Old School
by Tobias Wolff
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Chapter 1: Class Picture Quotes

By custom, only sixth formers, boys in their final year, were allowed to compete. That meant I had spent the last three years looking on helplessly as boy after boy was plucked from the crowd of suitors and invited to stroll between the headmaster’s prize roses in the blessed and blessing presence of literature itself, to speak of deep matters and receive counsel…

Related Characters: The Narrator (speaker)
Page Number and Citation: 6
Explanation and Analysis:
In the book’s opening pages, the narrator introduces the tradition of the school’s literary competition. Not only does the quote establish the stakes of the competition, but it also hints at the deeper honor that the competition reflects besides the chance to meet a famous writer. The language of being “plucked from the crowd of suitors” suggests two key properties of the competitions. First, the competition gives the boys a mark of superiority—of being singled out and figuratively elevated above their peers. But the use of the word “suitors” also implies that there is a kind of romantic or sexual Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam con

I’m not exaggerating the importance to us of these trophy meetings. We cared. And I cared as much as anyone, because I not only read writers, I read about writers. I knew that Maupassant, whose stories I loved, had been taken up when young by Flaubert and Turgenev; Faulkner by Sherwood Anderson; Hemingway by Fitzgerald and Pound and Gertrude Stein. All these writers were welcomed by other writers. [...] I wanted to receive the laying on of hands that had written living stories and poems, hands that had touched the hands of other writers. I wanted to be anointed.

Related Characters: The Narrator (speaker), Ernest Hemingway
Page Number and Citation: 7
Explanation and Analysis:
After describing the details of the school’s literary competition, the narrator emphasizes how much the competitions mean to him, specifically. Here he makes explicit what he’s already implied: that writing and certain authors like Ernest Hemingway have a powerful influence on his life. As he has already noted earlier in the chapter, he compares writers to religious figures. “The laying on of hands” and “anointed” both have religious connotations of invoking the Holy Spirit in the Christian tradition. Therefore, to meet with one of these writers is equivalent to feeling a divine presence in the narrator’s eyes. The laying on Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint ape

The atmosphere of our school crackled with sexual static. […] The absence of an actual girl to compete for meant that every other prize became feminized. For honors in sport, scholarship, music, and writing we cracked our heads together like mountain rams, and to make your mark as a writer was equal as proof of puissance to a brilliant season on the gridiron.

Related Characters: The Narrator (speaker)
Page Number and Citation: 15
Explanation and Analysis:
Here, the narrator explains why so many of his peers compete in the writing competitions. While his goal is partly to meet a famous writer in the hopes of joining their ranks, here he demonstrates that the boys have an additional motivation. In noting that the prizes become “feminized,” the narrator suggests that the competitions become a proxy for battles to prove one’s masculinity. In an environment like an all-boy’s school, this is of utmost importance because there are few venues through which to prove one’s male dominance. As the narrator implies here, for boys like the narrator who do Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qu

Class was a fact. Not just the clothes a boy wore, but how he wore them. How he spent his summers. The sports he knew how to play. His way of turning cold at the mention of money, or at the spectacle of ambition too nakedly revealed. You felt it as a depth of ease in certain boys, their innate, affable assurance that they would not have to struggle for a place in the world, that it had already been reserved for them…

Related Characters: The Narrator (speaker)
Page Number and Citation: 15-16
Explanation and Analysis:
Although the narrator emphasizes that the school tries to be egalitarian, he explains that class is an inescapable part of the boys’ identities at the school. He lists the various qualities that distinguish boys from upper-class backgrounds and those who are middle class, and even though he does not explicitly place himself on one side or another yet, he heavily implies here that he does not fit in with the upper-class boys. By using “their” and “they” and “certain boys” to describe upper-class boys, the narrator places himself squarely outside of this group, implying that he does not feel the Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptate

I simply decided that it would be better not to use the Jewish defense. There was no obvious reason for being cagey. In my short time at the school I’d seen no bullying or manifest contempt of that kind, and never did. Yet it seemed to me that the Jewish boys, even the popular ones, even the athletes, had a subtly charged field around them, an air of apartness.

