When discussing William Shakespeare’s tragedy Hamlet , one is to keep in mind the major themes of the play. First of all, it should be pointed out that one of the most common themes the tragedy represents seems to be the issue of revenge. Other important aspects are related to religion, fortune, fate, corruption, appearance vs. reality, providence, impossibility of certainty, mortality and complexity of action (Tinkham 2004, p. 2). Generally, the main idea of the play is considered to be the impact of people’s actions on their future. ”The ghost of Hamlet’s father does urge him to action” (Fredson 1966, p. 1). In other words, Hamlet, Prince of Denmark is recognized to be one of the most required readings, as it discloses the issue of revenge and its consequences. On the other hand, the author wants his readers to be familiar with the effect of people’s thoughts. “Reducing all human concerns to sex and status leaves out all positive sociality, eliminating the interplay between impulses of dominance and impulses of affiliative, cooperative sociality” (Carroll 2010, p. 236). William Shakespeare’s tragedy is not easy to understand, as there are serious issues, which the author discusses. For instance, Shakespeare’s reflection of death and incest, gives us an opportunity to suppose that the play should not be studied by a young audience. It is obvious that “In Hamlet , the image of death is introduced from the very beginning” (Galita 2008, p. 29). Moreover, the language of an English playwright’s work is rather complicated; so, one can still fail to understand the essence of the author’s speech. On the other hand, it should be pointed out that the tragedy gives young readers an opportunity to develop critical thinking, “being able to better understand Shakespeare’s language, and hopefully coming to at least appreciate some of his other works because of the knowledge gained from this unit” (Waldo 2008, p. 10). Unfortunately, most of Shakespeare’s works are associated with negative connotations, as students cannot define the point of the plays. When speaking about a critical interpretation of Act four, scene five of Hamlet, Prince of Denmark, it is necessary to define the major points of the part. So, scene five reflects Ophelia’s “madness”, Laertes, who “storms” the castle, and Ophelia and Laertes. The relationship between the main character Hamlet and Ophelia are rather unusual. For instance, at first sight, Hamlet’s feeling about Ophelia seems to be quite shallow. Thus, “he rejected her while she was alive; his behavior contributed to her madness, and it is upon her death, that he finally announces his undying love for her” ( Compare Ophelia’s madness with Hamlet’s madness or feigned madness n. d., para. 3). The main character understands what real love means; however, his signs of consciousness are late. So, Hamlet says: Ham. I lov’d Ophelia. Forty thousand brothers Could not (with all their quantity of love) Make up my sum. What wilt thou do for her? ( William Shakespeare: Hamlet 2005, p. 100). In my opinion, a deeper understanding of Hamlet’s feelings seems to be the effect of the so-called canonical pieces the tragedy includes. Ophelia’s affection reflects her position of a woman, who belongs to