Roads Not Taken

I ended up teaching a course on long books this semester. Here is the original proposal:

Why are long books long? Beyond its length, what makes a long book different from a short book? How is the experience of reading a long book distinct from that of reading a short book? Should long books be shorter? Should short books be longer? What, if any, characteristics do long books share? Is there a politics of extension? This course sets out to answer these apparently simple questions. Along the way, we will also consider the phenomenology of reading, and ask how we read and why?

We will begin by reading a couple of long books (and, for the sake of comparison, also a couple of short books by the same authors) together. After that, students will choose a long book of their own for further study and investigation.

But I was quite tentative and unsure about this proposal, and in fact came up with (and suggested to the department) two other possibilities, one on “Twenty-First-Century Women Writers” across various Romance languages, and the other on “Displacement and Mobility in Latin American Narrative.” I am putting the descriptions of those potential courses below. I suspect that at first sight they would have been more attractive to many students. Indeed, one of my worries about a course with the title “long books” was that nobody would want to take it, not least because it advertises from the start that it would involve a lot of reading…

To my surprise, in fact, more students signed up than I had anticipated. Specifically (in that this was always to be a combined graduate/undergraduate course), more undergraduates enrolled than I expected to do so. And these were undergraduate students, moreover, who were overwhelmingly engaged and outspoken from the start. I had worried that they would feel intimidated and silenced by the graduate students (as sometimes happens with these crosslisted courses), but on the contrary: if anything the undergraduates were more invested and wanted to make the most of the course and what it had to offer.

(Sidenote: This is something I noticed also in the other course I taught this semester, which I also worried about at first. I thought, especially after coming back from a year and a half without teaching–because of sabbatical and leave–AI would basically have taken over. But no: I think we have a rising generation of post-Covid and AI-resistant students who no longer want to be fobbed off by a sub-standard university.)

Anyhow, these other potential courses would no doubt have been interesting and productive in their way, I like to think. But I am very glad that I went with “Long Books,” a course I had in fact long been talking about and hoping to teach, even if at the last minute I almost got cold feet about it.

For one thing, it soon become clear that the initial question–“why are long books long?”–although it may seem trivial and even jokey at the outset (after all, the obvious answer is the banal one, “because they have more words”), is in fact a real question that opens up a whole series of topics and themes. Indeed, we have ended up discussing literature and politics, psychology, economics, aesthetics, sociology, even biology… and fundamental questions about the limits and possibilities of representation.

For another, the course proved challenging but also rewarding pedagogically: I asked students to read one long book that I chose (Bolaño’s The Savage Detectives), but also invited them to pick a long book of their own, which they read in tandem or parallel with the set book. “Teaching” these books that I had not read (that in some cases I had never even heard of before the start of the semester), I have never felt more like an ignorant schoolmaster. And yet now, in the last week of the semester, I have a (fleeting?) feeling that all these texts are starting to resonate with each other, as they come to their various endings.

And finally, I have a new respect for and interest in long books. Adapting Tolstoy, I do think it is true that while short books are short for mostly the same reasons, long books tend to be long in their own ways. Which is not to fetishize length for its own sake (there are plenty of bad long books), but to think about what can be done across a bigger canvas, and how long books postpone conclusions or resolutions for good reasons.

But these are the roads not taken…

1. Twenty-First-Century Women Writers

This course is a survey of contemporary women writers whose work has been translated from Spanish, French, Italian, Portuguese, Romanian, and Catalan, or who are writing within a Romance Language tradition. Their books cover many different topics and styles: from history to memoir, autofiction to thriller, fantasy to horror; migration and violence, politics and family, race, class, and sexuality as well as gender, and much else. Amid all this variety, we will ask what if anything these texts might have in common. Does it make sense to talk of “women’s writing” here? Does the fact that they write or are fluent in a Romance language make this a meaningful category?

Though the set readings are still to be determined, these are some likely contenders…

Spanish: Mónica Ojeda (Ecuador), Jawbone (2018); Samanta Schweblin (Argentina), Little Eyes (2018)
French: Delphine de Vigan (France), Based on a True Story (2015); Annie Erneaux (France), The Years (2008)
Italian: Elena Ferrante (Italy), My Brilliant Friend (2012); Valeria Parrella (Italy), Almarina (2019)
Portuguese: Adriana Lisboa (Brazil), Crow Blue (2010); Djaimilia Pereira de Almeida (Angola/Portugal, That Hair (2015)
Romanian: Ioana Pârvulescu (Romania), Life Begins on Friday (2009)
Catalan: Eva Baltasar (Catalonia), Permafrost (2018)
English: Edwidge Danticat (Haiti), Claire of the Sea Light (2013); Valeria Luiselli (Mexico), Lost Children Archive (2019)
German: Herta Müller (Romania/Germany), The Hunger Angel (2009)

2. Displacement and Mobility in Latin American Narrative

This course examines various forms of displacement and mobility in Latin American narrative, from the conquest to the present. It proposes that displacement and mobility are central figures in the region’s literary imagination, continually reprised and replayed in sometimes surprising variations. From the violence of conquest to the itinerancy of capital, from the desperation of exile to the utopia of migration, the disruption of revolution or the smooth flows of neoliberalism, displacement and mobility have continually reshaped Latin American society and politics, uprooting populations and enabling lines of flight or escape, for better and for worse.

