When and where did the ice battle take place? Battle of the Ice: diagram and course of the battle. Myths about the Battle of the Ice

Svetlana Baklykova
Project technology in the work of a music director in the conditions of the Federal State Educational Standard of preschool education

Usage project activities in the work of the music director of the MDOU.

« Musical education is education

Not musician, and above all, the education of a person"

Sukhomlinsky

None of the arts has such effective educational power as music, which is a means of human spiritual self-awareness.

Preschool age is the initial stage at which the child becomes acquainted with the elementary fundamentals musical art, his personal attitude towards musical images, the prerequisites are laid musical taste.

The main task of the teacher is to introduce the child to the amazing and wonderful world music, teach to understand this world and enjoy it, develop musically-children's creative abilities, help through artistic perception musical images to realize the connection between musical art with the surrounding world, to form morally - aesthetic attitude towards it, the desire to actively, creatively empathize with what is perceived.

Work in GEF mode requires teachers to search for innovative means, methods and techniques aimed at developing the child’s personality, his cognitive and creativity. These tasks are successfully solved through the use of preschool educational institutions in their activities. design method - innovative and relevant, as it affects the quality education, professionalism and competence of teachers, promotes the development of creativity, combines the knowledge acquired by teachers during methodological activities DOW.

There are many methodological literature, having studied which you can verify the effectiveness of this technologies: educational and methodological manual compiled by N. A. Polyakova « Project technology in working with preschoolers» , publication in a magazine "Child in kindergarten" L. D. Morozova "Pedagogical design at preschool educational institution» , design method in music-rhythmic activity work I. Yu. Zhuikova.

Efficiency project activities are determined special interpenetration of different sections educational programs into each other. Solving the assigned tasks, educators and music director cooperate closely in preparation and implementation projects. For example, working on a project"Seasons" music director includes in different sections of GCD works that give children a complete understanding of the corresponding time of year, and in educational GCD and artistic creativity, educators introduce children to images seasons using examples from the works of writers, poets and artists. This « design» control musical - educational process in kindergarten contributes to further improvement musically - educational work with preschool children age at modern system education.

Topics projects can be varied. Hence variety of activities, methods and forms working with children - conversations, reading poetry and fiction, learning mobile, finger, didactic games, collective and individual applique work, drawing, modeling, physical education, sports activities, collecting and examining various natural materials on a walk (for sensory play, looking at reproductions and composing a story based on a picture, learning songs, rhythmic movements, dances, round dances, rhythmic expressions, listening musical works, visiting a museum, excursions to the park, etc.

Overall method projects can be presented, as a way of special organization of the pedagogical process, based on equal interaction between teacher and student in step-by-step practical activities. Summarizing the experience design method development, the following stages of implementation can be determined projects:

TECHNOLOGICAL

DETERMINATION OF AGE,

FORMULATION OF THE PROBLEM,

CLEAR FORMULATION OF GOALS AND OBJECTIVES,

DEFINITION OF BASIC STEPS (Stages) UPON ACHIEVING THE SET GOAL,

COMPOSITION OF PARTICIPANTS (children, teachers, parents, specialist teachers,

creative: after incarnation project the result is formalized in the form of a celebration,

research: children conduct experiments, after which the results are presented in the form of newspapers, books, albums, exhibitions,

game: with elements of creative play when children enter into image of fairy tale characters solving problems and tasks in our own way,

informational: children collect information and implement it, based on their own social interests (forming a group, corners, etc.,

CLASSIFICATION

by the nature of contacts: within one group, in contact with another group, within a preschool educational institution, in contact with family, cultural institutions, public organizations(open project,

by the nature of the content: child and family, child and nature, child and man-made world, child, society and its cultural values,

by nature of participation: child-customer, child-expert, child-performer, child-participant from the inception of the idea to the receipt of the result,

according to implementation deadlines: short-term, long-term, medium duration

RESPONSIBLE,

DRAFTING A PLAN - SCHEME PROJECT

RESEARCH

IMPROVING COLLECTION SKILLS AND INFORMATION PROCESSING,

DEVELOPMENT OF EXPERT ANALYTICAL SKILLS,

DEVELOPMENT OF PREDICTION SKILLS,

SELECTION OF MEANS, METHODS, TECHNIQUES.

FINAL

PRESENTATION PROJECT,

ANALYSIS OF ACHIEVEMENT OF THE SET GOAL AND RESULTS OBTAINED,

PRODUCT PROVISION PROJECT ACTIVITY,

IMPLEMENTATION EVALUATION PROJECT,

MAKING A DECISION ABOUT ITS DISTRIBUTION OR CLOSURE.

An important role in the preparation and conduct parents play projects who receive information from teachers in form:

Individual conversations to create interest in educational process,

Printed consultations on the topic project

Involving parents in making attributes and conducting project to life.

At every stage project The teacher is required to have certain knowledge and skills (the teacher leads children to pose a problem, suggests a topic, distributes responsibilities, helps, clarifies, checks, summarizes, controls, evaluates the results project). Children, according to their age capabilities, are also active participants project(children analyze, compare, select, research, study, formulate, define, create, fulfill requirements and rules, formalize, participate in assessment project). So way, the main purpose of use project method in musical education of preschool children in kindergarten is the development of free creative personality child, which is determined by the tasks general development and development objectives musical abilities.

