home / Self-development/ Quotes “reading. Text as the birth of your own thoughts Modern children's writers

Reading quotes. Text as the birth of your own thoughts Modern children's writers

Francis Bacon

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

Francis Bacon

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

N. Rubakin

Francoise Sagan

Read as much as you can. Nothing will help you as well as reading.

D. Rowling

Reading good books is a conversation with the best people of past times, 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, sensible reading, young people, maybe non-tiring work.

Francoise Sagan "A Vague Smile"

Did you read a lot in your youth?
- Yes.
- Well... That's what needed to be proven. Reading books turns people into loners, individualists. And when this happens, the difficulties only increase.

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 everyday life, and petty quarrels,
hot reconciliations, and separations, and boredom.
with him everything is possible, with him everything is possible

From April 18 to April 25, you will find holiday raffles of book sets, gifts, coupons for future purchases and other surprises for passionate book lovers.

Book event of the year! Library night in the Labyrinth🌛📚
From April 18 to April 25, you will find holiday raffles with book sets, gifts, coupons for future purchases, and other surprises for passionate book lovers.
And also a huge discount on books up to 50%!

Hurry up to order at a discount 👉🏻 vk.cc/9hZfze

Place an order from 1600 rub. and specify the secret word READING. You will receive a collection as a gift with one order.

📚 We found a very useful application for you. Bilingual books 😏 FREE on your smartphone. The application is focused on reading books in the original.

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

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

“Read the book not only with words.
Words are a small door to life.
Be sure to read the book with your heart,
And most importantly, by 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 your own thoughts with the help of the thoughts of other people.

Rubakin N.A.Fedin K.A.Emil Fage

A book that is so important for a person who has been somewhat touched by development, just like nature and the experiences of life, remains mute not only for someone who does not know how to read, but also for someone who, having mechanically read the page, will not be able to extract from a dead letter of a 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 that’s enough. Those readers who reduce the entire matter of self-education to reading books and mastering their content, without comparing it with life, should also be classified as superficial.

Rubakin N. A.

Reading is the best teaching. Following the thoughts of a great man is the most interesting science.

A.S. Pushkin

Reading is one of the sources of thinking and mental development

V.A. Sukhomlinsky

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

F. Bacon

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

Addison D.

REMEMBER:

There is no better way to refresh the mind than to read the ancient classics; as soon as you take one of them in your hands, even for half an hour, you immediately feel refreshed, lightened and cleansed, lifted and strengthened, as if you had refreshed yourself by bathing in a pure spring

Schopenhauer A.

By reading authors who write well, you get used to speaking well.
Voltaire

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

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

C. Piermont

People stop thinking when they stop reading. Only those who don’t read anything think about nothing.

D. Diderot

More than any kind of disordered reading, reading, for all its systematicity, is one-sided. Nothing dries out the mind and narrows the horizons of thinking more than reading books exclusively on one particular branch of human knowledge.

Skabichevsky A. M.Ushinsky K. D.Pascal B.

Bad reading is like a window smeared with dirt through which you can’t see anything.

Sukhomlinsky V.A.

Looking through or leafing through a book is not reading. You need to read it as if you were listening to a person’s confession. Delving into the book. Then she will reveal herself, and you will comprehend her charm.

Fedin K.A.

It is better to read fewer books, but think more about their content, about the character of the people depicted in these books, and try to evaluate the book yourself.

Kalinin M.I.

What is acquired by reading through the pen turns into flesh and blood.

Seneca

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

Taneev S.I.

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

Pascal B.
Bork E.Komensky Ya.Schopenhauer A.

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

Lichtenberg G.

Only those who don’t read anything think about nothing.

Diderot D.
Disterweg A.

Reading a book and understanding it as needed means becoming at the level of a writer.

Pavlenko P.A.Conrad D.

First of all, you must have a sincere desire to learn from books and be inspired by their thoughts. Note, get into their thoughts, and not try to find your own from them.

Ruskin D.

There is no entertainment cheaper or more lasting than reading.

Mary Wortley Montague

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

Aquinas F.

LEARN:

Toro G.
Study 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 put together in one memory, like in some dictionary.

Rotterdamsky E.

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

Fage E.

Quick reading is useful if you need to read the Encyclopedia Britannica. But what to do with the rest of the evening?

Orben R.

Study, read, reflect and get the most useful out of everything.

Pirogov N.I.Krupskaya N.K.

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

Herder I.

