What does the poet compare the peasants with? What does the poet compare peasant children with, what does he call them? (Nekrasov - Peasant children)

N. A. Nekrasov. "Peasant Children" Analysis of the poem

Workshop lesson

I. Checking homework
After an articulatory warm-up, we listen to an expressive memorization of an excerpt from the poem “Frost, Red Nose.”

Card 2

“Greshnevo did not lie “in an unknown wilderness.” Here Nekrasov, the people's poet, was very lucky.<...>From the very beginning, Nekrasov found himself on such a big road, but for the time being he did not ride, but, so to speak, sat on it, while Rus' rode and - even more so - walked in front of him.
“Kostroma postal road (meadow),” it was described in the middle of the last century (XIX century - Ed.) military statistics of the General Staff, - goes from Yaroslavl along the left bank of the river. Volga in flat and low places and near the village. Borok (Danilovsky district) is part of the Kostroma province. In total, from Yaroslavl to the border of the province, this tract is considered to be 45 versts; within the province there is one postal station, Timokhinskaya, 27 versts from Yaroslavl, at which there are 20 horses, and the per-surface payment is 1, 1/2 kopecks in silver. This road is very convenient for the passage of troops and heavy loads.”<...>
So the high road really was widely included in all life, in the very life of these places.
“The village of Greshnevo,” the poet himself recalled, “stands on the (tract) lower Yaroslavl-Kostroma road... the manor’s house faces the very road, and everything that walked and drove along it and was known, starting with postal troikas and ending with prisoners, chained, accompanied by guards, was constant food for our childhood curiosity.” “Everything that walked and rode along it and was known” - and these are days, months and whole years.”

Initial acquaintance with the text of the poem

Heuristic conversation

— How did the unexpected performance end? Read it.
- So, we saw that the beginning and end of the poem tell us about the meeting of the hunter with the peasant children. In what situation is such a story possible? What is the narrator's tone of voice? To whom can it be addressed, who are the listeners of this story?
It is important that children imagine the relaxed atmosphere of an evening friendly conversation in a landowner’s house, when his friends gather at the owner’s house and tell each other various incidents that happened to them. The narrator’s trusting intonations and good humor immerse us in such an atmosphere: this is how they speak with old acquaintances with whom they have laughed and joked together before. Why is this necessary? To understand the position in which they are in relation to each other narrator and listeners. The poem is complex, in particular, because this position changes several times throughout the text.
You can draw the following table on the board and in your notebooks. First, we will fill in the first line in it, then we will fill it in as the analysis progresses.

— The story of meeting children is like a beautiful frame of a large painting. What else do you think the structure of this poem can be compared to?
Children may assume that the poem is like a nesting doll, in which the story of the hunter and the children is the largest, the first nesting doll, and others are hidden in it. Or compare a poem to a house, where the beginning and end are walls, and inside there are rooms in which something important is located. If this is a house, then it must have a roof (this is an important detail in our comparison). The teacher can continue working with one of these comparisons by drawing the desired image on the board. We will focus on the image of a house.
- We have the walls of the house - the beginning and the end. Let's see what's inside this house.

Student messages
We will ask the children who completed their individual homework to speak. Their messages will give students an impetus to further understand the content of the poem. The difficulty for students is often that they think that it was the adult author who went with the peasant children to pick mushrooms and looked at the passers-by on the highway. Messages preceding the commented reading of the second part will help the teacher direct the students’ thoughts in the right direction.

