"Pantry of the sun"
The study of the "Pantry of the Sun" should be seen as a continuation and development of the theme " native nature". The task of the teacher in this case is complicated by the fact that the fairy tale "Pantry of the Sun" is not just a work about nature. AT diary entry M. Prishvin says: “In „Pantrysun“ I wrote that the truth is a severe struggle for love ... "Prishvin creates a fairy tale" for everyone. Its meaning is deep. Just as the sun deposited its energy in peat deposits, the writer put into the “Pantry of the Sun” everything that he had accumulated over long years: good relations for people, love for nature… Truth is not just love for a person. It lies in a severe struggle for love and is revealed in the clash of two principles: evil and love. “A dog howls on one side of the semicircle, a wolf howls on the other ... What a plaintive howl. But you, a passer-by, if you hear and a reciprocal feeling rises in you, do not believe in pity: it is not a dog howling, truest friend man is a wolf worst enemy him, doomed to death by his very malice. You, passer-by, save your pity not for the one who howls about himself like a wolf, but for the one who, like a dog that has lost its owner, howls, not knowing who now, after him, to serve it. .
Evil, seeking to satisfy the predatory instincts, runs into the power of love, the passionate desire to survive. Therefore, Prishvin's fairy tale shines not only with love - there is a struggle in it, in it a clash of good and evil.
The author used some techniques of the traditional fairy tale. There are confluences of almost fabulous accidents and coincidences here. Animals take an active part in the fate of children. A raven, a poisonous snake, a magpie, a wolf named Gray Landlord are hostile to children. Dog Grass - a representative of "good nature" - faithfully serves man. It is interesting to note that the tale was originally called "Man's Friend". All the philosophical reasoning of the author about the "true truth" is placed in the chapters that tell about Grass.
And at the same time, the events in the work have real basis. "Pantry of the Sun" was written in 1945, after the end of the Great Patriotic War. And “as early as 1940, the author spoke of his intention to work on a story about how two children quarreled and how they went along two divided roads, not knowing that in the forest, such detours again and again merge into one common one. The children met, and the road itself reconciled them. (according to the memoirs of V. D. Prishvina).
The technique of merging the fabulous and the real made it possible for the writer to express his ideal, the dream of the high purpose of man, of his responsibility to all living things on earth. The fairy tale is permeated with the optimistic faith of the writer in the closeness and possibility of this dream to come true, if you look for its embodiment in real life among seemingly ordinary people. The writer first of all expressed this idea in the main characters of the work - Nastya and Mitrasha.
The originality of the work is the disclosure of man through nature, through the relationship of man to nature. Prishvin wrote: “After all, my friends, I write about nature, but I myself only think about people.”
Possible distribution of material by lessons
Part of the first lesson is devoted to acquaintance with individual facts of the biography of M. M. Prishvin, as well as his works. This will awaken interest in the work of the writer, with whom most sixth graders will meet for the first time. In this case, it would be possible to invite students to read in advance some of his works - stories in the collections "Forest Drop", "Forest Floors", "Golden Meadow", "Forest Doctor", etc., and then, in a short conversation at the beginning of the lesson, express their opinion or read a review about the book read.
M. M. Prishvin was born in 1873 near Yelets, in the noble estate Khrushchevo, owned by his father, who came from Yelets merchants. He grew up among peasant children, studied at the Yelets gymnasium and was expelled from there with a "wolf ticket" for a major quarrel with the teacher. Then Prishvin studied at a real school in Tyumen, passed the exams externally for the course of a classical gymnasium, and entered the Riga Polytechnic Institute. He was arrested for participation in a social-democratic student organization and, after a year's imprisonment, was exiled to his homeland under open police supervision. In 1899, Prishvin went to Germany, to Leipzig, from where he returned four years later with a degree in agronomy. He works at an experimental agricultural station, prepares himself for scientific and pedagogical activity in the laboratory of Academician D. N. Pryanishnikov. But the awakened interest in literature makes him dramatically change his fate.
