“In my parents' day and age, it used to be the person who fell short. Now it's the discipline. Reading the classics is too difficult, therefore it's the classics that are to blame. Today the student asserts his incapacity as a privilege. I can't learn it, so there is something wrong with it. And there is something especially wrong with the bad teacher who wants to teach it. There are no more criteria, Mr. Zuckerman, only opinions.”

“Gone were the days when Zuckerman had only to worry about Zuckerman making money: henceforth he would have to worry about his money making money.”

“You're our Marcel Proust, Mr. Zuckerman."Zuckerman laughed. It wasn't exactly how he saw it.”

“If he were around this place as a professor, he could teach 'Appropriate Behavior in Classical Greek Drama,' a course that would be over before it began.”

“Carrying his books from one life into the next was nothing new to Zuckerman. He had left his family for Chicago in 1949 carrying in his suitcase the annotated works of Thomas Wolfe and Roget's Thesaurus. Four years later, age twenty, he left Chicago with five cartons of classics, bought secondhand out of his spending money, to be stored in his parents' attic while he served two years in the Army. In 1960, when he was divorced from Betsy, there were thirty cartons to be packed from the shelves no longer his; in 1965, when he was divorced from Virginia, there were just under sixty to cart away; in 1969, he left Bank Street with eighty-one boxes of books.”

“I think I should learn to get along better with people," he explained to Miss Benson one day, when she came upon him in the corridor of the literature building and asked what he was doing wearing a fraternity pledge pin (wearing it on the chest of the new V-neck pullover in which his mother said he looked so collegiate). Miss Benson's response to his proposed scheme for self-improvement was at once so profound and so simply put that Zuckerman went around for days repeating the simple interrogative sentence to himself; like Of Times and the River, it verified something he had known in his bones all along, but in which he could not placed his faith until it had been articulated by someone of indisputable moral prestige and purity : "Why," Caroline Benson asked the seventeen-year-old boy, "should you want to learn a thing like that?”

“What do you do with the kid who can't read? ...Well, what he did with the kid who couldn't read was to make her his mistress. What Farley did was to make her his punching bag. What the Cuban did was to make her his whore, or one among them--so Coleman believed more often than not.”