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About the SelectionThis act shows with great poignancythe final effects of Macbeth’s actionson himself, his wife, and the king-dom of Scotland. As the act begins,Macbeth has fortified himself behindthe stone walls of Dunsinane, armedwith the prophecy of the apparitions.Lady Macbeth has suffered a mentaland emotional breakdown. As thearmy of angry Scots who are deter-mined to overthrow Macbethapproaches, Lady Macbeth killsherself. What’s left of Macbeth’sformer glory will not allow him to diewithout a fight.

The final speech by Macbeth ismeant to lift the mood of the audi-ence. However, this play’s mainmessage is a dark one: Even thenoblest and most heroic humans can fall into the depths of depravityand ruin.

Vocabulary BuilderThe Latin Word Root -turb-• Call students’ attention to the word

perturbation and its definition. Tellstudents that the Latin word root -turb- means “to disturb.”

• Write on the board the followingwords that include this root: dis-turbing, disturbance, turbulence, tur-bulent, turbid, imperturbable.

• Explain that this root is related to the Latin words turba, whichmeans turmoil, turbare, whichmeans to confuse, and turbinem,which is a whirling object. It is this last Latin word from which weget turbine and turbo.

• Have students look up the meaningof these words in a dictionary.

Critical ViewingPossible response: Students maypredict that Macduff will slayMacbeth with such a sword, becauseMacbeth has been warned to bewareof Macduff.

Reading CheckAnswer: The gentlewoman hassummoned the doctor because shehas seen Lady Macbeth sleepwalkingand she wants another witness.

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Macbeth, Act V, Scene i ■ 381

Review and Anticipate In Act IV, Macbeth learns from the witches that he must “Beware Macduff!” but that he need not fear any man “of woman born.” He also learns that he will never be vanquished until the forest itself marches against him. However, he sees a vision indicating that Banquo will indeed father a long line of kings.

Armed with his new knowledge, Macbeth orders the murder of Macduff’s wife and son. Macduff himself is in England to join forces with Malcolm and is overcome when he hears the news. Nevertheless, he and Malcolm will lead an army against Macbeth.

Act V will determine the outcome as Macbeth, grown reckless in evil, battles against Malcolm and his men.

Scene i. Dunsinane. In the castle.

[Enter a DOCTOR OF PHYSIC and a WAITING-GENTLEWOMAN.]

DOCTOR. I have two nights watched with you, but can perceiveno truth in your report. When was it she last walked?

GENTLEWOMAN. Since his Majesty went into the field.1 I have seen5 her rise from her bed, throw her nightgown upon her,

unlock her closet,2 take forth paper, fold it, write upon ’t,read it, afterwards seal it, and again return to bed; yetall this while in a most fast sleep.

DOCTOR. A great perturbation in nature, to receive at10 once the benefit of sleep and do the effects of watching!3

In this slumb’ry agitation, besides her walking, andother actual performances, what, at any time, have youheard her say?

15 GENTLEWOMAN. That, sir, which I will not report after her.

DOCTOR. You may to me, and ’tis most meet4 you should.

GENTLEWOMAN. Neither to you nor anyone, having no witness toconfirm my speech.

[Enter LADY MACBETH, with a taper.]

Lo you, here she comes! This is her very guise,5 and, upon my20 life, fast asleep! Observe her; stand close.6

DOCTOR. How came she by that light?

GENTLEWOMAN. Why, it stood by her. She has light by hercontinually. ’Tis her command.

25 DOCTOR. You see, her eyes are open.

1. field battlefield.

2. closet chest.

Vocabulary Builderperturbation (p†r« tßr bà« shßn) n. disturbance

3. effects of watching deeds of one awake.

4. meet suitable.

5. guise custom.

6. close hidden.

Why has the gentlewoman summoned the doctor?

Critical Viewing Who will slay Macbeth with a sword like this one? [Predict]

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382 ■ Celebrating Humanity (1485–1625)

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Critical Viewing Identify four details from the sleepwalking scene (V, i) that the artist illustrates in this picture. [Connect]

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HumanitiesLady Macbeth Sleepwalking, byHenry Fuseli

Fuseli was considered one of theearly Romantics. Like otherRomantics, he had an interest indreams, nightmares, and wakingvisions. In fact, the first painting tomake him famous was titled TheNightmare. His interest in the deeplypsychological made him a natural forillustrating Macbeth. Fuseli lovedShakespeare, and illustrated many ofhis works. Fuseli’s pictorial fantasieslater influenced the work of WilliamBlake.

This painting captures the night-marish quality of Lady Macbeth’ssleepwalking scene. Painted in 1784,this oil paint on canvas work nowhangs in the Louvre in Paris.

Use these questions for discussion:

1. How well does this paintingcapture the feel of the sleepwalk-ing scene? How does your ownmental image of the scene com-pare with the one in the painting? Possible responses: Studentsmay say that the painting cap-tures the agitation suffered byLady Macbeth. Students may saythat this painting differs from theirown mental image, because LadyMacbeth seems stronger andmore vibrant than the characterthey pictured.

2. In what ways do the colors usedin the painting capture the moodof the sleepwalking scene?Answer: The yellow color of LadyMacbeth’s gown and her vivid redhair make her the focal point ofthe painting. The shadowy darkcolors used in the backgroundemphasize that this is a nightmar-ish scene.

Critical ViewingPossible responses: Details of thescene which students might identifycould include the presence of thefemale servant (gentlewoman); thepresence of the doctor, who appearsto be prepared to take notes; LadyMacbeth holding a candle (taper),her eyes are open, and she looks as ifshe is suffering “slumb’ry agitation.”

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Shakespeare’s Universal AppealAll the world is truly Shakespeare’s stage. Hisplays have been performed continually sincethey first appeared. Though the plays seem tobe about specific places and times, they areactually about universal themes that speakacross time and borders. Ambition, honor, love,death, deceit, humor, guilt, pain, joy—Shakespeare’s themes—are simply the humancondition distilled into powerful theater.

In addition, specific ideas or elements mayfind favor in different places or situations. For

example, the Japanese are particularly fond ofShakespeare’s wise fools, and the plays inwhich tyrants are killed have been popularamong those who feel downtrodden.

Because Shakespeare is also about a goodstory, directors often give his work new looksand new settings, to share their own vision orto reach new audiences. In recent years, movieshave been made of Hamlet, A MidsummerNight’s Dream, Much Ado About Nothing, Romeoand Juliet, and Henry V.

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Critical ThinkingAnalyze• After students have read the sleep-

walking scene, ask them why it isironic that Lady Macbeth is so con-cerned about washing her hands.Answer: She was so matter-of-factabout Macbeth’s washing his handsafter the murder.

• Ask students to think of a speechof Macbeth’s about sleep and oneabout hand washing in Act II,Scene ii that are echoed in thisscene.Answer: Act II, Scene ii, lines34–41, “Macbeth does murdersleep,” and lines 57–61, “Will allgreat Neptune’s ocean wash thisblood/Clean from my hand?”

• Point out that Lady Macbethswitches back and forth from pastto present, as she “washes” herhands and then relives the night ofDuncan’s murder and ensuingevents. (Explain that the Thane ofFife, line 43, is Macduff, so LadyMacbeth knows of his wife’smurder.)

