A novel of education in Russian literature of the 19th century. Chugunov D

The ideological movement, called the Enlightenment, spread to European countries in the 18th century. It was imbued with the spirit of struggle against all creations and manifestations of feudalism. Enlightenment people put forward and defended the ideas of social progress, equality, and free development of the individual.

The Enlightenmentists proceeded from the belief that a person is born kind, endowed with a sense of beauty, justice and equal to all other people. An imperfect society, its cruel laws are contrary to human, “natural”

In kind. Consequently, it is necessary for a person to remember his high purpose on earth, to appeal to him to reason - and then he himself will understand what good is and what evil is, he himself will be able to answer for his actions, for his life. It is only important to enlighten people and influence their consciousness.

The Enlightenmentists believed in the omnipotence of reason, but for them this category was filled with a deeper meaning. Reason was only supposed to contribute to the reconstruction of the entire society.

The future was imagined by the Enlightenment as the “kingdom of reason.” That is why they attached great importance to science, establishing

“cult of knowledge”, “cult of the book”. It is characteristic that it was in the 18th century that the famous French “Encyclopedia” was published in 28 volumes. It promoted new views on nature, man, society, and art.

Writers, poets, playwrights of the 18th century sought to prove that not only science, but also art can contribute to the re-education of people worthy of living in a future harmonious society, which should again be built according to the laws of reason.

The educational movement originated in England (Daniel Defoe “Robinson Crusoe”, Jonathan Swift “Gulliver’s Travels”, the great Scottish poet Robert Burns). Then the ideas of the Enlightenment began to spread throughout Europe. In France, for example, the enlighteners include Voltaire, Rousseau, Beaumarchais, in Germany - Lessing, Goethe, Schiller.

Enlightenment ideals also existed in Russian literature. They were reflected in the works of many authors of the 18th century, but most clearly in Fonvizin and Radishchev.

In the depths of the Enlightenment, new trends emerged that foreshadowed the emergence of sentimentalism. Attention to the feelings and experiences of the common person is increasing, and moral values are being affirmed. So, above we mentioned Rousseau as one of the representatives of the Age of Enlightenment. But he was also the author of the novel “The New Heloise,” which is rightfully considered the pinnacle of European sentimentalism.

The humanistic ideas of the Enlightenment found a unique expression in German literature; a literary movement arose there, known as “Storm and Drang”. Supporters of this movement resolutely rejected the classicist norms that fettered the creative individuality of the writer.

They defended the ideas of national uniqueness of literature, demanded the depiction of strong passions, heroic deeds, bright characters, and at the same time developed new methods of psychological analysis. This, in particular, was the work of Goethe and Schiller.

The literature of the Enlightenment took a step forward both in the theoretical understanding of the goals and objectives of art and in artistic practice. New genres are appearing: educational novels, philosophical stories, family drama. More attention began to be paid to moral values and the affirmation of the self-awareness of the human person. All this became an important stage in the history of literature and art.

Received quite widespread use in the literature of this era. educational classicism. Its largest representatives in poetry and drama, and especially in the tragedy genre, were Voltaire. “Weimar classicism” was of great importance - its theoretical principles were vividly embodied in Schiller’s poems and in Goethe’s “Iorigenia and Tauris”.

Enlightenment realism was also distributed. Its representatives were Diderot, Lessing, Goethe, Defoe, Swift.

The most famous works of the Age of Enlightenment:

In England: -Daniel Defoe's "Robinson Crusoe", -Jonathan Swift's "Gulliver's Travels", -Richardson's "Pamela or Virtue Rewarded", - The Poetry of Robert Burns

In the book of France: – “Persian Letters” by Montesquieu, – “The Virgin of Orleans”, “The Prodigal Son”, “Fanaticism or the Prophet Mohammed” by Voltaire. – “Ramo’s Nephew”, “Jacques the Fatalist” by Diderot. – “New Heloise”, “Confession” by J.-J. Rousseau.

In Germany: - “Cunning and Love”, “The Robbers” by Schiller, - “Faust”, “The Sorrows of Young Werther” by Goethe.

Studying literary theory in high school

Studying the theory of literature helps to navigate a work of art, a writer’s work, the literary process, understand the specifics and conventions of art, fosters a serious attitude towards spiritual wealth, develops principles for evaluating literary phenomena and the ability to analyze them, sharpens and develops students’ critical thought, and contributes to the formation of aesthetic tastes. New things in art will be better understood and appreciated by those who know the laws of art and imagine the stages of its development).

By being included in the general process of shaping the worldview of young people, theoretical and literary knowledge becomes a kind of stimulator for the growth of their communist beliefs.

The study of literary theory improves the techniques of mental activity that are important for the general development of schoolchildren and for the mastery of other academic subjects.

There is another extremely important aspect of the issue. The level of perception of other arts by boys and girls largely depends on how the study of literary theory is organized in school. The primitive naturalistic approach to films, theatrical performances, and works of art (as the authors of the collection “Artistic Perception” 1 write with alarm) is explained by the unsatisfactory theoretical preparation of some young people in the field of art. Obviously, in a literature course it is necessary to increase attention to those moments that reveal and characterize the common features of literature and other types of art, the general laws of the development of art, without weakening attention to the specifics of literature.

