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1 Russian language. 9th grade. RY options Listen to the text and write summary. Please note that you must convey the main content of both each micro-topic and the entire text as a whole. The volume of presentation is at least 70 words. Write your summary in neat, legible handwriting. Text for listening In the life of every person there is a certain “zero” level of happiness, from which he counts, just as heights are counted from sea level. And the task of people is to constantly increase the level of happiness relative to “zero”. This concerns not only personal happiness, but, above all, the happiness of others. The methods may be different, but there is something different for everyone. Most of us are unable to solve government issues that could significantly increase the level of happiness of many people. But at least within your family, your work environment, your friends and acquaintances, you can increase your level of happiness. After all, everyone has the opportunity to increase creativity in life. Life is first and foremost creativity, but this does not mean that every person should become an artist, ballerina or scientist. You can simply create an atmosphere of goodness and happiness around you. After all, when communicating with people, everyone can bring with them an atmosphere of suspicion, painful silence, or they can immediately bring joy and light. And this is also creativity. 148 words (according to D.S. Likhachev) StatGrad academic year. Publication on the Internet or in print without the written consent of StatGrad is prohibited

2 Training work in the RUSSIAN LANGUAGE Grade 9 October 11, 2016 Option RYA90101 Completed by: Full name class Instructions for completing the work The work consists of three parts, including 15 tasks. 3 hours 55 minutes (235 minutes) are allotted to complete work in the Russian language. Part 1 includes one task and is a short written work based on the text you listened to (concise presentation). The source text for the condensed presentation is listened to twice. This task is completed on a separate sheet. Part 2 consists of 13 tasks (2 14). Part 2 tasks are completed based on the text read. Write down the answer to tasks 2 and 3 as one number, which corresponds to the number of the correct answer. The answers to tasks 4 14 are a word (phrase), number or sequence of numbers. Write your answer in the answer field in the text of the work. If you write down an incorrect answer to a task in Part 2, cross it out and write a new one next to it. Part 3 is performed on the basis of the same text that you read while working on the tasks of part 2. When starting part 3 of the work, choose one of the three proposed tasks (15.1, 15.2 or 15.3) and give a written, detailed, reasoned answer. This task is completed on a separate sheet. You are allowed to use a spelling dictionary. When completing assignments, you can use a draft. Entries in the draft are not taken into account when grading work. The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points. We wish you success!

3 Russian language. 9th grade. Option RY Part 1 Listen to the text and complete task 1 on a separate sheet. First write the task number, and then the text of the concise summary. 1 Listen to the text and write a concise summary. Please note that you must convey the main content of both each micro-topic and the entire text as a whole. The volume of presentation is at least 70 words. Write your summary in neat, legible handwriting. Part 2 Read the text and complete the tasks (1) From the time of his promotion to officer and especially from his entry into active army, sixteen-year-old Petya Rostov was in a constantly excited and happy state of joy from the fact that he was an adult, and tried not to miss any opportunity to show real heroism. (2) When on October 21, 1812, his general expressed a desire to send someone with an urgent report to the partisan detachment under the command of Denisov, Petya asked so much to send him that the general could not refuse. (3) But, sending the boy, he forbade him to participate in any actions of the detachment, remembering Petya’s crazy act in the battle of Vyazma, when he rode in a chain under the fire of the French, exposing himself to mortal danger, instead of going the road there where he was sent. (4) In the evening, when the officers of the detachment were sitting at the dining table in a small wooden hut and Petya, together with everyone else, was eating fragrant lamb roasted on a spit, he turned to Denisov: (5) So what do you think, Vasily Fedorovich: it’s okay if I Shall I stay with you for a day? (6) I was ordered to find out everything, so I will find out, but please let me into the most important one (7) The most important one, Pyotr Ilyich, Denisov repeated, and his eyes narrowed with a smile. (8) Having calmed down a little, Petya began to go over the events of the past day in his memory. (9) He immediately remembered how in the morning he saw a young French drummer taken prisoner. (10) “It’s great for us, but what about him? (11) I wish I could find out where he is, Petya thought excitedly. (12) You can ask, but they will say that the boy himself felt sorry for the boy. (13) Will you be embarrassed if I ask? (14) Well, it doesn’t matter!” (15) And immediately, blushing and looking in fear at the officers, would there be mockery in their faces, he said: (16) Gentlemen, can we call this boy, a prisoner? (17) Give him something to snack on (18) Maybe he's hungry

4 Russian language. 9th grade. Option RY (19) Yes, pathetic boy, said Denisov, not finding anything shameful in this reminder. (20) Call him here. (21) His name is Vincent Bosse. (22) “I’ll call,” Petya said and ran out into the yard. (23) Who do you want, sir? asked a voice from the darkness. (24) Petya answered. (25) Oh, Spring? said the Cossack. (26) He seemed to be warming himself by the fire. (27) Hey, Spring! (28) Visenya! Voices and laughter were heard in the darkness. (29) And the boy is as smart as fire, said the hussar standing next to Petya. (30) We fed him just now. (31) I was hungry with passion! (32) Timid, hesitant steps were heard in the darkness, and, splashing his bare feet in the mud, the captive drummer approached the door. (33) Do you want to eat? said Petya in French. (34) Don’t be afraid, I promise they won’t do anything to you. (35) Come in, come in. (36) Thank you, sir, the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold. (37) Petya wanted to say a lot to the drummer, but he did not dare to do it even face to face. (38) Then in the darkness I took his hand and shook it. (39) “Oh, what should I do for him?” Petya spoke to himself, opening the door to let the boy through. (40) When the drummer entered the hut, Petya sat away from him, considering it humiliating for himself to pay attention to him. (41) He only felt the money lying in his pocket and was in doubt whether it would be a shame to give it to the unfortunate drummer. (according to L.N. Tolstoy *) * Lev Nikolaevich Tolstoy () world famous Russian writer, educator, religious thinker, author of the novels “War and Peace”, “Anna Karenina”, “Resurrection”, etc. The answers to tasks 2 14 are a number, a sequence of numbers or a word (phrase) that should be written in the answer field in the text of the work. 2 Which answer option contains the information necessary to substantiate the answer to the question: “Why did the general forbid Petya Rostov to participate in the actions of the partisan detachment?” 1) The general needed Petya to return immediately and bring the necessary information. 2) The general feared for Petya’s life. 3) The general considered Petya an inexperienced fighter. 4) The general did not want Petya to interfere with Denisov. Answer:

5 Russian language. 9th grade. OP Option Indicate a sentence in which the means of expressiveness of speech is an epithet. 1) Having calmed down a little, Petya began to go over the events of the past day in his memory. 2) When the drummer entered the hut, Petya sat away from him, considering it humiliating for himself to pay attention to him. 3) Timid, hesitant steps were heard in the darkness, and, splashing his bare feet in the mud, the captive drummer approached the door. 4) Petya wanted to say a lot to the drummer, but he didn’t dare do it even face to face. Answer: 4 From sentences 8-11, write down a word in which the spelling of the prefix is ​​determined by the rule: “If the prefix is ​​followed by a voiceless consonant, the letter denoting the voiceless consonant is written in the prefix.” 5 From sentences 4 6, write down a word in which the spelling of the suffix is ​​an exception to the rule. 6 Replace the colloquial word “nimble” in sentence 29 with a stylistically neutral synonym. Write this synonym. 7 Replace the phrase “excitedly thought”, built on the basis of adjacency, with a synonymous phrase with the connection management. Write the resulting phrase. 8 Write down the grammatical basis from the first part of a complex sentence. Among sentences 8 15, find a sentence with homogeneous isolated circumstances. Write the number of this offer.

