PR 2987 .T43 Copy 2 o w o ^ « V^ -^^0^ o V ^^-^^^ :^ 4 O >' ^' 4 o > s> b K . i .0 ^. • "^ «. <3 Ci .0 /) 0^ : n ^k" c" >- - o . o ^ O,^ O t^O^ TWO SHAKESPEARE EXAMINATIONS Vv-ITH SOME REMARKS OJV THE OLASS-EOOM STUDY OP SHAKESPEAEE. BY WILLIAM TAYLOR THOM, M.A., PROFESSOR OF ENGLISH LITERATURE IN HOLLINS INSTITUTE, VIRGINIA. 15 i883 BOSTON: PUBLISHED BY GINN, HEATH, & CO. 1883. 2- . eox-^ Entered, according to Act of Congress, in the year 1883, by ^^'ILLIAM TAYLOR THOM, in the Office of the Librarian of Congress, at Washington. J. S. Gushing & Co., Printers, Boston. To THOSE TO WHOM IT IS DUE, TO MY PUPILS, I AFFECTIONATELY DEDICATE THEIR OWN WORK AND WHATEVER IS OF WORTH IN MINE: TO Miss N. B. BOWMAN, Miss HANNAH WILSON, AND ESPECIALLY TO HER WHO WAS Miss EMMA A. MERTINS, AND WHO IS MY DEAREST FRIEND. TABLE OF CONTENTS. PAGE Introduction 7 Hamlet Prize Examination 15 Letter of F. J. Flrntvall, Esq 60 Macbeth Prize Examination 63 Gertrude, Queen of Denmark 105 Class Examination in Hamlet, 18S1 115 Class-Room Study of Shakespeare 119 Cordelia 153 INTRODUCTION. THAT a teacher should print the work of his pupils is, perhaps, extraordinary ; that he should accompany their work with an appendix in the nature of a discussion of his own method of teaching is, doubtless, so extraordinary as to need explanation. The explanation is as follows : In the autumn or winter of 1880, I learned that the "New Shakspere Society" of England conferred annual prizes upon schools for good work done on Shakespeare in them, and that Miss Stark had gained this prize in the Logan Female College, Russellville, Kentucky. I wrote to Dr Stark, President of the Logan College, and ob- tained from him the Examination Papers, and also the permission, courteously given by him and by Mr. Furness of Philad'clphia, to use the questions. These examination questions, with, I think, one omission and five additions of my own, were used in this Institute for the " Prize Examination ow Ha? Jilet^^ printed herewith. Hainlet was the play read that session in my senior Literature class. The Examination Papers were printed, sent to England, the New Shakspere Society's prize was gained, and a very gratifying letter received from Mr. F. J. Furnivall, the Direc- tor of the New Shakspere Society, accompanied by an extra com- plimentary prize for each of the young ladies. This award was noticed in the London Acade7ny^ which notice was copied into several papers in America. In consequence, I soon began to 8 INTRODUCTION. receive applications for the Examination ; then came letters asking information as to my method of teaching, for advice as to how to study Shakespeare and how to make him inter- esting in little clubs ; requesting me to instruct by correspond- ence ; to go through a play by letter as I go through one orally with my class ; and so on. In the summer of 1882, the Macbeth Examination was also printed to be sent to England, secured a continuance of the prize, was subsequently noticed in this country, and called forth additional letters. These letters have come chiefly from teachers and have shown a wide-spread interest in the school study of Shakespeare. To answer them fully and satisfactorily has been — with the best will in the world — beyond my ability, as can be readily imagined. Yet I have regretted keenly this inability, and have been troubled to think that a few words of direct, practical suggestion, even from so humble a student of Shakespeare as myself, might fall upon good ground and bring forth much fruit, and that these words were not uttered. To this consideration have been added the influence of advice, public and private, to print the Examinations in a form accessible to the public, and the promptings of my own vehement desire to do all within my power to encourage the study of Shakespeare in schools throughout the country, espe- cially in schools for girls. For I believe that Shakespeare can and will do a work for our youth, just at this period of our national life, not to be done in any other way. Hence it is that this little book is in existence : a work done chiefly by women, published chiefly for women. I hope that my remarks on "Class-Room Study of Shake- speare " may serve as a reply to the letters which I have received ; INTRODUCTION. 