An Approach to Hamlet

(Shakespeare for Students)

There is, perhaps, no well-known passage in Shakespeare that has been found so perplexing as that in which Hamlet communes with himself between the preparation of the play to catch the conscience of the king and its performance—'To be, or not to be, that is the question . . .' It can perplex for various reasons, one of them being the variety of different explanations of crucial phrases that can reasonably be made. (In the Furness Variorum edition the text completely disappears for a couple of pages whilst a footnote marshals conflicting interpretations of the opening and general tenor; at a rough estimate the 34 lines of the soliloquy have some 440 lines of small-type commentary.) Another reason is that the speech is almost too well-known for its features to be seen distinctly, as Charles Lamb said:

I confess myself utterly unable to appreciate that celebrated soliloquy in Hamlet, beginning, 'To be, or not to be,' or to tell whether it be good, bad, or indifferent; it has been so handled and pawed about by declamatory boys and men, and torn so inhumanly from its living place and principle of continuity in the play, till it has become to me a perfectly dead member.

Perhaps we need not be too much dismayed; the meaning may be simpler—even if in some ways subtler—than is commonly supposed. Since the speech is crucial I must ask your indulgence whilst I read it, indicating as best I may the stopping of the good Quarto, which is considerably lighter than that in most current editions.

To be, or not to be, that is the question,
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune
Or to take arms against a sea of troubles,
And by opposing end them? To die, to sleep
No more, and by a sleep to say we end
The heartache, and the thousand natural shocks
That flesh is heir to; 'tis a consummation
Devoutly to be wished. To die, to sleep;
To sleep, perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
Th' oppressor's wrong, the proud man's contumely,
The pangs of disprized love, the law's delay,
The insolence of office, and the spurns
That patient merit of th' unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would these fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscovered country, from whose bourn
No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all,
And thus the native hue of resolution
Is sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment,
With this regard, their currents turn awry,
And lose the name of action. . . .

There is no need for me to do more than remind you of the main puzzles. Does 'To be, or not to be' refer to a contemplated action, to the continuation of Hamlet's life, or to survival after death? When he speaks of the 'The undiscover'd country from whose bourn No traveller returns', has he forgotten the Ghost, or has he given up belief in its honesty? What is the meaning of that 'conscience' that makes cowards of us all, or indeed 'thought'? And so on. It is of course clear that among the thoughts in Hamlet's mind are thoughts of action against the King, of suicide, and of the nature of life after death, but the transitions are not clear, and as soon as we attempt to give an exact paraphrase we run into difficulties. At this point we may resort to Dr. Johnson, whose note on the passage begins:

Of this celebrated soliloquy, which bursting from a man distracted with contrariety of desires, and overwhelmed with the magnitude of his own purposes, is connected rather in the speaker's mind, than on his tongue, I shall endeavour to discover the train, and to shew how one sentiment produces another.

This he proceeds to do, and I must say with considerable success, so far as success is possible; but the essential point is in his opening comment: it is the speech of a man 'distracted with contrariety of desires', and the connexions are 'rather in the speaker's mind, than on his tongue'. In other words it is not paraphrasable, and the reasons why it is not so are of some interest.

It is of course true that poetry that without loss of meaning could be put into other words would cease to be poetry. But we all know that there is a great deal of poetry of which we can usefully make for ourselves a tentative prose translation as a way of getting to grips with the full poetic meaning. Now there are passages in Shakespeare (as indeed in other poets) where even this tentative and exploratory procedure is of a very limited usefulness indeed, for what we are given is not the poetic apprehension of thought, but thought in the process of formation. Such a passage is the speech of Macbeth in the moment of temptation ('This supernatural soliciting Cannot be ill; cannot be good . . .') where we are directly aware both of the emotional and the bodily accompaniments of a state of being issuing in a conception that will not easily yield itself to conceptual forms (my though, whose murder yet is but fantastical). Such again is that other great soliloquy, 'If it were done, when 'tis done . . .' where the meaning is composed of an emotional current running full tilt against an attempted logical control. In the Hamlet passage the pace is more meditative, but such ideas as it contains are...

(The entire section is 2436 words.)

