Reading is the art of generating thoughts with small auxiliary pushes in one's unrestrained mind. — Emil Faguet

Every person who knows how to understand reading is powerful, empowering himself and improving others, can make his life bright and not dull. — Aldous Huxley.

Reading into the depths of our consciousness allows us to read understanding the book for ourselves in a new way, and not as we listen to the meaning from other readers. - Marcus Fabius Quintilian.

Reading is the most important thing in life - learning - Pushkin A.S.

A person who spends his hours reading is able to change his mind, this has already been seen. — Roger Rosenblatt.

Achieving in a person the form of a craving for reading is the best gift given to a person, because he can see anything in a book. — Elizabeth Hardwick.

Rereading classical literature, the reader will not see anything new in the book, but looking inward, he will see something that he has not seen before. — Cliff Fadiman.

Continuation beautiful quotes read on pages:

A book is a great thing as long as one knows how to use it. – A.A. Block

Reading is one of the main tools of life, the good life. — Joseph Addison.

I cannot live without books. — Thomas Jefferson.

An educated person never reads - he rereads. — Georges Elgosy

There is the art of reading, as well as the art of thinking and the art of writing. — Clarence Day.

There is more treasure in the books than in all of the pirates' loot on Treasure Island. - Walt Disney.

It happens that I read a book with pleasure and at the same time I hate its author.

Universal education has given rise to a mass of people who can read, but do not know how to understand what is worth reading. — George Trevelyan

Nothing ruins a book quite like watching a movie based on it. - O. Kuznetsov

Each book is a theft from your own life. The more you read, the less you know how and want to live on your own. – M. Tsvetaeva

The book is a way for serials to exist outside of television. – L. Levinson

Read the best books first, otherwise you won't have time to read them at all. - Yakov Borisovich Knyazhnin

Never read a book just because you started reading it. — John Witherspoon.

The more you read, the more you learn. The more you learn, the more places open up for you. - Dr. Seuss.

People in power don't have time to read, but people who don't read are unfit for power. — Michael Foote.

To love reading is to exchange hours of boredom, inevitable in life, for hours of great pleasure. – Montesquieu

Reading is one way of thinking with another person's mind, it forces you to develop your own mind. — Charles Scribner, Jr.

Reading makes one knowledgeable, conversation makes one resourceful, and the habit of writing makes one accurate. — Bacon F.

What is acquired when reading with a pen - turns into flesh and blood. – Seneca

Nobody reads anything; if he reads, he does not understand anything; if he understands, he immediately forgets. - Siddhartha Gautama (Buddha)

It is necessary to develop the mind by reading a lot, not many authors. – Quintilian

We read to know that we are not alone. — C. S. Lewis.

In books, we eagerly read about what we do not pay attention to in life. – Emil Krotky

Read as if you were eating fruit or savoring wine or enjoying friendship, love or life. — George Herbert.

The love of reading is the exchange of hours of boredom for hours of pleasure. - Charles de Montesquieu.

A large library dispels rather than instructs the reader. It is much better to confine oneself to a few authors than to rashly read many. – Seneca

I would never read a book if I had the opportunity to talk for half an hour with the person who wrote it. — Woodrow T. Wilson.

Read to live. — Henry Fielding.

I divide all readers into two classes: those who read to remember and those who read to forget. — William Lyon Phelps.

Never have books radiated so much light as in the fires of the Inquisition. – V. Goloborodko

Reading good books is a conversation with the most the best people past times, and, moreover, such a conversation when they tell us only their best thoughts. – Descartes

Each reader, if he has a strong mind, reads the book carefully and combines his thoughts with the thoughts of the author. - Johann Wolfgang von Goethe.

In our age, people read too much, it prevents them from being wise. – O. Wilde

Many people praise some books, but still read others. – Martial

Reading is for the mind, exercise is for the body. — Joseph Addison.

A quick read is useful if you need to read the Encyclopædia Britannica. But what to do with the rest of the evening? – Robert Orben

Reading after a certain age distracts the mind too much from its creative activity. Any person who reads too much and uses their brain too little falls into the trap of lazy thinking. - Albert Einstein.

We live too much in books and not enough in nature. – A. France

I don't value reading without any pleasure. – Cicero

A house without books is like a body without a soul. - Marcus Tullius Cicero.

No matter how many words of wisdom you read, no matter how many you say, what good are they to you if you don't put them into practice? - Siddhartha Gautama (Buddha)

Indeed, many people read only in order to have the right not to think. — Lichtenberg G.

There are books that you just need to taste, there are those that are best swallowed and only a little - chew and digest. – F. Bacon

Read a lot, but not a lot of books. - Benjamin Franklin.

Tell me what you're reading and I'll tell you who you are, it's true, but I'll get to know you better if you tell me what you're rereading. — François Mariak.

A book read on time is a huge success. She is able to change life, as she will not change it best friend or a mentor. – P.A. Pavlenko

Readers read and fans read. – Alexander Zhukov

If a person cannot enjoy reading a book over and over again, there is no point in reading at all. — Oscar Wilde.

The reason people remember so little of what they read is that they think too little themselves. – Georg Lichtenberg

Interesting books are read, brilliant books are re-read.

The book is a story for the mind. The song is a story for the soul. — Eric Pio.

Apart from a living person, there is nothing more amazing than a book. — Charles Kingsley.