6 Russian language. 9th grade. Option RY In the sentences below from the text read, all commas are numbered. Write down the number(s) indicating the comma(s) in the introductory word. I was ordered to find out everything, so I will find out, (1) but you will let me in, (2) please, (3) to the most important To the most important, (4) Pyotr Ilyich, (5) Denisov repeated, (6) and his eyes narrowed their eyes with a smile. 11 Indicate the number of grammatical bases in sentence 41. Write the answer in numbers. 12 In the sentences below from the text read, all commas are numbered. Write down the number(s) indicating the comma(s) between parts of a complex sentence connected by a subordinating connection. Petya wanted to say a lot to the drummer, (1) but he did not dare to do it even face to face. Then in the darkness I took his hand and shook it. “Oh, (2) what should I do for him?” Petya spoke to himself, (3) opening the door, (4) to let the boy through. When the drummer entered the hut, (5) Petya sat away from him, (6) considering it humiliating for himself to pay attention to him. 13 Among sentences 1 7, find a complex sentence with homogeneous subordination of subordinate clauses. Write the number of this offer. 14 Among sentences 5 15, find a complex sentence with a conjunctive coordinating and a conjunctive subordinating connection between the parts. Write the number of this offer.

7 Russian language. 9th grade. Option RY Part 3 Using the read text from part 2, complete on a separate sheet ONLY ONE of the tasks: 15.1, 15.2 or Before writing the essay, write down the number of the selected task: 15.1, 15.2 or Write an argumentative essay, revealing the meaning of the statement by Prosper Merimee: “Russian language a language created for poetry, it is extraordinarily rich and remarkable mainly for the subtlety of its shades.” When justifying your answer, give 2 (two) examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations. You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of P. Merimee. The essay must be at least 70 words. Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting. Write an argumentative essay. Explain how you understand the meaning of the ending of the text: “He just felt the money in his pocket and was in doubt whether it would be a shame to give it to the unfortunate drummer.” In your essay, provide two arguments from the text you read that support your reasoning. When giving examples, indicate the numbers of the required sentences or use citations. The essay must be at least 70 words. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting. How do you understand the meaning of the word COMPASSION? Formulate and comment on the definition you have given. Write an essay-argument on the topic: “What is empathy”, taking the definition you gave as the thesis. When arguing your thesis, give 2 (two) examples-arguments confirming your reasoning: give one example-argument from the text you read, and the second from your life experience. The essay must be at least 70 words. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting.

8 Training work in the RUSSIAN LANGUAGE Grade 9 October 11, 2016 Option RYA90102 Completed by: Full name class Instructions for completing the work The work consists of three parts, including 15 tasks. 3 hours 55 minutes (235 minutes) are allotted to complete work in the Russian language. Part 1 includes one task and is a short written work based on the listened text (condensed presentation). The source text for the condensed presentation is listened to twice. This task is completed on a separate sheet. Part 2 consists of 13 tasks (2 14). Part 2 tasks are completed based on the text read. Write down the answer to tasks 2 and 3 as one number, which corresponds to the number of the correct answer. The answers to tasks 4 14 are a word (phrase), number or sequence of numbers. Write your answer in the answer field in the text of the work. If you write down an incorrect answer to a task in Part 2, cross it out and write a new one next to it. Part 3 is performed on the basis of the same text that you read while working on the tasks of part 2. When starting part 3 of the work, choose one of the three proposed tasks (15.1, 15.2 or 15.3) and give a written, detailed, reasoned answer. This task is completed on a separate sheet. You are allowed to use a spelling dictionary. When completing assignments, you can use a draft. Entries in the draft are not taken into account when grading work. The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points. We wish you success!

9 Russian language. 9th grade. Option RY Part 1 Listen to the text and complete task 1 on a separate sheet. First write the task number, and then the text of the concise summary. 1 Listen to the text and write a concise summary. Please note that you must convey the main content of both each micro-topic and the entire text as a whole. The volume of presentation is at least 70 words. Write your summary in neat, legible handwriting. Part 2 Read the text and complete the tasks (1) From the time he was promoted to officer and especially from joining the active army, sixteen-year-old Petya Rostov was in a constantly excited and happy state of joy from the fact that he was an adult, and tried not to miss any a chance to show true heroism. (2) When on October 21, 1812, his general expressed a desire to send someone with an urgent report to the partisan detachment under the command of Denisov, Petya asked so much to send him that the general could not refuse. (3) But, sending the boy, he forbade him to participate in any actions of the detachment, remembering Petya’s crazy act in the battle of Vyazma, when he rode in a chain under the fire of the French, exposing himself to mortal danger, instead of going the road there where he was sent. (4) In the evening, when the officers of the detachment were sitting at the dining table in a small wooden hut and Petya, together with everyone else, was eating fragrant lamb roasted on a spit, he turned to Denisov: (5) So what do you think, Vasily Fedorovich: it’s okay if I Shall I stay with you for a day? (6) I was ordered to find out everything, so I will find out, but please let me into the most important one (7) The most important one, Pyotr Ilyich, Denisov repeated, and his eyes narrowed with a smile. (8) Having calmed down a little, Petya began to go over the events of the past day in his memory. (9) He immediately remembered how in the morning he saw a young French drummer taken prisoner. (10) “It’s great for us, but what about him? (11) I wish I could find out where he is, Petya thought excitedly. (12) You can ask, but they will say that the boy himself felt sorry for the boy. (13) Will you be embarrassed if I ask? (14) Well, it doesn’t matter!” (15) And immediately, blushing and looking in fear at the officers, would there be mockery in their faces, he said: (16) Gentlemen, can we call this boy, a prisoner? (17) Give him something to eat (18) Maybe he's hungry

10 Russian language. 9th grade. Option RY (19) Yes, pathetic boy, said Denisov, not finding anything shameful in this reminder. (20) Call him here. (21) His name is Vincent Bosse. (22) “I’ll call,” Petya said and ran out into the yard. (23) Who do you want, sir? asked a voice from the darkness. (24) Petya answered. (25) Eh, Spring? said the Cossack. (26) He seems to be warming himself by the fire. (27) Hey, Spring! (28) Visenya! Voices and laughter were heard in the darkness. (29) And the boy is as smart as fire, said the hussar standing next to Petya. (30) We fed him just now. (31) I was hungry with passion! (32) Timid, hesitant steps were heard in the darkness, and, splashing his bare feet in the mud, the captive drummer approached the door. (33) Do you want to eat? said Petya in French. (34) Don’t be afraid, I promise they won’t do anything to you. (35) Come in, come in. (36) Thank you, sir, the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold. (37) Petya wanted to say a lot to the drummer, but he did not dare to do it even face to face. (38) Then in the darkness I took his hand and shook it. (39) “Oh, what should I do for him?” Petya spoke to himself, opening the door to let the boy through. (40) When the drummer entered the hut, Petya sat away from him, because he considered it humiliating for himself to pay attention to him. (41) He only felt the money lying in his pocket and was in doubt whether it would be a shame to give it to the unfortunate drummer. (according to L.N. Tolstoy *) * Lev Nikolaevich Tolstoy () world famous Russian writer, educator, religious thinker, author of the novels “War and Peace”, “Anna Karenina”, “Resurrection”, etc. The answers to tasks 2 14 are a number, a sequence of numbers or a word (phrase) that should be written in the answer field in the text of the work. 2 Which answer option contains the information necessary to substantiate the answer to the question: “Why did Petya Rostov ask the general to send him to Denisov’s detachment?” 1) Petya was looking for an opportunity to prove himself as a hero. 2) Petya wanted to please the general. 3) Petya dreamed of meeting Denisov, whom he considered a real hero. 4) Petya was bored in his squad. Answer:

11 Russian language. 9th grade. OP Option Indicate a sentence in which the means of expressiveness of speech is comparison. 1) He immediately remembered how he saw a young French drummer captured in the morning. 2) Thank you, sir, the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold. 3) Yes, pathetic boy, said Denisov, not finding anything shameful in this reminder. 4) And the boy is as smart as fire, said the hussar standing next to Petya. Answer: 4 From sentences 8 11, write down a word in which the spelling of the prefix is ​​determined by the rule: “If the prefix is ​​followed by a voiced consonant, the letter denoting the voiced consonant is written in the prefix.” 5 From sentences 4 6, write down a word in which the spelling of the suffix is ​​determined by the rule: “In the suffix -ENN, two letters N are written in denominate adjectives.” 6 Replace the colloquial word “great” in sentence 10 with a stylistically neutral synonym. Write this synonym. 7 Replace the phrase “state of joy”, built on the basis of control, with a synonymous phrase with the connection coordination. Write the resulting phrase. 8 Write down the grammatical basis from the sentence. Among the sentences 8 15, find a sentence with a separate definition. Write the number of this offer.