• Discuss in class what mental statehas brought on this sleepwalking. Possible response: Students mayfeel that it is guilt, fear, or both. Theymay observe that she is not as toughand ruthless as she thought she was.Her conscience is torturing her.

Literary AnalysisShakespearean Tragedy• Review with students the four

central aspects of Shakespeareantragedy listed on p. 380.

• Then, ask the Literary Analysisquestion: Does the sleepwalkingscene suggest that Lady Macbeth isa tragic heroine? Explain.Answer: Lady Macbeth is a tragicfigure because her flaw, unbridledambition, has led her to this tragicpoint, where her conscience hascaught up with her and she is suf-fering for her actions.

Reading CheckAnswer: As she sleepwalks, LadyMacbeth rubs her hands, as if towash them, and speaks of blood, thedeaths for which she and Macbethare responsible, and such elements ofprevious events as the knocking atthe gate.

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GENTLEWOMAN. Ay, but their sense7 are shut.

DOCTOR. What is it she does now? Look, how she rubsher hands.

GENTLEWOMAN. It is an accustomed action with her,30 to seem thus washing her hands: I have known her

continue in this a quarter of an hour.

LADY MACBETH. Yet here’s a spot.

DOCTOR. Hark! She speaks. I will set down what comes35 from her, to satisfy8 my remembrance the more strongly.

LADY MACBETH. Out, damned spot! Out, I say! One: two:why, then ’tis time to do ’t. Hell is murky. Fie, mylord, fie! A soldier, and afeard? What need we fearwho knows it, when none can call our pow’r to

40 accompt?9 Yet who would have thought the old manto have had so much blood in him?

DOCTOR. Do you mark that?

LADY MACBETH. The Thane of Fife had a wife. Where isshe now? What, will these hands ne’er be clean? No

45 more o’ that, my lord, no more o’ that! You mar allwith this starting.

DOCTOR. Go to, go to! You have known what you should not.

GENTLEWOMAN. She has spoke what she should not, I am50 sure of that. Heaven knows what she has known.

LADY MACBETH. Here’s the smell of the blood still. All theperfumes of Arabia will not sweeten this little hand.Oh, oh, oh!

55 DOCTOR. What a sigh is there! The heart is sorely charged.10

GENTLEWOMAN. I would not have such a heart in mybosom for the dignity11 of the whole body.

DOCTOR. Well, well, well—

GENTLEWOMAN. Pray God it be, sir.

60 DOCTOR. This disease is beyond my practice. Yet I haveknown those which have walked in their sleep whohave died holily in their beds.

LADY MACBETH. Wash your hands; put on your nightgown;look not so pale! I tell you yet again, Banquo’s

65 buried. He cannot come out on ’s12 grave.

DOCTOR. Even so?

LADY MACBETH. To bed, to bed! There’s knocking atthe gate. Come, come, come, come, give me your hand!

7. sense powers of sight.

8. satisfy support.

9. to accompt into account.

Literary AnalysisShakespearean Tragedy Does the sleepwalking scene suggest that Lady Macbeth is a tragic heroine? Explain.

10. charged burdened.

11. dignity worth.

12. on ’s of his

What does Lady Macbeth do and say as she sleepwalks?

Strategy for Less Proficient ReadersReview with students the ele-ments of Shakespeareantragedy that they have alreadyencountered (tragic flaw ofambition, comic scene withporter, lively action withwitches and murders). Explainthat in Act V students will wit-ness more action but will alsosee the disaster to whichMacbeth’s actions have led.

Vocabulary for English LearnersExplain that Act V reveals thedestruction to whichMacbeth’s actions have led.Review the vocabulary words,but be aware of words instage directions (for example,taper means candle) and dia-logue that may be unfamiliar.For Scene i, have studentsstudy Fuseli’s painting forclues to the action.

Strategy for Advanced ReadersHave students discuss how thetragic elements in Macbeth aresimilar to other tragedies withwhich they are familiar. Askthem to list some commontragic flaws and the problemsthey created. From what theyknow of tragedy, ask them topredict what will happen inthis act.

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Reading StrategyInferring Beliefs of the Period• Remind students that the play is set

in Scotland in the 11th century, butthat it was written and performedin the 17th century.

• Ask students the Reading Strategyquestion: What can you infer aboutmedicine during this time from thedoctor’s words in lines 72–80?Answer: Students should note that the doctor recognizes thatLady Macbeth’s illness stems notfrom physical suffering, but fromemotional suffering. Realizing thedepth of her emotional suffering,he admits that while he is unable to help her, perhaps God could.Students should remark that thedoctor’s willingness to call ondivine aid represents a blending ofreligion and medicine that wascharacteristic of the time.

Literary AnalysisShakespearean Tragedy• Have students read the speech in

lines 12–16 to themselves.

• Ask them to think about madness,or insanity, and Macbeth’s murder-ous acts.

• Then, ask students the LiteraryAnalysis question: Do you agreewith those whom Caithness quotesin line 13? Is Macbeth “mad”? Whyor why not?Possible responses: Studentswho agree that Macbeth is madshould support their answers bypointing out that the theme of evilruns throughout the play, and thatMacbeth has become evil andcannot redeem himself. His lack of restraint or human caring at this point might indicate madness.Those who say he is not mad mightstate that he is simply a man whohas allowed his selfish ambition torule his judgment, and is sufferingfor the actions that resulted fromhis wrong decisions. They mightsay that it is a weakness of charac-ter, not madness, which drives hisactions.

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Malcolm’s ReignAs the play closes, Duncan’s son Malcolm takesthe throne of Scotland. In reality, Malcolm didbecome king in 1057, seventeen years afterDuncan’s death. He reigned as Malcolm IIICanmore for thirty-five years.

Malcolm had been protected during exile byEdward the Confessor and was later able toreturn the favor to England. After England wasdefeated in the Battle of Hastings in 1066 byWilliam of Normandy, the grandchildren ofEdmund Ironside, half-brother to Edward the

Confessor, fled in exile to Scotland to be pro-tected by Malcolm. The names of the grand-children were Edgar and Margaret. Malcolmand Margaret eventually married.

After the brief reign of Malcolm’s brother,Donalbain, three of Malcolm and Margaret’ssons ruled in succession. It was from the last ofthese sons, David I, that all future kings ofScotland, including the Stuarts, descended.Queen Elizabeth II is the twenty-eighth genera-tion of this line.

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70 What’s done cannot be undone. To bed, to bed, to bed!

[Exit LADY MACBETH.]

DOCTOR. Will she go now to bed?

GENTLEWOMAN. Directly.

DOCTOR. Foul whisp’rings are abroad. Unnatural deedsDo breed unnatural troubles. Infected mindsTo their deaf pillows will discharge their secrets.

75 More needs she the divine than the physician.God, God forgive us all! Look after her;Remove from her the means of all annoyance,13

And still keep eyes upon her. So good night.My mind she has mated14 and amazed my sight:

80 I think, but dare not speak.

GENTLEWOMAN. Good night, good doctor.

[Exit.]

Scene ii. The country near Dunsinane.

[Drum and colors. Enter MENTEITH, CAITHNESS, ANGUS, LENNOX, SOLDIERS.]

