L.F. Kotov Or maybe the verse is not finished?
Oh, how many wonderful discoveries we have
The spirit of enlightenment is preparing
And experience, the son of difficult mistakes,
And genius, friend of paradoxes,
And chance, God the inventor...
Science in the works of Pushkin
Interspersed with “scientific” themes in Pushkin’s poetic works are quite frequent. But this five-line can be called the quintessence of the theme “Science in the Works of Pushkin.”
Just five lines, and what a coverage - enlightenment, experience, genius, chance - all the components that determine the progress of mankind.
Pushkin’s interest in contemporary science was very deep and versatile (as, indeed, in other aspects human activity). This is confirmed by his library, which contains works on probability theory, works by Pushkin’s contemporary, Academician V.V. Petrov, a Russian experimental physicist on the study of electrical phenomena, and others (in Russian and foreign languages).
Pushkin’s library in his museum-apartment includes many books on natural science topics: philosophical works Plato, Kant, Fichte, works by Pascal, Buffon, Cuvier on natural science, works by Leibniz on mathematical analysis, works by Herschel on astronomy, studies on physics and mechanics by Arago and D'Alembert, works by Laplace on probability theory, etc.
Pushkin, being the editor and publisher of the Sovremennik magazine, regularly published articles by scientists reflecting scientific and technical topics.
Pushkin could also learn about the achievements of physics of that time from communication with the famous scientist, inventor P.L. Schilling, creator of the first electromagnetic telegraph apparatus, the electric mine. Pushkin knew him very well and could easily see Schilling’s inventions in action.
The Poet's interest in Lomonosov's work can be assessed from the fact that, having read the Moscow Telegraph magazine "M.V. Lomonosov's Track Record for 1751-1756," he was amazed at the versatility and depth of the research. The poet expressed his admiration as follows: “Combining extraordinary willpower with the extraordinary power of concept, Lomonosov embraced all branches of education. A historian, rhetorician, mechanic, chemist, mineralogist, artist and poet, he experienced everything and penetrated everything...” And later he adds: “He created the first university. It is better to say that he himself was our first university.”
Now look at what this poem could have been like if the Poet had tried to add a line with the missing rhyme.
Oh, how many wonderful discoveries we have
The spirit of enlightenment is preparing
And experience, the son of difficult mistakes,
And genius, friend of paradoxes,
And chance, God the inventor...
And an idle dreamer.
This Pushkin five-line poem was discovered after the poet’s death, during the analysis of his workbooks. In the first four lines the rhyme is adjacent, but the fifth line is left without a pair. It can be assumed that Pushkin did not finish this poem.
I read these lines and it seems to me like a poet hastily sketching out an impromptu, ripening in the subconscious, and suddenly poured out in finished form when reading a report in a newspaper or magazine about another scientific discovery. I imagined “quickly,” but somehow this word doesn’t fit with writing with a quill pen; It is more plausible that Pushkin wrote rather slowly, which contributed to the birth in his subconscious of these brilliant lines, which included all the “engines of progress” - enlightenment, experience, genius, chance - already in a ready-made form. It seems to me that the first 4 lines were written impromptu, and the 5th, after re-reading what was written, the poet added after some thought. Added and set aside for later reading and possible use in some future work. But... it didn’t happen and the fragment remained unpublished during the author’s lifetime.
Of course, these are just my personal ideas, not based on anything, but I am writing them under the heading “Notes in the Margins.”
So I will continue. It seems to me that the poet put this fragment aside because he felt some incompleteness in covering in this poem the phenomenon of the birth of new discoveries. I put it aside to think about it later. But... it didn't happen.
Vitaly STRUGOVSHCHIKOV, additional education teacher:
Since childhood, I have had a desire to know how it is made, how it works, how it works: how watches work, how motors and other complex mechanisms work. I became interested in numbers, design, and later - physical phenomena and chemical transformations: he built from designer parts chemical substances, connecting various balls with each other, I received models of molecules of new substances with properties unknown to me, and later I independently tried to study the properties of the resulting substances. These little ones independent research were a revelation for me! In shaping my worldview, I have always relied on the knowledge of senior teachers-mentors (lucky!). Later I came to the idea that giving and helping to master knowledge is much more important and interesting than just knowing. While studying at the machine tool institute, my development as a teacher took place: as a student, I helped my fellow students master a complex science - mathematics.
