Summary

‘The Wind’ by Robert Louis Stevenson is a thoughtful children’s poem about the wind.

In the poem’s first stanza, the speaker describes how he saw the wind tossing kites in the sky and blowing birds
around. Despite being unable to physically see the wind, the speaker keeps tabs on it. He could feel it “push”
and hear it “call.” In the final stanza, this speaker asks the wind several questions about its form. He wonders if
it is a beast of the field or “just a stronger child than me.”

Structure and Form

‘The Wind’ by Robert Louis Stevenson is a three-stanza poem that is divided into sets of six lines, known
as sestets. The stanzas follow a rhyme scheme of AABBCC, changing end sounds throughout the following
lines. But, the last two lines of each stanza are the same. This is known as a refrain. They read:

O wind, a-blowing all day long,

O wind, that sings so loud a song!
Additionally, it’s important to note the fact that Stevenson also used iambic tetrameter in this piece. This means
that each line is made up of four sets of two beats. The first of which is unstressed and the second of which is
stressed.

Literary Devices

Throughout this poem, the poet makes use of several literary devices. These include but are not limited to:

• Enjambment: can be seen when the poet cuts off a line before its natural stopping point. For example,
the transition between lines one and two of the first stanza. The majority of the lines in this poem are
end-stopped.

• Caesura: can be seen when the poet inserts a pause into the middle of a line. This can be accomplished
through the use of punctuation or through a natural pause in a line. For example: “I saw you toss the
kites on high.” There is a natural pause in this line between the first four syllables and the second four.
• Personification: occurs when the poet imbues something nonhuman with human characteristics or
abilities. In this case, the poet describes the wind singing a song.

• Alliteration: occurs when the poet repeats the same consonant sound at the beginning of multiple lines.
For example, “sing” and “song” in the last line of every stanza, and “different” and “did” in the first line
of the second stanza.

Detailed Analysis
Stanza One
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!
In the first stanza of the poem, it becomes clear quite quickly that the speaker is talking to the wind. This is
known as an apostrophe. The speaker is talking to someone or something that is incapable of responding or even
hearing their words. The poet also immediately uses personification to describe the wind in human-like terms.

The speaker notes how the wind moves things, like kites and birds, around the sky. By using imagery, the poet
also depicts the sound of the wind blowing across the grass and moving women’s skirts.

The first stanza, like all the following stanzas, ends with the same two lines. This concluding closed
couplet contains a textbook example of an apostrophe in that it begins with “O.”

Stanza Two
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!

In the second stanza, the speaker continues to address the wind. Despite, perhaps, the wind’s attempts to hide,
the speaker is paying close attention. He has seen all the different things the wind has done. This is despite the
fact that the wind is always invisible. (The speaker sees the results of the wind’s movements rather than the
wind itself.)
The second stanza contains a great example of caesura: “I felt you push, I heard you call.” There is a pause
created through a natural stopping point in the meter and a comma. Both sides of the statement also use “I.”

Stanza Three
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!
In the final stanza, the speaker addresses the wind one last time. He asks the element questions, as a child
would. The speaker wonders if the wind is young or old, a “beast of field and tree” or “just a stronger child than
me.” It is in these lines that the speaker’s identity, as a child, is revealed. It makes the inquisitive statements in
the previous stanzas easier to understand.

What is the purpose of ‘The Wind?’

The purpose of this poem is to explore the nature of the wind. The speaker spends the three stanzas of this poem
describing the wind’s actions and, in the last stanza, asking the wind questions. Through personification, the
young speaker makes the wind an interesting character.

What is the tone of ‘The Wind?’

The tone is inquisitive and interesting. The young speaker is amazed by the winds’ actions. He keeps tabs on it
every time he sees it pass, moving the grass or kites in the sky. He wonders where it comes from and what kind
of creature it is.
Who is the speaker in ‘The Wind?’

The speaker is a young child. This is revealed in the third stanza. The identity of this child is unknown. But, the
poem is easy to understand without knowing the child’s specific identity.

