The Complete Writings of Charles Dudley Warner Part 113

No doubt there are more people capable of appreciating a good book, and there are more good books read, in this age, than in any previous, though the ratio of good judges to the number who read is less; but we are considering the vast ma.s.s of the reading public and its tastes. I say its tastes, and probably this is not unfair, although this traveling, restless, reading public meekly takes, as in the case of the reading selected in the newspapers, what is most persistently thrust upon its attention by the great news agencies, which find it most profitable to deal in that which is cheap and ephemeral. The houses which publish books of merit are at a disadvantage with the distributing agencies.

Criticism which condemns the common-school system as a nurse of superficiality, mediocrity, and conceit does not need serious attention, any more than does the criticism that the universal opportunity of individual welfare offered by a republic fails to make a perfect government. But this is not saying that the common school does all that it can do, and that its results answer to the theories about it. It must be partly due to the want of proper training in the public schools that there are so few readers of discrimination, and that the general taste, judged by the sort of books now read, is so mediocre. Most of the public schools teach reading, or have taught it, so poorly that the scholars who come from them cannot read easily; hence they must have spice, and blood, and vice to stimulate them, just as a man who has lost taste peppers his food. We need not agree with those who say that there is no merit whatever in the mere ability to read; nor, on the other hand, can we join those who say that the art of reading will pretty surely encourage a taste for the n.o.bler kind of reading, and that the habit of reading trash will by-and-by lead the reader to better things. As a matter of experience, the reader of the namby-pamby does not acquire an appet.i.te for anything more virile, and the reader of the sensational requires constantly more highly flavored viands. Nor is it reasonable to expect good taste to be recovered by an indulgence in bad taste.

What, then, does the common school usually do for literary taste?

Generally there is no thought about it. It is not in the minds of the majority of teachers, even if they possess it themselves. The business is to teach the pupils to read; how they shall use the art of reading is little considered. If we examine the reading-books from the lowest grade to the highest, we shall find that their object is to teach words, not literature. The lower-grade books are commonly inane (I will not say childish, for that is a libel on the open minds of children) beyond description. There is an impression that advanced readers have improved much in quality within a few years, and doubtless some of them do contain specimens of better literature than their predecessors. But they are on the old plan, which must be radically modified or entirely cast aside, and doubtless will be when the new method is comprehended, and teachers are well enough furnished to cut loose from the machine. We may say that to learn how to read, and not what to read, is confessedly the object of these books; but even this object is not attained. There is an endeavor to teach how to call the words of a reading-book, but not to teach how to read; for reading involves, certainly for the older scholars, the combination of known words to form new ideas. This is lacking. The taste for good literature is not developed; the habit of continuous pursuit of a subject, with comprehension of its relations, is not acquired; and no conception is gained of the entirety of literature or its importance to human life. Consequently, there is no power of judgment or faculty of discrimination.

Now, this radical defect can be easily remedied if the school authorities only clearly apprehend one truth, and that is that the minds of children of tender age can be as readily interested and permanently interested in good literature as in the dreary feebleness of the juvenile reader. The mind of the ordinary child should not be judged by the mind that produces stuff of this sort: "Little Jimmy had a little white pig." "Did the little pig know Jimmy?" "Yes, the little pig knew Jimmy, and would come when he called." "How did little Jimmy know his pig from the other little pigs?" "By the twist in his tail." ("Children," asks the teacher, "what is the meaning of 'twist'?") "Jimmy liked to stride the little pig's back." "Would the little pig let him?" "Yes, when he was absorbed eating his dinner." ("Children, what is the meaning of 'absorbed'?") And so on.

This intellectual exercise is, perhaps, read to children who have not got far enough in "word-building" to read themselves about little Jimmy and his absorbed pig. It may be continued, together with word-learning, until the children are able to say (is it reading?) the entire volume of this precious stuff. To what end? The children are only languidly interested; their minds are not awakened; the imagination is not appealed to; they have learned nothing, except probably some new words, which are learned as signs. Often children have only one book even of this sort, at which they are kept until they learn it through by heart, and they have been heard to "read" it with the book bottom side up or shut! All these books cultivate inattention and intellectual vacancy. They are--the best of them--only reading exercises; and reading is not perceived to have any sort of value. The child is not taught to think, and not a step is taken in informing him of his relation to the world about him. His education is not begun.

Now it happens that children go on with this sort of reading and the ordinary text-books through the grades of the district school into the high school, and come to the ages of seventeen and eighteen without the least conception of literature, or of art, or of the continuity of the relations of history; are ignorant of the great names which illuminate the ages; have never heard of Socrates, or of Phidias, or of t.i.tian; do not know whether Franklin was an Englishman or an American; would be puzzled to say whether it was Ben Franklin or Ben Jonson who invented lightning--think it was Ben Somebody; cannot tell whether they lived before or after Christ, and indeed never have thought that anything happened before the time of Christ; do not know who was on the throne of Spain when Columbus discovered America--and so on. These are not imagined instances. The children referred to are in good circ.u.mstances and have had fairly intelligent a.s.sociations, but their education has been intrusted to the schools. They know nothing except their text-books, and they know these simply for the purpose of examination. Such pupils come to the age of eighteen with not only no taste for the best reading, for the reading of books, but without the ability to be interested even in fiction of the first cla.s.s, because it is full of allusions that convey nothing to their minds. The stories they read, if they read at all--the novels, so called, that they have been brought up on--are the diluted and feeble fictions that flood the country, and that scarcely rise above the intellectual level of Jimmy and the absorbed pig.

