The Tragedy of Macbeth

Learning Modalities Visual/Spatial Learners Throughout the reading of Macbeth, have students refer to the photograph of the reconstructed Globe theater on p. 295. Suggest that they envision the action as it would take place in the acting areas.

1 About the Selection In The Tragedy of Macbeth, Act I, the The Tragedy of war hero Macbeth returns home and, on the way, encounters three witches who prophesy that he will one day be king of Scotland. Seized by ruth- Macbeth less ambition and spurred on by his wife, Macbeth plans to murder King Duncan, thus setting in motion a series of events that will lead to his William Shakespeare eventual downfall.

2 Background Reading Shakespeare Many students will find Shakespeare’s language a challenge. He uses words and structures not familiar to the modern ear. This situation is less of a problem in a theater, where actors communicate meaning through their interpretation, but it does pose a problem for readers. (Underscore 1 that the richness of the language and insights into human nature make Shakespeare worth the work.) 2 Background The Elizabethans viewed the universe, in its ideal It may help students to see a per- state, as both orderly and interconnected. They believed that a great chain formance. Encourage them to watch linked all beings, from God on high to the lowest beasts and plants. They one of the recent film versions of also believed that universal order was based on parallels between different Shakespeare’s plays, to hear how the realms. Just as the sun ruled in the heavens, for example, the king ruled language sounds in performance. You in the state and the father in the family. Because everything was linked, a may also wish to listen in class to the disturbance in one area would cause a disturbance in others. In keeping Listening to Literature Audio CDs. with this concept of order, a Shakespearean tragedy shows how a tragic hero’s bad choices can disturb the whole universe. As Macbeth gets Because some words are no longer underway, notice the parallel disorders in the mind of the hero, the weather, in common use or have evolved dif- and the kingdom. ferent meanings, encourage students to refer often to the margin notes. Also, Shakespeare plays with stan- 306 � Celebrating Humanity (1485–1625) dard English word order. Suggest that students look for the subject and verb and then determine how other sentence parts fit. As with poetry, students should Accessibility at a glance read in sentences, rather than in lines. A sentence may extend over a num- Macbeth Literary Merit Shakespearean Tragedy ber of lines, so encourage students to Context 11th Century Scotland; ruling classes Lexile NP be guided by the punctuation. Language Difficult vocabulary and syntax Overall Concept Rating More challenging Level Accessible (ambition)

306 3 Reading Strategy CHARACTERS Using Text Aids DUNCAN, King of Scotland SEYTON, an officer attending on Macbeth • Read aloud the bracketed passage. MALCOLM SON TO MACDUFF } his sons • Ask students the Reading Strategy DONALBAIN AN ENGLISH DOCTOR question: Who or what are MACBETH A SCOTTISH DOCTOR Graymalkin and Paddock? How do BANQUO A PORTER MACDUFF AN OLD MAN you know? LENNOX noblemen THREE MURDERERS Answer: Graymalkin is the first ROSS of Scotland LADY MACBETH witch’s helper, a gray cat, and MENTEITH LADY MACDUFF Paddock is the second witch’s ANGUS A GENTLEWOMAN attending helper, a toad. The margin notes CAITHNESS on Lady Macbeth explain this. FLEANCE, son to Banquo HECATE SIWARD, Earl of Northumberland, WITCHES • Discuss with students resources general of the English forces APPARITIONS that could contribute more insight YOUNG SIWARD, his son LORDS, OFFICERS, SOLDIERS, ATTENDANTS, or information than the included AND MESSENGERS text aids do. (Ideas might include illustrated books, videos of the play, or Internet sites that are related to Setting: Scotland; England Shakespeare, theater, or the concept of witches during the era.)

4 Critical Thinking Scene i. An open place. Analyze

[Thunder and lightning. Enter THREE WITCHES.] • Point out to the class that Shakespeare often used rhyming FIRST WITCH. When shall we three meet again? couplets to end scenes. In thunder, lightning, or in rain? • Have students read lines 10–11. SECOND WITCH. When the hurlyburly’s done, Reading Strategy • Then, ask students why When the battle’s lost and won. Using Text Aids Who or Shakespeare might have chosen to what are Graymalkin and 5 THIRD WITCH. That will be ere the set of sun. end the first scene with these lines. Paddock in lines 8 and 9? Possible responses: The couplet FIRST WITCH. Where the place? How do you know? sums up the mood of the scene; SECOND WITCH. Upon the heath. 1. Graymalkin first witch’s the use of alliteration and the helper, a gray cat. THIRD WITCH. There to meet with Macbeth. rhyme make the couplet memo- 2. Paddock second witch’s rable; it makes it clear that the 1 helper, a toad. 3 FIRST WITCH. I come, Graymalkin. scene is over. 3. Anon at once. SECOND WITCH. Paddock2 calls. 1. Alarum within trumpet 5 THIRD WITCH. Anon!3 call offstage. Reading Check Answer: The witches will meet with 10 ALL. Fair is foul, and foul is fair. 4 Macbeth upon the heath, when the Hover through the fog and filthy air. [Exit.] hurlyburly’s done and when the bat- 5 Scene ii. A camp near Forres, a town in northeast Scotland. tle’s lost and won.

Where, when, and with 1 [Alarum within. Enter KING DUNCAN, MALCOLM, DONALBAIN, LENNOX, whom will the witches next with ATTENDANTS, meeting a bleeding CAPTAIN.] meet?

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307 6 Humanities 6 The Three Witches, 1783, by Henry Fuseli Henry Fuseli (1741–1825), a Swiss- born English artist, began as a writer, but with the encouragement of Sir Joshua Reynolds, the head of the Royal Academy of Art, he began to paint. His formal art education consisted of an eight-year residence in Rome, where he studied the art of the Italian master Michelangelo. His style is a combination of romanti- cism, fantasy, and the grotesque. Throughout his life, Fuseli was influ- enced by literature, especially the works of William Shakespeare.

Use these questions for discussion: The Three Witches, reserved. All rights Zurich. Kunsthaus Critical Viewing 1. Read Banquo’s description of the 7 Examine Fuseli’s rendering of the witches. Does the mood he creates correspond to the mood in Act I, Scene i? Why or why not? [Connect] witches in lines 40–47 of Scene iii. Is Fuseli’s painting faithful to this KING. What bloody man is that? He can report, 2. sergeant officer. description? As seemeth by his plight, of the revolt Possible response: The witches 3. broil battle. The newest state. appear to be withered, with 4. choke their art prevent each other from swimming. choppy fingers and skinny lips, as MALCOLM. This is the sergeant2 described by Banquo. Who like a good and hardy soldier fought 5. Western Isles the Hebrides, off Scotland. 2. Does this painting give you a bet- 5 ’Gainst my captivity. Hail, brave friend! Say to the king the knowledge of the broil3 6. Of kerns and gallow- ter understanding of the fright felt As thou didst leave it. glasses with lightly armed by the characters upon encoun- Irish foot soldiers and heavily tering the witches? CAPTAIN. Doubtful it stood, armed soldiers. Possible responses: Yes, they As two spent swimmers, that do cling together 7. damned quarrel accursed certainly seem strange; no, they And choke their art.4 The merciless Macdonwald— cause. are merely old women, nothing to 10 Worthy to be a rebel for to that 8. Showed . . . whore The multiplying villainies of nature falsely appeared to favor be afraid of. Macdonwald. Do swarm upon him—from the Western Isles5 6 9. minion favorite. 7 Critical Viewing 8 Of kerns and gallowglasses is supplied; And fortune, on his damnéd quarrel7 smiling, Answer: Fuseli’s shrouding of the 15 Showed like a rebel’s whore:8 but all’s too weak: witches in darkness and having them For brave Macbeth—well he deserves that name— perform the same mysterious gesture Disdaining fortune, with his brandished steel, Vocabulary Builder captures the eerie mood of their Which smoked with bloody execution, valor (val« ßr) n. marked presence in Act I, Scene i. Like valor’s minion9 carved out his passage courage or bravery

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Witchcraft in the English Renaissance Scholars believe that one reason Shakespeare As a result, waves of hysteria over witches included witches in Macbeth is the fact that the and their supposed links to the devil sometimes king, James I, had openly expressed his belief in swept over the land. Between the fifteenth and witches. Witchcraft was a topic of controversy eighteenth centuries, thousands of people were in seventeenth-century Europe and America. convicted of being witches and executed. The The attitude toward witches and witchcraft var- most famous trials in America occurred in 1692 ied widely. in Salem, Massachusetts, where nineteen peo- Some regarded the existence of witches to ple were convicted of being witches and be nothing more than a harmless superstition. hanged. Others felt witches to be real and a source of evil that had to be wiped out.

