CBSE Class 8 > Class 8 Notes > English Poorvi - New NCERT > NCERT Textbook: Somebody's Mother
NCERT Textbook: Somebody's Mother
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Page 1 Somebody’s Mother Let us do these activities before we read. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped? Share your answers with your classmates and teacher. II Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher. strong worried trembling hastening ??rm bent merry grey slow guide helpful III Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter’s day. Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby • a ragged jacket 2. Having an outline, an edge, or a surface that is not straight or even • a ragged coastline 3. Not smooth or regular; not showing control or careful preparation • I could hear the sound of his ragged breathing. • Their performance was still very ragged. 4. (Informal) very tired, especially after physical e??ort • The elderly man was ragged after climbing the stairs. Unit 2.indd 70 Unit 2.indd 70 13-05-2025 12:07:31 13-05-2025 12:07:31 Reprint 2026-27 Page 2 Somebody’s Mother Let us do these activities before we read. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped? Share your answers with your classmates and teacher. II Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher. strong worried trembling hastening ??rm bent merry grey slow guide helpful III Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter’s day. Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby • a ragged jacket 2. Having an outline, an edge, or a surface that is not straight or even • a ragged coastline 3. Not smooth or regular; not showing control or careful preparation • I could hear the sound of his ragged breathing. • Their performance was still very ragged. 4. (Informal) very tired, especially after physical e??ort • The elderly man was ragged after climbing the stairs. Unit 2.indd 70 Unit 2.indd 70 13-05-2025 12:07:31 13-05-2025 12:07:31 Reprint 2026-27 71 Values and Dispositions Let us read 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. 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. Down the street, with laughter and shout, Glad in the freedom of “school let out,” Came the boys like a ??ock of sheep, Hailing the snow piled white and deep. Past the woman so old and grey Hastened the children on their way. Nor o??ered a helping hand to her — So meek, so timid, afraid to stir 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; He paused beside her and whispered low, “I’ll help you cross, if you wish to go.” Unit 2.indd 71 Unit 2.indd 71 13-05-2025 12:07:32 13-05-2025 12:07:32 Reprint 2026-27 Page 3 Somebody’s Mother Let us do these activities before we read. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped? Share your answers with your classmates and teacher. II Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher. strong worried trembling hastening ??rm bent merry grey slow guide helpful III Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter’s day. Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby • a ragged jacket 2. Having an outline, an edge, or a surface that is not straight or even • a ragged coastline 3. Not smooth or regular; not showing control or careful preparation • I could hear the sound of his ragged breathing. • Their performance was still very ragged. 4. (Informal) very tired, especially after physical e??ort • The elderly man was ragged after climbing the stairs. Unit 2.indd 70 Unit 2.indd 70 13-05-2025 12:07:31 13-05-2025 12:07:31 Reprint 2026-27 71 Values and Dispositions Let us read 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. 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. Down the street, with laughter and shout, Glad in the freedom of “school let out,” Came the boys like a ??ock of sheep, Hailing the snow piled white and deep. Past the woman so old and grey Hastened the children on their way. Nor o??ered a helping hand to her — So meek, so timid, afraid to stir 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; He paused beside her and whispered low, “I’ll help you cross, if you wish to go.” Unit 2.indd 71 Unit 2.indd 71 13-05-2025 12:07:32 13-05-2025 12:07:32 Reprint 2026-27 72 Poorvi Her aged hand on his strong young arm She placed, and so, without hurt or harm, He guided the trembling feet along, Proud that his own were ??rm and strong. Then back again to his friends he went, His young heart happy and well content. “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.” 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!” Mary Dow Brine Unit 2.indd 72 Unit 2.indd 72 13-05-2025 12:07:33 13-05-2025 12:07:33 Reprint 2026-27 Page 4 Somebody’s Mother Let us do these activities before we read. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped? Share your answers with your classmates and teacher. II Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher. strong worried trembling hastening ??rm bent merry grey slow guide helpful III Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter’s day. Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby • a ragged jacket 2. Having an outline, an edge, or a surface that is not straight or even • a ragged coastline 3. Not smooth or regular; not showing control or careful preparation • I could hear the sound of his ragged breathing. • Their performance was still very ragged. 