It has been demonstrated by experiment that it is as easy to begin with good literature as with the sort of reading described. It makes little difference where the beginning is made. Any good book, any real book, is an open door into the wide field of literature; that is to say, of history--that is to say, of interest in the entire human race. Read to children of tender years, the same day, the story of Jimmy and a Greek myth, or an episode from the "Odyssey," or any genuine bit of human nature and life; and ask the children next day which they wish to hear again. Almost all of them will call for the repet.i.tion of the real thing, the verity of which they recognize, and which has appealed to their imaginations. But this is not all. If the subject is a Greek myth, they speedily come to comprehend its meaning, and by the aid of the teacher to trace its development elsewhere, to understand its historic significance, to have the mind filled with images of beauty, and wonder. Is it the Homeric story of Nausicaa? What a picture! How speedily Greek history opens to the mind! How readily the children acquire knowledge of the great historic names, and see how their deeds and their thoughts are related to our deeds and our thoughts! It is as easy to know about Socrates as about Franklin and General Grant. Having the mind open to other times and to the significance of great men in history, how much more clearly they comprehend Franklin and Grant and Lincoln! Nor is this all. The young mind is open to n.o.ble thoughts, to high conceptions; it follows by a.s.sociation easily along the historic and literary line; and not only do great names and fine pieces of literature become familiar, but the meaning of the continual life in the world begins to be apprehended. This is not at all a fancy sketch. The writer has seen the whole a.s.sembly of pupils in a school of six hundred, of all the eight grades, intelligently interested in a talk which contained cla.s.sical and literary allusions that would have been incomprehensible to an ordinary school brought up on the ordinary readers and text-books.

But the reading need not be confined to the cla.s.sics nor to the master-pieces of literature. Natural history--generally the most fascinating of subjects--can be taught; interest in flowers and trees and birds and the habits of animals can be awakened by reading the essays of literary men on these topics as they never can be by the dry text-books.

The point I wish to make is that real literature for the young, literature which is almost absolutely neglected in the public schools, except in a sc.r.a.ppy way as a reading exercise, is the best open door to the development of the mind and to knowledge of all sorts. The unfolding of a Greek myth leads directly to art, to love of beauty, to knowledge of history, to an understanding of ourselves. But whatever the beginning is, whether a cla.s.sic myth, a Homeric epic, a play of Sophocles, the story of the life and death of Socrates, a mediaeval legend, or any genuine piece of literature from the time of Virgil down to our own, it may not so much matter (except that it is better to begin with the ancients in order to gain a proper perspective) whatever the beginning is, it should be the best literature. The best is not too good for the youngest child.

Simplicity, which commonly characterizes greatness, is of course essential. But never was a greater mistake made than in thinking that a youthful mind needs watering with the slops ordinarily fed to it. Even children in the kindergarten are eager for Whittier's "Barefoot Boy" and Longfellow's "Hiawatha." It requires, I repeat, little more pains to create a good taste in reading than a bad taste.

It would seem that in the complete organization of the public schools all education of the pupil is turned over to them as it was not formerly, and it is possible that in the stress of text-book education there is no time for reading at home. The competent teachers contend not merely with the difficulty of the lack of books and the deficiencies of those in use, but with the more serious difficulty of the erroneous ideas of the function of text-books. They will cease to be a commercial commodity of so much value as now when teachers teach. If it is true that there is no time for reading at home, we can account for the deplorable lack of taste in the great ma.s.s of the reading public educated at the common schools; and we can see exactly what the remedy should be--namely, the teaching of the literature at the beginning of school life, and following it up broadly and intelligently during the whole school period. It will not crowd out anything else, because it underlies everything. After many years of perversion and neglect, to take up the study of literature in a comprehensive text-book, as if it were to be learned--like arithmetic, is a ludicrous proceeding. This, is not teaching literature nor giving the scholar a love of good reading. It is merely stuffing the mind with names and dates, which are not seen to have any relation to present life, and which speedily fade out of the mind. The love of literature is not to be attained in this way, nor in any way except by reading the best literature.

