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" How come you write the way you do?” an apprentice writer in my Johns Hopkins workshop once disingenuously asked Donald Barthelme, who was visiting. Without missing a beat, Don replied, “Because Samuel Beckett was already writing the way he does.”
Asked another, smiling but serious, “How can we become better writers than we are?”
“Well," DB advised, “for starters, read through the whole history of philosophy, from the pre-Socratics up through last semester. That might help.”
“But Coach Barth has already advised us to read all of literature, from Gilgamesh up through last semester...”
“That, too,” Donald affirmed, and twinkled that shrewd Amish-farmer-from-West-11th-Street twinkle of his. “You’re probably wasting time on things like eating and sleeping. Cease that, and read all of philosophy and all of literature. Also art. Plus politics and a few other things. The history of everything. "
― John Barth , Further Fridays: Essays, Lectures, and Other Nonfiction, 1984 - 1994
75
" Having poured my drink, I may not live to taste it, or that it may pass a live man's tongue to burn a dead man's belly; that having slumbered, I may never wake, or having waked, may never living sleep. Having heard tick, will I hear tock? Having served, will I volley? Having sugared will I cream? Having eithered, will I or? Itching, will I scratch? Hemming, will I haw? "
― John Barth
77
" On the proper role of coincidence in fiction
—more exactly in storymaking, ... Aristotle declares in effect that since real life now and then includes unlikely coincidences both idle and consequential ... a storymaker may legitimately deploy such a possible-though-improbable happenstance to begin the tale or to give its plot-screws an early turn. Thereafter, however, the Plausible (even when strictly impossible) is ever to be preferred to the Possible-but-Unlikely; and in the resolution of a plot, most particularly, coincidence ought to be eschewed. Fate in fiction, decrees the great A, ought to flow from character and situation, not from chance; let no god on wires drop down at climax-time to rescue the storymaker from whatever dramaturgical corner his want of experience, talent, or judgment has painted him into. "
― John Barth , Coming Soon!!!: A Narrative
79
" Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence...
'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University. "
― John Barth , Giles Goat-Boy