Boys do not evaluate a book. They divide books into categories. There are sexy books, war books, westerns, travel books, science fiction. A boy will accept anything from a section he knows rather than risk another sort. He has to have the label on the bottle to know it is the mixture as before.
Interpretation
The quote reflects how boys categorize literature based on familiar themes rather than evaluating the content critically.
William Golding's quote emphasizes that boys tend to categorize books into distinct genres, such as 'sexy' or 'war,' rather than engaging with the texts on a deeper level. This illustrates a broader commentary on how individuals often rely on familiar labels to guide their choices, particularly in literature, suggesting a reluctance to explore new or unfamiliar concepts that fall outside their established preferences.
In practice
In a discussion about children's reading habits, this quote can illustrate the importance of diverse literature exposure.
Consider a man riding a bicycle. Whoever he is, we can say three things about him. We know he got on the bicycle and started to move. We know that at some point he will stop and get off. Most important of all, we know that if at any point between the beginning and the end of his journey he stops moving and does not get off the bicycle he will fall off it. That is a metaphor for the journey through life of any living thing, and I think of any society of living things.
The skull regarded Ralph like one who knows all the answers and won't tell.
Maybe, he said hesitantly, maybe there is a beast. The assembly cried out savagely and Ralph stood up in amazement. You, Simon? You believe in this? I don't know, said Simon. His heartbeats were choking him. [...] Ralph shouted. Hear him! He's got the conch! What I mean is . . . maybe it's only us. Nuts! That was from Piggy, shocked out of decorum.
The mask was a thing on it's own, behind which Jack hid, liberated from shame and self-conciousness.
Man produces evil as a bee produces honey.
Utopias are presented for our inspection as a critique of the human state.
With every book, you go back to school. You become a student. You become an investigative reporter. You spend a little time learning what it's like to live in someone else's shoes.
Oppression doesn't disappear just because you decided not to teach us that chapter.
Gold, silver, jewels, purple garments, houses built of marble, groomed estates, pious paintings, caparisoned steeds, and other things of this kind offer a mutable and superficial pleasure; books give delight to the very marrow of one's bones. They speak to us, consult with us, and join with us in a living and intense intimacy.
If the truth is told, the youth can grow.
It is an object of vast magnitude that systems of education should be adopted and pursued which may not only diffuse a knowledge of the sciences but may implant in the minds of the American youth the principles of virtue and of liberty and inspire them with just and liberal ideas of government and with an inviolable attachment to their own country.
My contention is, first, that we should want more from our educational efforts than adequate academic achievement and, second, that we will not achieve even that meager success unless our children believe that they themselves are cared for and learn to care for others.
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