We saw it in the Tretyakov Gallery.

complete the sentences. write down the terms you used in your answer. Explain them with examples and write down examples.

1) Two or more sentences combined into one are called...
2) If the members of a sentence answer the same question and refer to the same word, then they are called....
3) The grammatical basis of a sentence is...
4) A word or combination of words that names the one to whom the speech is addressed is called... and highlighted in writing...

I really need it!!! Help!1!

Task 1 (1)… (2) The speed of such rays was considered very high. (3) ... gradually people realized that there are no “optical rays” and

we see not because some rays come out of our eyes, but, on the contrary, because light from various objects enters our eyes and, acting on the retina, leads to the appearance of signals entering the brain, which creates visual images. (4) The question of experimental study of the propagation of light was first raised by Galileo. (5) Galileo himself, however, was never able to verify whether light rays really propagate from high speed. (6) The speed of light was first measured in 1676 by the Danish astronomer O. Roemer, who worked in Paris, and observed eclipses of the nearest satellite of Jupiter.
What combination of words is the grammatical basis in one of the sentences or in one of the parts complex sentence text?

Galileo failed to be convinced (proposition 5)

speed was considered (sentence 2)

who watched (sentence 6)

posed a question (sentence 4)

Task 2

(7) People are united by the difficulties they have experienced together and moments of crisis. (8) If, in overcoming obstacles, in searching for solutions, all parties equally make efforts and fight to make things better, this not only strengthens any relationship, but also gives birth to new, deeper, amazing states of mind that open up new horizons
and directing the development of events in a completely different direction.
(9) You need to learn to take the first step without losing yourself and your inner dignity. (10) It takes two for a relationship, and any step we take should cause a resonance, a response from the other person, followed by his reaction, his reciprocal steps towards us. (11) If after our prolonged efforts this does not happen, then one of the conclusions suggests itself: either we are taking the wrong steps, or our relationships are built on shaky ground, because they rest on only one person and one person is trying to carry everything on himself, and this is already absurd and artificial.

Specify type subordinating connection in the phrase THIS DOES NOT HAPPEN (sentence 11).
Task 3

Beginning of the form

Among 7-11, find a simple one-part impersonal sentence. Write the number of this offer.
End of form

Task 4

(1) The Prut campaign of Peter the Great, undertaken in 1711, as they say, did not work out right away. (2) After the victory over the Swedes, in the minds of many Russians statesmen began what would later be called dizziness from success. (3) When the army of the Swedish king, which had never known defeat before, was completely defeated near Poltava
Charles XII, who kept the whole of Europe in check, it seemed to many that now nothing was impossible for Russian weapons, that the miracle heroes would only whistle and the Turks would immediately throw out the white flag. (4) But that was not the case. (5) The Turks cunningly lured Russian army into the waterless steppes, and then surrounded. (6) The terrible heat, hunger and thirst, the Turkish horsemen silently looming in the haze, like ghosts from the underworld, the incessant sobs of the officers’ wives - everything merged into funeral music, which was conducted by inevitability... (7) No one knew what to do. (8) It was impossible to move forward, because the enemies outnumbered them fourfold; it was impossible to stand still, allowing the Turks to tighten the encirclement. (9) But it’s impossible
and retreat. (10) Like water in a drying steppe well, strength melted away, little by little despair and hopelessness took possession of the people who found themselves in a trap.

Among sentences 1-8, find a complex one that includes a one-part indefinite-personal. Write the number of this complex sentence.

Task 5

(23) The main thing is important: in this seemingly inglorious campaign from the point of view of direct results, the strength that is called the national spirit clearly manifested itself. (24) Most often, this force is characterized using the definitions “mysterious”, “unknown”, “incomprehensible”, but there is nothing mystical about it. (25) It is born out of the need to protect one’s family, friend, home, Fatherland, that is, out of the need to be responsible for something greater than one’s own life. (26) Yes, on that trip
military tasks were not solved, glorious victories were not won, but the main wisdom was gained: it is not the one who wins more people and weapons, but the one who has more stamina and courage.

Indicate the type of subordinating connection in the phrase NEED TO PROTECT (sentence 25).