4. (Informal) very tired, especially after physical e??ort • The elderly man was ragged after climbing the stairs. Unit 2.indd 70 Unit 2.indd 70 13-05-2025 12:07:31 13-05-2025 12:07:31 Reprint 2026-27 71 Values and Dispositions Let us read 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. 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. Down the street, with laughter and shout, Glad in the freedom of “school let out,” Came the boys like a ??ock of sheep, Hailing the snow piled white and deep. Past the woman so old and grey Hastened the children on their way. Nor o??ered a helping hand to her — So meek, so timid, afraid to stir 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; He paused beside her and whispered low, “I’ll help you cross, if you wish to go.” Unit 2.indd 71 Unit 2.indd 71 13-05-2025 12:07:32 13-05-2025 12:07:32 Reprint 2026-27 72 Poorvi Her aged hand on his strong young arm She placed, and so, without hurt or harm, He guided the trembling feet along, Proud that his own were ??rm and strong. Then back again to his friends he went, His young heart happy and well content. “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.” 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!” Mary Dow Brine Unit 2.indd 72 Unit 2.indd 72 13-05-2025 12:07:33 13-05-2025 12:07:33 Reprint 2026-27 Values and Dispositions 73 Let us discuss I Arrange the events of the poem in the correct order of occurrence. Share your answers with your classmates and teacher. 1. The boy returned to his friends, feeling proud of what he had done. 2. The old woman stood alone at the crossing, hesitant to move. 3. A group of schoolboys passed by, playing, and laughing. 4. The boy o??ered to help the old woman cross the street. 5. The woman prayed for the boy who helped her. 6. The children hurried past the old woman without o??ering help. 7. The woman placed her hand on the boy’s arm, and he guided her safely across the street. 8. The boy thought about his own mother and hoped someone would help her one day. II Fill in the blanks by choosing the correct answer from the options given in the brackets. 1. The central theme of the poem is _____________. (kindness and empathy/ adventure and courage) 2. The tone of the poem is _____________. (humorous and playful/ sympathetic and hopeful) 3. The poem is written in couplets with _____________ lines in each stanza. (four/two) 4. The structure of the poem gives a rhythmic ??ow that re??ects both the _____________. (narrative and emotions/story’s pace and message) 5. The poem follows a rhyme scheme of _____________. (AABB/ABAB) III Pick examples from the poem for the following poetic devices. 1. Simile 2. Alliteration 3. Repetition IV Complete the following sentences appropriately explaining the imagery. 1. The poem uses imagery to describe scenes of a bustling street. We know this by the phrase _______________________. 2. The line ‘The street was wet with a recent snow’ suggests a cold and _______________________ weather, emphasising the woman’s helplessness. Unit 2.indd 73 Unit 2.indd 73 13-05-2025 12:07:34 13-05-2025 12:07:34 Reprint 2026-27 Page 5 Somebody’s Mother Let us do these activities before we read. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped? Share your answers with your classmates and teacher. II Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher. strong worried trembling hastening ??rm bent merry grey slow guide helpful III Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter’s day. Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby • a ragged jacket 2. Having an outline, an edge, or a surface that is not straight or even • a ragged coastline 3. Not smooth or regular; not showing control or careful preparation • I could hear the sound of his ragged breathing. • Their performance was still very ragged. 4. (Informal) very tired, especially after physical e??ort • The elderly man was ragged after climbing the stairs. Unit 2.indd 70 Unit 2.indd 70 13-05-2025 12:07:31 13-05-2025 12:07:31 Reprint 2026-27 71 Values and Dispositions Let us read 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. 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. Down the street, with laughter and shout, Glad in the freedom of “school let out,” Came the boys like a ??ock of sheep, Hailing the snow piled white and deep. Past the woman so old and grey Hastened the children on their way. Nor o??ered a helping hand to her — So meek, so timid, afraid to stir 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; He paused beside her and whispered low, “I’ll help you cross, if you wish to go.” Unit 2.indd 71 Unit 2.indd 71 13-05-2025 12:07:32 13-05-2025 12:07:32 Reprint 2026-27 72 Poorvi Her aged hand on his strong young arm She placed, and so, without hurt or harm, He guided the trembling feet along, Proud that his own were ??rm and strong. Then back again to his friends he went, His young heart happy and well content. “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.” 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!” Mary Dow Brine Unit 2.indd 72 Unit 2.indd 72 13-05-2025 12:07:33 13-05-2025 12:07:33 Reprint 2026-27 Values and Dispositions 73 Let us discuss I Arrange the events of the poem in the correct order of occurrence. Share your answers with your classmates and teacher. 1. The boy returned to his friends, feeling proud of what he had done. 2. The old woman stood alone at the crossing, hesitant to move. 3. A group of schoolboys passed by, playing, and laughing. 