9 that the Examinations, taken with these remarks, may form a suggestive working commentary on the two pkays cMscussed ; and that my fellow-teachers and fellow-students may find them- selves helped by a comparison of methods. These Examinations are the result of such careful study of Shakespeare as precluded, it is hoped, any "cram " in the ordi- nary sense of the word ; though, doubtless, none of the young ladies examined would be found as ready now as when they were working on the Examination. The questions are identical in kind with the ordinary class-work, and give the results of that same work carried on in a post-graduate way ; and, for any independent progress in Shakespeare study, that is the proper method. In giving these Examinations to the public, I beg that it be borne in mind that they are printed as they were written, — errors and all, a few clerical errors excepted, — and that they present their authors in an examination light, consequently to some disadvantage. Yet I think I may be permitted to say that I would be fully content could I hope to get one such piece of work each year from among my pupils, to work with whom and for whom affords such sincere satisfaction and enjoyment. Miss Bowman's graduating essay on "Gertrude^' is printed because it is an interesting and thoughtful study of an interesting subject. The regular class examination in Hauilet — which I now think was too long — is also printed. My own remarks do not pretend to be a correct theory of how Shakespeare should be taught ; do not even pretend to be stated in an exhaustive and systematic way. They are filled with repe- titions, are rough in style, and are fragmentary in form. The atmosphere of the class-room is strong upon them. But it seems lO ' INTRODUCTION. best to me to leave them in this half-colloquial form, as they may be on that account more readily available to those who lind profit in them, especially to young people studying alone. I shall be very glad to learn from the experience of others, and my desire is to modify my views if I shall be thereby enabled to do my work more effectually. Each teacher must work inde- pendently ; but almost any teacher may help almost any other teacher to do his work better. Criticism of my method will be welcome. Indeed, no claim of originality is intended to be made in speaking of my method of teaching as peculiar to myself. Rather am I making a report on the methods of Abbott and Aldis Wright and Hudson, than setting up any method of my own. The small volume of essays by Mr. H. N. Hudson, " English in Schools, '' of which more hereafter, should be in the hands of every Shakespeare teacher in America. My own experience had brought me to many of his conclusions before I saw^ the book ; but it is all the more welcome on that account. My earnest hope for this little book is, that it may prove sug- gestive and useful. Its pronounced personal//jy was unavoidable. I desire to express my high appreciation of the generous con- duct of the New Shakspere Society, and my conviction that they are doing much to foster the study of Shakespeare in the schools ; and to acknowledge my obligations to Mrs. E. F. Bemis, of Maiden, Mass., of the " Society to Encourage Studies at Home," for her kindness in promoting the production of this little volume. Especially do I wish to record my hearty thanks to ]\Ir. Joseph Crosby, of Zanesville, Ohio, for the generous sympathy, the sound counsel, the prompt aid which he has given me, — indeed, who in America earnestly desiring to study Shakespeare has not INTRODUCTION. II something to thank Mr. Crosby for? And finally, my thanks for efficient help of every kind in this undertaking are due to her whom, of all his friends, the nearest and dearest, a man loves best to thank. W. T. T. HoLLiNs Institute, Roanoke Co., Va. February^ 1883, This book is finished; and yet such bitter constraint as will not be gainsaid demands this further word : The two Hamlet Examinations are reprinted from a pamphlet form which is found to be so hopelessly errone- ous in places as to preclude successful correction at this distance of time from the writing of the papers. And, further, the writer of the first of these two papers should not be now judged by one or two of the rather hastily expressed criticisms therein contained — criticisms expressed by the girl of eighteen which the maturer judgment of the woman of twenty no longer sanctioned. And for myself, I must be permitted to say that my part of the work would have sought to express itself in a style more sustained, of graver earnest, had I foreseen that a book's beginning was to last longer than a human life : that she for whose sake in so great degree it was begun, who watched its progress so eagerly and awaited its coming so joyously, that she, ere it was finished, was to be lying so