Task 6

(1) Shrubs and small forests. (2)Eerie late afternoon silence. (3) Silent thickets. (4) A large flock of magpies rose in one, different place. (5) According to this feast, magpies and ravens found dead elk and birds in the forest. (6) What happened?
(7) Recently, an airplane flew over these places and sprayed the forest with a chemical liquid. (8) It was planned to expand the area of meadows. (9) They calculated that uprooting a living forest is more expensive than poisoning it from an airplane, and then uprooting it. (10) The matter is not new, it is attractive because it is cheap and therefore is considered progressive and profitable. (11) Undoubtedly, there are significant advantages in this matter. (12) But there are also very big disadvantages. (13) They are not always noticed. (14) But twenty-seven moose died here, black grouse and small birds that saved the surrounding fields and forest from pests were killed. (15) Insects are dying, many of which are our friends. (16) What kind of accountant will now undertake to calculate the benefits of the operation?! (17) And that's not all. (18) Thousands of people big city going to the forest. (19) The singing of birds, every manifestation of life constitutes the joy of these walks. (20) Meeting with big beast Sometimes a person remembers it for the rest of his life. (21) Just imagine how many people will not meet twenty-seven moose. (22) How is this loss measured by accounting?

Among sentences 1-15, find simple one-part indefinite-personal sentences. Write the numbers of these sentences.

Task 7
(2) Although the idea of building a ship that will dive under water and emerge at the request of the crew is quite old, the first operating submarines appeared only in the 19th century. (3) At the same time, during Civil War In the USA, the first successful attack by a submarine on a surface ship took place. (4) ... at the beginning of the 20th century, technologies appeared that allowed such boats to go out to the open sea, dive under water for several hours and from the depths deliver torpedo strikes on ships on the surface. (5) Already at the beginning of the First World War new look naval weapons forced the whole world to pay attention to itself: a German submarine sent three English cruisers to the bottom at once within half an hour. (6) It seemed incredible - a small ship with a small crew sank three huge military ships that served hundreds of people!

What word or combination of words is the grammatical basis in one of the sentences or in one of the parts of a complex sentence in the text?

idea (sentence 2)

which will sink (and) emerge (sentence 2)

forced the whole world (sentence 5)

it seemed (sentence 6)

Task 8

Find the predicate that is highlighted and characterized correctly.
One young Athenian went to court. He claimed that his decrepit father had lost his mind and was therefore unable to manage the family’s property. The old man did not make excuses - he just read the tragedy that had just ended to the judges. After this, the dispute was immediately resolved in his favor, and his son was recognized as a shameless liar. The tragedy was called "Oedipus at Colonus", and the old man's name was Sophocles. (O. Levinskaya)
1) went to court - simple verb;
2) survived – simple verb;
3) unable to manage – compound verb;
4) didn’t – simple verb.
Task 9
Find among the sentences given while preserving the author's punctuation, one in which the punctuation marks are

Please help urgently!

Complete the sentences:
1. The grammatical basis of a sentence is...
2. A word or combination of words that names the one to whom the speech is addressed is called... and highlighted in writing....

Addition - minor member sentences that denote the subject, explain the predicate or another member of the sentence and answer questions about indirect cases. For example:

Complements are usually expressed by nouns or pronouns, but can also be expressed by words of other parts of speech in the meaning of a noun. For example: What was that fog that obscured my eyes (what?) most important. (A. Chekhov)

The indefinite form of the verb can be used as an object: ask, beg, order, allow, hinder, etc. For example: I told the coachman drive. (A. Pushkin)

Note. 1. The addition can be expressed by a phrase, for example: In the summer I read (what?) a lot of books; We write out "Russian newspaper".

2. Additions can be direct and indirect. Direct objects belong to transitive verbs and denote the subject to which the action directly applies, for example: I took pen and started writing composition; Around the bend - we saw village.

The direct object is expressed by a noun in accusative case without pretext or genitive case without a pretext when denying.

For example: Brother didn’t write letters.

The remaining additions are indirect. For example: The family prepared for departure. Received letter glad.

122. Read. Determine what topic all the sentences in this exercise are devoted to. Copy using missing punctuation marks. Find add-ons; indicate using the model how they are expressed, whether they are direct or indirect.

Sample. With a name(indirect) Ivan Dmitrievich Sytin was associated with every fourth of the books published in Russia before the October Revolution.

