John Lyly Name: John Lyly

Total Page:16

File Type:pdf, Size:1020Kb

John Lyly Name: John Lyly Introduction to John Lyly Name: John Lyly. Born: 1553 / 1554, Kent, England. Died: c. 20 November 1606. Buried: 20 November 1606, St. Bartholomew the Less, London. Life of John Lyly John Lyly was the first superstar dramatist of the Elizabethan era, though his brilliance shone more like a shooting star than the sun. Born in about 1553 in Kent, Lyly earned a B.A. from Magdalen College in Oxford, and an M.A. from Oxford, although as the 17 th century antiquarian Antony Wood wrote, Lyly did “in a manner neglect academic studies.” 1 Lyly then moved to London where he spent decades waiting fruitlessly for a rewarding appointment from the court. Turning to writing, Lyly published his first novel, Euphues, or the Anatomy of Wit , in 1578. The book, a sort of travel and romance adventure, was an immediate sensation, and he followed up his success with the equally popular Euphues and His England in 1580. The reason for the interest in the books, however, was the unusual style of the writing, more so than the stories themselves, and we will discuss this style in a moment. It is possible that Lyly had been led to expect he would be appointed to be Master of the Revels, the official charged with reviewing and licensing plays in London, whenever the next vacancy arose. However, his dreams were constantly disappointed, when first in 1578 Thomas Blagrave was appointed to the office after the death of its previous holder, and then again in 1579 when the position was granted to Edmund Tylney, who would hold it for 31 years! In the meantime, Lyly turned to drama, and from 1584 to 1592 he wrote and directed about 7 or 8 plays, which delighted London audiences as much as his books had. In fact, the plays were all performed privately for Queen Elizabeth, after having been publically presented and practiced, and all were acted by children’s troupes. The sovereign appears to have enjoyed them as much as the common London citizen did. All the plays but one ( The Woman in the Moon ) were in prose. Despite the success of his literary work, however, Lyly never received an office of substance from the queen. Two pitiful letters remain extent, in which we see Lyly embarrassingly grovel for a job; the reader will cringe as he or she reads Lyly’s words: “Thirteen years your highness’ servant but yet nothing…A thousand hopes, but all nothing; a hundred promises but yet nothing…” 2 Lyly abandoned drama after 1592, but both his works and reputation “steadily declined in influence and reputation” 3, until he died poor and neglected in 1606 (though he did serve in Parliament occasionally between 1589 and 1601). Our hero was buried on 20 November 1606 at St. Bartholomew the Less in London. A contemporary of Lyly’s described him as a small man, married, and with a penchant for tobacco. He appears to have had at least two sons, both of whom died as infants, both named John. Lyly’s Euphuism Lyly’s writing style, which so took London by storm, was known as euphuism , named after his novels. The style is a highly affected one, and is marked by three primary characteristics: (1) an effusion of short parallel phrases and sentences; (2) the incorporation of fantastic similes taken from natural history and mythology; and (3) the frequent use of alliteration. Regarding Lyly’s use of parallel phrases, a few examples from his first Euphues novel will suffice; consider the novel’s opening sentence: “Here dwelt in Athens a young gentleman of great patrimony, and of so comely a personage, that it is doubted whether he were more bound to nature for the lineaments of his person, or to Fortune for the increase in his possessions.” Shortly afterwards we get “So likewise is the disposition of the mind, either virtue is overshadowed with some vice, or vice overcast with some virtue.” As to Lyly’s use of fantastic similes, Lyly primarily drew ideas from the encyclopedic work Natural History , written by Pliny the Elder in the 1 st century A.D. Pliny’s work today is famous for its outrageously incorrect descriptions of nature. Thus in the prologue of Sapho and Phao , Lyly writes that where “the bee can suck no honey, she leaveth her sting behind, and where the bear cannot find origanum to heal his grief, he blasteth all other leaves with his breath.” Euphuism became so popular that it was said to give “the tone to the conversation of the court of Queen Elizabeth” 4. But like any fad which comes on so quickly, there was a backlash, and as newer and more modern writers like Shakespeare assumed the mantle of leadership in Elizabethan literature, euphuism quickly came into disfavor, and became the target of mocks and jibes by other writers. Even today, Lyly’s reputation has suffered from his inevitable linking with euphuism; as the Dictionary of National Biography of the late 19 th century put it, the “monotonous structure of his sentences wearies the modern reader.” 