Western University Scholarship@Western Modern Languages and Literatures Annual Good Laugh Bad Laugh Ugly Laugh My Laugh Graduate Conference (March 1-3, 2013) Mar 2nd, 11:00 AM - 11:20 AM "Words, words, words": The Idea of the Absurd as Method in Hamlet. Anthony Faber University of Montreal, [email protected] Follow this and additional works at:https://ir.lib.uwo.ca/mllgradconference Part of theDramatic Literature, Criticism and Theory Commons, and theEnglish Language and Literature Commons Faber, Anthony, ""Words, words, words": The Idea of the Absurd as Method in Hamlet." (2013).Modern Languages and Literatures Annual Graduate Conference. 5. https://ir.lib.uwo.ca/mllgradconference/2013Conference/MLL2013/5 This Event is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Modern Languages and Literatures Annual Graduate Conference by an authorized administrator of Scholarship@Western. For more information, please [email protected], [email protected]. Faber 1 Anthony Faber “Words, words, words:” The Idea of the Absurd as Method in Hamlet. My title, which quotes Hamlet’s response to Polonius’ query, “[w]hat do you read, my lord” (2.2.191-2)? Hamlet: “Words, words, words:” (2.2. 193)1 is meant not only to convey Hamlet’s sense of the triviality of language; Hamlet’s dull repetition of “[w]ords, words, words” is intended to communicate his understanding of the Absurd. More significantly, Hamlet’s use of the Absurd suggests a methodology, which in turn suggests that Hamlet is engaged in a pedagogical endeavour.2 Hamlet’s project is not only to inform and instruct his immediate stage characters, but more exceptionally, Hamlet, through his method, offers instruction to his public as to what constitutes as Absurd. Albert Camus, in the Myth of Sisyphus, defines the Absurd as a divorce from reason (13)3. The idea of the Absurd stops the mind from ascertaining anything with certainty. In addition to Camus’ definition of the Absurd, I draw on Paul Riccoeur’s view of the role of Fool as found in his text The Symbolism of Evil, where he states that only the Fool in Shakespearian tragedy has “access to a comprehensive vision” of the world due to the conflation of genres, the tragic and the comic (323)4. Taking Camus’ definition of the Absurd and Riccoeur’s insight of the Fool, I examine the context of the Absurd and the Fool first in Aristotle’s Poetics, then in Erasmus’ Praise of Folly and lastly in Philip Sidney’s Defence of Poesy. Each writer fosters a sense of the Absurd and the Fool, which I situate in relation to 1 All citations of are taken from Hamlet, The Complete Works of William Shakespeare, ed. David Bevington. (New York: Peareson Longman, 6th. ed. 2009). 2 For my understanding of early modern uses of “method” I have used Walter J. Ong’s monograph on the sixteenth century French scholar Ramus, Ramus: Method, and the Decay of Dialogue. 3 Camus, in his essay, underscores the historicity of the Absurd. Even though the Absurd is a modern concept in terms of offering a methodology with which to interpret philosophy and reading literary texts, the idea of the Absurd “has been said over and over” (20) in various philosophies as well as literature throughout the history of ideas. My scope in this essay is to recognize the Absurd qualities as method with which Shakespeare wrote Hamlet. 4 In The Symbolism of Evil, Riccoeur attempts to trace the origins of the symbolism of evil. In the chapter and section that I cite, chapter 5 “The Cycle of the Myths,” section 2 “The Reaffirmation of the Tragic,” Riccoeur offers an account where the Fool is held in Greek as well as in Shakespearian tragedy in a position of privilege as seer. Thus, the Fool is able to penetrate the fictional social world of a text and offer criticisms or insights into his society that other characters would not be able to recognize. Faber 2 Hamlet. With respect to Hamlet’s method of the Absurd, I draw attention to Hamlet’s role of playing the Fool. Throughout the play, Hamlet is a grieving son; thus, his self-styled role as Fool is designed partly to uncover the true nature of his father’s murder and partly to use laughter as a method with which to keep himself, the stage characters as well as the audience in a state of suspended animation.5 Hamlet’s experience of grief, which he demonstrates in soliloquies as intense emotional suffering, prevents him from discovering anything other than a sense of meaninglessness to his own existence. However, because of the method of the Absurd, the tragic experience at the conclusion of the play becomes that much more poignant due to the collective loss of self through laughter. The nature of the absurd is notable by its use of ambiguities in mixed dramatic genres. To facilitate apprehending what constitutes as absurd, I first distinguish the absurd by what it is not; that is, the absurd is not pure tragedy nor is it pure comedy. In the Poetics, Aristotle carefully distinguishes what constitutes as tragedy as well as briefly expounding on what is comedy.6 In this way, Aristotle argues that tragedy is superior to comedy. Aristotle defines tragedy as: