The Wind by Robert Louis Stevenson

Stanza#1:

I saw you toss the kites on high

And blow the birds about the sky;

And all around I heard you pass,

Like ladies’ skirts across the grass

O wind, a-blowing all day long,

O wind, that sings so loud a song!

Paraphrasing:

In this stanza, the poet describes the wind’s playful and powerful presence. He sees the
wind tossing kites into the air and pushing birds across the sky. The wind’s movement is
heard all around, reminiscent of the soft rustling of ladies’ skirts on the grass. The poet
addresses the wind directly, noting its constant activity throughout the day and its loud,
melodious “song.” This personification highlights the wind’s dynamic and lively nature.
Through this stanza, Stevenson vividly portrays the wind as a powerful, ever-present force
in nature, with both gentle and forceful aspects, making it an essential and captivating
element of the natural world.

Stanza#2:

I saw the different things you did,

But always you yourself you hid.

I felt you push, I heard you call,

I could not see yourself at all—

O wind, a-blowing all day long,

O wind, that sings so loud a song!

Paraphrasing :

In this stanza, the poet reflects on the elusive nature of the wind. He observes how the
wind performs various actions, such as moving objects, but remains unseen, highlighting
its mysterious and intangible nature. The poet feels the wind’s physical push and hears its
sounds, as if the wind is communicating with him, yet he cannot see it at all. By addressing
the wind directly, the poet acknowledges its constant activity throughout the day and its
loud, lively “song,” emphasizing the wind’s powerful and dynamic essence despite its
invisibility.

Stanza#3:

O you that are so strong and cold,

O blower, are you young or old?

Are you a beast of field and tree,

Or just a stronger child than me?

O wind, a-blowing all day long,

O wind, that sings so loud a song

Paraphrasing:

enigmatic This stanza highlights the poet’s fascination with the wind’s powerful presence
and its qualities. The poet addresses the wind, marveling at its strength and chilliness. He
questions whether the wind is youthful or old, and whether it represents a wild, natural
force or is merely a more powerful version of himself. The poet is intrigued by the wind’s
dynamic nature and its ability to blow continuously throughout the day, producing a loud
and vibrant sound.

Literary techniques

In Robert Louis Stevenson’s poem “The Wind,” several literary devices are used to convey
the wind’s characteristics and evoke imagery:

• Personification: The wind is given human-like qualities. It is described as playing

with kites, blowing birds around, and making sounds like a song. This makes the
wind seem lively and animate.

• Imagery: Vivid descriptions create mental images. For example, “toss the kites on
high” and “ladies’ skirts across the grass” help readers visualize the wind’s impact.

• Simile: The wind’s movement is compared to the rustling of skirts with “Like ladies’
skirts across the grass,” enhancing the sense of its graceful yet pervasive presence
 • Alliteration: Repeated consonant sounds add musicality to the poem. Examples
include “O wind, a-blowing all day long” and “sings so loud a song.”

• Repetition: The phrase “O wind” is repeated to emphasize the wind’s constant

presence and its powerful impact throughout the poem.

• Rhetorical Questions: Questions like “Are you a beast of field and tree, / Or just a
stronger child than me?” express the poet’s curiosity and awe about the nature of
the wind.

These devices work together to create a vivid, dynamic portrayal of the wind, highlighting its
strength, mystery, and omnipresence.

Task: Discuss the Rhyme scheme of the poem “The Wind”.

Ans: The rhyme scheme of the poem is AABB.

While-reading Questions-

Q#1: Who is talking to the wind in this poem?

Ans: The speaker of the poem is addressing the wind directly.

Reading and Critical Thinking-

Answer the following questions:

Q#1: No one can see the wind . Discuss how can we feel it’s presence?

Ans: We feel the wind’s presence by observing how it moves objects such as kites and
birds, hearing the sounds it creates, like rustling leaves or a whistling noise, and
experiencing its physical push against our bodies and the changes in temperature it brings.
These effects make the wind noticeable even though it is invisible.

Q#2: What does blow all the day?

Ans: The wind blow all the day.

Q#3: What does “you” refer to in the poem?

Ans: In the poem, “you” refers to the wind itself.

Q#4: Discuss the main idea of the poem “The Wind” by Robert Louis Stevenson.

Ans: The main idea of “The Wind” by Robert Louis Stevenson is to explore the wind’s
invisible yet powerful presence, highlighting its impact on the environment and expressing
a sense of wonder and curiosity about its nature and constant activity.

Q#5: Analyze the meaning of the lines “Are you a beast of field and tree/ Or just a
stronger child than me”?

Ans: In the lines “Are you a beast of field and tree / Or just a stronger child than me?” the
poet is questioning the nature of the wind. He wonders if the wind is a powerful, untamed
force of nature, akin to a wild beast, or if it is like a more powerful version of himself, a
playful yet strong entity. This reflects the poet’s curiosity and awe about the wind’s strength
and character, pondering whether it is a natural force or something more relatable and
childlike.

Q#6: Explore the meaning of “I saw you toss the kites on high”.

Ans: The line “I saw you toss the kites on high” describes how the wind lifts and moves
kites into the sky. This imagery illustrates the wind’s playful and energetic nature, showing
its ability to interact with objects in a dynamic way. It emphasizes the wind’s power to
elevate and control the movement of kites, demonstrating its force and impact on the
environment.

Q#7: What does the wind symbolize in the poem? Also evaluate it’s spiritual meaning.

Ans: In the poem, the wind symbolizes an invisible yet powerful force affecting the
environment. Spiritually, it represents unseen, guiding forces in life, such as spiritual
energy or divine presence, that influence and shape experiences without being directly
seen.

