cov-romeo and juliet - smarrpublishers.com*8159jzx5d/sg6067.pdfromeo and juliet / 3 9. what is the...

Copyright © Watson Educational Services, Inc., 2006 All rights reserved. No part of this work may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without permission in writing from the publisher. For information, please write Smarr Publishers, 4917 High Falls Road—Suite 201, Jackson, Georgia 30233 or call (678) 774–8374.

Any edition of the text is compatible with the study guide.

$9.95 IN USA

Smarr PublishersSmarr PublishersSmarr Publishers

English English English for for for

Classical StudiesClassical StudiesClassical Studies

A Student’s Companion toA Student’s Companion toA Student’s Companion to Romeo and JulietRomeo and JulietRomeo and Juliet

by Robert W. Watsonby Robert W. Watsonby Robert W. Watson

Romeo and Juliet / 1

Introduction to Romeo and Juliet

W ILLIAM SHAKESPEARE uses Arthur Brooke’s 3,000-line poem, The Tragical History of Romeus and Juliet, for his Romeo

and Juliet. It was common for the great playwright to borrow from many sources for his plays. Even Brooke used the well-known story told by Masuccio of Salerno (1475) and later by Luigi da Porto (1530). Romeo and Juliet is arguably not a great tragedy (understandably since the play is one of Shakespeare’s earliest); nevertheless, the play cannot be dismissed as a simplistic drama either.

Many critics have expressed their opinion that Romeo and Juliet is “experimental,” in that Shakespeare tested new variations on familiar themes. If this is true, then readers must look at this play differently than Shakespeare’s previous historical tragedies like Henry VI and Richard III. To be a true tragedy, the tragic hero must be of royal birth, which of course neither Romeo nor Juliet can claim. These young people were aristocratic to be sure, but hardly royalty. Therefore, Shakespeare abandoned the ancient standard of Aristotle and drew from current life. It is interesting to see Juliet shift between a submissive and dutiful daughter and a mature, independent young lady within such a short period of time. Also, Romeo displays a personality that at first seems unworthy of pity, but later commends the reader’s respect for his manly devotion to his love.

The one apparent shortcoming of this play (if there is one) is its reliance on fate. Romeo and Juliet do not seemingly deserve to suffer death. One can argue that the couple did nothing to bring about the tragic events in their lives, and the cause of the events was merely chance and accident. The killings of Mercutio and Tybalt along with the failed delivery of a letter to Romeo set the tragic events into motion. As star-crossed lovers, Romeo and Juliet seemed doomed from the beginning of the play to never experience lasting happiness. It is difficult to think that the lovers were destined by mere fate to love, to suffer, and to die within such a short period of time. However, perhaps Romeo and Juliet were guilty of something that was worthy of death. The citizens of Elizabethan England had a low opinion for disobedient children. When viewed from this point of view, the deaths then are the result of the young people’s willful defiance of parental wishes. While this may seem harsh, it is not altogether unreasonable.

While he plays a minor role, Prince Ecalus is the standard for reasonableness in the play. In the beginning of the play, Ecalus tries to maintain peace in Verona, and in the end, he witnesses the reconciliation of the two families. In both cases, Ecalus points out the faults of Montague and Capulet, when he states, “See what a scourge is laid upon your hate.” Indeed, hate affects not only the one to whom the enmity is directed, but also indirectly as in the case of the death of Romeo and Juliet. Again, Ecalus states truly, “For never was a story of more woe / Than this of Juliet and her Romeo.” ROBERT W. WATSON

2 / Romeo and Juliet

Romeo and Juliet Lesson One

1.1 Vocabulary

choler n. portentous adj. giddy adj. disparagement n. 1.2 Vocabulary Exercise

1. We boys made our way swiftly through the dark alley, a _________________ journey where every shadow and corner offered a new imagined terror.

2. When the fist angrily struck the table, the attendees at the meeting realized then that the mayor’s ________________ was effectively expressed.

3. Since they could not refute the logic of the argument, the political opponents of Senator Cates attempted a ________________ of the honorable man’s character in order to discredit his conservative views.

