How to pronounce reading railroad


Reading Railroad (Philadelphia & Reading)

Last revised: September 19, 2022

By: Adam Burns

The Reading Railroad (pronounced "Redding"), officially known as the Reading Company, was another of the many Northeastern anthracite carriers and arguably the most famous.

Unfortunately, despite its celebrity the carrier relied heavily on a commodity which precipitously declined after World War II.  

Before the fall, it was a powerful system that, at one point, nearly cornered the lucrative coal market by holding stakes in virtually all of the region's major railroads.  

Its goal in this endeavor ultimately failed and the company settled into operating a haphazard, tentacled network radiating out of Reading, Pennsylvania.  

Its system was largely devoid of a main line except for a small spine west of Philadelphia.  Following Penn Central's collapse the Reading fell into bankruptcy in 1971.  

With a reeling situation in the Northeast, Conrail was formed to clean up the mess.  The Reading was included in the new government-sponsored operation, which ultimately retained many of its principle lines.

Photos

An A-B set of handsome Reading FT's were photographed here at Jersey Central's Communipaw Terminal in Jersey City, New Jersey during the 1950's. Author's collection.

History

When the clean-burning fuel, known as anthracite coal, was discovered in northeastern Pennsylvania during the mid-18th century individuals began studying ways of transporting the product for commercial use.  The first to do so successfully was the Lehigh Coal Mine Company of 1792. 

Into the early 1800s the idea of waterway transportation, better known as canals, drew increasing support.  It was New York which proved the concept's viability by opening the famous Erie Canal on October 26, 1825, running across the state from Buffalo to Albany, then down the Hudson River into New York.  

According to Jim Shaughnessy's book, "Delaware & Hudson: The Bridge Line," on April 22, 1828 the Delaware & Hudson Canal Company first entered revenue service.  

It was one of Pennsylvania's earliest such operations and became a profitable venture handling anthracite from near Honesdale to Kingston.  From that point the coal was transported down the Hudson into New York.  The origins of the Reading Railroad began just this way.

At A Glance

Headquarters
Philadelphia, Pennsylvania (Reading Terminal)
States Served
Pennsylvania, Delaware (Wilmington), New Jersey
Dates Of Operation
1838 - March 31, 1976
Charter Date
April 4, 1833
Route Miles

1,582 (1930)

1,286 (1950)

Track Gauge
4 Feet, 8 ½ Inches
Principal Lines

Philadelphia - Jersey City

Philadelphia - Bethlehem, Pennsylvania

Philadelphia - Reading, Pennsylvania

Philadelphia/Camden - Atlantic City, New Jersey

Manville - Port Reading, New Jersey

Reading - Harrisburg, Pennsylvania

Reading - Allentown, Pennsylvania

Reading - Newberry Junction, Pennsylvania

Reading - Wilmington, Delaware

Harrisburg - Hagerstown, Maryland (Western Maryland)

Diesel Locomotives Owned (1963)
337
Rolling Stock Owned (1930)

Freight Cars: 43,298

Passenger Cars: 910

Slogan
Bee Line Service
Reporting Mark
RDG
Successor
Conrail

Its earliest predecessor was the Little Schuylkill Navigation, Railroad & Coal Company, which was granted a charter by the state of Pennsylvania on February 28, 1826.  

It planned to move coal from mines near the Panther Creek Valley at Tamaqua to Port Clinton (about 20 miles) where the product would then be transferred to the Schuylkill Navigation Company's canal linking Reading and Philadelphia.  

Logo

The Reading Railroad logo. Author's work.

The route's construction began in earnest during 1830 and it was opened in 1831 utilizing horses pulling carts over wooden rails with iron straps.  

The rudimentary operation was slow and ground to halt during the late fall through early spring when frigid temperatures kept the canals frozen and unnavigable.  

Still, as the D&H operation proved, demand for anthracite was so great there remained a bright future in the business.  To overcome the obstacles of winter the state legislature authorized construction of the Philadelphia & Reading Railroad on April 4, 1833.  

This newfangled technology could run in every type of weather as the Baltimore & Ohio, Mohawk & Hudson, South Carolina Canal & Rail Road, and others were all proving.

A pair of Reading GP35's were photographed here at Morrisville, Pennsylvania during the mid-1960's. American-Rails.com collection.

The P&R was the earliest ancestor of the Reading's railroad operations.  It was envisioned to replace the canal, connecting Pottsville with Philadelphia via Reading running parallel with the Schuylkill River.  

During this era railroads struggled to gain a footing in the face of stiff canal opposition; backed with money and political connections canal owners were effective at delaying construction efforts of the Lehigh Valley, Erie, and Mohawk & Hudson (an early New York Central predecessor). 

This was no different for the P&R, which fought local canal interests for years until opening its first segment between Reading and Pottstown in 1838.  

As time passed and railroads proved their superiority the resistance evaporated.  One year later, on December 5, 1839, the P&R completed its line into Philadelphia while the final extension to Pottsville opened in 1842.  

Interestingly, this 93-mile route was the only true main line the Reading ever operated.  The rest of its network consisted primarily of branch and secondary lines.

The RS3 was quite popular on the Reading. Seen here is #482 at Cressona, Pennsylvania on April 11, 1971. Charles Houser, Sr. photo. Author's collection.

Dale Woodland notes in this book, "Reading Diesels: Volume 2, The Second Generation," the opening of a coal terminal at Port Richmond along the Delaware River in Philadelphia on May 17, 1842 provided the railroad with an eastern outlet for its anthracite.  

The P&R proved, once more, that rail transportation was superior to the canal.  According to Mike Schafer's book, "Classic American Railroads: Volume III," in 1844 it handled 42,843 tons of coal, surpassing the Schuylkill Canal.  

The Reading Railroad's ""Bee Line Service" logo. Author's work.

As the P&R's success blossomed it expanded by acquiring other railroads, most of which branched in every direction away from Reading.  

This city ultimately became the P&R's primary hub where its major shop complex was located.  Its growth into the modern-day Reading Company unofficially began on January 1, 1850 when it acquired a portion of the Philadelphia & Columbia Railroad between Philadelphia and Columbia.  

It then purchased the Lebanon Valley Railroad on March 20, 1858 which linked Reading with the state capital at Harrisburg (the LVRR opened on January 18, 1858).

Timetables (1952)

The P&R's other notable acquisitions included the following:

  • In 1869 it added the East Pennsylvania Railroad to Allentown; in 1870 it picked up the Philadelphia, Germantown & Norristown Railroad via lease running to Norristown (a Philadelphia suburb)

  • 1872 saw the takeover of the Catawissa, Williamsport & Erie extending to Williamsport and Newberry Junction

  • On May 14, 1879 it purchased the North Pennsylvania Railroad which extended service to the important steel-production center at Bethlehem and that same year added the Delaware & Bound Brook Railroad (D&BB).   

The D&BB had been incorporated on May 12, 1874, opening a line five years later from Yardley (interchanging there with the North Penn Railroad) to Bound Brook Junction (near Manville, New Jersey) where it connected with the Central Railroad of New Jersey.  

The D&BB later completed an extension to Woodbridge, New Jersey where Port Reading was opened in 1889 along the New York Harbor.  At this location a vital deep water port was built for the transportation of anthracite onto Transatlantic ships.