Q#8: Argue the metaphorical representation of “The Wind”?

Ans: Metaphorically, “The Wind” represents invisible forces like emotions, thoughts, or
spiritual energies that impact and shape our lives. Its unseen yet powerful nature illustrates
how such forces influence us and drive change despite not being directly observable.
The Darkling Thrush by Thomas Hardy

Stanza#1:

I leant upon a coppice gate

When Frost was spectre-grey,

And Winter’s dregs made desolate

The weakening eye of day.

The tangled bine-stems scored the sky

Like strings of broken lyres,

And all mankind that haunted nigh

Had sought their household fires.

Paraphrasing:

In this stanza, the speaker describes a bleak winter scene. He is leaning on a gate in a
bleak, wintry landscape. The frost has made everything appear ghostly and gray, and the
end of winter has left the day looking dreary. The tangled vines in the sky resemble broken
musical strings, symbolizing a sense of disorder and decay. The people who were once out
and about have returned to their warm homes, emphasizing the contrast between the cold,
desolate environment and the comforting refuge of home.

Stanza#2:

The land’s sharp features seemed to be

The Century’s corpse outleant,

His crypt the cloudy canopy,

The wind his death-lament.

The ancient pulse of germ and birth

Was shrunken hard and dry,

And every spirit upon earth

Seemed fervourless as I.

Paraphrasing: In this stanza, the speaker describes the landscape as if it represents the
end of the century. The harsh and sharp features of the land look like the remains of the old
century, with the cloudy sky acting as a tomb and the wind making a mournful sound. The
natural forces that usually bring life and growth appear dried up and inactive. The speaker
feels that everything around, including themselves, seems to lack energy and enthusiasm,
reflecting a deep sense of emptiness and despair.

Stanza#3:

At once a voice arose among

The bleak twigs overhead

In a full-hearted evensong

Of joy illimited;

An aged thrush, frail, gaunt, and small,

In blast-beruffled plume,

Had chosen thus to fling his soul

Upon the growing gloom

Paraphrasing:

In this stanza, the speaker describes a sudden, unexpected moment of joy amid the bleak
winter scene. Despite the cold and gloomy surroundings, an old and frail thrush begins to
sing a joyful and spirited song. The bird's song stands out against the darkening
environment, bringing a burst of life and optimism to the otherwise desolate setting. The
thrush’s singing seems to counteract the growing darkness, symbolizing hope and
resilience in a time of despair.
Stanza#4:

So little cause for carolings

Of such ecstatic sound

Was written on terrestrial things

Afar or nigh around,

That I could think there trembled through

His happy good-night air

Some blessed Hope, whereof he knew

And I was unaware.

Paraphrasing:

In this stanza, the speaker reflects on the contrast between the bleakness of the world and
the thrush’s joyful singing. The speaker feels that there is little reason for such happiness
given the state of things. However, the thrush’s song makes the speaker think that there
might be a sense of hope or a positive feeling that the bird understands but that the
speaker himself does not grasp. Essentially, the thrush’s song suggests that there could be
an underlying hope or optimism that the speaker is missing.

Figures Of Speech

Thomas Hardy’s poem “The Darkling Thrush” uses several figures of speech to convey its
themes and mood. Here are the primary figures of speech found in the poem:

1. Imagery: Hardy uses vivid descriptions to create mental images, such as “Frost was
spectre-grey” and “tangled bine-stems scored the sky.”

2. Metaphor: The landscape is described metaphorically as the “Century’s corpse”

with the sky as its “crypt,” and the wind as its “death-lament.”

3. Simile: The tangled vines are compared to “strings of broken lyres,” and the thrush’s
feathers are described as being “blast-beruffled,” suggesting a comparison to
something being blown about by the wind.
 4. Personification: The poem attributes human qualities to non-human elements,
such as the landscape being described as having a “shrunk” and “dry” pulse, and
the wind making a “death-lament.

5. Alliteration: There is repeated use of consonant sounds for effect, as seen in

phrases like “Spectre-grey” and “germ and birth.”

6. Contrast: Hardy contrasts the bleakness of the environment with the joyful singing
of the thrush, highlighting the tension between despair and hope.

These figures of speech enhance the poem’s emotional depth and emphasize its themes of
desolation and unexpected hope.

While-reading Questions

Q#1:What seem good-night favorite like him?

Ans: In the poem, the “happy good-night air” refers to the thrush’s joyful song as it ends the
day. It contrasts with the surrounding bleakness, suggesting the bird’s hopeful and
optimistic spirit.

Post-reading Questions

Q#1: What did tremble through air?

Ans: The speaker wonders if a sense of “blessed Hope” trembled through the thrush’s
joyful song.

Reading and Critical Thinking

Answer these questions.

Q#1: How does the poet describe the winter?

Ans: The poet describes winter as bleak and desolate. The landscape is depicted with
“spectre-grey” frost, “Winter’s dregs” making the day seem bleak, and the sky marked by
tangled, broken vines. The overall atmosphere is one of cold and gloom.

Q#2: How is the song of the thrush described?

Ans: The thrush’s song is described as joyful and ecstatic, standing in stark contrast to the
bleak winter environment. It is portrayed as a full-hearted “evensong” of “joy illimited,”
suggesting boundless and spirited happiness despite the surrounding desolation.
Q#3: Which old-fashioned words are used in the poem?

Ans: In “The Darkling Thrush,” Thomas Hardy uses several old-fashioned words, including:

• Coppice: A small woodland area.

