The Tragedy of Hamlet, Prince of Denmark, - 27
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PDF Download Hamlet: the Texts of 1603 and 1623 Ebook
HAMLET: THE TEXTS OF 1603 AND 1623 PDF, EPUB, EBOOK William Shakespeare,Ann Thompson,Neil Taylor | 384 pages | 31 May 2007 | Bloomsbury Publishing PLC | 9781904271802 | English | London, United Kingdom Hamlet: The Texts of 1603 and 1623 PDF Book The New Cambridge, prepared by Philip Edwards, also conflated while using the Folio as its base text. It looks like you are located in Australia or New Zealand Close. For your intent In going back to school in Wittenberg, It is most retrograde to our desire, And we beseech you bend you to remain Here in the cheer and comfort of our eye, Our chiefest courtier, cousin, and our son. An innnovative and stimulating contribution. On approval, you will either be sent the print copy of the book, or you will receive a further email containing the link to allow you to download your eBook. This wonderful ternion gives the serious students of Hamlet everything they need to delve deeply into the Dane. You can unsubscribe from newsletters at any time by clicking the unsubscribe link in any newsletter. A beautiful, unmarked, tight copy. By using our website you consent to all cookies in accordance with our Cookie Policy. Password Forgot Password? What says Polonius? While Jonson and other writers labored over their plays, Shakespeare seems to have had the ability to turn out work of exceptionally high caliber at an amazing speed. Gerald D. May show signs of minor shelf wear and contain limited notes and highlighting. Who's there? But, look, the morn in russet mantle clad, Walks o'er the dew of yon high eastern hill. -
The Tragedy of Hamlet
THE TRAGEDY OF HAMLET THE WORKS OF SHAKESPEARE THE TRAGEDY OF HAMLET EDITED BY EDWARD DOWDEN n METHUEN AND CO. 36 ESSEX STREET: STRAND LONDON 1899 9 5 7 7 95 —— CONTENTS PAGE Introduction ix The Tragedy of Hamlet i Appendix I. The "Travelling" of the Players. 229 Appendix II.— Some Passages from the Quarto of 1603 231 Appendix III. Addenda 235 INTRODUCTION This edition of Hamlet aims in the first place at giving a trustworthy text. Secondly, it attempts to exhibit the variations from that text which are found in the primary sources—the Quarto of 1604 and the Folio of 1623 — in so far as those variations are of importance towards the ascertainment of the text. Every variation is not recorded, but I have chosen to err on the side of excess rather than on that of defect. Readings from the Quarto of 1603 are occa- sionally given, and also from the later Quartos and Folios, but to record such readings is not a part of the design of this edition. 1 The letter Q means Quarto 604 ; F means Folio 1623. The dates of the later Quartos are as follows: —Q 3, 1605 161 1 undated 6, For ; Q 4, ; Q 5, ; Q 1637. my few references to these later Quartos I have trusted the Cambridge Shakespeare and Furness's edition of Hamlet. Thirdly, it gives explanatory notes. Here it is inevitable that my task should in the main be that of selection and condensation. But, gleaning after the gleaners, I have perhaps brought together a slender sheaf. -
Illustrated and Descriptive Catalogue and Price List of Stereopticons
—. ; I, £3,v; and Descriptive , Illustrated ;w j CATALOGUE AND PRICE LIST- t&fs — r~* yv4 • .'../-.it *.•:.< : .. 4^. ; • ’• • • wjv* r,.^ N •’«* - . of . - VJ r .. « 7 **: „ S ; \ 1 ’ ; «•»'•: V. .c; ^ . \sK? *• .* Stereopticons . * ' «». .. • ” J- r . .. itzsg' Lantern Slides 1 -f ~ Accessories for Projection Stereopticon and Film Exchange W. B. MOORE, Manager. j. :rnu J ; 104 to no Franlclin Street ‘ Washington . (Cor. CHICAGO INDEX TO LANTERNS, ETC. FOR INDEX TO SLIDES SEE INDEX AT CLOSE OF CATALOGUE. Page Acetylene Dissolver 28 Champion Lantern 3g to 42 “ Gas 60 Check Valve S3 •* 1 • .• Gas Burner.... ; 19 Chemicals, Oxygen 74, 81 ** < .' I j Gas Generator.. ; 61 to 66 Chirograph 136 “ Gas Generator, Perfection to 66 64 Chlorate of Potash, tee Oxygen Chemicals 74 Adapter from to sire lenses, see Chromatrope.... 