Imagine descending into a swimming pool to find it is only 3 feet deep—shallow enough to comfortably stand with the water up to your waist. Yet, you feel quite cold. As you start to move toward the other end of the pool, the surface of the water slowly inches up toward you neck, and your toes grow less and less acquainted with the ground. Soon, however, the depth of the water is so much that even your tip-toeing ceases. You must now flail and kick in order to stay in place. You are forced to swim, and it is a little terrifying, but you find that you are enjoying yourself at the same time. And you are no longer cold.
This has basically been my relationship with William Shakespeare’s works… until last year.
In elementary and middle school, the works of the Bard were exactly that: chilling waters that I just did not want to jump into. Of course I had heard all about him—everyone had. He was a classic, and I went along with that. But, as much as it pains me to admit, I only agreed because I couldn’t refute. I mean, who could honestly understand this guy? I distinctly remember countless questions about his sonnets on standardized tests I took even as early as third grade and the utter perplexity that came with them. If there was actually something Shakespeare was trying to say in his writing, he was definitely doing a terrible job at expressing it, I thought. I would just end up guessing the answer and moving on.
His mazes of words flustered me to no end, because everything we were learning about grammar in school just didn’t seem to apply to him. Verbs became nouns, and nouns became verbs. And don’t even start on the adjectives! When it came time for the rite-of-passage of reading Romeo and Juliet in eighth grade, I found myself deeper in that maze than I had ever been. Thank God for the left-side-of-the-page-translations, I thought, because I certainly wouldn’t have been able to discern Benvolio’s role in the story without them.
It really wasn’t until my second run-through of Romeo and Juliet, this time in my freshman year of high school, that I thought Shakespeare actually might be up to something with his wild words. It was only then that I let go and started swimming.
We took one stanza in the play and read and read and read it over and over again like we were trying to unearth something which was stubbornly stuck in the ground. All of a sudden, realization would strike me and everything made sense. I remember my sense of astonishment when we explored Shakespeare’s use of the ideas “saints” and “prayer” when actually talking about hands and kissing.
This shift in my thinking after our painstaking analysis of Romeo and Juliet is almost tangible to me. Shakespeare’s words were no longer obstacles in my way… they were different colors on his palette which he used to paint pictures that I never had access to before. I began to notice the melody and emotions of his lines which normal, grade school grammar would never have allowed. And finally I could say I enjoyed reading the right sides of the pages more than the now-bland left sides.
Although there are still times when I have to reread one of Shakespeare’s lines at least ten times before I can make any sense of it, I now realize just how much that persistence can pay off. There is so much more to discover in the deep end.