MENTEITH. The English pow’r1 is near, led on by Malcolm,His uncle Siward and the good Macduff.Revenges burn in them; for their dear causesWould to the bleeding and the grim alarmExcite the mortified man.2

5 ANGUS. Near Birnam WoodShall we well meet them; that way are they coming.

CAITHNESS. Who knows if Donalbain be with his brother?

LENNOX. For certain, sir, he is not. I have a file3

Of all the gentry: there is Siward’s son,10 And many unrough4 youths that even now

Protest5 their first of manhood.

MENTEITH. What does the tyrant?

CAITHNESS. Great Dunsinane he strongly fortifies.Some say he’s mad; others, that lesser hate him,Do call it valiant fury: but, for certain,

15 He cannot buckle his distempered causeWithin the belt of rule.6

ANGUS. Now does he feelHis secret murders sticking on his hands;Now minutely revolts upbraid his faith-breach.7

Those he commands move only in command,20 Nothing in love. Now does he feel his title

Reading StrategyInferring Beliefs of the Period What can you infer about medicine during this time from the doctor’s words in lines 72–80?

13. annoyance injury.

14. mated baffled.

1. pow’r army.

2. Would . . . man would incite a dead man to join the bloody, grim call to arms.

3. file list.

4. unrough beardless.

5. Protest assert.

Literary AnalysisShakespearean Tragedy Do you agree with those whom Caithness quotes in Scene ii, line 13? Is Macbeth “mad”? Why or why not?

6. rule self-control.

7. minutely . . . faith-breach Every minute revolts rebuke his disloyalty.

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Literary AnalysisShakespearean Tragedy• Macbeth is now experiencing the

consequences of his actions. His“tragic flaw” is public knowledge,and Scottish nobles discuss its rooteven as they desert him forMalcolm’s army.

• Point out how the recurring themesof the play are once again woveninto the dialogue. Explain that thisrecurrence of themes not only helpstie the play together, but makes iteasier for an audience to recognizeimportant elements. Examples inScene ii include guilty hands (line17), clothing (lines 15–16 and 21),sickness and medicine (lines 27–28),and blood (lines 28–29).

• Tell students that England as a gar-den (line 30) is a metaphor that isfound in many of Shakespeare’splays.

• Point out that Menteith in Scene iiprepares us for the reappearance ofMacbeth in Scene iii by noting thathe is tormented, and that he isjumpy (recoils and starts).

• Ask students what commentsMenteith and Angus make thatshow that Macbeth is sufferingbecause of his guilt.Answer: Lines 16–17, “Now doeshe feel his secret murders stickingon his hands,” and lines 24–25, “allthat is within him does condemnitself for being there.”

Critical ThinkingAnalyze• Point out that this is Macbeth’s first

appearance since his meeting withthe witches in Act IV.

• Ask students what Macbeth’s stateof mind seems to be in Scene iii,lines 1–10. Possible response: He seemsalmost defensive in his overconfi-dence; “let them fly all”—like achild’s defensive “who needs youanyway?” One can imagine himpacing, raging, repeating out loudthe prophecies (except the oneabout Macduff), as if to reassurehimself.

Reading CheckAnswer: Macbeth believes thatMalcolm was born of a woman, andthe apparitions told him that he neednot fear harm from any man born ofwoman.

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Hang loose about him, like a giant’s robeUpon a dwarfish thief.

MENTEITH. Who then shall blameHis pestered8 senses to recoil and start,When all that is within him does condemnItself for being there?

25 CAITHNESS. Well, march we on,To give obedience where ’tis truly owed.Meet we the med’cine of the sickly weal,9

And with him pour we, in our country’s purge,Each drop of us.10

LENNOX. Or so much as it needs30 To dew the sovereign flower and drown the weeds.11

Make we our march towards Birnam.

[Exit, marching.]

Scene iii. Dunsinane. In the castle.

[Enter MACBETH, DOCTOR, and ATTENDANTS.]

MACBETH. Bring me no more reports; let them fly all!1

Till Birnam Wood remove to DunsinaneI cannot taint2 with fear. What’s the boy Malcolm?Was he not born of woman? The spirits that know

5 All mortal consequences3 have pronounced me thus:“Fear not, Macbeth; no man that’s born of womanShall e’er have power upon thee.” Then fly, false thanes,And mingle with the English epicures.4

The mind I sway5 by and the heart I bear10 Shall never sag with doubt nor shake with fear.

[Enter SERVANT.]

The devil damn thee black, thou cream-faced loon.6

Where got’st thou that goose look?

SERVANT. There is ten thousand—

MACBETH. Geese, villain?

SERVANT. Soldiers, sir.

MACBETH. Go prick thy face and over-red thy fear.15 Thou lily-livered boy. What soldiers, patch?7

Death of thy soul! Those linen8 cheeks of thineAre counselors to fear. What soldiers, whey-face?

SERVANT. The English force, so please you.

MACBETH. Take thy face hence. [Exit SERVANT.]

Seyton!—I am sick at heart.

8. pestered tormented.

9. med’cine . . . weal Malcolm and his supporters are “the medicine” that will heal “the sickly” common-wealth.

10. Each . . . us every last drop of our blood.

11. dew . . . weeds water the royal flower (Malcolm) and drown the weeds (Macbeth).

1. let . . . all let them all desert me!

2. taint become infected.

3. mortal consequences future human events.

4. epicures gluttons.

5. sway move.

6. loon fool.

7. patch fool.

8. linen pale as linen.

Why is Macbeth unafraid even though Malcolm’s army is marching against him?

Strategy for Less Proficient ReadersIn Scene ii, the stage is beingset for the final battle. Helpstudents follow the plot bylooking for words that indicatewhich side the Scottish noblesare on (“good Macduff,” “giveobedience where it’s due”) andto understand that the battle iscoming (mentions of army,blood, and marching).

Enrichment forGifted/Talented StudentsHave students read Act V,Scene i, independently. Then,have students work in groupsof three to reenact LadyMacbeth’s sleepwalking scene.To aid students in interpretingthe emotion and delivery ofthe lines, have them listen toListening to Literature AudioCDs.

Enrichment for Advanced ReadersHave students examine thetheme of madness as it is sug-gested in Lady Macbeth’ssleepwalking in Act V, Scene i,and Macbeth’s condition, asexplored in Act V, Scene ii.Have them address whether ornot they think Macbeth andLady Macbeth are truly mad,and how their actions con-tributed to bringing abouttheir conditions.

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20 When I behold—Seyton, I say!—This push9

Will cheer me ever, or disseat10 me now.I have lived long enough. My way of lifeIs fall’n into the sear,11 the yellow leaf,And that which should accompany old age,

25 As honor, love, obedience, troops of friends,I must not look to have; but, in their stead,Curses not loud but deep, mouth-honor, breath,Which the poor heart would fain deny, and dare not.Seyton!

[Enter SEYTON.]

SEYTON. What’s your gracious pleasure?

30 MACBETH. What news more?

SEYTON. All is confirmed, my lord, which was reported.

MACBETH. I’ll fight, till from my bones my flesh be hacked.Give me my armor.

SEYTON. ’Tis not needed yet.

MACBETH. I’ll put it on.35 Send out moe12 horses, skirr13 the country round.

Hang those that talk of fear. Give me mine armor.How does your patient, doctor?

