How to See a Play. Richard Burton

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СКАЧАТЬ of equal moment to a knowledge of the chemical effect of hydrochloric acid upon marble, or of the working of a table of logarithms. These last are less involved in the living of a normal human being.

      Here are signs of the time, which mark a revolution in thought. In the light of such facts, it is curious to reflect upon the neglect of the theater hitherto for centuries as an institution and the refusal to think of the play as worthy until it was offered upon the printed page. The very fact that it was exhibited on the stage seemed to stamp it as below serious consideration. And that, too, when the very word play implies that it is something to be played. The taking over of the theaters by uneducated persons to whom such a place was, like a department store, simply an emporium of desired commodities, together with the Puritanic feeling that the playhouse, as such, was an evil thing frowned upon by God and injurious to man, combined to set this form of entertainment in ill repute. Bernard Shaw, in that brilliant little play, The Dark Lady of the Sonnets, sets certain shrewd words in the mouths of Shakespeare and Queen Elizabeth pertinent to this thought:

      Shakespeare: "Of late, as you know, the Church taught the people by means of plays; but the people flocked only to such as were full of superstitious miracles and bloody martyrdoms; and so the Church, which also was just then brought into straits by the policy of your royal father, did abandon and discountenance playing; and thus it fell into the hands of poor players and greedy merchants that had their pockets to look to and not the greatness of your kingdom."

      Elizabeth: "Master Shakespeare, you speak sooth; I cannot in anywise amend it. I dare not offend my unruly Puritans by making so lewd a place as the playhouse a public charge; and there be a thousand things to be done in this London of mine before your poetry can have its penny from the general purse. I tell thee, Master Will, it will be three hundred years before my subjects learn that man cannot live by bread alone, but by every word that cometh from the mouth of those whom God inspires."

      The height of the incongruous absurdity was illustrated in the former teaching of Shakespeare. Here was a writer incessantly hailed as the master poet of the race; he bulked large in school and college, perforce. Yet the teacher was confronted by the embarrassing fact that Shakespeare was also an actor: a profession given over to the sons of Belial; and a playwright who actually wrote his immortal poetry in the shape of theater plays. This was sad, indeed! The result was that in both the older teaching and academic criticism emphasis was always placed upon Shakespeare the poet, the great mind; and Shakespeare the playwright was hardly explained at all; or if explained the illumination was more like darkness visible, because those in the seats of judgment were so ignorant of play technic and the requirements of the theater as to make their attempts well-nigh useless. It remained for our own time and scholars like George P. Baker and Brander Matthews, with intelligent, sympathetic comprehension of the play as a form of art and the playhouse as conditioning it, to study the Stratford bard primarily as playwright and so give us a new and more accurate portrait of him as man and creative worker.

      I hope it is beginning to be apparent that intelligent play-going starts long before one goes to the theater. It means, for one thing, some acquaintance with the history of drama, and the theater which is its home, both in the development of English culture and that of other important nations whose dramatic contribution has been large. This aspect of culture will be enlarged upon in the following chapters.

      Much can be done – far more than has been done – in this historical survey in school and college to prepare American citizens for rational theater enjoyment. There is nothing pedantic in such preparation. Nobody objects to being sufficiently trained in art to distinguish a chromo from an oil masterpiece or to know the difference in music between a cheap organ-grinder jingle and the rhythmic marvels of a Chopin. It is equally foolish to be unable to give a reason for the preference for a play by Shaw or Barrie over the meaningless coarse farce by some stage hack. It is all in the day's culture and when once the idea that the theater is an art has been firmly seized and communicated to many all that seems bizarre in such a thought will disappear – and good riddance!

      The first and fundamental duty to the theater is to attend the play worthy of patronage. If one be a theater-goer, yet has never taken the trouble to see a certain drama that adorns the playhouse, one is open to criticism. The abstention, when the chance was offered, must in fact either be a criticism of the play or of the person himself because he refrained from supporting it.

      But let it be assumed that our theater-goer is in his seat, ready to do his part in the patronage of a good play. How, once there, shall he show the approval, or at least interest, his presence implies?

      By making himself a part of the sympathetic psychology of the audience, as a whole; not resisting the effect by a position of intellectual aloofness natural to a human being burdened with the self-consciousness that he is a critic; but gladly recognizing the human and artistic qualities of the entertainment. Next, by giving external sign of this sympathetic approval by applause. Applause in this country generally means the clapping of the hands; only exceptionally, and in large cities, do we hear the bravos customary in Europe.

      But suppose the play merit not approval but the reverse; what then? The gallery gods, those disthroned deities, were wont more rudely to supplement this manual testimony by the use of their other extremities, the feet. The effect, however, is not desirable. Yet, in respect of this matter of disapproval, it would seem as if the British in their frank booing of a piece which does not meet their wishes were exercising a valuable check upon bad drama. In the United States we signify positive approval, but not its negation. The result is that the cheaper element of an audience may applaud and so help the fate of a poor play, while the hostility of those better fitted to judge is unknown to all concerned with the fortunes of the drama, because it is thus silent. A freer use of the hiss, heard with us only under rare circumstances of provocation, might be a salutary thing, for this reason. An audible expression of reproof would be of value in the case of many unworthy plays.

      But perhaps in the end the rebuke of non-attendance and the influence of the minatory word passed on to others most assists the failure of the play that ought to fail. If the foolish auditor approve where he should condemn, and so keep the bad play alive by his backing, the better view has a way of winning at the last. Certainly, for conspicuous success some qualities of excellence, if not all of them, must be present.

      But intelligent play-going means also a perception of the art of acting, so that the technic of the player, not his personality, will command the auditor's trained attention and he will approve skill and frown upon its absence.

      And while it is undoubtedly more difficult to convey this information educationally, the ideal way being to see the best acting early and late and to reflect upon it in the light of acknowledged principles, something can certainly be done to prepare prospective theater-goers for appreciation of the profession of the player; substituting for the blind, time-honored "I know what I like," the more civilized: "I approve it for the following good and sufficient reasons." Even in school, and still more in college, the teacher can coöperate with the taught by suggesting the plays to be seen, amateur as well as professional; and by classroom discussion afterward, not only of the plays but concerning their rendition. Students are quick to respond when this is done, for the vital object lesson of current drama always appeals to them, and they are glad to observe a connection between their amusement and their culture. At present, or at least up to a very recent time, the eccentricity of such a procedure would all but have endangered the position of the teacher so foolhardy as to act upon the assumption that the drama seen the night before could be in any way used to impart permanent lessons concerning a great art to the minds of the pupils. Luckily, a more liberal view is taking the place of this crass Philistinism.

      In a proper appreciation of the actor the hearer will look beyond the pulchritude of an actress or the fit of an actor's clothes; he will judge Miss Ethel Barrymore by her power of envisaging the part she assumes, and not be overly interested in an argument as to her increase of avoirdupois of late years. He will not allow himself to consume time over the question whether Mr. William Gillette in private life is addicted СКАЧАТЬ