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Reading and Literature Studies · Reading Literary Texts

Hamlet, Part 2: Acts 2 and 3: Madness, Soliloquies and the Play Within the Play

2.1 1.4 2.3About 75 minutes
Learning goals
  • I can summarize the key events of Acts 2 and 3.
  • I can make and support inferences about whether Hamlet's madness is real or feigned.
  • I can explain how dramatic forms (soliloquy, the play within the play, prose and verse) communicate meaning.
  • I can analyse style in Hamlet's speech, including imagery, wordplay and the shift between thou and you.

Words to know

play within the play
A performance staged inside a play, watched by its characters.
metatheatre
Moments when a play draws attention to itself as theatre: acting, audiences, performance.
feigned
Pretended, faked.
dramatic irony
When the audience knows something a character does not.
thou / you
In Shakespeare's time, thou could signal closeness, or contempt toward an inferior; you was more formal and respectful. A shift between them signals a shift in relationship.
rhetorical question
A question asked for effect, not to get an answer.
conscience
In Shakespeare, both the moral sense of right and wrong and inner awareness or thought.

Hook: how do you catch a liar?

Hamlet has a ghost's word that his uncle is a murderer, and nothing else. No witnesses, no evidence, and a ghost who might be lying. So he does what a detective in a TV show might do: he sets a trap and watches the suspect's face. His trap is a play. In Acts 2 and 3, Hamlet becomes a play about watching, performing and pretending, and almost everyone is spying on someone.

Act 2 in brief

  • 2.1: Ophelia, frightened, tells Polonius that Hamlet came to her room looking wild, stared at her, sighed and left without a word. Polonius decides Hamlet is mad with love for her.
  • 2.2: Claudius and Gertrude have summoned Hamlet's old school friends, Rosencrantz and Guildenstern, to spy on him. Polonius tells the King and Queen his theory at great length (brevity is the soul of wit, he says, without any). Hamlet mocks Polonius with nonsense that makes sense (Though this be madness, yet there is method in't, Polonius admits). Hamlet sees through his friends and tells them, I am but mad north-north-west: when the wind is southerly I know a hawk from a handsaw (I'm only mad in one direction). A company of travelling actors arrives. Alone, Hamlet attacks himself in a soliloquy, O, what a rogue and peasant slave am I!, ashamed that an actor can weep for a story while he does nothing for his murdered father. He plans to have the actors perform a play like his father's murder: The play's the thing / Wherein I'll catch the conscience of the king.

Act 3 in brief

  • 3.1: Polonius and Claudius hide to watch Hamlet meet Ophelia. Hamlet's soliloquy To be, or not to be weighs whether it is nobler to endure life's suffering or to end it, and concludes that fear of the undiscovered country after death, and too much thinking, stop people from acting: Thus conscience does make cowards of us all. He then turns on Ophelia cruelly (Get thee to a nunnery). Claudius decides Hamlet is dangerous, not lovesick, and plans to send him to England.
  • 3.2: Hamlet coaches the actors (Suit the action to the word, the word to the action; the purpose of acting is to hold, as 'twere, the mirror up to nature). During The Murder of Gonzago, which Hamlet calls The Mousetrap, Claudius watches a murderer pour poison in a sleeping king's ear, rises and calls for light. Hamlet is sure the Ghost told the truth.
  • 3.3: Alone, Claudius tries to pray: O, my offence is rank, it smells to heaven. Hamlet finds him kneeling and could kill him, but decides not to: killing a man at prayer might send his soul to heaven. After Hamlet leaves, Claudius admits: My words fly up, my thoughts remain below. / Words without thoughts never to heaven go.
  • 3.4: In his mother's private room (the "closet" scene), Hamlet hears someone behind a curtain, stabs through it and kills Polonius, thinking it may be the King. He confronts Gertrude about her marriage. The Ghost appears to Hamlet, but Gertrude cannot see it, and she believes her son is mad.

(Content note: 3.1 contains a famous reflection on life and death, including suicide; 3.4 includes Polonius's death. Neither is described graphically.)

Worked example

Let's infer: is Hamlet's madness real or feigned?

Using evidence from Acts 2 and 3, make and support an inference about whether Hamlet is mad.

