Vladimir Nabokov on Franz Kafka (1954)

Vladimir Nabokov

The eminent Russian novelist, Vladimir Nabokov (1899 – 1971) fled the Russian Revolution to Germany in 1919 moving, eventually, on to France. Then, like many others, he was forced to flee France ahead of the Nazi invasion in 1940, crossing the Atlantic to America. Here he found work as an academic, and taught literature for twenty years, first at Wellesley (a private women’s arts college in Massachusetts, 1941-48) and then at Cornell University (1948-58). In his autobiography he claims to have written some 200 lectures on Russian and European literature as preparation for these jobs.

At his death Nabokov left a mountain of notes and manuscripts, including many of the lectures which were in a very unruly condition: some were entirely hand-written, some mostly typed out by his wife, but then covered in scrawls and corrections. It took nine years to select and then edit into presentable form a selection of just seven of the lectures, which were published in 1980, and concern:

  • Jane Austen – Mansfield House
  • Charles Dickens – Bleak House
  • Gustave Flaubert – Madame Bovary
  • Robert Louis Stevenson – Dr Jeckyll and Mr Hyde
  • Marcel Proust – The Walk by Swann’s Way
  • Franz Kafka – the Metamorphosis
  • James Joyce – Ulysses

Nabokov’s approach to literature

Nabokov disapproved of thematic, psychoanalytic, symbolic or other types of overarching critical schools, and was strongly against all socio-political interpretations of works of literature. He preferred to concentrate on the physical realities described in classic novels, and on the ‘sensuous details’ which add ‘sparkle’ to fiction.

‘Caress the details, the divine details!’

When I was at school and university I judged a lot of books on their political or social goals and aspects, simply because I knew so little about the world that each new book was a revelation, often of entire new schools of politics or philosophy or psychology.

Years later, I now share Nabokov’s view that the ostensible ‘subjects’ of much fiction (or art) are often trite and obvious, and that the big schools of interpretation – Marxism, feminism, psychoanalysis, deconstruction – often prostitute the texts in order to make their polemical points. That, in fact, the real interest lies elsewhere. As he puts it:

Style and structure are the essence of a book; great ideas are hogwash.

John Updike’s introduction

American novelist, essayist and poet John Updike (1932 – 2009) contributes an introduction to the essays. For the most part this is a pretty factual account of Nabokov’s childhood in St Petersburg, brought up in the bosom of a very wealthy upper-middle-class Russian family, his childhood exposure to English literature (his father read him Dickens in English, he was reading French literature fluently at an early age), then the flight to West Europe in the aftermath of the Revolution.

Updike describes Nabokov’s successive short-term jobs before he took up the one lecturing on literature at Wellesley, where he has special insight because his (Updike’s wife) was one of Nabokov’s students.

We are told various stories about the great man’s lecturing style and rules (sit in the same seat each week, no knitting!) alongside a snippet from the correspondence between him and heavyweight literary journalist, Edmund Wilson, in which Wilson successfully persuades Nabokov to include Jane Austen in his lectures, and recommends Bleak House as the best Dickens novel to teach.

Pleasantly gossipy though all this is, the only really substiantial bit is the last page or so where Updike politely takes issue with Nabokov’s aesthetic views.

Updike first enlists the best-known biographical fact about Nabokov, which is that he was a world-class expert on butterflies; he formally studied them in a university setting and wrote textbooks about them. The idea is obvious: years of looking under a magnifying glass at the tiny but beautifully formed detail of often minuscule insects, bled over or matched or was of a piece with Nabokov’s approach to literature – a fondness for detail and pattern above all else. In Updike’s words:

He asked, then, of his own art and the art of others a something extra – a flourish of mimetic magic or deceptive doubleness… Where there was not this shimmer of the gratuitous, or the superhuman and nonutilitarian, he turned harshly impatient… Where he did find  this shimmer, producing its tingle in the spine, his enthusiasm went far beyond the academic, and he became an inspired, and surely inspiring, teacher.

But Updike goes on to gently question this. He points out that even such an arch-aesthete as Wallace Stevens admitted that art, at some level, touches on reality. Updike says that in Nabokov’s lofty aesthetic ‘small heed is paid to the lowly delight of recognition, and the blunt virtue of verity’. Nabokov gives the impression of thinking that the entire world is an artistic creation, ‘insubstantial and illusionistic’.

But it isn’t. And even in the novels he’s chosen, the realistic core is vital. Both Madame Bovary and Ulysses:

glow with the heat of resistance that the will to manipulate meets in banal, heavily actual subjects.

(Note Updike’s own highly lyrical way with words.)