Reading FA-1 #302 and a cabless mate have what appears to be a string of empties heading westbound through Allentown, Pennsylvania during the 1950's. Author's collection.

These systems were the most important components of the P&R's network although, as Mr. Woodland points out, nearly 100 predecessors ultimately comprised the modern Reading Company system.  As the 1800s came to a close the railroad continued to prosper with demand for anthracite soaring.  

The P&R was not the only carrier to flourish by handling hard, or stone coal.  Other successful anthracite systems included the aforementioned Delaware & Hudson, Lehigh Valley, and Delaware, Lackawanna & Western as well as the Jersey Central, Lehigh & New England, Lehigh & Hudson River, and New York, Ontario & Western.  

The road truly came of age when Franklin Gowen was elected president in early 1870.  He looked to corner the coal market by establishing the Philadelphia & Reading Coal & Iron Company in 1871.  

This subsidiary worked to acquire mines for the railroad and was so fruitful that Mr. Schafer notes it controlled nearly 30% of the anthracite market before overextending itself and falling into bankruptcy in 1880.

After a series of presidents, Archibald McLeod took the reigns in 1890 leading the Philadelphia & Reading through what could arguably be described as its greatest period.  The new president aimed to transform his company into the dominant anthracite carrier.  

Backed by the P&R's overflowing wealth the beautiful Reading Terminal in downtown Philadelphia opened in January of 1893 (another McLeod endeavor), symbolizing the company's power.  

System Map (1940)

Beginning in late 1891 it leased the Lehigh Valley and soon afterward held stakes in the Jersey Central, Lackawanna, and even Boston & Maine.  

At this time the P&R controlled over 70% of the anthracite business and appeared would enter the 20th century as the region's largest railroad.  Alas, the financial Panic of 1893 brought down the McLeod empire although the P&R did maintain control of the CNJ.  

The company was forced into receivership and all of the rail and non-rail properties under its control except the CNJ were reorganized as the Reading Company.

System Map (1969)

Less than a decade later Reading was acquired, through stock ownership, by the much larger Baltimore & Ohio.  The 1893 collapse relegated it to regional status, operating right around 1,300 miles within eastern Pennsylvania and its New Jersey commuter lines.  

Because of the company's condensed, spaghetti-like network it could not enjoy the lucrative, long-haul movements of merchandise freight that trunk lines like the B&O, NYC, and PRR enjoyed.  Its absolute furthest run over home rails was 202 miles from Newberry Junction (near Williamsport) to Philadelphia.  

It did, however, go on to join the "Alphabet Route."   This consortium included a group of railroads that offered through service for shippers in the ultra-competitive New York/Boston - Chicago corridor as an alternative to the B&O, NYC, and PRR.  

In a further corporate reorganization it shed all of its non-rail interests in 1923 due to antitrust issues.  During the next few decades the Reading maintained a highly profitable and well-managed operation thanks to its rich sources of coal. 


Commuter Services

When the vacationing market to New Jersey's beaches sprang up after the Civil War the P&R looked to expand into the region.  In 1884 it purchased the narrow-gauge Camden, Gloucester & Mt. Ephraim Railway, which connected its namesake cities in New Jersey.  

The little operation was soon standard-gauged and through a series of other acquisitions the P&R consolidated all of its southern New Jersey properties into the Atlantic City Railroad in 1889.

As the popularity of beach goers exploded through the late 19th century the ACRR was double-tracked along an arrow-straight main line linking Camden with Atlantic City.  

In 1933 the ACRR joined Pennsylvania's West Jersey & Seashore Railroad to form the Pennsylvania-Reading Seashore Lines, a successful commuter operation linking Camden with the Jersey Shore.  

The PRSL faded over time but survived until the formation of Conrail in 1976.  Today, some of its lines remain in use by various agencies handling both freight and passenger assignments.   

One of the Reading's numerous RS3's, #471, is seen here at the company's shops in Reading, Pennsylvania on October 8, 1972. Author's collection.

Outside of commuter operations the Reading also operated a fleet of successful regional trains.  Its best-remembered was the steamlined Crusader.  

The train was tailored towards business clientele connecting New York/Jersey City (in conjunction with the CNJ via Jersey City Terminal) with Philadelphia.

In its initial streamlining the train was powered by a pair of overhauled 4-6-2's (these Pacifics, classed as G-1sa were rebuilt at the Reading Shops) and matched to a lightweight consist of five cars (built by the Budd Company), bedecked in stainless steel.  

It was a very classy and successful operation, remaining in service through the 1960s.  

There were also other notable trains such as the King CoalQueen of the ValleySchuylkill, and Wall Street. Considering its dependence on coal the road surprisingly operated extensive commuter services within the Philadelphia suburbs.

By the 1930s it had electrified these lines, extending from Reading Terminal to Norristown, Chestnut Hill, Doylestown, Hatboro, and West Trenton.  Amazingly, even as late as the 1960s the Reading was continuing to expand these operations!

As the years passed, however, these operations lost increasingly more money, a problem facing all other Northeastern carriers.  Unfortunately, it was inescapable requirement that most railroads were unable to shed until the early 1980s.  

Finally, there was the Iron Horse Rambles.  These popular excursions became legendary and became a fondly remembered part of Reading's history.  

The event began in 1959 when the railroad kept four of its powerful 4-8-4's (#2100, #2101, #2102, and #2124) to host excursions.  They were so popular they kept running through the 1964 season.  

The Rambles were not only a successful public relations campaign during an era when railroads were far more friendly, welcoming, and open to the general public but also demonstrated the importance steam power once played.


The decline of this traffic began in the 1920s and hastened after World War II.  Mr. Woodland notes that in 1946 the Reading still handled 16 million tons of anthracite with roughly 30 million tons in other freight.  

Unfortunately, the loss of its key traffic source quickened through the 1960s and by 1975 it was handling less than 2 million tons.   

As the 1960s unfolded the anthracite market had almost entirely dried up resulting in the Reading depending heavily on bridge traffic. The entire Northeastern industry was seriously hurt by the formation of the Penn Central Transportation in February of 1968.

Almost immediately the PC began to crumble and along with it most other carriers.  On June 21, 1970 the PC declared bankruptcy followed by the Reading on November 23, 1971. Things went from bad to worse as the PC threatened total shutdown if some assistance was not provided.  


The Reading relied on some very large and powerful wheel arrangements during its heyday such as 2-8-8-2's, 2-8-8-0's, 2-10-0's, 2-10-2's, and others alongside the 4-8-4's (rebuilt from former 2-8-0 Consolidations).  

Into the diesel era it experimented with examples from all of the major manufacturers, including Fairbanks-Morse's unique h34-66 "Train Master" of the 1950s.  

Passenger Trains

Crusader: (New York/Jersey City - Philadelphia)

Harrisburg Special: (Jersey City - Harrisburg)

King Coal: (Philadelphia - Shamokin, Pennsylvania)

North Penn: (Philadelphia - Bethlehem)

Queen of the Valley: (Jersey City - Harrisburg)

Schuylkill: (Philadelphia - Pottsville)

Wall Street: (Philadelphia - Jersey City)

However, it generally relied on examples from Electro-Motive and American Locomotive.  There were first-generation GP7's, F7's, and RS3's while second-generation variants included models like the C630, GP30, and GP40-2. 

The early examples wore a striking livery of black with green and yellow pinstriping while later locomotives were clad in a bright green and yellow scheme featuring a large black diamond below the cab with the company name.

