This book doesn't really fit any of the current shelves I use, but it sort of sneaks in on a couple because it deals with Shakespeare's plays, and it's pretty much a really long essay about how to read Shakespeare.
I would guess most of the people who come to this book have probably already read one or two (or a dozen) of Shakespeare's plays. If you're like me, and have to at least skim through (if not intensively read every word of) the forewords and prefaces, then you're probably already familiar with a lot of the material this book covers, because a lot of the basic information Edelstein covers and expands on is included as foreword material in any good, reputable edition of Shakespeare. I'm talking about the "Reading Shakespeare's Language/A Note on the Text" portions specifically--and I'm comparing Edelstein to the information in the single-volume editions from the Folger Shakespeare Library.
What the Folger editions do so wonderfully is provide context historically for the play, provide a brief summary that highlights a few of the more confusing or problematic themes that will appear in the play, and provide a resource for understanding the poetic phrasing and odd word choices and placement in Shakespeare. These three things seem to be the things that make most high school experiences reading Shakespeare unpleasant--we might be given one of these things, but we're never left to read the play as a cohesive unit, and we're rarely given all three. Edelstein doesn't touch too much on historical context, and he never focuses on a particular play for more than a chapter or two, so there isn't an in-depth analysis of themes and issues, but what Edelstein does is delve deep into the language of Shakespeare.
There were more than a few places where I found myself exclaiming to the book, "AHA, I was right! Take that, Mrs. Richards!" Edelstein's exhaustive study of how Shakespearean language works proved points I attempted to make to my high school English teacher but was shot down over, including that it doesn't make sense to pronounce the "ed" ending every time it occurs (remembered, followed, examined, etc.). However to make his points, Edelstein sometimes relies very heavily on scansion, meter, and understanding how poetry works. While I think that it's important for actors to understand how the poetic lines they may (or may not) have to speak work, there were a couple places where I felt like Edelstein's reliance solely on poetic scansion either marred the emotion or a line or scene, or suggested a different interpretation of a character than I had previously understood. The former is the more unforgivable of the two, in my opinion. New interpretations or understandings of characters is hardly ever a bad thing, but insisting on using line breaks as places to pick up a new thought--at least when I tried it while reading aloud--seemed to break up the emotive flow of a piece a little too much. In a lot of places, too, Shakespeare has punctuated line breaks, so it doesn't matter too much because there's a comma or a period or a semi-colon, but in cases where there was no punctuation I found his insistence on pauses, however miniscule, made the speeches choppy. However, this is a matter or personal preference, and I think Edelstein's point was that as actors we should think about what we're saying, and not just recite.
On the whole the book was very well put together, and I'd recommend it to pretty much anyone involved on any level with Shakespeare.