In grades IV-VI, learning specific information about the differences between prose and poetic speech, about the speech of the author and the speech of the characters, about the visual and expressive means of language, about verse, about the structure of a literary work, about a literary hero, about genera and some genres of literature, getting acquainted with the facts of creative history individual works, with the writer’s attitude to the depicted characters and events, encountering artistic fiction in fairy tales, epics, fables, finding out the vital basis of such works as “The Tale of a Real Man” by B. Polevoy, “Childhood” by M. Gorky, “School” "A. Gaidar, students gradually accumulate observations on the essence of the figurative reflection of life, and consolidate something in the simplest definitions. In this regard, the formulation of a theoretical question about the differences between literature and oral folk art, literary fairy tales and folk tales is of particular importance.

A more systematic study of literary theory begins in grade VII.

VII class. Imagery of fiction. Concept
artistic image. Related question 6: The role of creative imagination. (The formulation of the problem of the imagery of literature is determined by the interests of the literary development of students and the special place occupied by the VII grade as a class, “borderline” between the two stages of literary education - propaedeutic and based on the historical-chronological principle. Since students become familiar with the imagery of literature in theoretical terms when studying individual works, they simultaneously master, in connection with the main concept, the concepts of theme, idea, plot, composition of the work.)

VIII class. Typical in literature. The concept of literary type (in its relationship with the concept of artistic image).

Addressing the problem of the typical is based on the formulation of the problem “author - reality” and involves considering from a certain angle the issue of personal character, artistic creativity, and ways of expressing the author’s consciousness. Favorable conditions for attracting the attention of schoolchildren to issues of the personal nature of artistic creativity are created both by the VIII grade program (studying biographies of writers, working on several works by one author), and by the nature of the works being studied (lyrical and lyric-epic works, first-person narrative form), and the direction of students' cognitive interests.

IX class. Class and nationality of literature (and related issues of worldviews of the writer’s individual style). The promotion of the problem of class and nationality of literature is based on the originality of the IX grade course (fierce class struggle in Russian literature of the 60s of the 19th century, the solution of many fundamental social problems by different writers from different ideological and aesthetic positions) and on the level of preparedness of students in literature and history.

X class. The partisanship of literature and related issues of socialist realism. To comprehend the concepts of partisanship in literature and socialist realism, “peak” concepts that are extremely important for the formation of a worldview and the development of a student’s personality, schoolchildren are prepared essentially throughout the course of literature. In the process of mastering these concepts, students deepen and improve their knowledge both on general problems of fiction and on problems related to the study of a work of fiction.

Thus, in each class a complex of theoretical problems (concepts) is studied, organized by a central “general” problem for this class, and this latter is constantly put in connection with other problems (concepts).

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The literature of the 30s turned out to be close to the traditions of the “novel of education” that developed during the Enlightenment (K.M. Wieland, I.V. Goethe, etc.). But here, too, a genre modification corresponding to the time manifested itself: writers pay attention to the formation of exclusively socio-political and ideological qualities of the young hero. It is precisely this direction of the genre of “educational” novel in Soviet times that is evidenced by the name of the main work in this series - N. Ostrovsky’s novel “How the Steel Was Tempered” (1934). A. Makarenko’s book “Pedagogical Poem” (1935) also has a “speaking” title. It reflects the poetic, enthusiastic hope of the author (and most people of those years) for the humanistic transformation of personality under the influence of the ideas of the revolution.

It should be noted that the above-mentioned works, designated by the terms “historical novel” and “educational novel,” despite their subordination to the official ideology of those years, also contained expressive universal content.

Thus, the literature of the 30s developed in line with two parallel trends. One of them can be defined as “socially poetic,” the other as “specifically analytical.” The first was based on a feeling of confidence in the wonderful humanistic prospects of the revolution; the second stated the reality of modern times. Each trend has its own writers, its own works and its own heroes. But sometimes both of these tendencies manifested themselves within the same work.

Construction of Komsomolsk-on-Amur. Photo from 1934

10. Trends and genres of development of poetry of the 30s

A distinctive feature of the poetry of the 30s was the rapid development of the song genre, closely associated with folklore. During these years, the famous “Katyusha” (M. Isakovsky), “Wide is my native country...” (V. Lebedev-Kumach), “Kakhovka” (M. Svetlov) and many others were written.

The poetry of the 30s actively continued the heroic-romantic line of the previous decade. Its lyrical hero is a revolutionary, a rebel, a dreamer, intoxicated by the scope of the era, looking to the future, passionate about ideas and work. The romanticism of this poetry also includes a pronounced attachment to fact. “Mayakovsky Begins” (1939) by N. Aseev, “Poems about Kakheti” (1935) by N. Tikhonov, “To the Bolsheviks of the Desert and Spring” (1930-1933) and “Life” (1934) by V. Lugovsky, “Death of a Pioneer” ( 1933) by E. Bagritsky, “Your Poem” (1938) by S. Kirsanov - examples of Soviet poetry of these years, not similar in individual intonation, but united by revolutionary pathos.

It also contains peasant themes, carrying its own rhythms and moods. The works of Pavel Vasiliev, with his “tenfold” perception of life, extraordinary richness and plasticity, paint a picture of a fierce struggle in the village.

