Tag Archives: teaching

On The Merchant of Venice, again

I’ve posted about this before, pondering how to react to the play’s anti-Semitism. I’ve just re-read it again this week, and enjoyed a week of classes discussing it with a class of smart students who’ve been asking some very good questions that have helped to sharpen this.

When I wrote that earlier post, I was on the fence. I could still watch the play and wonder. I have to admit, though, having revisited the play several times since, that its repulsiveness has only increased. The problem is not that it doesn’t contain moments of beauty, or well-constructed drama, or subtlety. It is one of the plays in Shakespeare that contains no characters to like, but that’s not the problem either–this is also largely true of, for instance, Coriolanus, one of my favorites in the canon. The reason for my revulsion, I think, is that Shakespeare doesn’t just depict anti-Semitism or its results: he asks me to collude with him in it.

Shylock is cruel: “Who can doubt,” Harold Bloom asks, “that he would have slaughtered Antonio if only he could?” The famous passage in 3.1 when Shylock argues for his fundamental humanity against Antonio’s prejudice—”and what is his reason?—I am a Jew. Hath not at Jew eyes? . . . If you prick us, do we not bleed?”—provides a glimpse of his pain that might lead to sympathy. But Shakespeare brackets this with his ugliness: Shylock’s speech starts and ends with his desire for nothing but revenge, to cause pain, to “bait fish” with flesh. “The humanizing of Shylock,” as Bloom says, “only increases his monstrosity.” Shylock is using empathy, not embodying it. The nuances of Shylock’s vengeful fury that play out in the courtroom after a lifetime of abuse and the grief of losing his daughter are much more subtle than the demonic, miracle-play caricatures after whom early modern Jews were modeled, but the arc of his character remains thoroughly demonic: early in the play he gains an Old Testament legal power over the Christian’s life that he loses when he rejects an explicitly New Testamentary plea for mercy. Shakespeare’s Shylock is a demon, this argues, not just in the eyes of the Christians, but in the arc of the plot, of the world, itself.

And what of the Christians? They are cruel to Shylock because they are solipsistic racists who manipulate sacred institutions and values to satisfy their desires for money and sex. Really, what else are they? Terry Eagleton showed long ago that Portia farcically overturns Venice’s laws to satisfy her husband’s love for his friend–and, I’d add, her attraction to her new husband. And what court in the world would allow an imposter as a judge? When Bassanio learns of this, the fact only seems to inflame his lust: “Sweet doctor, you shall be my bedfellow.” After the agony this farce has caused, is this comedy? Only if Shylock is not human, and therefore only if Shakespeare considered his brief fantasy of Jew-as-human in 3.1 to be mere fantasy.

What’s more, Act 5—with its flirtations in the lovely green world of Belmont, where “soft stillness and the night / Become the touches of sweet harmony”—pretty clearly shows that tragedy wasn’t where Shakespeare was going. I see that at the start of Act 5 Lorenzo and Jessica tease each other with allusions to tragic lovers, but that’s over quickly, and would be a thin thread upon which to hang an argument that Shakespeare intends the outcome of their elopement to be anything but good. They are flirting, and any prospective tragedy has been exiled to their allusions. Jessica is as disobedient an early-modern daughter as Juliet, but unlike Capulet, Shylock can, apparently, lay no valid claim to fatherly respect.

Perhaps the only avenue we might use to appreciate the play’s hatred of self and other is to argue that hate breeds hate, and that the ugly crime of prejudice evacuates the world of all beauty. I’m not sure this works (if Shylock is a devil, any measures must be warranted, and still—what of the 5th act?), but even if it’s accepted, it’s as bleak a sentiment as one might express, since it simultaneously evacuates the world of hope, and nothing like it appears in the rest of the canon, not even in Lear.

It’s not just that the play becomes, as my students say of bigots and bigoted remarks, “ignorant,” but that Shakespeare asks me to walk out of the theater happy for the lovers and a world set right after witnessing their agonizing cruelty. Who could do this today, unless seduced by the fiction of “timeless” Shakespeare?

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Robert of Gloucester’s Metrical Chronicle and the French of England

Here is another new HEL Timeline entry for teaching this Spring. Let me know what you think!

Written by a few different writers, this was finished around 1300, or perhaps a bit after. It’s a history written in verse. The text keeps some aspects of Old English metrical rhythm but not others: each verse is in two half lines, but the verses are not in four beats, and they do not consistently alliterate. The text uses both thorn (þ) for “th” and yogh (ȝ) for “g,” as ME would through the fifteenth century.

