Why Macbeth is Essential for Young Minds: A Perspective on Free Will and Fate
In the grand scheme of things, does fate hold the reins, or are we, with our small hands and grand ambitions, in charge of steering the course? Shakespeare’s Macbeth invites us to dwell in this uneasy tension—a space where fate whispers in riddles and free will roars, then falters. For children and teenagers, navigating a world of choices and consequences, this is a play that teaches, warns, and mirrors the human condition.
It begins innocuously enough. Three witches on a blasted heath, their words curling like smoke: promises of power, glory, kingship. But promises are empty until acted upon. Macbeth himself knows this. “I have no spur / To prick the sides of my intent, but only / Vaulting ambition.” The prophecy may be handed to him like a sealed envelope, but he opens it, reads it, and takes it as permission. Ambition becomes the blade he wields, first against Duncan, then against his own peace of mind.
For young readers, this is where the lessons start. The witches may set the stage, but they do not push Macbeth forward. His choices are his own, and each one inches him closer to ruin. Even when Lady Macbeth goads him, calling him weak, planting the seeds of murder in his heart, it is his hand on the dagger. Free will, raw and unpolished, gleams in every decision he makes.
And yet, fate is never far. The witches’ cryptic words—“None of woman born shall harm Macbeth”—become a prison of his own making. He clings to these riddles, twisting them into armour against his fear. But the truth, as Shakespeare loves to remind us, is never so kind. Fate, if it exists, is not gentle. It watches as Macbeth carves his own downfall, as though it were his birthright all along.
For teenagers standing at the crossroads of life, Macbeth is a story about choices. About ambition’s sharp edges and the weight of responsibility. It asks the questions they will face: Are we the masters of our fate, or the playthings of forces we barely understand? Are we bold enough to confront our ambitions without losing ourselves in the process?
In the end, Macbeth’s tragedy is not just in his death but in his realisation. The emptiness of it all. “Tomorrow, and tomorrow, and tomorrow,” he laments, a man who has burned through the years, consumed by an ambition that promised the world but left him hollow.
Young minds need Macbeth because it shows them what happens when ambition and conscience collide. When free will pushes against the shadows of fate. When the path you choose turns into the trap you can’t escape. It is a warning wrapped in poetry, a lesson disguised as a play.
Highlights from the Textbook
Monday, 13 January 2025
Lady Macbeth Decides Duncan Must Die
Act 1, Scene 5:
The scene opens with Lady Macbeth alone, reading a letter from Macbeth about the Witches' prophecies. This allows the audience to hear her inner thoughts and see what she's really like. She has no doubts about killing Duncan and immediately sees that she’ll have to force Macbeth to do it because he’s "too full o' th' milk of human kindness."
Macbeth enters, and their dialogue is in half-line breaks. This makes their speech sound urgent and hurried—they’re both nervous and need to act quickly in case they’re interrupted.
Macbeth's Character: A Complex Hero
Macbeth is ambitious but easily led astray. He is a strong warrior who fights bravely in battle. He wants to become King of Scotland and will do anything to make this happen, even commit murder (regicide).
However, he has a conscience and often doubts whether he’s doing the right thing. He spends a lot of time feeling guilty. Macbeth is also easily influenced by others, which shows his weakness.
The way Macbeth speaks reflects his state of mind. He asks lots of questions when he’s feeling uncertain or guilty: "Whence is that knocking? / How is’t with me, when every noise appals me?" At the start and end of the play, his language is more certain and confident: "Stars, hide your fires" and "I will not yield."
Key Quotes:
-
Ambition: "I have no spur / To prick the sides of my intent, but only / Vaulting ambition."
-
Bravery: "Brave Macbeth—well he deserves that name."
-
Guilt: "Will all great Neptune's ocean wash this blood / Clean from my hand?"
Act 2, Scene 1: The Famous 'Dagger' Scene (Soliloquy)
In this soliloquy, Macbeth talks about "witchcraft," "Hecate's offerings," and "a ghost," linking him to the Witches and showing how deeply affected he is by their predictions.
He starts seeing visions of a dagger. It’s unclear whether it’s leading him to commit murder or warning him against it.
