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The Poem — Somebody’s Mother

🎓 Class 8 English CBSE Theory Ch 2 — A Tale of Valour ⏱ ~35 min
🌐 Language: [gtranslate]

This MCQ module is based on: The Poem — Somebody’s Mother

[myaischool_lt_english_assessment grade_level="class_8" difficulty="basic"]

Before You Read

Bloom: L2 Understand
Anticipation Guide — Reflect before you read:
  1. Think of an occasion when you helped a stranger or an elderly person. How did it make you feel? What do you imagine the other person felt?
  2. Below are some descriptive words. Sort them into two groups — words that describe an elderly person and words that describe a school student:
    strong worried trembling hastening firm bent merry grey slow guide helpful
  3. The word ragged? can carry several meanings. Can you think of at least two different ways it might be used?
MB
Mary Dow Brine
1816–1913 American Poetry

Mary Dow Brine was an American poet and author from the nineteenth century, known for her heartfelt, sentimental verses. Her poems often explore themes of kindness, family bonds, and moral values. Her works were widely read in schools and homes during her lifetime.

The Poem — Somebody's Mother

Context Note
This narrative poem tells the story of an elderly woman stranded at a busy street crossing during winter, ignored by most passersby. A young schoolboy notices her distress and helps her cross safely. The poem celebrates compassion and the idea that everyone deserves care — because every person is dear to someone.
I
1 The woman was old and ragged? and grey
2 And bent with the chill of the Winter's day. Imagery
3 The street was wet with a recent snow
4 And the woman's feet were aged and slow.
II
5 She stood at the crossing and waited long, Imagery
6 Alone, uncared for?, amid the throng?
7 Of human beings who passed her by
8 Nor heeded? the glance of her anxious eyes.
III
9 Down the street, with laughter and shout,
10 Glad in the freedom of "school let out,"
11 Came the boys like a flock of sheep, Simile
12 Hailing? the snow piled white and deep.
IV
13 Past the woman so old and grey
14 Hastened? the children on their way.
15 Nor offered a helping hand to her— Alliteration
16 So meek?, so timid?, afraid to stir?
V
17 Lest the carriage wheels or the horses' feet
18 Should crowd her down in the slippery street.
VI
19 At last came one of the merry? troop,
20 The gayest laddie? of all the group;
21 He paused beside her and whispered low,
22 "I'll help you cross, if you wish to go."
VII
23 Her aged hand on his strong young arm
24 She placed, and so, without hurt or harm,
25 He guided the trembling? feet along,
26 Proud that his own were firm and strong. Alliteration
VIII
27 Then back again to his friends he went,
28 His young heart happy and well content?.
29 "She's somebody's mother, boys, you know,
30 For all she's aged and poor and slow", Alliteration
IX
31 "And I hope some fellow will lend? a hand
32 To help my mother, you understand",
33 "If ever she's poor and old and grey, Repetition
34 When her own dear boy is far away."
X
35 And "somebody's mother" bowed low her head Repetition
36 In her home that night, and the prayer she said
37 Was "God be kind to the noble? boy,
38 Who is somebody's son, and pride and joy!"
Rhyme Scheme
AABB (Couplets): Each pair of consecutive lines rhymes with each other. For example, "grey" rhymes with "day", "snow" with "slow", and "long" with "throng". This creates a flowing, song-like rhythm that suits the narrative style of the poem.

Stanza-by-Stanza Explanation

Stanzas I–II: The Lonely Old Woman
The poem opens with a vivid picture of a frail, elderly woman standing alone on a cold winter street. Her clothes are worn out, her hair has turned grey, and her body is stooped from age and the biting cold. The road is slippery with fresh snow, making it dangerous for her unsteady feet. She waits at the crossing, hoping someone will help her, but the crowd of people rushing past takes no notice of her worried, pleading eyes. The poet paints a moving image of neglect and vulnerability.
Stanzas III–V: The Indifferent Schoolboys
A group of schoolboys comes running down the street, overjoyed that school has ended for the day. The poet compares them to a flock of sheep — noisy, carefree, and moving together as a group. They rush past the old woman without pausing or offering assistance. She stands there, too gentle and fearful to move on her own, afraid that the wheels of carriages or the hooves of horses might knock her down on the icy surface.
Stanzas VI–VII: The Kind Boy
Finally, one boy from the cheerful group stops. He is described as the most joyful lad among them all. He gently whispers, offering to help the woman cross the road. She places her frail hand on his strong, youthful arm, and he carefully guides her trembling steps across the slippery street. He feels a quiet pride that his own feet are steady and powerful enough to support someone in need.
Stanzas VIII–IX: The Boy's Reasoning
After helping the woman, the boy returns to his friends. He feels deeply satisfied and at peace. He explains his action by saying that this old woman is someone's mother — even though she may appear aged, poor, and slow. He then expresses a heartfelt wish: if his own mother ever finds herself alone, helpless, and far from her son, he hopes that some kind person will step forward to help her too. His words reveal remarkable empathy and maturity for his age.
Stanza X: The Grateful Prayer
That evening, the old woman bows her head at home and offers a prayer of gratitude. She asks God to bless the noble boy who helped her — someone who is also a dear son, a source of pride and happiness for his own family. The poem comes full circle: the phrase "somebody's mother" is now mirrored by "somebody's son," showing that every act of kindness connects people across generations.

