“A first-rate college library with a comfortable campus around it is a fine milieu for a writer. There is, of course, the problem of educating the young. I remember how once, between terms, not at Cornell, a student brought a transistor set with him into the reading room. He managed to state that one, he was playing “classical” music; that two, he was doing it “softly”; and that three, “there were not many readers around in summer.” I was there, a one-man multitude.”

“One evening at a remote provincial college through which I happened to be jogging on a protracted lecture tour, I suggested a little quiz—-ten definitions of a reader, and from these ten the students had to choose four definitions that would combine to make a good reader. I have mislaid the list, but as far as I remember the definitions went something like this. Select four answers to the question what should a reader be to be a good reader: 1. The reader should belong to a book club. 2. The reader should identify himself or herself with the hero or heroine. 3. The reader should concentrate on the social-economic angle. 4. The reader should prefer a story with action and dialogue to one with none. 5. The reader should have seen the book in a movie. 6. The reader should be a budding author. 7. The reader should have imagination. 8. The reader should have memory. 9. The reader should have a dictionary. 10. The reader should have some artistic sense.The students leaned heavily on emotional identification, action, and the social-economic or historical angle. Of course, as you have guessed, the good reader is one who has imagination, memory, a dictionary, and some artistic sense–-which sense I propose to develop in myself and in others whenever I have the chance.”

“Drug addicts, especially young ones, are conformists flocking together in sticky groups, and I do not write for groups, nor approve of group therapy (the big scene in the Freudian farce); as I have said often enough, I write for myself in multiplicate, a not unfamiliar phenomenon on the horizon of shimmering deserts. Young dunces who turn to drugs cannot read “Lolita,” or any of my books, some in fact cannot read at all. Let me also observe that the term “square” already dates as a slang word, for nothing dates quicker than conservative youth, nor is there anything more philistine, more bourgeois, more ovine than this business of drug duncery. Half a century ago, a similar fashion among the smart set of St. Petersburg was cocaine sniffing combined with phony orientalities. The better and brighter minds of my young American readers are far removed from those juvenile fads and faddists. I also used to know in the past a Communist agent who got so involved in trying to wreck anti-Bolshevist groups by distributing drugs among them that he became an addict himself and lapsed into a dreamy state of commendable metempsychic sloth. He must be grazing today on some grassy slope in Tibet if he has not yet lined the coat of his fortunate shepherd.”

“Oh, do not scowl at me, reader, I do not intend to convey the impression that I did not manage to be happy.”

“There are three points of view from which a writer can be considered: he may be considered as a storyteller, as a teacher, and as an enchanter. A major writer combines these three — storyteller, teacher, enchanter — but it is the enchanter in him that predominates and makes him a major writer...The three facets of the great writer — magic, story, lesson — are prone to blend in one impression of unified and unique radiance, since the magic of art may be present in the very bones of the story, in the very marrow of thought...Then with a pleasure which is both sensual and intellectual we shall watch the artist build his castle of cards and watch the castle of cards become a castle of beautiful steel and glass.”

“... one cannot read a book: one can only reread it. A good reader, a major reader, an active and creative reader is a rereader. And I shall tell you why. When we read a book for the first time the very process of laboriously moving our eyes from left to right, line after line, page after page, this complicated physical work upon the book, the very process of learning in terms of space and time what the book is about, this stands between us and artistic appreciation. When we look at a painting we do no have to move our eyes in a special way even if, as in a book, the picture contains elements of depth and development. The element of time does not really enter in a first contact with a painting. In reading a book, we must have time to acquaint ourselves with it. We have no physical organ (as we have the eye in regard to a painting) that takes in the whole picture and can enjoy its details. But at a second, or third, or fourth reading we do, in a sense, behave towards a book as we do towards a painting. However, let us not confuse the physical eye, that monstrous achievement of evolution, with the mind, an even more monstrous achievement. A book, no matter what it is - a work of fiction or a work of science (the boundary line between the two is not as clear as is generally believed) - a book of fiction appeals first of all to the mind. The mind, the brain, the top of the tingling spine, is, or should be, the only instrument used upon a book.”

“This irritated or puzzled such students of literature and their professors as were accustomed to ‘serious’ courses replete with ‘trends ’ and ‘schools ’ and ‘myths ’ and ‘symbols ’ and ‘social comment ’ and something unspeakably spooky called ‘climate of thought.’ Actually these ‘serious’ courses were quite easy ones with the students required to know not the books but about the books.”