Essay "holy places of the native land." Holy places
Holy places of the native land.
Each person has his own roots, which he must know and respect. This is the father and mother who gave birth and raised him, the land where the person was born, the country in whose territory he lives and of which he is a citizen. I was born in Russia, in the small village of Garmashevka, Kantemirovsky district. It is very dear to me. This is my small homeland.
There are many places in Voronezh that are revered Orthodox people. For hundreds of years, our ancestors collected bit by bit and guarded the shrines.
It just so happened in Rus' that a person’s whole life from birth to death is connected with the temple. People came here with their troubles and joys: they got married, baptized children, said goodbye to the dead, escaped from life's temptations, found answers to the eternal questions of existence, received help and support.
There are many temples and churches, monasteries, holy places in the Voronezh region, but the happiest moment in my life is the opening of the Assumption Church Holy Mother of God in the village of Zaitsevka, where my grandmother lives. This village is located next to my village. I often visit my grandmother and attended the opening of the church.
Old-timers remember that a stone church was built on the highest place in the village in the significant year 1812. Until the 30s of the last century, it was the center of spiritual life and literacy in the village. But in 1931 the bells were torn from it. The priest, Father Sergius, was arrested and taken away. And only in 2000, residents of nearby villages began to restore the temple.
When you enter the temple and look at the icons, your soul is freed from worldly vanity, bad thoughts and heavy thoughts. You simply pray to the Lord and all the saints: “God, grant happiness and joy to all Orthodox people, save and preserve the Russian land from enemies, from wars and civil strife, help them pass the trials of life, be close to the poor and disadvantaged, give them more light, a name to whom - Faith. Save and preserve all Orthodox people from malice and lawlessness.”
My children's prayers are simple, but from the soul, from the heart. And I would like to hope that the Lord will hear them and send them peace and prosperity.
For almost a century this temple stood quiet and empty. ! I have seen the temple many times, how the sun rises and sets, the rains rinse it, the snow blows in... But here it stands, to the joy of the villagers!
Now the walls, which have seen a lot, are breathed new life. For the first time in 85 years, a divine liturgy was held here last fall. It was conducted by the head of the Ostrogozh-Rossoshan diocese, Bishop Andrei. The Bishop was greeted with bread and salt, but so far without the ringing of bells.
Not only village residents and guests from neighboring villages and districts gathered for the service. As a gift to the temple, the Bishop gave an icon of Christ the Savior and a large chandelier, and the clergy presented the parishioners with icons illuminated on Mount Athos.
The building is currently being restored. The outside walls were painted bright blue, plastic windows were installed, and blue spruce trees were planted between the road and the temple.
The many years of requests of Orthodox villagers for the revival of the temple did not remain in vain, the Lord heard the prayers of the believers, and now they can glorify Him on the ancient holy land. The people's path to the place revered by Christians is not overgrown: almost a century later, people come here on the days of service, free their souls from worldly filth, admire the magnificent architectural monument, breathe in the clean air, the freshness of the morning cool... What a blessing that I live, and before my eyes all this is happening! How gratifying it is to realize that there is an opportunity to come into contact with our antiquity, read a page of the history of our native land, hear the call of our ancestors, and feel involved in all this.
One of the main goals of this lesson was to improve the ability to analyze text in a journalistic style. And this is a very important skill that will later be useful to us for passing the State Examination in Russian.
We entered our lesson using entrance tickets of four colors with questions for the lesson. We chose a ticket of the color we liked. Each ticket color has its own table. So we ended up with 4 creative groups.
After the introductory speech, our teacher Elena Nikolaevna Genets began our lesson with the question: “How do you understand the phrase Holy places"? (We had not yet seen the text and could not guess what it would be about).
Undoubtedly, everyone understands this phrase in their own way. For some this is their home, for others it is a temple, and for others it is their homeland! What I liked most was the answer from my classmate (it was very interesting to work in groups) that each person has his own associations with this phrase, but for the majority, the most sacred thing is his Homeland (the place where he was born and grew up).