Diesel Roster
American Locomotive Company

Model Type Road Number Date Built Quantity
HH-90040-411937-19382
S242-471946-19476
Boxcab50-51 (First)1926, 19282
S150-54 (Second)1940-19415
FA-1300A-305A19486
FB-1300B-305B19486
RS3444-450, 460-475, 481-5241951-195367
C4245201-5210196310
C4305211-521219662
C6305300-53111966-196712

Baldwin Locomotive Works

Model Type Road Number Date Built Quantity
DS-4-4-100026-39, 700-7291946-194944
VO-66036, 61-701939-194211
VO-100055-59, 71-891940-194424
AS16530-554, 560-563, 576-5891951-195343

Electro-Motive Division

Model Type Road Number Date Built Quantity
SW10-1519376
SW116-241939-19419
NW290-92, 100-1041940-19478
FTA250A-259A194510
FTB250B-259B194510
F3A260A-265A19486
F3B260B-265B19486
F7A266-283195018
F7B266B-271B19506
GP7600-636, 660-6661952-195344
FP7900-9071950-19528
SW9001501-15151961-196315
SW10012601-2625197325
SW15002750-27701966-196921
MP15DC2771-2780197410
GP39-23401-3420197420
GP353626-3656, 6501-65061963-196537
GP40-23671-367519735
GP305501-5520196220
SD457600-760419675

Fairbanks-Morse

Model Type Road Number Date Built Quantity
h34-66 (Train Master)800-808, 860-8671953-195617

General Electric

Model Type Road Number Date Built Quantity
U30C6300-630419675

Steam Roster

Class Type Wheel Arrangement
A-2a Through A5a (Various)Switcher0-4-0T
B-4a Through B-9b (Various)Switcher0-6-0
C-1saJubilee4-4-4
D-3h Through D-11s (Various)American4-4-0
E-3a/b Through E-5sa (Various)Switcher0-8-0
G-1sa Through G-3sa (Various)Pacific4-6-2
I-1d Through I-10sa (Various)Consolidation2-8-0
J-1saDecapod2-10-0
K-1sa/sb/scSanta Fe2-10-2
L-1a Through L-10sb (Various)Ten-Wheeler4-6-0
M-1a/sa/sbMikado2-8-2
N-1sb/scChesapeake2-8-8-2
N-1sdMallet2-8-8-0
P-1e Through P7sb (Various)Atlantic4-4-2
Q-1a/b/c/dAdriatic2-6-4T
T-1Northern4-8-4

Reading FA-1's and FB-1's layover at the Erie Avenue Yard in Philadelphia during the 1950s. American-Rails.com collection.

Conrail

As trustees at Penn Central tried to unravel the mess it became clear there were simply too many variables to turn around the company's waning fortunes.

These problems ranged from an incompatible management team to constricting regulations which had harmed the industry for decades.  

Realizing the severity of the situation the federal government stepped and setup the Consolidated Rail Corporation, Conrail.  

The new carrier comprised the skeletons of several bankrupt Northeastern carriers, including the Reading, and it launched operations on April 1, 1976.  

While some systems like the Lehigh Valley and Jersey Central were predominantly scrapped, interestingly, much of the Reading was retained by Conrail.  

In 1999 the system, which finally returned to profitability during the early 1980s, was split between Norfolk Southern and CSX Transportation.  

Today, these large Class I's continue to operate segments of the old Reading while others sections have been spun-off to short lines (notably the Reading, Blue Mountain & Northern, a successful Class II regional).

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The Rise and Fall of an Iconic Railroad

Wikipedia

The Reading Railroad became a national icon through the game of Monopoly and a regional force through its network of track.

Perhaps best known for being an often-mispronounced stop on the classic Monopoly board, the Reading Railroad (pronounced Redding) is a testament to industrial Pennsylvania’s hey-day. Its life is a tragic ode to the decline of coal’s predominance during America’s extreme economic growth during most of the 20th century. The railroad is an icon that many people have forgotten yet some nostalgically cling to. Spanning 143 years, the Reading Railroad’s life mimicked the rolling hills and mountains it traversed.

The Reading, as it was affectionately called, played an integral part in the economic development of Philadelphia and the Schuylkill River Valley. Its origins began with the charter of the Philadelphia and Reading Railroad in 1833, and by 1849 it provided the connecting link between the resource rich coal regions of Schuylkill County and metropolitan Philadelphia. The anthracite coal industry would become the Reading’s catalyst, as the railroad continued to expand with each new rail line acquisition. Also adding to its rapid growth was the formation of the Philadelphia Coal and Iron Company that allowed the Reading to operate both the coal mines and the railroads stemming from them.

By the 1890s, the railroad had developed a large passenger network with three separate stations in the city of Philadelphia. The rail company chose to consolidate its Philadelphia terminals into one single endpoint. The station, as one familiar with Philadelphia may have guessed, was established above the Reading Terminal Market that still exists today and earned its name from the railroad terminal under which it was located.

Penn State University Libraries Map Library

By 1930, the Reading Railroad had a broad net of routes in eastern Pennsylvania.

The Reading continued to increase the size of its network through purchases in the Lehigh Valley and New Jersey, eventually securing a monopoly on the country’s anthracite trade. This web of lines proved difficult to manage, and the railroad, as well as its coal company, was reorganized under The Reading Company in 1896. With the 20th Century, came many difficulties for the company, which faced anti-trust lawsuits and was forced to drop its coal mine operations. After World War I, the Reading Company electrified most of its passenger rail lines in order to compete in the changing transportation climate.

During World War II, many of the company’s passenger lines reached record ridership. However, this trend would decline exponentially after the Second World War. Explains the Reading Eagle, “By the 1950s, forces beyond corporate control were pounding away at the fortunes of the Reading and other northeastern railroads. Heavy manufacturing was disappearing from the region; passengers were abandoning the rails for automobiles and airplanes; and convoluted federal regulations were hindering railroads from setting competitive shipping rates.” By the late 1960s, the company could not survive without subsidies from South Eastern Pennsylvania Transportation Authority, which would eventually take control of most passenger services by 1974. In 1976, the Reading Railroad, as history knew it, was no longer, and it was reorganized under a government conglomerate known as Conrail.

From its initial charter in 1833 to its bankruptcy in 1971, the railroad had gone from one of the largest corporations in the world to a flailing government-owned not-for-profit. The role that it played in the development of the Philadelphia area was tremendous. Whether the Reading was providing jobs for tens of thousands of rail workers across the region or shuffling businessmen between New York and Philadelphia, its economic impact was astounding.

Library of Congress

The Reading Railroad's terminal in Philadelphia has become an icon of the city and home to the famous market.

Perhaps this impact is most favorably seen by the city from which the railroad received its name. The city of Reading, PA, witnessed a doubling of its population between 1880 and 1900 largely due to its central role as a transportation hub for the railroad. Today, the city clings nostalgically to its former role. The importance of the railroad to the city can be seen from the Berks County Historical Society’s exhibits on the Reading Railroad to the city’s arena football team, aptly named The Express. Every time the Reading Phillies minor league baseball team scores a run, a decorative train in the outfield lights up and the sound of a steam engine fills the stadium. States the City of Reading’s website, “The construction of the railroad was probably the single greatest factor in the development of Berks County.”

