Leisure

William Henry Davies

What is this life if, full of care,

We have no time to stand and stare.

No time to stand beneath the boughs

And stare as long as sheep or cows.

No time to see, when woods we pass,

Where squirrels hide their nuts in grass.

No time to see, in broad day light,

Streams full of stars, like skies at night.

A poor life this is if, full of care,

We have no time to stand and stare.

অবসর
উইলিয়াম হেনরি ডেভিস

এই জীবনটাই কেমন যদি, দুশ্চিন্তায় ভরা,
না থাকে অবসর, দাঁড়িয়ে দেখার ফুরসত ধরা।
গাছের ডালে দাঁড়িয়ে থাকি না, একটু ক্ষণ,
ভেড়া বা গরুর মতো চেয়ে থাকাও হয় না মন।

বনের পথে চলতে গিয়ে দেখি না কোথা,
ঘাসের মাঝে কাঠবিড়ালির লুকানো ফল–তথা।
দিনের আলোয় দেখি না আর,
জলের ধারে তারা যেন রাতের নীলাকাশ–ধার।

কি দরিদ্র এই জীবন, যদি থাকে কেবল ব্যস্ততা,
না থাকে অবসর, দাঁড়িয়ে দেখার অবকাশটা।

1. What is the title of the poem?
   The title of the poem is “Leisure.” It was written by William Henry Davies.
2. Who wrote the poem “Leisure”?
   William Henry Davies wrote this poem. He was a Welsh poet known for his simple yet thought-provoking poetry.
3. What does the poet say life is full of?
   The poet says life is full of care. It means people are constantly busy and worried.
4. What are we too busy to do, according to the poem?
   We are too busy to stand and stare. The poet suggests that we miss the beauty of life due to our busy schedules.
5. Where does the poet want us to stand and stare?
   He wants us to stand beneath the boughs of trees. The poet implies that nature has wonders we should observe.
6. What animals does the poet compare us with?
   The poet compares us with sheep and cows. These animals seem to enjoy standing and staring peacefully.
7. What do squirrels do in the poem?
   They hide their nuts in the grass. The poet wants us to notice such simple, natural acts.
8. Where do squirrels hide nuts?
   Squirrels hide their nuts in grass. This shows their instinct and the beauty of nature.
9. What natural beauty does the poet mention in daylight?
   He mentions streams full of stars. This is a metaphor comparing sunlight reflecting on water to stars.
10. How are the streams described in the poem?
    They are described as being full of stars. This creates an image of sparkling water under the sunlight.
11. What does the poet compare streams to?
    He compares streams to the night sky filled with stars. It’s a poetic way of appreciating nature’s beauty.
12. Why does the poet call life ‘poor’?
    Life is poor if it lacks time for observation and appreciation. A life without leisure is seen as unfulfilled.
13. What message does the poem give?
    The poem urges us to slow down and appreciate nature. It warns us against a life consumed by work and worry.
14. What is the rhyme scheme of the poem?
    The rhyme scheme is AABBCC, and so on. This regular rhyme adds to the poem’s musical quality.
15. How many lines are there in the poem?
    There are fourteen lines. It is written in rhyming couplets.
16. What is the tone of the poem?
    The tone is reflective and somewhat melancholic. The poet regrets the lack of peace in modern life.
17. What does ‘full of care’ mean in the poem?
    It means being burdened with worries and responsibilities. The poet sees this as a barrier to enjoying life.
18. What do trees represent in the poem?
    Trees represent peace, calm, and a connection to nature. Standing beneath them symbolizes slowing down.
19. Why does the poet refer to cows and sheep?
    To show that even animals take time to relax. Humans, in contrast, are too busy.
20. What do the woods represent?
    The woods represent nature’s mystery and beauty. The poet suggests we miss these sights due to our haste.
21. What does ‘streams full of stars’ symbolize?
    It symbolizes beauty and serenity in nature. It shows how nature offers magical sights in simple things.
22. How does the poem relate to modern life?
    It criticizes the fast-paced lifestyle of today. People rarely pause to appreciate their surroundings.
23. What is the central theme of the poem?
    The theme is the importance of leisure and nature appreciation. The poet encourages mindfulness and presence.
24. What kind of life does the poet disapprove of?
    A life that is always busy and filled with care. He considers such a life unworthy.
25. Why is it important to ‘stand and stare’?
    It allows us to notice and enjoy the small wonders of life. The poet believes this brings true happiness.
26. What effect does the repetition in the poem create?
    It emphasizes the poet’s main message. Repeating phrases like “no time to stand and stare” stresses urgency.
27. What does the poet want people to realize?
    He wants them to realize they’re missing out on life. Observing nature brings peace and balance.
28. What literary device is used in ‘streams full of stars’?
    It’s a metaphor. The poet compares sparkling water to a starry sky.
29. What is the poet’s view of nature?
    He sees nature as beautiful and calming. It deserves our attention and appreciation.
30. What is the significance of ‘boughs’ in the poem?
    Boughs symbolize shelter and serenity. They invite us to pause and connect with nature.
31. Does the poet suggest a solution to the problem?
