The main problem of Dubrovsky's story. Moral and social problems in the novel by A.S. Pushkin "Dubrovsky"

Problems of the story Dubrovsky

Answers:

Revenge like social protest in the novel “Dubrovsky”, the son of a provincial landowner, after the death of his father, is illegally deprived of his shelter. He leads a revolt of the peasants of his estate and becomes a robber. Revenge - the main objective his life. However, the author idealizes the image of Vladimir. He appears before the reader not as a simple robber, but as a fighter for justice. He is smart, kind, brave, handsome. All his actions, the fight against injustice, the awakened love for the daughter of his enemy, do not leave indifference in the reader’s heart. All the actions and characteristics of the main characters of the novel “Dubrovsky” are explained by the time in which they live. The novel touches on the main urgent problem last century: relationships between peasants and landowners. And with the help of the peasant revolt led by Vladimir Dubrovsky, Pushkin very fully shows the picture of injustice and oppression of the peasants by the landowners. Forced robbery But it is difficult to call Vladimir Dubrovsky a like-minded peasant and their protector. He is driven only by a feeling of revenge for the insult that Troekurov inflicted on his father. The theme of the novel “Dubrovsky” is how lawlessness can affect a person’s fate. Vladimir became a robber involuntarily, and not out of conviction. He was forced to become a rebel, thereby challenging society. However, this challenge was not a solution to the situation. This did not bring anything good to the lives of the heroes. The protest put forward by Vladimirov Dubrovsky was the only form of self-defense possible at that time. Thus, the hero is trying not to become the same as Troekurov. He asserts himself as a person. But all changes occur only in the fate of the hero, without affecting his character. Lack of evolution in inner world, Pushkin believes main reason the defeat that Dubrovsky suffered in his endeavors. To summarize, it can be argued that Vladimir is a victim of circumstances. He is a stranger to the peasants. He found himself beyond the line of the law, beyond the line of love. And he can't fix the situation and return old life and your status.

MBOU "Sizinskaya OOSH"

Teacher: Glazkova Irina Borisovna

Mubarakshina Gulnara Rashitovna

Literature lesson plan in 7th grade on the topic

"Moral and social problems in the novel by A.S. Pushkin "Dubrovsky"

Lesson objectives:

Educational:

To teach the ability to compile characteristics of the characters in a story;

Form a primary idea of ​​the novel; the ability to identify the problems of a work of art using the example of the novel by A.S. Pushkin “Dubrovsky”; to help students identify the author’s attitude towards the characters of the novel;

Learn to analyze the plot of a work of art;

Provide repetition of literary theory: conflict, portrait, problematic, main idea.

Developmental: develop:

Reading skills

Ability to establish a cause-and-effect relationship between the events of a work,

Annotated reading skills

Skills research work with text.

Educators: educate:

Noble personality traits

A feeling of hostility towards meanness, despotism, dishonor.

Literary theory: novel (primary ideas), author's attitude to the heroes.

Speech development: expressing your opinion

Lesson type: repetition of learned material

Methods of organization educational activities students: verbal, practical, independent work, inductive, productive and reproductive method.

Forms of organizing students' educational activities: individual, group.

IN early XIX For centuries, adventure novels have been in circulation. Alexander Pushkin also paid tribute to fashion. In 1832, the poet’s friend Pavel Nashchokin told a story about a landowner named Ostrovsky, whose estate was taken away by a biased court. The victim organized his peasants and began to engage in robbery with them. This story from life interested Pushkin. Soon the poet wrote the first two volumes of a novel about a noble robber.

But the work remained unfinished and did not even have a title. It was published after Pushkin's death in 1841. The publisher named the novel after the name of the main character - "Dubrovsky".

main idea works – protection of human dignity. Due to a personal insult, enmity breaks out between the Troekurov and Dubrovsky families. Andrei Gavrilovich Dubrovsky cannot stand the unequal struggle for noble honor. He goes crazy and then dies. Then his son Vladimir begins to fight for the family property. He does not intend to give up his family nest to the enemy and prefers to burn the house in which he was born.

Even having set foot on the path of a robber, young Dubrovsky remains a man of honor. He is merciful and just, and does not oppress the poor. A lesson in observance of duty is also taught to us by Masha Troekurova, who refuses to leave her unloved husband, remaining faithful to her oath before the altar.

