I'm with the Grimms on this: stories for young and old. You can't characterize them any better than that.
It's not my business to remedy deaths! It's my business to tell stories. Lyra and the other heroines didn't come with placards saying, "Make this a feminist story!" I'm glad people enjoy seeing a female protagonist in a big adventure story, but I didn't do it for political reasons.
My mother married again after my father's death - another Royal Air Force officer, and a very different kind of man. We went to Australia when I was eight or nine. We lived there for a couple of years, and then came back and lived in North Wales for the whole of my teenage years... I learned how to write poems quite a lot. I just had a good time reading and reading and reading. So that's where I did most of my growing up.
I seemed to have spent the whole time either reading, which I loved, or laughing, which I love, or fooling about, which I loved. There was the usual teenage angst: "Nobody understands me" and "I'm the only genius in the world" and all that stuff. But that didn't get very deep.
Literary modernism kind of grew out of a sense that, “Oh my god! I’m telling a story! Oh, that can’t be the case, because I’m a clever person. I’m a literary person! What am I going to do to distinguish myself? I know! I’ll write Ulysses.”
The justice of it seems to children correct and right - I mean, we laugh at it! We underestimate children's ability to know what is a story and what isn't.
My real purpose in telling middle-school students stories was to practice telling stories. And I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times. And the way I would justify it to the head teacher if he came in or to any parents who complained was, look, I'm telling these great stories because they're part of our cultural heritage. I did believe that.
I practiced on the greatest model of storytelling we've got, which is "The Iliad" and "The Odyssey." I told those stories many, many times.
Teachers often make the mistake of thinking they're the boss of the class; they're not. The boss of the class is sitting down there somewhere.
The range of individuality in children is infinite, but every class of children seemed to have the same groups. And there was a chief girl and a chief boy - a girl that all the other girls of that age looked up to and imitated and a boy that all the boys looked up to and imitated. I realized that if I got them on my side and exclusively taught them for a couple of weeks, maybe for the first full term, then I wouldn't have any trouble. Teachers often make the mistake of thinking they're the boss of the class; they're not. The boss of the class is sitting down there somewhere.
I don't see any sign of God in this world, in the place where we live and things we know. It can all be explained to my mind perfectly satisfactorily without God. But in the great darkness beyond this little spark of light where I live, of course there may be all kinds of things. There may be a god. So I'm really an agnostic.
He's [Jesus] the most fascinating character in history, really - the character who's made more difference to the world than anyone since him. I daresay that Muslims would say Muhammad was that character, but I think Jesus had a sort of 600-year start on him.
I wanted the chance to look again at very famous stories and see what made them work well, whether there were any ways in which they could be improved. Because the great thing about fairy tales and folk tales is that there is no authentic text.