There are people who read only to find mistakes in the writer. – Vauvenargues

Books are there to remind man that his original thoughts are not so new. – A. Lincoln

There are times when I think that the reading I have done in the past has had no effect on me other than clouding my mind and making me indecisive. — Robertson Davis.

Read the classics first, otherwise you won't have time to do it! — Toro G.

The art of reading is knowing what to skip. — Philip Hamerton

All good books are similar in one thing - when you read to the end, it seems to you that all this happened to you, and so it will remain with you forever. – E. Hemingway

A good book contains more truths than the author wanted to put into it. – M. Ebner-Eschenbach

Reading is thinking with someone else's head, not your own. — Arthur Schopenhauer.

Learn and read. Read serious books. Life will do the rest. – Dostoevsky F. M.

If we come across a man of rare intelligence, we should ask him what books he reads.

Choosing books for your own and others to read is not only a science, but also an art. - Sergey Dovlatov.

The only book that interests me is Bumke's Manual of Psychiatry. In my opinion, it has everything you need to know about a person. They say: read the Bible, here is a book of books. But who can understand the Bible if he doesn't read Bumke first? — Louis-Paul Boon

You don't have to burn books to destroy culture. Just make people not read them. - Ray Bradbury.

No one has ever committed suicide while reading a good book, but many have tried while trying to write. — Robert Byrne.

There is no better remedy for refreshing the mind than reading the ancient classics; it is worth taking one of them in your hands, even if for half an hour, - immediately you feel refreshed, relieved and cleansed, uplifted and strengthened, as if refreshed by bathing in a clean source. — Schopenhauer A.

Reading is the creation of one's own thoughts with the help of other people's thoughts. - ON THE. Rubakin

Francis Bacon

Reading makes one knowledgeable, conversation makes one resourceful, and the habit of writing makes one accurate.

Francis Bacon

Reading is the creation of one's own thoughts with the help of the thoughts of others.

N. Rubakin

Françoise Sagan

Read as much as you can. Nothing will help you better than reading.

D. Rowling

Reading good books is a conversation with the best people of the past, and, moreover, such a conversation when they tell us only their best thoughts.

You are passionately in love. You need to start treatment: you are prescribed walks, reasonable reading, young people, maybe untiring work.

Françoise Sagan "Vague Smile"

Did you read a lot in your youth?
- Yes.
- Well... That's what was required to prove. Reading books turns people into loners, individualists. And when that happens, it only adds to the complexity.

Douglas Copeland "Generation A"

one day you meet a person, and suddenly you feel that everything is possible with him.
long life. and reading, and walks, and life, and petty quarrels,
hot reconciliation, and separation, and boredom.
with him everything is possible, with him everything is possible

From April 18 to April 25, you will find festive drawings of book sets, gifts, coupons for future purchases and other surprises for enthusiastic book lovers.

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Make an order from 1600 rubles. and enter the secret word READ. As a gift with one order you will receive collections

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🎓 When reading a book, you will have access to parallel author's translation of sentences and instant detailed translation of any word by clicking on it.

📗Translation from English, German, Italian, French, Polish and hundreds more languages.

"Read a book with more than just words.
Words are a small door to life.
Read the book with your heart
And most importantly, conscience and deeds.

The book teaches and the book educates
Only those who read and absorb.
And for those who rush along the lines,
Only one void remains
Eduard Asadov

KNOW:

Reading is the creation of one's own thoughts with the help of other people's thoughts.

The book, which is of such great importance for a person in any way touched by development, just like nature and the experiences of life, remains mute, not only for those who cannot read, but also for those who, having mechanically read the page, will not be able to extract from dead letter of living thought.

Woe to those who, after reading one or two books, decide that they have understood and comprehended the very essence of the matter, and therefore enough. Those readers who reduce the whole matter of self-education to reading books and mastering their content, without comparing it with life, must also be classified as skygazers.

Reading is the best teaching. To follow the thoughts of a great man is the most entertaining science.

Reading is one of the sources of thinking and mental development.

Reading makes one knowledgeable, conversation makes one resourceful, and the habit of writing makes one accurate.

Reading is to the mind what exercise is to the body.

REMEMBER:

There is no better remedy for refreshing the mind than reading the ancient classics; it is worth taking one of them in your hands, even if for half an hour, - immediately you feel refreshed, relieved and cleansed, uplifted and strengthened, - as if refreshed by bathing in a pure source

When you read authors who write well, you get used to speaking well.
Voltaire

Much more important is not what we read, but how and for what purpose.
Burke E.

Reading good books reveals to us the thoughts hidden in our own soul.

People stop thinking when they stop reading. Only he who does not read anything thinks of nothing.

More than any disorderly, harmful reading, for all its systematicity, is one-sided. Nothing dries the mind and narrows the horizons of thinking so much as reading books exclusively on some one branch of human knowledge.

Bad reading is like a window smeared with dirt through which nothing can be seen.

Looking through a book is not reading. You need to read the way you listen to a person's confession. Delving into the book. Then she will reveal herself, and you will comprehend her beauty.

It is better to read less books, but think more about their content, about the character of the people brought out in these books, try to evaluate the book on your own.

What is acquired when reading with a pen - turns into flesh and blood.

No activity is such a waste of time as reading without a definite system.

We won't understand anything if we read too fast or too slow.

