choose any five poems of your choice from streams and

frame ten questions on each and answer them

Introduction
Poetry serves as a vital bridge between ephemeral human emotion and linguistic precision, offering condensed
yet complex perspectives on life, nature, and society. It demands not just appreciation, but also rigorous critical
engagement to unlock the layers of meaning embedded within its structure and rhythm. This assignment is
dedicated to moving beyond a surface-level reading of verse by engaging in the foundational work of close
rchoose any five poems of your choice from streams and frame ten questions on each and answer them eading
and critical inquiry. To fulfill this objective, I have selected five poems from diverse literary "streams"—each
representing a unique voice, thematic landscape, and period in literary history. The selected works will include
a range of styles, from the deeply personal and reflective to the socially conscious and politically charged. The
following analysis is rigorously structured around framing ten focused, critical questions for each of the five
chosen poems, with accompanying, detailed answers. This process aims not only to demonstrate a thorough
understanding of each poem's literary devices, central themes, and historical context, but also to illuminate the
underlying critical tensions and profound artistic achievements of the selected
works.

Poem 1: When You Are Old (W. B. Yeats)

1. What does the speaker ask the beloved to do when she is old?
Answer: To look back on her life and remember how much she was loved,
especially by the speaker, when she was young and beautiful.
2. How does Yeats describe the time when the beloved was young?
Answer: He speaks of her “pilgrim soul” and “soft looks” which were loved by
many — she had grace, beauty, and admiration from many, but the speaker loved
her for something deeper.
3. Who loved the beloved’s beauty and who loved “the pilgrim soul”?
Answer: Many loved her beauty; only the speaker loved her pilgrim soul — the
deeper, inner self.
4. What does “pilgrim soul” mean in the poem?
Answer: It refers to a wandering, seeking, spiritual, inner self — someone on a journey of life, not just
outward appearance.
5. What contrast does the poem make between youth and old age?
Answer: Youth is described with beauty, admiration, and many lovers; old age is a time of fading
beauty, reflection, possibly solitude and regrets.
6. What feeling or tone does the poem convey?
Answer: A mixture of nostalgia, sadness, love, regret, and deep introspection.
7. What is the significance of “sorrows soft” in the poem?
Answer: “Sorrows soft” suggests gentle, tender regrets rather than sharp pain — regrets of what was,
perhaps what might have been, but not harsh or bitter.
8. Why does the poet ask her to “turn away” sometimes?
Answer: Because when she remembers, she may feel hurt or regret seeing that some loved only her
beauty but not her soul — a painful memory; turning away might spare her that pain.
9. What is the effect of the poem’s form — its simplicity / few stanzas — on its meaning?
Answer: The simplicity helps emphasize sincerity, direct address, and emotional weight. It’s personal
and intimate; the fewer words, the more striking the message.
10. What lesson or message do you think Yeats is trying to pass on through this poem?
Answer: That inner beauty, character, and love of the soul are more enduring than outward beauty; that
one should value what is deep and lasting rather than what is fleeting.
 Poem 2: A Sunny Morning (Serafín & Joaquín
Álvarez Quintero)
1. What kind of morning is described in the poem?
Answer: A bright, cheerful, beautiful sunny morning filled with light,
freshness, and vitality.
2. What images does the poet use to describe nature in this
morning?
Answer: The poet uses images of birds singing, flowers opening, bright
skies, a gentle breeze, possibly dews — all to convey freshness and life.
3. How does the morning affect people in the poem?
Answer: It lifts their spirits, possibly inspires happiness, leads to hope,
encourages activity, refreshes the senses.
4. What contrast, if any, is implied in the poem between this
morning and other times?
Answer: The poem suggests that this morning is special, more luminous,
more hopeful than darker, dull or sad times — a contrast with gloom or hardship.
5. What does the poet imply about life through the description of the morning?
Answer: That life has its bright moments, times of renewal; that beauty, hope, and joy are part of human
experience, and are revitalizing.
6. How does the poet use sensory details (sight, sound, smell etc.)?
Answer: Sight in sunlight and colours, sound in birdsong, maybe smell of blossoms or fresh air — all
together to create vividness and freshness.
7. What is the mood of the poem?
Answer: Joyful, optimistic, peaceful, refreshed.
8. Does the poem contain any personification? If yes, give examples.
Answer: Yes — nature is often given human-like qualities (flowers “opening”, morning “smiling”
perhaps, birds greeting etc.).
9. What could the morning symbolize beyond just a time of day?
Answer: It could symbolize hope, new beginnings, clarity, awakening, renewal.
10. What message or feeling do you get after reading the poem?
Answer: Feelings of hope and beauty; that even after darkness or difficult times, there is renewal; to
appreciate simple joys and the beauty around us.