A. Tvardovsky’s poem “The Country of Ant” (1936), reflecting the turn of the multi-million peasant masses towards collective farms, epically tells the story of Nikita Morgunka, unsuccessfully searching for the happy country of Ant and finding happiness in collective farm work. Tvardovsky's poetic form and poetic principles became landmarks in the history of Soviet poems. Close to folk, Tvardovsky’s verse marked a partial return to the classical Russian tradition and at the same time made a significant contribution to it. A. Tvardovsky combines the folk style with a free composition, the action is intertwined with reflection, and a direct appeal to the reader. This seemingly simple form turned out to be very meaningful in terms of meaning.

Deeply sincere lyrical poems were written by M. Tsvetaeva, who realized the impossibility of living and creating in a foreign land and returned to her homeland in the late 30s. At the end of the period, moral issues occupied a prominent place in Soviet poetry (St. Shchipachev).

The poetry of the 30s did not create its own special systems, but it very capaciously and sensitively reflected the psychological state of society, embodying both a powerful spiritual uplift and the creative inspiration of the people.

Parenting novel is a novel narrative based on the history of the staged development of a personality, whose essential formation, as a rule, can be traced from childhood (adolescence) and is associated with the experience of knowing the surrounding reality. Although the origins can already be found in the works of antiquity (“Satyricon”, 1st century, Petronius; “The Golden Ass”, 2nd century, Apuleius), and many of its features are clearly manifested in “Gargantua and Pantagruel”, F. Rabelais, “Simplicissimus” , H.Y.K. Grimmelshausen, as a genre of education, the novel was conceptualized and declared as a programmatic era of the Enlightenment with its dominant principle of human formation. Classic examples of the genre are K. M. Wieland’s novel “Agaton” (1766), J. W. Goethe’s trilogy “The Theatrical Vocation of Wilhelm Meister” (1777-85, unfinished) “The Years of Wilhelm Meister’s Study” (1795-96), “ Years of wanderings of Wilhelm Meister" (1821-29), as well as F. Schiller's only unfinished novel "The Spiritualist" (1789), where, according to the author, in the form of memories of a "non-fictional" person, "the history of the errors of the human soul" is given (Schiller F. Collected essays).

The educational concept of the novel of education (closely connected with the theory of “aesthetic education” of F. Schiller) was supported by the romantics (theoretically - by Schlegel, in the artistic sphere - by the philosophical and symbolic novels of L. Tieck “William Lovel”, and “The Wanderings of Franz Sternbald”, Novalis - “Heinrich von Ofterdingen”) and is supported by the further development of literature - both German, where the novel of education is traditionally one of the priority genres and its features can be found in the novelism of the 19th century (the novel by one of the leaders of the left-radical literary group “Young Germany” K. Gutzkow “Walli doubting", 1835) and the 20th century (novels by T. Mann "Confessions of the adventurer Felix Krull", 1954, "The Magic Mountain", 1924; novels by G. Kant, K. Wolf, E. Strittmatter, Z. Lenz), and world (in a wide range of genre modifications - from “Confession” by J. J. Rousseau, published in 1782-89, to the autobiographical trilogies of L. N. Tolstoy and M. Gorky). From its very origins, the novel education is closely connected with pedagogical, philosophical-pedagogical and memoir-pedagogical works (“Cyropedia” by Xenophon, 5-4 centuries BC; “The Adventures of Telemachus”, F. Fenelon; “Emil, or O education", 1762, J.J. Rousseau; "Levana, or the Doctrine of Education", 1806, Jean-Paul (Richter); "Pedagogical Poem", 1933-36, A.S. Makarenko). In a broad sense, the novel of education can include many novels of the 1820s, touching on the problems of socio-psychological development of the individual: “The History of Tom Jones, Foundling”, 1749, G. Fielding; The Adventures of Rodrick Random, 1748, and The Adventures of Peregrine Pickle, 1751, by T. J. Smollett; the novels “The Adventures of Oliver Twist”, 1838, “The Life and Adventures of Nicholas Nickleby”, 1839, and especially “David Copperfield”, 1850, by Charles Dickens; novels by O. Balzac, G. Flaubert, A. Musset, E. Zola, R. Rolland, F. Mauriac.

The phrase education novel comes from German Bildungsroman.

An educational novel or educational novel (German: Bildungsroman) is a type of novel that became widespread in the literature of the German Enlightenment. Its content is the psychological, moral and social formation of the personality of the protagonist.
I have always been interested in this topic. Books about youth, their problems, thoughts and aspirations. Often these are autobiographies. How do teenagers and young people of different times perceive the world around them, what do they want from life and what do they bring to it? I believe that while a person is young, he is characterized by “quests” that sometimes diverge from generally accepted conventions, norms, etc. As you get older, you want some kind of stability more and more. The person calms down and humbles himself. Not always, but it happens often. In this note, I would like to dwell on the most interesting works to me of the 18th-21st centuries that touch on this issue: youth, first of all. Everything is very subjective. Moreover, I haven’t read the vast majority of the books yet. I'm just getting ready. This is the result of searches on the network, including this LiveJournal, almost all the annotations are not mine. I hope this topic will be of interest not only to me. If you have anything to add to the list, or want to discuss books or a topic, that would be great! The heroes of “The Jester” and “Courier” are especially interesting. If you know books of this kind, please recommend them!
I read from list 3, 4, 6, 9, 21, 22, 23, 26, 29, 33, 49.

1) Goethe I.-W. The years of teaching of Wilhelm Meister (1796). The genre is a novel of education, revealing the organic spiritual development of the hero as he accumulates life experience.