12 Russian language. 9th grade. Option RY In the sentences below from the text read, all commas are numbered. Write down the number(s) indicating the comma(s) in the introductory word. “I’ll call,” (1) Petya said and ran out into the yard. Who do you want, (2) sir? asked a voice from the darkness. Petya answered. Ah, (3) Spring? said the Cossack. He (4) seems to be (5) warming himself by the fire. 11 Indicate the number of grammatical bases in sentence 40. Write the answer in numbers. 12 In the sentences below from the text read, all commas are numbered. Write down the number(s) indicating the comma(s) between parts of a complex sentence connected by a coordinating connection. In the darkness, timid, (1) hesitant steps were heard, (2) and, (3) splashing bare feet in the mud, (4) the captive drummer approached the door. Are you hungry? said Petya in French. Don't be afraid, (5) I promise (5) that they won't do anything to you. 13 Among sentences 1 7, find a complex sentence with sequential subordination of subordinate clauses. Write the number of this offer. 14 Among sentences 5 15, find a complex sentence with a non-union and allied coordinating connection between the parts. Write the number of this offer.

13 Russian language. 9th grade. Option RY Part 3 Using the read text from part 2, complete on a separate sheet ONLY ONE of the tasks: 15.1, 15.2 or Before writing the essay, write down the number of the selected task: 15.1, 15.2 or Write an essay-reasoning, revealing the meaning of the statement of Alexander Ivanovich Herzen: “The main The character of our language lies in the extreme ease with which everything is expressed in it: abstract thoughts, inner lyrical feelings,... sparkling pranks and amazing passion.” When justifying your answer, give 2 (two) examples from the text you read. When giving examples, indicate the numbers of the required sentences or use citations. You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with the words of A.I. Herzen. The essay must be at least 70 words. Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting. Write an argumentative essay. Explain how you understand the meaning of the phrase from the text: “Pete wanted to say a lot to the drummer, but he did not dare to do it even face to face.” In your essay, provide two arguments from the text you read that support your reasoning. When giving examples, indicate the numbers of the required sentences or use citations. The essay must be at least 70 words. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting. How do you understand the meaning of the word SHYNESS? Formulate and comment on the definition you have given. Write an essay-argument on the topic: “What is shyness”, taking the definition you gave as the thesis. When arguing your thesis, give 2 (two) examples-arguments confirming your reasoning: give one example-argument from the text you read, and the second from your life experience. The essay must be at least 70 words. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points. Write an essay carefully, legible handwriting.

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PRODUCTION TO OFFICERS

On May 15, 1902, the camp training period began, which ended on September 1 for the junior class and August 6-10 for the senior class with the promotion of cadets to the first officer rank of second lieutenant. This period of training was filled exclusively with field studies. We went through company and battalion exercises, minor tactical exercises, we practiced loose formation, guard duty, took a shooting course, and did field gymnastics. In the junior year, cadets carried out semi-instrumental surveys in groups, then each independently carried out two visual surveys of routes. In the senior year, visual estimates were drawn up for tactical tasks.

In addition, in the summer, the junior class was taken to Tula to inspect weapons and cartridge factories, and the senior class visited the district artillery range and attended artillery shooting. The test site was located near the village of Klementyevo, north of Mozhaisk. It was small and lost its significance over time. With the opening of another training ground in 1928, Klementyevsky was closed by me (I then commanded the troops of the Moscow Military District). After visiting the Klementyevsky training ground, the senior course examined the field of the Borodino battle of 1812, which had not yet been restored at that time.

The summer period ended with participation in district or large maneuvers.

Our school was located in the large All Saints Grove, which is now within the city. At that time it was a dense and impenetrable forest. The main roads in the grove were guarded by guards and patrols.

Our filming area covered Pokrovskoye-Streshnevo (now Infantry Street), the villages of Shankovo ​​and Nikolskoye, and Koptevskie settlements. When we left for filming at 7 o’clock in the morning, we received a so-called “dead man” in our hands, that is, a medium-sized French roll with a cutlet or cheese inserted into it. This “dead man” supported our existence until we returned to camp for lunch at one o’clock in the afternoon. The teachers checked the work we were doing on site.

The camp consisted of two barracks for each company. In the rear of the camp there was a dining shed, a kitchen, a punishment cell, an ammunition depot and apartments - summer cottages for the commanding staff.

In the camps, guard duty was assigned to cadets for practice. The guard commanders were the harness cadets, and the sentries were the cadets of the junior and senior classes. I'm not talking about the duty officers and orderlies in the companies, who carried out their service in the same way as in the winter.

The summer of 1902 was tolerable, there was relatively little rain, and it did not interfere with classes. While our drill and tactical training was good, we were inexperienced in shooting. Somehow little attention was paid to this at school.

The daily routine in the camps was not much different from the winter one. We got up at 6 o'clock in the morning, then went to the toilet and had a morning examination. At 7 o'clock tea and bread were given. After that, we either went out to filming or to drill. At 1.30 pm there was a good hearty lunch, after which rest was provided. At 4 o'clock in the afternoon, afternoon tea: some hot dish - new potatoes, cottage cheese with milk or a cutlet and tea. From 4.30 to 7 pm drills continued. At 8 pm dinner - also with a meat dish and tea. Then at 9 o'clock in the evening there was roll call on the front line and then at 10.30 everyone went to bed.

Sometimes we had complaints about the allowance, but I remember our half-company Bauer used to say: wait, when you are officers, remember about this table. Subsequently, I had to remember Bauer’s predictions more than once, since I had to restrain my appetite for an officer’s salary.

There was one responsibility that was not assigned to all cadets, but fell on my shoulders twice. The company commanders took turns in charge of the cadets' satisfaction. To help them, two cadets were brought in for a month - to perform the duties of a counter and a food master. The first was the preparation of the layout, menu and maintenance of all reports, the second was the storage and distribution of products. Both were responsible for good quality food. I was in both of these positions, and it meant sitting in the kitchen without a break for a month and sleeping there. We didn’t go to classes at this time, and then we had to make up for lost time. I had to take on myself all the displeasures of the cadets for the quality of food, but when I subsequently had to command a company, I was no longer a novice in housekeeping...

In the middle of the summer, we learned that the Minister of War, General Kuropatkin, had arrived in Moscow, and one evening at roll call it was announced that tomorrow on Khodynka there would be an inspection of our school, for which it must deploy a company according to wartime requirements. Our companies had 100 people each, and the wartime company consisted of 225 people, in other words, more than half of the school had to participate in the review. The school command ordered that each company field one wartime platoon. By the morning, the company, dressed in field clothing, without any rehearsal, under the command of the commander of the 1st company, set out for Khodynka. Our second platoon was commanded by Bauer.

On Khodynka we saw the battalion of the Alexander Military School already lined up. Having settled down next to him, they began to wait for Kuropatkin’s arrival. Soon the Minister of War arrived with a large retinue, greeted us and then called the battalion of cadets from the Alexander School to battalion drill. The Alexandrovites began the exercise, but it was clear from the outside that they were going badly; to top it all off, when turning around, several cadets, apparently not hearing the commands, collided with those who had already turned and were killed by the collision. The teaching was soon over. Kuropatkin drove up to the battalion and said something passionately for a long time.

