Class _ COPYRIGHT DEPOSJT jT SHAKESPEARE'S TWELFTH NIGHT; OR, WHAT YOU WILL. INTRODUCTION, AND NOTES EXPLANATORY AND CRITICAL. FOR USE IN SCHOOLS AND FAMILIES. BY THE Rev. henry N. HUDSON,. PROFESSOR OF SHAKESPEARE IN BOSTON UNIVERSITY. BOSTON: PUBLISHED BY GINN & HEATH. 1880. Entered according to Act of Congress, m the year 1880, by Henry N. Hudson, In the Office of the Librarian of Congress, at Washington. GiNN & Heath: J. S. Gushing, Printer, Boston. TO TEACHERS. HOW TO USE SHAKESPEARE IN SCHOOL. AS I have long been in frequent receipt of letters asking for advice or suggestions as to the best way of using Shakespeare in class, I have concluded to write out and print some of my thoughts on that subject. On one or two previous occasions, I have indeed moved the theme, but only, for the most part, incidentally, and in subordinate con- nection with other topics, never with any thing like a round and full exposition of it. And in the first place I am to remark, that in such a mat- ter no one can make up or describe, in detail, a method of teaching for another : in many points every teacher must strike out his or her own method ; for a method that works very well in one person's hands may nevertheless fail entirely in another's. Some general reasons or principles of method, together with a few practical hints of detail, is about all that I can undertake to give ; this too rather with a view to setting teachers' own minds at work in devising ways, than to mark- ing out any formal course of procedure. In the second place, here, as elsewhere, the method of teaching is to be shaped and suited to the particular purpose in hand; on the general principle, of course, that the end is to point out and prescribe the means. So, if the purpose IV TO TEACHERS. be to make the pupils in our public schools Shakespearians in any proper sense of the term, I can mark out no practi- cable method for the case, because I hold the purpose itself to be utterly impracticable ; one that cannot possibly be .carried out, and ought not to be, if it could. I find divers people talking and writing as if our boys and girls were to make a knowledge of Shakespeare the chief business of their hfe, and were to gain their living thereby. These have a sort of cant phrase current among them," about "knowing Shakespeare in an eminent sense " ; and they are instructing us that, in order to this, we must study the English language historically, and acquire a technical mastery of Elizabethan idioms. Now, to know Shakespeare in an eminent sense, if it means any thing, must mean, I take it, to become Shakespearians, or become eminent in the knowledge of Shakespeare ; that is to say, we must have such a knowledge of Shakespeare as can be gained only by making a special and continuous, or at least very frequent, study of him through many long years. So the people in question seem intent upon some plan or program of teaching whereby the pupils in our schools shall come out full-grown Shakespearians ; this too when half-a-dozen, or perhaps a dozen, of the Poet's plays is all they can possibly find time for studying through. And to this end, they would have them study the Poet's language historically, and so draw out largely into his social, moral, and mental surroundings, and ransack the literature of his time ; therewithal they would have their Shakespeare Gram- mars and Shakespeare Lexicons, and all the apparatus for training the pupils in a sort of learned verbalism, and in analyzing and parsing the Poet's sentences. Now I know of but three persons in the whole United HOW TO USE SHAKESPEARE IN SCHOOL. V States who have any just claim to be called Shakespearians, or who can be truly said to know Shakespeare in an eminent sense. Those are, of course, Mr. Grant White, Mr. Howard Furness, and Mr. Joseph Crosby. Beyond this goodly trio, I cannot name a single person in the land who is able to go alone, or even to stand alone, in any question of textual criticism or textual correction. For that is what it is to be a Shakespearian. And these three have become Shake- spearians, not by the help of any labour-saving machinery, such as special grammars and lexicons, but by spending many years of close study and hard brain-work in and around their author. Before reaching that point, they have not only had to study all through the Poet himself, and this a great many times, but also to make many excursions and sojoumings in the popular, and even the erudite authorship of his period. And the work has been almost, if not altogether, a pure labour of love with them. They have pursued it with im- passioned earnestness, as if they could find no rest for their souls without it. Well, and what do you suppose the result of all this has done or is doing for them in the way of making a living? Do you suppose they can begin to purchase their bread and butter, or even so much as the bread without the butter, with the proceeds of their great learning and accomphshments in that kind ? No, not a bit of it ! For the necessaries of life, every man of them has to depend mostly, if not entirely, on other means. If they had nothing to feed upon but what their Shakespeare knowledge brings them, they would- have mighty little use for their teeth. If you do not believe this, ask the men themselves : and if they tell you it is not so, then I will frankly own myself a naughty boy, and will do penance publicly for my naughtiness. For my own poor VI TO TEACHERS. part, I know right well that I have no claim to be called a Shakespearian, albeit I may, perchance, have had some fool- ish aspirations that way. Nevertheless I will venture to say that Shakespeare work does more towards procuring a liveli- hood for me than for either of the gentlemen named. This is doubtless because I am far inferior to them in Shake- spearian acquirement and culture. Yet, if I had nothing but the returns of my labour in that kind to live upon, I should have to Hve a good deal more cheaply than I do. And there would probably be no difficulty in finding persons that were not born till some time after my study of Shakespeare began, who, notwithstanding, can now outbid me altogether in any auction of bread-buying popularity. This, no doubt, is be- cause their natural gifts and fitness for the business are so superior to mine, that they might readily be extemporized into what no length of time and study could possibly educate me. In all this the three gentlemen aforesaid are, I presume, far from thinking they- have any thing to complain of, or from having any disposition to complain ; and I am certainly as far from this as they are. It is all in course, and all just right, except that I have a good deal better than I deserve. And both they and I know very well that nothing but a love of the thing can carry any one through such a work ; that in the nature of things such pursuits have to be their own re- ward ; and that here, as elsewhere, " love's not love when it is mingled with regards that stand aloof from th' entire point." Such, then, is the course and process by which, and by which alone, men can come to know Shakespeare in any sense deserving to be called eminent. It is a process of close, continuous, life-long study. And, in order to know HOW TO USE SHAKESPEARE IN SCHOOL. VU the Poet in this eminent sense, one must know a good deal more of him than of any thing else ; that is to say, the pur- suit must be something of a specialty with him ; unless his mind be by nature far more encyclopedic than most men's are. Then too, in the case of those who have reached this point, the process had its beginning in a deep and strong love of the subject : Shakespeare has been a passion with them, perhaps I should say the master-passion of their life : this was both the initiative impulse that set them a-going, and also the sustaining force that kept them going, in the work. Now such a love can hardly be wooed into hfe or made to sprout by a technical, parsing, gerund-grinding course of study. The proper genesis and growth of love are not apt to proceed in that way. A long and loving study may indeed produce, or go to seed in, a grammar or a lexicon ; but surely the grammar or the lexicon is not the thing to prompt or inaugurate the long and loving study. Or, if the study begin in that way, it will not be a study of the workmanship as poetry, but only, or chiefly, as the raw- material of Ungual science ; that is to say, as a subject for verbal dissection and surgery. If, then, any teacher would have his pupils go forth from school knowing Shakespeare in an eminent sense, he must shape and order his methods accordingly. What those methods may be, or should be, I cannot say ; but I should think they must be quite in the high-pressure line, and I more than suspect they will prove abortive, after all. And here I cannot forbear to remark that some few of us are so stuck in old-fogyism, or so fossilized," as to hold that the main business of people in this world is to gain an honest living; and that they ought to be educated with a con- stant eye to that purpose. These, to be sure, look very like Vin TO TEACHERS. self-evident propositions ; axioms, or mere truisms, which, nevertheless, our education seems determined to ignore entirely, and a due application of which would totally revo- lutionize our whole educational system. Now knowing Shakespeare in an eminent sense does not appear to be exactly the thing for gaining an honest living. All people but a few, a very few indeed, have, ought