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.

What work do I have to do then?" said Will, but went on at once, "No, on second thought, don't tell me. I shall decide what I do. If you say my work is fighting, or healing, or exploring, or whatever you might say, I'll always be thinking about it. And if I do end up doing that, I'll be resentful because it'll feel as if I didn't have a choice, and if I don't do it, I'll feel guilty because I should. Whatever I do, I will choose it, no one else.

The range of individuality in children is infinite, but every class of children seemed to have the same groups. And there was a chief girl and a chief boy - a girl that all the other girls of that age looked up to and imitated and a boy that all the boys looked up to and imitated. I realized that if I got them on my side and exclusively taught them for a couple of weeks, maybe for the first full term, then I wouldn't have any trouble. Teachers often make the mistake of thinking they're the boss of the class; they're not. The boss of the class is sitting down there somewhere.

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.

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.

My mother married again after my father's death - another Royal Air Force officer, and a very different kind of man. We went to Australia when I was eight or nine. We lived there for a couple of years, and then came back and lived in North Wales for the whole of my teenage years... I learned how to write poems quite a lot. I just had a good time reading and reading and reading. So that's where I did most of my growing up.

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.