It's our turn. We accepted the command “at attention” and froze. Kuropatkin rode up, dismounted from his horse and began to walk around the front, examining the alignment, the ability to hold the rifle, and the correct fit of the equipment. He looked angry. Having made just one remark, Kuropatkin ordered the company drill to begin. The company moved and made all the changes perfectly as it went, without losing its footing. Suddenly Kuropatkin stopped the company, ordered the officers to leave the ranks, become cadet belts in the platoons, and the sergeant major of the 1st company, also a cadet, to command the company. Now we have improved even more, and further training went even better.

The company was stopped. Kuropatkin came up and began to thank us, saying that he never expected that such combat soldiers could develop from us civilians, and, turning to the head of the Alexander School, General Liming, said: “And you, general, having former cadets, are ashamed so let them go." The Minister of War especially thanked our sergeant major, who commanded the company. Inspired by the success of the review, we moved to the camp, which was an hour's walk away. At this time, already in the senior year, vacancies for future appointments were received and among them there was no vacancy in Poltava, where the sergeant major of our company was from and where he wanted to go to serve...

And at this time, ahead of us, Kuropatkin himself went to our camp, walked around it and called the cadets of the 4th company who were left outside the crew to field gymnastics. The “Shkaliki” have always been good gymnasts, but here they surpassed themselves, jumping over ditches and fences like balls. And here the review was successful.

By the time we returned to the camp, the authorities had already left, and we were rewarded with a three-day vacation. The previously existing antagonism between our school and the Alexander School increased even more.

August has arrived unnoticed. The senior students filled the vacancies, were promoted to officers and went on vacation. We also began to dream about the upcoming autumn holidays. But unexpectedly it became known that we would have to take part in large, army-scale maneuvers near Kursk.

Since there were only 200 cadets left in the school, it was ordered from above to form a combined battalion from the Aleksandrovsky and our schools. The Alexandrovites fielded the 1st and 2nd companies, we - the 3rd and 4th. The battalion was commanded by our battalion commander, Colonel Romanovsky. I was appointed commander of the 3rd platoon of the 3rd company. According to the combat schedule, our cadet battalion entered the combined corps of the “Northern” Army. On August 28 we landed in Kursk and with railway went to the area where the corps was concentrated.

The Kursk maneuvers were truly great maneuvers. They deployed first to the southwest of Kursk, and ended in a decisive “battle” near Kursk itself, to the south and west of it. Parts of the Moscow, Smolensk, Kyiv and Odessa districts took part in the maneuvers - a total of six army corps and two cavalry divisions, about 100 thousand people and 200 thousand horses. Two armies were maneuvering: the “Northern”, commanded by Grand Duke Sergei Alexandrovich, and the “Southern” - under the command of Kuropatkin. As they said then, the choice of the commander, and possibly the commander-in-chief of the army, was being made. Nicholas II was present at the maneuvers, the main mediator was Field Marshal General Grand Duke Mikhail Nikolaevich.

From the point of view of the platoon commander, which I was during these maneuvers, they took us through a series of tactical clashes, first with the Southern cavalry, and then in defense of the redoubt on the extreme right flank of the “Northern” Army. The maneuvers required us to exert ourselves physically and introduced us to operations within large formations.

I don't give it here detailed description the course of the maneuvers, it was not as known to me then as it is now from literature. But even then we had the impression that our “Northern” army was defeated and its leadership was not up to par. Everyone praised Kuropatkin.

At these same maneuvers, for the first and last time I saw the commander of the Kyiv District troops, General Dragomirov, passing in a carriage. With great respect, we young cadets looked at this original and then famous general - educator of the troops of the Russian Army.

Having returned to Moscow, our class, which had already become a senior class, dispersed until October 1 for the autumn holidays. I went to Belebey to visit my parents and returned to school by October 1st. There were new appointments of senior cadets as platoon and detachment commanders. I was appointed commander of the 3rd platoon, and cadet Koshevoy was appointed commander of the 4th platoon.

With great regret I learned about Bauer's departure to the regiment to command a company. Staff Captain of the 4th Grenadier Regiment Gorovoy, who was assigned to the school and taught mechanics and chemistry in some classes, was appointed commander of the 2nd half-company. It’s worth saying a few words about this half-company commander, deeply respected by all the school’s cadets.

Nikolai Ivanovich Gorovoy, having at one time graduated from Moscow University in the Faculty of Physics and Mathematics, graduated from the one-year department of our school, joined the 4th Nesvizh Grenadier Regiment, stationed in Moscow, and remained at military service. Although a good teacher, Gorovoy was a mediocre combat commander, especially when compared with Bauer. A man of remarkable kindness, responsive to all the needs of the cadets, who himself knew their life well, Gorovoy could not refuse anything and could not control the half-company with a firm hand. Lost in front of his superiors, especially as rude as our commander of the 2nd company, Kalypin, was, Gorovoy at times even felt burdened by his position. But, as is always the case, the authorities pressed our half-company. In this situation, the entire burden of drill training, internal order in the half-company and military education fell on Koshev and I, as platoon commanders, and especially on me, as the eldest who united the entire half-company.

It was difficult, but I worked independently, made a schedule of classes and was involved in the daily education of young cadets. This was of great benefit for my subsequent service. When I joined the company as a second lieutenant, I was not like a puppy thrown into the water that could not swim, but immediately took up a familiar task.

Personally, Koshevoy and I had very excellent relations with Gorov, one might even say friendly. The three of us carried on a common cause in agreement, and our half-company was not bad. The section and platoon commanders of the 2nd half-company had to live with junior cadets, so we were a little distant from our senior class comrades, but in all important issues were always invited to the 1st half-company.

As a junior cadet, I was responsible only for myself, but now I had to be responsible for 50 people. According to the routine procedure in the company, as I have already mentioned above, the detachment and platoon commander bore penalties for guilty subordinates. Two or three times a month, the company commander made a tour of the premises in the morning and checked whether the beds were made correctly and whether established order, and for violating it, the offending cadet was given a month without leave, separated by two weeks without leave, and the platoon officer - a week. Having not received a single penalty for my junior year, I, as a platoon commander, spent 2 months in my senior year without leave for the misdeeds of my subordinates.

No matter how you examine the beds, bedside tables, and smoking room, the company commander will find something, especially while the young cadets are not accustomed to maintaining internal order. In my platoon there was a cadet Vladinsky, a typical mama's boy and a big slob. It used to be that you would go to inspect his bed, turn away the pillow, and under it lie a rusty shovel, a half-eaten piece of bread, in the nightstand next to the towel, a shoe brush and right there a toothbrush. I, as a platoon commander, and his detachment had to make his bed every day and put things in order in the nightstand. No disciplinary action was taken against him.

However, I did not lose energy and broke those who showed laxity and licentiousness.

After all these inspections, Gorovoy came to the company and with a contrite heart asked what punishment I received. Having learned that I was sitting for a week without a vacation, Gorovoy sighed and said sincerely: “Yes, I got it too.” In my youth, I felt more sorry for him than I was upset myself.

On October 20, 1902, by order of the school, I was promoted to army non-commissioned officer, and the next day to junior cadet harness.

In the senior year, the emphasis was more on combined arms tactics and military history. We also continued to study foreign languages. Drill training continued, as in the previous year, in the junior year, and I tried to adhere to the Bauer system. I carried out the same system in relation to the preliminary report of the cadets about what happened to them. Needless to say, all card games were prohibited in our country, and even more so gambling. But still, quietly, among the older class cadets, they flourished. Once one of the cadets was caught playing incorrectly. Immediately the entire half-company gathered with the cadet belts of the 2nd half-company, the misconduct of this cadet was examined and a decision was made (not recorded): to ask the sergeant major to report to the company commander both about the misconduct of those playing, and about the desire of the cadets to expel the mentioned cadet from the school. The head of the school immediately granted the request of the half-company to expel the cadets, and a penalty was imposed on those who played disciplinary action. This immediately sobered up the gamblers and the game stopped.