The reason people remember so little of what they read is that they think too little themselves.

Only he who does not read anything thinks of nothing.

To read a book and understand it properly is to be on the level of a writer.

It is necessary, first of all, to have a sincere desire to learn from books and be imbued with their thoughts. Notice, imbued with their thoughts, and not try to find their own.

There is no entertainment cheaper or longer lasting pleasure than reading.

Let the thoughts contained in the books be your main capital, and the thoughts that arise in yourself be the interest on it.

LEARN:

When reading, you must think through everything thoroughly so that what you read turns into your flesh and blood, and is not folded in one memory, as in some dictionary.

If we read in order to acquire knowledge, we must read slowly, writing down everything we learn from the book, everything that we meet in it that is unfamiliar to us.

A quick read is useful if you need to read the Encyclopædia Britannica. But what to do with the rest of the evening?

Learn, read, reflect and get the best out of everything.

No reading requires such a strict standard as the reading of fragmentary, scattered thoughts.

It is necessary to develop in oneself the ability and practical dexterity to work with the help of a book.

Read not in order to contradict and refute, not in order to take it on faith; and not then to find a subject for conversation; but to think and reason.

Don't read anything you don't want to remember, and don't memorize anything you don't mean to apply.

In particular, one must be afraid of the mindless swallowing of page after page, of the weak-willed following only the outward interestingness of the book.

To take in all that a work of genius has to offer requires slow reading and a long pause before moving on to another work.

Learning to read is perhaps much more difficult than you imagine. Learn to be choosy in your reading, to read conscientiously and with the greatest attention available to you, everything in which you have a real interest, real and not imaginary, and which you recognize as really appropriate to what you are doing.

"Read a book with more than just words.
Words are a small door to life.
Read the book with your heart
And most importantly, conscience and deeds.

The book teaches and the book educates
Only those who read and absorb.
And for those who rush along the lines,
Only one void remains
Eduard Asadov

KNOW:

Reading is the creation of one's own thoughts with the help of other people's thoughts.
Rubakin N.A.

The book, which is of such great importance for a person in any way touched by development, just like nature and the experiences of life, remains mute, not only for those who cannot read, but also for those who, having mechanically read the page, will not be able to extract from dead letter of living thought.
Ushinsky K. D.

Woe to those who, after reading one or two books, decide that they have understood and comprehended the very essence of the matter, and therefore enough. Those readers who reduce the whole matter of self-education to reading books and mastering their content, without comparing it with life, must also be classified as skygazers.
Rubakin N. A.

Reading is the best teaching. To follow the thoughts of a great man is the most entertaining science.
A.S. Pushkin

Reading is one of the sources of thinking and mental development.
V.A. Sukhomlinsky

Reading makes one knowledgeable, conversation makes one resourceful, and the habit of writing makes one accurate.
F. Bacon

Reading is to the mind what exercise is to the body.
Addison D.

REMEMBER:

There is no better remedy for refreshing the mind than reading the ancient classics; it is worth taking one of them in your hands, even if for half an hour, - immediately you feel refreshed, relieved and cleansed, uplifted and strengthened, - as if refreshed by bathing in a pure source
Schopenhauer A.

Much more important is not what we read, but how and for what purpose.
Burke E.

Reading good books reveals to us the thoughts hidden in our own soul.
C. Piermont

More than any disorderly, harmful reading, for all its systematicity, is one-sided. Nothing dries the mind and narrows the horizons of thinking so much as reading books exclusively on some one branch of human knowledge.
Skabichevsky A. M.

Bad reading is like a window smeared with dirt through which nothing can be seen.
Sukhomlinsky V.A.

Looking through a book is not reading. You need to read the way you listen to a person's confession. Delving into the book. Then she will reveal herself, and you will comprehend her beauty.
Fedin K.A.

It is better to read less books, but think more about their content, about the character of the people brought out in these books, try to evaluate the book on your own.
Kalinin M.I.

What is acquired when reading with a pen - turns into flesh and blood.
Seneca

No activity is such a waste of time as reading without a definite system.
Taneev S.I.

The reason people remember so little of what they read is that they think too little themselves.
Lichtenberg G.

Only he who does not read anything thinks of nothing.
Didro D.

To read a book and understand it properly is to be on the level of a writer.
Pavlenko P.A.

It is necessary, first of all, to have a sincere desire to learn from books and be imbued with their thoughts. Notice, imbued with their thoughts, and not try to find their own.
Reskin D.

There is no entertainment cheaper or longer lasting pleasure than reading.
Mary Wortley Montagu

Let the thoughts contained in the books be your main capital, and the thoughts that arise in yourself be the interest on it.
Aquinas F.

LEARN:

Learn and read. Read serious books. Life will do the rest.
Dostoevsky F.M.

When reading, you must think through everything thoroughly so that what you read turns into your flesh and blood, and is not folded in one memory, as in some dictionary.
Rotterdam E.

If we read in order to acquire knowledge, we must read slowly, writing down everything we learn from the book, everything that we meet in it that is unfamiliar to us.
Fague E.

A quick read is useful if you need to read the Encyclopædia Britannica. But what to do with the rest of the evening?
Orben R.

Learn, read, reflect and get the best out of everything.
Pirogov N.I.

No reading requires such a strict standard as the reading of fragmentary, scattered thoughts.
Herder I.