308 8 Literary Analysis 20 Till he faced the slave; Literary Analysis Elizabethan Drama Which nev’r shook hands, nor bade farewell to him, Elizabethan Drama What • Have students read the captain’s Till he unseamed him from the nave to th’ chops,10 offstage scene does the speech in lines 7–23. And fixed his head upon our battlements. captain describe in this speech (lines 7–23)? • Ask students the first Literary KING. O valiant cousin! Worthy gentleman! 10. unseamed . . . chops Analysis question: What offstage split him open from the navel 25 CAPTAIN. As whence the sun ’gins his reflection11 to the jaws. scene does the captain describe in Shipwracking storms and direful thunders break, this speech? So from that spring whence comfort seemed to come 11. ’gins his reflection rises. Answer: The captain describes a Discomfort swells. Mark, King of Scotland, mark: battle between Macdonwald and No sooner justice had, with valor armed, 12. Norweyan lord king of Norway. Macbeth in which Macbeth was 30 Compelled these skipping kerns to trust their heels victorious. But the Norweyan lord,12 surveying vantage,13 13. surveying vantage seeing an opportunity. Monitor Progress: Knowing With furbished arms and new supplies of men, Began a fresh assault. 14. sooth truth. what they do about the Elizabethan 15. cracks explosives. stage, have students consider why KING. Dismayed not this Shakespeare might have chosen to 16. except unless. Our captains, Macbeth and Banquo? have a character relate this scene 17. memorize . . . Golgotha CAPTAIN. Yes; rather than have it performed. (gôl« gß thß)make the place 35 As sparrows eagles, or the hare the lion. as memorable for slaughter Answer: The battle would have If I say sooth,14 I must report they were as Golgotha, the place where been difficult to represent and As cannons overcharged with double cracks;15 Christ was crucified. much easier to discuss. So they doubly redoubled strokes upon the foe. 18. Thane Scottish title • Discuss with the class the events 16 of nobility. Except they meant to bathe in reeking wounds, related in the speech, to make cer- 17 19. seems to seems 40 Or memorize another Golgotha, tain students understand that I cannot tell— about to. Macbeth is the hero, battling But I am faint; my gashes cry for help. 20. Norway king of Norway. incredible odds. KING. So well thy words become thee as thy wounds; 21. dismal threatening. They smack of honor both. Go get him surgeons. 22. Bellona’s . . . proof 9 Macbeth is called the mate of Literary Analysis [Exit CAPTAIN, attended.] Bellona, the goddess of war, Elizabethan Drama clad in tested armor. [Enter ROSS and ANGUS.] • Read aloud Lennox’s words in lines 46–47. Who comes here? • Then, ask students the second 18 45 MALCOLM. The worthy Thane of Ross. Literary Analysis question: How do LENNOX. What a haste looks through his eyes! So should he look Lennox’s words here in lines 46–47 9 That seems to19 speak things strange. supply a clue for the actor playing Ross? ROSS. God save the king! Literary Analysis Possible responses: The com- KING. Whence cam’st thou, worthy Thane? Elizabethan Drama How ment that haste looks through do Lennox’s words here Ross’s eyes and that he looks like ROSS. From Fife, great King; (lines 46–47) supply a clue he’s going to speak strange things Where the Norweyan banners flout the sky for the actor playing Ross? would be clues to the actor playing 50 And fan our people cold. Norway20 himself, with terrible numbers, Ross that there is a sense of Assisted by that most disloyal traitor 10 urgency in his behavior. He should 21 probably look excited, like he was The Thane of Cawdor, began a dismal conflict; What role has Macbeth Till that Bellona’s bridegroom, lapped in proof,22 played in the battle? eager to share what he knew. It might also suggest that he would enter quickly, because he has Macbeth, Act I, Scene ii ■ 309 important news.

10 Reading Check Answer: Macbeth was the hero of the day, killing Macdonwald in hand- Support for Special Needs Students Enrichment for Gifted/Talented Students to-hand combat, then helping to To help students understand the role of solilo- Students may enjoy exploring aspects of early quys in Macbeth, show them Literary Analysis Scottish society. Encourage them to research defeat the Norwegians. Graphic Organizer B (Graphic Organizer one of the many colorful, often highly visual Transparencies, p. 55). This completed sample topics associated with Scotland, such as tar- will model how to interpret the details of a tans, clan emblems, flags, highland dress, soliloquy to understand a character. They can Scottish landscapes, bagpipes, weapons, or use the completed graphic organizer as a military dances (for example, the sword dance). model for making further interpretations. Have them prepare displays, collages, or demonstrations to share with the class what they discover. (If you need resources, many cities have Scottish societies that would assist you or students with this effort.)

309 11 Reading Strategy Using Text Aids 55 Confronted him with self-comparisons,23 23. self-comparisons Point against point, rebellious arm ’gainst arm, counter movements. • Point out the text aid that opens Curbing his lavish24 spirit: and, to conclude, 24. lavish insolent. Scene iii. The victory fell on us. • Then, ask students the Reading KING. Great happiness! Strategy question: What information about the setting for Scene iii ROSS. That now do you learn from the italicized Sweno, the Norways’ king, craves composition;25 25. composition terms of peace. stage directions? 60 Nor would we deign him burial of his men Answer: The stage directions state Till he disbursed, at Saint Colme’s Inch,26 26. St. Colme’s Inch island that the scene takes place on a Ten thousand dollars to our general use. near Edinburgh, Scotland. heath near Forres; thunder sounds, KING. No more that Thane of Cawdor shall deceive and the three witches enter. Our bosom interest:27 go pronounce his present28 death, 27. our bosom interest my • Explain that a heath is an open 65 And with his former title greet Macbeth. heart’s trust. 28. present immediate. wasteland with heather or low ROSS. I’ll see it done. bushes growing on it, but few or no trees. It is similar to what the KING. What he hath lost, noble Macbeth hath won. English call a moor. [Exit.] Reading Strategy Using Text Aids What • Ask students how standing in an Scene iii. A heath near Forres. open wasteland enhances the eeri- information about the 11 setting for Scene iii do you [Thunder. Enter the THREE WITCHES.] ness of the scene. learn from the italicized Answer: The characters are FIRST WITCH. Where hast thou been, sister? stage directions? exposed and unprotected from the lightning and thunder. Also, it SECOND WITCH. Killing swine.1 1. Killing swine It was commonly believed that makes the appearance of the THIRD WITCH. Sister, where thou? witches killed domestic witches more surprising. animals. FIRST WITCH. A sailor’s wife had chestnuts in her lap, 12 Critical Thinking And mounched, and mounched, and mounched. 5 “Give me,” quoth I. Draw Conclusions “Aroint thee,2 witch!” the rump-fed ronyon3 cries. 2. Aroint thee Be off. 4 • Have students read line 10 to Her husband’s to Aleppo gone, master o’ th’ Tiger: 3. rump-fed ronyon fat- themselves. But in a sieve5 I’ll thither sail, rumped, scabby creature. 6 • Ask students what they think the And, like a rat without a tail, 4. Aleppo trading center first witch means by “I’ll do, I’ll do, 12 10 I’ll do, I’ll do, and I’ll do. in Syria. and I’ll do.” SECOND WITCH. I’ll give thee a wind. 5. sieve It was commonly believed that witches often Possible responses: She’ll seek to FIRST WITCH. Th’ art kind. sailed in sieves. injure the sailor to get revenge on 6. rat... tail According to THIRD WITCH. And I another. the sailor’s wife. popular belief, witches could assume the form of any • Ask students what is being estab- FIRST WITCH. I myself have all the other; animal, but the tail would 7 lished about the witches in Scene 15 And the very ports they blow, always be missing. iii. All the quarters that they know 7. they blow to which the 8 Answer: That they are evil, mur- I’ th’ shipman’s card. winds blow. I’ll drain him dry as hay: derous, and destructive. 8. card compass. Sleep shall neither night nor day 9. penthouse lid eyelid. 20 Hang upon his penthouse lid;9 He shall live a man forbid:10 10. forbid cursed.

