Tag Archives: Shakespeare

Commonplace Thoughts of a Residual Welshman: Is Shakespeare Dead?

So did Mark Twain entitle his famous essay that is a sharp, satirical look at Shakespearean authorship. In it he calls attention to the fact that most of the things we “know” about Shakespeare’s life are based on conjecture, the kind of conjecture that is itself, as so often happens with historical authors, back-formed from various details in his corpus. Hilariously, at the opening of the second chapter, Twain writes, “When I was a Sunday-school scholar something more than sixty years ago, I became interested in Satan, and wanted to find out all I could about him,” and he goes on to show how Satan’s reputation is built largely on conjecture, not clear facts. That, of course, is what he compares our knowledge of Shakespeare’s life to.

Twain’s satirical piece is meant to show us that the historical “Shakespeare,” himself largely a theory anyway, is not likely to be the true author of the Shakespearean corpus. He is, rather, likely to be a construct based on bits and pieces of that corpus. What we envision to be his physical body is reconstituted from the body of his work, causing his actual corpse to roll over in the grave. All amusing, all satiric, all well worth a few minutes of your time to read.[1]

I wish that the peevish students of the University of Pennsylvania, where I myself studied literature at one point, had read Twain before they demanded the removal of the picture of Shakespeare from the foyer of the building of the English Department. The painting was replaced with a picture of Audre Lorde, the well-known Lesbian feminist poet who passed away in 1992.

But returning to Shakespeare, I want to stress that while the physical human being, the man who was called Shakespeare is, like Audre Lorde, quite dead—whether he actually wrote any of the Shakespearean corpus or not—the one we call Shakespeare is in fact a tome, a ponderous tome, filled with marvelous plays that come alive for the reader and even more alive for the viewer and hearer of them, the person who goes to the theater to view the spectacle. I can remember my great professor, Philip Ambrose at the University of Vermont, stressing this very point with me in a Greek tragedy class. We were reading the Trojan Women, and he did not want us ever to lose sight of the fact that that play was a sight, a spectacle, visceral, real, meant to be performed, not just read. That is Euripides, and that is Shakespeare. Note the present tense. Euripides, like Shakespeare, is alive today. We can perform them both, we can pick them up. They have become their text and when we read them, when we perform them, we bring them back to life.

But we must, of course, read them, we must, of course, have access to them, and most importantly be encouraged to read them, perhaps in our teen years, especially at college or university. I don’t think most folks will just pick up a volume of Euripides in translation on their own and read him. I don’t think most folks would even think about learning ancient Greek to do so. Indeed, even the headiest college student is not inclined to take a language on his or her own, not inclined to study an ancient language without some reason to do so. Maybe the college will require at least some courses in literature. But the trend is going the other direction, of course, as colleges and universities are increasingly adopting a more practical approach, in some cases becoming more trade-schools.[2] I took a language in college because it was required. I took Latin because I had heard the professor was one of the best that Dickinson had. I only added Greek because that same professor, Philip Lockhart, encouraged me to do so. Years later, at Vermont, reading Greek with yet another Philip, this time with the saintly name of Ambrose, I was so glad I had added Greek those four years prior.

My point is this: if you send your child off to college, I hope you encourage her to go there to get an education, not a job. Of course, you want your child to be employed and to find a vocation that will make him happy, if indeed it is even possible “to find” a vocation. Rather, it is only possible to harken unto it, for the very word “vocation” implies that the job “calls” you, rather than you “find” it. Add to this that true happiness cannot be found in one’s job. It can only be found in one’s heart. You could have a rather unhappy job and still be happy. You could have the perfect job, and be quite unhappy. I know many college professors who fall into this latter category.

No, I’m not advocating that everyone study Greek. But I am suggesting that everyone who has the chance to read Shakespeare do so. He’s alive, even if he is no longer regularly required reading. The same goes for Homer, whether read more quickly in translation or more painstakingly in the original. And Euripides, yes, him too, and Virgil, and Dante, and Milton. Read them precisely because they are alive, and they will tell you something that will last you not one day but a lifetime. And if you’re listening carefully, they may, by the time you’re done reading, have whispered to you the very words that will provide you with happiness, the happiness that can’t come from “job satisfaction” or “finding the right vocation,” but can only come from within, from the heart.

