In the same way that I’m rigid about my routine, I’m very rigid about how editing works. I like to start at the top. I can’t write the fourth session before I write the first. I basically have to write it in order, and I can’t really do rough drafts. I have to like the first section, and the shape it’s in before I move to the second one. So basically, everyday I just start at the top, and go down, and hopefully I get further and further down every day. But I generally can’t start in the middle, or be like, “Eh, that section’s a little wonky, but I’ll get back to it.” I kind of need to shore it up, and edit it, and polish it as I go along. And then you give it to an editor, and you start all over again.

It was devastating. That’s really the only word. I was looking for another one. It was devastating on a number of levels, but mostly because I had to confront the fact that I had hurt this person so much that they would say that to me. That was the devastating thing. The rewriting was … once again, I’m not sure if “therapeutic” is the word, but it did feel something like a penance.

D.H. Lawrence wrote several complete versions of Sons And Lovers and The Rainbow and Women in Love . I think that thing of having to begin again maybe enables you to reconceive things, completely reconceive, in a way that’s more difficult now. Now it’s just a kind of constant tampering.

Well, I can’t really work any miracles in revision , like some people can. I don’t always advocate this to students, but I don’t really have a problem just putting something aside. I don’t actually throw it away, because I have the file, but just saying, “You know what, this is not savable. It’s just not interesting to me.” I’m not someone who can systematically chip away at something that’s dead and make it better. I’ll sometimes break things down into parts and think, “Well, this was a 25-page story and it’s just really bad, but there’s a page and a half here that I could sort of use in something one day.” Revision for me is really only something I can get excited about if I can make something better.

They had large resources of compulsion at their disposal, but I was stubborn. Where my reason, imagination or interest were not engaged, I would not or I could not learn. In all the twelve years I was at school no one ever succeeded in making me write a Latin verse or learn any Greek except the alphabet. I do not at all excuse myself for this foolish neglect of opportunities procured at so much expense by my parents and brought so forcibly to my attention by my Preceptors.

You cannot tell from appearances how things will go. Sometimes imagination makes things out far worse than they are; yet without imagination not much can be done. Those people who are imaginative see many more dangers than perhaps exist; certainly many more than will happen; but then they must also pray to be given that extra courage to carry this far-reaching imagination.

At the end he asked me if I would like to go into the Army. I thought it would be splendid to command an Army, so I said 'Yes' at once: and immediately I was taken at my word. ... I was told later that he had only come to the conclusion that I was not clever enough to go to the Bar. However that may be, the toy soldiers turned the current of my life.

Come on now all you young men, all over the world. You are needed more than ever now to fill the gap of a generation shorn by the War. You have not an hour to lose. You must take your places in life's fighting line. Twenty to twenty-five! These are the years! Don't be content with things as they are. 'The earth is yours and the fulness thereof'. Enter upon your inheritance, accept your responsibilities. Raise the glorious flags again, advance them upon the new enemies, who constantly gather upon the front of the human army, and have only to be assaulted to be overthrown. Don't take No for an answer. Never submit to failure.

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. Mr. Somervell had a system of his own. He took a fairly long sentence and broke it up into its components by means of black, red, blue and green inks. Subject, verb, object: Relative Clauses, Conditional Clauses, Conjunctive and Disjunctive Clauses! Each had its colour and its bracket. It was a kind of drill. We did it almost daily. ... I learned it thoroughly. Thus I got into my bones the essential structure of the ordinary British sentence—which is a noble thing.

I hope not too much on them. Well, really, we have to concentrate on the grim emergencies, and when we have solved them, we shall be in a position to deal with the future of the world in a manner to give the best results, and the most lasting results, for the common peoples of all the lands. But one has only a certain amount of life and strength, and only so many hours in the day, and other emergencies press upon us too much to be drawn into those very, very complicated, tangled, and not in all cases attractive jungles.