Children Stories of William Shakespeare

The works of William Shakespeare are rich in wisdom about human nature and government. But some of his works are over the heads of modern adult readers--certainly for children. But now parents can introduce and share this great classic literature with their children so they can develop appreciation for one of many vital elements of our culture of liberty. Next week, Screen Off week, is the perfect time to try something new.

From lively comedy to dark tragedy, with clowns, witches and a doomed romance, this wonderful collection has six of Shakespeare's best-loved plays. Discover the stories of Twelfth Night, A Midsummer Night's Dream, Hamlet, Macbeth, Romeo and Juliet, and the Tempest, all beautifully retold for easy reading. To get your copy, simply type "Shakespeare" in the search bar at www.epicworldbook.net

William Shakespeare (baptised 26 April 1564; died 23 April 1616)^{[nb 1]} was an English poet and playwright, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist.^[1] He is often called England's national poet and the "Bard of Avon".^{[2][nb 2]} His surviving works, including some collaborations, consist of about 38 plays,^{[nb 3]} 154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language and are performed more often than those of any other playwright.^[3]

Shakespeare was born and brought up in Stratford-upon-Avon. At the age of 18, he married Anne Hathaway, with whom he had three children: Susanna, and twins Hamnet and Judith. Between 1585 and 1592, he began a successful career in London as an actor, writer, and part owner of a playing company called the Lord Chamberlain's Men, later known as the King's Men. He appears to have retired to Stratford around 1613 at age 49, where he died three years later. Few records of Shakespeare's private life survive, and there has been considerable speculation about such matters as his physical appearance, sexuality, religious beliefs, and whether the works attributed to him were written by others.^[4]

Shakespeare produced most of his known work between 1589 and 1613.^{[5][nb 4]} His early plays were mainly comedies and histories, genres he raised to the peak of sophistication and artistry by the end of the 16th century. He then wrote mainly tragedies until about 1608, including Hamlet, King Lear, Othello, and Macbeth, considered some of the finest works in the English language. In his last phase, he wrote tragicomedies, also known as romances, and collaborated with other playwrights.

Many of his plays were published in editions of varying quality and accuracy during his lifetime. In 1623, two of his former theatrical colleagues published the First Folio, a collected edition of his dramatic works that included all but two of the plays now recognised as Shakespeare's.

Shakespeare was a respected poet and playwright in his own day, but his reputation did not rise to its present heights until the 19th century. The Romantics, in particular, acclaimed Shakespeare's genius, and the Victorians worshipped Shakespeare with a reverence that George Bernard Shaw called "bardolatry".^[6] In the 20th century, his work was repeatedly adopted and rediscovered by new movements in scholarship and performance. His plays remain highly popular today and are constantly studied, performed, and reinterpreted in diverse cultural and political contexts throughout the world.

Continued

Parenting Value: Empathy

Dinner Topics for Wednesday 

Parenting Value for April: Empathy

Richard and Linda Eyre

Value of Unselfishness & Sensitivity

Becoming more extra-centered and less self-centered. Learning to feel with and for others. Empathy, tolerance, brotherhood. Sensitivity to needs in people and situations.

Introduction

Some children have a natural and seemingly inherent sense of caring and sensitivity. Such cases are rather rare, however, and the self-centered "surrounded by mirrors" perspective of life is typical of most children, particularly adolescents. In fact most of the problems teenagers face (whether taking the form of rebellion or of extreme shyness and withdrawal) stem from their rather intense preoccupation with self.

Nevertheless, children can begin to learn sensitivity and unselfishness at a very young age, and they should learn it as a skill and a capacity as well as a value.

Children have difficulty empathizing and applying their own feelings to others. A child can feel crushed one day because Jimmy didn't invite him to his birthday party and the next day forget to include someone who looks lonely in the basketball game at recess. Adolescents love to borrow clothes, but many hate to lend them and often forget to return them or to "repair the damage." It takes real effort on the part of parents and sometimes a very long time for most children to realize that the world does not revolve around them, that others' feelings are crucial and that there is a great deal to be learned from giving up something they really want for the sake of someone else. 