Stanza 1:

1. Which of the following best describes the action of the wind in the first stanza?
a) Calm
b) Gentle
c) Forceful
d) Playful
Answer: d) Playful

2. What figure of speech is used in the line "Like ladies' skirts across the grass"?
a) Simile
b) Metaphor
c) Personification
d) Hyperbole
Answer: a) Simile

3. What does the phrase "O wind, a-blowing all day long" suggest about the wind?
a) The wind is calm.
b) The wind is constant and ever-present.
c) The wind is destructive.
d) The wind is temporary.
Answer: b) The wind is constant and ever-present.

4. In "And blow the birds about the sky," what does the wind’s action toward the birds imply?
a) The wind controls the birds.
b) The birds resist the wind.
c) The birds enjoy the wind.
d) The birds fear the wind.
Answer: a) The wind controls the birds.

5. What is the tone of the first stanza?

a) Joyful
b) Melancholic
c) Mysterious
 d) Reflective
Answer: a) Joyful

Stanza 2:

1. In the line "But always you yourself you hid," what literary device is present?
a) Irony
b) Repetition
c) Metaphor
d) Alliteration
Answer: b) Repetition

2. What does the poet mean by "I could not see yourself at all"?
a) The wind is invisible.
b) The poet was blind.
c) The wind is small.
d) The wind is hiding.
Answer: a) The wind is invisible.
3. What does the phrase "I felt you push, I heard you call" imply about the wind's presence?
a) The wind is aggressive.
b) The wind is gentle.
c) The wind can be felt and heard but not seen.
d) The wind is noisy.
Answer: c) The wind can be felt and heard but not seen.

4. Which figure of speech is present in the line "O wind, a-blowing all day long"?
a) Alliteration
b) Repetition
c) Personification
d) Metaphor
Answer: b) Repetition

5. What emotion is the poet conveying in this stanza about the wind?
a) Confusion about the wind’s identity
b) Frustration with the wind
c) Fear of the wind
d) Wonder and admiration for the wind’s power
Answer: a) Confusion about the wind’s identity

Stanza 3:
1. In the line "O you that are so strong and cold," what literary device is used?
a) Simile
b) Personification
c) Hyperbole
 d) Irony
Answer: b) Personification

2. The line "Are you a beast of field and tree" suggests that the poet is
a) Comparing the wind to animals.
b) Scared of the wind.
c) Unable to understand the wind.
d) Mocking the wind.
Answer: a) Comparing the wind to animals.

3. What does the poet imply by asking "Are you young or old?"
a) The poet is curious about the wind’s nature.
b) The wind changes with age.
c) The wind is too young to understand.
d) The poet believes the wind has a fixed age.
Answer: a) The poet is curious about the wind’s nature.

4. What kind of tone is created by the line "Or just a stronger child than me"?
a) Arrogant
b) Playful and curious
c) Angry
d) Nostalgic
Answer: b) Playful and curious

5. Which literary device is used in the line "O wind, that sings so loud a song"?
a) Hyperbole
b) Onomatopoeia
c) Alliteration
d) Personification
Answer: d) Personification
Stanza 1:

1. What does the image of "tossing the kites on high" represent in relation to the wind's power?
The image of the wind tossing kites symbolizes the wind’s playful yet powerful control over objects in
the sky. It shows how effortlessly the wind manipulates things, like kites, showcasing its invisible force.

2. How does the simile "Like ladies' skirts across the grass" enhance the description of the wind?
The simile compares the movement of the wind to the gentle and graceful motion of ladies' skirts,
adding a visual element of elegance and softness to the wind's movement across the landscape.

3. What is the significance of the line "O wind, a-blowing all day long" in terms of the poem's mood?
This line emphasizes the constant and unstoppable nature of the wind, contributing to a mood of awe
and admiration. It conveys the idea that the wind is an enduring presence, creating both a peaceful and
persistent atmosphere.
4. Why does the poet use the phrase "sings so loud a song" to describe the wind?
The phrase "sings so loud a song" personifies the wind by giving it a human-like ability to sing. This
 portrays the wind as a lively and dynamic force, not just a natural element, but something that engages
actively with the world.