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Scotland After centuries of bitter hostility, Scotland and or tartan and displayed it on kilts—short skirts England were joined in 1707 to form Great that made it easy to climb hills—and other Britain, a single kingdom. However, the Scots clothing. have retained a distinct culture that is deeply If students have seen the movie Braveheart, embedded in their history and the rugged ter- you may wish to discuss with them the images rain of the countryside. For example, the steep they have of Scotland, the clans, and the hostile mountains forced Scottish highlanders to live in relations with England. Point out that the small groups called clans. Most clans consisted events in Macbeth take place in 1040, and of people with the same surname, such as Braveheart is set 250 years later, but much of MacDonald, MacKinnon, and MacLeod. They life in the highlands remained the same. each developed their own fabric pattern

310 13 Literary Analysis Weary sev’nights11 nine times nine 11. sev’nights weeks. Elizabethan Drama 12 Shall he dwindle, peak, and pine: 12. peak waste away. Though his bark cannot be lost, • Have students read lines 39–47. 25 Yet it shall be tempest-tossed. • Ask students the Literary Analysis Look what I have. question: What descriptive details does Banquo use in his speech SECOND WITCH. Show me, show me. about the witches? FIRST WITCH. Here I have a pilot’s thumb, Answer: Banquo describes the Wracked as homeward he did come. witches as withered, wild in their [Drum within.] dress, not human, perhaps ghostly (“Live you?“), with dry hands and 30 THIRD WITCH. A drum, a drum! skinny lips, womanish in appear- Macbeth doth come. ance, but having beards.

ALL. The weird13 sisters, hand in hand, 13. weird destiny-serving. • Discuss with students what 14 Posters of the sea and land, 14. Posters swift travelers. Banquo’s reactions might be like in Thus do go about, about: this passage. For example, he begins 35 Thrice to thine, and thrice to mine, with a simple question to Macbeth, And thrice again, to make up nine. then suddenly catches sight of the Peace! The charm’s wound up. witches. You may wish to have students act out the reactions. [Enter MACBETH and BANQUO.] Possible responses: Students will MACBETH. So foul and fair a day I have not seen. Literary Analysis probably realize that there would Elizabethan Drama What be a considerable amount of sur- BANQUO. How far is ’t called to Forres? What are these descriptive details does prise and even revulsion expressed 40 So withered, and so wild in their attire, Banquo use in his speech in Banquo’s ”body language.“ That look not like th’ inhabitants o’ th’ earth, about the witches And yet are on ’t? Live you, or are you aught (lines 39–47)? 14 13 That man may question? You seem to understand me, Reading Check By each at once her choppy15 finger laying 15. choppy chapped. Answer: Macbeth has earned a new 45 Upon her skinny lips. You should be women, title, Thane of Cawdor, for his And yet your beards forbid me to interpret exploits. That you are so.

MACBETH. Speak, if you can: what are you?

FIRST WITCH. All hail, Macbeth! Hail to thee, Thane of Glamis!

SECOND WITCH. All hail, Macbeth! Hail to thee, Thane of Cawdor!

50 THIRD WITCH. All hail, Macbeth, that shalt be King hereafter! 16. fantastical imaginary. BANQUO. Good sir, why do you start, and seem to fear 17. grace honor. Things that do sound so fair? I’ th’ name of truth, 18. having possession. Are you fantastical,16 or that indeed 19. rapt withal entranced Which outwardly ye show? My noble partner by it. 55 You greet with present grace17 and great prediction Of noble having18 and of royal hope, That he seems rapt withal:19 to me you speak not. 14

If you can look into the seeds of time, What has Macbeth earned And say which grain will grow and which will not, through his exploits?

Macbeth, Act I, Scene iii ■ 311

Support for English Learners Background for Advanced Readers Give students a brief synopsis of the story of In the introduction, Shakespeare’s Macbeth Macbeth. Then, make certain students know was compared to Hollinshed’s. However, as the what is happening in each scene before they introduction noted, Hollinshed was “regarded read it. Point out specific lines that advance the as factual,” which implies that it is not entirely plot, so students can see how the story is accurate. In fact, Macbeth killed Duncan in bat- unfolding. Allow time for students to discuss tle. Also, Macbeth was a relatively successful unfamiliar words or look them up. Talk about king for many years. Encourage students to passages students do understand, as well as research the real Macbeth, and to present what those they do not. Whenever possible, show they discover to the class. Alternatively, they pictures to underscore the meaning of concrete could look at the history of the Scottish monar- words, such as heath. chy, from Macbeth to the King James who became King of England.

311 15 Humanities Macbeth and the Witches, by Clarkson Stanfield Clarkson Stanfield (1793–1867) did not start out as a painter. He was a sailor who passed time on board ship Service Records by painting, drawing marine scenes and making scenery for the sailors’ plays. Upon leaving the navy, Stanfield took a job as a scene painter in a London theater. There, and Galleries Art Museums, he gained an outstanding reputation for his painted scenery. This water- color, Macbeth and the Witches, was done for a production of Macbeth at one of the theaters in which Stanfield worked. It was painted between

1813 and 1829. This skillfully exe- Leicestershire Stanfield, Clarkson cuted design serves to explain the popularity Stanfield enjoyed in theater circles. Use the following questions for

discussion: Macbeth and the Witches, 1. In what ways does this sketch help 16 Critical Viewing Which of the two soldiers on the right do you think is 15 you to visualize the impact of this Macbeth? Explain your reasoning. [Deduce] scene on a theater audience? Possible response: The dim 60 Speak then to me, who neither beg nor fear Literary Analysis light and deep shadows transmit Your favors nor your hate. Elizabethan Drama How the sense of possible danger and could Elizabethan actors FIRST WITCH. Hail! have made this scene with foreboding that the play’s scene the witches mysterious SECOND WITCH. Hail! also produces. without help from special 2. Does the setting in this picture THIRD WITCH. Hail! lighting effects?

match the one you envision for 65 FIRST WITCH. Lesser than Macbeth, and greater. this scene? Why or why not? 17 20 Possible response: No; this SECOND WITCH. Not so happy, yet much happier. 20. happy fortunate. setting is more majestic, with a THIRD WITCH. Thou shalt get kings, though thou be none. mountain and low-lying clouds. So all hail, Macbeth and Banquo!

FIRST WITCH. Banquo and Macbeth, all hail! 16 Critical Viewing 70 MACBETH. Stay, you imperfect21 speakers, tell me more: 21. imperfect incomplete. Answer: The soldier on the right By Sinel’s22 death I know I am Thane of Glamis; 22. Sinel’s (si« nßlz) seems taller and appears to be more But how of Cawdor? The Thane of Cawdor lives, Macbeth’s father’s. nobly attired, suggesting that this A prosperous gentleman; and to be King soldier is Macbeth. Stands not within the prospect of belief, 75 No more than to be Cawdor. Say from whence 23. owe own. You owe23 this strange intelligence?24 Or why 24. intelligence information.

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The Fates In Greek mythology, a person’s fate was deter- mined by three women, sometimes called the ”weird sisters.“ They were usually pictured spinning or weaving the fabric of a person’s life, which was then arbitrarily cut. In fact, the Middle English word werde meant “fate.” In Macbeth, three witches (also known as the three weird sisters) appear throughout the play to foretell Macbeth’s future—and determine his fate.

