Presentation on the theme of the Tsarskoye Selo Lyceum. Statement of the Tsarskoye Selo Lyceum

“The strange poet Gumilyov, - said Alexander Blok to a contemporary. - All people go to France, and he goes to Africa. Everyone is wearing caps, and he is wearing a top hat. His poems are the same: in a top hat. " “Strange” is not yet the harshest definition for Nikolai Stepanovich Gumilyov, but perhaps the most correct one. In the history of literature, his figure is firmly connected with the myth, which says that Gumilyov was the victim of an evil fate. By the will of fate, his life became a series of trials: wars, dangerous expeditions, 2 suicide attempts and, at the end, execution for participation in a conspiracy. The tests really were - that's a fact. Only fate has nothing to do with it. The paradox is that Gumilyov lived as he wanted, and chose all the hardships for himself quite deliberately. For the sake of a feat. Neither in silver Age, nor later in Russian literature was there a second such poet. He was one of those whose talent matures late, and he began to write good poetry only at the age of 30, but he had been preparing for them all his previous life. He really was sure that you can learn poetry, how you learn to cook soup and make boots, and natural genius in this matter is not at all the most important thing, but first of all you need to literally believe harmony with algebra, break versification into its component parts and master each of them separately. Moreover, he proved from his own experience that it works. And even more than that: even if Gumilyov was naturally gifted with a genius spontaneous gift, he would still follow this path. For the sake of a feat. He believed that poets should rule states, because they are the most smart people... And he explained it this way: if a person can choose the most harmonious out of millions of words, so probably he will be able to choose the most reasonable from the list of laws! But that's not all: Gumilev was convinced that the poet is the direct governor of God on earth, because he can create worlds with a word. And if the poet orders the rain to “stop,” the elements have only one choice - to immediately obey. He developed this theory in front of Chesterton during his short stay in England, and impressed the latter so much that he brought out in one of his stories a character who was just trying to order a downpour. The story is called "The Man Who Was Thursday." Gumilyov was the only poet who praised the joy of overcoming trials. The happiness of volitional and physical effort, the tart sweetness of a feat - but not an instant impulse on the battlefield, no: the joy of a daily feat performed to overcome oneself. He was as tenacious as a rhino and as hardworking as an ant. And constant work was not a dull victim of necessity for him - he was a free delight, pure creativity, the same as translations or poetry. He was like a paladin - a warrior filled with joy. And his verse, chained in a faceted iambic tetrameter, as in battle armor, brings light and this very joy, bright and lively like fire. And therefore there is no point in reading Gumilyov when everything is fine. But when it’s bad, it’s just worth reading it. Nightingales on cypress trees and the moon over the lake, Black stone, white stone, I drank a lot of wine. Now the bottle sang to me louder than my heart: The world is just a ray from the face of a friend, everything else is his shadow! I fell in love with the cupbearer not today, not yesterday, Not yesterday and not today, drunk since morning. And I walk around and boast that I recognized the triumph: The world is only a ray from the face of a friend, everything else is its shadow! I am a vagabond and a slum, an unlucky person, Everything that I have learned, I have now forgotten everything forever, For a pink smile and a hum of one: The world is just a ray from the face of a friend, everything else is its shadow! Here I go to the graves, where my friends lie, About love to ask the dead, can I really not? And the skull screams from the pit the secret of its tomb: The world is only a ray from the face of a friend, everything else is its shadow! Under the moon, streams stirred in the smoky lake, Nightingales were silent on the high cypresses, Only one sang so loudly, the one who sang nothing: The world is just a ray from the face of a friend, everything else is his shadow!

Lesson objectives: formation of speech culture skills, checking spelling and punctuation literacy.

A task: to consolidate and repeat the knowledge gained on the topic "Suffixes of participles".

DURING THE CLASSES

1. Word of the teacher. October 19, 2007 marked the 196th anniversary of the opening of the Tsarskoye Selo Lyceum - a privileged educational institution for boys from noble families. Today you will get acquainted with the text, the author of which recalls the first arrival of the children to the educational institution, in which they will live for six years.

After getting acquainted with the topic and objectives of the lesson, the teacher reads the text of the presentation.