2) Dickens C. David Copperfield (1850). This is the story of a young man who is ready to overcome any obstacles, endure any hardships and, for the sake of love, commit the most desperate and courageous acts.

3) Tolstoy L.N. Childhood. Adolescence. Youth (1852-1857). The main topic was the study of the inner world of man, the moral foundations of the individual. A painful search for the meaning of life, a moral ideal, and the hidden laws of existence run through all of his work.

4) Olcott L.M. Little Women (1868). The book is about four sisters growing up during and after the Civil War. They live in a small American town, their father is fighting at the front, and they have a very difficult time. But, despite all the difficulties, the March family tries to maintain good spirits and support each other in everything. The sisters work, study, help their mother around the house, stage family plays, and write a literary newspaper. They soon welcome another member into their company - Laurie - a rich and bored young man who lives next door and who becomes a close friend of the whole family. Each of the March sisters has their own character, their own dreams, interests and ambitions. Each has its own shortcomings, bad inclinations that they have to overcome. There are no big incidents or big twists in Little Women. This is a book (film) about the small tragedies and small joys of an ordinary family.

5) Flaubert G. Education of feelings (1869). The hero of the novel, Frederic Moreau, is trying to make a career, realize his natural abilities, he wants and knows how to love. But his chosen one is tied by marriage, and all of Frederick’s endeavors - writing, painting, jurisprudence - remain endeavors...

6) Dostoevsky F.M. Teenager (1875). In the novel, Dostoevsky outlined the complex mental and moral path of development of a Russian youth from the lower classes, who early learned the wrong side of life, suffering from general “disorder” and social “disgrace.”

7) Belykh G., Panteleev A. Republic of ShKID (1927). 1920s. Colorful and pitiful street children roam the streets of Petrograd, who are caught from time to time for children's foster homes. In one of them - the Dostoevsky School of Social and Labor Education (SHKID) - hungry, arrogant and smart ragamuffins gathered. This shelter for comedians is run by an old-regime director who has not lost either honor or intelligence under Soviet rule. His disarming trust taught the boys manhood and helped them not to dissolve in the rush of troubled times...

8) Mishima Yu. Confession of a Mask (1949). A novel that glorified the twenty-four-year-old author and brought him world fame. The key theme of this famous work is the theme of death, in which the hero of the story sees “the true purpose of life.”

9) Salinger Jerome. The Catcher in the Rye (1951). On behalf of a 17-year-old boy named Holden, it tells in a very frank manner about his heightened perception of American reality and rejection of the general canons and morality of modern society. The work was extremely popular, especially among young people, and had a significant impact on world culture in the second half of the 20th century.

10) Golding W. Lord of the Flies (1954). Dystopia. A group of boys who survived a plane crash end up on a desert island. An unexpected turn of fate pushes many of them to forget about everything: first - about discipline and order, then - about friendship and decency, and in the end - about human nature itself.

11) Brushtein A.Ya. The road goes into the distance; At the dawn hour; Spring (trilogy, 1956-1961). The novel is about the girl Sasha, her personal development, about her childhood dreams (Sasha’s childhood takes place in the pre-revolutionary period in the city of Vilna), problems, about everything that a teenager’s life is so replete with, and the difficulties seem almost insurmountable at that age. After all, you need to try to find a common language with your peers and adults around you, and to understand yourself. All these problems live in Sasha’s soul, and she solves them with childish spontaneity, with little life experience, as her childish soul tells her.

12) Bradbury R. Dandelion Wine (1957). The events of the summer lived by a 12-year-old boy, behind whom the author himself can easily be discerned, are described in a series of short stories connected by peculiar “bridges” that give the story integrity. Enter his bright world and live with him one summer, filled with joyful and sad, mysterious and alarming events; summer, when amazing discoveries are made every day, the main thing of which is that you are alive, you breathe, you feel!

13) Grass G. Tin Drum (1959). The story is narrated by a patient of a psychiatric clinic, striking in his sanity, Oscar Matzerath, who, in order to avoid the fate of an adult, in early childhood decided not to grow up anymore.

14) Harper L. To Kill a Mockingbird (1960). This is a story about three years in the life of the small town of Maycomb, Alabama, about how children become adults, recognizing the cruel world in which they have to live, and comprehending its harsh laws.

15) Balter B. Goodbye, boys (1962). This is a story about the pre-war generation, about a southern city filled with sun, sea and amazing smells. The story is told from the perspective of Volodya Belov, and it combines a boy and a 40-year-old man who has gone through the war and has seen a lot.

16) Burgess E. A Clockwork Orange (1962). The author made an exhaustive analysis of the causes of crime among young people, the intolerance of the new generation towards the usual moral values and the principles of life of modern society. The ruthless leader of a gang of teenagers who commit murder and rape is sent to prison and undergoes special treatment to suppress the subconscious desire for violence. But life outside the prison gates is such that measures taken to “correct cruelty of character” cannot change anything.

17) Kaufman B. Up the Downstairs (1965). A novel about schoolchildren and their teachers, children and adults, about those who go against the system. A young teacher, Miss Barrett, after graduating from college, ends up in a school for difficult children, Calvin Coolidge High School. The relationship between teachers and students is very difficult...

