“I need to learn to recognize and identify these danger signs when I see them, and not brush them off as "eccentricities," "lovable oddities," or "a sign that he s crying out for help and the comforting of a codependent nurturer that only I, Princess Enabler, can provide. Bad boyfriends don't disguise themselves; their girlfriends do it for them. ”

“I had fallen in love. What I mean is: I had begun to recognize, to isolate the signs of one of those from the others, in fact I waited for these signs I had begun to recognize, I sought them, responded to those signs I awaited with other signs I made myself, or rather it was I who aroused them, these signs from her, which I answered with other signs of my own . . . ”

“I need those nukes, the chief said. I need them, I need them right now.I don't want to be an enabler, sir. I'd rather get you into a twelve step program to help you break this addiction.”

“What's up?" Need a kidney? Two of them? Where do I sign? I grab my pen again, just in case.”

“For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them.What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner.”

“It is a bad sign when the people of a country stop identifying themselves with the country and start identifying with a group. A racial group. Or a religion. Or a language. Anything, as long as it isn't the whole population.”