still this fair spring day within the dim shadow of pale death. Go, now, little Book, begun with joyous hope, ended in grief; and may you bear into many homes and hearts the deep teachings of the great Master and the pure influence of that Cordelia-spirit whose life like her 'voice is ever soft, gentle, and low.' April 27, 1883. SHAKESPEARE PRIZE EXAMINATION. HOLLINS INSTITUTE, VA. 1881. NOTE. The young ladies studying in the Literature Department of Hollins In- stitute were notified during the session that a prize examination in Hamlet would be held in the spring, and the papers forwarded to the " New Shak- spere Society" of England, for the purpose of obtaining, if possible, the prize offered by that Society for the encouragement of the study of Shake- speare in schools. Two young ladies offered to compete, both of whom received their training in this Institute. They worked on the examination after the regular recitation hours, and were given ample time to think over their work. They had no idea of what the questions would be, and pre- pared the whole play. The questions were arranged by Mr. H. H. Furness of Philadelphia, and were first used by Dr. Stark at Logan Female College, Kentucky. By the courtesy of both gentlemen I was permitted to use them again, and, in doing so, I added questions [56] , [57] , [60] , [61] , [67] . The papers were submitted to Mr. Joseph Crosby, of Zanesville, Ohio, for ex- amination. He considered both as worthy of being forwarded to England, and both are herewith given. The young ladies, Miss Mertins, of Alabama, and Miss Wilson, of South Carolina, wrote entirely unassisted, and their work, except a few clerical corrections, is given as they produced it. Wm. Taylor Thom, Prof. English Language and Literature. Hollins Institute, Virginia. PRIZE EXAMINATION IN HAMLET. HoLLiNS Institute, Virginia, May, i88i. Questions by Ho?'ace Howard Furness, Esq., of Philadelphia, Exami7iation Papei'S of Miss Einma A. Merlins, of Ala- bama, and Miss Hannah Wilson, of South Carolina, HISTORICAL AND BIBLIOGRAPHICAL. 1. On what story is Shakspere's tragedy of Hamlet founded? 2. Did Shakspere get it from the Danish historian? 3. What is the date of the earhest edition of Shakspere's Hamlet ? 4. What is the date of the second edition? 5. Is there much difference in bulk between these two editions? 6. W^hen was the first edition said to have been acted? 7. And probably on what occasion ? 8. How was the copy of the first edition probably obtained for the printer ? 9. Does Francis Meres mention it? 10. What is the theory of the editors of the Clarendon Press Edition in regard to the quarto of 1603? 11. Is there any difference between the first and second editions on the score of Hamlet's madness? 12. Is there any difference in the names of the characters? 13. Is there any contemporaneous play of Hamlet in any other lan- guage than English? 14. What is the date of the first edition of Shakspere's collected works ? 15. How many years after Shakspere's death was it published? 16. And by whom was it published? l6 EXAMINATION IN HAMLET. I. The story upon which Shakspere founded his Tragedy of Hamlet is as follows : — Roderick, king of Denmark, having divided his kingdom into sections, placed over them governors, among whom were two brothers, Horvendile and Fengon. At that time the greatest honor was obtained by piracy, and in this Hor- vendile excelled all others. Collere, king of Norway, aware of this fact, and perhaps envious of his fame, challenged Horvendile to a combat in which the winner was to gain all that was in the other's ship. In the contest Collere was killed. Horvendile returned home with his booty, a great part of which he gave to King Roderick, from whom he received his daughter in marriage. Their son is the hero of the story. Fengon became envious of his brother's good fortune, and resolved to kill him. The murder of Horven- dile by Fengon, the marriage of the latter with his brother's widow, Hamlet's feigned madness, the various means em- ployed by Fengon to discover Hamlet's secret, Polonius' death, Hamlet's remonstrances with his mother, and his banishment to England, are all found in the Histoire of Belle- forest, which goes on to say how, after his uncle's death, Hamlet became king of Denmark, how he went to England again, married two wives, by one of whom he was betrayed, after having returned to Denmark, into the hands of his maternal uncle, Wiglerus, and was finally slain in battle. The denouement of this story differs essentially from Shak- spere's Hamlet, otherwise the action of the play is very much the same in both. The names in the ''■ Historic, " with the exception of Hamlet himself and of his mother, Geruth, have no resemblance to Shakspere's. The scene is laid in Denmark, before the introduction of Christianity there, and when the Danish power held sway over England. The story EXAMINATION IN HAMLET. 