THE STYLE and REFERENCES of LYLY's EUPHUES in the Histoiiy Of
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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. -
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. -
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 -
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. -
And Humanist Learning in Tudor England a Thesis
ROGER ASCHAM AND HUMANIST LEARNING IN TUDOR ENGLAND by HARRAL E. LANDRY,, A THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the Graduate School of the University of Alabama UNIVERSITY, ALABAMA 1958 PREFACE Roger Ascham was probably the greatest teacher in Elizabethan England. The period is graced with the name of his most famous and most spectacular pupil - Elizabeth Tu.dor. His life was dedicated, if indeed to anything, to the Greek ideal of "a sound mind in a sound body •." In addition, he reached a zenith as probably the greatest Latin letter writer in England. This achievement is all the more remarkable since his era was one of scholarship in the language of ancient Latium and of Rome. Yet, he is without a biographer, except in short sketches prefacing the editions of his writings. The purpose of this thesis is to collect some of the thoroughly scattered material and look a little more close ly at Ascham as a student, scholar, and particularly as a teacher. Every effort has been made to work with source material. Old English spellings have been modernized to provide continuity, uniformity, and smoothness of reading. Exceptions will be found in original book titles. Making a study of ideas is like steering a tricky passage between the perils of Scylla and Charybdis. In narrow straits the channel is often both,deep and indeter minate. The navigation of such a passage, even on my unlearned and far from comprehensive level, would have been impossible were it not for the generous assistance of a number of people. -
The English Scholar's Library of Old and Modern
@#ttgligi) #epritttg. Text. Milton Areopagitica . e 1644 Latimer The Ploughers . • I 549 GOSSon The School of Abuse I 579 Sidney An Apology for Poetry . ? 158o Travels • • • E. Webbe • I 590 Selden Table Talk • • • • . 1634-54 Ascham Toxophilus • • - • I 544 Addison Criticism on Paradise Lost . I7II-I2 | Lyly EU PHUES • • . I579-80 IO. Williers The Rehearsal . - • 1671 Gascoigne The Steel Glass, etc. - • • 1576 I2. Earle Micro-cosmographie • • • I628 I3. Latimer 7 Sermons before Epiva Rp VI. 1549 I4. More Utopia . • • • . I 516-57 I5. Puttenham The Art of English Poesy I589 I6. HOWell Instructions for Foreign Travel • I642 I7. TJdall Rotster Dogsfer • . I553-66 I8. Mk. Of Eves. II86-I4Io The Revelation, etc. - I9. James I. A Counterblast to Tobacco, etc. 1604 2O. Naunton Fragmenta Regalia . I653 2I. Watson Aoems . • - • . I 582-93 Habington CASTARA e • o 1640 23. Ascham The Schoolmaster • • I570 24. Tottel's Miscellany [Songs and Sonnets] • I 557 25. Lever Sermons . • • • • I550 26. W. Webbe A Discourse of English Poetry • 1586 27. Lord Bacon A Harmony of the Essays 1597-1626 28. Roy, etc. Read me, and be not wroth / 1528 29. Raleigh, etc. Last Fight of the “Revenge’ I59 I 3O. Googe Eglogues, Epitaphs, and Sonnets 1563 4 1 6 - (For full titles, etc., see pp. 11-2O.) IO English Reprints. I. 2. 3. JOH HUGH STEPHEN MILTON. LAT IM ER. GOS SON Ex-Bishop of Worcester. Stud. Oxon. Areopagitica, The The School 1644. Ploughers. Of Abuse. I549. I579. (a) AREOPAGITICA: A notable Sermon (a) The Schoole of A Speech of Mr. JoHN of ye reuerende father Abuse. -
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. -
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. -
A Study on University Wits and William Shakespeare
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol 2, No 3 A Study on University Wits and William Shakespeare H.L.Narayanrao Bharatiya Vidya Bhavans college, University of Mumbai Munshi Nagar, Andheri (w), Mumbai- 400058. India [email protected] Abstract According to Ben Johnson “William Shakespeare, was not of an age, but for all time”, The greatness of Shakespeare, is always in the history of literary world. His writings not for a particular period but to the future and forever. Today, we see a lot of debate on English Literature and popularity of the writers of the Renaissance of Elizabethan period. The University Wits were a group of late 16th century English playwrights who were educated at the universities of (Oxford or Cambridge) and who became playwrights and popular writers. Prominent members of this group were Christopher Marlowe, Robert Greene, and Thomas Nashe from Cambridge, and John Lyly, Thomas Lodge, George Peele from Oxford. The diverse and talented loose association of London writers and dramatists set the stage for the theatrical Renaissance of Elizabethan England. They were looked upon as the literary elite of the day and often ridiculed other playwright such as Shakespeare who did not have a university education or a degree either from Oxford or Cambridge Universities. Greene calls Shakespeare an "upstart crow" in his pamphlet, Groats Worth of wit. The Chief University Wits include: Christopher Marlowe, Robert Greene, Thomas Kyad, Thomas Nashe, Thomas Lodge,George Peele, John Lyly: Christopher Marlowe: Plays Dido, Queen of Carthage (c.1586) (possibly co-written with Thomas Nashe) Tamburlaine, part 1 (c.1587) Tamburlaine, part 2 (c.1587-1588) The Jew of Malta (c.1589) Doctor Faustus (c.1589, or, c.1593) Edward II (c.1592) The Massacre at Paris (c.1593 Marlowe was born in Canterbury to John Marlowe and his wife Catherine. -
