Meaning II. DOUBLE CONSONANTS in the Rules of the Russian Language

II. DOUBLE CONSONANTS

§ 58. Double consonants are written when combining a prefix and a root, if the prefix ends and the root begins with the same consonant, for example: support, threshold, enter, wipe, pour, restore, lawless, counter-revolution.

§ 59. Double consonants are written when combining the constituent parts of complex abbreviated words, if one part ends and the other begins with the same consonant, for example: Moscow Council, chief physician.

§ 60. Double n and double c are written when the root and suffix are combined, if the root ends and the suffix begins with a consonant n or s:

with the suffix -n-, for example: long (length), ancient (old), stone (stone), domain (blast furnace), legal (law), temporary (time basis-);

with the suffix -sk-, for example: Kotlas (Kotlas), Arzamas (Arzamas), Russian (Rus), but: Tartu (Tartu), Hankow (Hankou);

with the suffix -stv-: art (cf. skillful).

Double c is also written in past tense verbs when the stems on -c are combined with the reflexive particle -sya, for example: escaped, rushed.

Note. Double n is written in the numeral eleven.

§ 61. The double n is written in the suffixes -enn-, -onn- of adjectives formed from nouns, for example: straw, painful, cranberry, artificial, internal, bucket, characteristic, dinner, revolutionary, positional.

Note. In the word windy and in derivatives from it, one n is written, but in prefixed formations -nn- is written (still, leeward).

Adjectives with the suffix -yan- (-an-), formed from nouns, are written with one n, for example: hair, wood, clay, leather. Adjectives wooden, tin, glass are written with a double n.

With one n, the suffix -in- is written in adjectives, for example: nightingale, chicken, living room, and also in the noun hotel.

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§ 62. Double n is written in passive participles of the past tense, for example: reports read at a solemn meeting; a fighter wounded by an enemy bullet; collective farm, organized in 1930; detachment reinforced by two companies; deputies elected to the Supreme Council.

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§ 63. Double n is written in all adjectives formed from passive participles of the past tense (or according to their type), if these adjectives have prefixes or end in -ovanny, -evanny (except for chewed and forged), for example: the patient is prescribed enhanced nutrition, published a volume of selected works of Pushkin, a sublime style, an inscribed triangle, aged wine, a trusted person, temperate climate, refined manners, an abstract question, an absent-minded student, a worn dress, used books, a tear-stained face, a rusty key, a risky step, a spoiled child, an uprooted plot.

But with one n one should not write adjectives formed from passive participles of the past tense (including complex ones, see § 80, paragraph 2< pravila.html?def_3.htm >), if these adjectives do not have a prefix and are not formed from verbs in -ovate, -evate, for example: scientific works, wounded border guards, torn clothes, smoked sausage, boiled milk, dried fish, slaked lime, pickles, pickled apples, steamed potatoes, dyed fabric.

The words desired, sacred, unexpected, unprecedented, not heard, unexpected and some others, defined in the dictionary order, are written with two n.

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§ 64. Double n is written in adverbs in -o and in nouns with suffixes -ik, -its-, -ost, formed from adjectives, if the latter are written with two n, for example: accidentally, unheard of, excitedly, excitement (agitated); confident, confident (confident); upbringing, pupil, educator (educated); protege (placed); prisoner (prisoner); birthday boy (birthday); sennik (hay); root (root); characteristic (proprietary).

If the adjective has one n, then the adverbs and nouns formed from it are written with one n, for example: confused, confused, confused (confused); scholarly, scholarship (scientist); hemp (hemp); silversmith (silversmith). Also, with one n, the words srebrenik (in the meaning of a coin) and unmercenary (disinterested person) are written.

§ 65. Double n is written in the plural. h. and in the feminine and neuter gender units. hours of short adjectives formed from passive participles of the past tense, in the full form of which - double n, for example: groups are disciplined and organized; the girl is educated and smart; they are very scattered.

