POEM:SOMEBODY'S MOTHER

POEM: Somebody's Mother 

POET: Mary Dow Brine (American poet and author)

Genre :Narrative Poetry / Moral Verse

Poetic Form: Rhyming Stanzas (predominantly AABB  rhyming schemes)

Learning Objectives:

1. Literary: Identify rhyme scheme, rhythm, and imagery.

2. Cognitive: Understand empathy, compassion, and intergenerational respect.

3. Social-Emotional: Recognize the social responsibility to help vulnerable individuals.

1. Central idea

The poem tells the story of an elderly woman who is unable to cross a slippery, busy street safely. Although many people pass her without helping, a schoolboy notices her difficulty and offers his arm. He helps her cross safely.

When his friends wonder about his action, the boy explains that she is “somebody's mother.” He thinks that his own mother might someday become old and need help when he is far away. That night, the woman prays for the boy, calling him “somebody's son, and pride and joy.” 

The poem therefore presents kindness, empathy, respect for the elderly and consideration for others as important human values.

2. Stanza-wise explanation

•     Stanza 1

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.

Explanation

The poem opens with a description of an elderly woman. She is old, ragged and grey, suggesting age and a worn appearance. She is physically bent because of the cold winter weather.

The recent snow has made the street wet and slippery. Her “aged and slow” feet indicate that she cannot move quickly or easily.

Important devices

Imagery: “ragged and grey”, “chill”, “wet”, “recent snow”
Contrast: the woman's physical weakness prepares us for the later contrast with the boy's youthful strength.

Rhyme: grey/day; snow/slow → AABB

•     Stanza 2

She stood at the crossing and waited long,

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Explanation

The woman stands at a street crossing for a long time. Although she is surrounded by a “throng,” or crowd, she is effectively alone because nobody helps her.

The people pass by without noticing her anxious eyes. The stanza therefore presents the contrast between being physically surrounded by people and still being without assistance.

Important devices

Contrast: “alone” versus “throng”

Imagery: “crossing”, “throng”, “anxious eyes”

Repetition of descriptive words: “Alone, uncared for”

Rhyme: long/throng; by/eyes → AABB

•     Stanza 3

Down the street, with laughter and shout,

Glad in the freedom of “school let out,”

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Explanation

A group of schoolboys comes down the street happily because school has ended. They are laughing and shouting and enjoying the snow.

The poet compares the boys to a flock of sheep. The comparison suggests that they are moving together as a group.

Literary device: Simile

“Came the boys like a flock of sheep”

The boys are directly compared with a flock of sheep using “like.”

Other devices

Auditory imagery: “laughter and shout”

Visual imagery: “snow piled white and deep”

Contrast: the boys' happiness versus the woman's anxiety

Rhyme: shout/out; sheep/deep → AABB

•     Stanza 4

Past the woman so old and grey

Hastened the children on their way.

Nor offered a helping hand to her —

So meek, so timid, afraid to stir

Explanation

The boys hurry past the old woman without helping her. She is meek and timid and is afraid to move because the street is dangerous and slippery.

The stanza highlights the difference between the children's carefree movement and the woman's helplessness.

Devices

Repetition: “old and grey” recalls the first stanza.

Alliteration: “helping hand”

Contrast: active children versus helpless woman

Imagery: “hastened”, “helping hand”, “afraid to stir”

Rhyme: grey/way; her/stir → AABB

•     Stanza 5

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group;

Explanation

The woman is afraid that the wheels of a carriage or the feet of horses might knock her down in the slippery street.

Then one boy finally notices her. He is described as “the gayest laddie of all the group”, meaning the most cheerful boy among them.

This is the turning point of the poem.

Devices

Visual imagery: “carriage wheels”, “horses' feet”

Tactile/physical imagery: “slippery street”

Contrast: the other boys pass by, but this boy stops.

Alliteration: “slippery street”

Rhyme: feet/street; troop/group → AABB

•     Stanza 6

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

Explanation

The boy stops beside the woman and gently offers to help her. His words are polite because he says “if you wish to go.”

The woman places her aged hand on his strong young arm. This creates a clear contrast between old age and youth, and between weakness and strength.

Devices

Direct speech: shows the boy's kindness directly.

Contrast: “aged hand” ↔ “strong young arm”

Alliteration: “hurt or harm”

Imagery: the reader can picture the woman holding the boy's arm.