Hamlet and Revenge

(Shakespeare for Students)

(From Hamlet and Revenge by Eleanor Prosser. ©1971 Stanford University Press. Reprinted by permission of the publisher)

May not the peculiar power of the play be based to a large extent on our ability to sympathize with Hamlet and yet judge him for the course he pursues? And is this not exactly our response to Shakespeare's other great tragic figures? It has been harder to admit our intuitive judgment of Hamlet because his tragic choice commands not merely our sympathy but our admiration. In the first place, his situation is much closer to our own than that of Macbeth or Antony or Lear. All men hunger for revenge. The defiant refusal to submit to injury, the desire to assert one's identity by retaliation, the gnawing ache to assault injustice by giving measure for measure—these are reflected in our daily response to even the mildest of insults. In the serious drama from the beginning of time, the dilemma of the revenger has been one of the universal problems of man writ large.

An even more important reason for our sympathy is the motivation that drives Hamlet. Macbeth, Lear, and Antony obviously violate moral law, and for selfish ends. We suffer with them but for human reasons, for the agony they bring on themselves. Hamlet's motivation is far more complex and, to a great extent, we identify with him for solid moral reasons. In large part his course to the fifth act is the result of his moral sensitivity, his unflinching discernment of evil and his determination that it shall not thrive. We admire his hatred of corruption and his vision of what man could and should be. Even as he is engulfed by the evil against which he takes arms, we sense that he would have been a lesser man had he refused the challenge.

At this point, the reader may object that my discussion of Hamlet's universal appeal contradicts my earlier insistence on the play's Christian perspective. Throughout the preceding pages, it may have seemed that I was forcing Hamlet into a straitjacket of Christian morality, thereby seriously restricting its meaning and impact. This has been far from my intention. Paradoxical as it may seem, I believe that we can understand Hamlet's unrivaled power to move emotions and stimulate thought only when we grant the basic Christian perspective in which the action is placed. To do so requires no knowledge of religious doctrine, no scholarly investigation into Elizabethan theories about ghosts or the meditations of Luis de Granada or archaic meanings of "conscience." Shakespeare gives us everything we need to know. In short, we must take the play on its own terms. Only when we cease searching for explanations outside it, whether in pagan codes or obsolete theatrical conventions, can we respond directly to the play itself.

Once we do so, we sense that the Ghost is ominous, we sense that Hamlet's early surrender to rage can lead only to chaos and destruction but that his later serenity is somehow his salvation—in short, we sense that the desire to inflict private punishment can lead only to evil. The social compact is largely based on the belief that man can fulfill his special potential only...

(The entire section is 1291 words.)

Overviews of Hamlet

(Shakespeare for Students)

David Bevington

[Bevington presents an in-depth survey of the dramatic action and major themes of Hamlet. The critic initially focuses on Hamlet's role in the play, examining his interactions with the other characters as well as his several soliloquies in an attempt to determine his "tragic flaw," the defect in a tragic hero which leads to his downfall. (A soliloquy is a speech delivered while the speaker is alone, devised to inform the reader of what the character is thinking or to provide essential information concerning other participants in the action.) Bevington also comments on the dramatic structure of Hamlet, especially Shakespeare's balancing the tragedy with many foils. (A foil refers...

(The entire section is 11474 words.)

Delay in Hamlet

(Shakespeare for Students)

Robert Hapgood

[Hapgood examines the dramaturgy, or the dramatic representation, of "delay" in Hamlet pointing out that while Hamlet is the primary focus of this issue, other characters—most notably Claudius, Laertes, and Fortinbras—often delay or are hindered during the course of events. The critic explores how action begins and ends at various moments in the play in a sequence of events that often culminates in a standstill in which a character experiences a direct contradiction to his or her purposes. Hapgood defines Hamlet's particular form of delay as "inertia " because he experiences difficulty both in getting started and in coming to a stop. For instance, although it takes the prince nearly...

(The entire section is 8793 words.)

Revenge in Hamlet

(Shakespeare for Students)

Réné Girard

[Girard maintains that Hamlet belongs to the Revenge Tragedy genre. Revenge Tragedy is a dramatic form made popular on the English stage by Thomas Kyd, a contemporary of Shakespeare, whose Spanish Tragedy is an early example of the type. Such a play calls for the revenge of a father by a son or vice versa, an act which is initiated by the murdered man's ghost. Other devices found in Revenge Tragedies include hesitation by the hero, real or feigned madness, suicide, intrigue, and murders on stage. In the critic's opinion, Shakespeare despised the Revenge Tragedy genre as a form whose conventions had become trite. Yet, because revenge theater was highly popular among Elizabethan...

(The entire section is 4605 words.)

