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Quote by Kristen Callihan

“She ought to call him Benjamin, but it was too intimate, too soft. "My lord?" she ventured, only half serious. "Good, God, no." She bit back a smile. "Husband?" she took a sip of wine. He grunted. "Are we to become Quakers?”

Quote by Kristen Callihan

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Kristen Callihan

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“I agree. To me, it [galloping on horseback] is the essence of freedom—the power of the beast beneath you, the wind in your face, the thundering of the hooves. It is a great elixir for the soul.” “And does your soul need healing, Benjamin?” she asked quietly, gently running her fingertips across his bicep and down his forearm. He turned away from the view of the pond and looked at her with clear, blue eyes, his expression serious. He captured her fingers in the palm of his hand. “My healing started the day I met you. You are my elixir.” “Then perhaps you need another dose,” she whispered, her face upturned as she leaned closer to him.”

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Author:Suzannah Daniels
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“Just as the flâneur wanders the Parisian Grands Boulevards, allowing disparate, shocklike experiences to be inscribed on his body even as they resonate in his memory, so the 'assistant' type, in a state of intoxication akin to a mystical trance, wanders through the Kafkan universe. In their blithe and groundless transparency, such figures alone seem capable of bringing to consciousness the alienating character of historical conditions.”

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Book:Walter Benjamin: A Critical Life
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“Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.”

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Book:The Pleasures of Life
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“Bem lá no íntimo não fazia ideia de como quebrar o medo que lhe tolhia os movimentos nos instantes de puro terror. Tinha consciência de que uma coisa era falar e outra executar, sabia que, nos momentos de aflição, as suas reacções eram imprevisíveis e incontroláveis, a emoção toma conta da mente e a animalidade sobrepõe-se à humanidade. Quantos homens passavam a vida a falar de heroísmo e a preparar-se para o grande teste e fraquejavam quando o momento chegava, enquanto outros, tímidos e calados, na hora das dificuldades tudo pareciam superar? O que era afinal a temeridade senão fingimento? O que era o heroísmo senão um acto resultante do medo social que se sobrepõe ao medo animal? E o que era a bravura senão um momento de pura loucura, um gesto insano feito para benefício alheio e prejuízo nosso?”

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Book:A Filha do Capitão
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“¡Los anuncios! Un procedimiento para atraer a los desinteresados. ¿Qué le importaba a un fabricante de vehículos terrestres si el deseo de un individuo desconocido hacia su producto era espontáneo o provocado? Si el cliente —esa era la palabra— podía ser artificialmente convencido o sugestionado para sentir tal deseo y actuar en consecuencia, ¿no era eso todo lo que le importaba al fabricante?”

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Book:The End of Eternity
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