The notion that literature can be taken up as a branch of education, and learned at the proper time and when studies permit, is one of the most farcical in our scheme of education. It is only matched in absurdity by the other current idea, that literature is something separate and apart from general knowledge. Here is the whole body of acc.u.mulated thought and experience of all the ages, which indeed forms our present life and explains it, existing partly in tradition and training, but more largely in books; and most teachers think, and most pupils are led to believe, that this most important former of the mind, maker of character, and guide to action can be acquired in a certain number of lessons out of a textbook! Because this is so, young men and young women come up to college almost absolutely ignorant of the history of their race and of the ideas that have made our civilization. Some of them have never read a book, except the text-books on the specialties in which they have prepared themselves for examination. We have a saying concerning people whose minds appear to be made up of dry, isolated facts, that they have no atmosphere. Well, literature is the atmosphere. In it we live, and move, and have our being, intellectually. The first lesson read to, or read by, the child should begin to put him in relation with the world and the thought of the world. This cannot be done except by the living teacher. No text-book, no one reading-book or series of reading-books, will do it. If the teacher is only the text-book orally delivered, the teacher is an uninspired machine. We must revise our notions of the function of the teacher for the beginners. The teacher is to present evidence of truth, beauty, art. Where will he or she find it? Why, in experimental science, if you please, in history, but, in short, in good literature, using the word in its broadest sense. The object in selecting reading for children is to make it impossible for them to see any evidence except the best. That is the teacher's business, and how few understand their business! How few are educated! In the best literature we find truth about the world, about human nature; and hence, if children read that, they read what their experience will verify. I am told that publishers are largely at fault for the quality of the reading used in schools--that schools would gladly receive the good literature if they could get it. But I do not know, in this case, how much the demand has to do with the supply. I am certain, however, that educated teachers would use only the best means for forming the minds and enlightening the understanding of their pupils. It must be kept in mind that reading, silent reading done by the scholar, is not learning signs and calling words; it is getting thought. If children are to get thought, they should be served with the best--that which will not only be true, but appeal so naturally to their minds that they will prefer it to all meaner stuff. If it is true that children cannot acquire this taste at home--and it is true for the vast majority of American children--then it must be given in the public schools. To give it is not to interrupt the acquisition of other knowledge; it is literally to open the door to all knowledge.

When this truth is recognized in the common schools, and literature is given its proper place, not only for the development of the mind, but as the most easily-opened door to history, art, science, general intelligence, we shall see the taste of the reading public in the United States undergo a mighty change: It will not care for the fiction it likes at present, and which does little more than enfeeble its powers; and then there can be no doubt that fiction will rise to supply the demand for something better. When the trash does not sell, the trash will not be produced, and those who are only capable of supplying the present demand will perhaps find a more useful occupation. It will be again evident that literature is not a trade, but an art requiring peculiar powers and patient training. When people know how to read, authors will need to know how to write.

In all other pursuits we carefully study the relation of supply to demand. Why not in literature? Formerly, when readers were comparatively few, and were of a cla.s.s that had leisure and the opportunity of cultivating the taste, books were generally written for this cla.s.s, and aimed at its real or supposed capacities. If the age was coa.r.s.e in speech or specially affected in manner, the books followed the lead given by the demand; but, coa.r.s.e or affected, they had the quality of art demanded by the best existing cultivation. Naturally, when the art of reading is acquired by the great ma.s.s of the people, whose taste has not been cultivated, the supply for this increased demand will, more or less, follow the level of its intelligence. After our civil war there was a patriotic desire to commemorate the heroic sacrifices of our soldiers in monuments, and the deeds of our great captains in statues. This n.o.ble desire was not usually accompanied by artistic discrimination, and the land is filled with monuments and statues which express the grat.i.tude of the people. The coming age may wish to replace them by images and structures which will express grat.i.tude and patriotism in a higher because more artistic form. In the matter of art the development is distinctly reflex. The exhibition of works of genius will slowly instruct and elevate the popular taste, and in time the cultivated popular taste will reject mediocrity and demand better things. Only a little while ago few people in the United States knew how to draw, and only a few could tell good drawing from bad. To realize the change that has taken place, we have only to recall the ill.u.s.trations in books, magazines, and comic newspapers of less than a quarter of a century ago. Foreign travel, foreign study, and the importation of works of art (still blindly restricted by the American Congress) were the lessons that began to work a change. Now, in all our large towns, and even in hundreds of villages, there are well-established art schools; in the greater cities, unions and a.s.sociations, under the guidance of skillful artists, where five or six hundred young men and women are diligently, day and night, learning the rudiments of art. The result is already apparent. Excellent drawing is seen in ill.u.s.trations for books and magazines, in the satirical and comic publications, even in the advertis.e.m.e.nts and theatrical posters. At our present rate of progress, the drawings in all our amusing weeklies will soon be as good as those in the 'Fliegende Blatter.' The change is marvelous; and the popular taste has so improved that it would not be profitable to go back to the ill-drawn ill.u.s.trations of twenty years ago.

But as to fiction, even if the writers of it were all trained in it as an art, it is not so easy to lift the public taste to their artistic level.

The best supply in this case will only very slowly affect the quality of the demand. When the poor novel sells vastly better than the good novel, the poor will be produced to supply the demand, the general taste will be still further lowered, and the power of discrimination fade out more and more. What is true of the novel is true of all other literature. Taste for it must be cultivated in childhood. The common schools must do for literature what the art schools are doing for art. Not every one can become an artist, not every one can become a writer--though this is contrary to general opinion; but knowledge to distinguish good drawing from bad can be acquired by most people, and there are probably few minds that cannot, by right methods applied early, be led to prefer good literature, and to have an enjoyment in it in proportion to its sincerity, naturalness, verity, and truth to life.