Brief passive participles are written with one n, for example: broken, broken, broken, broken; the young man was brought up by the Komsomol; the girl is pampered by upbringing; we are limited by time; students are organized into groups.

§ 66. The double w is written in the words reins, yeast, juniper, buzz and in derivatives from them, as well as in some formations from the verb burn, for example: you burn, burns, burnt, burning, burning.

If there is an alternation of zg - zzh, zd - zzh, you should write not double w, but zzh, for example: grumble (grub), cerebellum (brain), arrive (arrival), later (old late, modern late), clutter (clutter up ), as well as to glimpse (cf. old brezg - "dawn").

§ 67. More than two identical consonants in a row are not written, even though it was required, with the composition of the word, for example: quarrel (rac + quarrel), Odessa (Odessa + Sky), Prussian (Prussian + Sky), five-ton (five-ton + ny).

§ 68. Writing double consonants in foreign words is defined in dictionary order, for example: irrigation, corrosion, cassation, kurtosis, essence, but: poster, letter, official, etching, report.

§ 69. In words formed from stems ending in two identical consonants, double consonants before suffixes are preserved, for example: group - group, group; program - program, software, kilowatt - kilowatt, Calcutta - Calcutta; class - cool, Hun - Hun, score (unit of evaluation measure) - five points; gall - Gaulish; libretto - librettist.

But it is written: crystal (although crystal), Finnish, Finnish (although Finn), columns (although a column), five-ton (although a ton), operetta (although an operetta).

Note. In the first part of compound words, which is a stem ending in a double consonant, only one consonant is written, for example: gramophone, group.

Rules of the Russian language. 2012

Double "w"

There are many words in the Russian language, the spelling of which does not correspond to any rule. So, the double "g" is written in the following words:

burning;
yeast;
rein;
buzz;
juniper.

But in the case of alternating sounds "zh" and "z" is written differently. For example, the verb "squeal" comes from the noun "scream". And therefore, despite the fact that doubled consonants are heard in oral speech, it is still written “zzh”.

Difficult words

Units of the language, called complex abbreviations, often raise doubts when writing. If the first part of a word ends with the letter that the second part begins with, double consonants occur.

maternity hospital;
head physician

These cases should not be confused with words formed from two parts, one of which includes doubled consonants:

gramophone record (gramophone record);
cavalry (horse army).

But if the adjective is formed from a stem in which there are doubled consonants, the above rule is observed. It must be followed when writing other parts of speech. The main condition is that the double consonant precedes the suffix. The following are examples of sentences containing words with double consonants.

Gauls- these are the tribes that existed in the so-called Gallic period.
His work was rated five points By five-point system.
Hunnic bow - a weapon created by nomads who are known in history as Huns.
After nine members left the project, it was no longer group, but a small small group.
The postman used to use diminutive forms in his speech: a letter, telegram, parcel.

Exceptions

But there are lexical units formed from words with double consonants, but not falling under the rules given above. These exceptions must be remembered.

crystal, but crystal;
Finn, but Finnish;
column but column;
ton, but five tons.

Exceptions can also include derivatives of proper names.

In those distant times, she was not yet Alla Petrovna - a formidable and domineering woman, but stupid and naive Alcoy.
One of the characters in Furmanov's work was a girl named Anna, better known as Anka- machine gunner.
His name was Philip. And of all the works classical literature he most disliked Tolstoy's story " Filipok».

At the junction of prefix and root

In such cases, the spelling of words with double consonants is used. But this rule also has exceptions. In words such as call out or fake, the prefix ends with the letter that the root begins with.

Do not confuse the spelling of the verbs "succumb" and "succumb." In the first case, we are talking about an action that can be expressed as follows: "be influenced, agree", in the second - "go".

Words of foreign origin

The spelling of borrowings should be checked in a spelling dictionary. Or learn foreign languages. After all, words such as abbreviation, accommodation and application are of Latin origin. Studying is optional. Derivatives from many Latin words are found in modern English, German and French.

