Richard III Study Guide

Act IV, Scene 5

Lord Derby's house

Scene Summary

Lord Derby meets secretly with Sir Christopher Urswick, a messenger from Richmond. Derby explains that he cannot openly join Richmond's cause because Richard III has his son George Stanley imprisoned as a hostage, and any act of revolt would cost George his life. He asks where Richmond currently is and which notable men have rallied to his banner.

Urswick reports that Richmond is in Wales and lists the distinguished soldiers who have joined him, noting that the force is marching toward London. Derby sends Urswick back with a message of encouragement: Queen Elizabeth has consented to Richmond's marriage to her daughter Elizabeth of York, and Derby encloses letters confirming his own intentions.

Translation Style
🔓 Simple free · others need All-Access
✨ Character Voice Translations PREMIUM
Original Text
[Enter DERBY and SIR CHRISTOPHER URSWICK] DERBY Sir Christopher, tell Richmond this from me: That in the sty of this most bloody boar My son George Stanley is frank'd up in hold: If I revolt, off goes young George's head; The fear of that withholds my present aid. But, tell me, where is princely Richmond now? CHRISTOPHER At Pembroke, or at Harford-west, in Wales. DERBY What men of name resort to him? CHRISTOPHER Sir Walter Herbert, a renowned soldier; Sir Gilbert Talbot, Sir William Stanley; Oxford, redoubted Pembroke, Sir James Blunt, And Rice ap Thomas with a valiant crew; And many more of noble fame and worth: And towards London they do bend their course, If by the way they be not fought withal. DERBY Return unto thy lord; commend me to him: Tell him the queen hath heartily consented He shall espouse Elizabeth her daughter. These letters will resolve him of my mind. Farewell. [Exeunt]
Modern English
Loading Simple translation…
Reading the Simple translation. Standard, Dramatic, and Advanced unlock with All-Access.

This brief scene functions as a crucial piece of dramatic exposition, updating the audience on the state of the rebellion against Richard while simultaneously revealing the human cost of tyranny. Derby's paralysis is not cowardice but a calculated response to Richard's use of hostage politics—a strategy that transforms familial love into a weapon of control. The scene thus extends the play's central argument that Richard's power rests not on legitimacy or loyalty but on fear and coercion.The animal imagery in Derby's opening lines is pointed and economical. Describing Richard as a "bloody boar" and George Stanley as "frank'd up" (penned like livestock fattened for slaughter) reduces the king to a predatory beast and his prisoner to helpless prey. This language connects to the play's wider network of boar imagery associated with Richard, reinforcing his dehumanisation and moral degradation in the eyes of those closest to power.The scene also performs important work in legitimising Richmond's cause. The roll-call of nobles—Herbert, Talbot, Stanley, Oxford, Pembroke, Blunt, Rice ap Thomas—functions almost as a ceremonial muster, lending Richmond's army the weight of aristocratic and military authority. Shakespeare's enumeration of these names signals to an Elizabethan audience familiar with Tudor mythology that history is aligning...

Full Analysis Available

Full analysis for all 25 scenes is available with an access code. Message Stephen if you'd like access for your class.

Already have a key?

"That in the sty of this most bloody boar / My son George Stanley is frank'd up in hold" — Derby (4.5)

"If I revolt, off goes young George's head" — Derby (4.5)

"The fear of that withholds my present aid." — Derby (4.5)

"Sir Walter Herbert, a renowned soldier; / Sir Gilbert Talbot, Sir William Stanley; / Oxford, redoubted Pembroke, Sir James Blunt, / And Rice ap Thomas with a valiant crew" — Christopher (4.5)

"Tell him the queen hath heartily consented / He shall espouse Elizabeth her daughter." — Derby (4.5)

"These letters will resolve him of my mind." — Derby (4.5)

"And towards London they do bend their course, / If by the way they be not fought withal." — Christopher (4.5)

Loading tags...

Ask the Bard

Click any tag to explore where it appears across the play, then ask the Bard to explain how it works in this scene.

Exploring tag...
The Bard's Take
Ask the Bard to explain how this element appears in this scene
Click a tag to search.
Ask the Bard about this scene
Type at least 2 characters to search
Character Map
Loading characters...
Off-Screen Activities
Loading activities...
Scene Quiz
1 / 5

Loading questions...

✎ Mr. Shifflett's Note
Mr. Shifflett
Mr. Shifflett
English Teacher · Seoul International School
Hey! I built this study guide and sprinkled my own teaching notes throughout — look for the gold highlights ✎ as you read.

These are the same insights I share with my students in class. I hope they help you see what makes Shakespeare's writing so brilliant. Enjoy!
SIS Teachers
Sign in with your @siskorea.org email for free full access to this guide and all GradeWise study guides — every scene, translation, and premium feature.
Sign In with SIS Email
How Easy Read Helps

These settings are based on peer-reviewed research on reading and dyslexia. They improve readability for everyone, not just students with dyslexia.

Extra letter & word spacing The single biggest research-backed improvement. Reduces "crowding" — where nearby letters interfere with recognition. Improves speed and accuracy.
Taller line height 1.5× or greater line spacing helps the eye track from line to line without losing place.
Sans-serif font Eye-tracking research shows sans-serif fonts improve reading performance over serif fonts. Letters appear less crowded.
Off-white backgrounds Pure white can appear too dazzling. Cream backgrounds produced the fastest reading times in research with dyslexic readers. Individual preference varies, so we offer choices.
Bold instead of italic Italic text makes letters run together, worsening crowding. Bold provides emphasis without reducing readability.
Shorter line length Lines of 60–70 characters are recommended. Longer lines make it harder to find the start of the next line.

Sources: British Dyslexia Association Style Guide (2023), Zorzi et al. (PNAS, 2012), Rello & Baeza-Yates (W3C, 2012), Sjoblom et al. (Annals of Dyslexia, 2016). Full research summary available on request.