It is, perhaps, too much to say that all the American novel needs for its development is an audience, but it is safe to say that an audience would greatly a.s.sist it. Evidence is on all sides of a fresh, new, wonderful artistic development in America in drawing, painting, sculpture, in instrumental music and singing, and in literature. The promise of this is not only in the climate, the free republican opportunity, the mixed races blending the traditions and apt.i.tudes of so many civilizations, but it is in a certain temperament which we already recognize as American. It is an artistic tendency. This was first most noticeable in American women, to whom the art of dress seemed to come by nature, and the art of being agreeable to be easily acquired.

Already writers have arisen who ill.u.s.trate this artistic tendency in novels, and especially in short stories. They have not appeared to owe their origin to any special literary centre; they have come forward in the South, the West, the East. Their writings have to a great degree (considering our pupilage to the literature of Great Britain, which is prolonged by the lack of an international copyright) the stamp of originality, of naturalness, of sincerity, of an attempt to give the facts of life with a sense of their artistic value. Their affiliation is rather with the new literatures of France, of Russia, of Spain, than with the modern fiction of England. They have to compete in the market with the uncopyrighted literature of all other lands, good and bad, especially bad, which is sold for little more than the cost of the paper it is printed on, and badly printed at that. But besides this fact, and owing to a public taste not cultivated or not corrected in the public schools, their books do not sell in anything like the quant.i.ty that the inferior, mediocre, other home novels sell. Indeed, but for the intervention of the magazines, few of the best writers of novels and short stories could earn as much as the day laborer earns. In sixty millions of people, all of whom are, or have been, in reach of the common school, it must be confessed that their audience is small.

This relation between the fiction that is, and that which is to be, and the common school is not fanciful. The lack in the general reading public, in the novels read by the greater number of people, and in the common school is the same--the lack of inspiration and ideality. The common school does not cultivate the literary sense, the general public lacks literary discrimination, and the stories and tales either produced by or addressed to those who have little ideality simply respond to the demand of the times.

It is already evident, both in positive and negative results, both in the schools and the general public taste, that literature cannot be set aside in the scheme of education; nay, that it is of the first importance. The teacher must be able to inspire the pupil; not only to awaken eagerness to know, but to kindle the imagination. The value of the Hindoo or the Greek myth, of the Roman story, of the mediaeval legend, of the heroic epic, of the lyric poem, of the cla.s.sic biography, of any genuine piece of literature, ancient or modern, is not in the knowledge of it as we may know the rules of grammar and arithmetic or the formulas of a science, but in the enlargement of the mind to a conception of the life and development of the race, to a study of the motives of human action, to a comprehension of history; so that the mind is not simply enriched, but becomes discriminating, and able to estimate the value of events and opinions. This office for the mind acquaintance with literature can alone perform. So that, in school, literature is not only, as I have said, the easiest open door to all else desirable, the best literature is not only the best means of awakening the young mind, the stimulus most congenial, but it is the best foundation for broad and generous culture. Indeed, without its co-ordinating influence the education of the common school is a thing of shreds and patches. Besides, the mind aroused to historic consciousness, kindled in itself by the best that has been said and done in all ages, is more apt in the pursuit, intelligently, of any specialty; so that the shortest road to the practical education so much insisted on in these days begins in the awakening of the faculties in the manner described. There is no doubt of the value of manual training as an aid in giving definiteness, directness, exactness to the mind, but mere technical training alone will be barren of those results, in general discriminating culture, which we hope to see in America.

The common school is a machine of incalculable value. It is not, however, automatic. If it is a mere machine, it will do little more to lift the nation than the mere ability to read will lift it. It can easily be made to inculcate a taste for good literature; it can be a powerful influence in teaching the American people what to read; and upon a broadened, elevated, discriminating public taste depends the fate of American art, of American fiction.

It is not an inappropriate corollary to be drawn from this that an elevated public taste will bring about a truer estimate of the value of a genuine literary product. An invention which increases or cheapens the conveniences or comforts of life may be a fortune to its originator. A book which amuses, or consoles, or inspires; which contributes to the highest intellectual enjoyment of hundreds of thousands of people; which furnishes substance for thought or for conversation; which dispels the cares and lightens the burdens of life; which is a friend when friends fail, a companion when other intercourse wearies or is impossible, for a year, for a decade, for a generation perhaps, in a world which has a proper sense of values, will bring a like competence to its author.

(1890.)

THE PEOPLE FOR WHOM SHAKESPEARE WROTE

By Charles Dudley Warner

Queen Elizabeth being dead about ten o'clock in the morning, March 24, 1603, Sir Robert Cary posted away, unsent, to King James of Scotland to inform him of the "accident," and got made a baron of the realm for his ride. On his way down to take possession of his new kingdom the king distributed the honor of knighthood right and left liberally; at Theobald's he created eight-and-twenty knights, of whom Sir Richard Baker, afterwards the author of "A Chronicle of the Kings of England,"

was one. "G.o.d knows how many hundreds he made the first year," says the chronicler, "but it was indeed fit to give vent to the pa.s.sage of Honour, which during Queen Elizabeth's reign had been so stopped that scarce any county of England had knights enow to make a jury."

