Questions and assignments for the novel “The Captain's Daughter. Life and traditions of the Russian nobility of the XVIII century

The work of A. S. Pushkin "The Captain's Daughter" can be fully called historical, because it clearly and clearly conveys specific historical facts, the color of the era, the customs and life of the people who inhabited Russia.

It is interesting that Pushkin shows the events taking place through the eyes of an eyewitness, who himself took a direct part in them. Reading the story, we seem to find ourselves in that era with all its life realities.

The protagonist of the story, Pyotr Grinev, does not just state the facts, but has his own personal opinion, gives an assessment of what is happening. Through the perception of a rather typical hero of his time, we can not only see what was happening in Russia at that time, but also learn about the life of various noble families, their moral values, views, and get acquainted with everyday details.

With irony, Petrusha Grinev recalls his childhood years as a typical noble child who grew up in the family of a retired prime minister. Even before his birth, he "was enrolled in the Semyonovsky regiment as a sergeant." From the age of five, he was looked after by Savelyich, who was granted to him as an uncle, then, according to the rules of the nobility, the Frenchman Beaupre was “discharged”, who was subsequently expelled from the house for drunkenness, debauchery and for neglecting his duties as a teacher.

Reflecting the mores of the nobility of the Catherine era, Pushkin shows the nobles of the middle stratum, who read the "Court Calendar" "annually received", feel respect for their service and appreciate loyalty to the fatherland. Noble children, as a rule, grow up undersized, "playing leapfrog with the yard boys," as the young Grinev did.

Devoted to the Fatherland, the elder Grinev sends his son at the age of 17 to military service in Orenburg, having decided that Peter should “pull the strap” and “smell gunpowder” in the army. Interesting are the father's instructions to his son to serve with faith and truth, "to whom you swear", and to protect honor from a young age.

In the story, we see another noble family of the Mironovs, Ivan Kuzmich and Vasilisa Yegorovna, living in the Belogorsk fortress. Pyotr Grinev was sent there from Orenburg to serve. Through his eyes, we look at the village surrounded by a wooden fence, the "brave garrison" of the disabled and the cannon clogged with garbage.

The unsophisticated simple life of an officer who had come out of "soldiers' children", an uneducated, but honest and kind man, and his economic wife pleased Pyotr Grinev. He falls in love with their daughter, "a prudent and sensitive girl".

Another facet of the nobility of that time is reflected in the image of Lieutenant Shvabrin, a typical representative of the then “golden” youth. A cynic, an egoist, a skeptic, he is indifferent and with a feeling of deep contempt for ordinary people.

The story did not do without a duel - a common occurrence of that time. Grinev, with the help of a sword, defends the honor of Masha Mironova, whom Shvabrin insulted.

And, finally, another historical image of the story helps to understand the real connection between the “Kazan landowner” (Tsarina Catherine II) and wide circles of the nobility. It is to her that Masha goes to St. Petersburg to save her lover from exile and disgrace. In Tsarskoye Selo she meets a lady who has attracted her heart. The lady who turned out to be the Empress helped Masha, who sincerely told her her story. Grinev was pardoned.

Reading The Captain's Daughter, we seem to plunge into the atmosphere that prevailed in those distant times. Observing all historical realities, Pushkin showed us the life of nobles and peasants who are tired of enduring injustice. According to Belinsky, this story is among the best works of Russian literature.

The 18th century is usually called the era of a turning point, which is confirmed, first of all, by the Peter the Great reforms aimed at creating a new system of state government, a new army, navy and a new culture. It was Peter's reforms that contributed to the creation of one of the brightest cultures that mankind has only known. The product of the Petrine era was the Russian nobility as we see it in the 18th - 19th centuries.

The material from which this estate was composed was the pre-Petrine nobility of Muscovite Russia. It was a "service class", that is, it consisted of professional servants of the state, who were "made up" by villages and peasants for their service. When he ceased to serve, the nobleman was obliged to return the lands to the treasury or put a new warrior in his place. True, for special merits, lands could be welcomed into hereditary possession, and the “warrior” became a “votchinnik.” The patriotism of the “votchinnik”-boyar was no longer so brightly colored by personal devotion to the sovereign; he was associated with attachment to the land, with the memory of service As far back as the 17th century, the distinction between estate and patrimony began to blur, and the decree of Tsar Fyodor Alekseevich (1682), announcing the destruction of parochialism, showed that the nobility would be the dominant force in the state.

