ABSTRACT

P, 2000), 192. Fox’s insight reinforces an earlier representation by the social historian Burke, Popular Culture in Early Modern Europe (New York: New York University Press, 1978), 28, describing educated males as ‘amphibious, bicultural and also bilingual’, knowl­ edgeable in popular traditions regarded as ‘play’, as well as in ‘great’ or high-status traditions regarded as ‘serious.’