Commented reading

— Why does the author call peasant children cute rogues?
The author calls children this because they are cunning and cheat, but their trickery is naive, there is no malicious intent in it.
- “Oh, dear rogues!” - Are the author addressing children with these words or is this a rhetorical exclamation?
— In the first excerpt, the hunter tells the story of meeting the children to his friends. Does the narrator's image change? Who is he addressing in this passage?
The first thing children will notice is that the addressee changes. In the text it is named: reader, and the reader is predominantly from the noble class, the author assumes that he can treat peasant children as people of a “low class”.
The image of the narrator also becomes completely different: before us is a journalist, addressing the public with journalistic pathos, expressing an opinion that in those years contradicted the established tradition in society: “...I still have to admit openly, / That I often envy them... ."
— Why does the narrator envy peasant children? What does the phrase “So much poetry has been poured into their lives…” mean?
- Whom does the author name? spoiled children?
— How do you understand the lines: “Happy people! They don’t know neither science nor bliss in childhood”?
2. We read the following passage from the words: “I made mushroom raids with them...” to the words: “We must have expected glory for our exploits.”
- Who “made mushroom raids with them”?
The narrator when he was a boy. The stories about Nekrasov’s childhood help us reach this conclusion.
- What means mushroom raids! Why does the author use the word did! What is its semantic connotation?
—What situation is the author telling us about in the first four lines of this passage?

The narrator compares himself with the children: he, a noble son, could not compare in ingenuity and observation with the children of peasants (the next day they easily found the mushroom places they had noticed earlier, but the narrator could not find them).
— Savosya- a diminutive name. What will this name sound like in full?
Sevastyan.
— Why did the children put snakes on the railing of the bridge?
In Russian folk tales, heroes fight with the Serpent Gorynych. Maybe the children killed the snakes under the influence of fairy tales, wanting deeds and glory.
3. The third excerpt from the words: “We had a long road...” - to the words: “As for a new passer-by, there is a new story...”
- How do you understand the meaning of words? Vologda resident, tinker, tailor, wool beater!
Vologzhanin- resident of the city of Vologda.
Tinker- a worker who tins (repairs) dishes.
Tailor- master of sewing clothes.
Woolbit- a worker who processes wool so that it becomes soft.
— When the author writes about someone who was walking or driving along the road, the length of the line becomes shorter. Then, when talking about rest, the lines lengthen again. Why do you think?
— Why were peasant children so interested in the stories of passers-by?
This question may seem unnecessary, but the answer to it must definitely be heard: many modern children have difficulty imagining that once there was no television, no radio, no computers and it was possible to learn about the world and life from newspapers and magazines, from books, but for an illiterate person - only from the stories of travelers and wanderers.
- How do you understand these lines: “Some people will play around, so just hold on - / He will start from Volochok, and will reach Kazan!”
If a person “goes on a spree” (drinks wine, but doesn’t get drunk!), then in courage he talks about everything he saw, about the peoples inhabiting the cities and towns of Russia: “he will start with Volochok” (with the inhabitants of Vyshny Volochok, Tver province), then he will tell jokes about all the peoples of the Volga region from Vyshny Volochok to Kazan.
What was the significance of the road passing through the village for peasant children?
4. The following excerpt from the words: “Wow, it’s hot!.. We were picking mushrooms until noon” - to the words: “...Are you afraid of your humble horse?”
We see that the author again takes us back to one of the summer days, when he and the peasant children were picking mushrooms. The story about the road turns out to be a small nesting doll, enclosed in a larger nesting doll of a story about “mushroom raids”.
— How did the mushroom picking end?
— What do children do when they return home?
5. From the words “The mushroom time did not have time to leave...” to the words “The living one is dragged to the village in triumph...”.
— Explain the meaning of the words and expressions: “everyone’s lips are black, / Stuffed sore: the blueberry is ripe!”, “Will the black grouse take off, / Having barked at the chicks.”
— Count the number of sentences in this passage. Determine the type of these sentences by intonation.
Of the six sentences, four are exclamatory.
—What mood does the poet convey to us through this passage?
6. From the words: “— Enough, Vanyusha! You walked a lot...” to the words: “Vanyusha is entering the village as a king...”.
- Using this passage, tell us what needs to be done to grow bread.
— Explain the meanings of words sickle, sheaf, riga, flail, bundle of hay.
Riga— a shed for drying sheaves and threshing.
Wind the hay- add hay. The dried hay is piled high on the cart, the child climbs to the very top and “enters the village like a king.”
— Why does work first turn out to be “its smart side” for Vanyusha?
By the “elegant side of labor” the author means the joy of beautiful and friendly physical work, of cultivating the land, which brings a rich harvest. When a child sees that the work in which he took part brings visible results, that the person who completed this work is honored and respected, he also wants to take part in the work, and such work is not a burden, not a punishment, but a joy .
7. We read the following passage, in which the voice of the publicist is heard again, from the words: “However, there is envy in a noble child...” - to the words: “But he is early familiar with the works...”
— How do you understand the expression “in a noble child”? With what intonation should this expression be pronounced: seriously, lovingly or ironically?
— The author wants to say that after reading the description of peasant childhood, a noble child may envy the peasants. What does the author do to make the reader imagine not only the “dressy side” of the life of peasant children?
— How do you understand the expression “two sides of the same coin”? How does the author use this expression?
- Choose synonyms for the words put, bend, prance.
— Put logical emphasis in the lines: “...But he will grow, if God pleases, / And nothing prevents him from bending.”
8. From the words: “Once upon a time in the cold winter...” to the words: “...In which there is so much love!”
— You know the description of the meeting between the narrator and the boy Vlas from literary reading lessons in elementary school. What is new to you in this passage?
— Why does the narrator at first feel as if “it was all cardboard,” that he ended up in a children’s theater?
— Why is the narrator convinced that “everything was real Russian”?
— How do you understand the expressions “winter sun, cold fire”, “what is so painfully sweet to the Russian soul”? What literary device is used in these expressions?
If children do not yet know the term antithesis, you can use a word they understand opposition.
— Find the contrast in the last two lines of this passage:

Oh, bitterly, bitterly I cried,
As I stood that morning
On the banks of the native river,
And for the first time he called her
A river of slavery and melancholy!..<...>
Durable harsh environment
Where are the generations of people
Live and die without a trace
And no lesson for children!
Your father groaned for forty years,
Wandering along these shores,
And before my death I didn’t know
What to command your sons.
And like him, he didn’t have the chance
You will come across a question:
The worse your fate would be,
When would you be less patient?

(Fill out the table - p. 140 of this manual.)
N. N. Skatov writes:
“In 1861, “Peasant Children” was written.<...>
In “Peasant Children” there are children’s tears and laughter, joy and fights, play and work. It was in the summer of 1861, with “Peasant Children”, with “Funerals”, with “Peddlers” - above all with “Peddlers” - that the fatal mystery of many years was solved, the main question that had become the main one was resolved with a groan:

Having essentially created “Peddlers” in collaboration with the people, the poet removed this question that had literally tormented him until now. It turned out that the people had not yet accomplished everything they could, and created not only songs similar to groaning, and did not rest spiritually at all. Accordingly, the entire coordinate system changed and the reference points were rearranged.<...>
Great inner poetic freedom came, a rare creative lightness in Nekrasov. Here is the beginning of “Peasant Children”:

It would seem that just unassuming “verses” just about “peasant children” grow into a poem about Russian life: after all, in essence, here there is an understanding of the vitality of the main core of national life.
By the way, the work itself on the “adult” poem “Peddlers” followed that same summer, immediately after this “children’s” poem. The poems themselves in this children's poem are pulled together, collected and finally concentrated literally in a symbolic image, which became “The Little Man with a Marigold,” which almost immediately became a textbook.<...>
Perhaps, at first glance, such a statement in relation to the Nekrasov we know today will seem unusual, but in fact he is one of the greatest and most genuine masters and lovers of contrast in our literature. Behind this lies the literary experience of a romantic, and the theatrical practice of a playwright, and - most importantly - the peculiarities of one’s own deeply Russian national character with its extremes and the ability, in turn, to grasp and present national life in such extremes - contradictions and opposites, often polar ones. That is why, it would seem, just an unpretentious sketch of Nekrasov’s village childhood, in essence, there is a complex, literally in everything, interaction of contrasting principles: “in big mittens, and himself ... from a fingernail”; “Men,” but... “the child was so hilariously small”; “baby”, but “bass”. Summer: “And the sun scorches them with the midday heat.” And almost immediately winter: “And the cold (!) fire of the winter sun (!).”<...>
The very continuous changes in images and their contrasting opposition ensure mutual reinforcement. Picture props, children's theater (initially the whole poem was called “Children's Comedy”), but - life.
Yes, not just in its everyday authenticity, but in its deep authenticity.