In the novel, Pushkin raises very important question family lawlessness. Masha, like many girls of that time, could not fully control her destiny. The tyrannical father decided everything for her, not paying attention to his daughter’s desperate pleas and tears. Prince Vereisky saw in his bride only a rich and beautiful girl.

Romantic plot a work, as is often the case with Pushkin, is only an outer shell under which the content is hidden. In such novels, evil must traditionally be punished, and good must certainly triumph. But in Dubrovsky, good always loses. The insulted honor of the Dubrovskys remained unavenged, Kistenevka went to Troekurov, Masha married the prince, Vladimir was forced to flee abroad.

"Dubrovsky" is a social novel. His main idea: laws in Russia mean nothing compared to wealth and connections. Everyone, except Dubrovsky, grovels before Troekurov and forgives him for any humiliation. Even government officials are at the landlord’s beck and call. There is no place for noble people in such a society.

Touched upon in the novel and theme of popular revolt. But the peasants of Kistenevka rise against Troekurov’s power not for the sake of justice or patriarchal attachment to “their” master. “If he gets someone else’s, he’ll tear off not only the skin, but also the meat.”, - the coachman Anton expresses the reason for his dissatisfaction. The peasants are concerned about their own well-being, so their rebellion is not yet complete ideological content. This is not a protest against serfdom, but an attempt to protect oneself from a despot.

Life is depicted vividly and in detail in the novel landed nobility. Troekurov and Dubrovsky represent two different types this class. Kirila Petrovich is a large landowner who keeps the entire neighborhood in fear. He feels like a master not only over his serfs, but also over his neighbors. Troekurov despises any person lower on the social ladder. He bosses around provincial officials as if they were his servants, and has two teachers killed. Kirila Petrovich likes to have a lot of people in the house. But the guests serve him more for amusement. Troekurov takes pleasure in humiliating them, making rude and even cruel jokes.

The conceit of this uneducated and spoiled gentleman knows no bounds. He believes that Dubrovsky does not attack his possessions solely out of fear of Troekurov’s power. Absolute impunity, vindictiveness and lust for power overshadow the landowner's rare glimpses of nobility and remorse.

Troekurov's opponent, Andrei Gavrilovich Dubrovsky, is an honest, decisive and noble nobleman, but sometimes he is quick-tempered, envious, and stubborn. Like Troekurov, he is prone to arbitrariness and prefers lynching, and treats the law with disdain. Dubrovsky the elder demands that the huntsman Paramoshka be handed over for punishment, and he himself deals with the Troekurov men who stole the forest from him. Pushkin clearly shows in the novel that even best representatives The nobility put their lordly self-will above morality and law.

The conflict of the older generation destroys the destinies of children. Vladimir Dubrovsky turns from a brilliant officer into a homeless outcast. Pushkin presents us with his hero in different roles: loving son who sincerely worries about the death of his father, a desperate avenger, a brave and cold-blooded French tutor, an ataman of dashing robbers, an ardent lover.

Dubrovsky is a victim of violence and its instrument. Vladimir did not strive to become a robber, to live outside the law. At first he wanted to find justice for Troekurov “at the top.” He did not intend to kill the judges either. It was the blacksmith Arkhip who, with his cruel act, put Dubrovsky in a hopeless situation. Vladimir became a criminal only when the legal way to solve the problem was closed to him.

Love for Masha in Dubrovsky’s noble heart overcomes the feeling of revenge. He forgives Troekurov, because the house where his daughter lives becomes sacred. Involuntary crimes weigh on the soul and conscience young man, and all attempts to become noble and honest end in failure.

Love only increases Vladimir's suffering. He understands perfectly well that being the wife of a murderer and robber is a cruel choice. Therefore, Dubrovsky does not invite Masha to run away with him. He is ready to give her freedom from her despot father and hated fiancé when there is no other choice. Vladimir dreams of family happiness with his beloved, but can sacrifice it for the sake of the girl’s peace of mind. He accepts Masha’s choice without objection.

