Paphos of the introduction to the poem The Bronze Horseman. A new ratio of public and private themes in the poem "The Bronze Horseman". The meaning of stylistic duality (images of Peter and Eugene). High tragic pathos of the poem. V. Homework

The article will help protect yourself during cameral and on-site inspections, as well as provide mandatory information to the inspection. It is enough to know and use the basic rights and obligations of taxpayers for this.

A tax, mandatory insurance premium or fee must be paid only if the payers are clearly established for it, as well as the elements listed in the Tax Code of the Russian Federation. At the same time, it is important to know and observe the basic rights and obligations of the taxpayer.

Types of taxpayers

Fees, mandatory insurance premiums and taxes should be transferred to the budget:

1. Legal entities - Russian and foreign.
2. Individuals - Russians and citizens of other countries.
3. Subdivisions of Russian firms, including branches.
4. Foreign structures not registered as legal entities.

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These taxpayers need to know their rights and obligations in order not only to fulfill all the requirements of tax legislation on time, but also to prove their good faith to the tax authorities.

Rights of payers of contributions, fees and taxes

The opportunities provided by the Tax Code to payers of contributions, fees and taxes are sufficient to conduct business without problems. Here are the basic rights of taxpayers.

1. Get help from the tax office.

   Tax officials are required to issue tax reporting forms free of charge, as well as answer the following questions from taxpayers:

   1.1. What regulatory documents to apply;

   1.2. What tax payments need to be made;

   1.4. How to transfer a fee, tax or contribution to the budget;

   1.5. What are the right of payers of contributions, fees and taxes;

   1.6. What are the obligations imposed by law on taxpayers;

   1.7. What can the tax office do?

   1.8. In what form to report on collection, tax or contribution;

   1.9. How to fill out tax returns.

2. Get a personal clarification from the Russian Ministry of Finance.

   The Office responds to payers of contributions, fees and taxes only on issues related to tax payments.

3. Get an answer to a question from a regional or local government financial authority.

   These government agencies explain:

   • what to be guided by federal, regional and local regulations;
   • what is said in the regulatory documents for each specific situation of each taxpayer.
4. Take advantage of contributions, fees and taxes.

   You can take advantage of tax preferences if taxpayers meet the mandatory requirements of the Tax Code for each specific benefit.

5. Postpone the transfer of the tax payment.

   Payers of contributions, fees and taxes can apply for an installment plan, a deferment, as well as a tax investment loan, if all the requirements and conditions under the Tax Code of the Russian Federation are met.

6. Refund or offset the tax overpayment.

   The inspection is obliged to timely issue a refund or set-off. Otherwise, the taxpayer has the right to additionally receive interest on the amount of the overpayment. They are calculated according to the formula:

Example
The inspection returned the overpayment of the transport tax in the amount of 292,000 rubles to Simvol LLC. late by 24 days. The key rate in this period (conditionally) is 7.25%.
The amount of interest due to "Symbol" from the tax office is 1392 rubles. (292,000 rubles x 7.25% / 365 days x 24 days).

1. Find out the results of reconciliation with the inspection on contributions, fees and taxes.

   Taxpayers' rights - ask for a tax reconciliation and receive an act upon its completion.

1. Report, submit to the inspection and receive documents with the help of a representative.
2. Explain to the tax authorities that their demands are unfounded.

   Taxpayers have the right to object to the inspection staff when they respond to requests from the tax authorities and when they receive acts based on the results of inspections.

1. Supervise the on-site inspection.
2. Participate in the discussion of the circumstances established during the tax audit.
3. Timely learn about the decisions and requirements of the inspection.
   The rights of taxpayers - to receive:

• a copy of the verification report;

• any decision of the inspection;
• tax notices;
• requirements of the inspectorate for the payment of a fee, fee or tax.

1. Monitor whether the tax authorities comply with legal requirements in all situations.
2. Do not comply with illegal inspection decisions.
3. Defend your case out of court.

   The rights of taxpayers are to file complaints against the decisions of the inspectorate, as well as against the actions of its employees.

4. Get compensation from the tax authorities for losses from their illegal decisions and actions.
5. It is safe to share information constituting a tax secret with tax authorities.
   The duties of the inspection include non-disclosure of tax secrets of payers of contributions, fees and taxes.

   Assistance to payers in exercising their rights is within the powers of employees of tax inspectorates and other government agencies. Their responsibilities mirror the opportunities provided to payers of contributions, fees and taxes. Payers of tax payments can defend their rights in pre-trial order and through the courts.

The rights of the taxpayer during the control actions of the inspection

The rights and obligations of the taxpayer and the inspectorate during cameral and on-site control are established in the Tax Code of the Russian Federation. Read about the rights of payers of contributions, fees and taxes in the “camera house” in Table 1.

Table 1. The rights of the taxpayer in the "camera house"

No. p / p
1.	Require compliance with the scope of the review
2.	Find out about errors in reporting and provide explanations for them
3.	Submit a "clarification" before the end of the "camera"
4.	Monitor compliance with inspection rules
5.	Control the term of "camera"
6.
7.	Examine the documents and materials of the tax authorities on the "camera"
8.
9.	Participate in the discussion of the circumstances established during the audit
10.	Appeal against the decision of the inspection on "cameral"
11.	Obtain additional copies of the decisions of the tax authorities based on the results of the audit

The rights of taxpayers during field control are explained in Table 2.

table 2. Rights of a taxpayer during an on-site audit

No. p / p	Taxpayer Opportunity
1.	Receive an act on the results of the check
2.	Require compliance with limits on the period of inspection and the number of control measures
3.	Supervise the on-site inspection
4.	Give explanations for errors
5.	Monitor whether tax authorities comply with legal requirements
6.	Find out in time about the suspension or resumption of outdoor events
7.	Do not issue documents to the tax authorities while the audit is suspended
8.	Receive back all originals while the check is suspended, except for the papers transferred during the seizure
9.	Find out in advance about the extension of the check
10.	Control the timing of field events
11.	Get an audit report
12.	Study documents and materials of tax authorities
13.	Submit objections in writing
14.	During the verification activities: submit a "certificate" pay arrears and penalties
15.	Participate in the discussion of the circumstances established during the audit
16.	Learn from the inspectorate about the rights and obligations - of their own and its employees
17.	Examine all interim decisions of the tax authorities
18.	Examine documents and materials on additional activities
19.	Get a copy of the final decision following the review
20.	File a complaint against the inspectorate's decision
21.	Obtain additional copies of the decisions of the tax authorities based on the results of the audit

Obligations of taxpayers

It is necessary for taxpayers to know their obligations in order to fulfill all the requirements of tax legislation on time and in full. That's what Russian laws require of taxpayers.

1. Make tax payments on time.
2. Register with the tax office.
3. Take into account for tax purposes your income, expenses and other indicators necessary for calculating the payment.
4. Report to the territorial inspection on tax payments.
5. Provide annual accounting to your inspection. The taxpayer is obliged to submit the Balance Sheet, the Statement of Financial Results, the Report on the intended use of funds, and annexes to the reporting before the expiration of three months after the end of the year.
6. To hand over to the territorial inspection a book of accounting for income and expenses.
7. Provide employees of the inspection with documents on the calculation and transfer of payments.
8. Comply with legal requirements and inspection decisions.
9. Store the primary, as well as tax and accounting data. Documents must be available and in good condition within the normative terms, but not less than four years.
10. Comply with the customs legislation of Russia and the Eurasian Economic Union.

A separate type of duty of taxpayers is to inform the tax authorities about the occurrence of situations that fall under special control. These are the messages:

1. On obtaining a participation interest in a Russian organization in the amount of 10% or more.
2. On the formation of a new division of a legal entity in Russia.
3. About changing the status of the existing division of the company in Russia.
4. On the closure of the organization's division in Russia.
5. On obtaining a share in a foreign legal entity in the amount of 10% or more.
6. About opening a structure abroad that is not registered as a legal entity.
7. On obtaining control over the CFC.