In his essay on The Metamorphosis Nabokov deprecates Gregor Samsa’s place in his philistine bourgeois family as ‘mediocrity surrounding genius’. But Updike thinks this doesn’t give enough credit to one of the basic elements of the story, which is that Gregor needs and loves these ‘crass’ people. He cannot leave them. He cannot stop thinking about them. In Nabokov’s view they are dispensable furniture cluttering up the aesthetic creation. In Updike’s more forgiving view, they are vital components in the psychology – which is the core – of the story. Who’s view do you agree with?

Vladimir Nabokov on The Metamorphosis by Franz Kafka

Nabokov begins by distinguishing between a fiction like The Metamorphosis and Dr Jeckyll and Mr Hyde. the latter is artificial in the sense that Jeckyll-Hyde dyad come from a Gothic melodrama and they are set against an unreal fantasy London decorated with fog borrowed from Dickens. Ie foreground and background are unreal.

By contrast in The Metamorphosis

the absurd central character belongs to the absurd world around him but, pathetically and tragically, attempts to struggle out of it into the world of humans. (Lectures on Literature, p.255)

Nabokov gives a potted biography of Kafka in which he baldly states that he was ‘the greatest German writer of our time’.

Nabokov briskly dismisses two popular approaches to Kafka: the line, founded by Max Brod, that Kafka was a saint seeking, through his works, for holiness. And the Freudian, psychological interpretation which focuses on Kafka’s lifelong prostration before his domineering father and the resultant paralysing sense of guilt. He quotes Kafka himself who was dismissive of psychoanalysis, calling it ‘a helpless error’. Nabokov recaps the precise family background of the Samsas i.e. father’s business went bankrupt five years earlier, owing debts, and young Gregor took a job with one of the debtors as a travelling salesman, and arranged for the family to move into this small apartment.

As to the change itself, Nabokov quotes the opening passage at length and highlights how wonderfully dreamy it feels in the original German – all lost in translation. He quotes a critic who points out that the life of a travelling salesman regularly consists of waking up in strange hotels and experiencing moments of bewilderment and disorientation.

Then again, the sensation of being lonely and isolated is a common one for the artist, the pioneer, the discoverer.

Nabokov applies his entomological expertise to deciding what kind of creature Gregor has changed into, dismisses the notion of a cockroach, concludes that the ‘many legs’ referred to are just a confused person’s impression of six legs – that therefore he is an insect – and then on the basis that he has a segmented front but a hard concave back, decides he must be some kind of beetle.

He now takes us through the story dividing it into multiple scenes, and examining, in particular, what themes are addressed or raised in each section. Thus:

In the opening scene the metamorphosis is still not complete and Gregor continues thinking as a man, specifically as an employee and wage earner who is late for work and is going to catch it from the boss. Thus he wastes a lot of effort trying to stand up on his rear legs like a man, and encounters all kinds of problems (crashing to the floor) because his mind hasn’t caught up with the change to his body.

Nabokov makes a simple point I hadn’t thought of which is that although Gregor becomes the insect, it is his family who are the parasites. All three of them sponge off his hard labour, up very early, working long hours, exhausting travelling.

Nabokov highlights the theme of doors, the way the small apartment is claustrophobic, divided into small rooms, whose doorways play a key role. The relatives knock on them and speak through them. Luckily he has locked them, as he locks the doors of the hotel rooms he is used to staying in. The opening and closing of doors will become increasingly symbolic as the story progresses.

Nabokov proceeds with a detailed reading of the text, embedding large chunks of the story in his lecture, and then commenting on them. His main point is to highlight the contract between, on the one hand, Gregor’s philistine family who slowly get used to the situation and go about their normal business, while – in the classic bourgeois way – trying to ignore the catastrophe which has overcome them, and the many instances of Gregor’s sweet nature which endure. For example, when he realises how disgusted his sister is at the sight of him when she delivers his food twice a day, he, at great labour, carries a sheet over to the couch in his room and arranges it so it hangs down over the edge of the couch so that, when Gregor the giant insect is underneath it, he is completely hidden from her sight.

Thus Nabokov emphasises the contrast between the sensitive son, with his ‘sweet and subtle human nature’, and the philistine heedless family, who he bluntly calls ‘morons’.

