct ancestor of our own, but one that was frought with Colonialism, Casual racism, (especially in language), Sexism, Patriarchy, and Homosexual oppression. Not to toot my own horn, but this is what I tried to do with my Romeo and Juliet Website: https://sites.google.com/d/1iLSGjbllxU-ZwyrUya_xHtjojSCg9pd6/p/12GhgKdJr63wmTcm6TTvkZ-ROmUnALKQi/edit

-Give students the chance to rewrite or reword the more problematic elements, such as Romeo’s creepy stalking of Juliet,

-Highlight Shakespeare calling attention to patriarchial issues: Capulet in Act III, v, Friar Lawrence comparing love to gunpowder. Juliet raging against arranged marriage, etc.

  • Celebrate Shakespeare’s positive contributions to race relations: Othello was the first black hero on the London stage and the role helped generations of black actors get their start in theatre. There’s your modern bardolotry, Shakespeare not as “Inconceivably wise,” Inconceivably woke! You can also look at the proud tradition of color blind casting in Shakespeare’s performance history, such as Orson Wells’ “Voodoo Macbeth.”
  • Do some research on modern productions that translate the themes into a modern concept.
BOOKS : THE LOVERS, AFGHANISTAN'S ROMEO AND JULIET — Home | Afghan Culture  Unveiled
Book cover for “The Lovers,” the real-life story of Ali and Zakia, teenagers from Afghanastan, who fell in love in spite of their parent’s religious hatreds.

To sum up- cancelling Shakespeare doesn’t mean vilifying him. It means re-examining his role in our culture, and teaching students to appreciate the benefits, and try to correct the damages that his culture has brought to our own. We can’t change the past, but we can learn from it. As for Shakespeare himself, no amount of legitimate criticism will keep people like me from enjoying his plays. If anything, I appreciate even more the breadth and depth of his writing the more I learn about the culture in which he lived. I like to think that, if Shakespeare knew people would be talking about him in school, he’d echo the way Othello said he wanted to be remembered, to “Speak of me as I am, Nothing extenuate.” And that we heed the words of Ben Johnson in the dedication to the First Folio, when we think of treating Shakespeare as an icon.

Dedication by Ben Johnson in Shakespeare’s First Folio, 1623.

Resources for Teachers and Students: A Visit To Elizabethan London

I’m working on several educational projects at the moment and I’m proud to share this one with you. It’s what I call a virtual tour of Shakespeare’s London. The teacher I’m working with said she wanted to teach the kids about the culture of Elizabethan London as he was writing Romeo and Juliet. Naturally with the pandemic a field trip was out of the question, (for multiple reasons), but I wanted to create a visually interesting tour of the places Shakespeare knew and worked and try to imagine his perspective and how that might have informed the characters and themes of Romeo and Juliet.

So I created this: a website written as if Shakespeare himself is taking you on a tour of his London in the year 1593, the year where, as far as we know, he had just completed writing Romeo and Juliet. 1593 was also the middle of another outbreak of Bubonic Plague. It has virtual tours of Shakespeare’s Globe Theater, Hampton Court Palace, Shakespeare’s Grammar School, and a quiz where you can pretend you’re in the Elizabethan doctor’s office.

For the class I’m helping, the students will fill out a worksheet as they navigate the website so they learn from the material at their own pace. If you’re interested, leave a comment and I’ll post the worksheet so you can use it in your classroom.

My hope is that this website can be a resource for anyone trying to connect with Romeo and Juliet and trying to learn from the culture of Elizabethan London. Shakespeare was a product of his time and his experiences must have had an influence on what he wrote. Even if they didn’t, they certainly influenced the people who saw the play and he knew that it would. So I hope it can help you understand a little bit more about the world of this famous play, and the context of the world that created it.

Close Reading: To Be Or Not To Be

For Shakespeare’s Birthday, I thought I would discuss his most famous speech what is arguably his greatest play. Hamlet, Prince of Denmark was written in 1600, the pinnacle/ middle of Shakespeare’s career, after Julius Caesar but before Macbeth.

David Tennent as Hamlet. Royal Shakespeare Company, 2010.

To Be Or Not To Be has intrigued and mystified people for centuries. It is full of ambiguous imagery, haunting images, and solemn contemplative ideas. I’m going to try and break the speech down first like an intellectual argument, but I will also give you some of my interpretation of Hamlet’s thoughts and feelings. Shakespeare’s genius is creating a speech that gives plenty for the reader to interpret,, but it’s up to the reader to decide what’s happening in the speech.

Just a refresher of the plot:

1. The king has died and been seen as a ghost 

2. He tells his son Hamlet that he was murdered by his brother Claudius, who killed him to become king and marry Hamlets mother, Gertrude.

Hamlet is trying to determine if the ghost is telling the truth and if so, how can Hamlet revenge the death of his father?