312 17 Literary Analysis Upon this blasted heath you stop our way Elizabethan Drama With such prophetic greeting? Speak, I charge you. • After students have read the scene [WITCHES vanish.] with the witches, ask them what Banquo and Macbeth have learned. BANQUO. The earth hath bubbles as the water has, Answer: They have learned that 80 And these are of them. Whither are they vanished? Macbeth will become Thane of 25 MACBETH. Into the air, and what seemed corporal melted 25. corporal real. Cawdor and king, while Banquo As breath into the wind. Would they had stayed! will have descendants that become BANQUO. Were such things here as we do speak about? kings. 18 26 Or have we eaten on the insane root 26. insane root henbane or • Ask students the Literary Analysis 85 That takes the reason prisoner? hemlock, believed to cause insanity. question: How could Elizabethan MACBETH. Your children shall be kings. actors have made this scene with Reading Strategy the witches mysterious without BANQUO. You shall be King. Using Text Aids What help from special lighting effects? MACBETH. And Thane of Cawdor too. Went it not so? does Banquo mean by the Possible responses: Actors would “insane root” (line 84)? BANQUO. To th’ selfsame tune and words. Who’s here? make this scene mysterious with actions and voices. The witches [Enter ROSS and ANGUS.] would act threatening and other- ROSS. The King hath happily received, Macbeth, worldly. Macbeth and Banquo 90 The news of thy success; and when he reads27 27. reads considers. would be shaken, horrified, disbe- Thy personal venture in the rebels’ fight, lieving. They would show shock at His wonders and his praises do contend the entrance and disappearance of Which should be thine or his.28 Silenced with that, 28. His wonders . . . his the witches. In viewing o’er the rest o’ th’ selfsame day, His admiration contends with his desire to praise you. • Point out that Macbeth learns 95 He finds thee in the stout Norweyan ranks, almost immediately that the Nothing afeard of what thyself didst make, witches’ prediction is true—he is 29 Strange images of death. As thick as tale 29. Nothing . . . death Thane of Cawdor by line 105. Came post with post,30 and every one did bear killing, but not being afraid of being killed. Macbeth compares the title to Thy praises in his kingdom’s great defense, robes that aren’t his. You may want And poured them down before him. 30. As thick . . . post as fast as could be counted came to tell students that this image has 100 ANGUS. We are sent messenger after messenger. its parallel in a famous line in Act V, To give thee, from our royal master, thanks; Scene ii: “Now does he feel his title Only to herald thee into his sight, hang loose about him, like a giant’s Not pay thee. robe upon a dwarfish thief.” ROSS. And for an earnest31 of a greater honor, 31. earnest pledge. 18 105 He bade me, from him, call thee Thane of Cawdor; Reading Strategy In which addition,32 hail, most worthy Thane! 32. In which addition with Using Text Aids For it is thine. this new title. • Have students read lines 83–84. 33. combined allied. BANQUO. [Aside] What, can the devil speak true? • Ask students the Reading Strategy MACBETH. The Thane of Cawdor lives: why do you dress me question: What does Banquo mean In borrowed robes? 19 by the “insane root”? Answer: Banquo means henbane ANGUS. Who was the thane lives yet, What do the witches or hemlock, a root believed to 110 But under heavy judgment bears that life promise Macbeth and cause insanity. Which he deserves to lose. Whether he was combined33 Banquo? Monitor Progress: Ask students what clue in the text helped them Macbeth, Act I, Scene iii ■ 313 come to this conclusion. Answer: The text annotation in the margin explains what the “insane root” means.

Enrichment for Advanced Readers After students have read these or other 19 Reading Check Suggest that students read additional works by works by William Shakespeare, have them form Shakespeare. You might provide students with discussion groups in which they compare and Answer: The witches promise copies of Sonnets, The Merchant of Venice, or contrast the selections they have just read. Macbeth that he will be Thane of Julius Caesar. You may also wish to use Authors Suggest criteria for comparison, such as genre, Cawdor, and King. They promise In Depth, The British Tradition, which contains theme, and characters. To extend the activity, Banquo that his descendants shall be the following selections: have volunteers present to the class brief oral kings. • from Antony and Cleopatra, Act II, Scene ii reports on their favorite Shakespeare selections. • from The Merchant of Venice, Act II, Scene vii • Sonnets 15, 30, 71, 73, 77, 128 • “Fear No More the Heat o’ the Sun” • “O Mistress Mine, Where Are You Roaming?”

313 20 Reading Strategy Using Text Aids With those of Norway, or did line34 the rebel 34. line support. With hidden help and vantage,35 or that with both 35. vantage assistance. • Read the first bracketed passage on He labored in his country’s wrack,36 I know not; Vocabulary Builder this page. 115 But treasons capital, confessed and proved, treasons (trè« zenz) n. • Ask students the Reading Strategy Have overthrown him. betrayals of one’s country question: Using the side notes, how or oath of loyalty MACBETH. [Aside] Glamis, and Thane of Cawdor: would you rephrase lines 120–121 36. wrack ruin. The greatest is behind.37 [To ROSS and ANGUS] in modern English? Thanks for your pains. 37. behind still to come. Answer: If the witches’ prediction [Aside to BANQUO] Do you not hope your children shall be Reading Strategy is believed, it might encourage you kings, Using Text Aids Using the to hope that you will become king. When those that gave the Thane of Cawdor to me side notes, how would you Promised no less to them? rephrase lines 120–121 in 21 Critical Thinking modern English? 120 BANQUO. [Aside to MACBETH] That, trusted home,38 20 38. home fully. Interpret Might yet enkindle you unto39 the crown, • Explain that, in these speeches, we Besides the Thane of Cawdor. But ’tis strange: 39. enkindle you unto encourage you to hope for. begin to see the first glimmerings And oftentimes, to win us to our harm, of the evil to come. Direct students’ The instruments of darkness tell us truths, 21 attention to Banquo’s comments in 125 Win us with honest trifles, to betray ’s 40. Cousins often used as lines 123–126. Ask them what In deepest consequence. a term of courtesy between Banquo is saying. Cousins,40 a word, I pray you. fellow noblemen. Answer: The witches may have 41. swelling . . . theme MACBETH. [Aside] Two truths are told, stately idea that I will be King. told a partial truth to lure Macbeth As happy prologues to the swelling act into evil and ruin. Of the imperial theme.41—I thank you, gentlemen.— Vocabulary Builder imperial (im pir« è ßl) • Point out that Macbeth acknowl- 130 [Aside] This supernatural soliciting adj. Cannot be ill, cannot be good. If ill, of an empire; having edges Banquo’s “two truths”—that supreme authority the witches’ words might be for Why hath it given me earnest of success, Commencing in a truth? I am Thane of Cawdor: 42. suggestion thought of good or for ill. It is the first time we murdering Duncan. learn that Macbeth even considers If good, why do I yield to that suggestion42 43. seated fixed. violence as an option. 135 Whose horrid image doth unfix my hair And make my seated43 heart knock at my ribs, 44. Against . . . nature in an unnatural way. 22 Critical Viewing Against the use of nature?44 Present fears Answer: The design includes several crosses and fleur-de-lis (stylized flow- ers that were sometimes used as symbols of the Christian Trinity).

22 Critical Viewing In what way does the design of this crown reflect the belief that kings were divinely appointed? [Analyze]

314 ■ Celebrating Humanity (1485–1625)

314 23 Reading Strategy Are less than horrible imaginings. Reading Strategy Using Text Aids My thought, whose murder yet is but fantastical Using Text Aids What • Direct students’ attention to the 140 Shakes so my single45 state of man that function does the stage direction stage direction in line 153 and tell Is smothered in surmise, and nothing is for line 153 indicate to the But what is not. actor playing Macbeth? them to think about how it would 45. single unaided, weak. affect delivery of the line. BANQUO. Look, how our partner’s rapt. • Then, ask the Reading Strategy MACBETH. [Aside] If chance will have me King, why, question: What does this stage chance may crown me, direction indicate to the actor play- Without my stir. ing Macbeth?