Nabokov doesn’t have much to say about the central scene of the story, he simply retells the events: how the mother and daughter decide to move the furniture out of Gregor’s room but the mother is not prepared for the sight of him, collapses on the sofa with a shriek, the daughter rushes into the living room to get some smelling salts, Gregor the beetle scuttles up behind her (first time he’s been out of his room) she turns round and is startled by him, dropping a bottle so a shard of glass cuts Gregor, she runs back into Gregor’s room and slams the door so Gregor is locked in the living room and runs round the walls and ceilings in  his agitation, till the father returns home, high and mighty in the uniform of his post as a bank commissionaire and, infuriated by the sight of Gregor, chases him round the living room hurling apples – the only available weapons – at him, one of which somehow ‘sinks into’ Gregor’s back, causing him immense pain, and the sister and mother finally exit Gregor’s room, allowing him to scuttle back inside with the door slammed behind him.

This is the climax at the centre of the story. Thereafter the family sink into passivity. They often leave the door of his room open and, from his darkened lair, he watches them eat their meals, the father doze off in his chair, his mother do the needlework she’s taken in to earn some money. Nabokov speculates that Gregor’s transformation might be catching and that the father might be getting it, refusing to take off his shiny uniform which, as a result, gets increasingly shabby and stained with food. Certainly there is a strong sense of decay over the whole story…

The actual catastrophe or turning point comes in the next act, after the three old men lodgers have moved in, severely inconveniencing the family, the father and mother taking over the sister’s room and the sister having to bunk down in the living room, having to be up and ready before the earliest lodger rises.

They hear her playing violin, they invite her into the living room to entertain them, Gregor’s door is ajar and he finds himself entranced by his sister’s (very bad playing) and unconsciously drawn towards her, slowly scuttling across the floor – until he lodgers spot him. Oddly, they are not terrified, merely angry that Gregor’s father has put them up next to such a monster. They serve notice that they’re quitting the rooms and also that they won’t pay any of the back rent owed.

This is the tipping point because it prompts a family conference which, unfortunately, Gregor overhears. For the first time his strong-willed sister refers to Gregor as ‘it’, and forcefully argues that they must get rid of ‘it’ because ‘it’ is ruining their lives. Sadly, Gregor retreats into his room, exhausted, run down, wounded by the festering rotten apple in his back and, around 3 in the morning, breathes his last.

Nabokov is unforgiving of the philistine family.

Gregor is a human being in an insect’s disguise; his family are insects disguised as people. (p.280)

He observes how the three lodgers are shown the dead body, covered in dust. They themselves appear dusty and shabby in the new warm spring sunlight. Then they pack their things and slowly descend the staircase from the Samsas’ apartment, much – Nabokov points out – as the Chief Clerk had fled down it at his first sight of Gregor. Nabokov is good at bringing out chiming echoes like this. He describes them as ‘themes’, like the themes in a work of classical music which appear, disappear, return amended in new keys or the minor mode.

Then the ironic epilogue, in which we see the three members of the Samsa family writing letters to their respective employers while the robust charwoman explains that she’ll get rid of ‘that thing’ in the other room for them. They take a trolleycar out to the countryside to enjoy the new warm spring weather. And the parents notice along the way that young Greta has blossomed into a plump full-bodied young woman.

Nabokov makes the devastating comment that she has ‘fattened herself’ on Gregor’s body, filling out as he wasted away.

The lecture ends with a brief summary in which Nabokov brings out the importance of threes – three doors to his room, three people in the family, three lodgers and so on. But warns against a superficial interpretation of ‘symbols’.

There are artistic symbols and there are trite, artificial, and even imbecile symbols. You will find a number of such inept symbols in the psychoanalytic and mythological approach to Kafka’s work, in the fashionable mixture of sex and myth that is so appealing to mediocre minds. (p.283)

This kind of trite symbolic interpretation should not get in the way of understanding the work’s ‘beautiful burning life’.

And a final brief reference to the tremendous clarity and formality of Kafka’s prose – the way there isn’t a single metaphor or simile in the entire story, which gives it a sort of black and white feel.

The limpidity of his style stresses the dark richness of his fantasy.

Thoughts

At the end of the day, Nabokov does not add greatly to one’s understanding of the story. A surprising amount of his lecture consists of simply reading out the text, with minimal commentary.

He epitomises a certain kind of teaching which simply consists of making the student pay really, really close attention to the text, and that is considered its own reward.

No greater insights are intended – nothing about society or human nature or the triumph of the proletariat or the Oedipus Complex or the Patriarchy or any of the numerous other critical theories with their clutters of buzzwords.

Simply paying close attention and noting the deployment of certain themes – the importance of doors and doorways, the recurrence of the stairway theme – these are enough in themselves, because they take you deeper into a full, sensual experience of the text and that, for Nabokov, is the point of art.


