Sunday, 19 December 2021

The Old Man and the Sea - Ernest Hemingway

                                        The Old Man and the Sea - Ernest Hemingway

The Old Man and the Sea: An Introduction

The Old Man and the Sea is a short novel, based on three-day journey of an old man, to catch a big fish. Ernest Hemingway wrote it in 1951, published in 1952. The Old Man and the Sea is his last chief fictional work. It is a heroic novel, and it deals with the concepts of aging, self-identification, and commitment. The novel was an immediate success and is still famous worldwide. It has been adapted into film three times, one of which was animated. The Old Man and the Sea won Pulitzer Prize for Fiction in 1953 and Nobel Prize in Literature in 1954.

Ernest Hemingway (July, 1899 – July, 1961)

Ernest Hemingway, the author of this novel, was an American. He was a sportsman, journalist, and writer of fiction and nonfiction. His iceberg theory, writing in an economical and minimalistic style, influenced the fictional writing of 20th century. He was born in 1899, and was second of the six siblings. Hemingway had adventurous and happening life. He was an ambulance driver in World War I and was present as a journalist in World War II. He married four times and had four children. He shot himself in 1961, ending his life.

Summary of  “The Old Man and the Sea”

The story revolves around the central character, Santiago. He has gone straight 84 days, without catching a single fish. Due to this, the people have started seeing him as ‘salao’, the worst of unluckiness. He is considered so unlucky that the young boy, Manolin, who was his apprentice, is stopped by his parents to go for fishing with Santiago anymore. However, Manolin has admiration for Santiago and sees him as a mentor. Therefore, Manolin visits Santiago each night at his shack. They talk about American baseball, Manolin prepares food, and they just enjoy each other’s company. One day, Santiago tells Manolin that the following day; he will go far out into the Gulf Stream to fish. He is confident that the unluckiness, that has attached itself to him, is going to wash away with this venture.

On the start of 85th day of unluckiness, the old man does what he decided to do. He goes far off into the Gulf Stream and very optimistically waits for his big catch. At noon, Santiago sees that a big fish, which he identifies as a marlin, has taken his bait. Filled with joy, he tries to pull the marlin, but instead, the marlin pulls the old man with his boat. He tries to tie the cord with the boat but fails. The marlin keeps on pulling the boat all through the day and night, for two days. In all this, trying to hold on to the fish, the old man gets badly injured and exhausted. Every time the marlin pulls hard, his hands end up getting more wounded. However, just like the marlin, he does not give up.

The old man admires the marlin for it staying true to its nature and struggling for freedom. He feels like the marlin is partner in his pain, suffering, and also in his strength. Finally, on the third day of old man’s struggling to keep the marlin, the fish tires and gives in. It starts to circle around his skiff. Santiago, with all that he has in him, pulls the fish and manages to kill it with a harpoon. He ties the fish to the side of the skiff and finally, after days of unimaginable struggle, aims for home. Santiago is happy and proud of himself that he has managed to catch a fish that would have a great price, and feed a lot of people. However, he is also concerned that his eaters will be unworthy of it because of its greatness.

Just within some time, due to scent of marlin’s blood, sharks gather round. They start to tear flesh away from marlin. Santiago manages to drive away a few but loses his harpoon as a result. Then as more sharks keep coming, he makes another harpoon by putting his knife into an oar. He kills several sharks and scares many away. However, still filled with hunger, the sharks keep coming and stealing the flesh off of the marlin. In the end, they leave nothing but the shell of marlin, which too only consisted of mainly its backbone, head, and tail. Santiago feels defeated at the loss of his precious opponent. He feels like his entire struggle, and labour ended in vain and he lost. He tells the sharks too that they have destroyed him and his dreams. He even blames himself for going too far.

Santiago reaches the shore, crushed with the labour of past three days. With very little that was left in him, he carries his stuff and struggles towards his shack. He leaves the skeleton of the martin, which he had very arduously caught, behind. He thinks that it is of no use to him now. Santiago makes it to his shack and just collapses on his bed. He goes into a deep slumber and becomes oblivious to everything. Now on the shore, where his boat is, fishermen gather round. They see the skeleton of the marlin attached to it and measure it. It turns out to be 18 feet (5.5 m) from nose to tail. The fish appears to be the biggest that the village had ever seen. The fishermen tell Manolin to tell the old man how sorry they are over their rude behaviour.

Manolin gets teary when he sees the old man alive, but injured. The old man tells Manolin that he lost again but Manolin assures him that everything was fine. He brings him coffee and newspapers. They chat and agree on going fishing together again. Some tourists that same day see the marlin’s skeleton and mistake it as a shark. Now in the shack, the old man goes back to his sleep and dreams of lions that he had seen in his youth when he was in Africa.

Character sketch of Santiago: The Hero of the Novel

Santiago is the main character of this novel. The whole story revolves around him and his moral values. He lives in Cuba and is impoverished because his good days are long gone. His wife has died earlier and he never had any children. Now, at such an old age, he is unable to catch a big fish or any fish at all at a regular pace. 84 days is the longest period in his life where he has not been able to catch any fish.

A fishermen’s reputation depends on his luck and how many fish he can catch. The old man is considered a stroke of bad luck in the community when it comes to fishing. He used to teach fishing to a boy who had been with him from a young age. Now his parents have sent him to learn from other fishermen because of Santiago’s bad luck. But, what sets Santiago apart from every regular fisherman is that he is dedicated to his profession on a spiritual level. Mostly fishermen join it to earn money but he takes it as nature’s course, which has to happen.

Santiago strongly feels that he is the part of that nature’s course, playing his role in catching the fish. His moral values are much different from the others when it comes to fishing properly and professionally. Indeed, Santiago’s philosophy and internal code of behaviour make him unconventional in his society. Santiago’s dedication to his profession and talent separates him from the pragmatic fishermen motivated by money. He stands apart from Cuba’s evolution to new materialism and a village fishing culture converting to the fishing industry. He remains dedicated to the profession he sees as a more spiritual way of life and a part of nature’s order in the eternal cycle. It makes all creatures brothers in their common condition of both predator and prey.

Santiago wants an extremely big catch – not only to survive but also to prove his skills once again. He wishes to restore his identity as a fisherman and secure his reputation in the community. To make sure that Manolin will always cherish his memories and becomes his successor, is one of the most important things in his life.  For Santiago, the most important thing in life is to live according to one’s beliefs with great enthusiasm and dignity. In addition, to use one’s talents and gifts of nature to the best of one’s ability, to struggle and to endure.  Moreover, save your individual existence through the work of your life, accept the inevitable destruction with dignity, and pass on to the next generation all that you have achieved. In these desires, He reflects the desires of all of us.

What makes Santiago special is that despite a lifetime of hardships, he is still a man in charge, and an expert who knows the tricks of his fisherman’s craft. His eyes remain young, cheerful, and undefeated. He knows how to rely on the transcendent power of his own imagination to engender the inspiration and confidence he needs. He wants to keep alive in himself and others the hope, dreams, faith, absorption, and resolution to transcend hardship.

Character sketch of Marlin

The marlin is a fish that has more to it to it than any other could possibly have. It is not just a big fish but also one with a true fighting spirit. Equally balanced with a successful fisherman and locked in a long battle.  It is also a creature to which Santiago offers the same qualities that he possesses, admires, and hopes to pass on. It has the dignity of the soul, greatness in life, loyalty to one’s identity and ways, endurance, and beauty.  Since Santiago and Marilyn get locked in battle for three days, they develop a close relationship.  Santiago first takes pity on the fish, praises it because he does not want to kill such a precious creature, then empathizes, and recognizes it.  He recognizes that just as a marlin was born to be a fish, so was he born to be a fisherman.