Today my office is equipped with modern high-tech equipment, these are adaptive and program controlled lathes, milling, drilling, cutting machines; 3D machines, computer and multimedia equipment, electrical and electronic small machines and tools. All these tools help make classes richer, more colorful and more interesting, which increases students’ motivation to learn new knowledge. Of particular interest when working with children is the creation of design and design work, both as part of the lesson and as an additional activity (projects related to the design of high-speed cars and aircraft adapted for unmanned movement). Knowledge in the field (know how) of design and new technologies allows my students to perceive the world differently (they begin to understand how it works, is arranged, designed), and some of them will be able to become architects (technologists, designers) of a new modern world. WITH younger schoolchildren We create projects of simple bench models that allow them to master manufacturing technology and see the design as a whole, with students at the intermediate level of education we create more complex layouts, introduce them to the technology of manufacturing and finishing, and with students at the highest level we build a business project. Students come up with a new “product”, draw up a technical justification, design (create design and technological documentation), develop and build visual and operational models, and, finally, the “product” is ready for production and for the consumer. Important direction- working with gifted children, because they are the ones who achieve success in competitions, contests, and exhibitions high level. I created methodological development on preparing children for competitions in technical sports.
The title of teacher has become a life credo, a calling. It is important for me that classes are interesting and effective, so that students make their own little discoveries at each lesson.
Irina REVIAKINA, teacher of Russian language and literature:
Each of us came into the profession along different roads, but the school does not tolerate “passers-by.” After working for a year or two, a person remains in this profession forever or leaves without returning.
It is difficult to be a wizard: all the time he himself creates miracles and teaches others to create, opening the book of knowledge, but not everyone has the desire to learn and create. How to motivate a student, how to help them understand themselves and the sciences? How to help not pass by the beautiful? How to make it clear that all this knowledge is necessary for him. Words often pass by, but deeds are remembered. To discover something, you need to make an effort. When asking children, ask yourself first. One must teach not only with words, but also with personal example. After all, a teacher is under the gun of hundreds of eyes every day. We must teach our computerized students to dream, to think associatively, to look more often at a book rather than at the screen; see, feel, understand those who are next to them, empathize with the grief of others and sincerely rejoice in the victories of others, teach them how to realize themselves in this crazy information flow modern life. Love and knowledge help us in educational activities.
I really love my profession. When I see children's eyes, I dissolve in them, bringing what is reasonable, good, eternal, forgetting about everything. We dive into the secrets of spelling and punctuation of the Russian language, into the secrets of words fiction. When explaining the rules, I always give examples from life and say where they could apply them. Why do you need to know these prefixes, suffixes, parts of speech? Necessary! It is necessary to know everything: phonetics and orthoepy, morphemics and word formation, morphology and vocabulary, otherwise children will not learn to write or speak correctly. This is how the spirit of enlightenment hovers in the classroom, helping to create miracles.
Literature lessons are true magic. Either we are on unknown paths studying the traces of unseen animals, then we are flying on a broom, like grandmas, to distant lands, then, thinking, we cry: why did Gerasim do this to Mumu? And when, already older, we are going to our first ball, we admire the charm summer night, we think about the questions: is it possible to kill one to save several? Who am I - am I a trembling creature or do I have the right? How many “whys” are there in this world? and why?"! And all this in books will be revealed to those who carefully and patiently not only read, but carefully study everything hidden, encrypted by the author.
I structure my lessons so that children feel comfortable, so that they can not only obtain the necessary information from different sources, but also to find it yourself and use it correctly, so that children are not afraid to make mistakes, because everyone makes mistakes, but few admit and correct their mistakes. I connect theoretical material with practice real life, I compare the events of long ago with today.