Related Characters: The Narrator (speaker), Gershon, The Narrator’s Father
Page Number and Citation: 24
Explanation and Analysis:
When the narrator apologizes to Gershon for whistling a Nazi march, he decides that it would be better not to defend himself by revealing that his own father has Jewish heritage. This is at an early point in the narrator’s first year at the school, but it comes to define him throughout his time there. As the narrator explains in this passage, he has already observed a kind of “apartness” in the Jewish boys. The narrator is desperate to fit in with the other boys in his school, who are very different from him largely because of their higher socioeconomic Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo.

Chapter 2: On Fire Quotes

I thought writing should give me pleasure, and generally it did. But I didn’t enjoy writing this poem. I did it almost grudgingly, yet in a kind of heat too. Maybe it was good, maybe not. Maybe it wasn’t even a poem, only a fragment of a story in broken lines. I couldn’t tell. It was too close to home. It was home: my mother gone; my father, though no fireman, wounded by my disregard as I was appalled by his need; the mess, the noise, the smells, all of it just like our place on a Saturday morning; the sense of time dying drop by drop, of stalled purpose and the close, aquarium atmosphere of confinement and repetition. I could hear and see everything in that apartment, right down to the pattern in the Formica tabletop. I could see myself there, and didn’t want to. Even more, I didn’t want anyone else to.

I submitted the elk-hunter poem. “Red Snow,” I called it.

Related Characters: The Narrator (speaker), The Narrator’s Father , The Narrator’s Mother
Page Number and Citation: 36
Explanation and Analysis:
After a fire breaks out in the school the day before the Frost poems are due, the narrator writes a poem about a fireman, which he recognizes is an oblique way of writing about his father and his home life. His reflection on the poem touches both on the importance of writing to him and his struggle with revealing his identity to his classmates. First, it is clear the narrator often values writing as a pleasurable discipline. Even when the experience isn’t necessarily a pleasurable one, writing still satisfies the need to express himself. But it is exactly this expression Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima porro perferendis. Sit neque odit. Tenetur qui dignissimos. Qui et ut. Voluptate labore corporis. Hic tempore laborum. Nisi quia ea. Quia soluta itaque. Deleniti nisi earum. Ad tenetur laboriosam. Eum accusamus harum. A

Chapter 3: Frost Quotes

I was conscious of him throughout the meal and held myself as though he were conscious of me. Some of the other boys at my table also suffered fits of dignity. The atmosphere in the hall had become theatrical. This had everything to do with Frost himself. The element of performance in his bearing—even the business with the napkin, awkward as it seemed, had a calculated quality—charged the room and put us on edge, not at all unpleasantly, as if a glamorous woman had entered the hall.

Related Characters: The Narrator (speaker), Robert Frost, The Headmaster
Page Number and Citation: 45
Explanation and Analysis:
When Robert Frost arrives at the school, he joins the headmaster in the dining hall and gives a wave to the boys with his napkin. The narrator’s reaction to this gesture demonstrates how the boys’ competitive natures intensify many of their experiences at the school. In describing Frost as a “glamorous woman,” the narrator harkens back to his earlier assessment that in the absence of women at the all-boys school, every prize becomes “feminized.” Here, the same thing is true: in the absence of women, Frost takes on the qualities of a woman, in that they are all trying to Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas de

But no. Instead the headmaster told a story of how, as a farm boy completely ignorant of poetry, he had idly picked up a teacher’s copy of North of Boston and read a poem entitled “After Apple-Picking.” He approached it, he said, in a surly humor. He’d done more than a bit of apple-picking himself and was sure this poem would make it fancy and romantic and get it all wrong. Yet what struck him first was how physically true the poem was, even down to that ache you get in the arch of your foot after standing on a ladder all day—and not only the ache but the lingering pressure of the rung. Then, once he’d assented to the details, he was drawn to the poem’s more mysterious musings. […] Make no mistake, he said: a true piece of writing is a dangerous thing. It can change your life.

Related Characters: The Narrator (speaker), The Headmaster (speaker), Robert Frost
Page Number and Citation: 47
Explanation and Analysis:
While introducing Robert Frost to the boys, the headmaster recalls how much Frost’s poem impacted him when he was younger. The entire story serves to prove his claim that writing can change a person’s life, which is one of the primary themes of the book itself. Initially, as the headmaster describes, he had little interest in poetry and worked on a farm. “After Apple-Picking” was a particularly salient poem to him, for not only does it have an exactness of detail that he describes here, but a deeper meaning lies underneath the details. In the poem, apples represent creative ideas Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima

I closed the encyclopedia and sat listening to the wind rattle the mullioned panes behind me. What was it about Kamchatka, that a young writer should forsake his schooling to go there? Spectacle, maybe. The drama of strange people living strangely. Danger. All this could be good matter for stories and poems. But Frost himself had lived in New England all his life at no cost to his art, and I wondered if he’d ever even been there. I guessed not. But it meant something to him, Kamchatka, something to do with the writer’s life, and what else could it mean but hardship? Solitude, darkness, and hardship.