Well, then, is Shakespeare dead? Only if we let him die.

[1][1] Easily found at pagebypagebooks.com.

[2] Alas, the university that I spoke about in last week’s blog did, in the end, decide to produce a rather slender core, cutting out, with a single vote, Shakespeare, Homer and Virgil.

Commonplace Thoughts of a Residual Welshman: Illiberal Education, Shakespeare, and Campus Rape

It is fun to go on a college campus, even that of a college you never attended. It reminds you how privileged you are. You are walking across a mall that famous scholars have walked across and, more than just famous scholars, so have some of society’s great leaders. The campus that I was on this week for a breakfast with some old friends who are heavily engaged in the academic enterprise once held the soles of the shoes of visiting lecturers such as LBJ, Margaret Thatcher, Desmond Tutu, and Ronald Reagan. So it is that a college or a university campus has a way of making you feel small, small in a good way—small, as in part of something greater than yourself—young and fresh, and eager to learn, whatever your age might be.

Yet today you find two dangerous, and perhaps not unrelated, trends developing on college campuses. These were among the otherwise quite pleasant topics of conversation that I had during my breakfast with old friends when I found myself visiting a local college this past week. The friends and I had been in a Think Tank, or if not quite that, a talent cluster whereby which we had spent a few weeks thinking together about how best to lead—years ago, considering leadership in a variety of settings. And now we had all grown in different directions but, on the invitation of one of us, we were once again sitting and talking delightfully in a campus dining establishment enjoying a delicious breakfast and a rich, multi-various and even for a few moments, disturbing conversation.

I say disturbing because we happened to light upon a ghastly topic, which is one of the two trends that I mentioned above, campus rape. We agreed that it is much more widely reported now than it had been even fifteen years ago when we had been in our select group together. And that, of course, was good. We agreed, too, that in the current climate the alleged aggressor was more or less guilty until proven innocent—not a good thing but perhaps apotropaic or at least admonitory. We spoke about the relative lack of a moral code among college students today, with relative being the operative word, as the notion behind the phrase “it’s all relative” (and old phrase now) had, over the last twenty years not just gained ground but flat out triumphed. Then we all laughed, as we knew that now we, too, sounded “old,” as we once thought, when we were in our twenties or thirties, people in their fifties had sounded to us.

But sadly we only brush-stroked a part of the solution to the current amoral climate. Let me define “amoral” here before I try to address the solution. By amoral I mean not simply that rapes happen on a college campus, but that many young men and women, whether of religious upbringing or not, nowadays are swift to engage in premarital sex. I’m not saying that premarital sex didn’t happen when I was in college—indeed, it did, as my generation found itself in the midst of the so-called sexual revolution. But I am saying that the trend toward premarital sex as the norm that began then has by now supplanted, by and large, even the attempt at chastity. Less people come to college with a moral foundation that was forged in their homes; or, if they do, their parents would seem conveniently to have left out the idea that sex is a special thing to be enjoyed by a married couple, not by just any two people who find each other attractive.

Why? Sociologists and many journalists would say that this is the case, at least in part, because the parents themselves had sex before they were married, whether with each other or multiple other partners.[1] Now parents would seem to feel it is hypocritical to tell their children that they should be married first. Besides, many may reason, that kind of legalistic thought is old-fashioned, not part of today’s mainstream thought, whether that be simply the popular morality one hears espoused at a Starbucks on a Saturday morning or one might hear in a mainstream church. And we want to be in the mainstream, we want to keep in step with our environment, to do what the world around us is doing. Right?

Let me now return to the setting of the delightful breakfast, delightful in every way except, of course, the sad moment when we considered campus rape. It seems to me that the current way of dealing with the vast problem of campus rape is to create a thoroughgoing legalistic culture, with “Report It!” reminders everywhere adorning a college campus—on T-shirts, on posters, on the university webpage—all prompts to the young person that she (or occasionally he) needs to let the authorities know if something dreadful has occurred. Certainly that is important, as the gathering of proof must be done almost immediately after a violent act such as sexual assault.