After all, in just this phrase alone, which looks like a smile-inducing just everyday answer, such a natural vitality, such an initial readiness to work, such an original sense of responsibility came together and appeared that what followed - for the first time in Nekrasov - such a degree of generalization and such the conclusion from the smallest to the largest (again - what a contrast) look like a natural and necessary formula of the law:

9. We read and comment on the last passage from the words: “Play, children! Grow in freedom! - to the words: “He will take you into the depths of your native land!..”
—Who is the poet addressing in these lines? How does the narrator's image change? Who do we see in front of us: a hunter in the living room, a journalist or someone else?
(Fill out the table - With. 140 benefits.)
— How do you understand the expressions: red childhood, meager field, bread of labor, charm of childhood poetry?
—What centuries-old legacy do you think the poet calls for to be preserved?
Age-old legacy- these are the best traditions of the Russian people: love for the homeland, for the native land, admiring its beauty, joy of life, joy of working and growing bread.
— We read the text of the poem, which is located inside our house, that is, between the beginning and the end, which tells about the meeting of a hunter with peasant children. We saw that this text consists of several parts. How many large parts are there in this text? What technique underlies its construction?
The previous work will help children see two large parts (one might say “rooms”, if we continue the metaphor of a house): the bright, “dressy side” of life and the difficult, heavy side.
The bright side: passages 1-6.
Difficult side: passages 7-8.
Passage 9 - the climactic address to the children - in this context can be compared to the roof that crowns our house.

Homework

Nikolai Alekseevich Nekrasov is a new trend in the history of Russian literature. He was the first to introduce the theme of the common people and filled the rhymes with colloquial expressions. The life of common people appeared, and a new style was born. Nikolai Alekseevich became a pioneer in the field of combining lyricism and satire. He dared to change its very content. “Peasant Children” by Nekrasov was written in 1861 in Greshnevo. The barn in which the narrator slept was most likely located in Shod, under the house of Gabriel Zakharov (the children recognize him in the story). At the time of writing, the poet wore a beard, which was rare for nobles, so the children questioned his origins.

Rich image of peasant children

The future writer was born into a simple, poor, but respected family. As a child, he often played with his peers. The guys did not perceive him as a superior and a gentleman. Nekrasov never gave up on a simple life. He was interested in exploring new worlds. Therefore, he was probably one of the first to introduce the image of a common man into high poetry. It was Nekrasov who noticed the beauty in village images. Later, other writers followed his example.

A movement of followers was formed who wrote like Nekrasov. “Peasant Children” (which can be analyzed based on the historical period in which the poem was written) stands out noticeably from the poet’s entire work. There is more grief in other works. And these children are full of happiness, although the author does not have great hopes for their bright future. Little ones don’t have time to be sick and think about unnecessary things. Their life is full of the colorful nature in which they were lucky enough to live. They are hardworking and simply wise. Every day is an adventure. At the same time, children absorb science bit by bit from their elders. They are interested in legends and stories; they even do not shy away from the work of the carpenter mentioned in the poem.

Despite all the problems, they are happy in their corner of paradise. The author says that there is nothing to pity or hate such children, they should be envied, because the children of rich people do not have such color and freedom.

