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Our Workshops OUR WORKSHOPS Workshops at The Kit: Christopher Marlowe And His World ACTIVITY PROSPECTUS MENU OF WORKSHOP SESSIONS Category B Workshops at The Kit: Christopher Marlowe And His World You can choose two of the following sessions as your workshops. You will be asked Marlowe's Epitaph: Marlowe's Demons: to select one workshop from Category A and one from Category B in advance of We are delighted to offer this new tailored learning experience for young people Creative Writing Workshop Creative Arts Workshop your visit. in the unique setting of The Marlowe Kit which provides exciting ways to learn Suitable for KS1-5. Subjects: Suitable for KS2-4. Subjects: Art/ about Canterbury’s rich literary heritage. English/Drama/History Design Tech/Drama/History/ Category A Explore Christopher Marlowe's English/Maths/PSHE Workshops At The Kit: Christopher A half-day experience: poetry in this fun and informal Create your own infernal being Marlowe And His World is an • An interactive and theatrical Villains And Anti-Heroes: The Ancient Art Of Slapstick: creative writing workshop. in this practical mask-making innovative programme of cross- presentation, which introduces workshop. curricular activities for primary Text And Performance Workshop Performance Workshop students to Christopher Marlowe, his and secondary schools, to engage, Suitable for KS2-5. Suitable for Upper level KS1 (year Put Yourself In My Shoes: work and the world he lived in, all of educate and inspire both students and Subjects: English/Drama/History 2). Subjects: Drama/History Creative Writing Workshop Paper Theatre Kit: which inspired his writing. Engage with a selection of Enjoy slipping, tripping and teachers. Suitable for KS2-4. Subjects: Creative Arts Workshop Marlowe’s texts with an emphasis tumbling through 500 years of • Two additional workshops of your English/Drama/History/Music Suitable for KS3. The Kit is named after the famous on villains and anti-heroes. physical comedy and stage combat. choosing led by our professional Compare the rhythms of Marlowe's Subjects: English/Drama/Art/ Canterbury-born playwright, creative practitioners, all inspired by poetry to that of modern poets and Design Tech/History/PSHE Christopher Marlowe (known as Kit), an element of Christopher Marlowe’s rappers, and create a rap or poem. Create newspaper collage theatres who lived a life full of intrigue and Finding The Funny In A Very Deadly Workshop work, life and times and the collections and cut-out characters from incident during England’s Elizabethan Elizabethan Tragedy: Suitable for KS1-5. of Canterbury Museums & Galleries. Marlowe's plays. age, and was a contemporary of Text And Performance Workshop Subjects: English/Drama/Art Treading The Boards: Through art, history and acting, Shakespeare. Details of the workshops available are Suitable for KS2-3. Creative Arts Workshop listed on the next page. explore Marlowe's creative portrayal Supporting Literacy across the Subjects: English/Drama/History Suitable for KS2/3. of deaths in his plays. Subjects: English/Drama/History/ curriculum through purposeful A full day experience: Learn the history and practice Art/Design Tech/Maths written and performed outcomes, our the basics of traditional slapstick In addition to the half day experience, workshop experience aims to develop comedy and explore the idea of Follow in the footsteps of Marlowe's a full day will include the following. curiosity and creativity in learners. undermining authority through father and learn how to make a pair • The School Of Night comedy. of Elizabethan style shoes. The programme covers a range of themes which can be tailored to suit An exploration of the discoveries you and your students' needs. The and intrigues of the Elizabethan programme promotes applied learning Age through the secretive School of Cost and schedule Lunch room facilities are available Making a booking Our associated schools onsite. through a variety of workshops Night group, with which Marlowe was Workshops at The Kit costs £250 for a We offer our workshops during term For more information on our wider presented in different formats, to supposedly connected. half day or £400 for a full day for one Photography and filming permission times. Our maximum capacity is one engagement programme, including inspire work beyond the classroom. class-sized group, and includes coach class per day. our Associate Schools Programme • Marlowe’s Ghost: Escape Room During your visit, as part of your Workshops at The Kit has been parking. Please inform us of your class with The Royal Shakespeare Company Work together to solve puzzles, experience, images and film footage Please advise us of any mobility or designed to offer flexibility to suit size at time of booking. and The Marlowe Dance Network, overcome challenges and unlock the may be taken of your pupils. If other specific needs at the time of KS1-5, and is available as a half day or please check our website. mystery of Marlowe’s death. Can you Unless otherwise agreed, a full day of this is an issue, please notify us as booking, to enable us to make the full day experience. save Marlowe’s ghost and works from activities starts at 9.30am and finishes soon as possible at workshops@ appropriate arrangements. to enable departure by 3pm. A half marlowetheatre.com being lost for eternity? To book or for more information day starts at 9.30am or 12pm and please contact workshops@ lasts for three hours. If you need to marlowetheatre.com Workshops are change these timings, please inform available from us at the time of booking. 1 June 2019 .