Vocabulary from the Poem

ragged
adjective
Wearing torn, shabby clothes; also means rough or uneven. "The ragged beggar sat near the temple."
throng
noun
A large, densely packed crowd of people. "A throng of shoppers filled the market."
heeded
verb
Paid attention to; took notice of. "Nobody heeded the warning signs."
hastened
verb
Moved or acted quickly; hurried. "She hastened towards the bus stop."
meek
adjective
Quiet, gentle, and easily imposed upon; submissive. "The meek child waited patiently in line."
timid
adjective
Showing a lack of courage or confidence; easily frightened. "The timid rabbit hid behind the bush."
stir
verb
To move or begin to move slightly. "She was afraid to stir from her spot."
laddie
noun
An informal word for a boy or young man, often used in Scottish or Irish English. "The little laddie ran across the field."
trembling
adjective
Shaking involuntarily, typically from weakness, fear, or cold. "Her trembling hands could barely hold the cup."
content
adjective
In a state of peaceful happiness and satisfaction. "He felt content after finishing the painting."
noble
adjective
Having fine personal qualities or high moral principles; honourable. "It was a noble gesture to return the lost wallet."
lend
verb
To give or offer (help, support) to someone. "Can you lend a hand with these boxes?"

Theme Web — Somebody's Mother

Bloom: L4 Analyse
Kindness (Central Theme) Empathy Stanzas VI–IX Duty Stanzas VIII–IX Gratitude Stanza X Compassion Stanzas VI–VII

Figure: Thematic web — click on any sub-theme to see supporting evidence from the poem

Literary Devices in the Poem

Simile "Came the boys like a flock of sheep" (Stanza III)

The boys are compared to sheep using the word "like" — they move together in a noisy, carefree herd, just as sheep do.

Alliteration "firm and strong" / "poor and slow" / "helping hand"

Repetition of initial consonant sounds creates rhythmic emphasis and draws the reader's attention to key contrasts between the old woman and the young boy.

Repetition "somebody's mother"

The title phrase recurs throughout the poem, reinforcing the idea that every elderly person is somebody's parent and deserves care and respect.

Imagery Winter street scene

The poet paints a detailed sensory picture of the cold, wet, snowy street and the frail woman standing amid the bustling crowd — evoking both sight and feeling.

Rhyme (AABB) Couplet pattern throughout

The consistent rhyming couplets (grey/day, snow/slow, long/throng) give the poem a gentle, musical quality that suits its storytelling nature.

Exercises

1. Arrange the Events in Correct Order

The following events from the poem are jumbled. Put them in the sequence in which they occur:

  1. The boy explains his action to his friends
  2. An old woman waits to cross the street
  3. Schoolboys rush past without helping
  4. The old woman prays for the kind boy
  5. A cheerful boy offers to help
  6. The boy guides the woman across the road
  7. The woman is afraid of carriages and horses
Correct Order:
(b) An old woman waits to cross the street → (c) Schoolboys rush past without helping → (g) The woman is afraid of carriages and horses → (e) A cheerful boy offers to help → (f) The boy guides the woman across the road → (a) The boy explains his action to his friends → (d) The old woman prays for the kind boy

2. Fill in the Blanks

  1. The central theme of the poem is ________.
  2. The tone of the poem is ________ and ________.
  3. Each stanza is composed of ________, which are pairs of rhyming lines.
  4. The poem's structure blends ________ and ________.
  5. The rhyme scheme of the poem is ________.
  1. kindness / empathy (accepting either)
  2. sympathetic and hopeful
  3. couplets (each stanza has four lines — two pairs of rhyming lines)
  4. narrative and emotions
  5. AABB

3. Identify Literary Devices

Find examples from the poem for each of the following:

  1. Simile — Find a comparison using "like" or "as".
  2. Alliteration — Find lines where the same consonant sound repeats at the start of nearby words.
  3. Repetition — Identify a phrase that is repeated across stanzas.
  1. Simile: "Came the boys like a flock of sheep" (Stanza III) — The boys are compared to sheep for their herd-like, noisy movement.
  2. Alliteration: "firm and strong" (Stanza VII), "poor and slow" (Stanza VIII), "helping hand" (Stanza IV) — Repeated consonant sounds add rhythm and emphasis.
  3. Repetition: "somebody's mother" appears in Stanzas VIII, IX, and X — It reinforces the poem's message that every person matters to someone.

