Stories · 1883

What Is Better?

Что лучше? (праздные рассуждения штык-юнкера крокодилова)

Headnote

“What Is Better? (The Idle Reasonings of Second Lieutenant Krokodilov)” belongs to 1883, deep in Chekhov’s years of piecework for the Moscow and Petersburg comic weeklies, when the twenty-three-year-old medical student signed himself Antosha Chekhonte and turned copy for the humor magazines by the yard. This is one of his smallest and most mechanical forms: not a story at all but a mock syllogism, a chain of nine numbered “propositions” built to a foregone and absurd conclusion, staged as the reasoning of an invented mouthpiece, “Second Lieutenant Krokodilov” (the surname means, transparently, “Crocodile”).

The target is real. The early 1880s in Russia saw a running public argument over the zemstvo (district self-government) primary schools then spreading through the countryside, and a strain of reactionary journalism – often tied to the liquor excise, a major source of state and local revenue – that found the tavern more useful to the peasantry than the schoolhouse. Chekhov does not argue against this position; he simply lets Krokodilov argue it with a straight face, piling up non sequiturs dressed as logic: alcohol comforts the body where learning cannot, the tavern turns a profit where the school only costs money, and so a school is, on brisk statistical grounds, a poorer public investment than a bar. The two quotations Krokodilov weighs against one another are both genuine and both familiar to a Russian reader: Mikhail Lomonosov’s line on the sciences nourishing the young and comforting the old (from his ode on the taking of Khotin), set against the Primary Chronicle’s report of Prince Vladimir’s supposed remark, on the eve of his conversion, that “drinking is the joy of the Rus” – the line traditionally cited to explain why Vladimir rejected Islam for its ban on wine. Krokodilov’s method for adjudicating between a scientist and a prince is itself the joke: whichever authority is older wins.

The form is the entire effect. No narrator intrudes to call Krokodilov a fool or his logic a fraud; the sketch simply lets the nine articles run their course to the closing concession – that literacy might, after all, have some narrow use, since it lets a man read the sign over a tavern door. It is disposable copy in the sense that most of the 1883 humoresques are disposable, tossed off against a magazine’s weekly hunger for filler, but it already shows the discipline Chekhov would keep for the rest of his career: the case is made entirely by its own logic, and the author never once steps in to correct it.

(The idle reasonings of Second Lieutenant Krokodilov)
(Праздные рассуждения штык-юнкера Крокодилова)
Adults and children alike may go to the tavern, but only children go to school.
В кабак могут ходить взрослые и дети, а в школу только дети.
Alcohol slows the metabolism, promotes the deposit of fat, and gladdens the heart of man. Of none of this is the school capable. Lomonosov said: “The sciences nourish youths, and bring comfort to the old.” But Prince Vladimir repeated, more than once: “Drinking is the joy of the Rus.” Which of the two are we to believe? Plainly – the elder of them.
Алкоголь замедляет обмен веществ, способствует отложению жира, веселит сердце человека. На всё сие школа не способна. Ломоносов сказал: "Науки юношей питают, отраду старцам подают". Князь же Владимир неоднократно повторял: "Веселие Руси питие есть". Кому же из них двоих верить? Очевидно – тому, кто старше.
Excise dividends are yielded by no school whatsoever.
Акцизные дивиденды дает отнюдь не школа.
The benefit of enlightenment remains in doubt; the harm it brings is plain to see.
Польза просвещения находится еще под сомнением, вред же, им приносимый, очевиден.
To rouse the appetite, one resorts not to letters but to a glass of vodka.
Для возбуждения аппетита употребляют отнюдь не грамоту, а рюмку водки.
There is a tavern everywhere; a school, far from everywhere.
Кабак везде есть, а школа далеко не везде.
All of which suffices to draw the conclusion: taverns are not to be abolished, but schools ought to be thought over.
Всего сего достаточно, чтобы сделать вывод: кабаков не упразднять, а относительно школ подумать.
Letters as such cannot be denied altogether. Such denial would be madness. For it is useful that a man should be able to read: “Drinking House.”
Всей грамоты отрицать нельзя. Отрицание это было бы безумством. Ибо полезно, если человек умеет прочитать: "Питейный дом".

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