He comes to the realization that he needs to kill it in order to survive, and restore his dignity. They are brothers in the strange circumstances brought upon them by nature, trapped in the natural cycle of hunting. Marlin’s death represents Santiago’s greatest victory and the promise of all the confusion he desperately hopes to redeem his individual existence with.  Yet, like Marlin, Santiago must lose and suffer.  After being attacked by the Mako shark, Santiago eats marlin to maintain his body, and completes the natural cycle in which the great creature transfers itself to Santiago.  Not only are all creatures hunters and prey, but they also nurture each other.  Marlin’s brave and relentless struggle in order to save its life becomes Santiago’s bravery, which is inevitable in Santiago’s struggle to save the marlin from the predators.

The Scavenger sharks snatch all the material value from the marlin’s body, leaving only its skeleton for Santiago.  Nevertheless, before the skeleton washes away with the flow of tide and turns to garbage, it becomes a quiet witness to Santiago’s greatness. It becomes a vehicle for internal moral values, ​​through which he wants to give meaning and dignity to his existence.  The fisherman who gets the privilege to measure marlin’s skeleton reports that it the fish is 18 feet long. It is a clear evidence of the largest fish the villagers have ever known of coming out of the bay.  And when Manolin accepts the spear of marlin, he accepts everything Santiago wants to give him in his life.

Character sketch of Manolin

Manolin is a young boy who goes fishing with Santiago. Since he is not able to catch any fish, his parents put Manolin with another fisherman. The bond that the two share is still strong, despite the circumstances. Manolin prepares food for Santiago, helps him with his tools. Santiago tells stories of his adventures to Manolin and they always mesmerize him. Manolin deeply cares for Santiago and tries to follow his teachings. Santiago feels that Manolin is his last true relationship that has feelings and depth in it. He takes him as his own replacement after death in the human cycle. That is the reason why Santiago wants to teach his skills, talent, and vision to Manolin, so the young boy can carry on his legacy.

Through the whole novel, Manolin has expressed his trust on Santiago more than three times. At last, when he accepts the spear of Marlin, it shows that Manolin has trust in Santiago’s skills. It is also a sign that he will carry on his legacy and whatever he wants to teach him.

Quotations in “The Old Man and the Sea” are listed below with explanations.

 1.     “Have faith in the Yankees my son. Think of the great Joe DiMaggio.” (Santiago)

Santiago spoke these lines in his shack to Manolin, when they were having a conversation about baseball.

Santiago’s appreciation and love for baseball is clearly showing in his words. He especially admires DiMaggio because of his great playing skills and energy in the field.

  2.    “There are many good fishermen and some great ones. But there is only you.” (Manolin)

Spoken by Manolin, these words were for Santiago. While going to bed, Santiago said that he knows many fishermen who have great skills and are much better. Manolin compares him to DiMaggio and tells him that he is unique just like him. He is a different fisherman who has respect for the sea and a deep relationship with it.

 3.    “They are good… They play and make jokes and love one another. They are our brothers like the flying fish.” (Santiago)

Santiago is talking about the porpoises here. They always come to the side of his boat at night. He feels lonely at times, thinking that no one should be like this in his or her old age. He wants Manolin to be on his boat, fishing with him but he is unable to do so. The porpoises are a sign of love for him. They come as a couple, which provides strength to Santiago and soothes him. He considers them as his brothers as he considers every other creature in the sea his brothers, especially the fish.

 4.    “Fish… I’ll stay with you until I am dead.” (Santiago)

He says this line to the fish marlin that he hooks. He knows that it is an extremely strong one. It will not be easy for him to trail the fish around until it dies by losing strength. Santiago expresses his determination by saying that either he will catch the fish or they will both die doing so.

 5.    “Fish… I love you and respect you very much. But I will kill you dead before this day ends.” (Santiago)

Santiago’s heart goes out to the sea creatures but he has no choice. He needs to kill the marlin to prove and restore his identity back as a fisherman. He considers the marlin as equal in a battle of uncertainty. He does not know if he will survive it, but is still determined to stay with the marlin. He will keep trying until he kills it.

 6.    “He didn’t beat you. Not the fish.” (Manolin)

Manolin says this to Santiago after Santiago returns home, having lost the fish and slept through the night. In the morning, Santiago tells Manolin, “They truly beat me”. He is talking about the sharks that ate the fish after he caught it. It was not the fish who beat him. The fish and he were brothers in his eyes, and he feels like he has somehow betrayed the fish by letting it be eaten by the scavenging sharks.

 7.    “I didn’t know sharks had such handsome, beautifully formed tails.” (A female tourist)

 Almost at the end of the story, there is a female tourist examining the skeleton of marlin. She asks a nearby waiter in wonder what it is. He tells her “Eshark”, meaning that sharks ate it. She takes it as the skeleton being a shark, which is why she says those lines. It shows how less an average person knows about the creatures out there in the sea.

 8.    “I am a strange old man.” (Santiago)

Santiago says this to Manolin after they finish up a day of fishing on separate boats. It is meant as an explanation for how his eyes remain so good after going turtle-ing for so many years. Often he searches and searches but returns without a fish. It also shows how strong he is while wrestling the marlin and strange in a manner that he never loses faith and will to go on.

He considers himself strange because of his bond with the sea creatures.

9.    “Anyone can be a fisherman in May.” (Santiago)

He says this to Manolin after Manolin warns him to keep himself warm, since it is September. It is more difficult to be a fisherman when it is cold outside, but Santiago is up for the challenge.

He means that everyone can go fishing in the month of May because it is warm and easy. The actual challenge comes when the winter sets in. That is when an actual fisherman goes fishing.

 10. “If sharks come, God pity him and me.” (Santiago)

He says this aloud to himself while trailing the marlin with his boat, waiting for it to give up. He is determined to be “worthy of the great DiMaggio”, who is able to play baseball even with a bone spur. He suspects that the sharks will soon smell the marlin’s blood. They are surely going to come for its meat once they find the marlin. He sort of prays in this line.

 11. “It is better to be lucky. But I’d rather be exact.”  (Santiago)

Santiago says this when his community starts calling him unlucky. He believes that his success has nothing to do with luck. He has complete faith in his skills and talent through which he can easily turn the things around in his favor. If he goes fishing with the right knowledge, and uses it to his advantage, he will surely catch a fish.

 12. “All my life the early sun has hurt my eyes. Yet they are still good.” (Santiago)

Fishing took a toll on Santiago. He says this to show the readers how he keeps going even after he endured the hardships being in the sea and under the bright sun. The early sunrays always hurt his eyes but he is proud that they are still fine.

 13. “I wish I could show him what sort of man I am.” (Santiago)

Santiago says this aloud, thinking that if Manolin were with him, he could show him everything. He could prove that he was still a good fisherman.

 14. “A man can be destroyed but not defeated.” (Santiago)

Somewhat defenseless after having lost his harpoon when protecting his catch from the sharks, the old man shows that an individual’s willpower and resourcefulness will ultimately help him persevere. He says that to show his determination that even if he lost his harpoon, his defense mechanism, he is still not going to give up.

 15. “It is silly not to hope.” (Santiago)

Santiago concludes that hope is everything. When everything goes wrong and there is nothing that you have, hope is still there. It is an ever-present feeling for him that things will be normal again. Hope is eternal and ultimately leads to triumph.