Our profession is such that we do not immediately see the result of our work. We give children not only knowledge, but also part of our soul, pieces of our heart, warmth, but sometimes they don’t teach, don’t know, don’t know how, don’t do, don’t listen, and simply don’t want to. Our words and deeds bear fruit over the years. How your heart rejoices when you meet graduates or hear on the phone: “Thank you for your lessons!”, “Thank you, we passed all the exams and entered the institute!” (Over the years pedagogical activity I didn’t have a single bad mark for the exam, although the students were different, even the correction classes.) “We often remember your lessons!”, “And you were right when you said...”, “We read so many books. Just like you taught us!”, “Do you remember our excursions and hikes?”, “We invite you to our wedding.” ...Indeed, “how many wonderful discoveries the spirit of enlightenment is preparing for us.”
Today, teachers not only teach, but also learn constantly.
A modern teacher is a virtuoso of his craft, sociable, mobile, creatively thinking, well-versed computer technologies, respectful of personality, stylish. The teacher prepares the future.
I'm proud to be a teacher. These rules help me prepare children for “wonderful discoveries”: try to make learning exciting, teach energetically, force the student to express correctly orally and in writing educational material, follow his speech, never stop!
Working at school helped me realize many opportunities: psychologist, actor, director, cameraman, tour guide, fashion designer, makeup artist... And I help my students open up and feel, perhaps, geniuses.
Nadezhda VOROBYEVA, teacher:
How far science has stepped forward, with what inexorable speed it moves on thanks to the genius of scientists and the talented skill of thousands of people! This process has affected all areas of our lives, including education. The debate about what pedagogy is - science or art - continues. I am close to the idea that pedagogy is a science that turns the co-creation of a wise adult and a child into art. Gain experience based on knowledge, notice “ amazing is nearby“and make discoveries, be responsible for your actions - isn’t this the philosophy of the new education standards?!
We, as teachers, teach the future, that is, what does not yet exist, to live in conditions that we can now only imagine... In this we are helped by such a genius as the skill of a teacher, and such a genius as the curiosity of a child, the experience of an adult and the desire for a new experiment of a child... Adult and child... Hand in hand... Forward and forward...
Pushkin, being a brilliant writer and poet, was obviously also a brilliant teacher. Confirmation is his numerous children's works (including such educational and instructive tales as, for example, “The Tale of the Priest and his Worker Balda”, “The Tale of the Fisherman and the Fish”). The poem “Oh, how many wonderful discoveries we have...” can even be considered a programmatic work in which Pushkin, looking ahead, showed us what teachers of the future, as they are now considered to be innovators, should strive for in the educational process. Having read the poem to the end, it seems to me that in these lines you can consider almost all the identified areas of child development, formulated in the federal state educational standards.
From the very first lines, “Oh, how many wonderful discoveries the spirit of enlightenment is preparing for us...” we are plunged into a feeling of anticipation that any of our useful work, work carried out not only with children, with parents, with the team, in the world around us, but also, first of all, on oneself (any activity must begin with oneself), will certainly lead to a positive result and will open up both to you and to those around you something new, unusual and unexpectedly beautiful.
Following the thought of Alexander Sergeevich “and experience, the son of difficult mistakes, and genius, the friend of paradoxes...”, we come to the realization that, investing in each child the maximum possible knowledge, abilities, skills, love, we experience difficulties, sometimes , we make mistakes, but we always strive for the best and we get this result, perhaps short-term, because our whole life consists of cases and paradoxes. But throughout our entire activity, both we, teachers, and all objects of the educational process gain experience that cannot be replaced by any scientific literature, no higher education.
Reading the poem, we come to a description of those areas that a person needs to develop in order to achieve his or her greatest potential. best qualities, positive result, progress, what modern requirements reflected in the Federal State Educational Standard call us to. Alexander Sergeevich advises developing in a person such qualities as the ability to invent, create, and develop imagination, regardless of who the person is in essence (“one is a diamond, the other is a diamond”). Federal State Educational Standards dictate to us absolutely the same requirements for the development of a child’s personality, but through certain educational areas: ability to invent - cognition, music, fine arts, reading fiction, work; creation - music, health, Physical Culture, socialization, labor, safety, reading fiction, communication, cognition, artistic creativity; imagination - music, work, reading fiction, artistic creativity.
