Achilles characterization of the hero. Comparative characteristics of the images of Achilles and Hector

In the poem "Iliad" both the Greeks and Achilles are inferior in honesty to Hector. Hector, the son of Priam, acquires the most humane, pleasant features from Homer. Hector, unlike Achilles, is a hero who knows what social responsibility is; he does not put his personal feelings above others. Achilles is the personification of individualism (he takes his personal quarrel with Agamemnon to cosmic proportions). Hector does not have the bloodthirstiness of Achilles, he is generally an adversary Trojan War, sees in it a terrible disaster, understands all the horror, all the dark, disgusting side of the war. It is he who proposes to fight not with troops, but to field representatives (Paris the tr., Menelaus the Greeks). But the gods do not allow him to do this. Paris, thanks to Aphrodite, escapes from the battlefield.

Hector, unlike Achilles and other heroes, is shown from a completely different side, in peaceful life. The scene of his farewell to Andromache (wife) is one of the most subtle, psychological scenes in the poem. She asks him not to participate in the battle, because... there is Achilles, who destroyed Thebes and her entire family. Hector loves his loved ones very much and understands that Andromache will be left completely alone without him, but the duty of the defender of the Fatherland is above all for him. *sob sob* Shame will not allow him to hide behind the wall.

So, both Hector and Achilles are famous warriors. However, if Achilles puts his personal feelings, personal gain above all else, then Hector sacrifices himself for the sake of the Fatherland, abandoning peaceful family life in the name of your state. *sob sob*

Hector is accompanied by gods (Apollo, Artemis), but his difference from Achilles is infinite. Achilles is the son of the goddess Thetis, he is not susceptible to human weapons (except for the heel). Achilles is, in fact, not a man, but a half-demon. Getting ready for battle, Achilles puts on the armor of Hephaestus. Hector, on the other hand, is a simple man who faces a terrible test; he understands that only he alone can accept A’s challenge. It is not surprising that at the sight of Achilles he is overcome with horror and runs (the heroes run around Troy three times, hyperbole). The Moira goddesses decide the fate of the heroes by placing their lots on the scales. Athena helps Achilles. Dying, Hector asks for only one thing - to hand over his body to his relatives so that they can perform the funeral ceremony (very important for the Greeks). However, Achilles takes revenge for the death of his friend and says that he will throw Hector’s body to be devoured by dogs and thieves.

The images of these two heroes are very different. If the name of Achilles opens the poem, the name of Hector ends it. “So they buried the body of the horseman Hector.” Hector contains everything human (both strengths and weaknesses (he is terrified of Achilles, runs away) Achilles is almost a half-demon.

Short version

Achilles is the person.of individualism, the living.principle, half-demon, the ideal of the Greek warrior.Hector properties. everything is human. He is honest, an opponent of war, he offers to fight not with troops, but with representatives. (Paris, Menelaus) G. is shown in peaceful life: farewell to Andromache - a subtle.psychic scene of the poem. Patriot. Shame did not allow him to hide behind the walls. When he sees Ah.is.horror, he runs away. They run around Troy 3 times, G. comes to terms with fear. The lot decides the death of G. Asks Akh. to give up the body of his relatives, but Akh. refuses, because he is avenging Patroclus.

“BASIC GENERAL EDUCATION T. V. RYZHKOVA, I. N. GUYS LITERATURE IN 6TH GRADE A book for teachers with thematic planning Moscow Faculty Publishing Center for Philology “Academy” and Arts...”

BASIC GENERAL EDUCATION

T. V. RYZHKOVA, I. N. GUYS

LITERATURE

IN 6TH GRADE

Teacher's book

with thematic planning

Moscow Faculty

Publishing Center of Philology

"Academy" and arts of St. Petersburg State University

UDC 82.09(075.3)

AUTHORS:

T. V. Ryzhkova: preface, thematic planning,

sections 1, 2 (N. S. Leskov “Lefty”), 3-5, 7;

I. N. Guis: methodological recommendations for topic 3: section 2 (A. V. Koltsov. “The Plowman’s Song”, “The Bitter Share”; I. S. Turgenev. “Mumu”, N. A. Nekrasov. “Peasant Children” ", " Railway"), section 6 Reviewer - Doctor of Pedagogical Sciences, Candidate of Philological Sciences, Professor M. I. Shutan Ryzhkova T. V.

P939 Literature in 6th grade. Teacher's book with thematic planning: methodological manual: basic general education/ T. V. Ryzhkova, I. N. Guis. - M.: Publishing center "Academy", 2010. - 304 p.

ISBN 978-5-7695-7528-0 The book is intended for teachers working according to the program and textbook for grade 6, created by a team of authors edited by I. N. Sukhikh. It presents thematic planning, literary, historical and cultural comments on the works studied in the 6th grade and methodological recommendations for lessons. Many lessons are given in several versions. Additional texts and sources included in the appendices will help the teacher make lessons interesting.

For literature teachers of secondary schools.

UDC 82.09 (075.3) BBK 83ya721 The original layout of this publication is the property of the Publishing Center "Academy", and its reproduction in any way without the consent of the copyright holder is prohibited © Ryzhkova T.V., Guis I.N., 2010 © Educational and Publishing Center "Academy" ", 2010 © Design. Publishing center "Academy", 2010 ISBN 978-5-7695-7528-0

PREFACE

“Discovery of Man” involves introducing sixth-graders to images of characters created in different eras and in different countries by using artistic means, the choice of which is dictated by the characteristics literary trends and the individual manner of writers. “The discovery of man” is also the discovery by today’s schoolchild of the diversity of human characters and positions, points of view, determined by the environment and the worldview or worldview of the individual. And finally, the “discovery of man” presupposes a clash of ethical and aesthetic assessments in the child’s mind. All this together teaches him to form his own judgment about the characters of verbal art, the judgment is not unambiguous (like - don’t like; good - bad), but complex and necessarily justified.

The author of the work also becomes an object of discovery and a subject of dialogue with the reader. Here the formation of ideas about the author-creator and the author-narrator in relation to the storytellers begins. One of the main objectives of the course is to teach the reader to see the manifestation of the author-creator in all elements of a work of art. Of course, in one academic year this task is not solved - the formation and development of this skill will continue until the student graduates from high school.

The methodology offered to the teacher is based on acmeological, activity-based and competency-based approaches, differentiation and personalization of the educational process, the method of projects (collective creative activities), as well as modern information technologies in literary education. The choice of methodology is determined by the main goal of literary education - the literary development of schoolchildren, which is considered by the authors of the educational and methodological set as a triune process: cultural development child, improving his reading activity and developing his creative abilities, especially literary and creative ones.

Thematic planning (Table 1) assumes a minimum number of literature lessons per week - 2 hours (70 hours per year). If the number of hours in the curriculum is increased, the teacher should make changes to the planning at his own discretion.

THEMATIC PLANNING

– – –

Speech development lesson “A story told by a grandmother (grandfather)” (1 hour) Section 3. Human shortcomings (5 hours, of which 1 hour per lesson extracurricular reading)

– – –

Lesson 1. Myths and modernity1 It is important to make the first lesson of the year unusual, unexpected for students and at the same time setting them up for search, reflection, creativity and, most importantly, independent slow reading.

The theme that opens the 6th grade course takes young readers to the deep past, to the origins of modern civilization. The enormous distance separating our time from the mythological era creates a whole range of difficulties. Firstly, today's schoolchildren have little interest in this topic, as they have no practical motivation. Secondly, for a modern schoolchild, and even an adult, a myth is essentially not much different from folklore fairy tale, from which the sixth grader considers himself “outgrown.” Thirdly, the abundance of new and complex names and titles can turn into an insurmountable obstacle for a child. The first lesson should help you jump over this fence of problems.

1) explain:

– how does a myth differ from a folk fairy tale?

– how mythological ideas differ from scientific ones and how they are related to them;

– what caused the long life of the ancient worlds;

2) interpret popular expressions and use them correctly in written and oral creative work;

If the curriculum allows, then it is better to conduct two lessons on this topic.

3) retell the myths they liked, the heroes of which are found on maps of the starry sky and in the architectural appearance of St. Petersburg or Moscow.

The first stage of the lesson takes place as a conversation on the questions: “What is a myth? How is a myth different from a fairy tale? Why did people need myth? How is a myth born? Is there a connection between science and myth? What are their differences?

The conversation includes reading the cosmogonic ancient Greek myth (p. 7) and articles on the origin of the Olympian gods (p. 8 - 9) and compare mythological and scientific ideas about the origin of life. While reading the article, a diagram is drawn that will be filled in during all lessons on ancient mythology. Let us note that in ancient mythology there is no single canonical version of the creation of the world1. Thus, Eros in some sources is called a generation of Chaos, in others - a force that existed even before the appearance of the world. But it is important to explain to children that Eros is not an earthly feeling or a feeling at all, but a force of gravity that acts in world space as a law. And this force sets both Chaos and the Earth in motion. Diagram 1, which is filled out in class, is a working version for sixth graders. It shows in bold the names of those mythological characters that are mentioned in the cosmogonic myth (we add them to the diagram in class; this part of the work is mandatory for all students), and in italics are the names of those characters that schoolchildren will meet in the process of reading the myths about Hercules, Achilles and Orpheus. Filling out the chart independently (optional) will require the children to consult collections of myths of Ancient Greece, mythological dictionaries and encyclopedias, which will significantly expand their cultural understanding and arouse interest in the topic being studied. The final version of the scheme is presented in the Appendix (Scheme 2).

The image of Zeus is in the textbook (p. 8). Images of other gods mentioned in the articles can easily be found in numerous mythological encyclopedias, collections of myths, or on the Internet.