to have, must have, other things to do. I suspect that one Shakespearian in about five millions is enough. And a vast majority are to get their living by hand-work, not by head- work ; and even with those who live by head-work Shake- speare can very seldom be a leading interest. He can nowise be the substance or body of their mental food, but only, at the most, as a grateful seasoning thereof. Thinking of his poetry may be a pleasant and helpful companion for them in their business, but cannot be the business itself. His divine voice may be a sweetening tone, yet can be but a single tone, and an undertone at that, in the chorus of a well-ordered life and a daily round of honourable toil. Of the students in our colleges not one in a thousand, of the pupils in our high schools not one in a hundred thousand, can think, or ought to think, of becoming Shakespearians. But most of them, it may be hoped, can become men and women of right intellectual tastes and loves, and so be capable of a pure and elevating pleasure in the converse of books. Surely, then, in the little time that can be found for studying Shakespeare, the teaching should be shaped to the end, not of making the pupils Shakespearians, but only of doing somewhat — it cannot be much — towards making them wiser, better, hap- pier men and women. So, in reference to school study, what is the use of this cant about knowing Shakespeare in an eminent sense ? Why HOW TO USE SHAKESPEARE IN SCHOOL. IX talk of doing what no sane person can ever, for a moment, possibly think of attempting? The thing might well be passed by as one of the silliest cants that ever were canted, but that, as now often urged, it is of a very misleading and mis- chievous tendency ; like that other common folly of telHng all our boys that they may become President of the United States. This is the plain and simple truth of the matter, and as such I am for speaking it without any sort of mincing or disguise. In my vocabulary, indeed, on most occasions I choose that a spade be simply "a spade," and not "an instrument for removing earth." This brings me to the main point, to what may be called the heart of my message. Since any thing worthy to be termed an eminent knowledge of Shakespeare cannot possi- bly be gained or given in school, and could not be, even if ten times as many hours were spent in the study as can be, or ought to be, so spent, the question comes next. What, then, can be done ? And my answer, in the fewest words, is this : The most and the best that we can hope to do, is to plant in the pupils, and to nurse up as far as may be, a genuine taste and love for Shakespeare's poetry. The planting and nursing of this taste is purely a matter of culture, and not of acquirement : it is not properly giving the pupils knowledge ; it is but opening the road, and starting them on the way to knowledge. And such a taste, once well set in the mind, will be, or at least stand a good chance of being, an abiding principle, a prolific germ of wholesome and improving study : moreover it will naturally proceed till, in time, it comes to act as a strong elective instinct, causing the mind to gravitate towards what is good, and to recoil from what is bad : it may end in bringing, say, one in two millions to "know Shakespeare in an eminent sense" ; but it can hardly X TO TEACHERS. fail to be a precious and fruitful gain to many, perhaps to most, possibly to all. This I believe to be a thoroughly practicable aim. And as the aim itself is practicable, so there are practicable ways for attaining it or working towards it. What these ways are or may be, I can best set forth by tracing, as literally and distinctly as I know how, my own course of procedure in teaching. In the first place, I never have had, never will have, any recitations whatever ; but only what I call, simply, exercises, the pupils reading the author under my direction, correction, and explanation \ the teacher and the taught thus commun- ing together in the author's pages for the time being. Nor do I ever require, though I commonly advise, that the matter to be read in class be read over by the pupils in pri- vate before coming to the exercise. Such preparation is indeed well, but not necessary. I am very well satisfied by having the pupils live, breathe, think, feel with the author while his words are on their hps and in their ears. As I wish to have them simply growing, or getting the food of growth, I do not care to have them making any conscious acquirement at all; my aim thus always being to produce the utmost possible amount of silent effect. And I much prefer to have the classes rather small, never including more than twenty pupils ; even a somewhat smaller number is still better. Then, in Shakespeare, I always have the pupils read dramatically right round and round the class, myself calling the parts. When a speech is read, if the occasion seems to call for it, I make comments, ask questions, or have the pupils ask them, so as to be sure that they understand fairly what they are reading. That done, I call the next speech ; and so the reading and the talking proceed till the class-time is up. HOW TO USE SHAKESPEARE IN SCHOOL. XI In the second place, as to the nature and scope of these exercises, or the parts, elements, particulars they consist of. — In Shakespeare, the exercise is a mixed one of reading, language, and character. And I make a good deal of hav- ing the Poet's lines read properly ; this too both for the util- ity of it and as a choice and refined accomplishment, and also because such a reading of them greatly enhances the pleasure of the exercise both to the readers themselves and to the hearers. Here, of course, such points come in as the right pronunciation of words, the right place and degree of emphasis, the right pauses and divisions of sense, the right tones and inflections of voice. But the particulars that make up good reading are too well known to need dwelling upon. Suffice it to say, that in this part of the exercise my whole care is to have the pupils understand what they are read- ing, and to pronounce it so that an intelligent Hstener may understand it : that done, I rest content. But I tolerate nothing theatrical or declamatory or oratorical or put on for effect in the style of reading, and insist on a clean, clear, sim- ple, quiet voicing of the sense and meaning ; no strut, no swell, but all plain and pure ; that being my notion of taste- ful reading. Touching this point, I will but add that Shakespeare is both the easiest and also the hardest of all authors to read properly, — the easiest because he is the most natural, and the hardest for the same reason ; and for both these reasons together he is the best of all authors for training people in the art of reading : for an art it is, and a very high one too, insomuch that pure and perfect reading is one of the rarest things in the world, as it is also one of the delightfullest. The best description of what it is that now occurs to me is in Guy Maiinering, chapter 29th, where Julia Mannering writes Xll TO TEACHERS. to her friend how, of an evening, her father is wont to sweeten their home and its fireside by the choice matter and the taste- ful manner of his reading. And so my happy life — for it is a happy one — has little of better happiness in it than hearing my own beloved pupils read Shakespeare. As to the language part of the exercise, this is chiefly con- cerned with the meaning and force of the Poet's words, but also enters more or less into sundry points of grammar, word- growth, prosody, and rhetoric, making the whole as little technical as possible. And I use, or aim to use, all this for the one sole purpose of getting the pupils to understand what is immediately before them ; not looking at all to any lingual or philological purposes lying beyond the matter directly in hand. And here I take the utmost care not to push the part of verbal comment and explanation so long or so far as to become dull and tedious to the pupils. For as I wish them to study Shakespeare, simply that they may learn to understand and to love his poetry itself, so I must and will have them take pleasure in the process ; and people are not apt to fall or to grow in love with things that bore them. I would much rather they should not fully understand his thought, or not take in the full sense of his lines, than that they should feel any thing of weariness or disgust in the study ; for the defect of present comprehension can easily be repaired in the future, but not so the disgust. If they really love the poetry, and find it pleasant to their souls, I'll risk the rest. In truth, average pupils do not need nearly so much of cate- chizing and explaining as many teachers are apt to suppose. I have known divers cases where this process was carried to a very inordinate and hurtful excess, the matter being all chopped into a fine mince-meat of items ; questions and top- ics being multiplied to the last degree of minuteness and HOW TO USE SHAKESPEARE IN SCHOOL. XIH tenuity. Often well-nigh a hundred questions are pressed where there ought not to be more than one or two ; the aim being, apparently, to force an exhaustive grammatical study of the matter. And exhaustive of the pupil's interest and patience it may well prove to be. This is not studying Shake- speare, but merely using him as an occasion for studying something else. Surely, surely, such a course " is not, nor it cannot come to, good " : it is just the way to make