Does Masha love Dubrovsky? The young girl rather sees him as a brave hero. She is attracted by the aura of mystery and romance surrounding the name of the young robber, and is flattered by his enthusiastic worship. But is this love? Pushkin’s heroine herself answers the question: “it’s better to die, it’s better to go to a monastery, it’s better to marry Dubrovsky.”

Critics reacted differently to the novel. Some saw in him a lot weaknesses, others recognized the high artistic merit. "This is one of the greatest creatures the genius of Pushkin,” Belinsky wrote about the novel. For a long time the work was included in school curriculum, has been filmed many times. An opera of the same name was created based on the novel “Dubrovsky”.

Zubenko Olga Viktorovna
Job title: teacher of Russian language and literature
Educational institution: MOBUSOSH No. 89
Locality: Sochi
Name of material: methodological development lesson
Subject: Moral issues novel by A.S. Pushkin "Dubrovsky"
Publication date: 24.08.2017
Chapter: secondary education

Technological map of a lesson in 6th grade on the topic “

Moral problems of the novel by A.S. Pushkin “

Dubrovsky"

literature. UMK edited by G.S. Merkin

Lesson topic.

TECHNOLOGICAL LESSON MAP.

Subject LITERATURE

UMK Edited by G.S. Merkin

Lesson topic: Moral problems of A.S. Pushkin’s novel “Dubrovsky”

1.Create conditions for the development of positive motivation for learning.

2. Organize student activities to consolidate knowledge of A. S. Pushkin’s novel “Dubrovsky”.

3. To develop students’ abilities to correctly formulate their thoughts in the process of solving educational problems,

improve students' skills in working with text

4. To form through the lesson the moral and aesthetic ideas of students, an adequate attitude towards

moral values

5. Form a UUD:

cognitive UUD: search and selection of necessary information, conscious and voluntary construction

speech utterance in oral form, free orientation and perception of artistic text

works, semantic reading;

personal UUD: self-determination, moral and ethical orientation, ability to self-assess one’s

actions, deeds;

regulatory UUD: goal setting, planning, self-regulation, highlighting and students’ awareness of

what has already been learned and what still needs to be learned;

communicative educational activities: planning educational cooperation with the teacher and peers, following the rules

speech behavior, the ability to express and justify one’s point of view.

Planned educational results

Subject

Metasubject

Personal

Understanding the Key Issues

reflected in the novel.

Understanding the connection between the novel and the era

its writing, identifying

morals embedded in it

values ​​and their modern

sound.

Formation of the skill of meaningful

reading and adequate perception.

Ability to analyze literary

work

Cognitive UUD:

search and selection

necessary information,

conscious and voluntary

construction of speech

oral statements

form, free

orientation and perception

Regulatory UUD:

goal setting,

planning,

self-regulation, excretion and

student awareness

what has already been learned and what

still needs to be learned.

Communicative UUD:

educational planning

cooperation with the teacher and

Formation by means of a lesson

moral - aesthetic

student submissions,

adequate attitude towards

moral values ​​(friendship,

nobility). Personal UUD:

self-determination, moral-

ethical orientation, ability

to self-assessment of one’s actions,

actions.

peers, following rules

speech behavior, skill

express and justify your

point of view.

Cognitive: form

the concept of "moral

Problems"; test knowledge

work of art,

summarize the material studied.

Developmental: develop

mental-speech

student activities, skills

generalize, logically correct

express your thoughts.

Educational: develop

system of value relations in

society.

Lesson type: lesson of generalization of knowledge

Equipment: projector, interactive whiteboard.

Visual demonstration materials: task cards

Technologies used: collective learning technology, health-saving technologies,

technology of critical thinking.

Forms of work: individual, collective.

Teaching methods: verbal, partially search.

New concepts and terms: moral

ORGANIZATIONAL STRUCTURE OF THE LESSON

STAGE 1. Entering into the topic of the lesson and

creating conditions for conscious

perception

new

material

DURING THE CLASSES

Formation

specific

educational

result/group

results

Ability to lead

dialogue. Start and

end

conversation in

According to

standards, format

Greetings.

Formation of groups based on proverbs.

Students were given cut proverbs on the topics: friendship, love,

honor, justice

Each group names the topic of their proverbs.

Assignment: Draw a logo for your group according to your theme

Children protecting their emblems.