4. The boy o??ered to help the old woman cross the street. 5. The woman prayed for the boy who helped her. 6. The children hurried past the old woman without o??ering help. 7. The woman placed her hand on the boy’s arm, and he guided her safely across the street. 8. The boy thought about his own mother and hoped someone would help her one day. II Fill in the blanks by choosing the correct answer from the options given in the brackets. 1. The central theme of the poem is _____________. (kindness and empathy/ adventure and courage) 2. The tone of the poem is _____________. (humorous and playful/ sympathetic and hopeful) 3. The poem is written in couplets with _____________ lines in each stanza. (four/two) 4. The structure of the poem gives a rhythmic ??ow that re??ects both the _____________. (narrative and emotions/story’s pace and message) 5. The poem follows a rhyme scheme of _____________. (AABB/ABAB) III Pick examples from the poem for the following poetic devices. 1. Simile 2. Alliteration 3. Repetition IV Complete the following sentences appropriately explaining the imagery. 1. The poem uses imagery to describe scenes of a bustling street. We know this by the phrase _______________________. 2. The line ‘The street was wet with a recent snow’ suggests a cold and _______________________ weather, emphasising the woman’s helplessness. Unit 2.indd 73 Unit 2.indd 73 13-05-2025 12:07:34 13-05-2025 12:07:34 Reprint 2026-27 Poorvi 74 V Complete the following sentence with a suitable reason. The poet repeats the phrase Somebody’s mother because it _______________________. VI Complete the analogy: The old woman: vulnerable and neglected :: The young boy: _______________________. Let us think and re??ect I Read the given extracts and answer the questions that follow. 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. (i) What does the phrase ‘ragged and grey’ refer to ? A. the woman’s emotional state that day B. the woman’s old and worn-out appearance C. the weather conditions of the particular day D. the colour of the street and the surroundings (ii) Complete the following sentence with a suitable reason: The woman was ‘bent’ with the chill of the Winter’s day because she was _______________________. (iii) Identify the fact and opinion from the following sentences: A. The street was wet with recent snow. _______________________ B. The woman was too weak to cross the street on her own. _______________________ Unit 2.indd 74 Unit 2.indd 74 19-Sep-25 9:47:41 AM 19-Sep-25 9:47:41 AM Reprint 2026-27Read More
FAQs on NCERT Textbook: Somebody's Mother
| 1. What is the central theme of the poem "Somebody's Mother"? |  |
Ans. The central theme of "Somebody's Mother" revolves around compassion, empathy, and the bonds of love that exist between family members. The poem highlights the significance of recognizing and respecting the elderly, showcasing a poignant moment where a young boy helps an old woman who is likely someone’s mother, emphasizing the importance of kindness towards others.
| 2. How does the poet portray the character of the old woman in "Somebody's Mother"? | |
Ans. The poet portrays the old woman as a figure of vulnerability and nostalgia. She is depicted as frail and in need of assistance, evoking feelings of sympathy from the readers. Her characterization serves to remind us that the elderly are often overlooked in society, and it emphasizes the shared humanity that connects us all, as she is described as “somebody's mother,” reinforcing her significance and value.
| 3. What is the significance of the young boy's actions in the poem? | |
Ans. The young boy's actions in the poem are significant as they embody the qualities of kindness and respect. By helping the old woman across the street, he not only demonstrates empathy but also serves as a role model for others. His actions suggest that acts of kindness, no matter how small, can have a profound impact on the lives of others, and they reinforce the idea that compassion should be a fundamental part of our interactions with those in need.
| 4. What literary devices are used in "Somebody's Mother" to enhance its message? | |
Ans. The poem employs various literary devices such as imagery, personification, and symbolism. Imagery is evident in the vivid descriptions of the old woman's appearance and the setting, which help readers visualize the scene. Personification gives life to abstract ideas, such as kindness, making them tangible and relatable. Additionally, the old woman symbolizes the universal theme of familial love, representing all mothers and the care they require, thus deepening the poem's emotional resonance.
| 5. How does the poem "Somebody's Mother" reflect societal attitudes towards the elderly? | |
Ans. "Somebody's Mother" reflects societal attitudes towards the elderly by highlighting the often neglected and vulnerable position they occupy. The poem critiques the tendency to overlook or dismiss the elderly in society, calling attention to the importance of compassion and respect. Through the interaction between the young boy and the old woman, the poem advocates for a greater awareness of the elderly's needs and the recognition that they, too, deserve love and care, reminding society of their inherent value.
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