As I grew up, everything started getting grey and dull. I could still remember the amazing intensity of the world I'd lived in as a child, but I thought the dulling of perception was an inevitable consequence of age - just as a lens of the eye is bound gradually to dim. I didn't understand that clarity is in the mind.

In a normal education everything is designed to suppress spontaneity, but I wanted to develop it.

I'm not against work, I think work is great, I work a lot; but if you want to play, the consequences must not be important.

The improviser has to understand that his first skill lies in releasing his partner’s imagination.

If you have a good idea, open your mouth and say something else.

In my school, the library was forbidden. I was accused of turning on the radiator so that the [class]room was uninhabitable and the ceiling came down below; I'm pretty sure I didn't do it. But then we were moved to the library. And there was a really boring history thing, about the Spanish Armada: how could you make that boring?!So I reached my hand out, and slid a book off to read under the desk, and it opened at King Lear Act Four Scene Six. I was astounded. I'd never seen language like it. I was awestruck. I think that may be one reason why I got involved in theatre.

Many teachers think of children as immature adults. It might lead to better and more 'respectful' teaching, if we thought of adults as atrophied children. Many 'well-adjusted' adults are bitter, uncreative, frightened, unimaginative, and rather hostile people. Instead of assuming they were born that way, or that that's what being an adult entails, we might consider them as people damaged by their education and upbringing.