How we cite our quotes: Citations follow this format: (Section.Paragraph)
Quote #1
Teddy turned around at the waist, without changing the vigilant position of his feet on the Gladstone, and gave his father a look of inquiry, whole and pure. (1.4)
Teddy' s physicality is immediately contrasted with that of his father. The words "whole and pure" stand out as our initial impression of our main character.
Quote #2
During this little exchange, Teddy had faced around and resumed looking out of the porthole. "We passed the Queen Mary at three-thirty-two this morning, going the other way, if anybody's interested," he said slowly. "Which I doubt." (2.1)
Teddy is right – his parents are more interested in using him as battle territory than actually listening to what he has to say.
Quote #3
Teddy hesitated. "I said `rather' embarrassing. I qualified it." (2.9)
Teddy is interested in words and phrases, and in particular in using them properly. We see this again when he speaks with Ensign Matthewson. His preoccupation with words does seem a bit odd, since Teddy claims that intellectual matters are useless.
Quote #4
Teddy watched her press down on her stapler. "I knew you were an ensign," he said. "I'm not sure, but I believe when somebody asks your name you're supposed to say your whole name. Jane Mathewson, or Phyllis Mathewson, or whatever the case may be." (3.11)
Some critics think that Teddy is not in fact the spiritual guru he claims to be, but a troubled, intelligent boy with an overactive imagination. This theory is driven by passages like this one. Why is Teddy so interested in word games and proper grammar and speaking if he's decided that "logic and intellectual stuff" are pointless? How do we reconcile these two seemingly contradictory parts of his personality?
Quote #5
Answer Professor Mandell's letter when you get a chance and the patience. (4.8)
Check out Teddy's phrasing – "when you get a chance and the patience." This is a sort of fancy figure of speech called a syllepsis; the verb ("get") changes meaning with the two objects it takes ("chance" and "patience"). It's worth noting that Teddy demonstrates this sort of literary prowess.
Quote #6
"Where all did you go?"
Teddy suddenly reached forward and scratched the calf of his leg. "Well, it would take me too much time to name all the places, because we took our car and drove fairly great distances." (4.38)
Teddy takes everything very literally – another of the genuinely kid-like qualities he possesses.
Quote #7
"Logical. You're just giving me a regular, intelligent answer," Teddy said. "I was trying to help you. You asked me how I get out of the finite dimensions when I feel like it. I certainly don't use logic when I do it. Logic's the first thing you have to get rid of." (4.91)
Does logic get in the way of Nicholson's understanding at the end of the story?
Quote #8
"I wouldn't start with the things schools usually start with. […] I'd first just assemble all the children together and show them how to meditate. I'd try to show them how to find out who they are, not just what their names are and things like that . . . I guess, even before that, I'd get them to empty out everything their parents and everybody ever told them. […] I wouldn't even tell them an elephant has a trunk. […] I'd let them just walk up to the elephant not knowing anything […] about it. […] I wouldn't even tell them grass is green. Colors are only names. I mean if you tell them the grass is green, it makes them start expecting the grass to look a certain way – your way – instead of some other way that may be just as good, and may be much better. […] I'd just make them vomit up every bit of the apple their parents and everybody made them take a bite out of." (5.10)
According to Teddy's proposed pedagogical method, what exactly would he be teaching his students?