Since 1905, Prishvin has become a travel writer, ethnographer, essayist. Publishes books. Actively contributes to newspapers. Travels and walks around the country. He maintained this way of life until old age. Prishvin admitted more than once that he embodied in him the dreams and tales of his own childhood ...
In children's literature, Prishvin remained as the author of several collections of short stories ("Fox Bread", "The Chipmunk Beast", "Grandfather's Felt Boots", "Stories of the Huntsman Mikhail Mikhalych", etc.), there were fairy tales "The Pantry of the Sun" and a wonderful transcription of the autobiographical story of the Canadian Indian Vash Kuonnazin "Grey Owl" .
Instead of a story about a biography, you can read excerpts from the "Golden Rose" by K. G. Paustovsky (chapter "Mikhail Prishvin").
The second part of the lesson is devoted to reading aloud (by a teacher or a pre-prepared student) the beginning of the fairy tale was “The Pantry of the Sun”.
At home, sixth-graders read the work of M. Prishvin to the end.
The second lesson can be devoted to the initial acquaintance with the ideological and artistic features of the fairy tale - they were the "Pantry of the Sun", the characters of its main characters - Nastya and Mitrasha.
The purpose of this lesson is to understand why the "Pantry of the Sun" is called "fairy tale". This question is very complex, so you should not seek exhaustive answers in the lesson. At this stage, students will only indicate what here can be attributed to a fairy tale, and what was. To this end, the following questions are proposed:
1. Where and when does the action take place in M. Prishvin's work "The Pantry of the Sun"?
2. How does the beginning of the work resemble a fairy tale?
3. Remember the artistic images, individual episodes that can be called fabulous. Think about the role they play in the work.
4. What is true in the "Pantry of the Sun"?
Highlighting fabulous and realistic elements, we draw students' attention to the fact that the fabulous elements in Prishvin's work are no more, but no less fabulous than all other images of the work. Therefore, everything here can be called a fairy tale and at the same time a reality. Here it is important to note the peculiarities of the writer's style: when something magical is spoken of, Prishvin will carefully note “it seems”, “as if”, “it seems”, and if we are talking about the real, the writer will definitely emphasize the magical properties of kindness and diligence.
Thus, in the analysis, it is important to focus the attention of students on the fact that in the work "Pantry of the Sun" "a true story and a fairy tale never become different ways, different components of the narrative - the essence of Prishvin's manner is precisely in the fact that they are clearly tangible and absolutely inseparable in every detail of the text " .
The next stage of the lesson is work on the characteristics of Nastya and Mitrasha. Sample questions for conversation:
2. Highlight comparisons and epithets that help to understand author's attitude to Nastya and Mitrasha. What, in your opinion, character traits of these children are especially dear to the author?
3. Remember how Nastya and Mitrasha lived after the death of their mother. What kind of relationship developed between them? What do you think was the most amazing thing about their lives?
The main content of the next lesson is understanding the conflict between Nastya and Mitrasha, its causes and consequences; spiritualization of nature, its participation in the fate of the heroes.
To understand the conflict between Nastya and Mitrasha, some methodologists suggest organizing a discussion that helps to arouse interest in what is read, and also contributes to a conscious understanding of the work. The main questions of the lesson: who is right - Nastya or Mitrasha? Which side is the narrator on?
Another way is also possible - “following the author”. In this case, we offer a conversation with a constant reference to the text. Sample questions and tasks:
1. Retell in your own words, and then read the scene of the dispute between Nastya and Mitrasha. Pay attention to how nature behaves. Is it possible to determine which side the author is on?
2. What made Mitrasha go on an unknown path? Why did he get into trouble? How does the author feel about Mitrasha in this story? What helped Mitrasha emerge victorious from everything that happened? Support your assumptions with details from the text.