• Dregs: The remnants or last parts of something.
• Bine: A type of climbing plant or vine.
• Good-night: An old-fashioned term for a farewell or ending of the day.

These words contribute to the poem’s sense of historical and pastoral atmosphere.

Q#4: Do you find the poem gloomy? Is there a note of hope in it? Discuss.

Ans: Yes, the poem is initially gloomy, depicting a bleak winter landscape and a sense of
desolation. However, the thrush’s joyful song introduces a note of hope, suggesting that
even amidst despair, there can be unexpected optimism.

Q#5: Find out the symbolic significance of the bird in Thomas Hardy’s “The Darkling
Thrush”.

Ans: In “The Darkling Thrush,” the bird symbolizes hope and resilience. Despite the bleak,
desolate winter landscape and the speaker’s sense of despair, the thrush’s joyful and
spirited song represents a glimmer of optimism and renewal. The bird’s song contrasts
sharply with the surrounding gloom, suggesting that hope and vitality can exist even in the
darkest times.

Q#6: What are the examples of imagery used in “The Darkling Thrush”.

Ans: In “The Darkling Thrush,” Thomas Hardy employs vivid imagery to evoke the poem’s
mood and setting. Examples include:

• “Frost was spectre-grey”: Conveys a ghostly, cold atmosphere.

• “Winter’s dregs made desolate / The weakening eye of day”: Describes the end
of the day as bleak and lifeless.
• “The tangled bine-stems scored the sky / Like strings of broken lyres”:
Visualizes the tangled vines against the sky as broken harp strings, emphasizing
desolation.
• “Blast-beruffled plume”: Illustrates the thrush’s feathers ruffled by the wind.

These images help create a sense of cold, desolation, and contrast with the thrush’s
hopeful song.
Q#7: How does the speaker feel about the season in “The Darkling Thrush”?

Ans: In “The Darkling Thrush,” the speaker feels a deep sense of desolation and bleakness
about the season. The winter is depicted as cold, lifeless, and gloomy, with imagery
suggesting the end of an era and a weakening of natural vitality. The speaker reflects on the
harsh, barren landscape and feels that the world is devoid of hope or warmth.

Q#8: How does the thrush change the mood of the poem?

Ans: The thrush changes the mood of the poem by introducing a note of joy and hope,
contrasting sharply with the earlier bleakness and desolation. Its cheerful song suggests
that even in dark times, there can be moments of optimism.

Q#9: Discuss the tone of the poem.

Ans: The tone of the poem starts as gloomy and desolate, reflecting a bleak winter scene. It
shifts to a more hopeful and reflective mood with the thrush’s joyful song, suggesting
optimism amidst the darkness.

Q#10: Which words does the poet use to depict the bird’s strength in third stenza?

Ans: In the third stanza, the poet describes the bird’s strength using the words “aged,”
“frail,” and “gaunt,” which suggest the bird’s physical weakness. Despite these
descriptors, the bird’s song is powerful and resilient, as it continues to sing joyfully amid
the growing gloom.

Activity: Find rhyme scheme and meter in the poem.

Ans: Rhyme Scheme:

The rhyme scheme of “The Darkling Thrush” is ABABCCDEDEFF. Each stanza follows this
pattern, contributing to the poem’s musical quality.

Meter:

The poem predominantly uses iambic pentameter, which consists of lines with ten
syllables in a pattern of unstressed and stressed syllables. This meter is typical of many
traditional English poems and helps establish a formal, rhythmic structure.
Sunshine After Rain by Brenda Winders

Lines(1-6):

One day when I was young I heard a knock at my door

It sounded familiar, like I had heard it before

I opened the door and to my surprise

There stood a young lady with blond hair and brown eyes

She said, I have the answers, are you ready to play?

So I grabbed my money and I said ok

Paraphrasing:

In these lines from the poem, a young person hears a familiar knock at the door and finds a
young woman with blonde hair and brown eyes waiting outside. She offers answers and
invites the speaker to play a game or engage in something. The speaker, intrigued, takes
their money and agrees to participate. The interaction suggests a sense of curiosity and
readiness for a new experience or opportunity.

Lines(7-12):

There were the answers that I had always sought

Liquids, pills, and powders, and I bought and bought

Then one day, my friend suddenly changed

Her face became ugly, calloused, and deranged

She grabbed my hand and we tore through the town

My loved ones and friends could only watch and frown

Paraphrasing:

In these lines, the speaker describes discovering various substances (liquids, pills, and
powders) that they believed would provide answers or solutions. They continued to
purchase these items until their friend underwent a dramatic and disturbing
transformation, appearing disfigured and unstable. The friend then led the speaker on a
frantic and destructive spree through town, leaving the speaker’s loved ones and friends
distressed and powerless to intervene. This suggests a descent into chaos and a sense of
betrayal or loss of control.
Lines(13-16):

She kept whispering something I could only guess

It sounded like she was repeating “Yes, Yes, Yes”

How quickly from fun to very near death

How quickly from one beer, to smoking crystal meth

I thought of my family, oh what a mess

But all I heard was screaming “Yes, Yes, Yes”

Paraphrasing:

In these lines, the speaker describes their friend whispering repeatedly, seemingly saying
“Yes, Yes, Yes,” though the speaker can only guess at the exact words. The poem reflects a
rapid and alarming shift from a light-hearted experience to a dangerous and life-threatening
situation. The speaker contrasts the initial fun with the severity of the situation, noting the
quick descent from casual drinking to using crystal meth. The speaker is troubled by the
mess and chaos impacting their family, but the overwhelming sound of the friend’s
repeated affirmation dominates their perception, highlighting the intense and
uncontrollable nature of the experience.