Many of the railways still exist today, but their frequency of use does not compare to that of the late 19th and early 20th centuries. Passenger rail between Reading and Philadelphia is no longer a reality. However, increasing oil prices and the growth of the Schuylkill Valley region have raised the possibility of restoring passenger rail service between Reading and Philadelphia. Time will only tell if the citizens of Reading get a modern version of their beloved train back.

From the time the Reading Railroad was featured on the original Monopoly board in 1934, the game has been played by almost 500 million people worldwide. Those who play the original version might be quick to categorize the Reading Railroad as a fictional railway, just a stop on the way to “pass go and collect $200.” However, to many in Southeastern Pennsylvania, the Reading Railroad is a known cultural and historical icon. It is a testament to America’s coming of age during the 20th century.

Sources:
  • “Home.” Express Indoor Football. 7 Dec. 2009 <http://expressindoorfootball.com/>.
  • Hinz, Christopher. “The Reading Railroad: An Icon for the Ages.” The Reading Eagle. 15 Apr. 2007. 1 Dec. 2009 <http://readingeagle.com/article.aspx?id=54098>.
  • Megerdigian, Cheryl. “Philadelphia & Reading Railroad Company.” National Museum of American History. Aug. 1989. 30 Nov. 2009 <http://americanhistory.si.edu/archives/d8208.htm>.
  • “Philly NRHS - Reading Company History.” TrainWeb. 6 July 2003. 1 Dec. 2009 <http://www.trainweb.org/phillynrhs/rdg.html>.
  • Reading Railroad Online. 4 Dec. 2009 <http://www.readingrr.com/index.htm>.
  • “Reading Railroad Massacre.” ExplorePAHistory. 1 Dec. 2009 <http://explorepahistory.com/hmarker.php?markerId=631>.
  • “The History of Reading.ReadingPA. 7 Dec. 2009 <http://www.readingpa.gov/history.asp>.
  • “The Reading Railroad.” The American Railroads. 30 Nov. 2009. 10 Dec. 2009 <http://www.american-rails.com/reading-railroad.html>.

Analysis of the poem by N.A. Nekrasov "Railway". Literature lessons in grade 6

Literature lessons in grade 6[1]



Lesson 44. N. A. Nekrasov. "Railway": author and people

Lesson 45. N. A. Nekrasov. "Railway": the originality of the composition of the poem

Lesson 46. The laws of versification

Lessons 47-48. Control lessons


LESSON 44
N. A. NEKRASOV. "RAILWAY"[2]: AUTHOR AND PEOPLE

The main content of the lesson
Brief story about the poet (childhood, beginning of literary activity). Poetry in acting. Paintings forced labor. The poet's dream of a "beautiful time" in the life of the people. The greatness of the people - the creator of material and spiritual values.

Principal activities.
Reading and discussion of the textbook article "Nikolai Alekseevich Nekrasov". Messages about the childhood and youth of the poet based on the search for materials about his biography and work. Reading and discussion of textbook and workshop information about literary places in Russia related to named after Nekrasov. Expressive reading (including by heart) of the poet's poems studied earlier. Perception and expressive reading of the poem "Railroad" (in parts). Oral review of expressive reading of classmates, performance of actors (see tasks of phono-chrestomathy). Oral answers to questions (using citation). Analysis of expression forms author's position. Discussion of textbook illustrations.

LESSON CONTENT

I. Five minutes of poetry.

Reading by heart Nekrasov's poems, studied and read independently in elementary school and in grade 5:
excerpts from the poems "Peasant Children", "On the Volga", from the poem "Frost, Red Nose", poems "Schoolboy", "Grandfather Mazai and Hares", "General Toptygin", "Nightingales", "Green Noise" (at the choice of the teacher).

II. The teacher's story about Nekrasov with the inclusion of student reports about the poet
based on a search for materials about his biography and work and a correspondence tour of literary places, associated with his name (Karabikha, Petersburg). See page "Nekrasov in St. Petersburg".

III. Reading a textbook article and discussing it on questions: (See the article below)

How did Nekrasov's interest in literature manifest itself during his years of study at the Yaroslavl gymnasium?

Why did Nekrasov not want to enter the Noble Regiment?

How were his first years of life in St. Petersburg? Why didn't he give up, didn't return to his father?

How did the future poet get out of poverty? Why did he regret that he could not study at the university?

What was the significance of the meeting with Belinsky for Nekrasov?

Prove that Nekrasov saw the beauty of the soul in the simplest people. Give examples from previously studied works of the poet.

What hopes did the poet place on children?

What poems by Nekrasov became folk songs?

III. Listening and discussion of one of the romances to the verses of Nekrasov.

IV. Listening and reviewing the actor's reading of the poem "Railway"

Answers to questions 1-4 from the section of the textbook "Phonochrestomathy. Let's listen to the acting."

V. Group work:

Group 1.
Reread the first part of the poem.
Answer questions 1, 2 from the section of the textbook "Thinking about what you read."
What is special about contemplating autumn nature from the car window?
In what ways does the author express his feelings in the first part of the poem?
What image is created by sound writing in the last stanza of the first part of the poem?

Group 2.
Reread the first half of the second part of the poem until the words "Do not be horrified by their wild singing. ..".
Answer questions 3-5 from the "Thinking about what you read" section of the textbook.

Group 3.
Reread the second half of the second part of the poem from the words "Do not be horrified by their wild singing..." to the end of the part.
Why does Vanya's interlocutor call the peasants his brothers?
What role do verbs in the imperative mood play in this part?
Answer question 6 from the textbook section "Thinking about what you read."
Answer question 3 to the poem "Railway" from the workshop "We read, think, argue ...".

Group 4.
Reread the third part of the poem.
In what ways do the views of the general and his fellow traveler on the people differ?
The answer to question 7 from the section of the textbook "Thinking about what we read."

Group 5.
Reread the fourth part of the poem.
Why does the author describe the "bright" side of workers' labor with irony?
What did the workers get at the end of the construction? Was this calculation fair? Why "every contractor should stay"? Justify your opinion.

Group 6.
Write out from the text of the fourth part in two columns all the phrases indicating what positive and negative results the workers came to towards the end of the road.
*Compare these results. Draw your own conclusions.
Why is the poem addressed to children?

VI. Discussion of reproductions of paintings by Russian artists placed in the textbook.

Completion of tasks from the section "Literature and Fine Arts".

Practical work. Selection of quotation examples to the topic “Two faces people in Nekrasov's poem "Railway".

Drawing up a citation table:

0029

Author

General

The people are a worker and creator/
Slave psychology of the people and its causes

Destroying People

“The Russian people endured enough. ..”/
Tsar-hunger, heat, cold, bent back, dugouts, diseases

"What, then... did the people create all this?"

“It will endure everything and pave a wide, clear chest path for itself”/
“The literate foremen robbed us, / The bosses stole, the need pressed... We endured everything...”

“Your logic is a bit wild...”

“Here they are, the builders of our road”/
“It was hard for a man to get his bread.” "Each contractor must remain ..." "They waved their hands"

"A miracle of art - he pulled everything away!"

Vatican, Colosseum, Saint Stephen, Apollo Belvedere — the creation of the hands of the common people /
“Hats off — if I say…” rushed along the road ... "

"Do not create - destroy the master. "Barbarians! wild crowd of drunkards!..”

Final question :
question 5 from the section of the textbook “Phonochrestomathy. Let's listen to the acting."