And life is nothing, like an empty dream,
The mockery of the sky above the earth.
A. Pushkin

Alexander Sergeevich Pushkin more than once turned to the image of Peter the Great and St. Petersburg, closely associated with him. The poem "The Bronze Horseman" is a kind of hymn to the city and its founder, but at the same time it is a condemnation of Peter I for building the capital in a dead place. Here Pushkin takes the position of a “little man” who judges the environment from the point of view of his own benefit, his vision of the world.
In the introduction to the poem, a majestic image of Peter I and the magnificent city is given: And he thought:

From here we will threaten the Swede.
Here the city will be founded
To spite an arrogant neighbor.
Nature here is destined for us
Cut a window to Europe.
Stand with a firm foot by the sea.
Here on their new waves
All flags will visit us...

Pushkin loves the northern capital with its European layout, powerful and indomitable Neva. This city is beautiful, and the poet confesses his love to him:

I love you, Peter's creation,
I love your strict, slender look,
Neva sovereign current. Its coastal granite.

The introduction sounds solemn and majestic, but at the end, the author, as if by accident, throws a phrase that alerts readers, creates some kind of intrigue, intrigues and at the same time warns:

It was a terrible time
She is a fresh memory...
About her, my friends, for you
I'll start my story.

The protagonist of the poem - a petty official Eugene, reflecting on life, would like to be smarter and richer, like "a short-sighted sloth." The hero dreams of happiness, he is not averse to getting married:

But well, I'm young and healthy.
Ready to work day and night;
I'll somehow arrange myself
Shelter humble and simple
And I will calm Parasha in it.

Eugene realistically assesses his capabilities. He needs little from life: peace and family happiness. Simple thoughts, but how much worldly wisdom they contain. The hero's thoughts are interrupted by anxiety about bad weather. Bad forebodings weigh on Yevgeny. Describing the flood, the poet resorts to expressive vocabulary, an abundance of verbs, sharp and chopped phrases appear. He used the same method when describing the battle of Poltava in the poem "Poltava". It perfectly conveys the dynamics of the fast-paced action.
Describing the stormy Neva, Pushkin uses inversion (reverse word order), fragmentary, inconsistent phrases, creating the atmosphere of those days, the panicked state of people, sometimes using military vocabulary:

Siege! attack! evil waves.
Like thieves climbing through the windows. Chelny
With a running start, the glass is hitting the stern ...
... and Petropol surfaced ...

Poetic beautiful comparison, but how much drama, broken destinies and lives behind it:

People
Sees God's wrath and awaits execution.
Alas! everything perishes: shelter and food!
Where will take?

In the narrative, the sympathetic voice of the author is clearly heard, he is not an outside observer of the raging elements, but a participant in dramatic events, telling truthfully about what he experienced. We again meet with Eugene, sitting on a marble lion, afraid to even think what could happen to his beloved Parasha, who lives near the bay:

But now, satiated with destruction
And weary with impudent violence,
Neva pulled back.
Admiring your indignation.

As soon as the resigned element allowed, Eugene rushed to the house of his beloved and did not find anything. Everything is swept away and destroyed by the waves. Unable to bear what he saw, the hero goes crazy:

Alas! his confused mind
Against terrible shocks
Didn't resist.

Now Eugene lives in his own world, unknown to people, dragging out a miserable existence. Our hero wanders aimlessly around the city, alien to his suffering and loss. The hero for a short moment recalls the terrible grief that befell him. He blames the “hero on horseback” for everything. The words of the author replace the chaotic thoughts and feelings of a madman. The poet asks on behalf of all Russians:

O mighty lord of destiny!
Are you not so above the abyss itself.
At a height, with an iron bridle raised Russia on its hind legs?

Yes, Petersburg is beautiful, but at what a high price it was given to the people! We know from history how many generations of peasants are required to build it! And now he stands magnificent and cold to human suffering. The city, which has become a symbol of a renewed Russia, striving to stand in a worthy rank with European capitals. It succeeded. But ordinary people who inhabit this city live hard and difficult. They suffer and suffer, cry and die, and Pushkin, as a true humanist artist, could not remain indifferent to their suffering.

State budgetary professional educational institution of the Moscow region

"Orekhovo-Zuevsky College"

Considered

at the meeting

cycle commission

Protocol No. _______ dated

"______" ___________ 201_

Agreed

Deputy Director

on methodological work

E.B. Kuptsova

"______" ___________ 201_

I approve

director of GBPOU MO

"Orekhovo-Zuevsky College"

A.A. Lobanov

"______" ___________ 201_

METHODOLOGICAL DEVELOPMENT

LESSON Poem by A.S. Pushkin "The Bronze Horseman" for first year groups TRAINING

on literature

(discipline)

Profession / specialty 01/19/17 Cook, confectioner.

Teacher Motygina Olga Evgenievna

Content

1. Explanatory note

2. Main body

3.Conclusion

4. List of used sources

5. Application

1. Explanatory note

The relevance of methodological development is that. that it helps the teacher in the educational process to achieve the following goals:

Education of a spiritually developed personality, ready for self-knowledge and self-improvement, the formation of a humanistic worldview, national identity, citizenship, a sense of patriotism, love and respect for literature and the values ​​of national culture;

Development of ideas about the specifics of literature in a number of other arts, reader's perception of a literary text, understanding of the author's position, historical and aesthetic conditionality of the literary process; figurative and analytical thinking, aesthetic and creative abilities of students, reading interests, artistic taste; oral speech of students;

Mastering the poetic text, basic historical and literary information and theoretical and literary concepts; formation of a general idea of ​​the historical and literary process;

Improving the skills of analyzing a literary work.

The purpose of methodological development is that it

Forms a mindsetbases of self-development and self-education in accordance with universal values ​​and ideals of civil society;aesthetic attitude to the world;

Develops skillanalyze the text in terms of the presence of explicit and hidden, main and secondary information in it, as well as

The ability to identify images, themes and problems in a literary text and express one's attitude towards them in extended, reasoned oraland written statements;

- possess the skills of analyzing works of art, taking into account their genre and generic specificity.

The expediency and practical significance of this methodological development lies in its goals and objectives, as well as in the fact thatexperimentationA.S. Pushkinin verse, the reworking of the genre tradition paves the way for the most interesting philological observations. Not only Pushkin the poet (writer, playwright) is original, but also Pushkin the historian and thinker. Particularly interesting is his view of the critical, troubled periods of Russian history, the assessment he gave to Peter the Great.

2. Main body

The topic "The poem "The Bronze Horseman" by A.S. Pushkin" is studied in literature in groups of the 1st year of SPOby profession SPO 35.01.13 Tractor driver of agricultural production,01/35/15 Electrician for the repair and maintenance of electrical equipment in agricultural production, 01/19/17 Cook, confectioner. She enters in section 1 "Russian literature of the first half of the 19th century". 2 hours are allotted for the study of the poem.

The purpose of the lesson.

On the example of the work of A.S. Pushkin "The Bronze Horseman" to make a comprehensive analysis of the text, which involves a comprehensive study of the object.

Lesson objectives:

1. Based on the existing knowledge and skills of students, contribute to the deepening of ideas about the object being studied.

2. Develop interdisciplinary connections.

3. Show the result of the project activities of 1st year students.

4. To develop creative activity and stimulate self-realization of each student.

During the lesson, a comprehensive analysis of the text (literary and linguistic) should be carried out. Using interdisciplinary connections, consider one of the problems raised in the work (flood in St. Petersburg) from the point of view:

1. Geography (natural and climatic conditions of the area).

2. Physics (change of water level in communicating vessels).

3. Ecology (consequences of floods and modern strategy of protection from the elements).

4. Life safety (is it possible to predict floods, methods of protection in case of natural disasters).

5. MHK (use of illustrative material).

Main forms of work:

frontal;

individual;

advisory.

Methods: explanatory and visual, interactive, oral survey, discussion, conversation.

Technology:

ICT, problematic

Equipment:

TV, laptop

presentation,

text of A.S. Pushkin "The Bronze Horseman";

communicating vessels (for experiments in physics);

illustrations, geographical map.

During the classes:

1. Organizing moment 2 min

2. Main body

Literature

General issues.

Teacher: Guys, who read the great work of A.S. Pushkin "The Bronze Horseman"? Did you like it? Did everyone understand it? I suggest taking it apart again.