It is important to emphasize that the Greeks, when creating gods in their imagination, endowed them with human appearance and character traits. The life of the gods is very similar to the life of people, but the gods have immortality and superpower - they command. See, for example: the diagram “The Origin of the Gods” on the website “Encyclopedia of Ancient Mythology”: http://www. Greekroman. ru/gen/genealogy. htm.

Diagram 1. Origin of the gods

Erebus and Nyukta gave birth to:

Ephyra (Light) Gemeru (Day)

Gaia and Uranus gave birth to:

1) titans 2) … 3) … 4) …

The Titans and Titanides gave birth to:

Astraeus and Eos gave birth to the stars and winds: Boreas (north), Evra (east), Nota (south) and Zephyra (west).

4) Titan Ocean and Titanide Tethys gave birth to rivers and oceanids;

5) the titan Kron and the titanide Rhea gave birth to: a) ..., b) ..., c) Hera,

d) Hades, e) ..., f) Zeus.

Children of Zeus:

... native elements. Marriage and family ties between the gods, on the one hand, reproduce the usual family relationships, but, on the other hand, the elemental gods and abstract categories (Justice, Equity, etc.) do not obey human laws. Zeus as the supreme god, uniting with one or another goddess (Eurynome, Themis, Demeter, Leto, Hero), gradually transforms the world, giving birth to gods who bring law, order, morality, science and art into this world1.

The conversation ends with the conclusion that a myth, unlike a fairy tale, tells how the world works and explains how and why. If the guys are interested in this issue, then they can be recommended not only to turn to mythological encyclopedias, but also to go to the site “Encyclopedia of Ancient Mythology” (section “Greek Mythology”): http://www. Greekroman. ru.

what a person needs to behave in it. Any myth is born from observations of nature, but the lack of knowledge leads to the fact that a person uses it to explain natural phenomena his imagination and deeply believes in fiction. Science is based not on imagination, but on knowledge, although the basis of any knowledge and scientific discovery is observation and imagination.

At home, to consolidate their conclusions, sixth-graders will read the article in the textbook on p. 5.

The second stage of the lesson - observation - is organized using the question: “Where can we meet mythical characters today?”

The first thing that comes to mind is a museum. Let's call the guys and show them on slides the most major museums world, which contains works of ancient art: State Hermitage Museum in St. Petersburg, the Pergamon Museum in Berlin, the Capitoline Museums in Rome, the British Museum in London, the Louvre in Paris, the Metropolitan Museum of Art in New York.

It is no coincidence that St. Petersburg is called a museum city. Its palaces, theaters, museums and libraries are architectural monuments. Almost all of them, created up to the 20th century, are in one way or another connected with Antiquity. It manifests itself in elements of classicism and empire style - slender columns, porticoes, decor and, of course, sculptural decorations. The lesson does not allow us to see much, so we will focus only on the sculptural ensembles decorating the porticoes of buildings. We will show schoolchildren images of the Exchange - a building on the spit of Vasilievsky Island, dividing the Neva into two branches; arches of the General Staff building, part of the Palace Square ensemble in front of Winter Palace; Alexandrinsky Theater, one façade of which faces the famous street of the architect Rossi, and the other looks at Nevsky Prospekt. We invite the children to guess which god is at the center of each composition and give reasons for their answer.

In two cases this is easy to do: on the attic of the Exchange (architect J. Thomas de Thomon) Poseidon froze, as evidenced by the trident in his raised hand and the horses at his feet. After all, Poseidon, the god of the seas, was also considered the patron saint of horses.

Why is the Exchange building crowned by Poseidon, the god of the seas? It is obvious that St. Petersburg, built by Peter at the mouth of the Neva, which flows into the Baltic Sea, was and remains the largest port. Poseidon seems to welcome ships setting off on a long voyage.

The attic of the Alexandrinsky Theater is decorated with a chariot ruled by the god of arts Apollo (sculptor S. S. Pimenov). Its attributes are a cithara and a laurel wreath, which in Ancient Greece were used to crown not only military heroes, but also winners in theatrical competitions. The arch of the General Staff building (architect C. Rossi) is crowned with a triumphal chariot drawn by six horses. Who's in the chariot? This is a woman with wings behind her back, in one hand she holds a staff, in the other - a laurel wreath. Let us clarify that the arch was erected in 1828 in honor of Russia's victory over Napoleon in Patriotic War 1812 - 1814 Laurel wreath in this case, it hints at military glory. Who is this goddess? The guys will probably name Pallas Athena. But this is not so, although it is not far from the truth.

In the chariot is the goddess of victory Nike. In St. Petersburg, Nike can also be seen on the triumphal Narva Gate (architect O. Bove).

This is no coincidence: triumphal gates were erected as a sign of victory, celebration, and Nike symbolized victory and glory.

As a promising homework or project, you can invite schoolchildren to prepare virtual tour to the Summer Garden in St. Petersburg: what Greek deities can you see while walking along the alleys of the Summer Garden, what myths are associated with them? This task is carried out at the request of the students.

Third - popular expressions. If sixth-graders, without the help of a teacher, do not remember the popular words and expressions that came into the Russian language from ancient mythology, then we will divide the class into several working groups1. Each group receives envelopes with cards that briefly summarize the myth2. The group’s task is to interpret the catchphrase associated with this myth. Here are several options for tasks.

Group 1 Sisyphus, king of Corinth, was a great swindler. Thanks to his cunning, he collected countless treasures. When he came for him The number of groups is determined by the teacher.

Texts taken from the website “Mythology of Greece. Illustrated Dictionary: http://www. foxdesign. ru/legend/g_word4.html.

the god of death Thanatos, then he, the only mortal, was able to deceive the god and chained him. People on earth stopped dying, which violated the order established by Zeus. After Thanatos was freed and took Sisyphus to the underworld of the dead, Sisyphus managed to deceive the lord Hades, begging him to be released back to earth. For the crimes he committed, Sisyphus was terribly punished by the gods: in the kingdom of Hades, he rolls a heavy stone up a mountain, which, having almost reached the top, immediately rolls back. So Sisyphus rolls the stone forever and cannot reach its goal - the top of the mountain.

What does the expression “Sisyphean labor” mean?

[Answer: Sisyphus's work is aimless, endless work.] Group 2 Tantalus, the son of Zeus, was the favorite of the gods and the richest and happiest king on earth. Having become proud, he began to consider himself equal to the gods. Among people, he became famous not for his exploits, but for stealing ambrosia from the gods and divulging their secrets. The last straw that broke Zeus's patience was the crime of Tantalus. The king decided to find out whether the gods were truly omniscient. Having invited them to his feast, he served the meat of his son, who he himself had killed, on the table under the guise of a wonderful dish. The gods, who nevertheless turned out to be omniscient, revived the boy, cursing the entire family of Tantalus and overthrowing him into the kingdom of Hades. In hell, Tantalus suffers the most severe punishment: being up to his neck in water, he cannot quench his thirst, since the water disappears as soon as he bends down to it; branches with fruits hang above him, but they move away when he stretches out his hands to them. Tantalus is tormented not only by eternal hunger and eternal thirst, but also by eternal fear, since a rock hangs over his head, ready to fall and crush him at any moment.

What does the expression “tantalum flour” mean?

[Answer: Tantalus pangs are suffering caused by the proximity of something extremely necessary, desired, which is nearby and yet inaccessible.] Group 3 The Athenian hero Prince Theseus arrived in Crete to free Athens from the terrible tribute imposed on city of the Cretan king Minos. The Minotaur, a bull-headed man who devoured living people, was imprisoned in the Labyrinth built on Crete. The Athenian boys and girls were destined for the Minotaur. Theseus decided to kill the monster. But no one could find a way out of the Labyrinth. The daughter of King Minos Ariadne, having fallen in love with Theseus, gave him a ball of thread, which he unwound upon entering the Labyrinth.

Having defeated the Minotaur, Theseus, along with the captives, returned along the thread to the entrance to the Labyrinth.

What does the expression “Ariadne’s thread” mean?

[Answer: Ariadne's thread is a guiding thread; something that helps get out of a difficult situation.] Group 4 God Apollo fell in love with the Trojan princess Cassandra and endowed her with the gift of prophecy. Cassandra rejected God, and he made sure that no one believed her prophecies. Cassandra predicted the death of Troy, the danger lurking in the wooden horse left by the Greeks. Nobody believed her. And Troy fell.

What do the expression “prophetic Cassandra” and the word “Cassandra” mean?

[Answer: Things Cassandra is a soothsayer of ominous events, misfortunes that are difficult to believe.] Group 5 At the wedding of King Peleus and the sea nymph Thetis, the goddess of discord Eris, in revenge for not being invited to the celebration, threw herself among the guests an apple with the inscription “To the most beautiful.” On the advice of Zeus, the goddesses Hera, Athena and Aphrodite called on the young shepherd Paris, who still did not know that he was a Trojan prince, to choose the most beautiful of them. Hera promised him power over the world, Athena - military glory, Aphrodite - the most beautiful woman on earth. Paris handed the apple to Aphrodite, who helped him take the wife of King Menelaus, the beautiful Helen, from Sparta to Troy, which was the reason for the Trojan War. The rejected Hera and Athena took the side of the Greeks.

What does the expression “apple of discord” mean?

[Answer: An apple of discord is the cause of disputes, strife, and enmity.] To summarize, we introduce the concept of “catchwords and expressions.” It does not require memorization, therefore it is not included in the textbook, but for cultural, literary and speech development child, introducing the term would be appropriate. The expressions that the students deciphered have common properties: their source is generally known (in our case, these are myths), they have a stable structure (word order) and a figurative meaning. These signs are enough to form an idea of popular words and expressions in the 6th grade.

Delayed homework: While reading the myths about Greek heroes, offer an interpretation of the following catchphrases:

Augean stables - ... [something neglected to the extreme, a disorder].

Titanic efforts - ... [huge, superhuman efforts].

