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Quote by Holly Jackson

“What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.”

Quote by Holly Jackson

Book:A Good Girl's Guide to Murder
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A Good Girl's Guide to Murder

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Holly Jackson

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“It's not very easy to grow up into a woman. We are always taught, almost bombarded, with ideals of what we should be at every age in our lives: "This is what you should wear at age twenty", "That is what you must act like at age twenty-five", "This is what you should be doing when you are seventeen." But amidst all the many voices that bark all these orders and set all of these ideals for girls today, there lacks the voice of assurance. There is no comfort and assurance. I want to be able to say, that there are four things admirable for a woman to be, at any age! Whether you are four or forty-four or nineteen! It's always wonderful to be elegant, it's always fashionable to have grace, it's always glamorous to be brave, and it's always important to own a delectable perfume! Yes, wearing a beautiful fragrance is in style at any age!”

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Author:C. JoyBell C.
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“They made a major mistake," he blurted out, "the dumb bastards, when they didn't start by killing you first." "Benjamin Thomas Parish, that was the sweetest and most bizarre compliment anyone's ever given me." I kissed him on the cheek. He kissed me on the mouth. "You know," I whispered, "a year ago, I would have sold my soul for that." He shook his head. "Not worth it." And, for one-ten thousandth of a second, all of it fell away, the despair and grief and anger and pain and hunger, and the old Ben Parish rose from the dead. The eyes that impaled. The smile that slayed. In another moment, he would fade, slide back into the new Ben, the one called Zombie, and I understood something I hadn't before: He was dead, the object of my schoolgirl desires, just as the schoolgirl who desired him was dead.”

SchoolPastSmileZombieCassie SullivanBen Parish
Book:The Infinite Sea
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“Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.”

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Book:Beneath the Wheel
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“I don't have a diary, I don't write things into a diary. I imprint myself into the sky and when the sunlight shines brightly, I can stand under the sun's rays and everything I have imprinted of myself into the sky, I will begin to see again, feel again, remember. And when the wind begins to blow, it blows the details over my face, and I remember everything I left in the sky and see new things being born. I am unwritten.”

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Author:C. JoyBell C.
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“As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.”

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Book:Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values
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