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«THE ORIGINS OF CHILDREN'S LITERATURE IN RUSSIA: FROM IMITATION TO
NATIONAL INDEPENDENCE»
Non-State Educational Institution
University of Economics and Pedagogy
Faculty of Foreign Languages
Department of Russian Language and Literature
Author:
Avlokulova Ozoda Narimanovna
Abstract:
This article examines the origins and evolution of children’s literature in Russia from
the 18th century to the early 19th century. It analyzes the influence of European literary models,
spiritual heritage, and the educational reforms of Peter I, Catherine II, and their contemporaries.
Special attention is paid to the transformation of pedagogical and literary ideals, the impact of
sentimentalism and Enlightenment ideas on children's reading habits, and the gradual emergence
of a national literary and educational tradition in Russia. The article highlights the transition
from mere imitation of foreign examples to the formation of an independent Russian children’s
literature identity rooted in national 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 heritage for 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 to children’s developmental needs¹.
From Spiritual Reading to Secular Enlightenment
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 of
children’s literature as
a separate genre
was not yet developed. Children often received
translated foreign books
that
were rarely tailored for their comprehension or interests².
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
Volume 15 Issue 06, June 2025
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257
language and engaging visuals attracted young readers and marked an early step towards child-
focused literature.
Educational Ideals of Catherine II.
In the late 18th century, Russian pedagogy became heavily influenced by Enlightenment 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
Prince Ivan Betskoy that emphasized moral 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 and Sentimentalism
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 the tension between didacticism and the emerging focus on child-centered pedagogy.
The Emergence of a National 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
national literary identity
that integrated Russian folklore, language, and ethical values.
Conclusion
The development of children’s literature in Russia was a complex, contradictory, and lengthy
process. Starting from imitation and direct borrowing of Western European models, Russian
writers and educators gradually moved towards forming their own forms of
moral and
educational guidance
tailored to Russian children. By the end of the 18th century, children’s
literature began to incorporate
national themes
, reflecting the realities of Russian life, popular
mentality, and cultural values.
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References.
1. Zvereva, N. D. Istoriya detskoy literatury [History of Children's Literature]. Moscow:
Prosveshchenie, 1991. p. 12.
2. Ibid., p. 15.
3. Zrelishche prirody i khudozhestv [Spectacle of Nature and the Arts]. St. Petersburg: Academy
of Sciences, 1784–1789.
4. Rousseau, J.-J. Émile, or On Education. Moscow, 1967.
5. Betskoy, I. I. General Plan for the Foundling Home. St. Petersburg, 1764.
6. Catherine II. Prince Chlorus, Fevey the Red Sun // Collected Works. Vol. 9. St. Petersburg,
1907.
7. Korovina, V. Ya. Russian Literature of the 18th Century. Moscow: Prosveshchenie, 1987. p.
203.
8. Volynsky. Russian Reading, or Lessons for the Benefit of Youth. St. Petersburg, 1816.
9. History of Russian Pedagogy, ed. by S. I. Hessen. Moscow, 1993. p. 89.
10. Fedorov, A. P. Novikov and Schwartz: An Experiment in Popular Education in the 18th
Century. Moscow, 1955.