4. Complete the Imagery Sentences

Fill in the missing words from the poem to complete these vivid descriptions:

  1. The street was ________ with a recent ________.
  2. She stood at the crossing and waited ________.
  3. He guided the ________ feet along.
  4. His young heart ________ and well ________.
  1. wet … snow
  2. long
  3. trembling
  4. happy … content

5. Why Does the Poet Repeat "Somebody's Mother"?

The phrase "somebody's mother" appears several times in the poem. Why do you think the poet chose to repeat it?

Model Answer: The poet repeats the phrase "somebody's mother" to remind readers that every elderly, vulnerable person is connected to a family. By using this phrase, the poet urges us to see strangers not as anonymous faces in a crowd, but as beloved family members of someone. It turns the old woman from a nameless figure into a person worthy of care and respect. The repetition creates an emotional echo that stays with the reader long after the poem ends.

6. Analogy

Complete the following analogy based on the poem:

old woman : vulnerable :: young boy : ________
Answer: old woman : vulnerable :: young boy : compassionate (or "helpful" / "strong")
The old woman represents vulnerability, while the young boy represents compassion and strength of character.

Extract-Based Questions

📋

Extract 1 — Reference to Context

"The woman was old and ragged and grey / And bent with the chill of the Winter's day. / The street was wet with a recent snow / And the woman's feet were aged and slow."
Q1. What season is described in the extract? How can you tell?
L1 Remember
Answer: The season is winter. The poet mentions the "chill of the Winter's day" and the "recent snow" on the street, both of which clearly indicate it is the cold season.
Q2. Which words describe the woman's physical condition? What impression do they create?
L2 Understand
Answer: The words "old," "ragged," "grey," "bent," "aged," and "slow" describe her condition. Together, they create an impression of extreme frailty, poverty, and helplessness. The reader immediately feels sympathy for this defenceless woman.
Q3. What literary device is used in describing the winter setting? Explain its effect.
L4 Analyse
Answer: The poet uses imagery to describe the winter setting — the wet street, recent snowfall, and biting cold. This vivid sensory description helps readers visualise the harsh environment and understand how difficult it would be for the old woman to navigate the crossing alone.
Q4. Why do you think the poet begins the poem with such a detailed description of the old woman?
L5 Evaluate
Answer: The poet opens with this detailed description to immediately establish sympathy in the reader's heart. By showing us the woman's weakness and the harsh weather, the poet sets up a contrast with the indifferent crowd and later with the kind boy. It makes the boy's compassion all the more powerful and meaningful.
📋

Extract 2 — Reference to Context

"He guided the trembling feet along, / Proud that his own were firm and strong. / Then back again to his friends he went, / His young heart happy and well content."
Q1. Who is "he" in the extract? What did he do?
L1 Remember
Answer: "He" refers to the kind young boy who stopped to help the old woman. He guided her carefully across the slippery street so she could reach the other side safely.
Q2. What contrast does the poet draw between the boy and the old woman in these lines?
L3 Apply
Answer: The poet contrasts the woman's "trembling feet" with the boy's "firm and strong" ones. This highlights the difference between age and youth, weakness and strength. However, the boy uses his strength not for himself but to serve someone weaker, which is the true mark of character.
Q3. What does "well content" suggest about the boy's feelings?
L2 Understand
Answer: "Well content" means deeply satisfied and at peace. It suggests the boy experienced genuine happiness from his act of kindness — not because he expected a reward, but because helping another person gave him inner joy.
Q4. "Proud that his own were firm and strong" — Is this pride justified? Share your view.
L5 Evaluate
Hint: Consider whether the boy's pride comes from arrogance or from a sense of purpose. He is not boasting about his strength but rather feeling grateful that he has the ability to help someone in need. This is a wholesome, humble kind of pride — one that comes from using your gifts for a good cause.

