Philological training Russian monarchs

Philological training occupied a special place in the educational practice of the Russian imperial family. There were two counter flows in this process. On the one hand, the wives of Russian emperors, as a rule, German princesses, had to urgently learn the language of their new homeland. On the other hand, the Russian grand dukes and princesses studied the imposing block foreign languages.

The need to study foreign languages ​​did not raise any questions. First, in noble Russia, knowledge French was simply necessary, since the St. Petersburg beau monde used it as the language of everyday communication. Secondly, the empresses, being native speakers themselves, passed it on (German or Danish) to their children. Thirdly, all numerous mutual relative or official visits required communication without interpreters in intermediary languages. It was the norm of diplomatic practice XVIII beginning XX centuries Fourthly, the multilingualism of the Imperial Court formed a multi-layered structure of perception of the world, when European culture in all its diversity was assimilated organically, in the native language. Fifthly, the level of knowledge of foreign languages ​​at the Imperial Court served as an almost official “indicator”, dividing those present into “ours” (those who knew foreign languages ​​as native) and “foreigners” (that is, those who spoke a mixture of “Nizhny Novgorod with French”), and only those “strangers” who managed to climb to the very top of the hierarchical ladder could neglect this “indicator”, and society put up with it. Such a "stranger" was A.A. Arakcheev, he studied for "copper money" and did not speak languages.

One more important component of the philological block in the education of royal children should be mentioned. The Tsarevich and the Grand Dukes had to speak Russian correctly, without an accent. In the multilingual Imperial Court, when children began to speak English or French and only then Russian, this seemed extremely important. All this is quite obvious, but little is known about how the educational process was actually built.

In the XVIII century. philological education was based on direct communication of children with native speakers, who were enrolled in the staff of royal babies. English bonnes not only raised babies, but also communicated with him. Children were surrounded by courtiers, for them the French language was more organic than their native language. Well, grandmother Catherine II and all subsequent Germans on the throne always remembered their roots well. As a result of this "Babylonian" mixture of languages, children learned the beginnings of foreign dialects, organically growing into a colorful linguistic environment.

It is noteworthy that these traditions were preserved until the beginning of the 20th century. Children began to speak both Russian and English at the same time, already at an early age they learned the basics of the French language. So, about Grand Duke Sergei Alexandrovich, who was in his ninth year in 1865, his teacher wrote: “Of the new languages, Sergei Alexandrovich was quite fluent in English, which he learned, of course, exclusively practically, almost simultaneously in Russian, thanks to the fact that it was in the hands of the English nanny E.I. Struton. Pretty fluent Grand Duke he also spoke French, having learned this language by practical means, partly under the guidance of Mr. Remy, partly hearing French constantly both from his parents and in the company of his sister, when he was in the care of A.F. Tyutcheva ... finally, and in German even before leaving abroad in the summer of 1864, Sergei Alexandrovich began to take lessons, but he still could not speak ”849. Thus, for Russian monarchs and grand dukes from the second half of the 18th century. and until the beginning of the 20th century. knowledge of three or four foreign languages ​​was the norm.

This practice began at the court of Catherine II. About the four-year-old grandson, the future Alexander I, Catherine II wrote in July 1781 that “he understands German very well, and even more French and English ...” 850 . In order to consolidate and systematize the grandson's language training, in 1784 he was invited by a French teacher, a Swiss citizen Caesar La Harpe.

When the younger sons of Paul I grew up, they also began to be taught languages. The future Nicholas I was regularly taught French in 1802, at the age of 7. His first teacher was his mother, the Dowager Empress Maria Feodorovna. Then the process passed into the hands professional teacher du Puget. Subsequently, Nicholas I recalled that he did not particularly like these lessons.

Simultaneously with the French language in 1802, Russian language lessons began, but Russian lessons, unlike foreign languages, were conducted by amateurs. So, the first teacher of the Russian language of the future emperor was his Scottish teacher Miss Lyon. With her, he taught the "Russian alphabet". Then the Russian language classes came under the control of the nameless "cavaliers on duty". It is unlikely that these "on duty" paid serious attention to the rules of the Russian language. But, one way or another, in 1806 Nikolai Pavlovich was already writing essays in Russian.

In January 1804, 9-year-old Grand Duke Nikolai Pavlovich began to study German, which he was taught by professional teacher Adelung. The same teacher taught the Grand Duke Latin and Greek 851 . Ancient languages ​​at that time were an obligatory part of a sound education. But in the aristocratic environment, the study of Latin and Greek did not spread widely. These languages ​​are included in educational program Nikolai Pavlovich at the insistence of their mother, Empress Maria Feodorovna. The darkest memories of 852 are connected with the study of Latin and Greek by Nicholas I.

When, in 1817, Grand Duke Nikolai Pavlovich married the Prussian Princess Louise, who adopted the name Alexandra Feodorovna in Orthodoxy, the new Grand Duchess had to urgently begin to study the Russian language. In the summer of 1817, Vasily Andreyevich Zhukovsky, already a well-known poet at that time, was assigned as a teacher to Alexandra Fedorovna.

V.A. Zhukovsky was a poet, not a Methodist teacher. Therefore, his lessons pursued very high goals, but far from the utilitarian task - to teach the Prussian princess to speak Russian correctly in the shortest possible time. In the diary of V.A. Zhukovsky his pedagogical tasks formulated as follows: “I hope in time to make my lessons very interesting. They will not only be useful to her from the side of the tongue, but will give food for thought and will act in a beneficial way on the heart.

From his pupil, he, of course, heard only words of gratitude (November 6, 1817): “My lesson was very pleasant ... I had the pleasure of hearing from her that she liked my lessons” 854 . However, later Alexandra Fedorovna, although she recalled his lessons with gratitude, did not prevent her from seeing the methodological "flaws" of her teacher. Treating Zhukovsky with respect, she considered him too "poetic" to be a good teacher. According to her, “instead of poring over the study of grammar, any single word gave birth to an idea, the idea made you look for a poem, and the poem served as a subject for conversation; this is how the lessons went. Therefore, I did not understand the Russian language well, and, despite my passionate desire to learn it, it turned out to be so difficult that for many years I did not have the courage to pronounce whole phrases in it.

Apparently, relatively regular Russian language lessons lasted for about a year and a half. At least in the winter of 1819, Alexandra Feodorovna still continued to "take lessons from Zhukovsky" 857 . However, the salon language of the Russian Imperial Court at that time was French, and little was spoken in Russian at the Court. It must be said that at the beginning of her life in Russia, the young Grand Duchess had great philological difficulties, since in addition to the Russian language, she had to urgently close the gaps in French, which she also “difficulty speaking” at first 858 .

Of course, over time, all problems were resolved, although Empress Alexandra Feodorovna had difficulties with the Russian language throughout her 43-year life in Russia. To his first teacher of the Russian language, the poet V.A. Zhukovsky, she maintained a warm attitude for life and remembered his lessons well. They even celebrated “their” anniversaries. So, on March 12, 1842, she considered it her duty to write to the poet: “And now we will celebrate our silver lessons, it seems, in the month of September. 25 years!!! My God, it's a whole life" 859 .

The level of knowledge of foreign languages ​​of Russian monarchs has been preserved by evidence of foreigners themselves. Thus, the American envoy D. Dallas at the Russian Imperial Court in 1837-1838. mentioned that Empress Alexandra Feodorovna "knew the English language quite well" and talked a lot with the ambassador about American literature and especially about Fenimore Cooper, whose novels all of Europe were reading at that time 860. And if the American ambassador spoke English with the Empress, then with Nicholas I - first in French. However, after the acquaintance took place, the emperor also switched to English. It should be borne in mind that the rules of court etiquette prescribed to speak the language that the highest persons would speak. Apparently, at first Nikolai Pavlovich was not sure of his English. Subsequently, the emperor said to the ambassador: “You are the first person who made me speak English in public. I hope that you will not refuse to talk to me more often and teach me this language.

Apparently, the lack of confidence in English remained with Nicholas I, which is quite understandable, since the everyday language at the Russian imperial court is French, and the emperor was fluent in it. In English, he actually had no one to speak with. Therefore, during an official visit to England in 1844, Nicholas I communicated with the hosts in French and, occasionally, in German. Only before leaving England did he address one of the dignitaries in English.

Evaluated the level of language training of Nicholas I and compatriots. Baron Korf, describing Nikolai Pavlovich's manner of behaving at palace receptions, mentions that the emperor talked with his guests either “in Russian, then in French, then in German, then in English. And all are equally free. At table, Nikolai Pavlovich usually spoke Russian, and only when addressing the Empress, or when others were talking to her, did he switch to French.

Freilina A.F. Tyutcheva noted that Emperor Nikolai Pavlovich “had the gift of tongues; he spoke not only Russian, but also French and German with a very clear accent and elegant pronunciation. Tyutcheva does not mention the level of knowledge of the English language by Nicholas I, since at that time it was practically not used at the Court. It should be noted that Korf and Tyutcheva were the most educated people of their time and were well versed in philological nuances.