General Guidelines

Give responsibility. Try to bring out your children's appreciation and empathy for the difficulties and challenges of others. A recent Harvard study pointed up an interesting connection between how much responsibility children were given and their tendencies to be altruistic and extra-centered. Apparently children who are given everything but responsibility not only become spoiled but actually tend to begin to lose their sense of caring and concern. 

During this month reemphasize and redefine the responsibilities you give your children and the dependability you expect of them. Discuss, whenever you get the chance, the responsibilities that others have and how we must be sensitive to the burdens other people have.

Teach by example and active listening. Show children the attitude of empathy and the kinds of sensitivity that you want them to mirror. Try to make your own listening and caring more obvious. One way to do this is "active listening." Instead of the normal parental tendencies of directing, managing, and interrogating children, try to really hear what children say. Paraphrase back to them what they have said in a way that reassures them that you heard what they said, have understood it, and are concerned about it. This technique is sometimes also called Rogerian technique after Carl Rogers, the pioneering psychologist who found that people of any age will tell you more if you listen rather than ask. 

The practice of active listening will, in addition to encouraging your children to say more to you, set a profound example of the kind of sensitivity you hope they themselves will develop.

Say, "I'm sorry." Show your children your sensitivity and help them feel sensitive toward you. Whenever you have made a mistake or misjudgment or even been a little insensitive to a child's needs (through your own busy-ness, preoccupation, etc.), go to the child and say you're sorry for not being more in tune and sensitive to what they were worried about or needed.

Make an effort to tell your children how the things they do make you feel. This will help children be more aware of your feelings and be more sensitive toward them. If a teenager tells you that you are weird, tell him that that hurts your feelings. Sometimes children think of parents as people on whom they can vent their feelings without making a dent. Tell them not only the hurtful things but the positive things. For example, "It makes me feel so happy when I see you cleaning things up without being asked or helping your little brother with his homework."

Remember that unselfishness does not come naturally. Try to maintain your patience as you implement this "month." Everyone, although in varying degrees, is born with a certain amount of selfishness. There is no quick fix for learning to be unselfish. It is a process that takes thinking and practicing and a certain amount of maturity to develop. 

Praise. Reinforce -- and cause repetition of -- unselfish behavior. Heap praise on signs or symptoms or even brief glimpses of unselfishness in children of any age! Let's face it, an act of simple sharing in children -- particularly small ones -- is cause for genuine celebration. And it also calls for praise and recognition. When a child shares, or gives, or sees and responds to needs in another, praise him, pick him up and hug him, and point out what he's just done to anyone else who is around.

"Parenting-by-Objective"

Review the activities and stories that go along with this months value. Make sure everyone in your family understands the value so they can see how they can apply it in their own lives and situations.

Talk about the Monthly Value every morning and remind your family to look for opportunities to use the value throughout the day. They may also observe how others don't understand the value. Get your children to share their experience with the value each day at the dinner table or before you go to bed. Be sure to share your experience each day as well. It will help your children know that you are thinking about the value too.

Reagan, President Obama, and Socialism

This clever cartoon video shows the problems of socialism in a very easy-to-understand way.
Over a million hits already show how popular it is. Don't miss it!

Classical Music, Walt Disney, and Peter and the Wolf

Although he did other serious works based on Tolstoy's War and Peace, and Shakespeare's Romeo and Juliet, Sergei Prokofiev is most famous for Peter and the Wolf, in which he uses different tunes to illustrate different characters in the story. Walt Disney, after inviting the great Russian composer to his studio, was inspired to do an animated feature of the tale. This beloved story is great for children because the music is so illustrative of the characters. The listener can visualize the story just by listening, even without seeing a movie, or even pictures. Be sure to introduce your children to this rich cultural experience with classical music.

Obama deception, the White House, and the Muslim Brotherhood

Obama Administration Courts the Muslim Brotherhood

What do you think? Should this man be trusted with another term as President of the United States?

Treston Wheat

Heritage Foundation

Egypt’s Muslim Brotherhood has a long history of deception, promotion of Sharia law, anti-Semitism, and anti-Western values. Yet this does not seem to concern the Obama White House. Recently the Obama Administration wholeheartedly welcomed a delegation from the Muslim Brotherhood to Washington. It even suspended normal screening processes for them, including one member who, according to the Investigative Project on Terrorism, was “implicated—though not charged—in a U.S. child pornography investigation.”