4. When Fred stood up quickly, he fell against the wall to support himself, explaining that he felt ___________ and lightheaded.

1.3 Reading Assignment: Romeo and Juliet, Act I 1.4 Recall Questions

1. According to the Prologue, what was the only remedy for curing the feud between the two “ancient” families?

2. What insult does Sampson give to Abraham?

3. What does Prince Escalus decree will be the punishment the next time the servants of the Capulets and Montagues fight with each other?

4. When Lady Capulet asks where Romeo was, who reveals that he saw him enter into a wood, seemingly wanting to be left alone?

5. What was the reason for Romeo’s moody behavior?

6. On page 7, what are the different ways that Romeo describes love?

7. What is Benvolio’s solution for curing Romeo’s sadness?

8. What is Paris’s suit to Capulet?


9. What is the problem when a servant is given a list of guests for the Capulet feast and is charged with contacting them?

10. What is the subject of the conversation that Lady Capulet wishes to discuss with Juliet?

11. Who overhears Romeo as he begins to describe the unknown girl at the feast?

1.5 Critical Thinking

Is Romeo’s “love” for Rosaline sincere, or is it infatuation? Offer reasons for your answer.

Discuss how people and events seem inverted. For an example, Capulet and Montague try to act like young men during the brawl.

Are dreams nothing, merely of the fancy, or do they offer a benefit to individuals? Explain. 1.6 Bonus Thoughts

Pun: In Scene I, Sampson and Gregory bandy words back and forth that sound the same. Gregory uses collier and collar, while Sampson uses choler. A collier is a coal miner, a collar is worn around the neck, and choler means anger. The standard definition of a pun is a play on words that are homonyms or that are similar in sound, yet are different in meanings. In the Odyssey, Ulysses pulls a trick on Polyphemus, the Cyclops. When asked what his name was, Ulysses replied, “Nobody.” After successfully blinding the Cyclops, Ulysses and his surviving men were able to escape because the other Cyclopes refused to help Polyphemus. Why? Because Polyphemus stated that “nobody” was hurting him.

Oxymoron: The oxymoron is a special kind of paradox. An oxymoron is formed whenever two words that are contrary in normal usage are combined together. Everyone has fun trying to make up or discovering examples of the oxymoron; such as jumbo shrimp, student athlete, and DOD productivity. The master of the oxymoron was William Shakespeare. In today’s readings, you read this fine string of oxymorons by Romeo:

O loving hate, O anything, or nothing first created! O heavy lightness, serious vanity, Misshapen chaos of well-seeming forms, Feather of lead, bright smoke, cold fire, sick health, Still-waking sleep, that is not what it is!

Later in Act III, look for Juliet’s own set of oxymorons.

Queen Mab: According to Irish legend called the Ulster Cycle, Queen Maeve was the most powerful of the earliest queens when Ireland was a matriarchal society. However, eventually men began to become dominant. Even though she resists the trend, in the end Maeve with all the other queens of Ireland, are pushed aside by the growing patriarchy. Maeve lives on in legend as Queen Mab of the fairies. But even in fairyland her sister queens are gradually made to submit to kings. Only on the magical Isles of the Blest to the west of Ireland can queens continue with their old power and freedom.


The Formal and Familiar Use of the Second Person: During the Elizabethan Renaissance, the familiar forms of the second person were the singular thou (thee, thy) and the plural ye (you, your). The use of the word you (you, your) was the formal address used out of respect. Shakespeare is fairly consistent when using these forms. Characters of superior rank addressed each other with you, as well as inferiors addressing superiors, like Juliet’s nurse when talking to Juliet. On the other hand, when addressing the lower ranks, the superiors used the familiar thou as Juliet does when speaking to her nurse. When addressing each other, lovers always used the familiar thou. The formal and familiar forms of the second person are not unique in English; they appear also in Spanish with the formal usted and ustedes and the familiar tú and vosotros.