The children of Nicholas I got acquainted with foreign languages ​​in the same way as their parents, through English bonnes and courtiers. According to the daughter of Nicholas I, Grand Duchess Olga Alexandrovna, at the age of five she could read and write in three languages ​​865 . Apparently, she meant German, English and French.

When in the late 1820s. the poet V.A. Zhukovsky drew up a plan for the education of Tsarevich Alexander Nikolayevich, in which, naturally, great attention focused on foreign languages. Gradually, a circle of philologists formed around the Tsarevich. The same teachers taught the daughters of Nicholas I a little later. One of them gave characteristics to each of the teachers. So, the English language was led by the "cheerful" Verandes. German was taught by Ertel. According to Olga Nikolaevna, he “drilled into our willful heads our terribly difficult German phrases, in which you have to wait endlessly for verbs.” The girl even tried to keep her diary in German. The princess called Ertel's system of studies "brilliant", but at the same time she added that she learned to speak German only when she got married and left for Germany 866.

Although Olga Nikolaevna spoke and wrote French from the age of 5 (according to her), she began to systematically study French only at the age of 15. Apparently, it was just a grammatical polishing of already existing knowledge. But the princess studied this language longer than other languages. The Grand Duchess completed her education in 1842. By this year, she was engaged only in Russian and French reading “at Pletnev and Cournot” 867 .

About the practice of everyday use of foreign languages ​​in the imperial family, Olga Nikolaevna wrote: “Mom read a lot in Russian ... but it was much more difficult for her to speak. In the family, we, the four elders, always spoke to each other, as well as to our Parents, always in French. The younger three brothers, on the other hand, spoke only Russian. This was in line with that national movement in the reign of the Pope, which gradually supplanted everything foreign" 868 .

Nikolai Pavlovich, following his nationally oriented scenario of power, laid the foundation for a "philological revolution" in his court. Communicating with the courtiers, he began to speak Russian. This was immediately noted in his inner circle. One of the ladies-in-waiting wrote in her diary: “The Sovereign always speaks Russian to me. He was the first to speak Russian in the Empress' salon. Alexander Pavlovich and his Lisette always spoke French. It should be clarified that we are talking about Alexander I and his wife, Empress Elizaveta Alekseevna. About the same, with a feeling of some surprise, A.S. wrote in his diary. Pushkin: “February 28, 1834. Sunday at the ball, in the concert hall, the sovereign talked to me for a long time: he speaks very well, without mixing both languages, without making ordinary mistakes and using real expressions” 870. However, despite all the efforts of Nikolai Pavlovich, the Russian Imperial Court remained French-speaking. But the Russian language at the Court, at least, ceased to be bad manners.

Emperor Nicholas I spoke Russian in all its palette, especially in the male, officer environment. So, once, after an unsuccessful review of the combined battalion of military educational institutions, he called the battalion "blancmange" 871.

Everyday communication between parents and daughters in French led to "linguistic distortions". So, the youngest daughter of Nicholas I, Alexandra Nikolaevna, or Adini, as her relatives called her, generally spoke Russian poorly, since she had not only an English bonna, but also an English teacher. Therefore, she never learned to speak fluently in her native language 872 .

The study of foreign languages ​​by Tsarevich Alexander Nikolayevich was given paramount importance. The course of his studies included a "standard set" of three foreign languages. But in order to broaden the horizons of the children, they were periodically collected in the library of the Tsarevich, and the actors of the French theater read to them the French classics, especially often Molière, of course, in the original 873.

Along with the study of the "standard set" of European languages, the Tsarevich specially studied the Polish language, which happened at the suggestion of Nicholas I: he understood that Polish problems would not be limited to the time of his reign. The teacher of the First cadet corps Captain Yurievich. Moreover, in order to give the crown prince a certain language practice, Nicholas I ordered the tutor of the crown prince K.K. Merder in January 1829 to invite the aide-de-camp Gauke to dinner, and the Grand Duke several times "decided to speak Polish with him" 874 . It must be added that the Grand Duke was then in his 11th year. Literally a few days after this dinner, an examination of the crown prince in Polish and English took place. Apparently, when arranging a dinner meeting with a Pole, Nicholas I wanted to find out for himself how much the Tsarevich had mastered the spoken language, and give his son the opportunity for additional training before the exam. As a result, Nicholas I and Empress Alexandra Feodorovna “were very pleased with the progress made in both languages, especially in Polish. The Grand Duke translated from Russian into Polish and wrote in Polish without errors. IN mature years Alexander II was quite fluent in Polish.

I must say that the fears of Nicholas I about Poland came true, and when in the early 1860s. an uprising began there, the younger brother of Alexander II, Grand Duke Konstantin Nikolayevich, had to urgently master the Polish language. This was due to the fact that he was appointed governor of the Kingdom of Poland. In his diary in May 1862, he noted: "In the morning I had my first Polish lesson" 876 .

Returning to the language training of the future Alexander II at the turn of the 1820s-1830s, several features should be noted. So, from the training plan of Alexander Nikolaevich, prepared by V.A. Zhukovsky in 1828, Nicholas I personally excluded Latin language. It was an echo of the childhood negative experience of Nicholas I, who literally hated Latin. In the early 1850s Nikolai Pavlovich will order to transfer all the folios in Latin from the library of the Imperial Hermitage to the Imperial Public Library, explaining this with his gloomy childhood memories of studying Latin. The Latin language was not taught to any of the children of Nicholas I. Subsequently, this tradition was preserved for all subsequent Russian monarchs.

In 1856, the eldest son of Alexander II was “threatened” by the study of ancient languages, since the diplomat Prince

A.M. Gorchakov, in the teaching program he compiled, spoke in favor of resuming their teaching: “Dead languages ​​are a school of style, taste and logic .... From the Russian national point of view, preference should be given to the Greek language. But the Latin language is easier and develops more logically. If the heir learns Latin, then the Greek language could be taught to one of his brothers. However, in 1857 the idea of ​​teaching the Grand Dukes one of the classical languages ​​was completely abandoned. And although in the second half of the XIX century. in the classical gymnasiums, Latin and Greek were drummed into the boys, the royal children were saved from this for a while.

Starting with Vladimir, younger brother Alexander III, the teaching of Latin for the royal children is resumed. K.V. Kedrov taught Latin to Grand Dukes Vladimir, Alexei, Sergei and Pavel Alexandrovich. The memoirist testifies that Alexander II himself initiated the resumption of the study of Latin, believing it scientific basis any linguistics 878 .

Along with the study of foreign languages, no less importance was given to the study of the Russian language. The tutor of the Tsarevich K.K. Merder even during the holidays taught the Grand Duke to speak Russian correctly and developed his reading skills in his native language 879 .

When Alexander II married a German princess, in Orthodoxy, Empress Maria Alexandrovna, she, like her predecessors, had to do a thorough study of the Russian language. However, her teacher was not a poet or a professional teacher, but the tutor of Grand Duchess Olga Nikolaevna, the maid of honor Anna Alexandrovna Okulova. Apparently, the results turned out to be very good, because, according to Grand Duchess Olga Nikolaevna, “after Empress Elizabeth Alekseevna, not a single German princess spoke our language so well and did not know our literature as well as Marie did.”

It should be noted that in the 1850s. around the Empress Maria Alexandrovna there was a Slavophile circle. Worthy representatives of Russian thought and words entered her salon: Prince P.A. Vyazemsky, F.I. Tyutchev and Count A.K. Tolstoy. Tolstoy dedicated the following lines to Empress Maria Alexandrovna:

Recalling the days when the Queen, down

Bowing thoughtful head,

Listened to the Russian verb

With my Russian soul...

Empresses Alexandra Feodorovna and Maria Alexandrovna spoke German with foreign teachers. But the philologists themselves could hear their Russian speech. And they were amazed that Maria Alexandrovna mostly spoke Russian and with very good pronunciation.

It should be noted that the gallant "Westernizer" Alexander II completely returned the French language to the Court, and the Russian language at the Court again became a rarity. And, oddly enough, the main bearer of "Russianness" at the Court of Alexander II was the Darm-Stadt princess - Empress Maria Alexandrovna.

It is noteworthy that the educators constantly noted the level of “correctness” of the Russian language among the royal children, even when they were very young. Thus, in 1847, one of the educators wrote to Alexander II that his four-year-old son Nikolai "is amazing how well he expresses himself in Russian, and, moreover, extremely logically" 880.