BANQUO. New honors come upon him, Answer: It indicates that the actor 145 Like our strange46 garments, cleave not to their mold 46. strange new. playing Macbeth should turn to But with the aid of use. Banquo or speak only to him. • Point out the stage directions in MACBETH. [Aside] Come what come may, Time and the hour runs through the roughest day. lines 143 and 146. Ask how they 47. stay upon your leisure differ from the one in line 153. BANQUO. Worthy Macbeth, we stay upon your leisure.47 await your convenience. Answer: They don’t specify to MACBETH. Give me your favor.48 My dull brain was wrought 48. favor pardon. whom Macbeth speaks. 150 With things forgotten. Kind gentlemen, your pains • Explain that Shakespeare often has Are registered where every day I turn characters speak directly to the The leaf to read them. Let us toward the King. audience in ”asides,“ to let the 23 [Aside to BANQUO] Think upon what hath chanced, 49. The interim . . . it when audience know what characters are and at more time, we have had time to think thinking. The interim having weighed it,49 let us speak about it. Our free hearts50 each to other. 24 50. Our free hearts our Critical Thinking 155 BANQUO. Very gladly. minds freely. Interpret MACBETH. Till then, enough. Come, friends. [Exit.] • Have students read Malcolm’s speech in lines 3–11. Scene iv. Forres. The palace. 1. Flourish trumpet fanfare. • Ask students to describe Cawdor’s death. 1 2. in commission commis- [Flourish. Enter KING DUNCAN, LENNOX, MALCOLM, DONALBAIN, sioned to oversee the Possible responses: He confessed and ATTENDANTS.] execution. his treasons, repented, and begged the king’s forgiveness. He was more KING. Is execution done on Cawdor? Are not Vocabulary Builder noble in dying than in living. 2 Those in commission yet returned? (lèj) liege n. lord or king • Remind students that “dying well” MALCOLM. My liege, 3. studied rehearsed was seen as a virtue that showed They are not yet come back. But I have spoke 4. owed owned. nobility and strength and that With one that saw him die, who did report could be admired even in an 5. careless worthless. 5 That very frankly he confessed his treasons, enemy. Implored your Highness’ pardon and set forth 24 A deep repentance: nothing in his life 25 • Ask students how Macbeth finishes Became him like the leaving it. He died his internal debate in lines 143–145. As Macbeth thinks about 3 Answer: If chance (fate) wants As one that had been studied in his death, what the witches have 4 him as king, then chance may 10 To throw away the dearest thing he owed promised, what “horrid As ’twere a careless5 trifle. image” frightens him? make it happen, without his doing anything. • Point out to students that the Macbeth, Act I, Scene iv ■ 315 rhyming couplet for this scene is in lines 146–147. Ask why they think it comes at this point. Possible response: The serious ideas and plot elements of the Strategy for Special Needs Students Strategy for English Learners scene end at this point. The rest of Before moving on, review the events on these Discuss the events that have occurred thus far the scene is just “let’s get on the pages. Macbeth has seen one prophecy come in the play, so that students do not lose the road.” true. Ask students which prophecy (he is now thread of the story. Then take time to make Thane of Cawdor). If necessary, take them back certain that students understand the definitions 25 to the place in the text where the witches pre- given in the side notes. For example, the defini- Reading Check dicted this (line 49). Emphasize that Macbeth is tion of treason includes the words “betrayal” Answer: Macbeth is frightened by already having his first thoughts of what might and “loyalty,” both of which might be new the horrible image of his murdering need to happen to make the next prophecy to English learners. Duncan to achieve the events the come true—King Duncan would have witches foretold. to die.

315 26 Humanities KING. There’s no art This photograph, taken by Anne Van To find the mind’s construction6 in the face: 6. mind’s construction De Vaeken, is of Eilean Donan Castle 28 He was a gentleman on whom I built person’s character. in Dornie, Scotland. Castles were An absolute trust. places of safety from which occu- pants could defend themselves [Enter MACBETH, BANQUO, ROSS, and ANGUS.] against attack. The castle in this pic- O worthiest cousin! ture is situated on a small island. The 15 The sin of my ingratitude even now only access is across a narrow bridge. Was heavy on me: thou art so far before, Use these questions for discussion: That swiftest wing of recompense is slow 1. What might be the drawbacks To overtake thee. Would thou hadst less deserved, and advantages of living in a cas- That the proportion both of thanks and payment 20 Might have been mine!7 Only I have left to say, 7. Would . . . mine If you had tle such as this one? More is thy due than more than all can pay. been less worthy, my thanks Possible responses: It is remote and payment could have and isolated, and it would be easy MACBETH. The service and the loyalty I owe, exceeded the rewards you deserve. for enemies to cut off your sup- In doing it, pays itself.8 Your Highness’ part plies or escape; food (fish) and Is to receive our duties: and our duties 8. pays itself is its own reward. water would be abundant, and it 25 Are to your throne and state children and servants; would be easy to defend. Which do but what they should, by doing every thing 9. Safe toward with sure regard for. Safe toward9 your love and honor. 2. When the King arrives at Macbeth’s castle (scene vi), he KING. Welcome hither. says that the castle has “a pleas- I have begun to plant thee, and will labor ant seat” and fragrant air. How To make thee full of growing. Noble Banquo, does that compare with this 30 That hast no less deserved, nor must be known image? Possible responses: Some may say that the cold isolation sug- 27 Critical Viewing How does this Scottish gested in the photo contrasts with castle reflect the mood of the play? [Connect] the description of Macbeth’s castle. Others may say that this castle 26 matches the description: it is well situated, would have great views, and the air would be fresh.

27 Critical Viewing Answer: The use of blue and white colors conveys an icy, deathlike cold- ness consistent with the coldblooded murder of the king. The steep walls and surrounding water reflect both isolation and power.

28 Critical Thinking Interpret • Have students explain what the king is saying in lines 11–14. Answer: You can’t determine a 316 ■ Celebrating Humanity (1485–1625) person’s character by outward appearances. He had trusted Cawdor. • Ask students why it is significant that he says this just before Macbeth enters? Imagery Answer: Macbeth appears honor- Shakespeare’s imagery is a key element of his conscience: “The eye wink at the hand; yet let able and loyal, and the king trusts plays, commenting on and reinforcing such that be / Which the eye fears, when it is done, him. But we already know that other elements as plot, character, atmosphere, to see.” Macbeth has thought of murdering and theme. In Macbeth, for instance, one These images relate to many other literary strand of images concerns darkness as a cloak the king. elements, hinting at the deed to come (plot), for evil. The murder of Duncan is so horrible a suggesting a conflict within Macbeth (charac- deed that Macbeth wants it to be done in dark- ter), evoking a scene of ominous darkness ness (I.iv.50–51) “Stars, hide your fires; / Let (atmosphere), and revealing the evil that will not light see my black and deep desires.” The permeate the play (theme). next two lines, even more subtly, indicate that Macbeth wants to darken or blind his own

316 29 Literary Analysis No less to have done so, let me enfold thee Literary Analysis Elizabethan Drama And hold thee to my heart. Elizabethan Drama 29 From what area of human • Have students read lines 28–33. BANQUO. There if I grow, activity do King Duncan • Encourage students to focus on the The harvest is your own. and Banquo draw the imagery in Banquo’s and King imagery in this passage KING. My plenteous joys, (lines 28–33)? Duncan’s dialogue. Wanton10 in fullness, seek to hide themselves 10. Wanton unrestrained. • Then, ask students the Literary 35 In drops of sorrow. Sons, kinsmen, thanes, Analysis question: From what area And you whose places are the nearest, know, of human activity do King Duncan We will establish our estate upon and Banquo draw their imagery? Our eldest, Malcolm,11 whom we name hereafter 11. establish . . . Malcolm Answer: King Duncan and Banquo The Prince of Cumberland: which honor must make Malcolm the heir to my throne. draw on imagery from agriculture 40 Not unaccompanied invest him only, or farming. But signs of nobleness, like stars, shall shine On all deservers. From hence to Inverness,12 12. Inverness Macbeth’s 30 And bind us further to you. castle. Reading Strategy Using Text Aids MACBETH. The rest is labor, which is not used for you.13 13. The rest . . . you 45 I’ll be myself the harbinger,14 and make joyful anything not done for you • Direct students’ attention to line is laborious. The hearing of my wife with your approach; 48, and the stage direction there. So, humbly take my leave. 14. harbinger advance rep- • Ask students the Reading Strategy resentative of the army or KING. My worthy Cawdor! royal party who makes question: What do the stage direc- arrangements for a visit. tions with line 48 tell you about 30 MACBETH. [Aside] The Prince of Cumberland! That is a step how Macbeth is to deliver this On which I must fall down, or else o’erleap, speech? 50 For in my way it lies. Stars, hide your fires; Answer: Macbeth is to deliver his Let not light see my black and deep desires: comment as an aside, speaking to The eye wink at the hand;15 yet let that be 15. wink at the hand be blind to the hand’s deed. the audience, as if speaking to him- Which the eye fears, when it is done, to see. [Exit.] self. He should turn away from the KING. True, worthy Banquo; he is full so valiant, king toward the audience. 55 And in his commendations I am fed; Reading Strategy • Point out that it is common in pro- It is a banquet to me. Let’s after him, Using Text Aids What do ductions for the actor to put his the stage directions with Whose care is gone before to bid us welcome. hand to the side of his mouth, as if It is a peerless kinsman. [Flourish. Exit.] line 48 tell you about how Macbeth is to deliver this to prevent the other characters Scene v. Inverness. Macbeth’s castle. speech? from hearing, and to signal to the audience ”this is just between you [Enter MACBETH’S WIFE, alone, with a letter.] and me.“

LADY MACBETH. [Reads] “They met me in the day of 31 success; and I have learned by the perfect’st report Reading Check they have more in them than mortal knowledge. Answer: Duncan names his son, When I burned in desire to question them further, Malcolm, as heir to his throne and 5 they made themselves air, into which they vanished. Prince of Cumberland. Whiles I stood rapt in the wonder of it, came 1. missives messengers. missives1 from the King, who all-hailed me ‘Thane of Cawdor’; by which title, before, these weird sisters 31

saluted me, and referred me to the coming on What action of Duncan’s 10 of time, with ‘Hail, King that shalt be!’ This have I upsets Macbeth?