Perhaps the biggest complaint against the Authorized Version of the Bible (KJV) is the use of thou and ye. The translators of the New International Version make a point to justify their exclusion of these “archaisms,” which gives pause for wonder why they felt compelled to give reasons for their decision to remove any antiquated and inapplicable words.

As for the traditional pronouns “thou,” “thee” and “thine” in reference to the Deity, the translators judged that to use these archaisms (along with the old verb forms such as “doest,” “wouldest” and “hadst”) would violate accuracy in translation. Neither Hebrew, Aramaic nor Greek uses special pronouns for the persons of the God-head. A present-day translation is not enhanced by forms that in the time of the King James Version were used in everyday speech, whether referring to God or man.

The NIV translators committed two errors here. First, while the ancient languages did not use “special pronouns for the persons of the God-head,” neither does the English in the Authorized Version. The so-called special pronouns are used in the same manner for both God and men. Therefore, violation of accuracy should not have been a concern. And second, a present day version would be indeed “enhanced” by the English of 1611. Otherwise, why is the note for John 3:7 (NIV) necessary for the reader to know that “[t]he Greek is plural”? The word ye would have made the note unnecessary.

By employing exclusively the second person in its familiar form, the scholars of the Authorized Version clarified the understanding of the Scriptures. Anyone who reads the ten commandments in the New International Version could wonder whether the commandments are to the reader personally or to the collective. The reason why there is no doubt about the commandments being individually applied is because the Authorized Version has already helped the other Bible out. A good example of real confusion is in the rendering of the NIV passage of John 3:1–15. Jesus switches from speaking to Nicodemus to addressing several listeners. But without the English familiar forms, the reader would never have known this. Also, God is not addressed in the formal sense, but in the familiar form. Thou suggests an intimacy; you suggests a distant respect. If the “scholarship” of the NIV translators is such that it completely misunderstood the use of the familiar form of the second person as it applied to the English language, one should wonder if the “hundred scholars working directly from the best available Hebrew, Aramaic and Greek texts” were careless elsewhere.


Romeo and Juliet Lesson Two

2.1 Vocabulary

fain adv. procure v. baleful adj. feign v. 2.2 Vocabulary Exercise

1. Whenever there is a major test to be taken, my brother John seems to _____________ sickness of the very day of the test; but my mother has become wise to his pretending.

2. The dictator cast ____________ eyes across the map, looking for other provinces to conquer and to exploit for his quest for empire.

3. Regarding his devotion to Christ, every Christian should ___________ welcome every opportunity to serve the Lord.

4. By making a few telephone calls, Mr. Adams was able to ____________ a solution to our problem with getting needed materials for production.

2.3 Reading Assignment: Romeo and Juliet, Act II 2.4 Recall Questions

1. Instead of going home with his friends, what does Romeo do after the feast had ended?

2. As Juliet places her hand upon her cheek, what does Romeo desire to be?

3. According to Juliet, at what does Jove laugh?

4. Why does Juliet tell Romeo not to swear by the moon when he states that he loves her?

5. What message is Romeo to give to Juliet the next day?

6. When Romeo reminds Friar Laurence that the priest scolded him for loving Rosaline, what is the priest’s reply?

7. Even though Friar Laurence believes the wedding rather sudden, why does he think the marriage of Romeo to Juliet is a good idea?

8. According to Mercutio, why should Peter give the Nurse her fan?


9. What will a servant give to the Nurse to help Romeo enter into Juliet’s room in the evenings?

10. According to the Nurse, what would Juliet rather look upon rather than Paris?

11. After the Nurse in jest tells Juliet that she does not know how to choose a man, what advice does she give to her ward?

12. According to Friar Laurence, what is the characteristic of “long love”?


Consider Romeo’s declaration of love for Juliet. Do you think it is sincere? Why or why not?

Discuss the significance of the references of day and night in this act.

Does the advice by the Nurse and Friar Laurence to their charges reflect wisdom that is characteristic of older and wiser people? Why or why not?

Explain how Juliet asserts her growing independence from her nurse and parents during this act.

In just two acts, we learn much about the character of Romeo. What are some of the character traits that are worthy to cultivate and those that are weaknesses?