For those who do not want to spend time on grammar and phonetics foreign language, you need to remember the spelling of foreign words. The following are sentences in which there are borrowings with doubled consonants.

Aggression often the result of alcohol poisoning.
Symptoms acclimatization manifest differently in each person.
In this store you can buy not only clothes, but also various accessories.
Ammonia has high level toxicity.
Finishing is a complex and laborious process.
The method of replacing one object with another is called approximation.
collegiateassessor, who lived next door, was a mysterious, secretive man.
The witch brewed incense potions, prepared strange essences.
There were many in the city heaps, to which visitors often took for real mountains.
Representatives of the Russian intelligentsia in search of salvation were forced to leave their homes.

Borrowings with one consonant

There are a number of words of foreign origin in which there are no double consonants, but for some reason mistakes are often made in their spelling:

attribute;
balustrade;
dealer;
amateur;
impresario;
wolverine.

And, finally, a well-known word in which there are double consonants in the root: a quarrel. Of course, in a verb derived from it, it is not necessary to write three letters “c” (quarrel). Words formed according to this scheme can include only two consonants.

Russian language is a basic subject at school. But over the years, the skills acquired in childhood and adolescence are lost. In writing texts, people who seem to be educated often make gross mistakes. Not everyone can answer the question of when it is necessary to write double consonants. And only a select few are gifted with the so-called innate sense of language. Therefore, the rules of the Russian language must be repeated throughout life.

The spelling of consonants is one of the key topics school curriculum. Children begin to master it from the first grade and continue to study it until the end of the course at school. The spelling "double consonants in teachers is not classified as complex, but difficulties in writing are still encountered, moreover, as in junior schoolchildren as well as high school students.

What is a double consonant, its place in a word

By observing pronunciation and writing, students notice that there is a group of words where a long consonant sounds, and in writing it is indicated by the same letters standing side by side. Since there are usually two such letters, such a combination of consonants began to be called doubled.

The next task is to develop the ability to determine the place of a double consonant in a word. Later, children learn that it can be located not only in the root, but also in other parts of it.

In words group, chord, alley, burns, ton there is an orthogram "double consonants at the root of the word". Examples similar words you can continue. It is worth noting that the doubled -zhzh- is found in the roots of words of Russian origin - yeast, reins, juniper, buzz - and all forms formed from them.

Consonant on the border of prefix and root

For example, in the words lawlessness, consider, get angry, fake, story, introduction the doubled consonant is written on the border of the prefix and the root. Having disassembled them by composition, the student will easily notice this feature.

To avoid mistakes in writing words of a similar structure, the child must be very good at parsing by composition, correctly identifying the prefix and the root. In addition, it is necessary to remember the peculiarities of writing prefixes ending in a consonant, in the case when the root also begins with it.

and their writing

At the root, words are written in the case when they are part of complex ones. They lack a connecting vowel, for example, head physician. The first part of it ends with a consonant, and the second begins with the same letter. Let's say words like maternity hospital, "Mosselmash" have a similar way of formation.
Their correct spelling again depends on the student's ability to see the roots and understand their lexical meaning.

at the junction of root and suffix

Double consonants -nn- And -ss- most often found in cases where the first letter, when parsing a word by composition, belongs to the root, and the second to the suffix. This is usually observed where there are suffixes in the composition. -stv-, -n-, -sk-, For example: lemon, moon, cast iron, Russian.

Double consonants at the root of the word at the junction of the root and the suffix are written in past tense verbs with a reflexive particle -sya-, For example: graze, rush.

Doubled consonants in a suffix

Errors in the spelling of doubled consonants in a suffix can be caused by the fact that there are many variations of their spelling, for example -enn-, -en-, -ann-, -an- and so on. The child needs not only to memorize the rule that regulates the process of competent writing, but also to be clearly aware of all the actions that he needs to perform.
Adjectives formed from nouns are written with double -nn- ( cranberry, dinner, sickly, windless but windy). Tin, wood, glass are exception words, and they are also written with a double consonant.