The teachers (professors Pogodin and Grot) were pleasantly surprised that the empress spoke to the children, and the children answered her in Russian “clearly, cleanly, correctly” 881 . When in December 1855 the “annual exams” were held for the eldest sons of the tsar, one day of them was devoted to Russian and Slavic languages. 10-year-old Grand Duke Alexander (future Alexander III) read Borodino during the exam. The philological training of the young grand dukes was also paid attention during their leisure time. Since 1856, peers began to be brought to the boys in the Winter Palace for games, and guests were strictly ordered to speak among themselves only in Russian.

Over time, the results showed. Biographers noted that Tsarevich Nikolai Alexandrovich "mastered the laws of Russian speech and, over time, worked out for himself a clear, correct and elegant written style" 882. However, the Church Slavonic language was difficult for the Tsarevich.

Along with the Russian language, parents were very worried about the level of knowledge of European languages ​​by children. It should be borne in mind that in the 1840s. the children of the Tsarevich, according to tradition, received their English nannies and learned the basics of the English language from childhood. From the autumn of 1851, the two eldest sons of the Tsarevich, Nikolai (8 years old, since September 17) and Alexander (it was the 7th year, since December 4), began to be taught French. Curiar taught French, receiving 285 rubles for each student. in year. Subsequently, the content was doubled for extra-curricular conversations with them 883 .

The German language for children was weak, not only because classes lasted no more than two hours a week, but also because "none of the members of the royal family had ever spoken German with children."

Since education was at home, annual exams were held for boys in December, including in foreign languages. In December 1855, examinations were held in German and French. The teachers noted the children's progress in German speech. Parents were satisfied 884 .

As the boys grew up, the teachers changed, and with them the “systems” of learning foreign languages ​​changed. In order to somehow streamline their study, in 1856 the Minister of Foreign Affairs, Chancellor A.M. Gorchakov, at the request of Empress Maria Alexandrovna, drew up instructions on the upbringing of the heir. In this instruction, a considerable place was given to the strategy in the study of foreign languages. First of all, he stated that “knowledge of many foreign languages ​​is not necessary. It would take too much time, which should be devoted to facts and ideas. According to Gorchakov, in addition to the Russian language, it is enough for the Tsarevich to know two other living languages: first French, then German. According to the diplomat, the English language “has only a third-rate importance, and one can do without it. Rarely does a sovereign benefit from direct negotiations with foreigners. So much the better if any of the heir's brothers learn to speak English."

Since 1856, Tsarevich Nicholas began to be taught separately, according to a more thorough program. His younger brothers Alexander and Vladimir studied together. All the brothers gathered only for dinner. Ruthless teachers ordered them to speak only French, German or English at dinner. The one who accidentally spoke Russian was "fined" with a snout in favor of the poor. This greatly amused the Grand Dukes. They often made mistakes due to distraction and paid the established fine of 885 .

Empress Maria Alexandrovna Special attention gave to the eldest son Nikolai. At the end of 1860, when the heir-tsarevich was 17 years old, the teaching of English, which he knew from the cradle, was stopped, but the study of French and German literature was continued 886.

The French language of the emperor's children was polished especially carefully. When the royal family went to Tsarskoye Selo in the spring, of all the philologists, only the French teacher Remy was taken there. In his presence, the children were required to speak only French. The teacher, of course, was paid extra.

It should be noted that the teachers with the Grand Dukes Alexander and Vladimir had a very hard time. There was no mention of any corporal punishment. The boys had to be influenced only verbally, but the grand dukes studied frankly badly. Their diaries for 1861–1862 literally filled with examples of “school sabotage” of the Grand Dukes: “Alexander Alexandrovich showed terrible persistence in speaking French; he kept insisting that on Sunday one should speak Russian”; “In the Russian language class, there was again a lack of any attention, and I knew the lesson very poorly. During this lesson, the sovereign came to us and reprimanded the grand dukes for negligence”; “The French exam was less successful. Alexander Alexandrovich made 18 mistakes in eight lines, and quite rude ones. All this, however, is very weak, especially in years, but that there are successes after the summer exam - there is no doubt about it ”; “The Grand Dukes somehow look especially condescendingly on their ignorance of languages ​​... the English language exam was below all criticism”; “From 12 to 2, Alexander Alexandrovich had lessons in Russian literature and English; from the first he got "two" and "three", and for english lesson"three" and "three". So, Alexander Alexandrovich received three times today "three" 887 .

Nevertheless, the titanic efforts of teachers still brought their meager results. In 1863, the 18-year-old Grand Duke Alexander Alexandrovich could already speak French without difficulty. TO pedagogical process even the father, Emperor Alexander II, joined in, an unprecedented case. In 1865, Alexander II asked his 20-year-old son to read aloud to him in French, spoke to him and encouraged him to write letters to his mother in this language. 888

The younger sons of Alexander II, Sergei and Pavel, studied more diligently. Sergey had his first English lesson when he was seven years old. The Grand Duke already had a linguistic basis. Thanks to his English nanny E.I. Struton he knew the pronunciation English letters and syllables 889.

Under Alexander III, the philological side Everyday life The Imperial Court has again undergone changes. And this, again, was connected with the return of the Russian tsar to the nationally oriented scenario of power. In fact, the situation of the 1830s was repeated, when Nicholas I spoke Russian for the first time at the Court. Fifty years later, in the 1880s, this was repeated by Alexander III. He again made Russian the main language of communication at the Imperial Court. Of course, the French language partly retained its significance, but now French speech was heard only when referring to Empress Maria Feodorovna. Everyone spoke to the emperor only in Russian 890.

It should be especially noted that Alexander Alexandrovich spoke Russian at the Court in the second half of the 1870s, while still a crown prince. And he spoke at the Court of Alexander II, who used mainly French. Count S.D. Sheremetev recalled that the Tsarevich patiently endured, “as if not noticing hints and tricks, calmly addressing them in Russian and forcing them to respond in kind, although for the most part they knew the language better than they wanted to show” 891.

Having become emperor, Alexander III began to seriously influence the philological component of his Court, in which, over time, a kind of “bilingualism” developed. With Alexander III they spoke mainly in Russian, and with Empress Maria Feodorovna - mainly in French.

It is noteworthy that "in the Russian half" of Alexander III, not only jargon was not forbidden, but also strong words. Once, at a court meal, the refined aristocrat Princess Kurakina, for some unknown reason, spoke about the sampling of the wines that were discussed, recalling the well-known saying “walk through sherry”. Alexander III perked up: “Princess! How do you know this expression? From that day on, he, without ceasing, teased her, reminding her all the time: “How do you say, princess, walk through the sherries?” 892 .

It should be noted that Alexander III did not digest some of the members of his numerous relatives. Part of this relationship is connected with the philological component. For example, he could not stand the Grand Duchess Ekaterina Mikhailovna 893, she was “a perfect German and spoke Russian with difficulty. The sovereign did not recognize her relationship and called her children "poodles"" 894 .

But for all his “Russianness”, Alexander III did not miss the opportunity to practice speaking in a foreign language. Count S.D. Sheremetev mentions an episode connected with a trip in an English carriage from Tsarskoe Selo to Krasnoe Selo. Alexander III, being then Tsarevich, ruled himself. With them was an English coachman, "with whom he willingly carried on a conversation in English, although far from correct" 895.

A number of publications mention that Alexander III spoke Danish. This is hardly the case. Of course, Alexander III visited his wife's homeland more than once, but his "knowledge" of the Danish language, most likely, was limited to individual words or phrases at best. Of course, when arriving in Denmark, he could greet the lower ranks in Danish 896 .

Speaking of Empress Maria Feodorovna, it should be noted that she quickly mastered the Russian language. Her study notebooks have been preserved, in which she diligently and methodically studied the Russian language.

Of course, the emphasis remained, as the memoirists noted. She wrote in Russian worse than she spoke. Maria Fedorovna conducted all personal correspondence on European languages. Personal diary and letters to her beloved sister Alexandra throughout her life she wrote in her native Danish. At the same time, Maria Fedorovna spoke the compulsory French and English languages. According to the memoirs of the American G. Fox, she "easily maintained a conversation and spoke English fluently, making practically no mistakes" 897 .

When children grew up in the family of Alexander III, the traditions associated with their language training were fully reproduced. There were also traditional English bonnes. But at the same time, the Danish language also entered the "gentleman's set" of languages ​​\u200b\u200bat the Russian Imperial Court. It was not specially taught, but regular communication with Danish relatives and the lessons of the mother led to the fact that Nicholas II at the household level knew the Danish language quite well.

TO late XIX V. the role of the English language in the Russian imperial court has changed. This language decisively pressed German and partly French. At the beginning of the XX century. "The means of communication in Petrograd society was the English language: it was invariably spoken at court" 898 . This was largely due to changes in both the dynastic and political situation. On the one hand, in 1901 Empress Alexandra's elder sister became Queen of England. On the other hand, Alexander III and Maria Feodorovna did not sympathize with the growing Germany. Therefore, Tsarevich Nikolai Alexandrovich mastered the English language very well. In many ways, this is the merit of the teacher Tsarevich Karl Iosifovich His 899 .