Development objectives:

1. Ensuring the psychological well-being and health of children;

2. Development of cognitive abilities;

3. Development of creative thinking;

4. Development of communication skills.

Development objectives musical abilities:

1. Development of emotional responsiveness to music;

2. Development of basic musical abilities(sense of rhythm, pitch ear, timbre and dynamic ear);

3. Development musical memory, musical thinking;

5. Development of coordination of movements.

Using the method project in preschool education as one of the methods of integrated learning preschoolers, allows you to significantly increase the independent activity of children, develop creative thinking, children's ability to independently, different ways find information about a subject or phenomenon of interest and use this knowledge. And also does educational preschool education system open to active parental participation.

IN preschool age the child is at the origins. At this stage, his personal attitude to musical trends, as well as the prerequisites for musical taste, are formed. Music Director's Tasks kindergarten to introduce preschoolers to the wonderful world of music are successfully solved through.

The project of a music director in a kindergarten involves the use in the work of music teachers of a modern repertoire of authors, masters of round dance and choral songs for the youngest preschool children: E. Zaritskaya, I. Ponomareva, G. Vikhareva. The type of project is practice-oriented, pupils aged 3-7 years, teachers, parents, and kindergarten specialists participate.

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The purpose and objectives of the project activities of the music director in kindergarten according to the Federal State Educational Standard

The goal of the kindergarten music director’s project is to strengthen the musical repertoire of the educational section “Music” of the main general education program of preschool education “From birth to school” with a modern song repertoire of various topics, affecting, first of all, the child’s environment.

Download archive.zip

Objectives of the kindergarten music director project:

1. To enrich the educational process, independent leisure of preschoolers, and the subject-development environment with a modern children's repertoire;
2. Add motivation to kids to organize their own musical activity how in children's institution, and in the family;
3. Encourage preschoolers to be active in expressing their opinions and impressions of the song performed. It could be a story, a plastic miniature, visual activity(drawing);
4. To encourage manifestations of activity, initiatives in musical activities in kindergarten, the desire and willingness to participate in concerts, to draw on a repertoire of compositions for use in games and routine moments.

Stages of implementation of the project on music education in kindergarten

First stage (preparatory)

The music director's project in kindergarten involves:

• studying the work of contemporary composers;
• selection musical compositions taking into account age and individual characteristics preschoolers;
• compliance of the selected repertoire with complex thematic planning;
• inclusion of the kindergarten music director’s project in its local component work program;
• formation of a long-term plan using a new repertoire.

Download ready-made projects of the music director in kindergarten according to the Federal State Educational Standard
Download archive.zip

Second stage of the music director project (practical)

Amplification educational process, organized educational activities:

• listening and subsequent discussion of children's music;
• joint singing of preschoolers, dramatization of chants, conversations with students touching on the content of round dance songs in kindergarten;
• playing along on musical instruments;
• songs and dances;
• joint work on transferring the content of works to paper (artistic modeling);
• musical didactic games, simulation games, dramatization games, game tasks in the music director’s project;
• viewing and discussion of children's music broadcasts, video materials about the concert activities of children's vocal groups;
• stories about interesting events and facts from the lives of composers;
• productive activity preschoolers on the topic of learned songs (modeling, drawing);
• an exhibition of children's drawings based on compositions (specific topics, specific composer);
• holding a quiz on the musician’s work;
• staging, dramatization of songs.

New career opportunities

Try it for free! For passing - a diploma of professional retraining. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.

At the second, practical, stage of the music project for kindergarten, children use songs in Everyday life, in play and leisure, on a walk, during morning exercises.

Independent activity of children consists of providing preschoolers with the opportunity to listen to music themselves, sing and dance to it, and play instruments.

The third stage of the music director project at the preschool educational institution (final)

1. Monitoring by diagnostic program(methodology by A.G. Gogoberidze):

• studying the characteristics of children’s emotional responsiveness to the works of modern musicians;
• identifying children's interests and preferences in music;
• identifying the development of preschoolers’ erudition in music;
• studying the characteristics of the musical subculture in this group;
• identifying the nature of the teacher’s use of this repertoire in the educational process;
• assessment of the developmental environment in the group.

1. Compilation methodological manuals for educators on the use of modern repertoire for pupils.
2. Conducting a final festive concert dedicated to Children’s Day “Song, Ring!”, an exhibition of works by preschool children “My Favorite Song”.
3. Public report on the results of projects on music education in kindergarten.
4. Publication of an article about the project in a methodological magazine for music directors.
5. Creation electronic manual“Kaleidoscope of Melodies” for teachers and parents (on the use of modern music in children’s lives).

AND Vladimir residents under the leadership of Alexander Nevsky, on the one hand, and the army Livonian Order, on the other side.

The opposing armies met on the morning of April 5, 1242. The Rhymed Chronicle describes the moment the battle began as follows:

Thus, the news from the Chronicle about the battle order of the Russians as a whole is combined with reports from Russian chronicles about the allocation of a separate rifle regiment in front of the center of the main forces (with 1185).