3. How did Nastya behave when she was alone? Why did she forget about her brother? What does the author condemn in Nastya's behavior? Find artistic image, which helps to understand the author's attitude towards Nastya.
4. Why does the writer insert a story about spruce and pine growing together in his narrative? Why is this story placed before the appearance of the children in the forest?
5. Read the description of nature after the episode of the children's quarrel (from the words "Then gray cloud tightly moved forward ... "to the words" howled, groaned ... "). Consider how the author helps to understand the meaning of what is happening. What is the author's attitude towards this?
6. Why Grass came to the aid of man?
It is appropriate not only to specifically recall what personification is, but also to carry out work that will help expand and consolidate this concept. The students give examples from the "Pantry of the Sun" when inanimate objects are endowed with signs of living beings, plants and animals seem to acquire human properties: the black grouse welcomes the sun, the sentry crow calls for a close fight, pine and spruce, old Christmas trees growing together interfere with Mitrasha, etc. It is important to make it clear to students that throughout the course narrative, one can feel the desire of a person to comprehend and animate nature, to make it understandable, close and dear to people.
At home, students should answer in writing one of the questions proposed for discussion in the lesson.
In the next lesson, after checking homework, you can begin to summarize what you have learned. the main objective lesson - to determine the main idea of the work. With a system of questions, the teacher will lead the sixth graders to the conclusion that the “truth” of life, its most important meaning lies in the unity of man and nature, in the kindred wise attitude of man to nature. On the example of the main characters, the writer seeks to show the strength, beauty of a person, his power and huge opportunities. The name of the work is associated not only with peat deposits. The author has in mind the spiritual treasures of a person who lives in nature, is her friend.
Sample questions for conversation
1. Why did the writer call his work a true story? What meaning did he put into these words?
After answering this question, it would be appropriate to read the writer's dedication, placed in one of the first editions for children, The Pantry of the Sun, which will help to better understand the meaning of the whole work:
"Content ordinary fairy tale- this is the struggle of a human hero with some villain (Ivan Tsarevich with the Serpent-Gorynych). And at the end of the struggle there must certainly be a victory, and a fairy tale in this sense is an expression of the universal faith in the victory of the good over the evil. With this faith I went through my long literary path, with this faith I hope to finish it and pass it on to you, my young friends and comrades. .
2. What is the significance of the story of Grass in the work?
3. What meaning does the writer put into the words "pantry of the sun"?
4. What is the significance of the dispute between Nastya and Mitrasha in the work? How is this story connected with the words: “This truth is the truth of the age-old severe struggle of people for love”?
5. How do you imagine the narrator?
6. Read the epigraph to the chapter. How does he characterize the writer?
In conclusion, we can talk about the fact that after the appearance of the “Pantry of the Sun”, the Mosfilm film studio offered Prishvin to write a screenplay based on this work. The film was never created, but the film story called "The Gray Landowner" was published in the collection of works by M. M. Prishvin in 1957.
M. M. PRISHVIN"Pantry of the sun"
The study of the “Pantry of the Sun” should be considered as a continuation and development of the theme “Native Nature”. The task of the teacher in this case is complicated by the fact that the fairy tale "Pantry of the Sun" is not just a work about nature. In a diary entry, M. Prishvin says: “In „Pantrysun“ I wrote that the truth is a severe struggle for love ... "Prishvin creates a fairy tale" for everyone. Its meaning is deep. Just as the sun deposited its energy in peat deposits, the writer put everything that he had accumulated over many years into the "Pantry of the Sun": a kind attitude towards people, love for nature ... Truth is not just love for a person. It lies in a severe struggle for love and is revealed in the clash of two principles: evil and love. “A dog howls on one side of the semicircle, a wolf howls on the other ... What a plaintive howl. But you, a passer-by, if you hear and a reciprocal feeling rises in you, do not believe pity: it is not a dog howling, man’s truest friend, it is a wolf, his worst enemy, doomed to death by his very malice. You, passer-by, save your pity not for the one who howls about himself like a wolf, but for the one who, like a dog that has lost its owner, howls, not knowing who now, after him, to serve it. 9 .