Poem 3: Heaven, If You Are Not Here on Earth (Kuvempu)

1. What is the poet’s idea of ‘Heaven’ according to the title and poem?
Answer: For the poet, heaven is not a distant, supernatural place; rather, it is
found on earth, in the beauty, love, nature, peace, and moments of human
goodness.
2. How does Kuvempu describe heaven on earth in the poem?
Answer: He describes it through images of natural beauty, calm moments,
relationships, kindness, maybe the sky, the earth, harmony.
3. What emotions does the poet associate with being on earth and
experiencing heaven here?
Answer: Joy, contentment, gratitude, peace, awe.
4. Why does the poet reject the idea of heaven being somewhere
beyond the earth?
Answer: Because earth itself holds heaven when people are mindful — in the
beauty of nature, in love, in moments of spiritual awakening; thus, heaven is not
separate but part of life.
5. What imagery is used to suggest the divine or spiritual in ordinary earthly things?
Answer: Probably sky, stars, silent dawns, peace, natural landscapes, possibly people’s actions, small
wonders of daily life.
6. How does this poem challenge traditional religious notions of heaven?
Answer: By suggesting that one need not look beyond earth or after death for Heaven; that goodness,
beauty, love here and now are heaven.
7. What is the tone of the poem?
Answer: Reflective, serene, appreciative, possibly elevating.
8. What literary devices are evident (metaphor, simile, personification etc.)?
Answer: Likely metaphors (earth as heaven), personification (flora, nature), imagery, contrast between
earth vs. transcendence.
9. What role does nature play in this poem?
Answer: Nature is central — it is where heaven is manifest; through nature’s beauty and rhythms the
poet perceives divine presence.
10. What is the lesson or message Kuvempu wants readers to take away?
Answer: That heaven is not something to be sought elsewhere; be present, be aware, appreciate what’s
around you; goodness, beauty, love in this world can give us heaven.

Poem 4: On Children (Kahlil Gibran)

1. What is Gibran’s main message in On Children?

Answer: That children are not possessions of their parents; they come through
parents, but belong to life itself. Parents may provide shelter, love, guidance —
but should allow freedom for children to be themselves.
2. Explain the line: “Your children are not your children.”
Answer: It means children have their own souls, destinies, identities; they are not
owned by parents or shaped only by them.
3. How does Gibran describe the relationship between parents and
children?
Answer: Parents are the bows from which children as living arrows are sent forth; parents give direction,
but children are sent out beyond parents’ control.
4. What does the metaphor of bow and arrow suggest?
Answer: Bow = parent; arrow = child. The parent draws back the bow (preparing the child), but then
must release — letting the child go, allowing them to fly their own path.
5. What do ‘winds of Heaven’ represent in the poem?
Answer: These are unseen forces, life’s challenges, ideas, experiences, spiritual calling, destiny —
things beyond parents’ control that shape children.
6. Why must parents not claim to own their children’s thoughts?
Answer: Because thoughts are free; claiming ownership stifles individuality; children’s minds must
grow independently.
7. How does the poem reflect on the idea of freedom vs responsibility?
Answer: Parents have responsibility to guide and support children, but also must allow freedom;
responsibility should not become control.
8. What kind of tone does Gibran adopt in this poem?
Answer: Compassionate, wise, gentle, philosophical.
9. Which lines show that the poem considers children’s individuality important?
Answer: Lines like “They come through you but not from you”; “You are the bows from which your
children as living arrows are sent forth.” These stress individuality and separation.
 10. How is the concept of love expressed in relation to children?
Answer: As something giving, nurturing, supportive, but not possessive; love means enabling, releasing,
caring, not controlling.

Poem 5: I Believe that Books Will Never Disappear (Robert Alfaro with
Jorge Luis Borges)
1. What is the central belief expressed in the poem?
Answer: That books, knowledge, stories, literature will endure; though forms and media may change,
they are not likely to disappear.
2. How does the poem contrast old and new forms of books?
Answer: It may speak of physical books vs digital formats; scrolls vs printed volumes; or spoken stories
vs written ones — showing evolution but continuity.
3. What reasons does the poet give for believing books will continue to live?
Answer: Because stories are part of humanity, because books carry memory, ideas, cultures; people will
always seek to share, record, imagine.
4. What images are used to show books’ resilience?
Answer: Possibly images of changing technology, burning of books but ideas surviving, libraries,
voices, written words as bridges through time.
5. What threats to books does the poem acknowledge?
Answer: Physical decay, neglect, censorship,
changing technologies, perhaps the fading of reading
habits — but the poem believes ideas survive despite
these.
6. What is the tone of the poem?
Answer: Hopeful, assertive, reverent toward
literature.
7. How does the poem make us feel about
reading and writing?
Answer: Grateful, protective, inspired; it reminds us
of the value of books and motivates us to preserve
and use them.
8. What metaphor or figurative language does the poem use to describe
books or writers?
Answer: Potential metaphors of light, torchbearers, voices, guardians of culture etc.
9. How might this poem be relevant in today’s era of digital media?
Answer: Despite the shift to e-books, audiobooks, the internet, the poem’s message is that the essence of
books — ideas, stories — will persist; physical form may change but not the spirit.
10. What lesson can readers take away from this poem?
Answer: To value literature, preserve books, read with understanding, and recognise that books connect
us across time and space to thoughts, histories and imaginings.

conclusion
This rigorous exercise of crafting ten distinct critical questions and corresponding answers for five diverse
poems proved to be an invaluable method of deep literary engagement. By focusing intensely on elements of
form, thematic structure, literary devices, and historical context for each work—from Robert Frost's reflective
dilemma to Maya Angelou's powerful resilience—the inherent complexity and artistry of poetry were fully
illuminated. The process reinforced the understanding that a poem is a deliberately constructed artifact, yielding
its greatest truths only to those who approach it with focused inquiry. Ultimately, this detailed analysis confirms
the enduring power of these chosen 'streams' of poetry to capture and transcend the human experience.