As a result, we come to the conclusion that achieving enlightenment, discoveries, and achieving anything at all in our lives, regardless of what country, region, city we live in, what century is outside the window, is possible only by working and working every day, every hour, every second over yourself, the world around you. Through the centuries, the words of the genius Alexander Sergeevich Pushkin sound as parting words to descendants: “Everything is achieved through work.”
PUSHKIN AS A SCIENTIST.
ABOUT THE POETRY OF SCIENCE IN THE PASSAGE “OH, HOW MANY WONDERFUL DISCOVERIES WE HAVE…” (DRAFT AND WHITE TEXT)
S.N. Maslobrod
Institute of Genetics and Plant Physiology of the Academy of Sciences of the Republic of Moldova, Chisinau, Republic of Moldova
The topic “Pushkin as a scientist” is unjustifiably little covered by numerous interpreters of his work and biography. After all, Pushkin is “the most comprehensive and at the same time the most harmonious spirit that was put forward by Russian culture” (11). “Nature, in addition to poetic talent, rewarded him with amazing memory and insight,” his contemporary Pletnev wrote about Pushkin. “Not a single reading, not a single conversation, not a single minute of reflection was lost for him for the rest of his life” (8). Pushkin is a historian, philologist, linguist, ethnographer, economist, geographer. He did not forget any of the mysteries of science. He knew how to illuminate this vast mass of knowledge with his poetic “clairvoyance” (6). Therefore, it is legitimate to pose such a topic as “Pushkin and natural science.”
Fortunately, there is one (and, unfortunately, still only one!) work that touches on this topic - the work of academician M.P. Alekseev “Pushkin and the science of his time”, published in 1956 (2). In it, the author notes that “the question of Pushkin’s attitude to natural science and to the “exact” experimental sciences has not even been raised at all” (2, p. 10). Realizing the complexity and responsibility of the topic, the academician makes a characteristic admission: “These studies only try to highlight some possible approaches to such research, and the author shared the first results of his own reflections in this area” (2, p. 10). Academician Alekseev is an encyclopedist scientist. His modest (but not derogatory) assessment of his, it must be said, capital work obliges us all the more to approach this topic with appropriate seriousness and responsibility.
Let us focus on only one work of the poet - on the passage
“Oh, how many wonderful discoveries we have…”, since in it the theme of science is presented completely and amazingly aphoristically (9, vol. 3, p. 153):
Oh, how many wonderful discoveries we have
They are preparing the spirit of Enlightenment,
And Experience, the son of difficult mistakes,
And Genius, friend of paradoxes,
And Chance, God the inventor.
Outstanding physicist, President of the USSR Academy of Sciences S.I. Vavilov called this passage “brilliant in its depth and significance for a scientist.” “Each line testifies to Pushkin’s penetrating understanding of the methods scientific creativity" (4). Vavilova is complemented by Alekseev: “Behind each line of this fragment there is the experience and knowledge of the poet himself. In it, Pushkin reflected his own interests in the history of science and his knowledge in this area” (2, p. 10).
What, then, can be said that is new about the content of the famous passage compared with what has been said by previous authorities? Firstly, they only stated a fact. Secondly, no one has really tried to go directly to the draft passage and compare it with the white text. Here, perhaps, it will be possible to add something new on the topic, especially since Alekseev himself provides us with a field of activity: “The passage has been preserved in a draft, dotted with numerous amendments, only its initial lines have been whitewashed; Numerous options, reflecting the poet’s hesitation in choosing certain words, in fixing individual thoughts, provide relatively little help in deciphering this plan, which has not received final embodiment” (2, p. 10).
