“The Village Schoolmaster” by Oliver Goldsmith

is a famous character from Oliver Goldsmith’s poem "The Deserted Village". The poem describes a village teacher who is strict, learned, and highly respected by the villagers. Though he appears stern and frightening to students, he is kind at heart and proud of his knowledge. Goldsmith presents him as a symbol of simple rural education and moral authority in village life.

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1. Original Readings:

Beside yon straggling fence that skirts the way,

With blossomed furze unprofitably gay,

There, in his noisy mansion, skilled to rule,

The village master taught his little school.

A man severe he was, and stern to view;

I knew him well, and every truant knew;

Well had the boding tremblers learned to trace

The day’s disasters in his morning face;

Full well they laughed, with counterfeited glee,

At all his jokes, for many a joke had he;

Full well the busy whisper, circling round,

Conveyed the dismal tidings when he frowned.

Yet he was kind, or if severe in aught,

The love he bore to learning was in fault;

The village all declared how much he knew;

’Twas certain he could write, and cipher too;

Lands he could measure, terms and tides presage,

And even the story ran that he could gauge.

In arguing too, the parson owned his skill,

For even though vanquished, he could argue still;

While words of learned length and thundering sound

Amazed the gazing rustics ranged around;

And still they gazed, and still the wonder grew,

That one small head could carry all he knew.

2. Paraphrasing of the poem “The Village Schoolmaster” by Oliver Goldsmith Line by line:

Stanza 1: The School and Its Location (Lines 1–4)

1. “Beside yon straggling fence that skirts the way,”

The poet says that the school was near a rough fence along the road.

2. “With blossomed furze unprofitably gay,”

He describes the fence as covered with bright yellow flowers that are beautiful but useless.

3. “There, in his noisy mansion, skilled to rule,”

He says that the schoolmaster taught in a lively school where he ruled with authority.

4. “The village master taught his little school.”

He tells us that the village schoolmaster taught small children there.

Stanza 2: The Schoolmaster’s Appearance and Reputation (Lines 5–8)

5. “A man severe he was, and stern to view;”

He describes the schoolmaster as strict and serious looking.

6. “I knew him well, and every truant knew;”

He says that both the poet and the naughty students knew the schoolmaster well.

7. “Well had the boding tremblers learned to trace”

The poet explains that the frightened students had learned to notice signs of punishment.

8. “The day’s disasters in his morning face;”

He says that students could guess from the master’s face how bad their day would be.

Stanza 3: Students’ Reactions and the Master’s Kindness (Lines 9–14)

9. “Full well they laughed, with counterfeited glee,”

He says that the students laughed loudly but not sincerely.

10. “At all his jokes, for many a joke had he;”

He says that the schoolmaster often joked and the students pretended to enjoy them.

11. “Full well the busy whisper, circling round,”

The poet says that whispers quickly spread among the students.

12. “Conveyed the dismal tidings when he frowned.”

The poet explains that bad news spread when the master looked angry.

13. “Yet he was kind, or if severe in aught,”

The poet admits that the schoolmaster was kind despite being strict.

14. “The love he bore to learning was in fault;”

He says that the schoolmaster’s strictness was due to his love for learning.

Stanza 4: The Master’s Knowledge and Admiration (Lines 15–24)

15. “The village all declared how much he knew;”

The poet states that all the villagers praised the schoolmaster’s knowledge.

16. “’Twas certain he could write, and cipher too;”

He says that everyone knew the schoolmaster could write and do arithmetic.

17. “Lands he could measure, terms and tides presage,”

The poet says that he could measure land and predict seasons and tides.

18. “And even the story ran that he could gauge.”

He adds that people even believed he could measure liquids accurately.
19. “In arguing too, the parson owned his skill,”

He says that even the priest admitted the schoolmaster’s debating skill.

20. “For even though vanquished, he could argue still;”

He explains that the schoolmaster continued arguing even after being defeated.

21. “While words of learned length and thundering sound”

The poet says that the schoolmaster used long, scholarly, and impressive words.

22. “Amazed the gazing rustics ranged around;”

He says that these words amazed the simple villagers standing around.

23. “And still they gazed, and still the wonder grew,”

He says that their amazement kept increasing.

24. “That one small head could carry all he knew.”

He concludes that the villagers wondered how one man could possess so much knowledge.