Recommended publications
  • Christopher Marlowe and the Golden Age of England
    The Marlowe Society Christopher Marlowe and the Research Journal - Volume 05 - 2008 Golden Age of England Online Research Journal Article Michael J. Kelly Christopher Marlowe and the Golden Age of England Poet, spy and playwright, Christopher Marlowe was the embodiment of the Elizabethan Golden Age. Marlowe’s work was the product of his ‘Erasmian,’ or Christian humanist, education, the state of affairs in England and his own ability and readiness to satirize the world around him. Marlowe and his fellow contemporaries were a testament to the development of English drama, its pinnacle at the end of the English Renaissance and its eventual decline and suppression at the outbreak of the English Civil War. Their work is historically important because it illustrates, in addition to the development of English theatre, the dramatic political and social events of the time through the public medium of the playhouse. Specifically, the development of the theatre helps explain key features of the English Renaissance such as the creation of English self-identity, adoption of humanistic ideal, the advancement of English over Latin, the role of religion, the intellectual development of a people and parliament and their gradual alienation from the monarchy, the ultimate assertion of parliamentary power, and Civil War. Furthermore, the development of commercial playwriting, acting, stage management and private investment in theatres, an aspect of life today taken for granted, began during this Golden Age in English drama. The history of English playwriting and performance stretches back to at least the ninth century trope ‘Alle Luia’ sung at Easter masses. However, post-classical Christian ritual performance itself probably developed from the ritualistic repetitions of the Empirical Roman Senate.1 This tradition, established in the Church at some point during the early formation of Roman successor states, likely spread to England from Spain, via Ireland, through missionaries.
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  • Title Page Table of Contents Preface to the 1994
    Christopher Marlowe (1564-1607) A Biography g Louis Ule A Hearthstone Book Carlton Press Corp. * New York Acknowledgments g JJermission to reproduce the illustrations (following page lr 290) in this biography was granted as follows: for pages I from the Revels Accounts by the Public Record Office; tor the title page from the L593 edition of Edznard II by the \-ictoria and Albert Museum; for the Cambridge portrait of Christopher Marlowe by the Master and Fellows bf Corpus Christi College, Cambridge; for the Massacre at Paris fragment s- the Folger Shakespeare Library, Washington, DC; for the Hampton Court portrait by The Royal Collectiory St. james Palace, London; for the Venice portrait by the Picture Gallery and Museum of the Royal Shakespeare Theatre; for the title paggs of Sir Philip Sidney's Acradia and his Apology for Poetry bv the Henry E. Huntington Library and Museum; for Man- tegna's ludith and Holofernes, by the National Gallery of Art, \Vashington, DC; for letters of Hugh Sanford by Walter J. G. Verco, M.V.O., Chester Herald of Arms, College of Arms; for Sir William Dugdale's 1634 pen-and-ink sketch of the Shake- speare monument by Sir William Dugdale, Bart. Merevale Hall, Atherstone, Warwickshire; for MS. Cotton Julius C. III i. 280" (handwriting presumed to be that of William Cotton) by the British Library; for altered copy of the Baines note, BL Harley MS 6853 ff307-:308, by the British Library. Contents Preface to the 1994Private Printing ix Introduction xi 1. Origins and Background 1 2. The King's School, Canterbury 11 J.
