Quotes from The High Lord

“So what were you [Sonea] and Dorrien discussing before?' Akkarin asked.
She turned to regard him. 'Discussing?'
'Outside the farmhouse when I was buying the food.'
'Oh. Then. Nothing.'
He smiled and nodded. 'Nothing. Amazing subject, that one. Produces such fascinating reactions in people.”
― Trudi Canavan, quote from The High Lord

“Akkarin: I watched the first woman I loved die. I dont think I can survive losing the second.
Sonea: I love you too.”
― Trudi Canavan, quote from The High Lord

“He had given her too much. He had given her everything.”
― Trudi Canavan, quote from The High Lord

“

Great. She shook her head. Not only am I having conversations with myself, but now I'm refusing to talk to me. This has got to be the first sign of madness.”
― Trudi Canavan, quote from The High Lord

“Cery: So, Hem, tell me why I shouldn't see how many holes I need to make before you start leaking money?”
― Trudi Canavan, quote from The High Lord

“It was impossible to imagine the aloof, dignified, powerful High Lord living as, of all things, a slave.”
― Trudi Canavan, quote from The High Lord

“En ocasiones, revelar la medida justa de la verdad era mejor que mentir descaradamente.”
― Trudi Canavan, quote from The High Lord

“It was a day-by-day record of a Guild much younger and smaller than the current one. After several pages, she had grown fond of the record-keeper, who clearly admired the people he was writing about.”
― Trudi Canavan, quote from The High Lord

“No solo mantengo conversaciones conmigo misma, sino que me niego a hablar conmigo. Deben de ser los primeros síntomas de la locura.”
― Trudi Canavan, quote from The High Lord

“But as I witnessed what Dakova was capable of, I cared less about what the Guild did and didn't allow. He did not need black magic to perform evil. I saw him do things with his bare hands that I will never forget.”
― Trudi Canavan, quote from The High Lord

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“Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence...
'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University.”
― John Barth, quote from Giles Goat-Boy

“..my father was the best man in the world and probably worth a hundred of me, but he didn't understand me. The town he lived in and the town I lived in were not the same.”
― Bob Dylan, quote from Chronicles, Volume One

“The law is not a "light" for you or any man to see by; the law is not an instrument of any kind. ...The law is a causeway upon which, so long as he keeps to it, a citizen may walk safely.”
― Robert Bolt, quote from A Man for All Seasons

“I have learned things from the game. Much of my knowledge of locations in Britain and Europe comes not from school, but from away games or the sports pages, and hooliganism has given me both a taste for sociology and a degree of fieldwork experience. I have learned the value of investing time and emotion in things I cannot control, and of belonging to a community whose aspirations I share completely and uncritically.”
― Nick Hornby, quote from Fever Pitch

“Listen to them again: ‘I love you.’ Subject, verb, object: the unadorned, impregnable sentence. The subject is a short word, implying the self-effacement of the lover. The verb is longer but unambiguous, a demonstrative moment as the tongue flicks anxiously away from the palate to release the vowel. The object, like the subject, has no consonants, and is attained by pushing the lips forward as if for a kiss. ‘I love you.’ How serious, how weighted, how freighted it sounds.”
― Julian Barnes, quote from A History of the World in 10½ Chapters

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