DOCTOR. Not so sick, my lord,As she is troubled with thick-coming fanciesThat keep her from her rest.

MACBETH. Cure her of that.40 Canst thou not minister to a mind diseased,

Pluck from the memory a rooted sorrow,Raze out14 the written troubles of the brain,And with some sweet oblivious antidoteCleanse the stuffed bosom of that perilous stuffWhich weighs upon the heart?

9. push effort.

10. disseat unthrone.

11. the sear withered state.

Literary AnalysisShakespearean Tragedy Do lines 20–28 evoke sympathy for Macbeth? Explain.

12. moe more.

13. skirr scour.

Reading StrategyInferring Beliefs of the Period Would a modern psychiatrist answer as the doctor does in lines 45–46? Why or why not?

14. Raze out erase.

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Literary AnalysisShakespearean Tragedy• Ask students the Literary Analysis

question: Do lines 20–28 evokesympathy for Macbeth? Explain.Answer: Shakespeare seems to betrying to evoke sympathy forMacbeth at this point. As the possi-bility of death approaches,Macbeth experiences a moment oftruth when the consequences of hisactions become clear to him. Heknows that life could bring no joyto him now and, in weariness, hemakes his peace with the thoughtof dying.

• Discuss why Shakespeare wouldwant to make Macbeth sympa-thetic at this point.Answer: A tragic hero is, by defini-tion, someone who has nobilityand personal quality, but whosetragic flaw brings about destruc-tion. Macbeth would not be atragic hero if there were not somepositive qualities, and it would notbe a tragedy if we did not careabout his death, if we did not won-der what might have happened ifhe had made better choices.

Reading StrategyInferring Beliefs of thePeriod• Explain to students that medicine,

like most sciences, was in itsinfancy in Shakespeare’s time,though it was gaining ground rap-idly. Major side effects of theReformation were a belief in the rational, the invention of thescientific method, and an explosionof experimentation and research.

• Point out that today, we are redis-covering the close connectionbetween mind and body, and theinfluence of the emotions onhealth.

• Ask students the Reading Strategyquestion: Would a modern psychia-trist answer as the doctor does?Possible response: Students mayrespond that, yes, a modern psy-chiatrist would recognize that LadyMacbeth’s distress was caused bymental anguish, not physical ill-ness. Even modern psychoanalysisis largely concerned with leadingpatients into healing themselves.

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Critical ThinkingAnalyze• Point out that Macbeth is talking to

more than one person at a time. Inperformance, he would likely beturning, or at least facing, in differ-ent directions as he talks to Seyton,then the doctor, then turns back todonning his armor.

• Ask students to describe Macbeth’smental state as he speaks lines47–56.Possible response: Students willprobably say that Macbeth is veryemotional, weighed down by hiswife’s illness and the approachingbattle. This mood is shown in hisoutbursts and in his increasing impatience.

• Point out that the idea of the sickcountry reemerges in this passage,with Macbeth asking the doctorhow he can cure Scotland of her ill-ness and purge it of the English.Explain that rhubarb and sennawere (and still are) commonly usedas laxatives (purgatives).

Literary AnalysisShakespearean Tragedy• Have students explain why

Malcolm has suggested the strat-egy found in lines 4–7.Answer: Carrying branches woulddisguise the number of soldiers.Malcolm may hope to approachthe castle without having Macbethconsider escaping.

• Ask students to recall the prophecymade in Act IV by the apparition ofthe child holding a tree.Answer: The apparition said thatMacbeth should be brave, becausehe would not be vanquished untilBirnam Wood came to Dunsinane.

• Ask the Literary Analysis question:How does Malcolm’s order in lines4–7 increase the tension surround-ing the play’s outcome andMacbeth’s fate?Possible response: The soldierscarrying boughs would look likemoving trees. Macbeth, seeingthem, would begin to fear that hewas misled by the prophecy.

Reading CheckAnswer: Malcolm’s men will dis-guise themselves with branches oftrees from the Wood of Birnam.

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45 DOCTOR. Therein the patientMust minister to himself.

MACBETH. Throw physic15 to the dogs, I’ll none of it.Come, put mine armor on. Give me my staff.Seyton, send out.—Doctor, the thanes fly from me.—

50 Come, sir, dispatch. If thou couldst, doctor, castThe water16 of my land, find her diseaseAnd purge it to a sound and pristine health,I would applaud thee to the very echo,That should applaud again.—Pull ’t off,17 I say.—

55 What rhubarb, senna, or what purgative drug,Would scour these English hence? Hear’st thou of them?

DOCTOR. Ay, my good lord; your royal preparationMakes us hear something.

MACBETH. Bring it18 after me.I will not be afraid of death and bane19

60 Till Birnam Forest come to Dunsinane.

DOCTOR. [Aside] Were I from Dunsinane away and clear,Profit again should hardly draw me here. [Exit.]

Scene iv. Country near Birnam Wood.

[Drum and colors. Enter MALCOLM, SIWARD, MACDUFF, SIWARD’S SON, MENTEITH, CAITHNESS, ANGUS, and SOLDIERS, marching.]

MALCOLM. Cousins, I hope the days are near at handThat chambers will be safe.1

MENTEITH. We doubt it nothing.

SIWARD. What wood is this before us?

MENTEITH. The Wood of Birnam.

MALCOLM. Let every soldier hew him down a bough5 And bear ’t before him. Thereby shall we shadow2

The numbers of our host, and make discovery3

Err in report of us.

SOLDIERS. It shall be done.

SIWARD. We learn no other but the confident tyrantKeeps still in Dunsinane, and will endureOur setting down before ’t.4

10 MALCOLM. ’Tis his main hope,For where there is advantage to be givenBoth more and less5 have given him the revolt,And none serve with him but constrained thingsWhose hearts are absent too.

15. physic medicine.

16. cast the water diagnose the illness.

Vocabulary Builderpristine (pris tèn«) adj. original; unspoiled

17. Pull ’t off Pull off a piece of armor, which has been put on incorrectly in Macbeth’s haste.

18. it his armor.

19. bane destruction.

Literary AnalysisShakespearean Tragedy How does Malcolm’s order in Scene iv, lines 4–7 increase the sense of tension surrounding the play’s outcome and Macbeth’s fate?

1. That . . . safe that people will be safe in their own homes.

2. shadow conceal.

3. discovery those who see us.

4. setting down before ’t laying seige to it.

5. more and less people of high and low rank.

How will Malcolm’s men disguise themselves?

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MACDUFF. Let our just censures15 Attend the true event,6 and put we on

Industrious soldiership.

SIWARD. The time approaches,That will with due decision make us knowWhat we shall say we have and what we owe.7

Thoughts speculative their unsure hopes relate,20 But certain issue strokes must arbitrate:8

Towards which advance the war.9 [Exit, marching.]

Scene v. Dunsinane. Within the castle.

[Enter MACBETH, SEYTON, and SOLDIERS, with drum and colors.]

MACBETH. Hang out our banners on the outward walls.The cry is still “They come!” Our castle’s strengthWill laugh a siege to scorn. Here let them lieTill famine and the ague1 eat them up.

5 Were they not forced2 with those that should be ours,We might have met them dareful,3 beard to beard,And beat them backward home.

[A cry within of women.] What is that noise?