It is necessary to develop in oneself the ability and practical dexterity to work with the help of a book.
Rubakin N.A.

Read not in order to contradict and refute, not in order to take it on faith; and not then to find a subject for conversation; but to think and reason.
Bacon F.

Don't read anything you don't want to remember, and don't memorize anything you don't mean to apply.
Blackie D.

In particular, one must be afraid of the mindless swallowing of page after page, of the weak-willed following only the outward interestingness of the book.
Makarenko A.S.

To take in all that a work of genius has to offer requires slow reading and a long pause before moving on to another work.
Ben A.

Learning to read is perhaps much more difficult than you imagine. Learn to be choosy in your reading, to read conscientiously and with the greatest attention available to you, everything in which you have a real interest, real and not imaginary, and which you recognize as really appropriate to what you are doing.
Carlyle T.

The more you read without thinking, the more you are sure that you know a lot, and the more you think while reading, the more clearly you see that you know very little.
Voltaire

If you carefully look for wisdom in books, you will find great benefit for your soul.
Nestor the Chronicler

THERE IS AN OPINION:

Reading was for me the best remedy for the troubles of life; there was no such grief that an hour of reading did not dispel
Montesquieu

Some value books by their length, as if they were written for the exercise of the hands and not of the mind.
Gracian y Morales

Indeed, many people read only to have the right not to think.
Lichtenberg G.

For some, reading is only a pleasant pastime, the highest degree of idleness.
Smiles S.

I divide readers into two classes: those who read to get rich and those who read to forget.
Phelps E.

I don't value reading without any pleasure.
Cicero

AND A FEW MORE NOTES:

Look for people who are worth a good book to talk to, and books that are worth talking to a philosopher to read.
Boost P.

Solitude with books is better than company with fools.
Boost P.

Everyone reads the Balzac they deserve.
Przekrui

In books, we eagerly read about what we do not pay attention to in life.
Emil Short

How to develop in students a full-fledged ability to work with text? Consider guidelines on meaningful analysis, processing and use of textual information in the lessons of the humanitarian cycle. In the subheading "Practice" a specific example of assignments in history, Russian language and geography for the text about the Patriotic War of 1812 is offered.

GOODBROTINA,

employee

foundation of foundations practical work on the formation of subject and meta-subject skills of students in the learning process is the text itself: the text of the textbook, which includes different ways of presenting information - the main and additional text, tables, graphs, maps, diagrams, drawings; the text of the teacher's story; texts of different styles and types of speech created by students - essays, oral reports on the topic, presentations of the results of design and research work, abstracts, abstracts, plans, and so on.

Many scientists and methodologists speak about the special role of texts in the intellectual development of a person. So, for example, the aphoristic statement of the Russian writer and bibliologist N.A. Rubakin that "reading is the creation of one's own thoughts with the help of the thoughts of other people" echoes the thought of I.Ya. Lerner that "the inability to think about texts from childhood reinforces stereotypical thinking."

Through some functions of the text, the very concept of intelligence is determined in the works of Yu.M. Lotman: transmission of new information (texts); creation of new information (that is, the creation of texts that are not uniquely derived from existing algorithms according to given algorithms, but have a certain degree of unpredictability); memory as the ability to store and reproduce information (texts). The scientist emphasizes that "for the functioning of the intellect, another intellect is required", "the intellect is always an interlocutor."

However, often the text does not become such an interlocutor for students, reading does not encourage them to create their own thoughts: when completing an assignment, convey some information in the form of a story (paragraph information, text of a project or research work) students tend to directly quote the original text, free retelling with the interpretation of events is very difficult for them. That is, the processes of generating and understanding speech, which are the main ones in human speech activity, are difficult. Understanding includes the use of linguistic knowledge (knowledge of the language of the utterance); construction of hypothetical interpretations of perceived speech, which runs parallel to the process of perception; mastering what has been said; interpretation of the author's intentions; correlation of received information with already available.

It is the culture of working with text, working with information transmitted in one or another system of signs, that should be given attention in the lessons of the humanitarian cycle. When reading a text, a person learns the connections between objects of objective reality not directly, but through the word, through the reflection of these mediated connections in the text.

Understanding the text is impossible without mastering the laws or rules, the norms for constructing the text itself as a special objective reality. This is the toolkit that the student-reader should own. Mastering these tools is carried out mainly in the lessons of the Russian language, however, the formed skills should be reinforced in the lessons of history, social science, and geography. federal state educational standard sets the task of mastering by students the skills to work with information, and these skills are at the intersection of subject and meta-subject areas.

Describing the ability to work with information, we note that there are certain, but insignificant differences in the skills used when working with information presented or recorded in various types(e.g. written/spoken; text/table/graph/map). It is much more important, in our opinion, to consider groups of skills correlated with the identification of the main stages of working with information: search - perception - awareness - processing - transfer / use. This classification most fully reflects the activity approach to which the second generation of the Federal State Educational Standards is oriented. Knowledge of the main types and skills that a student must consistently master will allow the teacher to organize the work of mastering information. At the same time, it is desirable that students also understand what types of skills they need to successfully work with information presented in various forms.