164 Miscellaneous....... 174 Cloak, How Made 151 Advertising Slides, Blank, see Miscellaneous.. 174 ** Slides 38010,387 " Slides 144 Color Slides or Tinters .^140 “ Slides, Ink for Writing, see Colored Films 297 Miscellaneous, 174 Coloring Films 134 “ Posters * *...153 " Slides Alcohol Vapor Mantle Light 20A v 147 Combined Check or Safety Valve 83 Alternating.Carbons, Special... 139 Comic and Mysterious Films 155 Allen Universal Focusing Lens 124, 125 Comparison of Portable Gas Outfits 93, 94 America, Wonders cf Description, 148 “Condensing Lens 128 Amet's Oro-Carbi Light 86 to 92, 94 " Lens Mounting 128 •Ancient Costumes ....! 131 Connections, Electric Lamp and Rheostat... 96, 97 Approximate Length of Focus 123 " Electric Stage 139 Arc Lamp 13 to 16 Costumes 130 to 152, 380 to 3S7 ** Lamp and Rheostat, How to Connect 96 Cover Glasses, see Miscellaneous ,....174 Arnold's Improved Calcium Light Outfit. -
CYMBELINE" in the Fllii^Slhi TI CENTURY
"CYMBELINE" IN THE fllii^SLHi TI CENTURY Bennett Jackson Submitted in partial fulfilment for the de ree of uaster of Arts in the University of Birmingham. October 1971. University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. SYNOPSIS This thesis consists of an Introduction, followed by Part I (chapters 1-2) in which nineteenth- century criticism of the play is discussed, particular attention being paid to Helen Faucit's essay on Imogen, and its relationship to her playing of the role. In Part II the stags-history of Oymbcline in London is traced from 1785 to Irving's Lyceum production of 1896. Directions from promptbooks used by G-.P. Cooke, W.C. Macready, Helen Eaucit, and Samuel ±helps are transcribed and discussed, and in the last chapter the influence of Bernard Shaw on Ellen Terry's Imogen is considered in the light of their correspondence and the actress's rehearsal copies of the play. There are three appendices: a list of performances; transcriptions of two newspaper reviews (from 1843 and 1864) and one private diary (Gordon Crosse's notes on the Lyceum Gymbeline); and discussion of one of the promptbooks prepared for Charles Kean's projected production. -
Hamlet and the Invention of Tragedy1
Hamlet and the invention of Tragedy1 Helen Cooper UNIVERSITY COLLEGE, OXFORD The first thing that should be said about Hamlet is that he is a serial killer. He kills off a higher proportion of the speaking cast list, either directly with his own hand or indirectly, than any other Shakespearean character, including Richard III and Macbeth. To begin with, his victims include the entire Polonius family. He kills Polonius deliberately, though it is true that he believes him to be someone else at the time; but such an instance of mistaken identity, of killing B when one had set out with the intention of killing A, is not acceptable as an excuse for murder in a court of law. Laertes he kills with his own hand, though inadvertently; the text leaves open the opportunity, taken up in many productions, to have Hamlet engineer the change of swords deliberately as result of realizing that Laertes’ is unbated, but he cannot know that it is poisoned. Ophelia’s death he causes indirectly, but there can be no question but that he carries total moral responsibility for it, first tendering her affection, then proceeding through public humiliation to private violent abuse, and finally murdering her father. The First Quarto has Laertes make the double accusation of responsibility for the catastrophes to both Polonius and Ophelia explicit: Griefe upon griefe, my father murdered, My sister thus distracted: Cursed be his soule that wrought this wicked act.2 At no point, however, does Hamlet acknowledge his own role in bringing about her death, nor does he show any compunction over it. -
Night Papers V on the Labyrinthitis Stuff By: —Joanna Fiduccia State of Curating Aaron Wrinkle • Brad Phillips • I