In the winter of 1902/03 I became interested in the theater. And how could one not get carried away when the talent of Chaliapin, Sobinov and other young talents blossomed during this season. The Art Theater, headed by Stanislavsky, also expanded its work. Solodovnikov’s then private troupe had a good opera cast. Many of us were fans of Petrova-Zvantseva, one of the best singers in Russia as Carmen. She shone in the ballet Geltser, for whose benefit performance many people came especially from St. Petersburg.

My studies continued to go well, the theater did not detract from my grades, and I had a lot of fun.

On December 19, 1902, by order of the school, I was promoted to senior cadet harness and soon went home for the Christmas holidays. Returning to the school, I learned about a new change in the composition of our superiors: class inspector Colonel Lobachevsky was appointed director of the Oryol Cadet Corps, and Colonel Kelchevsky was appointed to us, of course, inferior in many respects to Lobachevsky Krivaya academic discipline went down.

In January 1903, conversations had already begun among us, senior cadets, about who would like to serve and where. First of all, everyone bought himself a “Short Schedule of Ground Forces”, where all the units of the former tsarist army with their deployment and the names of the commanders of corps, divisions, regiments and individual battalions (rifle and reserve). There were conversations about the combat characteristics of the regiments, their military glory, and information was also gleaned from different sides about the modern reputation of the unit.

Only hereditary nobles could join the guard, and since there were only a few of them in our school, there was no talk about it. Everyone else focused on the army.

From February we were allowed to order officer uniforms from private tailors. Lists were compiled of who wanted to sew for which tailor, and then the school itself informed these tailors of the lists of cadets who wanted to be equipped with them. We went to these tailors, chose cloth, took our measurements and gradually began to fulfill the order. Each cadet was given 300 rubles from the treasury for uniforms. This money was usually used to sew a uniform with trousers, a frock coat with two pairs of long trousers, an overcoat, two summer jackets, a cap, a lambskin hat, two pairs of boots, and a pair of boots. From the same amount, epaulettes and shoulder straps were ordered and weapons were purchased - a saber and a revolver. Linen was also included in this calculation. In addition, a so-called officer's chest was ordered for transporting uniforms.

Vacation for the Easter holidays was approaching, when suddenly two days before these holidays it was announced that there would be no vacation: Nicholas II and his family were supposed to come to Moscow for Holy Week and Easter to fast and spend Easter week. Among other parts of the garrison, the school was supposed to stand guard in the palace, and then participate in the big parade of the garrison. Preparations for both began. Guard duty classes and training for the ceremonial march in the school yard began.

In the palace itself there were two guards: an internal one, which was located on the ground floor of the palace and had posts in different corridors, and an external one, consisting of a company, which placed posts at the gates, at the main entrance outside.

In addition to these two guards, a special honorary non-commissioned officer guard of paired sentries was appointed, who had posts in the St. George's Hall and other halls of the Kremlin.

On this guard, non-commissioned officers (for the cadet harness school) stood as sentries in pairs, they took turns themselves without a guard, they did not have a guard commander. Honor was given with a rifle “corporal-style,” that is, holding the rifle at the foot, tilting it to the side by 30 cm. For this guard there was a special room and a dining room, located on the second floor up the stairs from the Vladimir Hall.

We, the cadet belts, had to select the sentries, fit them with uniforms, check their knowledge of the duties of the sentry in general and the given post for which he was intended, in particular. It was a lot of work, and there was also a lot of hassle.

I myself was included in the non-commissioned officer’s honor guard at a post in St. George’s Hall. My partner was assigned to the senior harness cadet of the 1st company Biryukov, whose face was a little similar to mine, but taller. So two more shifts were selected in pairs for our post and three more pairs for the second post in the Alexander Nevsky Hall.

The day before, we were all given cologne to eliminate the smell of mothballs from our first-time uniforms, and we were allowed to wear our patent leather boots in the honor guard. At 9 o'clock on Monday morning we changed the guard from the 1st Yekaterinoslav Grenadier Regiment, and our guard duty began.

At 10.55, when Biryukov and I, having passed the Vladimir Hall, entered the St. George Hall to relieve our comrades standing on the first shift, we were amazed. The whole hall was filled with women of all ages, with kokoshniks on their heads, in Russian costumes, with a large neckline.

There was no time to yawn and think. We quickly marched to our post, replaced our comrades, stood at attention and then only looked around a little. Of course, there was no need to talk about bending your leg; you had to stand at attention and salute the generals and colonels passing through the door all the time.

It turns out, as it turned out later, we got to the ceremony of “Christification” of the queen with her court ladies, mostly from Moscow.

I don’t know how many minutes we stayed at our posts, when the master of ceremonies walked through the door from the Alexander Nevsky Hall with a cane in an embroidered gold uniform and hit the cane on the floor three times. Then all the ladies began to line up behind each other, the older ones in front, and then the younger ones. There were some nuns scurrying around in their black dresses. Each lady walking behind held in her hands the train of the lady in front, and the latter's train was carried by the chamberlain.

In this order, this procession moved to the Catherine Hall, where the “Christification” took place, which we could no longer see.

A few minutes later, the ladies who had introduced themselves began to return past us, first the old women stepped forward importantly, the nuns minced between them, then the young ones came. Each of the ladies carried a large porcelain egg.

Biryukov and I seemed to look dispassionately at those passing by, but cheerful lights flashed in his eyes, and probably mine too. Accompanied by the old lady, two young girls walked quickly and asked her how they curtsied (bowed). Moreover, apparently, this was their first time at court, because right in front of us, not considering us to be living people, they began to crouch low, showing the old lady how they curtsied. Well, a sentry is a sentry and must look at everything dispassionately.

When Biryukov and I stood up again at 5 o’clock in the afternoon, the hall was empty and only the chamber footman on duty was sitting in the corner on the sofa. Occasionally, 4-5 chamber footmen would come in from the Vladimir Hall in a group, stop, look at us carefully and... leave.

Having changed after 2 hours and arriving at our temporary guardhouse, we received orders not to detain the “fast walkers” anywhere (that was the name given to several Abyssinians walking around the palace, dressed in embroidered caftans, short trousers, stockings and shoes. They had some kind of multi-colored on their heads feathers).

As it turned out later, an incident occurred at one of the internal posts where the pair of sentries were stationed. These sentries stood in front of the closed door. The table of posts indicated that they were not supposed to let anyone in the door except their breeding officer, guard commander and the king. Two serious and knowledgeable cadets were standing at the post when one of the “fast walkers” was heading towards them with the intention of going through the doors. He was warned that he should not walk here, but the Abyssinian continued to walk forward. Then both guards crossed their bayonets and threatened to stab him to death. “Skorokhod,” without hesitation, declared that he was the empress’s favorite and was allowed to go everywhere. To this he received a fairly clear answer: “It’s not written on your forehead that you are the Empress’s favorite.” The guards categorically asked him to leave...

The night shift was tiring. It was stuffy in the palace, somewhere a clock was ticking rhythmically, and in complete silence it made you feel sleepy. Suddenly, in front of Biryukov and me, the figure of the commandant’s adjutant, a captain, appeared and asked me: “Isn’t it cold to stand?” And since according to the regulations it is not necessary to answer questions, I decided that he was testing his knowledge of the duties of a sentry, and did not answer him. Then he asked my friend the same question, who followed my example. The captain got excited and began to prove to us that we should answer him, but since according to the regulations “a sentry is an inviolable person,” he could not do anything without replacing us. The captain ran and then brought us a shift. When we were replaced, explanations began. I showed the captain the charter and proved that he was not listed among the persons who could ask questions to the sentries. He took us to the officer, the head of the internal guard, who confirmed that I was right.

At 9 o'clock in the morning the next day, having defended the allotted time at the post, we went to our place in Lefortovo to sleep.