Karl Iosifovich Heath (Heath) was born in England in 1826. He went to seek his happiness in Russia, where he arrived in 1850. A breakthrough in his teaching career occurred in 1856 (this was the year of graduation Crimean War, in which Russia was at war with England), when he took the position of a teacher of English language and literature at the prestigious Imperial Alexander Lyceum, where he worked for more than 20 years. In 1878, Karl His took the position of an English teacher for the 10-year-old Tsarevich Nikolai Alexandrovich. By this he secured his future, and among his students were the children of Alexander II - Grand Dukes Sergei and Pavel Alexandrovich, Maria Alexandrovna. He taught English to the future translator of Hamlet, Grand Duke Konstantin Konstantinovich, who entered the annals of Russian poetry under the pseudonym "K. R.". His last famous student was the younger brother of Nicholas II, Grand Duke Mikhail Alexandrovich - the failed Michael III. Carl Heath has achieved a lot in his life. He retired with the rank of real councilor of state and died in 1901.

It should be noted that the English "roll" in the language training of the Tsarevich was noticed by many dignitaries and reacted to this without much enthusiasm. Here is one of the typical opinions on this matter: “The difference between that time and the present is that then the dominant language was French, now it is being replaced by English, which made tremendous progress under the Tsar, a pupil of a Pole and an Englishwoman. The royal English educator is a phenomenon of later times, like the English queen ... This is a fatal phenomenon ... Bowing before the many things that English culture has given mankind, respecting individual Englishmen and especially their moral stability in all my thoughts, I, nevertheless, honor the English the nation and the English government as our sworn and most insidious enemies. This is "Cain's offspring," as my grandmother's aunt Maria Semyonovna Bakhmetyeva used to say" 900 .

One of the results pedagogical activity talented teacher was the brilliant knowledge of English by Nicholas II. According to the testimony of Grand Duke Alexander Mikhailovich: “On the eve of graduation, before entering the Life Hussar Regiment, the future Emperor Nicholas II could mislead any Oxford professor who would take him for a real Englishman because of his knowledge of English. Nikolai Aleksandrovich knew French and German in exactly the same way.

It should be emphasized that Nicholas II had an excellent sense of style. The text of the renunciation, written personally by the emperor on March 2, 1917, demonstrates a beautiful, well-established style. However, in oral speech, Nicholas II had a barely distinguishable so-called "guards accent". This has been noted by many memoirists. So, General Yu.N. Danilov, who was in close contact with the tsar from 1915 to 1917, noted: “In the speech of Emperor Nicholas, a barely perceptible foreign accent was heard, which became more noticeable when he pronounced words with the Russian letter “Yat”” 902. The State Duma deputy V.V. Shulgin: “The sovereign spoke quietly, but very clearly and clearly. His voice was low, rather thick, and his pronunciation was slightly tinged with foreign languages. He didn’t pronounce “b” a lot, why the last word it did not sound like “krepla”, but almost like “krepla” 903 .

According to tradition, the wife of Emperor Nicholas II was a German princess, in Orthodoxy, Empress Alexandra Feodorovna. Her position at the Russian Imperial Court from the very beginning was not easy. This is partly due to language problems.

First of all, the bilingualism of the Darmstadt princess Alike should be noted. On the one hand, her father was the Duke of Darmstadt, and she was considered a natural German princess. On the other hand, her mother was the daughter of the English Queen Victoria. And since Alyx's mother died early, the girl lived for a long time at the Court of her grandmother, Queen Victoria of England. Like all aristocrats, Alyx was educated at home. She also had a French teacher, but she spoke that language unimportantly 904 .

It was English that became her native language, in which she kept all her personal correspondence and diary. Alexandra Fedorovna spoke in English in private with her husband, Nicholas II. There was another important circumstance. Alexandra Fedorovna had to master the Russian language urgently, literally “from the wheels”. The fact is that she arrived in Russia just a week before the death of Alexander III, who died on October 20, 1894. And she became empress already on November 14, 1894, having married Nicholas II.

It should be noted that Alexandra Fedorovna began studying Russian even before her marriage. The future empress visited Russia three times until 1894. The first time she visited Russia in 1884, she came to visit her older sister, Elizaveta Feodorovna, who married Grand Duke Sergei Alexandrovich.

Alyx visited Russia for the second time in 1889. Before the trip, she first learned a few words in Russian, since etiquette obliged her to pronounce a few words in the language of the host country. In January 1899, an entry appeared in the diary of the princess: “I began to study Russian” 905 . Alix and her father were received by the royal family in Peterhof. It was then that her romance began with the heir Nicholas. However, Empress Maria Feodorovna did not like the girl, and she was not included in the "list" of candidates for the potential wife of the Tsarevich. But Alix had his own plans...

The third time she visited Russia was in 1890. Alyx again came to her older sister and lived with her in Moscow. However, the parents did not let the heir to Moscow. Despite this, the German princess seriously counted on the development of her romance with the crown prince. Upon returning from Russia to England

Alix takes up the study of the Russian language, gets acquainted with Russian literature, and even invites the priest of the Russian embassy church in London and conducts lengthy religious conversations with him, that is, in essence, gets acquainted with the dogmas of the Orthodox faith. However, Alike's dream came true only four years later, when in April 1894, 26-year-old Tsarevich Nicholas and 22-year-old Princess Alike of Darmstadt got engaged in Coburg.

After the engagement, Ekaterina Adolfovna Schneider was immediately sent to England from Russia to teach Alika the Russian language. The choice of E.A. Schneider was not accidental. Back in 1884, the daughter of court counselor E.A. Schneider taught Russian Grand Duchess Elizaveta Fedorovna, elder sister of Alika. Apparently, the teacher managed to find mutual language with a student, and they were connected for life. Even after the services of E.A. Schneider was no longer required, she received the position of “Hof-lectress” at the Court and lived all her life in the Winter Palace, and then in the Alexander Palace of Tsarskoye Selo. In the "family" she was called Trina by her household name.

Next to the imperial family there were always people who cannot be called servants in direct meaning this word. This is one of the old traditions of landlord Russia, when doctors, teachers, nannies and others turned over the years into family members. This position in the family of Nicholas II was occupied by Ekaterina Adolfovna Schneider. She herself came from a Baltic family, being the daughter of the court adviser Schneider.

Alexandra Fedorovna's studies with Trina continued for several years. In a letter to her elder sister Victoria of Battenberg (February 4, 1895), Alexandra Fedorovna mentioned that Trina, whom she called “Schneiderlein” behind her back, lives in the Winter Palace, that “the other day she turned 38 or 39. She comes every morning, and we are working hard. She also reads to me for an hour before dinner.

E.A. Schneider did not marry, and her whole life was focused on the royal family. Schneider constantly kept in the background, but close to the Empress. The size of her "apartment" indirectly testified to her status. On the second floor of the “retinue half” of the Alexander Palace, Trina’s apartment included seven rooms: the first people’s room (room No. 38), the second people’s room (No. 39), the corridor (No. 40), the living room (No. 41), the bedroom (No. 42), the bathroom (No. 43) and even the dressmaker's room (No. 44). She lived next to the Empress Alexandra Feodorovna for 23 years, until 1917, all this time holding the official position of goflectress. E.A. Schneider followed her mistress to Siberia, and she was shot in September 1918.

Most of the contemporaries who communicated with the Empress noted her level of knowledge of the Russian language. Grand Duke Alexander Mikhailovich, close to the royal family, recalled that after marriage, “the young empress spoke Russian with difficulty .... Princess Alike had to short term learn the language of their new homeland and get used to its way of life and customs. During the coronation in May 1896, after the catastrophe at Khodynskoye Pole, Alexandra Fyodorovna went around the hospitals and "asked in Russian" 909 . In 1902, one of the generals "spoke to the empress, and she also answered me in Russian, briefly, but quite correctly" 910 . This satisfactoriness of the Russian speech of Alexandra Feodorovna was noted by memoirists later. Thus, one of the deputies of the State Duma recalled that the Empress spoke Russian (in 1907) "sufficiently satisfactory for a German" 911 . Baroness S.K. Buxhoevden claimed (clearly exaggerating) that the Empress was fluent in Russian and "could speak it without the slightest foreign accent, however, for many years she was afraid to talk in Russian, afraid to make some mistake" 912 . Another memoirist, who also met Alexandra Fedorovna in 1907, recalled that "she speaks Russian with a noticeable English accent" 913 . On the other hand, according to one of the people closest to the Empress, Captain 1st Rank N.P. Sablina, "she spoke good Russian, although with a noticeable German accent."