Sir Richard Baker was born in 1568, and died in 1645; his "Chronicle"

appeared in 1641. It was brought down to the death of James in 1625, when, he having written the introduction to the life of Charles I, the storm of the season caused him to "break off in amazement," for he had thought the race of "Stewards" likely to continue to the "world's end"; and he never resumed his pen. In the reign of James two things lost their l.u.s.tre--the exercise of tilting, which Elizabeth made a special solemnity, and the band of Yeomen of the Guard, choicest persons both for stature and other good parts, who graced the court of Elizabeth; James "was so intentive to Realities that he little regarded shows," and in his time these came utterly to be neglected. The virgin queen was the last ruler who seriously regarded the pomps and splendors of feudalism.

It was characteristic of the age that the death of James, which occurred in his fifty-ninth year, should have been by rumor attributed to "poyson"; but "being dead, and his body opened, there was no sign at all of poyson, his inward parts being all sound, but that his Spleen was a little faulty, which might be cause enough to cast him into an Ague: the ordinary high-way, especially in old bo'dies, to a natural death."

The chronicler records among the men of note of James's time Sir Francis Vere, "who as another Hannibal, with his one eye, could see more in the Martial Discipline than common men can do with two"; Sir Edward c.o.ke; Sir Francis Bacon, "who besides his profounder book, of Novum Organum, hath written the reign of King Henry the Seventh, in so sweet a style, that like Manna, it pleaseth the tast of all palats"; William Camden, whose Description of Britain "seems to keep Queen Elizabeth alive after death"; "and to speak it in a word, the Trojan Horse was not fuller of Heroick Grecians, than King James his Reign was full of men excellent in all kindes of Learning." Among these was an old university acquaintance of Baker's, "Mr. John Dunne, who leaving Oxford, lived at the Innes of Court, not dissolute, but very neat; a great Visitor of Ladies, a great frequenter of Playes, a great writer of conceited Verses; until such times as King James taking notice of the pregnancy of his Wit, was a means that he betook him to the study of Divinity, and thereupon proceeding Doctor, was made Dean of Pauls; and became so rare a Preacher, that he was not only commended, but even admired by all who heard him."

The times of Elizabeth and James were visited by some awful casualties and portents. From December, 1602, to the December following, the plague destroyed 30,518 persons in London; the same disease that in the sixth year of Elizabeth killed 20,500, and in the thirty-sixth year 17,890, besides the lord mayor and three aldermen. In January, 1606, a mighty whale came up the Thames within eight miles of London, whose body, seen divers times above water, was judged to be longer than the largest ship on the river; "but when she tasted the fresh water and scented the Land, she returned into the sea." Not so fortunate was a vast whale cast upon the Isle of Thanet, in Kent, in 1575, which was "twenty Ells long, and thirteen foot broad from the belly to the backbone, and eleven foot between the eyes. One of his eyes being taken out of his head was more than a cart with six horses could draw; the Oyl being boyled out of his head was Parmacittee." Nor the monstrous fish cast ash.o.r.e in Lincolnshire in 1564, which measured six yards between the eyes and had a tail fifteen feet broad; "twelve men stood upright in his mouth to get the Oyl." In 1612 a comet appeared, which in the opinion of Dr. Bainbridge, the great mathematician of Oxford, was as far above the moon as the moon is above the earth, and the sequel of it was that infinite slaughters and devastations followed it both in Germany and other countries. In 1613, in Standish, in Lancashire, a maiden child was born having four legs, four arms, and one head with two faces--the one before, the other behind, like the picture of Ja.n.u.s. (One thinks of the prodigies that presaged the birth of Glendower.) Also, the same year, in Hampshire, a carpenter, lying in bed with his wife and a young child, "was himself and the childe both burned to death with a sudden lightning, no fire appearing outwardly upon him, and yet lay burning for the s.p.a.ce of almost three days till he was quite consumed to ashes." This year the Globe playhouse, on the Bankside, was burned, and the year following the new playhouse, the Fortune, in Golding Lane, "was by negligence of a candle, clean burned down to the ground." In this year also, 1614, the town of Stratford-on-Avon was burned. One of the strangest events, however, happened in the first year of Elizabeth (1558), when "dyed Sir Thomas Cheney, Lord Warden of the Cinque Ports, of whom it is reported for a certain, that his pulse did beat more than three quarters of an hour after he was dead, as strongly as if he had been still alive." In 1580 a strange apparition happened in Somersetshire--three score personages all clothed in black, a furlong in distance from those that beheld them; "and after their appearing, and a little while tarrying, they vanished away, but immediately another strange company, in like manner, color, and number appeared in the same place, and they encountered one another and so vanished away. And the third time appeared that number again, all in bright armour, and encountered one another, and so vanished away. This was examined before Sir George Norton, and sworn by four honest men that saw it, to be true." Equally well substantiated, probably, was what happened in Herefordshire in 1571: "A field of three acres, in Blackmore, with the Trees and Fences, moved from its place and pa.s.sed over another field, traveling in the highway that goeth to Herne, and there stayed."

Herefordshire was a favorite place for this sort of exercise of nature.