5. What effect does the wind's actions, such as "blowing the birds about the sky," have on the poet’s
perception of nature?
The wind’s ability to control the birds' movement makes the poet see nature as unpredictable and
powerful. The wind becomes a force that both disrupts and animates the natural world, making the poet
reflect on the unseen energies around them.

Stanza 2:
1. Why does the poet emphasize the fact that the wind "always hid itself"?
The poet underscores the idea that the wind, while it can be felt and heard, remains invisible. This adds
to the mystery of the wind, suggesting that it represents something elusive and intangible, beyond
human understanding.

2. How does the poet convey a sense of frustration or curiosity in the line "I could not see yourself at
all"?
The poet expresses a sense of frustration in not being able to fully comprehend or see the wind, despite
its clear presence. This line suggests that the poet yearns to understand the wind more fully but is limited
by its invisible nature.

3. What is the deeper meaning of the lines "I felt you push, I heard you call"?
These lines highlight the sensory experiences associated with the wind. The wind’s “push” and “call”
indicate its physical strength and the noise it produces, reinforcing the idea that though the wind cannot
be seen, it makes its presence known in other ways, connecting nature’s power with human experience.

4. How does the repetition of "O wind, a-blowing all day long" contribute to the poem's thematic
structure?
The repetition reinforces the omnipresence and relentless nature of the wind. It ties the stanzas together,
emphasizing that the wind is an unchanging force, central to both the physical world and the poet’s
thoughts, creating a cyclical theme of persistence.

5. What is the significance of the poet being unable to "see" the wind but still feeling its influence
throughout the stanza?
The wind’s invisibility represents unseen forces in life—those things that cannot be seen directly but
have a profound impact. It also reflects on human limitations, showing that we often perceive the world
only partially, through indirect sensations.

Stanza 3:

1. Why does the poet question the wind's age in "Are you young or old?" and what does this reveal
about their understanding of nature?
By questioning the wind’s age, the poet reflects on the timelessness of natural forces. This shows that
the poet is grappling with the idea of the wind as an eternal, ageless entity, something that transcends
human time and age.
 2. What is the deeper metaphor in comparing the wind to a "beast of field and tree"?
The metaphor of the wind as a "beast" suggests that the wind is a wild, untamed force of nature. It
implies that the wind has a life of its own, behaving like a powerful animal, unpredictable and free from
human control.
3. What does the poet mean by "Or just a stronger child than me"? How does this relate to the poet's
view of the wind?
This line suggests that the poet sees the wind as playful, yet stronger than themselves. It conveys a sense
of awe, with the poet acknowledging that even though the wind might seem childlike in its playful
movements, it is far more powerful than the poet.

4. How does personification shape the way we understand the wind in the phrase "O you that are so
strong and cold"?
Personifying the wind as “strong and cold” gives it human-like qualities, making it seem as though the
wind has intentions or a personality. This deepens our understanding of the wind as not just a natural
force, but almost a character in the poem, powerful and emotionally detached.

5. How does the poet's series of questions in this stanza contribute to the theme of uncertainty about
the natural world?
The poet's questions show their curiosity and confusion about the wind’s true nature. This suggests a
theme of the unknown in nature, where forces like the wind are felt and experienced but never fully
understood. The poet’s inquiries reflect a desire to comprehend the mystery of the world around them,
which remains elusive.

These questions and answers delve deeper into the poem's meaning, challenging the reader to consider abstract
concepts and symbolic interpretations in relation to the wind’s nature and the poet’s experience of it.