Melancholy and Grief in Hamlet

(Shakespeare for Students)

Oscar James Campbell

[Campbell contends that the nature of Hamlet's melancholy, or state of depression, was more easily perceived by an Elizabethan audience than by a modern one. Further, the critic asserts that while Hamlet is indeed emotionally unstable, he is not insane. Shakespeare dramatizes the prince's changeability by altering the mood of the play's structure from periods of meditative pauses to bursts of action. Since Hamlet is usually at the center of these pauses and surges, his character conveys a manic-depressive quality. In essence, his depressed phase is marked by brooding inaction, whereas his manic phase includes abrupt lunges toward action. Campbell asserts that Hamlet is more than a...

(The entire section is 8725 words.)

Imagery in Hamlet

(Shakespeare for Students)

Richard D. Altick

[Altick argues that Shakespeare not only emphasized the theme of bodily corruption in Hamlet, but also the "revolting odors that accompany the process." The critic then provides an analysis of various elements of the play, focusing on such images of decay as the sun as an agent of corruption, cancerous infection, and the stench which accompanies rotting. This stench, Altick observes, represents the cunning and lecherousness of Claudius's evil which has corrupted the whole kingdom of Denmark. According to the critic, these and other image patterns demonstrate that "the text reeks with terms symbolic of the loathsomeness of moral disintegration." Altick also discusses the olfactory...

(The entire section is 9036 words.)


(Shakespeare for Students)

George Detmold

[Detmold addresses the question of why Hamlet delays taking revenge on Claudius by assessing his status as a tragic hero. According to the critic, a tragic hero has three prominent characteristics: (1) a will-power which surpasses that of average people, (2) an exceptionally intense power of feeling, and (3) an unusually high level of intelligence. From this definition of a tragic hero, Detmold especially focuses on Hamlet's unorthodox demonstration of will-power in the play, arguing that the protagonist's preoccupation with moral integrity is what ultimately delays him from killing Claudius. Further, the critic asserts that Hamlet is distinct from other tragedies in that its action...

(The entire section is 12051 words.)

The Ghost

(Shakespeare for Students)

Kenneth Muir

[Muir analyzes the Ghost in Hamlet in several ways, first by proposing several attitudes an Elizabethan audience may have held regarding its nature. The apparition may have been viewed as an illusion, a portent foreshadowing danger to Denmark, a spirit returning from the grave because a task was left undone, a spirit come from purgatory with divine permission, or a devil who assumes the form of a dead person to lure mortals to their doom. According to the critic, Hamlet tests each of these perspectives during the play's course of events, most notably in his production of "The Mousetrap." Muir also discusses the Ghost's two warnings to Hamlet, namely not to taint his mind and to leave...

(The entire section is 1656 words.)


(Shakespeare for Students)

Bertram Joseph

[Joseph examines the concept of appearance versus reality with regard to Claudius's character in Hamlet. When the play begins, the critic asserts, there is no indication that Claudius is a villain; rather, he appears to be the consummate monarch, who effectively transacts private and public business. As the play progresses, however, the quality of his villainy is gradually revealed to the audience. Joseph also defines the term "hypocrisy" in relation to Claudius, maintaining that Elizabethans viewed it as a particularly serious character flaw. The king's hypocrisy is perhaps most evident in his eloquent speech in Act I, scene ii in which he openly discusses his hasty marriage to Gertrude...

(The entire section is 5349 words.)


(Shakespeare for Students)

Carolyn Heilbrun

[Hellbrun contends that, contrary to the predominant critical opinion, Gertrude is not a weak character who lacks "depth and vigorous intelligence." The critic then evaluates Gertrude's lines in Hamlet to demonstrate that while the queen is not "profound," she is certainly never "silly." The character's actions in fact reveal her to be clear-headed and courageous, especially during the closet scene in Act III, scene iv when, after Hamlet accuses her of lust, she accepts his judgment and admits her sin. Heilbrun also provides an Elizabethan definition of the term "adultery," asserting that the word does not necessarily imply that Claudius and Gertrude had an affair while King Hamlet was...

(The entire section is 9771 words.)


(Shakespeare for Students)

Theodore Lidz

[Lidz argues that Shakespeare dramatized Ophelia's madness to provide a countertheme to action surrounding Hamlet's own insanity. But whereas the playwright remains ambiguous about the reality of the prince's madness, the critic continues, he portrays Ophelia as classically insane. According to Lidz, Ophelia's descent into madness does not merely result from her father's murder, but rather his murder by Hamlet, whom she loves. As a result Ophelia is placed in "the intolerable predicament of having to turn away from the person she loves and idealizes because that person is responsible for her father's murder."]

Shakespeare carefully places Ophelia's madness in apposition to...

(The entire section is 4559 words.)