 The Old Man and the Sea | Symbols

The Old Man and the Sea is rich in meaning. Virtually every element operates on two levels, revealing a deeper symbolic meaning beneath its literal function. Nothing that happens in the novella is only what it seems. Instead the novella is an allegory, elevating the story of Santiago's epic struggle with the marlin to humankind's universal struggle for survival.

Lions

Both in his bed in the village and in his boat, Santiago dreams of lions on the beaches of Africa, which he saw when he was a boy on a ship that sailed and fished the coast of Africa. The lions symbolize Santiago's lost youth as well as his pride (a group of lions is called a "pride"). Santiago's love for the lions, which are fierce predators, also mirrors his relationship with the marlin, whom he loves but whose death he feels is necessary to his survival. In this way, the lions as also symbolize Santiago's affinity with nature. Now that Santiago is no longer young, and has lost his friends, family, and strength, he sees the lions only in his dreams. Santiago's dreams of the lions at the end of the novella suggest that in triumphing over the marlin, he has undergone his own rejuvenation.

Marlin

The marlin symbolizes the majesty of nature. With its sheer size, strength, and tenacity as evidenced in its pulling Santiago's skiff for several days, the marlin is a formidable opponent. Unlike other fish, this marlin does not fight the hook but instead uses it to fight the old man. The marlin seems successful at first, as the old man must hold on to the fishing line so hard he is injured in the process. Watching the marlin put up so strong a fight, the old man feels more and more akin to this creature and begins to draw parallels. Although they seem to be mortal enemies in the universal battle between predator and prey, Santiago realizes in the end they are brothers because they are in this fight for the same reason: to survive.

Although both the marlin and the old man are part of the natural order of life, locked in the struggle between predator and prey, perseverance distinguishes the two. To triumph in his struggle against the marlin, the old man must dig deep within himself to overcome not only the marlin's strength but his own limitations: age, exhaustion, pain, hunger, and thirst. The battle between the two is not merely the attempt of a fisherman trying to reel in his catch and go home. This particular marlin brings out the best in Santiago by pushing him to his limits. The battle becomes a symbol of the constant struggle of an individual for survival within nature, a struggle won only by one's willingness to go beyond what seems humanly possible.

The marlin also can represent Hemingway's writing and career. In this sense, it's the writing Hemingway has worked on for his entire life that he tries to hold onto.

Mast

The mast of the old man's skiff is an allusion to the Christian cross, which in turn symbolizes pain and suffering for a greater good. The three bleeding wounds Santiago suffers as he sails underneath the mast of his skiff allude to the three wounds of Jesus Christ as he was nailed to the cross, suffering to atone for humankind's sins. At the end of the story, Santiago carries the mast to the shack similar to the way Jesus carried the cross, symbolizing that Santiago has accepted his fate as Jesus accepted his. Santiago will continue to fish no matter what, alone and lonely, neither asking for help or miracles nor to succeed and live better. He will simply do, unquestioningly, what individuals must: struggle to survive.

Joe DiMaggio

Joe DiMaggio, the legendary New York Yankees outfielder whose 56-game hitting streak that ended in 1941 still remains the world record, symbolizes perseverance and persistence as well as skill. In Santiago's eyes, the hitting streak alone makes DiMaggio formidable, yet DiMaggio achieved this feat despite painful injuries such as the bone spurs repeatedly mentioned in the novella. Much like DiMaggio, Santiago defies the odds and catches the greatest fish of his career after a long dry spell, survives for days out on the ocean without proper supplies, and emerges the victor against aggressive sharks. His skill and perseverance while facing seemingly insurmountable obstacles make him a hero worthy of respect even though he does not succeed in bringing home his catch.

Sharks

Symbolizing the brute force of destruction, the sharks are mindless creatures following their base instincts: the bloodlust that lures them to their prey. Yet their very bloodlust also lures them to their death. As they take bites out of the marlin in a feeding frenzy, they come close enough to the skiff for Santiago to kill them. What sustains them kills them. Neither their lives nor their deaths serve any purpose. Defeating them with sheer willpower and innovation, Santiago not only survives himself but also defends the magnificent marlin. He brings home the skeleton and thus captures the creature's majesty and glory.

In a different interpretation, the sharks also symbolize all the critics Hemingway faced in real life. Hemingway hadn't produced much writing publicly in many years, and his most recent publication had received a negative reception. This novella seems to liken those critics to sharks who circle and pounce.

Manolin

Manolin, the young boy who loves, admires, and cares for the old man, symbolizes hope and the future. He is Santiago's only friend and companion; his help, literally, sustains the old man. Manolin is there every night helping pack up Santiago's gear and providing food to make sure the old man won't starve. Furthermore, he is the old man's apprentice. Although at the beginning of the story he fishes on another boat, Manolin has learned everything he knows from Santiago. Promising to fix the battered skiff and to return to fishing with the old man, Manolin offers the help the old man needs to keep going. Manolin believes in the old man and therefore will carry on his legacy and bear witness to his achievement.


 

What is a symbol and what is symbolism?

A symbol is something that gives a certain meaning to an action, person, place, word, or thing in a piece of literature.  Story-writers use symbolism to form a view of emotions or moods rather than just saying them plainly. Following are the main symbols used in “The Old Man and the Sea”: Marlin, dreams, loins, sea, mast, shark, harpoons, bird, bear, cottage etc.

Santiago, the Old Man

The old man is compared to Christ in a religious manner, in terms of stamina and endurance. He is a teacher like Christ who teaches Manolin to fish, and the way he is humble. Repeatedly, it is demonstrated that the old man is a symbol of Christ with the way he fights the marlin. Later on, he also survives the shark’s attacks.

The Sea

The sea is a symbol of life and the struggles that every person is bound to endure. According to Hemingway, man is the most worthy in isolation because he has to work and survive on his own. The sea, in the novel, is a sign of life and Santiago’s isolation in the universe. As we can see that in the sea, there is no help or laws at all. Santiago faces his ultimate challenge all alone and survives. The novel, in this regard, is an example of Naturalism in Literature.

The Marlin

The Marlin is a good opponent of Santiago, worthy of fight. It is a symbol of dignity and pride. The Marlin is in contrast to the sharks that are shameful rivals, not commendable to Santiago’s endeavours. Magnificent and radiant, the Marlin represents a perfect rival. In the world’s reality where, “Everything kills everything else in some way”, Santiago feels truly fortunate to wind up against an animal that draws out the best in him. The Marlin brings out his qualities of courage, talent, fortitude, love, and regard.

Manolin

Manolin symbolizes pure love, compassion, and circle of life. He dearly loves Santiago and cares for him. Between Manolin and Old Man, there is a vast age difference. It symbolizes their skills of fishing. One day Manolin will be able to reach that point and carry Santiago’s legacy. Manolin is the symbol of hope.

Sharks

The sharks in “the Old Man and the Sea” symbolize the obstacles in life and the labour against them. Sharks are the opposite of the marlin. For Santiago, the sharks are vile predators, that are not worthy of admiration or glory. They are like detrimental energies that promote no other purpose in life.

The lions

The lions in the story symbolize youth of the old man. They are a symbol of strength. At the end of the novel, when Santiago dreams of the lions, it represents the hope of eternal life, of freedom and youth. Because of the qualities of strength of lions and their proud, the writer has used them to represent childhood days of Santiago. Lions are a symbol for his might and pride in days of his youth. Just as Santiago hunts the Marlin, lions are also mighty creatures and hunters.

DiMaggio

DiMaggio symbolizes the value of enduring through pain and suffering. He is a Symbol of motivation to keep Santiago on his feet. DİMaggio is a true representation of Santiago’s talent, pride, and ethics. He is also a sign of hope for the old man. Santiago desires that Manolin will grow up to become like the great DiMaggio, strong and young. He does not want him to be like him, a poor fisherman.

