N.M. Karamzin 1
Nikolai Mikhailovich Karamzin (1766-1826) grew up in the provinces, in Simbirsk province. When he turned 14 years old, he was taken to Moscow and sent to the boarding school of Professor Schaden. He received a good education and secular education.
At the age of 18, Karamzin entered the military service, - as befits a noble youth, - into one of the best guards regiments. However, he soon retired and left for Simbirsk. There he shone in society, impressing provincials with his metropolitan toilets and extraordinary education. In Simbirsk Karamzin was seen by I.P. Turgenev, a famous freemason and writer of the Novikov circle. He convinced young man to go with him to Moscow, involved him in the Masonic organization, forced him to seriously engage in literature and deepen his scientific horizons.
Were there “native” authors? All missionaries were assisted by one or another native speaker of the language in which he wanted to write the book. Protestants in the Congo often mention these names in the second line. In some English colonies Africans were sent to Europe to receive training in the task of writing school books. It is extremely important to know the church organization of the colony. As for Congo, the fathers-in-charge had several dioceses under their responsibility. The dioceses using Lingala had their own booklets which they used throughout. but the Dominican Fathers at Nyangara produced them also at Lingala.
The Masons believed that through education, through good deeds, and through re-education, evil could be gradually eliminated.
Karamzin's life among the Masons lasted about four years. Finally, he experienced disappointment in the Masonic organization and in Novikov himself. He was tired of the mystical hobbies of the Freemasons, who probably initially influenced him with the atmosphere of mystery and the peculiar knightly romance of rituals. But most of all, Karamzin was confused in Novikov’s Freemasonry by a touch of conspiracy, which was not so much aesthetic as political in nature. Karamzin did not want to participate in the plans of the Freemasons; he avoided direct political action, the practical, business scope of Novikov’s enterprises was also unpleasant to him. Besides, he wanted to see Europe, he wanted to grow as a writer. He went abroad, left his beloved woman and friends in Moscow; it was a break with the Freemasons and the beginning of a new life.
Then each religious Congregation has its own devotions. The brothers of the Christian schools will not fail to interject a lesson to their founder, St. John the Baptist de La Salle, and the Maritan brothers will tell of the devotion of Marian. The Salesians will not forget their founder, Don Bosco. Their personal ambitions were very limited, sometimes vague. The importance given to intellectual education, breadth or narrowness of vision depends on it, and this is expressed in the booklets. A missionary who grew up in a family adhering to a certain political movement, will have signs, and we will see reflections in his works.
He visited Germany, Switzerland, France and England, while trying to observe the nature and rights of foreign countries, read, sought acquaintance with outstanding people in the West - with writers, scientists, philosophers; I immediately tried to sort out my impressions, understand what I saw, and comprehend it. In 1790, he lived for several months in Paris, observing the revolution in action, and reacted to it without sympathy.
Booklet and text: content and language
For example, Father Hulstart's exceptional struggle for the African language is reflected in the ideology of the Flemish nationalist movement, which was very popular during her formative years. Theoretical concepts, which underlie the compilation of school records, are closely related to general ideas about colonial education, and since there are differences in accounting systems, there are also many adaptation options. from a school brochure to an African situation. On the other hand, it was only after the First World War that real discussions began on curriculum and booklets that are their expression.
In the autumn of 1790, Karamzin returned to Russia in a fashionable tailcoat, with a fashionable high hairstyle, with ribbons on his shoes, with a lot of French, German and English books, with a supply of ideas, impressions and memories for many years. In 1791, he began publishing the Moscow Journal, which was published for two years. Karamzin published many of his stories and poems in it; story " Poor Lisa", placed in it, created a sensation. Moscow girls and boys, having read the story and were moved sad fate her heroines went to the Simonov Monastery and admired the pond in which she allegedly drowned. Fame came to Karamzin when he was only 25 years old.
Balmer: text books, research with an African background. Africa Magazine begins its first issue with a manifesto, “Text Books for African Schools.” Ward and Neverg summarized their experiences in Africa and the Making of Books, while Catholic missionaries began to speculate on the educational system that should be introduced. and about creating school booklets.