Comprehension Questions

Q1. What were the old woman's fears at the crossing? L2
Answer: The old woman was terrified that the wheels of passing carriages or the hooves of horses might knock her down on the slippery, snow-covered street. Her aged, unsteady feet made it impossible for her to cross safely on her own, and no one in the busy crowd was willing to stop and assist her.
Q2. How does the poet convey the woman's helplessness? L4
Answer: The poet uses multiple techniques to show her helplessness: descriptive adjectives like "aged," "slow," "meek," and "timid"; the imagery of her waiting alone in a cold, snowy setting; and the contrast between the uncaring crowd rushing past and her anxious, pleading eyes. The phrases "afraid to stir" and "uncared for" further emphasise her complete vulnerability.
Q3. Why does the boy decide to help the old woman? L2
Answer: The boy helps the old woman because he sees her as "somebody's mother." He imagines that his own mother might one day find herself in a similar situation — old, alone, and in need of help. His empathy and imagination drive him to do what the rest of the crowd failed to do. He acts out of genuine compassion, not for any reward.
Q4. How is the boy's approach different from that of the other boys? L4
Answer: While the other boys rush past the old woman without a second glance, lost in their carefree joy, this particular boy pauses and takes notice. He is described as the "gayest laddie" — the happiest of them all — yet his happiness does not make him self-absorbed. Instead, he gently whispers his offer to help, showing sensitivity and respect. The other boys represent indifference, while he embodies active compassion.
Q5. Do you think the title "Somebody's Mother" is appropriate? Explain. L5
Answer: The title is highly appropriate because it captures the poem's central message. The boy does not know who the old woman is, but he recognises that she is "somebody's mother" — a person who is dear to some family. The title reminds us to treat every stranger with the same kindness we would want for our own loved ones. It also mirrors the poem's closing where the old woman prays for the "noble boy" who is "somebody's son."
Q6. What role does empathy play in our society? Relate your answer to the poem. L6
Answer: Empathy — the ability to understand and share another person's feelings — is the foundation of a caring society. In the poem, the boy demonstrates empathy by imagining the old woman as his own mother. This simple act of putting himself in her place transforms him from a bystander into a helper. In real life, empathy inspires us to assist the elderly, support those in difficulty, and build communities where no one feels alone. Without empathy, people become like the indifferent crowd in the poem — physically present but emotionally disconnected.

Grammar Workshop

Antonym Grid

Write the antonym (opposite) of each word from the poem:

old → ________
slow → ________
aged → ________
timid → ________
poor → ________
happy → ________
proud → ________
kind → ________
old → young
slow → fast
aged → youthful
timid → bold / brave
poor → rich / wealthy
happy → sad / unhappy
proud → humble
kind → cruel / unkind

Match the Words with Meanings

Match each word from the poem with its correct meaning:

Words:
  1. hastened
  2. heeded
  3. stir
  4. lend
  5. piled
  6. offered
Meanings:
  1. paid attention to
  2. moved quickly
  3. give or provide help
  4. heaped up in large amounts
  5. to move even slightly
  6. presented willingly
  1. hastened — (b) moved quickly
  2. heeded — (a) paid attention to
  3. stir — (e) to move even slightly
  4. lend — (c) give or provide help
  5. piled — (d) heaped up in large amounts
  6. offered — (f) presented willingly

Idioms with "Hand"

The poem uses the expression "lend a hand." Here are more idioms using the word "hand." Match each idiom with its meaning:

1. get out of hand
Meaning: ________
2. try your hand
Meaning: ________
3. give a free hand
Meaning: ________
4. give a big hand
Meaning: ________
5. work hand in hand
Meaning: ________
6. have your hands full
Meaning: ________
  1. get out of hand — to become uncontrollable ("The party got out of hand.")
  2. try your hand — to attempt something for the first time ("She tried her hand at painting.")
  3. give a free hand — to allow someone complete freedom to act ("The teacher gave us a free hand for the project.")
  4. give a big hand — to applaud; to clap enthusiastically ("Let's give a big hand to the performers!")
  5. work hand in hand — to work closely together in cooperation ("The two teams worked hand in hand.")
  6. have your hands full — to be extremely busy ("With three children, she has her hands full.")

Analogies

Complete the following analogies:

________ : winter :: heat : summer
hurt : ________ :: old : aged
  1. chill : winter :: heat : summer — (Chill is associated with winter just as heat is associated with summer.)
  2. hurt : harm :: old : aged — (Hurt and harm are synonyms, just as old and aged are synonyms.)

The Conjunction "Lest"

Rule: Using "Lest"
Subject + verb + lest + Subject + should + base verb

"Lest" means "for fear that" or "in case." It is used to express that something is done to prevent an unwanted outcome. When using "lest," the verb in the subordinate clause typically takes "should."