Achilles' heel - ... [weak side, most vulnerable place].

Trojan horse - ... [a gift with a trick, with evil intentions].

Gifts of the Danaans - ... [synonym for the expression “Trojan horse”].

Medusa, Medusa Gorgon - ... [an evil, cruel person].

Medusa's gaze - ... [killing, numbing gaze].

To sink into oblivion - ... [to disappear from memory, to be forgotten].

Homeric laughter - ... [loud laughter, uncontrollable laughter].

Castor and Pollux - ... [symbol of true friendship].

Colossus with feet of clay - ... [something outwardly majestic, seemingly powerful, but essentially weak and insignificant].

To fall into tartarars - ... [to get to a place from which it is impossible to return].

Pandora's Box - ... [everything that, due to our carelessness, can cause grief and misfortune]1.

Homework - preparing a competition or quiz on popular words and expressions. Making a crossword puzzle " Catchphrases, which came from myths" is also a fascinating version of homework that enriches the vocabulary of schoolchildren.

Literary and creative homework performed at the students' choice: compose short story, including dialogue and ancient popular expressions.

And finally, we meet the ancient gods and heroes on a map of the starry sky. Let's invite the children to raise their heads and look at the sky. Of course, during the day nothing is visible in the sky except clouds and the sun. But a computer or printed star charts can come to our aid2.

The task doesn’t even have to be formulated: the guys will immediately name the planets of the solar system that bear Roman names. A dictionary of winged words can be found on the website: http://www. cut off. ru/catch-words/.

With the history of the star map, with maps of the sky and celestial bodies can be found on the website: http://space. rin. ru/articles/html/393.html.

gods, and correlate their names with Greek ones. So, the planets of the solar system are given Latin names. Let's sharpen the situation: why do we call the Sun and Earth in Russian?

Let's write on the board the foreign names of the Sun and the name of the Roman sun god Sol. What conclusions will these notes lead students to? It turns out that in many Indo-European languages the Sun is denoted by a word with the root -sol-. In Latin, this is exactly what the name of the sun god sounds like, correlating with the Greek Helios, this is the name of this star. The name of the Sun in French is le soleil, in Italian - il sole, in Spanish - el sol. Both the English the Sun and the German die Sonne have the same origin. The Russian word “Sun” comes from the same root.

The name of the goddess Gaia is translated into Latin as Tellus. The name of our planet in other languages of the Indo-European family sounds like this: la Terra (Italian), la Terre (French), la Tierra (Spanish) and the Earth (English), dei Erde (German). They all have a common origin. The word “Earth” is common Slavic and comes from the word zem, meaning “bottom, floor” in Slavic languages. It is related to the Latin humus - “soil”.

In Russian, the word “earth” means “what is below, under your feet.” The Latin root is preserved in the words “tellurium” (a chemical element), “tellurium” (an astronomical instrument used to visually demonstrate the rotation of the Earth around the Sun).

What were the names of the ancient Greek gods of the Sun and Earth? Helios and Gaia. Their names are preserved in words beginning with geo- and helio-: “geology”, “geography”, “geocentric”, “heliocentric”, “heliosphere”, “solar technology”, “heliotrope”.

The starry sky can also be read as a kind of book of myths. Thanks to popular horoscopes and astrological forecasts, the modern schoolchild knows under which zodiac constellation he was born. Most constellations are associated with mythological subjects.

We will divide the class into 12 groups (if possible) according to zodiac signs. What does each group know about the origin of their sign? If nothing else, this will be homework. Let us remind the teacher that since ancient myths were not collected in canonical codes, such as the biblical ones, but came to us through literary works, almost every myth has several versions. Therefore, during the lesson you may encounter the fact that the children will talk about the origin of the zodiac constellations with significant differences. This is a good opportunity to create a problematic situation: what causes these differences?

Aries - according to the most common version, the golden ram. A golden fleece was made from his skin, for which the hero Jason and his fellow Argonauts went to Colchis on the ship Argo.

Taurus - according to one interpretation, a white bull, in whose guise Zeus kidnapped Europe. But, it’s true, there were a lot of bulls in Greek mythology, for example the ferocious Cretan bull delivered by Hercules to Eurystheus.

Twins - Castor and Pollux, brothers of Dioscuri, sons of the earthly queen Leda and Zeus, brothers of Helen of Troy.

Cancer pinched Hercules' leg while he was fighting the Lernaean hydra.

Leo - Nemean lion killed by Hercules.

Virgo - according to one version, the goddess of love Aphrodite, according to another - Demeter - the goddess of fertility, according to the third - Astraea (see diagram 2).

Libra - this constellation in ancient times was considered not as independent, but as the claws of Scorpio; according to other sources, this is an attribute of Themis (goddess of justice) or Astraea.

Scorpio - Artemis sent a scorpion to kill the hunter Orion.

Sagittarius - according to some sources, a centaur - a successful hunter, according to others - Hercules, striking the Stymphalian birds.

Capricorn - in ancient times it was called the capricorn or goat fish. Later, Capricorn began to be associated with the goat Amalthea, who suckled Zeus.

Aquarius - a young man pouring water from a jug; according to other versions, this is Hercules cleaning the Augean stables.

Pisces - there is practically no information about the origin of this constellation.

Prospective homework: find on the star maps characters associated with the myths that will be discussed in the following lessons, and prepare to retell these myths.

Several constellations are related to Hercules, whose exploits lesson 2 is devoted to: of course, Hercules himself (Hercules), Hydra (Lernaean hydra), Dragon (the dragon Ladon, whom Hercules killed to get the apples of the Hesperides), according to some sources, Arrow and Sagittarius (Stymphalian birds), Aquarius (Augean stables), Taurus (Cretan bull), Virgo (Hippolyta's belt), Eagle (Zeus' eagle that tormented Prometheus, who was freed by Hercules after he obtained the apples of the Hesperides).

The constellation Lyra is associated with Orpheus, which we will talk about in lesson 4. The god Apollo gave him the golden lyre, and after the death of the singer, Zeus placed the lyre in the sky1.

2. Complete task 1 in a printed literature notebook2 (Topic 1. “Hero in Myths,” p. 4).

Appendix Diagram 2. Origin of the gods

Chaos and Eros (Love) gave birth to:

Uranus Gaia Tartarus Erebus Nyuktu (Sky) (Earth) (abyss (Darkness) (Night) in the bowels of the Earth, the underworld)

Erebus and Nyukta gave birth to:

Ephyra (Light) Gemeru (Day)

Gaia and Uranus gave birth to:

1) titans,

2) giants,

3) cyclops,

4) monsters.

The Titans and Titanides gave birth to:

1) the titan Coy and the titanide Phoebe gave birth to Leto (Latona), Asteria (star goddess);

2) Titan Hyperion and Titanide Theia - the parents of Helios (Sun), Selene (Moon), Eos (Dawn) (Helios is the father of King Augeas);

The mythology of the constellations is presented on the website: http://www. astromyth. tausite. ru/index. htm; history of zodiac constellations and their names - on the website: http://olpop. com/blog/?p=9732.

Astraeus and Eos gave birth to the stars and winds: Boreas (north), Evra (east), Nota (south) and Zephyra (west);

3) Titan Iapetus - father of Prometheus and Atlas;

4) the Titan Ocean and the Titanide Tethys gave birth to all the rivers (3,000 sons) and Oceanids (3,000 sea goddesses), including Metis (mother of Athena);

5) the titan Cronus (Kronos, Time) and the titanide Rhea gave birth to: a) Hestia - the goddess of the hearth, b) Demeter - the goddess of fertility,

c) Hera - the goddess of family and childbirth, d) Hades - the god of the underworld, e) Poseidon - the god of the seas, f) Zeus - the god of thunder and lightning.

A crown of sea foam gave birth to Aphrodite, the goddess of love and beauty.

Children of Zeus:

Zeus and Themis: three oras (Lawfulness, Justice, Peace), three moiras (goddesses of fate: Lachestis - “giving lots”, Clotho - “spinning”, Anthropos - “inevitable”), Astraeus (starry sky).

Zeus and Mnemosyne: the muses Calliope (epic poetry), Euterpe (lyric poetry), Polyhymnia (hymns, serious poetry), Clio (history), Melpomene (tragedy), Erato (love poetry), Terpsichore (dance and choral poetry), Thalia (comedy, light poetry) and Urania (astronomy).

Zeus and Hera: Ares (god of war), Hephaestus (god of fire and blacksmiths), Hebe (goddess of youth), Ilithyia (goddess - patroness of women in childbirth).

Athena (goddess of just war and wisdom) was born from the head of Zeus from the oceanid Metis.

Zeus and Demeter: Persephone (wife of Hades).

Zeus and Leto: twins Artemis (goddess of hunting, chastity, patroness of animals and plants) and Apollo (god of light, sciences and arts, predictor of the future, healer, etc.).

Zeus and the Mayan galaxy: Hermes (god of trade, trickery, eloquence).

Zeus and Semele (mortal woman): Dionysus (god of the vine, wine and winemaking).

Zeus gave birth to nymphs - female deities of nature who live longer than humans, but are not immortal. Dryads lived in forests, naiads lived in rivers, and oreads lived in caves. The nymph was Eurydice, the wife of Orpheus.

The sea elder Nereus, the son of Gaia, gave birth to 50 Nereids - nymphs living in the Aegean Sea. The goddess Thetis, mother of Achilles, is also the daughter of Nereus.

Sons and daughters of Zeus from earthly women: Hercules, Perseus, Castor and Pollux (brothers of Dioscuri), Helen of Troy.

Lesson 2. Myths about Hercules In lessons 2 - 5, sixth graders will continue to observe the content of myths and their characters, get acquainted with the culture of Ancient Greece and works of ancient art, looking for answers to the questions: “Why can a myth live for a very long time? What helped the ancient myth live such a long life?” A new concept that is introduced in these lessons is “hero”.