pupils loathe the study as an intolerable bore, and wish the Poet had never been born. The thing to be aimed at before all others is, to draw and hold the pupil's mind in immediate contact with the poetry ; and such a multitude of mincing questions and comments is just a thick wedge of tiresome obstruction and separation driven in between the two. In my own teaching, my greatest fear commonly is, lest I may strangle and squelch the proper virtue and efi&cacy of the Poet's lines with my own incontinent catechetical and exeget- ical babble. Next, for the character part of the exercise. And here I have to say, at the start, that I cannot think it a good use of time to put pupils to the study of Shakespeare at all, until they have got strength and ripeness of mind enough to enter, at least in some fair measure, into the transpirations of char- acter in his persons. For this is indeed the Shakespeare of Shakespeare. And the process is as far as you can think from being a mere formal or mechanical or routine handling of words and phrases and figures of speech : it is nothing less than to hear and to see the hearts and souls of the persons in what they say and do ; to feel, as it were, the very pulse-throbs of their inner life. Herein it is that Shakespeare's unapproached and unaproachable mastery of human nature lies. Nor can I bear to have his poetry XIV TO TEACHERS. Studied merely as a curious thing standing outside of and apart from the common life of man, but as drawing directly into the living current of human interests, feelings, duties, needs, occasions. So I like to be often running the Poet's thoughts, and carrying the pupils with them, right out and home to the business and bosom of humanity about them ; into the follies, vices, and virtues, the meannesses and nobil- ities, the loves, joys, sorrows, and shames, the lapses and grandeurs, the disciplines, disasters, devotions, and divinities, of men and women as they really are in the world. For so the right use of his poetry is, to subserve the ends of life, not of talk. And if this part be rightly done, pupils will soon learn that "our gentle Shakespeare" is not a prodigious enchanter playing with sublime or grotesque imaginations for their amusement, but a friend and brother, all alive with the same heart that is in them ; and who, while he is but little less than an angel, is also at the same time but little more than themselves ; so that, beginning where his feet are, they can gradually rise, and keep rising, till they come to be at home where his great, deep, mighty intellect is. Such, substantially, and in some detail, is the course I have uniformly pursued in my Shakespeare classes. I have never cared to have my pupils make any show in analyzing and parsing the Poet's language, but I have cared much, very much, to have them understand and enjoy his poetry. Accordingly I have never touched the former at all, except so far as was clearly needful in order to secure the latter. And as the poetry was made for the purpose of being en- joyed, so, when I have seen the pupils enjoying it, this has been to me sufficient proof that they rightly understood it. True, I have never had, nor have I ever wanted, any availa- ble but cheap percentages of proficiency to set off my work : HOW TO USE SHAKESPEARE IN SCHOOL. XV perhaps my pupils have seldom had any idea of what they were getting from the study. Very well : then it has at least not fostered conceit in them : so I wished to have it, so was glad to have it : the results I aimed at were far off in the future ; nor have I had any fear of those results failing to emerge in due time. In fact, I cleave rather fondly to the hope of being remembered by my pupils with some affection after I shall be no more ; and I know right well that the best fruits of the best mental planting have and must have a pretty long interval between the seed-time and the harvest. Once, indeed, and it was my very first attempt, having a class of highly inteUigent young ladies, I undertook to put them through a pretty severe drill in prosody : after endur- ing it awhile, they remonstrated with me, giving me to understand that they wanted the light and pleasure properly belonging to the study, and not the tediousness that ped- antry or mere technical learning could force into it. They were right ; and herein I probably learnt more from them than they did from me. And so teaching of Shakespeare has been just the happiest occupation of my life : the whole- somest and most tonic too ; disposing me more than any other to severe and earnest thought : no drudgery in it, no dullness about it; but "as full of spirit as the month of May," and joyous as Wordsworth's lark hiding himself in the light of morning, and With a soul as strong as a mountain river Pouring out praise to the almighty Giver. But now certain wise ones are telling us that this is all wrong ; that teaching Shakespeare in this way is making, or tending to make, the study "an entertainment," and so not the "noble study " that it ought to be ; meaning, I suppose^ XVI TO TEACHERS. by nohle study, such a study as would bring the pupils to know Shakespeare in the eminent sense remarked upon before. What is this but to proceed in the work just as if the pupils were to become Shakespearians ; that is, special- ists in that particular line ? Thus they would import into this study the same false and vicious mode that has come to be used with the classics in our colleges. This mode is, to keep pegging away continu- ally at points of grammar and etymology, so as to leave no time or thought for the sense and meaning of what is read. Thus the classical author is used merely or mainly for the purpose of teaching the grammar, not the grammar for the purpose of understanding the author. For the practical upshot of such a course is, to have the student learn what modern linguists and grammarians have compiled, not what the old Greeks and Romans thought. This hind-first or hindmost-foremost process has grown to be a dreadful nui- sance in our practice, making the study of Greek and Latin inexpressibly hfeless and wearisome ; and utterly fruitless withal as regards real growth of mind and culture of taste. Some years ago, I had a talk on this subject with our late venerable patriarch of American letters, whose only grandson had then recently graduated from college. He told me he had gathered from the young man to what a wasteful and vicious extreme the thing was carried; and he spoke in terms of severe censure and reprobation of the custom. And so I have heard how a very learned professor one day spent the time of a whole recitation in talking about a comma that had been inserted in a Greek text; telling the class who inserted it, and when and why he did so ; also who had since accepted it, and who had since rejected it, and when and why ; also what effect the insertion had, and what the HOW TO USE SHAKESPEARE IN SCHOOL. XVll omission, on the sense of the passage. Now, if the students had all been predestined or predetermined specialists in Greek, this might possibly have been the right way ; but, as they were not so predestined or predetermined, the way was most certainly wrong, and a worse one could hardly have been taken. For the right course of study for those who are to be speciaHsts in this or that pursuit is one thing ; the right course for those who cannot be, and have no thought of being, specialists is a very different thing ; and to transfer the former course to the latter class, is a most preposterous blunder, yes, and a most mischievous one too. I have lately been given to understand that some of our best classical teachers have become sensible of this great error, and have set to work to correct it in practice. I understand also that noble old Harvard, wise in this, as in many other things, is leading the return to the older and better way. I hope most devoutly that it is so ; for the proper effect of the modern way can hardly be any other than to attenuate and chill and dwarf the student's better facul- ties. The thing, to be sure, has been done in the name of thoroughness ; but I believe it has proved thorough to no end but that of unsinewing the mind, and drying the sap out of it. But now the self-same false mode that has thus run itself into the ground in classical study must, it seems, be used in the study of Enghsh authors. For so the wise ones afore- said, those who are for having everybody know Shakespeare in an eminent sense, would, apparently, have the study en- nobled by continual diversions into the science of language, exercising the pupil's logical faculty, or rather his memory, with points of etymology, grammar, historical usage, &c. ; points that are, or may be made to appear, scientifically XVlll TO TEACHERS. demonstrable. Thus the thing they seem to have in view is about the same that certain positivist thinkers mean, when they would persuade us that no knowledge is really worth having but what stands on a basis of scientific demonstration, so that we not only may be certain of its truth, but cannot possibly be otherwise. So I have somewhere read of a certain mathematician who, on reading Paradise Lost, made this profound criticism, that " it was a very pretty piece of work, but he did not see that it proved any thing." But, if he had studied it in the modern way of studying poetry,- he would have found that divers things might be proved from it ; as, for instance, that a metaphor and a simile are at bottom one and