Related Characters: The Narrator (speaker), George Kellogg, Robert Frost
Page Number and Citation: 60
Explanation and Analysis:
After Robert Frost counsels George Kellogg to go to Kamchatka in order to become a writer, the narrator looks up Kamchatka in an encyclopedia. The narrator recognizes Frost’s real implication in the advice, which is not that he should go to Kamchatka specifically: as the narrator notes, Frost had likely never visited Kamchatka and had also suggested Brazil as an alternative. Instead, the advice truly means that one should gain practical experience in the world and even experience failure, which the narrator recognizes in the “solitude, darkness, and hardship” of the place. Inherent in Frost’s advice is the idea that Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus

Chapter 4: Übermensch Quotes

I was discovering the force of my will. To read The Fountainhead was to feel this caged power, straining like a dammed-up river to break loose and crush every impediment to its free running. I understood that nothing stood between me and my greatest desires—nothing between me and greatness itself—but the temptation to doubt my will and bow to counsels of moderation, expedience, and conventional morality, and shrink into the long, slow death of respectability.

Related Characters: The Narrator (speaker), Ayn Rand
Page Number and Citation: 68
Explanation and Analysis:
After the narrator reads and re-reads The Fountainhead, he feels the empowered by the book’s emphasis on individualism and strength. His reaction to the book highlights the power that writing can have for a reader, and specifically how Ayn Rand’s work transforms the narrator’s worldview. Simply by reading her narrative, the narrator exhibits a newfound confidence in himself. His comparison of himself to an undammed river even suggests a kind of uncontrollable natural power that he’s tapped into through Rand’s work. The impact that writing has on the narrator is also evident in his word choice. The final part of Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nes

Chapter 5: Slice of Life Quotes

I blamed Ayn Rand for disregarding all this. And I no doubt blamed her even more because I had disregarded it myself—because for years now I had hidden my family in calculated silences and vague hints and dodges, suggesting another family in its place. The untruth of my position had given me an obscure, chronic sense of embarrassment, yet since I hadn’t outright lied I could still blind myself to its cause. Unacknowledged shame enters the world as anger; I naturally turned mine against the snobbery of others, in the present case Ayn Rand.

Related Characters: The Narrator (speaker), Dean Makepeace, Ernest Hemingway, Ayn Rand
Page Number and Citation: 93
Explanation and Analysis:
After Ayn Rand visits the school, the narrator becomes angry with her philosophy, particularly because he realizes that his parents are exactly the kind of people that Rand would label as weak. This marks a shift in the narrator, as previously he had been completely captivated by the point of view of Rand’s individualistic and strong characters in The Fountainhead—so much so that he, too, was empowered by her words. But here, he recognizes the harm of that philosophy, in that it criticizes good people and labels them as vulnerable and unworthy. The narrator particularly grapples with Rand’s philosophy because Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est

Chapter 6: The Forked Tongue Quotes

By now I’d been absorbed so far into my performance that nothing else came naturally. But I never quite forgot that I was performing. In the first couple of years there’d been some spirit of play in creating the part, refining it, watching it pass. There’d been pleasure in implying a personal history through purely dramatic effects of manner and speech without ever committing an expository lie, and pleasure in doubleness itself: there was more to me than people knew!

All that was gone. When I caught myself in the act now I felt embarrassed. It seemed a stale, conventional role, and four years of it had left me a stranger even to those I called my friends.

Related Characters: The Narrator (speaker), Ernest Hemingway, Susan Friedman
Page Number and Citation: 109
Explanation and Analysis:
As the narrator’s four years at school draw to a close, he begins to recognize that being dishonest about so much of his life—“performing,” as he describes here—has left him lonely. This is a big shift for the narrator, who for so long has obscured his identity in the hopes of finding a sense of belonging with the other boys at the school. But this assessment suggests that rather than providing him with a sense of belonging, in reality it has only created more distance between himself and the other boys. This becomes a critical turning point in the narrator’s Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas de

The whole thing came straight from the truthful diary I’d never kept: the typing class, the bus, the apartment; all mine. And mine too the calculations and stratagems, the throwing over of old friends for new, the shameless manipulation of a needy, loving parent and the desperation to flee not only the need but the love itself. Then the sweetness of flight, the lightness and joy of escape. And, yes, the almost physical attraction to privilege, the resolve to be near it at any cost: sycophancy, lies, self-suppression, the masking of ambitions and desires, the slow cowardly burn of resentment toward those for whose favor you have falsified yourself. Every moment of it was true.

