For Dicey, writing in 1885, and for me reading him some seventy years later, the rule of law still had a very English, or at least Anglo-Saxon, feel to it. It was later, through Hayek's masterpieces "The Constitution of Liberty" and "Law, Legislation and Liberty" that I really came to think this principle as having wider application.
Oh! it is absurd to have a hard-and-fast rule about what one should read and what one shouldn't. More than half of modern culture depends on what one shouldn't read.
I feel a kind of reverence for the first books of young authors. There is so much aspiration in them, so much audacious hope and trembling fear, so much of the heart's history, that all errors and shortcomings are for a while lost sight of in the amiable self assertion of youth.
Authors have a greater right than any copyright, though it is generally unacknowledged or disregarded. They have a right to the reader's civility. There are favorable hours for reading a book, as for writing it, and to these the author has a claim. Yet many people think that when they buy a book they buy with it the right to abuse the author.
As a general rule, I abstain from reading reports of attacks upon myself, wishing not to be provoked by that to which I cannot properly offer an answer.
Acts themselves alone are history, and these are neither the exclusive property of Hume, Gibbon nor Voltaire, Echard, Rapin, Plutarch, nor Herodotus. Tell me the Acts, O historian, and leave me to reason upon them as I please; away with your reasoning and your rubbish. All that is not action is not worth reading.
The fiction I've written and published is certainly inflected by the work of authors I was reading or translating at the time. One of my methods for developing my own voice in fiction, a process I am taking very slowly and deliberately, is through these very intense encounters with certain writers. Strength and power in fiction is being able to resist these intoxicating voices, recognizing that they are the signatures of other writers and not one's own.
We want our teachers to be trained so they can meet the obligations, their obligations as teachers. We want them to know how to teach the science of reading. In order to make sure there's not this kind of federal-federal cufflink.
Who reads Incessantly, and to his reading brings not A spirit and judgment equal or superior, (And what he brings what need he elsewhere seek?) Uncertain and unsettled still remains, Deep versed in books and shallow in himself, Crude or intoxicate, collecting toys And trifles for choice matters, worth a sponge, As children gathering pebbles on the shore.
Tis the good reader that makes the good book; in every book he finds passages which seem confidences or asides hidden from all else and unmistakenly meant for his ear; the profit of books is according to the sensibility of the reader; the profoundest thought or passion sleeps as in a mine, until it is discovered by an equal mind and heart.