Month: April 2013
My Shakespeare, Rise!
If you want tributes to Mr. Shakespeare you need to start with Ben Johnson’s “To the Memory of My Beloved the Author, Mr. William Shakespeare and What He Hath Left Us” :
TO draw no envy, Shakespeare, on thy name,
Am I thus ample to thy book and fame;
While I confess thy writings to be such
As neither man nor Muse can praise too much.
’Tis true, and all men’s suffrage. But these ways
Were not the paths I meant unto thy praise;
For seeliest Ignorance on these may light,
Which, when it sounds at best, but echoes right;
Or blind Affection, which doth ne’er advance
The truth, but gropes and urgeth all by chance;
Or crafty Malice might pretend this praise,
And think to ruin where it seem’d to raise.
These are as some infamous bawd or whore
Should praise a matron. What could hurt her more?
But thou art proof against them, and, indeed,
Above the ill-fortune of them, or the need.
I, therefore, will begin. Soul of the age!
The applause, delight, the wonder of our stage,
My Shakespeare, rise! I will not lodge thee by
Chaucer, or Spenser, or bid Beaumont lie
A little further, to make thee a room:
Thou art a monument without a tomb,
And art alive still, while thy book doth live,
And we have wits to read, and praise to give.
That I not mix thee so, my brain excuses;
I mean, with great but disproportion’d Muses.
For, if I thought my judgment were of years,
I should commit thee, surely, with thy peers.
And tell how far thou didst our Lyly outshine,
Or sporting Kyd, or Marlowe’s mighty line.
And though thou hadst small Latin and less Greek,
From thence, to honour thee, I would not seek
For names; but call forth thund’ring Aeschylus,
Euripides, and Sophocles to us,
Paccuvius, Accius, him of Cordova dead
To life again, to hear thy buskin tread
And shake a stage; or when thy socks were on,
Leave thee alone, for the comparison
Of all that insolent Greece or haughty Rome
Sent forth; or since did from their ashes come.
Triumph, my Britain! Thou hast one to show
To whom all scenes of Europe homage owe.
He was not of an age, but for all time!
And all the Muses still were in their prime,
When, like Apollo, he came forth to warm
Our ears, or, like a Mercury, to charm.
Nature herself was proud of his designs,
And joy’d to wear the dressing of his lines,
Which were so richly spun, and woven so fit
As, since, she will vouchsafe no other wit.
The merry Greek, tart Aristophanes,
Neat Terence, witty Plautus, now not please;
But antiquated and deserted lie,
As they were not of Nature’s family.
Yet must I not give Nature all! Thy art,
My gentle Shakespeare, must enjoy a part.
For though the Poet’s matter Nature be
His art doth give the fashion. And that he
Who casts to write a living line, must sweat
(Such as thine are), and strike the second heat
Upon the Muses’ anvil, turn the same
(And himself with it), that he thinks to frame;
Or for the laurel he may gain a scorn!
For a good Poet’s made as well as born;
And such wert thou! Look how the father’s face
Lives in his issue; even so, the race
Of Shakespeare’s mind and manners brightly shines
In his well-turnèd and true-filèd lines;
In each of which he seems to shake a lance
As brandish’d at the eyes of Ignorance.
Sweet Swan of Avon! what a sight it were
To see thee in our water yet appear,
And make those flights upon the banks of Thames
That so did take Eliza, and our James!
But stay, I see thee in the hemisphere
Advanc’d, and made a constellation there!
Shine forth, thou star of poets, and with rage
Or influence, chide, or cheer the drooping stage;
Which since thy flight from hence hath mourn’d like night,
And despairs day, but for thy volume’s light.
What’s your favorite part? Every time I read it I spot something different. This year my eye is drawn, as you could perhaps imagine from my chosen subject line, “My Shakepeare, rise!” It feels to me like a testament to the Master’s immortality, the idea that in death he became something even greater than he’d been in life. (Perhaps not what Mr. Jonson meant, but I don’t claim it is).
Geeklet Explains Why The "Glossary Method" Fails
When my 6yr old spots a word he does not understand, he asks me what it means. No context, just the word. He then inserts my definition into the original sentence and tries to work it out. Two actual examples:
<watching “Despicable Me”> “Daddy, what does despicable mean?”
“It means the bad guy.”
“So….The Bad Guy Me?”
“Kind of.”
…
<wandering through Home Depot> “Daddy, what does depot mean?”
“Actually it’s the place where the train stops.”
“Oh, so Home Place Where The Train Stops?”
This is what I fear happens when students – particularly those that have already come into Shakespeare with that “I have no idea what this means and I never will” confusion – are given the text and a glossary and told to get started. You point one at “Not a whit. We defy augury. There’s special providence in the fall of a sparrow…” and he pages and flips and goes back and forth and comes up with “Not a small amount. We defy interpretation of omens. There’s special protection of God in the fall of a sparrow.”
Is this helpful? Sure, he’s a little closer to understanding what’s going on. And, remember, I’m not talking about the students who already get this stuff who are deliberately using the glossary to aid in their understanding. I’m talking about the first timer who’s been handed a text with a glossary.