Evil, seeking to satisfy the predatory instincts, runs into the power of love, the passionate desire to survive. Therefore, Prishvin's fairy tale shines not only with love - there is a struggle in it, in it a clash of good and evil.
The author used some techniques of the traditional fairy tale. There are confluences of almost fabulous accidents and coincidences here. Animals take an active part in the fate of children. A raven, a poisonous snake, a magpie, a wolf named Gray Landlord are hostile to children. Dog Grass - a representative of "good nature" - faithfully serves man. It is interesting to note that the tale was originally called "Man's Friend". All the philosophical reasoning of the author about the "true truth" is placed in the chapters that tell about Grass.
And at the same time, the events in the work have a real basis. "The pantry of the sun" was written in 1945, after the end of the Great Patriotic War. And “as early as 1940, the author spoke of his intention to work on a story about how two children quarreled and how they went along two divided roads, not knowing that in the forest, such detours again and again merge into one common one. The children met, and the road itself reconciled them. 10 (according to the memoirs of V. D. Prishvina).
The technique of merging the fabulous and the real made it possible for the writer to express his ideal, the dream of the high purpose of man, of his responsibility to all living things on earth. The fairy tale is permeated with the writer's optimistic faith in the closeness and possibility of this dream, if you look for its embodiment in real life, among seemingly ordinary people. The writer first of all expressed this idea in the main characters of the work - Nastya and Mitrasha.
The originality of the work is the disclosure of man through nature, through the relationship of man to nature. Prishvin wrote: “After all, my friends, I write about nature, but I myself only think about people.”
Possible distribution of material by lessons
Part of the first lesson is devoted to acquaintance with individual facts of the biography of M. M. Prishvin, as well as his works. This will awaken interest in the work of the writer, with whom most sixth graders will meet for the first time. In this case, it would be possible to invite students to read in advance some of his works - stories in the collections "Forest Drop", "Forest Floors", "Golden Meadow", "Forest Doctor", etc., and then, in a short conversation at the beginning of the lesson, express their opinion or read a review about the book read.
M. M. Prishvin was born in 1873 near Yelets, in the noble estate Khrushchevo, owned by his father, who came from Yelets merchants. He grew up among peasant children, studied at the Yelets gymnasium and was expelled from there with a "wolf ticket" for a major quarrel with the teacher. Then Prishvin studied at a real school in Tyumen, passed the exams externally for the course of a classical gymnasium, and entered the Riga Polytechnic Institute. He was arrested for participation in a social-democratic student organization and, after a year's imprisonment, was exiled to his homeland under open police supervision. In 1899, Prishvin went to Germany, to Leipzig, from where he returned four years later with a degree in agronomy. He works at an experimental agricultural station, prepares himself for scientific and pedagogical activity in the laboratory of Academician D. N. Pryanishnikov. But the awakened interest in literature makes him dramatically change his fate.
Since 1905, Prishvin has become a travel writer, ethnographer, essayist. Publishes books. Actively contributes to newspapers. Travels and walks around the country. He maintained this way of life until old age. Prishvin admitted more than once that he embodied in him the dreams and tales of his own childhood ...
In children's literature, Prishvin remained as the author of several collections of short stories ("Fox Bread", "The Chipmunk Beast", "Grandfather's Felt Boots", "Stories of the Huntsman Mikhail Mikhalych", etc.), there were fairy tales "The Pantry of the Sun" and a wonderful transcription of the autobiographical story of the Canadian Indian Vash Kuonnazin "Grey Owl" 11 .
Instead of a story about a biography, you can read excerpts from the "Golden Rose" by K. G. Paustovsky (chapter "Mikhail Prishvin").
The second part of the lesson is devoted to reading aloud (by a teacher or a pre-prepared student) the beginning of the fairy tale was “The Pantry of the Sun”.