The leaders of the Catholic Church in the Congo gave their instructions in the Instructions to Missionaries. Religious Instruction This will always be at the head of the program, and the missionaries will always give it first place and predominance. To develop this basic instruction without charging the program, missionaries will try to compose in native language, for children from different schools, simple and elementary textbooks. history of the Old and New Testaments; the history of the Church in such a way that it strengthens their faith and protects them from the temptation of heresy, which has external imports and often anti-national tendencies, the histories and geographies of the Belgian Congo;, cosmography and universal geography; cleanliness and practical hygiene for them, with some ideas of politeness and decorum adapted to their customs and customs, Agriculture and breeding adapted to special conditions of each place, with some notions of useful crops which seem likely to be introduced into the country. Profanity Profane Reading, writing, calculation. . And other small books, as far as possible, whose reading can help achieve the same goals.
In 1816 Karamzin arrived in St. Petersburg. Two years later, the first eight volumes of the History of the Russian State appeared. The success of the book was unheard of. Everyone wanted to read the history of their country, written scientifically and fascinatingly for the first time.
Since 1816, Karamzin lived in the summer in Tsarskoe Selo, not far from the palace. Work on “History...” took the whole morning. While walking in the park, Karamzin constantly met with Tsar Alexander. They walked and talked together. Karamzin became personal friend the king, although he often challenged his opinions and even actions very decisively.
Frank, organize the teaching of the colony. A special commission prepared the Convention, and the program of all this literature shows, with the exception of the French and Portuguese colonies, a fairly large unity of thought and action around the following directions: teaching in an African language, the content of Africa, and also openness to the world, the inclusion of education in colonial system.
Language of instruction and booklet. The principle of using the African language in primary education disputed by neither the British nor the Belgians. Westermann, in a seductive plea, vigorously condemns the imperialism of the opposite practice when he writes: Sometimes colonial governments try to promote the study of their language and suppress teaching in in native language with grateful hope to do European language universal in this part of Africa. Everything depended on the principled attitude that the authors or their spiritual superiors adopted in the discussion in the language used for teaching: French, the lingua franca, regional language, local language.
He did not want ranks or money - and he did not receive them. Friends and writers often came to Tsarskoe Selo. In the summer of 1816, the young man Pushkin often attended these tea parties. In winter, conversations round table moved to St. Petersburg.
LESSON 17
N.M. KARAMZIN. PERSONALITY, CREATIVITY, DESTINY
With it and as a result of its influence, severe
pedantry and scholasticism were replaced by sentimentality
The International African Institute of London is trying to impose its alphabet during this period. In the Congo this was not enough. The African world and openness to the world. African school record theorists apparently argue that the characteristics of Africans should be clearly reflected in them. We must rely on local literature and culture, respect traditional religious and moral traditions and feelings. will still be able to gain educational values in accordance with Christianity: "This will lead to best results than to the elimination of all the minds of the minds of the mind and the elimination of some of the best elements of the African heritage."
grandeur and secular ease...
V.G. Belinsky
DURING THE CLASSES
I. Verification individual assignment- message on the topic “N.M. Karamzin" (According to card 8).
II. Conversation on questions:
1. Why N.M. Was Karamzin one of the outstanding figures of his time? (He entered literature early and quickly gained fame as the first writer. He traveled and communicated with prominent people Western Europe. He is the head of the school of Russian sentimentalists and a reformer of the Russian language. He is the author of the “History of the Russian State,” called by Pushkin “the creation of a great writer” 1.)
The libretto-composer will have to liaise with local African communities to better understand the child's point of view. We will even have to study what type of seal is most suitable for the African child. will not be able to keep the African in his culture. As his learning progresses, he must be given access to knowledge of other cultures. We must adapt this new information to the possibilities of the African child. This discovery will become more visible and more realized by Catholic-speaking Protestants, at least in relation to the Belgian Congo.
2. What is “sensibility” in the understanding of Karamzin’s contemporaries and how is this concept related to the sentimentalism movement in art?
3. Find in the poems of N.M. Karamzin, placed in the textbook, features of sentimentalism. Read these poems expressively, note the features of their intonation, the images drawn in them, the beauty and expressiveness of the epithets.
III. Homework.
For this purpose, Protestants can use long series of publications specially prepared at the Pan-African level. They will only need to translate them with some local adaptations. Some of the librettos of the Congo Balolo Mission seem to me particularly successful in this perspective.
Theoretically, a person is against translations and direct borrowings from Western librettos, but in practice he sometimes succumbs to this temptation of ease. Christian disciples of Christ write in the preface to their school “Bonkanda wa Mbaanda”: “Some of the selection gave us pleasure as children, we, with apologies to the authors, tried to adapt and move on to the children of the jungle.”
a) Why do critics consider the image of Erast to be the author’s undoubted merit? Is Erast a villain or a victim of his passions?