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  • Tamburlaine the Great: Triumph of the Will
    RICE UNIVERSITY Tamburlalne the Great: Triumph of the Will by Joseph A. English A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ART Thesis Director's signature: May, 1967 Abstract Tamburlaine the Great: Triumph of the Will Joseph A. English The Renaissance interest in ontology expresses itself through its astrological, mythological, and cos¬ mological views of the world. This concern for under¬ standing the precise nature and function of the indi¬ vidual is thus particularly important in the drama of the era, which frequently focused on the problem of the individual—the problem of examing and understanding his precise nature as well as his precise role in the ordered world of the Renaissance, This thesis examines the ontological concerns of the Renaissance in general and of Tamburlalne the Great in particular in an at¬ tempt to demonstrate how radically at odds are the worlds, values, and premises of Part I and Part II. Chapter One examines the Renaissance concern for ontology as it is expressed in astrology and mythology. The Renaissance emphasis on self-knowledge and on the proper balance of will and understanding is also examined as another manifestation of its ontological concern, Ovid's concept of metamorphosis is similarly discussed. Chapter Two studies the intellectual environ¬ ment of Christopher Marlowe. By training and tempera¬ ment Marlowe was interested in the individual and in the potentialities and limitations of man’s being. His drama¬ tic works are filled with mythological allusions and as¬ trological references which reflect his ontological a¬ wareness. Chapter Three examines Tamburlaine’s ontological motivation In Part I.
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  • School of Night | Thinking Workshop | Secondary | Key Stages 3 - 5
    SCHOOL OF NIGHT | THINKING WORKSHOP | SECONDARY | KEY STAGES 3 - 5 The School of Night were the dangerous thinkers of the Elizabethan era. This workshop looks at their big questions in philosophy, religion and science and why they were considered so heretical. Are the answers we might give today all that different? SCIENCE CURRICULUM TOPIC (KS3/4): LEARNING POINTS WORKING SCIENTIFICALLY – 1) THE DEVELOPMENT The power of theories based on scientific evidence (though not OF SCIENTIFIC provable); the search for a ‘Grand Unified Theory’ or ‘Theory of THINKING Everything’; use of models. 2) EXPERIMENTAL SKILLS The importance of hypotheses that can be tested by others, not AND STRATEGIES subjective; the difference between science and pseudo-science. 3) ANALYSIS AND Uncertainty of scientific data inherent, but does not make it less valid; EVALUATION objectivity important in scientific thinking; reliance on evidence over belief. 4) VOCABULARY, UNITS, Agreed international standards mean that different interpretations of SYMBOLS AND the Universe are less common now. NOMENCLATURE PARADIGM SHIFTS There are several KS3 & 4 learning points where key shifts in thinking are highlighted and can be discussed in the context of this workshop, including ideas about: • Stem cells, pathogens, evolution • The development of the periodic table, organic chemistry, evolution of the Earth and tectonics, climate change • Conservation of energy, Newton’s laws, magnetic effect of currents, development of the nuclear model, astronomy and cosmology With each development, a new heretic or group of heretics is created, until their radical thinking is accepted as commonplace. NON-SCIENCE SUBJECTS LITERACY Reading and assimilating the information on the prompt cards.
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  • Maurice Hunt
    MAURICE HUNT 321 Oakwood Lane Hewitt, Texas 76643 (254) 666-7234 Marital Status: Married: three sons, one daughter; four grandchildren Education: B.A. University of Michigan, May 1964, Phi Beta Kappa, with Distinction and High Honors in English M.A. University of California, Berkeley, January 1966 Ph.D. University of California, Berkeley, September 1970 Dissertation: “Ways of Knowing in Shakespeare’s Last Plays” Major Teaching Experience: Instructor, Fall 1970-Summer 1973, Spring 1974, Summer 1976, The College of Marin, Kentfield, California. Developmental English; Freshman Composition; Freshman Introduction to Literature; Classical and Medieval World Literature; A Survey of Shakespeare; Introduction to American Literature; Dramatic Comedy. Lecturer, Spring 1974-Spring 