Linguistically, its dialect tells us that it comes from Gloucestershire (in the west of England on the Severn, just at the foot of Wales). One dialectal characteristic is that it uses southern “h” forms (“hor” for PDE “their,: “hii” for PDE “they,” etc.) for plural pronouns, as opposed to the “th” form common to the old Danelaw regions that would spread to become more common in Later Middle English. Another southern form here that would disappear is the “o” in “nome” and in “lond” and “engelond”: these would become “name” and “land.” Even more local is the form “ido” for PDE “done”: there is no final -n. PDE “f” here is voiced and spelled “v” (as in “vor,” “vaire”).

The section about William the Conqueror comments on the language of the ruling class of England:

Willam þis noble duc • þo he adde ido al þis
Þen wey he nom to londone • he & alle his
As king & prince of londe • wiþ nobleye ynou
Aȝen him wiþ uair procession • þat folc of toune drou
& vnderueng him vaire inou • as king of þis lond
Þus com lo engelond • in to normandies hond
& þe normans ne couþe speke þo • bote hor owe speche
& speke french as hii dude atom • & hor children dude also teche
So þat heiemen of þis lond • þat of hor blod come
Holdeþ alle þulke speche • þat hii of hom nome
Vor bote a man conne frenss • me telþ of him lute
Ac lowe men holdeþ to engliss • & to hor owe speche ȝute
Ich wene þer ne beþ in al þe world • contreyes none
Þat ne holdeþ to hor owe speche • bote engelond one
Ac wel me wot uor to conne • boþe wel it is
Vor þe more þat a mon can • be more wurþe he is
Þis noble duc willam • him let crouny king
At londone amidwinter day • nobliche þoru alle þing
Of þe erchebissop of euerwik . . . . (7532-7550)

The chronicler says that “Vor bote a man conne frenss • me telþ of him lute”: “For unless a man knows French, people speak little of him.” After the Conquest, French became the language of the aristocracy and the clerical elites. The writer seems to be upset–or at least thinks it odd–that the “English” don’t speak their own language, “Þat ne holdeþ to hor owe speche,” though “þe more þat a mon can,” the more that a man knows, the better. French, the monk implies, is learned, a self-conscious, deliberately gained knowledge–not a first language. As Barber, Beal, & Shaw note, “There are signs that English became the day-to-day language of even aristocrats within a generation or two; the literary and courtly French employed in England (known as Anglo-Norman) was probably essentially a second language within a few generations” (145).

This moment around 1300 was the high point for the French of England. How would the language wane? Crystal notes “conscious change in American and British English is usually in the direct of those linguistic forms which are widely and openly recognized as prestigious. . . . This kind of change is often initiated by people from the lower middle class or upper working class–especially women. . . . By contrast, subconscious change is usually in the opposite direction, away from overt prestige. It is often initiated by working-class men” (CEL 343). A similar dynamic seems to be at work during the century around 1300: while social and literary customs consciously preserved and taught the French of England, they would be whittled away by the traumas of the coming half-century–the famine, the weak rule of Edward II, the Hundred Years War, and especially the Black Death–that allowed the language of the lower classes, the men and women who tilled, milled, smithed, and worked wood–to gain in linguistic and political authority.

See: Cambridge History to English and American Literature 1.16, §1; Barber, Beal, & Shaw 145-46 (with a translation of this passage); Bennett & Smithers text XI. On the power of French on English see Barber, Beal, & Shaw 150-60; Crystal, CEEL 30,41, 46-7; Millward & Hayes 145-47, 192-97; and later in the timeline under Trevisa.

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On the Chancery Standard

And here is a second new entry for the HEL Timeline. Both of these have been exercises in wandering down some new byways: if you have any comments, please append them!

The Chancery (the office of the chancellor) had existed for at least a century and a half before this, but in 1377 a house was officially deeded to the Keeper of the Rolls to house the rolls and the business of keeping these official records. It stayed there until the PRO was built on the site between 1845 and 1895. The “Chancery English” that the office used–though it was variable–can be used as a bellwether for the later medieval development of English. What was the Chancery, and what does its use of English show us?