    Yes, he suggests taking time to observe and enjoy life. Slowing down is the remedy he offers.
32. Why is leisure important, according to the poem?
    Leisure allows us to truly live and feel. Without it, life becomes mechanical.
33. What might the poem warn us against?
    Against losing ourselves in work and worry. It warns that we miss life’s true joys.
34. How does the poem make the reader feel?
    It evokes a sense of reflection and calm.
    Readers may feel the urge to slow down.
35. What does the poem suggest about time?
    It suggests we misuse our time. We prioritize tasks over life’s quiet moments.
36. How does the poet describe the daytime?
    As a time when streams sparkle like stars. Even day holds beauty if we observe it.
37. What is the poet’s attitude toward modern living?
    He is critical of it.
    He believes it robs us of simple joys.
38. What are we missing when we are too busy?
    We miss the small wonders of nature. Things like trees, animals, and water go unnoticed.
39. Why does the poet repeat the first line at the end?
    To reinforce the main idea. It serves as a strong conclusion to his reflection.
40. What is meant by ‘a poor life this is’?
    A life without time to appreciate beauty is poor. The poet values emotional and sensory richness.
41. How does the poem use nature imagery?
    It uses images like trees, squirrels, and streams. These make the reader visualize beauty in the natural world.
42. What kind of poem is “Leisure”?
    It is a reflective and didactic poem. It teaches a lesson about the value of rest.
43. What feelings does the poet express?
    Regret and concern about lost joys. He longs for a slower, more mindful life.
44. Who is the poem addressed to?
    It is addressed to all people. Anyone caught in a busy life can relate.
45. What is the effect of using animals in the poem?
    It creates a contrast with human behavior. Animals naturally enjoy their environment.
46. What does the poem imply about happiness?
    Happiness lies in simplicity and observation. Leisure brings emotional fulfillment.
47. What does the poet think about modern people?
    He thinks they are too hurried and distracted. They fail to appreciate what really matters.
48. How is alliteration used in the poem?
    In phrases like “stand and stare.” It adds musical quality and emphasis.
49. What emotion does the poem end with?
    A quiet sadness or disappointment. It mourns the loss of leisure in modern life.
50. What can we learn from this poem?
    We learn to take time to enjoy the world around us. Life is richer when we pause to see its beauty.
51. Who is the speaker in the poem?
    The speaker is an observer questioning the child’s guardianship. They act as a narrator exploring roles in the child’s upbringing.
52. What question does the speaker ask repeatedly?
    The speaker asks, “Whose child is this?”three times. This repetition emphasizes shared responsibility between parent, teacher, and society.
53. How does the parent respond to the question?
    The parent claims the child as “mine”with a tender smile. They describe duties like bathing, grooming, and moral guidance.
54. What responsibilities does the parent mention?
    The parent bathes the child, combs their hair, and teaches them to be good. They focus on daily care and ethical behavior.
55. How does the teacher respond to the speaker?
    The teacher also claims the child as “mine”with a smile. They emphasize teaching kindness, discipline, and academic growth.
56. What role does the teacher play?
    The teacher trains the child’s mind and encourages adherence to rules. They aim to maximize the child’s learning in school.
57. What happens when the parent and teacher answer together?
    They declare the child is “ours”and hold the child’s hands. This symbolizes their shared commitment to raising the child.
58. What is the central theme of the poem?
    The poem highlights collaborative upbringing between parents and teachers. It stresses that raising a child is a communal effort.
59. How does the poem use dialogue?
    Dialogue between the speaker, parent, and teacher reveals their roles. It personalizes their responsibilities and unity.
60. What does the phrase “keep a little while”imply?
    It suggests childhood is temporary, and guardianship is fleeting. It reminds adults to cherish their time guiding the child.
61. What does the parent symbolize?
    The parent symbolizes home, nurturing, and foundational care. They provide love and daily structure.
62. What does the teacher symbolize?
    The teacher symbolizes education, discipline, and societal integration. They prepare the child for the world beyond home.
63. Why is the task called “blessed”?
    Raising a child is portrayed as sacred and rewarding. It underscores the honor and joy of guiding the young.
64. How does the poem address societal roles?
    It shows that raising a child requires collaboration between home and school. Society thrives when both work together.
65. What does the child represent?
    The child represents potential and the future. Their upbringing impacts both family and community.
66. How does the poem view education?
    Education is a partnership between parent and teacher. It shapes the child’s mind and character holistically.
