“At the moment, if you asked me, I would say that this book is about keeping the heart of flesh in a world that wants to put in a heart of stone; and about how, regardless of the accusations regularly flung at them from all quarters, learning and literature can help their adherents accomplish that.”

“Our hearts of stone become hearts of flesh when we learn where the outcast weeps.”

“Question four: What book would you give to every child?Answer: I wouldn't give them a book. Books are part of the problem: this strange belief that a tree has nothing to say until it is murdered, its flesh pulped, and then (human) people stain this flesh with words. I would take children outside and put them face to face with chipmunks, dragonflies, tadpoles, hummingbirds, stones, rivers, trees, crawdads.That said, if you're going to force me to give them a book, it would be The Wind In The Willows, which I hope would remind them to go outside.”

“And for that one moment of freedom you have to listen to all that love crap... it drive me nuts sometimes... I want to kick them out immediately... I do now and then. But that doesn't keep them away. They like it, in fact. The less you notice them the more they chase after you. There's something perverse about women... they're all masochists at heart.”

“In general, [. . .] novel-theorists have nothing very urgent or interesting to say about literature. Why then do they write when they have nothing to say? Because the ambitious teacher can only rise in the academic bureaucracy by writing at complicated length about writing that has already been much written about. The result of all this book-chat cannot interest anyone who knows literature while those who would like to learn something about books can only be mystified and discouraged by these commentaries.”

“I would not have majored in English and gone on to teach literature had I not been able to construct a counterargument about the truthfulness of fiction; still, as writers turn away from the industrious villages of George Eliot and Thomas Hardy, I learn less and less from them that helps me to ponder my life. In time, I found myself agreeing with the course evaluations written by my testier freshman students:'All the literature we read this term was depressing.' How naive. How sane.”