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Shakespearian Comedies vs. Tragedies



             " And will"a not come again?.
             No, no, he is dead,.
             Go to they death-bed,.
             He never will come again." (Hamlet, IV.v.191-4).
             Her forlorn for Hamlet results in a state of mental upset and eventually leads to her death by drowning. Despite the fact that Hamlet did love her, she was under the impression that he did not, due to his focus on avenging his father's death. This example raises the idea that unreturned love can only be solved by suicide, which is not a good moral to present in a high school setting. .
             Betrayal and deceit are also common elements of the Shakespearian tragedy. In most cases, it is the tragic hero who performs the act of betrayal. Macbeth for one murders his best friend Banquo in fear that his children will overthrow his position as king. This is an extreme action to take in the face of fear, especially when it results in the murder of one's best friend. In another instance, Hamlet's friends Rosencrantz and Guildenstern betray him by spying on him. In turn, Hamlet betrays them, resulting in their execution rather than his own and states afterwards, "They are not near my conscience." (Hamlet V.ii.58). This example illustrates that betrayal is so easy to perform, even when it is performed on close friends. .
             In many, if not all of Shakespeare's tragedies, fate is a common theme. The protagonists tend to blame fate for their misfortunes. In his famous soliloquy, Hamlet debates with himself whether he should kill himself, or if it is "nobler to suffer the slings and arrows of outrageous fortune," (Hamlet III.i.57). Similarly, In Romeo and Juliet, fate is blamed the cause of trouble. After the death of Tybalt, Romeo exclaims that he is "fortune's fool!" (Romeo and Juliet, III.i.136). It is clear that these characters are primarily governed by their belief in fate. Of course, during Shakespeare's time, many did believe that fate was responsible for many events in their lives; however, a high school student could still believe that blaming his or her mistakes and problems on fate is better, rather accepting responsibility for them.


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