The speech occurs right in the middle of the play. Hamlet has been acting strange and the king is worried. He hides behind a tapestry right before Hamlet enters. He then delivers this famous and highly cryptic speech:

Ham. To be, or not to be, that is the Question:
Whether 'tis Nobler in the minde to suffer
The Slings and Arrowes of outragious Fortune,
Or to take Armes against a Sea of troubles,
And by opposing end them: to dye, to sleepe
No more; and by a sleepe, to say we end
The Heart-ake, and the thousand Naturall shockes
That Flesh is heyre too? 'Tis a consummation
Deuoutly to be wish'd. To dye to sleepe,
To sleepe, perchance to Dreame; I, there's the rub,
For in that sleepe of death, what dreames may come,
When we haue shufflel'd off this mortall coile,
Must giue vs pawse. There's the respect
That makes Calamity of so long life:
For who would beare the Whips and Scornes of time,
The Oppressors wrong, the poore mans Contumely,
The pangs of dispriz'd Loue, the Lawes delay,
The insolence of Office, and the Spurnes
That patient merit of the vnworthy takes,
When he himselfe might his Quietus make
With a bare Bodkin? Who would these Fardles beare
To grunt and sweat vnder a weary life,
But that the dread of something after death,
The vndiscouered Countrey, from whose Borne
No Traueller returnes, Puzels the will,
And makes vs rather beare those illes we haue,
Then flye to others that we know not of.
Thus Conscience does make Cowards of vs all,
And thus the Natiue hew of Resolution
Is sicklied o're, with the pale cast of Thought,
And enterprizes of great pith and moment,
With this regard their Currants turne away,
And loose the name of Action. Soft you now,

Now before I talk about the context of the speech, I want to deconstruct it as an intellectual argument. Hamlet is grappling with something huge, and he is weighing the consequences of his potential actions. Remember, Hamlet is a prince, but he is also a college student, so he turns his choice into an intellectual argument.

  • If you look at the speech as an argument, it hinges on two points- to be or not to be.
  • One is passive and one is active 
  • Both actions are potentially lethal, as evidenced by the two metaphors Hamlet describes later.

Contrary to popular belief, I believe that this speech is not just about suicide. It’s about the choice between suicide and murder, (in this case killing Claudius).

Three Speeches- Macbeth, and Hamlet 

Lets discuss the two central images at the start of this speech. One is active- fighting (“taking arms”), and one is passive (“to suffer…”). Both choices have a similar outcome- death. No one can fight the sea, and arrows are just as lethal.

Let’s look at the speech again, and turn it into a series of beats using the conjunctions “and, but, and or,” The speech has 6 beats. What he’s thinking about or feeling is open to interpretation, but the argument definitely changes at these points. First the thesis:

  • This beat sets up the two options (murder and suicide).  Why do I think this? Because it’s similar to two other speeches: https://youtu.be/nq3hcs1yFKw

https://youtu.be/NZSF5r9KEWE

It’s worth noting that about the same time, Shakespeare wrote three great soliloquis; Hamlet’s “To Be Or Not To Be,” Macbeth’s “If It Were Done,” and Brutus’ “It must be by his death.” All three speeches have some notable commonalities:

  • All three speeches are in passive voice; the would be murderer wishes he didn’t have to kill someone, but wants the victim dead nonetheless.
  • Refuse to mention the name of the man who will die.
  • Refuse to say ‘murder’
  • Personify death in abstract terms.

When I noticed the commonalities between the speeches, I came to realize that all of them are about murder, not just suicide. I think Hamlet alone contemplates suicide as well as murder, possibly because unlike Brutus and Macbeth, Hamlet is not at all sure he’s doing the right thing.


Beat 1 The Nerve:  Hamlet is working himself up for something; either murder or suicide. It’s ambiguous which one he starts with, and largely depends upon the actor’s interpretation.


Beat 2 The Consequences
Whether Hamlet kills the king or himself, either way he could die and when he does, his soul will have to answer for his actions. This is similar to Macbeth, who worries that his foul murder will be exposed and judged by “Heaven’s cherubim, horses upon the sightless couriers of the air.”

“PITY,” by William Blake, alongside the text of Macbeth’s soliloquy from Act I, Scene 7.

“There’s the rub”- there’s the catch.

“Coil” refers to a snake skin. The line characterizes death as shedding an earthly body, something that seems all too easy to do. It’s an uncomfortable image because it makes death look all too easy. It also calls to mind the story of Gilgamesh, who had a flower that would grant him immortality, but a snake stole it, which is why snakes cam shed their skin, seemingly growing young again forever.

Beat 3: Smothering In Surmise: https://youtu.be/gFG91lXgNcs

This beat is where Hamlet seems smothered in his frustrations with life.. Rather than making a decision, he’s sidetracked with a laundry list of universal problems. His energy seems up, but it’s unclear why.

When I performed this portion of the speech, I realized that everything Hamlet refers to, Claudius has done: he has oppressed and wronged the kingdom, he has delayed the law, and he has hindered Hamlet’s love for Ophelia by letting Polonius deny Hamlet’s access to her. Perhaps the laundry list is designed to psych him up- listing all the reasons Claudius deserves to die, (without tipping him off).

Beat 4: The Downward Spiral

Once again Hamlet is thwarted by the concept of Death and divine judgment. He seems to imply that everyone is scared into compliance with the threat of death.