The psychology of the service class was the foundation of the self-consciousness of the nobleman of the 18th century. It was through service that he recognized himself as part of the class. Peter I stimulated this feeling in every possible way - both by personal example and by a number of legislative acts. The apex of them was the Table of Ranks, which abolished the distribution of places by blood. The main idea of ​​the Table of Ranks was the following consideration; people should occupy positions according to their abilities and real contribution to the state cause. All types of service, respectively, the Table of Ranks were divided into military, civil and court. All ranks were divided into 14 classes.

The table of ranks placed military service in a privileged position. This was expressed, in particular, in the fact that all 14 classes in the military service gave the right to hereditary nobility, while in the civil service such a right was given only starting from the VIII class. This meant that the lowest chief officer rank in military service already gave hereditary nobility, while in civilian life it was necessary to rise to the rank of collegiate assessor or court adviser.

From this provision, the distinction between hereditary (“pillar”) nobles and personal nobles subsequently followed. The latter included civil and court officials of the XIV - IX ranks. Subsequently, personal nobility was given orders and academic titles. A personal nobleman enjoyed a number of class rights of the nobility, but he could not transfer these rights to his children, did not have the right to own peasants, participate in noble assemblies and hold noble elective positions. Such a wording of the law opened, according to Peter I, access to the highest state class to people of different social groups who distinguished themselves in the service, and, on the contrary, closed access to "impudent and parasites."

Military service was considered mainly noble service, civil service was not considered "noble". She was called "podyacheska", she always had more raznochintsy. Only in the time of Alexander and later, in the time of Nikolaev, did the state official begin to lay claim to public respect next to the officer to a certain extent. The table of ranks created the military-bureaucratic machine of state administration. The power of the state rested on two figures - an officer and an official. "Officer" comes from the word "chin", which in the Old Russian language meant "order". An official is a man of salary, his well-being directly depends on the state. The intricacy of laws and the general spirit of state arbitrariness led to the fact that Russian culture of the 18th century practically did not created images of an impartial judge, a fair administrator.The official in the public mind was associated with chicanery and bribery.The Russian bureaucracy left almost no trace in the spiritual life of Russia: it did not create its own culture, or even its own ideology.

A man in Russia, if he did not belong to the taxable estate, could not but serve. Without service, it was impossible to get a rank, and a person without a rank had to sign: "a minor such and such." If the nobleman really never served, then his relatives arranged a fictitious service for him. A noble nobleman could fictitiously serve somewhere in the court service. Such a person was not interested in ranks, and a gifted official could break into the people, get the nobility. In the circles of the local nobility, often well-born, it was considered good form to demonstrate contempt for the rank.

The development of serfdom changed the very concept of the word "landowner". This was no longer the conditional holder of the sovereign's land, but the absolute and hereditary owner of both the land and the peasants sitting on it. With the strengthening of the independence of the nobility, it began to be burdened by the two main principles of the Peter's concept of service: its obligatory nature and the possibility for a non-nobleman to become a nobleman by rank and service. Both of these principles have come under vigorous attack since the second third of the 18th century. The separation of noble privileges from compulsory personal service and the assertion that the very fact of belonging to an estate gives the right to soul and land ownership was formalized by two decrees: the decree of Peter III of February 20, 1762 ("Manifesto on the Liberty of the Nobility") and Catherine II of 21 April 1785 ("Charter on the rights, liberties and advantages of the noble Russian nobility").

According to these documents, the granting of estate rights to the nobles: exemption from compulsory service, from corporal punishment, the right to "travel freely to foreign lands" and "join the services of the allied powers" - received a broader interpretation. In the Letter of Catherine II it was written: We confirm for eternity in hereditary childbirth the freedom and freedom of the Russian noble nobility "- At the same time, the nobleman was guaranteed the inviolability of "honor, life and estate."