1975, Dominican College, San Rafael, California. Shakespeare Survey; Freshman Composition; Shakespeare’s History Plays (Graduate Seminar); Elizabethan Literature; The American Writer and the City; Junior Preceptorial: Old and Medieval English Literature, Jacobean Drama, and Milton. Visiting Assistant Professor and Assistant Director of Freshman English, Fall 1980- Spring 1981, Arizona State University. Introduction to Shakespeare; Advanced Freshman Composition; Critical Reading and Writing; Shakespeare’s Plays in Performance. Assistant Professor, Fall 1981-Spring 1987; Associate Professor, Fall 1987-Spring 1993; Professor, Fall 1993-Spring 2003; Research Professor of English, Summer 2003-Present, Baylor University. Director of Freshman Composition, 1982-98; Chairperson,
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  • Marlowe's Tamburlaine (1587) and Islamic Theology
    TRAMES, 2012, 16(66/61), 2, 177–201 MARLOWE’S TAMBURLAINE (1587) AND ISLAMIC THEOLOGY Fahd Mohammed Taleb Al-Olaqi King Abdulaziz University Abstract. Marlowe’s Tamburlaine (1589) is a great Elizabethan Oriental play. Marlowe’s reference to the Qur’ān and the Prophet Muhammad is remarkable in two parts of the play. Marlowe calls it the ‘Turkish Alcoran’ to attack the Turkish pride in affronting it. How- ever, to burn the Qur’ān, Marlowe denigrates it, and unfairly falsifies the Prophet Muhammad. Marlowe’s hero Tamburlaine identifies the Qur’ān as an enemy of the Elizabethans. Tamburlaine’s burning of the Qur’ān is a sign of Christian power and victory. The Qur’ānic biblioclasm on London stage was bizarre. The huge flames and vaunting speeches of Tamburlaine show an earthly hell for Muslims in the East with no limits. Tamburlaine asks the Prophet Muhammad to take his revenge just to mock him. The Qur’ān has been frequently and badly misunderstood in Europe. This derogatory treatment betrays Marlowe’s lack of understanding Islam. Though several performances of the play, recently, replace the copies of the Qur’ān by irreligious books, the English Christian Tamburlaine is literarily known as the Qur’ān burner in the English literature. Keywords: Christopher Marlowe, Marlowe’s Tamburlaine (1589), religion, theology, Qur’ān, Islam DOI: 10.3176/tr.2012.2.05 1. Introduction The Qur’ān is the first and most authentic source of Islam. As a book, it is arranged in 114 Suras or chapters. Every chapter is divided into rhymed prose verses in Arabic.
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  • Research Quality, Bibliometrics and the Republic of Science
    CHAPTER 14 RESEARCH QUALITY, BIBLIOMETRICS AND THE REPUBLIC OF SCIENCE I'll burn my books! Ah, Mephistophilis. −Faustus Christopher Marlowe, The Tragicall History of D. Faustus1 Nothing is more contrary to the progress of knowledge than mystery.... If it happens that an invention favorable to the progress of the arts and sciences comes to my knowledge, I burn to divulge it; that is my mania. Born communicative as much as it is possible for a man to be, it is too bad that I was not born more inventive; I would have told my ideas to the first comer. Had I but one secret for all my stock in trade, it seems to me that if the general good should require the publication of it, I should prefer to die honestly on a street corner, my back against a post, than let my fellow men suffer. −Denis Diderot2 IDEOLOGIES OF KNOWLEDGE3 It is only since the 1960s with the development of research evaluation and increasing sophistication of bibliometrics that it has been possible to map the emerging economy of global science, at least on a comparative national and continental basis. The Science Citation Index provides bibliographic and citational information from 3,700 of the world’s scientific and technical journals covering over one hundred disciplines.4 The expanded index available in an online version covers more than 5,800 journals. Comparable ‘products’ in the social sciences (SSCI) and humanities (A&HCI) cover, respectively, bibliographic information from 1,700 journals in fifty disciplines and 1,130 journals. Additionally, the Web of Science covers more than 5,800 scientific journals.5 Thomson’s ‘scientific products’ provide ‘a total information solution is one that enables users to effortlessly navigate between essential research information sources including …Web of Knowledge.., full-text documents hosted by primary publishers, a growing list of key databases, and other options such as online public access catalogs’ (my emphasis).