The imitation of an action that is serious and also, as having magnitude, complete in itself; in language with pleasurable accessories, each kind brought in separately in the parts of the work; in a dramatic, not in a narrative from; with incidents arousing pity and fear, where with to accomplish its catharsis of such emotions (1449b 6, 24-28). The purpose of tragedy, according to Aristotle, is for the spectator to experience a sense of tragic pleasure as fear and pity (1453b 14, 12). That is, tragedy is supposed to ennoble an audience as it portrays character “better than ordinary man” (1454b 15, 8-9). Aristotle uses the adjective 5 As I will explain, this notion of an audience’s “suspended animation,” or to put it differently, “loss of self” through laughter, I have taken from Rene Girard’s essay “Perilous Balance: A Comic Hypothesis.” 6 Aristotle, predominantly, devotes his Poetics to the study of tragedy. As a result, our knowledge of Aristotle’s definition of comedy is limited as it is taken from the context of Aristotle’s study of tragedy. Faber 3 “handsomer” (1454b 15, 11) to describe the process with which a character is portrayed as being better than ordinary. Moreover, a tragic hero ought to be portrayed as an imitation of a good man (1454b 15, 14). For a definition of comedy, Aristotle inverses what he wrote regarding tragedy. Comedy is: an imitation of men worse than the average; worse, however, not as regards any and every sort of fault, but only as regards one particular kind, the ridiculous, which is a species of the ugly. The ridiculous may be defined as a mistake or deformity not productive of pain or harm to others; the mask for instance, that excites laughter, is something ugly and distorted without causing pain (1449a 5, 32-37). The relevant word that Aristotle uses to describe comedy is “ridiculous.” After this, he defines the “ridiculous” as “ugly,” a “mistake,” and a “deformity.” Something that is “ridiculous” lies outside the bounds of what constitutes the norm. Hence, a spectator’s appeal for the “ridiculous” is that it resides outside the status quo and is harmless. Though Aristotle does not use the term “absurd” to qualify his understanding of comedy, the “absurd” and the “ridiculous” are synonyms that suggest the same thing: a quality that is a divorce from reason. Aristotle, evidently, is biased against the comic ridiculous in favour of the tragic catharsis and this prejudice continues into the early modern period. Furthermore, any characterization or use of the ridiculous or the absurd in drama will conflate attributes of tragedy and comedy. It is doubtful that Shakespeare read a complete version of the Poetics as the first English translation was by Thomas Twining in 1789. Two Latin editions, one by Hermanus Alemannus, translated in 1256 and published in Venice in 1481 and reprinted in 1515, and Faber 4 another by Averoes, which was published in Venice in 1575 were both fraught with lexical controversies (Tigerstedt 8).7 Rene Girard argues that the differences between comedy and tragedy are in fact minimal (812). This is because both genres evoke a similar physical response: Laughter and tears (812). Girard notes that tears suggest a true cathartic experience in tragedy because tears correspond to the twin ideas of Aristotle’s catharsis, religious purification and medical purgation (813). Girard asserts that laughter includes tears as an integral part of the experience (814). Furthermore, he adds two salient points concerning laughter, which will be integral in my analysis of Hamlet. Human beings consistently pretend to laugh when there is nothing to laugh about and the only socially acceptable form of catharsis is laughter (814). Similar to tragic tears, comic laughter suggests a purging, only a purging of laughter, according to Girard, “seems closer than tears to a paroxysm which would turn it in to actual convulsions to a climatic experience of rejection and expulsion. Laughter is further along towards a total negative response to a threat considered overwhelming” (815). Laughter, in this sense, implies a warding off of a threat (818) or, in the case of Hamlet, postponing the inevitable tragic ending. Consequently, laughter constitutes more of a crisis than tears because laughter, as a paroxysm, threatens the autonomy of the spectator (819). All forms of laughter entail the loss of autonomy and self-possession (819), which includes those on the stage who make each other laugh as well as the audience. In this manner, comedy and laughter are social equalizers as all factions of classes laugh and in the paroxysm of laughter, they become autonomous together. In laughter, unlike tears, the distinction between the stage and the audience ceases because the result of laughter is a disintegration of self control (819) and one’s identity, however 7 For a discussion of these controversies see E.N. Tigerstedt, “Observations on the Reception of the Aristotelian Poetics in the Latin West,” in Studies in the Renaissance 15 (1968):7-24. Faber 5 brief the experience is of no concern (821). A person would not laugh, according