Homework

Prepare an expressive reading of one of the parts of the poem "Railway" by heart.

Orally answer the questions from the section of the textbook "Creative task".

Answer in writing the question “What is the difference between the views of the author and the general on the Russian people?”.


LESSON 45
N. A. NEKRASOV. "RAILWAY": ORIGINAL COMPOSITION OF POEM

The main content of the lesson.
The meaning of the epigraph, the role of the landscape, the combination of real and fantastic paintings, dialogue-argument. The value of rhetorical questions. Initial ideas about the stanza. The concept of dialogue.

Principal activities.
Expressive reading of fragments of a poem by heart. Oral answers to questions (using citation). Participation in a collective dialogue. Perception artistic convention as a specific characteristic of art in various forms - from verisimilitude to fantasy. Identification of artistically significant compositional features and figurative and expressive means of the poet's language. Work with a dictionary of literary terms.

I. Group work:

Group 1.
Meaning of the epigraph.
What is an epigraph?
Check yourself in the dictionary of literary terms. Why do writers use epigraphs?
How do you understand the epigraph to the poem "Railway"?
Why does Nekrasov preface his poem with an epigraph in the form of a dialogue?
How does the epigraph outline the conflict between the general and his companion?
For what purpose does the author indicate how papa and Vanya were dressed?
Find antitheses in the epigraph and determine their role in the composition of the poem.
How will the contradictions inherent in the epigraph affect the composition of the poem?

Group 2.
The role of the landscape.
What is a landscape in a literary work? What is his role in the work?
For what purpose does Nekrasov begin his poem with a landscape?
Find in the first part of the poem the lines depicting autumn nature and the lines conveying the state of the lyrical "I".
What is the purpose of giving them alternately?
The landscape is given through the eyes of a passenger riding in a carriage. Is it by chance? Justify your position.
Find epithets, comparisons, metaphors in the first part and explain their role.
Answer question 1 to the poem "Railway" from the workshop "We read, think, argue ...".
What mood is given to the first part of the exclamation?

Group 3.
Combination of real and fantastic pictures.
Which pictures in the poem are real and which are fantastic? For what purpose does the author introduce fantastic pictures?
What is the purpose of the author depicting the "king-hunger" as a living creature?
What is the semantic role of this extended metaphor?
What feelings does the crowd of the dead and their singing evoke in the reader?
Answer the question 2 of the textbook for the poem "Railway" from the workshop "We read, think, argue . ..".
The dead in the poem appear after the mention of "Russian bones", and disappear after "a deafening whistle".
Is it a coincidence? Justify your opinion.

Group 4.
Dialogue-dispute.
What is a dialogue? Prove that dialogue is the main compositional device of the poem.
Who is involved in the dialogue? Name the images of the poem that are depicted in the dialogue situation.
Reread these dialogues.
Prove that the dialogue of each pair of images is built on the conflict : the general is a companion, the general is Vanya (Vanya's dream), the contractor is the builders.

Group 5.
The value of rhetorical questions.
Find the definition of a rhetorical question in the dictionary of literary terms.
Find the rhetorical questions in the poem "Railway".
Identify all the characters to whom the rhetorical questions belong. How is the nature of the questions related to the characters who pronounce?
Find in the poem rhetorical questions containing affirmation and negation.
Who do they belong to? What is the purpose of rhetorical questions in the poem "Railroad"?

II. The concept of dialogue

Find the definition of the concept of stanza in the dictionary of literary terms.
What types of stanzas are used in Russian poetry?
Give examples from the poems you have studied.
What is the role of rhyme in a stanza? What types of rhymes can be seen in the stanza?
Determine what stanzas are used to write "The Tale of the Dead Princess ..." and "Winter Morning" by A. S. Pushkin, "Borodino", "Cliff" and "Three palm trees" by M. Yu. Lermontov, "Leaves" by F. I. Tyutchev, "A wavy cloud" and “Still fragrant bliss of spring ...” A. A. Fet.
Determine the rhyming methods in the stanzas: pair, cross, ring.
Find the definition of the concept of dialogue in the dictionary of literary terms.
Find examples of dialogue in the Railroad.

III. Practical work.
Drawing up an approximate plan for the message "The originality of the composition of Nekrasov's poem "Railway"" :

Question

Plan item

What is composition?

Composition - location and interconnection of parts of a work of art

What are the features of the composition of the "Railway"?

Features of the composition of the "Railway": . ..

What is the role of the epigraph in the poem "Railway"?

- The meaning of the epigraph in the poem.

What is the compositional role of the autumn landscape in the poem?

— The compositional role of the landscape.

What is fantasy? Why in the poem "Railway" side by side with real and fantastic pictures?

— Combination of real and fantastic pictures.

What is a dialogue? What is its role in the poem?

- Dispute dialogue as the main compositional device of the poem.

What questions are called rhetorical?

— The importance of rhetorical questions for understanding compositional features poems.

What is the role of compositional techniques in understanding a poem?

The role of the composition of the "Railway" in the understanding of the poem

Final questions :

How do you understand the meaning of the title of the poem?

Answer question 5 to the poem "Railway" from the workshop "We read, think, argue ...".

Choose arguments to answer the question “Is K. I. Chukovsky right in his assessment of the Railway?”
(see workshop "Reading, thinking, arguing...").

Homework
Answer in writing the problematic question “What is the originality of the composition of the poem by N. A. Nekrasov “Railway”?”.

Individual task.
Create an illustration for a poem and prepare for its presentation and defense.


LESSON 46
LAWS OF POSING

The main content of the lesson.
Trisyllabic (dactyl, amphibrach, anapaest) metres. Types of rhymes and ways of rhyming.

Principal activities.
Reading and discussion of the textbook article "Three-syllable meters of verse". Work with the dictionary of literary terms. Search for citation examples, illustrating poetic dimensions. Determination of two-syllable and three-syllable verse sizes, types of rhymes and methods of rhyming on the example of the studied poetic works. Determination of poetic sizes using the tasks of the workshop "We read, think, argue ...".

I. Repetition of two-syllable verse meters: (see also the page "Poetic meters")

Remember what meters are called two-syllable verse.
What is the difference between iambic and chorea? Give examples.
What size are A. S. Pushkin's poems “I. I. Pushchin” and “Winter Road”?
What are the sizes of F. I. Tyutchev's poems "Reluctantly and timidly ..." and “A kite has risen from the clearing . ..”?
Prove your answer is correct

II. Determining the three-syllable size of the verse by ear

Think about the size of the poems "Clouds" and "Three Palms" by M. Yu. Lermontov, "Leaves" by F. I. Tyutchev, “The spruce hung the path with my sleeve ...” A. A. Feta: disyllabic or trisyllabic.
Try to chant one line at a time from these poems, highlighting the stressed syllables.
In which poems is the stressed syllable the first of three? In which - the second of three?

III. Reading and discussion of the textbook article "Tri-syllable meters of verse": (See the article below)

What is the name of a three-syllable meter if the first syllable in a group of syllables is stressed? second? third?

Completion of task 1 from the section of the textbook "Check Yourself". Complete the table with your own examples.

Completion of task 2 from the "Check Yourself" section of the textbook.

III. Practical work
Types of rhymes and methods of rhyming

1. Determine whether the last syllable in the following lines is stressed or unstressed:

"In the sandy steppes of the Arabian land...";
"Glorious autumn! Healthy, vigorous ... ";
"Clouds of heaven, eternal wanderers ...".