Though the set readings are still to be determined, these are some likely contenders…

Álvaro Enrigue, You Dreamed of Empires
Juan José Saer, The Witness
Álvar Núñez Cabeza de Vaca, The Narrative of Cabeza de Vaca
Domingo Faustino Sarmiento, Facundo: Civilization and Barbarism
José María Arguedas, Deep Rivers
Carlos Fuentes, The Old Gringo
Roberto Bolaño, Amulet
Tununa Mercado, In a State of Memory
Cristina García, Dreaming in Cuban
Rita Indiana, Papi
Claudia Hernández, Slash and Burn
Emiliano Monge, Among the Lost
Valeria Luiselli, Lost Children Archive

2666 VI: Between Parentheses, Naturaleza Muerta

At one point in “The Part of Archimboldi,” the 325-page section with which 2666 concludes, we find ourselves something like four, five, or even six or more levels of narrative deep, as digressions and parentheses accumulate with no clear end. We might find ourselves in danger of losing sight of the whole, embedded as we are in so much detail within detail. 

Hans Reiter, the protagonist of this section, has yet (despite his name) to become the writer Benno von Archimboldi, who gives this part its title, which itself returns us to “The Part of the Critics,” in which the critics Pelletier, Espinoza, and Norton travel to Santa Teresa in search of the elusive Archimboldi. Earlier I called this quest a “macguffin”: a gimmick that merely serves to get us to Santa Teresa, site of serial femicides and setting for this book’s central “Part of the Crimes.” But as such, the search for Archimboldi is also the novel’s frame narrative, and here we return to it. The critics may never track down their man (and indeed they are not once even mentioned in “The Part of Archimboldi”), but we do ultimately discover why the novelist may have made his way to Sonora and the US/Mexico borderlands: it turns out that Klaus Haas, imprisoned suspected author of at least some of the Sonoran crimes, is his nephew. As the book ends, Archimboldi is therefore en route to Mexico. 

But before Achimboldi, there is Reiter. And if the broad plot of the novel’s frame involves the search for Archimboldi, we could say that this section tells the story of how Reiter became Archimboldi, which is equally the story of how Reiter became a writer. This narrative therefore takes us from Reiter’s birth, in 1920, in rural Prussia, child of a one-eyed mother and a crippled father who had lost his leg in the First World War, to his nomadic existence as a successful novelist and concerned uncle.

But before he becomes a writer, Reiter is a reader. Bolaño (or whoever our narrator may be… a brief Afterword to the novel, by Ignacio Echevarría, tells us that a note discovered among Bolaño’s papers states that “The narrator of 2666 is Arturo Belano” [1125/898]) marks Reiter’s birth with a double literary reference, to Elias Canetti “and Borges, too, I think,” who both, supposedly, claimed that “the forest was the metaphor the Germans inhabited” (797/639). In this case, however, these esteemed authors are wrong: the young Reiter is a creature of the water rather than the forest, and particularly a creature of the watery depths of lakes, rivers, and seas in which he likes to dive, inspired and informed by a stolen book that becomes to him something like a Bible: Animals and Plants of the European Coastal Region. Indeed, we are told that his diving and his reading are one and the same activity: “The book [. . .] was stamped on his brain, and while he dove he would slowly page through it” (799–800/641). Reiter learns to “read” the submarine world as he learns how to name things in this world through the pages of a book, which he later copies as he fills a notebook with drawings of seaweed and their Latin nomenclature: Chorda filumLeathesia difformisAscophyllum nodosum . . . . This may be no book or stories (neither Bolaño nor Reiter seem particularly preoccupied by the usual structure of beginnings, middles, and ends), but it literally provides him with a language of description and reference that provides a sense of order to a chaotic and unfamiliar environment.

Reiter never completes his schooling–his headmaster declares that “the boy wasn’t fit for school” (“no estaba capacitado para estudiar”) in 1933, “the year Hitler seized power” (810/649). But he is sent to work at the local country house of an absentee baron, where he is tasked with dusting the books in the house’s immense library, and where he meets and strikes up a strange friendship with the baron’s nephew, who spends much of his time reading in the library. The nephew, Hugo Halder, introduces young Hans to the idea of genre, and the difference between history and literature. Why, asks Reiter, does Halder seem to focus on history books in his reading? “‘It’s because I don’t have a proper grasp of history,’” Halder replies, “‘and I need to brush up.’ / ‘What for?’ asked Hans Reiter. / ‘To fill a void.’ / ‘Voids can’t be filled,’ said Hans Reiter” (820/657). And indeed, as Reiter starts to expand his reading beyond his cherished Animals and Plants of the European Coastal Region, we see exactly how his reading opens up voids rather than filling them.