Thus, a peculiar socio-cultural situation was created: the nobility was finally fixed as the ruling class. Moreover, precisely due to the position of the peasants, who, after the decree on December 13, 1760 (which gave the landowners the right to exile the peasants to Siberia for settlement "with their inclusion in recruits" ") and January 17, 1765 (which expanded this right to the possibility of landlords at their own discretion send objectionable peasants to hard labor) were practically reduced to the level of slaves ("the peasant is dead in law," wrote Radishchev), the nobility in Russia received liberty and freedom. The cultural paradox of the situation in Russia was that the rights of the ruling class were formulated precisely in the terms in which Enlightenment philosophers described the ideal of human rights.

We talked about how the moral character of a person of the 18th century developed and took shape, while talking about men. Meanwhile, the woman of this time was not only included in the stream of rapidly changing life, but began to play an ever greater role in it. And the woman changed a lot.

The Petrine era involved a woman in the world of literature: she needed literacy. Already in Fonvizin, an illiterate woman is a satirical image. Fiction, while maintaining and increasing its independence from the direct teachings of the state, wins the place of the spiritual leader of society. By the end of the 18th century, a new concept appeared - the women's library. Remaining still the world of feelings, the world of nursery and household, the "women's world" becomes more and more spiritual. The women's home libraries of the late 18th century shaped the image of people in 1812 and the Decembrist era.

In the 18th century, the reforms of Peter I turned not only public life, but also the way of life upside down. The first consequence of the reforms for women is the desire to outwardly change their appearance, to approach the type of a Western European woman. The family at the beginning of the 18th century underwent superficial Europeanization. A woman began to consider it fashionable to have a lover, without this she was "behind" the times. Coquetry, balls, dancing - these are women's activities. Family, household, children receded into the background; the child grew up almost without a mother.

Then important changes took place. By the 70s of the 18th century, romanticism was emerging in Europe, and it became fashionable to strive for nature, for naturalness. This also affected the family. Throughout Europe, breastfeeding has become a sign of morality. From the same period, they began to appreciate the child, childhood. Previously, a child was seen as a small adult, which was very noticeable in children's clothes: at the beginning of the 1111th century, children were sewn small, but in style - adult clothes. Gradually, the idea that a child is a normal person enters the culture. Appears children's clothes, a children's room, there is an idea that it's good to play. This is how humane relations are introduced into domestic life, and this is the merit of a woman. It is the woman who creates the children's world, and for this she needs to go through a lot, to feel it. And here literature helps - in the 70s - 90s of the XV11I century, a woman becomes a reader. The first in the Enlightenment to prepare a circle of women's and children's reading was set by N.I. Novikov. Under his leadership, N.M. began his educational activities. Karamzin. Together with his friend A.P. Petrov, he edited the Novikov magazine "Children's Reading for the Heart and Mind" (1785 - 1789).

The question of a woman's place in society was invariably associated with the attitude towards her education. In the era of Peter the Great, the problem of women's education arose in an exceptionally peculiar form; By a special decree, Peter ordered illiterate noble girls who cannot sign at least their last name not to get married. The need for women's education and the nature of it became the subject of controversy and associated with a general revision of the type of life, the type of life.

A genuine revolution in the pedagogical ideas of Russian society in the 18th century was brought about by the idea of ​​the need for specifics in women's education. The idea of ​​enlightening all noble women arose, so it was necessary to develop a system of women's education. The problem of educational institutions immediately arose. Educational institutions for girls took on a twofold character: private boarding schools appeared, but at the same time a state education system arose. Its formation is associated with the name of the famous cultural figure of the XVIII century I.I. Betsky. Betskoy was close to government circles and generally reflected the mood of Catherine II. And as a result, that educational institution was created, which then existed for a long time and was called by the room where the eye was located, the Smolny Institute, and its students - Smolyanka. The bulk of the students were girls of noble origin, but at the institute there was a "School for young girls" of non-noble origin. The training lasted nine years, during which the girls were practically isolated from home.

Education was superficial, the only exception was languages. In this area of ​​knowledge, the requirements were indeed very serious, and the pupils achieved great success. Of the other subjects, only dances and needlework were actually given importance. Physics was reduced to funny tricks, mathematics - to the most elementary knowledge. Only literature was taught a little better, especially in the 19th century, in the Pushkin era, when A.V. Nikitenko, a well-known writer and censor, and P.A. Pletnev, a friend of Pushkin, to whom the poet dedicated "Eugene Onegin".