the same thing, differing only in form, and that the author very seldom, if ever, makes use of the word its. And so the singing of a bird does not prove any thing scientifically ; and your best way of getting scientific knowledge about the little creature is by dissecting him, so as to find out where the music comes from, and how it is made. And so, again, what good can the flowers growing on your mother's grave do you, unless you use them as things to " keep and botanize " about, like the "philosopher" in one of Wordsworth's poems? The study of Shakespeare* an entertainment? Yes, to be sure, precisely that, if you please to call it so ; a pastime, a recreation, a delight. This is just what, in my notion of things, such a study ought to be. Why, what else should it be ? It is just what I have always tried my utmost, and I trust I may say with some little success, to make the study. Shakespeare's poetry, has it not a right to be to us a peren- nial spring of sweetness and refreshment, a thing Round which, with tendrils strong as flesh and blood Our pastime and our happiness may grow ? HOW TO USE SHAKESPEARE IN SCHOOL. XIX And so my supreme desire has been that the time spent in the study should be, to the pupils, brimful of quiet gladness and pleasantness ; and in so far as at any time it has not been so, just so far I have regarded my work as a sorry failure, and have determined to try and do better next time. What the dickens — I beg everybody's pardon — what can be the proper use of studying Shakespeare's poetry without enjoyment? Or do you suppose that any one can really delight in his poetry, without reaping therefrom the highest and purest benefit? The delectation is itself the appropriate earnest and proof that the student is drinking in — without knowing it indeed, and all the better for that — just the truest, deepest, finest culture that any poetry can give. What touches the mind's heart is apt to cause pleasure ; what merely grubs in its outskirts and suburbs is apt to be tedious and dull. Assuredly, therefore, if a teacher finds that his or her pupils, or any of them, cannot be wooed and won to take pleasure in the study of Shakespeare, then either the teacher should forthwith go to teaching something else, or the pupils should be put to some other study. What wise and wonderful ideas our progressive oblivion of the past is putting into people's heads ! Why, it has been, from time immemorial, a settled axiom, that the proper aim of poetry is to please, of the highest poetry, to make wisdom and virtue pleasant, to crown the True and the Good with delight and joy. This is the very constituent of the poet's art ; that without which it has no adequate reason for being. To clothe the austere forms of truth and wisdom with heart-taking beauty and sweetness, is its life and law. But then it is only when poetry is read as poetry that it is bound to please. When or so far as it is studied only as grammar or logic, it has a perfect right to be unpleasant. XX TO TEACHERS. Of course I hold that poetry, especially Shakespeare's, ought to be read as poetry ; and when it is not read with pleasure, the right grace and profit of the reading are missed. For the proper instructiveness of poetry is essentially dependant on its pleasantness ; whereas in other forms of writing this order is or niay be reversed. The sense or the conscience of what is morally good and right should indeed have a hand, and a prerogative hand, in shaping our pleasures ; and so, ' to be sure, it must be, else the pleasures will needs be tran- sient, and even the seed-time of future pains. So right- minded people ought to desire, and do desire, to find pleasure in what is right and good ; the highest pleasure in what is rightest and best : nevertheless the pleasure of the thing is what puts its healing, purifying, regenerating virtue into act ; and to converse with what is in itself beautiful and good without tasting any pleasantness in it, is or may be a positive harm. But, indeed, our education has totally lost the idea of cul- ture, and consequently has thrown aside the proper methods of it : it makes no account of any thing but acquirement. And the reason seems to be somewhat as follows: — The process of culture is silent and unconscious, because it works deep in the mind ; the process of acquirement is conscious and loud, because its work is all on the mind's surface. Moreover the former is exceedingly slow, insomuch as to yield from day to day no audible results, and so cannot be made available for effect in recitation : the latter is rapid, yielding recitable results from hour to hour ; the effect comes quickly, is quickly told in recitation, and makes a splendid appearance, thus tickling the vanity of pupils mightily, as also of their loving (self-loviiig ?) parents. But then, on the other hand, the culture that you have HOW TO USE SHAKESPEARE IN SCHOOL. XXI once got you thenceforward keep, and can nowise part with or lose it ; slow in coming, it comes to stay with you, and to be an indelible part of you : whereas your acquirement is, for the most part, quickly got, and as quickly lost ; for, in- deed, it makes no part of the mind, but merely hangs or sticks on its outside. So, here, the pupil just crams in study, disgorges in recitation, and then forgets it all, to go through another like round of cramming, disgorging, and forgetting. Thus the pulse of your acquirement is easily counted, and foots up superbly from day to day; but nobody can count the pulse of your culture, for it has none, at least none that is or can be perceived. In other words, the course of cul- ture is dimly marked by years ; that of acquirement is plainly marked by hours. And so no one can parse, or cares to parse, the delight he has in Shakespeare, for the parsing just kills the delight : the culture one gets from studying his poetry as poetry, he can nowise recite, for it is not a recitable thing, and he can tell you nothing about it : he can only say he loves the poetry, and that talking with it somehow recreates and refreshes him. But any one can easily learn to parse the Poet's words : what he gets from studying his poetry as grammar, or logic, or rhetoric, or prosody, this he can recite, can talk glibly about it ; but it stirs no love in him, has no recreation or refresh- ment for him at all ; none, that is, unless by touching his van- ity, and putting him in love with himself for the pretty show he makes in recitation. There is,' to be sure, a way of hand- ling the study of Shakespeare, whereby the pupils may be led to take pleasure not so much in his poetry itself as in their own supposed knowledge and appreciation of it. That way, however, I just do not believe in at all ; no ! not even though it be the right way for bringing pupils to know Shakespeare XXll TO TEACHERS. in the eminent sense. I have myself leamt him, if I may claim to know him at all, in a very uneminent sense, and have for more than forty years been drawn onwards in the study purely by the natural pleasantness of his poetry ; and so I am content to have others do. Thus, you see, it has never been with me "a noble study " at all. Well now, our education is continually saying, in effect if not in words, " What is the use of pursuing such studies, or pursuing them in such a way, as can produce no available re- sults, nothing to show, from day to day ? Put away your slow thing, whose course is but faintly marked even by years, and give us the spry thing, that marks its course brilliantly by days, perhaps by hours. Let the clock of our progress tick loudly, that we may always know just where it is, and just where we are. Except we can count the pulse of your process, we will not believe there is any life or virtue in it. None of your silences for us, if you please ! " A few words now on another, yet nearly connected, topic, and I have done. — I have long thought, and the thought has kept strengthening with me from year to year, that our educational work proceeds altogether too much by recita- tions. Our school routine is now a steady stream of these, so that teachers have no time for any thing else ; the pupils being thus held in a continual process of alternate crammings and disgorgings. As part and parcel of this recitation system, we must have frequent examinations and exhibitions, for a more emphatic marking of our progress. The thing has grown to the height of a monstrous abuse, and is threatening most serious consequences. It is a huge perpetual-motion of forcing and high-pressure ; no possible pains being spared to keep the pupils intensely conscious of their proficiency, or of their deficiency, as the case may be : motives of pride, HOW TO USE SHAKESPEARE IN SCHOOL. XXlll vanity, shame, ambition, rivalry, emulation, are constantly appealed to and stimulated, and the nervous system kept boiling-hot with them. Thus, to make the love of knowl- edge sprout soon enough, and grow fast and strong enough for our ideas, we are all the while dosing and provoking it with a sort of mental and moral cantharides. Surely, the old arguments of the rod and the ferule, as persuasives to diligence, were far wholesomer, yes, and far kinder too, than this constant application of intellectual drugs and high- wines : the former only made the skin tingle and smart a little while, and that was the end of it ; whereas the latter plants its pains within the very house of life, and leaves them rankHng and festering there. So our way is, to spare the skin and