Rhyme: low/go; arm/harm → AABB

•     Stanza 7

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.

Explanation

The boy safely guides the woman across the street. Her “trembling feet” show her weakness and insecurity, while his own feet are “firm and strong.”

After helping her, he returns to his friends. He feels happy and satisfied because he has done something kind.

Devices

Contrast: “trembling” ↔ “firm and strong”

Imagery: “trembling feet”

Alliteration: “firm and strong”

Contrast: the woman's physical weakness versus the boy's physical strength

Rhyme: along/strong; went/content → AABB

•     Stanza 8

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow,”

“And I hope some fellow will lend a hand

To help my mother, you understand,”

“If ever she’s poor and old and grey,

When her own dear boy is far away.”

     the woman's response:

And “somebody’s mother” bowed low her head

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!” 

Explanation

The boy explains that the woman deserves help because she is someone's mother. Her age and poverty do not make her less worthy of respect.

He then thinks about his own mother. He hopes that if she ever becomes old, poor and alone while he is far away, someone will similarly help her.

That night, the old woman remembers the boy's kindness and prays for him. She calls him “somebody's son, and pride and joy.”

This creates a beautiful connection:

Somebody's mother → Somebody's son

The boy sees the woman as a mother who matters to someone; the woman sees the boy as a son who matters to someone.

3. Literary Devices 

• Simile

“boys like a flock of sheep”

The boys are directly compared to a flock of sheep using “like”.

• Alliteration

“helping hand”

Repetition of the initial h sound.

• Alliteration

“slippery street”

Repetition of the initial s sound.

• Alliteration

“hurt or harm”

Repetition of the initial h sound.

• Imagery

“wet with a recent snow”

Creates a picture of the cold, wet surroundings.

• Auditory imagery

“laughter and shout”

Appeals to the sense of hearing.

• Visual imagery

“snow piled white and deep”

Creates a visual picture of the snow.

• Tactile/physical imagery

“chill”, “trembling feet”, “slippery street”

Creates sensations of cold, weakness and difficulty in walking.

• Contrast

“aged hand” / “strong young arm”

Contrasts old age with youth and weakness with strength.

• Contrast

“trembling feet” / “firm and strong”

Emphasises the woman's vulnerability and the boy's strength.

• Contrast

“alone” / “throng”

Shows that the woman is socially neglected despite being surrounded by people.

• Repetition

“old and grey”

Reinforces the woman's age and vulnerability.

• Repetition

“somebody's mother”

Emphasises the woman's importance as someone's loved one.

Direct speech

“I'll help you cross…”

Makes the boy's kindness immediate and personal.

Rhyme

grey/day; snow/slow

Gives the poem musicality.

Rhyme scheme

AABB

Each four-line stanza follows rhyming couplets.

4. Central Themes

1. Kindness and Empathy

This is the central theme.

The young boy notices the woman's difficulty and helps her even though he does not know her.The boy helps a stranger simply because she needs assistance.

Message: A small act of kindness can make a meaningful difference to another person's life.

2. Respect for the Elderly

The old woman is physically vulnerable and needs assistance.

The poem teaches that elderly people should be treated with care, patience and respect, rather than being ignored.

The poem encourages us not to ignore elderly people who may need support.

3. Empathy

He imagines his own mother in the woman's position and understands her vulnerability.

Seeing the Human Being Behind the Stranger

The boy does not see the woman merely as an unknown old person.

He thinks:

“She’s somebody’s mother.”

This changes his perspective. He recognises her value through her relationship with others.

4. Reciprocity and the Golden Rule

The boy hopes that if his own mother ever becomes old and needs help, someone else will help her.

This expresses the idea:

Treat others as you would want others to treat your loved ones.

5. Universal Family Bond

The poem ends by connecting the woman and the boy through the words:

“somebody’s mother”

“somebody’s son”

This shows that compassion can create a bond between people who are otherwise strangers.

6. Human Connection&Selfless Service

The boy expects no reward. He helps because it is the right thing to do.

The expressions “somebody's mother” and “somebody's son” show that every person has relationships and emotional value.

5. Tone

The tone changes during the poem:

    Beginning:

Sympathetic and sombre

The woman's old age, loneliness and difficulty create a serious mood.

    Middle:

Lively

The schoolboys' laughter and excitement create a cheerful atmosphere.

Turning point:

Compassionate and hopeful

The boy stops and helps the woman.

