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I sat there and my love to him poured out more and more, and, lo, he flew down to a stump, and then to my knee. I knew beyond a shadow of doubt that the important thing is the love that goes out from oneself. ↗
One night I begged Robin, a scientist by training, to watch Arthur Miller's 'Death of a Salesman' with me on PBS. He lasted about one act, then turned to me in horror: 'This is how you spend your days? Thinking about things like this?' I was ashamed. I could have been learning about string theory or how flowers pollinate themselves. I think his remark was the beginning of my crisis of faith. Like so many of my generation in graduate school, I had turned to literature as a kind of substitute for formal religio, which no longer fed my soul, or for therapy, which I could not afford.... I became interested in exploring the theory of nonfiction and in writing memoir, a genre that gives us access to that lost Middlemarch of reflection and social commentary. ↗
their powerlessness, innocence, and imagination fused to enable them to turn time inside out, travel on the wind, and enter the souls of animals. ↗
The main reason I became a teacher is that I like being the first one to introduce kids to words and music and people and numbers and concepts and idea that they have never heard about or thought about before. I like being the first one to tell them about Long John Silver and negative numbers and Beethoven and alliteration and "Oh, What a Beautiful Morning" and similes and right angles and Ebenezer Scrooge. . . Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But of course you haven't always read. You haven't always known how to write. You weren't born knowing how to subtract 199 from 600. Someone showed you. There was a moment when you moved from not knowing to knowing, from not understanding to understanding. That's why I became a teacher. ↗
you cannot be friends either with boy or man unless you give yourself away in the process, and Mr. Pembroke did not commend this. He, for “personal intercourse,” substituted the safer “personal influence,” and gave his junior hints on the setting of kindly traps, in which the boy does give himself away and reveals his shy delicate thoughts, while the master, intact, commends or corrects them. Originally Rickie had meant to help boys in the anxieties that they undergo when changing into men: at Cambridge he had numbered this among life’s duties. But here is a subject in which we must inevitably speak as one human being to another, not as one who has authority or the shadow of authority, and for this reason the elder school-master could suggest nothing but a few formulae. Formulae, like kindly traps, were not in Rickie’s line, so he abandoned these subjects altogether and confined himself to working hard at what was easy. ↗
Workers were required to stay six months, and even then permission to quit was not always granted. The factory held the first two months of every worker's pay; leaving without approval meant losing that money and starting over somewhere else. That was a fact of factory life you couldn't know from the outside: Getting into a factory was easy. The hard part was getting out. ↗
For so many years, the official propaganda machinery had denounced humanitarianism as sentimental trash and advocated human relations based entirely on class allegiance. But my personal experience had shown me that most of the Chinese people remained kind, sensitive, and compassionate even though the cruel reality of the system under which they had to live compelled them to lie and pretend. Pg. 409 ↗
