William Shakespeare’s renown in the English-speaking world knows no bounds. He gets his own section in most libraries and bookstores, he’s assigned in every English curriculum, and in any major city there’s almost always a production of one of his plays going on at any time. Take a poll asking for the greatest poet, dramatist, or even general writer in English, and the Bard will win almost every time. In fact, he’s so famous that we don’t even need to call him by his name; just say “the Bard,” and people know who you’re talking about, like how St. Thomas Aquinas just calls Aristotle “the Philosopher.”
However, there’s also a phenomenon with Shakespeare similar to an observation C. S. Lewis once made about Scripture – if you tried to judge the amount of Bible-reading in England by the number of Bibles sold, you’d be far off the mark. A lot of people never approach Shakespeare’s work outside of class assignments, and find him difficult for several reasons. A common one is his diction; coworker of mine once said, only half-jokingly, that he’d be more interested in Shakespeare if Shakespeare wrote in English. Of course, not only did he write in English, he wrote in Modern English, albeit early Modern English.
A good illustration of the difficulties people run into is the famous opening soliloquy in Richard III, which I just watched recently:
Now is the winter of our discontent
Made glorious summer by this sun of York;
And all the clouds that lour’d upon our house
In the deep bosom of the ocean buried.
Now are our brows bound with victorious wreaths;
Our bruised arms hung up for monuments;
Our stern alarums changed to merry meetings,
Our dreadful marches to delightful measures.
Grim-visaged war hath smooth’d his wrinkled front;
And now, instead of mounting barded steeds
To fright the souls of fearful adversaries,
He capers nimbly in a lady’s chamber
To the lascivious pleasing of a lute.
As soon as people see this, I suspect many of them feel like they need to dissect it like a frog in biology class, as they were always required to do in school. “What’s the metre here? Any assonance or alliteration? There is a pun on ‘son’ and ‘sun’, I should mention that. Who is the ‘son of York,’ anyway? There’s also a lot of contrast between images in each lines…” and so on. Are you really supposed to get all of this?…