Fig. a fable Krylov Two boys (St. Petersburg, 1878) Elizabeth Merkuryevna Boehm (Endaurova) (1843-1914)

The drawing presents a scene of apparent disparity and interaction between two young boys set against a backdrop of foliage and rudimentary fencing. One boy is positioned high within the branches of a substantial tree, seated comfortably and holding what appears to be a book or similar object. His posture suggests leisure and perhaps even superiority. The other boy stands below, gesturing with a stick towards his elevated companion.
The composition utilizes stark contrasts in silhouette; both figures are rendered as dark shapes against a lighter background, emphasizing their forms and creating a sense of dramatic separation. The tree itself dominates the left side of the frame, its gnarled branches extending outwards to partially obscure the scene. This placement suggests a barrier or division between the two boys, reinforcing the visual distinction in their positions.
The fencing, depicted as a series of vertical lines, establishes a boundary that further isolates the standing boy and contributes to the feeling of exclusion. The ground beneath the tree is rendered with quick, sketchy lines, suggesting uneven terrain and adding to the overall sense of informality.
Subtextually, the drawing seems to explore themes of social hierarchy or differing levels of access to knowledge and comfort. The seated boy’s elevated position and engagement with a book imply privilege or intellectual pursuit, while the standing boys gesture suggests either frustration, inquiry, or an attempt at connection across this perceived divide. The stick he holds could be interpreted as a tool for communication, defense, or even playful provocation.
The drawing’s simplicity in execution – the limited tonal range and reliance on line work – lends it a narrative quality, hinting at a story unfolding beyond what is immediately visible. It evokes a sense of childhood dynamics, power imbalances, and the complexities of interpersonal relationships within a defined social context.