Lines(17-22):

I had to find help I was at my wits end

I had lost my child, my family and my friends

I said “God are you there, can you help me please?”

A sudden peace came over me and I fell to my knees

I said, “God I’m not worth it I feel like a jerk.”

He said, “Suit up and show up its time to go to work”

Paraphrasing:

In these lines, the speaker, feeling desperate and having lost everything important to them,
turns to God for help. They experience a moment of calm and fall to their knees in prayer,
feeling unworthy and regretful. God’s response is a call to take responsibility and act,
suggesting that it’s time to face the challenges ahead and make a positive change. This
moment reflects a shift from despair to a resolve to take action and improve their situation.
Lines(23-26):

So I am here to tell you in this little rhyme

Life keeps getting better “One day at a time”

So when you think you are going insane

There’s always, ”Sunshine after the Rain.”

Paraphrasing:

In these lines, the speaker offers a hopeful message, emphasizing that life gradually
improves with each passing day. They reassure that even during challenging or
overwhelming times, there is always a promise of better days ahead, symbolized by
“sunshine after the rain.” The message is one of perseverance and optimism, suggesting
that difficult times will eventually give way to positive and brighter experiences.

Poetic Devices

• Imagery: Vivid descriptions, such as the transition from “one beer” to “smoking
crystal meth,” create a strong visual impact.
• Repetition: The repeated use of “Yes, Yes, Yes” emphasizes the intensity of the
situation and the friend’s altered state.
• Rhyme: The poem employs a consistent rhyme scheme to create rhythm and flow,
such as in the lines “end” and “friends.”
• Metaphor: The phrase “sunshine after the rain” serves as a metaphor for hope and
recovery following difficult times.
• Alliteration: The use of repeated consonant sounds, like in “find help” and “family
and friends,” adds to the musical quality of the poem.
• Dialogue: Direct speech is used in the lines where the speaker talks to God, adding
a personal and conversational tone.
• Symbolism: The “sunshine after the rain” symbolizes renewal and hope after
adversity.

While-reading Questions

Q#1: Why did her loved ones “could only watch and frown”?

Ans:Her loved ones “could only watch and frown” because they were helpless to stop or
intervene in the chaotic and destructive behavior she was involved in. Despite their
concern and disapproval, they were unable to change or influence the situation, which left
them feeling powerless and distressed.
Post-reading Questions

Q#1: What does the poet mean by “life keeps getting better one day at a time”?

Ans: By saying “life keeps getting better one day at a time,” the poet means that
improvement and healing occur gradually. It suggests that even though progress might be
slow and incremental, each day brings positive change and growth. This phrase
encourages patience and perseverance, reassuring that difficulties will lessen over time
and that there is hope for a better future.

Q#2: How does life get better?

Ans: Life gets better through gradual, consistent efforts, making small positive changes
each day, seeking help, and finding hope and strength in difficult times. Patience and
perseverance lead to steady progress and improvement.

Reading and Critical Thinking

Answer following questions

Q#1: Consider the poem’s title , “Sunshine After the Rain”. How does this title
encapsulate the central message of the poem?

Ans: The title “Sunshine After the Rain” encapsulates the central message of the poem by
symbolizing hope and recovery after difficult times. Just as sunshine follows a storm, the
poem suggests that better days and positive changes come after periods of struggle and
adversity. It conveys the idea that challenges are temporary and that perseverance leads to
brighter, more hopeful times.

Q#2: Skim the poem and identify the key themes.

Ans: The key themes in the poem “Sunshine After Rain” by Brenda Winders include:

• Struggle and Despair: The speaker describes experiencing deep personal losses
and turning to substances, highlighting a period of intense struggle and turmoil.
• Hope and Recovery: The transformation begins with a plea for divine help, leading
to a sense of peace and a renewed resolve to improve life.
• Gradual Improvement: The notion of taking life “one day at a time” emphasizes the
theme of gradual recovery and consistent effort towards a better future.
• Support and Faith: Seeking help from God and the presence of loved ones, even if
they could only watch, underscores the importance of support systems and faith in
overcoming difficulties.
• Transformation and Redemption: The poem ultimately conveys a message of
personal transformation and redemption, moving from a state of despair to one of
hope and positive change.

Q#3: What do you infer about the narrator’s initial response to the young lady who
came to their door?

Ans: The narrator’s initial response was one of curiosity and eagerness. They quickly
agreed to the young lady’s proposition, indicating a willingness to engage and seek
answers or excitement.

Q#4: What might the poet be referring to in “liquids, pills, and powders”?

Ans: The poet is likely referring to various types of drugs or substances, including
alcohol (liquids), prescription or recreational pills, and powdered drugs. These
substances represent the answers the narrator sought but ultimately led to destructive
consequences.

Q#5: What are the consequences of the narrator’s choice to take drugs?

Ans: The consequences of the narrator’s choice to take drugs include losing their child,
family, and friends. The narrator experiences a rapid descent from fun to near-death
situations, leading to a chaotic and destructive lifestyle. Their loved ones can only
watch helplessly, and the narrator feels unworthy and desperate before ultimately
seeking divine help for recovery.

Q#6: Explore the significance of the repeated word “Yes” in the poem. What could
it symbolize?