SEYTON. It is the cry of women, my good lord. [Exit.]

MACBETH. I have almost forgot the taste of fears:10 The time has been, my senses would have cooled

To hear a night-shriek, and my fell4 of hair

6. our . . . event True judgment awaits the actual outcome.

7. owe own.

8. strokes . . . arbitrate Fighting must decide.

9. war army.

1. ague fever.

2. forced reinforced.

3. dareful boldly.

4. fell scalp.

History ConnectionThe Real Macbeth

The real Macbeth, who ruled Scotland from 1040 to 1057, did, in fact, become king by killing King Duncan. However, Macbeth’s claim to the throne was legitimate due to the ancient Scottish custom of tanistry.

According to this system, the ablest, oldest male in an extended royal family could declare war on his competitors for the crown. The real Macbeth declared war on King Duncan, and killed him fairly in battle. Eventually, Duncan’s son Malcolm led a Northumbrian invasion force into Scotland. In 1057, he killed Macbeth.

Use this history of the real Macbeth to predict the end of the play.

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BackgroundSiegesMacbeth’s attitude in scene v, lines1–7 was not bravado—he had reasonto believe Dunsinane might with-stand attack. Battles were as hard onattackers as on the attacked. It waseasier to fight from the castle than toapproach unprotected. Poor hygiene,inadequate supplies, and exposure tothe elements often seriously dimin-ished the ranks of the besiegers. Also,normally hostile groups that joinedtogether for battle, such as theEnglish and Scottish, sometimes fellto fighting among themselves.

Literature in ContextThe Real Macbeth Macbeth’s claimto the crown was probably strongerthan Duncan’s. Macbeth was thegrandson of Scottish king Kenneth II,and Lady Macbeth (Gruoch) was thegranddaughter of Kenneth III.

Duncan’s grandfather, Malcolm II,became king after he killed Kenneth III.He wanted to make sure that Duncanbecame king, so he tried to kill rivalclaimants. However, Macbeth sur-vived.

Duncan may be the only Scottishking of the era who became kingwithout killing for it, but he soonfound himself fighting—the battles atthe beginning of Macbeth reflect thetenor of Duncan’s reign.

Many other references in the playare loosely connected to real people,places, and events. Macbeth van-quished a rebel army near BirnamWood. Siward, Earl of Northumbria,unsuccessfully attempted to dethroneMacbeth in favor of Malcolm in1046. Macbeth was eventually killedin battle against Malcolm, who wasaided by the English.

Connect to the Literature Remindstudents that Shakespeare oftendeparted from historical fact toeighteen the drama of his plays.Then, ask the Connect to theLiterature question.Answer: Students may predict thatMacbeth will die in battle, killed byMalcolm or by Macduff, as thewitches warned.

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Quotable ShakespeareOnly the Bible has been the source of moretitles, quotes, and allusions than Shakespeare.

Shakespeare has given us such familiar linesas “Neither a borrower nor lender be,” “Tothine own self be true,” “Dead as a doornail,”“The dogs of war,” and “All that glitters is notgold.” From Macbeth, we get “The milk ofhuman kindness,” “One fell swoop,” “Acharmed life,” and “The crack of doom.”

Titles have been lifted from the text through-out the play, such as Steinbeck’s The Moon is

Down (II, i), but the famous speech in Act V,scene v, lines 17–28 has been the richest sourceof titles, from Robert Frost’s poem “Out, Out—”to William Faulkner’s novel The Sound and theFury. In fact, almost every line of this speechhas been used at least once for the title of somework: Tomorrow and Tomorrow and Tomorrow,This Petty Pace, All Our Yesterdays, The Way toDusty Death, Brief Candle, Walking Shadow, APoor Player.

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Literary AnalysisShakespearean Tragedy and the Tragic Impulse• Explain that the speech in lines

17–28 is one of the most famous inall of Shakespeare’s work.

• Remind students that the tragicimpulse shows a tragic heroconfronting his or her limits in a noble way.

Monitor Progress: Ask studentsthe first Literary Analysis question:Is Macbeth’s story “a tale/Toldby an idiot, full of sound andfury/Signifying nothing”? Why orwhy not?Possible responses: Studentswho agree may note that Macbethsaid in Scene iii that he lacked mostthings worth having, and now hehas lost his wife. His life has cometo nothing. Those who disagreemay say that Macbeth’s life gainsmeaning by serving as a warning toothers.

• Point out that lines 24–26 reflect acommon Shakespearean metaphorthat “all the world’s a stage.”

• Explain that lines 26–27 showShakespeare’s familiarity with theBible, and his assumption that hisaudience knows it, too. It refers toPsalm 90, which states that “wespend our years as a tale that istold.” The psalm speaks of how,because life is brief, we must“apply our hearts to wisdom” toavoid evil and judgment that mightmake it shorter—sentiments thatsuit this speech.

Literary AnalysisShakespearean Tragedy

• Tell students that equivocation inline 43 refers to the ambiguous lan-guage of the prophecy.

• Then, ask them the second LiteraryAnalysis question: In lines 42–50,how does Macbeth’s allusion to thewitches’ prophecies disclose agrowing awareness of his owndoom?Answer: Macbeth realizes that thepromise of the third apparition hasmisled him. Now Birnam Wood ismoving, which means Macbethmight be vulnerable.

Reading CheckAnswer: Macbeth compares life toan actor and a senseless story.

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Macbeth, Act V, Scene v ■ 389

Would at a dismal treatise5 rouse and stirAs life were in ’t. I have supped full with horrors.Direness, familiar to my slaughterous thoughts,Cannot once start6 me.

[Enter SEYTON.]

15 Wherefore was that cry?

SEYTON. The queen, my lord, is dead.

MACBETH. She should7 have died hereafter;There would have been a time for such a word.8

Tomorrow, and tomorrow, and tomorrow20 Creeps in this petty pace from day to day,

To the last syllable of recorded time;And all our yesterdays have lighted foolsThe way to dusty death. Out, out, brief candle!Life’s but a walking shadow, a poor player

25 That struts and frets his hour upon the stageAnd then is heard no more. It is a taleTold by an idiot, full of sound and furySignifying nothing.

[Enter a MESSENGER.]

Thou com’st to use thy tongue; thy story quickly!

30 MESSENGER. Gracious my lord,I should report that which I say I saw,But know not how to do ’t.

MACBETH. Well, say, sir.

MESSENGER. As I did stand my watch upon the hill,I looked toward Birnam, and anon, methought,The wood began to move.

35 MACBETH. Liar and slave!

MESSENGER. Let me endure your wrath, if ’t be not so.Within this three mile may you see it coming;I say a moving grove.

MACBETH. If thou speak’st false,Upon the next tree shalt thou hang alive,

40 Till famine cling9 thee. If thy speech be sooth,10

I care not if thou dost for me as much.I pull in resolution, and beginTo doubt th’ equivocation of the fiendThat lies like truth: “Fear not, till Birnam Wood

45 Do come to Dunsinane!” And now a woodComes toward Dunsinane. Arm, arm, and out!If this which he avouches11 does appear,

5. treatise story.

6. start startle.

7. should inevitably would.

8. word message.