The Conclusion:

Hamlet’s conclusion is that he has no conclusion. He can’t kill himself because his conscience tells him that God is against it, and he cannot kill Claudius because of fear of death or damnation.

When he says “The native hue of resolution,” he means red, (as in blood), is curtailed, cut off by the very thought of Deaths pale scythe. 

Interpretations:

Mel Gibson plays Hamlet as a sort of man in mourning. He is as close to the action movie hero as Hamlet gets with his large, imposing physique and brutal looking medieval sword:

Speaking of action heroes, the whole movie Last Action Hero has a reoccurring motif of nodding to Hamlet. The avenging hero archetype is the prototype for every action movie, every superhero, (and most kung fu), and it began with Shakespeare’s Hamlet. This is  why it’s hilarious that Schwarzeneger portrays him in Last Action Hero- the movie is a loving parody of every single action star since the original- Hamlet.

Why Else might Hamlet be so cryptic?

Not all versions are about suicide or murder 

Lawrence Olivier believed that Hamlet has an Oedipus complex, and therefore has an unconscious desire to murder his father and sleep with this mother, which is why he considered himself unworthy to avenge his father’s death. In Olivier’s To Be, you can almost see his Hamlet aroused by his own Oedipal fantasies and then recoiling with disgust right before he says the line: “Perchance to dream.”

Kenneth Branaugh’s Hamlet centers  around court intrigue. In contrast with Oliver’s Gothic Elsinore, his is bright and baroque, but it’s full of two way mirrors. Half the film is either large shots with lots of people watching public performances  or POV shots of people being watched.

Branaugh’s interpretation of “To Be,” focuses on the possibility that Hamlet knows that Claudius is watching him through the  two way mirror- he frightens him, puzzles, him, but in the end, never gives Claudius a clue as to his true intentions.

Murder or suicide? 

the speech is not only famous for its universality but its evocative imagery, clear (albeit cryptic) construction, and heightened circumstances.

Shakespeare is able to give us a complete character without giving everything away, which allows anyone to reinterpret the character their own way. That is why Shakespeare’s characters endure.

What Does Shakespeare Say About Ireland 🇮🇪?

Happy St. Patrick’s Day! The Emerald Isle has long been a source of illumination for poet’s pens and Shakespeare was no exception. The Bard of Avon is indebted to Mother Ireland not only for the inspiration he took, but sadly for the pain he gave her back.

None of Shakespeare’s plays are set in Ireland, but he freely adapted elements from Irish folklore. English poet Edmund Spencer visited Ireland in the 1590s and adapted the folklore he picked up into his opera The Fairy Queen, which Shakespeare adapted into A Midsummer Night’s Dream

The Irish created and continue to tell many of the fairy legends and stories that we retell and adapt today. If you go to Lullymore park in Ireland, you can see a place that is essentially a “Fairy preserve.”

Types of fairies you can “spot” at the Lullymore Park in Ireland:

The old stories tell that Fairies are magical creatures who live in hollow places in the earth. Some are benevolent and help give rain and pleasant weather to the Earth, Like the king and Queen of the fairies, Oberon and Titania:

And the mazed world,
By their [the tides] increase, now knows not which is which:
And this same progeny of evils comes
From our debate, from our dissension;
We are their parents and original.

— Titania, (Queen of the Faries), A Midsummer Night’s Dream Act II, Scene i.

Titania in this speech shows great concern for nature, humanity, and the planet. She believes it is the responsibility of fairies, particularly herself and her husband Oberon, to control the elements and keep humans and fairies safe. Some fairies, however, are cruel and enjoy playing tricks on mortals, just like Puck in A Midsummer Night’s Dream, or Queen Mab in Romeo and Juliet.

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This is a short analysis I created of the tricks Puck plays on people in A Midsummer Night’s Dream, as part of my acting course on Ouschool.com. Note the different ways Puck is portrayed in photos as a satyr, a rotund elf, and sometimes as an almost- demon like figure.

Cringe-worthy Shakespeare: Shakespeare’s only Irish character, captain mcmorris in “Henry V”

When Shakespeare is racially insensitive towards people of color, the cringe-worthy writing is mercifully few and far between. With the exception of Aaron the Moor and Don Armada, there are only a few sporadic derogatory references to non-White Anglo-Saxon Protestants. Sadly though, Shakespeare might have permanently harmed the Irish through his character the Irish captain Macmorris in Henry the Fifth, his only Irish character.

