Childhood Class 11 English Hornbill Poem 4 Summary is available here. This summary is created by the subject experts of CBSE Wale. By reading this summary, students can better understand this poem.
Childhood Class 11 English Hornbill Poem 4 Summary
Childhood Short Summary
The poem “Childhood” by Markus Natten is about the loss of innocence and the transition from childhood to adulthood. The speaker wonders when he lost his childhood, and reflects on the many moments in his life that could have marked the end of his innocence. He considered the possibility that it was when he turned eleven, or when he realised that heaven and hell did not exist, or when he first saw the hypocrisy of adults. Ultimately, the speaker concludes that his childhood is gone, and that it is hidden in the face of an innocent child.
Childhood Short Summary In Hindi
मार्कस नाटन की कविता “Childhood” मासूमियत के नुकसान और बचपन से वयस्कता में संक्रमण के बारे में है। वक्ता आश्चर्यचकित हो जाता है जब उसने अपना बचपन खो दिया, और अपने जीवन के उन कई क्षणों पर विचार करता है जो उसकी मासूमियत के अंत को चिह्नित कर सकते थे। उसने इस संभावना पर विचार किया कि जब वह ग्यारह वर्ष का हुआ, या जब उसने महसूस किया कि स्वर्ग और नरक का अस्तित्व नहीं है, या जब उसने पहली बार वयस्कों के पाखंड को देखा। अंतत: वक्ता इस निष्कर्ष पर पहुंचता है कि उसका बचपन चला गया है और वह एक मासूम बच्चे के चेहरे में छिपा है।
Childhood Summary
The poet is thinking and questioning when his childhood ended. He wonders if it was when he turned twelve years old. Another possibility is when he realised that Hell and Heaven are not real places that can be found on a map. This was the moment when he understood the difference between what is real and what is imagined. The poet realises that Hell and Heaven are make-believe locations that don’t exist in the real world.
Once again, the poet is asking the same question about when he lost his childhood. Now, he wonders if it was the time when he started seeing the world differently. It’s normal for people to see things differently as they grow older, but it seems to have deeply affected the poet. He also realised that adults can be hypocritical. They say one thing, like preaching about love, but their actions don’t always match up. The poet believes that adults often act in a two-faced manner. So, he wonders if this was the time when his childhood slipped away.
Continuing the discussion, the poet thinks again about when he lost his childhood. He considers different possibilities and asks himself various questions. Additionally, he reflects on the day when he realised that his mind belonged to him. This was the moment when he understood that he had the power to think in any way he desired. The poet also realised that his thoughts were unique to him and nobody could influence them. It was a realisation that he could generate his own thoughts and that he had freedom to choose. This was the time when he became aware of his own individuality and personality. So, he wonders if that was the day when his childhood slipped away.
In the final part of the poem, the poet feels sad about losing his childhood. He longs to experience his childhood again. He realises that his childhood has disappeared and can never come back. The poet treasures the innocence he had as a child, the kind of innocence you can see in a baby’s face. He only has sweet memories of his childhood, but they fade away with time. The poet believes that the innocence of childhood remains only until a person is very young, like an infant.