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) retell the myths about Hercules;

2) explain:

– who is called a hero in myths,

- why are the hero’s actions called exploits,

– what is the meaning of the myths about Hercules;

3) recognize Hercules among the mythological characters depicted in works of art, and correlate the image with one of his exploits.

Animated films based on the myths of Hercules1 will help the teacher teach an interesting lesson.

We begin the lesson with a conversation about how myths explain the fact that mortals had children from gods. You can tell the children about this or ask them to read the article “Mythological Hero” in the textbook (pp. 9 - 10).

Then we find out, as the students understood, who is called a hero in myths. Here it is important to clearly define the differences between the terms “folk hero”, “ literary hero" and "hero of myth." In myths, only the descendants of gods born from mortals are called heroes. Divine origin gives the heroes amazing abilities and thereby predetermines their unusual bright destiny. Heroes were the standard for ordinary people - they were worshiped, they were honored, depicted in sculptures, on bas-reliefs, and depicted on household items. Almost every region of the Ancient "Return from Olympus" (director A. Snezhko-Blotskaya, 1969), "The Birth of Hercules" (director Y. Kaliter, 1982), "Hercules at Admet" (director A. Petrov, 1986), "Hercules" (director D. Musker, 1997), “Myths.

Labors of Hercules" (director S. Ovcharov, 2000). On the Cartoons website:

http://mults. spb. ru - there are cartoons from the “Ancient Greek Myths” series. Interesting information can be found on the website " Ancient Greece": http://collection. edu. yar. ru/catalog/rubr/7d2af1dc-a65f-443cd-7732ffefb663/72217/?.

Greece had its own hero. Since the activities of these heroes were often associated with the spread of culture (making fire, teaching crafts and arts, etc.), they began to be called cultural heroes.

The next part of the lesson is devoted to the myths about Hercules and his exploits. You can check homework 3 (reading myths) using the animated film “Hercules at Admetus.” It begins with a demonstration of bas-reliefs depicting the hero's deeds. A freeze frame will allow the children to carefully examine them, and then talk about their exploits as if from the plot pictures.

Then we work on textbook questions 1, 4 - 6 on p. 17. Let’s move on to task 8, and then to questions 3 (it reveals a personal attitude to what we read) and 7 (it is general in nature).

We turn to popular words and expressions associated with the myths of Hercules, to the map of the starry sky (checking homework) and to the diagram “The Origin of the Gods”: what did the students manage to add to it?

The lesson ends with a reflection on question 9. At this stage, you can also show students fragments from films in which Hercules1 acts. Why is Hercules so popular today?

Modern cinema, of course, exploits the vivid images of ancient heroes and profanes the myth. But one can also see positive aspects in the use of these images: viewers need the ideal of a strong, smart, honest and just hero. And if he is not in the present day, then they go to the past for him. And to this day Hercules remains such an ideal.

Homework

1. Complete tasks 2 and 3 (if the student’s favorite hero is Hercules) in the notebook (Topic 1. “Hero in Myths,” p. 4).

3. Optional: complete additional tasks in the textbook on p. 17. The task is completed for the last lesson on the topic “Hero in Myths”.

“The Labors of Hercules” (director P. Francisci, 1958), “The Amazing Journeys of Hercules” (director B. Campbell, 1995 - 1999), “The Adventures of Hercules” (director M. Khashoggi, 2009).

Lesson 3. Achilles as a mythological hero Achilles or in the Russian tradition Achilles is known to us thanks to many works of art Antiquity.

These are the tragedies of Aeschylus “The Myrmidons”, “Nereids”, “The Phrygians, or the Ransom of the Body of Hector”, the tragedy of Euripides “Iphigenia in Aulis”. Many Greek authors wrote tragedies called “Achilles”. We meet the image of Achilles in the works of the Latins, for example, “Achilles” by Livy Andronicus.

But most people know Achilles from Homer's epic poem The Iliad. The textbook contains a condensed retelling of the Homeric plot, in the center of which is the battle between Achilles and Hector. Of course, such a presentation is devoid of artistry and, as a result, of bright emotional coloring, but even a sixth-grader will not be able to master the Iliad. Therefore, in the lesson it is important to activate the imagination and emotions of readers.

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) talk about Achilles’ participation in the Trojan War;

2) compare the images of Hercules and Achilles according to the qualities of the heroes;

3) explain the meaning of the image of Achilles.

We begin the lesson by confronting the students’ impressions and their opinions about Achilles. “How did the hero appear to you?” We ask question 3 from the textbook (p. 26). “Can Achilles be called a merciless, cruel warrior?”

We create a problematic situation. Problematic question lesson: “How is Achilles different from Hercules?”

The answer requires a comparison of images. We will teach the children this complex skill in class. Let us repeat what we learned about Hercules, what qualities he is endowed with and what meaning is embedded in the plot of his exploits. Then we will consider what qualities are inherent in Achilles. Table 2 will help highlight the main points.

Table 2. Comparative characteristics Hercules and Achilles Qualities of Hercules Achilles Tremendous physical strength Fearlessness Patience End of table.

2 Qualities of Hercules Achilles Anger Intelligence Cunning Justice Fulfills the will of the gods Helps people Outcome of life It is obvious that there is a lot in common between the heroes, although there are important differences: Hercules did a lot for people, while Achilles killed more than he saved. Hercules is patient, anger takes possession of him only because of the machinations of Hera. Achilles becomes angry because of personal grievances. Here it is appropriate to refer to the textbook questions on p. 26. We set them in the following sequence: 3, 1, 5.

Homework

1. Answer question 4 in the textbook, turning to other mythological stories for arguments.

3. Individual task: prepare a message about the musical instrument lyre. You can use the materials of the TSB and the Encyclopedic Dictionary of F.A. Brockhaus and I.A. Efron1.

Lesson 4. Myth and legend (myths about Orpheus and the legend about Arion)

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) explain:

- How does a legend differ from a myth?

- what is the feat of Orpheus,

- why Orpheus was punished by the gods;

Address of the article on the website: http://dic. academic. ru/dic. nsf/brokgauz_efron/ 61606/%D0 %9B%D0 %B8 %D1 %80 %D0 %B0.

2) create oral and graphic illustrations of mythological subjects.

The emblem of this lesson will be the lyre. Let's show the students her picture and ask why she appeared in our lesson. It is easy for the children to answer this question, since at home they read the myths about Orpheus.

We invite the class to listen to a short message about the lyre (individual homework).

While listening to the message, schoolchildren need to note how the content of the myth is connected with the history of the instrument:

- Orpheus played the lyre;

– the lyre appeared in Thrace, where, according to legend, Orpheus lived;

– originally the lyre had 3 or 4 strings; It is believed that it was Orpheus who increased the number of strings to 9.

We create a problematic situation. The hero Orpheus did not perform military feats and did not defeat monsters. “Isn’t there a deviation from the tradition in the myths of Orpheus, according to which the hero is superior to ordinary people?”

We begin to solve the problem with the questions: “Can the power of Orpheus be put on a par with the power of Hercules and Achilles? What was the power of Orpheus? We invite students to choose comparisons, epithets or metaphors that express the quality of this force. To awaken the children’s emotions and imagination, we will read an excerpt from Ovid’s “Metamorphoses,” which describes how nature responded to the musician’s playing (Appendix 1).

Music from K. V. Gluck’s opera “Orpheus and Eurydice” or from the modern rock opera of the same name by A. Zhurbin (the choice depends on the taste of the teacher) will not only enhance the emotional impressions of the image of Orpheus, but will probably further emphasize the gap between possibilities ordinary people and talented musicians.

“Could Hercules or Achilles conquer animals, make inanimate things move?”

Now we turn to the questions and tasks of the textbook on p. 32: 1, 2 (from additional questions and tasks) and 2.

To summarize: the strength of Orpheus is no less than the strength of Hercules and Achilles, but it is of a different quality. Orpheus influences the souls of mortals and immortals, and even more - the entire nature, the entire cosmos.

Now let's turn to the myth of Orpheus and Eurydice and consider questions 3 - 5.

Orpheus is punished for distrust of God, for impatience. The myth speaks of the need to accept one’s fate, which a person cannot change. Orpheus's rebellion essentially led to nothing, since he cannot prevent what was assigned to him by the Moirai. But at the same time, the myth of Orpheus is an admiration for the power of love, the power of art. The greatness of man lies precisely in the fact that, even being doomed to defeat, he does not deviate from his noble goal. This myth reflected both the admiration of the ancients for the power of love, capable of defeating death, and the horror of human weakness, which did not allow the hero to keep his beloved and change his lot.

You definitely need to return to this myth in high school when analyzing F. I. Tyutchev’s poem “Two Voices.” Remembering the fate of Orpheus and Eurydice, the children more easily understand the idea of the poem.

Let's move on to the myth of the death of Orpheus and work on questions 6 and 7. You can again turn to “Metamorphoses” (Appendix 2).

The wise Greeks knew that, no matter how strong the harmony, cosmos, destructive principle, chaos could be more powerful. The clash of harmony and chaos is clearly demonstrated in this plot.

The work with the myth is completed by completing additional task 3 and answering question 8 in the textbook.

The next stage of the lesson - comparing myth with legend - follows the questions in the textbook on p. 34.

The final stage of the lesson is answers to questions 5 - 7 for topic 1 (p. 34).

Homework

1. Complete tasks 4 and 5 in the notebook (Topic 1. “Hero in myths,” pp. 4 - 5).

2. Complete the “Origin of the Gods” diagram.

3. Finish working with popular words and expressions.

4. Answer questions 1 - 4 in the textbook for topic 1.

5. Optional: complete tasks 2 and (or) 3 of the additional tasks (p. 35). The teacher sets a deadline by which these works must be submitted.