In the center, the Germans broke through the Russian line:

But then the troops of the Teutonic Order were surrounded by the Russians from the flanks and destroyed, and other German troops retreated to avoid the same fate: the Russians pursued those running on the ice for 7 miles. It is noteworthy that, unlike battles of Omovzha V 1234, sources close to the time of the battle do not report that the Germans fell through the ice; according to Donald Ostrowski, this information came into later sources from the description of the battle of 1016 between Yaroslav And Svyatopolk V "Tales of Bygone Years" And "The Tale of Boris and Gleb".

In the same year, the Teutonic Order concluded a peace treaty with Novgorod, abandoning all its recent seizures not only in Rus', but also in Letgole. An exchange of prisoners was also carried out. Only 10 years later the Teutons tried to recapture Pskov.

Scale and significance of the battle

The “Chronicle” says that in the battle there were 60 Russians for every German (which is recognized as an exaggeration), and about the loss of 20 knights killed and 6 captured in the battle. "Chronicle of the Grandmasters" ("Die jungere Hochmeisterchronik", sometimes translated as " Chronicle of the Teutonic Order"), the official history of the Teutonic Order, written much later, speaks of the death of 70 order knights (literally "70 order gentlemen", "seuentich Ordens Herenn"), but unites those who died during the capture of Pskov by Alexander and Lake Peipsi.

According to the traditional point of view in Russian historiography, this battle, together with the victories of Prince Alexander over the Swedes (July 15 1240 on Neve) and above Lithuanians(V 1245 under in a hurry, near Lake Zhitsa and near Usvyat), had great importance For Pskov And Novgorod, delaying the onslaught of three serious enemies from the west - at the very time when the rest of Rus' was greatly weakened Mongol invasion. In Novgorod Battle on the Ice together with the Neva victory over the Swedes back in XVI century remembered on litanies for all Novgorod churches. In Soviet historiography, the Battle of the Ice was considered one of biggest battles throughout history German knightly aggression in the Baltic states, and the number of troops on Lake Peipsi was estimated at 10-12 thousand people from the Order and 15-17 thousand people from Novgorod and their allies (the last figure corresponds to the estimate and Henry of Latvia numbers of Russian troops when describing their campaigns in the Baltic states in the 1210-1220s), that is, approximately at the same level as in Battle of Grunwald() - up to 11 thousand people in the Order and 16-17 thousand people in the Polish-Lithuanian army. The Chronicle, as a rule, reports on the small number of Germans in those battles that they lost, but even in it the Battle of the Ice is clearly described as a defeat of the Germans, in contrast, for example, to Battle of Rakovor ().

As a rule, the minimum estimates of the number of troops and losses of the Order in battle correspond to that historical role, which specific researchers assign to this battle and the figure of Alexander Nevsky in general (for more details, see Assessments of the activities of Alexander Nevsky). They didn’t mention the battle at all in their writings V. O. Klyuchevsky And M. N. Pokrovsky.

The English researcher J. Fennell believes that the significance of the Battle of the Ice (and the Battle of the Neva) is greatly exaggerated: “Alexander did only what numerous defenders of Novgorod and Pskov did before him and what many did after him - namely, rushed to protect the extended and vulnerable borders from invaders." The Russian professor agrees with this opinion I. N. Danilevsky. He notes, in particular, that the battle was inferior in scale the battle of Saul (1236), in which the master of the order and 48 knights were killed by the Lithuanians, and the battle of Rakovor; contemporary sources even Battle of the Neva describe in more detail and give it higher value. However, in Russian historiography it is not customary to remember the defeat at Saul, since the Pskovites took part in it on the side of the defeated knights.

German historians believe that, while fighting battles on the western borders, Alexander Nevsky did not pursue any political program However, successes in the West provided some compensation for the horrors of the Mongol invasion. Many researchers believe that the very scale of the threat that the West posed to Rus' is exaggerated. On the other side, L. N. Gumilyov, on the contrary, believed that it was not the Tatar-Mongol “yoke”, but the Catholic Western Europe represented by the Teutonic Order and the Archbishopric of Riga posed a mortal threat to the very existence of Rus', and therefore the role of Alexander Nevsky’s victories in Russian history is especially great.

The Battle of the Ice played a role in the formation of the Russian national myth, in which Alexander Nevsky was assigned the role of “defender of Orthodoxy and the Russian land” in the face of the “Western threat”; victory in the battle was considered to justify the prince's political moves in the 1250s. The cult of Nevsky became especially relevant during the Stalin era, serving as a kind of clear historical example for the cult of Stalin himself. The cornerstone of the Stalinist myth about Alexander Yaroslavich and the Battle of the Ice was the film by Sergei Eisenstein (see below).

On the other hand, it is incorrect to assume that the Battle of the Ice became popular in the scientific community and among the general public only after the appearance of Eisenstein’s film. “Schlacht auf dem Eise”, “Schlacht auf dem Peipussee”, “Prœlium glaciale” [Battle on the Ice (US), Battle of Lake Peipus (German), Battle of the Ice (Latin).] - such established concepts are found in Western sources long before the director’s works. This battle was and will forever remain in the memory of the Russian people just like, say, battle of Borodino, which according to a strict view cannot be called victorious, the Russian army left the battlefield. And for us this is a great battle, which played an important role in the outcome of the war.