The Mast

The Mast is a symbol and represents as the cross of Jesus. The mast stands on Santiago’s skiff. It is similar to the cross because of the way Santiago suffers. He goes three days with painful injuries to the palms of his hands as Jesus did and to his back as well.

The Harpoon

While fighting off sharks, Santiago loses his Harpoon. It is a symbol for those who lose faith, and doubt everything in their life. When life tests them with struggles, they lose hope, as Santiago is without his harpoon, defenceless. People are exactly like that without faith.

 

Wednesday, 15 December 2021

On His Blindness - John Milton

 Summary of the Poem


“On His Blindness / When I consider how my light is spent” is a sonnet written by John Milton, an acclaimed seventeenth century English poet. As a sonneteer, Milton widened the range of the sonnet and revived the classical or the Petrarchan sonnet from, falling into parts: the first, an octave (eight lines) rhyming abba abba, reveals the poet’s fears and complaints; and the second, a sestet (six lines) rhyming cde cde, teaches us total submission to God’s design.


This poem was written in 1655; three years after Milton become completely blind, and was marked by a brooding sense of despondency arising out of his blindness. It was written when Milton was in his forty-fourth year. The poem can be divided into two parts. In the first half of the poem, he expresses his sadness at the loss of his eye-sight.


He finds himself alone in this dark and wide world. God has given him the talent of writing poetry. This gift is lying useless within. He is expressing his unhappiness about the fact that the best part of his life would go waste without producing any work of creative importance. It is like death for him to hide his talent. He fears that God will rebuke him for not using his talent because he want to serve God with this gift. He grumbles against God and he, thus, raises the question of the justness of God’s ways to man in relation to his own loss of sight. He foolishly asks himself whether God demands work from him although the God has made him blind. Thus the first half of the poem reflects the poet’s mood of sadness and murmuring.


However, the second part of the poem expresses Milton’s feeling of resignation and his undiminished faith in God’s justice. He accepts total submission to the will of God. The poet’s inner faith consoles him and stops his murmur. He realises that God does not need anyone’s praise or work. Those who bear the duties given by God served him best. God only want complete faith in him. Those who patiently serve God and wait for his orders are also his true servants. The sonnet teaches us to be content with our lot in life and also that it is man’s duty to stand in readiness to serve God without any complaint or protest.


Reference to the Context


Stanza – 1


When I consider how my light is spent,

   Ere half my days, in this dark world and wide,

   And that one Talent which is death to hide

   Lodged with me useless, though my Soul more bent

To serve therewith my Maker, and present

   My true account, lest he returning chide;


These lines quoted above have been taken from the poem ‘On His Blindness’ written John Milton. It was written in 1655 three years after Milton became completely blind. This sonnet is marked by a brooding sense of despondency arising out of his blindness. He feels sad that he will not be able to serve the God with his talent of writing poetry.


In this poem Milton is very unhappy and feels sad because he became completely blind when he was in his forty-fourth year. He is left alone in this dark and vast world and this condition intensifies a blind man’s feeling of helplessness. God had given him the talent of writing poetry. But this gift is lying useless with him as God has made him blind. He feels that it is like soul killing for him to hide his talent of writing poetry. He is ready to serve God with his talent and present his true account. But he feels unable to do so due to his blindness. He fears that God will rebuke him for not using this gift. Thus these lines show Milton’s lament on his untimely loss of sight.


Stanza – 2


“Doth God exact day-labour, light denied?”

   I fondly ask. But patience, to prevent

That murmur, soon replies, “God doth not need

   Either man’s work or his own gifts; who best

   Bear his mild yoke, they serve him best. 


These lines quoted above have been taken Milton’s sonnet ‘On His Blindness’. Here the poet is expressing his unhappiness and sadness at the loss of his eye-sight and laments that the best part of his life would go waste without producing any work of creative importance.


Milton is very sad at the loss of his eye-sight. He grumbles and in helpless anguish asks foolishly whether God could be so unjust as to expect active service even from a blind man. But then poet’s patience consoles his needling anguish. It tells him god is the master of this universe and he does not need either man’s work or the return of his gifts. Countless angels are engaged in God’s active service and carry our his orders submissively all over the world. Those who patiently bear the duties given by God are his true servants. These lines show Milton’s undiminished faith in God and his ways or

Justice.


Stanza – 3


His state is Kingly. Thousands at his bidding speed

   And post o’er Land and Ocean without rest:

   They also serve who only stand and wait.”


These lines quoted above have been taken from the sonnet ‘On His Blindness’ written by Milton. In this poem the poet expresses his sadness at his blindness. He grumbles against God. But his patience and unshaken faith in Gods justice consoles him.


Milton’s patience calms him and tells him that God is the benign creator of the universe. He does not need man’s work. God is like a great king. Thousands of angels are at his service. They rush over land and ocean without rest in order to carryout his commands. But some angels do not work. They stand and only wait for his orders. They are also his best servant. He is consoled by the realisation that God is best served not through worldly attainments but through sincere devotion. At the end of the poem the poet signifies patience, devotion and submission to God by mentioning the phrase ‘stand and wait’.


Question-Answer


Q.1. How does Milton regret the loss of his ‘light’?

Ans.: Milton had become completely blind in the middle of his life. God had given him

one precious talent, the talent of writing poetry. But this talent is now lying useless with him. It is like death for him to hide his talent and he fears that God will rebuke him for not using this gift of writing poetry. But then a doubt enters his mind. He foolishly murmurs whether God accepts work from a man whom he has made blind. He finds himself alone in this dark and wide world it intensifies a blind man’s feeling of helplessness.


Q.2. Describe the Italians sonnet and state whether the sonnet “On His Blindness”

follows the Italian pattern or not?

Ans.: A sonnet is a lyrics poem written in a single stanza, which consists of fourteen iambic pentameter lines linked by an intricate rhyme scheme. They sonnet is written in the Italian/Petrarchan form, falling in two parts. The first part of eight lines is called an octave (8 lines) and the next part of six lines is called sestet. The rhyme scheme of the octave is abba abba and reveals the poet’s fears and complaints. The second, a sestet is having the rhyme pattern of cde cde and teaches us total submission of God is design.


Q.3. How does Patience forestall the poet’s anguish?

Ans.: Milton’s undiminished faith in God’s justice consoles raised doubts. It tells him that God is like a great king, the master of the universe. Countless angels are engaged in God’s active service and carry out his orders submissively all over the world. Patience silences the poet’s needling anguish. God being the begin creator of universe, does not need man’s work, nor does he need a return for his own gifts. God is a kind master. Those persons who submit to the will of God are his best servants.


Q. 4. State examples of metaphor and personification in the poem.

Ans.: The poet uses a number of metaphors. Here “light” stand for the poet’s eyesight which he has lost in the middle of his life. The ‘maker’ is the almighty God. The ‘mild yoke’ implies the gentle control of God that demands is no more than obedience and a desire to serve him. The poet also makes the use of personification in the poem. He personifies patience. Here patience silences the poet’s needling anguish and consoles the poet.


Q.5. Comment on the two different moode of the poets as revealed by the sonnet.

Ans.: “On His Blindness is a sonnet written by John Milton, an acclaimed seventeenth century English poet. As a sonneteer, Milton widened the range of the sonnet and revived the classical or the Petrarchan sonnet from, falling into parts: the first, an octave (eight lines) rhyming abba abba, reveals the poet’s fears and complaints; and the second, a sestet (six lines) rhyming cde cde, teaches us total submission to God’s design.


