329
edits
Changes
Jump to navigation
Jump to search
Line 1:
Line 1: − + + + + − Line 16:
Line 18: − + + + + + + + + + + + Line 25:
Line 37: − + + + + + + + Line 33:
Line 51: + + − + + + + + + + Line 57:
Line 83: − + − − − − − Palanquin − Bearers: Verbs from the poem − − − − Sways: − Move from side to side − − − Skims: − To move quickly − − Floats:+ − To remain on surface without sinking − + − Bear: − To hold − + − Springs: − To move quickly − + − Glide: − To move in a smooth manner − + − [[Image:Lesson%20plan%20Palanquin%20Bearers_Pooja%20ed_html_f9ab3d0.png|500px]]<br>+ − '''Word list created on − Kanagram''' − − [[Image:Lesson%20plan%20Palanquin%20Bearers_Pooja%20ed_html_m10e15228.png|500px]]<br> − '''Word list created on − Kanagram can be accessed from Khangman''' Line 119:
Line 116: − + − + − * Similes – It is a figure of speech which directly compares two things. It can use words such as 'like', 'as', 'than' etc. to convey the comparison.+ − − Use of+ − similes in the poem: − + − # We bear her along like a pearl on a string - ''Movement of a pearl on a string.''+ − # She falls like a tear - ''Dripping movement of the tear.''+ − # She springs like a beam - ''Quick movement of the ray of light.''+ − # She hangs like a star - ''Movement of a star that twinkles in the sky.''+ − # She sways like a flower - ''Swaying of a lovely flower in the wind.'' − # She skims like a bird - '' Gliding movement of the bird flying over a stream.'' − # She floats like laugh - ''Floating like a sweet smile on the lips of a dreamer.'' − − * Alliteration – Repetition of a particular sound in the prominent lifts of a series of words. It is mainly used in poems.+ − − Use of+ − alliteration in the poem: − + − − # She – sways − # She – skims − # Like – laugh – lips − # Gaily – glide − # Beam – brown − − − * ''Musical effect:-'' − − − ''Gaily O’ Gaily'' − − − ''Light O’ light'' − − − ''Softly − O’ softly'' Line 177:
Line 147: − http://www.youtube.com/watch?v=evvX4oVAV1g/+ Line 184:
Line 154: − − − − − +
→Language appreciation
== Introduction ==
== Introduction ==
The village school master who ran his little school was a severe disciplinarian. The students were afraid of him and were sufficiently clever to assess from his face whether that day would bring any misfortune or not. In spite of his strictness, the school master was jolly. The children laughed at his jokes with pretended joy. If they noticed any sign of anger on his face they would spread the news throughout the classroom.
The school master was, in reality, a kind hearted person. His only fault was his excessive love for learning. He could write, work out sums, survey land, forecast the time and tide and measure the content of a vessel. He was a master at argument, too. He used verbose words when he talked and the simple village people would gawk at him. They were amazed that such a small head could hold such an enormous hoard of knowledge.
Source: Click [http://www.icseenglishhelp.org/2009/12/poetry-study-aid-village-school-master.html here]
== Concept Map ==
== Concept Map ==
=== Core Meaning ===
=== Core Meaning ===
The village Goldsmith is writing about is called "Auburn". It is not a real village, but an imaginary ideal one. It is possibly one of the villages he had observed as a child and a young man in Ireland and England. Goldsmith, returns to the village that he knew as vibrant and alive, and finds it deserted and overgrown.
The setting of the particular passage is described in the first three lines. Then Goldsmith discusses the character of the schoolmaster himself. In his appearance, he is very severe and [http://www.merriam-webster.com/dictionary/stern stern]. The reader would suppose him humourless, except that he likes to tell jokes. When Goldsmith says "the boding tremblers learn'd to trace/The days disasters in his morning face," the reader comes to understand that the schoolmaster does not [http://www.merriam-webster.com/dictionary/mince?show=0&t=1401689723 mince] his words. In the last two lines, he indicates that the schoolmaster was no more. All of his fame has gone and the schoolhouse, once [http://www.merriam-webster.com/dictionary/vibrant vibrant] is no longer in use.
The schoolmaster was a big presence in the village. In an age when literacy and numeracy were powerful the people of the village, looked up to him. He seems a kind of god. The children are fearful of him. They laugh at his jokes, even if they are not funny. “Full well “(9-10)
The adults are equally impressed with the way he can survey fields ("lands he could measure", 17) and work out boundaries or the times of holy-days like Easter. He can even do more complex calculations ("gauge", 18). This is all ironic: the school-teacher appears knowledgeable to the "gazing rustics" (22).
The poem's jokes are gentle. The tone of the poem is balanced and gentleness and humour imply a frame of mind that Goldsmith sees as important, as having a moral value in itself.
