JOHN: I’ll tell you a story about myself. Do you mind? I was raised to think myself stupid. That’s what I want to tell you.

CAROL: What do you mean?

JOHN: Just what I said. I was brought up, and my earliest, and most persistent memories are of being told that I was stupid. “You have such intelligence. Why must you behave so stupidly?” Or, “Can’t you understand? Can’t you understand?” And I could not understand. I could not understand.

CAROL: What?

JOHN: The simplest problem. Was beyond me. It was a mystery.

CAROL: What was a mystery?

JOHN: How people learn. How I could learn. Which is what I’ve been speaking of in class. And of course, you can’t hear it. Carol. Of course, you can’t. (Pause) I used to speak of “real people,” and wonder what the real people did. The real people. Who were they? They were the people other than myself. The good people. The capable people. The people who could do the things, I could not do: learn, study, retain ... all that garbage – which is what I have been talking of in class, and that’s exactly what I have been talking of – If you are told ... Listen to this. If the young child is told, he cannot understand. Then he takes it as a description of himself. What am I? I am that which cannot understand. And I saw you out there, when we were speaking of the concepts of...

CAROL: I can’t understand any of them.

JOHN: Well, then, that’s my fault. That’s not your fault. And that is not verbiage. That’s what I firmly hold to be the truth. And I am sorry, and I owe you an apology.

If I fail all the time, it must be that I think of myself as a failure. If I do not want to think of myself as a failure, perhaps I should begin by succeeding now and again. Look. The tests, you see, which you encounter, in school, in college, in life, were designed, in the most part, for idiots. By idiots. There is no need to fail at them. They are not a test of your worth. They are a test of your ability to retain and spout back misinformation. Of course you fail them. They’re nonsense. And I …

the Great Actor, capable of bringing herself to tears, may extort our admiration for her “accomplishment,” but she will never leave us stronger; she has made us pay a price, and made us pretend we like it, but we leave the theatre moved only by our capacity to be moved.

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The man had been the head of the postwar European operation called Aliyah Bet, the clandestine resettlement of the Jewish remnant of the Holocaust in Palestine. He had come to this position as a senior member of the Palmach, the fighting arm of the Haganah, which was the underground Jewish Army in Palestine, under the British Mandate.

[A Chinese Restaurant.] Roma is seated alone at the booth. Lingk is at the booth next to him. Roma ,i>is talking to him.
* * *

Roma: . . . Eh? What I’m saying, what is our life? (Pause.) It’s looking forward or it’s looking back. And that’s our life. That’s it. Where is the moment? (Pause.) And what is it that we’re afraid of? Loss. What else? (Pause.) The bank,/i> closes. We get sick, my wife died on a plane, the stock market collapsed . . . the house burnt down . . . what of these happen . . . ? None of ’em. We worry anyway. What does this mean? I’m not secure. How can I be secure? (Pause.) Through amassing wealth beyond all measure? No. And what’s beyond all measure? That’s a sickness. That’s a trap. There is no measure. Only greed. How can we act? The right way, we would say, to deal with this: “There is a one-in-a million chance that so and so will happen. . . . Fuck it, it won’t happen to me. . . .” No. We know that’s not the right way I think. (Pause.) We say the correct way to deal with this is “There is a one-in-so-and-so chance that this will happen . . . God protect me. I am powerless, let it not happen to me. . . .” But no to that. I say. There’s something else. What is it? “If it happens, AS IT MAY for that is not within our powers, I will deal with it, just as I do today with what draws my concern today.” I say this is how we must act. I do those things which seem correct to me today. I trust myself. And if security concerns me, I do that which today I think will make me secure. And every day I do that, when that day arrives that I need a reserve, (a) odds are that I have it, and (b) the true reserve that I have is the strength that I have of acting each day without fear. (Pause.) According to the dictates of my mind. (Pause.)

CHARLES: I believe that any professional bears the shame of the questionable worth of his ministrations. I know of my racket what you know of yours: that, for the most part, we are paid for the ability to keep a straight face. While accomplishing little or nothing.

Somebody told you, and you hold it as an article of faith, that higher education is an unassailable good. This notion is so dear to you that when I question it you become angry. Good. Good, I say. Are not those the very things which we should question? I say college education, since the war, has become so a matter of course, and such a fashionable necessity, for those either of or aspiring to to the new vast middle class, that we espouse it, as a matter of right, and have ceased to ask, “What is it good for?” (Pause)

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What gives you the right. Yes. To speak to a woman in your private … Yes. Yes. I’m sorry. I’m sorry. You feel yourself empowered … you say so yourself. To strut. To posture. To “perform.” To “Call me in here …” Eh? You say that higher education is a joke. And treat it as such, you treat it as such. And confess to a taste to play the Patriarch in your class. To grant this. To deny that. To embrace your students.

Over the last decade “shareholder” has been replaced by “stakeholder.” I will remind my readers that a stakeholder is an onlooker to a gambling event. The contenders in the wager trust the stakeholder to hold their respective bets (the stakes) and at the contest’s conclusion to award them to the winner. The stakeholder is one who, by definition, can have neither interest nor profit in the outcome. I believe no further comment is required.