Shakespeare's Schoolroom: Rhetoric, Discipline, Emotion

By Lynn Enterline | Go to book overview

Index
Actio, 3–4, 38–48, 76, 102, 128–35
Adelman, Janet, 68, 169n9
Affect, 2, 8,19, 21–22, 26–32, 37–38, 40–48, 56, 60, 69, 79, 83, 93, 95–96, 99, 102-3, 107–9, 111, 116,121–23,125–33, 135–52
Alterity, habits of, 7–8, 22–26, 107, 126-31
Althusser, Louis, 155n15
Altman, Joel, 13, 84, 89, 104, 155n14
Aphthonius, 20, 31, 80, 83, 89, 92–93, 107–13, 119, 120, 125,127, 134, 136–39, 141, 146–47, 155n16, 157n34, 160nn62, 63, 162nn11,13, 163n18,173n45, 175n61, 177nn16,19, 178nn6, 8, 9,180n27, 32
Aristotle, 31, 45; on ethos, 132–35, 160n62, 179n21, 18on27
Ascham, Roger, 12–13, 19, 33, 157n29, 161n8
Baldwin, David, 165n7
Baldwin, T. W., 13, 43, 76, 89, 108, I53n4, I54n7, 155n13, 157n36, 158n43, 162n11, 165nn35, 38, 168n2, 169nn17, 19, 172nn40, 42, 174nn54, 56, 58, 176n6, 177n16, 178n6, 179n16
Bangor Friar School, the 147, I58n44
Barkan, Leonard, 80, 153m, 159n52, 164n32, 177n16
Bartsch, Shadi, 84
Bate, Jonathan, 67, I59nn45, 50, 169n7
Belsey, Catherine, 174n7
Berger, Harry, 40–41, 157n3, 167n64
Bevington, David, 165n8
Binns, J. W., I55n13,170n20
Bloom, Harold, 161n66
Bolgar, R. R., 13, I55n13
Boose, Linda, 177n30
Bourdieu, Pierre, 21, 29–30, 82–83, 154n5, 160n60
Bowden, Betsy, I58n43
Braunmuller, A.R., 168m
Brinsley, John, 38, 74-75, 78, 83-84, 89, 115, 162n8
Brooks, Dennis, 175m
Brown, Geoffrey, 172n43
Brown, J. Howard, 161n6, 168n4
Bullokar, John, 155n10, 177n26
Bulwer, John, Chirologia, 5, 45–48
Burrow, Colin, 153n1, I54n3,156n22
Bushnell, Rebecca, I54n3
Butler, Judith, I58n39
Carlisle, Nicholas, 166n55
Cartwright, Kent, 14, I53n2, I56n17
Cavell, Stanley, 150, 181n54
Chambers, E. K., 164n34
Character, 1–2, 7–8, 10–11, 14–15, 19–21, 24–25, 26–32, 40–41, 46–48, 78–81, 83–85, 91–94, 95–97, 107–14, 116–119, 123–24, 126–40, 149, 155n16, 159n50, 160nn61, 62, 65, 177n19; in contrast to imitations of epic duty, 78–79; and cruelty, 113–14; and emotion, passim, and ethics, 113–14, 132–136; and gender incoherence, 85–94, 120–52; and identification, 128–31, 133, 139–42; and imitation, 24, 123, 140; and impersonation, 21, 62–94; and interiority, 40–41, 92–93, 137; as internal audition onstage and at school, 40–41; legendary, 120–40; as literary category, passim, as rhetorical and social effect, 10–11, 14–15, 19–21, 30–31, 40–48, 92–93, 118–19, 123–26, 149; particular appeal to schoolboys of, 54–57, 79–80, 126; philological and cultural history of, 30–32; as rhetorical category (see Ethos); in vulgaria, 80–87; social, 108-12, 137

-193-

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Shakespeare's Schoolroom: Rhetoric, Discipline, Emotion
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Introduction - "Thou Art Translated" 1
  • Chapter 1 - Rhetoric and the Passions in Shakespeare’s Schoolroom 9
  • Chapter 2 - Imitate and Punish 33
  • Chapter 3 - The Art of Loving Mastery 62
  • Chapter 4 - The Cruelties of Character in the Taming of the Shrew 95
  • Chapter 5 - "What’s Hecuba to Him?" 120
  • Notes 153
  • Bibliogrdphy 183
  • Index 193
  • Acknowledgments 199
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