The Strachey Letter

This letter, dealing with an English shipwreck in Bermuda after a dreadful tempest in 1610, was published in 1625 in Samuel Purchas' fourth book about English voyages beyond the East Indies. Most scholars believe that Shakespeare would have been familiar with this letter prior to writing his last play, The Tempest, in 1611, and may have taken specific details from the letter.—AK

Purchas his pilgrimes In fiue bookes. The first, contayning the voyages and peregrinations made by ancient kings, patriarkes, apostles, philosophers, and others, to and thorow the remoter parts of the knowne world: enquiries also of languages and religions, especially of the moderne diuersified professions of Christianitie. The second, a description of all the circum-nauigations of the globe. The third, nauigations and voyages of English-men, alongst the coasts of Africa ... The fourth, English voyages beyond the East Indies, to the ilands of Iapan, China, Cauchinchina, the Philippinae with others ... The fifth, nauigations, voyages, traffiques, discoueries, of the English nation in the easterne parts of the world ... The first part., Imprinted at London : for Henry Fetherstone at the signe of the Rose in Paul's Churchyard,
Date:1625

Amy Krajeck / Webster Thomas High School / Webster, NY / English

Have students read through the first few pages of Strachey's Letter highlighting, in different colors, the words and phrases that describe the atmosphere of the night and the storm, as well as the mood, feelings, and behaviors of the travelers. Have students read 1.1 of The Tempest once they have finished highlighting, looking again for atmosphere and mood in the setting, as well as thoughts and behaviors of the mariners and nobility aboard King Alonso's ship. Have students note the frequency of Strachey's images of the storm and shipwreck to similar images in The Tempest. Ask students if they believe Shakespeare read the letter before writing his play, how they could support this statement with examples from the letter and the play.

Susan Gibson / Cumberland Valley High School / Mechanisburg, PA / English

Have students write a travel log for the noblemen in The Tempest, modeled after Strachey's Letter. Have students extend this writing assignment into a log of their reactions to the events in the play.

Cathlin Goulding / Newark Memorial High School / Newark, CA / English

Have students read Strachey's letter and discuss key points in the travelers'  "journeys," how they were able to survive and what it meant to persevere in the face of imminent peril and mass chaos. Have students map out the "journey" of a character in The Tempest by creating a map, a visual or a photo-essay, keeping in mind key points of the character's survival skills and his/her perseverance. Students might also create an I-movie about a "journey" they have taken, focusing on what they were afraid of, or to whom they turned to for support during this journey.

4. Calleen Jennings / American University / Washington, DC / Theatre

Have students write a brief story, in the form of the Strachey Letter, about the scariest journey they have or will ever take. Some journey ideas include the first day of high school, first day in a new neighborhood, surviving a storm, and so on. Students can then be asked to draw parallels between their personal journeys and those of the characters in The Tempest.