Get summaries, questions, answers, solutions, notes, extras, PDFs, and guides for the poem The Education of Nature: MBOSE Class 12 Alternative English (textbook Imprints), which is part of the syllabus for students studying under the board. These solutions, however, should only be treated as references and can be modified/changed.
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Summary
In The Education of Nature, Wordsworth personifies Nature as a nurturing force that adopts a young girl named Lucy. Nature speaks of taking Lucy as her own to raise, imparting lessons through experiences in the natural world. She promises to guide Lucy with a mix of rules and freedom, intending to shape her character gently but effectively. The poem reflects Nature’s maternal role, as she envisions Lucy growing with a balance of discipline and spontaneity, fostering her connection with the earth and sky, rocks and fields.
The first stanza introduces this bond, with Nature claiming Lucy as her “own,” expressing a wish to shape her as one might cultivate a flower. Nature becomes both a teacher and guardian, desiring to be both “law and impulse” to Lucy, suggesting a balance of structure and independence in her upbringing. The metaphor of Lucy as a flower symbolizes her potential to flourish under Nature’s care, just as plants grow under sunlight and rain.
In the third stanza, Lucy is compared to a fawn, capturing her liveliness and innocence. Like the fawn, she is free-spirited, roaming the fields and mountains, gaining joy from these interactions. Nature also intends Lucy to embody qualities of natural elements, such as the calm of the trees and the grace of clouds, indicating that her beauty and character will be shaped subtly, without forced discipline.
The poem’s tone shifts in the last stanza, where Nature’s plan is abruptly cut short by Lucy’s early death. The poet reflects on the calm and beauty Lucy has left behind, even in his grief. This contrast of joy and sorrow, known as antithesis, underscores the bittersweet nature of Lucy’s life and the enduring impact of her brief presence.
Video tutorial
Line-by-line explanation
Three years she grew in sun and shower;
The young girl named Lucy lived and thrived for three years, growing up under both sunny and rainy conditions, symbolizing the nurturing elements of nature.
Then Nature said, ‘A lovelier flower / On earth was never sown:
Nature observes Lucy and admires her beauty and innocence, comparing her to the loveliest flower ever planted on earth.
This child I to myself will take; / She shall be mine, and I will make / A lady of my own.
Nature decides to claim Lucy for itself, expressing a desire to nurture and shape her into a refined, graceful lady according to its own ways.
‘Myself will to my darling be / Both law and impulse; and with me
Nature promises to be both a source of structure (law) and spontaneous action (impulse) for Lucy, suggesting a balanced approach in guiding her.
The girl, in rock and plain, / In earth and heaven, in glade and bower, / Shall feel an overseeing power / To kindle or restrain.
Lucy will experience Nature’s presence everywhere—in rocky landscapes, open plains, forests, and gardens. This presence will guide her to express herself yet also help her understand boundaries.
‘She shall be sportive as the fawn / That wild with glee across the lawn / Or up the mountain springs;
Nature describes how Lucy will be playful and full of energy, like a young deer joyfully leaping across fields and climbing mountains.
And her’s shall be the breathing balm, / And her’s the silence and the calm / Of mute insensate things.
Lucy will embody the refreshing tranquility and peaceful silence of the natural world, becoming as serene and soothing as non-living elements like gentle breezes and quiet landscapes.
‘The floating clouds their state shall lend / To her; for her the willow bend; / Nor shall she fail to see
The grace of floating clouds and the gentle bending of willow trees will reflect in her personality. Nature will teach her to appreciate the beauty and elegance even in small, subtle movements.
Ev’n in the motions of the storm / Grace that shall mould the maiden’s form / By silent sympathy.
Lucy will find beauty and strength even in the storms, which represent challenges. She will develop inner grace by quietly understanding and aligning with these natural forces.
‘The stars of midnight shall be dear / To her; and she shall lean her ear / In many a secret place,
Lucy will feel a connection to the stars at night, finding comfort and wonder in them. She will listen carefully in hidden places, as if searching for the mysteries and secrets of the world around her.
Where rivulets dance their wayward round, / And beauty born of murmuring sound / Shall pass into her face.
In places where streams flow freely in playful, winding paths, the beauty of nature’s soft, rhythmic sounds will reflect in her expression, as if becoming part of her.
‘And vital feelings of delight / Shall rear her form to stately height, / Her virgin bosom swell;
Nature will instill Lucy with vibrant, joyful emotions, which will help her grow tall and graceful as she matures into a young woman.