This staging allows us to distinguish the following groups of skills:

• the ability to search for information (in libraries, catalogs, dictionaries and reference books, geographical and historical atlases, that is, in various sources of information, including the media and Internet resources);
• the ability to perceive information (perception of verbal information - listening, text - reading, perception of graphic, numerical, schematic information);
• the ability to comprehend information (understanding the main and additional, explicit and hidden (subtext) information of the text);
• the ability to process information (the ability based on the logical operations of analysis, comparison, synthesis, analogy, and the ability to semantic (generalization) and lexical (combination, folding) information change);
• the ability to transfer / use information (presenting information in the form of detailed plans, extracts, abstracts, annotations, abstracts, speaking to an audience with a message, report).

Let us give examples of tasks that can be offered to students at various stages of working with information.

I. Tasks aimed at developing the ability to perceive and comprehend text information:

1. Insert the necessary words in the place of the gaps in the ... paragraph. (Explain how you understand the meaning of the words, replace them with synonyms.)
2. Suggest what should be discussed in the text, according to the key words written out from the text.
3. Do your markup work. (Put a “?” sign where the thought ends, which, in your opinion, requires reflection and posing a question; write down the question that you would like to ask.)
4. Underline the main information in the text. Does every proposal contain such information?
5. Underline the words and expressions that help you follow the development of thought in the text.
6. Indicate the numbers of the sentences that, in your opinion, should be the beginning of a new paragraph (in the text presented without paragraph division).
7. Indicate the numbers of sentences that are superfluous in this text (in the text with intentionally included extra information).
8. Indicate the numbers of sentences (paragraphs) in which incorrect information is given (in terms of deploying the logic of the text).
9. Give a title to this text.
10. Come up with a topic for a speech, a message, when working on which you would need facts, examples from this text.
11. Restore the sequence of sentences (paragraphs), restore the links between the sentences of the paragraph.

II. Tasks aimed at developing the skills to process and use text information:

1. Shorten the text by one third (half, three quarters).
2. Shorten the text by conveying its content in one or two sentences.
3. Remove unnecessary, from your point of view, information in the text.
4. Complete the text with your own examples (descriptions, arguments), for example: tell us about the work of one of the artists; include a discussion about whether there is a connection and continuity with the golden age of Russian culture.
5. Expand the presented paragraph introduction into a paragraph.
6. Make a sentence or a short message based on the phrase (sentence).
7. Find the thesis and evidence in the text, rearrange the text in such a way that the proof becomes a conclusion, a consequence of the examples given.
8. Complete the text (the text is presented without an introduction and / or final paragraph).
9. Connect paragraphs (sentences) by inserting appropriate ones introductory words and expressions.
10. Write your text based on several texts, other sources of information (maps, charts, graphs) that give a fragmentary idea of ​​the same fact or phenomenon, using the summary information of these texts (sources of information).

Of course, the use of individual tasks will not be as effective as purposeful work in this direction, therefore, we offer methodological material for conducting lessons, the purpose of which is to develop the skills to process and use information in accordance with the learning task.

Work with the proposed texts can be organized in pairs, groups in one lesson, for example, in a lesson in history, geography, Russian. Then the groups get their "specialization" - philologists, historians, geographers. Another option for organizing work is that the same text is used in different lessons, for example, during the week, students in each lesson complete only tasks of one subject area. (For example, a task is given a variant of its implementation.) Thus, conditions are created for students to master background knowledge of a cultural and historical nature for a more accurate understanding of the content of the text. With any way of organizing work, the accumulation of subject knowledge and the improvement of meta-subject skills come with a synergistic effect.

Work form: group, individual.
Predicted result:

• development of skills to work with information presented in different form, - key skills that are the basis for improving the communicative actions of students;
• the development of students' understanding of the continuity of information, the originality of its development from the point of view of different subjects;
• building in the course of reflection conclusions and conclusions in the correct sequence with the allocation of primary, priority, main information that needs to be mastered, transforming into stable knowledge, and secondary, which contributes to the expansion and deepening of background knowledge of students.

PRACTICE______________________________________________________________________________________________

Text 1. MIKHAIL ILLARIONOVICH KUTUZOV

The Kutuzov clan has been known for military glory since the time of Alexander Nevsky. The rank of general was held by the father of Mikhail Illarionovich. The son has surpassed the father. He became field marshal general, commander in chief of the Russian army and defeated the great commander Napoleon. Prior to this, the share of M.I. Kutuzov had three wars with the Turks. Twice he was seriously wounded, lost his normal vision.

One of the main features of Kutuzov was caution, he was very prudent, he calculated strategic actions for many moves ahead. Another feature of Kutuzov - a man and a military leader - was cunning. Under the guise of complacency and calmness, this man hid a huge temperament. His nature was characterized by extraordinary theatricality, artistry - with pretense, play, cunning. This is not a household trick that takes the form of the mind, this is a kind of wisdom.

After the Battle of Borodino, at the military council in Fili, M.I. Kutuzov made a difficult decision - to leave Moscow without a second battle. He uttered the famous words: “With the loss of Moscow, Russia is not lost. I make it my first duty to preserve the army... I know that responsibility will fall upon me. But I sacrifice myself for the good of the Fatherland. I order you to retreat."

History has confirmed the correctness of the great commander. He did not allow the defeat of the Russian army. Despite heavy losses, she remained a formidable force capable of withstanding further struggle. The French, leaving burned and plundered Moscow, were forced to retreat along the devastated Old Smolensk road. The Russian army pursued the enemy. By the end of December, the last French soldier had left Russia. The foreign campaign of the Russian army across Europe to Paris began. M.I. Kutuzov continued to lead the army.

