Exposure of social and human vices in the fables of I. A. Krylov. Social moral vices What moral vices are exposed in Krylov’s fables

Ivan Andreevich Krylov entered the history of Russian literature as a great fabulist. For many generations, Russian readers have been familiar with Krylov's fables since childhood. Their characters have become part of our everyday life, and their catchphrases have become part of our everyday speech. The main advantages of Krylov's fables are their nationality and flexible poetic language. Written in the so-called “free iambic”, they convey the colloquial intonation of Russian speech with amazing accuracy. Krylov's discovery in his fables was the image of a narrator who, behind a mask of innocence, hides intelligence and irony aimed at exposing social vices. Nikolai Vasilyevich Gogol called Krylov’s fable work “the book of wisdom of the people themselves.” The moral significance of most of Krylov's fables lies in the fact that the author exposes various human and social vices in them. Consider, for example, the fable “The Wolf and the Lamb.” Its theme is the social inequality of people in a serf-dominated society. The moral of this fable is stated in the very first line: “For the strong, the powerless are always to blame.” The helpless Lamb was not guilty of anything before the all-powerful Wolf. But no excuses, no irrefutable arguments that the unfortunate man gives to confirm his innocence, are not taken into account by the Wolf. When he gets tired of listening to the Lamb’s pitiful babble, he declares directly: “It’s your fault that I want to eat.” And this predetermines the tragic outcome of the work. In the fable “The Pig under the Oak,” Krylov depicts a Pig who, “having eaten her fill of acorns to the fullest,” then began to undermine the roots of the tree that gave her food. Here the fabulist is talking about an ignoramus who, as stated in the final moral, “in blindness scolds science and learning, and all scientific works, not feeling that he is tasting their fruits.” But the fable can also be understood as an exposure of human ingratitude. And these days, Krylov’s long-standing satire is acquiring new shades of meaning. Today we see that excessive consumption of natural resources leads to the depletion of the earth and the depletion of natural resources. Thus, this fable not only has not lost its meaning, but has also been filled with new meaning. If in the two fables considered, Krylov’s denunciation has a clearly expressed social character, then in some of his other works the fabulist’s grin is more good-natured, and it is caused by individual human shortcomings. Thus, the poet brings out gullible people who are susceptible to undisguised flattery in the fable “The Crow and the Fox.” It would seem that the Crow should understand that her voice cannot in any way compare with the nightingale’s. However, Veshunin’s head turned with praise, The breath stole from his goiter from joy, And in response to Lisitsyn’s friendly words, the Crow croaked at the top of her crow’s throat: The cheese fell out - such was the trick with it. And Crow lost a tasty morsel because she believed in her own non-existent talents. The fable “Quartet” is filled with the same good-natured humor. Its characters: “The Naughty Monkey, the Donkey, the Goat and the Club-footed Bear” - believe that their ability to play musical instruments depends on who is sitting in what place. But no matter how they sit, “the Quartet does not go well.” The Nightingale explains to the unlucky musicians what their mistake is - in words that have become popular: To be a musician, you need skill And your ears are softer, - The Nightingale answers them, - And you, friends, no matter how you sit down; You're still not fit to be musicians. The events to which Krylov’s fables served as a direct response have become a thing of the past, but the relationships between people and the types of human characters have remained unchanged. Therefore, despite some archaic vocabulary and everyday details, most of Krylov’s fables remain understandable and topical today.

N. V. Gogol’s poem combines two principles - a satirical denunciation of the socio-political reality of the writer’s time and the affirmation of goodness, beauty and creativity as the foundations of existence. The first of them is associated with a series of events, and the second is presented primarily in lyrical digressions.

The author gives in the poem a detailed description of the social life of Russia, shows, using the example of six landowners and a dozen officials, the depressing moral state of the privileged part of Russian society, but at the same time, in his digressions, speaks of the original beauty of the human soul, glorifies the creative powers of the Russian people, expresses faith in great future of Russia.