3. Stanza-wise paraphrasing of the poem “The Village Schoolmaster” by Oliver Goldsmith in a paragraph:

Stanza 1: The School and Its Location (Lines 1–4)
Beside yon straggling fence that skirts the way,
With blossomed furze unprofitably gay,
There, in his noisy mansion, skilled to rule,
The village master taught his little school.

In the first stanza, the poet describes the location and the school itself. He says that the school was situated beside a rough fence along the road, which was covered with bright yellow flowers that were attractive but useless. He says that the schoolmaster taught in a lively and noisy school where he ruled with authority. He tells us that the village schoolmaster taught small children there.

Stanza 2: The Schoolmaster’s Appearance and Reputation (Lines 5–8)
A man severe he was, and stern to view;
I knew him well, and every truant knew;
Well had the boding tremblers learned to trace
The day’s disasters in his morning face;

In the second stanza, the poet describes the schoolmaster as strict and serious in appearance. He says that both the poet and every naughty student knew the schoolmaster well. The poet explains that the frightened students had learned to notice signs of punishment, and he says that they could guess from the master’s face how bad their day would be.

Stanza 3: Students’ Reactions and the Master’s Kindness (Lines 9–14)
Full well they laughed, with counterfeited glee,
At all his jokes, for many a joke had he;
Full well the busy whisper, circling round,
Conveyed the dismal tidings when he frowned.
Yet he was kind, or if severe in aught,
The love he bore to learning was in fault;
In this stanza, the poet says that the students laughed loudly but not sincerely at the master’s jokes. He says that the schoolmaster often joked, and the students pretended to enjoy them. The poet says that whispers quickly spread among the students, and he explains that bad news spread whenever the master frowned. The poet admits that the schoolmaster was kind despite being strict, and he says that his strictness was due to his love for learning.

Stanza 4: The Master’s Knowledge and Admiration (Lines 15–24)

The village all declared how much he knew;

’Twas certain he could write, and cipher too;

Lands he could measure, terms and tides presage,

And even the story ran that he could gauge.

In arguing too, the parson owned his skill,

For even though vanquished, he could argue still;

While words of learned length and thundering sound

Amazed the gazing rustics ranged around;

And still they gazed, and still the wonder grew,

That one small head could carry all he knew.

In the final stanza, the poet states that all the villagers praised the schoolmaster’s knowledge. He says that everyone knew he could write and do arithmetic. The poet says that he could measure land and predict seasons and tides, and he adds that people even believed he could measure liquids accurately. The poet says that even the priest admitted his debating skill, and he explains that he continued arguing even after being defeated. The poet says that the master used long, scholarly, and powerful words, and he says that these words amazed the simple villagers standing around. The poet says that their amazement kept increasing, and he concludes that the villagers wondered how one man could possess so much knowledge.

4. Central Ideas of the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. The central idea of the poem "The Village Schoolmaster" by Oliver Goldsmith is that the village schoolmaster, though strict and serious in appearance, is kind-hearted and devoted to education. The poet highlights his school beside a rough roadside fence and shows how he teaches small children with authority and discipline. The students fear him but also respect and admire his knowledge. He often jokes, and the students pretend to enjoy his humour. News of his moods spreads quickly among the pupils. The master is praised for his skills in writing, arithmetic, and measuring land. Even the villagers and the priest acknowledge his debating skill and wisdom. He is admired for his discipline, learning, and moral authority. The poem emphasizes the importance of knowledge, education, and respect in rural life. Overall, it presents the schoolmaster as a symbol of integrity, wisdom, and scholarly excellence.

2. The central idea of the poem "The Village Schoolmaster" by Oliver Goldsmith is that the village schoolmaster, though stern and strict in appearance, is devoted to teaching and cares deeply for his students. The poet describes his small school beside a rough fence and emphasizes his authority in the classroom. The students fear him but also respect his knowledge and guidance. He often makes jokes, which the students pretend to enjoy. News of his moods spreads quickly among the children. The master is admired for his skills in writing, arithmetic, and measuring land. Even the villagers and the parish priest recognize his learning and debating ability. He is respected for his discipline, wisdom, and dedication to education. The poem highlights the value of knowledge, moral character, and rural education. Overall, the schoolmaster is portrayed as a figure of learning, integrity, and admirable human qualities.

