Early Modern Ideas in England about Educating a Prince in Henry IV, Part 1
Henry IV, Part 1 challenges the cultural attitudes from early modern ideas in England about educating a prince. During the Elizabethan era in England, the traditional “education” of a prince was through in-class learning. Prince Hal did receive a proper education; however, he challenges the early modern English view by combining a chivalric upbringing and experiences with book learning. Hal was the son of King Henry IV, but he did not want to be a normal prince; he wanted to learn from the people and experience life to prepare him for ruling England. His father did not like this very much and resented that his son was unlike Prince Hotspur, who had learned education the traditional way for a prince. Hal wanted to live like a normal person in England during this time, so he learned life lessons and skills from Falstaff to extend the knowledge he already has learned through traditional education. This would begin the start of the education reformation in England because it allowed for the people to combine an upbringing with traditional education with active chivalry and experiences. The “education” Hal received through experience was the start of the education reformation in England and better prepared him to defend his father when the kingdom was under attack and later when he became king of England.
Prince Hal was highly educated, which we found out from the bishops in the beginning of Henry V, but he was wild during his studies. Hal behaved like other gentlemen’s sons while attending the university, “ruffle and roist it out… haunting righteous company” (Harrison, 252). Hal did not like to be confined and he often was wild because it was against traditional school teachings. King Henry IV did not like this from Hal and he hoped to promote schooling to make him the best prince because this was how he was brought up as a prince. It was common at the time to learn through active training to prepare for military life like learning to ride, joust, and wear armor, but also to learn household service like table manners (Hodgdon, 278). The challenge to combine education with experience was not popular with King Henry IV because he had learned education the traditional way and he wanted his son to learn the way he did. Prince Hal would learn about the life of the lower-class because he did not feel above them from his traditional upbringing but wanted to know what life was like as normal person in England.
In Act 1, Scene II shows how Prince Hal is learning about the life of thieves from John Falstaff at the tavern. Hal was not accustomed this this lifestyle and was not sure what to think of it saying, “I see a good amendment of like in thee- from praying to purse taking” (I.ii.79-80). Falstaff sees no wrong in his actions because it is his way of making money, “Tis no sin for a man to labor in his vocation” (I.ii.81-82). Falstaff is rationalizing that this is normal for people because they are not handed everything like Prince Hal. This experience for Hal with Falstaff is something he would have never received through traditional teaching of a prince. He is also amazed that Falstaff knows information like when the prostitutes come out through his years of experience. Falstaff becomes a friend and a teacher of Prince Hal, but Hal never uses the lessons he has learn from Falstaff because he does not agree with thievery or going out with prostitutes from his upbringing in education. However, Hal only uses trickery against Falstaff because he wants to get back at Falstaff for what he has done to other people. This scene shows the audience that Hal is appreciative of his new found style of “education” and that he wants to continue to learn more from Falstaff. Hal is beginning to earn the trust of the people because they see him as a common person when he is learning from Falstaff. Hal sees this as an opportunity to combine his wisdom from school to his experiences with Falstaff for the new way of “education”.
The new way of “education” being taught to Prince Hal, would go on to begin a reformation in education. Hal has proven through his earlier years that he was wild, which was a similarity with the nobility who were also wild themselves. This way of learning was not allowed for royalty at the time because they had to be taught through specific customs like their predecessors. This created changing times in England and Hal was at the forefront of the changes of education. Steven Mullaney writes in The Place of the Stage, “a fundamental reconfiguration of the subject, in both political and psychoanalytical terms” (Mullaney 131). Hal was ahead of his time and the people were accepting of his manners towards them. He had learned about the life of the common people from Falstaff, but his combination of knowledge from traditional learning with chivalry and experience were the “new” way of reformation. Hal believed he was like a commoner in England and this caused the people of England to like him as prince and eventual king.
Act II, Scene IV is the best example because Hal uses his knowledge of trickery from Falstaff against him, which his friends praised him for it. Hal enters the tavern talking to Poins saying, Sirrah, I am sworn brother to a leash of drawers, and can call them by their Christian Names, as Tom, Dick, and Francis. They take it already upon their salvation that, though I be but Prince of Wales, yet I am the king of courtesy, and tell me flathy I am no proud Jack like Falstaff, but a corinthian, a lad of mettle, a good boy- by the Lord, so they call me (II.iv.4-10). Hal also boasts the he “can drink with any tinker in his own language” (II.iv.15). The towns people wanted to follow to Hal because he wanted to live like them. He sang and drank with them in the tavern to gain their respect, but also to learn from them. Eventually, they would accept him to the throne, not because they had to, but because he was willing to give up his life of royalty and learn from them. This act has changed how people thought of education in England and wanted to learn like Hal. Combining traditional education with chivalry with experience was the new “education” throughout England and Hal was the reason for the new ways of education and for the reformation.