This is exactly what the publicist Vasily Mikhailovich Peskov writes about in his text, written in the form of a problem essay. The problem raised by the author in this miniature is the attitude towards Holy places. By telling his story, the writer teaches us to cherish historical monuments, to love them and our Fatherland. The topic of this text: historical memory. I believe that this topic is very important and relevant today. After all, many cultural and historical monuments need our care and restoration.
According to the type of speech, this text is a reasoning. This is also evidenced by the means of expression present in it.
Working on the syntactic features of Peskov’s text, we tested our knowledge on the just studied topic “Complex Sentences”: we identified the syntactic constructions of sentences characteristic of this narrative, and conducted a graphic dictation.
So, at the end of the lesson, we not only improved our ability to analyze a journalistic text and determine its distinctive features, but also realized that it is impossible to make people love their homeland. This love can only be nurtured.
For the first time we tried to write
cinquain is a five-line poetic form that arose in the United States at the beginning of the 20th century under the influence of Japanese poetry. This is an effective method of developing figurative speech, which allows you to quickly get results. Synquains are useful as a tool for synthesizing complex information as a result of assimilation of information.I've never written a sequel before, but this is what I came up with.....
Fatherland...
Immense, dear
Love, protect, protect
It is impossible to force one to love the Fatherland by decree.
Homeland...
And we were able to honestly evaluate the work in class on our own. To do this, we were given exit tickets, where everyone assessed their work as part of the group in points.
At home we will continue to work on the text, answering the question: “What does enormous human love for the Motherland grow from?”
The results of the content-linguistic analysis of the text should be recorded in a draft and used as working materials for writing an argumentative essay.
Ex. 77.
Holy places
I. From what does enormous human love for everything that fits in one word grow? homeland?
II. I was twenty years old when, on my first payday, I came from Voronezh to look at Moscow. Early in the morning I got off the train to Red Square. I listened to the clock strike. I wanted to touch the brick in the wall with my hand, touch the stones lining the square. People were walking hurriedly by. It was amazing: how can you walk hastily across this square, talking about the weather, about some small matters? In those days they were not allowed into the Kremlin. I waited until the door at St. Basil's grille opened. I remember the stones on the narrow stairs - how many people passed!
III. Then I visited the Kremlin many times. Having already traveled around the world, I compared it and always thought with pride: in no other city have I seen a square of such beauty, severity, and originality.
IV. Is it possible to imagine this square without St. Basil's Cathedral? Let me tell you now about an amazing fact. I myself would not have believed it if I had not heard from a person deeply respected by everyone. This is what Pyotr Dmitrievich Baranovsky, the best restorer of monuments of our antiquity, said: “Before the war, they summoned me to one high authority: “We will demolish the cathedral, we need to make Red Square more spacious.” We instruct you to take measurements...” Then a lump stuck in my throat. I couldn’t speak, I couldn’t believe it right away... In the end, someone’s unknown wisdom stopped the irreparable action. They didn’t break...”
V. But they could have broken it so that there would be more space for cars in the square. What has time shown? Now the same cars are completely prohibited from driving on Red Square due to the sanctity of this place and due to the large number of people who want to simply pass this square. Today, taking off our hats in front of St. Basil's Cathedral on Red Square, we remember the master who performed the miracle. Ancient architects, painters and carpenters were able to express their skills and talent in the construction of monasteries, churches and cathedrals. By preserving the ancient church, we are preserving a monument to craftsmanship.
VI. And you can't hesitate. Everything requires careful treatment: ancient buildings, folk crafts, ancient utensils, paintings in churches, books and documents, names and graves of heroes. With all our worries about current affairs, about our daily bread and about the exploration of extraterrestrial distances. When doing great things, we must know where we came from and how we started. Our deeds, together with the past, together with the surrounding natural world and the fire of the home, are expressed dear words fatherland. It is impossible to force someone to love the fatherland by decree. Love must be cultivated.
(According to V.M. Peskov)
1. Analyze the content of each paragraph of this text, emphasizing the key words and the most important thoughts of the author.