Despite some disagreement between the memoirists, we can confidently state that Alexandra Fedorovna coped with all the difficulties of the Russian language and confidently mastered it. Nicholas II contributed to this to a large extent, for many years he found time to read Russian classics aloud to her. That is how she acquired considerable knowledge in the field of Russian literature 914 . Moreover, Empress Alexandra Feodorovna mastered and Old Church Slavonic. The pious empress regularly attended church services, and the liturgical books formed the basis of her personal library in the Alexander Palace.

When children appeared in the family of Nicholas II, then, according to tradition, English nannies were invited from England, but Russian teachers were also next to them. As a result, the eldest daughter of the tsar, Olga Nikolaevna, who was born in 1895, in 1897 spoke "in the same way in Russian and in English." Children read books mostly in English.

In fact, the family of Nicholas II was bilingual. On the one hand, Nicholas II wanted his daughters and son to grow up Russian in character and outlook on the world, so he spoke with the children only in Russian, and Tsarevich Alexei began to teach foreign languages ​​quite late. On the other hand, Nicholas II spoke and corresponded with his wife only in English. When the children grew up, they spoke only Russian among themselves, the girls spoke English with their mother, and spoke French with the teacher P. Gilliard. Olga and Tatyana knew a little German, but spoke it with difficulty. Maria, Anastasia and Alexei German language didn't know 915 at all.

The main backbone of teachers-philologists was formed around the royal daughters. In 1908/09 academic year the language load for girls was determined by the following schedule:

Total per week study load was 31 lessons, that is, with a five-day mode of classes, 6 lessons per day.

Teachers were usually selected on the basis of recommendations. Most often, after the French teacher P. Gilliard, the memoir literature mentions the English teacher, Cambridge graduate Sidney Gibbs. He was patronized by the teacher of the royal daughters, the maid of honor S.I. Tyutchev. In October 1908, she sent a letter to the secretary of the Empress, Count Rostovtsev, asking him to tell her "what impression he will make on you" 916 . Attached to the letter were recommendations from Ms. Bobrishcheva-Pushkina, at whose educational institution Gibbs taught English. The headmistress wrote about him as an "extremely talented" teacher working in the classes of a privileged law school. As a result of the “smotrin” in November 1908, 32-year-old S. Gibbs was appointed an English teacher for the royal children. Since the royal family permanently resided in the palace suburbs of St. Petersburg, he was paid extra money every month for transportation costs 917 .

Speaking about the study of foreign languages, it should be noted once again that the heir to Alexei began to teach them rather late. On the one hand, this was due to his constant ailments and long rehabilitation periods, and on the other hand, the royal family deliberately put off teaching foreign languages ​​to the heir. Nicholas II and Alexandra Fedorovna believed that Alexei should, first of all, develop a pure Russian pronunciation 918.

In the 1909/10 academic year, the workload for the royal daughters increased significantly. Then the eldest daughter, Grand Duchess Olga Nikolaevna, was 15 years old, and the youngest, Anastasia, was 6 years old. The philological block was:

The weekly teaching load has increased from 31 lessons to 54 lessons, that is, with a five-day week of more than 10 lessons per day. It was the language disciplines that were in the lead in terms of the number of allotted hours. However, it should be borne in mind that this timetable was not fixed, since secular duties and moving, of course, reduced the actual volume of classes, and the duration of one lesson was only 30 minutes 919 .

Like any mother, Alexandra Fedorovna paid attention to the language training of her daughters. In a letter to her older sister (August 19, 1912), she wrote: “I read to them a lot, and they themselves have already begun to read to each other English books. They read a lot of French, and the two younger ones were great in the play… Four languages ​​is a lot, but they just need them all… I also insist that they have breakfast and lunch with us, as this is a good practice for them" 920 . The language practice, as we have already mentioned, is due to the fact that Nicholas II and Alexandra Fedorovna spoke only English among themselves.

When Tsarevich Alexei grew up, these same teachers began to study with him. The Tsarevich began to study French when he was in his ninth year. P. Gilliard gave the first French lesson to the Tsarevich on October 2, 1912 in Spala, but due to illness, classes were interrupted for a long time. Relatively regular classes with the Tsarevich resumed only in the second half of 1913. It should be emphasized that, according to tradition, only native speakers, that is, foreigners, taught foreign languages ​​to members of the Romanov dynasty.

Pedagogical abilities of teachers of French and English highly appreciated Vyrubova: “The first teachers were the Swiss Monsieur Gilliard and the Englishman Mr. Gibbs. A better choice was hardly possible. It seemed absolutely wonderful how the boy changed under the influence of these two people, how his manners improved and how well he began to treat people. Over time, Pierre Gilliard took the post of educator under the crown prince, and his home name was “Zhilik”.

In May 1913, British citizen Charles Sidney Gibbs was awarded the Order of St. Anne III degree. In March 1914, he had his last lesson with seventeen-year-old Olga Nikolaevna. On this occasion, he was granted gold cufflinks. As Alexei matured, the attention of S. Gibbs focused on him, and in September 1916, "in connection ... with the intensification of his studies with His Imperial Highness the Heir Tsesarevich," the payment for his studies increased to 6,000 rubles. in the year 922.

Good relations with teachers were maintained literally until last days life of Tsarevich Alexei Nikolaevich.

After February Revolution In 1917, S. Gibbs remained a teacher, and then in September, following the royal family, he left for Tobolsk. In 1918, in a letter to the Yekaterinburg executive committee, the life physician E.S. Botkin asked to leave his caregivers Gibbs and Gilliard next to the Tsarevich, emphasizing that "they often bring more relief to the patient than medical supplies, the supply of which, unfortunately, is extremely limited for such cases" 923.

Gibbs was saved from death by the fact that he, as an English subject, was not taken from Tobolsk to Yekaterinburg. In the spring of 1918, Gibbs was sent to Tyumen. After the execution of the royal family in August 1918, Gibbs returned to Yekaterinburg and assisted Sokolov in investigating the death of the royal family. In 1919, under Admiral A.V. Kolchak Gibbs served as secretary of the British High Secretariat in Omsk. After the defeat of Kolchak's armies, S. Gibbs fled to China. In 1934 he converted to Orthodoxy and became hieromonk Fr. Nicholas, and then archimandrite. In 1938, Fr. Nicholas (S. Gibbs) returned to England. After the Second World War, he founded an Orthodox parish in Oxford, died in 1963, and was buried in Hadiston Cemetery in Oxford.

Pierre Gilliard also managed to survive, being next to the royal family. Having got out of Russia through China, he married the "room girl" of Empress Alexandra Feodorovna, Alexandra Alexandrovna Tegeleva, and settled in his native Switzerland. There he wrote memoirs about his service with the royal family and published numerous photographs.

Municipal Autonomous Preschool Educational Institution

"Kindergarten No. 311 of the combined type" of the Moscow region

G. Kazan

Native language- paternal and maternal language

Integrated Collaboration

children of senior groups, dedicated to the "Native Language Day"

prepared by: Mubarakshina S.V.

Happy mother tongue day!

Language is a reliable tool that unites people of the same nationality, making them a single whole. Representatives of more than a hundred nationalities have found their home on the friendly land of Tatarstan. Among the peoples living in the region, centuries-old traditions of mutual understanding and respect have developed, an atmosphere of religious tolerance and tolerance, brotherhood and mutual assistance has been formed.

Native Language Day is a holiday when everyone has the opportunity to feel like a part of their people.

Target: Introduce children to Mother Tongue Day.

Give the concept of what a native language is and why it is called native. Develop children's curiosity and interest in languages.

Raise respect and love for the native language, as well as for other languages.

Material: handkerchiefs, skullcaps, national Tatar and Russian costumes, twigs, scarves.

Preliminary work:reading fiction peoples of the Volga region, conversations about their native land, looking at illustrations, learning poems, songs, dances, acquaintance with folk games, national dishes

Event progress

Presenter: Hello guests! We invite you to a holiday, to Mother Language Day!

(Children of older groups enter the hall to the song about the Motherland)

Presenter: On April 26, the birthday of the great Tatar poet and educator Gabdulla Tukay, the Republic of Tatarstan celebrates another significant event- Mother tongue day.

Symbolically, these two memorable dates we are annually celebrated on the same day. It is well known with what trepidation the poet treated his native language, calling it holy and beautiful: "Native language, native language. With you I boldly walked into the distance. You exalted my joy, you enlightened my sadness ...".

Listening to the song "Tugan tel" to the words of G. Tukay

Presenter: Each nation has its own unique culture, history, traditions, way of life. Every nation has its own language. The language in which a person pronounces his first words: mom, dad, motherland. save it important task every person of any nationality.

Presenter: There are no “bad” and “good” languages, just as there are no “bad” and “good” nations. Any language is a tool, but not only a tool - it is also a mirror. A mirror of the life and work of the people, a mirror of its social development. And at the same time, a mirror of the connections of this people with other peoples.

Presenter: Representatives of more than 115 nationalities and nationalities live in our republic. They all live in peace and harmony with each other.