kill the heart. And, if the thing is not spoiling the boys, it is at all events killing the girls. For, as a general rule, girls are, I take it, more sensitive and excitable naturally than boys, and there- fore more liable to have their brain and nervous system fatally wronged and diseased by this dreadful, this cruel, fomenting with unnatural stimulants and provocatives. To fee sure, it makes them preternaturally bright and interesting for a while, and we think the process is working gloriously : but this is all because the dear creatures have come to blossom at a time when as yet the leaves should not have put forth j and so, when the proper time arrives for them to be in the full bloom of womanhood, leaf, blossom, and all are gone, leaving them faded and withered and joyless ; and chronic ill health, premature old age, untimely death, are their lot and portion. Of course, the thing cannot fail to have the effect of devitalizing and demoralizing and dwarfing the mind itself. The bright glow in its cheeks is but the hectic flush of a comsumptive state. XXIV TO TEACHERS. This is no fancy-picture, no dream of a speculative imagi- nation : it is only too true in matter of fact ; as any one may see, or rather as no one can choose but see, who uses his . eyes upon what is going on about us. Why, Massachusetts cannot now build asylums fast enough for her multiplying insane ; and, if things keep on as they are now going, the chances are that the whole State will in no very long time come to be almost one continuous hospital of lunatics. All this proceeds naturally and in course from our restless and reckless insistance on forcing what is, after all, but a showy, barren, conceited intellectualism. But, indeed, the conse- quences of this thing are, some of them, too appalling to be so much as hinted here : I can but speak the word 7nother- hood, — a word even more laden with tender and sacred meaning than womanhood, I have talked with a good many of our best teachers on this subject, never with any one who did not express a full concurrence with me in the opinion, that the recitation busi- ness is shockingly and ruinously overworked in our teaching. But they say they can do nothing, or at the best very little, to help it ; the public will have it so ; the thing has come to be a deep-seated chronic disease in our educational system : this disease has got to run its course and work itself through ; it is to be hoped that, when matters are at the worst, they will take a turn, and begin to mend : at all events, time alone can work out a redress of the wrong. In all this they are perfectly right ; so that the blame of the thing nowise rests with them. Neither does the blame rest ultimately with superintendents, supervisors, or committee-men, where Gail Hamilton, in her recent book, places it : the trouble lies further back, in the state of the public mind itself, which has for a long time been industriously, incessantly, systematically. HOW TO USE SHAKESPEARE IN SCHOOL, XXV perverted, corrupted, depraved, by plausible but shallow in- novators and quacks. The real truth is, things have come to that pass with us, that parents will not believe there is or can be any real growth of mind in their children, unless they can see them growing from day to day ; whereas a growing that can be so seen is of course just no growing at all, but only a bloating ; which I believe I have said somewhere before. In this wretched mispersuasion, they use all possible means to foster in their children a morbid habit of conscious acquirement ; and a system of recitations, examinations, and exhibitions to keep the process hot and steaming, is the thing to do it. But I more than suspect the primitive root of the difficulty lies deeper still, and is just here : That, having grown into a secret disrelish of the old religion of our fathers, as being too objective in its nature, and too firm and solid in its objec- tiveness, to suit our taste, we have turned to an idolatry of intellect and knowledge ; have no faith in any thing, no love for any thing, but what we spin, or seem to spin, out of our own minds. So in the idolatry of intellect, as in other idol- atries, the marble statue with which it begins naturally comes, in process of time, to be put aside as too weighty, too ex- pensive, and too still, and to be replaced with a hollow and worthless image all made up of paper and paint. And the cheaper and falser the idol is, the more eagerly do the devotees cut and scourge themselves in the worship of it. Hence the prating and pretentious intellectualism which we pursue with such suicidal eagerness. I must add, that of the same family mth the cant spoken of before is that other canting phrase now so rife among us about "the higher education." The lower education, yes, the lower, is what we want ; and if this be duly cared for, XXVI TO TEACHERS. the higher may be safely left to take care of itself. The latter will then come, and so it ought to come, of its own accord, just as fast and as far as the former finds or develops the individual aptitude for it ; and the attempting to give it regardless of such aptitude can only do what it is now doing, namely, spoil a great many people for all useful hand-work, without fitting them for any sort of head-work. Of course there are some studies which may, perhaps must, proceed more or less by recitation. But, as a perpetual show of mind in the young is and can be nothing but a perpetual sham, so I am and long have been perfectly satisfied that at least three-fourths of our recitations ought to be abandoned with all practicable speed, and be replaced by the better methods of our fathers, — methods that hold fast to the old law of what Dr. William B. Carpenter terms "unconscious cerebration," which is indeed the irrepealable law of all true mental growth and all right intellectual health. Nay, more ; the best results of the best thinking in the best and ripest heads come under the operation of the self-same law, — just that, and no other. Assuredly, therefore, the need now most urgently pressing upon us is, to have vastly more of growth, and vastly less of manufacture, in our education ; or, in other words, that the school be altogether more a garden, and altogether less a mill. And a garden, especially with the rich multitudinous flora of Shakespeare blooming and breathing in it, can it be, ought it to be, other than a pleasant and happy place ? The child whose love is here at least doth reap One precious gain, that he forgets himself. INTRODUCTION. Date of Composition. TWELFTH NIGHT ; or, What You Will, was never printed, that we know of, till in the folio of 1623. In default of positive information, the play was for a long time set down as among the last-written of the Poet's dramas. This opinion was based upon such slight indications, gath- ered from the work itself, as could have no weight but in the absence of other proofs. No contemporary notice of the play was discovered till the year 1828, when Collier, delving among the " musty records of antiquity " stored away in the Museum, lighted upon a manuscript Diary, written, as was afterwards ascertained, by one John Manningham, a barrister who was entered at the Middle Temple in 1597. Under date of February 2d, 1602, the author notes, "At our feast we had a play called Twelfth Night, or WJiat Yoii, Will, much like The Comedy of Errors, or Metiechmi in Plautus, but most like and near to that in the Italian called Inganni.'^ The writer then goes on to state such particulars of the action, as fully identify the play which he saw with the one now under consideration. It seems that the benchers and members of the several Inns-of-Court were wont to enrich their convivialities with a course of wit and poetry. And the forecited notice ascertains that Shakespeare's Twelfth Night 3 4 TWELFTH NIGHT. was performed before the members of the Middle Temple on the old Church festival of the Purification, formerly called Candlemas; — an important link in the course of festivities that used to continue from Christmas to Shrovetide. We thus learn that one of the Poet's sweetest plays was enjoyed by a gathering of his learned and studious contemporaries, at a time when this annual jubilee had rendered their minds congenial and apt, and when Christians have so much cause to be happy and gentle and kind, and therefore to cherish the convivial delectations whence kindness and happiness naturally grow. As to the date of the composition, we have little difficulty in fixing this somewhere between the time when the play was acted at the Temple and the year 1598. In iii. 2, when Malvolio is at the height of his ludicrous beatitude, Maria says of him, " He does smile his face into more lines than are in the new map, with the augmentation of the Indies." In 1598 was published the second edition of Hakluyt's Voyages, with a map exactly answering to Maria's description. This was the first map of the world in which the Eastern Islands were included. So that the allusion can hardly be to any thing else ; and the words new map would seem to infer that the passage was written not long after the appearance of the map in question. Again : In iii. i, the Clown says to Viola, ^^ But, indeed, words are very rascals, since bonds disgraced them." This may be fairly understood as referring to an order issued by the Privy Council in June, 1 600, and laying very severe re- strictions upon stage performances. This order prescribes that " there shall be about the city two houses and no more, allowed to serve for the use of common stage plays " ; that "the two several companies of players, assigned unto the INTRODUCTION. 