Teaching Shakespeare can be at once exhilarating and terrifying; inspirational and life-threateningly tedious. I like to think that the contradictions here echo, or at least nod, to the emotional rollercoaster that was early modern drama. When speaking to students – Secondary school and university – a common stumbling block is invariably language. Besides the archaic vocabulary – ‘hautboy’, ‘nonce’, ‘tun-dish’ and ‘fardel’ come to mind – there’s also the syntax, the distinctly Christian rhetoric, and seemingly endless concerns about marriage and death. For pupils in Secondary school these subject matters, compounded by unintuitive phrasing and words, can be a categorical turn-off.