Stanza 1:
1. "I saw you toss the kites on high"

o Personification: The wind is personified as a being capable of tossing kites, a human action
attributed to a natural force.

o Imagery: Visual imagery is created as we can picture the wind tossing kites high up in the sky,
evoking a sense of movement.
2. "And blow the birds about the sky"

o Personification: The wind is given the human action of blowing birds, further emphasizing the
wind’s influence over the world.

o Imagery: This creates a clear image of birds being blown by the wind, adding to the dynamic
portrayal of nature.
3. "And all around I heard you pass"

o Personification: The wind is again personified, suggesting that it moves with purpose and can
be "heard" passing by.
 o Imagery: Auditory imagery, as the speaker "hears" the wind, adding a sensory dimension to the
poem.

4. "Like ladies' skirts across the grass"

o Simile: The wind’s movement is compared to the fluttering of skirts. This suggests grace and
elegance in the way the wind moves, softening its powerful nature.

o Imagery: Visual imagery of ladies' skirts adds a layer of refinement to the description of the
wind's action.

5. "O wind, a-blowing all day long"

o Refrain: This line repeats across the poem, giving it a musical, rhythmic quality.

o Apostrophe: The poet directly addresses the wind, a non-human entity, making this an example
of apostrophe.

o Personification: The wind is continuously active, given a relentless nature as if it has the ability
to act all day like a living being.

6. "O wind, that sings so loud a song!"

o Personification: The wind is depicted as "singing," attributing it human-like qualities of

producing music.

o Hyperbole: The phrase exaggerates the sound of the wind by comparing it to a "loud song,"
emphasizing the wind's strength.

Stanza 2:

1. "I saw the different things you did"

o Personification: The wind is attributed actions ("did"), suggesting that it has the ability to
perform tasks, like a person.

2. "But always you yourself you hid"

o Personification: The wind is described as hiding itself, an act that requires consciousness,
enhancing the mystique of the wind.
o Irony: The poet acknowledges that although the wind’s effects are visible, the wind itself
remains unseen, which creates a subtle irony in perception.

3. "I felt you push, I heard you call"

o Personification: The wind "pushes" and "calls," actions that make it seem as though the wind
has a will of its own and communicates with the poet.
o Imagery: Both tactile and auditory imagery are evoked here, as the poet feels and hears the
wind's presence.

4. "I could not see yourself at all"

 o Irony: Despite feeling and hearing the wind, the poet cannot see it, highlighting the invisible yet
powerful nature of the wind.

5. "O wind, a-blowing all day long"

o Refrain: Repeated from stanza 1, reinforcing the wind’s relentless presence throughout the day.

6. "O wind, that sings so loud a song!"

o Refrain: This line also repeats, maintaining the poem’s lyrical quality.

o Personification: The wind continues to "sing," emphasizing its dynamic and energetic nature.
o Hyperbole: The idea of the wind "singing" loudly exaggerates its auditory impact.

Stanza 3:

1. "O you that are so strong and cold"

o Personification: The wind is described with human qualities like "strong" and "cold," making it
appear as if the wind has a personality or temperament.

o Apostrophe: The poet speaks directly to the wind as "you," giving the wind a personal
connection to the poet.

2. "O blower, are you young or old?"

o Personification: Asking if the wind is "young or old" implies the wind has an age, a quality
normally associated with living beings.

o Apostrophe: The poet continues to address the wind directly, further engaging with it as if it
were a sentient being.

3. "Are you a beast of field and tree"

o Metaphor: The wind is compared to a "beast" of the natural world, which conveys its untamed,
wild force.

o Symbolism: The "beast" represents nature’s raw, primal energy, symbolizing the uncontrollable
power of the wind.

4. "Or just a stronger child than me?"

o Metaphor: The wind is compared to a "stronger child," implying that while the wind may have a
playful or youthful nature, it is more powerful than the poet.

o Antithesis: The poet contrasts the idea of the wind as a "beast" with that of a "child," playing
with the duality of its character—both wild and innocent.
5. "O wind, a-blowing all day long"

o Refrain: This line is repeated again to reinforce the poem’s rhythmic pattern and the
omnipresence of the wind.
 6. "O wind, that sings so loud a song!"

o Personification: The wind "sings" loudly, continuing the theme of human-like characteristics
attributed to the wind.

o Hyperbole: The phrase exaggerates the sound of the wind, making it larger than life in its
musicality.