Memory of the battle

Movies

Music

• Musical score for Eisenstein's film, composed by Sergei Prokofiev, is a cantata dedicated to the events of the battle.

Literature

Monuments

Monument to the squads of Alexander Nevsky on Mount Sokolikha

Monument to Alexander Nevsky and Worship Cross

Bronze worship cross cast in St. Petersburg with funds patrons Group "Baltic Steel" (A. V. Ostapenko). The prototype was the Novgorod Alekseevsky Cross. Author of the project A. A. Seleznev. The bronze sign was cast under the direction of D. Gochiyaev by the foundry workers of JSC "NTTsKT", architects B. Kostygov and S. Kryukov. When implementing the project, fragments from the lost wooden cross by sculptor V. Reshchikov were used.

Commemorative cross for prince "s armed force of Alexander Nevsky (Kobylie Gorodishe).jpg

Memorial cross to the squads of Alexander Nevsky

Monument in honor of the 750th anniversary of the battle

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Monument in honor of the 750th anniversary of the battle (fragment)

In philately and on coins

Data

Due to an incorrect calculation of the date of the battle according to new style Russian Military Glory Day- Victory Day of Russian soldiers of Prince Alexander Nevsky over the Crusaders (established Federal law No. 32-FZ of March 13, 1995 “On the days of military glory and memorable dates of Russia”) is noted April 18th instead of the correct new style April 12. The difference between the old ( Julian) and new (first introduced in 1582 Gregorian) style in XIII century would be 7 days (counting from April 5, 1242), and the difference between them of 13 days occurs only in the period 03/14/1900-03/14/2100 (new style). In other words, Victory Day on Lake Peipsi (April 5, old style) is celebrated on April 18, which actually falls on April 5, old style, but only at the present time (1900-2099).

At the end of the 20th century in Russia and some republics of the former USSR many political organizations celebrated an unofficial holiday Russian Nation Day(April 5), designed to become the date of unity of all patriotic forces.

On April 22, 2012, on the occasion of the 770th anniversary of the Battle of the Ice, it was opened in the village of Samolva, Gdov district, Pskov region. Museum of the history of the expedition of the USSR Academy of Sciences to clarify the location of the Battle of the Ice in 1242.

see also

Write a review about the article "Battle on the Ice"

Notes

2. Razin E. A.
3. Uzhankov A.
6. Battle of the Ice 1242: Proceedings of a complex expedition to clarify the location of the Battle of the Ice. - M.-L., 1966. - 253 p. - P. 60-64.
7. . Its date is considered more preferable, since in addition to the number it also contains a link to the day of the week and church holidays(day of remembrance of the martyr Claudius and praise of the Virgin Mary). In the Pskov Chronicles the date is April 1.
8. Donald Ostrowski(English) // Russian History/Histoire Russe. - 2006. - Vol. 33, no. 2-3-4. - P. 304-307.
9. .
10. .
11. Henry of Latvia. .
12. Razin E. A. .
13. Danilevsky, I.. Polit.ru April 15, 2005.
14. Dittmar Dahlmann. Der russische Sieg über die “teutonische Ritter” auf der Peipussee 1242 // Schlachtenmythen: Ereignis - Erzählung - Erinnerung. Herausgegeben von Gerd Krumeich und Susanne Brandt. (Europäische Geschichtsdarstellungen. Herausgegeben von Johannes Laudage. - Band 2.) - Wien-Köln-Weimar: Böhlau Verlag, 2003. - S. 63-76.
15. Werner Philipp. Heiligkeit und Herrschaft in der Vita Aleksandr Nevskijs // Forschungen zur osteuropäischen Geschichte. - Band 18. - Wiesbaden: Otto Harrassowitz, 1973. - S. 55-72.
16. Janet Martin. Medieval Russia 980-1584. Second edition. - Cambridge: Cambridge University Press, 2007. - P. 181.
17. . gumilevica.kulichki.net. Retrieved September 22, 2016.
20. // Gdovskaya Zarya: newspaper. - 30.3.2007.
24. (inaccessible link from 05/25/2013 (2231 days) - story , copy) //Official website of the Pskov region, July 12, 2006 ]
27. .
28. .
29. .