1/ is rude, uncoutli and unredeemed by any artistic touches of the narrator, and is typical of the corrupt morals of the time. 2. The story of Hamlet is told by Saxo Grammaticus, in his Historia Danica, written between i i8o and 1208, but not published mitil 15 14. This story is found incorporated in Francis Belleforest's Histoires Tragiqices, printed at Paris about 1570. A translation of the story from the Histoire brought it upon the English stage. It was first printed in London by Richard Bradocke, in 1608, and had probably been adapted to the stage before Shakspere took it up. Upon one of these old plays he no doubt built his own tragedy, though he does not follow in all the details any par- ticular version of it. Shakspere was probably familiar with Holinshed's treatment of the subject. 3. The earliest edition of Shakspere's Hamlet \n:\.'^ printed in 1603, and was 'acted by his Highness' servants in London,' at Cambridge and Oxford. 4. The date of the second is 1604. 5. It was enlarged to " almost as much again as it was according to the true and perfect copy." That of 1603 con- tained about thirty leaves, whereas the edition of 1604 con- tained fifty, exclusive of the title. 6. The first edition was acted in London, and at the two Universities of Cambridge and Oxford. 7. Probably at the coronation of James I. 8. The copy of the first edition was probably obtained by some short-hand reporter while the play was being acted, or from the actors themselves — passages were jotted down — some from memory, and, when memory failed, the passage was supplied by some stupid blockhead, and in this condition the play was hurried to the press. 1 8 EXAMINATION IN HAMLET. 9. Francis ]\Ieres does not mention the play of Hamlet va his PaUadis Tamia of 1598, because it liad not been written then. He mentions Two Gentlemen of Verona, Errors, Love's Labor'' s Lost, Love's Labor's Won, Midsninmer JVighfs Dream, and Merctiant of Veniee, for comedy ; and for tragedy Richard LL., Richard LLL., Henry LV., King JoJin, Romeo and Juliet, and Titus Andronicus, He would certainly have included Hamlet in the list in preference to some there mentioned, being decidedly superior to them, had it existed, for he was an ardent admirer of Shakspere. 10. The theory of the editors of the Clarendon Press Edition is based upon subjective considerations. For a long time a play on the subject of Hamlet had existed, and these editors think that about 1602 Shakspere took such a play, and began to revise it and rewrite, as he had done others — that in this work he advanced litde further tlian to the third act, w^hich fact can easily be ascertained by examining the two quartos — that further examination will show that the inferiority of some parts of the quarto of 1603 to that of 1604 cannot be accounted for on the supposition that they were written at different periods of the author's life, especially as the first could scarcely have been written before 1602. The inferior portions of the quarto of 1603 are hence attributed to some lesser artist, and regarded as the remains of the old tragedy. 11. The first edition differs from the second with regard to Hamlet's madness, in that, in the first, it is decidedly more marked, more pronounced than in the second. 12. Polonius, in the edition of 1603, is Corambis, Rey- naldo is Montano, and Voltimand is Voltimar. 13. There is a play contemporaneous with Shakspere's Hamlet in the German language, not derived from Shak- EXAMINATION IN HAMLET. I9 spere's play, but founded on same old story as was his. Polonius in this play is Corambis. 14. The date of the first edition of Shakspere's collected works was about 1623. 