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William Butler Yeats
“The Stolen Child”
Ukrainian Translation
Де кам’янистий схил спускається
До вод Слют-Вудського озера,
Там лежить зелений острів,
Де чаплі, змахуючи крилами,
Будять сонних водяних щурів;
Там ми сховали свої фейські чани,
Повні ягід
І найчервоніших украдених вишень.
Йди з нами, о людське дитя,
До вод і в дику природу,
З феєю — рука в руці,
Бо світ сповнений плачу більше, ніж ти можеш збагнути.
Де хвиля місячного світла
Осяює тьмяні сірі піски,
Далеко, край далеких Россесів,
Ми блукаємо всю ніч,
Плетучи давні танці,
Змішуючи руки й погляди,
Поки місяць не зникне;
Туди й назад ми стрибаємо
І ганяємося за пінистими бульбашками,
Поки світ сповнений тривог
І тривожно спить.
Йди з нами, о людське дитя,
До вод і в дику природу,
З феєю — рука в руці,
Бо світ сповнений плачу більше, ніж ти можеш збагнути.
Де блукаюча вода виривається
З пагорбів над Глен-Каром,
У ставках серед очерету,
Де ледве змогла б скупатись зірка,
Ми шукаємо сонну форель
І, шепочучи їй у вуха,
Навіюємо їй тривожні сни;
Нахиляючись тихо
З папороті, що ронить краплі
На молоді струмки.
Йди з нами, о людське дитя,
До вод і в дику природу,
З феєю — рука в руці,
Бо світ сповнений плачу більше, ніж ти можеш збагнути.
Він іде з нами,
Серйозноокий;
Він більше не почує мукання
Телят на теплому схилі,
І не почує, як чайник на плиті
Наспівує спокій у серце,
І не побачить, як бурі миші
Метушаться довкола діжки з вівсом.
Бо він іде, людське дитя,
До вод і в дику природу,
З феєю — рука в руці,
Бо світ сповнений плачу більше, ніж ти можеш збагнути.

Analysis of W.B. Yeats’s “The Stolen Child”
1. Introduction (time of writing, collection)
William Butler Yeats’s poem “The Stolen Child” was written in 1886 and later included in his early collection Crossways (1889). This period of his work is closely connected with his interest in Irish folklore and mythology, which he actively incorporated into his poetry. The poem can also be considered in the context of the Celtic Revival, when Yeats and other writers sought to bring Irish cultural traditions back into focus. The idea of fairies taking a human child comes directly from this folkloric background, but in Yeats’s version it also carries a deeper meaning connected with the contrast between reality and an imagined world.

2. Genre and structure
The poem can be described as lyrical, but it clearly has features of a ballad as well. On the one hand, it suggests a narrative, since it presents the idea of a child being drawn away by fairies. On the other hand, it is not focused on action as much as on mood and atmosphere.
The structure is clearly organized. The poem consists of four stanzas, each followed by the same refrain, “Come away, O human child!”. This refrain functions as a repeated call or invitation. Because it appears regularly, it creates a sense of persistence and reinforces the persuasive voice of the fairies. It also contributes to the musical quality of the poem and gives it a chant-like rhythm.
This repetition is important not only structurally but also semantically, as it reflects the continuous attempt of the fairies to lure the child away from the human world.

3. Poetic metre and rhyme scheme
The rhythm of the poem is not strictly fixed, but it is clearly organized in a way that creates a smooth and flowing effect. Yeats combines iambic and anapestic elements, which results in a musical, almost song-like quality typical of texts influenced by folk traditions.
The rhyme scheme is relatively regular and often follows patterns such as ABABCCDD. This regularity creates a sense of balance and cohesion. At the same time, it contrasts with the slightly unsettling content of the poem.
Together, rhythm and rhyme contribute to the hypnotic effect of the text. The reader is gradually drawn into the movement of the poem, in a way that mirrors the experience of the child.

4. Theme and key motifs
At the center of the poem is the contrast between the human world and the fairy world.
The human world is presented as a place of sorrow and emotional tension. This idea is clearly expressed in the line, “the world’s more full of weeping than you can understand.” The line suggests that reality is difficult and burdened with suffering.
In contrast, the fairy world is described as calm, beautiful, and closely connected with nature. It appears peaceful and even ideal.
Several key motifs can be identified, including the desire to escape from reality, the vulnerability of childhood, the attraction of the unknown, and the tension between illusion and truth.
At the same time, the poem suggests that this escape is not entirely positive. By the end of the poem, it becomes clear that leaving the human world also means losing something essential, including warmth, familiarity, and human connection.

5. Symbolism, key images, allusions
The poem relies heavily on symbolic meaning.
The fairies can be interpreted as symbols of temptation. They offer an alternative to reality that appears more attractive, but may not be entirely trustworthy.
The child represents innocence and vulnerability. It is open to influence and does not fully understand the consequences of leaving the human world.
Natural imagery plays a central role. Water, islands, moonlight, and forests create a dreamlike atmosphere that reinforces the idea of a distant and idealized world.
At the same time, the poem includes simple domestic images, such as calves, a kettle, and mice. These details represent the human world, ordinary and repetitive, but real. They emphasize what is being lost when the child leaves.
The poem also contains clear allusions to Irish folklore and Celtic mythology, particularly to traditional beliefs about supernatural beings inhabiting natural landscapes. These references deepen the cultural context of the poem and connect it to a broader literary tradition.

6. Stylistic devices (language and emotional colouring)
Repetition is one of the most important stylistic devices in the poem, especially in the refrain. It creates a sense of rhythm and reinforces the persuasive tone of the fairies’ voice.
Epithets contribute to vivid imagery and help the reader visualize the setting more clearly.
Metaphors emphasize the emotional contrast between the human and fairy worlds, particularly in the depiction of sorrow.
Personification gives life to natural elements, making the fairy world appear active and inviting.
Sound devices, including alliteration and assonance, enhance the musical quality of the poem and support its emotional tone.
All these elements work together to create an atmosphere that is calm and attractive on the surface, but slightly unsettling underneath.

7. Translation difficulties
From a translation perspective, the poem presents several challenges.
One of the main difficulties is preserving the rhythm and sound patterns of the original text. These elements are essential to the poem’s effect, but they are difficult to reproduce fully in another language.
Another challenge involves cultural references, including place names and folkloric elements, which may not carry the same meaning for readers in a different cultural context.
A further difficulty lies in balancing semantic accuracy with poetic expression. A literal translation may preserve meaning but lose atmosphere, while a more flexible approach may better capture the tone but move away from the original structure.
The refrain presents a particular challenge, as it must remain natural, rhythmic, and persuasive at the same time.
Conclusion
“The Stolen Child” is a complex poem that combines folklore with deeper reflection on reality and illusion. Through the contrast between the human and fairy worlds, Yeats explores the idea of escape and its consequences. The poem does not offer a simple answer, but instead leaves a sense of ambiguity, suggesting that what appears beautiful and ideal may also involve loss.

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