18) Fowles D. Magus (1966). The novel takes place in England (parts I and III) and Greece (part II) in the 1950s. The novel is filled with quite recognizable realities of the time. The main character of the work is Nicholas Erfe (the story is told on his behalf in the traditional form of an English novel of education), an Oxford graduate, a typical representative of the post-war English intelligentsia. A romantic loner who hates the present time and is skeptical about his “Englishness,” Nicholas Erfe flees from the ordinariness of the present and the predictability of his future to the distant Greek island of Thraxos in search of a “new mystery,” an imaginary life, and thrills. For Erfe, fascinated by the ideas of existentialism that were fashionable at the time, the fictional, unreal world is more valuable and interesting than the world in which he is forced to reside...

19) Unknown - Go Ask Alice (1971). This is the diary of a young drug addict.
Names, dates, city names have been changed at the request of the participants in this story. This book does not pretend to be a detailed description of the world of drug addicts; it chronicles the life of just one girl who stumbled. Alice's Diary has sold over four million copies in America alone and has long become a modern classic. This is a merciless, uncompromising, honest and very bitter story of a teenage girl about life under drugs. The book is based on real events.

20) Le Guin W. Far, far from everywhere (1976). A very realistic and strong-willed novel by Ursula Le Guin. The main character, Owen Griffiths, is only seventeen. He is handsome and thinks he knows what he wants from life. But one day, having met Natalie, Owen realizes that he still doesn’t really know anything. Through his friendship with Natalie, who has dedicated her life to music, Owen tries to find his own path to the future...

21) Krapivin V.P. Lullaby for Brother (1978). It's easy to be in a crowd. It is much more difficult to go against the grain, standing up for what you believe in. But if you are sure that you are right? If you can’t indifferently watch how some people offend the weak, while others don’t care? Kirill feels the strength to change the current situation. His conscience does not allow him to simply close his eyes...

22) Carroll D. The Basketball Diaries (1978). Autobiography. A classic about a young hipster growing up on the mean streets of New York. The book brought Jim Carroll enormous fame in the underground environment. After this period, the author became famous as a poet and rock musician, but The Basketball Diaries remains the pinnacle of his talent - a witty, free-flowing, rebellious narrative characterized by keen observation. Jim wanders around his domain - New York - and he himself belongs flesh and blood. Plays basketball. He cheats and steals. He gets high and suffers from withdrawal symptoms. Seeks purity.

23) Selby H. Requiem for a Dream (1978). The book follows the fate of four New Yorkers who, unable to bear the difference between their dreams of an ideal life and the real world, seek solace in illusions. Sarah Goldfarb, who lost her husband, dreams only of being on a TV show and appearing in her favorite red dress. To “fit” into it, she goes on a diet of pills that alter her consciousness. Sarah's son Harry, his girlfriend Marion and best friend Tyrone are trying to get rich and escape from the life that surrounds them by selling heroin. The guys themselves indulge in drugs. Life seems like a fairy tale to them, and none of the four realizes that they have become dependent on this fairy tale. Requiem for all those who, for the sake of Illusion, betrayed Life and lost the Human in themselves.

24) Christiane F. We, the children from the Zoo station (Me, my friends and heroin, 1979). This story is about a drug addict girl. She was only 12 years old when she first tried heroin. Then she had no idea what she was dooming herself to, how difficult it would be for her later to get out of the quagmire into which drugs would drag her. This book opens up to us the world of people like Christina, tells us what and how they experience, what pushes them to do this...

25) Barnes D. Metroland (1980). In a cozy bourgeois suburb of London, in a house with a flower garden, a boy grew up who hated everything cozy and bourgeois. Together with his best friend, the boy revered the poetry of Rimbaud and Baudelaire, considered people over a certain age to be dull dullards, defined politeness as lying, poise as indifference, marital fidelity as a tribute to conventions, etc. The boy dreamed of changing the world. Or at least live in opposition to the world, when every gesture would be a sign of struggle. But it turned out differently: the world changed the boy...

26) Vyazemsky Yu.P. Jester (1982). Once upon a time there lived a Jester. But none of those around him knew his real name. His father called him Valentin, his mother - sometimes Valenka, sometimes Valka. At school they called him Valya. And only he himself knew his true name - the Jester, was proud of it, protecting it from other people's curious ears and immodest tongues, carried it deep under his heart, like the greatest secret and the most intimate wealth, and only in the evenings, alone with himself, having waited, until his parents went to bed and could not disturb his loneliness, he wrote this name in his “Diary”.

27) Bukowski Ch. Bread and Ham (1982). "Bread and Ham" is Bukowski's most heartfelt novel. Like The Adventures of Huckleberry Finn and The Catcher in the Rye, it is written from the point of view of an impressionable child dealing with the duplicity, pretentiousness and vanity of the adult world. A child who gradually discovers alcohol and women, gambling and fighting, Hemingway, Turgenev and Dostoevsky.

28) Townsend S. The Diaries of Adrian Mole (1982). Life is not easy when you are 13 years old, especially if you have a volcanic pimple on your chin, you can’t decide which of your careless parents to live with next, an evil bully is waiting for you around the corner of the school, you don’t know who to become - a country veterinarian or a great writer , your beautiful classmate Pandora didn’t look in your direction today, and in the evening you have to go cut the nails of an old grumpy disabled person... Sue Townsend makes us laugh at her characters and turns inside out any absurd situation in which they drive themselves, be it a divorce of parents, publication in a literary journal or a failed school exam. But, having laughed it off, the reader understands that “Diaries” is, first of all, a book about loneliness and overcoming it, about love and devotion, about how to find yourself in this world. And it becomes clear why Adrian Mole is so popular all over the world - any of us could subscribe to his “Diaries”.