This poem was written in 1655; three years after Milton become completely blind, and is marked by a brooding sense of despondency arising out of his blindness. It was written when Milton was in his forty-fourth year. The poem can be divided into two parts. In the first half of the poem, he expresses his sadness at the loss of his eye-sight. He finds himself alone in this dark and wide world. God has given him the talent of writing poetry. This gift is lying useless within. He is expressing his unhappiness about the fact that the best part of his life would go waste without producing any work of creative importance. It is like death for him to hide his talent. He fears that God will rebuke him for not using his talent because he wants to serve God with this gift. He grumbles against God and he, thus, raises the question of the justness of God’s ways to man in relation to his own loss of sight. He foolishly asks himself whether God demands work from him although the God has made him blind. Thus the first half of the poem reflects the poet’s mood of sadness and murmuring.


However, the second part of the poem expresses Milton’s feeling of resignation and his undiminished faith in God’s justice. He accepts total submission to the will of God. The poet’s inner faith consoles him and stops his murmur. He realises that God does not need anyone’s praise or work. Those who bear the duties given by God serve him best. God only wants complete faith in him. Those who patiently serve God and wait for his orders are also his true servants. The sonnet teaches us to be content with our lot in life and also that it is man’s duty to stand in readiness to serve God without any complaint or protest.


Q.6. How does the poet justify the ways of God to man in the sonnet “On His Blindness”?

Ans.: This poem teaches us that we should have complete faith in the ways of God. The poet expresses this idea through his personal experience. He became completely blind when he was in forty-fourth year. He got the feeling of helplessness and a sense of despondency arising out of his blindness. In a better mood, Milton is inclined to think of God as a hard taskmaster. He feels that God will rebuke him for not using his gift of writing poetry. He grumbles against God for making him blind.


But then Milton gets a feeling of resignation and complete faith in God’s justice. He accepts total submission to the will of God. His inner faith consoles him. It tells him that God does not need man’s work. Nor does he want the return of his own gifts.


Those who accept God’s will are his true servants. God is like a great king. Thousand of angles are busy in carrying out his orders. But those are also his best servants who only stand and wait for his orders. Thus the sonnet teaches and justifies the ways of God to man and conveys the moral idea that we should accept God’s will cheerfully. The poet is consoled by the realisation that God is best served not through worldly attainments but through sincere devotion. In the end the poet signifies patience, devotion and submission of God.


Q.7. Does optimism of the last two lines naturally evolve out of the poem?

Ans.: John Milton was a religious poet. His poem “On His Blindness” also contains a moral. It teaches us to have complete and unshaken trust in God. The real service of God is to have complete faith in him. God is like a great king, the master of universe. Countless angles are engaged in God’s active service and carry out his orders submissively all over the world. They rush over land and ocean without rest in order to carry out his orders. But some angels do not work. They just stand near his throne and wait for his orders. They are also ready to obey his orders. Readiness to do some work is as good as actually doing it. Milton believes that those who have patience, complete devotion, and submission in the ways of God are also as good as those who are actually serving him.


Thus we see that the optimism of the last two lines develops naturally out of the poem. The poet believes that standing in readiness to serve God without any complaint or protest is as good actually serving God.

Thursday, 9 December 2021

Daffodils by William Wordsworth

                                                           DAFFODILS

Introduction

The lyric poem I Wandered Lonely as a Cloud or Daffodils by William Wordsworth is considered to be one of his best poems in modern times. The poet narrates a small incident in which he got an opportunity to see a huge number of daffodils in a valley.

The poem consists of four stanzas having six lines each. The rhyme scheme of the poem is ABABCC and the main theme is the beauty of nature.

Stanza 1

I wandered lonely as a cloud

That floats on high o'er vales and hills,

When all at once I saw a crowd,

A host, of golden daffodils;

Beside the lake, beneath the trees,

Fluttering and dancing in the breeze.

In the first stanza, the poet says that he was wandering lonely as a Cloud that floats on high o’er vales and Hills. The phrase refers to him being roaming around without any purpose. He was all alone like a cloud that floats high in the valley.

Usually, the clouds are not alone, but here the poet probably refers to a fragment of the cloud that moves among the hills in the valley. Unlike the clouds that are full of rain and thus move in purpose, this fragment has no particular direction to move and just roams around above the valley.

While roaming in the valley he suddenly sees a crowd, a host, of golden daffodils. The words crowd and host mean a large number of people. Hence the poet uses personification and attributes the human qualities to daffodils.

The poet calls daffodils golden rather than yellow in order to express their majesty and beauty. According to the poet, he sees a large number of daffodils beside the lake, beneath the trees i.e. along with the shores of the lake and below the trees because they are small.

The daffodils seem to be fluttering and dancing in the breeze. Again the poet personifies the daffodils by showing them as flapping (wings of birds or in imaginations that of angels) and dancing (like humans) in the moving breeze.

In a way, the poet imagines as if the daffodils possess the qualities of both thus of the world and the meta world. Hence this is the example of juxtaposition in I Wandered Lonely As A Cloud.

Stanza 2

Continuous as the stars that shine

And twinkle on the milky way,

They stretched in never-ending line

Along the margin of a bay:

Ten thousand saw I at a glance,

Tossing their heads in sprightly dance.

The second stanza begins with the comparison between daffodils along the lake and stars in the Milkyway. The poet says that the daffodils stretched in never-ending line along the margin of a bay. The bay here refers to the lake.

According to the poet, the daffodils which covered the shore of the lake seemed to be unending like the stars in the sky and like them (the stars of Milkyway), they were too twinkling.

The phrase Ten thousand saw I at a glance is a hyperbole that means the poet saw a large number of daffodils which he could not count. The daffodils were Tossing their heads in sprightly dance. The word head here refers to the top flower part of the plant.

Sprightly dance means lively and jubilant dance. The daffodils were thus moving their heads (flowers) in a rhythm which looked quite amazing and seemed to the poet as they were dancing.

Stanza 3

The waves beside them danced; but they

Out-did the sparkling waves in glee:

A poet could not but be gay,

In such a jocund company:

I gazed—and gazed—but little thought

What wealth the show to me had brought:

In the third stanza, the poet brings in the waves waving in the lake. The poet says that the waves beside them danced; but they out-did the sparkling waves in glee.

The line means that there were waves too which seemed to be dancing in the lake, but the joyful dance of the daffodils was far better than theirs. And for a poet like Wordsworth himself, their joyful company was the ultimate source of pleasure and ecstasy.

These lines somehow reflect the ideals of the Romantic Age and its theme return to nature. The ultimate source of joy for the Romantics was nature and its appreciation.

Hence in the poem, the poet concludes that seeing the daffodils dancing along the lake is the dream of every poet including him and being there is like dream coming true.

And thus the poet gazed—and gazed i.e. kept looking on the daffodils and their dance. However, he could not fully appreciate the scenery before him. Wealth here means ‘happiness‘.

For the Romantics, nature and its beauty was the ultimate wealth and because it was in abundance, he could take away just a little bit of it though he kept watching them.

Stanza 4

For oft, when on my couch I lie

In vacant or in pensive mood,

They flash upon that inward eye

Which is the bliss of solitude;

And then my heart with pleasure fills,

And dances with the daffodils.

In the fourth and final stanza, the poet says that while sitting on his couch (a kind of bench) and in vacant (when he is idle) or in pensive mood (when he is sorrowful), the memories of those daffodils flash upon his inward eye i.e. his spiritual or the Romantic vision.

