On Thursday, November 16, 2017, I heard a performance at Carnegie Hall of Mozart’s String Quartet No. 16 in E-flat major, K. 428 by the Tetzlaff Quartet. Mozart’s K. 428 is one of his Haydn Quartets, a set of six string quartets that he dedicated to Joseph Haydn.

It is a flawless work. It exemplifies Mozart’s genius. It also brought to mind a sentence in my first-year Russian textbook — written by a famed Slavicist and foreign language teacher, Alexander L. Lipson — which was as follows: “Как и Моцарт, Пушкин написал только шедевры” (Kak i Motsart, Pushkin napisal tol’ko shedevry. Like Mozart, Pushkin wrote only masterpieces.)

The Russian word for masterpieces, shedevry, is the same as and is derived from the French. (Makes me think of the French used by the aristocracy in War and Peace.)

The Mozart piece brought to mind the comparison between Mozart and Pushkin made in the textbook from my college Russian course, and he course itself.

 

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I was eager and thrilled to be able to take introductory Russian in my sophomore year at Brandeis University. The course was taught by Charles E. Gribble. Professor Gribble, who held a doctorate from Harvard, began his teaching career at Brandeis. When I took the course with him, he was in his late twenties. At that time, Professor Gribble was in the preliminary phase of founding an important publishing house for Slavicists: Slavica Publishers. He was the firm’s editor for thirty years.

I was motivated to study Russian for several reasons:

I had discovered the works of the Russian émigré scholar Pitirim A. Sorokin in my senior year in high school. I was totally engrossed in books of his such as Leaves from a Russian Diary. This led to a fascination on my part with Russian culture.

At the time, the Soviet Union was regarded with outright hostility, fear, and suspicion. Being by nature a contrarian, I tended to think differently. Politics aside, I saw, as did Sorokin (to quote from one of his works), “an essential similarity or congeniality in a number of important psychological, cultural, and social values” between the USA and the USSR: vast territories with all that implies (such as various climates, topography, and regional characteristics); rich natural and human resources; major cultural and urban centers; the fact that both countries were world powers; and so on. I was a sort of Slavophil without knowing it.

Russia as I imagined it was a country with vast expanses like us and a multiplicity of nationalities and ethnic groups and with a rich, continually growing culture, including Tolstoy and Dostoevsky (whom at this stage of my educational development I had not yet read) and composers such as Tchaikovsky and Shostakovich (whose works I had already become acquainted with and admired — in fact, Shostakovich’s fifth symphony almost in and of its itself made me a Slavophil). Just like America, Russia was huge, diverse, all encompassing, culturally fertile; and with a vibrant economy. And, I felt intuitively, a rich language.

 

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My previous language study had consisted of a year or two of French in junior high school (a complete waste); four years of high school French, on the basis of which I was placed into third year French at Brandeis University; and two years of high school Latin. Romance languages.

It was a thrill for me to be studying a Slavic language and one with a different alphabet.

Learning the Cyrillic alphabet, in both cursive and print form, was a stumbling block for me, a hurdle to be overcome. It often felt like I was back in the first grade learning my letters and being taught to sound out words phonetically.

Our professor, Charles Gribble, knew the author of the textbook we used, Alexander Lipson, personally. Lipson was teaching at MIT. (He later taught Russian at Brandeis.)

Lipson’s first year Russian textbook, A Russian Course, was in developmental form; it hadn’t yet been published. It consisted of pages that had been copied and bound, but not in book form. Without covers.

It was a clever and entertaining text, besides being well conceived from a pedagogical standpoint.

I was fascinated to find that Russian had cases — six of them — like Latin. (I love studying grammar and cannot understand why modern day self-appointed language “experts,” as they style themselves, want to emend or simplify, essentially emasculate — in the name of political correctness or conforming to their misguided, benighted theories of how language and English composition should be taught — language instruction. See Addendum below.)

 

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The genitive case (possessive) in Russian was introduced early, as follows. There would be an entertaining reading with a lot of words ending in –ого (-ogo), indicating the Russian form for a noun such as doctor’s used in a phrase such as “the doctor’s office.” Even Russian proper nouns have a possessive form, so that “Tolstoy’s house” becomes “Дом Толстого” (dom Tolstogo).

In the next or a subsequent chapter of Lipson’s textbook, the genitive case and its usage and endings would be formally introduced and explained. Since one already had a rudimentary familiarity with it in the previously encountered reading, one assimilated the grammar point with ease. This is sound pedagogy. It’s how we learn the grammar of our native language.