With the outbreak of the Second World War, sent as an infantryman to the Eastern Front, Reither finds himself in a village on the banks of the Dnieper, in what is now Ukraine, where in an abandoned farmhouse he finds a sheaf of papers or notebook hidden in the hearth. This turns out to be the work of the farm’s former inhabitant, a Jew named Boris Abramovich Ansky, and Reiter sits himself down in the hidden spot where he found it, “until well into the night, until his joints were stiff and his limbs frozen, reading, reading” (884/708). He also takes the notebook with him as he goes out and about, and as he is sent to the Crimea even as the Russians steadily advance West: sheltering from their artillery and airforce, he “pass[es] the time reading Ansky’s notebook and sleeping and watching things grow or burn around him” (925/740). He reads it from the moment he wakes up, “opening it at random” (921/737). He “ceaselessly read[s] and reread[s] Ansky’s notebook, memorizing each word, and feeling something very strange that sometimes seemed like happiness and other times like a guilt as vast as the sky” (928/742). He even dreams about the thing, with a vision in which now reading and diving no longer combine so neatly as in his youth, or perhaps they combine all too well as the notebook is imagined “reduced to a kind of pulp, the ink blurred forever, half of [it] stuck to his clothes or his skin and the other half reduced to particles washed away by the gentle waves” (929/743). The book has become his obsession, and he envisages it dissolving into his fluid surroundings, but not without leaving a physical residue on his body. 

Reiter’s account of what he constitutes then a third narrative level, which continues off and on for fifty pages or so, when Reiter finally returns to the village and, before he then abandons its farmhouse for good, returns Anksy’s “notebook carefully to the chimney hiding place. Let someone else find it now, he thought” (929/744). He passes the book on to future readers, just as the novel itself reproduces its content for us, who become thereby readers by proxy. Indeed, we read much more of what Reiter himself reads than we ever read of what he writes, in that even by the end of Bolaño’s novel we have very little sense of the content of Archimboldi’s own work. Any sense of what counts as literature (and literary value) comes either from Reiter/Archimboldi’s discussion of the topic, or from what we understand to have moved him first to write.

Ansky’s narrative in some ways mirrors Reiter’s own story: it is a tale of nomadism and displacement occasioned by the violence that sweeps across Europe in the 1930s and 1940s. The difference is that, where Reiter fights with the German Wehrmacht, Ansky signs up at a young age (in fact, long before World War Two) with the Russian Red Army.

It is not long, however, before Ansky’s story is interrupted (much, again, like it itself interrupts Reiter’s). After a tour of duty in Siberia and the Arctic, he travels to Moscow where he meets a writer named Efraim Ivanov, whose tale now briefly takes over before being told roughly in parallel with Ansky’s own. We are now therefore at a fourth embedded narrative level. Ivanov’s story concerns the fate of a writer in the nascent Soviet Union, but perhaps more generally the problematic relationship between writing and politics, even (or perhaps especially) a politics of the Utopian Left. For Ivanov had long been a true believer–a “party member,” we are told, “since 1902” (888/710), even before, one must assume, the 1903 split that led to the division between Menshevik and Bolshevik. Before the 1917 Revolution he was still no more than a “promising writer” (888/711), fruitlessly in search of new literary forms to match the political experiments that were on the horizon. After the Revolution, he turns to science fiction as a genre suitable to the Communist sense of futurity. 

At this point, then, we are given a fairly detailed account both of the short story with which Ivanov makes his name, and of a subsequent novel whose reception turns out to be much more mixed. With the extended description of both texts, then, we are now entrenched in a fifth nested narrative layer. Russian dolls indeed! Moreover, the short story, entitled “The Train through the Urals,” itself revolves around a similar nested structure. It tells the tale of a boy in 1940 (i.e. some twenty years in the future at the time that the story is written), who travels to meet his grandfather, a scientist and former Red Army soldier, whom he asks “tell stories about the revolution and the war against the Whites and the foreign intervention” (890/711). The grandfather’s stories, therefore, constitute a sixth and (for now at least) final narrative level: they are stories within a story (written by Ivanov) within a story (told by Ivanov) that is in a story (written by Ansky) within a story (Reiter’s) that itself is an element of the grand story that is Bolaño’s 2666

We might here add, however, that 2666 itself could be described as the proliferating elaboration of a hint provided in another of Bolaño’s novels, Amulet, which is the only place in his fiction where the date 2666 is otherwise mentioned (it never once crops up in 2666 itself). And Amulet in turn expands upon a chapter (chapter four) from Part II of The Savage Detectives, as one of a series of interviews that interrupt that progression of what is arguably that book’s main plot, which involves the search for forgotten visceral realist poet, Cesárea Tinajero. Or alternatively, the fourth chapter of The Savage Detectivesmight also be seen as a development of a story first found (at least in literary/written form) in a very short section of Elena Poniatowska’s La noche de Tlatelolco.