1. Mi(l, ll)ions of children learned to read from his alphabets and primers, and mi(l, ll)ions of adults from his cheap editions (in)the first time became acquainted with the works of Russian classics. 2. In 1882, Sytin formed the (book) publishing and (book) trading partnership “Sytin and Co.” with a capital of 75 thousand rubles, and the next year he opened his own bookstore on Staraya Square. 3. An entire era in the matter of widespread public education is associated with the name of Sytin. 4. At the beginning of Sytin’s work, the works of Pushkin, Gogol, Tolstoy, Dostoevsky and other remarkable writers were accessible only to a (small) significant part of Russian society. These books were expensive and were sold only in city stores. 5. Ofeni peddlers delivered cheap books, so-called popular popular literature, to the villages. 6. At the suggestion of V. G. Chertkov, friend and like-minded(n, nn) L. N. Tolstoy, Sytin began..l.publish books by the best Russian writers and sell..them at a cheap price.. . (C) began.. the release of these books almost (did not) cover the costs of them. 7. Sytin continued what he had started and (soon) felt (?) positive changes. 8. In subsequent years, Sytin’s publishing house began to publish not only works of art but also (scientific) popular books.

(According to K. Ryzhov)

123. Tell us what interesting things you learned about Ivan Dmitrievich Sytin, using the text from the previous exercise.

124. Write down sentences in which the object is expressed by the indefinite form of the verb. What is the syntactic role of the indefinite form of the verb in unwritten sentences?

1. Remember the fairy tale about how one old man asked his sons to break a broom? The sons broke and broke and could not break. The old man ordered to untie the broom and try to break it one by one. (E. Permyak) 2. Muromsky... invited them to look around the garden before lunch. 3. Shvabrin... asked me to forget about the past. 4. Alexey begged her not to deprive him of one joy: to see her. 5. Zurin persuaded me to try punch. 6. Mother told me to give my hand to Don Alvar. 7. I ordered to go to an object unknown to me. 8. Vasilisa Egorovna forced him to confess everything. 9. Savelich, in agreement with the driver’s opinion, advised him to turn back. (A. Pushkin)

125. Complete the sentences with direct objects, expressed words or combinations of words. Have the offers become more informative?

1. In the Tretyakov Gallery the guys saw - -, - -, - -. 2. At the conservatory, my friends listened to - -, - -. 3. At the cinema we watched - -, - -. 4. At the concert, my favorite singer sang - -, - -. 5. At the theater my parents saw - -, - -.

126. Match the verbs know, notice, have, hurry, fulfill, and conclude dependent nouns in the accusative case without a preposition.

In speech, transitive verbs are used together with direct objects, otherwise the meaning of statements out of context remains unclear. Using the phrases you receive, make up and write down sentences.

127. Rewrite by inserting the negation not before the predicate and using the direct object in the genitive case.

1. He reads newspapers and watches TV. 2. The student took notes on this interesting article. 3. The editor noticed an error in the text. 4. The students understood the new theorem. 5. The workers had special education.

128. Read. What words express the main idea of the text? Write down the additions along with the words they refer to. Remember that some of the complements are expressed in phrases. Specify outdated words and forms of words.

Prepare an oral description of Peter I based on the written phrases.

Peter was a great master, who understood everything best economic interests, most sensitive to the sources of state wealth. His predecessors, the kings of the old and new dynasties, were similar masters; but they were Sidney masters, white hands, accustomed to managing things with the hands of others, and from Peter came the master-laborer, self-taught, king-craftsman.

If Peter did not sleep, did not travel, did not feast or inspect something, he certainly built something. His hands were always at work, and calluses never left them. He took up manual labor whenever the opportunity presented itself. In his youth, when he still didn’t know much, while inspecting a factory or plant, he constantly grabbed onto what he was observing. The hunt for the craft developed in him quick ingenuity and dexterity: having peered vigilantly at the unfamiliar work, he instantly mastered it. He wanted to learn and master every matter. Over the years, he acquired a lot of technical knowledge. Already on his first trip abroad german princesses from a conversation with him they concluded that he knew up to fourteen crafts perfectly. But above all he valued ship craftsmanship. And Peter achieved great skill in this matter; his contemporaries considered him the best master in Russia. He was not only a keen observer and an experienced leader in the construction of the ship: he himself could work the ship from the foundation to all the technical details of its finishing. He was proud of his skill in this skill and spared neither money nor effort to spread and strengthen it in Russia.

(According to V. Klyuchevsky)

129. Read. Find the subject and direct object in each sentence. Is it easy? Write sentences with the following word order: 1) subject; 2) predicate; 3) direct object. Does word order play a meaningful role?

The eyes are protected by eyelashes.
The path was blocked by a ravine.
The wind broke the weather vane.