At home, sixth-graders read the work of M. Prishvin to the end.
The second lesson can be devoted to the initial acquaintance with the ideological and artistic features of the fairy tale - they were the "Pantry of the Sun", the characters of its main characters - Nastya and Mitrasha.
The purpose of this lesson is to understand why the "Pantry of the Sun" is called "fairy tale". This question is very complex, so you should not seek exhaustive answers in the lesson. At this stage, students will only indicate what here can be attributed to a fairy tale, and what was. To this end, the following questions are proposed:
1. Where and when does the action take place in M. Prishvin's work "The Pantry of the Sun"?
2. How does the beginning of the work resemble a fairy tale?
3. Remember the artistic images, individual episodes that can be called fabulous. Think about the role they play in the work.
4. What is true in the "Pantry of the Sun"?
Highlighting the fabulous and realistic elements, we draw the attention of students to the fact that the fabulous elements in Prishvin's work are no more, but no less fabulous than all the other images of the work. Therefore, everything here can be called a fairy tale and at the same time a reality. It is important to note here the peculiarities of the writer's style: when talking about something magical, Prishvin will carefully notice “it seems”, “as if”, “it seems”, and if it is real, the writer will definitely emphasize the magical properties of kindness and diligence.
Thus, in the analysis, it is important to focus students' attention on the fact that in the work "The Pantry of the Sun" "a true story and a fairy tale never become different images, different components of the narrative - the essence of Prishvin's manner is precisely that they are clearly tangible and absolutely inseparable in each text details" 12 .
The next stage of the lesson is work on the characteristics of Nastya and Mitrasha. Sample questions for conversation:
2. Highlight comparisons and epithets that help to understand the author's attitude towards Nastya and Mitrasha. What, in your opinion, character traits of these children are especially dear to the author?
3. Remember how Nastya and Mitrasha lived after the death of their mother. What kind of relationship developed between them? What do you think was the most amazing thing about their lives?
The main content of the next lesson is understanding the conflict between Nastya and Mitrasha, its causes and consequences; spiritualization of nature, its participation in the fate of the heroes.
To understand the conflict between Nastya and Mitrasha, some methodologists suggest organizing a discussion that helps to arouse interest in what is read, and also contributes to a conscious understanding of the work. The main questions of the lesson: who is right - Nastya or Mitrasha? Which side is the narrator on?
Another way is also possible - “following the author”. In this case, we offer a conversation with a constant reference to the text. Sample questions and tasks:
1. Retell in your own words, and then read the scene of the dispute between Nastya and Mitrasha. Pay attention to how nature behaves. Is it possible to determine which side the author is on?
2. What made Mitrasha go on an unknown path? Why did he get into trouble? How does the author feel about Mitrasha in this story? What helped Mitrasha emerge victorious from everything that happened? Support your assumptions with details from the text.
3. How did Nastya behave when she was alone? Why did she forget about her brother? What does the author condemn in Nastya's behavior? Find an artistic image that helps to understand the author's attitude towards Nastya.
4. Why does the writer insert a story about spruce and pine growing together in his narrative? Why is this story placed before the appearance of the children in the forest?
5. Read the description of nature after the episode of the children's quarrel (from the words “Then the gray cloud moved in tightly ...” to the words “they howled, groaned ...”). Consider how the author helps to understand the meaning of what is happening. What is the author's attitude towards this?
6. Why Grass came to the aid of man?
It is appropriate not only to specifically recall what personification is, but also to carry out work that will help expand and consolidate this concept. Students give examples from the “Pantry of the Sun”, when inanimate objects are endowed with signs of living beings, plants and animals seem to acquire human properties: a black grouse welcomes the sun, a sentry crow calls for a close fight, pine and spruce, old Christmas trees growing together interfere with Mitrasha etc. It is important to make it clear to students that throughout the course of the narrative, one can feel the desire of a person to comprehend and animate nature, to make it understandable, close and dear to people.
