All stories teach, whether the storyteller intends them to or not. They teach the world we create. They teach the morality we live by. They teach it much more effectively than moral precepts and instructions.

There's some that came here never believing they were dead. They insisted all the way that they were alive, it was a mistake, someone would have to pay; made no difference. There's others who longed to be dead when they were alive, poor souls; lives full of pain or misery; killed themselves for a chance of a blessed rest, and found that nothing had changed except for the worse, and this time there was no escape; you can't make yourself alive again.

She wondered whether there would ever come an hour in her life when she didn't think of him -- didn't speak to him in her head, didn't relive every moment they'd been together, didn't long for his voice and his hands and his love. She had never dreamed of what it would feel like to love someone so much; of all the things that had astonished her in her adventures, that was what astonished her the most. She thought the tenderness it left in her heart was like a bruise that would never go away, but she would cherish it forever.

She had asked: What is he? A friend or an enemy? The alethiometer answered: He is a murderer. When she saw the answer, she relaxed at once. He could find food, and show her how to reach Oxford, and those were powers that were useful, but he might still have been untrustworthy or cowardly. A murderer was a worthy companion. She felt as safe with him as she'd done with Iorek Byrnison the armoured bear.

Well, I have an idea, usually a visual image of some sort. A setting. A particular, I don't know, urban scene, a particular time of day. Something that grips my imagination for some reason.

Religion grants its adherents malign, intoxicating and morally corrosive sensations. Destroying intellectual freedom is always evil, but only religion makes doing evil feel quite so good.

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.