I decline utterly to be impartial between the fire brigade and the fire.

[B]y being so long in the lowest form I gained an immense advantage over the cleverer boys. They all went on to learn Latin and Greek and splendid things like that. But I was taught English. We were considered such dunces that we could learn only English. 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. . . Thus I got into my bones the essential structure of the ordinary British sentence — which is a noble thing. And when in after years my schoolfellows who had won prizes and distinction for writing such beautiful Latin poetry and pithy Greek epigrams had to come down again to common English, to earn their living or make their way, I did not feel myself at any disadvantage. Naturally I am biased in favour of boys learning English. I would make them all learn English: and then I would let the clever ones learn Latin as an honour, and Greek as a treat. But the only thing I would whip them for would be not knowing English. I would whip them hard for that.

If you cannot read all your books, at any rate handle, or as it were, fondle them – peer into them, let them fall open where they will, read from the first sentence that arrests the eye, set them back on the shelves with your own hands, arrange them on your own plan so that if you do not know what is in them, you at least know where they are. Let them be your friends; let them at any rate be your acquaintances. If they cannot enter the circle of your life, do not deny them at least a nod of recognition.