Wednesday, June 17, 2020

Education: Seven Liberal Arts: Trivium and Quadrivium

Greetings,

There will be a few articles following about education. These will be focused on medieval, Renaissance and Elizabethan education. It is necessary to know what these individuals were taught to better understand what they understood and the methods by which they came about knowledge. This is important for medieval and Renaissance treatises as I have discussed in my fencing blog (https://afencersramblings.blogspot.com/2020/06/old-learning-for-old-treatises.html), but is also essential for a greater understanding and appreciation of all texts of the period.

Cheers,

Henry.

Seven Liberal Arts: Trivium and Quadrivium


          The seven liberal arts, also known as the trivium and the quadrivium were the foundation for education in the medieval period. Their importance cannot be doubted as they laid the foundation for what would become the humanist education which would develop in the Renaissance period. In both cases, it will be noted that the knowledge was drawn from the classical period.

“Liberal arts is the term given to an education based on classical antiquity. It is meant to be a practical education which develops mental capacity. It was designed in the late medieval period (12th/13th centuries) using ideas from Ancient Greek and Roman culture. The students were meant to be young gentlemen, that is, from respectable and important families.”[1]

          Drawing on classical antiquity was an attempt by the scholars who taught the students to bring authority to what was taught, the classical authors also had educational systems already laid out. It was also through this method that much of the learning in this period was saved. The seven liberal arts themselves covered quite a list of subjects and thus quite an expanse of knowledge.

“The seven liberal arts were taught in two groups: the trivium and the quadrivium:
§  Trivium
·       Grammar
·       Dialectic (logic)
·       Rhetoric
§  Quadrivium
·       Arithmetic
·       Geometry
·       Astronomy
·       Music”[2]

The trivium taught the student how to argue using language, and also how to use language to communicate. This was the essential education that most students who were able to gain education availed themselves. The quadrivium was for more advanced students, those who were supposed to become leaders, the elite of society, thus taught how the universe worked. Some foundation education was required before embarking on this educational process.

“Originally, most of the teaching, and all of the text-books, would have been in Latin, the language the students would have learnt at school before they came to college. In the beginning the courses were aimed at educating the elite in the classical works.”[3]

          Latin was the language used because it was the language most common with other nations at the time, thus it was common to all and could be spoken by the elite in their negotiations. Further, most of the classical works in the period were primarily available in Latin, or Greek, but mostly Latin. The Roman scholars were the prime source for the educators, being the conquerors. The educational system itself had its origins in Greece.

Ancient Origins


“From around 500BC, Liberal Arts education began to take shape in Ancient Greece. To begin with, Pythagoras argued that there was a mathematical and geometrical harmony to the cosmos or the universe”[4]

          The mathematical and geometrical harmony is conveniently presented in the combination of numbers when discussing the seven liberal arts. There are three for the trivium on one side of a triangle, four representing the quadrivium on another side of a right-angled triangle and the hypotenuse results in seven, being the combination of both trivium and quadrivium in the seven liberal arts. It was the mathematical beauty and learning of the quadrivium which Pythagoras’ followers focused on.

“Pythagoras argued that mathematics and the beauty of number, ratio and proportion were the first principles of everything in existence. His followers linked the four arts of astronomy, mathematics, geometry and music into one are of study called the Quadrivium. The study of number in particular was thought to purify the soul by putting it in mathematical harmony with the universe.”[5]

          The quadrivium uses mathematics in four different forms to explain the universe, which suited the followers of Pythagoras and also his teachings about the impact and importance of mathematics to the universe. However, it would take more than mathematics to create an educational system which to create a rounded individual. The student also needed to know how to think and speak.

“In 4th century Athens, the government of the polis, or city-state, respected the ability of rhetoric or public speaking above almost everything else. The Sophists claimed to be able to teach rhetorical skills to those who could pay them, and a science of oratory began to develop. Success required knowledge of grammar and dialectic; grammar in order to produce eloquence, and dialectic in order to make one’s arguments powerful enough to win debates. In time, rhetoric, grammar and dialectic became the educational programme of the Trivium. Until the European Renaissance, the trivium and the quadrivium were the foundation of Western education.”[6]

          The combination of the trivium and the quadrivium was the key. It was necessary to teach the student how to think about the universe before introducing the student to how the universe worked. Further, it was necessary to teach the student the correct manner in which to argue to ensure that the arguments were correct, effective and logical. One of the greatest minds of the age was to present the importance of the initial training.

“Aristotle who is considered to be one of the originators of the ideas behind the Trivium stated that an educated man should be capable of considering and investigating any idea or concept thoroughly without necessarily embracing or dismissing it. ...  Any emotional attachment to a particular belief blocks any kind of rational or logical argumentation.”[7]

          In Aristotle’s approach there are the beginnings of the scientific approach. Arguments were to be made without emotion evaluating the evidence “cold”. This is because emotion blocks logical and rational arguments. Indeed the “Appeal to Emotion” is cited as one of the logical fallacies which need to be avoided.[8]
Like the Renaissance humanist and Enlightenment scientific approaches which would follow, “the seven liberal arts were bound together by a philosophical approach to discovering the first principles of the universe and mankind.”[9] There is this urge in humankind to discover things about itself and the universe in which it lives. The seven liberal arts, the trivium and quadrivium were the foundation of education in the medieval period and in some cases, beyond.

Trivium


“The Trivium is the first half of the 7 Liberal Arts. It consists of 3 elements: General grammar, formal logic and classical rhetoric. Sacred texts often refer to these 3 elements as knowledge, understanding and wisdom. The overarching topic of the Trivium is communication and language.
·       General grammar : The systematic method of gathering raw data and ordering the facts of reality into a consistent body of knowledge.
·       Formal logic : Bringing full and intimate understanding to this body of knowledge by systematically eliminating all contradictions within it.
·       Rhetoric : Communicating this comprehensive knowledge and understanding to others in order to utilize the gained insights in the real world.”[10]

The three subjects of the trivium, the first part of the liberal arts were grammar, logic and rhetoric. These three were focusing on language, how it was formed and how it was used, especially in the forming of the argument. These are the science of language, how it was formed and effectively used. There was an immediate emphasis on functionality. In addition to what has been explained of these three subjects is the following which takes a slightly different, if more direct examination of the subjects.

“The trivium (Latin for three ways), included the literary disciplines:
§  Grammar, the science of the correct usage of language. It helps a person to speak and write correctly;
§  Dialectic (or logic), the science of correct thinking. It helps you to arrive at the truth;
§  Rhetoric, the science of expression, especially persuasion. Ways of organizing a speech or document. Adapting it so that people understand it, and believe it.”[11]

In comparison to the previous description of the subject the Wikipedia (2019) description focuses on the functionality and practicality of the subjects being taught and how the subjects would be used to enhance the student. The student was not just being taught about language, they were being taught how to use language effectively. This way they can use language to describe what’s around them. The trivium comprised the individual’s basic learning. For advancement, further learning was required in the form of the quadrivium.