Problem.In four hundred and sixty-five lines« Bronze Horseman» the most important, universal problems have been concluded, which will worry humanity for a long time to come!”

Valery Bryusov

Do these questions concern modern society? Is this poem relevant today?

The protagonist.

Teacher: The Bronze Horseman is considered one of the most striking and unusual works in Pushkin's work. The controversy around him has not subsided so far. For example, one of them: who is the main character of the poem? What do you think? Why?

Students: Eugene, since he is the only person whose reflections are given in the text, the author describes precisely his drama, etc.

Teacher: However, you will agree that Eugene is not written in Pushkin's schematic way. In addition, there is no mention of him in the introduction at all. And many critics, including Vissarion Grigoryevich Belinsky, believed that Petersburg should be called the main character.

Pushkin and Petersburg.

Teacher: How do you see Petersburg? Maybe someone was there?

students answer.

Teacher: And how did Pushkin see Petersburg? Who can find confirmation in the text?

students read the passage by heart.

Teacher: And this is how the famous artist Benois saw Petersburg.Presentation: choose a name for the picture with lines from the poem

World Art

Teacher: A. N. Benois (1870 - 1960) was born in St. Petersburg. He was a painter, graphic artist, theater artist. He fruitfully worked in the genre of book graphics and arts and crafts; staged theatrical productions. His work was close to the romantic idea of ​​opposing a lonely suffering hero and the world, indifferent to him and killing him with this. Before you is a drawing from the series "The Bronze Horseman". Did you recognize him? The cycle of the first version consists of 32 ink and watercolor drawings imitating colored woodcuts. Petersburg becomes its main character. Its streets, canals, architectural masterpieces appear to us either in the sleek austerity of thin lines, or in the dramatic contrast of bright spots.

Pay attention to this picture. What feelings does it evoke in you? what do you see on it?

students answer.

Teacher (adds): The black stripe tore the gloomy sky, the darkness, the vertical of the cathedral tending upwards, gives rise to a sense of tragedy. The figure of the fleeing Yevgeny is seized with a feeling of horror. Like an inexorable fate overtaking its victim, the bronze horseman is depicted. A huge shadow and the sculpture itself depict a terrible mouth, ready to devour a small person - Eugene. At the climax of the tragedy, when Eugene is running from a huge giant galloping after him - a monument to Peter - the master paints the city with dark, gloomy colors.

Benois's illustrations for Pushkin's poem remain unsurpassed to this day. Also take a look at this picture. It depicts a flood on Sennaya Square. Fear and despair glide literally in every stroke. In the foreground we see a small child. In general, children at the age of seven are considered angels, and the death of an innocent soul once again emphasizes the demonic essence of a city built on bones.

In the background we see a coffin half submerged in water. Where do you think he is from?

Students: During floods, cemeteries were washed away.

Teacher: Right. According to legend, during this flood, one of these coffins was carried by a stream of water into the Winter Palace. Emperor Alexander I saw this as a bad sign for himself. Tell me, which picture did you like the most?

Russian language and literature

Literary analysis.

Teacher: Let's take a look at the introduction. Does it differ from the rest of the pieces or are they stylistically similar? What genre is an intro?

Students: To the clothes.

Teacher: Define ode.

Students: Ode is a solemn poem dedicated to some historical event.

Teacher By what signs did you determine that this is an ode?

Students: Designed for public speaking, written in a high style.

Teacher How did you determine that this is a high calm? Find examples in the text.

Students: There are Old Church Slavonicisms.

Teacher: Find examples in the text and explain their meaning.

Students: Dumas, otsel, lampada, rejoices, etc.

Teacher: The work describes the floods very vividly, as if we imagine these pictures in front of us. What do you think is the reason for this dynamic? Find examples in the text.

Students:

1. Exclamations ("Siege! Attack!").

2. Comparisons (“And suddenly, like a beast frenzied”).

3. Short forms of adjectives and participles (angry, seething, immersed).

Teacher: For what purpose does the author use enumerations and non-union sentences?

Students: For more expression.

Teacher: What symbols can you find in the work?

Students: The carefree carrier is undoubtedly Charon, carrying the souls of the dead. Thus, the journey of Eugene - still a living person to a dead bride - immediately acquires the character of an ancient myth. Finding himself for a nominal fee on the other side of the Neva - in the land of the dead - Eugene, it would seem, goes crazy. The land of the dead does not accept the living and does not give him the dead Parasha. A living place among the living.

Teacher: Pay attention to the following lines:

So villain
With his ferocious gang
Bursting into the village, aching, cutting,
Crushes and robs; screams, rattle,
Violence, abuse, anxiety, howl!...

This comparison is associated with popular revolt. After all, the country was already shaken by the uprising of Yemelyan Pugachev. Is this not an element that sweeps away everything in its path? In The Bronze Horseman we see that the elements of nature merge precisely with the revolt of the people, but so far this is the protest of only one of its representatives - the little man Evgeny. By the way, do you know any other representatives of Russian literature who raise the problem of the “little man”?

Students: Gogol, Dostoevsky...

Teacher: Correctly. So, Yevgeny's rebellion is suppressed, just as the Pugachev uprising was suppressed, but his image, like the image of the elements, runs through the entire poem. The destruction in the city is enormous, the number of victims is high. Nothing can resist the elements of the flood.

And now about why floods are typical for this area.

Geography

Teacher: Do you know which water arteries pass through St. Petersburg?

Students: The Neva River and the Gulf of Finland.

Teacher: How many channels does the Neva have and what are they called?

Students: Three - Malaya Neva, Bolshaya Neva and Bolshaya Nevka, from which the Middle Nevka and Malaya Nevka also depart.

Teacher: What natural disasters do you think most often happen in St. Petersburg?

Students: Floods.

Teacher: Like fires in Moscow, floods in St. Petersburg ... Both are real natural disasters! Although, of course, everything is not so simple: Moscow was once “glorious” for floods, and there were big fires in St. Petersburg. But the St. Petersburg floods are described by famous writers and poets, among whom was Alexander Sergeevich Pushkin himself. Petersburg - "the capital of floods". For in Russia it has always been like this: what is written with a pen cannot be cut down with an ax!

If all Moscow, and at the same time Nizhny Novgorod, Voronezh and other floods are just spring floods, then the Neva "whims" are caused by a completely different reason.

What do you think causes floods?

Students: They are associated with cyclones, the winds of which drive the Baltic water to the “throat” of the Gulf of Finland, forming an imperceptible wave at first. When such a wave begins to move towards the coast at a speed of 50 km per hour and enters shallow water, its height and speed increase very rapidly. Under this pressure, the water level in the Neva Bay and in the river itself rises at an alarming rate - another flood comes to the city.

Teacher: What do you think, how many floods were in St. Petersburg in its entire history?

Students: Over 300.

Teacher: For those 300 years that St. Petersburg stands on the shores of the Gulf of Finland, it has become a victim of raging water elements more than 300 times. Already in the year of the founding of the city, on the night of August 20, 1703, the first flood in the memory of eyewitnesses occurred: in a few hours the water rose by 2 meters. Flooding occurred almost annually, but most of them occurred in the two autumn months of October and November, with 70 percent of the floods occurring at night or in the early morning. Why it happens this way is a separate discussion.

What types of floods do you know?

Students: Slightly dangerous, dangerous and very dangerous.

Teacher: Right. Less dangerous is the rise of water by 1.5 - 2 meters, dangerous - by 2 - 3 meters, and very dangerous - by 3 and above. However, most of the floods experienced by the city are “seeds” compared to three catastrophic floods that occurred in 1777 (3.4 m), 1824 (4.26 m) and 1924 (3.8 m). During the time of Catherine, all the fountains of the Summer Garden perished, most of the trees were uprooted, and many wooden houses were torn off their foundations and swept into the sea. But the flood of November 7, 1824, known to everyone from Pushkin's "The Bronze Horseman", was even more formidable.