Ans: The repeated word “Yes” in the poem likely symbolizes temptation and the
relentless pull of addiction. It represents the narrator’s initial agreement and
subsequent surrender to the allure of drugs. The repetition of “Yes” underscores the
persuasive and insistent nature of addiction, drowning out rational thoughts and the
concerns of loved ones, leading the narrator deeper into destructive behavior.

Q#8: Do you agree with the idea that “life keeps getting better one day at a time”?

Why or why not?

Ans: Yes, taking life “one day at a time” means focusing on gradual, consistent progress
rather than expecting immediate results. It helps manage challenges and build positive
habits, leading to long-term improvement and a more optimistic outlook.
 Q#9: How does the poem address the theme of redemption or second chances?

Ans: The poem addresses redemption or second chances through the narrator’s plea
for help, the subsequent sense of peace, and the divine guidance to “suit up and show
up.” This shift from despair to a renewed resolve highlights the possibility of recovery
and transformation. It suggests that even after making poor choices and experiencing
significant loss, there is an opportunity for positive change and a fresh start.

Summary

“Sunshine After Rain” by Brenda Winders narrates a personal journey from despair to hope.
The speaker recalls a period of deep struggle, marked by addiction to drugs and the
resulting loss of loved ones. A turning point comes when the speaker seeks divine help,
finds inner peace, and is urged to take action. Ultimately, the poem conveys that life
improves gradually through perseverance and faith, with the promise of recovery and
renewal symbolized by “sunshine after the rain.”
BREAK, BREAK , BREAK by Lord Alfred Tennyson

Stanza#1:

Break, break, break,

On thy cold gray stones, O Sea!

And I would that my tongue could utter

The thoughts that arise in me.

Paraphrasing:

In this stanza, the poet addresses the sea, observing its relentless crashing against the
cold, gray stones. He expresses a deep yearning to articulate the intense and profound
emotions that he feels but finds himself unable to put into words. This reflects a struggle to
convey the depth of his sorrow and the overwhelming nature of his thoughts.

Stanza#2:

O, well for the fisherman’s boy,

That he shouts with his sister at play!

O, well for the sailor lad,

That he sings in his boat on the bay!

Paraphrasing:

In this stanza, the poet reflects on the joy and carefree lives of others. He observes the
fisherman’s boy happily playing with his sister and the young sailor singing in his boat.
These images of innocence and contentment stand in stark contrast to the poet’s own
feelings of sorrow and loss, highlighting the difference between their happiness and his
own emotional struggle.
Stanza#3:

And the stately ships go on

To their haven under the hill;

But O for the touch of a vanish’d hand,

And the sound of a voice that is still!

Paraphrasing:

In this stanza , the poet observes the majestic ships sailing smoothly to their destination
beneath a hill. Despite this steady and continuous movement, he laments his deep sense
of personal loss. He longs for the touch of a hand that is no longer there and the sound of a
voice that has fallen silent. This contrast underscores the poet’s enduring grief and
yearning for someone who has passed away, highlighting the permanence of his loss
against the ongoing flow of life.

Stanza#4:

Break, break, break

At the foot of thy crags, O Sea!

But the tender grace of a day that is dead

Will never come back to me.

Paraphrasing:

In this stanza, the poet addresses the sea, observing its waves crashing against the cliffs.
He contrasts this relentless, natural movement with his own sense of loss, stating that the
gentle beauty and grace of a past day, now gone, will never come back to him. This
highlights his sorrow and the irrevocable nature of his loss, emphasizing how the past, with
all its tender moments, is forever out of reach.

Poetic Devices

The poem “Break, Break, Break” by Lord Alfred Tennyson employs several poetic devices,
including:

• Repetition: The repeated phrase “Break, break, break” emphasizes the relentless
nature of the sea and the poet’s persistent sorrow.
• Alliteration: The use of repeated consonant sounds, such as “stately ships” and
“vanish’d hand,” adds musicality to the poem.
 • Imagery: Vivid descriptions like “cold gray stones” and “stately ships” create strong
visual pictures in the reader’s mind.
• Personification: The sea is given human-like qualities, such as being able to
“break” and interact with the stones.
• Contrast: The poet contrasts the joyful scenes of the fisherman’s boy and the sailor
lad with his own deep sorrow and sense of loss.
• Metaphor: The “vanish’d hand” and “voice that is still” symbolize the poet’s
deceased friend or loved one.
• Symbolism: The sea represents the relentless passage of time and nature’s
indifference to human suffering.
• Juxtaposition: The poem places scenes of life and normalcy (the boy and the sailor)
alongside the poet’s mourning, enhancing the theme of personal grief amidst
ongoing life.
• Tone: The tone of the poem is melancholic and reflective, underscoring the poet’s
sense of loss and longing.

Post-reading Questions
Q#1: What does the poet mean by saying “the tender grace of a day”?
Ans: “The tender grace of a day” refers to the gentle and beautiful moments of a
past day that the poet remembers with affection. It emphasizes the poet’s sense of
loss and longing for the return of those cherished times.

Reading and Critical Thinking

Answer the following

Q#1: Analyze the speaker’s perspective in the poem.

Ans: The speaker’s perspective is one of deep sadness and longing. They contrast the sea’s
relentless, indifferent movement with their own personal grief over the loss of a loved one
and the irretrievable beauty of past moments.

Q#2: To whom is the poem addressed?

Ans: The poem “Break, Break, Break” is addressed to the sea. The speaker addresses the
sea directly, expressing their sorrow and reflecting on their sense of loss and longing.
Q#3: Comment on the effect produced by the use of repetition in the poem.

Ans: The repetition of “break” emphasizes the relentless, unchanging nature of the sea and
mirrors the speaker’s deep, ongoing grief, intensifying the poem’s mournful and rhythmic
quality.