Leading: In our city and republic, we can hear Russian, Tatar, Chuvash, Mordovian, Ukrainian, Armenian, Georgian and other languages. In our country, all citizens can use their native language, but the Russian language is the means of interethnic communication.

Guys, in our republic the second state language is the Tatar language. Among us, too, there are guys of different nationalities. IN kindergarten we speak not only Russian, but also study Tatar. But still, the language in which we communicate with you in order to understand each other is Russian.

Let's play translators.

Game: "Translators"

Let's remember what words you know in the Tatar language. As it will be in Tatar: father, mother, grandmother, girl, boy, house, dog, cat. (children's answers). And now we will listen to a poem dedicated to the day of the native language, which the children will read.

1. On mother tongue day

I wish you to keep it

To make speech easy

Swear words without repeating

speak well -

A good word is nice!

That's why the language came

To communicate clearly.

2. Everyone has a language,
What is dear forever
No mother tongue
There is no person! We sing to them, we say
From birth
And to the mother tongue
There is great zeal!Happy mother tongue day
We congratulate you
We acknowledge the fact
What language do we know!

3. TATARSTAN

Tatar native land,
Traditions we do not count yours.
We do not know another edge
Where would they also be revered.

Kurai sounds, caressing the heart
Beautiful, loving people.
We can only warm ourselves here
In the arms of his motherland.

It's so calm and safe here.
Everything here is pleasing to the eye and ear.
It is impossible to live outside the homeland,
After all, she has a special spirit,

Calm tones and colors
And a proud, inspired camp.
You are a newfound fairy tale -
Our modern Tatarstan.

Tatar dance

Child : Every sound, every word

I love my native language

From the cradle the world is huge

He opened in front of me.

Isn't his mother on top of the unsteady

Singing songs in silence

Isn't it a miracle - fairy tales

Grandma told me

Russian dance "Quadrille"

Leading: Each nation praised its own language. Poems, songs, epics, legends are written in the native language

And now let's listen to the poem "Tatar Tele" by Nazhip Madyarov.

Tatar tele - minem tugan telem,

Sөylәshүe rәkhәt telda st.

Shul tel belan koylim...

Shul tel belan soylim

Millatishem bulgan һәrkemgә.

Donyalar kin, anda illar bik kup.

Tugan ilem minem ber gene.

Tugan ilemdә dә tellаr bik kup,

Tugan telem minem ber gene.

Children sing the song "Tugan tel"

Leading: We also know Tatar and Russian folk games:

Tatar game “We sell pots” (“Chulmak satu ueny”).

Russian game "Wattle"

Bashkir game "Yurt"

Presenter: From birth, a child hears the sounds of his native language. Mother sings lullabies, grandmother tells fairy tales. Each language has its own proverbs and sayings:

Җide kat ulcha, ber kat kis. - Seven times measure cut once.

Aytkan suz - atkan uk. - The word is not a sparrow: it will fly out - you will not catch it.

Tyryshkan tabar, tashka kadak kagar. - Patience and work will grind everything.

Kem ashlami - shul ashamy. - Who does not work shall not eat.

Kartlyk - Shatlyk Tugel. - Old age is not a joy.

Kuz trigger - cool ashley. - The eyes are afraid, but the hands are doing.

Yatmy without kapchykta - You can’t drown an awl in a bag.

Kitap - belem chishmase. Books don't tell, they tell the truth.

Tamchy tama-tama tash tisha. - A drop hollows out a stone.

Drop by drop and the stone hammers.

Child:

There are many big countries in the world,

And there are many small

And for any nation

Your language is an honor.

You have the right to be proud, Frenchman,

French.

You always say Hindu

About your language.

Chinese, Turk, Serb or Czech,

Dane, Greek or Finn, -

Of course, your native language alone is dearer to you than all.

Leading:

There are no distances for friendship,

There are no barriers for hearts.

Today we are on this holiday

Helmet to the children of the world.

Dance with twigs

Leading: The poet Vyazemsky owns the following words:

“Language is the confession of the people.

It reflects its nature.

And soul. And native life "

Indeed, all languages ​​are beautiful, every language is beautiful. Do not forget, love your native language, take care of it, be proud of it!

Leading: Live together in peace and harmony with children of different nationalities. Happiness to you, health, kindness.

This concludes our holiday.

General round dance

NATIVE- NATIVE, native, native. 1. Being in a blood relationship in a straight line. Native father. Native son. Native grandfather. Native great-grandfather. Mother, daughter, grandmother. “And my own father is an enemy to me: he is not willing to go for an unloved Pole.” Gogol. || use towards… … Dictionary Ushakov

native- Related, relative, near, close, blood. Brothers of the same womb, of the same blood. They are flesh of our flesh, bone of our bones. See home… Synonym dictionary

native- NATIVE, oh, oh. 1. in sign. n., wow, m. Iron. appeal. Well, dear, do you want a crunchy (face)? 2. Foreign, made abroad. And what, the sweater is soviet (Soviet)? Non-native. 3. Originally inherent in a given thing, a given type. At your… … Dictionary of Russian Argo

NATIVE- NATIVE, oh, oh. 1. Consisting in direct (blood) relationship, as well as in general in relationship. Native sister. R. uncle. Stay with relatives (n.). 2. Own by birth, by spirit, by habits. R. edge. Home country. R. language (the language of their homeland, they speak Rum with ... Explanatory dictionary of Ozhegov

native- native, short. f. m. and Wed. not used, native, native and obsolete and colloquially native ... Dictionary of pronunciation and stress difficulties in modern Russian

native- adj., use very often 1. You call a relative a person who is your blood relative in a direct line, as well as any relative in general. Native mother. | Brother. | Lera was my sister on my father's side. 2. You are relatives ... ... Dictionary of Dmitriev

native- PO Box, o/e 1) Being in consanguinity in a straight line, as well as in any relationship in general. Native father. Native mother. Native family. Young Mikhail, on a female knee, descended from Rurik, for his own grandmother, the wife of Nikita Romanovich, was dear ... ... Popular dictionary of the Russian language

native- oh, oh. Dear, close to my heart. == Native [Communist] party. pathet. Soviet people unanimously and ardently support the political course of their native Communist Party. Worker, 1984, No. 5, 2. Factory workers warmly approve ... ... Explanatory Dictionary of the Language of Soviet Deputies

native- I see native 3); Wow; m. Hello, dear. II PO box, o/e. see also native, native, relatives, dear 1) Being in a blood relationship in a straight line, as well as in any relationship in general ... Dictionary of many expressions

native- (th, oe) native mother b±han enin; brother baldiokhan aga; native home of baldiohan dё̄ … Russian-Nanai dictionary

native- ▲ close to (whom), the soul is close to the soul (# edge). darling. paternal. fatherly. close (# relationship). short. close. sincere (# friend). bosom. unforgettable. unforgettable. indelible. memorable. painfully familiar (# traits) … Ideographic Dictionary of the Russian Language

Books

• Native alphabet. Educational-methodical complex in 4 parts. Part 4 , N. V. Antonenko , T. M. Klimenkova , O. V. Naboychenko , M. V. Ulyanova , Toolkit to the textbook `Native primer` is intended for teachers and parents. The manual contains scientific and theoretical material, representing a natural method ... Category: Miscellaneous Series: Bioadequate textbooks Publisher: TRADITION, Manufacturer: TRADITION, Buy for 331 UAH (Ukraine only)
• native space. Democratic Movement. Memories. Part 4, A. E. Levitin-Krasnov, Your attention is invited to the publication NATIVE SPACE. DEMOCRATIC MOVEMENT. MEMORIES. PART 4… Category:Other memoir authors Publisher:

Mother tongue is a holy language, father and mother tongue,
How beautiful you are! I comprehended the whole world in your wealth!
Rocking the cradle, my mother opened you to me in a song,
And I learned to understand my grandmother's fairy tales.
Native language, Native language, with you I boldly walked into the distance,
You exalted my joy, you enlightened my sorrow.
Mother tongue, together with you for the first time I prayed to the Creator:
“Oh God, forgive my mother, forgive me, forgive my father!”

These lines of the famous poem of the great Tatar poet Gabdulla Tukay cannot leave indifferent any person of any nationality. Through the native language from early childhood, a person, like a sponge, absorbs all the information about the world around him, perceives the features of his worldview. national culture, its values ​​and foundations. The native language is directly related to the formation of personality, its self-determination. But it is no secret that in the modern world of globalization and urbanization, the tendency of the disappearance of the linguistic diversity of the peoples inhabiting Russia is spreading more and more.

In this regard, more and more government programs are now appearing to support and develop the disappearing languages ​​of the ethnic groups inhabiting the Russian Federation. These programs are part of larger programs aimed at the ethno-cultural development of the peoples of Russia, on the one hand, and at strengthening the unity of the Russian people, on the other. The tasks of these programs are aimed at solving such important and acute issues as the development of regions and interethnic relations.

