Palmer Trinity School

Hamlet's tortured thinking in his "To be or not to be" soliloquy outlines the challenge we face in making a choice that will change our lives. Read the speech substituting "to be" with "to act" and we see Hamlet considering the risk involved in killing his uncle and facing his fears. What Hamlet's speech teaches us is to live our lives fully, to be actively involved, to face the choices we are called upon to make and avoid the "not to be," the temptation to sit idly by while your life is governed by others. When Hamlet does act and asks the players to act out a scene that resembles how his uncle killed his father we see Hamlet's inventiveness and creative thinking. He challenges the view that nothing can be done to change his situation and teaches us that our imaginations, our reason, will allow innovative thinking and action in a complicated world. In confronting uncertainty and fear, Hamlet provides an example of the power we have to control and direct our lives. I am reminded here of Cassius in his speech to Brutus recognizing that our human dignity depends on our own actions. Why, man, he [Caesar] doth bestride the narrow world Like a colossus, and we petty men Walk under his huge legs, and peep about To find ourselves dishonorable graves. Men at some time are masters of their fates; The fault, dear Brutus, is not in our stars, But in ourselves, that we are underlings. (Julius Caesar, Act I, scene ii) When we consider other plays written by Shakespeare we deal with history and an approach to a changing world. In The Tempest, an aging Prospero comes to understand what is important in life. Set during a time of English exploration allowing us to see a "brave new world," Shakespeare suggests that new vistas require us to maintain open minds in considering new places and ideas. Henry V offers inspiration and insight. Concerned about the nature of kingship, Henry walks among his soldiers to have the view of the common man on their situation before a major battle and then exhorts and encourages his soldiers We few, we happy few, we band of brothers; For he to-day that sheds his blood with me Shall be my brother; be he ne'er so vile, This day shall gentle his condition (Henry V) Henry is so successful in inspiring his men that they defeat the French army who outnumber them. With triumph come pride, fame, and solidarity – does Henry V not become a text to teach successful leadership? Consider, too, Othello who murders his young bride because he is the victim of a plot developed by Iago to engineer Othello's downfall for no real cause. Open and honest with the audience. Though I do hate him as I do hell-pains. Yet, for necessity of present life, I must show out a flag and sign of love, Which is indeed but sign. (Othello) Iago is the consummate villain and shows how interesting evil can be – fascinating, manipulative, and destructive. The lesson for us here? Do not be deceived by people who are confident, slick, and lack honesty. Place your trust in people who speak from the heart. L E T ' S A SK AG A IN – SHOUL D W E T E A CH SH A K E SPE A R E ? My answer is a resounding "yes!" We need to hear Shakespeare. The language we use daily owes much to his work. If we feel that we are "more sinned against than sinning," or enjoy "cold comfort" or are "tongue-tied" and a "laughing stock" "without rhyme or reason" we are quoting Shakespeare. Should something "vanish into thin air" because of "foul play" we are using Shakespeare's words. In his sonnets we enjoy the beauty of the world, and enjoy his thoughts about love in its many forms. Our students need to wrestle with and come to understand the joy and power that comes from understanding a complex text. We need our students to be exposed to the concerns and vicissitudes of life. We need to study human relationships (fathers, daughters, sons, mothers, lovers, friends, and enemies) to appreciate and understand our humanity; we need to explore our common human emotions (love, hate, fear, courage, anger, wonder) to appreciate the range of human experience. A study of the power of Shakespeare's language (to persuade, to deceive, to exhort, to share conscience) will allow students to understand how they can use language to reason, to communicate, to argue and support. Shakespeare's plays give insight into different views and beliefs and different ways of living. His characters are both familiar and exotic. Let our students experience and grapple with the extremes of emotions, let them inhabit other worlds and spaces, but most of all, let them learn from a close encounter with others who allow them insight into our wide, exciting, and often frightening world. They will be stronger for it! R 18 PALMERTRINITY.ORG P E R S P E C T I V E S

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