5 Much as we may laugh at Lyly’s writing style today, it is necessary to recognize Lyly’s importance in the history of Elizabethan drama; his dialogue, characterizations, and plotting, though “still a long way removed from…Shakespeare” 6, gave to London society entertainment which was a great advancement from what had come before it, and provide an important and undeniable link between the cruder plays that preceded Lyly’s, and the genius that came after them. Recent Lyly editor Carter Daniel defends Lyly’s use of euphuism, asking us to take Lyly in the context of his time and individual situation; after all, Lyly, unlike any other playwright of the era, was writing specifically for the queen’s entertainment, and since this is what she liked, this is what he gave her.7 A more relevant criticism of Lyly’s plays is that they are completely lacking in gravity; their reliance on classical myth, the language that is both light and affected, the short scenes that come and go with great rapidity, and the lack of any weightiness in subject, give them an air of frivolousness; but here again, Lyly, as any successful tradesman might do, was giving his employer what she wanted to see, and as he did not wish to offend his sovereign, he had to stay away from any material that might bring criticism down on his head. As the canon of Lyly’s work is small, and as his plays are short (about half the length of the plays of his successors’), you, the modern reader should make sure to incorporate the occasional Lyly play into your diet; the plays are brisk and often funny, and because Lyly’s euphuism is so unusual, you may find it highly entertaining (at least for a little while at a time), and his works can serve as amusing intermissions between the denser and weightier works of Shakespeare and Lyly’s other contemporaries and successors. Plays of John Lyly All of John Lyly’s plays are in prose, except for The Woman in the Moon , his only verse play. 1. Campaspe (1584), a history play – sort of – starring Alexander the Great, and a host of famous philosophers. Perhaps Lyly’s funniest play. 2. Sapho and Phao (1584), a classical play with gods and goddesses. 3. Endimion, the Man on the Moon (1588), a classical play. Daniel calls this “Lyly’s masterpiece” (p. 195). 4. Gallathea (1588), a pastoral comedy. Daniel describes this play as possessing “intrinsic beauty” (p. 143). 5. Midas (1589), a mythological play. 6. Mother Bombie (1594), a comedy in modern times. 7. The Woman in the Moon (1597), another pastoral comedy. 8. Love’s Metamorphosis (1601), one last pastoral comedy. Daniel describes this play as “one of the most unjustly neglected plays in English literature” (p. 314). Campaspe by John Lyly Title: Campaspe . Author: John Lyly. Date: c. 1580-1. Genre: Romantic Comedy, Pseudo-Historical. Style: Prose. Setting: Athens, Ancient Greece, 335 B.C. Campaspe may be the first play John Lyly wrote after the success of his two Euphues novels, and as a result, its language is heavy with the parallel sentences and phrases that are the primary feature of Lyly’s euphuistic writing style. On the other hand, the play features a number of long forgotten but fascinating ancient philosophers, including one Diogenes of Sinope, who is unimpressed by Alexander the Great, or anyone else for that matter, and is never caught without a sharp retort for anyone who presumes to talk to him. I have included in the annotations a number of entertaining anecdotes that have been passed on about these once-famous great thinkers. Our Story: Alexander the Great has just conquered Greece, and is settling in for a period of rest with his army in Athens. The King of the Macedonians falls in love with Campaspe, a Greek captive, but unwittingly has competition for her affections from the great portrait painter Apelles. Meanwhile, Aristotle, Plato and numerous other philosophers fawn over Alexander – all except Diogenes. Midas by John Lyly Title: Midas . Author: John Lyly. Date: 1590. Genre: Myth. Setting: Ancient Phrygia in Asia Minor. The famous story of King Midas was told by Ovid in his Metamorphoses , and, like all of the myths contained in his collection, was well known to educated Englishmen. Lyly’s retelling is faithful to the original, and focuses on the lessons to be learned by the king’s poor decisions: be careful what you ask for, and be careful to not offend your gods! Midas is also noteworthy for containing what may be the single longest monologue in the entire Elizabethan canon, a speech of over 700 words.