29) Shakhnazarov K.G. Courier (1982). A typical representative of youth, “the most curious specimen” and “an unrequited dreamer,” Ivan shocks not only his peers, but also the respectable honored professor with his extravagant antics. However, the professor's daughter Katya confuses the very lover of “playing the fool.”

30) Banks I. Wasp Factory (1984). The famous novel by an outstanding Scot, the most scandalous debut in English prose of recent decades. Meet sixteen-year-old Frank. He killed three. He is not at all what he seems. He is not at all who he thinks he is. Welcome to the island guarded by the Pillars of Sacrifices. To the house where the deadly Wasp Factory waits in the attic.

31) McInerney D. Bright Lights, Big City (1984). The hero of the novel is an energetic and promising young man who could achieve a lot in life, but risks being left with nothing at all. He voluntarily crossed the line beyond which the disintegration of personality begins, and he can no longer stop. The painful haze in his eyes means that he has already taken too much, but what can he do if all the cells of his body resemble little Bolivian soldiers who are hungry. And they need Bolivian camp powder...

32) Dee Snider, Teenage Survival Course (1987). This book is about how to protect yourself from all sorts of troubles and what to do if you cannot avoid them. A variety of dangers await a teenager in the concrete jungles of cities, on hiking trips, and even in the safe and familiar space of his own apartment. Dee Snyder conducts an honest conversation on equal terms with teenagers - high school students who, on the threshold of independent life, are faced with many intimate and psychologically difficult issues. After such a frank heart-to-heart conversation, young readers may be able to take a fresh look at their problems and find a worthy solution to them.

33) Ellis B.I. Rules of Attraction (1987). At the prestigious Camden College they are having fun and drinking for five. Falling in love and cheating on each other, quarreling and taking their own lives, local bohemians rush to thoroughly study all the forbidden passions and vices. This is a touching, sharp, sometimes even piercing drama about human nature based on the example of three students, whose stories are closely intertwined with each other...

34) Palliser C. Quincunx (1989). Imagine a novel written in the style of Dickens, but with a dynamic plot and an incredible amount of mystery. The main character of "Quincanx", the boy John, lives with his mother on an estate near a remote village and does not suspect that some terrible secret is connected with his birth. He will have to grow up and solve it - and the reader will, with bated breath, follow the bizarre twists of the plot and try to understand what John himself was silent about in this confessional novel. After all, “Quincunx”, like a rose (“quincunx” means a four-petalled rose), is fraught with many possible solutions. Each of the characters in the novel can lie or make mistakes, and although the author left many clues and hints in the book, revealing all the secrets of the novel is not an easy task!

35) Lukyanenko S. Knights of the Forty Islands (1992). The first novel by Sergei Lukyanenko. A tough and fascinating story of the adventures of boys and girls, “thrown out” from our world - and thrown into the world of the Forty Islands. Into a world where they will have to fight each other. Until victory - or until death. A game? Almost a game. Only losers die - for real...

36) Kulikchia D. You still have to drive (1994). The novel by the Italian writer of the new generation Giuseppe Culicchia tells the story of a forced but entertaining encounter between a modern young man and the world around him. The main character of the book, Walter, is twenty-something years old, experiencing his entry into adulthood, while experiencing uncertainty, disappointment, youthful fears, quite fully reflecting the mood of the youth environment of Turin in the late 80s of the twentieth century - but at the same time relating to everything that happens with a considerable amount of irony. People of the opposite sex, the Ministry of Defense, university residents, employers, just idiots - this is a short list of those with whom he will have to establish relationships. Upon publication of the Italian edition, the novel was awarded the Mont Blanc literary prize, awarded by adult critics, and was immediately filmed.

37) Welsh I. Nightmares of the Marabou Stork (1995). Roy Strang is in a coma, but his mind is filled with memories. Some are more real - about the life of the Edinburgh outskirts - and are conveyed in grotesquely vulgar, inert language. Others - a fantasy about the hunt for an African marabou stork - are told in the vivid, imaginative language of an English gentleman. Both stories are fascinatingly interesting both in themselves and in their counterpoint - as a sharp contrast between real life, full of dirt and violence, and fictional life - noble and sublime. The story of Roy Strang is a shocking trip into the life and consciousness of the modern English lumpen.

38) Garland A. Beach (1996). A dystopian novel about the self-awareness of modern young people who grew up in the urban jungle in the context of the global commercialization of the world. The search for earthly paradise, its acquisition and destruction reveal the internal contradictions and spiritual tragedy of a generation without illusions.

39) Joyce G. The Tooth Fairy (1996). There is a belief: if a child, while falling asleep, puts a fallen baby tooth under his pillow, the Tooth Fairy will take it and leave a coin instead of the tooth. Waking up one night, seven-year-old Sam discovers the Tooth Fairy at his bed, looking less like a Charles Perrault character or the Brothers Grimm, and more like an evil chap of indeterminate gender. He himself is to blame: he shouldn’t have woken up, he shouldn’t have seen the fairy. Now she (or he?) will accompany Sam throughout his childhood and adolescence, changing with him, now helping him, now threatening him, but never giving an answer to the question: is this reality or a nightmare, and who is dreaming of whom?