At the end of Easter week, a large parade of troops of the Moscow garrison took place. After the parade, we were allowed a ten-day vacation, and then the final exams began - the busiest time. I graduated from college with an average score, as far as I remember, 11.78. As the first to graduate from the school, my name was written on the marble plaque of the school, and, in addition, I was awarded a prize of 100 rubles by the former class inspector Prudnikov. Order No. 85 on military educational institutions datedOctober 1903 this was formalized and entered into my service record. Being already the commander of the troops of the Moscow Military District, when visiting the Aschenbrenner Infantry School located in the building of our former school in 1927, I still saw a marble plaque with my name on it, screwed to the wall at the entrance to the assembly hall.

At the end of May we went to the All Saints camps. The summer near Moscow was extremely rainy. It rained every day, and sometimes continuously for a whole week. Such weather, of course, disrupted our tactical training sessions in the field, our shooting exercises, and our shooting exercises. It was cold in the barracks. We warmed up by drinking endless tea.

As it was supposed to be according to the program, at the beginning of June we went to the Borodino field. Now I was no longer confined to the Semenovsky monastery and walked around the entire battlefield, which had not yet been restored - this was done later, in 1912 (on the Raevsky battery there was a bronze monument erected in 1835), the Shevardinsky redoubt was a barely noticeable overgrown with grass ditch. The same French fortifications were preserved near the village of Bezzubovo. That, in fact, is all that survived from this grandiose battle for its time. In the village of Borodino, in a two-story large house, also built in 1835, there was a museum where excavated fragments of weapons and cannonballs were exhibited; there hung maps and engravings, portraits of heroes of the Russian army, participants of Borodin, famous French generals. At the Borodino railway station, copies of paintings and portraits of participants in the Battle of Borodino were also hung in the waiting room. Subsequently, I had to visit Borodino more than once.

Every day of summer our pre-graduation fever intensified. It was necessary to go first to the tailor, then to the shoemaker, then to the officer's clothing store, finishing the chores of uniforms.

After June 20, we, graduating cadets, were given two documents: 1) a list of cadets who graduated from the school according to seniority of points, in the order of which vacancies were to be sorted out; four sergeants were chosen from this list, and after them, the fifth, I had to choose the vacancy; 2) a list of vacancies offered from the General Staff. Each cadet had to compile a list of vacancies that he would like to take, in accordance with his seniority number. When sorting out vacancies, those that were selected before him were crossed out from the list, and thus she had a natural selection. Now it was really possible to think about where and in which regiment to serve. We only had two people join the guard. Previously, they had to go to the regiments, spend time there among the officers, and only then was the final decision made on their admission.

The list of vacancies was filled with the names of regiments and individual battalions of border districts. Kuropatkin sought, first of all, to replenish the border districts with cadets from military schools, and parts of the Moscow and Kazan districts were filled mainly with graduates of cadet schools. The measure, of course, was expedient, but it turned out that cadet schools left to serve in regiments stationed in big cities, and graduates of military schools had to go to serve in units located in small towns on our western border, or in the Far East, in Turkestan and on Caucasus. It got to the point that the commander of one reserve brigade located near Warsaw sent a letter to the school asking him to tell the cadets how well the brigade’s battalions were located and that they could often visit Warsaw. In some regiments, such as the 1151st Pyatigorsky Infantry, stationed in barracks near the Bereza Kartusskaya station, northeast of Brest, from year to year no one went to serve solely because of the parking lot.

There was a smell of gunpowder in the Far East, so vacancies in units located there were in demand. I was personally attracted by the service in the Caucasus and Turkestan. Three of my fellow cadets, natives of Tashkent, colorfully painted this city. Of the infantry units, cadets were preferred to rifle units, and fortress regiments and battalions (“chocolate guards,” as we called them because of their brown collar and piping) did not attract cadets.

I needed to select five vacancies, and since one of the sergeants was leaving for the guard, therefore, it was necessary to prepare a list with four vacancies. In order of preference, I wrote down: 13th Life Grenadier Erivan Regiment (the oldest regiment in the Russian army, founded under Mikhail Fedorovich Romanov) with a camp near Tiflis (now Tbilisi), 1st East Siberian Rifle Regiment (Novokievskoye tract on Far East), 1st Turkestan Rifle Battalion (Tashkent) and 205th Reserve Izmail Battalion stationed in Odessa.

At the end of May, the head of the school himself with a commission of battalion and company commanders, having gathered us in the dining room, began distributing vacancies. From the list I compiled, the 13th Grenadier Erivan and 1st East Siberian regiments were taken as sergeants, so I turned out to be a future second lieutenant of the 1st Turkestan Rifle Battalion stationed in Tashkent.

This is how cadet vacancies were sorted out in order of seniority. We greeted the one-year cadet who took the vacancy at Bereza Kartusskaya with applause, the authorities began to dissuade him so that he would not ruin his youth, but he immediately reassured everyone by declaring that upon graduation he would go into the reserves, to which he had a legal right. Another cadet, who was diligently crossing out many vacancies taken before him, became confused, and when he was called and asked which regiment he wanted to join, he named one of the regiments that had already been taken. Having learned about this, he was silent for a long time. When they nevertheless demanded that he say which regiment he was taking, the cadet said: “It doesn’t matter which one, as long as the cap has a white band!” To the friendly laughter of the audience, they finally found him such a regiment on the list, and when asked by the head of the school why he wanted to join this regiment, the cadet replied: “I already ordered a cap like that!” There was even louder laughter.

Now it was possible to finish things with uniforms, which is what we started. At the end of July, each graduate already had a chest with a new uniform. The company commander examined it all carefully.

Promotion to officers began with the Krasnoselsky camp gathering, where after the final maneuvers the cadets promoted to officers were called forward and the Tsar congratulated them on this new rank. After this, telegrams were immediately sent to Moscow and Kyiv about the completed production. Junker schools graduated ensigns at a different time.

We Muscovites were eagerly awaiting this telegram. From year to year, it was brought by a postman on a bicycle, waving a telegram as he passed through the camp, to be handed over to the officer on duty at the battalion.

At about 5 o'clock in the afternoon on August 10, this long-awaited postman appeared in the camp, and the companies immediately began collecting money for him. The officer on duty, having received the telegram, went with a report to the head of the school, then, returning to his place, shouted: “Bugler, blow the muster!” According to the established custom, the bugler, although he was put under arrest for this, blew the officer's muster instead of the usual one.

We quickly gathered in cadet uniform to the front line, where Nicholas II’s congratulatory telegram on his promotion to officer was read to us. Shouting “Hurray,” we dispersed to our companies, and half an hour later 200 new officers appeared in the camp.

While the telegram was being read and while we were changing into new uniforms, many cab drivers had already gathered near the camp, offering to take us to the city.

With promotion to officers, we became “full citizens”: as cadets we were not allowed into any restaurant, but now all their doors were open to us. Even before production, it was discussed who would celebrate it and how. I found myself in the company of six comrades, and we decided to first have dinner modestly in a separate room of a large Moscow hotel, and then finish the evening at the famous cafe "Yar".

According to tradition, after promotion to officer, one was allowed to have fun for three days.

The program of our small company was completed in full, and at four o'clock in the morning we returned to our cadet camp with heavy heads in a cab. Although with a headache, it was pleasant to wake up the next day at about ten o’clock in the morning and no longer hear any drum or signal horn for the obligatory rise.

After drinking black coffee, we went to make visits to the head of the school, the battalion commander, the company commander and our half-company commander, saying goodbye to him, and we did not visit anyone if he did not deserve our attention at the school. This turned out to be Lebedinsky, to whom very few cadets paid a farewell visit.

Then it was necessary to complete all payments with the economic unit, receive the due raise money, and from the adjutant - an order to the regiment. The service record was sent by the school office directly to the unit. It stated that by order of the military department of August 10, 1903, we were promoted to second lieutenants with seniority from August 10, 1902, i.e., an advantage in seniority was given for one year for promotion to the rank of lieutenant, while those promoted from the cadet schools, after serving 6 months in the rank of ensign and then promoted to second lieutenant, they were required to serve for promotion to lieutenant for four years.

