Explained Macbeth Quotes

When they had been deciding what to call their company all those years ago, Marx had argued for calling it Tomorrow Games, a name Sam and Sadie instantly rejected as "too soft." Marx explained that the name referenced his favorite speech in Shakespeare, and that it wasn't soft at all. "Do you have any ideas that aren't from Shakespeare?" Sadie said. To make his case, Marx jumped up on a kitchen chair and recited the "Tomorrow" speech for them, which he knew by heart: Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. "That's bleak," Sadie said. "Why start a game company? Let's go kill ourselves," Sam joked. "Also," Sadie said, "What does any of that have to do with games?" "Isn't it obvious?" Marx said. It was not obvious to Sam or to Sadie. "What is a game?" Marx said. "It's tomorrow, and tomorrow, and tomorrow. It's the possibility of infinite rebirth, infinite redemption. The idea that if you keep playing, you could win. No loss is permanent, because nothing is permanent, ever." "Nice try, handsome," Sadie said. "Next.

And I felt comfort. Finally. All I'd wanted for so long was for someone to explain everything that had happened to me in this same way. To label it neatly on a page: this leads to this leads to this. I knew, deep down, it was more complicated than that, but watching Jason, I was hopeful. He took the mess that was Macbeth and fixed it, and I had to wonder if he might, in some small way, be able to do the same for me. So I moved myself closer to him, and I'd been there ever since.

But are challenge and love enough? Not quite. All great teachers teach students how to reach the high standards. Collins and Esquith didn’t hand their students a reading list and wish them bon voyage. Collins’s students read and discussed every line of Macbeth in class. Esquith spent hours planning what chapters they would read in class. “I know which child will handle the challenge of the most difficult paragraphs, and carefully plan a passage for the shy youngster … who will begin his journey as a good reader. Nothing is left to chance.… It takes enormous energy, but to be in a room with young minds who hang on every word of a classic book and beg for more if I stop makes all the planning worthwhile.” What are they teaching the students en route? To love learning. To eventually learn and think for themselves. And to work hard on the fundamentals. Esquith’s class often met before school, after school, and on school vacations to master the fundamentals of English and math, especially as the work got harder. His motto: “There are no shortcuts.” Collins echoes that idea as she tells her class, “There is no magic here. Mrs. Collins is no miracle worker. I do not walk on water, I do not part the sea. I just love children and work harder than a lot of people, and so will you.” DeLay expected a lot from her students, but she, too, guided them there. Most students are intimidated by the idea of talent, and it keeps them in a fixed mindset. But DeLay demystified talent. One student was sure he couldn’t play a piece as fast as Itzhak Perlman. So she didn’t let him see the metronome until he had achieved it. “I know so surely that if he had been handling that metronome, as he approached that number he would have said to himself, I can never do this as fast as Itzhak Perlman, and he would have stopped himself.” Another student was intimidated by the beautiful sound made by talented violinists. “We were working on my sound, and there was this one note I played, and Miss DeLay stopped me and said, ‘Now that is a beautiful sound.’ ” She then explained how every note has to have a beautiful beginning, middle, and end, leading into the next note. And he thought, “Wow! If I can do it there, I can do it everywhere.” Suddenly the beautiful sound of Perlman made sense and was not just an overwhelming concept. When students don’t know how to do something and others do, the gap seems unbridgeable. Some educators try to reassure their students that they’re just fine as they are. Growth-minded teachers tell students the truth and then give them the tools to close the gap. As Marva Collins said to a boy who was clowning around in class, “You are in sixth grade and your reading score is 1.1. I don’t hide your scores in a folder. I tell them to you so you know what you have to do. Now your clowning days are over.” Then they got down to work.

The tragedy we know today came to us patched together with lines lifted from the works of another playwright, Thomas Middleton. Since Macbeth was not considered one of Shakespeare’s last plays, it’s difficult to explain why the tragedy had to be cobbled together in that manner. Was it possible that Macbeth, due to its bloodthirsty portrayal of Scottish royalty, had been censored by James I? Was Macbeth always the shortest play in the canon, or was its brevity the result of censorship? Could its author have suffered dire consequences as a result of a king’s displeasure, and was that the reason “the Scottish play” had always been associated with bad luck?

The story spoke to them in just the same way that Oedipus’ murder of his father and Macbeth’s obsession with power and death speak to people throughout the Western world. But now, because we’ve fallen under the spell of the West, we’ve forgotten our own stories. They’ve removed all the old stories from our children’s textbooks. These days, you can’t find a single bookseller who stocks the Shehname in all of Istanbul! How do you explain this?