Their memory then becomes the source of joy in his solitude. His heart is then filled with pleasure and dances with the daffodils. Thus the memory of the daffodils becomes his companion in his solitude and taking away all his sorrows and boredom make his spirit dance with them.

Poetic Devices

  • Simile
    • lonely as a cloud
    • as the stars that shine
  • Hyperbole What does Hyperbole Mean in English? Hyperbole is a figure of speech in which the speaker exaggerates or magnifies something to make it sound more...
    • Ten thousand saw I at a glance
    • stretched in never-ending line
  • Personification
    • a crowd, a host, of golden daffodils
    • dancing in the breeze.
    • Tossing their heads in sprightly dance
    • waves beside them danced
    • inward eye

Summary and Analysis of Daffodils by William Wordsworth

 “I wandered lonely as a Cloud”

About the poet William Wordsworth

William Wordsworth (1770-1850) was a romantic poet. He wrote poetry with full of imagery, usually based around the natural world. His poetry is mostly subjective like other romantic poets.  He lived during the era of French Revolution which he supported at start but became against later on. Some scholars advocate that relationship of Wordsworth with his sister, Dorothy that was far from plutonic love. But, Wordsworth did marry and lived with both his sister and wife. Samuel Coleridge, a best friend of Wordsworth, was a great poet of the romantic era. He was contemporary poet who accelerated his romantic vision. Both were true lovers of nature and they were active members of Romanticism Movement.

Introduction to the poem Daffodils

The lyric poem “I Wandered Lonely as a Cloud” also known as ‘Daffodils’ was written by William Wordsworth. It is one of his best lyric poems in modern times. In the poem Daffodils, William Wordsworth reports a scene which he got an opportunity to have a look at valley that was full of huge number of daffodils. This lyric poem consists of four stanzas; each stanza consists of six lines. Each line of the poem is metered in an iambic tetrameter. The rhyme scheme “ABABCC” is followed in the poem. As he loved nature so the main theme of the poem is also the beauty of nature. The use of figurative language made it much appealing to the readers. The poem is subjective because it expresses the feelings of the poet himself; one of the key characteristics of Romanticism.

Summary of the Poem Daffodils

Stanza 1

The poet narrates an incident that occurs when he was wandering aimlessly like a cloud over the hills and valleys of the mountainous Lake District in England. During wandering, he catch a sight of huge numbers of daffodils that make him surprised. He was a lover of nature and such scene was fascinating for him. He uses beautiful imagery to describe the scene. He uses word crowd for huge number of daffodils and he himself calls a host. He personifies flowers and makes them able to dance like human and uses word flutter as butterflies do. Actually that day, there was wind blowing that was moving them as they were dancing and fluttering. He describes a landscape view in a beautiful way that portraits valleys, lakes, tress, flowers and clouds.

Stanza 2

Second stanza opens with a simile. He compares flowers with stars and crowd of flowers like a galaxy of stars. He says that flowers are looking like stars shining in the Milky Way. He compares fluttering of flowers as a twinkling of stars.  Poet uses word “never-ending line” means the flowers were visible as far as the poet’s eyes could see alongside the shore-line of the bay. Using hyperbolic language, he tells us the quantity of flowers as they were ten thousand in one sight. That shows that the he has never seen so many flowers at once. At the end of second stanza, he again uses word dance to personify flowers.

 Stanza 3

The flowers in the bay were dancing and looking gleeful at the atmosphere.  Being a lover of nature, poet says that a poet like Wordsworth cannot help being happy with such cheerful companion like the daffodils, so he was gazing continuously at the daffodils and enjoying their beauty. He used word ‘gazed’ twice that indicates how flowers moved or charmed him. So poet gazed at flowers for a long time, forgetting his surroundings. At present, poet did not think much about the ‘wealth’ that the daffodils had brought to him but he realized it later. This ‘wealth’ is the happiness he got from the scene of daffodils and the pleasant memory that he enjoyed for a long time since the day.

Stanza 4

He starts fourth stanza with word ‘For’, to continue his logic for saying that the daffodils had brought him ‘wealth’. He explains that why the scene of the daffodils became so significant for his life. Whenever, he goes to his bed in a free time or he is in thoughtful mood, the flowers blaze upon his inner-eye and took him to imagination. The flowers became an interminable memory for Wordsworth. The poet calls it ‘a bliss of solitude’, a blessing of staying lonely. Whenever, he sees daffodils in his imagination, his heart fills with happiness and dancing daffodils makes his mind dancing in same way.  This indicates the intense feelings of a romantic poet. He has been able to portray the scenery and express his mind so brightly in vivid language and simple form that appeals the readers.

Critical appreciation of the poem

This poem is a depiction of beautiful nature. Daffodils is one of the most famous poems of Romantic Movement written by William Wordsworth. Being a lover of nature, Poet reveals feelings of a scene of huge number of daffodils by a lake that made him surprised. The imagery in simple wording and couple of similes made it one of the best poems of romantic era. His way of personifying flowers is most attractive way of writing poetry. The plot of the poem is very simple and unified to a single theme. The memory of this beautiful scene comforts him whenever he is lonely. The age in which he lived was the period of French Revolution. At start, he was in support of it but later on he became against it and became depressed by it. So he tries his best to keep himself happy. So in this context, poet says that the memories of beautiful flowers keep his mood fresh when he is lonely. This indicates the intense feelings of a romantic poet. The hyperbolic language made it more attractive when poet says:

“Ten Thousand I saw at a Glance”

The word ten thousand is used in hyperbolic sense. The word he used for himself “cloud” is also much appealing to the readers. The word flutter, tossing, and dancing are also examples of beautiful personification. So the entire poem is beautiful depiction of nature with full of figurative language.

Theme of the poem Daffodils

The poem Daffodils is the depiction of natural beauty. As William Wordsworth was a poet of romantic era; he depicts beauty of nature in his poem using beautiful imagery and language full of figurative tools. He personifies beauty and use couple of similes to make the wording appealing. He, with his contemporary, Samuel Tailor Coleridge, started Romantic Movement and this poem is the true example of his romantic love towards nature.

Figurative language used in poem Daffodils

The poem Daffodils is full of figurative language. The poem opens with a simile by a metaphorical comparison of poet to a cloud. He personifies flowers by using words dancing, fluttering, and tossing. He used hyperbolic language by saying ten thousand flowers. In the whole poem he describes flowers like living beings that dance and toss their head. He calls these flowers fluttering as the butterflies do. 

 

The Daffodils by William Wordsworth

Introduction .. William Wordsworth (1770-1850) is one of the most read English poets. His poetic genius unfolded quite early in his life. Along with S. T. Coleridge he started the Romantic Age in English Literature with the publication of Lyrical Ballads.
Wordsworth was a lover of Nature. He loved walking alone for enjoying the landscape around him. No doubt, such long lonely walks rejuvenated his mind, but at times, he used to feel sad and depressed. He had a troubled marital relationship with Annette Valon, the French woman, who bore him a daughter. Political upheaval in France, and the growing animosity between Britain and France forced him to leave Annette and the daughter behind. He remained separated from them for years. This rupture of relationship forced by extraneous circumstances scarred his mind. At times, he used to feel terribly despondent and rejected. Nature provided him with the necessary succor in such times of mental distress.
This short poem The Daffodils shows how profoundly Wordsworth leaned on Nature for his emotional support. For him, the image of the Daffodils remained a wholesome mood elevator, and a perennial source of pleasure.

The poem…
William Wordsworth was an avid observer of Nature. In this poem, he describes the impression a cluster of daffodil flowers created in his mind when he saw them while taking a stroll beside a lake hemmed by some trees.