ARRIVAL TO THE TSARSKOSELSKIY LYCEUM

Detailed presentation

And on the morning of October 9, 1811, revival began near the director's house. The host seemed to receive guests. Carriages drove up with a clatter, from which teenage boys gradually emerged, accompanied by their relatives. But the faces of the children were sad and confused, and the faces of adults were solemnly serious. They did not come to visit. It was the future pupils of the Tsarskoye Selo Lyceum who began to gather. Who brought Alexander Pushkin is unknown. Perhaps his uncle Vasily Lvovich. Or maybe an old friend of the Pushkin family, the kindest Alexander Ivanovich Turgenev, thanks to whose influence it was possible to place twelve-year-old Alexander in a newly opened educational institution.

The director himself, Vasily Fedorovich Malinovsky, greeted the visitors. He was already over forty. His open face with noble features spoke of intelligence and kindness. He behaved modestly, simply, affably. He perfectly understood what was going on in the souls of the boys brought to him, and tried to cheer them up, calm them down, disperse them.

The "recruits" arrived one at a time. We dined right there, at the director's. The escorts did not stay, not wanting to prolong the painful minutes of parting and remembering the proverb "Long farewell - extra tears."

The relatives left, and the pupils were left alone with the tutors and the inspector.

After evening tea, everyone was taken to change. In a few minutes the boys were transformed. Dropped unsightly home jackets, trousers, shoes. Each one is wearing a blue double-breasted frock coat with a standing red collar, with red piping on the cuffs, shiny smooth buttons, a blue cloth vest, long straight blue cloth pantaloons, ankle boots.

The boys rushed to the mirror, looked at each other, turned around. Some already imagined themselves as ministers, others as senators, others simply enjoyed their ceremonial appearance. Everyone was happy.

(233 words)
(M. Basina)

2. Conversation on the text heard.

What educational institution did the teenage boys go to?

What do you know about the Tsarskoye Selo Lyceum?

Explain lexical meaning noun recruits.

Find synonyms for the adjective unsightly.

Try to reveal the meaning of nouns tutor, inspector; senator.(You can use the dictionary.)

Write all the surnames and names and patronymics on the board.

3. Repetition of the topic "Writing participle suffixes".

Before re-listening to the text, students are asked to write out phrases with participles from it, indicate the category, time of the participles, highlight suffixes in them, graphically explain their spelling ( reopening eat th educational institution; brought in my soul yenn boys to him; dump yen s ugly jackets; glitter box with smooth buttons).

4. Drawing up a presentation plan.

1. Animation near the director's house.

2. It is not known who brought Alexander Pushkin.

3. Vasily Fedorovich Malinovsky.

4. "Long farewell - extra tears."

5. Rapid transformation of "recruits".

5. Writing a presentation.

YES. HAUSTOV,
Moscow

Russian language

8th grade

Lesson outline

Topic: Control presentation of the text "Pushkin's Grave"

Purpose:

Educational:check the level of formation of communicative and normative speech skills and skills of students;

Developing: expand and deepen the subject competence of students;

Educational: contribute to the education of a personality capable of convincingly and competently expressing their thoughts.

Lesson type: lesson in control and correction of knowledge.

Equipment: text of presentation, portrait of A.S. Pushkin, color photograph of the poet's grave, monuments.

During the classes

I. Organizational moment.

II. Knowledge update.

"Microphone"

What, in your opinion, does the expression “a monument not made by hands” mean?
III. Statement of the educational problem

Motivation for learning activities

Teacher Presentation - traditional form educational activities.

The popularity of the presentation is explained, first of all, by the fact that it makes it possible to control both the level of literacy of students and their speech abilities, the ability to coherently build a text on a given topic. In this respect, the presentation occupies, as it were, an intermediate position between composition and dictation, being inferior to them in some positions, but - as a synthetic form - in many respects surpassing them.

First, the presentation (especially with creative task) is not a mechanical transmission of someone else's text, but its own variation on a given topic (or its own edition of the proposed text). Working on the presentation, schoolchildren must identify the problems of the text, determine its theme and idea, analyze the elements of the plot, evaluate the composition of the text and the figurative system of the work, draw up a plan for future presentation. In general, the text, built by students, allows to a certain extent to judge the level of the author's speech training.
Secondly, the presentation "pushes" the student to follow the pattern, to convey the structural, compositional and stylistic features of someone else's text, which, no doubt, contributes to the formation of certain speech skills and, more broadly, what we call the culture of speech.