General rules

Double consonants in the root, prefix and suffix follow the general rules for their spelling. For example, three or more identical letters are never written side by side, although the generally accepted rule requires this. It's about about words like quarrel, three-ton, Odessa and others.

Words containing double consonants retain them in the process of word formation. For example: group - group - group, class - cool. But there is an exception to the rule: Anka, column, condensed milk.

Doubled consonants in the elementary school curriculum

After the children become familiar with the topic "Double consonants at the root of the word" (examples of them are given below), the students primary school learn how to use a spelling dictionary. The reference book is an example of the correct spelling of words with various spellings, including those with doubled consonants.

Schoolchildren may be offered exercises where necessary for given words, for example, such as quarrel, platform, gram, pick up related ones from the dictionary, writing them in one group.

In russian language -ss-, -dd-, -ll-, -rr-, -zhzh-, -pp-, -mm-, -bb- are used most often as double consonants in the root of the word. Grade 3 is studying a list of words for memorization, where all the letters listed are presented as doubled. The list contains more than a dozen such examples.

A large number of words with doubled consonants appeared in Russian through the process of borrowing. Sometimes it is useful to compare how their style looks in Russian and foreign versions. But this method must be treated very carefully, since foreign words, having entered the Russian language, may undergo certain changes. For example, class - "class", profession - "profession", But address - "address". This technique only in some cases helps to better remember how double consonants are written at the root of the word.

The transfer rule has its own characteristics, and it is also included in the program material. elementary school to study the rules of the Russian language. The result of work on the whole topic is the formation of the following skills in younger students:

choose the correct spelling
transpose words with letters of double consonants;
justify your choice using the learned rules and spelling dictionary.

To check the level of skill formation, tasks are offered where it is necessary to insert missing letters into words. The selection of material is such that not in all cases it is required to write a double consonant. Children should notice this and complete the task correctly.

When checking the ability to transfer words with a double consonant, it is necessary to offer their different structure in terms of the presence of parts, the number of syllables. It could be words like burns, cash desk, alley, I'll tell you and others.

Expanding on the Spelling of Doubled Consonants

As the child advances in mastering the laws of Russian spelling, the number of orthograms increases, where double consonants are used at the root of the word. also becomes more diverse. In addition, the lexical material becomes more complicated, on the example of which double consonants in the root of the word are studied. Grade 5 of the school curriculum can serve as proof of this.

In addition to adjectives, nouns, verbs, students are offered adverbs, participles, and participles to observe the spelling of doubled consonants. The material for the analysis of the spelling of words are excerpts from classical literature, oral folk art. Children get acquainted with these works in the classroom.

In addition, students should freely determine the place of a double consonant in a word. To form this skill, they are regularly offered to perform an exercise where it is necessary to distribute the words into groups depending on the location of the doubled consonant.

Children should be able to justify their choice, which is helped by the oral answers of schoolchildren with the formulation of rules, giving their own examples.

Back forward

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The purpose of the lesson: the formation of the ability to designate long consonant sounds in writing with letters, to transfer words with doubled consonants.

Tasks:

Educational:
- to acquaint students with the pronunciation and spelling of the most frequently used words with doubled letters; to acquaint with the origin of words;
- contribute to the development phonemic hearing(the ability to highlight words with double consonants at the root in the text), enrichment vocabulary children with words with doubled consonants, teach the exact use of words depending on their lexical meaning;
Educational:
- develop memory, attention, thinking, observation, the ability to draw conclusions and generalize;
- develop communication skills through work in pairs and groups, assessment and self-assessment of activities;
Educational:
- cultivate interest in Russian language, the need to use linguistic wealth;
- to improve the ability to listen and hear, working in groups, to cultivate mutual understanding and mutual assistance.

Principles:

visibility;
nurturing education;
activity ( game moment);
taking into account age characteristics.