Count how many syllables are left in each verse after the stressed syllable at the end of the line.

If the stress at the end of the line falls on the last syllable, then such a rhyme is called masculine. If on the penultimate, then female. If on the third from the end, then dactylic.

2. Determine the types of rhymes in the following quotes:

“And the cold sea washes my roots...”;
"The sun is looking at the fields...";
"We endured everything, God's warriors...".

3. Remember what a stanza is.

If neighboring verses rhyme in a stanza, then the rhyme is called a pair :

From the glade the kite has risen,
It has risen high into the sky.

4. Give your example of a paired rhyme.

If in a stanza the first stanza rhymes with the third, and the second with the fourth, then the rhyme is called cross :

Will endure everything - and a wide, clear
Will pave the way for himself with his chest.
It's only a pity - to live in this beautiful time
I won't have to - neither me nor you.

5. Give your own example of a cross rhyme.

If the first line in a stanza rhymes with the fourth, and the second with the third, then the rhyme is called girdle or ring:

A golden cloud spent the night
She left early in the morning,
Playing merrily across the blue.

6. Give your own example of a ring rhyme.

IV. Literary game:

I. Determine the poetic dimensions of the indicated poems and indicate the “third extra” :

1) “Winter Morning” by A. S. Pushkin; "AND. I. Pushchin” by A. S. Pushkin; "Leaves" by F. I. Tyutchev.

2) "Reluctantly and timidly..." F. I. Tyutchev; "Cliff" by M. Yu. Lermontov; "Railway" N. A. Nekrasov.

3) "Leaflet" by M. Yu. Lermontov; “Spruce covered my path with a sleeve ...” A. A. Feta; “A kite has risen from the clearing ...” F.I. Tyutcheva.

II. Connect the names of the poems and the meter with arrows. Determine the "fourth extra" .

Title of the poem

Poetic meter

“Another May Night” by A. A. Fet

polecat

"Peasant children" N. A. Nekrasova

iambic

"Winter Road" by A. S. Pushkin

amphibrach

dactyl

Title of the poem

Poetic meter

Prisoner by A. S. Pushkin

dactyl

"Clouds" by M. Yu. Lermontov

polecat

"Learn from them - from the oak, from the birch..." A. A. Fet

amphibrach

iambic

IV. Presentation and defense of their illustrations for the poem "Railway".

Homework

Determine the poetic meters in which the works of M. Yu. Lermontov are written (see quotes from the quiz on the works Lermontov in the workshop "Reading, thinking, arguing...").

Prepare for a test on the work of I. S. Turgenev, F. I. Tyutchev, A. A. Fet, N. A. Nekrasov.


LESSONS 47-48
CONTROL LESSONS

The main content of the lesson.
Test work on the work of F. I. Tyutchev, A. A. Fet, N. A. Nekrasov, I. S. Turgenev.

Principal activities.
Written response to one of the problematic questions.
Written analysis (comparative analysis) of poems or an episode of the story "Bezhin Meadow".
Test knowledge of the theory of literature.

Examination work on the works of F. I. Tyutchev, A. A. Fet, N. A. Nekrasova, I. S. Turgeneva 1. Determine the poetic dimensions in the following poems:

F. I. Tyutchev. "Reluctantly and timidly ...", "Leaves", "The kite has risen from the clearing ...".
A. A. Fet. “Spruce covered my path with a sleeve ...”, "It's still May night", "Learn from them - from the oak, from the birch ...".
N. A. Nekrasov. "Railway", "Peasant Children", "Schoolboy".

2. What artistic techniques are used by the poets in the following quotes:

1) Mother Nature gave him
Two powerful, two living wings -
And here I am in sweat and dust,
I, the king of the earth, have grown to the earth! . .
(Antitheza)

2) — Hello, fellow! - "Go past yourself!"
- You are painfully formidable, as I can see!
Where are the firewood from? - “From the forest, of course;
Father, you hear, he cuts, and I take him away.
(Dialog)

3) Everywhere I recognize my dear Rus' ...
I quickly fly along cast-iron rails,
I think of my own thought ... Connect the authors of the poems with quotations from their poems with arrows. Identify the “fourth extra”

Authors

“And
all the troubled earth drowned in radiance”

A.A.Fet

“Grieving soul will be ill”

F.I. Tyutchev

"Winter Road" by A. S. Pushkin

amphibrach

dactyl

Prisoner by A. S. Pushkin

dactyl

"Clouds" by M. Yu. Lermontov

polecat

"Learn from them - from the oak, from the birch..." A. A. Fet

amphibrach

iambic

II. A short written answer (5-10 sentences) to one of the problem questions (at the student's choice):

1. What states of nature does FI Tyutchev like to depict in his poems?

2. What pictures of nature arouse admiration in the lyrical hero of AA Fet's poems?

3. What is the purpose of the author telling the story of the construction of the railway to the boy Vanya?
(Based on the poem by N. A. Nekrasov "Railway")

III. * Interpretation of the literary text (at the choice of students):

1. Give a written comparative analysis of the poems “Winter is not angry for nothing ...” by F. I. Tyutchev and “Spring rain” by A. A. Fet.

2. Analyze in writing the episode from the story "Bezhin meadow" from the words "The narrator did not have time to say this last word ..." to the words "... with grateful pride, looking sideways at Pavlusha."

Homework

Read N. S. Leskov's story "Lefty".

Group tasks.

Prepare a retelling of the chapters of the tale in groups.

Prepare comments on unfamiliar words.
See the page "Explanatory Dictionary to N.S. Leskov's tale "Lefty"" on the site "Leskov and his tale "Lefty".

Individual assignments.

Orle using reference literature and Internet resources (under the guidance of a teacher).

Find portraits of the writer NS Leskov and prepare a story about them.