As deadening as it can be to read, the language of bureaucracy is the language of state (and, today, corporate) power. The growth of the Chancery signifies how English rises from being the third-rate language of the hoi-polloi to attain this status. As Fisher explains, “until the end of the fifteenth century, Chancery comprises virtually all of the national bureaucracy in England except the closely allied Exchequer [that managed the treasury]” (39). Its language came to define the parameters of royal power, including all judiciary functions and those later defined by various offices that answered to the King:

As custodian of the Great Seal, it was the central agency for the administration both of justice and of national affairs. . . . A mass of written petitions to the King and Council for letters of remedy and grants of land and money passed through the Chancery annually [along with] the ensealed writs and charters issued in response to these petitions. . . . The clerks . . . issued the summonses that brought parliaments together and the writs of expenses that sent knights and burgesses home with proof of their claims for wages. Chancery clerks both wrote and received petitions to Parliament and classified and presented them to the magnates who were the “triers” of petitions. They kept the rolls which recorded the proceedings of Parliament and drafted and enrolled the statutes that emerged from these proceedings. Chancery was likewise responsible for the administration of customs, taxes, and subsidies (since these derived from Parliament). All of the most important administrative officials looked to the Chancellor for their commissions of appointment and for authorizations for the most important actions. (42)

In 1400, there were about 120 clerks who worked in the Chancery (43). Documents issued by the Office of the Privy Seal were also copied by the Chancery–which is interesting because that is where Thomas Hoccleve, literary disciple of Chaucer, worked from 1387 until 1425. Hoccleve, after he retired, wrote a Formulary, a book of templates that clerks might use to construct documents.

Since it assumes such importance, its worth noting when and where English appears in it, and the Rolls of Parliament (the Rotuli Parliamentorum), scribed by the Chancery, “may be taken as a yardstick against which to measure the evolution of Chancery Standard” (46). They tell us that Parliament was first addressed in English in 1362, and that it was opened in English in 1363, 1364, and 1381. The first entry written in English was in 1388 for a petition by the Mercer’s Guild; after that, English entries appear in 1397, 1399, 1403, 1404, 1405, 1411, 1414 (twice), and 1421 (twice). After 1422, the accession of Henry VI, English entries become more frequent, and are the rule by 1450 (45-46).

A 2002 essay by Michael Benskin indicates problems with Fisher’s argument, showing that Chancery English in fact varied quite a bit, and that the line between Chancery English and PDE is not as clear as Fisher depicts; the models that fifteenth-century writers looked to did vary (there were regional models, for instance). But it remains true that the Chancery’s use of English provides a measure of the later medieval move away from French and Latin, and the corresponding recognition of the textual (and oral) ability of English to articulate and sustain the mechanisms of power.

See: Fisher, ch. 2, “A Language Policy for England”; Knowles 53-54; Crystal, CEEL 41, 54; Lerer, Inventing English ch. 8; Marilyn Corrie, “Middle English-Dialects and Diversity,” esp. 111-114, in Mugglestone (who cites Benskin’s essay). For copies of the texts, see John Fisher, Malcolm Richardson, and Jane L. Fisher, An Anthology of Chancery English (Knoxville: U of Tennessee P, 1984), though its introduction is superseded by his chapter cited above. On Hoccleve, see Fisher 33-34, and Ethan Knapp, The Bureaucratic Muse (University Park: Penn State UP, 2001), esp. 29-36 on the Formulary.

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Wilson’s Arte of Rhetorique

I will be teaching the History of the English Language this spring (o frabjous day!), and have been updating the timelines (one for Indo-European and archaic languages, a second for English) that I’ve written to use in the classroom. Here, and in the next post, are two new entries.

Thomas Wilson’s 1553 text has become a classic argument against the 16th-century trend of amplifying the English lexicon with Englished versions of Latin and Greek words–so called “inkhorn terms.” The relevant section of his book begins here. As with the slightly later trend to regularize English spelling (see the entries under Mulcaster and Bullokar), the key reason for this is anxiety about the influence of the ancient, elite models of Greek and Latin. Writers wanted to transform English–now, after the reformation, the official language of the state and church–into a language worthy enough to rival the literacy that they represented.

Scholars who argued for borrowing (including Thomas Elyot and George Pettie) and those who argued against it (also including John Cheke) all desired to elevate the literary status of English. The differences lie in method. Those who argued for borrowing saw Latin and Greek as models that might help English to advance. Those against inkhorn terms argued that “our tung should be written clene and pure, vnmixt and vnmangeled with borowing of other tunges,” as Cheke said (qtd. on Crystal 61). One side venerated the classics; the other the “purity” of their own vernacular. Both arguments beg for modern analyses of their respective educational ideologies.