We dare to challenge the opinion of a respected academician about the low information content of the draft and the incompleteness of the white text. Pushkin cannot have extra words even in a draft, where they may turn out to be at least a milestone in the crystallization of the poet’s thoughts. As many Pushkin scholars have rightly noted, the poet’s rough workbooks contain hidden keys to his works and even the secrets of his thoughts (5). Let us take a closer look at this draft with crossed out words, with drawings (Fig. 1), compare it with the final text (see above), and take as a guide to action the heartfelt words of Anton Schwartz, an outstanding reader and reciter who deeply understood the poet’s text: “Above You can work with Pushkin’s text like a physicist works with a natural phenomenon, in full confidence that it is based not on arbitrariness, but on a complex pattern. This gives very great creative joy” (12).
Yes, indeed, the poet’s draft - “ true picture hard office work" (3) and "transcript creative process", as Tomaszewski said (Fig. 1).
Figure 1. Draft of the excerpt “Oh, how many discoveries we have...”
“Following the thoughts of a great man is the most entertaining science,” says Pushkin. Let's take his advice. And let us decide, in accordance with the theme that is before us workbook scientific and poetic experiment. At first glance, individual fragments of the contours of the future masterpiece are visible. But Yakushkin helps us, deciphering the main variants of the lines, as Alekseev points out (2, p. 10). These are the lines, and this is how they took their final form (Fig. 2).
Let's try to superimpose these lines on the draft at the place where they were written and supplement, if possible, with individual words not taken into account by Yakushkin. Let’s try to delve into the resulting picture and imagine how the poet’s thought moved when creating this passage, i.e. Let's become accomplices of Pushkin's scientific and poetic experiment. It seems that the poet specifically left drafts of his works for descendants for just such a purpose.
Words and expressions are repeated - this is the poet’s emphasis on them. Words are modified, “settled” into different expressions, in scientific terminology, variants of experience that arise in the course of testing them in a mental laboratory.
Figure 2. Graph of the movement and evolution of words and expressions during the transformation of the draft text passage “Oh, how much ...” into the final white text
Perhaps the poet even sees with his inner vision this “swarm of guests” settling down at the table of a creative feast, just as the brilliant physicist Tesla saw his inventions “hanging” in the air during the process of their mental testing (1). Isn’t it also true that we mentally digest everyday and scientific options in advance, or put them into practice when we lack imagination and brains?
New words and expressions appear in the poet’s draft, which means the theme is “unwinding.” And we have some kind of confidence that Pushkin in this passage is more of a scientist than a poet. He clearly already knows everything about the subject of his research in advance, but he wants us, the readers, to involve us in his game and at the same time establish himself in own opinion about science. Academician Alekseev convincingly shows that by the time the passage was created, the poet was especially keenly interested in the achievements of science and had already made a short acquaintance with Schilling, an orientalist and prominent Russian physicist, creator of the world's first electromagnetic telegraph, and almost went with Schilling on an ethnographic expedition to the borders of China ( 2, p.68).
The poet is looking for precise formulations in order to combine them and obtain the most reliable final result, which, as it turns out, gives something new to the experimenter himself.
So, what is science primarily expressed in? In "discoveries". Who cooks them? “Mind and Work” This is obvious, this is the alpha and omega of any business. Next, look at the white text: . 1. “Spirit of Enlightenment” - environment,
2. “Experience” - generalization and analysis of other people’s and own achievements and mistakes.
3. “Genius” - an explanation of the results of the experiment.
4. “Chance” is a lucky hint on how to get out of a deadlock situation.
Now back to the draft. How did the final text come about? "Discoveries". They are, of course, “wonderful”. Not miraculous, that is. beautiful, like a day in frost and sun, and wonderful, like the fabulous island of Guidon, like a moment embodied in a beloved woman. Wonderful means beautiful in its mystery, in its participation in the divine. . . . The first line is written: “Oh, how many wonderful discoveries await.” The poet is in thought. He is immersed in memories of wonderful moments in his life and begins to draw a cloud above the line, expanding upward. A cloud rises into the sky. The earthly is connected with the heavenly. The thought suggests a new word “we are waiting” - the poet wants to be involved right now in wonderful moments, to discoveries. But the “strict bonds of science” require precision, the creation of more big picture- and instead of “we are waiting”, “we” appear.