5 two houses allowed, may play each of them in their several houses twice a- week, and no oftener " ; and that "they shall fgrbear altogether in the time of Lent, and likewise a1? such time and times as any extraordinary sickness or infection of disease shall appear to be in or about the city/' The order was directed to the principal magistrates of the city and suburbs, " strictly charging them to see to the execution of the same " ; and it is plain, that if rigidly enforced it would have amounted almost to a total suppression of play-houses, as the expenses of such establishments could hardly have been met, in the face of so great drawbacks. Therewithal it is to be noted that the Puritans were spe- cially forward and zealous in urging the complaints which put the Privy Council upon issuing this stringent process ; and it will hardly be questioned that the character of Malvolio was partly meant as a satire on that remarkable people. That the Poet should be somewhat provoked at their action in bringing about such tight restraints upon the freedom of his art, was certainly natural enough. Nor is it a small ad- dition to their many claims on our gratitude, that their apt- ness to " think, because they were virtuous, there should be no more cakes and ale," had the effect of caUing forth so rich and withal so good-natured a piece of retaliation. Per- haps it should be remarked further, that the order in ques- tion, though solicited by the authorities of the city, was not enforced ; for even at that early date those magistrates had hit upon the method of stimulating the complaints of dis- ' contented citizens till orders were taken for removing the alleged grievances, and then of letting such orders sleep, lest the enforcing of them should hush those complaints, and thus take away all pretext for keeping up the agitation. O TWELFTH NIGHT. Originals of the Story. The story upon which the more serious parts of Twelftf Night ^Qxt founded appears to have been a general favour-, ite before and during Shakespeare's time. It is met with in various forms and under various names in the ItaHan, French, and Enghsh Hterature of that period. The earHest y form of it known to us is in Bandello's collection of novels. '■ From the Italian of Bandello it was transferred, with certain \ changes and abridgments, into the French of Belleforest, and makes one in his collection of Tragical Histories. From one or the other of these sources the tale was borrowed again by Barnabe Rich, and set forth as The History of Apolofiius and Silla ; making the second in his collection of tales entitled Farewell to the Militajy Profession, which was first printed in 158 1. Until the discovery of Manningham's Diary, Shakespeare was not supposed to have gone beyond these sources, and it was thought something uncertain to which of these he was most indebted for the raw material of his play. It is now held doubtful whether he drew from either of them. The passage I have quoted from that Diaiy notes a close resem- blance of Twelfth Night to an Italian play " called Inganni.^^ This has had the effect of directing attention to the Italian theatre in quest of his originals. Two comedies bearing the title of Gr Inganni have been found, both of them framed upon the novel of Bandello, and both in print before the date of Twelfth Night. These, as also the three forms of the tale mentioned above, all agree in having a brother and sister, the latter in male attire, and the two bearing so close a resemblance in person and dress as to be indistinguish- able j upon which circumstance some of the leading inci- INTRODUCTION. 7 dents are made to turn. In one of the Italian plays, the sister is represented as assuming the name of Cesare ; which !^ so like Cesario, the name adopted by Viola in her dis- guise, that the one may well be thought to have suggested the other. Beyond this point, Twelfth Night shows no clear connection with either of those plays. But there is a third Italian comedy, also lately brought to light, entitled GP Ingannati, which is said to have been frst printed in 1537. Here the traces of indebtedness are luch clearer and more numerous. I must content myself .with abridging the Rev. Joseph Hunter's statement of the matter. In the Italian play, a brother and sister, named Fabritio and Lelia, are separated at the sacking of Rome in 1527. Lelia is carried to Modena, where a gentleman re- sides, named Flamineo, to whom she was formerly attached. She disguises herself as a boy, and enters his service. Fla- mineo, having forgotten his Lelia, is making suit to Isabella, a lady of Modena. The disguised Lelia is employed by him in his love-suit to Isabella, who remains utterly deaf to his passion, but falls desperately in love with the messenger. In the third Act the brother Fabritio arrives at Modena, and his close resemblance to Lelia in her male attire gives rise to some ludicrous mistakes. At one time, a servant of Isa- bella's meets him in the street, and takes him to her house, supposing him to be the messenger; just as Sebastian is taken for Viola, and led to the house of Olivia. In due time, the needful recognitions take place, whereupon Isabella easily transfers her affection to Fabritio, and Flamineo's heart no less easily ties up with the loving and faithful Lelia. In her disguise, Lelia takes the name of Fabio ; hence, most likely, the name of Fabian, who figures as one of Olivia's servants. The Italian play has also a subordinate character 5 TWELFTH NIGHT. called Pasquella, to whom Maria corresponds ; and another named Malevolti, of which Malvolio is a happy adaptation. All which fully establishes the connection between the Italian comedy and "^e English. But it does not follow necessarily that the foreign original was used by Shakespeare ; so much of the lighter literature of his time having perished, that we cannot affirm with any certainty what importations from Italy may or may not have been accessible to him in his native tongue. ^ As for the more comic portions of Twelfth Night, — those in which Sir Toby Belch, Sir Andrew Aguecheek, and the Clown figure so delectably, — we have no reason for believ- ing that any part of them was borrowed ; there being no hints or traces of any thing like them in the previous ver- sions of the story, or in any other book or writing known to us. And it is to be observed, moreover, that the Poet's bor- rowings, in this instance as in others, relate only to the plot of the work, the poetry and character being all his own ; and that, here as elsewhere, he used what he took merely as the canvas whereon to pencil out and express the breathing creatures of his mind. So that the whole workmanship is just as original, in the only right sense of that term, as if the story and incidents had been altogether the children of his own invention : and he but followed his usual custom of so ordering his work as to secure whatever benefit might accrue from a sort of pre-established harmony between his subject and the popular mind. Qualities of Style. I am quite at a loss to conceive why Tzvelfth Night should ever have been referred to the Poet's latest period of author- ship. The play naturally falls, by the internal notes of style, INTRODUCTION. 9 temper, and poetic grain, into the middle period of his pro- ductive years. It has no such marks of vast but immature powers as are often met with in his earHer plays ; nor, on the other hand, any of " that intense idiosyncrasy of thought and expression, — that unparallelled fusion of the intellectual with the passionate," — which distinguishes his later ones. Every thing is calm and quiet, with an air of unruffled serenity and composure about it, as if the Poet had pur- posely taken to such matter as he could easily mould into graceful and entertaining forms; thus exhibiting none of that crushing muscularity of mind to which the hardest ma- terials afterwards or elsewhere became as limber and pHant as clay in the hands of a potter. Yet the play has a marked severity of taste ; the style, though by no means so great as in some others, is singularly faultless ; the graces of wit and poetry are distilled into it with indescribable delicacy, as if they came from a hand at once the most plentiful and the most sparing : in short, the work is everywhere replete with " the modest charm of not too much " ; its beauty, hke that of the heroine, being of the still, deep, retiring sort, which it takes one long to find, for ever to exhaust, and which can be fully caught only by the reflective imagination in " the quiet and still air of delightful studies." Thus all things are dis- posed in most happy keeping with each other, and tempered in the blandest proportion of Art ; so as to illustrate how Grace, laughter, and discourse may meet. And yet the beauty not go less ; For what is noble should be sweet. lO TWELFTH NIGHT. Sir Toby Belch. If the characters of this play are generally less interesting in themselves than some we meet with elsewhere in the Poet's works, the defect is pretty well made up by the felicitous grouping of them. Their very diversities of temper and pur- pose are made to act as so many mutual affinities ; and this too in a manner so spontaneous that we see not how they could possibly act otherwise. For broad comic effect, the cluster of which Sir Toby is the centre — all of them drawn in clear yet delicate colours — is inferior only to the unpar- alleled assemblage that makes rich the air of Eastcheap. Of '^ir Toby himself — that most whimsical, madcap, frolicsome old toper, so full of antics and fond of sprees, with a plentiful stock of wit, which is kept in motion by an equally plentiful lack of money — it is enough to say, with Verplanck, that " he certainly comes out of the same associations where the Poet saw Falstaff hold his revels " ; and that, though "not Sir John, nor a fainter sketch of him, yet he has an odd sort of a family likeness to him." ^ir Toby has a decided / jump in the sense oi agree or accord. 