The idea of ​​the initially pure and good nature of man is one of the leading motives in the writer’s worldview. The pain of a person who has completely lost his spirituality sounds with particular emotional force in the author’s commentary dedicated to Plyushkin (sixth chapter): “And to what insignificance, pettiness, disgusting a person could descend! And does this look like the truth? Everything looks like the truth, everything, "can happen to a person. Today's fiery young man would recoil in horror if he were shown his own portrait in old age."

Further, the author indicates the only path that can save the soul from decay and will not allow a person to become a living dead like Plyushkin: “Take with you on the journey, emerging from the soft youthful years into stern, embittering courage, take with you all human movements, do not leave They’re on the road, you won’t pick them up later!” The author prefaces the episode associated with Plyushkin with elegiac memories of his own youth, of the years of “irrevocably flashed childhood.” The writer complains that his soul did not escape the deadening influence of time - after all, before, every new impression struck him, “nothing escaped fresh, subtle attention.” Connected with the theme of youth is a fleeting reflection on the meaning of dreams and the “brilliant joy” that illuminates life, in connection with the description of Chichikov’s chance meeting on the road with a young blonde.

Gogol was convinced that only through the denial of the ugly and ugly can the path be paved to an awareness of the true foundations of life. This position of the author is reflected in a lyrical digression at the beginning of the seventh chapter. If the writer’s goal is to create beautiful characters, hiding “the sad things in life,” to win applause, to soar above the world (“He has no equal in strength - he is a god!”), then “this is not the destiny, and the fate of the writer who dares to call out is different. .. all the terrible, stunning mud of little things that entangle our lives, all the depths of the cold, fragmented,

everyday characters..."

Some digressions are devoted to ridiculing "types of little things." So, the writer divides everyone

officials on “fat” and “slender” ones, recognizing the greater adaptability of “fat” people to life: “Alas! fat people know how to manage their affairs in this world better than thin ones. Thin ones... wiggle here and there; their existence is somehow too much light, airy and completely unreliable. Fat people never occupy indirect places, but all are straight, and if they sit somewhere, they will sit securely and firmly, so that the place will sooner crack and bend under them, and they will not fly off." What is being contrasted, of course, is not the physical, but the psychological properties of people. The author draws on the example of “thick” and “squishy” two types social behavior. “Fat” people are acquirers and hoarders; what is important to them is not external brilliance and momentary fun, but a serious career, significant, large acquisitions - houses, lands (variants of this type are presented in the images of Korobochka, Sobakevich, Chichikov); The “sloppy” ones are spenders, wasters of life, who, “according to Russian custom, send away all their father’s goods by courier” (Nozdryov). A detail noted in passing - "by

Russian custom" - indicates a somewhat more good-natured and condescending attitude of the author towards the "thin" (spenders) than towards the "fat" (hoarders). This is confirmed by the general meaning of Chichikov's denunciation, which combines the most disgusting features of modern Russian life: service " penny", an unbridled desire for acquisition.

The world of corrupt and lazy officials, stupid and greedy, spiritually dead landowners, “the type of little things” is contrasted in the poem with the romantic image of the creative, morally and spiritually healthy, gifted Russian people, the majestic image of Rus' itself.

Every people, “full of the creative abilities of the soul,” is distinguished by “each with his own word,” but, according to Gogol, “there is no word that would be so sweeping, lively, would burst out from under the very heart, would boil and vibrate like an aptly spoken Russian word."

The image of the road runs through the entire poem, which Gogol fills with a variety of meanings. "Chichikov's Road" is an alternation of successes and disasters, movement in a vicious circle, a path to nowhere. “The Author’s Road” is the road to creative comprehension of life. In the lyrical digression that concludes the poem, the image-symbol of the road reveals its main content: the author writes about the historical movement of Russia into an unknown future.

This material is methodological development on the topic “Moral vices of society” (based on the fairy tale by M.E. Saltykov-Shchedrin “The Tale of How One Man Fed Two Generals”). The material is designed for one hour, during which students work with the text, determine which strata of society the main characters of the fairy tale belong to and what vices the author ridicules.