IV. "Discovery of new knowledge"

1. Introductory speech of the teacher

The name of Alexander Sergeevich Pushkin is familiar to you from early childhood. You know many of his works, his biography. You know that he was born in Moscow, lived in Petersburg, was in exile in the south and on the estate of his parents - in the village of Mikhailovskoye. Living in Mikhailovsky, he worked a lot and fruitfully.

But do you know where Pushkin is buried? He was buried not in noisy Moscow and not in magnificent St. Petersburg - Pushkin's grave far from the capitals, in the remote side, where ordinary people live, in those places that the poet loved very much - this is the land of Omsk, "the greenhouse of the poet's young days." The Pskov land is inseparable from Pushkin's biography, inextricably linked with his work.

Throughout his conscious life, through all poetry, Pushkin carried in his soul an unfading love for these places dear to his heart.

The name of the nanny of the great poet Arina Rodionovna is known to almost every schoolchild. Everyone knows that the nanny loved, as she said, her "angel Alexander Sergeevich." The poet has always appreciated her kindness and affection. Nanny Arina Rodionovna Yakovleva, married to Matveyev (actually, the future poet was fostered by several nannies), has not become a "historical" person today. IS Askakov was right a hundred times, stating: "These nannies and uncles should be given a place of honor in the history of Russian literature." Already during the life of her pupil, she gained quite wide popularity among Pushkin's friends, who dedicated poems to her.

This amazing woman left a deep mark on the life and work of the poet. It is no coincidence that Alexander Pushkin dedicated several poems to his beloved nanny. In one of them, he wrote:

And we will also remember her:

We will begin to tell fairy tales -

The craftswoman was

And where did she get it from ...

The poet himself, in his poems, created a romantic image of his beloved nanny. Perhaps that is why A. Pushkin said: "If the coming generation will honor my name, this poor old woman should not be forgotten either."
2. The teacher reading the text of the presentation

On the ancient Pskov land there is a corner where people come with great spiritual trepidation. Here they want to keep untouched every branch on the old linden, here you cannot move, even a little, an old bench or remove a boulder overgrown with moss, there is some kind of special silence, which they are afraid to frighten off with a loud voice, shouting.

This is the famous Mikhailovskoye estate, inseparable from the biography of Alexander Pushkin and fanned by his poetic genius.

Near the house of Pushkin, in the shadow of a large two-century maple (the last Pushkin's maple in Mikhailovsky), among the dense bushes of lilacs, acacia and jasmine. Here and there, twined with green hops, there is a small green wing. This wing was built by Osip Abramovich Hannibal at the end of the 18th century at the same time as a large manor house. It housed a bathhouse and a light. In the bathhouse, Pushkin was taking a bath when, due to the cold weather, he could not swim in Soroti. Under Pushkin, Arina Rodionovna lived in a small house.

Pushkin came to the nursery's room when he was especially lonely. Here, at the nanny, he felt like a god in his bosom, here he went to rest, listen to her wonderful tales. Everything here was simple, Russian, rustic, cozy ... Old chests, benches, in the red corner, “under the saints,” a table covered with a homespun tablecloth, a buzzing spindle ... In the corner is a Russian stove with a stove bench and bunches of fragrant herbs. Opposite the stove, on a shelf, is a copper samovar, a road cellar, and clay bottles for home-made liqueurs. On the chest of drawers is the cherished chest of the nanny.

This box is rectangular, oak, decorated with cherry wood, with a hinged lid, in the center of which is a small, now sealed hole "for a piggy bank". The casket was locked, its preservation is quite good.

This is the only genuine thing by Arina Rodionovna that has survived to this day.

Arina Rodionovna presented this box to the poet Yazykov, who visited Pushkin in the summer of 1826. Yazykov kept in it his souvenirs from Trigorskoye, Pushkin's letters to him and the poet's autograph of poems “Near the curvature of a green oak…” presented to him by the poet. Many, many years later, a descendant of Yazykov transferred this relic to Mikhailovskoye.

3.Partial linguistic analysis text

Find complicated sentences. Indicate how they are complicated.

Determine which unions are used to connect homogeneous members of the sentence; explain the punctuation marks on them.

What words and phrases are key to understanding the main idea of ​​the read text?