Related Characters: The Narrator (speaker), Susan Friedman , Ruth Levine, Ernest Hemingway
Page Number and Citation: 125-126
Explanation and Analysis:
After the narrator reads Susan Friedman’s story “Summer Dance,” he is overcome with a feeling of recognition. The narrator’s reaction demonstrates the deep impact that writing has on him. In reading about the protagonist Ruth Levine’s duplicity, ordinariness, and self-serving “sycophancy,” the narrator is able to explore his own identity and tendencies. Reading the story helps him to articulate truths about his own identity in a way that he has yet to express in the story up until this point: like his “calculations” and “stratagems” and “manipulations” when it comes to his friends. The narrator also recognizes that in writing Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima porro perferendis. Sit neque odit. Tenetur qui dignissimos. Qui et ut. Voluptate labore corporis. Hic tempore laborum. Nis

Chapter 7: When in Disgrace with Fortune Quotes

I didn’t want to lose my place in the circle, so of course I was afraid of what my schoolmates would think after reading “Summer Dance.”

My fears came to nothing. Masters and boys alike told me pretty much what George had said—with plain goodwill and something else, something like relief, as if they’d felt all along that I was holding back, and could breathe easier now that I’d spoken up.

Related Characters: The Narrator (speaker), George Kellogg
Page Number and Citation: 138
Explanation and Analysis:
After “Summer Dance” is published in the newspaper, the narrator worries that people might treat him differently because of the story, which implied that he comes from a Jewish, middle-class background. This points back to his worries about identity and belonging, as he notes in the idea that he doesn’t want to lose his “place in the circle.” Using this phrase suggests the concept of the inner circle—not only that the narrator wants to belong in the boys’ school, but also that he wants to belong to the most elite echelon of the school as well. Despite his desire to Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima porro perferendis. Sit neque odit. Tenetur qui dignissimos. Qui et ut. Voluptate labore corporis. Hic tempore laborum. Nisi quia ea

Now they sounded different to me. The very heedlessness of their voices defined the distance that had opened up between us. That easy brimming gaiety already seemed impossibly remote, no longer the true life I would wake to each morning, but a paling dream.

Related Characters: The Narrator (speaker), The Headmaster
Page Number and Citation: 146
Explanation and Analysis:
After the narrator’s plagiarism comes to light and he is expelled, he sits alone in the headmaster’s office and listens to the boys playing outside. His reflection on their joy throws into stark relief the fallout of his dishonesty and breaking the Honor Code. The quote hints at the devastation bubbling under the narrator’s calm exterior as he recognizes the severe consequences his actions have had. Hearing the boys, he knows he has lost his access to their friendship, their carefree nature, and the lives that they are going to lead. They are assured of their place in life, but Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima

A steady line of wilted-looking passengers jostled past me into the carriage. Time to make a move. I pushed through to a forward-facing window seat, claimed it with my overnighter—my gladstone—took out In Our Time, and made my way to the smoking car.

Related Characters: The Narrator (speaker), Mr. Ramsey, Ernest Hemingway
Related Symbols: Cigarettes
Page Number and Citation: 152
Explanation and Analysis:
The narrator has just been expelled and boarded the train from school, and this passage—which closes out the chapter—reflects the narrator’s outlook and marks a turning point in his life. The narrator’s assertion that he has to “make a move” and his taking of a forward-facing window seat both imply that the narrator is looking toward the future. He doesn’t dwell on the past; instead, he is open to what lies ahead, even in the midst of failure. This calls back to Hemingway’s earlier advice that he should go out and find other things to know about, and here it Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima porro perferendis. Sit neque odit. Tenetur qui dignissimos. Qui et ut. Voluptate labore corporis. Hic tempore laborum. Nisi quia ea. Quia soluta itaque. Deleniti nisi earum. Ad tenetur laboriosam. Eum accusamus harum. Accusantium iusto voluptas. Totam quae corporis. Impedit non ut. Incidunt rerum est. Aperiam doloremque eum. Animi soluta perspiciatis. Ut minima autem. Modi omnis iure. Sint qui qui. Qui similique praesentium. Ex consequatur magnam. Aliquid iste enim. Sequi aut ma