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Lesson topic “Moral vices of society” (based on the fairy tale by M.E. Saltykov-Shchedrin “The Tale of How One Man Fed Two Generals”)

The purpose of the lesson : 1) Develop students’ ability to characterize characters based on the text of the work;

2) Develop the ability to draw conclusions from what you read;

3) Contribute to the development of students’ speech and enrichment of their vocabulary.

A real writer is the same

that the ancient prophet:

he sees more clearly than ordinary people

A.P. Chekhov

During the classes

1. introduction teachers

In 1862 M.E. Saltykov-Shchedrin leaves the service and moves to St. Petersburg to devote himself entirely to literary work. A kind of result of life and creative path became fairy tales. Tales about life, about what the writer saw and observed in reality. And he saw a lot: the hard forced life of the peasants, the arbitrariness of officials, the cruelty of landowners; He also observed the changes that took place in the lives of peasants after the abolition of serfdom. And, probably, it is no coincidence that he indicates what kind of reader his fairy tales are intended for.

What “children” did the writer count on?

What did Saltykov-Shchedrin teach “children of a fair age” to think about?

Mikhail Evgrafovich wrote: “The world is sad - and I am sad with it; the world sighs - and I sigh with it. Moreover, I invite the reader to be sad and sigh with me.” Studying his novels in high school, you will probably sigh and be sad, but today in class I would really like you not to be sad, but after analyzing the fairy tale, draw the right conclusions and not make similar mistakes.

(Message of the topic and purpose of the lesson)

1. Vocabulary work

Morality is the internal, spiritual qualities that

Man is guided; rules, norms

Behaviors.

Vices are severe reprehensible shortcomings,

Disgraceful properties.

Society – 1) a collection of people united historically,

Conditioned by social forms

Life and activities together.

2) a circle of people united by a common position,

Origin, interests.

1. Work with text

Who are the heroes of the fairy tale?

To what strata of Russian society do they belong?

Writing in notebooks

generals man

(privileged society) (non-privileged society

Frivolity, lack of spirituality, passivity, humility, cruelty, festivity, cowardice, slavish patience,

Ingratitude

What can you say about the life of generals in St. Petersburg?

Did they benefit the state?

Abolished in 1861 serfdom, i.e. the men, like the generals, were released into freedom. Do you think the “will” of the generals was different from the “will” of the men?

So why did the wealthy life of the generals end in the most unexpected way?

It was because of their frivolity that they suddenly “found themselves on desert island, woke up and saw: both were lying under the same blanket...” How did the generals behave? (read episode pp. 238-239)

What is the state of the heroes?

Why is the Moskovskie Vedomosti newspaper mentioned?

What kind of newspaper is this? What do they write about?

What way out do the generals find from this situation?

How does the behavior of a man on the island differ from the behavior of the generals?

Why do you think he “didn’t give them a run for his money”?

Why did the man, with all the abundance, take one apple for himself, and even that one was sour?

Why didn’t he eat himself, at least after he had prepared a lot of everything, but waited until the generals came to the idea: “Shouldn’t I give the parasite a piece too?”

Does the man look like his own kind? Does he embody the features of the Russian people? Which?

Can we call him an ideal hero?

Read the episode showing how the preparations for the sailing took place and how they got to St. Petersburg. What can you add to the characteristics of the generals?

The arrival of the generals in St. Petersburg is a real triumph, a victory for the parasites. But they didn’t forget about the guy either.

How did the generals thank the man? What word attracts attention? (The generals did not go out themselves to say goodbye to their savior, but “sent” their “gratitude” with one of the servants)

What vices were you able to identify and write down? What is the author against?

Like the words of A.P. Chekhov, taken as an epigraph, correlate with the topic of our lesson?

Have these vices become obsolete in modern society?

1. Summing up the lesson. Grading.

Reading and analysis of the fairy tale “The Wild Landowner”

After all, it is so easy, having power over a huge mass of people, to cross the thin line between truth, justice and meanness, outright deception.