Literary AnalysisShakespearean Tragedy and the Tragic Impulse This speech in lines 17–28 is a powerful expression of life’s futility. Is Macbeth’s story really “a tale/Told by an idiot, full of sound and fury / Signifying nothing”? Why or why not?

Literary AnalysisShakespearean Tragedy In lines 42–50, how does Macbeth’s allusion to the witches’ prophecies disclose a growing awareness of his own doom?

9. cling wither.

10. sooth truth.

11. avouches asserts.

To what two things does Macbeth compare life when he hears that Lady Macbeth is dead?

Support for Special Needs StudentsHave students read theadapted version of Scenesv–vii of Macbeth in theAdapted Reader's Notebook.This version provides basic-level instruction in an interac-tive format with questions andwrite-on lines. Completing theadapted version will preparestudents to read the selectionin the Student Edition.

Support for Less Proficient ReadersHave students read Scenesv–vii of Macbeth in theReader's Notebook. This ver-sion provides basic-levelinstruction in an interactiveformat with questions andwrite-on lines. After studentsfinish the selection in Reader'sNotebook, have them com-plete the questions and activi-ties in the Student Edition.

Support for English LearnersHave students read theadapted version of Scenesv–vii of Macbeth in the EnglishLearner's Notebook. This ver-sion provides basic-levelinstruction in an interactiveformat with questions andwrite-on lines. Completing theadapted version will preparestudents to read the selectionin the Student Edition.

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390 ■ Celebrating Humanity (1485–1625)

There is nor flying hence nor tarrying here.I ’gin to be aweary of the sun,

50 And wish th’ estate o’ th’ world were now undone.Ring the alarum bell! Blow wind, come wrack!At least we’ll die with harness12 on our back. [Exit.]

Scene vi. Dunsinane. Before the castle.

[Drum and colors. Enter MALCOLM, SIWARD, MACDUFF, and their army, with boughs.]

MALCOLM. Now near enough. Your leavy1 screens throw down,And show like those you are. You, worthy uncle,Shall, with my cousin, your right noble son,Lead our first battle.2 Worthy Macduff and we

5 Shall take upon ’s what else remains to do,According to our order.3

SIWARD. Fare you well.Do we find the tyrant’s power4 tonight,Let us be beaten, if we cannot fight.

MACDUFF. Make all our trumpets speak; give them all breath.10 Those clamorous harbingers of blood and death.

[Exit. Alarums continued.]

Critical Viewing Do you think this picture portrays the fight between Macbeth and Young Siward (V, vii, 10–11) or that between Macbeth and Macduff (V, viii, 34–35)? Explain. [Make a Judgment]

12. harness armor.

1. leavy leafy.

2. battle battalion.

3. order plan.

4. power forces.

Vocabulary Builderclamorous (klam« ßr ßs) adj. noisy

harbingers (här« bin jßrs) n. forerunners

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Critical ViewingPossible response: It appears thatthis is Macbeth killing Young Siward.The fallen man looks younger thanthe man with the upraised sword.Plus, the man with the sword looksweary, as one would expect ofMacbeth, rather than eager forbattle.

Reading StrategyInferring Beliefs of thePeriod• Explain to students that the action

in the final three scenes (vi, vii, viii)is continuous, focusing in turn ondifferent groups of soldiers and dif-ferent parts of the battlefield.

• Tell students that, unlike in modernwarfare, it was common throughmost of Europe’s history for kingsand nobles to lead their soldiersinto war. If students have readBeowulf, you may wish to remindthem that the warrior-king is anarchetype that was a reality forcenturies.

• Ask students what belief aboutbattle is reflected in Siward’s com-ments in lines 7–8.Answer: It reflects the belief thatfighting in a just cause is worth-while even if one loses.

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BearbaitingIn Scene vii, lines 1–2, Macbeth compares him-self to a bear tied to a stake. This metaphor refersto bearbaiting, a form of entertainment popularfrom the 12th to the 19th century. Bullbaitingwas also popular. In these “sports,” a bear or bullwas chained to a stake by the neck or a leg. Theanimal was then attacked by specially traineddogs. In fact, the breed of dog we call the bull-dog was developed especially for bullbaiting.

Large groups of bears were often kept justfor bearbaiting. For example, records reveal

that 13 bears were provided for an entertain-ment attended by Queen Elizabeth I in 1575.

Bearbaiting and bullbaiting were outlawed inEngland by the Puritans during the Common-wealth (1642–60). Though they were reinsti-tuted with the return of the monarchy, theydeclined in popularity after this and were per-manently outlawed in 1835.

The metaphor shows that Macbeth, for all hisbravery, realizes he has little chance of surviving.

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Literary AnalysisShakespearean Tragedy • Remind students that the pro-

phecy of the second apparition wasthat no man born of woman canharm Macbeth.

• Then, ask the Literary Analysisquestion: In Scene vii, doesMacbeth show signs of bravery oris he just overconfident because ofwhat the witches said? Possible responses: Studentswho say Macbeth is showingbravery should note the fact thatShakespeare has left him some ofthe admirable traits he had in thebeginning in order to evoke pity inthe audience. Students who say heis simply overconfident shouldexplain that he is overcompensat-ing for the fact that he alreadyknows the truth: he was misled bythe prophecies, and there is reallyno hope left for him.

• Explain that kerns, mentioned inline 17, were hired Irish foot sol-diers. The fact that Macbeth’stroops are hired underscores thefact that Macbeth is alone.

Critical ThinkingMake a Judgment • Ask if students find it surprising

that Macbeth so easily defeatsYoung Siward. Why or why not?Possible responses: Studentsmay cite the battles at the begin-ning of the play as proof ofMacbeth’s skill as a fighter andproof that he was brave evenbefore he heard from the witches.They may say that, now, withalmost nothing left to lose, hewould be a deadly opponent.

• Ask students why Macbeth stillseems to be clinging to the lastremaining hope of the witches’promises (lines 11–13).Possible responses: It may be allhe has left to hold onto. He maysee his victory over Young Siwardas a confirmation of it. He may notreally believe it, but may just say itout of habit. It may simply be aplot device, to prepare us for a sur-prise at the end.

Reading CheckAnswer: Macbeth kills YoungSiward.

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Macbeth, Act V, Scene vii ■ 391

Scene vii. Another part of the field.

[Enter MACBETH.]

MACBETH. They have tied me to a stake; I cannot fly,But bearlike I must fight the course.1 What’s heThat was not born of woman? Such a oneAm I to fear, or none.

[Enter YOUNG SIWARD.]

YOUNG SIWARD. What is thy name?

5 MACBETH. Thou’lt be afraid to hear it.

YOUNG SIWARD. No; though thou call’st thyself a hotter nameThan any is in hell.

MACBETH. My name’s Macbeth.

YOUNG SIWARD. The devil himself could not pronounce a titleMore hateful to mine ear.

MACBETH. No, nor more fearful.

10 YOUNG SIWARD. Thou liest, abhorrèd tyrant; with my swordI’ll prove the lie thou speak’st.

[Fight, and YOUNG SIWARD slain.]

MACBETH. Thou wast born of woman.But swords I smile at, weapons laugh to scorn,Brandished by man that’s of a woman born. [Exit.]

[Alarums. Enter MACDUFF.]