At home, students should answer in writing one of the questions proposed for discussion in the lesson.
In the next lesson, after checking homework, you can begin to summarize what you have learned. The main goal of the lesson is to determine the main idea of the work. With a system of questions, the teacher will lead the sixth graders to the conclusion that the “truth” of life, its most important meaning lies in the unity of man and nature, in the kindred wise attitude of man to nature. On the example of the main characters, the writer seeks to show the strength, beauty of man, his power and great opportunities. The name of the work is associated not only with peat deposits. The author has in mind the spiritual treasures of a person who lives in nature, is her friend.
Sample questions for conversation
1. Why did the writer call his work a true story? What meaning did he put into these words?
After answering this question, it would be appropriate to read the writer's dedication, placed in one of the first editions for children, The Pantry of the Sun, which will help to better understand the meaning of the whole work:
“The content of an ordinary fairy tale is the struggle of a hero-man with some villain (Ivan Tsarevich with the Serpent-Gorynych). And at the end of the struggle there must certainly be a victory, and a fairy tale in this sense is an expression of the universal faith in the victory of the good over the evil. With this faith, I went through my long literary path, with this faith I hope to finish it and pass it on to you, my young friends and comrades. 13 .
2. What is the significance of the story of Grass in the work?
3. What meaning does the writer put into the words "pantry of the sun"?
4. What is the significance of the dispute between Nastya and Mitrasha in the work? How is this story connected with the words: “This truth is the truth of the age-old severe struggle of people for love”?
5. How do you imagine the narrator?
6. Read the epigraph to the chapter. How does he characterize the writer?
In conclusion, we can talk about the fact that after the appearance of the “Pantry of the Sun”, the Mosfilm film studio offered Prishvin to write a screenplay based on this work. The film was never created, but the film story called "The Gray Landowner" was published in the collection of works by M. M. Prishvin in 1957.
For independent reading we can recommend to students the work of Prishvin "Ship Thicket", where they will meet again with Nastya and Mitrasha.
Composition
M. M. Prishvin entered literature not only as a talented writer, but also as an ethnographer, geographer, cosmographer. However, his works were not in demand in Soviet society. Ideal for the literature of that time were works full of high civil and revolutionary pathos, saturated with the socialist slogans of those years. Prishvin's work was considered an attempt to get away from real life, from solving pressing problems about building a brighter future. Prishvin's discovery talented artist the words took place only in recent decades. Today he is one of the most unsolved writers.
A huge influence on all his work was the nature of his native land. Was born future writer at the Khrushchevo estate. It was here that he learned to listen and hear the sounds of nature, its sometimes quiet, and sometimes loud speech. Prishvin was very gifted with hearing "to the whistle of birds, the breath of herbs and the murm of animals." He tried his best to convey the voice of nature, to translate it into the language of man. We are amazed at this ability of his, reading the story "Pantry of the Sun."
The plot of this piece is quite simple. This is a story about the life and adventure of two little children left orphans in a difficult time. post-war years. But Prishvin envelops his heroes with such a poetic shell that everything that happens becomes like a fairy tale. It is this genre that Prishvin chooses for his work - a fairy tale-tale. The concept of "fairy tale" will become central in the work of Prishvin in the 20-50s. For the writer, this concept was that form of artistic narration in which he could freely embody his ideals, portray the unshakable laws of nature. In "The Pantry of the Sun" he creates the image of an ideal village where everyone lives peacefully, amicably, okay. And a small family - brother Mitrasha and sister Nastya - are everyone's favorites, these are two little suns.