Introduction to the poem through the plot

Nekrasov’s poem “Peasant Children” begins with a description of the previous few days. The narrator was hunting and, tired, wandered into the barn, where he fell asleep. He was awakened by the sun breaking through the cracks. He heard the voices of birds and recognized pigeons and rooks. I recognized the crow by the shadow. Eyes of different colors looked at him through the crack, in which there was peace, affection and kindness. He realized that these were the views of children.

The poet is sure that only children can have such eyes. They quietly commented among themselves on what they saw. One looked at the beard and long legs of the narrator, the other at the big dog. When the man, probably Nekrasov himself, opened his eyes, the children rushed away like sparrows. As soon as the poet lowered his eyelids, they appeared again. They further concluded that he was not a gentleman, because he was not lying on the stove and was coming from the swamp.

Author's thoughts

Next, Nekrasov breaks away from the storyline and indulges in reflection. He confesses his love for children and says that even those who perceive them as “low-class people” still once envied them. There is more poetry in the life of the poor, says Nekrasov. Peasant children made mushroom forays with him, placed snakes on the bridge railings and waited for the reaction of passers-by.

People were resting under the old elm trees, children surrounded them and listened to stories. This is how they learned the legend about Valil. Having always lived as a rich man, he somehow angered God. And since then he had neither harvest nor honey, only they grew well. Another time a working man laid out his tools and showed interested children how to saw and chop. The exhausted man fell asleep, and the guys started sawing and planing. Then it was impossible to remove the dust for a day. If we talk about the stories that the poem “Peasant Children” describes, Nekrasov seems to convey his own impressions and memories.

Everyday life of peasant children

Next, the writer leads the reader to the river. There is a vibrant life there. Who bathes, who shares stories. Some boy catches leeches “on the lava, where the queen beats the laundry,” another looks after his younger sister. One girl makes a wreath. Another attracts a horse and rides it. Life is full of joy.

Vanyusha’s father called him to work, and the guy gladly helps him in the field with bread. When the harvest is harvested, he is the first to try the new bread. And then he sits astride a cart with straw and feels like a king. The other side of the coin is that children do not have the right to choose their future, and Nekrasov is concerned about this. Peasant children do not study and grow up happily, although they have to work.

The most striking character in the poem

The next part of the poem is often mistakenly considered a separate work.

The narrator “in the cold winter season” sees a cart with brushwood, a horse is led by a little man. He is wearing a big hat and huge boots. It turned out to be a child. The author said hello, to which the boy replied to let him pass. Nekrasov asks what he is doing here, the child replies that he is carrying firewood that his father chops. The boy helps him because there are only two men in their family, his father and him. Therefore, it all looks like theater, but the boy is real.

There is such a Russian spirit in the poem that Nekrasov wrote. “Peasant children” and an analysis of their way of life show the whole situation in Russia at that time. The writer calls for growing up in freedom, because later this will help you love your labor.

Completion of the storyline

Next, the author breaks away from the memories and continues the plot with which he began the poem. The children became bolder, and he shouted to the dog, named Fingal, that thieves were approaching. We need to hide our belongings, Nekrasov told the dog. The peasant children were delighted with Fingal's skills. The dog with a serious face hid all the goods in the hay. She worked especially hard on the game, then lay down at her owner’s feet and growled. Then the children themselves began to give commands to the dog.

The narrator enjoyed the picture. It became dark and a thunderstorm approached. Thunder roared. The rain fell. The spectators fled. Barefoot children rushed to the houses. Nekrasov stayed in the barn and waited out the rain, and then went with Fingal to look for snipes.

The image of nature in the poem

It is impossible not to praise the richness and beauty of Russian nature. Therefore, along with the theme of love for children, Nekrasov’s work “Peasant Children” glorifies the delights of life behind the gray walls of the city.