2.6 Bonus Thoughts

Jove: This is the Roman name for the chief god of the Greeks, Zeus. Another name for the Roman god is Jupiter, who is mentioned in the Bible (Acts 14:12).

Osier: Friar Laurence mentions that he must fill his “osier cage” with herbs that have medicinal properties. The osier is a willow tree that is common in Europe and Asia, having long, rod-like branches, which are suitable especially for weaving baskets.

Silver and Gold: The several references of silver and gold throughout Romeo and Juliet should be studied carefully. Silver often symbolizes beauty and love. However, gold symbolizes greed or wanton desire.


Romeo and Juliet Lesson Three

3.1 Vocabulary

retort v. carrion n. jocund adj. demesne n. 3.2 Vocabulary Exercise

1. When Janice ____________ sarcastically to Tim’s teasing, we were amused, because she seldom said anything.

2. My uncle regularly rode across his ______________ upon his horse Clancy, which believed it owned the expanse of land as much as his master.

3. The group was in a ____________ mood, feeling optimistic that their candidate would win the election.

4. The flock of buzzards revealed that they had found one of our missing cows, only ____________ to be feasted on by the scavengers.

3.3 Reading Assignment: Romeo and Juliet, Act III 3.4 Recall Questions

1. When Tybalt meets Romeo, he states that the best love he can give him is to call him a what?

2. When Romeo tries to stop the fight, whom does Tybalt mortally wound?

3. Instead of pronouncing death, Prince Escalus decrees banishment for Romeo. Why?

4. Why is Juliet confused when the Nurse relates the details of the brawl between Romeo and Tybalt?

5. According to Friar Laurence, what is “Adversity’s sweet milk”?

6. When the Nurse enters the friar’s cell, where is Romeo and what is he doing?

7. After inquiring about Juliet, Romeo draws his sword for what purpose?

8. Where does Friar Laurence send Romeo during his banishment?

9. When Romeo states, “How well my comfort is revived by this,” what does he refer to?


10. What advice does the Nurse give to Juliet regarding the proposed marriage to Paris?

11. If Friar Laurence is unable to help her, what is Juliet resolved to do?


Explain how Juliet appears to have matured since Act I.

Compare the nurse’s two announcements to Juliet: announcing the place and the time for the wedding, and the announcing of the death of Tybalt and banishment of Romeo. Explain why the first announcement is comical, while the other is tragic.

Does his preference for death rather than banishment suggest a maturity or an immaturity about Romeo? Explain.

Juliet is accused of being disobedient to her father. Is she? Why or why not? 3.6 Bonus Thoughts

Phaethon: Juliet refers to Phaethon (or Phaeton). From Greek mythology, Phaethon was the son of Phoebus Apollo, the god of the Sun. Young Phaethon travels to India to see his father. Upon his confirming that Phaethon was indeed his son, Apollo gave the boy a wish. After thinking about it for a moment, Phaethon asked to drive the chariot of the Sun across the sky. Apollo tries to talk the boy out of the notion, but finally relents. Being inexperienced with handling the fiery steeds that pulled the chariot, Phaethon quickly lost control of the horses, and the Sun went wildly throughout the universe. Eventually the chariot of the Sun approached near the earth, causing mass destruction as fields and mountains caught on fire. The Earth pleaded for the help of Zeus, who cast a bolt of lighting at Phaethon, thus killing him and ending the Sun’s destruction of the Earth.

The Penalty of Exile: For the modern American vagabond, it is difficult to understand why Romeo thought his punishment of banishment was worse than death. Exile meant the deprivation of one’s heritage and traditions. Before the introduction of rampant industrialism to most countries in the world, a person was loyal to the land and to his family. It was the love for the land and family that created stability, permanence, and security. Herein lies the true root of patriotism—the defense of one’s own land and family. Men do not willing die for abstract ideas or principles. However, they will die to protect their land and families from harm. Patriotism is not a blind allegiance in a man-made state, and modern armies are not composed of patriots, but of mercenaries. To be deprived of familiar surroundings, of the support of loved ones, and of accustomed traditions are great punishments for the patriotic soul. In addition to this, Romeo did not see how Juliet would be able to be with him in exile. Romeo no doubt believed that the blood ties of Juliet would be stronger than her love for him, which of course we learn is not true.