Summary of Figures of Speech:

1. Personification: The most dominant figure of speech throughout the poem, where the wind is given
human traits like pushing, singing, hiding, and calling.

2. Simile: Found in the comparison "Like ladies' skirts across the grass," highlighting the graceful
movement of the wind.

3. Metaphor: In stanza 3, the wind is metaphorically described as both a "beast" and a "stronger child,"
conveying its dual nature—both fierce and playful.

4. Imagery: Visual, tactile, and auditory imagery are prevalent, as the poet describes the wind’s actions in
vivid, sensory terms.

5. Refrain: The lines "O wind, a-blowing all day long" and "O wind, that sings so loud a song!" repeat in
every stanza, reinforcing the poem’s structure and rhythm.

6. Apostrophe: The poet frequently addresses the wind directly, a figure of speech that engages with the
wind as if it were a conscious entity.

7. Irony: The poet experiences the wind’s effects but cannot see it, creating a sense of irony in the
relationship between perception and reality.

8. Hyperbole: The wind's song is exaggerated as "loud," emphasizing the magnitude of its presence.

These figures of speech work together to create a vivid, multi-sensory experience of the wind, portraying it as
both a powerful, untamable force and a playful, mysterious presence in nature.

Yes, you're correct! The line "I felt you push, I heard you call" can indeed contain antithesis when we
analyze it closely. Here's why:

• Antithesis refers to the juxtaposition of two contrasting ideas in a balanced structure.

• In this line, the contrast comes from the difference in sensory experiences: "felt" (a tactile sensation) vs.
"heard" (an auditory sensation).

• The push (a physical force) is contrasted with the call (a sound), highlighting the difference between the
physical strength of the wind and its more intangible, vocal nature.

Thus, while subtle, the line does use antithesis by juxtaposing two different actions of the wind—one that is
physical and one that is auditory—balancing the dual nature of the wind as both something that can be felt and
heard but never seen.
Vocabulary from the Poem
 1. What is the meaning of "toss" in the line "I saw you toss the kites on high"?

o A. Shake

o B. Throw

o C. Swing
o D. Fly
Answer: B. Throw

2. In the context of the poem, what does "a-blowing" suggest?

o A. Creating wind

o B. Causing destruction

o C. Continuously blowing

o D. Whispering
Answer: C. Continuously blowing

3. What is the meaning of "skirts" in the line "Like ladies' skirts across the grass"?

o A. The bottom of trees

o B. Clothing

o C. Flower petals
o D. Wind paths
Answer: B. Clothing

4. What does the phrase "I heard you call" suggest about the wind?
o A. The wind makes a phone call

o B. The wind communicates audibly

o C. The wind sings loudly

o D. The wind is a metaphor for sound

Answer: B. The wind communicates audibly

5. In the poem, what could "a song" symbolize in the phrase "O wind, that sings so loud a song"?

o A. The beauty of the wind

o B. The destruction of the wind

o C. The continuous movement of the wind

o D. The sound of the wind

Answer: D. The sound of the wind

Poetic Devices: Figures of Speech (General)

6. Which of the following is an example of personification?

o A. "The stars twinkled in the night sky."

o B. "The wind whispered through the trees."

o C. "The cat sat quietly."

o D. "He ran as fast as lightning."
Answer: B. "The wind whispered through the trees."

7. Which of the following contains a simile?

o A. "The wind blew all night long."

o B. "Her eyes were like the stars."

o C. "The tree waved in the wind."

o D. "Time flies when you're having fun."

Answer: B. "Her eyes were like the stars."

8. What poetic device is used in the phrase, "The thunder roared across the sky"?

o A. Simile

o B. Alliteration

o C. Personification
o D. Onomatopoeia
Answer: C. Personification

9. Identify the poetic device in "Like ladies' skirts across the grass."
o A. Simile

o B. Metaphor

o C. Personification

o D. Alliteration
Answer: A. Simile

10. Which of the following lines uses hyperbole?

• A. "The mountain reached the clouds."

