Translated by Patrick Creagh, New York Review of Books, October 9, 1986
Let us begin with a few suggested definitions.
1) The classics are the books of which we usually hear people say: “I am rereading…” and never “I am reading….”
This at least happens among those who consider themselves “very well read.” It does not hold good for young people at the age when they first encounter the world, and the classics as a part of that world.
The reiterative prefix before the verb “read” may be a small hypocrisy on the part of people ashamed to admit they have not read a famous book. To reassure them, we need only observe that, however vast any person’s basic reading may be, there still remain an enormous number of fundamental works that he has not read.
ands up, anyone who has read the whole of Herodotus and the whole of Thucydides! And Saint-Simon? And Cardinal de Retz? But even the great nineteenth-century cycles of novels are more often talked about than read. In France they begin to read Balzac in school, and judging by the number of copies in circulation, one may suppose that they go on reading him even after that, but if a Gallup poll were taken in Italy, I’m afraid that Balzac would come in practically last. Dickens fans in Italy form a tiny elite; as soon as its members meet, they begin to chatter about characters and episodes as if they were discussing people and things of their own acquaintance. Years ago, while teaching in America, Michel Butor got fed up with being asked about Emile Zola, whom he had never read, so he made up his mind to read the entire Rougon-Macquart cycle. He found it was completely different from what he had thought: a fabulous mythological and cosmogonical family tree, which he went on to describe in a wonderful essay.
In other words, to read a great book for the first time in one’s maturity is an extraordinary pleasure, different from (though one cannot say greater or lesser than) the pleasure of having read it in one’s youth. Youth brings to reading, as to any other experience, a particular flavor and a particular sense of importance, whereas in maturity one appreciates (or ought to appreciate) many more details and levels and meanings. We may therefore attempt the next definition:
2) We use the word “classics” for those books that are treasured by those who have read and loved them; but they are treasured no less by those who have the luck to read them for the first time in the best conditions to enjoy them.
In fact, reading in youth can be rather unfruitful, owing to impatience, distraction, inexperience with the product’s “instructions for use,” and inexperience in life itself. Books read then can be (possibly at one and the same time) formative, in the sense that they give a form to future experiences, providing models, terms of comparison, schemes for classification, scales of value, exemplars of beauty—all things that continue to operate even if the book read in one’s youth is almost or totally forgotten. If we reread the book at a mature age we are likely to rediscover these constants, which by this time are part of our inner mechanisms, but whose origins we have long forgotten. A literary work can succeed in making us forget it as such, but it leaves its seed in us. The definition we can give is therefore this:
3) The classics are books that exert a peculiar influence, both when they refuse to be eradicated from the mind and when they conceal themselves in the folds of memory, camouflaging themselves as the collective or individual unconscious.