Q#4: How do you analyze feeling of the poet in the first two lines?

Ans: In the first two lines, the poet expresses a deep sense of sorrow and frustration. The
repeated command “Break, break, break” conveys the speaker’s desire for the sea to
reflect their emotional pain. The imagery of the “cold gray stones” highlights the bleakness
and emotional chill of their grief.

Q#6: How is the poem a juxtaposition of transience and permanence?

Ans: The poem juxtaposes transience and permanence by contrasting the enduring,
unchanging nature of the sea with the fleeting, ephemeral nature of human experiences
and emotions. The sea’s continuous, indifferent action symbolizes the permanence of
natural forces, while the speaker’s personal grief and longing represent the transient,
fleeting moments of human life and the loss of cherished memories. This contrast
highlights the tension between the unrelenting passage of time and the impermanence of
individual moments.

OR

The poem contrasts the sea’s constant, unchanging nature (permanence) with the fleeting,
ephemeral moments of human experiences and emotions (transience), highlighting the
tension between enduring natural forces and the temporary nature of personal grief.

Q#7: Comment on the images and symbols used in the poem.

Ans: The sea symbolizes the relentless passage of time and nature’s indifference. The “cold
gray stones” represent emotional desolation, while the “stately ships” contrast with
personal loss. The “vanish’d hand” and “voice that is still” symbolize the poet’s deep
sorrow and the irreversible absence of a loved one.

Q#8: Evaluate as to where are the ships going.

Ans: The ships in the poem are heading “to their haven under the hill,” which suggests they
are sailing towards a safe port or destination. This imagery contrasts with the poet’s own
sense of loss and unfulfilled longing, highlighting the ongoing, indifferent progress of the
world compared to the speaker’s personal grief.
Q#9: Critically evaluate the poet’s notion of never coming back.

Ans: The poet’s notion of “never coming back” emphasizes the finality and irreversibility of
loss. It reflects the deep sorrow of knowing that cherished moments and loved ones cannot
be recovered or relived, contrasting with the unchanging nature of the sea.

Q#10: Identify anaphora and hyperbole in the poem.

Ans: Anaphora: The repetition of “Break, break, break” at the beginning of the lines is an
example of anaphora, where the same phrase is used to emphasize the relentless nature of
the sea and the speaker’s persistent grief.

Hyperbole: The phrase “the tender grace of a day that is dead” can be seen as hyperbole,
exaggerating the beauty and significance of past moments to underscore the depth of the
speaker’s loss and longing.

Writing:

a) Summarize the poem “Break Break Break” highlighting the salient points.

Ans: “Break, Break, Break” by Lord Alfred Tennyson reflects the speaker’s deep sorrow
and longing for a lost loved one. The poem vividly describes the sea’s relentless
crashing against cold gray stones, symbolizing the unchanging nature of time and
nature. The speaker contrasts this with the fleeting beauty of past moments and the
absence of the loved one. They observe the joy of others—such as a fisherman’s boy
and a sailor—highlighting the stark difference between their happiness and the
speaker’s grief. The poem emphasizes the permanence of loss and the inability to
recover cherished memories, underscoring the theme of enduring personal sorrow
amidst the indifferent progression of the world.

OR

“Break, Break, Break” by Lord Alfred Tennyson explores the speaker’s deep sorrow over
the loss of a loved one. The relentless sea symbolizes the unchanging nature of time,
contrasting with the fleeting beauty of past moments. The poem highlights the
permanence of grief and the stark difference between the speaker’s mourning and the
ongoing joy of others.

b) Justify how the theme of the poem goes with the thoughts given by the poet?

Ans: The theme of “Break, Break, Break” aligns closely with the poet’s thoughts by
expressing profound sorrow and the permanence of loss. The relentless sea symbolizes the
unchanging nature of time and nature’s indifference, contrasting with the fleeting and
irreplaceable moments of personal joy and love that the poet mourns. The poet’s
reflections on the enduring beauty of past days and the irreversible absence of a loved one
highlight the theme of grief and the contrast between the unyielding passage of time and
the transient nature of human experiences.

OR

The theme of grief and loss in the poem aligns with the poet’s thoughts by contrasting the
unchanging, indifferent sea with the fleeting, cherished moments of personal joy that are
gone forever. The relentless nature of the sea underscores the permanence of the poet’s
sorrow and the irreversible absence of a loved one.
THE FAREWELL By Lord Alfred Tennyson

Flow down, cold rivulet, to the sea,

Thy tribute wave deliver:
No more by thee my steps shall be,
For ever and for ever.

Flow, softly flow, by lawn and lea,

A rivulet then a river:
Nowhere by thee my steps shall be
For ever and for ever.

But here will sigh thine alder tree

And here thine aspen shiver;
And here by thee will hum the bee,
For ever and for ever.

A thousand suns will stream on thee,

A thousand moons will quiver;
But not by thee my steps shall be,
For ever and for ever.

Explanation:

In Alfred Lord Tennyson’s poem “A Farewell,” the speaker bids a poignant farewell
to a river, expressing a sense of finality and permanence. Here’s a breakdown of
each stanza:

1. First Stanza:

- The speaker tells the river to flow down to the sea and deliver its waves.

- They acknowledge that they will never walk by the river again, emphasizing the
finality with “For ever and for ever.”
2. Second Stanza:

- The river is described as flowing softly through lawns and fields, growing from
a small stream (rivulet) to a larger river.