Methods:

Organization and self-organization of educational and cognitive activities:
- visual;
- verbal (story, conversation);
- practical (exercises);
- problem;
- research;
- information and communication.
Stimulation and motivation (game moment, getting "5" when completing tasks).
Control and self-control:
- oral and written;
- frontal and group;
- current.
Student autonomy:
- under the guidance of a teacher;
- independent learning activity.

Teaching methods: observation of linguistic phenomena (comparison, identification).

Equipment: interactive whiteboard, computer, presentation, self-study cards, worksheets in groups, etymological dictionary, dictionary of foreign words.
For students - cards "Research group No. 1", No. 2, No. 3; No. 4; 2 squares - yellow and green (to evaluate your work in the lesson).

Type of lesson by educational purpose: a lesson in discovering new knowledge.

Type of lesson: lesson-research (problem-dialogical).

Work form: collective, in pairs, in groups.

Lesson plan:

Organizing time. Motivation.
Calligraphy. Creating a situation leading to staging learning task.
Introduction to game story
Work on the topic of the lesson
Physical education minute
Group work
Lesson results. Reflection.
Homework

Questions and tasks: during the lesson.

(SLIDE 2)

DURING THE CLASSES

I. Organizational moment. Emotional mood for the lesson

- Good afternoon!
Children, are you warm? (Yes!)
Is it light in the classroom? (Yes!)
Has the bell rung yet? (Yes!)
- Is the lesson over yet? (No!)
Has the lesson just started? (Yes!)
– Do you want to study? (Yes!)
“Then we can all sit down!”

We are starting a Russian lesson.

Tell the secrets of the word (SLIDE 3)
I am always ready for you.
But be ready in class.
Himself reveal the secrets of words.

- Guys, are you ready to make new discoveries? Then let's get to work.

Recording the date of the lesson in the student's notebooks.

- Open your notebooks, step back from homework two lines, write the number on the third. Today is the fourteenth of February. Classwork.

II. Calligraphy. Knowledge update

(A minute of calligraphy becomes a “bridge” to the topic).

mm pp ll rr (ss bb dd fj) (SLIDE 4)

- Can you say that these are syllables? (No, they consist of two consonants, and the syllable must have a vowel)
- What letter can be superfluous? (P - denotes a voiceless consonant sound)
- Write down the connection data in your notebook in alphabetical order, while observing the height of the letters and the slope.
Examination.
In what order were the letters written? (l, m, p, p)
- What do the combinations of letters I proposed have in common? (Consonants, doubled).

- Let's play the game "Tell me a word" (SLIDE)

1) Where is the board and desks,
So that all the children sit down at once?
We have it at school
This is our spacious… (Class)

2) I caught a cold yesterday
Headache in the morning
I coughed, hoarse
I probably have... (flu)

3) Along the side of the road
Limes, maples here and there.
It's more fun for everyone to go here
This path is called... (alley)

- Look, what is interesting about these words, what is unusual about them?
- Write these words in your notebook on the next line, separated by commas.
Underline the letters that repeat in these words.

III. Statement of the learning task

Today we will go to a city called (SLIDE 5) DOUBLE CONSONANTS. Today you will be not just travelers, but explorers.
– What do you think could be the object of research in this city? (The object of our research will be words with double consonants at the root)
What root spelling do we know? (Unstressed vowel, double consonant, unpronounceable consonant)
Is there a spelling rule for an unstressed vowel at the root of a word? (You can change the word so that it is under stress). For example, …
- About the spelling of a double consonant? (Change the word so that there is a vowel after it). For example, …
“About the unpronounceable consonant?” (Change the word so that the silent consonant is heard distinctly). For example, …

Problem question: How to double check the spelling of words nn oh consonant? (SLIDE 14)

- How do we determine whether the word is a resident of the city Doubled consonants? (Children's guesses)
- Whether there is a general rule about writing double consonants at the root of a word?
- What do you need to be in order for your research to be successful? (Active, attentive, help each other)
What goals should we set for ourselves? (Learn to write words with double consonants at the root of the word, learn to see them in the text).