Quadrivium


“The Quadrivium is the second half of the 7 Liberal Arts. It consists of 4 elements : Arithmetic, geometry, music and astronomy. The overarching topic of the Quadrivium is the study of number and its relation to space and time.
·       Arithmetic : Number - as such number is a pure abstraction outside of time and space. This aspect of the Quadrivium deals with the different characteristics of each number
·       Geometry : Number in space - specific shapes can have a deeper meaning. This aspect relates symbolism and it is frequently used in architecture.
·       Music : Number in time - covers music in general and particularly the topic of natural harmonics
·       Astronomy : Number in time and space - covers the movement of planets in space and the natural harmonics between the planets when looking at the aspect of time (harmony of the spheres). This is the first time aspects of time and space meet with the abstraction of number thus it builds the foundation for science.”[12]

While the trivium focused on subjects about language and how to use it, the quadrivium focused on mathematics and how to use it to explain the universe in all its forms. This included not just physical measurement, but also the measurement of less quantifiable things such as time, and in some senses, space. The beginning of the process is to introduce numbers in arithmetic. Then put those numbers in space in geometry, then in time in music; finally, to put the numbers in time and space in astronomy. These numbers are used to explain the universe around the individual.

“The quadrivium (Latin for four ways), included the disciplines connected with mathematics. They were:
§  arithmetic teaches about numbers;
§  geometry teaches about calculating spaces;
§  astronomy teaches about the stars;
§  music teaches ratio and proportion and is related to melody and song as it was in the Middle Ages.”[13]

The seven liberal arts was the prime method of teaching which was utilised during the medieval period. Indeed, to understand people of the medieval period better requires understanding these seven subjects. These formed the foundation of education in its basic form all the way up through universities. “During the Middle Ages, the liberal arts were central to university education. The quadrivium followed the preparatory work of the trivium.”[14]

Medieval and Renaissance Period


“In medieval universities the Trivium combined with the Quadrivium comprised the seven liberal arts. This teaching method is based on a curriculum outlined by Plato. One of the key intentions behind applying the Trivium and the Quadrivium is to distinguish between reality and fiction. By training the mind how to think - instead of what to think - this method provides a teaching of the art and the science of the mind as well as the art of the science of matter.”[15]

          The ancient Greek origins of the seven liberal arts have been previously presented, and it is with little surprise that scholars of medieval age revered the teaching from the ancient period, it was the same in the Renaissance. Even now we still refer to ancient texts for some of our answers. These centres of learning did not teach by rote what the student was to learn, thus what to think, they taught the student how to think. They were more interested in producing individuals who could think for themselves. It is of little surprise that with such educational foundations that the Renaissance would come about. However, the liberal arts changed, due to a different approach.

“These were opposed in the Renaissance by Petrarch and others, and a new humanistic form of Liberal Arts emerged which included the whole range of the arts. The Trivium and Quadrivium became less central to Liberal Arts over the next few hundred years, to be replaced by different models of Liberal Arts education.”[16]

          The liberal arts changed, the trivium and quadrivium were not eliminated, they simply became less central to education and other subjects were considered more important. This is a change, an evolution of education, as society changes so other things must change, including education. Other subjects were now considered also as, if not more, important as the original seven, but the seven were not discarded, which is of note and importance. These seven formed the foundation of humanist education that would follow in the Renaissance.



[1] Wikipedia (2019) “Liberal arts” in Wikipedia, https://simple.wikipedia.org/wiki/Liberal_arts, [accessed 13/2/2020]
[2] ibid.
[3] ibid.
[4] Liberal Arts Online (2020) “Trivium and Quadrivium” in Modern Liberal Arts, https://liberalarts.online/trivium-and-quadrivium/, [accessed 13/2/2020]
[5] ibid.
[6] ibid.
[8] These are presented in Appendix 1.
[9] Liberal Arts Online (2020)
[10] Matrixwissen (2020)
[11] Wikipedia (2019)
[12] Matrixwissen (2020)
[13] Wikipedia (2019)
[14] ibid.
[15] Matrixwissen (2020)
[16] Liberal Arts Online (2020)

Bibliography


Liberal Arts Online (2020) “Trivium and Quadrivium” in Modern Liberal Arts, https://liberalarts.online/trivium-and-quadrivium/, [accessed 13/2/2020]


Wikipedia (2019) “Liberal arts” in Wikipedia, https://simple.wikipedia.org/wiki/Liberal_arts, [accessed 13/2/2020]

Tuesday, January 8, 2019

Mercutio's Speech: An Analysis


“More than the prince of cats, I can tell you. O, he’s the
courageous captain of compliments. He fights as
you sing prick-song, keeps time, distance and
proportion; his rests his minim rests, one, two,
and the third in your bosom. The very butcher of
a silk button, a duellist, a duellist; a gentleman
of the very first house, of the first and second
cause. Ah, the immortal passado! The punto
reverso! The hay!” (Mercutio)
Romeo and Juliet Act II, scene iv, lines 19 -26

          Mercutio’s speech in Shakespeare’s Romeo and Juliet is one which is well-known, especially by those who are familiar with the play. For actors the role of Mercutio is a dream role due to the breadth of the character and the passion which the character evokes. This short monologue is one of the most striking and most famous of his sets of lines throughout the play. This is a discussion of this particular speech and a possible different point of view as to how it is has previously been portrayed.
          The speech is Mercutio addressing the subject of Tybalt in an attempt to explain to Benvolio about him and the reason why Romeo would have no chance in a duel against him. Most often this speech is portrayed by the actor playing Mercutio as sarcastic remarks about Tybalt or joking about how skilled he is with his weapon. Often this is because those who are reading the part of Mercutio do not understand some of the language which is presented in this speech. Thus some explanation of this will be given.

Tybalt the Swordsman

            Having the advantage of experience in Renaissance martial arts means that the jargon which appears in this passage has the advantage of understanding what Mercutio is talking about. Some of these are elementary to all forms of fencing.
The first three terms he uses, time, distance and proportion are the foundation of fencing and indeed all martial arts. Time refers to the use of actions and that every action takes a certain amount of time, and also that each action may be performed in response to the action of the opponent, after, at the same time or to intercept their action. This relates to proportion which is another word for timing which means performing an action at the appropriate time. Distance is ensuring that the fencer is at the appropriate distance to both perform their own actions and to receive those of the opponent.
The next set of terms are terms for particular actions which were used in association with the use of the sword, and in particular the rapier. The passado, or passata, was a passing step which was sometimes accompanied by an attack, one foot passing the other dramatically increasing the distance moved. The punto reverso, or punta riversa, is a thrusting attack which for the right-hander originates on the fencers right side and is directed against the opponent’s right side, usually attacking the outside line of the opponent, thus moving around the opponent’s weapon with the assistance of footwork, a large step to the right of the opponent. The hay, or hai, is a direct thrust through the opponent, thus a finishing blow.
For Tybalt to be trained to know the foundation elements means that he is obviously trained, that he knows the other skills means that he is also trained in an Italian system because they are from the Italian school. This is significant, if one examines that Shakespeare was writing for an English audience who would know that the attention of an Italian fencing master would cost a lot.