You need to develop the ability and practical dexterity to work with the help of a book.

Rubakin N.A.

Read not to contradict and refute, not to take it on faith; and not 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 remember anything you don't mean to use.

Blackie D.Krupskaya N.K.

In particular, you need to be afraid of mindlessly devouring page after page, weak-willedly following only the external interest of the book.

Makarenko A.S.

To absorb all that any work of genius has to offer, it is necessary to read slowly and pause for a long time before moving on to another work.

Ben A.

Learn to read - it may be much more difficult than you imagine. Learn to be selective 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 truly relevant to what you are doing.

Carlyle T.

How to develop students’ full ability to work with text? Let's consider methodological recommendations for content analysis, processing and use of textual information in humanities lessons. The “Practice” subsection offers a specific example of tasks in history, Russian language and geography for the text about the Patriotic War of 1812.

DOBROTINA,

employee

The basis of 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, including different ways of presenting information - main and additional text, tables, graphs, maps, diagrams, drawings; text of the teacher's story; texts of different styles and types of speech created by students - essays, oral communications on the topic, presentations of the results of design and research work, abstracts, notes, plans, and so on.

Many scientists and methodologists speak about the special role of texts in the intellectual development of an individual. For example, an aphoristic statement by 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 perpetuates stereotypical thinking.”

Through some functions of the text the very concept of intelligence is defined 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 ones 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 intelligence, another intelligence is required,” “intelligence 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 a task to convey some information in the form of a story (information in a paragraph, the text of a project or research paper), students tend to directly quote the original text, free retelling with interpretation of events it 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. Comprehension involves the use of linguistic knowledge (knowledge of the language of an utterance); construction of hypothetical interpretations of perceived speech, which runs parallel to the process of perception; mastering what was said; interpretation of the author's intentions; correlation of received information with existing information.

It is the culture of working with text, working with information transmitted in one or another system of signs, that attention should be paid to in the lessons of the humanities 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 indirect 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 a student reader should possess. Mastery of these tools is carried out mainly in Russian language lessons, but the developed skills should be reinforced in history, social studies, and geography lessons. The Federal State Educational Standard sets the task of students mastering the skills to work with information, and these skills are at the intersection of subject and meta-subject areas.

When characterizing the ability to work with information, we note that there are certain, but minor differences in the skills used when working with information presented or recorded in various forms (for example, written/oral speech; text/table/graph/map). It is much more important, in our opinion, to consider groups of skills that are 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 Federal State Educational Standards are oriented. Knowledge of the main types and skills that a student must consistently master will allow the teacher to organize work on mastering information. At the same time, it is desirable that students 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, catalogues, dictionaries and reference books, geographical and historical atlases, that is, in various sources of information, including the media and Internet resources);
ability to perceive information (perception of verbal information - listening, textual information - reading, perception of graphic, numerical, schematic information);
the ability to comprehend information (understanding basic and additional, explicit and hidden (subtext) information of the text);
the ability to process information (a skill based on the logical operations of analysis, comparison, synthesis, analogy, and the ability to semantically (generalize) and lexically (combine, collapse) change information);
ability to transmit/use information (presentation of information in the form of detailed plans, extracts, notes, annotations, abstracts, speaking to an audience with a message or 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 skills to perceive and comprehend text information:

1. Insert in place of the gaps in ... the paragraph the words necessary for the meaning. (Explain how you understand the meaning of the words, replace them with synonyms.)
2. Guess what the text should be about, based on the keywords taken from the text.
3. Do the work of marking up the text. (Place a “?” sign where the thought ends that, in your opinion, requires comprehension and posing a question; write down the question that you would like to ask.)
4. Underline the main information in the text. Does every sentence contain such information?
5. Underline words and expressions that help you follow the development of thought in the text.
6. Indicate the numbers of sentences that, in your opinion, should become the beginning of a new paragraph (in a text presented without paragraph division).
7. Indicate the numbers of sentences that are superfluous in this text (in a text with intentionally included superfluous information).
8. Indicate the numbers of sentences (paragraphs) in which incorrect information is given (from the point of view of developing the logic of the text).
9. Give a title to this text.
10. Come up with a topic for a speech or message, when working on which you would need facts and examples from this text.
11. Restore the sequence of sentences (paragraphs), restore connections between the sentences of the paragraph.