Next lessons: Lessons 49-51. Tale of N. S. Leskov "Levsha" >>>


1. Source: Belyaeva N.V. Lessons Literature in 6th grade. - M .: Education, 2021. - 452 p. (back)

2. The poem "Railroad" - written at the beginning of 1864. It was banned by censorship in May and was first published on November 24, 1865 in the October issue of Sovremennik.
The work is based on facts related to the construction in 1842-1852. Nikolaevskaya railway connecting Moscow and St. Petersburg. At creating a poem, Nekrasov relied on materials from magazine and newspaper publications devoted to the plight of the builders of railways in Russia (for example, N. A. Dobrolyubov wrote about this in the article “The experience of weaning people from food”, 1860 and V. A. Sleptsov in the cycle of essays “Vladimirka and Klyazma”, 1861), and also on the testimonies of people who were directly involved in the construction of the Nikolaev railway. One of them was a close friend of the poet engineer V. A. Panaev, who said: “The diggers were mainly hired in the Vitebsk and Vilna provinces from Lithuanians. It was the most unfortunate people on the whole of Russian land, who looked more like not like people, but like working cattle, from whom they demanded inhuman strength without any, you can say rewards.
The "Railway" presents a wide canvas of folk life. But this is not limited to the content of the work. It reflects the poet's thoughts about fate of the people, its past, present and future. This largely determined the complex figurative and artistic structure of the poem, in which merged into organic unity, signs of many poetic genres already used in Nekrasov's poetry: landscape sketches, folk song, lamentation, fairy tale, accidentally overheard road conversation, satire. The tone of the poem is also varied. In the voice of the lyrical hero, enthusiastic notes when contemplating the delightful pictures of a moonlit night flickering outside the windows of the car, then mournful intonations at the sight of the plight of construction workers, either cheerful confidence in the invincible strength of the people, or bitter irony in describing the “pleasant picture” crowning the end of the construction of the railway.
“Railroad” is a work of polemical in many respects. The author seeks to refute the false statement of the general that the road was built by Count Kleinmichel, and convincingly proved that the true creator of it and the creator of everything beautiful created by mankind is the people. Yes, and the builders themselves understand this and proud of the fruits of their labor. This understanding brings the author and the male builders closer together, who do not curse what they have created, although it seems they could - after all “on the sides, all the bones are Russian.” They are not at all indifferent to what will happen after them. “On this moonlit night / We love to see our work,” they sing. And quite the narrator echoes the builders like a peasant.
The concepts of "labor" and "railway" in the poem are filled with different content: it is both the embodiment of creative folk labor, and a symbol of hard, hard labor, and the basis for building a future happy life, which once again speaks of the closeness of the views of the author-narrator and the people.
As in his other works, Nekrasov in "Railway" sings a hymn to the heroism of the people, who endured the whole burden of incredible work on their shoulders, and believes that people will eventually be able to pave the way to happiness and, at the same time, cannot but see their slavish patience. In which of these two components - heroism or meek obedience - will win among the people, Nekrasov had no doubts. Only, in his opinion, the people will not soon will be able to blaze a "broad, clear" road to a new life. Hence his words, permeated with bitterness and sadness, addressed to Vanya: “It’s a pity to live in this a beautiful time / Neither I nor you will have to. The people are too dark and downtrodden, and it will take them a long time to wake up from their stupor and declare their the rights to a worthy existence, as evidenced by the final part of the poem.
And yet, “Railway” is an optimistic work, since it called for the transformation of life and was addressed not only to a random fellow traveler Vanya, but to the entire young generation of the 1860s, who had just experienced persecution and persecution. Nekrasov urged young people not to lose faith to the people, to the final victory of the ideals of goodness and justice, which, although not soon, must surely come. (back)



BIOGRAPHY N. A. NEKRASOVA
From the book: Literature. 6th grade. Ed. V.Ya.Korovina. .

The will and work of man
Marvelous divas create...
N.A. Nekrasov

At the age of eleven, Nekrasov entered the Yaroslavl gymnasium. This educational institution was not like the Pushkin Lyceum; handwritten magazines, and literature teachers had little interest in literature. But Nekrasov at that time read a lot - Pushkin and Byron, magazines, in which new works were published. He also tried to write poetry himself: playful, about friends and teachers - for everyone, serious - for himself. After the fifth class, his father took Nekrasov from the gymnasium and sent him to St. Petersburg so that he could enter the Noble Regiment there - a military school.

However, the young man decided to enter the University because he wanted to get a good education. He wrote to his father about it, and the angry father refused to help. to him. And the sixteen-year-old Nekrasov found himself in dire need, he lived by odd jobs: he wrote letters and petitions to the peasants for a few kopecks, rewrote roles for actors. “Exactly three years I felt constantly, every day hungry. I had to eat not only badly, not only from hand to mouth, but also not every day,” he recalled. The young man was forced to sell everything that he had, and in an empty basement room, from where the hostess took out all the furniture for non-payment, lying on the bare floor, composing poetry.

Nekrasov could not enter the University, but he was allowed to attend lectures as a volunteer, that is, without "state content".

Of course, worries about earning only made it possible to study in fits and starts, and Nekrasov regretted this all his life. But he worked hard: reading a lot, writing poems and plays, short stories and tales, critical articles and reviews. Finally, the poet got out of poverty: his vaudevilles were on the stages of theaters, his poems appeared in magazines and story. He met with writers, the meeting with Belinsky was of particular importance for him. Until late at night they talked about literature and about life. And when Nekrasov read his poem “On the Road” to Belinsky about the fate of a peasant woman, the great critic embraced him and said excitedly: “Do you know that you are a poet - and a true poet!

The poet looks at people with love, and therefore in the most ordinary at first glance he sees the beauty of the soul. Remember the great guys poem "Peasant Children" - with what a lively interest they relate to everything: both work and fun. Remember the poem "On the Volga" about the difficult lot of barge haulers, the poem "Frost, Red Nose", glorifying peasant labor, the beauty of a working woman, a poem "Schoolboy", whose hero, perhaps, the future Lomonosov. Here is old Mazai, saving hares in the flood (“Grandfather Mazai and hares”), peasants who they cherish the nightingales in their grove and love to listen to their singing (“Nightingales”). The heroes of Nekrasov are hard workers who love life, people, and their native nature.

With his poems, Nekrasov discovered the beautiful and the poetic where it had not been noticed before. At the same time, he refers to an ordinary, simple person. The poet tells people: look at the innumerable riches in your soul, you deserve a better life, your fate is in your hands. He placed special hope Nekrasov on children who will read clever books and learn the truth. And the people heard the word of the poet, not without reason many of his poems became folk songs: “Troika” (“Why are you looking greedily at the road ...”), “Peddlers” (“Oh, the box is full, full ...”), “Funeral” (“Lost between tall loaves ...”).

In 1862 Nekrasov wrote the poem "Railway". We read in a poem about the hardest hard labor of workers. We are deep We sympathize with these people. But we also understand that their work is a great feat, and we have a feeling of pride in ordinary workers.

Check yourself

What events and life impressions of childhood and youth influenced the poet's work?
Using the materials of the site http://www. museum.ru/M587, prepare a report about the poet's museum in Karabikha.
Source: Literature. 6th grade. Textbook for educational institutions. At 2 o'clock / [V.P. Polukhina, V.Ya. Korovina, V.P. Zhuravlev, V.I. Korovin]; ed. V.Ya.Korovina. - 6th ed. - M.: Education, 2016. (return to lesson)


QUESTIONS TO THE POEM "RAILWAY"
From the book: Literature. 6th grade. Ed. V.Ya.Korovina. .

Thinking about what we have read

2. Reread the first part of the poem.
What can you say about a person who saw a picture of nature like this?
How is the picture of nature related to the author's subsequent conversation with the carriage neighbors?

3. Why does Nekrasov call the famine "king"? What is the power of this king?

4. How do you understand the lines:

Many are in a terrible struggle,
Calling to life these barren jungles,
Have you found a coffin here for yourself?. .

What thought is expressed by the antithesis?

5. Re-read a fantastic picture depicting a crowd of the dead.
What is the meaning of their words: "God's warriors, peaceful children of labor"?
What do we learn from their song, how does it feel?

6. Reread the last three quatrains of the second part.
What allows the poet to believe in a better future?
With what feeling does the poet speak about the future?

7. What does the general think about the people, what words does he say about the people?
What is the author's attitude towards what is depicted?
What words and expressions allow us to understand it?

8. Why is the poem addressed to children?

Creative task

The poem depicts a picture of the distant past.
What does it reveal to you who live today? What does it teach?
Prepare an oral detailed answer to this question.

Literature and fine arts

Consider a reproduction of the painting by the artist K. A. Savitsky "Repair work on the railway".
How is the idea of ​​this picture close to Nekrasov's poem and how does it differ from the poet's thought?