Appendix 1 Excerpt from Ovid's Metamorphoses There was a certain hill, on the hill there was a flat, flat place;

It was all green, covered with ants. There was no shadow on him at all. But as soon as the God-born singer sat down on a hillock and struck the sonorous strings, a Shadow came to that place: there was a Chaonia tree, a Grove of the Heliad sisters, and an oak tree that ascended into the sky;

Soft lindens came, celibate laurels and beeches, brittle came walnut, and ash, suitable for spears, knotty spruce, bending silt under the fruit, and noble plane tree, and maple with variable coloring;

The water lotus came and the willows growing along the rivers, the Bux, always green, the tamarisk with the finest foliage;

Myrtle is two-colored there, with blue cherry laurel fruits;

With a tenacious foot of ivy, you also appeared, and with you And the grape vine, and the elms entwined with the vine... ... All the plants in the world came to listen to Orpheus!

And she threw the thyrsus at the mouth of the singer Apollonov, full of sounds, but the thyrsus, entwined with leaves, hit without hurting.

Stone is a different weapon. But, thrown through the air, on the road

He was already defeated by the agreement of song and lyre:

As if begging for forgiveness for the fury of their boldness, he lay down at Orpheus’ feet. And the reckless enmity is growing stronger, the measure has already been passed, everyone is serving the mad Erinyes.

All the blows could have been deflected by his singing; but the loud Noise of voices and the sound of the curved flutes of the Berekints, the splash of palms, the tympanum and bacchanalian cries of the strings drowned out the playing - then the ledges of the rocks finally turned red, stained with the blood of the unfortunate singer.

Lesson 5. Extracurricular reading lesson This lesson consists of two stages.

At the first, knowledge is tested on the topic discussed, and at the second, the children introduce their classmates to their works, the topics for which they chose in lesson 1, and art projects.

For written knowledge testing, homework questions 4 are used. Time to work is 10 minutes.

Homework

1. Answer the question: “Do you think there were heroes similar to the ancient Greek ones in Russian folklore?”

2. Find the meaning of the word “hero” in explanatory and encyclopedic dictionaries and answer the question: “What qualities should a person have to be called a hero?”

3. Individual tasks: prepare reports about who Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich are, using the textbook material (pp. 42 - 43) and additional sources.

– – –

Lesson 6. History and artistic creativity

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) explain which works belong to the heroic epic;

2) name the original name of epics - antiquity - and tell what events they were dedicated to, who performed them and how;

3) talk about the origin of epics and list the names of Russian heroes.

The epics in the original recording are very difficult for a child to understand. Reading them requires tension, which means strong motivation. It is necessary to prepare schoolchildren to understand Russian heroic epic. We solve this problem in the first lesson on the topic.

The question from homework 1 serves as a connecting thread between topic 1 and topic 2. We begin the lesson with it: “Do you think there were heroes similar to the ancient Greek ones in Russian folklore?”

The reading experience of sixth graders depends largely on the program literary reading, according to which we worked with them in elementary school. If they have already received an initial idea about epics, then it will not be difficult for them to answer this question; if they do not yet have such an idea, then the answers will be more emotional than reasoned. In the first case, we immediately begin a conversation about how heroes differ from mythological heroes; in the second we tell the children about epics. But how can you make this story interesting for students?

Let's take a time machine (its model can be made with the help of parents and the children themselves) on an imaginary journey about 10 centuries ago: that’s when the epics took shape. Our goal is to bring exhibits for virtual museum epic heroes. Students record in their workbooks what should be presented in the museum and what might arouse the interest of its visitors and reveal something new to them. Teacher-prepared presentation “Ancient Rus'”, which will include maps Kievan Rus and ancient Kyiv, images of ancient Kyiv churches, dwellings of that time, household items, everyday and festive clothing of peasants and princes, military equipment, reproductions of paintings by V. M. Vasnetsov “Guslars”, “Boyan” (they are in the textbook on p. 40 and 41), will make the trip visual and memorable, and expand sixth-graders’ knowledge about their homeland and its history.

Let's walk along the street of Kyiv, leading from Podol to the hill where the princely tower stands. Let's go into it. Guests are sitting at the festive table, and guslars are sitting on the bench (painting by V. M. Vasnetsov “Guslars”). “What are they singing?” You can use a CD with a recording of Russian epics performed by professional storytellers, or, if it is not possible to get these recordings, audio recordings of an actor reading epics with musical accompaniment. The teacher will find them on the website “Children's Page. Epics. Audio": http://www. children religiousbook. org.

ua/byl-audio. html.

What do the guslars sing about? About exploits, about glorious victories.

In ancient times, such songs were called antiquities.

Oldies, more like a smooth story set to music (like modern rap), were performed not only at feasts. Let's show the children the painting "Boyan" by V. M. Vasnetsov.

Warriors gathered around the storyteller on a green hill. Let students imagine what the characters were thinking about while listening to the singer. “Is it possible, without hearing the song itself, to guess what Boyan is singing about?”

Looking at Vasnetsov’s paintings, the guys will also see the gusli - ancient Russian musical instrument. Most likely, they will remember Orpheus and his songs. The myths did not tell us what Orpheus sang about, or rather, we guess that in the underworld he sang about his love for Eurydice. Did ancient Russian singers sing about love? Boyan's face suggests that love was not his theme. The narrator's facial expressions and gestures convey the solemn, high tone of his songs, which do not console or appease the soul, but inspire warriors to heroic deeds.

Such songs about glorious deeds and victories are today called heroic epics. “Who was the hero of old?”

Let's give the floor to schoolchildren who have prepared certificates about Russian heroes (homework 3).

Students may wonder, “Did the storytellers make up the events they sang about, or testify to what they saw or heard?”

The answers to this question were given by folklorists. They found that the most ancient and widespread in the Russian heroic epic are princely-retinue epics. Their subjects are the military exploits of the princes and their warrior warriors in battles with the steppe nomads (Tatars, Polovtsians, Pechenegs). Such epics, for the most part, date back geographically to Southern Rus', and chronologically to the period from the end of the 10th to the 11th centuries. and until the XIII - XIV centuries.

It was in these works, according to scientists, that the main features of the main character of the Russian heroic epic - the glorious mighty hero - were formed. Comparing the texts of epics with chronicles (they will be discussed in class later, but now you can explain to the children that a chronicle is a written monument that reflects historical events with greater reliability than epics), traditions, legends, folklorists have come to the conclusion that epics have historical background, Although historical works in the generally accepted sense they are not. Thus, the relics of Ilya of Muromets are kept in Kyiv, and on December 19, according to the old style, the Church honors his memory as Saint Ilya of Pechora. The name of the Rostov hero Alexander Popovich is found in the chronicles about the battle on the Kalka River1. The Tver Chronicle says that in 1224, after the death of the Rostov prince Konstantin, Alexander Popovich summoned other heroes to a meeting, and they decided to leave the service to the appanage princes, “since the prince in Rus' was in great disarray in the military unit, then a series (agreement) was put in place , as if to serve them only Alyosha is a diminutive name from both Alexei and Alexander.

to the new Grand Duke in the mother city of Kyiv.” In accordance with the chronicle, the epic also reports about this departure of Alyosha Popovich from Rostov to Kyiv, preserving in a number of its variants the name of Alyosha's squire - Torop (in other versions - Ekima), mentioned in the chronicle. Dobrynya Ryazanich, who also died in the battle of Kalka, is also mentioned in the chronicle.

The very first recordings of epics were made only 400 years ago, at the beginning of the 17th century. Only five texts from those times have survived to this day, the rest were written down later, mainly in the 19th century. The Russian North became the custodian of the heroic epic, although earlier epics also existed in the south of Rus'.

Even the term “epic” appeared only in the 19th century. But just over a hundred years ago, epics were performed by storytellers in concert halls. This is how B.V. Shergin describes M.D.’s speech.

Krivopolenova at the Polytechnic Museum:

“...A strange, unusual melody sounded, unlike a Russian song. It was the voice of an ancient epic, and the listeners at first perceived it as a kind of accompaniment. But immediately they immediately delved into the words, were imbued with the content... ...And Krivopolenova sang for two and three hours, and the countless audience saw with their own eyes what the prophetic old woman was instilling.”1

Epics are folklore works. The storytellers did not memorize them, but memorized events and told about them in their own way. From the moment of birth to the first recording of this or that epic, many changes occurred in its text.

The personality of the narrator, of course, was manifested in the way he sang the epic and what exactly he brought to its text. B. Sokolov notes that “with a devout storyteller, the heroes will turn out to be very pious, they always put up crosses and bows; with a book storyteller, bookish figures of speech or individual words will involuntarily penetrate into the text of the epic; one of the storytellers, who lived in service for a long time, likes to dwell on how the heroes enter the hallway, and even transfers the action of the epic there. From the mouth of the storyteller-tailor, it is clear why the head of the Poganous Idol flies off from the blow of Ilya Muromets, “like a button.” One storyteller will describe in detail the punishments of the heroes, another, more good-natured, will treat them more kindly, etc. This also explains why two storytellers who “understood” the epic from the same person had Shergin B.V. Marya Dmitrievna Krivopolenova / / B.V. Shergin. Novels and stories. - http://lib. rus. ec/b/97956/read.

Although a line is generally similar, it will still take on a more or less noticeable, unique, individual imprint.”1

But time also left its mark on the content of the epic. In the epics recorded in the 17th century, scientists do not see a reflection of the era Ancient Rus', but the signs of life in the Moscow state: they are in the description of dwellings, clothing, the characters of the prince and his boyars, in social relations, even in vocabulary.

So, of course, it is impossible to study history from epics, but epics can tell the attentive reader a lot about “deep antiquity.”

Let us note that traditionally children read epics not in the original recordings of folklore collectors, but in prosaic adaptations made to facilitate comprehension.