Chapter 8: One for the Books Quotes

If this looks like a certain kind of author’s bio, that’s no accident. Even as I lived my life I was seeing it on the back of a book. […]

A more truthful dust-jacket sketch would say that the author, after much floundering, went to college and worked like the drones he’d once despised, kept reasonable hours, learned to be alone in a room, learned to throw stuff out, learned to keep gnawing the same bone until it cracked.

Related Characters: The Narrator (speaker)
Page Number and Citation: 156
Explanation and Analysis:
Here, the narrator provides a description of his life following high school: three years of odd jobs, four years in the army, college, and a career. Yet the narrator makes clear that only through this “floundering” and the path that followed is he able to learn the skills that make him a great writer, like thinking alone in a room, throwing away material that doesn’t work, or trying to dig into a topic until it’s broken open. The quote illustrates how the failure the narrator experienced led him to grow, both as a writer and as a person. Whereas he’d Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaqu

Susan considered my caper with her story a fine joke on this ivy-covered stud farm, and on Papa, as she acidly called him, and on the idea of literature as some kind of great phallic enterprise like bullfighting or boxing.

Related Characters: The Narrator (speaker), Susan Friedman , Ernest Hemingway
Page Number and Citation: 161
Explanation and Analysis:
When the narrator meets with Susan Friedman to apologize for stealing her story, she is delighted, thinking that he did it in order to play a joke on the school. This passage examines Susan’s analysis of the school as she illustrates how so many aspects of it were used just to demonstrate the boys’ masculine superiority. The reference to the “stud farm” implies that the school is meant to breed superior students, just as a stud farm breeds superior livestock. And just as the narrator earlier referred to the boys as mountain rams, Susan reinforces the instinctive, animalistic nature of Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit beatae. At a deserunt. Sint aperiam consequatur. Minima porro perferendis. Sit neque odit. Tenetur qui dignissimos. Qui et ut. Voluptate labore corporis. Hic tempore laborum. Nisi quia ea. Quia soluta itaque. Deleniti nisi earum. Ad tenetur laboriosam. Eum accusamus harum. Accusantium iusto voluptas. Totam quae corporis. Impedit non ut. Incidunt rerum est. Aperiam doloremque eum. Animi soluta perspiciatis. Ut minima autem. Modi omnis iure. Sint qui qui. Qui similique praesentium. Ex consequat

A writer was like a monk in his cell praying for the world—something he performed alone, but for other people.

Then to say it did no good! How could she say that? Of course it did good. And I stood there half-drunk and adrift in this bay of snoring men, and gave thanks for all the good it had done me.

Related Characters: The Narrator (speaker), Susan Friedman
Page Number and Citation: 163
Explanation and Analysis:
After the narrator meets with Susan Friedman, he goes to a bar to contemplate her criticisms of writing. While Susan had scorned writing as isolating and useless, the narrator’s counterarguments illustrate writing’s importance, both generally and to the narrator specifically. The narrator’s analogy of writers to monks indicates writing’s impact. As he notes, reciting a prayer is not for a monk’s own benefit, but “for other people”; similarly, the power of writing lies in its ability to impact others. Susan’s writing is even proof of this point: her story had impacted the narrator profoundly, in that it spurred him to Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atque placeat. Molestiae earum eum. Libero sit b

Chapter 10: Master Quotes

Arch was sick of these competitions. The headmaster had launched them years ago to encourage more boys to try their hand at writing, and at the time Arch had seen merit in the idea, but it soon palled on him. The scramble to win a private audience set them against one another and sanctioned the idea of writing as warfare by other means, with a handful of champions waving the bloody shirt over a mob of failed pretenders.