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  • MARLOWE! the Story of the Poet and Playwright
    DELLA HILTON WFIO \AAS KIT MARLOWE! The story of the poet and playwright Taplinger Publishing Company New York To Myra Roper, for bringing Iiterary distinction to Melbourne University Contents Introduction 1X I Canterbury I 2 Cambridge 9 22 3 Rheims 4 Tamburlaine in London z8 5 'The king of Spain's huge fleet' 47 6 The School of Night 55 7 Norton Folgate 67 8 Newgate 76 9 Blood Guilt 8o IO r590 88 II The Playwrights' Brains Trust 96 T2 Piers Gaveston r03 r3 Visit to Canterbury III r4 Doctor Faustus u7 r5 The Rival Poets tz8 r6 Scadbury 86 r7 Aftermath r49 Bibliography r59 Index r6r Illustrations r The north prospect of Canterbury in the seventeenth century (reproduced bjt cowtesy of King's School, Cantnbury) z A school room at King's School (King's School, Cantrbury) 3 The North Gate which Marlowe passed on his way to school (King' s S chool, C anteftury) 4 The 'dark entry' mentioned n TIE Ja,t of Maha (King's School, Cantnbury) 5 St Benet's churchyard (photo by Riclurd Habut) 6 The Eagle public house opposite Corpus Christi (photo b9 Richa.rd Herbrt) 7 Wallis's map of the cities of London and !ilesuninster, 1563 (London Museum) 8 The r59o edition of Tamburlaine the Great (Bodleian Library, Oxfnd) 9 The 1598 edition of Edward II (Bitish Museurn; photo by A. C. Cooper) ro Edward Alleyn (Dulwich College Picnne Gallny) rr Sir Francis Walsingham (National Portait Gallery, London) t2 Sir Walter Raleigh (National Gallery of lreland) 13 Marlowe's signature on the will of Mistress Benchkin (0y courtesy of Kent County Council and the Controlln of HMSO) Introduction Who was Christopher Marlowe? For me, when I first heard his 'divine Zenocrate'speech as a seventeen-year-old schoolgirl, he was the greatest poet in the English language.
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  • Page 13-18 Hecate's
    Hecate’s Ban Queen Elizabeth Thoughts black, hands apt, drugs fit, and time agreeing, Confederate season else no creature seeing, Thou mixture rank, of midnight weeds collected, With Hecate’s ban thrice blasted, thrice infected, Thy natural magic, and dire property, On wholesome life usurp immediately. —Hamlet (3.2.244–249) CHRONOLOGY 1558 Elizabeth ascends as queen of England and the next year the Acts of Supremacy and Uniformity establish the Church of England 1564 Christopher Marlowe and William Shakespeare born 1583 John Whitgift consecrated archbishop of Canterbury 1587 Mary Queen of Scots executed to stem the Catholic threat Marlowe’s Tamburlaine revolutionizes the London stage 1588 The Spanish Armada turns back from invading England The first Marprelate Tract, a scathing satire on Archbirshop Whitgift and the Church of England, appears ?1590 Whitgift possibly censors and closes down Marlowe’s Dr. Faustus 1592 Richard Baines and Marlowe trade charges of treason in Flushing, Marlowe is arrested, and released by Burghley 1593 February-May: Religious persecution under Whitgift and Elizabeth reaches a climax, as parliamentary leader James Morice is detained, several Separatist leaders are hung, Thomas Kyd is tortured, and Marlowe is arrested amid charges of atheism May 30: Marlowe “dies” at Madame Bull’s house in Deptford June 12: Venus and Adonis, Shakespeare’s first work, appears 1598 Love’s Labor’s Lost, the first play in Shakespeare’s name appears 1599 Marlowe’s works undergo a revival and Archbishop Whitgift orders that his translation of Ovid’s Elegies, as well as other erotic and satirical works, be burned in the public square 1603 Queen Elizabeth dies and James I accedes to the throne First Quarto of Hamlet published 1604 Archbishop Whitgift dies Second Quarto of Hamlet published with puns on Whitgift 1623 Shakespeare’s First Folio published 14 The Comical History of Christopher Marlowe, Clown Prince of England Blest O thrice blest, whom He hath chose Who first with heav’ns did earth enclose.