MACDUFF. That way the noise is. Tyrant, show thy face!15 If thou be’st slain and with no stroke of mine,

My wife and children’s ghosts will haunt me still.I cannot strike at wretched kerns, whose armsAre hired to bear their staves.2 Either thou, Macbeth,Or else my sword, with an unbattered edge,

20 I sheathe again undeeded.3 There thou shouldst be;By this great clatter, one of greatest noteSeems bruited.4 Let me find him, Fortune!And more I beg not. [Exit. Alarums.]

[Enter MALCOLM and SIWARD.]

SIWARD. This way, my lord. The castle’s gently rend’red:5

25 The tyrant’s people on both sides do fight;The noble thanes do bravely in the war;The day almost itself professes yours,And little is to do.

MALCOLM. We have met with foesThat strike beside us.6

1. bearlike . . . .course Like a bear chained to a stake being attacked by dogs, I must fight until the end.

Literary AnalysisShakespearean Tragedy In Scene vii, does Macbeth show signs of bravery or is he just overconfident because of what the witches said? Explain.

2. staves spears.

3. undeeded unused.

4. bruited reported.

5. gently rend’red easily surrendered.

6. strike . . . us deliberately miss us.

What is the outcome of the hand-to-hand combat between Macbeth and Young Siward?

Enrichment for Gifted/Talented StudentsHave students choose a favorite medium inwhich to interpret all or part of Scenes iv–viiifrom Macbeth. They may choose collage, paint-ing, dramatic reading, mime, interpretivedance, puppets, song, theatrical presentation,videotape, or another medium in which todemonstrate the ideas, events, or emotions ofthese highly charged scenes. Then, have stu-dents share their interpretations with the class.

Enrichment for Advanced ReadersWhile inferring beliefs of the period is an excel-lent reading strategy, studying a period’s beliefscan often add depth and richness to reading.Have students pick some aspect of life inShakespeare’s time to research and then showhow it appears in Shakespeare’s play. Aspectsmight include exploding interest in everythingfrom medicine to classical literature, the impactof the Reformation and new Bible translations,relations between England and Scotland, thereign of James I, sports, entertainment, or ideasof honor.

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SIWARD. Enter, sir, the castle.

[Exit. Alarum.]

Scene viii. Another part of the field.

[Enter MACBETH.]

MACBETH. Why should I play the Roman fool, and dieOn mine own sword?1 Whiles I see lives,2 the gashesDo better upon them.

[Enter MACDUFF.]

MACDUFF. Turn, hell-hound, turn!

MACBETH. Of all men else I have avoided thee.5 But get thee back! My soul is too much charged

With blood of thine already.

MACDUFF. I have no words:My voice is in my sword, thou bloodier villainThan terms can give thee out!3

[Fight. Alarum.]

MACBETH. Thou losest labor:As easy mayst thou the intrenchant4 air

10 With thy keen sword impress5 as make me bleed:Let fall thy blade on vulnerable crests;I bear a charmèd life, which must not yieldTo one of woman born.

MACDUFF. Despair thy charm,And let the angel6 whom thou still hast served

15 Tell thee, Macduff was from his mother’s wombUntimely ripped.7

MACBETH. Accursèd be that tongue that tells me so,For it hath cowed my better part of man!8

And be these juggling fiends no more believed,20 That palter9 with us in a double sense;

That keep the word of promise to our ear,And break it to our hope. I’ll not fight with thee.

MACDUFF. Then yield thee, coward,And live to be the show and gaze o’ th’ time:10

25 We’ll have thee, as our rarer monsters11 are,Painted upon a pole,12 and underwrit,“Here may you see the tyrant.”

MACBETH. I will not yield,To kiss the ground before young Malcolm’s feet,And to be baited with the rabble’s curse.

30 Though Birnam Wood be come to Dunsinane,

1. play . . . sword die like Brutus or Cassius, who killed themselves with their own swords in the moment of defeat.

2. While . . . lives so long as I see living men.

3. terms . . . out words can describe you.

4. intrenchant incapable of being cut.

5. impress make a dent in.

6. angel fallen angel; fiend.

7. his . . . ripped Macduff’s mother died before giving birth to him.

8. better. . . man courage.

9. palter juggle.

10. gaze o’ th’ time spectacle of the age.

11. monsters freaks.

12. Painted . . . pole pictured on a banner stuck on a pole by a showman’s booth.

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Critical ThinkingInterpret• Point out that, when Macduff first

heard of his family’s death, hecalled Macbeth a hell-kite (hellishbird of prey), and now in line 3, hecalls him a hell-hound (houndswere used for hunting). Both reflectthe evil and bloody image createdfor Macbeth in this play.

• Ask students why they believeMacbeth has been avoidingMacduff.Possible responses: Some maysay that it is because of the warn-ing of the first apparition: “BewareMacduff.” Others may note thatMacbeth says it is because he feelshe has shed too much Macduffblood already.

• You may want to discuss whetherMacbeth’s comments about being“too much charged with blood”shows sorrow or fear.Possible responses: Some maycite Macbeth’s new awareness ofthe shortness of life and sorrowover the death of his own wife asreasons he would be sad. Othersmay say that he worries aboutMacduff’s vengeful rage.

• Ask students to explain the signifi-cance of Macduff’s comments inlines 13–16.Answer: Macbeth’s last hope isdestroyed by this revelation.Because Macduff’s mother died, hewas delivered by the equivalent ofa caesarean section. Hence, faith inan apparition’s promise has againmisled Macbeth.

Literary AnalysisShakespearean Tragedy• Ask students what Macbeth is

admitting in lines 19–21, and howthese lines increase the tragic feel-ing of this scene.Possible response: Macbeth isadmitting that he should neverhave trusted the prophecies of thefiends. It heightens the sense oftragedy because Macbeth realizesthat his tragic flaw, ambition, hasdriven him to believe what hewanted to hear, rather than to do what he knew to be right.

• Point out that, when he loses hiscourage (line 18), we are remindedthat he did have good qualities—also part of tragedy.

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Sword-play on the Elizabethan StageMacbeth ends with a flurry of sword-play. Infurious succession, the villainous king stabsYoung Siward and then is outdueled by thevirtuous Macduff.

Londoners of Shakespeare’s time were con-noisseurs of the art of fencing and would havebeen disappointed to see a half-hearted duel.

Some Elizabethan actors became so skillful atfencing that they won awards for it. RichardTarleton, for example, a theater star of the1580s, was made Master of Fence. As the

highest degree offered by fencing schools, thisdesignation was akin to today’s black belt inkarate.

Elizabethan audiences, however, wantedblood as well as skill. As a result, Elizabethanactors would wear bladders of animal blood,such as a sheep’s, which would burst open theinstant they were “stabbed.” The chances arethat Elizabethan theater-goers watchedMacbeth die after a dazzling exhibit of sword-play and a copious spilling of blood.

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Reading StrategyInferring Beliefs of thePeriod • Have students review lines 39–53.

• Ask students to answer theReading Strategy question: Whatdoes Siward’s reaction to the deathof his son reveal about the values ofpatriotism and honor at this time? Answer: To die fighting for a goodcause was one of the highest hon-ors that a young man could attain.

