Slot: 28D-1 Dec.
28, 3:45 p.m. – 5:45 p.m.
Panel: North American Chekhov Society
Chair: Inna Caron, Ohio State University
Title: Chekhov and the Old Testament: “Mire”
Revisited
Author: Erica Siegel, Columbia University
Much of the critical work on this story
rightly focuses on the figure of the Jewish woman and her reception by the
narrator and by the two men she seduces.
This paper proposes a reading that focuses instead on the Jewish text on which “Mire” appears to be
modeled: the Genesis story of
Jacob and Esau. The reader is told
that a picture of the two brothers hangs in Susannah’s home, and their ekphrastic
appearance serves as a reminder that this biblical narrative resonates with
that of “Mire.” A close reading of
the text will reveal how Chekhov relies on and manipulates these biblical
themes of fraternal betrayal and reconciliation and will enrich our
understanding of the story as well as provide some insight into Chekhov’s use
of the Old Testament in his short fiction.
References
Jackson, Robert Louis. “If I Forget Thee,
O Jerusalem,”: An Essay on Chekhov’s Rothschild’s Fiddle. Slavica Hierosolymitana, Slavic
Studies of the Hebrew University. Ed. L. Fleishman, O. Ronen and D. Segal,
vol. 3 (Jerusalem, 1978): 55-67.
Karlinsky, Simon. Introduction. Letters of Anton Chekhov, trans. M.H. Heim. London:
Harper & Row, 1973.
Tolstoy, Helena. “From Susanna to Sara: Chekhov in
1886-1887.” Slavic Review,
Vol. 50, No. 3. (Autumn, 1991): 590-600.
Title: Misplacement as Poetic Strategem in
Chekhov's Platonov
and On the High Road
Author: Mila Shevchenko, The University of
Michigan
In his latest complete edition of
Chekhov’s dramaturgical heritage in English (2006) Laurence Senelick places Platonov
(1878-80) and On the
High Road (1885) under
the rubric “Early Experiments.”
These two dramatic pieces, albeit quite different in social settings and
stylistic quality, reveal unanticipated common features in regard to modes of
narration and the appropriation of dramatic space as a poetic strategem,
utilized by Chekhov in the system of characters. The dramatist exploits
misplacement, one of the major motifs in his later plays, as a reflection of
the spiritual anxieties of fin-de-siècle Russia.
Both plays
illustrate this aspect of the Russian scene through spatial shifts within two
emblematic social entities of Russian society: the provincial estate and the
wayside tavern. Platonov demonstrates
the fluidity of the socio-cultural behavior of the fin-de-siècle individual by
the use of continuous ‘spatial’ exchange between the title protagonist and
Osip, the horsethief. It is precisely Platonov and On the High Road which mark the beginning of Chekhov’s
penchant for diverse implementation of ‘double’ (‘mirroring’) personages.
Osip echoes a
topical theme of the time – the drama of undeveloped potential. The pivotal
rhetoric of “timelessness” (bezvremenie) is balanced by the parable-like quality of Osip’s
unrealized “pilgrimage” to Kiev and New Jerusalem. In a similar vein, On the
High Road witnesses the
disruption and “atomization” of modernity through a series of spatial
reversals. Bortsov, the ruined landowner, and Merik, the tramp, reiterate the
Platonov-Osip correlation between ‘high’ and ‘low’ manifestations of
misplacement and hierarchy. Chekhov endows Osip and Merik with key
compositional value. Moreover, the
spatial shifts they cause “open” the estate’s and tavern’s encapsulated topoi.
They anticipate the dimensions of the symbolics of the playwright’s later
plays.
Title: Reading Chekhov’s Stories “Vanka” and
“Varka”
Author: Tetyana Varenychenko, Holy Family
University
The focus of this paper is on the
characters of Vanka and Varka, children from Chekhov’s stories “Vanka” and
“Sleepy”, respectively. The paper studies the influence of dangerous
surroundings depicted in the stories in the development of the children’s
characters as well as in their mental and emotional state. I will show the
similarities between Chekhov’s depiction of these characters, and I will stress
the idea that these stories can be read as two parts of one story where both
characters are traumatized and ultimately destroyed by their abusive
environments. I will try to answer why Chekhov uses the names Vanka – Varka, where only one letter is changed, and
why both names are rude. Also, why the author uses the same name Pelageya for
both Vanka’s and Varka’s mother.
Chekhov
describes the same environmental components (the master’s room, the dark
window, night, and a crying baby), the same internal conditions (anxiety,
worried childhood memories, and disorientation), and he uses the same specific
vocabulary describing the symbolic pictures, plot tension, and musicality
(sounds/tones/voices/choir/vocal device) in both stories (for example, Vanka’s
letter with the sounds of crying and Varka’s song with her strange
“murmurs”). Reading these stories
as two parts of one story can give us a better picture of abused characters in
such violent environments. Vanka’s
letter “To Grandpa in the Village” is a significant component of a child’s
reflection on an abusive atmosphere where Vanka’s voice sounds strongly: “…
everybody beats me, and I’m so hungry…
I just cry all time.” Varka’s voice sounds quiet because her harmful
environment puts pressure on her, and she is ruined. Vanka and Varka represent the condition of the process, in
which Vanka’s story is the somewhat hopeful beginning (Vanka tries to reach out
to his grandfather for help), and Varka’s story is the hopeless ending (Varka
kills the baby). Ultimately, Varka’s present is Vanka’s future.
Sleepiness is
both a condition of sickness for Vanka and Varka as well as a wish to run from
a very aggressive world where they are verbally, physically and emotionally
abused to another world where they are “fast asleep”. Metaphorically this means to be denied, destroyed or
killed. Reading stories together
can help us to find how the story “Vanka” is developed in the story “Varka” and
how one end of the story (Vanka “an hour later was fast asleep…”) is continued
into another story (Varka “a moment later is already fast sleep, like the
dead…”).