Children are not less intelligent than adults; what they are is less informed.

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.

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.

As for what it's against - the story is against those who pervert and misuse religion, or any other kind of doctrine with a holy book and a priesthood and an apparatus of power that wields unchallengeable authority, in order to dominate and suppress human freedoms.

All good things pass away.

I will love you for ever, whatever happens. Till I die and after I die, and when I find my way out of the land of the dead I'll drift about forever, all my atoms, till I find you again.

She was riding a bear! And the Aurora was swaying above them in golden arcs and loops, and all around was the bitter Arctic cold and the immense silence of the North.