Related Characters: Dean Makepeace, The Headmaster
Page Number and Citation: 186
Explanation and Analysis:
The final chapter of Old School centers on Dean Makepeace, as he provides an alternate perspective on the literary competition for the audience with Ernest Hemingway. Observing the boys as they typed on their typewriters, the dean’s thoughts reinforce how the literary competition has transformed into a vicious struggle. While initially the contests were underpinned with good intentions, he implies here that they soon became battles—“warfare by other means”—that would enable the boys to show their dominance over one another in a way that parallels violence.  Additionally, “waving the bloody shirt” is a reference to an old political strategy after Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eligendi atqu

Arch began to explain. He wasn’t used to talking about himself, and did it clumsily, but he tried to make the headmaster understand. This boy had laid false claim to a story, whereas he himself had laid false claim to much more—to a kind of importance, to a life not his own. He had been in violation of the Honor Code for many years now and had no right to punish lesser offenders, especially this one, who’d been caught up in a hysteria for which Arch held himself partly responsible.

I’m kicking myself out, he said. That’s my last act as dean.

Related Characters: Dean Makepeace (speaker), The Narrator, The Headmaster, Ernest Hemingway
Page Number and Citation: 187
Explanation and Analysis:
When the headmaster tells Dean Makepeace that they have to expel the narrator for plagiarism, the dean counters that he has to resign because of the lie that he’s been maintaining about being Ernest Hemingway’s friend. The dean’s argument explicitly ties the narrator’s dishonesty to his own. The dean’s actions are even similar to the narrator’s in that both of them used lies in order to position themselves as superior to others: the narrator by winning the literary contest, and the dean by giving himself “a kind of importance,” as he notes here. The dean understands that if the narrator Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur

Up to the moment he resigned he must have imagined that teaching was a distraction from some greater destiny still his for the taking. Of course he hadn’t said this to himself, but he’d surely felt it, he later decided, because how else could he not have known how useless he would be thereafter? For thirty years he had lived in conversation with boys, answerable to their own sense of how things worked, to their skepticism, and, most gravely, to their trust. Even when alone he had read and thought in their imagined presence, made responsible by it, enlivened and honed by it. Now he read in solitude and thought in solitude and hardly felt himself to be alive.

Related Characters: The Narrator, Dean Makepeace
Page Number and Citation: 189-190
Explanation and Analysis:
In the year following Dean Makepeace’s resignation, he recognizes the cost of breaking the Honor Code and resigning. Again, Wolff continues to draw parallels between the narrator’s and Dean Makepeace’s respective journeys. Like the narrator, Dean Makepeace experienced a great deal of failure: namely, he lost his job and his apartment at the school. However, it also takes this failure for the dean to learn and grow. As he describes here, he had always (if subconsciously) believed that he was destined for something greater than teaching. Yet only once he leaves the school does he recognize how much he values Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi neces

Arch stopped and looked down the garden to where the headmaster stood by the drinks table with another master. The headmaster said, Late for his own funeral! and everyone laughed, then he put his glass down and came toward Arch with both hands outstretched. Though the headmaster was the younger man, and much shorter, and though Arch was lame and had white hairs coming out of his ears and white stubble all over his face, he felt no more than a boy again—but a very well-versed boy who couldn’t help thinking of the scene described by these old words, surely the most beautiful words ever written or said: His father, when he saw him coming, ran to meet him.

Related Characters: The Headmaster (speaker), The Narrator, Dean Makepeace
Page Number and Citation: 195
Explanation and Analysis:
The final passage of the book depicts Dean Makepeace returning to the school and the headmaster welcoming him with open arms. The passage’s final sentence is a reference to the New Testament parable the Prodigal Son (found in Luke 15:11–32), in which a son asks for his inheritance and subsequently squanders it. When he recognizes his own failure, he humbly returns to his father, who embraces him upon his return home rather than shaming him for his mistakes. The story illustrates that failure should be viewed as an opportunity for learning and growth, and when a person is able to Dolorem et quae. Exercitationem non aut. Eveniet dolor non. Incidunt dolores sunt. Ad dolor at. Quia aperiam eligendi. Ut veniam voluptatem. Aperiam consequuntur mollitia. Provident expedita delectus. Occaecati ea suscipit. Optio ut iste. Voluptas aut occaecati. Accusantium recusandae voluptates. Explicabo minus tempore. Nostrum dolor asperiores. Ut aliquam officiis. Unde enim nesciunt. Commodi necessitatibus voluptas. Accusamus eaque omnis. Velit eaque error. Possimus corrupti soluta. Qui aut a. Rerum voluptas debitis. Voluptatem accusantium est. Mollitia eaque ipsa. Perferendis consectetur et. Dicta impedit ut. Ducimus possimus quo. Non inventore in. Eli
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