Literature

• Lipitsky S. V. Battle on the Ice. - M.: Voenizdat, 1964. - 68 p. - ( The heroic past of our Motherland).
• Mansikka V.Y. Life of Alexander Nevsky: Analysis of editions and text. - St. Petersburg, 1913. - “Monuments ancient writing" - Vol. 180.
• Life of Alexander Nevsky / Prep. text, translation and comm. V. I. Okhotnikova// Monuments of literature of Ancient Rus': XIII century. - M.: Fiction , 1981.
• Begunov Yu. K. Monument of Russian literature of the 13th century: “ A word about the destruction of the Russian land" - M.-L.: Nauka, 1965.
• Pashuto V.T. Alexander Nevsky - M.: Young Guard, 1974. - 160 p. - Series " Life of wonderful people ».
• Karpov A. Yu. Alexander Nevsky - M.: Young Guard, 2010. - 352 p. - Series “Life of Remarkable People”.
• Khitrov M. Holy Blessed Grand Duke Alexander Yaroslavovich Nevsky. Detailed biography. - Minsk: Panorama, 1991. - 288 p. - Reprint edition.
• Klepinin N. A. Holy Blessed and Grand Duke Alexander Nevsky. - St. Petersburg: Aletheia, 2004. - 288 p. - Series “Slavic Library”.
• Prince Alexander Nevsky and his era: Research and materials / Ed. Yu. K. Begunova And A. N. Kirpichnikova. - St. Petersburg: Dmitry Bulanin, 1995. - 214 p.
• Fennell J. The crisis of medieval Rus'. 1200-1304 - M.: Progress, 1989. - 296 p.
• Battle of the Ice 1242: Proceedings of a complex expedition to clarify the location of the Battle of the Ice / Rep. ed. G. N. Karaev. - M.-L.: Nauka, 1966. - 241 p.
• Tikhomirov M. N. About the place of the Battle of the Ice // Tikhomirov M. N. Ancient Rus': Sat. Art. / Ed. A. V. Artsikhovsky And M. T. Belyavsky, with the participation of N. B. Shelamanova. - M.: The science, 1975. - pp. 368-374. - 432 s. - 16,000 copies.(in lane, superreg.)
• Nesterenko A. N. Alexander Nevsky. Who won the Battle of the Ice., 2006. Olma-Press.

Links

An excerpt characterizing the Battle of the Ice

His illness took its own physical course, but what Natasha called: this happened to him happened to him two days before Princess Marya’s arrival. This was the last moral struggle between life and death, in which death won. It was the unexpected consciousness that he still valued the life that seemed to him in love for Natasha, and the last, subdued fit of horror in front of the unknown.
It was in the evening. He was, as usual after dinner, in a slight feverish state, and his thoughts were extremely clear. Sonya was sitting at the table. He dozed off. Suddenly a feeling of happiness overwhelmed him.
“Oh, she came in!” - he thought.
Indeed, sitting in Sonya’s place was Natasha, who had just entered with silent steps.
Since she began following him, he had always experienced this physical sensation of her closeness. She sat on an armchair, sideways to him, blocking the light of the candle from him, and knitted a stocking. (She learned to knit stockings since Prince Andrei told her that no one knows how to take care of the sick like old nannies who knit stockings, and that there is something soothing in knitting a stocking.) Thin fingers quickly fingered her from time to time. the clashing spokes, and the pensive profile of her downcast face was clearly visible to him. She made a movement and the ball rolled off her lap. She shuddered, looked back at him and, shielding the candle with her hand, with a careful, flexible and precise movement she bent, raised the ball and sat down in her previous position.
He looked at her without moving, and saw that after her movement she needed to take a deep breath, but she did not dare to do this and carefully took a breath.
In the Trinity Lavra they talked about the past, and he told her that if he were alive, he would forever thank God for his wound, which brought him back to her; but since then they never spoke about the future.
“Could it or could it not have happened? - he thought now, looking at her and listening to light steel the sound of the spokes. - Was it really only then that fate brought me so strangely together with her that I might die?.. Was the truth of life revealed to me only so that I could live in a lie? I love her more than anything in the world. But what should I do if I love her? - he said, and he suddenly groaned involuntarily, according to the habit that he acquired during his suffering.
Hearing this sound, Natasha put down the stocking, leaned closer to him and suddenly, noticing his glowing eyes, went up to him easy step and bent down.
- You are not asleep?
- No, I’ve been looking at you for a long time; I felt it when you came in. No one like you, but gives me that soft silence... that light. I just want to cry with joy.
Natasha moved closer to him. Her face shone with rapturous joy.
- Natasha, I love you too much. More than anything else.
- And I? “She turned away for a moment. - Why too much? - she said.
- Why too much?.. Well, what do you think, how do you feel in your soul, in your whole soul, will I be alive? What do you think?
- I'm sure, I'm sure! – Natasha almost screamed, taking both his hands with a passionate movement.
He paused.
- How good it would be! - And, taking her hand, he kissed it.
Natasha was happy and excited; and immediately she remembered that this was impossible, that he needed calm.
“But you didn’t sleep,” she said, suppressing her joy. – Try to sleep... please.
He released her hand, shaking it; she moved to the candle and sat down again in her previous position. She looked back at him twice, his eyes shining towards her. She gave herself a lesson on the stocking and told herself that she wouldn't look back until she finished it.
Indeed, soon after that he closed his eyes and fell asleep. He did not sleep for long and suddenly woke up in a cold sweat.
As he fell asleep, he kept thinking about the same thing he had been thinking about all the time - about life and death. And more about death. He felt closer to her.
"Love? What is love? - he thought. – Love interferes with death. Love is life. Everything, everything that I understand, I understand only because I love. Everything is, everything exists only because I love. Everything is connected by one thing. Love is God, and to die means for me, a particle of love, to return to the common and eternal source.” These thoughts seemed comforting to him. But these were just thoughts. Something was missing in them, something was one-sided, personal, mental - it was not obvious. And there was the same anxiety and uncertainty. He fell asleep.
He saw in a dream that he was lying in the same room in which he was actually lying, but that he was not wounded, but healthy. A lot of different persons, insignificant, indifferent, appear before Prince Andrei. He talks to them, argues about something unnecessary. They are getting ready to go somewhere. Prince Andrey vaguely remembers that all this is insignificant and that he has other, more important concerns, but continues to speak, surprising them, some empty, witty words. Little by little, imperceptibly, all these faces begin to disappear, and everything is replaced by one question about the closed door. He gets up and goes to the door to slide the bolt and lock it. Everything depends on whether he has time or not time to lock her. He walks, he hurries, his legs don’t move, and he knows that he won’t have time to lock the door, but still he painfully strains all his strength. And a painful fear seizes him. And this fear is the fear of death: it stands behind the door. But at the same time, as he powerlessly and awkwardly crawls towards the door, something terrible, on the other hand, is already, pressing, breaking into it. Something inhuman - death - is breaking at the door, and we must hold it back. He grabs the door, strains his last efforts - it is no longer possible to lock it - at least to hold it; but his strength is weak, clumsy, and, pressed by the terrible, the door opens and closes again.
Once again it pressed from there. The last, supernatural efforts were in vain, and both halves opened silently. It has entered, and it is death. And Prince Andrei died.
But at the same moment as he died, Prince Andrei remembered that he was sleeping, and at the same moment as he died, he, making an effort on himself, woke up.
“Yes, it was death. I died - I woke up. Yes, death is awakening! - his soul suddenly brightened, and the veil that had hitherto hidden the unknown was lifted before his spiritual gaze. He felt a kind of liberation of the strength previously bound in him and that strange lightness that has not left him since then.
When he woke up in a cold sweat and stirred on the sofa, Natasha came up to him and asked what was wrong with him. He did not answer her and, not understanding her, looked at her with a strange look.
This was what happened to him two days before the arrival of Princess Marya. From that very day, as the doctor said, the debilitating fever took on a bad character, but Natasha was not interested in what the doctor said: she saw these terrible, more undoubted moral signs for her.
From this day on, for Prince Andrei, along with awakening from sleep, awakening from life began. And in relation to the duration of life, it did not seem to him slower than awakening from sleep in relation to the duration of the dream.

