Review of Romeo and Juliet by William Shakespeare

Far be it from me to pretend to be able to add much significant to the volumes of commentary on the greatest love story of all time, for such is William Shakespeare's Romeo and Juliet.  I had the occasion to re-read it for perhaps the fifth time in my life, as my daughter is currently reading it for her ninth grade English class, and, though I remember the tale vividly and can still quote passages of it by heart, I wanted to have the full story fresh in my mind in case she may need my help in understanding it.

In addition to my several readings, I have seen the play enacted numerous times on stage and on film. In this most recent reading, I noticed the side characters much more, and found their contribution to the play most diverting.  The opening of the play is a good example.  First, the chorus gives away the entire plot in an introductory Shakespearean sonnet.  Spoiler alert!  Then two minor characters, Samson and Gregory of the House of Capulet, enter the stage and engage in some witty and bawdy banter--a welcome distraction from the depressing prologue.  The sword fight that ensues with the arrival of Abraham and another unnamed servant of the House of Montague distracts to the point of causing the audience (or reader) to almost forget what is foretold in the prologue.

Another interesting plot point that I noticed for the first time is that Romeo is a bit of a hound dog!  Act I finds the soon-to-be-star-crossed lover moping about and pining for want of the love of one Rosaline!  Ironically, it was to purge his mind of thoughts of his unrequited love for Rosaline that Romeo reluctantly consents to crash the Capulets' masquerade ball where he falls in love at first sight with Juliet.  More interesting, the rash and ill-fated Tybalt quickly discovers Romeo hitting on his cousin Juliet and reports this intelligence to Lord Capulet.  Bafflingly, Capulet stays Tybalt from ejecting the interloper, remarking that he has heard that Romeo is a good boy with a good reputation, and allows the son of his mortal enemy to remain!

These new (to me) insights and observations notwithstanding, it is the power of the play that never ceases to amaze me.  Even though I know how it is going to end, even though the ending is indeed known right from the get go thanks to the chorus in the prologue, I still find myself hoping against hope that Friar Laurence's clever scheme will succeed just this once!

Steve Begins "Everyday Yoga" by Sage Rountree

In a departure from the norm, which is to say, a departure from waiting until I have completed reading a book or collection before announcing that I have done so or reviewing it, I am announcing that I have begun reading Everyday Yoga by Sage Rountree.  The book was published last year (it seems so weird to refer to 2015 as "last year") by velopress, Boulder, Colorado.  The pages are sturdy--almost like heavy construction paper--and the book is spiral bound, allowing for it to lie flat and stay opened, handy when one needs to refer to an illustration or description when learning a new pose.

The book is organized in four parts.  Part one, "Getting Started," is an prelude of about twenty pages which introduces the reader to broad yoga concepts such as balance, breathing, and the 6-4-2 principle. It also emphasizes how, unlike other exercise methods or sports, yoga should NEVER cause pain--in fact, performed properly, it prevents it.  I finished reading part one today.

Part two, "Find a Routine," introduces various yoga poses.  An analogy to cooking is made, in that individual poses may be made "spicier" or more physically challenging, "sweeter" or more relaxing and restorative, or may have added "seasoning" to introduce a neutral variation.  I learned the first four introductory poses today.  Pictured is a shot of me in "Standing Cat," or, in my case, "standing fat" pose.

Part three, "Practice," is devoted to linking poses learned in part two to form various routines.  Routines may be long or short, and concentrate on strength, balance, flexibility, and/or focus.

Part four provides balanced sample schedules for everyday yoga at home.  There is, as one might expect, schedules for doing yoga seven days a week, but there are also schedules for every-other-day and even twice-a-week.  Every-other-day is suggested for athletes to do on their "off" or "easy" days.  Twice-a-week is for those too busy to do more, but Rountree emphasizes that twice-a-weekers will still benefit from the practice.

I look forward to continuing with yoga this year and will periodically make a post about my progress accompanied by a stunning pose picture.  I suspect that many a poem will be inspired by the experience as well.

Review of "The Abolition of Man" by C. S. Lewis

I had the pleasure of reading The Abolition of Man by C. S. Lewis as part of the MOOC “An Introduction to C. S. Lewis:  Writings and Significance” currently being offered by Hillsdale College (for more information about the MOOC, see http://stevesofgrass.blogspot.com/2015/11/join-me-in-enjoying-mooc-introduction.html).  The “book” is really a series of three essays: “Men without Chests,” followed by “The Way,” and finally the titular essay “The Abolition of Man.”  The book may be read on-line for free here:  https://archive.org/stream/TheAbolitionOfMan_229/C.s.Lewis-TheAbolitionOfMan_djvu.txt.  The Abolition of Man is about 80 pages in length and may be read in one sitting, or better perhaps three sittings of one per essay.

The context of The Abolition of Man is worth mentioning.  The book was published in 1943 when England was fighting for its existence against the Nazis and their goal of creating a “master race.”  Lewis presented an argument against eugenics--whether it be Nazi-style or the more insidious liberal “progressive” style which he observed had been systematized into the state education system of England and elsewhere.  Far from improving Man, Lewis argued that efforts to “perfect” the race through progressive education would inevitably result in the ruining or “the abolition of” every virtue that sets Man apart from the beasts, those traits being bravery foremost, integrity, duty, honor, and not the least the appreciation of the difference between good and evil and the beautiful and the ugly.

Lewis presented an argument that all things have an inherent or objective value or beauty or goodness or the lack thereof.  He stressed the objectiveness of the quality, emphasizing that it is NOT up to the individual to decide for himself what is or is not beautiful, good, or virtuous.  This seemingly innocent philosophy would have been and still is seen as dangerous, subversive, and “not with the program” by progressive educators.  He used an example of a waterfall, claiming that a waterfall is inherently “sublime.”  This sublimity, he argued, was NOT up for debate.  A man could NOT decide for himself whether or not a waterfall is a thing of beauty, an awe-inspiring phenomenon to be preserved.  A good man, a “Man,” should be brought up to recognize such things--to listen to his heart.  Such a man would at least think twice before destroying the waterfall to make way for a highway, for example.  Such a man would be brave enough to make his opinion known or even to physically obstruct with his own body the bulldozers that would destroy the waterfall.

Once children are taught that they can and should make up their own minds about such things, they will naturally extrapolate this idea to every aspect of their lives.  The inevitable end result of an educational system based on this “progressive” idea, Lewis argued, is the creation of an elite few deciding what is for the good or good for the rest of us.  Sound familiar? 

The Abolition of Man should be required reading for every educator, politician, and parent.  Were it so, the world would be a happier, healthier, safer, peaceful, and more beautiful place.