Prove that descriptions of nature prepare heroes and readers, set them up for certain events.
2. Task in groups to analyze the following points:
1 option- description of the Simonov Monastery at the beginning of the story;
Here are some modern items, such as mechanics, medicine and technology. Insertion into the colonial system. While the generous and idealistic teachers of Africa and Books for Africa were concerned with respecting the Africans of the booklets, others ensured that the main thing was not forgotten: the inclusion of the child in the social economic system. These "others" were representatives of the Colonial Administration, inspectors, senior church officials responsible for practical organization schools Colonial education was about training people capable of performing a range of subordinate functions, and a large number of librettos were entirely in the service of this idea, starting with the dissemination of a paternalistic and absolute concept of power white man. secondly, the rationale for colonization and its methods, the incentive to join the colonial economic system.
Option 2- Lisa on the banks of the Moscow River early morning before meeting with Erast;
Option 3- description of the thunderstorm.
LESSON 18
STORY N.M. KARAMZIN "POOR LISA".
LIFE OF SIMPLE PEOPLE.
FEATURES OF SENTIMENTALISM IN THE STORY
“Poor Liza” - ...an exemplary work-
research dedicated to external events, A
But some authors have resistance against this option. In practice, few librettos will avoid the easements imposed by the colonial state, and as a result they sometimes contain incredible incantations of praise for the authorities, grateful for the colonization. On the other hand, these detailed instructions provided in the officially imposed programs are clear enough to explain the verbal consistency in the different booklets of the Belgian colony regarding the political scope of the lessons.
This story must be strictly objective and seek to build loyalty. natives to Belgium. Younger generations, who naturally tend to feel economic difficulties, first of all, unable to directly remember the horrors of the slave trade, they are brought into their own hands by a history textbook. to make any useful comparison.
"sensitive" soul.
E. Osetrov
DURING THE CLASSES
I. Conversation on the following issues:
1. About the plot of the story “Poor Lisa,” researchers say that it was neither new nor complex. What events underlie it?
2. Why was this story, written in 1792, an unprecedented success, and what did the public find in it? (The public had compassion for ordinary people, sympathized with victims of passion.)
It goes without saying that the teaching of history must take into account the progress of civilization and direct participation civil authorities and religious missions. In the first decades, leaders educational institutions limited their educational materials one booklet covering all aspects school education. Over time they will try to compile the entire range needed for the entire program primary school. Therefore, the form of the “Collection”, like the “Marist Brothers”, “Brothers of the Christian Schools”, etc. from the grammar libretto to the calculation booklet on You can find the same pedagogical concept and often by the same author.
4. Became catchphrase N.M. Karamzin that “even peasant women know how to love.” Which heroine do these famous words refer to? ( It's about not about Lisa, but about her mother. After reading the story, we understand that this can be said about Lisa.)
5. The feelings of the heroes, their state are closely related to nature. Prove that descriptions of nature “prepare” heroes and readers, “set them up for certain events. To do this, analyze three landscapes (check your homework).
There are also several expansions of the "ancestor" pamphlet through reprints, in others religious groups, through translations and adaptation to new methods. It is very interesting to discover variations that have been introduced by different authors. An enlightening example is the relationship between Bokanda Waa Baotsi and Banto ba in Carpenter. The former early booklet was often divided into two or three volumes. Majority original texts were then saved with new contributions. Hulstaert wrote about this to Westers about a booklet on geography: Pamphlet "Geography of the Marist Brothers", revised by the Mill Hill Fathers and corrected by me.
6. Does the narrator condemn his heroine for committing suicide? (No, he is convinced that every suffering will receive a reward, and this seemed true to many readers, many accused the author of immorality, even an anonymous epigram appeared:
Well, is it possible to do something more ungodly and worse:
Fall in love with a tomboy and drown in a puddle?
Here Erast’s bride threw herself into the water, -
Through this text one can follow both the evolution of Lingala and the evolution of ideas about colonization and the presentation of its history. For example, the story of the Arab slave trade undergoes significant changes and becomes less and less important, gradually losing certain forms furious expression. There are pioneer booklets like those mentioned above, which for over 50 years have been reprinted, revised, and whose lessons have been adopted with modifications by other authors, in addition to certain adaptations in style and vocabulary. in these simple texts remarkable changes were made, thus registering changes in the very situation of colonization, so that the basic structure of Belgian colonial society was clearly taught.
Drown yourself, girls, there's plenty of room in the pond!) 1
Do you agree that Erast is an elodea or is he a victim of his passions? (Answer to homework question.)