In addition to turning a blind eye to suspected criminals, the Obama Administration has overlooked the Muslim Brotherhood’s policies and beliefs. The Brotherhood has explicitly stated it will not accept Israel as a state “under any circumstances.” The organization referred to Osama bin Laden with the honorary title “Sheikh” and called him a “shaheed” (martyr) after he was killed. They also have an intricate connection to the terrorist organization Hamas, which regularly attacks Israel.

U.S. relations with Egypt have soured not only due to the ascendency of the Muslim Brotherhood, but also because of the transitional government’s witch hunt against pro-democracy workers in the country, including members of U.S.-funded nongovernmental organizations (NGOs). But none of this has fazed the Obama Administration; Secretary of State Hillary Clinton has said that America will continue to give Egypt $1.5 billion in annual aid.

According to Heritage’s James Phillips, the Obama Administration’s “see no evil” policy means that the Muslim Brotherhood “can continue to exploit anti-American sentiments whipped up by the state-controlled media with little fear of the consequences.

Continued

Midnight Ride of Paul Revere

Paul Revere’s Ride

Henry Wadsworth Longfellow (1807-1882)

"Listen my children and you shall hear…"

Listen my children and you shall hear
Of the midnight ride of Paul Revere,
On the eighteenth of April, in Seventy-five;
Hardly a man is now alive
Who remembers that famous day and year.

He said to his friend, "If the British march
By land or sea from the town to-night,
Hang a lantern aloft in the belfry arch
Of the North Church tower as a signal light,–
One if by land, and two if by sea;
And I on the opposite shore will be,
Ready to ride and spread the alarm
Through every Middlesex village and farm,
For the country folk to be up and to arm."

Then he said "Good-night!" and with muffled oar
Silently rowed to the Charlestown shore,
Just as the moon rose over the bay,
Where swinging wide at her moorings lay
The Somerset, British man-of-war;
A phantom ship, with each mast and spar
Across the moon like a prison bar,
And a huge black hulk, that was magnified
By its own reflection in the tide.

Meanwhile, his friend through alley and street
Wanders and watches, with eager ears,
Till in the silence around him he hears
The muster of men at the barrack door,
The sound of arms, and the tramp of feet,
And the measured tread of the grenadiers,
Marching down to their boats on the shore.

Then he climbed the tower of the Old North Church,
By the wooden stairs, with stealthy tread,
To the belfry chamber overhead,
And startled the pigeons from their perch
On the sombre rafters, that round him made
Masses and moving shapes of shade,–
By the trembling ladder, steep and tall,
To the highest window in the wall,
Where he paused to listen and look down
A moment on the roofs of the town
And the moonlight flowing over all.

Beneath, in the churchyard, lay the dead,
In their night encampment on the hill,
Wrapped in silence so deep and still
That he could hear, like a sentinel’s tread,
The watchful night-wind, as it went
Creeping along from tent to tent,
And seeming to whisper, "All is well!"
A moment only he feels the spell
Of the place and the hour, and the secret dread
Of the lonely belfry and the dead;
For suddenly all his thoughts are bent
On a shadowy something far away,
Where the river widens to meet the bay,–
A line of black that bends and floats
On the rising tide like a bridge of boats.

Meanwhile, impatient to mount and ride,
Booted and spurred, with a heavy stride
On the opposite shore walked Paul Revere.
Now he patted his horse’s side,
Now he gazed at the landscape far and near,
Then, impetuous, stamped the earth,
And turned and tightened his saddle girth;
But mostly he watched with eager search
The belfry tower of the Old North Church,
As it rose above the graves on the hill,
Lonely and spectral and sombre and still.
And lo! as he looks, on the belfry’s height
A glimmer, and then a gleam of light!
He springs to the saddle, the bridle he turns,
But lingers and gazes, till full on his sight
A second lamp in the belfry burns.

A hurry of hoofs in a village street,
A shape in the moonlight, a bulk in the dark,
And beneath, from the pebbles, in passing, a spark
Struck out by a steed flying fearless and fleet;
That was all! And yet, through the gloom and the light,
The fate of a nation was riding that night;
And the spark struck out by that steed, in his flight,
Kindled the land into flame with its heat.
He has left the village and mounted the steep,
And beneath him, tranquil and broad and deep,
Is the Mystic, meeting the ocean tides;
And under the alders that skirt its edge,
Now soft on the sand, now loud on the ledge,
Is heard the tramp of his steed as he rides.

