The Treatment of Women in Hamlet
The treatment of women in Hamlet is very troubling. The leading female characters, Queen Gertrude and Ophelia, are pawns or puppets for the men around them. Like chess pieces, they are moved about and influenced by the men they love with little say of their own; in fact, Shakespeare does not even develop their characters.
Of course, Hamlet is the whirlwind at the center of attention throughout the play, one who is incredibly difficult to understand. To me, he appears to be an adolescent completely out of control. Virtually everyone tries to pacify him, yet nothing seems to work, and the more they pamper the worse he becomes; reminds me of the old cliché, give an inch, take a mile. He continues to act out, as a child would after losing a favorite toy. I do understand Hamlets anger i.e., Gertrude's collaboration with Claudius being crowned King, and especially her subsequent marriage. However, Hamlet should have been wise enough to know she was manipulated by Claudius. The state of Denmark was at war and vulnerable to attack; without strong, experienced leadership and diplomacy it could have fallen to its enemies.
One must keep in mind Hamlet was at school in Wittenberge when he received word of his father's death. I am sure, during the ten days required for his travel back to Elsinore, Claudius, Polonius, noblemen and others conspired to grab the crown. To me, considering Hamlet's emotional makeup this was an infinitely wise decision even Gertrude approved. Queen Gertrude indeed had her share of faults, primarily her hasty marriage; however, in the end, she simply chose order, over the chaos war would have brought to Denmark and its people. I bel...
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...76. Rpt. in Women Reading Shakespeare 1660-1900. Ed. Ann Thompson and Sasha Roberts. New York: Manchester University Press, 1997.
Pennington, Michael. "Ophelia: Madness Her Only Safe Haven." Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. of "Hamlet": A User's Guide. New York: Limelight Editions, 1996.
Pitt, Angela. "Women in Shakespeare's Tragedies." Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint of Shakespeare's Women. N.p.: n.p., 1981.
Sardone, Frances J.: Gertrude: Queen of Denmark, Available: http:www.netaccess.on.ca/~frances/gertrude.htm
Shakespeare, William: Hamlet. Published by Penguin 1996.
Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html
Shakespeare, William. “The Tragedy of Hamlet, Prince of Denmark” Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print
Riverside Shakespeare, 2nd ed. Boston: Houghton Mifflin Co., 1997. 366-398. Neely, Carol Thomas. “Shakespeare’s Women: Historical Facts and Dramatic Representations.”
Captain/Colonel Rawdon. This link is the closest I can find to what the uniform might have looked like, but it is not perfect. This uniform is more precisely defined as having a black cocked hat with a black cockade, golden border lace, tassels loop and button and white plume with
The Victorian Era had lasted from the years 1837-1901. People in this era were known through their social class and how efficiently they were able to present themselves. Those who were obligated to carry themselves is such a proficient manner, were the women of Victorian Era. Although they had been expected to perform and execute many tasks, they were never recognized just as equal to the men in society. They were never acknowledged to make judgments or decisions, rather were best known for marriage, prostitution, and motherhood. As the men, dominated and took control of every decision possible. They were known for their aggressive and independent attitude. This led an extraordinary women named, Charlotte Brontë to begin a revolution of change and improvement in the social standings. As her living in the Victorian Era, set her upon a journey of many hardships but her well-known classics, Jane Eyre, depicted her strength and courage to step up for women equality and portray who she truly was in society.
In Elizabethan times, education was not available to the public like it is now today. The rate of literacy back then increased, and one fifth of the population could write their name. The meaning of “public” back then meant that children were not taught at home. The meaning of public has changed throughout the years, and interpretation of the experience of being at school. Unprosperous families back then did not have the money to send their children to school, and consequently the juvenile had to work to support their family. Rich children received England’s top scholar tutors to teach them at home, which were very expensive. There was an increasing opportunity for children in the middle classes to get an education.
Kemp, Theresa D. Women in the Age of Shakespeare. Santa Barbara, CA: Greenwood, 2009. Print.