Macbeth, Act I, Scene v ■ 317

Strategy for Less Proficient Readers Strategy for Gifted/Talented Students Have students compare the way Macbeth Have students pick a speech from Act I and addresses the king in lines 22–27 and 44–47 prepare it for a dramatic reading. Remind stu- with the thoughts he expresses in his aside to dents to look at text aids for clues (are they on the audience in lines 48–53. Do students think a battlefield, is this an aside), but explain that it Macbeth is being honest with the king? Make is primarily from the emotions and ideas sure students know that, by making his eldest expressed that they will gain an understanding son heir to the throne, the king has put a bar- of how to deliver the speech. Encourage them rier in Macbeth’s way. Discuss what Macbeth to think about how a person would speak and wants hidden, what deed he wants the eye to act when coming from a battle or plotting a “wink at.” murder, for example.

317 32 Literary Analysis Elizabethan Drama thought good to deliver thee,2 my dearest partner of 2. deliver thee report to you. and Soliloquy greatness, that thou mightst not lose the dues of rejoicing, by being ignorant of what greatness is Reteach: Remind students that a promised thee. Lay it to thy heart, and farewell.” soliloquy is a long speech, usually made by a character who is alone. 15 Glamis thou art, and Cawdor, and shalt be Literary Analysis Elizabethan Drama and Soliloquies were important ele- What thou art promised. Yet do I fear thy nature; It is too full o’ th’ milk of human kindness Soliloquy What does Lady ments of Elizabethan drama. To catch the nearest3 way. Thou wouldst be great, Macbeth’s soliloquy in lines 15–30 reveal about • Point out that lines 1–14 are Art not without ambition, but without her ambitions and plans? Macbeth’s recounting to Lady 20 The illness4 should attend it. What thou wouldst highly, Macbeth the meeting with the That wouldst thou holily; wouldst not play false, 3. nearest quickest. 32 witches and the fulfilling of the first And yet wouldst wrongly win. Thou’dst have, great Glamis, 4. illness wickedness. promise. What do lines 11–14 tell That which cries “Thus thou must do” if thou have it; us about Macbeth’s feelings for his And that which rather thou dost fear to do 5. that which... undone 5 wife? 25 Than wishest should be undone. Hie thee hither, What you are afraid of doing Answer: He loves her, sees her as That I may pour my spirits in thine ear, you would not wish undone an equal, and knows that she, too, And chastise with the valor of my tongue once you have done it. is ambitious. All that impedes thee from the golden round6 6. round crown. • Ask the Literary Analysis question: Which fate and metaphysical aid doth seem What does Lady Macbeth’s solilo- To have thee crowned withal. quy in lines 15–30 reveal about her [Enter MESSENGER.] ambitions and plans? 30 What is your tidings? Answer: Lady Macbeth decides that the witches’ prophecy will MESSENGER. The King comes here tonight. come true, and she states that she LADY MACBETH. Thou’rt mad to say it! plans to persuade Macbeth to fulfill Is not thy master with him, who, were’t so, his destiny. Would have informed for preparation? • Discuss how, in lines 18–25, Lady MESSENGER. So please you, it is true. Our thane is coming. Macbeth thinks Macbeth would 35 One of my fellows had the speed of him,7 7. had . . . him overtook him. approach the situation. Who, almost dead for breath, had scarcely more Answer: She sees Macbeth as not Than would make up his message. being sufficiently wicked to accom- LADY MACBETH. Give him tending; plish his ambitions. She says he’d He brings great news. [Exit MESSENGER.] rather do it “holily” (in a holy man- The raven himself is hoarse ner) and would rather not play That croaks the fatal entrance of Duncan 8. mortal deadly. false and win dishonestly. But she 40 Under my battlements. Come, you spirits 9. remorse compassion. also says that she thinks that he’d That tend on mortal8 thoughts, unsex me here, 10. compunctious . . . be willing to accept the results of And fill me, from the crown to the toe, top-full nature natural feelings of pity. foul play, even if he didn’t consider Of direst cruelty! Make thick my blood, 11. fell savage. them his first choice. Stop up th’ access and passage to remorse9 33 12. effect fulfillment. 45 That no compunctious visitings of nature10 33 11 13. milk for gall kindness in Critical Thinking Shake my fell purpose, nor keep peace between exchange for bitterness. Th’ effect12 and it! Come to my woman’s breasts, Compare and Contrast 14. ministers agents. And take my milk for gall,13 you murd’ring ministers,14 • Ask students how Lady Macbeth’s Wherever in your sightless15 substances 15. sightless invisible. reaction to the situation (lines 50 You wait on16 nature’s mischief! Come, thick night, 16. wait on assist. 38–53) contrasts with Macbeth’s. Answer: While Macbeth is reluc- ■ tant to consider murder, Lady 318 Celebrating Humanity (1485–1625) Macbeth embraces the idea immediately and calls on the forces of evil to help her. • Ask students to reread lines 50–54. With which earlier comments of A Writer Responds Macbeth’s does Lady Macbeth’s William Hazlitt (1778–1830), one of the most rest. This distinctness and originality is desire for concealment compare? outspoken critics in the Romantic era, made indeed the necessary consequence of truth Answer: In Scene iv, lines 48–54, the following observation in Characters of and nature. Shakespeare’s genius alone Macbeth asks that the stars hide Shakespeare’s Plays about the scope of appeared to possess the resources of nature. and that his eyes not see what his Shakespeare’s work: He is “your only tragedy maker.” His plays hand does, which is very similar to Macbeth and Lear, Othello and Hamlet, have the force of things upon the mind. What he represents is brought home to the Lady Macbeth’s request that thick are usually reckoned Shakespeare’s four principal tragedies. . . . If the force of genius bosom as a part of our experience, night hide their evil deeds. shown in each of these works is astonishing, implanted in the memory as if we had their variety is not less so. They are like dif- known the places, persons, and things of ferent creations of the same mind, not one which he treats. of which has the slightest reference to the

318 34 34 Humanities 35 Critical Viewing Ellen Terry as Lady Macbeth, 1889, This is an artist’s rendering by John Singer Sargent of nineteenth-century actress Ellen Terry playing Sargent (1856–1925) was born in Lady Macbeth. Judging Italy of American parents. He began by the picture, how do his training as a painter at the Paris you think Terry would studio of Carolus-Duran. He eventu- have spoken lines 38–53 in Act I, Scene v? [Deduce] ally settled in London and became one of the most highly sought-after portrait painters of his day. Ellen Terry was a brilliant actress and one of the most socially promi- nent people of the time. Her pose is theatrical and impressive. The drap- ery of the costume is painted in many tones and textures to convey the richness of nobility. The crown was added for dramatic effect. The painting reveals more of the actress than of the character she represents. Use these questions for discussion: 1. What has the costume designer tried to communicate with the John Singer Sargent, Tate Gallery, on loan to National Portrait Gallery, London Gallery, Portrait National to on loan Gallery, Tate Sargent, Singer John outfit made for Ellen Terry? Possible response: The costume is very dramatic. It reflects a vaguely medieval image, with the flowing sleeves and multiple belts. The richness of the colors and all llen Terry as Lady Macbeth, llen Terry E the gold accentuate nobility and And pall17 thee in the dunnest18 smoke of hell, 17. pall enshroud. power. That my keen knife see not the wound it makes, 18. dunnest darkest. 2. Sargent was best known as a por- Nor heaven peep through the blanket of the dark, trait painter. How is his skill as a To cry “Hold, hold!” portraitist reflected in this paint- [Enter MACBETH.] ing? How might Henry Fuseli have rendered this scene? Great Glamis! Worthy Cawdor! Answer: This painting is static, 55 Greater than both, by the all-hail hereafter! Thy letters have transported me beyond realistic, and somewhat posed. This ignorant19 present, and I feel now 19. ignorant unknowing. Fuseli has a more dynamic quality 20 and is less concerned with realism The future in the instant. 20. instant present. than with evoking emotions from MACBETH. My dearest love, those who view his work. Duncan comes here tonight. 36

LADY MACBETH. And when goes hence? What does Lady Macbeth 35 Critical Viewing feel is Macbeth’s MACBETH. Tomorrow, as he purposes. weakness? Answer: The actress’s pose and regal bearing indicate that she would have spoken these lines with confi- Macbeth, Act I, Scene v ■ 319 dence and strength.