And, finally, the third catastrophic flood happened already in the 20th century, on September 23, 1924. On this day, the raging Neva rushed into the city. The Summer Garden, the Palace and St. Isaac's embankments, the Field of Mars, the streets and lanes adjacent to them were completely flooded - only the island houses towered! Vasilyevsky Island, the Petrograd side, almost the entire city center were almost completely under water. Water covered 65 square kilometers of the former land! The losses were huge, 19 bridges were demolished, more than 5 thousand houses were damaged, many people died ... Slightly weaker, but very impressive floods occurred in the city in October 1955 and September 1975. These troubled days are remembered by many old-timers of St. Petersburg.

Memorial plaques with the dates of the floods of 1752, 1777, 1788, 1824, 1924 and 1975, which can be seen under the arch of the Nevsky Gates of the Peter and Paul Fortress, serve as reminders of past troubles for the residents of the city.

Physics

Teacher: You are probably wondering why floods happen... Do you have any guesses?

Students: The level of water in any reservoir rises and it spills, flooding everything around.

Teacher: If we consider this situation from a physical point of view, then the Gulf of Finland and the Neva are communicating vessels. You are probably familiar with this term. Can you explain it?

Students: Communicating vessels are vessels that are connected to each other at the bottom. In communicating vessels of any shape, a homogeneous liquid is set at the same level.

Teacher: Please give examples of communicating vessels in everyday life.

Students: Examples in everyday life are a watering can, a kettle, a coffee pot.

Teacher: Now I will show you how it works. I fixed two tubes in a tripod. The liquids in them are at the same level. If I fix one tube in a tripod, and raise, lower or tilt the other in different directions, then in this case, when the liquid calms down, its levels in both tubes will be the same. This rule can be substantiated by reasoning as follows: the liquid is at rest, does not move from one vessel to another, which means that its pressure in both vessels is the same at any level. When we raise one tube and add liquid to it, the pressure in it increases and the liquid moves into another vessel until the pressures become the same.

And now all this is on the example of the Gulf of Finland and the Neva. It has been established that, due to the existing laws of atmospheric circulation on the globe, cyclones most often move from west to east. They are usually accompanied by strong winds. The winds of the cyclone drive the water to the Gulf of Finland, and it spreads to the sides in the form of a free wave, the height of which is usually 50 centimeters. When a wave moving at a speed of 50 kilometers per hour or more begins to pass through the narrow and shallow part of the bay, its height and speed increase. With enormous pressure, a wave, sometimes reaching a height of 5 meters, rolls into the Neva Bay and the mouth of the Neva River, causing a rapid rise in water, and a flood occurs. Water moves into the Neva until the pressures in the river and the Gulf of Finland become the same. And after that, the water in the Neva will stop rising and will be on the same level with the Gulf of Finland.

Physics is an integral part of our life. All the phenomena that we encounter in everyday life are directly related to it.

Ecology and life safety

Teacher: As you know, there are many natural disasters in the world, be it floods, earthquakes or something else, no less important. What natural disasters do you know? It is desirable to name the largest.

Students: Hurricane Andrew in the United States, a tsunami off the coast of Indonesia, a volcanic eruption off Pompeii.

Teacher: As you can see, our flood is also one of the most severe disasters in history, it was also the largest in the history of St. Petersburg (see graph). This graph shows the 10 worst floods in the history of St. Petersburg.

As you can see, the strongest of them occurred in 1824, and it stood out strongly from the rest, which indicates its anomaly. It is about him that Pushkin tells us.

Teacher: And yet, what harm do floods bring? What do you think suffers the most from them?

Students: First of all, the infrastructure of the area suffers: roads, buildings are destroyed, cemeteries and sewers are washed out, which contributes to the development of various infections. And, of course, the most valuable thing is human life.

Teacher: Correctly. So, the flood of 1824, when the water rose by more than four meters, about three hundred buildings were washed away, 570 lives were claimed, thousands of people were affected.

Teacher: Can anyone tell me how St. Petersburg is protected from floods?

Students: The Gulf of Finland Dam is a mega project competing with the Hoover Dam (on the Colorado River, USA) The completion of this dam is big news because it took 26 years to build. 65% of construction work was completed by the time of the collapse of the USSR, when construction stopped. Flood protection will be operational from 2008.

Teacher: But what to do if the flood caught you by surprise or only a few hours left before its approach? What would you do?

Students:

1. If we have time, before leaving the house, we should turn off the gas and electricity, collect the necessary documents, essentials and a small supply of food (two or three days), medicines, dressings.

2. If the flood caught you in an open place or in a forest, you must quickly try to get to an elevated place, climb a tree or try to cling to those objects that can keep a person on the water.

3. If there is a flooded river on your way, be very careful when you cross it.

Literature

Results. Personality of Peter.

Teacher: How does Pushkin feel about the personality of Peter, the founder of St. Petersburg? (discussion)

Position 1: The creation of St. Petersburg is a kind of personification of the activities of Peter I, of his entire era. "Terrible Tsar" built a city
(as well as their state) on the bones and blood of people. He laid Petersburg "in spite of the arrogant neighbor", destroying what was dear to the "Finnish fisherman, the sad stepson of nature." The interests of ordinary people do not fit into his plans for greatness.

At the time when the action of the poem takes place, the human essence of Peter becomes the property of history. Only copper Peter remained - an object of worship, a symbol of sovereignty, a proud idol, an idol on a bronze horse. And the violence that he committed, now, in the time of Eugene, returns in the form of a riot of elements, taking revenge not on his offender, but on his descendants - the innocent inhabitants of the city.

The creation of St. Petersburg is a kind of personification of all the activities of Peter I, of his entire era. Everything he did was violence in one way or another. The "terrible king" built a powerful state, but he created it on the bones and blood of people, neglecting them, their lives, their desires. But any violence entails retribution. Strong-willed, forcibly, Peter established a city among the wild nature, which will now forever be attacked by the elements. And who knows, perhaps Eugene is a microscopic drop of the anger of the Russian people, a huge wave of which can sweep away "an idol with an outstretched hand." After all, a long and prosperous existence of a state is impossible, which endlessly suppresses its subjects and neglects them in the name of its goals. After all, according to Pushkin, both the flood and the popular uprising, “senseless and merciless,” are a manifestation of God's wrath that has fallen on the city so far in the form of a natural element.

Position 2: The country needed reforms, Peter reformed Russia in the image and likeness of Europe, this is explained by the fact that it is much better to build a new society based on someone else's experience - this makes it possible to avoid any mistakes.

As for the fact that after the reign of Peter the people left by the king were subjected to endless natural disasters - yes, this idea is in the work, however, let's turn to the second part. It is a continuation of the theme of the flood of 1824, connected with the story of a certain major Baturin: The emperor, in anticipation of the assault by the Napoleonic troops of the northern capital, offered to take out the statue of Peter along with other valuables. Major Baturin claimed that he constantly had the same dream: that he was standing on Senate Square and looking at the monument to Peter.

Suddenly, the major notices that the horse is leaving the granite pedestal and, together with the rider, is heading down the street towards Kamenny Island, where Emperor Alexander I then lived. Stunned by the clatter of copper hooves along the cobblestone pavement, Baturin hurries after the idol. In the courtyard of the Kamennoostrovsky Palace, Emperor Alexander Pavlovich comes out to the idol. Peter the Great reproached him: “Young man, what have you brought my Russia to! But while I am in place, my city has nothing to fear. Struck by the retelling of the major's dream, Alexander I did not dare to touch the statue.

And to this day there is a legend that before the floods, Peter comes down from his pedestal and, riding around the city on a horse, warns people about the danger.

Even after his death, the king remained with the people.

Summing up the lesson.

Class grades: All students receive high marks: “4” and “5”, since each, to the best of his ability and ability, worked in the lesson and contributed to the development of the topic.

3. Conclusion

So, the methodological development of the literature lesson "The Bronze Horseman" by A.S. Pushkin is aimed at the formation and development of educational and cognitive competence of students through the disclosure of the specific - historical and universal content of the poem "The Bronze Horseman".

Goals have been achieved.

Main tasks:

the formation of aesthetic needs, values ​​and feelings;

Development of mental operations (analysis and synthesis), imagination and attention;

Formation of skills to clearly, clearly state a point of view, prove it and argue;

The ability to learn to find visual and expressive means of the language in the text is fulfilled.