5. Summary of the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. The poem "The Village Schoolmaster" by Oliver Goldsmith describes a respected village schoolmaster who teaches in a small rural school. The poet highlights the school’s location beside a rough roadside fence and the lively environment of the classroom. The schoolmaster appears strict and serious, which makes students fear him, yet they also respect his authority and knowledge. He often makes jokes, which the students pretend to enjoy, and whispers of his moods quickly spread among the pupils. Despite his stern appearance, the master is kind-hearted, and his strictness arises from his love for learning. He is admired for his skills in writing, arithmetic, measuring land, and predicting seasons and tides. Even the villagers and the parish priest recognize his debating skill and wisdom. His long, scholarly words impress and amaze everyone, and the villagers wonder how one man could possess so much knowledge. Overall, the poem presents the schoolmaster as a symbol of learning, discipline, moral integrity, and dedication to education, celebrating the importance of knowledge and respect in rural life.

2. The poem "The Village Schoolmaster" by Oliver Goldsmith describes a village schoolmaster who teaches in a small rural school beside a rough fence. The poet shows that he is strict and serious, which makes students fear him, but they also respect his knowledge and authority. He often makes jokes, and the students pretend to enjoy them, while news of his moods spreads quickly among them. Despite his stern appearance, he is kind-hearted and devoted to teaching, and his strictness comes from his love for learning. He is skilled in writing, arithmetic, measuring land, and debating, earning admiration from both students and villagers. His long, impressive words amaze everyone, and the villagers wonder how one man could possess so much knowledge. Overall, the poem presents him as a symbol of wisdom, discipline, and dedication to education.

6. Poetic Devices (figures of speech) Used in the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. Imagery

(Creating vivid mental pictures for the reader)

The poet uses descriptions of the school, fence, and blossomed furze to paint a clear picture of the village school setting.
Example: “Beside yon straggling fence that skirts the way, / With blossomed furze unprofitably gay.”

2. Hyperbole

(Exaggeration for emphasis)

The poet exaggerates the schoolmaster’s knowledge and skills to show admiration.
Example: “That one small head could carry all he knew.”

3. Personification

(Giving human qualities to non-human things)

The poet personifies the whispers and the master’s moods to show how quickly news spreads among students.
Example: “Full well the busy whisper, circling round, / Conveyed the dismal tidings when he frowned.”

4. Alliteration

(Repetition of consonant sounds at the beginning of words)

Helps give rhythm and musicality to the poem.
Example: “Full well they laughed, with counterfeited glee.”

5. Irony

(When the reality is different from what is expected)

Students fear the schoolmaster for his sternness, yet he is actually kind and devoted to teaching.
Example: “Yet he was kind, or if severe in aught, / The love he bore to learning was in fault.”

6. Metaphor

(Comparing two unlike things directly)

The schoolmaster’s head carrying all knowledge is a metaphor for his wisdom and learning.
Example: “That one small head could carry all he knew.”

7. Repetition

(Repeating words or ideas for emphasis)

The poet repeats ideas of knowledge, skill, and admiration to emphasize the master’s excellence.
Example: “The village all declared how much he knew; / ’Twas certain he could write, and cipher too.”

8. Symbolism

(Using objects or characters to represent ideas)

The schoolmaster symbolizes knowledge, discipline, morality, and dedication to education in rural life.

Best Order of Figures of Speech (For Examination)
When writing an exam answer, use this order 👇

Personification
Imagery
Apostrophe
Metaphor
Alliteration
Onomatopoeia
Symbolism
Hyperbole

This order moves from major devices to minor ones, which examiners prefer.

Exam Tip (Very Important)
For 5–8 marks, always:

Name the device
Explain it in one simple line
Give one quoted example

7. Short-Answer Questions of the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. Who is the main character of the poem?

The main character is the village schoolmaster.

2. Where is the school located?

The school is located beside a rough roadside fence covered with bright yellow flowers.

3. How is the schoolmaster described in appearance?

He is described as strict, severe, and serious-looking.

4. How do the students react to the schoolmaster?

The students fear him but also respect and admire his knowledge; they laugh at his jokes, pretending to enjoy them.

5. Why is the schoolmaster strict?

His strictness comes from his love for learning and devotion to teaching.

6. What skills and knowledge is the schoolmaster praised for?

He is praised for writing, arithmetic, measuring land, predicting seasons and tides, and debating.

7. How do the villagers and the priest regard the schoolmaster?

They admire and respect his learning, wisdom, and moral authority.

