“Ask me what else I remember."
She started to run away, but his hand touched her arm.
"Ask me," he commanded.
Emma shook her head feeling both terrified and the most alive she'd felt in years.
He waited patiently until her eyes met his. "I remember us, Emma.”
― Lauren Layne, quote from The Trouble with Love
“You want to know what I remember," he said quietly, his fingers fiddling with his cuffs as he rolled the sleeves up to his elbow, his eyes locked on the view before them.
She nodded.
He shoved his hands into his pockets and dipped his head just slightly, glancing at the floor before lifting it and staring out at the night sky.
"I remember everything.”
― Lauren Layne, quote from The Trouble with Love
“That's what we do. We sex things up.”
― Lauren Layne, quote from The Trouble with Love
“Just that I figure at some point, some guy must have been able to make you smile. And I always wondered if it was the same guy that made you stop.”
― Lauren Layne, quote from The Trouble with Love
Lauren Layne
Born place: The United States
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“It says ‘One Step at a Time’.”
― Kristen Proby, quote from Come Away with Me
“beer is an excellent argument that there is a God, and that furthermore, He wants us to be happy.”
― Jim Butcher, quote from Skin Game
“They laugh at this, the idea that one might keep herds of friendly deer or elk that walk happily to their slaughter whenever it's time for the human to eat meat. Some ask openly if there aren't consequences of a life so easy to live.”
― Joseph Boyden, quote from The Orenda
“Mr. Lynn gave her one of his considering looks. "People are strange," he said. "Usually they're much stranger than you think. Start from there and you'll never be unpleasantly surprised. Do you fancy doughnuts?”
― Diana Wynne Jones, quote from Fire and Hemlock
“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
Feel the Fear and Do...
Milkweed
The Magician's Eleph...
The Map of Time
A Stolen Life
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