  1. Evidence it is feigned (stated): he announced the plan in 1.5 (put an antic disposition on); he tells Rosencrantz and Guildenstern I am but mad north-north-west; Polonius notices method in his words; even Claudius says his speech was not like madness.
  2. Evidence of real disturbance (implied): his grief, his wish to die in 1.2 and 3.1, his sudden cruelty to Ophelia, and his impulsive killing of Polonius suggest a mind under real strain.
  3. Weigh the evidence: when alone (soliloquies), he is logical and controlled; his 'madness' appears mostly in front of people he distrusts. That suggests a performance.
  4. Subtle inference: Hamlet is pretending to be mad, but the pretence gives cover to real turmoil, grief and anger, which sometimes break through (as with Ophelia and Polonius).

Hamlet's madness is mainly a deliberate performance, chosen and controlled, but it covers real emotional turmoil that sometimes escapes his control. The play leaves room for both readings.

thought → action1.2"too too solid flesh"despair2.2"rogue and peasant slave"a plan: the play3.1"To be, or not to be"doubt: "pale cast of thought"4.4*"How all occasions...""my thoughts be bloody"* the 4.4 soliloquy appears only in the Second Quarto. The graph is a reading, not a measurement.
Hamlet's four major soliloquies swing between thought and action. Each time he resolves to act, the next soliloquy pulls him back into reflection, which is one way to explain his delay.

Form 1: the soliloquy as thinking out loud

In Macbeth, soliloquies showed a man talking himself into murder. Hamlet's soliloquies often show a man talking himself out of action, or at least into delay. To be, or not to be is not addressed to anyone; it is a philosophical argument:

To be, or not to be, that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them.

Notice the imagery of battle (slings and arrows, take arms) and the impossible image of fighting a sea. Notice that he uses we and us throughout, never I: the soliloquy is about all people, which is part of why it is quoted everywhere. And notice where it lands: the native hue of resolution / Is sicklied o'er with the pale cast of thought: thinking makes the healthy colour of determination turn pale and sick.

Form 2: the play within the play

The play within the play is a revenge-tragedy convention, but Shakespeare uses it to raise bigger questions. Hamlet's advice to the actors, to hold, as 'twere, the mirror up to nature, describes what drama does: it shows people themselves. That is exactly what happens to Claudius: he sees his own crime reflected. This is metatheatre: the play makes us think about plays, acting and the masks people wear, in a play where nearly everyone is acting a part.

You, the real audience, watch......Hamlet and Horatio, who watch Claudius's face......Claudius and the court, who watch the Players......who act "The Murder of Gonzago":a man pours poison into a sleeping king's ear in a garden,then wins the queen's love.Claudius rises: "Give me some light. Away!"
The play within the play (3.2) is a set of frames inside frames. Everyone is watching someone. Hamlet's trap works because a guilty man watches his own crime acted out in front of him.

Style: thou and you

In the closet scene, Gertrude scolds her son: Hamlet, thou hast thy father much offended. (She means Claudius, his stepfather, and uses the familiar thou.) Hamlet throws her words back, but changes them: Mother, you have my father much offended. He means his real father, and he switches to the cooler, formal you. One pronoun and one word (thy to my) change the whole accusation. Shakespeare's audience would have heard the shift at once.

Worked example

Let's analyse dramatic irony in the prayer scene

Explain the dramatic irony in 3.3 and what it reveals about Hamlet and Claudius.

  1. What the audience sees: Claudius kneels and tries to pray, but his soliloquy shows he can't truly repent, because he won't give up what he gained: my crown, mine own ambition, and my queen.
  2. What Hamlet sees: a man at prayer. He decides not to kill him, since dying while praying might send Claudius's soul to heaven.
  3. The irony: Claudius's prayer was empty: Words without thoughts never to heaven go. Hamlet spares him for a reason that isn't true. The audience knows; Hamlet doesn't.
  4. What it reveals: Hamlet wants a revenge that is perfect, body and soul, and his careful thinking gives him another reason to wait. Claudius is a murderer with a conscience, but not enough to change.
  5. Consequence: the delay leads straight to Polonius's death in the next scene, and to everything that follows.

Hamlet spares Claudius because he seems to be praying, but the audience knows the prayer failed. The irony shows how Hamlet's need for a perfect revenge leads to delay, and to disaster.