But to get at the underlying causes—to prevent rape from happening in the first place—that seems to me to be something that should ideally first come from a home environment that teaches young folks that their bodies are not commodities to be “had” by another or “used” by themselves, even if the use is intended to be the beginning of a beautiful relationship. That is still “use,” maybe even abuse. Secondarily—and this, too, runs counter to mainstream thought—perhaps another arena in which discussions about one’s body and one’s sexuality might come into play could be a college classroom, via literature. If a student has the opportunity to read Virgil’s fourth Aeneid and have a robust discussion about it, maybe, just maybe, he or she can see the unintended consequences of a relationship founded on sex (what Dido saw as marriage, Aeneas saw as a fling). If those same students might read C.S. Lewis’ Four Loves, or read about tragic love in Shakespeare’s Romeo and Juliet or the humorous circumstances of courtship in Love’s Labor Lost, then real conversations might be held on a college campus—conversations between friends, flowing from classroom to dormitory—about love, whereby love might be distinguished from lust and so on. I know in my college that very thing happened. I can remember Plato spurring conversations about ideas, Aristotle about virtue, Augustine about life’s journey and God’s call.

“Take away those great books,” I said as I directed the discussion to the second topic that I referred to above, “and you take away the opportunities for rich and meaningful conversations. You’ve changed “liberal” education to “illiberal” education. As learning becomes more and more career-oriented, we should expect our young folks to see their education as merely a means to an end, and their bodies, too, as merely something to be used with a view to a goal—even a good goal, such as a loving relationship. That good goal of the loving, perhaps even monogamous relationship,” I waxed on, “parallels the good goal of eventual gainful employment. But the means by which each is achieved—that makes all the difference.”

I was done. As you may have guessed, I had managed to throw a wet blanket over an otherwise delightful social event. I succeeded in wiggling my way out of the momentary yet deafening silence that followed my disputation by making a quip about my penchant for biking just about everywhere and my friends thinking it is because I’ve had a DUI. They laughed about that heartily. But I meant what I had said. The solution to our social ills must rely exclusively on the moral formation that may or may not occur in the home. Years ago that environment may have been the incubator of virtue; it is no longer. Rather, it may be that the last bastion of moral formation lies in books, books with great ideas and great ideals, perhaps out-of-fashion but never out-of-date. These ideals, shared via literature with many of the great men and women who came before, might just make us feel small in a good way, a part of something greater than ourselves, and eager to keep on learning, whatever our age may be.

[1] https://goodmenproject.com/featured-content/why-i-wont-teach-abstinence-to-my-son-dncp/

Commonplace Thoughts of a Residual Welshman: Cake

When I was in college, the word “cake” was used to describe an easy course or an easy test. It was “cake,” meaning of course, “a piece of cake.” That’s why, when a close college-professor friend used the word “cake” (oddly over coffee) to describe how the liberal arts core of his university was being gutted, I was surprised. (Now his university is a large, private university in Texas, which for the sake of my friend’s anonymity I won’t mention by name, as he indicated he had some qualms about anyone knowing just who was criticizing the power move by a committee hand-picked by the dean himself.) That said, that word, cake, really jumped out at me as I sat there sipping from my favorite mug, the one with Axel Munthe on it.

“What do you mean?” I queried.

“Well, it seems that students and parents alike,” he said, “don’t find the traditional core valuable enough to want to be bothered to stick with it.” Now I knew, of course, from my own liberal education at Dickinson College years ago what this meant. The core requirements are the traditional courses—some mathematics, at least one (usually two) science class(es) with time in the laboratory, a history course, a philosophy course, at least a couple of English classes, four semesters or the equivalent of a non-English language—at the best colleges and universities about half of the classes a student will take are core classes.

“What do the parents and students have to do with the core?” I asked, though I anticipated the very answer he gave.

“Well, it seems that many colleges are moving to a consumer model—if the customer demands a different product, we have to adapt. And that’s what I mean by there is confusion on the dean’s part about the cake.”


“Indeed,” he continued. “In caving into the consumer model which is driven by rankings generated by a magazine [sic!], the dean has clearly confused the icing and the cake. He is treading the core of what we are doing as if it were just icing on some pre-professional/job training cake, not the cake itself, upon which the job training and pre-professional job fairs are added like sweet floral decorations on an otherwise finely baked cake. Shakespeare, Milton, Virgil, and Homer are seen as mere icing, and job security as the cake. It’s upside down, man, it’s all wrong. And it seems quite clear that the dean wants it served that way, and he won’t listen to anyone telling him how inverted (and perverse) such a baking process is.”

