Lectures on Russian literature

Dickens or Joyce, but seems never to have altered materially his written-out Wellesley lectures for delivery at Cornell. However, since the Russian lectures covered such familiar ground for him, it is possible that at Cornell he modified his discourse with more extemporaneous comment and was less rigid in his delivery, described thus in Strong Opinions: 'Although, at the lectern, I evolved a subtle up and down movement of my eyes, there was never any doubt in the minds of alert students that I was

* Strong

Opinions

(New York: McGraw-Hill, 1973), p. 5.

†

Nabokov's lectures on the non-Russian European writers have been published in Lectures on Literature (New York: Harcourt Brace Jovanovich/Bruccoli Clark, 1980; London: Weidenfeld & Nicolson, 1981).

‡

Among the authors that Dmitri Nabokov lists as having been taught during the Cornell years are Pushkin, Zhukovski, Karamazin, Griboedov, Krylov, Lermontov, Tyutchev, Derzhavin, Awakum, Batyushkov, Gnedich, Fonvizin, Fet, Leskov, Blok, and Goncharov. If these had all been included in one course, it must have been a rapid survey. In the spring of 1952 while a visiting lecturer at Harvard, Nabokov gave a seminar in Pushkin alone, presumably from material he was collecting for his edition of Eugene Onegin.

5

Vladimir Nabokov: Lectures on Russian literature

reading, not speaking.' Indeed, for some of his lectures on Chekhov, and especially for the lecture on Tolstoy's 'Ivan Ilyich,'

reading from manuscript would have been quite impossible since no finished script exists.

One may also detect a more subtle difference than that of structure. In lecturing on the great nineteenth- century Russian writers of fiction Nabokov was completely in his element. Not only did these writers represent to him the absolute height of Russian literature (with Pushkin, of course) but they also flourished counter to the utilitarianism that he despised both in the social critics of the time and, more bitingly, in its later Soviet development. In this respect the public lecture 'Russian Writers, Censors, and Readers' mirrors the attitude one finds in his approach. In the classroom lectures the social element in Turgenev is deplored, that in Dostoevski is ridiculed, but Gorki's works are savaged. Just as in Lectures on Literature Nabokov had emphasized that students must not read Madame Bovary as a history of bourgeois life in nineteenth-century provincial France, so his highest admiration is reserved for Chekhov's refusal to allow social commentary to interfere with his exact observation of people as he saw them. 'In the Gully' represents, artistically, life as it is, and people as they are, without the distortion that would have followed on a concern with the social system that could produce such characters.

Correspondingly, in the Tolstoy series he regrets, half smiling, that Tolstoy did not see that the beauty of the curls of dark hair on Anna's tender neck was artistically more important than Lyovin's (Tolstoy's) views on agriculture. The emphasis on artistry in Lectures on Literature was broad and constant; nevertheless, in this Russian group it may seem to be more intense since in Nabokov's mind the principle of artistry combats not merely the prepossessions of the 1950s reader, as one feels he is arguing in the earlier volume, but also—more important for the writers—the antagonistic and eventually triumphant utilitarian attitude of the contemporary nineteenth-century Russian critics later hardened into the dogma of statecraft by the Soviet Union.

Tolstoy's world perfectly imaged Nabokov's lost homeland. The nostalgia he felt at the disappearance of this world and its people (he had met Tolstoy as a child) strengthens his typical emphasis on the artistic presentation of life in the fiction of Russia's golden age, especially in the works of Gogol, Tolstoy, and Chekhov. In aesthetics, artistic is, of course, not far from aristocratic, and it is not too much to suggest that both of these powerful strains in Nabokov may lie in back of his repugnance at what he regarded as Dostoevski's false sentimen-talism. They certainly feed his contempt for Gorki. Because he was lecturing on Russian literature in translation Nabokov could not discuss the importance of style in any precise detail; but it seems clear that his dislike of Gorki (apart from political considerations) was based as much on his proletarian style as on what Nabokov regarded as the ineptness of his presentation of character and situation. His lack of admiration for Dostoevski's style may also have influenced in part his generally unfavorable judgment of this writer. Wonderfully effective are the several occasions when Nabokov quotes Tolstoy's Russian in the original to illustrate to his hearers the extraordinary effects from sound joined to sense.

The pedagogical stance that Nabokov adopts in these lectures does not differ materially from that found in Lectures on Literature. He knew that he was lecturing to students on what was an unfamiliar subject. He knew that he had to entice his hearers to join him in savoring the rich life and the complex people of a vanished world in literature that he hailed as Russia's Renaissance. Thus he relied heavily on quotation and interpretive narrative selected to make intelligible the feelings his students should have as they read, the reactions that should follow the course of the feeling that he was attempting to direct, and the creation of an understanding of great literature based on alert and intelligent appreciation instead of on what he regarded as sterile critical theory. His whole method was to draw his students in to share his own excitement at great writing, to envelop them in a different world of reality that is all the more real for being an artistic semblance. These are, then, very personal lectures emphasizing shared experience. And, of course, because of their Russian subject they are somehow more personally felt than his hearty appreciation of Dickens, his penetration of Joyce, or even his writer's empathy for Flaubert.

This is not to say, however, that critical analysis is in any way wanting in these lectures. He may make plain important hidden themes as when he points out in Anna Karenin the motifs of the double-nightmare. That Anna's dream foreshadows her death is not its only significance: in one moment of awful illumination Nabokov suddenly links it with the emotions that follow Vron-ski's conquest of Anna in their first adulterous union. And the implications of the horse race in which Vronski kills his mount Frou-Frou are not neglected. It is a special insight that despite the richly sensual love of Anna 6

Vladimir Nabokov: Lectures on Russian literature

and Vronski their spiritually sterile and egotistic emotions doom them, whereas Kitty's marriage to Lyovin brings the Tolstoyan ideal of harmony, responsibility, tenderness, truth, and family joys.

Nabokov is fascinated by Tolstoy's time schemes. The how of the feeling that the reader's and the author's time-sense completely coincide in a manner that produces ultimate reality he gives up as an unsolved secret. But Tolstoy's juggling of the time-scheme between the Anna-Vronski and the Kitty-Lyovin actions is worked out in most interesting detail. He can point out how Tolstoy's presentation of Anna's thoughts in her drive through Moscow on the day of her death anticipates the stream-of-consciousness technique of James Joyce. He has an eye for the oddity, also, as that two officers in Vronski's regiment represent the first portrayal of homosexuality in modern literature.

He is tireless in illustrating how Chekhov made the ordinary seem of supreme value to the reader. If he criticizes the banality of Turgenev's character biographies interrupting the narrative and the relation of what happens to everyone after the ending of the story proper, Nabokov can yet appreciate the delicacy of Turgenev's cameo descriptions and of his modulated sinuous style, which he compares to 'a lizard sun-charmed on a wall.' If the mark of Dostoevski's sentimentality offends him, as in his outraged description of Raskolnikov and the prostitute in Crime and Punishment bent together over the Bible, he is appreciative of Dostoevksi's wild humor; and his conclusion that in The Brothers Karamazov a writer who could have been a great dramatist is struggling unsuccessfully within the novel form is a unique perception.

It is the mark of a great teacher as well as critic that he can rise to the author's level in a masterpiece. Particularly in the Tolstoy lectures, which provide the most exhilarating reading and are the heart of this volume, Nabokov from time to time joins Tolstoy at a dizzy level of imaginative experience. The interpretive description with which he guides the reader through the story of Anna Karenin is itself a work of art.

Perhaps the most valuable contribution that Nabokov made to his students was not merely his emphasis on