In 1575 the little town of Kinnaston was visited by an earthquake: "On the seventeenth of February at six o'clock of the evening, the earth began to open and a Hill with a Rock under it (making at first a great bellowing noise, which was heard a great way off) lifted itself up a great height, and began to travel, bearing along with it the Trees that grew upon it, the Sheep-folds, and Flocks of Sheep abiding there at the same time. In the place from whence it was first moved, it left a gaping distance forty foot broad, and fourscore Ells long; the whole Field was about twenty Acres. Pa.s.sing along, it overthrew a Chappell standing in the way, removed an Ewe-Tree planted in the Churchyard, from the West into the East; with the like force it thrust before it High-wayes, Sheep-folds, Hedges, and Trees, made Tilled ground Pasture, and again turned Pasture into Tillage. Having walked in this sort from Sat.u.r.day in the evening, till Monday noon, it then stood still." It seems not improbable that Birnam wood should come to Dunsinane.

It was for an age of faith, for a people whose credulity was fed on such prodigies and whose imagination glowed at such wonderful portents, that Shakespeare wrote, weaving into the realities of sense those awful mysteries of the supernatural which hovered not far away from every Englishman of his time.

Shakespeare was born in 1564, when Elizabeth had been six years on the throne, and he died in 1616, nine years before James I., of the faulty spleen, was carried to the royal chapel in Westminster, "with great solemnity, but with greater lamentation." Old Baker, who says of himself that he was the unworthiest of the knights made at Theobald's, condescends to mention William Shakespeare at the tail end of the men of note of Elizabeth's time. The ocean is not more boundless, he affirms, than the number of men of note of her time; and after he has finished with the statesmen ("an exquisite statesman for his own ends was Robert Earl of Leicester, and for his Countries good, Sir William Cecill, Lord Burleigh"), the seamen, the great commanders, the learned gentlemen and writers (among them Roger Askam, who had sometime been schoolmaster to Queen Elizabeth, but, taking too great delight in gaming and c.o.c.k-fighting, lived and died in mean estate), the learned divines and preachers, he concludes: "After such men, it might be thought ridiculous to speak of Stage-players; but seeing excellency in the meanest things deserve remembring, and Roscius the Comedian is recorded in History with such commendation, it may be allowed us to do the like with some of our Nation. Richard Bourbidge and Edward Allen, two such actors as no age must ever look to see the like; and to make their Comedies compleat, Richard Tarleton, who for the Part called the Clowns Part, never had his match, never will have. For Writers of Playes, and such as have been players themselves, William Shakespeare and Benjamin Johnson have especially left their Names recommended to posterity."

Richard Bourbidge (or Burbadge) was the first of the great English tragic actors, and was the original of the greater number of Shakespeare's heroes--Hamlet, Oth.e.l.lo, Lear, Shylock, Macbeth, Richard III., Romeo, Brutus, etc. d.i.c.k Tarleton, one of the privileged scapegraces of social life, was regarded by his contemporaries as the most witty of clowns and comedians. The clown was a permitted character in the old theatres, and intruded not only between the acts, but even into the play itself, with his quips and antics. It is probable that he played the part of clown, grave-digger, etc., in Shakespeare's comedies, and no doubt took liberties with his parts. It is thought that part of Hamlet's advice to the players--"and let those that play your clowns speak no more than is set down for them," etc.--was leveled at Tarleton.

The question is often asked, but I consider it an idle one, whether Shakespeare was appreciated in his own day as he is now. That the age, was unable to separate him from itself, and see his great stature, is probable; that it enjoyed him with a sympathy to which we are strangers there is no doubt. To us he is inexhaustible. The more we study him, the more are we astonished at his multiform genius. In our complex civilization, there is no development of pa.s.sion, or character, or trait of human nature, no social evolution, that does not find expression somewhere in those marvelous plays; and yet it is impossible for us to enter into a full, sympathetic enjoyment of those plays unless we can in some measure recreate for ourselves the atmosphere in which they were written. To superficial observation great geniuses come into the world at rare intervals in history, in a manner independent of what we call the progress of the race. It may be so; but the form the genius shall take is always determined by the age in which it appears, and its expression is shaped by the environments. Acquaintance with the Bedouin desert life of today, which has changed little for three thousand years, illumines the book of Job like an electric light. Modern research into h.e.l.lenic and Asiatic life has given a new meaning to the Iliad and the Odyssey, and greatly enhanced our enjoyment of them. A fair comprehension of the Divina Commedia is impossible without some knowledge of the factions that rent Florence; of the wars of Guelf and Ghibelline; of the spirit that banished Dante, and gave him an humble tomb in Ravenna instead of a sepulchre in the pantheon of Santa Croce. Shakespeare was a child of his age; it had long been preparing for him; its expression culminated in him. It was essentially a dramatic age. He used the acc.u.mulated materials of centuries. He was playwright as well as poet. His variety and multiform genius cannot otherwise be accounted for. He called in the coinage of many generations, and reissued it purified and unalloyed, stamped in his own mint. There was a Hamlet probably, there were certainly Romeos and Juliets, on the stage before Shakespeare. In him were received the imaginations, the inventions, the aspirations, the superst.i.tions, the humors, the supernatural intimations; in him met the converging rays of the genius of his age, as in a lens, to be sent onward thenceforth in an ever-broadening stream of light.