A.S. Pushkin in the Sovremennik magazine said this about M.I. Kutuzov: “The glory of Kutuzov is inextricably linked with the glory of Russia, with the memory of the greatest event in modern history. ...Savior of Russia. One Kutuzov could suggest the Battle of Borodino; one Kutuzov could give Moscow to the enemy; Kutuzov alone could remain in this wise and active inaction, putting Napoleon to sleep on the conflagration of Moscow and waiting for the fateful moment; for Kutuzov alone was marked in the people's power of attorney, which he so miraculously justified.

TASKS
Subject: Russian language (philologists group)

1. Write down the main ideas of each paragraph of the text. Please note: if the work is done correctly, then reading the written sentences will allow you to get a holistic view of the main content of the text.

Task execution option:

Mikhail Illarionovich Kutuzov - Field Marshal General, Commander-in-Chief of the Russian Army.
The main features of Kutuzov - a man and a military leader - caution, foresight, cunning.
After the Battle of Borodino, he made a difficult decision - to leave Moscow without a second battle in order to save the army.
The Russian army remained a formidable force capable of withstanding further struggle.
“The glory of Kutuzov is inextricably linked with the glory of Russia…”

2. Based on this text, you need to prepare a presentation - no more than 5-7 slides. What text key words would you use as slide captions? Fill in the missing parts of the work (students, depending on the level of preparation, are offered an option with more or less missing fragments; we give it in full):

1) the genus Kutuzov
2) the son surpassed the father
3) Battle of Borodino
4) council in Fili
5) the French leave Moscow
6) Russian army in Europe
7) A.S. Pushkin about Kutuzov

3. Prepare with text brief information about M.I. Kutuzov for a message in a news release on Radio Russia. Consider how the beginning and conclusion should be supplemented with the information given to you.

Identify someone in your group who can read the news the way a radio professional would.

Task execution option: the beginning that is necessary for the text of the speech:

2012 marks a significant date in the public and political life of Russia - 200 years of the Patriotic War of 1812, which became an event of national and European significance.

It was not just a war of two states, two armies - Russian and French. In that memorable year, the entire Russian people rose up against the Great Army of Napoleon, which had crossed the borders of Russia. And very soon the whole country fought against Napoleon - "just a war" turned into a Patriotic War.

1. Why did M.I. Kutuzov choose the Borodino field as the site of the great battle of the Patriotic War of 1812? What features of its geographical position did the commander use? Did they contribute to the victory of the Russian army? To answer the question, use the information from retro-maps, illustrations and diagrams of the Battle of Borodino, as well as information from the Internet. Your answer should be informative, but short - 5-7 sentences.

Information material for preparing a response:
Map 1

Map of the Battle of Borodino

Task execution option(student's answer start option):

The analysis of retro-maps, illustrations and maps of the Battle of Borodino, as well as information from the Internet, allows us to draw conclusions that explain the motives for choosing M.I. Kutuzov of the Borodino field as the most convenient place to meet with an experienced and well-trained enemy.
The Borodino field is located in the Mozhaisk district of the Moscow region, 124 kilometers from Moscow. This is the territory of the East European (Russian) Plain.
The area is hilly, crossed by a significant number of small rivers. The eastern part of the Borodino field is the most elevated.
The Kolocha River flows through the village of Borodino, which flows into the Moscow River. The river, in some places very shallow, has a high, steep bank all the way below the village of Borodino. All these details were studied in detail by Kutuzov and taken into account as much as possible.

2. Give some examples of geographical objects known to you that became historical after the events of the Patriotic War of 1812 and the end of the Napoleonic era in Russia and abroad. Pick up Additional information about geographical location object (2-3 sentences).

Task execution option:

rivers: Neman, Berezina, Dnieper; settlements: the village of Borodino, the village of Fili, Waterloo (a village near Brussels, Belgium), the cities of Vitebsk, Vilna, Maloyaroslavets; Islands: Elba and Saint Helena

Nemunas River (in Lithuania - Nemunas)

The Neman River flows through the territory of two countries - Belarus and Lithuania, as well as the Kaliningrad region of Russia. It originates on the southern slopes of the Minsk Upland, flows into the Curonian Lagoon of the Baltic Sea. The river is 937 km long, has about 180 tributaries, and is navigable in the lower reaches.

Waterloo village, Belgium

Waterloo is a village in Belgium, located 20 kilometers from the capital city of Brussels, on the high road from Charleroi. The last major battle of Napoleon's army took place near this village. The word "Waterloo" is well known and popular in the world: in England, the largest railway station in London, a large bridge and a rugby club are called so, and in the USA, Canada and Australia several settlements bear this name.

1. Tell us about the results of the battle on the Borodino field. Use keywords: victory of the Russian army; first defeat; huge losses; difficult decision; fate of Moscow.

2. What was the historical significance of the decision of M.I. Kutuzov to surrender Moscow to the French? Do you have enough text material to answer the question? Use the information you find in various sources.

Text 2. Napoleon Bonaparte

Napoleon Bonaparte is one of the brightest figures in world history of the 19th century, a man of extraordinary destiny.