2. Answer the questions in writing using the reference material (see table), choosing from it the answers that you think are appropriate, continuing the proposed phrases or making the necessary insertions into them.
| № | Questions | Reference material |
| 1 | What is this text about? What question does the author pose at the beginning of the text? Does this question help you understand the topic of the text? | a) About love for the homeland; b) about love for the homeland and what it consists of |
| 2 | What type(s) of speech does the author use? Is there a narrative in the text? reasoning? description? | a) Narration and reasoning; b) narration and description; c) reasoning with elements of narration and description |
| 3 | What ideas are expressed in the second and third paragraphs? | a) About the extraordinary beauty of Red Square, that it is a majestic monument of Russian culture, which evokes a feeling of special pride; b) about the significance of Red Square and St. Basil's Cathedral as symbols of Russia |
| 4 | Why does the description of Red Square and St. Basil's Cathedral precede the author's arguments? What linguistic means does the author use to emphasize the importance and significance of this place? | a) To think about what a Motherland is for every person; b) to enhance the expressiveness of the text and create visual images, to show the author’s emotional attitude to the topic of the text. Rhetorical questions... ( name). Rhetorical exclamations... ( name). |
| 5 | What idea is stated and proven in paragraph 4? What evidence and means of linguistic expression are used by the author? Why did the author include the story of a restorer in his text? What features of the narrator's speech convey his feelings? | St. Basil's Cathedral should not be destroyed (destroyed), since great cultural monuments are shrines for a person who loves his homeland. For proof, a real historical fact: ... (name). Before this, the author uses a rhetorical question... ( name), determining your position... ( name). The words of an eyewitness convey his bewilderment and horror at the idea of demolishing the temple. The narrator's speech contains a very succinct phraseological unit... ( name). Incomplete sentences are used... ( name) as a reflection of excitement |
| 6 | What ideas are stated in the 5th and 6th paragraphs? What means of expression does the author use to convey his thoughts? | The preservation of historical monuments is the preservation of culture... In worries about “current affairs” we must not forget about this. And you can't hesitate. To emphasize the special significance of his thoughts, the author uses high vocabulary and phraseology: created, ..., daily bread ... . To enhance expressiveness - parcellation... |
| 7 | What conclusions does the author make in the last paragraph? How does he formulate these conclusions? Are these conclusions an expression of the author's position on the main issues discussed in the text? Can we say that the author’s position is expressed directly? What language means does the author use to express his position? Why replace the pronoun “I” with “we” throughout the text? What synonyms are used at the beginning and end of the text? What meaning does the author give to the word “fatherland”? Does the style of speech he chooses help express the author’s position? | A person must know his past, must take care of everything connected with his fatherland. Love for the fatherland is not only memory, but also deeds that show the connection between the past and the present. This is not the love of one person who is faced with individual fragments, details of history in his life (hence the pronoun “I”), this is the love of the entire people for their Motherland, for their country (hence the pronoun “we”). Love for the fatherland must be cultivated. The author's position is expressed directly, in sentences... ( name). To convey his position, emphasize the importance of the thoughts expressed, and make them more convincing, the author uses a high synonym for the word “homeland” - ... ( name); inversion... ( name); sentences with the meaning of must... ( name). The style chosen by him contributes to the expression of the position of the author of the text... ( name). This style is directly focused on the open expression of the author’s position, increased expressiveness of speech, based on a combination of colloquial and bookish elements of language (for example, colloquial: pay, ...; book, tall: fatherland, ...), wide use of figurative and expressive means (rhetorical exclamations ...) |
| 8 | What issues are raised in this text? What is the main problem of the text? How does the author approach the main problem? | a) The problem of preserving historical and cultural monuments; b) the problem of instilling love for the Motherland; c) the problem of the essence of the concept “love for the Motherland” (what does love for the Motherland consist of? What does it consist of?); d) problem...; d) problem... . Name one of the listed problems. Love for the Motherland is a capacious concept. It includes several components: a) careful attitude towards historical and cultural monuments; b) respect for the past of your country; V) ...; G) ... |
3. Use the proposed questions and the answers you have prepared to write an argumentative essay.
Write what this text is about, what its main problem is, what the author’s position is.