According to The Irish Times, there is a longstanding stereotype that still exists in the British Isles that Irish people are violent, short-tempered, and essentially savages and Shakespeare might have invented this stereotype (or at least popularized it) when he wrote this scene from Henry the Fifth, Act III, Scene ii:

FLUELLEN
To the mines! tell you the duke, it is not so good
to come to the mines; for, look you, the mines is
not according to the disciplines of the war: the
concavities of it is not sufficient; for, look you,
the athversary, you may discuss unto the duke, look
you, is digt himself four yard under the
countermines: by Cheshu, I think a' will plough up
all, if there is not better directions.
GOWER
The Duke of Gloucester, to whom the order of the
siege is given, is altogether directed by an
Irishman, a very valiant gentleman, i' faith.
FLUELLEN
It is Captain Macmorris, is it not?
GOWER
I think it be.
FLUELLEN
By Cheshu, he is an ass, as in the world: I will
verify as much in his beard: be has no more
directions in the true disciplines of the wars, look
you, of the Roman disciplines, than is a puppy-dog.
Enter MACMORRIS and Captain JAMY
GOWER
Here a' comes; and the Scots captain, Captain Jamy, with him.
FLUELLEN
Captain Jamy is a marvellous falourous gentleman,
that is certain; and of great expedition and
knowledge in th' aunchient wars, upon my particular
knowledge of his directions: by Cheshu, he will
maintain his argument as well as any military man in
the world, in the disciplines of the pristine wars
of the Romans.
JAMY
I say gud-day, Captain Fluellen.
FLUELLEN
God-den to your worship, good Captain James.
GOWER
How now, Captain Macmorris! have you quit the
mines? have the pioneers given o'er?
MACMORRIS
By Chrish, la! tish ill done: the work ish give
over, the trompet sound the retreat. By my hand, I
swear, and my father's soul, the work ish ill done;
it ish give over: I would have blowed up the town, so
Chrish save me, la! in an hour: O, tish ill done,
tish ill done; by my hand, tish ill done!
FLUELLEN
Captain Macmorris, I beseech you now, will you
voutsafe me, look you, a few disputations with you,
as partly touching or concerning the disciplines of
the war, the Roman wars, in the way of argument,
look you, and friendly communication; partly to
satisfy my opinion, and partly for the satisfaction,
look you, of my mind, as touching the direction of
the military discipline; that is the point.
JAMY
It sall be vary gud, gud feith, gud captains bath:
and I sall quit you with gud leve, as I may pick
occasion; that sall I, marry.
MACMORRIS
It is no time to discourse, so Chrish save me: the
day is hot, and the weather, and the wars, and the
king, and the dukes: it is no time to discourse. The
town is beseeched, and the trumpet call us to the
breach; and we talk, and, be Chrish, do nothing:
'tis shame for us all: so God sa' me, 'tis shame to
stand still; it is shame, by my hand: and there is
throats to be cut, and works to be done; and there
ish nothing done, so Chrish sa' me, la!
JAMY
By the mess, ere theise eyes of mine take themselves
to slomber, ay'll de gud service, or ay'll lig i'
the grund for it; ay, or go to death; and ay'll pay
't as valourously as I may, that sall I suerly do,
that is the breff and the long. Marry, I wad full
fain hear some question 'tween you tway.
FLUELLEN
Captain Macmorris, I think, look you, under your
correction, there is not many of your nation--
MACMORRIS
Of my nation! What ish my nation? Ish a villain,
and a bastard, and a knave, and a rascal. What ish
my nation? Who talks of my nation?
FLUELLEN
Look you, if you take the matter otherwise than is
meant, Captain Macmorris, peradventure I shall think
you do not use me with that affability as in
discretion you ought to use me, look you: being as
good a man as yourself, both in the disciplines of
war, and in the derivation of my birth, and in
other particularities.
MACMORRIS
I do not know you so good a man as myself: so
Chrish save me, I will cut off your head.
GOWER
Gentlemen both, you will mistake each other.
JAMY
A! that's a foul fault.
A parley sounded
GOWER
The town sounds a parley.
FLUELLEN
Captain Macmorris, when there is more better
opportunity to be required, look you, I will be so
bold as to tell you I know the disciplines of war;
and there is an end.
Exeunt

Irish History and Shakespeare: The tempestous relationship between england and Ireland

The mayor and all his brethren in best sort,
Like to the senators of the antique Rome,
With the plebeians swarming at their heels,
Go forth and fetch their conquering Caesar in:
As, by a lower but loving likelihood,
Were now the general of our gracious empress,
As in good time he may, from Ireland coming,
Bringing rebellion broached on his sword,

Henry V, Act V Chorus

National Portrait Gallery painting of Robert Deveraux, 2nd Earl of Essex. Wikimedia Commons.
Robert Devereax, 2nd Earl of Essex (National Portrait Gallery)
Hugh, O’Neill, Earl of Tyronne

James Shapiro in his excellent book, A Year In The Life Of William Shakespeare, 1599, posits that contemporary affairs in Ireland might have inspired some of Shakespeare’s greatest plays in including Richard II, Henry V, and Julius Caesar. In 1594 the Earl of Tyrone began a rebellion in Ireland against the English, and in 1599, Queen Elizabeth dispatched the ambitious and chivalrous Earl of Essex to quell it. As you can see in the quote above, Shakespeare mentions Essex’s fight in his play of Henry V, which probably premiered at around the same time Essex was in Ireland.

The audience may have been watching Henry conquer France, but many would have been thinking about Elizabeth’s struggle to conquer Ireland.