9. Why is “Poor Lisa” a work related to sentimentalism? Find words that create an image-mood, an image-experience. Why is the word “tears” used so often?
II. Homework.
Individual tasks - prepare messages on the topics “V.A. Zhukovsky", "Romanticism" (on cards 9, 10).
Card 9
V.A. Zhukovsky
V.A. Zhukovsky was born on January 29 (February 9), 1783 in the village of Mishenskoye, Tula province. His childhood was difficult: he was the illegitimate son of the landowner Bunin and the captured Turkish woman Salha. Although Zhukovsky received an excellent education at a boarding school at Moscow University and did not experience material need as a child, he never knew what the warmth of family and home was. Ambiguous, from the point of view of noble society, origin and poverty cut off the path to personal happiness for him: he fell in love with his niece Masha Protasova, but received a decisive refusal from her mother (the pretext was close kinship).
He took part in the war with Napoleon in 1812, then his friends got him into court service. Long years he was the teacher of the son of Nicholas I, the future Alexander I.
And at court he always remained the same as in his youth: a crystal clear, noble poet immersed in quiet sadness, true friend. The poet's first published poems date back to his student years. He considered Karamzin, the head of Russian sentimentalism, his teacher.
Zhukovsky's elegiac lyrics center around two main themes - lost friendship and destroyed love. They are based on facts from Zhukovsky’s biography. The first has already been said. The second one is early death best friend, Andrey Turgenev.
Zhukovsky’s lyrical hero goes into his own inner world and lives with memories, going through pictures of what he experienced in the past. The present does not seem to exist for him.
He lives by the “reflected light of Being,” memories and premonitions. Between inner world person and what real opportunities there lies a deep abyss, so this person is always alone. Hence, the main motive of poetry is the tragedy of life.
His many years of service at court had an unfavorable effect on his literary reputation: his friends were afraid that he would turn the “fire of talent” burning in him “for the amusement of the court,” and that his talent would wither in the court atmosphere. But cowardice and servility were alien to him. He worries about the disgraced Pushkin, about the Siberian exiles - the Decembrists.
He was not a supporter of revolutionary views, did not doubt the need for an autocratic form of government for Russia, but he defended the ideas of humanism.
Card 10
Romanticism 1
The old classical art, based on norms and rules, was to be replaced by a new art that would capture the impulse of freedom of the human spirit and convey to readers the uniqueness of individual human experience, the creative “I”.
And since it was the genre of the novel that was not recognized by the “classics” and was out of all frames, the new art called itself “romanticism.”
The romantic artist does not set himself the task of accurately reproducing reality. It is more important for him to express his attitude towards it, to create his own, fictional image of the world, often based on the principle of contrast with the surrounding reality, in order, through this contrast, to convey to readers his ideal, his rejection of the world he denies. Events occurring in romantic works are important only for revealing the characteristics of the personality that interests the author.
The literature of romanticism put forward its hero, expressing author's attitude to reality. This is a man with strong feelings, a uniquely acute reaction to a world that rejects the laws to which others are subject. Therefore, he is always taller than those around him, he is lonely. The theme of loneliness is perhaps the main one in romanticism. Romantic characters- these are exceptional characters in exceptional circumstances. The romantic personality, carrying rebellion and negation, is clearly expressed in the works of the Decembrist poets - representatives of the first stage of Russian romanticism.
At general trend denial of the surrounding world, romanticism did not constitute a unity of socio-political views. On the contrary, they were different among different representatives - from rebellious to conservative and reactionary.
LESSON 19
PERSONALITY, ORIGINS OF POETRY V.A. ZHUKOVSKY
Life and poetry are one...
V.A. Zhukovsky
DURING THE CLASSES
I. Checking an individual assignment - a message on the topic “V.A. Zhukovsky" (on card 9).
II. Reading aloud by the teacher the first stanzas of poems inspired by the poet’s feelings for Masha Protasova: “Song” 1808, “Song” 1811, “Memory” 1816.
III. Conversation on questions:
1. What image can be called the key in these stanzas? (The image of a dear friend, a guardian angel, that is, an image that does not have specific features, an idealized image.)
2. How does the poet’s mood change from poem to poem? What is the relationship between the present and the past in each stanza? What do you think caused the change in the image of time? (The first poem uses present tense verbs - “I love”, “I breathe”, softening bitterness; the second one talks about parting, the lonely sad path of a poet withered by his soul; in the third - everything is in the past, and therefore sadness and bitterness seem to be “days of enchantment” .)