It was twelve by the village clock
When he crossed the bridge into Medford town.
He heard the crowing of the cock,
And the barking of the farmer’s dog,
And felt the damp of the river fog,
That rises after the sun goes down.

It was one by the village clock,
When he galloped into Lexington.
He saw the gilded weathercock
Swim in the moonlight as he passed,
And the meeting-house windows, black and bare,
Gaze at him with a spectral glare,
As if they already stood aghast
At the bloody work they would look upon.

It was two by the village clock,
When he came to the bridge in Concord town.
He heard the bleating of the flock,
And the twitter of birds among the trees,
And felt the breath of the morning breeze
Blowing over the meadow brown.
And one was safe and asleep in his bed
Who at the bridge would be first to fall,
Who that day would be lying dead,
Pierced by a British musket ball.

You know the rest. In the books you have read
How the British Regulars fired and fled,—
How the farmers gave them ball for ball,
From behind each fence and farmyard wall,
Chasing the redcoats down the lane,
Then crossing the fields to emerge again
Under the trees at the turn of the road,
And only pausing to fire and load.

So through the night rode Paul Revere;
And so through the night went his cry of alarm
To every Middlesex village and farm,—
A cry of defiance, and not of fear,
A voice in the darkness, a knock at the door,
And a word that shall echo for evermore!
For, borne on the night-wind of the Past,
Through all our history, to the last,
In the hour of darkness and peril and need,
The people will waken and listen to hear
The hurrying hoof-beats of that steed,
And the midnight message of Paul Revere.

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About Paul Revere’s Midnight Ride

On April 18, 1775, Paul Revere set out on his now famous ride from Boston, Massachusetts to Concord, Massachusetts. Revere was asked to make the journey by Dr. Joseph Warren of the Sons of Liberty, one of the first formal organizations of patriotic colonists. The purpose was to give warning to Samuel Adams, John Hancock (who were also members of the Sons of Liberty) and the other colonists that the British were preparing to march on Lexington.

Revere was taken by boat across the Charles River to Charleston, where he then borrowed a horse from a friend, Deacon John Larkin. Revere and a fellow patriot, Robert Newman, had previously arranged for signals to be given (lanterns in the tower of the North Church) so Revere would know how the British had begun their attack. This is where the famous phrase "one if by land, two if by sea" originated. While in Charleston, Revere and the Sons of Liberty saw that two lanterns had been hung in the North Church tower, indicating the British movement. Revere then left for Lexington.

On his way to Lexington, Revere stopped at each house to spread the word that the British troops would soon be arriving. Sometime around midnight, Revere arrived at the house of Reverend Jonas Clark, where Hancock and Adams were staying, and gave them his message. Soon after Revere’s message was delivered, another horseman sent on a different route by Dr. Warren, William Dawes, arrived. Revere and Dawes decided that they would continue on to Concord, Massachusetts, where the local militia had stockpiled weapons and other supplies for battle. Dr. Samuel Prescott, a third rider, joined Revere and Dawes.

On their way to Concord, the three were arrested by a patrol of British officers. Prescott and Dawes escaped almost immediately, but Revere was held and questioned at gunpoint. He was released after being taken to Lexington. Revere then went to the aid of Hancock and Adams, whom he helped escape the coming seige. He then went to a tavern with another man, Mr. Lowell, to retrieve a trunk of documents belonging to Hancock. At 5:00 a.m., as Revere and his associate emerged from the tavern, they saw the approaching British troops and heard the first shot of the battle fired on the Lexington Green. This gunshot of unknown origin, which caused the British troops to fire on the colonists, is known as "the shot heard round the world."

Many believe Longfellow’s account of the Midnight Ride is inaccurate because he portrays Revere as a lone rider alerting the colonists. Longfellow also fails to mention that Revere was captured by British soldiers before he reached Concord. However, the literary creation of a folk hero named Paul Revere was inspiring to many, and the poem still reminds people of all ages what it means to be a patriot.