BBC Radio 4 Extra – Shakespeare’s Restless World, Ireland: Failures in the Present – Transcript – Shakespeare’s Restless World – Programme 7

Though King Henry successfully conquered and united England and France, Essex failed spectacularly, and Elizabeth was deeply embarrassed by the whole scenario. She was also deeply alarmed by the popularity of Shakespeare’s tragedy Richard II, which shows onstage the deposing and killing of a king who had no children and failed to quell a rebellion in Ireland.

Elizabeth was worried about her subjects but she was also very worried about Essex overseas. Everyone, (including Shakespeare), remembered that 2,000 years ago, Julius Caesar went from him the Senate’s Consul General to dictator by amassing an army, then threatening to invade Rome under the pretense of helping to quell a foreign invasion. Caesar made his name by subjugating tribes in Gaul (modern-day France), and the Senate was worried that he would come home and use his army for a military coup. Look at the expressions on the faces of Cicero and Brutus when they see Caesar coming home in triumph in this scene from the HBO series Rome.

Elizabeth repeatedly attempted to curb Essex’s power while he was fighting in Ireland; she refused to give the Earl more troops for fear that he might be staging a potential coup. Her fears would later be proven right when in 1602, Essex attempted to head a rebellion and take the Crown for himself, but not before one of Essex’s friends commissioned Shakespeare’s company to portray the deposing and killing of King Richard II. Essex was trying to turn himself from a failed Henry V to a victorious Henry IV, and his queen into Richard II.

Left- deposition form the interrogation of Augustine Phillips, one of the actors in Shakespeare’s company about his company’s potential involvement with the Essex rebellion. Right- the hanging of Cinna the poet from Julius Caesar.

Shakespeare might have been inspired to write Julius Caesar after being an unwitting pawn in the political drama between Essex and the queen, and might have even created the character of Cinna the Poet as an analog for Shakespeare himself. In the play, Cinna the poet is mistaken for one of the conspirators by an angry mob and is murdered in the street. Perhaps Shakespeare created Cinna the Poet as a way of coping with the fear he must have had that people might mistake him for a radical, after his play Richard II briefly made him a walking target for those opposed to Essex’s rebellion. In any case, Julius Caesar eloquently documents the kind of anxiety of not knowing who could be trusted when it comes to politics, whether it be a populist warrior like Julius Caesar or Essex, or the Queen, privy council, or indeed Roman senate, and the whole thing started from a failed attempt to quell a rebellion in Ireland.

In summation, even though Shakespeare sets no plays in Ireland, Irish history and Irish culture are everywhere in his plays. England and Ireland are I are indeed separate islands but the cultural exchange between England and Ireland has inspired Shakespeare and many other great writers for centuries. After all Shakespeare’s most famous honorific, ‘the Bard of Avon’ comes from an ancient Irish tradition of semi-mystical poets, who in Irish folklore, were able to see the future and glimpse worlds that are unseen to ordinary mortals. What Shakespeare really felt about Ireland we don’t know but we do him but he does owe the Irish people a lot of thanks, and on this  Saint Patrick’s day, I honor their contribution to him and to him all the world

References:

Shapiro, James. A Year In the Life Of William Shakespeare, 1599. Chapter 6: Things Dying and Things Reborn.

https://www.bbc.co.uk/programmes/articles/3fLDRSY7r9rJhrVFWy99Mly/transcript-shakespeares-restless-world-programme-7

https://www.independent.ie/entertainment/theatre-arts/is-shakespeare-responsible-for-the-stage-irishman-34638347.html

https://www.irishtimes.com/culture/stage/what-ish-my-nation-shakespeare-s-irish-connections-1.2619173

Shakespeare on Riots

Today is March 15th, a day that history still bewares, because of the infamous day when armed, violent conspirators went to the Senate and attempted to overthrow elected rulers. For obvious reasons, this put me in mind of the heinous actions of another group of conspirators stormed another Senate and tried, unsuccessfully, to overthrow democracy.

January 6th, 2021 (which, coincidently, was Twelfth Night, one of my favorite Shakespeare-themed holidays), was a tragedy for multiple reasons. The protestors broke windows, destroyed furniture, defaced statues, broke into both chambers of Congress, and probably would have harmed lawmakers, in a violent protest of both the US presidential election and the Senate vote in Georgia that week.


Let me be clear, this was sedition and treason and everyone involved should be prosecuted to the full extent of the law. Anyone who says otherwise is blatantly attacking our cherished democracy, and spitting in the face of the rule of law. Unfortunately, Republicans in both chambers have been unwilling to condemn their actions for fear of alienating their base. If this is what the Republican party has come to, the party doesn’t deserve the name. A republic protects the right of the people to elect its representatives and dedicates itself to the peaceful transition of power. Left unchallenged, groups like this will bring anarchy and tyranny to our country.