3. Why are many poems dedicated to M. Protasova written in the song genre? (Zhukovsky apparently believed that only music can express a real feeling, that its “language” is understandable both in this and in the “other” world.)
IV. Checking the individual assignment - a message on the topic “Romanticism” (on card 10).
V. Reading and analysis of the elegy " Rural cemetery" Conversation on questions:
1. What mood does Zhukovsky’s work evoke? (Mood of sadness, mystery, lyricism.)
2. What time of day does the poet describe? Is this choice random? (The favorite time for romantics is the transition from day to night, from twilight to evening, from night darkness by dawn. At such moments, a person feels that everything is not yet completed, that he himself is changing, that life is unpredictable, full of secrets, and that death, perhaps, too, is just a transition of the soul to another, unknown state. Therefore, Zhukovsky chose this time for the elegy.)
3. What is the location of the action in the elegy? Was it chosen at random? (The favorite place where the romantic poet indulges in sad thoughts about the frailty of the world is the cemetery. Everything here reminds of separation, of the past. Everything around says that suffering will pass, and only the sad peace diffused in nature will remain.)
4. Who is the hero of the poem? (The favorite hero of the romantic poet is the romantic poet himself; it is to his memory that Zhukovsky’s lyrical meditation is dedicated.)
5. What helps the poet create a mood of sadness? (In the first stanza, Zhukovsky uses the verb of the state - “turns pale”, the gerund - “thoughtful”, the phrases - “slow foot”, “tired villager”, in the phrase “calm hut” - inversion. All this helps to shift the attention of readers from the subject to its sign.)
Teacher's word
In the second stanza, sound writing is used: buzzing, beetle, ringing, sonorous M, N, whistling S, Z. This creates a mood of anxiety. Gradually the elegy becomes darker. Finally, this stanza uses the epithet “sad” (ringing), which emphasizes not just the mood of sadness, sadness, but monotony, melancholy, which hurts the heart. In the next stanza, the image of the moon appears, pouring its deathly pale light onto the cemetery nature. She disturbs the peace of the rural cemetery.
6. How and why does the poet’s mood change in stanza 6? (The poet’s voice begins to sound softer, death is omnipotent, but not omnipotent, because there is a life-giving friendship that keeps the flame of a “tender soul.” The basis of this friendship, sensitivity, is a trait characteristic of Russian romantics).
VI. Homework.
1. Reading the ballads “Lyudmila”, “Svetlana”, “Tsar of the Forest”.
2. Individual task for a group of 2-3 students to compare the plots of the ballads “Lyudmila” and “Svetlana”. Try to explain the reasons for the differences.
LESSON 20
ELEGIES AND BALLADS OF ZHUKOVSKY
Almost everything I have is either someone else’s or related to
someone else's - and everything, however, is mine.
V.A. Zhukovsky
DURING THE CLASSES
I. Let us repeat the main features of romanticism in their comparison with classicism.
Listen to two quatrains: which one is an excerpt from romantic work, which one is from a work of classicism? Justify your answer.
1) On a hill, in the middle of a green grove,
At the shine of a bright stream,
Under the quiet roof May night,
In the distance I hear a nightingale.
(G.R. Derzhavin. “The Nightingale”)
2) A stream winding through the light sand,
How pleasant is your quiet harmony!
With what sparkling you roll into the river!
Come, O blessed Muse...
(V.A. Zhukovsky. “Evening”)
(In the first passage an objective picture of nature is drawn: a hill, a grove, a stream, night, a nightingale. Poetic thinking is completely rational. In the second quatrain, the stream is like a natural phenomenon does not interest the poet. Come to the fore emotional signs- the poet enjoys “quiet harmony.”)
II. Reading and analysis of the elegy “Evening”. Conversation on questions:
1. What mood does it create for you when you read this elegy?
2. How do you see the hero of this work? (The hero is internally free and, by his own choice, creates in his imagination own world, reshaping the impressions of the past preserved by memory.)
3. How life position hero, do his ideals oppose the norms of social life?
III. Checking the individual assignment of a group of students - comparing the ballads “Lyudmila” and “Svetlana”.
IV. Expressive reading students liked the stanzas of Zhukovsky’s ballads.
Can Erast be considered a villain or an insidious seducer? How does Karamzin describe him, how does he reveal his attitude towards him? Compare the manner of depicting Erast with the manner of depicting heroes in the works of Russian classicism using the example of works known to you.