For independent acquaintance with the plots of epics, such adaptations can also be recommended for sixth graders.

These are, first of all, epics in the retellings of N. I. Nadezhdina, V. P. Avenarius, I. V. Karnaukhova, fairy tale poems “Svyatogorbogatyr”, “Sukhman”, “Volga the Bogatyr”, “Mikulushka Selyaninovich” by L. N. Tolstoy2 .

For those schoolchildren who want to learn more about epics, we recommend the following books:

Bakhtin V.S. From epics to counting rhymes: Stories about folklore. - L., 1988.

Putilov B. N. Heroic outpost: Conversations about epics of the Russian North. - L., 1990.

But during the lessons, sixth-graders will get acquainted with epics in the form in which they were written down. There are certainly difficulties in reading them. But if we remember that, according to L.N. Tolstoy, in his Yasnaya Polyana school, peasant children enthusiastically read epics from the book “Songs collected by P.N. Rybnikov,” then we will be convinced that these difficulties are not so great.

Sokolov B. Bylins // Literary encyclopedia: in 11 volumes - [M.,] 1929 - 1930. - T. 2. - http://feb-web. ru/feb/litenc/encyclop/le2/le2htm.

See: Bogatyrs and knights of the Russian land: according to epics, legends and songs / comp. N.I. Nadezhdina. - M., 1990; Exemplary fairy tales of Russian writers / comp., edited. V. P. Avenarius. - M., 1990. - (“Books of our childhood”) (texts can also be found on the website: http://www. baby-best.

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Achilles

ACHILLES (ACHILLES) is the hero of Homer’s poem “The Iliad” (between the 10th and 8th centuries BC). In Greek mythology, A. is the son of the sea goddess Thetis and Peleus, king of the city of Phthia in Faessaly. By the name of his father in the Iliad, A. is called Pelid or Peleus' son. Myths say that A. was predicted to die in battle from an arrow shot by the enemy. In an effort to protect her son and make his body invulnerable, Thetis held the baby over the fire and immersed him in the waters of the Styx, the rivers of the underworld of the dead. At the same time, she held A. by the heel, which remained his only vulnerable spot. This is how the expression “Achilles heel” arose. A. was raised by the wise centaur (a man with the body of a horse) Chiron, who raised such heroes as Hercules and Jason. The soothsayer Calchas predicted that the Greeks would win the war with Troy, the root cause of which was the abduction by Paris, the son of the Trojan king Priam, of the wife of King Menelaus, the Beautiful Helen, only if A. took part in the battles. When Menelaus and his brother Agamemnon began to gather an army, Thetis hid A. in the palace of King Lycomedes on the island of Skyros. A. lived here among the king’s daughters, dressed in women’s clothing. But the soothsayer Calchas guessed Thetis's plan. Menelaus' comrades Diomedes and Odysseus, king of Ithaca, went to Skyros, taking with them rich gifts for the princesses: fabrics, gold-embroidered clothes, necklaces and other jewelry. All this was brought to the princesses’ chambers, with weapons and military armor also placed between the gifts. It was the last gifts that A. chose. Having learned about the upcoming campaign against Troy, A. gladly agreed to participate in it. His friend Patroclus went with him. Sailing from the harbor of Aulis, the Greek ships set off for Troy. But they landed on the shores of Mysia, where Telephus, the son of Hercules, reigned. Mistaking the Mysians for Trojans, the Greeks entered into battle with them. A., fighting with Telef, put him to flight. Having discovered the mistake, the Greeks set off again, but a storm scattered their ships, and they were forced to return to Aulis. Here they realized that only Telephus, who was seriously wounded by A., could show them the right path to Troy. Pythia, a fortuneteller from the city of Delphi, said that only A. could heal the wound, which the latter did, sprinkling the ulcer with iron, which he scraped off. from his spear. But it was still not possible to sail from Aulis, because there was no favorable wind. Calchas predicted that the wind would appear only if Agamemnon's daughter Iphigenia was sacrificed to the gods. The girl was brought to Aulis, telling her mother Clytemnestra that A wanted to get engaged to her. Having learned about this, A. begins to help Iphigenia, who is saved at the last moment before the sacrifice by the goddess Artemis. All this is described in Euripides’ tragedy “Iphigenia in Aulis” (5th Swiss BC).

x The Greeks besieged Troy for 10 years. The main hero of the Trojan War was A., whose Iliad, which tells about last year siege, calls him “noble”, “swift-footed”, “immortal like”, “favorite of the gods”. The Iliad begins with a description of the anger of A., from whom Agamemnon took away his captive Briseis. Main character Trojans, the son of King Priam Hector kills his friend A. Patroclus. A. takes his death seriously and vows revenge. One of the climaxes of the poem is the battle of A. with Hector, described in book XXII of the Iliad. Having killed Hector, A. mourns and buries Patroclus. This is how Homer's poem ends. The image of A. in the Iliad is contradictory. He is both noble and at the same time extremely cruel. ABOUT future fate A. tell myths and literary works ancient Greek and Roman writers. In the so-called The cyclical poem “Aethiopida” (VIII SE. BC), attributed to Arcticus, the son of Teles of Miletus, and which has come down to us only in a later retelling, tells about the Amazon women warriors led by Queen Pen who came to the aid of the Trojans. -fesilea. A. kills her, but, standing over her body, becomes imbued with love for her. This plot is touched upon in the poems “Heroines” by Ovid and “The Aeneid” by Virgil. “Ethiopides” also tells about the battles with the Ethiopians, whom their king Memnon brought to the aid of the Trojans. Memnon dies in a duel with A. But the hero also faces an inevitable, pre-predicted end. He dies from the arrow of Paris, which the god Apollo, who patronized the Trojans, aimed at A.’s heel, his only vulnerable spot. The Greeks and Thetis, who rose from the depths of the sea, mourn the hero and, according to ancient customs, on the eighteenth day they burn his body on a funeral pyre. A golden urn with the ashes of A., Patroclus and another hero, Antilochus, was buried in a high mound. Hiding on the island of Skyros, A. fell in love with Daidamia, one of the daughters of King Lycomedes. From their union, after the Greeks had sailed to Troy, a son, Neoptolemus, was born. After the death of his father, he is brought to the walls of Troy, and he takes part in the capture of the city, killing Priam and many of his sons. Song XI of the Odyssey tells how Odysseus, having descended into the kingdom of the dead, meets the shadow of A. there and tells his dead friend about the exploits of his son. The image of A. was repeatedly developed in fine arts, starting with ancient Greek vase painting and ending with the lithographic cycle “Achilles”, created by the German artist Max Slevogt in 1907.

Achilles is a hero ancient greek mythology, best known for his episode of participation in Homer wrote about this character in his Illiad. And although the Iliad is considered epic work, describing the war against Troy, is essentially a story about Achilles’s quarrel with It was she who led to the events that decided the outcome of the ten-year siege of the city.

Origin of Achilles

Achilles was a hero. And initially not even thanks to his actions. It’s just that the heroic fate of Achilles was destined already at birth. After all, according to Greek myths, the offspring that appeared as a result of the connection of immortal gods with mortal people became a hero. He himself did not possess immortality, however, he could count on the protection of his heavenly relatives and, as a rule, had outstanding abilities, mainly in combat.

Achilles' mother was the sea nymph Thetis, and his father was Peleus, who reigned over the Myrmidons. Therefore, in the Iliad the hero is often called Pelid (which means son of Peleus). The unusual marriage between an earthly man and an immortal nymph is also explained in myths. Thetis was raised by Hera, and when Zeus tried to seduce the young nymph, she, in gratitude for the care that his legal wife showed her, refused the voluptuous Olympian. As punishment, Zeus married Thetis to a mortal.

Achilles' heel

Time passed and Thetis and Peleus had children. To check whether they were immortal or not, Thetis dipped the newborn into a cauldron of boiling water. This is how the first six sons died. The seventh was Achilles. It was his father who saved him from the unenviable fate of his brothers, taking his son away from his wife in time. After this, Thetis leaves her husband and returns to live at the bottom of the sea. But she continues to closely monitor her son's life.

According to another myth, Thetis lowered little Achilles into the waters of the sacred Styx, flowing in the kingdom of Hades. This gave the child invincibility. Only his heel, the place where his mother held him tightly, remained vulnerable. This is where the stable expression “Achilles’ heel” comes from, which conveys the idea of a person’s weak point.

After his wife leaves, Peleus sends his young son to be raised by the centaur Chiron. He feeds him animal bone marrow instead of mother's milk. The boy grows up and diligently learns the science of using weapons. And according to some information, the art of healing.

Visiting Lycomedes

Chiron, who, among other things, also had the gift of a fortuneteller, tells Thetis that if her son avoids participating in the upcoming Trojan War, then he is destined for a long life. If he goes there, the Greeks will win, but Achilles will die. This prompts Thetis to send her son to another island - Skyros, and hide him among the daughters of King Lycomedes. For greater safety, Achilles lives there dressed in women's clothing.

This behavior seems somewhat unusual for a hero thirsting for immortal glory. However, it is worth remembering that at that time the young man was barely fifteen years old. It was by the time described by Homer in the Iliad that Achilles became a fully formed, experienced warrior. After all, the siege of the impregnable city lasted twenty years. And all this time the Greeks did not sit idle. They attacked nearby cities and ravaged them. In the meantime, it was a young man. Bold, but obedient to the instructions of his divine mother.

Meeting with Odysseus

Meanwhile, a chain of events leads to the gathering of troops for war against Troy. The priest Kalkhant announces that if the son of Peleus does not participate in the campaign, the Greeks will face a crushing defeat. Then the Achaean leaders hastily equip Odysseus and send him after Achilles to the island of Skyros.