=== Alternative interpretations ===
=== Alternative interpretations ===
=== Context of the poem ===
=== Context of the poem ===
"The Village Schoolmaster" by Goldsmith is a lighthearted reflection of a village schoolmaster, but a more serious comment on a public policy.
"Enclosure" was a policy that allowed the wealthy to fence off their land. This prevented villagers, lower class workers and those who didn't own land, from grazing cattle and letting pigs forage, etc., which led to many small villages becoming deserted. The fence in the poem has been neglected, and the gorse has been allowed to grow wild, instead of being collected for fuel, all because the village is deserted due to enclosure.
The schoolmaster was beloved, but he should not be misinterpreted as scholarly or brilliant. Students laugh at his jokes so that they don't get in trouble, and he impresses the uneducated villagers with big words, etc. He also continues to argue even after he has lost. In other words, he was stubborn.
Yet, he was well-liked and is remembered. But the village which liked him is no longer inhabited.
====About the author====
====About the author====
===Audio recital of the poem===
===Audio recital of the poem===
To listen to the audio recital of the poem, Click [https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&ved=0CCYQtwIwADgK&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DXsVH954vmZ8&ei=s2GIU8SPI87p8AW3xoKICA&usg=AFQjCNEMsN_ExvkZKsNSstijxGqKXTasdA here]
=== Language appreciation ===
=== Language appreciation ===
This poem is a simple vignette of a village school master. The school was in a small village at Lissoy, an Irish village where the poet himself had studied. Mr. Thomas Paddy Byrne was the village school master. As the poet himself was a pupil of this school master, he is able to create an authentic aura to the poem. The school master’s fluctuating moods, the situation in the class room and reactions of learner are described in this poem. Goldsmith looked upon the teacher with the mixed feelings of fear, respect and humour.
The poet gives an amusing sketch of the teacher’s character. He analyses the nature and capability of the school master. The teacher was a taskmaster who took his students to task if they played truant. The poet, as a student, was very aware of this facet of the school master. But he valued his stand and came to love and respect him. The harsh steps taken by the teacher had a soft and virtuous purpose behind them as he wished to see his pupils turn in to learned people.
The school master’s is recognized as a great scholarly person by the entire village and even the parson recognizes his skill in debate. The poem ends on a note of humour. The teacher is not to be taken as a sheer sardonic sketch. He was kind and compassionate . He creates a larger than life figure of himself before them. He has a view on every subject and loves to engage in debate.
Source: Click [http://www.icseenglishhelp.org/2009/12/poetry-study-aid-village-school-master.html here]
=== Meaning making ===
=== Meaning making ===
'''Sample
'''Sample word list:'''
word list created on Kanagram:
'''
Skirts: Go round or pass the edge of
Blossom'd: mature or develop in a promising or healthy way
Truant: a pupil who stays away from school without leave or explanation
Counterfeited: imitate fraudulently
Cipher: put (a message) into secret writing; encode
Vanquish'd: defeat thoroughly
For more information on vocabulary visit: http://karnatakaeducation.org.in/KOER/index.php/Vocabulary/Grammar
For more information on vocabulary visit: http://karnatakaeducation.org.in/KOER/index.php/Vocabulary/Grammar
The ones
The ones which have been used in this poem are:
which have been used in this poem are:
Alliteration: "terms and tides"; "rustics rang'd"
Anaphora: "Full well they laugh'd"; "Full well the busy"
Analogy: it's a part to whole. The schoolmaster (part) is compared to the village (whole)
Imagery: 3 types
setting-based imagery: "straggling fence"; "noisy mansion"; "little school"
intellectual/educational imagery: "Lands"; "terms and tides"; "small head"
rhetorical/linguistic imagery: "words"; "jokes"; "story"
Rhyming couplets: pairs of rhyming lines ("spot" / "forgot")
End-stopped lines (punctuation "." or "," or ";" at the end of a line)
Caesura: punctation in the middle of a line ("Yet he was kind; or if severe in aught,")
Speaker/Tone: loves the school master; poem is a dedication to him
== Additional resources ==
== Additional resources ==
available over the Internet too. A few links to the same are:
available over the Internet too. A few links to the same are:
https://www.youtube.com/watch?v=4PjQvGs_qN4
== Assessment ==
== Assessment ==
Ask
Ask
the learners to write a short paragraph using the hints given below.
the learners to write a short paragraph using the hints given below.
Hints:
Hints:
* What is the poem about?
* What is the poem about?
* Which is the most striking image and why.?
* Which is the most striking image and why.?
* What are the similarities and differences between the present marriage system and the one described in the poem?
* What are the similarities and differences between the present school masters and the one described in the poem?