Smolny was not the only educational institution; private boarding houses arose. By the end of the 18th century, upon verification, there were several dozen in St. Petersburg, ten in Moscow, and a number in the provinces. Boarding houses were foreign.

The type of Russian educated woman, especially in the capitals, began to take shape already in the 30s of the 18th century. Let us recall at least the contribution to the culture of Catherine II and her ally Princess Dashkova. However, in general, women's education in Russia in the 18th - early 19th centuries did not have its own Lyceum, nor its own Moscow or Dorpat University. The type of a highly spiritual Russian woman was formed under the influence of Russian literature and culture of the era.

This issue is covered according to the book by Yu.M. Lotman "Conversations about Russian culture: Life and traditions of the Russian nobility (XVIII-early XIX century)". - St. Petersburg, 1994. - 399 p.

To chapter I

1. Select the necessary keywords to characterize Andrey Petrovich Grinev, Avdotya Vasilievna, Savelich, Beaupre, Palashka.
2. What features characteristic of the noble life of the 18th century are recreated in the first chapter of the novel? How can one compare the nature of the upbringing of Petrusha Grinev and Mitrofanushka from D.I. Fonvizin "Undergrowth"?
3. What, in your opinion, is the central episode of Chapter I? What is its main meaning?

To chapter II

1. Grinev could meet with Pugachev under various circumstances. On the pages of the novel, the meeting takes place as a result of a blizzard. What is its symbolic meaning?
2. Read the lines in which the portrait of the “counselor” is given. Are there expressive means in Pushkin's text that contribute to the greatest brightness of the portrait? What are these means? Pay attention to them. Recreate the portrait orally.
3. How does the decision to give the “counselor” his hare sheepskin coat characterize Peter Grinev? Why did Grinev not listen to Savelitch and insist on his decision?
4. Which word in Savelich's remarks most accurately conveys his attitude to what is happening?
5. The German general does not understand the meaning of the words from Andrey Petrovich Grinev's note "keep tight." What is the meaning of this catch phrase?

To Chapter III

1. What is Grinev's first impression of the Belogorsk fortress? What surprised and amazed the young man?
2. How does the character of the commandant of the fortress appear from the details of his conversation with his subordinates, his wife, and the newly arrived officer?
3. Name the artistic means by which the characters of Captain Mironov and his wife are recreated.
4. Name the most typical words and combinations of words characteristic of Captain Mironov's speech.
5. What are the customs in the Mironovs' house? Is their characterization given by Shvabrin fair?

To chapter IV

1. “... My life in the Belogorsk fortress has become for me not only tolerable, but even pleasant,” writes Pyotr Grinev at the beginning of the chapter. Why did the hero's mood change?
2. Tell us about Grinev's activities in the fortress.
3. What is the climax of the chapter? Make a quotation plan to answer the question.
4. What is the reason for the duel and who initiated it?
5. What human qualities of Shvabrin are revealed in this chapter?

To Chapter V

1. Determine the meaning of the word "barber".
2. What are the epithets that characterize the feeling of Masha Mironova and Pyotr Grinev. What other means of expression does Pushkin use when talking about the characters' love?
3. Who and from what motives told Grinev's parents about his duel?
4. Why do you think Grinev's parents refused Pyotr Andreevich a parental blessing?
5. How does Masha characterize her reaction to the letter from Pyotr Grinev's parents?
6. What qualities of Savelich's character were manifested in his attitude to the events?

To chapter VI

1. The titles of the chapters reflect their content very accurately. What is the main meaning and what shades are contained in the title of Chapter VI - "Pugachevshchina"?
2. How accurate is the characterization of Pugachev, given in a secret order from his superiors?
3. Describe the reaction to impending events on the part of various characters located in the Belogorsk fortress. Make a thesis plan for the answer.
4. Which episode of the chapter impressed you the most? Why?

To Chapter VII

1. Make a complex plan for the chapter "Attack".
2. How do Captain Grinev, Mironov, Vasilisa Egorovna, Masha, Father Gerasim, Shvabrip behave on the eve of the decisive event and at the time of the assault on the fortress?
3. Pick up epithets that characterize the behavior of the defenders of the fortress and the Pugachevites after the capture of the fortress.
4. At first glance, Pushkin does not comment on Shvabrip's defection to Pugachev's side. In what part of the novel do you think the writer's position is contained, in what words is it expressed? Thinking about this, think about the role of the epigraph to the novel.
5. The main elements of the plot in an epic work are the plot, the climax, the denouement. What is the chapter "Attack"? Justify your answer.