Shakespeare used many inkhorn terms unselfconsciously, including many that don’t survive: note “exsufflicate” (Othello 3.3.186), or two words in the line this my hand will rather / the multitudinous seas incarnadine (Macbeth 2.2.59-60). He also mocked pretension in characters such as Dogberry in Much Ado About Nothing who try and fail to speak in elevated terms: “Marry, sir, I would have some confidence [conference] with you that decerns [concerns] you nearly” (3.5.2-3); “Comparisons are odorous” (3.5.14); “Is our whole dissembly appeared?” (4.2.1). Other examples of this mockery include his Holofernes in Love’s Labours Lost, Ben Jonson’s character Crispinus in his 1601 Poetaster (in 5.3, he vomits up a number of words into a basin), and the famous Mrs. Malaprop in Sheridan’s 1775 play The Rivals.

While many of these coinages are easy to laugh at (splendidious? adnichilate? temulent?–look up that one), many of these terms survive, indicating that they filled some kind of lexical void. Crystal gives good list on CEEL 60 that includes adapt, immaturity, and transcribe, all from Latin roots. The word vernacular itself, that first appears around 1600, is an inkhorn term. Taken from the Latin verna, meaning a “home-born” (as opposed to an imported) slave, its first use refers to the dialect of a specific place. A contemporary word that did not survive is vernile, similar to servile, that did endure. The word crystallizes well the elitism of trans-European Latin learning as opposed to local mother tongues.

On inkhorn terms and borrowing in general, as well as Wilson, see: Bailey 59, 271-74; Barber, Beal, & Shaw 187-90; Baugh & Cable 214-22 (including long selections from texts); Paula Blank, “The Babel of Renaissance English,” esp. 222-30, in Mugglestone; Millward & Hayes 225-27; Crystal, CEEL 60-61 (with brief quotations); Dieter Katovsky, “Vocabulary,” esp. 256-65, in Hogg & Denison; Lerer ch. 10; Susan Doran and Jonathan Woolfson, “Wilson, Thomas (1523/4–1581),” DNB.

For a full edition of the key part of Wilson’s text–including his full quotation from an exemplarily exsufflicate letter–see David Burnley, A History of the English Language: A Sourcebook, 2nd ed. (London: Pearson Longman, 2000): 216-21 (text 25). Text 31 (252-59) presents an edition of Love’s Labours Lost 5.1, featuring Holofernes.

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Exhibition and Museum Sites

I’ve been collecting sites for teaching, and one developing genre includes websites for museum and library exhibitions. Many museums do a great job of publicizing collections and current exhibitions: some who have decent collections in medieval studies include the Walters in Baltimore, the Art Institute in Chicago, the Philadelphia Museum of Art, and the Met (not that I get to see them as much as I’d like to!). While they have great galleries, though, most of their exhibition home pages are just on-line posters. Now, however, some are developing sites to be fully-fledged complements to a visit (or, a substitution, if you didn’t get to see it).

video about printing the KJV

This links to a video about printing the KJV.

An exhibition commemorating the 400th anniversary of the King James Bible, co-sponsored by the Folger, the Bodleian, and the Harry Ransom Center, has generated this wonderful site: Manifold Greatness. For academics, it’ll be a great teaching tool. There are short films about everything from its history to bookmaking (including class projects that could be adapted to university classrooms), timelines of the history of the Bible before and after the KJV, and a great set of references to later authors who’ve used it.

This winter there will be a new exhibition at the British Library entitled “Royal Manuscripts: The Genius of Illumination.” Here is a preliminary page about it, and here is a discussion on Medievalists.net. I have high hopes for the site (since I won’t be able to get over there to see it!). Here is coverage from The Guardian. A site as relatively large as Manifold Greatness might not be likely, but the BL has developed a lot of really great information for teaching and even for scholarship on its site: its English Language and Literature timeline, for instance, is dense with images and links to information elsewhere on its site; it’s one among several projects the BL has on line.

A third, perhaps unlikely, place to go is the BBC, whose history pages contain fairly deep sets of links, often connected to shows that will have video. Complementing the BL’s timeline, the BBC has a nice British History timeline that becomes a great way to access other information on the site through links on the entries.

John 1:1

John 1:1, from the Corbie Gospels

Exhibitions at the Met can be very generous in posting on-line images and discussion: here, for instance, is the home page for its exhibit Pen and Parchment: Drawing in the MIddle Ages, from a few years ago; it includes a large set of exhibition images.

Aside from museums, Special Collections departments at libraries have some wonderful sites as well: here is an exhibit from the University of Chicago library on “Book Use, Book Theory: 1500-1700,” for instance, which provides a more focused companion to some of the discussion on Manifold Greatness, as well as this recent New York Times article.

If you know of other on-line exhibitions I might have missed, please note them in comments! Remember when professors used to have to cart around sets of slides and film strips?


Filed under Early Modern, Medieval, News, Reviews

Computer Common Sense

This is the updated version of a widget I’m posting on my d2l home pages for my students this fall; it updates a post from last January.