36 Reading Check Answer: Lady Macbeth feels Macbeth’s kindness is his weakness.

319 37 Vocabulary Builder • Point out the use of the word sover- 60 LADY MACBETH. O, never Shall sun that morrow see! eign in line 70, and its definition. Your face, my Thane, is as a book where men •Tell students that, like many other May read strange matters. To beguile the time,21 21. beguile the time deceive words, sovereign came into English Look like the time; bear welcome in your eye, the people tonight. through the French-speaking 65 Your hand, your tongue: look like th’ innocent flower, 22. dispatch management. Normans. The French word is sou- But be the serpent under ’t. He that’s coming 23. look up clear appear verain. Royal also came from the Must be provided for: and you shall put innocent. French. The French word for king is This night’s great business into my dispatch;22 roi, kingship is royauté, and kingly is Which shall to all our nights and days to come Vocabulary Builder sovereign (säv« rßn) adj. royal. Ultimately, the first part of 37 70 Give solely sovereign sway and masterdom. supreme in power, rank, both the English and French relate MACBETH. We will speak further. or authority back to the Latin word super, which means over. LADY MACBETH. Only look up clear.23 24. To alter . . . fear to show To alter favor ever is to fear.24 •You may wish to have students look a disturbed face will arouse Leave all the rest to me. [Exit.] up other words, such as govern and suspicion. reign, to learn the etymologies of 1. Hautboys oboes Scene vi. Before Macbeth’s castle. these power words. announcing the arrival of royalty. • Point out that sovereign can be [Hautboys.1 Torches. Enter KING DUNCAN, MALCOLM, DONALBAIN, 2. seat location. used as a noun or as an adjective. BANQUO, LENNOX, MACDUFF, ROSS, ANGUS, and ATTENDANTS.] In this case, it modifies sway. 3. gentle soothed. KING. This castle hath a pleasant seat;2 the air Explain that sway here means influ- 4. temple-haunting martlet Nimbly and sweetly recommends itself ence, control. Ask students what martin, a bird that usually Unto our gentle3 senses. nests in churches. In Shakes- Lady Macbeth is saying that their peare’s time, martin was a deeds will give them. BANQUO. This guest of summer, slang term for a person who is Answer: They will have the influ- The temple-haunting martlet,4 does approve5 easily deceived. ence of supreme authority; they 5 By his loved mansionry6 that the heaven’s breath 5. approve show. will be masters. Smells wooingly here. No jutty,7 frieze, 6. mansionry nests. 38 8 Buttress, nor coign of vantage, but this bird 7. jutty projection. 38 Hath made his pendent bed and procreant cradle.9 Literary Analysis 8. coign of vantage Where they most breed and haunt,10 I have observed Elizabethan Drama advantageous corner. The air is delicate. • Have students read Banquo’s 9. procreant (prò« krè ßnt) [Enter LADY MACBETH.] cradle nest where the young speech, lines 3–10. are hatched. • Have students focus on the 10 KING. See, see, our honored hostess! 10. haunt visit. descriptive content of the images The love that follows us sometime is our trouble, 11. The love . . . trouble in the passage. Which still we thank as love. Herein I teach you Though my visit inconve- • Have students look up delicate, or How you shall bid God ’ield us for your pains niences you, you should ask And thank us for your trouble.11 God to reward me for coming, tell them that one meaning, the because it was my love for one intended here, is ”pleasing to LADY MACBETH. All our service you that prompted my visit. the senses.“ 15 In every point twice done, and then done double, 12. single business feeble 12 service. • Then, ask students to answer the Were poor and single business to contend first Literary Analysis question on Against those honors deep and broad wherewith 13. rest your hermits Your Majesty loads our house: for those of old, remain your dependents the facing page: What details does bound to pray for you. And the late dignities heaped up to them, Banquo use in Scene vi, lines 3–10, Hermits were often paid to 13 to paint a word picture of We rest your hermits. pray for another person’s soul. Macbeth’s castle? Answer: Banquo notes that 320 ■ Celebrating Humanity (1485–1625) martins, birds usually drawn to churches, are plentiful here. Every projection and vantage point has a nest (pendent bed—martins’ nests hang down), where chicks hatch. He says that he has noticed that the air is pleasing to the senses in places where martins nest.

320 39 Literary Analysis 20 KING. Where’s the Thane of Cawdor? 14. coursed chased. Elizabethan Drama 14 We coursed him at the heels, and had a purpose 15. purveyor advance and Soliloquy To be his purveyor:15 but he rides well, supply officer. 16 • Have students read Macbeth’s And his great love, sharp as his spur, hath holp him 16. holp helped. To his home before us. Fair and noble hostess, soliloquy, lines 1–28. We are your guest tonight. • Then, ask students to answer the second Literary Analysis question: 25 LADY MACBETH. Your servants ever 17. compt trust. 17 What doubts does Macbeth reveal Have theirs, themselves, and what is theirs, in compt, 18. Still always. To make their audit at your Highness’ pleasure, in his soliloquy? Still18 to return your own. Answer: Macbeth has doubts Literary Analysis about the consequences of his KING. Give me your hand. Elizabethan Drama What deed in this world—his plans may Conduct me to mine host: we love him highly, details does Banquo use in go awry. He also expresses doubts 30 And shall continue our graces towards him. Scene vi, lines 3–10 to about the deed due both to his By your leave, hostess. [Exit.] paint a word picture of obligations as kinsman, subject, Macbeth’s castle? Scene vii. Macbeth’s castle. and host of Duncan and to Duncan’s own virtues. [Hautboys. Torches. Enter a SEWER,1 and diverse SERVANTS with dishes 1. sewer chief butler. and service over the stage. Then enter MACBETH.] 2. done over and done with. 40 Reading Check MACBETH. If it were done2 when ’tis done, then ’twere well 3. If . . . success if the Answer: Lady Macbeth urges her It were done quickly. If th’ assassination assassination could be done successfully and without husband to look innocent and leave Could trammel up the consequence, and catch, consequence. the murder plot to her. With his surcease, success;3 that but this blow 4. We’d . . . come I would 5 Might be the be-all and the end-all—here, risk life in the world to come. But here, upon this bank and shoal of time, 5. even-handed impartial. We’d jump the life to come.4 But in these cases We still have judgment here; that we but teach 6. commends offers. Bloody instructions, which, being taught, return 7. chalice cup. 5 10 To plague th’ inventor: this even-handed justice 8. faculties powers. Commends6 th’ ingredients of our poisoned chalice7 9. clear blameless. To our own lips. He’s here in double trust: First, as I am his kinsman and his subject, 10. cherubin angels. 11. sightless couriers 39 Strong both against the deed; then, as his host, unseen messengers 15 Who should against his murderer shut the door, (the wind). Not bear the knife myself. Besides, this Duncan Hath borne his faculties8 so meek, hath been So clear9 in his great office, that his virtues Literary Analysis Will plead like angels trumpet-tongued against Elizabethan Drama and 20 The deep damnation of his taking-off; Soliloquy What doubts And pity, like a naked newborn babe, does Macbeth reveal in his soliloquy (lines 1–28)? Striding the blast, or heaven’s cherubin10 horsed Upon the sightless couriers11 of the air, Shall blow the horrid deed in every eye, 25 That tears shall drown the wind. I have no spur 40

To prick the sides of my intent, but only What deed does Lady Vaulting ambition, which o’erleaps itself Macbeth urge her And falls on th’ other— husband to perform?

Macbeth, Act I, Scene vii ■ 321

Support for Strategy for Vocabulary for Special Needs Students Less Proficient Readers English Learners Summarize the events and Have students discuss these Briefly explain what Macbeth is thoughts on these pages. Then scenes in small groups. Ask saying in lines 1–28. With guid- focus on Macbeth’s soliloquy, them to consider what the ance from the teacher or more lines 1–28. Go over the speech king and Banquo perceive, fluent students, have students one sentence at a time, so that what Lady Macbeth wants go through the speech slowly, students can discuss the ideas them to think, and what the stopping to determine mean- in more manageable amounts. reality is. Then, have students ings for unfamiliar words. Any Once students understand discuss Macbeth’s soliloquy. pictures you can supply to illus- what is being said, have them Do they think that Macbeth trate such images as a chalice discuss what the images reveal knows what he is doing is or trumpet-tongued angels about Macbeth. wrong? would aid comprehension.