Childhood Summary In Hindi
कवि सोच रहा है और प्रश्न कर रहा है कि उसका बचपन कब समाप्त हुआ। वह आश्चर्य करता है कि क्या यह तब हुआ जब वह बारह वर्ष का हो गया। एक और संभावना यह है कि जब उसने महसूस किया कि नर्क और स्वर्ग वास्तविक स्थान नहीं हैं जो मानचित्र पर पाए जा सकते हैं। यही वह क्षण था जब उन्होंने वास्तविक और काल्पनिक के बीच के अंतर को समझा। कवि को पता चलता है कि नर्क और स्वर्ग काल्पनिक स्थान हैं जो वास्तविक दुनिया में मौजूद नहीं हैं।
एक बार फिर कवि वही प्रश्न पूछ रहा है कि उसने अपना बचपन कब खोया। अब, वह सोचता है कि क्या यही वह समय था जब उसने दुनिया को अलग तरह से देखना शुरू किया था। उम्र बढ़ने के साथ-साथ लोगों को चीजों को अलग तरह से देखना सामान्य बात है, लेकिन ऐसा लगता है कि इसने कवि को गहराई से प्रभावित किया है। उन्होंने यह भी महसूस किया कि वयस्क पाखंडी हो सकते हैं। वे एक बात कहते हैं, जैसे प्रेम के बारे में प्रचार करना, लेकिन उनके कार्य हमेशा मेल नहीं खाते। कवि का मानना है कि वयस्क अक्सर दो-मुंह वाले व्यवहार करते हैं। तो, वह सोचता है कि क्या यह वह समय था जब उसका बचपन फिसल गया था।
चर्चा जारी रखते हुए, कवि फिर से सोचता है कि कब उसने अपना बचपन खो दिया। वह अलग-अलग संभावनाओं पर विचार करता है और खुद से तरह-तरह के सवाल पूछता है। इसके अतिरिक्त, वह उस दिन को दर्शाता है जब उसे एहसास हुआ कि उसका मन उसका है। यही वह क्षण था जब उन्होंने महसूस किया कि उनके पास अपनी इच्छा के अनुसार कुछ भी सोचने की शक्ति है। कवि ने यह भी महसूस किया कि उनके विचार उनके लिए अद्वितीय थे और कोई भी उन्हें प्रभावित नहीं कर सकता था। यह अहसास था कि वह अपने विचार खुद पैदा कर सकता है और उसे चुनाव करने की आजादी है। यह वह समय था जब उन्हें अपने व्यक्तित्व और व्यक्तित्व के बारे में पता चला। तो, वह सोचता है कि क्या वह दिन था जब उसका बचपन फिसल गया था।
कविता के अंतिम भाग में कवि अपने बचपन को खो देने पर दुखी होता है। वह फिर से अपने बचपन का अनुभव करना चाहता है। उसे पता चलता है कि उसका बचपन गायब हो गया है और वह कभी वापस नहीं आ सकता। कवि उस मासूमियत को संजोए हुए है जो उसके पास एक बच्चे के रूप में थी, जिस तरह की मासूमियत आप एक बच्चे के चेहरे में देख सकते हैं। उसके पास अपने बचपन की केवल मीठी यादें हैं, लेकिन वे समय के साथ फीकी पड़ जाती हैं। कवि का मानना है कि बचपन की मासूमियत तब तक ही रहती है जब तक एक व्यक्ति बहुत छोटा होता है, एक शिशु की तरह।
The Explanation of the Poem “Childhood”
Stanza 1
When did my childhood go?
Was it the day I ceased to be eleven,
Was it the time I realised that Hell and Heaven,
Could not be found in Geography,
And therefore could not be,
Was that the day!
Important Word Meaning
Ceased: In this context, “ceased” means to stop or come to an end. It refers to the moment when the poet is no longer eleven years old, indicating a transition from childhood to a more mature stage.
Realised: “Realised” means to become aware of or understand something. Here, it signifies the moment when the poet comprehended or understood that Hell and Heaven were not physical places that could be located on a map.
Geography: Geography refers to the study of the Earth’s physical features, climate, and various locations. In this stanza, it represents the poet’s understanding that Hell and Heaven, as traditionally believed, cannot be found or located through geographical means.
Could not be: This phrase indicates the impossibility of finding Hell and Heaven through geographical exploration. It signifies the poet’s realisation that these concepts are not physically present in the world.
Day: In this context, “day” refers to a specific moment or event that could have marked the end of the poet’s childhood. It represents a significant turning point or realisation.
Explanations
In this stanza, the poet reflects on the loss of his childhood and raises several questions. The first question is when exactly did his childhood disappear? He wondered if it was the day he turned twelve years old, symbolising the end of childhood innocence and entering adolescence. This transition marked a shift in his perception of the world.