4. List of sources used

Literature:

1. Obernikhina G. BUT., Antonova A. G., Volnova I. L. and etc. Literature: textbook for institutions environments. prof. education: in 2 hours / ed. G. A. Obernikhina. - M., 2015, p.49-51

2. Obernikhina G. BUT., Matsyyaka E. AT. Literature. Book for the teacher: method. allowance / ed. G. A. Obernikhina. - M., 2014, p.12

Internet resources:

www.krugosvet.ru Pushkin "The Bronze Horseman"

5. App

Presentation:« PoemA.S. Pushkin "The Bronze Horseman". Petersburg Tale".

Lesson Objectives:

1. Educational. Continue acquaintance with the work of A.S. Pushkin, consider the image of Peter I.
2. Developing. Improve your poetry analysis skills. Introduce a new concept - metonymy.
3. Educational. Promote patriotic education.

Registration:

1. Pictures of artists (the image of Peter I in painting and sculpture).
2. Epigraph. “Being proud of the glory of one’s ancestors is not only possible, but must.” (A.S. Pushkin)
3. Vocabulary.

Lyrics is a kind of fiction that reflects life with the help of thoughts, feelings, experiences of a person.

A poem is a large piece of poetry with a detailed plot. The poem depicts outstanding events of the past and present, glorified heroes.

Metonymy is a comparison of phenomena by similarity, when a phenomenon or object is denoted using other concepts or words.

Parallelism is one of the types of repetition, a compositional technique that emphasizes the connection of several elements of a work of art, analogy, convergence of phenomena by similarity.

During the classes.

I. Opening speech of the teacher.

Announcement of the topic, objectives of the lesson, epigraph.

As you can see, we again and again turn to the history of our Motherland. All the design suggests that we will continue our acquaintance with the era of Peter I, Peter the Great. Portraits can be created by writers and artists in different ways.

How did artists and sculptors see Peter?

(The screening of the video film “Portraits of Peter I” is accompanied by the story of the director, actor Nikita Mikhalkov).

This image is captured in the monument of the famous sculptor Falcone "The Bronze Horseman". And the works of A.S. Pushkin. He has his own vision of this image.

And what attracts the poet A.S. Pushkin as Peter?

Why does he repeatedly refer to the era of Peter I?

How to explain his interest in this person?

(A.S. Pushkin, as a true artist, considered it necessary to resurrect the past centuries, referring to history. And Peter I attracted him as a person, in him the poet saw a reformer of Russia, a reformer, an outstanding statesman who thought about the fate of Russia, “Russia reared". A.S. Pushkin wrote: "Russia entered Europe, like a lowered ship, with the sound of an ax and cannons. But the wars undertaken by Peter the Great were beneficial and fruitful. The success of the people's transformation was a consequence of the Battle of Poltava, and the European Enlightenment moored to the banks of the conquered Neva.")

We have already seen the attitude of A.S. Pushkin to Peter in the poem "Poltava", with an excerpt from which they met.

How is Peter I shown in the poem? At what historical moment did the poet capture the sovereign?

(1709. Battle of Poltava. Peter I - commander, patriot of his Fatherland, decisive, impetuous, ideal military leader, opposed to Charles XII. This is a national historical feat. This is a great deed for the good of Russia. Peter I acted in the name of the interests of peace and unity within country and its strengthening as a great power. The victory over Sweden ended the struggle of the Russian people for Russia's access to the sea, the struggle to strengthen the Russian state. Peter is a hero. He has beauty, strength, greatness, power. "And he rushed before the regiments, mighty and as joyful as a fight...”).

II. Acquaintance with the text of the introduction to the poem "The Bronze Horseman".

Today we again turn to the era of Peter and we will see him from the other side at the time of the construction of St. Petersburg. Let's get in touch with this time, once again we will see the immortality of Peter's deeds and understand its significance in the history of Russia.

1. And it all started like this... (Video excerpt from the feature film "Peter the Great").

This is an opinion about Peter the Great, left in history. A.S. expressed his opinion about this man. Pushkin in the poem "The Bronze Horseman".

1. Reading an excerpt.

Let's set the task: how will we see Peter?

III. Analysis of the work.

1. The poem "The Bronze Horseman" was written in 1833 during the Boldin autumn, the most fruitful time of the year for Pushkin.

2. By genre, this is a poem, that is, a lyrical-epic work.

What is a poem? What are its characteristic features?

(A poem is one of the genres of lyrical-epic works. The poem has a plot, events, which is typical for an epic work, and an open expression by the author of his feelings, his attitude to the events described, as in a lyrical work).

Since we are getting acquainted with the introduction to the poem, and not with the whole poem, then, as such, there is no plot here.

3. Let us dwell on the features of a lyrical work.

What feelings does the poet have for Peter I, for his deeds?

(Admiration, admiration, pride for him, for his deeds, what he did for the state).

What genre is the intro close to? (Ode is a poem of an enthusiastic nature (solemn, glorifying) in honor of a person or event) The introduction is written in the traditions of the Lomonosov ode in a high style. The text contains Slavicisms (otsel, hail, dilapidated, midnight), oratory techniques (imperative intonation, solemnity, sound organization of speech). The genre of introduction chosen by the poet emphasizes his statesmanship and patriotism in the image of Peter.

2. Italics: is he; the epithet "dooms of high fullness."

Already in stanza 1, find folklore traditions in the image of the greatness and power of a historical figure.

(A.S. Pushkin uses epic ways of depicting a historical personality: a broad view of the world “strengthens” the personality of the hero - “he is full of great thoughts.” Peter is given against the backdrop of a huge space that has to be conquered, transformed!

4. Isolation of the semantic parts of the work.

(Strophes are parts, they can be visually distinguished).

1. Peter's plan to create a city on the banks of the Neva.

2. The result of Peter's activity after 100 years - "Peter's creation"

3. The attitude of A.S. Pushkin to the city of Petersburg.

I theme.

Why did Peter I plan transformations?

(This is a historical necessity).

What needs to be done in the interests of the state?

(We must conquer nature in order to build a city - conquer everything for the sake of state goals).

• “From here we will threaten the Swede”,
• “the city will be founded here”,
• “to cut a window into Europe” in order to bring Russia out of centuries of isolation and elevate its role on the world stage,
• “Stand with a firm foot by the sea”,
• "All the flags will visit us."

We recall that the banks of the Neva, the area where Petersburg was subsequently founded - the original Russian lands - belonged to Sweden in the time of Peter the Great, and the Russian people fought for them, for the right to have access to the sea. It was here, on the banks of the Neva by the sea, according to Peter, that it was necessary to found a city and a fortress in order to protect Russia from attacks by the Swedes, in order to gain a foothold at the exit to the sea “in spite of the arrogant neighbor” - Sweden, which did not want Russia to have it.

? How do you understand the meaning of the expression:

Nature here is destined for us
Cut a window to Europe...

Peter I thought that the foundation of the city at the mouth of the Neva would provide an opportunity to establish trade and cultural ties with Europe. Paying attention to expression metaphors

"Cut a window to Europe."

? What is the meaning of the lines:

Here on their new waves
All flags will visit us.

With the founding of a city by the sea, when Russia's ties with the whole world are strengthened, the ships of all countries will sail to the banks of the Neva. Here the word "flags" is used instead of the words "ships of different countries". Such expressions, when a part is called instead of the whole (a flag instead of a ship) or a singular instead of a plural (“From now on, we will threaten the Swede”) are called metonymy.

To at to see the result of Peter's activity, you need to imagine what was and what became.

This is the method concurrency(compositional technique, which emphasizes the connection of phenomena by similarity).

What did the poet want to say by drawing these 2 pictures?

(Everything changed in 100 years! Man resolute, strong can overcome everything. The power of his creativity is boundless! Through the efforts of the people, a magnificent city was created in a desert, swampy area).

What is the attitude of A.S. Pushkin to the city of Petersburg?

Why does the poet love his city?

The poet loves the city for its “strict, slender appearance”. Petersburg was built, like a new city, according to a strict plan: straight and wide streets, diverging in rays or intersecting at right angles, beautiful buildings in the spirit of ancient Greek or Roman architecture.