15. From Shakspere's death, 1616 — seven years. Emma A. Mertins. I. Shakespeare's Tragedy of Hamlet \^ founded on a story from the Danish Chronicles of Saxo Grammaticus, who wrote probably from 1 180-1208. They were first printed at Paris, in 15 14, and incorporated into Belleforest's Histoircs Tra- giqties, thence translated into English. The earliest English translation extant, of the volume in which the story of Hamlet is found, is that of 1608. The characters in this story bear no resemblance in name to those of Shakespeare, except in the case of Hamlet, who is Hamblet, and that of his mother, who is called Geruth ; Polonius is Corambis, and Reynaldo, jMontano. The story is one of horrible intrigue and murder, unrelieved by a single touch of art or fancy. It is substan- tially this : The Kingdom of Denmark was divided into provinces, over two of which the war-like brothers, Horvendile and Fengo, were Governors. In that age piracy was esteemed not only legitimate but honorable, and Horvendile 's famous feats moved Collere, King of Norway, to challenge him to combat, the victor being awarded as spoils, the vessel and its contents, of the vanquished. Horvendile being victorious, returned in triumph to Denmark, and rendered up his treas- ures to the King, who thereupon rewarded him with the hand of his daughter, Geruth, in marriage, and, upon his death, left him on the Danish throne. From this marriage sprang Hamlet, the hero of the story. Fengo, being filled with envy 20 EXAMINATION IN HAMLET. at his brother's good fortune, corrupted his Queen, and then murdered him seci*etly. Hamlet, naturally fearing for his life, feigns madness. Corambis (the Polonius of Shakespeare) warns the kmg, and together they plot against him, contriv- ing an interview between Hamlet and the Queen, to which Corambis was a secret listener. Hamlet, suspecting treach- ery, keeps up his assumed madness, and beating on the arras with his arms, discovers his hidden foe, on which, crying '^ a rat, a rat," he thrusts him through with his swoi'd, and drawing him out half dead, finishes the bloody deed in the presence of the Queen. Geruth declares her innocence of the murder of Horvendile, and tells Hamlet that she had often interfered to save his (Hamlet's) life. Fengo now despatches Hamlet to England, in charge of agents who are instructed to have him executed. Hamlet succeeds in delivering himself, and returns to Denmark, where, after marrying two wives, he is finally slain in battle. Hamlet's melancholy is prominent in the old story, and there is an episodical narrative to the effect that the northern country was under the dominion of Satan, and it is obscurely hinted that Hamlet, like other young men of the time, held some communion with spirits. 2. Shakespeare probably took his play from the English translation of this old story, and from an older play, of un- known origin, founded on it. 3. The first that we hear of Shakespeare's Hamlet is from an entry in the Stationers' Registry, in London, July 26, 1602, of a book, '^ The Tragicall Historic of Hamlett, Prince of Denmarke," by Wilham Shakespeare. This is probably the book which appeared in print the following year, 1603. 4. 1604. 5. That of 1603 contained thirty-two pages, the second edition twice as much. EXAMINATION IN HAMLET. 21 6. In the city of London, the Universities of Cambridge and Oxford, and elsewhere. 7. Probably on the accession of James I., as is suggested by the editors of the Clarendon Press Series. 8. It was probably taken down by a short-hand writer from the stage. 9. Francis Meres, a great admirer of Shakespeare's genius, in his '* Palladis Tamia,'' or IVi/'s Treasury, written, in 1598, fails to mention among the list of Shakespeare's plays then" current, that of Hamlet, which is a significant sign that it was not then in existence. 10. That it represents Shakespeare's Hamlet in a transi- tional state, from its beginning in an old play, which Shake- speare took and fitted for the stage by some alterations and additions of his own, and afterwards expanded into the quarto of 1604, which is the play that we have. 11. Hamlet's madness is more pronounced in the quarto of 1603. 13. In the German. 14. The first collected edition was made in 1623. 15. Seven years. 16. Heminge and Condell. , Hannah Wilson. GRAMMATICAL. 17. Explain the use oi ^^ sensible,^'' in I. i. 57.^ Give other instances of adjectives similarly used in this play. In Macbeth ; in Merchant of Venice. 18. What is the meaning of *' ^/^7/" in I. i. 122? Can you recall any other instances in this play? Any in Macbeth ? In Mei'chant of Venice ? 1 The references here and elsewhere in these examinations are to the Clarendon Press editions of the plays. 22 EXAMINATION IN HAMLET. 19. What was Shakspere's use of ^' tJioii^^ and ^^ yoti^^ ? Illustrate by references to Hamlet. 20. What eUipsis is there m "That father lost, lost his, and the sur- vivor bound " ? 21. Can you recall any instances of suffixes appended to nouns for the purpose of signifying an agent ? In Alacbcth ? In Merchant of Venice ? 