LOS ANGELES | 2014 NIGHT GALLERY | 2276 E . 16TH ST. NIGHT PAPERS V ON THE LABYRINTHITIS STUFF BY: —JOANNA FIDUCCIA STATE OF CURATING AARON WRINKLE • BRAD PHILLIPS • I. RADIO HOUR M. CAY CASTAGNETTO • TODAY P6. JPW3 • coutez... Faites silence. Robert Desnos bids you listen — BOB NICKAS & ALLANA DEL RAY SAMANTHA COHEN • and be still, for the evening of Fantômas is beginning. It ZACH HARRIS • is November 3, 1933, and your rhapsode is as far away & MORE Eand near at hand as any voice on the radio — in this case, Radio Paris, which has marshaled its resources to present Desnos’s I MAY BE CRAZY BUT I’M NOT STUPID “Complainte de Fantômas.” A lyrical account of the crimes of the — JOHNNIE JUNGLEGUTS vagabond Fantômas, scheduled to coincide with the release of a P12. new episode in the popular series by Marcel Allain and Pierre Souvestre, Desnos’s poem is an advertisement with an outsize avant-garde pedigree (Kurt Weill composed the background music; Antonin Artaud directed and read the role of Fantômas) that would induct him into minor radio personality fame. The poet had been initiated into the blind art some three years earlier by a young entrepreneur and radio enthusiast by the name of Paul Deharme. Deharme, perhaps more than any of the other lapsed Surrealists that would follow in his path, was devoted to the radio’s novel artistic possibilities. In March 1928, he published “Proposition pour un art radiophonique,” a strangely matter-of-fact manifesto on the potentials of this new “wireless art,” combining a semi-digested Freud with a list of techniques to produce visions in the listener — the use of the present indicative, background music, adherence to chronology, and so forth. -
Making Shakespeare Accessible to the High School Student: a Study of Language and Relationships in Hamlet and the Taming of the Shrew
Making Shakespeare Accessible to the High School Student: A Study of Language and Relationships in Hamlet and The Taming of the Shrew Virginia Kay Jones INTRODUCTION Having taught for over thirty years at an inner city high school, I have tried not only to shape my curriculum to my students‘ needs but also to make the study of British literature relevant to my students‘ lives. The teaching of Shakespeare is always a challenge. I have taught Romeo and Juliet, Julius Caesar, Macbeth, The Taming of the Shrew, A Midsummer Night’s Dream, and Hamlet—all with varying degrees of success. For the past few years, Hamlet has been my focal point for the spring semester of senior English. Although my students enjoy the play—often stating that it is the first Shakespearean play that they have liked—I feel that I can do more than what I am doing. By just reading and discussing a play, a student cannot appreciate the essence of the work. My students love language. They can improvise rap and create beautiful poetry with little prompting. However, they are afraid to tackle Shakespeare. I intend to design a unit that will make the study of Shakespeare more accessible to my students by helping them ―come to terms‖ with the language. My students also love to act, so I want to teach Shakespeare with a more performance-based approach. Additionally, I want to expose my students to Shakespearean comedy as well as tragedy. A unit designed around the theme of relationships (male-female, sibling, and parent-child) is the thread to connect Hamlet and The Taming of the Shrew and make them more relevant to today‘s students. -
Introduction by Ros King
Cambridge University Press 978-0-521-82794-2 - The Comedy of Errors: Updated Edition Edited by T. S. Dorsch Excerpt More information IntRODuctION BY ROS KING The Comedy of Errors has provoked some wildly different responses. Frequently described – and sometimes dismissed – throughout its history as a farcical romp, the last forty years have seen some notable productions that have explored a more serious side, focusing on the phenomenon and psychology of twindom, and drawing out a connection between the play’s language of witchcraft and the theatricality of illusion. The play is part of a long literary tradition. Shakespeare