The poet loves the "Neva sovereign current", that is, the powerful, strong, majestic current of a mighty river.

The poet is fascinated by the “cast-iron fence pattern”. The city already at that time was famous for its artistic lattices of gardens and bridges.

The poet loves white nights, they disposed him to thoughtfulness: this is “transparent dusk”, “moonless brilliance”, when the poet wants to create, go into his creative thoughts.

Petersburg for Pushkin is the personification of statehood.

5. Conflict in a literary work.

The idea of ​​Peter I was realized at the cost of violence against nature and people. The introduction to the poem is intended to lead to an understanding of the main conflict - history and personality.

Conflict is a collision, a struggle, on which the development of the plot is built.

What conflicts were identified by the students?

1. Conflict - man and nature. (Peter I won, because his goals are common, state, historical. The victory of man over the elements, a victory that raised the magnificent capital from the “bog of blat”. Man must conquer nature, but nature will take revenge - a flood).

2. Conflict - the interests of the common man and the interests of the state clashed. The image of Peter here is a symbol of state power, a symbol of the country's movement forward. Petersburg was erected by the power of Peter I at the cost of huge sacrifices, but this was necessary to resolve state issues. Tragic is the fate of the hero of the poem, Eugene, who fell victim to a natural disaster in the city, which is a symbol of the country's power. But this is still a historical necessity, and such transformations were not within the power of every king.

For what deeds did Peter I go down in history?

His brainchild is the city of St. Petersburg, which is already over 300 years old! This is a living monument, “beauty and wonder”.

IV. Summary of the lesson.

How did A.S. Pushkin of Peter I in this passage?

From what other side did the poet reveal Peter I to us?

In the poem "Stans" (1826) there are lines about Peter I.

Now an academician, then a hero,
Now a navigator, now a carpenter,
He is an all-encompassing soul
On the throne was an eternal worker.

Do you agree with Pushkin?

Peter is a hero, a navigator, an eternal worker on the throne.

Peter is the pride of Russia, the glory of Russia.

And how right Pushkin was when he said: “It is not only possible, but also necessary, to be proud of the glory of your ancestors.”

V. Homework.

1. By heart an excerpt.
2. How does the poet convey his attitude to the city on the Neva?

What artistic medium does he use? (write them out).

It was a terrible time.

Her memory is fresh.

About her, my friends, for you

I'll start my story.

My story is sad...

With these words ends the famous introduction to The Bronze Horseman. The introduction cannot be attributed to the plot of the "Petersburg story", as Pushkin himself designated the genre of the work. This is not an exposition, but a powerful prelude, sharply contrasting with the system of images, intonation, and mood with the story of the “terrible time”. However, the introduction is extremely important for understanding the composition and the whole meaning of Pushkin's poem.

As for the plot, it is quite traditional. In the exposition, the author presents us with Yevgeny, a modest official, a “little man”, whose signs of life are reduced to a minimum: “he shook off his overcoat, undressed, lay down.” Eugene from the impoverished nobles, which Pushkin briefly mentions, saying that the hero's ancestors were listed in the History of Karamzin. Today's life of Yevgeny is modest and unpretentious: he "lives in Kolomna, serves somewhere", loves Parasha and dreams of marrying his beloved girl. He acutely feels and worries about his poverty, "is shy of the nobles" and painfully reflects on his not too happy fate.

What was he thinking about?

About the fact that he was poor, that by labor

He had to deliver

And independence, and honor,

What could God add to him

Mind and money, what is there

Such idle happy ones

The mind of the narrow-minded Leninists,

For whom life is easy!

He also thought that the river

Everything arrived, which is hardly

Bridges have not yet been removed from the Neva

And what will he do with Parasha

Separated for two, three days.

Meanwhile, the river did not just arrive: “The Neva tossed about like a sick man in his restless bed, and Eugene, together with the whole city, was waiting for a new day. And here it is, the plot of the sad story: "Terrible day!" A devastating flood flooded the city, the water flooded the basements and lower floors of houses, approached the Winter Palace. The swift, dramatic action of the first part of the poem is the growing horror of a person in front of the raging elements. People are saved as best they can, and poor Yevgeny finds himself sitting on a lion near the Senate building, right behind the monument to Peter. Chained to marble, bewitched by the rising water, he cannot move.

And turned his back to him,

In the unshakable height

Over the perturbed Neva

Standing with outstretched hand

Idol on a bronze horse.

So in the very first part, these heroes are brought together for the first time: the bronze Peter (not yet the Bronze Horseman) and poor Eugene.

The action of the second part takes place immediately after the end of the flood. Eugene hires a boatman and hurries to Parasha, but finds only traces of destruction in the place of his bride's house. Unable to withstand the shocks, Eugene goes crazy, does not return to his poor corner, wanders aimlessly around the city, sleeps somewhere on the pier: “And so he dragged out his unhappy age, neither a beast, nor a man, neither her, nor a resident of the world nor a dead ghost..."

The culmination of the poem is the second meeting of Eugene with the monument. He suddenly recognizes the place where he escaped during the flood, “and the lions, and the square, and the one who stood motionless in the darkness with a copper head, the one by whose will the city was founded under the sea.” The words addressed by Eugene to the idol are barely audible. “Good, miraculous builder! he whispered, trembling angrily. - Already you! And then, as a terrible continuation of the hero’s insane delirium, a fantastic chase begins: “And all night long, the poor madman, no matter where he turned his moans, a copper horseman with a heavy stomp galloped behind him everywhere.” But the moments of madness (or maybe enlightenment?) pass, Eugene no longer dares even to raise his eyes, passing by the monument, and quietly dies. Sad and quite traditional denouement.

Who are the main characters in the plot of the poem? Not Yevgeny and Parasha, as the reader might have guessed at the very beginning of the story, but Yevgeny and the Bronze Horseman, a fantastic character who becomes part of the hero's delirium, and at the same time a symbol of the cruel power of the state, ruthless to man. But the plot is a system of events in the work, and in The Bronze Horseman, the plot, the events, the elements are dominated by Pushkin's great philosophical thought, which can be understood at least to a small extent only by analyzing the unique composition of the poem. This is the time to return to the famous introduction to the poem, which, not being an element of the plot, is an indispensable part of the perfect architectural structure, which, undoubtedly, was the Bronze Horseman. First of all, it is important to pay attention to the vastness of the introduction in comparison with the rest of the volume of the work. Pushkin, who put “a sense of proportionality and conformity” above all, of course, understood that the volume of the introduction is disproportionately large, but, on the other hand, he wanted to clearly convey to the reader that the introduction does not perform an official function, but carries a huge content load.

From the very first lines of the introduction, the poem includes the image of Peter the Great, the reformer of Russia, full of "great thoughts", which the genius of Pushkin minted into cast formulas of history:

From here we will threaten the Swede,

Here the city will be founded

To spite an arrogant neighbor.

Nature here is destined for us

Cut a window to Europe

Stand with a firm foot by the sea.

Here on their new waves

All the flags in the toast will be to us,

And let's hang out in the open!

“A hundred years have passed”, and Peter's wonderful dream came true: a truly European city grew up “on the shore of desert waves”, became the capital of the Russian Empire. The poetic picture of the “young city”, which ascended “magnificently, proudly”, is the best hymn to Petersburg in all Russian literature. The melody of the introduction to The Bronze Horseman smoothly embraces both the marvelous city landscapes (“The Neva sovereign current, its coastal granite ... cast iron fences”, the transparency of the white nights), and the joy of the people living in the city (“girlish faces are brighter than roses, and shine, and the noise and the talk of the balls, and at the hour of the idle revelry, the hiss of foamy glasses and punch, the blue flame"), and the military power of the young capital in front of which "old Moscow faded." "I love you, Peter's creation!" Pushkin exclaims, in order to sharply break this jubilant intonation at the end of the introduction with the words: “It was a terrible time ...”