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  • Marlowe's Cosmology William H
    University of Richmond UR Scholarship Repository Master's Theses Student Research Spring 1967 Marlowe's cosmology William H. Caldwell Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Recommended Citation Caldwell, William H., "Marlowe's cosmology" (1967). Master's Theses. Paper 257. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. MARLOWE t S COS NO LOGY A 'l'heais Presented to the Faculty of the Graduate School University of Richmond In Partial Fulfillment of the Requirements far the Degree Master of Arts by William H. Caldwell February, 1967 L.IOR/\RV UNIVERSITY OF~ RICHMOND VtRGINIA Approved !or the Department of English and the Graduate School by Director of Thesis JfJL_~ ;e. k~ Chairman of the English Department /· Dean of the Graduate School TABLE OF CONTEN'l'S PAGE PREJ?ACE • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 111 CHA!-"TER 1 I. H!JlLOWE 5 SCHOLf....ltLY BACKGROUND • • 0 • • • • • • • • • • • • l II. ELIZABETHAN COSY.OLOOY e e e e G • • • e e • • • e • • • ~ . 17 III. M.1\RI.Dv!E'S ASTRONOMY • • • • • • • • • • • • • • • • • • • • • 32 IV. THE ST.m-CAST CHAHACTb'F.S • • • • • • • • • • • • • • • • • • 47 v. METEOROLOGICf.L U!AGERY • • • • • • • • • • • • • • • • • • • 69 VI. cmJCLUSION • • • • • • • • • • • • • • • • • • • • • •
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  • The School of Night by Peter Whelan Directed by Bill Alexander October 30 – December 21, 2008 Mark Taper Forum Welcome to the School of Night
    The School of Night by Peter Whelan Directed by Bill Alexander October 30 – December 21, 2008 Mark Taper Forum Welcome to The School of Night At first glance, Peter Whelan’s 601 West Temple Street Los Angeles, CA 90012 The School of Night appears to be a whodunit mystery about the murder of celebrated British poet and dramatist Christopher Marlowe. In truth, however, we already know Marlowe is dead and we know who did it — so what do we care whodunit? Actually, The School of Night is more of a why-dunit. Events surrounding Marlowe’s murder are clouded in mystery. The official story is that Marlowe got stabbed in the eye during a bar fight and died; end of story. But this short-and-sweet version is unsettling for a great many people who point out the suspicious circumstances — something about the story smells. Doug Cooney Writer Like what? For starters, Marlowe, the dead guy, was the most Rachel Fain important writer of his day — a flamboyant, eccentric and Managing Editor shockingly progressive writer at a time when the ruling power didn’t like to be shocked or progressed. Marlowe was also a Christine Mantilla former spy for the Queen and a supposed holder of dangerous Proofreader secrets. Even more curious, the case was quickly closed and Christopher Komuro Marlowe’s body was rushed into an unmarked grave. Graphic Designer Everything was handled a little too fast. Discovery Guide Feedback And then — more curious still — Shakespeare shows up after The School of Night Marlowe’s death with hit-play after hit-play, tragedies, histories, Information romances, comedies: the greatest playwright in English verse.
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  • Doctor Faustus Revisited
    Doctor Faustus Revisited By Samuel L. Blumenfeld Christopher Marlowe, the great Elizabethan poet and playwright, has been characterized by biographers and scholars as an atheist and blasphemer. But it hard to believe that the man who wrote Doctor Faustus was an atheist. In fact, there is nothing in all of Marlowe's writings in which he professed to be an atheist. The accusation is based on hearsay, reports of conversations, and the generally believed allegation that he belonged to Sir Walter Ralegh's famous intellectual circle known as the School of Night. Marlowe was born in 1564 in Canterbury, the ecclesiastical capital of England with its magnificent cathedral. His father was a cobbler who belonged to the local guild. In 1579 Marlowe was awarded a scholarship to the King's School where he was given a classical education, which included the Bible, Latin oratory, classical rules of verse making, and an introduction to the literature of the ancient world. The headmaster at the school was John Gresshop, a graduate of Oxford, who owned a large private library, which included a Latin Bible (Jerome's Vulgate), a Geneva Bible, a couple of Greek Testaments, another Latin Bible in the version of Sante Pagnino, and another rendered by Sabastian Castallio. His students learned Holy Scripture quite thoroughly. In 1580, at the age of sixteen, Marlowe received one of Archbishop Parker's scholarships to Corpus Christi at Cambridge University, a stronghold of the Calvinist faith. Corpus Christi was a divinity school training up future clerics. Had the brilliant Marlowe entered the clergy on graduation he might have become a bishop or even archbishop.
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