How do I know this? Because it happened before. Shakespeare has long dramatized real historic events where people rise up against their governments (for better or worse). In all cases, whether protesting a famine, a war, or a cruel tyrannical usurper, the riots never accomplish anything except bringing chaos and bloodshed. Sometimes these ignorant rioters are goaded by charismatic powerful figures, but these upper-class characters are only exploiting the rioters, using their violence as a way to get power for themselves. So, let’s examine the language, tactics, and effects of rioters in three of Shakespeare’s plays: Julius Caesar, Henry VI Part III, and Sir Thomas More:

Example 1: Julius Caesar

George Ed Robertson Antony
(c) Hartlepool Museums and Heritage Service; Supplied by The Public Catalogue Foundation

As I covered before in my “Friends, Romans, Countrymen,” post, during Antony’s famous funeral speech, he galvanizes the Roman crowd, first to mourn Caesar, then to revenge his death. How do they do this? By burning the houses of the conspirators and rioting in the street. They even kill a man just because he has the same name as one of the conspirators:

https://www.rsc.org.uk/shakespeare-learning-zone/julius-caesar/story/timeline

What does this violence accomplish? Nothing. Caesar is still dead. Brutus is still alive (though on the run). Antony merely wished to punish Brutus, and get the mob to hate him while he secretly cheats them out of their money. In Act Four, Antony becomes the de facto ruler of Rome because he leveraged his performance at the funeral, and uses his newfound powers to take money away from the citizens that Caesar promised to give them in his will. He manipulated them for his own purposes and duped them for political power.

Example 2: Jack Cade in Henry VI, Part ii.

Henry VI is the only king in English history to be crowned twice, deposed twice, and buried twice (Saccio 91). As the play begins, King Henry has already lost France, lost his mind, and lost the respect of his people. Around 1455, John Hardyng wrote a contrast between Henry’s father and himself. He laments that Henry the Fifth died so soon and then exhorts Henry to keep the quarrelsome lords in his government from warring among themselves.

Withstand, good lord, the outbreak of debates.
And chastise well also the rioters
Who in each shire are now confederates
Against your peace, and all their maintainers
For truly else will fall the fairest flowers
Of your great crown and noble monarchy
Which God defend and keep through his mercy.

(Excerpt from Harding’s Chronicle, English Historical Documents, 274).

Henry’s political ineptness was why Richard of York challenged his claim to the throne. Though Richard had little legal claim as king, he believed himself to be better than Henry.

In Shakespeare’s play Henry VI, Part ii, York tries to get the people’s support by engineering a crisis that he can easily solve. York dupes a man named Jack Cade to start a riot in London and demand that the magistrates crown Cade as the true king.

Biography of Richard, Duke of York, who challenged King Henry VI for his right to be king.

York and Cade start a conspiracy theory that Cade is the true heir to the throne and the royal family suppressed his claim and lied about his identity. Cade starts calling himself John Mortimer, a distant uncle of the king whom York himself admits is long dead:

The Royal National Theater’s production of Henry VI, Parts II, and 7. Jack Cade appears at about the 7-minute mark.
And this fell tempest shall not cease to rage
Until the golden circuit on my head,
Like to the glorious sun's transparent beams,
Do calm the fury of this mad-bred flaw.
And, for a minister of my intent,
I have seduced a headstrong Kentishman,
John Cade of Ashford,
To make commotion, as full well he can,
Under the title of John Mortimer.

Just like Cade and his rebels, the January 6th rioters were motivated by lies and conspiracies designed to crush their faith in their legitimate ruler. Even more disturbing, these rioters are pawns in the master plan of a corrupt political group. York doesn’t care that Cade isn’t the real king; he just wants to use Cade’s violence as an excuse to raise an army, one that he can eventually use against King Henry himself.

15th century woodcut from the War Of the Roses.

Similar to York’s lies and conspiracy-mongering, many Republicans have refused to accept the legitimacy of Joe Biden’s election, and some are actual proponents of Q Anon conspiracies!

A lot of Republicans deserve blame for fanning the flames of rebellion on January 6th, but arguably former President Trump deserves most of the blame. Even Rush Limbaugh admitted that Trump spread a huge amount of conspiracy theories without believing in any of them. He does this because he wants Americans to be afraid of imaginary threats that he claims he can solve. What’s easier to solve than a problem that doesn’t exist? Much like York, Trump tried to hold onto power by pressuring his supporters to pressure the Capital, feeding them lies about election fraud, and a secret democratic Satanic cult. Thus radicalized, they resolved to do what Cade’s mob did: “Kill all the lawyers.” Unfortunately, there are a lot of lawyers in the Senate.

As Dick the Butcher points out, most people don’t actually believe Cade is truly John Mortimer, they are just so angry at the king and the oppressive English government, that they are willing to follow him in a violent mob to take their vengeance upon the monarchy. This is why they try Lord Saye and execute him just for the crime of reading and writing! Similarly, the mob attacking the capital was made up of die-hard conspiracy adherents, and people just angry at the Democratic Party.

https://www.washingtonpost.com/technology/2021/01/20/qanon-trump-era-ends/

Like I said before, Cade and his mob is just a pawn in the machinations of York. Eventually the king’s enforcer, Lord Clifford convinces most of them to abandon Cade, and Cade himself dies a humiliating death- on the run from the law and starving, Cade is murdered by a farmer after trying to steal some food. After Joe Biden became the 46th President, many of the conspiracy group Q-Anon, who had many prominent members in the January 6th riot, began to disbelieve and abandon the conspiracies of the group. However, as this news story shows, some Q-Anon supporters are die-hard adherents and will never abandon their conspiracy theories, and some, like York’s supporters, are being recruited by other extreme groups. Sadly, as York shows, sometimes a riot is a rehearsal for another riot. In Shakespeare’s Henry VI, Part III, York finally amasses an army and challenges the Lancastrians in all-out war. Hopefully, the US government will hunt down and arrest these violent insurrectionists before they have the chance to do the same.

