Books > Language & Literature > Literature: history & criticism > Plays & playwrights > 16th to 18th centuries > Shakespeare studies & criticism
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Shakespeare's Schoolroom - Rhetoric, Discipline, Emotion (Paperback)
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Shakespeare's Schoolroom - Rhetoric, Discipline, Emotion (Paperback)
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Shakespeare's Schoolroom places moments of considerable emotional
power in Shakespeare's poetry-portraits of what his contemporaries
called "the passions"-alongside the discursive and material
practices of sixteenth-century English pedagogy. Humanist training
in Latin grammar and rhetorical facility was designed to intervene
in social reproduction, to sort out which differences between
bodies (male and female) and groups (aristocrats, the middling
sort, and those below) were necessary to producing proper English
"gentlemen." But the method adopted by Lynn Enterline in this book
uncovers a rather different story from the one schoolmasters
invented to promote the social efficacy of their pedagogical
innovations. Beginning with the observation that Shakespeare
frequently reengaged school techniques through the voices of those
it excluded (particularly women), Enterline shows that when his
portraits of "love" and "woe" betray their institutional origins,
they reveal both the cost of a Latin education as well as the
contradictory conditions of genteel masculinity in
sixteenth-century Britain. In contrast to attempts to explain early
modern emotion in relation to medical discourse, Enterline uncovers
the crucial role that rhetoric and the texts of the classical past
play in Shakespeare's passions. She relies throughout on the axiom
that rhetoric has two branches that continuously interact:
tropological (requiring formal literary analysis) and transactional
(requiring social and historical analysis). Each chapter moves
between grammar school archives and literary canon, using
linguistic, rhetorical, and literary detail to illustrate the
significant difference between what humanists claimed their methods
would achieve and what the texts of at least one former schoolboy
reveal about the institution's unintended literary and social
consequences. When Shakespeare creates the convincing effects of
character and emotion for which he is so often singled out as a
precursor of "modern" subjectivity, he signals his debt to the
Latin institution that granted him the cultural capital of an early
modern gentleman precisely when undercutting the socially normative
categories schoolmasters invoked as their educational goal.
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