to Girard, “unless there is an actual threat to his ability to control his environment and the people in it, even his own thoughts and his own desires” (822). What is more, a person would not laugh if he perceived that threat as eminently real (822). As I will discuss shortly, after my analysis of Ramus and method, Hamlet is a character that attempts to control his tragic environment through laughter. The idea that comedy is a display beneath human dignity has its echoes in the critical literature of the early modern period. In the Praise of Folly (c.1509), Erasmus ironically elevates the Fool in an attempt to demonstrate the lack of virtues in Christian Europe. After praising the Fool for not harbouring any feelings of “shame, fear, ambition, envy, nor love” (117), Erasmus writes that fools are the “favourites of kings” (117) because “wise men have nothing but misery to offer their prince, [and fools] aren’t afraid to speak harsh truths which will grate on [a prince’s] delicate ear” (118). Erasmus draws attention to the fact that monarchs do not like the truth. However, when the truth is uttered by a fool, “even open insults [can be] heard with positive pleasure; indeed, the words which would cost a wise man his life are surprisingly enjoyable when uttered by a clown. For truth has a genuine power to please if it manages not to give offence, but this is something the gods have granted only to fools” (119). Though Erasmus uses the Fool ironically, he nevertheless bridges the idea of the Fool in relation to speaking the truth. Erasmus’ notion is similar to Riccoeur’s idea of the Fool as seer (323), as one who has a privilege place in a tragedy by having a “comprehensive vision” (323) of his society. Shakespeare closely examined Erasmus’ Praise of Folly. The Fool is a significant feature of Shakespeare’s presentation of the predicament of the human condition. A character, portrayed as a Fool, might elicit profound truths about human nature. For example, Jacques, the Faber 6 melancholic fool in As you Like It, compares the world to a theatre: “All the world’s a stage, / And all the men and women merely players” (AYL, 2.7. 138-9). Shakespeare further develops this use of meta-theatre so that in Hamlet, we are constantly reminded that we are watching a play. Shakespeare’s use of meta-theatre suggests that he uses the medium of the theatre as a synecdoche for the world in order to challenge contemporary mores. This is because, according to Richard Dutton, the theatre was subject to the same class as “rogues and vagabonds” (379). Shakespeare’s use of meta-theatre was a clandestine way of addressing social ills, but in a manner which disarmed theatre’s importance by drawing attention to itself. The censors and the audience would recognize that despite the social criticism of a character’s line, the character was still referencing the theatre. Therefore, because of the theatre’s status of “rogues and vagabonds,” the truth uttered would be judged harmless. In Hamlet, Shakespeare develops the idea of a meta-theatrical methodology of Hamlet playing the Fool in order for Hamlet to act as though he is laughing in the face of danger while concurrently, he instructs not only the characters on the stage (notably the Players in Act 3) but also the audience. Hamlet varies his use of method considerably in the play. The ancient as well as the medieval concept of method implied a pedagogical approach to a complex problem (Ong 227). Ong summarizes the sixteenth century’s foremost authority on method, the French scholar Ramus as stating: “Method (Methodus), Ramus’ term for orderly pedagogical presentation of any subject by repeatedly scientific descent from “general principles” to “specials” by means of definition and bipartite division” (30). Method starts with universal ideas and then descends to particular notions. In Act 2, after Hamlet answers Polonius’ query as to what he reads with the redundant “[w]ords, words, words” (2.2.193); Polonius, as a pedagogue, further inquires, “[w]hat is the matter, my lord? (194). Hamlet responds with a litany of truisms concerning the elderly, Faber 7 which Hamlet uses as a mock attack against Polonius. Polonius responds, as an aside, which is noteworthy because only the audience hears his words: “Though this be madness, yet there is method in’t” (205-6). The “method” that Polonius refers to is the five parts of rhetoric that was typically taught to Renaissance youths: these included innovation, disposition, memory, striking expression, and delivery (Ong 275). Even though, according to Polonius, Hamlet is mad, Hamlet is able to cite a text, making the argument his own, and in fact, Hamlet is able to turn the argument around to suit his needs. Polonius thinks that Hamlet uses rhetoric well and he mentions this, again as an aside: “How pregnant sometimes his replies are!” (208-9). Polonius’ asides, addressed directly to the audience are significant because of his topical use of “method.” Many playgoers would have been similarly instructed in the formal method of rhetoric and they would have noticed Polonius’ use of