- Again, the speaker repeats that their steps will never follow the river,
reinforcing the farewell.

3. Third Stanza:

- Despite the speaker’s absence, the natural elements (alder tree, aspen, and
bees) will continue to exist by the river.

- This suggests that life and nature will carry on, even though the speaker will
not be there.

4. Fourth Stanza:

- The river will continue to experience countless days (suns) and nights
(moons).

- However, the speaker’s steps will never trace the river’s path again, marking
an eternal separation.

The poem reflects themes of departure, change, and the continuity of nature
despite human absence. The repetition of “For ever and for ever” underscores
the permanence of the speaker’s farewell, suggesting a deep and possibly
sorrowful separation from a place once familiar and cherished.
Summary

In Alfred Lord Tennyson’s poem “A Farewell,” the speaker bids a permanent farewell to a
river. They acknowledge that they will never walk beside the river again, emphasizing the
finality of their departure. Despite the speaker’s absence, the natural world—trees, bees,
and celestial bodies—will continue their existence by the river, highlighting the continuity of
nature in contrast to the speaker’s eternal absence.
Blow, Blow, Thou Winter Wind by William Shakespeare

Stanza#1:

Blow, blow, thou winter wind,

Thou art not so unkind

As man’s ingratitude;

Thy tooth is not so keen,

Because thou art not seen,

Although thy breath be rude.

Heigh-ho! Sing, heigh-ho! Unto the green holly:

Most friendship is feigning, most loving mere folly:

Then, heigh-ho, the holly!

This life is most jolly.

Paraphrasing:

In the stanza from William Shakespeare’s “Blow, Blow, Thou Winter Wind,” the speaker
addresses the winter wind, suggesting that its harshness is less cruel than human
ingratitude. The wind’s bite, though sharp and cold, is not as painful as the visible and felt
betrayal by people. Despite the wind’s roughness, it is impersonal and unseen, unlike the
intentional hurt caused by human actions. The speaker then calls for a cheerful song to the
evergreen holly, a symbol of resilience. They remark cynically that most friendships are
insincere and most love foolish, yet they still advocate for a cheerful outlook. The stanza
ends on an ironic note, stating that life is very merry, hinting at a resigned acceptance of
life’s inevitable hardships and betrayals, while emphasizing the importance of maintaining
a resilient spirit.

While-reading Questions

Q#1: Ponder over images and symbols used in the poem.

Ans: In poem, the winter wind and bitter sky symbolize harshness and cruelty, compared
to the deeper pain of human ingratitude. The green holly represents resilience and
enduring spirit, while frozen water reinforces the severity of nature’s coldness. These
symbols contrast the impersonal harshness of nature with the more personal emotional
wounds caused by unacknowledged kindness and forgotten friendships.
Stanza #2:

Freeze, freeze, thou bitter sky,

That dost not bite so nigh

As benefits forgot:

Though thou the waters warp,

Thy sting is not so sharp

As friend remembered not.

Heigh-ho! Sing, heigh-ho! Unto the green holly:

Most friendship is feigning, most loving mere folly:

Then, heigh-ho, the holly!

This life is most jolly.

Paraphrasing:

In this stanza from William Shakespeare’s “Blow, Blow, Thou Winter Wind,” the speaker
addresses the cold, harsh winter sky, suggesting that its bitterness is not as painful as the
emotional wounds caused by human behavior, such as forgotten kindnesses and
unacknowledged favors. The speaker points out that while the winter sky can freeze water,
its sting is not as sharp as the pain of being forgotten by a friend. Despite these harsh
realities, the speaker calls for a cheerful song to the evergreen holly, a symbol of resilience,
noting cynically that most friendships are insincere and most love is foolish. Yet, the
speaker maintains an ironic cheerfulness, emphasizing resilience and a positive outlook
despite life’s inevitable hardships and betrayals.

Post-reading Questions

Q#1: What is feigning?

Ans: In the poem, “feigning” refers to pretending or being insincere. Specifically, it

describes friendships that appear genuine on the surface but are actually false or deceitful.
The poem suggests that many friendships are just pretenses and lack true substance.
Reading and Critical Thinking

Answer the following :

Q#1: Explain as to why does the poet urge the wind to blow?

Ans: The poet urges the wind to blow to emphasize that its harshness is less painful than
the emotional hurt caused by human ingratitude and false friendships. It highlights the
deeper impact of personal betrayal compared to the physical discomfort of the cold.

Q#2: Comment on the mood of the poet when he says “Heigh-ho! sing, heigh-ho! unto
the green holly” What is the significance of the Green Holly and how does it relate to
the poem?

Ans: The mood in “Heigh-ho! Sing, heigh-ho! Unto the green holly” is ironically cheerful.
The green holly symbolizes resilience and endurance, contrasting with the poem’s
depiction of insincere friendships and the pain of human ingratitude. It suggests
maintaining a positive outlook despite life’s harsh realities.

Q#3: Give your understanding of why does the poet regard the wind’s “tooth… not so
keen” and explain what does the poem suggest about the harshness of nature
compared to the pain of human relationships.

Ans: The poet regards the wind’s “tooth” as “not so keen” because, despite its physical
harshness, it is less painful than the emotional wounds caused by human ingratitude. The
poem suggests that while nature’s harshness (like the cold wind) is unpleasant, it is
impersonal and less damaging compared to the more profound and personal pain inflicted
by ungrateful or deceitful people. This highlights the greater emotional impact of human
relationships over natural adversity.

Q#4: Explain the meaning of the word ‘warp’ in the second stanza?