Realizing that going against the immortal celestials with brute force is more expensive for himself, Odysseus resorts to cunning. He introduces himself as an ordinary traveling merchant and enters the palace of Lycomedes. Having laid out his goods in front of the king’s daughters, Odysseus places richly decorated weapons among the jewelry.

At the appointed moment, Odysseus’s people, on his orders, sounded the alarm. All the girls scattered, only Achilles was not at a loss. This gave him away. The young man grabbed his weapon and ran towards his imaginary enemies. Declassified by Odysseus, Achilles agrees to join the military campaign and takes with him his beloved friend Patroclus, with whom he grew up together.

Sacrifice of Iphigenia

And now a huge Greek fleet, which now includes a detachment of Myrmidons on fifty warships led by Achilles, advances to Troy. The immortal inhabitants of Olympus also participate in all the unfolding events. Moreover, some of them support the Trojans, and some are on the side of the Greeks. Due to the next tricks of the gods supporting the defenders of Troy, the Greek fleet, immobilized by the lack of a fair wind, stands off the coast of the island of Aulis.

Kalkhant makes another prediction: a fair wind will blow only if Agamemnon, the leader of the Greek army who launched a campaign against Troy, sacrifices his daughter Iphigenia. This did not bother my father. The only problem he saw was how to get the girl to the island? Therefore, messengers are sent to Iphigenia with the message that she has been given as a wife to Achilles and must come to Aulis for the wedding. The description of the portrait of Achilles, the hero of ancient Greek mythology, does not leave her indifferent and the girl arrives on the island for the wedding. Instead, it goes straight to the altar.

One version of this story claims that Achilles himself knew nothing about the insidious plan. And when he found out, he rushed with weapons in his hands to defend the deceived princess. But earlier myths tell that the son of Peleus did not show any sentimentality, because he himself was eager to sail to Troy as quickly as possible. And if the gods demand sacrifices, then who will argue with them? In fairness, it is worth noting that Iphigenia was still saved. True, not a hero, but the one who replaced the girl with a doe.

Meeting with the Amazon

But be that as it may, the sacrifice was accepted, and the Greeks arrived safely at Troy. Thus began a long siege of the impregnable city. As already mentioned, Achilles did not sit idle. He became famous at the very beginning of the war, winning one after another glorious victories over the cities surrounding Troy and nearby islands. According to the son of Priam, who was subsequently killed by Achilles, during this time he did not meet with the daring and successful invader. And Achilles continued to hone his skill with weapons.

In one of the next raids, Achilles enters into battle with the queen of the Amazons, Penticelia, who at that time was hiding on the mainland from the revenge of her fellow tribesmen. After a difficult struggle, the hero kills the queen and, using the end of a spear to pry up the helmet, which hid the entire upper part of her face, throws it off the woman. Struck by her beauty, the hero falls in love with her.

Nearby is one of the Greek warriors - Thersites. According to Homer's unflattering descriptions, a very unpleasant subject. He accuses Achilles of lust for a dead woman and gouges out her eyes with a spear. Without thinking twice, Achilles turns around and kills Thersites with one blow to the jaw.

Briseis and Chryseis

In another campaign, the Greeks capture Briseis, whom Achilles keeps as his concubine. Mythology describes that a young woman is not at all burdened by her position. On the contrary, she is always loving and gentle.

At this time, Agamemnon also enjoys the fruits of the raids. Among other things, he is presented with a beautiful girl, Chryseis, as a share of the spoils. But her father comes to the camp, begging to be allowed to ransom his daughter. Agamemnon mocks him and throws him out in shame. Then the inconsolable father begged Apollo for help, and he sent an epidemic to the Greeks. The same soothsayer Kalkhant explains the cause of the misfortunes and says that the girl must be released. Achilles warmly supports him. But Agamemnon does not want to give in. Passions are running high.

Discord with Agamemnon

In the end, Chryseis is released. However, the vengeful Agamemnon, harboring a grudge, decides to take revenge on Achilles. Therefore, as compensation, he takes Briseis from him. The enraged hero refuses to continue taking part in the war. From this moment, events begin to develop rapidly, as the Iliad describes it. The duel between Achilles and Hector is inexorably approaching. As well as the tragic outcome to which it will lead.

Achilles' inaction

The Greeks suffer defeat after defeat. But the insulted Achilles does not give in to anyone’s persuasion and continues to be inactive. But one day the defenders of Troy pushed their opponents back to the very shore. Then, heeding the persuasion of his friend Patroclus, Achilles agrees for him to lead the Myrmidons into battle. Patroclus asks permission to take his friend's armor and receives it. In the subsequent battle, Hector, the Trojan prince, mistaking Patroclus in the armor of Achilles for the famous hero, kills him. This provokes a duel between Achilles and Hector.

Duel with Hector

Having learned of the death of Patroclus, grief-stricken Achilles intends to take brutal revenge. He rushes into battle and sweeps away all the mighty warriors one by one. The characterization of Achilles that Homer gives him in this episode is the apogee of the hero’s entire life. This was the moment of immortal glory that he had so dreamed of. Single-handedly he turns back his enemies and drives them to the very walls of Troy.

In horror, the Trojans hide behind the strong walls of the city. All except one. Noble Hector is the only one who decides to fight back against the son of Peleus. But even this battle-hardened warrior is horrified at the approach of his furious enemy and takes to flight. Achilles and Hector circled Troy three times before meeting in mortal combat. The prince could not resist and fell, pierced by the spear of Achilles. Tying the corpse to his chariot, Achilles dragged Hector’s body to his camp. And only the genuine grief and humility of Hector’s inconsolable father, King Priam, who came to his camp unarmed, softened the winner’s heart, and he agreed to return the body. However, Achilles accepted the ransom - as much gold as Prince Hector of Troy weighed.

Death of a Hero

Achilles himself dies during the capture of Troy. And this cannot happen without the intervention of the gods. Apollo, disgusted by the disrespect of a mere mortal towards him, invisibly guides the arrow fired by Paris, Hector’s younger brother. An arrow pierces the hero's heel - his only weak point- and turns out to be fatal. But even while dying, Achilles continues to kill many more Trojans. His body is carried out from the thick of the battle by Ajax. Achilles was buried with all honors, and his bones were placed in a golden urn along with the bones of Patroclus.

In the poem "Iliad" both the Greeks and Achilles are inferior in honesty to Hector. Hector, the son of Priam, acquires the most humane, pleasant features from Homer. Hector, unlike Achilles, is a hero who knows what social responsibility is; he does not put his personal feelings above others. Achilles is the personification of individualism (he takes his personal quarrel with Agamemnon to cosmic proportions). Hector does not have the bloodthirstiness of Achilles, he is generally an opponent of the Trojan War, he sees in it a terrible disaster, he understands all the horror, all the dark, disgusting side of the war. It is he who proposes to fight not with troops, but to field representatives (Paris the tr., Menelaus the Greeks). But the gods do not allow him to do this. Paris, thanks to Aphrodite, escapes from the battlefield.

So, both Hector and Achilles are famous warriors. However, if Achilles puts his personal feelings, personal gain above all else, then Hector sacrifices himself for the sake of the Fatherland, giving up a peaceful family life in the name of his state. *sob sob*

Short version

Super brief

Hector is a normal person, and Achilles is a cruel half-demon egoist who loves himself. For Hector, the duty of the Fatherland is above all

^ 11. Cunning Odysseus is the bearer of worldly wisdom. V. G. Belinsky about Odysseus.

V.G. Belinsky wrote: “Odysseus is the apotheosis of human wisdom; but what is his wisdom? In cunning, often crude and flat, in what in our prosaic language is called “swindle.” And yet, in the eyes of the infant people, this cunning could not help but seem like the extreme degree of possible wisdom.” (Mwhahahaha! I finally found that he wrote about Odysseus)

The constant epithet of Odysseus in the Odyssey is “long-suffering”, “many-minded”. Odysseus is very different from other heroes (including the heroes of the Iliad). The image of Odysseus depicts the highest degree of practical intelligence and cunning. He does not trust the gods, fully aware of their cunning and cunning disposition. Having found himself in yet another shipwreck, Odysseus accepts the gift of the nymph Leucotea (cloak), but does not let go of the log, because... understands that you can’t count on the gods (Like, trust in God, but don’t make a mistake yourself)

The image of Odysseus is imbued with patriotism and love for the homeland. He dreams of returning to Ithaca, to his wife Penelope, son Telemachus. The practical and business inclination of his nature acquires its true meaning only in connection with his selfless love for his homeland and his wife waiting for him, as well as his constantly difficult fate, which forces him to continuously suffer and shed tears far from their homeland. About his constant suffering Athena with great feeling speaks to Zeus at the council of the gods and asks him to return Odysseus home. Poseidon is constantly angry with him. His nanny wonders why the gods are constantly indignant at him, despite his constant piety and submission to the will of the gods. His grandfather gave him the name precisely as “the man of divine wrath.”

It is not surprising that he often resorts to cunning. Either he gets out of the cave under the belly of a ram, grabbing its wool, and thereby deceives the vigilance of the blind Polyphemus. Then he intoxicates the Cyclops and the cannibal and gouges out his only eye. Either he slips past the sirens, where no one has ever passed alive and well, then he makes his way into his own palace and takes possession of it. He himself speaks of his subtle cunning, and Polyphemus guessed that it was not the strength, but the cunning of Odysseus that destroyed him.

Odysseus is very careful, in fact he does not trust anyone, he is cunning and prudent. It manifests itself in different areas of life. He is a carpenter, a plowman, and a sailor. Unites almost all the knowledge of his era. Odysseus also has traits that make him similar to other heroes. He is a fighter, extremely cruel (kills all the suitors), he is characterized by communication with the gods (Athena, Hermes). Nevertheless, his cunning, intelligence and foresight set him apart from everyone else.

