The Brilliance of Shakespeare

The Brilliance of Shakespeare Shakespeare’s language of riddled puns can stupefy some, albeit in a good or bad way. If your position stands at the latter, perhaps, from your own frustration, you lack the perception of his intelligence. While there are no records of his attending school and some may call him stupid (i.e. irritated college students), Shakespeare’s greatness cannot be refuted so easily. It is important to look at all aspects that are pertinent to his notoriety. His plays served for entertainment that had to affordably accommodate many people. To understand the eloquence barrier that time has placed on the language; that this essay, too, shares, we must delve into the issue of rhetorical changes and the often formidable scenarios that his plays illustrate. I also wish to confront that the forefront of modern education (K-12) is sitting sluggishly, if not comfortably, in the pit. There is a form of contradicting solidarity, with a past inclusion of self, comprised of students that do not have to do homework or even study to be considered creditable in this proposed preparatory phase. Lest I ensue, at the cost of some humility, Shakespeare should be catered to a younger audience. Perhaps, it was a presentation of Romeo and Juliet in the seventh grade, or Olivia Hussey (1968), that stirred my own interest in William Shakespeare, but I do feel that Shakespeare should be taught even earlier than the seventh grade. Pauline Nelson can better illustrate the benefits of this:
Educators need to provide their schools’ curricula with challenge and variety as well as with a strong commitment to teaching basic skills. The stories, characters, and language of William Shakespeare meet the needs of students and the dictates of curriculum by providing: challenge and variety, a unique vehicle for instruction in the basic skills of language arts, and a focal point for a stimulating interdisciplinary unit.
As Nelson continues, she shows the relevance of Shakespeare