Recommended publications
  • 'Stupid Midas'
    ‘Stupid Midas’ Visualising Musical Judgement and Tim Shephard Patrick McMahon Moral Judgement in Italy ca.1520 University of Sheffield 1. Musical Judgement and Moral Judgement 3. A) Cima da Conegliano, The Judgement Sat at the centre of the painting in contemporary elite of Midas, oil on panel, 1513-17. Statens The Ancient Discourse dress, Midas looks straight at the viewer, caught at the exact moment of formulating his faulty musical judgement. Museum for Kunst, Copenhagen. Harmony is governed by proportion, and so is human tem- perament; thus music can affect human behavior ‘For rhythm and harmony penetrate deeply into the mind and take a most powerful hold on it, and, if education is good, bring an impart grace and beauty, if it is bad, the reverse’ (Plato, Republic) Music should therefore play a role in moral education Suggestive ‘music has indeed the power to induce a certain character of soul, and if it can do that, then An older, more position of clearly it must be applied to education’ (Aristotle, Politics) severe Tmolus, in Pan’s bow more modest makes a direct Good musical judgement engenders good moral judgement contemporary link between ‘the proper training we propose to give will make a man quick to perceive the shortcomings attire, also his musician- of works of art or nature …; anything beautiful he will welcome gladly … and so grow in true goodness of character; anything ugly he will rightly condemn and dislike’ (Plato, Republic) interrogates the ship and his viewer with his sexuality. The Renaissance Discourse gaze.
    [Show full text]
  • The Relationship of the Dramatic Works of John Lyly to Later Elizabethan Comedies
    Durham E-Theses The relationship of the dramatic works of John Lyly to later Elizabethan comedies Gilbert, Christopher G. How to cite: Gilbert, Christopher G. (1965) The relationship of the dramatic works of John Lyly to later Elizabethan comedies, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/9816/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 THE RELATIONSHIP OP THE DRAMATIC WORKS OP JOHN LYLY TO LATER ELIZABETHAN COMEDIES A Thesis Submitted in candidature for the degree of Master of Arts of the University of Durham by Christopher G. Gilbert 1965 The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. DECLARATION I declare this work is the result of my independent investigation.
    [Show full text]
  • University Wits
    A brief study of UNIVERSITY WITS Presented for The students of Degree 1 English Hons. By Dr. Mohammad Shaukat Ansari Department of English M.L.S.M. College, Darbhanga, Bihar (L.N. Mithila University) UNIVERSITY WITS A Creative Group of Pioneer English dramatists (1585 – 1600) Elizabethan Age – The Golden age of Drama. The Pre-Shakespearean dramatists – John Lyly, Robert Greene, George Peele, Thomas Kyde, Christopher Marlowe – are known as University Wits. Marlowe has been justly called “the father of English drama”, “the Morning Star of the English Drama”. • The University Wits is a phrase used to name a group of late 16th century English playwrights who were educated at the universities. • Christopher Marlowe, 1564 - 93, Robert Greene, 1560 - 92 and Thomas Kyd, 1558 - 94 (graduates from Cambridge University) • Thomas Lodge, 1558 - 1625 and George Peele, 1558 - 98 (graduates from Oxford University) • The University Wits were professional writers in English, and prepared the way for the writings of William Shakespeare, who was born just two months after Christopher Marlowe. • Shakespeare was indebted to each of them. • The drama was truly national that time. • A true expression of national genius in England despite various foreign influences • Dramas became food for mind as well as eyes. • Even, performances were given every night, and as such dramas became source of income. • The University Wits drew materials from old plays, mythology, legend and history, and even revised them appropriately. • The University Wits were aware of demands of stage and audience too. • The University Wits made significant contributions to the development of English drama. • Their dramas were full of actions, thrills, sensations, supernaturalism and refinement.