Undoubtedly, the main thing for the author is the sharp contrast between the introduction and the main, plot, narrative part of the poem. Why is this contrast necessary? What is its meaning? This question was surprisingly accurately answered by D. Granin in the essay “Two Faces”. Through all the poems, through all its figurative structure, there is a doubling of faces, pictures, meanings: two Peters (Peter is alive, thinking, "a powerful ruler of fate" - and his transformation, the Bronze Horseman, a frozen statue), two Eugenes (a petty official, poor, downtrodden , humiliated by the authorities, and a madman who raised his hand against the "miraculous builder"), two Neva (decoration of the city, "sovereign current" - and the main threat to the city and people's lives), two St. Petersburg ("Peter's creation", "young city" - and the city of corners and basements of the poor, the city-murderer). In this doubling, the image of the new building contains not only the main compositional, but also the main philosophical thought of Pushkin - the thought of a person, his self-worth, whether it be Peter 1 or Eugene. The Bronze Horseman opposes both the living Peter as his tragic transformation, and Eugene as a symbol of soulless statehood. As Granin writes, "Pushkin with Peter against the Bronze Horseman and with Eugene against the Bronze Horseman." To strengthen this thought, the poet needed a brilliant introduction to the poem.

Issues

The poem "The Bronze Horseman" completes the theme of Peter I in the work of A. S. Pushkin. The majestic appearance of the Tsar-Transformer is drawn in the very first, odically solemn, lines of the poem:

On the shore of desert waves

He stood, the thoughts of the great poly,

And looked into the distance.

The Tsar-Transformer appears before us at the moment when he makes the most important decision for the entire subsequent Russian history: "Here the city will be founded ...".

The author contrasts the monumental figure of the king with the image of harsh and wild nature. The picture, against the background of which the figure of the king appears before us, is bleak (a lonely boat, mossy and swampy shores, miserable huts of the "Chukhons"). In front of Peter's eyes is a wide-spread, rushing into the distance river; around the forest, "unknown to the rays in the fog of the hidden sun." But the gaze of the ruler is fixed on the future. Russia must establish itself on the shores of the Baltic, this is necessary for the country's prosperity:

All flags will visit us,

And let's hang out in the open.

A hundred years have passed, and Peter's great dream came true:

young city,

Midnight countries beauty and wonder,

From the darkness of the forests, from the swamp blat

Ascended magnificently, proudly ...

Pushkin utters an enthusiastic hymn to the creation of Peter, confesses his love for the "young city", before the splendor of which "old Moscow faded". However, the attitude of the poet to Peter was contradictory. If in Stanzas Pushkin sees in the activities of the tsar an example of state service to the Fatherland, then later, in Notes on Russian History of the 18th Century, he points to the cruelty of this monarch and the autocratic nature of power in his reign.

This contradiction would disturb Pushkin during his work on the poem "The Bronze Horseman". Peter the Autocrat is presented not in any specific acts, but in the symbolic image of the Bronze Horseman as the personification of inhuman statehood. Even in those lines where Pushkin seems to glorify the cause of Peter, one can already hear the intonation of anxiety:

O mighty lord of destiny!

Are you not so above the abyss,

At a height, an iron bridle

Raised Russia on its hind legs? The image of a shining, lively, magnificent city is replaced in the first part of the poem by a picture of a terrible, destructive flood, expressive images of a raging element over which a person has no power. The element sweeps away everything in its path, carrying away fragments of buildings and destroyed bridges, "pale poverty's belongings" and even coffins "from a washed out cemetery" in the streams of water. The image of indomitable natural forces appears here as a symbol of the "senseless and merciless" popular revolt. Among those whose lives were destroyed by the flood is Eugene, whose peaceful cares the author speaks of at the beginning of the first part of the poem. Eugene is an “ordinary man”: he has neither money nor ranks, “serves somewhere” and dreams of making himself a “humble and simple shelter” in order to marry his beloved girl and go through life with her:

And we will live and so on until the grave,

Hand in hand we will both reach ...

The poem does not indicate either the hero's surname or his age, nothing is said about Yevgeny's past, his appearance, character traits. By depriving Yevgeny of individual features, the author turns him into an ordinary, faceless person from the crowd. However, in an extreme, critical situation, Evgeny seems to wake up from a dream and throws off the guise of "insignificance". In the world of raging elements, an idyll is impossible. Parasha dies in a flood, and the hero is faced with terrible questions: what is human life? Isn't she an empty dream "a mockery of the sky over the earth"? Evgeny's "confused mind" cannot withstand "terrible upheavals". He goes insane, leaves his house and wanders around the city in tattered and tattered clothes, indifferent to everything except the "noise of inner anxiety" that fills him. Like an ancient prophet who reached the unrighteousness of the world, Eugene is fenced off from people and despised by them. The resemblance of Pushkin's hero to a prophet becomes especially clear when Eugene, in his madness, suddenly begins to see clearly and unleashes his anger on the "proud idol." Through the whole poem, through its entire figurative structure, there is a doubling of faces, pictures and meanings: two Peters (Peter is alive, thinking, "a powerful ruler of fate" and his transformation is the Bronze Horseman, a frozen statue), two Eugenes (a petty official, beaten down, humiliated by power , and a madman who raised his hand against the "miraculous builder"), two Neva (decoration of the city, "sovereign current" and the main threat to the life of people and the city), two St. Petersburg ("Peter's creation", "young city" and the city of corners and cellars of the poor , killer city). This duplication of figurative structure contains not only the main compositional, but also the main philosophical thought of Pushkin The idea of ​​a person, his self-worth. "The Bronze Horseman" is both a heroic poem about the creative activity of Peter I, and a tragic story about a poor St. Petersburg official, a victim of "historical necessity" (it is no coincidence that the author gave the poem a meaningful subtitle: "Petersburg Tale").

Poets of Pushkin's time,

poets of the Pushkin galaxy, poets of the Pushkin circle, the Golden Age of Russian poetry- a generalizing naming of contemporary poets of A. S. Pushkin, who together with him were among the creators of the "golden age" of Russian poetry, as the first third of the 19th century is called. The poetry of Pushkin's time is chronologically determined by the framework of the 1810-1830s.

It is reasonable to include poets close to Pushkin personally, who shared civil, social, philosophical, ethical and aesthetic convictions with him, who took part in polemics with the same literary opponents, among the poets of the Pushkin circle.

It is known that Pushkin appreciated Davydov's poetry and, by his own admission, learned from him to famously "twist" the verse.

The hussar poet Denis Davydov had a unique poetic voice, and his poetry had its own, easily recognizable face, or rather, a literary mask. In poetry, Davydov tried on and began to wear the poetic mask he liked of a recklessly bold, fearless, brave warrior and at the same time a dashing, cheerful and witty poet-slayer, a reveler poet who did not hesitate to violate secular etiquette, secular decency, who resolutely preferred direct and simple word mannered and cutesy.

Between battles, at the "bivouac", he indulges in "free revelry" among valiant friends, ready for any feat. Davydov does not tolerate "servants", careerists, drill, any bureaucracy. This is how he addresses his friend hussar Burtsov, inviting him to taste the famous arak (strong drink).

On a short vacation, he never forgets about his homeland and about the "royal service", that is, about military labor. Davydov was proud that his poetry was unlike any other, that it was born in campaigns, battles, in leisure between battles. Having created for himself the mask of a dashing hussar-poet, Davydov began to wear it in life and, as it were, grew together with it, imitating his lyrical hero in everyday behavior and identifying himself with him.

Of Pushkin's older friends and peers, the most talented were Prince P.A. Vyazemsky, A.A. Delvig and N.M. languages. All of them had their own poetic "voices", but at the same time they were influenced by Pushkin and were part of Pushkin's circle of poets.

The most important quality of Vyazemsky as a poet is a sharp and precise sense of modernity. He sensitively caught the genre, stylistic, and content changes that were outlined or were taking place in literature. Its other property is encyclopedism. The poet was an unusually educated person. The third feature of Vyazemsky is rationality, a tendency to theorize. He was a major theoretician of Russian romanticism. But prudence in poetry gave his writings a certain dryness and muffled emotional romantic impulses.