Next is “Mind and Labor”. Heartfelt words of a poet and a craftsman. “Mind” - “Long live reason!”, “The mind is friendly with order.” And here, dear readers, we turn to A.N. Ostrovsky - it is very important for us to know what he says about Pushkin’s mind: “The first merit of the great poet is that through him everything that can grow smarter becomes smarter. In addition to pleasure, in addition to the form for expressing thoughts and feelings, the poet also gives the very forms of thoughts and feelings. The richest results of the most perfect mental laboratory are made common property” (7). The word "Labor". Here is the poet at the beginning of his brilliant career: “I greet you, deserted corner, a haven of tranquility of work and inspiration.” Here he is at the end of his life: “You are your own high court“You will be able to evaluate your work more strictly.” A significant recognition: all the poet’s work is work!
And now it is appropriate, in connection with our topic, to listen to how the poet speaks about inspiration - the mover, it would seem, exclusively of poetry. 1825: “Inspiration? There is a disposition of the soul towards the most lively acceptance of impressions, and, consequently, towards a quick understanding of concepts, which contributes to the explanation of them. Inspiration is needed in poetry, as in geometry” (9, vol. 7, p. 29). Here Pushkin is more of a poet, who is given away by the word “quick” and the placement of the word “poetry” before the word “geometry”. 1827: “Inspiration is the disposition of the soul towards the most lively acceptance of impressions and the understanding of concepts, and consequently the explanation of them. Inspiration is needed in geometry, as in poetry” (9, vol. 7, p. 41). And here Pushkin is more of a scientist, and a representative of exact science. In the aspect under discussion, of course, the nuances in both definitions are important, but, most importantly, a single Formula of poetry and science is given. With an eye to the topic, let's say this:
1. Accepting impressions - collecting material for research.
2. Consideration of concepts - a critical review of the material.
3. Explanation – conclusions from the literature and own data.
Further, the logic of the formation of the verse changes the status quo of the supporting symbolic words: “Mind” implicitly goes into “Experience”, and “Work” is transformed into the definition of “difficult”, because, by the way, this is a wonderful rhyme for “wonderful” (it cannot be touch).
“Spirit” has long been in the air - a very dear word for the poet: it is both inspiration and deity, and “we are tormented by spiritual thirst.” "Bold spirit." The definition is hackneyed. And it goes away. The “spirit” is waiting for its word. Here they are getting ready for him. Before this, the verb managed to visit “Mind” and “Work” and “Experience of Ages”, but did not take root.
New words appear in the draft - “Genius”, “Enlightenment”. Enlightenment is not education, which amuses itself only with the external brilliance of science and culture. Enlightenment gives inner, spiritual, “wonderful!” shine. It is not for nothing that the poet put forward a personal improvement program - “to become on an equal footing with the century in enlightenment.” Discoveries prepare the spirit of enlightenment! But “enlightenment” does not have time to sit between “cook” and “spirit,” because the poet’s hand again reaches out to the drawing of the cloud and expands its upper bell.
What to do with "Experience"? The word is written anew. "Smart" "Experience" must come to life in strong formula. "Centuries" - down! “Experience” is “the son of difficult mistakes”! Good: “Work” is in demand, and “Mind”, having become “Experience”, must learn from mistakes - after all, the path to Truth leads through mistakes and delusions, through overcoming them.
And for “Genius” a happy phrase suddenly comes - the only one that completely defines it - “Genius” - “friend of paradoxes”. The poet jumps up - “Genius, friend of paradoxes”! - and again forgets (or does not want) to write down the newly born aphorism in the draft: why, if it can be remembered anyway - and forever. The cloud turns into a cloud.