    [Show full text]
  • The Plays of John Lyly Bachelor’S Diploma Thesis
    Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Petra Spurná The Plays of John Lyly Bachelor’s Diploma Thesis Supervisor: Mgr. Pavel Drábek, Ph.D. 2009 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature 2 Acknowledgement: I would like to thank my supervisor Mgr. Pavel Drábek, Ph.D. for his valuable guidance and advice. 3 Table of Contents 1. Introduction.................................................................................................................5 2. The Life of Johny Lyly...............................................................................................7 3. Lyly‟s Work..............................................................................................................12 3.1 Specific Conditions...........................................................................................12 3.2 Inventions..........................................................................................................14 4. The Plays...................................................................................................................18 4.1 Introduction to the Eight Plays..........................................................................18 4.2 Allegory.............................................................................................................25 4.3 Sapho and Phao.................................................................................................28
    [Show full text]
  • Campaspe (With Images, Tweets) · Si Marathon · Storify 20/06/2018, 0942
    Campaspe (with images, tweets) · si_marathon · Storify 20/06/2018, 0942 Browse Log In Embed Campaspe live-tweets from The Shakespeare Institute's Before Shakespeare marathon by Adam B a year ago 6 Views file:///Users/Callan/Dropbox/SI%20Playreading%20Marathon%20Sto…20images,%20tweets)%20·%20si_marathon%20·%20Storify.webarchive Page 1 of 46 Campaspe (with images, tweets) · si_marathon · Storify 20/06/2018, 0942 SI Marathon 2017 @SI_Marathon Today @ShakesInstitute : 14.30: Campaspe (Lyly) 19.00: Fedele and Fortunio & The Arraignment of Paris (Peele) Come & read! #b4shakes 7:20 AM - Jun 13, 2017 5 See SI Marathon 2017's other Tweets file:///Users/Callan/Dropbox/SI%20Playreading%20Marathon%20Sto…0images,%20tweets)%20·%20si_marathon%20·%20Storify.webarchive Page 2 of 46 Campaspe (with images, tweets) · si_marathon · Storify 20/06/2018, 0942 Adam B @adambcqx My name is Lyly, and I approve of this play-reading (though it may co-incide with my afternoon nap) #b4shakes 1:28 PM - Jun 13, 2017 10 See Adam B's other Tweets Andy Kesson @andykesson Catpuspe (this pun was a joint effort so don't blame me). #b4shakes twitter.com/adambcqx/statu… 1:32 PM - Jun 13, 2017 6 See Andy Kesson's other Tweets file:///Users/Callan/Dropbox/SI%20Playreading%20Marathon%20Sto…0images,%20tweets)%20·%20si_marathon%20·%20Storify.webarchive Page 3 of 46 Campaspe (with images, tweets) · si_marathon · Storify 20/06/2018, 0942 SI Marathon 2017 @SI_Marathon Of Alexander John Lyly makes a play called Campaspe #b4Shakes twitter.com/ProfShakespear… 1:33 PM - Jun 13, 2017 1 See SI Marathon 2017's other Tweets Beth Sharrock @mirthnomatter Lyly, Lyly, Lyly fucking go #b4shakes 1:35 PM - Jun 13, 2017 See Beth Sharrock's other Tweets Gill Othen @gill_othen Cynical casting, Martin as Diogenes.
    [Show full text]
  • Home Learning: Year 3 Maths Year 3 Day 1 Day 2 Day 3 Day 4 Day 5
    Home Learning: Year 3 Maths We have set out each week's learning as a series of suggested daily activities. However, the time may look very different for each family. Building in time to look after each other, be physical, creative and relax is as important as completing the set activities. You need to decide what works for you and your family. You could do more of the activities on one day and fewer on another, or you may find it helpful to have a more structured approach. It may help to give clear times for doing activities and clear times for breaks. You will also notice that some of the science, history and DT activities are the same and therefore can be done as a family. Year 3 Day 1 Day 2 Day 3 Day 4 Day 5 Factual Fluency https://www.topmark https://www.topmarks. https://www.topmarks. https://www.topmarks. https://phet.colorado.edu/ s.co.uk/maths- co.uk/maths- co.uk/maths- co.uk/maths- sims/html/fractions- games/hit-the-button games/mental-maths- games/mental-maths- games/mental-maths- intro/latest/fractions- Halves from 10-20 train Select ÷, then ÷3 train Select ÷, hen ÷5 train Select ÷, then ÷4 intro_en.html Can you make the fraction of the given shape? Four Days of Summer Term Week 5 Click onto the link each day. There is a video to watch for each day and then activities Reasoning (Wk commencing to complete. White Rose is an excellent resource and one often used by teachers in 18/5) (Monday- https://whiterosemat our schools.