Comment on punctuation marks in simple sentences (dashes in incomplete sentences, punctuation for homogeneous terms, introductory components).

4. Partial stylistic analysis of the text

To give general characteristics text (type and style of speech, topic, idea).

Commentary hint.This text refers to the description, since the author describes the outbuilding of Osip Hannibal, in which Arina Rodionovna lived. This type of speech is characterized by the use of adjectives (old, Russian, homespun). The composition of this text follows the structure of the description. First, the author gives a general idea of ​​the outhouse, then detailed description interior decoration (old chests, benches, a table covered with a homespun tablecloth, a buzzing spindle).

This text refers to art style. Its goal is to evoke a feeling of respect for the memory associated with the name of Pushkin. The text has features characteristic of this style:

1. use of words in figurative meaning(like in Christ's bosom), epithets (buzzing spindle, treasured chest);
2. morphological - all diversity morphological norms: nanny (noun), country (adjective), standing (verb), lonely (adverb)
3. syntactic - the author acts on the listener through a series of homogeneous sentence members (everything here was simple, Russian, rustic, cozy) also with narrative sentences (Under Pushkin, Arina Rodionovna lived in the little house) and incomplete sentences (In the corner there is a Russian stove with a stove bench);
4. text - small sentences (On the chest of drawers - the cherished chest of the nanny).

Title the text and retell it in detail.

Answer the question: what thoughts does this text evoke in you?

Write the content of the passage close to the text.

1. Familiarization with the memos "How to write a presentation", "How to make a simple outline of the text of the presentation", "How to work on a draft presentation and essay" (in pairs)

Memo number 1 "How to write a presentation"

1. Listen carefully to the text.
2. Formulate the main idea of ​​the text.
3. Determine what type of speech the text belongs to.
4. Divide the text into compositional and semantic parts, or make an outline.
5. Determine the style of your text. Try to remember at least some of the features of the language of this work and keep them in the presentation.
6. Listen to the text again.
7. Write the first version (draft) of the presentation.
8. Check the draft carefully, eliminate speech defects.
9. Rewrite the text carefully in your notebook.

Vocabulary work

Plan - reference circuit. Consists of support words and excerpts of sentences that carry the greatest semantic load.

Memo number 2 "How to make a simple plan"

1. Listen carefully to the teacher's reading.
2. Determine the theme and main idea of ​​the text.
3. Divide the text into parts and highlight the main idea in each of them.
4. Title parts; When choosing headings, replace verbs with nouns.
5. Listen to the text a second time and check that all the main points are reflected in the plan.
6. Check if it is possible to reproduce (retell or expound) the text using this plan.
7. Write down the plan.

Plan requirements:

1. the plan should fully cover the content of the text;
2. similar wording should not be repeated in the headings (paragraphs of the plan).

Memo number 3 "How to work on a draft presentation and essay"

1. Reading the draft in silence, determine whether the topic and main idea are covered in it, whether everything is presented sequentially, according to the plan. As you read, take notes in the margins, then make any necessary corrections to the draft.
2. Read the draft to see if there are any speech errors or shortcomings in it. Eliminate them.
3. Check for spelling and punctuation errors and correct them.

1. Teamwork on drawing up a plan for the test story

Approximate plan

1. A corner on the Pskov land.
2. Wooden outhouse in Mikhailovsky.
3. In the nursery's room - "like a god in his bosom."
4. Furnishings in the parlor.
5. The nurse's treasured chest.
6. "Mikhailovskaya relic".
7. Re-reading of the text by the teacher. Writing a presentation

V. Homework

Repeat theoretical material on the topic " Homogeneous members offers".

CONTENT

1. HISTORICAL REFERENCE

2. LYCEUM

3.” UNION OF LYCEISTS "

4. CONCLUSION

5. BIBLIOGRAPHY

1.HISTORICAL REFERENCE

A.S. Pushkin
"In the beginning of my life I remember school ..." 1830

Once on the outskirts of Athens, near the temple of Apollo of Lycea, there was a school founded by the great philosopher of the past Aristotle. It was called Lyceum or Lyceum. On October 19, 1811, an educational institution under the same name was opened in Tsarskoe Selo, near St. Petersburg. And, probably, its creators hoped that the Tsarskoye Selo Lyceum would become a successor to the famous school of antiquity, which here, in Tsarskoye Selo, was reminiscent of the beautiful park architecture. However, she spoke not only of the world of eternal art. The parks kept the memory of the glorious pages of Russian history - the battles of Peter the Great, the victory of Russian arms at Cahul, Chesma, Morey