Mark the means of expression characteristic of this text. Explain their role in the text, give examples.
Ex. 78. Carefully read the text on which you need to write an argumentative essay.
(1) On the corner, under the tent of a flowering linden tree, a riotous fragrance washed over me. (2) Foggy masses rose across the night sky, and when the last starlight was absorbed, the blind wind, covering its face with its sleeves, swept low along the empty street. (3) In the dim darkness, above the iron shutter of the barber shop, a hanging shield and a golden dish swung like a pendulum.
(4) Returning home, I found the wind already in the room. (5) He slammed the window frame and quickly retreated when I closed the door behind me. (6) Below, under the window, there was a deep courtyard, where during the day, through the lilac bushes, shirts, crucified on light ropes, shone, and from where sometimes the voices of ragpickers, buyers of empty bottles, - no, no, - flew up, sad barking. the crippled violin bursts into tears.<...>
(7) And now a stuffy darkness swelled down there, - but then the blind wind, which helplessly slid into the depths, again stretched upward - and suddenly - it saw, soared, and in the amber gaps in the black wall opposite, shadows of hands, hair, caught the flying frames loudly and tightly locked the windows. (8) The windows went out. (9) And immediately a dull pile began to roll in the dark purple sky, like distant thunder. (10) And it became quiet.<...>
(11) In this silence I fell asleep, weakened from happiness, which I cannot write about, - and my sleep was full of you.
(12) I woke up because the night was collapsing. (13) A wild, pale shine flew across the sky, like the quick reflection of gigantic knitting needles. (14) Roar after roar broke the sky. (15) The rain fell widely and noisily.
(16) I was intoxicated by these bluish shudders, the light and sharp cold. (17) I stood at the wet windowsill, inhaling the unearthly air, from which my heart rang like glass.
(18) The prophet’s chariot thundered ever closer and more magnificently through the clouds. (19) The light of madness and piercing visions illuminated the night world, the iron slopes of the roofs, the running lilac bushes. (20) The Thunderer, a gray-haired giant, with a stormy beard thrown over his shoulder by the wind, in a dazzling, flying vestment, stood leaning back on a fiery chariot and with tense hands restrained his giant horses: - black in color, manes - violet fire. (21) They took off, they splashed with crackling sparkling foam, the chariot tilted, the confused prophet pulled the reins in vain. (22) His face was distorted by the wind and tension, the whirlwind, throwing back the folds, exposed his mighty knee, and the horses, waving their flaming manes, flew - more and more violently - down through the clouds, down. (23) So, in a thunderous whisper, they rushed across the shiny roof, the chariot shied, Ilya staggered, and the horses, maddened by the touch of earthly metal, stood up again. (24) The Prophet was thrown down. (25) One wheel came off. (26) I saw from my window how a huge fiery rim rolled down the roof and, swaying on the edge, jumped into the darkness. (27) And the horses, dragging behind them the overturned, jumping chariot, were already flying through the highest clouds, the roar fell silent, and behold, the thunderstorm fire disappeared into the purple abysses.<...>
(28) Taking my eyes off the window, in a hurry and worrying, I threw on my robe and ran down the steep stairs straight into the courtyard. (29) The thunderstorm had flown away, but it was still raining. (30) The East turned wonderfully pale.<...>(According to V.V. Nabokov)
1. Answer the questions posed in writing, using the reference material (see table), choosing from it the answers that you think are appropriate, continuing the proposed phrases or making the necessary insertions into them.