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Kipling’s style

Stalky & Co (1899) is the first of Kipling’s books which has made me actively dislike him. Like most Kipling prose books it’s a series of short stories, this time all set in a minor public school where Stalky, Beetle and M’Turk are the teenage heroes of various schoolboy scrapes and japes.

I’ll examine a short passage from the story ‘Regulus’ at length in order to identify the stylistic attributes, and the ideological or attitudinal worldview they reveal, in a bid to nail down why I disliked the book so much.

The story

In the boys’ Latin class Beetle gave another boy, Winton, the wrong translation of the word delubris. When Winton uses it in class the Latin teacher tells him off. As the boys exit the classroom Winton takes his revenge:

‘Why did you tell me delubris was “deluges,” you silly ass?’ said Winton.
‘Look out, you hoof-handed old owl!’ Winton had cleared for action as the Form poured out like puppies at play and was scragging Beetle. Stalky from behind collared Winton low. The three fell in confusion.
Dis te minorem quod geris imperas ,’ quoth Stalky, ruffling Winton’s lint-white locks. ‘Mustn’t jape with Number Five study. Don’t be too virtuous. Don’t brood over it. ‘Twon’t count against you in your future caree-ah.’
‘Pull him off my — er — essential guts, will you?’ said Beetle from beneath. ‘He’s squashin’ ’em.’
They dispersed to their studies.

Kipling’s style

What does Kipling’s style in this passage tell us?

1. The characters, the schoolboys, use Victorian schoolboy slang – silly ass, hoof-handed old owl etc. Fair enough. It’s the narratorial style I’m interested in:

2. ‘Winton had cleared for action’

An abbreviated way of saying ‘as the boys left the classroom Winton cleared a space around him in which to attack Beetle’.

3. ‘…and was scragging Beetle…’

Scrag is schoolboy slang, but its inclusion in the same sentence makes that sentence dense with information. It is very compressed, too compressed to understand easily.

4. ‘Stalky from behind collared Winton low.’

Again, this is very abbreviated: presumably it means Stalky attacked, jumped on or tackled Winton, but you have to work on it for a second to get clear in your mind what it means. This pause to register what a sentence means is also required throughout Kipling’s novel, Captains Courageous, which made it a very glutinous read.

5. ‘The three fell in confusion.’

You can imagine this being amusingly expanded by a different writer. Probably they went down in a confusion of arms and legs, formed a squirming, punching mass on the floor etc. Untold elaborations of the situation could have been developed. All are rejected by Kipling, who prefers to use a phrase clipped to an uncomfortable extent.

6. ‘Dis te minorem quod geris imperas

Fair enough, they’ve just come out of Latin lesson.

7. ‘quoth Stalky.’

Why ‘quoth’? Said, shouted, quoted, expostulated, yelled. Of all possible words why choose one which my dictionary categorises as archaic? Because the boys like quoting – in fact live to a large extent by quoting – rags and tags they’ve come across, Latin tags, quotes from favourite books (lots of Surtees is quoted in the earlier stories; an entire story, The United Idolaters, is based around the fad for quoting the Brer Rabbit stories), arcane and out-of-the-way vocabulary. The point is that Kipling the narrator is using the same style as the boys, deliberately using archaic or quoted phrases. Why? What effect does it have? Two, I think:

a) It means the narrator’s style is aping his subjects’ style. The effect is to make Kipling complicit in, and embedded part of the world, he is describing. An accomplice to its values. The struggle in his stories is rarely between evenly matched opponents. We know Kipling is on the side of Mrs Hawksbee, the soldiers three or Mowgli a) in terms of action or plot, but b) also in terms of style.

b) Looked at from another perspective, it tends to show that Kipling can’t escape from this boyish point-of-view into adult detachment. (Another element: The Bible was thrashed into him as a boy and Biblical quotes and phraseology are all over his prose like chicken pox. The effect is rarely to add to his prose depth or resonance, as quotations in other authors might, but to hold it back.) My argument is that such quotations reflect a kind of flight from adulthood, an inability or refusal to write plain English prose as commonly written or understood by the people of his time. Given a choice between 1) writing a simple declarative sentence which accurately explains what is going on or 2) either i) quoting from the Bible or another archaic source or ii) using a clipped or compressed phrase, often slang or technical cant – Kipling always opts for strategy 2.

Kipling’s style is not good at explaining what is going on nor at describing things. I think he’s a terrible stylist. I’ve repeatedly had to turn for help to the excellent Reader’s Guide to Kipling just to understand what’s going on in many of the stories. Important facts, key turning points, moral cruxes are obscured, underplayed or hidden by his compulsive need to compress or obliquify.

8. ‘ruffling Winton’s lint-white locks.’