There was nothing scary or abrupt in this relatively slow awakening.
His last days and hours passed as usual and simply. And Princess Marya and Natasha, who did not leave his side, felt it. They did not cry, did not shudder, and lately, feeling this themselves, they no longer walked after him (he was no longer there, he left them), but after the closest memory of him - his body. The feelings of both were so strong that the external, terrible side of death did not affect them, and they did not find it necessary to indulge their grief. They did not cry either in front of him or without him, but they never talked about him among themselves. They felt that they could not put into words what they understood.
They both saw him sink deeper and deeper, slowly and calmly, away from them somewhere, and they both knew that this was how it should be and that it was good.
He was confessed and given communion; everyone came to say goodbye to him. When their son was brought to him, he put his lips to him and turned away, not because he felt hard or sorry (Princess Marya and Natasha understood this), but only because he believed that this was all that was required of him; but when they told him to bless him, he did what was required and looked around, as if asking if anything else needed to be done.
When the last convulsions of the body, abandoned by the spirit, took place, Princess Marya and Natasha were here.
– Is it over?! - said Princess Marya, after his body had been lying motionless and cold in front of them for several minutes. Natasha came up, looked into the dead eyes and hurried to close them. She closed them and did not kiss them, but kissed what was her closest memory of him.
“Where did he go? Where is he now?..”

When the dressed, washed body lay in a coffin on the table, everyone came up to him to say goodbye, and everyone cried.
Nikolushka cried from the painful bewilderment that tore his heart. The Countess and Sonya cried out of pity for Natasha and the fact that he was no more. The old count cried that soon, he felt, he would have to take the same terrible step.
Natasha and Princess Marya were also crying now, but they were not crying from their personal grief; they wept from the reverent emotion that gripped their souls before the consciousness of the simple and solemn mystery of death that had taken place before them.

The totality of causes of phenomena is inaccessible to the human mind. But the need to find reasons is embedded in the human soul. And the human mind, without delving into the innumerability and complexity of the conditions of phenomena, each of which separately can be represented as a cause, grabs the first, most understandable convergence and says: this is the cause. In historical events (where the object of observation is the actions of people), the most primitive convergence seems to be the will of the gods, then the will of those people who stand in the most prominent historical place - historical heroes. But you just have to delve into the essence of each historical event, that is, into the activity of the entire mass of people who participated in the event, in order to make sure that the will of the historical hero not only does not guide the actions of the masses, but is itself constantly guided. It would seem that it is all the same to understand the significance of the historical event one way or another. But between the man who says that the peoples of the West went to the East because Napoleon wanted it, and the man who says that it happened because it had to happen, there is the same difference that existed between the people who argued that the earth stands firmly and the planets move around it, and those who said that they do not know what the earth rests on, but they know that there are laws governing the movement of it and other planets. There are no and cannot be reasons for a historical event, except for the only cause of all reasons. But there are laws that govern events, partly unknown, partly groped by us. The discovery of these laws is possible only when we completely renounce the search for causes in the will of one person, just as the discovery of the laws of planetary motion became possible only when people renounced the idea of ​​\u200b\u200bthe affirmation of the earth.