The decree on the Lyceum was signed by Alexander I, it stated that it was established with "the purpose of educating young people, especially those destined for important parts of the public service." The most excellent pupils of noble origin, from 10 to 12 years old, were enrolled in the Lyceum, "not less than 20, but not more than 50. Note that one of the points of the document reads:" The Lyceum in its rights and advantages is completely equal to Russian universities. "

Those who graduated from the course received, upon entering the service, civilian ranks from the 14th to the 9th grade. Those wishing to follow the military path were equated with pupils of the pages of the Corps. This act should be viewed in the light of the reformist trends of the "Alexander days of the fine beginning."

2.LICE

The idea to open the Lyceum belongs to MM Speransky, who is firmly convinced that "laws without morals cannot have full effect." In his treatise On the Power of Common Opinion, he wrote: " The spirit of the people, if not born, is at least greatly accelerated by the actions and malleable principles of the government ... In states where there is a common opinion about the subjects of government, judgments can be very different in their forms, but they all go to the same goal, to the common good. There, a good law does not slide on the surface, but accelerates in hearts, and its fulfillment is made by a social need.". In the pupils of the Lyceum, Speransky wanted to find young guides, conceived by him, of the reforms of the state structure of Russia.

Initially, it was assumed that among the educators of the Lyceum there would be the Grand Dukes Nikolai and Michael. Nikolai was born in 1796, Mikhail - in 1798. However, even the idea of ​​this was approved by far from everyone in the august family. The organizers expected that the aristocratic families would place their heirs in the Lyceum. In fact, everything turned out to be different. The rich nobles preferred to give children home education... Willy-nilly, vacancies in a privileged educational institution were filled by the offspring of the serving nobility, who quickly appreciated the advantages of the Lyceum for their future career. Upon admission, only a certificate of noble origin was required. The rest had to be made up for by all-pervading patronage. As a result, lyceum students created a much more democratic environment than expected. Seven youths enrolled in the Lyceum had previously studied at the Noble Boarding School at Moscow University; three (including Gorchakov) - in the St. Petersburg gymnasium; most are at home. The great princes were not placed in the Lyceum (although this was decided only at the very last moment), which unofficially lowered the status of the new institution. There was no longer any reason for the court to give it priority attention.

The Tsarskoye Selo Lyceum was not fenced off by impenetrable walls from the spirit of the times. The Freemason Novikov stood at the source of Russian enlightenment. The noble boarding school at Moscow University, on the model of which the pedagogical system of the Tsarskoye Selo Lyceum was built, was the brainchild of the Martinists. Freemason professors were bearers of high religious and moral consciousness. This - among other reasons - despite the lack of thoughtfulness and chaotic execution of the pedagogical experiment, ultimately determined the uniqueness of its result. In the Russian education system of the last century, there were several elite educational institutions, among which the Tsarskoye Selo Lyceum occupied the first place. It was an educational institution, equated to a university. In the Tsarskoye Selo Lyceum, well-known figures of science, literature, statesmen and military leaders were educated.

The Lyceum was a closed educational institution. The order of life here was strictly regulated. The pupils got up at six o'clock in the morning. During the seventh hour it was necessary to get dressed, wash, pray to God and repeat the lessons. At seven o'clock classes began, which lasted two hours. At ten o'clock the lyceum students had breakfast and took a short walk, after which they returned to class, where they studied for another two hours. At twelve they went for a walk, after which they repeated their lessons. At the second hour we had dinner. After lunch - three hours of classes. In the sixth, a walk and gymnastic exercises. The pupils were engaged in a total of seven hours a day. The hours of classes alternated with rest and walks. The walks were made in any weather to Tsarskoye Selo Gardens. The rest of the pupils is a class of fine arts and gymnastic exercises. Among physical exercises at that time, swimming, horse riding, fencing, and skating in winter were especially popular. Subjects that contribute to aesthetic development - drawing, calligraphy, music, singing - are still in the secondary school curriculum. Education at the Lyceum was divided into two courses, one of which was called initial, and the other final. Each lasted three years.