Tybalt the Gentleman

With the fencing terminology explained an examination of the other language is also useful to further discuss the praise which Mercutio is heaping on to Tybalt. He calls Tybalt the “captain of compliments” alluding to him being well-spoken, as the first thing that he says about him. Later on in the speech he also states that he is a gentleman who would not fight without a cause, “a gentleman of the very first house, of the first and second cause.”
Mercutio then starts discussing his fighting ability saying that he “fights as you prick-song”. Prick-song is written music, so in other words he fights as easily as you sing and read music, a skill any gentleman of the period should have. Mercutio then discusses the tactical capabilities of Tybalt in the statement, “his rests his minim rests, one, two, and the third in your bosom.” He states that he uses his skill that he will set his opponent up and strike him with the third in the body. “The very butcher of a silk button,” alludes to his accuracy, that he could take the buttons off his opponent’s jacket.

A Deeper Discussion

With this deeper discussion and explanation of the terms and ideas put forward by Mercutio in his speech, it is clear that he is actually heaping praise on Tybalt. That he is called the “Prince of Cats” could allude to his second position in the Capulet house and their heraldry, and also his movement with a weapon, but such is supposition. What is evident by what is presented here is that Mercutio is stating a lot of positive things about Tybalt even though he really does not have to. More so, he is discussing with Benvolio why Romeo should not duel with Tybalt, so it is likely that Mercutio would be serious rather than joking or sarcastic.
The misinterpretation of Mercutio’s speech demonstrates why as in all cases of previous texts, the elements of the text need to be examined from the point of view of their origin rather than a modern point of view when examining them. Otherwise impressions are imposed upon the texts which are not present in the text and a deviant view of the text is then presented, as can be seen by the multiple portrayals of Mercutio’s speech as joking or sarcastic. Care needs to be taken so that the author’s intent remains.

Tuesday, April 25, 2017

Update... End in Sight

Greetings,

First, let me apologise for not updating you on my progress, I realise that it has been a long time since I have updated this blog on what has been going on with regard to this project. Things have been going on and it would seem that there would be a lot to tell and there are some things to tell, just not as much as time would indicate.

Well in the time that I have not written there has been a version 4 of both the Elizabethan and Modern versions of the text written, and then also a further version 5 of the Modern version. Since then I have not touched it as I have sent it off to various editors to have a good look at for me. These should be copy-editors, thus should be looking through the final products. Yes, it is that close to being completed.

I have discussed with various people about how the whole thing should be published and so forth, and come to a final decision. The primary version will be in hard copy. This hard copy will include both versions of the treatise which has been written and that I have indicated in my fencing blog (https://afencersramblings.blogspot.com.au/2016/11/my-treatise.html).

Being a real book, has also meant that I have had to go and write all of the "in between" bits which a book needs that I can write at this stage; a bit about the language, the introduction and all that stuff. I have also found a good friend of mine Richard Cullinan to write the Foreward for me. He has known me for quite some time so, it will be great.

I am hoping beyond all hope that this book will get published before the end of the year, this is my dream. I have even found myself a publisher, which shocked me a little when they said they were interested in publishing it. I thank Keith Farrell and Fallen Rook Publishing for their faith in me for that one. Anyway, that is about it.

Cheers,

Henry.

Thursday, December 4, 2014

Yes... Finally an Update

Greetings,

It has been much too long since I updated on the project which started this blog in the first place, so for those who are keeping track I have some information for you. There is also an extra bit of what I have been doing which is related to the overall project, mostly, but also related to other bits and pieces.

So, in my previous I indicated that version 2 of both the modern and Elizabethan forms of my fencing manual had been completed. I sent these off to an interested party to have a read of them. As expected there was some feedback about this and where I was going with it. The result of this was that I have completed a version 3 of the modern version. This was for more clarity in what was being spoken about and for more precision, less wordy so to speak. This was also a bit more modernising of the text also.

I have sent this off again to some interested people for review of the text, one for how it reads and the other for content to make sure that I have all my fencing bits and pieces all written properly and that there are no horrible breaches of fencing theory. Hopefully this means that there will be a final minor edit if nothing else just to polish a bit. Yes, it means that the end is in sight. The only real complication to this would be that it may require some changes in the Elizabethan version.

With this in sight there is the question of how this will be all made public when it is all completed. My initial thought was to simply give access to a .pdf or similar of the text for free. However, after some long thought and discussion with various people, I have made a decision that I will see if I can get it published in a hard-copy. This will more than likely be self-published. I think that this will give the best presentation of the text in the end.

In other news I have been slowly transcribing from the .pdf version of the 1595 version of Giacomo di Grassi's His True Art of Defence. Initially this was for my own purposes and convenience. It is much easier to cut and paste from a Word document than it is to troll through the .pdf every time that I needed a quote. I am not sure at this stage what I will be doing with this once it is finished. Various pieces of it has appeared on my fencing blog over the past months, however I think it should also be presented complete. Exactly how I will be doing this is something I am still thinking about. I have also considered changing it all into Modern English for people's convenience, however once again this is just a proposal with much thought required.

So this is what has been happening. The end is in sight. I do not think that this will be the end of this blog however, as I feel that there will be other pertinent subjects which will arise. Just have to wait and see for a lot of it I suppose.

Cheers,

Henry.

Thursday, November 6, 2014

The Saviolo-Shakespeare Connection

Greetings,

Frequent readers of my blogs will know of my interest in both Vincentio Saviolo and William Shakespeare. This article brings both of these two together to bring an interesting point of history to light. It is likely that this article will be of interest to both fencers and those interested in Shakespeare and English Literature.

Cheers,

Henry.

