Romeo And Juliet Important Quotes

Romeo was cute …” “Cute?” Alessandro rolled his eyes. “What kind of man is cute?” “… and an excellent dancer …” “Romeo had feet of lead! He said so himself!” “… but most importantly,” I concluded, “he had nice hands!

Troy sighed with frustration. "Let me get this straight. We're stuck in the story of Romeo and Juliet and we can't get home without a magic charm from Shakespeare's quill, which doesn't exist in this world. However, we might be able to get home when the story ends, but if Romeo and Juliet don't meet, then we don't have a story. More important, we don't have an ending." Friar Laurence tsk tsked. He placed his speckled hand on Troy's forehead. "Bless you, my son, but a fever has muddled your mind.

Umm, Ren? We have something important we need to discuss. Meet me on the veranda at sundown, okay?” He froze with his sandwich halfway to his mouth. “A secret rendezvous? On the veranda? At sundown?” He arched an eyebrow at me. “Why, Kelsey, are you trying to seduce me?” “Hardly,” I dryly muttered. He laughed. “Well, I’m all yours. But be gentle with me tonight, fair maiden. I’m new at this whole being human business.” Exasperated, I threw out, “I am not your fair maiden.” He ignored my comment and went back to devouring his lunch. He also took the other half of my discarded peanut butter sandwich and ate that too, commenting, “Hey! This stuff’s pretty good.” Finished, I walked over to the kitchen island and began clearing away Ren’s mess. When he was done eating, he stood to help me. We worked well together. It was almost like we knew what the other person was going to do before he or she did it. The kitchen was spotless in no time. Ren took off his apron and threw it into the laundry basket. Then, he came up behind me while I was putting away some glasses and wrapped his arms around my waist, pulling me up against him. He smelled my hair, kissed my neck, and murmured softly in my ear, “Mmm, definitely peaches and cream, but with a hint of spice. I’ll go be a tiger for a while and take a nap, and then I can save all my hours for you this evening.” I grimaced He was probably expecting a make-out session, and I was planning to break up with him. He wanted to spend time with a girlfriend, and my intention was to explain to him how we weren’t meant to be together. Not that we were ever officially together. Still, it felt like a break-up. Why does this have to be so hard? Ren rocked me and whispered, “’How silver-sweet sound lovers’ tongues by night, Like soft music to attending ears.’” I turned around in his arms, shocked. “How did you remember that? That’s Romeo and Juliet!” He shrugged. “I paid attention when you were reading it to me. I liked it.” He gently kissed my cheek. “See you tonight, iadala,” and left me standing there. The rest of the afternoon, I couldn’t focus on anything. Nothing held my attention for more than a few minutes. I rehearsed some sentences in front of the mirror, but they all sounded pretty lame to me: “It’s not you, it’s me,” “There are plenty of other fish in the sea,” “I need to find myself,” “Our differences are too big,” “I’m not the one,” “There’s someone else.” Heck, I even tried “I’m allergic to cats.

In high school, we barely brushed against Ogden Nash, Lewis Carroll, Edward Lear, or any of the other so-unserious writers who delight everyone they touch. This was, after all, a very expensive and important school. Instead, I was force-fed a few of Shakespeare's Greatest Hits, although the English needed translation, the broad comedy and wrenching drama were lost, and none of the magnificently dirty jokes were ever explained. (Incidentally, Romeo and Juliet, fully appreciated, might be banned in some U.S. states.) This was the Concordance again, and little more. So we'd read all the lines aloud, resign ourselves to a ponderous struggle, and soon give up the plot completely.

Anika’s hand in his felt natural, and the energy between them felt big and important, straight-up literary, like Tristan and Isolde. Cathy and Heathcliff. Romeo and Juliet. But the thing that Gael forgot to remember was that, whether the author is Shakespeare, Emily Brontë, or whoever the hell wrote Tristan and Isolde, all of those stories have one thing in common: They end badly.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

You're Miss F's boyfriend?" Danny looked up in disbelief, his gaze following Jim around the room. "You're real?" Tommy echoed the same surprise. "Dude, I thought she was some sad old lady like my mom, making up stories about her dead boyfriend." "Shut up, Tommy." Jim paused near her desk. "You talked about me? You said I'm your boyfriend?" "Dead boyfriend," Danny corrected. "Shut up." Natalie and Jim silenced the frightened vandals in unison. "We were reading Romeo and Juliet," she explained, trying to diminish the importance of the boys' nervous rambling that had revealed far more than she cared to. "Talking about love and tragedy." "They were like, from rival gangs," Tom informed Jim unnecessarily. "Enough, Tommy." The seventeen year-old chose now to remember something she'd taught in class? "These are the two boneheads who've been giving you grief?" Natalie nodded."I thought I'd handled it." Jim holstered his gun and pulled out his phone. "I don't know if I'm flattered to learn that you claimed to love me, or pissed off to hear that you think of us as a tragedy.

EVERY HERO IS LOOKING FOR A GUIDE When I talk about a guide, I’m talking about our mother and father when they sat us down to talk about integrity, or a football coach who helped us understand the importance of working hard and believing we could accomplish more than we ever thought possible. Guides might include the authors of poems we’ve read, leaders who moved the world into new territory, therapists who helped us make sense of our problems, and yes, even brands that offered us encouragement and tools to help us overcome a challenge. If a hero solves her own problem in a story, the audience will tune out. Why? Because we intuitively know if she could solve her own problem, she wouldn’t have gotten into trouble in the first place. Storytellers use the guide character to encourage the hero and equip them to win the day. You’ve seen the guide in nearly every story you’ve read, listened to, or watched: Frodo has Gandalf, Katniss has Haymitch, and Luke Skywalker has Yoda. Hamlet was “guided” by his father’s ghost, and Romeo was taught the ways of love by Juliet. Just like in stories, human beings wake up every morning self-identifying as a hero. They are troubled by internal, external, and philosophical conflicts, and they know they can’t solve these problems on their own. The fatal mistake some brands make, especially young brands who believe they need to prove themselves, is they position themselves as the hero in the story instead of the guide. As I’ve already mentioned, a brand that positions itself as the hero is destined to lose.