After the Battle of Borodino, the enemy’s occupation of Moscow and its burning, historians recognize the most important episode of the War of 1812 as the movement of the Russian army from the Ryazan to the Kaluga road and to the Tarutino camp - the so-called flank march behind Krasnaya Pakhra. Historians attribute the glory of this ingenious feat to various individuals and argue about who, in fact, it belongs to. Even foreign, even French historians recognize the genius of the Russian commanders when speaking about this flank march. But why military writers, and everyone after them, believe that this flank march is a very thoughtful invention of some one person, which saved Russia and destroyed Napoleon, is very difficult to understand. In the first place, it is difficult to understand wherein lies the profundity and genius of this movement; for in order to guess that the best position of the army (when it is not attacked) is where there is more food, it does not require much mental effort. And everyone, even a stupid thirteen-year-old boy, could easily guess that in 1812 the most advantageous position of the army, after the retreat from Moscow, was on the Kaluga road. So, it is impossible to understand, firstly, by what conclusions historians reach the point of seeing something profound in this maneuver. Secondly, it is even more difficult to understand exactly what historians see as the salvation of this maneuver for the Russians and its detrimental nature for the French; for this flank march, under other preceding, accompanying and subsequent circumstances, could have been disastrous for the Russians and salutary for the French army. If from the time this movement took place, the position of the Russian army began to improve, then it does not follow from this that this movement was the reason for this.
This flank march not only could not have brought any benefits, but could have destroyed the Russian army if other conditions had not coincided. What would have happened if Moscow had not burned down? If Murat had not lost sight of the Russians? If Napoleon had not been inactive? What if the Russian army, on the advice of Bennigsen and Barclay, had given battle at Krasnaya Pakhra? What would have happened if the French had attacked the Russians when they were going after Pakhra? What would have happened if Napoleon had subsequently approached Tarutin and attacked the Russians with at least one tenth of the energy with which he attacked in Smolensk? What would have happened if the French had marched on St. Petersburg?.. With all these assumptions, the salvation of a flank march could turn into destruction.
Thirdly, and the most incomprehensible, is that people who study history deliberately do not want to see that the flank march cannot be attributed to any one person, that no one ever foresaw it, that this maneuver, just like the retreat in Filyakh, in the present, was never presented to anyone in its entirety, but step by step, event by event, moment by moment, flowed from a countless number of very diverse conditions, and only then was presented in all its entirety when it was completed and became the past.
At the council in Fili, the dominant thought among the Russian authorities was a self-evident retreat in a direct direction back, that is, along the Nizhny Novgorod road. Evidence of this is that the majority of votes at the council were cast in this sense, and, most importantly, the well-known conversation after the council of the commander-in-chief with Lansky, who was in charge of the provisions department. Lanskoy reported to the commander-in-chief that food for the army was collected mainly along the Oka, in the Tula and Kaluga provinces, and that in the event of a retreat to Nizhny, food supplies would be separated from the army by the large Oka River, through which transportation in the first winter was impossible. This was the first sign of the need to deviate from what had previously seemed the most natural direct direction to Nizhny. The army stayed further south, along the Ryazan road, and closer to the reserves. Subsequently, the inaction of the French, who even lost sight of the Russian army, concerns about protecting the Tula plant and, most importantly, the benefits of getting closer to their reserves, forced the army to deviate even further south, onto the Tula road. Having crossed in a desperate movement beyond Pakhra to the Tula road, the military leaders of the Russian army thought to remain near Podolsk, and there was no thought about the Tarutino position; but countless circumstances and the appearance again of French troops, who had previously lost sight of the Russians, and battle plans, and, most importantly, the abundance of provisions in Kaluga, forced our army to deviate even more to the south and move to the middle of the routes for their food supplies, from the Tula to the Kaluga road, to Tarutin. Just as it is impossible to answer the question of when Moscow was abandoned, it is also impossible to answer when exactly and by whom it was decided to go to Tarutin. Only when the troops had already arrived at Tarutin as a result of countless differential forces, then people began to assure themselves that they had wanted this and had long foreseen it.