Introduction

The purpose of this investigation is to establish a firm connection between the relatively unknown fencing master, Vincentio Saviolo and the famous and influential playwright William Shakespeare. The reason for this is to demonstrate the impact of Saviolo upon the works of Shakespeare and thus English literature in general, and in a broader sense, the impact of other fencing masters not only on literature but also on society in general. For the purpose to be achieved the evidence for the connection needs to be substantial, and not meter pickings of words which may be confused with some other influence at the same time.
            What needs to be clear here is that it is not the purpose of this investigation to present a Saviolo bibliography, though there will be some elements present. The focus of this investigation is the connection between Saviolo and Shakespeare and the evidence for this present in Shakespeare’s works and other documentary evidence. The main reason for the moving away from the biography angle is that this has already been suitably covered by other authors.
            A timeframe is obviously necessary in order to establish the connection in an historical sense. For the purposes of this investigation, the timeframe which was chosen was the period of 1590 to 1599. This covers the approximate time of Saviolo’s arrival in London to the approximate time of his death. Obviously after this is difficult to establish as Saviolo is deceased, and beforehand loses out on the location element which is also essential.
            With regard to location, London and its greater areas were chosen as a general location. More specifically Blackfriars on the south bank of the Thames in London was chosen. This is because both Saviolo and Shakespeare were both present in these locations and therefore it enhances the chances of a meeting, or at least knowing about one another.
            There is a question of timing which goes along with the timeframe. Shakespeare’s play Love’s Labour’s Lost presents the first location of evidence of fencing jargon, however the timing of Romeo and Juliet and the close previous publication of Saviolo’s manual is more significant. The plays which follow increase in fencing jargon. In general, also Romeo and Juliet, As You Like It, and Hamlet are more well-known plays and all have evidence of the influence of Saviolo within them. Hence the timing of the publication of several of Shakespeare’s plays is significant.
            The second part of the process is to establish a connection between Saviolo and Shakespeare, somewhat based on the timing of the publication of the plays and the presence of the increase in fencing language present. There is an indirect connection between Saviolo and Shakespeare in the form of John Florio, who happened to be a friend of them both and also a friend of Ben Johnson. There is also the somewhat far-fetched suggestion that Saviolo taught Shakespeare to fence which will be examined at least a little.
            Evidence is what holds the argument together and there needs to be evidence presented for a connection between Saviolo and Shakespeare. This is primarily found in the presence of the ideas and concepts of Saviolo present in the works of Shakespeare. The three plays which will be the primary focus of this discussion have already been indicated above: Romeo and Juliet, known by some as the “fencer’s play”; Hamlet, which presents a famous duel in its last parts; and As You Like It which presents the important punctilios of duelling along with other evidence from Saviolo’s instructions on honourable quarrels. Common elements will be presented which are found both in the plays and in Saviolo’s manual.
            The fencing manuals of the medieval and Renaissance period, for the most part, are seen as mere instruction on the art of dispatching an opponent efficiently using the weapons described. If a deeper examination of these manuals is made, much more will be found in them, and a greater impact of them upon their societies will be realised. These manuals are often disregarded with regard to literary content however the influence of these manuals and their writers upon the wider community is greater than previously realised. This examination hopes to present this idea for at least one author.

Timing

“I suggest that the fencing manual of Saviolo, Vincentio Saviolo his Practice, dedicated to the Earl of Essex and published in 1595, provides evidence that Shakespeare probably responded to this manual’s specific diction and general theory in writing his play [Romeo and Juliet].” (Ozark Holmer, 1994:163)

            The timing of the publication of Saviolo’s manual in 1595 and the later publication of several of Shakespeare’s plays with fencing jargon in them presents a connection, at least in text form, between Saviolo and Shakespeare. There is little doubt that Shakespeare would have known about Saviolo, as will be presented later on in this investigation. Romeo and Juliet, while one of the most filled with fencing jargon is not the only one which was influenced by Saviolo’s work.

“more topical and up-to-date might have been Vincentio Saviolo’s textbook, written in English and published in two volumes, of which the first was devoted to fencing with rapier and dagger and the second to honour and honorary quarrels. Saviolo’s book appeared in 1595, two years before the first performance of Hamlet, and was, at that time, very modern.” (Czajkowski)

            The presence of fencing talk in the plays of Shakespeare with regard to the timing of this in comparison to the publication of Saviolo’s manual clearly presents timing, which with the increasing presence in following works, manifests itself as much more than coincidence. More to the point, Shakespeare’s Italian fencing jargon does not appear until after Saviolo’s publication (Ozark Holmer, 1994:165). Through the investigation, especially in the later parts, evidence will be presented where it is demonstrated that there was a distinct increase in fencing jargon present in Shakespeare’s work post-publication of Saviolo’s manual, and a distinct lack of it beforehand.
The timing of several of Shakespeare’s plays, and the presence of fencing jargon within them, is one piece of evidence which cannot be ignored. This timing presents the beginnings of the evidence for a relationship between Shakespeare and Saviolo, which will be established throughout the following investigation. The foundation which is present here is one which is based upon evidence which is presented in the following sections, however it does demonstrate one of the foundations of the argument for the relationship, whether actual or purely textual which is presented in the following investigation.

Location

            In order to demonstrate a firm connection between Shakespeare and Saviolo, it is necessary that they not merely be in the same sort of timeframe and have significant timings between them, it is also important that they can be seen to be moving in similar circles and also in similar locations. The following is designed to provide this evidence and demonstrate that there is a significant amount of locational commonality between the two to suggest that they would have known about one another and feasibly been in contact. What is important is that while this places them in the same location this is only the beginning.
            Some background is required in order to place both of the figures in the correct locations where they would have met. This means going back slightly in time and also examining people who were associated with them. In the case of Saviolo this means looking at Rocco Bonetti with whom he had an association. “Bonetti continued his travels, but in 1584 he took up residence in part of the Blackfriars after acquiring the lease from John Lyly.” (Kirby, 2013:16). This is evidence of Bonetti, planting his roots, so to speak, in Blackfriars. Bonetti had plans for remodelling the building to make it more suitable for his school but he never managed to finish the project. This he left to Jeronimo. What is significant for this research is that Saviolo joined the little band in order to ply his trade at the school, thus placing Saviolo in Blackfriars.

“He [Bonetti] left a partially remodelled college of fence to his ‘boy’, Jeronimo. Never using a last name, George Silver describes Jeronimo as ‘Signior Rocko his boy, that taught Gentlemen in the Blacke-Fryers, as Usher for his maister in steed of a man’. When Saviolo came to England Jeronimo started to teach with him. They did this for approximately seven to eight years, according to Silver.” (Kirby, 2013:16)

            What is significant is the timing with the location. The previous evidence presented demonstrates some interesting timing and some of it needs to be noted with regard to the location also.

“It would have been difficult for Shakespeare not to have known about Vincentio Saviolo, the Paduan master who arrived in London in 1590 to teach in the fencing “colledge” of the Italian master, Rocco Bonetti;” (Ozark Holmer, 1994:164)

Saviolo arrived in London in 1590 to teach at Bonetti’s school. This places him firmly in Blackfriars. So it can be safely said that Saviolo was in and around Blackfriars at least from 1590 until his death sometime in approximately 1599. Further to his location in Blackfriars, it should also be noted that he was not considered as some back-alley operator, indeed Saviolo was seen as a man of respect and reputation. “Saviolo’s school, activities, opinions, and methods of teaching fencing gained great recognition and respect in England.” (Czajkowski). Indeed one of Silver’s great complaints is that Saviolo was so popular with gentlemen and also the court circles due to his popular Italianate fencing style.
With Saviolo’s location and social strata established Shakespeare’s needs to be established and demonstrated to be in such a form that the two individuals could have come into contact in some form or another. While the arrival of a Gentleman from Padua would have been a significant event and thus recorded, the same could not be said for the arrival of Shakespeare in London.

