Гуманитарные ведомости. Выпуск 1(33). 2020 г

Гуманитарные ведомости ТГПУ им. Л. Н. Толстого № 1 (33), июль 2020 г. 198 The Russian textbookswerecreated on the basis of German and English schoolbooks and in a dialog withthem; at the same time Ushinsky’s and Korff’s works presented their own understanding of urban idea in Russia and Europe. We used structural analysis, textual and visual analysis of the textbooks contents, analysis of the canon and sequence of selected texts and images, content- analysis of the vocabulary (epithets, concepts, actions chosen to describe the cities), discourse analysis, criteria analysis for selecting specific characteristics of the “city” concept. These methods were applied first to each book under consideration individually, and then were used to compare the books. Results Both English and German textbooks were full of rurality in texts and visuals. English and German authors and artists also constructed many textbooks with the rural idea as their common basement. The popular idea was that God teaches children through the natural world because child was closer to the nature and rural life than to the life in the city. See for example the title page of the Wilmsen’s book, which was mentioned above. Cities seemed mostly to be places for mature people with their positive and negative opportunities but not for children. In English-language textbooks known to Russian authors there were no urban idea to discuss with pupils, so the idea had not been taken by or compared with by the Russian authors. We could erase the English textbooks from the scene of our comparative study. On the contrary the German-language textbooks were full of urban images, city life explanations and urban ideas. German authors and artists also constructed many textbooks with the rural idea as their common basement.The popular idea was that God teaches children through the natural world because child was closer to the nature and rural life than to the life in the city. See for example the title page of the Wilmsen’s book that was also mentioned. Cities seemed mostly to be places for mature people with their positive and negative opportunitiesbut not for children. The positive way of urban images was divided into two versions: romantic and pragmatic ones. The romantic urban picture had been elaborated for the city rehabilitation from the demonic image of the urban places as dirty, sick and vicious. Positive images of the city in the German-language textbooks were the images of medieval towns, the ones with rich old medieval heritage or the cities with rational comfort life. For the first two versions, see the Wagner’s book.