IV. Fizminutka for the eyes (SLIDE)

V. Work on the topic of the lesson

1. Exercise in writing words with doubled consonants

Each group receives a sheet with suggestions: Auditory dictation. "Listen and say." (The goal is to observe words similar in sound, explain their spelling). Definition of the lexical meaning of words.

Determine by ear in which words that are similar in sound should double consonants be written, and in which not?

1) If there are a lot of (s, ss) ora in the house,
Maybe in the house flare up (s, ss) ora.

What are the similarities and differences between the words litter and quarrel? Name a synonym for the word litter.
- Explain their meaning (litter - garbage, quarrel - discord, disagreement)

2) Ask without raising that (n, nn) a:
What is more centner or that (n, n)a?

3) Who will get a low ba (l, ll),
Will not come to the school ba (l, ll).

4) It's more pleasant to find gris under the tree (b, bb),
How to get a sore throat or gri (n, pp)

check yourself (SLIDE 9).

- Name words that sound similar.

– What is their difference? (Spelling, lexical meaning)

Underline only those letters that need to be inserted into words. (SLIDE 14)

2. Problem question: How do we determine the spelling of double consonants by ear? (Children call words - rhymes, conclude that we pronounce double consonants for a long time)

Are double consonants always pronounced for a long time? (No, therefore it is not always possible to determine by ear which consonant to write)

But how then to find a way out of the situation? (Children's guesses) Conclusion.

3. Classification of words

- Sort the words into groups (SLIDE 17)

Saturday, Inna, alley, platform, Anna, collection, buzzing, Alla, column, trolleybus, bath, ton, territory.

check yourself (SLIDE)

What groups can we classify words with doubled consonants into? (SLIDE)

Textbook work (Spelled rr, ll, nn, mm.)

- And how can you classify? Say the words Column And tennis. What did you notice? (In one case, the sound [n] lasts a long time, and in the second we pronounce it quickly.)

column tennis
Passenger class
Telegram kilogram

Make a conclusion. (TO first group can be attributed to words in which a long consonant is pronounced, and to second- words in which a long consonant is not pronounced, i.e. it is pronounced quickly and without difficulty,

Pay attention: In words gallery , young , length no double consonant!

4. Origin of words (SLIDE)

– Did you know that almost all words with doubled consonants are FOREIGNERS? In their homeland, they were written with double consonants, which is probably why they left double consonants as a connection with their homeland. As a result of communication between the peoples of the world, people share not only the achievements of science and culture, but also borrow words. ALLEY is borrowed in the 18th century from the Polish language, where ALLEY is from the French ALLE, which means - a passage, a road. (Read from a dictionary).

- There is one more interesting fact- STRESS in French words. In almost all words with double consonants, it falls on the last syllable. But there are also exceptions to the rule.

MILLION
POOL
HIGHWAY
CROSSWORD

You can find out about the origin of words by referring to a special dictionary, which is called the “Dictionary of Foreign Words” (show).
And the etymological dictionary (show) will tell you from which word it was formed, or with which expression it is associated.

- Many words with double consonants are borrowed from other languages, so their spelling must be memorized.

V. Musical physical education

VI. "Derivation of the hyphenation rule"

We write down the words, but for some they may not fit on one line. You need to know the rule of hyphenation of words with double consonants.

Let's try in groups make your own rules transferring a word with double consonants from one line to another (SLIDES 15-16)

In what cases are words correctly separated for hyphenation? Mark these words.

1 option	Option 2
highway eleven story hockey	carefully platform argument group

When transferring double consonants, separate! (SLIDE 17)

Cash, tennis, valuable gift, Russian language

When transferring words with double consonants, one letter is left on the line, and the other is transferred (shos-se). SLIDE 18.

