This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties-for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler-men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
I encourage all novelists to move to TV right now, that is the way to go. I was living in New York working at a bank as a day job about seven years ago. I was writing novels at night and decided, "Wow, there's so much great TV, and they're telling the complex, interesting, psychologically nuanced stories that, as a novelist, you dream of telling. And it's a healthy, exciting, thriving medium - that's where I need to be."
That adolescent me, the girl who was, as I remember her, insecure, unsure, dreaming, yearning, longing, that girl who was hard on herself, who was cowardly and brave, who was confused and determined-that girl who was me-still exists. I call on her when I write. I am the me of today-the person who has become a woman, a mother, a writer. Yet I am the me of all those other days as well. I believe in the reality of that past.
Go for broke. Always try and do too much. Dispense with safety nets. Take a deep breath before you begin talking. Aim for the stars. Keep grinning. Be bloody-minded. Argue with the world. And never forget that writing is as close as we get to keeping a hold on the thousand and one things--childhood, certainties, cities, doubts, dreams, instants, phrases, parents, loves--that go on slipping , like sand, through our fingers.