Such thoughts to Lucy I will give, / While she and I together live / Here in this happy dell.’
Nature promises to share these joyful and profound thoughts with Lucy as long as they are together in this peaceful valley, or “dell.”
Thus Nature spake—the work was done / How soon my Lucy’s race was run!
Nature’s nurturing was complete, but Lucy’s life ended suddenly and prematurely, as if her journey was brief.
She died, and left to me / This heath, this calm and quiet scene;
Lucy has passed away, leaving behind only the serene landscape where she once lived, a quiet and unchanging reminder of her presence.
The memory of what has been, / And never more will be.
All that remains for the speaker is the memory of Lucy and the joy she brought to the world, a beauty that will never be experienced again.
Textbook solutions
Answer these questions briefly
Stanza 1
1. What human quality is conferred on Nature?
Answer: Nature is personified with the ability to care for and nurture the child.
2. Why did Nature wish to take over the child?
Answer: Nature wished to take over the child to shape her into a “lovelier flower” and make her a lady of her own.
3. What would Nature do with the child?
Answer: Nature would guide and teach the child, nurturing her qualities to make her a graceful, serene being.
4. How old was the child?
Answer: The child was three years old.
Stanza 2
1. Name the different places in which Nature planned on teaching the girl?
Answer: Nature planned on teaching the girl in “rock and plain,” “earth and heaven,” “glade and bower.”
2. Describe the relationship between Nature and the girl.
Answer: Nature would be both “law and impulse” to the girl, providing both guidance and freedom.
Stanza 3
1. With which creature is the girl compared? In what way, are the two similar?
Answer: The girl is compared to a “fawn.” Both are portrayed as playful and full of life.
2. Describe her actions.
Answer: She is described as running wild with glee across the lawn or up the mountain.
3. What other ways is the girl described as?
Answer: She is described as having the “breathing balm” and “silence and the calm” of nature.
Stanza 4
1. What quality will the girl imbibe from the floating clouds and the swaying willows?
Answer: She will imbibe grace and serenity from the floating clouds and the swaying willows.
2. What will she learn from the ‘motions of the storm’?
Answer: She will learn grace that will shape her form through “silent sympathy.”
3. Explain the expression ‘silent sympathy’ in context.
Answer: “Silent sympathy” means she will develop a harmonious connection with nature, shaping her demeanor quietly.
Stanza 5
1. What relationship will she have with the stars?
Answer: The stars of midnight will be dear to her.
2. Explain ‘She shall lean her ear/In many a secret place’ in context.
Answer: This means she will listen attentively to the sounds of nature, seeking beauty and peace in secluded places.
3. What gift will the murmuring rivulets give to the girl?
Answer: The murmuring rivulets will give her beauty born of the sound, which will pass into her face.
Stanza 6
1. What feelings will Nature plant in the girl’s heart?
Answer: Nature will plant vital feelings of delight in the girl’s heart.
2. This stanza marks the transition in which the little girl blossoms into a young woman. Pick out the words and phrases that tell you this.
Answer: Words like “rear her form to stately height,” and “virgin bosom swell” signify her growth into a young woman.
3. What does ‘happy dell’ suggest to you?
Answer: “Happy dell” suggests a place of joy, contentment, and natural beauty where she can grow.
Stanza 7
1. Describe the sudden reversal expressed in the first two lines.
Answer: The sudden reversal is expressed as Lucy’s life, though full of promise, came to an unexpected end.
2. How does the poet convey his feelings of loss, grief, and desolation? At the same time, is there a feeling of calm acceptance as well? Why do you think so?
Answer: The poet conveys his feelings of loss by describing the quiet scene left behind. There is a calm acceptance in cherishing the memory of Lucy and acknowledging that what was, will never be again.
Answer these questions in detail.
1. In this poem, the poet has personified Nature as a teacher. Enumerate all the qualities of a good teacher according to Wordsworth. Write out the lines in the poem which match the description.
Answer: The poet describes Nature as a nurturing, inspiring, and all-encompassing teacher. Nature is depicted as gentle, patient, and respectful of the child’s individuality. She plans to instill values by allowing the child to observe and absorb from her surroundings. Lines from the poem that reflect these qualities include: “Myself will to my darling be / Both law and impulse,” illustrating Nature’s approach to teaching both discipline and freedom, and “Grace that shall mould the maiden’s form / By silent sympathy,” showing Nature’s subtle influence on the child’s character.