Example 3: Sir Thomas More

In the unfinished play “Sir Thomas More, a racist mob again attempts to attack London. This time they have no political pretenses; they want to lynch immigrants who they believe are taking English jobs. As I said in my “Who Would Shakespeare Vote For?” post, More’s speech is a perfect explanation of why this behavior cheapens and denigrated a country’s image, and weakens its ability to command respect from the rest of the world. Last time I posted a video of Sir Ian McKellen speaking this speech, but this time.. well just watch:

Teaching Titus through creepy cooking

Titus Andronicus is one of the most bloody, disgusting plays in Shakespeare. As this infographic from the Royal Shakespeare Company shows, there are tons of deaths and some of them are even the result of cannibalism!

One way to capture the macabre nature of this play in the classroom, (which some scholars see as a horror comedy), is to characterize it through cooking, after all, revenge is a dish best served cold.

Me in costume as Titus Androgynous, a crazy cooking show host who butchers two people in the same manner as Titus

So here are some ghoulish gourmet dishes and revolting recipes that you can share with your students to help them get into this tragic tale of violence, revenge, and cooking:

Idea 1: recipe cards

Design a recipe card like the ones in cooking magazines based on Titus speech where he murders Chiron and Demetrius

Idea 2: Create a menu that summarizes the play:

Act I:

Starter: Caesar Salad, toad in the hole

As the play begins, Caesar has died and Saturnine wants to devour his father’s empire. Enjoy this light salad in anticipation of far more bloody feasts to come.https://youtu.be/UxZ5NOkRwj0

Act II Scene 3: Breakfast:

Lamb Benedict

Lamb Benedict recipe I found on Reddit

While on an early morning hunting trip, Bassianus is slaughtered like a lamb by his own nephews. Enjoy this sweet treachery with a golden egg in the hole.

Act II, Scene 4: Main course:

Roast venison with all the trimmings

“As the deer that hath some unrecuring wound.”

“She was washed and cut and trimmed.”

Titus compares his daughter to a deer or welkin, and in the play’s most barbaric scene, the emperor’s sons ravish her and cut out her tongue. They enjoy the cruel rape and mutilation just like two starving lions enjoying their prey.

Act V:

Just desserts: people pot pie.

“More stern and bloody than the centaur’s feast,” A truly unforgettable dessert for this feast of carnage. The cook, Titus, reinvents the term rich food by cooking two emperor’s sons into pies.

Served cold, like revenge!

“Set him breast deep in Earth and famish him.”

Idea 3: Real Titus foods inspired by my favorite Halloween diy recipes

1. Lavinia’s tongue and hands

• horrific Halloween punch with ice cold hand cubes: https://youtu.be/XLYwcX7Ud-E

• Bloody lady fingers https://pin.it/xbnfxcs4bxbhsq

2. Titus hand: Hot dog fingers for Titus’ hand.

https://pin.it/ofn6cotybnvn4n

Or this grisly appetizer: cheese hand in prosciutto

3.

People Pies:

There are many horrific pie recipes on the internet, but for a busy teacher on a budget, I’m adapting this one from the YouTube channel Threadbanger: https://youtu.be/E6U6xUl3A5M. Don’t show this video to your students because there’s far too much cursing. That said this recipe is very cheap and it’s easy. He used only store bought items and no fancy cooking techniques, which means if you choose to bake it as a classroom activity, even your students can help make it. Here are some tips from the video to get the most horrible ppeople pie you can make:

• Use red filling like cherry or strawberry for filling.

• Use excess dough for a nose.

• Cut out little pieces of apple to make teeth

• Cut holes for the eyes and mouth

• The bloodier, the better!

Bone appetit!

The Fashion Is The Fashion 2: Clothing and Twelfth Night 

In doing my research for Twelfth Night, I came across a fantastic production from Shakespeare’s Globe in 2002. It used what is known as “original practices,” meaning that the actors tried to replicate everything we know about the way Shakespeare’s actors performed.

The play was performed in the great Globe Theater, which is itself a replica of Shakespeare’s original playhouse, which means that it was outdoors, using mostly natural lighting, and minimal sets. https://youtu.be/qtoUeVjP_rs

In addition, all the women’s roles were played by men, and the actors played multiple parts, which were all accurate stage practices from Shakespeare’s era. Most exciting of all, the actors all wore authentic 17th century costumes designed by veteran costume designer, Jenny Tiramani:

/https://prezi.com/m/zef_cpurcfsl/jenny-tiramani/


Few things determine how an actor moves or looks more than the clothes he or she wears, and watching these actors wear doublet and hose and real Jacobean dresses really fires up my imagine and makes me feel that I’ve truly been transported through time. The production is available on DVD, as well as several clips on YouTube, and I urge you to take a look at it. In the meantime, I’d like to comment a little on how the costumes from this production inform the audience about the characters that wear them.