found its main storylines in two comedies by the Roman playwright Plautus, but in putting them together he achieved a virtuoso increase in the number of ‘errors’ in the plot.1 Despite the pagan setting, he also incorporated some sixty direct biblical quotations, with others taken from the Book of Common Prayer and the Homilies, and inlaid the text with count- less incidental puns on Christian religious meanings.2 But the theme of lost children and mistaken identity is more ancient: as old as the love and the rivalry that humans feel for their siblings or their children, and the atavistic fear and fascination that we have for the double.3 Shakespeare, of course, had a personal interest and knowledge, being himself the father of twins: Judith and Hamnet, born in 1585. These serious elements, and the potential tragedy of the opening scene, all indicate that there is indeed more to the play than farce, although any production or critical account that ignores its hilariously dextrous presentation of the story will not have done it justice. -
Shakespeare Apocrypha” Peter Kirwan
The First Collected “Shakespeare Apocrypha” Peter Kirwan he disparate group of early modern plays still referred to by many Tcritics as the “Shakespeare Apocrypha” take their dubious attributions to Shakespeare from a variety of sources. Many of these attributions are external, such as the explicit references on the title pages of The London Prodigal (1605), A Yorkshire Tragedy (1608), 1 Sir John Oldcastle (1619), The Troublesome Raigne of King John (1622), The Birth of Merlin (1662), and (more ambiguously) the initials on the title pages of Locrine (1595), Thomas Lord Cromwell (1602), and The Puritan (1607). Others, including Edward III, Arden of Faversham, Sir Thomas More, and many more, have been attributed much later on the basis of internal evidence. The first collection of disputed plays under Shakespeare’s name is usually understood to be the second impression of the Third Folio in 1664, which “added seven Playes, never before Printed in Folio.”1 Yet there is some evidence of an interest in dubitanda before the Restoration. The case of the Pavier quar- tos, which included Oldcastle and Yorkshire Tragedy among authentic plays and variant quartos in 1619, has been amply discussed elsewhere as an early attempt to create a canon of texts that readers would have understood as “Shakespeare’s,” despite later critical division of these plays into categories of “authentic” and “spu- rious,” which was then supplanted by the canon presented in the 1623 Folio.2 I would like to attend, however, to a much more rarely examined early collection of plays—Mucedorus, Fair Em, and The Merry Devil of Edmonton, all included in C. -
The Richard L. Coe Early Scrapbook Finding
Richard L. Coe early scrapbook. Contents: [312] items, [307] pieces on first 74 pages of 155 p. volume. lccn: 2010414967 Call no.: PN2093.C65 1866 (Items with bold no. indicate separately cataloged titles) p. [Ii. Newspaper clippings from the Alexandria Gazette and Virginia Advertiser “The Rambler’s Note-Book” from Aug. 13, 1892, August 27, 1892, October 1, 1892 and Octoeber 8, 1892. Also clipping “Our Frank in Atlanta” correspondence of the Richmond Dispatch, n.d. (5 items. 8 pieces; portion of three clippings formerly folded, broken away) p. [2]. “The Rambler’s Note-Book” clippings from June 16, 1892, July 23, 1892, Nov. 19, and Nov. 23, 1892 (4 items, 5 pieces) p. [3]. “The Rambler’s Note-Book” clippings from Sept. 24, 1892, Sept 3, 1892, Oct. 29, 1892 and January 14, 1893 (4 items, 5 pieces) p. [4] “The Rambler’s Note-Book” clippings from Dec. 16, 1892, Dec. 15, 1892, Nov. 19, 1892, Dec. 12, 1892. 2 additional clippings:”Communicated” and “Communicated. A suggestion” undated (6 items, 7 pieces) p. [5]. The Rambler’s Note-Book clipping from Oct. 17, 1892. Additional clippings from January 23, 1891, Nov. 24, 1892, and December 22. 1891 and additional undated clippings: 5 notices. I clipping of verse and I clipping “The Return of Joy” by George Newell Lovejoy. (11 pieces) p. [6]. Clippings of verse: “The Old Road” by Oliver Dufour, poem by Mrs. A.L. Ruter Dufour, “The Bride’s Farewell”, “Silenus” by James B. Kenyon, “Renouncement” by Alice Mevnell, “Old time songs: “Annie Lisle”, “Do they miss me at home”, “Ossian’s serenade”. -