Romeo and Juliet Lesson Four

4.1 Vocabulary

pensive adj. compass n. prorogue v. surcease n. 4.2 Vocabulary Exercise

1. Instead of making progress towards our goal of creating two separate neighborhood schools, the opposition from the state board of education demanded a ________________ of the project and thus added to our frustration.

2. Once we reached the fortress, we felt secure within the ____________ of the massive walls.

3. Because we still did not have sufficient facts about creating a new park, we decided to _______________ the decision until the opponents could provide more information.

4. I found my father sitting on the river bank in a ______________ mood; he no doubt was thinking about whether he should accept the offer to sell our farm.

4.3 Reading Assignment: Romeo and Juliet, Act IV 4.4 Recall Questions

1. When Juliet enters Friar Laurence’s cell, who is there talking with the priest?

2. According to Juliet what will be the “umpire” to solve her difficulties?

3. What does Friar Laurence give to Juliet and what is its purpose?

4. What excuse does Juliet give to the Nurse for allowing her to be alone during the evening?

5. If the potion does not work, what does Juliet place beside her bed in order to ensure that she does not marry Paris?

6. What is ironic about Friar Laurence’s question, “is the bride ready to go to church”?

7. What is the reason that Friar Laurence gives that suggests that the Capulets and the Nurse are exceeding their grief for Juliet?


Does Paris truly love Juliet? What suggests that he is arrogant and proud?


Compare Juliet’s words with Friar Laurence in Scene 1 (p. 69) and those in her soliloquy in Scene 3 (pp. 72–73). Discuss the reasons for her boldness turning to fear.

4.6 Bonus Thoughts

“Come, vial”: This is an example of the common rhetorical device called an apostrophe. An apostrophe is the direct address either to an absent person or to an abstract or inanimate thing. In the next act (page 88), can you find another apostrophe used by Juliet?

Two Interpretations of the “Balcony Scene” from Romeo and Juliet

Romeo and Juliet Ford Madox Brown (1821–1893

Romeo and Juliet Sir Frank Dicksee (1853–1928)


Romeo and Juliet Lesson Five

5.1 Vocabulary

presage v. cull v. apothecary n. peruse v. 5.2 Vocabulary Exercise

1. Some freshman courses in college are designed to ____________ many students who are not suited for advanced education.

2. When the sailors encountered bad weather the very first day that they departed from port, they believed this to be a ________ of things to come.

3. Our teacher warned us not to skim the work of Othello, but to ____________ it by carefully reading the soliloquies and asides of Iago.

4. Once there used to be thousands of small drug stores across the country. But now, the neighborhood ______________ is nearly extinct.

5.3 Reading Assignment: Romeo and Juliet, Act V 5.4 Recall Questions

1. In his dream, what did Romeo dream regarding Juliet?

2. What is the news that Balthasar tells Romeo?

3. When the apothecary decides to sell Romeo the poison, he states that it was not his will that consented but his what?

4. According to Romeo, what is a worse poison than the one he had bought?

5. What was the reason that Friar John was unable to deliver Friar Laurence’s letter to Romeo?

6. What does Friar Laurence decide to do regarding Juliet?

7. Who does Romeo meet in the churchyard near the Capulet crypt?

8. After seeing both Paris and Romeo dead, what does Friar Laurence decide to do with Juliet?

9. What was the reason for Lady Montague’s death?

10. What does Montague tell Capulet that he will do to memorialize Juliet?



As he dies in Act III, Mercutio pronounces a curse on the houses of Capulet and Montague. What was the curse, and how is it fulfilled?

Explain how the Apothecary becomes a symbol for death.

Discuss how Friar Laurence attempts to be like God regarding the Almighty’s role in death and resurrection.

Do Montague and Capulet learn their lesson? Note Romeo’s attitude about gold and compare this attitude to the fathers’ proposals for statues.