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

1. Reduce the text by one third (half, three quarters).
2. Shorten the text by conveying its content in one or two sentences.
3. Remove information from the text that is unnecessary, from your point of view.
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 beginning into a paragraph.
6. Compose a sentence or short message based on the phrase (sentence).
7. Find the thesis and evidence in the text, rearrange the text so that the evidence becomes a conclusion, a consequence of the examples given.
8. Complete the text (the text is presented without an introduction and/or concluding paragraph).
9. Connect paragraphs (sentences) by inserting appropriate introductory words and expressions.
10. Write your text based on several texts and other sources of information (maps, diagrams, 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 targeted work in this direction, therefore we offer methodological material for conducting lessons, the purpose of which is to develop the ability to process and use information in accordance with the educational task.

Work with the proposed texts can be organized in pairs or groups in one lesson, for example, in a lesson in history, geography, or the Russian language. Then the groups receive their own “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 in one subject area. (For an example of a task, we give a variant of its implementation.) In this way, 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 method of organizing work, the accumulation of subject knowledge and improvement of meta-subject skills occurs with a synergistic effect.

Form of work: group, individual.
Predicted result:

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

PRACTICE______________________________________________________________________________________________

Text 1. MIKHAIL ILLARIONOVICH KUTUZOV

The Kutuzov family has been known for military glory since the time of Alexander Nevsky. Mikhail Illarionovich's father had the rank of general. The son surpassed the father. He became a field marshal general, commander-in-chief of the Russian army and defeated the great commander Napoleon. Before this, it was the share of M.I. Kutuzov had three wars with the Turks. He was seriously wounded twice and lost normal vision.

One of Kutuzov’s main traits was caution; he was very prudent, calculating strategic actions many moves ahead. Another trait of Kutuzov - a man and a military leader - was cunning. Under the mask of complacency and calmness, this man hid a huge temperament. His nature was characterized by extraordinary theatricality, artistry - with pretense, play, and slyness. This is not an everyday trick that takes the form of intelligence, it 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: “Russia is not lost with the loss of Moscow. My first duty is to preserve the army... I know that responsibility will fall on me. But I sacrifice myself for the good of the Fatherland. I order you to retreat."

History has confirmed that the great commander was right. He did not allow the defeat of the Russian army. Despite heavy losses, it remained a formidable force capable of withstanding further struggle. The French, having left the 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 left Russia. The foreign campaign of the Russian army began across Europe all the way to Paris. 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. Kutuzov alone could propose the Battle of Borodino; Kutuzov alone could give Moscow to the enemy; only Kutuzov could remain in this wise and active inaction, putting Napoleon to sleep in the conflagration of Moscow and waiting for the fatal moment; for Kutuzov alone was awarded the people’s power of attorney, which he so miraculously justified.”

TASKS
Subject: Russian language (group “philologists”)

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 idea of the main content of the text.

Option for completing the task:

Mikhail Illarionovich Kutuzov - Field Marshal General, Commander-in-Chief of the Russian Army.
The main features of Kutuzov - a man and a military leader - are caution, forethought, and cunning.
After the Battle of Borodino, he made a difficult decision - to leave Moscow without a second battle for the sake of preserving 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 reference words would you use as a caption for your slides? Fill in the missing parts of the work (students, depending on their level of preparation, are offered an option with more or less missing fragments; we present it in full):

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

3. Using the text, prepare brief information about M.I. Kutuzov for a report in a news release on Radio Russia. Think about what beginning and conclusion you need to supplement the information given to you.

Identify someone in your group who can read this news information as a radio professional would.

Option for completing the task: the beginning that is necessary for the text of the speech:

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

This was not just a war between two states, two armies - Russian and French. In that memorable year, the entire Russian people rose up against Napoleon’s Great Army that crossed the Russian border. And very soon the whole country fought against Napoleon - “just a war” turned into a Patriotic War.

1. Why did M.I. Kutuzov choose Borodino Field as the site of the great battle of the Patriotic War of 1812? What features of its geographical location did the commander use? Did they contribute to the victory of the Russian army? To answer the question, use 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 an answer:
Map 1

Map of the Battle of Borodino

Option for completing the task(variant of the beginning of the student’s answer):

Analysis of retro maps, illustrations and maps of the Battle of Borodino, as well as information from the Internet, allows us to draw conclusions explaining the motives for choosing M.I. Kutuzov of the Borodino field as the most convenient place to meet with an experienced and well-prepared enemy.
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 terrain 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, very shallow in places, 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. Select additional information about the geographical location of the object (2-3 sentences).