the term. Moreover, the audience would have been drawn in to Polonius’ dialogue because of the word “method,” and as a consequence, each member would try to pay further attention to the uses of “method’ in the play. Polonius’s use of the term is the most evident because he openly states that Hamlet is constructing a “method” with which to outwit Polonius. The second use of “method” involves the rhetoric concepts of expression and delivery as a form of elocution and pronunciation. Of the five parts of rhetoric, Ramus, in his methodology utilizes only elocution and pronunciation (Ong 270). The other three parts, Ramus subsumes in his theory of dialectics. Ramus defines rhetoric as “the doctrine of expressing oneself well” (272) and it was applicable to all subjects (272). Furthermore, rhetoric consisted in the art of teaching (272). Thus, for Ramus, proper expression and pedagogy can be considered as co-dependant terms. In Act 3, Hamlet instructs the Players on the art of Renaissance rhetoric, and for the initial part of his instruction he focuses on elocution and pronunciation: Faber 8 Speak the speech, I pray you, as I pronounced it to you, trippingly on the tongue. But if you mouth it as many of our players do, I had as lief the town crier spoke my lines (3.2.1-4). According to Ong, the teaching of Renaissance rhetoric entailed the students imitating the teacher’s pronunciation of the Latin text, thus the students would learn proper delivery (272). In this respect, Hamlet echoes the standard Renaissance method for pedagogy. Hamlet’s last use of method goes to the heart of my thesis. In Act 1, once Hamlet has encountered the Ghost of his father and he decides upon a theatrical method with which to present his self to the court, Hamlet decides, “[t]o put an antic disposition on” (1.5.181). That is, he will feign madness and play the part of the Fool with the aim of waiting for an appropriate time to act. Hamlet uses the disguise of the Fool meta-theatrically so as to appear to be harmless and outside the norm of the play’s social fabric, which he critically examines and by extension, he also critically appraises the audience. Thus, when Hamlet presents himself as a Fool, he does so to mask his true private emotions that he shares with the audience in his soliloquies. There are a number of points to acknowledge in Hamlet’s method. First, Hamlet is not a Fool, he decides to play one; thus, part of his method is to use meta-theatrics in order to instruct his audience primarily about playacting. In this, Hamlet uses laughter to de-stabilize the acting on stage. Through participation of laughter, which is a paroxysm experience, the audience’s collective identity becomes vulnerable as a loss of identity in the shared experience (Girard 821). This allows for the tragic experience at the play’s end to be that much more tragic because the audience opened itself through laughter and the result is tragedy. Hamlet teaches his audience to see the world through the rhetoric of a theatrical discourse because he “acts” the Fool; Hamlet, therefore, embodies the meta-theatrical methodology of being a Fool. Faber 9 For an example of what I mean by Hamlet’s meta-theatrical method of playing the Fool, I cite Act 3, at the start of the play within the play, the “Mousetrap.” Claudius asks Hamlet how he is, whereby Hamlet responds with deliberate ambiguity: “Excellent, i’faith, of the chamelion’s dish./ I eat the air, promise-crammed. You cannot feed capons so” (3.2.92-3). Claudius responds as one confused: “I have nothing with this answer” (3.2.94). Harold Jenkins suggests that perhaps Hamlet is punning on the word “air” and “heir” (Jenkins 293). In addition, Hamlet’s identification of “capons” is a cloaked insinuation that Hamlet suspects Claudius of plotting against him (293). This is because of the use of “capons,” which early modern audiences might have understood as a food. The OED defines “capons” as a domestic cock that has been castrated and fattened for eating (OED 1a see 2). The idea that presents itself is that Hamlet believes that Claudius thinks Hamlet is a castrated cock and therefore powerless, in which case Hamlet can be eliminated at Claudius’ discretion. Furthermore, in the same scene, after Hamlet has asked to lie between Ophelia’s legs, Ophelia responds to Hamlet’s gestures by identifying him as a Fool: Ophelia: You are merry, my lord. Hamlet: Who, I? Ophelia: Aye, my lord. Hamlet: O God, your only jig-maker. What should a man do but be merry? (3.2.119-124). As Erasmus indicates, there is a quality about being a Fool, suggesting that Hamlet’s words are on one level received in a manner of nonsense or even harmlessness. When Claudius responds to Hamlet’s assertion with, “I have nothing with this answer” (3.2. 95), Claudius, in effect, echoes what most of the audience may glean. Hamlet is verbally fencing with Claudius, warning him that Hamlet is heir to the throne. Similarly, when Hamlet parries with Ophelia and says, “[w]hat should a man do / but be merry” (3.2.123-124), this is a commonplace statement that an audience would readily identify.