Looking into the history of Russia, we can say that these tasks were faced by the rulers of our state throughout its existence. Russian tsars and emperors, from Ivan the Terrible to Nicholas II, understood that for the prosperity and well-being of the country entrusted to them, the rallying of a huge population is very important Russian Empire. A lot of attention was paid to this issue, and one of the directions of this activity was education through publishing, the publication of books in the native languages ​​of various nationalities. Thanks to this activity, many nationalities in general for the first time had their own written language and printed matter.

And quite recently, I began to understand that, as a Tatar by nationality, it was very interesting for me to learn more about the history of my native language in the context of Russian history, about editions and translations of books into the Tatar language. And the very first fact surprised me very much: it turns out that the first printed edition in the Tatar language appeared under Tsar Peter I in 1722. It was a special "Manifesto" with a translation into Tatar. The purpose of this publication was to acquaint the population of the Caspian Sea and the Caucasus (Tatars, Nogais, Azerbaijanis, Dagestanis, Balkars, etc.) with the causes and objectives of the Persian campaign. A copy of the "Manifesto" is now kept in St. Petersburg, at the Institute of the Peoples of Asia and Africa of the Russian Academy of Sciences.

Further publication of books in the Tatar language was associated with educational and missionary goals. Tatars are the second largest ethnic group and the most numerous people Muslim culture in Russian Federation. The Tatar people have an ancient and bright history, closely connected with the history of all the peoples of the Ural-Volga region and Russia as a whole. And the government has always well understood the importance of the full integration of the Tatar people into life Russian society. Thus, during the reign of Empresses Anna Ioannovna (1730-1740) and Elizaveta Petrovna (1741-1761), the Office of Newly Baptized Affairs was established and successfully operated, which also included the opening of missionary educational schools. It should be noted that, according to the results of the activities of the Office, the number of newly baptized from 1740 to 1762 amounted to almost 270 thousand people, some of them were Tatars.

The Islamic religious literature of that time was mainly brought from abroad, and these books were only in Arabic. But in 1802, by decree of Emperor Alexander I, the first Tatar printing house was opened at the gymnasium in Kazan, and within just three years, 11,000 Tatar alphabets, 3,000 Korans and up to 10,000 other books of religious content were printed in it. After that, literacy began to spread widely among the Tatars, and printed books began to diverge in huge numbers.

At the same time, Emperor Alexander I issued a nominal decree to the Synod, according to which it was required to provide: translation into the Tatar language of the creed, prayers, a short catechism; teaching the Tatar language in seminaries for candidates for places in Tatar parishes. The first translation of the catechism into the Tatar language was published in 1803. In 1816-1826, A. Troyanovsky, teacher at the Kazan Theological Academy. published a Tatar grammar and a dictionary of the Tatar language.

A great event for the Tatar people was the founding of Kazan University in 1804, which soon turned into a major scientific and cultural center. With its opening, favorable conditions were created for spiritual development not only the Russian population, but also representatives of other nationalities.

In 1806-1820. in Astrakhan, a mission of the Edinburgh Bible Society was opened, which also translated and published books of Holy Scripture in Turkic languages. The activities of this society were also carried out with the financial support of Emperor Alexander I and under the protection of his troops. In 1817 from the Edinburgh Society in Orenburg province 4,000 catechisms were delivered in the Tatar language. The books were printed in Arabic script and, like many translations of that time, contained a lot of Arabicisms and were not very understandable. ordinary people. During the reign of Nicholas I (1825-1855), much attention was paid to the use national languages in missionary schools. Many Christian religious texts are also translated into Tatar.

At the same time, the Tatar printing house at the gymnasium merged with the university one. Over the next 20 years, it produced 193 editions in Arabic script. The Tatar alphabet was published 33 times with a circulation of up to 10 thousand copies. But the modern written Tatar language has a Cyrillic basis, and I had a question when and for what reason it was introduced into the Tatar language.

At the Kazan Theological Academy in 1847, a commission was created to translate sacred and liturgical books into the Tatar language, in which one of the main places was occupied by the teacher of the Tatar and Arabic languages ​​\u200b\u200bNikolai Ivanovich Ilminsky. For 11 years, the commission worked on translations into Arabic books of Holy Scripture.

N.I. Ilminsky was the first to wonder why the Tatars do not perceive Holy Bible, which the missionaries carry to them, and understood that the Holy Scriptures are alien to the Tatar people, because the learned Arabic language is incomprehensible to them. Then Ilminsky left the work of eleven years, left the commission and began all the work anew. It was he who created the folk Tatar script and began to translate Christian literature anew. N.I. Ilminsky wrote: “In order for the translation to really serve the Christian enlightenment of the baptized Tatars, for this it must be done in a language that is completely understandable to them, i.e. colloquial, because they do not have a bookish language. In order to completely break the connection between the Christian Tatars and Mohammedanism, the alphabet itself in the aforementioned translations should be used in Russian with the use of Tatar sounds. The alphabet was created, grammar - the written language of the spoken Tatar language was fully developed.

Later, a new commission was created with the task of translating into the national Tatar language according to the Ilminsky system. This commission, besides him, included the professor of KDA Mirotvortsev (for translations into Mongolian languages), the head of the Siberian foreign school Yakovlev (into Chuvash and other languages) and other translators. Gradually, those who had to deal with translations began to come to Kazan from all over Russia. Kazan became the center of a huge translation activities. IN Central Asia the disciples of Ilminsky worked, translating the Holy Scriptures and divine services into Uzbek, Turkmen, Tajik and other languages. It was a huge undertaking, which had no analogues in the West.

In 1862, the Primer was published in the folk Tatar language with the Russian alphabet, adapted by N.I. Ilminsky for the Tatar language.

Of course, such a huge activity required the support of influential people, senior officials and clergy. And Nikolai Ivanovich was not alone, he was supported by the Moscow Metropolitans - first Metropolitan Filaret (Drozdov), then Metropolitan Innokenty (Veniaminov), Chief Procurators of the Holy Synod - Count D.A. Tolstoy, then K.P. Pobedonostsev, teachers of the Kazan Theological Academy and the public. A few years later, the Tatar script based on the Cyrillic alphabet was adopted everywhere, including by Muslim Tatars. There is probably no need to explain how important this event was for the Tatars, for their native Tatar language and for Russia as a whole. After all, we know from history that for many centuries the Tatars, although they were part of the peoples of the Russian Empire, placed their aspirations and hopes for the future on the eastern Muslim countries. There were popular beliefs among the Tatars that in the future the day would come when the Turkish Sultan would liberate the Tatars from the Russian Orthodox government and establish a faithful Muslim state.

At present, in Tatarstan and Bashkortostan, I also observe this dangerous trend. Just ten years ago, I could not have imagined that in our ordinary Tatar village, girls would suddenly start wearing hijabs. And the news that one of the local young guys, whom I considered an unbeliever, was convicted and imprisoned for distributing extremist Muslim literature, generally shocked me. And all this is happening among the Tatar population, where mixed Russian-Tatar marriages are very common, and in my memory there have never been interethnic conflicts. Of course, these events lead to sad thoughts and feelings about the future of your family, loved ones and your homeland.

My personal search for myself and the meaning of life was also stormy and heterogeneous. In the post-Soviet time, a whole sea of ​​all kinds of teachings from different religions of the world, Buddhism, Hinduism and various sectarian beliefs, poured into our country, and it was very fashionable to understand these areas, to be in the know, to be considered knowledgeable. The very first acquaintance with Christianity took place in Latvia, where Protestant missionaries handed me small pamphlets about the life of Jesus Christ and several prayers: they seemed very interesting to me, and I even gave them to my children to read. In the early 90s, I began to subscribe to the journal Science and Religion, which printed icons of the Mother of God with short prayers. Quite intuitively and unconsciously, I cut them out and took care of them, although at that time I still could not comprehend and explain my interest in Orthodox icons. But later, when an inner understanding came that it was necessary to somehow determine oneself, the decision was made in favor of Islam. The logic seemed to be simple: Tatar means Muslim.

But a few years ago, events occurred that radically changed my life and the life of my family. My daughter went to St. Petersburg to study and, upon her return, received Orthodox baptism in one of the churches in Ufa, and later left again, now to work, in the Northern capital. She could not get married for a very long time. Everything seemed to be for this - and desire, and even boyfriends, but for some reason something always didn’t work out, my family and I were very worried about her. All her friends had been married for a long time and took care of the family, and it was clear that she was often tormented by the question, what is all the same wrong with her? And when she was already 28 years old, a few months after she was baptized and worked a little in the Orthodox community, she was immediately proposed to marry. For her and for me, of course, it was a shock and a joy. And now she has been married for several years to a very a good man and happy. I associate this joyful event with another important event in my life.