| № | Questions | Reference material |
| 1 | What is the text talking about? | About a thunderstorm as a natural phenomenon |
| 2 | What did the author want to say? What thoughts and feelings did he want to convey? | Convey the idea of the greatness and power of a thunderstorm as a natural phenomenon; show the beauty and power of the natural elements. Convey a sense of admiration for the power of nature |
| 3 | What is the style of this text? What is its main function? Why was this style chosen? | This is an artistic style that is focused on creating an aesthetic experience in the reader (receiving aesthetic pleasure from what is read). We learn from a text written in an artistic style not about the reasons for the occurrence of a thunderstorm, about the chronological details of this event in any locality, but we experience together with the author those feelings that arise in us when we encounter a thunderstorm, watch how it originated, how it rolled and, finally, how it “poured out” in a downpour, etc. |
| 4 | What type of speech is in the text used? | This is a description with elements of storytelling. The author (narrator) describes a thunderstorm at different moments (its birth, course and end) |
| 5 | How do the style and type of speech influence the manner of presentation of the text? | An artistic style that involves the use of many means of linguistic expression, primarily tropes and figures, allows you to recreate a picture of a thunderstorm visually, vividly, figuratively, visibly, and creates a feeling of authenticity and reality of what is depicted. Techniques of linguistic expressiveness characteristic of the artistic style influence the reader’s imagination and help to imagine the picture of a thunderstorm in all its colors. The type of speech - description - also helps to figuratively represent the thunderstorm in all its details. Narrative elements included in the text allow you to clearly convey the actions and movements that accompany a thunderstorm. |
| 6 | How is the unity of what is depicted ensured? What is the sequence of the image? | Despite the fact that the text contains elements of narrative, the entire structure of the text is subordinated to the depiction of a picture of a thunderstorm. Elements of the narrative only indicate the stages of development of the depicted natural phenomenon. First, a description of the nature before the thunderstorm is given (stuffy air, wind), and then a description of the thunderstorm itself |
| 7 | What main image does Nabokov use to convey the thunderstorm? Why? What can you achieve using this particular image? | Elijah the Prophet (Thunderer) on a chariot. A moving image allows you to show the extraordinary dynamics of everything associated with a thunderstorm (wind, thunder, lightning), as well as the greatness, power, strength, spontaneity and beauty of this natural phenomenon |
| 8 | What language means convey visual and auditory impressions? Find metaphors, epithets, comparisons, personifications, expressive repetition, inversion in the text. Are there morphological and word-formation means of figurativeness in the text? What elements of sentence structure serve artistic purposes? Which of the used means of linguistic expressiveness seemed to you the most significant, vivid, and interesting. Why? | |
| 9 | What is your personal impression of what you read? Did you like the text or not? Why? What especially surprised, attracted, amazed in the text? |
2. Use the proposed questions and the answers you have prepared to write an argumentative essay.
Write what this text is about. What is its main meaning? What feelings does the author convey? What language means help express the author’s main thoughts and feelings?
How do you evaluate the language design of the text?
Ex. 79. Read the text on which you need to write an argumentative essay.
(1) Man is the first animal that managed to make changes in the world around him. (2) According to Nobel laureate François Jacob, man became the first child of evolution, possessing the power to subjugate evolution to himself, that is, to change himself. (3) This is what causes anxiety: what awaits us in the future - what surprises and dangers? (4) I mean the opportunities that have opened up in Lately before biologists in the field of man changing himself as a species. (5) Over the past thirty years, advances in biology have been more significant than over the past thirty centuries. (6) Biologists have discovered a factor on which the organization of living beings depends, a kind of law on the basis of which various living forms are built. (7) It has now been established that changes can be made to the genetic code, like any law. (8) And although the creation of some kind of super-genius or super-criminal in laboratory conditions is a matter of the very distant future, now we are able to think about changes in genetic potential that can affect the distribution of sexes, that is, decide how many boys and how many girls must be born in one period or another.
(9) What to do?! (10) Yes, we have discovered the genetic code - the code of life, we have finally learned to understand the amazing unity of man as a living being with all the diversity of individuals. (11) But manipulation of genetic material appears to involve enormous risks. (12) We can save humanity from old troubles, but we can also bring to life new, unforeseen and unpredictable monsters. (13) Scientists have given man “wonderful toys”, with the help of which he can achieve enormous success in the development of civilization, but man himself, it seems, is about to become a toy...