At the first stage, languages ​​were studied (Russian, Latin, French, German), the foundations of God's law, logic, mathematical, natural, historical sciences, “the initial foundations of graceful writing : selected passages from the best writers with an analysis of these ... fine arts ... calligraphy, drawing, dancing, fencing ... ”. At the first stage of training, teachers were charged with paying special attention to verbal sciences. It was believed that "since the verbal sciences for the age at which the pupils will take the initial course is more comprehensible ..., then in the allocation of time, subjects related to verbal sciences should be used as a priority, so that the latter" constitute the pupil's preferable occupation over the sciences that are called exact. " Literature lessons were supposed to teach pupils to think clearly and logically, to instill in them a taste for an elegant word. As for the lessons of dancing, singing, drawing, at the first stage of training they were supposed to provide joy and entertainment.

At the second stage of training, the emphasis was on the development of rational thinking. This was achieved not so much by the introduction of new disciplines as by a radical change in the content of those previously studied. At this stage, the foreground was given to the "moral" sciences, telling about the structure of civil society, the rights and duties of a citizen, physical and mathematical sciences.

In the study of the sciences related to the fine arts, the emphasis was on examining their theoretical foundations: “in the second year language arts should also come closer to the exercises of the mind rather than memory, and since the circle of words, gradually expanding, finally becomes contiguous with all rows of the graceful, then in this course of in fact the so-called, the cognition of the graceful in general arts and nature is added, which is actually called aesthetics ”. That is, at the beginning of the 19th century, we are faced with the fact that the study of aesthetics begins in a general educational institution (admittedly, an educational institution of a very special kind). Moreover, it is noteworthy that the generally Europeanized rules of teaching in the lyceum in relation to aesthetics depart from the traditions of European philosophy (in particular, Kant and Hegel) and prescribe to teach aesthetics not as a philosophy of art, but as “the knowledge of the elegant in general in the arts and nature”(Italics mine - VL). A similar approach to the aesthetic subsequently became widespread in Russian aesthetics.

The organizers of the Lyceum were influenced by the pedagogical views of J.J. Rousseau. The French philosopher proposed a kind of scheme for the periods of childhood growth. Boys from twelve to fifteen belonged to them in the third period of childhood, fifteen to eighteen - to fourth period... In the third period he focused on "mental" education, in the fourth - on "moral". It is easy to notice the influence of the Russoist scheme both on the selection of pupils by age and on the program of the Lyceum. The wide range of subjects created the impression, at best, of "encyclopedism", at worst - variegation. However, this was in line with the plan of the organizers. Pupils were supposed to get only an understanding of the sciences, without going deep into their complexity. Anyone wishing to acquire solid knowledge in any narrow field could, if desired, do it at the university. A person intended for public service, first of all, needed breadth of thinking, and non-special information. Here is a fundamental point that distinguishes both types of educational institutions: the Tsarskoye Selo Lyceum was by no means a closed privileged university.

There was a bold idea, but the way of its implementation remained vague. Yu.M. Lotmanironizes that the daily routine of lyceum students and their form were given much more attention than the plans of training sessions. Lyceum student Korf is evil, but in his own way he justly remembers: " We needed first primary teachers professors, who, moreover, themselves have never taught anywhere else ... We - at least in the last three years - should have been specially prepared for our future appointment, and instead of that, until the end, for all general course, semi-gymnasium and semi-university, about everything in the world ... The Lyceum at that time was not a university, a non-gymnasium, not an elementary school, but some kind of ugly mixture of all this together, and, contrary to Speransky's opinion, I dare to think that it was an institution that did not correspond to its special, not any goal at all". Noeti words of Korf are true only within certain limits.