Now I admit here that his analogy, sweet as it might be, is far from perfect. But it got me thinking. The fact is, when I look back on my own education at Dickinson the courses that shaped me the most were not simply those in my major—okay, as an Ancient Greek major, Homer’s Odyssey had, needless to say, a major impact on me and informed at least the spirit of the Curious Autobiography. But I shall never forget Milton—indeed, to this day I hold many sonnets of Milton in my mind, memorized and there to help me when I need them like Scripture—or Shakespeare or even my physics class or one of even greater impact, an anthropology class that considered South American urban poor. I studied art history, history, archery (for yes, physical education was also required) and drama, too. The core, not my individual major, was the center of my education. My major was, as my dear friend said, the icing on the cake. My education was the cake.

But it was far from “cake.” It was hard. Yet in those days my mother, Elaine, whose story I will here shamelessly put in a plug for you to buy and read, would never have thought to call and complain because I didn’t do so well in my Calculus class—it’s true, I did not. Yet not doing well in that class was actually good for me. The teacher was not a good one, yet I learned great deal from him about how not to teach, and it was amply worth the D+ that I got in that class. I am truly grateful for my broad, liberal education—an education that has stayed with me my entire life and made me into a writer, a blogger, a father, a husband, and even an amateur athlete (to the extent that I am one). Yes, archery and racquetball and a few other physical education classes shaped me (pun intended), as well.

So, where does that leave my friend—I’m afraid it leaves him about to bake a cake upside down, or rather to turn into a confectioner not the baker he signed up to be. He will be in charge of icing only. His Homer class (for he teaches Homer pretty regularly) will be under-enrolled—indeed it will probably cease to exist in a few years. And who will read Shakespeare or Milton, since the class that they were required in will also be out of the core? And many students will know no mathematics now, as it, too, has been removed. I suspect that donors may be less excited about giving to the university, as well. (I have given quite a bit to that university in the past, but now I think my money shall go to my alma mater, Dickinson, where a liberal arts education, I am glad to say, remains intact.) I hope for my friend he can prevail upon the dean to save those classic (if not classical) authors; but he doubts he can. Still, let me close this blog with a “Viva Shakespeare!” if only just for old-times’ sake (or should I say old-times’ cake?).

Commonplace Thoughts of a Residual Welshman: The Difficult Road

I have a good and richly devout friend who says no one but God can really change anyone. All change, he insists, must come from on high. Well, at some deep, theological level, he may just be right. But in the world in which I live, I’ve seen a lot of things help one at least to see the need for change, and therefore, I think, it may be useful to look carefully at my friend’s formula. Maybe there are a lot of different ways that God changes people. Could he do so through other people, especially those involved in one’s life in certain key ways?

ancient-pathLong ago (in 1372, to be precise) Boccaccio wrote to Petrarch, suggesting that he had been put on the right path by none other than Petrarch himself. That path, Boccaccio states, is the “ancient path” that Petrarch had traced out with so much vigor and talent that “he could not be stopped by any obstacle or even by the difficult road.” Petrarch was, in fact, Boccaccio’s teacher. And what Boccaccio had learned from Petrarch was presumably the same thing that students of another teacher of rhetoric, a millennium earlier, had tried to teach his students: the path of virtue, a path opened by rhetoric and persuasion. That ancient teacher was named Cicero, the Roman statesman/philosopher par excellence. But more on him another time.

For now, I would prefer to return to my friend’s central premise, namely that God alone can transform someone. Again, that may be true in a theological sense, but in a practical sense, I think I agree with Boccaccio: education can, and in particular a great teacher—and that teacher need not be a Petrarch or a Cicero—has a peculiar role in that transformational work. Thus, what is known as a liberal arts education can produce some startling and quite valuable results. LucyJonesTeapot


Indeed, I would say that the most valuable thing I own is not my great-great-grandmother Lucy Hughes Jones’ tea pot or her not-quite-Welsh (really Bavarian) cheese plate or even the old black trunk that transported them both, but my liberal education. At Dickinson I read Milton for the first time, and he taught me to understand what faith was long before I had faith to speak of. Plato led me to think about the best things—he called them forms—and he did so in his original Greek. Shakespeare taught me how to laugh, to care, to love and even to speak and write more dexterously. And Richard Wright made me at least a bit more aware of what it is like to be scared, make mistakes, and to understand such fear and error by looking through a poignantly pathetic character’s eyes.