    Ending:

Warm, grateful and hopeful

The woman's prayer gives the poem a positive and emotionally satisfying ending.  

6. Moral / Message

The poem teaches that we should not ignore someone simply because they are a stranger. A small act of kindness can protect a vulnerable person and bring happiness to both the giver and receiver.

The boy's reasoning also teaches the Golden Rule: we should help others in the way we would want someone to help our own loved ones.

7. Character Sketch of the Boy

The boy is:

• Kind — he notices the woman's difficulty.
• Compassionate — he understands her fear.
• Respectful — he politely asks whether she wishes to cross.
• Helpful — he physically assists her.
• Empathetic — he thinks about his own mother.
• Selfless — he helps without expecting a reward.
• Thoughtful — he understands that the woman is important to someone.

8. Character Sketch of the Old Woman

The woman is presented as:

• old
• ragged
• grey
• physically weak
• timid
• anxious
• vulnerable

Key Vocabulary

Word Meaning

    Ragged

Old and worn-out, especially referring to clothes

     Grey

Having grey hair; here suggesting old age

    Bent

Physically stooped or curved

    Chill

Coldness

    Throng

A large crowd

    Uncared for

Not looked after or helped

    Heeded

Paid attention to

    Anxious

Worried or nervous

    Laddie

A young boy

    Hailing

Greeting or welcoming enthusiastically; here, enjoying/celebrating the snow

    Hastened

Hurried

    Meek

Gentle and lacking assertiveness

    Timid

Shy or lacking confidence; easily frightened

    Stir

Move

    Lest

To prevent something undesirable from happening

    Crowd her down

Knock her down or force her down

    Slippery

Difficult to walk on because of lack of grip

    Merry

Cheerful and happy

    Troop

A group

    Trembling

Shaking slightly because of fear, weakness or cold

    Firm

Strong and steady

    Well content

Completely satisfied or happy

Somebody’s Mother — Short-Answer Questions

1. How does the poet describe the old woman at the beginning of the poem?

Answer:

The poet describes her as “old and ragged and grey.” She is bent because of the chill of winter, and her feet are “aged and slow.” The description presents her as physically weak and vulnerable.

2. Why was the old woman unable to cross the street easily?

Answer:

The street was wet and slippery because of the recent snow. The woman was old, timid and afraid that carriage wheels or horses’ feet might knock her down. Therefore, she hesitated to cross the street.

3. What does the word “throng” mean in the poem?

Answer:

“Throng” means a large crowd of people. The woman stood alone and unnoticed even though many people were passing by her.

4. Why did the old woman wait at the crossing?

Answer:

She waited because she was afraid to cross the slippery street. Being old and timid, she feared that the wheels of carriages or the feet of horses might cause her to fall.

5. How did the schoolboys behave when they saw the old woman?

Answer:

The schoolboys came laughing and shouting because school had ended. They hurried past the old woman without offering her any help.

6. What does “like a flock of sheep” suggest about the boys?

Answer:

The simile compares the boys to a flock of sheep moving together. It shows their group movement and excitement as they hurried along the street.

7. Why did the other children not help the old woman?

Answer:

The poem does not give a specific reason for their behaviour. It simply states that they hurried past her and did not offer a helping hand. Their behaviour shows that they failed to notice or respond to her need.

8. Who was the “gayest laddie” of the group?

Answer:

He was one of the schoolboys who came along with the group. Unlike the others, he stopped beside the old woman and offered to help her cross the street.

9. How did the boy help the old woman?

Answer:

The boy offered her his strong young arm. She placed her aged hand on it, and he carefully guided her trembling feet across the street without harm.

10. How did the boy feel after helping the woman?

Answer:

He felt happy and satisfied. The poet says that his “young heart” was “happy and well content.” He was also proud that he had been able to help her safely.

11. Why did the boy call the old woman “somebody’s mother”?

Answer:

The boy realised that although the woman was a stranger to him, she was someone's mother and therefore precious to someone. He understood that she deserved kindness and care.

12. What does the boy hope for his own mother?

Answer:

He hopes that if his mother ever becomes poor and old while he is far away, some kind person will lend her a helping hand just as he had helped the old woman.

13. What did the old woman do after reaching home?

Answer:

That night, the old woman bowed her head and prayed to God to be kind to the noble boy who had helped her.

14. Why does the old woman call the boy “noble”?

Answer:

She calls him noble because he showed kindness and compassion when others ignored her. He voluntarily helped her cross the dangerous, slippery street.

