A Quote by Alison Lurie

The great subversive works of children's literature suggest that there are other views of human life besides those of the shopping mall and the corporation. They mock current assumptions and express the imaginative, unconventional, noncommercial view of the world in its simplest and purest form. They appeal to the imaginative, questioning, rebellious child within all of us, renew our instinctive energy, and act as a force for change. This is why such literature is worthy of our attention and will endure long after more conventional tales have been forgotten.
Fantasy is a literature particularly useful for embodying and examining the real difference between good and evil. In an America where our reality may seem degraded to posturing patriotism and self-righteous brutality, imaginative literature continues to question what heroism is, to examine the roots of power, and to offer moral alternatives. Imagination is the instrument of ethics. There are many metaphors besides battle, many choices besides war, and most ways of doing good do not, in fact, involve killing anybody. Fanstasy is good at thinking about those other ways.
It is not that the child lives in a world of imagination, but that the child within us survives and starts into life only at rare moments of recollection, which makes us believe, and it is not true, that, as children, we were imaginative?
Literature as a whole is not an aggregate of exhibits with red and blue ribbons attached to them, like a cat-show, but the range of articulate human imagination as it extends from the height of imaginative heaven to the depth of imaginative hell.
Each of us must come to care about everyone else's children. We must recognize that the welfare of our children and grandchildren is intimately linked to the welfare of all other people's children. After all, when one of our children needs lifesaving surgery, someone else's child will perform it. If one of our children is threatened or harmed by violence, someone else's child will be responsible for the violent act. The good life for our own children can be secured only if a good life is also secured for all other people's children.
English is, from my point of view as an Americanist, an ethnicity. And English literature should be studied in Comparative Literature. And American literature should be a discipline, certainly growing from England and France, Germany, Spain, Denmark, and the Native traditions, particularly because those helped form the American canon. Those are our backgrounds. And then we'd be doing it the way it ought to be done. And someday I hope that it will be.
I think any good literature, whether it's for children or for adults, will appeal to everybody. As far as children's literature goes, adults should be able to read it and enjoy it as much as a child would.
The central function of imaginative literature is to make you realize that other people act on moral convictions different from your own.
Life's so ordinary that literature has to deal with the exceptional. Exceptional talent, power, social position, wealth.... Dramabegins where there's freedom of choice. And freedom of choice begins when social or psychological conditions are exceptional. That's why the inhabitants of imaginative literature have always been recruited from the pages of Who's Who.
We are human, and nothing is more interesting to us than humanity. The appeal of literature is that it is so thoroughly a human thing — by, for and about human beings. If you lose that focus, you obviate the source of the power and permanence of literature.
To put it in a nutshell, the Central and South American high cultures of antiquity were entirely worthy of comparison with what the Old World had achieved by the time of the Han, the Gupta, and the Hellenistic age. The fact is that the Amerindian high cultures were a human modality of their own, and those Spaniards who came among them first would have had the sensation, if they had ever heard of such literature, of treading in a world of imaginative science fiction. But it was real, and the Amerindian achievements deserve all our sympathy and praise.
someday we will regard our children not as creatures to manipulate or to change but rather as messengers from a world we once deeply knew, but which we have long since forgotten, who can reveal to us more about the true secrets of life, and also our own lives, than our parents were ever able to.
Science and religion are very much alike. Both are imaginative and creative aspects of the human mind. The appearance of a conflict is a result of ignorance. We come to exist through a divine act. That divine guidance is a theme throughout our life; at our death the brain goes, but that divine guidance and love continues. Each of us is a unique, conscious being, a divine creation. It is the religious view. It is the only view consistent with all the evidence.
I have . . . a deep concern with the development of a literature worthy of our past, and of our destiny; without which literature certainly, we can never come to much. I have a deep concern with the development of an audience worthy of such a literature.
The use of literature is to afford us a platform whence we may command a view of our present life, a purchase by which we may move it....we see literature best from the midst of wild nature, or from the din of affairs, or from a high religion. The field cannot be well seen from within the field.
No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.
Most of the great works of juvenile literature are subversive in one way or another: they express ideas and emotions not generally approved of or even recognized at the time; they make fun of honored figures and piously held beliefs; and they view social pretenses with clear-eyed directness, remarking - as in Andersen's famous tale - that the emperor has no clothes.
This site uses cookies to ensure you get the best experience. More info...
Got it!