2.2.. Can you give any instances of the use of the prefix a before nouns? before participles ? 23. Give instances of Shakspere's use of double comparatives ? 24. Can you recall any instances where Shakspere neglects the in- flection of the pronoun who?' In Macbeth P In Merchant of Venice? 25. Give some instances of the conversion of one part of speech into another. 26. Give some account of the rise of the use of its. 27. What is Marsh's rule about the use by Elizabethan writers of sith and since ? Does the rule hold uniformly good in Shakspere ? 28. Explain the meaning of the line : " When we have shufiled off this mortal coil." What peculiarity in the use of the adjective ? Illus- trate by examples. 29. "The glow worm shows the matin to be near, and 'gins to pale his line ffe dual ^x^.'''' What is the meaning of nnejfectiuil? Give exam- ples of adjectives used proleptically. 17. The use of sensible in this line is an example of what Mr. Abbott c^ls the passive use of adjectives. The word means that which can be peireived, real, actual, tangible. It is not used now in that sense. Other instances like this occur, as plattsive mannci's^ meaning manners that can be applauded, and hence pleas- ing. The expression dreadful secrecy, also in this play, is a similar use of adjectives in this sense. In Macbeth is the expression, " To throw away the dearest thing he owed as 'twere a careless trifle," also ^' the sightless couriers of the air." 18. Still, here means co?tsta?itly. From the original signi- EXAMINATION IN HAMLET. 23 fication of qtiicf^ tinmoved ; then continuing in this state of rest, and hence constcinily. Other instances occur in, ^^ Thou still hast been the father of good news." '' I should still be plucking the grass to find where the wind sits." — Morhant of Venice, ^' The world is still deceived with ornament." — Aferchant of Venice, '' Still gazing in a doubt." — Merchant of Venice, " Remove from her the means of all annoyance, and still keep eyes upon her." — Macbeth. " Your good advice, which still hath been both grave and prosperous." 19. Thou, in Shakspere, is used in familiar address; you, in formal address. Thou, also, was used in speaking to inferiors. Thus, in the gravedigger's scene, Hamlet always addresses the clown as thou, and the clown replies with a respectful ^^ You, my Lord." Hamlet, having killed Polonius, says : '' Thou rash, intruding fool, I took thee for thy better ! " Here thou, because he took him for his bet- ter, and now discovers his real character. When the King asks Laertes, "What wouldst thou^ have, Laertes?" he probably uses thou, because Laertes begs a favour, and is, in this sense, his inferior. Perhaps thou, in the exclamation of the Queen, " O ! Llaralet, thou has cleft my heart in twain ! " contains a touch of affection which you would not express. 20. ''That father lost, lost his," &c. The ellipsis seems to be, '' that father, who was lost, lost his." The relative is frequently omitted in Shakspere, where the meaning is evident, and the ellipsis can be easily sup- plied. In the expression, '' Now follows that you know " ; that is, '^ that that you know," the relative and demonstra- 24 EXAMINATION IN HAMLET. tive pronoun being the same, the ellipsis is quite natural. The neuter verb is also frequently omitted in such cases as this. A similiar omission of relative and neuter verb occurs in the passage : ^^ And they, in France, of a most select," (Sic, omitted, because of the pronoun before, and the prepositional clause coming after, ^^ And they zuho are,'" &c. 21, Suffixes used by Shakspere for converting a noun into an agent, are er, or, as truster, ling, as groiuidling — Ha mlet; sleepers — Afacbeth . 2 2. The prefix a was primarily 07i, in, a preposition con- tracted by rapidity of pronunciation, and hence occurs with those words most commonly in use. Thus a-work, a-waking, at gaming, a-cursing, in Hamlet; a-h-ewiug, a-bleeding, Merchant of Venice ; a-foot, Alacbeth ; '^ on hYOod,'' Hamlet; stand an end, a7i for euphony. 23. Afore nearer is an instance of the use of double com- parative where the force of the er as sign of comparative having been lost, the word was compared by more and most, Mo7'e richer also occurs in Hamlet, moi-e elder in Alerchant of Venice ; '' my sudden and more strange return/' Hamlet ; also worser, 24. WJio is not inflected in the expressions '^ Between who?" ^^Saw? Who?" Hamlet, 25. The following are instances of the conversion of one part of speech into another, " as hush as death," '^I doubt it nothing^' ^^ in few,'' ''moment leisure," "music vows," '^ ;-