What kind of dangers did William Shakespeare face as a child in 16th-century England? How did a boy from Stratford-Upon-Avon become history’s most celebrated playwright despite the limited opportunities of his time?
In his book Shakespeare, Bill Bryson explores William Shakespeare’s early life through a lens of survival and resilience. Shakespeare’s childhood years were filled with life-threatening challenges that many of his contemporaries didn’t survive. His journey remains one of history’s most captivating stories.
Read more to uncover the remarkable tale of how young Shakespeare beat the odds and laid the foundation for his extraordinary legacy.
Image credit: ianpudsey via Wikimedia Commons (License)
William Shakespeare’s Early Life
William Shakespeare’s early life presents a fascinating study in survival, education, and mystery that laid the groundwork for his eventual emergence as history’s most celebrated playwright. From his precarious childhood in disease-ridden 16th-century England to his presumed education at King’s New School, and through the enigmatic “lost years” of 1585-1592, Shakespeare’s early journey reflects both the harsh realities of Elizabethan life and the frustrating gaps in historical documentation that continue to intrigue scholars. Understanding these formative years provides crucial context for appreciating not only Shakespeare’s remarkable achievements but also the extraordinary circumstances he overcame to become the literary giant we know today.
Shakespeare Survived Childhood
In 16th century England, survival through childhood was far from guaranteed. Shakespeare’s early years coincided with an era of rampant disease and high mortality rates, making his survival all the more remarkable.
Bryson paints a vivid picture of this perilous time, detailing the numerous health threats that endangered the future dramatist. Plague, smallpox, tuberculosis, and various other illnesses posed constant risks to the population, while the medical treatments of the day often made conditions worse rather than better. The severity of these health challenges was particularly evident in Stratford shortly after Shakespeare’s birth, when a devastating plague epidemic swept through the town, claiming many lives.
The fact that Shakespeare survived these dangerous early years was extraordinary. With child mortality being so prevalent during this period, his successful passage through infancy into adulthood stands as a testament to both good fortune and resilience.
| Shortform Note During the Elizabethan era, medical knowledge and healthcare practices were severely limited, leading to widespread suffering and high mortality rates. Medical treatments were rudimentary, with common practices such as bloodletting and herbal remedies often proving ineffective or even harmful, particularly in treating the plague. Surgery was especially dangerous, performed without anesthesia or antiseptics, which frequently resulted in deadly infections and complications. Childbirth was similarly perilous, with high mortality rates for both mothers and infants; while midwives played a vital role in delivery, their practices were rooted in tradition rather than scientific understanding. Social and environmental factors significantly impacted health outcomes during this period. Overcrowding and poor sanitation in towns such as Stratford-Upon-Avon facilitated the rapid spread of diseases, while poorer families faced greater vulnerability due to limited access to food, clean water, and medical care. Religion also heavily influenced people’s understanding and response to illness, with many viewing disease as divine punishment or a test of faith, rather than seeking medical explanations or solutions. |
Shakespeare’s Education
Shakespeare’s early life and education in Stratford remain largely mysterious due to limited historical documentation. While it is generally believed that he attended the prestigious King’s New School in his hometown, no educational records from this period exist to confirm this.
As the son of John Shakespeare, who held various important positions in local government, young William likely had access to quality education befitting his family’s prominence in the town. The King’s New School, like other Elizabethan grammar schools, was characterized by long hours of study and strict discipline. The curriculum emphasized traditional subjects, with particular focus on Latin language instruction.
Bryson examines these educational practices of the era while acknowledging the significant gaps in our knowledge. Despite reasonable assumptions about Shakespeare’s schooling, we lack concrete evidence about his academic achievements, the duration of his studies, or even definitive proof of his attendance at the grammar school.
| Shortform Note Shakespeare’s education, while not extensively documented, likely followed the typical patterns of Elizabethan-era schooling. As the son of John Shakespeare, a bailiff who oversaw local markets and administration of justice, young William would have had access to formal education befitting his family’s social position. The school he is believed to have attended maintained a demanding curriculum, with students studying classical authors such as Ovid, Virgil, and Cicero, though attendance could vary based on a family’s financial circumstances and social standing. Much of what we understand about Shakespeare’s education comes from contextual knowledge rather than direct evidence, as many historical records from the Elizabethan period were lost or destroyed during events such as the English Civil War. Education during this time relied heavily on oral tradition, with less emphasis on written documentation compared to later periods. The educational environment was notably strict, with corporal punishment being a common disciplinary method. Families of status, such as the Shakespeares, typically prioritized education as a means of maintaining or improving their social position, reflecting the period’s strong connection between learning and social mobility. |
Shakespeare’s Lost Years: 1585-1592
The period between 1585 and 1592, often referred to as Shakespeare’s “lost years,” remains largely shrouded in mystery, with minimal historical documentation available. During this time between his marriage and his emergence in London’s theater scene, Shakespeare’s whereabouts and activities have been the subject of extensive speculation.
Various theories have emerged to explain these unaccounted years. Some suggest he traveled to Italy, while others propose he served in the military in the Low Countries or worked as a teacher. One particularly intriguing theory places Shakespeare in Lancashire, a region known for its significant Catholic population, where he might have worked as an educator or performer among secretive Catholic religious groups.
Bill Bryson, in his examination of this period, notes that while the Lancashire connection presents an fascinating possibility, it rests on circumstantial evidence. The various connections and coincidences, though compelling, lack solid historical proof. Despite centuries of research and speculation, this chapter of Shakespeare’s life continues to elude definitive explanation, remaining truly “lost” to history.
Activities for Reflection and Application
- Dive into local history by researching the unaccounted-for years of notable figures from your area to create a community blog. Just as the mystery of Shakespeare’s years sparked interest, you can investigate local archives, interview historians, and share stories online about figures from your town or city whose lives have undocumented periods. This can foster a sense of community and personal connection to history.
- Start a discussion group focused on unsolved historical mysteries, where members can present their own theories and evidence. This encourages critical thinking and a deeper engagement with history, as you’ll be analyzing existing information and considering multiple perspectives to form educated guesses about the past.
- Develop a habit of journaling to avoid having undocumented periods in your own history. Set aside time each day or week to write about your experiences, thoughts, and feelings. This not only serves as a personal record but can also be a therapeutic practice and a way to reflect on your personal growth.
- Start a conversation with friends or family about their undocumented life periods and collaboratively create hypothetical scenarios for each other. This can be a fun way to bond and see how others might view your life’s blank spaces. For instance, if your friend took a gap year and rarely talks about it, together, you could come up with an elaborate story of them joining a circus troupe or secretly training as a gourmet chef.
- Create a personal blog or social media page where you share interesting historical tidbits you’ve found about your area, along with your process for verifying their accuracy. This not only helps you practice discerning fact from fiction, but also educates others on the importance of evidence in historical claims, reflecting the scrutiny of the Shakespeare-Lancashire connection.
- Engage in a creative writing exercise where you write two short stories: one based on well-documented historical facts and another based on speculative history. Afterward, compare the stories to see how the quality and believability of each narrative are affected by the strength of their underlying evidence. This will help you appreciate the value of solid research and evidence in storytelling and history.
- Write a fictional account of a “lost year” in your life, using creative liberty to fill in the blanks. This can be a therapeutic way to address unresolved feelings or questions about your past. Imagine a year where you traveled the world or embarked on an adventure that you never had but wish you did, and see how this imagined experience could inspire your present life.