"Nastya was like Golden Hen on high legs. Her hair, neither dark nor blond, shone with gold, freckles all over her face were large, like golden coins ... Only one nose was clean and looked up. Mitrasha was two years younger than his sister. He was a stubborn and strong boy. “The little man in the bag,” the teachers at the school called him among themselves, smiling. “The little man in the bag,” like Nastya, was covered in golden freckles, and his nose, also clean, like his sister’s, looked up. The author lovingly describes his characters and endows them with cute names. And this is also somewhat reminiscent of a fairy tale. And now our little heroes are going on a long journey to a Palestinian woman, whom they know about from the stories of their father. This is reminiscent of the saying: “go there, I don’t know where.” Children fall into a huge fairyland where every bush, every bird has the ability to speak and think. The author places us in wonderful world nature, while he is trying his best to show the relationship of man with this natural world: “poor birds and animals, how they all suffered, trying to pronounce something common to all, one beautiful word! And even children, as simple as Nastya and Mitrasha, understood their effort. They all wanted to say only one beautiful word. You can see how the bird sings on a branch, and each feather trembles from her effort. But all the same, they cannot say words like we do, and they have to sing, shout, tap out.
Tek-tek! - slightly audible tapping huge bird capercaillie in dark forest.
Shvark-shvark! - a wild drake flew over the river in the air.
Quack-quack! - wild duck mallard on the lake.
Gu-gu-gu ... - a beautiful bird bullfinch on a birch.
The author appears here as a person with subtle hearing, able to hear and understand the wonderful language of birds, plants and animals. Prishvin uses a wide variety of means of artistic expression. But the most main reception, with the help of which the heroes of the natural world come to life on the pages of the work, is the personification. The ability to think is possessed in a fairy tale - there were not only animals, but also birds, and even trees. This is a raven and a crow talking, and cranes announcing the coming of the sun and its sunset, and the groan of fused pine and spruce.
Nature is not idle, it actively comes to the aid of man. Mitrasha is also warned of trouble by the old ate woman, in vain they try to block his way to the destructive spruce. And the black raven frightens him with his cry. What can we say about smart, quick-witted and devoted to man dog Grass!
Thus, main topic in were - the theme of the unity of man with nature. In his works, Prishvin "condenses goodness", he embodies his ideals and thereby calls for good readers.
Friendly life of Nastya and Mitrasha in the village.
Children gather for cranberries.
The guys quarreled and went different paths.
Nastya finds a Palestinian woman all covered with cranberries, and Mitrasha, due to her oversight, ends up in a swamp.
The forester's dog Antipych Travka helps Mitrasha out of trouble.
The little hunter kills the old wolf robber Gray Landlord, and the children return home.
Other writings on this work
Mitrasha and Nastya"The pantry of the sun" is a fairy tale. Quite real children go on a very real journey - for cranberries. But they have to face the animated forces of nature - both benevolent and hostile (wolf Gray landowner).
Prishvin is a great connoisseur and lover of nature. He poetically describes awakening spring nature, the voices of birds and animals, merging into a single magical choir.
Nature is too actor were in a fairy tale.
Prishvin is very attentive to children. He has a gentle sense of humor and big love describes two independent peasant children who are able to cope with a large household. Prishvin, in the images of brother and sister, affirms peasant thoroughness, love of work, practical intelligence and the ability to deal with difficulties.
Brother and sister are not at all ideal, correct and obedient children. They argue over who is the boss. Mitrasha, in order to prove his case, goes along a narrow path - and almost dies in a swamp.
Nastya is a greedy girl: being carried away by harvesting an unprecedented harvest of cranberries, she almost forgot about her brother. But experienced trials make children smarter and kinder. Nastya gives all the collected berries to the children evacuated from besieged Leningrad.
The name "Pantry of the Sun" is an ambiguous image. "Pantry of the sun" is not only peat, which can be used as a source of energy. This and all reserved northern nature, this and kind heart people.
M. M. Prishvin entered literature not only as a talented writer, but also as an ethnographer, geographer, cosmographer. However, his works were not in demand in Soviet society. Ideal for the literature of that time were works full of high civil and revolutionary pathos, saturated with the socialist slogans of those years. Prishvin's work was considered an attempt to get away from real life, from solving pressing problems about building a brighter future. The discovery of Prishvin as a talented artist of the word took place only in recent decades. Today he is one of the most unsolved writers.