Mack, Maynard. “The World of Hamlet.” Twentieth Century Interpretations of Hamlet. Ed. David Bevington. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.
One Victorian sentiment was that a civilized individual could be determined by her/his appearance. This notion was readily adopted by the upper classes and, among other things, helped shape their views of the lower classes, who certainly appeared inferior to them. In regards to social mobility, members of the upper classes may have (through personal tragedy or loss) often moved to a lower-class status, but rarely did one see an individual move up from the abysmal lower class. Although poverty could be found almost anywhere in Victorian London (one could walk along a street of an affluent neighborhood, turn the corner, and find oneself in an area of depravity and decay), most upper-class Londoners, who tended to dwell in the West End, associated the East End with the lower class.
The front parlor, always located just off the foyer, was used as the showcase of the family’s possessions. It was a prime indicator of the family’s social class and taste. During the Victorian Era, clutter meant class, and the woman of the house was always responsible for outfitting the parlor with as many expensive, exotic, and novelty items as she could find, such as lamps, vases, teapots, statuettes, and dried flowers. The parlor was used as the primary gathering place for the family, where they played games, conversed in conversation, and other diversions from life.
Shakespeare’s Hamlet, shows strong prejudice against woman especially with such characters of Ophelia and Gertrude. Shakespeare created an interesting character with Gertrude; he created a character that sits in the middle of all the conflict and appears to not partake in much of it. However Gertrude does seem intent in defusing it at every possible chance she receives. Gertrude is a central figure in the play. She appears a great deal but doesn’t say much – implying mystery and creating an interesting uncertainty in the audience. Hamlet spends a lot of time dwelling on her marriage to Claudius and Shakespeare leaves many questions unanswered with Gertrude such as did she have an affair with Claudius behind old hamlets back? Why does she drink the poisoned wine that is intended for her son? Does she know it is poisoned? Gertrude is the mother of Hamlet and although they do not have a typical mother son relationship she does love him. Queen Gertrude is often interpreted by many as an adulterate, incestuous woman. Catherine Belsey states that typical interpretations of Hamlet maintain: ‘Gertrude a slut; and Shakespeare a patriarchal bard’ (Belsey,1997:34). Gertrude’s actions throughout the play could be read to show her to be a very passive character, far from a strong independent woman. This is shown with her obedience to Claudius, three times during the play, Gertrude is told to leave and each times she complies without hesitation. In Act 1, scene 2 Claudius says to Gertrude, ‘Madam, come’ (122). Then again, Act 3, scene 1, Claudius says to her, ‘Sweet Gertrude, leave us .’ (28), she complies with ; ‘I shall obey you’ (37). And finally, in Act 4, scene 1, Claudius say, ‘O Gertrude, come away!’ (28). This obedience that Gertrude ...
Pitt, Angela. “Women in Shakespeare’s Tragedies.” Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.
In the area of religion the “emphasis of religious based subordination suggested that, for a woman to be virtuous and serve God, she must follow the lead of her husband […] this gave men the impression that they had a God given right to control their wives, even if this mean through the use of physical correction” (Nolte 1). Due to the fact that religion is claimed to be an important Victorian ideal, men believe that for women to lead a virtuous life, she must follow the wishes of her husband. Even if these wishes allow her to be beat.
The actions of Victorians upon a death is a intricate web of rituals and etiquette. In Vanity Fair, William Thackeray gives modern readers a brief glimpse into deep mourning through Amelia Sedley-Osborne.
Pitt, Angela. "Women in Shakespeare's Tragedies." Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare's Women. N.p.: n.p., 1981.
Before the 1840’s the education system was only available to wealthy people. Individuals such as Horace Mann from Massachusetts and Henry Barnard in Connecticut believed that schooling for everybody would help individuals become productive citizens in society. Through their efforts, free public education at the elementary level become assessable for all children in American by late 19th century. By 1918 all states passed laws that required children to attend elementary school. The Catholics were against this law, so they created their own private schools. In 1925 the Supreme Court passed a law that allowed children to attend private school rather than public school (Watson, 2008).