• B. "The gentle breeze caressed my face."

• C. "She is as quiet as a mouse."

• D. "The sun smiled down on us."

Answer: A. "The mountain reached the clouds."

11. What figure of speech is present in the line "Are you a beast of field and tree"?
• A. Simile
• B. Metaphor

• C. Alliteration

• D. Apostrophe
Answer: B. Metaphor

12. In the phrase "O wind, a-blowing all day long," which figure of speech is employed?

• A. Hyperbole

• B. Apostrophe
• C. Personification

• D. Alliteration
Answer: B. Apostrophe

13. Which of the following is an example of alliteration?

• A. "The stars were scattered."

• B. "She sells sea shells by the seashore."

• C. "The lion's roar echoed in the night."

• D. "The wind whispered softly."

Answer: B. "She sells sea shells by the seashore."

14. Which of the following is an example of anaphora?

• A. "I came, I saw, I conquered."

• B. "As brave as a lion."

• C. "He ran like the wind."

• D. "A sea of troubles."

Answer: A. "I came, I saw, I conquered."

15. What poetic device is found in the line "O wind, that sings so loud a song"?

• A. Onomatopoeia

• B. Hyperbole

• C. Simile

• D. Metaphor
Answer: B. Hyperbole

16. What is the figure of speech in the line "I felt you push, I heard you call"?
• A. Personification

• B. Antithesis
• C. Simile
 • D. Alliteration
Answer: B. Antithesis

17. Which figure of speech is present in the sentence "The fire crackled and popped in the fireplace"?

• A. Simile

• B. Onomatopoeia

• C. Personification

• D. Metaphor
Answer: B. Onomatopoeia

18. What is the figure of speech in "Like ladies' skirts across the grass"?
• A. Imagery

• B. Simile

• C. Alliteration

• D. Personification
Answer: B. Simile

Noun and its Types

19. In the sentence "The wind blew across the ocean," which type of noun is "ocean"?

• A. Common noun

• B. Proper noun
• C. Abstract noun

• D. Collective noun
Answer: A. Common noun

20. Which of the following is an example of an abstract noun?

• A. Courage

• B. Dog

• C. City

• D. Team
Answer: A. Courage

21. Which type of noun is the word "happiness"?

• A. Concrete noun

• B. Collective noun
• C. Abstract noun
• D. Proper noun
Answer: C. Abstract noun

22. In the sentence "The audience clapped after the performance," what type of noun is "audience"?

• A. Common noun

• B. Collective noun

• C. Abstract noun

• D. Proper noun
Answer: B. Collective noun

23. In "She visited Paris last summer," what type of noun is "Paris"?
• A. Common noun

• B. Proper noun

• C. Abstract noun

• D. Collective noun
Answer: B. Proper noun

24. Which of the following is an example of a concrete noun?

• A. Freedom

• B. Dog

• C. Kindness

• D. Beauty
Answer: B. Dog

25. Which noun type best fits "team" in the sentence "The team celebrated their victory"?
• A. Collective noun

• B. Common noun

• C. Abstract noun

• D. Proper noun
Answer: A. Collective noun

26. Identify the noun type in the sentence "His bravery saved the day."

• A. Proper noun

• B. Abstract noun
• C. Common noun

• D. Concrete noun
Answer: B. Abstract noun
27. Which type of noun is "library" in "The library has many books"?

• A. Proper noun

• B. Common noun

• C. Abstract noun
• D. Collective noun
Answer: B. Common noun

28. Which of the following is a proper noun?

• A. Mountain

• B. Book

• C. London

• D. School
Answer: C. London

29. In the sentence "The kindness he showed was unforgettable," which type of noun is "kindness"?

• A. Concrete noun

• B. Proper noun

• C. Abstract noun
• D. Collective noun
Answer: C. Abstract noun

30. Which noun type is "government" in "The government announced new laws"?
• A. Common noun

• B. Proper noun

• C. Collective noun

• D. Abstract noun
Answer: C. Collective noun