“No definite date can be given for Shakespeare’s arrival in London; but by 1594 he had a body of work to his credit that must have occupied a considerable number of years. Naturally no details survive of his London connections when he was still unknown to the world,” (Ackroyd, 2010:xxxiv)

            Of course it is clear that in order to be recognised, there had to be some previous history. No owner of a group of players would have taken on a completely unknown writer, thus Shakespeare must have been doing work of some kind for the years before his “recognition.”

“Shakespeare must have been working as a dramatist for some years before 1590. This period of successful work explains how by 1594 he could take a leading place in the first company of the age.” (Ackroyd, 2010:xxxiv)

            The company which Shakespeare was to join was the Lord Chamberlain’s Men which Richard Burbage was the lead player. The company obviously needed a place in which to rehearse, store props and also to perform their plays. It was Burbage who acquired the lease of the building in Blackfriars.

“in 1596, James Burbage acquired the lease on the fencing school and used it as part of the Blackfriars Theatre. His partners at that time were John Hemmings, Henry Condell, William Sly, and William Shakespeare,” (Turner and Soper, 1990:19)

            Clearly Bonetti and Burbage had some sort of arrangement to either share the building or some such. The fact that Burbage leases the fencing school places Shakespeare in a location where he can become familiar with Italian fencing masters and indeed Saviolo himself. There are claims even that there was a close relationship between Saviolo and Shakespeare by some writers.
           
“Also, as the great connoisseur of fencing, J.P. Aylward, noticed, Vincentio Saviolo was Shakespeare’s neighbour in Blackfriars, so it quite probable that Shakespeare consulted with Saviolo about the fencing scenes in his famous drama. Anyway, there seems to be no doubt that Shakespeare, when describing the duel, meant fencing with the rapier and dagger of his time, probably based on the fencing school described by Vincentio Saviolo.” (Czajkowski)

            While this cannot be confirmed or denied, the timings which have been presented previously seem to tip the scale in favour of this. The timing of Romeo and Juliet which has been discussed previously, along with the presence of fencing terminology within this work would tend to tip the scales in favour of some sort of association between Saviolo and Shakespeare. At the least the presence of such fencing terminology in Shakespeare’s works after the printing of Saviolo’s manual would indicate some sort of influence. Further evidence for the association between these two significant individuals will be presented in their personal connections.

Personal Connections

            Once the two individuals, Shakespeare and Saviolo have been placed in the same place at the same time, it is then possible to look deeper into the connections between them. Personal connections provide more evidence between the individuals and thus firms up the evidence that there was a significant connection between them. The first place to find this is influence of one on the other in this case it is most definitely Saviolo on Shakespeare. There is also evidence for Saviolo affecting other writers as well, thus presenting Saviolo as a more significant character.
            Returning to personal connections there is one main individual who will be mentioned, John Florio, who was at least acquainted with both individuals. This provides a clear personal connection and also places both of them in a similar social circle. Ben Jonson can also be mentioned in the same sort of context, but without such a significant connection. It is through this connection that evidence can be presented that they at least knew of one another even if they did not meet. Of course there are theories that they did meet and that this is where a firm connection can be established, however some of the evidence for this a little far-fetched at least.

“The English writers began a common mimicking or mocking of Italian terms, points of honour and duelling, all of which are the direct focus of Saviolo’s notable work – His Practise in Two Books. Thomas Lodge, John Marston, Ben Jonson, Thomas Kyd and especially William Shakespeare were all affected by this publication to some extent. No other fencing master had such a tremendous influence on the art and literature of the Elizabethan era.” (Kirby, 2013:3)

            The list of influential writers named demonstrates the influence that a single book can, and did, have upon many different writers. Saviolo’s book came out at just the right time when the English were interested in all things Italian, and especially the concept of duelling which had picked up pace in England. This idea of mimicking can be seen in the way that the Elizabethans dressed, their manner of speaking, their manners, and of course their use of the sword, especially in the upper echelons of society. Thus it is with little surprise that the writers of the age also mimicked what the Italians were writing, and even less surprising that they would also mock it. This influence demonstrates that Shakespeare would have known about Saviolo at the least, having taken so much from his work, evidence for this influence will be presented further on in the discussion.
            To expand on the connection between Saviolo and Shakespeare, personal connections need to be examined a little closer than the simple influence of one book on some writers of the period. It is important to look at who both of the individuals associated with. In the case of Saviolo and Shakespeare the key or linking individual is John Florio.

“That Shakespeare was familiar with “…[H]is Practise” there can be little doubt. There may be a personal connection; Saviolo’s likely co-author was John Florio: Florio was tutor and secretary to Henry Wriothelsey, Earl of Southampton to whom Shakespeare dedicated the poems “Venus and Adonis” (1593) and “The Rape of Lucrece” (1594).” (Chatfield, 2010)
            The connection which is present above could be seen as a little tenuous, being that the link is through other individuals however the fact that there is a link there which can be traced is more significant. The fact that it is likely that Florio assisted Saviolo in the production of his fencing and duelling treatise, and also was tutor to one of Shakespeare’s patrons places the two individuals closer and closer together. Further to this, it was not only in Saviolo’s own work where Shakespeare could have learnt about Saviolo.

“Shakespeare could have encountered Saviolo by reputation in print as early as 1591, because John Florio, who knew Saviolo, provides the first extant description of him in Second Frutes,” (Ozark Holmer, 1994:165)

            This provides a four-year gap where knowledge of Saviolo would have been present. John Florio cannot be mistaken for being “yet another writer” but one of influence and the fact that he would write about Saviolo with such praise in his work would have been noticed by Shakespeare. It could almost be said that Florio’s work sets itself up as a primer for Saviolo’s work to come out a couple of years later. Indeed it could have been the mention of Saviolo by Florio which made Saviolo’s work so popular in the first place.
            The connection between Saviolo, Florio and Shakespeare cannot be doubted by the evidence which is presented, however it was not only Florio who was acquainted with both, “Ben Jonson knew him [Saviolo], and Shakespeare cannot have failed to have been acquainted with him.” (Tuner and Soper, 1990:52). Once again this places both Saviolo and Shakespeare within close proximity, or at least the same social circles. The fact that Ben Jonson was acquainted with both individuals means that at some point in time it is likely that they would have met, at least in a casual social setting.
            There is some suggestion that Saviolo may have taught Shakespeare how to fence, as given in the documentary “Riddle of Steel” (http://www.youtube.com/watch?v=U9NRZyh4MZg), however this connection seems to be lacking in some evidence. However it would explain how Shakespeare was so intimately familiar with Saviolo’s method of fencing, enough that he could present it in a reasonably comprehensive way in his writing. Needless to say, without the documentary evidence, such a personal connection is hard to present as fact.
            Personal connections are important in placing individuals in the same social contexts as one another. Merely placing them in the same place at the same time does not necessarily mean that they would have been acquainted with one another or even run into one another by accident. Having personal connections, even through intermediary parties demonstrates a much firmer connection between the two individuals than mere time and place. The presence of Saviolo in Shakespeare’s writings has been hinted at here and in other places and will be presented in more detail in the following.