    [Show full text]
  • John Lyly's Sappho and Phao
    John Lyly’s Sappho and Phao: From Light/Dark Imagery to Shadows of a Likeness Shelly Hsin-yi Hsieh* ABSTRACT This article examines John Lyly’s second court comedy, Sappho and Phao (1584) in light of its appropriation of the interplay between brightness and darkness. While chiaroscuro may be an anachronistic descriptor, the term points at signifi- cant similarities. This artistic technique was still new to English painters before the late 1590s. It derives from Greco-Roman approaches to light/dark contrasts and black-white juxtapositions. The Italian artist Giovanni Paolo Lomazzo intro- duced this skill in his Trattato dell’Arte (1584), which was first rendered into English by Richard Haydocke in 1598. Haydocke, however, did not use the term chiaro- scuro directly, but interpreted it as the interplay between light and shadow. In re- sponse to Haydocke’s translation, Nicholas Hilliard’s Arte of Limning (1600) also elaborated on the extent to which a painter must capture the substance with the effect of shadow, especially when the sitter for a likeness is Queen Elizabeth I. Alt- hough these references could not have appeared on Lyly’s reading list when he was composing the play, Sappho and Phao presents a cycle of pictorial episodes limned through the euphuistic effect of light/dark imagery, a dramatic device derived in part from Lyly’s classical training and also exemplifying Lyly’s euphuism (a subtle style of antithesis and balance). KEYWORDS Sappho and Phao, euphuistic, light/dark imagery, shadow, likeness Ex-position, Issue No. 43, June 2020 | National Taiwan University DOI: 10.6153/EXP.202006_(43).0008 Shelly Hsin-yi HSIEH, Assistant Professor, Department of Foreign Languages and Literatures, National Chung Hsing University, Taiwan 159 * The right coral needeth no colouring.
    [Show full text]
  • Lyly's <I>Midas</I> As an Allegory of Tyranny
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications -- Department of English English, Department of April 1972 Lyly's Midas as an Allegory of Tyranny Stephen S. Hilliard University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/englishfacpubs Part of the English Language and Literature Commons Hilliard, Stephen S., "Lyly's Midas as an Allegory of Tyranny" (1972). Faculty Publications -- Department of English. 4. https://digitalcommons.unl.edu/englishfacpubs/4 This Article is brought to you for free and open access by the English, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications -- Department of English by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. L YLY’ S M IDAS AS AN A LLEGORY OF T YRANNY grand tradition of Renaissance humanism, but his study, for all Lyly’s Midas as an Allegory of its historical insight, did not demonstrate the thematic 1 Tyranny* complexity that enriches Lyly’s plays. This article is intended to show that Lyly treated in his play Midas the nature of tyranny, a theme usually associated with the public theater. His use of alle‐ gory in depicting this theme is an informative example of the Stephen S. Hilliard Elizabethan use of the allegorical mode for dramatic purposes. Midas is perhaps “a model of elegant speech and a mirror of John Lyly’s Midas is structured in terms of traditional allegorizations of manners,” to use M. C. Bradbrook’s terms, but Lyly is deprived the Ovidian myth that represent Midas as an avaricious and ignorant of his due as an artist if the analysis of his plays is restricted to tyrant.
    [Show full text]
  • Title: Midas, the Golden Age Trope, and Hellenistic Kingship in Ovid's
    Title: Midas, the Golden Age trope, and Hellenistic Kingship in Ovid’s Metamorphoses Abstract: This article proposes a sustained politicized reading of the myth of Midas in Ovid’s Metamorphoses. It argues that Midas stands, first, as the embodiment of failed, Hellenistic kingship, with its ostentatious display of wealth and heralding of a new Golden Age, and, second, as a warning against the infectious “love of gold”, to which Roman politicians are far from immune. While the capture of Silenus and the golden touch episode link Midas with the tropes of Hellenistic kingship, his involvement in the competition between Pan and Apollo raises questions about the tropes of Roman imperial power itself. 0 Midas, the Golden Age trope, and Hellenistic Kingship in Ovid’s Metamorphoses It might be heaven, this static Plenitude: apples gold on the bough, Goldfinch, goldfish, golden tiger cat stock - Still in one gigantic tapestry – Sylvia Plath, In Midas' Country Ovid provides the fullest and most elaborate account of the myth of Midas that has come down to us from Classical Antiquity. His version conflates what must have been three different myths involving the legendary Phrygian king: first, his encounter with or capture of Silenus, second, the gift of the golden touch, which turned into a curse, and third, his acquisition of ass’s ears –– in Ovid’s version as a punishment by Apollo for his musical preferences. Throughout the narrative (11.85-193) Midas emerges as a figure of ridicule, a man unable to learn from his mistakes1. Despite the amount of criticism that has focused on the Metamorphoses, this episode has attracted remarkably little attention.