Over the past few years, I’ve had a remarkable and increasing number of students experience serious losses of data. Here’s help. These are free.

Problem 1: “I lost my files.” Students lose USB memory sticks, crash hard-drives, leave stuff somewhere accidentally, and get computers stolen or infected all the time. Before anything else, if you use Word go to Preferences>Save and set the autosave to work every minute. In any word processor develop the subconscious habit of hitting Ctrl-S every other sentence.

To avoid big losses, use the free “cloud” drive called Dropbox. It gives 2GB of space for free, it’s very quick, you can sync the same files among all of your computers, you can access them from any other computer by logging in to the website, and you can use it to share files with others–really: what’s not to love? Alternatively, or also, use the web-based Google Docs, a free replacement for Word and Excel that can also store any kind of file, even video. It also lets you share files with others (get a group from a class together, and agree to save all of your classnotes to a shared folder). To save photos, use Picasa‘s web albums.

[Beyond just saving document folders, I’d strongly recommend a service like Backblaze or Crashplan or Carbonite or Mozy or Spideroak or Jungledisk to automate regular backups of some or all of your system, in the cloud or on an external hard drive or both. Here’s a discussion of various options from Lifehacker; they describe here how these work, using Crashplan as an example. Your files are your responsbility: every term a student of mine loses their whole computer, but I still have to grade something.]

Problem 2: “My account got hacked.” Alternatively, “I forgot/lost my password.” Students can be astonishingly loose with passwords. First, don’t lock your front door with scotch tape; second, use a good lock. The best system is to use LastPass or another password manager: they are much more secure than you could ever be.

Problem 3: “Someone stole my laptop [or] smartphone.” Avoid laptop theft by using a locking cable in libraries and coffeeshops ($, but much less than your computer). Considering the number of mobile devices people own, everyone should use Prey (free) or Gadgettrack (small cost).

Problem 4: Internet Explorer. Actually, the newest version (9) is getting better reviews. But there’s a reason that it has been losing market share for years. I would recommend that you use Firefox or Chrome. Chrome, for instance, has a built-in .pdf viewer, so you don’t have to download Adobe’s very cumbersome Acrobat Reader. Aside from speed, these have the huge advantage of what Chrome calls extensions and what Firefox calls add-ons to add new features to your browser. These are wonderful (I love Adblock, for instance). Some suggestions follow . . .

Problem 5: “I don’t know where I found the information on the internet.” You must cite all of your sources, including anything from the internet. Tracking your work is very easy, so the problem of losing this is very avoidable and, therefore, silly. I think the best solution is Evernote (here’s a start to how). Another is Instapaper. Extensions are available for Chrome and Firefox that will save a webpage for later reading, such as Chrome Scrapbook or ReadItLater for Firefox. With Firefox you can even get a free, fully-fledged citation manager called Zotero that not only saves citations but will format and insert them into Word documents (there’s a learning curve to using Zotero, but I know users who just love it. You can use it for the rest of your college career, and long after).

Your lives are very digital; avoid losing them. All of these are useable on any computer and often on smartphones, any time. Now that you know you don’t have any more excuses.


Filed under In Other Words

A More User-Friendly OED

The OED changed its look last November. Actually, it changed more than just its look, since it also incorporates connections to other databases such as the Historical Thesaurus and the Oxford DNB. Over the past few months the OED has also started to chart some paths into the subscription-only database that is the dictionary. There have been for a while an array of searches that one could perform on the database–by date, source, and so on. Now the editors are starting to develop some more legible ways of interpreting the database, and to make at least some of these more publicly accessible too.

As an example, here is an essay on the First Dictionaries of English. It seems that the specific words linked to in the article are publicly visible. There are also links to the Oxford DNB, however, that aren’t visible without logging on, and neither is the link to the OED database that would describe Thomas Elyot’s dictionary as a source for entries.


Bengali Words in the OED

The essay is one from a page of essays called Aspects of English. This seems to be (hopefully is) just a sketch of what’s planned. There are few, at the moment, and they’re not lengthy. Hopefully the OED envisions them as more than just a marketing tool–I’d love to see these develop into an on-line library of interpretations of the database to which I could send students.

Another new way in, though this one only works by subscription, is a Timelines feature that charts the advent into English of words about different subjects (heraldry, social sciences), from different geographical regions, or from different language groups. The chart, for instance, illustrates when the 45 words in the Dictionary that originate in the Indo-Aryan language Bengali entered into English. This would be interesting to use in concert with the new Google Ngram Viewer that plumbs its book collection for word frequencies.

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