«THE ORIGINS OF CHILDREN'S LITERATURE IN RUSSIA: FROM IMITATION TO NATIONAL INDEPENDENCE»

Аннотация

This article examinestheorigins andevolution of children’s literatureinRussiafrom the18thcentury to theearly 19th century. It analyzes theinfluence of European literary models, spiritualheritage, and the educational reforms ofPeterI, CatherineII, andtheir contemporaries. Special attention is paid to thetransformation of pedagogical andliterary ideals, theimpact of sentimentalismandEnlightenment ideas onchildren's reading habits, and thegradual emergence ofanational literary and educational tradition in Russia. Thearticle highlights thetransition from mere imitationofforeign examples totheformation ofan independent Russian children’s literature identityrooted innational culture and values. Keywords: Children’s literature in Russia, Russian educational reforms, Peter the Great and education, Catherine II and children’s literature, Sentimentalism in Russian literature, Enlightenment ideas in education, Russian national literature, 18th-century Russian pedagogy, Moral education in Russia,Russian literary heritagefor children. The emergence of children’s literature in Russia was a multifaceted and gradual process characterized by phases of imitation, pedagogical experimentation, and ideological searching. For much of the early period, there were no books specifically written for children; instead, young readers encountered religious texts, moralistic literature, or translated foreign works not adapted tochildren’s developmental needs¹. FromSpiritualReading to SecularEnlightenment Before the 18th century, religious education dominated children's reading. The secularization of education began with the sweeping reforms of Peter the Great (Peter I), which introduced Western ideas and practices to Russian society. However, the concept ofchildren’s literature as a separate genre was not yet developed. Children often received translated foreign books that were rarely tailored for theircomprehension orinterests². A key example of this transitional phase is the publication of Zrelishche prirody i khudozhestv (Spectacle of Nature and the Arts, 1784–1789), which combined illustrations with popular scientific and moralistic texts³. Although not explicitly targeted at children, the accessible http://www.internationaljournal.co.in/index.php/jasass 256 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 language and engaging visuals attracted young readers and marked an early step towards child- focused literature. EducationalIdeals ofCatherine II. In the late 18th century, Russian pedagogy became heavily influenced byEnlightenment thinkers such as John Locke, Jean-Jacques Rousseau, and Johann Heinrich Pestalozzi. Empress Catherine II sought to mold a "new man" through progressive education⁴. Under her reign, institutions like the Foundling Home (Vospitatelny dom) were founded, with plans drafted by PrinceIvan Betskoy that emphasizedmoral and intellectual upbringing⁵. Catherine's own literary creations, including the allegorical tales Prince Chlorus and Fevey the Red Sun, reflect her Enlightenment ideals of moral education,benevolent governance, and the shaping of ethical character⁶. These works laid the groundwork for Russian literature aimed at children and youth. Foreign Influences andSentimentalism Throughout the late 18th century, the Russian children’s literature market was dominated by Western European influences. Translations of sentimental novels and moralistic stories by authors such as Genlis, Gessner, Meissner, and Bernardin de Saint-Pierre were popular⁷. These works often explored themes of emotional sensitivity, suffering, and love, reflecting the sentimentalism movement, though sometimes their themes were not entirely appropriate for children. Alongside this, educational primers like Russian Reading by Volynsky (1816) appeared, which approached children more as recipients of moral instruction than as active learners⁸.This period marks thetension between didacticism and the emerging focus onchild-centered pedagogy. TheEmergence ofaNational Approach Despite the dominance of foreign literary models, the late 18th and early 19th centuries witnessed the beginnings of a distinct Russian children’s literature tradition. Works such as A Walk with Children through Russia, Conversations on Agriculture, and Children’s Museum began to depict authentic Russian settings, landscapes, occupations, and social realities⁹. At the same time, cultural figures like Nikolai Novikov and Ivan Schwartz fostered philological circles and educational workshops, which nurtured young writers in the art of creating and editing texts specifically for children¹⁰. This movement signaled the shift towards a nationalliterary identitythat integrated Russian folklore, language, and ethical values.