From the poem: "...afraid to stir / Lest the carriage wheels or the horses' feet / Should crowd her down in the slippery street."
Meaning: She was afraid to move because she feared the carriages or horses might knock her down.

Practice: Complete these sentences with "lest":

  1. Walk carefully ________ you ________ on the wet floor.
  2. Study hard ________ you ________ the examination.
  3. Speak softly ________ the baby ________ wake up.

Speaking Activity

Narrate a Time You Helped Someone

Bloom: L3 Apply

Think of a time when you helped a stranger, an elderly person, or someone in need. Narrate the experience to your classmates. Use the prompts below to organise your narration:

  • Who did you help?
  • Where did this happen?
  • What was the situation?
  • How did you help?
  • How did you feel afterwards?
  • What did the other person say or do?
Speaking Tip
Begin your narration with a hook: "One winter evening, I was walking home from school when I saw..." Use descriptive words to make your narration vivid, just as the poet does in this poem.

Writing Task

Diary Entry — Helping Someone in Need

Bloom: L6 Create

Imagine you are the boy from the poem. Write a diary entry about the day you helped the old woman cross the street. Describe what you saw, what you did, and how you felt.

Word limit: 100–120 words | Format: Diary Entry

Format:
Date: _______________

Dear Diary,

[Opening — What happened today / where you were]

[Middle — Describe the old woman, the situation, what you did]

[Ending — How you felt, what you told your friends, your reflection]

[Your name]

Explore Further

Earth as Our Mother

The Atharva Veda, one of the oldest Indian scriptures, contains the verse: "Mata Bhumih Putroham Prithivyah" — meaning "Earth is my mother, and I am her child." Just as the poem urges us to care for every mother, this ancient text reminds us to care for the Earth that nurtures all living beings.

Motherland and Fatherland

Many countries refer to their nation as either "motherland" or "fatherland." India is often called the "motherland" (Bharat Mata), emphasising the nurturing, caring bond between a nation and its people. Germany uses "Fatherland" (Vaterland), and Russia uses "Motherland" (Rodina). These terms reflect how deeply cultures connect family bonds with national identity.

A Nation's Strength by R. W. Emerson

The American poet Ralph Waldo Emerson wrote that true national strength comes not from wealth, armies, or grand buildings, but from the brave, kind-hearted people who stand up for what is right. This connects to the boy in our poem — small acts of individual compassion build the character of a nation.

Gratitude Card for Your Mother

Creative Activity: Make a gratitude card for your mother (or any caregiver). Write three things you are grateful for and one promise you make to them. Decorate it with drawings or stickers. Share it with the class if you wish!

Frequently Asked Questions — Chapter 2

What is Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool in NCERT Class 8 Mathematics?

Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool is a key concept covered in NCERT Class 8 Mathematics, Chapter 2: Chapter 2. This lesson builds the student's foundation in the chapter by explaining the core ideas with worked examples, definitions, and step-by-step methods aligned to the CBSE curriculum.

How do I solve problems on Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool step by step?

To solve problems on Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool, follow the NCERT method: identify the given quantities, choose the relevant formula or theorem, substitute values carefully, and simplify. Class 8 exercises gradually increase in difficulty — start with solved NCERT examples before attempting exercise questions, and always verify your answer by substitution or diagram.

What are the most important formulas for Chapter 2: Chapter 2?

The essential formulas of Chapter 2 (Chapter 2) are listed in the chapter summary and highlighted throughout the lesson in formula boxes. Memorise them and practise at least 2–3 problems per formula. CBSE board exams frequently test direct application as well as combined use of multiple formulas from this chapter.

Is Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool important for the Class 8 board exam?

Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool is part of the NCERT Class 8 Mathematics syllabus and appears in CBSE board exams. Questions typically include short-answer, long-answer, and competency-based items. Review the NCERT examples, exercise questions, and previous-year board problems on this topic to prepare confidently.

What mistakes should students avoid in Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool?

Common mistakes in Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool include skipping steps, misapplying formulas, sign errors, and losing track of units. Write each step clearly, double-check algebraic manipulations, and re-read the question after solving to verify that your answer matches what was asked.

Where can I find more NCERT practice questions on Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool?

End-of-chapter NCERT exercises for Part 4 — Somebody's Mother | Class 6 English Poorvi | MyAiSchool cover all difficulty levels tested in CBSE exams. After completing them, try the examples again without looking at the solutions, attempt the NCERT Exemplar questions for Chapter 2, and solve at least one previous-year board paper to consolidate your understanding.

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