(14) What to do? (15) To act or not to act? (16) Experiment, search or declare a moratorium? (17) Some say: in order to learn, you have to take risks. (18) They are answered: yes, but we find ourselves in a position where we can not so much discover what exists as create what does not exist. (19) And this difference in views is natural. (20) The same technique of experimenting on genes can turn out to be both good and evil. (21) What does genetic engineering bring with it? (22) Is it necessary to guess the riddles that the world asks us today?
(23) These painful doubts are largely explained by the fact that in our century science and technology are developing incomparably faster than in past centuries. (24) But human wisdom, his moral consciousness are still developing slowly. (25) Take the giant prehistoric reptiles - dinosaurs. (26) These animals reached enormous sizes because at the first stage of their evolution, size was the most important factor in the struggle for existence. (27) But since the increase in height was not accompanied by the development of other characteristics, primarily the brain, the animals became extinct. (28) Today’s “brain” of humanity - its moral consciousness - lags catastrophically behind the huge “scientific body”.
(29) That is why a number of prominent biologists in Western Europe and America decided to abandon further research in the field of genetics until ethical responsibility, our “brain” develops and becomes higher... (According to E. Bogat)
1. Conduct a paragraph-by-paragraph content and language analysis of the text. Write down the key words and most important ideas from each paragraph. Which judgments seem to you the most significant, expressing the main ideological meaning of the text and the position of the author? (Why was this text written? What did the author want to say?)
2. Complete tasks that will help you assess the depth and accuracy of perception of the source text and adjust your conclusions about its content.
1. What does this text say?
A) about the importance of education in human life
B) about man’s relationship to nature
C) about the role of morality in modern science
D) about the reasons for the rapid development of scientific ideas in the modern world
2. Which statement distorts the meaning of the text?
A) The power of man cannot but disturb society.
B) Even today scientists can make changes to the human genetic code.
C) Man may perish as a species if moral sense does not control the development of science.
D) Scientists have no right to interrupt their research under any circumstances, because the meaning of science lies in continuous movement forward.
3. Determine the style and type of speech of this text.
A) journalistic, reasoning
B) artistic, description
B) scientific, reasoning and description
D) conversational, reasoning
4. The meaning of which word is defined incorrectly?
A) evolution - development
B) essential - important, necessary
IN) ethical - moral
G) manipulate - respond to any external influence
5. What is the meaning of the expression “declare a moratorium”?
A) call a general vote on any important issue
B) postpone, suspend certain actions
B) declare invalid, terminate
D) demand the performance of certain functions from any person
6. Which statement about the speech features of the text is incorrect?
A) Numerous questions express the complexity and severity of the problem posed.
B) The author widely uses book-style words and general scientific terms to give his judgments clarity, logic and persuasiveness.
C) Antitheses, complex sentences with an adversative conjunction But show the depth of tragic contradictions for a person.
D) Comparison with dinosaurs allows the author to express in an allegorical form the idea of the supernatural power of man.
7. Which sentence from the text can support the following statement?
Modern science has made man powerful, but if he forgets about high moral responsibility, he will become a slave to the forces that he himself discovered.
A) 2 B) 8 C) 13 D) 29
8. Which sentence is the final judgment of this text?
A) 7 B) 28 C) 11 D) 5
9. In sentence 28, mark all the means of linguistic expressiveness that are used in this fragment of text and increase the emotional and impactful power of the author’s thoughts.
A) metaphor
B) contextual antonyms
B) parcellation
D) epithet
10. Which formulation reflects the author’s main idea?
A) The discovery of the genetic code is the greatest achievement of modern science.
B) Science is the most important driving force in the development of mankind.
C) Morality is the main obstacle to the development of science.
D) The progress of science should not occur without taking into account moral criteria.
