“Advice to young writers? Always the same advice: learn to trust our own judgment, learn inner independence, learn to trust that time will sort the good from the bad– including your own bad.”

“That is what learning is. You suddenly understand something you've understood all your life, but in a new way.”

“In university they don't tell you that the greater part of the law is learning to tolerate fools.”

“Remember that for all the books we have in print, are as many that have never reached print, have never been written down-even now, in this age of compulsive reverence for the written word, history, even social ethic, are taught by means of stories, and the people who have been conditioned into thinking only in terms of what is written-and unfortunately nearly all the products of our educational system can do no more than this-are missing what is before their eyes. For instance, the real history of Africa is still in the custody of black storytellers and wise men, black historians, medicine men: it is a verbal history, still kept safe from the white man and his predations. Everywhere, if you keep your mind open, you will find the words not written down. So never let the printed page be your master. Above all, you should know that the fact that you have to spend one year, or two years, on one book, or one author means that you are badly taught-you should have been taught to read your way from one sympathy to another, you should be learning to follow you own intuitive feeling about what you need; that is what you should have been developing, not the way to quote from other people.”

“A public library is the most democratic thing in the world. What can be found there has undone dictators and tyrants: demagogues can persecute writers and tell them what to write as much as they like, but they cannot vanish what has been written in the past, though they try often enough...People who love literature have at least part of their minds immune from indoctrination. If you read, you can learn to think for yourself.”

“As in the political sphere, the child is taught that he is free, a democrat, with a free will and a free mind, lives in a free country, makes his own decisions. At the same time he is a prisoner of the assumptions and dogmas of his time, which he does not question, because he has never been told they exist. By the time a young person has reached the age when he has to choose (we still take it for granted that a choice is inevitable) between the arts and the sciences, he often chooses the arts because he feels that here is humanity, freedom, choice. He does not know that he is already moulded by a system: he does not know that the choice itself is the result of a false dichotomy rooted in the heart of our culture. Those who do sense this, and who don't wish to subject themselves to further moulding, tend to leave, in a half-unconscious, instinctive attempt to find work where they won't be divided against themselves. With all our institutions, from the police force to academia, from medicine to politics, we give little attention to the people who leave—that process of elimination that goes on all the time and which excludes, very early, those likely to be original and reforming, leaving those attracted to a thing because that is what they are already like. A young policeman leaves the Force saying he doesn't like what he has to do. A young teacher leaves teaching, here idealism snubbed. This social mechanism goes almost unnoticed—yet it is as powerful as any in keeping our institutions rigid and oppressive.”

“Perhaps it is not such a bad marriage after all? There are innumerable marriages where two people, both twisted and wrong in their depths, are well matched, making each other miserable in the way they need, in the way the pattern of their life demands.”