Changes in \u27reading\u27Gogol\u27s works after 1860s

This paper examines a turning point in the history of `reading\u27Gogol\u27s works. The social meaning changed in the 1860s and grew to become the national classical works at the end of the 19-th century in Russia. We analyze the `reading\u27of Gogol\u27s works in the spheres of education and publication in the latter half of the 19-th century. First we examine the relationship between the educational revolution and Russian literature `reading\u27of the 1860s in Russia. Anew educational system was demanded after the emancipation of serfs and the young educators tried to construct the content and methods of education in the 1860s. Their purpose was to bring up new, national figures that knew their own country. They used Russian literary works as textbooks to teach Russian culture, language and national character. Russian literature, including Gogol\u27s works were read and considered a good educational program. In this manner, Gogol\u27s works changed its social meaning during the educational revolution of the 1860s. Second we examine the activities of publishers and some publications after the 1870s in Russia. Many publishing companies were established in the 1870s and their business policies and publications were extremely valuable. They were united in the publication of Russian literature as educational and classical materials. We examine two kinds of publications. We analyze the illustrated magazine ""Niva"" in which Gogol\u27s works often appeared. In Niva, only Gogol\u27s character\u27s illustrations or fragments of novels, which symbolized his works, appeared. Gogol\u27s works were treated as famous classics, whose fragments were considered a valuable cultural heritage to be introduced. We also analyze the complete works of Gogol. This was the edition that had collected most of Gogol\u27s works and was stringently proofread. We also find that many completed works of Russian classical writers, including Gogol were published at the end of the 19-th century. They were published as symbolic publications of national heritage not only to be read but also to be owned. We found that the educators\u27decision of a context of Gogol\u27s works in the 1860s made a turning point of `reading.\u27Moreover, the publishers developed the context and converted them into a national heritage at the end of the 19th century