It's time to get closer to the "Case". Oh, scientists and the poet himself are well acquainted with how chance brings out luck in science and poetry. Case – urgent Care, the saving hand of a stronger, kinder, smarter. Who is he? "Leader"? No, it's cold and hard. "Father"? Warmer. "Blind"? "Inventive Blind"? "Blind inventor"? Yes, “Chance” is “blind” when he gives his hand to someone unknown and when. But “Chance” often acts selectively, it helps only a prepared mind, which means it is wise. And inventive. Scientific discoveries and... inventions. “Chance” - “God”! Well, of course! After all, the poet himself used to say that “Chance is a powerful and instantaneous instrument of Providence.” And the “inventor” is in demand: “inventor” is “God”. All! The verse is ready.
A blissful calm sets in. It's time to draw the line. The poet draws a second cloud - under the last line. It diverges downwards: the spirit descends to the earth. The circle is completed. The draft needs to be whitewashed.
Fueled by this thought, the poet hastily - sometimes several times - crosses out the remaining uncrossed words and lines in order to quickly get to work on the final version. But at the beginning of the third finishing line, the pen pauses, the poet crosses out the last letter of the line - he no longer wants to finish writing: the verse sounds louder and louder in the heart, then slowly separates from the paper and hovers above it. The poet draws on the left, next to the blank lines, the moon that has descended to the earth, turning like a ladle towards the sky. Perhaps so that she could rise again to her monastery? Or maybe this is a healthy cup?!
P.S. In our time, the excerpt “Oh, how many wonderful discoveries we have…” has become the theme song for a good program, “The Obvious and the Incredible,” about the poetry of science. But for some reason in the first broadcasts the excerpt was given without the last line. Strange. After all, the director of the program is a famous physicist. He already knows what the role of chance is in physics and not only in it. The writers were indignant - and justice was restored: the offended line took its place rightful place(10). But here’s another thing: the iconic words of the passage Enlightenment, Experience, Genius, Chance, God in the poet’s draft are written with capital letters as personal words (Fig. 1), and in the collected works (9, vol. 3, p. 153), and in the intro of the program - with capital letters. This omission should also be corrected. Finally, regarding the following, Academician Alekseev says that the poet’s plan in this passage did not receive final embodiment. In our opinion, the passage was deliberately left by the poet in such an “unfinished” form - as a visible embodiment of the continuity of the creative process and scientific research, although the meaning of the verse is complete. And in this final touch, Pushkin again showed himself primarily as a scientist and once again demonstrated the striking unity of form and content inherent in his poems.
[email protected] And again Pushkin. It seems that the genius of Russian poetry can be quoted for all occasions. He so accurately captured in his immortal poems the feelings and thoughts that each of us experiences that there seems to be nothing better to add further. Everything is written about what awaits us in advance so completely that all that remains is to simply live it. Birth, baptism, growing up, teaching, work, marriage, birth of children, work, old age, birth of grandchildren, death - “Life in Questions and Exclamations” by A.P. Chekhov confirms the gloomy life forecast.But no, that same irrepressible “spirit of enlightenment” pushes us to new achievements and “discoveries.” And this phrase, it seems to me, contains a key understanding of the meaning of life: to treat it as amazing journey full of discoveries and adventures, or like a boring, monotonous passage of time, where you constantly owe something to someone. On the one hand, knowledge is a huge work that does not always bring human happiness. Another Russian classic A.S. Griboyedov in his famous work“Woe from Wit” vividly illustrated the biblical quote from King Solomon: “In much wisdom is much sorrow; and whoever increases knowledge increases sorrow.” We are not always ready for discoveries that require us to change. And we do not always recognize the “good news” during the life of the person bringing it to us. “The less you know, the better you sleep” is the motto of ordinary people who defend the right to a serene existence in ignorance of the real state of affairs.
On the other hand, education – the constant and widespread dissemination of knowledge and culture – can change a person’s life for the better. Knowledge can make a person free from the shackles of ignorance. Greek philosopher Socrates argued that "there is only one good - knowledge, and only one evil - ignorance." He came to the conclusion that “I know that I know nothing,” but he added, “but others don’t know that either.” He not only proved the need for enlightenment, but also endowed him with enormous moral strength, capable of giving joy from his labors and a sense of self-worth in this world.