The boys are fighting. This phrase is schoolboy understatement made of two parts: the gentle, playsome verb ‘ruffling’ is chosen as deliberate irony because the boys are punching and fighting. ‘Lint-white locks’ is, again, ironic, but in a different way; i) a namby-pamby poetic phrase ii) focusing on a side detail unconnected with the actual fight going on. Both are distracting tactics or dislocations, understating and avoiding the reality of the violent fight. Why? Because Kipling assumes his ideal reader will share – or his style coerces the reader into sharing – the same understated schoolboy irony as the boys. We are pushed towards not only witnessing the action but sharing in the values of the participants. But I don’t share their public schoolboy values or tone or terminology, and I resent being coerced into doing so.

9. “‘Mustn’t jape with Number Five study. Don’t be too virtuous. Don’t brood over it. ‘Twon’t count against you in your future caree-ah.”

Stalky’s dialogue emphasises that even in the midst of a violent fight the boys don’t lose their addiction to elaborate phraseology and deliberately stylised pronunciation. There is a buried message here and in all similar situations – where a character remains loyal to verbal elaborations even in the middle of crises – which links to the ideological strand in Kipling portraying English public schoolmen as keeping their heads when all around lose theirs. Drake finishing his game of bowls before the Armada etc.

10. “‘Pull him off my – er – essential guts, will you?”

The use of ‘essential’ here is – presumably – either a quote or a fancy elaboration of speech of the kind the schoolboys delight and compete in. Fair enough. As dialogue it is consistent with their characters and values.

11. ‘said Beetle from beneath.’

Again, the reader could have done with just a tad of elaboration and explanation. When you consider it, this sentence has been pared back to the absolute minimum. Why? It’s connected in strategy to the abrupt final phrase, ‘They dispersed to their studies.’ That ends the whole sequence in the short story which is followed by a break in the text. The entire resolution of the fight, how the boys get to their feet, brush themselves down, whether they shake hands or threaten each other – all of this is omitted. We have no idea what happens. Kipling skips it all.

The absolute bare minimum of information is given. Why? Because chaps don’t blab. Whenever any of the trio begin ‘prosing’, one of the others is liable to kick them under the table. And they immediately shut up. Shutting up is a key element of this brutal schoolboy world. And Kipling’s prose narrative echoes the schoolboy code of clipped understatement.

Summary

I’ve used this short excerpt to show that, in my opinion, Kipling’s style:

1. enacts and reinforces the amoral public school values of his protagonists

2. coerces the reader, more or less overtly, to take their part, to sympathise with their nasty schoolboy values

3. goes to some lengths to avoid being a responsive, adult, freestanding style. Instead of simply describing what is there Kipling prefers to use:

a. Biblical quotes
b. Literary quotes
c. Schoolboy or military or technical slang
d. Schoolboy understatement

In my opinion, this ethic of manly (or adolescent) understatement seriously cripples Kipling’s style. It means for long stretches there is really nothing to enjoy in his style, except registering the quotes and the brevity. The brevity doesn’t add to the resonance or meaning, as it does in Hemingway: the less said, the more implied. Instead it makes things less interesting to read and sometimes so obscure you don’t know what’s happening. The less said, the less… said.

One more detail: The first sentence of the story ‘The United Idolaters’ is: ‘His name was Brownell and his reign was brief.’ This is describing the arrival of a new teacher (I refuse to write ‘master’ since this is to begin to accept the values and world of these posh people). But we are describing a teacher. He doesn’t reign. Using the word reign is an exaggeration. Seeing a teacher’s authority as a (monarchical) reign is to see it from the schoolboys’ point of view, to place vast importance and significance onto something which is utterly trivial beyond the school gate or even in the teachers’ common room. So sometimes Kipling will knowingly, mockingly exaggerate for affect, as well.

e. schoolboy exaggeration

There are other aspects as well which I don’t have space to list. Almost all of them have one thing in common, which is that they are evasions of telling the thing as it is; they are habits of a mind which is incapable of accepting things straight, but must forever be seeking archaisms, Bible phrases or stories, exaggeration or understatement, avoiding what is there. Seems to be embarrassed by simple statement. Is always hiding, concealing, ironising.

And in Stalky & Co you can see laid bare the sources of Kipling’s adult prose style in the coterie mentality, the exclusive slang and verbal mannerisms, and in the amoral sense of superiority of an extremely narrow class of emotionally stunted English public schoolboys.

And, as Kipling makes clear in Stalky, these are the stunted, blocked boys who became the men who went out to run the Empire on which the Sun Never Set…until they were eventually forced to hand it all back to its original owners.


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