Some Info On 17th century fashion

* Men

  • Tight pants or hose, and stockings designed to show off the legs
  • Tight jackets made of wool or leather called doublets
  • By the 17th century, starched ruffs were being replaced with lace collars.
  • Starched collars called ruffs around the neck.

  * Women

Longer skirts, often embroidered with elaborate patterns

  * Servants- Servants like Cesario (who is actually the Duke’s daughter Viola in disguise), would typically wear matching uniforms called liveries, a sign of who they worked for and their master’s trust in their abilities. People judged the aristocracy by how well they trained and controlled their servants, so wearing your master’s livery meant he trusted you to represent his house.

In her first scene as Cesario, a servant named Curio remarks to her that Orsino has shown favor to “him” from the very beginning. This might explain the rich garments that Viola wears in this production, which resemble a noble gentleman more than a servant.

A higher ranking servant like Malvolio would be able to wear a higher status garment, which is why you see Steven Fry as Malvolio dressed in a handsome doublet.

3. Character notes:

* What are they wearing?

* Why are they wearing it?

* How do the clothes inform the movement?

1. Viola (Eddie Redmane) Viola, the star of the show, begins the show as the daughter of a duke, who has just been shipwrecked in a foreign country, so her clothes must look bedraggled and worn, yet appropriate to her status. As I said before though, for the majority of the play, Viola is disguised as the servant Cesario

2. Malvolio (Steven Fry)

  • Malvolio wears dark colors since he’s a Puritanical servant.
  • He mentions that he has a watch. The first ever wristwatches ever came into being around this time.
  • Most productions give Malvolio a Gold chain and/ or a staff of office to show his status, and his prideful nature.
  • In Act III, Malvolio is tricked into wearing yellow stockings with cross garters.
  •  

3. Maria the Countess Olivia’s maid, (who has an appetite for tricks and pranks), Maria’s job is to dress and help Olivia with her daily routine. This might include tying up her corset, putting on her makeup, and helping her with the elaborate gowns that nobles wore during this period. In the video below, you can watch a dresser help get an actress into an elaborate costume for another Globe theatre production. Just think of the amount of time and hard work it would take for a servant like Maria to dress Olivia every day!

In the play, Viola momentarily mistakes Maria for her mistress because she wears a veil. This also suggests that, rather than wearing a livery like Cesario, maybe Olivia let Maria wear some of her older clothes, which was a common practice for high level servants. A lot of the costumes Shakespeare’s company wore were probably hand me downs from their aristocratic patrons.

4. Olivia (Mark Rylance)

In this production, the countess and all the female roles were performed by men, just as they were in Shakespeare’s Day. Mark Rylance, who played Olivia, was also the Artistic Director of the Globe Theatre.

  • Olivia is mourning her lost brother, which is why she’s traditionally dressed in a black dress and veil
  • The dress is black silk with elaborate embroidery, as you can see from this actual sampler of the real fabric used in the show. You will also notice the threads holding the fabric together with metal points at the end. Olivia’s gown was hand sewn into many different pieces and tied together with these points. One nickname Shakespeare gave servants like Maria was “One who ties [her] points.”
  • The dress is large and has a long train, making it hard for the actor to move: https://youtu.be/dcSNTspXGYk
  •  

Costumes like these offer a tantalizing glimpse into history. Just as Shakespeare’s words help an actor bring to life the thoughts and feelings of his age, The type of clothes his company wore helps the actor embody the moiré’s and desires of Shakespeare’s society, whether a mournful countess, a dazzling gentleman, or a reserved Puritan.

 

References

Feldman, Adam

“Q&A: Mark Rylance on Shakespeare, Twelfth Night and Richard III” Time Out Magazine. Posted: Tuesday November 12 2013

Retrieved online from https://www.timeout.com/newyork/theater/q-a-mark-rylance-on-shakespeare-twelfth-night-and-richard-iii

Minton, Eric. Twelfth Night: What Achieved Greatness was Born Great.

Posted May 22, 2014 to http://shakespeareances.com/willpower/onscreen/12th_Night-Globe13.html.

 

https://thepragmaticcostumer.wordpress.com/2012/07/25/through-the-keyhole-a-peek-into-a-17th-century-ladys-wardrobe/

 

If you liked this post, please consider signing up for my online course “Christmas For Shakespeare,” which will talk about the costumes, characters, and themes of Shakespeare’s play Twelfth Night, as well as Christmas traditions from Shakespeare’s day: https://outschool.com/classes/what-was-christmas-like-for-william-shakespeare-BwVLyBPp?sectionUid=75ee7895-c8ac-437c-9ef7-05cf8e3bf114&usid=MaRDyJ13&signup=true&utm_campaign=share_activity_link 

Title image for my Outschool online class “Christmas For Shakespeare.”