130. Find errors in the use of nouns that express objects. Write down the sentences in corrected form.

1. Our friends are very happy for our success. 2. A good idea came to my mind. 3. Residents were awakened by a terrible roar. 4. The essay accurately describes the further development of the plot. 5. This is what we will show in the next TV segment. 6. The football players did not have to prove that they were right. 7. At the seminar, shortcomings in the work of the trainer were pointed out. 8. New novel written in a style unusual for the writer. 9. We need to pay more attention to children's health.

131. Read an excerpt from A. Pushkin’s article “Journey from Moscow to St. Petersburg,” completed in January 1835. What features of the Russian peasant does he talk about? great poet? What is the main idea of the passage? Copy using missing punctuation marks. Emphasize grammar basics simple sentences as part of complex ones. Indicate direct objects for predicates expressed by transitive verbs with negative particle Not. In what case are they used? Emphasize direct and indirect objects.

Look at the Russian peasant: is there a shadow of slavish humiliation in his actions and speech? There is (not) much to say about his courage and intelligence. The agility and dexterity are amazing. The traveler (n, nn)ik travels from region to region of Russia (not) knowing a single word of (in) Russian and everywhere he is understood, his demands are fulfilled, and conditions are concluded with him. You will (never) ever meet among our people what the French call un badaud (a simpleton) (you will never (not) notice in him (not, not) rude surprise (not, not) ignorant contempt for the things of others. In Russia there is no a person who (would) (not, did not) have his own home. A beggar leaves his hut to wander around the world. This is not the case in foreign lands. Having a cow everywhere in Europe is a sign of luxury in our country. (not, not) having a cow is a sign of terrible(?) poverty. Our peasant is neat by habit and by rule: every Saturday he goes to the bathhouse (?) washes himself (not, several times a day.. .

132. In A. Pushkin’s drafts for “Journey from Moscow to St. Petersburg” the same content is presented as a conversation with an English fellow traveler. This dialogue is summarized below.

Read it. Find the words that an Englishman characterizes a Russian peasant. Are there any additions to these words?

Describe the Russian peasant of the 30-40s of the 19th century based on the texts of ex. 131 and 132. Highlight what is common in both texts when characterizing spiritual qualities, mind, physical appearance, and attitude towards foreign things. Write down the text you composed.

An Englishman about 36 years old was sitting next to me in the carriage; I turned to him with a question: what could be more miserable than a Russian peasant?

Englishman. English peasant.

ME: How? In your opinion, is a free Englishman more unhappy than a Russian slave?

He. What is freedom?

Me: Freedom is the ability to act according to your will.

He. Consequently, there is no freedom anywhere, because everywhere there are either laws or natural obstacles.

ME: Yes, but there is a difference between obeying the laws we ourselves have prescribed or obeying someone else’s will.

He. Your truth. [But do the English people participate in legislation? Isn't power in the hands of a few? Can the demands of the people be fulfilled by their agents?]

ME: What struck you most about the Russian peasant?

He. His neatness, cleverness and freedom.

Me: How is that?

He. Your peasant goes to the bathhouse every Saturday; He washes himself every morning, and in addition washes his hands several times a day. There is nothing to say about his intelligence. Travelers travel from region to region in Russia, not knowing a single word of your language, and everywhere they are understood, their demands are fulfilled, their terms are concluded; I have never encountered among them what our neighbors call un badaud, I have never noticed in them either rude surprise or ignorant contempt for the things of others. Their variability is known to everyone; agility and dexterity are amazing...

I. Fairly; but freedom? Do you really consider the Russian peasant to be free?

He. Look at him: what could be more free than his circulation? Is there a shadow of slavish humiliation in his behavior and speech? Have you been to England?

ME: Failed.

He. So you have not seen the shades of meanness that distinguish one class from another in our country. You have not seen the servile behavior of the Lower House before the Upper House, gentlemanliness before the aristocracy, merchants before gentlemanship, poverty before wealth, obedience before power...

Ex. 123. Tell us what interesting things you learned about Ivan Dmitrievich Sytin, using the text from the previous exercise.

Ivan Dmitrievich Sytin was born on January 25 (February 5), 1851 in the village of Gnezdnikovo, Soligalichsky district, Kostroma province. The future publisher was the eldest of four children of Dmitry Gerasimovich and Olga Aleksandrovna Sytin. Ivan's father came from economic peasant backgrounds and served as a volost clerk. The family did not live well, so from the age of 12 Ivan had to go to work.

