The trouble is that most people want to be right. The very best people, however, want to know if they’re right - John Cleese

Oh, I could spend my life having this conversation - look - please try to understand before one of us dies

So I explained to Connie that she needed to send a green light by, for example, talking about her father in a relaxed manner for a few seconds; then, I said, the queries about him would start flooding in. But what struck me as so odd was that I had been acting on this understanding all my life without ever having brought it to consciousness. As the French (and the Paraguayans) say, “A fish does not know the water that it swims in.” And eighteen years later, when I was writing A Fish Called Wanda, I used this realisation, when Archie is trying to explain to Wanda the social straitjacket from which he is desperate to escape: Wanda, do you have any idea what it’s like being English? Being so correct all the time, being so stifled by this dread of, of doing the wrong thing, of saying to someone, “Are you married?” and hearing, “My wife left me this morning,” or saying, “Do you have children?” and being told they all burned to death on Wednesday. You see, Wanda, we’re all terrified of embarrassment. That’s why we’re so … dead. Most of my friends are dead, you know; we have these piles of corpses to dinner.

maps. I was less clueless about the basics of English, though I didn’t realise at the time that I was assuming that English grammar was the same as the Latin grammar I had been taught so well. (I remember that the first week I was there, a boy asked me during prep whether ager was second or third declension and I was able to tell him without pausing for thought that ager — a field — was second declension, so it went like annus, but that it dropped the “e,” as opposed to agger — a rampart — which was third declension, and retained the “e.” “My God,” I thought as he walked away, “Captain Lancaster did a good job.” My next thought was, “Lucky the boy didn’t ask me what a rampart was.…”) But given that I was teaching ten-year-olds, Geoffrey Tolson’s advice to “stay a page ahead” seemed perfectly sound. So I had no reason to believe, as I strode purposefully into the classroom to teach Form III their first history