Option for completing the task:

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

Neman 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 and flows into the Curonian Lagoon of the Baltic Sea. The length of the river is 937 km, has about 180 tributaries, and is navigable in the lower reaches.

Village of Waterloo, 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 around the world: in England it is the name of London’s largest station, a large bridge and a rugby club, 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; the fate of Moscow.

2. What was the historical significance of M.I.’s decision? 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 most striking 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 determination. Napoleon was withdrawn and gloomy, irritable and self-confident. Having practically no friends, he studied with zeal. Science came easily to 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 carries out a coup d'état and becomes Emperor of France.

Deciding to conquer the world, Napoleon waged wars against many European countries. War was so much his element that when he prepared for it and waged it, he always gave the impression of a man living life to the fullest.

Napoleon did not have 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.”

The campaign in Russia in 1812 led to the death of the “great army”. Napoleon's empire collapsed, he abdicated the throne, and was exiled to the island of Elba in the Mediterranean Sea. He ended his days in British custody on the island of St. Helena in the Atlantic Ocean.

For France, Napoleon remained a national hero. The attractive power of his extraordinary destiny excited minds for a long time. Napoleon's personality was very popular in Europe and Russia. On the table of Pushkin’s Onegin there 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 villain.

Napoleon had outstanding qualities as a commander and statesman. “We all look at Napoleons...” wrote A.S. Pushkin 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,
There were snakes curling in his chest...

F.I. Tyutchev. "Napoleon"

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

Byron. "Bronze Age"

TASKS

Russian language: (group “philologists”)

1. “You’ll chase two hares...” - you’ll learn to understand what you’re reading about.
This is exactly how, to paraphrase a well-known Russian proverb, we can say about this task. It has two components: an outline of the text and theses - provisions that briefly outline the content of the proposed text.

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

Option for completing the task:

2. Reread again the sentences of the text that talk about the character traits and personality traits of Napoleon. Based on these sentences, make up your own - as detailed as you like, but the only one - about the personality of Napoleon.

Option for completing the task:

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

3. Think and answer, is there anything positive about the arrival of the French army led by Emperor Napoleon Bonaparte in Russia?
When thinking about the answer to this question, pay attention to words and phrases that can help you: serfdom, freedom, living better, foreign campaigns, the way of life of Europeans.

Option for completing the task:

For Russia, Napoleon is a negative hero with whom the terrible word “war” is associated. He went to Russia in search of power and fame, which gave him a feeling of happiness.
However, it was Napoleon who was destined to show the Russian people how humiliating serfdom was and how important it was to gain personal freedom. During their campaigns abroad, 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 Napoleon's last refuge? What features of it contributed to this? Carefully study the map, photographs, text, pay attention to the time of construction 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.

Option for completing the task:

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. Napoleon was in exile here for 9 months and 21 days, and his stay on Elba became the basis for the appearance of the well-known palindrome in English: “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 the great Emperor of France Napoleon Bonaparte spent the last six years of his life. He died in 1821, 48 years before the opening of the Suez Canal (November 17, 1869).
Why was this island chosen by the English government for the lifelong exile of this extraordinary person in all respects?
Located in the Atlantic Ocean, west of the African coast, the island is characterized by amazing beauty and tranquility. Before the construction of the Suez Canal, the island was an important strategic point for ships sailing 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 of travel. This suited everyone who was afraid of complications in the political life of Europe, and there was 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 Napoleon's return. This is probably what became the basis for the appearance of the palindrome known in English: “Able was I here I saw Elba.”
Today the island is an English possession in the Atlantic. The official language in the country is English. The head of state is the Queen of England.
There is practically no industrial production in the country. The population is mainly employed in the construction industry; they are also engaged in fish processing, handicraft production of furniture and other wood products, and weaving lace and ropes.
The main attraction of the Saint Helena Islands is the Napoleon Bonaparte Museum of Exile. The tourist activity of the islanders is largely based on this fact of history. The place where Napoleon lived and the valley in which he was buried are French territory.

Subject: history (group “historians”)

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

Comment on Napoleon's words using your knowledge of history and geography.

Option for completing the task:

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 the struggle for colonial, commercial and maritime dominance. The colonial interests of England collided with the colonial interests of France throughout the world. 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 for the seizure of undivided territories and for the strengthening of the British Empire was the core of British foreign policy in these decades.
That is why Napoleon talks about the Ganges - the main river of India, a fabulous country, the conquest of whose wealth many Europeans dreamed of, but the British, Napoleon’s implacable opponents, managed to conquer. The Emperor is haunted by the idea of reaching a distant English colony, touching it with a French sword in order to destroy the dominance of England, and take possession of another region of the world.

