“I had not particularly liked the way in which he wrote about literature in Beginnings, and I was always on my guard if not outright hostile when any tincture of 'deconstruction' or 'postmodernism' was applied to my beloved canon of English writing, but when Edward talked about English literature and quoted from it, he passed the test that I always privately apply: Do you truly love this subject and could you bear to live for one moment if it was obliterated?”

“Men may congratulate themselves for writing truly and passionately about the movements of nations; they may consider war and the search for God to be great literature's only subjects; but if men's standing in the world could be toppled by an ill-advised choice of hat, English literature would be dramatically changed.”

“Stupid English.""English isn't stupid," I say."Well, my English teacher is." He makes a face. "Mr. Franklin assigned an essay about our favorite subject, and I wanted to write about lunch, but he won't let me.""Why not?""He says lunch isn't a subject."I glance at him. "It isn't.""Well," Jacob says, "it's not a predicate, either. Shouldn't he know that?”

“The fact that I am writing to you in English already falsifies what I wanted to tell you. My subject: how to explain to you that I do not belong to English though I belong nowhere else.”

“How did I think of that?" I wondered. I didn't feel like I had thought of it. It's a sort of flow that happens when you are completely in the moment and not getting in your own way. Not trying so hard, not planning ahead, just getting out of your own head and letting the magic happen. You could apply this to any activity, of course. You could apply it to life.”

“[B]y being so long in the lowest form I gained an immense advantage over the cleverer boys. They all went on to learn Latin and Greek and splendid things like that. But I was taught English. We were considered such dunces that we could learn only English. Mr. Somervell -- a most delightful man, to whom my debt is great -- was charged with the duty of teaching the stupidest boys the most disregarded thing -- namely, to write mere English. He knew how to do it. He taught it as no one else has ever taught it. Not only did we learn English parsing thoroughly, but we also practised continually English analysis. . . Thus I got into my bones the essential structure of the ordinary British sentence -- which is a noble thing. And when in after years my schoolfellows who had won prizes and distinction for writing such beautiful Latin poetry and pithy Greek epigrams had to come down again to common English, to earn their living or make their way, I did not feel myself at any disadvantage. Naturally I am biased in favour of boys learning English. I would make them all learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a treat. But the only thing I would whip them for would be not knowing English. I would whip them hard for that.”