Measuring the literary value of a text is a complex process. The worth of a piece of literature to human civilization is a notion that, for instance, the postmodernist worldview negates, as well as the need for literary idols. Nevertheless, some texts became deeply ingrained in social consciousness as those that transcend time and tastes of public and critics. Those texts can usually be found in the section of classic books or school syllabi. Their importance may be presupposed, and as a result, understanding limited. Hamlet is one of such texts – the play constitutes a part of the Western canon and presents numerous opportunities for critical analysis, which may render doubting the greatness of the play a risky affair. Despite the possible arguments surrounding Hamlet, a number of reasons that make it essential for syllabi around the world, particularly in occidental countries, exist.
This Shakespeare’s play investigates several problems of human existence – the extent of these issues and their acuteness surpasses the protagonist embodying them. As the principal conflict revolves around the protagonist’s desire to avenge his father, it reveals the elements of this struggle, which are seemingly familiar to the majority of individuals. Grief, doubt, and dysfunctional familial relationships are themes that drive the play’s plot, and simultaneously, engage a reader with their universality. Additionally, to the ubiquity of the issues found in the play, Hamlet allows their in-depth examination in five acts. The protagonist’s relationships with Gertrude show the complexity that mother-son relationships can have – the interplay between love, a sense of Gertrude’s betrayal, and Hamlet’s pretended madness complicate mutual understanding. In the third act, Hamlet expresses his concerns, “mother, you have my father much offended” (Shakespeare 2003, 134). Gertrude’s decision to remarry relatively shortly after the death of Hamlet’s father did not diminish the protagonist’s love, as he carefully planned to prevent her possible death. The ease with which readers can relate to the play’s characters through the universality of their emotions may be one of the primary reasons for the play’s popularity.
Hamlet is a resource for other works of literature and films that position the play’s secondary characters as their primary, which serves as a testament to its capacity for emotional impact. Films such as Ophelia and Rosencrantz and Guildenstern are Dead exemplify this phenomenon. Among other characters, Ophelia could be viewed as prototypical to some extent, since she represents a woman driven to insanity by unreciprocated love. Her death, possibly, is considered one of the most impactful, apropos of which a priest states, “Her death was doubtful / And, but that great command o’ ersways the order, / She should in ground unsanctified been lodged” (Shakespeare 2003, 200). Therefore, Hamlet is a piece of literature containing characters that overstep the play’s boundaries and infiltrate other texts.
The issues that constitute a thematic frame in Hamlet make it a philosophical piece of literature. Several trends and views in the field can be explored by reading the play. Hamlet’s indecisiveness and persistent need to brood are among the principal recurrent motifs in the play, emphasizing its philosophical essence. At one moment Hamlet proclaims “why then ’tis none to you; for there is nothing either good or bad, but thinking makes it so. To me it is a prison” (Shakespeare 2003, 72). The phrase may imply the protagonist’s inclination towards moral relativism or that continuous reflection about an issue, Claudius’ murder, in this case, can deprive of one’s resolution to act. Indecisiveness may be named the protagonist’s core attribute. The extent to which it distinguishes him from others is difficult to overestimate – Hamlet is a prototypical figure for other deep thinkers in literature.
The wide acceptance that the play gained and its ongoing reinterpretations may not be reduced to the importance of one character; nevertheless, a number of the protagonists’ characteristics contributed to its popularity. In addition to Hamlet’s excessive reflective quality, philosophical nature of his thought process, and the universality of his emotions despite the peculiarity of circumstances, the protagonist inspires hope for the prevalence of human virtues. Hamlet’s surroundings are unreliable, the number of people whom he can trust is limited, and his actions in several cases are dubious from the standpoint of high morality, especially regarding Ophelia. The character may be perceived as the one who embodies the most fully the conflicts of human nature. Hamlet’s thoughtfulness, loyalty, bravery, and sharp-mind, in some instances, are eclipsed by cynicism, disgust, and hatred. This duality could be inherent to the human condition and is crystallized in the protagonist.
Moreover, reading the play is vital to navigating in contemporary cultural discourse and for being able to interpret other literary works that were produced after. A web of relations exists between texts, and it surpasses historical time – these intertextual associations can be expressed in the form of allusions, parodies, or even direct quotes. Hamlet influenced several authors whose contribution to the world literature is colossal and found reflection in their works, for instance, parts of James Joyce’s Ulysses directly address the Shakespeare’s work under consideration (Schwarz 2016). The list of texts that, in some way, were impacted by Hamlet or contain evident or more obscured references is rather long. Being able to grasp a texts’ essence without understanding the play first may be complicated. Therefore, Hamlet is interconnected with an array of other texts that necessitate reading the play for their comprehensive analysis.
Outside of the realm of books, other fields also profited from the play’s production. Figurative art, for example, is of the domains that found new motifs – a number of visual representations of the play’s characters and events were produced since its first staging and publication. Ophelia’s character in this regard seems to be particularly impactful, as it led to the creation of Millais’s famed painting. Similarly, understanding films that, to a certain degree, were inspired by the text would also be obstructed, if a reader is not aware of the play’s plot. Even though the depth of such pop-cultural references may not be substantial in some cases, and knowing the play in detail is not crucial for their overall understanding, reading Hamlet is essential. In this case, to be able to appreciate the extent to which works are interwoven in the cultural discourse.
The play in question serves as a significant part of classical world literature and Western canon. Its inclusion in the syllabus seems significant for students’ ability to navigate and analyze other classical texts, connections between them, and art outside of literature. Furthermore, universal characters struggling with problems of human existence are present in the play. The concept of a culturally educated person, even though sometimes overvalued, requires reading and in-depth understanding of Hamlet.
References
Schwarz, Daniel R. 2016. Reading Joyce’s Ulysses. NYC.: Springer.
Shakespeare, William. 2003. Hamlet (The Annotated Shakespeare). London: Yale University Press.