5.6 Bonus Thoughts

The Penalty for Disobeying Parents: The law of God is very clear about children who are incorrigible delinquents. The penalty is death (Deuteronomy 21:18–21). Of course, Romeo and Juliet cannot be considered delinquents, but they are guilty of disobeying their parents. Thus, the play seems to be governed not by impersonal chance, but rather by the disobedience of the young couple. The law of God points out that the family must side with public order and not with the criminal son or daughter. The issue regarding disobeying parents is the willful attack on the primary authority in society, which is the home. Today, because American citizens have ignored the Bible, children not only have contempt for their parents, but in many cases have killed them. The Puritans in New England had a law that required the execution of disobedient children. However, the law never was used, because there was no recording of a child being disobedient. Thus, the law with its capital punishment ensured obedience, and in a true sense, eliminated the need for capital punishment. A society that refuses to execute its criminal class, even if one’s own son or daughter belongs to this class, will in time destroy itself.

The Reconciliation of the Montagues and Capulets over the Dead Bodies of Romeo and Juliet

Frederic Lord Leighton (1830–1896)


Glossary for Romeo and Juliet apothecary (…-p¼th“¹-kμr”¶) n. One that prepares and sells drugs and other medicines; a

pharmacist baleful (b³l“f…l) adj. Portending evil; ominous; harmful or malignant in intent or effect carrion (k²r“¶-…n) n. Dead and decaying flesh choler (k¼l“…r) n. Anger; irritability compass (k¾m“p…s) n. An enclosing line or boundary; a circumference; a restricted space or

area; range or scope cull (k¾l) v. To pick out from others; select; to remove rejected members or parts from demesne (d¹-m³n“) n. Manorial land retained for the private use of a feudal lord; the grounds

belonging to a mansion or country house; an extensive piece of landed property; an estate disparagement (d¹-sp²r“¹j-m…nt) n. A slighting; belittling; a reducing in esteem or rank fain (f³n) adv. Happily; gladly feign (f³n) v. To give a false appearance of; to represent falsely; pretend to; to imitate so as to

deceive giddy (g¹d“¶) adj. Having a reeling, lightheaded sensation; dizzy; causing or capable of causing

dizziness; frivolous and lighthearted; flighty jocund (j¼k“…nd) adj. Sprightly and lighthearted in disposition or character; jolly pensive (pμn“s¹v) adj. Deeply or dreamily thoughtful; suggestive or expressive of melancholy

thoughtfulness peruse (p…-r›z“) v. To read or examine with great care portentous (pôr-tμn“t…s) adj. Of the nature of or constituting a portent; foreboding; exciting

wonder and awe presage (pr¹-s³j“) v. To indicate or warn of in advance; portend; to foretell or predict procure (pr½-ky‹r“) v. To get by special effort; obtain or acquire; to bring about; effect prorogue (pr½-r½g“) v. To discontinue a session of; to postpone; defer retort (r¹-tôrt“) v. To reply, especially to answer in a quick, caustic, or witty manner; to present a

counter-argument to; to return in kind surcease (sûr“s¶s”) n. Cessation; stoppage

1

Romeo and Juliet Vocabulary Quiz

1. ______ Romeo had been brooding for days, and his father feared his melancholy would

prove to be _____________, leading to an evil end.

(A) giddy (B) jocund (C) pensive (D) portentous (E) procurable

2. ______ While Romeo grieves over his unrequited love for Rosaline, Benvolio, his friend,

suggests that the young man turn quickly, become ______________, and pursue someone else.

(A) baleful (B) giddy (C) jocund (D) pensive (E) portentous

3. ______ Even though the ______________ and playful belittling by her nurse oftentimes

annoyed her, Juliet would keep her ________ disposition by responding with no anger.

(A) apothecary . . portentous (B) carrion . . baleful (C) compass . . giddy (D) disparagement . . jocund (E) surcease . . pensive

4. ______ The small ____________ of his “undying love” for Rosaline soon expanded beyond

its limits when Romeo saw the beauty of Juliet.

