The play ends with a twenty line Epilogue by Prospero which has been interpreted as a conventional appeal for applause. The magician without magic refers now to the actor without a part, and some critics feel the Epilogue allegorizes Shakespeare’s return to Stratford. Before showing the script to the class, the teacher could read Epilogue aloud, omitting the last rhyming word in every other line. Thus students will hear the first clue—the last word of the first line—and will supply the complementary rhyming word at the end of the next line, alternating in this manner throughout the Epilogue. This gives the teacher the chance to test students’ comprehension of the play and their ability to select the correct word in its proper context. For example:
-
Now my charms are all o’erthrown
-
And what strength I have’s mine _____ . . .
-
-
As you from crimes would pardon’d be,
-
Let your indulgence set me _____ .
-
Epilogue (L. 12, 1920)
In conclusion, this analysis of
The Tempest
, much of it seen from Caliban’s perspective, illustrates the complexity of second language acquisition and the sensitivity with which E.S.O.L. instructors in particular approach teaching a new language while at the same time continuing to encourage pride in the students’ native tongue. With an appreciation for and an understanding of students’ cultures and modes of expression, second language teachers will hopefully never be blessed with Caliban’s invective:
-
You taught me language; and my profit on’t
-
Is, I know how to curse. The red plague rid you
-
For learning me your language.
-
Act I Scene II (L. 365367)