Ans: In the second stanza of the poem, the word “warp” means to twist or distort. It refers
to the effect of the cold on water, causing it to freeze and become misshapen. In this
context, “warp” emphasizes how the harsh winter weather affects the natural environment,
further highlighting the severity of the cold.

Q#5: Speaker’s tragic mood is discussed in poem. Elaborate.

Ans: The speaker’s tragic mood in the poem is reflected in their disillusionment with
human relationships, viewing them as insincere and foolish compared to the harshness of
nature. This mood is highlighted by their recognition of the deeper pain caused by human
ingratitude and betrayal, despite an ironic cheerfulness suggested by the call to celebrate
the resilient holly.
Q#6: Comment on the line “Most friendship is feigning, most loving mere folly:”

Ans: The line “Most friendship is feigning, most loving mere folly” expresses the speaker’s
deep cynicism about human relationships. It suggests that many friendships are insincere
and based on pretense (“feigning”), while most love is shallow and foolish (“mere folly”).
This reflects a view that genuine affection and loyalty are rare, and that many relationships
are ultimately deceptive and misguided.

Writing

• Summarize the poem “Blow, Blow, Thou Winter Wind” building on the points
discussed in written comprehension.

Ans: In “Blow, Blow, Thou Winter Wind,” Shakespeare uses the winter wind and the bitter
sky to illustrate the harshness of nature. However, the poet suggests that this natural
harshness is less painful than the emotional wounds caused by human ingratitude and
false friendships. The poem reflects a cynical view of relationships, describing many
friendships as insincere and most love as foolish. Despite recognizing the superficiality and
betrayal in human connections, the poet adopts an ironic cheerfulness, symbolized by the
evergreen holly, which represents resilience and endurance. The overall mood is one of
disillusionment with human nature, contrasted with a resilient, albeit ironic, optimism.

• Analyze the perspective of the poet as the feelings of an afflicted man.

Ans: In “Blow, Blow, Thou Winter Wind,” the poet’s perspective reflects the feelings of an
afflicted man who is deeply disillusioned by human relationships. The poet uses the harsh
imagery of the winter wind and bitter sky to represent the external harshness he faces,
which he acknowledges as less severe than the internal pain caused by human betrayal
and ingratitude.

The poet’s view of friendships and love as “feigning” and “mere folly” suggests a profound
sense of disappointment and emotional suffering. He feels betrayed by the superficiality
and insincerity he perceives in relationships, which he finds more hurtful than the
impersonal cruelty of nature.

Despite this, the poet adopts an ironic tone of cheerfulness, calling for a song to the green
holly—a symbol of resilience. This reflects a resigned acceptance of life’s harsh realities
and a determination to maintain a positive outlook despite personal afflictions. Thus, the
poet’s perspective is characterized by a blend of deep emotional pain and a resilient, albeit
ironic, cheerfulness.
Background of Poems

The Wind by Robert Louis Stevenson:

“The Wind” by Robert Louis Stevenson is a poem from his collection *A Child’s Garden of
Verses*, first published in 1885. This collection is notable for its focus on the experiences,
imagination, and perceptions of children, reflecting Stevenson’s own nostalgic look back at
his childhood.

Stevenson wrote the poems in *A Child’s Garden of Verses* during a period when he was
battling with his chronic illness. The poems often exhibit a longing for the simplicity and
wonder of childhood. “The Wind” is no exception, portraying the wind as a mysterious,
almost playful presence, embodying the boundless curiosity and imagination of a child.

In “The Wind,” Stevenson personifies the wind, giving it qualities that resonate with the
sense of wonder and the slightly eerie feeling it can evoke in a young child. The poem
reflects the Victorian era’s literary trend of capturing the essence of childhood innocence
and the natural world.

Robert Louis Stevenson was born on November 13, 1850, and *A Child’s Garden of Verses*,
which includes the poem “The Wind,” was published in 1885. This means Stevenson was
34 or 35 years old at the time of its publication, depending on the exact publication date.

The Darkling Thrush by Thomas Hardy:

“The Darkling Thrush” by Thomas Hardy was written and published at the very end of the
19th century, appearing first in the *Graphic* on December 29, 1900, and later included in
his 1901 collection *Poems of the Past and the Present*. The poem is often interpreted as a
reflection on the end of an era, capturing Hardy’s feelings of uncertainty and melancholy as
the 19th century gave way to the 20th.

The background of the poem is significant for several reasons:

1. Historical Context: The turn of the century was a time of significant change and
upheaval. The Victorian era was ending, and there were widespread feelings of
apprehension about the future. The Industrial Revolution had transformed society,
and there was a growing sense of disillusionment with traditional values and beliefs.
2. Personal Context: Hardy was deeply influenced by the changes and challenges of
his time. Known for his pessimistic outlook, Hardy often explored themes of human
suffering, the indifferent nature of the universe, and the decline of rural life. “The
Darkling Thrush” embodies these themes, reflecting both his personal sense of
despair and a broader cultural malaise.
3. Poetic Elements: The poem uses vivid imagery and contrasts to evoke a bleak,
wintry landscape. The thrush, an aged bird singing a hopeful song amid the
desolation, serves as a powerful symbol of hope and resilience in the face of
despair. This contrast between the harsh environment and the thrush’s optimistic
song highlights Hardy’s ambivalence about the future.
4. Literary Significance: “The Darkling Thrush” is often seen as a transitional work,
bridging the gap between Victorian and modernist literature. Its themes of
uncertainty and the search for meaning resonate with the emerging modernist
movement, which would come to dominate the literary landscape of the 20th
century.