“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.”

“There are teachers and students with square minds who are by nature meant to undergo the fascination of catagories. For them, 'schools' and 'movements' are everything; by painting a group symbol on the brow of mediocrity, they condone their own incomprehension of true genius.”

“There exist few things more tedious than a discussion of general ideas inflicted by author or reader upon a work of fiction. The purpose of this foreword is not to show that "Bend Sinister" belongs or does not belong to "serious literature" (which is a euphemism for the hollow profundity and the ever-welcome commonplace). I have never been interested in what is called the literature of social comment (in journalistic and commercial parlance: "great books"). I am not "sincere," I am not "provocative," I am not "satirical." I am neither a didacticist nor an allegorizer. Politics and economics, atomic bombs, primitive and abstract art forms, the entire Orient, symptoms of "thaw" in Soviet Russia, the Future of Mankind, and so on, leave me supremely indifferent. As in the case of my "Invitation to a Beheading" - with which this book has obvious affinities - automatic comparisons between "Bend Sinister" and Kafka's creations or Orwell's cliches would go merely to prove that the automaton could not have read either the great German writer or the mediocre English one.”

“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.”

“The commentator may be excused for repeating what he has stressed in his own books and lectures, namely that "offensive" is frequently but a synonym for "unusual;" and a great work of art is of course always original, and thus by its very nature should come more or less as a shocking surprise.”

“Corny trash, vulgar clichés, Philistinism in all its phases, imitations of imitations, bogus profundities, crude, moronic and dishonest pseudo-literature—these are obvious examples. Now, if we want to pin down poshlost in contemporary writing we must look for it in Freudian symbolism, moth-eaten mythologies, social comment, humanistic messages, political allegories, overconcern with class or race, and the journalistic generalities we all know.”