The son of a minor nobleman, he studied at the Paris Military School. He was distinguished by good abilities and great purposefulness. Napoleon was withdrawn and sullen, irritable and self-confident. Having practically no friends, he studied with zeal. Science was easy for him. He loved mathematics, history, geography.

At the age of 16 he was a junior lieutenant of artillery, at 24 he was already a general. A few years later, he makes a coup d'état and becomes Emperor of France.

Deciding to conquer the world, Napoleon waged wars against many European countries. The war was so much his element that when he prepared it and led it, he always gave the impression of a person living a full life.

In Napoleon there was no cruelty as a passion, but he was completely indifferent to people in whom he saw only means and tools to achieve his goals. Power and glory were his main passions. During the 10 years that Napoleon was emperor, France was at war almost continuously. In the end, he became the ruler of Europe, but he wanted to conquer the whole world. “In three years I will be the master of the whole world ... Russia remains, but I will crush it,” he said before the invasion of Russia.

Napoleon's plans were to continue his journey through Russia further, to the East: "...Is it impossible for the French army to access the Ganges, and it is enough to touch the Ganges with a French sword for the building of the greatness of England to collapse."

A campaign in Russia in 1812 led to the death of " great army". Napoleon's empire collapsed, he abdicated, was exiled to the island of Elba in the Mediterranean. He ended his days in British custody on Saint Helena in Atlantic Ocean.

For France, Napoleon remained a national hero. The attractive force of his extraordinary fate stirred the minds for a long time. The personality of Napoleon was very popular in Europe and in Russia. On the table at Pushkin's Onegin is a "column with a cast-iron doll" - this is a bust of Napoleon. He was loved and hated, deified and considered a murderer and a villain.

Napoleon possessed outstanding qualities as a commander and statesman. “We all look at Napoleons…”, - A.S. Pushkin wrote in “Eugene Onegin”, when Napoleon was no longer alive. Famous writers and poets: Goethe, Byron, Mickiewicz, Lermontov, Tyutchev, Dostoevsky, Tolstoy praised and overthrew Bonaparte in their works. It is enough to give the following examples to verify the correctness of what has been said:

Two demons served him
Two forces miraculously merged in him:
At its head - eagles soared,
In his chest - snakes curled ...

F.I. Tyutchev. "Napoleon"

- Here are the semi-wild towers of Moscow
Before you, in crowns of gold,
Burning in the sun ... But, alas ...
That is the sun of your sunset!

Byron. "Bronze Age"

TASKS

Russian language: (group "philologists")

1. “You will chase two hares…” - you will learn to understand what you read about.
That is how, paraphrasing a well-known Russian proverb, we can say about this task. It has two components: a plan of the text and theses - provisions that briefly outline the content of the proposed text.

Write your answer in the form of a table, for example:

Task execution option:

2. Reread the sentences of the text again, which talk about the characteristics of the character, personality traits of Napoleon. On the basis of these proposals, make up your own - arbitrarily detailed, but the only one - about the personality of Napoleon.

Task execution option:

Napoleon Bonaparte was an extraordinary, well-educated, intelligent and wise man and commander, who had a number of positive and negative qualities, among which is love for the most interesting sciences about nature, man and society, surprisingly combined with complete dislike and indifference to people who helped him to carry out grandiose plans of becoming the ruler of the whole world.

3. Think and answer, is there at least something positive in the arrival of the French army led by Emperor Napoleon Bonaparte to Russia?
Thinking through the answer to this question, pay attention to the words and phrases that can help you: serfdom, freedom, live better, trips abroad, the way of life of Europeans.

Task execution option:

Napoleon for Russia is a negative hero, with whom the terrible word "war" is associated. He went to Russia in search of power and glory, giving him a feeling of happiness.
However, it was Napoleon who was destined to show the Russian people how humiliating serfdom is, how important it is to gain personal freedom. In foreign campaigns, Russian soldiers saw the way of life of Europeans and realized that they could and should live better.

Subject: geography (group "geographers")

1. Why did Saint Helena become the last refuge for Napoleon? What features contributed to this? Carefully study the map, photos, text, pay attention to the construction time of the Suez Canal. What can be said about the current status of the island? Present your answer in the form of the text of a television report.

Task execution option:

Elba Island, Italy

Elba is an island located 20 km from the coast of the Ligurian Sea, the largest in the Tuscan archipelago and the third largest in Italy after Sicily and Sardinia. For 9 months and 21 days Napoleon was in exile here, and his stay on the Elbe became the basis for the emergence of the famous English language palindrome: "Able was I ere I saw Elba" (approximate translation: "I could do everything before I saw Elba").

Saint Helena

We are with you on the island of St. Helena, known throughout the world as the place where he spent the last six years of his life great emperor French Napoleon Bonaparte. He died in 1821, 48 years before the opening of the Suez Canal (November 17, 1869).
Why, then, was this island chosen by the British government for life exile of this extraordinary person in all respects?
Located in the Atlantic Ocean, west of the African coast, the island is distinguished by amazing beauty and tranquility. Before the construction of the Suez Canal, the island was an important strategic point for ships going to the Indian Ocean. For the sailing fleet of Napoleon's time, the distance from England to the island was measured at approximately 2-3 months' journey. This suited everyone who was afraid of complications in the political life of Europe, and there was a reason for fear: the appearance of Napoleon in France could cause a new restoration of the empire and a new all-European war ...
Already due to its position in the ocean and remoteness from land, Saint Helena guaranteed the impossibility of the return of Napoleon. This is probably what became the basis for the appearance of the well-known palindrome in English: “Able was I ere I saw Elba”.
Today the island is an English possession in the Atlantic. official language in the country is English. The Queen of England is at the head of the state.
There is practically no industrial production in the country. The population is mainly employed in the construction industry, but is also engaged in fish processing, handicraft production of furniture and other wood products, weaving of lace and ropes.
The main attraction of the islands of Saint Helena is the museum of exile of Napoleon Bonaparte. Tourism activities of the islanders in to a large extent based on this historical fact. The place where Napoleon lived and the valley in which he was buried are French territory.

