“Even very young children need to be informed about dying. Explain the concept of death very carefully to your child. This will make threatening him with it much more effective.”

“There are many accounts, uniformly incomplete, of what it is like to die slowly. But there is no information at all about what it is like to die suddenly and violently. We are being gentle when we describe such deaths as instant. 'The passengers died instantly.' Did they? It may be that some people can do it, can die instantly. The very old, because the vital powers are weak; the very young, because there is no great accretion of experience needing to be scattered. Muhammad Atta was 33. As for him (and perhaps this is true even in cases of vaporisation; perhaps this was true even for the wall-shadows of Japan), it took much longer than an instant. By the time the last second arrived, the first second seemed as far away as childhood...Even as his flesh fried and his blood boiled, there was life, kissing its fingertips. Then it echoed out, and ended.”

“We assured Phelan that we were more than happy to let him have you and your menagerie,” Leo retorted.“After that, he said he needed to think.”“About what?” Beatrix demanded. “What is there to think about? Why is it taking him so long to make a decision?”“He’s a man, dear,” Amelia explained kindly. “Sustained thinking is very difficult for them.”

“The most important thing, I believe, about books for babies and very young children is that they are shared between the child and a caring adult. It is time for physical closeness and comfort, of quiet and harmony, of sharing ideas and emotions, laughing and learning together. The learning and benefit that take place are not only enjoyed by the child. Any adult who takes time to share books with small children will be rewarded, enriched, and revitalized by it, every time.”

“People who smile tend to manage, teach and sell more effectively, and to raise happier children. There's far more information in a smile than a frown. That's why encouragement is a much more effective teaching device than punishment.”

“To say "all that which does not exist" is to introduce, effectively, a new concept, but it does not bring into existence anything more than that very concept which it introduces. That is, a certain entity about which we know nothing except that it bears the name of "all that which does not exist.”