John Lyly's Anatomy of Wit As an Example of Early Modern
John Lyly’s Anatomy of Wit as an Example of Early Modern Psychological Fiction Adele Kudish Borough of Manhattan Community College, CUNY Abstract: John Lyly developed the prose style that would become known as euphuism, named after the main character in his Euphues: The Anatomy of Wit (1578) and Euphues and his England (1580). The term ‘euphuism’ signifies the use of paradoxical and self-correcting language, while its spokespersons express a great deal of self-doubt and contradiction. We can conjecture that Lyly intended his ironic, detailed examination of ‘wit’ to dissect both the intellect and its often-inconsistent manoeuvrings, revealing a cynical view of human behaviour. In this article, I re-read The Anatomy of Wit in the context of a larger body of what I call proto-psychological fiction. I argue that certain early modern texts, of which Lyly’s is a strong example, share tropes and motifs that indicate the author’s interest in the workings of human psychology avant la lettre, and more specifically, of a pessimistic strain of thought that is critical of self-awareness and doubtful of our ability to be guided by reason. The terms ‘psychology’ and ‘psychological’ often appear when discussing the development of early modern literary self-fashioning.1 But what exactly do we mean by the representation of ‘psychology’ — especially in literature, rather than in moral philosophy or religious texts — four hundred years before Freud? How does a fiction author from the early modern period write in a mode that is more inclined, we might say, -
One of the Best Ways of Thinking About the Genesis of John Lyly's
BIBLID [1699-3225 (2007) 11, 207-218] A NEW MYTHOLOGICAL PATTERN FOR JOHN LYLY’S GALLATHEA: ACHILLES ON SCYROS1 One of the best ways of thinking about the genesis of John Lyly’s Gallathea2 is not so much in terms of sources, but rather in terms of patterns, because, like many other works of the Elizabethan Age, the play has been composed in the light of a series of precedents in the dramatic repertoire of the period and a series of patterns in Lyly’s reading of the classics. Indeed, in the first line of his play Lyly alerts his audience to the intimate relationship between his story and classical precedents, opening his action with an obvious quotation from the first line of Virgil’s first eclogue and naming some of his characters – Melebeus, Tityrus and Gallathea – after those of the Roman poet. He thus marks it as, in general, a work of the pastoral imagination, but, as Hunter3 has remarked, he immediately turns the political story of the eclogue into a mythological fantasy, drawing on other classical patterns, sometimes explicitly mentioned: Hesione, Polyphemus, and Iphis and Ianthe, whose precedent serves to solve the love tangle at the centre of the play. The alternative between an “honourable death” and an “infamous life” which exists for Phillida and Galatea, and the decision taken by Melibeus and Tityrus to disguise their daughters as boys in order to preserve their lives, suggests that Lyly also used the Achilles pattern of classical mythology, a hypothesis that I will try to demonstrate in this paper. -
The Anatomy of Ambiguity: Interpreting John Lyly's Euphues
JoannaView metadata, Moczyńska citation and similar papers at core.ac.uk brought to you by CORE provided by Jagiellonian Univeristy Repository University of Warsaw The Anatomy of Ambiguity: Interpreting John Lyly’s Euphues The Introduction to the latest, modem-spelling edition of John Lyly’s Euphues books contains many of the keywords employed by modem criticism to discuss this work of Renaissance prose fiction: “ambivalence,” “antithetical pattern ing,” “doubleness,” “duality,” “equivocality,” or “the paradoxical conjunction of opposites” (Scragg 2003: 6). In general, however, the term used most often is “ambiguity,” and it is the lack of its precise definition that seems to be the major problem in establishing a common basis for critical discussions of Euphues. Ambiguity perceived vaguely as the duplicity of the text, of the reader or of the author himself resulted in a wealth of interpretations, and the apparent am bivalence of Euphues allowed modem scholars to develop disparate analyses narrowed down to selected aspects in the fields of linguistics, literary history or sociology. As Janel M. Mueller (1984: 385) points out, this contributed to a rather fragmentary nature of the studies on The Anatomy of Wit: in such ongoing ferment, the lack of any settled critical opinion regarding Euphuism as a style or Euphues as a work is obvious. [...] an appreciable amount of the diverse critical response to Euphues ought to be accommodated in any interpretation that seeks [...] to cope with its genuine complexity. Not to increase this ferment on the one hand, and in order to accommodate different points of view on the other, I will try to make the frequently mentioned ambiguity a viable basis for coherent examination by assigning it an exact meaning.