Some cruel critic has censured the lovely speech of Perdita, concerning the flowers which Proserpine let fall, when she was carried off by Dis. How could she, brought up in the hut of a Bohemian shepherd, know anything of the Rape of Proserpine? Why not, as she lived in the days of the Delphic Oracle – and Giulio Romano, and of printed ballads.
It is impossible, Baconians cry, that the rabbit-stealer, brought up among the Audreys and Jaquenettas of Warwickshire, should have created the noble and witty ladies of the Court; and known the style of his Armado; and understood how dukes and kings talk among themselves – usually in blank verse, it appears.
It is impossible that the home-keeping yokel should have heard of the “obscure” (sic!) Court of Navarre; and known that at Venice there was a place called the Rialto, and a “common ferry” called “the tranect.” It is impossible that he should have had “an intimate knowledge of the castle of Elsinore,” though an English troupe of actors visited Denmark in 1587. To Will all this knowledge was impossible; for these and many more exquisite reasons the yokel’s authorship of the plays is a physical impossibility. But scholars neither invent nor tolerate such strange liberties with time and place, with history, geography, and common sense. Will Shakspere either did not know what was right, or, more probably, did not care, and supposed, like Fielding in the old anecdote, that the audience “would not find it out.” How could a scholar do any of these things? He was as incapable of them as Ben Jonson. Such sins no scholar is inclined to; they have, for him, no temptations.
As to Shakspere’s schooling, the Baconians point at the current ignorance of Stratford-on-Avon, where many topping burgesses, even aldermen, “made their marks,” in place of signing their names to documents. Shakespeare’s father, wife, and daughter “made their marks,” in place of signing. So did Lady Jane Gordon, daughter of the Earl of Huntly, when she married the cultivated Earl of Bothwell (1566).
There is no evidence, from a roll of schoolboys at Stratford Free Grammar School, about 1564–77, that any given boy attended it; for no roll exists. Consequently there is no evidence that Will was a pupil.
“In the Appendix to Malone’s Life of Shakespeare will be found two Latin letters, written by alumni of Stratford School contemporary with Shakespeare,” says Mr. Collins. 40 But though the writers were Stratford boys contemporary with Shakespeare, in later life his associates, as there is no roll of pupils’ names how do we know, the Baconians may ask, that these men were educated at Stratford School? Why not at Winchester, Eton, St. Paul’s, or anywhere? Need one reply?
Mr. Collins goes on, in his simple confiding way, to state that “one letter is by Abraham Sturley, afterwards an alderman of Stratford.. ” Pursuing the facts, we find that Sturley wrote in Latin to “Richard Quiney, Shakespeare’s friend,” who, if he could read Sturley’s letter, could read Latin. Then young Richard Quiney, apparently aged eleven, wrote in Latin to his father. If young Richard Quiney be the son of Shakespeare’s friend, Richard Quiney, then, of course, his Latin at the age of eleven would only prove that, if he were a schoolboy at Stratford, one Stratford boy could write Latin in the generation following that of Shakespeare. Thus may reason the Baconians.
Perhaps, however, we may say that if Stratford boys contemporary with Shakspere, in his own rank and known to him, learned Latin, which they retained in manhood, Shakspere, if he went to school with them, may have done as much.
Concerning the school, a Free Grammar School, we know that during Shakespeare’s boyhood the Mastership was not disdained by Walter Roche, perhaps a Fellow of what was then the most progressive College in learning of those at Oxford, namely, Corpus Christi. That Shakespeare could have been his pupil is uncertain; the dates are rather difficult. I think it probable that he was not, and we do not know the qualifications of the two or three succeeding Masters.
As to the methods of teaching and the books read at Grammar Schools, abundance of information has been collected. We know what the use was in one very good school, Ipswich, from 1528; in another in 1611; but as we do not possess any special information about Stratford School, Mr. Greenwood opposes the admission of evidence from other academies. A man might think that, however much the quality of the teaching varied in various free schools, the nominal curriculum would be fairly uniform.
As to the teacher, a good endowment would be apt to attract a capable man. What was the endowment of Stratford School? It was derived from the bequest of Thomas Jolyffe (died 1482), a bequest of lands in Stratford and Dodwell, and before the Reformation the Brethren of the Guild were “to find a priest fit and able in knowledge to teach grammar freely to all scholars coming to him, taking nothing for their teaching.. ” “The Founder’s liberal endowment made it possible to secure an income for the Master by deed. Under the Reformation, Somerset’s Commission found that the School Master had £10 yearly by patent; the school was well conducted, and was not confiscated.” 41
Baconians can compare the yearly £20 (the salary in 1570–6, which then went much further than it does now) with the incomes of other masters of Grammar Schools, and thereby find out if the Head-Master was very cheap. Mr. Elton (who knew his subject intimately) calls the provision “liberal.” The Head-Master of Westminster had £20 and a house.
As to the method of teaching, it was colloquial; questions were asked and answered in Latin. This method, according to Dr. Rouse of Perse School, brings boys on much more rapidly than does our current fashion, as may readily be imagined; but experts vary in opinion. The method, I conceive, should give a pupil a vocabulary. Lilly’s Latin Grammar was universally used, and was learned by rote, as by George Borrow, in the last century. See Lavengro for details. Conversation books, Sententiæ Pueriles, were in use; with easy books, such as Corderius’s Colloquia, and so on, for boys were taught to speak Latin, the common language of the educated in Europe. Waifs of the Armada, Spaniards wrecked on the Irish coast, met “a savage who knew Latin,” and thus could converse with him. The Eclogues of Mantuanus, a Latin poet of the Renaissance (the “Old Mantuan” of Love’s Labour’s Lost), were used, with Erasmus’s Colloquia, and, says Mr. Collins, “such books as Ovid’s Metamorphoses” (and other works of his), “the Æneid, selected comedies of Terence and Plautus, and portions of Cæsar, Sallust, Cicero, and Livy.”
“Pro-di-gi-ous!” exclaims Mr. Greenwood, 42 referring to what Mr. Collins says Will had read at school. But precocious Latinity was not thought “prodigious” in an age when nothing but Latin was taught to boys – not even cricket. Nor is it to be supposed that every boy read in all of these authors, still less read all of their works, but these were the works of which portions were read. It is not prodigious. I myself, according to my class-master, was “a bad and careless little boy” at thirteen, incurably idle, but I well remember reading in Ovid and Cæsar, and Sallust, while the rest of my time was devoted to the total neglect of the mathematics, English “as she was taught,” History, and whatsoever else was expected from me. Shakespeare’s time was not thus frittered away; Latin was all he learned (if he went to school), and, as he was (on my theory) a very clever, imaginative kind of boy, I can conceive that he was intensely interested in the stories told by Ovid, and in Catiline’s Conspiracy (thrilling, if you know your Sallust); and if his interest were once aroused, he would make rapid progress. My own early hatred of Greek was hissing and malignant, but as soon as I opened Homer, all was changed. One was intensely interested!
Mr. Greenwood will not, in the matter of books, go beyond Mr. Halliwell-Phillipps, 43 “Lilly’s Grammar, and a few classical works chained to the desks of the free schools.” Mr. Collins himself gives but “a few classical books,” of which portions were read. The chains were in all the free schools, if Mr. Halliwell-Phillipps is right. The chains, if authentic, do not count as objections.
Here it must be noted that Mr. Greenwood’s opinion of Will’s knowledge and attainments is not easily to be ascertained with precision. He sees, of course, that the pretension of the extreme Baconians – Will