(A) apothecary (B) carrion (C) compass (D) demesne (E) presage

5. ______ Entering the party of the Capulets by _________ to be an invited guest, Romeo

soon raised the suspensions and _____________ of Tybalt, who was anger with the Montagues.

(A) feigning . . choler (B) culling . . surcease (C) perusing . . demesne (D) retorting . . compass (E) procuring . . apothecary

CONTINUE TO NEXT PAGE

2

6. ______

As he passes by the garden, Romeo sees Juliet A standing upon the balcony, whom he equates to B C D the rising sun. No error. E

7. ______

After Romeo declares his love for her, Juliet A cautions the impetuous Montague that his B C declaration is to rash and to sudden. No error. D E

8. ______

Friar Laurence is astonished to learn that Romeo had all ready forsaken his love for A B Rosaline, which prompted the holy father to C observe that young men love with their eyes, and not with their hearts. No error. D E

9. ______

After receiving news from Romeo regarding A the marriage. The nurse returns to the B Capulets’ home and teases Juliet beyond C endurance of the anxious young lady. No error. D E

10. ______

While trying to stop the fight, an error in A judgment on the part of Romeo allows Tybalt B C to deliver a fatal wound to Romeo’s friend. D No error. E

11. ______ As soon as the nurse delivered the good news, Juliet fain would go to Romeo immediately.

The word “fain” means

(A) reluctantly. (B) angrily. (C) silently. (D) foolishly. (E) happily.

12. ______ Having been banished from his

homeland and wife, Romeo becomes very despondent and seeks to procure both advise and comfort from Friar Laurence.

The infinitive “to procure” means most nearly in this sentence

(A) to refuse. (B) to acquire. (C) to forget. (D) to repent. (E) to travel.

13. ______ For the Montagues and

Capulets, the sight of the bodies of Romeo and Juliet was not only the testimony of the families’ unreasonable enmity but the surcease of hostilities also.

The word “surcease” means

(A) commencement. (B) recording. (C) pretense. (D) cessation. (E) increase.

CONTINUE TO NEXT PAGE

3

The one apparent shortcoming of “Romeo and Juliet” is its reliance on 14 fate. Even though fate is an indeterminate force, outcomes can be predicted if certain events happen. Particularly when laws and customs are violated. Indeed, Romeo and Juliet do not seemingly deserve to 15 suffer death. One can argue that the couple does nothing to bring about the tragic events in their lives, and the cause of the events are mere 16 chance and accident. The killings of Mercutio and Tybalt along with the failed delivery of the letter to Romeo set the fateful events into motion. 17 As “star-crossed lovers,” Romeo and Juliet are doomed from the beginning of the play to never experience lasting happiness. Modern readers find difficulty with the notion that the lovers were destined by mere fate to find love, to suffer separation, and dying within such a short 18 period of time. On the other hand, perhaps they are guilty of something 19 that is worthy of death. Since disobedient children who reject sound advice are apt to behave foolish, the deaths of Romeo and Juliet are 20 the result of their willful defiance of parental wishes and guidance.

A. NO CHANGE B. ‘Romeo and Juliet’ C. Romeo and Juliet D. Romeo and Juliet A. NO CHANGE B. run-on sentence C. misplaced modifier D. fragment A. NO CHANGE B. is merely C. are merely D. were mere A. NO CHANGE B. setting C. to set D. sets A. NO CHANGE B. died C. to die D. die A. NO CHANGE B. Romeo and Juliet C. they’re D. he and she A. NO CHANGE B. foolishness C. foolhardy D. foolishly

14.

15.

16.

17.

18.

19.

20.