Teacher's word. What do all these words have to do with the novel? (answers

students)

Considerations

cluster.

Central

cluster

to be completed at the end of the lesson)

Main type of educational activity

students, aimed at developing

of this educational result

Form of organization

student activities

Individual

Group

Functions/role,

main types

teacher's activities on

at this stage

Preparation

class to work

Teaching methods,

techniques, techniques

psychological

What is

real

Honor, ots.

Moral

e problems

Justice and

injustice

Devotion

feeling of duty.

mood, gaming

STAGE 2. Organization and self-organization

students during further

assimilation

material. Organization of feedback

Each group works with its own problem, answering the question:

How this problem is solved by Pushkin in the novel.(The groups were given

sub-questions that guide their reasoning.)

Group 1 What is true friendship?

1. Who is to blame for the quarrel - Dubrovsky or Troekurov?

2. Does Troekurov survive the quarrel? Where can you see this?

3. Why is Dubrovsky insolent? He didn't know how they lived before

Troyekurov’s peasants, didn’t know the extent of his friend’s wealth?

4. Is Dubrovsky going through a quarrel? What feelings do they have?

5. How does a quarrel develop into hostility?

5. Describe Troekurov’s experiences when he goes to make peace with

Dubrovsky.

Can the friendship between Dubrovsky and Troekurov be called

real?

Formation

specific

educational

result/group

results

Ability to discuss and analyze

text in terms of content.

Ability to work in a group, listen

each other

2nd group

Justice and injustice - what does it depend on?

What episodes of the novel made you think about these

questions.

1. Describe the behavior of judges during the trial (verbal drawing.)

2.Describe

behavior

Shabashkina

Troyekurov? (verbal drawing)

3. Why didn’t Dubrovsky win the trial?

4. Was Troekurov happy with the outcome of the case? Prove it with text. What is it for?

then started it?

Conclusion: Why does the humanity that has awakened in Troekurov not

won victories

over the real laws of life?

the way of life destroys people deprived of position and rights).

3rd group. Analysis of the problem of love

1.What can a person do in his desire for revenge?

2.What can stop him?

3.Who in the novel was stopped by love?

4. Did Vladimir love Masha? Prove it with text.

5. Did Masha love Dubrovsky?

How did your love for Dubrovsky arise? What was the attitude

reacted to the news that Dubrovsky and Deforge

the same face? Why did she hesitate

with the request

Why didn’t Masha accept freedom from Dubrovsky’s hands?

How did Pushkin react to Masha’s decision?

To justify their opinion, students are asked to draw up

condensed retelling of the montage of scenes for expressive reading on

New tutor.(chapter 8)-chapter 8 from the words “This teacher..to..unexpected

Main view

activities

students,

aimed at

formation

of this education

body

result

Work with the textbook, highlight

The main thing. Perform the simplest

research (select, compare,

compare), generalize.

Form of organization

activities

students

Group, individual.

Functions/role,

main types

activities

teachers at this

Reveals the level of knowledge.

Activates students' knowledge

creates a problematic situation.

Teaching methods,

techniques, techniques

Critical Thinking Technology

In this way she received a completely new concept about him.”

“Masha fell in love with him”(chapter 8) from the words “Kirilla Petrovich

entered amazed until the end of the chapter.

Bal.(10gl

) from the beginning of the chapter to the words “….the young ladies mockingly

they noticed him"

"All

loved

young

teachers"(

11ch) from the words “Dubrovsky,

having taken possession of the Frenchman’s papers” to the words “... in the absence of the boss”

“I need to talk to you” (chapter 12) to the words "Between"

but the Frenchman was not found"

Letter

(beginning 14

chapters) to the words “Kirilla Petrovich was not

Kirillovna

took advantage

permission to leave."

“I know everything” chapter 15.

"Now

late"

(18ch) from the words “The ritual was over” to the end

STAGE

3.Speech

groups.

The main type of training

student activities,

aimed at

formation of this

educational

result

Distribute functions and roles in

group work, create

performance

Student performances. Each group speaks

1 person.

Functions/role,

main types

teacher's activities on

at this stage

Establishes awareness

perception

organizes

application activities

new knowledge.