All calculations were quickly completed, and nothing kept me in Moscow anymore. After graduating from college, you were given a 28-day vacation, and then you had to go to your unit. Since there was no railway from Orenburg to Tashkent yet, it was necessary to travel by railway through Baku and Krasnovodsk. However, the last route was long, and the travel money was issued in the shortest direction, i.e. through Orenburg. By preserving the financial interests of the treasury, I won in another way, namely: with a new assignment from Orenburg to Tashkent I had to travel 53 kilometers per day, while from Moscow to Orenburg by rail I had to travel 160 kilometers per day (in in reality, of course, faster). I was obliged to report to the 1st Turkestan Rifle Battalion only on October 25, that is, my 28-day leave was extended by two and a half times, allowing me to live longer at home.

Having taken a ticket by rail, at 11 o’clock in the evening on August 11 I was already leaving Moscow from the Kazansky station, although in a joyful mood, but also with thoughts about when I would get to Moscow again from distant Central Asia.

From the time of his promotion to officer and especially from his entry into the active army, sixteen-year-old Petya Rostov was in constant
in an excited and happy state of joy from the fact that he was an adult, and tried not to miss any case of real heroism.
(2) When on October 21, 1812, his general expressed a desire to send someone with an urgent report to the partisan detachment under the command of Denisov, Petya asked so much to send him that the general could not refuse. (3) But, sending the boy, he forbade him to participate in any actions of the detachment, remembering Petya’s crazy act in the battle of Vyazma, when he galloped into a chain under the fire of the French, instead of driving along the road to where he was sent .
(4) In the evening, when the officers of the detachment were sitting at the table in a small hut and Petya, together with everyone else, was eating fragrant lamb roasted on a spit, he turned to Denisov:
- (5) So what do you think, Vasily Fedorovich, is it okay if I stay with you for a day? (6) After all, I was told to find out, so I’ll find out... (7) Only you, please, let me into the very... main...
“(8) To the most important thing, Pyotr Ilyich,” Denisov repeated, and his eyes narrowed with a smile.
(9) Having calmed down a little, Petya began to go over the events of the past day in his memory and remembered the young French drummer who was captured. (10) “It’s great for us, but what about him? (11)Where did they take him? - thought Petya. - (12) You could ask, but they will say that the boy felt sorry for the boy. (13) Will you be embarrassed if I ask? (14) Well, it doesn’t matter! "(15) And immediately, blushing and looking fearfully at the officers, to see if there would be mockery in their faces, he said:
- (16) Gentlemen, can we call this boy who was captured? (17) Give him something to snack on... (18) Maybe he's hungry...
“(19) Yes, pathetic boy,” said Denisov, not finding anything shameful in this reminder. - (20) Call him here. (21) His name is Vincent Bosse.
“(22) I’ll call you,” said Petya and ran out into the yard.
- (23) Who do you want, sir? – asked a voice from the darkness. (24) Petya answered.
- (25) Ah! (26) Spring? - said the Cossack. - (27) He was warming himself there by the fire.
– (28) Hey, Spring! (29) Visenya! – voices and laughter were heard in the darkness.
“(30) And the boy is smart,” said the hussar standing next to Petya. - (31) We fed him just now. (32) I was hungry with passion!
(33) Timid, hesitant steps were heard in the darkness, and, splashing his bare feet in the mud, the captive drummer approached the door.
- (34) Do you want to eat? - Petya said in French. - (35) Don’t be afraid, they won’t do anything to you. (36) Come in, come in.
“(37) Thank you, sir,” the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold. (38) Petya wanted to say a lot to the drummer, but he did not dare to do it even face to face. (39) Then in the darkness I took his hand and shook it.
(40) “Oh, what should I do for him? “Petya said to himself and opened the door to let the boy through.
(41) When the drummer entered the hut, Petya sat away from him, considering it humiliating for himself to pay attention to him. (42) He only felt the money lying in his pocket and was in doubt whether it would be a shame to give it to the unfortunate drummer.

(According to L.N. Tolstoy. *)
How do you understand the meaning of the word Sympathy? Write an essay on what sympathy is. Taking the definition you gave as a thesis. Arguing your thesis, give 2 examples - an argument from the text and the second from your life

Allotted 3 hours 55 minutes

(235 minutes).

Part 1 includes one task and is a short written work based on the listened text (condensed presentation). The source text for the condensed presentation is listened to twice. This task is completed on a separate sheet.

Part 2 consists of 13 tasks (2–14). Part 2 tasks are completed based on the text read. Write down the answer to tasks 2 and 3 as one number, which corresponds to the number of the correct answer. The answers to tasks 4–14 are a word (phrase), number or sequence of numbers. Write your answer in the answer field in the text of the work. If you write down an incorrect answer to a task in Part 2, cross it out and write a new one next to it. Part 3 is based on the same text you read,

working on the tasks of part 2.

When starting part 3 of the work, choose one of the three proposed tasks (15.1, 15.2 or 15.3) and give a written, detailed, reasoned answer. This task is completed on a separate sheet.

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The points you receive for completed tasks are summed up. Try to complete as many tasks as possible and score the most points.

We wish you success!

Part 1

Listen to the text and write a concise summary.

Please note that you must convey the main content of both each micro-topic and the entire text as a whole.

The volume of presentation is at least 70 words.

Write your summary in neat, legible handwriting.

Part 2

(1) From the time of his promotion to officer and especially from his entry into the active army, sixteen-year-old Petya Rostov was in a constantly excited and happy state of joy from being an adult, and tried not to miss any opportunity to show real heroism.

(2) When on October 21, 1812, his general expressed a desire to send someone with an urgent report to the partisan detachment under the command of Denisov, Petya asked so much to send him that the general could not refuse. (3) But, sending the boy, he forbade him to participate in any actions of the detachment, remembering Petya’s crazy act in the battle of Vyazma, when he rode in a chain under the fire of the French, exposing himself to mortal danger, instead of going the road there where he was sent.

(4) In the evening, when the officers of the detachment were sitting at the dining table in a small wooden hut and Petya, together with everyone else, was eating fragrant lamb roasted on a spit, he turned to Denisov:

- (5) So what do you think, Vasily Fedorovich: is it okay if I stay with you for a day? (6) I was ordered to find out everything - so I will find out, but please let me into the most important thing...

“(7) To the most important thing, Pyotr Ilyich,” Denisov repeated, and his eyes narrowed with a smile.

(8) Having calmed down a little, Petya began to go over the events of the past day in his memory. (9) He immediately remembered how in the morning he saw a young French drummer taken prisoner.

(10) “It’s great for us, but what about him? (11) I would like to find out where he is -

Petya thought excitedly. - (12) You can ask, but they will say that he himself

The boy felt sorry for the boy too. (13) Will you be embarrassed if I ask? (14) Well, it doesn’t matter!” (15) And immediately, blushing and looking fearfully at the officers, to see if there would be mockery in their faces, he said:

- (16) Gentlemen, can I call this boy, a prisoner? (17) Give him something to snack on... (18) Maybe he's hungry...

“(19) Yes, pathetic boy,” said Denisov, not finding anything shameful in this reminder. - (20) Call him here. (21) His name is Vincent Bosse.

“(22) I’ll call,” Petya said and ran out into the yard.

- (25) Oh, Spring? - said the Cossack. - (26) He seems to be warming himself by the fire.

– (27) Hey, Spring! (28) Visenya! – voices and laughter were heard in the darkness.

“(29) And the boy is as quick as fire,” said the hussar standing next to Petya. - (30) We fed him just now. (31) I was hungry with passion!

(32) Timid, hesitant steps were heard in the darkness, and, splashing his bare feet in the mud, the captive drummer approached the door.

- (33) Do you want to eat? - Petya said in French. - (34) Don’t be afraid, I promise they won’t do anything to you. (35) Come in, come in.

“(36) Thank you, sir,” the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold. (37) Petya wanted to say a lot to the drummer, but he did not dare to do it even face to face. (38) Then in the darkness I took his hand and shook it.