The poetic culture that brought up Vyazemsky was of the same nature as the poetic culture of Pushkin. Vyazemsky felt himself to be the heir to the 18th century, the brilliant age of the Enlightenment, an admirer of Voltaire and other French philosophers. Since childhood, he has absorbed a love for enlightenment, for reason, he is characterized by liberal views, a desire for useful state and civic activities, and in his work he is attracted to traditional poetic forms - a freedom-loving ode, a melancholic elegy, a friendly message, parables, fables, epigrammatic style , satire and didactics. In many poems, he developed the idea of ​​natural equality, of the superiority of spiritual intimacy over stiff generosity, affirmed the ideal of personal independence, the union of mind and fun. The preference for personal feelings over official ones became the theme of many of his poems. In this there was no indifference to the civic field, there was no desire for isolation or for avoiding life. Contrasting a dressing gown with a livery, the glitter and noise of light against a “quiet world” full of rich thoughts, Vyazemsky wanted to make his life rich and meaningful. His private world was far more moral than the empty trampling around in secular drawing rooms. Inwardly free, he felt at home. Vyazemsky understood that solitude was a forced, but by no means the most convenient and worthy position for an educated freedom-loving poet. By nature, Vyazemsky is a fighter, but his love of freedom is alien to society.

Becoming a Karamzinist, a supporter of the Karamzin reform of the Russian literary language, and then carried away by the ideas of romanticism, he soon emerged as a romantic poet. In his understanding, romanticism is the liberation of the individual from "chains", the deposition of "rules" in art and the creation of unfettered forms. Imbued with these sentiments, Vyazemsky writes a civil poem "Indignation", in which he denounces the social conditions that have rejected the poet from social activities, the elegy "Despondency", in which he glorifies "despondency", because it heals his soul, brings him closer to useful reflection, makes him enjoy fruits of poetry. In romanticism, Vyazemsky saw support for his search for national identity, the desire to comprehend the spirit of the people.

The main difference between the word usage of Pushkin and Vyazemsky is that Pushkin's poetic word is close to the subject, while Vyazemsky's poetic word is removed from it. Vyazemsky, as if ashamed to call a spade a spade, resorts to the help of metaphors, stable poetic symbols and expressions. It seems to him that in itself this or that object is not poetic enough, that the word itself does not contain poetry and, therefore, it must be brought into it, it is necessary, for example, to describe a horse in such a way that it looks both poetic and beautiful.

Unlike Vyazemsky, the lyceum and post-lyceum comrade of Pushkin, the poet A.A. Delvig clothed his romanticism in classic genres. He stylized ancient, ancient Greek and Roman poetic meters and recreated in his lyrics the conditional world of antiquity, where harmony and beauty reign. For his antique sketches, Delvig chose the genre of idylls.

The action of Delvig's idylls usually unfolds under the canopy of trees, in cool silence, near a sparkling source. The poet gives pictures of nature bright colors, plasticity and picturesque forms. The state of nature is always peaceful, and this emphasizes the harmony outside and inside a person.

The heroes of Delvig's idylls are whole beings who never change their feelings. In one of the best poems of the poet - “Idylls” (“Once Titir and Zoya under the shade of two young plane trees ...”) - admiringly tells about the beautiful love of a young man and a girl, preserved by them forever. In a naive and pure plastic sketch, the poet managed to convey the nobility and sublimity of a tender and deep feeling. Both nature and the gods sympathize with the lovers, protecting the unquenchable flame of love even after their death. The heroes of Delvig do not talk about their feelings - they surrender to his power, and this brings them joy.

In another idyll - "Friends" - all the people, from young to old, live in harmony. Nothing disturbs his serene peace. After a hard day, when “the autumn evening descended on Arcadia”, “around two elders, famous friends” – Palemon and Damet – people gathered to once again admire their art of determining the taste of wines and enjoy the spectacle of true friendship. The affection of friends was born in work. Relationships of love and friendship act in Delvig's poetry as a measure of the value of a person and the whole society. Not wealth, not nobility, not connections determine the dignity of a person, but simple personal feelings, their integrity and purity.

Reading Delvig's idylls, one might think that he was a belated classicist in a romantic time: themes, style, genres, sizes - all this is taken from the classicists. Still, it would be wrong to rank Delvig among them. Delvig is a romantic who longs for the lost antiquity, for the conditional world of classical harmony and harmony. He is disappointed in his contemporary society, where there is neither real friendship nor true love, where a person feels discord with people and with himself. Behind the harmonious, beautiful and integral world of antiquity, which Delvig regrets, stands a man and a poet deprived of integrity. He is preoccupied with the disunity, fragmentation, fragmentation of people, he is afraid of the future and romantically experiences all this in his poetry. Delvig introduced an unusual content into the anthological genre of idyll - sorrow for the end of the "golden age". The subtext of his delightful idylls, naive and touching in their cheerfulness, is rooted in a feeling of longing for the lost harmony between people and between man and nature. Chaos lurks in the world under the cover of harmony, and therefore the beautiful is fragile and unreliable. But that's why it's especially expensive. This is how elegiac motifs and moods penetrate the idyll. Its content becomes dramatic and sad.

Quite different in content and tone was the poetry of N.M. Yazykov. The pathos of Yazykov's lyrics, its emotional and semantic content, is the pathos of the romantic freedom of the individual - a person who believed in achieving freedom, and therefore joyfully and even sometimes thoughtlessly, accepted life with her whole being. Languages ​​rejoiced at life, its boiling, its boundless and diverse manifestations. And this attitude to life did not depend on his political or philosophical views - it was reckless. The poet did not analyze, did not try to understand and express in verse the reasons for his life-loving worldview. In his lyrics, the nature of man as a free and sovereign being spoke. And this feeling of freedom concerned, first of all, him, Yazykov, the personality and the environment closest to him - relatives, friends, women. And although in Yazykov's poems no, no, and there will be notes of sadness and doubt, they are still single. They upset, but do not frighten, do not weaken and are easily overcome.

High spirits, cheerfulness, an enthusiastic state of mind were expressed in Yazykov's poetic speech solemnly and at the same time naturally. This is because Yazykov is delighted with any objects - "high" and "low" from the point of view of classicism. Yazykov's poetic enthusiasm is "grounded", devoid of majesty, odic "floating" and acts as a natural feeling of a free personality. Hence it is clear that the central genres of linguistic lyrics are the anthem and dithyramb. At the same time, any genre - song and elegy, romance and message - can become Yazykov's anthem and praise, because the state of delight prevails in them. In this way, Yazykov achieves freedom from the "rules" of classicism. The poet owes all this to the era of romanticism.

In order to express romantic freedom as the delight of the soul, Yazykov needed to master verse and style with virtuosity. And here Pushkin was Yazykov's teacher. Yazykov brought the poetic style developed by Pushkin and the iambic meter to the utmost perfection. Yazykov's poems flow non-stop, they have no barriers, they meet no obstacles. The poems are formally so perfect that the words cling to each other. Verse is completely subject to the poet, who has mastered the poetic period and, it seemed, can prolong it without end. For example, in the message “D.V. Davydov" each stanza consists either of one exclamatory and interrogative sentences, or of one sentence. The main achievements of Yazykov are connected with the genres of elegies and epistles. In them, the poet creates the image of a thinking student who prefers freedom of feelings and free behavior to the norms of behavior accepted in state society, religious prohibitions and official morality. Rampant youth, the boiling of youthful forces, "student" enthusiasm, a bold joke, excess and riot of feelings - all this, of course, was an open challenge to society, which tightly entangled the individual with a whole system of conditional rules of behavior. Languages ​​did not find, like other advanced nobles, spiritual space. He was stuffy in the atmosphere of Russian reality, and this natural protest of the young soul resulted in a peculiar form of student feasts, in the independence of thoughts and feelings, in the triumphant hymn of free life, in the glorification of its sensual joys, in the lively and direct acceptance of being. In this "student" ecstasy of life, in loud boasting, in the heroic scope of feelings, one could hear not thoughtless fun, but sincere enjoyment of youth, health, and freedom. Here a person was himself, what he is by nature, without ranks and titles, distinctions and titles. He appeared whole and harmonious, in the unity of feelings and thoughts. He also had access to experiences of love, nature, art, and high civic feelings.