At first he worked for Nizhny Novgorod Fair, where thanks good health, ingenuity and diligence was able to help the furrier peddle fur products. For some time he was an apprentice painter.

On September 13, 1866, Ivan Sytin arrived in Moscow with a letter of recommendation to the merchant Sharapov, who was selling furs and books at the Ilyinsky Gate. At that time, Ivan was fifteen. Luckily for Ivan, there was no room for him in the fur shop, so he was assigned to the bookstore. Thus began the path of the future famous book publisher.

Sytin published works by the best Russian writers, popular science literature, cheap textbooks for village schools and multi-volume encyclopedias.

Ex. 124. Write down sentences in which the object is expressed by the indefinite form of the verb. What is the syntactic role of the indefinite form of the verb in unwritten sentences?

In unwritten sentences, verbs in indefinite form, are part of a compound verbal predicate.

Ex. 125. Complete the sentences with direct objects, expressed words or combinations of words. Have the offers become more informative?

1. In the Tretyakov Gallery the guys saw ——- , ——- , ——- . 2. At the conservatory, my friends listened to ——- , ——- . 3. At the cinema we watched ——- , ——- . 4. At the concert, my favorite singer sang ——-, ——-. 5. At the theater my parents saw ——- , ——- .

1. In the Tretyakov Gallery, the children saw paintings by great Russian artists, works of sculpture and Old Russian icons. 2. At the conservatory, my friends listened to an excerpt from Gluck’s symphony and several Mozart waltzes. 3. We watched in the cinema feature film, based on the novel by Sholokhov. 4. At the concert, the beloved singer sang several nineteenth-century romances, as well as modern hits. 5. At the theater, my parents saw a play based on Boccaccio’s work “The Decameron”.

Ex. 126. Match the verbs know, notice, have, hurry, fulfill, and conclude dependent nouns in the accusative case without a preposition.

In speech, transitive verbs are used together with direct objects, otherwise the meaning of statements out of context remains unclear. Using the phrases you receive, make up and write down sentences.

To know a friend, to notice a mistake, to have an opinion, to rush time, to carry out orders, to conclude an agreement.

To be sure, you need to know your friend well. You need to be very careful to notice this oversight. Every person has his own opinion this issue. There is no need to rush time. It is necessary to always carry out instructions accurately. Measure seven times before entering into a contract.

Ex. 127. Rewrite by inserting the negation not before the predicate and using the direct object in the genitive case.

1. He doesn’t read newspapers (noun, gender) and doesn’t watch TV (noun, gender). 2. The student did not take notes on this interesting article (noun, gender). 3. The editor did not notice the error (noun, gender) in the text. 4. The students did not have a new theorem (noun, gender). 5. The workers did not have special education (noun, gender).

Ex. 128. Read. What words express the main idea of the text? Write down the additions along with the words they refer to. Remember that some of the complements are expressed in phrases. Indicate obsolete words and word forms.
Prepare an oral description of Peter I based on the written phrases.

Peter was a great master, who understood economic interests best and was most sensitive to the sources of state wealth. His predecessors, the kings of the old and new dynasties, were similar masters; but they were Sidney masters, white hands, accustomed to managing things with the hands of others, and from Peter came the master-laborer, self-taught, king-craftsman.

And Peter achieved great skill in this matter; his contemporaries considered him the best master in Russia. He was not only a keen observer and an experienced leader in the construction of the ship: he himself could work the ship from the foundation to all the technical details of its finishing. He was proud of his skill in this skill and spared neither money nor effort to spread and strengthen it in Russia.

(According to V. Klyuchevsky)

Ex. 129. Read. Find the subject and direct object in each sentence. Is it easy? Write sentences with the following word order: 1) subject; 2) predicate; 3) direct object. Does word order play a meaningful role?

The eyes are protected by eyelashes.
The path was blocked by a ravine.
The wind broke the weather vane.

1.Eyes are protected by eyelashes. – Eyelashes protect the eyes. 2. The path was blocked by a ravine. - A ravine blocked the path. 3. The wind broke the weather vane. - The wind broke the weather vane.

The order of words plays a semantic role; it places semantic emphasis on a specific word. For example, in the first sentence, if you pronounce it with incorrect intonation, the meaning will be distorted - you might think that the eyes act as a protector of eyelashes. The second sentence can also be interpreted in two ways. In the third sentence there is only one correct meaning (wind is the subject, broke is the predicate, weather vane is the direct object).

Ex. 130. Find errors in the use of nouns that express objects. Write down the sentences in corrected form.