40) Gilmore D. Lost Among the Houses (1999). His name is Simon Albright and he is 16. That explains a lot. Much, but not all. Simon tries to be his mother's best friend. The man his girlfriend adores, the man his father respects. But this is not so easy to do when childhood is gone and the mother moves away, the girl is too beautiful, and the father is stricken with mental illness...

41) Brasm A. I breathe (2000). The novel by a sixteen-year-old schoolgirl from Metz is the loudest debut, a sensation in French literature in recent years. A novel about peers. About the thirst for power, cynical and cruel. About the thirst for freedom, sometimes just as cruel and merciless. About a passionate friendship that develops into slavish obedience, and about a rebellion that ends in murder. And most importantly, about the merciless struggle of two individuals, two psychologies, which lasts several years and ends tragically. The charm of the book lies in the contrast between the acuteness of the main character’s experiences and the laconic style of the leisurely narrative chosen by the author. There is no language of choking emotions, the confused syntax of gasps, or the immediate slips of a youthful diary. Memories flow evenly and seemingly unhurriedly. And this even breathing of the story serves as the key to the image of the main character.

42) Likhanov A. Nobody (2000). Nobody - the nickname given to the main character, a “graduate” of a banal orphanage by bandits, is simply deciphered: Nikolai Toporov, by first and last name. But it's a symbol. In one of the richest countries in the world - present-day Russia, any boy of simple origin in response to the question: “Who are you?” He will probably first answer in surprise: “nobody...” and only then - “man.” So he will say: “Nobody... Man.”

43) McDonell N. Twelve (2002). Told by a seventeen-year-old author, the frightening story, set in Manhattan, follows the lives of urban teenagers. Left unattended, the children of wealthy parents party in luxurious mansions, entertaining themselves with drugs and sex, leading to a tragic, shocking ending.

44) Whittenborn D. Cruel people (2002). This is a furious and fascinating modern novel of education, telling about what is going on in the head of a fifteen-year-old teenager - hardly anyone could imagine such a thing, and about the world of "cruel people" - hardly anyone dared to think so.

45) Stark W. Oddballs and bores; Can you whistle, Johanna? (2002-2005). Often we - both adults and children - miss a loved one nearby. And then life becomes very difficult. But the heroes of the books of the wonderful Swedish writer Ulf Stark do not want to waste time on despondency and melancholy, they decisively intervene in the course of events and boldly decide their destiny...

46) Lebert B. Crazy (2003). In his autobiographical novel, sixteen-year-old Benjamin Lebert talks about the difficulties of growing up with amazing warmth, a great sense of humor and a fair amount of irony.

47) Nothomb A. Antichrist (2003). Two young heroines engage in a fight to the death. Both are sixteen years old, but one has already blossomed, and the other does not even believe that this will ever happen. The caterpillar looks at the butterfly as if spellbound, because beauty is most important to it. But as soon as she comes to her senses, she uses her, so far only, weapon - a cold and ruthless mind - the intrigue is rapidly gaining momentum.

48) Pierre DC, Vernon Lord Little (2003). Vernon G. Little, a teenager from a provincial Texas town, becomes an accidental witness to the massacre of his own classmates. The police immediately take him into account: first as a witness, then as a possible accomplice, and finally as a murderer. The hero flees to Mexico, where a palm paradise and his beloved girl await him, and meanwhile more and more crimes are pinned on him. With some similarities to J.D. Salinger’s story “The Catcher in the Rye,” this work is tragicomic: the plot cliches of mass fiction become, under the pen of DBC Pierre, a breeding ground for a smart and evil narrative about today’s world, about methods of manipulating mass consciousness, about sins and the weaknesses of modern man.

49) Raskin M.D. Little New York Bastard (read, 2003). The true story of the misadventures of a young outsider from New York who can be compared to a new age Holden Caulfield.

50) Iwasaki F. The Book of Unhappy Love (2005). What are you willing to do to win the heart of your beloved girl? Are you ready to break Olympic records or become an inline skating ace? Are they capable of turning into a revolutionary or a devout Jew? Can you learn a dozen serenades in a day and then yell them under your beloved’s window, scaring half the block? And if your inhuman efforts never touch your cherished heart, will you be able not to fall into despair, but, on the contrary, to look at your own love attempts with irony? How, for example, did the Peruvian Japanese Fernando Iwasaki, the author of The Book of Unhappy Love, do this?

52) Dunthorne DY, Oliver Tate (2008). This is the diary of a fifteen-year-old teenager who does not know where to apply his excessive erudition. Oliver looks into the dictionary every day to learn a few new words like the word "euthanasia", writes a detailed letter to a classmate who is being bullied, explaining to her how to become the class favorite...

The Age of Enlightenment call the period of the late 17th and entire 18th centuries in Europe, when the scientific revolution that changed humanity's view of the structure of nature. The educational movement arose in Europe at a time when it became obvious crisisfrom the feudal system. Social thought is on the rise, and this leads to the emergence of a new generation of writers and thinkers who are trying to comprehend the mistakes of history and develop a new optimal formula for human existence.