15. What is the significance of the title “Somebody’s Mother”?

Answer:

The title emphasises that every person has human relationships and deserves dignity and care. The boy sees the old woman not merely as a stranger but as someone's mother, which inspires him to help her.

Long-Answer Questions

1. Describe the old woman’s condition and explain why she needed help.

Answer:

The old woman is presented as physically weak and vulnerable. She is “old and ragged and grey” and bent because of the winter chill. Her feet are aged and slow. She stands alone at a street crossing while a crowd passes by without paying attention to her. The recent snow has made the street wet and slippery. She is also timid and afraid that carriage wheels or horses’ feet might knock her down. Therefore, she hesitates to cross the street. Her condition makes her dependent on the kindness of others. Fortunately, one schoolboy notices her difficulty and helps her cross safely.

2. Contrast the behaviour of the schoolboys with that of the boy who helped the old woman.

Answer:

The group of schoolboys is excited because school has ended. They come laughing and shouting and hurry past the old woman without offering any help. Their behaviour shows that they are absorbed in their own excitement and fail to respond to her difficulty. In contrast, one boy, described as the “gayest laddie,” stops beside her and quietly offers to help her cross the street. He gives her his strong young arm and guides her carefully. His action shows compassion, responsibility and awareness of another person's need. Thus, the poem contrasts the indifference of the group with the kindness of one individual.

3. How does the boy demonstrate empathy and kindness towards the old woman?

Answer:

The boy demonstrates empathy by noticing the old woman’s difficulty when others ignore her. Instead of simply passing by, he stops and gently offers to help her cross the street. He allows her to place her aged hand on his strong young arm and carefully guides her trembling feet across the slippery road. After helping her, he explains to his friends that she is “somebody’s mother.” He also thinks about his own mother and hopes that someone will help her if she is ever old and alone. His actions show genuine empathy because he understands the woman’s situation and treats her with care and respect.

4. Explain the significance of the boy’s words, “She’s somebody’s mother, boys, you know.”

Answer:

These words express the central idea of the poem. The old woman is a stranger to the boys, but the helpful boy recognises that she is someone’s mother and therefore has an important place in another person’s life. He does not judge her by her age, appearance or poverty. Instead, he sees her as a human being deserving of care. He further imagines that his own mother might one day become old and helpless while he is away. His thought makes him hope that another person would help her. Thus, the words express empathy, respect for the elderly and the importance of helping others.

5. What is the central message of the poem “Somebody’s Mother”?

Answer:

The poem conveys the message that we should show kindness and compassion towards people who need help, especially the elderly and vulnerable. The old woman is ignored by many people, but one schoolboy notices her difficulty and helps her cross the street. His action demonstrates that even a small act of kindness can bring comfort and dignity to another person. His thought that she is “somebody’s mother” also reminds us that every person is important to someone. The poem therefore encourages us to be sensitive to others rather than remaining indifferent to their difficulties.

6. How does the ending of the poem make it emotionally effective?

Answer:

The ending reveals that the old woman remembers the boy's kindness even after reaching home. That night, she bows her head and prays that God will be kind to the “noble boy.” She describes him as “somebody’s son, and pride and joy.” This creates a meaningful connection between the woman and the boy. Earlier, the boy had thought of her as somebody’s mother; at the end, she thinks of him as somebody’s son. The ending reinforces the idea that kindness creates a bond between people, even when they are strangers. 

7. “Kindness does not require great deeds; even a small act can make a difference.” Discuss with reference to the poem.

Answer:

The poem clearly illustrates the power of a small act of kindness. The boy does not perform a great or extraordinary deed. He simply notices an elderly woman who is afraid to cross a slippery street and offers his arm to help her. However, this simple action means a great deal to the woman because she is alone and helpless at that moment. She remembers him in her prayer that night and asks God to be kind to him. The poem therefore shows that even a small act performed with genuine compassion can bring happiness, security and dignity to another person.

8. Why is the boy presented as “noble” despite being only a schoolboy?

Answer:

The boy is presented as noble because of his actions rather than his age or social position. He notices the old woman when others pass her by and voluntarily helps her cross the slippery street. He acts without expecting any reward. More importantly, he understands her situation deeply enough to think of his own mother and hope that someone would help her in similar circumstances. His kindness, empathy and sense of responsibility make him morally noble. The poem shows that true nobility comes from compassionate behaviour.