Character - Banquo:
Banquo’s response shows that he’s more moral than Macbeth, but his "cursed thoughts" and mention of the Witches may hint that he’s thinking about acting on the prophecies.
-
Banquo and his son Fleance go for a walk at night. Fleance is a reminder to the audience about the Witches' prophecy that Banquo’s sons will be kings.
-
There aren’t any stars: "Their candles are all out," so it’s very dark. The darkness symbolises the evil that Macbeth is about to do. The starless sky also echoes Duncan’s speech in Act 1, Scene 4, about stars shining on the deserving—Macbeth is undeserving.
-
Shakespeare uses visual imagery of the starless sky as a metaphor, hinting that Macbeth doesn’t deserve the shining stars as King Duncan said in Act 1, Scene 4.
Macbeth promises that if Banquo supports him, he’ll "honour" him, but Banquo replies that he’ll only help Macbeth if he can keep his "allegiance clear." This shows that Banquo is loyal to King Duncan.
Act 2, Scene 2: "The Deed is Done"
Lady Macbeth waits for Macbeth to return from killing Duncan. She’s startled by every noise and says that she couldn’t kill Duncan because he "resembled" her "father." This suggests that Lady Macbeth isn’t as merciless as she appears.
The murder takes place offstage, which increases the suspense and makes the audience imagine the killing—this makes it more horrific. It also lets the audience see how Macbeth and Lady Macbeth are affected by their experience in Duncan’s room.
Foreshadowing in This Scene:
-
Macbeth doubts whether "Neptune’s ocean" will clean the blood off his hands—he’s feeling guilty.
-
Lady Macbeth doesn’t seem as bothered by her bloody hands, which ironically foreshadows her frenzied hand-washing in Act 5.
-
Macbeth says he’s "murdered sleep." Sleep symbolises peace and a clear conscience, so murdering sleep shows that he’s wracked with guilt. This also foreshadows Lady Macbeth’s sleepwalking in Act 5.
There are also references to insanity. Lady Macbeth talks about Macbeth going "mad" and being "brain-sickly," which ironically foreshadows her own madness later.
Macbeth needs Lady Macbeth to support him, anchoring his turbulent emotions from the guilt of killing King Duncan in this famous scene. However, in Act 5, Lady Macbeth becomes mad herself, showing the ironic foreshadowing in Act 2, Scene 2, where she dismisses Macbeth’s fear and guilt.
Eventually, Lady Macbeth kills herself. The very person who supported Macbeth in obtaining power and the throne through blood and murder is now dead. Macbeth becomes completely alone in Act 5, as seen in his "Tomorrow..." speech.
Stage Directions:
-
The repetition of a knocking sound adds to the tension. It creates a sense of urgency, echoing Macbeth’s pounding heart and symbolising his fear and guilt.
-
Lady Macbeth doesn’t seem as concerned by what they’ve done at this point—but this will change.
Homework:
Following your school teacher’s instructions, write the first half of your essay, focusing on Act 1, Scene 5; Act 1, Scene 7; Act 2, Scene 1; and Act 2, Scene 2.
Essay Focus:
-
Macbeth’s descent into corruption.
-
How he is easily led astray by Lady Macbeth and the Three Witches.
-
Show that his acts and will stem largely from the persuasion and company of Lady Macbeth.
-
Highlight how Act 2 foreshadows the dire consequences Macbeth faces in Act 5.
Key Points to Include:
-
Use phrases like "highlighted," "foregrounded," "depicted," and "conveyed."
-
Discuss Macbeth’s "Tomorrow..." speech.
-
Word count: 350 words.
For my students:
Please ensure you submit your work before your school assessment date.
For non-students:
So, you’ve found your way here—perhaps searching for ideas, hoping for inspiration, or just looking for a lifeline for that looming school assignment. Maybe you’re wondering: Can I really write a strong essay for my assessment, even though I’m not part of this class? The answer, of course, depends on you.
If you’ve taken the time to read my class notes, if you’ve followed the instructions with care and attention, then maybe—just maybe—I’ll be moved by your effort. Perhaps I’ll read what you’ve sent and send feedback your way. No promises, though. Luck, as you know, doesn’t work on guarantees.
Submissions should be sent to ib@missellie.co.uk.