And these were just the literature classes. I took an anthropology class, too, that educated me as to how poor so many folks in this world are. Subsequently, I would myself go to China and, later, Ethiopia and understand in person what I had read about and studied years before. And history, what can I say about that? I learned to love history from a great professor named Leon Fitts. He could bring Rome alive like no other. For another history class, I wrote a paper about my family’s history. 9781480814738_COVER.inddWas that the prototype of The Curious Autobiography? I’m not sure, but I think it may have had something ultimately to do with the scribbling down of that collection of tales. And Latin. Where do I start? Where do I end? If in the manner of the forty-third verse of Virgil’s second Georgic, I had a hundred tongues and a hundred mouths, could I ever truly explain?

What changed me the most? While I agree with my devout friend that encountering and wrestling with God is the most transformative moment one can have, one of the most important ways change has come to me is through the echoing ideas that found a permanent seat in my mind during my college years. In any case, I know the answer to a question a bit different from the one that opens this paragraph. That question is simply what the most valuable thing I own might be. I can say without hesitation that that most prized thing is my liberal arts education—not the degree itself but the degree to which it changed the way I think—for by it I learned to embark on Boccaccio’s (or was it Petrarch’s?) ancient path and to appreciate life’s journey along the difficult road.

Commonplace Thoughts of Residual Welshman: Halloween, Soul Cakes, and Parody

— Why, how know you that I am in love?

— Marry, by these special marks: first, you have
learned, like Sir Proteus, to wreathe your arms,
like a malecontent; to relish a love-song, like a
robin-redbreast; to walk alone, like one that had
the pestilence; to sigh, like a school-boy that had
lost his A B C; to weep, like a young wench that had buried her grandam; to fast, like one that takes diet; to watch like one that fears robbing; to
speak puling, like a beggar at Hallowmas.
Shakespeare, Two Gentlemen of Verona, ii.1

This is, quite literally, a Halloween blog since this evening is Halloween. It is in the recipe series, which as a regular feature will end just after Thanksgiving, though the blog may include a few Christmas holiday recipes, too, and possibly, given the polyethnic background of its author, a Hanukkah recipe, as well.

But today’s recipe shall, after all, befit Halloween, as this is an old holiday, alluded to even in the quote from Shakespeare cited above. Like Christmas Eve, which is not the evening of Christmas day but the evening before Christmas day, thus All Hallows Eve, of which Halloween is merely a contraction, is not the night of All Hallows’ (=Saints’) Day, but the night before. And, because this (no doubt syncretized) Christian holiday is the one that looks back primarily upon the dead, it is associated with every possible view of dead folks, including the popular ideas about zombies, ghosts, fairies, and phantasms. As to the autheticity of real fairies or real ghosts, well, you can see some other blogs, such as those about fairies and hobs, the ghost of New Hope, or eve the hungry and quixotic ghost of Sulmona. Those accounts aply befit today’s occasion.

Halloween, as I was saying looks back: Christmas, like Pentecost, looks to the very present idea of God incarnate. Easter obviously looks forward to resurrection. But I leave this cursory present-past-future schematization of the Christian calendar aside. Instead I turn to what Halloween has become: a parody. This is not a bad thing, as parodies are often funny, which is why children in particular enjoy Halloween so much. And they like the treats.

The idea of trick or treating derives most likely from the European fifteenth-century (and later) custom of “souling,” which involved the baking and sharing of soul cakes (the original “soul food”). The cakes were an expression of thanks for prayers for the dead, which, presumably corrupted by the natural selfish inclinations of humankind (in this case, the English and the Irish), swiftly degenerated into a demand for a cake in exchange for the souls of the dead (or at least a prayer for them).[1] The costumes were representations, therefore, of the dead—they were thus originally all ghosts, and the infamous seasonal jack-o-lantern pumpkin face was meant to represent the face of a ghost.[2]

Perhaps the oddest "political" t-shirt ever. For a less frightening t-shirt, see below.
Perhaps the oddest “political” t-shirt ever. For a less frightening t-shirt, see below.