During the celebration of the centenary of the Lyceum in 1911, one of its pupils, Academician K.S. Veselovsky, rightly emphasized, answering the usual accusations about the superficiality of education given within the walls of the Lyceum, that it is impossible to approach an honored and tradition-rich institution with the standards of the current day. On the contrary, "if we take into account the level of educational institutions of that period, it turns out that the Lyceum was the best of them." At first glance, there are no major scientific names among the professors of the Lyceum. Hence, it is concluded that Pushkin did not receive deep knowledge from his teachers. However, the Lyceum did not set itself the task of training specialists; he strove to create the basis for the development of a harmonious personality. In addition, as a rule, outstanding researchers are rarely good teachers. The professors of the Lyceum did not stand out for their scientific achievements; but they (Malinovsky, Engelhardt, Kunitsyn, Koshansky, Galich) turned out to be skillful, thoughtful educators. The most famous in this list is A.P. Kunitsyn. This is due to the constant mentions in Pushkin's poems. True, his subject (political and moral sciences) was far from the interests of the young poet. Pushkin was attracted, first of all, by the outstanding personality of the professor. A great effect was made by Kunitsyn's speech at the opening ceremony of the Lyceum. A young lawyer close to Speransky, flirting about the duties of a citizen and a soldier, took the liberty not to say a word about the present emperor. However, Alexander I was satisfied. For his speech, the skillful orator was immediately awarded the Order of Vladimir, 4th degree. It is impossible to deny Kunitsyn's brilliant pedagogical gift and his high moral character, but as a scientist he did not leave a noticeable trace.

It should be said that Pushkin was a real pet of the Lyceum. His encyclopedic education is well known. But only in those areas where he had a specific interest (literature, history), his knowledge was really deep. Consequently, the poet's mentors fulfilled their task, awakening the vyunosha's passion for "mental quests." Why does the low assessment of the Lyceum as an educational institution pass from one biography of the poet to another? This is based, first of all, on the words of Pushkin from a letter to his brother Lev (November 1824), in which he curses "the shortcomings of his accursed upbringing", as if echoing Korf. However, much more often in Pushkin one can find grateful words related to the Lyceum. But Pushkin brought from the "Tsarist-rural gardens" and other "legacy of youth." It was a "wonderful union" of lyceum students, to which he was faithful all his life.

3. "UNION OF LYCEISTS"

Nowadays, lyceum friendship is impossible to understand if you do not make an attempt to immerse yourself in the spiritual atmosphere early XIX in. O. G. Florovsky writes: " That was the time of great historical breaks and redistributions, historical thunderstorms and tremors, the time of a new kind of migration of peoples ... Everything around was as if charged with anxiety. The very rhythm of the events was feverish. Then self-unrealizable fears and premonitions came true. The soul doubled in bewilderment between expectation and fear. Sentimental impressionability mingles with eschatological impatience ... The art of these feverish years was too difficult a test for a dreamy generation of people with such an unstable and too easily excitable imagination. And some kind of apocalyptic suspiciousness was aroused ... The spirit of dreamy distraction and detachment from the "external" or "external" in Christianity is combined in the then self-feeling with the most unrestrained aspiration of the visible coming of the Kingdom of God on this earth here ...“This is the spiritual climate in which“ a wonderful union was formed.

The pathos-lyceum friendship aroused hostility among the protective-minded leaders of that period. They found it to be the fruit of dangerous influences. Already in March 1820. caustic V.I. Karazin poured out his bile in a letter to the Minister of Internal Affairs, Count V.P. Kochubei: “ Exposing young people to extravagant books under the name of Divine Philosophy, etc., imposing the Bible did not make them the best, but made them laugh at religion or annoy it ”; as for lyceum students, “they are all bound by some suspicious alliance, similar to Freemasonry. “Karazin believed this to be a consequence of an unsuitable upbringing system. The final verdict to the “Lyceum Union” was passed by FV Bulgarin in his note “Something about the Tsarskoye Selo Lyceum and the Spiritual One”. Without hesitation, he announced that the tone in the Lyceum was set by Martinism, which was “the first beginning of liberalism and all free ideas”. The lyceum spirit was perceived as a legitimate brainchild of the religious freethinking of the “sect-martinists” founded by NI Novikov. Bulgarin outlines a direct line of continuity between the works of the indefatigable "zealot of Russian education" and the system of lyceum education: Novikov and the Martinists were forgotten, but the spirit outlived them and, deeply rooted, produced incessantly bitter fruits“