Saviolo in Shakespeare

            While there is evidence for fencing material and indeed fencing material which can be connected to Saviolo and his treatise in several plays and other pieces penned by Shakespeare, three plays will be used as a focus for this investigation. The three plays which will be used are Hamlet, Romeo and Juliet and As You Like It. These could be termed the “fencing plays”, as they all have evidence of swordplay or elements linked to swordplay in them. In this particular case the former two are more so than the latter one.
            As You Like It does not have a dominance of swordplay taking place in it like Romeo and Juliet, but much like, Hamlet it does go into some of the intricacies of the duel and how a duel may come about. This information demonstrates a connection between the authors as much as the presentation of the method of swordplay.

“Shakespeare’s Love’s Labour’s Lost, Romeo and Juliet and As You Like It are perfect examples. Shakespeare illustrates his knowledge of the code duello with characters like Touchstone in As You Like It, who pontificates about the manner and diversity of lies, and how a gentleman is or is not compelled to respond to the various degrees of lies.” (Kirby, 2013:33)

            There is a long discussion between two characters in As You Like It, Touchstone and Jacques about the causes of a duel. In Act V, Scene v of the play, this starts with a simple question and statement and then goes on to enumerate more and more detail about how a duel may be caused (As You Like It, V, v 48-97, see Appendix 1 for the full text). This list of lies, and thus causes of a duel is very similar to the list which Saviolo presents in his second “book” Of Honour and Honourable Quarrels, in fact it could be seen as a parody of the list given. Further evidence in the play from Saviolo’s treatise can also be found, this is in the form of one of Saviolo’s anecdotes, in which Shakespeare changes some of the names, but the result in the play is the same.

“References to Saviolo and his treatise are to be found among the works of some of the literary figures of the day. Shakespeare uses one of Saviolo’s anecdotes and reshapes it in “As You Like It” (1599). Saviolo’s tale concerns Luigi Gonzaga, (nicknamed “Rodomont‟ on account of his “courageous character and athleticism‟) brother to the Duke of Mantua, who accidently kills the Emperor Charles V‟s champion wrestler in a match.” (Chatfield, 2010)

            In Shakespeare’s case, in Act I, Scene ii, the wrestler’s name is Charles, who wrestles with Orlando and is killed. The wrestler is the champion of Duke Frederick, Duke of Mantua. Orlando, the winner of the wrestle is banished. In the case of Saviolo’s story the victor of the wrestling match leaves in order to avoid the consequences. Many parallels can be seen in this story between the two writers. This demonstrates a rather deep reading of Saviolo’s treatise in order to reproduce such an incident in his play.

Romeo and Juliet includes more Italian fencing terms than any other play in Shakespeare’s canon – among them are the passado, punto reverse and stoccata. He also includes references to the Italian duelling code and the style of fencing at the time – all of which were included in Saviolo’s treatise.” (Kirby, 2013:33)

            With regard to the subject of swordplay and elements associated with it, much more can be found in both Romeo and Juliet and Hamlet. Continuing with the theme of the duel, which is directly associated with swordplay, especially in the Elizabethan period, the concept of the causes of the duel are also addressed in Romeo and Juliet. The classic demonstration with regard to this is in Act III, Scene i, in Mercutio’s discussion with Benvolio with regard to his willingness to enter into a quarrel with someone.

Romeo and Juliet, III, i, 15-29
MERCUTIO: Nay, and there were two such, we
should have none shortly, for one would kill the
other. Thou! why, thou wilt quarrel with a man
that hath a hair more or a hair less in his beard
than thou hast. Thou wilt quarrel with a man for
cracking nuts, having no other reason but
because thou hast hazel eyes. What eye but such
an eye would spy out such a quarrel? Thy head
is as full of quarrels as an egg is full of meat; and
yet thy head hath been beaten as addle as an egg
for quarrelling. Thou hast quarrell’d with a man
for coughing in the street, because he hath
wakened thy dog that hath lain asleep in the
sun. Didst thou not fall out with a tailor for
wearing his new doublet before Easter? With
another for tying his new shoes with old riband?
And yet thou wilt tutor me from quarrelling!
(Ackroyd, 2010)

            This demonstrates the willingness of the character to enter into an armed conflict with another person. While this is presented in a play, there is evidence that the same could be said of members of the same classes in society at the time. What is most interesting is it is exactly this sort of thing that Saviolo is arguing against in his treatise, and the presentation of such ease of entering into a duel, pokes its finger at the subject. More directly related to Saviolo’s manual, he states that a man should only enter into an armed affray where there really is a cause, and the striking of one by another is sufficient provocation. Shakespeare uses this idea in his confrontation between Mercutio and Tybalt.

Romeo and Juliet, III, i, 38-41
MERCUTIO: And but one word with one of us?
Couple it with something; make it a word and a
blow.
TYBALT: You shall find me apt enough to that, sir,
an you give me occasion. (Ackroyd, 2010)

            Thus Tybalt is deliberately looking for “cause” before entering into a combat with Mercutio. The causes and reasons for the duel were of great importance and Saviolo’s treatise reflects this as he spends quite some time upon it. This is reflected by the same subject appearing repeatedly in Shakespeare’s plays.
Where the similarities between Shakespeare and Saviolo really shine is in Shakespeare’s depiction of fencing techniques used by his characters. The most commonly presented evidence of fencing in Shakespeare is in Romeo and Juliet and it is the comments made by Mercutio in Act II, Scene iv, about Tybalt.

Romeo and Juliet, II, iv, 19-26
MERCUTIO: More than Prince of Cats. O, he’s the
courageous captain of compliments. He fights as
you sing prick-song: keeps time, distance, and
proportion; he rests his minim rests, one, two,
and the third in your bosom; the very butcher of
a silk button, a duellist, a duellist; a gentleman
of the very first house, of the first and second
cause. Ah, the immortal passado! the punto
reverso! the hay! – (Ackroyd, 2010)

The fencing evidence is clear in the author’s knowledge of the importance of the concept of time, distance and proportion however he goes further and uses some fencing jargon. The passado and punto reverso are two techniques which Saviolo uses repeatedly in his demonstrations of fencing technique in his treatise. There is also the mention of “causes” as indicated above these are to do with the causes of the duel. There are other incidences however there is one which is significant and points directly toward Saviolo’s treatise.

