Professor Catherine Thomas
This project explored competing definitions of tyranny in the literature and culture of sixteenth and seventeenth century England. Early modern concerns about leadership—how to achieve proper governance (personal and political) and how to correctly execute justice—are expressed most strikingly in tragic depictions of rule gone wrong. Our work focused on Shakespeare’s plays and the ways in which they create tensions between public and personal temperance, and proper and improper rule. In particular, we investigated how staged performances of “justice” intersect period discussions about the passions 
(emotions), tyranny, and popular resistance.
The majority of our research took place in two locations: The Pennsylvania State University Library (which has extensive research database and microfilm resources) and the British Library. Before leaving for the libraries, however, we first needed to get a better idea of how to read the various hands on 17th century manuscripts. We did this through taking an online Renaissance paleography course sponsored by the Cambridge English Renaissance Electronic Service (CERES). Next, we both traveled to Penn State and acquired over 100 primary and secondary references and citations related to our project. These included microfilm copies of British manuscripts, digitized versions of early political pamphlets, transcribed portions of early monographs from the rare books room, and various journal articles. I also had the opportunity to examine and take notes on other manuscripts and emblem books while at the British Library in July.
This summer’s work provided us with a wealth of information with which to continue our study. Ms. Alexander will be completing a Bachelor’s Essay on dramatic representations of tyranny this academic year. Further, in October, we will present a paper based on our findings, “Teaching Tyranny in Shakespeare,” at the Popular Culture Association of the South annual conference. It is our intention to eventually craft a joint essay for submission to Shakespeare in the Classroom, Studies in Popular Culture, or another disciplinary journal.
databases, as well as physically hunt for books in Penn State’s library. I was also able to see how a large project can evolve, based on the information that is collected. The idea for our project was not static; as we uncovered more information, the scope of it would shift and change, and the project itself began to evolve into many -- for instance, a conference paper and a bachelor’s essay. Being able to work with Dr. Thomas gave me a much better understanding of not only the material that our study covered, but also a better understanding of the research process.