I don’t think that this method ever generates the “Aha!” moment you need, where you finally realize that Shakespeare’s not speaking in a different language and doesn’t need to be deciphered. You need to step back from individually understanding it a word at a time and look at the big picture. And then you end up with Hamlet saying to his friend, “Don’t worry about it! I don’t pay attention to that superstitious nonsense. God’s got a controlling hand in even the most trivial thing, like a dying bird.”
The “line by line translation into modern English” is hardly any better. You’re just doing the work for them and saving the page flipping. You destroy the poetry, and end up with text that makes little sense because it has none of the natural flow you started with.
Shakespeare is not something to be “decoded” like a foreign language. You don’t swap out one phrase for another, repeatedly, and expect the new version to make sense, anymore than you can do that with English into French back into English.
(For fun, I took that last paragraph and “babelfished” it, piping it through Google’s English->French->Spanish->English translator, and got this:
Shakespeare is not something that is “decoded” as a foreign language. You do not have to re-word the other, on several occasions, and wait for the new version to make sense, nor can with English to French to English again.
I imagine that this is a little like what Shakespeare ends up sounding like to first timers relying too heavily on the glossary. Sure, it kind of makes sense? But it’s more awkward than necessary.)
This year’s Shakespeare Day Celebration is sponsored in part by Shakespeare Is Universal: Shakespeare truly is for everyone, and nothing demonstrates that sentiment better than his most famous quote of all, translated here into languages from around the world. In celebration of Shakespeare’s birthday, show that you believe his works are just as relevant, powerful and important as they’ve ever been!
Review : The Wednesday Wars
The Wednesday Wars plays out like a Shakespeare geek’s version of the hero daydream.
Think back to when you were a child. Surely at one point or another we all dreamed the hero daydream, where bullies backed away from us in the halls, teachers and adults praised our genius, teammates carried us around on their shoulders after we singlehandedly won the big game. You know the drill. All that stuff that would never happen, we just hoped that maybe someday. I remember, and this will seriously date me, that I would someday appear on Johnny Carson because I was just so very precocious, and Johnny would be amazed at how smart I was at such a young age.
Our narrator, seventh-grader “Holling Hoodhood”, has to read The Tempest … and takes away from it the knowledge that most of Caliban’s lines are Shakespearean curse words. So he spends the rest of the book muttering “toads…beetles…bats!” when he’s angry at the situation, sometimes going so far as to shout “The red plague rid you!” at his enemies.
Do you know what happens? Do the bullies of the school all point and laugh and call him an even bigger nerd, knock his books down and give him a wedgie? Oh no, patient reader! In this hero’s daydream the bullies think that these newfangled curses are cool, and it’s only a matter of time before Shakespeare is heard up and down the hallways. I wish!
There’s an even funnier scene when our hero needs a favor from a grownup, who just happens to be in charge of the upcoming Shakespeare show. “What I need,” says the grownup, “What would really save the day? Is to find a 12year old boy that knows his Shakespeare!” Because, you know, that happens. 🙂 And then there’s the scene where he gets to play ball with the Yankees. Yeah.
Much of this story’s structure has been told before. A middle school student growing up in the 60s, having to deal with the teacher that hates him, the bullies that want revenge after he “takes one out,” an older sister who threatens death if he ever comes into her room….you know, the usual. If that’s all it was, I’d have no interest in this book. It is still a young adult book, narrated in that voice, and I found it overly redundant in many points. It’s cute in places (like when Holling’s most pressing concern over his Shakespearean debut is the fact that his costume has feathers on the butt). But his obsession with these things, while in character for a 12yr old, tried my patience on more than one occasion.
What makes this book special is Holling’s relationship with his teacher, Mrs. Baker, who has him working through Shakespeare as part of a special extra assignment. There are bits in the beginning (as noted with Caliban’s curses) where it’s amusing to watch him get into Shakespeare, but it’s not long before they’re taking on bigger and more important issues like “The quality of mercy is not strained” from Merchant. All this is set against the backdrop of the Vietnam War (Mrs. Baker’s husband is missing in action, and Holling’s older sister is considering becoming a flower child).
It’s here that we go from “hero’s daydream” to “Yes, yes, I wish life was more like this.” Everything that happens to Holling has happened and will continue to happen to all young adults at this stage of life. I’m jealous of him because he’s got Shakespeare (and Mrs. Baker) by his side. I mean, come on, he takes a date to Romeo and Juliet … and she likes it! In middle school!
All kidding aside there is a wonderful story being told here, in particular as the narrator’s relationship with his sister evolves. I’ve heard that there might be a sequel in the works, and I’ll definitely put that one on my list as well. I want to live vicariously through this kid.
Rocky Shakespeare III
What if Rocky Balboa and Clubber Lang beat the holy stuffing out of each other not with their fists, but in a Shakespeare slam? They’re still in a ring, still dressed in boxing gear, and Mickey’s still in Rock’s corner screaming at him. There’s just a whole lot more Shakespeare.
Watch about the first 5 minutes (you’ll know when to stop). I was wondering how they were going to keep the bit up for almost 10 minutes and the answer is they don’t. Not even close. It’s like they got bored with it right in the middle and went off in an entirely different, and unfunny, direction. But I got a kick out of some parts in the first half. Mostly the Clubber Lang / Mr. T character (who throws down far too little Othello for my taste).
All plays are on the table. There’ll be no calls for lines, and absolutely no sonnets. Is that clear?