Write clue words, separate them for transfer:

sixth day of the week (Saturday)
paved road (highway)
Sports game with ball and puck (hockey)
The place where tickets are sold (cash register)
Study room (Class)
Road lined with trees (al-leya)

VI. creative work(in groups)

- Using words with double consonants, come up with a coherent text. Title it.

Saturday, Odessa, ticket office, passenger.
Class, tennis, hockey.

Listening to texts. (The last exercise is creative in nature, which contributes to the development of imagination, fantasy, and the development of coherent speech. At the end of the work, invite the children to evaluate how well they worked in a pair (group), whether they managed to agree, whether the answers were found correctly. Such work unites children, teaches joint activities).

VIII. Lesson summary

Our lesson is coming to an end.
It's time for us to sum up.

- What new spelling did we meet today?
- Which new secret did you learn Russian?
Were the tasks that we set at the beginning of the lesson solved?
- How to check the spelling of double consonants? (No, they need to be remembered)

Problematic issue and rule. (SLIDES 19-20)

- How to determine if a word is a resident of the city Doubled consonants?

Conclude: whether the spelling of double consonants is fundamentally subject to some general rule? (They cannot be verified)

- What did you learn in class? (Correctly write and transfer words with doubled consonants, got acquainted with new words) (SLIDE 21)
What should be done to correctly write words with double consonants? (Need to know how they are spelled)
How should words with double consonants be hyphenated?

VII. Reflection (SLIDE 22)

- Evaluate your work in class.

Yellow Everything worked out, it was easy.
Green“I struggled, but I tried.

VIII. Homework(differentiated) (SLIDES 23-24)

Pick up words with double consonants in the root and write them down in columns on the cards: (p. 15)
The task is more difficult, but more interesting: Compose and write down short story with the words: appetite, bath, flu, compress, massage, Alla, Saturday.

Today we are all who have passed the modern general education school, we habitually read spelling "edifications", such as:

However, at the same time, those who know do not forget how they used to write without spaces at all. Imagine, today we write prefixes together with the root, and prepositions separately. And before, when both prefixes and prepositions (and everything!) were written together, in a continuous text, HOW they distinguished in a continuous text, for example, the prefix “ at» ( jetty) from the preposition " at» ( at the camp…)?..

It is clear that they were guided by meanings and meanings. But what and how did they think about this when there were no spellings with spaces, when there were no such spelling rules, like today, when focused more on the meaning?

It is clear that no one (even those who are not literate) purposely wrote two identical consonants each, that they really appeared on the border of parts of words. So, you need to see these boundaries and understand.

It is also clear that the modern Russian language develops, through formal rules and new word-creation, the old, well-established logic and separate traditions.

But why was it necessary to lose the meanings, without which the whole is destroyed!?

Double consonants are obtained if different parts words (for example, in a prefix and a root) are next to two identical consonants: under + hold, off + drag, race + build etc.

(Actually, the prefix here is “Raz”, not “races”, but more on that later.)

It is a pity that now even prefixes and roots turn into almost “signs”, without meaning, with some conditional value. But in Antiquity it was different: what we now read as “ support”, the ancient intelligent ancestors read meaningfully as “Under Hold” (i.e. “keep the basis, foundation, essence, foundation”), where “Under” is a name, and not some kind of service unit of the language, some "attachment".

And further. There is something to think about why this is done.

When we combine two bricks and make one big brick, then in life we remember that the brick is “double”. Even when we attach another brick to this double brick.

But such common sense does not apply to strange world modern linguistics, where the logical chains are very short, and even then only formal. In addition, some kind of “sclerosis” interferes: therefore, where there were just two bricks, suddenly only one is seen. We are not kidding. Here is an example:

And they get a new education, not related to the previous one: “ race + count", and not as it really is seen:" race+s+read”, while maintaining consistency and continuity in origin.

These are not “academic trifles” at all, but the methodical formation in the minds of those who are mastering the Russian language incoherent logical chains, suspended as if in emptiness, i.e. actually cut off from the living unshakable foundation of the Living Russian Language and Living Russian Speech. Why oppose one to the other when they are clearly successively and meaningfully connected?

