It’s clear, by scanning user reviews on the ‘net, that many people who read George Saunders’ book focused on only a couple of words in the subtitle: In which Four Russians Give a Master Class on Writing, Reading, and Life.
Registering only a word or two in the subtitle would dramatically impact your experience of this book.
Those noting only Master Class, might arrive with the built-in desire to challenge whether or not George Saunders is a master of anything (but it’s the Russians who are identified as the teachers).
Those seeking a book about writing, might overlook that reading and living are given equal weight (as promised).
And those interpreting the ‘writing’ element as how-to and instructional, might overlook that the book is titled for something one reads (Chekov’s short story, “Gooseberries) rather than writes.
Saunders declares from the start that everything matters—writing and reading and living—and the distinction between water in a pool and water falling from the sky matters too, and whether it’s an accumulation of a millimetre or a metre, and whether you wade in or jump, whether you float, dive, or splash around.
Logistically, the book is presented as an invitation into the classroom of a New York State professor’s creative writing class, to participate in some of the reading and contemplation required, and to eavesdrop on the analysis that might emerge when a group convenes after completing the same homework assignment.
There are seven stories: In the Cart (Chekhov), The Singers (Turgenev), The Darling (Chekhov), Master and Man (Leo Tolsoy) and The Nose (Nikolai Gogol). They appear in full, with separate pagination within the book, in translations by Avrahm Yarmolinsky, David Magarshack, Mary Struve, Clarence Brown, as well as Louise Mude with Aylmer Maude. (The translations themselves have been as deliberately selected as the stories, so there are detailed conversations about that process throughout, and the emphasis appears to be rooted in both accuracy and accessibility.)
Each story is followed by thoughts on the story, which often include detailed examples of the various opinions and responses voiced by Saunders’ students. (These are the stories he has most often taught, he explains.) Sometimes these sections, which immediately follow each story, feel endless, because Saunders includes so many queries and possibilities. With a myriad of potential responses to each tale, usually only one or two of Saunders’ comments resonated with me personally. His expansive and exhaustive view, however, validates each individual reader’s response.
Here’s an example: “The story is now about to present her with someone new to love. And we wonder: How can she love him (when she loved Kukin so much)? And: How can she love him (he who is not Kukin)?”
And: “The story has, for all of its looseness in other areas, a high level of organization. It may be wordy and awkward in its stagecraft but its controlling sensibility is far from random.”
After the thoughts on the story, there are thoughts about the thoughts on the story: these often include commentary on language (e.g. word selection, translations) and craft (e.g. structure, endings). At this point, Saunders moves one step farther away from the individual’s reading of the story itself, to invite consideration of the writer’s motivations and achievements; further, how this might intersect with a contemporary writer’s approach to creative writing.
Here’s an example: “So: a chance for us, again, to think about how stories end. What allows them to end? When they bypass a place where they might have ended, what must they then go on to accomplish?”
And: “I like the person I am in my stories better than I like the real me. That person is smarter, wittier, more patient, funnier—his view of the world is wiser. When I stop writing and come back to myself, I feel more limited, opinionated, and petty.”
With the first story, Saunders introduces readers to the process of querying their reading while engaged in the process of reading. Each of us has a unique set of experiences and expectations, and these affect our relationship with the stories. “That’s really all a story is: a limited set of elements that we read against one another,” Saunders says. We read them against one another, and we read them against our own selves. So, the key element to being an attentive reader is knowing our own selves, our own reading (and writing and living) selves.
As a means of highlighting the kinds of assumptions and resentments that accumulate—often unnoticed and unchecked—when we read a story, Saunders suggests stopping at the end of each page as we read: we can reflect on what we’ve learned by reading and how that changes our engagement. To assist, this first story is presented one page at a time, with commentary on the opposing page (pages, sometimes). He allows this is annoying, but the check-ins help secure a foundation of attention and self-reflection: thereafter, readers are on the honour system.
The detail-oriented approach that Saunders values—which he believes is necessary for writers to learn how to write as attentively as they read (which quite possibly they are also learning to do here, unless they have cultivated a practice of close-reading)—is on full display. And, he exhibits the qualities that he reveres. The bulk of the responsibility lies, however, with the individual who is reading and writing, who is living with the books they’re reading and writing.
It’s easier to blame a writer when a story doesn’t work, much harder to query yourself as to why you think it doesn’t work and what you would have preferred. The cornerstone of the work is Saunders’ insistence on the subjective nature of what makes stories work for us as readers, and how those of us who are also writers might use that information to further our creative goals.
After reading the commentary on the second story, I listened to some interviews and discussions with Saunders online, and he frequently references other readers’ interpretations of stories and novels, some of which shifted his earlier understanding of these works. There is a consistent sense of Saunders himself as being a work-in-progress, and that sense of perpetual engagement is inspiring. He writes:
Every time I read ‘Alyosha the Pot’, it puts me in that state of wondering.
And it never gives me an answer but only says: ‘Keep wondering.’
And that, I think, is its real accomplishment.
Saunders is the sort of teacher who lands on showing you how to think rather than telling you what to think, how to wonder rather than what you should wonder. There’s more confidence than authority here, more demonstration than articulation, and more invitation than presentation.
It’s terrific stuff for writers.
George Saunders. A Swim in a Pond in the Rain: In Which Four Russians Give a Master Class on Writing, Reading, and Life. New York: Random House, 2021.