It was his fortune to live not only in a dramatic age, but in a transition age, when feudalism was pa.s.sing away, but while its shows and splendors could still be seriously comprehended. The dignity that doth hedge a king was so far abated that royalty could be put upon the stage as a player's spectacle; but the reality of kings and queens and court pageantry was not so far past that it did not appeal powerfully to the imaginations of the frequenters of the Globe, the Rose, and the Fortune.

They had no such feeling as we have in regard to the pasteboard kings and queens who strut their brief hour before us in anachronic absurdity. But, besides that he wrote in the spirit of his age, Shakespeare wrote in the language and the literary methods of his time. This is not more evident in the contemporary poets than in the chroniclers of that day. They all delighted in ingenuities of phrase, in neat turns and conceits; it was a compliment then to be called a "conceited" writer.

Of all the guides to Shakespeare's time, there is none more profitable or entertaining than William Harrison, who wrote for Holinshed's chronicle "The Description of England," as it fell under his eyes from 1577 to 1587. Harrison's England is an unfailing mine of information for all the historians of the sixteenth century; and in the edition published by the New Shakespeare Society, and edited, with a wealth of notes and contemporary references, by Mr. Frederick J. Furnivall, it is a new revelation of Shakespeare's England to the general reader.

Harrison himself is an interesting character, and trustworthy above the general race of chroniclers. He was born in 1534, or, to use his exactness of statement, "upon the 18th of April, hora ii, minut 4, Secunde 56, at London, in Cordwainer streete, otherwise called bowe-lane." This year was also remarkable as that in which "King Henry 8 polleth his head; after whom his household and n.o.bility, with the rest of his subjects do the like." It was the year before Anne Boleyn, haled away to the Tower, accused, condemned, and executed in the s.p.a.ce of fourteen days, "with sigheing teares" said to the rough Duke of Norfolk, "Hither I came once my lord, to fetch a crown imperial; but now to receive, I hope, a crown immortal." In 1544, the boy was at St. Paul's school; the litany in the English tongue, by the king's command, was that year sung openly in St. Paul's, and we have a glimpse of Harrison with the other children, enforced to buy those books, walking in general procession, as was appointed, before the king went to Boulogne. Harrison was a student at both Oxford and Cambridge, taking the degree of bachelor of divinity at the latter in 1569, when he had been an Oxford M.A. of seven years'

standing. Before this he was household chaplain to Sir William Brooke, Lord Cobham, who gave him, in 1588-89, the rectory of Radwinter, in Ess.e.x, which he held till his death, in 1593. In 1586 he was installed canon of Windsor. Between 1559 and 1571 he married Marion Isebrande,--of whom he said in his will, referring to the sometime supposed unlawfulness of priests' marriages, "by the laws of G.o.d I take and repute in all respects for my true and lawful wife." At Radwinter, the old parson, working in his garden, collected Roman coins, wrote his chronicles, and expressed his mind about the rascally lawyers of Ess.e.x, to whom flowed all the wealth of the land. The lawyers in those days stirred up contentions, and then reaped the profits. "Of all that ever I knew in Ess.e.x," says Harrison, "Denis and Mainford excelled, till John of Ludlow, alias Mason, came in place, unto whom in comparison these two were but children." This last did so harry a client for four years that the latter, still called upon for new fees, "went to bed, and within four days made an end of his woeful life, even with care and pensiveness." And after his death the lawyer so handled his son "that there was never sheep shorn in May, so near clipped of his fleece present, as he was of many to come." The Welsh were the most litigious people. A Welshman would walk up to London bare-legged, carrying his hose on his neck, to save wear and because he had no change, importune his countrymen till he got half a dozen writs, with which he would return to molest his neighbors, though no one of his quarrels was worth the money he paid for a single writ.

The humblest mechanic of England today has comforts and conveniences which the richest n.o.bles lacked in Harrison's day, but it was nevertheless an age of great luxury and extravagance; of brave apparel, costly and showy beyond that of any Continental people, though wanting in refined taste; and of mighty banquets, with service of ma.s.sive plate, troops of attendants, and a surfeit of rich food and strong drink.

In this luxury the clergy of Harrison's rank did not share. Harrison was poor on forty pounds a year. He complains that the clergy were taxed more than ever, the church having become "an a.s.s whereon every man is to ride to market and cast his wallet." They paid tenths and first-fruits and subsidies, so that out of twenty pounds of a benefice the inc.u.mbent did not reserve more than L 13 6s. 8d. for himself and his family. They had to pay for both prince and laity, and both grumbled at and slandered them. Harrison gives a good account of the higher clergy; he says the bishops were loved for their painful diligence in their calling, and that the clergy of England were reputed on the Continent as learned divines, skillful in Greek and Hebrew and in the Latin tongue.