The beginning of the Age of Enlightenment in Europe can be considered the emergence of labor John Locke's Essay Concerning Human Understanding(1691), which subsequently made it possible to call the 18th century the “age of reason.” Locke argued that all people have the inclinations for various forms of activity, and this led to the denial of any class privileges. If there are no “innate ideas,” then there are no “blue blood” people who claim special rights and advantages. Enlightenment educators have a new type of hero - an active, self-confident person.
The concepts that became fundamental to the writers of the Enlightenment Mind and Nature. These concepts were not new - they were present in the ethics and aesthetics of previous centuries. However, the enlighteners gave them a new meaning, making them central both in condemning the past and in affirming the ideal of the future. The past was in most cases condemned as unreasonable. The future was vigorously asserted, as the enlighteners believed that through education, persuasion and continuous reforms it was possible to create a “kingdom of reason.”

Locke, “Thoughts on Education”: “The educator must teach the pupil to understand people... to tear off the masks imposed on them by profession and pretense, to discern what is genuine, which lies in the depths under such an appearance.”
The so-called “laws of nature” were also discussed. Locke wrote: “The state of nature is a state of freedom, it is governed by the laws of nature, which everyone is obliged to obey.”
Thus, a new type of hero appears in literature - "natural man", who was brought up in the bosom of nature and according to its fair laws and is contrasted with a man of noble origin with his perverted ideas about himself and his rights.

Genres

In the literature of the Enlightenment, the former rigid boundaries between philosophical, journalistic and artistic genres were erased. This is especially noticeable in the essay genre, which became most widespread in the literature of the early Enlightenment (French essai - attempt, test, essay). Intelligible, relaxed and flexible, this genre made it possible to quickly respond to events. In addition, this genre often bordered on a critical article, a journalistic pamphlet, or an educational novel. The importance of memoirs (Voltaire, Beaumarchais, Goldoni, Gozzi) and the epistolary genre is increasing (the form of an open letter often took the form of extended speeches on a wide variety of issues of social, political and artistic life). The personal correspondence of prominent figures of the Enlightenment is also becoming available to readers (Montesquieu's Persian Letters ). Another documentary genre is gaining popularity - travel or travel writing, which gives wide scope for pictures of social life and customs, and for deep socio-political generalizations. For example, J. Smollett in “Travels in France and Italy” foresaw the revolution in France 20 years in advance.
The flexibility and fluidity of storytelling manifests itself in a variety of forms. Author's digressions, dedications, inserted short stories, letters and even sermons are introduced into the texts. Often jokes and parodies replaced a learned treatise (G. Fielding “The Tragedy of Tragedies, or the Life and Death of the Great Boy Thumb”). Thus, in the educational literature of the 18th century, what is first of all striking is its thematic richness and genre diversity. Voltaire: “All genres are good, except the boring” - this statement seems to emphasize the rejection of any normativity, the reluctance to give preference to one genre. Yet the genres developed unevenly.
The 18th century is predominantly a century of prose, so the novel, which combines high ethical pathos with the skill of depicting the social life of different strata of modern society, acquires great importance in literature. In addition, the 18th century is distinguished by the variety of types of novels:
1. romance in letters (Richardson)
2. education novel (Goethe)
3. philosophical novel
The theater was the platform for enlighteners. Along with classic tragedy, the 18th century discovered bourgeois drama - a new genre that reflected the process of democratization of the theater. Reached a special peak comedy . In the plays, the audience was attracted and excited by the image of the hero - the accuser, the bearer of the educational program. For example, Karl Moor "The Robbers". This is one of the features of the literature of the Enlightenment - it carries a high moral ideal, most often embodied in the image of a positive hero (didactism - from the Greek didaktikos - teaching).
The spirit of denial and criticism of everything that is obsolete naturally led to the rise of satire. Satire penetrates all genres and puts forward world-class masters (Swift, Voltaire).
Poetry was represented very modestly in the Age of Enlightenment. Probably, the dominance of rationalism hampered the development of lyrical creativity. Most educators had a negative attitude towards folklore. They perceived folk songs as “barbaric sounds”; they seemed primitive to them, not meeting the requirements of reason. Only at the end of the 18th century did poets appear who entered world literature (Burns, Schiller, Goethe).

Directions

In the literature and art of the Enlightenment, there are different artistic movements. Some of them existed in previous centuries, while others became a merit of the 18th century:
1) baroque ;
2) classicism ;
3) educational realism – the heyday of this trend dates back to the mature Enlightenment. Enlightenment realism, unlike the critical realism of the 19th century, strives for the ideal, that is, it reflects not so much the real as the desired reality, therefore the hero of Enlightenment literature lives not only according to the laws of society, but also according to the laws of Reason and Nature.
4) rococo (French rococo - “small pebbles”, “shells”) - writers are interested in the private, intimate life of a person, his psychology and his weaknesses. Writers depict life as a pursuit of fleeting pleasure (hedonism), as a gallant game of “love and chance” and as a fleeting holiday ruled by Bacchus (wine) and Venus (love). However, everyone understood that these joys were fleeting and fleeting. This literature is intended for a narrow circle of readers (visitors of aristocratic salons) and is characterized by small works (in poetry - sonnet, madrigal, rondo, ballad, epigram; in prose - heroic-comic poem, fairy tale, love story and erotic short story ). The artistic language of the works is light, elegant and relaxed, and the tone of the narrative is witty and ironic (Prevost, Guys).
5) sentimentalism ;
6) pre-romanticism - arose in England at the end of the 18th century and criticized the main ideas of the Enlightenment. Character traits:
a) dispute with the Middle Ages;
b) connection with folklore;
c) a combination of the terrible and the fantastic - a “Gothic novel.” Representatives: T. Chatterton, J. McPherson, H. Walpole