Russian Literature: A Very Short Introduction

But frivolity of this kind is not the key to Pushkin’s entire output. Equally characteristic of him was the didactic view of literature expressed in ‘Monument’ - that a writer was responsible for ‘awakening the noble feelings’ of an entire nation. Even the ending of The Little House at Kolomna had a lesson to teach – that literature did not have to be taken seriously. It sprang from Pushkin’s frustration with Russian readers’ obsession with morals and messages, as powerfully expressed in ‘The Poet and the Crowd’ (1828), a rebuke to those who, on hearing a ‘song’, were capable only of responding with stupid questions:

What is he strumming about? what is he teaching us?

Why is he exciting and tormenting hearts

Like a capricious wizard?

His song is free as the wind,

But also fruitless as the wind:

What is the use of it to us?

And in The Queen of Spades (1834), any moralizing ambitions that might have been expected in a tale of compulsive gambling are undercut because story-telling and writing are shown within the story itself as frivolous, unreliable, deceptive, no more than ‘chatter to spin out a mazurka’.

But moral commentary is not avoided altogether. When Hermann appears in Liza’s room to undeceive her about the reasons behind his long-distance courtship (he has in fact been writing her passionate letters so he can inveigle himself inside the house to confront her guardian, the Countess), the narrator observes: ‘She wept bitterly, seized by belated and painful repentance.’ Had Pushkin opted for moral neutrality, he could have used a different phrase (for example, ‘seized by sudden, painful understanding’). But the narrator is made to espouse Christian moral vocabulary (‘repentance’), and the adjective ‘belated’ passes explicit judgement (Liza’s feelings are appropriate, but she has ignored the voice of conscience too long). Equally, there is no doubt that the duel between Evgeny Onegin and Lensky is to be understood as a form of homicide licensed by civilization, though this point is conveyed indirectly, through a comically embittered disquisition upon the joys of revenge:

It is pleasant to enrage an obtuse enemy

With an impudent epigram [ . . . ]

Pleasanter if he, my friends,

Bawls out in stupid rage: ‘That’s me!’

Still pleasanter to prepare in silence

An honourable grave for him,

And to shoot silently at his pale forehead

From a well-bred distance;

But sending him to the land of his fathers

Is unlikely to be a pleasant experience.

It would be absurd to interpret the final proposition here as a stylistic mannerism, introduced merely in order to puncture the overblown rhetoric of revenge with plain speaking. But wry humour pushes just out of reach an obvious truth – that killing even one’s enemies is not nice.

Delicate irony of this kind, though, rests on a fragile pyramid of assumptions about the way that readers are likely to react. As Yury Lotman has pointed out, in Pushkin’s generation the duel was well on its way to being regarded as ‘ritual murder’ (and less melodramatically, as a form of posturing that was fatuous in adult males, an interpretation that hovers at the fringes of Pechorin’s duel with his charlatan-double Grushnitsky in Lermontov’s The Hero of Our Time (1841), and came fully into its own in Chekhov’s representations of duelling half a century later). In a society where the duel was universally accepted as the central means of settling affairs of honour, an assault upon the practice of duelling as immoral would have needed to be expressed more explicitly. In the eighteenth and early nineteenth centuries, Russian writers had a strong sense that readers of serious literature (as opposed to fortune-telling books or church calendars) belonged to a unified group, even if some had a less sophisticated understanding of literature than others, and needed to be reminded of certain elementary critical truths – that literature was not the same thing as life, and that a narrator should not necessarily be identified with the author. This sense of integration resulted, in the main, from the fact that the educated population was so small.