2. What are the different ways that the girl will be taught? Will she be taught with love? How do we know this?
Answer: The girl will be taught through direct interaction with the natural world, by observing the beauty and serenity of her surroundings. She will learn from the “floating clouds,” the “swaying willows,” and the “motions of the storm.” Yes, she will be taught with love, as Nature plans to guide her with care and patience. This is evident from phrases like “Grace that shall mould the maiden’s form / By silent sympathy” and “Vital feelings of delight,” which convey a nurturing and affectionate approach.
3. What are the qualities that the poet wishes nature to confer on the girl? How do we know that the poet cherishes these qualities?
Answer: The poet wishes Nature to confer qualities such as grace, gentleness, strength, and a deep connection to beauty. The poet values these traits, as they are celebrated throughout the poem, particularly in lines like “She shall feel an overseeing power / To kindle or restrain,” indicating admiration for self-control and “beauty born of murmuring sound,” showing an appreciation for a harmonious inner life shaped by nature.
4. Analyse the title of the poem The Education of Nature.
Answer: The title The Education of Nature suggests that Nature is both the subject and the teacher in this poem. It reflects the theme of natural learning, where the girl is not educated through traditional means but instead shaped by the environment around her. The title underscores the idea that true education involves growth and understanding drawn from the world itself, reinforcing Wordsworth’s belief in Nature’s capacity to impart wisdom and nurture character.
Appreciating form
1. In literature, the literary device in which an inanimate object or idea is given human characteristics is called personification.
Answer: The literary device of personification is evident in the poem, where Nature is depicted as a nurturing figure who adopts the girl as her own, symbolizing Nature’s caring, guiding qualities as if it were human.
2. Antithesis is a literary device in which opposite ideas are placed side by side for the sake of emphasis.
Answer: An example of antithesis in the poem is found in the phrase “Both law and impulse.” This expression illustrates the balance between discipline and freedom in Nature’s approach to teaching the girl. Nature intends to guide her with a sense of order and routine while also allowing her freedom to act on her impulses, supporting both structure and individual expression in her growth.
3. Notice the variations in phraseology, punctuation and rhythm in the lines of the last stanza. What impact do these variations create?
Answer: The variations in phraseology, punctuation, and rhythm in the last stanza create a reflective, somber tone, which underscores the poet’s sense of loss and acceptance. These variations contribute to the emotional depth, emphasizing the finality of Lucy’s death while also imbuing the stanza with a serene, calm resignation.
Beyond the text
1. Write a brief account of your views on ‘Nature’s child’.
Answer: Nature’s child embodies innocence, beauty, and harmony with the natural world. In Wordsworth’s portrayal, such a child is free-spirited, nurtured by the sights and sounds of the environment, and grows with a deep connection to every element of nature. Nature provides not just beauty but also wisdom and tranquility, teaching the child through subtle observation and experiences.
2. Do you believe Nature can be a child’s best teacher? How do you suppose a child can be taught through Nature?
Answer: Yes, Nature can be a child’s best teacher. A child can learn from observing natural processes, understanding the balance of ecosystems, and experiencing the calm or intensity of natural events. Nature instills patience, resilience, and a sense of wonder, teaching through experiences that engage all senses and inspire curiosity about life’s mysteries.
Extras
Additional questions and answers
1. What human quality does Wordsworth attribute to Nature in “The Education of Nature”?
Answer: The human quality of taking care of a child is conferred on Nature.
20. How does the poet express his feelings of loss and desolation in “The Education of Nature”? Is there also a sense of acceptance? Why?
Answer: The poet conveys feelings of loss, grief, and desolation by mentioning the girl’s death and the calm, quiet scene left behind. There is also a sense of calm acceptance, as he cherishes the memory of what once was but accepts that it will never be again. This acceptance is shown in the quietness and stillness of the scene he describes.
Additional fill in the blanks
1. Nature planned to take the child to ______ and bower. (glade/river)
Answer: glade
10. The poem ends with Nature reflecting on the memory of what has been, and ______ more will be. (never/often)
Answer: never
Additional true and false
1. Nature decides to take the child as her own and shape her life.
Answer: True
10. The term “happy dell” suggests a place of joy and serenity in the poem.
Answer: True
Ron’e Dutta is a journalist, teacher, aspiring novelist, and blogger who manages Online Free Notes. An avid reader of Victorian literature, his favourite book is Wuthering Heights by Emily Brontë. He dreams of travelling the world. You can connect with him on social media. He does personal writing on ronism.
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