Introduction Good evening and welcome to the Ryerson Lecture. It is, as always, an honor to be a part of this lecture and especially this year, as we celebrate its twenty-fifth anniversary. I am delighted that so many of my colleagues on the faculty, as well as members of the Board of Trustees, could be here tonight to commemorate the creation of this lecture and to reflect on its importance as a University of Chicago tradition. The Ryerson Lecture is significant because it reminds us of what we most value. It reminds us that the work of our faculty—in whatever field that work may be—is of central importance. It makes clear that we are willing—indeed we are delighted—to wander beyond the boundaries of our disciplines. The Ryerson Lectures demonstrate the depth and breadth of our endeavors. Our lecturers have spoken on topics ranging from patterns of chromosome change in leukemic cells, to the joys, perils, and complexities of editing the operas of Rossini and Verdi. And, in the midst of this wonderful variety, the Ryerson also reminds us that we remain united in a common pursuit: the expansion and the transmission of knowledge. In every year since 1974, using nominations from the faculty, the Ryerson committee has selected one of their most distinguished colleagues to present the Ryerson Lecture. Each year, we come together as a faculty to learn about the work of one of the many luminaries of our faculty. In honor of this, and their many other achievements, I would now ask past Ryerson Lecturers to stand. Tonight, I am proud to introduce David Bevington, the Phyllis Fay Horton Professor in the Humanities and Professor in English Language & Literature, Comparative Literature, and the College, as the 1999 Ryerson Lecturer. David has an international reputation as a scholar of Shakespeare and of medieval and renaissance English drama. He is one of the most respected and prolific editors of this drama, and his editorial work is distinguished for its textual expertise, clarity of presentation, and soundness of judgement. He has tailored his critical notes and commentaries for a wide range of readers, from advanced scholars to high school students. David’s weighty edition of the Complete Works of Shakespeare is a familiar companion to students of literature, and his soft-cover Folger editions can be found in every type of educational setting. One of David’s colleagues described this remarkable achievement to me, saying: “No one has invested as much time, energy, and careful reflection in democratizing access to the text of Shakespeare in the twentieth century as has David Bevington.” In addition to his important work as an editor, David has also contributed greatly to the critical literature in his field. In the course of a long and productive career, he has examined medieval and renaissance plays through a variety of critical lenses; he has explored these plays—and helped his many readers to explore these plays—as works shaped by political and social undercurrents, by commercial and artistic concerns, and by gender and power relations. He has deepened and enriched our understanding of subjects that range from the politics of sixteenth-century court drama to the question of cursing in Richard III, from the staging of twelfth-century liturgical drama to the use of psychoanalysis as a method of literary inquiry. David has also compiled a series of important bibliographies on the scholarship of English renaissance drama and Shakespeare. It is a mark of David’s generosity that he has shared his incredible breadth of knowledge in this way. Finally, David is a beloved teacher. His courses—whether in Shakespeare, Tudor drama, or the Core—overflow with students. Not surprisingly, he has been a winner of the Quantrell Award for teaching excellence, and he is a long-time hero of the Humanities Core. In a summary of one set of student course evaluations, the editor remarked: “What is there to say about [David] Bevington that you have not heard before? He is described as brilliant, fascinating, and sweet.” Students feel so much affection for David, not only because he is an inspiring teacher, but also because he is such a warm and generous person. He and his wife, Peggy, have opened their hearts and their home to generations of University of Chicago students; their potluck suppers and holiday sing-alongs have made “Bevington hospitality” a part of campus legend. We are fortunate that David and his students and colleagues have so much regard for one another. I can’t help but think that they, and the community they form, are the reason why David has resisted the temptations of other universities who would gladly have stolen him from us. Tonight we as a faculty have a remarkable opportunity to experience David as our teacher. You may have noticed the index cards at your table. In accordance with our tradition of debate, we have made these cards available so that you may submit your questions for David at the end of the lecture. He will address as many questions as he can later in the program. In the meantime: David, we are very glad that you came to the University of Chicago as a visiting professor in 1967, and we are very glad you stayed. You have done so much on behalf of your field, your department, and your division, as well as on behalf of our students and our University. It is my honor and pleasure to welcome you and to hear your lecture, “Shakespeare Faces Retirement.”
Back to Front Page |