“I am almost inclined to set it up as a canon that a children's story which is enjoyed only by children is a bad children's story.”

“A children's story that can only be enjoyed by children is not a good children's story in the slightest.”

“We hear a great deal about the rudeness of the ris- ing generation. I am an oldster myself and might be expected to take the oldsters' side, but in fact I have been far more impressed by the bad manners of par- ents to children than by those of children to parents. Who has not been the embarrassed guest at family meals where the father or mother treated their grown-up offspring with an incivility which, offered to any other young people, would simply have termi- nated the acquaintance? Dogmatic assertions on mat- ters which the children understand and their elders don't, ruthless interruptions, flat contradictions, ridicule of things the young take seriously some- times of their religion insulting references to their friends, all provide an easy answer to the question "Why are they always out? Why do they like every house better than their home?" Who does not prefer civility to barbarism?”

“Children have one kind of silliness, as you know, and grown-ups have another kind.”

“Even in this world of course it is the stupidest children who are most childish and the stupidest grown-ups who are most grown-up.”

“Child,' said the Lion, 'I am telling you your story, not hers. No one is told any story but their own.”

“At schools, the children who are too stupid or lazy to learn languages, mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—"parity of esteem." An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out 'A Cat Sat On A Mat'.”