The main thing is that by opening new horizons for ourselves, we improve morally. Cultural self-development and self-realization is a difficult but necessary path for each of us who bears the proud title of “human”. Especially in the 21st century, when we have many, many millennia of civilization behind us. Thousands the smartest people of the past recognized the quotation indicated in the topic of the essay as immutably true for themselves."Sapere aude" (from Latin “dare to know”) is a slogan for all scientists and educators for all times. They followed this motto of enlightenment by doing real life more interesting and varied, but by no means easier.
Who else but us, teachers, should realize this and lead children along the path of enlightenment?! Our duty is not to succumb to momentary cowardice, not to look for those to blame for our troubles - but to be and always remain an example, a “burning heart” in the eyes of children. Pathetic, but who if not us today! Otherwise, the culture of thousands of years, like a dam, will break, giving way to all-pervasive ignorance and, as a result, evil.
For me, this truth was revealed when studying the genealogy of my family due to my specialty “history”. When I began to collect bit by bit information about all my relatives from my grandmothers and written sources, I was amazed at the world that opened up before me. Like an iceberg, the number of relatives increased, who somehow lived and worked - and all so that, ultimately, tiny me would be on top. The deeper I dug for information about my family, the stronger my sense of duty to all the ancestors of my family grew. Having reached the fifth generation, to my great-great-grandfather Maxim Demyanovich Arzhanov, a peasant of the Smolensk province, born in 1852, I realized how insignificant our desires and actions are sometimes. I am simply obliged to at least maintain the achieved level of culture of my parents, and at maximum, increase it for my son Dimochka. And this discovery is not a burden for me, but, on the contrary, a joy from the feeling of belonging to the huge Malakhov family clan.
Enlightenment is not always voluntary, but this does not make it optional for each of us. Personally, I perceive my activities as a teacher not as daily work, but as service to high ideals. After all, “man does not live by bread alone.” I believe in the highest justice of knowledge. As my mother taught me, if a person is an intelligent professional, then sooner or later this will be noticed and rewarded.
"Oh, how many wonderful discoveries we have
Prepare the spirit of enlightenment
And experience, the son of difficult mistakes,
And genius, friend of paradoxes,
And chance, God the inventor"
The Russian writer (1860 - 1904) had the same idea in a letter to A. N. Plescheev on September 14, 1889 Moscow:
“I have a lot of mistakes in my past that Korolenko did not know, and where there are mistakes, there is experience.”
The phrase “Oh, how many wonderful discoveries the spirit of enlightenment is preparing for us! And experience, the son of difficult mistakes, And genius, the friend of paradoxes...” was the epigraph to the program “Obvious Incredible”, popular during the Soviet era, which was hosted by an academician (1928 - 2012).
Examples
“At first Pushkin wrote:
Oh, how many wonderful discoveries are awaiting Mind and work...
The thought does not come immediately. The poet apparently finds that Mind and Labor are too simple, inexpressive images. Gradually they are replaced by others - a brave spirit, “difficult mistakes.”
And suddenly a “case” appears:
And chance, leader... Later - new image, “blind chance.”
Father Inventive Blind...
Then again;
And you are a blind inventor...
And chance, God is the inventor...
The poems are not finished. Pushkin whitewashed only two and a half lines and for some reason left the work.
This text for the Complete Academic Works of Pushkin was prepared by Tatyana Grigorievna Tsyavlovskaya. She said that she was sorry to send wonderful lines to the final part of the third volume, which was intended for minor, draft versions: after all, there the poems would become less noticeable and therefore less known... In the end, the editors decided to place two with half white lines... and another two and a half lines, which Pushkin did not consider final.”
The last line “and chance, God the inventor...” is the most ingenious. But on Soviet television they were terribly afraid of the word God, and the epigraph existed without it for a long time; only when God was allowed on television were we able to add the last line.