The poet then contemplates another possibility: the day he realised that concepts like Hell and Heaven could not be located on a map or in any geographical place. This realisation shattered the belief that these realms existed in a tangible way. As a result, the poet began to understand that Hell and Heaven were imaginary and did not have a physical presence in the world.
The stanza leaves the question open-ended, suggesting that perhaps the day of this realisation was when the poet’s childhood truly ended. The poet is grappling with the idea that as he grew older, he started questioning and letting go of childhood beliefs and perceptions.
Poetic Devices
Rhetorical Question: The stanza begins with a rhetorical question: “When did my childhood go?” This device is used to emphasise the poet’s contemplation and engage the reader in thinking about the answer.
Repetition: The repetition of the question “Was it…” adds emphasis and a rhythmic quality to the stanza. It also serves to reinforce the poet’s search for the moment when childhood ended.
Enjambment: The lines flow smoothly into each other without pause or punctuation at the end of each line, creating a sense of continuity. For example, “Was it the day I ceased to be eleven” continues the thought from the previous line without a break.
Allusion: The mention of Hell and Heaven refers to religious and spiritual concepts. It adds depth and layers of meaning to the stanza, exploring the poet’s realisation about these abstract notions.
Paradox: The statement “Could not be found in Geography, and therefore could not be” presents a paradoxical idea. It highlights the poet’s understanding that certain intangible concepts cannot be physically located or proved through geographical means.
Exclamation: The concluding line, “Was that the day!” is an exclamation that conveys the poet’s surprise or realisation. It adds an emotional and emphatic tone to the stanza.
Stanza 2
When did my childhood go?
Was it the time I realised that adults were not
all they seemed to be,
They talked of love and preached of love,
But did not act so lovingly,
Was that the day!
Important Word Meaning
Realised: Became aware of or understood something.
Adults: Grown-up individuals who are no longer children.
Preached: Spoke or taught others about a particular belief or concept.
|Lovingly: In a caring or affectionate manner.
Explanations
The poet is wondering about the moment when his childhood disappeared. He asked himself if it was the time when he realised that adults were not exactly how they appeared to be.
The poet noticed that adults often talk about love and say it’s important, but their actions don’t always match up. They may not act in a loving way, even though they talk about it.
So the poet wonders if the day he realised this discrepancy between what adults say and how he behaves was the day when his childhood ended. It made him see that the world is more complicated and not as simple and loving as he believed when he was younger.
Poetic Devices
Rhetorical Question: The stanza begins with a rhetorical question: “When did my childhood go?” This device is employed to engage the reader and create a sense of contemplation.
Contrast: The stanza presents a contrast between what adults say about love and how they actually behave. This contrast serves to highlight the poet’s realisation and adds depth to the theme of disillusionment.
Enjambment: The lines flow into each other without punctuation at the end, creating a sense of continuity and allowing the thoughts to connect smoothly. For example, “They talked of love and preached of love” continues without pause into the following line.
Irony: The stanza employs irony by juxtaposing the talk of love and preaching with the lack of loving behaviour from adults. This irony adds a layer of critique and commentary on human hypocrisy.
Exclamation: The final line, “Was that the day!” is an exclamation that conveys the poet’s surprise or realisation. It adds an emotional and emphatic tone to the stanza.
Stanza 3
When did my childhood go?
Was it when I found my mind was really mine,
To use whichever way I choose,
Producing thoughts that were not those of other people
But my own, and mine alone
Was that the day!
Important Word Meaning
Childhood: The period of time in a person’s life when they are a child, characterised by innocence and immaturity.
Mine: Belonging to me.
Whichever: Any of the options available.
Thoughts: Mental ideas or perceptions.
