“Even though I wanted to experience all these things I was interested in, I couldn't get them. So I had to think critically and culturally about what was available. ”

“I've been trying not to think about the things I wanted but couldn't have.I figured life must be about what you can't have.Some part of me has given up wanting anything. Why? I'm human, aren't I?Even though I knew that this was pointless.Why did I fall in love?”

“Ed looks at me like he wishes I'd disappear and if I had the choice I'd grant that wish; I'd turn into smoke and blow away. I want to sit on the other side of the table from him so he doesn't think I'm interested, but there's no room on the other side so I sit as far away from him as I can and try to have an out-of-body experience. This couldn't get more awkward if we all tried."How about we get some air?" Leo asks Jazz, and they walk outside. Daisy follows them and Dylan follows her. Okay, it could get more awkward if we all tried.”

“There are some things about myself I can’t explain to anyone. There are some things I don’t understand at all. I can’t tell what I think about things or what I’m after. I don’t know what my strengths are or what I’m supposed to do about them. But if I start thinking about these things in too much detail the whole thing gets scary. And if I get scared I can only think about myself. I become really self-centered, and without meaning to, I hurt people. So I’m not such a wonderful human being.”

“I forced words out: There are some things about myself I can't explain to anyone. There are some things I don't understand at all. I can't tell what I think about things or what I'm supposed to do about them. But if I start thinking about these things in too much detail, the whole thing gets scary. And if I get scared , I can only think about myself. I become really self-centered, and without meaning to, I hurt people. So I'm not such a wonderful human being.”

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.”