From the very first lines, the author drowns in the cooing of doves and the chirping of birds. Then he compares the color of the children's eyes with the flowers in the field. The image of the earth haunts the poet in the forest when he is picking mushrooms. From the forest he leads the reader to the river, where children are swimming, which is why the water seems to laugh and howl. Their life is inseparable from nature. Children weave wreaths of pale yellow flowers, their lips are black from the blueberries that set their teeth on edge, they meet a wolf, feed a hedgehog.

The role of bread in the poem is important. Through the eyes of one of the boys, the narrator conveys the holiness of growing grain. He describes the entire process from throwing the seed into the ground to baking the bread at the mill. Nekrasov’s poem “Peasant Children” calls for eternal love of the field, which gives strength and labor bread.

The presence of nature adds melody to the poem.

The hard life of Nekrasov children

The fate of peasant children is tightly tied to labor on the land. The author himself says that they learn labor early. So, Nikolai Alekseevich gives the example of a little boy who matured early. A six-year-old boy works in the forest with his father and does not even think about complaining about his life.

Respect for work is instilled from childhood. Seeing how their parents treat the field with respect, their children imitate them.

Coverage of educational issues

In addition, the problem of education arises in the poem, which Nekrasov raises. Peasant children are deprived of the opportunity to study. They don't know books. And the narrator is worried about their future, because he knows that only God knows whether the child will grow up or die.

But in the face of endless work, children do not lose their thirst for life. They have not forgotten how to enjoy the little things that come their way. Their everyday life is full of bright, warm emotions.

The poem is an ode to ordinary children. After its publication in 1861, the entire rich world learned that peasant children are wonderful. Nekrasov exalted the simplicity of existence. He showed that in all corners of the country there live people who, despite their low social status, are distinguished by humanity, decency and other benefactors, which have already begun to be forgotten in large cities. The product was a sensation. And its relevance remains acute to this day.

Answers to school textbooks

2. What did the children “marvel” at and what “sentence” did they pronounce? Why did they decide that the stranger was “not a master”?

The children talk about the hero, examine him, try to determine his social affiliation: is he a gentleman, in other words, a landowner, a nobleman, or a commoner. They pay attention to the beard (kids believe that “bars don’t have beards - they have mustaches”), to expensive watches, to a purebred dog, to a double-barreled gun, and they are surprised at everything.

What happened to me - they marveled at everything and pronounced my verdict:
- What kind of hunting is such a goose doing?
I would lie on the stove!
And it’s clear that it’s not the master: how he rode from the swamp,
So next to Gavrila...

Kids believe that people hunt to get game and eat it. They see that a person who has fallen asleep in a barn is rich enough to hunt for food, and can rest quietly, in the children’s opinion, lying on the stove. They saw that the guest was returning from a hunt next to Gavrila, in other words, with one of the farmers of their village, and the “bars,” in their opinion, would never talk amicably and freely with the peasants. That’s why the guest is “not a master.”

3.What does the poet tell about mushroom raids together with children? What feats did they perform and from whom did they expect glory? Does the poet write about this seriously or ironically? Who delighted them with stories on vacation?

It must be said that Nekrasov, unlike many nobles of those times, never considered farmers to be people of low origin, communicated freely with them and even made friends, respecting their natural resourcefulness, intelligence and human soul. As a child, he lived on the Volga, on his father’s estate, and played a lot with peasant children. Next, the author recalls how, as a child, he walked with the children to pick mushrooms.

The creator writes that during the “mushroom raids” he tried to notice the “mushroom place”, but after that he could not find it. Peasant children simply later found such places based on signs they understood. The children could play a joke on the simpleton: they joked, calling the snake a ringlet. On another trip to the forest, the children “killed enough” snakes and placed them on the railings of the bridge along which a large road passed through the village. They thought, perhaps under the influence of Russian folk tales, where heroes fight with the Serpent Gorynych, that people passing along it would be taken aback by the exploits of the children living here, and would think: “Who caught so many snakes?”

