Gradually, at various points in our childhoods, we discover different forms of conviction. There's the rock-hard certainty of personal experience ("I put my finger in the fire and it hurt,"), which is probably the earliest kind we learn. Then there's the logically convincing, which we probably come to first through maths, in the context of Pythagoras's theorem or something similar, and which, if we first encounter it at exactly the right moment, bursts on our minds like sunrise with the whole universe playing a great chord of C Major.

Disney is a huge presence when it comes to fairy tales because he’s made of them such brilliant artifacts in terms of movie-making. But it’s very hard to ignore what he’s done to them. I'm not interested in denigrating Disney or even commenting on him very much. I'm more interested in seeing what I can do with the stories myself.

We have to learn everything we do.

All good things pass away.

If you can't think of what to write, tough luck; write anyway. If you can think of lots more when you've finished the three pages, don't write it; it'll be that much easier to get going next day.

We are all subject to the fates. But we must act as if we are not, or die of despair.

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.