Stanza 1 ..
The beauty of the daffodils lifted his mind and his spirit. His imagination and his poetic instincts came to the fore. He could see himself as a cloud floating past the golden-coloured daffodils on the ground where some trees stood beside a lake. The flowers were swaying in the breeze. This gentle movement enhanced their attraction.

Stanza 2..

The daffodils were numerous in number. They seemed to stretch in an endless line. The poet felt as if they were like the twinkling stars in the Milky Way. Clearly, the poet has been profoundly enchanted by the daffodils’ beauty, accentuated by their alternating swaying movements. The flowers, appearing full of life and beauty, have un-fettered the poetic imagination of Wordsworth.

Stanza 3 ..

Pushed by the breeze, the waves in the lake swayed too. To the poet’s eyes, the swaying daffodils looked more bewitching than the dancing waves of the lake. The poet feasted his eyes in the beauty of the daffodils. He found it hard to look elsewhere, so riveting was the beauty of the swaying daffodils. In his mind, the sight of the daffodils remained stamped forever. The flowers were possibly one of Nature’s most beautiful offerings, he thought.

Stanza 4 ..

The joyous encounter with the swaying daffodils remained stored in his subconscious mind. When loneliness made him dispirited and pensive, he would remember the beautiful sight of the swaying cluster of daffodils he had seen in the past, and the sadness would vanish instantly. Such was the lifting power of the memory of the daffodils. For the rest of his life, the daffodils remained in his mind as a balm that could dispel sadness, and bring happiness. The scene, thus, became a priceless treasure which acted as n inexhaustible source of happiness.

Monday, 6 December 2021

The Village School Master

Summary 1 

The Village School Master

            "The Village Schoolmaster" by Oliver Goldsmith is an extract from  “The Deserted Village”. The poet returns to the village and finds it deserted. This poem is a lighthearted reflection of his village school master Mr. Thomas Paddy Byrne. As the poet himself was a pupil of this school master, he is able to create an authentic picture of him.

            The village school master’s little school was situated next to the damaged fence. Goldsmith recalls the characteristics of the master with a mixed feeling of fear, respect and humour. He was known as a strict person. He was familiar to all the truants in the village because they had endured the master’s rage. When he cracks jokes, the children used to burst out in “counterfeited” laughter in order to avoid punishment.

            The trembling pupils were curious to know the day’s misfortunes on his face. If they observe a frown, they circulate the gloomy news throughout the class. Though he was stern, he was kind hearted too. He had an intense love for learning also.

            The villagers admired the school master’s knowledge. He was able to read and write well. He was good at arithmetic also. He could also survey land, forecast weather and tides. The village parson approved of his skills in debate. He was able to continue his argument even after losing a debate. He won the arguments with his thundering voice.

            The poem ends on a note of humour. The villagers gaze at him whenever they pass the school. They wonder how his small head could keep that enormous hoard of knowledge. Thus the poet describes the characteristics of the village school master.

Simple Questions 

1. What made the villagers look at the village school master in awe and wonder?

v  The people of the village have admiration for his vast knowledge and they would firmly say that he knows many things.

v  There is even a story that he could measure quantities of rains.

v  The village master is also skilled in arguing.

v  He would continue to argue even after he is defeated sometimes and he would use very high sounding and lengthy words.

v  The people wonder how such a small head could carry so much knowledge.

v  Sketch the character of the village school master.

2. The schoolmaster is a strict and serious looking man that makes the children tremble with fear.

v  The school was noisy but the school master knows how to handle them.

v  He would not allow the boys who were absent go unpunished.

v  The truants knew it well.

v  When he came to the school in the morning, the children could guess the troubles of the day from his face what would be their experience that day.

v  He has a sense of humour as well many jokes with him.

v  The students pretend to enjoy his jokes and laugh at all his jokes to please him. When his mood changes and looks serious it is bad for the pupils, they will be so afraid of him but actually he is kind at heart.

v  His severity is only due to his love of learning.

ESSAY:

1. Explain the roll of the village school master as a teacher and as a villager.

Introduction:

v  ‘The Village Schoolmaster’ is an extract from ‘The Deserted Village’ by Oliver Goldsmith, a versatile genius.

v  Goldsmith visits his native village after a long gap that is desolate.

v  He recollects his past memories and remembers his schoolmaster.

v  The master has run his school in his house that stood near a fence that bordered along the road.

v  The fence is broken and irregular and overgrown with furze.

v  The furze is blossoming bright and cheerful but there is no one to see and admire its beauty because the people of the village have long deserted the village.

Village Schoolmaster as a strict and serious man:

v  The schoolmaster is a strict and serious looking man that makes the children tremble with fear.

v  The school was noisy but the school master knows how to handle them.

v  He would not allow the boys who were absent go unpunished.

v  The truants knew it well.

v  When he came to the school in the morning, the children could guess the troubles of the day from his face what would be their experience that day.

Sense of Humour:

v  He has a sense of humour as well many jokes with him.

v  The students pretend to enjoy his jokes and laugh at all his jokes to please him. When his mood changes and looks serious it is bad for the pupils, they will be so afraid of him but actually he is kind at heart.

v  His severity is only due to his love of learning.

Abilities of the Schoolmaster:

v  The people of the village have admiration for his vast knowledge and they would firmly say that he knows many things.

v  There is even a story that he could measure quantities of rains. The village master is also skilled in arguing.

v  He would continue to argue even after he is defeated sometimes and he would use very high sounding and lengthy words.

v  The people wonder how such a small head could carry so much knowledge.

Conclusion:

v  This poem is highly humorous and at the same time touching.

v  That the Schoolmaster was an empty vessel making noise is indirectly hinted by Oliver Goldsmith.

Summary 2

            ‘The Village School Master’ is an extract from Goldsmith’s famous long poem ‘The Deserted Village’ in which he describes the decline of a village in Ireland in the nineteenth century. The extract describing the school master is said to have been inspired by one Thomas Byrne, an ex-soldier, who taught Goldsmith when he was a boy. The village school master ran his little school in a small village. It was situated next to the irregular fence that fringed the village path with full blossomed, beautiful but ornamental furze.’ He was a very strict disciplinarian. He was familiar to the poet and all other truants because they had endured the master’s rage. His face was a thing of careful scrutiny. The students were afraid of him and would gaze at his face to sense his present frame of mind. The day’s misfortunes were written on his forehead or in between the eyebrows. The school master was a contradiction. Although he was stern, he was kind-hearted and good-humoured. He had a store of jokes. When he told them, the children burst out in fake laughter, under the pretext that the jokes were awfully hilarious. If the children observed a frown on his forehead, they circulated the gloomy news throughout the classroom in an undertone. But he was in essence a kind man. If at all he had any fault, it was his intense love for learning. He wanted his pupils to become genuine scholars and hence, he had to be demanding with them. The villagers were unanimous in their opinion that he really was an erudite man. He, without doubt, could write and also work out sums in arithmetic. He could also survey land, forecast weather and tides. Besides, he was able to measure the content of a vessel. He was master at argument, too. Even the parson approved of his skill in debate. Even if defeated, the school master would keep on arguing. He would become more fervent and would fling booming words at his adversary. The uncomprehending villagers would be convinced that the school master was establishing his standpoint very thoroughly. They stood round the two debaters and witnessed the verbal duel. They were awestruck when they heard the high-sounding and incomprehensible words used by the school master. They stared at him and wondered how his small head could hold such an enormous hoard of knowledge.