Our friends are very happy for our success. 2. A good idea came to my mind. 3. Residents were awakened by a terrible roar. 4. The essay accurately describes the further development of the plot. 5. This is what we will show in the next TV segment. 6. The football players did not have to prove that they were right. 7. At the seminar, shortcomings in the work of the trainer were pointed out. 8. The new novel is written in a style unusual for the writer. 9. We need to pay more attention to children's health.

Our friends are very happy about our success. 2. A good idea came to my mind. 3. Residents were awakened by a terrible roar. 4. The essay accurately describes further development plot. 5. This is what we will show in the next TV segment. 6. The football players didn’t have to prove they were right. 7. At the seminar, shortcomings in the work of the trainer were pointed out. 8. The new novel is written in a style unusual for the writer. 9. We need to pay more attention to children's health.

Ex. 131. Read an excerpt from A. Pushkin’s article “Journey from Moscow to St. Petersburg,” completed in January 1835. What features of the Russian peasant does the great poet talk about? What is the main idea of the passage? Copy using missing punctuation marks. Emphasize the grammatical principles of simple sentences in complex sentences. Indicate direct objects for predicates expressed by transitive verbs with a negative particle not. In what case are they used? Emphasize direct and indirect objects.

Look at the Russian peasant: is there a shadow of slavish humiliation in his actions and speech? There is (not) much to say about his courage and intelligence. The agility and dexterity are amazing. The traveler (n, nn)ik travels from region to region of Russia (not) knowing a single word of (in) Russian and everywhere he is understood, his demands are fulfilled, and conditions are concluded with him. You will (never) ever meet among our people what the French call un badaud (a simpleton) (you will never (not) notice in him (not, not) rude surprise (not, not) ignorant contempt for the things of others. In In Russia there is no person who (does not, does not) have his own dwelling. A beggar leaving to wander around the world leaves his hut. in foreign lands. Everywhere in Europe, having a cow is a sign of luxury.. In our country (not, not) having a cow is a sign of terrible(?) poverty. Our peasant is neat by habit and by rule: he goes to church every Saturday. bath; washes (?) myself (not, several times a day...

Ex. 132. In A. Pushkin’s drafts for “Journey from Moscow to St. Petersburg” the same content is presented as a conversation with an English fellow traveler. This dialogue is summarized below.
Read it. Find the words that an Englishman characterizes a Russian peasant. Are there any additions to these words?
Describe the Russian peasant of the 30-40s of the 19th century based on the texts of ex. 131 and 132. Highlight what is common in both texts when characterizing spiritual qualities, mind, physical appearance, and attitude towards foreign things. Write down the text you composed.

An Englishman about 36 years old was sitting next to me in the carriage; I turned to him with a question: what could be more miserable than a Russian peasant?
Englishman. English peasant.

ME: How? In your opinion, is a free Englishman more unhappy than a Russian slave?
He. What is freedom?
Me: Freedom is the ability to act according to your will.
He. Consequently, there is no freedom anywhere, because everywhere there are either laws or natural obstacles.

ME: Yes, but there is a difference between obeying the laws we ourselves have prescribed or obeying someone else’s will.
He. Your truth. [But do the English people participate in legislation? Isn't power in the hands of a few? Can the demands of the people be fulfilled by their attorneys?] Me: What struck you most about the Russian peasant?
He. His neatness, cleverness and freedom.
Me: How is that?

I. Fairly; but freedom? Do you really consider the Russian peasant to be free?
He. Look at him: what could be more free than his circulation? Is there a shadow of slavish humiliation in his behavior and speech? Have you been to England?

ME: Failed.
He. So you have not seen the shades of meanness that distinguish one class from another in our country. You have not seen the servile behavior of the Lower House in front of the Upper House, gentlemanliness in front of the aristocracy, merchants in front of gentlemanliness, poverty in front of wealth, obedience in front of the authorities...

Words that an Englishman characterizes a Russian peasant: neatness, intelligence, freedom. There is nothing to say about his intelligence (add.).

Description of a Russian peasant.

The Russian peasant of the mid-19th century was quite smart, brave, agile, and dexterous. They travel from region to region throughout Russia, without knowing a single word, and everywhere they are understood, their demands are fulfilled, and their terms are concluded. At the same time, he is not rude, there is no ignorant contempt for the things of others in him. The Russian peasant is very neat. He goes to the bathhouse every Saturday: he washes himself every morning, and in addition washes his hands several times a day.