C + Even \u003d Score, Ras + Even \u003d Ra With even.

Without + With + Even = Be zs honest

(And in this place, only by the artificial assumption of the reformers of the language of 1917, the prefix “not existing in the Russian language” is written. demon", resulting in a modern" countless", to the laughter of all sane people who distinguish between stupid subtext and who can read what is written, and not what is invented:" demon countable!").

The situation is the same in other similar words:

Ras+C+Triple = Ra ss triple(although in fact here it is necessary " Ra zs triple"According to the real prefix "Raz").

Without + With + Rock(from Rock) = Be ss fatal(according to the pre-reform: " Be zs fatal»)…

The introduction of "false prefixes" Ras-" And " Bes-", along with real prefixes " Once-" And " Without-", in fact, turns out not to be "ordering and developing the language", as the reformers wanted, but the destruction of ancient living meanings in Language and Speech, where every sound, every letter has meaning!

It is the same here, as a result of the “simplification” reform, i.e. compounds of "normal" words formed by the prefix method (such as "Who + Zha" \u003d In zzh A), with those that can be attributed to "onomatopoeic" (such as Zhu LJ at).

Although “prefix, prepositions, suffixes” are all rather conditional things for the Living Language (in Antiquity they meant living words, independent, and not some kind of “additional parts”), this is not the point.

The meaning of the word, according to an artificial rule, is nevertheless destroyed, removed. What remains is an unintelligible, but “progressive” neoplasm: “ rein”, the spelling of which must now be memorized according to the new rule.

In case of " yeast"It is also not very clear why one option was chosen, although there are other, more meaningful options (see Dahl's dictionary): Dro railway and, Dro zzh And. In our opinion, the uncorrupted version: Yeast, as a more typical case, because we know many such words in Russian, where exactly this combination occurs: in zzh And, in and zzh at, receive zzh ahh, shit zzh ah…

Juniper also has the same more meaningful version: mo zzh ear.

It seems that the situation is the same with " LJ enie": this word comes from the original variants, in which, most likely, it was" ZZh". But let's not guess.

And, as a conclusion, it is no coincidence that this sound combination ЗЖ ("ЗъЖъ"), which refers, if punning, everything that " W A AND life"! And this is in almost all words in which there is no simple onomatopoeia.

And one gets the impression that the selection from the commonly used options was carried out according to the principle "as bad and incomprehensible as possible."

Here is what can be said today about the rule, which, according to modern spelling suggests formally, without thinking, to write Learn.

ss ora- this noun actually came from the form " argument» ( rubbish): you remember well the idiom " do not take rubbish out of the house". Apparently, a situation has been fixed when the conflict starts small, “from rubbish”.

Here, in a simple way, they now want to include a kind of “neologism”: Russian, formed through Western (in particular, Polish borrowings of the 17th-18th centuries) forms of word formation relatively recently, at a time when the former names were removed at the turn of the 18th century " Tartaria», « RU camping " And " RU ss and I» (« Rus+Siya» - from Rus with other similar relatives, such as: Po+Rus+Siya”, modern Prou ss and I). When they wrote in continuous text, without spaces, the name was unambiguous " Rus", but with a kind of adjective form" Sia"("shining, radiant" - because in Antiquity, as is known from the remaining old handwritten books, scribes very often wrote abbreviated well-known and often repeated concepts!).

Foreign words, since they were brought into the Russian language, remember it, as is customary now (including for passing tests and exams): A ll her, a pp arat, Komi ss ya, those nn is, ho bb and, to mm ersant, uh ff ect, those pp history, oh kk upation, to tt ej, ja nn A…

We won't touch them. They themselves will die off, go out of use as the Native Speech revives.

But we must remember that among them there are also, as it were, ours, but preserved in other countries, i.e. ancient words common to many peoples, such as: Drama("Do Rama"), etc. Naturally, they cannot have double consonants.