The friendly family of officials in the comedy is headed by the mayor Anton Antonovich Skvoznik-Dmukhanovsky. It is the mayor who first informs his subordinates of the most unpleasant news about the arrival of the auditor. He prefaces this news with a colorful description of a dream, which later turned out to be prophetic: “Today I dreamed all night about two unusual rats. Really, I’ve never seen anything like this: black, of unnatural size! They came, they smelled it, and they left.” Oh, if only the mayor knew that the rats created by his imagination would soon become a terrible nightmare in his life.

The mayor is smart enough to soberly assess the situation: “there is no person who did not have any sins behind him.” Anton Antonovich understands perfectly well that not everything is in order in the farm entrusted to him. “Look, I have made some orders for my part, I advise you too,” the mayor gives recommendations to his subordinates. However, all his worries concern only the external side of the issue: the hospital does not have the necessary medicines, the patients are kept in unsanitary conditions, but the mayor takes care of the white caps of the doctors. The only problem in the education system is the inadequate behavior of teachers, in the opinion of officials. “Yes, this is the inexplicable law of fate: an intelligent person is either a drunkard, or he will make such a face that he can even kill the saints,” is the mayor’s verdict to educated people. The mayor Skvoznik-Dmukhanovsky has the same influence on the surrounding reality as an ordinary draft: there was a breeze, but now it is no longer there.

Officials show their spiritual and moral qualities most clearly when they meet the rogue Khlestakov. As if going to confession, they come one by one, they have an audience with the imaginary auditor, trying to buy themselves an indulgence.

The mayor, among other things, is also a thief. Coming to the merchants' shop, he demanded gifts for his wife and daughter. But this is not enough for him: Anton Antonovich shamelessly robbed merchant shops. For those who dared to contradict, the mayor came up with a unique punishment: he sent a whole regiment of soldiers to the house of the offender to stay. For a bribe, the mayor was ready to send a person to military service, destroy family happiness, and doom a poor locksmith to a life of starvation. The mayor is also no different in justice. Without understanding the matter, without accurately identifying the culprit of the incident, the mayor ordered the non-commissioned officer to be flogged. It goes without saying that the woman suffered, firstly, an unfair punishment (“this is what they reported: she couldn’t sit for two days”), and secondly, moral torment.

District court judge, collegiate assessor Ammos Fedorovich Lyapkin-Tyapkin is “a man who has read five or six books and is therefore somewhat freethinking.” Like everyone else, the judge takes bribes and is not shy about talking about it openly. A rather interesting dialogue arises between the judge and the mayor. Neither one nor the other has any doubt that it is possible to take bribes. Only now the judge claims that he takes bribes exclusively with greyhound puppies; “But, for example, if someone’s fur coat costs five hundred rubles, and his wife’s shawl...” - he hints at the mayor’s mischief. The mayor assures that he believes in God, and therefore atones for his sins in church: “Well, what does it matter if you take bribes with greyhound puppies? But you don’t believe in God; you never go to church; but at least I am firm in my faith and go to church every Sunday.” This dispute, despite its seeming senselessness, reveals the reasons for the existence of bribery: as long as officials are guided by double morality, until they have a firm understanding that yelling someone else’s things is not good, bribery will exist.

Sections: Literature

Class: 8

Lesson objectives:

• Reveal the vital basis of comedy; explain the nature of Gogol's laughter; understand the circumstances that led officials to make a mistake.
• Develop the ability to independently formulate hypotheses and establish cause-and-effect relationships; briefly and clearly formulate your thoughts.
• Develop the need for creative activity, self-expression through various types of work.
• Improve your ability to analyze text.
• Introduce students to the art of words.

Methods: informational, partially search, research (analysis, comparison), visual teaching methods.

Equipment:

• Arm-teacher;
• memo “How to create a cluster”;
• tokens for evaluating student answers.

During the classes

1. Introductory speech by the teacher.

Guys, we have already met the characters of N.V.’s play. Gogol “The Inspector General”. I have heard and seen many times in critical literature the expression “immortal comedy” in relation to this play. Why? Can we agree with this?

(Student answers: In our regional state theater named after M.Yu. Lermontov, this season there is a performance of the immortal comedy by N.V. Gogol, etc.)