Short version

Od. “long-suffering”, “many-minded”. Cunning. Resourceful. Doesn't trust the gods (accepts Leucotea's cloak, but doesn't throw the log) Patriot. Despite all the troubles, he strives for his wife and son in Ithaca. Post is angry with him. Poseidon because he blinded his son, Polyphemus. Unites all the knowledge of the era, carpenter, sailor, warrior. However, he is cruel (killing suitors), communicates with the gods (Athena)

Super brief

Odysseus is very cunning, does not trust the gods and always gets out of various situations that the gods arrange for him. And Belinsky said that he was engaged in deception.

Homer asks the Muse to tell him about the wanderings of Odysseus. At a meeting of the gods on Olympus, Zeus recalls the madness of Aegisthus, who ignored warnings from above, seduced Agamemnon’s wife, Clytemnestra, and plotted the latter’s murder. He is later killed by Agamemnon's son, Orestes.

The goddess Athena convinces Zeus that Odysseus must return home, despite the wrath of Poseidon, the god of the sea, who was angry with Odysseus because he blinded his son, the cyclops Polyphemus. Athena goes to Ithaca to give advice to Odysseus' son, Telemachus. She demands that he visit the Greek kings, Nestor and Menelaus, in search of news about Odysseus. The next day, Telemachus calls a meeting and threatens to drive out the suitors of his mother, Penelope, from the house.

BOOK 2 Telemachus complains to the assembly about the behavior of the suitors and asks the latter to return to their home. The two main suitors, Antinous and Eurymachus, accuse Penelope of not choosing a husband for herself. Antinous tells how Penelope deceived and delayed her decision by weaving clothes for Laertes, the father of Odysseus, during the day and unweaving what she had made at night. With the help of Athena, Telemachus finds a ship and sails to Pylos, the city of Nestor, one of the participants in the Trojan War.

BOOK 3 In Pylos, Telemachus is met by King Nestor, who talks about how the Greeks left Troy, the murder of Agamemnon and the return home of Menelaus. At the request of Telemachus, Nestor, in great detail, tells the story of Aegisthus and Clytemnestra, their conspiracy against Agamemnon and the revenge of Orestes. Nestor sends his son, Peisistratus, to accompany Telemachus to Sparta, to King Menelaus.

BOOK 4 Telemachus and Peisistratus arrive in Sparta. King Menelaus celebrates the weddings of his children, Hermione and Megapenthes. Menelaus greets the arrivals; Elena joins them. They remember the exploits of Odysseus in Troy. Menelaus tells of his meeting with the old sea man Proteus, who told him about the death of Ajax at sea, the murder of Menelaus' brother, Agamemnon, and the captivity of Odysseus on Ogygia, the island of the nymph Calypso. At the same time, the suitors in Ithaca learn about Telemachus's departure and plot to kill him.

BOOK 5 At the request of Athena, Zeus sends a messenger, Hermes, to the nymph Calypso demanding that Odysseus be released home. Odysseus builds a raft and sails to Scheria, the land of the Phaeacians. Poseidon, still angry with Odysseus, breaks his raft, but, with the help of Athena and the sea nymph Ino, Odysseus makes it to shore.

BOOK 6 The next morning, Nausicaä, the daughter of the king of the Phaeacians, goes to the seashore to wash her clothes, as Athena ordered her. Odysseus shows up, scaring Nausicaä and her maids. Because he asks for help, Nausicaä gives him clothes and explains how best to appear at the house of her father, Alcinous.

BOOK 7 Arrival of Odysseus at the palace of Alcinous. He is given a place at the feast. Alcinous promises that he will help Odysseus return to his homeland. Without revealing his name, Odysseus talks about his stay with Calypso and his journey to Scheria. Alcinous asks Odysseus to stay and offers him his daughter Nausicaä as his wife. However, if Odysseus wants to return home, the Phaeacians will help him.

BOOK 8 At a feast among the Phaeacians, the singer Demodocus sings about Troy; Athletic competitions are organized. Alcinous's son, Laodamas, asks Odysseus to take part in the competition. Odysseus shows his skill in throwing the discus. Demodocus sings about the love of Ares, the god of war, and Aphrodite, the goddess of love, and how Hephaestus, Aphrodite's husband, caught them and put them on display for all the gods. The Phaeacians give Odysseus rich gifts. At the request of the latter, Demodocus sings about the Trojan Horse. Odysseus is moved to tears; he is asked to reveal who he is and why he cries when they talk about Troy.

BOOK 9 Odysseus says his name and begins the story of his wanderings. He describes the sailing from Troy, beginning with the attack on the Ciconians, during which many of his men died, driven mad. Odysseus then talks about visiting the island of lot eaters; Having tasted their food, many of Odysseus’s men forgot about home. Odysseus also talks about the adventures in the land of the Cyclopes: they were captured by Polyphemus; he ate several warriors; the rest intoxicated him, blinded him and ran away from the cave. After Odysseus boasted of his success, Polyphemus called on Poseidon, his father, to avenge him, which was the reason for Poseidon's anger at Odysseus.

BOOK 10 Odysseus tells how he and his men reached the island of Aeolus, the king who was given power over the winds by the gods. Aeolus gives Odysseus a bag containing winds, which should help Odysseus return home. Odysseus' men, however, thought that the bag contained treasure. Already off the coast of Ithaca, Odysseus’s people, while he was sleeping, opened the bag. As a result, they washed up again on the shores of the island of Eola, but he refused to help them a second time. Sailing further, the travelers reached the land of the Laestrygonians. These giants attacked them and destroyed all of Odysseus's ships except one. Then Odysseus landed on the island of the sorceress Kirka, who turned his people into pigs. With the help of Hermes, Odysseus escaped the same fate and forced Kirke to lift the spell on his men. Odysseus and his men stayed with Kirk for a whole year. Before they left, Kirk told Odysseus that he should visit the kingdom of the dead and consult with the soothsayer Tiresias.

BOOK 11 In the kingdom of the dead, Tiresias warns Odysseus not to touch the herds of Helios, the sun god. Odysseus also met his mother, Anticlea. Here Odysseus is interrupted: Aretha, the queen of the Phaeacians, praises him. Alcinous asks Odysseus to continue and talk about the meeting with the shadows of the Greek heroes. Odysseus recounts his meeting with Agamemnon and Achilles and other heroes.

BOOK 12 Odysseus tells how he and his men returned to the island of Kirke. The travelers sail past the sirens and Odysseus, tied to the mast, heard their songs. Then they passed by the whirlpool of Charybdis and the monster Scylla, which ate six of Odysseus's men. At the request of Eurylochos, one of Odysseus's comrades, they landed on Thrinacia, the island of the sun god Helios. Storms kept them here for a month and, despite Odysseus's warning, his men killed the god's herds while Odysseus slept. Zeus punished them with a storm at sea, during which only Odysseus was saved. He reached the island of Calypso and, on this, Odysseus ends the story.

BOOK 13 The Phaeacians accompany Odysseus to Ithaca and leave him sleeping on the island. On the way back, Poseidon turns their ship to stone. Athena advises Odysseus on how to defeat the suitors and turns him into an old man.

BOOK 14 Odysseus goes to the house of his old servant Eumaeus, who receives him well. Odysseus tells him a fictitious story about his life: he, a Cretan warrior, fought in Troy; then he visited Egypt, Phoenicia and other countries. BOOK 15 At the request of Athena, Telemachus leaves the palace of Menelaus in Sparta. In Ithaca, Eumaeus answers Odysseus's questions; he tells how he was kidnapped by a Phoenician servant and how Laertes ransomed him. At this time, Telemachus avoids the suitors' ambush and lands safely on Ithaca.

BOOK 16 Telemachus visits Eumaeus and sends him to inform Penelope of his arrival. Odysseus reveals himself to Telemachus and they formulate a plan for revenge on the suitors. Penelope and the suitors learn that Telemachus has returned. The suitors consult whether they should kill Telemachus. Penelope reproaches them for this.

BOOK 17 Telemachus returns home and tells Penelope about his journey. Odysseus, disguised as a beggar, goes to the palace, accompanied by Eumaeus. As they approach the house, Argos, Odysseus's old dog, recognizes him and dies. Odysseus asks the suitors for alms and tells them a fictitious story about his adventures. Antinous, the main suitor, insults Odysseus and throws a stool at him. Eumaeus tells Penelope about the "newcomer."

BOOK 18 Penelope complains about the behavior of the suitors. The feast turns into a fight after Odysseus angers Eurymachus, one of the suitors.

BOOK 19 Odysseus and Telemachus remove weapons and armor from the hall. Penelope questions Odysseus. He tells her a fictitious story. The nurse Eurycleia washes Odysseus's feet and recognizes him by his scar. She almost gives Odysseus away. Penelope invites the suitors to have a competition with Odysseus's bow. She will marry the winner.

BOOK 20 The next day, the suitors gather at Odysseus's house. Odysseus meets Philoetius, his faithful shepherd, and predicts his own return. The suitors decide not to kill Telemachus.

BOOK 21 Penelope announces a contest, but no one can string the bow. Odysseus reveals himself to two faithful servants: Eumaeus and Philoetius. Despite the protests of the suitors, Odysseus is given a bow. He pulls it and shoots an arrow through a row of axes.

BOOK 22 Odysseus kills Antinous and reveals himself. A battle begins and, with the help of Athena, all the suitors are killed. Unfaithful maids are severely punished.

BOOK 23 Eurycleia tells Penelope that Odysseus has returned and defeated the suitors. Penelope doesn't believe it and checks Odysseus. She recognizes him because... he answers all questions correctly. A joyful meeting.

BOOK 24 The shadows of the suitors descend into the kingdom of the dead and tell the heroes about their fate. Odysseus meets his father, Laertes. The relatives of the murdered suitors decide to take revenge. After one of them is killed, Athena intervenes and brings peace.