Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Characterisation Of Caliban In The Tempest By Shakespeare
Caliban's noble and sensitive side in the Tempest
The character of caliban in the tempest
Don’t take our word for it - see why 10 million students trust us with their essay needs.
The Character of Caliban in The Tempest
'This thing of darkness, I must acknowledge mine' It is impossible to understand The Tempest without first understanding the character of Caliban. Despite numerous novels and poems praising the virtuous, the pure and the good, everyone has within them a darker side of depravity and evil thoughts. This makes us human. What distinguishes between good and bad people, though, is the way in which this 'alter ego' manifests itself to both the rest of mankind and to oneself.
Ostensibly, The Tempest is a play based around Prospero: his power to punish verses his power to forgive. Many scholars believe that this is an almost autobiographical work, written towards the end of Shakespeare's literary career. This idea is reinforced throughout the play, especially towards the end and in the epilogue:
'...my ending is despair,
Unless I be relieved by prayer.'
And
'I'll break my staff,
Bury it in certain fathoms in the earth,
And deeper than did ever plummet sound
I'll drown my book'
(i.e. his tools that work the magic)
Therefore, our understanding of Caliban's position in the play is of great import. Critics debate on whether his presence is necessary to show Prospero's darker side, and to illustrate his imperfections (Caliban is the only character to whom Prospero is deliberately, and often unnecessarily antagonistic) or whether he is rather Prospero's ugliness personified into one character.
Either way, his presence and basic character must be understood if we are to understand that of Prospero. Therefore the question of whether Caliban's wickedness is pure evil or mischief is necessary in the ultimate judgement of the play.
...
... middle of paper ...
...only human, capable of anger, hatred, and punishing those who are guilty, in his eyes.
Works Cited and Consulted:
Davidson, Frank. "The Tempest: An Interpretation." In The Tempest: A Casebook. Ed. D.J. Palmer. London: Macmillan & Co. Ltd., 1968. 225.
Kermode, Frank. Introduction. The Tempest. By William Shakespeare. Cambridge: Harvard UP, 1958. xlii.
Palmer, D. J. (Editor) The Tempest - A Selection of Critical Essays London: MacMillan Press Ltd., 1977.
Shakespeare, William. The Tempest. The Riverside Shakespeare. Ed. G. Blakemore Evans, et. al. Boston: Houghton Mifflin Company, 1974.
Solomon, Andrew. "A Reading of the Tempest." In Shakespeare's Late Plays. Ed. Richard C. Tobias and Paul G. Zolbrod. Athens: Ohio UP, 1974. 232.
John Wilders' lecture on The Tempest given at Oxford University - Worcester College - August 4th, 1999.
It’s seen throughout history the struggle that African Americans had to go through to gain the freedom that they earned. America was founded on a famous document as most know called the Declaration of Independence, which states that “All men are created equal, and independent, and they derive from certain inalienable rights.” These rights are for all men, black or white, and go for all situations including equality in education. African Americans deserved this right, but for years were denied a formal education, which is probably why they were demoralized for many years.
Shakespeare, William. The Norton Shakespeare. Edited Stephen Greenblatt et al. New York: W. W. Norton & Company, 1997.
Anti-Semitism, a hatred of Jews, has been present for centuries in many places. However, the term ‘Anti-Semitism’ itself only came into use in the nineteenth century, and along with it came an ideology which fuelled this deep psychological hatred to develop into a political movement which culminated in Nazism. Throughout history, the reasons for Anti-Semitism have differed and in Imperial Germany, it was a combination of religious, racial and political factors which led to such hostility toward Jews. However, the economic state of the nation is often thought to be the main reason behind the way in which Jews were treated during this period.
“A Raisin in the Sun” by Lorraine Hansberry is a play about an African-American family, who faces discrimination and financial struggles, but still remains united throughout their journey in buying a new home. Just like the Youngers, people create lifelong goals and dreams, in which they want to accomplish. When they do not fulfill their dreams, it simply becomes “a raisin in the sun” because just like a raisin loses its juice when kept outside for too long, a dream loses its significance as well. The Younger family all have distinctive dreams and throughout the play, they do not realize the importance of family until their dreams became deferred. The title “A Raisin in the Sun” is a representation of all the characters’ dreams being deferred.
Zoo’s enclosures and parks have been around for quite a while now, and it is the duty of the public to go to these parks to explore a new world and experience the “true” animals. People are attracted to new experiences and to learn about exotic animals and see them in their “natural” habitat, or so owners try to present zoos to the public in that way. The seller ideas to get the public to continue to go to the zoos is gaining new exotic animals that you wouldn’t normally see around your house or near civilization. As stated by DeLuca and Slawter-Volkening, zoos are used to “bringing a taste of wilderness” to its public (3), trying to give a false reality of the wilderness. Later in the same article, they stated that “fundamentally zoos exist to amuse people…..animals are reduced to actors in the play/world created by humans for humans” (DeLuca and Slawter-Volkening 4). This statement shows that humans do in fact enjoy the “fake” over the real, and that animals are only objects or toys used to amuse the people.
2.) Lamming, George. " A Monster, a Child, a Slave." The Tempest: Sources and Contexts,
Shakespeare, William. The Tempest. Second Revised Ed. United States of America: First Signet Classics Print, 1998. 1-87. Print.
Zawodniak, Christian. "Teacher Power, Student Pedagogy." Andrea A.Lunsford and John J.Ruszkiewicz, The Presence Of Others: Voices That Call For A Response. New York: St Martin's Press, 1997. (124-132).
Shakespeare, William. The Tempest, edited by Louis B. Weight and Virginia A. LaMar, published by Pocket Books, New York, 1961.
In this whimsical play, Prospero, the former Duke of Milan, after being supplanted of his dukedom by his brother, arrives on an island. He frees a spirit named Ariel from a spell and in turn makes the spirit his slave. He also enslaves a native monster named Caliban. These two slaves, Caliban and Ariel, symbolize the theme of nature versus nurture. Caliban is regarded as the representation of the wild; the side that is usually looked down upon. Although from his repulsive behavior, Caliban can be viewed as a detestable beast of nature, it can be reasonably inferred that Shakespeare’s intent was to make Caliban a sympathetic character.
“Absolute natural evil of Caliban in The Tempest in the case of Caliban, it we accept the absoluteness of his natural evil, we must accept what Charney describes as a necessary (and absolute) ‘discontinuity in his character:. . .” (Bloom 128)
portray his degraded, brutish nature. In Act 1 Scene 2 Caliban complains of how Prospero used h...
The Tempest. Arden Shakespeare, 1997. Print. Third Series Smith, Hallet Darius. Twentieth Century Interpretations of The Tempest; A Collection of Critical Essays, Englewood Cliffs, NJ: Prentice-Hall, 1969.
In today’s modern time, college and universities are competitive and impacted; a lot of students work hard and compete to attend the best. Nowadays, high GPA and grades are not the only important factor that college and universities look for, but being an all-around student who is involved with volunteer work, campus clubs, and sports. Many students take the easy route and turn to clubs or bigger social organizations such as the Greek life. Unlike the average clubs or student organizations participating in a fraternity and sorority is a lifetime affiliation and students are only allowed to be committed to one. These social/cultural groups are filled with members who share similar values and interests that can also offer a college life experience, good or bad.
Shakespeare, William, and Robert Woodrow Langbaum. The Tempest: With New and Updated Critical Essays and A Revised Bibliography. New York, NY, USA: Signet Classic, 1998. Print.