In this wide-ranging and ambitiously conceived Research Companion, contributors explore Shakespeare’s relationship to the classic in two broad senses. The essays analyze Shakespeare’s specific debts to classical works and weigh his classicism’s likeness and unlikeness to that of others in his time; they also evaluate the effects of that classical influence to assess the extent to which it is connected with whatever qualities still make Shakespeare, himself, a classic (arguably the classic) of modern world literature and drama. The first sense of the classic which the volume addresses is the classical culture of Latin and Greek reading, translation, and imitation. Education in the canon of pagan classics bound Shakespeare together with other writers in what was the dominant tradition of English and European poetry and drama, up through the nineteenth and even well into the twentieth century. Second—and no less central—is the idea of classics as such, that of books whose perceived value, exceeding that of most in their era, justifies their protection against historical and cultural change. The volume’s organizing insight is that as Shakespeare was made a classic in this second, antiquarian sense, his work’s reception has more and more come to resemble that of classics in the first sense—of ancient texts subject to labored critical study by masses of professional interpreters who are needed to mediate their meaning, simply because of the texts’ growing remoteness from ordinary life, language, and consciousness. The volume presents overviews and argumentative essays about the presence of Latin and Greek literature in Shakespeare’s writing. They coexist in the volume with thought pieces on the uses of the classical as a historical and pedagogical category, and with practical essays on the place of ancient classics in today’s Shakespearean classrooms.

In this wide-ranging and ambitiously conceived Research Companion, contributors explore Shakespeare’s relationship to the classic in two broad senses. The essays analyze Shakespeare’s specific debts to classical works and weigh his classicism’s likeness and unlikeness to that of others in his time; they also evaluate the effects of that classical influence to assess the extent to which it is connected with whatever qualities still make Shakespeare, himself, a classic (arguably the classic) of modern world literature and drama. The first sense of the classic which the volume addresses is the classical culture of Latin and Greek reading, translation, and imitation. Education in the canon of pagan classics bound Shakespeare together with other writers in what was the dominant tradition of English and European poetry and drama, up through the nineteenth and even well into the twentieth century. Second—and no less central—is the idea of classics as such, that of books whose perceived value, exceeding that of most in their era, justifies their protection against historical and cultural change. The volume’s organizing insight is that as Shakespeare was made a classic in this second, antiquarian sense, his work’s reception has more and more come to resemble that of classics in the first sense—of ancient texts subject to labored critical study by masses of professional interpreters who are needed to mediate their meaning, simply because of the texts’ growing remoteness from ordinary life, language, and consciousness. The volume presents overviews and argumentative essays about the presence of Latin and Greek literature in Shakespeare’s writing. They coexist in the volume with thought pieces on the uses of the classical as a historical and pedagogical category, and with practical essays on the place of ancient classics in today’s Shakespearean classrooms.

A study of how the use of Ovid in Middle English texts affected Shakespeare's treatment of the poet.

Jennifer C. Vaught illustrates how architectural rhetoric in Shakespeare and Spenser provides a bridge between the human body and mind and the nonhuman world of stone and timber. The recurring figure of the body as a besieged castle in Shakespeare’s drama and Spenser’s allegory reveals that their works are mutually based on medieval architectural allegories exemplified by the morality play The Castle of Perseverance. Intertextual and analogous connections between the generically hybrid works of Shakespeare and Spenser demonstrate how they conceived of individuals not in isolation from the physical environment but in profound relation to it. This book approaches the interlacing of identity and place in terms of ecocriticism, posthumanism, cognitive theory, and Cicero’s art of memory. Architectural Rhetoric in Shakespeare and Spenser examines figures of the permeable body as a fortified, yet vulnerable structure in Shakespeare’s comedies, histories, tragedies, romances, and Sonnets and in Spenser’s Faerie Queene and Complaints.

This volume offers the first in-depth investigation of Thomas Heywood’s engagement with the classics. Its introduction and twelve essays trace how the classics shaped Heywood’s work in a variety of genres across a writing career of over forty years, ranging from drama, epic and epyllion, to translations, compendia and the design of a warship for Charles I. Close readings demonstrate the influence of a capaciously conceived classical tradition that included continental editions and translations of Latin and Greek texts, early modern mythographies and the medieval tradition of Troy. They attend to Heywood’s thought-provoking imitations and juxtapositions of these sources, his use of myth to interrogate gender and heroism, and his turn to antiquity to celebrate and defamiliarise the theatrical or political present. Heywood’s better-known works are discussed alongside critically neglected ones, making the collection valuable for undergraduates and researchers alike.

With the recent turn to science studies and interdisciplinary research in Shakespearean scholarship, Shakespeare and Science: A Dictionary, provides a pedagogical resource for students and scholars. In charting Shakespeare's engagement with natural philosophical discourse, this edition shapes the future of Shakespearean scholarship and pedagogy significantly, appealing to students entering the field and current scholars in interdisciplinary research on the topic alongside the non-professional reader seeking to understand Shakespeare's language and early modern scientific practices. Shakespeare's works respond to early modern culture's rapidly burgeoning interest in how new astronomical theories, understandings of motion and change, and the cataloging of objects, vegetation, and animals in the natural world could provide new knowledge. To cite a famous example, Hamlet's letter to Ophelia plays with the differences between the Ptolemaic and Copernican notions of the earth's movement: “Doubt that the sun doth move” may either be, in the Ptolemaic view, an earnest plea or, in the Copernican system, a purposeful equivocation. The Dictionary contextualizes such moments and scientific terms that Shakespeare employs, creatively and critically, throughout his poetry and drama. The focus is on Shakespeare's multiform uses of language, rendering accessible to students of Shakespeare such terms as “firmament,” “planetary influence,” and “retrograde.”

This volume convenes eight noted scholars with varied positions at the interface of formal and historical literary criticism. The editors’ introduction—a far-reaching account of how both methods have intersected in studies of early modern English texts since the 1990s—is the first such survey in more than 15 years, making it invaluable to scholars entering this area. Three essays address foundational questions about genre, fictionality, and formlessness; five feature close readings of texts or passages ranging from the more canonical (Shakespeare, Herbert, Milton) to the less so (an official record of the 1604 Hampton Court Conference). For scholars and students alike, the book thus models a variety of ways both to conceptualize and to analyze the value of literature at the formal–historical interface. Encompassing drama, lyric, satirical and polemical prose, and metrical as well as rhetorical and logical forms, the collection closes with an afterword by theorist Caroline Levine.