8. What effect do the schoolmaster’s words have on the villagers?

His long, impressive, and scholarly words amaze the villagers.

9. What qualities does the schoolmaster symbolize?

He symbolizes knowledge, discipline, dedication to education, and moral integrity.

10. What is the overall theme of the poem?

The poem emphasizes the importance of knowledge, education, respect, and admiration for teachers in rural life.

8. Long-Answer Questions of the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. Describe the village school and its surroundings.
Answer:
The poet describes the village school as a small and humble place, situated beside a rough roadside fence. The fence is covered with bright yellow furze flowers, which are attractive but serve no practical purpose. The school is lively and noisy, reflecting the active learning environment created by the schoolmaster. Despite its simplicity, it is a place of discipline, knowledge, and respect, showing how education is valued even in rural life.

2. How is the schoolmaster described in the poem?
Answer:
The schoolmaster is described as strict, severe, and serious in appearance, which makes the students fear him. However, he is kind-hearted and devoted to teaching. His strictness comes from his love for learning and desire to educate the children properly. He is knowledgeable in various subjects, skilled in writing, arithmetic, measuring land, and even debating. Though he appears stern, he is admired by students, villagers, and even the parish priest, symbolizing wisdom, discipline, and moral authority.

3. What are the reactions of the students to the schoolmaster?
Answer:

The students are both afraid and respectful of the schoolmaster. They laugh at his jokes, though their laughter is often pretended. They have learned to notice signs of his moods and can guess from his expression how their day will go. News of his moods spreads quickly among the pupils, showing how closely they observe him. Despite their fear, they respect his authority and admire his knowledge and learning.

4. How do the villagers regard the schoolmaster?
Answer:
The villagers highly admire the schoolmaster for his knowledge, wisdom, and moral integrity. They recognize his skills in writing, arithmetic, land measurement, and predicting seasons and tides. Even the parish priest respects his debating abilities. The villagers are amazed by his long, impressive, and scholarly words, and they wonder how one man could possess so much learning. The schoolmaster represents the ideal teacher in the eyes of the rural community, combining knowledge with discipline and ethical conduct.

5. What qualities make the schoolmaster an admirable figure?
Answer:
The schoolmaster is admirable because he combines strictness with kindness. He is devoted to his students and their education, teaching them discipline, knowledge, and moral values. He possesses exceptional skills in academics, debating, and land measurement, and he uses impressive language that amazes the villagers. Despite his stern appearance, he loves learning and instills that passion in his pupils. He is respected by students, villagers, and the priest alike, symbolizing integrity, dedication, and scholarly excellence.

6. Discuss the central idea of the poem.
Answer:
The central idea of the poem is to highlight the importance of knowledge, discipline, and moral integrity in rural education. The village schoolmaster is portrayed as a strict yet kind teacher who earns the respect and admiration of his students and the villagers. His love for learning, academic skills, and ethical character make him a symbol of wisdom and dedication. The poem celebrates the role of teachers in shaping minds and emphasizes the value of education, respect, and admiration for knowledge in society.

9. MCQs of the poem “The Village Schoolmaster” by Oliver Goldsmith:

1. Where was the village school located?
a) Beside a river
b) Beside a rough roadside fence
c) In the schoolmaster’s house
d) In the village square
Answer: b) Beside a rough roadside fence

2. What covered the fence near the school?
a) Roses
b) Grass
c) Bright yellow furze flowers
d) Ivy
Answer: c) Bright yellow furze flowers

3. How is the schoolmaster described in appearance?
a) Friendly and cheerful
b) Strict and severe
c) Lazy and careless
d) Tall and weak
Answer: b) Strict and severe

4. Why did the students fear the schoolmaster?
a) Because he punished them harshly
b) Because he was very strict and serious
c) Because he ignored them
d) Because he never taught properly
Answer: b) Because he was very strict and serious

5. What was the real reason for his strictness?
a) He wanted to punish students
b) He was rude by nature
c) His love for learning and teaching
d) He wanted to scare everyone
Answer: c) His love for learning and teaching

6. How did students react to his jokes?
a) They laughed sincerely
b) They laughed but pretended to enjoy
c) They never laughed
d) They ignored him
Answer: b) They laughed but pretended to enjoy

7. How did news of his moods spread among the students?
a) Through letters
b) Through whispers
c) Through loud announcements
d) Through notices
Answer: b) Through whispers