19 Prefer was often used in the sense of recommend. 20 To be mistook was sometimes used, as to be mistaken now is, in the sense of making a mistake. The mistake Olivia has made is in being be- SCENE I. WHAT YOU WILL. 1 33 You would have been contracted to a maid ; Nor are you therein, by my hfe, deceived, — You are betroth'd both to a maid and man.^^ Duke. Be not amazed ; right noble is his blood. — If this be so, as yet the glass seems true, I shall have share in this most happy wreck. — \_To Viola.] Boy, thou hast said to me a thousand times Thou never shouldst love woman Hke to me. Vio. And all those sayings will I over- swear ; And all those swearings keep as true in soul As doth that orbed continent ^^ the fire That severs day from night. Duke. Give me thy hand ; And let me see thee in thy woman's weeds. Vio. The captain that did bring me first on shore Hath my maid's garments : he, upon some action. Is now in durance, at Malvolio's suit, A gentleman and follower of my lady's. Oil. He shall enlarge him : — fetch Malvolio hither : — And yet, alas, now I remember me, They say, poor gentleman, he's much distract. Re-enter the Clown with a letter, mid FABLysr. A most distracting frenzy of mine own From my remembrance clearly banish'd his. — How does he, sirrah? Clo. Truly, madam, he holds Beelzebub at the stave's end trothed to Sebastian instead of Viola ; but this was owing to the bias or pre- disposition of Nature, who would not have a woman betrothed to a woman. 21 Sebastian applies the term maid apparently to himself, in the sense of virgin. And why not maiden man as well as maiden sword or maiden speech f 22 Continent formerly meant any thing that contains. 134 TWELFTH night; or, act Vo as well as a man in his case may do. 'Has here writ a letter to you : I should have given't you to-day morning ; but, as a madman's epistles are no gospels, so it skills not much ^^ when they are deliver'd. Oli. Open't, and read it. Clo. Look, then, to be well edified when the Fool de- livers the madman. [Reads.] By the Lord, madam, — Oli. How now ! art thou mad ? Clo. No, madam, I do but read madness : an your lady- ship will have it as it ought to be, you must allow vox?'^ Oli. Pr'ythee, read i' thy right wits. Clo. So I do, madonna ; but to read his right wits is to read thus : therefore perpend,^^ my Princess, and give ear. Oli. \_To Fabian.] Read it you, sirrah. Fab. [Reads.] By the Lord, madam, you wrong me, and the world shall know it : though you have put me into darkness, and given your drunken cotisin rule over me, yet have I the benefit of my senses as well as your ladyship. / have your own letter that induced me to the semblance / put on; with the which I doubt not but to do myself nnuh right, or you much shame. Think of me as you please. I leave my duty a little unthought of, and speak out of my injury. The madly-used Malvolio. Oli. Did he write this ? Clo. Ay, madam. Duke. This savours not much of distraction. Oli. See him dehver'd, Fabian ; bring him hither. — \_Exit Fabian. 23 A common phrase in the Poet's time, meaning it sig7iifies not much. 24 " If you would have the letter read in character, you must allow me to assume the voice or frantic tone of a madman," 25 Perpend is consider or weigh. SCENE I. WHAT YOU WILL. 1 35 My lord, so please you, these things further thought on, To think me as well a sister as a wife. One day shall crown th' alliance on's, so please you, Here at my house, and at my proper cost. Duke. Madam, I am most apt t' embrace your offer. — \To Viola.] Your master quits you ; ^6 and, for your service done him, So much against the mettle of your sex, ^ So far beneath your soft and tender breeding^ And since you call'd me master for so long, Here is my hand : you shall from this time be Your master's mistress. Oli. A sister ! — you are she. Re-enter Fabian, with Malvolio. Duke. Is this the madman? Oil. Ay, my lord, this same. — How now, MalvoUo ! Mai. Madam, you have done me wrong, Notorious wrong. Oli. Have I, Malvolio? no. Mai. Lady, you have. Pray you, peruse that letter : You must not now deny it is your hand, — Write from it,^"^ if you can, in hand or phrase \ Or say 'tis not your seal, not your invention : You can say none of this. Well, grant it then ; And tell me, in the modesty of honour, Why you have given me such clear lights of favour, 26 Quit for acquit, and in the sense of release, discharge, or set free. So in Henry V., iii. 4 : " For your great seats, now quit you of great shames." See, also, As You Like It, page 78, note 2. 27 Write differently from it. We have similar phraseology in common use; as, " His speaking was from the purpose," 136 TWELFTH NIGHT ; OR, ACT V Bade me come smiling and cross-garter'd to you. To put on yellow stockings, and to frown Upon Sir Toby and the lighter people : And, acting this in an obedient hope, Why have you suffer' d me to be imprison'd. Kept in a dark house, visited by the priest. And made the most notorious geek ^s and gull That e'er invention play'd on? tell me why. Oli, Alas, Malvolio, this is not my writing. Though, I confess, much like the character : But, out of question, 'tis Maria's hand. And now I do bethink me, it was she First told me thou wast mad : thou camest in smiling. And in such forms which here were presupposed Upon thee in the letter. Pr'ythee, be content : This practice hath most shrewdly pass'd upon thee ; But, when we know the grounds and authors of it, Thou shalt be both the plaintiff and the judge Of thine own cause. Fab. Good madam, hear me speak ; And let no quarrel nor no brawl to come Taint the condition of this present hour. Which I have wonder'd at. In hope it shall not, Most freely I confess, myself and Toby Set this device against Malvolio here. Upon some stubborn and uncourteous parts We had conceived in him : Maria writ The letter at Sir Toby's great importance j ^^ 28 Geek is from the Saxon geac, a cuckoo, and here means a. fool. — Here, as twice before in this play, notorious is used, apparently, for egregious. 29 hiiportance for importunity. So, in King Lear, iv, 4 : " Therefore great France my mourning and important tears hath pitied." SCENE I. WHAT YOU WILL. 13/ In recompense whereof he hath married her. How with a sportful maUce it was follow'd, May rather pluck on laughter than revenge ; If that the injuries be justly weigh'd That have on both sides pass'd. Oli. Alas, poor soul, how have they baffled ^^ thee ! Clo. Why, some are born great, some achieve greatness, and some have greatness thrown upon them, I was one, sir, in this interlude, — one Sir Topas, sir ; but that's all one. — By the Lord, Fool, I am not mad ; — but do you remember? Madam, why laugh you at such a barren rascal? an you smile not, he's gagg'd: and thus the whirligig of time brings in his revenges. Mai. I'll be reveng'd on the whole pack of you. [Exit. Oli. He hath been most notoriously abused. Duke. Pursue him, and entreat him to a peace : He hath not told us of the captain yet : When that is known, and golden time convents,^! A solemn combination shall be made Of our dear souls. Meantime, sweet sister, We will not part from hence. — Cesario, come ; For so you shall be, while you are a man ; But, when in other habits you are seen, Orsino's mistress and his fancy's queen. \_Exeunt all but the Clown. 30 To treat with mockery or insult, to run a rig upon, and to make a butt of, are among the old senses of baffie. SI Convents is agrees or comes Jit; a Latinism. 138 twelfth night. act v. Song. Clo. When that I was and^^ a little tiny hoy, With hey, ho, the wind and the rain, A foolish thing was but a toy, For the rain it raineth every day. But whe?t I came to man's estate. With hey, ho, the wind and the rain, ' Gainst knave and thief men shut their gate,^^ For the rain it raineth every day. But when I came, alas ! to wive. With hey, ho, the wind and the rain, By swaggering could I never thrive, For the rain it raineth every day. But when I came unto my bed. With hey, ho, the wind and the rain, With toss-pots still had drunken head^^ For the rain it raineth every day. A great while ago the world begun, With hey, ho, the wind and the rain : But thafs all one, our play is do?ie. And we'' II strive to please you every day, [Exit, 32 This redundant use of and is not uncommon in old ballads. 33 " When I was a boy, my mischievous pranks were little regarded ; but, when I grew to manhood, men shut their doors against me as a knave and a thief." Gate and door were often used synonymously. 34 " I had my head drunk with tossing off pots or drams of hquor.'' So a grog-shop is sometimes called a pot-house ; and to toss is still used for to dnfiL CRITICAL NOTES. Act I., Scene i. Page 30. 