State Duma deputies serving on the Education Committee shared with socialbites.ca the titles from the compulsory school curriculum that left a lasting impression on them at a young age. The committee’s first deputy chairman, Yana Lantratova, recalled a school-time preference for classical Russian literature and noted a shift toward foreign authors during university studies, a journey that broadened her literary horizons and shaped her approach to reading as an adult.
“Reading has always been a central part of who I am. I fell in love with both Russian classical literature and its foreign counterparts. There are books that stay with you long after you finish them. The Master and Margarita often comes up in conversations, and I enjoyed Mikhail Lermontov’s A Hero of Our Time along with Tolstoy’s early stories such as Father Sergius. Of course, Pushkin’s pairing with Griboyedov’s Eugene Onegin, The Captain’s Daughter, and Woe from Wit stands out. Abroad, my university years brought me to J. D. Salinger’s The Catcher in the Rye. Reading enveloped me; I found myself absorbed in the characters, the settings, and the ideas each author explored. I also studied the writers’ biographies to understand why they wrote about particular topics and how personal experiences shaped their works. Books helped me cultivate creative thinking and a distinctive writing style,” Lantratova explained.
Deputy Anatoly Wasserman described his fondness for Pushkin’s works and noted that he reads material not always included in the school list. He also commented on his mixed feelings about Tolstoy’s War and Peace, citing that it contains a high volume of letters.
“I enjoyed nearly the entire school curriculum, with one exception: War and Peace. It can feel like an overwhelming amount of writing. Yet I read it with interest, and I learned quite a bit about French language and culture through Tolstoy’s pages. The philosophical idea that history dictates a fixed course of events did not resonate with me; I believe there are always multiple possible paths in any situation. If I must pick favorites, Pushkin and Mayakovsky were at the top of my list. I read most of what was available, not only what was required in school,” Wasserman added.
Mikhail Berulava, who serves as the first deputy chairman of the Education Committee, recalled his school days when Russian literature and language were taught for two hours each week. He emphasized his enduring appreciation for Russian classics and his aspiration to embody the qualities of the poets and heroes he studied.
“I graduated from a Georgian high school, where Russian language and literature were taught by a remarkable teacher who made everything engaging and boosted our motivation to learn. Lermontov, Mayakovsky, and Pushkin became beloved figures. The Russian language is a rich, expressive medium, reflecting people like Pushkin, Lermontov, and Griboyedov. I would like to emulate the bravery, kindness, and empathy of the heroes from these poems and from literature in general. I am deeply grateful to the teachers who inspired me,” Berulava observed.
Altogether, the discussions highlight how education policy figures view the relationship between school curricula and the personal reading journeys that shape future leaders. The deputies’ reflections reveal a blend of reverence for traditional Russian literature and curiosity about global authors, illustrating a broad, dynamic approach to literary education.