In other words, the grandfather’s stories of the Russian Revolution are arguably nine or even ten levels deep–or, if you prefer, within nine or ten sets of parentheses–within an over-arching narrative that concerns either the search for a poetic ur-text in the mid 1970s or the repression of Mexico’s student movement (and by extension, of all Latin America’s radical youth movements) in the late 1960s. Which is apt in so far as these same stories, asked of a grandfather by his grandson, similarly involve a return to a mythic past (which is actually the then present projected into a future that is now past), as well as the recovery of how political radicalism may be seen in years to come.

All of which shows how 2666, and Bolaño’s work as a whole, concatenates and expands, not via a process of extension but through intensification. After all, the story that this massive novel tells from beginning to end lasts less than twenty years: from November 1980, the first date to be mentioned on its first page, to some time in or shortly after 2001 (a date that occurs on page 1111), which must be when Archimboldi decides to leave for Mexico. The book expands not by linearly adding to the end, or by going back to begin ever earlier, but from the middle, via digressions that follow and mirror (and complicate) its main themes, in a search for a secret (Santa Teresa and the killings that take place there as holding “the secret of the world” [439/348]) that we will later see has been hiding in plain sight the whole time.

Finally, it in Ansky’s notebook, and so in this digressive expansion in medias res, this opening up or escape through and beyond the middle of the work, that Reiter comes across Arcimboldi, who we are told was an Italian artist (and a real one at that), even though the first mention of his name immediately leads to a digression about Courbet, which then is followed by a joke as told to Ansky by Ivanov (and as told to Ivanov by Soviet anthropologists at a party) about a misencounter between (French) anthropologists and natives in Borneo. . . And Ansky (or perhaps Reiter’s summary of Ansky’s account) is surprisingly brief when he returns to Arcimboldi (or Arcimboldo, as he’s also here called, and is more generally known). We learn, however, that “When he was near despair, Ansky returned to Arcimboldo.” Moreover, that “the Milanese painter’s technique struck him as happiness personified. The end of semblance. [El fin de las aparencias] [. . .] Everything in everything [Todo dentro de todo], writes Ansky. As if Arcimboldo had learned a single lesson, but one of vital importance” (917–18/734). The joy or happiness that Arcimboldi provokes has something to do with what here is translated as a refusal or limit to appearance, and with a strange capaciousness (everything in or, perhaps better, within everything) that might remind us of Bolaño’s own technique, as described here hitherto. Everything is (already) in everything, so no need to seek it elsewhere (isn’t this Belano and Lima’s mistake in The Savage Detectives?); everything is immediately at hand, if you know how to look.

What Ansky (or Reiter, or Bolaño) doesn’t tell us is the substance or content of Arcimboldo’s paintings. They are in fact at first sight all about appearance, about its ephemerality or fleetingness. He is known for still lifes, what in Spanish are known as “naturaleza muerta”–that is, paintings of flowers, vegetables, meat, and the like–whose elements are (wholly unnaturally) arranged to produce the effect, from a distance at least, of portraiture. Alternatively we might say that he painted portraits whose elements turn out, on closer inspection, to be merely disconnected items that bear only a synecdochic relationship to the whole that they purport to represent. Thus his portrait of a librarian comprises what turns out to be a stack of books. His portrait “The Admiral” is composed of fish and other marine animals and shells. The same goes for his more abstract pictures, such as “Summer” or “The Sense of Smell,” which turn out, upon closer inspection, to be precarious conjunctions of (respectively) elements associated with the season, or items that are fragrant or pungent in one way or another.

Again, is this not all about appearance? Or does it rather take us to the limit (the endpoint) of appearance, by showing us the forced proximities upon which resemblance rests? Is not all resemblance or representation a form of trompe-l’œil, a trick played on the eye?

And it is of course Arcimboldo, plucked from Ansky’s journal, who gives Reiter his pen name, when he finally turns to writing. But it may be that Bolaño, too, has also learned the “single lesson, but one of vital importance” that Arcimboldo teaches, a lesson that has something to do with distance and scale. The closer we get to Bolaño’s text (perhaps any text?), the more its claims to depict a broader figure dissolve, but also the more other universes and worlds open up. From the illusion of the portrait we move to stranger, vegetal worlds of what is “still life,” but not necessarily life as we know it.