67. What message does the poem give about teamwork?
    Teamwork ensures the child’s physical, emotional, and intellectual growth. Isolated efforts are insufficient.
68. Why do the parent and teacher hold the child’s hands?
    This gesture symbolizes unity and shared responsibility. It visually represents their joint commitment.
69. What does the door symbolize?
    The door marks transitions—home to school, individual to shared care. It welcomes the teacher into the child’s life.
70. How does the poem address time?
    Phrases like “a little while”highlight childhood’s brevity. It urges adults to make the most of their guiding role.
71. What rhyme scheme does the poem use?
    The poem follows an AABBrhyme scheme. Couplets create a rhythmic, lyrical flow.
72. How does repetition enhance the poem?
    Repeating “Whose child is this?”stresses the central question. It reinforces the shift from individual to shared ownership.
73. What is the effect of the parent and teacher’s smiles?
    Their smiles reflect pride, tenderness, and mutual respect. It softens the poem’s tone with warmth.
74. How does the poem use contrast?
    It contrasts “mine”(individual claim) with “ours” (shared duty). This shows evolving responsibility.
75. What imagery is used in the poem?
    Images like “bathe his hands”(care) and “train his mind” (education) depict holistic upbringing.
76. How does the poem define successful parenting?
    Success involves nurturing both character and intellect. Collaboration with teachers is key.
77. How does the poem define teaching?
    Teaching goes beyond academics to include kindness and discipline. It shapes the child’s moral compass.
78. Why is the child’s upbringing called a “task”?
    It acknowledges the effort and dedication required. The word “blessed”adds reverence to this duty.
79. How does the poem challenge individualism?
    It rejects solo responsibility, advocating for communal effort. The child thrives through collective care.
80. What lesson does the poem teach society?
    Society must support parents and teachers in raising children. Shared effort ensures well-rounded development.
81. How does the poem’s structure reflect its theme?
    Three stanzas mirror three guardianship claims: parent, teacher, and both. Progression shows unity.
82. What does the final stanza resolve?
    The joint answer (“ours”) resolves the speaker’s question. It concludes that upbringing is a shared journey.
83. How does the poem inspire collaboration?
    By showing parent and teacher joining hands, it models ideal teamwork. Their partnership benefits the child.
84. What emotions does the poem evoke?
    Warmth, hope, and responsibility. It celebrates love and cooperation in nurturing the young.
85. How might teachers use this poem?
    To foster partnerships with parents. It validates their complementary roles in education.
86. How does the poem balance simplicity and depth?
    Simple language conveys profound themes like love and duty. Its accessibility makes the message universal.
87. Why is the poem timeless?
    Its themes of collaboration and child-rearing are eternal. Families and educators still face these dynamics.
88. How does the poem critique isolated parenting?
    It implies that solo parenting limits the child’s growth. Teachers provide skills parents alone cannot.
89. How does the poem view moral education?
    Morality is taught through both home (parent) and school (teacher). Both environments shape ethics.
90. What societal values does the poem promote?
    Community, cooperation, and shared responsibility. It advocates for collective investment in children.
91. How might a parent apply the poem’s message?
    By actively partnering with teachers. Open communication ensures the child’s needs are met holistically.
92. How might a teacher apply the poem’s message?
    By valuing parental input and fostering teamwork. Recognizing home influence strengthens classroom learning.
93. What illustration would suit the poem?
    A parent and teacher holding the child’s hands, walking toward a school. Warm colors symbolize unity and hope.
94. How does the poem inspire readers emotionally?
    It evokes gratitude for caregivers and educators. Their collaboration shapes future generations.
95. What modern issue does the poem address?
    The need for parent-teacher partnerships in today’s fragmented society. Teamwork bridges gaps in education.
96. What ethical duty do adults have in the poem?
    To guide children with love, patience, and wisdom. Their combined efforts ensure the child’s well-being.
97. How does the poem address the child’s future?
    Proper upbringing prepares the child to contribute positively to society. Collaboration lays a strong foundation.
98. Why is the child called a “blessed task”?
    Raising a child is both a challenge and a divine privilege. It honors the sacredness of nurturing life.
99. How does the poem define love?
    Love is active—teaching, guiding, and collaborating. It’s expressed through effort, not just affection.
100. What legacy does the poem suggest?

A well-raised child becomes a responsible adult. Their growth is the lasting legacy of parent-teacher teamwork.