Subject: history (group of "historians")

What major events of the 19th century are mentioned in the following paragraph of the text:

Napoleon's plans were to continue his journey through Russia further, to the East: "...Is it impossible for the French army to access the Ganges, and it is enough to touch the Ganges with a French sword for the building of the greatness of England to collapse."

Comment on the words of Napoleon, drawing on your knowledge of history and geography.

Task execution option:

The great geographical discoveries immensely expanded the geographical horizons of Europeans.
Despite its convenient island position, England was not among the leaders at the beginning of the Age of Discovery.
In the 19th century, the bourgeois revolution brought England into the arena of struggle for colonial, commercial and maritime dominance. The colonial interests of England collided all over the world with the colonial interests of France. In the trade wars with France, England had a number of advantages. England became the ruler of India. A strong coalition of France, Holland and Spain opposed England. After the defeat of Napoleonic France, the British colonialists completed the conquest of India. The struggle to seize as yet undivided territories and to strengthen the British Empire was the core of British foreign policy during these decades.
That is why Napoleon talks about the Ganges - the main river of India, a fabulous country, the conquest of the riches of which many Europeans dreamed of, but the British, Napoleon's implacable opponents, managed to conquer. The emperor does not leave the idea to get to a distant English colony, to touch it with a French sword in order to destroy the domination of England, to take possession of another region of the world.

THE TWELVE OF THE TWELVE YEAR

The war began on the night of June 12, 1812, when Napoleon's army crossed the Neman River. The "great army" of the French emperor Napoleon Bonaparte included soldiers from many European countries.

The first major battle of the Patriotic War of 1812 was the Battle of Smolensk. Here the Russian troops had to retreat, which caused great unrest among the troops and among the entire Russian people. Emperor Alexander I appoints M.I. Kutuzov. “Kutuzov came to beat the French!” - Russian soldiers said with joy. They knew and loved him well, because M.I. Kutuzov was a student and colleague of A.V. Suvorov.

The experienced commander understood that in order to raise morale it was necessary to give a general battle, and decided to give it on the field near the village of Borodino.

The battle of Borodino became one of the largest in the history of Russian wars. Our soldiers showed examples of courage and bravery fighting the French army. Emperor Napoleon himself came to the line of fire to observe the situation. He saw how desperately his soldiers fought, and he understood that his army did not have the strength to crush the Russian troops. Later, assessing the Battle of Borodino, Napoleon writes: “Of the fifty battles I gave, the most valor was shown in the battle near Moscow and the least success was won ... The French showed themselves worthy of victory in it, and the Russians acquired the right to be invincible.”

After the Battle of Borodino, the Russian army became a formidable force. The soldiers and officers were waiting for a new battle and were ready to die, but not to let the invaders into Moscow.

Napoleon attached special importance to Moscow. He told his faithful marshals: “If I take Kyiv, I will hold Russia by the legs; if I capture Petersburg, I will take Russia by the head; if I occupy Moscow, I will strike Russia in the very heart.

New divisions approached Napoleon's army from the west, and M.I. Kutuzov made a historic decision - to leave Moscow to the French, to retreat in order to preserve the number and combat effectiveness of the Russian army. Together with the army, Muscovites also left Moscow. Troops marched along the road from Moscow, and a motley crowd along the roadsides: these were the inhabitants of Moscow, young and old, leaving their native city.

The deserted city turned out to be a trap for the French. Napoleon gave Moscow to be plundered by his soldiers. Food supplies were soon destroyed. Fires and monstrous looting began in the city, and the strangers themselves - hungry, frozen, taking not only jewelry from their houses, but also shoes and underwear, dressed in women's fur coats and coats, trying to escape from the impending Russian frosts, turned into a pitiful sight. It was a crowd doomed to fail.

Napoleon leaves Moscow. Without waiting for peace proposals, he sends an experienced diplomat to Kutuzov with a proposal to conclude peace. M.I. Kutuzov rejected this proposal. On the Kaluga road, near the village of Tarutino, Russian troops are preparing to meet the retreating French army and give them one more battle. Not far from the ancient town of Maloyaroslavets, a battle took place, after the victory in which the Russian army completely seized the initiative in hostilities. The French literally take their feet from Russia, Napoleon leaves the remnants of his army and secretly leaves for Paris. About this fact, the historian N.M. Karamzin said: "Napoleon runs like a hare, having come to us as a tiger."

TASKS
Subject: history (group of "historians")

1. The history of the country keeps the memory of two Patriotic wars- 1812 and 1941–1945. From the available dates, names, battles, make a historical note, comparing the two most important eras in the life of Russia, fill in the table " Patriotic wars in Russia". (Table cells with gray text in the task are empty.)