Teaching methods,

techniques, techniques

Technology critical

thinking

STAGE 4. Checking the results obtained.

Correction

Activities

students for

verification of received

educational

results

Exercise self-control and

adjusting the progress of work and

final result

Students mark the successful answers of their classmates,

evaluate them.

Control methods

Self-esteem, mutual assessment

Correction methods

Error correction

Form of organization

student activities

Carry out self-assessment

own creative work And

the work of his comrades, and

correlate the goal and results,

the degree of their compliance.

Functions/role,

main types

teacher's activities on

at this stage

Organizes activities for

Analysis and self-analysis of students

Teacher. Guys, what do you think are the questions we

Did they look at you today, did they care about Pushkin?

Do they worry you?

Why they worried people in the 19th century, they still worry people in the 21st

century? (these are the moral laws of life, moral

Problems)

What can happen to a person if he violates

these laws?

Do you think Troekurov was worried about this?

Filling the central part of the cluster.

STAGE 5. Summing up, homework

Reflection on what has been achieved or not achieved

educational results

Did you like or dislike the lesson?

What did you find difficult?

Continue the sentence:

This lesson helped me understand...

In this lesson I became convinced that...

During the lesson I was... because...

Have you drawn any conclusions for yourself? What have you learned?

The problem of good and evil has been and remains very relevant in the history of Russian literature. This topic begins its development with oral folk poetry - fairy tales, epics, legends. In many works of folklore, a good hero fights or grapples with an evil rival or enemy and always wins, good always triumphs. A. S. Pushkin in his novel “Dubrovsky” (1832-1833) complicates this problem. And in this work we wanted to show how ambiguously the author solves this problem. And although the work is based on a case that was quite typical for relations between landowners and for judicial arbitrariness that existed at a time when, using his influence, a strong and rich landowner could always oppress a poor neighbor and even take away his property legally belonging to him, no in the novel there is a purely good and a purely evil character. This is what we will try to prove.

At first glance, the “villain” in the novel is the landowner Kirill Petrovich Troekurov. There can be no doubt that Troekurov is the personification of all vices: gluttony, drunkenness and fornication, idleness, pride and anger, rancor and stubbornness thoroughly corrupted his soul. He started a low and dark business: he decided to take away the estate from his former friend Andrei Gavrilovich Dubrovsky because he demanded an apology from the huntsman Paramoshka for insulting him and for not following Troekurov’s order to return immediately. Troekurov considered himself insulted by the fact that they were demanding an apology from him. “In the first minute of anger, he wanted to launch an attack on Kistenevkur with all his servants, destroy it to the ground and besiege the landowner himself in his estate - such feats were not unusual for him.” But then he chooses the lowest method. Why is he doing this? He did not pursue selfish goals when he wanted to take possession of Kistenevka. He wanted to create his former friend such conditions that he would become dependent on him, humiliate himself in front of him, he wanted to break his pride, trample human dignity. By the way, it should be noted that the serfs were a match for their landowner. “Troyekurov treated the peasants and servants strictly and capriciously, but they were vain about the wealth and glory of their master and, in turn, allowed themselves a lot in relation to their neighbors, hoping for his strong patronage.” Suffice it to remember that it was the huntsman Paramoshka who turned out to be the culprit in the quarrel between Troekurov and Dubrovsky.

When the court ruled in favor of Troekurov, the “villain” should have only rejoiced at the victory, but the opposite happens: “Dubrovsky’s sudden madness had a strong effect on his imagination and poisoned his triumph.” Why does Troekurov react this way? Having analyzed his image, we find in him the makings of nobility and generosity. Despite the difference in wealth, he respects and loves his old comrade Dubrovsky, expresses his intention to marry his daughter Masha to Dubrovsky’s son Vladimir, plans to make amends for his injustice and return the taken away estate to old Dubrovsky. Thus, we see that he is characterized by human impulses. Pushkin writes: “He was not selfish by nature, the desire for revenge lured him too far, his conscience grumbled. He knew the state of his opponent, the old comrade of his youth, and victory did not bring joy to his heart.” In Troekurov’s soul there is a struggle between base and nobler feelings. “Satisfied revenge and lust for power” struggled with attachment to an old comrade. The latter won, and Troekurov headed to Kistenevka with “ good intentions“make peace with the old neighbor, “destroy even traces of the quarrel, returning property to him. Unfortunately, he did not have time to do this. The sick Dubrovsky died at the sight of his friend.