Romeo and Juliet, III, i, 156-161
BENVOLIO: With piercing steel at bold Mercutio’s breast;
Who, all as hot, turns deadly point to point,
And, with a martial scorn, with one hand beats
Cold death aside, and with the other sends
It back to Tybalt, whose dexterity
Retorts it. ... (Ackroyd, 2010)

            Benvolio is reporting to the Prince about the duel between Mercutio and Tybalt which carries a lot of the fencing terms being a pivotal conflict in the play. For the focus of this particular investigation there is a technique present which is directly from Saviolo. Tybalt thrusts at Mercutio who beats the sword away with his off-hand and thrusts at Tybalt in reply. This is a technique which is found in Saviolo’s manual in is the foundation of his method.
            Moving on to Hamlet, clearly the greatest amount of evidence of a connection will be found in the duel between Hamlet and Laertes, and in the various elements leading up to this conflict however there are more points which need to be made. Saviolo gives clear advice about what sort of man a gentleman should be in his second book. He makes clear statements about how he should act and what sort of manner he should adopt in his relationships with others. The significance of this is that in Act I, scene iii, Polonius gives Laertes a long list of things he should and should not do while he is away. The full text of this can be found in Appendix 2. What is most interesting for this investigation is that the same advice which Polonius gives Laertes is the same which Saviolo gives his reader in his treatise, another clear link between the two authors.
            The final duel between Hamlet and Laertes has caused a lot of debate between both those interested in literature and also those interested in swordplay. There some areas of contention which must be examined and which reveal further evidence for the connection between Saviolo and Shakespeare. For the most part the argument is about what weapons are used in the final duel between Hamlet and Laertes. The first time weapons are mention is when Osric approaches Hamlet with regard to the duel and Hamlet asks Osric what weapons Laertes will use.

Hamlet, V, ii, 141- 143
HAMLET: What’s his weapon?
OSRIC: Rapier and dagger.
HAMLET: That’s two of his weapons. But well. (Jenkins, 1982)

            So, according to the rules of the duel, with the acceptance of these weapons, the duel between Laertes and Hamlet should be fought with rapier and dagger. For the most part, the duel at the end of Hamlet has been depicted by directors as fought with a single sword, the type being up to the director at the time. Interestingly, this would seem to be against the scene directions given.

Hamlet, V, ii, 221
A table prepared. Trumpets, Drums, and Officers with cushions.
Enter King, Queen, Laertes, [Osric,] and all the State,
and Attendants with foils and daggers. (Jenkins, 1982)

            Clearly, the dagger is mentioned in the stage directions by Jenkins (1982). What is interesting is that he then makes notes with regard to the stage directions comparing the various versions of the stage directions found in the different versions of the play found. The two noted giving options for rapier and dagger or rapier and gauntlet, both of which appear in Saviolo’s manual.

“Attempts to show that the fencing must be with single rapier go against the text. ... F’s substitution of Gauntlets for daggers represents a change in fencing style, but the significance of this in updating the action has perhaps been overstressed .... Rapier and dagger and single rapier seem to have been current simultaneously,” (Jenkins, 1982: 407 footnote)

            As stated above, the two options for weapons given by Jenkins (1982) in his note are the rapier and dagger and the rapier and gauntlet, which happen to be the only two weapon forms which Saviolo deals with. Saviolo’s manual deals with the use of the rapier alone, but primarily with the gauntlet in concert with it, and the rapier and dagger. Shakespeare’s choice of weapons for the final duel in Hamlet demonstrates that there is evidence for a clear connection between his work and Saviolo’s, as has also been demonstrated above.



Conclusion

            The purpose of this investigation has been to establish a firm connection between two historical figures, the well-known and celebrated William Shakespeare and the relatively unknown out of fencing circles Vincentio Saviolo. More to the point of the investigation, it has been designed to demonstrate the impact of Saviolo upon Shakespeare’s works and thus the impact of one individual on the most influential body of work found in English literature and indeed the history of the English language. Such an impact as a result demonstrates the impact that such a relatively unknown individual can have upon such a work.
            For the end for which this investigation was designed to be achieved the evidence for the connection between the two individuals present needed to be substantial. These needed to be more than mere pickings of text which could be attributed to another reason or the influence of some other individual. What this investigation was not designed to do was to present a biography of Saviolo. There will be elements present of his personal history, but the focus of this is on his connection with Shakespeare and evidence of this present in his works, and other documentation. The biography of Saviolo has been sufficiently covered in other works by other authors.
            There are four sections which were used to present the evidence of the connection between Saviolo and Shakespeare, timing, location, personal connection and Saviolo in Shakespeare. Each one of the four presents evidence from a different point of view that is connected in some way to the previous and following elements. These four together, uniting the evidence presented, demonstrate a clear connection between Saviolo and Shakespeare.
            The first section is based on the timing of several of the works of Shakespeare as compared to that of Saviolo. There is evidence presented here that some of Shakespeare’s significant works, such as Romeo and Juliet, were presented in public form after Saviolo’s work and containing significant elements which are presented in both. Further this section places both Saviolo and Shakespeare in a chronologically significant and mutual position. This gives a foundation of dates and some relatively circumstantial evidence, which is reinforced by the following elements.
            The section on location places both individuals in the same locations in general and at least one specific location also. This gives the individuals a chance of actually meeting face-to-face, but also mixing in the same groups of people. In this particular case, the location which stands out the most is Blackfriars. This is a location which is significant for both individuals. The south bank of the Thames in London in general is also significant for such chance meetings also.
            For a closer connection between two individuals it is useful to look at their personal connections. This search attempts to make a link between them either directly or through mutual connections. Further this link proves that they moved in similar circles and thus could have had a chance meeting. In this particular case it is John Florio who is the main connection as he knew both Shakespeare and Saviolo. A further connection can be found through Ben Jonson, who also knew both Shakespeare and Saviolo.
            The final and most interesting section discusses the presence of elements of Saviolo’s His Practice in Two Books in the works of Shakespeare. This is more documentary evidence of a connection, literary at least between Saviolo and Shakespeare. For this part of the study, three plays were chosen, As You Like It, Romeo and Juliet and Hamlet. All of these plays contain at least one significant, if not more, parts in them in which the writings of Saviolo can be said to be present. In the case of As You Like It, it is the discussion of Touchstone about the causes of the duel which is most significant but there is also the wrestling match in an earlier part of the play. Hamlet has discussions on the duel and a famous duel in the end of it which has been debated for many years, and finally Romeo and Juliet could almost be termed as the “fencer’s play” as it contains several expressions of fencing jargon and other elements significant to duelling, all of which are present in Saviolo’s work.
            A vast amount of evidence has been presented, and further may be discovered through research. The three plays and their evidence are only a mere glossing of that which can be found in the works of Shakespeare, not only in plays but also in his poetry. If the works of Shakespeare are examined, it will be found that such fencing jargon only started to appear after the presence of Saviolo’s work in print. While it cannot be proven that Saviolo and Shakespeare met face-to-face, their personal connections would suggest that they may have. Regardless, the documentary evidence which is present for both of them demonstrates that there is an undeniable connection between the two individuals and that Vincentio Saviolo undoubtedly had an impact upon the works of William Shakespeare.


