Lynn Enterline locates in the schoolroom a complex of formative issues that on the one hand describe broad-based cultural processes in Elizabethan society, and on the other turn up in and illuminate the works of Shakespeare. What is striking and noteworthy is the persuasiveness with which she demonstrates their emergence in a vast body of sixteenth-century pedagogical literature and their ... Read moreaptness to our own contemporary theories of personality and gender formation. -Leonard Barkan, Princeton University No other scholar has offered such a thoughtful and substantive treatment of pedagogy as construed imaginatively in the Shakespearean plays and poems. . . . Enterline deeply embeds her analysis of early modern pedagogy and rhetoric in a contemporary psychoanalytic framework . . . intent on destabilizing conventional ideas about the gendering of the early modern pedagogical project. -Renaissance Quarterly A short, tightly argued and crisply written book that aims to show how the rhetorical and grammatical exercises of Shakespeare's schoolroom might inform our reading of his narrative poems and some of his plays, in particular with regard to his handling of gender. -Review of English Studies Intertwining a close reading of Shakespearean texts with thorough research into the Tudor grammar school, Enterline focuses not only on the literary exercises of humanism, but also on the material practices of education. It is this attention to affect, bodily gestures, physical violence, and other non-textual aspects of early modern pedagogical practice that makes this book both innovative and inspiring. -Sixteenth Century Journal Show Less