“The narrator analyzes that the maturing, passing away boy within him, "had issued me a challenge as he passed the baton to the man in me: He had challenged me to have the courage to become a gentle, harmless man.”

“But, as I watch this film, I often think that the boy did not know what he was really running toward, that it was not the end zone which awaited him. Somewhere in that ten second dash the running boy turned to metaphor and the older man could see it where the boy couldn not. He would be good at running, always good at it, and he would always run away from the things that hurt him, from the people who loved him, and from the friends empowered to save him. But where do we run when there are no crowds, no lights, no end zones? Where does a man run? the coach said, studying the films of himself as a boy. Where can a man run when he has lost the excuse of games? Where can a man run or where can he hide when he looks behind him and sees that he is only pursued by himself?”

“I had come to Charleston as a young boy, a lonely visitor slouching through its well-tended streets, a young boy, lean and grassy, who grew fluent in his devotion and appreciation of that city's inestimable charm. I was a boy there and saw things through the eyes of a boy for the last time. The boy was dying and I wanted to leave him in the silent lanes South of Broad.I would leave him with no regrets except that I had not stopped to honor his passing. I had not thanked the boy for his capacity for astonishment, for curiosity, and for survival. I was indebted to that boy. I owed him my respect and my thanks. I owed him my remembrance of the lessons he learned so keenly and so ominously.”

“Great teachers had great personalities and that the greatest teachers had outrageous personalities. I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric, and feverish melodrama. And I wanted my teachers to make me smart. A great teacher is my adversary, my conqueror, commissioned to chastise me. He leaves me tame and grateful for the new language he has purloined from other kings whose granaries are filled and whose libraries are famous. He tells me that teaching is the art of theft: of knowing what to steal and from whom. Bad teachers do not touch me; the great ones never leave me. They ride with me during all my days, and I pass on to others what they have imparted to me. I exchange their handy gifts with strangers on trains, and I pretend the gifts are mine. I steal from the great teachers. And the truly wonderful thing about them is they would applaud my theft, laugh at the thought of it, realizing they had taught me their larcenous skills well.”

“Do you think that Hemingway knew he was a writer at twenty years old? No, he did not. Or Fitzgerald, or Wolfe. This is a difficult concept to grasp. Hemingway didn't know he was Ernest Hemingway when he was a young man. Faulkner didn't know he was William Faulkner. But they had to take the first step. They had to call themselves writers. That is the first revolutionary act a writer has to make. It takes courage. But it's necessary”

“The Bear had once confided to me that Durrell's ego could fit snugly in the basilica of St. Peter's in Rome but in very few other public places. This runaway megalomania marked him as a blood member of the fraternity of generals. If looks alone could make generals, Durrell would have been a cinch. He was built lean and slim and dark, like a Doberman. A man of breeding and refrigerated intelligence, he ordered his life like a table of logarithms.”

“Because she deserved my tears if anyone on earth ever did. I could feel the tears within me, undiscovered, and untouched in their inland sea. Those tears had been with me always.”