We see that Troekurov had good inclinations, but they all perish in the atmosphere in which he lives: everyone indulges his whims, he never encounters resistance from anyone. “Spoiled by everything that surrounded him,” says Pushkin, “he was accustomed to giving full rein to all the impulses of his character and all the ideas of his rather limited mind.” He acquired this power over people thanks to his wealth. And this unlimited power over the people who belong to him turns him into a despot, a tyrant.

Pushkin seeks to show that wealth does not make people better. Impunity makes Troekurov a vindictive, cruel and soulless person. And Troekurov’s best human traits take on ugly forms. He destroys Dubrovsky only because he dared to contradict him; Despite all his love for his daughter, he, on his whim, gives her in marriage to the old Prince Vereisky. Troekurov is a typical serf-owner, vicious and ignorant.

There is a lot of evil on him, but this time it was not he who struck the match.

The antithesis of Troekurov in the novel is the “kind” landowner, old man Dubrovsky. The same noble breed is evident in him, only in different forms. Poverty (relative, of course) not only does not reduce, but also exacerbates noble pride. However, we see that in a clash with Troekurov, in essence, he is the attacking party, since the first one hurt him: the hunter himself, “he could not resist some envy at the sight of this magnificent establishment” of his rich neighbor and told him a taunt.

Dubrovsky, who according to the scheme should have been completely virtuous, in fact was himself in many ways the same as Troekurov, with whom “they were somewhat similar in character and inclinations.” Without deluding himself at all about his hero, Pushkin is extremely frank with the reader about the motivation for his behavior. Dubrovsky’s small fortune did not allow him to keep many dogs, for which he was a great hunter, and therefore he “could not resist some envy” at the sight of Troekurov’s kennel. His “severe” answer is not dictated by directness of character or sympathy for Troekurov’s serfs, but by banal envy and the desire to at least somehow belittle Troekurov’s superiority over himself.

This is how this scene is described in the novel. “Why are you frowning, brother,” Kirila Petrovich asked him, “or don’t you like my kennel?” “No,” he answered sternly, it’s a wonderful kennel, it’s unlikely that your people will live the same as your dogs.” Pushkin repeatedly emphasizes that Dubrovsky and Troekurov were old friends, which means that Andrei Gavrilovich knew his comrade well, knew his wayward character, could imagine where this would lead, but, nevertheless, could not resist harsh words. Thus, it was he who provoked the quarrel.

The final break between friends followed when it was Dubrovsky, true to his firm noble rules, who demanded that Troekurov’s huntsman be sent to him to punish him for his daring answer (“We, thanks to God and the master, don’t complain about our lives, and what’s true is true, It would not be bad for another nobleman to exchange his estate for any local kennel. He would be better fed and warmer."

The quarrel that arises from trifles grows and ultimately leads to dire consequences, both for the old man Dubrovsky himself and for the young heroes of the story - Vladimir and Masha. But, with all the compassion for his position as a destitute and robbed man, it is still impossible not to note that it was not despair and grief that darkened his mind, but uncontrollable anger. Suffice it to recall his behavior at the trial. : he “stamped his foot, pushed the secretary with such force that he fell, and, grabbing an inkwell, threw it at the assessor.”

Yes, myself main character works Vladimir Dubrovsky is an ambiguous, complex personality. In St. Petersburg, he lived as most of his fellow officers lived: he played cards, allowed himself “luxurious whims,” and did not think about how his father managed to send him more money than he could have expected. But at the same time, Vladimir loves his father (“the thought of losing his father painfully tormented his heart”). Having received news of his father’s illness, he, without hesitation, hurries to Kistenevka.

Because of Troyekurov, Vladimir lost his father, lost home, estates, livelihood, so he could not return to the regiment. Then Dubrovsky plotted to take revenge on his enemy (and revenge was never positive feature character). He became the ataman of the peasants, who were afraid of the tyranny of the new master: “he sometimes has a bad time with his own people, but if they get strangers, he will not only tear off their skin, but also their meat.” He provided military leadership and maintained discipline. And the peasants supported the young master, because only in him they hoped to find at least some kind of protection. “We don’t need anyone but you, our breadwinner. Don’t give us away, and we’ll stand for you.” It is characteristic that in the depiction of Pushkin, the more humane and generous master and peasants are better, more humane, they have more self-esteem and independence.