THE VILLAGE SCHOOLMASTER – OLIVER GOLDSMITH

Oliver Goldsmith, poet, dramatist and essayist, was born on 10 November 1728 at Pallasmore in Ireland. At eight, he had a severe attack of smallpox which disfigured him for life. In Spite of repeated interruptions in his studies, he managed to take his B. A. degree in 1746. After several avocations he took to writing as his means of livelihood, but with little success. He died on 4 April 1774.

Among his works The Traveller (Poem), The Deserted Village (poem), She Stoops to Conquer (play), and The Vicar of Wakefield (novel) are accepted classics.

‘The Village Schoolmaster’ is taken from his most famous poem The Deserted Village. It is one of the most endearing pen-portraits in the whole of English Literature.  The original of the Schoolmaster is supposed to be Thomas Byrne a retired soldier who opened a school at Lissoy. Goldsmith was at Byrne’s schools for two years.

Oliver Goldsmith, poet, dramatist and essayist, was born on 10 November 1728 at Pallasmore in Ireland. At eight, he had a severe attack of smallpox, which disfigured him for life. In spite of repeated interruption in his studies, he managed to take his B.A. degree in 1746. After several avocations he took to writing as his means of livelihood, but with little success. He died on 4 April 1774.

Summary 3:

‘The Village Schoolmaster’ is taken from his most famous poem The Deserted Village. It is one of the most endearing pen-portraits in the whole of English literature. The original of the Schoolmaster is supposed to be Thomas Byrne a retired soldier who opened a school at Lissoy. Goldsmith was at Byrne’s school for two years.

The original of the Schoolmaster is supposed to be Thomas Byrne who taught Goldsmith for two years. The schoolmaster was a serious looking man; but he was really very kind at heart. His severity arose from his love of learning. When he came to school in the morning, by looking at his face, the children were able to guess at their experiences of the day.

The schoolmaster had a few stale jokes. Whenever he cracked a joke the children pretended to enjoy it and laughed liberally. This they did only to please him. When he frowned they knew that trouble was coming and the sad news was communicated among themselves through whisper.

The extent of his learning was known to one and all in the village. He could work out simple arithmetical problems and calculate the area of a piece of land. He could also make the necessary calculations and say when the seasons would start or when movable feasts like Easter would occur.

His skill in arguing was admitted by no less a person than the parson of the village. When he was defeated in an argument he would start using high sounding words, to the merriment of all the rustics who were seated around. As a matter of the fact the rustics wondered how a small head could contain all he knew.Thus the pen-portrait of the village schoolmaster is humorous and at the same time endearing. 

Summary 4

Oliver Goldsmith’s “The Village Schoolmaster” depicts the memory of an educated schoolmaster who occupies a position of reverence and awe in a rural village. The poem was written as part of a larger work, The Deserted Village, in which Goldsmith describes an imaginary ideal village called Auburn, a composite of several villages Goldsmith had himself observed. Returning to the village after many years, now in its decline, the narrator remembers the village as it had once been, idealised through the lens of time and memory. Goldsmith’s portrait of the schoolmaster is written from a position of nostalgia, and the affectionate and humorous portrait of the schoolmaster reflects a respected figure from an idealised past. Through a humorous and reflective portrait of the archetypical village schoolmaster as well as through a stylised poetic form, Goldsmith expresses a concern for the uncertain future of the country life in a time of growing commerce and industry.

Goldsmith’s belief in the superiority of the rural life finds expression in poetic style as well as subject. The poem’s structure is in rhyming pentameter couplets, a form featured prominently in the eighteenth century’s heroic poems. The heroic couplet, used by poetic giants from Chaucer to Dryden, evokes a history of an English poetic tradition and contributes to a nostalgia for the past which Goldsmith expresses in his portrait of the schoolmaster. The language is simple and far from the lofty language expected of the heroic couplet; although Goldsmith uses an elevated diction, employing poetically conventionally words such as “rustics” in place of the more colloquial “peasant” or “clodhopper”. Word order is inverted to maintain the rhythm and rhyme scheme in ‘Well had the boding tremblers learn’d the trace’ and ‘Lands he could measure, terms and tides presage’ (7, 17), effectively elevating the verse from its common subject and in the process elevating the image of the schoolmaster himself from a country teacher to an important and respected figure in provincial life.

The elevated poetic form and idealisation of the pastoral landscape in The Deserted Village reveals a profound nostalgia for a now lost past for which the poet yearns. “The Village Schoolmaster” is, therefore, a portrait of a figure who is eulogized and becomes representative himself of a lost past. The poem begins with a pastoral description of the schoolhouse and its master:

Beside yon straggling fence that skirts the way

With blossom’d furze unprofitably gay,

There, in his mansion, skill’d to rule,

The village master taught his little school (1-4)

The portrait of the village is one of natural beauty, the blooming flowers unconcerned with the commerce and industry which define the later age. The schoolmaster resides inside his ‘mansion’, and ironic reference to the simple building of the schoolhouse. This figures the schoolmaster as lord over his domain of young pupils and an imposing figure of intellectual prowess in the village. The figure which Goldsmith chooses for his portrait, like the pastor who also features in The Deserted Village, spans generations of the community, communicating the kind of knowledge that enriches both his life and those around him. The heroic form and pastoral imagery suggest a eulogy for a disappearing rural culture in which roles such as that of the schoolmaster were vital.

Writing in the late eighteenth century, when education comprised a broad spectrum of subjects rather than the specialised education of modern times, Goldsmith portrays the schoolmaster as a respected figure of learning in a rural village in which basic reading and writing skills were the highest education many villagers attained. The figure of the schoolmaster, therefore, is an awesome presence, a man deserving of respect and admiration. He is described thus: ‘A man severe he was, and stern to view’ (5) who commands respect from his pupils. The children ‘laugh’d with counterfeited glee’ (9) at his many jokes, whether they were funny or not. Yet the schoolmaster is not a fearsome figure as the narrator is quick to point out: ‘Yet he was kind; or if severe in aught, / The love he bore to learning was in fault’ (13-14). His faults, if any, are due to his dedication to education and learning rather than as character defects.

The villagers are impressed with his ability to read and write, measure lands, do complex calculations, and mark the cycle of religious holy days. Adults and children alike hold his learning in awe; but this is an ironic passage which emphasises the ignorance of the villages rather than the learnedness of the schoolmaster. In arguments with the parson, the schoolmaster does not always triumph, but uses ‘words of learned length and thund’ring sound’ to further the argument, gaining respect from the audience of villagers as well.

While words of learned length and thund’ring sound

Amazed the gaxing rustics rang’d around

And still they gaz’d and still the wonder grew,

That one small head could carry all he knew (21-24)

 His basic knowledge and ability to read make him seem knowledgeable to the ‘gazing rustics’ (22), but he is not the intellectual god he is held up to be. His importance is relative only to their own ignorance. However, this is not a satirical portrait meant to reveal weakness or fault; the poet’s admiration of the schoolmaster is clear. He is the source of education to the village, at times ruled by the ‘love he bore to learning’ (14) but doing a good deed in bring education to the common people and fulfilling a vital role in village life. In eulogizing the passing the schoolmaster, Goldsmith is mourning the passing of the community of which the schoolmaster was central.

Goldsmith’s poem is more than a wistful nostalgia of his own childhood experience. His message is an explicit criticism of the decline of rural life in favour of urban centres. The revered figure of the schoolmaster is lost and forgotten, his value and respect is no more. ‘But past is all his fame’ the poet laments, ‘The very spot / Where many a time he triumph’d is forgot’ (25-6). Goldsmith stands against the ideals of the modern world: industrialism, commerce and materialism. The portrait of the schoolmaster is a tribute to that part of the world, the rural countryside, which is fading away to make room for capitalist enterprise.

 

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