The famous flank march consisted only in the fact that the Russian army, retreating straight back in the opposite direction of advance, after the French offensive had ceased, deviated from the direct direction initially adopted and, not seeing pursuit behind itself, naturally moved in the direction where it attracted by an abundance of food.
If we were to imagine not brilliant commanders at the head of the Russian army, but simply one army without leaders, then this army could not do anything other than move back to Moscow, describing an arc from the side on which there was more food and the edge was more abundantly.
This movement from the Nizhny Novgorod to the Ryazan, Tula and Kaluga roads was so natural that the marauders of the Russian army ran away in this very direction and that in this very direction it was required from St. Petersburg that Kutuzov move his army. In Tarutino, Kutuzov almost received a reprimand from the sovereign for withdrawing the army to the Ryazan road, and he was pointed out the same situation against Kaluga in which he was already at the time he received the sovereign’s letter.
Rolling back in the direction of the push given to it during the entire campaign and in the Battle of Borodino, the ball of the Russian army, having destroyed the force of the push and not receiving new shocks, took the position that was natural to it.
Kutuzov's merit did not lie in some brilliant, as they call it, strategic maneuver, but in the fact that he alone understood the significance of the event that was taking place. He alone understood even then the significance of the inaction of the French army, he alone continued to assert that the Battle of Borodino was a victory; he alone - the one who, it would seem, due to his position as commander-in-chief, should have been called to an offensive - he alone used all his strength to keep the Russian army from useless battles.
The killed animal near Borodino lay somewhere where the hunter who ran away had left it; but whether he was alive, whether he was strong, or whether he was just hiding, the hunter did not know. Suddenly the groan of this beast was heard.
The groan of this wounded beast, the French army, which exposed its destruction, was the sending of Lauriston to Kutuzov’s camp with a request for peace.
Napoleon, with his confidence that it is not only good that is good, but what came into his head that is good, wrote to Kutuzov the words that first came to his mind and had no meaning. He wrote:

“Monsieur le prince Koutouzov,” he wrote, “j"envoie pres de vous un de mes aides de camps generaux pour vous entretenir de plusieurs objets interessants. Je desire que Votre Altesse ajoute foi a ce qu"il lui dira, surtout lorsqu" il exprimera les sentiments d"estime et de particuliere consideration que j"ai depuis longtemps pour sa personne... Cette lettre n"etant a autre fin, je prie Dieu, Monsieur le prince Koutouzov, qu"il vous ait en sa sainte et digne garde ,
Moscou, le 3 Octobre, 1812. Signe:
Napoleon."
[Prince Kutuzov, I am sending you one of my general adjutants to negotiate with you on many important subjects. I ask Your Lordship to believe everything that he tells you, especially when he begins to express to you the feelings of respect and special reverence that I have had for you for a long time. Therefore, I pray to God to keep you under his sacred roof.
Moscow, October 3, 1812.
Napoleon. ]

“Je serais maudit par la posterite si l"on me regardait comme le premier moteur d"un accommodation quelconque. Tel est l "esprit actuel de ma nation", [I would be damned if they looked at me as the first instigator of any deal; such is the will of our people.] - answered Kutuzov and continued to use all his strength to do so to keep troops from advancing.
In the month of the robbery of the French army in Moscow and the quiet stop of the Russian army near Tarutin, a change occurred in the strength of both troops (spirit and numbers), as a result of which the advantage of strength was on the side of the Russians. Despite the fact that the position of the French army and its strength were unknown to the Russians, how soon the attitude changed, the need for an offensive was immediately expressed in countless signs. These signs were: the sending of Lauriston, and the abundance of provisions in Tarutino, and information coming from all sides about the inaction and disorder of the French, and the recruitment of our regiments with recruits, and good weather, and the long rest of Russian soldiers, and the rest that usually arises in the troops as a result of rest. impatience to carry out the task for which everyone was gathered, and curiosity about what was happening in the French army, so long lost from sight, and the courage with which Russian outposts were now snooping around the French stationed in Tarutino, and news of easy victories over the French by the peasants and the partisans, and the envy aroused by this, and the feeling of revenge that lay in the soul of every person as long as the French were in Moscow, and (most importantly) the unclear, but arose in the soul of every soldier, consciousness that the relationship of force had now changed and the advantage is on our side. The essential balance of forces had changed, and an offensive became necessary. And immediately, just as surely as the chimes on a clock begin to strike and play when the hand has made a full circle, in the higher spheres, respectively significant change forces, reflected increased movement, hissing and playing of chimes.

The Russian army was controlled by Kutuzov with his headquarters and the sovereign from St. Petersburg. In St. Petersburg, even before receiving news of the abandonment of Moscow, a detailed plan throughout the war and sent to Kutuzov for leadership. Despite the fact that this plan was drawn up on the assumption that Moscow was still in our hands, this plan was approved by headquarters and accepted for execution. Kutuzov only wrote that long-range sabotage is always difficult to carry out. And to resolve the difficulties encountered, new instructions and persons were sent who were supposed to monitor his actions and report on them.
In addition, now the entire headquarters in the Russian army has been transformed. The places of the murdered Bagration and the offended, retired Barclay were replaced. They thought very seriously about what would be better: to place A. in B.’s place, and B. in D.’s place, or, on the contrary, D. in A.’s place, etc., as if anything other than the pleasure of A. and B., it could depend on this.
At the army headquarters, on the occasion of Kutuzov’s hostility with his chief of staff, Bennigsen, and the presence of the sovereign’s proxies and these movements, there was more than usual difficult game parties: A. undermined B., D. under S., etc., in all possible movements and combinations. With all these undermining, the subject of intrigue was mostly the military matter that all these people thought to lead; but this military matter went on independently of them, exactly as it should have gone, that is, never coinciding with what people came up with, but flowing from the essence of the attitude of the masses. All these inventions, crossing and intertwining, represented in the higher spheres only a true reflection of what was about to happen.