    [Show full text]
  • Unit 21: the Art of Greece
    The Artios Home Companion Series Unit 21: The Art of Greece Teacher Overview The arts reflect the society that creates them. Nowhere is this truer than in the case of the ancient Greeks. Through their temples, sculpture, pottery and literature, the Greeks incorporated the concept of reaching for excellence and one’s full potential. Reading and Assignments In this unit, students will: Complete six lessons in which they will learn about Greek literature, art, philosophy, religion, and myths, journaling and answering discussion questions as they read. Define vocabulary words. Explore the following website: ▪ Gods and goddesses of Ancient Greece http://www.ancientgreece.co. uk/gods/explore/exp_set.ht ml Visit www.ArtiosHCS.com for additional resources. A recreation in modern materials of the lost colossal statue by Pheidias, Athena Parthenos is housed in a full-scale replica of the Parthenon in Nashville’s Centennial Park. She is the largest indoor sculpture in the western world. Photograph by Dean Dixon, Sculpture by Alan LeQuire (1990), work of art is free according to the terms of the Free Art License. Leading Ideas In Acts 17, Paul gives a sermon that makes it evident that he understood Greek philosophy. However, he did not stay there in his conversation. He presented the gospel to them. This is a great demonstration of not being “of the world” but being “sent into” the world. — Acts 17 (Read this chapter in ESV at: https://www.biblegateway.com/passage/?search=Acts+17&version=ESV) Ancient: Middle School Unit 21: The Art of Greece Page 314 Do not be conformed to this world, but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect.
    [Show full text]
  • University Wits
    Topic for BA Part 1 English hons Dr. Sanjay Sinha Head, English Dept. Patna College,PU Contact details: 9431493845 [email protected] UNIVERSITY WITS The term “University Wits”, coined by George Saintsbury (a 19th century journalist and author) , refers to a wise band of professed men of letters who were the "rising sap" of dramatic creativity in the 1580s . This group of late 16th- century English playwrights and pamphleteers who were educated at the universities (Oxford or Cambridge) became popular secular writers. Prominent members of this group were Christopher Marlowe, Robert Greene, and Thomas Nashe from Cambridge, and John Lyly, Thomas Lodge, and George Peele from Oxford. Thomas Kyd is also sometimes included in the group, though he is not believed to have studied at university. Edward Albert in his History of English Literature (1979) argues that the plays of the University Wits had several features in common: (a) There was a fondness for heroic themes, such as the lives of great figures like Mohammed and Tamburlaine. (b) Heroic themes needed heroic treatment: great fullness and variety; splendid descriptions, long swelling speeches, the handling of violent incidents and emotions. These qualities, excellent when held in restraint, only too often led to loudness and disorder. (c) The style was also ‘heroic’. The chief aim was to achieve strong and sounding lines, magnificent epithets, and powerful declamation. This again led to abuse and to mere bombast, mouthing, and in the worst cases to nonsense. In the best examples, such as in Marlowe, the result is quite impressive. In this connexion it is to be noted that the best medium for such expression was blank verse, which was sufficiently elastic to bear the strong pressure of these expansive methods.
    [Show full text]
  • Was Shakespeare a Euphuist? Some Ruminations on Oxford, Lyly and Shakespeare Sky Gilbert
    Brief Chronicles V (2014) 171 Was Shakespeare a Euphuist? Some Ruminations on Oxford, Lyly and Shakespeare Sky Gilbert or Oxfordians, the fact that John Lyly was Oxford’s secretary for fifteen years makes him a significant literary figure. Some Oxfordians have suggested Fthat Lyly’s plays are the works of a young Shakespeare written under a pseudonym. Oxford patronized two theater companies during the 1580s, Oxford’s Boys, and Oxford’s Men. Oxford’s Boys were based at the Blackfriar’s Theatre as well as Paul’s Church. Oxford transferred the boy’s company to Lyly, and Lyly went on to write many plays for them, including Endymion, Sapho and Phao, Gallathea, and Love’s Metamorphosis. John Lyly was born in 1553 or 1554. His grandfather was the noted grammarian William Lyly, famous for having written a widely utilized grammar textbook as well as for founding St. Paul’s School in London. Lyly attended Oxford but left before graduating, finding life more suitable as a poet. In 1579 he published his first novel, Euphues or the Anatomy of Wit. Apparently Lyly’s goal was to become Master of Revels, and he dedicated himself mainly to playwriting after the publication of his first novel. It is significant that Oxford and Lyly were (and are) linked as “Italianate” figures. Alan Nelson, in his biography of the Earl of Oxford, Monstrous Adversary, makes it abundantly clear that Oxford’s trip to Italy and his subsequent return to court flaunting his Italian clothes and manners branded him as not only Italianate, but superficial and effeminate: “His braggadocio is unmatched by manly deeds.
    [Show full text]