The education reformation that began with how Prince Hal learned differently with combining education with experience, furthered a change in ways to think and how to view one’s own identity. Royalty and the wealthy were primarily the most educated in England at the time, but this began to change when the people saw how Hal was learning about himself. The emphasis on experience became increasingly more important because it was the seen as the best way to learn about oneself, so people used experience to learn more about who they were as a person. The education reformation led to more and more people becoming educated, which allowed for the English to learn more about other European countries and their cultures. Simon writes how the reformation was bringing man closer to woman. It advanced more and more books, conducted manuals, and sermons all urged the individual how to view themselves in a different way; which would cause someone to learn the attributes of a courtier or a statesman (Simon, 279). The reformation seemed to positively affect all groups of individuals in England at the time. Women were beginning to be able to not only read and write but were able to do so in multiple languages. The reformation also brought England closer to other European cultures because they were beginning to learn other languages outside the basic English and Latin. Queen Elizabeth played an integral role in the increase of pushing for learning more about the Latin, French, Italians, etc. because it allowed for the English to learn more about nobility (Machiavelli, 280). Prince Hal learned more about himself through his years of experience, and doing so, allowed for others to follow his footsteps to learn more about themselves. The push for a liberal reformation to learn about oneself and other European cultures helped Hal receive the respect from other countries and from the people of England.
Act II, Scene IV best portrays when Hal begins to find his own identity when he and Falstaff act out the future meeting with King Henry IV. Hal knows he must return to his father because he will have to go to battle soon, but he wants to prepare himself first. Falstaff and Hal play how the situation will go. With Falstaff acting as King Henry IV, he lets it go to his head and Hal is not amused, saying “Dost thou speak like a king? Do thou stand for me, and I’ll play my father” (II.iv.343-344). Falstaff always tries to become the center of attention, but Hal does not let this happen. This is start of Hal realizing who he is as a person because he wants to act as king, saying “I do, I will” (II.iv.382). Hal realizes through his time with Falstaff who he is, and that he is ready to take on the throne from his father. He has proven the combination of education and experience has work and has made him ready to rule England.
Act III, Scene IV also prove Hal has found himself because he goes back to his father to change his ways. This will not be an easy task for Hal because he has directly disobeyed his father for going out to tavern and getting wild, but he is ready for this. Hal has proven wisdom and experience have properly educated him and can face his father and any challenge that awaits him. Once King Henry IV and Prince Hal converse, Hal apologizes for his childish behavior and expresses how he is ready to fight for his father’s honor and defeat Hotspur. Hal has learned through learning and experience that his purpose all along was to be alongside his father and fight for his life. Hal expresses his sorrowfulness, saying “By smiling pickthanks and base newsmongers, I may, for some things true, wherein my youth Hath faulty wandered and irregular find pardon on my true submission” (III.ii.25-29). Hal begs for his father to forgive him because he wants to prove to him that he has changed from his wild past. His father has been waiting for this moment for a long time, but his father fears his intentions will have the opposite effect. The king believes Hotspur has earned more than Hal and he has seen this before with Richard, saying “He hath more worthy interest to the state than thou the shadow of succession for of no right, nor color like to right” (III.ii.98-100). The prince is eager to prove his father he has learned from his education and experiences and the people will love him for what he has done. Hal also knows this will not be an easy task to defeat Hotspur, but knows it is the way to prove himself to his father, saying “Do not think so. You shall not find it so. And God forgive them that so much swayed your majesty’s good thoughts away from me! I will redeem all this on Percy’s head” (III.ii.129-132). King Henry IV was not ready for the transformation Hal has made through his education with Falstaff and does not believe they are beneficial to him. The reluctancy to accept the changes in the combination of education and experience was something his father never wanted to acknowledge until it proved to save his throne and England. After Hal killed Hotspur in battle, the king realizes the education he has received from wisdom and experience was the reason he was victorious. This paved way for the education reformation because it proved it was beneficial because Hal discovered his own identity and realized he needed to help his father and protect England against its enemies.
The “education” Hal received through experience led to the education reformation and better prepared him to rule England and defend his father when the kingdom was under attack. Hal originally accepts the early modern view of education because he was taught through books and at the university. Hal does challenge the early modern view of education because he combines his wild experiences and chivalry upbringing with ordinary education. Hal struggled to accept the normal role of a prince, set before him by his father, so he went against his ways. King Henry IV was very ashamed of Hal and wished Prince Hotspur would take the throne because he had earned the title and was better prepared from receiving the traditional education for royalty. Through the teachings from Falstaff and connecting with the lower-class, Hal found his identity. Hal was taught thievery from Falstaff but never commits these acts themselves and once Falstaff acted as King Henry IV, he knew who he was and that he was ready to be King of England. However, Hal did realize that he would have to prove himself to the king that his education has better prepared him to take the throne. King Henry IV was not accepting of the prince at first but believed in Hals’ education after he had defeated Hotspur and helped restore order in England. Hal also helped others change the way they thought throughout England because he made education more universal to the people, which brought England closer to other nations throughout Europe. The “education” Hal received challenges the views of both education and experience.
Harrison, William (George Edelen). Description of England: The Classic Contemporary Account of Tudor England. 1968. New York: Dover, 1994.
Hodgdon, Barbara. The First Part of King Henry the Fourth: Chapter 4: “The ‘Education’ of a Prince”, William Shakespeare, Bedford Books, pp. 275-279, 1997.
Machiavelli, Niccolò. Nicholas Machiavel’s Prince. Tr. E. D[acres]. R. Bishop for W. Hils, sold by D. Pakeman, 1640.
Mullaney, Steven. The Place of the Stage: License, Play, and Power in Renaissance England. Chicago: U of Chicago P, 1988.
Simon, Joan. Education and Society in Tudor England. Cambridge: Cambridge UP, 1967.