• Remind students that manhoodand manliness have been a themethroughout the play. Ask them toconsider how the view of manhoodhere compares with some of theother images of manliness in theplay, and how they relate to theperiod’s beliefs.Possible responses: LadyMacbeth urges Macbeth to actionby saying that a real man just takeswhat he wants. Macbeth encour-ages Banquo’s murderers by tellingthem that to kill to redress hardshipis manly. Because both of thesecharacters are “bad guys,” weknow that these images do notreflect the period’s beliefs. Then, atthe death of his family, there is adiscussion of Macduff’s showingsorrow like a man, and then aveng-ing their deaths. Here, the idea oftenderness, love, and honor areassociated with being a man.Because Macduff is a “good guy,”this would be more likely to reflectthe period’s beliefs.

• Point out that, at the beginning ofthe play (Act I, scene iv, lines 3–8),the traitorous Cawdor was com-mended for dying well. Beforebeing executed, he confessed histreasons, begged for the king’s par-don, and repented of his actions.How does this compare withMacbeth’s end? Answer: Macbeth would not sur-render, refused to serve Malcolm(lines 27–28), and went out curs-ing. Hence, though his bravadowould have been viewed asadmirable, reflecting the couragehe had from the start, Macbeth’sdeath would not receive commen-dation, because it was withouthonor.

Reading CheckAnswer: Macduff slays Macbeth.

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And thou opposed, being of no woman born,Yet I will try the last. Before my bodyI throw my warlike shield. Lay on, Macduff;And damned be him that first cries “Hold, enough!”

[Exit, fighting. Alarums.]

[Re-enter fighting, and MACBETH slain. Exit MACDUFF, with MACBETH. Retreat and flourish.13 Enter, with drum and colors, MALCOLM, SIWARD, ROSS, THANES, and SOLDIERS.]

35 MALCOLM. I would the friends we miss were safe arrived.

SIWARD. Some must go off;14 and yet, by these I see,So great a day as this is cheaply bought.

MALCOLM. Macduff is missing, and your noble son.

ROSS. Your son, my lord, has paid a soldier’s debt:40 He only lived but till he was a man;

The which no sooner had his prowess confirmedIn the unshrinking station15 where he fought,But like a man he died.

SIWARD. Then he is dead?

ROSS. Ay, and brought off the field. Your cause of sorrow45 Must not be measured by his worth, for then

It hath no end.

SIWARD. Had he his hurts before?

ROSS. Ay, on the front.

SIWARD. Why then, God’s soldier be he!Had I as many sons as I have hairs,I would not wish them to a fairer death:And so his knell is knolled.

50 MALCOLM. He’s worth more sorrow,And that I’ll spend for him.

SIWARD. He’s worth no more:They say he parted well and paid his score:And so God be with him! Here comes newer comfort.

[Enter MACDUFF, with MACBETH’S head.]

MACDUFF. Hail, King! for so thou art: behold, where stands55 Th’ usurper’s cursèd head. The time is free.16

I see thee compassed with thy kingdom’s pearl,17

That speak my salutation in their minds,Whose voices I desire aloud with mine:Hail, King of Scotland!

ALL. Hail, King of Scotland!

[Flourish.]

13. Retreat and flourish trumpet call to withdraw and fanfare.

14. go off die.

15. unshrinking station place where he stood firmly.

Reading StrategyInferring Beliefs of the Period What does Siward’s reaction to the death of his son reveal about the values of patriotism and honor at this time (lines 43, 46, 47–50)?

16. The . . . free Our country is liberated.

17. compassed . . . pearl surrounded by the noblest people in the kingdom.

Who finally slays Macbeth?

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60 MALCOLM. We shall not spend a large expense of timeBefore we reckon with your several loves,18

And make us even with you.19 My thanes and kinsmen,Henceforth be earls, the first that ever ScotlandIn such an honor named. What’s more to do,

65 Which would be planted newly with the time20—As calling home our exiled friends abroadThat fled the snares of watchful tyranny,Producing forth the cruel ministersOf this dead butcher and his fiendlike queen,

70 Who, as ’tis thought, by self and violent handsTook off her life—this, and what needful elseThat calls upon us, by the grace of GraceWe will perform in measure, time, and place:21

So thanks to all at once and to each one,75 Whom we invite to see us crowned at Scone.

[Flourish. Exit all.]

Critical Reading1. Respond: Does the ending of the play inspire in you feelings of pity and

an almost wondrous sense of fear? Why or why not?

2. (a) Recall: What does the doctor see in the sleepwalking scene, and what does he speculate about the causes for what he sees?(b) Analyze: How have Macbeth and Lady Macbeth reversed roles by the end of the play?

3. (a) Recall: What does Macbeth say when he hears of Lady Macbeth’s death? (b) Draw Conclusions: What does his reaction to her death reveal about their relationship and his state of mind?

4. (a) Recall: What does Macbeth say about the witches when he learns that Birnam Wood is apparently moving and that Macduff “was from his mother’s womb / Untimely ripped”? (b) Infer: What growing realization do these statements about the witches seem to reflect? (c) Draw Conclusions: What is Macbeth’s state of mind in his final battle with Macduff? Explain.

5. (a) Recall: What occurs in Act V, Scene viii, lines 35–75?(b) Evaluate: Would the play be complete if it ended with Macbeth’s death but omitted these lines? Why or why not?

6. Speculate: Do you think that a tragedy could be written about an ordinary person living today? Why or why not?

18. reckon . . . loves reward each of you for your devotion.

19. make . . . you pay what we owe you.

20. What’s . . . time what remains to be done at the beginning of this new age.

21. in measure . . . place fittingly at the appropriate time and place.

For: More about William Shakespeare

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Answers

1. Possible responses: There is asense of pity and fear—pitybecause Macbeth had many goodqualities and might have been agreat man, and a lot of good peo-ple have died; fear, because onerealizes that bad decisions haveconsequences.

2. (a) The doctor sees Lady Macbethacting like she’s washing herhands and muttering about bloodand ill deeds. The doctor specu-lates that she has been involved inevil, “unnatural” deeds. (b) Atfirst, Macbeth is aghast at thethought of murder, yet by the endhe is wiping out entire families;Lady Macbeth pushed the idea ofkilling Duncan, yet in the end, she cannot live with the guilt.

3. (a) Macbeth says “She shouldhave died hereafter.” (b) Possible response: His reac-tion shows that he knew that, ifshe was not cured of her madness,death was inevitable. His reflectionon the briefness of life shows sad-ness, but it seems likely that theirrelationship, like everything else inMacbeth’s life, was unraveling.

4. (a) He says that their words wereambiguous and intentionally mis-leading. (b) He realizes that hemay be vulnerable, after all. (c) Heis angry over having been misled,and in despair, because he knowshe will die.

5. (a) Malcolm and Siward learn ofthe deaths of Young Siward andMacbeth. Malcolm is hailed asking. Malcolm thanks everyone.(b) Possible response: The storyends with Macbeth’s death, butfor a play in particular, oneexpects a final comment on whathas happened and what it meansor brings about.

6. Possible response: Becauseordinary people possess noblequalities, a tragedy could certainlybe written about someone livingtoday. The terrible consequencesof bad choices are still tragic andcan still leave one wondering howthe person would have turned outif he or she had made the rightchoices.

For additional information aboutWilliam Shakespeare, have students

type in the Web Code, then select S from the alpha-bet, and then select the author’s name.