Explanations
The poet reflects on the departure of his childhood and ponders about the moment it slipped away. He questions whether it was the time when he realised that his mind truly belonged to him, and he had the freedom to think in any way he desired. He discovered that he could generate thoughts that were his own, not influenced by others. The stanza concludes with the poet asking if that realisation marked the day when his childhood truly ended. The summary emphasises the importance of individuality, independent thinking, and self-discovery in the process of growing up.
Poetic Devices
Rhetorical Question: The stanza begins with a rhetorical question: “When did my childhood go?” This device engages the reader and encourages reflection without expecting a direct answer.
Repetition: The mine is repeated at the end of the stanza for emphasis. Enjambment: The lines flow into each other without punctuation at the end, creating a sense of continuity and allowing the thoughts to connect smoothly. For example, “To use whichever way I choose” continues without a break into the following line.
Parallelism: The structure of the lines creates parallelism with the repetition of the phrase “Producing thoughts that were not those of other people / But my own, and mine alone.” This parallel structure adds balance and reinforces the idea of independent thinking.
Imagery: The stanza evokes imagery by using words like “mind,” “use,” and “producing thoughts.” These words paint a vivid picture of the poet’s mental process and the agency he feels over his own thoughts.
Stanza 4
Where did my childhood go?
It went to some forgotten place,
That’s hidden in an infant’s face,
That’s all I know.
Important Word Meaning
Childhood: The period of time in a person’s life when they are a child, characterised by innocence, playfulness, and immaturity.
Forgotten: No longer remembered or in one’s conscious thoughts.
Hidden: Concealed or not easily seen or noticed.
Infant: A very young child, typically one who is not yet able to walk or talk.
Explanations
The poet wonders where his childhood has gone. He believes it has disappeared and resides in a forgotten place. This place is concealed within the innocent and pure expression found on a baby’s face. The poet expresses that this is the only thing he knows about his lost childhood. The stanza reflects a sense of nostalgia and acknowledges the fleeting nature of childhood innocence.
Poetic Devices
Rhetorical Question: The stanza begins with a rhetorical question, “Where did my childhood go?” This question is posed to create a sense of reflection and introspection rather than expecting a direct answer.
Repetition: The phrase “That’s” is repeated at the beginning of the last two lines, creating a rhythmic pattern and adding emphasis to the poet’s limited knowledge about the whereabouts of their childhood.
Enjambment: The lines flow into each other without punctuation at the end, creating a sense of continuity and allowing the thoughts to connect smoothly.
Metaphor: The line “It went to some forgotten place” employs a metaphor, representing the disappearance or loss of the poet’s childhood. The childhood is personified as having gone to a forgotten place, emphasising its absence.
Personification: The line “That’s hidden in an infant’s face” personifies the childhood by suggesting that it is hidden within the innocent expression found on an infant’s face. This personification adds depth to the stanza and evokes a sense of longing and nostalgia.
Poet of the Poem “Childhood”
The poet of the poem “Childhood” is Marcus Natten. The poem was first published in 1947.
About the Poet of the Poem “Childhood”
Marcus Natten was a British poet who was born in 1924 and died in 1995. He was educated at Oxford University, where he studied English literature. After graduating, he worked as a teacher and a journalist. He published his first book of poems, “The End of Childhood,” in 1947. He went on to publish several more books of poetry, including “The Journey” (1951), “The House of Sleep” (1955), and “The Last of the Poets” (1961).
Theme of the Poem “Childhood”
The theme of the poem “Childhood” by Marcus Natten is the loss of innocence. The poem is a reflection on the speaker’s childhood, and the ways in which they have changed since then. The speaker begins by asking, “When did my childhood go?” They then go on to list a number of possible moments when their childhood may have ended. These moments include the first time they realised that the world was not as simple as they thought it was, the first time they experienced pain or loss, and the first time they made a decision that was their own.
Main Idea of the Poem “Childhood”
The main idea of the poem “Childhood” by Marcus Natten is that childhood is a time of innocence and wonder, but it is also a time that is fleeting. As we grow older, we inevitably lose some of our innocence. However, we can still cherish the memories of our childhood, and we can use those memories to help us navigate the challenges of adulthood.