While nowadays a jack-o-lantern can be carved as a frightening work of art to represent a popular figure and even wind up on t-shirts, pumpkins were originally but crudely carved, and thus a bit frightening.

The idea of the candlelight in the pumpkin was to offer illuminations for the dead whereby to guide them on their journey after death.[3] Are such lights today meant to offer a guide for the living? The prospect may be as frightening to some—and I don’t mean because jack-o-lanterns are apparently responsible for global warming—as the idea of the jack-o-lantern must have been in medieval times.

A modern-day jack-o-lantern: frightening or funny?
A modern-day jack-o-lantern: frightening or funny?

Which brings us back to the essential idea, as I was saying at the outset, that Halloween is a parody, and that’s why kids love it so. Thus was I thinking; and then there occurred to me one possible reason why adults nowadays seem to be liking it more and more, too. Perhaps it is because we ever seek more parody in our lives. And then I wondered why we crave parody, why the snarkier the better seems to be the trend now in American humor, American politics, and America in general.

Janet sporting a Curious Autobiography T-shirt
A great present for the holidays. All proceeds go to charity.


Before you start thinking my view is simply archaic, consider this. If you are old enough to recall the 1980s, you must surely realize—one can easily see it from watching re-runs on the cable re-run channel—that pervasive snarkiness is something really new. And the reason I think that is so, is because American life has become a parody of itself. We are living in a parody of what was once the norm. Our new normal (which is swiftly becoming the new “norml”) is an America that our grandparents (at least my grandparents) would not have recognized, were they alive today. They would be appalled at the level of sensuality/sexual innuendo/bad words on television. They wouldn’t understand the new world order of politically correct speech. They would be confused as to why a football coach could be fired for saying a prayer. They wouldn’t understand why a baker had to bake a cake or face the possibility of paying $150,000 in fines. In other words, they would see today a parody of America rather than the America that had liberated Europe and defeated the Axis powers in the Second World War, the war they lived and worried and prayed through, and had subsequently stood for democracy against the USSR, sometimes virtually alone,[4] in a world that often refused to welcome the democratic form of government, imperfect yes, yet inasmuch as it represents all constituents, optimal. A world where Halloween was primarily a children’s holiday, a world in which archaic hymns of the ancient creeds of the church were still taken seriously.

Charlie Brown Great PumpkinIf the last paragraph sounds too Chestertonian, keep in mind that Halloween is the holiday that looks back, and that’s what the preceding paragraph does. But now, let’s close by looking for a recipe. It’s a simple one that gives us a taste of bygone Halloweens, for it is simply the Halloween cakes (soul cakes?) of Elaine Jakes. Some are ghosts, some jack-o-lanterns. She never used a cookie cutter for them, so they were always sort of clumpy and lumpy (as depicted below). She used food coloring for the toppings, but our recipe avoids that because nowadays so many folks have allergic reactions to them (and anyhow they’re not good for you). So, if you like baking cookies, enjoy. And enjoy the parody that Halloween affords, even if it is a reminder to you of the parody of our own modern days. Maybe, like children, we will eventually outgrow, to some extent, the parody of our modern times. Yet, even if we don’t, perhaps, if only indirectly and imprecisely, we can find personal spiritual solace in this dark world and wide, discovering our own burning candles to guide our souls on the way, no matter whose face winds up on the great American pumpkin. Now that’s a parody that’s worth recalling this Halloween, the Great Pumpkin. Thank you for your legacy, Charles Schultz.

Elaine's Halloween Cookies

[1] Margo DeMello, Faces Around the World: A Cultural Encyclopedia of the Human Face (Santa Barbara, 2012), 167.

[2] N. Rogers, Halloween: From Pagan Ritual to Party Night (Oxford, 2002), 37f.

[3] J. Santino (ed.), Halloween and Other Festivals of Death and Life (Knoxville, 1994), 95f.

[4] Coates, ed., The Oxford Companion to American Politics (Oxford, 2012), 289.