The meaning of the fate of poor Liza outlined in the story is precisely that Erast is not a villain and a seducer, but quite kind and sincere person, but weak and windy. He sought pleasure, led an absent-minded lifestyle, “read novels, idylls, had a fairly vivid imagination and often wandered in thoughts to those times (former or not), in which, according to the poets, all people carelessly walked through the meadows, bathed in clean springs, kissed like turtledoves, rested under roses and myrtles and spent all their days in happy idleness.” He was attracted to Lisa not only by her external, but mainly by her spiritual beauty, her pure, immaculate expression of love. It seemed to him that he had found in her what his heart had been looking for for a long time. Erast quite sincerely dreamed that he would live with her like brother and sister and with contemptuous disgust recalled the voluptuous pleasures he had already experienced. To which the writer wisely commented: “Reckless young man! Do you know your heart? Can you always be responsible for your movements? Is reason always the king of your feelings? His vices are rooted not in his own soul, but in the mores of society. When the relationship between Lisa and Erast reached a sensual level, Lisa maintained and even increased her love for him, and above all spiritual love, and Erast’s feelings began to decline, for such relationships were not new to him. Erast turns out to be a slave to “circumstances” that force him to marry a rich bride and part with Lisa as unceremoniously as he did. However, Karamzin also has compassion for him, because he still sees in him a “good fellow.” Having learned about Lisa's suicide, Erast deeply and sincerely suffers and “considers himself a murderer.” “Thus, the “insensitivity” of society, enshrined in social and property inequality, separates and destroys people who are good by nature and becomes an insurmountable obstacle to their happiness. But since it revealed itself to the reader sad story two love good souls, then their reconciliation is possible where there are no social conventions and prejudices, where humanity reigns in its true and pure form. Therefore, Karamzin’s story ends with a pacifying chord” (V.I. Korovin).
In the works of classicism positive and negative heroes sharply opposed to each other. And the hero in such situations, of course, was portrayed as a calculating and ruthless seducer.
How do you see the character of the narrator?
The narrator is a contemporary of the heroes of the story “Poor Liza.” He knows Erast, who tells him this sad story. This is a kind-hearted, sensitive, sentimental person who deeply feels the grief of people. The narrator is an educated and possessed person life experience, observant, knows how to give people the right characteristics. The narrator loves Moscow, its surroundings, nature native land, often walks to admire the beauty of the landscape.
What is the purpose lyrical digressions in the story?
There are few lyrical digressions in the story. The author has more detailed judgments accompanying the depiction of the love of the heroes, which, however, can also be attributed to digressions, for example: “Oh Lisa, Lisa! What happened to you? But there are also direct lyrical digressions, for example, at the beginning of “Poor Liza.” The narrator often comes to the Danilov Monastery “to grieve with nature on the dark days of autumn.” This digression creates a lyrical and philosophical mood, the ground for sad reflections about life and death, about the bitter pages of the history of the fatherland.
What is the role of landscape in the story? How is it related to the mood and feelings of lovers?
The landscape creates emotional background for the perception of the plot of the story and the fate of its heroes, is in harmony with the feelings of the lovers. At the beginning of the story, for example, there is a sharp contrast between the majestic amphitheater of Moscow with golden domes and the green flowering meadows located at its foot and the wretched, ruined hut in which Liza lived with her mother thirty years ago. From the panorama of Moscow, the narrator glances at the Simonov Monastery, recalls in connection with it the story of poor Lisa, indicates the nature of his mood, and then directs his gaze to her former home. This is how the landscape compositionally builds approaches to the beginning of the sad story of Lisa and her love for Erast. The author’s mood (“tender sorrow”) is gradually conveyed to the reader through reading the landscape and the narrator’s thoughts about the pictures he saw.
Against the backdrop of beautiful landscape sketches, the characters’ love feeling arises and develops. They are found “on the banks of a river or in a birch grove, but most often under the shade of hundred-year-old oaks - oaks overshadowing a deep, clear pond, fossilized in ancient times.” The quiet moon harmonizes with Lisa’s hair, “silvering it.” The fusion of love and nature is interestingly described: Lisa’s moonlit hair is played with marshmallows and the hand of a dear friend, which creates an airy, chaste image love feeling. We hear about such a merging of feeling with the perception of nature in the words of Lisa, containing a declaration of love for Erast: “without your eyes the bright month is dark; without your voice the nightingale singing is boring; without your breath the breeze is unpleasant to me.” Observed by us literary devices characteristic of sentimentalism.
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