To Chapter VIII

1. Read the fragment: “Left alone, I immersed myself in reflection. What was I to do? It was indecent for an officer to remain in a fortress subject to a villain, or to follow his gang. Duty demanded that I go where my service could be useful to the fatherland in these difficult circumstances ... But love strongly advised me to stay with Marya Ivanovna and be her protector and patron. Although I foresaw a quick and undoubted change in circumstances, yet I could not help but tremble, imagining the danger of her position.

   How do you evaluate the hero's decision and his analysis of the situation?

2. What is your attitude to Grinev's behavior after the capture of the fortress?
3. Retell the episode "Grinev at Pugachev and the Pugachevites" in detail. What made the strongest impression on Grinev?

To Chapter IX

1. What could threaten Grinev with Pugachev's order?
2. Why was Grinev frightened by the decision to make Shvabrin the commandant of the fortress?
3. Describe the episode "Savelich's Petition". What feelings did his action evoke in you? Write down keywords to answer the question.

To chapter X

1. Is the fortress of Orenburg ready for a meeting with the forces of Pugachev?
2. How did Pushkin present the members of the council: the general, the officials?
3. “All the officials talked about the unreliability of the troops, about the unfaithfulness of luck, about caution and the like. Everyone believed that it was more prudent to remain under the cover of cannons behind a strong stone wall than to experience the happiness of weapons in an open field. These statements are preceded by Grinev's judgment: "All opinions turned out to be contrary to mine." What was Grinev's opinion? Why?
4. Based on Masha Mironova's letter to Grinev, describe the inner state of the girl. In the text of your story, enter words and phrases that convey her feelings, hope.

To Chapter XI

1. How do you assess Grinev's decision to go to the fortress in order to save his girlfriend?
2. Grinev recalls: "... the society in which I so accidentally found myself greatly entertained my imagination." Why do you think? Read out excerpts from the chapter in which portraits of Pugachev's associates are given.
3. How does Pugachev characterize his attitude to the news of Shvabrin's act?
4. Reread the dialogue between Pugachev and Grinev, which took place on the way to the Belogorsk fortress. What details are most important for understanding the character and actions of Pugachev?
5. What is the meaning of the Kalmyk fairy tale? What is her role in the novel?

To Chapter XII

1. Describe the state and behavior of Pugachev, Shvabrin and Grinev at the beginning of the chapter.
2. What qualities of Pugachev's personality are manifested in his decisions in relation to Masha Mironova, Shvabrin and Grinev?
3. Wanting to save Masha, Grinev turned to his superior for help, but was refused. In the role of the savior of Masha (as well as Grinev) is the "muzhik tsar" Pugachev. Why do you think this is happening and what did Pushkin mean by this?

To Chapter XIII

1. Can Grinev's decision to send Masha to the village, accompanied by Savslich, be considered the only correct one? Justify your opinion.
2. The attitude to the events was conveyed by Pushkin through the perception of Savelich. Why is this especially important in this situation?
3. With what feeling does Grinev think about Pugachev after the defeat of the rebel? In your answer, enter words from the text of the chapter.
4. Is Grinev's arrest justified? Did you expect this plot development? Justify your view of events.

To Chapter XIV

1. Grinev "decided to declare the absolute truth before the court, believing this method of justification to be the simplest, and at the same time the most reliable." How do you feel about his decision?
2. Reproduce the content of the court scene in detail according to a predetermined plan.
3. Who caused Grinev's new trouble? Can this turn of events be called unexpected?
4. Give an assessment of Shvabrin's testimony at the trial. What do you see as the reason for this behaviour?
5. Masha Mironova's decision to go to St. Petersburg to save her beloved - is it a gesture of desperation, a last hope or something else? Give a detailed answer.
6. During a meeting with the “lady”, Masha Mironova, telling her story, answers the question about the purpose of her enterprise: “I came to ask for mercy, not justice.” Why do you think she formulates her goal this way?
7. Why does the "lady" react so sharply to the mention of Grinev's name?
8. Why do you think the empress pardoned Grinev?