1

Answer Keys to Romeo and Juliet Vocabulary Exercise, Lesson 1 1. portentous 2. choler 3. disparagement 4. giddy Lesson 1 1. The only cure was the death of two “star-cross’d lovers.” 2. Sampson bites his thumb in the presence of Abraham. 3. The penalty will be death. 4. Benvolio saw Romeo enter into the woods. 5. Romeo could not win the favor of the girl he loved, Rosaline. 6. Love is a smoke, a madness, a gall, and a preservative. 7. Benvolio states that Romeo can forget about Rosaline by “examining other beauties.” 8. Paris wishes to marry Juliet, who is fourteen years old. 9. The servant is unable to read. 10. Lady Capulet wishes to talk to Juliet about marrying Paris. 11. Tybalt overhears Romeo. Vocabulary Exercise, Lesson 2 1. feign 2. baleful 3. fain 4. procure Lesson 2 1. Romeo jumped over the wall of the orchard belonging to the Capulets. 2. Romeo desires to be her glove in order to touch Juliet’s cheek. 3. Jove laughs at lovers’ perjuries. 4. The moon is always changing from month to month, and it is not a good example to

proclaim a constant love. 5. If Romeo desires to marry Juliet, then he is to let her know the place and the time for the

wedding. 6. Friar Laurence scolded Romeo for “doting” on Rosaline, and for loving her. 7. Friar Laurence believes that the marriage will bring peace to the two warring families. 8. The fan is fairer than her face, and the fan will it. 9. The Nurse will receive a rope ladder. 10. Juliet would rather look upon a toad. 11. Juliet should forget about marriage and serve God as a nun. 12. Long love is characterized by moderation. Vocabulary Exercise, Lesson 3 1. retorted 2. demesne

2

3. jocund 4. carrion Lesson 3 1. Tybalt calls Romeo a villain. 2. Tybalt mortally wounds Mercutio. 3. Even though his motive was based on revenge, Romeo executed merely what the law would

have done to Tybalt. 4. At first, Juliet thinks Romeo is dead, and then is not sure if it was Tybalt who was slain. 5. The sweet milk is philosophy. 6. Romeo is on the ground, weeping. 7. Romeo would have killed himself, if he was not prevented to do so by Friar Laurence. 8. Romeo is sent to Mantua. 9. Romeo refers to Juliet’s ring, which the Nurse gave to him. 10. Since Romeo has been banished, Juliet might as well as marry Paris. 11. Juliet is resolved to kill herself. Vocabulary Exercise, Lesson 4 1. surcease 2. compass 3. prorogue 4. pensive Lesson 4 1. Paris is there talking with Friar Laurence. 2. The umpire is a knife. 3. Friar Laurence gives to Juliet a vial of “distilled liquor” that will cause her to appear to be

dead. 4. Juliet tells her Nurse that she must offer may prayers (orisons) during the evening. 5. Juliet places a dagger (knife) beside her bed. 6. Juliet is ready to go to church, but not for a wedding, but a funeral. 7. The mourners were only interested in Juliet’s becoming a wife, but now she is greater than a

wife; she is with the Lord. Vocabulary Exercise, Lesson 5 1. cull 2. presage 3. peruse 4. apothecary Lesson 5 1. Romeo dreamed that Juliet found him dead, that her kisses revived him, and that he became

an emperor. 2. Balthasar reports that he saw Juliet being placed in the Capulet crypt (monument). 3. The apothecary states that it is his poverty that consents to the sale. 4. A worse poison is gold.

3

5. Friar John was visiting another brother when he was quarantined in a house where a pestilence was believed to be.

6. Friar Laurence decides to go to the crypt and bring Juliet back to his cell. 7. Romeo meets Paris. 8. Friar Laurence decides to take Juliet to a convent to become a nun. 9. Lady Montague died because of her grief for Romeo’s exile. 10. Montague states that he will erect a statue of gold to Juliet’s memory.

Romeo and Juliet

1. D 2. B 3. D 4. C 5. A 6. E 7. D (use of too) 8. A (spelling) 9. A (fragment) 10. A (misplaced mod.) 11. E 12. B 13. D 14. C (mechanics) 15. D 16. B (S-V agreement) 17. A 18. C (parallelism) 19. B (indefinite subj.) 20. D (adverb usage)

cov-romeo and juliet - smarrpublishers.com*8159jzx5d/sg6067.pdfromeo and juliet / 3 9. what is the...

Documents