This is the value for me of writing books that children read. Children aren't interested in your appalling self-consciousness. They want to know what happens next. They force you to tell a story.

I told him I was going to betray you, and betray Lyra, and he believed me because I was corrupt and full of wickedness; he looked so deep I felt sure he'd see the truth. But I lied too well. I was lying with every nerve and fiber and everything I'd ever done...I wanted him to find no good in me, and he didn't. There is none.

But think of Adam and Eve like an imaginary number, like the square root of minus one: you can never see any concrete proof that it exists, but if you include it in your equations, you can calculate all manner of things that couldn't be imagined without it.

Just finished 'Secrecy' - truly enthralling both as a love story and as a tale of suspense - but much more than both.

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'm superstitious about the paper that I use, for example. I've written all my novels on a paper of a particular size with lines of a particular distance apart and with two holes in the paper for the folder clip.

She found out that having something to do prevented you from feeling seasick, and that even a job like scrubbing a deck could be satisfying, if it was done in a seamanlike way. She was very taken with this notion, and later on she folded the blankets on her bunk in a seamanlike way, and put her possessions in the closet in a seamanlike way, and used 'stow' instead of 'tidy' for the process of doing so. After two days at sea, Lyra decided that this was the life for her.