 

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Despite being motivated, I had difficulty with the course.

Some of the students had already taken Russian in high school, which, in the case of a language like Russian with a steep learning curve, put me at a competitive disadvantage, so to speak.

Nevertheless, I persisted. I tried very hard. I spent hours in the language lab, but — despite my best efforts — I always seemed to be a couple of lessons behind the rest of the class.

Professor Gribble said he would take into account class attendance and effort in grading. He kept his word. I got D on practically every quiz and exam. My final grade for the 6 credit course was C.

I have always had a very high aptitude for foreign languages. In French and Latin classes in high school, I was usually (but not always) the best student in the class. The same was the case when I took Spanish as a postgraduate student at Columbia University.

So how does one account for my struggles with introductory Russian? My former therapist, Dr. Ralph Colp, Jr., had an explanation. He regarded it as a case of what one might call “learning inhibition.” When a student feels uncomfortable with the classroom setting and the instructor. This was true of my experience with Professor Gribble. Strangely enough, he was actually a good guy. I went to a web site containing his obituary at

https://slavic.osu.edu/news/memoriam-charles-edward-gribble-1936-2016

and it was clear that this was the case. (The obituary mentions his concern for and rapport with students.) In the following year (I did not enroll for second year Russian), I would occasionally run into Professor Gribble in the snack bar. He was always pleasant and seemed interested in how I was doing.

 

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Alexander Lipson died in 1980 at the age of fifty-one. He was the author of the three part textbook, A Russian Course, which in its prototype/preliminary form we had used as our text in Professor Gribble’s course.

In a review published in The Slavic and East European Journal of the book Alexander Lipson in Memoriam (1994), Catherine V. Chvany refers to Lipson as follows:

… language pedagogue extraordinaire, maverick entrepreneur, linguist’s linguist, travel tour designer, and enfant terrible. Though Lipson never completed his own Ph.D., members of his now gray-haired cohort have claimed in my hearing they learned more from Alex Lipson — about language, about Slavic, and about teaching — than from any of their professors.

She also notes “Lipson’s broad interests [which reflected] Lipson’s profound if irreverent knowledge of Russian literature and culture.” One could sense this in the text of his we used, which was much more fun and informative than most language textbooks. And, often, downright funny.

For instance, I will never forget how Chapter One began:

Хулиганы сидят в парке весь день и курят. (Khuligany sidyat v parke ves’ den’ i kuryat; Hooligans sit in the park all day and smoke.)

This was a mockery of Soviet attitudes towards deadbeats.

Another chapter had a reading devoted to the topic of навозные мухи (navoznyye mukhi): manure flies. This was a satire on life on the Soviet колхоз (kolkhoz; collective farm). After this chapter, the Russian word for fly, муха (muka), was permanently implanted in my mind.

Then, there was the aforementioned chapter with a reading on Pushkin. It included a short poem by Pushkin, “Ты и Вы” (“Thou and “You,” 1828) that was accessible to first year students and from which I got a feeling for the enchanting musicality and the sensuality and power of Pushkin’s verse.

Пустое вы сердечным ты
Она, обмолвясь, заменила
И все счастливые мечты
В душе влюбленной возбудила.
Пред ней задумчиво стою,
Свести очей с нее нет силы;
И говорю ей: как вы милы!
И мыслю: как тебя люблю!

Pustoye “Vy” serdechnym “Ty”
Ona, obmolvyas’, zamenila
I vse schastlivyye mechty
V dushe vlyublennoy vozbudila.
Pred ney zadumchivo stoyu,
Svesti ochey s neye net sily;
I govoryu yey: kak vy mily!
I myslyu: kak tebya lyublyu!

She substituted,
by a chance,
For empty “you” — the gentle “thou”;
And all my happy dreams, at once,
In loving heart again resound.
In bliss and silence do I stay,
Unable to maintain my role:
“Oh, how sweet you are!” I say —
“How I love thee!” says my soul.

Russian — as with the French tu and vous or Spanish tu and usted — has two forms (formal and familiar) of the second person pronoun.

 

— Roger W. Smith

  November 18, 2017

 

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Addendum :

The 1960’s, a learned friend of mine once opined, was the Golden Era of American education. I would not dispute this. I experienced it in English and history courses, in foreign language courses, and in mathematics instruction. To get an idea of how low conceptions of foreign language pedagogy have sunk since Alexander Lipson’s time, one might take a look at the following article:

“Toppling the Grammar Patriarchy,” by Carmel McCoubrey, op-ed, The New York Times, November 16, 2017