The nature of his native land had a huge influence on all his work. The future writer was born in the Khrushchevo estate. It was here that he learned to listen and hear the sounds of nature, its sometimes quiet, and sometimes loud speech. Prishvin was very gifted with hearing "to the whistle of birds, the breath of herbs and the murm of animals." He tried his best to convey the voice of nature, to translate it into the language of man. We are amazed at this ability of his, reading the story "Pantry of the Sun."
The plot of this piece is quite simple. This is a story about the life and adventure of two little children left orphans in the difficult post-war years. But Prishvin envelops his heroes with such a poetic shell that everything that happens becomes like a fairy tale. It is this genre that Prishvin chooses for his work - a fairy tale-tale. The concept of "fairy tale" will become central in the work of Prishvin in the 20-50s. For the writer, this concept was that form of artistic narration in which he could freely embody his ideals, portray the unshakable laws of nature. In "The Pantry of the Sun" he creates the image of an ideal village where everyone lives peacefully, amicably, okay. And a small family - brother Mitrasha and sister Nastya - are everyone's favorites, these are two little suns.
“Nastya was like a Golden Hen on high legs. Her hair, neither dark nor blond, shone with gold, freckles all over her face were large, like golden coins ... Only one nose was clean and looked up. Mitrasha was two years younger than his sister. He was a stubborn and strong boy. “The little man in the bag,” the teachers at the school called him among themselves, smiling. “The little man in the bag,” like Nastya, was covered in golden freckles, and his nose, also clean, like his sister’s, looked up. The author lovingly describes his characters and endows them with cute names. And this is also somewhat reminiscent of a fairy tale. And now our little heroes are going on a long journey to a Palestinian woman, whom they know about from the stories of their father. This is reminiscent of the saying: “go there, I don’t know where.” Children find themselves in a huge fairyland, where every bush, every bird has the ability to speak and think. The author places us in the wonderful world of nature, while he does his best to show the kinship of man with this natural world: “poor birds and animals, how they all suffered, trying to pronounce some common to all, one beautiful word! And even children, as simple as Nastya and Mitrasha, understood their effort. They all wanted to say only one beautiful word. You can see how the bird sings on a branch, and each feather trembles from her effort. But all the same, they cannot say words like we do, and they have to sing, shout, tap out.
Tek-tek! - a huge capercaillie bird taps in a dark forest a little audibly.
Shvark-shvark! - a wild drake flew over the river in the air.
Quack-quack! - wild mallard duck on the lake.
Gu-gu-gu ... - a beautiful bird bullfinch on a birch.
The author appears here as a person with subtle hearing, able to hear and understand the wonderful language of birds, plants and animals. Prishvin uses a wide variety of means of artistic expression. But the most important technique by which the heroes of the natural world come to life on the pages of the work is personification. The ability to think is possessed in a fairy tale - there were not only animals, but also birds, and even trees. This is a raven and a crow talking, and cranes announcing the coming of the sun and its sunset, and the groan of fused pine and spruce.
Nature is not idle, it actively comes to the aid of man. Mitrasha is also warned of trouble by the old ate woman, in vain they try to block his way to the destructive spruce. And the black raven frightens him with his cry. What can we say about the smart, quick-witted and loyal dog Travka!
Thus, the main theme in were - the theme of the unity of man with nature. In his works, Prishvin "condenses goodness", he embodies his ideals and thereby calls for good readers.
Friendly life of Nastya and Mitrasha in the village.
Children gather for cranberries.
The guys quarreled and went different paths.
Nastya finds a Palestinian woman all covered with cranberries, and Mitrasha, due to her oversight, ends up in a swamp.
The forester's dog Antipych Travka helps Mitrasha out of trouble.
The little hunter kills the old wolf robber Gray Landlord, and the children return home.