Bibliography

Ackroyd, P. (et. al.) (2010) The Alexander Text of the Complete Works of Shakespeare, Harper Collins Publishers, London UK

Chatfield, Chris (2010) Stranger 929: A Brief Biography of Vincentio Saviolo, The 1595, http://www.the1595.co.uk/

Czajkowski, Z. (unknown) The Fencing Duel in Hamlet, escrime.ca

Harding, Giulia (?) “Saviolo – His Practice”

Jenkins, H. (ed) (1982) The Arden Edition of the Works of William Shakespeare: Hamlet, Routledge, New York, USA

Kirby, J. (2013) A Gentleman’s Guide to Duelling: Vincentio Saviolo’s Of Honour & Honourable Quarrels, Frontline Books, London

Ozark Holmer, J. (1994) “Draw if you be Men”: Saviolo’s Significance for Romeo and Juliet in Shakespeare Quarterly, Vol. 45, No. 2 (Summer, 1994), pp. 163-189

Turner, C. and Soper, T. (1990) Methods and Practice of Elizabethan Swordplay, Southern Illinois University Press, Carbondale, USA

Appendix 1: Touchstone and Jaques in As You Like It

As You Like It, V, v, 48-49 (Ackroyd, 2010)
TOUCHSTONE: Faith, we met, and found the
quarrel was upon the seventh cause.”
As You Like It, V, v, 63-97 (Ackroyd, 2010)
JAQUES: But for the seventh cause: how did you
find the quarrel on the seventh cause?
TOUCHSTONE: Upon a lie seven times removed –
bear your body more seeming, Audrey – as thus,
sir. I did dislike the cut of a certain courtier’s
beard; he sent me word, if I said his beard was
not cut well, he was in the mind it was. This is
call’d the Retort Courteous. If I sent him word
again it was not well cut, he would send me
word he cut it to please himself. This is call’d
the Quip Modest: If again it was not well cut, he
disabled my judgement. This is call’d the Reply
Churlish. If again it was not well cut, he would
answer I spake not true. This is call’d the
Reproof Valiant. If again it was not well cut, he
would say I lie. This is call’d the Countercheck
Quarrelsome. And so to the Lie Circumstantial and
the Lie Direct.
JAQUES: And how oft did you say his beard was
not well cut?
TOUCHSTONE: I durst go no further than the Lie
Circumstantial, nor he durst not give me the Lie
Direct; and so we measur’d swords and parted.
JAQUES: Can you nominate in order now the
degrees of the lie?
TOUCHSTONE: O, sir, we quarrel in print by the
book, as you have books for good manners. I
will name you the degrees. The first, the Retort
Courteous; the second, the Quip Modest; the
third, the Reply Churlish; the fourth, the
Reproof Valiant; the fifth, the Countercheck
Quarrelsome; the sixth, the Lie with
Circumstance; the seventh, the Lie Direct; and you
may avoid that too with an If. I knew when
seven justices count not take up a quarrel; but
when the parties were met themselves, one of
them thought but of an If, as: ‘If you said so,
then I said so’. And they shook hands, and
swore brothers. Your If is the only peace-maker;
much virtue in If.”

Appendix 2: Polonius’ Advice in Hamlet

Hamlet, I, iii, 55ff (Jenkins, 1982)
Polonius: Yet here, Laertes? Aboard, aboard for shame.
            The wind sits in the shoulder of your sail,
            And you are stay’d for. There, my blessing with thee.
            And these few precepts in thy memory
            Look thou character. Give thy thoughts no tongue,
            Nor any unproportion’d thought his act.
            Be thou familiar, but by no means vulgar;
            Those friends thou hast, and their adoption tried,
            Grapple then unto thy soul with hoops of steel,
            But do not dull thy palm with entertainment
            Of each new-hatch’d, unfledg’d courage. Beware
            Of entrance to a quarrel, but being in,
            Bear’t that th’opposed may beware of thee.
            Give every man thy ear, but few thy voice;
            Take each man’s censure, but reserve thy judgement.
            Costly thy habit as thy purse can buy,
            But not express’d in fancy; rich, not gaudy;
            For the apparel oft proclaims the man,
            And they in France of the best rank and station
            Are of a most select and generous chief in that.
            Neither a borrower nor lender be,
            For loan oft loses both itself and friend,
            And borrowing dulls the edge of husbandry.
            This above all: to thine own self be true,
            And it must follow as the night the day
            Thou canst not then be false to any man.
            Farewell, my blessing season this in thee.


Wednesday, March 12, 2014

Version 2 Complete - Progress Update - 12 March 2014

Greetings,

Well it looks like I have come to the end, or at least for now. I have completed the version 2 of both the modern version and Elizabethan version of my fencing manual. I am hoping that sometime in the not too distant future that I will be able to post links to both versions on this blog for your reading, however that will not be today. I also have no doubts in my mind that this project is not finished and that there will be a version 3 of this project produced.

It has been an interesting process from version 1 to version 2. In many ways the most interesting step was the divergence element which I have noted previously. This is the point where there was a distinct divergence between the modern version and the period version. The modern version began to take more the shape of a lesson book with diagrams and information in a more easily digestible form including diagrams of elements of the manual. The period version on the other hand, developed more complexity in the language and also distinct changes in grammar and typesetting. This means that the words in the one are quite definitively not the same words as in the other, however they do both deliver the same information.

This difference in form though similarity in intent is the reason why this project was started in the first place. There are many people who shy away from sources of the medieval and Renaissance periods because the language is different from the modern. The information on many subjects is there just waiting to be found within the pages of these documents but the language and its format often scares people away from using it. It is this fear that was the original reason that this project was started.

This project is designed to present two manuals which describe the same things, but using different language, one older than the other. This was to demonstrate that while the language may be different the information which is found in it is the same. Rather than having to work out how weapons were used from some guess-work we can read what was written in the period, the trick here is to find familiarity with the language and this project was designed to do just that. The fact that it taught me a lot about the Elizabethan language and Early Modern English in the process which I was able to present in this blog was just a bonus.

Cheers,

Henry.

Sunday, March 2, 2014

EE Version 2 - Progress Update - 2 March 2014

Greetings,

Just a short one to say that I have finished Book One of the Elizabethan English (EE) Version 2 of the project and will soon be moving on to Book Two. I can say one thing for sure and that is that the EE version of this manual is taking its time and that is good because it means I should be able to do a reasonable job at it. It is most definitely a "process" thing.

1. Remove heading and change it to the standard font and centre it.
2. Read through and edit the section changing the language or at least the words in to words closer to the ones of the period.
3. Formatting 1. Change the font of the entire section to a more period one. Insert Drop Cap for the first letter of the section and make sure the formatting is good. Add headers where required.
4. Ligatures. These are jointed characters used in the original formats of the printed word in the Elizabethan period, the addition of these adds to the "flavour" of the printing present.
5. Formatting 2. Alignment, making sure that the ends of the lines are at least close to even, this involves hyphenation. Follow-on words from the end of each page to the beginning of the next page. These are a feature of many documents of the period.

So, 5 steps to transferring the PDE to the EE versions. Most of this has to be done manually as the formatting is a little tricky and there are some font issues. In essence this is making it so the EE version is taking quite a bit longer than I thought, hence my gap in posting. I am hoping that I will at least have all the singular sections done by the end of the month, and hopefully even a completed version, but that will be a "wait and see" sort of thing.

Cheers,

Henry.