Ancient spreading elms grew in the village, and on a hot summer day many people passing along the road, mostly artisans and workers, stopped here to rest in the cold. The children surrounded them, and the workers told attentive listeners about what they had seen in life: “about Kyiv, about the Turk, about wonderful animals.” The road was a specific school of life for the children.

4.What is the “smart side of work” and how did parents involve their children in work?

By “the smart side of labor,” the creator assumes satisfaction from excellent and friendly physical work, from cultivating the land, which brings a secure harvest. When a child sees that the work in which he participated brings visible results, that the person who completed this work is honored and respected, he also wants to participate in work, and such work is not a burden, not a punishment, but satisfaction.

6. Many pictures pass before the reader’s mind’s eye in this poem. Which ones do you particularly remember and why?

Many pictures pass before the mental eye of the reader who gets acquainted with this poem.

1) The hunter is resting in the barn on the hay, and the children peep at him through the crack and talk together, discussing the hunter.

2) The creator remembers when he was little, remembers the peasant children’s trips to pick mushrooms and their joke with the snake.

3) Peasant children on the highway listen to the stories of passers-by and examine the tools with curiosity.

4) After picking mushrooms, the children swim in the meadow river.

5) Returning to the village, the kids play games, some help their parents.

6) The kids go into the forest to pick berries, there they find fun for themselves: at one moment they are afraid of a little hare that jumps out, they catch an old wood grouse.

7) Pictures of rural labor that the child watches.

8) Meeting of the creator with six-year-old Vlas, who helps his dad carry firewood from the forest.

9) The creator returns to the beginning of the poem and tells how the hunter’s acquaintance with the children continued: the creator ordered the trained dog to show some jokes, and the kids rejoiced at the sudden performance. Suddenly a thunderstorm began, and the kids ran away to the village.

7.What mood are these paintings permeated with (sad, cheerful)? Do you think you answered correctly the first question asked of you, what is this poem about? How would you answer it now? What did the author want to say about peasant children?

The pictures drawn by the creator are imbued with a good feeling of admiring and immediately being sad: the creator knows very well the life of peasant children, he understands that satisfaction and freedom have a downside. The creator realizes that children are the future of the people.

8.What pictures of childhood and the surrounding world does the poet paint and what does he wish for children?

See question 6.

The poet appeals to children to adore their native land:

The poet appeals to children to love their native land:
Play, children! Grow in freedom!
That's why you were given a wonderful childhood,
To love this meager field forever,
So that it always seems sweet to you.
Keep your centuries-old inheritance,
Love your labor bread -
And let the charm of childhood poetry
Leads you into the depths of your native land!..

Page 187

1. How do you understand the words and phrases: doggerel, tenderness touched the soul, dear rogues, holy kindness, mushroom raids, planes, blue ribbon, centuries-old inheritance, bread of labor!

Meaning of words and phrases:

verses - poems
tenderness touched the soul - the person experienced a feeling of tenderness, bright quiet joy
dear rogues - the author calls children this because they are cunning, they cheat, but their trickery is naive, there is no malicious intent in it
holy kindness - holy kindness, because it is selfless, deeply sincere
mushroom forays - fun trips to the forest to pick mushrooms
plane - carpentry tool
a blue ribbon - the author compares the river to a blue ribbon between green fields
centuries-old legacy - the author means the best traditions of the Russian people, love for work, for the homeland
labor bread is bread that is not obtained for nothing, but thanks to a lot of work.

2. Write out from the poem the words incorrectly pronounced by peasant children, for example: won, don’t wash, they’ll steal... How to pronounce them, put the correct emphasis.

Look, look, look, it’s simple.

3. In the works you have read, there are many words that are undeservedly rarely used in modern Russian, for example, sculpture, majestic, dear, inheritance, command. Explain the meaning of these words.