Moral of the Poem “Childhood”
The poem “Childhood” by Marcus Natten teaches us that childhood is a special time when we are innocent and full of curiosity. But it’s a time that goes by quickly. As we become older, we lose some of that innocence. However, we can hold onto the memories of our childhood and use them to guide us as we face the difficulties of being grown-ups. The poem reminds us to appreciate our childhood and the lessons it taught us, even as we move into adulthood.
Message of the Poem “Childhood”
The poem “Childhood” conveys the message that childhood is a precious and fleeting phase of life, characterised by innocence and wonder. It emphasises that as we grow older, we inevitably lose some of that innocence, but we should cherish the memories and lessons learned during our childhood. The poem encourages us to hold onto the sense of wonder and curiosity from our childhood, as it can help us navigate the challenges of adulthood. It serves as a reminder to appreciate and value the fleeting nature of childhood while using its experiences to shape our journey into maturity.
Conclusion of the Poem “Childhood”
In conclusion, the poem “Childhood” by Marcus Natten reflects on the fleeting nature of childhood and the loss of innocence as we grow older. It reminds us to cherish the memories and experiences of our childhood, recognizing their significance in shaping our journey through life. The poem suggests that while we cannot return to our childhood, we can hold onto the lessons learned and the sense of wonder it instilled in us. It serves as a poignant reminder to appreciate the magic of childhood and carry its essence with us as we navigate the complexities of adulthood.
Rhyme Scheme of the poem “Childhood”
The rhyme scheme of the poem “Childhood” by Markus Natten is ABBCCD.
Frequently Asked Questions Related To The Poem Childhood
Question 1. Who is the poet of the poem “Childhood”?
Answer. The poet of the poem “Childhood” is Marcus Natten.
Question 2. What is the main theme of the poem?
Answer. The main theme of the poem is childhood, innocence, and the passage of time.
Question 3. What is the message conveyed in the poem?
Answer. The message of the poem is that childhood is a precious and fleeting phase of life that should be cherished and remembered.
Question 4. How does the poet describe childhood in the poem?
Answer. The poet describes childhood as a time of innocence and wonder.
Question 5. What does the poet say about losing innocence as we grow older?
Answer. The poet suggests that as we grow older, we inevitably lose some of our innocence.
Question 6. How can we navigate the challenges of adulthood according to the poem?Answer. The poem suggests that we can use the memories and lessons from our childhood to navigate the challenges of adulthood.
Question 7. What is the significance of the phrase “hidden in an infant’s face” in the poem?
Answer. The phrase suggests that the essence of childhood is still present in the innocence seen on a baby’s face.
Question 8. How does the poem portray the passage of time?
Answer. The poem highlights the fleeting nature of childhood and how it quickly disappears as we grow older.
Question 9. What emotions does the poem evoke in the reader?
Answer. The poem evokes feelings of nostalgia, longing, and reflection on one’s own childhood.
Question 10. What role do memories play in the poem?
Answer. Memories serve as a way to hold onto the essence of childhood and provide guidance in adulthood.
Question 11. How does the poem emphasise the value of childhood?
Answer. The poem emphasises the value of childhood by highlighting its innocence, wonder, and the lessons it teaches us.
Question 12. How does the poem encourage the reader to appreciate their own childhood?
Answer. The poem encourages the reader to cherish the memories and experiences of their childhood.
Question 13. Does the poem suggest that childhood can be regained or relived?
Answer. No, the poem acknowledges that childhood is a time that cannot be regained or relived.
Question 14. How does the poem depict the transition from childhood to adulthood?
Answer. The poem acknowledges the loss of innocence and the changes that occur as we transition from childhood to adulthood.
Question 15. What is the overall tone of the poem?
Answer. The overall tone of the poem is reflective, nostalgic, and appreciative of the beauty and brevity of childhood.