Attempts by the former director EA Engelhardt to rehabilitate the Lyceum (he published an open letter as if in response to the denunciation of the publisher of the Northern Bee) had no success. They did not want to listen to his words also because, despite all sorts of reservations, he continued to stubbornly defend the lyceum system of upbringing. Engelhardt came to the Lyceum in 1816, replacing the deceased V.F. Malinovsky. The ruling elite were convinced that it was he who made the Lyceum-cradle of liberalism. Probably, Engelhardt himself indirectly felt involved in the formation of the "Lyceum Union". The new director became the initiator of the lyceum graduation tradition: the bell was solemnly broken, the sound of which had summoned pupils to classes for six years. This was repeated until the closure of the Lyceum in 1918. The fragments were distributed to the graduates, who kept them carefully. For the first "Pushkin" edition, Engelhardt ordered each lyceum student a ring of fragments in the shape of clenched hands, very reminiscent of the corresponding Masonic attributes. He generally had a great interest in esoteric symbolism. Under Paul I, Engelhardt was the secretary of the Master of the Order of Malta (i.e. the emperor himself); at the meetings of the chapter, he did not help out Tsarevich Alexander, who was unsteady in the intricacies of the order's ritual. The government remembered all this very well. Nicholas I made no secret that he would no longer tolerate anything at the Lyceum like that what happened outside its walls under Engelhardt

Considering the above, it becomes clear that the meaning of both the cult of lyceum friendship and the attacks on it can be understood only by referring to the cultural and historical context of the era.

It is natural to assume that the teachers of the Lyceum could be the carriers of Martinism, in fact, among them were Masons: professor of German literature F.M. Gauenschild and professor of Russian and Latin literature N.F. Koshansky and others.

Special attention should be paid to the first director of the Lyceum V.F. Malinovsky. The younger brother of the famous historian and archivist AF Malinovsky - it was he, most likely, who was the connecting link between the “Novikov sect” and the “lyceum brotherhood”. At first glance, he did not have much influence on young Pushkin. In the biographies of the great poet, Malinovsky is most often mentioned in connection with his unsuccessful opening speech at the opening ceremony of the Lyceum. The director's inexpressive introduction was overshadowed by the brilliant speech of Kunitsyn, thanks to which the latter barely crossed the threshold of the Lyceum, as he reached brilliant fame. However, this episode should not be given decisive significance in any way. Apparently, Malinovsky did not have an oratorical gift at all. It should also not be forgotten that the whole burden of preparing the Lyceum for the opening, the development of the charter and curricula, and the invitation of teachers fell on him. The future director of the Lyceum was born into the family of a Moscow priest, whom during the investigation of Novikov was pointed out as “belonging to Freemasonry.” the concept of masons as people who did not recognize narrowly national ideas and did not share the view that one state could be an irreconcilable enemy of another. " slaves ", in which he substantiated the need to abolish all types of serfdom with the obvious truth that freedom is a natural need for man, it is as necessary to him as air. Undoubtedly, Malinovsky adhered to similar views in his pedagogical practice.

4 . CONCLUSION

The Tsarskoye Selo Lyceum was not fenced off by impenetrable walls from the spirit of the times. "The days of the Alexandrovs were a wonderful beginning" was a contradictory era. Unduality is beautifully defined by the expression "enlightened mysticism." This was the time when the "light of enlightenment" and the "Masonic light" were perceived as something similar. The Freemason Novikov stood at the source of Russian enlightenment. The noble boarding school at Moscow University, on the model of which the pedagogical system of the Tsarskoye Selo Lyceum was built, was the brainchild of the Martinists.

Masonic professors - people of different characters and with inherent human shortcomings - nevertheless, were carriers of a high religious and moral consciousness. This - among other reasons - despite the lack of thoughtfulness and chaotic execution of the pedagogical experiment, ultimately determined the uniqueness of its result.

The lyceum was one of the incarnations of Novikov's dreams that the Russian youth, sooner or later, would embark on the path of active “doing good”.

5 . LITERATURE

Speransky M.M. Projects and notes M .: L., 1961. - P.81 2. Rudenskaya M., Rudenskaya S. We will reward our mentors for the good. - L., 1986 .-- S. 131. Kobeko D. Imperial Tsarskoye Selo Lyceum. - SPb., 1911. - P.272. Sokolovskaya T.O. Russian Freemasonry and its significance in history social movement... - SPb .; - P.41. Berdyaev N.A. Russian idea. The main problems of Russian thought in the 19th century and the beginning of the 20th century. // About Russia and Russian Philosophical Culture. - M., 1990 .-- P. 57. Annenkov P.V. Materials for the biography of Alexander Sergeevich Pushkin. - M., 1982 .-- p. 27.