Just for fun

Hamlet gives acting notes to professional actors, telling them not to overact or saw the air too much with your hand. In other words, a character in a play, performed by an actor, gives acting advice to actors playing actors. Every actor who has ever played Hamlet has had to deliver that speech while trying very hard not to saw the air with their hand.

Hands-on activity

Stage the Mousetrap at home

You need: two or three family members, a few household objects (a cushion for the sleeping king, a cup for the poison), and a phone camera if you want to record.

  1. Read Hamlet's instructions to the players in 3.2 (Speak the speech, I pray you...).
  2. Act out the dumb show (the silent mime) of The Murder of Gonzago: a king sleeps, a man pours poison in his ear, the queen grieves and then accepts the murderer's gifts.
  3. Assign one person to play Claudius watching. Rehearse his reaction three ways: hidden guilt, growing panic, sudden fury.
  4. Discuss which reaction best fits the text, Give me some light. Away!, and why.

What to look for: a correct sequence of the mime; a discussion that connects Claudius's reaction to his guilt; awareness that the audience watches Claudius, not the players.

Your turn

1

Why does Hamlet stage The Mousetrap?

2

Give one piece of evidence that Hamlet's madness is feigned and one that he is truly disturbed.

3

Paraphrase Thus conscience does make cowards of us all.

4

Why doesn't Hamlet kill Claudius at prayer?

5

What is the dramatic irony in 3.3?

6

What does the switch from thou hast thy father to you have my father show?

7

What is metatheatre? Give one example from Act 3.

More practice: warm-up

1

Who are Rosencrantz and Guildenstern?

2

What is the play within the play called (by Hamlet)?

3

Who does Hamlet kill in 3.4?

4

Who can see the Ghost in 3.4?

5

Complete Hamlet's line: The play's the thing / Wherein I'll...

More practice: on your own

1

Why does Hamlet compare himself to the actor in O, what a rogue and peasant slave am I!?

2

Explain the image the native hue of resolution / Is sicklied o'er with the pale cast of thought.

3

Why might Hamlet treat Ophelia so harshly in 3.1?

4

How is Polonius's death an example of irony after the prayer scene?

5

What does to hold, as 'twere, the mirror up to nature suggest about the purpose of drama, and how does it apply to Claudius?

Challenge

1

To be, or not to be never uses the word I. Explain how the choice of we/us affects the meaning and effect of the soliloquy.

2

Write an analytical paragraph explaining how the play within the play functions both as a plot device and as a comment on theatre.

3

Is Hamlet's delay a weakness or a strength? Argue a position using evidence from Acts 2 and 3.

Check your understanding

Quiz

1.

I am but mad north-north-west suggests that Hamlet...

2.

The Mousetrap is meant to...

3.

Thus conscience does make cowards of us all means...

4.

The dramatic irony of the prayer scene is that...

5.

Hamlet's switch from thou to you with his mother signals...

6.

A moment when a play draws attention to itself as theatre is called...

For parents and teachers

What this lesson teaches: ENG3U Reading 2.1 (how dramatic forms such as the soliloquy and the play within the play communicate meaning), 1.4 (inferences about Hamlet's madness with stated and implied evidence) and 2.3 (style: imagery, wordplay, the thou/you shift), using Acts 2 and 3 of Hamlet.

How to help at home:

  • Watch the play-within-the-play scene (3.2) in two different filmed versions and compare Claudius's reaction.
  • Ask: Is Hamlet really mad? Expect evidence on both sides.

Sensitive content: To be, or not to be (3.1) reflects on death and whether to endure suffering or end one's life. The lesson treats it as a philosophical speech about action and thought. If your teen seems troubled by these themes, talk with them; in Canada, anyone can call or text 9-8-8 (the Suicide Crisis Helpline) at any time. Polonius's death (3.4) is not described graphically.

Common difficulties:

  • **Reading conscience as only guilt.** In Shakespeare it also means thought and awareness.
  • Missing the irony of the prayer scene. Read Claudius's last couplet together.
  • Assuming one answer about madness. The play supports a mixed reading.

Facts used: the 4.4 soliloquy (How all occasions do inform against me) is in the Second Quarto only, not the Folio. Quotations follow standard modern editions.