Statue - a sculptural image; statue.
Velichava - imbued with solemn beauty, grandeur;
indicating inner dignity; majestic.
Rodimenky - your own, dear.
Destiny - share, fate, fate.

memory. Those who told legends enjoyed special honor and respect and were welcome guests at feasts. What were they called?

and read the lines that talk about how children perceive the author. What surprises them about him? Why? 2) Is it possible to say that N.A. Nekrasov depicts the childhood of peasant children only as joyful and cloudless?

everyone was scattered to distant camps for their faith in God. And Zoya was only ten years old. They took her to an orphanage (Ivanovo region). There she announced that she would never remove the cross from her neck that her mother put on her when they parted. And she tied the thread in a tighter knot so that it would not be removed while sleeping. The struggle went on for a long time, Zoya became embittered: you can strangle me, you’ll take me off dead! Whereas, unable to be educated, she was sent to an orphanage for the disabled! The struggle for the cross continued. Zoya held out: even here she did not learn to steal or use foul language. “A holy woman like my mother cannot have a daughter who is a criminal. I’d rather be political, like the whole family.” And she became political! The more teachers and radio praised Stalin, the more accurately she guessed in him the culprit of all misfortunes. And, having not succumbed to the criminals, she now carried them along with her! There was a standard plaster statue of Stalin in the courtyard. Mocking and obscene inscriptions began to appear on it. (Little kids love sports! It’s just important to guide them correctly.) The administration paints the statue, sets up surveillance, and reports to the MGB. And the inscriptions keep appearing, and the guys laugh. Finally, one morning, the head of the statue was found broken off, turned over, and in its emptiness - feces. Terrorist act! The KGB officers have arrived. According to all their rules, interrogations and threats began: “Give up the gang of terrorists, otherwise we will shoot everyone for terror!” (And it’s nothing marvelous, just think, to shoot one and a half hundred children. If he himself had found out, he would have ordered it himself.) It is not known whether the youngsters would have stood firm or faltered, but Zoya Leshcheva announced: “I did it all alone!” What else is daddy's head good for? And she was tried. And they sentenced him to capital punishment, without any laughter. But due to the unacceptable humanity of the law on the reintroduction of the death penalty, it seemed that the 14-year-old was not supposed to be shot. And so they gave her a ten (surprisingly, not twenty-five). Until she was eighteen she was in regular camps, and from eighteen she was in special camps. For her directness and language, she received a second prison sentence, and, it seems, a third. Zoya’s parents and brothers had already been released, but Zoya still sat. Long live our religious tolerance! Long live the children - the masters of communism! Respond, the country that would love its children as much as we love ours!

1) how many children does the boar have? Name them
2) who is feklusha
3) what poets did Kuligin read?
4) how boars advise Katerina to treat the boar’s instructions
5) what kind of education did Boris and his sister have?
6) where Katerina made a date with Boris
7) how many days Tikhon was not in the house
8) how Varvara advises Katerina to buy

1) Oblomov’s rank?
2) How many years has he lived in St. Petersburg?
3) at what age does Obolmov see himself in a dream?
4) Who did Oblomov’s parents dream of seeing?
5) Who does Oblomov compare his robe with?
6) What was lying for Oblomov?
7) What two halves is life divided into in the eyes of Ilya Ilyich?
8) Instead of which city did Oblomov send some paper to for service?
9) What did Oblomov answer to Stolz’s exclamation:<Да ты поэт,Илья>
10) What word did Ilya Ilyich write and then erase on the dusty table?
11) What epithet did he use when he heard this word for the first time?
12) Oblomov found a letter from Stolz at home... What significant words did it begin and end with?
13) Our name is legion. Whose words are these?
14) What was dominant and fundamental in the expression not only of Oblomov’s face, but of his entire soul?
15) What is Oblomov’s complexion?
16) How long does the first part of the novel last?
17) what number is this?