Hamlet (The New Cambridge Shakespeare, Philip Edwards Ed., 2E, 2003)
Hamlet Prince of Denmark Edited by Philip Edwards An international team of scholars offers: . modernized, easily accessible texts • ample commentary and introductions . attention to the theatrical qualities of each play and its stage history . informative illustrations Hamlet Philip Edwards aims to bring the reader, playgoer and director of Hamlet into the closest possible contact with Shakespeare's most famous and most perplexing play. He concentrates on essentials, dealing succinctly with the huge volume of commentary and controversy which the play has provoked and offering a way forward which enables us once again to recognise its full tragic energy. The introduction and commentary reveal an author with a lively awareness of the importance of perceiving the play as a theatrical document, one which comes to life, which is completed only in performance.' Review of English Studies For this updated edition, Robert Hapgood Cover design by Paul Oldman, based has added a new section on prevailing on a draining by David Hockney, critical and performance approaches to reproduced by permission of tlie Hamlet. He discusses recent film and stage performances, actors of the Hamlet role as well as directors of the play; his account of new scholarship stresses the role of remembering and forgetting in the play, and the impact of feminist and performance studies. CAMBRIDGE UNIVERSITY PRESS www.cambridge.org THE NEW CAMBRIDGE SHAKESPEARE GENERAL EDITOR Brian Gibbons, University of Munster ASSOCIATE GENERAL EDITOR A. R. Braunmuller, University of California, Los Angeles From the publication of the first volumes in 1984 the General Editor of the New Cambridge Shakespeare was Philip Brockbank and the Associate General Editors were Brian Gibbons and Robin Hood. -
Dispensa I Anno Villa
1 TOM McALINDON What is a Shakespearean tragedy? ‘Double, double toil and trouble . .’ (Mac. 4.1.10) I An eminent Shakespearean scholar famously remarked that there is no such thing as Shakespearean Tragedy: there are only Shakespearean tragedies. Attempts (he added) to find a formula which fits every one of Shakespeare’s tragedies and distinguishes them collectively from those of other dramatists invariably meet with little success. Yet when challenging one such attempt he noted its failure to observe what he termed ‘an essential part of the [Shakespearean] tragic pattern’;1 which would seem to imply that these plays do have some shared characteristics peculiar to them. Nevertheless, objections to comprehensive definitions of ‘Shakespearean Tragedy’ are well founded. Such definitions tend to ignore the uniqueness of each play and the way it has been structured and styled to fit the partic- ular source-narrative. More generally, they can obscure the fact that what distinguishes Shakespeare’s tragedies from everyone else’s and prompts us to consider them together are not so much common denominators but rather the power of Shakespeare’s language, his insight into character, and his dramaturgical inventiveness.2 Uneasiness with definitions of Shakespearean tragedy is of a kind with the uneasiness generated by definitions of tragedy itself; these often give a static impression of the genre and incline towards prescriptiveness, ignoring the fact that ‘genres are in a constant state of transmutation’.3 There is, how- ever, a simple argument to be made in defence of genre criticism, namely that full understanding and appreciation of any piece of literature requires knowledge of its contexts, literary as well as intellectual and socio-political: in its relation to the author and his work, context informs, assists, stimulates, provokes.