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Among Shakespeare’s many and varied works, a few plays are often described by scholars to be “problem plays” because of the issues they raise in social and interpersonal morality and ethics, and their ambiguous subversion of the traditional emotional narrative arcs of Renaissance drama. These plays fall outside—or between—the usual generic conventions of drama as either “comedy” or “tragedy.” The three plays considered problem plays are Measure for Measure, Troilus and Cressida, and All’s Well That Ends Well, though some scholars include The Merchant of Venice and Hamlet. The “problem” of these plays is that Shakespeare creates characters and scenarios that are too complex and psychologically real to be contained by the conventional ethical models that drama usually exemplified. In these plays, the relationship between cause and effect is more confused and the expected correlation between a character’s morality and the consequences they experience at the play’s end is often disrupted. In Measure for Measure, Angelo sets aside his rigorous legal ethic to save Claudio, while in Troilus and Cressida, Pandarus and Thersites display dark immorality and cynicism. For All’s Well That Ends Well, the primary issue is in Helen’s pursuit of marriage with Bertram against his will. Bertram is not interested in marrying Helen, and the only way Helen can secure the marriage is by tricking Bertram into consummating it, then exacting his compliance with her pregnancy and Bertram’s ring. The title All’s Well That Ends Well highlights that the play deliberately raises problematic questions of motivation and legal-moral dilemmas and challenges the audience to consider the concept of a “happy” or “deserved” ending. It also engages with complex issues of gender ethics in relation to these ideas.
Though Helen’s actions are legal, the central “problem” of the play is that the audience can recognize that Helen’s plan, though legal, is immoral. By switching herself and Diana, Helen is effectively sexually assaulting Bertram, as he did not consent to have sex with Helen. The result, however, is that a wife has sex with her husband, which, from a legal perspective, seems normal and ethical. Moreover, Bertram is also acting in bad faith, as he fully intends to desert Diana, who he believes considers herself betrothed to him. Shakespeare’s plot raises the problem of traditional gender-based ethics as, if Bertram and Helen’s sexes were reversed, the play would be a highly conventional reflection of social expectations at the time, when women were allowed little or no agency in their marriage choices and had no legal—or widely recognized moral—right to sexual choice, including consent within marriage. Indeed, part of the play’s satirical humor is created when the womanizer Bertram, on finding himself absurdly cast in the female-normative role of forced spouse, refuses to consummate the marriage, an act of personal volition denied to any bride at the time. Helen’s behavior in enforcing her legal marriage is only transgressional because she is a woman: Thus, audience disapproval of her behavior on the grounds of cruelty or selfishness also raises the problem of routine patriarchal tyranny over women. By focusing on the individual’s right to happiness when portraying the constraints placed on Bertram, Shakespeare silently asks the mirror question of whether women feel any less unhappy when forced to marry and “love” men they do not choose.
At the end of the play, Bertram is trapped by Helen’s actions, as she has met the—apparently impossible—conditions he set for her himself. This is both just and unjust, a highly problematic ending. Critics note that Bertram’s final response as written is highly ambiguous and its interpretation varies hugely depending on the choices of the actor. Bertram may look shocked, dismayed, or happy depending on the staging’s interpretation, and this significantly alters the concluding message of the play. Based solely on the text, it appears that Bertram has resigned himself to his marriage with Helen and commits to loving her, which asks questions about the nature of love, commitment, and personal choice.
All’s Well That Ends Well was written at some point between 1598 and 1608 and, although it is set in a semi-imagined Italian location, its detail and references are largely reflective of English society at the close of the 16th century. The play relies significantly on distinctions of social class prevalent in England—and Europe—in the Renaissance period. One common description of this class structure, as referenced by Helen lamenting her “estate,” is that of the three estates: the clergy, the nobility, and the commoners. The clergy were churchmen, at this time a largely separate structure from the rest of society. Within the second and third estates, class structure can be broken further into the nobility, gentry, middle-class, and the impoverished and uneducated majority. The nobility were the grandest, aristocrats holding titles and with considerable political and military power. Commoners included the gentry—knights and untitled “gentlemen” who belonged to the landed, leisure classes—and a newly emergent middle class of merchants and professionals who were able to navigate into a higher substratum of the third estate via increased wealth, education, and commercial influence.
In the play, Helen is certainly a “commoner.” The dramatis personae describes her as “Helen (a gentlewoman)” and her father is a physician, one of the middle-class professions. Bertram is a member of the nobility: “Count” is a landed title and his family is aristocratic. Though Helen’s father had a good reputation in court, he was not elevated beyond the third estate, making him a wealthy commoner. This distinction is why Bertram refuses to marry Helen, as he would be marrying below his station as a nobleman. Marriage was a means by which the boundaries of class distinctions blurred, and the Countess hints that she, like Helen, married into the nobility. When the King notes that he can resolve Bertram’s issue with Helen’s birth by elevating her to the nobility, Bertram falls back on the blood argument of nobility. Sometimes called “breeding,” many nobles believed that their heritage, genetics, and family traits made them inherently superior to the other classes. As such, even though the King can elevate Helen with a title, he cannot change her nature, which Bertram implies is inferior as a result of her common birth. The play challenges this idea of natural superiority and authority through its portrayal of Helen as the accomplished active agent of the drama and Bertram as less than her match in intellect or control.
William Shakespeare is one of the best-known and celebrated playwrights in history, whose works are frequently taught around the world. Shakespeare was an actor, playwright, and poet, born in Stratford-upon-Avon in England. He began acting in London between 1585 and 1592, during which time he had a successful career as a writer. Between 1589 and 1613, when he died, Shakespeare wrote 39 plays alongside a variety of poems and other works. Shakespeare’s works include romance, tragedy, comedy, and historical plays, and many were performed at the notable Globe Theatre, which was constructed by the theater company with which Shakespeare performed. Though elements of Shakespeare’s life are frequently debated, including whether he truly wrote all of his plays, the evidence shows that Shakespeare was a prolific actor and playwright, and his authorship of the plays attributed to him has overwhelming scholarly support.
For many modern students, Shakespeare’s plays can be challenging to read, even in a modern edition, as the vocabulary and structure of his sentences are very different than modern-day usage. Partly this is due to the passing of centuries, making much of his language, setting, and allusions archaic. The other main reason for these unusual constructions is the deliberate and formal poetic nature of Renaissance drama. This relied on syllabic structuring and poetic rhythm, in which syntax (word order) may be rearranged to better fit a line. The poetic form Shakespeare uses is blank verse, meaning it flows in regular meters without rhyming, and the meter employed is iambic pentameter. The result is that poetic lines in the play use ten syllables per line, alternating between an unstressed and a stressed syllable. Additionally, plays are meant to be performed and are often much easier to understand and enjoy—at least at first—when experienced as an audience member rather than a reader. Close reading is necessary for analysis, but it is important to remember that the plays are designed to be seen and heard and that they gain life in this way.
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