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Recognizing the educational limitations of brief excerpts from his plays, high schools in the era of Henry Hudson and William Rolfe approached Shakespeare through editions of whole plays, justifying such study within the frameworks of orthodox Christianity and Unitarianism, respectively, and utilizing an aesthetic emphasis made possible by Romantic critical theory. The aesthetic approach to the texts competed for a time with the German-inspired philological approach, but a non-dogmatic aesthetic criticism eventually triumphed, with its appeals to emotion and to the validity of personal experience.","abstract_html":"Historically, Shakespeare's function in the American school curriculum has changed from being a vehicle of moral instruction to being an agent for deepening students' emotional response to life in general. He entered American culture through the familiar stage tradition and fragments of his work were used in the early schoolbooks. Recognizing the educational limitations of brief excerpts from his plays, high schools in the era of Henry Hudson and William Rolfe approached Shakespeare through editions of whole plays, justifying such study within the frameworks of orthodox Christianity and Unitarianism, respectively, and utilizing an aesthetic emphasis made possible by Romantic critical theory. The aesthetic approach to the texts competed for a time with the German-inspired philological approach, but a non-dogmatic aesthetic criticism eventually triumphed, with its appeals to emotion and to the validity of personal experience.","abstract_has_math":false,"creators":["Lauck, John Hampton, II"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Shapiro, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:17:00Z","date_published":"2011-05-07T12:17:00Z","updated_at":"2026-07-22T22:25:14Z","subjects":["Education, Language and Literature","Education, History of","Literature, English"],"languages":["eng"],"rights":["Copyright 1991 Lauck, John Hampton, II"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210883","(UMI)AAI9210883"],"render_values":[{"text":"AAI9210883","href":null,"code":true},{"text":"(UMI)AAI9210883","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19739","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shapiro, Michael"]},{"key":"dc:creator","label":"Author","values":["Lauck, John Hampton, II"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:17:00Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature","Education, History of","Literature, English"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Lauck, John Hampton, II"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210883","(UMI)AAI9210883","http://hdl.handle.net/2142/19739"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Historically, Shakespeare's function in the American school curriculum has changed from being a vehicle of moral instruction to being an agent for deepening students' emotional response to life in general. 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