(39) “Oh, what should I do for him?” - Petya said to himself, opening the door to let the boy through. (40) When the drummer entered the hut, Petya sat away from him, because he considered it humiliating for himself to pay attention to him. (41) He only felt the money lying in his pocket and was in doubt whether it would be a shame to give it to the unfortunate drummer.

Lev Nikolaevich Tolstoy (1828–1910) - world-famous Russian writer, educator, religious thinker, author of the novels “War and Peace”, “Anna Karenina”, “Resurrection”, etc. Indicate a sentence in which the means of expressive speech is

comparison.

1) He immediately remembered how he saw a young Frenchman, a drummer, captured in the morning.

2) “Thank you, sir,” the drummer answered in a trembling, almost childish voice and began wiping his mud-stained feet on the threshold.

3) “Yes, pathetic boy,” said Denisov, not finding anything shameful in this reminder.

4) “And the boy is as smart as fire,” said the hussar standing next to Petya.

From sentences 4–6, write down the word in which the spelling suffix is determined by the rule: “In the suffix - ENN, two letters N are written in denominate adjectives.” Replace the phrase "state of joy", built on the basis of management, synonymous with communication coordination. Write the resulting phrase. Find an offer among sentences 8–15 with a separate definition. Write the number of this offer. Specify quantity grammar basics in sentence 40. Write the answer in numbers. Among sentences 1–7, find a complex sentence with consistent submission subordinate clauses. Write the number of this offer. Write an essay-reasoning, revealing the meaning of Alexander Ivanovich Herzen’s statement: “The main character of our language is the extreme ease with which everything is expressed in it - abstract thoughts, internal lyrical feelings,... sparkling prank and amazing passion.” When justifying your answer, give 2 (two) examples from the text you read.

When giving examples, indicate the numbers of the required sentences or use citations.

You can write a paper in a scientific or journalistic style, revealing the topic using linguistic material. You can start your essay with words.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points.

Write an essay carefully, legible handwriting. How do you understand the meaning of the word SHYNESS?

Formulate and comment on the definition you have given. Write

essay-discussion on the topic: "What is shyness", taking the definition you gave as a thesis. When arguing your thesis, give 2 (two) examples-arguments that confirm your reasoning: one example- give an argument from the text you read, and second - from your life experience.

The essay must be at least 70 words.

If the essay is a retelling or completely rewritten of the original text without any comments, then such work is scored zero points.

Write an essay carefully, legible handwriting.

When Petya left Moscow, leaving his relatives, he joined his regiment and soon after that he was taken as an orderly to the general who commanded a large detachment. From the time of his promotion to officer, and especially from his entry into the active army, where he took part in the Battle of Vyazma, Petya was in a constantly happily excited state of joy at the fact that he was big, and in a constantly enthusiastic haste not to miss any opportunity real heroism. He was very happy with what he saw and experienced in the army, but at the same time it seemed to him that where he was not, that’s where the real, heroic things were now happening. And he was in a hurry to get to where he was not. When on October 21 his general expressed a desire to send someone to Denisov’s detachment, Petya so pitifully asked to send him that the general could not refuse. But, sending him, the general, remembering Petya’s crazy act in the battle of Vyazemsky, where Petya, instead of going along the road to where he was sent, galloped into a chain under the fire of the French and shot there twice from his pistol, sending him, the general namely, he forbade Petya to participate in any of Denisov’s actions. This made Petya blush and became confused when Denisov asked if he could stay. Before leaving for the edge of the forest, Petya believed that he needed to strictly fulfill his duty and return immediately. But when he saw the French, saw Tikhon, learned that they would certainly attack that night, he, with the speed of young people moving from one glance to another, decided with himself that his general, whom he had hitherto greatly respected, was rubbish, the German that Denisov is a hero, and Esaul is a hero, and that Tikhon is a hero, and that he would be ashamed to leave them in difficult times. It was already getting dark when Denisov, Petya and the esaul drove up to the guardhouse. In the semi-darkness one could see horses in saddles, Cossacks, hussars setting up huts in the clearing and (so that the French would not see the smoke) building a reddening fire in a forest ravine. In the entryway of a small hut, a Cossack, rolling up his sleeves, was chopping lamb. In the hut itself there were three officers from Denisov’s party, who had set up a table out of the door. Petya took off his wet dress, letting it dry, and immediately began helping the officers set up the dinner table. Ten minutes later the table was ready, covered with a napkin. On the table there was vodka, rum in a flask, white bread and fried lamb with salt. Sitting with the officers at the table and tearing the fatty, fragrant lamb with his hands, through which lard flowed, Petya was in an enthusiastic childish state of tender love for all people and, as a result, confidence in the same love of other people for himself. “So what do you think, Vasily Fedorovich,” he turned to Denisov, “is it okay that I stay with you for a day?” - And, without waiting for an answer, he answered himself: - After all, I was ordered to find out, so I will find out... Only you will let me into the very... main... I don’t need awards... But I want ... - Petya clenched his teeth and looked around, jerking his head up and waving his hand. “To the most important thing...” Denisov repeated, smiling. “Just please, give me a complete command so that I can command,” continued Petya, “what do you need?” Oh, would you like a knife? - he turned to the officer who wanted to cut off the lamb. And he handed over his penknife. The officer praised the knife. - Please take it for yourself. I have a lot of these...” Petya said, blushing. - Fathers! “I completely forgot,” he suddenly cried. “I have wonderful raisins, you know, the kind without seeds.” We have a new sutler - and such wonderful things. I bought ten pounds. I'm used to something sweet. Do you want?..” And Petya ran into the hallway to his Cossack and brought bags containing five pounds of raisins. - Eat, gentlemen, eat. - Don't you need a coffee pot? - he turned to Esaul. “I bought it from our sutler, it’s wonderful!” He has wonderful things. And he is very honest. This is the main thing. I will definitely send it to you. Or maybe flints have come out and become abundant - because this happens. I took with me, I have here... - he pointed to the bags - a hundred flints. I bought it very cheap. Please take as much as you need, or that’s all... - And suddenly, afraid that he had lied, Petya stopped and blushed. He began to remember if he had done anything else stupid. And, going through the memories of this day, the memory of the French drummer appeared to him. “It’s great for us, but what about him? Where did they take him? Did you feed him? Did you offend me?" - he thought. But having noticed that he had lied about the flints, he was now afraid. “You could ask,” he thought, “and they’ll say: the rank is a boy and he felt sorry for the boy. I'll show them tomorrow what a boy I am! Would you be embarrassed if I asked? - thought Petya. “Well, it doesn’t matter!” - and immediately, blushing and looking fearfully at the officers, to see if there would be mockery in their faces, he said: - Can I call this boy who was captured? give him something to eat... maybe... “Yes, pathetic boy,” Denisov said, apparently not finding anything shameful in this reminder. - Call him here. His name is Vincent Bosse. Call. “I’ll call,” said Petya. - Call, call. “Pitiful boy,” Denisov repeated. Petya was standing at the door when Denisov said this. Petya crawled between the officers and came close to Denisov. “Let me kiss you, my dear,” he said. - Oh, how great! how good! - And, having kissed Denisov, he ran into the yard. - Bosse! Vincent! - Petya shouted, stopping at the door. - Who do you want, sir? - said a voice from the darkness. Petya answered that he was the French boy who was taken today. - A! Spring? - said the Cossack. His name Vincent has already been changed: the Cossacks - into Vesenny, and the men and soldiers - into Visenya. In both adaptations, this reminder of spring coincided with the idea of ​​a young boy. “He was warming himself there by the fire.” Hey Visenya! Visenya! Spring! — echoing voices and laughter were heard in the darkness. “And the boy is smart,” said the hussar, standing next to Petya. “We fed him just now.” Passion was hungry! Footsteps were heard in the darkness and, bare feet splashing in the mud, the drummer approached the door. “Ah c”est vous!” said Petya. “Voulez-vous manger? N”ayez pas peur, on ne vous fera pas de mal,” he added, timidly and affectionately touching his hand. — Entrez, entrez