8. Which of these skills did the schoolmaster possess?
a) Writing and arithmetic
b) Land measuring and predicting seasons
c) Debating skills
d) All of the above
Answer: d) All of the above

9. Who also admired the schoolmaster’s knowledge?
a) Only the students
b) The villagers and the parish priest
c) Only his family
d) No one
Answer: b) The villagers and the parish priest

10. What effect did his words have on the villagers?
a) They ignored them
b) They were amazed by them
c) They laughed at them
d) They argued with him
Answer: b) They were amazed by them

11. What does the schoolmaster symbolize?
a) Laziness
b) Wealth
c) Knowledge, discipline, and moral integrity
d) Strict punishment only
Answer: c) Knowledge, discipline, and moral integrity

12. What type of poem is “The Village Schoolmaster”?
a) Lyric
b) Heroic couplets
c) Ode
d) Elegy
Answer: b) Heroic couplets

13. Why did the villagers admire the schoolmaster?
a) Because he was rich
b) Because of his learning, skills, and moral character
c) Because he punished students
d) Because he traveled often
Answer: b) Because of his learning, skills, and moral character

14. Which of these statements is true?
a) The schoolmaster was lazy and unkind
b) The schoolmaster was strict but kind and devoted to education
c) The students did not respect the master
d) The villagers ignored the master
Answer: b) The schoolmaster was strict but kind and devoted to education

15. What is the main theme of the poem?
a) Adventure
b) Wealth
c) Respect for knowledge, discipline, and education
d) Love
Answer: c) Respect for knowledge, discipline, and education

10. Vocabulary of the difficult used in of the poem “The Village Schoolmaster” by Oliver Goldsmith:

Straggling – spreading out in a disorderly or irregular way.
Synonym: scattered, sprawling
Antonym: compact, neat
Example: The poet describes the fence as “straggling”, meaning it was uneven and irregular along the road.

Furze – a type of bush with bright yellow flowers, also called gorse.
Synonym: gorse, bush
Antonym: tree (opposite in type)
Example: “With blossomed furze unprofitably gay” shows the flowers were bright but useless.

Mansion – a large building; here, poetically refers to the schoolroom.
Synonym: house, building
Antonym: hut, shanty
Example: The noisy school is called the master’s “mansion” in a playful sense.

Severe – very strict or harsh.
Synonym: stern, strict
Antonym: lenient, gentle
Example: The master is severe in appearance but kind in heart.

Truant – a student who stays away from school without permission.
Synonym: absentee, defaulter
Antonym: regular, diligent student
Example: “I knew him well, and every truant knew” indicates the master was known to all students.

Boding – indicating something bad is going to happen; warning.
Synonym: ominous, foreboding
Antonym: promising, cheerful
Example: The boding tremblers could sense trouble from the master’s expression.

Counterfeited – faked or pretended.
Synonym: feigned, fake
Antonym: genuine, real
Example: Students laughed with counterfeited glee at his jokes.

Dismal – sad, gloomy, or depressing.
Synonym: gloomy, depressing
Antonym: cheerful, bright
Example: The whispers conveyed dismal tidings whenever he frowned.

Aught – anything; a small thing.
Synonym: anything, whatsoever
Antonym: nothing
Example: “Yet he was kind, or if severe in aught” means he was strict in nothing harmful.

Cipher – a method of calculating numbers; arithmetic.
Synonym: calculation, arithmetic
Antonym: illiteracy, ignorance
Example: The master could write and cipher too, showing his academic skill.

Vanquished – defeated in argument or contest.
Synonym: beaten, overcome
Antonym: victorious, undefeated
Example: Even when vanquished, he could continue debating skillfully.

Presage – to predict or foretell something.
Synonym: predict, foretell
Antonym: misinterpret, ignore
Example: The master could presage terms and tides, meaning he could predict the seasons.

Gaze – to look steadily and intently.
Synonym: stare, look
Antonym: glance, ignore
Example: The villagers gazed in wonder at his knowledge.

Thundering – loud and powerful.
Synonym: booming, resounding
Antonym: quiet, soft
Example: He used words of thundering sound to impress the villagers.

Rustics – simple country people; villagers.

Synonym: villagers, peasants
Antonym: city people, urbanites
Example: The gazing rustics were amazed by his knowledge and words.

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