There was, however, a scarcity of preachers and ministers in Elizabeth's time, and their character was not generally high. What could be expected when covetous patrons canceled their debts to their servants by bestowing advowsons of benefices upon their bakers, butlers, cooks, grooms, pages, and lackeys--when even in the universities there was cheating at elections for scholarships and fellowships, and gifts were for sale! The morals of the clergy were, however, improved by frequent conferences, at which the good were praised and the bad reproved; and these conferences were "a notable spur unto all the ministers, whereby to apply their books, which otherwise (as in times past) would give themselves to hawking, hunting, tables, cards, dice, tipling at the ale house, shooting, and other like vanities." The clergy held a social rank with tradespeople; their sons learned trades, and their daughters might go out to service. Jewell says many of them were the "basest sort of people"

unlearned, fiddlers, pipers, and what not. "Not a few," says Harrison, "find fault with our threadbare gowns, as if not our patrons but our wives were the causes of our woe." He thinks the ministers will be better when the patrons are better, and he defends the right of the clergy to marry and to leave their goods, if they have any, to their widows and children instead of to the church, or to some school or almshouse. What if their wives are fond, after the decease of their husbands, to bestow themselves not so advisedly as their calling requireth; do not d.u.c.h.esses, countesses, and knights' wives offend in the like fully so often as they?

And Eve, remarks the old philosopher of Radwinter--"Eve will be Eve, though Adam would say nay."

The apparel of the clergy, at any rate, was more comely and decent than it ever was in the popish church, when the priests "went either in divers colors like players, or in garments of light hue, as yellow, red, green, etc.; with their shoes piked, their hair crisped, their girdles armed with silver; their shoes, spurs, bridles, etc., buckled with like metal; their apparel (for the most part) of silk, and richly furred; their caps laced and b.u.t.toned with gold; so that to meet a priest, in those days, was to behold a peac.o.c.k that spreadeth his tail when he danceth before the hen."

Hospitality among the clergy was never better used, and it was increased by their marriage; for the meat and drink were prepared more orderly and frugally, the household was better looked to, and the poor oftener fed.

There was perhaps less feasting of the rich in bishops' houses, and "it is thought much peradventure, that some bishops in our time do come short of the ancient gluttony and prodigality of their predecessors;" but this is owing to the curtailing of their livings, and the excessive prices whereunto things are grown.

Harrison spoke his mind about dignitaries. He makes a pa.s.sing reference to Thomas a Becket as "the old c.o.c.ke of Canturburie," who did crow in behalf of the see of Rome, and the "young c.o.c.kerels of other sees did imitate his demeanour." He is glad that images, shrines, and tabernacles are removed out of churches. The stories in gla.s.s windows remain only because of the cost of replacing them with white panes. He would like to stop the wakes, guilds, paternities, church-ales, and brides-ales, with all their rioting, and he thinks they could get on very well without the feasts of apostles, evangelists, martyrs, the holy-days after Christmas, Easter, and Whitsuntide, and those of the Virgin Mary, with the rest. "It is a world to see," he wrote of 1552, "how ready the Catholicks are to cast the communion tables out of their churches, which in derision they call Oysterboards, and to set up altars whereon to say ma.s.s." And he tells with sinful gravity this tale of a sacrilegious sow: "Upon the 23rd of August, the high altar of Christ Church in Oxford was trimly decked up after the popish manner and about the middest of evensong, a sow cometh into the quire, and pulled all to the ground; for which heinous fact, it is said she was afterwards beheaded; but to that I am not privy." Think of the condition of Oxford when pigs went to ma.s.s! Four years after this there was a sickness in England, of which a third part of the people did taste, and many clergymen, who had prayed not to live after the death of Queen Mary, had their desire, the Lord hearing their prayer, says Harrison, "and intending thereby to give his church a breathing time."

There were four cla.s.ses in England--gentlemen, citizens, yeomen, and artificers or laborers. Besides the n.o.bles, any one can call himself a gentleman who can live without work and buy a coat of arms--though some of them "bear a bigger sail than his boat is able to sustain." The complaint of sending abroad youth to be educated is an old one; Harrison says the sons of gentlemen went into Italy, and brought nothing home but mere atheism, infidelity, vicious conversation, and ambitious, proud behavior, and retained neither religion nor patriotism. Among citizens were the merchants, of whom Harrison thought there were too many; for, like the lawyers, they were no furtherance to the commonwealth, but raised the price of all commodities. In former, free-trade times, sugar was sixpence a pound, now it is two shillings sixpence; raisins were one penny, and now sixpence. Not content with the old European trade, they have sought out the East and West Indies, and likewise Cathay and Tartary, whence they pretend, from their now and then suspicious voyages, they bring home great commodities. But Harrison cannot see that prices are one whit abated by this enormity, and certainly they carry out of England the best of its wares.

The yeomen are the stable, free men, who for the most part stay in one place, working the farms of gentlemen, are diligent, sometimes buy the land of unthrifty gentlemen, educate their sons to the schools and the law courts, and leave them money to live without labor. These are the men that made France afraid. Below these are the laborers and men who work at trades, who have no voice in the commonwealth, and crowds of young serving-men who become old beggars, highway-robbers, idle fellows, and spreaders of all vices. There was a complaint then, as now, that in many trades men scamped their work, but, on the whole, husbandmen and artificers had never been so good; only there were too many of them, too many handicrafts of which the country had no need. It appears to be a fault all along in history that there are too many of almost every sort of people.

In Harrison's time the greater part of the building in cities and towns was of timber, only a few of the houses of the commonalty being of stone.