THE STORM OF THE YEAR TWELVE

The war began on the night of June 12, 1812, when Napoleon's army crossed the Neman River. The “grand 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. to the post of commander-in-chief. Kutuzova. “Kutuzov has come 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 fight a general battle, and decided to fight it on a 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 while 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 understood that his army did not have the strength to deliver a crushing blow to the Russian troops. Later, assessing the Battle of Borodino, Napoleon would write: “Of the fifty battles I gave, in the battle of Moscow the most valor was shown and the least success was achieved... The French in it showed themselves worthy of winning, 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 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 feet; if I capture St. Petersburg, I will take Russia by the head; if I occupy Moscow, I will strike Russia to the very heart.”

New divisions were approaching 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 size and combat effectiveness of the Russian army. Muscovites also left Moscow along with the army. Troops were marching along the road from Moscow, and along the roadsides was a motley crowd: these were Moscow residents, young and old, leaving their hometown.

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

Napoleon leaves Moscow. Without waiting for proposals for peace, 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 another battle. A battle took place not far from the ancient town of Maloyaroslavets, after the victory in which the Russian army completely seized the initiative in military operations. The French are literally running away from Russia, Napoleon leaves the remnants of his army and secretly leaves for Paris. About this fact, historian N.M. Karamzin said: “Napoleon is running as a hare, having come to us as a tiger.”

TASKS
Subject: history (group “historians”)

1. The history of the country preserves the memory of two Patriotic Wars- 1812 and 1941–1945. From the available dates, names, battles, compile a historical note, comparing the two most important eras in the life of Russia, fill out the table “Patriotic Wars in Russia”. (Table cells with gray text the task is empty.)

“Read the book not only with words.
Words are a small door to life.
Be sure to read the book with your heart,
And most importantly, by 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 your own thoughts with the help of the thoughts of other people.
Rubakin N.A.

Reading is the best teaching. Following the thoughts of a great man is the most interesting science.
A.S. Pushkin

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

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

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

REMEMBER:

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

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

Bad reading is like a window smeared with dirt through which you can’t see anything.
Sukhomlinsky V.A.

It is better to read fewer books, but think more about their content, about the character of the people depicted in these books, and try to evaluate the book yourself.
Kalinin M.I.

What is acquired by reading through the pen turns into flesh and blood.
Seneca

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

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

Only those who don’t read anything think about nothing.
Diderot D.

Reading a book and understanding it as needed means becoming at the level of a writer.
Pavlenko P.A.

First of all, you must have a sincere desire to learn from books and be inspired by their thoughts. Note, get into their thoughts, and not try to find your own from them.
Ruskin D.

There is no entertainment cheaper or more lasting than reading.
Mary Wortley Montague

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

LEARN:

Study 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 put together in one memory, like in some dictionary.
Rotterdamsky E.

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

Quick reading is useful if you need to read the Encyclopedia Britannica. But what to do with the rest of the evening?
Orben R.

Study, read, reflect and get the most useful out of everything.
Pirogov N.I.

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

You need to develop the ability and practical dexterity to work with the help of a book.
Rubakin N.A.

Read not to contradict and refute, not to take it on faith; and not 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 remember anything you don't mean to use.
Blackie D.

In particular, you need to be afraid of mindlessly devouring page after page, weak-willedly following only the external interest of the book.
Makarenko A.S.

To absorb all that any work of genius has to offer, it is necessary to read slowly and pause for a long time before moving on to another work.
Ben A.

The more you read without thinking, the more convinced you are 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 search carefully in the books of wisdom, you will find great benefit for your soul.
Nestor the Chronicler

HAVE AN OPINION:

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

Some value books for their volume, as if they were written to exercise the hands, not the mind.
Gracian y Morales

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

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

I divide readers into two classes: those who read to enrich themselves, 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 whose conversation would be worth a good book, and books whose reading would be worth a conversation with a philosopher.
Buast P.

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

Everyone reads the kind of Balzac he deserves.
Przekruj

In books we read voraciously about things we don’t pay attention to in life.
Emil Korotky

Reading quotes. Text as the birth of your own thoughts Modern children's writers

Password recovery