All critical study of Hamlet must be psychological, and as there are few subjects which have been more closely studied, and more copiously written upon, than this magnificent drama, criticism upon it may seem to be exhausted. But human nature itself is still more trite; yet, study it profoundly as we can, criticise and speculise upon it as we may, much will ever be left outside the largest grasp of those minds who undertake to elucidate so much of it as they can comprehend. Hamlet is human nature, or at least a wide range of it, and no amount of criticism can exhaust the wealth of this magnificent store-house. It invites and evades criticism. Its mysterious profundity fascinates the attention; its infinite variety and its hidden meanings deny exhaustive analysis. Some leavings of treasure will always be discoverable to those who seek for it in an earnest and reverent spirit. Probably no two minds can ever contemplate Hamlet from exactly the same point of view, as no two men can ever regard human life under exactly the same aspect. Hence all truthful criticism of this great drama is not only various as mind itself, but is apt to become reflective of the critic. The strong sense of Johnson, the subtle insight of Coleridge, the fervid eloquence of Hazlitt, the discriminating tact of Schlegel, are nowhere more evident than in their treatment of this mighty monument of human intellect. Every man who has learned to think, and has dared to question the inward monitor, has seen some part of the character of Hamlet reflected in his own bosom.
نقد الأسس الفلسفية للنظريات التربوية الغربية: نحو نظرية تربوية إسلامية