0, it came o'er 7ny ear like the sweet south. That breathes upon a bank of violets. Stealing and giving odour. — The original has sound instead of south. Pope, as is well known, substituted south, meaning, of course, the south wind, and was followed, I think, by all subsequent editors until Knight. The change is most certainly right. For with what pro- priety can a soujid be said to " breathe upon a bank of violets, stealing and giving odour " ? Moreover, in the old reading, we have a com- parison made between a thing and itself! It is as much as to say, " The sweet sound came o'er my ear like the sweet sound." The Poet evidently meant to compare the music to a sweet breeze loaded with fragrance ; the former coming over the ear as the latter comes over another sense. So that the old reading is simply absurd. Knight and Grant White waste a deal of ingenious and irrelevant rhetoric in trying to make it good ; but nothing of that sort can redeem it from absurd- ity. And by the methods they use we can easily read almost any sense we please into whatever words come before us. In this case, they but furnish an apt illustration of how a dotage of the old letter, and a certain exegetical jugglery, may cheat even good heads into an utter dereliction of common sense. — Some one has noted, that to sup- pose a comparison was here intended between the effect of music on the ear and that of fragrance on the sense of smell, is almost to ignore " the difference between poetry and prose." O no ! it is merely to recognize the difference between sense and nonsense. For how should odour affect us but through the sense of smell? But perhaps the writer, being in a jocose humour, caught the style of " sweet bully Bottom," and so played the Duke into the funny idea of hearing an odour that he smelt, or of smelling a sound that he heard. For why not a sweet- 139 140* TWELFTH NIGHT. sounding smell as well as a sweet-smelling sound? — In England, how- ever, the south winds generally are so ill conditioned, that English edi- tors are naturally reluctant to admit such a phrase as " the sweet south." But south winds are not the same everywhere as in England : and why may not the Poet have had in mind such a south as often breathes in other places? Nor do English writers always speak ill of winds that Nowfrom southerly quarters. Sir Philip Sidney, in his Arcadia, 1590, has the following : " Her breath is more sweet than a gentle south-wG?X wind, which comes creeping over flowery fields and shadowed waters." And Lettsom notes upon the passage, " A south-wester is a heavy gale from the south-west ; but we often have genial, bright, and growing weather from that quarter, as well as from the south." P. 31. The element itself, till seven year sYi^&nzQ. — The original has heate for hence. Corrected by Rowe. Heat is ridiculous. P. 31. When liver, brain, and hearty These sovereign thrones, her sweet perfections, Are all supplied and fill'd with one self king. — The original prints " Are all supplied and fill'd " as the latter part of the second line, and " her sweet perfections " as the first part of the third. Sense, logic, grammar, and prosody, all, I think, plead together for the transposition, which was made by Capell. Act i., Scene 2. P. 31. Vio. What country, friends, is this ? Cap. Illyria, lady. — The original has " This is Illyria, Ladie." Pope omitted This is, and Dyce suspected it to be an interpolation. P. 32. When you, and this poor nwnber saved with you. — The original has those instead of this. Corrected by Capell. P. 33. For zvhose dear loss, They say, she hath abjured the company Andsi^X. of men. — The original transposes company and sight, and has love instead of loss. The former correction is Hamner's ; the latter, Walker's. CRITICAL NOTES. I4I P. 34. Ve^ of thee /well believe thou hast a mind that suits With this thy fair a7td ozitward character. — The old text reads " I zvill believe." The correction is Walker's. We have many in- stances of well and will confounded. Act I., Scene 3. P. 36. He hath, indeed, all most natural. — So Collier's second folio. The original has " almost naturall." P. 36. What, wejich ! Castiliano volto. — So Hanmer. The origi- nal has vulgo for volto. P. 37. A71 thou let her part so. — Her is wanting in the original. Supplied in the third folio. P. T^Z. Never in your life, I think ; tinless you saw canary put me down. — The original has see instead of saw. P. 39. For thou see^st it will not curl by nattire. — The original reads " coole my nature." One of Theobald's happy corrections.' P. 39. And yet I will not compare with a nobleman. — Instead of a nobleman, the original has an old ?}ian. But why should Sir An- drew here speak of comparing himself with an old man ? The whole drift of the foregoing dialogue is clearly against that reading. Theo- bald proposed the change ; and Dr. Badham, in Cambridge Essays, 1856, justly remarks upon it thus: "Sir Andrew has just been speak- ing of the Count Orsino as a rival whom he cannot pretend to cope with ; so that the allusion to nobleman is most natural." P. 40. It does indifferent well in a ^dsa.^-colour'' d stock. — The old text reads " a dani'd colour'd stocke." Corrected by Rowe. Knight changed dam''d to damask, which has been adopted in some editions. Collier's second folio has dun- colour'' d. Act I., Scene 4. P. 42. Thy small pipe Is as the maiden's organ, shrill in sound. — The original has 142 TWELFTH NIGHT. "shrill, and sowad.''^ I suspect it should be "shrill ^ sound." We have other instances where o/a.nd &' were apparently confounded. The cor- rection in was proposed anonymously. Act I., Scene 5. P. 45. Thafs as much as to say. — The original transposes the sec- ond as, thus : " That's as much to say as^ P. 46. / take those wise 7nen, that crow so at these set kind of Fools, to be no better than the fools'' zanies. — The original has " these wise men," and omits to be. The former correction is Hanmer's ; the latter was made by Capell, and is also found in Collier's second folio. P. 47. For here comes one of thy kin. — In the original, " heere he comes." Rowe's correction. P. 50. If you be mad, be gone ; if you have reason, be brief. — The original reads " If you be not mad." The correction is Mason's, and is amply sustained by the context. P. 51. Vio. Some mollification for your giant, sweet lady. Oli. Tell me your mind. Vio. / am a messenger. — So Warburton. The original runs the three speeches all into one ; the prefixes having probably dropped out accidentally. See foot-note 20. P. 52. Look you, sir, such a one I was this present. — For my own part, I see no difficulty here ; but many have stumbled at the text, and several changes have been proposed ; the only one of which that seems to me much worth considering is Lettsom's : " Such a one as / this presents^ See foot-note 22. P. 52. With adorations, v/\\h. fertile tears. With groans that thunder love, &c. — The second with is lack- ing in the old text. Inserted by Pope. P. 53. If I did love you in my master'' s flame. With such a suffering, stich a deadly love. — The original has "such a deadly lifeP A very evident misprint, I think; yet it has waited a good while to be corrected. CRITICAL NOTES. T43 Act II., Scene P. 56. My father taas that Sebastian of Messaline. — There is no such place known as Messaline ; so some think, and apparently with good reason, that we ought to read Mytilene, the name of an island in the Archipelago. P. 56. Though I could not, with such an estimable toonder, over-far believe that. — The original omits an, and thus leaves the passage so very obscure, to say the least, that it might well be, as indeed it has been, a great puzzle to the editors. Various changes have been pro- posed ; but the insertion of aji is by far the simplest and most satis- factory. It was proposed by Mr. W. W. Williams in The Literary Gazette, March 29, 1 862, with the following remark : " I would submit that, if Sebastian's speech be read carefully, it will require no long pondering to perceive that he is modestly deprecating any comparison of himself with such a beautiful girl as his sister. If that be the pur- port of the words, — and there can hardly be a doubt about it, — the simple insertion of the indefinite article will meet all the necessities of the case." See foot-note 4. Act II., Scene 2. P. 58. She took no ring of me : Til none of it. — The original reads " She took the ring." As this is not true, the explanation sometimes given of it is, that Viola, with instantaneous tact, divines the meaning of the ring, and takes care, at the expense of a fib, not to expose Olivia's tender weakness. But this, perhaps, is putting too fine a point upon it. Dyce at one time retained the old text ; but in his last edi- tion he says, " I now think it quite wrong, and that what has been said in defence of it is ridiculously over-subtile." The correction is from Collier's second folio. P. 58. That, as methought, her eyes had lost her tongtie. — So Walker. The original has " That me thought her eyes." The second folio fills up the gap in the verse by inserting sure instead of as. 144 TWELFTH NIGHT. P. 58. Alas, ovx frailty is the cause, not we ! For, such as we are made of, such we be. — The original has " Alas, O frailtie is the cause," and " such as we are made, if such Ave be." The second folio substitutes our for O, and Hanmer printed " ev'n such we be." The common reading is as in the text. Tyrwhitt's correction. P. 59. And I, poor monster , fond as much on him, As she, mistaken, seems to dote on me. — The original has " And she, mistaken," &c. Corrected by Dyce. Act II., Scene 3. P. 64. Out