I came to St. Petersburg to visit my daughter and met Fr. Alexander and members of the Society for the Memory of Abbess Taisia. At that time, I still had no thoughts about baptism, but the words of the priest were very memorable that the family is like a tree, and if the tree itself is good and healthy, then the branches of this tree will be good and fruitful. After reflecting at my leisure on these seemingly simple and obvious words, I realized that if I accept Orthodoxy, then both myself and my children, we will all change for the better. And, as if to confirm these words, 2 years after my baptism, my son, who firmly considered himself a Muslim, himself expressed a desire to accept Orthodoxy and was baptized.

Once, returning from St. Petersburg to Ufa by train, I was traveling in a compartment with a young woman who spoke Tatar. After talking about many things, we talked about religion, and the conversation turned to prayers, about understanding their meaning, and then she admitted that she was baptized in order to pray consciously. She believed that in order to understand Muslim prayers, one must know Arabic, and she could not say prayers without knowing what. Then she showed me a very beautiful small Kazan icon of the Mother of God, which she constantly carried with her.

Some time later, Fr. Alexander suggested that I translate into Tatar the book “Orthodox Catechism”, published by the Society for the Memory of Abbess Taisia, so that readers from Tataria and Bashkiria could get acquainted in their native language with the basics of Orthodoxy, set forth by the teacher of the Moscow Theological Academy Ivan Aleksandrovich Glukhov in his lectures and painstakingly recorded by the priest during his studies at the seminary. This proposal made me very happy, and I was grateful to him for this opportunity.

When starting work on translating the book "Orthodox Catechism", it seemed to me that I had enough knowledge about Orthodoxy, but the further the work went on, the more I realized that I was mistaken. I noticed that I find in the book a lot of answers to questions that have worried me for a long time. And it is very important that in our vain world there is such a book where invaluable knowledge about the universe, about man and his attitude to God, to his life and other people is so briefly and clearly stated. I would also like to note that after reading this book, you begin to think more about your sinfulness and about how little we attach importance to it in the turmoil of everyday affairs.

And, of course, it was very pleasant that the "Orthodox Catechism" - a book indispensable in every home - is being translated into my native Tatar language, and my compatriots will also be able to draw on the spiritual riches collected in this wonderful book.

After reading the book "Orthodox Catechism" in Tatar, my friend, a Tatar by nationality, said that she could not even imagine how important knowledge was presented in this book. She said: “It was as if I woke up and began to look at life in a completely different way. Somehow my relationship with people began to change. She herself began to show more patience with her loved ones and began to feel better. After the death of my husband, I was in disarray and eventually became seriously ill, I could not even go to work. And after reading this book and constantly rethinking what was written in it, I looked at myself, at my state of mind to your pain in a very different way. I began to kind of come to life and advised my children to read this very valuable book. Now she is married, and I learned from mutual acquaintances that she is doing well.

Translation into Tatar is also very important because it is the second most common language in Russia after Russian. Tatar language refers to the Kypchak subgroup of the Turkic group of the Altai language family. Experts distinguish three dialects: western (Mishar), middle (Middle Volga and Urals) - a reference, it is spoken by the majority of the Tatar-speaking population of Tatarstan and Bashkortostan, and eastern (Siberian-Tatar) dialects. The translation of the book "Orthodox Catechism" is made in the modern Tatar language, which is close to the middle dialect in phonetics, vocabulary and morphology, and since I live in the north-eastern part of Bashkortostan, in the translation, readers can notice the influence of the Zlatoust dialect inherent in this area.

Perhaps the translation was not perfect, and my knowledge and efforts were not enough to avoid all the mistakes and shortcomings that arise during the translation. But I really hope that readers will be able to forgive me for them, and in the future there will be reprints of the catechism, taking into account the wishes of readers.

Now, after the passage of time, I have become even more aware of how important it is to publish spiritual books in the native language of the reader. This was understood before, several centuries ago, and is understood even now by those who value the culture of their native people and the role of Orthodoxy in its preservation. And I am very grateful to God that I was able to take at least a small part in such an important and great cause.

Alla Sadretdinova

Permanent residence in the same environment does not make it possible to fully understand what the native language means for a person. When there are no difficulties in overcoming the language barrier, few people think about the role of communication for the psychological, moral state of each individual. Sometimes only the arrival of foreigners can shake confidence and peace. Even the slightest difference in languages ​​with the inhabitants of countries makes it clear how difficult it is for a person without understanding the speech of the interlocutor.

The importance of speaking in human life

From birth, a child is instilled with knowledge and skills that will help in life. And speech is one of the most important skills that a small person masters. Remember how awkward you feel when you can’t understand what exactly a two-year-old baby wants from you. Muttering and mangling words, he struggles to convey his point of view, desire, emotions. And if it is simply difficult for adults to understand such a “conversation”, then it is sometimes even more difficult for a child. Despite all his efforts, he remained unheeded. It is from this age that it is important to form in children an understanding of what the native language means for a person, to instill a love for the word.

How to educate in your native language?

It is very important to help children learn the language. And this applies not only to the school curriculum. IN educational institutions teachers polish the basis already received by the baby, expanding lexicon, correct some errors that are present in the speech of the child and his environment. But one cannot place all hopes only on the school curriculum, which is limited by the framework, time and methods. Teachers are not always able to convey to their students the role of the native language in human life. Discussions, reading, watching movies, listening to songs in a relaxed home environment will be the key not only to spending time together, but also to preserving the native language.

The language of the people is a mirror of their soul, cultural heritage

Language is not only a tool for communication between different people. The meaning of the native language in human life is much deeper and more important. He is the bearer of culture, mentality, traditions and history of every nation. There are over 6,000 in the world different languages. Some of them are similar, and representatives of neighboring countries can understand each other's speech in whole or in part, others are absolutely incomprehensible and have nothing similar to a person's native dialect. Even within the same country, different dialects can be used.

Each of them is the highlight of the region, its soul. After all, language is a reflection of the thought of both one individual person and a group of people, an entire nation. This is a defining component of national unity, uniting people who are different in spirit, way of existence, social aspects. E. Sapir's statement very characteristically describes the role of language in the formation of culture as a phenomenon and culture of an individual person: “Culture can be defined as what a given society does and thinks. Language is how people think.

Away is good, but home is better

The easier it is to understand what a native language means for a person, the farther he is from home. This problem is very acutely felt by emigrants who, due to various circumstances, were forced to leave their homeland. The need for communication, which cannot be fully satisfied by speaking in a foreign language, pushes people to create interest groups, communities, diasporas. Very often, such communities keep centuries-old traditions much more reverently and reliably than their compatriots who do not experience difficulties of this nature.

It is very important to be able to hear, speak, understand the native language every day. In he is a kind of path that connects him with the house and loved ones. It is not for nothing that many, unable to bear the separation from their native land, suffering from nostalgia, cannot take root in a foreign land. Often the reason for this is not only the economic aspect, different mentality and habits. The impossibility of free communication in the language in which you think becomes an insurmountable obstacle on the way to permanent residence abroad.

After all, the lack of speaking practice, writing, reading can lead to forgetting, distorting even the native language, which a person has been using since birth. Of course, some everyday phrases absorbed with mother's milk will not disappear forever, but vocabulary, the ability to speak freely and without an accent may be lost. It is all the more important to try to preserve a piece of your homeland, to cherish and sing about it through the word.

Is it necessary to teach a child the native language while living abroad?

For each person, the native language is the language in which he speaks from birth, these are mothers' lullabies, the first questions and answers. However, what about children born in a foreign country for their parents, or those who moved to a new area while still a baby? How to determine which language is native to them? How to explain the difference between the two different ways express your thoughts and feelings?

Trends modern world are such that knowledge of several foreign languages ​​is no longer a whim or desire of parents. Most often, this is a necessity, without which adulthood difficult to orientate Good work. Psychologists and educators say that it is much easier for a child to learn a language than for an adult. At the same time, the main base is laid at a very young age, even before school. The ability of the brain to perceive information in this period of life is colossal. Children living in a bilingual country or family can freely communicate in both the common language and their native language.

It is important for parents to pay close attention to mother tongue, because the school, communication with peers will help the child to competently and clearly express himself in the language necessary for life. But the complete absence or lack of practice will lead to the fact that the native language is completely erased from memory, forgotten and the invisible thread that connects a person and his homeland breaks.

How to overcome the language barrier

Often problems in communication arise due to the inability of a person to solve this problem. An extensive vocabulary, understanding of the basics of grammar, ways of constructing sentences still do not provide the opportunity for free communication. These difficulties are due to a lack of understanding spoken language. The acquisition of the necessary skills occurs only during live communication, through reading fiction, periodicals, watching movies. At the same time, it is important not to forget to improve pronunciation. individual words and phrases. What does the native language mean for a person, will help to find out the possession of several dialects. And only by feeling the difference, you can really understand how much you love your country and its language.