THREE SYMBOLS OF VERSE
From the book: Literature. 6th grade. Ed. V.Ya.Korovina. .

If A. S. Pushkin was dominated by two-syllable meters, then N. A. Nekrasov actively used three-syllable meters . To define them Let's look at the lines from the poem "Railway":

Glorious autumn! Healthy, vigorous
The tired forces invigorate the air...

Let's arrange the stresses and build the scheme of the verse.

— — — — — — — — — — — — —
— — — — — — — — — — —

Groups of three syllables are repeated in the verse: the first stressed, second and third unstressed. This is a three-syllable meter with an accent on first syllable. It is called dactyl : —́ — — .

Let's take other lines - from Nekrasov's poem "Peasant Children", place the stresses and build a scheme of the verse.

Once in a cold winter season
I came out of the forest; there was severe frost.

— — — — — — — — — — — — — —
— —́ — — — — — — — — — —

Groups of three syllables are repeated here: first unstressed, second stressed, third unstressed. This is a three-syllable meter with the stress on the second syllable. It is called amphibrach : — —́ — .

Now let's place the stresses in the lines from Nekrasov's poem "Troika" and build a diagram:

Why are you looking greedily at the road
Away from cheerful girlfriends?

— — — — — — — — — — — — — —
— — — — — — — — — — — — —
Groups of three syllables are repeated: the first and second unstressed, the third stressed. This is three-syllable meter with the stress on the third syllable. It is called anapaest: - - - .

So, three syllable meters of verse three : dactyl (—́ — —), amphibrach (— —́ — ) and anapaest (— — —́). (back to lesson)

See also page page "Poetic measurements".


Karabikha - the estate of N. A. Nekrasov, 1982, artist V. Ptashinsky. USSR postcard

Painting by K.A.Savitsky "Repair work on railway"

Nekrasov N.A. Key dates of life and work

Belyaeva N.V. Literature lessons in the 6th grade
(chapters from the book)


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Reading drawings - reading rules for beginners

Pencils and paper sheets are gradually becoming a thing of the past, giving way to digital technologies and specialized programs. But the principles of drawing remain the same and it is necessary to learn how to read drawings. In production and in construction organizations, the use of design documentation is widespread, which cannot be developed without drawing knowledge. To create simple and complex pipelines and electrical installations, for the assembly unit and high-rise metal structures, you still need to create projects.

Basic Rules for Reading Drawings

Any rack or fixture is first embodied on a sheet of paper or a computer screen, and only then transferred to the production shop. For a correct understanding of the task, so that the responsible employee can understand exactly where the welding seams should be applied or a hole of the required diameter should be made, one must be able to read technological documents.


In mechanical engineering, drawings can be different: there are drawings of parts, assembly drawings, diagrams, specifications, etc. Technical drawings must be made in accordance with the rules of state standards (GOST) or the Unified System for Design Documentation (ESKD).

The number of images should be minimal. In engineering graphics, a drawing is a representation of an object using projections and the exact ratio of its dimensions.

Symbols on drawings in mechanical engineering

Tolerances and fits

Why is all this necessary? This question arises not only among the worker in production. This is intended so that the factory does not waste time constantly measuring the actual dimensions of the received part, and producing compatible products without defects.


The numerical values ​​of the upper and lower limit deviations are indicated next to the sizes in a font of a smaller size than for dimensional numbers. Tolerance is the range of deviation from the nominal size. The tolerance field is indicated by either one or two letters of the main deviation and the quality number.


Fit consists of tolerance on the outer, male surface, tolerance on the inner surface, and is determined by the amount of clearance or interference. Landings are indicated using a fraction on the right side of the size, in the numerator the designation of the maximum deviation, and in the denominator a similar designation for a compatible part.

Dimension designations

The size of the detail is indicated by the corresponding numbers and lines with arrows at the ends. Dimension lines are continuous and run parallel outside the part outline.


Units of measure are not indicated on the drawings, by default, everything is indicated in millimeters.

Extenders

There are times when it is more convenient to move and enlarge a part of the part outside the main contour. In fact, these are the most difficult sections of the product in question. This is usually done with intricately shaped parts to save space on the drawing.


The complex part is circled either in a circle or in an oval and signed with a Roman numeral. The remote element of this fragment is assigned the same Roman number in the denominator, and its scale is indicated in the numerator.

Designation of materials in sections

A section is an image of a figure obtained after its conditional dissection. It shows only the shape of the part, without revealing the rest of the segments that are located behind it.


Sections are rendered or superimposed. The former are displayed outside the shape of the object, the latter directly on it.


The contour of the section is filled with oblique solid lines with an inclination angle of 45 degrees. The lines must be located in the same direction on all sections for one part, taking into account the material of the product.

They can be located anywhere on the drawing, at an arbitrary angle, but in this case with the addition of the word “rotated” above the section in the inscription.

Symbols on the drawings of technological documentation

The drawings use the symbols established by state standards. These are the basics, they describe the rules for the design of signs, letters, numbers, lines, and so on.


Usually they are not explained on the drawing, with the exception of the designations in which it is necessary to indicate the number of the standard. Still, it is necessary to familiarize yourself with GOSTs for the implementation and recognition of drawings or diagrams.

This is exactly the case when just reading a drawing textbook is not enough. It is best to take specialized courses or study engineering or other professions related to manufacturing or construction.

The ability to read technological documentation is necessary for both an engineer and an ordinary turner.

In general, mechanical engineering and other industries use a number of basic designations:

  1. Letter , reflecting conditional values, for example, radius, thread pitch and much more.

  2. Numeric expressing dimensions, angles, etc.

  3. Alphanumeric , found mainly in electrical circuits.

  4. Graphic are the basic elements of technical drawing. They display both the structure of the part, the material of the product, and its design (door or window opening, etc.).

All this is necessary for the correct presentation of the minimum information on the sheet and its subsequent correct reading.

Beginner Drawing Order

In addition to drawings, a sketch is also widely used - this is not a technical drawing. This is a sketch of an object on an arbitrary scale, for the manufacture of which drawing tools are not used, and it is not accompanied by inscriptions and sizes. Any signs on it and next to it are also not put. The quality of a sketch depends on how close it is to the drawing.


Reading a drawing is a representation on a two-dimensional flat surface based on images of the three-dimensional shape of an object and its dimensions, and containing other information.

But how to learn to read drawings correctly? Are there any simple, general principles for this?

Reading occurs in the following order:

  • the main inscription of the drawing is read;

  • the main view is determined;

  • species are analyzed and mentally combined into a single whole;

  • the dimensions of the part and its components are determined.

Example of reading part drawing

The main inscription indicates that this technical drawing shows a threaded connection, in particular, bolting. It also contains the document code and product index. The scale of the drawing is made in natural size, namely 1:1.


The main view is presented with an overlaid section of the fastened parts. The connection is shown by two projections. A bolt is presented separately, with a metric thread and a height of 120 mm and a 30 mm diameter. The nut is also shown in top view. But the dimensions of the washer according to this drawing are unclear.

Conclusion

Engineering drawings are not simple documents and it is not always possible to read them on the fly, but they can convey large amounts of information about the products you are looking for. Sometimes even experienced engineers do not hesitate to look into textbooks or state standards in order to correctly convey or understand the meaning of a technical drawing and make the necessary designation for a given part.


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