They become robbers, but exactly the kind of robbers that are sung about in folk songs: they do not kill anyone, but only rob the rich, and the sympathy of the people is on their side. So far they see no other way out for their protest and anger. Robbery for them is the only possible path.

From the description of the bandit camp, you understand that the ordinary nature of their activities and peaceful life indicate that Pushkin did not seek to show a “nest of villains”; the fortress, surrounded by a moat and a rampart on which a guard sits next to a small cannon, suggests that Dubrovsky used his knowledge of military affairs and trained his accomplices in combat.

Like-minded people of Dubrovsky also sympathized with the personal fate of their young leader: the loss of his father, sudden poverty, unhappy love. Let us remember that Vladimir and his accomplices took money and property only from the rich, that he did not shed a single drop of blood, and did not offend anyone in vain. The landowner Globova spoke about the nobility of the “robber” Dubrovsky, who “attacks not just anyone, but famous rich people, but even here he shares with them, and does not rob completely.”

Vladimir Dubrovsky, proud, who valued his noble honor just like his father, repeatedly proved capable of a noble act: because of his love for Masha Troekurova, he refused revenge, and showed generosity when he ordered his accomplices not to touch Vereisky.

The penultimate chapter occupies a very important place in the novel. Thanks to this chapter, the triumph of good over evil, not accomplished in the plot, is accomplished in the souls of readers. Before us is Pushkin’s beloved female image- a pure, meek soul, weak in its defenselessness and strong in its virtue. It is easy to offend her, to cause harm, but it is impossible to force her to pay for her happiness with someone else's misfortune. She will endure any torment, except the torment of conscience. “For God’s sake,” Masha implores Dubrovsky from the crime against the prince, “don’t touch him, don’t dare touch him. I don’t want to be the cause of some horror.” And his promise reflects her moral height: “Never will a crime be committed in your name. You must be pure even in my crimes.”

But Vladimir Dubrovsky is a nobleman, brought up in noble prejudices, therefore, in his attitude towards the members of the gang, at times there is a lordly disdain, similar to contempt. This is especially evident in his last speech addressed to his accomplices: “but you are all swindlers and probably will not want to leave your craft.” The author seems to be telling us: Vladimir was mistaken in believing that his “comrades” would not give up robbery. It can be assumed that most of them were sincerely attached to Dubrovsky, so they will do as he tells them, as the last lines of the story tell us.

Thus, we see that Vladimir is not an ideally “evil” or ideally “good” character.

The complexity and depth of the theme of good and evil in the novel can also be traced by analyzing individual images peasants One of the most living images among the peasants is the blacksmith Arkhip. The spirit of rebellion and rebellion awakens in him first; he acts independently of Vladimir, not young Dubrovsky, but it is Arkhip who speaks out against the unfair verdict of the court and he is the first to take up the ax. Arkhip locks the clerks in during a fire, and they die through his fault. This cruelty is generated by the long-accumulated resentment of the people. And, it is characteristic that already in the next episode Pushkin shows humanity and spiritual beauty of this Russian peasant: at the risk of his life, the blacksmith Arkhip saves a cat that found itself on a burning roof: “Why are you laughing, you little devils,” the blacksmith said angrily to the boys. “You are not afraid of God: God’s creation is perishing, and you are foolishly rejoicing,” and, placing the ladder on the fire roof, he climbed after the cat.”

Conclusion.

Having analyzed the character traits of the main characters of the novel from the point of view of the manifestation of good and evil in their actions, we determined that all the characters are very complex individuals. Each of characters bears signs of his social affiliation and is depicted in the novel with the greatest artistic perfection. Thanks to this, the story provides a broad social picture, written with deep realism.

Thus, from all that has been said above, we can conclude that the problem of good and evil, posed and solved in the novel "Dubrovsky", is artistic device in the depiction of the characters of the novel, which helps to imagine the life of Russia in the mid-nineteenth century in all its diversity.