321 41 Reading Strategy Using Text Aids [Enter LADY MACBETH.] • Direct students’ attention to How now! What news? line 42. LADY MACBETH. He has almost supped. Why have you Monitor Progress: Ask students left the chamber? the Reading Strategy question: In MACBETH. Hath he asked for me? line 42, what does Lady Macbeth 30 LADY MACBETH. Know you not he has? mean by the “ornament of life”? Answer: The “ornament of life” to MACBETH. We will proceed no further in this business: 12 which Lady Macbeth refers is the He hath honored me of late, and I have bought 12. bought acquired. crown. Golden opinions from all sorts of people, Which would be worn now in their newest gloss, • Point out that the sentence in Not cast aside so soon. which this expression appears is easier to understand in context. In 35 LADY MACBETH. Was the hope drunk the previous sentence, Lady Wherein you dressed yourself? Hath it slept since? Macbeth states that Macbeth is And wakes it now, to look so green and pale Reading Strategy Using Text Aids afraid to be the same in action as At what it did so freely? From this time In Such I account thy love. Art thou afeard line 42, what does Lady he is in desire. The sentence that Macbeth mean by the 40 To be the same in thine own act and valor follows notes that Macbeth wishes “ornament of life”? As thou art in desire? Wouldst thou have that but will not act. Explain that would 41 Which thou esteem’st the ornament of life,13 13. ornament of life the here means desire or wish. Then, And live a coward in thine own esteem, crown. have students paraphrase the Letting “I dare not” wait upon14 “I would,” 14. wait upon follow. sentence that includes “ornament Like the poor cat i’ th’ adage?15 15. poor . . . adage from an of life.” old proverb about a cat who Possible response: Do you want 45 MACBETH. Prithee, peace! wants to eat fish but is afraid to have the crown, and yet con- I dare do all that may become a man; of getting its paws wet. tinue to be a coward about it? Who dares do more is none. • Remind students that Shakespeare LADY MACBETH. What beast was ’t then is not only a great storyteller, but That made you break16 this enterprise to me? 16. break reveal. also a great wordsmith. He plays When you durst do it, then you were a man; words off of each other at every 50 And to be more than what you were, you would opportunity. An example is seen in Be so much more the man. Nor time nor place 17 lines 41 and 42, where esteem’st Did then adhere, and yet you would make both. 17. Did then adhere 42 They have made themselves, and that their18 fitness now was then suitable (for the means value highly and esteem assassination). Does unmake you. I have given suck, and know refers to Macbeth’s attitude toward 18. that their their very. himself—the two uses again con- 55 How tender ’tis to love the babe that milks me: I would, while it was smiling in my face, nect Macbeth with the crown. Have plucked my nipple from his boneless gums, • Encourage students to look for uses And dashed the brains out, had I so sworn as you of words such as this, where Have done to this. Macbeth ties ideas together in a MACBETH. If we should fail? speech, or people together from one scene to another, with similar LADY MACBETH. We fail? 19 20 words used in slightly different 60 But screw your courage to the sticking-place 19. But only. And we’ll not fail. When Duncan is asleep— ways. 20. sticking-place the notch Whereto the rather shall his day’s hard journey that holds the bowstring of a 42 Critical Thinking Soundly invite him—his two chamberlains taut crossbow. Interpret 322 ■ Celebrating Humanity (1485–1625) • Have students read Lady Macbeth’s speech, lines 47–59. • Then, ask students what arguments Lady Macbeth uses to convince Macbeth to carry out the murder. Fact and Opinion (For more practice, see Standardized Test Preparation Workbook, p. 12.) Answer: Lady Macbeth asks Many tests require students to distinguish C Macbeth and Banquo fought like lions. Macbeth if his hopes have all died between fact and opinion. Have students read D Macdonwald is a slave. out. She implies that her love is Act I, scene ii, lines 7–23. Use the following sam- Help students identify literary devices in the directly linked to his ambitions. She ple item to teach students to extract facts from Captain’s report, such as personification (choice also accuses him of being cowardly. statements that contain both fact and opinion. A), simile (choice C), and metaphor (choice D). Which of the following statements is a fact from Point out that literary devices are usually indica- the Captain’s report? tions of opinion. The correct answer is B. A Fortune favored Macdonwald. B Macbeth killed Macdonwald.

322 Will I with wine and wassail21 so convince,22 21. wassail carousing. 65 That memory, the warder of the brain, 22. convince overpower. Answers Shall be a fume, and the receipt of reason 23. That . . . only that mem- 23 A limbeck only: when in swinish sleep ory, the guardian of the brain, 1. Possible response: Students will be confused by the fumes Their drenchéd natures lies as in a death, may feel a sense of foreboding or What cannot you and I perform upon of the drink, and the reason become like a still, distilling dread for what will happen to 70 Th’ unguarded Duncan, what not put upon confused thoughts. Duncan or Macbeth and his wife. His spongy24 officers, who shall bear the guilt 24. spongy sodden. Of our great quell?25 2. (a) The witches say “fair is foul, 25. quell murder. and foul is fair,” and Macbeth says MACBETH. Bring forth men-children only; “so foul and fair a day I have not 26 26. mettle spirit. For thy undaunted mettle should compose seen.” (b) The witches may mean Nothing but males. Will it not be received, that the fair promise of a crown 75 When we have marked with blood those sleepy two will be fulfilled, but only through Of his own chamber, and used their very daggers, foul treachery, or that Macbeth, That they have done ’t? who appears so fair, is really foul, LADY MACBETH. Who dares receive it other,27 27. other otherwise. and that Macbeth decides that As we shall make our griefs and clamor roar foul play is fair play. Macbeth Upon his death? appears to be referring to the awful MACBETH. I am settled, and bend up weather and the great victory. 80 Each corporal agent to this terrible feat. 3. (a) Banquo questions their pres- Away, and mock the time28 with fairest show: 28. mock the time mislead ence, and whether or not they are False face must hide what the false heart doth know. [Exit.] the world. human. Macbeth asks them to speak. (b) Ambition surges through Macbeth, filling his mind with the possibilities of wearing Critical Reading the crown. Banquo wonders if the instruments of darkness aren’t 1. Respond: What mood did Act I evoke in you? Explain. tempting them with promises 2. (a) Recall: What statements do the witches and Macbeth make about only to bring them harm in the “foul and fair”? (b) Interpret: What meaning (or meanings) does each end. remark have? 4. (a) Macbeth reveals his concerns 3. (a) Recall: Describe Banquo’s and Macbeth’s reactions to the witches. for the chain of events his deed (b) Compare and Contrast: Compare and contrast their reactions to the may set in motion, his fears that witches. what he does to Duncan will be 4. (a) Recall: In his soliloquy at the beginning of Scene vii, what done to him, his worry that arguments against killing Duncan does Macbeth express? Duncan is a relative, a guest in his (b) Analyze Cause and Effect: Which of these arguments seems to home, and his ruler—three facts influence him the most? Explain. that make his betrayal worse— 5. (a) Recall: What is Lady Macbeth’s opinion of her husband’s character? and that Duncan is much beloved (b) Analyze: How does she use her knowledge of his character to by his people, and they will be For: More about convince him to kill Duncan? William Shakespeare outraged by the act of murder. 6. Speculate: Does the meeting with the witches suggest that evil is some- Visit: www.PHSchool.com (b) The fact that Duncan is a thing people choose or a force that seeks out people? Explain. Web Code: ese-9209 guest in his home, and the murder would violate the code of hos- pitality, seems to bother Macbeth the most. He says that as host he should be protecting Duncan Macbeth, Act I, Scene vii ■ 323 against murder, not carrying it out himself. 5. (a) Lady Macbeth thinks her husband is too kind. (b) Lady Macbeth says that it would be For additional informa- manly and brave, that her love is tion about William tied to his ambition, that he can’t Shakespeare, have students type in the Web Code, then select S from the alpha- let her down now that he’s sug- bet, and then select the author’s name. gested it. 6. Possible response: The meeting with the witches suggests that evil is something people choose and a force that seeks people out. Unlike Macbeth, who chooses to follow evil, Banquo—to whom the witches also appeared—does not choose evil. 323