11. Which word most accurately defines the author’s position?
A) refutes
B) calls
B) warns
D) criticizes
12. Which title most accurately reflects the meaning of the source text?
A) “On the edge of the abyss”
B) “Without any hope of salvation”
B) “Captive of prejudices”
D) “The Pioneer Road”
13. Which problem is not addressed in the text?
A) changes in humans as a species
B) the future (fate) of humanity
C) the essence of science as a type of human activity
D) moral responsibility in modern science
3. Use the suggested questions and answers to them to write an argumentative essay.
Write what this text is about. What is his problem? What is the position of the author of the text? Evaluate the speech format of the text.
What gives rise to a person’s great love for the Motherland?
I was twenty years old when, after my first paycheck, I arrived in Moscow from Voronezh and immediately went to Red Square. I listened to the clock strike. I wanted to touch the bricks in the wall and the stones lining the square. People passed by, talked about small things and did not pay any attention to this beauty. I didn’t understand how you could go talk about the weather when there was such beauty nearby. Back then they weren’t allowed into the Kremlin. I waited* until the door at St. Basil's grille opened. I remember the stones on the narrow staircase - “how many people have passed by.”
Then I visited the Kremlin many times. Having already traveled around the world, I always thought with pride that nowhere else was there a square so beautiful and unique.
Is it possible to imagine this square without St. Basil's Cathedral? And once before the war, as Pyotr Dmitrievich Baranovsky, the best restorer of our country, said, he was summoned to a high authority and told that they would demolish the temple so that the square would become more spacious, and he was instructed to make the necessary measurements. Baranovsky could not believe his ears then, but, fortunately, someone’s wisdom stopped the irreparable action, and the temple remained in place.
But they could have demolished the temple so that cars could drive more freely. But time has shown who is right. Now Red Square is completely closed to cars due to the sanctity of the place and the large number of people who want to walk along the square.
Today, taking off our hats in front of St. Basil's Cathedral, we bow before the master who created it. Ancient architects and painters could express their talent and skill only in the construction of temples and churches. By preserving the ancient church, we are preserving a monument to craftsmanship.
With all our busyness and concern for our daily bread, we must preserve and treat everything with care: ancient buildings, crafts, paintings in temples, books, documents, graves of heroes.
When we do great things, we must know where our roots come from. Our deeds, together with the past, the surrounding natural world and the fire of the hearth, are expressed by the word “Fatherland”, dear to everyone. It is impossible to force one to love the Motherland; it must be educated.
What gives rise to enormous human love for the Motherland?
It seems to me that enormous human love for the Motherland grows out of love for small homeland, which appears in childhood. Nature, buildings, buildings, close people - this is what comes to mind in each of us when we hear the word “Motherland”. It is very important from an early age to instill in a person a concern for the Motherland, for everything near and dear.
One of countless villages. No better and no worse than others. But our choice is not accidental - Mikhail Vasilyevich Lomonosov was born in this village.
There are no buildings left here associated with the life of the great man. Time has not spared anything except a small pond dug by the academician’s father. In the pond, the Lomonosov family brings crucian carp to the table. There is a dark fir tree near the road, and just opposite it was this pond, overgrown with willows. Behind the pond on the right is a house-museum. It was built exactly on the spot where the Lomonosovs’ hut once stood. From the house you can see the white Dvina, or rather, one of its many branches, called Kuropolka here. St. John's worts once went down the river to hunt. Peter I sailed along the river past this village more than once. Seeing him in this place, the neighboring village of Kholmogory rang bells and fired cannons.
The village was called Denisovka. By mistake, many of us consider the village of Kholmogory to be Lomonosov’s homeland. (Kholmogory stands across the river, three kilometers away.) The misconception stems from the fact that Denisovna was an unknown village. Kholmogory is older than Moscow and was known throughout Russia as a large northern city that received overseas ships, and from the depths of Russia they welcomed ships with honey, flax, wax, furs and bread.
For complete accuracy, it must be said: it was recently established that Lomonosov was born in the village of Mishaninskaya. This news excited and saddened the Denisovans. But passions subsided when it was clarified: the villages had long ago merged into one, and the name “Mishaninskaya” ceased to exist. The name “Denisovka” does not exist today either. The village is called Lomonosovo (230 words).
V. Peskov “Holy Places”