N.V. Gogol loved theater very much and had a remarkable ability to guess a person and portray him humorously, playfully and satirically.

For what purpose does he resort to humor and satire?

Student answers: (The playwright creates a portrait of society and shows the imperfection of a person deprived of a moral law, etc.)

Teacher: What is the origin story of the plot of the comedy “The Inspector General”?

You have a test in front of you. Solve it, write down the answer on the sheets of paper that are on your tables. For each correct answer you receive a token, and at the end of the lesson we will summarize how active you were in the lesson.

Slide 2. Which of the options for the origin of the plot of the comedy “The Inspector General” is correct:

(Option B)

(Self-test: highlight the answer.)

Slide 3. Teacher: The topic of our lesson: Exposing the moral and social vices of officialdom. To better understand the author’s attitude towards the characters of the play, let’s turn to S.I.’s dictionary. Ozhegova “Dictionary of the Russian language”

Slide 4. What does the word mean...

Vice is a reprehensible defect, a disgraceful property).

Official - (a civil servant with a rank, official title).

Expose - (open, discover.).

– Why was it very important for the author of the comedy to expose the moral vices of the bureaucracy?

– How does this resonate with the idea of ​​writing comedy?

(Students’ answers for the answer - token)

Slide 5. Conclusion: because N.V. Gogol wanted to “collect all the bad things he knew, all the injustices that are done in those places and in those cases where justice is most required from a person, and laugh at everything at once.”

Teacher: What traits are not typical for officials of this city?

For this purpose, complete test No. 2, write down the answer options on a sheet of paper.

Slide 6. Test No. 2 Note the character traits that are not typical for the officials who are the characters in the comedy:

A) bribery;
B) negligence;
C) fear of superiors;
D) stupidity;
D) hospitality;
E) use of official position for personal purposes;
G) respect;
H) conscientiousness.

Self-test: the answer is displayed. – ( D, F, H).

Who among you made a mistake in choosing the answer?

Raise a hand. (Tokens)

Slide 7. Teacher: Gogol believes that “laughter is the only honest face in comedy”

Is it so? “Is “laughter really the only honest face in comedy”?

What role does laughter play in exposing the evils of society?

Slide 8. There are sheets of paper in front of you. You need to join groups and form a cluster. Prepare to defend him. The topics are indicated on the sheet. (five groups working).

Your time of work has come to an end. Please, take turns presenting your work to the class: name the topic and keywords, and then indicate the words that will help you answer our problem question. ( Appendix 2 )

So, the 1st topic is the student's answer, additions from another group. (Check - hyperlink).

2nd topic topic student answer, additions from another group. (Check - hyperlink).

3rd topic – student’s answer topic, additions from another group. (Check - hyperlink).

4th – topic: student’s answer, additions from another group. (Check - hyperlink).

5th – topic: student’s answer, additions from another group. (Check - hyperlink).

Teacher: Let's summarize. Which words did you highlight and why?

Slide 9. Teacher: Now let’s do a little research on the topic “The vices of officials - comedy characters.” Let's define the purpose of the work.

Goal of the work:

• Find out what vices of officials the author exposes in specific scenes.
• Support your answer with examples.
• Time to complete the work – 3 minutes.
• After the time has passed, we will hear a report on the research conducted.

Slide 10. Teacher: Your research is ready, but before you begin to present the results of your research, I suggest you become familiar with two statements about the content of comedy.

Why did Emperor Nicholas 1 respond to the play in such a way? (Student versions).

The results of the students' research are heard.

Slide 11. What vices did Gogol expose in his comedy?

Lesson summary.

Teacher: Now we just have to summarize the lesson:

Do these vices exist today?

Reflection: Continue the sentences:

I realized that...
I realized that laughter...
It got me thinking...

Teacher: Now pick up your tokens and evaluate your activity in the lesson.

Thank you for your active work in class.

Homework: essay.

Literature: N.V. Gogol. "Inspector". M. “Children's literature”, 1979. Entry Article by Vl. Filippova.